APPROPRIATENESS OF CONTENT AND PRESENTATION

OF ENGLISH ON SKY 3 AND

MY ENGLISH WORKBOOK! 3A & 3B

Ria Roselina

Email: ria.roselina@gmail.com

State University of Malang

Abstract: This study was aimed at analyzing whether a textbook entitled English on Sky3 and a workbook entitled My English Workbook! 3A & 3B the requirements of a goodtextbook and a good workbook based on BSNP’s criteria. This study uses qualitativedesign in collecting and analyzing the data. Based on the findings, the textbook meets therequirements of a good textbook by fulfilling 80.8% of the requirements. Besides, theworkbook also meets the requirements of a good workbook by fulfilling 69.1% of therequirements. In short, the two books qualify the standard of appropriateness of contentand presentation.

Keywords: textbook, workbook, appropriateness of content and presentation

Sheldon (1988:237) states that textbooks are the heart of any ELT

program. It means that textbooks play an important role to support the activities of

teaching and learning English in which textbooks visibly exist or are used

regularly by the teachers and students. Textbooks do not only provide a mind-

setting for teachers to achieve the aims and objectives of the course, but also has a

function as a guide to the teacher when conducting lessons. For the students, a

textbook affects their motivation and performance through the lessons (Grant,

1987).

Despite the fact that textbooks are important, there are some weaknesses of

textbooks. Therefore, Kayapinar (2009:76) believes that teachers are the ones who

know and should determine the content and syllabus for their particular

classrooms rather than textbooks authors who plan syllabus for general courses.

In addition, Cunningsworth (1995:136) states that there is no textbook that can

cover all of the materials for students who have different interests and needs.

Due to the weaknesses of textbooks, supplementary materials to textbook

are needed (Cunningsworth, 1995:138). Richard (2001:1) believes that workbooks

are other forms of learning media that function as supplementary materials to

textbook. Workbooks may support the textbook by extending the materials from

the textbooks for classroom activities, homework, or self studies (Nurcahyo,

2013).

Nevertheless, the currently implemented curriculum, namely KTSP

(Kurikulum Tingkat Satuan Pendidikan) gave teachers opportunities to develop

their own syllabus, including choosing learning sources (Permendiknas, 2006:22).

In the same line, the student-centered methods give students an opportunity to

become resourceful in finding their own learning sources, including textbooks and

workbooks as proposed by Jones ( 2007). In addition, Sadtono (1997) states that

there are numerous textbooks available in the market and thse textbooks always

come and go. Just like textbooks, , workbooks are also available in numerous

numbers in the market and may or may not come in one course package with the

textbooks (Cunningsworth, 1995:25). Hence, teachers and students have a

number of choices of textbooks and workbooks, although the quality of which

maybe questionable

Accordingly, textbooks and workbooks should be selected as a systematic

selection of quality textbooks in the classrooms may contribute to the successfof

teaching learning activities in the classrooms (Cunningsworth, 1995:5). In this

regard, Ellis (1997) also asserts that teaching materials evaluation urgently needs

conducting. Otherwise, teachers and students may be disadvantaged by the

unqualified teaching materials that mixed with those qualified ones in the market.

Based on the background, this study was aimed at analyz ing a textbook,

English on Sky 3 and a workbook, My English Workbook! 3A and 3B. The

problem of this study was “Do English on Sky 3 and My English Workbook! 3A

and 3B meet the requirements of good textbooks and good workbooks based on

the standardized criteria established by BSNP ?”

METHOD

As this study dealt with non-numerical data, the research design employed was

the qualitative design (Bogdan & Biklen, 1988:5). Hence, the researcher was the

main instrument (Miles & Huberman, cited in Dornyei, 2007).

The data were collected from English on Sky 3 and My English

Workbook! 3A & 3B, which were developed on the basis of the currently

implemented curriculum –KTSP.

The procedure of gathering the data, using the documentation method,

follow the following steps. First, the researcher studied the criteria of materials

evaluation established by BSNP.Second, the researcher collected the data by

categorizing the interpersonal/transactional texts, short functional texts,

monologs/essays that cover language skills and language components materials.

The last, the researcher analyzed the data collected by giving in depth

descriptions.

The research instrument to collect the data was the materials evaluation

established by BSNP. The instrument covered two components, i.e. first,

appropriateness of content and, second, appropriateness of presentation. There

were three sub-components under the first component: (1) conformity of materials

with the standard of competence and basic competence of Kurikulum 2006, (2)

accuracy of materials, and (3) supports to the materials. There are three sub-

components under the second component: (1) technicality of presentation, (2)

presentation of learning materials, and (3) completeness of presentation. Each

sub-component consisted of several aspects on the basis of which the data were

analysied. In total, there were17 aspects of the instrument as the criteria to

analyze the data (see Table 1).

The scores were calculated by counting the total scores from each point. In

deciding scores for point 1 to point 8 of the instrument, the percentages of

fulfillments were taken into consideration. If the percentages of fulfillments were

≥ 95% the score was 4, if the percentages of fulfillments were < 95% the score

was 1. For the rest of the points in the instrument, which ranged from 9 to 17, the

scores, within the range 1 to 4, were decided based on descriptive reasoning

following the descriptors given for each point.

In calculating the final score, the scores obtained were summed up and

compared with the total score required by the instrument and multiplied by 100%.

For there were 17 points of the requirements and the maximum score was 4 for

each point, the total of maximum scores was 68. The final scores were presented

in the form of percentage in order to ease the readers to understand them, namely

by reading the abstract or the conclusion.

Next, the final score was interpreted into “very good”, “good”, “fair”,

and “poor”. Table 2.1 presents the rating scale used by Yulianti (cited in

Imananda, 2012) in the analysis of an English electronic book in order to describe

the percentage score.

Figure 1 Rating Scale for Score Interpretation

Very good Good Fair Poor

(81-100)% (61-80)% (41-60)% <40%

The textbook and the workbook are considered “very good” it they fulfill more

than 80% of the materials evaluation criteria, “good” if they fulfill 61%-80% of

materials evaluation criteria, “fair” if they fulfill 41%-60% of the materials

evaluation criteria, and “poor” it they fulfill less than 40% of the materials

evaluation criteria.

FINDINGS

The analysis found that the quality of English on Sky 3 was good because

it fulfilled 80.8% of the requirements of the instrument. Besides, the analysis

found that the quality of “My English Workbook! 3A and 3B” was good because

it fulfilled 69.1% of the requirements of materials evaluation made by BSNP. The

percentage scores were obtained because the textbook analysis resulted in 55 out

of 68 scores. The workbook analysis resulted in 47 out of 68 scores as Table 1

presents the overall score.

Table 1 Score Summary for Components of the Instrument

English on Sky 3 My English Workbook!

3A and 3B

Appropriateness of content 26 23

Appropriateness of presentation 29 24

Total 55 47

Table 3 presents the score of quality of the textbook and the workbook for

each point.

Table 3 Score Summary for Each Points of the Instrument

Points of the Instrument

Score

English on Sky 3My English Workbook

3A and 3B

Appropriateness of content

1. Completeness 4 4

2. Depth of the materials 1 1

3. Communicative function 4 4

4. Generic structure 1 1

5. Linguistic features 4 1

6. Novelty of materials 4 4

7. Life skill development 4 4

8. Development of understanding on diversity 4 4

Appropriateness of presentation

9. Systematical aspect 4 3

10. Balance of each unit 3 1

11. Student centeredness 4 3

12. Development of initiation, creativity, and

critical thinking4 4

13. Development of students autonomy 4 4

14. Development of retrospective ability 1 1

15. Opening 4 4

16. Content 3 3

17. Closing 2 1

Total Score 55 47

Completeness

In terms of completeness of materials, English on Sky 3 obtained score 4

and My English Workbook! 3A & 3B obtained score 4. The scores were obtained

by checking whether the textbook and the workbook covered materials required

by BSNP.

Both of the textbook and the workbook provide interpersonal/

transactional, short functional texts, as well as monologs/essays materials as

required by the standard of competence and basic competence 2006. The coverage

of the text types in the textbook and the workbook fulfills 100% requirements of

BSNP in terms of completeness of materials.

Depth of the Materials

In terms of the depth of materials, English on Sky 3 obtained score 1 and

My English Workbook! 3A & 3B obtained score 1. The scores were obtained by

checking the exposure, retention of communicative function, generic structure,

and linguistic features, and production of text types in the textbook and the

workbook.

English on Sky 3 fulfills 82.3% of requirements of exposure, 64.7% of

requirements of retention of communicative functions, generic structure, and

linguistic features, and 70.5% of requirements of production. In average, English

on Sky 3 reached 72.5% score in terms of depth of the materials.

Nevertheless, My English Workbook! 3A & 3B fulfilled 88.8% of

requirements of exposure, 50% of requirements of retention of communicative

functions, generic structure, and linguistic features, and 61.1% of requirements of

production. In average, My English Workbook! 3A & 3B reached 66.6% score in

terms of depth of the materials.

Communicative Functions

In terms of communicative functions materials, English on Sky 3 obtained

score 4 and My English Workbook! 3A & 3B obtains score 4. The scores were

obtained by checking whether the texts presented in the textbook and the

workbook were aimed to achieve the communicative functions including

interpersonal, transactional, and functional communications that could be used in

real life situation or relevant to other subject matters.

Specifically, English on Sky 3 obtained score 4 in the point of

communicative function because all of the texts in the textbook were aimed to get

students accustomed to having interpersonal/transactional communications

involving interactions among individuals and to get things done that were relevant

to topics, students’ real life situation, or other subject matters. Furthermore, the

functional texts of English on Sky 3 also contributed to give students guidance in

achieving functional communication. Specifically, procedure texts are aimed to

guide students in preparing meals and beverages and also in sending emails.

Report texts are aimed to give information about animals, plants, and rivers that

are useful for building students’ general knowledge. Narrative texts are aimed to

entertain as well as deliver moral values including being faithful, being careful in

trusting others, being helpful and hard working, and respecting others’

weaknesses.

Nevertheless, My English Workbook! 3A & 3B obtained score 4 in term of

aiming the text to deliver social function, because all interpersonal/transactional

texts in My English Workbook! 3A & 3B are aimed to get students accustomed to

having social interaction that can be practiced in real life situation or other subject

matters. Furthermore, the functional texts presented in My English Workbook! 3A

& 3B are also aimed to deliver social function to students. The procedure texts are

aimed to give students guideline to cooking. Report texts are aimed to build

students’ general knowledge about Indonesian cuisine, event of celebration in the

world, animals, history of greeting card, plants, and places. Narrative texts are

presented to entertain students as well as delivering moral values such as not to be

a greedy person and caring for the elderly.

Generic Structure

In terms of generic structure materials, English on Sky 3 obtained score 1

and My English Workbook! 3A & 3B obtained score 1. The scores were obtained

by checking whether the textbook and the workbook covered explanation or

practices of generic structures in each text type being discussed.

Based on the evidence, English on Sky 3 provides 13 out of 17 text types

with generic structures explanation or practices which are aimed to develop

students’ ability to think chronologically and systematically. It means that the

textbook fulfills 76.4% of BSNP requirements for developing students’ ability to

think chronologically and systematically through providing either explanations or

practices on generic structure in each text type.

Nevertheless, there are explanations or exercises on 15 out of 18 generic

structures provided by My English Workbook! 3A & 3B. The exercises are aimed

to check students understanding in constructing texts based on chronological and

systematical generic structures. It means that My English Workbook! 3A & 3B

fulfills 83.3% of the requirement.

Linguistic Features

In terms of linguistic features, English on Sky 3 obtained score 4 and My

English Workbook! 3A & 3B obtained score 1. The scores were obtained by

checking whether the textbook and the workbook provided grammar, vocabulary,

and phonology materials that were aimed to develop students’ ability to

communicate accurately and appropriately.

English on Sky 3 fulfilled 100% of the requirements of the instrument by

providing grammar, vocabulary, and phonology materials which were relevant to

the topics being discussed.

Nevertheless, My English Workbook! 3A & 3B presented grammar and

vocabulary materials which were relevant to the topics being discussed. However,

there was no phonology material presented in My English Workbook! 3A & 3B. It

means that the workbook only provided 2 out of 3 linguistic feature materials

required by the instrument.

Novelty of Materials

In terms of novelty of materials, English on Sky 3 obtained score 4 and My

English Workbook! 3A & 3B obtained score 4. The scores were obtained by

checking whether the texts, tables, pictures, or attachments as the supports for

delivering materials in the textbooks and the workbooks were relevant to the topic

and currently available in to date situation.

Among the supports to the materials provided by English on Sky 3 there

are 482 out of 488 supporting materials in the textbook that are considered

relevant to the topics being discussed. It means that in terms of providing relevant

supports to the materials the textbook fulfilled 98.7% of the requirements.

Furthermore, there are 483 out of 488 pictures that were considered currently

available in current situation. Therefore, in terms of providing up to date support

to the materials, the textbook fulfilled 98.9% of the requirements. In average,

English on Sky 3 fulfilled 98.8% of the requirements.

Meanwhile, there are 237 out of 243 supporting materials in the textbook

that are considered relevant to the topics. It means that the textbook fulfilled

97.5% of the requirements in BSNP instrument. Furthermore, all of the supports to

the materials provided in My English Work! 3A & 3B were considered to be up to

date because they are still available in to date setting. It means that the workbook

fulfilled 100% of the requirements.

Life Skills Development

In terms of life skills development, English on Sky 3 obtained score 4 and

My English Workbook! 3A & 3B obtained score 4. The scores were obtained by

checking whether the texts or activities presented by the textbook and the

workbook were aimed to motivate students to develop life skills.

Based on the evidence, English on Sky 3 and My English Workbook! 3A &

3B covered all the required life skills development including personal, social,

academic, and vocational capability. Therefore, each of the textbook and the

workbook obtained the maximum scores in terms of developing students’ life

skills through texts.

Development of Understanding on Diversity

In terms of life development of understanding on diversity, English on Sky

3 obtained score 4 and My English Workbook! 3A & 3B obtained score 4. The

scores were obtained by checking whether the texts or activities presented by the

textbook and the workbook were aimed to motivate students to develop

understanding on diversity. The scores were obtained because both of the

textbook and the workbook, through the texts, delivered understanding on local

and global culture, local wisdom, democratic value, and nationality as required by

the instrument.

Systematical Aspect

In terms of systematical aspect, English on Sky 3 obtained score 4 and My

English Workbook! 3A & 3B obtained score 3. The scores were considered by

describing whether the materials in the textbook and the workbook were presented

in a consistent sequence in each unit and at least organized in opening, content,

and closing.

English on Sky 3 was considered to be systematic in presenting the

materials, because each of the unit presented the materials in opening, main, and

closing within consistent sequence. The textbook introduced each of its topics

through “On Air” section. The textbook organized the materials into four sections,

namely “Let’s Build the Field” as the opening that covers vocabulary and

grammar materials, “Let’s Learn the Model” as the content that covers example of

texts, “Let’s Learn to Construct Texts” as the content that covers practices to

develop texts, and “Let’s Construct Text” as the content that covers instructions

for students to create texts. This organization of presentation is systematically

presented in all of the six units.

Nevertheless, My English Workbook! 3A & 3B was considered

inconsistent in organizing the materials based on the cycle of genre-based; yet, it

provided opening, content, and closing in each unit. Not all of the units had the

same patterns in organizing the materials. However, My English Workbook! 3A &

3B maintained the availability of opening in the first page of each unit by

providing useful expressions generally used in the topic, the content of

interpersonal/ transactional and functional texts including their models and

practices, and closing by providing charts of summary of texts that have been

discussed.

Balance of Each Unit

In terms of balance of materials in each unit, English on Sky 3 obtained

score 3 and My English Workbook! 3A & 3B obtained score 1. The scores were

obtained by checking whether the texts presented in each unit of the textbook and

the workbook available in the same quantity.

English on Sky 3 balanced the quantity of monologs/essays in all of the 6

units. The other text types, namely interpersonal/ transactional texts, were

considered not to be presented in balance since only 1 out of 6 unit of the textbook

was the only unit that provided recycle for interpersonal/transactional texts. Short

functional texts are not presented in balance because of the difference of the

quantity in each unit and the absence of the text type in a unit.

My English Workbook! 3A & 3B did not balance the presentation of the 3

text types in each of the unit. Besides the difference on the quantity of the text

types, there are some absences of certain text types in some of the units.

Student Centeredness

In terms of student centeredness, English on Sky 3 obtained score 4 and

My English Workbook! 3A & 3B obtained score 3. The scores were obtained by

checking whether the activities in the textbook and the workbook encourage

interactions among students, students and teachers, and students and environment.

English on Sky 3 provided activities that encouraged interactions, such as

class survey, dialog practices with friends, presentations in front of the class,

group works, pair works, games involving some students, draft consultation, and

sending an email.

Nevertheless there were activities in My English Workbook! 3A & 3B that

encouraged interactions among students and students and teachers, such as class

survey, presentations in front of the class, group works, pair works, and games

involving some students and the teacher. However, there was no activity in the

workbook that indicated the interaction between students with environment.

Development of Initiation, Creativity, and Critical thinking

In terms of initiation, creativity, and critical thinking aspect, English on

Sky 3 obtaind score 4 and My English Workbook! 3A & 3B obtaind score 4. The

scores were obtained by checking whether the activities in the textbook and the

workbook encouraged students’ initiation, creativity, and critical thinking.

In developing initiation, English on Sky 3 provided some of grammar

exercises which were designed for inductive method. In developing creativity,

English on Sky 3 provided opportunities for texts constructions, including

rewriting, retelling, or creating texts. In developing critical thinking, English on

Sky 3 provided reading comprehension exercises in which among the exercises

there were some implicit answers.

Nevertheless, My English Workbook! 3A & 3B also developed initiation in

terms of encouraging students’ initiation by providing practices more than

theories since its function as supplementary materials for textbooks. Secondly, in

terms of encouraging students’ creativity, My English Workbook! 3A & 3B

provided opportunities for students to develop or create functional texts being

discussed. In terms of encouraging students’ critical thinking, My English

Workbook! 3A & 3B provided practices including comprehension questions

towards each text type given.

Development of Students’ Autonomous Learning

In terms of students’ autonomous learning, English on Sky 3 obtained

score 4 and My English Workbook! 3A & 3B obtained score 4. The scores were

obtained by checking whether the activities in the textbook and the workbook

encouraged students to be responsible for their own learning process.

English on Sky 3 and My English Workbook! 3A & 3B seemed to

encourage students’ autonomous learning by providing opportunities to search or

use many sources including encyclopedias, magazines, internet, newspaper,

journals or library, especially in texts constructions.

Development of Retrospective Capability

In terms of retrospective capability that belongs to sub-component material

presentation, English on Sky 3 obtained score 1 and My English Workbook! 3A &

3B obtained score 1. The scores were obtained by checking whether the activities

in the textbook and the workbook encouraged students to be aware of their own

strength and weakness in learning activities and communication.

Neither English on Sky 3 nor My English Workbook! 3A & 3B provided

guidelines for students to evaluate their own works by questioning the most

difficult or the easiest part of the materials being discussed in each unit, for

example. Accordingly, both of the textbook and the workbook were considered

not to provide encouragement for students’ retrospective ability.

Opening Presentation

In terms of presentation of opening, English on Sky 3 obtained score 4 and

My English Workbook! 3A & 3B obtained score 4. The scores were obtained by

checking whether the textbook and the workbook provided forewords containing

the aim of the book and list of contents that eased the students to find the topics.

English on Sky 3 delivered the aim of the textbook through its forewords

which was to encourage the students’ overall competence including the language

skills and components. Nevertheless, My English Workbook! 3A & 3B also

provided two forewords which were addressed to teachers and students. In the

forewords, it was stated that the aim of the workbook that was meant to

complement any English textbooks by providing practice to students’ English

proficiency.

Content Presentation

In terms of content presentation, English on Sky 3 obtained score 3 and My

English Workbook! 3A & 3B obtained score 3. The scores were obtained by

checking whether the textbook and the workbook provided introduction

containing systematic organization of the textbook and the workbook and the way

to use the book references, as well as summaries and reflections.

English on Sky 3 introduced the systematical organization of the book on

the forewords and also in the map of the book. In the preface, it was mentioned

that the textbook could be used as class works, group works, pair works,

individual works, or for homework. References were stated in each texts, tables,

or pictures which were taken from other sources. However, there was no evidence

of availability of summaries could be found in the textbook. Since the textbook

provided 3 out of 4 descriptors of the instrument, the score obtained was 3.

My English Workbook! 3A & 3B did not present the systematical

organization of the materials in the forewords; yet, it was mentioned the way to

use the workbook. The workbook should be used as the aid for students to be

autonomous which means that the workbook required students to explore other

sources. References were stated in each texts, tables, or pictures which were taken

from other sources. Summaries in form of charts about the materials were

available in the end of each unit of the workbook. However, in terms of providing

reflection, there was no evidence could be found in the workbook. Accordingly,

the textbook obtained score 3 for fulfilling 3 out of 4 of the descriptors of the

instrument.

Closing Presentation

In terms of closing presentation, English on Sky 3 obtained score 2 and My

English Workbook! 3A & 3B obtained score 1. The scores were obtained by

checking whether the textbook and the workbook provided glossary, references,

and index of the subjects and the author(s).

Among of the three descriptors of the instrument in terms of presentation

of closing, English on Sky 3 seemed to provide 2 of the descriptor namely the

presentation of references. My English Workbook! 3A & 3B seemed not to provide

all of the descriptor namely glossary, references, index of the subjects, and index

of the authors.

DISCUSSIONS

Appropriateness of Content

The content of the material should correspond to what students need to

learn which can be reflected by the aims and objectives of learning program

Cunningsworth (1995:15). In relation to this statement, BSNP (2006), through the

standard competence and basic competence, requires materials to be delivered for

students.

Based on the analysis, among the three sub-components of the instrument

under appropriateness, the textbook gained the perfect score in the third sub-

component. Meanwhile, the textbook seemed to fail to reach the perfect scores in

fulfilling the requirements in the other two sub-components. Interestingly, My

English Workbook! 3A & 3B, which was regarded as good in terms of

appropriateness of content, also failed in obtaining the perfect score in sub-

component conformity of materials to standard of competence and basic

competence and accuracy materials. It seems that the requirements under two sub-

components of appropriateness of materials namely conformity of materials to

standard of competence and basic competence and accuracy materials were more

difficult to be fulfilled by the textbook and the workbook than the other one.

Moreover, the assessment guide of BSNP’s instrument especially in

evaluating appropriateness of content, in which the score was either 1 or 4

depending on the percentage fulfillment, could either significantly decrease or

increase the obtained score by the textbook and the workbook. In this manner,

even though the textbook and the workbook fulfilled the point of completeness of

materials and gain score 4, for instance, they could not perfectly fulfill the point of

depth of materials and therefore gained score 1, the average score was

significantly decreased.

Conformity of Materials with Standard Competence and Basic Competence

2006

BSNP requires materials including interpersonal/transactional and

functional texts to be delivered to students. Based on the analysis, both of English

on Sky 3 and My English Workbook! 3A & 3B fulfilled 100% of the requirements

of providing interpersonal/transactional texts, namely asking for and expressing

certainty, expressing and responding to uncertainty, asking for repetition, showing

attention, expressing amazement, expressing politeness, and breaking and

responding to news. Besides, functional texts including short functional and

monologs/essays namely procedure, report, and narrative were also provided by

the textbook and the workbook.

Focusing on English on Sky 3, among the text types provided by the

textbook as the standard requirement, monologs/essays materials seemed to be

perfectly relevant to the topics being discussed. Meanwhile, most, but not all, of

the interpersonal/transactional texts and short functional texts were relevant to the

topic. Based on the evidence, there were still found some irrelevancies of

interpersonal/transactional texts and short functional texts with the topic of the

unit. It is, actually, not necessary for all of the items in models or exercises of the

texts have to be relevant to the topic, but at least there is one among the items, as

the model, was was connected to the topic to let the students build the idea that the

invitation cards were the application of the knowledge that has been introduced

previously. The other items followed the models might be provided in any context

to enrich the students’ knowledge about the variety of the text. The point was that

relevancy between text types to topic was useful for students in connecting the

ideas that have been learnt with the applications or the use of the texts.

Nevertheless, My English Workbook! 3A & 3B followed the success of

English on Sky 3 in providing complete materials according to the requirement.

However, since a workbook naturally became supplementary materials, My

English Workbook! 3A & 3B tended to provide plenty but short conversations in

the entire units. It seems that My English Workbook! 3A & 3B focused on

providing as many interpersonal/transactional texts as possible instead of

concerning the context. My English Workbook! 3A & 3B was considered sufficient

for supplementing textbooks because textbooks tended to provide unsatisfactory

texts, same genres, styles, or overall topics that bore the students (Ur, 1991:188).

However, My English Workbook! 3A & 3B seemed not really concerned about the

integration of interpersonal/ transactional and functional texts with the topics.

Accordingly, My English Workbook! 3A & 3B should pay more attention in the

integration of text types within a certain context or topic, because students do not

only learn English for its linguistic knowledge but also its social and cultural

values that are built by topics as the fundamental aspect that also energize the

students in their learning process (Arkian, 2008: 71-72).

Regardless that English on Sky 3 and My English Workbook! 3A & 3B

successfully covered all of the required interpersonal/transactional and functional

texts, the textbook and the workbook should pay more attention to integrate the

three text types to the topics being discussed.

In terms of depth of materials, both of the textbook and the workbook

reached the minimum score for they couldnot completely fulfill the requirements

of exposure, retention, and production of texts. Among the three points under the

sub-component depth of materials, both of the textbook and the workbook gained

the lowest score in terms of retention of text production which involveed the

availability of explanation or practices of communicative function, generic

structure, and linguistic features to build students’ explicit understanding.

According to the similar problem that makes the textbook and the

workbook fail to complete the fulfillment in terms of providing retention of text

constructions, it is suggested that the next development of the textbook or the

workbook should include explanations or at least questions that let the students

explore the idea of communicative function, generic structure, and linguistic

features of texts.

Accuracy of Materials

The sub-component accuracy of materials involves three points, namely

communicative functions, generic structures, and linguistic features. Among of

the three points, English on Sky 3 and My English Workbook! 3A & 3B

successfully fulfill the communicative functions requirements. The strength of

providing complete materials brings the textbook and the workbook succeeding

the requirement of providing interpersonal, transactional, and functional

communications in real life situation. The expectation towards the fulfillment of

communicative function is that students have plenty of opportunities exploring the

models of the text provided by the textbook or the workbook, and developing and

applying the text in real life communication.

However, in terms of providing generic structures materials, the textbook

and the workbook seem to miss either explanations or practices of generic

structures in some units. Based on the evidence found in the textbook and the

workbook, the explanation or practices on generic structures is not sufficient

enough, for mostly the exercises are followed with texts constructions. Most of

the questions in the practices following presentation of short functional texts are

mostly about the comprehension to the content of the text rather than about the

text types. Even though the workbook is designed for students to be autonomous,

in which students should explore other sources, it does not mean that the

workbook can leave the generic structure parts. If it is not possible for the

workbook providing explicit explanation due to its design as supplementary

materials, then it is necessary for the workbook to provide questions or practices

that lead students explore that specific materials.

Unfortunately, English on Sky 3 does not provide either explanation or

practice on generic structure in especially in short functional texts. Thus, students

are not given a cue of generic structure to be explored. According to this

condition, the next development of the textbook and the workbook should pay

attention to providing generic structure either in explicit explanation or practice,

or both. In addition, students cannot rely on the textbook or the workbook since

both of them do not provide the explanations or practices of generic structure of

advertisement. Thus, students or teachers who happen to use the textbook or the

workbook are suggested to explore other sources in fulfilling the weakness.

Besides communicative function and generic structure, materials are

required to be enriched with linguistic features in order to develop students’

ability to communicate accurately and appropriately. The teaching of English that

focuses on the language itself has been broken down by linguists into structure,

lexis, and phonology which are also known as grammar, vocabulary, and

pronunciation materials (Ur, 1991:46).

English on Sky 3 covers the three language components that build the

linguistic features materials of each text type discussed in each unit. On the other

hand, My English Workbook! 3A & 3B seems to fail in fulfilling the requirement

because of the absence of phonology materials in any unit of the workbook. It is

kind of lost for the workbook for not providing phonology materials at all. Due to

the function as a supplement to textbooks, the workbook should also cover

phonology materials even though the requirement does not specify what materials

should be delivered. In this manner, students can enrich their phonology materials

from the textbook and the workbook.

Supports to the Materials

Arkian (2008:70) believes that materials delivered in school contain social

values that can support the consciousness of the students as well as restructure

social environment. In relation to this statement, BSNP through instrument of

materials evaluation requires materials to be supported by the novelty, life skills

development, and understanding on diversity development.

English on Sky 3 and My English Workbook! 3A & 3B obtain the perfect

score in fulfilling all of the descriptors under the sub-component supporting

materials. In terms of novelty of materials there are still found some flaws both in

irrelevancy and out-dated supporting materials; however, it does not significantly

decrease the score because the numbers of relevant and current supports to the

materials are much higher. By the influence of technology development, students

are getting more sophisticated and expect high standard of visualization in

learning materials (Cunningsworth, 1995:1). It is suggested that presentation of

pictures that deals with technology or anything that potentially change gradually

in real life situation should be given careful attention. Textbooks and workbooks

should not present out-dated pictures or other forms of supports to the materials.

In this manner, the textbook are more convincing for it is developed timely, at

least in the visualization or pictures as the supports to the materials.

Beside the novelty, supports to the materials must also relevant to the

topics, situations, or activities of the materials being supported. The potential

users of the textbook and the workbook may do the impressionistic evaluation by

seeing through the materials to find a general impression from the visualizations

and the case of relevancy or novelty may not be noticed (Cunningsworth, 1995:1).

However, in an in depth evaluation, the relevancy or novelty of supports to the

materials can be seen from the topic or activity being supported.

Furthermore, materials should be aimed to motivate students in developing

life skills ability and understanding on diversity. Cunningsworth (1995:90) names

social values delivered by materials as “hidden curriculum” that forms part of any

educational program. Based on the analysis, the textbook and the workbook fulfill

all of the requirements in terms of life skills and understanding on diversity

development. Since the “hidden curriculum” that build students’ character is more

effective than official curriculum (Cunningsworth, 1995:90); therefore, the

textbook and the workbook can be the choices for teachers as effective carriers of

materials that motivate students to develop life skills and understanding on

diversity. Accordingly, it is suggested for teachers to set the “hidden curriculum”

or the built-in characters to be understood by students because commonly, the

built-in characters are implicitly available beyond the texts being discussed.

Appropriateness of Presentation

In the sub-component appropriateness of presentation, the textbook seems

to have strengths in terms of systematical presentation, student centeredness,

development of initiation, creativity, and critical thinking, students’ autonomy,

and in the completeness of opening presentation. The strengths are mentioned

according to the maximum scores gained in each points of the instrument. The

only point of the instrument that is failed to be fulfilled by the textbook is in terms

of developing retrospective capability.

Some of the strengths of the textbook are followed by the workbook

especially in terms of development of initiation, creativity, and critical thinking,

students’ autonomy, and in the completeness of opening presentation. On the

other hand, the workbook seems to fail in balancing the materials presentation in

each of its unit and in developing retrospective capability.

Concerning to the percentage score obtained, it seems that both of English

on Sky 3 and My English Workbook! 3A & 3B are considered good in terms of

appropriateness of presentation in general.

Technicality of Presentation

Based on the analysis, English on Sky 3 and My English Workbook! 3A &

3B are identified employing a genre-based approach because the focuses of the

teaching and learning are in understanding and producing certain genres of texts

(Lin, 2006:226). Since a genre-based approach has a cycle namely context

exploration, text exploration based on model texts, joint construction of a text, and

individual application (Derewianka, cited in Lin, 2006:234) it seems that English

on Sky 3 fulfills the cycle by explicitly dividing the sections of the book following

the cycle.

The systematical aspect of the textbook obtains the maximum score for its

consistency in each of the unit which is considered from the presentation of the

first to the fourth cycle. Unlike the textbook, the workbook does not explicitly

divide the cycle of genre-based approach; yet, the organization of the materials

follows the genre-based approach. Based on the genre-based approach’s cycle

used in the systematical of presentation by English on Sky 3 and My English

Workbook! 3A & 3B, it seems that the textbook and the workbook can be

employed especially to develop the effective language use.

The balance of materials presentation is concerned in analyzing the sub-

component technicality of presentation. Based on the analysis, it is found that

there are some absences of materials in some units of the textbook and the

workbook, while there are overlaps of materials presentation in some other units.

However, concerning the number of the overlapping materials in some units

compared by the average number of materials commonly presented in a unit, the

gap is relatively not significant. The users of the textbook or the workbook are

suggested to actively explore other sources if they feel they need to balance the

materials that are not fulfilled by certain unit of the textbook or the workbook.

Presentation of Learning Materials

Cunningsworth (1995:105) believes that material by its nature expects

students to play their roles including actively participating in learning activities,

hypothesizing rules, relating material to their experiences, solving problems, and

so on. Based on the findings, it is indicated that English on Sky 3 and My English

Workbook! 3A & 3B, through the materials presentation, are useful in motivating

students to interact with other students, teachers, and environment, be initiative,

creative, and critical in using the language in communication, and be autonomous

in providing aids to help their own learning process.

Unfortunately, both of the textbook and the workbook fail to fulfill the

requirement of motivating students’ retrospective capability through materials

presentation. With reference to the weakness of the textbook and the workbook in

this point, the teachers are suggested to guide the students to know of their own

strengths and weaknesses that may be conducted in the closing session of the

class.

Completeness of Presentation

Completeness of presentation is one of the requirements of the instrument

of materials evaluation that covers three points namely opening, content, and

closing presentation. Based on the analysis, English on Sky 3 and My English

Workbook! 3A & 3B obtain the maximum scores in terms of opening presentation.

However, in the other two points under the same sub-component, English on Sky

3 does not provide summary and reflection in the end of each unit, glossary, and

index of the subject and index of the author. Meanwhile, My English Workbook!

3A & 3B does not provide the reflection, reference, glossary, index of the subject

and index of the authors. Based on this condition, it is supposed for the next

development of the textbook and the workbook to complete the presentation of

content and closing required by BSNP. In this manner, the textbook and the

workbook will be more qualified to be used by teachers or students for fulfilling

the requirements of materials evaluation.

CONCLUSIONS AND SUGGESTIONS

According to the finding and discussion, the researcher comes to the

conclusion that English on Sky 3 met the requirements of appropriateness of

content and presentation made by BSNP by fulfilling 80.8% of the requirements.

Besides, this study also found that My English Workbook! 3A & 3B met the

requirements of appropriateness of content and presentation made by BSNP by

fulfilling 69.1% of the requirements. In other words, English on Sky 3 was

qualified as a good textbook and My English Workbook! 3A & 3B was qualified

as a good workbook.

It is suggested for the authors to develop explanation or practices on

communicative functions, generic structures, and linguistic features for all

discussed text types as well as providing reflections in each unit. In addition, it is

suggested for English teachers to make the most of the strengths of the textbook

and the workbook and to find supplementary sources or activities according to the

weaknesses of the textbook and the workbook. Moreover, it is suggested for

future researchers, firstly, to develop this study into experimental study to see

whether the textbook or the workbook contributes to students’ success and,

secondly, to develop other criteria that analyze the textbook and the workbook

from other perspectives.

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