Students` and lecturers` perception on the use of worksheets as teaching media to enhance student`s independence in learning.

   

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

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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

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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 skill for students (Worksheetlibrary.com: accessed on January 9th, 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.

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Therefore, the researcher expects that the future researcher presents deeper on the use of worksheets as assessment and test preparation.

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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

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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.

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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 NengNidya Pudyastiwi who had helped me to find the phone numbers for the interviewees, Pancasona Aji, S.Sn. and all

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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.

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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

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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

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3) Situation ………. 23

4) Self-concept ……… 24

B. Theoretical Framework .………... 24

CHAPTER III: METHODOLOGY ………. 27

A. Research Method ……….. 27

B. Research Participants ………... 29

1. Students ……….. 29

2. Lecturers ………. 30

C. Research Instruments ………... 31

1. Human as Instruments ……… 31

2. Questionnaire ………. 32

a. Questionnaire for Students ………... 33

3. Interview ……… 35

a. Interview with Students ……… 35

b. Interview with Lecturers ……….. 35

D. Data Gathering Techniques ……….. 36

E. Data Analysis Techniques ……… 37

1. Data from Questionnaire ……… 37

2. Data from Interview ………... 38

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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

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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

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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

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LIST OF FIGURES

Figure Page

Figure 2.1: Independent Learning Flow Chart, Regina S.K. (1988) ……… 12

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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

1

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 (Hulse, Deese and Egeth, 1975). Sooner the students have positive perception on

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’ active participation but also contain learning activities. Giving assignments in

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?

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 in using worksheet than 3 other classes.

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.

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

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 clarification and avoid any misconception about the research.

1. Independent Learning

According to Kesten (1987: 3), "Independent Learning is that learning in which the learner, in conjunction with relevant others, can make the decisions

necessary to meet the learner's own learning needs." Kesten (1987) gives another

definition, “Independent learning is part of an ongoing, lifelong process of education that stimulates greater thoughtfulness and reflection and promotes the continuing growth of students' capabilities and powers.” While Candy (1991) states that independent study is a process, a method and philosophy of education

whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation. In this research, independent learning is a process of forming autonomous habit of students in ELESP Sanata Dharma University in learning process which guides them to be able to take responsible to their own learning and further more to their own choices and actions in real life.

2. Teaching-Learning Media

Latuheru (1988) defines teaching-learning media as any aids and equipment which are used in teaching-learning process with a view to deliver message, information, and learning material from the sources, both teachers and other sources, to recipients (learners). According to Clark (1983: 457), media is merely a vehicle in teaching-learning process. It does not influence students’ achievement. As he states, “the choice of vehicle might influence the cost or extent of distributing instruction, but the only content of the vehicle can influence achievement” (p. 445). In this study, learning media are any supportive equipment in teaching which have purposes to help students and lecturers in ELESP Sanata Dharma University in understanding, delivering learning materials, and enhancing independent learning skills.

3. Worksheet

According to Collins Discovery Encyclopedia (2005), for social science or education, worksheet is defined as a sheet of paper containing exercises to be completed by a pupil or student. While Encarta MSN Dictionary (2009) defines

the term of worksheet in three scopes. Firstly, sheet of questions for students: a

recording work: a sheet of paper used for keeping a record of work done or

scheduled. The last one is sheet for draft: a sheet of paper used for making a

rough draft or preliminary notes. In this study, worksheets are teaching-learning media employed by lecturers in ELESP in classrooms in a form of a sheet of paper containing questions, exercises and important points of a learning material to enhance students’ understanding on the material and students’ independence in learning.

4. Perception

The definition of perception can be derived from some sources. Robbins (2001: 121-122) states that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. According to Haire (1956) as cited in Leontive (1981: 31), perception is defined as “a process in which the individual recognizes information, fits the information and compares the information with the previous one which is stored in the person’s memory. Another definition is stated by Kreitner and Kinicky (1992: 26), “perception is a mental and cognitive process that enables us to interpret and understand our surroundings.” In this research, perception deals with students’ and lecturers’ opinions, thoughts, feelings, and views on the use of worksheets in teaching-learning process to enhance students’ independence in learning in ELESP Sanata Dharma University, also their behavioral responses towards the perception.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter aims to discuss the fundamental theories underlying this study. There are two elements discussed in this chapter; theoretical description which discusses some relevant theories and research studies to the topic and theoretical framework which relates the theories to the research.

A. Theoretical Description

The theoretical description mainly discusses independent learning, media which focuses more on the worksheet, and perception.

1. Independent Learning

Learner independence and learner autonomy has become a focus of goals in language learning. They become crucial and ideal goals to achieve since those two aspects may help students find their role in broader level; that is society. According to Purwadi (1980) independent learning (or Independent Study, as how he calls it) is learning activities which are intended to develop and improve the learner him/herself. Often, the awareness comes from within the student him/herself. While Kesten (1987: 3) perceives independent learning as “learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner’s own learning needs.” In the process of acquiring independence in learning, learners do not only develop knowledge and skills, but

also develop the value and attitudes needed to be responsible to any decisions they made and actualize them in real actions.

In the similar view of understanding, Candy (1991) stated that independent study is a process, a method, and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation. He also adduces that independent learning may bring elements of autonomy which are thinking and acting autonomously, having the ability to realistically appraise own shortcomings as a learner, and effective approaches to self-management as a learner.

a. Rationale

Independent learning leads students to be independent and autonomous to meet their fundamental needs for independence and active participation in their own learning, both in school and in the larger society. Through the process, the learners are expected to acquire their basic needs as individuals and as the part of society (Regina, 1988). Regina proposes the needs of individuals of learners; they are taking responsibility for their own learning, initiating and participating in own learning, developmental process to adult independence, improving self-concept, freedom and responsibility, and self-motivating and growth. While for the needs of society, the learners need to help themselves adjusting to democracy in form of decision making participation, society change whereas learning is a lifelong process, and citizenship which requires their responsibility and positive contribution to the society.

Figure 2.1 Independent Learning Flow Chart Regina S.K. (1988)

RATIONALE Needs of Society

 Democracy – decision-making participation  Society change – lifelong learning

 Citizenship – responsibility

Needs of Individuals

 Take responsibility for own learning

 Initiate and participate in own learning

 Developmental process to adult independence

 Improved self-concept

 Freedom and responsibility

 Motivation and growth

Mandate of Core Curriculum

 Prepare students for life beyond school (generic skills, processes, values)

 Reduce student

dependence on schools and teachers for learning

 Increase student capabilities to set and meet own learning goals

DEFINITION

 Responsible decision-making to meet learners’ own needs

 Ongoing developmental process

 Direction and goal pursued for all students

PROCESSES

 Student motivation

 School environment

 Teacher’s role

 Instructional techniques

GOALS

 Develop lifelong and autonomous learners

 Develop students who value learning as an empowering activity

 Develop students who want to learn independently

 Develop individuals with: - Self-determination - Self-direction - Self-respect

 Develop students who can:

- Effectively participate in society

Students’ dependence or independence depends on how many influences and interferences from the educators (parents and teachers). The more the educators take control over the learners, the more dependent they might be. White (2004) supports that “learner-based perspective in independent learning is concerned with developing the ability to engage with, interact with and participate in particular learning environment, which are not always directly mediated by the teacher.” In independent learning, teachers’ role is minimized and learners’ active participation in learning processes is maximized. This approach of learning is an important part of core curriculum: “It is essential for schools to reduce students’ dependence on schools and teachers for their learning and increase students’ capability to set and meet their own learning goals.” (Core Curriculum Advisory Committee, 1986:13).

Quality Improvement Agency (2008) states that a focus in independent learning is on the learning process, not in the teaching. At first students might find this challenging, but as time goes by they will be familiar to it. Through independent learning, learners are prepared to possess independence as a life skill, to face new situations and experiences in the society, since learning extends beyond the school context. Thereby, teacher plays a great role in helping students taking responsibility for their learning. Teacher may provide broad opportunities and strategies for the students to learn independently and by encouraging them to initiatively and actively participate in their own learning process. In independent learning, teacher roles as a facilitator to guide learners in appropriate direction and turn over responsibility and control to the students (Regina, 1988). Regina adds

that although students’ independence is a personal goal, but independent learning cannot be achieved in isolation. Independent learning is an interactive process among students and their environment and society.

Meyer, et al (2008) states two main factors that may influence the development of independent learning. The numbers of external and internal factors play a role in succeeding independent learning. External factors can be in form of the relationship between teacher and the pupils and the opportunities given by the teacher for students to be autonomous. While internal factors are the skills that individual pupils have to acquire. These include cognitive skills, metacognitive skills, and affective skills.

b. Goals

Regina (1988) proposes some goals in implanting independence learning to learners. The first is to develop lifelong and autonomous learners. The second is to develop students who value learning as an empowering activity. The third is to develop students who want to learn independently. The fourth is to develop individuals with self-determination, self-direction, and self-respect. The last is to develop students who can effectively participate in society and meet the challenge of rapid social change.

c. Strengths and Benefits of Independent Learning

Purwadi (1980) proposes several strengths of implementing independent learning habit in teaching learning process. Firstly, independent learning allows students to explore the topic being discussed deeply and creatively adjusted to their need and interest. Secondly, independent learning can be run in every

educational level and in all subjects. Thirdly, independent learning can help raising learners’ motivation in learning by taking them on planning learning activities. Fourthly, independent learning may teach learners to get involved in the society since learning activities can be done outside classroom. Fifth, independent learning stresses on fostering learners’ responsibility and discipline. This may encourage them to actively participate in every circumstance.

Besides those stated by Purwadi, several benefits are stated by Meyer, Haywood, Sachdev, and Faraday (2008). Firstly, independent learning improves academic performance. This might be caused by unrestricted learning environment in independent learning set by the teachers. Students will be more motivated, confident, enjoy their study. It will come to a better material comprehension and end at better achievement. Secondly, by giving the learners chance to work based on their own efforts, independent learning can increase greater pupil awareness of their limitations and their ability to manage them. In other words, students are able to reflect to themselves and others and turn their awareness into stronger reinforcement. Thirdly, independent learning enables teacher to provide differentiated tasks for pupils. Fourth, learners learn how to socialize with others by designing good activities which require learners to interact with people.

d. Assessing and Evaluating Independent Learning

According to Ciel (2000), assessing and evaluating independent learning can be divided into two focuses; the first is the product (summative) and the second is the process (formative). Ciel (2000) states that the assessment of the

product or the result of independent learning typically takes place through end-of-year examinations. Ciel adds that while assessing the process happens at regular intervals over time to supervise how it goes. A similar idea states by White (2004) says that one way for the teacher to measure the progress or regress is by paying attention to the overall context of delivery.

Ciel (2000) proposes two ways to assess and overcome the problems in independent learning. The first is monitoring. In this process, regular checks on students’ progress can be done to see that good independent learning practice is being implemented. Students are given opportunities to ask questions, problems, and re-assess their needs. Consequently, success can be praised and problem analyzed. The second is reflection. It is necessary to bring students one step backward and help them to understand, take control of and modify appropriately their own learning aims, strategies, and outcome. The subject to reflect can be critics from external observer and feedback from teacher. According to QIA (2008), reflection is also a part of the cycle of implanting independent learning; plan – do – reflect – review. Review encourages learners to think about the most appropriate learning strategies for them and to measure the progress they are making as the record to adjust to the changes or next goal.

2. Teaching-Learning Media

In education, the availability of media is also crucial. Media also have educative function in its use, and then they are called teaching-learning media. According to Latuheru (1988), certain aids are called a teaching-learning media if they are employed to help teacher delivering information as means for learning

and education. Further, Latuheru concludes that teaching-learning media are any aids and equipment which are used in teaching-learning process with a view to deliver message, information, and learning material from the sources, both

teachers and other sources, to recipients (learners). As what regulated in Garis

Besar Perencanaan Pengajaran (GBPP), teaching-learning media are aimed to raise the quality of teaching-learning process.

According to Rowntree as cited by Latuheru (1988), media have functions: First, teaching-learning media might motivate students to learn. Second, students can relearn what they have learned over and over again by using teaching-learning media, especially for printed media. Third, teaching-learning media can stimulate students to study enthusiastically. Fourth, students’ active participation or responses can be explored by using teaching-learning media. Helping teacher and students to give and get feedback on teaching-learning processes is the fifth function of teaching-learning media according to Rowntree as cited by Latuheru (1988).

Latuheru (1988) himself proposes several benefits of teaching-learning media. Some of them which suit to this topic are: First, teaching-learning media attract and enlarge students’ attention to learning material presented. Second, teaching-learning media minimize or omit verbalism (lecturing method). Third, teaching-learning media focus on learning experiences which are difficult to obtain through other method. Fourth, teaching-learning media help students developing their mental thinking skill from the activities they experienced. Fifth,

teaching-learning media arouse students’ independence in learning based on experiences and reality.

There are so many teaching-learning media around. One of the media that the teachers can use to foster independent learning for students is worksheet.

a. Worksheet as Teaching-Learning Media

1) Benefits of Worksheet

There are limited sources which present the benefits of worksheets.

Worksheetlibrary (accessed on January 9th, 2010) presents several benefits of

worksheet. First, printable worksheets explore student’s personal experiences in learning. Students are given a chance to interact with the teaching material and it may reinforce the information taught. Second, printable worksheets provide important material for test-preparation and make students become more confident about the material before the test. Third, printable worksheets contain the value of teamwork which allows students to cooperate with others to develop teamwork skills of the students. Fourth, Printable worksheets help students to memorize important points of a subject since worksheets often contain the main points of a certain subject.

The fifth benefit according to Worksheetlibrary is that printable worksheets can be used as reference material. Sixth, teacher may expand upon the lesson to the related topic. Seventh, printable worksheets provide a lot of repetition that may help students to understand the topic which are possibly difficult to comprehend in one or two meetings.

2) Designing Worksheet

Designing effective worksheet is a compulsory process to do. Graham (1998) states that good and effective worksheets can be measured from how they lead students understand and, at last, master the material. Graham proposes four steps in designing effective worksheets. Starting with planning, he arouses fundamental questions about the purpose of worksheet, the audience (the agents who will work on), the resources available, and the methods of recording to use. The next three steps are preparing the worksheet, making the content accessible, and evaluation.

According to Graham, planning is begun by determining the purpose of worksheet. It is important to have clear view of the reasons why teacher designed the worksheets because it will also determine the goal to achieve when they have completed the worksheet and at the end of the lesson. The next factor is considering the audience. In designing worksheets, the age, ability, and motivation of students must become considerable factors. The length and the layout will also influence students’ performance. The availability of resources must be considered either. Teachers need to decide whether the worksheets can be completed in a classroom or in the field. Another last factor is choosing the method to use in completing the worksheets. The methods can be filling in gaps, matching, summarizing, drawing, answering, etc.

The next step is preparing worksheets. In preparing worksheets, the layout and design is very important. Graham proposes the important factors in preparing the worksheets; they are the general layout, the choice of print, the use of

headings, the amount of information on a page, the variety of tasks, quality of illustrations, and quality of reproduction.

After preparing the worksheet, teacher continues the process by making the content. The content of a worksheet must be accessible. There are two factors influencing the accessibility of the content. The first one is limiting the complexity. Using short sentences and simple words help students to understand what to do. The second factor is the style of language. Language style must be adjusted to learners’ competence. Too formal or official or even too informal language should be avoided. Teachers can use a style which creates a sense of mystery and discovery about the subject and which invites pupils to notice things and explore.

The last step in designing effective worksheet is evaluation. Certainly, the worksheet is not perfect yet after the first attempt. Revisions and improvements are needed so that worksheet can help students acquiring the learning goal.

3. Perception

Robbins (2001: 121-122) states that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. He adds that students’ behaviors on something are influenced by the strength of the perception. In other words, perception is a belief or thought which guide students to organize the condition happened around them before understanding it deeper. According to Altman, Valenzi, and Hodgets (1985: 85), perception is generated by stimuli surroundings which can be in form

of sensory or cognitive information. Leontive (1981: 31) defines perception as the process whereby the external tokens of objects and phenomena are reflected in man’s consciousness. This definition emphasizes that perception can be formed if someone is aware of experiencing an event or observing an object. Meaning to say, if someone isn’t aware of what s/he is experiencing or observing, perception process doesn’t occur in her/him.

Figure 2.2 The Perceptual Process (Altman, et., al., 1985: 86)

From the figure above, it is seen that the stimuli is the beginning in the process of perception. Various and numbers of stimulus that are obtained from the surroundings were then stored into sensory receptors and continued to the brain. Brain interprets the message as a sensation or feeling (Warga, 1983:207). After the perception is formed, the information are then organized and interpreted to result as behavioral response on the stimuli. By this, sensation and perception can be differentiated. Sensations are more or less natural and sudden response of sensory input, while perceptions are meaningful translation of stimuli and have been processed (Warga, 1983:207). How people interpret or perceive on something depends on numbers of factors like the clarity and familiarity of the stimuli, individual physical characteristics, individual needs and values, knowledge, feelings, and past experiences.

Stimuli

Sensors’ selection of

stimuli

Perception, organization,

and interpretation

of stimuli

Behavioral response

Everybody has his or her own perspective for particular things that s/he experiences in the environment. Thus, it is normal for different person to perceive the same event or incident differently. This phenomenon guides them to have different behavioral responses.

a. Factors Influencing Perceptions

Perception might come up from several factors. There are four of the most vital factors which influence someone’s perception on particular things (Altman, et al., 1985: 86). Those factors are selection of stimuli, organization of stimuli, situation, and self-concept.

1) Selection of stimuli

Generally, students will only focus on a small number of stimuli of all stimuli surrounded. This process is known as selection. It answers the question why students perceive something differently. Students tend to select stimuli which conform to his/her basis interest and ignore stimuli or events which are uncomfortable. This statement is in accordance to Gibson (1985: 66) in which he stated “people have a propensity to ignore factors or cues which might make them feel discomfort.” In conjunction to the influence of interest to perception, Vernon (1971: 178) stated “Thus if perception is affected not only by interest but also by other motives and desires, it is important to distinguish between the perception of something which actually exist in the environment which might appeal to these motives and satisfy desires, and the incorrect or fanciful perception of something which does not exist there, which can lead only to disappointment.

Repetition is one of six factors affecting students to select stimuli. Repetition is significant to build such a learning habit for the students. Teacher might need to administer weekly test to measure students understanding on the material. The results might reinforce students to study hard for every test. This kind of repetition forces them to realize the importance of weekly test. Furthermore, any kinds of repetition will encourage them to have self-learning habit.

2) Organization of stimuli

After information has been screened, it has to be organized so as to become meaningful. “This is the second factor influencing perception where the brain makes an effort to select certain items of information and then put them together in meaningful way” (Altman, et al., 1985: 87). The fundamental role of organization is formulating the complexity of information becomes effortless for someone to interpret.

3) Situation

The situation which influences someone to perceive can be in form of someone’s’ familiarity with, expectations about, a situation, as well as his or her past experience (Altman, et al., 1985: 89). It can be concluded that situation may be the combination between someone’s past experience with his or her expectations. If someone had bad experience on something in the past, s/he will tend to perceive negatively when acquiring the same stimuli in advance. In contrast, in the case s/he has good experience towards something, s/he will have good expectation to achieve when similar thing happen in the future.

4) Self-concept

According to Altman, et., al., (1985: 90), self-concept is the way an individual person feels about and perceive his/herself. Similarly, Warga (1983: 81) states that self-concept is a self-describing expression or an internal view of how oneself sees himself, not as what he says about himself or what other people see him. The self-concept is essential since our psychological image of ourselves determines much of what then we perceive and do. If a student sees himself as a persistent student, he will likely to be persistent no matter difficulties in learning await.

B. Theoretical Framework

This research focuses on students’ and lecturers’ perception on the use of worksheet in classroom activities. Besides, it attempts to discover how lecturers implement worksheet in class and also the contribution of worksheets on students’ motivation to study independently. Therefore, in this research the researcher exposes three major parts of theories, namely independent learning, teaching-learning media, and perception. Those theories are employed to provide a basis for digging out students’ and lecturers’ perception on the use of worksheets in teaching and learning process.

Independent learning enhancement process for students should become the focus in learning. Students have basic needs as individuals and as members of a society that can be obtained through independent learning practice run in school level. Therefore, students’ active participation in the society, autonomous

character, independence in broader scope beyond school would become the goals of independent learning. By implementing their independence in learning, students increase their awareness on their own limitations and manage them (Meyer, et. all, 2008), and also students might get involved in the society since learning activities can be done outside the classroom (Purwadi, 1980). In concerning to those benefits, evaluation processes are required. Regular checks and reflection administered by the lecturers can be beneficial to evaluate how the process going on.

The use of media is crucial to improve students’ understanding on a certain material. The use of worksheets as media in teaching-learning process administered by lecturers can also be valued as the implementation of cognitive and affective theories. Learning is an emotional experience, and the feelings that are involved in their learning process will have a crucial bearing on the success or failure of the learning (Hutchinson, 1987:47). Worksheet does not contain raw material of the topic as what students can find in material summary. The implementation of worksheet is to make students more motivated and autonomously productive in exploring information so they might obtain deeper understanding on the material given. Certainly, to make worksheets effectively and efficiently facilitate the lecturers and the students, there are several considerable processes and criteria in designing worksheets. According to Graham (1998), designing worksheets should cover planning, preparing, making the content, and evaluation process.

Certainly lecturers have expectations in administering worksheets in classroom activities. It might be considered as one of the techniques used to encourage students motivation and understanding on the lesson. However, how do students perceive the use of worksheets in teaching-learning media? Do they perceive this technique positively or negatively? According to Altman, et al,. (1985), the way the students perceive on something influences their behavioral responses. Students’ positive or negative responses depend on students’ perception on something. Positive perception may lead to positive behavioral responses that may hold up teaching-learning activities and achieve the goal of the course.

Those theories facilitate the researcher to answer the questions formulated in the previous chapter. All questions to both groups of the participants cover the theories except the discussion about designing worksheets, which is only aimed to the lecturers; the group of participants which deals with designing process.

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CHAPTER III METHODOLOGY

This chapter discusses the methodology used to conduct the research. This chapter is divided into six main parts, namely, research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research tried to describe the situation as it is. Therefore this research was categorized as descriptive research. As stated by Gall (2007: 300), descriptive research is a type of quantitative research that involves making careful descriptions of educational phenomena. While according to Best (1986: 23), “descriptive research describes and interprets what is, describing, recording, analyzing, and interpreting conditions that exist. It involves some type of comparison or contrast and attempts to discover relationships between existing nonmanipulated variables.” Ary, Jacobs, and Razavieh (1979: 295) state:

Descriptive studies are designed to obtain information concerning the current status of phenomena. They are directed towards determining the nature of a situation as it exists at the time of the study. There is no administration or control of a treatment as is found in experimental research. The aim is to describe “what exists” with respect to variable or conditions in a situation.

This research belongs to descriptive research since this research was designed to obtain information concerning the current status of phenomena; that is

students’ and lecturers’ perception on the use of worksheets in teaching-learning processes.

To answer the first research question, the researcher conducted a survey. There were two ways in which the data were gathered; they are directly administered questionnaire and personal interview (Ary, et., all, 2002). The first question was addressed to the students. The first process to obtain the findings for the first question was by distributing questionnaire which consisted of closed-ended part and open-closed-ended part. The questionnaires were distributed to the students to summarize the characteristic of the students and also to determine the participants for the next research method; that was the interview. The researcher calculated and presented the data from the questionnaire using Likert Scale in the form of percentages. From the open-ended part of the questionnaire, the researcher presented the data in the form of tables of classification and essays. The second process for the first question was personal interview. Interview was intended on obtaining students’ deeper answers and understanding on the use of worksheets in learning processes. The researcher gained insight into the context, to understand better on the behavior.

Survey method was still employed to obtain the findings for the second question, which was addressed to the lecturers. The researcher conducted personal interviews to the lecturers in ELESP Sanata Dharma University. It was intended to obtain lecturers’ deeper answers and understanding on the use of worksheets in teaching processes and also their opinion about independent learning to students. The findings were presented in essays.

To answer the third research question, the researcher employed document/content analysis. From the questionnaires, classification tables and interview transcripts the researcher compared, contrasted, and categorized the findings to the theories used in the research (Gall, et., all, 2007). The first process in analyzing the findings was specifying research questions or objectives. The second, the researcher selected the documents to analyze. The last process, the researcher coded the data and interpreted the results.

B. Research Participants

The populations of this research were students and lecturers in English Language Education Study Program of Sanata Dharma University.

1. Students

The first group of participants belongs to students of English Language Education in academic year of 2007 and 2008. From the first group, the researcher

took students from Matakuliah Kealian Berkarya (MKB) and linguistic classes,

namely RELT (Research in English Language Teaching) and Sociolinguistics for 2007 batch and AMT (Approach, Method and Techniques) and Phonetics and Phonology for 2008 batch. Each class was divided into 4 (four) smaller classes; class A, B, C, and D. The researches were conducted in classes with higher occurrence of worksheet use.

Questionnaires were distributed in class B of Sociolinguistics, class D of RELT, class A of Phonetics and Phonology, and class B of AMT. Those classes were chosen as representatives with consideration of the high occurrence of

worksheets distribution from lecturers than in other classes. The numbers of research participants in each class were 35 students in Sociolinguistics class, 34 students in RELT class, 36 students in Phonetics and Phonology class, and 33 students in AMT class. Hence, there were 138 (one hundred and thirty eight) students as the participants. Those amounts were considered representing the whole students in English Language Education Study Program of Sanata Dharma University. The interview participants were chosen based on the qualification of students with good, average, and poor perception on the use of worksheet in learning process from the questionnaire. Nevertheless, since there was no student had poor perception, in interview section, 2 (two) students from each class were involved as the interview participants. So, there would be 8 (eight) students participants representing the first group of participants.

2. Lecturers

The second group of participants was the lecturers who taught linguistics

and/or Matakuliah Kealian Berkarya (MKB) in English Language Education

Study Program of Sanata Dharma University. In conducting the interview for lecturers, the researcher chose 3 (three) lecturers based on the class in which the research data were gained and based on the frequency of using worksheets in teaching process.

Different students and different lecturers certainly had different opinion with regards to their motivation and needs in the use of worksheets. This phenomenon would be an interesting topic to discuss through research.

C. Research Instruments

Almost the whole process from preparation, data collection, and data analysis in this research deals with human both as the inquirer and participants. Concerning to the importance of human role in this research, the researcher included human as research instrument. Besides using human as research instrument, the researcher made use of questionnaire and interview to obtain the findings. Both instruments, questionnaire and interview, were administered to convey that the answers and information obtained were reliable and valid concerning facts, beliefs, feelings, intentions, and so on of the participants.

1. Human as an Instrument

Human plays an important role in conducting a research. With all his/her ability and competency, human is the main agent in gathering, analyzing, and screening the data collected without omitting the main ideas or essence of the data obtained. Lincoln and Guba (1985) convey why human as an instrument is crucial:

...because it would be virtually impossible to devise a prior non-human instrument with sufficient adaptability to encompass and adjust to the variety of realities that will be encountered; because of the understanding that all instrument interact with respondents and objects but that only the human instrument is capable of grasping and evaluating meaning of that differential interaction; because the intrusion of instrument intervenes in the mutual shaping of other elements and that shaping can be appreciated and evaluated only by a human; and because all instruments are value-based and interact with local values but only the human is in position to identify and take into account (to some extent) those resulting biases (pp. 39-40)

Lincoln and Guba state some strengths of employing human as instrument. According to Lincoln and Guba (1981), human is good since s/he is responsive

and flexible to any situation approaching. Human is also able to see and make meaning to what appear in social life as holistic entities, to rely on tacit knowledge, and to see the unusual (Lincoln and Guba, 1985). Human can also learn from that chain of activities how to improve specific skills. In this research, the researcher and participants were classified as research instruments for their contribution in research.

2. Questionnaires

The first instrument in gathering the data is a questionnaire in which the participants had to answer the items from open-ended questions and closed-ended questions. In the first section of the questionnaire, the researcher proposes close-ended questions. There are 20 closed-close-ended questions for only the first group of participants; students. The closed-ended part tries to gain general information from their perception on the use of worksheets because students only give short responses. As stated by Best (1970: 162), closed form, which is as known as the restricted form requires short responses, is considered to give more satisfaction on the process of gaining the answers and the result itself. Best (1970: 162) stated, “It is easy to fill out, takes little time, keeps the respondent on the subject, is relatively objective, and fairly easy to tabulate and analyze.” Nevertheless, respondents’ opinion and reason for their answers might not be revealed. In the second section, five open-ended questions are also stated in the questionnaire to find out some reasons of the answers from several questions in close from section.

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.

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 and/or 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,

and summarize in the research report.” The questionnaire that the researcher set is the combination of closed- and open-type items.

3. Interview

Interview is used to gain data as the continuation of questioning process by questionnaire. The researcher used semi structured interview to grasp more information which was possibly not written or stated on the questionnaire. The researcher asked a series of structured questions and then ask for deeper answer with open-form questions to obtain additional information (Gall, et., all. 2007: 246). In this continuation process, the researcher interviewed both groups of participants but in smaller amount of participants.

a. Interview with Students

Eight students from the first group of participants were interviewed. Eight students were considered representing the various perceptions on the use of worksheets among students. The features of interview were the same as the questionnaire, but for the first group, the questions focuses on personal feeling, responses to the use of worksheets and their understanding on the importance of independent learning. There would be 23 guideline questions to answer by the students.

b. Interview with Lecturers

From the second group of participants, three lecturers from the previous data gathering process were interviewed as the representatives. The interview features were mostly the same as for the students’, but there is one additional part

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

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

192   

Z  : Ooo..selama ini masih individual. Tapi kalau ada mata kuliah yang parallel, satu mata  kuliah diajar berapa dosen kadang‐kadang saya minta worksheet mereka. Kadang‐ kadang saya pake juga pertanyaannya. Tapi tetep saya membuat sendiri. Dan saya  memberikan juga contoh dari saya ke dosen lain. 

 

R  : Are there any criteria in designing Ws? 

Z  : Tidak terlalu saya perhatikan itu apakah ada criteria, apakah ada teori untuk itu ya.  Poin‐poin pentingnya masuk yang penting. Pernah saya tahun lalu member worksheet  untuk morpho‐syntax, kemudian pada akhir ujian itu anak itu, mahasiswa itu memberi  surat kepada saya, sangat terbantu dengan worksheet untuk mendapatkan ide‐ide  pokok dari teks morpho‐syntax. Jadi betul, untuk memberi dasar , memberi main  points. 

 

R  : Do you always restate the instruction on the Ws after it is distributed? 

Z  : Ya perlu juga supaya menjelaskan instruksinya. Toh yang dimaksud independent tidak  100% diculke. Memang harus ada pengarahan seperti yang pertama tadi saya katakan.  Terlalu diculke ya main point‐nya hilang. Jaman dulu ga ada worksheet.  

 

R  : What format do you mostly use – summary, question, true/false, matching? Which  one do you think help you to deliver the topic? 

Z  : True‐false dan matching saya kira jarang kecuali untuk reading ya. Untuk reading saya  kira bisa.  Tapi untuk mata kuliah feedback dan sebagainya saya rasa tidak. Tapi berupa  question. Kalo summary? Summary itu saya kira juga penting karena membaca itu  jangan membaca detilnya tapi membaca ide‐ide pokoknya, to? Ya..saya kira campuran  ini..summary, question tapi tidak ini..true‐false atau matching. 

 

R  : When do you prefer to distribute Ws – before, at present, or after the material is  delivered? Why? 

Z  : Kalo saya before. Bisa before untuk PR ya. Untuk PR lalu supaya mereka menyiapkan  group itu untuk presentasi. Itu berarti before. Tapi bagi yang lainnya, audience‐nya ya  berarti bareng..jadi waktu presentasi group itu dia mendapatkan worksheet, tapi bagi  presenternya, before. 

 

R  : What evaluation process helps you to measure students’ understanding on the  material – scoring, submission and approval, class discussion, or presentation? Why?  Z  : Ya kalo saya sekarang mengandalkan kuis…lalu presentasi. Presentasi itu juga dinilai. 

Kalo class discussion, kadang‐kadang dikumpulkan kadang‐kadang tidak. Itu tidak ada  nilai kalau class discussion. Tapi memang ada kecenderungan kalo tidak dinilai santai.  Jadi, penilaian itu juga ternyata bisa memberi motivasi untuk lebih serius. Tapi tidak  harus dalam bentuk worksheet, tapi bisa saja pelajari worksheet itu lalu ada kuis.   

R  : Do you usually use the questions in Ws as the questions in the exam? 

Z  : Saya selalu mengatakan, 50% pertanyaan di dalam worksheet akan muncul dalam  bentuk yang sedikit berbeda. Jadi, ya. Juga untuk memotivasi agar mereka membuat  worksheet. 

   

R  : Based on your experiences in teaching using Ws, what are the positives and  negatives of Ws? 

juga skill ya, karena lalu presentasi, to? Itu juga memberi keberanian. Banyak sekali  kalau kita renungkan, banyak. Lalu negatifnya..jangan terus‐terusan worksheet, harus  divariasi ya. Menjelaskan dari pihak dosen juga harus ada. Jadi negatifnya bosan.    

R  : Do you have any suggestion for better teaching learning process especially using  Ws? 

Z  : Ya, jadi mengkombinasi evaluasi dan worksheet itu bagaimana supaya optimal, tidak  merepotkan dosen sehingga dosen juga bisa berkarya ya. Jadi harus ada keseimbangan  antara memberi nilai seharian itu dan memberi worksheet. Jadi, faktor evaluasi  penting dalam worksheet tapi caranya bisa beda‐beda. 

vi  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

skill for students (Worksheetlibrary.com: accessed on January 9th, 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.

Therefore, the researcher expects that the future researcher presents deeper on the use of worksheets as assessment and test preparation.

viii 

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

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.