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STUDENTS’ AND TEACHER’S OPINIONS ON THE

WORKBOOK FOR 4TH-GRADE STUDENTS

IN SDI AL-AZHAR 14 SEMARANG

A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the

Bachelor Degree in the English Linguistics Study Program

By:

Michelle Joe Fransisca Hadinata

16.J2.0023

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

SOEGIJAPRANATA CATHOLIC UNIVERSITY

SEMARANG

2019

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ACKNOWLEDGEMENT

Foremost, I give my greatest gratitude to Jesus Christ for giving me wisdom

and strength to finish my study. His guidence led my journey until I finally can

presented this thesis as a requirement to obtain Bachelor Degree in English

Department program.

The writer also expressed her gratitude to the main supervisor, Drs. YE.

Budiyana, MA, for his patience guidence, valuable and constructive suggestions, and

useful critiques during the process of this thesis. My sincere thanks also go to Emilia

Ninik Aydawati, SP., M.hum as the second supervisor for her motivation and

enthusiasm. Her guidance helped me in writing this thesis. Their willingness to give

their time so generously has been very much appreciated. Without them, this thesis

could not be possibly finished well.

Besides my supervisor, I would like to thank the examiners: Antonius Suratno,

Ph.D. and Cecilia T. Murniati, Ph.D. for their encouragement, insightful comments,

and advantageous suggestions.

I would also like to thank SDI Al-Azhar 14 Semarang, especially to the

headmaster, the 4th-grade students, and Ms. Halida as the English teacher, for giving

me the chance to do this research.

I wish to thank various people for their contribution to this research; Dr. Heny

Hartono, SS. MPd as the judge expert; Yacobus Wiryatama, S.Ds who helped me in

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designing the book; and Bobbi, S.E for his assistance with the statistics used in this

research.

I am extremely grateful to my parents for their unconditional love, prayers,

caring, and sacrifies for educating and preparing me for my future. I am very much

thankful to my brother for his support and valuable advice. Also I express my thanks

to my best friends: Sita Nariswari, Yelina Ivone Chandra, and Alexander Niko

Christian for their love and continuing support to complete this thesis.

I am extending my thanks to my academic adviser, Angelika Riyandari, Ph.D.

for her constant encouragement since the beginning. I express my special thanks to all

lecturers of Faculty of Language and Arts for their patience and willingness in

teaching and my college friends batch 2016 for their support. I also thank all the

administration staff for their kindness.

Finally, my thanks go to all the people who have supported me to complete this

thesis directly or indirectly.

Michelle Joe Fransisca Hadinata

July 2019

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TABLE OF CONTENTS

TITLE.............................................................................................................................i

PERNYATAAN KEASLIAN SKRIPSI…...................................................................ii

THESIS APPROVAL .................................................................................................. iii

BOARD OF EXAMINERS ......................................................................................... iv

ACKNOWLEDGEMENT ............................................................................................ v

TABLE OF CONTENTS ............................................................................................ vii

LIST OF TABLES ....................................................................................................... xi

LIST OF FIGURES.................................................................................................... xiii

ABSTRACT ............................................................................................................... xiv

ABSTRAK .................................................................................................................. xv

CHAPTER 1 INTRODUCTION .................................................................................. 1

1.1 Background of the Study ................................................................................ 1

1.2 Field of the Study ........................................................................................... 2

1.3 Scope of the Study .......................................................................................... 2

1.4 Problem Formulation ...................................................................................... 3

1.5 Objective of the Study .................................................................................... 3

1.6 Significance of the Study................................................................................ 3

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1.7 Definition of Terms ........................................................................................ 3

CHAPTER 2 REVIEW OF LITERATURE ................................................................. 4

2.1 Review of Literature ....................................................................................... 4

2.2 Formative Tests .............................................................................................. 5

2.2.1 Types of Formative Tests ........................................................................ 5

2.2.2 The Benefits of Formative Tests ............................................................. 6

2.3 Workbook ....................................................................................................... 7

2.4 Good Criteria of Testing ................................................................................. 8

2.5 Principles of Test Construction ...................................................................... 9

2.6 Question Techniques .................................................................................... 10

CHAPTER 3 METHOD OF DATA COLLECTION AND ANALYSIS ................... 14

Type of Research ..................................................................................................... 14

1.1 Data Collection ............................................................................................. 14

1.1.1 Population and Sample .......................................................................... 14

1.1.2 Instrument ............................................................................................. 15

1.1.3 Procedures ............................................................................................. 16

1.2 Method of Data Analysis .............................................................................. 20

CHAPTER 4 DATA ANALYSIS AND INTERPRETATION .................................. 21

4.1. PRODUCT ANALYSIS ............................................................................... 21

4.1.1. Product Description ............................................................................... 21

4.1.1.1 Book Format.......................................................................................... 21

4.1.1.2 Book Content ........................................................................................ 21

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4.1.1.3 Illustrations ............................................................................................ 22

4.1.2. Product Evaluation ................................................................................ 22

4.1.3. Product Revision ................................................................................... 23

4.2. DATA ANALYSIS ...................................................................................... 26

4.2.1 Students’ Opinions on the Font Type.................................................... 28

4.2.2 Students’ Opinions on the Font Size ..................................................... 28

4.2.3 Students’ Opinions on the Pictures of the Book ................................... 29

4.2.4 Students’ Opinions on the Color of the Book ....................................... 30

4.2.5 Students’ Opinions on Their Interest in the Book Design .................... 31

4.2.6 Students’ Opinions on Their Understanding on the Instruction............ 32

4.2.7 Students’ Opinions toward the Book Activities .................................... 33

4.2.8 Students’ Opinions on Their Eagerness to Use the Book at Home with

Parents ............................................................................................................... 34

4.2.9 Students’ Opinions on Their Eagerness to Use the Book at School ..... 35

4.2.10 Students’ Opinions on Their English Skill after Using the Writer’s

Product ............................................................................................................... 35

4.2.11 Students’ Opinions on the Book Suitability with the Material Book.... 36

4.2.12 Students’ Opinions on the Level of Difficulty ...................................... 37

4.2.13 Students’ Opinions on the Language Use ............................................. 38

4.2.14 Students’ Opinions on How the Book Helps Improving Their English

Skill ............................................................................................................... 39

4.2.15 Students’ Opinions on How the Book Helps Them to Learn New

Things ............................................................................................................... 40

4.3. INTERVIEW INTERPRETATION ............................................................. 41

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CHAPTER 5 CONCLUSION AND SUGGESTIONS .............................................. 44

5.1 Conclusion .................................................................................................... 44

5.2 Suggestion .................................................................................................... 44

BIBLIOGRAPHY ....................................................................................................... 45

APPENDICES........................................................................................................... 477

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LIST OF TABLES

Table 3.1 Validation of pilot study ............................................................................. 17

Table 3.2 Validation of questionnaire ......................................................................... 19

Table 4.1 Teacher and lecturer’s comments and suggestions ..................................... 22

Table 4.2 Analysis Descriptive Result ........................................................................ 26

Table 4.3 Students’ opinions on the font type ............................................................ 28

Table 4.4 Students’ opinions on the font size ............................................................. 29

Table 4.5 Students’ opinions on the pictures of the book ........................................... 30

Table 4.6 Students’ opinions on the color of the book ............................................... 31

Table 4.7 Students’ opinions on their interst in the book design ................................ 32

Table 4.8 Students’ opinions on their understanding on the instruction ..................... 33

Table 4.9 Students’ opinions toward the book activities ............................................ 33

Table 4.10 Students’ opinions on their eagerness to use the book at home with parents

..................................................................................................................................... 34

Table 4.11 Students’ opinions on their eagerness to use the book at school .............. 35

Table 4.12 Students’ opinions on their English skill after using the writer’s product 36

Table 4.13 Students’ opinions on the book suitability with the material book ........... 37

Table 4.14 Students’ opinions on the level of difficulty ............................................. 38

Table 4.15 Students’ opinions on the language use .................................................... 39

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Table 4.16 Students’ opinions on how the book helps improving their English skill 40

Table 4.17 Students’ opinions on how the book helps them to learn new things ....... 41

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LIST OF FIGURES

Figure 1. Example of multiple choice items. Source: iSLCollective.com ................... 10

Figure 2. Example of matching item. Source: iSLCollective.com .............................. 11

Figure 3. Example of yes/no and true/false items. Source: Super Minds 4 Workbook

Cambridge ................................................................................................................... 12

Figure 4. Example of short-answer items. Source: iSLCollective.com ....................... 12

Figure 5. Example of gap filling items. Source: Super Minds 4 Workbook Cambridge

..................................................................................................................................... 13

Figure 6. Original cover book design ........................................................................... 23

Figure 7. Cover book after revision ...................................................................... 23

Figure 8. A mistake in placing the lines ...................................................................... 24

Figure 9. After correction ............................................................................................ 24

Figure 10. Incorrect words in the box. The words are not suitable with the pictures. 25

Figure 11. The words in the box are revised ............................................................... 25

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ABSTRACT

In this digital era, people can easily find exercises in the internet when they intend to

do a self-study. However, it cannot be denied that people still need a classic form of

exercises such as workbooks. Teachers can use workbooks to measure students’

needs. Moreover, results that are shared and discussed can be really helpful for the

students to find out their mistakes, and they can fix them. Based on the research at

SDI Al-Azhar 14 Semarang that the writer did, the school needs a workbook as the

tool in the learning process. Furthermore, this research aims to find out the students’

and teacher’s opinions on the workbook made by the writer. This research used mix

method; quantitative and qualitative. The instruments used are questionnaire for the

quantitative method and an interview for the qualitative method. The respondents are

the 4th-grade students and an English teacher. The result of this research shows that

the response are positive. They agree that the writer’s product can be used at school

or home to help the learning process.

Keywords: Formative Tests, Workbook, Opinion

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ABSTRAK

Di era digital ini, orang-orang dapat dengan mudah menemukan latihan soal di

internet saat mereka ingin belajar sendiri. Namun demikian, tidak dapat dipungkiri

bahwa mereka masih memerlukan latihan dalam bentuk buku. Guru biasa

menggunakan buku latihan untuk mengukur kebutuhan murid. Selain itu, hasil yang

dibagikan kembali dan dibahas akan sangat berguna untuk murid untuk mengetahui

letak kesalahan dan memperbaikinya. Berdasarkan penelitian yang penulis lakukan

terhadap SDI Al-Azhar 14 Semarang, dapat diketahui bahwa sekolah tersebut

membutuhkan buku latihan sebagai alat untuk membantu siswa dalam proses belajar

mengajar. Karenanya, penelitian ini bertujuan untuk mengetahui pendapat guru dan

para siswa mengenai produk penulis. Penelitian ini menggunakan metode campuran

yaitu dengan menggabungkan metode kuantitatif dan kualitatif. Instrumen yang

digunakan dalam penelitian ini berupa kuesioner untuk metode kuantitatif dan

wawancara untuk metode kualitatif. Responden dalam penelitian ini yaitu siswa-siswi

sekolah dasar kelas empat dan seorang guru bahasa Inggris. Hasil penelitian

menunjukkan bahwa respon dari guru maupun siswa terhadap produk penulis sangat

baik dan positif. Mereka setuju jika buku yang penulis buat dapat digunakan di

sekolah maupun di rumah untuk membantu proses belajar mengajar.

Kata kunci: Formative Tests, Buku latihan soal, Pendapat