TEACHERS’ PERCEPTION ON THE USE OF ENGLISH TEXTBOOKS IN TEACHING ENGLISH

A learning process is a complex condition which needs consideration to make it goes well. So does the textbook being an important component that should be available in a school. Meanwhile textbook is the book of a certain subject that produced knowledge needs for the students which contained the materials of learning, the textbook also held a significant role in the learning process. The teachers as educators used textbooks to meet the needs of students learning targets and as the teaching advice in planning students’ activities in the classroom. Meanwhile, the student used textbooks as learning media in obtaining the updated information to help them enrich their ability of lesson subjects. Regarding the textbook issue, the researcher conducted the study of textbooks in teaching English at Junior High School in Jambi City by implemented a Qualitative descriptive approach in gaining the data. The technique used to gain the data was an interview. The data were analyzed descriptively. The respondent of the research was three English teachers who taught in each grade of students’ level. The results showed that the teachers perceived the textbook positively and it shows that the textbook used was not limited to the teachers to create another initial step to improve the students’ ability in understanding English even after considering several minus aspects. The weakness of the main book makes the teacher uses other additional books in learning so that variety and sufficient material in the learning. Key word: Textbook, Textbook Used, Teachers’ Perceived


INTRODUCTION
A textbook is a necessary component in EFL classroom. It is used in the learning process to help both teachers and students. It provides materials that can be used in language classroom. Thus, it is not surprised that the textbook will become potentially the only source for teachers in EFL learning class. This fact happens for several reasons. First, textbook becomes the cheapest way of providing learning material for each learner (Ur, 2009, p. 184), Second, textbook provides direction or guide for teachers and students. Third, textbook takes roles as core resource, inspiration for Jambi-English Language Teaching Journal e-ISSN: 2503-3840 https://online-journal.unja.ac.id/jelt/index 5 (1), 2020, 1-12 2 classroom activities, and the curriculum itself (Garinger, 2002). Therefore, textbook plays crucial role in EFL learning's success or failure.
The application of textbook in the school becomes a crucial thing that needs attention in order to achieve the objectives of education. The teachers and school take responsibility in for selecting the appropriate textbook related to the syllabus of the school. While managing the classroom activities, the teachers might have some difficulties in using the materials from the textbook considering the learners' capability and classroom advisability in learning. In the teaching learning process, the teachers have the ability to improve the students' attitudes and the classroom environment by planning the interesting teaching learning activities. After the researcher got the data, the researcher listened the audio recorded carefully and put it into a computer file. And then the data reduction is a process of sharpening, classifying, directing, removing and organizing the data in such a way to take a final data conclusion. The data were displayed as organized information descriptively in order to draw the data conclusion. In concluding the data, the researcher used the result of the analyzed data to answer the research problem of the study. The results were described and then the researcher interprets and summarizes findings based on the teachers' statements about the use of the English textbook in one of the junior high schools in Jambi City.

The Textbook used in Teaching English
Teacher MM used the textbook that had been revised from Education ministry that was When English Rings the Bell. Jambi-English Language Teaching Journal e-ISSN: 2503-3840 https://online-journal.unja.ac.id/jelt/index 5 (1), 2020, 1-12 4 " … because this textbook is valid , through a lot of process and also appropriate with the school curriculum and syllabus." ( RT).
In the course of teaching English, RT claimed the balance between curriculum, syllabus and book availability had been considered before it applied for all of the students in SMPN 14 Jambi City, because the school and library lend the textbook for free in order the student would not became in confused in looking for this book availability. In the other side, the textbooks When English Rings the Bell is textbook that had been determine by school. Therefore, the textbook is appropriate for the curriculum of the school.
Meanwhile, The main textbook that teacher EH used was " Think Globally Act Locally" which written by Siti Wahidah. This textbook actually include in a series of When English Rings the Bell but divided with different title specifically for grade ninth titled "Think Globally Act Locally" and then When English Rings the Bell determined for grade seventh and eighth. Reason of EH using this textbook was because mostly of the student used the textbook as a handle book.
Besides, the textbook had been determine by school and mostly handed by the students, the teacher perception have similar reason for choosing When English Rings the Bell as their handle book, not only because its availaibility but also the textbook was coped the skills for reaching curriullum K13 target.

The Textbook Content
In terms of the textbook content, MM, RT and EH agreed that the contents of the textbook were accurate and up to date. MM, RT and EH so argued that the textbook was relevant to the student's need and interest. As stated by Rosyida (2016)

The Skill Provided in the Textbook
In terms of providing a good balance of the skills development, (Byrd in Celce-Murcia, 2001) said the teachers need to consider the appropriateness and the goals to be achieved by using the English textbook. Each of the teachers stated different statements respond to the textbooks they used. Even though they agreed that it served listening activities, speaking practice dialogues, writing and reading exercises. Both of them thought that the content of the textbook was clear in terms of cognitive, psychomotor, and affective aspects. Meanwhile, according to RT, she said that the psychomotor was more dominant than the other aspects so that RT claimed the balance of providing the skills development was not actually fulfilled in the textbook she used. The teachers agreed that even the textbooks support the cognitive, psychomotor and affective aspects, it did not present or offer a good balance because it emphasize only one aspect of skills ability that is speaking. RT revealed that for Reading content is still not able to be properly summarized and for Listening according to MM needs to be revised. MM said that every textbook should provide a CD or tools for helping in teaching Listening material.
While EH believes that the textbook is able to cover all four skills aspects in English. Although there were some aspects of those skills that were not clearly visible explained. But EH reiterated that it was the teachers' responsibility to explain it using their creativity.

The Textbook Exercise
Based on Byrd (in Murcia, 2001), exercise have to provide students with reinforcement of concept being taught to make them interesting and provide enough varieties to the students. Meanwhile, all of the teachers agreed that the textbook provided clear instruction and free exercises to be applied easily in the classroom. They claimed that the activities and exercises of the textbook have reinforced what the students had already learned. According to MM, textbook activities and exercises were displayed clearly and simple.
In the RT point of view, the textbook had very clear instructions, the steps were very complete so that can help students and teachers to discuss the material or exercises. But there was still minimal exercise and less stimulating the students to gain more knowledge. The scope of the textbook still focuses on the core basic. There was too much instruction that the exercise.
In addition, EH covered that the exercises in the textbook she used less than the exercises in the textbook she used before. However, the textbook that used could strengthen the student's previous learning materials. In order to make it completely suited, EH used to add some other materials from other textbooks. In contrary, the text book was able to reflect the activities and exercise progression from simple to complex.
The textbook provided coherent activities following the student's learning achievement.
Hence, the teaching-learning process can be easier for both the teacher and the students due to the textbook practice. Additionally, Rosyida (2016) mentioned in the relevance study if the teachers should not always follow the entire materials and activities suggested by English textbook 'author.

The Textbook Strength and Weakness
Every textbook has strengths and weaknesses. MM had found the strength side of this textbook in terms of its form. MM stated, "this book has strength in the exercises which easier to understand for the students". While RT perceived that When English Rings the Bell textbook can make the students and teacher more active due to the material on the topic have to be found by them. It supports building up their creativity in learning. This factor was believed as the strength of this textbook. Besides, EH argued about the textbook strength was its variation of exercise instructions, which Jambi-English Language Teaching Journal e-ISSN: 2503-3840 https://online-journal.unja.ac.id/jelt/index 5 (1), 2020, 1-12 7 could be applied in the classroom activities to help the teachers to build the good student competence in each meeting. Thus, all of the teachers believed that the textbook had its strength when it was adaptable to the teaching-learning process.
MM noticed that the textbook was lack of exercise variations. Sometimes, the teacher needs more practice exercises that help them in the learning process. In addition, MM took the exercises from another book with variation exercises for the alternative. On the other hand, RT was not sure about the textbook weakness because still considering the misprint of the book dialogue in When English Rings the Bell book to the other textbook. "I found several grammar errors in this book, I thought it was because of a misprint. But, still, I consider it a fatal condition. And also the exercise does not guide the student's creativity" she said. The weakness of this book might be the lack of language features. Besides, EH said the book still lacks exercise, EH agreed that the given exercises to use in the classroom have to be varied. For that reason, the teacher should build the classroom learning activities as creative as possible to attract students' interest in learning.

The Classroom Situation toward the Using of Textbook
In terms of the classroom situation of using an English textbook, MM found that the textbook made the students feel at ease in learning. She said, "If we used textbooks, it can be easier in teaching because the students can focus on the textbook by observing the material in the textbook". It also supported the teachers and students in the learning process. While in RT and EH perception, the classroom situation of using English textbooks in the teaching-learning process was fully developed. The teaching-learning goals were achieved fastly. RT also claimed that the use of textbooks in the classroom for students can make them more understanding of the material. Similarly, Srakang (2013) strengthen the role of English textbooks that could affect their use in teachers' classroom practice.

Teacher experiences in choosing textbook
In choosing textbook, the teachers in SMPN 14 Jambi City has their own perspective. But mostly they choose the same textbook with similiar function. It shown by opinions of teachers that has been interviewed. MM said the reason why she chose the book When English Rings the Bell is because it relevance to the curriculum and Hence the main reason of why the teachers using another addition book is because the previous book has lack of exercises and less variative. Variative means the view and kind of exercises that can be apply in the classroom appropriate for the students. Besides, the teacher agreed that textbook should have an ability that can create a good character building for the student in the future.

CONCLUSION
This study was descriptive research conducted at one of the junior high schools in Jambi City. This study aimed to examine the teachers' perception of the use of English textbooks in teaching English.
Based on the data of interview, the result showed that the teachers perceived the English textbook used in one of junior high school in Jambi City was able to accomplish the learning targets, but it takes the teachers' effort in making a varieties exercise for stimulating the Students' skill and ability which refer to the requirement of the school curriculum. On other hand, the teachers also agreed that the textbooks were already suitable to use in teaching English. It was referred to as the curriculum, syllabus, and recently updated. Thus, the teachers believed that the textbooks givegood support for the teaching-learning process.
In terms of choosing the textbook, the teacher's problem was in the lack of exercises to stimulate the balance skill according to the syllabus and curriculum determined by the school. Meanwhile, the teachers' difficulty in using the English textbook was the comprehensiveness supporting tools of the balance of the main textbook which determined by the school, due to that condition urging the teachers Jambi-English Language Teaching Journal e-ISSN: 2503-3840 https://online-journal.unja.ac.id/jelt/index 5 (1), 2020, 1-12 9 ought to become more creative and making extra additional tools or stuff for helping them to accomplish learning targets. Moreover, the result showed if teachers also need to adjust the subject material by utilizing supplementary books according to students' English ability might become a problem in adapting the English textbook.