Belief I use many sources, not only
one. From other books, or from internet. I am
persistent to use one textbook as a reference
, I add from browsing. Then I
create the activities myself. The presence
of textbooks in class
AmiBLF- The presence of
textbooks in 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
AmiBLF- 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
AmiBLF- 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 AmiACT-
Teacher‟s autonomy to
select 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 exercises only consist of
five numbers… those are not sufficient.
Financial still becomes a consideration. It should be
affordable
for the students Considerations
underlain the choice
AmiACT- Considerations
underlain the choice
Action But there is not any
Problem in AmiACT-
excellent textbook as we want
. practice
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. AmiACT-
Problem in practice-Time
constraint
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
Success and failure of
conducting textbooks
selection AmiFEL-
Success and failure of
conducting textbooks
selection
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
. 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 AmiINT-
Intentions to do in the future
textbooks
Table 4.2. Sample of Individual Account of Bu Ami
After making the individual accounts of each teacher, the researcher made shared accounts by comparing and constructing the two teachers‟ individual
accounts. Shared accounts included collection of the teachers‟ lived experience in selecting textbooks which was the same.
The accounts were presented in four column tables. The first column was for category. The second was for the indicator, while the third was for the
description. The last column was for the catalogue. Table 4.3. shows the sample of teachers‟ shared accounts.
Category Indicator
Description Catalogue
Action Steps employed in
selecting textbooks
Related to the action done by the
teachers in the process of
selecting textbooks, both of
them revealed that they did not make
use of any checklist or
textbooks section YudACT-
Steps employed in selecting
textbooks AmiACT-
Steps employed in selecting
textbooks
guide. To examine the suitability of
textbooks with the needs they
addressed, they just looked
through the textbooks.
Table 4.3. Sample of shared accounts of Mr. Yudi and Bu Ami
B. Description
In this part, the discussion will be divided into three sections. The first part covers Mr. Yudi‟s individual lived experience. The second one discusses the
individual lived experience of Bu Ami. Meanwhile, the third part covers the shared lived experience of Mr. Yudi and Bu Ami.
From the sample of interview result with Mr. Yudi and Bu Ami, the researcher was able to highlight five categories of lived experience mentioned in
the construct of the study, namely understanding, belief, action, feeling, and intention. Furthermore, the indicators of each category stated in the construct were
mostly obtained.
1. Mr. Yudi’s Individual Lived Experience
This part presents the descriptions of Mr. Yudi‟s lived experience in selecting textbooks. The aspects of lived experience in selecting textbooks
covered five aspects, in this part mentioned as categories, namely understanding, belief, action, feeling, and intention.
a. Understanding
Related to understanding on textbooks selection, which refers to all the knowledge the
teachers‟ obtained related to textbooks selection, Mr. Yudi
revealed that he selected and used textbooks to fulfill the curriculum standards. “To be honest, textbooks were used simply to fulfill the curriculum
standards; to show that we were implementing the prescribed curriculum.
” YudUND- Definition of textbooks selection for teachers- Translation by the researcher
In mentioning the criteria of a good textbook, he prioritized whether the contents correspond to the curriculum, which became his main consideration.
Next, it was his responsibility to crosscheck the textbook against the syllabus, the basic competence, and the core competence.
“…whether or not they the textbooks suit to the syllabus, the Basic Competence and Core Competence, how the contents suit to the
students .” YudUND-Criteria of a good textbook-Translation by the
researcher
To be narrower, he stated that he looked through the topics and the variety of the teaching learning activities. He also considered the illustration contained in
the book, whether or not they were appropriate, attractive, motivating, and challenging for the students.
“The most important is they are not out of the syllabus… Whether they are suitable with the syllabus, lesson plans. Content should suit to the
syllabus
… Whether the quality is good or bad. About the price… whether it fits to the students’ financial condition. But if it is not, there is still a
solution. Variety of the activities is really considered, whether or not they
encourage the students’ creativity or just check exercises.” YudUND- Criteria of a good textbook-Translation by the researcher
Students personal needs especially in age, sex, interest, and cultural background were also his certain criteria to select a textbook. He paid attention to
the layouts of the books, whether or not they were appropriate for the students.
“…whether or not the textbooks contained issues on ethnicity, religion, race, and inter-group relations... How the pedagogy aspects were
presented. The textbooks may be interesting, but perhaps they contained inappropriate pictures, illustrations, and vocabulary
… Perhaps if the
textbooks’ layout was interesting then the students would be attracted.” YudUND-How a textbook suits to the students, teachers, and
administrators-Translation by the researcher
Discussing on the students‟ financial condition, Mr. Yudi revealed that this also became his consideration. Yet, it was not a big deal for him as the school
provided the teachers‟ selected textbooks in adequate numbers in the library.
“… the students’ financial condition is my last consideration, but we can find a solution for those who are poor. We could not oblige the students to
purchase the textbooks. When we applied Electronic School Textbooks of School-based Curriculum the students could freely download the textbooks
by themselves from the internet though the schools provided them.” YudUND-How a textbook suits to the students, teachers, and
administrators-Translation by the researcher
Mr. Yudi revealed that he used various materials from many different sources including TOEFL, TOEIC, even IELTS in order to support the students in
preparing the Cambridge International Examination, as the school administrators demanded.
“I tried to find the materials from the sources which contained the same
topics. From the textbooks or internet. Or from TOEFL, TOEIC, IELTS
.” YudUND-How a textbook suits to the students, teachers, and
administrators-Translation by the researcher
b. Belief
Mr. Yudi insisted that all four skills – listening, speaking, reading,
writing – should be taught to the students. In order to fulfill his professional needs,
especially on his preferred teaching styles, he needed to find textbooks which provided applicable activities for all four skills.
“All four skills must be taught to the students… One textbook could never facilitate all needs.
” YudBLF- Language skills a textbook should expose most- Translation by the researcher
Mr. Yudi told that he realized there were not any excellent textbooks which were able to facilitate all those four skills. Due to that, to Mr. Yudi, it was
a need to select and use not one, but several books so that those books could complete each other in covering the activities for all skills.
“One textbook should be completed with other ones. I used one particular textbook to provide listening activities, then I took materials for
speaking from the other one. ” YudBLF-The presence of textbooks in
class-Translation by the researcher
That was why Mr. Yudi believed that actually there was not any significant relationship between textbooks selection and the success of teaching
learning process. Mr. Yudi believed that the students succeeded in learning because of all the materials he and his students compiled from various sources.
“I have never analyzed systematically since we used many textbooks and sources in teaching learning process in class. It made me difficult to
decide which learning sources contributed best to the students. It was likely the integration of all sources gave challenges to the students so
that they became creative and very competitive in the teaching and learning
process.” YudBLF- The contribution of appropriate textbooks selection to the success of teaching learning process-Translation by the
researcher
c. Action
In revealing the experience of textbooks selection process, Mr. Yudi stated that he never made use of any textbooks evaluation checklist. He only needed to
know his students‟ level of ability then made assumption on which textbooks he
needed to use. “I did not use any checklist or systematic evaluation. We have to examine
the books and make assumption.” YudACT- Steps in textbooks selection- Translation by the researcher
Mr. Yudi stated further that the availability of teacher‟s book, answer key,
and tape scripts did not become his concern in selection.
“… Teacher’s book was indeed helpful. But it did not become the consideration in the process of textbooks selection
.” YudACT- Considerations underlain the choice -Translation by the researcher
Co mmenting on teachers‟ autonomy in selecting textbooks, Mr. Yudi
revealed that the administrators allowed him to choose and recommend any textbooks which he considered best facilitating the students‟ learning English.
“The process of selecting textbooks first, the sales persons should meet the curriculum division. The teachers were then asked to look through
the textbooks. If they were suitable for the students then the teachers were allowed to recommend the textbooks to the administrators to purchase
them in a sufficient number. The library here always provided the textbooks for the students
… The students purchased the textbooks in the school coop
… If they wanted to purchase by themselves then we allowed them to
… Here, we were given freedom to have many references. We were given facility
. Even we were offered… Who needs books? We still have enough budgets.
” YudACT-Teachers‟ autonomy to select textbooks-Translation by the researcher
d. Feeling
Revealing about feeling in selecting textbooks, Mr. Yudi revealed that he was free to select any textbooks he thought best for the students.
