36 for the lecturers; the preparation part is aimed to find out lecturers’ preparation in
designing and using worksheet. The blueprint can bee seen in Appendix 8.
For the second group, the questions were focused on lecturers’ expectation, worksheets implementation in class, the importance of independent
learning for students from according to lecturers, and lecturers’ efforts to raise students’ awareness on the importance of worksheets to acquire students’
independent learning skills. In this process, the interviewer was encouraged to be proactively response the answers and added several detailed questions dealing
with personal experiences. The process set by the researcher was in line with Young’s statement 1966 as quoted by Best 1970, “Through the interview, the
researcher may stimulate the subject or participant to greater insight into his own experiences, and thereby explore significant areas is not anticipated in the original
plan of investigation.” The researcher added some additional questions to dig deeper to
participants’ perception. According to Young 1966 which is quoted by Best 1970: 186, the interview is, in a sense, an oral questionnaire. Instead of writing
the response, the participants or the interviewees give the needed information verbally in a face-to-face relationship. In conducted the interview, the researcher
used voice recorder to help him keeping the information from the interviewee.
D. Data Gathering Techniques
To obtain the first data, the researcher distributed questionnaires to students in sociolinguistics, RELT, phonetics and phonology and AMT class from
37 the academic year of 2007 and 2008 with different competences and experiences
that the researcher did not know before. In distributing questionnaire, the researcher reminded the participants to read the instruction first before filling the
questionnaire. Also, the researcher explained the purpose of distributing questionnaire so hopefully the participants would be responsible with their
answers. Afterwards, after the data collected and processed, the researcher then
moved to the third data gathering technique; that was interview for both groups of participants. The purpose of the interview was to gain further information or data
which was not acquired from the questionnaire. By conducting interview, the researcher expected the participants might give honest and explicit answer or
feeling on the use of worksheet in teaching-learning process. Voice recorder was used to help researcher keeping data which was given orally by the interviewee
and also saving time. Recording interviews on voice recorder is convenient and inexpensive, and obviates the necessity of writing during the interview Best,
1970. The researcher explained the purpose and the sequence of the interview in the beginning of the questioning process.
E. Data Analysis Techniques
1. Data from Questionnaire
To measure students’ and lecturers’ perception, the researcher used Likert Scale. The range of the response was from strongly disagree to strongly agree.
The scoring indicated their degree of agreement. The degree of agreement and the
38 scores could be classified as follows: 1 strongly disagree, 2 disagree, 3 doubt,
4 agree, 5 strongly agree. Percentile rank was used to express the position of the level of agreement of a statement to other statements. This scoring process
have universal meaning and familiar concept in which the higher the score of the percentages means high in any distribution and the lower ones mean somewhat
low in any distribution. The percentages showed the factual findings on the phenomenon. The researcher calculated the raw data from the questionnaires into
percentages This calculation pursued one goal that is to inform the researcher about
their tendency on each item. The formula was as follows. ∑ χ
X 100 ∑ n
in which: ∑ χ
= The number of students based on the degree of agreement ∑ n = The number of all students
From the open-ended questionnaire the researcher classified the answers from the students. Then the researcher ranked of the reasons stated by the
students. The researcher calculated the percentages from the classification so the most rated answers can be seen.
2. Data from Interview
In form of paragraph, the researcher analyzed and present data from open form questions and structured interview. The researcher made summary and drew
conclusion based on the data obtained from the interview and compared,
39 contrasted, and categorized the findings to facilitate the researcher in presenting
the findings. The result was expected to give clear image of how lecturers and students drew perception towards the use of worksheet in teaching-learning
process and whether students might be cooperative to achieve independent learning.
F. Research Procedure
The researcher had several steps which were essential to research procedure. To begin with, the researcher decided the topic for the research. Then,
the researcher formulated research problems. After that, the researcher conducted survey as the application of descriptive research. The survey was run by
employing questionnaire and interview. The following are the procedures the researcher conducted the research.
Firstly, the researcher asked permission to conduct researches in some classes after he consulted the questionnaire and interview guide to the research advisor.
After he got the permission, he distributed the questionnaires in 4 four classes and analyzed the findings. Then, he determined the possible participants for the
interview. He customized the interview guide based on the findings from the questionnaire. The next step, the researcher conducted interview with the students
to verify the data acquired from the questionnaire and continued the research by analyzing the findings. Then, the researcher reanalyzed all findings from
questionnaire, interview and correlated them so the findings would be reliable. At last, the researcher presented the findings.
40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the data acquired from the result of questionnaire and interview from both groups of participants; students and
lecturers. This chapter answers three questions stated in the problem formulation. Therefore, there will be three discussions in this chapter. The first one is the
discussion about students’ perception on the use of worksheet in learning process. The second part discusses lecturers’ perception towards the use of worksheet in
teaching process. The third part is the discussion of how worksheets enhance students’ independence in learning.
A. Students’ Perception on the Use of Worksheet in Learning Process
This section answers the first question in the problem formulation. This section is divided into five main parts, namely students’ perceptions on the
purpose, the validity, the format, the implementation, and the evaluation of worksheet.
1. Students’ Perception on the Purpose of Worksheet
Researcher employed questionnaire to acquire the first data about how students conceived the purpose of worksheet given by the lecturers in learning
process. Close-ended questionnaire was to measure students’ state of agreement or disagreement on the statement, while open-ended questionnaire was to find
supporting reasons of certain questionnaire features. To support and verify the
