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)

Oleh :
Elvira Rosyida M. R. - S891308045 - Sekolah Pascasarjana

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.