Dinar Martia Azizah


Learning inside the classroom is never enough because there are various limitations, so it needs the non-school hour assignment called homework. This research aims to find out the varieties of homework given by English teachers of vocational schools. This research uses a qualitative descriptive method by involving eight English teachers of vocational schools in Yogyakarta. Open-ended questionnaires, interview, and document analysis are used to collect the data. In analyzing the obtained data, the researcher does three steps, namely data condensation, data display, and conclusion drawing. The research results showed that homework varieties given by English teachers serve three main objectives. Those objectives are to broaden knowledge, sharpen skills, and inculcate values. It is concluded that formal education in schools requires homework that improve students' English proficiency. Besides, the existence of State Examination is regarded as a special thing that effects on learning process.

Keywords: homework; broaden knowledge; sharpen skills; inculcate values; English proficiency.

Full Text:



Blazer, C. (2009). Literature review homework. Florida: Miami-Dade County Public Schools.

Booth, G. I. (2010). The effects of homework assessment on student motivation and achievement. Washington: Central Washington University.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research 19872003. Journal of Education, 76(1), 1-62.

Cooper, H. (2001). The battle over homework. California: Corwin Press.

Darn, S. (2007). GME: Homework. Retrieved from

Emami, A. (2014). Extension homework and classroom assignments. Journal of Novel Applied Sciences, 3(1), 29-39.

Foppoli, J. (2008). Is grammar really important for a second language learner? Retrieved from

Goldstein, S., & Zentall, S. (1999). Seven steps to homework success: A family guide for solving common homework problems. New South Wales: Specialty Press, Inc.

Kagan, S. (1994). Cooperative learning. California: Kagan Publishing.

Kaye, P. (2009). Translation activities in the language classroom. Retrieved from

Kuh, G. D. (1994). Student learning outside the classroom: Transcending artificial boundaries. Retrieved from /outside_classroom.htm.

MetLife. (2007). The metlife survey of the American teacher. US: MetLife, Inc.

Miles, M. B., Huberman, A. M., & Saldana. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles: Sage.

OConnor, K. (2009). How to grade for learning K-12 (3rd ed.). California: Corwin.

Paulu, N. (1998). Helping your students with homework: A guide for teachers. Washington, D.C: U.S. Department of Education.

Protheroe, N. (2009). Good homework policy. Retrieved from

Provenzano, C., & Yue, S. (2011). Take it outside! - Speaking homework for English communication classes. Intercultural Communication Studies, 20 (2), 220-238.

Sharp, C., Keys, W., & Benefield, P. (2001). Homework: A review of recent research. Berkshire: NFER.

Trowbridge, S. (2010). Kids and homework. Retrieved from http://www.teaching

Vatterott, C. (2010). Five hallmarks of good homework. Educational Leadership, 68(1), 10-15.



  • There are currently no refbacks.

View My Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.