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It could vary the activities in class and saved students’ spend of attention.
Besides, based on the interview about the use of questions on the worksheets for the test, the researcher concluded that three participants also used
the questions on the worksheet for the test. However, all participants would modify the questions by requiring examples and personal opinion so the
participants could see how good the students comprehend the topic. By then, the students were expected to be motivated to read the book, and to complete the
worksheet independently.
5. Lecturers’ Perception on the Evaluation of Worksheet
The last discussion in this section ends in the discussion about the evaluation process by the lecturers that could help them to measure students’
progress and understanding on the material. The researcher proposed four evaluation process, namely scoring, submission and approval, class discussion,
and presentation. In this discussion, evaluation is an implementation of a monitoring process over the students. According to Ciel 2000, monitoring gives
an opportunity for students to ask questions, air problems, and re-assess their needs.
Participant X assumed that scoring could help herhim to measure students’ understanding on the material. She added that she scored the
worksheets with codes. Participant X admitted that the marks were often totaled to support students’ final mark. Participant X was often disappointed to know how
the students work on the worksheets, on what they wrote on the worksheets. They
75 often only copied and pasted from the book. Therefore, participant X also scored
students from their active participation in class. However, besides scoring, participant X also thought that presentation and class discussion could help
herhim to measure students’ comprehension. For participant Y, submission could help herhim measuring students’
material mastery. Participant Y assumed that with submission she could see which questions were difficult for the students, so later in the discussion she
would focus more on that difficult topic. It was considered enough to detect the problem from submitting the worksheets. Besides submission, participant Y also
interested to have scoring for evaluating students’ work. She explained that she would not give a strict scoring process in that way participant Y could not
differentiate whether the students read from the textbook or copy from their friend. Nevertheless, participant Y would check it from the examples they provide
in the answer. If participant Y asked students to give example and they just copied and pasted from their friend, participant Y thought that it was clear that it was not
their own work. As what participant Z stated in the first subsection the expectation, she
did not use worksheet to get the mark. Participant Z answered she preferred to check students’ comprehension by quizzes, presentation, and class discussion.
Participant Z realized that if the worksheet was not scored, there were tendency in which the students became less motivated to work on worksheet. Therefore,
participant Z would prefer to get mark from quiz than from worksheets. She added, in presentation students participation was also evaluated. How they
76 responded on the explanation of the presenter indicated that they were in the
process of learning independently.
C. Worksheets to Enhance Students’ Independence in Learning
