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.
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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.
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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.
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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
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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
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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
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’
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
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
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
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)
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
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
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
Figure 2.1 Independent Learning Flow Chart
Prepare students for life beyond school (generic
Responsible decision-making to meet learners’ own needs
Ongoing developmental process
Direction and goal pursued for all students
PROCESSES
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
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
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
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
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
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
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
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
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
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
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
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
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
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
27
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
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.
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
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
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.
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
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
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
