Time Spent of Doing English Homework

23 word. The surprising statement came from Fanna. He explained that he never asked his friend or sibling if he faced the difficulties. He used the internet and did his best. Meanwhile, negative attitude is shown by the students when they completed English homework at school bef ore English class began to plagiarize their friends‟ homework because they forget to do their homework or the English homework was too difficult to do at home. There are two different reasons from Junu and Damma: I ever forgot to complete English homework, so I completed it in the school before class begins Junu BA, my translation. Sometimes, I do not complete my English homework because the assignment is too difficult for me. So, I do it in the school before English course begin Damma A, my translation. Many students who start studying with enthusiasm become disheartened when they discover that little has been accomplished. As a result, negative attitude is shown when some of them did not have a desire to complete English homework. Therefore, this condition makes them complete English homework in school.

d. Time Spent of Doing English Homework

Each student has a different amount of time to complete English homework. They explained that time spent of doing homework depend on level difficulties of English homework. Here are the samples of interview excerpts: I just need 15 minutes to complete multiple choice of English homework Damma A, my translation. The teacher often gives us multiple choice exercise as a homework for national examination preparation and I need 1 hour to complete this English homework because I have to open the dictionary to know the meaning of difficult words Yasti AA, my translation. If I get another homework, I need 2 hours to complete English homework but I just need 1 hour if I do not have another homework Wiwit A, my translation. 24 One of the more contentious issues in homework debate is a number of time students should spend on homework. Cooper 1989 reported that for junior high school students, they spend 1 to 2 hours to complete homework. A significant proportion of the research on homework indicates that the positive effects of homework relate to the amount of time to complete English homework. This finding also similar with Cooper 1989 that the students mention that they need 15 minutes until 2 hours to complete English homework. CONCLUSION The purpose of the study was to find out the students‟ attitude toward individual English homework in SMP N 1 Banyubi ru. The research question is “What are the students‟ attitudes toward individual English homework?‟ The participants were 9 of ninth grader in SMP N 1 Banyubiru. English homework plays important roles in junior high school. The students explained that English homework was important to improve their language proficiency, especially in understanding English materials. They also believed that completing English homework helped them in doing English test. Moreover, one participant stated that completing English homework measure their ability in understanding the materials. It means she completed English homework to know her language proficiency level. The most important thing by conducting this research was the researcher found the surprising fact that their grade showed their negative and positive attitudes in completing English homework since the participants were divided into three strata based on their English grade in the first semester. The students in above average group ≥ 80-100 and average group ≥ 60-79.9 showed their positive attitude because they completed English homework frequently and gave their effort to complete English homework at home by themselves. Meanwhile, the students in below average ≥ 0-59.9 showed a negative attitude toward English homework because sometimes they completed English homework at school to 25 plagiarize their friends‟ homework. Besides, one participant explained that she completed English depend on her mood. It means she completed English homework if she was in good feeling. The present study may help the students to develop good habits and self-discipline by fostering initiative and independence to complete English homework. Besides, it also may encourage and support the students to complete English homework. However, this study has some limitations. The first one is limited to time in doing the interview. English teacher in Banyubiru gave the researcher opportunity to conduct the interview with 9 participants in two meetings. It is because the students had to focus on national examination preparation since the participants were ninth grader of junior high school. The second one is the researcher had to follow English teacher‟s schedule in doing the interview. For further study, I hope that the researcher can investigate types of English homework that increase their motivation to complete English homework frequently. 26 References Abdrahim, A, H. 1996. Project of implementing the school assignments to the 1st and 2nd Elementary grades inside the classroom under the school‟s supervision. Bulletin of the Faculty of Education, University of Qatar , 68 , 121-152. Abu-Hilal, M. 2013. Attitudes toward school, homework, subject matter value, self-concept and positive affect: A structure equation model. Retrieved September 22, 2015 from http:www.iea.nlfileadminuser_uploadIRCIRC_2013PapersIRC-2013_Abu- Hilal_etal.pdf Arthurs, L., Templeton, A., 2009. Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course. Journal of Geoscience Education , 57 , 256. Carlsson, T. 2008. Homework for English from the students perpectives. Sweden: Malmö Högskola. Retrieved September 22, 2015 from https:dspace.mah.sebitstreamhandle20437664dissertation20thomas20carlsso n.pdf?sequence=1 Cassell, C., Symon, G., Eds.. 1994. Qualitative research in work contexts. London: Sage. Cooper, H. 1989. Homework . White Plains, N.Y: Longman. Cooper, H. 2001. The battle over homework 2nd ed.. Thousand Oaks, CA: Corwin Press. Cooper, H., Robinson, J. C., Patall, E. A. 2006. Does homework improve academic achievement? A synthesis of research, 1987 –2003. Review of Educational Research, 76 1, 1 –62. Cooper, H., Valentine, J. C. 2001. Using research to answer practical questions about homework. Educational Psychologist , 36 3, 143-153. Cooper, H. 2007. The battle over homework: Common ground for administrators, teachers and parents 3rd ed.. Thousand Oaks, CA: Corwin Press. Darling-Hammond, L., Olivia, I. 2006. If Theyd Only Do Their Work Educational Leadership, 63 5, 8-13. Fisher, D., Frey, N. 2008. Homework and the gradual release of responsibility: Making responsibility possible. The English Journal, 98 2, 40 –45. Gardner, R. 1985. The role of attitudes and motivation . Social psychology and second language learning. London: Edward Arnold. Hong, E., Milgram, R. M. 2000. Homework: motivation and learning preference. Westport, CT: Bergin Garvey. 27 Kara, A. 2009. The effect of a learning theories unit on students‟ attitudes towards learning. Australian Journal of Teacher Education, 34 3, 100-113. Kitsantas, A., Cheema, J., Ware, H. 2011. Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22 2, 310 – 339. doi:10.11771932202X1102200206 Kohn, A. 2007. Rethinking homework: Daily homework is the rule in most schools. Why not make it the exception? . Gazette, 5 2. Markow, D., Kim, A., Liebman, M. 2007. The homework experience . MetLife survey of the American teacher. Marzano, R. 2007. Research and theory on homework. The English Journal, 1 1. 70-71. Nasir, M .2015. Bilingual curriculum to be compulsory in universities starting from 2016. The Jakarta Post. I-3. Retrieved January, 18 2015 from http:www.thejakartapost.comnews20160118bilingual-curriculum-be- compulsory-universities-starting-2016.html Perry, F. L. 2011. Research in applied linguistics: Becoming a discerning consumer 2nd ed.. New York, NY: Routledge. Patton, M. 1990. In qualitative evaluation and research methods . Baverly Hills: CA Sage. Republik Indonesia. 2006. Peraturan Menteri Pendidikan Nasional No.22 Tahun 2006 Tentang Standar Isi . Kemendikbud: Jakarta. Retrieved September 28, 2015 from http:sdm.data.kemdikbud.go.idSNPdokumenPermendiknas20No202220Tah un202006.pdf Republik Indonesia. 2013. Peraturan Menteri Pendidikan Nasional tentang kerangka dasar dan struktur kurikulum sekolah menengah kejuruanmadrasah aliyah kejuruan. Kemendikbud: Jakarta. Retrieved January, 18 2015 from http:luk.staff.ugm.ac.idaturbsnpPermendikbud70-2013KD-StrukturKurikulum- SMK-MAK.pdf Saunders, M., Lewis, P., Thornhill, A. 2007. Research methods for business students 4th ed. Prentice Hall. Wilson, J., and Rhodes, J. 2010. Students perspectives on homework. Education, 131 2, 351-357. Xu, J., Yuan, R. 2003. Doing homework: Listening to students, parents, and teachers voices in one urban middle school community. School Community Journal , 13 , 25 – 44. 28 ACKNOWLEDGEMENT This research was accomplished with the help of many people. First, I would like to thank to Allah SWT because Allah gives me a soul that never loses faith and my prophet Muhammad as my inspiration to write this thesis. I would like to appreciate and thanks for my supervisor Ibu Anne Indrayanti Timotius, M.Ed. and Ibu Rindang Widiningrum, M.Hum. because their patience and kindness in guiding me until I finished my thesis. Also, thanks for all participants who help me in collecting data. Special words for my family due to support and motivate throughout the whole thesis process. I am indebted to the participants for the patience and dedication to my thesis. The last but not least, I am also thankful for my best friends; Intan Ariani, Hapsari C. Hanandya, and Rahmawati Rifka Y. who always beside me. 29 APPENDIX These are the original interview question from the previous study and the translate form: Attitudes towards homework  What advantages andor disadvantages do you see about homework for English?  How do the students perceive the reasons for getting homework for English? To what extent are they involved in the process of setting and planning homework?  To what extent is homework discussed in class?  To what extent is homework stressful? To what extent does homework intrude on their social activities outside of school? To what extent do the students find that they have enough time for doing their homework for English?  Which alternatives to homework are there? What would it be like without homework for English? To what extent are they given extra time in school for homework, and what do they think about that?  The curriculum and the syllabus say that the students need to learn how to take responsibility. To what extent is homework an effective instrument for this? Engagement in homework  How much time is spent on homework in general? Time spent on English homework?  What do they think about being helped by someone at home when doing their homework for English? Do they have any siblings? If yes, what do their siblings think about homework? Who else can they turn to for help?  Where and how do they prefer to do their homework? Alone? With others? In school? At home? 30 The nature of homework tasks  To what extent do they see that there are different kinds of homework tasks for English? Which are the different tasks?  To what extent do they see that different tasks are better than others, regarding how they learn new things? To what extent have they found a way to do their homework that suits them the best?  To what extent do they think that homework tasks are adapted to the individual learner‟s level and ways of learning English? 31 Developed-Instrument A. Warm-up Phase a. Introduce self b. Tell the purpose of the interview c. Ask participants‟ demographic info, name, and students‟ grades on English course, and contact information.

B. Opening Phase

a. Berapa kali Anda mendapatkan mata pelajaran bahasa Inggris dalam

seminggu? Berapa jam dalam sehari? b. Berapa kali Anda mendapatkan PR Bahasa Inggris dalam seminggu? c. Guru memberiakan PR bahasa Inggris dengan tipe soal seperti apa? open- ended questions, multiple choice, matching, fill in the blank. d. Guru Anda memberikan PR bahasa Inggris sebelum atau setelah menjelaskan materi?

C. Expanding Phase Detail

1 Students‟ cognition beliefs or opinion a. Menurut Anda apakah PR bahasa Inggris itu penting? b. Menurut Anda apa manfaat dari PR bahasa Inggris? c. Apakah ada kerugian dari PR bahasa Inggris? Jelaskan. d. Menurut Anda apakah mengerjakantidak mengerjakan PR bahasa Inggris akan memperngaruhi nilai bahasa Inggris Anda? 2 Students‟ affection feeling and emotion a. Apa yang Anda rasakan setelah mendapatkan PR Bahasa Inggris? Jelaskan. b. Materi bahasa Inggris tentang apa yang paling Anda sukai?