TEACHERS’ PERCEPTIONS TOWARDS “WHEN ENGLISH RINGS A BELL” TEXTBOOK AT SOME JUNIOR HIGH SCHOOLS IN ACEH TAMIANG
The relationship between teachers and textbooks is inseparable. But not all textbooks published are suitable with the learners` need and have good qualities. Thus, textbook analysis is needed to evaluate and improve a textbook which is used. Teacher‟s perception plays a fundamental role in the effective implementation of process teaching learning. This study was intended to describe teachers‟ perceptions towards “When English Rings A Bell” textbook at some Junior High Schools in Aceh Tamiang. This research used descriptive qualitative research. The research conducted in four junior high schools at Aceh Tamiang. They were SMP Negeri 1 Karang Baru, SMP Negeri 2 Karang Baru, MTs Swasta Al- Iklas Tanah Terban and SMP Negeri 1 Manyak Payed. In this research there were eight English teachers selected by the researcher as source of the data. The total populations in this research were 10 schools, but the researcher selected 8 English teachers as sample by using purposive sampling technique. In collecting the data, the researcher used documentation, interview and questionnaire. There were 20 interview questions that asking to the teacher and 20 items of the questionnaire. After analyzed the data, the result showed that generally all English teachers had the positive perspective toward “When English Rings A Bell” textbook. Almost all the criterion of good textbooks was included in this book. Although, this book did not support media such as audio recorded on cassette or video. Furthermore, all the teachers believed that textbook selection was important to conduct to make sure that the textbook they choose was suitable for their students.
Cunning sworth, (1995). A. Choosing your Coursebook. Oxford: Heinemann
Harmer, J. The Practice of English Language Teaching: Third Edition, Completely Revised and Updated. Cambridge: Longman, 2007.
Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. New York: Oxford University Press.
Robson. (2002). “The Voices of Vocational Teachers in the UK: Their Perceptions of the Nature and Status of the Further Education Teacher‟s Professional Knowledge”. Australian and New Zealand Journal of Vocational Education Research, Vol. 10(2)
Jia, Y. (2004) “ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment”. Bilingual Research Journal, Vol. 29(2), 459-482.
Lexy, J Moleong. (2005). Metodologi Penelitian Kualitatif edisi revisi. Bandung: Rosda Karya
Moloy, L. (2009). Exploring the perceptions of English second language teachers about leaner self-assessment in the secondary school. (Master‟s thesis, University of Pretoria) Retrieved fromhttp://upetd.up.ac.za/thesis/available/etd09082009144620/unrestricted/dise rtation.pdf
Ramelan. (1992). Introduction to Linguistics. Semarang: IKIP Semarang Press
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press
Robbins, J. (1996). Between “Hello” and “See you later”: Development of strategies for interpersonal communication in English by Japanese EFL students. Published Dissertation. Ann Arbor: Michigan University Press
Srakang, Ladaporn and Anchalee Jansem, (2013). “A Study of Teachers’ Perceptions toward Using English Textbooks: A Case Study of 10th Grade English Teachers in Maha Sarakham Province”. Srinakharinwirot University, Thailand
pdf downloads: 123