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

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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

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.

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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.

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

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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