Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHERS’ PERCEPTION
S TOWARDS THE USE OF
ENGLISH TEXTBOOK IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
A Research Paper
Submitted to English Department in Partial Fulfillment of the Requirements
for Sarjana Pendidikan Degree
Siti Nurhayati Diniah
0603683
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ART EDUCATION
INDONESIAN UNIVERSITY OF EDUCATION
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHERS’ PERCEPTION
S TOWARDS THE USE OF
ENGLISH TEXTBOOK IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
Oleh
Siti Nurhayati Diniah
Sebuah skripsi yang Diajukan untuk Memenuhi Salah Satu Syarat Memperoleh Gelar Sarjana Pendidikan Program Studi Pendidikan Bahasa Inggris
© Siti Nurhayati Diniah 2013
Universitas Pendidikan Indonesia Agustus 2013
Hak Cipta dilindungi undang-undang.
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK
IN EFL CLASSROOMS
(A Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon)
By
Siti Nurhayati Diniah
0603683
Approved by:
Main Supervisor
Prof. A. Chaedar Alwasilah, M.A., Ph.D.
NIP. 195303301980021001
Co-Supervisor
Iyen Nurlaelawati, S.Pd., M.Pd.
NIP. 197709062009122002
Head of English Education Department
Faculty of Language and Art Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed.
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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ABSTRACT
This study entitled “Teachers’ Perceptions towards the Use of English Textbook in EFL Classrooms” was aimed to find out the teachers’ perceptions towards the use of textbook, their strategies and difficulties in using the textbook in the classroom. The participants of the study were two English as foreign language teachers at an Islamic senior high school in Cirebon. This was descriptive study using qualitative method as the approach. This study employed three techniques in collecting data: questionnaire, observation and interview.
The findings showed that the teachers perceived positively towards the textbook. The teachers considered that the textbook suited the students’ need, teachers’ need, syllabus and examination. In using the textbook, the teachers used strategies to make an adaptation on textbook by adding and omitting the materials. There were two main difficulties faced by teachers; the level of difficulties of material and limited aid for teaching. The result of the study is expected to broaden teachers’ knowledge about criteria of good textbook and to promote meaningful and communicative purpose for future textbooks.
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENT
1.5 Significance of the Study ……….………….
1.6 Organization of Paper ………..………….
CHAPTER II THEORETICAL FOUNDATION ………..
2.1 Definition of Perception ………
2.2 Textbooks in English Language Teaching ………...………….
2.3 Characteristic of Good Textbooks ……….
2.4 Teachers and Textbook Use………...
2.5 Related Studies ………..
CHAPTER III METHODOLOGY ………...
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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3.5 Data Analysis ………. 3.6 Reliability and Validity of the Study …………...……….…….
CHAPTER IV FINDING AND DISCUSSION ………...
4.1 The Findings and Discussion on Teachers Perceptions
on Textbook ………...
4.2 The Findings and Discussion on Teachers’ Ways of Using
Textbook……….
4.3 The Findings and Discussion on Difficulties of Using
Textbook ………
CHAPTER V CONCLUSION AND SUGGESTIONS ………...
5.1 Conclusion…...………. 5.2 Suggestions ………
REFERENCES ………..
APPENDICES
30
31
32
32
45
50
55
55
56
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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LIST OF TABLES
Table 2.1
Table 2.4.2
Table 3.1
Table 4.1.1
Table 4.1.2
Table 4.1.3
Table 4.2.1
Table 4.2.2
Advantages and disadvantages of using textbook ………….
Adapting materials in textbook ………..…
Observation schedule ……….
Textbook appropriateness with students’ need …………...
Textbook suitability with teachers’ need ………...
Textbook suitability with syllabus and examination ……….
Types of adaptation ………
Result of teachers’ observation ……….. 12
21
28
33
38
41
46
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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LIST OF FIGURE
Figure 2.4.1 Option for using textbook .……… 20
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the research questions and the
aims of the study. The chapter also includes the scope of the study and the
significance of the study. Finally, the organization of paper is explained at the end
of this chapter.
1.1 Background
Textbooks are important resources in teaching and learning English for
teachers and students as they get benefits from them. According to Hutchinson
and Torres (1994), textbooks provide input into classroom lessons in the form of
texts, activities, explanations, and so on. Such statement is supported by Allwright
(1981, cited in Hutchinson and Torres, 1994) that textbooks provide a model of
the lesson which adds a further dimension to the role of the textbook.
There are several reasons why teachers use and choose a textbook for their
teaching. Hutchinson and Torres (1994) state that textbook assists teachers in
managing their lesson for their greatest concern. For teachers, using textbooks
means saving time, giving direction to lessons, guiding discussion, facilitating in
giving homework. In addition, textbook can make teaching and learning easier,
2
Siti Nurhayati Diniah, 2013
TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
thing of all is that textbooks provide confidence and security (Hutchinson and
Torres, 1994).
For students, textbooks are a ’framework’ or ‘guidance’ to help them
organize their learning either inside or outside the classroom. Textbooks enable
them to learn ‘better, faster, clearer, easier, and more’ (Hutchinson and Torres,
1994). O’Neill (1990 cited in Kitao, 1997) states that students learn from what is
presented in the textbook, and the way the textbook presents the material is the
way students learn.
Furthermore, textbook not only provides some benefits in teaching and
learning process for teachers but also for students. Teachers and students will get
benefits when textbook is used in teaching and learning process (Harmer, 2007).
He argues that textbook helps teachers teach materials at the last moment as
textbooks offer some suggestions and alternatives of activities and resources
(Harmer, 2007). Teachers and students can look back from previous learning
session to continue the next meeting in the textbook (O’Neill, 1982).
Based on the benefits offered in textbooks, teachers’ ways of teaching
usually depend on the use of textbooks in classroom. They use the materials on
textbook from the beginning of the school year page by page until the end of the
year (Moulton, 1997). While using a textbook, teachers also use workbook for
teaching and learning though there is a tendency that teachers just sit and ask
students to do an examination and submit it to them (Swan, 1992 cited in
3
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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The danger with ready-made textbooks is that they can seem to absolve teachers of responsibility. Instead of participating in the day-to-day decisions that have to be made about what to teach and how to teach it, it is easy to just sit back and operate the system, secure in the belief that the wise and virtuous people who produced the textbook knew what was good for us. Unfortunately this is rarely the case. (Swan, 1992 cited in Hutchinson and Torres, 1994)
As a matter of fact, there is no textbook that is definitely suitable for
teachers and students to meet the objectives they mean to achieve (Ansary and
Babaii, 2002). It means that to reach the maximum opportunity to learn, teachers
should make necessary adaptations (Hutchinson and Torres, 1994). Some teachers
arrange a new strategy by adapting the textbooks, such as adding and deleting
content, modifying content, and reorganizing context, addressing omissions,
extending tasks (Richards, 2001). Then, they recreate them into more effective
media to be used for the classroom activities as to gain a better English learning
process. It is supported by Grant (1987, cited in Kurniawati, 2006) that textbooks
are created and should be recreated for more effective use.
In Indonesia, there are several studies about the use of textbooks in the
classroom. Teachers are assumed to depend on the textbooks heavily and rely on
using textbooks in their teaching and learning, but on the other hand they are not
familiar with the condition of textbooks (Kurniawati, 2006). Teachers also seem
to have inadequate knowledge on good textbook criteria and are not well trained
to help and direct students in using their textbook as a media to study. Therefore,
they do not bridge students and standard textbook in teaching and learning in the
4
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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In relation to the role and usefulness of textbook, textbook is a means used
in teaching and learning process and it is important for teachers and students have
them. Teachers then consider textbooks are so important in their teaching and
learning process that they tend to use textbook in their whole teaching and
learning process without selecting and adapting appropriate materials for their
students. Thus, it is important for teachers to select a textbook that is appropriate
for students.
Finally, this research specifically focuses on teachers’ perception and
strategies in using English textbooks in teaching and learning process. It also
investigates the teachers’ difficulties in using the textbooks. Next, it is expected
that this research will contribute to the betterment of using textbooks in teaching
English, especially in Indonesia.
1.2 Research Questions
The research problems are formulated in the following questions:
1. What are the teachers’ perceptions towards the use of textbook?
2. How do they use the textbook in teaching and learning process in classroom
instruction?
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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1.3 Research Objectives
The study is aimed at:
1. Finding out the teachers’ perceptions towards the use of textbook in teaching
and learning process.
2. Finding out the strategies used by the teachers in using textbook in the
classroom.
3. Finding out the teachers’ difficulties in using a textbook for their teaching and
learning process.
1.4 Scope of the Study
The scope of this study is limited to identify teacher’s perception on the
use of textbook. The textbook is recommended by the officials (BSE: Developing
English Competencies, 2008). Besides, it also identifies the difficulties
encountered and the strategies used in teaching using textbooks regarding to the
weaknesses of the textbook in teaching and learning process. There were two
teachers (T1 and T2) in this study.
1.5 Significance of Study
This study is expected to give contributions theoretically, practically, and
policy. The theoretically, this study is hoped to enrich standardized English
textbooks in Indonesia. Practically, teachers are expected to carefully select and
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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expected to give a depiction about the good criteria of textbooks for students. For
the government, it is hoped that there will be a standardized regulation and
supervising about textbook arrangement and publishing based on students’ and
teachers’ needs.
1.6 Organization of Paper
This paper is presented in five chapters:
1. Chapter I: Introduction
This chapter describes the background of the study, research questions,
research objectives, scope of the study, significance of study, and organization
of the paper.
2. Chapter II: Theoretical Foundation
This chapter consists of current theories proposed by the experts which are
definition of perceptions, textbook in English language teaching, characteristic
of good textbooks, and teachers and textbook use.
3. Chapter III: Research Methodology
This chapter explains the specific explanation about the research
methodology, research site, data collection, and data analysis.
4. Chapter IV: Research Findings and Discussion
This chapter displays the researcher’s interpretation about the result of the
7
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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5. Chapter V: Conclusion and Suggestions
This chapter provides the research conclusion and the suggestions to other
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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CHAPTER III
METHODOLOGY
This chapter presents the research design of the study which discusses qualitative
approach using descriptive method where the research site and the respondents
will be presented. There are also the data collection which includes observation,
questionnaire and interview. The data analysis in this chapter also will be
discussed.
3.1 Research Design
This study employed a qualitative approach. Maxwell (1996) states the
strengths of qualitative research are derived primarily from its inductive approach,
its focus on specific situations or people, and its emphasis on words rather than
numbers. While, the method that used in this research was descriptive method.
According to Alwasilah (2008:151), descriptive research is to describe
characteristics or identify a group, accident and phenomenon. Descriptive
techniques are commonly used to measure three things: 1) the existence and
distribution of various behaviors or characteristics that occur naturally; 2)
frequency occurs in nature; and 3) relationship and magnitude relationships that
may exist between the characteristics, behavior, events, or phenomena of concern
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3.2 The Research Site
This research was conducted at an Islamic senior high school in Cirebon.
The research was conducted in the first grade classes. The observation took four
classes of grader X; they were X.1, X.6 X.8, and X.9. The reasons for choosing
those classes is that the teachers taught the classes on the same day but with
different schedules, it was easier to do research at the same time. The reason for
considering the place to be the research site of this study, because the school is
close to the researcher’s house that the researcher could get the access easily to
the research site.
3.3 The Respondents
The respondents of this research were two teachers of grader X in an
Islamic senior high school (MAN). Each teacher taught different classes. Teacher
1 (T1) taught two classes (X1 and X9) and Teacher 2 (T2) taught other two
classes (X6 and X8). Both teachers graduated from TEFL major. They were
chosen because they were teaching English in the tenth grade classes and using a
textbook that was recommended by the officials (BSE: Developing English
Competencies, 2008) for the learning process in the classroom. Lastly, they were
27
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3.4 Data Collection
This research employed questionnaire, observation and interview to obtain
the data needed. Questionnaire and interview were conducted after the learning
teaching process in the classroom. The interview was administered in order to
give extra information for the researcher and also to strengthen the data gained
from the questionnaire. Those instruments were used to elicit the data about the
use of textbook by the teachers in the classroom.
3.4.1 Questionnaire
According to Sugiyono (2010:199), a questionnaire is made up by a series
set of questions that provides a space for an answer for respondents in making
choices. This questionnaire was given to teachers and used checklist based on
Grant (1987). This questionnaire is expected to get information about the
perceptions of teachers in the use of textbook, the teachers' views on textbook,
how the teacher used textbook, and the difficulties of using the textbook.
Open and close questionnaire were employed in this study. According to
Nunan (1992) a close questionnaire is one in which the range of possible
responses is determined by the researcher. While, open questionnaire was used for
the participant to be able to say and how to say. Closed questionnaire used
checklist and it facilitated the teacher to give positive and negative opinion on
how to anticipate the negative opinion. Closed questionnaire was divided into
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questionnaire was calculated and will show whether teacher perception on the
textbook is good or not.
3.4.2 Observation
This observation used hand writing and notes as detailed, concrete, and
chronological as possible (Maxwell, 1996). This observation was expected to give
detailed information on how the teachers used the textbook in the classroom.
Passive participation observation was held in this research. It means the researcher
sat in the classroom but did not interact or participate. Stainback (1988, cited in
Sugiyono, 2010) states that in participant observation, the researcher observes
what people do, listen to what they say, and participates in their activities. This
observation used textor, the instant category analysis to examine textbook use in
teaching learning in the classroom (Horsley and Laws:1990). The observation
checklist was used the adapting materials in textbook as explained in Chapter II.
This observation was held four times for each teacher’s classroom. Table
3.1 provides the observation schedule:
Table 3.1
Observation schedule
Observation T1 T2
1 Narrative text Simple past tense & Narrative
2 Expressing happiness, sympathy, attention
Expressing happiness, sympathy, attention
3 Invitation letter & announcement, listening.
Invitation letter & announcement, listening.
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From Table 3.1, both teachers delivered similar materials in every
meeting. In the first meeting, T1 delivered narrative text material and T2 delivered
Simple past tense and narrative materials. T1 delivered the simple past tense
material before the observation begins. Furthermore, from the second until the
fourth meeting both teachers taught the same materials such as how to express
happiness, how to express sympathy, how to express attention, invitation letter
and announcement.
3.4.3 Interview
Interview that was used in this study was semi-structured interview and
was recorded. The type of interview was included in the category of in-depth
interviews, in which the purpose of this interview was to get issue more openly in
which the parties are invited to interview were asked the opinions and ideas
(Sugiyono:2010). This interview is expected to get more information on teachers’
perception of on textbook and teachers’ difficulties in using textbook. After the
interview was conducted it was directly transcribed and then given back to the
respondents to make member-checking whether the answer was in conformity
with the conditions of the respondent or not. This was done to avoid
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3.5 Data Analysis
Data analysis is a process of systematically searching and arranging the
interview transcripts, field notes, and other materials that accumulate to increase
the understanding of them (Bogdan, 1975, cited in Sugiyono, 2010:334). The data
were analyzed by using flow model (Miles and Huberman, 1984, cited in
Sugiyono, 2010). There are three main activities in analyzing the data, they are
data reduction, data display and conclusion drawing or verification. The
description of data analysis shows below.
1. Data reduction
In this stage, the data from observation, interview and questionnaire were
reduced if the data did not refer to the research study. To process the data that
had been collected through observation, interview and questionnaire, the
writer typed and categorized the data.
2. Data display
After the first stage, the writer synthesized the data from observation,
interview and questionnaire, followed by presenting and interpreting the
result of data collection. In displaying the collect data in qualitative research
form, the narrative form is the most frequent form has been used as stated by
Miles and Huberman (1984, cited in Sugiyono 2010).
3. Conclusion drawing/verification
After all data were displayed, the writer made conclusions from the
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3.6 Reliability and Validity of the Study
In conducting qualitative research, the data bias might occur. To avoid
data bias there are several steps to be used in order to make the research more
valid.
1. Triangulation. In collecting data, the writer applied three different methods,
such as observation, interview, and questionnaire. In line with triangulation
Stainback (1988, cited in Sugiyono, 2010) states that the aim is not to
determine the truth about some social phenomenon, rather the purpose of
triangulation is to increase one’s understanding of whatever is being
investigated. Triangulation also can build on the strengths of each type of data
collection while minimizing the weakness in any single approach stated by
Pathon (1980, cited in Sugiyono, 2010).
2. Member checking. As stated by Alwasilah (2008:177) it is important to gain
suggestion from the respondents of the research. It is aimed at preventing
misunderstanding of answer from respondents when they were interviewed
and help the researcher to find out new interpretation. To verify the data and
avoid misinterpretation, the writer confirmed the interview results to the
respondents.
3. Rich data. To get the rich data, the writer made a complete transcription of the
interviews. It is useful to enrich the interpretation of the data. Maxwell (1996,
cited in Alwasilah 2008:178) says that the purpose of rich data not only as
evidences resources of supporting conclusion but also as a test for theories
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter contains the conclusion and suggestions from the researcher based on
the results of the whole activities done in this research. The conclusions are
formulated from finding and discussion of three data collections; questionnaire,
interview and observation. Furthermore, the suggestions will be addressed to
non-native English teachers and further researchers.
5.1Conclusion
This study investigated the teachers’ perceptions towards the use of
English textbook, the teachers’ strategies in using textbook and the teachers’
difficulties in using textbook. Based on finding and discussion in Chapter IV,
conclusion of this study can be drawn as follows.
The teachers had positive perception on textbook in use because it seemed
to have more strengths than weaknesses. The textbook also was appropriate with
students’ need and interest, teachers’ need, syllabus and examination. The
teachers’ perception was influenced by their past experience, motivation, and
cultural factor.
In addition, the strategies used by teachers in using textbook were adding
and omitting material or textbook. The teachers opted to use the textbook and
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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS
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teachers who relied only on textbook. They did not always follow any instruction
and materials suggested by the textbook author. The teachers also did not use the
textbook by one page to the next page, but based on the needs of students and
lesson plans that had designed.
Furthermore, concerning the teachers’ difficulties in using textbook, at
least there were two main difficulties faced by teachers; the level of difficulty of
materials and the limited aids for teaching. The teachers made every effort to
solve the problems or difficulties in using textbook.
5.2Suggestions
For teachers, they should understand the textbook before beginning class.
Teachers should have knowledge about criteria of good textbooks, so this may
help teachers select and decide which textbook they may use effectively for
teaching and learning in classroom activities. Teachers should also increase their
ability and knowledge of adapting materials in teaching and learning process. This
may help teachers know the way to solve the problems or weaknesses that they
face in using textbook. The study of teachers’ perceptions towards the use of
textbook might be used as reference to conduct similar research. In addition, the
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