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
Obviously and many would agree that the curriculum seemed to have much bigger shockwaves to the teachers than ever before Helena, 2014. Although C13
was only implemented in some appointed school when this study was conducted, other schools seemed to have the same tense since it seemed that teachers were not
ready for the new curriculum with its new approach. Specifically in ELT context, C13 adopts a Genre-Based Approach GBA which aims to develop the ability to
communicate in both spoken and written language. Both contradictory results which are explained above may happen for reasons.
One of them is that the respondents might not evaluate the book deeper by looking thoroughly what is presented in textbook and realize that what are presented in
textbook should be established based on the aim of textbook as suggested by Nunan. Another reason for this was that the questionnaire itself did not give a clear
instruction and explanation.
3. The Design and Organization of the Textbook
The same case happens to the content of textbook. As it is prescribed in the preface of textbook as well as the teacher manual book, this book is aimed to help the
students to be able to speak English spontaneously or in guided situation with correct pronunciation, intonation and word stress in the transactional communication.
Surprisingly, there is no single material or activity assisting the students to be able to speak with correct pronunciation, intonation and stress found in this textbook. The
teachers have the same opinion as the researcher which is shown by the result of the survey.
Still related to the aim of textbook, in the new version of Bloom ’s Taxonomy of
learning, there are six steps of difficulty in learning. The very first step of learning is remembering. Then it is followed by understanding applying, analyzing, evaluating
and creating.
Figure 4.7 The new version of Blooms taxonomy
Source:http:sites.duke.edueelandscape20150331blooms-taxonomy The developer of this textbook definitely does not consider this taxonomy as the
basis to establish the aim of this textbook. After reading closely to the basic competence written in the teacher manual book, the researcher found that there are
two major problems occur in the basic competence of C13. First, that is the basic competence seems does not consider Bloom
’s Taxonomy as the basis in formulating the basic competence. As the evidence, there are only two steps from the Bloom
’s taxonomy are applied in the basic competence of C13. The first is understanding,
then jump to the final step which is creating. So in term of difficulty order, this this textbook doesn
’t really follow the order as it is seen from the survey result as well. The second issue is about the base competence of textbook. The researcher could
not see that the first four base competences mentioned in the teacher manual have any PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
