Lecturers’ Perception on the Preparation and the Validity of Worksheet

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2. Lecturers’ Perception on the Preparation and the Validity of Worksheet

As the continuation of the discussion above, in this discussion about the preparation of worksheet, the researcher focused on how the lecturers designed the worksheet. This discussion is closely related to the validity of worksheet that the lecturers focused on when designing worksheets. Therefore, the researcher combined the discussions into one subsection. Participant X admitted that she recently used worksheet in teaching process in the late semesters. Participant X added that to prepare worksheets for the students, she had not ever designed the worksheets by herhimself from a scratch. Participant X would ask for other lecturers’ worksheet and then would adjust the worksheets according to the necessity and what the students needed to know. Participant X admitted that she did not have any criteria in designing or adjusting worksheets. Nevertheless, participant X assured that she only paid attention on the content validity; that was the important points of the material. Participant Y admitted that she would prefer to design the worksheet by herhimself. Participant Y confirmed that this was because it was difficult to meet other lecturers to set and to design the worksheets together so she would like to make herhis own first and then share it to other lecturers. Participant Y truly deigned if other lecturers used the same worksheets or even revised the worksheet. She added it was an advantage to have the worksheets revised and returned to herhim because lastly participant Y would have the better ones. Admittedly, participant Y did not have any criteria in designing worksheets, but she would just like to find the important points that the students needed to learn, 69 to read and to focus on, so that when the students answered the questions they would be able to at least meet the minimum requirements of process according to the syllabus. From the explanation given, participant Y tended to focus on the content validity of worksheet when designing it. For participant Z, until the interview was held, she designed worksheet individually. However, participant Z admitted that she would like to ask for the worksheets from other lecturers for the same parallel classes. She would select the questions and exercises from other worksheets and used them if they were considered appropriate. Participant Z also did not mind to share the worksheets that she had designed to other lecturers, but mostly, participant Z emphasized that she designed worksheet by herhimself. Honestly, participant Z did not pay attention and refer to any criteria in designing worksheet. She only focused on the important points of the material that the students needed to learn. In other words, participant Z focused more on the content validity of the worksheet. From the discussion above, in preparing and designing the worksheets, all participants mostly focused on the content of worksheets. They tried to include the important points on the worksheets that hopefully could be found easily in the textbook or in internet. As stated by Graham 1998, the content of a worksheet must be accessible. It did not mean that the participants put aside the design, general layout, the amount of information on a page and other considerable factors. Based on their background of education, it was ensured that they would naturally consider those things. All participants were also aware with the importance of feedback and revision from other lecturers on their worksheets. It 70 was a crucial process in which Graham 1998 reminds not to forget so that worksheet could help students acquiring the learning goal.

3. Lecturers’ Perception on the Format of Worksheet