Additionally, Bu Ami needed to think about the textbooks price as she had to suit to the students‟ financial condition.
“Firstly, it is about materials or the topics. The second is the skills which are being developed. The third is the suitability with the stud
ents’ level of ability
… Financial still becomes a consideration. It should be affordable
for the students.” AmiUND-How a textbook suits to the students, teachers, and administrators-Translation by the researcher
b. Belief
Revealing the belief of teacher, Bu Ami stated firmly that she only asked the students to use one textbook in class. Yet, she still used her own books and
browsed in the internet in order to complete the materials needed and then compile them. Bu Ami assumed that she was not supposed to prioritize one
individual skill. She believed that all skills had to be exposed in balance in the textbook. The one which added with activities on grammar, which she considered
important for the students, would be more preferable.
“No certain skill was prioritized. It will be better if they are in balance, where all four language skills added with grammar, were in
balance.”AmiBLF- Language skills a textbooks should expose most- Translation by the researcher
Bu Ami thought that it was best for students to only use one textbook. It was the most effective and efficient way in presenting materials.
“I use many sources, not only one. From other books, or from internet. I am persistent to use one textbook as a reference, I add from browsing.
Then I create the activities myself.” AmiBLF- The presence of textbooks
in class-Translation by the researcher
Bu Ami stated further that being able to select one single textbook, containing much exposure on reading and appropriate for the students‟ level,
would be very beneficial for the students.
“…especially reading. If the reading activities used words which were not too much above the students’ level of ability, it for sure would influence
the students’ success in learning.”AmiBLF-The contribution of appropriate textbooks selection to the success of teaching learning process-
Translation by the researcher
c. Action
In revealing the experience of textbooks selection process, Bu Ami revealed that she had never applied any systematic textbooks evaluation checklist.
She used her limited time to look through the textbooks, checked the contents, and
finally decided the textbooks to use. “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
A textbook with CD for listening as well as scripts and answer keys also became her criteria in choosing textbooks.
“The availability of speaking and listening activities is the most
important… the availability of CD. It would be much better if the tape scripts and answer keys are available too. They are included in textbook I
use right now. Answer keys give us certainty. Sometimes our ears are not accurate. So, if they scripts and answer keys are ready then the textbooks
are more preferable.” Ami ACT-Considerations underlain the choice - Translation by the researcher
Discussing about the teachers‟ autonomy in selecting textbooks, Bu Ami had several experience concerning textbooks selection process, with and without
control from the school administrators. “The sales persons met the teachers after getting permission. Then
teachers selected textbooks … It had ever been selected by the school
administrators. Or they gave their selected textbooks to the teachers to be reselected
.” AmiACT-Teacher‟s autonomy to select textbooks- Translation by the researcher
