Workload and lecturers ’ job satisfaction in Adekunle Ajasin University , Akungba-Akoko , Ondo State , Nigeria

Received Mar 25, 2020 Revised Jun 20, 2020 Accepted Jul 30, 2020 The study investigated the relationship between workload and lecturers’ job satisfaction in Adekunle Ajasin University, Akungba Akoko, Ondo State. The descriptive research design of the survey type was employed. The sample of the study was 105 lecturers selected using multi-stage sampling technique across three faculties. Two research questions and three hypotheses were formulated to guide the study. A researcher-made questionnaire titled “Workload and Lecturers’ Job Satisfaction Questionnaire (WLJSQ)” was used to elicit information from the respondents. The instrument was validated by experts in Test and Measurement and the test re-test method was used for test reliability which yielded a reliability coefficient of 0.72. The findings of this study revealed: lecturers found conducting research, processing of results, marking of examination scripts and supervision of undergraduate projects most demanding and that lecturers’ job satisfaction was low in relations with the workload. Also, there is a significant relationship between marking of examination scripts and lecturers’ job satisfaction, supervision of research work and lecturers’ job satisfaction and there is a significant relationship between number of courses allocated and lecturers’ job satisfaction. It is hereby recommended that more lecturers should be recruited particularly in faculties with high student population in order to reduce excessive workload, while the number of students to be allocated to lecturers for project supervision should be reduced and the services of assistant lecturers should be employed to assist in the area of marking of scripts and supervision of undergraduate projects.

INTRODUCTION
The centrality of education to issues of national development is incontrovertible, the world over. In line with this assertion, education in Nigeria is no longer regarded as a private enterprise, but a huge government undertaking. To this extent, the national policy document on education espoused by the Federal Government of Nigeria describes education as an instrument for effecting national development [1]. Education, therefore, is not only seen as a vehicle for promoting social reform, but as resources for building a robust and well developed nation. Now that education has been recognized as a sensitive issue and a factor for development of the nation, Nigeria cannot afford to toy with the education of her citizenry because the wealth of a nation is a function of the available human resources enabled by education and not the abundance of natural resources. Apart from the position of the national policy on education in Nigeria, the ISSN: 2089-9823  Workload and lecturers' job satisfaction in Adekunle Ajasin University… (Osifila, Gboyega Israel) 417 quantitative and qualitative development of education in the country is largely due to the insatiable desires by parents, guardians, individuals and national group interest, who their intense ambition see education as a qualification to earn good income and contribute to societal drive towards egalitarianism. By all standard, these individuals and Nigerian shared in the idea that economically, socially, politically, scientifically and technologically, education holds the key [1]. In Nigeria, educational system is categorized into three; the primary, secondary and tertiary levels. The tertiary is the highest and the schooling given after secondary level in institution like the university. At the tertiary level of education, high level of manpower training takes place which contribute to national development. Therefore, skilled manpower such as academic staff and administrative staff perform different functions at this level of education especially in the university in order to make all students part of a general program of all round improvement and development.
However, due to the continuous upward trend on university enrolment, prompted by growing demand for education at this level by most citizens of school age, students' population has increased tremendously and this has impacted on the population of individual classrooms. Lecturers are presumably being stretched owing to the annual increase in the number of enrolment resulting in over bearing tasks and responsibilities for the academic staff in terms of numbers of courses to be taught per semester, numbers of periods per week, processing of results, setting of examination questions, examination invigilation, marking of examination scripts, result processing, teaching practice supervision, attendance at project, dissertation and thesis defense and supervision of undergraduate and postgraduate research work. All these may have increased their workload considerably and probably impacting negatively on their job satisfaction manifesting in seemingly poor attitude to teaching, aggression towards students and delay in processing of results.
Workload refers to the quantity and intensity of job assignments. Simply put, the core consideration in workload could be seen in the quantity of work being assigned and the degree of efforts to be exerted before completing the work. A manageable workload is likely to keep any hardworking lecturer motivated and satisfied. It could equally enable him/her to perform his/her duty to the best of his/her ability and become more productive. Many areas of workload have been observed to be more tasking to lecturers. These include marking of examination scripts, supervision of research work, processing of results and teaching of courses. Marking of examination scripts is a direct or indirect lecturers' involvement in marking undergraduates' and postgraduates' examination booklets. Lecturers are to ensure that every examination scripts have the correct mark so that all students will get the correct grade. Some exams are marked on paper and some are marked automatically by a computer. But for any exam, every students work is marked in the same way. Supervision of research work is the assistance and guidance that lecturers provide for undergraduates and postgraduates in the course of writing their project, dissertation and thesis. The need for high level devotion, in terms of obligation of time and energy on the lecturers' side during research supervision cannot be over-emphasized. In all, supervision of research work by lecturers is aimed at; a. Providing students with direction towards compliance with rules and procedures of research reporting. b. Helping students to adhere strictly with time schedules for research writing. c. Making students comply with time schedule for research defence. d. Ensuring that students are properly guided in using every resources needed for timely completion of research work. One duty area expected of any lecturer is the compilation, computation and processing of students' results. What is obvious is that processing of results is statutorily done every semester. It should be noted, however, that this undertaking could be put lecturers under some form of stress and highly demanding. The registration of students and computation of examination results require some form of diligence from the lecturers usually referred to as Course Adviser. To ease this duty, some universities have employed the use of Information Technology (IT) techniques in resolving issues around compilation, computation and processing of result. This process, no doubt, would assist efficient and effective processing of results. Teaching of courses allocated by head of departments is another area of workload for lecturers. This involves preparing and delivering lectures to students by the lecturer. Many at times, lecturers are allocated courses to be taught across all levels of their department, and even other department including faculty courses allocated by the faculty head.
Lecturer's job satisfaction reflect the degree of lecturer's inner appreciation with regards to how they feel about the quality of treatment they are receiving on the job and the benefits that may accrue in future. In other words, job satisfaction entails the monetary and non-monetary paybacks that comes from work. It is not the money, benefits or vacations; it is doing the work itself. It signifies the amount of agreement between one's expectations of the job and the rewards the job provides.
Over the years, it has been observed that some of the output from the university system are referred to as half-baked product, that is, they do not have what it takes intellectually and skilfully to be employed in the labor market. Educational stakeholders, such as employers of labor, parents and the society as a whole have linked this problem of poor output to lecturers' level of job satisfaction. It appears lecturers are not satisfied with their job due to excessive workload caused by number of periods per week, number of courses to be taught per semester, marking of examination scripts, teaching practice supervision, project, dissertation and thesis supervision, attendance at seminars, and processing of results, among others. Most times, lecturers complain of insufficient time to study and embark on educational researches to enrich their knowledge. It seems lecturers spend quality time performing administrative duties and attending to student problems. This may be negatively impacting their satisfaction on the job. This study is therefore carried out to investigate the relationship between workload and lecturers' job satisfaction in Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria.
The concept of workload have been defined in different ways as perceived by different scholars, but all pointing at the same direction. Summarily, workload could be seen as the totality of duties statutorily assigned to individual to perform. What constitute heavy, moderate or low workload may probably be based individuals' level of competence and energy in relations to the task at hand. "Workload can also be classified as quantitative (the amount of work to be done) or qualitative (the difficulty of the work)'' [2] and also as "the amount of work that has to be done by a particular person or organization'' [3].
Workload can also be described as the process through which energy is exerted on a given assignment in order to fulfil the expected end result. This application of energy cuts across all professions and fields. Every profession has its peculiar which has within it the application one form of efforts or the other. In these and related uses of the word, workload therefore relates to the quantity and quality work + load, that is, the quantity of work done with the level of energy required to do it [4]. Workload, according to Akob [5] as "all activities that involved lecturers' time either directly or indirectly with professional duties, responsibilities and interests''. Relating to lecturing, workload refers to the entire duration a lecturer engages in classroom interactions with students and other schedules given to other official assignments which may be performed while in school environment or when outside the school. Lecturers' responsibilities could include teaching, students' advisor, file management, processing of students' results, attendance at academic and administrative meetings and any other responsibilities expected of a lecturer [6].
The definitions ascribes to the concept of job satisfaction is as many as the authors who attempted to define it. Job satisfaction as the realization of fulfilment of expectations being enjoyed by individuals performing job activities and the expected rewards [7]. Job satisfaction is an emotional state that is happy or positive emotions derived from the assessment of a person's job or work experience [8]. The perception of employees' perception of how good the job they do provide things that are considered important for them is seen as job satisfaction. Similarly, job satisfaction is a sentiment that can induce one's positive or negative attitude towards one's duties and assigned responsibilities when at work [9] and that it is imperative to understand that in the concept of job satisfaction, what can motivate are numerous and what lead to one's satisfaction may differ from others. More specifically, job satisfaction can be summarized as the employee's belief, perception and feelings emanating from the content and context of their job which in turn influence their job attitude.
According to Smith and Mistry [10] job satisfaction is a pleasant mood that emanates from an employee's opinion of accomplishing the anticipated essentials or satisfaction. Measuring job satisfaction reveals a hydra-headed dimension of attitude which is made up of the approach in terms of remuneration, promotions, and the content and context of work environment. Employee who shows high job satisfaction may have liked the job, whereas, employees who demonstrates low job satisfaction may have disliked the job. Therefore, it can be concluded that job satisfaction reveals employee's affirmative retort toward the innumerable areas of a job. Satisfaction on the job would improve job performance and can be used as basis to predict the difference between employee's anticipation about job consequences and what is offered on the job. Studies by Fredman and Doughney [11] revealed that factors within and outside the employee would influence job satisfaction. The peculiar nature of every higher institution of learning determines the levels of job satisfaction that may be experienced. According to Bentley, et al. [12], ''Japanese academics, for example, feel highly satisfied with their job, but are highly stressed at the same time''.
As contained in the National Policy on Education in Nigeria [1], lecturers in tertiary institutions of learning are expected to be engaged in quality teaching, research and community development. The core academic duties and responsibilities expected of lecturers in the university includes the following, among others: preparing and delivering lectures, designing examinations templates and managing students' results [13]. Other duties and responsibilities includes, tutoring, laboratory supervision, clinical work, exam invigilation, uploading of results, teaching practice supervision, supervision of both undergraduate and postgraduate project/dissertation/thesis respectively. In addition, lecturers are also expected to carry out researches and publish empirical and scholarly articles in local and international journals. work, in line with its general dictates on academic, will assist lecturers with such resources needed to help in the research endeavors.
Etor [14] concluded that school administrators should create an enabling environment for lecturers to work and alleviate work that are too strenuous, this will help to eliminate frustration and feeling of failure. It is believed that situation of minimal task, most employees will have the sense of fulfilment and job satisfaction. Any worker that is over loaded with work will not be happy, neither will the worker that is under-utilized be satisfied. It is the place of the head to assign duties to lecturers based on their specialization and their capacity. Nsa, and Isaac [15] pointed out that inadequacy in the number of staff would make those available will have heavy workload, which may result to poor productivity, Zwalchir [16] believes it leads to stress.
Lecturers' job satisfaction with professional status is the ladder to all achievement in the system. The lecturers has the uphill task of forming course outlines, teaching, marking examination scripts, researching and attending conferences. There are the duties that make them self-actualized. Mgbekem [17] maintained that these program improve productivity and enhance professional development. This is true especially when lecturers are upgraded and or promoted after such program. Winer, and Sarros [18] found that high job satisfaction is easily attainable when the responsibilities to be executed in a job situation are well demarcated. As Shin [19], Locke and Bennion [20] had concluded that when institution of learning pile up pressure on academics in furtherance to the notion of global competition and quality of teaching, lecturers experience stressful feelings and declined satisfaction on the job.
Lecturers' job satisfaction with academic publication is of great concern to lecturers in all tertiary institutions in Nigeria. Lecturers are expected to research, write and publish articles in journals in and outside the country before they are promoted from junior level to the zenith. Mgbekem [17] confirmed that if lecturers fail to comply with these directives from the management of their institution, they will stagnate on their first position of employment. This can be very frustrating to anyone. Akob [5] reported a significant relationship among workload, teacher work ethics and job satisfaction, and performance in the execution of work. Similarly, Imondi [21] found that job overload negatively influences satisfaction of teachers. Most of the teachers in the division admit that job excess workload has strong relationship with low performance. Similarly, [22] reported that lecturers experienced excess workload in academic activities and lecturers' satisfaction was negatively influenced by this excess workload. Sone, et al. [23] confirmed in their study that excess workload is the strongest reason responsible for decreasing job satisfaction. A study [24] on the level of workload and job satisfaction among Pharmacy academicians in private and public universities in India found that more than half of the respondents (57.9%) were satisfied with their workload, while overall, private sector academicians are more burdened by teaching load and also are less satisfied of their workload. Shin, and Jung [25] reported that academia jobs have become stressful and less satisfied when government have implemented managerial or university governance reforms.

RESEARCH METHOD
The research employed a descriptive survey design. This research adopted the descriptive survey method because it has the advantage of applying the outcome of its investigation to a large section of the population at the same time. The sample of the study consisted of 113 lecturers. The sample is selected using multi-stage sampling technique. From the existing nine faculties, a simple random sampling technique was used to select three faculties. Proportionate stratified sampling technique was used to select 50% of the lecturers across all cadres in the sampled faculties. Table 1 shows how the samples are selected.  Education  75  11  06  25  12  23  12  15  07  Law  23  05  03  04  02  12  06  02  01  Science  128  25  12  17  09  48  24  38  19  Total  226  41  21  46  23  83  42  55  are scaled to measure the opinion of the participants. Section C contains 11 items formulated to determine the level of lecturers' job satisfaction. A scale of Very Satisfied, Satisfied, Slightly Satisfied and Not Satisfied was used to measure the opinion of the respondents. Section D and E contains 10 items formulated to determine the level of lecturers' job satisfaction in relation with marking of examination scripts and supervision of research work. A scale of Strongly Agree, Agree, Strongly Disagree and Disagree are used to measure the opinion of the participants. The test-retest technique was used to ascertain the reliability of the instrument and a reliability index of 0.72 was obtained. This indicated that the research instrument is reliable. The researcher visited all the selected faculties in the university to administer the questionnaire. Out of a total of 113 copies of questionnaires administered, 105 copies were retrieved which gave 92.9% return rate. The research questions were answered with descriptive statistics of frequency counts, percentages and mean while the research hypotheses were tested with Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.

RESULTS AND DISCUSSION
Research question one: What aspect of their workload do lecturers find most demanding? Table 2 depicts areas of workload lecturers found demanding. Conducting research with a mean of 3.6 is the area of workload that lecturers found most demanding while going to excursion or field trips is area of workload lecturers found least demanding. Other areas of workload lecturers found demanding include processing and uploading of students' results with mean of 3.5, marking of examination scripts (3.5), undergraduate project supervision (3.2) level advisory duty (3.1) among others. Finally, the grand mean of 3.1 is an indication that lecturers found these areas of workload identified in Table 2 demanding. Research question two: What is the level of lecturers' job satisfaction in relation to their workload? Table 3 describes the level of lecturers' job satisfaction in relation to their workload. With a mean of 1.5, it is revealed that the level of lecturers' job satisfaction is low with regards to their present salary in line with their workload, present fringe benefits, medical scheme/benefits available to them and transport allowance in their pay package. Also, a mean of 1.8 is an indication that lecturers are not satisfied with the condition of their as office spaces, their present salary and conditions of classroom (1.9). The grand mean of 1.7 indicates that lecturers are slightly satisfied on the job in relation to their workload. Hypothesis one: There is a significant relationship between marking of examination scripts and lecturers' job satisfaction. Table 4 shows that there is a significant relationship between marking of examination scripts and lecturers' job satisfaction. This is because the r.cal of -0.329 is less than the r.tab of 0.195 at 0.05 level of significance. The tested hypothesis is hereby accepted. Hypothesis two: There is a significant relationship between supervision of research and lecturers' job satisfaction. Table 5 shows that there is a significant relationship between supervision of research work and lecturers' job satisfaction. This is because the r.cal value of -0.236 is less than the r.tab value of 0.195 at 0.05 level of significance. The tested hypothesis is hereby accepted. Hypothesis three: The number of courses allocated to lecturers is significantly related to lecturers' job satisfaction. Table 6 shows that there is a significant relationship between number of courses allocated and lecturers' job satisfaction. This is because the r.cal of -0.024 is less than the r.tab of 0.195 at 0.05 level of significance. The tested hypothesis is hereby accepted. Research question one sought to investigate the aspect of workload that lecturers found most demanding. As shown in Table 2, the aspect of work lecturers found most demanding include: conducting research (x=3.6), processing of results (x=3.5), marking of examination scripts (x=3.5) and supervision of undergraduate project (x=3.2). This is in tandem with the findings of [22] revealed that lecturers experienced excess workload in academic activities.
Research question two sought to examine the level of lecturers' job satisfaction in relation to their workload. The result in table 3 shows that lecturers' job satisfaction is low as revealed in the grand mean of 1.7. This result corroborate [21] who found in a study on the influence of workload on the performance of teachers in schools in Kombewa Division, Kisumu West District, Kenya that job overload negatively influences satisfaction of teachers. Also, lecturers' satisfaction was negatively influenced by excess workload as reported by Alabi et al. [22] Research hypothesis one investigated the relationship between marking of scripts and lecturers' job satisfaction. It was found that there is a significant relationship between marking of script and lecturers' job satisfaction. This corroborates earlier findings by Akob [5] and Alabi et al. [22] that excess workload negatively influences job satisfaction of teachers and lecturers. However, in a relatively divergent view, Imondi [21] found that a low relationship exists between workload and teachers' satisfaction.
Research hypothesis two stated that there is a significant relationship between supervision of research work and lecturers' job satisfaction. This hypothesis was accepted as the r.cal value of -0.236 is less that the r.tab value of 0.195 at 0.05 significant level. This infers that a significant relationship exists between supervision of research work and lecturers' job satisfaction. Some factors responsible for this could include a lecturer having too many supervisees to supervise. The finding align with [23] who confirmed in their study that excess workload is the strongest reason responsible for decreasing job satisfaction. The third hypothesis tested established the relationship between number of courses allocated and lecturers' job satisfaction. This implies the more the number of courses allocated to a lecturer the likelihood of being prone to stress and likely  [5,22]. Excess courses could be due to inadequate number of lecturers in a given educational program or course.

CONCLUSION
Based on the findings of this research, it is concluded that excessive workload assigned to lecturers would reduce their job satisfaction which could consequently lead to their poor performance on the job. It is therefore important that more lecturers should be recruited particularly in faculties or departments with high student population, in order to reduce excessive workload relating to marking of scripts and supervision of research. Universities should also adopt more advanced technology to process processing of results and other academic activities.


Research on Language-teaching Materials — An Evaluation of Extensive Reading Textbooks

In second language teaching, materials play a unique role and the demand of developing language-teaching materials has been increasing. The textbook, an integral part of language-teaching materials, to some extent dominates the contents of teaching and learning and has a deep influence on curriculum. Textbooks for extensive reading apparently highlights this feature while some kind of series adopted in universities have several shortcomings in the representativeness of the articles and their variety of the categories, etc. which makes it hard to play an active role and have a positive impact in teaching and learning process. Some teachers ignore the development of this ability and the significant contribution they can make to evaluating and selecting textbooks. Thus, the author collects basic information from one series of textbooks and analyzes it systematically, and then shows overall comments with detailed suggestions on contents as: selecting more articles from representative writers; increasing articles about history and philosophy; selecting more current articles from magazines; adding more poems and attaching more detailed introductions about the authors and reference books to read. These suggestions will provide some implication for extensive reading textbook evaluation and selection, thereby, the selected textbooks can be at the good service for extensive reading teaching and teachers can get a self-development in the process.

I. INTRODUCTION
Tomlinson (2011) defines materials as "anything which is used by teachers or learners to facilitate the learning of a language." (p. 2) They can be in the familiar form of textbooks, dictionaries and newspapers and so on; they can also be the native speakers' live talks, teachers' instructions or learners' discussions. (Tomlinson, 2011) According to his definition, language teachers' instruction itself can be regarded as one kind of teaching material and they are the ones which get in touch with all kinds of other forms of material in teaching. Thus, teachers are endowed with another role in developing materials which should be instructional, experiential, elicitative and exploratory. (Tomlinson, 2001) They need to consider "what should be provided for the learners, how it should be provided and what can be done with it to promote language learning." (Tomlinson, 2011, p

A. Textbooks and Materials
Textbooks are one of the most frequently used materials in language teaching and learning. As is said above, they can provide information about the language; they can provide exposure to the language in use; they can stimulate language use and they can encourage learners to make discoveries about language use. (Tomlinson, 2001) According to Westbury (1990), textbooks can not only support teaching but also defines the curriculum. Researches on evaluating, selecting and adapting textbooks are urgent and necessary, which will not only bring beneficial effects on the course teaching, but also improve teachers' self-development ability. Teachers are always the textbook users, who need to correct their wrong conception of following the textbooks without worrying about other elements including the needs of the students. Wang Qiang (2006) proposed that as a qualified teacher, he/she definitely needed to "develop an awareness as well as ability to evaluate textbooks available to them or chosen for them" (p. 294). The current situation is that language teachers don't pay enough attention to evaluating and selecting the textbooks not only before using them, but also after using them; it hinders the function of textbooks to play in the teaching process, also directs both teachers and students into wrong direction to either depend too much on textbooks or debase them unfairly.

B. Extensive Reading Textbooks and English Teaching
Even though there's no definitively acknowledged second language acquisition theory which can guide the whole process of material development, it means teachers as well as the researchers can't find out the standard answer to the problems they encounter, they can do something to ensure that students are learning what they want and need to learn.
In the authors' opinion, evaluating and selecting a good series of valuable textbooks is the most convenient and efficient way to facilitate the learning. Teachers' classroom explaining and a textbook's samples of language use should work together to guide students to discover the things beyond pure language learning; teachers' proper scaffolding with a good textbook's modeling can direct learners to reflect on the way they have just learned from reading passages, especially facing to some challenging tasks. Thus, teaching should not only transmit information, but also helps the students to discover things for themselves and helps them to do something; it should also predict, prevent, respond to and remedy the problems in the process of language learning and teaching. In a way, both the teachers and students need proper textbooks to realize the nature of teaching and learning, especially in extensive reading course.
Extensive reading textbooks are eagerly needed to evaluate and the articles there needed to be selected and arranged well since they must provide enough exposure of target language to students by reading. The large amount of reading in and after extensive reading class can definitely provide a good chance for students to acquire native language. Since the amount of reading passages is large, both teachers and students to some degree depend more on textbooks. Teachers can tailor-made some materials for their students, but the amount is not enough and it's time-consuming. Exactly, they need to get a lot of help from extensive reading textbooks. Thus, the extensive reading textbook is a double-edged sword, which can facilitate teaching and learning when arranged well on the one hand; on the contrary, they can destroy everything when ignoring the basic principles.
In order to improve undergraduate English majors' reading ability effectively and achieve the teaching goals for extensive reading, researches and buildings on textbooks are very important procedures. Several universities all around the country once use a series of extensive reading books-Companion Readers published by Foreign Language Teaching and Research Press-one of the most influential presses in China, in 2010. This paper aims to research on this series of extensive reading textbooks with statistical analysis to find out the detailed shortcomings, come up with suggestions to improve and then provide more reference for extensive reading teaching and textbook construction.

II. TEXTBOOK EVALUATION AND FEATURES OF GOOD TEXTBOOKS
Each series of textbooks are edited under different teaching theories and teaching principles. And textbook evaluation can also be specifically divided into several opposite pairs of types based on specification of objectives, principles and procedures, including ad hoc evaluation and systematic evaluation, on-the-page evaluation and in-the-use evaluation, external evaluation and internal evaluation (Wang Qiang, 2006). This paper does not aim to touch every aspect and analyze them in detail. The authors of this paper prefer to mix them together and absorb in the key points but to present them in the following ways, which can definitely stand out the author's own idea in English teaching and textbook evaluation. In the analysis of this series of books, the authors not only try to express their own ideas, but also take the common features of good textbooks into consideration. Wang Qiang (2006) listed several features of good textbooks based on Tomlinson's (1998): "Good textbooks should attract the students' curiosity, interest and attention; textbooks should help students feel at ease; textbooks should help students develop confidence; textbooks should meet students' needs; textbooks should expose students to language in authentic use; textbooks should provide students with opportunities to use the target language to achieve communicative purposes; textbooks should take into account that the positive effects of language teaching are usually delayed; textbooks should take into account that students differ in learning styles; textbooks should take into account that students differ in affective factors; textbooks should maximize learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities" (p. 297). These features are useful to know and be kept in mind when evaluating textbooks.

A. The Source of the Articles
About the source of the articles based on the authors' nationality and the introduction provided in the series: Authors from English-speaking countries from English-speaking countries are 105, accounting for 60.00% of the whole; it is the largest category; the second largest category is the 47 articles attached with only authors' names, no specific introduction, accounting for 26.86%; it's hard for the students to find exact information; the third one is the 17 articles written by the authors from non-English-speaking countries, accounting for 9.71%; the other 6 articles, accounting for 3.43%, are the ones without any information.
For the authors from English-speaking countries, most of them are Americans: 66 articles are chosen; the number is much larger than the others, even accounting for 37.71% of the whole; rank 2 is British writers; 28 articles are chosen, accounting for 16%; the third one is Irish writers, and there are 6 passages in the series; there are 2 Australian ones, two Canadian ones and 1 from New Zealand.

B. The Styles of the Articles
The author mixes the literary genres with the types of the articles in the According to Table 2, short stories appears most frequently and there are 141 articles chosen in the series, accounting for 80.57%; the second largest category is argumentation and 16 articles are in it, accounting for 9.14%; the third category is expository writing, 9 articles accounts for 5.14%; the fourth one is drama and 5 dramas account for 2.86%; there are 2 science fictions, only 1 poem and 1 non-fiction in the series, respectively accounting for a small percentage. Among the short stories, the editor arranged several fables on purpose to convey something more from another typical writing style. The only one poem in this series pays special attention to its content which contains some kind of argumentation in it. The only one non-fiction stands out its feature in the application of rhetoric devices as personification and irony.

IV. SHORTCOMINGS OF THIS SERIES OF EXTENSIVE READING TEXTBOOKS
Given the good features of textbooks and the specialty of extensive reading textbooks, the layout of the series of extensive reading textbooks is not fancy enough. In fact, it's hard to attract students' curiosity, interest or attention since all the articles are compiled one by one with a few black and white pictures before some of the articles to illustrate and margins to add notes, without any attractive presentations, even the simplest difference in colors. Even worse, students are always frightened to see so many articles in one volume, in which they didn't see the novelty or possibility of learning something new from the unusual topics or illustrations but also difficulty in keeping their patience and confidence of reading these long passages. Students may feel anxious, uncomfortable or tense when seeing so many articles and exercises crammed together in the series of textbooks. A large number of original reading passages in this series do make sure to expose students to authentic use, but some of them are alien to students' culture and irrelevant to students' needs. According to the author, challenging passages are hard to motivate students in the long run and both teachers and students can't ensure the learning exactly happens in the reading class, let alone enabling students to receive, process and retain information through reading and maximizing their learning potential. Even though more passages mean more choices for teachers and students, this series of books seldom takes students' similarities and differences in affective factors and learning styles into consideration. To some degree, teachers play the most important role in selecting the provided articles from the textbook to build students' confidence in reading and maintain their patience to follow their teachers' guidance to explore. The recycled instruction and frequent exposure to the instructed language features in communicative use in reading classroom are indispensible since few opportunities are provided to use target language to achieve communicative purposes in extensive reading classroom. Based on these points discussed above, evaluating and choosing a good series of extensive reading textbooks are vital and profitable for both students and reading teachers.
Extensive reading teaching should not only aim to let students learn language knowledge, enlarge their vocabulary, improve their ability of reading comprehension and language application, but also cultivates their cultural accomplishment and logic thinking ability to analyze and judge. Based on the analysis above, it's easy to find that the number of the articles in the series is large and it has a wide range of resources; but there's obvious gap in the number of articles as to the authors' nationality, more than half of the authors are from English-speaking countries. Even though the styles are various, the number of short stories is much larger than other types of articles. Generally speaking, the series of extensive reading textbooks have disadvantages in representativeness of its articles and lack of enough 1630 THEORY AND PRACTICE IN LANGUAGE STUDIES attention to Chinese tradition and culture, which hinders their positive role and influence to be played in reading teaching process. Therefore, the articles selected in extensive reading textbooks should not only pay special attention to be standard and diversified in cultural knowledge. In terms of this standard and other good feature, this set of textbooks is not good enough in the following aspects: First of all, the articles of the authors from English-speaking countries are not typical enough; that's to say, they are lack of the representatives to stand out different periods of English and American literature. There are some famous American writers' works selected in this set of textbooks, such as O'Henry, Hemingway, Virginia Woolf, Edgar Ellen Poe, D.H. Laurence and so on. Chinese students and teachers are familiar with them but not their works chosen in this set of textbooks because they are not their masterpieces. Some other works and their authors are unknown; indeed, a few of them are not accessible to get related information at all. Five of James Thurber's works are selected into this set of textbooks; in fact, James Thurber's not as famous as the great ones we've mentioned before. While few works from representative writers in British and America are chosen; they are universally acknowledged to be great authors by the scholars from home and abroad. Secondly, as for the articles from the non-English-speaking countries, the range of sources is not wide enough. The works selected in this set of textbooks are Japanese, Norwegian, Polish, Columbia, Mexico ones and so on; what lack in particular is Chinese great works which can stand out Chinese excellent tradition and culture. There are several successful translators who make much effort on translating good Chinese literature works into beautiful English, like Xu Yuanchong, who makes a great contribution to Chinese culture heritage. According to the author's opinion, his excellent translated works should be chosen in extensive textbooks which can not only boost the inheritance of Chinese culture but also can make students realize the fascination of language, which can inspire them to be determined to learn English well.
Thirdly, the range of the passage styles is narrow and their proportion is not proper. Most of the articles in this set of textbooks are fictions and they are presented in narrative form. While the number of other genres is relatively small, especially poetry, there's only one poem in the whole set. This can't show enough respect to the great achievement of English poetry in history and its contribution to English literature, exactly, it's not fair to treat it like this. In addition, in the limited number of argumentation articles, few of them are the latest articles which talk about the hot issues of the current society and it also lacks the magazine articles, which results in the lack of the spirit of times and the sensitivity to social problems. At the same time, the set of textbooks also lacks articles about history, philosophy and literary theory. Without these kinds of articles, students are hard to know more about English history and culture, to cultivate their theoretical qualities and analyzing ability.
Lastly, the length of articles is not reasonable. One of the articles is more than ninety pages, which prevents students from finishing reading it in or out of class.
In all, this set of extensive textbooks has a lot of disadvantages, including neglecting the representativeness, contemporary nature and readability of the articles even in its large number of the passages; ignoring the disproportion of different genres; lacking of accumulation of students' historical and cultural knowledge and developing of the students' ability of logical analysis and so on. These points are all obvious and needed to be improved.

V. SUGGESTIONS FOR IMPROVEMENT
In order to promote the quality and level of textbooks, provide the students with more suitable and better sample texts for English learning, this set of extensive reading textbooks can be promoted in the following aspects based on the shortcomings discussed before as well as good features of textbooks.
Firstly, select the authors and their works which can truly stand out the features of English countries. As the most widely used language in the world which has the widest range of application, excellent English works and articles can be found in every field. As we all know, the Noble Literature Prize has a very large impact on the matters in the world, especially in literature. Editors can prefer the authors and their works which win the Nobel Prize in Literature in particular. These articles in no doubt have the representativeness of English countries and the spirit of the exact times; they can not only help students to learn the native models of English application, but also vividly reflect the features of various literature styles. By reading these works and studying their authors, students can learn more native-like expressions, at the same time, they can get used to expressing their ideas in different writing styles.
Secondly, increase the number of the articles about history, philosophy and so on. It's proved that language is the carrier of culture. For English majors, they should not only learn English, exactly speaking, they are not supposed to learn single language knowledge, but to know western history and culture through language learning. Reading original historical and philosophical articles can not only enrich their learning contents, overcome the boring feeling of English learning, but also can make students learn relative knowledge about history and literature and then increase their theoretical attainment in language. Thirdly, add more poems in extensive reading textbooks. Actually, English poetry is famous for its various styles, its elegance, its refined nature and its rich affection. Reading these excellent poems can definitely help students appreciate the beauty of language truly; furthermore, it can purify their soul. As for the length of articles in textbooks for extensive reading, it's not supposed to be too long. The length of poems can be long and short, the words and sentence patterns in poems are not so complicated, so they are easy and suitable for classroom learning and teaching. Some poems are worth paying special attention to: they are sonnets written by Petrarch, Shakespeare, Milton, Browning and so on. Their sonnets are like beautiful music with diverse tones, strong ringing and splendid rhythms.
Fourthly, all kinds of articles from magazines and newspapers should be included in these textbooks. The articles in newspapers always embody the modern habit and trend of language application. English majors can benefit a lot from reading newspapers, including knowing contemporary western ideological trend and social conditions and learning to express in modern English more precisely and standardly. For example, some of the fashion comments and discussions about the hot issues published in The Economics not only keep pace with the times and the society, but also has close relationship with their lives and the society they live in. They are always their familiar topics and the problems they are concerned with. These kinds of articles can not only go off the smell of a certain time, but remain logic in their wording as well. Such kind of articles are easy to raise students' reading interest and they can also enhance students' logic thinking ability better.
Fifthly, choose some English version of Chinese literature works. Several excellent literary translators have devoted to translating great Chinese literature works into English in order to make Chinese culture get known and recognized by the western world. As for this field, one of the greatest translators, Mr. Xu Yuanchong, can't be neglected. He has made great contribution to the career of translation, especially to the translation of Chinese classic poetry. He has already translated lots of Chinese classic works, such as the Analects of Confucius, the Books of Songs, the Songs of Chu, Poetry of the Tang and Song Dynasty, the Romance of West Chamber and so on. His translated classic works not only have the beauty of rhythm, but convey the artistic conception and express the poetic flavor as well. Besides, some other authors' English masterpieces are worth reading and studying, like Mr. Lin Yutang's My Country and My People. If students can get access to read and study these great English works in extensive reading class, they can make a contrast between Chinese and English consciously to make clear about the differences between the two languages; they can also cultivate their ability of translating both in English and Chinese; they can build strong cultural confidence to our great nation.
In addition, complete the introduction about the authors and other related information; the recommended booklist for reading should also be attached to the articles. The brief bibliography about the authors and simple introduction to the writing style can help students to get more background information to the creating of the work to understand it clearly and master its stylistic features. Some passages are lack of this part, which hinders both the teacher and students to read more. The recommended books and articles can show correct direction and method to students to their extensive reading after class.

VI. CONCLUSION
In all, the extensive reading textbooks should not only think highly of its representativeness and diversity to articles, but also pay attention to the contemporary nature and readability. The good textbooks with reputation are definitely beneficial to improving students' ability of learning and they can also cultivate their healthy mind and elegant feelings. As Cheng Xiaotang (2011) concluded, "the significance of materials evaluation is self-evident" (p.111). For language teachers, what they can do is to take students' needs and the basic principles of evaluating materials into consideration and either try to evaluate existing materials to choose the most suitable ones for their students or evaluate the chosen ones to adapt them to better suit their students' needs and the needs of teaching. (Cheng Xiaotang, 2011) Teachers can behave better in this field and develop their ability quickly since they can realize the value of doing this undertaking, which will definitely bring benefits to language teaching and learning.


Perceived Flood Risk Awareness and Preparedness of Thai Citizens: Gender Comparison

The objective of this study was to compare mean differences between males and females in terms of their perception toward flood risk awareness and preparedness. This study gathered data from high school students who lived in flooding areas in Phetchaburi province, Thailand. Data collection permission was conducted prior to distributing a survey questionnaire. A total of 414 participants agreed to participate in this study by completing a survey questionnaire and returned it with completion. A modified version of flood awareness and preparedness questionnaire originally developed by Promsri (2017) was utilized for data collection. The overall perceived flood risk awareness and preparedness of Phetchaburi citizens was reported at a high level (M = 4.27, S.D. = .398). Results demonstrated a significant difference in perceived flood awareness and preparedness between males and females (t = -2.656, p = .008). Further recommendations and research implications were also discussed.

INTRODUCTION
Climate change significantly increases the risk of floods worldwide, particularly the areas with lack of effective preparation and response [1]. The Organization for Economic Cooperation and Development [2] reported that flood incidents caused approximately over $40 billion of the loss annually in the past years. In Thailand, floods are the most common and widespread natural disaster affecting many communities across the country. The historical flood events in the year of 2011 massively affected 9.5 million people in 65 of 76 provinces in Thailand and caused the death of 813 people across the country. The estimate of financial loss in this flood event was $45.7 billion, which was ranked in the fourth place of natural disasters loss around the world [3,4].
Although the occurrence of historical flood disaster incident in Thailand may have resulted from various forces such as heavy rains, overflowing rivers, or urban drainage basins, the most significant factor that caused the massive loss in this event was the lack of citizen preparation [5]. Flood risk awareness and preparedness is a vital key to mitigate the effect of flood disasters and needed to take into account for disaster management agencies for increasing this capability among Thai citizens.
Phetchaburi province is one of numerous provinces in Thailand where flood disasters consistently affected people and communities in the past few years (2016-2018). In particular, Department of Disaster Prevention and Mitigation reported that six districts of Phetchaburi were affected by flood events in 2019. The major problem of flood incidents in this area was caused by overflowing river, urban drainage basins, and a lack of vegetation, which related disaster management agencies disregarded to seriously resolve these problems [6]. Nevertheless, the structural and physical problems may take times and need to be treated in parallel with increasing citizens' awareness and preparedness. As flood risk awareness and preparedness is very critical for flood risk mitigation, this study, therefore; attempted to investigate perceived flood risk awareness and preparedness among Phetchaburi citizens. In addition, as social forces play a vital role to form different behavioral tendencies in disasters preparedness [7], gender, one of social forces, is considered as the critical factor that needs to be focused. Furthermore, previous literature revealed the significance of gender in disaster reduction leading to better results in disaster management and preparation [8]. Hence, gender sensitivity in emergency management particularly flood disasters has become an interest topic to place more emphasis [9][10]. In Thai context, a few studies have placed their emphasis on gender sensitivity and differences in flood risk disasters. Therefore, this study attempted to fill the gap in literatures by examining gender differences in flood risk awareness and preparedness in Thai context.

LITERATURE REVIEWS
After reviewing literatures in gender and flood disasters, the remarkable literatures were found and presented as follows: Chanty and Samchan [9] conducted a mixed methodology study on flood impacts on women in Cambodia. This study focused on gender sensitivity on flood disaster response. The key findings of this study indicated that Cambodian women were more concerned with flood security, assets and belongings, and more intensive works before flood, and increased their stresses and levels of concerns with safety and security, health and hygiene, privacy, travel difficulty during flood, and concerned with food security, households' debts, and increased psychological stress after flood. Overall, women had taken more responsibilities than men in two flooding stages, which were pre-flood and post-flood. In contrast, men had a higher responsibilities than women at the during flood stage.
Silva and Jayathilaka [8] collected data from 22 households in one city in Sri Lanka using both quantitative and qualitative approaches for data collection. This study found that women were more vulnerable to flood disaster reduction than men caused by differences in employment status, income, social roles, norms, and restrictions. This study encouraged the development in all related disaster planning and response activities to increase women participation and involvement in flood disaster reduction.
Cvetković et al. [10] investigated the flood risk perceptions and preparedness of men and women in Serbia. This study conducted the face-to-face interviews with 2,500 participants in 19 municipalities. Findings showed that men had a stronger confidence in their abilities to handle flood events and a greater perceived flood preparation than women. However, women demonstrated a deeper understanding of flood incidents than men. In addition, women were found to have more household caring attitudes and behaviors and willingness to help flood victims than men.
Based on the literature reviews, most research attempted to investigate gender difference in terms of flood reduction and preparation. No study focused its search on flood risk awareness. In addition, these studies revealed inconsistent findings due to the cultural difference. As a result, this study aimed at scrutinizing gender differences in flood risk awareness and preparedness in Thai context to enhance a body of knowledge in this area.
Research hypothesis of this study was proposed as "there was a significant difference in flood risk awareness and preparedness between male and female citizens of Phetchaburi province."

METHODOLOGY
This descriptive study aimed at examining gender differences in perceived flood awareness and preparedness. Data were gathered from higher school students who lived in flooding areas in Phetchaburi province. The lists of high schools in Phetchaburi province were written on a piece of paper sorting out to different districts and randomly selected by using simple random sampling technique. Four schools were finally selected for data collection. The consent letters were sent to the directors of four schools in different districts where flood disasters occurred in the past two years to ask for their permission for data collection. All of these schools agreed to participate in this study and allowed the researchers to collect data from their high school students. Students of each school were randomly selected to ensure the representativeness of population. A total of 414 students from four different schools agreed to participate in this study and fill out the survey questionnaire, and returned it with completion. A 30-item of modified version of perceived flood awareness and preparedness was utilized for data collection. This instrument was adapted from the original version developed by Promsri [5]. This scale measurement was a 5-point rating scale ranging from 1 (strongly disagree) to 5 (strongly agree). To ensure the quality of this instrument, reliability with Cronbach's alpha was tested. The alpha score of 0.926 indicated the high reliability of this measurement scale. To compare mean differences in perceived flood awareness preparedness between males and females, independent samples t-test analysis was computed.

RESULTS
Analysis of frequency distribution revealed that the majority of participants in this study was female (63.8%). More than a half of them had ever experienced flood disasters (54.8%). Results showed that the overall perceived flood risk awareness and preparedness of Phetchaburi citizens was at a high level (M = 4.27, S.D. = .398). To test research hypothesis, independent samples t-test analysis was conducted to compare gender differences in perceived flood awareness preparedness among high school students in flooding areas in Phetchaburi province. Table 1 demonstrated a significant difference in perceived flood awareness and preparedness between males and females (t = -2.656, p = .008). Results showed that female participants (M = 4.31) had a higher perceived flood awareness and preparedness than males (M = 4.20).

CONCLUSION, DISCUSSIONS, AND RECOMMENDATIONS
This study aimed at examining gender differences in perceived flood awareness and preparedness. Results showed that the overall perceived flood risk awareness and preparedness of Phetchaburi citizens was at a high level, which implied that they realized the importance of flood risk preparedness. In addition, results found a significant difference in perceived flood awareness and preparedness between males and females. Female participants had a higher score of perceived flood awareness and preparedness than male participants. This finding was inconsistent with previous study of Cvetković et al. [10] in which men had a greater individual and household preparedness than women. This could be explained that females demonstrated the importance of flood awareness and preparedness as they were very careful and realized that the better preparations, the lower vulnerabilities. However, this research supported the findings of Chanty and Samchan [9] in which women were found to have more concerns on flood risk disasters than men.
Like other studies, this study has some limitations. As samples of this study were gathered solely from higher school students, this may not represent the citizens of Phetchaburi province who had been affected by flood disasters. Therefore, the further study should extend its samples to people in other areas rather than high school students. Also, as the instrument of this study focused on perceived flood risk awareness and preparedness among citizens, the findings of this study only reflected their perceptions towards flood risk awareness and preparedness. The next study is recommended to place more emphasis on citizens' preparedness and response in different stages of flood disasters reduction.
For research implications, disaster management agencies and local district organizations should take gender differences into their account for flood risk awareness preparedness programs and activities to enhance capability of Phetchaburi citizens to effectively cope with flood disasters and events.


The Role of Textbooks to Support Scientific Approach Learning Implementation on Vocational High School (Book Review of Mechanics and Machine Elements for SMK Class X)

: Textbooks are one of the supporting learning processes and must be prepared according to the applicable curriculum, namely the 2013 curriculum. In fact, not all books used in the learning process currently have quality content and relevant content suitability. Moreover, not all textbooks have been prepared using a scientific approach. One of the textbooks that needs to be reviewed is the Mechanics and Machine Elements for Class X on Vocational High Schools. There is a need for a study related to the suitability of the contents of the books according to KI and KD and adjust to aspects of the appropriateness of content, language, presentation, and graphic of textbooks. The preparation of the book must also adjusted to the scientific approach in accordance with the 2013’s curriculum.

INTRODUCTION
Books have an important role in the development of science, because books are a source of learning (Prasad, 2016). Books can be categorized as practical learning resources given their flexible use, inexpensive maintenance and easy availability (Jhangiani, 2017). There are several types of books that can be prepared in learning (Fischer, 2017). One of these types of books is a textbook. Subject textbooks used in primary and secondary education units are selected from textbooks determined by the minister based on recommendations for eligibility assessment from the National Education Standards Agency (BSNP). There are required standards in the preparation of textbooks (Vorotnykova, 2019). In choosing a textbooks, an appropriate measurement standard is needed (Czegledy, 2008).
Textbooks serve as a source of teaching materials or learning tools for students as well as a guide for teachers (Vithana, 2015). In this case, the teacher has an important role in the learning process (Nurmalasari, 2016). One of its roles is to use the textbook function for learning process. In the classroom the teacher uses textbooks to ask questions to students to find out the level of student understanding (O.D Wonginsidi, 2019). The teacher must also accommodate student needs and student interest (Amiryousefi, 2011).
Textbooks are also complementary and even support the curriculum. At present, the curriculum used at vocational high school (SMK) is the 2013 curriculum using a scientific approach. Therefore, the preparation of textbooks must always support the scientific approach.
The reality shows that not all books have quality content and content conformity like core competence (KI) and basic competence (KD) in the curriculum. In addition, there are still many textbooks compiled that do not adjust the scientific approach that applies in the 2013 curriculum. As a result, the function of books as supporting learning is less than optimal. One example of a textbook whose contents and approach is not in line with the 2013 curriculum is the Mechanics and Machine Elements book for Class X on Vocational High School. In this book there are still a number of KI and KD that are not appropriate. In addition, this book is not suitable when applied to learning with a scientific approach.

THE ESSENTIAL OF USING TEXTBOOK IN LEARNING PROCESS
The use of the term textbook refers to curriculum and books centre (Puskurbuk) as a state institution authorized to determine all matters related to the book. Bacon (in Tarigan, 1986) states that textbooks are books that are designed, prepared, and compiled by experts in their fields and are equipped with appropriate teaching facilities for use in the classroom. In line with that, Arifin (2008) stated that textbooks are handbooks for a course written and compiled by experts in related fields and meet the principles of textbooks and are officially published and distributed. In more detail, Bacon (in Elmaghfirah. 2009) argues that textbooks are books designed for use in class, carefully arranged and prepared by experts in their fields and equipped with appropriate and harmonious teaching tools. Obrazovni (2009) states that textbooks are teaching tools that are prepared based on the curriculum.
The existence of textbooks is closely related to the learning process. This is consistent with the opinion of Cunningsworth (1993) which states that the existence of textbooks is to facilitate learning. The same thing was also stated by Kayapinar (2008) which states that textbooks are designed to help students in learning in class. Tomlinson (2006) states that textbooks are to help learners. Likewise, Kuzu's opinion (2007) states that textbooks are very important in the learning process. In line with this, Toms (2004) considers the importance of the meaning of a textbook to help students reflect on the learning that has been done. Based on some of the opinions above, it can be concluded that the textbook is a textbook containing subject matter, in accordance with the applicable curriculum, and can help students in learning. Munadi (2008) states that books are verbal learning media. Gabrielatos (2004) states that textbooks cannot be used if they do not have pictures or illustrations. Sudjana (2007) said that from a number of Edmund Faison's research findings on the use of pictures, it was shown that to obtain maximum learning results. This is supported by Arsyad (2010) who concludes that visual stimulus results in better learning outcomes for tasks such as remembering, recognizing, recalling, and linking facts and concepts.
Furthermore, Dubin (1992) in his book wrote "effective writing demands that the language in either a commercial textbook or teacher-prerared materials embody basic sociolinguistic signposts by accurately indicating who says what to whom on what occasion and with what intent." , that in writing textbooks also must pay attention to many aspects, especially sociolinguistics. Tompkins (2006) states that good textbooks should be in accordance with students' knowledge and competencies.
Related to the making of textbooks, Arifin (2009) states that one of the benchmarks of a good textbook that is prepared in accordance with the learning plan. According to Alwasilah (1997) textbooks as teaching materials are used to achieve educational goals effectively and efficiently with all its components regulated. That is, there needs to be planning, agreement, and evaluation of each human component and its nonhuman components.

ASSESSMENT OF TEXTBOOKS BY BNSP STANDARDS
BNSP states that good textbooks have the appropriateness of content, language, presentation, and graphics at the educational level. This is in line with the Indonesian Minister of Education Regulation No. 45 of 2008 concerning the stipulation of 195 textbooks for vocational schools that the appropriateness of the content, language, presentation, and graphic textbooks were assessed by BNSP and determined by Ministerial Regulation.
Textbooks for each subject used in primary and secondary education units are selected from textbooks that have been determined by the Minister based on a feasibility assessment recommendation from the BSNP. Some components assessed included the appropriateness of content, language, presentation, and graphic textbooks. The standards for the appropriateness of the contents of textbooks include the suitability of the material with competency standards (SK) and basic competency (KD), the accuracy of the material, the updating of the material, encouraging curiosity, practicum and entrepreneurship, and enrichment. Furthermore, language eligibility standards include language suitability, communicative, dialogic and interactive, suitability with the development of students, compliance with Indonesian language rules, use of terms and symbols. In addition to the two things above, a good textbook must have a standard of presentation worthiness consisting of presentation techniques that are used well ordered, there are supporting the presentation, considering the meaningfulness and usefulness, using coherence and groove in the flow of thought.

The role of mechanics and machine elements book for smk clas x in scientific approach learning implementation
The existing Book Mechanics and Machine Elements for SMK Class X consists of eight chapters which are mostly dominated by machine element material only. The mechanical aspects are not discussed in the book. The contents of the book are not in accordance with KI and KD in the 2013 curriculum, even though the book is designed for teaching materials in the 2013 curriculum. If examined deeper, almost 60% of the material in the book is in the form of tables which if students only see will not understand. In fact, in scientific approach learning, students are expected to be able to master 5M which consists of observing, asking, gathering information, reasoning, and communicating. If the contents of the book do not meet the eligibility criteria for content, readability, language, presentation, and graphic textbooks, it is not easy for students to use the book for independent learning without the assistance of the teacher.
Students find difficulties to ask if they are not confronted with interesting media. Interesting in this case is related to the presentation of the contents of the book itself. If the mechanical book which is in the form of numbers is only dominated by tables, it will tend to make students easily bored while studying the book. Teachers must be able to inspire students for want and able to ask questions. When teachers ask questions, the teacher must guide students to ask questions too.
When the teacher answers questions, the teacher encourages students to become good listeners. Teachers question are intended to obtain verbal responses.
The next activities is students need to try. Trying is a process of skill for develop knowledge in order to obtain authentic learning outcomes. The application of experimental or attempted method is intended to develop various domains of learning goals, namely attitudes, skills, and knowledge. The real learning activities for this are related to engineering mechanics and machine elements namely studying the theoretical basis of engineering mechanics, studying the functions of each machine element, recording phenomena that have been encountered in the field related to machine elements, analyzing, and presenting data, drawing conclusions on the results discussion, making reports and communicate the results of discussions or problem solving. All of these activities use a textbook source as one of the supports. So in this case, a good textbook must be able to deliver students in carrying out learning as intended in the scientific approach.
However, the expectation of using textbooks to maximize scientific approach learning is slightly hampered to be realized if the contents of the book are still as they are now. Where most books are only dominated by knowledge of machine elements and in the form of tables by ignoring the technical mechanics. Therefore, it is necessary to improve the quality of the Mechanics and Machine Elements for SMK Class X in order to realize textbooks that can indeed facilitate students in learning optimally.

DEVELOPMENT of mechanics and machine elements book for smk clas x USING scientific approach
The 2013 curriculum use a scientific approach in implementing learning. Therefore, teaching materials such as textbooks should be prepared with substance that is in line with existing learning approaches. However, in reality, one textbook such as the Mechanics and Machine Elements for SMK Class X, after a more in-depth study, has not been able to support the scientific approach that has been applied in SMK.
Based on these conditions, it should be compiled a book Mechanics and Machine Elements for SMK Class X by considering a scientific approach as applied in SMK. The preparation of books using a scientific approach should adjust to the 5M in the 2013 curriculum. From the aspect of observing, the book should have made students interested in seeing and reading books in order to obtain new information. Aspects of asking, the presentation in the book should be able to stimulate students to think critically and then ask questions about what is not understood after reading the book. Next aspect of trying, the book is able to lead students to try independently to learn and solve the problems presented. Aspects of associating / reasoning, with the book students are encouraged to think critically in solving a problem. The final aspect of communicating, the book makes it easy for students to draw conclusions from what has been learned for later by students delivered the results of their understanding.
Book preparation by considering and using a scientific approach is expected to produce books that contribute more when implementing learning. Some things that need to be considered in relation to the Mechanics and Machine Elements for SMK Class X after further study are books should be written and compiled taking into account the curriculum, content eligibility, readability, linguistic abilities, as well as aspects in the preparation of books based on BSNP; books are compiled and developed using a scientific approach; the book is reviewed and refined especially on the suitability of the content with the current curriculum, the 2013 curriculum; machine element material is integrated with technical mechanics material so that it becomes a unity that is mutually supportive and sustainable; proportion of material adapted to KI and KD; book writing should not only copy paste from the previous edition of the book; textbooks should be able to attract the attention of students; before a book is used as a support for learning it is better if it is examined first the feasibility of using a book; critical and reliable book reviewers are needed so that the books produced are good; book writing must be based on the delivery of knowledge as a whole, not just based on "project".

CONCLUSION
Based on the results of the study it can be concluded that the textbooks play an important role in the learning process. However, there are still concepts in the textbook that are not quite right so that it can cause misconceptions on students. Therefore, the teacher must be clever in choosing books that meet the textbook criteria. A textbook is said to be good if it is arranged based on the applicable curriculum and adjust to aspects of the preparation of books based on BNSP.