TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS.
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHERS’ PERCEPTION
S TOWARDS THE USE OF
ENGLISH TEXTBOOK IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
A Research Paper
Submitted to English Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
Siti Nurhayati Diniah
0603683
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ART EDUCATION
INDONESIAN UNIVERSITY OF EDUCATION
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHERS’ PERCEPTION
S TOWARDS THE USE OF
ENGLISH TEXTBOOK IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
Oleh
Siti Nurhayati Diniah
Sebuah skripsi yang Diajukan untuk Memenuhi Salah Satu Syarat Memperoleh Gelar Sarjana Pendidikan Program Studi Pendidikan Bahasa Inggris
© Siti Nurhayati Diniah 2013 Universitas Pendidikan Indonesia
Agustus 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK
IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
By
Siti Nurhayati Diniah 0603683
Approved by: Main Supervisor
Prof. A. Chaedar Alwasilah, M.A., Ph.D. NIP. 195303301980021001
Co-Supervisor
Iyen Nurlaelawati, S.Pd., M.Pd. NIP. 197709062009122002
Head of English Education Department Faculty of Language and Art Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This study entitled “Teachers’ Perceptions towards the Use of English Textbook in EFL Classrooms” was aimed to find out the teachers’ perceptions towards the use of textbook, their strategies and difficulties in using the textbook in the classroom. The participants of the study were two English as foreign language teachers at an Islamic senior high school in Cirebon. This was descriptive study using qualitative method as the approach. This study employed three techniques in collecting data: questionnaire, observation and interview.
The findings showed that the teachers perceived positively towards the textbook. The teachers considered that the textbook suited the students’ need, teachers’ need, syllabus and examination. In using the textbook, the teachers used strategies to make an adaptation on textbook by adding and omitting the materials. There were two main difficulties faced by teachers; the level of difficulties of material and limited aid for teaching. The result of the study is expected to broaden teachers’ knowledge about criteria of good textbook and to promote meaningful and communicative purpose for future textbooks.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENT
PREFACE………
ABSTRACT……….…………
TABLE OF CONTENT………..
LIST OF TABLES ……….
LIST OF FIGURE ……….
CHAPTER I INTRODUCTION………...
1.1 Background ………..…………... 1.2 Research Questions……….…………... 1.3 Research Objectives ………..…..……...
1.4 Scope of the Study ………..……..…….………... 1.5 Significance of the Study ……….………….
1.6 Organization of Paper ………..………….
CHAPTER II THEORETICAL FOUNDATION ………..
2.1 Definition of Perception ………
2.2 Textbooks in English Language Teaching ………...………….
2.3 Characteristic of Good Textbooks ……….
2.4 Teachers and Textbook Use………... 2.5 Related Studies ………..
CHAPTER III METHODOLOGY ………...
3.1 Research Design ………...……...
3.2 The Research Site ………...……….……... 3.3 The Respondent.………....
3.4 Data Collection ……….……...
3.4.1 Questionnaire ……….………….….. 3.4.2 Observation ………..…….
3.4.3 Interview ……….……..
i ii iii v vi 1 1 4 5 5 5 6 8 8 11 15 17 23 25 25 26 26 27 27 28 29
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.5 Data Analysis ………. 3.6 Reliability and Validity of the Study …………...……….…….
CHAPTER IV FINDING AND DISCUSSION ………... 4.1 The Findings and Discussion on Teachers Perceptions
on Textbook ………... 4.2 The Findings and Discussion on Teachers’ Ways of Using
Textbook………. 4.3 The Findings and Discussion on Difficulties of Using
Textbook ………
CHAPTER V CONCLUSION AND SUGGESTIONS ………...
5.1 Conclusion…...………. 5.2 Suggestions ………
REFERENCES ………..
APPENDICES
30 31
32
32
45
50
55 55 56
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 2.1 Table 2.4.2 Table 3.1 Table 4.1.1 Table 4.1.2 Table 4.1.3 Table 4.2.1 Table 4.2.2
Advantages and disadvantages of using textbook …………. Adapting materials in textbook ………..… Observation schedule ………. Textbook appropriateness with students’ need …………... Textbook suitability with teachers’ need ………... Textbook suitability with syllabus and examination ………. Types of adaptation ………
Result of teachers’ observation ……….. 12 21 28 33 38 41 46 47
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURE
Figure 2.4.1 Option for using textbook .……… 20
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION
This chapter presents the background of the study, the research questions and the aims of the study. The chapter also includes the scope of the study and the significance of the study. Finally, the organization of paper is explained at the end of this chapter.
1.1 Background
Textbooks are important resources in teaching and learning English for teachers and students as they get benefits from them. According to Hutchinson and Torres (1994), textbooks provide input into classroom lessons in the form of texts, activities, explanations, and so on. Such statement is supported by Allwright (1981, cited in Hutchinson and Torres, 1994) that textbooks provide a model of the lesson which adds a further dimension to the role of the textbook.
There are several reasons why teachers use and choose a textbook for their teaching. Hutchinson and Torres (1994) state that textbook assists teachers in managing their lesson for their greatest concern. For teachers, using textbooks means saving time, giving direction to lessons, guiding discussion, facilitating in giving homework. In addition, textbook can make teaching and learning easier, and well-organized, more convenient, and faster. However, the most essential
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
thing of all is that textbooks provide confidence and security (Hutchinson and Torres, 1994).
For students, textbooks are a ’framework’ or ‘guidance’ to help them organize their learning either inside or outside the classroom. Textbooks enable them to learn ‘better, faster, clearer, easier, and more’ (Hutchinson and Torres, 1994). O’Neill (1990 cited in Kitao, 1997) states that students learn from what is presented in the textbook, and the way the textbook presents the material is the way students learn.
Furthermore, textbook not only provides some benefits in teaching and learning process for teachers but also for students. Teachers and students will get benefits when textbook is used in teaching and learning process (Harmer, 2007). He argues that textbook helps teachers teach materials at the last moment as textbooks offer some suggestions and alternatives of activities and resources (Harmer, 2007). Teachers and students can look back from previous learning session to continue the next meeting in the textbook (O’Neill, 1982).
Based on the benefits offered in textbooks, teachers’ ways of teaching usually depend on the use of textbooks in classroom. They use the materials on textbook from the beginning of the school year page by page until the end of the year (Moulton, 1997). While using a textbook, teachers also use workbook for teaching and learning though there is a tendency that teachers just sit and ask students to do an examination and submit it to them (Swan, 1992 cited in Hutchinson and Torres, 1994).
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The danger with ready-made textbooks is that they can seem to absolve teachers of responsibility. Instead of participating in the day-to-day decisions that have to be made about what to teach and how to teach it, it is easy to just sit back and operate the system, secure in the belief that the wise and virtuous people who produced the textbook knew what was good for us. Unfortunately this is rarely the case. (Swan, 1992 cited in Hutchinson and Torres, 1994)
As a matter of fact, there is no textbook that is definitely suitable for teachers and students to meet the objectives they mean to achieve (Ansary and Babaii, 2002). It means that to reach the maximum opportunity to learn, teachers should make necessary adaptations (Hutchinson and Torres, 1994). Some teachers arrange a new strategy by adapting the textbooks, such as adding and deleting content, modifying content, and reorganizing context, addressing omissions, extending tasks (Richards, 2001). Then, they recreate them into more effective media to be used for the classroom activities as to gain a better English learning process. It is supported by Grant (1987, cited in Kurniawati, 2006) that textbooks are created and should be recreated for more effective use.
In Indonesia, there are several studies about the use of textbooks in the classroom. Teachers are assumed to depend on the textbooks heavily and rely on using textbooks in their teaching and learning, but on the other hand they are not familiar with the condition of textbooks (Kurniawati, 2006). Teachers also seem to have inadequate knowledge on good textbook criteria and are not well trained to help and direct students in using their textbook as a media to study. Therefore, they do not bridge students and standard textbook in teaching and learning in the classroom (Yusuf, 2008).
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In relation to the role and usefulness of textbook, textbook is a means used in teaching and learning process and it is important for teachers and students have them. Teachers then consider textbooks are so important in their teaching and learning process that they tend to use textbook in their whole teaching and learning process without selecting and adapting appropriate materials for their students. Thus, it is important for teachers to select a textbook that is appropriate for students.
Finally, this research specifically focuses on teachers’ perception and strategies in using English textbooks in teaching and learning process. It also investigates the teachers’ difficulties in using the textbooks. Next, it is expected that this research will contribute to the betterment of using textbooks in teaching English, especially in Indonesia.
1.2 Research Questions
The research problems are formulated in the following questions: 1. What are the teachers’ perceptions towards the use of textbook?
2. How do they use the textbook in teaching and learning process in classroom instruction?
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.3 Research Objectives The study is aimed at:
1. Finding out the teachers’ perceptions towards the use of textbook in teaching and learning process.
2. Finding out the strategies used by the teachers in using textbook in the classroom.
3. Finding out the teachers’ difficulties in using a textbook for their teaching and learning process.
1.4 Scope of the Study
The scope of this study is limited to identify teacher’s perception on the use of textbook. The textbook is recommended by the officials (BSE: Developing English Competencies, 2008). Besides, it also identifies the difficulties encountered and the strategies used in teaching using textbooks regarding to the weaknesses of the textbook in teaching and learning process. There were two teachers (T1 and T2) in this study.
1.5 Significance of Study
This study is expected to give contributions theoretically, practically, and policy. The theoretically, this study is hoped to enrich standardized English textbooks in Indonesia. Practically, teachers are expected to carefully select and deliver appropriate materials in the textbook for students. While for students, it is
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
expected to give a depiction about the good criteria of textbooks for students. For the government, it is hoped that there will be a standardized regulation and supervising about textbook arrangement and publishing based on students’ and teachers’ needs.
1.6 Organization of Paper
This paper is presented in five chapters: 1. Chapter I: Introduction
This chapter describes the background of the study, research questions, research objectives, scope of the study, significance of study, and organization of the paper.
2. Chapter II: Theoretical Foundation
This chapter consists of current theories proposed by the experts which are definition of perceptions, textbook in English language teaching, characteristic of good textbooks, and teachers and textbook use.
3. Chapter III: Research Methodology
This chapter explains the specific explanation about the research methodology, research site, data collection, and data analysis.
4. Chapter IV: Research Findings and Discussion
This chapter displays the researcher’s interpretation about the result of the research. The relevant theories are used to interpret the findings.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
5. Chapter V: Conclusion and Suggestions
This chapter provides the research conclusion and the suggestions to other researchers who wish to conduct further research.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III METHODOLOGY
This chapter presents the research design of the study which discusses qualitative approach using descriptive method where the research site and the respondents will be presented. There are also the data collection which includes observation, questionnaire and interview. The data analysis in this chapter also will be discussed.
3.1 Research Design
This study employed a qualitative approach. Maxwell (1996) states the strengths of qualitative research are derived primarily from its inductive approach, its focus on specific situations or people, and its emphasis on words rather than numbers. While, the method that used in this research was descriptive method. According to Alwasilah (2008:151), descriptive research is to describe characteristics or identify a group, accident and phenomenon. Descriptive techniques are commonly used to measure three things: 1) the existence and distribution of various behaviors or characteristics that occur naturally; 2) frequency occurs in nature; and 3) relationship and magnitude relationships that may exist between the characteristics, behavior, events, or phenomena of concern to the research.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.2 The Research Site
This research was conducted at an Islamic senior high school in Cirebon. The research was conducted in the first grade classes. The observation took four classes of grader X; they were X.1, X.6 X.8, and X.9. The reasons for choosing those classes is that the teachers taught the classes on the same day but with different schedules, it was easier to do research at the same time. The reason for considering the place to be the research site of this study, because the school is close to the researcher’s house that the researcher could get the access easily to the research site.
3.3 The Respondents
The respondents of this research were two teachers of grader X in an Islamic senior high school (MAN). Each teacher taught different classes. Teacher 1 (T1) taught two classes (X1 and X9) and Teacher 2 (T2) taught other two classes (X6 and X8). Both teachers graduated from TEFL major. They were chosen because they were teaching English in the tenth grade classes and using a textbook that was recommended by the officials (BSE: Developing English Competencies, 2008) for the learning process in the classroom. Lastly, they were willing to fully participate and to be the respondents in this research.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.4 Data Collection
This research employed questionnaire, observation and interview to obtain the data needed. Questionnaire and interview were conducted after the learning teaching process in the classroom. The interview was administered in order to give extra information for the researcher and also to strengthen the data gained from the questionnaire. Those instruments were used to elicit the data about the use of textbook by the teachers in the classroom.
3.4.1 Questionnaire
According to Sugiyono (2010:199), a questionnaire is made up by a series set of questions that provides a space for an answer for respondents in making choices. This questionnaire was given to teachers and used checklist based on Grant (1987). This questionnaire is expected to get information about the perceptions of teachers in the use of textbook, the teachers' views on textbook, how the teacher used textbook, and the difficulties of using the textbook.
Open and close questionnaire were employed in this study. According to Nunan (1992) a close questionnaire is one in which the range of possible responses is determined by the researcher. While, open questionnaire was used for the participant to be able to say and how to say. Closed questionnaire used checklist and it facilitated the teacher to give positive and negative opinion on how to anticipate the negative opinion. Closed questionnaire was divided into three answers or optional answer, including “yes”, “no”, and “partly”. The
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
questionnaire was calculated and will show whether teacher perception on the textbook is good or not.
3.4.2 Observation
This observation used hand writing and notes as detailed, concrete, and chronological as possible (Maxwell, 1996). This observation was expected to give detailed information on how the teachers used the textbook in the classroom. Passive participation observation was held in this research. It means the researcher sat in the classroom but did not interact or participate. Stainback (1988, cited in Sugiyono, 2010) states that in participant observation, the researcher observes what people do, listen to what they say, and participates in their activities. This observation used textor, the instant category analysis to examine textbook use in teaching learning in the classroom (Horsley and Laws:1990). The observation checklist was used the adapting materials in textbook as explained in Chapter II.
This observation was held four times for each teacher’s classroom. Table 3.1 provides the observation schedule:
Table 3.1 Observation schedule
Observation T1 T2
1 Narrative text Simple past tense & Narrative 2 Expressing happiness,
sympathy, attention
Expressing happiness, sympathy, attention
3 Invitation letter & announcement, listening.
Invitation letter & announcement, listening.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
From Table 3.1, both teachers delivered similar materials in every meeting. In the first meeting, T1 delivered narrative text material and T2 delivered Simple past tense and narrative materials. T1 delivered the simple past tense material before the observation begins. Furthermore, from the second until the fourth meeting both teachers taught the same materials such as how to express happiness, how to express sympathy, how to express attention, invitation letter and announcement.
3.4.3 Interview
Interview that was used in this study was semi-structured interview and was recorded. The type of interview was included in the category of in-depth interviews, in which the purpose of this interview was to get issue more openly in which the parties are invited to interview were asked the opinions and ideas (Sugiyono:2010). This interview is expected to get more information on teachers’ perception of on textbook and teachers’ difficulties in using textbook. After the interview was conducted it was directly transcribed and then given back to the respondents to make member-checking whether the answer was in conformity with the conditions of the respondent or not. This was done to avoid misinterpretation between the researcher and respondents.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.5 Data Analysis
Data analysis is a process of systematically searching and arranging the interview transcripts, field notes, and other materials that accumulate to increase the understanding of them (Bogdan, 1975, cited in Sugiyono, 2010:334). The data were analyzed by using flow model (Miles and Huberman, 1984, cited in Sugiyono, 2010). There are three main activities in analyzing the data, they are data reduction, data display and conclusion drawing or verification. The description of data analysis shows below.
1. Data reduction
In this stage, the data from observation, interview and questionnaire were reduced if the data did not refer to the research study. To process the data that had been collected through observation, interview and questionnaire, the writer typed and categorized the data.
2. Data display
After the first stage, the writer synthesized the data from observation, interview and questionnaire, followed by presenting and interpreting the result of data collection. In displaying the collect data in qualitative research form, the narrative form is the most frequent form has been used as stated by Miles and Huberman (1984, cited in Sugiyono 2010).
3. Conclusion drawing/verification
After all data were displayed, the writer made conclusions from the observation, interview and questionnaire as the findings of this present study.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.6 Reliability and Validity of the Study
In conducting qualitative research, the data bias might occur. To avoid data bias there are several steps to be used in order to make the research more valid.
1. Triangulation. In collecting data, the writer applied three different methods, such as observation, interview, and questionnaire. In line with triangulation Stainback (1988, cited in Sugiyono, 2010) states that the aim is not to determine the truth about some social phenomenon, rather the purpose of triangulation is to increase one’s understanding of whatever is being investigated. Triangulation also can build on the strengths of each type of data collection while minimizing the weakness in any single approach stated by Pathon (1980, cited in Sugiyono, 2010).
2. Member checking. As stated by Alwasilah (2008:177) it is important to gain suggestion from the respondents of the research. It is aimed at preventing misunderstanding of answer from respondents when they were interviewed and help the researcher to find out new interpretation. To verify the data and avoid misinterpretation, the writer confirmed the interview results to the respondents.
3. Rich data. To get the rich data, the writer made a complete transcription of the interviews. It is useful to enrich the interpretation of the data. Maxwell (1996, cited in Alwasilah 2008:178) says that the purpose of rich data not only as evidences resources of supporting conclusion but also as a test for theories being developed.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter contains the conclusion and suggestions from the researcher based on the results of the whole activities done in this research. The conclusions are formulated from finding and discussion of three data collections; questionnaire, interview and observation. Furthermore, the suggestions will be addressed to non-native English teachers and further researchers.
5.1Conclusion
This study investigated the teachers’ perceptions towards the use of English textbook, the teachers’ strategies in using textbook and the teachers’ difficulties in using textbook. Based on finding and discussion in Chapter IV, conclusion of this study can be drawn as follows.
The teachers had positive perception on textbook in use because it seemed to have more strengths than weaknesses. The textbook also was appropriate with students’ need and interest, teachers’ need, syllabus and examination. The teachers’ perception was influenced by their past experience, motivation, and cultural factor.
In addition, the strategies used by teachers in using textbook were adding and omitting material or textbook. The teachers opted to use the textbook and changed the materials on textbook by adapting the materials. There were no
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
teachers who relied only on textbook. They did not always follow any instruction and materials suggested by the textbook author. The teachers also did not use the textbook by one page to the next page, but based on the needs of students and lesson plans that had designed.
Furthermore, concerning the teachers’ difficulties in using textbook, at least there were two main difficulties faced by teachers; the level of difficulty of materials and the limited aids for teaching. The teachers made every effort to solve the problems or difficulties in using textbook.
5.2Suggestions
For teachers, they should understand the textbook before beginning class. Teachers should have knowledge about criteria of good textbooks, so this may help teachers select and decide which textbook they may use effectively for teaching and learning in classroom activities. Teachers should also increase their ability and knowledge of adapting materials in teaching and learning process. This may help teachers know the way to solve the problems or weaknesses that they face in using textbook. The study of teachers’ perceptions towards the use of textbook might be used as reference to conduct similar research. In addition, the study could make improvement in this field for better development on textbook.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Harmer, J. 2007. The Practice of English Language Teaching. Edinburgh. Pearson Education Ltd.
_______. 2007. How to Teach English. Edinburgh. Pearson Education Ltd.
Horsley, M. & Laws. 1990. An Expert Teacher’s Use of Textbooks in the
Classroom. Available:
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Hutchinson, T., & E. Tores. 1994. “The Textbook as Agent of Change”. ELT Journal Volume 48/4. Oxford University Press.
Ingall, C. K. 1994. Making Textbooks Work for You. Available: http://www.behrmanhouse.com/educators/with-our-compliments/Making-Textbooks-Work-for-You [Accessed: March 22, 2011]
Irujo, S. 2006. To Use a Textbook or Not to Use a Textbook: Is That the Question. Available: http://www.coursecrafters.com/ELL-Outlook/2006/jul_aug/ELLOutlookITIArticle1.htm [Accessed: March 05, 2011]
Kitao, K., & S. K. Kitao. 1997. “Selecting and Developing Teaching/Learning Materials”.In The Internet TESL Journal, Vol. IV, No. 4, April 1997. Kurniawati, N. 2006. Teachers’ use textbook in teaching learning process.
Universitas Pendidikan Indonesia. Unpublished.
Lamie, J. M. 1999. Making the Textbook More Communicative. Available: http://iteslj.org/Articles/Lamie-Textbooks.html [Accessed: March 22, 2011]
Malia, E. 2008. The Use of Textbook Materials in Teaching English to Young Learners.UPI. Unpublished.
Maxwell, J.A. 1996. Qualitative Research Design: An Interactive Approach. California: Sage Publication, Inc.
McDonough and Shaw. 2003. Evaluation on Elt Coursebook Based on Criteria
Design by McDonough and Show. Available:
http://www.cels.bham.ac.uk/resources/essays/A_White_COURSEBOOK_ EVALUATION_syll_mat.pdf [Accessed: March 21, 2011]
McLeod. S. 2007. Perception Theory an America Article for Psychology Students. Available: Http://www.simplypsychology.org [Accessed: July 11, 2013]
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Moulton, J. 1997. How Do Teachers Use Textbook? A review of the research literature. U.S. Africa Bureau Information Center.
Nunan, D. 1992. Research Method in Language Learning. New York. Cambridge University Press.
_______. 2000. Language Teaching Methodology: A Textbook for Teachers. Edinburgh. Pearson Education Ltd.
Nursalam, S. 2010. Textbook Adapting Process: A Case of Teaching Speaking. UPI. Unpublished.
O’Neill, R. 1982. “Why Use Textbooks?”. ELT Journal Volume J6/2January 1982
Quintero, P., & C. R. Troncoso. No update year. Workshop Session: "The Matter
of Selecting Material". Available:
http://www.google.co.id/url?sa=t&rct=j&q=making%20the%20most%20o f%20your%20textbook%20neville%20grant&source=web&cd=11&ved=0 CBgQFjAAOAo&url=http%3A%2F%2Fwww.britishcouncil.org%2Fpqui ntero-crico
2.doc&ei=8ODuTrfqDYblrAfXvvX2CA&usg=AFQjCNFuYhjZme4fHeK zcr5xHGJqscm1hg&cad=rja [Accessed: December 19, 2011]
Ragan, A. 2006. Using Adapted Texts in ELL Classrooms. Available:
http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm [Accessed: March 5, 2011]
Raharjo, T. 2009. The teachers’ use of English textbooks at Madrasah Aliyah in Conjunction with the School Vision and Missions. UPI. Unpublished. Rakhmat, J. 2009. Psikologi Komunikasi. Bandung. PT. Remaja Rosdakarya. Richards, J. C. 2001. The Role of Textbooks in a Language Program. Available:
http://www.professorjackrichards.com/pdfs/role-of-textbooks.pdf [Accessed: March 5, 2011]
___________. 2001. Curriculum Development in Language Teaching. Cambridge University Press.
___________. 2002. Interview with Professor Anne Yu. Available at: http://www.professorjackrichards.com/interview.htm [Accessed: March 5, 2011]
Sheldon, L. E. 1988. “Evaluating ELT textbooks and Materials”. ELT Journal Volume 42/4. Oxford University Press.
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Slameto. 2010. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta. PT. Rineka Cipta.
Sobur, A. 2009. Psikologi Umum. Bandung. Pustaka Setia
Spratt, M., A. Pilverness & M. Williams. 2005. The Teaching Knowledge Test Course. Cambridge University Press.
Sugiyono. 2010. Metode Penelitian Pendidikan:Pendekatan Kuantitatif, Kualitatif, dan R&D.Bandung. Alfabeta.
Williams, D. 1983. “Developing Criteria for Textbook Evaluation”. ELT Journal Volume 37/3 July 1983.
Yusransah. 2008. EFL Textbook Evaluation in School Based Curriculum Context. Universitas Pendidikan Indonesia. Unpublished.
Yusuf, F. N. 2006. Teaching and Learning Strategy using textbooks in the competency-based curriculum implementation context. Universitas Pendidikan Indonesia. Unpublished.
__________. 2008. Strategies of Using Textbooks: A Case of School-Level Curriculum Implementation. EDUCATIONIST Vol. II NO. I Januari 2008. UPI.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter contains the conclusion and suggestions from the researcher based on the results of the whole activities done in this research. The conclusions are formulated from finding and discussion of three data collections; questionnaire, interview and observation. Furthermore, the suggestions will be addressed to non-native English teachers and further researchers.
5.1Conclusion
This study investigated the teachers’ perceptions towards the use of
English textbook, the teachers’ strategies in using textbook and the teachers’
difficulties in using textbook. Based on finding and discussion in Chapter IV, conclusion of this study can be drawn as follows.
The teachers had positive perception on textbook in use because it seemed to have more strengths than weaknesses. The textbook also was appropriate with
students’ need and interest, teachers’ need, syllabus and examination. The
teachers’ perception was influenced by their past experience, motivation, and cultural factor.
In addition, the strategies used by teachers in using textbook were adding and omitting material or textbook. The teachers opted to use the textbook and
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
teachers who relied only on textbook. They did not always follow any instruction and materials suggested by the textbook author. The teachers also did not use the textbook by one page to the next page, but based on the needs of students and lesson plans that had designed.
Furthermore, concerning the teachers’ difficulties in using textbook, at least there were two main difficulties faced by teachers; the level of difficulty of materials and the limited aids for teaching. The teachers made every effort to solve the problems or difficulties in using textbook.
5.2Suggestions
For teachers, they should understand the textbook before beginning class. Teachers should have knowledge about criteria of good textbooks, so this may help teachers select and decide which textbook they may use effectively for teaching and learning in classroom activities. Teachers should also increase their ability and knowledge of adapting materials in teaching and learning process. This may help teachers know the way to solve the problems or weaknesses that they face in using textbook. The study of teachers’ perceptions towards the use of textbook might be used as reference to conduct similar research. In addition, the study could make improvement in this field for better development on textbook.
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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http://www.cels.bham.ac.uk/resources/essays/A_White_COURSEBOOK_ EVALUATION_syll_mat.pdf [Accessed: March 21, 2011]
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Moulton, J. 1997. How Do Teachers Use Textbook? A review of the research literature. U.S. Africa Bureau Information Center.
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O’Neill, R. 1982. “Why Use Textbooks?”. ELT Journal Volume J6/2January 1982
Quintero, P., & C. R. Troncoso. No update year. Workshop Session: "The Matter
of Selecting Material". Available:
http://www.google.co.id/url?sa=t&rct=j&q=making%20the%20most%20o f%20your%20textbook%20neville%20grant&source=web&cd=11&ved=0 CBgQFjAAOAo&url=http%3A%2F%2Fwww.britishcouncil.org%2Fpqui ntero-crico
2.doc&ei=8ODuTrfqDYblrAfXvvX2CA&usg=AFQjCNFuYhjZme4fHeK zcr5xHGJqscm1hg&cad=rja [Accessed: December 19, 2011]
Ragan, A. 2006. Using Adapted Texts in ELL Classrooms. Available:
http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm [Accessed: March 5, 2011]
Raharjo, T. 2009. The teachers’ use of English textbooks at Madrasah Aliyah in Conjunction with the School Vision and Missions. UPI. Unpublished. Rakhmat, J. 2009. Psikologi Komunikasi. Bandung. PT. Remaja Rosdakarya. Richards, J. C. 2001. The Role of Textbooks in a Language Program. Available:
http://www.professorjackrichards.com/pdfs/role-of-textbooks.pdf [Accessed: March 5, 2011]
___________. 2001. Curriculum Development in Language Teaching. Cambridge University Press.
___________. 2002. Interview with Professor Anne Yu. Available at: http://www.professorjackrichards.com/interview.htm [Accessed: March 5, 2011]
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Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Slameto. 2010. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta. PT. Rineka Cipta.
Sobur, A. 2009. Psikologi Umum. Bandung. Pustaka Setia
Spratt, M., A. Pilverness & M. Williams. 2005. The Teaching Knowledge Test Course. Cambridge University Press.
Sugiyono. 2010. Metode Penelitian Pendidikan:Pendekatan Kuantitatif, Kualitatif, dan R&D.Bandung. Alfabeta.
Williams, D. 1983. “Developing Criteria for Textbook Evaluation”. ELT Journal Volume 37/3 July 1983.
Yusransah. 2008. EFL Textbook Evaluation in School Based Curriculum Context. Universitas Pendidikan Indonesia. Unpublished.
Yusuf, F. N. 2006. Teaching and Learning Strategy using textbooks in the competency-based curriculum implementation context. Universitas Pendidikan Indonesia. Unpublished.
__________. 2008. Strategies of Using Textbooks: A Case of School-Level Curriculum Implementation. EDUCATIONIST Vol. II NO. I Januari 2008. UPI.