-
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
-
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
-
ii
-
iii
-
iv
-
v
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
-
vi
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
-
vii
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.
-
viii
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.
-
ix
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
-
x
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
-
xi
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
-
xii
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
-
xiii
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
-
1
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,
-
2
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
-
3
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
-
4
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.
-
5
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.
-
6
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.
-
7
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.
-
8
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
-
9
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.
-
10
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.
-
11
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
-
12
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.
-
13
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
-
14
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.
-
15
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.
-
16
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
-
17
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
-
18
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
-
19
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.
-
20
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
-
21
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.
-
22
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.
-
23
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
-
24
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.
-
25
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.
-
26
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
-
27
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%
-
28
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
-
29
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.
-
30
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
-
31
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
-
32
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
-
33
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.
-
34
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.
-
35
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
-
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
-
37
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.
-
38
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
-
39
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.
-
40
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
-
41
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
-
42
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)
-
43
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