Feeling Intention Bu Ami’s Individual Lived Experience
that there would not be a big gap between the students‟ present level and the expected one AmiUND-Criteria of a good textbook.
Both teachers‟ statements showed that they really paid attention to the students‟, teachers‟, administrators‟ needs in conducting textbooks selection, as
Masuhara 1998 suggests. Yet, Mr. Yudi showed more detail. He met most of the parties‟ needs, which proves that he had sufficient knowledge on the concept of
textbooks selection. The teachers were shown to have different focuses in selecting textbooks.
The fact that each teacher has their own teaching experience, teaching style, as well as perception might be the reasons. Although both Mr. Yudi and Bu Ami
tried to perfectly meet the needs of students, the teachers, and also the administrators as suggested by Masuhara 1998 and Byrd 2001, the teachers‟
different understanding and beliefs of the teaching and learning as well as textbooks selection theory resulted the different needs addressed by the teachers.
The table below is the detail of the needs addressed by Mr. Yudi and Bu Ami. Needs
Category Source
Mr. Yudi Bu Ami
Students Personal
needs Age
√ √
Cultural background √
√ Financial background
√ Interest
√ √
Learning needs
Language proficiency
√ √
Learning style √
√ Learning goals and
expectation of the course
√ √
Future professional
needs Future use of English
language knowledge √
√ Future use of English
competence √
Teachers Personal
needs Interest
√ √
Time √
Financial motivation √
Professional needs
Teaching style √
√ Teaching experience
√ √
Administrators Institutional needs
Educational policy √
√ Market forces
√ Table 4.4. Needs Addressed by Mr. Yudi and Bu Ami
Analyzing the teachers‟ statements, the researcher found out that both teachers shared the similar experience that they had never applied any systematic
textbooks evaluation checklist. Both agreed that textbooks selection is the process of looking through the textbooks, checking the suitability with the needs they
want to meet, and finally deciding the textbooks to use YudACT-Steps of textbooks selection, AmiACT-Steps of textbooks selection, which is in line
with Tomlinson 2003: 23, Harmer 2001: 301 and Cunningsworth 1995: 1. The steps done by both of them go in line with the theory of pre-use textbooks
selection proposed by Masuhara 1998, which is described as investigating certain textbooks in order to check the match with the needs.
In the process of selecting textbooks, one of the teachers faces the problem of students‟ financial AMIACT-Consideration of textbook selection. It cannot
be denied that the price of textbooks become one of major considerations of teachers in selecting textbooks. In relation to the Curriculum 2013 implementation
nowadays, this problem occurs as the distribution of Curriculum 2013 textbooks from the governments has not been finished while actually those textbooks have
to be purchased using schools‟ BOS. Facing this problem, the schools administrators could only purchase the teacher‟s selected textbooks in a limited
number based on the school‟s financial condition, which was impossible for each student to borrow it. This made the teacher felt it was needed to ask the students to