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10. Description of Practice and Testing Aspect
The first criterion in Practice and Testing Aspect in Workbook 1 was not fulfilled because the book had very little material, exercises or activities for listening
skill. Nevertheless, Workbook 1 provided speaking skill as communicative exercises and activities that helped students carrying out their communicative task in real life
because the dialogues provided were from daily conversation. As an aid to practice, Workbook 1 had clear instruction so that the students
could work individually at home without teacher’s guidance, though on page 17 and 43 Figure 4.50 fake instructions were found. It was written that, “Number 1 is an
example for you”, but in fact, students should do by themselves even from no.1.
Figure 4.50 English Supplementary Materials: Fake Instruction
The number of exercises was reasonable, but the tests contained mistyped words on pages 6, 7, 10, 11, 18, 36, 37, 62, and 64 Figure 4.51 and confusing question on
page 11 Figure 4.52. The instruction dialogue shown in Figure J3 is “Complete the following dialogue with the correct expression,” but there was no blank for
completing the dialogue.
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Figure 4.51 English Supplementary Materials: Mistyped Word
Figure 4.52 English Supplementary Materials: Confusing Question
In addition, Workbook 1 did not provide periodical revisions for diagnostic purposes too, but after all, the book had formative test in each subtopic and there was final test
which summarised the whole unit. The first criterion in Practice and Testing Aspect in Workbook 2 was not
fulfilled because this book had very little material, exercises or activities for listening skill. Moreover, there was inappropriate exercise on page 37 Figure 4.53.
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Figure 4.53 Global: Inappropriate Exercise
In Figure 4.53, Activity 3 was an activity where the students were asked to complete the text based on the text which was read by their teacher or friend, whereas the text
was provided in Activity 1 which made it easier for the students to find the answer without listening to their teacher or friend who was reading the text. Nevertheless,
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Workbook 2 provided speaking skill as communicative exercises and activities that helped students carrying out their communicative task in real life because the
dialogues provided were from daily conversation.
Figure 4.54 Global: Ambiguity Question
As an aid to practice, Workbook 2 has clear direction so that the students could work individually at home without teacher’s guidance because the directions
were written in simple and understandable words. The number of exercises was reasonable, but the tests contained many mistyped words on pages 9, 10, 20, 30, 38,
39, 46, 53, and 62, ambiguity on page 9 no. 4 Figure 4,54. The answer to question no.4 could be both good morning and good night because there was no further
explanation for the situation.
Figure 4.55 Global: Wrong Grammar
Wrong grammar could be found on pages 9, 20, 29, 45, and 66 Figure 4.56. In Picture 4.56, the tense which was used was Simple Present Tense. Mega’s statement
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should be in Simple Past Tense because the state of being “forget to bring the book” was in the past and it happened before Mega said the statement. At the time she said
the statement, she had already remembered that she did not bring the book, so Mega
should say, “I’m sorry, I forgot to bring your English book.” Next was grammar
mistake on page 9, 20, 29, 45, and 66 Figure 4.56. Based on the answer, the question no.6 asked about with whom Sakri spent his holiday, so the question should
be, “With ... do you spend your holiday?” because Whom is preceded by preposition
Azar, 2002: A10.
Figure 4.56 Global: Grammar Mistake
Figure 4.57 Global: Unclear Picture
Related to picture clarity, unclear picture also could be found on page 61 and 66 Figure 4.57 and another weakness which could be found was the book did not
provide periodical revisions for diagnostic purposes too, but after all, the book had Soal Unit in each unit and there was final test which summarised the whole unit.
More criteria were fulfilled for Practice and Testing aspect in Workbook 3. The first criterion was fulfilled because from this book students got both theories and
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the application. Equally important, Workbook 3 provided speaking skill as communicative exercises and activities that helped students carrying out their
communicative task in real life because the dialogues emphasise on daily conversation. The exercises were also given in reasonable numbers and the book
provides models for final achievement tests.
Figure 4.58 Cerah: Confusing Direction
In spite of being an aid to practice, Workbook 3 had confusing direction in some exercises on page 5, 15, 22, 32, 33, 51, 59, 60, 63, and 66 Figure 4.58, so that the
students could not work individually at home without teacher’s guidance. The direction said that the students should match each picture with each activity but in
fact the task was kind of ‘filling the blank’. In the direction it was also said that no.1 had been done for example but in fact there was no example provided. The task above
had fake and confusing instruction.
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Figure 4.59 Cerah: Invalid Test
Moreover, the tests were not valid on pages 20 and 65 Figure 4.59, for example on page 65, the exercise was not valid and reliable because the answers provided in the
box was not appropriate with the pictures and vice versa, no answer for picture 11 and no picture for “servant.”
Figure 4.60 Cerah: Inconsistent Story
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Figure 4.61 Cerah: Unclear Printing
The tests also had mistyped words on pages 24, 25, and 27, ambiguity on page 25 and 72, wrong grammar on pages 26, 45, 73, 76, 77, and 78, inconsistent story on
page 71 Figure 4.60. In the first sentence, it was written that Mr. Haryanto and his family were watching television now, but then in the next sentence it was written that
each family member had their own activity, such as reading newspaper, watching television, and playing scrabble. Then, there was unclear printing on page 79 Figure
4.61. Besides, the book also did not provide periodical revisions for diagnostic purposes.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter draws conclusions from this research and provides some
suggestions for everyone who is directly connected with the English workbook: writers, publishers, teachers, and also for other researchers.
A. Conclusions
This research discussed a content analysis of English workbooks for seventh grade students of Junior High School. Thus, the purpose of this research was to
evaluate the content of some English workbooks which were used in some Junior High Schools in Yogyakarta. Based on the results obtained from the evaluation, the
following two conclusions were drawn. Firstly, in general, the analysis showed that none of the three workbooks
achieved the standard of a good workbook. Workbook 1, English Material Supplementary, was considered as fair workbook because the achievement was
72.5. Workbook 2, Global which fulfilled 64.7 for all criteria, was considered as sufficient workbook. Besides, Cerah which was Workbook 3, achieved 72.5
fulfilment and thus, was considered as fair workbook. Secondly, the analysis showed that the workbooks only fulfilled few criteria.
Consequently, the workbooks got those achievements. Language Contents aspect in those three workbooks achieved the fewest fulfilments and was considered as poor
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