Students` and lecturers` perception on the use of worksheets as teaching media to enhance student`s independence in learning - USD Repository
STUDENTS’ AND LECTURERS’ PERCEPTION ON THE USE OF WORKSHEETS AS TEACHING MEDIA TO ENHANCE STUDENT’S INDEPENDENCE IN LEARNING A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Ade Wira Sanjaya
Student Number: 061214095
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERISTY YOGYAKARTA 2010
STUDENTS’ AND LECTURERS’ PERCEPTION ON THE USE OF WORKSHEETS AS TEACHING MEDIA TO ENHANCE STUDENT’S INDEPENDENCE IN LEARNING A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Ade Wira Sanjaya
Student Number: 061214095
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERISTY YOGYAKARTA 2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
BELAJARLAH UNTUK MENJADI rendah hati, DAN
SEMOGA ENGKAU AKAN LEBIH
MENGERTI…
I dedicate this thesis to: My family,
…and everyone who stays in my heart.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATE EMENT OF F WORK’S ORIGINAL LITY
I honesty de I eclare that th his thesis, wh hich I have written, doe es not contai n the work or parts of t o the work of other people e, except tho ose cited in the quotatio ons and the references, a r as a scientifi c paper shou uld.
th
Yogyakarta
a, December 10 , 2010 T The Writer,
Ade e Wira Sanja aya 061214095
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT Sanjaya, Ade Wira. 2010. Students’ and Lecturers’ Perception on the Use of
Worksheets as Teaching Media to Enhance Students’ Independence in
Learning. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Independent mentality and self-discipline are so valuable to the workplace in which students apply the hard and soft skills. One of techniques to enhance students’ independence in learning is by using worksheets in learning process as what was implemented by lecturers in English Language Education Study Program of Sanata Dharma University. In this research, there are three problems formulated. They are: 1) What are students’ perceptions on the use of worksheet in learning process?, 2) What are lecturers’ perceptions on the use of worksheet in teaching process?, and 3) How do worksheets enhance students’ independence in learning?
According to Kesten (1987) in the process of acquiring independent learning, learners do not only develop knowledge and skills, but also develop the value and attitudes needed to be responsible for any decisions they made and actualize them in real action. Through the process, learners are expected to acquire their basic needs as individuals and as the part of society (Regina, 1988). This goal can be acquired by using worksheets in learning process because worksheets have benefits to explore personal experiences and develop teamwork
th skill for students (Worksheetlibrary.com: accessed on January 9 , 2010).
This research belongs to descriptive research. To answer the questions, the researcher employed the questionnaire and the interview to the students and the interview for the lecturers as the implementation of survey research.
The findings show that most of the students and the lecturers perceived the use of worksheets in teaching-learning process positively. Both groups of participants understood the purpose of worksheets and their importance in forming independent learning habit. However, although students had perceived the use of worksheets positively, they did not always show positive behavioral responses along with particular difficulties they faced. Class discussion and scoring were the evaluation processes that were considered helpful to measure their works. The lecturers believed that worksheets bring advantages for students and lecturers. Therefore, lecturers tried to set good worksheets focusing on the content validity. Lecturers were helped to measure students’ progress from submission, scoring, and class discussion as the evaluation process.
Worksheets were believed to enhance students’ independence in learning since worksheets had values of independent learning like sharpening responsibility and self-discipline, forming teamwork and individual competence, fostering self-evaluation, growing maturity. Therefore, students need to be aware of the importance of worksheets and independent learning and to motivate them to grow into better persons. Lecturers also need to vary the learning techniques to be creative to keep the students motivated in the learning process. In this research, it was found that worksheets can also be used as assessment and test preparation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Therefore, the researcher expects that the future researcher presents deeper on the use of worksheets as assessment and test preparation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sanjaya, Ade Wira. 2010. Students’ and Lecturers’ Perception on the Use of
Worksheets as Teaching Media to Enhance Students’ Independence in
Learning. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Mental mandiri dan disiplin diri sangat berguna di dunia kerja dimana siswa menerapkan hard skill dan soft skill mereka. Salah satu teknik untuk meningkatkan kemandirian belajar siswa adalah dengan menggunakan lembar kerja siswa (LKS) seperti yang diterapkan oleh dosen-dosen di Program Studi Pendidiakn Bahasa Inggris, Universitas Sanata Dharma. Dalam penelitian ini, ada tiga pertanyaan yang dirumuskan, yakni: 1) Bagaimana persepsi siswa terhadap penggunaan LKS dalam proses belajar?, 2) Bagaimana persepsi dosen terhadap penggunaan LKS dalam proses mengajar?, dan 3) Bagaimana LKS meningkatkan kemandirian belajar siswa?
Menurut Kesten (1987), dalam proses memperoleh kemandirian belajar, siswa tidak hanya mengembangkan pengetahuan dan keahlian, tetapi juga nilai- nilai dan sikap yang diperlukan untuk bertanggung jawab atas keputusan yang mereka buat dan merealisasikannya. Melalui proses tersebut, siswa diharapkan memenuhi kebutuhan dasar mereka sebagai individu dan sebagai bagian dari masyarakat (Regina, 1988). Tujuan ini dapat dicapai melalui penggunaan LKS dalam proses belajar karena LKS mempunyai manfaat untuk menggali pengalaman pribadi dan mengembangkan kemampuan bekerja sama (Worksheetlibrary.com: diakses pada 9 Januari 2010).
Penelitian ini merupakan penelitian deskriptif, berfokus pada survei. Untuk menjawab pertanyaan, peneliti menggunakan angket dan interview kepada siswa dan interview kepada dosen sebagai penerapan dari penelitian survei.
Hasil penelitian menunjukkan bahwa sebagian besar siswa dan dosen mempunyai persepsi positif terhadap penggunaan LKS dalam proses belajar mengajar. Kedua grub responden mengerti tujuan dan pentingnya LKS dalam membentuk kemandirian belajar sebagai sebuah kebiasaan. Akan tetapi, meskipun para siswa mempunyai persepsi positif, mereka tidak selalu menunjukkan respon positif karena habatan dan kesulitan-kesulitan yang mereka hadapi. Pembahasan kelas dan penilaian merupakan proses evaluasi yang dianggap sangat membantu untuk mengukur pekerjaan siswa. Para dosen menganggap LKS memiliki keuntungan-keuntungan bagi siswa dan dosen. Sebab itu, dosen memfokuskan pembuatan LKS pada validitas isi LKS. Para dosen terbantu untuk mengukur kemajuan siswa dari proses evaluasi dalam bentuk pengumpulan, penilaian, dan pembahasan kelas.
LKS dianggap dapat membantu siswa untuk meningkatkan kemandirian belajar karena LKS memiliki nilai-nilai untuk belajar mandiri, sepeti mengasah rasa tanggung jawab dan disiplin diri, membentuk kompetensi bekerja individu dan kelompok, membantu perkembangan kemampuan evaluasi diri, dan menumbuhkan kedewasaan siswa. Oleh karena itu, siswa perlu menyadari pentingnya LKS dan kemandirian dalam belajar dan perlu memotivasi diri sendiri
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
untuk tumbuh menjadi pribadi yang lebih baik. Dosen juga perlu memberikan variasi dalam teknik mengajar dan menjadi kreatif untuk dapat menjaga siswa tetap termotivasi dalam proses belajar. Dalam penelitian ini, diketahui bahwa LKS juga dapat digunakan sebagai penilaian dan persiapan untuk tes. Oleh karena itu, peneliti mengharapkan peneliti yang akan datang dapat memaparkan lebih dalam kegunaan LKS sebagai media penilaian/evaluasi dan untuk persiapan tes atau ujian.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMB BAR PERNY YATAAN P PERSETUJ JUAN
PUBLIK KASI KARY YA ILMIAH H UNTUK K KEPENTIN NGAN AKA ADEMIS
Y Yang bertan nda tangan di i bawah ini, saya mahasi iswa Univer rsitas Sanata Dharma: Nam ma : Ade Wira Sanjay ya Nom mor Mahasisw wa : 0612 214095
Demi penge D embangan il mu pengeta ahuan, saya memberikan n kepada Pe erpustakaan Universitas U Sanata Dhar rma karya ilm miah saya ya ang berjudul l:
STUDEN NTS’ AND L LECTURER RS’ PERCE EPTION
ON N THE USE OF WORK KSHEETS A AS TEACH HING MEDI
IA TO E ENHANCE STUDENT’ ’S INDEPE ENDENCE I
IN LEARNI
ING
b beserta pera ngkat yang diperlukan ( (bila ada). D Dengan demi ikian saya m memberikan k kepada Per rpustakaan Universitas Sanata D Dharma hak k untuk m menyimpan, m mengalihkan n dalam ben ntuk media lain, menge elolanya dal lam bentuk pangkalan data, mendis d stribusikan s secara terba atas, dan me mpublikasik kannya di in nternet atau m media lain u untuk kepent tingan akade emis tanpa p erlu memint ta ijin kepad a saya atau m memberikan n royalti kep pada saya se elama tetap m mencantumk kan nama sa aya sebagai penulis. p Demikian pe D ernyataan in i saya buat d dengan seben narnya, Dibuat di Yo D ogyakarta Pada tangga P al : 10 Desem mber 2010 Yang menya Y atakan ( (Ade Wira S Sanjaya)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
After the completion of this little piece of hard work, I would like to thank to Yesus Kristus Sang Pemberi Harapan for His wonderful blessing, for His endless love and timeless guidance and for the strength He has given to me.
My deepest gratitude goes to my only one sponsor Carla Sih Prabandari,
S.Pd., M.Hum. for her guidance and assistance during the process, her
willingness to spend her time reading and correcting my thesis patiently, and her advice as well as her encouragement from the beginning of the research until the accomplishment of this thesis. I would also like to express my sincere thankfulness to all of ELESP lecturers, secretariat (especially C. Tutyandari,
S.Pd., M.Pd., Drs. J.B. Gunawan, M.A., Dr. Retno Muljani, M.Pd., Maria
Martarina Pramudani, Chatarina Artilantari) and students of 2008 and 2007
batches for supporting me to complete my thesis and for being my teachers for
many splendid and worthy things.My special regards and gratitude are presented to my beloved family,
Bapak Yustinus Prawito, Ibu Eko Sri Asih, and Dek Berta Avin Prastika.
Family’s love, jokes and laugh, care and prayers to me always give me strength to reach my dreams. Grandma, aunties, uncles, and cousins are indivisible parts in my life. We are the cooperative and supportive one big family. I thank for the spirit in life that encourages me to do the best in this life.
Appreciation is also addressed to Neng Nidya Pudyastiwi who had helped me to find the phone numbers for the interviewees, Pancasona Aji, S.Sn. and all
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Cantus Firmus singers who gave me lots of chances to sharpen my skills and to
develop my personality in PSM Cantus Firmus since my first year in Sanata Dharma University. There were many great and challenging times that forced me to manage my time and energy well. I would like to thank for those unforgettable learning processes! I would also thank to all partners and students in LBUSD who grew together with me. Also, I would never forget to thank to everyone who had
support the completion of this thesis that I cannot mention. We have good
synergy. Spread it out!! Finally, I address the simplest grateful to the last but the crucial element in this whole processes, that is I, myself. Without encouraging, motivating myself, and self-esteeming, I will never finish this project.
Ade Wira Sanjaya
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE …………………………………………………………………….. i APPROVAL PAGES ……………………………………………………………. ii DEDICATION PAGE …………………………………………………………... iv STATEMENT OF WORK’S ORIGINALITY ………………………………….. v ABSTRACT …………………………………………………………………….. vi
ABSTRAK ……………………………………………………………………… viii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS ................................................................................ x
ACKNOWLEDGEMENTS .................................................................................. xi TABLE OF CONTENTS ……………………………………………………… xiii LIST OF TABLES …………………………………………………………… xviii
LIST OF FIGURES …………………………………………………………… xix LIST OF APPENDICES ……………………………………………………….. xx
CHAPTER I: INTRODUCTION ………………………………………………... 1 A. Research Background ……………………………………………………. 1 B. Problem Formulation ……………………………………………………. 3 C. Problem Limitation ……………………………………………………… 4 D. Research Objectives ……………………………………………………... 5 E. Research Benefits ………………………………………………………... 6
1. Students ……………………………………………………………… 6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Lecturers ……………………………………………………………... 6
3. Future Researchers …………………………………………………... 7
F. Definition of Terms ……………………………………………………… 7
1. Independent Learning ………………………………………………... 7
2. Teaching-Learning Media …………………………………………… 8
3. Worksheet …………………………………………………………… 8
4. Perception ……………………………………………………………. 9
CHAPTER II: REVIEW OF RELATED LITERATURE ……………………... 10 A. Theoretical Description ………………………………………………… 10
1. Independent Learning ………………………………………………. 10
a. Rationale ……………………………………………………….. 11
b. Goals …………………………………………………………… 14
c. Strengths and Benefits of Independent Learning ……………… 14
d. Assessing and Evaluating Independent Learning ……………… 15
2. Teaching-Learning Media ………………………………………….. 16
a. Worksheets as Teaching-Learning Media ……………………… 18 1) Benefits of Worksheets …………………………………….. 18 2) Designing Worksheets ……………………………………... 19
3. Perception …………………………………………………………... 20
a. Factors Influencing Perceptions ………………………………... 22 1) Selection of stimuli ………………………………………… 22 2) Organization of stimuli …………………………………….. 23
3) Situation ……………………………………………………. 23 4) Self-concept ………………………………………………… 24
a. Interview with Students ………………………………………… 35
F. Research Procedure …………………………………………………….. 39
2. Data from Interview ………………………………………………... 38
1. Data from Questionnaire …………………………………………… 37
E. Data Analysis Techniques ……………………………………………… 37
D. Data Gathering Techniques …………………………………………….. 36
b. Interview with Lecturers ……………………………………….. 35
3. Interview …………………………………………………………… 35
B. Theoretical Framework .………………………………………………... 24
a. Questionnaire for Students ……………………………………... 33
2. Questionnaire ………………………………………………………. 32
1. Human as Instruments ……………………………………………… 31
C. Research Instruments …………………………………………………... 31
2. Lecturers ……………………………………………………………. 30
1. Students …………………………………………………………….. 29
CHAPTER III: METHODOLOGY ……………………………………………. 27 A. Research Method ……………………………………………………….. 27 B. Research Participants …………………………………………………... 29
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ………………. 40 A. Students’ Perception on the Use of Worksheet in Learning Process ….. 40
1. Students’ Perception on the Purpose of Worksheet ………………... 40
a. Students’ Perception Based on the Questionnaire ……………... 41
b. Students’ Perception Based on the Interview …………………... 43
2. Students’ Perception on the Validity of Worksheet ………………... 46
a. Students’ Perception Based on the Questionnaire ……………... 46
b. Students’ Perception Based on the Interview ………………….. 47
3. Students’ Perception on the Format of Worksheet ………………… 48
a. Students’ Perception Based on the Questionnaire ……………... 48
b. Students’ Perception Based on the Interview …………………... 51
4. Students’ Perception on the Implementation of Worksheet ………... 53
a. Students’ Perception Based on the Questionnaire ……………... 53
b. Students’ Perception Based on the Interview ………………….. 57
c. Discussion ……………………………………………………… 60
5. Students’ Perception on the Evaluation of Worksheet ……………... 61
a. Students’ Perception Based on the Questionnaire ……………... 61
b. Students’ Perception Based on the Interview …………………... 64
B. Lecturers’ Perception on the Use of Worksheet in Teaching Process …. 65
1. Lecturers’ Perception on the Expectation and Purposes by Distributing Worksheet ………………………………………………………….. 66
2. Lecturers’ Perception on the Preparation and the Validity of Worksheet ………………………………………………………………………. 68
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Lecturers’ Perception on the Format of Worksheet ……………… 70
4. Lecturers’ Perception on the Implementation of Worksheet ………. 71
5. Lecturers’ Perception on the Evaluation of Worksheet ……………. 74
C. Worksheets to Enhance Students’ Independence in Learning …………. 76
1. Students’ and Lecturers’ Perception toward Independent Learning .. 76
2. The Importance of Worksheets for Independent Learning ………… 82
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ……………………… 84 A. Conclusions …………………………………………………………….. 84
1. Students’ Perception on the Use of Worksheets in Learning Process ………………………………………………………………………. 84
2. Lecturers’ Perception on the Use of Worksheets in Teaching Process ……………………………………………………………………… 86
3. How Worksheets Enhance Students’ Independence in Learning …... 87
B. Suggestions …………………………………………………………….. 87 REFERENCES …………………………………………………………………. 90 APPENDICES ………………………………………………………………….. 92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table Page
4.1 The Result of Open-ended Questionnaire on the Definition of Worksheet …………………………………………………………………………... 43
4.2 The Result of Open-ended Questionnaire on the Format of Worksheet .. 50
4.3 The Result of Open-ended Questionnaire on the Implementation of Worksheet ……………………………………………………………… 56
4.4 The Result of Open-ended Questionnaire on the Evaluation of Worksheet ……………………………………………………………… 62
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure Page Figure 2.1: Independent Learning Flow Chart, Regina S.K. (1988) …………… 12
Figure 2.2: The Perceptual Process (Altman, 1985: 86) ……………………….. 21
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page Appendix 1: The Questionnaire ………………………………………………... 92 Appendix 2: The Blueprint of the Questionnaire for Students ………………… 94
Appendix 3: Students’ Final Scores of Closed-ended Questionnaire …………. 96 Appendix 4: The Percentage Results of Closed-ended Statements …………... 120
Appendix 5: Raw Data from Open-ended Questions …………………………. 123 Appendix 6: Classification of the Students’ Answers on the Open-ended
Questions ………………………………………………………... 157 Appendix 7: The Blueprint of the Interview for Students …………………….. 161
Appendix 8: The Blueprint of the Interview for Lecturers …………………… 163 Appendix 9: Data Classification from Interview to the Students …………….. 165
Appendix 10: Lecturers’ Experience in Using Worksheet …………………… 178 Appendix 11: The Transcript of the Interview to the Lecturers ……………… 179
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I INTRODUCTION This chapter presents background information dealing with the research
topic, problem formulation, problem limitation, objectives of conducting the
research, the benefits of the research and the definition of related terms.A. Research Background
For education, discipline in learning can be in a form of eagerness to study
independently without any pressure as the external factor. Also, discipline in
learning can be interpreted as the ability to take any responsibility for any choices
the students had taken. Hereby, self-discipline is essential as the basis of mental
maturity. In self-discipline, the man himself does the work, takes the tools into his
hand, shapes his own life, and he is his own trainer (McCann, 2007).To implant self-discipline, a good and strong perception is needed to
motivate individuals. In this case students are expected to apply self-discipline in
life. Many experts believe that perception brings differences in students’
motivation and responses to the environment. Altman, Valenzi and Hodgetts
(1985: 84) state that the way the students perceive on something, whether in a
positive or in a negative way, influences their behavioral responses. Perception is
a general term referring to the awareness of objects, qualities, or events
stimulating the sense organs; it also refers to a person’s experienced of the world
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the importance of independent learning, better they will achieve independent
learning habit which brings broader effect in the future.Why do independent learning skills seem so important to achieve and
apply in daily life? In line with the necessity of self-discipline, independent
learning is a way to gain students’ self-discipline. Kesten (1987, 3) states that
independent learning raises students awareness to be responsible for their own
needs and choice. Kesten adds, independent learners develop the values, attitudes,
knowledge and skills needed to make responsible decisions and take actions
dealing with their own learning. More opportunities and experiences given which
encourage student’s motivation, curiosity, self-confidence, self-reliance and
positive self-concept may guide them in fostering independent learning skills.
Independent mental and self-discipline will be so valuable to the work place in
which students will apply the skills, both soft and hard skills, which they have
learned and practiced since they were in school.Companies and institution require employees to be able to work in a group
and individually. This challenge should be well-captured by educators and be
frequently practiced as early as possible in school. College is the closest education
level to the work field. In this level, students should be realized to the compulsory
and fundamental soft skill. One of the media for independent learning practice for
adult learners, like university students, is worksheet.Teachers always try to make their students motivated during classroom
activities. One of the strategies is by giving activities which required students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
form of worksheet is one of the ways. Lecturers set and develop the worksheets
based on the needs adjusted to the goal to achieve at the end of the lesson.
Certainly, lecturers have good expectations toward worksheet, but what about the
implementation in class? Can the students accomplish the expectations? As
individuals, students must have their own opinion toward worksheets. What the
lecturers expect may contrast to what the students expect. Worksheet, which has
an assessment value, has the aim of assessment that is primarily to educate and
improve students’ performance, not merely to audit it (Wiggins, 1998:7). This is
a unique characteristic in teaching-learning process. Based on these backgrounds,
the researcher is interested to conduct a research about the use of worksheets as
teaching-learning media to enhance students’ independence in learning in the
perspective of lecturers and students.B. Problem Formulation
The discussion of the research will mainly answer the formulated questions below:
1. What are students’ perceptions on the use of worksheet in learning process?
2. What are lecturers’ perceptions on the use of worksheet in teaching process?
3. How do worksheets enhance students’ independence in learning?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. Problem Limitation
This research focuses on students and lecturers perception on the use of
worksheet in MKB (Matakuliah Keahlian Berkarya) and Linguistic classes in
English Language Education Study Program, Sanata Dharma University from the
academic year of 2007 and 2008. From the accademic year of 2007, students in
RELT (Research in English Language Teaching) and Sociolinguistics classes
were choosen as participants. RELT class was divided into 4 classes, namely class
A, B, C, and D with different lecturers. However, from the preliminary survey,
students in class D experienced more worksheet than class A, B and C. Class D
was chosen to be the research populations since the frequency of using worksheet
in the two classes was higher than three other classes so this class was considered
representative to provide data for the research. Sociolinguistics class was also
divided into 4 classes in which the frequency of using worksheet in class B was
the highest among 3 other classes.While from accademic year of 2008, the data was collected from Phonetic
and Phonology and Approaches, Methods, and Techniques (AMT) class.
Phonetics and Phonology class was divided into 4 smaller classes, namely class A,
B, C, and D. However, there were two classes who have higher frequencies in the
use of worksheets by the same lecturer. They were class A and C. Since class A
has bigger amount of students, so this class was choosen as the representative of
students in accademic year of 2008. Among 4 AMT classes, students in class B
were chosen as the research participants since this class had the highest frequency
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This research focuses on three main points. Firstly, it will describe
students’ perception on the use of worksheets in learning process, how students
value the implementation of worksheets by the lecturers, and how they work on
worksheet to create a worth doing independent learning process. Secondly, from
lecturers’ perception, the discussion will be limited on what their reasons of
giving worksheets are, how they set the worksheet; whether they have other goals
besides enhancing autonomous graduates, and why they choose certain form of
worksheets. Thirdly, the discussion of the research is focused on the role of
worksheets as media to help students gaining independent learning skill. On the
other words, the third point focuses on the values behind worksheet which
possibly may stimulate students’ independency in learning.D. Research Objectives
This research is aimed to find out students’ and lecturers’ perception on
the use of worksheet in teaching-learning process in general. Also, another
objective to achieve is that through the research, the researcher and readers know
how worksheets give contribution on students’ motivation to study independently.
Based on those objectives, it is expected that students may have positive
perception towards the use of worksheet in teaching-learning process, as the
result, students’ achievement will be improving and the habit to learn
independently can be achieved optimally.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
E. Research Benefits
This research is under educational scope. The researcher expects that the
findings of the research may give contribution for further education development.
Besides, there are some benefits aimed to the students, lecturers, and other
researchers.1. Students The research provides information about perceptions from both lecturers
and students on the use of worksheets in teaching-learning processes. What
lecturers’ intentions in providing worksheet in teaching-learning process are
expected to be understood by the students and used to raise students’ awareness
on the importance of independent learning. The research also investigates the
correlation between their perceptions to their motivation to develop independent
learning skills.2. Lecturers The research provides information about students’ opinion on the use of
worksheet in teaching-learning process and what form of worksheets that the
students like most and the reason. These might become a feedback for lecturers in
developing and carrying out worksheets in teaching processes. Perceiving the
advantages stated before, the findings of this research are expected to give
consideration to the lecturers of what to do to achieve the goal of giving
worksheets in teaching-learning process; that is students’ independent learning
ability. The researcher also hopes that the research may enrich and broaden their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
knowledge in language teaching technique, especially on the use of worksheet as
a media to gain students’ independent learning ability.3. Future Researchers
In concerning to numbers of benefits from the use of worksheets in
teaching-learning process, the researcher hopes that the research could inspire
other researchers who will conduct research and further discussion on the use of
worksheet as a media to gain students’ independent learning ability.Looking back to the benefits, the researcher calls out for lecturers and
students to have awareness to the importance of worksheets in teaching-learning
process to make it a worth-doing independent learning process.F. Definition of Terms
This section presents several key terms and definition dealing with what
the researcher intends to discuss throughout the research. The objective is to make