Belief Action Lived Experience

and commonly affected by factors which do not have any relation to pedagogy including limited awareness of available texts, budget restrictions, and limited availability. He proposes the steps in the textbook selection process, which include matching the textbook to the program and the course, reviewing the skills presented in the textbook, reviewing exercises and activities in the textbook, and weighing practical concerns. Further, by basing on the textbooks selection steps he has proposed, he also presents a checklist which teachers can use to decide the most appropriate textbooks to be employed in class as he believes that decisions regarding textbooks selection do affect teachers, students, and the overall classroom dynamic. Mukundan and Nimehchisalem 2012 believe that textbooks selection will be easier, more objective and valid when it is based on a reliable instrument. Checklists are often used by experts in selecting as well as evaluating textbooks. The paper presents the findings of the quantitative study that aims at investigating a group of English as a Second Language ESL views on a checklist developed by the researchers. The study provides what constitutes a good textbook based on the views of ELT practitioners. The findings of the study can be applied by teachers to evaluate textbooks more confidently. Having reviewed some studies above, it is obvious that the study on SMA English teachers‟ lived experience in selecting textbooks has not been conducted. Therefore, it is expected that the result of this study is able to provide valuable contribution to the practice of the more professional textbooks selection at schools.

C. Theoretical Framework

Textbooks are a common element in English teaching. Textbooks are regarded as the most vital means for conveying knowledge, for measuring what students do and do not learn in class. Besides, textbooks also help teachers to put instructions in class by supplying various exciting activities, appropriate reading texts, and meaningful examples, exercises, and also questions. Considering the importance of textbooks previously mentioned, the researcher assumes that a lot of teachers need to select textbooks to be applied in class. This is because the teachers need to find materials, exercises, activities and or ideas to teach the students. Moreover, the fact that each day most teachers have several classes in a row makes it difficult for them to have enough time to prepare their own materials. Other assumption of teachers‟ using textbooks is class is that the teachers need to give the same topic, the same materials, the same exercise, and even the same activities to the students in the same grade so that the teachers could measure the students‟ success in learning particular topics. However, teachers might not have full freedom to select textbooks since there is a fact that the government has provided textbooks to support the current 2013 Curriculum to be distributed to schools. Yet, the prescribed textbooks have not been distributed thoroughly to all schools in Indonesia since the production process have not finished yet. This might lead the teachers to dilemma whether they need to wait for the prescribed textbooks or to select at least one of textbooks published in markets considering the needs to find out one to teach in class. If the teachers prefer to select and use textbooks published in markets, the problem which might then rise is the limitation such as budget, time and resources, which