The Feasibility of English Textbook for Vocational School

The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum . The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan material design. The f ind ings show that (1) the material relevance to the core and basic competence of 2013 Curriculum of the first English textbook (TB1) is 81.25%, the second English textbook (TB2) is 93.75%, and the third English textbook (TB3) is 87.5%; and (2) the categories of feasible textbook for vocational students for TB1 is 83.3%, TB2 is 91.6%, and TB3 is 75%. These results indicate that the three books are relevant and feasible for use by vocational school students.


Introduction
One of the educational institutions which prepares student to work is vocational school. The function of vocational school is preparing students to work independently, especially for working in a particular field in accordance with the requirements of the job market. Its purpose is not only equipping students with vocational skills to work in particular field, but should also qualified spiritually, emotionally, intellectually, physically and have an entrepreneurial spirit in accordance with national education goals.
Vocational school does not only offer learning activity and general academic experience that is partly used in general high school, but also employment and vocational education which are geared up to equip students which skills that match with the demands of the working. English in vocational students equipped with skills, knowledge, and attitudes in order to be competent in speaking, listening, pairworking, reading, writing, and giving information. The vocational students have to initiate the program that will be the part of working sector, and they should be equipped with applicable English skill by means of the relevance learning material that can sustenance their experiences. Therefore, it must be admitted that the effect of English learning materials plays an important role in English Language Teaching or ELT.
In presenting the learning English materials, the teachers need supporting material to facilitate the delivery of material 55| JELTS Vol. 3 No. 2, 2020 to the students. The students, thus, can easily understand the material that is delivered by the teacher. Many things can help teachers in presenting the material when teaching learning process. Materials can be in the form of a textbook, a workbook, a cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which presents or informs about the language being learned (Tomlinson, 1998). It is noticeable that English subject is needed to be further developed by teachers especially on its English learning materials since every department in vocational school has different needs.
It has been commonly found that learning materials are becoming one of the critical success factors in achieving the learning objectives. Above all, the use of proper learning materials that can fulfill the students' needs will reflect teachers' knowledge and skills either for teaching and learning process or for preparing and developing their professionalism as teachers of vocational school. It is important, therefore, for teachers to put into consideration that in order to construct an effective and successful learning, they should be able to choose and use appropriate learning materials for their students. The errors of using inappropriate learning materials will likely to produce any improvement in student skills on English subject or almost certainly will collapse to reach the learning objectives as well.
The most obvious and most common form of material for language instruction comes through textbook. It is a book which usually used by teachers to support the teaching learning process in school and university. Textbook are too inflexible to be used directly as instructional material. It should motivate students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. As Gailea, Syafrizal, and Indasari (2018) proved in their study that most of teachers designed the activities in teaching and learning based on curriculum, but many of them did not use the theories and procedure to select the materials in te aching learning process. Thus, this study tries to identify whether textbooks, as learning materials, feasible to learning process, or not.
Moreover, one of the important materials in vocational school for supporting the students in the work place is descriptive text. It can help students to describe own self or the thing in the factory or their work place.
So, this research focuses on analyzing the descriptive text material in the textbook used in vocational school.

Textbook
Textbook is a form of published printed material most commonly used as 56| JELTS Vol. 3 No. 2, 2020 teaching and learning media in schools or any educational institution. It is one of the most important media in learning and teaching process as it serves as a source and guideline to both students and teacher.
Textbooks serve as the basis for much of the language input since learners receive and provide the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in . This explains why at all levels of language learning textbook is still taken as important resource among students.
On the other hand, a textbook can be

The Function of Textbook
A good textbook is very crucial for both teacher and student. For teacher, it serves as a guide for each lesson textbook for language learning consists of several chapters. Each chapter will discuss different types and level of language skill. This will help both student and teacher focus on materials they will teach or learn. Textbook not only can provide general ideas for teacher to develop activities suitable for every topic, but also give a brief view for student on what they should expect for next learning session and at the same time serve as their reference for practice. Richards (2001) stated that in certain situation, textbook is a form of teacher training as they give guidelines for ideas and plans on teaching format that teacher can use. As for student's textbook provides as source of contact with the language they are learning apart from teachers' input.
Petty in Tarigan (1993) argued that textbook must be interesting and attractive toward the learners, so they will be interested in using textbooks; the textbooks must be able to motivate the learners; the certain of textbooks must be illustrative; the textbook should be consider the linguistic aspect, so it will be suitable with the learners' ability; the certain of textbooks must be related to the other branch of science; the textbook must simulate the personal activity of the learners; the certain of textbooks must be clear in written to avoid the children being confuse in using textbook; the textbook must have the clear point of view because it will be the learners' point of view; the textbook must be able to give the balance and emphasize on the value of the learner; the textbook must be able to respect the differences of the individual. As a result, textbook can help both teacher and learner to reach their aims and adjectives in language learning, but to the extent where the textbook serve them to reach the goals. It is recognized that the role of course book is to be at the service of teacher and learner, but no to be their master.

Textbook
The criteria of good materials design is based on Rajan works (2003

Method
This study used qualitative research.
The strength as qualitative research derives primarily from its inductive approach, its focus on specific situation or people, and its emphasis on words rather the numbers (Maxwell, 1996). It means that the data in this study is analyzed in the form of description and identification or analysis of texts.
In this research, the researchers used content analysis as proposed by Canvanagh (2007)

Result
The following are the result of feasibility for content and language for the books.

Conclusion
In order to improve the quality of teaching result for the teacher, it is built based on experiences and knowledge on many aspects in teaching. The matched textbook with curriculum, the appropriateness of textbook, and the materials in the textbook implemented in the classroom and many other ways to improve the quality of teaching and learning process are in teacher hands. Therefore, teachers need to seek out the compatibility of the textbook that is available in the market to fulfill the needs of 2013 curriculum materials; these books met all the requirements and standard of a textbook in implementing curriculum 2013. By using this book in teaching and learning process, hopefully a good result is compromised. In addition, the teacher also has to find the best way to convey each material in students' textbook, this serves to make lessons more interesting.
In order to improve students' learning outcomes, the role of textbooks is one of the