Materials evaluation on English workbook excellent for elementary school grede one used in SD N Pedes 1.

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MATERIALS EVALUATION ON ENGLISH WORKBOOK
EXCELLENT FOR ELEMENTARY SCHOOL GRADE ONE
USED IN SD N PEDES 1
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Elisabet Deti Kurniawati
Student Number: 081214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSTY
YOGYAKARTA
2013

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MATERIALS EVALUATION ON ENGLISH WORKBOOK
EXCELLENT FOR ELEMENTARY SCHOOL GRADE ONE
USED IN SD N PEDES 1
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Elisabet Deti Kurniawati
Student Number: 081214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSTY
YOGYAKARTA
2013
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DEDICATION PAGE

I dedicate this thesis to:
My beloved parents
My dearest sisters, my big family, my boyfriend, and my friends
Myself

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, August 14th, 2013
The Writer

Elisabet Deti Kurniawati
081214092

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Elisabet Deti Kurniawati

Nomor Mahasiswa

: 081214092

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

MATERIALS EVALUATION ON ENGLISH WORKBOOK
EXCELLENT FOR ELEMENTARY SCHOOL GRADE ONE
USED IN SD N PEDES 1
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 14 Agustus 2013
Yang menyatakan

Elisabet Deti Kurniawati

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ABSTRACT
Kurniawati, Elisabet Deti. 2013. Materials Evaluation on English Workbook

Excellent for Elementary School Grade One Used in SD Pedes 1. Undergraduate
Thesis. Yogyakarta: English Education Study Program, Department of Language
and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Since materials play an important role in the learning process, the
materials should provide a good model for the students. Any kinds of mistakes
should be avoided. The use of workbooks as supplementary materials helps the
students to recall the materials taught and to practice their skills. There are many
published workbooks in the schools. Not all of the workbooks fulfill the criteria of
a good workbook. There are even obvious mistakes found in the workbooks,
grammatical mistakes, for instance. It showed that the workbooks did not provide
a good model for the students.
A grade one English workbook, namely Excellent was evaluated in this
research. The workbook was used in SD N 1 Pedes. The research is intended to
answer two research problems. The first one is what criteria of a good workbook
are fulfilled and unfulfilled by the Excellent workbook. The second one is how the
unfulfilled criteria are improved by the Excellent workbook.
The research was a content analysis. The research employed two
instruments: human instrument and document. To evaluate the materials, the
researcher applied a checklist of criteria. These criteria were divided into four

aspects. The first aspect was physical appearance consisting of two parts: 1)
general appearance 2) design, illustration and organization. The second aspect was
content consisting of four parts: objectives, skills, topics, and tasks. The third
aspect was language content. The last aspect was instructions. These aspects were
used to conduct the materials evaluation of the workbook. Each aspect fulfils the
criteria when the evaluation average point of each aspect reaches 60% at
minimum.
The research result showed that the Excellent workbook fulfilled all of the
criteria on general appearance and topics. The evaluation average point of general
appearance and topics achieved 100%. The Excellent workbook did not fulfill the
criteria on the design, illustration, organization, objectives, skills, tasks, language
content, and instructions aspects. The evaluation average points of those aspects
did not achieve 60%. To improve the unfulfilled criteria, the formative evaluation
was carried out. There were four phases of the formative evaluation. The phases
were a review conducted by other experts, one-to-one evaluation with learners,
small group evaluation, and field trial.

Keywords: content analysis, materials evaluation, supplementary materials,
formative evaluation.
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ABSTRAK
Kurniawati, Elisabet Deti. 2013. Materials Evaluation on English Workbook
Excellent for Elementary School Grade One Used in SD Pedes 1.Skripsi Sarjana
Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan
Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma.
Dikarenakan materi mempunyai peran penting dalam proses
pembelajaran, materi seharusnya menjadi contoh yang baik bagi siswa. Segala
bentuk kesalahan harus dicegah. Penggunaan Lembar Kerja Siswa sebagai
materi tambahan membantu siswa untuk mengingat materi yang sudah diajarkan
dan melatih kemampuan mereka. Ada banyak buku Lembar Kerja Siswa yang
tersedia di sekolah. Tidak semua buku Lembar Kerja Siswa tersebut memenuhi

kriteria buku Lembar Kerja Siswa yang bagus. Bahkan terdapat kesalahan yang
dapat dilihat dengan jelas yang ditemukan di buku Lembar Kerja Siswa,
kesalahan tata bahasa contohnya. Ini menunjukkan bahwa buku Lembar Kerja
Siswa tidak memberikan contoh yang baik bagi siswa.
Ada satu Buku Lembar Kerja Siswa yang dievaluasi dalam skripsi ini.
Buku Lembar Kerja Siswa ini digunakan di SD 1 Pedes.Penelitian ini bertujuan
untuk menjawab rumusan masalah. Ada dua rumusan masalah. Pertama, kriteria
apa yang dipenuhi dan tidak dipenuhi oleh buku Lembar Kerja Siswa. Kedua,
bagaimana memperbaiki kriteria yang tidak dipenuhi oleh buku Lembar Kerja
Siswa.
Penelitian ini merupakan analisa isi. Penelitian ini menggunakan dua
instrumen, instrumen manusia dan dokumen. Untuk mengevaluasi materi yang
ada di buku Lembar Kerja Siswa, peneliti menggunakan daftar kriteria. Kriteria
ini dibagi menjadi empat aspek. Aspek pertama adalah physical appearance
terdiri dari dua bagian: 1) general appearance and 2) design, illustration, and
organization. Aspek kedua adalah content terdiri dari empat bagian: objectives,
skills, topics, and tasks. Aspek ketiga adalah language content. Aspek keempat
adalah instructions. Aspek-aspek ini digunakan untuk mengevaluasi materi yang
ada di buku Lembar Kerja Siswa. Setiap aspek dikatakan memenuhi kriteria jika
nilai rata-rata evaluasinya mencapai minimal 60%.
Kriteria yang dipenuhi semua oleh buku Lembar Kerja Siswa di aspek
general appearance dan topics. Nilai rata-rata evaluasi mencapai 100%. Kriteria
yang tidak dipenuhi adalah pada aspek design; illustration; and organization,
objectives; skills; tasks, language content, dan instructions. Nilai rata-rata
evaluasi pada aspek-aspek tersebut tidak mencapai 60%. Untuk memperbaiki
aspek-aspek yang tidak dipenuhi, maka formative evaluation dapat dilakukan.
Ada beberapa langkah dalam formative evaluation. Langkah-langkahnya adalah
reviu oleh tim ahli di luar tim pendesain instruksional, evaluasi satu-satu,
evaluasi kelompok kecil dan uji coba lapangan.

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Kata Kunci: content analysis, materials evaluation, supplementary
materials, formative evaluation.

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ACKNOWLEDGEMENTS

First of all, I would like to thank my Lord Jesus Christ for His
everlasting blessing. Without His blessing, I would not have finished my thesis.
He always supports and strengthens me every time.
I would also like to express my greatest thanks to my major sponsor,
Christina Kristiyani, S.Pd., M.Pd., for her time, patience and feedback during
the process of completing my thesis. I would also like to express my gratitude to
all lecturers of ELESP who have shared their valuable knowledge and experience
which helped me develop the skills to accomplish this thesis.
I would like to address my greatest gratitude to my family. I thank my
parents, Bapak Martinus Sukar and Ibu Yuliana Purwidyastuti for their
sincerest love, care, prayer, and guidance. I also thank them for encouraging me
when I was not motivated to write this thesis and for supporting me financially
and mentally. My special gratitude also goes to my dearest sisters, Bernadeta
Devi Primasari and Yohana Fransiska Tri Kusumaningrum, who were there
for me not only as sisters but also as friends.
I address my special thankfulness to my boyfriend, Mas Haris Witantyo,
who always supported, accompanied, and listened to me. I thank him for being a
good listener and my “rival” in finishing my thesis. I also thank him for finishing
his thesis ahead of me. Thus, I was motivated to finish mine. My overwhelming
thanks also go to my great friends, Tyas, Windru, Via, Grace, Angel, Siska,
Riska, Ambar, and Wanda. I thank them for making my life colorful during my

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study in PBI. I also thank them for giving me unforgettable moments and
togetherness. What wonderful friends they are
I would like to express my greatest gratitude to Roandryo Sigma P.
Surbakti ‘Pakdhe’, Miss Melisa, Sr. Margareth, SCJ., for being my proof
readers. I thank them for their time, patience, correction, and willingness to read
my thesis. My greatest gratitude goes to PBI secretariat staff, Mbak Danik and
Mbak Tari and also all librarians, who have given their very best services. I thank
them for being patient and friendly when they were helping me during my study.
My very special thanks go to Romo Aloysius Dwi Prasetyo, Pr. a.k.a
Romo Cece, who has helped and given me some precious gifts. I would also like
to thank my friends of OMK Paroki Sedayu, Mbak Putri, Laras, Mita, Hendrik,
Roni, Pipin, Deni, Mas Andre, Siska, Rian, Mas Beni, Jati, Ningsih, Mbak
Ratri, and Toni, who made me laugh and become good and funny friends.
I would like to address my greatest thanks to my manager in Columbia
Edu- Centre, Mbak Widdy, who permitted me to leave my classes to finish my
thesis. I also thank the teachers in CEC, Mbak Nita, Mbak Timtim, Mbak Aji,
Mbak Anis, Dewi, Luke, Siska and Nana. I thank them for their support and
jokes.
Lastly, I would like to thank those whose names I could not mention here.
I thank them for their support and prayers. May Jesus Christ grant them peace,
joy, and happiness and may all the best come to their lives.

Elisabet Deti Kurniawati

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TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES .......................................................................................... ii
DEDICATION PAGE ....................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ........................................................................................................ viii
ACKNOWLEGEMENTS ................................................................................... x
TABLE OF CONTENTS .................................................................................. xii
LIST OF TABLES ........................................................................................... xiv
LIST OF FIGURES .......................................................................................... xv
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I. INTRODUCTION

1

A. Research Background .......................................................................... 1
B. Research Problems ............................................................................... 4
C. Problem Limitation ............................................................................. 5
D. Research Objectives ............................................................................ 5
E. Research Benefits ............................................................................... 6
F. Definition of Terms ............................................................................. 6
CHAPTER II. REVIEW OF RELATED LITERATURE

9

A. Theoretical Description ........................................................................ 9
1. The Role of Workbook ................................................................. 9
2. Types of Evaluation .................................................................... 10
3. Conducting Material Evaluation ................................................. 12
4. Book Evaluation Criteria .......................................................... 12
5. Writing Instructions ................................................................... 15
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6. English for Young Learners ....................................................... 17
7. Formative Evaluation ................................................................. 19
8. The Phases of Formative Evaluation .......................................... 20
B. Theoretical Framework ...................................................................... 23
CHAPTER III. RESEARCH METHODOLOGY

26

A. Research Method ................................................................................. 26
B. Research Setting .................................................................................. 27
C. Research Subject .................................................................................. 27
D. Instruments and Data Gathering Techniques ........................................ 28
1.

Instruments ............................................................................... 28

2.

Data Gathering Techniques ....................................................... 29

E. Data Analysis Techniques ................................................................... 29
F. Research Procedures ............................................................................ 34
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

35

A. Fulfilled and Unfulfilled Criteria of a Good Workbook in the Excellent
Workbook ............................................................................................ 35
B. How the Unfulfilled Criteria are improved by the Excellent Workbook 60
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

66

A. Conclusions ........................................................................................... 66
B. Recommendations ................................................................................. 69
REFERENCES ................................................................................................. 71
APPENDICES .................................................................................................. 73

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LIST OF TABLES
Table

Page

3.1 General Appearance Checklists ................................................................... 30
3.2 Design, Illustration, and Organization Checklists ........................................ 30
3.3 Skills Checklists .......................................................................................... 30
3.4 Skills Checklists .......................................................................................... 31
3.5 Topics Checklists ........................................................................................ 32
3.6 Tasks Checklists ......................................................................................... 32
3.7 Language Content Checklists ...................................................................... 33
3.8 Instructions Checklists ................................................................................ 33
4.1 Evaluation Summary Table ......................................................................... 36
4.2 General Appearance Evaluation .................................................................. 37
4.3 Design, Illustration, and Organization Evaluation ........................................ 37
4.4 Objectives Evaluation ................................................................................. 42
4.5 Skills Evaluation ......................................................................................... 44
4.6 Topics Evaluation ....................................................................................... 49
4.7 Tasks Evaluation ......................................................................................... 50
4.8 Language Content Evaluation ...................................................................... 54
4.9 Instructions Evaluation ................................................................................ 58

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LIST OF FIGURES
Figure

Page

4.1 Picture of Lesson 2 Instructions ................................................................... 39
4.2 Picture of not Colorful Illustration ............................................................... 39
4.3 Picture of Unattractive Illustration ............................................................... 40
4.4 Picture of Unclear Illustration ..................................................................... 40
4.5 Picture of Unclear Illustration ..................................................................... 41
4.6 Picture of not Providing Answer Space ....................................................... 41
4.7 Picture of Inconsistency of Using Labels, Icons, and Heading ..................... 42
4.8 Picture of Objectives in the Workbook ........................................................ 43
4.9 Picture of Unbalanced Proportion ................................................................ 45
4.10 Picture of Listening Activities ................................................................... 46
4.11 Picture of Speaking Activities ................................................................... 47
4.12 Picture of Reading Passage ........................................................................ 47
4.13 Picture of Reading Task ............................................................................ 48
4.14 Picture of Writing Task ............................................................................. 49
4.15 Picture of Inappropriate Task .................................................................... 51
4.16 Picture of Inappropriate Quantity .............................................................. 52
4.17 Picture of Translation Task ........................................................................ 52
4.18a Picture of Discourse Level Task .............................................................. 53
4.18b Picture of Sentence Level ........................................................................ 53
4.18c Picture of Word Level Task ..................................................................... 53
4.19a Picture of Difficult Task .......................................................................... 54
4.19b Picture of Easy Task ................................................................................ 54
4.20 Picture of Inappropriate Grammar ............................................................. 55
4.21 Picture of Inappropriate Vocabulary .......................................................... 56
4.22 Picture of Inconsistency of Using Capital Letter ........................................ 56
4.23 Picture of Inappropriate Diction ................................................................ 57
4.24 Picture of Grammatical Mistake ................................................................ 58
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4.25 Picture of Complex Instructions ................................................................ 59
4.26 Picture of Providing Example in the Instructions ....................................... 59
4.27 Picture of Unspecific Instructions .............................................................. 60

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LIST OF APPENDICES

Appendix 1. Materials Evaluation of Lesson 2 of Excellent Workbook .......................... 74
Appendix 2. Materials Evaluation of Lesson 4 of Excellent Workbook .......................... 79
Appendix 3. Materials Evaluation of Lesson 5 of Excellent Workbook .......................... 84
Appendix 4. Syllabus of SD N 1 Pedes ............................................................................ 89
Appendix 5. Excellent Workbook .................................................................................... 96

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CHAPTER I
INTRODUCTION

In this section, the researcher focuses on the reasons for conducting this
research. This section covers the research background, research problems,
problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background
The fact that English is used in many countries and has a prominent
position in more than twenty countries increases the pressure to learn English
earlier. This pressure comes from parents who strongly believe that introducing
English at an early level to the children would give more opportunities to get
economic, cultural, or educational advantages (Brewster, Ellis, and Girard, 2004,
para. 2). The same phenomenon also happens in Indonesia. The Indonesian
government rules that teaching English in Indonesia starts from Elementary
Schools. The Indonesian Government (Ministry of Education and Culture) have
decided that teaching English in Indonesia officially starts from the fourth grade.
(Peraturan Menteri Pendidikan no. 22 Tahun 2006).
One of the important elements in the learning process is materials. The
materials play important roles in the learning process. According to Kemp (1977)
“Students’ learning experiences must involve subject content. The content, in
turn, must closely relate to the objectives and to the student’s need” (p. 43).
Materials must include in the learning process. They become resources for the

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students to enhance knowledge and as a means to reach the objectives of the
learning. Therefore, the English teachers should consider whether or not the
materials reach the objectives of the lesson and the students’ need when they
select the materials.
There are many resources that provide the materials. Richards (2007)
divides the materials into two types. They are authentic materials and created
materials. “Authentic materials refer to the use in teaching of texts, photographs,
video selections, and other teaching resources that were not specifically prepared
for pedagogical purposes” while “created materials refer to textbooks and other
specially developed instructional resources” (p. 252).
Workbooks are one of the created materials that are prepared for
pedagogical purposes. Essentially workbooks are used as supplementary
materials. They contain “extra practice activities to for learner to work in their
own time” (Tomlinson, 2005, p. 1). Sometimes the English teachers give the
students homework or assignments through the tasks in the workbooks. In short,
the students use the workbooks as a means to practice their skills in their own
time. The extra practice will give exposure to the students. Moreover, the
workbooks are merely used for additional activities. Workbooks are used outside
the class to give the students extra time to practice their skills.
Even though the workbooks are used as supplementary materials, they
should give a good model for the students. All kinds of mistake should be
avoided. The students often use the workbooks and they will learn English from
the workbooks. The workbooks will give them more exposure to the lessons.

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However, in fact, the researcher found some obvious mistakes in the workbooks.
One of them was grammatical mistakes. This is the example: *Where is the
dialogue take place? To be is must be replaced with does. Thus, the question must
be changed into, “Where does the dialogue take place?” In addition, the researcher
also found many typographical errors in the workbooks. Therefore, English
teachers should be careful in choosing a workbook that will be used. A workbook
should meet the criteria of a good workbook.
There are some criteria of a good workbook that should be fulfilled. The
criteria which are used in this study are physical appearance aspect, content
aspect, language content aspect, and instructions aspect. The physical appearance
aspect consists of two parts: 1) general appearance and 2) design, illustration, and
organization. The content aspect is divided into four parts: objectives, skills,
topics, and tasks.
There are many published workbooks in schools. The government have
decided that English is taught in the fourth grade but what is happening in the
schools is different. Teaching English starts in first grade. Since teaching English
officially starts in the fourth grade, the government do not provide the materials
for the first graders up to third graders. English teachers make their own
objectives and their own materials to teach the first graders to third graders.
Therefore, the teachers should carefully choose which workbook is in line with
their objectives and provides good materials.
Although young learners do not pay attention to the pattern of questions,
they can understand the meaning. Being exposed to an incorrect model, it can

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influence the students’ understanding. One of the purposes of learning English is
not only to understand the meaning but also understand the pattern of the
sentence.
The first graders are about seven years old. Thus, they are categorized as
young learners. Slattery and Willis (2001) categorize the students whose ages are
seven up to twelve as young learners. There are many ways for young learners to
learn a foreign language. Moon (2005) states that the students learn a foreign
language by listening, repeating, and imitating the teachers. Looking at the
characteristics of children learn a foreign language by listening, repeating, and
imitating the teachers, the students in that grade should be given a correct and a
good model of English since it is one way of learning English by listening,
repeating, and imitating the teachers. If an English teacher does not realize that
the workbooks that he or she uses have grammatical mistakes, the teacher will
give an incorrect model to the students and the students will imitate the incorrect
model. The incorrect model will be fossilized in the students’ understanding.
Looking at the fact that there are some obvious mistakes found in the
workbooks, the researcher is motivated to analyze a workbook namely, Excellent.
The researcher intends to find out if the workbook fulfils the criteria of a good
workbook and how the unfulfilled criteria are improved.

B. Research Problems
Based on the background, the researcher formulates two research problems as
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1. What criteria of a good workbook are fulfilled and unfulfilled by Excellent
Workbook?
2. How the unfulfilled criteria of a good workbook are improved by Excellent
Workbook?

C. Problem Limitation
This researcher limits the research on its subject and the materials. The
subject of this research was Elementary School English workbook for grade one
entitled Excellent. In this research, the researcher conducted materials evaluation
on Lesson Two of which the topic was at School, Lesson Four of which the topic
was Parts of the Body and Lesson Five of which the topic was Family. The
materials were evaluated based on four aspects of evaluation. The first was
physical appearance aspect consisting of two parts: 1) general appearance 2)
design, illustrations, and organization. Secondly, content aspect included four
parts: objectives, skills, topics, and tasks. The next aspect was language content.
The last aspect was instructions.

D. Research Objectives
The research was conducted to:
1. Find out the fulfilled and unfulfilled criteria of a good workbook in the
Excellent workbook.
2. Find out how the unfulfilled criteria of a good workbook are improved by the
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E. Research Benefits
The research is expected to benefit the following people.
1. Elementary School English Teachers
There are many published English workbooks for Elementary Schools.
Not all of the workbooks fulfill the criteria of a good workbook. The Elementary
School English teachers are expected to choose the workbooks carefully since not
all of the workbooks have a good quality. The Elementary School English
teachers are expected to know the criteria of a good workbook from this research.
Therefore, the Elementary School English teachers will be able to determine
which workbook is appropriate for the students.
2. Next Researchers
The research is a scientific writing. It is expected to give an additional
reference for the next researchers who try to study a similar topic. Moreover, it is
also expected that there will be researchers who try to investigate deeply about the
materials evaluation on grade one English workbook.

F. Definitions of Terms
There are several terms used in this research. The terms are defined as follows.
1. Workbook or Lembar Kerja Siswa (LKS)
Tomlinson (2005) states that workbooks are books consisting of extra
practice for students to do outside class. Generally, the students can do the tasks
on them and the books provide an answer key at the back of the books as feedback
to the students (p. 3). Further, Supriadi (2000) defines workbooks as books

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published by private publisher and afforded by schools or students based on local
choice. Furthermore, Supriadi adds that the aim of using workbooks published by
the private publisher is to complete the existing books published by the
government. Based on the previous explanation, the researcher defines the
workbooks commonly called Lembar Kerja Siswa (LKS ) are books which
contain a lot of practice for students to do in their own time. The workbooks are
affordable and they are used as supplementary materials besides textbooks.

2. Supplementary Materials
According to Tomlinson (2005), supplementary materials are “materials
designed to be used in addition to the core materials of a course. They are usually
related to the development of skills of reading, writing, listening, or speaking
rather than to the learning of language items” (p. 1). The researcher defines
supplementary materials as the additional materials for the students. These
supplementary materials are used to add the materials not provided in the
textbooks.

3. Young learners
According to Slattery and Willis (2001), children are categorized as young
learners whose ages are less than 7 years old up to 12 years old. Moreover, they
make a distinction; the children whose ages are under 7 years old are categorized
as very young learners while the children at 7-12 years old as young learners. In
this research, the researcher categorizes the first graders as young learners.

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4. Materials Evaluation
Tomlinson and Masuhara (2004) define “Materials evaluation involves
measuring the value (or potential value) of a set of learning materials by making
judgment about the effect of the materials on the people using them” (p. 1).
Moreover, Tomlinson and Masuhara (2004) give examples of what can be
measured from the materials. The materials evaluation can measure “the appeal of
the materials to the learners, the validity of the materials, and the ability of the
materials to interest the learners and the teachers, the ability of the materials to
motivate the learners” (p. 1). In this research, the researcher tries to determine
whether or not the materials fulfill the criteria of a good workbook by making
judgment on each criterion. The materials evaluation in this research is intended
to measure the quality of the materials in the workbook.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is divided into two parts: theoretical description and
theoretical framework. The theoretical description deals with some closely related
theories that support this research. Meanwhile, the theoretical framework
synthesizes the relevant theories to answer the research problems.

A. Theoretical Description
As explained in the previous chapter, this research focuses on the grade
one English workbook used in SD N PEDES 1. The researcher formulates two
questions as guides to conduct the research: 1) what criteria of a good workbook
are fulfilled and unfulfilled by the Excellent workbook? 2). how the unfulfilled
criteria of a good workbook are improved by the Excellent workbook? The aim of
this research is to answer the two questions based on the relevant theories.
1. The Role of Workbook
As mentioned before, a workbook contains much practice and gives the
students greater opportunities to understand English more in their own time. In
learning a language, the students need a lot of practice in order to be more skilful.
This fact also occurs in learning English. When learning English, the students
need to practice their English skills by doing the tasks provided in the workbook.
Focusing on this, Lado (1964) states that,
The student must be engaged in practice most of the learning time. This
principle has a psychological justification, since, other things being equal,
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the quantity and permanence of learning are in direct proportion to the
amount of practice (p. 55).
Moreover, Lado positively commented on Fries’ demonstration related to the
importance of practice, “Fries, for example, recommended devoting 85% of class
time to practice and no more than 15% to explanation and commentary” (p. 55).
Referring to the previous explanations, it is clearly stated that practice
plays an important role in the learning a language. By doing practice as much as
possible, the students can keep in touch with the materials. What Elementary
School English teachers should pay attention is to choose an appropriate
workbook for the students. It means that the Elementary School English teachers
should carefully consider the materials in the workbook which are suitable for the
students. To sum up, the workbooks are surely needed by the English teachers
because of their importance. The advantage of the workbooks as the
supplementary materials is to give practice for the students and allows them to
recall the materials which had been taught in the class.

2. Types of Evaluation
Tomlinson and Masuhara (2004) state that there are three types of evaluation.
a. Pre-Use Evaluation
This evaluation is carried out before the materials are applied. Thus, in
pre-use evaluation, making prediction is used to predict “the potential value of
materials” (Tomlinson & Masuhara, 2004, p. 3).

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Since this evaluation is carried out before the materials are used and it uses
prediction, it is often “impressionistic, subjective, and unreliable”. To reduce
subjectivity and to help in making an evaluation more principle, rigorous,
systematic and reliable, the researcher makes an evaluation criterion-referenced
(Tomlinson & Masuhara, 2004, p. 3).
b. Whilst-Use Evaluation
According to Tomlinson and Masuhara (2004),”Whilst-use evaluation
involves measuring the value of materials whilst using them or whilst observing
them being used” (p. 4). It means that the whilst-use evaluation is applied when
the materials are being used. Further, Tomlinson and Masuhara (2004) state that
the evaluation can be more “objective and reliable since it uses measurement
rather than prediction” (p. 3).
c. Post-Use Evaluation
According to Tomlinson & Masuhara (2004),
Post-use evaluation is the most valuable type of evaluation since it can
measure the actual effects of the materials on the users. It can measure
such short term effects as motivation, impact, achievability and instant
learning and such long term effects as durable learning and application
(p. 5).
The post-use evaluation is the most precious evaluation since it determines the
effects of the materials on the students. Besides, it also enables the evaluators to
find out the “short term effects” and the “long term effects” of the materials
(Tomlinson & Masuhara, 2004, p. 5).

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3. Conducting Materials Evaluation
Tomlinson and Masuhara (2004) suggest that there are several effective
steps to conduct the materials evaluation. The first step is making criteria and
categorizing them; the second step is scoring on each criterion; the next step is
giving comments on each category; the last step is writing a report (p. 10).

4. Book Evaluation Criteria
The previous explanation has explained the significance of the workbooks.
The next is to know the criteria of a good workbook. It is very useful to make a
set of criteria of a good and effective workbook before the evaluators conduct the
materials evaluation. The criteria including Lado’s Laws of Learning (1964)
should be found in a workbook (p. 37).
a. A good workbook should be able to encourage the students’ motivation to
l e ar n
This criterion is considered as the most important criterion to be possessed
by a good workbook. A good workbook should have “the power to challenge
students” to complete exercises provided in a workbook. When the exercises are
challenging, the students are motivated to finish the exercises, and vice versa.
b. The materials and exercises in a workbook should be appropriate for the
target learners
As stated before, the materials play an important role in learning.
Materials and exercises should be appropriate for the target learners because when
the materials are too difficult for the students, they lower the students’ motivation,

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and when the materials are too easy for the students, they bores them. If so, the
aim of the workbook is not achieved since the aim of providing the workbook is
to help them in improving their understanding of the materials presented in the
workbook.
c. A workbook should provide sufficient tasks for the students
These tasks facilitate the students to extend their understanding of the
materials. These tasks also help the students to repeat and memorize what they
receive in the class. The students will understand more by practicing the language.
d. The tasks in a workbook should be well-graded
The tasks in a workbook should be carefully staged. The tasks should be
arranged from easy to difficult. When the tasks begin with the difficult ones, the
students are demotivated to complete the tasks.
e. The instruction for each task should be clear and simple
As explained before a workbook is also used outside the class. It means
that the workbooks give the students opportunities for self-study. Putting clear and
simple instructions in the workbook swill help the students to understand what
they have to do.
f. A workbook should be affordable
A workbook should be affordable to the students. The students come from
different financial backgrounds. An affordable workbook is generally accepted by
the students’ parents.
Some experts propose criteria to evaluate a book. Supriadi (2000) offers
four aspects in evaluating a book in Indonesia. The aspects include content,

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language, physical appearance, and national security. Firstly, the content includes
the appropriate materials with the curriculum, complete materials (term, symbol
and notation, example/ illustration), systematic materials, attractive presentation,
understandable materials and it is able to encourage the students to learn.
The second aspect is language. The language involves paragraph,
grammar, diction, terminology, and spelling. The next aspect is physical
appearance or graphics: typography, layout, quality of printing, quality of binding,
illustration, cover, size book, and type of paper. The last is national security. This
aspect is related to law, social and cultural context, ethics, and government policy
(pp. 177-179).
Another expert proposes criteria to evaluate a book. Brown (2007) has
criteria to evaluate a book which is adapted from Robinett (1978). Brown has
twelve aspects to be used when evaluating a book. These aspects are goals of the
course, background of the students, approach, language skills, general content,
quality of practice materials, sequencing, vocabulary, general sociolinguistic
factors, format, accompanying materials, and teacher’s guide (pp. 177-179).
Meanwhile, Cunningsworth (1995) has his own criteria. He states that
there are eight criteria to conduct evaluation on a book. The eight criteria were
aims and approaches, design and organization, language content, skills, topics,
methodology, teachers’ books, practical considerations (pp. 3-4).
The researcher adapted Supriadi’s aspect and Cunningsworth’s criteria to
make the criteria. The criteria are physical appearance, design, illustrations, and
organization, content, language content, skills, topics, objectives and instructions.

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Cunningsworth’s criteria were used as the primary resource since the criteria were
complete and applicable to evaluate the workbook. Although Cunningsworth’s
criteria were complete, the researcher also used Supriadi’s criteria to modify
t he m .

5. Writing Instructions
According to Tomlinson and Masuhara (2004), instructions are very
important to the students. The students who have difficulty in understanding the
instructions might feel negative about the materials and it might influence their
ability too. Tomlinson and Masuhara have made criteria to make clear
instructions, namely salience, obvious reference, examples, specification, and
standardization. There are nine criteria of making clear instructions but there
would be only six criteria presented below because the three criteria are not
applicable to evaluate instructions in the workbook. The criteria of making clear
instructions are presented as follows.
a. Salience
According to Tomlinson and Masuhara (2004), the salience refers to
clearness. The instructions should be clear to the students, which words are the
instructions and which words are not. This can be done by putting the instructions
in bold, in a distinctive font, in different color or in a box (p. 29).
b. Simplicity
Tomlinson and Masuhara (2004) state that the instructions must be simple.
It means that the instructions should refer to one action only. Further, it should

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only contain one clause, a simple tense or an imperative, active voice, and
vocabulary which is known by the students (p. 30).
c. Obvious reference
Obvious reference means that the instructions should include nouns rather
than pronouns and it should use an obvious indicator if another part of the text is
being pointed out (e.g. number, letter, colors, or bold type rather than such word
as ‘opposite’, ‘above’ or ‘below’) (Tomlinson & Masuhara, 2004, p. 30).
d. Examples
Giving examples in instructions is useful since it can help the students to
understand the instructions. It can help the students to know what they have to do.
Moreover, the workbooks are also used at home. There will be no control from the
teachers. When the students find difficulties on what to do, the examples will be
helpful (Tomlinson & Masuhara, 2004, p. 30).
e. Specification
The specification is important. By giving the specific instructions, the
students know what they have to do. Tomlinson and Matsuhara (2004) state that
such verbs as ‘draw’, ‘write’, and ‘list’ specify actions; such verbs as ‘match’,
‘connect’, and ‘show’ do not specify actions and they can make the students
confused (p. 31).
f. Standardization
The standardization means that the instructions should use consistent
word/ expression. Tomlinson and Matsuhara (2004) give good and bad examples
how to standardize the instructions. The good example is “Underline each point

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made by the writer. For each point, decide if you agree with the writer”. For the
bad example is “Underline each point made by the writer. For each view, decide
if you agree with the writer’s opinion“. The good example uses word point
consistently; it is used in the first and the second instructions. Whereas, in the bad
example, the words point is changed into view and the word writer is changed into
writer’s opinion. It shows that the instructions are inconsistent (p. 31).

6. English for Young Learners
Teaching English for young learners is different from teaching English for
adult learners. The young children have their own characteristics in learning
English. For adults, they might learn English because of certain purposes such as
for getting a job and studying, and those purposes makes the adult learners highly
motivated to learn English. On the other hand, the young learners do not have any
special purposes. They might learn English because of their parents or school
policy. Concerning this, Brewster, Ellis, and Girard (2004) state that there are
some characteristics that differentiate the young children from the adult learners
(p. 27). The characteristics are listed as follows.
a. Children are active physically
The children like doing activities developing their motor skills. They are
physically restless and need short and varied activities. They also need activities
that burn off their energy (Brewster, Ellis, & Girard, 2004, p. 27).

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b. Children have limited concentration
The children have limited span of memory. They learn something slowly
and forget it quickly. Therefore, repetition and varied activities are important to
them (Brewster, Ellis, & Girard, 2004, p. 27).
c. Children get bored easily
Children are easily bored. Since children have limited span of memory, children
do not like activities that are long unless the activities are very interesting. They
like activities which are short and challenging (Brewster, Ellis, & Girard, 2004, p.
27).
d. Children are curious about the world around them
The children want to know everything surrounding them. Children like
topics which are familiar with them such as animals, plants, public places.
(Brewster, Ellis, & Girard, 2004, p. 27)
e. Children are still struggling in their L1 literacy
Young children are still learning numeracy and literary in first language. Children
are still recognizing words, letters, and numbers in their first language (Brewster,
Ellis, & Girard, 2004, p. 27).
f. Good mimics
Childr