H. R. Solissa

Teacher's Attitudes toward the Use of English Textbook

Textbook

Definition of Textbook

    According to B. B. Radi-Bojani and J. P. Topalov (2016), textbooks are books used by teachers in schools or colleges that are organized based on specific or applicable subjects. For example, textbooks for English courses provide students with specific knowledge, language skills, and information, such as information about international nations that use English, and prepare them to engage with people from other countries from various backgrounds. Textbooks are those that are designed or compiled by several people who are members of a team. 

    According to R. Setyawati, S. Suwandi, Andayani, and M. Rohmadi (2015), the textbook is designed in accordance with applicable rules or stipulated in the curriculum in a region or country. In other words, the book is the result of the implementation of the applicable curriculum. The book is also compiled from various books, such as source books which are used as references for scientific studies. Textbooks as reading books for advanced reading, such as stories, legends, novels and others. Textbooks as guide books are used as teacher guides and material books for reference to the subject matter that will be taught.

The Role of Textbook

    Textbook plays an important role in teaching and learning process. According to Cunningsworth, cited from B. B. Radi-Bojani and J. P. Topalov (2016) the roles of textbooks are identified as:  an effective resource for self-directed learning and self-study; a valuable resource for presentation material (written and spoken); a source of ideas and activities for learner practice and communicative interaction; a reference source for students; a syllabus; a support for less experienced teachers to gain confidence and demonstrate new methodologies.

    According to B. B. Radić-Bojanić and J. P. Topalov (2016) there are several linguists and writers who emphasize the advantages of textbooks. Like Sheldon (1988), Hutchinson and Torres (1994), Cunningsworth (1995), Cortazzi and Jin (1999), textbooks are necessary tools for language teaching and learning. On the one hand, they help students improve their language skills, learn about course content, and become familiar with the culture and way of life of people from abroad. Textbooks can help teachers too, serving as teaching and support programs for the less experienced to gain confidence, test new methodologies, and become aware of pedagogical issues. 

    While in research M. Alhamami and J. Ahmad (2018) contains research from Richards (2001) and Grave (2000) the advantage of textbooks is that they provide sufficient visuals and different activities that save teachers time searching for language teaching materials. Textbooks that are visually appealing and contain different activities may attract students' attention and engage them in the learning process.

The Weakness of Textbook

    However, in reality, it turns out that there are some weaknesses in the textbooks that appear. Several studies have been conducted to identify the weaknesses of the use of textbooks. Based on R. Hanifah (2018), the weakness found from the analysis of textbooks for the 2013 or K-13 curriculum is that these textbooks do not have authentic material that students do not understand. R. Fadillah and A. Mufidah (2021), the weaknesses found in English textbooks are Limited supported kits from the book, lack of material inside the textbook and high level for students to use textbooks. According to the journal of S. Handayani, B. Suwarno and I. W. Dharmayana, the weakness assessed by; Think Globally Act Locally is in the 9 contents of the book, especially in terms of language, while several other aspects are considered fair and good. 

    While in research by S. Handayani (2016), the results of the analysis of the book; When English Rings a Bell, the weaknesses found are the lack of authentic material, varied exercises, examples and explanations about grammar. Correspondingly, S. Wachyuni and Olivia (2020), the content of this textbook is also still lacking material. It makes teachers also have to use additional material. Susiati and E. Mufidati (2020), the use of textbooks still makes it difficult for students. They need help from the teacher, and the teacher also has to look for additional material. H. W. Adi (2019), the textbook; When English Rings a Bell for class VII is considered to still have weaknesses in developing students' English skills from the exercises presented.

    From those studies above, it can be seen that the weaknesses seen in textbooks and often faced by teachers are:

• Having less material in terms of theory 
• Lack of authentic material 
• Insufficient language content 
• The exercise is not varied and has a high level

Teacher's Attitude

Definition of Teacher's Attitude

    The teacher's attitude is described as the way instructors see and think, which might lead to the actions they will do in their classroom teaching practice, based on Prof. G. Latchanna (2014). This attitude is also influenced by the stimuli present in teaching and learning activities.

The Role of Teacher's Attitude towards the Use of Textbook

    The teachers’ attitude in teaching and learning activities is one of the important factors in improving students' abilities. According to T. Mahmud (2021), teachers with good attitudes help children improve their abilities. Students' motivation and achievement are increased by positive attitudes such as asking questions, comprehending their opinions, expressing interest and appreciation, and mastery of the things taught. Teachers become role models for kids through their own conduct and attitudes while trying to impart information, experience, and behaviour on a certain topic to students at a certain developmental stage. In contrast to a positive attitude, a negative attitude can decline students' abilities. 

    According to T. Mahmud (2021) states that fear, intimidation, and humiliation strategies used by teachers can cause kids to become more introverted and apprehensive, as well as develop habitual disorders. However, the research of M. 11 Uluga, M. S. Ozdenb, and A. Eryilmazc (2011) showed that while positive teacher attitudes have a positive effect on student performance and personality development, negative attitudes have negative effects on students' performance levels and personality development. 

    Based on the explanation above, it is once again a reminder that whether it's a positive or negative attitude shown by the teacher, it becomes an important part of improving students' abilities.

The Relationship between Textbook and Teacher Attitude 

    Textbooks and teacher attitudes are interrelated and become a factor in the development of student's abilities. Based on M. Alhamami and J. Ahmad (2018), textbooks received a negative attitude from Teachers. They demonstrate incompatibility with commercial textbooks since commercial textbooks do not take students' academic backgrounds into consideration. This might explain why students entering undergraduate programs come from a variety of academic backgrounds, and one textbook cannot match each student's background since it must fulfil its own set of requirements. The majority of teacher replies expressed mixed feelings on several textbook features, such as achieving course aims and objectives and textbooks clashing with students' values, beliefs, and culture. Only some of the characteristics they exhibit are good, while others have a mixed attitude. 

    Different from the negative attitude of the research above, S. Sjögren and B. Svensson (2021), even though the textbook still had flaws, teachers maintained a favourable attitude toward the textbooks. The problem of textbooks that do not fit into the curriculum is the most common mistake that impacts the development of 12 young ESL learners. Teachers will thus be favoured in a mix of instructional aids, textbooks, and workbooks. All instructors employ a variety of instructional resources, including digital, multimedia, and children's stories.

Negative and Positive Teacher's Attitude

    Based on previous explanations, it can be seen that teacher attitudes consist of 2. These attitudes are related to Negative and Positive Attitudes.

Negative Attitude

    This negative attitude is related to teachers who refuse to use the textbook. Teachers will prefer to use other sources or those they design themselves, without using the textbook. The refusal is accompanied by reasons, for example research on M. Alhamami and J. Ahmad (2018) the commercial textbooks do not take students' academic backgrounds into consideration. Therefore they refuse to use the textbook

Positive Attitude

    In contrast to negative attitudes, positive attitudes actually continue to use textbooks. According to S. Sjögren and B. Svensson (2021) teacher's positive attitude toward textbooks appears when the teacher continues to use the textbooks even though there are weaknesses. In this context, some things can be appreciated from textbooks, even though there are also many weaknesses. Then there are also actions taken by the teachers to minimize the weaknesses of the textbooks. In other words, these teachers’ attitudes refer to perceive and actions of the teacher to make teaching and learning activities better. 

Teacher's Perceive.

    This attitude is related to the teacher's perspective on content of textbooks use in teaching and learning activities. This view refers to textbook content used for activities accordance with the objectives achieved. For example, based on research of H. R. Solissa (2023) the exercises of "Bright an English" texbook still use by the English Teachers at SMP N 4 Ambon. This is because these exercises are in line with the learning objectives based on the 2013 Curriculum. Therefore, sometimes use the exercises in textbooks in the classroom. And this also proves the role of textbooks as a source of ideas and activities for learner practice and communicative interaction. 

    Apart from that, this view also looks at textbook content that is not accordance with the objectives achieved, and activities that are not based on the syllabus derived from the Ministry of Education. For example, based on research of H. R. Solissa (2023) "Bright an English" and "English in Mind" textbook are lack of theory to provide an understanding of the topics discussed. Those books are designed to be activity-based because there are lots of activities or exercises to develop English language skills. However, in "Bright an English" textbook there is no activity to get to know the topic being taught. But even so, there are still a few activities that can be used as additional material.

Teacher's Action. 

    From the attitude above, it is used to look for weaknesses in textbooks that can cause problems. Therefore, teacher action is needed to criticize the weaknesses of the textbook. For example based on research of H. R. Solissa (2023) teachers combine textbooks with materials and exercises from other sources such as the Internet. Textbooks are used as a benchmark for the material to be discussed, while other materials are used to complement the shortcomings of textbooks so that students understand the learning topic better. Exercises from other sources are also used to provide challenges and better learning experiences.  

    Beside that, teacher's also use reflection as their action. Teachers admitted that they were satisfied with their attitude because that way, teaching, and learning activities could run well. Even though the teachers are satisfied, of course, they still think that problems will still arise. Therefore, another attitude that is also shown is to reflect every time you finish doing teaching and learning activities in class. Based on D. Kurniati and Nureaningsih (2019), M. A. Dheressa (2022), and M. Zahid, Ph.D. Scholar and Prof. Dr. A. Khanam (2019). From the reflections that teachers do, they can identify and analyze problems that arise for teaching and learning activities, and by doing so, they can also find or create solutions to overcome or minimize problems that arise so that learning and teaching activities will become well.

    In teaching and learning activities, there are definitely problems faced by teachers. However, teachers will definitely do their best to adapt so that learning goals can be achieved and students' needs for their future can be met.

    Thus this article was written, if you have suggestions and responses, you can submit them in the comments column. Thank you for your attention.

Kinds regard from the author.

References 

B. B. Radić-Bojanić and J. P. Topalov. 2016. Textbooks In The Efl Classroom: Defining, Assessing And Analyzing. University Of Novi Sad Faculty Of Philosophy Department Of English Studies. 

D. Kurniati and Nureaningsih. (2019). Reflective Teaching as a Means of Teacher Professional Development. Jeatall 

H. W. Adi. 2019. Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School. Journal of English Language Teaching-UNNE 

M. A. Dheressa. 2022. Reflective Teaching of EFL Instructors at Shambu College of Teacher Education. English Language Education, Shambu College of Tacher Education, Ethiopia. 

M. Alhamami and J. Ahmad. 2018. EFL Teachers’ Attitude toward Commercial Textbook in EFL Program. Arab World English Journal 43 

M. Mellati and M. Khademi (2018). Exploring Teacher’s Assesment Literacy : Impact on Learner’s Writing Achievements and Implications for Teacher Development. Australian Journal of Teacher Education 

M. Uluga, M. S. Ozdenb, and A. Eryilmazc. 2011. The effects of teachers’ attitudes on students’ personality and performance. Sciencedirectassets 

M. Zahid, PhD Scholar and Prof. Dr. A. Khanam. 2019. Effect of Reflective Teaching Practices on The Performance of Prospective Teacher. TOJET N. L. 

Prof. G. Latchanna. 2014. Attitude of Teachers toward The Use of Active Learning Method. Researchgate 

R. Setyawati, S. Suwandi, Andayani, and M. Rohmadi. 2015. A Critical Literacy Review of Expert Opinions Toward Textbook Development. International Conference 

R. Hanifah. 2018. EFL Published Materials: An Evaluation of English Textbook for Junior High School in Indonesia. Australian International Academic Center PTY.LTD 

R. Fadillah and A. Mufidah. 2021. Textbook and English Teacher in Junior High School. Intensive Journal. 44 S. 

Handayani, B. Suwarno and I. W. Dharmayana. Evaluation of Indonesian English Textbook for The Ninth Graders Of Junior High School “Think Globally Act Locally” From EFL Teachers’ Perspectives. JOAL  

S. Handayani. 2016. The Evaluation of English Textbook For Grade Vii Of Junior High School In Indonesia. ISELT-4 S. 

S. Wachyuni and Olivia. 2020. Teachers’ Perception on The Use Of English Textbooks In Teaching English. Jambi-ELTJ 

Susiati and E. Mufidati. 2020. An Indonesian National English Textbook for Secondary Level: Is It Qualified Enough?. Jurnal Varidika 

S. Sjögren and B. Svensson. 2021. Teachers’ Attitudes towards the Use of Textbooks in English Teaching. Malmo University. 

T. Mahmud. 2021. Does a Teacher’s Attitude towards Students and Education Matter?. Risingbd.com