81 to support them in achieving the goals. There was no such exercise which was
irrelevant to the topic. There was also no exercise which was far away beyond students‟ level.
On page 40 of the LKS Formatif 1, students learned about describing people. In this part, the LKS provided some vocabularies which could be very useful in
describing people. The vocabularies which was provided by the English LKS could be used in describing people especially when it was related to the physically appearance.
Figure 4.38 Describing people using physical appearance
On the next page, the LKS Formatif 1 also provided some terms that might be used in describing people. The difference was if on page 40 the LKS Formatif 1
provided some terms related to physical appearance, in the next page the terms were not about physical appearance. The terms on page 41 were about nonphysical
appearance.
82
Figure 4.39 Describing people using non physically
After giving explanations on how to describe the physical appearance of someone and how to describe someone nonphysical, the learning process was
continued by asking them to apply the knowledge. It was also to check or measure students‟ understanding on the lesson that they had learned before. One of the ways
to do that was by asking them to work on the exercises.
Figure 4.40 Picture to be describe using physical appearance
The English LKS provided some pictures that could be used in checking students‟ understanding. Using the knowledge that they got from the previous parts,
83 the students were asked to apply the knowledge and use it to describe people in the
picture.
5. Providing enough space for the student to write down or draw the answer
LKS was collection of short explanation and also many exercises. Since LKS consisted of many exercises, it was a good thing to provide some spaces too. The
spaces after the exercises would be the place where the students wrote down the answers. Having this kind of characteristic, it would be easier for students to
remember the exercises given along with the explanation or the answers. The analysis result showed that the LKS Formatif 1 did not fulfill this
criterion well. In each chapter of the LKS Formatif 1, there were still found some exercises with not enough spaces or no space at all. Having such small spaces, it was
impossible for the students to write down their answers on the space given. Due to this fact, every chapter on the LKS Formatif 1 got no point at all. In other words, 0
point was given to all three chapters of the LKS Formatif 1. The LKS Formatif 2 consisted of five chapters in it and still showing the same
problem as the LKS Formatif 1. Some spaces were too small for the students to write down their answers. There was no single chapter which successfully fulfilled this
criterion. According to the rule, every chapter on this LKS Formatif 2 also got 0 point for the poor achievement in fulfilling the criterion.
84 The LKS Formatif 3 consisted of seven chapters in it. Only three chapters
fulfilled this category well. The chapters which fulfilled this criterion were chapter 4, chapter 5, and chapter 7. The rest of the chapters, i.e. chapter 1, chapter 2, chapter 3,
and chapter 6, could not fulfill the criterion. There was an exercise on page 40 of the LKS Formatif 1 where the students
were asked to make questions based on the responses or the answers given. Spaces given on the exercises were not big enough for the students to write down their
answer. The only alternative was that the students wrote down the answers on another part of the LKS.
Figure 4.41 Too narrow spaces
Then, another example was taken from the LKS Formatif 2. It was on page 10. There was an exercise where the students had to make sentences according to the
instruction. The problem was that the LKS provided no space at all. The situation forced students to write down the answers somewhere else. The students might write
down the answer on another page or even another book. It reduced the practicality of the LKS as a learning media. The picture of the exercise could be seen below.
