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The materials that are categorized to be covered to achieve the strategic competence comprise those for self-monitoring, metacognitive, cognitive, stalling or time-gaining, memory-related and interacting purposes. The findings in Graph 5 on page 144 display that the materials related to these purposes are not fully

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provided in the textbooks either. In this case, not all of the three textbooks provide the materials for the students to learn in order to achieve this competence.

The materials for stalling or time-gaining purpose are the ones like such as well, uh, let’s see, actually, as a matter of fact, um, er, hmm, basically, seriously, totally, clearly, literally, you see, you know, believe me, I guess, okay, so, right, uh huh, Where was I? Could you repeat that? as demonstrated in Table 5 on page 145. The purpose is for the students to learn so that they can stall someone in a communication. This is very important for the students because it is impossible for a speaker in a real communication to talk like a voice recorder. In this case, such materials help students gain more time when they have difficulty in communicating with others (Celce-Murcia, 2007).

It is evident in Graph 5 that the materials for stalling or time-gaining purpose are only found in Book X and Book XI. Book X and Book XI provide the materials for this purpose, but their number is not equal, i.e. 6 (2.24%) materials in Book X and 2 (1.25%) materials in Book XI. Book XII does not provide the materials for this purpose. Because the knowledge about the materials for stalling is very important, it might be good for the textbooks, particularly Book XII, to provide the students with such materials.

The materials for memory-related purpose are the ones for the students to recall what they have learnt (Celce-Murcia, 2007). Such materials can be in the form of exercises or activities to recall the previously-learnt materials. The findings presented in Graph 5 show that Books X, XI, and XII provide such materials even though the percentage is different. As seen in Graph 5, Book X

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provides more activities – 37 (13.81%). Meanwhile, Book XI provides only 4 (2.5%) activities for memory-related purpose, and Book XI covers 9 (4.86%) activities.

The memory-related activities which are in the form of exercises to recall what the students have learnt are important because these activities can function as follow-up activities. With these activities, the students are helped to practice communicating with others by using or doing the exercises related to the previous materials. Therefore, it is advisable that the textbooks provide this type of memory-related materials in terms of not only the same numbers of activities but also the same percentage of activities.

Metacognitive materials relate to the strategies that involve planning one‘s learning by making time for homework or engaging in self-evaluation of one‘s success on a given task or on one‘s overall progress. The other forms of the materials for metacognitive purpose are the activities for the students to guess the meanings of words from context or the grammatical function of words from formal clues (Celce-Murcia, 2007).

The findings in Graph 5 display that the three textbooks provide the students with this type of materials, even though the percentage is not equal from one book to another one. Book XII has more activities that the other textbooks, i.e. 25 (13.51%) of the total materials in the textbooks. Book X, the second big number of materials among the three textbooks, develops 23 (8.58%) materials of the total number of materials in this textbook. The lowest number of materials for this purpose is found in Book XI, i.e. only 8 (5%) of the total number of activities

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in the textbook. From the different number of findings, it might be important to provide the materials equally from a textbook to another.

Cognitive materials in the context of English textbooks for this study are in the form of strategies for the students to use logic or analysis to help themselves learn a new language through outlining, summarizing, note-taking, organizing and reviewing material that they have learnt (Celce-Murcia, 2007). In this case, the textbooks are expected to provide the materials or the activities for the students to learn and to practice reviewing the material that they have learnt or to practise summarizing the content of a text. Graph 5 shows that Books X, XI, and XII provide the students with the materials for their cognitive need. For this purpose, of the total materials in each textbook, Book X has more materials or activities, i.e. 82 (30.60%) than Book XI and XII do, which only provide 28 (18.13%) and 48 (25.95%) respectively. Even though the material provision in each book is not equal, all the three textbooks contain the cognitive-related materials. What might be necessary to consider is that the equal number of activities for certain purposes. Self-monitoring materials are the ones like expressions or phrases such as I mean … for the students to learn in order to self-monitor or self-repair in a communication (Celce-Murcia, 2007). Of the three selected textbooks for this study as seen in Graph 5, only Book XI that provides the material for this self- monitor purpose. Book X and Book XII have not self-monitoring-related materials at all. Therefore, it is advisable that the three selected textbooks develop or provide the students with the expressions to learn so that they can communicate well and naturally in their real communication with proper materials.

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Besides self-monitoring, metacognitive, cognitive, stalling or time-gaining, and memory-related sub-components, strategic competence also includes another sub-component, i.e. interacting sub-component. Celce-Murcia (2007) argues that the materials related to interacting purpose are in the form of strategies that contain the requests for help/clarification, that involve meaning negotiation, or that connect with comprehension and confirmation checks. Such materials are also the ones aimed to reach understanding, to ask for and give permissions, suggestions, and offer as seen in Graph 6 on page 148.

Graph 6 presents that the three textbooks do not consistently and comprehensively provide the materials related to interacting purpose. It is evident in Graph 6 that Book X, Book XI, and Book XII do not develop the materials for the students to learn in order to communicate with others when they have to request for help and to ask for and give confirmation. Book XI and Book XII do not provide the materials for the students to practice reaching understanding and asking for and giving permissions. Book X does not provide the materials for the students to learn and practice asking for and giving suggestions and offers. Book XII does not develop the materials for the students to learn and practice asking for and giving suggestions.

The other related materials are provided in each textbook, even though the number is small. Book X contains or develops only one single material, 1 (0.37%), for the students to ask for and give clarification, to reach understanding, and to ask for and give permissions. In terms of percentage, Book XI provides more materials for meaning-negotiation purpose than Books X and XII do.

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Books X, XI, and XII provide the materials or activities for the students to learn or to practice in order for them to be able to negotiate meaning, i.e. 13 (4.85%), 28 (17.5%), and 10 (5.41%) activities respectively. The materials for the students to practice offering something and refusing an offer are provided only in Book XI - 4 (2.5%) - and Book XII - 4 (2.16%), but Book X does not have such a kind of material.

The materials that are needed by the students to interact with others are considered basic materials especially grammatical expressions. These are important because if they are not exposed to the materials or expressions or English grammar expressions related to these basics in the pre-communicative activities phase, they will find it difficult to be able to practice communicating with others in a higher level of learning phase, i.e. in communicative activities stage. Therefore, the three textbooks are highly advised to provide the students with these kinds of expressions or grammar points.