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Figure 4.8 Cerah: Inappropriate Title
The title was What Do You Do After School, the material should be related to the title, about activities at home but the contents were about family members, occupations,
and the situation used in the dialogues are at school. Besides, the book had no particular column for vocabulary enrichment.
2. Description of Design and Illustration Aspect
Most criteria in Design and Illustration in Workbook 1 were fulfilled. Workbook 1 had variety design to achieve impact because it used graphics such as
tables and charts, also pictures to complete the material given. To achieve clarity, the book uses about 1.15 spaces between lines and about doubled-space between
paragraphs so that it provided enough white space Figure 4.9. Even though on pages 10, 16, 64 Figure 4.10 the space was not wide enough to answer the question, this
book was still considered to have the aspect because those were only three exercises, this was less than the other workbooks which the researcher analysed.
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Figure 4.9 English Supplementary Materials: Narrow Space
Figure 4.10 English Supplementary Materials: Not Enough Space to Answer
Workbook 1 had consistency in the use of headings, icons, labels, italics, and bolds. The illustrations were varied, attractive, and functional too. Each topic had
related pictures, and the pictures were also used as media for students’ activities such as analysing, labelling, producing dialogues from the pictures, and creating pictures
to stimulate students’ creativity. The only weakness from the picture was the pictures were printed completely, so that the pictures could not facilitate students’
visualizations. Half criteria in Design and Illustration checklists in Workbook 2 were
fulfilled. The book had variety design to achieve impact because it used graphics such
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as tables and charts, also pictures to complete the material given. The pictures given in each topic aims to support the material in achieving students’ understanding. The
pictures were also applied in various activities, such as analysing, labelling, and creating based on situation given. These various activities could stimulate students to
be creative. On page 25, the picture is provided simply but it can facilitate students’ visualization Figure 4.11.
Figure 4.11 Global: Simple Picture to Facilitate Students’ Visualization
In contrast, Workbook 2 did not achieve clarity. It used about single space up to 1.15 spaces between lines, and mostly narrow space after paragraph so that it did not
provide enough white space Figure 4.12. Besides, the exercises on pages 35, 9, 8, 12, the space was not wide enough to answer the question Figure 4.13. These pages
of weaknesses were more than the first book’s.
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Figure 4.12 Global: Narrow Space
Figure 4.13 Global: Not Enough Space to Answer
Next, Workbook 2 had no consistency in the use of headings, icons, labels, italics, and bolds. Some exercises had instruction, while the others had not Figure 4.14,
even in Soal Unit 2 uses Bahasa which was different from others Figure 4.15.
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Figure 4.14 Global: Exercise with No Instruction
Figure 4.15 Global: Using Bahasa as Instruction
Again, for the icon, there was inconsistent icon and heading in Soal Units and Grammar Focus. There was no icon in Soal Unit 2 and different icon for Soal Unit 3,
while in Grammar Focus, the heading between Grammar Focus page 21 and others was different Figure 4.16a and 4.17b.
Figure 4.16a Global: Grammar Focus on Page 7
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Figure 4.16b Global: Grammar Focus on Page 21
In addition, strange number and type of letter could be found on pages 8, 13, 14, and 27 Figure 4.17a and 4.17b. The use of numbering was inconsistent because in the
previous activities, each title used capital letter but on page 8, the title used number “VII”.
Figure 4.17a Global: Suddenly Written “VII”
Figure 4.17b Global: Different Font Type
Moreover, the illustrations were not functional too. There was a useless picture on page 9 Figure 4.18 unclear pictures on pages 14, 15, 20, 23, 24, 47, 51, 54, 61, and
66 Figure 4.19.
Figure 4.18 Global: Useless Picture Figure 4.19 Global: Unclear Picture
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Most Design and Illustration criteria in
Workbook 3 we
re fulfilled. It had variety design to achieve impact because it used graphics such as tables and charts,
also pictures to complete the material given. Then, Workbook 3 had consistency in the use of headings, icons, labels, italics, and bolds. Moreover, the illustrations were
varied and attractive. Most pictures were functional too, only two confusing pictures on pages 22 and 41 Figure 4.20. The exercise in Figure 4.20 asked students to write
the name of the pictures of places at school which were provided, while the teacher was dictating the names. Though the names were dictated by the teacher, picture 5
and picture 8 were similar.
Figure 4.20 Cerah: Confusing Pictures
Each topic had related pictures, and the pictures were also used as media for students’ activities such as analysing, labelling, and producing dialogue based on the pictures
provided. The two weaknesses for Design and Illustration were that the pictures were
printed completely, so that they could not facilitate students’ visualization. Workbook 3 also used narrow space, about 1.15, between paragraphs so that did not provide
enough white space to achieve clarity and on pages 7, 10, 17, 18, 20, 27, and 53 Figure 4.21, the space was not wide enough to answer the question.
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Figure 4.21 Cerah: Not Enough Space to Answer
3. Description of Objectives Aspect
