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TEACHERS’ PERCEPTION ON SPEAKING ACTIVITIES OF
ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL”
FOR THE 1st YEAR STUDENTS OF
SMPN 1 KERTOSONO
UNDERGRADUATE THESIS
BY
AJENG SUKMA MAWARNI DYAH FITRIANI
NIM 135110501111016
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2017
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TEACHERS’ PERCEPTION ON SPEAKING ACTIVITIES OF ENGLISH
TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR THE 1st YEAR
STUDENTS OF SMPN 1 KERTOSONO
UNDERGRADUATE THESIS
Presented to
Universitas Brawijaya
In partial fulfillment of the requirements
For the degree of Sarjana Pendidikan
BY
AJENG SUKMA MAWARNI DYAH FITRIANI
NIM 135110501111016
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2017
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ACKNOWLEDGEMENTS
All the praises and thanks be to Allah, who has given health and strength to
the researcher. Also, without His blessings this study would not have been finish
and possible.
The researcher realized that many people had given their helps and useful
suggestion for the finishing of this undergraduate thesis. Without the assistance of
them, this undergraduate thesis never have existed. Therefore, the researcher would
like to show the gratitude to:
1. Iswahyuni, M.Pd as the supervisor, Peptia Asrining Tyas, M.Pd as the examiner,
and also Dr. Esti Junining, M.Pd as the Head of English Education Study
Program for their guidance, motivation, and inspiration through the process in
completing this undergraduate thesis.
2. All lecturers of English Education Study Program who have gave beneficial
knowledge to the researcher and also all academic staff of Faculty of Cultural
Studies who have helped the researcher to complete all of the requirements for
this research.
3. Parents, Dr. Ari Wahyudi, M.Si and Juma’ani, S.Pd, for their unconditionally
love and care. Also their prayers, strength, hope and also financial support for
the researcher. No words can describe how the researcher loves them so much.
4. Brother and sister, Agung Prasetyo W.W. and Salsabila Amelia P.R., for their
laugh, love, and support to the researcher. The researcher’s feeling bless to have
them in this life.
5. The one and only, Zukhruf Bara Yuswanendra, for giving the researcher
motivation and advices to finish this undergraduate thesis. Also share his love,
care, laugh, energy, a half of his time for the researcher, and always beside the
researcher in every condition.
6. Sisters from another mother a.k.a Bianda Squad, Lalita P., Vashti Rahma H.,
and Hana Razanah, for loving the researcher as sister, caring the researcher as
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a friend and also never stop to giving motivation, support, time, and everything
that they have. Without them the researcher is nothing.
7. Partner in every condition, Ade Isfarziah N.A., for the support and motivation
for the researcher to pass all of this and finish this undergraduate thesis.
8. Sobat Angsa, M. Faishol Amir, Jeane Valentine F. Reny Desenta, Laila Nur
Ifana, Sonya Bangkit Iswara, Febian Pratama, R.A.D. Vivi I., Kalaiyarma C.G.,
Nadya Amalia F., Anggi Daniswara H., and Devi Intan for always beside the
researcher to finish this undergraduate thesis.
9. Prove-readers, Sofia Imania, Mega Safitri, Kartika Ningrum, and Devie Yunita,
for giving their time to help and check the grammar, content, and every-single-
thing in this undergraduate thesis.
10. Mrs. Listiana Rofidah, S.Pd. and Mrs. Sobiati, S.Pd as the participants of this
study. Thank you for helping the researcher to get the data. So the researcher
can finish this undergraduate thesis.
Hopefully, this undergraduate thesis can be useful for the readers, especially
those who want to conduct study in the same field.
Malang, July 17th 2017
The researcher
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ABSTRACT
Fitriani, A.S.M. Dyah. 2017. Teacher’s Perception on Speaking Activities of
English Textbook When English Rings a Bell for the 1st Year Students of SMPN
1 Kertosono. English Education Study Program, Faculty of Cultural Studies,
Universitas Brawijaya. Supervisor: Iswahyuni, M.Pd.
Keywords: teacher’s perception, communicative textbook, speaking activities
Textbook is a complete package that helps teachers and students as their
teaching and learning source to achieve the aims and objectives in EFL learning.
The existence of communicative textbook is a great help to fulfill the need of the
language function as communication. Therefore, the researcher attempted to
investigate the communicativeness of a textbook in terms of speaking activities
based on teachers’ perception.
This study used descriptive qualitative as the research design. The subjects
of this study were two English teachers of SMPN 1 Kertosono who taught first year
students. To collect the data, the researcher used two instruments, there were
textbook evaluation checklist and interview guide. The instruments were adopted
from Ellif and Maarof (2011) and Cunningsworth (1995). The checklist consisted
of 3 main criteria and there were 46 descriptions. The interview guide consisted of
15 open-ended questions.
The result of the evaluation checklist showed that the percentage for the
whole description of the criteria was 83.7%. This result indicated that the textbook
was excellent. Both of the teachers believed that the textbook provided
communicative activities because they totally reflected the criteria of the speaking
activities. While, the result of the interview showed that the teachers believed that
the textbook is suitable with their teaching and learning objectives. The textbook
also very helpful as their guidance and source in the teaching and learning process.
Another result showed that the textbook effectively helped the students to
communicate orally, so they can improve their speaking skill. The materials of the
textbook also related with real-life situation.
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ABSTRAK
Fitriani, A.S.M. Dyah. 2017 Persepsi Guru terhadap Aktifitas Lisan dari Buku
Teks Bahasa Inggris When English Rings a Bell untuk Siswa Kelas 1 SMPN 1
Kertosono. Program Studi Pendidikan Bahasa Inggris, Fakultas Ilmu Budaya,
Universitas Brawijaya. Pembimbing: Iswahyuni, M.Pd.
Kata Kunci: persepsi guru, buku teks komunikatif, aktifitas lisan
Buku merupkan paket lengkap yang dapat membantu guru dan siswa
sebagai sumber pembelajaran yang digunakan untuk mencapai tujuan dan sasaran
dalam belajar Bahasa Inggris sebagai bahasa asing. Keberadaan buku yang
komunikatif dapat membantu memenuhi kebutuhan fungsi bahasa sebagai
komunikasi. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu persepsi
guru terhadap segi komunikatif dari aktifitas yang dapat membantu siswa
berkomunikasi secara lisan didalam buku teks tersebut.
Penelitian ini menggunakan model penelitian deskripsi kualitatif. Subjek
yang digunakan didalam penelitian ini adalah dua guru Bahasa Inggris yang
mengajar kelas satu di SMPN 1 Kertosono. Penelitian ini menggunakan dua
instrumen, textbook evaluation checklist dan interview guide. Kedua instrumen ini
diadopsi dari teori Ellif and Maarof (2011) dan Cunningsworth (1995). Textbook
evaluation checklist terdiri dari 3 kriteria pokok dan memiliki beberapa deskripsi
yang terdiri dari 46 macam deskripsi. Sedangkan interview guide terdiri atas 15
pertanyaan.
Hasil dari evaluation checklist menunjukkan bahwa nilai dari keseluruhan
deskripsi yang ada didalam kriteria adalah 83.7%. Ini menunjukkan bahwa buku
tersebut sangat bagus. Kedua guru percaya bahwa buku tersebut menyediakan
aktifitas yang komunikatif. Hal ini dikarenakan buku tersebut sangat memenuhi
kriteria yang ada. Sedangkan hasil dari interview guide menunjukkan bahwa kedua
guru percaya bahwa buku tersebut sangat sesuai dengan tujuan pembelajaran
mereka. Buku tersebut juga sangat membantu mereka dalam proses pembelajaran
di kelas. Selain itu, buku tersebut sangat efektif dalam membantu siswa untuk
berkomunikasi secara lisan menggunakan Bahasa Inggris, oleh karena itu mereka
dapat meningkatkan kemampuan berbicara. Materi yang ada didalam buku juga
berhubungan dengan situasi yang ada di lingkungan siswa.
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................ i
DECLARATION OF AUTHORSHIP ......................................................... ii
SUPERVISOR’S APPROVAL ..................................................................... iii
BOARD OF EXAMINERS’ APPROVAL ................................................... iv
ACKNOLEDGEMENTS ............................................................................... v
ABSTRACT ................................................................................................... vii
ABSTRAK ..................................................................................................... viii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES ......................................................................................... xi
LIST OF FIGURES ....................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................... 1 1.2 Research Problems .................................................................................... 5 1.3 Purpose of the Study ................................................................................. 5 1.4 Significances of the Study ......................................................................... 5 1.5 Scope and Limitation of the Study ............................................................. 6 1.6 Definitions of the Key Terms .................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
1.1 The Theory of Perception ............................................................................... 8 1.2 The Role of Textbook ..................................................................................... 9 1.3 The Importance of a Communicative Textbook ............................................ 10 1.4 Communicative Activities ............................................................................... 11 1.5 The Criteria of Communicative Textbook ..................................................... 13 1.6 Textbook Evaluation ...................................................................................... 15 1.7 Previous Studies ............................................................................................. 16
CHAPTER III RESEARCH METHOD
3.1 Research Design ............................................................................................. 20 3.2 Data and Source of Data ................................................................................ 21 3.3 Research Procedures ...................................................................................... 22 3.4 Research Instrument ....................................................................................... 23 3.4.1 Textbook Evaluation Checklist ................................................................... 23 3.4.2 Interview Guide .......................................................................................... 25 3.5 Data Collection ............................................................................................... 26 3.6 Data Analysis ................................................................................................. 27 3.7 Validity of the Study ....................................................................................... 29
CHAPTER IV FINDING AND DISCUSSION
4.1 Finding ........................................................................................................... 30 4.1.1 Result of Textbook Evaluation Checklist ................................................... 30
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4.1.1.1 Communicativeness of the Activities........................................................ 31 4.1.1.2 Effectiveness of the Activities .................................................................. 33 4.1.1.3 Type of Speaking Activities ...................................................................... 35 4.1.2 Result of the Interview ............................................................................... 38 4.2 Discussion ...................................................................................................... 42
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ...................................................................................................... 45 5.2 Suggestion ...................................................................................................... 46
REFERENCES ................................................................................................... 48
APPENDICES .................................................................................................... 50
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LIST OF TABLES
Tables Page
3.1 Relevancy Range ................................................................................... 28
4.3 The Average Percentage of Communicativeness of the Activities ....... 32
4.6 The Average Percentage of Effectiveness of the Activities .................. 34
4.9 The Average Percentage of Types of Speaking Activities.................... 37
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LIST OF FIGURES
Figures Page
3.1 The Formula of Each Criterion ............................................................. 27
3.2 The Formula of the Whole Criteria ....................................................... 28
4.1 Total Percentage of the Whole Criteria ................................................. 38
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LIST OF APPENDICES
Appendices Page
1 The Score Fulfilled of Communicativeness of the Activities ............ 50
2 The Score Fulfilled of Effectiveness of the Activities....................... 52
3 The Score Fulfilled of Types of Speaking Activities ........................ 54
4 Blueprint of Criteria from the Experts .............................................. 56
5 Blueprint of Textbook Evaluation Checklist ..................................... 61
6 Textbook Evaluation Checklist ........................................................ 68
7 Blueprint Interview Guideline .......................................................... 73
8 Interview Guideline ........................................................................... 75
9 Transcript of Teacher’s Interview .................................................... 76
10 The Result of Textbook Evaluation Checklist .................................. 78
11 Expert Validation Letter ................................................................... 88
12 Expert Validation Sheet .................................................................... 89
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CHAPTER I
INTRODUCTION
This chapter presents an introduction of the study which explains further
some points related to background of the study, research problems, purpose of the
study, the significances of the study, scope and limitation of the study, and
definition of key terms.
1.1 Background of The Study
Textbook is one of teaching tools which takes a great part in the teaching
and learning process, especially in English subject. Richards (2001, p. 251) says
that instructional material in the form of textbook serves as the basis of the
language input and the language practice that occurs in the classroom. According
to Cunningsworth (1995, p. 7) textbooks are best seen as a resource in achieving
aims and objectives that have already been set in terms of students’ need. Brown
(2000, p. 136) states that the most obvious and common form of material support
for language instruction comes through textbooks. In short, textbook is the
complete package that helps teachers and students as their source to achieve aims
and objectives in EFL learning.
Textbook is an important source for the students to develop their ability in
using English. According to Grant (1989, p. 13-14), there are two kinds of
textbook: traditional textbook and communicative textbook. The traditional
textbook tries to get students to learn the language as a system. In contrast,
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communicative textbook tries to create opportunities for the students to use the
language in the classroom before using it in real life. The communicative textbook
aims to develop students’ ability to communicate in real-life. In other words,
communicative textbook will lead to a successful Communicative Language
Teaching (CLT).
Communicative textbook is preferred as it highlights the students’ need to
communicate effectively. According to Abbs and Freebairn (in Cunningsworth
1995, p. 116), students need to know that the language they are going to learn will
enable them to communicate their needs, ideas, and opinions. In other words,
communicative textbook will efficiently support the main goal of communicative
language teaching. According to Brown (2000, p. 43), students in a
communicative class ultimately have to use the language, productively and
receptively, in unrehearsed contexts outside the classroom. In short, the existence
of communicative textbook is a great help to fulfill the need of the language
function as communication.
Currently, there are so many kinds of textbook published by a large
number of publishers. They compete to provide the best textbook to be used in
school. Therefore, a textbook should be selected based on some considerations of
the level, students’ and teacher needs, and the goal of the textbook itself for the
students. It also needs to support the curriculum used. Cunningsworth (1995, p. 1)
states that teacher needs to be able to make appropriate choices when selecting
textbook and supporting materials. In this case, teachers’ view on the usefulness
and effectiveness of the textbook are also worth examining. Teachers need to
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identify the weak and strong points of the textbook in relation to their own
teaching situation. The points also become consideration for teachers whether they
want to use the textbook as a resource of teaching and learning in the classroom or
not.
Various studies on teachers’ perception towards the use of English
textbook have been conducted by several researchers. First, Khikmah (2015)
conducted a research entitled “Students’ and Teachers’ Perceptions of an English
Coursebook for the Tenth Graders”. This research focused on students’ and
teachers’ perception of a coursebook for the tenth graders. The researcher
investigated the aspects of goals, topic, subject content, social value, and skills in
the coursebook. The result of the study showed that the coursebook was an
appropriate to be used in the teaching and learning activity because the materials
are relevant to real life context. Although it still needed some improvement in
some aspects.
Second, Tok (2010) conducted a research entitled “TEFL textbook
evaluation: From teachers’ perception”. This study assessed the overall
effectiveness of a pre-intermediate level textbook titled Spot On which was
distributed to 8th grade students of primary schools. In this research, the
coursebook was evaluated in term of layout and design, activities and tasks,
language type, subject, content and skills and whole aspect. The result of the study
revealed that the teachers felt that Spot On was not relatively compatible with the
8th grade students’ need. Furthermore, the teachers also found that Spot On
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actually did not raise students’ interest in learning English. The study concluded
that Spot On textbook cannot be totally recommended.
Regarding to those previous studies that have been explained before, the
researcher decides to conduct the similar study with different object and focus.
This study will examine an English textbook entitled “When Rings a Bell” for 1st
year students of junior high school. This book was chosen based on some
considerations. First, the first year is chosen because it is the period when English
subject is firstly taught intensively. Therefore it is expected that by selecting the
best material to be delivered to first year students the result will be good as they
have an excellent basis. Second, the book is distributed by the government and
widely used as the main source in several school.
As the limitation, the participants of this study are two English teachers of
SMPN 1 Kertosono who are teaching the 1st year students. The reason of choosing
the teachers is because they are teaching in different class and the implementation
of the textbook in each class will be different. So, the researcher wants to know
the perception of the teachers based on their different experiences in using the
textbook. This study focuses on the communicativeness of the textbook. The
communicativeness is in the terms of speaking activities. The researcher chooses
this focus because the goal of communicative language teaching is students should
be communicative and interactive in the learning situation. Also, there is a limited
research on textbook evaluation which is focus on teachers’ perception towards
the communicativeness of the textbook.
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Based on the description before, the researcher conducts a research entitled
“Teachers’ Perception on Speaking Activities of English Textbook Entitled “When
English Rings a Bell” for The 1st Year Students of SMPN 1 Kertosono”.
1.2 Research Problems
Based on the background of the study, the problems of the study is “What
are the teachers’ perception towards the communicativeness of a textbook entitled
When English Rings a Bell in terms of speaking activities?”
1.3 Purpose of The Study
By seeing the research problems, the purpose of the study is to investigate
teachers’ perception towards the communicativeness of a textbook in terms of
speaking activities.
1.4 Significance of The Study
This study is expected to give a significant contribution in the field of
teaching and learning English. The findings of this study are expected to be useful
for English teachers, the textbook author and also the next researchers.
For the English teachers, this study can raise the awareness to be more
selective in choosing textbooks and selecting the materials for the students in
order to give the appropriate materials that meet the teaching’s value, teacher’s
syllabus, and other aspects.
For the textbook author, the result of this study can be used as one of the
reference to revise the book if there are several weaknesses found and to develop
better materials for future textbook.
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For the next researcher, this study can be used as an additional and
beneficial reference. The next researcher also can conduct the similar study with
different research design. Furthermore, they can adapt or cite some information
from this study for research purposes.
1.5 Scope and Limitation of the Study
This study only focuses on teachers’ perception of a textbook entitled
When English Rings a Bell for 1st year students of Junior High School. The
English teachers of 1st year students in SMPN 1 Kertosono are the subjects of this
study. This study also focuses on the communicativeness of a textbook in terms of
speaking activities.
1.6 Definitions of Key Terms
To avoid misunderstanding of the concept that will be used in this study,
some definitions are provided as follows:
1. Textbook is best seen as a resource in achieving aims and objectives that has
already been set in term of learner needs (Cunningsworth, 1995, p. 7). In this
research, the textbook that is used is entitled “When English Rings a Bell
SMP/MTs Kelas VII”
2. Perception is the process of selecting, organizing, and interpreting sensory
data into useable mental representation of the world (Huffman, et al., 2000, p.
113). In this study, perception means the opinions from the English teacher in
SMPN 1 Kertosono on the communicativeness of the textbook.
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3. Communicative Textbook is communicative textbooks are textbooks that can
include interactions that display some features of real life communication, role
plays which set up realistic situations, and material focusing on the written
language that set up realistic activities involving reading and writing
(Cunningsworth, 1995, p. 117). In this research, the aspects that will be
examined are communicative activities and interactions of the textbook.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter describes the review of literature that is used and related with
this study. It concerns of theories of perception, the role of textbook, the
importance of communicative textbook, the criteria for communicative textbook,
textbook evaluation and the differences and similarities of this study with the
previous study.
2.1 The Theory of Perception
Perception is one of person’s ability to perceive something based on their
own point of views. Huffman, et al. (2000, p. 113) states perception refers to the
process of selecting, organizing, and interpreting sensory data into a usable mental
representation of the world. Ahen (2009, p. 7) also mentions that perception is
constructed as a result of individual observation towards certain things or events
occur around them which will produce certain perception. In other words,
perception is the way someone perceive and becomes aware of something after
seeing and understanding certain things or events. Therefore, every individual has
different perception toward something.
In educational environment, teachers’ perceptions have an important role
in teaching and learning process. Based on Yu (2004, p. 3) teachers’ perceptions
influence what teachers do both inside and outside the classroom. In other words,
Teachers’ perceptions are also the basis for teacher to make a judgment or
decisions. In this research, perception means the opinion of the English teacher in
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SMPN 1 Kertosono towards the communicativeness of the textbook. The
researcher wants to know more about the textbook used by the school in terms of
the communicativeness based on teachers’ point of views.
2.2 The Role of Textbook
Textbook has become the important element in ELT (English Language
Teaching). It can support teaching and learning process to achieve the learning
objective. According to Cunningsworth (1995, p. 7), textbook have multiple roles
in teaching and learning process such as; (1) a resource for presentation material
(spoken and written), (2) a source of activities for learner practice and
communicative interaction, (3) a reference source for learners on grammar,
vocabulary, pronunciation, etc., (4) a source of stimulation and ideas for
classroom language activities, (5) a syllabus (where they reflect learning
objectives which have already been determined), (6) a resource for self-directed
learning or self-access work, and (7) a support for less experienced teachers who
have yet to gain in confidence.
Besides, another expert also has other information about the roles of the
textbook. Richard (2001, p. 254) states some advantages of using textbook; (1)
textbook provides structure and a syllabus that has been systematically planned
and developed, (2) it helps standardize the instruction, (3) it maintains quality, (4)
textbook also provides a variety of learning resources for teachers and learners,
(5) it is also efficient for teachers, (6) it can provide effective language models
and input, (7) it can train teachers, and (8) it is visually appealing.
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In addition, O’Neill (1982, p. 105) argues that the material of a textbook
was very suitable for learners’ need even it is not designed for them; textbooks
allows the learners to look ahead or look back the lessons; textbooks provide
materials which were well-presented, and also it allows teachers to adapt and
improvise the material. Furthermore, textbook should fulfill the teachers and the
learners’ need. Based on Cunningsworth (1995, p. 7), the aims of the textbook
should relate as closely as possible to the aims of the teacher, and both should
suitable with the needs of the learners.
In other words, teachers and students believe that textbook can serve as a
guideline for the teaching and learning process. A textbook can be a guidance for
teachers to give the systematic materials for the students. On the other hand,
students need textbook to guide them towards the hard process of learning. The
textbook also helped to achieve the learning objectives when the roles of teacher
and textbook are clearly perceived and well balanced.
2.3 The Importance of a Communicative Textbook
One of the main goals in learning languages is to use the language in real-
life communication. According to Richards and Rodgers (in Cunningsworth,
1995, p. 117) the primary function of language is for interaction and
communication. Students who learn language should improve their
communicative competence to be communicative learners. Based on Abbs and
Freebairn (in Cunningsworth 1995, p. 116), students need to know that the
language they are going to learn will enable them to communicate their needs,
ideas, and opinions.
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Communicativeness is an important aspect of language teaching.
Communicative textbook is needed to efficiently support the development of
communicative competence. Based on Grant (1989, p. 13-14), there are two kinds
of textbook: traditional textbook and communicative textbook. The traditional
coursebook tries to get students to learn the language as a system. In contrast,
communicative textbook tries to create opportunities for the students to use the
language in the classroom before using it in real life. The communicative textbook
aims to develop students’ communicative competence by presenting real-life
condition for the students’ to be learned. Cunningsworth (1995, p. 117) states that
communicative textbook are textbook that can include interactions that display
some features of real life communication, role plays which set up realistics
situations, and material focusing on the written language that set up realistic
activities involving reading and writing.
In other words, students who learn language should use the language in
real life communication. Therefore, they should improve their communicative
competence. In this case, communicative textbook is needed to support the
students to be communicative learners. Communicative textbook help the students
to develop their communicative competence by providing some materials and
activities that display some features of real life communication.
2.4 Communicative Activities
Communicative activities are served by the textbook and leads the students
to a communicative context when they are learning English. Thornbury (2005, p.
79) states that communicative activities fulfil two important language learning
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needs: prepare learners for real-life language use, and encourage the automization
of language knowledge. Zyoud and Muhdi (1995, p. 30) mention that each
learning activity in the class setting involving oral communication should be
attractive and appealing to the learner. Thornbury (2005, p. 79) characterizes
communicative activities as the activities that motivate students in achieving the
outcomes and naturally use the language to interact with others without any
restriction. National Center for Family Literacy (2008, p. 41) also state that
communicative activities include any activities that encourage and require a
learner to speak with and listen to other learners. Based on the experts,
communicative activities are the activities that attract the students to communicate
with others.
There are several activities that can develop the communicative
competence of the students. Based on Oradee (2012, p. 533), oral communication
skill can be developed through communicative activities which include an
information gap, a jigsaw puzzle, games, problem-solving, and role-playing.
Benabadji (2006, p. 42) states that role-plays is a good technique to measure
interaction in foreign language classes. It has become a standard technique to test
interaction in foreign language classroom, and in teacher and management
training. Furthermore, Ur (1996, p. 132) states dialogue is a good way to get
learners to practice saying target-language without any hesitation and within a
wide variety of context. In other words, there are a lot of activities to measure
students’ oral communication skill.
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2.5 The Criteria for Communicative Textbook
There are some criteria of communicative textbook. Most of the checklists
designed by some experts contain some criteria which have met to communicative
approach. Ellif and Maarof (2011) developed checklist that focus on oral
communicative activities on the textbook. There are three main domains in the
checklist. Those are communicativeness of the activities, effectiveness of the
activities in developing oral communicative skills, and types of oral
communicative activities (See Appendix 1).
According to Ellif and Maarof (2011), communicativeness of the activities
are the activities that give equal emphasis on the four skills, incorporate listening
activities which help students to communicate effectively, enable students to
communicate orally with each other, sufficient to develop oral fluency, help
students to speak English fluently, accurately, and properly. Then, the activities
that help improve the students’ pronunciation, provide dialogues that help
students practice free speaking, pictures that support the speaking skill, contain
enough listening and speaking, also provide themes that enable students to
communicate orally in English.
Furthermore, effectiveness of the activities in developing oral
communicative skills are activities that help students to speak fluently in English
effectively, hold a telephone conversation in English, exchange information in
English, express themselves in English, speak as well as they can write, present a
summary or a comment on a topic, make announcements in English, comment on
a picture, movie, or a game in English. Then, the activities that help students to
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debate or negotiate price in English, conduct a simple interview, and role-play
using English.
The types of oral communicative activities based on Ellif and Maarof
(2011) are organizational elements, content explanations, setting, dialogues/
narrative presentations, dictation, warm up, role-play demonstration, dialogues/
narrative recitation, reading aloud, question-answer-display, drill: repetition,
substitution with little meaning attached, meaningful drill, storytelling,
information transfer: e.g. students fill out a diagram while listening, wrap-up:
students listen to a summary, question-answer, referential, cued
narratives/dialogues, narration/exposition, brainstorming, role-play, games,
problem solving, drama, simulation, interview, discussion, and debate.
In addition, Cunningsworth (1995) developed checklists that focus on the
communicative textbook. The checklists are consist of three main aspects; design
and content, communicative interactions, and style and appropriacy (See
Appendix 1).
According to Cunningsworth (1995) design and content of the
communicative textbook are textbook that claim to be communicative in its aims,
specific communicative aims generally in connection with individual units, the
syllabus primarily communicative, provide communicative methodology, the
design is influenced by communicative considerations, the material are real in
terms of the real word or realistic, the realistic activity promote the learning of
communicative skills and strategies which are transferable to real-life
communication.
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Then, the communicative interactions are the textbook that present
unpredictability, opportunities to express real information, feelings, opinion, etc.,
opportunities for learners to structure their own discourse, use communicative
strategies, emphasis on cooperation between speakers, include material that
reflects the nature of communicative interaction, the material help learners in the
skill of turn taking in conversation, adjacency pairs included in presentation and
practice materials, give examples of preferred sequences, and help given with the
organization and structuring of conversations or other spoken interactions.
Furthermore, style and appropriacy in the communicative textbook are the
textbook that provide material for sensitizing learners to different levels of
formality, the examples presented sufficiently contextualized, the level of
formality related to the setting, and social roles of the participants and their
communicative goals.
2.6 Textbook Evaluation
Textbook evaluation is needed since an English teacher uses textbook as
the learning source in the classroom. It is important for the teacher since it can
provide valuable information for the successful of classroom practice, the
planning of courses and management of learning tasks by students.
Cunningsworth (1995, p. 8) suggests that teachers should ensure that the materials
selected closely reflect the needs of the learners, the aims, methods and values of
the teaching program. In addition, Cunningsworth (1995, p. 14) proposes that
there are three types of textbook evaluation; pre-use evaluation, in-use evaluation,
and post-use evaluation.
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Cunningsworth (1995, p. 14) notifies that pre-use evaluation tends to be
the most difficult kind of evaluation. It is because there is no actual experience of
using the book, so nobody can draw it on. In this case, the researcher is looking at
future or potential performance of the textbook based on teachers’ perception. The
types of evaluation that can be useful in helping to decide whether to use the same
textbook or not on future occasions are in-use evaluation and post-use evaluation.
In-use evaluation refers to textbook evaluation whilst the material is in use. In this
evaluation, textbook is being assessed to see whether it should be considered for
replacement or not. While, post-use evaluation refers to retrospective assessment
on textbook performance to identify the strengths and weaknesses.
In other words, textbook evaluation is important to obtain some
information on the lack of materials, to judge whether or not it has fulfilled the
requirement of the course and also to gather data for the later evaluation.
2.7 Previous Studies
In this research, the researcher takes two previous studies that relevant to
the research. First, Khikmah (2015) conducted a research entitled “Students’ and
Teachers’ Perceptions of an English Coursebook for the Tenth Graders”. This
research focused on students’ and teachers’ perception of a coursebook for the
tenth graders. The researchers investigated the aspects of goals, topic, subject
content, social value, and skills in the coursebook.
Furthermore, the researchers used descriptive quantitative approach. The
instruments used were a questionnaire, a checklist, and an interview guide. The
questionnaires were addressed to the tenth graders of SMAN 6 Malang, and then
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the checklists and interview guide were addressed to the two English teachers of
SMAN 6 Malang. The result of the study showed that the coursebook has met the
students’ and teachers’ needs and expectation. From the teachers’ perceptions, the
cousebook obtain score 73.7 which categories as Good reference. From the
students’ perceptions show that 97.7% of students think that the topics are
relevant to real life. 97.7% students state that the subject content and social value
in coursebook is good. Also 97.7% students believe that the skills in coursebook
are well balanced and categorized as excellent. As the conclusion, the coursebook
is appropriate to be used in the teaching and learning activity, but it still needs
some improvement and adjustment.
The similarities and differences appear in the previous study and the
researcher’s present study. The similarities can be seen when both researchers use
a checklist and interview guide as the instruments. Meanwhile, the differences can
be seen from the focus of the study. The researcher in previous study focused on
students’ and teachers’ perception of a coursebook. On the other hand, the focus
of the present researcher is different with the previous researcher. The present
researcher focuses on the teachers’ perception only. In addition, the aspects that
will be investigated are also different. The researcher in previous study
investigated the aspects of goals, topic, subject content, social value, and skills in
the coursebook. Then, the present research investigates the aspects of speaking
activities.
Second, Tok (2010) conducted a research entitled “TEFL textbook
evaluation: From teachers’ perception”. This study assessed the overall
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effectiveness of a pre-intermediate level textbook titled Spot On which was
distributed to 8th grade students of primary schools. In this research, the
coursebook was evaluated in term of layout and design, activities and tasks,
language type, subject, content and skills and whole aspect.
This research was designed by using descriptive research method. The
subjects of this research were 46 English teachers that consist of 36 females and
10 males at primary school. The researcher used Teacher Textbook Evaluation
Sheet as the instrument. The result of the study showed that average score of
layout and design is 2.99. It means that most teachers actually responded
unfavorably to these particular aspects of the book. For the activities of the
textbook, the average score is 3.32. It means that activities of the textbook
generally do not promote meaningful exchanges and genuine communication in
realistic contexts. Then, the average score for skills of the textbook is 3.32. This
means that teachers did not responded completely favorably to these particular
aspects. The average score for language type of the textbook is 2.61. It means that
the language used in the textbook is not authentic. In addition, the average score
of subjects and contents is 3.42. This means that teachers responded almost
favorably to these particular aspects. Last, for the whole aspect, the average score
is 2.69. It means that teachers’ perspective about the whole aspect is negative. As
the conclusion, the teachers found that Spot On did not raise their students’
interest in further language. And it cannot be totally recommended.
The similarities and differences appear in the previous study and the
researcher’s present study. The similarities can be seen when both researchers use
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teacher as a subject and also examine the teachers’ perception. Meanwhile, the
differences can be seen from the aspect that will be examined. The previous
researcher focused on the layout and design, activities and tasks, language type,
subject, content and skills and whole aspect. Then, the present researcher focuses
on the speaking activities of the textbook. Moreover the previous researcher only
used Teacher Textbook Evaluation Scale as the instrument, while the present
researcher use textbook evaluation checklist and interview guide as the instrument
to conduct the research. The object of the study for both researchers is also
different. The previous researcher used textbook for 8th graders, while the present
researcher uses textbook for 7th graders.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the research method used to conduct the research. It
covers the research design, data and source of data, research procedures, research
instruments, data collection, data analysis and also validity of the study.
3.1 Research Design
In conducting a research, the researcher required a research design to help
the researcher answer the research problem. According to Creswell (2009, p. 3),
research designs are the plans and the procedures for research that span the
decisions from broad assumptions to detailed methods of data collection and
analysis. Research design can be used to collect, analyze, and interpret the data.
Therefore, the researchers should have the suitable research design. Creswell
(2009, p. 3) states that there are three kinds of research design: qualitative, mixed
methods, and quantitative.
This study was conducted by using descriptive qualitative method since it
describes the teachers’ perception towards the communicativeness of a textbook
entitled “When English Rings a Bell”. According to Dornyei (2009, p. 24.), a
qualitative research involves data collection that the result is primarily open-
ended, non-numerical data which is then analyzed primarily by non-statistical
method. Moreover, Ary, et al. (2010, p. 29) states that qualitative research seek to
understand a phenomenon by focusing on the total picture rather than breaking it
down into variables. The research design tended to be a descriptive qualitative
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research since the data collected from the phenomenon found in the textbook
analyzed in the form of words. Although numerical things in the form of rating
scale were used, it only showed the quality of the textbook in the form of score
interpretation.
3.2 Data and Source of Data
The sources of data in this study was taken from the English teachers of
SMPN 1 Kertosono. The reason of choosing SMPN 1 Kertosono as the setting of
the study was because the school was one of the favorite school in Kab. Nganjuk.
This school had a lot of achievements. One of the achievements was in 2017 this
school got second place for story telling competition in Kab. Nganjuk. Therefore,
it proved that the teacher succeeded in guiding the students in communicative
achievement. There were two English teachers who were teaching the first year
students in this school. The reason of choosing the teachers was because they
were teaching in different class and the implementation of the textbook in each
class was different. So, the researcher wanted to know the perception of the
teachers based on their different experiences in using the textbook.
The researcher focused on the teachers’ perception toward the
communicativeness of the textbook When English Rings a Bell for 1st year
students of junior high school. The communicativeness of the textbook itself was
in the terms of speaking activities. Moreover, the researcher used textbook
evaluation checklist and conducted interview to the teacher to gain the
information about teachers’ perception.
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3.3 Research Procedures
The first step that the researcher did was choosing the source of data. The
researcher chose two English teachers of SMPN 1 Kertosono who were teaching
the 1st year students. The researcher focused on the teachers’ perception towards
the communicativeness of the textbook. The textbook used to analyze was When
English Rings a Bell which used Kurikulum 2013 published by the Ministry of
Education and Culture of Republic of Indonesia in 2014.
The second step was developing the instrument. The instrument used in
this research were textbook evaluation checklist and interview guide. The
checklist was adopted from Cunningsworth (1995) and Ellif & Maarof (2011).
Both of the instruments needed to be validated by the expert. The researcher asked
one of the lecturers of English Language Education Program to validate the
content in textbook evaluation checklist and interview guide. After going through
several processes of revising and editing, the instruments were considered to
administer.
The third step was distributing the textbook evaluation checklist to the two
English teachers. The researcher distributed the checklist to get the information
about the teachers’ perception on the textbook. After that, the researcher
conducted interview to those two English teachers to support the main data.
The last step was analyzing the data from the two instruments; textbook
evaluation checklist and also interview guide. In analyzing the data, the researcher
did some steps: analyzing, interpreting the result, and drawing the conclusion. All
of the data analyzed in the form of words.
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3.4 Research Instruments
The instruments used in this research were textbook evaluation checklist
and interview guide. Textbook evaluation checklist became the main instrument to
collect the data. Then, to support the main instrument, the researcher used
interview to get additional data about teachers’ perception. Both of the
instruments adopted from textbook evaluation checklist proposed by
Cunningsworth (1995) and Ellif & Maarof (2011).
3.4.1 Textbook Evaluation Checklist
The researcher used textbook evaluation checklist in order to get the
information about the first year English teachers’ perception towards the
communicativeness of the textbook entitled When English Rings a Bell. As a
primary instrument, the textbook evaluation checklist was developed based on
criteria and requirements of a good textbook which were adopted from
Cunningsworth (1995) and Ellif & Maarof (2011).
Textbook evaluation checklists from those two experts were chosen based
on some considerations. The first consideration was the textbook evaluation
checklists had already focused on the communicative aspects of the textbook. So
those two checklist were suitable with the goal of this research. Second, the
textbook evaluation checklists that developed by the two experts became standard
of evaluation a textbook. Many researchers conducted textbook evaluation by
using the criteria of the two experts to measure the quality of the textbook.
Based on some considerations above, the researcher formulated a new
checklist adopted from the two experts. The researcher selected some of the most
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important and significant criteria for the textbook evaluation checklist. The
researcher took some criteria which were appropriate with speaking activities.
Then, the researcher created the communicative textbook evaluation checklist
consisted of 3 criteria belong to the speaking activities.
The checklist consists of 3 main criteria. Every criterion had certain
description which were different from one criterion to another. The total
descriptions of the whole criteria in the checklist were 46 descriptions (See
Appendix 6). The descriptions for all criteria were also adopted from the checklist
proposed by Cunningsworth (1995) and Ellif & Maarof (2011).
In this study, the researcher used five points of Likert scale in order to
obtain the teachers’ perception about the English textbook. The rating scales were
used to represent the fulfillment in this textbook evaluation checklist which is
symbolized in number 1-5. The number represented the teachers’ evaluation about
the textbook of each description. Each number level had specific position and
scoring number indication. The scoring number had five categories; strongly
agree, agree, neutral, disagree, and strongly disagree.
In addition, the researcher provided a comments column to know the
reason of the teachers in giving a certain score for each description. The
distribution of the checklist was conducted in one day to the two English teachers.
Before answered the checklist, the researcher explained the teachers how to
answer the checklist. Then, the researcher used direct distribution technique while
distributed the textbook evaluation checklist because it enabled the research
subject to ask directly to the researcher if any questions.
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Furthermore, this textbook evaluation checklist needed to be validated by
an expert to make it proper to be used. The researcher asked one of the lecturers of
English Education Program who was expert in the area of the study. The expert
validator was Mrs. Dian Novita Dewi, S.Pd., M.Li. In expert validation, the
researcher made the blueprint for the textbook evaluation checklist (See Appendix
5).
3.4.2 Interview Guide
In collecting the data, the interview guide used to collect data from the
teachers. It is the secondary instrument that used as clarification and supporting
data. The researcher developed the interview guide to collect the data about
teachers’ perception. McMillan (2008, p. 281) states that the purpose of interview
is to explain the participants’ point of view, how they think, how they interpret,
and explain their behavior within a given setting.
The interview guide that used by the researcher was developed and
modified from the textbook evaluation checklist proposed by Cunningsworth
(1995) and Ellif & Maarof (2011). Besides that, the researcher created some
questions to know the background of the teachers. The researcher modified the
checklists to the form of questions as interview guide. This interview guide also
needed to be validated by an expert to make it proper to be used. The expert
validator was Mrs. Dian Novita Dewi, S.Pd., M.Li. In expert validation, the
researcher made the blueprint for the interview guide (See Appendix 7). The
interview guide consisted of 15 open-ended questions that need to be answered by
the teachers.
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The interview conducted at the same day after distributing the textbook
evaluation checklist. The researcher used interpersonal interview, means that the
researcher read the questions to the interviewees in a face-to-face setting and
recorded the answers. In addition, the researcher also took a note in order to keep
the information authentic.
3.5 Data Collection
In conducting this study, the researcher collected the data to get the
required information. The data collected from the English teachers of 1st year
students in SMPN 1 Kertosono. The researcher identified the teachers’ perception
towards the communicativeness of the English textbook entitled When English
Rings a Bell. As stated before, the instruments that the researcher used to collect
the data were textbook evaluation checklist and interview guide.
The textbook evaluation checklist distributed to the three English teachers
of SMPN 1 Kertosono who were teaching the 1st year students. The textbook
evaluation checklist consisted of 3 main criteria and every criterion has its
descriptions. The descriptions consisted of 46 items. It was also in the term of
speaking activities. The textbook evaluation checklist also used the rating scale
and it was symbolized in number 1-5 to represent the fulfillment. The teachers
gave 15 minutes to finish answer the checklist.
After collecting the data from the textbook evaluation checklist, the
researcher collected the data by using interview guide. The interview guide
consisted of 15 open-ended questions that need to be answered by the teachers.
The researcher interviewed the two English teachers in the same day one by one
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after distributed the textbook evaluation checklist. The interview was conducted in
10 minutes for each teacher. So the researcher gained information about teachers’
perception towards the communicativeness of the textbook.
3.6 Data Analysis
After collecting the data, the researcher analyzed the data collection based
on following steps; analyzing, interpreting the result, and drawing the conclusion.
First, the researcher analyzed the two instruments: textbook evaluation checklist
and interview guide. In order to analyze the textbook evaluation checklist, there
was a formula used to calculate the score. The researcher calculated the
percentage of the level of fulfilment. The first was the researcher calculated the
score of each criterion. Then, the researcher calculated the score of each criterion
by summing up the scores. The score of the three criteria became the whole score.
The formula for calculating the score was:
TC = the communicativeness percentage
T sf = total score of fulfillment
S max = maximum score
Figure 3.1 The formula for each criterion (Adopted from Khikmah, 2015)
TC = T sf
S max
× 100%
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Figure 3.2 The formula for the whole criteria
After calculating the score, the researcher interpreted the whole score into
the relevancy range as modified from Yudoleksono (1999, in Khotimah: 2010).
The table can be seen in Table 3.2. Then, for the interview, the researcher
interpreted the answer of the teachers and then described in form of words.
Table 3.1 Relevancy Range
TC (100%) Interpretation
81 - 100 The textbook is excellent when it is totally reflect the criteria of
communicative textbook.
61 – 80 The textbook is good when it is meet the criteria of communicative
textbook.
41 – 60 The textbook is fair when it is closely reflect the criteria of
communicative textbook.
21 – 40 The textbook is poor when it is merely reflect the criteria of
communicative textbook.
1 - 20 The textbook is improper when it is totally do not reflect the criteria of
communicative textbook.
Adopted from Yudoleksono (1999, in Khotimah: 2010)
Last, the researcher drew a conclusion from the result of the interpreting
the data. The researcher elaborated and explained the result of the data with the
descriptions or indicators in the textbook evaluation checklist. The researcher
explained the result in form of words. In addition, the result of the interview data
Total (whole criteria) =
Total percentage of each criterion
3
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was the additional evidence to analyze the teachers’ perception towards the
communicativeness of the textbook for the first year students of junior high
school.
3.7 Validity of the Study
To ensure the validity of the study, this research contained three validities.
The first validity was this study was written based on undergraduate thesis writing
guideline. The second validity was content validity. In this study, the researcher
used Cunningsworth (1995) and Ellif and Maarof (2011) theories to analyze the
data from the textbook evaluation checklist and interview. The last validity was
instrument validity. In order to ensure the validity of the instruments, the
researcher conducted instrument validation. The instruments were validated by
Mrs. Dian Novita Dewi, S.Pd., M.Li., expert in textbook evaluation. Based on the
result of the validation, the instruments were suitable to evaluate When English
Rings a Bell in terms of speaking activities.
Besides doing an expert validation, the data from interview guide was
cross-checked with the result of the textbook evaluation. If the result from data of
textbook evaluation and data of interview was irrelevant, the researcher omitted it.
While the result from the data of textbook evaluation were similar with the data of
interview, it concluded that the data was valid and the drawing of conclusion done
appropriately and effectively.
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings of the study and the discussion in the form
of descriptive analysis. The findings present the result of the research include
communicativeness of the activities, effectiveness of the activities in developing
speaking skills, and types of speaking activities in the textbook. Then, the
discussion discusses the result of the study and tries to answer the research problem.
4.1 Findings
In this subchapter, the researcher presented all of the necessary data
collected from the textbook evaluation checklist and interview. The main data were
obtained from the textbook evaluation checklist that answered by the two English
teachers of SMPN 1 Kertosono who taught the 1st year students of junior high
school. Then, the supporting data were obtained from the interview with those two
English teachers. The findings of the study consist of three points namely
communicativeness of the activities; effectiveness of the activities in developing
speaking skills; and types of speaking activities in the textbook. The finding of each
criterion will be explained in the following:
4.1.1 Result of Textbook Evaluation Checklist
In this subchapter, the researcher presented the result from textbook
evaluation checklist. The result of textbook evaluation checklist consists of three
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points namely communicativeness of the activities; effectiveness of the activities in
developing speaking skills; and types of speaking activities.
4.1.1.1 Communicativeness of the Activities
Communicative activities included any activities that encourage and require
a learner to speak with and listen to other learners. There were 10 descriptions that
described communicativeness of the activities. They were: 1) The textbooks
incorporate listening activities which help students to communicate effectively in
English, 2) The activities in the textbooks enable students to communicate orally
with each other in English, 3) Oral communication activities (listening & speaking)
in the textbooks are sufficient to develop oral fluency, 4) The activities in the
textbooks help students to speak English fluently, 5) The activities in the textbooks
help students to speak English accurately (grammatically correct), 6) The activities
in the textbooks help students to speak English properly (suitable language for each
situation), 7) The textbooks include activities that help improve the students'
pronunciation, 8) The dialogues in the textbooks help students practice free
speaking, 9) The pictures in the textbooks support the speaking skill, 10) The
themes in the textbooks enable students to communicate orally in English.
The communicativeness of the textbook in terms of communicativeness of
the activities were found based on the fulfillment of every description by the teacher
1 and teacher 2. The percentage of communicativeness activities was seen in table
4.1 (See Appendix 1). The result from teacher 1 showed that the level of fulfilment
of communicativeness of the activities was 88%. It meant that the textbook
categorized as excellent. The percentage of communicativeness activities by teacher
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2 was seen in table 4.2 (See Appendix 1). The result from teacher 2 showed that the
level of fulfilment of communicativeness of the activities was 86%. It meant that
the textbook categorized as excellent.
Furthermore, the communicativeness of the textbook in terms of
communicativeness of the activities were found based on the fulfillment of every
description by both teachers. The total percentage of communicativeness activities
was seen in table 4.3.
Table 4.3 The average percentage of communicativeness of the activities
Teacher 1 Teacher 2
88 86
Total 174
Average (%) 87
Refers to the table 4.3, the result showed that the level of fulfillment of When
English Rings a Bell in terms of communicativeness of the activities was 87%. It
means that the textbook categorized as excellent. It reflected that the activities in
the textbook had high level of communicativeness.
In table 4.1 and table 4.2 also showed that the two English teachers’
responded agree and strongly agree toward all the descriptions items. There were
five items that the teachers agreed. The first item was the textbooks incorporate
listening activities which help students to communicate effectively in English, the
second was the activities in the textbooks enable students to communicate orally
with each other in English, the third items was the activities in the textbooks help
students to speak English accurately (grammatically correct), the fourth items was
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the textbooks include activities that help improve the students' pronunciation, and
the last item was the themes in the textbooks enable students to communicate orally
in English.
The teachers also strongly agreed toward two items. The first item was the
activities in the textbooks help students to speak English fluently. The last item was
the pictures in the textbooks support the speaking skill.
4.1.1.2 Effectiveness of the Activities in Developing Speaking Skills
Effectiveness of the activities referred to the activities which enhance the
students to be more communicative speaker. There were 15 descriptions that
described effectiveness of the activities in developing speaking skills. They were:
1) Speak fluently in English. (express themselves easily), 2) Exchange information
in English, 3) Express themselves in English without using Bahasa Indonesia, 4)
Present a summary or a comment on a topic orally, 5) Greeting, say thank you, and
say sorry in English, 6) Share and inquire about each other (identities, hobbies,
members of the family, etc.), 7) Tell the time, date, day, and month in English, 8)
Ask for and give information related to the qualities of people, animals, and things
(identify, criticize, and praise), 9) Ask for and give information related to
actions/functions of people, animals, and things (identify, criticize, and praise), 10)
Describe people, animals, and things in English, 11) Role-play using English, 12)
State things, animals, and public places in English, 13) Unpredictability presented
in the dialogue, 14) Opportunities to express real information, feelings, opinion,
etc., and 15) Emphasis on cooperation between speakers in communicative
interaction.
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The communicativeness of the textbook in terms of effectiveness of the
activities were found based on the fulfillment of every description by teacher 1 and
teacher 2. The percentage of effectiveness of the activities was seen in table 4.4
(See Appendix 2). The result from teacher 1 showed that the level of fulfilment of
effectiveness of the activities in developing speaking skills was 82.6%. It means
that the textbook categorized as excellent. The percentage of effectiveness of the
activities by teacher 2 was seen in table 4.5 (See Appendix 2). The result from
teacher 2 showed that the level of fulfilment of effectiveness of the activities in
developing speaking skills was 82.6%. It meant that the textbook categorized as
excellent.
Furthermore, the communicativeness of the textbook in terms of
effectiveness of the activities in developing speaking skills were found based on the
fulfillment of every description by both teachers. The percentage of effectiveness
of the activities in developing speaking skills were seen in table 4.6.
Table 4.6 The average percentage of effectiveness of the activities
Teacher 1 Teacher 2
82.6 82.6
Total 165.2
Average (%) 82.6
Based on table 4.6 the result showed that the level of fulfillment of When
English Rings a Bell in terms of effectiveness of the activities was 82.6 %. It
categorized as excellent meant that activities found in the textbook had high level
of effectiveness in developing speaking skills.
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In table 4.4 and table 4.5 also showed that the two English teachers’
response were fairly agree and agree toward all of the descriptions items. There
were one items that the teachers fairly agreed. It was that the textbook helped the
students to express themselves in English without using Bahasa Indonesia. The
teachers also agreed toward eight items. The first item was the textbook helped the
students to speak fluently in English (express themselves easily). The second item
was the activities on the textbook present a summary or a comment on a topic orally.
The third item was the textbook helped the students to share and inquire
about each other (identities, hobbies, members of the family, etc.). The fourth item
was the textbook helped the students to tell the time, date, day, and month in
English. The fifth item was the textbook helped the students to ask for and give
information related to actions/functions of people, animals, and things (identify,
criticize, and praise). The sixth item was the textbook helped the students to
describe people, animals, and things in English. The seventh item was the textbook
helped the students to state things, animals, and public places in English. The last
item was the textbook presented unpredictability in the dialogue.
4.1.1.3 Types of Speaking Activities in the Textbook
Types of speaking activities in the textbook referred to the type of the
activities that helped the students to enhance their speaking skill. In this point, there
were 21 descriptions that described about the types of speaking activities in the
textbook. They were: 1) Organizational elements, 2) Content explanations, 3)
Setting, 4) Dialogues, 5) Dictations, 6) Warm up, 7) Role-play demonstration, 8)
Reading aloud, 9) Question-answer-display, 10) Drill: repetition, substitution with
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36
little meaning attached, 11) Meaningful drill, 12) Group work or pair work, 13)
Wrap up: Students listen to a summary, 14) Brainstorming, 15) Role-play, 16)
Discussion, 17) Structure of discourse in interactions (including openers,
confirmation checkers, pre-closers, etc.), 18) Turn taking in conversation, 19)
Adjacency pairs included in presentation and practice materials, 20) Example of
preferred sequences, and 21) The organization and structuring of conversations.
The communicativeness of the textbook in terms of types of speaking
activities was found based on the fulfillment of every description by teacher 1 and
teacher 2. The percentage of types of speaking activities was seen in table 4.7 (See
Appendix 3). The result from teacher 1 showed that the level of types of speaking
activities was 80.9%. It means that the textbook categorized as excellent. The
percentage of types of speaking activities by teacher 2 was seen in table 4.8 (See
Appendix 3). The result from teacher 2 showed that the level of types of speaking
activities was 81.9%. It meant that the textbook categorized as excellent.
Furthermore, the communicativeness of the textbook in terms of types of
speaking activities were found based on the fulfillment of every description by both
teachers. The percentage of types of speaking activities were seen in table 4.9.
Table 4.9 The average percentage of types of speaking activities
Teacher 1 Teacher 2
80.9 81.9
Total 162.8
Average (%) 81.4
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The result in table 4.9 showed that the level of fulfillment of When English
Rings a Bell in terms of types of speaking activities was 81.4%. The textbook
categorized as excellent. It meant that types of speaking activities in the textbook
were found easily.
In table 4.7 and table 4.8 also showed that the two English teachers’
responded fairly agree, agree and strongly agree. There were two items that the
teachers fairly agreed. The first item was only few dictations found in the textbook.
The last item was the textbook provide a few activities about reading aloud. The
teachers also agreed toward ten items. The first item was organizational elements
in the textbook. The second item was the textbook provided dialogues. The third
item was the textbook provided warm up activities. The fourth item was the
textbook provides question-answer-display. The fifth item was the textbook
provided drill: repetition, substitution with little meaning attached. The sixth item
was there were group or pair work activities in the textbook. The seventh item was
brainstorming were provided in the textbook. The eight item was structure of
discourse in interactions (including openers, confirmation checkers, pre-closers,
etc.) are provided in the textbook. The ninth item was adjacency pairs included in
presentation and practice materials were provided in the textbook. The last item was
example of preferred sequences were also provided in the textbook. In addition, the
teachers strongly agreed toward the two items. The first item was role-play
demonstration in the textbook and the last was discussion activities are founded in
the textbook.
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Based on the result of the three criteria above, the researcher summed up
the average percentage from each criterion to get the whole level of fulfillment. The
total percentage of the whole criteria were seen in Figure 4.1.
Figure 4.1 Total percentage of the whole criteria
The result in figure 4.1 showed that the percentage of the whole criteria of
speaking activities in the textbook was 83.7%. The result indicates that the textbook
was excellent. It meant that the activities in the textbook was fulfilled the criteria of
speaking activities. In other words, the textbook provided the activities that can help
students to develop their speaking skill.
4.1.2 Result of the Interview
The interview conducted in Wednesday, June 7th, 2017. The two English
teachers were interviewed after they answered the textbook evaluation checklist.
The researcher conducted the interview for 15-20 minutes for each teacher in 7 A
class. The questions of the interview consisted of fifteen questions.
The first question was about how long the teachers be an English teacher.
The first teacher answered that she has been an English teacher since 1993. Then,
the second teacher answered that she has been an English teacher for eighteen years.
In other word, the teachers had a lot of experiences in teaching English. The second
Total (whole criteria) =
= =
87 + 82.6 + 81.4
3
83.66 83.7
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question was about the suitability of the textbook with the teachers’ teaching and
learning objectives. The first teacher answered, “Yes. It supports my teaching
process and it is suitable for the students because it is quite easy.” The second
teacher answered, “Yes. But I also add some material from another book and
internet.” In other word, the textbook was suitable with their teaching and learning
objectives.
The third question was about the teachers’ opinion about the textbook. The
first teacher answered, “I use it every day in my teaching process. And then, the
students can use it for the dialogue with their friends.” Then, the second teacher
answered, “The book is suitable with lesson plan and syllabus. Then it can help
students to develop their creativity and communicate using English.” In other word,
the textbook was helpful for both of the teachers as their guidance and source in the
teaching and learning process. The fourth question was about the activities in the
textbooks enable students to communicate orally using English. The first teacher
answered, “Yes it is possible. Because the students read the dialogue first and then
memorize it in a group. So they can communicate with their friends without using
the book.” Then, the second teacher answered, “Yes. Because I ask the students to
practice in pair.” In other word, the textbook helped the students to communicate
orally using English.
The fifth question was about the activities which helped the students to
acquire their speaking skill (e.g. can speak English fluently, accurately, and
properly) or not. The first teacher answered, “Yes. It is very helpful. Because there
are a lot of dialogue for example Udin, Siti, etc. And then they can do role play.
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After they read the dialogue, we’re helping to check the pronunciation. Then
without using book they practice in front of the class.” The second teacher
answered, “Yes. By using simple expression such as thanking, helping, etc. But I
give them a clue first.” It concluded that the textbook helped the teachers acquire
their speaking skills. The sixth question was about the themes in the textbooks
enable students to communicate orally using English. The first teacher answered,
“Yes. Because the material in the book is real situation.” While the second teacher
answered, “Yes. Because the materials in the book related to the objects in their
environment.” In other word, the materials of the textbook related with the real-life
situation.
The seventh question was about the textbook helps the students to exchange
information using English The first teacher answered, “Yes. They can give
information to other students using English. And it is very effective. I like this new
curriculum because the students more communicative in the classroom.” The
second teachers answered, “Yes. They can give information in English using WH
questions. Before that the students need to know the function of WH questions.” It
concluded that the textbook was helped the students to give information using
English to the other students in front of the class. The eight question was about the
textbook give opportunities for the students to express themselves in English
without using Bahasa. Both of the teachers said it was very helpful. So it can be
concluded that the textbook was very useful for helping the students express
themselves using English. The ninth question was about unpredictability in the
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dialogue was presented in the textbook. Both of the teachers also said yes. And it
can be concluded that the textbook provided unpredictability in several dialogue.
The tenth question was about meaningful drill thar provided by the
textbook. The first teacher answered, “Yes. But it depends on the teacher how to
teach the students.” And the second teachers answered, “From grammar students
can learn and make a simple sentence using vocabularies that they always use.” In
other word, the textbook provided meaningful drill. The eleventh question was
about the materials that helped students to master the skill of turn-taking in
conversation. The first teacher answered that it helped the students to speak with
other. The second teacher answered that it helped students more communicative. In
other word, the textbook helped the students to be communicative speaker.
The twelfth was about the textbook provided reading aloud or not. Both of
the teachers said that there was no reading aloud. It can be concluded that the
textbook did not provide reading aloud. The thirteenth question was about the
evaluation on English textbook. Both of the researcher said yes. In other word, the
teachers did an evaluation on the textbook. The fourteenth question was about the
teachers’ opinion about the grade of the current textbook. The first teacher
answered, “4. I will use this book, but it still needs some improvement. Such as give
the materials about reading aloud.” The second teachers answered, “4. Because
there is a dialogue that did not fits with the theme. For first year students, this book
is good. But I still add some materials from another book that suit with the theme.”
In other word, the textbook was a good source to help students more
communicative. The last question was about the suggestion of the teachers about
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the textbook. The first teacher said, “Add more reading materials to help the
students got the information.” The second teacher said, “Add more materials that
suitable with the theme, because it less materials inside the theme. So I didn’t look
for another materials from another book.” It concluded that the textbook needed
some improvement in the materials.
4.2 Discussion
In this sub-chapters the researcher discussed the findings of this study based
on textbook evaluation checklist and interview.
Based on the objective of the study, this study was conducted to find out the
teachers’ perception towards the communicativeness of the textbook entitled When
English Rings a Bell for the 1st year students of junior high school. The result of the
study for the whole descriptions was 83.7%. The result indicated that the textbook
was excellent. The two English teachers also believed that the textbook was
communicative textbook because it was totally reflect the criteria of the speaking
activities. The criteria were communicative of the activities, effectiveness of the
activities in developing speaking skill, and types of speaking activities in the
textbook.
In addition, both of the English teachers also believed that the activities
which presented by the textbook effectively helped their students to communicate
orally. It also built the students’ confident to express their opinion in the classroom
because the activities related with real life situation. Based on Grant (1989, p. 13-
14), communicative textbook tries to create opportunities for the students to use the
language in the classroom before using it in real life. Cunningsworth (1995, p. 117)
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also states that communicative textbook are textbook that can include interactions
that display some features of real life communication, role plays which set up
realistic situations, and materials focusing on the written language that set up
realistic activities involving reading and writing.
Furthermore, the teachers argued that the types of speaking activities which
helped to improve students’ ability in using English orally were discussion, role
play, and dialogue. All the activities were presented in all chapters of the textbook.
Benabadji (2006, p. 42) states that role-plays is good technique to measure
interaction in foreign language classes. It has become a standard technique to test
interaction in foreign language classroom, and in teacher and management training.
In line with, Ur (1996, p. 132) that states dialogue is a good way to get learners to
practice saying target language without any hesitation and within a wide variety of
context. It meant through dialogue, role play, and discussion students are able to
practice and express their thought orally in the target language.
Regarding to the result of the interview with t