In conclusion, Bu Ami considered that textbooks selection is the process of taking a glance of several textbooks and comparing them in order to choose one
which could best meet the needs she addressed, which could help her much in class. In the process of selecting t
extbooks, Bu Ami focused on her students‟ financial problem as one of her consideration. Further, Bu Ami believed that
textbooks selection contributed to the students‟ learning success. That was why textbooks selection was significant for her.
3. Teachers’ Shared Lived Experience
Related to the action of textbooks selection, Mr. Yudi and Bu Ami revealed that they never applied any systematic evaluation in the process of
selecting textbooks. He believed that he could select the most appropriate textbooks for
the students by basing on the students‟ level of ability. In line with Mr. Yudi, Bu Ami explained that she had never found any textbooks selection
guides. That was why she just always took a quick look at the textbooks page by page or chapter by chapter in order to check the needs she wanted to address.
“I did not use any checklist or systematic evaluation. We have to examine
the books and make assumption.” YudACT- Steps in textbooks selection-Translation by the researcher
“I just took a glance of it. That is it. Indeed I did not have sufficient time to see page by page. At least I checked chapter by chapter to know the
contents.” AmiACT-Steps employed in selecting textbooks-Translation by the researcher
In short, both Mr. Yudi and Bu Ami had a similarity in not using systematic textbook evaluation checklist in the process of selecting textbooks.
They selected textbooks based on the impressions they obtained during looking
trough the books. Yet, they had their own consideration in selecting which textbooks to use.
C. Interpretation
This section presents the researcher‟s interpretation of the two teachers‟ lived experience in selecting textbooks based on the findings and accounts of the
teachers supported with the field notes of observation and artifacts collection. The individual and shared lived experience of the teachers were discussed altogether in
this section in order to obtain the comprehensive interpretation. The two teachers had different perspective toward textbooks. For Mr.
Yudi, textbook is only one of the many instructional materials. The textbooks he selected were to fulfill the curriculum standards and also to adjust the topics to
teach. For Mr. Yudi, a textbook was one of administrative components which he used as a proof that he applied the curriculum being instructed by the
governments. Thus, he used the textbook as a reference in organizing the topics and materials to be discussed with the students YudUND- Definition of
textbooks selection for teachers. For Mr. Yudi, it is significant to analyze and decide whether the materials
contained in the textbooks being selected were well-suited to the curriculum being applied. Besides, Mr. Yudi tried to investigate and give more focus on the wants
he would like to address. Mr. Yudi then check the textbooks appropriateness with the syllabus, whether the textbooks presented the topics and text genres mentioned
in the syllabus, whether the textbooks represented the language skills and proficiency to be achieved indicated in Basic Competence and Core competence.
