SMA English teachers lived experience in selecting textbooks.

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xiv ABSTRACT

Mijayati, Yuki. 2015. SMA English Teachers’ Lived Experience in Selecting Textbooks. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Textbooks are the most commonly used materials in a teaching learning process. There are various English textbooks published for students of SMA. Each of them attempts to attract their consumers by offering the different activities, exercises, topics, even attractive layouts and attachments. This demands teachers to work harder and be more selective in selecting textbooks. The needs of students, teachers, administrators have to be taken as significant considerations in the process of selecting textbooks. Besides, teachers should also be able to solve problems which may appear such as limited time, financial problem, and insufficient resources. This makes the researcher interested to dig out the real meaning of textbooks selection for teachers by questioning what the SMA English

teachers’ lived experience in selecting textbooks is. The aspects of lived experience to be investigated in this study are understanding, belief, action, feeling, and intention.

The study applied hermeneutic phenomenology. The researcher tried to search how the teachers experience textbooks selection, describe it, and interpret it. There were two teachers participated in this study. To gather the data, the researcher conducted in-depth interview with the teachers. Observation and artifacts collection were also done in order to make triangulation. The researcher also conducted re-interview with the teachers to complete the missing data as well as to improve the trustworthiness.

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.

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 giving meaning toward textbooks selection. One of the teachers 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, the other teacher considered textbooks selection as 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 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 textbooks

selection contributed to the students’ learning success whenever the textbook

selected presented many reading activities which suited with the students’ level of ability.

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Both teachers were given authority to select textbooks they wanted to apply. 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. 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. Both of 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.

The study has enabled the researcher and the teachers revealed the meaning of textbooks selection. This helped the teachers made a reflection of the process of textbooks selection they had already done, which could improved their professionalism and autonomy. Considering the need of using more than books, the school administrators should make an effort to find a way in order to provide the sufficient textbooks for teachers and students. In addition, the administrators need to evaluate the teachers’ process of selecting textbooks as well as the textbooks selected by the teachers. 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.

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xvi ABSTRAK

Mijayati, Yuki. 2015. SMA English Teachers’ Lived Experience in Selecting Textbooks. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Buku paket adalah materi yang paling umum digunakan dalam proses belajar mengajar. Terdapat berbagai macam buku paket Bahasa Inggris bagi siswa SMA. Masing-masing buku paket bertujuan untuk menarik penggunanya dengan menawarkan aktifitas, latihan, dan topik yang bervariasi. Bahkan mereka menawarkan layout dan lampiran yang menarik. Hal tersebut menjadikan guru harus lebih selektif dalam memilih buku yan tepat. Kebutuhan siswa, guru, dan pihak sekolah harus diperhatikan dalam memilih buku paket. Selain itu, guru harus mampu untuk memecahkan masalah yang kemungkinan muncul seperti keterbatasan waktu, biaya, dan sumber. Hal ini menjadikan peneliti tertarik untuk menggali lebih dalam pengalama bermakana dari guru untuk dipelajari secara lebih lanjut berkaitan dengan pemilihan buku paket. Aspek pengalaman bermakna yang diteliti dalam penelitian ini adalah pemahana, keyakinan, tindakan, perasaan, dan keinginan.

Penelitian ini menggunakan fenomenologi hermeutik. Peneliti mencoba untuk mengetahui bagaimana pengalaman guru dalam memilih buku paket, menjelaskan, dan menginterpretasikannya. Dua guru terlibat sebagai sumber dalam penelitian ini. Dalam mengumpulkan data peneliti menggunakan wawancara mendalam dengan kedua guru tersebut. Peneliti juga melakukan pengumpulan document dan observasi sebagai triangulasi. Wawancara ulang dilakukan terhadap kedua guru tersebut untuk melengkapai data kemudian yang digunakan untuk dapat menjadikan penelitian ini layak untuk dipercaya.

Kedua guru dalam penelitian ini mempunyai pengertian yang sama tentang pemilihan buku paket. Mereka memandang pemilihan buku paket sebagai suatu proses membuat prediksi baik dan buruk suatu buku sebelum menggunakannya. Pemilihan buku paket ini dilakukan dengan melihat secara keseluruhan buku paket halaman demi halaman, unit demi unit untuk menemukan kesesuaian dengan harapan dan kebutuhan yang guru ingin sesuaikan.

Meskipun dalam proses pemilihan buku paket mereka mempertimbangkan kebutuhan siswa, guru, dan pihak sekolah, masing-masing guru memiliki makna yang berbeda tentang pemilihan buku paket. Salah satu guru memandang bahwa pemilihan buku paket sebuah proses menemukan lebih dari satu buku yang sesuai dengan kurikulum dan berisi kegiatan yang sesuai, memotivasi, dan menantang bagi siswa. Sedangkan guru yang lain memandang pemilihan buku paket sebagai proses menemukan satu buku yang sesuai dengan kurikulum, terjangkau untuk siswa, dan memfasilitasi siswa dalam mempersiapkan ujian.

Pengertian tentang pemilihan buku paket membentuk kepercayaan guru. Salah satu guru percaya bahwa tidak ada hubungan yang signifikan antara kesesuaian pemilihan buku paket dengan keberhasilan belajar siswa. Di sisi yang lain, guru yang lain percaya bahwa kesesuaian pemilihan buku paket berkontribusi

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xvii

terhadap keberhasilan belajar siswa ketika buku paket yang dipilih menyediakan banyak kegiatan membaca yang sesuai dengan tingkat kemampuan siswa.

Kedua guru diberikan otoritas untuk memilih buku paket yang mereka ingin gunakan. Tidak ada penggunaan ceklis ataupun evaluasi buku paket yang sistematis. Mereka melakukan pemilihan buku paket secara impresionistik dengan melihat buku paket secara menyeluruh dan mencocokkan dengan kebutuhan yang ingin mereka sesuaikan. Satu guru lebih memilih buku paket yang dilengkapi dengan CD, skrip mendengarkan, dan kunci jawaban, sedangkan guru yang lainnya tidak. Disamping itu, satu dari mereka tidak pernah mempertimbangkan keterjangkauan harga buku paket dan tidak pernah mengurusi administrasi, sedangkan guru yang lain melakukannya. Meskipun demikian, mereka memiliki masalah yang sama dalam pemilihan buku paket, yaitu tidak adanya buku paket yang sempurna. Kedua guru tersebut merasa bebas dalam memilih buku paket manapun yang menurut mereka menarik dan menganggap tidak perlu melakukan evaluasi buku paket secara sistematis di masa mendatang.

Penelitian ini memudahkan peneliti dan para guru dalam mengungkapkan makna dari pemilihan buku paket. Hal ini membantu para guru dalam merefleksikan proses pemilihan buku paket yang telah mereka lakukan, yang dapat meningkatkan profesionalisme dan otonomi mereka. Berkenaan dengan kebutuhan dalam menggunakan lebih dari satu buku, pihak sekolah seharusnya berusaha untuk menyediakan buku paket yang cukup bagi guru dan siswa. Pihak sekolah perlu mengevaluasi proses pemilihan buku yang dilakukan guru maupun buku yang telah dipilih guru. Dengan evaluasi yang dilakukan oleh pihak sekolah, diharapkan guru dapat menjaga keprofesionalitasannya dalam pemilihan buku yang lebih baik dengan mengalokasikan lebih banyak waktu, tenaga, dan pengetahuan.

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SMA ENGLISH TEACHERS’ LIVED EXPERIENCE IN SELECTING TEXTBOOKS

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

by Yuki Mijayati

Student Number: 126332059

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

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SMA ENGLISH TEACHERS’ LIVED EXPERIENCE IN SELECTING TEXTBOOKS

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

by Yuki Mijayati

Student Number: 126332059

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

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DEDICATION PAGE

I dedicate my thesis to

ALLAH SWT

and

My Beloved Parents Bapak Sumija & Ibu Triwiyati

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vii

ACKNOWLEDGEMENT

Alhamdulillah. First and foremost, I thank Allah SWT for giving me the strength and guidance to bring this thesis to its completion. Without the mercy of Allah, none of this would have been possible.

My utmost gratitude goes to my thesis advisor, Dr. B.B. Dwijatmoko, M.A. for his patience, guidance, help, suggestions, and support to finish my study. Without his support and guidance, I would not be able to accomplish my thesis. I am greatly indebted to the all lecturers in English Language Studies for guiding and teaching me during my study in Sanata Dharma University: F.X Mukarto, Ph.D., Dra. NovitaDewi, M.S., M.A.(Hons), Ph.D., and Dr. J. Bismoko. I thank them for letting me learn great things, sharing the knowledge and also giving me suggestions and support during the process of my thesis writing. I am also grateful for the cooperation and supports of the participants of my study, whose names I cannot mention for some reasons. They are great SMA English teachers from whom I collected the data.

I sincerely send my gratefulness to my beloved parents, Bapak Sumija and Ibu Triwiyati, for their love, prayers, support, advice, and patience. To my beloved one, Anang Sulistio, I thank him from the bottom of my heart for his love, encouragement, advice, and prayers. My gratitude also goes to my little brother Prasojo Agung Mijayanto for always helping me in my difficult times.

I should be grateful for having my friends in KBI especially Class C community for sharing good moments, support, tears, and laughters during our study. We have learnt many things from our friendship. Besides, I thank KBI staff, Mbak Lely and Pak Mul and all graduate staff for helping me during my academic time. Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health and happiness in life.

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viii

TABLE OF CONTENTS

TITLE PAGE ……… i

APPROVAL PAGE ……….. ii

DEFENSE APPROVAL PAGE ……….... iii

DEDICATION PAGE ………... iv

STATEMENT OF ORIGINALITY ……….. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ………. vi

ACKNOWLEDGMENT ………... vii

TABLE OF CONTENTS ………... viii

LIST OF APPENDICES ………. x

LIST OF TABLES ………. xi

LIST OF FIGURES ……….... xii

LIST OF ABREVIATIONS ………... xiii

ABSTRACT ………..…. xiv

ABSTRAK ………. xvi

CHAPTER I INTRODUCTION A.Background of the Study ……… 1

B. Problem Limitation ………... 5

C. Research Question ………... 5

D.Research Goal ………... 6

E. Research Benefits ……….... 6

CHAPTER II LITERATURE REVIEW A.Theoretical Review ………... 8

1. Senior High School ……….... 8

2. Senior High School English Teachers ……….... 9

3. Teacher Cognition ………... 10

4. Four Strands ………... 11

a. Meaning-focused Input ………..……….. 11

b. Meaning-focused Output ………..… 12

c. Language-focused Learning ………. 12

d. Fluency Development ……… 13

5. Textbooks ………... 13

a. Development of Textbooks ……….. 13

b. Concept of Textbooks ………. 14

c. Textbooks as an Instructional Material ……….. 16

d. Textbooks in the Curriculum 2013 ……….. 18

e. Criteria of Good Textbooks ………. 23

1) Textbooks that Meet the Learners’ Needs ………... 23

2) Textbooks that Meet the Teachers’ Needs………... 24

3) Textbooks that Meet the Administrators’ Needs………. 24

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6. Lived Experience ………... 27

a. Understanding ……….. 29

b. Belief ……… 30

c. Action ………... 30

d. Feeling ……….. 31

e. Intention ………... 31

7. Hermeneutic Phenomenology ……….. 32

B.Review of Related Studies ………... 33

C.Theoretical Framework ……… 35

CHAPTER III METHODOLOGY A.Research Method ………... 38

B.Nature and Source of Data ………... 39

C.Data Gathering Instruments ………... 41

D.Data Gathering Techniques ……… 43

E. Data Processing ……… 45

F. Trustworthiness ……… 47

CHAPTER IV DATA ACQUISITION, DESCRIPTION, AND INTERPRETATION A.Data Acquisition and Data Presentation ………... 49

B.Description ………... 56

1. Mr. Yudi’s Individual Lived Experience……….... 56

a. Understanding ……….... 57

b. Belief ……….. 59

c. Action ………. 60

d. Feeling ………. 60

e. Intention ………... 61

2. Bu Ami’s Individual Lived Experience ……….. 62

a. Understanding ………. 63

b. Belief ………... 64

c. Action ………. 65

d. Feeling ………... 66

e. Intention ………. 66

3. Teachers’ Shared Lived Experience ……….. 67

C.Interpretation ……… 68

CHAPTER V CONCLUSIONS AND SUGGESTIONS A.Conclusions ……… 75

B.Suggestions ………... 78

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LIST OF APPENDICES

Appendix 1. Interview Transcripts: Mr. Yudi ……….. ……. . 85

Appendix 2. Interview Transcripts: Bu Ami ………. . 90

Appendix 3. Observation and artifact collection field note: Mr. Yudi………… 95 Appendix 4. Observation and artifact collection field note: Bu Ami ………... 96

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LIST OF TABLES

Table 2.1. The List of Obligatory Subjects Based on Curriculum

2013……… 21 Table 2.2. The List of Elective Subjects Based on Curriculum

2013……… 22 Table 2.3. Construct of Theoretical Framework of Study…………. 37 Table 3.1. Blueprint of Interview Questions………... 42 Table 4.1. Sample of Individual Account of Mr. Yudi………... 50 Table 4.2. Sample of Individual Account of Bu Ami……….. 52 Table 4.3. Sample of Shared Accounts of Mr. Yudi and

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xii

LIST OF FIGURES

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xiii

LIST OF ABBREVIATION

UND : Understanding BLF : Belief

ACT : Action FEL : Feeling INT : Intention

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xiv ABSTRACT

Mijayati, Yuki. 2015. SMA English Teachers’ Lived Experience in Selecting Textbooks. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

teachers’ lived experience in selecting textbooks is. The aspects of lived experience to be investigated in this study are understanding, belief, action, feeling, and intention.

The understanding on textbooks and textbooks selection formed the

teachers’ beliefs. One of them 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 textbooks

selection contributed to the students’ learning success whenever the textbook

selected presented many reading activities which suited with the students’ level of ability.

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xvi ABSTRAK

Mijayati, Yuki. 2015. SMA English Teachers’ Lived Experience in Selecting Textbooks. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

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xvii

terhadap keberhasilan belajar siswa ketika buku paket yang dipilih menyediakan banyak kegiatan membaca yang sesuai dengan tingkat kemampuan siswa.

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CHAPTER I INTRODUCTION

This study intends to investigate the SMA English teachers‟ lived experience in selecting textbooks. This introductory chapter contains the underlying information of the research, which shows the readers the importance of the issues under study. The chapter covers five main sections, namely (1) background of the study, (2) problem limitation, (3) research question, (4) research goal, and (5) research benefits.

A. Background of the Study

Textbooks have an important role in English language teaching (ELT). Sheldon (1988) reveals that textbooks not only represent the visible heart of any ELT program but they also have advantages for both students and teacher when they are used in ESL and EFL classroom. Among the other ELT materials such as slides, videos, audiotape recordings, and computerized materials, textbooks play a critical part as they are considered as the most important means for transferring content knowledge, for establishing in large measure what goes on in class (Hummel, 1998, cited in Lebrun, Lenoir, Laforest, Larose, Roy, Spallanzani & Pearson, 2001), and for measuring what students do and do not learn (Freeman & Porter, 1989, cited in Oakes & Sauders, 2004). Furthermore, according to Brown, Lewis and Harcleroad (1977), textbooks are adaptable product. They help to put instruction in order by providing common reading experiences, suggested activities, recommended readings, and questions.

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Furthermore, the role of textbooks is a source in responding to the goals of teacher‟ and learners‟ needs rather than the goals of teaching and learning elements (Litz, 2005; Razmjoo and Raissi, 2010). Cunningsworth (1995) mentions that the connection between textbooks and teacher would be effective for language classrooms when their objectives could counter to the teacher‟ goals and fulfill the learners‟ needs. Considering the importance of textbooks, it is regarded a necessity for teacher to carefully select the relevant textbooks as textbooks do not only influence what and how students learn, but also what and how teachers teach.

Textbooks selection is closely linked to the textbooks evaluation. The evaluation helps the selection, which functions as a decision-making process. Sheldon states that:

The selection of a particular core volume signals an executive educational decision in which there is considerable professional, financial and even political investment. This means that the definition and application of systematic criteria for assessing coursebooks are vital (1998:37)

In addition, Sheldon (1988), Zhao and Zhang (2005) state that textbook evaluation is a beneficial process for both teacher and educational administrators to judge the positive and negative points of textbooks when they select, employ materials, and help to support both teacher development and training in language programs (Cunningsworth, 1995).

Furthermore, Masuhara (1998) suggests that teachers who conduct the textbooks selection have to consider the students‟, teachers‟, and administrators‟ needs and wants. Students‟ needs refer to the personal, learning, and future professional needs. Meanwhile, teachers‟ needs include personal and professional

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needs; while administrators‟ needs cover the sociopolitical needs, educational policy, and some limitations such as financial problem.

Currently, Indonesia has implemented 2013 curriculum. To accommodate it, governments also published 2013 curriculum-based textbooks, including English, in order to support the implementation of the curriculum. It forces teachers whose schools have implemented the new curriculum to use the recommended textbooks. This fact shows that "power play" exists. Teachers then face internal conflict within them in using textbooks as they cannot select textbooks which are considered more relevant for themselves as teachers as well as their students‟ needs.

On the other hand, the 2013 curriculum-based textbooks themselves have not been distributed well throughout the country so that many schools now are still waiting for the recommended textbooks. Meanwhile, the number of textbooks sold in the market is now limited and the contents do not really fit the new curriculum. It then also raises another problem for teachers and school administrators.

This study focuses on interpreting teachers‟ lived experience in selecting

textbooks. Lived experience is the basis of reflection – by taking the value of the experience and using it as the mirror to make improvements of our own lives. Lived experience can be described through an approach called phenomenology. It is to see the phenomenon in a certain area. It tries to see thoroughly and to understand someone else‟s experience and get meaning of the experience of the person. Studying experience, interpreting and reflecting the essence of experience are the activities in this study. Dilthey (1985) cited in Manen (1990:36) states that

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lived experience is the breathing of meaning. It is expected that this study is able to discover the real meaning of textbooks selection to SMA English teachers based on their experience. It is not merely about how teachers do the textbook selection, but what textbook selection means to them.

Several researchers had conducted studies regarding teachers‟ lived experience and textbooks selection. Kiswara (2010) conducted a study in order to find out the reflection of SMP English teachers in selecting textbooks, which also employed phenomenology. Garinger (2002) also wrote an article discussing on textbook selection for the ESL (English as Second Language) classroom and proposes several steps in selecting textbooks. Further, Mukundan and Nimehchisalem (2012) worked on a study which concentrates on developing criteria to evaluate textbooks. They state that teachers will find textbooks selection easier, more objective and valid when it is based on a reliable instrument. Having reviewed those studies, it is obvious that the study on SMA English teachers‟ lived experience in selecting textbooks has not been conducted.

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B. Problem Limitation

This study tried to describe the SMA English teachers‟ lived experience in

selecting textbooks. According to Murphy (1960:13 in Bradley, 2002) teacher's lived experience includes many aspects, namely understanding, desire, intention or expectation, anticipation, relations with others, cultural patterns, feelings, belief or sights, smells, sounds, etc.

Because of the time limitation, the study concerns the teachers‟ lived experience covering five main aspects, namely understanding, belief, action, feeling, and intention. Teachers‟ understanding on curriculum and the textbooks evaluation criteria will influence their beliefs or opinions, intention, feelings and action in selecting textbooks used in the classroom. Therefore, the study deals with what the teacher understands, believes or thinks about, intends to, feels about and does with the English textbook selection. The researcher considers the five aspects significant to provide deep insight into what textbooks selection means to SMA English teachers.

In selecting participants, the researcher chose two senior SMA English teachers who work for different schools in Yogyakarta and have plentiful experience in teaching. The researcher considered it was better to focus on two teachers‟ lived experience in order to obtain as rich information as needed.

C. Research Question

The question stated in this study is “What is the SMA English teachers’ lived experience in selecting textbooks?” This question became the guideline for the researcher to conduct the study in order to discover the answers. The

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researcher would like to answer the research question by describing and

interpreting the SMA English teachers‟ understanding, belief, action, feeling, and

intention related to textbooks selection.

D. Research Goal

The study is aimed at describing and interpreting the teachers‟ lived experience in selecting English textbooks for SMA which focuses on understanding, belief, action, feeling, and intention regarding with the English textbook selection.

E. Research Benefits

As the study attempts to address the research question “What is the SMA

English teachers’ lived experience in selecting textbooks?” the researcher expects that the study will give beneficial contributions for empowering the teachers. The benefits of the study cover theoretical and practical benefits. They are explained as follow.

1. Theoretical Benefit

Theoretically, the description and interpretation of SMA English teachers‟ lived experience functions as English teachers‟ reference in selecting textbooks,

which then would positively affect the teachers‟ process in selecting English

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2. Practical Benefit

In practice, the study is expected to be able to help English teachers make decisions and form professional judgments in selecting textbooks, which leads to more autonomy, empowerment, and self-actualization in English teaching in Indonesia.

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CHAPTER II LITERATURE REVIEW

The purpose of this chapter is to clarify the constructs and concepts used in the study. It will be divided into three parts. The first part includes the theoretical description concerning the constructs and concepts used in this study. It begins with the review of the main words in the study title, lived experience, and it is followed by the review of textbooks. The second part is review of related studies, and the third part is theoretical framework and assumption.

A. Theoretical Review

In the first part, the researcher would like to discuss on senior high school, then followed by senior high school teachers. After that, the discussion would be about teacher cognition, then followed by the four strands. Next, the elaboration about textbooks will be presented. It covers the concept of textbooks, textbooks as an instructional material, textbooks in the 2013 Curriculum, the criteria of good textbooks, textbooks selection. After that, the researcher discusses lived experience, which would cover five aspects of it, namely understanding, belief, action, feeling, and intention. The last part focuses on hermeneutic phenomenology.

1. Senior High School

According to Law No. 20 Year 2003 on the National Education System, the structure of education in Indonesia begins with Pendidikan Anak Usia Dini (PAUD) or early childhood stage which is not compulsory and is categorized into

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kindergarten and playgroup starting from the age of 0 to six years old. It is then followed by three levels of formal education namely primary education, secondary education, and tertiary education. The primary education covers Sekolah Dasar (SD) and Madrasah Ibtida‟iyah (MI), as well as Kejar Paket A. Meanwhile, the junior high schools consists of Sekolah Menengah Pertama (SMP) and Madrasah Tsanawiyah (MTs) as well as Kejar Paket B. The secondary education covers senior high schools and vocational schools. Senior high schools consist of Sekolah Menengah Atas (SMA) and Madrasah Aliyah Kejuruan (MAK). There is also Kejar Paket C, which is in the same level as SMA and MAK. The last and the highest level is tertiary schools, which consist of several kinds of educational institutions including universities and colleges.

In the national education system in Indonesia stated previously, senior high school is three secondary grades (10, 11, 12) of school following junior high school and preceding university. Senior high school students are approximately 16 to 18 years old. Considering the ages, the students of senior high school are mentally independent. Generally, they have experienced learning English in junior high school so that they already have prior knowledge of English.

2. Senior High School English Teachers

Law No. 14 Year 2005 on Teachers and Lecturers, it is stated that teachers are professional educators whose main duty is to educate, teach, advise, guide, train, and evaluate students in all levels of educations. Furthermore, it is also mentioned that senior high school teachers should be the graduates of four year teaching diploma. Senior high school teachers, especially those who belong to civil servant teachers, have various responsibilities. Still according to Law No. 14

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Tahun 2005, the responsibilities of civil servant teachers consist of main and additional duties. The main duties cover planning, executing and evaluating processes, giving academic consultancy and training. Meanwhile, the additional duties commonly deal with administrative works.

Further, Law No. 14 Tahun 2005 also mentions that being separated from the administrative works, senior high school teachers have to teach 24 hours teaching sessions for the minimum and 40 hours teaching sessions for the maximum in a week. In the relation to teaching English, senior high school teachers have two hours in a week for the compulsory English and three hours in a week for the elective English.

3. Teacher Cognition

It has to be realized that each teacher has their own individual ideas, ways of doing things, and preferences, which makes it obvious that if in this study the researcher wants to understand completely what the teachers do, the researcher then needs to understand what they know and believe.

Teacher cognition is defined as what language teachers think, know, and believe, which is then reflected through their teaching practice (Borg, 2003). Teacher cognition is considered important to discuss in this study. Knowledge of language has significant influence toward the effectiveness of the teachers‟ teaching performance. The accumulation of understanding owned by the teachers, added by their prior language learning and teaching experience, changes their views into beliefs about language teaching. The beliefs are reflected through their every detail classroom teaching practice.

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4. Four Strands

Dealing with the language skills, teachers need to be aware that each of the language skills, listening, speaking, reading, writing, are different from the others. Due to that, it is needed to break down each skill and give attention to each of them. Learning language opportunities can be separated into four strands: meaning-focused input, meaning-focused output, language-focused learning and fluency development (Nation, 2007). These strands should become a consideration of teachers in providing learning materials and activities.

a. Meaning-focused Input

Meaning-focused input deals with receptive learning which involves finding a meaning for word form. It covers learning trough listening and reading. It is called meaning-focused as in all the works accomplished in this strand, the main focus of the students should be on understanding and gaining knowledge or enjoyment from what they listen to and read. The activities covered in this strand are reading novels, listening to songs, watching films, and so on.

This strand will be achieved if most of what the students are listening to or reading is already familiar to them. Besides, it is also needed that the students are interested in the input and want to understand it. Further, only a small proportion of the language features are unknown to the students. The students are also expected to gain some knowledge of the unknown language items through context clues and background knowledge. The last, there are large quantities of input exposed to the students.

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b. Meaning-focused Output

Meaning-focused output strand deals with productive learning which involves searching for and producing a word. It covers learning through speaking and writing. The activities involved in this strand are being involved in conversations, telling stories, writing letters, and so on. This strand demands certain conditions as focused-meaning input does. First, the students are required to write and talk about things that are largely familiar to them. Next, the students‟ main goal should be to convey their message to someone else. Besides, the proportion of the unfamiliar language the students need to use is small. The students can also apply communication strategies, dictionaries or previous input to make up for gaps in their productive knowledge. Lastly, opportunities to speak and write are large.

c. Language-focused Learning

It involves the intentional learning of language features such as pronunciation, spelling, vocabulary, grammar and discourse. The aim of this strand is to learn language items. Typical activities in this strand involve pronunciation practice, learning vocabulary from word cards, translation, memorizing dialogues, guessing from context, using dictionary, and getting feedback about writing. Language-focused learning activities mostly can have a positive effect on learning and language use, but it is suggested to be applied in a small portion of the course and do not become the entire course. The language-focused learning strand should not be held more than one-quarter of the time spent on the entire course.

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d. Fluency development

The fluency development strand covers all the four skills of listening, speaking, reading and writing. The students are helped to make the best use of what they have already known. Fluency development strand is also meaning-focused, which means that the students‟ aim is to receive and convey messages. The activities involved in this strand include speed reading, skimming and scanning, repeated reading, ten-minute writing and listening to easy stories.

The fluency strand will be accomplished if all of what the students are listening to, reading, speaking or writing is mostly familiar to them. Besides, there is no unfamiliar language for the students and the students‟ focus should be on receiving or conveying meaning. The students are suggested to be encouraged to perform. Lastly, there is a large amount of input or output exposed to the students. However, it has to be noted that each strand should have approximately the same amount of time in a course in order to cover both receptive and productive skills. 5. Textbooks

This section mainly focuses on discussing textbooks, which covers the development of textbooks, the concept of textbooks, textbooks as an instructional material, textbooks in the 2013 Curriculum, the criteria of good textbooks, and textbooks selection.

a. Development of Textbooks

Graves in Nunan (2003: 226) states that language books were mainly applied in the mid-twentieth century in order to understand the written text of the target language. This is called grammar translation approach. In this era,

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textbooks contained long reading texts with vocabulary glossaries and grammar explanation in the students‟ native language.

In 1960s and 1997s the focus moved to audio-lingualism. Language textbooks representing audiolingualism presented dialogues, pattern practice, and substitution drills in which the teacher provided a stimulus such as a sentence beginning with a certain personal pronoun and the learners provided a response sentence changing the subject with another personal pronoun.

In the 1970s and 1980s, there was a shift towards the notional-functional approach in which language was used for the purposes of expressing opinions, to talk or write about both abstract and concrete topics. Textbooks began to stress functional languages as well as pair and group work activities in which learners used the language to communicate with each other.

In the 1980s, task-based language teaching approach emerged. Language is learned through negotiation with other learners in problem-solving. This approach focused on meaning rather than form. Textbooks then provide a needed structure for interaction in the classroom and learners see textbook as a guide that helps them organize their learning and provides security. Many current textbooks have contained tasks or projects to stimulate interaction and negotiation among learners.

b. Concept of Textbooks

A textbook can be defined as a published book especially designed to help language learners to improve their linguistic and communicative abilities (Sheldon, 1987). That is why textbooks are considered to have played a very significant role in education. Textbooks are regarded as learning aids (Brewster et

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al., 2001) and also as teaching tools (Graves, 2000) which help teachers and learners conduct the process of study. Textbooks are also one of a lot of learning media which holds significant roles in the classroom. It usually provides the curriculum material in an instructional system. Further, Richards (2001: 251) reveals that textbooks function as the source for much of the language input learners receive and the language practice that takes place in classroom. They provide goals, process and the most frequently-used material of an instruction and educational planning.

For most teachers, textbooks provide the foundation for the content of lessons, the balance of the skills taught, as well as the kinds of language practice the students engage in during class activities. According to Cortazzi and Jin (1999), the textbook can be a teacher, a map, a resource, a trainer, an authority, and an ideology. Textbooks present the necessary tools in preparing learners for the transition of language skills across disciplines. For most teachers, textbooks provide the foundation for the content of lessons, the balance of the skills taught, and the kinds of language practice the students engage in during class activities. Textbooks turn out to be the focal source of language contact for students, apart from teacher input.

From aforementioned explanation about textbooks, it can be concluded that textbooks serve not only as a learning aid (Brewster et al., 2001) or teaching tools (Graves, 2000) but they also provide goals, process and materials. Besides, textbooks are also considered significant as they provide language input for language learners (Richards, 2001) which help them enhance their linguistic and communicative abilities (Sheldon, 1987).

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c. Textbooks as an Instructional Material

Instructional materials are perceived as very important in the teaching and learning of English language. Instructional materials are materials or tools or devices used to enhance and enlighten the effective teaching and learning process. Instructional materials include textbooks, technology-based materials, other educational materials, and tests. Due to this, in the English teaching and learning process, textbooks function as a part of the teachers‟ instructional materials.

Donovan in Tomlinson (1998) affirms that materials should have a high degree of regularity in unit design, content, task type, etc. Tomlinson (1998) in Richards (2001: 263) suggests that good language teaching materials have the following characteristics:

1) Materials should achieve impact

2) Materials should help learners feel at ease

3) Materials should help learners to develop confidence

4) What is being taught should be perceived by learners as relevant and useful 5) Materials should require and facilitate learner self-investment

6) Learners must be ready to acquire the points being taught

7) Materials should expose the learners to language in authentic use

8) The learners‟ attention should be drawn to linguistic features of the input

9) Materials should provide the learners with opportunities to use the target language to achieve communicative purposes

10) Materials should take into account that learners have different learning styles 11)Materials should take into account that positive effects of instruction are

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12)Materials should take into account that learners differ in affective attitudes 13)Materials should permit a silent period at the beginning of instruction

14)Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities

15)Materials should not rely too much on controlled practice 16)Materials should provide opportunities for outcome feedback.

The impact of the use of textbooks as one of instructional materials to classroom learning is significant, and they have been shown to be a significant tool for teachers in classrooms. Textbooks as an instructional material serves as one of the most important means of access for students to the knowledge and skills they must master. Textbooks also support teachers in making instructional decisions and selecting effective teaching strategies that lead to student mastery of the language.

Richards and Renandya (2002) summarize several roles and characteristics of effective language teaching materials: (1) Language is functional and must be contextualized, (2) Language development requires learner engagement in purposeful use of language, (3) The language used should be realistic and authentic, (4) Classroom materials will usually seek to include an audiovisual component, (5) Learners need to develop the ability to deal with written as well as spoken genres, (6) Effective teaching materials foster learner autonomy, (7) Materials need to be flexible enough to carter to individual and contextual

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differences, and (8) Learning needs to engage learners both affectively and cognitively.

d. Textbooks in the Curriculum 2013

Law No. 20 Year 2003 on the National Education System defines curriculum as sets of plans which include purposes, content, and teaching materials, which will be used as the guideline to achieve the objective of educational institution. In line with the definition, curriculum then has several concepts:

a. Scope and sequence, the depiction of curriculum which is regarded as a matrix of objectives assigned to successive grade levels (i.e. sequence) and group of common themes (i.e. scope)

b. Syllabus, the plan for the whole course, which commonly includes the rationale, topics, resources, and evaluation

c. Content outline, a list of topics covered organized in outline form

d. Standards, a list of knowledge and skills required by students upon completion e. Textbook, an instructional material which is used as the assistance in giving

instructions in class

f. Course of study, a series of courses which the students have to complete g. Planned experience, all experience the students gain, which are planned by the

school, covering academic, athletic, emotional, or social

Currently, Indonesia applies Curriculum 2013. The formulation of 2013 is based on the objectives of national education outlined in Law No. 20/2003 about education national system, particularly in article 3 Chapter II about the basis, function, and the objective of national education which states that “Education

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functions as developing individuals‟ dignified skills, characters, and civilization in order to make intellectual generations and to develop learners‟ potentials to be healthy, intellectual, skillful, creative, independent, democratic, and responsible individuals who believe in God and who possess noble characters.” It implies that education, its process, and its outcome is meant to develop learners to be fully functional persons who have skills and good characters and who are knowledgeable, aware of their potentials, and are able to implement their potentials and skills for the society‟s and their own benefit.

Curriculum 2013 for senior high school began to be implemented from grade X or first grade of senior high school. Curriculum 2013 contains basic competence (kompetensi dasar/ KD) and core competence (kompetensi inti/ KI) as the main variables. According to basic competence (kompetensi dasar/ KD) and core competence (kompetensi inti/ KI) stated in Curriculum 2013, students are expected to be able to use language skills with several characteristics embedded namely honesty, self-discipline, responsibility, cooperation, tolerance, politeness, responsiveness, and being proactive.

The contents of Curriculum 2013 are not only based on the students‟ accomplishment on the indicators and standards, but also the students‟ comprehension in applying the value of honesty, self-discipline, responsibility, cooperation, tolerance, politeness, responsiveness, and being proactive, as mentioned previously. Curriculum 2013 focuses on student-centered learning. Asking the students to analyze and then produce knowledge based what they have already observed, exposing them to understand what they learn by themselves, and encouraging them to be socially aware with their friends, surrounding, and

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aesthetic factors are part of the method. It makes English skills become main priority in teaching English for students in Curriculum 2013 as the activities in Curriculum 2013 are expected to make the students exposed with the use of English language as often as possible with various theme, context, and topic.

The uses of English skills in communication become the main priority for Curriculum 2013 in term of communicative purposes. Materials and exercises provided in the textbook should be in line with the curriculum and learners‟ needs. Further, in Curriculum 2013 teachers should be able to create an enjoyable atmosphere in order to set up the student-centered learning classroom, which is aimed at making the students feel encouraged to analyze, observe and generate what they have learned. The essence of the curriculum and the learners‟ needs still have to be significant considerations for teachers in delivering the learning materials from textbook or any other media because students are different one to another. It is important to view language learning as student-centered because each student is individual who differs from each other.

The objective of communication is to build social relation (interpersonal) and developing discourse through information exchange among the individuals involved within the communication (transactional) delivered via oral or written media. The ability to communicate feeling, knowledge and views among those involved in the communication (interlocutors) must be based on their sociocultural values for the sake of making appropriate communication.

The communication activities based on this view are the combination of three purposes of communication: interpersonal, transactional, and presentational. In the systemic functionalist view, the communication activities

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are organized around the integration of linguistic rules (cohesive and coherent choice of words, phrases, sentences, or utterances) and the socio-cultural rules of the language use applied in various types of oral and written discourse needed by the language users in certain communicative situations and scopes such as daily situation, working situation, education, and academic scope. The socio-cultural rules regarding to the language use covers attitudes in communication which are influenced by cross-cultural understanding values.

In Curriculum 2013, subjects are divided into two categories namely compulsory suzbjects and elective subjects. The compulsory subjects are those which are obligated to be learned by all the students in all senior high schools. Meanwhile, the elective subjects are those which can be chosen and joined by the students based on their own interest.

The following are the list of compulsory subjects and elective subjects based on Curriculum 2013.

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Referring to the 2013 curriculum, the presence of textbooks in the teaching process in the classroom is very vital. Because of the important roles, governments need to take control of the textbook content, production, and distribution, as what happens in Indonesia. Jazadi (2003) states that textbooks in Indonesia need to pass several political and also evaluation process to maintain security.

“The content of books should be in line with and not contradictory to Pancasila (The State Philosophy), UUD 1945 (The 1945 Constitution), Government policies, national unity and security, laws, regulations, ethics, and that the content not exploits the sensitive issue of SARA (ethnics, religions, race, and intergroup relations). Judgement of this aspect is made by evaluators coming from Mabes ABRI (Armed Forces Headquarter), Kejaksaan agung (Office of Attorney General), Lemhanas (National Defence Institute) and Inspectorate General of MOEC (Ministry of Education and Culture).” (Jazardi, 2003)

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The aforementioned statements then can be the reason why Indonesian governments take control in deciding, providing, and distributing the Curriculum 2013 textbooks to be used in schools.

The governments provide an English textbook for the compulsory English. Each senior high school implementing the Curriculum 2013 has to purchase the textbook by using BOS, as many as the number of the students. Meanwhile, the governments decide a publisher, which is Erlangga, to provide an English textbook to be used in teaching elective English in senior high schools. Though the textbook for elective English should also be purchased using BOS, the number of the textbook purchased depends on the schools‟ financial condition.

e. Criteria of Good Textbooks

Before selecting a textbook to be applied in the class, teachers have to be familiar with the criteria of a good textbook. Masuhara (1998) points out that a good book is a book which meets teachers', students', and administrators' needs and wants. The following is the more detail elaboration on those needs and wants. 1) Textbooks that meet the learners' needs

Learners' personal needs include age, sex, cultural background, interest, and educational background (Masuhara, 1998). Learners' learning needs can be identified from various aspects as learning styles, language learning experience, language proficiency, learning goals and learning expectations. In addition, learners‟ needs also include the needs of exciting and advantageous materials, the example of proper language use as well as various language learning activities.

Besides, the learners‟ needs also cover the future professional needs, which are

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2) Textbooks that meet the teachers' needs

Teachers' needs can be divided into two, personal needs and professional needs. As aforementioned learners‟ needs, teachers' personal needs also cover age, cultural background, interests, educational background and teachers' language proficiency. Teachers‟ preferred teaching styles, teachers‟ training experience and teachers‟ teaching experience belong to teachers' professional needs (Masuhara, 1998). For teachers, certain textbooks can be said they are good if they present explanations on the content, examples and exercises. Besides, the availability of a variety of activities in teaching is also one of the considerations.

3) Textbooks that meet the administrators' needs

Administrators' needs cover institutional needs which involve sociopolitical needs, market forces, educational policy, and constraints such as time, budget and resources (Masuhara, 1998). It is easy to find the fact that a number of schools in Indonesia do not have sufficient budget to provide books for the students so that they tend to wait for the governments support to facilitate their needs for textbooks. Discussing about educational policy, it should be firmly stated that one of the most important policies is curriculum. It should be thoroughly examined whether the textbooks are in line with the curriculum being applied.

In addition, Cunningsworth (1995) proposes four criteria for evaluating textbooks:

a) They should correspond to learners‟ needs. They should match the aims and

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b) They should reflect the uses (present or future) which learners will make of the language. Textbooks should be chosen that will help equip students to use language effectively for their own purposes

c) They should take account of students‟ needs as learners and should facilitate

their learning processes, without dogmatically imposing a rigid “method” d) They should have a clear role as a support for learning. Like teachers, they

mediate between the target language and the learner f. Textbooks Selection

Textbooks selection can be considered as a subjective practice. Textbooks selection is a process of selecting certain textbooks which is conducted before a teacher employs a textbook. Due to that, textbooks selection is also called pre-use evaluation. Pre-use evaluation is the first stage of evaluation before whilst-use and after use selections. This stage is usually done by teachers or director of the studies, but in Indonesia this activity is usually conducted by those two or even only by the administrators.

Pre-use evaluation focuses on obtaining an impression as to the potential educational value of the textbook (Tomlinson, 2003: 23). In other words, during the pre-use evaluation, teachers actually use impressionistic evaluation in order to be able to judge the textbooks and make a prediction on how well the textbooks will perform in class (Harmer, 2001: 301). Impressionistic evaluation is conducted by quickly looking through the textbooks cover to cover, trying to gain an overview of the strengths and weaknesses of the books (Cunningsworth, 1995: 1). To be more specific, impressionistic evaluation enables teachers to gain information on the design and structure of the textbooks, how attractive the covers

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are, how good the materials presented are, how the activities and exercises are sequenced and how they meet the syllabus as well as the students‟ needs, also how the balanced language skills are exposed.

As discussed in the previous part, good textbooks are those which meet students', teachers', and administrators' needs so that in the process of textbooks selection those needs have to be considered very well. Yet, in Indonesia the price of a textbook is regarded as a considerable issue especially when the school has many students who come from lower class and consider it is hard to buy textbooks. Furthermore, some teachers and administrators may consider discount and other additional benefits in the process of purchasing textbooks. The other bad possibilities are when teachers only have very limited choices because of the limited school budget or even when administrators have already decided a textbook to use in class.

Teachers‟ autonomy takes an important role in textbooks selection. Autonomy is generally described as being responsible and independent in making choices. Benson (2000: 101) describes autonomy as the right to freedom from control by others. Yet, in the reality it seems to be difficult to achieve. It is a fact that teachers are restricted by school regulations, demands of the administrators, and also curricula.

In addition, Littlewood (1997: 428) defines an autonomous person as someone who has an independent capacity to make and carry out choices which govern his or her actions. The capacity demands two important components, which are ability and willingness. Becoming an autonomous teacher has something to do with the commitment to explore, reflect, and change in order to

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be able to achieve not only personal but also the community goals. In this study, teachers‟ autonomy in selecting textbooks means the teachers‟ awareness of the professional needs as well as of the demands of the administrators and curricula which then lead them to the responsibility to select textbooks which best suit to the needs and demands.

6. Lived Experience

Clarifying the term lived experience used in this study is significant to attain the readers‟ understanding. Lived experience covers the significant events in the past which make a person what he/ she is today. This kind of experience accumulates over time, teaches us lessons and has effects by shaping or influencing our responses to the world. Manen (1990) reveals that each person has a unique set of experiences which are regarded as truth and influence the behavior of the individual. In line with this, individual lived experience refers to the lived experience of an individual which is considered as unique from one individual to another. To be more specific, the teachers‟ individual lived experience in selecting textbooks can be said as the lived experience of the teacher himself/herself, without being compared or related to the lived experience of the other teachers.

Further, Manen (1990) explains that the most fundamental part of the study of lived experience is the narrative reflections on the meaningful lived experiences and daily real practices in the real world reality in order to enhance someone‟s understanding and knowledge. In addition, he mentions that lived experience can be seen from a phenomenological perspective by questioning "What does a phenomenon mean?" or "What is the essence of a phenomenon?" It does not just clarify "How does someone do about a phenomenon?" Related to

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teachers‟ lived experience of selecting textbooks, it less concentrates to how a teacher selects textbooks, but it focuses on the real meaning of selecting textbooks. In other words, it can be understood that the researcher should examine the teachers‟ experience of selecting textbooks without leaving the consideration of the other facts because those facts must be connected to and affect each other.

There are individual and shared lived experience. Individual lived experience refers to the lived experience of an individual which is considered as unique from one individual to another. The teachers‟ individual lived experience of textbooks selection means the lived experience of each teacher toward textbooks selection which is seen individually, without being compared with the lived experience of other teacher. Meanwhile, shared lived experience is the lived experience among people which are considered similar among others. Teachers‟ shared lived experience of textbooks selection means the lived experience of the teachers which are relatively similar from one teacher to other teacher. The shared lived experience can be identified by comparing the individual lived experience of one participant to another.

Further, according to Bradley (2002), the word „lived experience‟ means the mixed senses of the last events and the events which are happening now. Teachers‟ lived experience of selecting textbooks then can be defined as the senses of selecting textbooks in the past and what the teacher is trying to make meaning of selecting textbooks now. Further, Murphy (1960: 13) in Bradley (2002) mentions that lived experience can be stated as a process that mixes memory including understanding, desire, intention or expectation, anticipation,

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relations with others, cultural patterns, feelings, beliefs or sights, behaviors, smells, sounds, etc.

Obtaining these aspects of lived experience, the researcher considers to focus on five aspects of lived experience to be used in the study. They are understanding, belief, action, feeling, and intention. The researcher thinks that the teachers, of course, had gained knowledge on the criteria of selecting materials, especially textbooks, in their undergraduate study. Here, the teachers obtained information about selecting textbooks. It means that the teachers already had understanding on textbooks selection criteria. The information on textbooks selection criteria might change the teachers‟ understanding into the teachers‟ belief. After that, the teachers implemented the textbooks selection based on the

teachers‟ understanding and belief. This means the teachers did an action. During

selecting textbooks, the teachers might feel something and want to do something related to textbooks selection, which means that the teachers had intention. The five aspects of lived experience will be discussed continuously.

a. Understanding

According to Cronbach (1963: 350) to understand means to have the knowledge of or to be well informed about a particular object. In other words, to understand an idea can be described as knowing its significance, its implicit correlation with other important idea and also its meaning. Teachers‟ understanding about textbook selection then can be defined as the teachers‟ knowledge about textbook selection, which includes all information the teachers have obtained about textbook selection. Therefore, the teachers‟ understanding

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toward textbook selection can be interpreted through what the teachers know or what information the teachers have related to textbook selection.

Understanding enables someone to decide the possible responses toward any thought that comes to mind and eliminate those which are not appropriate with the facts. It means that understanding will affect the teachers‟ beliefs. Belief itself can be stated as the expression of values and feelings of a person toward something. In short, understanding and belief differ from each other as understanding often changes from time to time, while belief is relatively static and difficult to change.

b. Belief

Belief is formed and influenced by understanding. It involves values and feelings. It affects someone‟s behavior or actions. Pajares (1992) mentions that teachers‟ beliefs influence their perceptions and their behaviors, which then affect their plans, thoughts, and decisions. Hence, belief plays a crucial role in defining behavior and organizing knowledge and information.

Teachers‟ beliefs in textbook selection can be identified through the teachers‟ opinions, views, assumptions and decisions related to certain textbook. The teachers‟ answer for the question about their beliefs toward the topic under study are interpreted by the researcher in order to gain the essence of the participant's beliefs or views related to textbook selection.

c. Action

Selecting a textbook is an action. Action is what someone can do with intention. According to Lonergan (1958) action is a part of experience which

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involves the use of five senses and bodily movements. Some examples are the act of seeing, hearing, touching, tasting, and smelling.

Teachers‟ actions regarding the textbook selection is identified through the activities or actions the teacher does in selecting textbook. In this case, the teachers‟ actions can be seen and identified from in depth interviews, the observation notes, and re interviews done by the researcher.

d. Feeling

Feelings are closely related to emotions. They grab the affective aspect of human life. Magai (2001) asserts that emotions begin in our neurophysiology and that our personalities are organized around “affective biases.” All of us possess five primary human emotions: happiness, sadness, fear, anger, and interest/excitement. These emotions are natural in our brains and are the source of our motivations. When our emotions are activated, they will influence on our cognition and behavior.

Schacter & Singer (1962) mention that experience of emotion is based on conscious evaluations which someone makes about physiological sensations or feelings in particular social settings. Expressions of feelings that are commonly used are anxious, happy, afraid, intimidated, confident, and so on (Patton, 2002). This study tried to explore what the teachers feel when they select a textbook. Feeling, in this study, refers to what the teachers feel about the action of textbook selection.

e. Intention

Intention is what people aim to do or achieve. Warshaw and Davis (1985) define intention as a plan or goal. Intention is almost the same as expectation.

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persistent to use one textbook as a reference, I add from browsing. Then I create the activities myself.

class

Belief …especially reading. If the reading activities used words which were not too much above the students’ level of ability, it for sure would influence the

students’ success in

learning.

The

contribution of appropriate textbooks selection to the success of teaching learning process Ami/BLF- The contribution of appropriate textbooks selection to the success of teaching learning process Belief No certain skill was

prioritized. It will be better if they are in balance, where all four language skills added with grammar, were in balance. Language skills a textbooks should expose most Ami/BLF- Language skills a textbooks should expose most

Action The sales persons met the teachers after getting permission. Then teachers selected (textbooks)… (It) had ever been selected by the school administrators. Or they gave their selected textbooks to the teachers to be reselected.

Teacher‟s autonomy to select textbooks Ami/ACT- Teacher‟s autonomy to select textbooks

Feeling Teachers‟

feeling in textbooks selection Ami/FEL- Teachers‟ feeling in textbooks selection Action So far there is not any

textbook selection guide. I just took a glance of it. That is it. Indeed I did not have sufficient time to see page by page. At least I checked chapter by chapter to know the contents.

Steps employed in selecting textbooks Ami/ACT-Steps employed in selecting textbooks

Action The materials suit to the curriculum. The skills being developed are in balance. The reading texts and exercises are

interesting and sufficient. Moreover, on grammar. There is too much

explanation, but the

Considerations underlain the choice Ami/ACT- Considerations underlain the choice

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exercises only consist of

five numbers… those are not sufficient.

(Financial) still becomes a consideration. It should be affordable for the students Action But there is not any

excellent textbook as we want.

Problem in practice

Ami/ACT- Problem in practice-Absence of perfect textbooks The textbook I purchased

(for recent academic year) is

not appropriate… I found

the fact during its use recently. It was because the textbook was offered when the academic year had been started. I had been very busy with the school preparation activities. Finally, the time to examine the textbook more deeply seemed to be limited.

Ami/ACT- Problem in practice-Time constraint

Action The availability of speaking and listening activities is the

most important… the availability of CD. It would be much better if the tape scripts and answer keys are available too. They are included in textbook I use right now. Answer keys give us certainty.

Sometimes our ears are not accurate. So, if they (scripts and answer keys) are ready then the textbooks are more preferable.

Considerations underlain the textbooks selection

Ami/ACT-Considerations underlain the textbooks selection

Action The students were given freedom on how to get the textbook. They might purchase outside the school, or they could organize it with the class captain. Then we (the teacher and the class captain) organize it with the

Considerations underlain the choice

Ami/ACT-Considerations underlain the choice

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sales person. We would ask how much the discount would be. For example, it was 20%. Then we would question if it was already below the common market price. At least the price was the same with it was in Shopping market. Some share of the discount would be given back to the students, and the teachers would only take some certain percent of it. Feeling There had ever been a

complaint that the

textbook was too difficult. Finally, I did not use the textbook in the following academic year. The language was too

sophisticated for students. I did not understand it well either. The students had already purchased the textbook so that I kept using it. Consequently, I needed some more preparations. I did not have enough time to look trough the textbook. I only took a glace on some parts of it. When I opened the textbook, I found it suitable. But when it was applied, I found out that many words were too literary.

The textbook I purchased (for recent academic year) is not appropriate… I found the fact during its use recently. It was because the textbook was offered when the academic year had been started. I had been very busy with the school preparation

Success and failure of conducting textbooks selection

Ami/FEL- Success and failure of conducting textbooks selection

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activities. Finally, the time to examine the textbook more deeply seemed to be limited.

Intention Of course I will be more careful, more different. It will depend on the time availability. If the textbook from the government has been ready, I will stop using the textbook applied now.

Intentions to do in the future textbooks

Ami/INT- Intentions to do in the future textbooks

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Appendix 3

Observation and artifact collection field note: Mr. Yudi Teacher

Day and date Topic

: Mr. Yudi

: Saturday, May 3rd 2014

: Natural Disaster (Conditional sentences)

The Curriculum 2013 prescribe textbook has not been distributed to school. While waiting for it as a reference, Mr. Yudi decided to use several textbooks, one of them is “Pathway to English”, and other sources as materials as long as they are relevant with the syllabus.

The class is conducted in the school library. The class is carried on using bilingual – Bahasa and English. Mr. Yudi starts the class by checking

the students‟ attendance and also their homework about conditional

sentences. This time, the students need to find the facts of the conditional sentences they have. The students are very active in answering the questions. During the class, Mr. Yudi and his students use a worksheet, copied from Oxford University Press. This is as what Mr. Yudi stated in the first interview, that he does not use a single textbook in his teaching, but various resources including Oxford University Press. It is known then, that the students were given the soft file of the book in the beginning of the semester so that they can use it easily.

Besides, in delivering a new topic, which is explanation text, he uses an authentic video about tsunami in Japan which happened a few months ago. He downloaded an amateur video from YouTube which already contain an explanation in English – if it is not mistaken, it sounds like a native) then lets the students watch it. The students are very excited watching the video as well doing the task, which is make an explanation text based on the illustration they already watched.

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Appendix 4

Observation and artifact collection field note: Bu Ami Teacher

Class

Day and date Topic

: Bu Ami : X MIA 3

: Friday, May 25th 2014

: Natural Disaster (Cause – Effect Conjunction)

The teaching learning process is conducted in classroom. The class is carried on using bilingual – Bahasa and English. Bu Ami uses Bahasa as she really wants to make sure that the students understand about what she is talking

about. Bu Ami starts the class by checking the students‟ attendance, giving

apperception, and reviewing the previous lesson (Q & A). The teaching learning process is conducted using handouts made and given by the teacher. The material itself is not explicitly included in the textbook applied,

“Pathway to English” published by Erlangga and written by Th. M. Sudarwati and Eudia Grace, but it is developed based on the syllabus as well as the textbook. The teacher does this as only several conjunctions are presented in the textbook. The teacher then considers that it is necessary to give the students additional material.

According to the students, in the beginning of the semester they were given topics that are going to be discussed in the whole semester. The students, then, work in group to gather and compile materials (texts, definitions, explanations, grammar samples, and so on) related to the topics given.

In the first semester they did not use the textbook recommended by the teacher so that they mostly used handouts provided by the teacher. It seems that the teacher took the decision to develop handouts in order to complete the materials which are not covered in the textbooks, but stated in the syllabus.

SMA English teachers lived experience in selecting textbooks.

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The English teachers` lived experience in implementing blended learning.

Senior high school English teachers` professional development: lived- experience.

Teachers lived experience of the scientific approach in teaching English.

The lived experience of novice English teachers at a primary level.

The lived experience of novice English teachers at a primary level

CRITERIA IN SELECTING ENGLISH TEXTBOOKS FOR SMK STUDENTS

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SMA English teachers lived experience in selecting textbooks.

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CRITERIA IN SELECTING ENGLISH TEXTBOOKS FOR SMK STUDENTS

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