purchase the textbook by themselves, which then made her to consider the textbook affordability for students AMIACT-Considerations of textbooks
selection. The researcher found out that the two teachers were autonomous in
selecting textbooks. They had awareness that they needed to select books other than textbook published by Erlangga. They also had willingness and ability to
select books in order to complete the materials which they thought uncovered by the textbook YudACT-
Teachers‟ autonomy to select textbooks, AmiACT- Teacher‟s autonomy to select textbooks. This is as what Littlewood stated an
autonomous person as someone who has an independent capacity, which consists of ability and willingness, to make and carry out choices which govern his or her
actions 1997. They selected books in order to be able to achieve not only the professional needs but also the demands of the administrators and curricula.
Mr. Yudi always tried to find and use many books which could complete one another in order to be able appropriately cover all skills so that he did not
think that there was any significant correlation between selecting one particular textbook with the students‟ success of learning YudBLF-The contribution of
appropriate textbooks selection to the success of teaching learning process. Meanwhile, Bu Ami believed that being able to select one single textbook,
containing much exposure on reading and appropriate for the st udents‟ level,
would much more beneficially boost the students‟ success in learning. This might be
because considering the students‟ needs of preparation for examination which was assumed to text on their reading comprehension AmiBLF-The contribution
of appropriate textbooks selection to the success of teaching learning process.
In Dokumen Kurikulum 2013 issued by Kementrian Pendidikan dan Kebudayaan 2012 it is stated that schools are obliged to use the prescribed
English textbook for the Compulsory English. Facing the absence of the prescribed textbook, teachers then need to select textbooks which suit to the
curriculum being implemented. Meanwhile, there were not many textbooks published in the market, which then limited the teachers‟ sources for selection.
From the observation and artifacts collection, the researcher found out that the two teachers applied a textbook published by Erlangga for both the Compulsory and
Elective English since it was considered to be the most appropriate with the curriculum being implemented compared to other available books.
Yet, the teachers realized that there was not any perfect textbook, as they revealed YudBLF-The presence of textbooks in class, AmiBLF-The presence
of textbooks in class. Bu Ami revealed that the textbook she used missed some texts genres and too difficult for the students AmiFEL-Success and failure of
conducting textbooks selection. Furthermore, Mr. Yudi also ever experienced that the textbook he selected was not challenging for his students YudFEL-
Success and failure of textbooks selection. Therefore, it was still must for them to find other books and sources in order to complete each other.
There might be several reasons why the teachers conducted impressionistic evaluation, not the systematic ones. First, the teachers only used their break time
to select textbooks instead of allocating the specific time to select textbooks. Consequently, the time to select textbooks seemed to be very limited so that they
could not do any systematic evaluation toward the textbooks AmiFEL-Success and failure of conducting textbooks selection
. Second, the teachers‟ confidence
of having a long period of teaching experience might also be the reason. They tended to think that knowing the students‟ level of ability was more than enough
to decide which textbooks to select and use so that he did not need to concern more on the other theoretical aspects of how to select good textbooks YudACT-
Steps in textbooks selection. The last but not least, the full authority given by the school administrators to the teachers was one of the most basic reasons
YudACT- Teacher‟s autonomy, AmiACT- Teacher‟s autonomy to select
textbooks. That might be why the teachers felt free to choose any textbooks they were interested in and considered there was no need to evaluate the textbooks
systematically. Still keeping the reasons of impressionistic textbooks selection, in the
following textbooks selection, both teachers did not plan to conduct systematic textbooks selection. Bu Ami intended to be more thoughtful and careful in the
next textbooks selection so that failure could be avoided AmiINT- Intentions to do in the future textbooks selection. Mr. Yudi, feeling satisfied with his strategy
mixing various sources of learning, intended to still apply the same strategy. He did not plan to use any systematic evaluation in the future textbooks selection as
he had already been confident with what he had achieved in his teaching YudINT-Intentions to do in the future textbooks selection.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This last chapter consists of two parts. The first part presents the conclusions covering the summary of the research. The second part provides the
suggestions which hopefully give contribution to the teacher in conducting English teaching and learning process.
A. Conclusions
Textbooks are regarded as learning aids which facilitate teachers and students conduct the process of study. Textbooks function as a foundation for
organizing the content of lessons for teachers, also as a source for language input and practice for the students. For a teacher who is a textbook dependant will find
out that the presence of textbooks in the process of teaching and learning is vital. Textbooks are considered to give certain assistance in providing the materials as
well as in putting the teaching sequences in order. Meanwhile, a teacher who is not a textbook dependent will regard textbooks as one of teaching media which is
used along with other teaching sources. The two teachers in this study had the similar understanding on textbooks
selection. They viewed textbooks selection as a process of making prediction of what is good and bad of certain textbooks before they were used. It was done by
looking through the textbooks page by page, chapter by chapter in order to find the suitability with the expectation and needs that the teachers wanted to match.
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This is also called as impressionistic textbooks selection as the teachers selected textbooks based their impressions instead of using systematic evaluation.
Although in the process of selecting textbooks they considered the needs of students, teachers, and administrators, each of them had different focus and
ways in viewing textbooks selection. Mr. Yudi thought that textbooks selection was a process of finding more than one books which suited to the curriculum and
contained appropriate, motivating, and challenging activities for his students. Meanwhile, textbooks selection for Bu Ami was finding one textbook which was
in line with the curriculum, affordable for the students, and facilitated the students in preparing examination.
The understanding on textbooks and textbooks selection formed the teachers‟ beliefs. One of them believed that one single textbook could never cover
all language skills to be exposed to the students. That was why the teacher insisted that he needed to use not only one textbook but several textbooks and even many
other learning sources in order to best support and enhance the students‟
proficiency. This made him believed that there was not any significant relationship between the appropriate textbooks selection with the students‟
success of learning. On the other hand, the other teacher believed that she needed to select one
certain textbook to be applied in class in order to best provide learning materials for the students. Though she felt like to have all four skills taught in balance, she
preferred to have one textbook which could give the students exposure on reading. That was why she believed th
at textbooks selection contributed to the students‟
learning success whenever the textbook selected presented many reading activities which suited with the students‟ level of ability.
Both teachers were given authority to select textbooks they wanted to apply. The school administrators did not interfere the process of they selected
textbooks so that after meeting the sales person they could conduct the textbooks selection. There were not any checklists or systematic textbooks evaluation. They
did impressionistic textbooks selection by directly looking through the textbooks and matching the needs they were intended to address.
The needs addressed by each teacher were different based on their own belief and expectations. One of the teacher preferred textbook completed with CD,
listening scripts, and answer keys, while the other one did not. Besides, one of them did not consider the textbooks affordability and never handled the
administrative things whereas the other one did. Yet, they faced the similar problem in conducting textbooks selection, which was the absence of perfect
textbooks. There were some reasons why the teachers conducted impressionistic
textbooks selection. First, the teachers did not provide any specific time to select textbooks so that the time to select textbooks seemed to be very limited so that
they could not do any systematic evaluation toward the textbooks. Second, the teachers were confident of having a long period of teaching experience which led
them to think that knowing the students‟ level of ability was more than enough to
decide which textbooks to select. The last, the full authority given by the school administrators to the teachers so that the teachers felt free to choose any textbooks
they were interested in and considered there would no need to evaluate the textbooks systematically in the future.
B. Suggestions
The presence of textbooks is essential to support the teaching and learning process in class. That is why the process to select textbooks is also considered
important. Here are suggestions proposed in order to overcome the problems found in the process of selecting textbooks.
To solve the students ‟ financial problem, teachers need to work along with
the administrators in order to find more budget allocation for textbooks. One textbook for one subject cannot be said ideal. Besides having their own textbook,
the students need to be provided other books. This way, the school administrators are suggested to provide the books in the school library in a sufficient number so
that the students can borrow them whenever the need them. The supply of various books can also become the solution for answering
the problem of the absence of perfect textbooks. One textbook will never be able to cover all the needs. Therefore, teachers need to have other books and other
various teaching learning sources to complete each other so that the expected goals of the course can be achieved.
In addition, the administrators need to evaluate the teachers‟ process of
selecting textbooks as well as the textbooks selected by the teachers. There must be improvements on the process of textbooks selection as well as the quality
enhancements of the textbooks as the products time by time. It should also be noted by teachers that before conducting a textbooks evaluation, they need to
make sure that they have sufficient knowledge on the theory of teaching learning in order to avoid textbooks selection which is based on teachers‟ impression. By
the evaluation done the administrators, teachers are hoped to maintain their professionalism in conducting better textbooks selection by allocating more
specific time, energy, and knowledge.
