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Developing Worksheet Template to Achieve the Basic Competences in

the 2013 English Syllabus for Junior High School
Chandra Yuniarto1 Olyvia Vita Ardhani 2,
1,2
Sanata Dharma University, Indonesia
1
laurensiuschandra375@gmail.com; 2olyviavitaa19@gmail.com

Abstract
Worksheets are beneficial to provide more learning experiences. expand students’
horizons since it provides sufficient exercises to support the students’ learning
activity. This research aims to design the worksheet template to help achieve the
basic competencies in the 2013 english syllabus and provide the accountability of
the template. To achieve the aims of the study, the researchers utilize the early
stages of the Research and Development method to develop the worksheet
particularly steps one to four. Moreover, in the process of developing the worksheet,
the scaffolding and teaching learning cycle theories were very well connected. The
results show that the worksheet is valid based on the accountability of each learning
outcome.
Keywords: worksheet, backward design, RnD

INTRODUCTION
Nowadays, learning should be done in a more effective and flexible way.
Therefore, as a teacher, it is a challenge to be able to provide the best learning
experience for the students because of COVID-19 pandemic. The government
established some strict rules to ensure the safety of both students and teachers from the
disease by replacing the traditional model of face-to-face learning with online learning
methods. On one hand, online learning makes the students gain new information easily
and it provides them a forum to exchange information (Tareen & Haand, 2020).
However, there are a lot of limitations and challenges in order to teach the students with
the new teaching method. Although some of the practices used in the face-to-face
method can be adapted and used in the online method, it is not simply the case of
applying a “one size fits all approach” (Gillett-Swan, 2017). Both students and teachers
are relatively unready and unfamiliar with the online environment which raises some
challenges. Based on our observation, one of the major problems that arises during
online learning is that the students are not really provided with sufficient exercises to
expand their horizons.
The students of SMP Joannes Bosco Yogyakarta, do not receive any books for
them to learn or to work on the exercises. The school decided that the students can
freely borrow the books from the school library, but only very few students really
borrow the books from the school’s library. The school does not want the students to
have the books for their own because the school also has to ensure the students’ and the
teachers’ safety from the virus. The school actually had to come up with a solution to
limit the contact between the students and the teachers. Thus, in SMP Joannes Bosco, the

Chandra Yuniarto
Developing Worksheet Template to Achieve the Basic Competences in the 2013 English
Syllabus for Junior High School
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students only receive the learning module that the teacher made at the start of each K.D
(Kompetensi Dasar or Basic Competence). The modules were made by the teachers using
books at the school’s library. The module covers the material, but does not provide
sufficient exercises for the student. Exercises will help the students to cope with the
difficult materials and help them to understand the materials profonderly. Worksheet is
one of the effective ways to provide the students with some exercises. Lee (2014)
mentions that worksheets are used for the purposes of supporting studying, promoting
active learning, raising interest in learning science, and assessing.
Research and Development is the main tool to produce a product. RnD facilitates
us to innovate, create, and introduce a new product in order to provide the students
with enough learning sources. Tomlinson (2012) says that material development refers
to all the processes made use of by practitioners who produce and/or use materials for
language learning, including materials evaluation, their adaptation, design, production,
exploitation and research. The researchers focus more on the students’ needs in the
classroom. Therefore, before the researchers develop the activities in the worksheet, the
researchers had to decide what were the most suitable learning outcomes based on the
chosen K.D. Hence, the researchers adopt the backward design in developing the
worksheet. Backward design is a well-designed method in developing a worksheet. It is
because backward design starts with identifying the desired result before organizing the
content and the learning experiences. Richard (2013) states that backward design starts
with a careful statement of the desired results or outcomes. Despite its name, backward
design is forward thinking that promotes deliberate planning to create assessments and
course activities that support desired learning outcomes. Backward design is student-
center where the process starts with thinking about what students should be able to do.
The backward design focuses on the learning process, encouraging teachers to think
deliberately about how classroom activities and assessments will ensure that course
objectives and learning objectives are met.
Previous research relating to the development of worksheets have been found.
Hanifah & Putri (2020) developed a worksheet for morphology class. It was for
university students who take morphology class. The results reveal that a worksheet
based on games is an effective way to make the students understand the material easier,
and also make the evaluation section run more effectively than using conventional
methods. Megahayati et al (2018) also developed a worksheet for university students
who take genetic subjects. Based on their research, they found out that their product is
practical and effective. Moreover, Mahsunah & Shobah (2022) created an English
worksheet for ten grader students. Their worksheet got a high score from the experts
which means their worksheet is valid to be used.
After reviewing some literature, several similarities and differences between the
previous research and the current research are found. The similarities are the topic of
the research which is a worksheet. The differences lie in the research method. The
material development made by Hanifah & Putri utilized an ADDIE model, while the
research by Megahayati et al and Mahsunah & Shobah used a 4D model. However, in the
current research, the researchers utilized the material development models by Borg and
Gall. Moreover, the current research also utilized the backward design to meet the
students needs.
Due to the issues above, the researchers develop a worksheet. Thus, the research
questions are (1) How to construct a worksheet template? and (2) What does the

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template look like? The researchers believe that it is important to know about how to
construct a worksheet for the students since the teacher is the one who is responsible
for the students’ development in the classroom. The researchers made the worksheet
based on the backward design approach since the researchers believe that knowing the
students’ needs is the most important thing to make a worksheet. Hopefully by making
the worksheet, the researchers can expand the students’ knowledge in understanding
certain materials.
METHOD
This study aims to enrich the students' knowledge by giving them the worksheet.
As a result, the researchers employ a Research and Development method to build the
model by adopting the Borg and Gall Model. The target audience is students in the
seventh grade of junior high school. Borg & Gall (1983:775) proposed ten steps in
conducting the R&D Method. The subject of this research is the seventh grade students.
To make the process of creating the product easier and more manageable, the
researchers only follow five processes according to Borg & Gall. In addition, the
researcher adjusts the procedure to meet the demands of development. The following
will be the process that the researchers adopt to gain the data and to analyze the data
based on the Borg & Gall theory. Below are the modified version of the processes:
1. Researching & Collecting information
In the first phase the data were collected based on the English subject
syllabus. The researchers decided to choose K.D. 3.7 since in this part the
students were only given the explanation of the materials based on the
researchers’ observation. After the K.D. was decided, the researchers continue the
process of making the learning outcomes based on the students’ needs.
2. Planning
After all the data were collected and the learning outcomes had been
decided, the researchers proceeded to make the template of the worksheet that
will later be discussed in the results and discussions part.
3. Developing preliminary for of product
Developing activities and the materials that are suitable for the students
are also discussed in this phase. Deciding the suitable learning materials and
activities is not a walk in the park. The researchers had gone through several
versions of the worksheet that was being developed to meet the desired result.
4. Revising main product
Even though the researchers did not implement the worksheet to the 7th
grade students, this particular worksheet has gone through several stages of
development. The researchers develop the worksheet in every week of the class
in the master’s program.
5. Accountability
The accountability of the worksheet was achieved through the focus group
discussion with the lecturer that happened every week. The researchers will
provide sufficient information about the accountability of the worksheet by
pointing out which learning outcomes refers to which activities that are in the
worksheet.
RESULTS AND DISCUSSION
Based on the researchers’ observation, many teachers are only design the
worksheet for the students without following certain template. It is true that following

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certain template is time consuming because the teachers also have to think more on the
materials that are going to be given to the students. However, it is actually one of the
crucial parts of monitoring and supporting the development of the students, especially
when the learning process happens outside the classroom. The following section will
discuss how the researchers constructed the template for the worksheet.
Researching and Collecting Information
In this very first phase, one of the researchers of this journal is a teacher, and the
researcher wanted to develop a material based on certain K.D. in the hope for helping
the students’ learning process in the classroom. The researchers collected the
information by observing the students in the learning process. The result of the
observation, the researchers decided to develop the materials based on K.D. 3.7. The
material was about the descriptive text for seventh graders in one of the schools in
yogyakarta. The researchers then collect the necessary information about K.D. 3.7 on the
syllabus. In this case the researchers did not need to conduct needs-analysis as for the
first method while collecting the information from the syllabus, because the syllabus
was already made by the government.
Planning
After the researchers have done with collecting the information about the K.D. and
then the K.D. was broken down to determine the learning outcomes that were suitable
for the students. The first result there were only four learning outcome based on the
syllabus, however, the researchers made and revised the desired learning outcome
based on the students’ need. The following section, the learning outcomes will be shown.
➢ Mention the social function and structure of spoken and written descriptive texts.
➢ Ask for and give information related to descriptions of things (Unit 1), People and
animals (Unit 2).
➢ Identify the language feature in descriptive text
➢ Identify nouns, adjectives, and verbs used in descriptive text.
➢ Find word references and word meanings in spoken and written descriptive
texts.
➢ Compose phrases, sentences from jumbled words.
➢ Compose paragraph from jumbled sentences
The next step is designing the template of the worksheet. The researchers used
backward design approach to design the worksheet. Since it is using the backward
design approach, the researchers wanted to incorporate the certain theories which are
closely related to the process of developing worksheets. The researchers wanted to
incorporate the theory of scaffolding that was proposed by Vygotsky, because the
researchers believe when designing the worksheet the students have to be able to move
beyond the Zone Proximal Development. The next important theory is about the theory
of Teaching Learning Cycle. The researchers used all three stages of TLC when
developing the worksheet. The last theory that is closely related to the development of
this worksheet is the four stands theory. Specifically, the researchers focused on the
meaning focused input and language focused learning.
Developing Preliminary of the Product
Reading Comprehension
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Vocabulary Building
Deconstruction of the text
Reading Comprehension
Text Construction: Focusing on rearranging jumbled words
Text Construction: Focusing on the reading comprehension and vocabulary
Text Construction: Focusing on working on the whole descriptive text
Reading Comprehension

Revising Main Product

Revising the product that the researchers have developed, is not an easy task.
Fortunately, with the help of doing the focus group discussion, the researchers were able
to come up with so many improvement which are useful for the process of developing
the worksheet.
Accountability
Accountability is one of the most important aspects to have when designing
worksheet for the students. Since it is for the development of the students outside the
classroom. The accountability of the worksheet that was designed by the researchers
was achieved in two ways. The first one was through the activity called the focus group
discussion or FGD. The focus group discussion happened weekly throughout one
semester, or it is around six months. The focus group discussion was done with primarly
with the lecuter, the researchers, and also other master’s degree students. The second
way of achieving the acountability is through matching the learning outcomes with each
activities that are in the worksheet. Which it will be explain in the following part.
➢ Mention the social function and structure of spoken and written descriptive texts.
Unit 1:
1. Activity 1: question number 1 and 2 of dilogue 1 and 2: (1) & (2)
What is the dialogue about?
2. Activity 4: question number 1 and 2: (1) Which part of the text is
considered a detailed description? (2) What is the writer’s purpose
for writing it?
3. Activity 11: question number 1: (1) What does the dialogue talk
about?
Unit 2:
1. Activity 1: question number 1 and 2 from both of the monologues:
(1) What does the monologue talk about? (2) What does she
describe?
Activity 1: question number 5 from both of the monologues: (1)
What are their purposes in talking about them? (5) What is her
purpose to describe it?
2. Activity 4: question number 1 and 4: (1) What is the text about?
(4) What is the writer’s purpose to write the text?

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3. Activity 11: question number 1: (1) What does the text talk about?
(Explain)
➢ Ask for and give information related to descriptions of things (Unit 1), People and
animals (Unit 2).
Unit 1:
1. Activity 1: question number 2 and 3 of dialogue 1: (2) What color is
the notebook’s cover? (3) What does it look like?
Activity 1: question number 2, 3, and 4 of dialogue 2: (2) What does
the house look like? (3) Where is the location of Lina’s house? (4)
Where does the handicraft in Lina’s house come from?
2. Activity 4: question number 4: (4) Why does the writer think that
his bag is very strong?
3. Activity 11: question number 3: (3) Why does Ravi try another
pair?
4. Activity 12: question number 2: (2)When was the first Non-Aligned
Movement held?
Unit 2:
1. Activity 1: question number 2, 3, and 4 of monologue 1: (2) What is
he/she like? (3) What does he/she usually do? (4) What does
he/she never do?
Activity 1: question number 2,3 and 4 of monologue 2: (2) What
does it look like? (3) What does it usually do? (4) Why does she feel
happy with it?
2. Activity 4: question number 2, 3, and 5: (2) Why do you think that
the writer loves her mom so much? (3) What does the writer’s
mother always do when the writer’s going to go? (5) What is the
last paragraph about?
3. Activity 11: question number 2 and 4: (2) What does Catty look
like?
(4) Who did buy Romy’s rabbit?
4. Activity 12: question number 2 and 3: (2) What does she look like?
(3) What eye color does the new student have?
(Explain)
➢ Identify the language feature in descriptive text
Unit 1:
1. Activity 2
2. Acitvity 9
Unit 2:
1. Activity 2
2. Activity 9
(Explain)
➢ Identify nouns, adjectives, and verbs used in descriptive text.
Unit 1:
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1. Activity 3
Unit 2:
1. Activity 3: Text 1, 2, and 3
(Explain)
➢ Find word references and word meanings in spoken and written descriptive
texts.
Unit 1:
1. Activity 1: question number 5 from both dialogues: (5) “It’s shiny,
white, round with ...” The word ‘it’ refers to .... (5)“It is a triangle
with beautiful carving.” The word ‘it’ refers to …
2. Activity 11: question number 5: (5)“It fits fairly well” the word it
refers to …
3. Activity 12: question number 5: (5)“…I don't know where it is” the
word it refers to …
Unit 2:
1. Activity 11: question number 5: (5) “It is white…” the word it
refers to …
2. Activity 12: question number (5): “I haven't seen her yet.” The
word her refers to …
(Explain)
➢ Compose phrases, sentences from jumbled words.
Unit 1:
1. Activity 6
2. Activty 7
Unit 2:
1. Activity 6
2. Activity 7
(Explain)
➢ Compose paragraph from jumbled sentences
Unit 1:
1. Activity 8
Unit 2:
1. Activity 8

CONCLUSION
This part consists of two (2) sub-parts: conclusion of the article and suggestions or
recommendation from the research. Conclude your article critically and logically based
on the research findings. Please be careful in making generalization of the findings. You
should also state your research limitation in these parts. Generally, the conclusion
should explain how the research has moved the body of scientific knowledge forward.

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In suggestion, please describe your recommendation for further studies regarding

your research implication.

ACKNOWLEDGMENT
State the contributing parties or institutions which help your research. It is important
to acknowledge those who help you in funding, research facilities, or meaningful
suggestions in improving your article. If your article has been presented in a seminar or
conference, you can also mention the forum in this section.
REFERENCES
Borg, W.R. & Gall, M.D. (1983). Educational research: An introduction. New York:
Longman.
Gillnett-Swan, Jenna. (2017). The Challenges of Online Learning Supporting and
Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20-30.
Hanifah., & Putri, Widyarini Susilo. (2020). Developing A Teaching
Supplementary Worksheet for Morphology Class. EnJourMe (English Journal of
Merdeka): Culture, Language, and Teaching of English, 5(1), 102-107.
Lee, Che-Di. (2014). Worksheet Usage, Reading Achievement, Classes’ Lack of Readiness,
and Science Achievement: A Cross-Country Comparison. International Journal of
Education in Mathematics, Science, and Technology, 2(2), 96-106.
Megahayati, R. R. P., Yanti. F., & Susanti. D. (2018). Effectiveness of students worksheet
based on mastery learning in genetics subject. Journal of Physics: Conference
Series.
Richards, Jack. C., (2013). Curriculum Approaches in Language Teaching: Forward,
Central, and Backward Design. RELC Journal, 44(1), 5-33. DOI:
10.1177/0033688212473293
Tareen, Hashmatullah., & Haand, Mohammad Tahir. (2020). A Case Study of UiTM Post-
Graduate Students’ Perceptions on Online Learning: Benefits & Challenges.
International Journal of Advanced Research and Publications, 4(6), 86-94.
Tomlinson, Brian. (2012). Materials Development for Language Learning and Teaching.
Language Teaching, 45(2), 143-179. DOI: 10.1017/a0261444811000528.

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Journal Of English Teaching and Research