The Result of Interview

71 instructions were read, he thought that this was possible because every student had a different level of understanding. Regarding the exercises or the material presented in the textbook, some were appropriate and some were not in accordance with the purpose of learning. What was on the syllabus did not match with on the textbook. It was the reason why English for SMK 1 was rarely used in the classroom. That was why DG makes her own module which contains a summary of the material and exercises drawn from several textbooks tailored to the syllabus specified in the curriculum. Because each exercise should be adapted premises course learning objectives. For that she was sure that for more frequent exercises were using modules, because the contents of the modules had been adapted to the syllabus and lesson plans in which there were learning objectives. As well as NS, he added that the teacher did not rely on textbooks on a continuous basis, they should look at the syllabus before teaching. So he declared that the assignment or homework did not always utilize textbooks. Both DG and NS were used it when reading section, while for the exercises he was using worksheets. Therefore, he believed that teachers should provide feedback on these tasks, so they knew how far were their students’ achievements. However, it did not indicate as an assessment and benchmark that they understood the material, because to DG when teachers took a note to exercise or homework taken from modules, the students’ answer was almost the same. To evaluate the extent of students understanding of the matter was through formative test and it could continue to be repeated until they really reached the criteria of completeness defined previously. The purpose of learning was important that should be determined by the teachers before learning took place, so that the learning process would be more focus. To find out whether our learning objectives reached or not, the simplest way was usually by giving exercises to the students. It was quite different with the previous opinion, AM in her assumption stated that the exercises in this book were in line with the objectives of learning. As feedback for their hard work doing the tasks, she admitted to give praises it was enough, and vice versa if they did not do the tasks they would get a punishment to wary of it. Related to the exercises DR stated that the exercises which provided in the textbook were in conformity with the purpose of learning. He recognized that the formative test questions were often taken from the textbook. But the tasks, he often utilizes student worksheet rather than the textbook. The existence of the above tasks given to the students he deemed it necessary to make students more motivated to learn, besides that the students will know their strengths and 72 weaknesses. In this case, DS argued that the exercises were also provided in accordance with the purpose of learning all that was written in a lesson plan. He added that most of the exercises, home works or assignments taken from textbook. And sometimes he took from other sources; even it was about 20 only. From the interview result can be drawn a conclusion that the reasons of using Get Along with English 1 in both SMKN 1 Maja and SMKN 1 Kadipaten that the explanation of the textbook was quite simple, therefore it was easy to make sense. Besides, it contained a complete and appropriate materials especially for vocational students. It also was belonging to the characteristics of vocation which would support vocational students’ vacation when they have graduated of the schools. The presence of images in textbooks gave much influence to improve students’ understanding of its content. They would prefer the colourful images than the black and white ones. Unfortunately, the images of the textbook both Get Along with English 1 and English for SMK 1 were mostly black and white. To facilitate it teachers should be creative to present a more interesting one by pick they out from the internet or other sources. Examples were assumed as one factor that could improve students’ understanding towards the content of English textbook. A clear and direct examples would be worthful, unless they would make students get confused. As well as the instructions should be presented in a clear and explicit way. However, students were not so keen to read both the examples and instruction carefully. Teachers have a big responsibility to guide their students to make sense them well. The way English for SMK 1 and Get Along with English 1 presenting the linguistics materials were assumed by most English teachers quite easy to understand. Only a few of them who perceived that it was quite hard for students to understand. It was caused by the reason that students have limited vocabulary. It also proved that there were many students who asked about the meaning of the words or instructions. Therefore, teachers guidance were still needed to accompany students comprehending teaching material. It was known also that the the syllabus had been set and tailored to the curriculum. It was reflected on the content of textbooks. The fact that not all the content of textbook were concordance with the syllabus. That is why most English teachers were not relied on the textbook. Four of five teachers used module and students’ worksheets as additional source of teaching learning activities especially exercises. Only one of them who made use of a textbook for fulfilling the materials and 73 exercises. These situations made English textbook in the library used by both teachers and students in their classroom infrequently. Further it led the English textbooks unreadable especially by the students of vocational school in Majalengka.

b. Interview Result with the Students at Five Vocational Schools in

Majalengka The students of five vocational schools in Majalengka where the study conducted were interviewed to confirm the readability of their English textbook. The interview involved students with high percentage correct answers of cloze test and the low one. The percentage of correct answer of the test were regarding as the score of students. There are two respondents of students every school, who got the high score and the low one. The interview was conducted a week after the students were having the test. The interview were concerning the students prior knowledge, interest and motivation to read and grasp their English textbook. Almost all respondents admitted that they use English textbooks when teaching and learning process in the classroom. Eight of ten respondents admitted that they did not overuse the textbooks because they also used student worksheet as supporting learning in the classroom. However, two respondents admitted that they always use textbook when studying and doing student assignments. The studen ts’ prior knowledge was the most notable factor in understanding and comprehending the content of textbook, moreover English textbook. English is a foreign language, so understanding English language textbooks must be in the underlying with the prior knowledge of the language. Mastery of vocabulary was the most fundamental in understanding the sentences, paragraphs or even text. Thus, students understanding of a sentence or discourse was strongly influenced by prior knowledge of their vocabulary. In terms of vocabulary contained in the textbooks used in the classroom, the respondents admitted that a lot of vocabulary they already knew before. It influenced on their understanding of the recognized sentence which can be understood even in the context of a whole sentence, for example by identifying key words of the sentence. The others admitted that only few words that they knew, the students mostly were still unfamiliar to them. So guessing meaning contained in the phrase was more often done because of the limited vocabulary mastery. It clearly indicated that prior knowledge of students in one class was uneven. It depended on their previous comprehensible inputs and their learning experiences. As a result, it affected to their understanding of sentences and text of the textbook. When they knew 74 more vocabulary, they would understand more sentences. Besides, the arrangement of sentences also affected to students understanding towards the sentence or text itself. The simple sentences are much easier to understand than the compound one. However, two of ten students could not understand the sentences even the simple one, as they had a very limited vocabulary. The organization of sentences and words selection of the text also affected to students’ understanding of a whole text presented. The role of prior knowledge, interest, and motivation had a great deal in grasping the text as well. The students mostly admitted that they had known the words or sentences before. So that, less or more they could undertsand the text in a whole context based on their prior knowledge. A students admitted that they could not understand at all the whole context of the text, since they had no interest in learning English. From the explanation above, it could be concluded that students’ readability of English textbook was much influenced by students’ interest, prior knowledge and motivation. Students’ interest encouraged by the presentation of textbook itself. It was tended to the content aspects of the textbook among others the lenght of sentences, images presentation and a clear whether explanations or examples. Therefore the author based aspect involved in arranging the content of textbook. The authors of textbook need to improve their skill and capability in selecting and arranging words to sentences, or sentences into texts which were suitable with the reader age as the target of the textbook. Prior knowledge and motivation were the reader based aspect which were depended on the cognitive development and the need of the reader. Later on the result of test would be macthed with the result of interview. The discussion of these findings would be elaborated in the second part of this chapter. Besides it would be triangulated with the theories which were supporting the readability of the textbook.

B. Discussion

1. The Readability level of English Textbooks

Determining the readability level of Get Along with English 1 based on the guide line of Fry could be found by finding out the average number of syllables every hundred words as the X value and the average number of sentences in a hundred words as the Y value. The X and Y values were taken from three passages picked out of the textbook as samples to represent the whole content of the textbook. Based on the estimation of every hundred words, found that the X value or the average syllables in a hundred words was 145. And the Y value or average sentence in a hundred words was 8. The intersection of X and Y was at 7 75 white area as can be seen on the Graph 4.1. according to Fry readability graph, the readability level of Get Along with English 1 was at the seventh readability level. The readability level of English for SMK 1, based on the guide line of Fry can be found by finding out the average number of syllables every hundred words as the X value and the average number of sentences in a hundred words as the Y value. The X and Y values were taken from three passages picked out of the textbook as samples to represent the whole content of the textbook. Based on the estimation of every hundred words, found that the X value or the average syllables in a hundred words is 150. And the Y value or average sentence in a hundred words is 7. The intersection of X and Y is at 8 white area as can be seen on the Graph 4.2. It means that readability of English for SMK 1 was at the eighth readability level. According to National Partnership for Women and Families the score shown by the intersection of X and Y line can be described as follows: 1 4 th —6 th grade mean readable by most adults. 2 7 th —8 th grade mean readable by half or more adults. 3 High school and above mean readable by few adults. 2 If the readability level of both Get Along with English 1 and English for SMK 1 were referred to the description of National Partnership for Women and Families, it can be translated that Get Along with English 1 and English for SMK 1 were easy to read and understand by halp or more adult. It meant that not most adult could understand the textbook easily, many of them still need assistant to make it easier to make sense. The result of this study was highly different with the result of other study which was conducted by Perekem and Agbor in Nigeria. Their study concluded that the readability level of English textbook in their country was too high for Junior Secondary School students. In which the readability level of the textbook determined by Fry Readability Graph, and the result of the readability level was at 9 th white area. Meanwhile, the participants of were the seventh grade og Junior Secondary School. It was hard enough for students of the seventh grade to comprehense and make sense their language textbook which was at 9 th readability grade level. it was not astonishing i f the students’ readaing level were at the frustration level. Likewise the study of textbook readability for ESL students by Kasule in Swaziland found that the readability level of textbook was varied according to the formula from 7,00 up to 10,11 grade levels. 2 National Partnership for Women and Families. Fry Readability Formula; an Overview. ...........: ............, 2009, p. 2. 76 However, the result of cloze test indicated that students of seventh Primary School in Swaziland were at the frustration reading level of Taylor. The factor affecting to the frustration reading level assumed that there were too long sentences. The sentences of their textbook comprised more than 10 words. The other factors there were two or more syllables words used in the sentences. It caused the pupils faced many difficulties in grasping the textbook. In this case almost all English teachers agreed that understanding the content of textbook started from words and sentences selection IPL10, IM 10, IPn 10 and IM11. The words and sentences should be close to students’ daily life and quite simple. Therefore, it would be more understandable by students and they can improve their comprehension. It is in accordance with the purpose of readability that is to improve students’ reading comprehension. According to Fry statement regarding the main purpose of readability in his article on Reading Hall of Fame that: “The fundamental purpose of readability is to improve reading comprehension. This is particularly important in selecting textbooks and trade books for school use, but it is important to consider readability in any type of written communication.” 3 Therefore, measuring textbook readability should meet students readability or students’ reading comprehension. The most common tool to measure it was by making use of cloze procedure. They were done at the tenth grade of vocational school, as mentioned above. Meaning that the readability grade level of Get Along with English 1 as showing on the graph 4.1. and 4.2. stand below the grade level of the students. If so, this study assumed that the authors of the textbook know well that the tenth grade students were instilled their junior high age minded. Therefore, the readability of texts in this textbook were decreased three levels down. The readers or students suppossed to not face any difficulties when they read the textbook with or without teachers guidance. Whereas, regarding the readability of textbooks, the other researchers of Nigeria Perekem and Agbor overviewed that “Students read most successfully if the reading material they were given matches their reading lev el.” 4 It was quit different with what had been confirmed by Entin and Klare as overviewed by Dubay that: 3 Edward Fry. Readability. Reading Hall of Fame. 262006. 4 Bertola Perekem and Catherine Alex Agbor. Readability of Language Textbooks Prescribed for Junior Secondary Schools and Students’ Performance in Reading Comprehension in Bayelsa State, Nigeria. British Journal of Arts and Social Sciences, Vol. 9 No. I, 2012, p. 90. 77 “easier readability of a text had more benefits for those of less knowledge and interest than those of more. ....when reader interest is high, comprehension is not improved by writing the material below, rather than at, the grade level of the readers. When interest is low, however, comprehension is improved by writing the materials below rather than at the reading level of the readers. Comprehension was improved when the materials are written at the reading levels of all readers rather than above those levels. ” 5 The students would comprehend the textbook easily even for the less knowledge or interest when it was below or at the grade level of them. It was in accordance with Dubay, Johnson stated that: “...readability is concerned with the problem of matching between reader and text. An accomplished reader is likely to be bored by simply and repetitive text. A poor reader will soon become discouraged by texts which shehe finds too difficult to read fluently.” 6 The authors of Get Along with English 1 as well as English for SMK 1 were aware that the readability level of a text should be matched to the students’ readability. In order that they will be motivated and encouraged to read and comprehend the text of textbook especially for the poor readers which had less knowledge and interest. Since the prior knowledge and interest had close relation with comprehension improvement and comprehension had a close relation with readability, as stated by Entin and Klare above. On the other words, if students readability was high, their comprehension would not improve if the readability of writing material was below or at the reading grade level. On the other hand, if students readability was low their comprehension would improve if the writing material was below or at the reading grade level rather than above it. Therefore, this study assumed that evaluating the content of textbooks which met the students’ need was necessity. One of five English teachers among the schools where the research conducted had been evaluating the textbook for about six months before he used it in his classroom. Students’ need was the most important consideration, since vocational school students’ were quit different with with other senior high school students like SMA and MA. The program of vocation was vary as well. This situation lead the English teachers in other schools rarely use the textbook. They prefer using modules to published English 5 William H. Dubay. The Principles of Readability, Costa Mesa, CA: Impact Information. 2004, p. 29 6 Keith Johnson. Readability. 1998. p. 1. www.timetabler.com downloaded on 18112012 78 textbook. Since modules provide whether the summary of matter which adapted to the various program of vocational schools or the exercises. Therefore, the authors of textbook should take into account the various program in vocational schools. Since the students need and interest would be various as well. Presenting an idealized view to make textbooks more acceptable in many different context makes textbooks failed to represent the real issues which were needed for fulfilling students knowledge. It was what Richards mean that the weakness of textbook is distort or twist the content. 7 It could be summarized that the readability level of Get Along with English 1 was at 7 th grade level. And the readability level of English for SMK 1 was at the 8 th grade level. It means that the readability levels were below the students’ grade level. Both Get Along with English 1 and English for SMK 1 were appropriate intended to the tenth grade of vocational schools students. Since the comprehension of sudents will enhance when the readability textbook was below or at the grade level of students, particularly for the low interest students. Therefore evaluating and measuring how readable the textbook was a necessity to avoid inappropriate selection.

2. The Readability Level of English Textbooks and Students’

Readability If it was compared with cloze scores of students, for cloze test of Get along with English 1 found that the percentage corret answers of students X TKJ 1 of SMKN 1 Kadipaten 44, 43 and students of X ATPH 3 of SMKN 1 Maja was 42, 10. According to Taylor’s reading level as mentioned on table 3.1 that when the cloze score stands in the interval of 35 —50, means students of X ATPH 3 SMKN 1 Maja as well as X TKJ 1 of SMKN 1 Kadipaten were at the instructional or assisted reading level. It meant that students of both schools would understand what they read if they were under the teachers’ instruction or assistance. Unless they were at the frustration reading level. While the result of cloze tests three samples passages of English for SMK 1 were presented in the percentage of cloze score. The percentage score of X TPM-B students of SMKN 1 Majalengka was 49,23. The percentage score of X TIK 3 students of SMKN 1 Panyingkiran was 43,43. And the percentage score of X UPW students of SMKN 1 Palasah was 45,43. If those percentage of cloze scores refer to the explanation of Taylor’s reading level as mentioned on table 3.1. that when the cloze score stands in the interval of 35 —50, meant 7 Richards. Op. Cit., pp. 255 —256.