Publisher

IAIN GORONTALOIAIN GORONTALO

Journal Journal of English Teaching and Linguistic Issues (JETLI)Journal of English Teaching and Linguistic Issues (JETLI) Abstract

Four interrelated aspects in the teaching-learning process are teacher, students, materials, and evaluation and assessment. The things that should be paid attention to related to materials are materials selection, development and design, and materials or textbook evaluation. Regarding textbook evaluation, this article aims to investigate teachers perspectives on textbook of curriculum 2013 or K13 for the second grade. Eighteen teachers both from public and private vocational schools in Gorontalo city were asked to assign their opinions about the textbook of K13 using a checklist method adapted from Al Harbi. The five categories of Al Harbi in the questionnaire are layout design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The data from the checklist were analyzed entered into an excel program to find out the percentage, mean, and standard deviation. Afterward, the findings of excel were analyzed descriptively. The studys result revealed that the average mean score of layout and design was 4.01, the objective of the textbook was 4.18, teaching methods and activities was 3.84, language skills was 3.99, and evaluation was 3.89. Therefore, from the perspectives of English teachers, they agree that the English textbook for the second grade of vocational high school is appropriate to be used.

Conclusion

Based on the studys findings, the textbooks layout and design are clear and appealing, and its objectives align with learner needs.The teaching methods and activities facilitate student learning, including the use of technology and support teacher professional development.Furthermore, the textbook effectively enhances students English language skills.Overall, English teachers agree that the textbook is suitable for use in the second grade of vocational high school.

Future Research

Further research could investigate the impact of the textbook on students actual language proficiency gains, moving beyond teacher perceptions to assess concrete learning outcomes. Additionally, a comparative study could be conducted, contrasting the effectiveness of this textbook with alternative materials or teaching approaches in similar vocational high school settings. Finally, future studies should explore how teachers adapt and supplement the textbook to address specific student needs and local contexts, potentially leading to the development of more tailored instructional resources and professional development programs. These investigations, building upon the current study, will contribute to a more nuanced understanding of textbook effectiveness and inform best practices in English language teaching within the Indonesian vocational education system, ultimately enhancing student learning and preparing them for future success.

References

1. Textbook Evaluation: Teachers' Perspectives on Cutting Edge | Alshehri | International Journal of... doi.org/10.5296/ijele.v4i2.9743Textbook Evaluation Teachers Perspectives on Cutting Edge Alshehri International Journal of doi 10 5296 ijele v4i2 9743
2. The Evaluation of “English Textbook 2” Taught in Iranian High Schools from Teachers’... doi.org/10.5539/elt.v7n3p150The Evaluation of AuEnglish Textbook 2Ay Taught in Iranian High Schools from TeachersAo doi 10 5539 elt v7n3p150
3. Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives | Muhsen Al Harbi... doi.org/10.5539/elt.v10n3p26Evaluation Study for Secondary Stage EFL Textbook EFL TeachersAo Perspectives Muhsen Al Harbi doi 10 5539 elt v10n3p26

Metadata

File size	511.28 KB
Pages	16
DMCA	Report