A content analysis on first semester English workbooks for seventh graders : English supplementary materials, global, and cerah.
A CONTE FOR SEV ENG DE FA NT ANALY VENTH GR Presente to GLISH LAN EPARTME ACULTY O S
YSIS ON FI RADERS: E GLOB
ed as Partia Obtain the
in English
Yov
NGUAGE E ENT OF LA
OF TEACHE SANATA D YO IRST SEME ENGLISH S
BAL, AND C
A THESIS
al Fulfilment SarjanaPen h Language
By vita Felicia H
071214116 EDUCATIO NGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 ESTER ENG SUPPLEMEN CERAH S
t of the Req ndidikan De e Education Hapsari 6 ON STUDY AND ARTS NING AND UNIVERSIT RTA GLISH WO ENTARY MA quirements egree n Y PROGRAM S EDUCATI D EDUCATI TY ORKBOOK ATERIALS, MME ION ION KS
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A CONTE FOR SEV ENG DE FA NT ANALY VENTH GR Presente to GLISH LAN EPARTME ACULTY O S
YSIS ON FI RADERS: E GLOB
ed as Partia Obtain the
in English
Yov
NGUAGE E ENT OF LA
OF TEACHE SANATA D YO i IRST SEME ENGLISH S
BAL, AND C
A THESIS
al Fulfilment SarjanaPen h Language
By vita Felicia H
071214116 EDUCATIO NGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 ESTER ENG SUPPLEMEN CERAH S
t of the Req ndidikan De e Education Hapsari 6 ON STUDY AND ARTS NING AND UNIVERSIT RTA GLISH WO ENTARY MA quirements egree n Y PROGRAM S EDUCATI D EDUCATI TY ORKBOOK ATERIALS, MME ION ION KS
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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
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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, 4 November 2011
Yovita Felicia Hapsari 071214116
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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
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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.
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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.
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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
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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,
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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
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CHAPTER II REVIEW OF RELATED LITERATURE 9
A. Theoretical Description ... 9
1. Working with a Workbook... 9
2. Materials Evaluation ... 11
3. Book Evaluation Criteria ... 12
B. Theoretical Framework ... 21
CHAPTER III METHODOLOGY 25
A. Research Method ... 25
B. Research Subjects ... 26
C. Research Instruments ... 27
D. Data Gathering Technique ... 34
E. Data Analysis Technique ... 34
F. Research Procedure ... 38
CHAPTER IV ANALYSIS 40
A. Workbooks Evaluation ... 40
1. General Appearance ... 41
2. Design and Illustration ... 42
3. Objectives ... 43
4. Topic Contents ... 44
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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
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LIST OF TABLES
Table 3.1 General Appearance Checklists ... 28
Table 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 ... 30
Table 3.6 Social and Cultural Contexts Checklists ... 31
Table 3.7 Language Skills Checklists ... 31
Table 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 ... 40
Table 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
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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
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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
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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
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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
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1 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,
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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
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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
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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
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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.
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9 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.
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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
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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.
a. A workbook should be able to encourage students’ interest in learning.
This stimulation becomes one important characteristic of a workbook. The
students get bored easily when they have plain book, moreover the materials
being discussed are difficult to understand. There is a possibility for students to
ignore the exercises given.
b. A workbook is supposed to have appropriate and reasonable materials to the
students’ grade because the use of workbook is helping the students to understand
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c. An effective workbook should have enough tasks for the students. These tasks are
used to help the students in repeating and practicing the materials from the
teachers. Indeed, repetition is one of the important elements in learning.
d. A good workbook has simplicity and clarity for instruction for each exercise.
These characteristics will provide the opportunity for self-study because they
make it easy for the students’ to study and work individually.
e. The economical reason is also important for a workbook. An affordable
workbook will be more easily accepted by the students, since the students have
various economic levels.
Furthermore, some experts have certain criteria on evaluating a book used for
students’ learning. Cunningsworth (1984) has his own criteria in analysing a book.
The criteria he suggests are as follows: language content, selection and gradation of
language items, presentation and practice of new language items, developing
language skills and communicative abilities, supporting materials motivation and the
learner, conclusions and overall evaluation. In 1995, Cunningsworth (1995) states
two main approaches to evaluate the coursebook. The first is the impressionistic
overview, which entails a preliminary sift through a lot of new material from which to
choose (1995:1). He suggests the use of different checklists to cover all aspects of the
coursebook. The checklists cover aspects such as: 1. Aims and approaches, 2. Design
and organization, 3. Language content, 4. Skills, 5. Topic, 6. Methodology, and 7.
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Ali (1983) who evaluates the English language textbook taught to the second
grade boy's intermediate level in Saudi Arabia. It consists of the these categories: the
introduction of the course, the course's subject matter, aids, exercises and activities,
the teacher's manual, the course book’s layout and the physical make up. At the end
of his study, he provided some recommendation and the modification:
1. The importance of using more colourful and attractive teaching aids.
2. The pupil’s book should present more interesting and age-appropriate topics.
3. The teacher’s manual should provide teachers with alternative ways for teaching
every lesson.
Doing the same thing, Al-Jaser (1988) conducts a comparative study to
evaluate the English language textbook taught at the first grade boy’s secondary
schools and the textbook taught at the same grade in girl’s secondary schools in Saudi
Arabia. She uses a questionnaire of 73 items as a research instrument. The
questionnaire was built around the following categories:
a. The introduction of the textbook
• The target audience
• The grounded theory of the textbook • The objectives of the course
• Teacher's guidelines b. The textbook's content
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• The textbook's language and style • Aids
At the end of her evaluation, she found that the books which were evaluated did not
fulfil all the criteria of a good textbook, the degree of adherence to good textbook
criteria is not as strong as it should be, and , the boys' book and the girls' book are
similar to a large extent.
Eriksoussy (1993) conducts a qualitative research in order to evaluate the
textbook. She uses a 126-item checklist as criteria for her evaluation. The checklist
consists of six main categories:
a. The objectives
b. Content selection
c. Gradation and recycling
d. Presentation frames
e. Practice activities (drills and exercises)
f. Assessment models (model tests)
Al-Hijailan (1999) has study on quality of the third-grade secondary school
textbook in Saudi Arabian schools. The results of the study revealed that the book’s
appearance, accompanying materials, academic content, cultural content, and
evaluation techniques were satisfied in the textbook while the fulfilment of the
national goals and the teaching methods were not. The strengths of the textbook are
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organization, a good introduction, and employing the learners’ culture in a way that
made learning English easier, faster, and interesting. The weaknesses in several books
were not known to teachers, such as the book’s cover was not attractive, sequence of
lessons was not appropriate, reading passages did not have questions and were not
recorded in cassettes, some grammar items were repeated, and composition was
guided.
Tomlison, Dat, Masuhara, and Rubdy (2001) use a list of 133 course
evaluation criteria to evaluate eight current adult courses published by four leading
publishers in the UK. The textbooks evaluated are Language in Use and True to Life by Cambridge University Press, CuttingEdge and Wavelength by Pearson Longman, Inside Out and Reward by Macmillan Heinemann Press. The checklist used is divided under two main headings, overall criteria and coursebook specific criteria. The
overall-course criteria consist of eight categories, namely publisher's claims,
flexibility, syllabus, pedagogic approach, topic contents, voice, instructions and
teachability The coursebook-specific criteria included four categories: appearance,
design, illustration and reading texts. In addition, specific criteria for cassettes and
CD ROM, teacher's book, workbook and video are used in this evaluative study.
Atkins (2001) McDonough and Shaw's (1993) model for course book
evaluation as the criteria for his study. His checklist consists of two stages. The first
stage is to look at the external characteristics of the material which includes the
book's introduction, table of contents, the claims made on the cover of the student's
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stage is the internal analysis which includes the presentation of the skills in the
material, appropriateness of discourse, authenticity of listening topics, the
appropriateness of speaking materials and the effectiveness of the teachers' guide.
Khafaji (2004) evaluates the materials used to teach English to the secondary
level in Saudi public high schools. He uses three different checklists in order to
evaluate the textbook: Cunningsworth’s (1995) checklist to evaluate the textbook as a
whole; Littlejohn’s (1998) framework to evaluate one unit of the textbook with
reference to the sections related to this particular unit in the teacher’s guide; and a
checklist adopted from both to evaluate the reading skill.
Bruder (1978) suggests the use of a checklist of eight criteria: level, objectives,
style, language, age, time, convictions, and competency while Williams (1983) argues
for the design and application of a more systemic evaluative approach. Williams
focuses on a book which is able to assess the effectiveness of the material from
pedagogical, linguistic, general and technical perspectives, such as grammatical and
syntactical rules. In addition, a book should function to guide students’ reading and
writing skills and to teach students’ vocabulary and phonology.
Sheldon (1988) suggests that an evaluation sheet consists of seventeen
elements: rationale, availability, user definition, layout and graphics, accessibility,
linkage, selection and grading, physical characteristics, appropriacy, authenticity,
cultural bias, educational validity, practice and revision, flexibility, guidance and
overall value for money. He also provides several key questions to be asked about
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In addition, for analysing a book, Tu’eimah (1985) has an analysis tool which
consists of fifteen categories. They are the book’s physical make up, the nature of the
course, pre-preparation studies, the language of the book, method of teaching,
language skills, grammar, vocabulary, linguistic drills, assessment and evaluation,
cultural content, aids and activities, individualized learning, the teacher’s manual and
others. For evaluation tool, Tu’eimah has eight categories: pre-preparation studies,
language content, language skills, methods of teaching, drills and evaluation, aids,
physical make up, and overall impression. Then, Tu’eimah suggests tests for
measuring readability of language teaching book. Concerning Tu’eimah’s criteria, Ali
(1983) goes along with some of those criteria. Teachers’ manual should be made to
complete the students’ workbook. Equally important, the appearance of the book
should attract students’ impression and a book should provide an introduction so that
the students have the idea about what they will learn. Another expert who agrees with
Tu’eimah’s criteria is Eriksoussy (1993). Eriksoussy claims that drill is needed as
exercise as well as it could help students to repeat the material given. Other criteria
are concerning the objects of the materials, the content, and the use of book as
students’ assessment.
Some other experts add different criteria for evaluating a book. Ali-Hijailan
(1999) states that a book should cover culture aspect. This criterion can avoid
culture-shock and ease the students to apply the material in daily life. Then, others are Atkins
(2001), Mc Donough and Shaw (1993), and Thein (2006) who have apprehension of
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communicative skills which are important to enhance. Thein (2006) also participates
in conducting a study to evaluate the suitability and effectiveness of the textbooks
used for teaching English to religious studies students at Myanmar Institute of
Technology. The findings reveal that the textbooks used in the programme were not
suitable for the following reasons:
a. The textbooks did not contribute to achieve the needs and wants of both teachers
and learners.
b. They were not effective to promote students' critical thinking.
c. They were not effective in improving the students' communicative skills for
everyday life situations
Thein (2006) suggests that the textbooks must be localized to meet the teachers' and
learners' needs. He also emphasises the importance of adapting activities that
encourage collaborative learning, natural and experiential interactions to help young
people think critically. For addition, Skierso (1991) describes an evaluation of the
material can be done under the following criteria: bibliographical data, aims and
goals, subject matter, vocabulary and structures, exercises and activities, layout and
physical make up.
Littlejohn (1998: 192) who has different opinion with Cunningsworth’s
(1995) checklists claims that evaluation should “involve making general,
impressionistic judgments on the materials”. Instead, he suggests a general
framework which consists of three main concerns for analysing materials. First, the
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grouped under two main points: publication and design. Publication refers to "the
physical aspect of materials and how they appear as a complete set or book"
(Littlejohn, 1998: 193).
The second concern deals with the key aspects of tasks and poses three
questions. The first question is related to three things: process, focus and operation.
Process refers to the actual role of learners in the classroom activities; focus refers to
whether language form or meaning is focused. The second question deals with the
participation in classroom activities highlighting the forms of activities and the
different forms of classroom participation. The last question deals with "the content
of the task" (Littlejohn, 1998: 199). This last concern is aimed to evaluate the overall
aims of the materials, content and tasks, learners’ knowledge, effects, skills, and
abilities.
Tomlinson (2003: 16) explains that materials evaluation is a procedure that
involves measuring some or all of the following:
1. the appeal of the materials
2. the credibility of the materials to learners, teachers, and administrators; 3. the validity of the materials;
4. the reliability of the materials;
5. the ability of the materials to interest the learners and the teachers; 6. the ability of the materials to motivate the learners;
7. the value of the materials in terms of short-term learning; 8. the value of the materials in terms of long-term learning; 9. the learners' perceptions of the value of the materials; 10. the teachers' perceptions of the value of the materials;
11. the assistance given to the teacher in terms of preparation, delivery and assessment;
12. the flexibility of the materials;
13. the contribution made by the materials to teacher development; and 14. the match with administrative requirements.
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Those fourteen criteria are the elaboration of language assessment theory and Brown
(2004: 21 – 28) describes principles of language assessment which can be applied to
evaluate workbook; practicality, reliability, validity, authenticity, and washback
which are related to the content of a workbook.
Supriadi (2001: 177 – 179) mentions four aspects in evaluating a book in
Indonesia. First is the content of a book, for workbook, the criteria include the
appropriateness with curriculum, completeness of the materials, systematization,
attraction, understandable materials, and the function of a book as students’
motivation. Second is related to language choice. A book should consider grammar;
paragraph, diction, terminology, and spelling. The third is about physical appearance
or graphics; typography, layout, printing, bookbindery, illustration, cover, size-book,
and type of paper. The last is the safety of a book which is related to social and
cultural context, state principles, law, and ethics.
B. Theoretical Framework
The criteria of checklist to analyse the workbook in this research are inspired
by some experts’ checklists for textbook evaluation. Not all of the checklists are used
by the researcher because there are some items which are not appropriate to be
applied in analysing the workbooks. By interviewing some Junior High School
English teachers and finding out the needs of an ideal workbook, the researcher
adopts the checklists which are appropriate to be applied.
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comprise some principles of language learning assessment. Basically, the criteria
mentioned by the experts above are the elaboration of language assessment principles
which have five principles; they are practicality, reliability, validity, authenticity, and
washback, as stated in Brown (2004) and also in Lado’s law of learning (1964) which
emphasises students’ interest, the appropriateness, exercises and tasks, language
choice, and economical reason. The researcher specifies the criteria of a workbook
based on the theory of language learning assessment from Brown (2004) and Lado’s
law of learning (1964), and also book criteria from some experts below.
The theorists of ELT textbook design and analysis such as Sheldon (1998),
Cunningsworth (1995), Tomlinson (2001), supported by Ali (1983) and Supriadi
(2001), agree that evaluation checklists should have some criteria concerning physical
characteristics such as general appearance, design, illustration, and layout. General
appearance considers informative and attractive cover which mean the cover has
clear, big enough font, simple type, and eye-catching title. The readers do not need
much effort to recognize what book that is. It is better if the cover has picture, the
simple one but colourful and appropriate picture to attract the readers. Besides the
cover, the font size and type used in the book are also concerned. General font size is
12, as long as the size is closer to 12, it is considered as legible size. For the type, the
book should use simple type such as Times New Roman, Calibri, or Arial, which are
clear to read.
For illustration Sadiman, Sudjarwo, and Radikun (1989: 183-185) explain that
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composition. The main object is bigger than the complement object. Next is about the
layout. Layout deals with the space between lines and composition between
illustration and text. The space is about 1.15 or doubled-space. It will give enough
white space to achieve clarity. For composition between illustration and text, should
be given enough space.
Besides, Al-Jaser (1988), Eriksoussy (1993), Al-Hijailan (1999), Atkins
(2001), Shaw (1993), and Thein (2006) emphasise the objectives and the topic
contents, and also the degree to which the materials are not only teachable but also fit
the needs of the students as well as the curriculum. Moreover, criteria should analyse
the language which is used, grammar, skills content that are covered in the book as
well as the relevance to the socio-cultural environment. Finally, as a tool for helping
students in learning, the book should provide enough exercises and tasks seeing that
repetition is one of the important elements in learning.
According to Peraturan Menteri Pendidikan Nasional Republik Indonesia No.22 Tahun 2006 about Standard Competence and Basic Competence, general objectives emphasises students’ ability in mastering four English skills. For seventh
graders, the students are expected to have ability in developing the competency of
communication both spoken and written to achieve functional level, to have
awareness of English essence to increase the competitiveness in global society, and to
have ability in developing students’ understanding about the relationship between
language and culture. Topic contents should be elaborated from Kurikulum KTSP 2006 and besides, the topic should be able to appeal to the students by providing
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various activities and teaching-learning methods. The book should also cover four
English language skills and correct English language elements such as grammar,
pronunciation, and vocabulary. Equally important is social and cultural contexts.
Social and cultural contexts deal with how the book can apply the topic in real life as
close as possible, in this case, Indonesia lifestyle.
The points from some experts above are used by the researcher as a basis to
analyse whether or not the workbook is suitable to the criteria of a good book and
furthermore as the indicators to know whether or not the content of the workbook is
authentic.
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25 CHAPTER III METHODOLOGY
This chapter discusses the methodology used in the research. The discussion
includes those related to research method, research participants, research instruments,
research setting, data gathering technique, and data analysis technique.
A. Research Method
This research was a descriptive research. According to Ary, Jacobs, and
Razavieh (2007: 447) the aim of descriptive research is to gain information about the
nature and degree of existing condition. In addition, descriptive research is also
designed to show the condition happened in certain situation which means there is no
manipulation added. Therefore, descriptive research is natural research because the
variables cannot be manipulated.
There are several approaches under descriptive research. Ary et al. (2007:
447) mention seven approaches, case studies, surveys, developmental studies,
follow-up studies, document analyses, trend analyses, and co relational studies. In this
research, document would be used to analyse. Further, Ary, Jacobs, and Razavieh,
(1979: 304) state that “Documentary analysis, often referred to as content analysis, is
not confined to simple counts but can also be used to study sociological and
psychological variables.” Besides, in educational research, Ary et al. (2002: 443) list
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1. to identify bias prejudice, or propaganda in textbooks,
2. to analyse types of errors in students’ writings,
3. to describe prevailing practice,
4. to discover the level of difficulty of material in textbooks or other publications,
5. to discover the relative importance of, or interest in, certain topics.
The facts that this research desired to discover whether or not the English workbooks
analysed have the criteria for book evaluation and to find out how those criteria are
fulfilled or not, therefore, the first and the fourth purposes are proper to the objectives
of the research. The first and the fourth purposes are to evaluate and to figure out the
appropriateness of the workbook for its grade. Related to this, English workbooks
were the documents which would be analysed to discuss how the principles were
applied.
B. Research Subjects
Workbooks are widely published. There are so many workbooks available in
bookstores in Yogyakarta. Thus, the researchers chose only some workbooks as the
document being analysed. The researcher would choose three different workbooks.
Firstly, workbook entitled English Supplementary Materials. This workbook was used in one of favourite State-owned Junior High School in Yogyakarta, SMP Negeri 9 Yogyakarta. Moreover, it was written by English Team of Musyawarah Guru Mata Pelajaran Yogyakarta. Second workbook is Global. SMP Negeri 2 Yogyakarta, which is known as one of the best State-owned Junior High Schools in Yogyakarta,
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used this workbook and it is written by Endang Triningsih, Tumijo, Munawir, and H.
Ismanto. For the third book, Cerah, by CV Teguh Karya and used in SMP Joanness Bosco. From the three workbooks, this is the only workbook which was used in Private Junior High School, and SMP Joanness Bosco is one of favourite Private Junior High Schools in Yogyakarta.
Those workbooks have some similarities. The first similarity was the
workbooks were written for the seventh graders of Junior High School and the second
was the workbooks were designed based on the newest curriculum, KTSP (Kurikulum Tingkat Satuan Nasional).
C. Research Instruments
The instrument used in this research is human instrument, so researcher as the
primary instrument. Merriam (2009: 15) states, “The researcher is the primary
instrument for data collection and analysis.” Moreover, Merriam argues that human
instrument will be the ideal means of collecting and analyzing data because human
instrument is able to be responsive and adaptive in the process of gathering the data.
The researcher would analyse some workbooks used in some Junior High
Schools in Yogyakarta. They were written for the seventh graders and based on the
newest curriculum. Concerning document analysis purposes, one of those purposes is
to analyze the content of the book (Ary et al., 2002: 443); therefore the content in
workbooks can be analysed by this method.
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et al. (2010: 442) write, “Qualitative researchers may use written documents or other
artefacts to gain an understanding of the phenomenon under study.” The documents
used in this research were considered a primary source since the researcher analysed
the workbooks directly. The researcher prepared researcher-generated documents for
the subject by providing ten tables of checklists to observe the book to the following
areas.
1. General Appearance
This aspect has seven items which cover the physical appearance of the
workbook. The items discuss cover, font size and type used in the workbook,
orientation page, table of contents, title for each lesson, glossary, and bibliography.
Table 3.1 General Appearance Checklists
No. Evaluation Aspect
A – General Appearance
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The cover is informative and
attractive. 2.
The font size and typed used in the book is appropriate for seventh graders.
3. There is an informative orientation page.
4. The book has a complete and detailed table of contents.
5. Every lesson is given an appropriate title.
6. The book has an appropriate glossary.
7. The book has complete bibliography. 2. Design and Illustration
This aspect also has seven items dealing with the function and the
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headings, icons, labels, italics, etc.
Table 3.2 Design and Illustration Checklists
No Evaluation Aspect
B – Design and Illustration
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. There is a variety of design to
achieve impact.
2. There is enough white space to achieve clarity.
3. There is consistency in the use of headings, icons, labels, italics, etc. 4. The illustrations are varied and
attractive.
5. The illustrations stimulate students to be creative.
6. The illustrations are functional. 7.
The illustrations facilitate the students’ visualizations without imposing complete visual images.
3. Objectives
In this aspect, there are five items which are related to general objectives for
seventh graders in Indonesia, besides the clarity and also the appropriateness of the
objectives for seventh graders.
Table 3.3 Objectives Checklists
No Evaluation Aspect
C - Objectives
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1.
Generally, the book fulfils the general objectives of Teaching English language in Indonesia.
2.
Generally, the book fulfils the general objectives of Teaching English language for seventh graders.
3. The objectives are clear and precise. 4. The objectives are measurable. 5. The objectives suit the level of
seventh graders.
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4. Topic Contents
Topic Contents table has four items which evaluate the function of the topics to
encourage and increase students’ interest, and also the variety of the topics.
Table 3.4 Topic Contents Checklists
No Evaluation Aspect
D – Topic Contents
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1.
The topics of the book are varied and engaging to appeal to seventh graders with different interests and personalities.
2. The topics encourage students to express their own views.
3. The book avoids potentially embarrassing or disturbing topics. 4. The topics allow students to think
critically.
5. Language Contents
This aspect is dealing with grammar, vocabulary, and pronunciation used in
the workbooks and also the tasks availability for those three language aspects.
Table 3.5 Language Contents Checklists
No Evaluation Aspect
E – Language Contents
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The book covers the main grammar
items appropriate to seventh graders. 2. The book includes adequate
materials for teaching vocabulary. 3. The book includes adequate material
for pronunciation work.
4. The materials for teaching grammar, vocabulary, and pronunciation are graded in an appropriate manner.
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6. Social and Cultural Contexts
Social and Cultural Contexts table has four items which evaluate the social and
cultural contexts in the workbook whether or not disturb the readers, able to give
positive impact for the readers.
Table 3.6 Social and Cultural Contexts Checklists
No Evaluation Aspect
F – Social and Cultural Contexts
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The social and cultural contexts in
the book are comprehensible. 2. The content of the book is free from
stereotypical images and information.
3. Students can learn about the inner lives of the characters used in the book.
4. The book expresses positive views of ethnic origins, occupation, age groups, social groups and disability.
7. Language Skills
This table consists of six items. Those items are related to four English skills
covered in the workbooks and the quality of the tasks for those English skills.
Table 3.7 Language Skills Checklists
No Evaluation Aspect
G – Language Skills
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The book covers four skills
adequately.
2. There is material for integrated skills work.
3. Listening material is well recorded, as authentic as possible, and accompanied by background information, questions, and activities.
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No Evaluation Aspect G – Language Skills
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 4. There is sufficient reading material.
(There is a range of varied and interesting reading text that can engage students cognitively and effectively.)
5. There is sufficient material for speaking English (e.g. dialogues, role-plays, etc.).
6. Writing activities are suitable in terms of length, degree of accuracy, and amount of guidance.
8. Teachability
Teachability discusses the effectiveness of the workbook to help teachers.
Table 3.8 Teachability Checklists
No Evaluation Aspect
H - Teachability
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The book helps teachers to minimize
their preparation time.
2. The book helps teachers exploit the activities to meet the students; expectations.
3. The book helps teachers cater for mixed ability students and classes of different sizes.
9. Flexibility
Flexibility aims to know the ability of the workbooks to cover different
learning styles, different levels of formality and the use of the workbooks.
Table 3.9 Flexibility Checklists
No Evaluation Aspect
I - Flexibility
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The book is appealing and useful to
the students.
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No Evaluation Aspect
I - Flexibility
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 of formality.
3. The book provides opportunity for teachers and students to localize activities.
4. The book caters for different preferred learning styles.
10. Practice and Testing
This aspect has seven items to evaluate the availability of exercises and also
the tests in the workbooks. This aspect also evaluates the validity, reliability, and
practicality of the exercises and the tests provided in the workbooks.
Table 3.10 Practice and Testing Checklists
No Evaluation Aspect
J – Practice and Testing
Workbook 1 Workbook 2 Workbook 3
0 1 0 1 0 1 1. The book provides a variety of
meaningful and mechanical exercises and activities to practice language items and skills.
2. It provides communicative exercises and activities that help students carry out their communicative task in real life.
3. Every exercise has a clear direction. 4. There is a reasonable and appropriate
number of exercises.
5. The tests are valid and contain correct language.
6. The book provides periodical revisions for diagnostic purposes. 7. The book provides models for final
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D. Data Gathering Technique
The data would be gathered from three workbooks. Firstly, workbook entitled
English Supplementary Materials written by English Team of Musyawarah Guru Mata Pelajaran Yogyakarta and published by BIOS Offset, Yogyakarta. This workbook was used at SMP Negeri 9 Yogyakarta for the seventh graders. Second workbook is Global. SMP Negeri 2 Yogyakarta used this workbook and it was written by Endang Triningsih, Tumijo, Munawir, and H. Ismanto. For the third book,
Cerah, by CV Teguh Karya and used in SMP Joanness Bosco. The researcher would analyse those workbooks based on the criteria for book evaluation to get the data.
E. Data Analysis Technique
This research used document analysis or content analysis study to describe the
evaluation of the workbooks. The researcher used checklists to gather the data and to
gain information. The checklists would be adapted from four sources: Tomlison, et al.
(2001), Eriksoussy (1993), Thein (2006), and from al-Hajailan (2003). Eriksoussy
(1993) had 126 checklists and they consisted of six main categories, objectives,
content selection, gradation and recycling, presentation frames, practice activities
(drills and exercises), and assessment models (model tests). While Al-Hijailan (1999)
had the results of the study revealed that the book’s appearance, accompanying
materials, academic content, cultural content, and evaluation techniques.
Next, Tomlinson et al. (2001) uses a list of 133 course evaluation criteria to
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The checklist used was divided under two main headings, overall criteria and
coursebook specific criteria. The overall-course criteria consisted of eight categories,
namely publisher's claims, flexibility, syllabus, pedagogic approach, topic contents,
voice, instructions and teachability. The coursebook-specific criteria included four
categories: appearance, design, illustration and reading texts. In addition, specific
criteria for cassettes and CD ROM, teacher's book, workbook and video were used in
this evaluative study. Then, Thein (2006) found that the textbooks used should
contribute to achieve the needs and wants of both teachers and learners, promote
students' critical thinking, and improve the students' communicative skills for
everyday life situations.
From these four sources, the researcher combined the checklist of aspects for
evaluating a book. There were some checklists which were deleted because the
researchers had to modify the checklist to evaluate the workbooks. This checklist
contains five columns. First column is for numbers, the second one is for evaluation
aspects. There are ten aspects in evaluating workbooks, they are:
1. General Appearance
General appearance is related to cover, the font size and the type of the letter
used in the book, the informative pages and table of content, the title chosen for every
lesson, the glossary, and bibliography.
2. Design and Illustration
Design includes layout, space, consistency in the use of headings, icons,
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which are used for in the workbooks.
3. Objectives
The materials in a workbook should be arranged based on curriculum as well
as standard competence and basic competence for seventh grade students, so that the
materials are appropriate with the needs and wants for students.
4. Topic Contents
Topic contents are related to the variety of the topics and how the topics can
attract the students.
5. Language Content
Language content is about grammar, vocabulary, and pronunciation used in
the workbooks.
6. Social and Cultural Contexts
The workbooks should have a criterion that pertain to representation of
cultural and gender components, how the material can be applied in daily life, and the
books should not be contrary to law, rules, ethics which are valid in the society and
the state.
7. Language Skills
The checklist for this aspect let the researcher know whether or not the books
contain four language skills: reading, writing, listening, and speaking, and the
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8. Teachability
This aspect is for measuring the effectiveness of the workbooks in helping the
teacher to deliver the lesson.
9. Flexibility
This is for measuring whether or not the workbooks can be used in any styles
of learning.
10.Practice and Testing
Practice and testing deals with the number of exercises for the students, the
clarity of the direction, the varieties of an exercise, and also the existence of
achievement test.
The third and fourth column is toward criteria whether or not the aspect is met
or not in the workbooks. Criterion which is met will be valued 1 point, while 0 point
will be valued to criterion which is not met. In the checklist, the researcher will only
tick the column but then further calculation and further description will be done. The
specific calculation of the data in reckoning the presence and the absence of the
criteria is using this formulation:
ΣX = the total of criteria points which are met in a workbook for each aspect N = the total of criteria points in each aspect
Percentage = X 100% ΣX
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The sum of the points was considered as 100% and the researcher used these
conditions to decide the result of data analysis:
80% - 100% 60% - 79% 50% - 69% below 50%
Good Fair Sufficient
Poor
The researcher not only had the calculation for each aspect, but also had given the
overall calculation based on each workbook. The condition is the same but the
formulation is just similar, ΣX will be the total of criteria points which are met in a workbook for all aspects and N will be the total of criteria points in all aspects.
F. Research Procedure
Conducting this study, the researcher arranged some procedural steps in an
orderly way. They are preparing the study, analyzing the workbooks, and writing
down the report.
1. Preparing the study
The researcher decided to choose three workbooks used by three Junior High
Schools in Yogyakarta: English Supplementary Materials written by English Team of Musyawarah Guru Mata Pelajaran Yogyakarta. This workbook was used at SMP Negeri 9 Yogyakarta for the seventh graders. Second workbook is Global. SMP Negeri 2 Yogyakarta used this workbook and it is written by Endang Triningsih,
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Tumijo, Munawir, and H. Ismanto. For the third book, Cerah by CV Teguh Karya and used in SMP Joanness Bosco.
2. Analysing the workbooks
The researcher used checklist in analysing the workbooks. The checklist
consists of ten aspects for workbook evaluation.
3. Writing down the report
After doing some procedural steps above in an orderly way, the writer would
do the last step, namely, writing down the report. This report will explain each part
and procedure of the study and also the findings in detail.
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40
CHAPTER IV ANALYSIS
This chapter includes the discussion of problem formulation mentioned in
Chapter I. In order to answer the questions, the data gathered were analysed in this
chapter. The data gathered from the checklists during the research were presented and
analysed here.
A. Workbooks Evaluation
Table 4.1 Evaluation Summary Table
Evaluation Aspects Fulfilment
W1 W2 W3
A. General Appearance 57.1% 42.8% 57.1%
B. Design and Illustration 85.7% 57.1% 71.4%
C. Objectives 60% 60% 100%
D. Topic Contents 100% 100% 100%
E. Language Contents 50% 50% 25%
F. Social and Cultural Contexts 100% 100% 100%
G. Language Skills 50% 50% 66,6%
H. Teachability 100% 100% 100%
I. Flexibility 100% 75% 100%
J. Practice and Design 57.1% 57.1% 57.1%
Average % 72.5% 64.7% 72.5% Criteria Fair Sufficient Fair
There were three different English workbooks which were evaluated.
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Yogyakarta and was written by English Team of Musyawarah Guru Mata Pelajaran Yogyakarta. Workbook 2 was Global. SMP Negeri 2 Yogyakarta used this workbook and it was written by Endang Triningsih, Tumijo, Munawir, and H. Ismanto. The last
workbook was Cerah, which hereinafter referred as workbook 3, was published CV Teguh Karya and used in SMP Joanness Bosco. This workbook was arranged by twenty writers with Erni Riyanti as the coordinator.
Numbers of checklists were used to evaluate the three workbooks. The
checklists consist of ten aspects, such as General Appearance, Design and Illustration,
Objectives, Topic Contents, Language Contents, Social and Cultural Contexts,
Language Skills, Teachability, Flexibility, and Practice and Design. These ten aspects
cover fifty one criteria. Table B1 on page 40 shows the summary of evaluation result
on those three workbooks and more detail evaluation result are presented as
following.
1. General Appearance
Table 4.2 General Appearance Evaluation
No. General Appearance Criteria Criteria Fulfilment W1 W2 W3
1. The cover is informative and attractive. 0 1 1
2. The font size and type used in the book is
appropriate for seventh graders. 1 1 1
3. There is an informative orientation page. 1 0 1
4. The book has a complete and detailed table of
contents. 0 0 0
5. Every lesson is given an appropriate title. 1 1 0
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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163
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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vii 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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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viii 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.