Content Analysis Lembar Kerja Siswa

10 4. Students have the same opportunity to experience about certain event and also have the same opportunity to interact with surrounding environment. The advantages of using LKS are not only for the teachers, but also for the students. Dhari and Haryono 1988 mention at least four advantages of using LKS for the students, they are: 1. To improve students’ activity in following the process of teaching and learning in class. 2. To train and develop the skill of process to students as the basic knowledge. 3. To help the students in gaining the note about the lesson that is taught by the teacher. 4. To help adding information about the concept of the lesson through systematic learning system. The uniqueness of the workbook or which commonly known as LKS is at the number or the exercises provided. Mostly LKS focuses on giving more exercises to the students rather than giving explanation. There are three characteristics of LKS, they are: The LKS has a lot of exercises which have to be done by the students and also some activities in the field such as research. Second, it has to be in the form of hard copy. Third, the lesson which is given there should be the summary of the entire lesson. The explanation given in the LKS should be complete. The last one is, the LKS should have the component such as the foreword introduction, table of contents, etc. 11

2. Evaluating the Textbook

Al-Sowad 2012 conducted research on evaluating English textbook for first year intermediate grade in Saudi Arabia. The researcher used nine criteria to evaluate the quality of the textbook. The nine criteria were layout and design, objectives, activities and task, balance of skills, language type, subject and content, social culture and cultural values, humanity nature, and also teachers’ need. The finding of the research showed that there were three criteria which were fulfilled well by the textbook while the other six criteria were poor. The three criteria which were in good achievements were layouts and design, subject and content, and the objectives. Al-yousef 2007 conducted research to evaluate the quality level of the English for Ethiopia grade 11 students textbook. The result showed that the English textbook was not good enough. The English skills were provided in the textbook but not in a good balance. According to the finding, some topics did not go with the students’ interest and culture. Keban, Muhtar, and Zen 2012 did content analysis research and analyzed textbook titled English for Kids Grade 3 in Malang. In the research they used six criteria to analyze the English book. The six criteria were objective, design and organization, language content, language skills, topic, and practical consideration. Each criterion consisted of different number of main points. From those six criteria, the lowest achievement was on the objective with only 43. While the other five criteria score more than 70 for each.

3. LKS Requirements