21 Those fourteen criteria are the elaboration of language assessment theory and Brown
2004: 21 – 28 describes principles of language assessment which can be applied to evaluate workbook; practicality, reliability, validity, authenticity, and washback
which are related to the content of a workbook. Supriadi 2001: 177 – 179 mentions four aspects in evaluating a book in
Indonesia. First is the content of a book, for workbook, the criteria include the appropriateness with curriculum, completeness of the materials, systematization,
attraction, understandable materials, and the function of a book as students’ motivation. Second is related to language choice. A book should consider grammar;
paragraph, diction, terminology, and spelling. The third is about physical appearance or graphics; typography, layout, printing, bookbindery, illustration, cover, size-book,
and type of paper. The last is the safety of a book which is related to social and cultural context, state principles, law, and ethics.
B. Theoretical Framework
The criteria of checklist to analyse the workbook in this research are inspired by some experts’ checklists for textbook evaluation. Not all of the checklists are used
by the researcher because there are some items which are not appropriate to be applied in analysing the workbooks. By interviewing some Junior High School
English teachers and finding out the needs of an ideal workbook, the researcher adopts the checklists which are appropriate to be applied.
The function of workbook, as one of assessment tools, leads the experts to
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22 comprise some principles of language learning assessment. Basically, the criteria
mentioned by the experts above are the elaboration of language assessment principles which have five principles; they are practicality, reliability, validity, authenticity, and
washback, as stated in Brown 2004 and also in Lado’s law of learning 1964 which emphasises students’ interest, the appropriateness, exercises and tasks, language
choice, and economical reason. The researcher specifies the criteria of a workbook based on the theory of language learning assessment from Brown 2004 and Lado’s
law of learning 1964, and also book criteria from some experts below. The theorists of ELT textbook design and analysis such as Sheldon 1998,
Cunningsworth 1995, Tomlinson 2001, supported by Ali 1983 and Supriadi 2001, agree that evaluation checklists should have some criteria concerning physical
characteristics such as general appearance, design, illustration, and layout. General appearance considers informative and attractive cover which mean the cover has
clear, big enough font, simple type, and eye-catching title. The readers do not need much effort to recognize what book that is. It is better if the cover has picture, the
simple one but colourful and appropriate picture to attract the readers. Besides the cover, the font size and type used in the book are also concerned. General font size is
12, as long as the size is closer to 12, it is considered as legible size. For the type, the book should use simple type such as Times New Roman, Calibri, or Arial, which are
clear to read. For illustration Sadiman, Sudjarwo, and Radikun 1989: 183-185 explain that
the illustration should not be dull. It delivers the message clearly with balance
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23 composition. The main object is bigger than the complement object. Next is about the
layout. Layout deals with the space between lines and composition between illustration and text. The space is about 1.15 or doubled-space. It will give enough
white space to achieve clarity. For composition between illustration and text, should be given enough space.
Besides, Al-Jaser 1988, Eriksoussy 1993, Al-Hijailan 1999, Atkins 2001, Shaw 1993, and Thein 2006 emphasise the objectives and the topic
contents, and also the degree to which the materials are not only teachable but also fit the needs of the students as well as the curriculum. Moreover, criteria should analyse
the language which is used, grammar, skills content that are covered in the book as well as the relevance to the socio-cultural environment. Finally, as a tool for helping
students in learning, the book should provide enough exercises and tasks seeing that repetition is one of the important elements in learning.
According to Peraturan Menteri Pendidikan Nasional Republik Indonesia No.22 Tahun 2006 about Standard Competence and Basic Competence, general
objectives emphasises students’ ability in mastering four English skills. For seventh graders, the students are expected to have ability in developing the competency of
communication both spoken and written to achieve functional level, to have awareness of English essence to increase the competitiveness in global society, and to
have ability in developing students’ understanding about the relationship between language and culture. Topic contents should be elaborated from Kurikulum KTSP
2006 and besides, the topic should be able to appeal to the students by providing
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24 various activities and teaching-learning methods. The book should also cover four
English language skills and correct English language elements such as grammar, pronunciation, and vocabulary. Equally important is social and cultural contexts.
Social and cultural contexts deal with how the book can apply the topic in real life as close as possible, in this case, Indonesia lifestyle.
The points from some experts above are used by the researcher as a basis to analyse whether or not the workbook is suitable to the criteria of a good book and
furthermore as the indicators to know whether or not the content of the workbook is authentic.
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25
CHAPTER III METHODOLOGY
This chapter discusses the methodology used in the research. The discussion includes those related to research method, research participants, research instruments,
research setting, data gathering technique, and data analysis technique.
A. Research Method
This research was a descriptive research. According to Ary, Jacobs, and
Razavieh 2007: 447 the aim of descriptive research is to gain information about the nature and degree of existing condition. In addition, descriptive research is also
designed to show the condition happened in certain situation which means there is no manipulation added. Therefore, descriptive research is natural research because the
variables cannot be manipulated. There are several approaches under descriptive research. Ary et al. 2007:
447 mention seven approaches, case studies, surveys, developmental studies, follow- up studies, document analyses, trend analyses, and co relational studies. In this
research, document would be used to analyse. Further, Ary, Jacobs, and Razavieh, 1979: 304 state that “Documentary analysis, often referred to as content analysis, is
not confined to simple counts but can also be used to study sociological and psychological variables.” Besides, in educational research, Ary et al. 2002: 443 list
some purposes of document analysis, they are:
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