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researcher. The researcher is an eight semester student of English language education study program in Sanata Dharma University. The evaluation of the
workbook was done by the researcher herself. As stated by Ary, Jacobs, and Razavieh 2002, p. 435, documents can be
personal, such as autobiographies, diaries, and letters; official, such as files, reports, or minutes that have been prepared by observers of an event or setting, or
documents of popular culture, such as books, films, and videos. In addition, document referred to “a wide range of written, physical, and visual materials” Ary,
Jacobs, Sorensen, 2010, p. 442. Therefore, in this research, the Pakar workbook acted as a document to be analyzed. The workbook was the primary source to gather
the data. Furthermore, in this content or document analysis research, there were several steps to gather the data. The first step that the researcher done was making
the categories to be applied in analyzing the data. The next step was deciding the sample. In this research, the researcher applied purposive sampling. Therefore, the
researcher chose Pakar workbook that was used to teach SMP N 2 Mlati students as the subject of this research. The next step was evaluating the data. The researcher
used some checklists in order to evaluate the data. In addition, the researcher conducted library study in order to answer the research problem.
E. Data Analysis Technique
This research used content or document analysis to evaluate the workbook. The researcher made some checklists in order to identify the fulfilled criteria of a
good workbook in Pakar workbook. The theories which were used to make the checklists were the criteria proposed by Cunningsworth 1995, Sheldon 1998 and
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Lado 1964. However, since this workbook was published in Indonesia, the researcher also used the aspect proposed by Supriadi 2000 to evaluate the
workbook. In addition, the checklists proposed by Tomlinson 2003 also adapted to formulate the checklists. There are nine aspects evaluated in this research. Those
nine aspects are classified into five major aspects. The first aspect is the appearance which consists of two aspects, namely general appearance, and design, illustration,
and organization. The second aspect is the content which consists of four aspects, namely skills, topics, objectives, and tasks. The third aspect is language content,
while the fourth is instructions. Then, the last aspect is teachability and flexibility. Every aspect consists of some criteria that a good workbook must have. Those
aspects were described as follows.
1. Appearance
This aspect is divided into two parts. The first part examines the general appearance of the workbook. Meanwhile, the second part examines the design and
illustration of the workbook.
a. General Appearance
This part examines the cover, font-size, font-type, table of content, title and glossary. This part wants to examine whether or not the cover is attractive for the
students. It will also examine the font-type and font-size which are used by the workbook. Moreover, this part also examines the detail information of the table of
content and the appropriateness of the titles for every lesson with the content discussed.
