B. Problem Limitation
This study tried to describe the SMA English teachers‟ lived experience in selecting textbooks. According to Murphy 1960:13 in Bradley, 2002 teachers
lived experience includes many aspects, namely understanding, desire, intention or expectation, anticipation, relations with others, cultural patterns, feelings, belief
or sights, smells, sounds, etc. Because of the time limitation, the study concerns the teachers‟ lived
experience covering five main aspects, namely understanding, belief, action, feeling, and intention.
Teachers‟ understanding on curriculum and the textbooks evaluation criteria will influence their beliefs or opinions, intention, feelings and
action in selecting textbooks used in the classroom. Therefore, the study deals with what the teacher understands, believes or thinks about, intends to, feels about
and does with the English textbook selection. The researcher considers the five aspects significant to provide deep insight into what textbooks selection means to
SMA English teachers. In selecting participants, the researcher chose two senior SMA English
teachers who work for different schools in Yogyakarta and have plentiful experience in teaching. The researcher considered it was better to focus on two
teachers‟ lived experience in order to obtain as rich information as needed.
C. Research Question
The question stated in this study is “What is the SMA English teachers’
lived experience in selecting textbooks?” This question became the guideline for the researcher to conduct the study in order to discover the answers. The
researcher would like to answer the research question by describing and interpreting the SMA English teachers‟ understanding, belief, action, feeling, and
intention related to textbooks selection.
D. Research Goal
The study is aimed at describ ing and interpreting the teachers‟ lived
experience in selecting English textbooks for SMA which focuses on understanding, belief, action, feeling, and intention regarding with the English
textbook selection.
E. Research Benefits
As the study attempts to address the research question “What is the SMA English teachers’ lived experience in selecting textbooks?” the researcher expects
that the study will give beneficial contributions for empowering the teachers. The benefits of the study cover theoretical and practical benefits. They are explained
as follow. 1.
Theoretical Benefit Theoretically, the descript
ion and interpretation of SMA English teachers‟ lived experience functions as English teachers‟ reference in selecting textbooks,
which then would positively affect the teachers‟ process in selecting English textbooks.
2. Practical Benefit
In practice, the study is expected to be able to help English teachers make decisions and form professional judgments in selecting textbooks, which leads to
more autonomy, empowerment, and self-actualization in English teaching in Indonesia.
CHAPTER II LITERATURE REVIEW
The purpose of this chapter is to clarify the constructs and concepts used in the study. It will be divided into three parts. The first part includes the theoretical
description concerning the constructs and concepts used in this study. It begins with the review of the main words in the study title, lived experience, and it is
followed by the review of textbooks. The second part is review of related studies, and the third part is theoretical framework and assumption.
A. Theoretical Review
In the first part, the researcher would like to discuss on senior high school, then followed by senior high school teachers. After that, the discussion would be
about teacher cognition, then followed by the four strands. Next, the elaboration about textbooks will be presented. It covers the concept of textbooks, textbooks
as an instructional material, textbooks in the 2013 Curriculum, the criteria of good textbooks, textbooks selection. After that, the researcher discusses lived
experience, which would cover five aspects of it, namely understanding, belief, action, feeling, and intention. The last part focuses on hermeneutic
phenomenology.
1. Senior High School
According to Law No. 20 Year 2003 on the National Education System, the structure of education in Indonesia begins with Pendidikan Anak Usia Dini
PAUD or early childhood stage which is not compulsory and is categorized into 8
kindergarten and playgroup starting from the age of 0 to six years old. It is then followed by three levels of formal education namely primary education, secondary
education, and tertiary education. The primary education covers Sekolah Dasar SD and Madrasah Ibtida‟iyah MI, as well as Kejar Paket A. Meanwhile, the
junior high schools consists of Sekolah Menengah Pertama SMP and Madrasah Tsanawiyah MTs as well as Kejar Paket B. The secondary education covers
senior high schools and vocational schools. Senior high schools consist of Sekolah Menengah Atas SMA and Madrasah Aliyah Kejuruan MAK. There is also
Kejar Paket C, which is in the same level as SMA and MAK. The last and the highest level is tertiary schools, which consist of several kinds of educational
institutions including universities and colleges. In the national education system in Indonesia stated previously, senior
high school is three secondary grades 10, 11, 12 of school following junior high school and preceding university. Senior high school students are approximately 16
to 18 years old. Considering the ages, the students of senior high school are mentally independent. Generally, they have experienced learning English in junior
high school so that they already have prior knowledge of English.
2. Senior High School English Teachers
Law No. 14 Year 2005 on Teachers and Lecturers, it is stated that teachers are professional educators whose main duty is to educate, teach, advise, guide,
train, and evaluate students in all levels of educations. Furthermore, it is also mentioned that senior high school teachers should be the graduates of four year
teaching diploma. Senior high school teachers, especially those who belong to civil servant teachers, have various responsibilities. Still according to Law No. 14
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