The textbook is Detail Findings

them. In the dialog it is found words or phrases like feeling great and fine to express positive response in greetings as reading input applied in activity. On this page at chapter 1 is the only presentation of positive response to greetings. In activity 6, different type of input is applied. See figure 4.2. The teacher has to read aloud the dialog then students have to repeat after himher. As seen in the dialogs, new expressions are introduced such as have a headache and got flu. Inputs are very important for students since they will be able to produce the language. Learners will not be able to produce adequate outputs if learners receive very few inputs. Figure 4. 2 Sample of activity found in textbook: Activity 6 A case where learners cannot produce adequate language outputs in terms of writing and speaking are very possible to happen in the next activity, activity 8 on page nine. As you can see, textbook does not give adequate inputs for learners to produce the language effectively. Only small number of words and expressions are given in activity 5 and 6. In fact, in productive activity on this chapter, textbook requires students to ask 10 people about their feelings. Figure 4.3 Sample of activity found in textbook: Activity 8 Textbook does not anticipate any possibility might happen in this activity such as students ask more vocabularies to express feelings. Textbook does n’t provide a rich vocabulary range related to expressing feelings. In contrary, textbook provides picture expressing feeling without its English word. Interestingly, the respondents who are teachers see that this textbook is a good learning resource for teachers. Yet the value of agreement for this statement is low. It is 2.47. Related to the flexibility of various teaching and learning styles, respondents see that this textbook is flexible for both teaching and learning style. However, in fact teachers must follow the teaching method used in the curriculum. To find further factual evidence stating about the teaching method used in C13 curriculum, the researcher went thoroughly to the teacher manual. It was found that in C13, teachers must implement the learning process suggested in the curriculum. The first learning process is observation. At this beginning process, students are aimed to readwatchlisten to the examples of the text being learnt directly from the sources and or from the recorded sources by paying attention to the social function, text structure, linguistics elements and the writing format. Then, teachers must scaffold the students to imitate copy use the examples. Second, students are aimed to questioning what they have observed at the observation stage. In this stage, teachers must assist the students to question the text being learnt regarding social function, utterance and text structure, linguistics elements as well as the writing format. After questioning the text, students are supposed to learn the social function, utterance and text structure, linguistics elements and writing format directly from the teacher or other sources. The third learning process is explorationexperiment. At this point, according to the brief explanation written in the teacher manual, students are aimed to read listen watch similar kinds of the text being learnt from other different kind of sources including text book and guide book by paying attention to the social function of the text, structure of the text, linguistics elements and the format of the text. However, the researcher failed to understand what ‘guide book’ means. The fourth learning process suggested in the manual book is associating analyzing. The students are put in groups then asked to study a set of text with their group. Subsequently, they have to indicate the social function, utterance and text structure, linguistics elements and text format of the texts they are discussed. After that, teachers must give feed back towards their discussion. The last stage is communicating. Students are aimed to readlistenpresentdemonstrate publicizespeakrecitewatch the texts being learnt. Then teacher has to give feedback to what they have done on the texts and message they can get from the text. Eventually, students are asked to share what difficulty and ease they face in learning the text. They are also asked to share their strategies to deal with their difficulties. Back to the diagram, the score of both statements number 6 and 7 is almost the same, 2.70 and 2.23. The researcher cannot give any further comments on this finding since the researcher did not conduct any observation which actually can be one the data to evaluate the teacher ’s method and approach in teaching activities. Therefore, researcher in this study could not give any justification towards textbook flexibility in terms of teaching and learning styles. However, the researcher will explain and give a very gentle comment towards this particular topic in the discussion section of this chapter. Generally, respondents see the approach of this textbook has met the criteria rated at 2.71. It means that respondents agree that the approach of this textbook has met the criteria since the mean of this aspect is more than 2.5. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Design and Organization of textbook

Various results happen in this criterion that some statements are disagreed and some others are agreed. The mean of each statement is also varied. Respondents seem do not agree with that this textbook support media such as CD, workbook, and teacher ’s manual. The mean is 2.47. It means half of respondents agree to the statement and another half do not. It can happen since textbook support by teacher ’s manual but it does not support CD and workbook. However, the result shows that respondents still consider that textbook is not effective as it does not contain workbook and CDs. It is definitely true that this textbook is not accompanied with workbook and CDs for multimedia support. In other words, the survey does reflect the reality. Unfortunately, it is an inconvenient truth that textbook does not fulfill what Tomlinson 2008 suggest that ELT materials must make use of multimedia to provide reach language experience. A finding based on the survey raised an intriguing question whether the result of the survey does represent the reality. The result shows that teachers saw textbook has a well sequencing in term of complexity. To be surer about the result, the researcher tried to look closely at the content of textbook. The focus on the investigation was the spread of textbook and the sequencing of textbook. To make the explanation become clearer, Chapter 1in textbook is used as an example. See figure 4.4. As it can be seen, students will learn ‘how to greet’, ‘how to thank’, ‘how to take leave ’ and ‘how to apologize’. Table 4.4 Survey Result on the Design and Organization of the Textbook Item Statement Strongly Disagree Disagree Agree Strongly Agree Mean SD

13. The organization of the

textbook is right for the teacher. 50 38.9 11.1 2.58 0.691

15. The content is well

sequenced on the basis of complexity. 33.3 66.7 2.64 0.477

17. The content is well

sequenced on the basis of usefulness. 27.8 72.2 2.70 0.455

19. There is adequate review.

5.6 44.4 44.4 5.6 2.47 0.696

21. The materials promote

individual study. 50 33.3 16.7 2.47 0.775

23. It is easy for teacher to find

hisher way around the textbook. 38.9 55.6 5.6 2.64 0.588 24. The textbook has good 0 33.3 44.4 22.2 2.88 0.757 layout. 22. It is easy for learners to 0 41.2 52.9 5.9 2.64 0.588 find their way around the textbook. 20. There is reference section 16.7 61.1 22.2 0 2 0.594 of grammar in the book. 18. There is adequate 11.1 33.3 55.6 0 2.41 0.691 recycling. 16. The content is well 0 27.8 66.7 5.6 2.76 0.545 sequenced on the basis of learnability. 14. The organization of the 0 44.4 50 5.6 2.41 0.844 textbook is right for the learner. 12. The textbook is supported 11.1 38.9 38.9 11.1 2.47 0.874 with media such as CD, workbook, and teache r’s manual. Talking about sequence on basis of complexity, this book has fulfilled by placing the learning materials in sequence since ‘how to greet’ and ‘how to thank’ are easier than ‘how to take leave’ and ‘to apologize’. The investigation was not finished to this point. A deeper analysis was done and it was found that the book consists of 18 activities activity 1 to activity 18. There are five activities teaching and practicing ‘how to greet’. They are activity 1, 2, 3, 4 and 11. Figure 4.4 Aim of Chapter 1 Then, there are six activities presenting and practicing ‘how to thank’. They are activity 5, 6, 7, 8, 14 and 16. ‘How to take leave’ is presented and practiced in 2 activities only, namely activity 9 and 10. Finally, ‘how to apologize’ is also presented and practiced only in 2 activities, activity 17 and 18. In the prior paragraph, it seems that there is no problem about sequencing in terms of content. In contrary, the sequencing of the activity seems to be problematic since there is an activity which is misplaced. Activity 11 practicing ‘how to greet’, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI