33 within the project group will also provide an opportunity for students to
develop their language skills in interpersonal relationships and will help increasing their confidence in using their English in a professional manner.
61
It is expected that when the students felt English language as a necessity, since they English lesson supporting their profession, the textbook
will be more legible and further their understanding of English lessons will be more increased as well.
I. Previous Study
There are many studies have been done by many researchers previously concerning the English textbooks. Since it has a lot of spaces and
gaps that could be used as the domain of research regarding English language textbooks, the writer compiles some previous study regarding English
textbooks research from journals and thesis of Universitas Pendidikan
Indonesia’s Master students. Some of previous studies concerning English textbooks are evaluative
study viewed from various aspects. One of them is a research conducted in Iran done by Nurkhalajji. The result of her study is determining common
global textbook regarding the overall pedagogical value and suitability of the material. Then the result is expected to assist ELT teachers in making
decisions of adopting and adapting the materials.
62
The other researcher Yamanaka conducted the research in Japan. The study is aimed to evaluate English textbooks to find out the cultural
dimensions of English usage to understand as wide a variety of cultures as possible for effective intercultural interactions, since it is as one of the main
objectives in teaching English at the secondary school level.
63
The other one also evaluates the presence and absence of characteristics of a quality textbook as approved by the Ministry of Education
of Pakistan. This study done by Mahmood, the result is that he disclosed that experts with practical experience in curriculum material development and
evaluation have deeper understanding of textbook evaluation as compared to those who have theoretical knowledge of the subject andor only teach it.
64
61
Cunningsworth. Op. Cit., p. 132.
62
Saeedeh Syafiee Nurkhalajji. An Evaluation of a Global ELT Textbook in Iran: A Two phase Approach. International Journal of Humanities and Social Science Vol. 2 No. 3
February, 2012 pp. 184 —191.
63
Nobuko Yamanaka. An Evaluation of English Textbooks in Japan from the Viewpoint of Nations in The Inner, Outer, and Expanding Circles. JALT Journal, Vol. 28, No. 1, May,
2006 pp. 57 —76.
64
Khalid Mahmood. Comformity to Quality Characteristics of Textbooks: The Illusion of Textbook Evaluation in Pakistan. Journal of Research and Reflections in Education, Vol. 5,
No.2, December, 2011 pp. 170 —190.
34 In Malaysia, some researchers like Mukundan, Nimehchisalem and
Hajimohammadi, are conducting the research to find out if there are any increment or reduction of checklist item of textbook evaluation checklist. The
more focus of this research is intended to improve ELT textbook evaluation checklists in reference to their clarity and inclusiveness. The result, they
contribute there are 14 items should be added to the checklist and are expected to be useful for English language teachers, ELT material developers
and evaluators as well as curriculum developers.
65
The other study conducted in Iran done by Soori, Kafipour and Soury. This study intended to evaluate the first
grade English textbook in Iran’s Senior High Schools. The purpose of their study is to determine the extent to
which the EFL textbook conformed to the common universal characteristics of EFLESL textbooks by using the checklist which is developed by the
researchers. They concluded that in evaluating English textbook the significant factors they could not miss is to include some universal features to
EFLESL textbooks that tailored and adapted to the needs of learners.
66
The more challenging study is the implication of open textbook that is developed by The Community College Open Textbook Projects CCOTP in
California USA. They support the use of textbooks that are freely available and accessible online, and that can be adapted by teachers and learners to
meet their unique needs and contexts. The study examined the adoption and use patterns of teachers and learners as end user of open textbooks that need
initial drivers of use even it is easy to use. The way teachers and learners use open textbooks reflect their existing teaching and learning practices. It also
showed the potential for new teaching and learning behaviours including increased teacher collaboration on curriculum development and the
interactivity of open material as an enhancement of student learning. In addition, it identified challenges for sustainability of open textbook model,
including teacher technological effect and professional development that supports open textbook use.
67
The following is the other research done in Iran related to textbooks selection and evaluation concerning the content vocabulary, reading,
grammar, language function and pronunciation, physical make-up and practicality of three textbooks under teachers’ point of view. That is by
65
Jayakaran Mukundan, Vahid Nimehchisalem and Reza Hajimohammadi. Developing an English Language Textbook Evaluation Checklist: A Focus Group Study. International
Journal of Humanities and Social Science Vol. 1 No. 12 September, 2011 pp. 100 —106.
66
Afshin Soori, Reza Kafipour and Mohammad Soury. EFL Textbook Evaluation and Graphic Representation. European Journal of Social Sciences Vol. 26 No. 2 2011 pp.
481 —493.
67
Lisa Petrides, Cynthia Jimes, Clare Middleton ‐Detzner, Julie Walling Shenandoah
Weiss. Open textbook adoption and use: implications for teachers and learners, Open Learning: The Journal of Open, Distance and e-Learning, 26:1, 2011 pp. 39
—49.
35 spreading 46 questionnaires to teachers who have more than five years
teaching experience from fifty high schools. They asked to reflect on the questions given by checking one of four options included. And the result
indicates that those three textbooks are not acceptable refer to the consideration mention previously.
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Other study related to textbooks is done in Taiwan. Since it has not become any easier for most teachers there to select an appropriate reading
textbook that meets learners’ needs and expectations whether to use in their ESLEFL classrooms or take home for further study. The selection is using
international and local standardized checklist in order to lead to a more systematic and thorough examination of potential textbooks and to enhanced
outcomes for learners, instructors, and administrators.
69
The research which is quite different from the previous studies in many countries is done in China as an ethnographic and naturalistic inquiry.
The researcher reports the result concerning the adoption of new English textbooks in accordance with revised national education policy that most
Chinese English teachers confronted to adopt the new English textbooks at the classrooms level. Since the content of the books are not reflecting the
traditional and local cultures. The National Academy of Education Administration NAEA, then, decided to encourage locally constructed new
textbooks to bridge the gap between the textbook content and local needs.
70
In Universitas Pendidikan Indonesia UPI, students of master degree investigate some phenomenon related to the existence of English textbooks.
The first thesis elaborates the content analysis of two published English textbooks that used in Elementary schools. As the elementary school students
can be categorized as children and teaching English as EFL for children is different from teaching adult. The analyses were conducted to find the forms,
presentations, and the language content in the forms of learning materials that meets their needs in line with their cognitive development as young
learners.
71
The second one is an attempt to portray the teachers’ understanding of
the curriculum and their practice of the use of English textbooks in the
68
Massoud Rahimpour and Raheleh Hashemi. Textbook Selection and Evaluation in EFL Context. World Journal of Education Vol. 1, No. 2, October, 2011 pp. 62
—68.
69
Wang Wen-Cheng, Lin Chien-Hung and Lee Chung-Chieh. Thinking of the Textbook in the ESLEFL Classroom. English Language Teaching Vol. 4, No. 2, Canadian Center of
Science and Education June, 2011 pp. 91 —96.
70
Riu Niu-Cooper. Unexpected Realities: Lessons from China’s New English Textbook
Implementation. International Journal of Education Policy Leadership Vol. 7, No. ,2 March, 2012 pp. 1
—17.
71
Layla Kurniawati. An Analysis of Elementary School English Textbooks “Learning by
Doing and English Have a Go”:A Case Study of Fifth Grade English Textbooks Published in
Bandung. Bandung: UPI. 2012.
36 classrooms to achieve the learning objectives. This study involves English
teachers from three level classes the tenth, eleventh, and twelfth and stud
ents from those levels. The study investigates teachers’ understanding on the previous English curriculum and to find out teachers and students’
perception on the EFL textbooks and the role of textbook to achieve the learning objectives.
72
The next is the other investigation of textbooks usage by revealing teachers’ prevalent use of textbooks, teachers’ belief underlying the use of
the textbooks, teachers’ actual use of textbooks in the classroom and textbooks use aids students’ learning. The data gained from students’ view of
the way teachers using textbooks as a source of their teaching learning activity. And this data used to evaluate teachers performance during their
teaching activity. The finding of this research is that students have negative response to textbook bound teachers, since the most learning activity seem
mostly developing one of four skills of ELL.
73
The other study, Muslih tried to investigate English teachers experiences in writing English textbooks projects. He revealed his
investigation of two English teachers within their process of writing textbooks. In which have many advantages and challenges like career
improvement, teaching professionalism, financial and many others. It is recommended to teachers to realize that they could be potential material
writer by learning the ways how to adapt, develop, and evaluate textbooks.
74
And the last study is investigating the use of textbooks in an Islamic school with lack of Islamic-oriented topics to be discussed, and is not
relevance to it. The fact that teachers’ understanding on the school vision and missions do not affect to their teaching. They are more focusing on the
achievement of the National Exam score. The Islamic sense inserted situationally when they have some Islamic moments. Thus, based on the
finding it is recommended that the English teachers of Madrasah Aliyah use suitable textbooks with the school vision and missions.
75
Regarding the readability of textbook, the writer found some researchers conducted their research in this field; one of them is Daniel
Kasule. Kasule did his research in investigating textbook readability and ESL learners of some primary schools in Swaziland. He uses online software tool
72
Ida Siti Hodijah. Teachers’ Understanding of The Curriculum and Their Practice of
Using EFL Textbooks to Achieve The Learning Objectives. Bandung: UPI. 2012.
73
Nia Kurniawati. Teachers’ Use of Textbooks in Teaching and Learning Processes.
Bandung: UPI. 2012.
74
Muh. Muslih. The Process of Writing Textbooks :A Case Study of Two English Teachers Who Write Textbooks. Bandung: UPI. 2009.
75
Tri Edi Kesumo Raharjo. 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. Bandung: UPI. 2009.
