TEACHERSâ PERCEPTIONS TOWARD THE USE OF ENGLISH TEXTBOOKS (A Case Study of English Teachers at the Twelfth Grade of SMAN 3 Surakarta in the Academic Year of 2014/2015).
perpustakaan.uns.ac.id
digilib.uns.ac.id
TEACHERS’ PERCEPTIONS TOWARD THE USE OF
ENGLISH TEXTBOOKS
(A Case Study of English Teachers at the Twelfth Grade of
SMAN 3 Surakarta in the Academic Year of 2014/2015)
A THESIS
BY:
ELVIRA ROSYIDA M. R.
S891308045
Written as a Partial Fulfilment of the Requirements for Graduate Education
Degree of English Language Teaching
ENGLISH EDUCATION OF GRADUATE PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
commit to user
i
perpustakaan.uns.ac.id
digilib.uns.ac.id
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Teachers’
Perceptions toward the Use of English Textbook” (A Case Study of English
Teachers at the Twelfth Grade of SMAN 3 Surakarta in the Academic Year of
2014/ 2015). It is not plagiarism or made by others. Anything related to others’
works is written in quotation, the sources of which are listed on the list of
references.
If the pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta,
2015
Elvira Rosyida M. R.
commit to user
iv
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Elvira Rosyida M. R. S891308045. 2015. Teachers’ Perceptions toward the
Use of English Textbooks. Supervisor I: Dr. Ngadiso, M.Pd, Supervisor II: Prof.
Dr. Sri Samiati Tarjana, English Education Department of Graduate Program,
Teacher Training and Education Faculty, Sebelas Maret University Surakarta.
This study is aimed at: (1) investigating teachers’ perceptions toward the
use of English textbooks; (2) identifying factors that affect teachers’ perceptions
toward the use of English textbooks; (3) investigating teachers’ experience in
selecting, analyzing, organizing, interpreting, and integrating English textbooks;
and (4) identifying problems arising while teachers select, analyze, organize,
interpret, and integrate English textbooks.
This study is a qualitative case study conducted in state senior high school
3 Surakarta. The samples chosen are two English teachers who teach the twelfth
grade. Data of the study were collected through questionnaire, interview, and
observation and were analyzed by using interactive model proposed by Miles and
Huberman.
Findings of this study are: (1) teachers believe that they have to consider
some considerations to check the quality of textbooks. They also reveal that
textbook analysis is needed to analyze what is actually contained in the textbooks
and to know to what extent the quality of the textbooks they use. They do not
always follow all sequences of materials and activities suggested by the textbook
authors, but based on the students’ needs. They believe that textbooks should go
hand in hand with supplementary teaching materials to serve students’ needs even
though they are relatively satisfied with the textbooks choice; (2) teachers’
perceptions toward the use of English textbooks are influenced by some factors
such as experience, needs, situation, students’ interest, students’ ability,
workshop/training, and references; (3) teachers take part in each step of the
procedure for the textbook selection. Then, they analyze and describe each
component in the textbook. Teachers organize materials and activities in each unit
of the textbook based on the lesson plan they made and their students’ need. The
latter, supplementary materials are designed based on pre-existing materials and
objective of the lesson; and (4) deficient time and different views among teachers
are two major problems faced by teachers when conducting textbook selection.
It is therefore recommended that the school provides sufficient time for
teachers to conduct textbook selection. The teachers have to actively participate in
any training or course about teaching materials and have more cooperation with
their colleagues to ease the burden, exchange information, and expand teaching
repertoire. They should also increase their ability and knowledge of making
supplementary materials and adapting materials. This may help teachers know the
way to solve the problems or weaknesses that they face in using textbooks.
Keywords: teachers’ perception, the use of English textbook, teachers’
commit to user
experience
v
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
“Don’t say you cannot before you try. Sometimes things are really impossible.
But when you involve God, it becomes possible.”
Wilson Kanadi
commit to user
vi
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
By offering my praise and gratitude to Allah SWT for the abundant blessing to me
and my Prophet Muhammad SAW,
I’d proudly dedicate this piece of work to:
My beloved parents,
Drs. H. Makmun Rasyid and Hj. Lili Handayani
My beloved sister and brother,
Meilya Kartika M. R. and M. Masdar Habibi M. R.
My bestfriend, my partner, my half,
Faisal Rachmad S.
My friends
My Almamater, Sebelas Maret University
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
Praise be Allah the Almighty, because of His blessing this research has been
finished for the requisite of English education graduate program of Sebelas
Maret University. May mercy, blessing of Allah always be on Prophet
Muhammad SAW and peace be upon him. The researcher is deeply indebted for
the very invaluable help, guidance, and support so that she would like to extend
this gratitude to:
1. Dean of Teacher Training and Education Faculty of Sebelas Maret University
Surakarta for the facilities and the admission for conducting this research.
2. Head of English Education Department of Graduate Program of Teacher
Training and Education Faculty of Sebelas Maret University Surakarta for the
chances and facility.
3. Dr. Ngadiso, M.Pd, the first consultant, for all guidance, advice, motivation,
criticism, and patience.
4. Prof. Dr. Sri Samiati Tajana, the second consultant, for all guidance, advice,
support, and patience.
5. All the lecturers of English Education of Graduate Program of Sebelas Maret
University Surakarta for the invaluable knowledge and guidance.
6. Head of SMAN 3 Surakarta for the support and admission to conduct this
research.
7. The English teachers at twelfth grade of SMAN 3 Surakarta for help,
cooperation, and time, so that this research is accomplished.
I acknowledge any imperfections in this thesis as it is far from being perfect. I
welcome constructive criticism and suggestions and hope this work may be
useful for all readers.
Surakarta,
2015
Elvira Rosyida M. R.
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................
i
APPROVAL ...............................................................................................
ii
LEGITIMATION .......................................................................................
iii
PRONOUNCEMENT ................................................................................
iv
ABSTRACT ...............................................................................................
v
MOTTO .....................................................................................................
vi
DEDICATION ...........................................................................................
vii
ACKNOWLEDGEMENT .........................................................................
viii
TABLE OF CONTENTS ...........................................................................
ix
LIST OF TABLES .....................................................................................
xi
LIST OF FIGURES ...................................................................................
xii
LIST OF ABBREVIATION ......................................................................
xiii
LIST OF APPENDICES ............................................................................
xiv
CHAPTER I. INTRODUCTION
A. Background of the Study .................................................
1
B. Problem Statement ...........................................................
7
C. Objectives of the Study ....................................................
7
D. Significance of the Study .................................................
8
CHAPTER II. LITERATURE REVIEW
A. . Teacher’s Perception .......................................................
10
1. The Nature of Teacher’s Perception ...........................
10
2. The Importance of Teacher’s Perception ....................
11
3. Factors that Influence Perception ................................
13
4. Teachers’ Perception toward the Use of Textbooks .....
14
B. Textbook ..........................................................................
16
1. Definition of Textbook ...............................................
16
2. The Role of Textbook in the English
commit
to user
Foreign Language
Class
.............................................
17
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
3. Advantages and Disadvantages of
the Use of Textbooks ..................................................
19
4. Teachers and Textbook Use ........................................
24
C. Review of Relevant Studies ............................................
36
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design ...............................................................
42
B. Research Context .............................................................
43
1. Place of the Study .........................................................
43
2. Time of the Study .........................................................
43
3. Subject of the Study .....................................................
44
C. Kinds and Sources of Data ...............................................
46
D. Data Collecting Technique ..............................................
47
E. Trustworthiness ................................................................
49
F. Data Analysis ....................................................................
50
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ............................................................
53
B. Discussion ........................................................................
87
C. Research Weaknesses .......................................................
110
CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion .......................................................................
111
B. Implication .......................................................................
114
C. Suggestion ........................................................................
114
BIBLIOGRAPHY ......................................................................................
117
APPENDICES ...........................................................................................
125
commit to user
x
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF TABLES
Page
Table 3.1 The Schedule of the Study .........................................................
44
Table 3.2 Biographical Information of the Participant ..............................
45
Table 4.1 Research Findings Summary .....................................................
53
Table 4.2 Criteria for Evaluating and Selecting Textbook ........................
57
Table 4.3 Textbook Appropriateness with Students’ Need .......................
63
commit to user
xi
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF FIGURES
Page
Figure 2.1 Options for Using the Textbook ...............................................
34
Figure 3.1 Components of Data Analysis: Interactive Model ...................
50
commit to user
xii
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF ABBREVIATION
1. BSNP
Badan Standar Nasional Pendidikan
2. MGMP
Musyawarah Guru Mata Pelajaran
3. T1
Teacher 1 (First Participant in the study)
4. T2
Teacher 2 (Second Participant in the study)
commit to user
xiii
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDICES
Page
Appendix 1. Interview Transcription ........................................................
125
Appendix 2. Questionnaire .......................................................................
141
Appendix 3. Field Note ..............................................................................
147
Appendix 4. Picture ...................................................................................
156
Appendix 5. Surat Ijin Penelitian .............................................................
159
Appendix 6. Surat Keterangan Telah Melakukan Penelitian ....................
160
commit to user
xiv
digilib.uns.ac.id
TEACHERS’ PERCEPTIONS TOWARD THE USE OF
ENGLISH TEXTBOOKS
(A Case Study of English Teachers at the Twelfth Grade of
SMAN 3 Surakarta in the Academic Year of 2014/2015)
A THESIS
BY:
ELVIRA ROSYIDA M. R.
S891308045
Written as a Partial Fulfilment of the Requirements for Graduate Education
Degree of English Language Teaching
ENGLISH EDUCATION OF GRADUATE PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
commit to user
i
perpustakaan.uns.ac.id
digilib.uns.ac.id
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Teachers’
Perceptions toward the Use of English Textbook” (A Case Study of English
Teachers at the Twelfth Grade of SMAN 3 Surakarta in the Academic Year of
2014/ 2015). It is not plagiarism or made by others. Anything related to others’
works is written in quotation, the sources of which are listed on the list of
references.
If the pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta,
2015
Elvira Rosyida M. R.
commit to user
iv
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Elvira Rosyida M. R. S891308045. 2015. Teachers’ Perceptions toward the
Use of English Textbooks. Supervisor I: Dr. Ngadiso, M.Pd, Supervisor II: Prof.
Dr. Sri Samiati Tarjana, English Education Department of Graduate Program,
Teacher Training and Education Faculty, Sebelas Maret University Surakarta.
This study is aimed at: (1) investigating teachers’ perceptions toward the
use of English textbooks; (2) identifying factors that affect teachers’ perceptions
toward the use of English textbooks; (3) investigating teachers’ experience in
selecting, analyzing, organizing, interpreting, and integrating English textbooks;
and (4) identifying problems arising while teachers select, analyze, organize,
interpret, and integrate English textbooks.
This study is a qualitative case study conducted in state senior high school
3 Surakarta. The samples chosen are two English teachers who teach the twelfth
grade. Data of the study were collected through questionnaire, interview, and
observation and were analyzed by using interactive model proposed by Miles and
Huberman.
Findings of this study are: (1) teachers believe that they have to consider
some considerations to check the quality of textbooks. They also reveal that
textbook analysis is needed to analyze what is actually contained in the textbooks
and to know to what extent the quality of the textbooks they use. They do not
always follow all sequences of materials and activities suggested by the textbook
authors, but based on the students’ needs. They believe that textbooks should go
hand in hand with supplementary teaching materials to serve students’ needs even
though they are relatively satisfied with the textbooks choice; (2) teachers’
perceptions toward the use of English textbooks are influenced by some factors
such as experience, needs, situation, students’ interest, students’ ability,
workshop/training, and references; (3) teachers take part in each step of the
procedure for the textbook selection. Then, they analyze and describe each
component in the textbook. Teachers organize materials and activities in each unit
of the textbook based on the lesson plan they made and their students’ need. The
latter, supplementary materials are designed based on pre-existing materials and
objective of the lesson; and (4) deficient time and different views among teachers
are two major problems faced by teachers when conducting textbook selection.
It is therefore recommended that the school provides sufficient time for
teachers to conduct textbook selection. The teachers have to actively participate in
any training or course about teaching materials and have more cooperation with
their colleagues to ease the burden, exchange information, and expand teaching
repertoire. They should also increase their ability and knowledge of making
supplementary materials and adapting materials. This may help teachers know the
way to solve the problems or weaknesses that they face in using textbooks.
Keywords: teachers’ perception, the use of English textbook, teachers’
commit to user
experience
v
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
“Don’t say you cannot before you try. Sometimes things are really impossible.
But when you involve God, it becomes possible.”
Wilson Kanadi
commit to user
vi
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
By offering my praise and gratitude to Allah SWT for the abundant blessing to me
and my Prophet Muhammad SAW,
I’d proudly dedicate this piece of work to:
My beloved parents,
Drs. H. Makmun Rasyid and Hj. Lili Handayani
My beloved sister and brother,
Meilya Kartika M. R. and M. Masdar Habibi M. R.
My bestfriend, my partner, my half,
Faisal Rachmad S.
My friends
My Almamater, Sebelas Maret University
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
Praise be Allah the Almighty, because of His blessing this research has been
finished for the requisite of English education graduate program of Sebelas
Maret University. May mercy, blessing of Allah always be on Prophet
Muhammad SAW and peace be upon him. The researcher is deeply indebted for
the very invaluable help, guidance, and support so that she would like to extend
this gratitude to:
1. Dean of Teacher Training and Education Faculty of Sebelas Maret University
Surakarta for the facilities and the admission for conducting this research.
2. Head of English Education Department of Graduate Program of Teacher
Training and Education Faculty of Sebelas Maret University Surakarta for the
chances and facility.
3. Dr. Ngadiso, M.Pd, the first consultant, for all guidance, advice, motivation,
criticism, and patience.
4. Prof. Dr. Sri Samiati Tajana, the second consultant, for all guidance, advice,
support, and patience.
5. All the lecturers of English Education of Graduate Program of Sebelas Maret
University Surakarta for the invaluable knowledge and guidance.
6. Head of SMAN 3 Surakarta for the support and admission to conduct this
research.
7. The English teachers at twelfth grade of SMAN 3 Surakarta for help,
cooperation, and time, so that this research is accomplished.
I acknowledge any imperfections in this thesis as it is far from being perfect. I
welcome constructive criticism and suggestions and hope this work may be
useful for all readers.
Surakarta,
2015
Elvira Rosyida M. R.
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................
i
APPROVAL ...............................................................................................
ii
LEGITIMATION .......................................................................................
iii
PRONOUNCEMENT ................................................................................
iv
ABSTRACT ...............................................................................................
v
MOTTO .....................................................................................................
vi
DEDICATION ...........................................................................................
vii
ACKNOWLEDGEMENT .........................................................................
viii
TABLE OF CONTENTS ...........................................................................
ix
LIST OF TABLES .....................................................................................
xi
LIST OF FIGURES ...................................................................................
xii
LIST OF ABBREVIATION ......................................................................
xiii
LIST OF APPENDICES ............................................................................
xiv
CHAPTER I. INTRODUCTION
A. Background of the Study .................................................
1
B. Problem Statement ...........................................................
7
C. Objectives of the Study ....................................................
7
D. Significance of the Study .................................................
8
CHAPTER II. LITERATURE REVIEW
A. . Teacher’s Perception .......................................................
10
1. The Nature of Teacher’s Perception ...........................
10
2. The Importance of Teacher’s Perception ....................
11
3. Factors that Influence Perception ................................
13
4. Teachers’ Perception toward the Use of Textbooks .....
14
B. Textbook ..........................................................................
16
1. Definition of Textbook ...............................................
16
2. The Role of Textbook in the English
commit
to user
Foreign Language
Class
.............................................
17
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
3. Advantages and Disadvantages of
the Use of Textbooks ..................................................
19
4. Teachers and Textbook Use ........................................
24
C. Review of Relevant Studies ............................................
36
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design ...............................................................
42
B. Research Context .............................................................
43
1. Place of the Study .........................................................
43
2. Time of the Study .........................................................
43
3. Subject of the Study .....................................................
44
C. Kinds and Sources of Data ...............................................
46
D. Data Collecting Technique ..............................................
47
E. Trustworthiness ................................................................
49
F. Data Analysis ....................................................................
50
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ............................................................
53
B. Discussion ........................................................................
87
C. Research Weaknesses .......................................................
110
CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion .......................................................................
111
B. Implication .......................................................................
114
C. Suggestion ........................................................................
114
BIBLIOGRAPHY ......................................................................................
117
APPENDICES ...........................................................................................
125
commit to user
x
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF TABLES
Page
Table 3.1 The Schedule of the Study .........................................................
44
Table 3.2 Biographical Information of the Participant ..............................
45
Table 4.1 Research Findings Summary .....................................................
53
Table 4.2 Criteria for Evaluating and Selecting Textbook ........................
57
Table 4.3 Textbook Appropriateness with Students’ Need .......................
63
commit to user
xi
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF FIGURES
Page
Figure 2.1 Options for Using the Textbook ...............................................
34
Figure 3.1 Components of Data Analysis: Interactive Model ...................
50
commit to user
xii
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF ABBREVIATION
1. BSNP
Badan Standar Nasional Pendidikan
2. MGMP
Musyawarah Guru Mata Pelajaran
3. T1
Teacher 1 (First Participant in the study)
4. T2
Teacher 2 (Second Participant in the study)
commit to user
xiii
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDICES
Page
Appendix 1. Interview Transcription ........................................................
125
Appendix 2. Questionnaire .......................................................................
141
Appendix 3. Field Note ..............................................................................
147
Appendix 4. Picture ...................................................................................
156
Appendix 5. Surat Ijin Penelitian .............................................................
159
Appendix 6. Surat Keterangan Telah Melakukan Penelitian ....................
160
commit to user
xiv