Email this article 
Teacher’s Perception toward the Use of English for Communication Science Book
Abstract
Abstract: This study aimed at investigating the teachers’ perception toward the use of English for Communication Science book and how it facilitates the teaching learning process. Descriptive qualitative research was applied in this study. According to the data obtained from questionnaire and interview, the textbook has fulfilled several criteria of a good book: practicality, language use and content, topics, and tasks. However, it has not fulfilled other criteria: suitability to students, skills mastery, relation to syllabus, and design and organization. In addition, the criteria which facilitate the teaching learning process are language use and content and topics.
Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi guru terhadap penggunaan buku English for Communication Science dan bagaimana buku tersebut memudahkan dalam proses belajar mengajar. Metode yang digunakan adalah deskriptif kualitatif. Menurut data yang diperoleh dari kuesioner dan interview, buku tersebut telah memenuhi kriteria buku yang baik dalam hal kepraktisan, bahasa dan isi, topic, dan soal latihan, sedangkan belum terpenuhi dalam hal kesesuaian terhadap mahasiswa, penguasaan ketrampilan, kesesuaian dengan silabus, dan desain organisasi. Dengan demikian, kriteria yang dapat memudahkan dalam proses belajar mengajar adalah bahasa dan isi dan topik yang berhubungan dengan jurusan ilmu komunikasi.
Keywords
Full Text:
PDFReferences
Ahmadi, A., & Derahkshan, A. (2016). EFL Teachers’ Perceptions towards Textbook Evaluation. Theory and Practice in Language Studies, 6(6), 260–267.
Alemi, M., & Sadehvandi, N. (2012). Textbook Evaluation: EFL Teachers’ Perspectives on “Pacesetter Series.” English Language Teaching, 5(7), 64–74.
Ary, D., Jacobs, C. L., & Razavieh, A. (2010). Introduction to Research in Education (Eight). Nelson Education Ltd.
Azizifar, A., & Baghelani, E. (2014). Textbook Evaluation from EFL Teachers’ Perspectives: The Case of “Top-Notch” Series. International SAMANM Journal of Business and Social Sciences, 2(1), 22–41.
Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st Century: ESP Theory and Application Today. Proceedings of the JACET 50th Commemorative International Convention.
Celani, M. A. A. (2008). When Myth and Reality Meet: Reflections on ESP in Brazil. English for Specific Purposes, 27, 412–423.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and Context in Language Teaching; a Guide for Language Teachers. Cambridge University Press.
Coxhead, A. (2013). Vocabulary and ESP. In The Handbook of English for Specific Purposes (First). John Wiley & Sons, Inc.
Crawdford, J. (2002). The Role of Materials in the Language Classroom: Finding the Balance, in Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
Cunningsworth, A. (1995). Choosing Your Course book. Oxford: Mcmillan Education.
Diniah, S. N. (2013). Teachers’ Perceptions Towards the Use of English Textbook in EFL Classrooms Descriptive Study of EFL Teachers at One Islamic Senior High School in Cirebon). Journal of English Education, 1(1), 185–195.
El-Sakran, A. T. (2012). Evaluation of an English for Specific Purposes (ESP) Book for Students of Islamic and Arabic Studies. English for Specific Purposes World, 34(12).
Fraidan, A. A. (2012). Evaluation of Two ESP Textbooks. English Language Teaching, 5(6), 43–47.
Gatehouse, K. (2001). Key issues in English for Specific Purposes (ESP) Curriculum Development. The Internet TESL J, 7, 10.
Ghalandari, S., & Talabinejad, M. R. (2012). Medical ESP Textbook Evaluation in Shiraz Medical College. Education Research Journal, 2(1), 20–29.
Harbi, A. A. M. A. (2017). Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives. English Language Teaching, 10(3), 26–39.
Hashemi, M. R., Lamir, A. R., & Namjoo, F. R. (2011). English for B. Sc. Students of Physical Education in Iran: A Study of Perception of English Needs and Effectiveness of ESP Textbooks. English Language and Literature Studies, 1(2), 14–24.
Karimnia, A., & Jafari, F. M. (2017). Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook. Research Gate, 11, 219–2366.
Kiely, R. (2009). Small Answers to the Big Question: Learning from Language Programme Evaluation. Language Teaching Research, 13(1), 99–116.
Kirkgoz, Y. (2009). Evaluating the English Textbooks for Young Learners of English at Turkish Primary Education. Social Behavioral Sciences, 1, 79–83.
Kitao, K., & Kitao, K. S. (1997). Selecting and Developing Teaching/Learning Materials. TESL Journal, 4(4).
Noordin, N., & Samad, A. A. (2003). Examining the Importance of EST and ESL Textbooks and Materials: Objectives, Content and Form. ESP World, 1(4), A-9.
Riasati, M. J., & Zare, P. (2010). Textbook Evalyation: EFL Teachers’ Perspectives on “New Interchange.” Studie in Literature and Language, 1(8), 54–60.
Sarem, S. N., Hamidi, H., & Mahmoudie, R. (2013). A Critical Look at Textbook Evaluation: A Case Study of Evaluating an ESP Course-Book: English for International Tourism. International Research Journal of Applied and Basic Sciences, 4(2), 372–380.
Silva, F. (2002). ESP Teaching for Learner in the Health Science Field (pp. 35–40).
Suhirman, L. (2018). ESP Textbook Evaluation: English for Islamic Learning for College Students. IJOLTI, 3(1), 13–22.
Ur, P. (2012). A Course in Language Teaching. Cambridge University Press.
Wahyudi, A. (2017). ESP Textbook Evaluation: English for Law.
Yakhontova, T. (2001). Textbooks, Contexts, and Learners. English for Specific Purposes, 20, 397–415.
DOI: http://dx.doi.org/10.17977/jptpp.v5i9.14038
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Weny Anita Febriantini, Johannes Ananto Prayogo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
