ABSTRACT

Teachers Perception toward EFL Textbook in School Based Curriculum Context:

A case study at A Private Senior High School in Bandung

By

Ignasia Yuyun

Since KTSP or School-Based Curriculum (SBC) gives greater autonomy, school and teacher authority decide the success of educational aim in the school level. It means that teacher have duties on: (1) construct and formulate the proper aim, (2) choose and construct the right lesson material according to the needs, interest and children development phase, (3) choose the method and teaching media that is varied, (4) and construct the program and the right evaluation. A curriculum is made systematically and detail, which will ease the teacher on its implementation. In that case, the school has the authority to develop the curriculum according to the capability and needs.

This study intended to explore teacher perception toward the use of EFL textbook in School Based Curriculum context. The data were taken from questionnaire. The questionnaire consists of 30 items toward teacher perception the use of EFL textbook in School Based Curriculum context. Therefore, six EFL teachers who are teaching at A Private Senior High School in Bandung were chosen as the subject of the study. The findings revealed that most of the participants have a good perception toward EFL textbook used in Saint Angela Senior High School. Regarding teachers’ perception toward the use of EFL textbook, the participants perceive that SBC tends to their role in more active in developing materials. Therefore, the role of the textbook is just supportive in developing teaching materials. In this case, none of the teachers observed taught exclusively from the textbook, and none devoted the entire lesson to material from one textbook. More importantly, teachers were looking at textbooks critically and maintaining a reasonable independence from them. The study recommends that teachers are expected to be more creative in developing teaching material. They do not badly rely on the textbook used in the classroom.

Key words: teacher perception, EFL textbook, School Based Curriculum or KTSP

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I. INTRODUCTION

1.1. Background of the Study

In this globalization era, decentralization reform has become a new trend in policy

directions, a trend that also occurs in education. Education reform is inevitable as it

happens at a global level, and it does bring significant and direct impacts at the school

level. The Department of education in Indonesia also released a guideline for

implementing decentralization at the school level (School-based management or

curriculum development). School Based Curriculum Development or Kurikulum Tingkat

Satuan Pendidikan is often abbreviated to KTSP in Indonesia. It is a new trend to shift in

responsibility for curriculum decision making to teachers. This shift stems from beliefs

that teachers who are implementing them should make curriculum decisions and that all

should share the decisions that are involved. Those aspects of trend give the school and

its teacher’s greater autonomy in curriculum decision.

Since School-Based Curriculum gives greater autonomy, teachers are free to

choose the relevant materials in classroom. In line with this, in some contexts, teachers

are free to choose their own textbooks. The vast majority of teachers, however, have

textbooks suggested, prescribed, or assigned to them (Garinger, 2001). Textbooks play a

pivotal role in language classrooms in all types of educational institutions - public

schools, colleges, and language schools - all over the world.

Besides, textbooks also play a very crucial role in the realm of language

teaching and learning and are considered the next important factor in the second/foreign

language classroom after the teacher (Riazi: 2003, p. 52). It means that the textbook is a

tool in the hands of the teacher, and the teacher must know not only how to use it, but

also how useful it can be.

Moreover, the textbooks are expected to have relevant materials and type of

activities. It means that the textbooks should be able to help teachers to carry out a

quality language teaching and learning process. Good textbooks are those that facilitate

learning, stimulate natural interactions for communicative purpose and language use. In

fact, “the best materials, if used in the ways intended by their author, can be a useful

professional development tool” (Nunan, 1991: 208).

Due to some facts above, then it is regarded as essential to come up with an idea

to conduct a mini research on teachers’ perception toward SBC, mainly on teacher’s

perception toward the use of EFL textbook in the context of SBC in English Language

Teaching at Secondary schools. This idea principally underlined on some basic reasons.

First, since SBC is ongoing curriculum in Indonesia currently, it is important to

conduct a study on teachers’ perception toward SBC, particularly in senses of the use of

EFL textbook.

Second, taking the topic of teachers’ perception toward SBC is due to a

consideration that teachers’ perception and idea should also be taken into account as a

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good input to improve curriculum development. This thought is indeed closely related to

the idea of teachers as a doer of this ongoing curriculum.

Third, the choosing of EFL teachers at senior high school as the subject of

investigation is based on an observation indicated that those teachers is a particular

group who practice and work on English teaching learning.

In short, although this issue is not current one but it is still regarded significant to

be investigated more on its senses of the use of EFL textbook, mainly when it is applied

to different schools.

1.2. Purpose of the Study

The main purpose of this study is to explore teachers’ perception toward the use of

textbook in the context of SBC. The identification of the teachers’ perception toward the

use of textbook here then might provide a good input in improving the implementation

on SBC, which is regarded as an ongoing curriculum in Indonesia.

1.3. Research Question

In order to accomplish the objectives of the study, the following research question

is addressed:

1. What are the teachers’ perceptions toward the use of EFL textbook School-Based

Curriculum context?

1.4. Scope and Limitation of the Study

In conducting the research, the scope and limitation are set up in order to specify

the study. The scope of the study is related to the teachers’ perception toward the use of

EFL textbook in SBC context. The respondents of the research are the six EFL teachers

who are teaching in Saint Angela senior high school. The EFL teachers are chosen with a

consideration of their role as doers of the implementation of this ongoing curriculum.

Nevertheless, the limitation of the study emphasizes on the teachers’ perception

toward the use of EFL textbook in SBC context. The idea of the use of EFL textbook in

SBC context is then generated on practical statements to be responded or answered

easily. It is expected that by elaborating the principles into the practical statements, the

precise answer related to the research question can be achieved.

1.5. Significant of the Study

The findings are expected to explore teachers’ perception toward the use of EFL

textbook in SBC context. To be more specific, the findings would likely provide

information about teachers’ perception toward the use of EFL textbook in SBC context.

1.6. Definition of key terms

a. KTSP or School Based Curriculum (SBC) is an operational curriculum that is

designed and implemented on each educational item. KTSP or SBC is made of the

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educational purpose on the level of educational item, structure and content of the

curriculum, educational calendar, and syllabus (BSNP, 2006:5).

b. Perception refers to the recognition and understanding of events, objects, and

stimuli through the use of senses (sight, hearing, touch, etc) (Longman Dictionary

of Applied Linguistics). Likewise, in the Dictionary of Psychology, perception is

defined as “The process of knowing objects and objective events by means of the

senses (Chaplin, 1981:376). In line with Kendra Van Wagner in his definition that

perception is our sensory experience of the world around us and involves both the

recognition of environmental stimuli and actions in response to these stimuli. In

this study, perception refers to teachers’ perception towards the use of EFL

textbook in SBC context.

c. Textbook means a book that contains detailed information about a subject for

people who are studying that subject (Walter, 2008: 1503 in Cambridge Advanced

Learner’s Dictionary. In this study, the textbook refers to Opportunities Series.

d. EFL is ABBREVIATION FOR English as a Foreign Language: the teaching of English to

students whose first language is not English.

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II. REVIEW OF THE LITERATURE

2.1. REVIEW OF THE MAIN THEORIES

2.1.1. The Role of Textbooks in the EFL/ESL Classroom

English language instruction has many important components but the essential

constituents for many ESL/EFL classrooms and programs are the textbooks and

instruction materials that are often used by language instructors. As Hutchinson and

Torres (1994) suggest that the textbook is an almost universal element of [English

language] teaching.

Other theorists such as Sheldon (1988) agree with this observation and suggest

that textbooks not only "represent the visible heart of any ELT program" (p.237) but also

offer considerable advantages - for both the student and the teacher - when they are

being used in the ESL/EFL classroom. Haycroft (1998), for example, suggests that one of

the primary advantages of using textbooks is that they are psychologically essential for

students since their progress and achievement can be measured concretely when we use

them.

A second advantage identified by Cunningsworth (1995) is the potential which

textbooks have for serving several additional roles in the ELT curriculum. He argues that

they are an effective resource for self-directed learning, an effective resource for

presentation material, a source of ideas and activities, and a reference source for

students, a syllabus where they reflect pre-determined learning objectives, and support

for less experienced teachers who have yet to gain in confidence.

Finally, Hutchinson and Torres (1994) have pointed out that textbooks may play a

pivotal role in innovation. They suggest that textbooks can support teachers through

potentially disturbing and threatening change processes demonstrate new and/or untried

methodologies, introduce change gradually, and create scaffolding upon which teachers

can build a more creative methodology of their own.

2.1.2. Textbook Evaluation

Whether one believes that textbooks are too inflexible and biased to be used

directly as instructional material or they actually help teaching and learning, there can

be no denying the fact that textbooks still maintain enormous popularity and are most

definitely here to stay. It is important to remember, however, that since the 1970's there

has been a movement to make learners the center of language instruction and it is

probably best to view textbooks as resources in achieving aims and objectives that have

already been set in terms of learner needs. Moreover, they should not necessarily

determine the aims themselves (components of teaching and learning) or become the

aims but they should always be at the service of the teachers and learners (Brown:

1995). Consequently, we must make every effort to establish and apply a wide variety of

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relevant and contextually appropriate criteria for the evaluation of the textbooks that we

use in our language classrooms. We should also ensure "that careful selection is made,

and that the materials selected closely reflect [the needs of the learners and] the aims,

methods, and values of the teaching program." (Cunningsworth, 1995 p.7).

Sheldon (1988) has offered several other reasons for textbook evaluation. He

suggests that a thorough evaluation would provide for a sense of familiarity with a book's

content thus assisting educators in identifying the particular strengths and weaknesses

in textbooks already in use. This would go a long way in ultimately assisting teachers

with making optimum use of a book's strong points and recognizing the shortcomings of

certain exercises, tasks, and entire texts.

One additional reason for textbook evaluation is the fact that it can be very useful

in teacher development and professional growth. Cunningsworth (1995) and Ellis (1997)

suggest that textbook evaluation helps teachers move beyond impressionistic

assessments and it helps them to acquire useful, accurate, systematic, and contextual

insights into the overall nature of textbook material. Textbook evaluation, therefore, can

potentially be a particularly worthwhile means of conducting action research as well as a

form of professional empowerment and improvement.

As mentioned previously, if one accepts the value of textbooks in ELT then it must

surely be with the qualification that they are of an acceptable level of quality, usefulness,

and appropriateness for the context and people with whom they are being used.

Although Sheldon (1988) suggests that no general list of criteria can ever really be

applied to all teaching and learning contexts without considerable modification, most of

these standardized evaluation checklists contain similar components that can be used as

helpful starting points for ELT practitioners in a wide variety of situations. Preeminent

theorists in the field of ELT textbook design and analysis such as Williams (1983),

Sheldon (1988), Brown (1995), Cunningsworth (1995) and Harmer (1996) all agree, for

instance, that evaluation checklists should have some criteria pertaining to the physical

characteristics of textbooks such as layout, organizational, and logistical characteristics.

Other important criteria that should be incorporated are those that assess a textbook's

methodology, aims, and approaches and the degree to which a set of materials is not

only teachable but also fits the needs of the individual teacher's approach as well as the

organization's overall curriculum.

Moreover, criteria should analyze the specific language, functions, grammar, and

skills content that are covered by a particular textbook as well as the relevance of

linguistic items to the prevailing socio-cultural environment. Finally, textbook evaluations

should include criteria that pertain to representation of cultural and gender components

in addition to the extent to which the linguistic items, subjects, content, and topics match

up to students' personalities, backgrounds, needs, and interests as well as those of the

teacher and/or institution.

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2.1.3. Perception in language learning

Perception can be thought of as each individual’s personal theory of reality, a kind

of knowledge-gathering process that defines our view of the world (Sekuler and Blake:

1994, p.9).

In addition, Sperling (in Fransiska, 2000) says that there are several elements of

perception, such as:

1. Personal feelings, attitude drives, and goals that are any mental fact, emotional,

strong desire or attitudes can be seen to have an influence on a personal

response because those are different for everybody.

2. The sensory nature of the stimulus is a perception based on the stimulus of the

sensory because there is a comparison, nearness, connection, and closure of

something.

3. The background or setting of the stimulus related to the fact that we do not

perceive as remote elements.

4. Learning experience teachers have is the teachers’ opinion about what they have

received and what the teachers want to do with the object they learn.

In line with the definition above, we may conclude that perception involves

activities of sensing, interpreting, and giving the value towards physical objects or social

phenomenon. Much evidence points to the conclusion that early experience, learning,

emotion and motivation are important in defining what and how we perceive. Thus, it

reasonable to argue that during the perception process, human being put his attention to

the stimuli to acquire knowledge.

Teacher’s perception of SBC or KTSP is also influenced by previous curriculum

experience as the stimuli in process of organizing and interpreting of information in the

perception of SBC. In spite of the perception about curriculum held by teachers, there are

some evidences the policy toward devolution of responsibility to schools provide scope

for increased participation of these teachers in school level curriculum decision.

In other words, someone has gone through a learning situation first then one can

have an experience or knowledge and judgment so that he or she can express the

perception towards something. Then the last result is thinking. Thinking is engaging what

someone is perceived in a form of problem solving. One might be able to solve one

problem since he or she got knowledge.

In relation to the use of textbook, investigating teacher’s perception toward EFL

textbook is intended to enhance the quality of analysis. This study attempts to explore

the use of an EFL textbook in the context of SBC.

2.1.4. School-Based Curriculum (KTSP)

The ‘School-Based Curriculum literally defined as Kurikulum Tingkat Satuan

Pendidikan (KTSP) is the development of competence-based curriculum. KTSP was

launched in 2006 by BSNP (Badan Standar Nasional Pendidikan) as a national curriculum

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institution in Indonesia. The 2006 Curriculum ‘KTSP’, as the name suggest is developed

by schools a unit of education. It refers to national standards of education, which is

concerned with among other standard of content and the graduate’s competence as

stated in the Regulation of Minister of National Education number 22 and 23, 2006.

School’s curriculum should be in line with the standard of content and competence

operationally, and guidelines of standard development arranged by BSNP with the

following principles. It is centralized to the potency, progress and the needs of the

learners and their environment, diversity and integrity, anticipating the development of

science, technology and arts, relevant with the need of life, holistic and continuity,

lifelong learning, being balance of national and local importance.

Principally, KTSP or School-Based Curriculum (SBC) is an operational curriculum

that is designed and implemented on each educational item. KTSP or SBC is made of the

educational purpose on the level of educational item, structure and content of the

curriculum, educational calendar, and syllabus (BSNP, 2006:5). It means that school and

teacher authority decide the success of educational aim in the school level. On other

words, teacher have duties on: (1) construct and formulate the proper aim, (2) choose

and construct the right lesson material according to the needs, interest and children

development phase, (3) choose the method and teaching media that is varied, (4) and

construct the program and the right evaluation. A curriculum is made systematically and

detail, which will ease the teacher on its implementation. In that case, the school has the

authority to develop the curriculum according to the capability and needs.

In relation to the use of textbooks, some teachers and educational practitioners

seem to put textbooks as their curriculum. Posner (1992) states that textbook is one of

the concepts of curriculum. However, as stated previously, SBC expects teachers choose

and construct the right lesson material according to the needs, interest and children

development phase. Therefore, it will change the teachers’ perception toward the use of

EFL textbook in the context of SBC.

2.2. REVIEW OF PREVIOUS STUDY

According to Richards (1998), many textbooks used in the classroom embody the

curriculum themselves. They reflect the objectives of the language programme, the kind of

syllabus used, the skills being taught and the methodologies espoused, and might be seen to

function as a ‘mediating object’ between the teacher and learner (Little John and Windeatt,

quoted in Johnson 1989: 155). For teachers, they offer a framework of guidance and

orientation (Hutchinson and Torres 1994). For learners, they are perhaps the most

important source of language input apart from contact with

the teacher. They can help to scaffold teaching and learning by providing ‘guidance and

negotiating points’ (Crawford 1995: 31) and so exert considerable influence on the

interaction between teacher and learner.

At the same time, Brophy’s (1982) research, which examined how teachers teach

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using textbooks in elementary schools in the United States, discovered that elementary

school teachers did not teach strictly by their textbooks. Instead they adapted particular

curriculum to the needs of their students. In particular, experienced teachers, who are

comfortable in their knowledge of the subject matter may feel confident in treating

textbooks ‘merely as collections of topics from which to pick and choose’ (1982: 11). Such

expertise will not be available to the less experienced teachers who may then depend

heavily on the textbook for guidance.

In the English as a Second Language (ESL) context in Hong Kong, Richards and

Mahoney (1996) have explored teachers’ beliefs and practices in the use of textbooks with

a survey of ESL teachers in secondary schools. Although their findings show that there was

a high rate of text-book use as teachers believed that textbooks could help them to teach

English efficiently, Richards and Mahoney found that none of the teachers observed taught

exclusively from the textbook, and none devoted the entire lesson to material from one

textbook. More importantly, Richards and Mahoney thought that teachers were looking at

textbooks critically and maintaining a reasonable independence from them, and they claim

that the decisions teachers made before and during classroom teaching involved a high

level of cognitive skills.

2.3. SYNTHESIS

The use of the main theories and some related studies here is selected with a

high consideration due to similar concern on the issue being investigated on this study.

The concept of the role of textbook in EFL/ESL classroom and textbook evaluation are

also essential to identify and explain the findings on teachers’ perception toward EFL

textbook in School-Based Curriculum context. In addition, the concept of teacher’s

perception and School-Based Curriculum are indeed required as the salient idea in

conducting this study.

Furthermore, the use of the previous studies has each significant contribution to

this study. First, Brophy’s research on using textbooks in elementary schools gives some

ideas that teachers adapted particular curriculum to the needs of their students when using

the textbooks. Second, Richards and Mahoney have explored teachers’ beliefs and

practices in the use of textbooks with a survey of ESL teachers in secondary schools. Their

findings show that there was a high rate of textbook use as teachers believed that

textbooks could help them to teach English efficiently. This research also gives essential

idea of the role of EFL textbook.

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III. METHODOLOGY

This section is intended to describe the ways of collecting and analyzing the data.

The discussion of the third section is divided into three parts. They are the research

design, data collection and data analysis.

3.1. Research Design

The aim of the study is to explore teachers’ perception toward the use of textbook

in the context of SBC. Therefore, a questionnaire survey was conducted to answer the

research question. Here, the questionnaire consists of 30 items that were intended to

answer the research question toward teacher’s perception toward the use of EFL

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textbook in School Based Curriculum context. As a result, a descriptive qualitative

approach is used to interpret the findings in a descriptive way, based on the quantitative

data from the questionnaire.

3.2. Data Collection

The data collection consists of the explanation towards the subjects,

instrumentations and procedures of collecting the data.

3.2.1. Subjects

The subjects of this research are six EFL teachers who are teaching at Saint Angela

Senior High School in Bandung. These six EFL teachers here become the source of the

data on the study. In fact, the choosing of those subjects is based on a consideration that

their role as the doers of the implementation of this ongoing curriculum.

3.2.2. Source of data and Data

The source of data of this study is six EFL teachers who are implementing School

Based Curriculum. Furthermore, the data is that the teachers’ responses toward the use

of EFL textbook in School Based Curriculum context.

3.2.3. The Instruments

The instrument of this study is questionnaires. Thirty items in the questionnaire

conducted for the aim of reaching the data related to teacher perception toward the use

of EFL textbook in School Based Curriculum context (See Appendix 1).

3.2.4. Procedures of collecting data

In order to collect the data, six questionnaires were distributed to six EFL teachers

in Saint Angela Senior High School Bandung. The teachers as the respondents of the

study were asked to answer all the questions related to the topic based on their own

opinion. After accomplishing the process of filling out the questionnaires, all the data

were then transcribed, calculated and put into table of result (Table II) as the fixed data.

3.3. Methods of data analysis

To analyze the data got from questionnaire, the Likert scale (strongly disagree,

disagree, not sure, agree, strongly agree) proposed by Riduwan (2007) will be used.

The first step done on data analysis was all answers of all items on the questionnaire

checked and recapitulated based on the teacher’s responses. The next step is

calculating the score of each scale on each item by multiplying the teacher’s

responses and its scale. If the scores of each scale have been got, then those scores

were summed up to get the total score of that item. Since the highest score is 5 and

the lowest score is 1, thus the determination of the highest score of an item was

derived from multiplication of the total respondents and the highest scale of that

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particular item. Then, the percentage of that item could be achieved by dividing the

total score to the highest score, which then was multiplied to 100. The item

percentage was then interpreted based on the criteria of scores interpretation below

to identify the significances of that particular item based on teachers’ perception

toward the use of EFL textbook in School Based Curriculum context. Then, the data

were classified into some components to answering the research question.

Table I

Criteria of scores interpretation

Very insignificant

0-20%

Insignificant 21%-40%Enough 41%-60%

Significant 61%-80%Very significant 81%-100%

IV. FINDINGS AND ANALYSIS

4.1. Data Analysis

In this section, all data collected from the questionnaires were put into the table. The

data on the table were arranged based on the responses for the thirty items. Further, after

accomplished step by step calculations, the percentage of each item was then interpreted

based on the criteria of scores interpretation proposed by Riduwan (2007). The scores

interpretation has a comprehension ranger of scores, as follows: item percentage of 0-20%

is interpreted very insignificant, 21-40% is significant, 41-60% is sufficient/enough, 61-80%

is interpreted significant, and 82-100% as very significant. This interpretation was intended

to identify the significance of that particular item based on teachers’ perception toward

the use of EFL textbook in School Based Curriculum context for answering the research

questions.

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4.1.1. Findings and Discussion

Table II

Results of Descriptive Statistics

No Items N Percentag

e

Teachers’ perception toward KTSP

1. KTSP give autonomy for schools. 6 100 %

2. KTSP expects teachers to be more creative and active. 6 100 %

3. KTSP expects teachers to cooperate in developing curriculum. 6 97 %

4. KTSP gives a broader autonomy in developing teaching learning

activities in the classroom.

6 100 %

5. Teachers find difficulty in looking for material sources other

than textbook.

6 37 %

The role of EFL textbook

6. The textbook is used as a day-to-day guide. 6 43 %

7. The textbook helps teachers to teach English efficiently. 6 83 %

8. The textbook is used as collections of topics from which to

pick and choose.

6 80 %

9. The textbook plays important roles in the ELT curriculum. 6 87 %

10. The textbook is an effective resource for presentation

material because it is a source of ideas and activities.

6 80 %

Teachers’ perception toward EFL textbook

11. Teachers should look at textbooks critically and

maintaining a reasonable independence from them.

6 97 %

12. Teachers take the entire lesson to material from textbook. 6 40 %

13. Teachers teach exclusively from the textbook. 6 43 %

14. Teachers really rely on the textbook when teaching. 6 33 %

15. Teachers use the textbook as the only source for teaching

material.

6 27 %

Evaluation on EFL textbook

16. The textbook is attractive. 6 80 %

17. The price of the textbook is reasonable. 6 80 %

18. The textbook is accessible. 6 80 %

19. The textbook is a recent publication. 6 100 %

20. The textbook is accompanied by an audio cassette. 6 100 %

21. The textbook is accompanied by Teacher’s Guide. 6 100 %

22. The layout and design is appropriate and clear. 6 87 %

23. The textbook is organized effectively. 6 87 %

24. The material objectives are apparently. 6 83 %

25. The approach recommended in the textbook is appropriate to 6 83 %

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current-learning context.

26. The textbook provides adequate activities and exercises. 6 80 %

27. The materials provide an appropriate balance of the four

language skills.

6 100 %

28. The subjects and contents are relevant to learners’ need. 6 77 %

29. The subjects and contents are appropriate to the current

curriculum.

6 83 %

30. The textbook cover genres recommended by the current

curriculum.

6 83 %

The result of descriptive statistics from the questionnaire indicates that all

thirty items are taken into account among the range of insignificant to the very

significant teacher’s perception toward KTSP and EFL textbook in the context of SBC.

From all data, there are four items statement (no. 5, 12, 14, 15) that considered

insignificant with the range 21%-40%. Further, there are two items statements (no.

6, 13) having the portion of sufficient between 41%-60%. In addition, seven items

statement on numbers 8, 10, 16, 17, 18, 26 and 28 with the range between 61%-

80% are indeed considered by the respondents as significant in the scope of the

role, perception, and the evaluation toward EFL textbook. Finally, having the biggest

percentages of the total result between 81%-100%, seventeen items statement are

then considered very significant, especially in perception toward KTSP or SBC and

EFL textbook in the context of SBC.

Based on the findings above, it is clearly shown that teachers gave vary

perceptions toward all items contribute to EFL textbook in SBC context. However,

among all thirty items provided, the seventeen items had the highest score between

81%-100% as very significant perceptions toward EFL textbook in SBC context.

These eighteen items covers some perceptions toward KTSP or SBC itself, the role of

EFL textbook in classroom, EFL textbook in the context of SBC, and the evaluation on

EFL textbook used in classroom.

4.1.2. Interpretation of the Findings

Regarding to teachers perceptions toward KTSP or SBC, most teachers agreed

that SBC gives autonomy for schools, expects teachers to be more creative and active,

expects teachers to cooperate in developing curriculum and also gives a broader

autonomy in developing teaching learning activities in the classroom. Here, teachers did

not find difficulty in looking for material sources other than textbook.

Concerning with the role of EFL textbook, some teachers considered significantly

that EFL textbooks is used as collections of topics from which to pick and choose and as an

effective resource for presentation material because it is a source of ideas and activities.

Besides, some of them considered that EFL textbooks helps teachers to teach English

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efficiently and plays important roles in the ELT curriculum. Sufficiently, teachers thought

that EFL textbooks can be used as a day-to-day guide.

Further, in the terms of teachers’ perception toward EFL textbook in SBC context,

most teachers significantly agreed that they should look at textbooks critically and

maintaining a reasonable independence from them. In this case, none of the teachers

observed taught exclusively from the textbook, and none devoted the entire lesson to

material from one textbook. It is because most teachers did not use the textbook as the

only source for teaching material. Teachers freely look for materials from other sources

such as internet, other textbooks, magazines, newspapers, etc. They try to develop the

materials as creatively as possible in order to make students interested in teaching

learning activities.

Finally, related to the textbook evaluation, most teachers had good perception

towards the textbook used in the classroom. They considered that the used textbook is

attractive, reasonable price, accessible, in recent publication, accompanied by an audio

cassette and by Teacher’s Guide, organized effectively and provides adequate activities

and exercises. Besides, the layout and design is appropriate and clear, the material

objectives are apparently and provide an appropriate balance of the four language skills.

Further, the approach recommended in the textbook is appropriate to current-learning

context because the subjects and contents are relevant to learners’ need and

appropriate to the current curriculum. More importantly, the textbook cover genres

recommended by the current curriculum.

V. CONCLUSION

There are some conclusions that can be generated after all discussion on the

previous chapters. Firstly, it is assumed that six EFL teachers in Saint Angela Senior High

School, shows positive perception toward KTSP or SBC particularly on the EFL textbook.

This perception implied from their opinion about positive sides of KTSP or SBC as ongoing

curriculum. Most teachers perceive that SBC tends to their role in more active in

developing materials.

The second is that the role of EFL textbook in the context of SBC is just supportive

in developing teaching materials. In this case, none of the teachers observed taught

exclusively from the textbook, and none devoted the entire lesson to material from one

textbook. More importantly, teachers were looking at textbooks critically and maintaining a

reasonable independence from them. The study recommends that teachers are expected

to be more creative in developing teaching material. They do not badly rely on the

textbook used in the classroom.

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Brewster, J & Ellis, G. (2002). The Primary English Teacher's Guide. England: Pearson

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Chaplin, J. (1981). Dictionary of Psychology. New York: Dell Publishing CO., INC.

Cunningsworth, A. (1995). Choosing Your Coursebook. Heinemann.

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