ABSTRACT

Teachers Perception toward EFL Textbook in School Based Curriculum Context:

A case study at A Private Senior High School in Bandung

By
Ignasia Yuyun

Since KTSP or School-Based Curriculum (SBC) gives greater autonomy, school

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

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

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

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 I. INTRODUCTION

1.1. Background of the Study

In this globalization era, decentralization reform has become a new trend in
policy directions, a trend that also occurs in education. Education reform is inevitable as
it happens at a global level, and it does bring significant and direct impacts at the school
level. The Department of education in Indonesia also released a guideline for
implementing decentralization at the school level (School-based management or
curriculum development). School Based Curriculum Development or Kurikulum Tingkat
Satuan Pendidikan is often abbreviated to KTSP in Indonesia. It is a new trend to shift in
responsibility for curriculum decision making to teachers. This shift stems from beliefs
that teachers who are implementing them should make curriculum decisions and that all
should share the decisions that are involved. Those aspects of trend give the school and
its teacher’s greater autonomy in curriculum decision.
Since School-Based Curriculum gives greater autonomy, teachers are free to
choose the relevant materials in classroom. In line with this, in some contexts, teachers
are free to choose their own textbooks. The vast majority of teachers, however, have
textbooks suggested, prescribed, or assigned to them (Garinger, 2001). Textbooks play
a pivotal role in language classrooms in all types of educational institutions - public
schools, colleges, and language schools - all over the world.
Besides, textbooks also play a very crucial role in the realm of language
teaching and learning and are considered the next important factor in the second/foreign
language classroom after the teacher (Riazi: 2003, p. 52). It means that the textbook is
a tool in the hands of the teacher, and the teacher must know not only how to use it, but
also how useful it can be.
Moreover, the textbooks are expected to have relevant materials and type of
activities. It means that the textbooks should be able to help teachers to carry out a
quality language teaching and learning process. Good textbooks are those that facilitate
learning, stimulate natural interactions for communicative purpose and language use. In
fact, “the best materials, if used in the ways intended by their author, can be a useful
professional development tool” (Nunan, 1991: 208).
Due to some facts above, then it is regarded as essential to come up with an idea
to conduct a mini research on teachers’ perception toward SBC, mainly on teacher’s
perception toward the use of EFL textbook in the context of SBC in English Language
Teaching at Secondary schools. This idea principally underlined on some basic reasons.
First, since SBC is ongoing curriculum in Indonesia currently, it is important to
conduct a study on teachers’ perception toward SBC, particularly in senses of the use of
EFL textbook.

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 Second, taking the topic of teachers’ perception toward SBC is due to a
consideration that teachers’ perception and idea should also be taken into account as a
good input to improve curriculum development. This thought is indeed closely related to
the idea of teachers as a doer of this ongoing curriculum.
Third, the choosing of EFL teachers at senior high school as the subject of
investigation is based on an observation indicated that those teachers is a particular
group who practice and work on English teaching learning.
In short, although this issue is not current one but it is still regarded significant to
be investigated more on its senses of the use of EFL textbook, mainly when it is applied
to different schools.

1.2. Purpose of the Study

The main purpose of this study is to explore teachers’ perception toward the use of
textbook in the context of SBC. The identification of the teachers’ perception toward the
use of textbook here then might provide a good input in improving the implementation
on SBC, which is regarded as an ongoing curriculum in Indonesia.

1.3. Research Question

In order to accomplish the objectives of the study, the following research question
is addressed:
1. What are the teachers’ perceptions toward the use of EFL textbook School-Based
Curriculum context?

1.4. Scope and Limitation of the Study

In conducting the research, the scope and limitation are set up in order to specify
the study. The scope of the study is related to the teachers’ perception toward the use of
EFL textbook in SBC context. The respondents of the research are the six EFL teachers
who are teaching in Saint Angela senior high school. The EFL teachers are chosen with a
consideration of their role as doers of the implementation of this ongoing curriculum.
Nevertheless, the limitation of the study emphasizes on the teachers’ perception
toward the use of EFL textbook in SBC context. The idea of the use of EFL textbook in
SBC context is then generated on practical statements to be responded or answered
easily. It is expected that by elaborating the principles into the practical statements, the
precise answer related to the research question can be achieved.

1.5. Significant of the Study

The findings are expected to explore teachers’ perception toward the use of EFL
textbook in SBC context. To be more specific, the findings would likely provide
information about teachers’ perception toward the use of EFL textbook in SBC context.

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1.6. Definition of key terms
a. KTSP or School Based Curriculum (SBC) is an operational curriculum that is
designed and implemented on each educational item. KTSP or SBC is made of the
educational purpose on the level of educational item, structure and content of the
curriculum, educational calendar, and syllabus (BSNP, 2006:5).
b. Perception refers to the recognition and understanding of events, objects, and
stimuli through the use of senses (sight, hearing, touch, etc) (Longman
Dictionary of Applied Linguistics). Likewise, in the Dictionary of Psychology,
perception is defined as “The process of knowing objects and objective events by
means of the senses (Chaplin, 1981:376). In line with Kendra Van Wagner in his
definition that perception is our sensory experience of the world around us and
involves both the recognition of environmental stimuli and actions in response to
these stimuli. In this study, perception refers to teachers’ perception towards the
use of EFL textbook in SBC context.
c. Textbook means a book that contains detailed information about a subject for
people who are studying that subject (Walter, 2008: 1503 in Cambridge
Advanced Learner’s Dictionary. In this study, the textbook refers to Opportunities
Series.
d. EFL is ABBREVIATION FOR English as a Foreign Language: the teaching of English to
students whose first language is not English.

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 II. REVIEW OF THE LITERATURE

2.1. REVIEW OF THE MAIN THEORIES

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

English language instruction has many important components but the essential
constituents for many ESL/EFL classrooms and programs are the textbooks and
instruction materials that are often used by language instructors. As Hutchinson and
Torres (1994) suggest that the textbook is an almost universal element of [English
language] teaching.
Other theorists such as Sheldon (1988) agree with this observation and suggest
that textbooks not only "represent the visible heart of any ELT program" (p.237) but also
offer considerable advantages - for both the student and the teacher - when they are
being used in the ESL/EFL classroom. Haycroft (1998), for example, suggests that one of
the primary advantages of using textbooks is that they are psychologically essential for
students since their progress and achievement can be measured concretely when we use
them.
A second advantage identified by Cunningsworth (1995) is the potential which
textbooks have for serving several additional roles in the ELT curriculum. He argues that
they are an effective resource for self-directed learning, an effective resource for
presentation material, a source of ideas and activities, and a reference source for
students, a syllabus where they reflect pre-determined learning objectives, and support
for less experienced teachers who have yet to gain in confidence.
Finally, Hutchinson and Torres (1994) have pointed out that textbooks may play a
pivotal role in innovation. They suggest that textbooks can support teachers through
potentially disturbing and threatening change processes demonstrate new and/or untried
methodologies, introduce change gradually, and create scaffolding upon which teachers
can build a more creative methodology of their own.

2.1.2. Textbook Evaluation

Whether one believes that textbooks are too inflexible and biased to be used
directly as instructional material or they actually help teaching and learning, there can
be no denying the fact that textbooks still maintain enormous popularity and are most
definitely here to stay. It is important to remember, however, that since the 1970's
there has been a movement to make learners the center of language instruction and it is
probably best to view textbooks as resources in achieving aims and objectives that have
already been set in terms of learner needs. Moreover, they should not necessarily
determine the aims themselves (components of teaching and learning) or become the
aims but they should always be at the service of the teachers and learners (Brown:

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1995). Consequently, we must make every effort to establish and apply a wide variety of
relevant and contextually appropriate criteria for the evaluation of the textbooks that we
use in our language classrooms. We should also ensure "that careful selection is made,
and that the materials selected closely reflect [the needs of the learners and] the aims,
methods, and values of the teaching program." (Cunningsworth, 1995 p.7).
Sheldon (1988) has offered several other reasons for textbook evaluation. He
suggests that a thorough evaluation would provide for a sense of familiarity with a
book's content thus assisting educators in identifying the particular strengths and
weaknesses in textbooks already in use. This would go a long way in ultimately assisting
teachers with making optimum use of a book's strong points and recognizing the
shortcomings of certain exercises, tasks, and entire texts.
One additional reason for textbook evaluation is the fact that it can be very useful
in teacher development and professional growth. Cunningsworth (1995) and Ellis (1997)
suggest that textbook evaluation helps teachers move beyond impressionistic
assessments and it helps them to acquire useful, accurate, systematic, and contextual
insights into the overall nature of textbook material. Textbook evaluation, therefore, can
potentially be a particularly worthwhile means of conducting action research as well as a
form of professional empowerment and improvement.
As mentioned previously, if one accepts the value of textbooks in ELT then it
must surely be with the qualification that they are of an acceptable level of quality,
usefulness, and appropriateness for the context and people with whom they are being
used. Although Sheldon (1988) suggests that no general list of criteria can ever really be
applied to all teaching and learning contexts without considerable modification, most of
these standardized evaluation checklists contain similar components that can be used as
helpful starting points for ELT practitioners in a wide variety of situations. Preeminent
theorists in the field of ELT textbook design and analysis such as Williams (1983),
Sheldon (1988), Brown (1995), Cunningsworth (1995) and Harmer (1996) all agree, for
instance, that evaluation checklists should have some criteria pertaining to the physical
characteristics of textbooks such as layout, organizational, and logistical characteristics.
Other important criteria that should be incorporated are those that assess a textbook's
methodology, aims, and approaches and the degree to which a set of materials is not
only teachable but also fits the needs of the individual teacher's approach as well as the
organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions, grammar, and
skills content that are covered by a particular textbook as well as the relevance of
linguistic items to the prevailing socio-cultural environment. Finally, textbook evaluations
should include criteria that pertain to representation of cultural and gender components
in addition to the extent to which the linguistic items, subjects, content, and topics

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match up to students' personalities, backgrounds, needs, and interests as well as those
of the teacher and/or institution.

2.1.3. Perception in language learning

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

of knowledge-gathering process that defines our view of the world (Sekuler and Blake:
1994, p.9).
In addition, Sperling (in Fransiska, 2000) says that there are several elements of
perception, such as:
1. Personal feelings, attitude drives, and goals that are any mental fact, emotional,
strong desire or attitudes can be seen to have an influence on a personal
response because those are different for everybody.
2. The sensory nature of the stimulus is a perception based on the stimulus of the
sensory because there is a comparison, nearness, connection, and closure of
something.
3. The background or setting of the stimulus related to the fact that we do not
perceive as remote elements.
4. Learning experience teachers have is the teachers’ opinion about what they have
received and what the teachers want to do with the object they learn.
In line with the definition above, we may conclude that perception involves
activities of sensing, interpreting, and giving the value towards physical objects or social
phenomenon. Much evidence points to the conclusion that early experience, learning,
emotion and motivation are important in defining what and how we perceive. Thus, it
reasonable to argue that during the perception process, human being put his attention to
the stimuli to acquire knowledge.
Teacher’s perception of SBC or KTSP is also influenced by previous curriculum
experience as the stimuli in process of organizing and interpreting of information in the
perception of SBC. In spite of the perception about curriculum held by teachers, there
are some evidences the policy toward devolution of responsibility to schools provide
scope for increased participation of these teachers in school level curriculum decision.
In other words, someone has gone through a learning situation first then one can
have an experience or knowledge and judgment so that he or she can express the
perception towards something. Then the last result is thinking. Thinking is engaging
what someone is perceived in a form of problem solving. One might be able to solve one
problem since he or she got knowledge.
In relation to the use of textbook, investigating teacher’s perception toward EFL
textbook is intended to enhance the quality of analysis. This study attempts to explore
the use of an EFL textbook in the context of SBC.

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2.1.4. School-Based Curriculum (KTSP)

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

Pendidikan (KTSP) is the development of competence-based curriculum. KTSP was
launched in 2006 by BSNP (Badan Standar Nasional Pendidikan) as a national curriculum
institution in Indonesia. The 2006 Curriculum ‘KTSP’, as the name suggest is developed
by schools a unit of education. It refers to national standards of education, which is
concerned with among other standard of content and the graduate’s competence as
stated in the Regulation of Minister of National Education number 22 and 23, 2006.
School’s curriculum should be in line with the standard of content and competence
operationally, and guidelines of standard development arranged by BSNP with the
following principles. It is centralized to the potency, progress and the needs of the
learners and their environment, diversity and integrity, anticipating the development of
science, technology and arts, relevant with the need of life, holistic and continuity,
lifelong learning, being balance of national and local importance.
Principally, KTSP or School-Based Curriculum (SBC) is an operational curriculum
that is designed and implemented on each educational item. KTSP or SBC is made of the
educational purpose on the level of educational item, structure and content of the
curriculum, educational calendar, and syllabus (BSNP, 2006:5). It means that school and
teacher authority decide the success of educational aim in the school level. On other
words, teacher have duties on: (1) construct and formulate the proper aim, (2) choose
and construct the right lesson material according to the needs, interest and children
development phase, (3) choose the method and teaching media that is varied, (4) and
construct the program and the right evaluation. A curriculum is made systematically and
detail, which will ease the teacher on its implementation. In that case, the school has the
authority to develop the curriculum according to the capability and needs.
In relation to the use of textbooks, some teachers and educational practitioners
seem to put textbooks as their curriculum. Posner (1992) states that textbook is one of
the concepts of curriculum. However, as stated previously, SBC expects teachers choose
and construct the right lesson material according to the needs, interest and children
development phase. Therefore, it will change the teachers’ perception toward the use of
EFL textbook in the context of SBC.

2.2. REVIEW OF PREVIOUS STUDY

According to Richards (1998), many textbooks used in the classroom embody the
curriculum themselves. They reflect the objectives of the language programme, the kind
of syllabus used, the skills being taught and the methodologies espoused, and might be
seen to function as a ‘mediating object’ between the teacher and learner (Little John and
Windeatt, quoted in Johnson 1989: 155). For teachers, they offer a framework of guidance

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and orientation (Hutchinson and Torres 1994). For learners, they are perhaps the most
important source of language input apart from contact with
the teacher. They can help to scaffold teaching and learning by providing ‘guidance and
negotiating points’ (Crawford 1995: 31) and so exert considerable influence on the
interaction between teacher and learner.
At the same time, Brophy’s (1982) research, which examined how teachers teach
using textbooks in elementary schools in the United States, discovered that elementary
school teachers did not teach strictly by their textbooks. Instead they adapted particular
curriculum to the needs of their students. In particular, experienced teachers, who are
comfortable in their knowledge of the subject matter may feel confident in treating
textbooks ‘merely as collections of topics from which to pick and choose’ (1982: 11). Such
expertise will not be available to the less experienced teachers who may then depend
heavily on the textbook for guidance.
In the English as a Second Language (ESL) context in Hong Kong, Richards and
Mahoney (1996) have explored teachers’ beliefs and practices in the use of textbooks with
a survey of ESL teachers in secondary schools. Although their findings show that there was
a high rate of text-book use as teachers believed that textbooks could help them to teach
English efficiently, Richards and Mahoney found that none of the teachers observed taught
exclusively from the textbook, and none devoted the entire lesson to material from one
textbook. More importantly, Richards and Mahoney thought that teachers were looking at
textbooks critically and maintaining a reasonable independence from them, and they claim
that the decisions teachers made before and during classroom teaching involved a high
level of cognitive skills.

2.3. SYNTHESIS
The use of the main theories and some related studies here is selected with a
high consideration due to similar concern on the issue being investigated on this study.
The concept of the role of textbook in EFL/ESL classroom and textbook evaluation are
also essential to identify and explain the findings on teachers’ perception toward EFL
textbook in School-Based Curriculum context. In addition, the concept of teacher’s
perception and School-Based Curriculum are indeed required as the salient idea in
conducting this study.
Furthermore, the use of the previous studies has each significant contribution to
this study. First, Brophy’s research on using textbooks in elementary schools gives some
ideas that teachers adapted particular curriculum to the needs of their students when using
the textbooks. Second, Richards and Mahoney have explored teachers’ beliefs and
practices in the use of textbooks with a survey of ESL teachers in secondary schools. Their
findings show that there was a high rate of textbook use as teachers believed that

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textbooks could help them to teach English efficiently. This research also gives essential
idea of the role of EFL textbook.

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 III. METHODOLOGY

This section is intended to describe the ways of collecting and analyzing the data.
The discussion of the third section is divided into three parts. They are the research
design, data collection and data analysis.

3.1. Research Design

The aim of the study is to explore teachers’ perception toward the use of textbook
in the context of SBC. Therefore, a questionnaire survey was conducted to answer the
research question. Here, the questionnaire consists of 30 items that were intended to
answer the research question toward teacher’s perception toward the use of EFL
textbook in School Based Curriculum context. As a result, a descriptive qualitative
approach is used to interpret the findings in a descriptive way, based on the quantitative
data from the questionnaire.

3.2. Data Collection

The data collection consists of the explanation towards the subjects,
instrumentations and procedures of collecting the data.

3.2.1. Subjects

The subjects of this research are six EFL teachers who are teaching at Saint Angela
Senior High School in Bandung. These six EFL teachers here become the source of the
data on the study. In fact, the choosing of those subjects is based on a consideration
that their role as the doers of the implementation of this ongoing curriculum.

3.2.2. Source of data and Data

The source of data of this study is six EFL teachers who are implementing School
Based Curriculum. Furthermore, the data is that the teachers’ responses toward the use
of EFL textbook in School Based Curriculum context.

3.2.3. The Instruments

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

conducted for the aim of reaching the data related to teacher perception toward the use
of EFL textbook in School Based Curriculum context (See Appendix 1).

3.2.4. Procedures of collecting data

In order to collect the data, six questionnaires were distributed to six EFL
teachers in Saint Angela Senior High School Bandung. The teachers as the respondents
of the study were asked to answer all the questions related to the topic based on their
own opinion. After accomplishing the process of filling out the questionnaires, all the

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

3.3. Methods of data analysis

To analyze the data got from questionnaire, the Likert scale (strongly disagree,
disagree, not sure, agree, strongly agree ) proposed by Riduwan (2007) will be used.
The first step done on data analysis was all answers of all items on the
questionnaire checked and recapitulated based on the teacher’s responses. The next
step is calculating the score of each scale on each item by multiplying the teacher’s
responses and its scale. If the scores of each scale have been got, then those scores
were summed up to get the total score of that item. Since the highest score is 5 and
the lowest score is 1, thus the determination of the highest score of an item was
derived from multiplication of the total respondents and the highest scale of that
particular item. Then, the percentage of that item could be achieved by dividing the
total score to the highest score, which then was multiplied to 100. The item
percentage was then interpreted based on the criteria of scores interpretation below
to identify the significances of that particular item based on teachers’ perception
toward the use of EFL textbook in School Based Curriculum context. Then, the data
were classified into some components to answering the research question.

Table I
Criteria of scores interpretation
Very 0-20%
insignificant
Insignificant 21%-40%
Enough 41%-60%
Significant 61%-80%
Very significant 81%-100%

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 IV. FINDINGS AND ANALYSIS

4.1. Data Analysis

In this section, all data collected from the questionnaires were put into the table. The
data on the table were arranged based on the responses for the thirty items. Further, after
accomplished step by step calculations, the percentage of each item was then interpreted
based on the criteria of scores interpretation proposed by Riduwan (2007). The scores
interpretation has a comprehension ranger of scores, as follows: item percentage of 0-20%
is interpreted very insignificant, 21-40% is significant, 41-60% is sufficient/enough, 61-
80% is interpreted significant, and 82-100% as very significant. This interpretation was
intended to identify the significance of that particular item based on teachers’ perception
toward the use of EFL textbook in School Based Curriculum context for answering the
research questions.

4.1.1. Findings and Discussion

Table II
Results of Descriptive Statistics
No Items N Percentage
Teachers’ perception toward KTSP
1. KTSP give autonomy for schools. 6 100 %
2. KTSP expects teachers to be more creative and active. 6 100 %
3. KTSP expects teachers to cooperate in developing curriculum. 6 97 %

4. KTSP gives a broader autonomy in developing teaching learning 6 100 %

activities in the classroom.
5. Teachers find difficulty in looking for material sources other 6 37 %
than textbook.
The role of EFL textbook
6. The textbook is used as a day-to-day guide. 6 43 %
7. The textbook helps teachers to teach English efficiently. 6 83 %
8. The textbook is used as collections of topics from which to 6 80 %

pick and choose.

9. The textbook plays important roles in the ELT curriculum. 6 87 %
10. The textbook is an effective resource for presentation 6 80 %

material because it is a source of ideas and activities.

Teachers’ perception toward EFL textbook
11. Teachers should look at textbooks critically and 6 97 %

maintaining a reasonable independence from them.

12. Teachers take the entire lesson to material from textbook. 6 40 %
13. Teachers teach exclusively from the textbook. 6 43 %
14. Teachers really rely on the textbook when teaching. 6 33 %
15. Teachers use the textbook as the only source for teaching 6 27 %
material.
Evaluation on EFL textbook
16. The textbook is attractive. 6 80 %
17. The price of the textbook is reasonable. 6 80 %
18. The textbook is accessible. 6 80 %
19. The textbook is a recent publication. 6 100 %

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20. The textbook is accompanied by an audio cassette. 6 100 %
21. The textbook is accompanied by Teacher’s Guide. 6 100 %
22. The layout and design is appropriate and clear. 6 87 %
23. The textbook is organized effectively. 6 87 %
24. The material objectives are apparently. 6 83 %
25. The approach recommended in the textbook is appropriate to 6 83 %
current-learning context.
26. The textbook provides adequate activities and exercises. 6 80 %
27. The materials provide an appropriate balance of the four 6 100 %
language skills.
28. The subjects and contents are relevant to learners’ need. 6 77 %
29. The subjects and contents are appropriate to the current 6 83 %
curriculum.
30. The textbook cover genres recommended by the current 6 83 %
curriculum.

The result of descriptive statistics from the questionnaire indicates that all
thirty items are taken into account among the range of insignificant to the very
significant teacher’s perception toward KTSP and EFL textbook in the context of
SBC. From all data, there are four items statement (no. 5, 12, 14, 15) that
considered insignificant with the range 21%-40%. Further, there are two items
statements (no. 6, 13) having the portion of sufficient between 41%-60%. In
addition, seven items statement on numbers 8, 10, 16, 17, 18, 26 and 28 with the
range between 61%-80% are indeed considered by the respondents as significant in
the scope of the role, perception, and the evaluation toward EFL textbook. Finally,
having the biggest percentages of the total result between 81%-100%, seventeen
items statement are then considered very significant, especially in perception
toward KTSP or SBC and EFL textbook in the context of SBC.
Based on the findings above, it is clearly shown that teachers gave vary
perceptions toward all items contribute to EFL textbook in SBC context. However,
among all thirty items provided, the seventeen items had the highest score between
81%-100% as very significant perceptions toward EFL textbook in SBC context.
These eighteen items covers some perceptions toward KTSP or SBC itself, the role
of EFL textbook in classroom, EFL textbook in the context of SBC, and the
evaluation on EFL textbook used in classroom.

4.1.2. Interpretation of the Findings

Regarding to teachers perceptions toward KTSP or SBC, most teachers

agreed that SBC gives autonomy for schools, expects teachers to be more creative and
active, expects teachers to cooperate in developing curriculum and also gives a broader
autonomy in developing teaching learning activities in the classroom. Here, teachers did
not find difficulty in looking for material sources other than textbook.
Concerning with the role of EFL textbook, some teachers considered significantly

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that EFL textbooks is used as collections of topics from which to pick and choose and as an
effective resource for presentation material because it is a source of ideas and activities.
Besides, some of them considered that EFL textbooks helps teachers to teach English
efficiently and plays important roles in the ELT curriculum. Sufficiently, teachers thought
that EFL textbooks can be used as a day-to-day guide.
Further, in the terms of teachers’ perception toward EFL textbook in SBC context,
most teachers significantly agreed that they should look at textbooks critically and
maintaining a reasonable independence from them. In this case, none of the teachers
observed taught exclusively from the textbook, and none devoted the entire lesson to
material from one textbook. It is because most teachers did not use the textbook as the
only source for teaching material. Teachers freely look for materials from other sources
such as internet, other textbooks, magazines, newspapers, etc. They try to develop the
materials as creatively as possible in order to make students interested in teaching
learning activities.
Finally, related to the textbook evaluation, most teachers had good perception
towards the textbook used in the classroom. They considered that the used textbook is
attractive, reasonable price, accessible, in recent publication, accompanied by an audio
cassette and by Teacher’s Guide, organized effectively and provides adequate activities
and exercises. Besides, the layout and design is appropriate and clear, the material
objectives are apparently and provide an appropriate balance of the four language skills.
Further, the approach recommended in the textbook is appropriate to current-learning
context because the subjects and contents are relevant to learners’ need and
appropriate to the current curriculum. More importantly, the textbook cover genres
recommended by the current curriculum.

V. CONCLUSION

There are some conclusions that can be generated after all discussion on the
previous chapters. Firstly, it is assumed that six EFL teachers in Saint Angela Senior
High School, shows positive perception toward KTSP or SBC particularly on the EFL
textbook. This perception implied from their opinion about positive sides of KTSP or SBC
as ongoing curriculum. Most teachers perceive that SBC tends to their role in more
active in developing materials.
The second is that the role of EFL textbook in the context of SBC is just
supportive in developing teaching materials. In this case, none of the teachers observed
taught exclusively from the textbook, and none devoted the entire lesson to material

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from one textbook. More importantly, teachers were looking at textbooks critically and
maintaining a reasonable independence from them. The study recommends that teachers
are expected to be more creative in developing teaching material. They do not badly rely
on the textbook used in the classroom.

BIBLIOGRAPHY

(BSNP), B. S. (2006). Panduan Penyusunan KTSP. Jakarta: BSNP.

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