IN THE TEACHING AND LEARNING OF ENGLISH AT SMA NEGERI 1 TAMBANG
BY
TITIK SUCI WAHYUNI SIN. 1181042O710
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
STUDENTS’ PERCEPTION ON THE USE OF WORKSHEET IN THE TEACHING AND LEARNING OF ENGLISH AT SMA
NEGERI 1 TAMBANG
BY
TITIK SUCI WAHYUNI SIN. 11810420710
Thesis
Submitted as partial fulfillment of the Requirements For Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
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ACKNOWLEDGMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “Students’ Perception on The Use of Worksheet in The Teaching adn Learning of English at SMA Negeri 1 Tambang”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Paleman, S.Pd.i and Yusnimar, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and hlessings in the world and in the here after for the kindness that has given to the researcher.
Thank you so much Dad, Mom. No words can describe how much l love both of you.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr. H.
Mas’ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., M. Sc., Ph.
D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
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2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Harum Natasya, M.Pd., the Academic Supervisor for her guidance to the students.
6. Drs. Samsi Hasan, M.H.Sc., my beloved supervisors who have given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. The Headmaster of SMA Negeri 1 Tambang Drs. Khairullah, M.Pd., who has welcomed the researcher to do the research at the school.
8. English teachers of SMA Negeri 1 Tambang especially Jasmiendi, S.Pd., who has helped and suggested the researcher in doing research, and all staffs who have helped me in accomplishing this research.
9. My beloved nieces Maylani putri, Zharifah Awalyah Hasanah, Haura Azka Najwa, Khairunnisa Salsabila, Chodejjah Guh Dita Yuspa, and Aisyah Fazilla alfatunisa as my mood booster in my life time.
10. My beloved nephew Marshell Aditia Firman and Syabil Zunurrain adha as my mood booster in my life time.
11. My beloved all of my siblings, Welda, Rama, Nelva, Nella, Hesti, Teguh, Joko, Erwin, Adek and Syukron. Thank you for always giving support.
12. My beloved cat zhu-zhu, as may mood bosster in my life time.
13. My best friends in Ceniss grub Nurul lisa, S.Pd., Nada Sahdu, S.Pd., and Trisonia Fitria, S.Pd,. Who give me a lot love and support.
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14. My best friends as like sisters Nia Cahyani, S.Pd., dina Yolanda, Mila Rahayu,S.Ag, and Elsy Hasmanely Putri. Who give me a lot love and support.
15. My Best Friends Sovie Lindaita Dersa, S.Pd., Syahla Putri Salsabil, S.Pd., and Ayu Pratiwi, S.Pd., Risma Desi Fitri, S.Pd., Farm who has helped, supported, and always remembered me to finish the research when l was busy work and traveling. She has accompanied me from collage to finish my research.
16. My team banner Puan Aerosa Hasibuan, S.Pd,. Ari Saefanny Siregar, S.Sos.
Lia Resti Andani, S.Pd., Ulfaturrahma, S.Pd., Ade Lia, S.Pd., Selvy Andrea Mayawitri, S.Pd., and my team KKN UIN SUSKA and PPL UIN SUSKA thank you for making my university life full of happiness.
17. Member of Exo Byun Baekhyun Kim, Min Soek, Kim Junmyeon, Zhang Yixing, Kim Jonh Dae, Park Chanyeol, Doh Kyungsoo, Kim Jong In and Ooh Sehun thank you for making my life full of happiness.
18. All parties who cannot be mentioned one by one who have prayed for and supported the researcher during the process of completing this research.
Finally, the researcher realize that this thesis is still far from perfections. Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, Decembert 22nd 2022
The Researcher
Titik Suci Wahyuni SIN. 11810420710
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ABSTRACT
Titik Suci Wahyuni (2022): STUDENTS’ PERCEPTION ON THE USE OF WORKSHEET IN THE TEACHING AND LEARNING OF ENGLISH AT SMA NEGERI 1 TAMBANG
The purpose of this study was to identify the students’ perceptiion on the use of Worksheet in the teaching and learning of English at SMA Negeri 1 Tambang. This research was quantitative descriptive research. The population of this research was the elevent grade students of Senior Hight School 2 SMA Negeri 1 Tambang consisting of 7 classes. In this research, the researcher took the sample by using simple random sampling technique. So, the total of sample of this research was 52 students from the total number of population. The instrument used in this research was a questionnaire. The researcher gave 20 items of statement which was from 2 indicators internal (students pay attention to the worksheet, students have an interest in worksheet, students have a good understanding of worksheet and students have a good experience with worksheet) and external (Students develop their knowledge with worksheet and students like the presentation of the worksheet (forn size, spacing, color, writing) used. Based on the result of the research, it was found that the students’ perception on the use of Worksheet in the teaching and learning of English was at strongly positive category by the percentage 48,07% and positve category by the percentage 48,07%. The researcher concluded that the students’ perception on the use of Worksheet in the teaching and learning of English at SMA Negeri 1 Tambang was Positive.
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ABSTRAK
Titik Suci Wahyuni (2022): PERSEPSI SISWA TERHADAP
PENGGUNAAN LEMBAR KERJA
PESERTA DIDIK DALAM
PEMBELAJARAN BAHASA INGGRIS DI SMA NEGERI 1 TAMBANG
Tujuan penelitian ini untuk mengidentifikasikan persepsi siswa terhadap penggunaan lember kerja peserta didik dalam pembelajaran bahasa Inggris di SMA Negeri 1 Tambang. Penelitian ini adalah deskriptif kuantitatif. Populasi penelitian adalah kelas XII SMA Negeri 1 Tambang yang terdiri dari 7 kelas.
Pada penelitian dari penelitian ini, teknik pengambilan sampel menggunakan teknik sampling acak sederhana. Jadi, total sampel pada penelitian ini adalah 52 siswa dari jumlah anggota populasi. Instrument yang digunakan dalam penelitian ini adalah angket. Peneliti telah memberikan 20 pernyataan dari 2 indikator internal (Siswa memiliki perhatian terhadap lembar kerja peserta siswa, siswa memiliki minat terhadap lembar kerja peserta didik, siswa memiliki pemahaman yang baik terhadapat lembar kerja peserta didik dan siswa memiliki pengalaman yang baik terhadap lembaar kerja siswa ) dan ekternal (siswa mengembangkan pengetahuan mereka dengan adanya lembar kerja peserta didik dan siswa menyukai penyajian lembar kerja peserta didik (ukuran huruf, spasi, warna, tulisan) yang dipakai). Berdasarkan hasil penelitian ditemukan bahwa persepsi siswa terhadap penggunaan lembar kerja peserta didik dalam pembelajaran bahasa Inggris berada pada kategori sangat positif dengan persentase 48,07% dan kategori positif dengan persentase 48,07%. Peneliti menyimpulkan bahwa persepsi siswa terhadap penggunaan lembar kerja peserta didik dalam pembelajaran bahasa inggris di SMA Negeri 1 Tambang adalah positif.
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ّ خلم ص
(ّ،ينويهوّيجوسّكيتيت ٠٢٠٢
ّذيملاتلاّلمعّقاروأّمادختسلاّذيملاتلاّكاردإّ:)
ّةيوناثلاّ ةسردملابّ ةيزيلجنلإاّ ةغللاّ ميلعتّ يف
ّةيموكحلا ١
ّ جنابمت
ّ
في ذيملاتلا لمع قاروأ مادختسلا ذيملاتلا كاردإ فصو ثحبلا اذه نم فدلها
ةيموكلحا ةيوناثلا ةسردلماب ةيزيلنجلإا ةغللا ميلعت ١
يفصو ثبح وه ثحبلا اذهو .جنابتم
ةيموكلحا ةيوناثلا ةسردلماب رشع نياثلا لصفلا ذيملات هعمتمجو .يمك ١
مهو ،جنابتم
نم نونوكتي ٧
ةينقتو .لوصف تانيعلا ةينقت يه ثحبلا تانيع ذخلأ ةمدختسم
تانيعلا ددعف .ةطيسبلا ةيئاوشعلا ٢٥
ثحبلا ةادأو .ثحبلا عمتمج نم اذيملت
عيزوتب تماق دق ةثحابلاو .نايبتسا ثحبلا اذه في ةمدختسلما ٥٢
تارشؤلما نم انايب
ميلعت(
ةغللا ةيزيلنجلإا لبق
مادختسا قاروأ
لمع ذيملاتلا
، قيبطتو قاروأ
لمع ذيملاتلا
،
تانوكمو قاروأ
لمع ذيملاتلا
، تاراهلماو ةدراولا
في قاروأ لمع ىلع ءانبو .)ذيملاتلا
ةغللا ميلعت في ذيملاتلا لمع قاروأ مادختسلا ذيملاتلا كاردإ نأب فرع ،ثحبلا ةجيتن ةبسنب ادج بيايجإ ىوتسم في نوكي ةيزيلنجلإا ٧٠.٢٧
كاردإ نأ ةثحابلا تجتنتساو .٪
ا ةيوناثلا ةسردلماب ةيزيلنجلإا ةغللا ميلعت في ذيملاتلا لمع قاروأ مادختسلا ذيملاتل
ةيموكلحا ١
.بيايجإ جنابتم
ّّ
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LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... i
ACKNOWLEDGMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
ّ خلم ص ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Problem of the Research ... 5
C. Objectives and Significance of the Research ... 6
D. The Reason for Choosing Title ... 7
E. Definition of the Term ... 7
CHAPTER II REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Framework ... 9
1. Perception ... 9
a. Definition of Perception ... 9
b. The Principles of Perception ... 11
c. Perception Process ... 12
d. Factor Influecing Perception ... 13
2. Teaching and Learning Process ... 14
a. Definition of Teaching and Learning Process ... 14
b. Learning Theories ... 16
c. Language Learning... 17
d. Media in Language Learning ... 18
3. Students Worksheet ... 19
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a. Fumctions and Objectives of Worksheet ... 20
b. Requirements for Preparing a worksheet ... 20
c. Component of Worksheet ... 23
4. Peocedure Text ... 23
5. Curriculum ... 25
B. Relevant Research ... 25
C. Operational Concept... 29
CHAPTER III METHOD OF THE RESEARCH ... 31
A. Research Design ... 31
B. Time and Location of the Research ... 32
C. Subject and Object of the Research ... 32
D. Population and Sample Population ... 32
1. Population ... 32
2. Sample ... 33
E. Technique of Collecting Data ... 34
F. The technique of Data Analysis ... 36
CHAPTER IV FINDING AND DICUSSION ... 40
A. Finding ... 40
B. Discussing ... 58
CHAPTER V CONCLUSION AND SUGGESTION ... 59
A. Conclusion ... 59
B. Suggestion ... 59 REFERENCES
APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLES
Table lll.l Population of the Research... 33
Table lll.2 Sample of Research ... 34
Table lll.3 Likert Scale ... 35
Table lll.4 The Blueprint of the Questionnaire Items ... 36
Table III.5 Classification of Students’ Perception ... 37
Table III.6 Validity Statistics ... 38
Table III.7 Reliability Statistic ... 39
Table IV. 1 The procedure text of worksheet in learning English are easy to understand ... 42
Table IV. 2 The sentences on the procedure text of worksheet in learning English, it not making me confuse ... 42
Table IV. 3 The instructions on the procedure text of worksheet in learning English are clear, making it easier for me to fill out the exercises on the worksheet ... 43
Table IV. 4 The choice of font, size, and spacing used makes it easier for me to read procedure text of worksheet in learning English... 44
Table IV. 5 At the beginning of learning to use this procedure text of worksheet, there was something that made me interested in using the procedure text of worksheet in learning english ... 44
Table IV. 6 The presentation style on the procedure text of worksheet in learning English is boring for me ... 45
Table IV. 7 At the page stage, there are words or sentances that l do not understand ... 45
Table IV. 8 During learning activities in working on procedure text of worksheet, l always fill in acoording to the instructions ... 46
Table IV. 9 The variety of activities, assignmens, practice questions, illustrations and other on the procedure text of worksheet in learning English helps me to develop skills during the teaching and Learning process in class ... 46
Table IV. 10 When after filling out the procedure text of worksheet in learning English, l always check the result of work that l have done ... 47
Table IV. 11 From every activity in the procedure text of worksheet, l can conclude and take important ideas about the material of procedure text ... 48
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Table IV. 12 I can relate the contants of the procedure text of worksheet in learning English with things l have been, done, or thought about in my daily ... 48 Table IV. 13 The material and practice questions on the worksheet in
learning English are presented completely in accordance with the material of procedure text ... 49 Table IV. 14 The existence of worksheet has affect on my absorption in
learning English ... 49 Table IV. 15 There is a difference in my understanding when learning English is delivered with and without using a procedure text of worksheet ... 50 Table IV. 16 After studying material on procedure text of worksheet
in the English learning, it makes me believe l will be successful in tests or other tests ... 51 Table IV. 17 The content of the material on procedure text of worksheet
in the English learning is very useful for me ... 51 Table IV. 18 There is no material on procedure text of worksheet that l
do not understant ... 52 Table IV. 19 I enjoy studying material of procedure text using worksheet
in learning English ... 52 Table IV. 20 Fill in the material on procedure text of worksheet
acoording to my interests ... 53 Table IV. 21 The Recapitulation of Students’ Score ... 53 Table IV.22 Data Interpretation of Students Perception55
Table IV. 23 Students’ Perception Score ... 55
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LIST OF FIGURES
Figure IV.1 Percentage of Classes Filling Outt the Questionnaire ... 41 Figure IV.2 The Frequesncy Score of the Students’ Perception ... 57 Figure IV.3 The Percentage of the Interval Score Distribution of the Students’
Perception ... 57
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LIST OF APPENDICES
Appendix 1 Syllabus
Appendix 2 Procedure text of worksheet Appendix 3 Instrument
Appendix 4 Students Questionnaire Score (Try Out) Appendix 5 Score of Students Questionnaire
Appendix 6 Supervisor Letter
Appendix 7 Supervisor Letter (Extension)
Appendix 8 Student’ Thensis Guidance Examination Appendix 9 Attechment of Proposal Examination
Appendix 10 Ratification of the Proposal Siminar Improvements Appendix 11 Pre-Research Letter
Appendix 12 Permission Letter of Pre-Research Appendix 13 Research Letter
Appendix 14 Recommendation of Riau Governor Appendix 15 Completion Letter to the Reasearcher Appendix 16 Documentation
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CHAPTER I
A. Background of the problem
According Tyson and Caroll (in Syah, 2019, p.179) Teaching is a way working with student a process of interaction the teacher does something to student; the students do something in return.
Learning is a process facilitated by teachers to acquire knowledge, mastery of skills and character, and attitudes and beliefs. In other words, learning is a process to help students learn effectively. Besides, in learning, there must also be good interaction between students and teacher.
According to Morgan (2014, p.140) Learning is a key process-some would say the key process- in human behavior; it pervades everything we do and think. It plays a central role in the language we speak, our customs, our attitudes and beliefs, our goals, our personality traits (both adaptive and maladaptive), and even our perceptions.
In the era of curriculum 13, the concept of learning in Indonesia refers to a scientific approach that requires students to actively construct concept, the theories, cases through certain stages according to scientific concepts. The learning process has focused on student activities, involves process skills, and develop student character. Of course, this approach wants that students’ cognitive can be honed, problem solving can be sharpened by students, need of learning are considered important by
students, ideas can be communicated directly by students, and learning outcomes traversed based on level thinking activities high by students.
In addition, the Ministry of education and Culture (Kemendikbud) emphasizes that the curriculum 2013 also mandates to encourage students to be better able to make observations, ask questions, reason, and communicate about what they get or know after receiving leaning material (Kemendikbud, 2014). According to the Ministry of National Education, 2006, worksheet can assist teachers in conveying information (knowledge, attitudes, and performance) that cannot be conveyed orally. Besides, according to Guruh, anjarwati, and Prayitno (2018), worksheet can make students learning activities more focused.
When students learn, students try to form concepts about what they are learning. This is a stated by Ibrahim (2012, p.17) that when participants learn, they actually carry out activities to assemble the concepts they already have with new concepts, so that a web of concepts will occur in their thinking. One of the factors that courses students not to understand the concept is because one’s mastery of concepts is not complete, simple and different. So we need a student-centered learning method, so that students can find information from a certain concept so that information obtained by students is complete and able to work together with their friends. Learning sources or media are very diverse, they can be in the form of a classroom or school environment, books, students’ activity sheets and others.
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Students’ worksheet are practical teaching materials because they contain a summary of material and some practice questions for students.
Student Activity sheet is a sheet that contain task that must be done by students. Student Activity Sheet there are usually instructions and steps to complete a task. The material in the student worksheets is arranged step by step regularly so that students can follow it easily (Matutina, 2014).
Student activity sheets can be viewed as a student guide used of carry out problem solving activities, and contain a set of activities that must be carried out by students to maximize understanding for the formation of basic abilities according to indicators of achievement of learning outcomes that must be taken (Trianto, 2015). In other words, student worksheets are an important medium to use in the learning process to support students in achieving learning goals.
According to Walgito (2010, p.99), perception is a process that is preceded by the sensing process, which is the process of receiving stimulus by individuals through the sensory devices or also called sensory processes. But the process does not just stop, but the stimulus is continued and the next process is the process of perception.
Based on preliminary research the researcher during PPL activities at SMA Negeri 1 Tambang, the researcher conducted through the interview the English teacher and students. The researcher asked about the worksheet that he used as learning devices. The English teacher used
worksheet because he considered that it can shorten the time in learning.
The English teacher tells that the English worksheet which the second grade students used was based on worksheet or in the other words Lembar Kerja Peserta Didik (LKPD).
The result from students interviews some students contented the English not to use worksheet when English teachers taught in learning class because the English teachers only gives assignments without discussing the material when the teaching and learning process, some students complained the material in worksheet was unclear so the impact make some students are lack interest, motivation, and active while discussion using worksheet in learning class.
Based on previous the use of worksheet has a good result. Anwar, (2017) in title the use of students’ worksheet in teaching English class at seond grade on MTS N Teras in the academic year of 2016/2017 , focus on the use od worksheet as a media in teaching and learning English in Junior high school, same like this Subhan, (2018) in title developing worksheet (LKS) base on process skills in curriculum 2013 at elementary school grade IV,V,VI, focus on effectiness of level of LKS and developing for improving the process skill of students in elementary school. Another researcher Pertiwi, (2019 in title designing English worksheet to tech reaching reaching skill for the eleventh-grade students of MAS Nururrodhiyah kota Jambi, focus on student’s worksheet in reading skill by using test.
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However, the evidence of using worksheet in teaching and learning of English in procedure text material do not investigate yet. Then, this research intended for analysis the use of worksheet in teaching and learning process. So based on phenomenon above the researcher was interested in exploring student perceptions after experiencing the teaching and learning of English. By knowing students’ perception, the teacher can understand student better. Then, the researcher is interested in conducting research entitled “Students’ Perception on the use of Worksheet in the Teaching and Learning of English at SMA Negeri 1 Tambang”.
B. Problem of the Research
1. Identification of The Problem
Based on the background and phenomena of the students’
difficulties and complexities, the problems of this research are identified on the following identifications:
a. Why did the students contend that they like the English teacher not to use worksheet when she/ he is teaching in the classroom?
b. What makes some students did sometime complain the material in worksheet was unclear?
c. What makes some students are lack interest when using worksheet in learning class?
d. What makes some students are lack motivation and active while discussion using worksheet in learning class?
2. Limitation of the problem
Based on the problem identified, it is clear that there are many problems in this research. The researcher needs to limit the problems in this research. The researcher focuses on the student’s perception on the use procedure text of worksheet in the teaching and learning of English at SMA Negeri 1 Tambang.
3. Formulation of the problem
The problem of this research can be formulated as “How is the student’s perception on the use procedure text of worksheet in the teaching and learning of English at SMA Negeri 1 Tambang?”
C. The Objectives and Significance of the Research 1. The Objectives of the Research
The objective of this research is to identify Students Perception on the use Procedure Text of Worksheet in the Teaching and Learning of English at SMA Negeri 1 Tambang.
2. The Significance of the Research
The significance of the research can be applied to teacher, student, and worksheet designer.
a. To make teachers know the student’s perception on the use of worksheet in the teaching and learning of English in procedure text.
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b. To make students realize the benefits of using worksheet in the teaching and learning of English.
c. Can be used as the guidance for worksheet, so they could improve and make a better worksheet based on the result of this research.
D. The Reason for Choosing Title
1. The title of this research is not yet investigated by other previous researches, so, the researcher interesting to choose this title.
2. The title of this research is relevant with the researcher status which as students of English Education Department.
3. This research is also relevant with the researcher status which as future teachers.
4. The location of the research facilitates the writer in conducting the research.
E. Definition of the Term
Some keys term related to this research. The researcher defines to avoid misunderstanding by the reader. The definitions are:
1. Students Perception
According to Morgan (2014, p.107), “Perception refers to the way the world looks, sounds, Feels, Testes, or smells. In other words, Perception can be defined as whatever is experienced by a person”
2. Students Worksheet
Students’ worksheet is a printed material such as sheets of paper containing materials, summaries, and instructions of learning tasks that should be done by students, which refers to the basic competencies that should be achieved and useful to actuate students active in the learning process (Depdinas, Jakarta, 2008)
3. Teaching English and Learning process
Learning is a process that result in long-lasting behavioral change, which from practice or other forms of experience naturally produces a variety of behaviors in certain ways and in certain capacities (Schunk, 2012).
9 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Perception
a. Definition of Perception
Sarwono, (2014, p.85) state that in a newborn baby, the images that reach the brain are still mixed up so that the baby cannot distinguish objects clearly. The older the child, the better the structure of the nervous system and brain, and the greater the experience of the child. He began to be able to recognize many objects one by one, distinguish between objects with other objects and group objects that are close together or similar. he begins to focus his attention on one object, so that other objects around him are considered background. The ability to discriminate, classify, focus, and so on, which is then interpreted is called perception.
The perception according Sarlito W Sarwono (2014, p.86) Perception takes place when a person receives a stimulus from the outside world that is captured by the help organs that then enter the brain. in which there is a thought process that ultimately manifests itself in an understanding. This understanding is more or less called perception.
Robinson (2001, p.6) state that perception is a purely physical process in which a straightforwardly physical quality is established in the sense organ. This is transmitted from thence into the heart, where the senses are united, and is retained in the bloodstream, thereby constituting memory.
In another words, the form and the meaning of the perception might be determined by the condition of the individuals who state the perception, object and attitude. No one has the same perception about something, because every person does not get same stimulation.
In this case perception categorized in two factors:
1. Students’ perception according to the Respondent English Grade
2. Students’ perception according Respondent gande.
According to La Sulo in Hadis (2008) perception can be both good and bad, depend on individual perception. If individual its perceiving something which is wrong, of course that perception is bad. On the other hands, if the individual accepts compatible information like what he/she want, hence it will generate comment which are positive of good, if the students give positive perceptions response to the lesson of English language it will arise a new reaction, that is high interest them to study. The interest means is
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“tendency specifying something object to feel to make an interest in certain matter and feel to dabble in it”.
Every student has different perception about worksheet in the teaching and learning of English. They have either positive and negative perception. Positive perception is the perception that said about important of use worksheet in the teaching and learning process in their future life. And the negative perception that said about use of worksheet in the teaching and learning process is not really important for their future life.
b. The Principles of Perception
Slameto (2003, p.2) explain that there are some principles of perception which should have known by an English teacher in order to know student’s perception. They are:
1. Perception is relative not absolute
Human being is not a scientific instrument which can absurd anything as first conditions exactly.
2. Perception is selective
Someone just pays attention only some stimulus from many stimuli in her environment at the certain moment. It means that the stimulus that received will be based on what he had learned.
3. Perception has arrangement
People receive stimulus not with randomly. He will receive in the form of relations or group. If the stimulus uncompleted he
will complete it until the relations or groups can be clear.
4. Perception is influenced by hope and readiness
Hope and readiness of message receiver will establish where the message those will choose to receive and how message will be arranged and how the message will be interpreted.
5. Perception of someone or group can be different with other perception.
Although at the same time this different perception can be explored in different individually, behavior, attitude, and motivation. The perception can be solicited by using questionnaire and interview. In measurement function, Information from the questionnaire can give description about identity, such as gender, age, education, job, income, and so on.
The question which are planned to measure many attitude phenomena. Such as social distance, perception, motivation, and so on (Suwarto, 2007, p.76).
c. Perception Process
Accorzding to Qiong (2007, p.18) there are three stages of the perception process, as follows:
1) Selection
Selection is the first stage in the process of perception, in this stage the environmental stimulus turns into meaningful experience.
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2) Organization
The second stage in the process of perception is an organization needs to be arranged in a certain way by finding meaningful patterns. There are two characteristics in this stage.
First, the organizing process provides the structure of human perception. In this stage, raw stimuli from the outside world are placed into meaningful experiences of structured humans.
Second, the process shows that human perception has stability. In other words, after selecting a stimulus and putting it into a category, the selected stimulus becomes more durable.
3) Interpretation
The third stage in perception is interpretation that is referred to the process of attaching meaning to what is choose by the stimulus. However, each person will give a different interpretation despite getting the same stimulus.
d. Factor Influencing Perception
In general, perception can be influenced by two factors namely internal and external. According Walgito (2010) internal factors including attention, interest, and experience, physiological, unidirectional needs, obeservation and memory , and mood.
According Roni (2018) external factors including the size and placement of objects or stimuli, the coor of objects, the uniqueness
and contrast of the stimulus, the intensity and strength of the stimulus, the motion or movement, the target object and the stituation/ environment where the perception take place. Sarwono (2011) stated that several factors influence a person’s perception, namely:
1) Attention, it does not capture all the surrounding stimuli at once but focuses only on one or two objects. The focus of attention between one another will cause differences in perception.
2) A person’s mental rediness for stimuli that will arise.
3) Needs, momentary or permanent needs in the indivisual sill affect the person’s perception. Different needs will caause different perceptions for each individual.
4) The assessment system, it patterns possessed by individuals will produce different perception. Forming perception are influenced by individuals with oe another or with one group with another group.
2. Teaching and learning process
a. Definition of Teaching and learning process
According to Hamzah and Muhlisraini (2014, p.58) learning is the effort of teachers or lectures for students in the form
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of activities to select, establish, and develop optimal methods and strategies to achieve the desired result. While according to Nasution (Ngalimun and Fauzani, 2016, p.17) is an activity to organize or manage the environment as well as possible and connect with learners so that the learning process occurs.
The teaching and learning process is at the core of the overall educational process with the teacher as the primary role holder. Teaching and learning events are rooted in views and concepts. Therefore, the realization of teaching and learning process can occur in zarious models. Bruce joyce and Marshall because present 22 teaching models that are grouped into 4 things:
Information process, personal development, social interaction and behavior modification (Joyce & Weil, Models of teaching, 1980).
Teaching and learning process is a process that contains a series of actions of teachers and students on the basic of reciprocal relationships that take place in educational situations to achieve certain goals. Interaction or reciprocal relationship between teacher and a major requirement for the on-going learning process.
Interaction in teaching a learning event has a broader meaning, not just the relationship between teachers and students, but in the form of educational interaction. In this case not only the delivery of messages in the form of subject matter, but rather the inculcation of attitudes and values in students who are learning.
Based on the definition of above can be concluded that teaching and learning process has a broader meaning and understanding that just teaching. In the process of teaching and learning implied the existence of an integral activity that is not separated between students who are learning and teachers who teach. Between the two activities is intertwined interaction that support each other.
b. Learning theories
Learning theories are an organized set of principles explaining how individuals acquire, retain, and recall knowledge.
By studying and knowing the different learning theories, we can better understand how learning accurate, the principles of the theories can be used as guidelines to help select instructional tools, techniques, and strategies that promote learning. The learning theories divided into; behaviorism, cognitive information processing (cognitivism) and construction.
According to B.f Skinner and the concept of operant conditioning. Behaviorism theorist believe that knowledge exist independently and outside of people. They view the learner as a blank slate must be provided the experience. Behaviorists believe that learning actually occurs when new behaviors or changes in behaviors are acquired through association between stimuli and responses. Thus, association leads to a change behavior
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(Semiawan, 2002, p.2).
According to Jean Piaget Cognitive information processing is based on the thought process behind the behavior. The theory is based on the idea based on the idea that humans process the information they receive, rather than merely responding to stimuli (i.e., that think about what is happening).
The changes in behavior are observed, but only as an indicator to what is going on in the learner’s head. The Learner’s mind is like a mirror from which new knowledge and skills will be reflected. Cognitive information processing is used when the learning plays an active role in seeking ways to understand and process information that he or she receives and stored within memory.
c. Language Learning
Schunk (2018, p.216) defined learning as relatively permanent influence on behavior, knowledge, and thinking skills, which comes about through experience.
According to Arifin (2010). English is an important instrument in various fields of scientific communication, business, cultural exchange, political issues. Furthermore, Delahunty and Garvey (2010, p.7) stated that language is the main communication medium between students and teachers and between students and textbooks in educational facilities. Students who study English is
simultaneously both their educational facilities and objects. From the explanation above, it can be concluded that learning will provide experience through the knowledge and skills received during the learning process.
Learning English is the key to success because of its importance in various aspects of life.
d. Media in language Learning
According to Dr. Rusman Learning media is a tool or form of stimulus that serves to convey learning messages. Stimulus forms can be used as media including human relationships or interactions, reality, moving images or not, written, and recorded sound. These five forms of stimulus will help students learn foreign languages.
a) Types of learning media
1. Visual media. Visual media is media that can only be seen using the sense of sight, which consists of projectable media and non-projectable media, which are usually still images or moving images.
2. Audio media, namely media that contain messages in auditive form that can stimulate the thoughts, feelings, attention, and willingness of students to study teaching materials. Examples of this audio media are sound cassette programs and radio programs.
3. Audio-visual media, namely media which is a combination of audio and visual or commonly called view-hearing. Examples of audio-visual media are educational video/television programs, instructional videos/television, and sound slide programs.
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4. Presenting media group. The media presenters group as disclosed by Donald T Tosti and John R Ball are grouped into seven types, namely: (a) the first group;
graphics, printed materials, and still images, (b) the second group; silent projection media, (c) the third group; audio media, (d) the fourth group; audio media, (e) fifth group; live picture/film media, (f) the sixth group; television media, and (g) the seventh group;
multimedia.
3. Students Worksheet
Trianto (2010 p. 222) states that the students activity sheet guides students who are used to carrying about investigations or problem- solving. The worksheet contains activities that students must do to maximize understanding to form an essential ability according to specific achievement indicators. Masjid (2006) suggests that students’
worksheets are sheet containing assignments that students must do.
Student worksheets contain instructions or steps for completing a task based on an essential competency.
According to Prastowo (2011), a worksheet is printed teaching material in the form of paper sheets containing material, summaries, and instructions for implementing learning tasks that students must carry out, referring to the essential competencies that must be achieved. According to Susanto (2009), student worksheets are teaching materials packaged so that students can learn the material independently.
a. Functions and Objectives of worksheet
According to Prastowo (2011), there are four functions of the worksheet, namely:
1. Minimizing the role of the teacher but can active the role of students,
2. Make it easier for students to understand the material provided, 3. A concise and task-rich learning resource for practicing,
4. Facilitate the implementation of the learning carried out.
The objectives of the preparations of the worksheet include:
1. Make it easy for students to interact with the material being taught,
2. Presenting tasks that improve students’ mastery of the material given.
3. Train the independence of students in learning,
4. Make it easy for teachers to give assignments to students.
b. Requirements for preparing a worksheet
According to Hendro and Jenny (Depdiknas, 2008), good quality worksheets meet didactic requirements, construction requirements, and technical requirements.
1. Didactic terms
The existing worksheet must follow the principles of
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effective learning, such as:
a) Play attentions to individual differences so that a suitable worksheet is a worksheet that all students can be use differently.
b) Emphasizes the process of finding concepts to serve as a guide for students, not containing material direct given.
c) Has a variety of stimuli through various media and student activities to do something such as writing, drawing, having a dialogue with friends, using tools, touching natural objects, and so on.
d) Can develop social, emotional, moral, and aesthetic abilities so that the learning activities carried out are not only aimed at recognizing academic facts and concepts.
e) The students’ personal development goals determine learners’ learning experiences.
2. Construction requirements
In the student worksheet, the use of language, sentence structure, vocabulary, level of difficulty, and clarity must be pratical to be understood by the parties using it.
a) The worksheet must use language appropriate to the age level of students.
b) The worksheet uses sentences with clear structures.
c) The worksheet has a sequence of lessons or material following the ability level of students.
d) The questions that exist are not too open-ended; the recommended questions are fields or answers obtained from information processing.
e) The sourcebook that is the reference must be in the readability of students.
f) The worksheet provides a place to provide flexibility for students to write or draw the things they want to convey.
3. Technical requirements
Emphasize the writing, picture, and appearance of the worksheet compilers,
a) Writing is used in the worksheet must pay attention to the following matters.
1) The worksheet uses printed letters and does not use Latin or Roman characters.
2) The worksheet uses big, bold letters for writing topics.
3) The worksheet uses a matching or massage of the image effectively.
b) Pictures can convey the content or message of the image effectively
c) Worksheet appearance must be made attractive
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c. Component of worksheet
1. Number of students worksheet, this is intended to make it easier for teachers to recognize and use it.
2. The title of activity, contains the topic of the activity according to the besic competencies
3. Purpose, is the purpose of learning according to the besic competencies.
4. Tools and materials, if learning activities require tools and materials, then write down the tools and materials needed.
5. Work procedures, containing work instructions for students that function to make it easier for students to carry out learning activities.
6. Data table, contains a table where students can record the result of observations or measurements
7. Discussion material, contain questions that quide students to analyze data and conceptualize.
4. Procedure Text
According to Dirgeyasa (2016), A procedure text is a document that is to convey how something is accomplished through a seris of acts or language that describes tha steps involved in manufacturing or performing anything. It explains how individuals carry out various
operations in a sequential order. This work often employs imperative phrases in this simple present tense.
Djatmika & Pambudi (2015) state, procedure text is one type of text in English that shown and explains how to produce something according to series of actions and regular steps. It contains some procedures, intructions, processes, and steps.
The social role of procedure text, according to Napitupulu and Kisno (2014), is to provide directions for manufacturing or doing something for instance, directions, recipes, inteructions, and manuals.
1. The structure of procedure text
a. An introduction statement that states the purpose or goal of the project. This might be the text’s title or the first paragraph.
b. A list of the materials required to conduct the process. This might be a paragraph or a list. In certain methods, this stage may be skipped.
c. A list of steps in the order in which they must be completed. In most cases, the sequence is crucial; terms like now, next, and after this can be utilized. The stages usually start with a command like add, stir, or push.
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5. Curriculum
The curriculum in Indonesia is currently curriculum 2013 in particular (Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 70 of 2013) on the basic Framework and Structure of vocational curriculum/ MAK which states that the 2013 Curriculum was developed with the improvement of mindset, among other: learning that focuses on the teachers for focuses on students, as well as passive learning into active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve their own case problem.
B. Relevant Research
The researcher found other previous studies related to this investigation, there are relevant studies done in different contexts as follows:
1. The first research was conducted by Charlina, C., & Septyanti, E.
(2019). The title is Development of work sheets for student (LKPD) in writing Explanation Text. This research was conducted at Class XI student of Senior High school Drama Lokasi Pekanbaru. Data collection techniques were carried out through the questionnaire and test stages. The results of the data analysis provide an overview of the aspects of content eligibility, aspects of language readability,
presentation of material, and graphics, which have powerful correlations for the preparations of LKPD.
2. The second research was conducted by Sukowati, R., Dubadiyono, S.,
& Mukmin, S. (2018). The title is Developing Student Worksheet Of Ecology based Descriptive Text Writing In Seventh Grade of MTS Mugimus Sunnah Palembang. This research was conducted at Class VII MTS Muqimus Sunnah Pelembang. The researcher found that the main of study was to produce teaching materials in the of worksheet writing descriptive text based on ecology. The research used both questionnaire, interview and test. From the field test results (Field test) through pretest and posttest, there was as average increase in the learner value of 17.95 so that LKPD could be categorized as effective or have potential effects for learners.
3. The third research was conducted by Yuanita, P. (2021). The title is The Effectiveness of Student Worksheet based on 4’Cs Skills to Improve Higher Order Thinking Skills Students’ SMP Pekanbaru. This research was conducted at SMPN 4 Pekanbaru with Vll class that used pre-experimental. This study is aimed to know the effectiveness of student worksheet (LKPD) based on 4’Cs skills and its effect on improving higher-order thinking skill. The researcher used statistical t- test. The results showed that this LKPD was Declared effective as a learning innovation based on indicators of higher-order thinking skills.
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4. The fourth research was conducted by Chotimah, C (2021). The title is Validity and Practicality of Worksheet assisted by PHet interactive simulations to improve students creative thinking skills in a research- based learning model. This study aims to describe the validity and practicality of worksheet as a learning tool in research-based learning model. The research used descriptive analysis of quantitative data, the teacher’s response and the student’s responses to the questionnaire instrument. Based on the results of the developed phet assised worksheet, it is stated that they are valid and practicality used in research-based learning to improve the creative thinking skill of student at the high school.
5. The Fifth research was conducted by Suci Apriliana Pertiwi (2019).
The titles are Designing English Worksheet to Teach Reading Skill for the Eleventh Grade Students of MAS Nururrodhiyah kota Jambi. The process in developing the worksheets for reading skill followed the simplified model of research procedure based on Dick and Carey in Borg. The worksheet was validated and was tried out to the students.
The result from the questionnaire 83,2 % accepted and success and 16,8% did not fill the criteria.
6. The sixth research was conducted by Syaiful Anwar (2019). The titles is The Use of Students’ Worksheet In Teaching English Class at Second Grade of MTS N Teras in the Academic year of 2016/2017.
This study is descriptive qualitative research. The researcher describes
and analysis the data in detail to get the results and conclusion of the research. In collecting the data, researcher used observation, interview and document. Data were analyzed using data representation, describing the data, make inferences or verification. The result of this study showed that the use of students’ worksheet for learning English in MTs N teras Boyolali was pleased upon every student, with reason to facilitate the students to do the exercises.
7. The seventh research was conducted by M Subhan and N Oktalita, M.Kn (2018). The titles is Developing Worksheet (LKS) Base on Process Skill in Curriculum 2013 at Elementary School Grade IV, V, VI. In the trial step the use of LKS using one group pre-test-posttest design research design. The purpose of this trial is to know the effectiveness level of LKS result of development for improving the process skill of students in grade IV,V,VI of elementary school. The data collecting in this research uses the test resyt sheet of the process skill through pre-test and post-test. Observation result were analyzed with spss 16.0 software. The result of the analysis learning learning process of students skill of Sig value. There is a significant differenc the development of process skill between students using LKS with students who do not use LKS. It can be concluded that LKS have accuracy, case and can improve result learn on aspact of skill process of student of grade IV,V, VI elementary school.
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Based on the relevant research above, although there are similarities between the sevent previous studies, of course there are still differences between this research and five relevant researches above. This research was conducted at senior high school context. So based on the previous research above, the use worksheet in teaching and learning process were used in this research, with describe this worksheet has a positive respont from student and the research was conduvted at SMA Negeri 1 Tambang.
C. Operational Concept
The operational concept is the concept of theories that guides the reader to avoid misunderstanding and misinterpretation in this research.
Syafi’i (2019) says that operational concepts are derived from related theoretical concepts on all of the variables that should be practically operated in academic writing a research paper. Furthermore, the variables to investigated should be clear and empirical defined into simple words. In this research, the researcher uses one variable that is students’ perception on the use worksheet in the teaching and learning of English.
To operate the investigation one the variable, the researcher establishes some indicators based on the theory of perception toward worksheet by Walgito (2010) and Roni (2018) in Idrus, et al (2020), They are as follows:
1. Internal
a. Students pay attention to the worksheet.
b. Students have an interest in worksheet.
c. Students have a good understanding of worksheet.
d. Students have a good experience with worksheet.
2. Eksternal
e. Students develop their knowledge with worksheet.
f. Students like the presentation of the worksheet (font size, spacing, color, writing) used.
31 CHAPTER III
RESEARCH METHOD A. Research Design
This research is a descriptive quantitative design with a survey approach through the questionnaire. Best and Kahn (2006) state that descriptive research is research that uses a quantitative method to describe what is describe, record, analyze, and interpret conditions that exist in real situations. Creswelll (2012) States that quantitative research is a type of educational research in which the research decided what to study, asks specific, narrow questions, collects numberic (numbered) data from participants, analyzes these numbering using statistic, and conducts the inquiry in an unbiased, objective manner. In quantitative research, the researcher uses a survey method to help obtain data.
From the explanation above, it can be conluded that descriptive quentitative research is the research where research focuses on gathering numerical data and generalizing it to tell a perticular phonomenon. In this study, the researcher uses a quantitative descriptive design because the data collected by the researcher is based on quantitative data, then the researcher explained the results of the data in descriptive form. Descriptive research in this study in inteded to obtain result and information about the students’
perception on the use procedure text of worksheet in the teaching and learning of English.
B. Time and Location of the Research
This research will conduct at Second Grade SMA Negeri 1 Tambang. It located at Jl. Raya Pekanbaru-Bangkinang, Riau province.
This research will begin in April-Mei 2022.
C. Subject and Object of the Research 1. The subject of the Research
The subject of this research is the second-grade students of SMA Negeri 1 Tambang
2. The object of Research
The object of the research is students’ perception on the use procedure text of worksheet in the teaching and learning of English at SMA Negeri 1 Tambang.
D. Population and sample
1. Population of the Research
According to Creswell (2012, p. 142), a population is a group of individuals who have the same characteristics. The population in this study are 209 students of the second grade of SMA Negeri 1 Tambang.
The following table describe the population of the research:
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Table lll.l
Population of the Research
Number Class Population
1.
2.
3.
4.
5.
6.
7.
XI MIPA 1
XI MIPA 2
XI MIPA 3
XI MIPA 4
XI IPS 1
XI IPS 2
XI IPS 3
32
32
32
30
32
26
26
Total 209
*Source data from SMA Negeri 1 Tambang
2. Sample of the Research
According to Creswell (2012) that sample is a sub group of the target population that the researcher plans to study for generalizing about the target population. Arikunto (2006) state if the population more than 100, the sample is taken between 10-15% up to 20-25% as the sample. So the researcher took 25% of students as the sample
which consist of 209 students. The total number of the population in this research is 52 students. In this research, the researcher use “Simple random sampling”. Based on Kerlinger (2006), simple random sampling is a research method in which every number of the population has an equal opportunity to be a pertcipant. In addition, sugiyono (2001) stated it is called simple random sampling because it is done randomly without categorizing anything in the population.
Table lll.2 Sample of Research
Number Class Sample
1.
2.
3.
4.
5.
6.
7.
XI MIPA 1 XI MIPA 2 XI MIPA 3 XI MIPA 4 XI IPS 1 XI IPS 2 XI IPS 3
10 9 11
5 7 4 6 Total 52
E. Technique of Collecting the Data
Technique of collecting the data, the researcher uses the questionnaire. According to Sugiyono (2011) that questionnaire contained of written statement or question that will be answered by respondent. The
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questionnaire can be presented on the Form of multiple choice or attitude scales, for example the Likert scalar (Gurning and Aswita, 2018).
According to Sugiyono (2011) Likert scale is used to measure the attitude, opinions, and perceptions of a person or group of people about social phenomena. The respondent is provided with a scale of possible responses (usually five) to the question-ranging from the perception measure
“Strongly agree” to the exact opposite measure of “strongly disagree”
(Wilkinson and Birmingham,2003).
Table lll.3 Likert Scale
Option Favorable Score Unfavorable score
Strongly Agree Agree Disagree Strongly Disagree
4 3 2 1
1 2 3 4
In this research, the questionnaire was adopted from the reseach by jannati, (2015). Moreover, the researcher modified the questionnaire based on this research.
Table lll.4
The Blueprint of the Questionnaire Items
No Aspects Favorable
Items
Unfavorable Item 1. Internal
a. Students pay attention to the worksheet
1,13,18
b. Students have a interest in worksheet 5,17,19,20 c. Student have a good understading of
worksheet
2,3,7,8,15 7
d. Students have a good experience with worksheet
10,14, 16
2. External
e. Students develop their knowledge with worksheet
9,11, 12
f. Students like the presentation of worksheet (fornt size, spacing, color , writing) used.
4 6
F. Technique of Data Analysis
In this study, the researchers analyze the data from questionnaires filled out by participants by using a basic statistical foemula. Then, they are processed in the form of frequency distribution table by using the following formula.
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Notes:
P = Percentage
F = Frequency
N = Number of sample
100% = Coustant of value
For interperenting the result of the questionnaire, the researcher used the categories of Khothori and suzanne (2020) as folow:
TABLE III.5
Classification of Students’ Perception
No. Class Interval Interpretation
1. ≥ (0.80 x max score) Strongly Positive
2. (0.60 x max score)- (0.80 x max score) Positive 3. (0.40 x max score)- (0.60 x max score) Nagative
4. ≤ (0.40 x max score) Strongly Negative
There are two important characteristic that every measuring instrument should pass: Validity and reliability. Beore using the questionnaire, the researcher was going to try out 50 students to find out the validity and reliability of the questionnaire. According to Usman and Akbar (2008) if the result of r count > r table so the isntrument is valid. In this research, the validity of the questionnaire was done by using productmoment correlation. Test validity of the instrument in this research with the help of the spss 23 program. The result of the validity instrument is shown in the table below:
TABLE III.6 Validity Statistics
Items r Count r Table Result
Item 1 0.437 0.279 Valid
Item 2 0.437 0.279 Valid
Item 3 0.420 0.279 Valid
Item 4 0.585 0.279 Valid
Item 5 0.477 0.279 Valid
Item 6 0.441 0.279 Valid
Item 7 0.555 0.279 Valid
Item 8 0.576 0.279 Valid
Item 9 0.573 0.279 Valid
Item 10 0.564 0.279 Valid
Item 11 0.768 0.279 Valid
Item 12 0.603 0.279 Valid
Item 13 0.603 0.279 Valid
Item 14 0.748 0.279 Valid
Item 15 0.748 0.279 Valid
Item 16 0.748 0.279 Valid
Item 17 0.546 0.279 Valid
Item 18 0.535 0.279 Valid
Item 19 0.704 0.279 Valid
Item 20 0.711 0.279 Valid
Based on the table above, it was clear that all items can be used as the instrument for this research because all the items on the questionnaire were valid.
Gurning and Aswita (2018) argue that the validity of research instrument indicates where a test measure what it wants to measure. Besides the validity instrument, a research instrument is said to have a high-reliability value. The reliability of this instrument was helped by the spss 23 program. The formula used is the Cronbach Alpa formula. The instrument was declated valid if the Cronbach Alpa Value
>0.80 (Usman and Akbar, 2008). The result of the realibility test is shown in the table below:
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TABLE III.7 Reliability Statistic
Cronbach’s Alpa N of Items
0.899 20
The result of the reliability test was 0.899. It means that the Cronbach Alpa value was more than ).80. This means that, the questionnaire was reliable and can be used as the instrument in this research.
