46 I barely say that input should be noticed by learners in order to make
learning take place. Thus, input should be presented explicitly in the learning materials to achieve intake. This idea has a connection with Input- Based
Instruction Ellis, 2002 which promotes learners to be able to notice the presence of specific features in the input, to comprehend the meaning of the
feature, and to rehearse the feature in short term memory. This type of instruction has already been discussed in pragmatics in language teaching section.
B. Review of Related Studies
There have been several studies carried out under the theme of pragmatic information in English course books used in various countries. Those textbooks
were used either English as a foreign language or English as a second language. However, most studies showed that most English textbooks have insufficient
both their sampling of pragmatics features and the quality of treatment of pragmatics.
A qualitative and quantitative study was done by Vellenga 2004. She investigated 8 textbooks of English as a Second Language ESL and English as
a Foreign Language EFL to determine the amount and quality of pragmatic information included in such textbooks. The analysis covered the use of
metalanguage, explicit treatment of speech acts, and metapragmatic information which included discussions of register, illocutionary force, politeness,
appropriacy and usage. The study found that there is a dearth of metalinguistic and metapragmatic information related to ways of speaking in textbooks.
Although the amount of pragmatic information is small across all texts, a larger
47 percentage of pages of EFL texts are comprised of pragmatic information;
however, the quality of pragmatic information is better in terms of number of speech acts presented and amount of metapragmatic cues in ESL texts. However,
even when metapragmatic information is included, it is frequently limited in the range of options for expression presented to students. The effect of metalanguage
as learner input cannot be fully determined; however, textbook metalanguage serves as a poor model for pragmatically appropriate speech act realization.
Another study was also done in China. Peiying 2007 inquired four collage English listening and speaking textbooks used in china in order to find
out the nature of pragmatic materials and tasks contained in such textbooks. It was found out that there is a lack of pragmatic information contained in such
textbooks and the variety of pragmatic information is limited. In addition, most of the metapragmatic explanations are simple.
A further study on this topic was also done by Wichien and Aksornjarung 2011. They carried out a study on pragmatic features of English text books used
at a university in Thailand. The study investigated three English course books used at the university. The result of the study showed that not all of pragmatic
features were presented in each book. The quantity and quality of the features were also in adequate as a source for EFL students to gain pragmatic
competence. Shankulie 2012 also investigated an English textbook which is used nationwide in Ethiopia. The study shows that the textbook used nationwide
almost never provides adequate pragmatic information for students to develop their pragmatic competence successfully. The findings indicated that
48 there is a scarcity of pragmatic information contained in the English for
Ethiopia, and the variety of pragmatic information is limited. Most of the metalanguage explanations are simple; and there are no metapragmatic
explanations at all. This study investigates the same theme as the studies reviewed before.
However, this study is replicated in a different context from the previous ones. This study tries to investigate EFL textbooks used in senior high school of
Indonesia. As far as the researcher knows, there have not yet been any studies investigating this phenomena in Indonesia. Thus, this study is worth doing.
C. Conceptual Framework
