THE TEACHERS’ USE OF ENGLISH TEXTBOOKS AT A MADRASAH ALIYAH IN CONJUNCTION WITH THE SCHOOL VISION AND MISSIONS :A Case study at a Madrasah Aliyah in Pangkalpinang-Bangka.

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TABLE OF CONTENTS

APPROVAL PAGE FOR FINAL EXAM ……...……… i

DECLARATION ………..………. ii

ACKNOWLEDGEMENTS ……….. iii

ABSTRACT ……….………. iv

TABLE OF CONTENTS ………...… v

LIST OF FIGURE ………...…viii

LIST OF TABLE S ……….….viii

LIST OF APPENDICES ……… viii

CHAPTER I ……….……. 1

INTRODUCTION ………..……… 1

1.1Background of the Study ……….………. 1

1.2The Research Questions ………... 5

1.3The Purposes of the Study ………..….. 5

1.4The Clarification of Terms ………...……… 7

1.5Thesis Organization ……….…. 8

CHAPTER II ………..……….. 9

REVIEW OF RELATED LITERATURE ……….…… 9

2.1 The Nature of the Textbooks ………..….. 9

2.2 The Role of the Textbooks ………. 11

2.2.1 The Role of the Textbooks in Instruction ……….… 11

2.2.2 The Advantages and he Disadvantages of Using Textbooks ………...… 12

2.3 The Textbooks Selection ……….... 16

2.3.1 The Material Content of a Textbooks ………. 20

2.3.2 The Islamic Textbooks ……… 22

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2.5 The Effect of Vision and Missions on Selecting Textbooks and Teaching

Implementation ………. 24

2.5.1 The Effect of the School Vision and Missions on Selecting Textbooks ………...… 24

2.5.2 Good Teaching Implementation ………... 25

2.6 The Role of Vision and Missions at School ………... 27

2.7 The Islamic School Vision and Missions ……….….. 29

2.8 The Previous Researches on Textbooks Use ……….. 30

CHAPTER III ………..……….………….. 33

RESEARCH METHODOLOGY ……….… 33

3.1 The Research Design ………..……… 33

3.2 The Research Site ………...……… 34

3.3 The Research Participants ………... 34

3.4 The Data Collection Techniques ……… 35

3.4.1 The Questionnaire……….… 35

3.4.2 The Interview ………... 36

3.4.3 The Observation ………..…. 38

3.5 The Data Analysis ……….. 39

3.6 The Concluding Remarks ………... 41

CHAPTER IV …………...……….. 42

DATA ANALYSIS AND DISCUSSIONS …………...……….. 42

4.1 Data Presentation ………..……….. 42

4.2 The Teachers’ understanding on school vision and missions and its affect on their teaching ……….... 43

4.2.1 The Questionnaire Data ……… 43

4.2.2 The Interview Data ………...… 49

4.3 The Teachers’ opinion on the relevance of the textbooks with the school vision and missions ……….. 53

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iii

4.3.1 The Questionnaire Data ……… 54

4.3.2 The Interview Data ………….……….. 57

4.3.3 The Observation Data …...……… 61

4.4 The way the teachers select the textbooks and the teaching implementation 63 4.4.1 The Questionnaire Data ………..………. 63

4.4.2 The Interview Data ……….………. 67

4.4.3 The Observation Data ………..………… 75

CHAPTER V ……….………. 78

CONCLUSSIONS AND SUGGESTIONS ………..……… 78

5.1 The Research Findings ………..………. 78

5.2 The Conclusions ………..…………...……… 81

5.3 The Suggestions ……….……….82

5.4 The Recommendations ………... 84

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iv LIST OF FIGUR

Figure 1. Option for Textbooks Used (Harmer, 2001) …….………. 19

LIST OF TABLES Table 1. Vision and Missions of MAN Pangkalpinang and a Public School …... 3

Table 2. Six elements of Strategic Plan, Richard (2001) ………...………….…. 29

Table 3. Schedule of Questionnaire …………...………..… 36

Table 4. Schedule of Interview ………...……….…… 37

Table 5. Schedule of Observation …...……….…… 39

Table 6. Statements of Questionnaire of the First Research Question ...……….. 44

Table 7. Statements of Questionnaire of the Second Research Question …….... 55

Table 8. Statements of Questionnaire of the Third Research Question ……....…64

Table 9. TEXTOR (Horsley & Laws, 1990) ………...…………... 76

LIST OF APPENDICES Appendix 1. Questionnaire ………...……… 92

Appendix 2. Questionnaire Answer ………...………..… 96

Appendix 3. Guiding Question for Interview ………...….……. 108

Appendix 4. Interview of Teacher #A ………...………. 109

Appendix 5. TEXTOR of the Observation ……...……….………. 118

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1 CHAPTER 1

INTRODUCTION

This section presents the introductory part of this thesis. This chapter will discuss the background of the study which covers the idea to conduct this study; the research questions as a guidance of this study; the purposes of the study which are related to the research questions; the significance of the study which may contribute to provide significant information; the clarification of terms which consists of terms used in this study that may create misunderstanding when they are used in other contexts; and the thesis organization which covers the contents of each chapter in this thesis.

1.1 Background of the Study

In nowadays era of education, teachers are faced with new academic and tough pedagogical challenge (Fakir and Kumari, 2007). In order to prepare students, they add, teachers must teach more challenging and extensive subject areas, develop different instructional strategies and reach a wider range of students with varied background. Therefore, curriculum reforms need to take place in such a way that gaps between the curricular framework and the textbooks are bridged and the needs of learners from such diverse backgrounds are reflected in the curricula and textbooks.

In the recent years, there have been a lot of debates about the language teaching profession on the actual role of textbooks in teaching English as a second or foreign language. The arguments have encompassed both the potential and the

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2 limitations of materials for guiding students through learning process and curriculum as well as the needs and preferences of teachers who are using textbooks. The potential use of textbooks are proposed by some theorists like Hutchinson and Torres (1994) who suggest that the textbook is a universal element and no teaching-learning situation until it has its relevant textbooks. Sheldon (1988) suggests that the textbook does not only represent the visible heart of any English language program but it also offers considerable advantages for the teacher and the student in the classroom. Another potential of the textbooks is identified by Cunningsworth (1995) saying that the textbooks have for serving potential roles in the ELT curriculum.

There are also some theorists who point out the limitation of the textbooks, one of whom is Allwright (1982) who suggests that textbooks are too flexible and they generally reflect the pedagogic, psychological, and linguistic preference and bias of their authors. More theorists have criticized the textbooks for their inherent social and cultural bias, like Carrel and Korwitz (1994), Florent and walter (1989), and Clarke and Clarke (1990).

Based on the researcher’s experiences and informal observation toward the teachers’ use of the English textbooks at Madrasah Aliyah, it is known that all of the teachers used more than one textbook. They used the textbooks as a main source of instruction. It means that the availability of textbooks is a significant factor to predict academic achievement (Heyneman et al (1978) cited in Oakes & Saunders (2004)). Based on the interaction of the researcher among the other

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3 English teachers, it is also known that the textbooks they use are the same as those used by the public school teachers.

If we pay attention to the Madrasah Aliyah and the Public Schools in term of their vision and missions, I find that they are different in term of Islamic values. The public schools’ vision and missions are referring to the achievement of the science and knowledge while the Madrasah Aliyah vision and missions are referring not only the achievement of science and knowledge but also to the Islamic moral values of the students as can be seen in the following table.

School Vision Missions

Madrasah Aliyah Islamic High School

students who have good “taqwa” (who submitted to God), good achievement, and good cultural etiquette.

Conducting education oriented to the good quality of graduations in science and good moral and decent social life, so that, the Islamic school is qualified to prepare and develop the high quality of human resources in term of science and religion.

Public School We inspire every student to

learn, to think, to care and to achieve.

It is our mission to provide the best opportunity for students to develop their potential to the full, to acquire knowledge, and to adopt a positive attitude towards work, life and their community in accordance with our school motto - LOVE, WISDOM &

VIGOUR.

Table 1. Vision and Missions of MAN Pangkalpinang and a Public School

Based on the vision and missions of Madrasah Aliyah above, it is obvious that the Islamic moral values play an important role in the attempt to reach the educational goals at Madrasah Aliyah or Islamic high school. The study of the Islamic moral values can be found in the Islamic-oriented textbooks which are containing Islamic terms, norms, and vocabulary (Hare, 1996). He adds that those

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4 things bring about a consequence that Moslems are expected to be able to master the skill to convey messages which will be beneficial for them and for the speakers of the language they learn.

In relevance to the issue above, there had actually been Islamic textbooks provided for the Islamic schools issued by the Ministry of Religious Affairs. They were in the form of modules comprising of 15 modules. Those modules covered four language skills and they also covered fundamental principles of obligation in relation with the Moslems’ faith. The modules were issued as a reflection of the Development of Madrasyah Aliyah Project (DMAP) in 2003.

Based on the informal observation of the researcher, it is found that the English teachers of Madrasah Aliyah do not use the Islamic oriented textbooks in teaching practice. Those textbooks meet with the school vision and missions because they are containing the Islamic terms, norms, and Islamic moral values. Unfortunately, the Madrasah Aliyah English teachers select the textbooks as the public schools teachers used.

The phenomenon above shows that the textbooks used in Madrasah Aliyah does not meet with the vision and missions of the school itself. Due to these discrepancies, the need to investigate that phenomenon is unavoidable fact. Therefore, in this study, the researcher need to explore the teacher’s views of English textbooks used related to the Madrasah Aliyah vision and missions.

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5 1.2 The Research Questions

This study is guided by three research questions, they are:

(1) How does teachers’ understanding on the school vision and missions affect their teaching practices?

(2) What is the teachers’ opinion on the relevance of the textbooks on the school vision and missions?

(3) How do the teachers select the textbooks and implement them in teaching practices?

1.3 The Purposes of the study

The purposes of this study are:

(1) to identify the teachers’ understandings on the school vision and mission affect their teaching.

(2) to identify the relevance of the textbooks on the school vision and missions.

(3) to investigate the way Islamic English teachers select the textbooks and the way they implement the textbooks in teaching practices.

1.4 The Significance of the Study

In general, this study may contribute to provide significant information about the use of English textbooks. This study may also contribute the teachers’ underlying concepts about the teaching, learning, material content and particularly about textbooks themselves in relation to facilitate the achievement on the school vision and missions. In specific, this study, hopefully, contribute to document

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6 areal representation of how the teachers use the textbooks in real context classroom at Madrasah Aliyah. The result of study is very helpful as a feedback for the Madrasah Aliyah teachers in choosing the textbooks to be used. It also will reveal the new findings regarding how other teachers may do, add, enrich, improve, or perform their competence before and during the lesson.

For the Ministry of Religious Affairs of the Basic and Middle Education, the result of this study may provide some valuable input. They may state their own learning objectives, competence standard especially for the Madrasah Aliyah with their indicators and conducts on their own national examination. This department also needs to provide some textbooks that contain Islamic terms, norms, and moral values which can be used by the Islamic English teachers, so that, they will select some appropriate textbooks and other teaching materials for their teaching in relevance to the schools’ vision and missions.

For the author and book designer this research could provide a feedback on how should the materials content be in their textbooks when it is prepared for the Madrasah Aliyah. The information will be very beneficial for the authors of the textbooks, especially for designing next textbooks.

For the Ministry of National Education, they should give more chance to the Ministry of Religious Affairs to arrange their own curriculum for the implementation at Madrasah Aliyah.

For the other researchers, the result of this study may provide some informative input to conduct another investigation in the same field but with a different interest as a reference.

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7 1.5 The Clarification of Terms

Vision; Vision is a long term of specific objective that is going to be achieved in the future. According to Klinghammer (1997) in Richard (2001), vision is a statement of where a program is going in the long term and what its members hope to accomplish. Similar with Klinghammer (1997) and Richard (2001), Gottlieb (2007) states that vision is a statement of what is potential, the picture of the future you want to make, the critical question for a Community Benefit organization. He adds that a vision statement outlines what the one or organization wants to be concentrated on the future.

Mission; Based on Oxford Advanced Leaner’s Dictionary that mission is a particular aim or duty that one to fulfill more than anything else or a particular task done by a person or a group. According to Klinghammer (1997) in Richard (2001), mission is explanation of the institution’ vision in term of detailed goals that it seeks to achieve, it is usually within a particular time period. Mission statement will turn our vision into practice (Gottlieb, 2007).

School Vision and Missions; The school vision and missions are the vision and missions stated at schools. They direct the schools of what are to be done and what are to be achieved (Peterson, 1995) and they construct the school improvement (Caldwell; 1998, Mayronwetz and Weistein; 1999).

Islamic Values; it is the Islamic belief toward the value of Islam. Islamic values have effects on moral judgment, Maqsud (1997) in Jaafar and friends (2004). Islamic values can be divided in three groups, they are; necessities, convenience, and refinements.

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8 Madrasah Aliyah; a school under the management or organization of Ministry of Religious Affairs as a central or top management and of the Department of Basic and Secondary Education which is directly responsible and that controls on it. According to Moulton (2008), Madrasah is a school designed for young Muslem with a religious foundation on Qur’anic recitation and Islamic values.

1.6 Thesis Organization

This thesis consists of five chapters. Chapter one is the introduction to this study. It covers the background of this study, the research questions, the significance of this study, the purposes of this study, and the clarification of terms. Chapter two reviews the theoretical foundation for this study which covers discussion on the vision and missions, the role of the school vision and missions, the Islamic school vision and missions, the textbooks selection, good textbooks, the effect of the vision and missions in selecting textbooks, and the previous study in textbooks use.

Chapter three elaborates the research methodology. It covers the research design, the research site, the research participant, the data collection, and the data analysis. Chapter four presents the data presentation and discussions of the research. Chapter five draws the conclusions and suggestions of the study. It also offers some recommendation for further research.

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CHAPTER III

RESEARCH METHODHOLOGY

This chapter will discuss the methodological aspects of the study. Four main aspects of the research will be discussed: first, research design; second, research participant; third, data collection techniques; and fourth, data analysis. This study makes use of a qualitative design by employing a case study. Three instruments of data collection method, questionnaire, interview, and observation were used to collect the data and information to answer the research questions.

3.1 The Research Design

In relation to the nature, the purposes and research questions above, this study employed a qualitative research design, implementing some characteristics of a case study. The case study had been chosen for several reasons. First, this study was carried out in “a single case” (Kvale, 1996), that is, the teachers’ use of textbooks at a Madrasah Aliyah related to the school vision and missions. Then, this study employed the multiple sources of evidence-converging from the same set of issues, which constituted the important aspect of a case study (Yin, 2003: 85) and the multiple data collections intending to expand the construct validity of the study (Merriam, 1998).

This research was conducted qualitatively as its problems or questions are possibly answered in a qualitative way of study. This was because the topic dealt with human problem as a social phenomenon. It was said that qualitative research is a multi method approach to study phenomena in their natural settings. In doing

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so, the qualitative researchers use the interpretive and naturalistic methods. A qualitative study aimed at understanding, or interpreting, the meanings people bring to the phenomenon under study (Maxwell, 1996). Qualitative methods were selected for use in this study because the researcher was interested in discovering and describing the English teachers’ use of textbooks at a Madrasah Aliyah related to the Islamic school vision and missions.

3.2 The Research Site

The research was conducted at a Madrasah Aliyah in Pangkalpinang-Bangka. The reasons for choosing this school as a place of research were that of its practicality and accessibility (Kvale: 1996). The researcher has known well the condition of the school because he has taught there since 2003. In addition, it was relatively easy to conduct the research because the researcher did not find any difficulties in getting permission from the headmaster on getting the data needed.

3.3 The Research Participants

The participants of this study were the English teachers of a Madrasah Aliyah in Pangkalpinang-Bangka. They were recommended to participate in the study by the headmaster of the selected school. They were willing to participate in this research and to have their class observed. All of the three teachers graduated from strata 1 of English department from different university. They have experienced in teaching English for five to fourteen years. Those teachers taught in grade X, XI, and XII. In this study, they were coded as Teacher A and Teacher B, and Teacher C. They were one male and two females.

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3.4 The Data Collection Techniques

In conducting this research, the researcher applied three instruments for collecting data, they were; questionnaire, interview and observation (Alwasilah, 2003). Since the qualitative research is descriptive and typically nonnumeric (Bogdan & Biklen, 1992), therefore, the data were collected by using questionnaire, interview, and observation to have valid data taken by the techniques.

3.4.1 The Questionnaire

Questionnaire is one way of getting information which is widely used by many researchers. According to McMillan & Schumacher (2001) questionnaire is relatively economical which has the same question for all subjects and can ensure anonymity. Questionnaire is used to learn about the distribution of characteristics, attitude, or beliefs. Wiseman (1990) says that in using questionnaire, the researchers rely totally on the honesty and accuracy of participants’ responses.

The questionnaire was distributed first prior to the other data collecting techniques because it was used to get general views related to the research questions. Then, it was used to construct the interview questions to get clear and deep answers.

The collecting data using questionnaire was conducted in the middle of February 2009. The three respondents were asked to response to the questionnaire. The number of questionnaire items was forty five consisting of 15 items referring

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to the first research question, 15 items referring to the second research question, and 15 items refer to the third research questions.

No Date Teachers/Respondents Note Item Numbers

1. 16 February 2009

A Teacher of

grade one class

30 items;

15 refer to the first research question, 15 refer to the second research question, and 15 refer to the third research question 2. 16 February

2009

B Teacher of

grade two class 3. 16February

2009

C Teacher of

grade three class

Table 3. Schedule of Questionnaire

The questionnaire was used to get the general data of the respondents’ view referring to the research questions. They were asked to response to the statements by putting mark of categories; 1: Strongly Agree, 2: Agree, 3: Undecided, 4: Disagree, 5: Strongly Disagree. The questionnaire items and the teachers’ response toward the questions can be seen in the Appendix 1 and 2.

3.4.2 The Interview

Interview is a conversation between researcher and the participants to confirm the questions. Merriam (1988:71) said that it is a conversation with a purpose that one gives information to another. In this case, the answers given by the interviewee are the information needed by the researcher as the information data. Moreover, interview was also used to get the additional information related to the issue. As it is claimed by Maxwell (1996:76) that interviewing can provide additional information that was missing in observation and to get deeper clearer description from the questionnaire.

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ended interviews were applied in getting the interview data. Open-ended interviews always require qualitative analysis techniques (Fale, 1996). Some questions were offered to the participants to get the deeper answers from the questionnaire data. To avoid the crowd and to keep the quality of the answers, the interviews were conducted in school library and language laboratory during the school time break when the interviewees have no schedule to teach.

The interview was conducted at the end of February 2009. Three participants were interviewed. The researcher interviewed the participants one by one in a different time. This was to avoid the same-copied statement among the participants and to keep the independent answers given. The schedule of the interview can be seen in the following table.

No Date Respondent Position Place of Interview

1. 23 February 2009 A Teacher School Library

2. 24 February 2009 B Teacher Language Laboratory

3. 24 February 2009 C Teacher Language Laboratory

Table 4. Schedule of Interview

The interview was conducted individually and informally in a library and in a language laboratory of the Madrasah Aliyah. The places were chosen to keep the clarity of the recorded interview and to get maximal information from the interviewees. It questioned things related to the three research questions (see Appendix 3). All of the answers given by the respondents were tape recorded. It was conducted to get the clarification of the data from the questionnaire. The result of the interview or the interview scrip is presented in Appendix 4.

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3.4.3 The Observation

The observation was done in the classroom in order to obtain the authentic data on the actual activities to observe the teaching materials used whether by the teachers or the students by making some notes. To make it easy the researcher used a field note using TEXTOR of a certain statements toward the items being observed. The TEXTOR is the instant category analysis to examine textbook use in teaching and learning process in classroom implementation proposed by Horsley & Laws (1990). As it is stated by Marshall and Rossman (2006), that observation can range from a highly structure and detail notation of structured by filing note to a more holistic description of events and behavior.

The role of the researcher in the observation was as a non-participant observer as the researcher was not involved in designing the class activities and the material to use.

The researcher sat in the classroom by observing the relevance of the textbook used, the teachers’ activities in selecting the textbook used and the way they implement them in the teaching learning process related to the school vision and missions by taking some notes of some important contextual feature that might not be found in the questionnaire and the interview. As Maxwell (1996:76) says that observation often enables the researcher to draw references about someone’s meaning and perspective that the researcher couldn’t get in the interview.

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The observations were conducted six times in the classroom by observing three different grade classes (twice for each class). The observations were done on March 2009. The table of the observations schedule can be seen bellow.

No Date Respondent/Teacher Class Note

1. 2 March 2009 A X.1. 1st

2. 3 March 2009 B XI.IPS 1 1st

3. 4 March 2009 C XI. IPA 1 1st

4. 9 March 2009 A X.1. 2nd

5. 10 March 2009 B XI. IPS 1 2nd

6. 11 March 2009 C XI. IPA 1 2nd

Table 5. Schedule of Observation

The observation guideline of TEXTOR and the data from the observations can be seen at appendix 5 and 6.

3.5 The Data Analysis

After getting the data, they were directly categorized to get the ‘theoretical sensitivity’ dealing with the data gathering as it is stated by Glaser in Alwasilah (2007). The data was analyzed by using thematic-analysis that was, the data was categorized based on the research questions.

The data from the questionnaire were used for cues reflected the aspects related to the teachers’ use of the textbooks concerning to the school vision and missions. The questionnaire data were analyzed based on the three research questions.

The data from the interview were also used for cues reflected the aspects related to the teachers’ use of the textbooks concerning to the school vision and missions. The interview data were analyzed based on the three research questions. There were three steps of analyzing the interview data. Firstly, the interview data

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was transcribed. During the transcribing, the researcher used initial name to keep his objectivity toward the respondents in analyzing further data (Kvale, 1996). After transcribing, the interview data were returned to the respondents to ensure that the transcription really reflects of what the participants mean (Kvale, 1996) and if it was possible to get input from them (Connole, Smith & Wiseman, 1993). Then, the transcribed data were categorized into the topic of this study based on the research questions to be interpreted and compared with the theories underlining this study.

The data gained from observation which depicted the relevance of the textbook used, the way of teachers select the textbook, and the way they implement them in teaching practices in relation to the school vision and missions were analyzed according to some points proposed in a field note of such as detail condition during the teaching learning (see appendix 6). The data presentations were divided into two parts: 1) the relevance of the textbook used on the school vision and missions and 2) the way the teachers select the textbooks and the way they implement them in teaching.

Triangulation data from all data resources were analyzed to compare with the data gained from the questionnaire, interview, and observation. It was to ensure that all the data refer to the same conclusion (Yin, 1993). This was done to confirm the validity to make the conclusion (Cannole, Smith & Wiseman, 1993; Stake, 1995; Freebody, 2003) that the most fertile search for validity comes from a united series of different measures, which was pointed to a single hypothesis.

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3.6 The Concluding Remarks

Since the aim of this study is to investigate how teachers’ use of the textbooks in real field of teaching, the design of this study is qualitative research and descriptive type of study. This study was guided by three research questions with the objectives to identify the teachers’ understanding on the school vision and missions and how such understanding affect their teaching; to identify the teachers’ opinion on the relevance of the textbooks use in conjunction with the school vision and missions, and to investigate the way Islamic English teachers select the textbooks and the way they implement the textbooks in teaching practice. To obtain the data, the researcher used the instruments of questionnaire, interview, and observation. The data are presented and analyzed in the next chapter.

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78 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter the researcher will elaborate the concluding remarks of the important issues mentioned in the previous discussion as the answers to the research problems. This chapter consists of four major parts. The first part discusses the summary of the research findings, the second part discusses the conclusions, the third part discusses suggestions for practitioners based on the result of the study, and the fourth part discusses the recommendations for further research.

5.1 The Research Findings

This study is focused on investigating three research questions. They are 1) how does teachers’ understanding on the school vision and missions affect their teaching practices? 2) What is the teachers’ opinion on the relevance of the textbooks on the school vision and missions? 3) How do the teachers select the textbooks and implement them in teaching practices? The answer of each research question will be presented here respectively.

The data analysis from the questionnaire and the interview based on the first research question indicate that the respondents understand the school vision and missions where they teach. They know that the Madrasah Aliyah has different vision and missions from the public schools where the Madrasah Aliyah vision is emphasized on the achievement of knowledge and moral values which consist of the submission to God and the attitude toward their social lives. They also know

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79 that the Madrasah Aliyah missions are; conducting education to have high quality of knowledge or to be knowledgeable students and to have Islamic moral values.

Unfortunately, although the respondents know the school vision and missions, it does not affect in their teaching. The evidence can be known in the way they use the textbooks. They use the textbooks in teaching English where the books’ contents have no relevance and do not support with the school vision and missions. In addition, the textbooks the English teachers use at a Madrasah Aliyah are the same as the English teachers at the public schools. Their reasons are that they have to ensure that the students are able to achieve the national exam target so that they follow the national curriculum issued by the Ministry of Education Affairs. They used the syllabus arranged with the public school teachers referring to the national curriculum and put the school vision and mission a side.

In term of the relevance of the textbooks used by the English teachers at a Madrasah Aliyah from the analyzing of the three data collection techniques, it can be concluded that the textbooks used are not relevant to the school vision and missions. In using the textbooks they do not pay attention to the school vision and missions. They only match the textbooks with the national curriculum and the syllabus designed.

All of the respondents agree that, there should be any Islamic terms, norms, and values stated explicitly in the English textbooks used at a Madrasah Aliyah. Their reason is that those Islamic oriented textbooks will be suitable or relevant with the Madrasah Aliyah vision and missions. In addition, the Islamic

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80 English teachers have to take the responsibility for dealing with the schools vision and missions and understanding about some principles of Islam in English.

Although the textbooks do not support the school vision and missions, the teachers may make some innovations to correlate the discussion to the school vision and missions, it can be done by using the Islamic oriented textbooks for sometimes as collaboration. This is one way that the English teachers of Madrasah Aliyah can do at least for the benefit of present teaching.

From the three data collection techniques, the way the teachers select the textbooks is based on the national curriculum which is specified in a syllabus arranged with the public school teachers. They select the textbooks which contain the topics stated in the syllabus. Regarding to the implementation of teaching, in a certain Islamic period like fasting Ramadan, Hajj etc. they sometimes insert those moments as the topic of discussion. Two of them had ever used Islamic textbooks, which were issued by the Ministry of Religious Affairs as a selection textbook in the previous years. But, in the observation data the researcher found that they only used the common textbooks containing general knowledge. It seems that they do not have any self-confidence to use the Islamic-oriented textbooks as selected textbooks because they assume that those kinds of textbooks do not match with the national curriculum target of achievement. They focus more on the national curriculum rather than on the school vision and missions.

In the teaching implementation, the teachers conduct their teaching in the same way as the general school teachers. They use the textbooks in steps, starting from the textbook selection suited with the topic in the syllabus, asking the

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81 students to look at the textbook page of discussion, focusing their discussion in the textbooks, asking the students to do the tasks taken from the textbook, and doing evaluation from the textbook although sometimes they arrange their own questions for the evaluation as a variation. During the observations, there is no any improvisation of the teaching implementation in using the textbooks. But in the questionnaire and interview data it is found that they sometimes conduct the improvisation in certain Islamic moments by discussing the Islamic-oriented topics taken from Islamic-oriented textbooks.

5.2 The Conclusions

There are three main conclusions can be drawn from this research. First, the teachers’ understanding on the school vision and missions do not effect in their teaching practice. The teachers or respondents teaching practice is affected by the target of the national examination rather than the stated school vision and missions. There should be responsibility of the teachers to paid attention to the school objectives of the vision and missions. Second, the textbooks used by the respondents are not relevance with the school vision and missions, specifically, in term of the achievement of the Islamic values. The textbooks that the teachers or respondents used contain general topics of discussions where there is no specific Islamic-oriented topic to be discussed. The teachers’ opinions toward the textbooks they use are that they realize this irrelevance with the school vision and missions but they can do nothing because they have to achieve the target of the national exam score. So, it can be concluded that what the teachers do, in term of

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82 the textbooks selection, is in contradiction with their belief on the important of the school vision and missions.

Third, the way the teachers or respondents select the textbooks is based on the current curriculum issued by the Ministry of National Education, precisely, it is based on the syllabus arranged together with the public school teachers in the area. The Islamic English teachers should select the textbooks used issued by the Ministry of Religious Affairs to ensure that the textbooks used are in accordance with the school vision and missions. Than, the way the teachers or respondents implement the teaching is almost do not influenced by the school vision and missions where they teach with few Islamic oriented topics just in certain Islamic moments, but, mostly they teach the general knowledge as the public school teachers do. For the present teaching, since they have selected the same textbooks with the public school teachers, they should elaborate the textbooks contents by replacing some topics changed with the Islamic-oriented ones in their teaching implementation. Furthermore, it would be better if the Madrasah Aliyah English teachers use the Islamic-oriented textbooks issued by the Ministry of Religious Affairs. It is to ensure that the textbooks used is in accordance with the school vision and missions.

5.3 The Suggestions

This study has revealed some important points that have to be put more concerns of the English teachers at the Madrasah Aliyah, textbooks writers and publishers, the Ministry of Religious Affairs, and the Government as well.

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83 For the English teachers at the Madrasah Aliyah, it is better for them to select the textbooks to be used whether the contents support the school vision and missions or not. In this case, they can use the Islamic oriented textbooks. The syllabus for Madrasah Aliyah should be arranged by the teachers themselves. If it is too hard to apply because of the National Examination Target, the teachers may adapt or collaborate the material contents of the textbooks used with the Islamic oriented ones.

For the books’ writers, it will be better if they write the textbooks which have the Islamic terms, norms, and moral values and cope with the Islamic school vision and missions.The organization of those materials in the textbooks serves as guidelines in teaching English at Madrasah Aliyah.

For the textbooks publishers, it is important to produce more English Islamic textbooks as sources of the English teachers. When more Islamic textbooks are published, it will facilitate and help the English teachers to select the good textbooks for Madrasah Aliyah.

For the Ministry of Religious Affairs, The result of study should provide some valuable input for the department to state their own curriculum and determine their own competence-standard of the English achievement specially designed for the Madrasah Aliyah and conduct their own evaluation nationally.

For the Ministry of Education Affair, it is an obligation for the Ministry of Education Affair to have some observations or studies dealing with the approach that is going to be implemented. Some aspects need to be seen as the comparison before coming to decision.

(28)

84 For the books’ writers, it will be better if they write the textbooks which are more attractive and related with the students’ needs of enjoyable learning (not bored one) designed for the Islamic schools and the like.

5.4 The Recommendations

For further investigation, with more participants and longer time, quantitative research design might be taken into consideration. By quantitative research design the emphasis of the study can be specialized on the effect of the teachers’ use of English textbooks at a Madrasah Aliyah related to the school vision and missions. This is recommended as the design can be used to make generalization on how textbooks used in English language learning properly. As well, the investigation can be carried out to reveal how the textbooks use work in line with the schools vision and missions and to get an optimal students’ achievement in learning language.

For the next study, the researcher may also involve more aspects of textbooks use investigation. It is expected that the study can provide more comprehensive views into the optimal use of the English textbooks at school suited with the school vision and missions in EFL classroom learning, specifically, at a Madrasah Aliyah.

(1)

79 that the Madrasah Aliyah missions are; conducting education to have high quality of knowledge or to be knowledgeable students and to have Islamic moral values.

(2)

80 English teachers have to take the responsibility for dealing with the schools vision and missions and understanding about some principles of Islam in English.

(3)

5.2 The Conclusions

(4)

82 the textbooks selection, is in contradiction with their belief on the important of the school vision and missions.

5.3 The Suggestions

(5)

(6)

5.4 The Recommendations

THE TEACHERS’ USE OF ENGLISH TEXTBOOKS AT A MADRASAH ALIYAH IN CONJUNCTION WITH THE SCHOOL VISION AND MISSIONS :A Case study at a Madrasah Aliyah in Pangkalpinang-Bangka.

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