A content analysis on first semester English workbooks for seventh graders : English supplementary materials, global, and cerah - USD Repository

  A CONTE NT ANALY YSIS ON FI

IRST SEME ESTER ENG GLISH WO ORKBOOK KS FOR SEV

  VENTH GR RADERS: E ENGLISH S SUPPLEMEN ENTARY MA ATERIALS,

GLOB BAL, AND C CERAH

  

A THESIS S

Presente ed as Partia al Fulfilment t of the Req quirements

to Obtain the SarjanaPen ndidikan De egree

in English h Language e Education n

  By Yov vita Felicia H Hapsari

  071214116

  6 ENG GLISH LAN NGUAGE E EDUCATIO ON STUDY Y PROGRAM MME

  DE EPARTME ENT OF LA NGUAGE A AND ARTS S EDUCATI

  ION FA ACULTY O OF TEACHE ERS TRAIN NING AND D EDUCATI

  ION

SANATA D S DHARMA U UNIVERSIT TY

YO OGYAKAR RTA

  

2011

  A CONTE NT ANALY YSIS ON FI

IRST SEME ESTER ENG GLISH WO ORKBOOK KS FOR SEV

  VENTH GR RADERS: E ENGLISH S SUPPLEMEN ENTARY MA ATERIALS,

GLOB BAL, AND C CERAH

  

A THESIS S

Presente ed as Partia al Fulfilment t of the Req quirements

to Obtain the SarjanaPen ndidikan De egree

in English h Language e Education n

  By Yov vita Felicia H Hapsari

  071214116

  6 ENG GLISH LAN NGUAGE E EDUCATIO ON STUDY Y PROGRAM MME

  DE EPARTME ENT OF LA NGUAGE A AND ARTS S EDUCATI

  ION FA ACULTY O OF TEACHE ERS TRAIN NING AND D EDUCATI

  ION

SANATA D S DHARMA U UNIVERSIT TY

YO OGYAKAR RTA

  

2011

  

God answered my prayers in three ways

He said “Yes” and He gave me what I wanted

He said “Wait” and He gave me something better

He said “No” and He gave me the best

  (Anonymous) This is a little gift for my marvelous parents and my beloved siblings…

  

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, 4 November 2011 Yovita Felicia Hapsari

  071214116

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILAMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Yovita Felicia Hapsari NomorMahasiswa : 071214116

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

  A CONTENT ANALYSIS ON FIRST SEMESTER ENGLISH WORKBOOKS FOR SEVENTH GRADERS: ENGLISH SUPPLEMENTARY MATERIALS,

  

GLOBAL , AND CERAH

  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 atau memberikan royalty kepada saya selama tetap mencantumkan nama saya selaku penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 4 November 2011 Yang menyatakan (Yovita Felicia Hapsari)

  

ABSTRACT

  Hapsari, Yovita Felicia. 2011. A Content Analysis on First Semester English

  

Workbooks for Seventh Graders: English Supplementary Materials, Global, and

Cerah . Undergraduate Thesis. Yogyakarta: English Education Study Programme,

  Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

  The need of English learning materials to prepare students for National Examination leads teachers to search for some books, including workbooks, known as LembarKerjaSiswa, as supplementary materials. Many teachers state that workbooks are an effective tool to help both teachers and students. This fact shows that a workbook should have certain criteria to be a good book for students. This research aimed to figure out whether or not the workbooks used in some Junior High Schools are included as an ideal workbook for students. There were two questions to answer. The first was the criteria fulfilled by the workbooks being analysed, and the second was the description of the fulfilment.

  This research was a document analysis. There were three different first semester English workbooks for seventh graders as the subjects for this research. Workbook 1 was English Supplementary Materials which was used in SMP Negeri 9 Yogyakarta, Workbook 2 was Global from SMP Negeri 2 Yogyakarta, and Cerah from SMP JoannesBosco Yogyakarta. Those workbooks were analysed using checklists for workbook evaluation.

  There were some theories to support this research. The theories were used to provide theoretical framework for this research. The theories were included in checklists to analyse the workbooks. This research used a theory of workbook criteria, five principles of language learning assessment, namely, practicality, reliability, validity, authenticity, and washback, and also laws of learning.

  The result of the research confirmed that, first,none of the workbook achieved the criteria of a good workbook. Workbook 1 and Workbook 3 were considered as fair workbook, and Workbook 2 was considered as sufficient workbook.Second, the fewest fulfilments achieved were Language Content, General Appearance, Language Skills, and Practice and Testing. While the rest aspects such as Objectives, Design and Illustration, Topic Contents, Social and Cultural Contexts, Teachability, and Flexibility achieved good fulfilments.

  Considering the result of the research, some helpful suggestions were provided, especially for teachers, in dealing the errors which are found in the workbooks.

  

Keywords: content analysis, English workbook, workbook for seventh graders,

workbook evaluation .

  

ABSTRAK

  Hapsari, Yovita Felicia. 2011. A Content Analysis on First Semester English

  

Workbooks for Seventh Graders: English Supplementary Materials, Global, and

Cerah . Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa

  Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

  Dalam upaya membantu siswa-siswa menghadapi Ujian Akhir Nasional,para guru mencari referensi buku-buku termasuk LKS, Lembar Kerja Siswa, sebagai buku pelengkap dan materi tambahan untuk para siswa. Banyak guru yang berpendapat bahwa LKS merupakan alat yang efektif untuk membantu guru juga murid. Kenyataan ini menunjukkan bahwa seharusnya sebuah LKS mempunyai kriteria yang khusus agar menjadi buku yang layak bagi siswa. Penelitian ini bertujuan untuk mencari tahu apakah LKS-LKS yang dipakai di beberapa Sekolah Menengah Pertama sudah termasuk ideal untuk digunakan oleh para siswa. Ada dua pertanyaan yang perlu untuk dijawab. Pertama, masuk kriteria apakah LKS-LKS setelah dianalisa, dan yang kedua adalah deskripsi dari pencapaian kriteria tersebut.

  Penelitian ini merupakan analisa dokumen. Oleh sebab itu, ada tiga LKS Bahasa Inggris kelas VII semester I yang digunakan sebagai subyek penelitian. LKS I adalah English Supplementary Materials yang digunakan di SMP Negeri 9 Yogyakarta, LKS 2 adalah Global dari SMP Negeri 2 Yogyakarta, dan Cerah dari SMP Joannes Bosco Yogyakarta. LKS-LKS tersebut akan dianalisa menggunakan checklists untuk mengevaluasi LKS.

  Ada beberapa teori yang untuk mendukung penelitian ini.Teori-teori tersebut digunakan untuk memberikan batasan pembahasan dari penelitian.Teori-teori itu juga digunakan sebagai daftar untuk mengevaluasi LKS. Penelitian ini menggunakan teori kriteria LKS, lima prinsip penilaian pembelajaran bahasa, yaitu practicality,

  reliability, validity, authenticity, dan washback, juga teori hokum pembelajaran.

  Dari hasil penelitian ini dapat dikonfirmasikan bahwa, pertama, tidak ada LKS yang dapat dikategorikan sebagai good workbook.LKS 1 dan LKS 3 dikategorikan sebagai fair workbook, dan LKS 2 sebagai sufficient workbook.Yang kedua, pencapaian terendah adalahaspek Language Content, General Appearance,

  

Language Skills , dan Practice and Testing. Sementara yang lainnya, Objectives,

Design and Illustration, Topic Contents, Social and Cultural Contexts, Teachability,

  dan Flexibility mencapaihasil yang bagus. Untuk menindaklanjuti hasil penelitian, beberapa saran diberikan, khususnya bagi para guru, dalam menyikapi kesalahan-kesalahan yang ditemukan pada LKS.

  Kata kunci: content analysis, English workbook, workbook for seventh graders, workbook evaluation.

  

ACKNOWLEDGEMENTS

  It is a wonderful time since I could finally finish this long study. I believe that Jesus Christis always by my side and His blessings were invisible help, guidance, and support, so Iwould like to express my gratitude to Him. I am also profoundly grateful to those who have supported, guided, facilitated, and helped me for all this time.

  Firstly, I would like to thank Carla Sih Prabandari, S.Pd.,M.Hum., my sponsor who guided me, since without her my thesis would not have been finished by now.

  My next gratitude goes to my beloved parents, FX. Yulias Andrieyatmo and R. Dwi Indarti, for their patience and their endless love for me and also to my chaotic siblings, Mbak Rarit, Dio, and Gilang, for their jokes, help, and supports.

  I thank Sister Margareth, FCJ, for her meaningful help as my proof reader. She helped me a lot by correcting the mistakes I have made. Then, my gratitude goes to all PBI lecturers, for their knowledge and their guidance, so that I can share my knowledge to others as well. A bunch of thanks for the members of Sanata Dharma University staff, especially in PBI secretary and in library, who gave me a lot of help through the process of finishing this thesis. I also thank teachers from SMP Negeri 9,

  

SMP Negeri 2 , and SMP Joannes Bosco: Marsilah, S.Pd., M. Sri Purwantiningsih,

  S.Pd., and Asterina Saptiani, S.Pd., for their help to share their opinions about workbooks. It helped me a lot.

  Then, I will never forget the power of friendship. I thank Betty, Rina, and Hani ‘Honai’, for their true friendship, the tears and laughter we have shared half of my life. Equally important for all of my friends in PBI 2007,Srikandi-Srikandi: Debby ‘Oma’, Vita, Mei, Leeta, Uccie, Luche, Atta, and those that I cannot mention one by one, I thank them for teaching me about life, friendship, and boy-related issues. Million of thanks for the priceless moments, adventures, and pictures we have been through. We have unforgettable four years, friends. Last but not least, I would like to thank my friends in KMPKS, Mas Robert cs. for their laughter, support, and experience to share. I thank them so much.

  The writer, Yovita Felicia Hapsari

  TABLE OF CONTENTS

  TITLE PAGE ........................................................................................................ i APPROVAL PAGES ............................................................................................ ii DEDICATION PAGE ........................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ..................................................... v ABSTRACT .......................................................................................................... vii

  ABSTRAK .............................................................................................................. viii

  ACKNOWLEDGEMENTS .................................................................................. ix TABLE OF CONTENTS ..................................................................................... xi LIST OF TABLES ................................................................................................ xiv LIST OF FIGURES .............................................................................................. xv LIST OF APPENDICES ....................................................................................... xviii CHAPTER I INTRODUCTION ...........................................................................

  1 A. Research Background................................................................................

  1 B. Problem Formulation ................................................................................

  5 C. Problem Limitation ................................................................................... 5 D. Research Objectives ..................................................................................

  6 E. Research Benefits ...................................................................................... 6 F. Definition of Terms ...................................................................................

  7

  CHAPTER II REVIEW OF RELATED LITERATURE

  D. Data Gathering Technique ........................................................................ 34

  4. Topic Contents .................................................................................... 44

  3. Objectives ............................................................................................ 43

  2. Design and Illustration ........................................................................ 42

  1. General Appearance ............................................................................ 41

  40 A. Workbooks Evaluation .............................................................................. 40

  IV ANALYSIS

  F. Research Procedure ................................................................................... 38 CHAPTER

  E. Data Analysis Technique .......................................................................... 34

  C. Research Instruments ................................................................................ 27

  9 A. Theoretical Description .............................................................................

  B. Research Subjects ..................................................................................... 26

  25 A. Research Method ....................................................................................... 25

  III METHODOLOGY

  B. Theoretical Framework ............................................................................. 21 CHAPTER

  3. Book Evaluation Criteria .................................................................... 12

  2. Materials Evaluation ........................................................................... 11

  9

  9 1. Working with a Workbook..................................................................

  5. Language Contents .............................................................................. 45

  6. Social and Cultural Contexts ............................................................... 46

  7. Language Skills ................................................................................... 46

  8. Teachability ......................................................................................... 47 9. Flexibility ............................................................................................

  48

  10. Practice and Testing ............................................................................ 48 B. Description of Criteria Fulfilment .............................................................

  50 1. Description of General Appearance Aspect ........................................

  50

  2. Description of Design and Illustration Aspect .................................... 56

  3. Description of Objectives Aspect........................................................ 63

  4. Description of Topic Contents Aspect ................................................ 64

  5. Description of Language Contents Aspect .......................................... 67 6. Description of Social and Cultural Contexts Aspect...........................

  72

  7. Description of Language Skills Aspect ............................................... 75

  8. Description of Teachability Aspect ..................................................... 78

  9. Description of Flexibility Aspect ........................................................ 79 10. Description of Practice and Testing Aspect ........................................

  81 CHAPTER V CONCLUSIONS AND SUGGESTIONS

  89 A. Conclusions ............................................................................................... 89 B. Suggestions ...............................................................................................

  91 REFERENCES ......................................................................................................

  93

  

LIST OF TABLES

Table 3.1 General Appearance Checklists ............................................................ 28Table 3.2 Design and Illustration Checklists ........................................................ 29 Table 3.3 Objectives Checklists ............................................................................

  29 Table 3.4 Topic Contents Checklists .................................................................... 30

Table 3.5 Language Contents Checklists .............................................................. 30Table 3.6 Social and Cultural Contexts Checklists ............................................... 31Table 3.7 Language Skills Checklists ................................................................... 31Table 3.8 Teachability Checklists ......................................................................... 32 Table 3.9 Flexibility Checklists ............................................................................

  32 Table 3.10 Practice and Testing Checklists .......................................................... 33

Table 4.1 Evaluation Summary Table .................................................................. 40Table 4.2 General Appearance Evaluation............................................................ 41 Table 4.3 Design and Illustration Evaluation ........................................................

  42 Table 4.4 Objectives Evaluation ........................................................................... 43 Table 4.5 Topic Contents Evaluation ....................................................................

  44 Table 4.6 Language Contents Evaluation .............................................................

  45 Table 4.7 Social and Cultural Contexts Evaluation ..............................................

  46 Table 4.8 Language Skills Evaluation ..................................................................

  46 Table 4.9Teachability Evaluation .........................................................................

  47 Table 4.10 Flexibility Evaluation ..........................................................................

  48 Table 4.11 Practice and Testing Evaluation ..........................................................

  48

  

LIST OF FIGURES

Figure 4.1 Picture of English Supplementary MaterialsTitle ...............................

  51 Figure 4.2English Supplementary MaterialsCover Picture .................................

  51 Figure 4.3English Supplementary Materials: Too Small Font Size .....................

  52 Figure 4.4 Picture of GlobalTitle ..........................................................................

  53 Figure 4.5Global: Inappropriate Type ................................................................. 53 Figure 4.6Global: Inappropriate Title ................................................................... 54 Figure 4.7 Picture of CerahTitle ...........................................................................

  54 Figure 4.8.Cerah: Inappropriate Title ................................................................... 56 Figure 4.9English Supplementary Materials: Narrow Space ................................ 57 Figure 4.10English Supplementary Materials: Not Enough Space to Answer ..... 57 Figure 4.11Global: Simple Picture to Facilitate Students’ Visualization ............. 58 Figure 4.12Global: Narrow Space ........................................................................ 59 Figure 4.13Global: Not Enough Space to Answer ............................................... 59 Figure 4.14Global: Exercise with No Instruction ................................................

  60 Figure 4.15Global: Using Bahasa as Instruction ..................................................

  60 Figure 4.16aGlobal: GrammarFocus on Page 7 ...................................................

  60 Figure 4.16b Global: GrammarFocus on Page 21 ...............................................

  61 Figure 4.17a Global: Suddenly written “VII” .......................................................

  61 Figure 4.17b Global: Different Font Type ...........................................................

  61 Figure4.18Global: Useless Picture .......................................................................

  61 Figure4.19Global: Unclear Picture ...................................................................... 61

  Figure 4.20Cerah: Confusing Pictures .................................................................. 62

Figure 4.21 Cerah: Not Enough Space to Answer ................................................ 63 Figure 4.22 One of Listening Exercises in Global ................................................

  63 Figure 4.23ESM: Allow Students to Think Critically ........................................... 65 Figure 4.24Global: Allow Students to Think Critically ....................................... 66 Figure 4.25Cerah: Allow Students to Think Critically ......................................... 67 Figure 4.26English Supplementary Materials: Mistyped Word ........................... 68 Figure 4.27ESM: Inappropriate Phonetic Transcription ....................................... 68 Figure 4.28Global: Incomplete Grammar Theory ................................................ 69 Figure 4.29Global: Grammar Mistakes ................................................................ 69  Figure 4.30Global: Mistyped Words ....................................................................

  70 Figure 4.31Cerah: Misspelling .............................................................................

  70 Figure 4.32Cerah: Grammar Mistake ...................................................................

  71 Figure 4.33Cerah: Incomplete Grammar Theory .................................................

  71 Figure 4.34Cerah: Inappropriate Phonetic Transcription .....................................

  72 Figure 4.35English Supplementary Materials: Social and Cultural Notes ...........

  72 Figure 4.36English Supplementary Materials: Thanking Expression ..................

  72 Figure 4.37Picture of Social and Cultural Contexts in Global .............................

  73 Figure 4.38 Pictures of Social and Cultural Contexts in Cerah ............................

  74 Figure 4.39Cerah: The Text Reveals Cultural Contexts ....................................... 74 Figure 4.40English Supplementary Materials: Task to Create a Greeting Card ... 75 Figure 4.41ESM: Exercise to Cover Reading – Writing Skills ............................. 76

  Figure 4.42Global: Suitable Writing Task ............................................................ 76 Figure 4.43Global: Exercise to Cover Listening – Speaking Skills ..................... 77 Figure 4.44Global: Exercise to Cover Reading – Writing Skills.......................... 77 Figure 4.45Cerah: Exercise to Cover Listening – Writing Skills ......................... 78 Figure 4.46Cerah: Exercise to Cover Writing – Speaking Skills ......................... 78  Figure 4.47English Supplementary Materials: Level of Formality ...................... 79 Figure 4.48Cerah: Important Notes .....................................................................

  80 Figure 4.49Cerah: Level of Formality ..................................................................

  80 Figure 4.50English Supplementary Materials: Fake Instruction ..........................

  81 Figure 4.51English Supplementary Materials: Mistyped Word ...........................

  82 Figure 4.52English Supplementary Materials: Confusing Question ....................

  82 Figure 4.53Global: Inappropriate Exercise ...........................................................

  83 Figure 4.54Global: Ambiguity Question .............................................................. 84 Figure 4.55Global: Wrong Grammar .................................................................... 84 Figure 4.56Global: Grammar Mistake .................................................................. 85  Figure 4.57Global: Unclear Picture ......................................................................

  85 Figure 4.58Cerah: Confusing Direction ............................................................... 86 Figure 4.59Cerah: Invalid Test .............................................................................

  87 Figure 4.60Cerah: Inconsistent Story ...................................................................

  87 Figure 4.61Cerah: Unclear Printing ......................................................................

  88

  

LIST OF APPENDICES

  Appendix 1. Standard Competence and Basic Competence for Grade VII .......... 97 Appendix2.English Supplementary Materials Workbook Evaluation .................. 101 Appendix3.Global Workbook Evaluation ............................................................ 105 Appendix 4.Cerah Workbook Evaluation............................................................. 110 Appendix 5.English Supplementary Materials Workbook ................................... 115 Appendix 6.Global Workbook .............................................................................. 128 Appendix 7.Cerah Workbook ............................................................................... 145

  

CHAPTER I

INTRODUCTION

    This chapter discusses the background of the research. It consists of six parts.

  They are background of the research, problem formulation, problem limitation, objectives of the research, benefits of the research, and definition of terms.

A. Research Background

  Since Government (Department of Education and Culture) has decided English as a compulsory subject in Indonesian Educational Curriculum, many publishers create books as English literature for schools. Many kinds of book are published, especially books for Junior High School students. This is because English, for the first time, is defined as one of the subjects in Final Examination but something changed in 2006 when the Government has KTSP (Kurikulum Tingkat satuan

  

Pendidikan) as the newest curriculum in Indonesia. KTSP allows schools to develop

  their own learning materials and schools cannot compel the students to buy certain books. However, many schools still need supplementary books to use by their students when preparing them for National Examination. As a result, some schools select certain books for their students as long as it is needed. These books help the teachers in delivering the material during teaching-learning process in class. Thus, students are able to understand the material more easily.

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  In many cases, teachers speed up in delivering the materials from the syllabus because of the time targeted in syllabus, so that the teachers decide to give small number of exercises, which means the students do not get enough opportunity to repeat and practice what has been taught during the class hour. The situation above clearly shows that teachers must find a solution to the problem and supplementary book is a way to provide enough repetition and practice for the students.

  Lembar Kerja Siswa , as known as LKS, is the most common supplement

  which is chosen by the schools to ease their students in learning English. LKS, which hereinafter referred as workbook, is a collection of worksheets for students. Based on some opinions from Junior High School English teachers in Yogyakarta, this kind of workbook is more like supplementary material that helps teachers to provide exercises for students. Schools have provided a textbook for students, but the book cannot fulfil their needs to provide enough exercise, besides, some materials from the textbook are not appropriate with the syllabus or lesson plan designed by the teachers. From the workbook, the teachers can give assignment or homework that provides repetition and exercises for practicing. Assignment and homework can be done by the students freely after they come home from school and workbook is a helpful tool for teachers to facilitate repetition and exercises for the students so that the students can get in touch with English language as frequently as possible in limited time. Furthermore, workbook helps students to enrich their vocabulary; workbook is proper to students’ ability; and, workbook is effective because it is practical and economical.

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  Besides the reasons mentioned above, some teachers also use the exercise from the workbook as an assessment tool to measure students’ understanding and ability. They are usually given “to evaluate students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue that growth process” (Brown, 2004: 6). Additionally, Suwandi (2010: 46) argues that this kind of exercise, as the function for measuring students’ ability, is given during the process of teaching learning, in the end of each unit or topic. In other words, exercises are a subset of assessment and this fact causes exercises also determine whether or not learning process can be achieved optimally. Baxter (1997: 78) gives three reasons why assessment is important in the teaching-learning process. Firstly, assessment is used for comparing one student with others. Second, assessment is like measurement tool so that the teachers know whether or not a student has fulfilled certain standards.

  The third, assessment is able to help students in learning process. Besides, the score of the students on the exercises given will reflect students’ general error about the subject, so teachers can determine the right step to fix the problem.

  In addition, workbook fulfils practical reason and it is a suitable tool in helping teachers to handle a large class. Long (1977) suggests: More that any other, the teacher of the large class needs to make sure that there is plenty of material available for his students to work with. In the majority of teaching situations, where cheap materials are needed, printed work (workbook) with clear instruction can free the students to work on his own.

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  The bigger number of students in a class, the more difficult for the teacher to handle the class is a fact. Teachers have difficulties in generalizing the materials being taught to the students. Overcoming this problem, teachers can rely on the use of workbook. The students can learn the materials given both individually and effectively. Another benefit is the students do not need to worry about the price, because workbooks are affordable.

  The explanation above clearly states that exercises given to the students will finally give influence to students’ evaluation which is a part of educational evaluation (Depdiknas, 2002: 3). The fact that the contents of English workbook in general have significant association with students’ learning helps teachers being selective in choosing a workbook for their students. The content of English workbook must not contain errors because “errors that significantly hinder communication exhibit certain characteristics that are distinguishable from those whose effects on communication are negligible” (Dulay, 1982: 198). Furthermore, concerning with the language teaching based on KTSP (Kurikulum Tingkat Satuan Pendididkan) syllabus on Junior High School, English workbook which is chosen is supposed to apply the communicative competence which contains four skills; reading, writing, speaking, and listening and also language elements such as pronunciation, vocabulary, and grammar.

  Unfortunately, some workbooks do not have these four English skills as well as language elements. There are many English workbooks published, which the teachers have difficulty in choosing which one to use. There is a fact that teachers do

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  not notice the physical factors of the workbook because in their opinion the most important point of a workbook is the content and the effectiveness. The reasons above motivated the researcher to analyze some English workbooks used in some schools in Yogyakarta. The aim of this study is to discover how far English workbooks have the elements for books evaluation.

B. Problem Formulation

  The researcher of this study wants to discuss the answer to the following questions:

  1. Do the English workbooks have the criteria of a good workbook?

  2. How are those criteria fulfilled or not by those workbooks? C.

   Problem Limitation

  This study will focus on the criteria of book evaluation in English workbooks which are analyzed. There are ten criteria; they are the general appearance, design and illustration, objectives, topic contents, language contents, social and cultural contexts, language skills, teachability, flexibility, and practice and testing . After that, this study will also focus on the criteria how those are fulfilled or not on the English workbooks which are analyzed.

  The objects of this study were English workbooks for the seventh grade students of Junior High School and these workbooks apply KTSP (Kurikulum Tingkat

  Satuan Pendididkan) .

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    D.

   Research Objectives

  This study is conducted as an attempt to answer the research questions formulated in problem formulation. The objectives are as follows:

  1. To discover whether or not the English workbooks analyzed have the criteria for book evaluation.

  2. To find out how those criteria are fulfilled and how they are not.

E. Research Benefits

  This study is expected to give contribution to: 1.

   English teachers

  The result of the study may help English teacher to get knowledge about principles of language assessment. Based on those principles, teachers will have considerations when choosing a workbook for their students. It is expected that teachers can get helpful information in evaluating workbook before making decision to use it as supplementary material for the students.

2. English workbook writers English workbook writers are expected to enlighten after reading this study.

  The result of the study may help the workbook writers to be more careful in designing English workbook for students. It is hoped the workbook writers will be more aware of the content of their books by paying attention to principles of language assessment.

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    3.

   The readers and the future researchers

  Especially for those who are eager to conduct further research about this study, hopefully this study can inspire and provide useful information for further study.

F. Definition of Terms

  The following are three terms that are used in this study. They are described as followed.

1. Workbook or LKS (Lembar Kerja Siswa)

  Soepomo (1978: 309) argues that workbook is an exercise book used by teachers as facilitation for students to study and this book is designed as a supplement for textbook. Soepomo adds that this book contains many exercises for students and those exercises are printed on cheap paper. Supriadi (2001: 2) states that workbook is a book which is published by private publisher and used by the students based on school’s choice; the aim of this book is to support textbook. This book is inexpensive and widely published in many bookstores. It contains many kinds of exercise for the students; essay, true-false, multiple choices, completion, or matching exercise. Those exercises are designed according to the syllabus and curriculum from the Government.

  Based on the explanation above, in this research, the researcher defines workbook as a book which is generally called as LKS or Lembar Kerja Siswa. This

  

LKS provides a lot of exercises for students to practice. The workbook is affordable

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  and intended by the teachers and the producers to be used as supplementary book besides textbook.

2. Seventh Graders

  This refers to the students in the first grade of Junior High School. The age range of the students is about 12-15 years old. In this study, they are the students of the schools which are using the newest curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan) , in Yogyakarta.

3. Content Analysis

  As Ary, Jacobs, and Sorensen (2010: 29) say, content analysis is a kind of research approaches in which focuses on analyzing and interpreting recorded material to learn about human behaviour. Content analysis is also known as document analysis because the researcher must study the documents to figure out the problem. Next, Bogdan and Biklen (2003: 57) argue that as qualitative research, document analysis uses documents as their primary source of data.

   

CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses theories upon which this research is laid down. There

  are two major sections to be discussed here as the groundwork of this research. They are theoretical description and theoretical framework.

A. Theoretical Description

  There are three major issues underlying this research. They include theories related to working with workbook, materials evaluation, and book evaluation criteria to support the research. The theories were stated by some experts in language teaching.

1. Working with a Workbook

  Workbook contains a lot of exercises and it plays an important role for the students to practice. Soepomo (1978: 317) defines a workbook as supplementary for textbook besides teacher’s manual book, and extensive reading book. The availability of a workbook is aimed to compulse both teacher and students to do exercise based on the materials taught from the textbook. Workbook enables the students to have greater opportunities to repeat and practice their English. Workbook is said to be one of the needs material for teaching which are used in a school and considered as one of the keys to success and the failure of the teaching.

  In learning language, students need a lot of practice because when they have a

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  lot of practice, they will get into contact frequently with the language they are learning. This fact happens in learning English. By doing some exercises provided in workbook, it is supposed that students will be able to understand in using English. Concerning this, Lado (1964: 4) positively comments on Fries’ demonstration, “Fries, for example recommended devoting 85% of class time to practice and no more than 15% to explanation and commentary.” Furthermore, he claims as follow,

  The students must be engaged in practice most of the learning time. This principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in direct proportion to the amount of practice (p.4).

  The statement above clearly explains that the possible way to make the students get involved in English is by doing exercises as many as possible. One thing which teachers’ should give attention to is they must choose the most suitable workbook for their students. Means, the teachers must carefully consider the content of a workbook when deciding to use a workbook as supplementary materials besides textbook. Praninskas (1976), one of English textbook writers, says that the exercises offered to students are for the sake of practicing students’ response. The exercises which are given is the opportunity for students to practice constructing kinds of sentence which has been taught by the teacher.

  To conclude, workbook is definitely needed in a language teaching, including English teaching, because of its importance. The use of workbook as a complement will recall about what has been taught by the teacher from the textbook.

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    2.

   Materials Evaluation

  The term material evaluation as a field in linguistic study, Tomlinson (2003: 15) defines material evaluation as ‘a procedure that involves measuring the value (or potential value) of a set of learning materials’. Moreover, an evaluation emphasises the needs of the users of the materials and makes subjective judgments about their effects. Supporting Tomlinson, Carter and Nunan state it, “the process of measuring the value of learning materials.” An evaluation for workbooks used in a school is very important because the value or the content of the materials in a workbook becomes a crucial thing which influences the success or the failure of education effort in a school.

  Equally important, this book evaluation is also useful for the teachers in deciding and choosing appropriate workbook for their students. Sheldon (1998) explains that the idea of evaluating book is closely linked to the selection of a book. This serves as a decision-making process,

  The selection of a particular core volume signals an executive educational decision in which there is considerable professional, financial and even political investment. This high profile means that the definition and application of systematic criteria for assessing coursebooks are vital. (p.237)

  Supported by Hutchinson (1987), he claims, …materials evaluation plays such an important role in language teaching that its potential for influencing the way teachers operate is considerable. Materials evaluation can and should be a two-way process which enables teachers not just to select a textbook, but also to develop their awareness of their own teaching / learning situation. (pp.37-38).

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  In other words, Hutchison argues that in language teaching, material evaluation takes a crucial part in helping teachers to consider a book for their students. This kind of evaluation is also able to raise teachers’ awareness toward their own teaching / learning situation. Another definition from Hutchison and Waters (1984: 64), “evaluation is a matter of judging the fitness of something for particular purpose,” shows that evaluation of books also had a function as a kind of educational judgment.

  As a conclusion, materials evaluation is useful for helping teachers to make decisions in selecting a book, including workbook, forming professional judgments, and raising awareness or reflecting teaching and learning experience.

3. Book Evaluation Criteria

  Having known the idea and the significance of a workbook, the next is to know some criteria of a good and effective workbook. The criteria, including Lado’s laws of learning (1964: 37), should be found in a workbook for Junior High School.