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for the teachers to teach the students and also as the source of the students’ basic
knowledge. There are many kinds of materials in language learning, two of them are
textbooks and workbooks. Both are used by the teachers to support the learning process. The things that differentiate those books are the content. As stated by
Arsyad 2004, p. 29, a workbook is a kind of printed media in the form of book and it consists of visual materials. Meanwhile, a textbook is a resource that presents
the material and a source for the learners to practice and to do the activities provided in the textbook Cunningsworth, 1995. The textbook is the primary material, while
workbook is the supplementary material in the learning process. This research will examine more on the workbook. The workbook which is used in this research
named Pakar. It is used as a supplementary material in the learning process for the seventh grade students of SMP N 2 Mlati Sleman, Yogyakarta.
2. The Role of Workbook
Commercial textbooks together with supplementary materials, such as workbooks
, cassettes, and teacher’s guides are the commonest form of materials that can be seen in the language teaching Richards, 2001, p. 254. As a
supplementary material, a workbook that contains lots of exercises help the teachers in reviewing the materials. Teachers can give some homework to the students from
the workbook. This homework reminds the students about the materials given in the school, so they will not forget the materials easily. Moreover, language teachers
use a textbook as a guideline to deliver the materials. As states by Tok 2010, a
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textbook provides a framework for the teachers, helps the teachers achieve the goals of the course, and also serves as a guidance for the teachers when conducting a
lesson as cited in Rahimpour, 2013. There are six roles of materials in language teaching as defined by
Cunningsworth 1995, p. 7. The first is as a resource for presentation materials in spoken and written. The materials are provided for the students both in the forms
of spoken and written. The second is as a resource of activities for students ’ practice
and communicative interaction. The students can practice the language through the activities which are provided by the materials. In addition, it leads to a
communicative interaction among the students. The third is as a reference source for learners on grammar, vocabulary, and pronunciation. The materials become one
of the guidelines in the language content. Thus, if there is a mistake in the materials, it will cause misinterpretation among the students. The fourth is as a source of
stimulation and ideas for classroom activities. The materials supply ideas that can be used in the learning process. The fifth is as a syllabus. The materials reflect the
learning objectives that have already been determined. Those materials are the implementation of the objectives. The last is as a support for the less experienced
teachers who have yet to gain confidence. The materials help the less experienced teachers prepare and conduct the learning process.
There are some advantages of using commercial textbooks in teaching and learning process as stated by Richards 2001, p. 254. The first is that a textbook
provides structure and a syllabus for a program. The textbook helps the teachers in maintaining the syllabus that has been systematically planned. The second is that a
