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4 Self-concept
According to Altman, et., al., 1985: 90, self-concept is the way an individual person feels about and perceive hisherself. Similarly, Warga 1983:
81 states that self-concept is a self-describing expression or an internal view of how oneself sees himself, not as what he says about himself or what other people
see him. The self-concept is essential since our psychological image of ourselves determines much of what then we perceive and do. If a student sees himself as a
persistent student, he will likely to be persistent no matter difficulties in learning await.
B. Theoretical Framework
This research focuses on students’ and lecturers’ perception on the use of worksheet in classroom activities. Besides, it attempts to discover how lecturers
implement worksheet in class and also the contribution of worksheets on students’ motivation to study independently. Therefore, in this research the researcher
exposes three major parts of theories, namely independent learning, teaching- learning media, and perception. Those theories are employed to provide a basis
for digging out students’ and lecturers’ perception on the use of worksheets in teaching and learning process.
Independent learning enhancement process for students should become the focus in learning. Students have basic needs as individuals and as members of a
society that can be obtained through independent learning practice run in school level. Therefore, students’ active participation in the society, autonomous
25 character, independence in broader scope beyond school would become the goals
of independent learning. By implementing their independence in learning, students increase their awareness on their own limitations and manage them
Meyer, et. all, 2008, and also students might get involved in the society since learning activities can be done outside the classroom Purwadi, 1980. In
concerning to those benefits, evaluation processes are required. Regular checks and reflection administered by the lecturers can be beneficial to evaluate how the
process going on. The use of media is crucial to improve students’ understanding on a
certain material. The use of worksheets as media in teaching-learning process administered by lecturers can also be valued as the implementation of cognitive
and affective theories. Learning is an emotional experience, and the feelings that are involved in their learning process will have a crucial bearing on the success or
failure of the learning Hutchinson, 1987:47. Worksheet does not contain raw material of the topic as what students can find in material summary. The
implementation of worksheet is to make students more motivated and autonomously productive in exploring information so they might obtain deeper
understanding on the material given. Certainly, to make worksheets effectively and efficiently facilitate the lecturers and the students, there are several
considerable processes and criteria in designing worksheets. According to Graham 1998, designing worksheets should cover planning, preparing, making the
content, and evaluation process.
26 Certainly lecturers have expectations in administering worksheets in
classroom activities. It might be considered as one of the techniques used to encourage students motivation and understanding on the lesson. However, how do
students perceive the use of worksheets in teaching-learning media? Do they perceive this technique positively or negatively? According to Altman, et al,.
1985, the way the students perceive on something influences their behavioral responses. Students’ positive or negative responses depend on students’
perception on something. Positive perception may lead to positive behavioral responses that may hold up teaching-learning activities and achieve the goal of the
course. Those theories facilitate the researcher to answer the questions formulated
in the previous chapter. All questions to both groups of the participants cover the theories except the discussion about designing worksheets, which is only aimed to
the lecturers; the group of participants which deals with designing process.
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CHAPTER III METHODOLOGY
This chapter discusses the methodology used to conduct the research. This chapter is divided into six main parts, namely, research method, research
participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research tried to describe the situation as it is. Therefore this research was categorized as descriptive research. As stated by Gall 2007: 300, descriptive
research is a type of quantitative research that involves making careful descriptions of educational phenomena. While according to Best 1986: 23,
“descriptive research describes and interprets what is, describing, recording, analyzing, and interpreting conditions that exist. It involves some type of
comparison or contrast and attempts to discover relationships between existing nonmanipulated variables.” Ary, Jacobs, and Razavieh 1979: 295 state:
Descriptive studies are designed to obtain information concerning the current status of phenomena. They are directed towards determining the
nature of a situation as it exists at the time of the study. There is no administration or control of a treatment as is found in experimental
research. The aim is to describe “what exists” with respect to variable or conditions in a situation.
This research belongs to descriptive research since this research was designed to obtain information concerning the current status of phenomena; that is
