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
The discussion in this subsection deals with what worksheet format the lecturers mostly used in order to help them delivering the material. Participant X
mostly used the combination of summary and question because she argued this format could help herhim to see whether the students really understand the
material or not. Another reason was that students were trained to answer the question clearly but in limited space on the worksheet. Participant X assumed that
this technique could improve students’ writing and paraphrasing skill. For participant Y, summarizing and giving example were two types of
formats that could help herhim delivering the material. Participant Y emphasized that summary was usually used for linguistic classes and it was in form of
questions related to the main point of a discussion. Participant Y added that by asking students to give example on particular topic could help students more in
understanding the material and differentiating terms or discussion which were alike.
Participant Z also tended to use the combination of summary and question format. Participant Z assumed that in summary format the important activity was
not reading the textbook in detail but reading the main ideas of the material. This was believed to help students keeping the information longer in mind.
71
4. Lecturers’ Perception on the Implementation of Worksheet
In this section, the discussion about the implementation of worksheet by lecturers deals with the moment the participants distributed the worksheet to the
students. Also, the discussion will be about if the participants used the questions and exercises on the worksheet for tests or exams.
Based on the interview, participant X admitted that she preferred to distribute the worksheets after the material is delivered. She assumed that by
giving the worksheets after the material was really helpful moreover if the participant run out of time to lecture the material. It was also considered useful
because not all the discussions could be covered in allocated time. The amount of material and students’ attention also played a role in that phenomenon. Participant
X added that the students’ spend of attention were also limited, so giving them worksheets as assignments or independent tasks was a good solution so students
could learn the material by not being dependent to their lecturer. Participant Y usually distributed worksheets before she delivered the
material. If she planned to discuss a new topic on the coming week, so she would make it possible for the students to study the material before class by
providing worksheets at the secretariat or in the meeting before. It was like what participant Y expected from distributing worksheet; that was to make the students
read the material before class. Participant Y did not put a high demand to the students as far as the students read the textbook. She expected the students to
read the book and complete the worksheet or at least to try finding the answer and then highlighting the textbook. Participant Y tolerated if they could not complete
72 it all at once but at least they had tried to read the textbook and tried to find the
answers. Participant Z admitted that she often used worksheets as presentation
guidance material. Referring to this aim, participant Z distributed worksheets in two moments; they were before and at the moment the material is discussed.
Participant Z would give the worksheet before the material or a week before only to the appointed presenters. It was aimed to the presenter to prepare the material.
In other hands, the audience would get the worksheets on the day when the material was presented. It saved time in delivering the material.
Based on the findings from the questionnaire and interview to the students, the researcher tried to verify the findings with the lecturers about the use of
questions and exercises on the worksheet for the test. Participant X admitted that she sometimes used the questions on the worksheet as the question in the test.
Participant X avoided using the questions verbatim for the test. She would develop and modify the questions usually by asking students to give example or
personal opinion based on their understanding. Participant Y directly stated that she rarely used the same questions from
the worksheets for the test. Participant Y explained that the questions on the test were not as long as them on the worksheets. She added, the answers of the test
questions did not require long explanation as the answers on the worksheets. Participant Y would modify the questions for the test into more comprehensible
ones and to be more specific. While, participant Z usually used the questions on the worksheets for the test but in different form. Participant Z admitted that she
73 always told the students that the questions on the worksheets would possibly be
found on the test. She added that this technique was aimed also to motivate students to complete their worksheets.
From the findings above, three participants had strong reason for distributing the worksheets on the moment they used to in which these brought
advantages. To be concluded, the advantages were: a.
Before 1
Students had enough time to work on worksheet without any pressure on time limitation so they could get better understanding on the
material. 2
Students read the textbook before class so they would have background knowledge for the coming discussion.
3 Students were given freedom but with responsibility to study
independently. b.
At the moment 1
It minimized the lecturing process. 2
It trained students to concentrate during the material delivery held by the lecturer or the presenters students listened, analyzed, gave
opinion, and wrote the result. c.
After 1
It was helpful to finish the material in case the topic could not be finish in allocated time.
74 2
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
