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a. Questionnaire for Students
In this research, there were 20 closed-ended questions in this first section for the first group of participants that are students. The researcher used Likert
Scale for analyzing the questionnaire. Likert Scale is a scale with a number of points that provide ordinal scale measurement Wiersma, 1995: 183. The
responses were valued from strongly disagree, disagree, doubt, agree, strongly agree. There would be rank form one to five. To answer the questions, the
participants were asked to put a circle on the column based on their choice. By this scale, students’ perception on the use of worksheets in class could be
measured from the total score.
1. The students had good perceptions if the total score was between 80-100
2. The students had average perceptions if the total score was between 41-79
3. The students had poor perception if the total score was between 20-40
The categories of making these classifications were based on the consideration that:
1. The maximum total score of fully agree was 100 5x20 items.
2. The maximum total score of agree was 80 4x20 items.
3. The maximum total score of doubt was 60 3x20 items.
4. The maximum total score of disagree was 40 2x20 items.
5. The maximum total score if fully disagree was 20 1x20 items.
Questionnaire blueprint for the first group of participants was made to see the validity of the test. The blueprint of questionnaire for the first group of
participants can be seen in Appendix 2.
34 The blueprint shows that the questionnaire used in this research was
divided into five main parts. The purpose part is aimed to investigate whether students know the purpose and advantages of worksheets. The validity part was to
find out if the worksheets designed by the lecturers can help students in understanding the material seen from the content of the worksheet and the
instructions in the worksheet. In the form part, the questions deal with kinds of forms that mostly help students in comprehending the material. The
implementation part is aimed to investigate how students work on worksheets.
The last part, evaluation, was to investigate appropriate evaluation process needed by students. Those parts are mainly employed to find out whether students have
good or bad perception towards the use of worksheets. Another type of questionnaire that the researcher used; open form or
unrestricted, allow respondents to answer andor opinion in their own way. This questionnaire provides W-H question items instead of Yes-No question items. The
researcher proposes 5 five open form questions in the second section of the questionnaires. This form of questions is aimed to obtain deeper answer focused
to the reasons, expectations and experiences dealing with worksheets. It is in conjunction to Best’s statement 1970: 163 that open form questionnaire may
have advantages in the greater depth of response since the respondents are given chance to reveal their thought, feeling and reasons for their responses toward the
topic discussed. In regard to the possible longer response and greater effort to the questions on the part of respondents, the returns are often meager. Also, Best
1970: 163 added, “Close form item is sometimes difficult to interpret, tabulate,
35 and summarize in the research report.” The questionnaire that the researcher set is
the combination of closed- and open-type items.
3. Interview
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