DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Lembar Kerja Siswa Bahasa Inggris for Junior High Schools

Sulih Pangestu Jati

Abstrak


ABSTRAK

 

Jati, Sulih Pangestu, 2016. Lembar Kerja Siswa Bahasa Inggris for Junior High Schools. Unpublished Thesis, Graduate Program in English Language Teaching, Universitas Negeri Malang. Advisors (I) Prof. Dr. Yazid Basthomi, M.A. (II) Prof. Bambang Yudi Cahyono, Ph.D.

 

Keywords: workbook evaluation, criteria of workbook evaluation

Originally Lembar Kerja Siswa (LKS) Bahasa Inggris SMP is a printed teaching/learning materials containing assignments, guides and steps in learning, instructions and stimuli in order to train students' cognitive and other aspects so that they can learn independently (Rusyanti, 2014). The fact is that most of English teachers for Junior High Schools in the Tulungagung Regency use the LKS as the main source.

This evaluative study describes the quality of LKS Bahasa Inggris SMP in terms of: (1) relevance to Curriculum 2006 Standards of Content, (2) language contents and skills, (3) communicative aspects, (4) elements of sequence, elements of repetition, balance of materials from one chapter to the other, (5) quality of materials for practice, (6) authenticity, (7) technicality, (8) exploitability, and (9) suitability to the students' interests and needs. The criteria number 1 until number 7 are evaluated by 3 evaluators using analysis sheet. Then, exploitability is analysed by 5 English teachers using teacher's questionnaire, and suitability to students' interests and needs is analysed by 142 students using student's questionnaires. In the end of the study, I propose a Model Chapter of LKS by correcting the weaknesses, and maintaining ang improving the strengths.

The evaluation result shows the LKS is classified as good (67,16%). Specifically, the LKS is good (77,08%) in terms of relevance to Curriculum 2006 Standards of Content; is fair (60,23%) in terms of language contents and skills; is good (66,67%) in terms of communicative aspects; is fair (64,24%) in terms of elements of sequence, elements of repetition, and balance of materials from one chapter to another; is fair (61,02%) in terms of quality of practice materials; is fair (66,67%) in terms of authenticity; is fair (58,07%) in terms of technicality; is good (68,73%) in terms of exploitability; and is good (74,20%) in terms of suitability to students' interest and needs.

That kind of result should not be as an insurance for the English teachers to use the  LKS as main source in their daily teaching and learning activities. When it is used as main source without appropriate explanations or structure materials given by the teacher, it will lead the students to only know how to do the exercises without any understanding the underlying knowledge. Hence, it is necessary to re-remind the teachers to use the LKS properly, for its original function is to assist the students learn English as a secondary source.

Finally, some suggestions are proposed. Firstly, the teachers are suggested to cleverly use, adopt, adapt, modify, or decline the LKS in their daily teaching activities. Secondly, the author(s) are suggested to improve the quality of the LKS in next academic years. Finally, this study suggests future researchers to conduct printed materials evaluation with different and more complex criteria, and test-items evaluation.