34
D. Data Gathering Technique
The data would be gathered from three workbooks. Firstly, workbook entitled English Supplementary Materials written by English Team of Musyawarah Guru
Mata Pelajaran Yogyakarta and published by BIOS Offset, Yogyakarta. This workbook was used at SMP Negeri 9 Yogyakarta for the seventh graders. Second
workbook is Global. SMP Negeri 2 Yogyakarta used this workbook and it was written by Endang Triningsih, Tumijo, Munawir, and H. Ismanto. For the third book,
Cerah, by CV Teguh Karya and used in SMP Joanness Bosco. The researcher would analyse those workbooks based on the criteria for book evaluation to get the data.
E. Data Analysis Technique
This research used document analysis or content analysis study to describe the evaluation of the workbooks. The researcher used checklists to gather the data and to
gain information. The checklists would be adapted from four sources: Tomlison, et al. 2001, Eriksoussy 1993, Thein 2006, and from al-Hajailan 2003. Eriksoussy
1993 had 126 checklists and they consisted of six main categories, objectives, content selection, gradation and recycling, presentation frames, practice activities
drills and exercises, and assessment models model tests. While Al-Hijailan 1999 had the results of the study revealed that the book’s appearance, accompanying
materials, academic content, cultural content, and evaluation techniques. Next, Tomlinson et al. 2001 uses a list of 133 course evaluation criteria to
evaluate eight current adult courses published by four leading publishers in the U.K.
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35 The checklist used was divided under two main headings, overall criteria and
coursebook specific criteria. The overall-course criteria consisted of eight categories, namely publishers claims, flexibility, syllabus, pedagogic approach, topic contents,
voice, instructions and teachability. The coursebook-specific criteria included four categories: appearance, design, illustration and reading texts. In addition, specific
criteria for cassettes and CD ROM, teachers book, workbook and video were used in this evaluative study. Then, Thein 2006 found that the textbooks used should
contribute to achieve the needs and wants of both teachers and learners, promote students critical thinking, and improve the students communicative skills for
everyday life situations. From these four sources, the researcher combined the checklist of aspects for
evaluating a book. There were some checklists which were deleted because the researchers had to modify the checklist to evaluate the workbooks. This checklist
contains five columns. First column is for numbers, the second one is for evaluation aspects. There are ten aspects in evaluating workbooks, they are:
1. General Appearance
General appearance is related to cover, the font size and the type of the letter used in the book, the informative pages and table of content, the title chosen for every
lesson, the glossary, and bibliography.
2. Design and Illustration
Design includes layout, space, consistency in the use of headings, icons, labels, italics, et cetera. While illustration is related to the pictures, charts, and tables
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36 which are used for in the workbooks.
3. Objectives
The materials in a workbook should be arranged based on curriculum as well as standard competence and basic competence for seventh grade students, so that the
materials are appropriate with the needs and wants for students.
4. Topic Contents
Topic contents are related to the variety of the topics and how the topics can attract the students.
5. Language Content
Language content is about grammar, vocabulary, and pronunciation used in the workbooks.
6. Social and Cultural Contexts
The workbooks should have a criterion that pertain to representation of cultural and gender components, how the material can be applied in daily life, and the
books should not be contrary to law, rules, ethics which are valid in the society and the state.
7. Language Skills
The checklist for this aspect let the researcher know whether or not the books contain four language skills: reading, writing, listening, and speaking, and the
appropriateness of those skills for the learners.
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37
8. Teachability
This aspect is for measuring the effectiveness of the workbooks in helping the
teacher to deliver the lesson. 9.
Flexibility
This is for measuring whether or not the workbooks can be used in any styles of learning.
10. Practice and Testing
Practice and testing deals with the number of exercises for the students, the clarity of the direction, the varieties of an exercise, and also the existence of
achievement test. The third and fourth column is toward criteria whether or not the aspect is met
or not in the workbooks. Criterion which is met will be valued 1 point, while 0 point will be valued to criterion which is not met. In the checklist, the researcher will only
tick the column but then further calculation and further description will be done. The specific calculation of the data in reckoning the presence and the absence of the
criteria is using this formulation:
ΣX = the total of criteria points which are met in a workbook for each aspect N = the total of criteria points in each aspect
Percentage = X 100 ΣX
N
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38 The sum of the points was considered as 100 and the researcher used these
conditions to decide the result of data analysis:
80 - 100 60 - 79
50 - 69 below 50
Good Fair
Sufficient Poor
The researcher not only had the calculation for each aspect, but also had given the overall calculation based on each workbook. The condition is the same but the
formulation is just similar, ΣX will be the total of criteria points which are met in a
workbook for all aspects and N will be the total of criteria points in all aspects.
F. Research Procedure
Conducting this study, the researcher arranged some procedural steps in an orderly way. They are preparing the study, analyzing the workbooks, and writing
down the report. 1.
Preparing the study The researcher decided to choose three workbooks used by three Junior High
Schools in Yogyakarta: English Supplementary Materials written by English Team of Musyawarah Guru Mata Pelajaran Yogyakarta. This workbook was used at SMP
Negeri 9 Yogyakarta for the seventh graders. Second workbook is Global. SMP Negeri 2 Yogyakarta used this workbook and it is written by Endang Triningsih,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 Tumijo, Munawir, and H. Ismanto. For the third book, Cerah by CV Teguh Karya
and used in SMP Joanness Bosco. 2.
Analysing the workbooks The researcher used checklist in analysing the workbooks. The checklist
consists of ten aspects for workbook evaluation. 3.
Writing down the report After doing some procedural steps above in an orderly way, the writer would
do the last step, namely, writing down the report. This report will explain each part and procedure of the study and also the findings in detail.
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40
CHAPTER IV ANALYSIS
This chapter includes the discussion of problem formulation mentioned in Chapter I. In order to answer the questions, the data gathered were analysed in this
chapter. The data gathered from the checklists during the research were presented and analysed here.
A. Workbooks Evaluation
Table 4.1 Evaluation Summary Table
Evaluation Aspects Fulfilment
W1 W2 W3 A.
General Appearance 57.1
42.8 57.1
B. Design and Illustration
85.7 57.1
71.4 C.
Objectives 60 60
100 D.
Topic Contents 100
100 100
E. Language Contents
50 50
25 F.
Social and Cultural Contexts 100
100 100
G. Language Skills
50 50
66,6 H.
Teachability 100 100
100 I.
Flexibility 100 75
100 J.
Practice and Design 57.1
57.1 57.1
Average 72.5
64.7 72.5
Criteria Fair Sufficient Fair
There were three different English workbooks which were evaluated. Workbook 1 was English Supplementary Materials, which was used at SMP Negeri 9
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