THE STUDY ON STUDENT WORKSHEET USED BY STUDENT TEACHERS IN THE 1ST GRADE OF EYL COURSE AT ENGLISH DEPARTMENT OF UMM
THE STUDY ON STUDENT WORKSHEET USED BY STUDENT
TEACHERS IN THE 1ST GRADE OF EYL COURSE
AT ENGLISH DEPARTMENT
OF UMM
THESIS
By:
RAMDAN FIRDAUS
09360292
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2013
THE STUDY ON STUDENT WORKSHEET USED BY STUDENT
TEACHERS IN THE 1ST GRADE OF EYL COURSE
AT ENGLISH DEPARTMENT
OF UMM
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
RAMDAN FIRDAUS
09360292
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2013
ACKNOWLEDGEMENT
The writer would like to express his deepest innumerable gratitude to Allah
SWT for His blessing and mercy to him upon this thesis writing process. The writer
truly believes that without Him, it is absolutely absurd for his complete the thesis
smoothly.
The writer also dedicated his great appreciation and gratitude to her first
advisor and also as current Head of English Departmnet, Fardini Sabilah, S.Pd M.Pd
and second advisor, Drs. Taufiq Burhan, M.Pd
for the guidance, patience and
support, and trust along the process of completing his thesis from the beginning up to
end. The writer also sends thanks to all the lecturers of English Department of UMM
who helped him to do the research. They gave the writer valuable experience and
knowledge.
Moreover, the writer dedicated his deepest love to his beloved parents Mr.
Subaidi (in memoriam) and Mrs. Titik Erna, young brother (Dani), young sister
(Inez), grandma (Mrs. Maryam), aunt (Mrs. Sindri) and especially for the sweet angel
Azholata Puspita Sari who always support him with love, attention and pray for his
success. His thank is dedicated for his big family for encouraging and motivates him.
This would be nothing without them.
The writer is very thankful to my friends in rent house and big family of Flava
99 Tiyo, Ninos, Nila, Agnez, Indra, Rudy, Nanda, Bogel, and Dree Frank who always
give him support and help to do the thesis. Finally, the writer has to thank his friends
in “E class” and all friends who cannot be mentioned one by one.
Malang, July 26th, 2013
Ramdan Firdaus
TABLE OF CONTENTS
Pages
APPROVAL SHEETS ...............................................................................
LEGALIZATION ......................................................................................
MOTTO AND DEDICATION ..................................................................
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENTS .......................................................................
TABLE OF CONTENTS ...........................................................................
i
ii
iii
iv
v
vi
CHAPTER I INTRODUCTION ................................................................
1.1 Background of Study .......................................................................
1.2 Statement of Problem .......................................................................
1.3 Purpose of Study ..............................................................................
1.4 Scope and Limitation .......................................................................
1.5 Significance of Study .......................................................................
1.6 Definition of Key Terms .................................................................
1
1
5
5
6
6
7
CHAPTER II REVIEW OF RELATED LITERATURE .........................
2.1 Teaching English for Young Learner ...............................................
2.1.1 Basic Teaching Principle .......................................................
2.1.2 Teaching Material .................................................................
2.1.3 Learning Activities ...............................................................
2.2.4 Assessment ...........................................................................
2.2 Material of EYL ................................................................................
2.3 Worksheet ........................................................................................
2.3.1 English Component in Worksheet ..........................................
2.3.2 The Criteria of Good Worksheet ............................................
2.4 The Kinds of Worksheet for EYL .....................................................
8
8
8
14
15
17
18
20
21
23
24
CHAPTER III RESEARCH METHODOLOGY ......................................
3.1 Research Design ..............................................................................
3.2 Research Object ..............................................................................
3.3 Research Instrument ........................................................................
3.3.1 Documentation ......................................................................
3.3.2 Observation ...........................................................................
3.4 Data Collection ...............................................................................
3.5 Data Analysis ..................................................................................
27
27
27
28
28
29
30
30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................
4.1 Research Finding .............................................................................
4.1.1 The Types of Student’s Worksheet ........................................
4.1.2 English Components Used in Student’s Worksheet ................
4.2 Discussion .......................................................................................
32
32
32
34
36
CHAPTER V CONCLUSION AND SUGGESTION ...............................
5.1 Conclusion ......................................................................................
5.2 Suggestion ......................................................................................
5.2.1 Suggestion for the EYL Teachers ...........................................
5.2.2 Suggestion for the Further Researchers ..................................
REFERENCES
APPENDICES
39
39
40
40
41
REFERENCES
Airasian, Peter. 2003. Educational Research. New Jersey. Pearson Education, Inc.
Arifin, Nur.2008. An Analysis of the Quality of the English Student Worksheet Used
by Second Year of Junior High School Arranged by MGMP Team in
Trenggalek. Unpublished Thesis. Malang: UMM.
Arikunto, Suharsimi. 2010. Prosedur Penelitian. Cetakan Keempatbelas. Jakarta:
Rineka Cipta.
Ary, Donald et al. 2002. Introduction to Research in Education. Sixth Edition. USA:
Holt. Rinchart and Winston, Inc.
Asmawati, Luluk. 2003. The Teaching Technique Used by English Teacher at MIN
Malang I. Unpublished Thesis. Malang: UMM.
Brown,
H.D. 2000. Principles of Language Learning and Teaching. New York:
Addison Welsey Longman.
Brown, Douglas.2001. Teaching by Principles an Interactive Approach to Language
Pedagogy, second edition. Pearson Education Company.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. United Kingdom:
Cambridge University Press.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. England:
Pearson Education Company
Musthafa, Bachrudin. 2010. Teaching English to Young Learners in Indonesia:
Essential Requirements. Unpublished Article. Indonesia University of
Education.
Nurhadi, Achmad. 2001. Teaching English to Young Learner. Unpublished Article.
Universitas Pesantren Tinggi Darul Ulum Jombang.
Philips, Sarah. 1993. Young learners. New York: Oxford University Press.
Rahmawati, Emi. 2003. A Study on the Technique of Teaching English Used at MIM
Pondok Modern Paciran-Lamongan. Unpublished Thesis. Malang: UMM.
Ur, Penny. 1996. A Course in Language Teaching, Practice and Theory. United
Kingdom: Cambridge University Press.
Ward. M Sheila & Reilly Vanessa, 2009. Very Young Learners. Oxford University
Press.
www.cmu.edu/teaching/principles/teaching.html
http://www.wattsenglish.com/for-teachers/teaching-english-to-children/
http://remajasampit.blogspot.com/2013/01/definition-of-teaching-material-andtypes.html
http://www.countryschool.com/ylsig/members/summaries/assessing.htm
http://www.kinderart.com/drawing/
CHAPTER I
INTRODUCTION
This chapter deals with: the background of study, problem of study, objective
of study, significance of study, limitation of study and definition of key terms.
1.1 Background of Study
There has been “English for Young Learner fever” among Indonesian people,
especially those living in big cities. They try to instill English into their children by
sending them to play groups, kindergarten or course offering English designed for
children. Schools which offer bilingual classes are also of parents’ favorite. Having
children who are able to use English seems to be considered a necessity in this current
age of globalization.
Most people think that English is taught best at the early stage. They believe
that the earlier children learn English, and the more exposure to the language, the
better it will be. This is actually a fallacy because the success of foreign language
learning is not merely determined by the age and exposure factors, but there are still
many other factors that have to be considered to make sure that teaching English to
young learner (so forth TEYL) will be effective, such as the nature of language
instruction given, psychological and social factors, teaching material, individual
differences in cognitive and learning styles, and many other factors.
Teaching English in the early age is the best way. It is because children have a
good memory which is very essential in learning process. By the strong memory
children can absorb, analyze, accumulate all of the things that they heard and fit it
1
with the situational data to formulate the rule of action. Children learn with no doubt
and worry or responsibility of anything. But TEYL is different than adults. The
teacher needs special approach and special skills to face children. Harmer (2007:83)
said, “teachers of young learners need to spend time understanding how their students
think and operate.” They need to be able to pick up on their students’ current interest
so that they can use them to motivate the children. In addition, they need good oral
skills in English since speaking and listening are the skills which will be used most of
all at this age. On the other hand they should be able to be a good model. Brown
(2001:99) states that “children are highly dependent on the teacher for models of
language and so a teacher-centered or teacher-fronted classroom is appropriate for
some of the classroom time.” Children may imitate what the teacher does. When the
teacher gives wrong explanation including wrong pronunciation, children will imitate
and the mistakes may become habit for their whole life. In Indonesia, a teacher is
respected and trusted fully by children. Whatever a teacher says or does, students will
just follow.
Students in elementary school are young learner which is considered the most
difficult age to teach, but actually it is the effective opportunity, because children or
young learners always learn based on what they have looked or listened. They never
think if it is wrong or right. Musthafa (2010:121) states that “unlike adults who can
generally learn contextually, children learn and create knowledge base from direct
experiences: from what they can capture using their senses, and from what they
experience directly”.
2
In teaching learning activity, the teacher becomes the most influential person in
the classroom because she/he has to create conducive classroom atmosphere, plan a
variety of teaching learning activities and apply the material effectively. The success
of a teaching learning activity will very much depend on the teachers. It is the same
as TEYL, there are several aspects should be fulfilled by the teacher to prepare in
EYL class. The first is the teacher must love children. If the teacher does not love the
children, he will get difficulty to control the children. The next is the teacher should
be more creative when delivering the material. For example, the teacher uses some
interesting media or method in their teaching process. Then the teacher should be
able to design the interesting class and use various teaching techniques. The aim is to
make children happy and never feel bored when they are studying in the class. The
last, teacher should always give task or worksheet after presenting the material
because by giving task or worksheet the teacher can assess the students’ ability to
absorb the lesson. According to Mardhiah (2012), “as the teacher for young learner,
we have to prepare something that suit on their characteristics when we want to teach
them.”
In this study the writer wants to focus the research on student worksheet used
by student teachers in the 1st grade of EYL course at English Department of UMM.
Worksheet is very important in teaching and learning process, in other words
worksheet is the part of teaching and learning process. The function of worksheet is
to improve students’ ability. By doing worksheet, the student have become
accustomed when they confront some problems in the lesson. According to Wyels
(2013) states that, “Worksheets are an effective tool in ongoing efforts encouraging
3
students to engage their brains during class. Worksheets used in class can also help
direct students' learning out-of-class. In other opinion, Merdekawati (2011) said that:
Using student worksheet in learning process help students to understand the
material by themselves. Student worksheet also gives a large chance for the
students to show up their ability and develop thinking process through looking
for, guessing, and logically.
Using worksheet has been important element in teaching and learning process.
Most of teachers use it to assess the students. However, the teachers have to know the
level of the students because each education level is different. Every education level
must have suitable way and worksheet to improve the students’ ability. There many
type of worksheet which can be given to the students. As well as EYL students, they
need the suitable worksheet which can stimulate their brain. Research on the students
worksheet used by EYL students is important to analyze the whole quality of
students’ understanding. Based on the fact, there were many student teachers of EYL
course at English department of UMM especially in the 1st grade lack of
understanding about student worksheet involved the type and the English component.
Therefore, the writer is interested in doing the research about student worksheet used
by student teachers in the 1st grade of EYL course at English Department of UMM.
Other researcher has conducted research in this field. Nur Arifin (2008)
analyzed about the quality of English students worksheet used by second year of
junior high school arranged by MGMP team in Trenggalek. He found weaknesses in
many aspects as follows; 1) there is no bibliography, 2) there is no table of content in
worksheet even it covered 5 units, 3) there are many punctuation errors, many
sentences end without mark, and 4) each unit has different organization. But in this
4
study the writer merely focus on type and English component of worksheet used by student
teachers in the 1st grade of EYL course at English Department of UMM.
This study is expected to be meaningful in giving information and description
of the student worksheet used in the 1st grade of EYL to improve the quality of the
EYL teaching and students’ ability. Besides that, this research can be used as the
source of information for the next researcher to continue or develop this research.
1.2 Statement Problem
Based on the background above, the problems of this study can be stated as
follow:
1. How is the student worksheet applied by student teachers in the 1st grade of
EYL course at English Department of UMM?
2. What are the types of student worksheet used by student teachers in the 1st
grade of EYL course at English Department of UMM?
3. What are the English components of student worksheet used by student
teachers in the 1st grade of EYL course at English Department of UMM?
1.3 Purpose of Study
The purposes of the study are formulated to answer the research questions. The
purposes are as follows:
1. To describe the student teachers’ ways in applying the student worksheet in
the 1st grade of EYL course at English Department of UMM.
5
2. To find the types of student worksheet used by student teachers in the 1st
grade of EYL course at English department of UMM.
3. To find the English components of student worksheet used by student teachers
in the 1st grade of EYL course at English Department of UMM.
1.4 Scope and Limitation
In this study, the writer focuses on the type and the English components
of students worksheet used by the student teachers in the 1st grade of EYL course at
English Department of UMM in academic 2012-2013. Then, the writer limits his
study only the 1st grade of EYL course at English Department of UMM in academic
2012-2013.
1.5 Significance of Study
The writer hopes that this study can give some contribution in teaching English
for young learner or elementary school level. First, English teachers can develop the
teaching activity in the class by using worksheet and it will increase their quality in
teaching and learning process. Besides that, the teacher will also know what is the
suitable worksheet used in teaching EYL. Second, the students will be more
interested and enjoy in studying English. It also will motivate them in learning
process and they can understand the lesson well by doing worksheet.
6
1.6 Definition of Key Terms
To avoid misunderstanding, the writer explains some terminologies as follow:
Student worksheet is a page (two) of tasks, distributed to each student to do either
in class or at home, intended to be written on, and usually taken in by the teacher
to be checked (Ur: 1996).
Student teacher is the English students of UMM who take elective subject of
EYL II.
EYL course is the English course for the elementary student that is held by
English Department students of UMM who takes the elective subject of EYL II
at the 7th semester.
7
TEACHERS IN THE 1ST GRADE OF EYL COURSE
AT ENGLISH DEPARTMENT
OF UMM
THESIS
By:
RAMDAN FIRDAUS
09360292
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2013
THE STUDY ON STUDENT WORKSHEET USED BY STUDENT
TEACHERS IN THE 1ST GRADE OF EYL COURSE
AT ENGLISH DEPARTMENT
OF UMM
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
RAMDAN FIRDAUS
09360292
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2013
ACKNOWLEDGEMENT
The writer would like to express his deepest innumerable gratitude to Allah
SWT for His blessing and mercy to him upon this thesis writing process. The writer
truly believes that without Him, it is absolutely absurd for his complete the thesis
smoothly.
The writer also dedicated his great appreciation and gratitude to her first
advisor and also as current Head of English Departmnet, Fardini Sabilah, S.Pd M.Pd
and second advisor, Drs. Taufiq Burhan, M.Pd
for the guidance, patience and
support, and trust along the process of completing his thesis from the beginning up to
end. The writer also sends thanks to all the lecturers of English Department of UMM
who helped him to do the research. They gave the writer valuable experience and
knowledge.
Moreover, the writer dedicated his deepest love to his beloved parents Mr.
Subaidi (in memoriam) and Mrs. Titik Erna, young brother (Dani), young sister
(Inez), grandma (Mrs. Maryam), aunt (Mrs. Sindri) and especially for the sweet angel
Azholata Puspita Sari who always support him with love, attention and pray for his
success. His thank is dedicated for his big family for encouraging and motivates him.
This would be nothing without them.
The writer is very thankful to my friends in rent house and big family of Flava
99 Tiyo, Ninos, Nila, Agnez, Indra, Rudy, Nanda, Bogel, and Dree Frank who always
give him support and help to do the thesis. Finally, the writer has to thank his friends
in “E class” and all friends who cannot be mentioned one by one.
Malang, July 26th, 2013
Ramdan Firdaus
TABLE OF CONTENTS
Pages
APPROVAL SHEETS ...............................................................................
LEGALIZATION ......................................................................................
MOTTO AND DEDICATION ..................................................................
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENTS .......................................................................
TABLE OF CONTENTS ...........................................................................
i
ii
iii
iv
v
vi
CHAPTER I INTRODUCTION ................................................................
1.1 Background of Study .......................................................................
1.2 Statement of Problem .......................................................................
1.3 Purpose of Study ..............................................................................
1.4 Scope and Limitation .......................................................................
1.5 Significance of Study .......................................................................
1.6 Definition of Key Terms .................................................................
1
1
5
5
6
6
7
CHAPTER II REVIEW OF RELATED LITERATURE .........................
2.1 Teaching English for Young Learner ...............................................
2.1.1 Basic Teaching Principle .......................................................
2.1.2 Teaching Material .................................................................
2.1.3 Learning Activities ...............................................................
2.2.4 Assessment ...........................................................................
2.2 Material of EYL ................................................................................
2.3 Worksheet ........................................................................................
2.3.1 English Component in Worksheet ..........................................
2.3.2 The Criteria of Good Worksheet ............................................
2.4 The Kinds of Worksheet for EYL .....................................................
8
8
8
14
15
17
18
20
21
23
24
CHAPTER III RESEARCH METHODOLOGY ......................................
3.1 Research Design ..............................................................................
3.2 Research Object ..............................................................................
3.3 Research Instrument ........................................................................
3.3.1 Documentation ......................................................................
3.3.2 Observation ...........................................................................
3.4 Data Collection ...............................................................................
3.5 Data Analysis ..................................................................................
27
27
27
28
28
29
30
30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................
4.1 Research Finding .............................................................................
4.1.1 The Types of Student’s Worksheet ........................................
4.1.2 English Components Used in Student’s Worksheet ................
4.2 Discussion .......................................................................................
32
32
32
34
36
CHAPTER V CONCLUSION AND SUGGESTION ...............................
5.1 Conclusion ......................................................................................
5.2 Suggestion ......................................................................................
5.2.1 Suggestion for the EYL Teachers ...........................................
5.2.2 Suggestion for the Further Researchers ..................................
REFERENCES
APPENDICES
39
39
40
40
41
REFERENCES
Airasian, Peter. 2003. Educational Research. New Jersey. Pearson Education, Inc.
Arifin, Nur.2008. An Analysis of the Quality of the English Student Worksheet Used
by Second Year of Junior High School Arranged by MGMP Team in
Trenggalek. Unpublished Thesis. Malang: UMM.
Arikunto, Suharsimi. 2010. Prosedur Penelitian. Cetakan Keempatbelas. Jakarta:
Rineka Cipta.
Ary, Donald et al. 2002. Introduction to Research in Education. Sixth Edition. USA:
Holt. Rinchart and Winston, Inc.
Asmawati, Luluk. 2003. The Teaching Technique Used by English Teacher at MIN
Malang I. Unpublished Thesis. Malang: UMM.
Brown,
H.D. 2000. Principles of Language Learning and Teaching. New York:
Addison Welsey Longman.
Brown, Douglas.2001. Teaching by Principles an Interactive Approach to Language
Pedagogy, second edition. Pearson Education Company.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. United Kingdom:
Cambridge University Press.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. England:
Pearson Education Company
Musthafa, Bachrudin. 2010. Teaching English to Young Learners in Indonesia:
Essential Requirements. Unpublished Article. Indonesia University of
Education.
Nurhadi, Achmad. 2001. Teaching English to Young Learner. Unpublished Article.
Universitas Pesantren Tinggi Darul Ulum Jombang.
Philips, Sarah. 1993. Young learners. New York: Oxford University Press.
Rahmawati, Emi. 2003. A Study on the Technique of Teaching English Used at MIM
Pondok Modern Paciran-Lamongan. Unpublished Thesis. Malang: UMM.
Ur, Penny. 1996. A Course in Language Teaching, Practice and Theory. United
Kingdom: Cambridge University Press.
Ward. M Sheila & Reilly Vanessa, 2009. Very Young Learners. Oxford University
Press.
www.cmu.edu/teaching/principles/teaching.html
http://www.wattsenglish.com/for-teachers/teaching-english-to-children/
http://remajasampit.blogspot.com/2013/01/definition-of-teaching-material-andtypes.html
http://www.countryschool.com/ylsig/members/summaries/assessing.htm
http://www.kinderart.com/drawing/
CHAPTER I
INTRODUCTION
This chapter deals with: the background of study, problem of study, objective
of study, significance of study, limitation of study and definition of key terms.
1.1 Background of Study
There has been “English for Young Learner fever” among Indonesian people,
especially those living in big cities. They try to instill English into their children by
sending them to play groups, kindergarten or course offering English designed for
children. Schools which offer bilingual classes are also of parents’ favorite. Having
children who are able to use English seems to be considered a necessity in this current
age of globalization.
Most people think that English is taught best at the early stage. They believe
that the earlier children learn English, and the more exposure to the language, the
better it will be. This is actually a fallacy because the success of foreign language
learning is not merely determined by the age and exposure factors, but there are still
many other factors that have to be considered to make sure that teaching English to
young learner (so forth TEYL) will be effective, such as the nature of language
instruction given, psychological and social factors, teaching material, individual
differences in cognitive and learning styles, and many other factors.
Teaching English in the early age is the best way. It is because children have a
good memory which is very essential in learning process. By the strong memory
children can absorb, analyze, accumulate all of the things that they heard and fit it
1
with the situational data to formulate the rule of action. Children learn with no doubt
and worry or responsibility of anything. But TEYL is different than adults. The
teacher needs special approach and special skills to face children. Harmer (2007:83)
said, “teachers of young learners need to spend time understanding how their students
think and operate.” They need to be able to pick up on their students’ current interest
so that they can use them to motivate the children. In addition, they need good oral
skills in English since speaking and listening are the skills which will be used most of
all at this age. On the other hand they should be able to be a good model. Brown
(2001:99) states that “children are highly dependent on the teacher for models of
language and so a teacher-centered or teacher-fronted classroom is appropriate for
some of the classroom time.” Children may imitate what the teacher does. When the
teacher gives wrong explanation including wrong pronunciation, children will imitate
and the mistakes may become habit for their whole life. In Indonesia, a teacher is
respected and trusted fully by children. Whatever a teacher says or does, students will
just follow.
Students in elementary school are young learner which is considered the most
difficult age to teach, but actually it is the effective opportunity, because children or
young learners always learn based on what they have looked or listened. They never
think if it is wrong or right. Musthafa (2010:121) states that “unlike adults who can
generally learn contextually, children learn and create knowledge base from direct
experiences: from what they can capture using their senses, and from what they
experience directly”.
2
In teaching learning activity, the teacher becomes the most influential person in
the classroom because she/he has to create conducive classroom atmosphere, plan a
variety of teaching learning activities and apply the material effectively. The success
of a teaching learning activity will very much depend on the teachers. It is the same
as TEYL, there are several aspects should be fulfilled by the teacher to prepare in
EYL class. The first is the teacher must love children. If the teacher does not love the
children, he will get difficulty to control the children. The next is the teacher should
be more creative when delivering the material. For example, the teacher uses some
interesting media or method in their teaching process. Then the teacher should be
able to design the interesting class and use various teaching techniques. The aim is to
make children happy and never feel bored when they are studying in the class. The
last, teacher should always give task or worksheet after presenting the material
because by giving task or worksheet the teacher can assess the students’ ability to
absorb the lesson. According to Mardhiah (2012), “as the teacher for young learner,
we have to prepare something that suit on their characteristics when we want to teach
them.”
In this study the writer wants to focus the research on student worksheet used
by student teachers in the 1st grade of EYL course at English Department of UMM.
Worksheet is very important in teaching and learning process, in other words
worksheet is the part of teaching and learning process. The function of worksheet is
to improve students’ ability. By doing worksheet, the student have become
accustomed when they confront some problems in the lesson. According to Wyels
(2013) states that, “Worksheets are an effective tool in ongoing efforts encouraging
3
students to engage their brains during class. Worksheets used in class can also help
direct students' learning out-of-class. In other opinion, Merdekawati (2011) said that:
Using student worksheet in learning process help students to understand the
material by themselves. Student worksheet also gives a large chance for the
students to show up their ability and develop thinking process through looking
for, guessing, and logically.
Using worksheet has been important element in teaching and learning process.
Most of teachers use it to assess the students. However, the teachers have to know the
level of the students because each education level is different. Every education level
must have suitable way and worksheet to improve the students’ ability. There many
type of worksheet which can be given to the students. As well as EYL students, they
need the suitable worksheet which can stimulate their brain. Research on the students
worksheet used by EYL students is important to analyze the whole quality of
students’ understanding. Based on the fact, there were many student teachers of EYL
course at English department of UMM especially in the 1st grade lack of
understanding about student worksheet involved the type and the English component.
Therefore, the writer is interested in doing the research about student worksheet used
by student teachers in the 1st grade of EYL course at English Department of UMM.
Other researcher has conducted research in this field. Nur Arifin (2008)
analyzed about the quality of English students worksheet used by second year of
junior high school arranged by MGMP team in Trenggalek. He found weaknesses in
many aspects as follows; 1) there is no bibliography, 2) there is no table of content in
worksheet even it covered 5 units, 3) there are many punctuation errors, many
sentences end without mark, and 4) each unit has different organization. But in this
4
study the writer merely focus on type and English component of worksheet used by student
teachers in the 1st grade of EYL course at English Department of UMM.
This study is expected to be meaningful in giving information and description
of the student worksheet used in the 1st grade of EYL to improve the quality of the
EYL teaching and students’ ability. Besides that, this research can be used as the
source of information for the next researcher to continue or develop this research.
1.2 Statement Problem
Based on the background above, the problems of this study can be stated as
follow:
1. How is the student worksheet applied by student teachers in the 1st grade of
EYL course at English Department of UMM?
2. What are the types of student worksheet used by student teachers in the 1st
grade of EYL course at English Department of UMM?
3. What are the English components of student worksheet used by student
teachers in the 1st grade of EYL course at English Department of UMM?
1.3 Purpose of Study
The purposes of the study are formulated to answer the research questions. The
purposes are as follows:
1. To describe the student teachers’ ways in applying the student worksheet in
the 1st grade of EYL course at English Department of UMM.
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2. To find the types of student worksheet used by student teachers in the 1st
grade of EYL course at English department of UMM.
3. To find the English components of student worksheet used by student teachers
in the 1st grade of EYL course at English Department of UMM.
1.4 Scope and Limitation
In this study, the writer focuses on the type and the English components
of students worksheet used by the student teachers in the 1st grade of EYL course at
English Department of UMM in academic 2012-2013. Then, the writer limits his
study only the 1st grade of EYL course at English Department of UMM in academic
2012-2013.
1.5 Significance of Study
The writer hopes that this study can give some contribution in teaching English
for young learner or elementary school level. First, English teachers can develop the
teaching activity in the class by using worksheet and it will increase their quality in
teaching and learning process. Besides that, the teacher will also know what is the
suitable worksheet used in teaching EYL. Second, the students will be more
interested and enjoy in studying English. It also will motivate them in learning
process and they can understand the lesson well by doing worksheet.
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1.6 Definition of Key Terms
To avoid misunderstanding, the writer explains some terminologies as follow:
Student worksheet is a page (two) of tasks, distributed to each student to do either
in class or at home, intended to be written on, and usually taken in by the teacher
to be checked (Ur: 1996).
Student teacher is the English students of UMM who take elective subject of
EYL II.
EYL course is the English course for the elementary student that is held by
English Department students of UMM who takes the elective subject of EYL II
at the 7th semester.
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