Lecturers’ Perception on the Expectation and Purposes by Distributing

66 divided into six parts, namely the expectation and purpose, the preparation and the validity, the format, the implementation and the evaluation of worksheets.

1. Lecturers’ Perception on the Expectation and Purposes by Distributing

Worksheet The discussion about the expectation and purpose of distributing worksheet is actually a preliminary process in whole process of designing worksheet included in the preparation and planning of worksheet Graham: 1998. However, to give distinctive and focused discussion about the preparation of worksheet, the researcher discussed the expectation and purpose by distributing worksheet and worksheet preparation process in separate section. Being asked about the expectation and purpose in giving worksheets to the students, participant X stated two expectations. Firstly, participant X admitted that students were expected to study in group, focusing on peer group, because the numbers of students in a class were too many so participant X could not deliver the material reaching all students. Participant X added that in group work students were expected to have good interaction between students so they could help each other to understand the material. Secondly, participant X thought worksheets could save the time in delivering the material especially those that had not been taught before because of time limitation. However, participant X considered that the students had not fulfilled the expectation yet because many of them were still too dependent on their friends when working on the worksheets. Moreover, many students merely copied and pasted the textbook to their worksheets without understanding the material deeply. 67 Through worksheet, participant Y expected the students to read the material. Participant Y added that by reading the textbook students were expected to have ideas of the material so the lecturer and the students could see whether the students had problems or not. It was meant to help students to self-evaluate their ability in understanding the material thereby the students would sustainably knew what to do responding to their ability. This is similar to Meyer, Haywood, Sachdev, and Faraday’s 2008 statement in which in independent learning students increase the awareness of their limitation, reflect to themselves and turn their awareness into stronger reinforcement. Participant Y admitted that the students did not always meet the expectation. Students met the expectation if they read the textbook and could answer the question, but if they just copied from friends’ work it meant their understanding was limited. Participant Z stated two main expectations which were aimed for the personal need of participant Z and for the students. Firstly, participant Z used worksheet to minimize lecturing in class so it could also save the energy for teaching. Secondly, participant Z expected the students to have individual and social competences through individual work or group work. Students were trained to be independent but also to be able to incorporate and to adjust themselves in a team. Participant Z added that worksheets were not aimed to be scored but they could be used for practicing peer correction as in Pronunciation Practice Class that she taught. Participant Z admitted that students did not always meet herhis expectation. 68

2. Lecturers’ Perception on the Preparation and the Validity of Worksheet