The Teachers’ and Students’ Perception on English Textbook “When English Rings the Bell”

Abstract


 The purpose of this study is to compare the student's and teacher’s perceptions about their current English textbook they used. This study categorized as a descriptive qualitative study. The population of VIII grade students (45 students) of junior high school was involved in this study and an English teacher of them too. The questionnaire and semi-structured interview were used as the instrument of this research. Besides, the guideline of the interview and questionnaire was from [1]Cunningsworth's (1995) theory which is explained about the book evaluation. The data were analyzed through Google form percentage presentation for the questionnaire while transcription, coding was used for the interview section. The result showed, 75% of students believed that the book they used has good quality. While the rest 25% felt it did not fulfill their expectation and need. Besides, the teachers’ perception supports it with some of the books’ part lacks organization and employed too many vocabularies. Whereas the students felt their current level was not suitable with the teachers’ beliefs, but the teacher believed that it was appropriate with the students’ level. So, there were few different perceptions between them. However, the teacher believed that her role in helping students with textbook usage could help the main point of students’ need due to the teacher has lack of knowledge and awareness to do coursebook evaluation. Therefore, further research needs to be done to make this study more comprehensive. 
 

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

“…As the most critical stakeholders who use language textbooks nowadays, teachers and learners also use all kinds of available semiotic resources whose roles, usage, and effects on users need to be further understood. However, existing studies of teachers’ and students’ perceptions of textbooks mainly focus on linguistic competence and knowledge by referring to book evaluation theories (e.g., Mutiah & Albiansyah, 2021). Therefore, future studies should investigate diverse stakeholders’ perceptions of and reactions to language textbooks’ systematized multimodal native, target, or world cultural content.…”

“…Textbooks are among the core artifacts in language classrooms. Most of the previous investigations of the interaction between English textbooks and their users, mainly teachers and students, have been carried out as book evaluations (Mutiah & Albiansyah, 2021; Muzakky & Albiansyah, 2021; Orfan et al, 2021), stressing content related to linguistic knowledge and competence. Users’ perception of cultural content has yet to be examined.…”