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C. Discussion

To make this research more valuable and useful, a fruitful discussion regarding to textbook and its evaluation using the survey given to 20 teachers in Yogyakarta is explained in this section. Although the curriculum used in the evaluated textbook is not currently administered by the Minister of Education any longer, some schools in Indonesia especially the schools which were selected becoming the pilot school to administer the C13 are still using it until today. Hence, the researcher believes that this evaluation will be very useful for teachers and material developers in the future. In order to make the data more valid, this research also uses triangulation data obtained from interview done to two randomly selected teachers out of 20 respondents. It aims to confirm whether the survey results are confirmed by teachers directly.

1. The Aim of the Textbook

First discussion goes to the aim of this textbook. This study tries to see whether the aim of this textbook corresponds with the core competence, basic competence, teaching program of the curriculum and the needs of the students. In fact, the result of the survey shows that generally the aim of textbook doe sn’t have any issue to this point. All respondents view that the aim of textbook agrees with the aim of the curriculum. To see whether it is true, the researcher tries to check what textbook really aims for. In the preface of textbook, it is written: “The English lesson for grade 7 of junior high school students presented in this book was developed to increase the language competency .” page iii This means that the English lesson for 7 grade of junior high school presented in this book was developed to improve English language competency. Meanwhile, a high English competence student masters the fourth English skills – listening, reading, speaking and writing skill. In contrary, the fact obtained from the survey result and close textbook reading show that this textbook does not supply the students with enough reading texts and its comprehension tasks as well as listening tasks. As it has been discussed in the result section, most teachers agree that this textbook does not provide enough reading text. In the interview, which is used as the triangulation data, both respondents said that this book is lacking of reading texts and listening activities. To clarify that this textbook does not provide enough reading texts and listening activities, two respondents who were interviewed after filling out the questionnaire elaborated that: “Definitely, speaking and writing skills are well covered in this book. But the sample of the conversation for speaking task is too short and simple. It is not challenging. This book doesn ’t cover listening and reading skill pretty w ell.” respondent 1 “I am a little bit confused to answer this. Well, this book doesn’t have listening section. It is not good because teachers then must find additional material for listening. It bothers us as teacher [laughing]. And what else? [laughing] .” respondent 2 Hence, from the evidence above the researcher strongly believe that this textbook does not celebrate the aim of the syllabus and more over the aim of the curriculum since this textbook does not give learners room to improve their reading and listening skills through this textbook. However, the researcher believes that the first reason underlies the result on the aim of textbook since no one can tell whether the aim of a textbook correspond to curriculum until the lesson material presented in each chapter is evaluated. If the lesson material presented in each chapter is not in line with the aim of textbook, this means that textbook doe sn’t correspond the curriculum. Therefore, the researcher believes that the adapted questionnaire used as the instrument in this research has no issues regarding the item on the aim of textbook.

2. The Approach of the Textbook

A surprising finding from the survey happened during some interviews conducted by the researcher. In some interviews, many of the teachers apparently either did not understand what approach is or they were drowned in a confusion while being asked about the difference between approach and method. This situation is also reflected in the way they answer the open questions in the questionnaire about the approach. In fact, more than half of the teachers have more than 10 years of teaching experience. From the situation above, the researcher is confident enough to make a preliminary conclusion that the quality of the English teacher in Indonesia needs more attention from the government. This can be assured that the quality of English teacher in remote area throughout Indonesia is even worse. Officially the C13 applied a new approach called Scientific Approach SA which is derived from the science education framework Helena, 2014. As the consequence, from the teache rs’ point of view taken from the interview, most of ELT teachers find difficult to follow the curriculum since the ELT teacher must build the skill to communicate while in other hand the government imposed SA, which is basically aimed to gain or develop new knowledge. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI