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l a it r a P s a d e t n e s e r
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y B
it a w a i n r u K i t e D t e b a s il E
2 9 0 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
D N A G N I N I A R T S R E H C A E T F O Y T L U C A
F EDUCATION
Y T S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
D N A G N I N I A R T S R E H C A E T F O Y T L U C A
F EDUCATION
Y T S R E V I N U A M R A H D A T A N A S
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1
n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e B , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a k h il a g n e
m dalam bentuk media lain ,mengelolanya dalam bentuk pangkalan u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m a l e s a y a s a d a p e k i tl a y o r n a k ir e b m e m n u p u a
m mat etap mencantumkan namasaya
.s il u n e p i a g a b e s . a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p n a i k i m e D a tr a k a y g o Y i d t a u b i D : l a g g n a t a d a
ii v T C A R T S B A . 3 1 0 2 . it e D t e b a s il E , it a w a i n r u
K Materials Evaluaiton on Engilsh Workbook e n O e d a r G l o o h c S y r a t n e m e l E r o f t n e ll e c x
E Used i n SDPede s1 .Undergraduate . s i s e h
T Yogyaka tra :Engilsh Educaiton Study Program, Depatrmen to fLanguage f o y tl u c a F , n o it a c u d E s tr A d n
a Teacher sTrainingand Educaiton ,SanataDharma . y ti s r e v i n U l a ir e t a m e c n i
S s play an impo tran t role in the learning process , the l a ir e t a
m s should provide a good mode lfo rthe students .Any kind so fmistake s . d e d i o v a e b d l u o h
s The use o fworkbooks a ssupplementary mateirals help sthe l a ir e t a m e h t ll a c e r o t s t n e d u t
s s taugh tand t o pracitcet hei rskills .Therearemany d e h s il b u
p workbooksi nt heschools .No tal loft heworkbooksfulifllthecrtieirao f k o o b k r o w d o o g
a . There a re even obviou smistakes found ni the workbooks , e k a t s i m l a c it a m m a r
g s, fori nstance .I tshowedt ha ttheworkbooks did no tprovide agoodmodelf o rthestudent .s
y l e m a n , k o o b k r o w h s il g n E e n o e d a r g
A Excellent wa sevaluated in thi s . h c r a e s e
r The workbook wa sused i n SD N 1 Pedes. The research i si ntended t o r
e w s n
a two r esearch problems. Thef rist eo n i swha tcrtieirao fagood workbook e h t y b d e ll if l u f n u d n a d e ll if l u f e r
a Excellent workbook .Thes econd eo sn i howthe a ir e ti r c d e ll if l u f n
u arei mprovedbyt heExcellentworkbook . h c r a e s e r e h T . s i s y l a n a t n e t n o c a s a w h c r a e s e r e h
T employed two
: s t n e m u rt s n
i human insrtumen tand document .To evaluate the mate irals ,the d e il p p a r e h c r a e s e
r a checkils to fcrtieira .These crtieira were divided into fou r . s t c e p s
a The fris taspec twa sphysica lappearance consisitng o ftwo patrs :1 ) e c n a r a e p p a l a r e n e
g 2 )design,i llusrtaitonandorganizaiton .Thes econdaspec twas t n e t n o
c consisitng of fou rpa trs :objecitve ,s skills ,topics ,and tasks .The thrid s a w t c e p s
a languageconten.tThel as taspec twasinsrtucitons .Theseaspect swere t c u d n o c o t d e s
u themateirals evaluaiton oft heworkbook .Each aspectf ufllist he t a % 0 6 s e h c a e r t c e p s a h c a e f o t n i o p e g a r e v a n o it a u l a v e e h t n e h w a ir e ti r c . m u m i n i m e h t t a h t d e w o h s t l u s e r h c r a e s e r e h
T Excellent workbookful iflled lal o fthe l a r e n e g n o a ir e ti r
c appearanceandt opics. Theevaluaitonaveragepoin to fgenera l . % 0 0 1 d e v e i h c a s c i p o t d n a e c n a r a e p p
a eT h Excellent workbookdidno tfulifll the crtieira on et h design, i llusrtaiton, organizaiton, objecitve ,s skills, task ,s language
,t n e t n o
c and i nsrtucitons aspects .The evaluaiton average point soft hoseaspect s . % 0 6 e v e i h c a t o n d i
d Toimprovetheunfuliflledcrtieira, et h formaitveevaluaiton s
a
w carired out .Therewerefou rphase sof et fh ormaitveevaluaiton .The phase s e
r e
w a review conducted by othe rexpetrs ,o - onet -one evaluaiton wtih learners , sm gal l roupevaluaiton ,andfieldtir al .
s d r o w y e
ii i v K A R T S B A . 3 1 0 2 . it e D t e b a s il E , it a w a i n r u
K Materials Evaluaiton on Engilsh Workbook s e d e P D S n i d e s U e n O e d a r G l o o h c S y r a t n e m e l E r o f t n e ll e c x
E 1.Sk irps iSajrana
a s a h a B n a k i d i d n e P i d u t S m a r g o r P : a tr a k a y g o Y . n a k i d i d n e
P Ingg irs , Jurusan
S n a d a s a h a B n a k i d i d n e
P eni , Fakutla s Keguruan dan lImu Pendidikan , . a m r a h D a t a n a S s a ti s r e v i n U u p m e m i r e t a m n a k a n e r a k i
D nya i peran penitng dalam prose s s i s i g a b k i a b g n a y h o t n o c i d a j n e m a y n s u r a h e s i r e t a m , n a r a j a l e b m e
p wa .Segala
s u r a h n a h a l a s e k k u t n e
b dicegah . Penggunaan Lemba r Kerja Siswa seb aag i h a d u s g n a y i r e t a m t a g n i g n e m k u t n u a w s i s u t n a b m e m n a h a b m a t i r e t a
m diajarkan
n a u p m a m e k h it a l e m n a
d mereka .Ada banyak buku Lemba rKerja Siswa yang i d a i d e s r e
t sekolah .Tidak semua buku Lemba rKerja Siswa tersebu tmemenuh i krtieria buku Lemba rKerja Siswa yang bagus .Bahkan t erdapa tkesalahan yang
, a w s i S a j r e K r a b m e L u k u b i d n a k u m e ti d g n a y s a l e j n a g n e d t a h il i d t a p a d a j r e K r a b m e L u k u b a w h a b n a k k u j n u n e m i n I . a y n h o t n o c a s a h a b a t a t n a h a l a s e k . a w s i s i g a b k i a b g n a y h o t n o c n a k ir e b m e m k a d it a w s i S . i n i i s p ir k s m a l a d i s a u l a v e i d g n a y a w s i S a j r e K r a b m e L u k u B u t a s a d A .s e d e P 1 D S i d n a k a n u g i d i n i a w s i S a j r e K r a b m e L u k u
B Peneilitan in ibertujuan
b a w a j n e m k u t n
u rumusanmasalah .Adadua rumusan masalah .Pertama ,krtieria k a d it n a d i h u n e p i d g n a y a p
a dipenuh ioleh buku Lemba rKerja Siswa .Kedua , a n a m i a g a
b memperbaiki krtieria yang itdak dipenuh ioleh buku Lemba rKe jra . a w s i S . i s i a s il a n a n a k a p u r e m i n i n a it il e n e
P Peneilitan in imenggunakan dua n e m u r t s n i , n e m u r t s n
i manusia dan dokumen .Untuk mengevaluas imater iyang k a n u g g n e m i ti l e n e p , a w s i S a jr e K r a b m e L u k u b i d a d
a a n datfa rkrtieria .Krtie ira . k e p s a t a p m e i d a j n e m i g a b i d i n
i Aspek pertama adalah physica lappearance i r i d r e
t d ari dua bagian: )1 genera lappearance and 2 )design, illustraiton ,and . n o it a z i n a g r
o Aspek kedua adalah conten tterdirid ari empa tbagian: objecitves , ,s c i p o t , s ll i k
s and task .s Aspek keitga adalah language conten.t Aspek keempa t h
a l a d
a insrtucitons. Aspek-aspek i n idigunakan untuk mengevaluas imater iyang r a b m e L u k u b i d a d
a Kerja Siswa .Seitap aspekdikatakanmemenuh ikrtie ira ijka a t a r i a li
n -rataevalua isnyamencapa iminima l60%.
Krtie ira yang dipenuh isemua oleh buku Lemba rKerja Siswa d iaspek l a r e n e
g appearancedan topics .Nlia irata-rata evaluas imencapa i100% .Krtie ira h a l a d a i h u n e p i d k a d it g n a
y pada aspek design; illusrtaiton; and organizaiton , ; s e v it c e j b
o skills; tasks , language content , dan insrtucitons . Nlia i rata-rata k e p s a a d a p i s a u l a v
e -aspek tersebu t itdak mencapa i60% .Untuk memperbaiki k
e p s
a -aspek yang itdak dipenuhi ,maka formaitve evaluaiton dapa tdliakukan . h a k g n a l a p a r e b e b a d
A dalam formaitve evaluaiton .Langkah-langkahnya adalah v
e
r iu oleh itm ahl i d i lua r itm pendesain instruksional , evaluas i satu-satu , p m o l e k i s a u l a v
x i a
t a
K Kunci : conten t analysis , mateirals evaluaiton , supplementary l
a ir e t a
x
C
A KNOWLEDGEMENTS
t s ri
F o f all , I would ilke to thank my Lord Jesu s Christ fo r Hi s . g n i s s e l b g n it s a lr e v
e Wtihou tHi sblessing , Iwould no thave ifnishe d my t hesis . e m s n e h t g n e rt s d n a s tr o p p u s s y a w l a e
H every itme.
, r o s n o p s r o j a m y m o t s k n a h t t s e t a e r g y m s s e r p x e o t e k il o s l a d l u o w I . d P . M , . d P . S , i n a y it s i r K a n it s i r h
C , fo rhe r itme , paitenceand feedbac k du irng e
h
t proces so fcompleitng myt hesis . Iwouldalso ilket o expres smygrattiudet o e c n e ir e p x e d n a e g d e l w o n k e l b a u l a v r i e h t d e r a h s e v a h o h w P S E L E f o s r e r u t c e l ll a h c i h
w helpedmedevelopthes kill stoaccompilshthist hesi .s d d a o t e k il d l u o w
I res smy greates tgrattiude to my famliy . Ithank m y , s t n e r a
p Bapak Maritnu s Sukar and Ibu Yuilana Purwidyastu it fo r thei r . e c n a d i u g d n a , r e y a r p , e r a c , e v o l t s e r e c n i
s Ialso t hank t hem fo rencouraging me d e t a v it o m t o n s a w I n e h
w t o wrtie this t hesi sand rf o suppo tring me ifnancially y ll a t n e m d n
a .My specia lgrattiude also goe sto my deares tsisters ,Bernadeta i r a s a m i r P i v e
D and Yohana Fransiska Tr iKusumaningrum, who were t here y l n o t o n e m r o
f ass ister sbu talsoasf irend .s s s e n l u f k n a h t l a i c e p s y m s s e r d d a
I tomy boyf irend ,MasHari sWtiantyo, d e tr o p p u s s y a w l a o h
w , accompanied, and ilstened to me. I t hank himf o rbeinga ” l a v ir “ y m d n a r e n e t s il d o o
g in ifnishingmyt hesis . Ialsot hank him rf o ifnishing s i s e h t s i
h ahead o fme .Thus , Iwa smoitvated t o ifnish m . ine My overwhelming ,s d n e ir f t a e r g y m o t o g o s l a s k n a h
t Tyas ,Windru ,Via ,Grace ,Angel ,Siska , , r a b m A , a k s i
i x t n e m o m e l b a tt e g r o f n u e m g n i v i g r o f m e h t k n a h t o s l a I . I B P n i y d u t
s s and
e n r e h t e g o
t ss .Wha twonderfulf irendst heyare
o t e d u ti t a r g t s e t a e r g y m s s e r p x e o t e k il d l u o w
I Roandryo Sigma P.
it k a b r u
S ‘Pakdhe’ ,Msi sMeilsa ,Sr .Margareth, SCJ., fo rbeing my proo f , e m it r i e h t r o f m e h t k n a h t I . s r e d a e
r paitence ,co rreciton ,and wliilngnessto read . s i s e h t y
m My greates tgrattiude goes t o PB Isecretaira tstaff ,Mbak Danik and k
a b
M Tariandalsoal lilbra irans ,whohavegivent hei rverybests ervices.I t hank . y d u t s y m g n ir u d e m g n i p l e h e r e w y e h t n e h w y l d n e ir f d n a t n e it a p g n i e b r o f m e h t y
M v ery specia lthank sgo to Romo Aloysiu sDw iPrasetyo ,Pr. a.k. a o
m o
R Cece, who ha shelpe d andgiven mesomepreciou sgitfs . Iwould also ilke , u y a d e S i k o r a P K M O f o s d n e ir f y m k n a h t o
t M kba Putri ,Laras ,Mtia ,Hendrik , , i n e D , n i p i P , i n o
R Mas Andre ,Siska ,Rian ,Mas Beni ,Ja it ,Ningsih ,M kba
, i r t a
R andToni, whomademel aughandbecomegoodandf unnyf irends . s k n a h t t s e t a e r g y m s s e r d d a o t e k il d l u o w
I to my manager in Columbia
u d
E - Cenrte ,Mbak Widdy, who permitted me t o leave my classes t o ifnish my s
i s e h
t . Ialso t hank the teachers in CEC ,Mbak Ntia ,Mbak Timitm ,Mbak A ij ,
b
M ka Anis ,Dew,i Luke, Siska and Nana . Ithank them fo rthei rsuppor tand . s e k o j
L ta ysl , Iwould ilket othankthosewhosenames Icould no tmenitonhere . r i e h t r o f m e h t k n a h t
I suppor tand prayers .May Jesu sCh irs tgran tthem peace , s s e n i p p a h d n a , y o
j andmayallt hebes tcomet ot hei rilves.
ii x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... iv Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... vi T
C A R T S B
A ... i....v i K
A R T S B
A ... iiv i S
T N E M E G E L W O N K C
A ... x S
T N E T N O C F O E L B A
T ... ix i S
E L B A T F O T S I
L ... x vi S
E R U G I F F O T S I
L ... xv S
E C I D N E P P A F O T S I
L ... vx ii
N O I T C U D O R T N I .I R E T P A H
C 1 .
A ResearchBackground ... 1 .
B ResearchProblems... 4 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitve s ... 5 .
E ResearchBenefti s ... 6 .
F Deifniitono fTerm s... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C 9
.
A TheoreitcalDesc irp iton ... 9 .
1 TheRoleo fWorkbook ... 9 .
2 Type so fEvaluaiton ... 0..1 .
3 ConducitngMateira lEvaluaiton ... 21 .
4 BookEvaluaitonCrtie ira ... 21 .
ii i x .
6 Engilshf o rYoungLearner s ... 71 .
7 FormaitveEvaluaiton ... 91 .
8 ThePhase so fFormaitveEvaluaiton ... 02 .
B Theoreitca lFramework ... 3....2
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H
C 2 6
.
A ResearchMethod ... 62 .
B ResearchSetitng ... 72 .
C ResearchSubject ... 72 .
D Insrtument sandDataGatheirngTechniques ... 82 .
1 Insrtuments ... 82 .
2 DataGatheirngTechniques ... 92 .
E DataAnalysis Techniques ... 9..2 .
F ResearchProcedures ... 43
. V I R E T P A H
C RESEARCHRESULTSANDDISCUSSION 3 5 .
A FuliflledandUnful iflledCrtieirao faGoodWorkbookint heExcellent k
o o b k r o
W ... 53 .
B Howt heUnfuliflledCrtieiraarei mprovedby theExcellentWorkbook 06
M O C E R D N A S N O I S U L C N O C . V R E T P A H
C MENDATIONS 6 6
.
A Conclusions ... 66 .
B Recommendaitons ... 69
S E C N E R E F E
R ... 17 S
E C I D N E P P
v i x
F O T S I
L TABLES
e l b a
T Page
s
t s il k c e h C e c n a r a e p p A l a r e n e G 1 .
3 ... 0..3 2
.
3 Design,I llusrtaiton, andOrganizaitonCheckilst s ... 03 s
ll i k S 3 .
3 Checkilst s... 03 s
ll i k S 4 .
3 Checkilst s... 13 s
c i p o T 5 .
3 Checkilst s ... 23 6
.
3 Task sCheckilst s ... 32 e
g a u g n a L 7 .
3 Conten tCheckilsts ... 33 .... C
s n o it c u rt s n I 8 .
3 heckilsts ... 33 1
.
4 EvaluaitonSummaryTable ... 63 2
.
4 Genera lAppearanceEvaluaiton ... 73 3
.
4 Design,I llusrtaiton, andOrganizaitonEvaluaiton ... 73 4
.
4 ObjecitvesEvaluaiton ... 24 5
.
4 SkillsEvaluaiton ... 44 6
.
4 TopicsEvaluaiton ... 94 7
.
4 Task sEvaluaiton ... 05 8
.
4 LanguageConten tEvaluaiton ... 4....5 9
.
v x
F O T S I
L FIGURES
e r u g i
F Page
1 .
4 Pictureo fLesson2Insrtucitons ... 39.. 2
.
4 Pictureo fno tColo frul Illusrtaiton ... 39 3
.
4 Pictureo fUnatrtacitve Illusrtaiton ... 04 4
.
4 Pictureo fUnclearI llusrtaiton ... 0....4 5
.
4 Pictureo fUnclearI llusrtaiton ... 1....4 6
.
4 Pictureo fno tProvidingAnswe rSpace ... 14 7
.
4 Pictureo fInconsistencyo fUsingLabel ,sI cons ,andHeading ... 42 8
.
4 Pictureo fObjecitvesi nt heWorkbook ... 34 9
.
4 Pictureo fUnbalancedProporiton ... 54 0
1 .
4 Pictureo fListeningAcitvtiies ... 46.. 1
.
4 1 Pictureo fSpeakingAcitvtii es ... 47 .. 1
.
4 2 Pictureo fReadingPassage ... 47 3
1 .
4 Pictureo fReadingTa sk ... 48 4
1 .
4 Pictureo fW iritng T ka s ... 49 5
1 .
4 Pictureo fInapprop irateTa sk ... 51 .. 6
1 .
4 Pictureo fInapprop irateQuanttiy ... 25 7
1 .
4 Pictureo fTranslaitonTa sk ... 52 8
1 .
4 a Pictureo fDiscourseLeve lTask ... 53 b
8 1 .
4 Pictureo fSentenceLeve l ... 53 c
8 1 .
4 Pictureo fWordLeve lTa sk ... 53.... 9
1 .
4 a Pictureo fDfiifcul tTa sk ... 45 b
9 1 .
4 Pictureo fEasyTa sk ... 54 0
2 .
4 Pictureo fInapprop irateGrammar ... 55 f
o e r u t c i P 1 2 .
4 Inapprop irateVocabulary ... 56 2
2 .
4 Pictureo fInconsistencyo fUsingCaptia lLette r ... 65 3
2 .
4 Pictureo fInapprop irateDiciton ... 75 4
2 .
i v x 5
2 .
4 Pictureo fComplex Insrtucitons ... 59 6
2 .
4 Pictureo fProvidingExamplei n et Ih nsrtucitons ... 59 7
2 .
ii v x
L TI S OFAPPENDICES
. 1 x i d n e p p
A Mate irals Evaluaitono fLesson2o fExcellentWorkbook ... 47 2
x i d n e p p
A .Mate irals Evaluaitono fLesson4o fExcellentWorkbook ... 79 l
a ir e t a M . 3 x i d n e p p
A s Evaluaitono fLesson5o fExcellentWorkbook ... 48 .
4 x i d n e p p
A Syllabu so fSDN1Pedes ... 98 .
5 x i d n e p p
1 R E T P A H C I N O I T C U D O R T N I e h t , n o it c e s s i h t n
I researcher focuse son t he reasons fo rconducitng st hi
r e v o c n o it c e s s i h T . h c r a e s e
r s the research background , research problems ,
m e l b o r
p ilmtiaiton,r esearchobjecitve ,sr esearchbeneifts ,anddeifniitonoft erm .s
.
A ResearchBackground
e h
T fac ttha tEngilsh i sused in many countire sand ha sa prominen t
n i n o it i s o
p more than twenty countire sincreases the pressure t o learn Engilsh
r e il r a
e .Thi spressure come sfrom parent swho srtongl y beileve tha tinrtoducing
t a h s il g n
E a n ealry leve lto the chlidren would give more oppo truntii es to ge t
tl u c , c i m o n o c
e ural ,o reducaitona ladvantages(Brewster ,Elils ,and Griard ,2004 ,
) 2 . a r a
p .The same phenomenon also happen sin Indonesia .The Indonesian
tr a t s a i s e n o d n I n i h s il g n E g n i h c a e t t a h t s e l u r t n e m n r e v o
g s from Elementary
l o o h c
S s .TheIndonesian Governmen t(Minisrty o fEducaiton and Cutlure) have
a i s e n o d n I n i h s il g n E g n i h c a e t t a h t d e d i c e
d ofifcially statr sfrom thefourth grade .
(PeraturanMenter iPendidikanno. 22Tahun2006).
n i s t n e m e l e t n a tr o p m i e h t f o e n
O the learning proces si smateirals .The
mateirals play i mpo trant er s ol in t hel earning process .Accordingt o Kemp ( 1977 )
S
“ tudents ’learning expeirence smus tinvolve subjec tcontent .The content ,in
” d e e n s ’t n e d u t s e h t o t d n a s e v it c e j b o e h t o t e t a l e r y l e s o l c t s u m , n r u
t .( 3p 4 ) .
. s s e c o r p g n i n r a e l e h t n i e d u l c n i t s u m s l a ir e t a
o t s t n e d u t
s enhance knowledge and a sa mean sto reach the objecitve so fthe
, e r o f e r e h T . g n i n r a e
l the Engilsh teacher sshould conside rwhethe ro rno tthe
s e v it c e j b o e h t h c a e r s l a ir e t a
m o fthe lesson and the students’ need when they
.s l a ir e t a m e h t t c e l e s s e c r u o s e r y n a m e r a e r e h
T tha tprovide et h mate irals .Richard s(2007 )
s e d i v i
d the mateiral sinto two types .They are authenitc mateirals and created
l a ir e t a
m s . A“ uthen itcmateiralsr efert o t heusei n t eaching oft exts ,photographs ,
c e p s t o n e r e w t a h t s e c r u o s e r g n i h c a e t r e h t o d n a , s n o it c e l e s o e d i
v iifcally prepared
r o
f pedagogica lpurposes” whlie “created mateiral srefe rto textbook sand othe r
e d y ll a i c e p
s velopedi nsrtucitonalr esources” .( p 252) .
k o o b k r o
W s ea r one o f the created mate irals tha t are prepared fo r
y r a t n e m e l p p u s s a d e s u e r a s k o o b k r o w y ll a it n e s s E . s e s o p r u p l a c i g o g a d e p r i e h t n i k r o w o t r e n r a e l r o f o t s e it i v it c a e c it c a r p a rt x e “ n i a t n o c y e h T . s l a ir e t a m 5 0 0 2 , n o s n il m o T ( ” e m it n w
o ,p .1) .Someitmes et h Engilsh teachers give the
k r o w e m o h s t n e d u t
s o rassignments through thetasks in t heworkbooks . In sho tr ,
e h
t student suse the workbooks sa a means to pracitce thei rskills in thei rown
o t e r u s o p x e e v i g l li w e c it c a r p a rt x e e h T . e m
it the students . Moreover , the
k o o b k r o
w s ea r merely used f o raddiitona lacitviites .Workbooks ea r usedoutside
e v i g o t s s a l c e h
t thestudent sexrta itmet opracitcetheris kills .
h g u o h t n e v
E the workbooks ea sr u ed a ssupplementary mateirals ,they
d l u o h
s give a good mode lf or the students .A ll kind so fmistake should be
. d e d i o v
a Thestudent so tfen usetheworkbooks and t hey willl earn Engilsh from
e h
t c a f n i ,r e v e w o
H , ther esearcherf ound someobviou smistakes intheworkbooks .
s a w m e h t f o e n
O grammaitca lmistakes .Thi si sthe example : *Where i sthe
? e c a l p e k a t e u g o l a i
d Tobeismus tber eplaced wtihdoes .Thus ,thequesitonmus t
o t n i d e g n a h c e
b , W“ heredoest hedialoguet akeplace?”I naddiiton,t her esearche r
o f o s l
a und many typographica l errors in t he workbooks .Therefore ,Engilsh
g n i s o o h c n i l u f e r a c e b d l u o h s s r e h c a e
t aworkbookt ha twli lbeused .Aworkbook
. k o o b k r o w d o o g a f o a ir e ti r c e h t t e e m d l u o h s . d e ll if l u f e b d l u o h s t a h t k o o b k r o w d o o g a f o a ir e ti r c e m o s e r a e r e h
T The
e r a y d u t s s i h t n i d e s u e r a h c i h w a ir e ti r
c physica lappearance aspect ,content
t c e p s
a ,l anguagecontentaspect ,andi nsrtucitonsaspect .Thephysica lappearance
o w t f o s t s i s n o c t c e p s
a patrs: )1 genera lappearanceand2 )design,i llusrtaiton,and
. n o it a z i n a g r
o The conten taspec ti sdivided into fou rpatrs: objecitves ,skills ,
. s k s a t d n a , s c i p o t y n a m e r a e r e h
T pubilshed workbook sin schools .The governmen thave
t h g u a t s i h s il g n E t a h t d e d i c e
d i n the fou trh grade b tu wha ti shappening in the
s l o o h c
s i sdfiferent .Teaching Engilsh statr sin fris tgrade .Sincet eachingEngilsh
s tr a t s y ll a i c if f
o i n the fou trh grade, t he governmen tdo no tprovide et h mate irals
r o
f t he fris t grader s up to thrid grader .s Engilsh teacher s make thei r own
h c a e t o t s l a ir e t a m n w o r i e h t d n a s e v it c e j b
o the fris tgraders to thrid graders .
, e r o f e r e h
T et h teacher sshould carefully choose which workbook i sin ilne wtih
c e j b o r i e h
t itve sandprovides goodmateirals .
n o it s e u q f o n r e tt a p e h t o t n o it n e tt a y a p t o n o d s r e n r a e l g n u o y h g u o h tl
A s ,
. g n i n a e m e h t d n a t s r e d n u n a c y e h
e c n e u lf n
i thestudents’understanding .Oneoft hepurpose sofl earning Engilsh i s
y l n o t o
n to understand the meaning bu talso understand the pattern o fthe
. e c n e t n e s s r e d a r g t s ri f e h
T areabou tseven year sold .Thu ,s t hey arecatego irzed a s
. s r e n r a e l g n u o
y Slattery and Wliil s(2001 )catego irzethestudentswhoseage s are
n e v e
s upt otwelvea syoungl earners .Therearemanywaysf o ryoungl earnerst o
n r a e
l a foreign language .Moon (2005 )states tha tthe student slearn a foreign
g n it a ti m i d n a , g n it a e p e r , g n i n e t s il y b e g a u g n a
l the teachers . Looking a tthe
n e r d li h c f o s c it s ir e t c a r a h
c learn a foreign language by ilstening ,repeaitng ,and
r e h c a e t e h t g n it a ti m
i s, thestudents i n t ha tgradeshould begiven a correc tand a
n i s h s il g n E f o l e d o m d o o
g c e i tis one way o flearni ng Engilsh by ilstening ,
r e h c a e t e h t g n it a ti m i d n a , g n it a e p e
r s f . aI n Engilsh teache rdoe sno treailze t hat
k o o b k r o w e h
t s tha the o rshe eu s s have grammaitca lmistakes , et h teache rwli l
e v i
g na incorrec tmodelt o t hestudent sandthestudent swilli mtiatethei ncorrec t
l e d o
m . Thei ncorrec tmode lwli lbef ossiilzedi nthestudents’ understanding.
n i d n u o f s e k a t s i m s u o i v b o e m o s e r a e r e h t t a h t t c a f e h t t a g n i k o o
L the
k o o b k r o
w s,t her esearcheri smoitvatedt oanalyzeaworkbook namely, Excellent .
r e h c r a e s e r e h
T intends t o ifnd out fi the workbook fu fllis t he crtieira o fa good
k o o b k r o
w andhowt heunfuliflledcrtieiraa reimproved.
.
B ResearchProblems
e h t , d n u o r g k c a b e h t n o d e s a
B researcher formulate stwo research problem sa s
.
1 Wha tcrtieirao fagoodworkbookaref ul iflledandunfuliflledbyExcellent
Workbook?
.
2 Howt heunfuliflledcrtieirao fagoodworkbook ea r improved byExcellent
Workbook?
.
C ProblemLimtia iton
e r s i h
T searche r ilmti sthe research on ti ssubjec tand the mateirals .The
y r a t n e m e l E s a w h c r a e s e r s i h t f o t c e j b u
s School Engilsh workbook fo rgrade one
d e lt it n
e Excellent. In t hi sresearch, t heresearche rconducted mateiral sevaluaiton
n
o Lesson Two o fwhich t het opicwa satSchool, Lesson Fouro fwhicht het opic
s a
w Part so fthe Body and Lesson Five o fwhich the topic wa sFamliy .The
n o d e s a b d e t a u l a v e e r e w s l a ir e t a
m fou raspects o fevaluaiton .The fris twa s
t c e p s a e c n a r a e p p a l a c i s y h
p consisitng o ftwo pa trs: )1 genera lappearance )2
n o it a rt s u ll i , n g i s e
d s ,and organizaiton .Secondly, content aspec tincluded fou r
, s e v it c e j b o : s tr a
p skill ,s t opic ,s and t asks .Thenex taspec tw aslanguagecontent.
t c e p s a t s a l e h
T w asinsrtuciton .s
.
D ResearchObjecitves
: o t d e t c u d n o c s a w h c r a e s e r e h T
.
1 Find ou tthe fuliflled and unful iflled crtieira o fa good workbook in the
t n e ll e c x
E workbook.
.
2 Find ou thowt heunfuliflledcrtieirao fagood workbook arei mproved by t he
t n e ll e c x
.
E ResearchBeneftis
e l p o e p g n i w o ll o f e h t ti f e n e b o t d e t c e p x e s i h c r a e s e r e h
T .
.
1 ElementarySchoolEngilshTeachers
y n a m e r a e r e h
T pubilshed Engilsh workbook sfo rElementary Schools .
l l a t o
N oft heworkbook sful ifllthecrtie irao fagood workbook.T Ehe lementary
l o o h c
S Engilsht eachers ea r expectedt ochoosetheworkbooks carefullysinceno t
l l
a o f the workbook s have a good qualtiy . The Elementary Schoo lEngilsh
k o o b k r o w d o o g a f o a ir e ti r c e h t w o n k o t d e t c e p x e e r a s r e h c a e
t fromthisr esearch .
, e r o f e r e h
T et h Elementary Schoo lEngilsh teachers w ill be able to determine
r o f e t a ir p o r p p a s i k o o b k r o w h c i h
w thestudent .s
.
2 Nex tResearchers
e v i g o t d e t c e p x e s i t I . g n it ir w c if it n e i c s a s i h c r a e s e r e h
T an addiitona l
r e h c r a e s e r t x e n e h t r o f e c n e r e f e
r s who rtytostudy asimliart opic .Moreover , tii s
o s l
a expectedt hatt herewli lber esearcher swho rtyt oi nvesitgatedeeplyabou tthe
l a ir e t a
m s evaluaitonongradeoneEng ilshworkbook.
.
F De ifniitonso fTerms
s i h t n i d e s u s m r e t l a r e v e s e r a e r e h
T research .Thet erm saredeifneda sfollow .s
.
1 WorkbookorLemba rKerjaSiswa( LKS)
( n o s n il m o
T 2005 )states tha tworkbooks ea r books consisitng o fexrta
e c it c a r
p rfo studentst o do outsideclass .Generally,t hestudent scan do t hetasks
n
o mthe andt hebook sprovideananswe rkeyatt hebackoft hebooks asf eedback
s t n e d u t s e h t o
y b d e h s il b u
p p irvatepubilsherandaffordedbyschool so rstudent sbasedon l oca l
e r o m r e h tr u F . e c i o h
c , Sup irad iaddsthatt heaimo fusingworkbooks pubilshedby
e h
t p irvate pubilshe r i s to complete the exisitng book s pubilshed by the
. t n e m n r e v o
g Based on the previou s explanaiton, the researcher deifne s the
k o o b k r o
w s commonly called Lemba r Kerja Siswa (LKS )a re books which
f o t o l a n i a t n o
c pracitcefo rstudentst o do i n t hei rown itme .Theworkbooks ea r
d n a e l b a d r o f f
a ythe ea r usedass upplementarymateirals besidest extbooks .
.
2 SupplementaryMaterials
) 5 0 0 2 ( n o s n il m o T o t g n i d r o c c
A , supplementary mateirals ea r “mate irals
y ll a u s u e r a y e h T . e s r u o c a f o s l a ir e t a m e r o c e h t o t n o it i d d a n i d e s u e b o t d e n g i s e d g n i k a e p s r o , g n i n e t s il , g n it ir w , g n i d a e r f o s ll i k s f o t n e m p o l e v e d e h t o t d e t a l e r o t n a h t r e h t a
r the learning o flanguage tiems” (p .1 .) The researcher deifne s
l a ir e t a m y r a t n e m e l p p u
s s a s the addiitona l mateirals fo r the student .s These
l a ir e t a m y r a t n e m e l p p u
s s ea r used to add the mate irals no t provided in the
k o o b t x e t s. .
3 Youngl earners
o t g n i d r o c c
A SlatteryandWliil s(2001), ch lidrenarecatego irzeda syoung
r e n r a e
l s whoseage sarelesst han 7 year sold up t o 12 year sold .Moreove,r t hey
e k a
m adisitnciton; thechlidren whoseages areunde r7 year solda recatego irzed
s
a very youngl earner swhliethechlidren a t7-12year sold a syoungl earner .s I n
s i h
.
4 Materials Evalua iton
e n if e d ) 4 0 0 2 ( a r a h u s a M d n a n o s n il m o
T “Mateirals evaluaiton involve s
g n i k a m y b s l a ir e t a m g n i n r a e l f o t e s a f o ) e u l a v l a it n e t o p r o ( e u l a v e h t g n ir u s a e m t n e m g d u
j abou tthe effec to fthe mate iral son the people using them” (p .1) .
s e l p m a x e e v i g ) 4 0 0 2 ( a r a h u s a M d n a n o s n il m o T , r e v o e r o
M o f wha t can be
d e r u s a e
m from themateirals .Themateiral sevaluaitoncanmeasure“theappea lo f
a v e h t ,s r e n r a e l e h t o t s l a ir e t a m e h
t ild tiy of t he mateirals ,and t he ablitiy of t he
o t s l a ir e t a m e h t f o y ti li b a e h t ,s r e h c a e t e h t d n a s r e n r a e l e h t t s e r e t n i o t s l a ir e t a m e n i m r e t e d o t s e ir t r e h c r a e s e r e h t , h c r a e s e r s i h t n I . ) 1 . p ( ” s r e n r a e l e h t e t a v it o m s l a ir e t a m e h t t o n r o r e h t e h
w fulifll et h crtieira o fa good workbook by making
m e h T . n o ir e ti r c h c a e n o t n e m g d u
j ateiral sevaluaiton i n t hi sresearch i s i ntended
9 I I R E T P A H C E R U T A R E T I L D E T A L E R F O W E I V E R : s tr a p o w t o t n i d e d i v i d s i r e t p a h c s i h
T theoreitca l descirpiton and
theoreitca lframework .Thet heoreitca ldescirpitondeal swtihsomecloselyr elated
e h t , e li h w n a e M . h c r a e s e r s i h t t r o p p u s t a h t s e ir o e h
t theoreitca l framework
e h t s e z i s e h t n y
s relevan ttheo ire stoanswert her esearchproblems .
.
A TheoreitcalDescrip iton
e h t n i d e n i a l p x e s
A previou schapter ,thi sresearch focuse son the grade
e n
o Engilsh workbook used in SD N PEDES 1 .The researche r formulate stwo
s a s n o it s e u
q guidesto conductt her esearch :1 )wha tcrtieirao fagoodworkbook
e h t y b d e ll if l u f n u d n a d e ll if l u f e r
a Excellent workbook? 2 h .) ow theunfuliflled
g a f o a ir e ti r
c oodworkbooka reimprovedby et h Excellent workbook? Theaimof
s i h c r a e s e r s i h
t toanswert het woquesitons ab sedontherelevantt heo ires .
.
1 TheRoleo fWorkbook
, e r o f e b d e n o it n e m s
A a workbook contain smuch pracitce and give sthe
s t n e d u t
s greate roppo truniite sto understand Engilsh more in thei rown itme .In
g n i n r a e
l alanguage ,thestudent sneedal o to fpracitceinordert obemoreskiflul .
o s l a t c a f s i h
T occur s in learning Engilsh .When learning Engilsh ,the student s
r i e h t e c it c a r p o t d e e
n Engilshskillsbydoing thet asksprovidedi ntheworkbook .
g n i s u c o
F onthis ,Lado( 1964)s tates tt , ha
e h t o t n o it r o p o r p t c e ri d n i e r a g n i n r a e l f o e c n e n a m r e p d n a y ti t n a u q e h t r p f o t n u o m
a acitce .( )p 5 . 5
n o it a rt s n o m e d ’ s e ir F n o d e t n e m m o c y l e v it i s o p o d a L , r e v o e r o
M related to th e
“ , e c it c a r p f o e c n a tr o p m
i F ire ,sf o rexample,r ecommendeddevoitng85% o fclas s
5 1 n a h t e r o m o n d n a e c it c a r p o t e m
it %t oexplanaitonandcommentary”( p. )5 . 5
g n ir r e f e
R ot the previou sexplanaitons ,i ti sclealry stated tha tpracitce
s y a l
p an impo trant r olei n thelearning alanguage .By doing pracitcea smu sch a
, e l b i s s o
p the student scan keep in touch wtih the mateirals .Wha tElementary
l o o h c
S Engilsh teachers should pay atteniton i s to choose an approp irate
k r o
w book f o rthestudent .s I tmean stha tt he Elementary Schoo lEngilshteachers
l a ir e t a m e h t r e d i s n o c y ll u f e r a c d l u o h
s s int heworkbookwhicha resutiablef or et h
. s t n e d u t
s To sum up ,the workbooks ea r surely needed by the Engilsh teachers
f o e s u a c e
b theri impo trance . The advantage o f the workbooks a s the
l a ir e t a m y r a t n e m e l p p u
s s i sto g ive pracitce fo rthe student sand allow sthem to
l l a c e
r themateiral swhich dh a beent aughti ntheclass .
.
2 Type so fEvalua iton
n o s n il m o
T andMasuhara (2004)statethatt herearet hreet ype so fevaluaiton.
.
a P -re UseEvalua iton
l a ir e t a m e h t e r o f e b t u o d e ir r a c s i n o it a u l a v e s i h
T sare appiled .Thus ,in
e r
p -use evaluaiton ,making prediciton i sused to predic t“the poten ita lvalue o f
s l a ir e t a
d e ir r a c s i n o it a u l a v e s i h t e c n i
S ou tbeforethemateiral sareusedandi tuse s
ti , n o it c i d e r
p i so tfen “impressionisitc ,subjecitve ,and unreilable” .To reduce
p l e h o t d n a y ti v it c e j b u
s in making an evaluaiton more p irnciple , irgorous ,
, e l b a il e r d n a c it a m e t s y
s the researche rmake san evaluaiton crtieiron-referenced
. p , 4 0 0 2 , a r a h u s a M & n o s n il m o T
( .)3
.
b Wh list-UseEvalua iton
) 4 0 0 2 ( a r a h u s a M d n a n o s n il m o T o t g n i d r o c c
A ,”Whlist-use evaluaiton
s e v l o v n
i measu irng t he valueo fmateiral swhlis tusing t hem o rwhlis tobserving
. p ( ” d e s u g n i e b m e h
t 4) .I tmean sthat t he wh -u elist se valuaiton i sappiled when
l a ir e t a m e h
t s ea r being used .Fu trher ,Tomilnson a nd Masuhara(2004 )state t ha t
e h
t evaluaiton can be mor “e objecitve and reilable since i tuse smeasuremen t
n o it c i d e r p n a h t r e h t a
r ” p( .3) .
.
c P -ostUseEvalua iton
) 4 0 0 2 ( a r a h u s a M & n o s n il m o T o t g n i d r o c c A ,
P to -s useevaluaitoni st hemos tvaluablet ypeo fevaluaitons incei tcan e h t f o s t c e f f e l a u t c a e h t e r u s a e
m mateiral sont heuser .sI tcanmeasure t n a t s n i d n a y ti li b a v e i h c a , t c a p m i , n o it a v it o m s a s t c e f f e m r e t tr o h s h c u s d s a s t c e f f e m r e t g n o l h c u s d n a g n i n r a e
l urablel earningandapp ilcaiton .
p ( .5 )
p e h
T o -st use evaluaiton i sthe mos tpreciou sevaluaiton since i tdetermines the
s l a ir e t a m e h t f o s t c e f f
e o en t h students .Beside ,s i talso enablest heevaluators to
t u o d n
if the “shor tterm effects” and the “long term effects” o fthe mate irals
u s a M & n o s n il m o T
.
3 ConducitngMaterial sEvalua iton
e v it c e f f e l a r e v e s e r a e r e h t t a h t t s e g g u s ) 4 0 0 2 ( a r a h u s a M d n a n o s n il m o T t c u d n o c o t s p e t
s the mateiral sevaluaiton .The fris tstep i smaking crtieira and
g n ir o c s s i p e t s d n o c e s e h t ; m e h t g n i z ir o g e t a
c o n each crtie iron ;the nex tstep i s
t n e m m o c g n i v i
g s oneachcategory;t hel asts tepi sw iritngar epo tr( p .10 .)
.
4 BookEvalua itonCrtieria
f o e c n a c if i n g i s e h t d e n i a l p x e s a h n o it a n a l p x e s u o i v e r p e h
T theworkbooks .
. k o o b k r o w d o o g a f o a ir e ti r c e h t w o n k o t s i t x e n e h
T Iti svery useful t o makea
a ir e ti r c f o t e
s fo agoodand effecitveworkbook beforet heevaluator sconduct the
n o it a u l a v e s l a ir e t a
m . hT e crtie ira including Lado’ sLaw so fLearning (1964 )
d n u o f e b d l u o h
s inaworkbook(p .37).
.
a Agoodworkbooks houldbeablet oencouragethestudents ’mo itva iton to
n r a e l n o ir e ti r c t n a tr o p m i t s o m e h t s a d e r e d i s n o c s i n o ir e ti r c s i h
T tobepossessed
e v a h d l u o h s k o o b k r o w d o o g A . k o o b k r o w d o o g a y
b “the powe rto challenge
n e d u t
s t ” s to completeexercise sprovided i n aworkbook .When t heexercise sare
, g n i g n e ll a h
c thestudent saremoitvatedt o ifnish theexercises ,andviceversa .
.
b Thematerials andexercises i a n workbook should beappropriatef orthe
r e n r a e l t e g r a t s , e r o f e b d e t a t s s
A the mateirals play an impo tran t role in learning .
Mateirals andexercisess houldbeapprop irate rfo thetargetl earners becausewhen
s l a ir e t a m e h
n e h w d n
a themateirals ea r too easy for et h students ,they bore sthem .I fso, t he
f o m i
a theworkbook i sno tachieved sincet heaimo fproviding et h workbook i s
p l e h o
t them in improving thei runderstanding of the mateiral spresented i n the
k o o b k r o
w .
.
c Aworkbooks houldprovides uf ifcientt asksf orthestudents
e t a ti li c a f s k s a t e s e h
T et h student sto extend thei runderstanding o fthe
l a ir e t a
m s .These task salso help the student sto repea tand memo irze wha tthey
. s s a l c e h t n i e v i e c e
r Thes tudent swli lunderstandmorebypracitcingt hel anguage.
.
d Thetasks i a n workbooks houldbewell-graded
T eh tasks i n a workbook should becarefully staged .The tasksshould be
m o r f d e g n a r r
a easy to dfi ifcutl .When t hetasks begin w etih t h dfiifcul tones , the
e h t e t e l p m o c o t d e t a v it o m e d e r a s t n e d u t
s tasks .
.
e Thei nstrucitonf oreachtaskshould beclearands imple
e r o f e b d e n i a l p x e s
A a workbook i salso used outside t he class .I tmean s
t a h
t theworkbook sgive thestudent soppo truniitesfors efl-study .Putitngclea rand
e l p m i
s insrtuciton sin the workbook swli lhelp the student sto understand wha t
o d o t e v a h y e h
t .
.f Aworkbooks houldbeaffordable
o t e l b a d r o f f a e b d l u o h s k o o b k r o w
A thestudents. T eh student scomef rom
d n u o r g k c a b l a i c n a n if t n e r e f fi
d s .A n affordableworkbooki sgenerallyacceptedby
e h
t students ’parents.
e s o p o r p s tr e p x e e m o
S crtieira t o evaluate a book .Sup iradi (2000 )offers
r u o
l a n o it a n d n a , e c n a r a e p p a l a c i s y h p , e g a u g n a
l securtiy .Frislty, t heconten tincludes
e h
t approp irate mate irals wtih t hecurirculum ,complete mateiral s t(erm ,symbo l
, ) n o it a rt s u ll i / e l p m a x e , n o it a t o n d n
a systemaitcmateirals ,atrtacitve presentaiton ,
l a ir e t a m e l b a d n a t s r e d n
u s and tii sablet oencouraget hestudentstol earn.
s i t c e p s a d n o c e s e h
T language . The language involve s paragraph ,
, y g o l o n i m r e t , n o it c i d , r a m m a r
g and spelilng . The nex t aspec t i s physica l
e c n a r a e p p
a o rgraphics :typography ,layou,tqualtiyo fp irnitng ,qualtiyo fbinding ,
, k o o b e z i s , r e v o c , n o it a rt s u ll
i andt ypeo fpape.r Thel asti snaitona lsecurtiy .Thi s
t c e p s
a isr elatedt ol aw ,socia landcutlura lcontext ,ethics ,andgovernmen tpoilcy
. p p
( 71 -7 179 .)
t r e p x e r e h t o n
A propos es crtieira to evaluate a book .Brown (2007 )ha s
d e t p a d a s i h c i h w k o o b a e t a u l a v e o t a ir e ti r
c from Robinett (1978) .Brown ha s
e v l e w
t aspectst obeused when evaluaitngabook .The es aspect saregoal soft he
e s r u o
c ,background o fthe students ,approach ,language skills ,genera lcontent ,
qualtiy o f pracitce mateirals , sequencing , vocabulary , genera l socioilnguisitc
s r o t c a
f ,f ormat ,accompanyingmate irals ,andt eacher’sguide( 7pp.1 -7 179 .)
, e li h w n a e
M Cunningswo trh (1995 )has hi sown crtieira .He states tha t
e r e h
t a re eigh tcrtieira to conduc tevaluaiton on a book .Theeigh tcrtie ira were
, s ll i k s , t n e t n o c e g a u g n a l , n o it a z i n a g r o d n a n g i s e d , s e h c a o r p p a d n a s m i
a topics ,
s r e h c a e t , y g o l o d o h t e
m ’ books ,pracitca lconsideraitons( 3-4 .) pp.
r e h c r a e s e r e h
T adapted Sup irad’isaspectand Cunningswo trh’ scrtieirato
a ir e ti r c e h t e k a
m .Thecrtieiraarephysica lappearance ,design, i llusrtaiton ,s and
, n o it a z i n a g r
a ir e ti r c s ’ h tr o w s g n i n n u
C w ereuseda sthep irmaryresourcesincet hecrtieiraw ere
. k o o b k r o w e h t e t a u l a v e o t e l b a c il p p a d n a e t e l p m o
c Atlhough Cunningswo trh’ s
a ir e ti r
c w ere complete ,the researche ralso used Sup irad’is crtie ira to modfiy
. m e h t
.
5 WriitngI nstrucitons
o t g n i d r o c c
A Tomilnson and Masuhara (2004), insrtuciton s are very
o t t n a tr o p m
i thestudents .Thestudent swho haved fiifcu tly ni understanding t he
n o it c u rt s n
i s migh tfee lnegaitve abou tthe mateiral sand i tmigh tin lfuence thei r
. o o t y ti li b
a Tomilnson and Masuhara have made crtieira to make clea r
n o it c u rt s n
i s, namely sailence ,obviou sreference ,examples ,speciifcaiton ,and
n o it a z i d r a d n a t
s .There are nine crtie ira o fmaking clea rinsrtucitons bu tthere
e b d l u o
w only six crtie ira presented below because the three crtieira are no t
b a c il p p
a let o evaluatei nsrtucitonsi n t heworkbook .Thecrtieirao fmaking clea r
n o it c u rt s n
i s arepresentedasf ollow .s
.
a Sailence
o t g n i d r o c c
A Tomilnson and Masuhara (2004) ,the sailence refer sto
n o it c u rt s n i e h T . s s e n r a e l
c s should be clear t o the students, which word sare the
s n o it c u rt s n i e h t g n it t u p y b e n o d e b n a c s i h T . t o n e r a s d r o w h c i h w d n a s n o it c u rt s n i
o b n
i ld,i nadisitncitvef on,ti ndfiferen tcolorori nabox .( )p 2 . 9
.
b Simpilctiy
4 0 0 2 ( a r a h u s a M d n a n o s n il m o
T )s tate tt eha t ih nsrtucitons mus tbes imple .
n o it c u rt s n i e h t t a h t s n a e m t
e s u a l c e n o n i a t n o c y l n
o , a simple tense o ran imperaitve, acitve voice, and
u b a c o
v larywhichi sknownby et h students .( )p 3 . 0
.
c Obviousreference
t a h t s n a e m e c n e r e f e r s u o i v b
O et h insrtucitons should i ncludenounsr athe r
a e s u d l u o h s t i d n a s n u o n o r p n a h
t n obviousi ndicatori fanothe rpar toft het exti s
d e t n i o p g n i e
b ou t(e.g .numbe ,rl etter ,colors ,o rbold t yper athert han such word
s
a ‘oppostie,’‘ above ’or‘ below’)( Tomilnson&Masuhara ,2004 ,p.3 0 .)
.
d Examples
e l p m a x e g n i v i
G sin i nsrtucitons i susefu lsince i tcan help thestudentst o
n o it c u rt s n i e h t d n a t s r e d n
u s .I tcanhelpthestudentst oknowwhatt heyhavet odo .
e h t ,r e v o e r o
M workbooks ea r alsouseda thome .Therewli lbenoconrtolf romthe
r e h c a e
t s .When thestudent s ifnd dfi ifculites on whatt o do,t heexamples wli lbe
l u f p l e
h (Tomilnson&Masuhara ,2004 ,p.3 0 .)
.
e Speciifca iton
s e h
T peci ifcaiton i simpo trant .By giving the speciifc insrtucitons ,the
t a h t e t a t s ) 4 0 0 2 ( a r a h u s t a M d n a n o s n il m o T . o d o t e v a h y e h t t a h w w o n k s t n e d u t s , ’ h c t a m ‘ s a s b r e v h c u s ; s n o it c a y fi c e p s ’ t s il ‘ d n a , ’ e ti r w ‘ , ’ w a r d ‘ s a s b r e v h c u s e n n o c
‘ c’t ,and ‘show’ do no tspecfiy aciton sand they can make the student s
d e s u f n o
c .( )p 3 . 1
.f Standardiza iton
n o it a z i d r a d n a t s e h
T mean stha tthe insrtucitons should use consisten t
g ) 4 0 0 2 ( a r a h u s t a M d n a n o s n il m o T . n o i s s e r p x e / d r o
w ivegood and bad examples
s n o it c u rt s n i e h t e z i d r a d n a t s o t w o
a
m debyt hewrtier .Fo reachpoint ,decidei fyou agreewtih t hewrtier” .Fort he
“ s i e l p m a x e d a
b Underilneeachpoin tmadebyt hewrtier .Fo reachview ,decide
u o y f
i agree wtih the wrtier’ sopinion“ .The good example use sword point
d n a t s ri f e h t n i d e s u s i ti ; y lt n e t s i s n o
c thesecondi nsrtucitons .Wherea ,si nt hebad
d r o w e h t , e l p m a x
e spointi schangedi ntoviewandt hewordwrtieri schangedi nto
n o i n i p o s ’ r e ti r
w .tIs how sthatt hei nsrtuciton sarei nconsistent ( .p )3 . 1
.
6 Engilshf orYoungLearners
TeachingEngilsh f o ryounglearnersi sdfiferentf romt eachingEngilshf o r
tl u d
a learners .The young chlidren have thei rown characteirsitc sin learning
tl u d a r o F . h s il g n
E s, t hey mightl earn Engilsh becauseo fce trainpurposes such a s
d n a b o j a g n it t e g r o
f studying ,andthosepurposesmakest headutll earner shighly
, d n a h r e h t o e h t n O . h s il g n E n r a e l o t d e t a v it o
m theyoungl earner sdono thaveany
l a i c e p
s purposes .They migh tlearn Engilsh because o fthei rparent so rschoo l
il o
p cy .Concerning this ,Brewster ,Elils ,and Griard (2004) state t hat there a re
e t a it n e r e f fi d t a h t s c it s ir e t c a r a h c e m o
s et h young chlidren from et h adutllearners
) 7 2 . p
( . Thecharacteirsitc sare ilstedasf ollow .s
.
a Chlidrenareacitvephysically
c e h
T h lidren ilke doing acitviite sdeveloping t hei rmoto rskills .They are
d e ir a v d n a t r o h s d e e n d n a s s e lt s e r y ll a c i s y h
p acitviites .They also need acitviite s
y g r e n e r i e h t f f o n r u b t a h
.
b Chlidrenhave ilmtiedconcentra iton
c e h
T hlidren have ilmtied span o fmemory .They l earn something slowly
t i t e g r o f d n
a quickly. Therefore, repeititon and vaired acitviites ea r impo trantt o
m e h
t (Brewster ,Elils ,&Griard ,2004 ,p .27).
.
c Chlidrenge tboredeasliy
. d e r o b y li s a e e r a n e r d li h
C Sincechlidren have ilmtied span o fmemory ,chlidren
e k il t o n o
d acitviitest ha tare l ong unlesst heacitviite sareveryi nteresitng .They
g n i g n e ll a h c d n a t r o h s e r a h c i h w s e it i v it c a e k
il (Brewster ,Elils ,&Griard ,2004 ,p .
) 7 2 .
.
d Chlidrenarecuriou saboutt heworldaroundt hem
c e h
T hlidren wan tto know everything surrounding them .Chlidren ilke
h c i h w s c i p o
t are famiilar wtih them such a sanimals ,plants , pubilc places.
) 7 2 . p , 4 0 0 2 , d r a ri G & , s il l E , r e t s w e r B
(
.
e Chlidrenares itlls truggilngi nt heirL 1ltieracy
. e g a u g n a l t s ri f n i y r a r e ti l d n a y c a r e m u n g n i n r a e l ll it s e r a n e r d li h c g n u o
Y Chlidren
e r
a lls it recognizing word ,s l etters ,andnumbersi n t herif ristl anguage(Brewster ,
) 7 2 . p , 4 0 0 2 , d r a ri G & , s il l
E .
.f Goodmimics
e k il n e r d li h
C imtiaitng wha tthey hea rand see .They learn language in some
m e h t d n u o r a e l p o e p g n it a ti m i s i m e h t f o e n O . s y a
w (Brewster ,Elils ,& Griard ,
) 7 2 . p , 4 0 0
.
7 Forma itveEvalua iton
a s n e v ir c
S y s tha t“Evaluaiton i sthe proces so fdetermining the merti ,
d e ti c s a ( s s e c o r p e h t f o s t c u d o r p e h t e r a n o it a u l a v e d n a s g n i h t f o e u l a v d n a h tr o w n o it n e m n e v ir c S , r e h tr u F . ) 9 6 3 . p , 7 0 0 2 , d l e if k n i h S & m a e b e lf f u t S n
i s that t here
e r
a two type s o f evaluaiton . They a re formait
