THE TEACHERS’ USE OF ENGLISH TEXTBOOKS AT A MADRASAH ALIYAH IN CONJUNCTION WITH THE SCHOOL VISION AND MISSIONS :A Case study at a Madrasah Aliyah in Pangkalpinang-Bangka.

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CHAPTER II ………..……….. 9

REVIEW OF RELATED LITERATURE ……….…… 9

2.1 The Nature of the Textbooks ………..….. 9

2.2 The Role of the Textbooks ………. 11

2.2.1 The Role of the Textbooks in Instruction ……….… 11

2.2.2 The Advantages and he Disadvantages of Using Textbooks ………...… 12

2.3 The Textbooks Selection ……….... 16

2.3.1 The Material Content of a Textbooks ………. 20

2.3.2 The Islamic Textbooks ……… 22

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2.5 The Effect of Vision and Missions on Selecting Textbooks and Teaching

Implementation ………. 24

2.5.1 The Effect of the School Vision and Missions on Selecting Textbooks ………...… 24

2.5.2 Good Teaching Implementation ………... 25

2.6 The Role of Vision and Missions at School ………... 27

2.7 The Islamic School Vision and Missions ……….….. 29

2.8 The Previous Researches on Textbooks Use ……….. 30

CHAPTER III ………..……….………….. 33

RESEARCH METHODOLOGY ……….… 33

3.1 The Research Design ………..……… 33

3.2 The Research Site ………...……… 34

3.3 The Research Participants ………... 34

3.4 The Data Collection Techniques ……… 35

3.4.1 The Questionnaire……….… 35

3.4.2 The Interview ………... 36

3.4.3 The Observation ………..…. 38

3.5 The Data Analysis ……….. 39

3.6 The Concluding Remarks ………... 41

CHAPTER IV …………...……….. 42

DATA ANALYSIS AND DISCUSSIONS …………...……….. 42

4.1 Data Presentation ………..……….. 42

4.2 The Teachers’ understanding on school vision and missions and its affect on their teaching ……….... 43

4.2.1 The Questionnaire Data ……… 43

4.2.2 The Interview Data ………...… 49

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4.3.1 The Questionnaire Data ……… 54

4.3.2 The Interview Data ………….……….. 57

4.3.3 The Observation Data …...……… 61

4.4 The way the teachers select the textbooks and the teaching implementation 63 4.4.1 The Questionnaire Data ………..………. 63

4.4.2 The Interview Data ……….………. 67

4.4.3 The Observation Data ………..………… 75

CHAPTER V ……….………. 78

CONCLUSSIONS AND SUGGESTIONS ………..……… 78

5.1 The Research Findings ………..………. 78

5.2 The Conclusions ………..…………...……… 81

5.3 The Suggestions ……….……….82

5.4 The Recommendations ………... 84

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iv LIST OF FIGUR

Figure 1. Option for Textbooks Used (Harmer, 2001) …….………. 19

LIST OF TABLES Table 1. Vision and Missions of MAN Pangkalpinang and a Public School …... 3

Table 2. Six elements of Strategic Plan, Richard (2001) ………...………….…. 29

Table 3. Schedule of Questionnaire …………...………..… 36

Table 4. Schedule of Interview ………...……….…… 37

Table 5. Schedule of Observation …...……….…… 39

Table 6. Statements of Questionnaire of the First Research Question ...……….. 44

Table 7. Statements of Questionnaire of the Second Research Question …….... 55

Table 8. Statements of Questionnaire of the Third Research Question ……....…64

Table 9. TEXTOR (Horsley & Laws, 1990) ………...…………... 76

LIST OF APPENDICES Appendix 1. Questionnaire ………...……… 92

Appendix 2. Questionnaire Answer ………...………..… 96

Appendix 3. Guiding Question for Interview ………...….……. 108

Appendix 4. Interview of Teacher #A ………...………. 109

Appendix 5. TEXTOR of the Observation ……...……….………. 118

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1 CHAPTER 1

INTRODUCTION

This section presents the introductory part of this thesis. This chapter will

discuss the background of the study which covers the idea to conduct this study;

the research questions as a guidance of this study; the purposes of the study which

are related to the research questions; the significance of the study which may

contribute to provide significant information; the clarification of terms which

consists of terms used in this study that may create misunderstanding when they

are used in other contexts; and the thesis organization which covers the contents

of each chapter in this thesis.

1.1 Background of the Study

In nowadays era of education, teachers are faced with new academic and

tough pedagogical challenge (Fakir and Kumari, 2007). In order to prepare

students, they add, teachers must teach more challenging and extensive subject

areas, develop different instructional strategies and reach a wider range of

students with varied background. Therefore, curriculum reforms need to take

place in such a way that gaps between the curricular framework and the textbooks

are bridged and the needs of learners from such diverse backgrounds are reflected

in the curricula and textbooks.

In the recent years, there have been a lot of debates about the language

teaching profession on the actual role of textbooks in teaching English as a second

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2 limitations of materials for guiding students through learning process and

curriculum as well as the needs and preferences of teachers who are using

textbooks. The potential use of textbooks are proposed by some theorists like

Hutchinson and Torres (1994) who suggest that the textbook is a universal

element and no teaching-learning situation until it has its relevant textbooks.

Sheldon (1988) suggests that the textbook does not only represent the visible heart

of any English language program but it also offers considerable advantages for the

teacher and the student in the classroom. Another potential of the textbooks is

identified by Cunningsworth (1995) saying that the textbooks have for serving

potential roles in the ELT curriculum.

There are also some theorists who point out the limitation of the textbooks,

one of whom is Allwright (1982) who suggests that textbooks are too flexible and

they generally reflect the pedagogic, psychological, and linguistic preference and

bias of their authors. More theorists have criticized the textbooks for their inherent

social and cultural bias, like Carrel and Korwitz (1994), Florent and walter (1989),

and Clarke and Clarke (1990).

Based on the researcher’s experiences and informal observation toward the

teachers’ use of the English textbooks at Madrasah Aliyah, it is known that all of

the teachers used more than one textbook. They used the textbooks as a main

source of instruction. It means that the availability of textbooks is a significant

factor to predict academic achievement (Heyneman et al (1978) cited in Oakes &

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3 English teachers, it is also known that the textbooks they use are the same as those

used by the public school teachers.

If we pay attention to the Madrasah Aliyah and the Public Schools in term

of their vision and missions, I find that they are different in term of Islamic values.

The public schools’ vision and missions are referring to the achievement of the

science and knowledge while the Madrasah Aliyah vision and missions are

referring not only the achievement of science and knowledge but also to the

Islamic moral values of the students as can be seen in the following table.

School Vision Missions

Madrasah Aliyah Islamic High School

students who have good “taqwa” (who submitted to God), good achievement, and good cultural etiquette.

Conducting education oriented to the good quality of graduations in science and good moral and decent social life, so that, the Islamic school is qualified to prepare and develop the high quality of human resources in term of science and religion.

Public School We inspire every student to

learn, to think, to care and to achieve.

It is our mission to provide the best opportunity for students to develop their potential to the full, to acquire knowledge, and to adopt a positive attitude towards work, life and their community in accordance with our school motto - LOVE, WISDOM &

VIGOUR.

Table 1. Vision and Missions of MAN Pangkalpinang and a Public School

Based on the vision and missions of Madrasah Aliyah above, it is obvious

that the Islamic moral values play an important role in the attempt to reach the

educational goals at Madrasah Aliyah or Islamic high school. The study of the

Islamic moral values can be found in the Islamic-oriented textbooks which are

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4 things bring about a consequence that Moslems are expected to be able to master

the skill to convey messages which will be beneficial for them and for the

speakers of the language they learn.

In relevance to the issue above, there had actually been Islamic textbooks

provided for the Islamic schools issued by the Ministry of Religious Affairs.

They were in the form of modules comprising of 15 modules. Those modules

covered four language skills and they also covered fundamental principles of

obligation in relation with the Moslems’ faith. The modules were issued as a

reflection of the Development of Madrasyah Aliyah Project (DMAP) in 2003.

Based on the informal observation of the researcher, it is found that the

English teachers of Madrasah Aliyah do not use the Islamic oriented textbooks in

teaching practice. Those textbooks meet with the school vision and missions

because they are containing the Islamic terms, norms, and Islamic moral values.

Unfortunately, the Madrasah Aliyah English teachers select the textbooks as the

public schools teachers used.

The phenomenon above shows that the textbooks used in Madrasah Aliyah

does not meet with the vision and missions of the school itself. Due to these

discrepancies, the need to investigate that phenomenon is unavoidable fact.

Therefore, in this study, the researcher need to explore the teacher’s views of

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5 1.2 The Research Questions

This study is guided by three research questions, they are:

(1) How does teachers’ understanding on the school vision and missions

affect their teaching practices?

(2) What is the teachers’ opinion on the relevance of the textbooks on the

school vision and missions?

(3) How do the teachers select the textbooks and implement them in

teaching practices?

1.3 The Purposes of the study

The purposes of this study are:

(1) to identify the teachers’ understandings on the school vision and mission

affect their teaching.

(2) to identify the relevance of the textbooks on the school vision and

missions.

(3) to investigate the way Islamic English teachers select the textbooks and the

way they implement the textbooks in teaching practices.

1.4 The Significance of the Study

In general, this study may contribute to provide significant information

about the use of English textbooks. This study may also contribute the teachers’

underlying concepts about the teaching, learning, material content and particularly

about textbooks themselves in relation to facilitate the achievement on the school

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6 areal representation of how the teachers use the textbooks in real context

classroom at Madrasah Aliyah. The result of study is very helpful as a feedback

for the Madrasah Aliyah teachers in choosing the textbooks to be used. It also will

reveal the new findings regarding how other teachers may do, add, enrich,

improve, or perform their competence before and during the lesson.

For the Ministry of Religious Affairs of the Basic and Middle Education,

the result of this study may provide some valuable input. They may state their

own learning objectives, competence standard especially for the Madrasah Aliyah

with their indicators and conducts on their own national examination. This

department also needs to provide some textbooks that contain Islamic terms,

norms, and moral values which can be used by the Islamic English teachers, so

that, they will select some appropriate textbooks and other teaching materials for

their teaching in relevance to the schools’ vision and missions.

For the author and book designer this research could provide a feedback

on how should the materials content be in their textbooks when it is prepared for

the Madrasah Aliyah. The information will be very beneficial for the authors of

the textbooks, especially for designing next textbooks.

For the Ministry of National Education, they should give more chance to

the Ministry of Religious Affairs to arrange their own curriculum for the

implementation at Madrasah Aliyah.

For the other researchers, the result of this study may provide some

informative input to conduct another investigation in the same field but with a

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7 1.5 The Clarification of Terms

Vision; Vision is a long term of specific objective that is going to be achieved in the future. According to Klinghammer (1997) in Richard (2001),

vision is a statement of where a program is going in the long term and what its

members hope to accomplish. Similar with Klinghammer (1997) and Richard

(2001), Gottlieb (2007) states that vision is a statement of what is potential, the

picture of the future you want to make, the critical question for a Community

Benefit organization. He adds that a vision statement outlines what the one or

organization wants to be concentrated on the future.

Mission; Based on Oxford Advanced Leaner’s Dictionary that mission is a particular aim or duty that one to fulfill more than anything else or a particular

task done by a person or a group. According to Klinghammer (1997) in Richard

(2001), mission is explanation of the institution’ vision in term of detailed goals

that it seeks to achieve, it is usually within a particular time period. Mission

statement will turn our vision into practice (Gottlieb, 2007).

School Vision and Missions; The school vision and missions are the vision and missions stated at schools. They direct the schools of what are to be

done and what are to be achieved (Peterson, 1995) and they construct the school

improvement (Caldwell; 1998, Mayronwetz and Weistein; 1999).

Islamic Values; it is the Islamic belief toward the value of Islam. Islamic values have effects on moral judgment, Maqsud (1997) in Jaafar and friends

(2004). Islamic values can be divided in three groups, they are; necessities,

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8 Madrasah Aliyah; a school under the management or organization of Ministry of Religious Affairs as a central or top management and of the

Department of Basic and Secondary Education which is directly responsible and

that controls on it. According to Moulton (2008), Madrasah is a school designed

for young Muslem with a religious foundation on Qur’anic recitation and Islamic

values.

1.6 Thesis Organization

This thesis consists of five chapters. Chapter one is the introduction to this

study. It covers the background of this study, the research questions, the

significance of this study, the purposes of this study, and the clarification of terms.

Chapter two reviews the theoretical foundation for this study which covers

discussion on the vision and missions, the role of the school vision and missions,

the Islamic school vision and missions, the textbooks selection, good textbooks,

the effect of the vision and missions in selecting textbooks, and the previous study

in textbooks use.

Chapter three elaborates the research methodology. It covers the research

design, the research site, the research participant, the data collection, and the data

analysis. Chapter four presents the data presentation and discussions of the

research. Chapter five draws the conclusions and suggestions of the study. It also

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CHAPTER III

RESEARCH METHODHOLOGY

This chapter will discuss the methodological aspects of the study. Four

main aspects of the research will be discussed: first, research design; second,

research participant; third, data collection techniques; and fourth, data analysis.

This study makes use of a qualitative design by employing a case study. Three

instruments of data collection method, questionnaire, interview, and observation

were used to collect the data and information to answer the research questions.

3.1 The Research Design

In relation to the nature, the purposes and research questions above, this

study employed a qualitative research design, implementing some characteristics

of a case study. The case study had been chosen for several reasons. First, this

study was carried out in “a single case” (Kvale, 1996), that is, the teachers’ use of

textbooks at a Madrasah Aliyah related to the school vision and missions. Then,

this study employed the multiple sources of evidence-converging from the same

set of issues, which constituted the important aspect of a case study (Yin, 2003:

85) and the multiple data collections intending to expand the construct validity of

the study (Merriam, 1998).

This research was conducted qualitatively as its problems or questions are

possibly answered in a qualitative way of study. This was because the topic dealt

with human problem as a social phenomenon. It was said that qualitative research

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so, the qualitative researchers use the interpretive and naturalistic methods. A

qualitative study aimed at understanding, or interpreting, the meanings people

bring to the phenomenon under study (Maxwell, 1996). Qualitative methods were

selected for use in this study because the researcher was interested in discovering

and describing the English teachers’ use of textbooks at a Madrasah Aliyah

related to the Islamic school vision and missions.

3.2 The Research Site

The research was conducted at a Madrasah Aliyah in

Pangkalpinang-Bangka. The reasons for choosing this school as a place of research were that of

its practicality and accessibility (Kvale: 1996). The researcher has known well the

condition of the school because he has taught there since 2003. In addition, it was

relatively easy to conduct the research because the researcher did not find any

difficulties in getting permission from the headmaster on getting the data needed.

3.3 The Research Participants

The participants of this study were the English teachers of a Madrasah

Aliyah in Pangkalpinang-Bangka. They were recommended to participate in the

study by the headmaster of the selected school. They were willing to participate in

this research and to have their class observed. All of the three teachers graduated

from strata 1 of English department from different university. They have

experienced in teaching English for five to fourteen years. Those teachers taught

in grade X, XI, and XII. In this study, they were coded as Teacher A and Teacher

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3.4 The Data Collection Techniques

In conducting this research, the researcher applied three instruments for

collecting data, they were; questionnaire, interview and observation (Alwasilah,

2003). Since the qualitative research is descriptive and typically nonnumeric

(Bogdan & Biklen, 1992), therefore, the data were collected by using

questionnaire, interview, and observation to have valid data taken by the

techniques.

3.4.1 The Questionnaire

Questionnaire is one way of getting information which is widely used by

many researchers. According to McMillan & Schumacher (2001) questionnaire is

relatively economical which has the same question for all subjects and can ensure

anonymity. Questionnaire is used to learn about the distribution of characteristics,

attitude, or beliefs. Wiseman (1990) says that in using questionnaire, the

researchers rely totally on the honesty and accuracy of participants’ responses.

The questionnaire was distributed first prior to the other data collecting

techniques because it was used to get general views related to the research

questions. Then, it was used to construct the interview questions to get clear and

deep answers.

The collecting data using questionnaire was conducted in the middle of

February 2009. The three respondents were asked to response to the questionnaire.

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to the first research question, 15 items referring to the second research question,

and 15 items refer to the third research questions.

No Date Teachers/Respondents Note Item Numbers

1. 16 February 2009

A Teacher of

grade one class

30 items;

15 refer to the first research question, 15 refer to the second research question, and 15 refer to the third research question 2. 16 February

2009

B Teacher of

grade two class 3. 16February

2009

C Teacher of

grade three class

Table 3. Schedule of Questionnaire

The questionnaire was used to get the general data of the respondents’ view

referring to the research questions. They were asked to response to the statements

by putting mark of categories; 1: Strongly Agree, 2: Agree, 3: Undecided, 4:

Disagree, 5: Strongly Disagree. The questionnaire items and the teachers’

response toward the questions can be seen in the Appendix 1 and 2.

3.4.2 The Interview

Interview is a conversation between researcher and the participants to

confirm the questions. Merriam (1988:71) said that it is a conversation with a

purpose that one gives information to another. In this case, the answers given by

the interviewee are the information needed by the researcher as the information

data. Moreover, interview was also used to get the additional information related

to the issue. As it is claimed by Maxwell (1996:76) that interviewing can provide

additional information that was missing in observation and to get deeper clearer

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ended interviews were applied in getting the interview data.

Open-ended interviews always require qualitative analysis techniques (Fale, 1996).

Some questions were offered to the participants to get the deeper answers from the

questionnaire data. To avoid the crowd and to keep the quality of the answers, the

interviews were conducted in school library and language laboratory during the

school time break when the interviewees have no schedule to teach.

The interview was conducted at the end of February 2009. Three participants

were interviewed. The researcher interviewed the participants one by one in a

different time. This was to avoid the same-copied statement among the

participants and to keep the independent answers given. The schedule of the

interview can be seen in the following table.

No Date Respondent Position Place of Interview

1. 23 February 2009 A Teacher School Library

2. 24 February 2009 B Teacher Language Laboratory

3. 24 February 2009 C Teacher Language Laboratory

Table 4. Schedule of Interview

The interview was conducted individually and informally in a library and

in a language laboratory of the Madrasah Aliyah. The places were chosen to keep

the clarity of the recorded interview and to get maximal information from the

interviewees. It questioned things related to the three research questions (see

Appendix 3). All of the answers given by the respondents were tape recorded. It

was conducted to get the clarification of the data from the questionnaire. The

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3.4.3 The Observation

The observation was done in the classroom in order to obtain the authentic

data on the actual activities to observe the teaching materials used whether by the

teachers or the students by making some notes. To make it easy the researcher

used a field note using TEXTOR of a certain statements toward the items being

observed. The TEXTOR is the instant category analysis to examine textbook use

in teaching and learning process in classroom implementation proposed by

Horsley & Laws (1990). As it is stated by Marshall and Rossman (2006), that

observation can range from a highly structure and detail notation of structured by

filing note to a more holistic description of events and behavior.

The role of the researcher in the observation was as a non-participant

observer as the researcher was not involved in designing the class activities and

the material to use.

The researcher sat in the classroom by observing the relevance of the

textbook used, the teachers’ activities in selecting the textbook used and the way

they implement them in the teaching learning process related to the school vision

and missions by taking some notes of some important contextual feature that

might not be found in the questionnaire and the interview. As Maxwell (1996:76)

says that observation often enables the researcher to draw references about

someone’s meaning and perspective that the researcher couldn’t get in the

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The observations were conducted six times in the classroom by observing

three different grade classes (twice for each class). The observations were done on

March 2009. The table of the observations schedule can be seen bellow.

No Date Respondent/Teacher Class Note

1. 2 March 2009 A X.1. 1st

2. 3 March 2009 B XI.IPS 1 1st

3. 4 March 2009 C XI. IPA 1 1st

4. 9 March 2009 A X.1. 2nd

5. 10 March 2009 B XI. IPS 1 2nd

6. 11 March 2009 C XI. IPA 1 2nd

Table 5. Schedule of Observation

The observation guideline of TEXTOR and the data from the observations

can be seen at appendix 5 and 6.

3.5 The Data Analysis

After getting the data, they were directly categorized to get the ‘theoretical

sensitivity’ dealing with the data gathering as it is stated by Glaser in Alwasilah

(2007). The data was analyzed by using thematic-analysis that was, the data was

categorized based on the research questions.

The data from the questionnaire were used for cues reflected the aspects

related to the teachers’ use of the textbooks concerning to the school vision and

missions. The questionnaire data were analyzed based on the three research

questions.

The data from the interview were also used for cues reflected the aspects

related to the teachers’ use of the textbooks concerning to the school vision and

missions. The interview data were analyzed based on the three research questions.

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was transcribed. During the transcribing, the researcher used initial name to keep

his objectivity toward the respondents in analyzing further data (Kvale, 1996).

After transcribing, the interview data were returned to the respondents to ensure

that the transcription really reflects of what the participants mean (Kvale, 1996)

and if it was possible to get input from them (Connole, Smith & Wiseman, 1993).

Then, the transcribed data were categorized into the topic of this study based on

the research questions to be interpreted and compared with the theories

underlining this study.

The data gained from observation which depicted the relevance of the

textbook used, the way of teachers select the textbook, and the way they

implement them in teaching practices in relation to the school vision and missions

were analyzed according to some points proposed in a field note of such as detail

condition during the teaching learning (see appendix 6). The data presentations

were divided into two parts: 1) the relevance of the textbook used on the school

vision and missions and 2) the way the teachers select the textbooks and the way

they implement them in teaching.

Triangulation data from all data resources were analyzed to compare with

the data gained from the questionnaire, interview, and observation. It was to

ensure that all the data refer to the same conclusion (Yin, 1993). This was done to

confirm the validity to make the conclusion (Cannole, Smith & Wiseman, 1993;

Stake, 1995; Freebody, 2003) that the most fertile search for validity comes from

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3.6 The Concluding Remarks

Since the aim of this study is to investigate how teachers’ use of the

textbooks in real field of teaching, the design of this study is qualitative research

and descriptive type of study. This study was guided by three research questions

with the objectives to identify the teachers’ understanding on the school vision

and missions and how such understanding affect their teaching; to identify the

teachers’ opinion on the relevance of the textbooks use in conjunction with the

school vision and missions, and to investigate the way Islamic English teachers

select the textbooks and the way they implement the textbooks in teaching

practice. To obtain the data, the researcher used the instruments of questionnaire,

interview, and observation. The data are presented and analyzed in the next

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78 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter the researcher will elaborate the concluding remarks of the

important issues mentioned in the previous discussion as the answers to the

research problems. This chapter consists of four major parts. The first part

discusses the summary of the research findings, the second part discusses the

conclusions, the third part discusses suggestions for practitioners based on the

result of the study, and the fourth part discusses the recommendations for further

research.

5.1 The Research Findings

This study is focused on investigating three research questions. They are

1) how does teachers’ understanding on the school vision and missions affect their

teaching practices? 2) What is the teachers’ opinion on the relevance of the

textbooks on the school vision and missions? 3) How do the teachers select the

textbooks and implement them in teaching practices? The answer of each research

question will be presented here respectively.

The data analysis from the questionnaire and the interview based on the

first research question indicate that the respondents understand the school vision

and missions where they teach. They know that the Madrasah Aliyah has different

vision and missions from the public schools where the Madrasah Aliyah vision is

emphasized on the achievement of knowledge and moral values which consist of

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79 that the Madrasah Aliyah missions are; conducting education to have high quality

of knowledge or to be knowledgeable students and to have Islamic moral values.

Unfortunately, although the respondents know the school vision and

missions, it does not affect in their teaching. The evidence can be known in the

way they use the textbooks. They use the textbooks in teaching English where the

books’ contents have no relevance and do not support with the school vision and

missions. In addition, the textbooks the English teachers use at a Madrasah

Aliyah are the same as the English teachers at the public schools. Their reasons

are that they have to ensure that the students are able to achieve the national exam

target so that they follow the national curriculum issued by the Ministry of

Education Affairs. They used the syllabus arranged with the public school

teachers referring to the national curriculum and put the school vision and mission

a side.

In term of the relevance of the textbooks used by the English teachers at a

Madrasah Aliyah from the analyzing of the three data collection techniques, it can

be concluded that the textbooks used are not relevant to the school vision and

missions. In using the textbooks they do not pay attention to the school vision and

missions. They only match the textbooks with the national curriculum and the

syllabus designed.

All of the respondents agree that, there should be any Islamic terms,

norms, and values stated explicitly in the English textbooks used at a Madrasah

Aliyah. Their reason is that those Islamic oriented textbooks will be suitable or

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80 English teachers have to take the responsibility for dealing with the schools vision

and missions and understanding about some principles of Islam in English.

Although the textbooks do not support the school vision and missions, the

teachers may make some innovations to correlate the discussion to the school

vision and missions, it can be done by using the Islamic oriented textbooks for

sometimes as collaboration. This is one way that the English teachers of Madrasah

Aliyah can do at least for the benefit of present teaching.

From the three data collection techniques, the way the teachers select the

textbooks is based on the national curriculum which is specified in a syllabus

arranged with the public school teachers. They select the textbooks which contain

the topics stated in the syllabus. Regarding to the implementation of teaching, in a

certain Islamic period like fasting Ramadan, Hajj etc. they sometimes insert those

moments as the topic of discussion. Two of them had ever used Islamic textbooks,

which were issued by the Ministry of Religious Affairs as a selection textbook in

the previous years. But, in the observation data the researcher found that they only

used the common textbooks containing general knowledge. It seems that they do

not have any self-confidence to use the Islamic-oriented textbooks as selected

textbooks because they assume that those kinds of textbooks do not match with

the national curriculum target of achievement. They focus more on the national

curriculum rather than on the school vision and missions.

In the teaching implementation, the teachers conduct their teaching in the

same way as the general school teachers. They use the textbooks in steps, starting

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81 students to look at the textbook page of discussion, focusing their discussion in

the textbooks, asking the students to do the tasks taken from the textbook, and

doing evaluation from the textbook although sometimes they arrange their own

questions for the evaluation as a variation. During the observations, there is no

any improvisation of the teaching implementation in using the textbooks. But in

the questionnaire and interview data it is found that they sometimes conduct the

improvisation in certain Islamic moments by discussing the Islamic-oriented

topics taken from Islamic-oriented textbooks.

5.2 The Conclusions

There are three main conclusions can be drawn from this research. First,

the teachers’ understanding on the school vision and missions do not effect in

their teaching practice. The teachers or respondents teaching practice is affected

by the target of the national examination rather than the stated school vision and

missions. There should be responsibility of the teachers to paid attention to the

school objectives of the vision and missions. Second, the textbooks used by the

respondents are not relevance with the school vision and missions, specifically, in

term of the achievement of the Islamic values. The textbooks that the teachers or

respondents used contain general topics of discussions where there is no specific

Islamic-oriented topic to be discussed. The teachers’ opinions toward the

textbooks they use are that they realize this irrelevance with the school vision and

missions but they can do nothing because they have to achieve the target of the

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82 the textbooks selection, is in contradiction with their belief on the important of the

school vision and missions.

Third, the way the teachers or respondents select the textbooks is based on

the current curriculum issued by the Ministry of National Education, precisely, it

is based on the syllabus arranged together with the public school teachers in the

area. The Islamic English teachers should select the textbooks used issued by the

Ministry of Religious Affairs to ensure that the textbooks used are in accordance

with the school vision and missions. Than, the way the teachers or respondents

implement the teaching is almost do not influenced by the school vision and

missions where they teach with few Islamic oriented topics just in certain Islamic

moments, but, mostly they teach the general knowledge as the public school

teachers do. For the present teaching, since they have selected the same textbooks

with the public school teachers, they should elaborate the textbooks contents by

replacing some topics changed with the Islamic-oriented ones in their teaching

implementation. Furthermore, it would be better if the Madrasah Aliyah English

teachers use the Islamic-oriented textbooks issued by the Ministry of Religious

Affairs. It is to ensure that the textbooks used is in accordance with the school

vision and missions.

5.3 The Suggestions

This study has revealed some important points that have to be put more

concerns of the English teachers at the Madrasah Aliyah, textbooks writers and

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83 For the English teachers at the Madrasah Aliyah, it is better for them to

select the textbooks to be used whether the contents support the school vision and

missions or not. In this case, they can use the Islamic oriented textbooks. The

syllabus for Madrasah Aliyah should be arranged by the teachers themselves. If it

is too hard to apply because of the National Examination Target, the teachers may

adapt or collaborate the material contents of the textbooks used with the Islamic

oriented ones.

For the books’ writers, it will be better if they write the textbooks which

have the Islamic terms, norms, and moral values and cope with the Islamic school

vision and missions.The organization of those materials in the textbooks serves as

guidelines in teaching English at Madrasah Aliyah.

For the textbooks publishers, it is important to produce more English

Islamic textbooks as sources of the English teachers. When more Islamic

textbooks are published, it will facilitate and help the English teachers to select

the good textbooks for Madrasah Aliyah.

For the Ministry of Religious Affairs, The result of study should provide

some valuable input for the department to state their own curriculum and

determine their own competence-standard of the English achievement specially

designed for the Madrasah Aliyah and conduct their own evaluation nationally.

For the Ministry of Education Affair, it is an obligation for the Ministry of

Education Affair to have some observations or studies dealing with the approach

that is going to be implemented. Some aspects need to be seen as the comparison

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84 For the books’ writers, it will be better if they write the textbooks which

are more attractive and related with the students’ needs of enjoyable learning (not

bored one) designed for the Islamic schools and the like.

5.4 The Recommendations

For further investigation, with more participants and longer time,

quantitative research design might be taken into consideration. By quantitative

research design the emphasis of the study can be specialized on the effect of the

teachers’ use of English textbooks at a Madrasah Aliyah related to the school

vision and missions. This is recommended as the design can be used to make

generalization on how textbooks used in English language learning properly. As

well, the investigation can be carried out to reveal how the textbooks use work in

line with the schools vision and missions and to get an optimal students’

achievement in learning language.

For the next study, the researcher may also involve more aspects of

textbooks use investigation. It is expected that the study can provide more

comprehensive views into the optimal use of the English textbooks at school

suited with the school vision and missions in EFL classroom learning,