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THE MEANING OF THE 2015 ENGLISH NATIONAL EXAMINATION TO SENIOR HIGH SCHOOL STUDENTS A THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

Sabina Thipani Student Number: 146332021 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY 2017

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THE MEANING OF THE 2015 ENGLISH NATIONAL EXAMINATION TO SENIOR HIGH SCHOOL STUDENTS A THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

Sabina Thipani Student Number: 146332021 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY 2017 i

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A THESIS

THE MEAMNG OF THE 2815 ENGLISH NATIONAL

EXAMINATION TO SENIOR HIGII SCHOOL STUDENTS

Sabina Thipam Student Numb

er

: I 46332021

Approved by

Dr. J. Bismoko Thesis Advisor

luly 13,2017

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A THESIS

THE MEANING OF THE 2OI5 ENGLISH NATIONAL

EXAMINATION TO SENIOR HIGH SCHOOL STUDENTS

Presented by Sabina Thipani Student Number: | 46332021

Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE

Chairperson : Dr. B.B. Dwijatmoko, M.A.

Secretary

: Dr. J. Bismoko

Members

:

1.

f+ fhqf

F.X. Mukarto, Ph.D.

2.Dr. E. Sunarto, M.Hum.

JuLy 20, 2017 The Graduate Program Director

Yogyakarta

regorius Budi Subanar, S.J.

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STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are mine. I understand the fulI consequences including degree cancellation if I took somebody else's ideas, phrases, or sentences without proper references.

Yogfakarta,

tv

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: : Sabina Thipani Nomor Mahasiswa : 146332021

Nama

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MEANING OF THE 2015 ENGLISH NATIONAL EXAMINATION

SENIoR HIGH

,T3oo,

STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupnn memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 13 Juli 2017 Yang menyatakan

ffi

(Sa[ina Thipani)

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ABSTRACT Thipani, Sabina. 2015. The Meaning of the 2015 English National Examination to Senior High School Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. The National Examination was always defined by the authorities (the World Bank, the government, critics, teachers, and researchers). Especially by the World Bank and the government, learners are not involved in the decision making and defining process of the National Examination. This situation encouraged me to conduct research to dig learners‟ lived experience regarding the National Examination. It asks the meaning of the 2015 English National Examination to senior high school students. To answer the research question, phenomenology approach is implemented. The texts of this researched were gained through interviews. The setting is Western Indonesia and the participants were Senior High School students which experienced the 2015 English National Examination as students. The nature of this research is hermeneutic phenomenology. In order to find the meaning, the text was analyzed by using the following steps: 1) horizonalization, 2) clustering and thematizing, 3) individual textural descriptions, 4) individual structural description, 5) individual textural-structural description, 6) composite textural description, 7) composite structural description, and 8) synthesis of structural and textural description. Five themes are found from the text analysis process. They include: 1) others’ concern, 2) independency, 3) graduating as focus, 4) anxiety, 5) selfunderstanding. In the National Examination process, the participants are affected by parents, teachers, and friends. Most participants in this research considered independency important. Their independency was reflected through their initiative, stable motivation, and autonomy. Not only considering independency important, the participants also considered graduating important. During the preparation for and on the D-day of the examination, anxiety was the feeling which dominated the participants and affected their actions. The National Examination also helped the participants to understand themselves better. Because of the National Examination, they could identify their weaknesses, ways to improve their weaknesses, and aspects they improved because of the National Examination. The research results showed that the participants‟ way of comprehending the National Examination is different from the authorities. However, the National Examination still needs to be conducted because the research results show it helped the students sharpen their independency and understand themselves better. Nevertheless, the policy makers, schools, and parents need to make sure the students improve themselves well in the process. Future researchers could involve participants from other levels of education or students who fail the examination. Key words: Meaning, Lived-Experience, the 2015 English Senior High School National Examination.

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ABSTRAK Thipani, Sabina. 2015. The Meaning of the 2015 English National Examination to Senior High School Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Ujian Nasional (UN) hampir selalu didefinisikan oleh otoritas (Bank Dunia, pemerintah, kritikus, guru, dan peneliti). Terutama oleh Bank Dunia dan pemerintah, siswa tidak dilibatkan dalam proses pengambilan keputusan dan pendefinisian UN. Situasi ini mendorong saya untuk melakukan penelitian yang bertujuan menggali lived experience siswa ketika menjalani UN. Rumusan masalah penelitian ini adalah: Apa makna UN Bahasa Inggris Tahun 2015 bagi siswa SMA? Untuk menjawab rumusan masalah tersebut, metode fenomenologi digunakan dalam penelitian ini. Teks dalam penelitian ini diperoleh melalui wawancara. Latar penelitian ini adalah Indonesia Barat dan partisipan penelitian ini adalah siswa SMA yang mengalami UN Bahasa Inggris Tahun 2015. Penelitian ini adalah penelian fenomenologi hermeneutik. Untuk menggali makna, teks yang diperoleh dianalisa melalui langkah-langkah berikut: 1) horizonalisasi, 2) pengelompokan dan pentemaan, 3) pendeskripsian struktural masing-masing partisipan, 4) pendeskripsian tekstural masing-masing partisipan, 5) pendeskripsian tekstural-struktural masing-masing partisipan, 6) pendeskripsian struktural seluruh partisipan, 7) pendeskripsian tekstural seluruh partisipan, dan 8) sintesis deskripsi struktural dan tekstural. Ditemukan lima tema dari proses analisa teks. Kelimanya mencakup: 1) pengaruh orang lain, 2) independensi, 3) lulus sebagai tujuan, 4) kecemasan, 5) pemahaman diri. Partisipan juga dipengaruhi oleh orang tua, guru, dan teman mereka. Sebagian besar partisipan dalam penelitian ini menganggap independensi penting. Independensi mereka terlihat dari inisiatif mereka, independensi mereka, dan kemandirian mereka. Selain independensi, partisipan juga menganggap kelulusan sebagai hal penting. Selama persiapan dan pengerjaan UN, kecemasan adalah perasaan yang mendominasi partisipan dan mempengaruhi tindakantindakan mereka. UN juga membantu partisipan memahami diri mereka dengan lebih baik. UN membantu mereka mengetahui kekurangan mereka membantu mereka meningkatkan kelemahan mereka, membantu mereka menemukan strategi untuk menghadapi UN, dan membantu mereka mengidentifikasi aspek-aspek dalam dirinya yang mengalami peningkatan karena UN. Hasil penelitian menunjukkan bahwa partisipan memaknai UN secara berbeda dengan otoritas. Meskipun demikian, UN tetap perlu dilakukan karena hasil penelitian ini menunjukkan bahwa UN membantu siswa mengasah independensi mereka dan memahami diri mereka dengan lebih baik. Namun, pembuat kebijakan, sekolah, dan orang tua perlu memastikan bahwa siswa dapat mengembangkan diri mereka dengan baik dalam proses UN. Peneliti di masa mendatang dapat mengeksplorasi partisipan dari level pendidikan yang berbeda atau partisipan yang gagal dalam UN. Kata kunci: Makna, Lived experience, Ujian Nasional Bahasa Inggris Tahun 2015

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ACKNOWLEDGMENTS I would like to first of all thank my thesis advisor, Dr. J. Bismoko, for his guidance, patience, inspiration, and critical insights, not only during my research but also during my study in KBI. The energy he has always put when teaching and guiding us has always motivated me to be a better educator and researcher. I am also thankful for the chance he gave us to get acquainted with phenomenology, a study which helped me answer a lot of questions I had as a student. I would also like to express my deepest gratitude to Dr. B. B. Dwijatmoko, M.A., F.X. Mukarto, Ph. D, and Dr. E. Sunarto, M. Hum for the constructive criticism and insights during the process of thesis review and thesis defence. I am also thankful that I have the chance to be taught by all lecturers in KBI. Their guidance had helped me to understand English language education study more comprehensively and to develop discipline in learning and researching. My warmest thanks also go to my family: my mother, my father, and my brother. I thank them for the support, love, and inspiration they always give in every step of my life. I would also like to thank Wahmuji for our companionship, our conversations and insightful criticism he gave during my research and for his patience and support during the hard times. I would also like to express my sincere gratitude to friends in KBI for the time we spent and the process we had during our study. I hope what we have learnt from each other will help us to grow in the next phase of our life. Last but not least, I would like to express my deepest gratitude to all my participants for their willingness to share experiences and their cooperation during the research. Their experiences have helped me learn more and understand not only other humans but also myself. I owe them a lot and wish them all the best.

Sabina Thipani

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TABLE OF CONTENT TITLE PAGE.................................................................................................. APPROVAL PAGE........................................................................................ THESIS DEFENSE APPROVAL.................................................................. STATEMENT OF ORIGINALITY................................................................ STATEMENT OF LICENSE AGREEMENT................................................ ABSTRACT.................................................................................................... ABSTRAK....................................................................................................... ACKNOWLEDGEMENTS............................................................................ TABLE OF CONTENTS................................................................................ LIST OF TABLES.......................................................................................... LIST OF APPENDICES................................................................................. CHAPTER 1 INTRODUCTION.................................................................... A. BACKGROUND.......................................................................... B. PROBLEM IDENTIFICATION................................................... C. PROBLEM LIMITATION........................................................... D. PROBLEM FORMULATION...................................................... E. RESEARCH GOALS................................................................... F. RESEARCH BENEFITS.............................................................. CHAPTER II LITERATURE REVIEW........................................................ A. THEORETICAL REVIEW................................................................ 1. Assessment and Test..................................................................... a. Assessment.............................................................................. b. Test.......................................................................................... 2. National Assessment..................................................................... 3. National Examination................................................................... a. Research on the National Examination................................... b. Criticism of the National Examination................................... 1) The National Examination to Increase Intelligence and Improve Education Quality............................................... 2) The National Examination Widen the Academic Achievement Gap.............................................................. 3) An Incomprehensive Test................................................. 4) The National Examination Had the Potential to Increase Dropping Out Risk............................................................ 5) Pressure on Students and Teachers................................... 6) Cheating............................................................................ 7) On Mapping Education Quality........................................ c. Recommendation for a Better Assessment System................ 1) The Importance of Evaluating the National Examination...................................................................... 2) The Importance of Evaluating the Government................ 3) A Better Assessment System............................................ 4) How to Determine Students‟ Graduation.......................... d. The 2015 National Examination in Indonesia........................ 4. Senior High School....................................................................... 5. Phenomenology............................................................................. ix

i ii iii iv v vi vii viii ix xii xiii 1 1 10 11 11 11 12 14 14 14 14 16

17 21 21 25 25 26 28 29 30 31 33 34 34 34 36 36 37 39 39

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a. b. c. d.

Development of Phenomenology............................................ The Nature of Phenomenology............................................... Narrative and Hermeneutic Phenomenology.......................... Important Concepts in Phenomenology.................................. 1) Consciousness................................................................... 2) Act..................................................................................... 3) Perception......................................................................... 4) Intentional Experience...................................................... 5) Intersubjective Validity..................................................... 6) Reduction.......................................................................... 7) Lived Experience.............................................................. 8) Meaning............................................................................ 9) Empathy............................................................................ 10) Reflection.......................................................................... 11) Theme............................................................................... e. Research on Lived Experience................................................ f. Phenomenological Research and Research on Perception............................................................................... B. THEORETICAL FRAMEWORK (PRE-ASSUMPTION) CHAPTER III METHODOLOGY................................................................. A. METHOD........................................................................................... B. RESEARCH DESIGN........................................................................ 1. Research Setting............................................................................ 2. Research Participants.................................................................... C. TEXT.................................................................................................. D. DESCRIPTION AND INTERPRETATION...................................... 1. Horizonalization............................................................................ 2. Invariant Constituent Clustering and Thematizing....................... 3. Individual Textural Descriptions (Stories) ................................... 4. Individual Structural Description (Interpretations)....................... 5. Individual Textural-Structural Descriptions (Stories and Interpretations) ............................................................................. 6. Composite Textural Description (Stories) and Composite Structural Description (Interpretations)........................................ 7. Synthesis of Textural and Structural Description (Meaning)...................................................................................... E. TRUSTWORTHINESS...................................................................... CHAPTER IV DESCRIPTION AND INTERPRETATION......................... A. INDIVIDUAL TEXTURAL DESCRIPTIONS (STORIES) 1. Dylan‟s Textural Description (Story)........................................... 2. Baez‟s Textural Description (Story) ............................................ 3. Sting‟s Textural Description (Story) ............................................ 4. Dolores‟ Textural Description (Story) ......................................... B. INDIVIDUAL STRUCTURAL DESCRIPTIONS (INTERPRETATIONS) ..................................................................... 1. Dylan‟s Structural Description (Interpretation)............................ 2. Baez Structural Description (Interpretation)................................. 3. Sting‟s Structural Description (Interpretation)............................. x

39 40 42 43 43 43 44 44 45 45 46 47 49 49 51 51 56 59 66 66 66 67 67 68 69 69 69 70 70 71 71

72 72 75 75 75 79 84 88 94 94 99 104

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4. Dolores‟ Structural Description (Interpretation)........................... C. INDIVIDUAL TEXTURAL-STRUCTURAL DESCRIPTIONS (STORIES AND INTERPRETATIONS)........................................... 1. Dylan‟s Textural-Structural Description (Story and Interpretation) .............................................................................. 2. Baez‟s Textural-Structural Description (Story and Interpretation) .............................................................................. 3. Sting‟s Textural-Structural Description (Story and Interpretation) .............................................................................. 4. Dolores‟ Textural-Structural Description (Story and Interpretation) .............................................................................. D. COMPOSITE TEXTURAL DESCRIPTION..................................... E. COMPOSITE STRUCTURAL DESCRIPTION................................ F. TEXTURAL-STRUCTURAL SYNTHESIS (MEANING)............... 1. Themes.......................................................................................... a. Others‟ Concern...................................................................... b. Independency.......................................................................... c. Graduating as Focus................................................................ d. Anxiety.................................................................................... e. Self-understanding.................................................................. 2. Summary....................................................................................... CHAPTER V CONCLUSIONS..................................................................... A. RESEARCH RESULTS..................................................................... B. IMPLICATIONS................................................................................ C. RECOMMENDATIONS.................................................................... BIBLIOGRAPHY........................................................................................... APPENDICES................................................................................................

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107 109 109 112 114 117 120 124 128 129 130 131 132 132 133 133 136 136 138 139 141 146

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LIST OF TABLES Table 2.1.: The Focus of the Recent Research Compared with the Previous Research Reports................................................................................................ 55 Table 2.2.: The Government and Critics/Teachers on the National Examination......................................................................................................... 63

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LIST OF APPENDICES Appendix 1 Interview Questions.................................................................................... A. General Main Questions.................................................................. B. Follow Up and Probing Questions for All Participants................... C. Follow Up and Probing Questions for Dylan.................................. D. Follow Up and Probing Questions for Baez.................................... E. Follow Up and Probing Questions for Sting.................................... F. Follow Up and Probing Questions for Dolores................................ Appendix 2 Invariant Constituent Clustering and Thematizing.................................................................................................. A. Dylan‟s Invariant Constituent Clustering and Thematizing............. B. Baez‟s Invariant Constituent Clustering and Thematizing............... C. Sting‟s Invariant Constituent Clustering and Thematizing...................................................................................... D. Dolores‟ Invariant Constituent Clustering and Thematizing...........

147 147 148 148 152 153 155

160 160 164 172 177

Appendix 3 Additional Elaboration on the 2015 National Examination in Indonesia....................................................................................................... 184

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CHAPTER I INTRODUCTION

This chapter is to describe the justification and feasibility of the research project. From discussion on the relevance and benefit in all sub chapters, the justification of this research is reflected. The feasibility of this research can especially be seen under the discussion of Background, Problem Identification, Problem Limitation, and Problem Formulation.

A. BACKGROUND In the popular context, the National Examination was always defined by the authorities, especially the World Bank and the government. Learners or students‟ opinions were almost never considered. For the World Bank, the National Examination, or what was called national assessment in the more universal context, was merely one of the tools they needed to have in order to achieve inclusive and sustainable globalization. For the government of Indonesia, it was a great assessment which they thought would help students to improve motivation and achievement, and also the schools and education system to improve their quality. Contradictory to the World Bank and the government, Indonesian critics and teachers saw the National Examination as an assessment which was not comprehensive, which could increase dropping out risk, which gave pressure to teachers and students, and thus needed to be evaluated and be reformed into a better assessment system. The critics were also more sympathetic to students than the World Bank or the government. Although in the 2015 National Examination

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the government seemed to listen to teachers and critics more, learners‟ thought were still not seen as one of the sources used in policy or decision making. When I was a student, I found this situation hard. I remember feeling nervous and scared in Junior High School since I knew that the National Examination would be used to determine my and other students‟ graduation. I thought the burden felt heavier especially because I was always among the best three in class. Because I was always among the best three I thought it would be so embarrassing if I did not pass the National Examination. Not so long after the National Examination was over, the headmaster of the school called me. She told me that I passed the examination, but not with my own real scores. None of the students in my school passed if the school used their real scores. My problem was not in my average score. It was one of my scores which was less than what was standardized. She told me that she lobbied the authority in Education Office to fake my scores and other students‟ so that we could pass. When I knew the fact, I felt shocked and sad. I was not glad even though I passed the examination. I felt incapable, not deserving the graduation. I felt traumatic ever since, felt that I could never be able to be good again academically. I did not thank nor protest the decision taken by the school to all of us because I thought I was powerless, I was just a student. When I was in Senior High School, I have never got rid of the National Examination. Its function to determine graduation always haunted me during my study. Even so, the burden I had in Senior High School was not as heavy as the burden I felt in Junior High School. Since my Senior High School was one of the best schools in town, the atmosphere was competitive. It was hard to maintain to

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be even the best ten in class. However, I knew that not passing the National Examination was a huge embarrassment for us. I still felt scared, panic, and most of all mad with the fact that the National Examination was used to determine my graduation. The combination of these feelings, especially the anger, made me keep complaining during my study. I often shared my anxieties to friends and my mother. I complained about how unfair the examination was for me and other students. The examination was unfair because it determined my three-year process of learning in only three days. The examination only asked 50 questions for each subject. Meanwhile, I learnt so much more. I did not think the examination could be used to tell the world if I was a good student or not. I also complained about how the government misunderstood me as a student. On television and newspaper, the government kept saying about how great the examination was and how important it was for the students. Meanwhile, at the same time I did not think they knew the anxieties I had as a student. I felt my life was defined and controlled by the people who could not sympathize with me or other students at all. I complained almost all the time but I did not know how the complaints could be heard. I thought I was just a student. There was nothing I could do. The combination of the feelings I mentioned above, especially the panic, made me decide to join a study course. I have never joined any courses before because I could study better if I could understand things by myself. I could study better if I could manage everything by myself. After I finally joined the course, I indeed did not feel comfortable studying. In the course I was always told what to do. We mostly studied samples of examination questions. The teachers there taught me

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how to pragmatically solve the questions. It bored me because I felt studying was fun if I could fix things myself and know the basic and concept map of the subject. I had to adapt more because studying in the course was very different from studying by myself. Eventually, after joining the course my scores decreased drastically. Another impact of the feelings I had during my study in Senior High School was me ended up cheating. Other than all of those feelings, at that time I had some other justification. Some of them were related to the arguments I had mentioned above. I thought the government was unfair. Thus, it was also fine for me to do the examination unfairly. I also thought, because I did not have any access to express my opinion and anger, cheating was the only room left for me to express it. What I meant by cheating, though, was not depending the whole examination to others. When preparing for the examination I heard there would be leaks of examination answers. I eventually knew that some of my friends bought them and speeded them to the whole school. Almost all students used them. I used the leaked answers only as reference. There were a couple of versions of answers. I did all examination questions by myself and matched them with the leaked answers. When they were different I rechecked my work again. As a student I thought graduating was important. However, I thought it would be fair if graduating was determined by my three-year studying process in Junior or Senior High School. Since the graduation was determined by the National Examination, an examination which I thought not considering process, I felt burdened with it. During my study I, most of the time, felt scared and panic; haunted. I even decided to join a course because of the mixed feeling I had even

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though I prefer studying alone. I even decided to cheat even though I have never cheated before. As a student I also felt powerless. When my Junior High School headmaster told me that my scores were faked, I did not react. I also had intense anxiety especially when I was in Senior High School. I felt the examination was unfair and I felt misunderstood by the authority. However, I did not do anything than just sharing the opinion to friends and my mother. I did not do anything than just cheating to express my anger. I did not do anything because as a student I felt powerless. My lived experience encouraged me to conduct research on others‟ lived experience on the National Examination. By conducting research on the topic, I hope to give the chance to learners or ex-learners to deliver their lived experience to important parties in education world. As a learner, I felt I never had the empathy I needed when dealing with the National Examination. Thus, I also hope the research will evoke teachers‟, critics‟, government‟s and policy makers‟ empathy on learners‟ experience regarding the National Examination. Other than that, by conducting this research I hope I will be able to identify myself with the participants‟ experience and to be able to have more scientific understanding on my and others‟ lived experience regarding the National Examination. I also hope I will be able to enhance my ability in digging and delivering my and others‟ lived experience on the National Examination scientifically. The lived experience on the National Examination that I had was experienced when I was in junior and senior high school. However, in this research I chose to focus more on senior high school. Senior high school level was chosen because,

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first, I considered senior high school students have already had richer experience on the National Examination since they had experienced the examination for three times (in elementary school, in junior high school, and in senior high school). The second reason is because I consider senior high school students have better capability to articulate their lived experience compared to students in lower levels. It is because hey are more mature compared to students from lower levels. As stated previously, the authorities had not involved learners in their arguments regarding the National Examination. Different attention to learners was given in academic world. The attempt which academicians made to have learners‟ involvement in their research can be seen in three of six research reports regarding the National Examination I found. The first research discovered one student‟s lived experience on the English National Examination (Fiharsono, 2011). It discovered four themes regarding the topic: (1) student‟s understandings, (2) student‟s beliefs, (3) student‟s intentions, and (4) student‟s action. The second research dug six qualities of useful language tests in the 2012 English National Examination (Thipani, 2013). The findings involved the 2012 English National Examination‟s reliability, validity, authenticity, interactiveness, impact, and practicality. The third research questioned the washback experienced by the twelfth graders of a private religion-based vocational high school in Yogyakarta regarding the National Examination preparation (Subagyo, 2014). The research showed that the National Examination encouraged the students to be more prepared with “potential challenges such as pressure and time constraints” and those teachers could “comprehend the phenomenon faced by their students” (Subagyo, vii).

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Other than the three research reports, I found three other research reports discussing the National Examination. The first research discussed the relevance between the Senior High School National Examination multiple choice reading items with objectives of English reading skills in KTSP (Merina, 2009). The research showed that the National Examination only covered two cognitive processes of Anderson taxonomy (remember and understand) and did not cover all cognitive processes as required in KTSP. However, the National Examination had covered two types of written text in KTSP (short functional text and simple essays). The research also showed that vocabulary mastery was measured even though it was not required in KTSP. The second research discovered EFL teachers‟ voices regarding the National Examination (Siswanti, 2010). The researched showed the participants‟ different opinion how the National Examination should be conducted. One of the participants thought the National Examination should be conducted the way it had been conducted meanwhile another one thought the National Examination should be conducted by adjusting to vocational high school students‟ competencies. However, both of them thought the National Examination should be based on English for Specific Purposes. The last research discovered content validity and authenticity of the 2012 Senior High School English National Examination (Widyaningrum, 2014). The research showed that the 2012 Senior High School English National Examination was 98.8% valid in content and 79.5% authentic. I

found

ten

research

reports

discussing

English

acquisition

with

phenomenology. Only one research discusses English education design. Another one focused on evaluation. From eight research reports on implementation, six of

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them try to discover meaning from the perspective of the learners. The rest two focused on meaning from the perspective of the teachers. The first research on design discovered the meaning of textbook selection to SMP English teachers (Kiswara, 2009). The research showed that all participants “tried to meet the students‟ learning needs, interest and cultural background” (Kiswara, xiv) in the process of textbook selection, even though the focus they have regarding learning needs was different. The participants also had different level of autonomy which affected their perceptions and the end their process of selecting textbooks. The second research was elaborated on the discussion on the National Examination above. It was written by Fiharsono (2011). The third research, which focused on implementation, discussed the meaning of the children lived experience in Turkey on learning English through computer games (Turgut & Irgin, n.d.). The finding shows that the students found benefits (including transfer, motivation, and awareness) by learning English through computer games (Turgut & Irgin). The fourth research, also focusing on implementation, discussed Colombian adult English language learner selection and using of language learning strategies (Paredes, 2010). The research showed that the learners used learning strategies which are not included in Oxfords‟ taxonomy (Paredes). The fifth research discovered the meaning of learning English to Theology students (Trisnowati, 2011). The research finding showed five themes: “respect for language use, reflection on language learning experience, self-knowledge, professional development, and self-actualization” (Trisnowati, xv). From the

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themes she found two essences. The first one is “meaningful language learning in the sense of respect for language use” and the second one is “a desire in seeking for understanding of the meanings of life through language learning in theology studies” (Trisnowati, xv). The sixth research discussed the meaning of blog-assisted learning in the ESL writing classroom to Taiwanese students (Lin, Groom, & Lin, 2013). The research showed that blog-assisted ESL writing learning made students with low proficiency levels feel anxious and embarrassed of the reactions from other students regarding their works (Lin, Groom, & Lin). The seventh research discovered the meaning of vocabulary learning using IPALL to students (Sastrikirana, 2015). From the research she found empirical themes (“better knowledge of word meaning and forms, better learning atmosphere, chances to repeat, focus and concentration” (Sastrikirana, xvii)) and transcendent themes (“perseverance, honesty, acceptance, connection with a bigger world, God talks to me” (Sastrikirana, xvii)). The eighth research discovered the meaning of leaning English to International Class students of University of Muhammadiyah Yogyakarta (UMY) (Stania, 2015). She found two interpreted themes which are related to body and mind and to God. The ninth research discovered the meaning of lived experience of “becoming and being a woman teacher” and women experience on teaching boys and girls (Kirk, 2004). The research result is description of the meaning of experience of becoming and being a woman teacher and women experience on teaching boys and girls (Kirk).

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The last research discovered the meaning of teaching English large classes to a novice teacher (Astuti, 2010). Specifically she discovered what “the teacher thinks about teaching English large classes, how she gives meaning to it, how she conducts and approaches her teaching, how she experiences success and failure, what she learns from it to become more empowered and self-fulfilling” (Astuti, xiv). The research I conducted aim to discover the meaning of the lived experience on the 2015 English Senior High School National Examination to the Senior High School students. Thus it is expected to contribute to lived-experience studies on English Examination in particular and English evaluation in general from the perspective of the learners. In the broader scope, this research is expected to enrich discussion in English acquisition study.

B. PROBLEM IDENTIFICATION This research aims to discover the meaning of the 2015 English National Examination to Senior High School students. The English National Examination is a smaller part of English assessment. Meanwhile, English assessment is a type of English evaluation. In English education, English evaluation is one of the divisions other than concept, design, implementation, and revision. English education itself is part of English acquisition. This research is thus, as stated previously, a research on a smaller part of English acquisition. Other than that, since the research aim to discover meaning, this research can be identified as a phenomenology research. More explanation on this can be seen in Chapter II and III of the research.

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C. PROBLEM LIMITATION One of the aspects of the research context is the National Examination. This research will thus be mostly relevant to audiences in Indonesia even though there is also possibility that the research may have relevance to broader audiences who experience or are involved in or exposed to national assessment. Another aspect is 2015. This research will thus be actual mostly to those involved in the National Examination near the year 2015 in the future. However, there is possibility that the research can be relevant to the need of the next national examinations in the further future. Senior High School is also one of other aspects of the problem. This research will thus be mostly relevant to those involved in the Senior High School National Examination. However, there is possibility that the research can be useful to other levels of the National Examination. Not only that, the research is a phenomenological research. This research thus has strength in its depth. However, it is weak in its width.

D. PROBLEM FORMULATION This research aims to discover the meaning of the lived experience on the 2015 English Senior High School National Examination to the Senior High School students. In order to reach the aim, I proposed the following research question: What is the meaning of the 2015 English National Examination to senior high school students?

E. RESEARCH GOALS The immediate goal of the research is to discover the meaning of the lived experience on the 2015 English Senior High School National Examination to the 11

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Senior High School students. The intermediate goal is to contribute to the discussion on the National Examination in particular and evaluation in general. This research also aims to enrich discussion on phenomenological research. The ultimate goals of the research are more reflective, illuminating, empathic, self-actualizing, and self-fulfilling individuals. From the research, the participants and the researcher are demanded to reflect on their and others‟ lived experience. By reflecting, the participants and researcher are illuminated. From the research, the participants and the researcher can also actualize themselves. The participants actualize themselves by expressing their textural reflection while the researcher actualizes herself by, as stated previously, digging phenomenological sensitivity, exercising hermeneutic ability, and exploring the participants‟ textual reflection. From the research, the audience can understand others‟ lived experience and are expected to have empathic understanding on it. Empathic understanding was the key to better equity. With better equity, individuals can be more autonomous. Autonomy brings us to empowerment and empowerment makes use be more selfactualized, and in the end, more self-fulfilling.

F. RESEARCH BENEFITS The research can bring benefits to the research participants, researcher, and audience. The research participants‟ benefits from having the chance and a channel to deliver textual reflection on the lived experience they have. By doing this, they have the chance to be illuminated and to actualize themselves. Meanwhile, the researcher can actualize self by experiencing pedagogical process of digging phenomenological sensitivity, exercising her hermeneutic

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ability, and having the chance to explore others‟ textual reflection. This process also brings the researcher to illumination. The audience, on the other side, which includes students, teachers, critics, or policy makers and the government, benefits from enhancing their empathic understanding to learners and from having materials they can use as considerations to their actions. Students can identify themselves with the research results and reflect their actions with them, and use the reflection to act with more consideration. Teachers can use the research results as reflection materials and to use the reflection to teach more empathetically. Critics can use the research results as reflection and insights to their criticisms. Similarly, policy makers and the government can use the research results as reflection and insights to their policies.

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CHAPTER II LITERATURE REVIEW

This chapter is to discover the logical truth of the research. In the Theoretical Review, relevant concepts of the study, which includes phenomenology and the national examination pre-understanding, are presented. In the Theoretical Framework, pre-assumption from the concepts are presented. A. THEORETICAL REVIEW In this part, universal truth of the relevant concepts and concepts relation are exposed. The concepts meant are related to phenomenology and the National Examination. This part is divided into five more parts: Assessment and Test, National Assessment, National Examination, Senior High School, and Phenomenology. 1. Assessment and Test The following description contains discussion on assessment and test. It also contains discussion on the relation between the two terms with National Assessment and National Examination. Further discussion on the National Assessment can be seen after the discussion on assessment and test. Meanwhile, further discussion on National Examination can be seen after the discussion on National Assessment. a. Assessment Assessments is a broad term defined as a process for obtaining information that is used for making decisions about students; curricula, programs, and schools; and educational policy. When we say we are “assessing a student‟s competence”, for 14

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example, we mean we are collecting information to help us decide the degree to which the students has achieved the learning targets (Nitko and Brookhart, 2011, 3). Scheerens, Glas, & Thomas (2003) define assessment as the information gathering on the achievement of individual student. In the context of language teaching, assessment can be defined as a process of collecting information about aspects of test taker‟s language ability systematically, on the basis of substantive ground (Bachman & Palmer, 2012). Assessment can thus be defined as an information gathering process about individual student language achievement/ability/competence which is done systematically, based on certain substantial basis. The term „assessment‟ in the discussion under subtitle „National Assessment‟ refers to this definition. The system which is supported by National Assessment is the system created by the World Bank in its member countries in order to reach its vision. From the discussion under subtitle „National Assessment‟ it can be concluded that National Assessment belongs to analytical assessment. Analytical assessment provides
specific
feedback along
several
dimensions (Lane, 2008). It breaks down the performance into different levels of behavior expected, assigning each a point value (which can be weighed if desired), and which are tolerated for a quantitative measure (Blaz, 2001). In other words, it is an assessment which measures several dimensions, each of which with single score, which are broken down from a general performance quantitatively. National Assessment also belongs to general assessment. General assessment uses criteria and descriptions of performance that generalize across (can be used with different tasks) (Brookhart, 2008).

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National Assessment also belongs to educational assessment. It is because its characteristic is similar to educational assessment, which is “integral to the educational process” (construct) (Chatterji, 2003, 2). National Assessment is also a summative assessment because it has the characteristics of summative assessment. Summative assessment “aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit of instruction” (Heritage, M., 2010, 6). National Assessment is also related closer to formal assessment. Formal assessment is “a formal, systematic, summative information-gathering procedures that are used to make decision about pupil grades, promotion, placement, or honors. (Airasian, 1991, 191). b. Test A test is “a method of measuring a person‟s ability, knowledge, or performance in a given domain” (Brown, 2004, 3). Method is “instrument (a set of techniques, procedures, or items)” (Brown, 3). It “must be explicit and structured” (Brown, 3). Measure refers to result offering to test takers (Brown). Individual refers to who the test taker is, her/his experience and background, and her/his abilities (Brown). Performance implies test taker‟s ability/competence (Brown, 3) while given domain refers to measurement of “the desired criterion and not include other factors inadvertently” (Brown, 4). A test can also be defined as a type of assessment in which formal tasks are presented to pupils to obtain systematic evidence about their performance (Airasian, 1991). The primary goal of achievement testing is to provide a fair and

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representative indication of pupil learning based on the instruction provided. (Airasian). Test can thus be defined as a method to measure student‟s competence in certain domain formally. The term „examination‟ in „National Examination‟ refers to this definition. National Examination can be categorized as paper-and-pencil language test. Paper-and-pencil language test “take the form of the familiar examination question paper” (McNamara, 2000, 5). It is “typically used for the assessment either of separate components of language knowledge (grammar, vocabulary, etc.) or of receptive understanding (listening and reading comprehension” (McNamara, 5). The test items in this type of test has “fixed response format” (McNamara, 5). Multiple choice is one of the most important format (McNamara). National Examination can also be categorized as achievement test. Achievement test is a test which is “associated with the process of instruction” (McNamara, 2000, 6). It is usually conducted at the “end of course tests, portfolio assessments, or observational procedures for recording progress on the basis of classroom work and participation” (McNamara, 6). 2. National Assessment One of the themes which World Bank sets to promote an inclusive and sustainable globalization is World Bank role as a unique and special institution of knowledge and learning. This theme requires World Bank to “focus continually and rigorously on results and on the assessment of effectiveness” (Greaney & Kellaghan, 2008, ix). This assessment includes assessment in education world. How is World Bank and education related? Education is considered important by

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World Bank in economic development since economic development requires human knowledge and skills (Greaney & Kellaghan). National assessment provides the information regarding individual student achievements in knowledge and skills which could be useful for World Bank (Greaney & Kellaghan). Not only for World Bank, information on knowledge and skills is also important for governments and students. Higher levels of knowledge and skills are needed if students would like to participate in the working world in the future (Greaney & Kellaghan, 2008). Skillful and knowledgeable workers are what the government needs in order to compete successfully in globalization (Greaney & Kellaghan). Other than that, governments also “need to monitor achievement levels to determine how changes in enrollment and budgetary conditions affect the quality of learning” (Greaney & Kellaghan, 18). National assessment has helped ministries of education to “describe national level of learning achievement, especially in key subject areas, and to compare achievement levels of key sub groups” (Greaney & Kellaghan, 2). It has also been useful to help the ministries “to support or refute claims that standards of student achievement are rising or falling over time” (Greaney & Kellaghan, 2). National assessment is also claimed to be significant for policy makers, politicians, and educational community. It is considered effective in providing feedback regarding significant measures to these parties (Greaney & Kellaghan, 2008). It provides information on aspects of the system and basic inputs needed by the system for policy making, information which the government often lacks (Greaney & Kellaghan). Its results can also be used “to change practice in the

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classroom” (Horn, Wolff, and Velez 1992 as paraphrased in Greaney & Kellaghan, 19). However, World Bank considers assessment of effectiveness in education field as the biggest challenge (Greaney & Kellaghan, 2008). This includes national assessment. Even though is considered plays important roles in giving information regarding individual student achievements in national level, not many countries systematically monitors the learning outcomes “either through conducting their own assessments of student achievement or through participating in regional or international assessments” (Greaney & Kellaghan, ix-x). The information gathered from the national assessments which have been conducted in some developed countries has not been maximally used (Greaney & Kellaghan). The problems mentioned above might be caused by: the policy makers who are not dedicatedly and committedly involved in the assessment and unwellcommunicated assessment analysis results (Greaney & Kellaghan). Another reason is national assessment which is only used symbolically as a scientific and modern tool to legitimate state action thus it was not seriously used in “management of the education system or in policy making“ (Greaney & Kellaghan, 21). Indonesian government has been implementing national assessment since 1950. The first term used to call national assessment was Ujian Penghabisan (1950-1960) (Cessnasari, 2005). It was then called Ujian Negara (1965-1971) (Cessnasari). The term was then changed again into EBTANAS (Evaluasi Belajar Tahap Akhir Nasional) (1980-2001) (Cessnasari, 2005). In 2002 it was called UAN (Ujian Akhir Nasional) (Cessnasari, 2005). In 2003, the national assessment 19

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was centralized (Rachman, 2015, April 13). There was a national body preparing questions (Rachman, 2015). This year the government set a minimum passing grade, which would be set higher periodically (Rachman, 2015). The grades were used to determine whether the students could graduate from certain education level or not. Since 2005 the term has been known as UN (Ujian Nasional/National Examination). The term UN has been used until now (2017). In 2011, not only the National Examination was held. Local School Examination (Ujian Sekolah/US) was also held at the end of each level. To decide whether a student could graduate or not, the government combined the National Examination score (worth 60% to the total score) with School Examination score (worth 40% to the total score). “According to Peraturan Kementerian Pendidikan Nasional Nomor 34 Tahun 2007 (The Law of the Ministry of Education Number 34 Year 2007)”, the National Examination functions as 1) the tool to map the quality of students and schools and/or educational program, 2) select university student candidates, 3) determine whether students pass or fail from school and/or educational program, and 4) support and help schools to improve the quality of education (Sarasvati, 2012, 230). The National Examination was “held by Badan Standar Nasional Pendidikan (BSNP)” (Sarasvati, 2012, 228). It was “the only body that is allowed to hold the national examination in Indonesia” (Sarasvati, 2012, 228). The examination was compulsory (Sarasvati). It was “held at the end of each level of study“ (for students in the 6th grade of elementary school, 9th grade of secondary school, and 12th grade of high school) (Sarasvati, 229). The format of the examination was multiple choices (Sarasvati). The students used “a special paper and pencil to do the examination and then the examination is checked using a 20

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computational device” (Sarasvati, 229). As stated previously, since 2003, the students must pass certain grade in order to graduate from certain level of study (Sarasvati). If students failed the examination, they could “join a remedial examination” (Sarasvati, 230). It was “held a week after the notice” (Sarasvati, 230). If students still failed, up to 2012, Sarasvati stated that there was no clear procedure that the students could follow in order to pass the examination. Sometimes the students were suggested to keep continuing the study in the higher level as long as in the first year they could get certificate showing they had passed the examination (Sarasvati). Sometimes they are suggested to join PKBM and finish their study there (Sarasvati). This part elaborates concepts related to National Examination. It is divided into three parts: national assessment, national assessment in Indonesia (before 2015), and the 2015 national examination in Indonesia. 3. National Examination a. Research on the National Examination Previous research on the National Examination and the English National Examination discussed washback/impact, validity, authenticity, practicality, reliability, interactiveness, administrability, student‟s action and teachers‟ voices. All topics were discussed by six researchers. Three of them used (Merina, 2009; Thipani, 2013; Widyaningrum, 2014) content analysis method. One of the three (Thipani, 2013) used both content analysis and sample survey. One (Siswanti, 2010) used progressive qualitative approach. One research (Fiharsono, 2011) used phenomenology and another one used (Subagyo, 2014) case study. I will describe all those research reports not one by one but per topic.

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Research on the National Examination washback was conducted by Subagyo (2014). In his research he had two questions: (1) “What washback do the twelfth graders of a private religion-based vocational high school in Yogyakarta experience in response to the National Examination preparation?” and (2) “How does the washback happen to the students, teachers, and the school?” (Subagyo, vii). In his research he found that secondary students were more aware of the impacts of the National Examination. He also found that the National Examination encouraged the students to be more prepared with “potential challenges such as pressure and time constraints” (Subagyo, vii). His research also showed that teachers could “comprehend the phenomenon faced by their students” (Subagyo, vii). In my research on 2013 I also discussed it even though I used the term „impact‟. My research showed that “the test developer goals were in accord with the society/education goals” but “did not bring significant impact to the students and teachers” (Thipani, vii). Fiharsono‟s research also showed the National Examination washback to his participant. The washback was seen from the participant‟s action to study previous tests and predictions (2011). Research reports on the National Examination validity were conducted by Merina (2009), Fiharsono (2011), Thipani (2013), and Widyaningrum (2014). In her research Widyaningrum showed that 98.8% of the 2012 English National Examination content was valid. My research on 2013 showed that the 2012 English National Examination was unconstructively valid. Not only discussed validity in general like the two previous research reports, Merina (2009) specifically discussed content validity in her research. In her research she asked three questions: (1) “Did the multiple-choice reading items of the National

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Examination test for senior high school students measure the objectives of English reading skills as stated in KTSP?”, (2) “Did the texts used in the National Examination test for senior high school students represent the written text types mentioned in KTSP?”, and (3) “Did the question types used in the multiple-choice reading items of the National Examination test for senior high school students measure the students‟ comprehension through various question types?” (Merina, 5). The research showed that the National Examination only covered two cognitive processes of Anderson taxonomy (remember and understand) and did not cover all cognitive processes as required in KTSP. However, the National Examination had covered two types of written text in KTSP (short functional text and simple essays). The research also showed that vocabulary mastery was measured even though it was not required in KTSP. Quite different from Merina, through the description of student‟s understandings and student‟s beliefs Fiharsono (2011) explained not only the English National Examination‟s content validity, but also the English National Examination‟s criterion-related validity in his research. According to Fiharsono, the English National Examination did not represent all English competencies listed in the curriculum. Its content validity was low. He also showed that the result of the English National Examination was significantly different from other measurements conducted either at the same time or in the future. Thus, the criterion-related validity was low. Three research reports (Fiharsono, 2011; Thipani, 2013; Widyaningrum, 2014) discussed authenticity. Fiharsono‟s research showed that the competencies tested in the English National Examination are not relevant to English competencies needed in real life. Thus, the examination authenticity was low. My research also

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showed that the 2012 English National Examination was “not utterly authentic” (Thipani, vii). Meanwhile, Widyaningrum‟s research showed that the 2012 English National Examination was 79.5% authentic. My research in 2013 discussed the 2012 English National Examination practicality, reliability, and interactiveness. The research showed that the examination was “practical in the context of human resources and time allocation availability but impractical in the context of material resources availability” (Thipani, vii). It also showed that the exam was “reliable in the context of interrater and not reliable in the context of student, test administration, and test”. The research also indicated that the examination could be considered interactive because the students‟ level and type of general education, their types and amount of preparation, and their language ability helped them to be involved in the test. However, it could also be considered not interactive because the students‟ family background, topical knowledge, affective schemata, and strategic competence did not help them to be involved in the test. Fiharsono‟s research discussed the National Examination administrability and student‟s action (2011). There were dishonest practices during test administration. One of them was student buying test leak. Discussion on student‟s action include Fiharsono‟s participant which did all intentions he had during the National Examination. Siswanti discussed teachers‟ voices regarding the National Examination in her research (2010). Two of her participants had different opinion regarding how the National Examination should be conducted. One of them thought the National Examination should be conducted the way it had been conducted meanwhile

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another one thought the National Examination should be conducted by adjusting to vocational high school students‟ competencies. However, both of them thought the National Examination should be based on English for Specific Purposes. b. Criticism of the National Examination The National Examination had been a controversial issue in education in Indonesia. Harti writes “discussion or polemic on the National Examination always happens every year, even all years in Indonesia until they become latent national education discussion” (n.d.). The controversy is constructed by two big sides: the supporting side (the government) and the opposing side (the critics). Retno Listyarti, general secretary of the Federation of Indonesian Teachers Associations (Federasi Serikat Guru Indonesia/FSGI), said educators had been “protesting the system of the examination implementation for years” (Jakarta Globe, n.d.). In 2006, “a group of teachers filed a lawsuit at the Central Jakarta District Court demanding the abolition of the national exams. The court granted the request and the government appealed the verdict” (The Jakarta Post, 2014, December 30). “The Supreme Court rejected the government‟s appeal” in 2009 (The Jakarta Post). They said “the examinations could only be held if their implementation was improved” (The Jakarta Post). 1) The National Examination to Increase Intelligence and Improve Education Quality Jusuf Kalla, when serving as vice president of Indonesia in 2004-2009, stated that the National Examination is important to help students increase their intelligence. He believed that students can increase their intelligence if they study and students had the motivation to study if there is test; the abolition of the

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examination would make Indonesian students, as he mentioned it, stupid (Dharma, 2012). Because this examination (which he believed would make the students smarter) was based on one standard, Kalla was sure that the examination would make all students in Indonesia equally smart (despite different infrastructure each school had) (Dharma). Believing in the magic this National Examination had, Kalla also believed that in order to make our education level was equal to Singapore or Malaysia, in five years, all the government must have done was improving the examination difficult level every year (Dharma). Different from Kalla who believed that the National Examination would be able to increase students‟ intelligence, Dharma (2012) stated that, other than poverty, hunger, student mobility, health, safety, parent education, etc., students‟ intelligence would be affected by the input and process of education. Realistically, the input and process were still far from standard. In rural areas, many school buildings were broken; there were not enough teachers in schools, not enough books (Dharma). The National Examination was not a tool to make Indonesian students smarter. It was a tool to measure the output which was resulted from the input and process of education. 2) The National Examination Widen the Academic Achievement Gap The government believed that the National Examination was an appropriate way to improve students‟ motivation and achievement, even though, according to critics, this believe the government had was just based on assumption (teKUN & eF, 2012). According to critics, this belief showed that the government neglected other factors which might affect students‟ motivation, such as social and economic factors (teKUN & eF). “There was a strong relevance between parents‟ 26

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socioeconomic status and school condition with academic achievement” (Willms, 2006; Fuchs & Womann, 2007, as paraphrased in teKUN & eF, 364). As a part of universal interventions, the National Examination, which could be included in graduating test, could indeed improve academic achievement in one side (Willms, 2006 as quoted by teKUN & eF, 2012). However, on the other side, it could “establish or even widen academic achievement difference based on socioeconomic status” (Willms, as quoted by teKUN & eF). As a high stake test, the National Examination also had many consequences. The positive consequence was that the examination would motivate the students to be the best (teKUN & eF, 2012). Other than that, it could also help authority to select graduates easily (teKUN & eF). It also had negative consequences. Similar as its status as a part of universal interventions, the National Examination as a high stake test could also “widen academic achievement gap based on socioeconomic status” (Dee & Jacob, 2006; Willms, 2006 as paraphrased by teKUN & eF, 2012, 364). It only improved academic achievement of students with good social economical background or students who studied in schools with good condition (Dee & Jacob, 2006, as paraphrased by (teKUN & eF). If this type of examination is conducted since the students were in their young age, the gap between the students will be more drastic (teKUN & eF). This gap would form education elites (teKUN & eF). High stake test, such as the National Examination, which was scientifically proven made for those with good socioeconomic background can also be seen from Sarasvati‟s story in helping her students passing the National Examination (2012). In her writing Saravasti told that some of her students did not pass the

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National Examination. According to Saravasti‟s explanation, her students did not pass the National Examination because the school was not in standard condition and her students were from lower class families. Her students also could not pass the remedial examination and in order to join another remedial examination they had to pay 250.000 rupiahs or had access to lobby the authority. Some of her students did not pass the second remedial examination, even though one of them had already got in to a vocational school and did well in the school. In order to help this student passing the National Examination, Sarasvati had to lobby the ministry of education. Sarasvati‟s conclusion on her experience was, “without money, power, and networks, it would be almost impossible for a student who fails the examination to continue their schooling” (Sarasvati, 244). 3) An Incomprehensive Test Even though as a high stake test the National Examination was considered able to improve students‟ academic achievement, the improvement meant was only limited to the tested subjects (Bishop, Mane, Bishop, & Moriarty, 2001; Phelp, 2001 as summarized in teKUN & eF, 2012). The subjects which were not tested tended to be neglected thus the consequence was that the curriculum became narrowed (Gayler, Chudowsky, Hamilton, Kober, & Yeager, 2004; Jones, Jones, & Hargrove, 2003; Watanabe, 2006 as paraphrased in teKUN & eF). Other than that, student-centered learning process and learning process which focuses on creativity were also neglected because this type of examination required lots of drilling (Abrams, Pedulla, & Madaus, 2003; Jones, Jones, & Hargrove, 2003, Vogler, 2005; Zao, 2006 as paraphrased in teKUN & eF). Indonesian critics also argued that the National Examination does not cover three 28

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aspects of objectives which include cognitive, affective, and psychomotor aspects (Harti, n.d). It only covers cognitive aspect (Harti). 4) The National Examination Had the Potential to Increase Dropping Out Risk High stake test such as the National Examination has the potential to increase dropping out risk, especially for students from lower class (Cunningham & Sanzo, 2002; Dee & Jacob, 2006; Marchant & Paulson, 2005; National Research Council, 1997; Reardon, 1996; Warren, Jenkins & Kulick, 2006 as paraphrased in teKUN & eF, 2012), students from minority group (Dee & Jacob, 2006; National Research Council, 1997; Reardon, 1996; Warren, Jenkins, & Kulick, 2006 as paraphrased in teKUN & eF), and students with low academic achievement (Archer & Dresden, 1987; Bishop & Mane, 2001; Jacob, 2001 as paraphrased in teKUN & eF). Sarasvati‟s research also showed how the National Examination as a high stake test made two of her students dropped out of school and one of her students almost dropped out of school (2012). Sarasvati‟s students were from lower class family. Two students who dropped out did not join the second remedial examination. One of them was asked to work by his parents and another one was too depressed to go on. One of Sarasvati‟s students who almost dropped out had actually had entered a vocational school. Even though she finally joined the second remedial examination, she failed. The vocational school told Sarasvati they could not let her student continue her study if she did not pass. After lobbying members of ministry of education, her student was given the chance to do another exam which she could pass at last. According to Sarasvati, the students

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finally dropped out of school because the National Examination demotivated the students by judging them with results showing if they pass or fail. The students also dropped out because the National Examination procedure, especially for those who failed the examination, was not clear. Another reason was because the input and process in her school was far from proper. 5) Pressure on Students and Teachers High stake test can also give pressure on students (Gregory & Clarke, 2003 as paraphrased in teKUN & eF, 2012). The National Examination itself had reportedly causes depression and pressure on students (The Jakarta Post, 2014, December 30; Rachman, 2015, April 13; Jakarta Globe, n.d.). Students were also reported falling ill because they were too depressed in preparing for the examination Jakarta Globe. Sarasvati (2012) showed how the National Examination made her students demotivated. Some of her students had to take two remedial examinations after failing the National Examination. Two of her students decided to drop out of school instead of joining the second remedial test. One of them decided not to join the second remedial test because she was depressed and pessimistic When studying for the second remedial test, the students joining the examination were also exhausted thus had very low motivation. Other than making students demotivated, Sarasvati (2012) also stated that the National Examination put students, especially those who did not pass the examination, in uncertain position. Those who failed the National Examination were not told what was supposed to be done when they did not pass the examination: Should they have repeated their study in certain education level? 30

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Should they have redone the examination in certain subjects, in all subjects? Should they have just stayed home and wait for the next examination or join kejar paket program (non-formal education)? (Sarasvati). The National Examination also made it difficult for those who did not pass to continue their education (Sarasvati, 2012). As stated previously, the unclear procedure which the students should have followed when failing made only those having money, power, and network could get through the remedial examinations easily. It made those with no money, power, and network dropped out easily when faced with the fact that they failed the examination. If students could pass, they would not get the certificate. If they did not get the certificate, they could not continue their study. The government was negligent to the students who were or might have been depressed for the National Examination. “It is better to make a couple of students stressful than a million of students stupid,” Kalla once said (Dharma, 2012, 86). Not only to students, the National Examination was also reportedly brought pressure to teachers. In her writing Sarasvati told how stressful the teachers were in helping students be prepared for the remedial examination (2012). Indeed, research reports had shown that high stake test (including the National Examination) could give teachers pressure (Abrams, Pedulla, & Madaus, 2003, as paraphrased in teKUN & eF, 2012). 6) Cheating Cheating practices had gone on for years during the National Examination. “In 2011, the FSGI received 102 reports of cheating, which increased to 317 in 2012 and soared to 1,035 in 2013. Then in 2014, reports plunged to 304,” (The Jakarta 31

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Post, 2015, April 15). Some students were reportedly bought answer keys and smuggled them to the examination rooms (Jakarta Globe, n.d.; Rachman, 2015, April 13). Some were also reportedly cheated by using mobile phones (Jakarta Globe). Not only students, teachers and the government were also involved in cheating practices. Some teachers were accused of giving away answers (Rachman, 2015, April 13). Many schools in a rayon formed a National Examination Success Team, one of which tasks was to make sure that cross supervisions were not carried out (Dharma, 2012). When the case was reported to Ministry of Education, the institution only called the headmasters (Dharma). The inspector teacher was replaced. There was no investigation or sanction (Dharma). Dharma stated that the cheating practices had happened repeatedly and systematically in school, city to province level. However, there had never been any actions taken to stop or prevent the practices. According to Dharma, the cheating practices were mainly engendered by the different input (teacher, facility, infrastructure, brain ware, software, hardware) given to each area in Indonesia (2012). Because the input was not equal, the quality was also not equal. Areas with low input and quality level chose to carry out cheating practice because if they do not, there was no way they would make even just more than 50% of the students pass the examination. In Balikpapan, a capital city in Kalimantan, more than 60% of students failed in the National Examination tryout. Many schools had 100% of the students failed the tryout. One vocational school which was prepared to have international standard could even only had 50% of the students successful in the tryout. The local governments did 32

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not want to take the huge risk they should bear by letting so many students failed the examination. Cheating was the only way to boost high level of graduation percentage. Sarasvati story about her experience in helping her students graduating also support Dharma‟s analysis (2012). From Sarasvati story we can see why she finally let her student cheating in the third remedial examination. After one national examination and two remedial examinations Sarasvati finally realized there was no way her students, who went to very poor school in a remote area, would pass the examination without cheating. 7) On Mapping Education Quality The Law of the Ministry of Education Number 34 Year 2007 mentioned one of the National Examination functions as the tool to map the quality of students and schools and/or educational program. Sarasvati stated that, indeed, the map of education quality “could be very useful as an input to design a better educational system” and to improve education quality (2012, 231). However, Sarasvati thought the National Examination alone was not enough to run this function because the National Examination only showed quantitative data of education quality map. “Further qualitative research to find out why there are low quality schools is needed” (Sarasvati, 231). Dharma was pessimistic of the use of National Examination validity to map education quality. It is because cheating practices had always happened during National Examinations (Dharma).

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c. Recommendation for a Better Assessment System The following description is ideas proposed by teachers and critics regarding a better assessment system. The ideas include the importance of evaluating the National Examination, the importance of evaluating the government, what a better assessment system is, and alternative option on how to determine students‟ graduation. 1) The Importance of Evaluating the National Examination Previous elaboration on criticism towards the National Examination shows how weak government assumptions were regarding the National Examination. It also shows that the National Examination had more negative impacts compared to the positive. It was thus important to evaluate the National Examination fairly. Those who supported and refused the National Examination needed to talk, test each of their assumptions regarding the National Examination, and find strategic solutions for better education for all Indonesian children. What were found needs to be shared to public (teKUN & eF, 2012). 2) The Importance of Evaluating the Government Brown (1990, 5) as quoted in Sarasvati (2012, 227) stated that “assessment, as part of education, must be about promoting learning and opportunities, rather than about sorting people into social roles.” This quotation and Sarasvati‟s experience in helping her students face the National Examination brought Sarasvati to a conclusion that it is important for the government to conduct “better educational programs for the whole nation” (257). Having similar opinion, instead of 34

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measuring students‟ achievements, Dharma stated that the National Examination should first of all be used to measure the government performance (2012). According to her, the students were not the parties who should be responsible for the government performance. Thus it was not fair if the National Examination was used to evaluate students‟ performance. Similarly, teKUN & eF (2012) also argued that it is important to gain information on students‟ achievements and teachers‟ competence, and school condition. In order to be able to promote better education for the whole nation, Sarasvati (2012) and teKUN & eF (2012) thought it is important for the government to map the schools‟ needs. This was the first step the government should take before improving schools, then education quality (Sarasvati). Other than finding out the schools‟ need, it was also important for the government to map education quality. Research reports and public debates were needed to help the government (Sarasvati). S. Hamid Hasan, as paraphrased by teKUN & eF (2012) suggested an evaluation tool called EKPHB (Evaluasi Kualitas Pembelajaran dan Hasil Belajar/Evaluation on Learning and Learning Result Quality). The evaluation should be conducted in the middle of learning process in certain education level thus both students and schools would have time to improve their quality (teKUN & eF). The evaluation could be conducted by BSNP Assessment Center and Curriculum Center (in the national level) or Education Ministry and LPMP (Lembaga Penjamin Mutu Pendidikan/Education Quality Assurance Council) (in the local level) (teKUN & eF). It was then important for the government to design strategic and precise policies in the field of education. Those included focuses to education national 35

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standard achievement (content standard, process, graduate competence, educators and education personnel, facility, infrastructure, management, and budgeting) and assessment standard which include assessment conducted by teachers and schools (teKUN & eF, 2012). 3) A Better Assessment System Rather than conducting the National Examination, Sarasvati thought it was better for the schools to conduct assessment (2012). The assessment meant was embedded in the learning process. Students could pass if they participated actively in the learning process and made progress. Not determining whether the students failed or successful, the assessment was designed to help students improve their learning. It was designed to help teacher figure out students‟ difficulties in learning and find solution to overcome the difficulties. Since the assessment was the part of the learning process, it “should be done through the schooling year, not at the end of the schooling year” (Sarasvati, 2012, 226). “Rather than labeling a student to fail or pass from school, it is better to provide a transcript of students‟ achievements in various subjects” (Sarasvati, 255). The report on students‟ achievement would be useful in helping them understand themselves in further education stage (Sarasvati). In order to make the assessment system work well, Sarasvati suggested the government to conduct teacher training. 4) How to Determine Students’ Graduations In order to help the government determine students‟ graduation, the critics proposed a couple of recommendations. The first one was, instead of just using

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the results of the National Examination, the critics argued it was better if the government also combined it with students‟ grades during their study in certain education level (teKUN & eF, 2012). This system was implemented in EBTANAS era before. Indeed, there were questions regarding teacher‟s consistency in the grading process. However, there were also advantages the government might have if they also rely on assessment by teachers (teKUN & eF). The first one was teachers have more time to assess and improve students‟ learning in the same time during teaching-learning process. The second one was assessment from teachers gave direct impact to students‟ learning process because teachers could give feedback to students soon during the teaching-learning process. The critics also argued it was better if the government use cumulative performance index, instead of numbers, in grading students and thus determining their graduation (teKUN & eF, 2012). The minimum point of cumulative performance index to determine students‟ graduation was determined by each school. Cumulative performance index was scientifically proven to predict academic achievement in university better than other standardized tests in USA (teKUN & eF). d. The 2015 National Examination in Indonesia The National Examination Standard Operating Procedure Year 2014/2015 (Prosedur Operasional Standar Penyelenggaraan Ujian Nasional Tahun Pelajaran 2014/2015) defines the senior high school national examination as an activity of measuring and assessing graduate competence standard achievements of Senior High School (Sekolah Menengah Atas/SMA) students on certain subjects 37

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(Badan Standar Nasional Pendidikan [BSNP], 2015, 2). English (Bahasa Inggris) is one of the subjects tested in the examination (BSNP). The 2015 Senior High School National Examination was held on April 13, 2015 until April 15, 2015 (BSNP, 2015, 23). The English National Examination was held on April 15, 2015 from 07.30 to 09.30 (BSNP, 2015). The rest of more detailed elaboration regarding the 2015 National Examination in Indonesia can be seen in Appendix 3. Since content of theoretical review is better taken from sites which was not addressed in .com and most of the content of this subtitle explanation was taken from sites addressed in .com., the elaboration was put in Appendix 3. The content from those sites is however still considered since the theoretical review of this research will then interpreted in pre-assumption. van Manen (1990) considers “common sense” and “everyday knowledge”, as well as “scientific knowledge”, as source which can affect the researcher‟s way of analyzing the text (data) and thus need to be explicated in preassumption (46-47). The researcher considered the content in Appendix 3 as the content which can affect the researcher and those who are involved in the National Examination in defining the examination. The information in Appendix 3 include more detailed information regarding administrative aspect of the 2015 National Examination, the fact that the examination was no longer used to determine graduation, the implementation of computer-based examination in certain schools, and cheating and leaks which happened during the 2015 National Examination.

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4. Senior High School Senior High School (Sekolah Menengah Atas/SMA) is a secondary education level in which students are in after they finish formal primary education (elementary school and junior high school) (Law of the Republic Indonesia Number 20 Year 2003 on National Education System/Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional). The age of students in this level of education is mostly between 16 to 18 years old. 5. Phenomenology This part elaborates concepts related to phenomenology. It is divided into six big parts: development of phenomenology, the nature of phenomenology, narrative

and

hermeneutic

phenomenology,

important

concepts

in

phenomenology, research on lived experience, and phenomenological research and research on perception.

a. Development of Phenomenology Phenomenology may refer to a stream in philosophy, philosophical movement, and research approach (Maykut & Morehouse, 1994 as paraphrased by Kafle, 2011; Dreyfus & Wrathall, 2006). Phenomenology has been commonly used in philosophy since Hegel‟s work, The Phenomenology of Mind, is published in 1807 (Dreyfus & Wrathall). In the 19th century the term refers to descriptive approach, which is in contradictory to hypothetical-theoretical or analytic approach (Dreyfus & Wrathall). It is critical to modern natural science which tends to create its own abstract world without grounding it to “ordinary human experience” (Dreyfus & Wrathall, 2). At the beginning of the twentieth century,

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phenomenology was closely related to a German philosophical movement (Alveson & Sköldberg, 2000). Husserl (1859-1938) developed phenomenology into a movement and more methodological approach (Dreyfus & Wrathall, 2006). According to him, as “a study of the structures of consciousness” (Dreyfus & Wrathall, 2), phenomenology attempts to describe the essential structures of the consciousness contents by bracketing the objects outside of consciousness (Dreyfus & Wrathall). Husserl argues that it is important to “ground our knowledge of the world in our lived experience” (Dreyfus & Wrathall, 2). Heidegger (1889-1976), Husserl‟s student and, later, critic, criticizes Husserl‟s focus on consciousness and phenomenological method (Dreyfus & Wrathall). Instead of attempting to describe structure of consciousness, according to Heidegger, phenomenology‟s focus is to “manifest the structure of our everyday being-in-the-world” (Dreyfus & Wrathall, 3). Merleau-Ponty (1908-1961) then developed Heidegger‟s idea on being-in-the-world to “a study of our bodily experience of the world perception” (Dreyfus & Wrathall, 3). Meanwhile, Sartre attempted to explain Heidegger‟s focus on existential, worldly relationships in Husserlian focus on consciousness (Dreyfus & Wrathall). b. The Nature of Phenomenology By Langdridge (2007), phenomenology is defined “as a discipline that "aims to focus on people's perceptions of the world in which they live in and what it means to them; a focus on people's lived experience" (4)” (Kafle, 2011, 183). As a research approach, phenomenology is defined by Finlay as the study of phenomena (their nature and meanings) (Kafle). Grbich (2007) defines 40

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phenomenology as “an approach to understand the hidden meanings and the essences of an experience together” (Kafle, 183). Kafle defines it as a method “that has the potential to penetrate deep to the human experience and trace the essence of a phenomenon and explicate it in its original form as experienced by the individuals” (Kafle, 183). van Manen (1990) has attempted to show how phenomenological approach can serve pedagogical research. According to him phenomenology is the most appropriate method to explore phenomena of pedagogy (Kafle, 2011). van Manen defines phenomenology as “the study of lived experience”, the experience we have before we reflect on it (van Manen, 9). It is “a response to how one orients to lived experience and questions the way one experiences the world” (Kafle, 183). It is further defined as the study of experience essences (van Manen). It thus attempts to describe/interpret meanings, “to a certain degree of depth and richness”, of the way one lives his/her world (van, Manen, 11). It is also defined as “the human scientific study of phenomena” (van Manen, 11). It digs structure of meaning of human experience scientifically (systematically, self-critically, with intersubjectivity) (van Manen). According to van Manen, phenomenology can only be understood by “actively doing it” (8). When doing it, one needs to have retrospective reflection (reflection on already passed/lived-through experience), “attentive practice of thoughtfulness” (“a heedful, mindful wondering about the project of life, of living, of what it means to live a life”), to conduct a poetizing activity (“thinking on original experience and is thus speaking in a more primal sense”) and to conduct a “search for what it means to be human” (van Manen, 1013). 41

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Those definitions of phenomenology brings me to a conclusion that phenomenology is a scientific study of the nature/essence/meaning of phenomena as lived experiences to help one to be closer to humanity. Phenomenology can be understood when one experiences it by questioning and reflecting on lived experiences, then expressing her/his findings. c. Narrative and Hermeneutic Phenomenology Phenomenology can be divided into several more specific studies, two of which are narrative phenomenology and hermeneutic phenomenology. Husserl followers will likely support narrative phenomenology more than the latter since according to them “phenomenological research is pure description and that interpretation (hermeneutics) falls outside the bounds of phenomenological research” (van Manen, 1990, 25). According to them, “hermeneutics or interpretation already implies the acknowledgment of a distortion, of an incomplete intuiting” (van Manen, 26). Different from narrative phenomenology, hermeneutic phenomenology demanded interpretation (van Manen). This study will likely be supported by Heidegger followers. Heidegger moves “away from a philosophical discipline which focuses on consciousness and essences of phenomena towards elaborating existential and hermeneutic (interpretive) dimensions” (Finlay, 2009 as paraphrased by Kafle, 2011, 181). Narrative phenomenology thus describes lived-experience (van Manen, 1990). Meanwhile, hermeneutic phenomenology describes the meaning of livedexperience (van Manen). In order to describe meaning, interpretation must be present. Narrative phenomenology provides “immediate description of lifeworld” while hermeneutic phenomenology presents “intermediate (or a mediated) 42

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description of the lifeworld as expressed in symbolic form” (van Manen, 1990, 25). d. Important Concepts in Phenomenology The following elaboration was definitions of several important concepts in phenomenology. It includes the definition of consciousness, act, perception, intentional experience, intersubjective validity, reduction, lived experience, meaning, empathy, reflection, and theme. 1) Consciousness Consciousness refers to intentionality (through inner perception, which is different from external perception/physical phenomena) directed toward objects (Brentano, 1973, as paraphrased by Moustakas, 1994). Brentano argues that the object must first exist before it is innerly percepted (Moustakas). Thus both the object and the perception and the object must exist in the consciousness (Brentano, 1973, as paraphrased by Moustakas). Different from Brentano, Husserl argues that the object does not have to exist and can “emerge in our consciousness in an empty manner” (Moustakas, 1994, 50). „We‟ fill the object until it reaches the sense of wholeness (meaning) through experience and reflective process of looking (consider) and looking again (reconsider) (Moustakas). 2) Act Husserl (1970) uses the word „act‟ to refer to experience of meaning (Moustakas, 1994). According to Husserl, it has two sides. They are quality and matter. Quality is judgment, perception, and memory while matter is direction to the object, features and properties of an object. 43

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Still according to Husserl, act belongs to “intentional experience, not mental activities” (Moustakas, 52). Act can be full or empty. It is full when it is “validly posited” (Moustakas, 52). By reflecting on act, we are moving toward the meaning of experience. 3) Perception Moustakas states “in phenomenology, perception is regarded as the primary source of knowledge” (1994, 52). It is made of intentions which are combined with sensations. With perception, the object “appears under a multiplicity of varying aspects which are not only compatible with but also fit into one another” (Gurwitsch, 1966, 122, as paraphrased by Moustakas, 1994, 53). “New perceptions always hold the possibility of contributing knowledge regarding any object” (Gurwitsch, 1966, 335, as paraphrased by Moustakas, 1994, 53). Husserl calls “the perceptions that emerge from angels of looking” as horizons (as paraphrased by Moustakas, 1994, 53). Horizons add “something important to the experience” (Moustakas, 53). Meaning is not static. The horizon keeps multiplying and adding new perspectives to the meaning (Moustakas). When we do perception, past meanings might be awaken and contribute to the new meaning of the present (Moustakas, 1994). Perception enables “us to express singular judgments that eventuate in universal judgment” (Kockelmans, 1967, 27, as paraphrased by Moustakas, 54). 4) Intentional Experience Intentional experience is the relationship between the real content (the appearances of the object intended) and the ideal content (memory, image, and

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meaning of the object in our consciousness) which is processed in our thought, perception, memory, judgment, and feeling so that we can reach the object‟s essence (Husserl, 1973, as paraphrased by Moustakas, 1994). Every intentional experience has at least one theme. The themes are what will build meaning (Moustakas). 5) Intersubjective Validity Intersubjective validity is the process of presenting each other‟s self and thus interchanging each other‟s “perceptions, feelings, ideas, and judgments regarding the nature of reality”; it is the process of declaring “empathy and copresence” (Husserl, as paraphrased by Moustakas, 1994, 57). Intersubjective validity is important “to verify, accentuate, and extend knowledge and experience” (Moustakas, 57). By conducting intersubjective communication, “reciprocal correcting of reality takes place” (Moustakas, 57). Even though intersubjective validity is considered important, Husserl stated that the individual perception is the most important thing which should be considered in phenomenology and should be put as “the first and foremost step” (Moustakas, 58). 6) Reduction When

we

would

like

to

define

reduction,

we

should

define

it

phenomenologically, eidetically, and transcendentally. Phenomenologically reduction is the process from abstracting from “real existing objects” instead of “the world of ideas” (Dreyfus & Wrathall, 2006, 8). “The real world is, so to speak, cut off („bracketed, to use Husserl‟s term)” (Dreyfus & Wrathall, 38).

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Eidetically reduction is the process of leaving individual phenomenon and reaching the universals (essence). In eidetic reduction, Husserl recommends a technique called “the intuition of essence” (Dreyfus & Wrathall, 38). It is a technique to find „invariance‟ in a group of phenomena with „imaginary variation‟, the general in the individual (Dreyfus & Wrathall, 38). Transcendentally, reduction is the process of investigating how the essences are constructed; “through what mental a priori structures do things acquire their properties?” (Dreyfus & Wrathall, 38) 7) Lived Experience According to van Manen, lived experience is “the starting point and end point of phenomenological research” (1990, 36). Dilthey (1985) defines it as “our immediate, pre-reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware of itself” (van Manen, 1990, 35). This definition and an example from van Manen implies that lived experience is experiences which are impressive enough but cannot yet be defined when it first happens. This is probably why Merleau-Ponty (1968) call it as immediate awareness or sensibility (van Manen). This experience will however be able to be defined (“be grasped in its full richness and depth”) through reflection after it happened (van Manen, 1990, 36). It is understood by linking pieces of experiences to totality (van Manen, 1990). According to Dilthey (1985), the totality of the experience is systematized as “motif in the andante of a symphony” (van Manen, 37). It has what Dilthey called as “structural nexus” (van Manen, 37).

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Researcher task is “to transform lived experience into a textual expression” thus the reader can identify him /herself to the lived experience (van Manen, 1990, 36). The textual expression should be delivered “in such a way that the effect of the text is at once a reflexive re-living and a reflective appropriation of something meaningful: a notion by which a reader is powerfully animated in his or her own lived experience” (van Manen, 36). 8) Meaning Meaning or essence is the final destination of phenomenological study. It is defined by Husserl 1931, as paraphrased by Moustakas (1994), as a thing “which is common or universal, the condition or quality without which a thing would not be what is” (100). Similar to Moustakas, van Manen defined it as “the very nature of a phenomenon, for that which makes a some-“thing” what it is” (1990, 10). In other words, meaning can be defined as what a thing is universally. As quoted by Moustakas (1994), Sartre defines essence as “the „concatenation of appearances‟ (xlvi)” (100). It „is “radically severed from the individual appearance which manifests it, since on principle it is that which must be able to be manifested by an infinite series of individual manifestations‟ (xlviii)” (Moustakas, 100). If paraphrased, essence can thus be considered as a reference which is manifested through series of individual appearances. Moustakas (1994) also writes that “essences of any experience are never totally exhausted” (100). Further, he writes, “the fundamental textural-structural synthesis represents the essences at a particular time and place from vantage point of an individual researcher following an exhaustive imaginative and reflective

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study of the phenomenon” (100). Essence(s) for Moustakas can thus be concluded as a thing which always moves depending on the context (time and place). From all of those definitions on meaning and essence it can thus be concluded that meaning or essence is what a thing is universally; it is manifested through series of individual appearances and is always changed depending on the context. According to Betti (1967, 1980), as stated by Alvesson & Sköldberg (2000), what are important when dealing with meaning in hermeneutics are coherence and correspondence. In order to reach meaning coherence, researchers must turn their attention to “hermeneutic circle of part-whole” (Alvesson & Sköldberg, 2000, 67). The researchers are given privilege to decide which elements in the research are part and which elements are whole. However, Alvesson & Sköldberg writes, the part may refer to “a word in a text, a clause, a sentence, a paragraph, or a section” (67). Meanwhile, the whole “may be the text, the author behind the work, the historical background” (Alvesson & Sköldberg, 67). By theorists of historiography, this canon is applied through what is called as criticism of bias (Alvesson & Sköldberg). Bias is defined as “the interest (conscious or not) of the informant in skewing the information” (Alvesson & Sköldberg, 72). If bias is strongly indicated, the value of the information becomes lessen. Meaning correspondence can be acquired if researchers are able to establish “a kind of „resonance‟ with the object of the investigation, a „congeniality‟ by which an invisible bond (of meaning) is forged between them” (Alvesson & Sköldberg, 2000, 69). In order to reach meaning correspondence, historiography theorists suggest researchers to implement what they call Verstehen or empathy (Alvesson

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& Sköldberg, 2000). More detailed elaboration of this sub subchapter is put under the discussion of Empathy below. 9) Empathy As stated previously, empathy is the application of meaning correspondence, the fourth hermeneutic canon proposed by Betti (Alvesson & Sköldberg, 2000). Since this study is hermeneutic phenomenology, the elaboration of empathy by Betti is considered relevant to be summarized in this subchapter. Empathy is defined as “the intuitive understanding „from within‟ of the object of investigation, whether the latter is a single individual or overarching social formations” (Alvesson & Sköldberg, 2000, 75). Alvesson & Sköldberg describe at least two significances of empathy in hermeneutics. The first significance is related to the capability of empathy to cover the less value of the source. Other than empathy, the historiography theorists proposed authenticity, bias, and also distance and dependence as the application of the four canons. The more insufficient the three aspects are, the lesser the source is valued. If the other three aspects show that the value of the source is unsound, empathy can be used as the last tool to check whether or not the information from the source useable. Another significance of empathy is related to its ability to reveal the inner meaning from the subjects (Collingwood, 1992, as paraphrased in Alvesson & Sköldberg, 2000). 10) Reflection Husserl defines reflection as “the process of analyzing and grasping “stream of experience ... in the light of its own evidence” (Husserl, 1931, 419 as quoted by Moustakas, 1994, 47). Evidence itself is defined as “something that shows itself –

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something that is there before one” (Moustakas, 47). Reflection “provides a logical, systematic, and coherent resource for carrying out the analysis and synthesis needed to arrive at essential descriptions of experience” (Moustakas, 47).

Radical

reflection

“begins

by

„rendering

explicit

the

universal

„presupposition‟ which underlies all our life‟” (Gurwitsch, 1966, 419 as quoted by Moustakas, 47). Reflection has two focuses. The first focus is self while another focus is context. These two focuses are reflected in the following discussions on reflection. Alvesson & Sköldberg (2000) state that reflection “turns attention „inwards‟ towards the person of the researcher” (5). It is related with “what one is doing” (Alvesson & Sköldberg, 245). When reflecting, we contemplate “the premises for our thoughts, our observations, and our use of language” (Alvesson & Sköldberg, 245). Steier argues that reflection is all about construction and in construction, the constructing subject (the researcher) plays significant role (Alvesson & Sköldberg). It also considers language and narrative as the form of interpretation in the research context important (Alvesson & Sköldberg). These discussions emphasize the importance of self-involvelment. Alvesson & Sköldberg (2000) also mention the importance of “the relevant research community, society, and intellectual and cultural traditions” as another part of reflection (245). Reflection is the investigation of “the way in which theoretical, cultural, and political context of individual and intellectual involvement affects interaction with whatever is being researched” (Alvesson & Sköldberg, 245). These discussions show the relevance of context to reflection.

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11) Theme Theme is “structure of experience” (van Manen, 1990, 79). It is “an element (motif, formula, or device) which occurs frequently in the text” (van Manen, 78). It is something which builds meaning. It is meaning units, structure of meaning (van Manen). In order to grasp the meaning of certain lived experience thus, it is important to observe its themes (van Manen). This is why theme “gives control and order to our research and writing” (van Manen, 79). e. Research on Lived Experience Almost all lived experience research reports found focuses on implementation in English education. Only one research discusses English education design. Another one focused on evaluation. From eight research reports on implementation, six of them try to discover meaning from the perspective of the learners. The rest two focuses on meaning from the perspective of the teachers. The only research found which discusses design was conducted by Kiswara (2009). In the research he discovered the meaning of textbook selection to SMP English teachers in his thesis. From the research conducted he found that all participants “tried to meet the students‟ learning needs, interest and cultural background by considering the constraints, and educational policies” (Kiswara, xiv) in the process of textbook selection. However, they showed difference when dealing with the focus of the needs. The research also showed that the “participants had different level of autonomy” (Kiswara, xiv) due to their “different educational background and working experience” (Kiswara, xiv). This

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difference on autonomy level was caused by the “different perceptions on the students‟ future professional needs” (Kiswara, xiv). It affected “teachers‟ perceptions on the success of study and their teaching orientations” (Kiswara, xiv). This perception is what then affects “the process of textbook selections” (Kiswara, xiv). Fiharsono (2011) discovered one student‟s lived experience on the English National Examination (Fiharsono, 2011). He discovered four themes regarding the topic: (1) student‟s understandings, (2) student‟s beliefs, (3) student‟s intentions, and (4) student‟s action. The six lived experience research which focuses on learners were conducted by Turgut & Igrin (n.d.), Paredes (2010), Trisnowati (2011), Lin, Grom, & Lin (2013), Sastrikirana (2015) and Stania (2015). Turgut & Igrin (n.d.) specifically discussed the meaning of the children lived experience in Turkey on learning English through computer games. The finding shows that the students found benefits by learning English through computer games. The benefits are especially related to transfer, motivation, and awareness. A dissertation by Paredes (2010), discusses more fundamental issue: Colombian adult English language learner selection and using of language learning strategies. The research shows that the learners used learning strategies which are not included in Oxfords‟s taxonomy. Trisnowati (2011) discovered the meaning of learning English to Theology students. In her research she found five themes: “respect for language use, reflection on language learning experience, self-knowledge, professional development, and self-actualization”. From the themes she found two essences.

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The first one is “meaningful language learning in the sense of respect for language use” and the second one is “a desire in seeking for understanding of the meanings of life through language learning in theology studies” (Trisnowati, xv). In their research, Lin, Groom, & Lin (2013) described the meaning of blogassisted learning in the ESL writing classroom to Taiwanese students. The research shows that blog-assisted ESL writing learning made students with low proficiency levels feel anxious and embarrassed because of the possibly unpleasant reactions from other students regarding their writings and the slowness of their task completions. These findings are argued to give explanation to the findings previous studies had regarding blog-assisted language writing learning. Previous studies showed that second language writing students were enthusiastic with the blog-assisted learning. Yet, they were not motivated to participate voluntarily in the blogging activities. Sastrikirana (2015) discovered the meaning of vocabulary learning using IPALL to students. From the research she found empirical and transcendent themes. The empirical theme is “better knowledge of word meaning and forms, better learning atmosphere, chances to repeat, focus and concentration” (Sastrikirana, xvii). Meanwhile, the transcendent themes are “perseverance, honesty, acceptance, connection with a bigger world, God talks to me” (Sastrikirana, xvii). She also found that IPALL “has helped students to be more self-actualized both as students and as human” (Sastrikirana, xvii). In her research Stania (2015) discovered the meaning of learning English to International Class students of University of Muhammadiyah Yogyakarta (UMY). She found two interpreted themes which are related to body and mind and to God.

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She also found sub-themes which include being happy, being worried, being confused, being unsecured, being uncomfortable, being respectful, being grateful, being challenged, and being accommodated. The rest of the research reports, as stated previously, discovered meaning in the context of English education implementation from the perspective of the learners. The first research was conducted by Kirk (2004) and the second one was conducted by Astuti (2010). Kirk (2004) discovered lived experience of women teachers in Karachi, Pakistan in his research. Specifically, the research described the meaning of experience of becoming and being a woman teacher and women experience on teaching boys and girls (Kirk). Astuti (2010) investigated the meaning of teaching English large classes to a novice teacher. Specifically she discovered

what “the teacher thinks about

teaching English large classes, how she gives meaning to it, how she conducts and approaches her teaching, how she experiences success and failure, what she learns from it to become more empowered and self-fulfilling” (Astuti, xiv). From her research she found problems and potentials found in previous studies related to classroom management, learners‟ variation, and learning materials are experienced by the participant. She also found that the participant felt the necessity to implement learner-centered instruction when teaching. The participant also posited herself as peer to her students. She considered selfdevelopment and professionalism important in teaching. She also felt it necessary to create appropriate learning environment for the class she taught by using certain strategies and teaching principles.

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This research, as shown in its title, aims to discover the meaning of the 2015 English National Examination to senior high school graduates. Similar to most previous research reports, or, more precisely, seven other research reports, this research report focuses on learner‟s perspective. Similar to one previous research, this research discovers how the participants experienced a subject matter within the scope of Evaluation: national examination. Clearer mapping of the research compared to the previous research reports can be seen in Table 2.1 below. Subject Matter Participant Teaching/ teacher

Concept (Goal)

Design (Process)

Implementation

(Kiswara, 2009): SMP English teachers‟ meaning to the process of selecting textbooks.

(Astuti, 2010): The meaning of teaching English large classes to a novice teacher.

Learning/ learner

(Kirk, 2004): The meaning of experience of “becoming and being a woman teacher” and women experience on teaching boys and girls. (Sastrikirana, 2015): The meaning of vocabulary learning using IPALL to students. (Lin, Groom, & Lin, 2013): The meaning of blog-assisted learning in the ESL writing classroom to Taiwanese students

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Evaluation

(Fiharsono, 2011): The meaning of the English National Examination to student My research: The meaning of the 2015 English National Examination to senior

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high school & graduates.

(Turgut Irgin, n.d.): The meaning of the children lived experience in Turkey on learning English through computer games.

(Stania, 2015): The meaning of learning English to International Class students of University of Muhammadiya h Yogyakarta. (Trisnowati, 2011): The meanings of learning English to Theology students. (Paredes, 2010): Colombian adult English language learner selection and using of language learning strategies. Table 2.1 The Focus of the Recent Research Compared with the Previous Research Reports

f. Phenomenological Research and Research on Perception When I was in the beginning of my study in English Language Study, I found it hard to differentiate phenomenology from research on perception. When I was

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working on this research, some people who asked what my research was about would in the end asked “Is that the same with perception?” when I answered “I am using phenomenology in my research.” The following elaboration will describe the differences between phenomenology and research on perception to fix the misunderstanding. As explained previously, phenomenology can be paraphrased into a study of the meaning of a phenomenon (Kafle, 2011). Different from phenomenology, perception is one of the “fundamental component in understanding why people behave the way they do” (Altman et al., 1995, 85). “[It] is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted” (Altman et al., 85). Since phenomenology is an approach, in a research, it is used to analyze what is being researched (the phenomenon). Meanwhile, in research on perception, perception is what is being researched. The methods which we can use to study perception can be varied. A research conducted by Laksono (2011), for example, used survey to gather and analyze the students‟ perception on play performance class. Perception was one of aspects which is also important in phenomenology. However, in phenomenology perception is not the aspect being researched. In phenomenology, perception (and other phenomenological aspects), are used to understand the phenomenon or what is being researched. Different from research on perception, in phenomenological research the researcher must elaborate pre-assumption. Pre-assumption is the process of bracketing the researcher‟s understandings, beliefs, biases, theories, suppositions, assumptions, and/or existing bodies of scientific knowledge by explicating them

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(van Manen, 1990). The pre-assumption should then be set aside when a researcher conduct research so that it will not affect the interpretation process (van Manen). In research on perception, there is no pre-assumption. Instead, knowledge the researcher has is usually used to help the researcher gather and analyze the data. Weinstein (1983), for example, identify her research on perception as the part of social cognition theory. Another characteristic which distinguishes phenomenology and research on perception is the relation of each study with empiricism. Phenomenology is “not a science of empirical facts” (van Manen, 1990, 21). It is empirical in terms of its relation to human experience. However, it is not “inductively empirically derived” (van Manen, 21). Meanwhile, research on perception relies on empirical research data (Altman et al., 1995). As the branch of behavioral science which is a smaller part of modern theory, perception researcher believes that “propositions about human behavior must be formulated on the basis of formal scientific investigation and not according to personal philosophy of how and why people act as they do” (Altman et al., 22). Other than that, phenomenology and research on perception also differs in each of its way in dealing with generalization. Phenomenologist does not believe in scientific generalization (van Manen, 1990, 21). It “does not allow for empirical generalizations, the production of law-like statements, or the establishment of functional relationships” (van Manen, 22) because generalization prevents “us from developing understandings that remain focused on the uniqueness of human experience” (van Manen, 22). Perception researcher, on the other hand, has the need to create “an overall framework that can be examined by those interested in 58

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learning about management and organizational behavior and used as a point of departure for those wishing to do research in the area” (Altman et al., 1995, 22). The perception study “accepts the premise that the only meaningful way to study organizations is through a systems approach” (Altman et al., 22). B. THEORETICAL FRAMEWORK (PRE-ASSUMPTION) Phenomenology is a scientific study of the nature/essence/meaning of phenomena. The final destination of phenomenology is the meaning of certain phenomena which is lived by individuals. This phenomenological research conducted specifically digs the nature/essence/meaning of the 2015 English National Examination. Lived experience is impressive experience which we cannot explain yet and needs to be responded with immediate, pre-reflective consciousness. The lived experience which is dug in this research is lived experience on the 2015 English National Examination. In order to find the meaning, a phenomenologist should seek themes. Theme is the structure of lived experience. It thus builds meaning in systematic way. In the process of digging lived experience, figuring out themes, and in the end, meaning, a phenomenologist should have reflection. Reflection is the process of analyzing lived experience by using its own evidence. When reflecting, there is intentionality. It means, when reflecting, a phenomenologist looks and looks again at the lived experience. She/he looks by using judgment, perception, memory, and past meanings. Thus meaning will never be static. It keeps changing whenever we look again at the lived experience.

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In this research, thus, the meaning of the 2015 English National Examination is structured as themes. As the researcher I reflected the lived experiences of the participants by looking and relooking at them with my judgment, perception, memory, and my own meanings. Not only reflection and intentionality, another process which is important in the process of seeking meaning is empathy. Empathy is intuitive understanding to other human. It is the way we understand the individuals who live certain phenomena. When empathizing, we implement intersubjectivity, the process of looking and interchanging at each other self. When reflecting, I always tried to put myself in the participants‟ position. It was not difficult since I my self has already had similar lived experience with the participants of this research. When reflecting, I looked at the participants‟ presentation of selves. I then communicated my reflection to the participants and they responded to my reflection regarding their lived experiences. When seeking meaning, a phenomenologist must perform reduction. Reduction is the process of abstracting from the real world and thus bracketing the real world and concluding the general/invariance from the individual/variance. The process of abstracting from the real world was especially done when I reflected while the process of concluding the general from the individual was especially done when I abstracted themes and meaning in the writing process. When writing a phenomenology research report, a phenomenologist can do it narratively or through interpretation. When a phenomenologist writes narratively, she/he implements narrative phenomenology. She/he does not abstract meaning and only describe individuals‟ lived experience. When a phenomenologist writes

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by interpreting, she/he implements hermeneutic phenomenology. Hermeneutic phenomenology research destination is meaning of certain lived experience. Since this research attempts to seek meaning, thus this research implements hermeneutic phenomenology. All

phenomenological

research

I

found

implemented

hermeneutic

phenomenology as well. Almost all focuses on implementation in English education. Only one of them discusses English education design. From ten research reports on implementation, seven of them tried to discover meaning from the perspective of the learners. The rest three focused on meaning from the perspective of the teachers. Similar to the seven previous research reports, this research focuses on learner‟s perspective. Different from almost all previous research reports found and similar to one previous research, this research discovers how the participants experienced a subject matter within the scope of evaluation, or, more specifically, national examination. Before gathering or collecting phenomenological data (text), a researcher needs to explicate his/her pre-assumption/pre-understanding. Pre-assumption is the process of bracketing the researcher‟s understandings, beliefs, biases, theories, suppositions, assumptions, and/or existing bodies of scientific knowledge by explicating them. The explication is important so that this knowledge do not come back to and distract the researcher when she/he reflects on the lived experience. The knowledge is explicated not to be forgotten. The pre-assumption, or what can also be called as the theoretical meaning of the National Examination, is drawn from the elaboration in the Theoretical Framework. The pre-assumption of the National Examination can be divided into

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five themes. They include: 1) inclusive and sustainable globalization, 2) an assessment which must be valid, 3) the National Examination and empathy to students, 4) a controversial examination, 5) significant visions, failing implementation. 1) Inclusive and sustainable globalization: For World Bank, national assessment is one of the tools which is needed to provide information regarding individual student achievement in knowledge and skills. This information is important to help the World Bank to maintain assessment of effectiveness and support the World Bank‟s role as a unique and special institution of knowledge and learning. The role was one of the roles needed to play by the World Bank to achieve inclusive and sustainable globalization. The World Bank considers national assessment important for the governments. The immediate advantage which the governments would get from national assessment is the data to monitor achievement levels, to figure out how changes in enrollment and budgetary conditions affect the quality of learning, and to gain skillful and knowledgeable workers to help the state compete successfully in globalization. 2) An assessment which must be valid: Validity is test quality which was discussed the most in research on the National Examination. Two research reports conducted showed that the 2012 English National Examination as a not completely valid exam. One research showed that the National Examination content validity as not completely valid and another one showed that its content validity was low. One research showed that the National Examination was not valid in the context of criterion-related validity.

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3) The National Examination and empathy to students: The definition of National Examination and its meaning to the World Bank and the government, showed less empathy to students. Their elaboration on the National Examination did not involve students‟ insight. Indeed, their elaboration involved the significance of the examination for students. However, this significance was designed by them without involving students. Different from the World Bank and the government, the elaboration on the definition and meaning of the National Examination for the teachers/critics and researchers, showed more empathy to students. Their elaboration involved students. Three of six research reports found had students as the participants. 4) A controversial examination: Especially since the National Examination was used to determine graduation, the government and the critics/teachers were always in the different directions. They kept arguing on many aspects regarding the National Examination. The following table shows the difference between the arguments of the government and the critics/teachers on the National Examination. The Government The National Examination functioned to map education quality. The National Examination could improve students‟ intelligence.

The National Examination could improve students‟ motivation.

The National Examination was to evaluate students‟ achievement.

The Critics and Teachers The National Examination alone was not enough to be used to map education quality. The National Examination could not improve students‟ intelligence. What improves students‟ intelligence is input and process. The National Examination could improve students‟ motivation but what improve motivation the most is social and economic factors. The National Examination, on the other hand, gave more pressure to students. The National Examination should have evaluated the government performance.

Table 2.2 The Goverment and Critics/Teachers on the National Examination

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For the government, the National Examination is important in helping them map education quality. Meanwhile, the critics/teachers thought the National Examination alone was not enough to be used to map education quality. For the government, the National Examination would be able to be used to improve students‟ intelligence. Meanwhile, the critics/teachers thought the National Examination could not improve students‟ intelligence. What improves students‟ intelligence is input and process. The government thought the National Examination would be able to be used to improve students‟ motivation. The critics/teachers also thought that the National Examination could improve students‟ motivation. However, according to them what improve motivation the most is social and economic factors. The National Examination, on the other hand, gave more pressure to students. The government thought the National Examination should function to evaluate students‟ achievement. However, the critics/teachers thought, instead of evaluating the students, the National Examination should have evaluated the government performance. 5) Significant visions, failing implementation: For the World Bank, national assessment was important in helping them to achieve inclusive and sustainable globalization. Meanwhile, the government also thought National Examination was important to map quality of students and schools, select university student candidates, determine graduations, and to be the support to improve education quality. It was also considered important by the government to improve students‟ intelligence, motivation, and achievement. The visions from the parties, unfortunately, were not in line with the implementation of the National

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Examination in the field since cheating cases had always happened during the implementation of the National Examination. For the critics, the pressure from the National Examination made students cheat. One research showed that there were dishonest practices during test administration. The cheating cases before 2015 involved answer key smuggling to the classroom, cheating by using mobile phones, teachers giving away answers to students, and schools which did not carry cross supervision. In 2015, even though decreasing, cheating cases still happened. The cheating was done by using cell phone or small sheets of paper. Answer key selling practice was also still done. In 2015, there was even a fatal case which firstly happened in the history of the National Examination: the leak of the National Examination materials in Google Drive.

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CHAPTER III METHODOLOGY

This chapter delivers the process carried in empirical truth discovery. The trustworthiness of research procedure can be testified from the discussion of method, research design, data acquisition, and data analysis techniques.

A. METHOD The research aims to seek the meaning of the lived experience of the 2015 English Senior High School National Examination to Senior High School students. In order to reach its aim, phenomenological research is conducted. Phenomenological research is chosen because its intention is relevant with the research aim. It is a research to study the nature and meaning of phenomena as lived experiences.

B. RESEARCH DESIGN The summary of the process conducted in this research before data acquisition up to data analysis is relevant to the steps proposed by Ary et al. (2010). This design is relevant with the discussion on phenomenology design proposed by Merleau-Ponty and van Manen in Chapter II. The design is as follows: 1. Identify a problem by examining shared experience 2. Specify and examine broad philosophical assumptions with the personal experience 3. Collecting interview data (will later be called „text‟) and other data sources 4. Analyzing by horizonalization (identifying significant statements and quotes) and developing groups of meaning 66

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5. Providing composite description by examining textural description and structural description 1. Research Setting Since the 2015 English National Examination was only conducted in Indonesia, the research also took place in Indonesia. Even though the research participants were from Western Indonesia, the interview took place in Yogyakarta. It was not difficult to find participants from the west part of Indonesia in Yogyakarta since in this city many senior high school students were continuing their study in universities. 2. Research Participants According

to

Moustakas,

when

choosing

research

participants,

phenomenological researcher needs to consider general and essential criteria (1994). General criteria include “age, race, religion, ethnic and cultural factors, gender, and political and economic factors” (Moustakas, 1994, 107). Essential criteria include participant experience in the phenomenon researched, participant interest in understanding the lived experience‟s nature and meaning, participant will to participate in interview, participant permission for the researcher to record the interview, and to publish the research for academic purpose (Moustakas). For this research, there is only one general criterion considered. It is the participant educational background. The participants must have experienced studying in senior high school and the National Examination. All essential criteria proposed by Moustakas (1994) are taken as consideration for the participant choosing in this research. The participants for this research had experience the phenomenon researched: the 2015 English National Examination.

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They are interested in understanding the nature and meaning of the phenomenon they experienced. They are also willing to participate in interview, permit the researcher to record the interview, and to publish the research for academic purpose.

C. TEXT In phenomenological study, instead of using the term data, the researchers use the term text. Literally, text is “written or spoken words” meanwhile figuratively text is “social acts” (Alvesson & Sköldberg, 2000, 61). The results of the interpretation of the text are then called facts (Alvesson & Sköldberg). Instead of data, van Manen (1990) prefers to use the term lived-experience material. According to van Manen, lived-experience material is not only gathered and collected as how data in behavioral or positivistic social science approach is treated. In this research it is also transformed thus is not identical to the lived experience itself. According to van Manen (1990), in phenomenology study, the techniques which are usually used in lived-experience material acquisition include “interviewing, eliciting written responses, participant observation” (62). In this research, interview was used. “Interviewing multiple individuals is the typical data collection approach” in phenomenological study (Ary et al., 472). According to Ary et al. (473), “the distinguishing data collection method in a phenomenological study is the personal, unstructured interview” (Ary et al., 473). Thus, the interview which was used for this research is the personal, unstructured interview. The interview was conducted for 1 to 2 hours. Each participant was interviewed twice. The interview was then recorded and transcribed.

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D. DESCRIPTION AND INTERPRETATION To discover the meaning of the phenomena, I implemented the steps proposed by Moustakas (1994). It included: 1) Horizonalization, 2) Invariant Constituent Clustering and Thematizing, 3) Individual Textural Description (Stories), 4) Individual Structural Description (Interpretations), 5) Individual TexturalStructural Description (Stories and Interpretations), 6) Composite Textural Description (Stories), 7) Composite Structural Description (Interpretations), and 8) Synthesis of Textural and Structural Description (Meaning). Step 1 and 2 were not presented in Chapter IV since Chapter IV only focuses on description and interpretation presentation. Step 1 and 2 were techniques needed to help the researcher wrote stories which were then interpreted. 1.

Horizonalization Horizonalization is the process of “identifying significant statements or quotes”

(Ary et al., 2010, 472). In this process, I did what was suggested by Moustakas (1994, 120): listing “every expression relevant to the experience”. Moustakas suggest a researcher to consider “every horizon or statement relevant to the topic and questions as having equal value” (Moustakas, 1994, 118). After conducting the interviews, I transcribed them. From the transcription, significant statements are identified and listed. 2.

Invariant Constituent Clustering and Thematizing After horizonalization, invariant constituent clustering and thematizing were

carried out. In this step, as proposed by Moustakas (1994, 118), I listed the horizonalized statements into meaning units (invariant constituents). Moustakas

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suggested the following questions to be answered in order to be able to do this process: Is it necessary and sufficient? Can it be abstracted and labeled? Each horizonalized statement in each meaning unit was coded. The code name is based on the participant initial and the order of the statement in the clustered table. For example, if the statement was stated by Dylan and it was listed in the first order of the clustered table, the code was named D1. Since Dylan and Dolores have the same initials, the code for statements stated by each of them is differentiated. For Dylan, the code is D and it is followed by the statement order. For Dolores, the code is DO and its followed by the statement order. The table of the invariant constituent clustering and thematizing can be seen in Appendix 2. 3.

Individual Textural Descriptions (Stories) Textual description “is used to illuminate what was experienced” (Ary et al.,

2010, 472). Textural description was developed from meaning units or invariant constituents (Moustakas, 1994). In textural description, “verbatim examples from the transcribed interview” were included (Moustakas, 121). The textural description was presented in the form of stories in Chapter IV. 4.

Individual Structural Descriptions (Interpretations) Structural description “illuminates the context that influenced the experience,

how it was experienced, in what conditions and situations” (Ary et al., 2010, 472). “The individual structural description provides a vivid account of the underlying dynamics of the experience, the themes and qualities that account for “how”

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feelings and thoughts connected with” certain phenomena, “what conditions evoke” certain phenomena (Moustakas, 135). Individual structural description was constructed from textural description and imaginative variation (Moustakas, 1994, 121). Since in this process the interpretation was stronger than the previous step, this step would then be called as individual interpretations in chapter IV. 5.

Individual Textural-Structural Descriptions (Stories and Interpretations) After that, individual textural-structural description was constructed. It was

dragged from each participant‟s textural and structural description (Moustakas, 1994). Each individual textural-structural description consists of story and interpretation. Thus I also used the term story and interpretation to reder to textural-structural description. 6.

Composite Textural Description (Stories) and Composite Structural

Description (Interpretations) Composite textural description is the depiction of the group experience as a whole (Moustakas, 1994, 138). Composite textural description was composed by studying invariant meanings/themes of each participant. Composite structural description is “a way of understanding how the coresearchers as a group experience what they experience” (Moustakas, 1994, 142). In order to be able to construct composite structural description, composite textural description was combined with imaginative variation.

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7.

Synthesis of Textural and Structural Description (Meaning) Synthesis of structural and textural description process was similar to the

process of composing individual structural-textural description. The difference was on the wholeness character of synthesis compared to individual structuraltextural description. Synthesis of textural and structural description was what would be called as meaning in Chapter IV. The meaning consisted of themes which were dragged from previous steps. The presentation of each sub subchapter in Chapter IV was elaborated thematically. Thematical presentation is one of presentation ways which is proposed by van Manen (1990). The writing style which includes listing is adopted from Rhodes writing style in his research (1987) (Moustakas, 1994).

E. TRUSTWORTHINESS In order to maintain trustworthiness, I conducted source criticism. Source criticism consists of the following criteria: 1) criticism of authenticity, 2) criticism of bias, 3) criticism of distance, and 4) criticism of dependence (Alvesson & Sköldberg, 2000). Criticism of authenticity was conducted by asking this question: “Is the observation genuine or fictitious?” (Alvesson & Sköldberg, 2000, 79). The question was especially asked when I found illogical holes in the participants‟ stories. I tried to fill the holes by asking more questions to the participants regarding the stories they told. Criticism of bias was conducted by asking this question: “Which is the researchers (possible) bias, and how can this have distorted her interpretation?” (Alvesson & Sköldberg, 2000, 79). In order to make sure I myself as the 72

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researcher did not bias when interviewing the participants and when interpreting the text, I drew pre-assumption from the literature and sources I had elaborated in the theoretical review. The pre-assumption was the material which would have made me interview and analyze with bias because it would have restricted me from seeing what the participants really meant when telling their lived-experience regarding the National Examination. The pre-assumption, when they were not explicated, might have made me drag the participants‟ stories to it. The explication of the pre-assumption helped me to see other possibilities of seeing the phenomenon of National Examination in the process of interviewing and analyzing the text. Criticism of distance was conducted by asking this question: How long after the observation was made was it recorded, and in which situation?” (Alvesson & Sköldberg, 2000, 79). Before conducting the research, thus, I tried to find the phenomenon which happened the closest to or in the year I started the research. If the phenomenon happened not far he possibilities for the participants to forget details regarding their lived-experience would be smaller. I started the research in 2015 thus I chose a phenomenon which happened in the year: the 2015 English National Examination. Meanwhile, criticism of dependence was conducted by answering this question: “Can other stories, which the reporting person has listened to, possibly have influenced the structure or the content of the report (and the following analysis)?” (Alvesson & Sköldberg, 2000, 79). The process I conducted in maintaining this criticism was similar to the process I had when maintaining criticism of bias. The pre-assumption I dragged was the stories which I considered

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would also influenced the participants‟ stories. Thus, when I figured out that the participants told their lived-experience the way the sources in my theoretical review discussed the National Examination, I would ask the participants more detailed stories: what exact experience they had, what they felt, what they thought, and what they did when the experience happened.

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CHAPTER IV DESCRIPTION AND INTERPRETATION

This chapter exposes the empirical findings from the process elaborated in Chapter III. It consists of each participant‟s textural descriptions (stories), each participant‟s structural descriptions (interpretations), each participant‟s textural and structural descriptions (stories and interpretations), the composition of all participants‟ textural descriptions (stories), all participants‟ structural descriptions (interpretations), and the synthesis of all participants‟ textural and structural description (meaning). Each description is elaborated in themes.

A. INDIVIDUAL TEXTURAL DESCRIPTIONS (STORIES) This part exposes each participant‟s individual story regarding the 2015 English National Examination. It includes Dylan‟s, Baez‟s, Sting‟s and Dolores‟ textural descriptions. 1.

Dylan’s Textural Description (Story) Dylan‟s experience on the 2015 English National Examination can be extracted

to six themes. The first theme is what Dylan did in the 2015 English National Examination preparation. The second theme is the strong feeling which emerged when he was in the XIth grade and what he did to cope with the feeling. The third is the feelings which emerged when the National Examination was no longer used to determine students’ graduation. The fourth is the feeling which emerged when there were leaked exam questions. The fifth is how he did the 2015 English National Examination.

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1. What Dylan did during the preparation of the examination: Dylan started his preparation on the National Examination when he was in the XIth grade (D1). “Not when I was in the Xth grade. In the Xth grade I still played around. I wasn‟t serious in studying” (D2). When he was in the XIth grade he started doing his old habit more routinely: memorizing 5 English words every day (D3). He began the habit when he was in the IXth grade of Junior High School (D4). He continued the habit until he was in Senior High School but not routinely (D5). Other than memorizing vocabulary, Dylan also prepared himself for the English National Examination by watching English movies (which did not have subtitles) everyday (D6). He also noted words which he did not understand in the movie (D7). At school English was studied three times a week in the additional course. In the first meeting of the week he studied reading and grammar (D8). In the second one he studied listening and in the third meeting he studied both (D8). English was studied by drilling during the additional course (D8). Dylan said he enjoyed studying the English by drilling (D15). Dylan recalled two English teachers who taught him during the 2015 English National Examination. The first teacher was a teacher he liked. The teacher taught him when he was in the XIth grade of Senior High School (D9). “He taught English well. He was like a best friend. We often had chats with him. Sometimes we asked him to join us in burjo (a place to eat, the customers are usually male students)” (D10). Another teacher Dylan recalled was a teacher who taught him in the XIIth grade. Different from his teacher before, this teacher did not taught that well (D11). Even so, Dylan still studied in class as instructed (D12). “But sometimes, if, um, I have already mastered the material, I

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would try to study another material I haven‟t understood yet or ask my friends whose English was better than mine. I even studied science sometimes” (D13). During English examination preparation Dylan also studied in an English course. But he only joined the course for six months (D14). He got a scholarship to join the course for only six months (D14). “It was free for the first sixth months. We had to pay the next sixth months” (D14). 2. What Dylan felt in the XIth grade: Certain feelings toward the National Examination grew when Dylan was in the XIth grade. He thought the National Examination was unfair because it would decide his graduation in just three days whereas he would study in high school for three years (D16). But, “Alright then. I had to bear with it (the National Examination)” (D17). Dylan also felt nervous, tense, and uneasy during the examination preparation in the XIth grade (D18). To overcome the feelings, Dylan reminded himself that he should do everything for the glory of Lord (D19). “That way I felt calmer” (D19). Other than that Dylan also said he overcame the feelings by studying (D20). When Dylan started studying in the XIth grade he also felt desperate (D21). It was because he decided to join Science major and he was not good in Biology and Physics (D22). Because Dylan was not good in those subjects whereas he joined science major, he felt that the need to study science was bigger than other subjects, including English (D24). “I had to get through it (Science)” (D23).The time he spent to study English was then decreased (D24). “So the scores I got (for other subjects, including English) were adequate, between 7 to 8” (D25). He actually did not enjoy his decision (spending more time in Science and less time in English) (D26). Dylan knew both science and English should be seen as

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challenges. “Even though I was in Science, my English should have been good as well” (D27). That was not what happened. “Even though I said I love learning Language, the energy I put to it was not maximum” (D29). Instead challenges, both Science and English appeared to be burden for Dylan (D28). 3. No longer used to determine graduation: In the beginning of his XIIth grade, he heard the National Examination was no longer used to determine students‟ graduation (D30). “It (graduation) was based on School Examination. I did not put my energy to the National Examination that much anymore. I was less aware. I felt like I was freed. I was free” (D31). Dylan also felt more satisfied with the decision because he preferred the school to be the party who decided his graduation (D32). 4. Leaked examination questions: A day before the first day of the 2015 National Examination, on Sunday, Dylan was given a leaked examination questions by one of his friends (D33). “They were for tomorrow,” Dylan retold me what his friend told him (D33). Dylan admitted he felt calmer after knowing that there was leaked examination questions (D34). “The next day was Monday. It was examination day for Chemistry and Indonesian. On Sunday we worked on those questions. We found out the answers. On Monday, when we worked on the National Examination, the questions were exactly the same with the questions we did the day before” (D33). Dylan, however, did not use the leaked exam questions for all subjects. English was one of the subjects which Dylan did by himself (D35). 5. How Dylan did the examination: On the 2015 English National Examination, Dylan worked on reading first, even when the listening section had just started. “It

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was when the speaker read the instructions. I did not listen to it because I knew what was said; the same with what was said in tryouts and drillings” (D36). Dylan also used other time (which was supposed to be allocated for listening) to work on the reading part. “I had to use more time for reading. When the listening text was spoken once, I noted every important detail. When it was repeated, I checked the answers for a while. I used the rest to work on the reading part” (D37). 2.

Baez’s Textural Description (Story) Baez‟s experience on the national examination is reflected on themes which

will be narrated in the stories below. The themes include Baez‟s routine when preparing for the 2015 English National Examination; the feelings, thoughts, and deeds which dominated Baez’s preparation in school, her course, and at home; her difficulties in listening; the cheating experience during the 2015 English National Examination; and the feelings which emerged before and after the 2015 National Examination result announcement. 1. Baez’s preparation: Baez‟s special preparation for the 2015 English National Examination started when she was in the XIIth grade of Senior High School (B1). In effective days she studied at school up to 12 p.m then joined additional course which was conducted by the school up to 3 or 3.30 p.m (B2; B4; B5). She then walked from school to her course place (course outside school), of which distance was only 100 meters (B14). There, she waited for two hours before the course began (B17). She studied there up to 8 p.m. (B15). She went home by public transportation (B16). She spent 20 minutes on the road before finally getting home (B16). At home she then studied again for more or less 20 minutes, sometimes up to 9.30 p.m (B26). “I did not feel that tired. Fortunately 79

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there was a break from 3 to 5. During the break I met friends”(B17). However, Baez admitted that she worked harder for the National Examination, harder than other School Examination she had ever done before (B3). “I took School Examination easy. I tried a little harder for the National Examination.” At school she mostly studied samples of the English National Examination questions (B6). The exercise for listening was only conducted once every two weeks (B7). Sometimes she also studied tenses (B8). At school she was taught by one teacher (both in class and in additional course). “She actually taught well. She was willing to explain material we didn‟t understand. It‟s just, her voice was very soft. It‟s like she was just talking to one person. Those who sat at the back couldn‟t hear her” (B9). Eventually studying in school became all about confusion. “That‟s why I was never sleepy. I was dazed.” (B10) However, “I kept paying attention to her.” (B11) When Baez could not understand what the teacher explained she asked friends who sat on the front rows (B12). She only ever asked her teacher once after the class was over. “I understood what she explained. I just needed more explanation” (B13). Baez studied English at course outside school since she was in the XIIth grade (B18). Here, there were two teachers teaching her and other students. One teacher taught for two weeks and another one would replace the previous for two weeks and so on (B19). Similar to what she studied in school, in the course she also studied sample of the English National Examination questions (B20). Tenses or reading were also studied but they were only studied in-between the discussions of national the examination questions (B21). She was also taught some tips she could implement when working on the English National Examination questions

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(B22). She studied listening more infrequently in the course than in school (B23). Other than in tryout, listening section was almost never conducted (B23). Even though the listening was not studied more intensely in the course, Baez was more active here than in school. “I shared more in the course. I shared things a lot to the teachers in the course. It was mostly the questions I didn‟t understand in class (at school). The teachers in the course explained better” (B25). Baez prepared for the English National Examination at home since she was in the second semester of the XIIth grade (B27). “I downloaded the last five years of national examination questions then I studied them” (B28). At home she also reviewed the material she learnt that day. However, she had never reviewed English. “I reviewed exact science. I never reviewed English” (B29). 2. Difficulties in listening: Whenever studying listening in school, Baez found it difficult to understand native speaker, especially when compared to Indonesian speaker (B30). “Sometimes Indonesian speaker pronounced things differently than natives. If it was a bit difficult to be recognized, it must be natives” (B30). Baez realized that she had difficulties in understanding the pronunciation of native speakers when she was in the XIIth grade (B31). “It sounded strange in my ears. It was then confirmed that the speaker was native. Ah, thus Indonesian speaker and natives pronounced words differently!” (B31) She felt inferior when she realized her weakness in listening for the first time (B32). She always felt nervous during the listening section (B33). She was afraid she grasped the words wrongly (B34). She was also afraid she would have bad result in the end of the section (B35). “We wrote the answers first. Then they were checked. Our paper was given to other friends. They were checked by them. They were submitted and scored”

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(B36). If the score was bad during the preparation, let alone the score she would get in the National Examination (B35). Realizing her weakness, Baez listened more attentively during the listening section (B37). During the listening section, both in school and in course, she was taught tips (B38; B39). The first tips she remembered was noting important words when the recording was played (B38). The second one was paying attention to the high or the emphasized words. “The key words were spoken louder. The voice was emphasized” (B39). On the D-day of the English National Examination, listening became the hardest part for Baez (B40). “My heart beat very fast” (B41). She was ready to implement the tips given to her. (B42) She tried to notice the words which were spoken more loudly or emphasized but she never found them (B43). “It was like there were no key words. I didn‟t understand the questions. And, oh, what were the answers?” (B43) Baez started to feel panic but then she decided to put all the tips away and just listened to the recording (B44; B45). It did not help her though (B46). “I was doubtful about almost all of my answers. I surrendered. I took whatever I could take” (B47). 3. On cheating: Before the English National Examination was started, Baez knew she would cheat (B48). On the D-day, however, she tried to work by herself first (B49). After finishing her work, and after she saw her friend had finished the examination, she asked the answers of five numbers to her (B50). “She sat two rows in front of me. I couldn‟t say we were close. But she knew. She knew I was not good in English” (B51). This friend of Baez first looked at her after she finished her work (B52). She asked if Baez had finished working on her

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examination (B52). Baez replied, mentioning five numbers to her (B52). “She then memorized those numbers. She memorized them while walking to submit her answers in front. She then turned back. She looked at me. She told me the answers” (B53). Not only asking answers to her friends, that day Baez also shared her answers to other friends. “This number!” Baez recalled what her friends said (B54). “Because my knowledge was limited, I only gave the answers I were sure of” (B55). If Baez was not sure, she would tell her friends she was not sure (B56). “If they were okay with that, I would give them the answers” (B57). The cheating was not found out by the supervisor (B58). Baez‟s seat was in line with the teacher‟s table (B59). “During the English National Examination the supervisor was reading newspaper. It was like he let us be. When the class was noisy he would then... „Please be quite...‟ If we were not noisy then he would just let us be” (B60; B61). Before the National Examination was conducted, Baez heard rumor about leaked the National Examination questions in Google Drive (B62). “I tried to find them. There was five packages. I then downloaded one package” (B63). Baez tried to work on those leaked questions (B64). She only downloaded one package because she thought other packages contained the same questions and the questions were only put in different orders (B65). “I was scared. Is this really the tested questions? If it was, then, what if I got perfect score after studying them?” (B66). On the D-day, the questions tested turned out to be different with the questions Baez downloaded. “Luckily, they were different” (B67).

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4. Before the announcement: Baez felt down and resigned after the English National Examination passed (B68). It lasted for one month (B69). “Until the announcement day. I couldn‟t change anything anymore. So, let it be” (B70). When the results of the English National Examination were announced, Baez felt happy, glad, sad, and disappointed at the same time (B71). “I was happy because I was no longer nervous. I knew the results already. I was glad” (B72). Baez felt contradictory feeling at the same time. “I was disappointed because my score was low. It was a little above standard. And, I also remembered I couldn‟t do so many numbers in the English National Examination. I also cheated” (B73). 3.

Sting’s Textural Description (Story) Sting‟s experience related to the preparation for and performance in the 2015

English National Examination can be extracted to four themes. The first theme is Sting’s routine on his XIIth grade of Senior High School during the English National Examination preparation. The second one is the activities, the thoughts and feelings which he experienced during the preparation. The third theme is his difficulties in preparing for listening section of the English National Examination and in working on the section. The fourth theme is his experience in preparing for the computer-based National Examination and in working on the examination with this format. 1. Sting’s routine: In his last year of Senior High School, Sting joined additional course after finishing school at 1.30 p.m (S1). “It started after Mid School Test was finished” (S1). In the course the teacher always gave the National Examination question samples (S2). “We worked on that. If we didn‟t understand we could ask the teacher in front” (S2). This course lasted up to 4 p.m (S1).

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Before January 2015, Sting was still busy managing OSIS events (S3). His duty in OSIS was over on December (S3). Thus, even though he already joined additional course he still considered himself not serious in preparing for 2015 the National Examination (S3). After the additional course was over, Sting sometimes joined a study group which he and his friends created (S4). “I get to my boarding home first. On around 7 p.m. we started” (S5). There was no fixed schedule made (S6). The time they met always changed. They studied in one of Sting‟s friends‟ boarding house (S7). In the study group they also worked on the National Examination question samples (S8). They asked each other if they could not work on certain question (S8). “At its longest it lasted two to three hours” (S9). 2. What Sting did, thought, and felt during the preparation: Generally Sting felt calm during the preparation of the 2015 National Examination. He was “not that nervous” (S10). Even though Sting‟s mood was dominated by calmness, there was time Sting felt a little strained. It was when the National Examination was still used to decide whether students could pass Senior High School or not. “I was worried I would have bad result. I also heard that previous year the English National Examination questions were more difficult. They said the level was international” (S11). However, the feeling was gone when the exam was no longer used to determine students‟ graduation (S11). The tiredness he felt after the change was mostly resulted from the preparation for School Examination (S13). When the School Examination was over and Sting only needed to prepare for the National Examination, Sting did not feel that tired. “The preparation for the National Examination was a little, it‟s very slack” (S12).

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3. On listening: During the preparation for the English National Examination, Sting thought listening was the hardest part (S14). It was especially when he had to deal with British English (S15). He realized this when studying in additional course given by the school (S16). When realizing this, Sting felt strained (S17). Sting admitted that at school the exposure to British English was indeed less than American English (S18). “We were given chances to listen (to British English) but it wasn‟t intense” (S18). Outside school, Sting listened to American English more (S19). The movies or clips he often watched were mostly in American English (S19). In order to solve the problem, Sting only relied on the preparation given by the school (S20). He tried to listen more attentively in class (S20). He believed that the material given by the school would be enough in helping him in the National Examination (S20). Apparently, on the D-day, the voice Sting heard was in British English (S26). Other than that, even though the speaker was big, it was used to fill an auditorium (S27). “It (the sound from the speaker) was not that clear” (S27). On the D-day, the National Examination was also in the format of computer-based test (S27). This is one of the sources of Sting‟s difficulty in listening on the D-day (S27). This problem he faced during the preparation and on the D-day, however, did not motivate him to improve his skill to understand British English (S31). Other than finding it difficult to understand British English, Sting also found obstacles in comprehending text which was spoken fast (S21). Sting realized this problem during the preparation for the English National Examination (S21). “Indeed, I was not used to fast-spoken English (text, red.)” (S21). Similar to his problem with British English, in order to solve the problem Sting also relied on

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the preparation given by the school (S22). “When the recording was played I tried to listen more attentively” (S22). However, Sting still found it hard to understand them. “I already tried to practice. Still hard. (S21).” Before the English National Examination, Sting heard news about the error occurred during the paper-based English National Examination (the paper-based and the computer-based National Examination was conducted on different dates; the paper-based examination was conducted prior to the computer-based National Examination) (S23). “What was played on the recording and what was written on the text was different” (S23). Hearing this, Sting felt anxious (S24). However, on the D-day, he was glad the first time he noticed that what was spoken on the speaker and what was written on his computer screen was exactly the same (S29). Even though facing many difficulties during the preparation for and on the Dday of the 2015 English National Examination, Sting did not cheat (S31). There were actually leaked examination questions and key answers. Many of his friends cheated and asked him to join. “I didn‟t respond to it” (S25). 4. Computer-based examination: As stated previously, Sting worked on a computer-based examination. His school was chosen by the government to pioneered this type of examination. It was conducted after the paper-based examination was conducted in his town. It lasted for two weeks (S32). Sting and other students worked on three subjects in the first week and three other subjects the next week (S32). Each subject was scheduled to be done in one day. There were three shifts in each day: morning shift, day shift, and afternoon shift (S33). “I got morning shift. I preferred morning shift. It‟s fresher” (S33). There were more or less 100 students and 100 computers in an auditorium in which Sting did

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his examination (S34). “It was as big as Sanata Dharma auditorium” (S34). The auditorium was divided into five more rooms by using partitions (S34). There were thus 20 students in each room. In order to help Sting and other students got used to computer-based examination, the school conducted tryouts with computerbased format. “The school made them themselves” (S35). Sting felt nervous the first time he found out that his school would conduct computer-based examination (S36). He assumed every question execution would be limited to just a couple of minutes; unlike what happened in paper-based examination, if he already answered one number, he would not had another chance to review it and revise his answer (S37). He was also worried about the ticking time which would be put on his computer screen. “I would know if it was last minutes. In paper-based examination, we would not see it” (S37). 4.

Dolores’ Textural Description (Story) Dolores‟ lived experience regarding the 2015 English National Examination

can be broken down into ten themes. The first one is Dolores‟ preparation which was dominated by examination question drillings. The second one is Dolores process of learning by discussing and tutoring during the examination preparation. The third is the warm and capable teacher who affected Dolores. The fourth is negative feelings which emerged after a poor tryout result came out and how she dealt with them. The fifth is how the 2015 English National Examination helped Dolores figure her weakness in written English, improve it, and measure the progress she made. The sixth is Dolores‟ difficulties in listening. The seventh is Dolores‟ regret on her not being careful when doing the 2015 English National Examination. The eight is the dilemma Dolores had regarding cheating. The ninth

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is the 2015 English National Examination as the most difficult examination she had ever done and the last is the impact the 2015 English National Examination to Dolores life. 1. Examination question drillings: Dolores was a student of a public senior high school in Bangka Belitung (DO1). In her XIIth grade, Dolores‟ school prepared her and her friends for the 2015 English National Examination by drilling them with the examination questions from books of student worksheets (DO2). Not only the school, the English Club in which Dolores joined also drilled her with exam questions (DO3). Dolores also studied samples of examination questions herself (DO4). “I bought books, like 100 tips for National Examination or such” (DO4) 2. Learning by discussing and tutoring: During the 2015 English National Examination preparation, Dolores also had a lot of discussions regarding the National Examination materials with her friends and teachers. She had discussions with her teachers outside the class or in the English Club (DO5; DO6). In the English Club, not only shared ideas with her teachers, Dolores also discussed intensely with her juniors and friends (DO6; DO7). “We can share information to our juniors. „These are the examples of the questions I would do this year‟. So, we gave them picture of the National Examination” (DO7). Dolores also often helped her friends understand examination materials. “So, I explained the meaning of the question. Then, I said, „What was asked was implicit. So we had to conclude‟. After that, I ask them to get back to the text,” Dolores explained (DO8).. There were three friends she helped intensely during the preparation (DO10). Indeed, in

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the English Club, than being helped, she spent more time to help her friends. This fact did not bother her. “I also improved. I learnt how to explain” (DO11). 3. The warm and capable teacher: Dolores recalled two teachers who affected her during the 2015 English National Examination preparation. The first one was her English teacher in her XIth grade (DO12). “She mastered and delivered the material better than my Xth grade teacher. She explained the material as if she was talking to us” (DO13). Another teacher was her XIIth grade English teacher (DO14). This teacher often gave the students relevant tips. “Deepen your vocabulary mastery. Pay attention to the context. This point is rather difficult, so you must pay attention carefully,” Dolores imitated her teacher (DO15). This teacher also, unlike most teachers in the school, did not frighten the students with statements saying that the National Examination is difficult (DO14; DO15). The teacher preferred to motivate the students than terrorizing them (DO14). “Just focus,” Dolores once more imitated her XII th grade teacher (DO15). 4. Poor tryout result: Dolores was usually calm when preparing for the English National Examination (DO16). She thought English was not as hard as Mathematics (DO17). “I enjoy the preparation process. I don‟t like complicating things” (DO16). However, her calmness was a bit shattered after she received the result of regency-level tryout (DO18). Her tryout result, as other students‟ results were, was very bad (DO18). “I did not prepare myself for the tryout” (DO20). The tryout was held not so long after the first semester school examination (DO20). The school examination exhausted her and other students thus they did not have more energy to prepare for the tryout (D20). “I felt embarrassed. I was an active member of English Club. So, seeing the poor result ... I got panic for a while”

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(DO19; DO21). However, she did not let the feeling dominate her (DO22). She overcame the feeling by trying to keep calm and studying (DO22). 5. On reading: In the Xth and XIth grades Dolores‟ teachers focused on spoken English teaching (DO23). Thus Dolores learnt spoken English more in the first two grades. The National Examination preparation made her studying written English more (DO24). The National Examination preparation was the moment which showed Dolores that she was weak in it. She felt not so good in, especially, grammar and reading, and more specifically in scanning and vocabulary mastery (DO25). Not only showing her weakness, the National Examination preparation also helped her improving it. “My reading skill was improved. The scanning skill, vocabulary (DO23).” For Dolores at that time the National Examination would also help her to measure her written English skills (DO26). Her mother also told her that the National Examination was the time for her to show that she was not just good in speaking but also in other aspects of English (DO27). “‟You are good in English. Prove it in this National Examination,‟” Dolores imitated her mother (DO27). 6. Difficulties in listening: In the first tryout, Dolores found it hard to understand the listening texts because it was not so clear (DO28). There was a moment when Dolores felt panic but she kept on going (DO29). However, mostly the listening texts in tryouts were easier compared to the texts in the National Examination (DO30). “The speaker was Indonesian. The pronunciation was easier to understand” (DO30). On the D-day of the National Examination, the speaker was not Indonesian (DO30). “Listening to the accent, it was British” (DO30). Thus, even though the sound was clearer on the D-day, Dolores had another

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obstacle. Other than that, another difficulty was how to fill the answer sheet on time while the listening texts were played (DO31). “We cannot be late, not even once. I think I made many mistakes in the listening. I was doubtful with the answers” (DO31). However, the experience on listening in the 2015 English National Examination preparation made Dolores had better understanding on listening. “I understand spoken English better” (DO32). 7. On not being careful: Dolores said she was satisfied enough with her English National Examination result (DO33). However, she regretted her being not careful during the English National Examination (DO34). “The answer was supposed to be C. But probably I did not see carefully. I answered D,” Dolores said (DO35). Dolores also did not recheck her answers carefully (DO35). When she rechecked she changed some of her previous answers and after the examination ended she had just realized that some of the previous answers she changed were actually right (DO36). 8. Dilemma on cheating: When the English National Examination was going on, other students near Dolores‟ seat asked for her answers. One of them was her friend which she often helped during the English National Examination preparation (DO37). Another one was a student sitting behind her (DO38). “The student did not ask for my permission. And, alright, I said, „If you want answers, ask. Don‟t copy that much‟” (DO39). On one side, Dolores was so upset with the student‟s deed (DO40). Dolores did not like the fact that the student copied all of her answers (DO39). On the other side, Dolores understood the student‟s and other students‟ situation (DO40). “My friends‟ English ability in this public school was lower than my friends in private school” (DO40). Not only to the two

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students sitting near her, Dolores said her answers were spread by other students to the students in the class through whatsapp and text messages (DO41). Dolores said her concentration was disturbed when other students asked for her answers (DO43). It happened in the listening section (DO43). Dolores then told her friend to wait until the listening section was over if wanting the answers (DO43). Dolores‟ decision to finally show her answers to other students was actually triggered by her teacher‟s request (DO44). One day, after region-level tryout results came out, her teacher told the class, ”To those who know English better, it doesn‟t matter if you help your friends in the National Examination” (DO45). Dolores was surprised the first time she heard her teacher said it (DO46). Dolores presumed the teacher said it because the region-level tryout results were poor (DO45). Even though was surprised Dolores still did what her teacher told her. “It would be very arrogant for me (for not helping friends in the National Examination) (DO44).” To overcome her dilemma, even though finally decided to show her answers to other students, Dolores limited the number of students receiving answers directly from her (DO44). 9. The most difficult examination: Dolores said the 2015 English National Examination was more difficult than previous exams she had done before (DO47). Different from her English Junior High School National Examination which was more explicit, according to Dolores the 2015 English National Examination was more implicit. “We have to interpret the meaning of sentences first” (DO 48). Dolores also compared the 2015 English National Examination to the English National Examinations before 2015. She considered the 2015 English National

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Examination more difficult than previous examinations. “This year‟s exam was very difficult. There were so many new difficult words” (DO47). 10. Positive impacts: The National Examination and Dolores‟ preparation process for it bring benefits to Dolores even after she graduated from senior high school. Texts she learnt during the preparation gave new information to her regarding foreign countries. “Not only Indonesia. Foreign culture. English speaking countries‟ cultures” (DO49). Dolores also did not find significant difficulties when doing English university entrance examination because she had prepared herself before the English National Examination. “It felt like I have had special preparation for it (entrance examination)” (DO50). The skills she learnt during the National Examination were also useful in helping her studying in her major now (Dolores is now studying in English Literature Department) (DO51).

B. INDIVIDUAL STRUCTURAL DESCRIPTIONS (INTERPRETATION) This part exposes interpretation of each participant‟s individual story regarding the 2015 English National Examination. It includes Dylan‟s, Baez‟s, Sting‟s and Dolores‟ structural descriptions. 1.

Dylan’s Structural Description (Interpretation) Dylan‟s lived experience was dominated by five features. The first one is how

he lived learning as a process. The second is independency. The third one is his habit to reflect. The fourth one is his necessity to graduate and the last one is his father’s influence. 1. Learning as a Process. For Dylan, learning English was all about how he could improve his English. Dylan had already memorized five vocabularies every day since he was in the IXth grade of Junior High School. Dylan did the habit not 94

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for the sake of the National Examination. He did that so that he could be good in English. “When I was in Junior High School, I was taught by this teacher. She taught me, um, if we want to study English, to master it, we‟ve got to at least master vocabulary” (D4). Other than memorizing five vocabularies every day, Dylan also routinely watched English movies without subtitles and found the meaning of words he considered difficult in the movies (D6;D7). Dylan did it because he wanted to learn more English words. What motivated Dylan was similar: he wanted to master English, especially which is used in daily life. Because Dylan see learning as a process, it was not satisfying for him if the National Examination was used to determine his graduation. Dylan felt nervous, tense, and uneasy during the National Examination preparation because he knew it would be used to determine his graduation (D18). The National Examination was only conducted for three days. Meanwhile, he had studied in Senior High School for three years. Dylan did not think it was fair if his three-year learning process was depended on three-day examination. “It‟s was so unfair. Learning is a process. A process cannot be measured in just three days” (D16). Thus, when Dylan knew the National Examination was no longer used to determine graduation, Dylan felt calm, satisfied, relieved and freed (D31; D32). Dylan‟s way of seeing learning, which was, as a process, apparently brought benefits to Dylan‟s process of doing the 2015 English National Examination, even though, according to Dylan this examination focused more on result than process. Dylan‟s learning process helped him a lot not just in the English National Examination, but also in School Examination and other examinations. It especially helped him in listening. According to Dylan, knowing exactly

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meanings of words was important when he did listening. “Word meaning which is guessed by seeing the context is sometimes inaccurate” (D38). Dylan‟s learning process helped him understand many word meanings. 2. Independency: Dylan‟s independency was shown in some initiatives he did during the preparation and on the D-day of the National Examination. One of them was his initiative to provide special time to study English himself during the National Examination preparation (not only dependent on preparation given by the school) (D3; D6). Other than that, Dylan independency can also be seen from his initiative to study English by doing his hobby: watching movie (D6). “I have liked watching movie since I was little,” Dylan said (D39). Another initiative was shown in Dylan‟s attempt to deal with reading, one part in the English National Examination which he considered difficult (D36; D37). Realizing that he was weak in listening, Dylan tried to find a strategy he then used in the 2015 English National Examination: when the speaker in the listening section of the examination read instruction, and when the speaker repeated the listening text, Dylan did not listen to it. He used the time to work on his reading part of examination. Dylan‟s independency can also be seen in his reaction on different types of teachers teaching him. Teachers who taught Dylan did not give significant impact to Dylan‟s motivation in learning English. Teacher who taught him on the XIIth grade did not teach very well according to Dylan (D11). However Dylan kept trying to pay attention to the teacher (D12). Even so, Dylan chose to learn new material when he had understood the material discussed in class (D13). He also studied Science sometimes. But all of these reactions did not show that his

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motivation to learn English was decreased because of the teacher. Even though Dylan did not like the way the teacher taught that much, Dylan was still motivated to study English himself in class and at home (D3; D6; D12; D13). Despite the fact that Dylan‟s motivation was not affected by how the teacher taught, a good teacher would help Dylan to understand material better. According to Dylan, his teacher in the XIth grade could explain grammar complexity very well (D40). This helped Dylan to learn maximally (D40). Even so, Dylan was not dependent to his teacher when studying. 3. Self-understanding: Many of Dylan‟s decisions and actions during the 2015 English National Examination were rooted from the reflection he did regarding his life and English learning process since he was young. Dylan‟s decision to study English by watching movie, for example, was resulted from his reflection on his childhood hobby. “I have liked watching movie since I was little. That‟s why I watched. English movies. Then, I listed the vocabularies” (D39). Dylan also reflected how this habit affected his performance in the National Examination in a good way (D38). Other than that, Dylan‟s reflection also brought him to a conclusion that he was weak in reading. “I was weak. Up to now I need more time in reading” (D42). This weakness made Dylan read texts repeatedly in the National Examination. “In reading I did a lot of repetitions so that I could really grasp the content” (D42). Dylan‟s reflection also brought Dylan to correlation between his weakness and his lack of reading habit when he was young. “I was not used to reading since I was kid. I do not enjoy reading that much” (D41).

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4. Necessity to Graduate: Not only valuing learning as a process, Dylan also had the need to graduate. Unfortunately, these two features were often in conflict. It was especially because Dylan‟s need to graduate must be met face-to-face with the National Examination, an examination which, according to him, focused more on result than process (D16). Dylan‟s conflict was getting sharper after he joined Science major. Main subjects in Science major apparently became too difficult for him that he felt desperate (D21; D22). Because Dylan wanted to graduate and he had problem in Science, he then spent more time to study Science and less time to study English (D23; D24). It was not quite right if I say Dylan did not enjoy learning English as a process anymore because Dylan still struggled to live the value even though it was hard to do it when he was made to put much energy in a result-based examination (D3; D6: D7; D26; D27; D29). Dylan‟s learning process was just distorted by Science and the National Examination. Dylan knew he was not very good in Science. Yet, he had to study it to graduate. Dylan knew he was good in English. Yet, he could not spend enough time to improve it. His scores in English were just average when he was in Science major (D25). But this was not his biggest problem because he valued progress more than result. Dylan‟s problem was related to the slow improvement he made in English. Dylan thought he was still not dilligent enough in studying vocabulary (D43). He also thought he was still not good enough in Listening (D43). Both Science and English then became a burden to him (D28). Dylan‟s conflict regarding learning as a process and the need to graduate culminated when examination questions were leaked in Google Drive a day before the National Examination was held. Dylan was in the position where he had to choose between believing in his process by not using the leaked

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examination questions or putting his need to graduate first by cheating. Dylan eventually used the leaked examination questions to work on the Science exams but not using it for the English examination (D35). It showed, for Dylan, in English, process was still more important than the result. 5. Father’s Influence: Dylan‟s father was influential to Dylan. He made Dylan chose to join Science major even though Dylan did not choose Science at first. “After the Xth grade, when it was the time to choose major, I actually wanted to get in to Language major, not Science” (D45). His father did not think it was going to be challenging for Dylan if he joined Language major. “I joined Science to answer my father‟s challenge. „Why don‟t you join Science? The competition was tight. It would help you to be better in time management,‟” Dylan told me (D44). “Alright. I got in to Science then” (D44). Baez’s Structural Description (Interpretation)

2.

Baez‟s lived experience on the National Examination can be abstracted into a structure which consists of seven components. The first one is Baez‟s dependency. The second one is Baez‟s disinterest to English. The third one is Baez‟s lack of intense experience with English. The fourth one is Baez‟s difficultness in studying English. The fifth one is Baez‟s lack of confidence. The sixth one is Baez‟s priority on her friends’ acceptance while the last is the way Baez‟s concept on test. 1. Dependency: Baez‟s thoughts, feelings, and deeds during the preparation for the English National Examination were very much affected by her dependency when studying English since she was in Junior High School. When she found that a teacher could not make her comfortable in learning English, she would not be 99

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enthusiastic in studying English. “In my Junior High School the teacher was a killer. It affected me a lot” (B74; B75). In her XIIth grade Baez‟s teacher was also hard to deal with because she spoke very softly (B9). Baez was not comfortable with it and she said this was one of the factors which made her not studying English again at home (B76). Contradictory to this, Baez would be able to learn English maximally when the teacher was, for example, friendly, like the teacher in her English course (B77). “I felt like I asked a friend,” Baez explained the feeling she felt when she studied English with her English course teacher (B77). At home, Baez‟s process of studying English was also affected by other people so much. Even though generally not liking English, Baez said from all English skills she liked speaking the most. In developing this skill, Baez said she improved it with the help from his father. “With my father,” Baez said when asked how she tried to develop her English skill (B78). 2. Disinterest: “I did not like English,” Baez said when asked why she was not enthusiastic when studying English (B79). Her disinterest, added with her dependency to teacher, made it more difficult for Baez to get the beat in learning English (B76). Baez actually like speaking but her interest was rarely accommodated by the teachers who, in this case, affected Baez‟s learning a lot. “When I was once asked to make (and perform) a drama in English, I was impressed” (B78). Unfortunately, it was rarely explored (B78). 3. Lack of Intense Experience: This aspect was closely related with the two aspects which I will discuss later: dificultness and lack of confidence. Baez‟s lack of intense experience on English learning, especially listening and, as stated previously, speaking, was something Baez needed to deal with since she was in

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Junior High School. Listening was only taught when Baez was in the IXth grade of Junior High School (B80). “And, the speakers were Indonesians” (B79). Other than that, “We only learn songs (B79).” Similarly, when Baez was in Senior High School listening was only studied when she was in the XIIth grade. “There was no Listening in the Xth and XIth grade” (B80). However, “when the National Examination was about to come, we had Listenings a lot” (B81). In her English course, the situation was not very different. Listening section was only held in tryouts (B82). 4. Difficultness: Because Baez was not intensely in touch with English, especially listening, Baez then faced many difficulties during the preparation for the 2015 English National Examination, especially in the listening sections (B30; B31). These difficulties affected the changes of feelings which Baez experience before up to after the 2015 English National Examination. The difficulties made Baez felt not confident and nervous (B32; B33). Both feelings made her paid more attention during listening sections in class (B37). In the same time, even though making Baez paid more attention, her lack of confidence also made her study English less enthusiastically (B76). It also made her often ask questions or cheat (especially by working together with her friends) during listening section in class. Because it has become habit it was difficult for Baez to avoid cheating. “Not to cheat is hard” (B83). Baez herself admitted that before the examination was held she had already planned to work together with one of her friend on the D-day (B84). Because Baez knew not to cheat was impossible, she then also used leaked examination questions to help her to work on the examination.

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Not only during the preparation, Baez also found difficulties on the D-day. The difficulties still made her felt both not confident and nervous on the beginning of the D-day (B41; B44; B47). She then tried to calm herself until she felt resigned at the end of the examination (B45) but after the National Examination was over and before the result was announced, Baez felt down because she remembered the difficulties she had and that she could not change anything anymore (B68; B70). After the result was announced, she however felt glad (B72). Paradoxically, she also felt sad because her score was not high, only slightly above the passing grade (B73). She also felt sad because she remembered how she cheated during the examination day even tough she knew that her score would not be different then if she did not cheat (B73; B85). 5. Lack of Confidence: Not only resulting on lack of enthusiasm and cheating, Baez‟s lack of confidence, which was rooted from her diffultness, also made her passive in class. “In English class we were asked to use English. At that time I didn‟t have the courage to do it” (B86). Baez didn‟t ask a lot questions in class (B86). However, even though was not enthusiastic and passive in class, Baez‟s lack of confidence contradictorily made her try harder for the National Examination, especially when compared to her preparation for School Examination (B3). According to Baez, the National Examination score purely showed one‟s academic capability (B87). Meanwhile, School Examination was not that pure. “It was probably because the teachers considered the students‟ attitude” (B87). Because Baez was not confident with her English academic capability, Baez then tried harder for the National Examination. She tried less hard for the School Examination because, even though she was not confident with

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her academic capability, she thought she had nice behavior. “I never did anything bad. That‟s why I felt calmer” (B88). 6. Friends’ Acceptance: For Baez, friends‟ acceptance was very important. Thus, Baez would not do things which were not acceptable in friendship circle, even though if that was what she needed to improve her English. Baez, for example, could not hear her teacher voice because it was too soft (B9). Even though Baez knew she needed to ask questions because of this, Baez chose to remain silent. “There was this student who asked a lot of questions. Asking what had been explained already. If I asked I‟m afraid my friends would say, „It has been explained already‟” (B89). In her English course, the situation was a bit different. The number of the student was only half of the number of the student in her class. “There were more or less 18” (B90). This was why Baez was braver to ask more questions. Other than that, Baez often had more time to study face to face with the teachers there (B91). Because the potential for her to be judged by her friends was less, Baez felt relaxed in her English course. Regarding cheating, Baez also put her friends‟ acceptance first than other things. Cheating is an activity which is considered wrong in educational world. However, Baez chose to keep doing it. Baez was not worried that it was considered wrong in the context of educational world. Instead, Baez was worried about what her friend would say if, after cheating him/her, Baez‟s score would be higher than him/her. “Usually those who cheat would have higher score than those cheated. I was afraid my score would be higher than a friend I cheated. Fortunately, my score was lower” (B92).

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7. What a Test is. For Baez, a test is a tool to check students‟ understanding on what has been learnt. Thus, after cheating, Baez felt her performance during 2015 English National Examination was useless (B94). It was because by cheating the function of the National Examination did not work. Baez could not know if she had understood what was learnt because she cheated. The dysfunction of the English National Examination was not only resulted from her own deed of cheating. It was also resulted from the design of the National Examination itself. According to Baez, what was tested in the 2015 English National Examination was different from what she had learnt during Senior High School. “National Examinations for the last five years were the same. The designs were almost similar. In my year it was very different. It was like we were taken somewhere we didn‟t know” (B93). 3.

Sting’s Structural Description (Interpretation) The structures which were reflected on Sting‟s feelings, thoughts, and deeds

during the preparation for and performance on the 2015 English National Examination were formed by Sting‟s motivation to graduate, his idea on autonomy, and his idea on control. 1. Motivation to Graduate: Sting‟s final goal in Senior High School is to graduate. Thus Sting was more nervous in preparing for the National Examination when the National Examination score was still used as a requirement to graduate (S11). When it was no longer used to determine students‟ graduation, Sting‟s focus was moved to School Examination (S13). It was because Sting thought School Examination results were what would be used to determine his graduation. When School Examination was over, Sting felt so relaxed (S12). He would no 104

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longer need to deal with graduation requirement. He would only need to deal with the National Examination, of which score would only be used as education quality mapping and public university enrollment, but not as a determinant for his graduation. After the National Examination was no longer used to determine students‟ graduation, Sting deemed the National Examination to be just formality. Thus the preparation for it was also considered as formality. In preparing for the National Examination Sting only followed the plot given by the school. He studied in school and routinely joined additional course given by the school. But when he found difficulties in listening, such as difficulties in understanding British English speakers or speakers who spoke very fast, he did not try to find the way to solve them himself. He relied on what was already given by the school (S22). Other than that, even though Sting created a study group to help him and his friends to face the National Examination, the method used in the study group was not very different from the method implemented in school: working on the National Examination question samples (S8). 2. Autonomy: Not only to graduate, for Sting it was also important to be autonomous. The autonomy which Sting meant, however, was still compatible with the higher authority in which he was under (state and school). It was not conflicting with the National Examination or school. Indeed, Sting relied on the method given by the school in solving his problems regarding listening. However, this was not because he was dependent to school. As stated previously, it was resulted from the thought that the National Examination was merely formality. Whenever the school gave Sting tasks, Sting tried to do them by himself (S30). He

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sometimes asked his friends or the teachers, but even when he did not, he would still be fine (S38; S39). When working on the examination, Sting also did not cheat. Even though there were leaked examination questions and key answers, and many of his friends asked him to cheat, Sting chose to work on the examination himself (S30). Sting also felt anxious when he imagined the ticking time which would move backward and be shown in his computer screen during the computer-based examination (S37). He was also nervous when he imagined that every question in the computer-based examination would be timed and he would not have the chance to review the answer he had given to the numbers he had done (S37). It showed Sting‟s need to have autonomy in time management. Sting could accept the fact that the authority gave him 90 minutes to work on the examination. However, he needed to have freedom to decide how he would use the 90 minutes to finish the examination. 3. Control: The last aspect which affected Sting‟s action, feelings, and thoughts was how he could control the National Examination with all of the boundaries which had been given to him. He preferred to maximize his control on the room left to him rather than to widen or violate the boundaries. He would feel calm if he had maximized his control in his own room. That was why Sting did not complain much about policies related to the National Examination. As a student he thought all he could do was preparing for the examination. As long as he has prepared well he would feel calm and be ready to face the examination (S40). That was also why Sting was anxious when he heard the news about the error occurred during the listening section in one of paper-based examinations in his town (S24). The

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error was made by the the National Examination organizers. It was out of his control. The error was the violation of boundaries which was made not by him but by the authority. By letting the error happened the authority had widened Sting‟s room as a student which was supposed to just do the examination and not think about technical matter regarding the National Examination. 4.

Dolores’ Structural Description (Interpretation) There were three features which form Dolore‟s structure of lived experience.

The first feature is Dolores‟ independency. The second is Dolores‟ will to help others. The last is Dolores‟ habit to reflect. 1. Independency: Dolores‟ independency was reflected on some actions she did during the 2015 English National Examination. One of them was her initiative to study examination questions herself by buying and working on books of examination questions (DO4). She was also initiative enough to discuss English with her friends and teachers (DO5; DO10). Not only that, she even helped many of her friends understanding English examination materials (DO7; DO10). Even though when discussing Dolores dealt with many people, Dolores did not show dependency to them. It was especially because Dolores mostly helped instead of asking for help from them (DO7; DO10). Even though Dolores said her English improvement was affected by her warm teacher who was able to explain materials well, her motivation to study English and discuss it with friends was not dependent on her or other teachers. For Dolores, it was not only her independency that mattered. Others‟ independency also mattered to her. Her help to friends through discussions and tutorings were actually meant to make her friends be more independent when doing the English National Examination (DO11). This 107

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was why she felt upset when she found out one of her friends copied almost all her answers on the D-day of the National Examination (DO39). Her friend action showed strong dependency to her. 2. Will to help others: Dolores was a student with good English. This was why she felt calm mostly during the preparation of the English National Examination (DO16; DO17). This was also why she was embarrassed when she knew that her tryout result was poor (DO21). Dolores did not only use her ability for herself. She also used it to help others to understand English. When discussing, thus, Dolores taught her friends more. She gave more than taking. When Dolores‟ teacher implicitly asked her to help other friends on the D-day by giving answers to them, Dolores‟ strong will to help others was in conflict with her way of seeing independency. On one side, Dolores wanted to help her teacher and friends. On the other side, independency when working on examination was important to her. Eventually, Dolores overcame the dilemma by still giving answers to her friends but limiting the number of students receiving her answers (DO44). 3. Self-understanding: Dolores‟ habit to reflect brought her to several conclusions which helped her to find her weaknesses in English. One of them was her finding that she was weak in written English (DO25). Another one was her difficulties in listening (DO28; DO29). Dolores‟ reflection made her watched her own development during and after the 2015 National Examination, especially in reading and listening(DO24; DO25; DO28; DO29; DO30; DO32). After the National Examination Dolores admitted she improved her reading and listening skills (DO24; DO25; DO28; DO29; DO30; DO32). Dolores‟ habit to reflect was also shown in the analysis she found regarding her own performance on the d-day

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of the English National Examination (DO24; DO25; DO28; DO29; DO30; DO32), the comparison she had regarding the 2015 English National Examination and previous examinations (DO47; DO48), and also on the impacts she had from her process on preparing and doing the 2015 English National Examination (DO49; DO50; DO51).

C.

INDIVIDUAL

TEXTURAL-STRUCTURAL

DESCRIPTIONS

(STORIES AND INTERPRETATIONS) This part exposes each participant‟s individual story regarding the 2015 English National Examination and their interpretations. It includes Dylan‟s, Baez‟s, Sting‟s and Dolores‟ textural-structural descriptions. 1.

Dylan’s Textural-Structural Description (Story and Interpretation) During the 2015 English National Examination, Dylan studied at school, at

home, and shortly (for six months only) in an English Course (D3-D14). At school, not only studying in regular class, Dylan also studied in additional course (D8). In the additional course Dylan especially learned reading, grammar, and listening (D8). There were two teachers who gave strong impression to Dylan (D9-D13). The first one was his XIth grade teacher whom he considered friendly to students and was able to explain material well. The second one was his XIIth grade teacher whom he considered not teaching well enough. At home, Dylan studied by himself by memorizing five vocabularies every day and by watching English movies without subtitles (D3-D7). During the 2015 English National Examination preparation Dylan mostly felt nervous, tense, and uneasy (D18). He overcame the feelings by praying and studying (D19; D20). Dylan also thought that the National Examination was

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unfair because the three-day examination was used to determine his three-year process of learning (D16). Dylan also felt desperate, especially because he joined Science major which became too difficult for him to handle (D21-D29). He spent more time for Science and less time for English afterward. Both Science and English became burden for Dylan and Dylan felt sorry for his way of handling this problem. When the National Examination was no longer used to determine students‟ graduation, thus, Dylan felt freed (D31). He was more satisfied with this policy because he preferred the school as the party who should decide his graduation (D32). He became less aware and spent less energy for the National Examination (D31). When examination questions were leaked, Dylan used them (D35). He used them especially to help him to work on the Science National Examination (D35). Nevertheless, he did not use them in the English National Examination (D35). He did the examination by himself. Realizing he was not very good in Reading, Dylan arranged a strategy to help him in working on the Reading part of the National Examination (D36; D37). While the speaker in the Listening section read instructions, or when the speaker repeated the reading of the texts and each number, Dylan worked on the Reading part. He did that because he knew he needed more time to work on Reading. From Dylan‟s lived experience, it can be concluded that Dylan saw learning as a process. What was important for Dylan was how he could improve his English; how he could be good in English, not how to have good mark in the National Examination (D4; D6; D7; D18: D16; D31: D32). This way of seeing learning

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apparently helped Dylan a lot when he worked on the English National Examination (D38). For Dylan, it was also important to be independent. This was why Dylan came out with many initiatives during the preparation and on the d-day of the National Examination (D3; D6; D36; D37; D39). This was also why Dylan‟s motivation was still stable even though he was taught by different types of teachers (D3; D6; D11; D12; D13; D40). Dylan was also in the habit of reflecting thus he had good self understanding. Many of Dylan‟s decisions and actions during the 2015 English National Examination were rooted from the reflection he did regarding his life and English learning process since he was young (D38; D39; D41; D42). For Dylan, graduating was also an important achievement. Unfortunately, this was in conflict with his way of seeing learning (as a process) (D16). It was because, in order to graduate Dylan had to pass the National Examination and the National Examination focused on result. Some of Dylan‟s deed during the National Examination preparation showed how he prioritize learning as a process more (D3; D6: D7; D26; D27; D29). Some others showed how he focused on graduating more (D21-D24). Dylan‟s father had significant influence in Dylan‟s life in general and in Dylan‟s process during the National Examination preparation in particular. One of the indicator was Dylan‟s final decision to choose Science major even though Dylan actually preferred Language major (D44; D45).

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2.

Baez’s Textural-Structural Description (Story and Interpretation) During the 2015 National Examination preparation, not only studying in

school, Baez also studied in a course and at home (B4-B29). Baez studied from the morning till night but she did not feel tired because there was a break and there was time to meet friends (B17). At school Baez studied samples of the English National Examination questions (B6). She only studied English once every two weeks (B7). Even though for Baez the teacher taught quite well, Baez thought the teacher spoke too soft (B9). That was why she often got confused in class (B10). Even though feeling confused, she never dared asking the teacher anything (B13). Baez studied in a course since she was in the XIIth grade (B18). There she also studied samples of the English National Examination questions (B20). She was also given tips (B22). However, she studied listening less frequently here than at school (B23). She only had listening in tryouts (B23). Baez was nevertheless more active here. She asked more questions to the teachers (B25). It was because according to her the teachers were friendlier compared to her teacher in class (B77). Baez also prepared herself by studying at home since she was in the XIIth grade (B27). She studied Science but never studied English (B29). During the preparation for the 2015 National Examination, Baez admitted she tried harder for the National Examination compared to School Examination (B3). During the preparation for and on the D-day of the 2015 English National Examination, Baez found many difficulties in listening (B30; B31). Listening was especially difficult for her because she was not used to listen to English native speakers (B30; B31). She felt inferior the first time she realized this weakness

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(B32). It made her listen more attentively in listening sections (B37). She also often felt nervous when studying at school (B33). During the preparation she was actually given many tips to help her to work on listening on the D-day (B38; B39). However, on the D-day, all those tips did not work (B43). She felt panic at first but tried to calm herself down then (B44-B47). On the D-day of the 2015 English National Examination, Baez cheated by asking her friend the answers of some numbers (B50). Baez had already decided to cheat long before the D-day came (B48). Not only asking answers, Baez also gave her answers to other friends (B54-B57). Baez also made use of the examination questions leaked in Google Drive one-day before the National Examination (B62-B67). She only downloaded one of a couple packages, though (B65). She only downloaded one because she did not want to be suspected. (B66) She was afraid, if she was 100% right, people would notice her cheating (B66). Before the 2015 National Examination results were announced, Baez felt down and resigned (B68). It was more or less one month (B69). When the results came out, Baez felt happy, glad, sad, and disappointed at the same time (B71-B73). Baez‟s lived experience on the 2015 National Examination, especially on English subject, showed that she was dependent to others or other factors enough when preparing for the examination (B74-B78). Baez‟s motivation was much affected by, especially, teachers (B74-B77). Baez‟s lived experience also showed that Baez was actually not interested in English (B79). Baez‟s dependency and disinterest brought low motivation to her (B76). Other than that, Baez was also not intensely in touch with listening since she was in Junior High School (B79-B82). It made her face many difficulties during

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the 2015 English National Examination preparation (B30; B31) and the difficulties she had made her feel not confident (B32). Her inconfidence made her study less enthusiastically and be passive in class (B76). It was also the factor which made her cheating. However, contradictorily, her being not confidence also made her pay more attention in class and also prepared harder for the National Examination (B37). Other than lack of confidence, Baez‟s difficulties also made Baez felt nervous when she studied in class and when she faced the 2015 English National Examination (B33). For Baez, friends‟ acceptance was important. This was why Baez would not do things which were not acceptable in friendship circle, even though if that was what she needed to improve her English (B9; B89-B91). For Baez, a test is a tool to check students‟ understanding on what has been learnt (B94). Thus, when she cheated she felt the 2015 National Examination had already lost its function (B93). Sting’s Textural-Structural Description (Story and Interpretation)

3.

During the preparation of the 2015 English National Examination, other than studying in school (in class and in additional course), Sting also studied in a study group he created with his friends (S1-S9). At school or in the study group, Sting and his friends mostly studied the National Examination question samples (S2; S8). Mostly, Sting felt calm during the preparation for the 2015 National Examination (S10). However, he sometimes felt a little strained. It was especially when the National Examination was still used to determine students‟ graduation (S11). When it was no longer used to determine students‟ graduation, Sting‟s 114

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energy was moved to the School Examination (S13). He felt tired because he used most of his time to prepare for the School Examination (S13). After the School Examination, Sting felt relaxed (S12). Sting found difficulties in dealing with listening. One of his difficulties was to understand British English (S15). Sting felt strained the first time he realized this weakness of his (S17). Indeed, he was exposed to American English more than British English in and outside school (S18; S19). Sting was also not used to fastspoken text (S21). Sting thus found difficulties in understanding listening texts because they were spoken fast (S21). In order to solve his problems, Sting relied on the preparation given by the school (S21; S22). A couple of days before the Dday of the 2015 English National Examination (which was computer-based), Sting heard there was an error in the listening section in the paper-based examination in his town (S23). Sting felt anxious hearing this, afraid that similar error would also happen in the computer-based examination (S24). Gladly, on the D-day it did not happen (S29). Even though Sting had difficulties in listening and experienced anxiety, Sting did not cheat (S31). Sting‟s school had prepared him for the computer-based examination. Sting was used to it when he worked on the 2015 National Examination (S35). However, when firstly hearing that his school would implement computer-based examination, Sting felt nervous (S36). It was because he thought the time management would be stricter than paper-based examination (S37). From Sting‟s lived experience, I saw Sting‟s strong motivation to graduate (S8; S11; S12; S12; S13; S22). This made him more nervous in facing the National Examination when it was still used to determine students‟ graduation (S11). When

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the National Examination was no longer used to determine students‟ graduation, when School Examination was, Sting put all his energy for School Examination (S13). He felt tired in preparing himself for School Examination. This was why when School Examination was over he felt relieved (S12). He felt relaxed when preparing for the National Examination afterwards because it was no longer used to determine graduation. It became just formality. Even though graduating is important, for Sting it was also important to be autonomous (S30; S37; S38; S39). However, his autonomy was not something in conflict with authority (School or state). This was why Sting had no complaints when the school gave him tasks or when there was policy changing regarding the National Examination. Sting‟s autonomy could be seen when he did everything given to him by himself (S30). He sometimes asked his friends or the teachers, but even when he did not, he would still be fine (S38; S39). Sting also did not cheat even though he had difficulties and he knew his friends did (S30). Sting‟s autonomy could also be seen when he was anxious when imagining he would not have strong control on time management on the d-day of the National Examination (S37). It was also important for Sting to have full control as a student (S24; S40). He did not want wider control than that and less control than that. This was why Sting was worried when he heard there was an error (S24). The mistake he might make because of the error meant he had to deal with wider scope than himself as a student. Sting also did not like to protest or criticize for the same reason.

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4.

Dolores’ Textural-Structural Description (Story and Interpretation) During the 2015 English National Examination, Dolores studied at school and

at home (DO2; DO4). She studied books of student worksheet in both places (DO2; DO4). Other than that, Dolores also had discussions with her friends, juniors, and teachers (DO5-DO7). To her juniors, she often gave examples of the National Examination questions (DO7). Meanwhile, Dolores often helped her friends understand examination materials (DO8; DO10). She helped others more than being helped when discussing but she had no problem with that (DO11). There were two teachers who affected Dolores positively: the XIth grade teacher and XIIth grade teacher. The XIth grade teacher mastered and delivered material well (DO13). Meanwhile, the XIIth grade teacher often gave relevant tips (DO15). The teacher also, different from other teachers who often terrified students with the National Examination, motivate students more (DO14; DO15). Mostly, Dolores was calm during the 2015 English National Examination (DO16). However, she panicked a bit when she found out that her tryout result was poor (DO18). She was embarrassed with the poor result because she thought as a member of English Club she should have performed better (DO19; DO21). However, she did not let the feeling dominate her. She overcame the feeling by trying to keep calm and studying (DO22). Dolores realized her weaknesses in reading during the National Examination preparation (DO24). The National Examination not only made her realize her weaknesses, though (DO23). It also helped her improve them (DO23). Dolores faced an obstacle once during the listening section in the first tryout: she could not understand the listening texts spoken because the sound she heard

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was not clear (DO28). She felt panic but she kept on doing the tryout (DO29). During the D-day, the obstacle was different. During the D-day she found it hard to understand what was spoken because the accent was British English (DO30). Other than that, another difficulty Dolores faced was how to fill the answer sheet on time while the listening texts were played (DO31). Even though experienced many difficulties regarding listening, Dolores said she had better understanding on spoken English because of the National Examination (DO32). Dolores‟ regretted her not being careful on the D-day (DO34). She answered some questions wrongly and realized it after the examination was over (DO35; DO36). On the D-day, Dolores also gave her answers away to some students (Do37; DO38; DO41). Her action was triggered by the request from her teacher to help other students who were not good in English in the National Examination (DO44; DO45). Even though Dolores was surprised when the teacher asked, Dolores kept doing what the teacher said. Dolores also understood that many of her friends were indeed not so good in English (DO40). Dolores chose to give her answers to limited students and they were not all of her answers (DO44). This was why Dolores was upset when she found out that there was a student copying all her answers without asking permission from her (DO40). For Dolores, the 2015 English National Examination was the most difficult English exam she had ever had (DO47). Compared to her Junior High School English examination, it was more implicit (DO48). Compared to previous Senior High School English examinations, it was also more difficult in vocabularies (DO47).

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The 2015 English National Examination brought some positive impacts to Dolores (DO49-DO51). The first one was to the improvement of her knowledge regarding foreign countries, especially English speaking countries (DO49). The second one was related to her entrance examination to her university now (DO50). Dolores said she felt prepared when working on the English test because of the preparation she had had during Senior High School. The last one was related to her study now (DO51). Dolores is now studying in English Literature and the skill she had already had because of the English National Examination helped her a lot for her study. Dolores considered independency important. This was why she tried to work on National Examination sample questions when she was on her own (DO4). She also always discussed with teachers and friends during the examination preparation (DO5; DO10). In the discussions, rather than being helped to understand English, she helped her friends more (DO7; DO10). For Dolores, it was not only her independency that was important. Her friends‟ independency was also important. This was the reason why she helped her friends and felt upset when she found out that one her friends copied all of her answers on the D-day (DO11; DO39). Not only independency, for Dolores, helping others was also important. Her way of seeing independency and her will to help others were in conflict during the preparation and on the D-day of the National Examination. Her teacher asked her and other students who were good in English to give examination answers on the D-day to other friends who were not really good in English. Dolores saw it as a request for help. However, if she gave answers to friends, she thought her friends

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will not be independent. She finally overcame the dilemma by giving answers to her friends but limiting the number of students receiving her answers (DO44). Dolores had a good self-understanding. This is proven by her ability to explain her weaknesses in reading and listening, the aspects she had improved during the preparation for the examination and even after the examination, her mistakes regarding her own performance on the D-day, and also the difference between the English examination she did and previous examinations (DO24; DO25; DO28DO30; DO32; DO47-DO51).

D. COMPOSITE TEXTURAL DESCRIPTION The 2015 English National Examination was an examination which was routinely prepared by students. During the preparation for it, students‟ progress was somewhat dependent on their teachers in certain way. The National Examination‟s function (whether it was used to determine students‟ graduation or not) affected students‟ feelings and actions during the preparation too. During the preparation for and on the D-day of the National Examination, the students find difficulties in reading and in listening. Last but not least, students were also involved in cheating action, both regarding the case of leaked examination questions and in class. The following is further explanation on textural description of the 2015 English National Examination. The description is divided into seven themes. 1. Becoming militant students: All participants prepared for the 2015 English National Examination in class at school and outside class (D3-D14; B4-B29; S1S9; DO2-DO4). Both at and outside class the participants mostly studied samples of examination questions (D8; B6; B20; S2; S8; DO2; DO4). At school, they 120

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prepared for National Examination in regular class and in additional class. The regular class was over in the afternoon and the additional class started after that. The preparation outside class at school took place at school, in the course place, or at home (D3-D14; B4-B29; S1-S9; DO2-DO4). Other than regular and additional class, Dolores also prepared herself at school in English Club and by having discussions with friends and teachers (DO3; DO5; DO6; DO7). Not only at school, Baez also prepared herself for the National Examination at home (B4B13; B26-B29). Meanwhile, outside school Baez prepared for the National Examination in an English course (B14-B25). Sting had different routine. Outside school he prepared himself for the National Examination by creating a study group (S4-S9). The study group had meeting in the boarding house of one of Sting‟s friends (S7). Dylan also had different ways to prepare himself outside school. Dylan studied at home by memorizing five vocabularies every day and by watching English movies without subtitles (D3-D6). 2. Teachers’ significant roles: Most participants were affected by their teachers in sound and in unsound ways. Teacher who mastered the materials well and were able to teach them well were teachers who made one of the participant improve his English fast (D40). Teachers who bothered to find ways to motivate the participants indeed boosted the participants‟ motivation (D40; B24-B25; DO12DO15). Teachers who did not master the materials well and could not teach well or teacher who mastered the materials well but could not teach made the participants improve slowly (D12-D13; B10). However, most participants‟ motivation was not affected by teachers like this. Baez was the only participant whose motivation was affected by teachers like this (B74-B76).

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3. The 2015 National Examination, graduation, and anxieties: Half of the participants, Dylan and Sting, was affected by whether the National Examination was used to determine students‟ graduation or not (D30-D32; S10-S13). When the National Examination was still used to determine student‟s graduation, Dylan felt nervous, tense, and uneasy (D18). He thought it was not fair if National Examination was used to determine three years of learning process in just three days (D16). Even though was affected, Sting‟s reaction to the use of the National Examination to determine graduation was not as intense as Dylan‟s reaction. He was just a little panic sometimes (S10-S13). Both Dylan and Sting tried to overcome their feeling by keep focusing and studying for the examination (D19D20; S40). When the National Examination was no longer used to determine students‟ graduation, both participants felt more positive. Dylan was more relaxed, freed, less aware, and more satisfied (D30-D32). Meanwhile, Sting was more relaxed in preparing for the examination (S10-S13). 4. Weak in reading: Half of the participants admitted that they felt weak in reading (D41-D42; DO25). Both of them, Dylan and Dolores, were however good in spoken English (D38; DO27). Realizing that he was weak in reading, Dylan arranged a strategy so that he would be able to do the English National Examination well. Because Dylan thought he was good in listening, Dylan used less time in listening and used the rest of the time to work on reading (D36-D37). Different from Dylan who implemented strategy for his d-day, Dolores focused more on the preparation. After the National Examination was over, Dolores fel she was developed in reading (DO23).

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5. Difficulties in listening: Most participants found difficulties in listening. They faced difficulties both during the preparation and on the D-day of the English National Examination. The main problem they faced was related to their understanding to what the speakers were saying due to the speakers‟ accent, the speakers‟ speed, or technical problems like unclear loudspeaker. Baez‟s problem was specifically related to her difficulty in understanding native speakers (B30B37). During the preparation she often felt nervous and inferior because she could not understand what the native speakers were saying (B32; B33). On the D-day Baez felt doubtful most of the time because of the same problem (B42-B46). Her heart beat fast during the listening section (B41). She felt it until she finally surrendered (B42-B47). More specific compared to Baez‟s problem, Sting‟s problem was related to his understanding on British English speaker (S15-S19). Other than that, Sting‟s problem was also rooted from his difficulty in understanding fast spoken English texts (S21). Even though quite different, Sting and Baez tried to solve their problems by relying on the preparation given by the school (B37; S20). Not only related to the understanding, Sting‟s problem was also caused by technical problem. On the D-day, the loudspeaker in Sting‟s room was too small (S27). Thus, Sting could not hear clearly (S27). Dolores also had the same problem with Sting: difficulty in understanding British English. However, different from Sting, Dolores realized this problem on the D-day of the English National Examination. Similar to Sting too, Dolores also faced technical problem: clarity of the loudspeaker. Luckily, it only happened once (in the first tryout) (DO28; DO29).

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6. Dishonesty for better and for worse: Most participants knew that there were leaked examination questions before the D-day of the National Examination. However, only one participant used it to do English examination. Dylan actually used the leaked examination questions to work on some other subjects (D35). However, he did not use it to work on the English examination (D35). Sting also knew it (S25). However, he chose not to use it at all (S31). Baez was the only participant using it. Nevertheless, she only downloaded and used one package because she did not want her action to be noticed by the authority (B2-B67). Half of the participants were involved in cheating on the D-day of the National Examination. All of them gave their answers away to other friends. But only one of them, Baez, asked answers from another friend on the D-day. Both participants‟ attitude toward cheating was also different. Baez cheated because she thought cheating was inevitable. She cheated because she wanted and needed to (B83). Dolores cheated because she felt obliged to do it. Her teacher asked her to help other friends and she thought her friends also needed her (DO40-DO41; DO44-DO46). However, she actually disagreed with cheating (DO40). Dolores cheating‟s action was thus more problematic than Baez action. E. COMPOSITE STRUCTURAL DESCRIPTION (INTERPRETATION) 1. Independency: Most participants considered independency important during the preparation and on the D-day of the 2015 English National Examination. The participants‟ independency was reflected through initiatives, stable motivation, and autonomy. The initiatives can be seen in the actions the participants did to prepare themselves for the English National Examination. Some actions only involved

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themselves. Some other actions involved others. During the examination preparation, Dylan‟s initiatives were done by himself at home. They include his habit to memorize five vocabularies and to watch English movies without subtitles every day (D3-D7). Dylan‟s initiative is also reflected on the strategy he implemented on the D-day. Instead of just following the plot instructed in the National Examination, Dylan made a plot for himself: he did reading when it was time for listening (D36-D37). Dolores‟ initiatives involved both herself and others. One of her initiatives were buying and working on books of examination questions (DO4). Another initiative was discussions she held with her friends and teachers (DO5-DO8; DO10-DO11). Sting‟s initiatives can be seen in the study group Sting created with his friends (S4-S9). One of the participants‟ stable motivation can be seen when he was faced with teachers who did not master the materials well and/or could not deliver the materials they mastered well. Dylan was still motivated to study even though he found it hard to cope with this type of teachers. He still memorized five vocabularies every day and watched English movies without subtitles even though he considered his teacher incompetent (D3-D7). He also kept studying in class even though was not comfortable with his teacher (D11-D13). The participants‟ autonomy can be seen when they studied or worked on the examination by themselves. Sting always did tasks given by the teachers himself (S30). He was also okay when learning in class even though he did not ask teachers or friends (S38; S39). On the D-day of the English National Examination most participants also did not cheat. Only one cheated. Dolores was also involved in cheating but she was not the one who asked for answers; she gave her answers

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to her friends (DO7-DO40). Dolores actually wanted (not only herself but also) her friends to be autonomous in working on the examination. This was why she often helped her friends to understand examination materials during preparation (DO6-DO8; DO10-DO11). Her wish for her friends did not come true on the Dday because most of her friends were still dependent on her (DO37-DO40). Meanwhile, Dylan had quite different story. He also actually used leaked examination questions but he did not use it for English (D35). 2. Graduating as focus: Graduation was a nerve-wracking issue for half of the participants. This was why they were affected by whether or not the National Examination was used to determine graduation. Dylan felt nervous, tense, and uneasy when the National Examination was still used to determine students‟ graduation (D18). For Dylan the National Examination was not supposed to be used to determine graduation because it was only conducted for three days (D16). Three-day examination should not be used to determine his three-year learning process in school (D16). Almost similar to Dylan, Sting also felt a little nervous sometimes when the National Examination was still used to determine graduation (S11). Sting was so focused when it was used for it (S40). Dylan also did (D18). Both participants repressed the negative feelings they felt by studying well (D20; S40). However, when the National Examination was no longer used to determine their graduations, both felt relieved (D31; S11). They also did not study as hard as before for the National Examination (D31; S11-S13). 3. Self-understanding: The 2015 English National Examination helped half of the participants increase their self-understanding regarding their weaknesses and

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strengths in English and how they could improve them. This level of selfunderstanding was resulted from their strong habit to reflect. Dolores knew she was weak in written English (especially reading) from the preparation of the 2015 English National Examination (DO23-DO25). The National Examination preparation was thus a way for her to improve her weakness (DO27). She figured out then that the preparation indeed helped her to improve, especially in scanning and vocabulary (DO49). She also shared impacts she received from the National Examination. She gain new knowledge about English speaking countries (DO50). She also thought it brought easiness for her at the beginning and during her study in English Letters (DO51). Dylan also had similar understanding. Dylan knew he needed to improve his listening skill to face the National Examination (D3; D7). Dylan also knew he always loved movies (D39). He then used his hobby of watching movie to improve his listening skill (D39). Dylan also had good understanding on his weaknesses. He, for example, realized he was weak in reading (D41; D42). In order to be able to be successful in the National Examination, he thus arranged a strategy that he thought would help him get through reading save: he worked on reading when it was the time for listening (D36; D37). 4. Others’ concern: The feelings, thoughts, and actions of most participants were very much affected by their parents, teachers, and friends. Their parents especially affected them in their decision makings. Dylan‟s father was influential enough for him that he finally decided to join a major he did not like and was not capable enough (D44; D45). Dolores‟ mother was also influential to her thus

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when her mother told her she should prove herself in skills other than speaking in the National Examination, she did try (DO27). Their teachers affected both their motivation in learning and improvement in English. Baez‟s XIIth grade teacher who spoke very softly made Baez‟s motivation to study English low (B9-B12; B76). Baez never studied English at home for this reason (B76). Contradictorily, Baez‟s teachers in the English course, who were friendly enough according to her, made Baez study actively in the course (B24; B77). Quite different from Baez, teachers did not affect the motivation of another participant, Dylan, quite significantly. He still diligently study English even though he thought some teachers did not teach well during the English National Examination preparation (D3-D7; D11-D13). However, teachers who mastered and delivered the materials well made him improve faster (D40). Not only parents and teachers, the participants‟ friends also affected them in certain ways. Baez, for example, kept silent during the preparation in class because she did not want to be judged by her friends as a student who wasted everybody‟s time (B89). Baez also felt worried after the National Examination was over and before the results were announced because she did not want to have better result than her friend (B92). Friends also affected Dolores. Her habit to help her friends understand examination materials and even to help them on the D-day of the English National Examination was resulted from her sympathy to her friends.

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F. TEXTURAL-STRUCTURAL SYNTHESIS (MEANING) 1. Themes From the Composite Textural Description and Composite Structural Description, five themes were drawn. The five themes are as follows: a) other concerns, b) independency, c) graduating as focus, d) anxiety, and e) selfunderstanding. The order of the description of these themes is based on chronological consideration. The themes ordered earlier are the themes which dominated the participants in the beginning of their senior high school. The themes which follow them are the themes which the participants experienced during the preparation for the examination. The last themes are the themes which are mostly abstracted from the participants‟ lived experience on the D-day and after the National Examination days. Other than ordering the themes chronologically, another possibility is to order the themes by considering degree of meaningfulness. It can be done by placing the theme which the participants consider more important earlier than other themes. A theme is more meaningful when it is related to the participants‟ inner selves the most. With this consideration, the order of the themes can be set as follows: a) independency, b) self-understanding, c) anxiety, d) other concerns, and e) graduating as focus. I choose to order the themes by using the first consideration because I want to present the themes like a story telling. When telling story chronological plot is easier to be implemented than another.

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a. Others’ Concern During the preparation of the 2015 English National Examination, the participants were affected by their parents, teachers, and friends. Their parents especially affected them in decision makings (D44-D45; DO27). One of the participants‟ father made the participant finally chose a major he did not like (D44; D45). His process in studying in the major affected his preparation for the National Examination a lot (D44; D45). One of the participants‟ mother was also influential to one participant thus when she told her the participant she should prove herself in skills other than speaking in the National Examination, she did try (DO27). The teachers affected their motivation and improvement in English (D40). One participant was lazy in studying English because she thought her teacher did not teach very well (B9-B12; B76). Another participant‟s motivation was not affected by the teachers (D3-D7; D11-D13). However, teachers affected his English improvement (D40). Meanwhile, their friends affected the actions they chose to do and their feelings (B89; B92; DO6-DO7; DO41). One of the participants chose to be silent in class even when she did not understand what was explained (B89). It was because she did not want to be judged by her friends as a student who wasted everybody‟s time (B89). Another participant often helped her friends to understand English during the examination preparation because she felt sympathetic to her friend (DO7-DO11).

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b. Independency Most participants considered independency important in facing the 2015 English National Examination. Their independency was reflected on their initiatives, stable motivation, and autonomy. The participants‟ initiatives were seen when they prepared for the examination either alone or when they were with other people. Their initiatives when studying alone included the initiatives to memorize vocabulary, watch English movies without subtitles, and buying/working on books of examination questions (D3-D7; DO4). Their initiatives when working with others include the initiatives to have discussions with friends and teachers and also to have a study group (DO5-DO8; DO10-DO11; S4-S9). The initiative on the D-day was the strategy the participant implemented to work on reading (D36-D37). The participants‟ stable motivation was reflected when one of them was faced with teachers whom they consider did not teach well. Even though was taught by this type of teachers, most participants were still motivated to study both in class and at home (D3-D7; D11-D13). The participants‟ autonomy was reflected on their preparation process and on their performance on the D-day. The autonomy they had during the preparation included the way they worked on the tasks given in class (most of them liked doing them themselves) and in the action to help other friends to understand examination materials (S30; S38-S39; DO6-DO8; DO10-DO11). On the D-day, most participants did not ask answers from others or used leaked examination questions to work on English.

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c. Graduating as Focus Graduating was a great deal for half of the participants. This was why they were nervous and prepared hard when the 2015 National Examination was used to determine graduation (D18; S11). This was also why they felt relieved and prepared less hard when it was no longer used to determine graduation (D31; S11S13). Even though the rest two participants were not significantly affected by the changing function of National Examination regarding graduation, they kept consistently prepared themselves by studying in and outside school (B4-B29; DO2-DO7). They consistency in preparing themselves for National Examination was one of the proofs that they also had the need to finish their study; to graduate. d. Anxieties During the preparation and on the D-day of National Examination, anxieties became the feeling which dominated the participants. National Examination itself was the root of the participants‟ anxiety. This anxiety affected participants‟ actions in many ways. As stated previously, Dylan and Sting felt nervous when National Examination was used to determine students‟ graduation (D18; S11). This feeling made them prepare harder for the examination (D18; S11). What happened to Baez was a little different. Baez‟s anxiety was triggered by her difficulties in listening. These difficulties made Baez feel nervous and inferior during the preparation and also doubtful during the D-day (B32-B33; B42-B46). Her anxiety was one of the factors which made her cheating.

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The demand to make students graduated from National Examination also triggered Dolores‟ teacher to ask the students who were good in English to give answers to their friends on the D-day. The teacher‟s request put Dolores in dilemma since Dolores actually did not like to be involved in cheating (DO40). In the end, Dolores‟ dilemma brought her to cheating activity. e. Self-understanding The 2015 English National Examination helped the participants understand themselves. From the process of preparing for the National Examination, two participants could identify their weaknesses in reading (D38; DO27). Three participants also recognized their difficulties in listening which include the difficulties in understanding speakers‟ accent, speakers‟ speed, and technical problems like unclear loudspeakers (B30-B37; S15-S19; DO28-DO29). However, only two participants tried to improve their weaknesses or find strategy to deal with it on the D-day (D3-D7; D39 DO27). Only one participant figured out the aspects they improve because of the National Examination (DO27; DO48-DO51). 2. Summary From the elaboration of the five themes, it can be summarized that, before and during the preparation of the 2015 English National Examination, the participants were affected by their parents, teachers, and friends. Their parents especially affected the participants‟ decision makings. The teachers affected the participants‟ motivation and improvement in English. Meanwhile, friends affected the participants‟ actions and their feelings.

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During and on the D-day of the examination, the participants struggled for their independency. Their independency was reflected on their initiatives, stable motivation, and autonomy. Their independency can be seen from their initiatives to do activities which were not required by others during the preparation. The participants‟ stable motivation was reflected when one of them was faced with teachers whom they consider did not teach well. Even though finding that it was heard to deal with such teacher, most participants were still motivated to study both in class and at home. The participants‟ autonomy was reflected from the way the participants do tasks and examinations by themselves. Graduating was important for the participants. Two participants felt nervous and prepared harder when the examination was still used to determine graduation. They felt relieved and prepared less hard when it was no longer used to determine graduation. Other two participants were not significantly affected by the changing function of the National Examination regarding graduation. However, they kept consistently prepared themselves by studying in and outside school. During the preparation and on the D-day of the National Examination, anxieties dominated the participants. In certain level, the anxiety affected the participants in productive ways. They prepared harder for the examination because of the feeling. Meanwhile, in another level, the anxiety made the participants do unproductive action like cheating. The process of preparing for the National Examination helped the participants understand themselves better. From the process they understood their strengths and weaknesses. They also tried to improve their weaknesses by implementing different learning strategies. After the examination, one of the

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participants realized that she has improved aspects of English because of the National Examination preparation.

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CHAPTER V CONCLUSIONS

This chapter is divided into three parts: research results, implications, and recommendations. This chapter exposes research results and their limitations, research implications regarding the current research results, and recommendations for future researchers related to the current research results.

A. RESEARCH RESULTS This research aims to dig the meaning of the 2015 English National Examination to senior high school students. This research is expected to enrich discussion related to National Examination in particular and English acquisition in general. To those involved in different type of National Assessment in other countries, in National Examination in further future, or in National Examination in different level of education, this research might show different details compared to their lived experience. The participants of this research are also the ex-students who had graduated from Senior High School. Thus, this research results could not cover the lived experience of those who did not pass the senior high school. Since the nature of the current research is phenomenological, this research is able to cover the depth of the phenomenon researched. However, it is not able to cover the lived experience of wider range of participants. This research and each phenomenological research I found had particular design which differentiates it from other phenomenological research reports‟ designs. This might bring the audience to authentic reading experience but in the same time it might also make 136

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it difficult for the audience to find generalization of this research report design and other research reports‟. The meaning found in this research is built by five themes. They are: 1) others’ concern, 2) independency, 3) graduating as focus, 4) anxiety and 5) selfunderstanding. Especially in the process of preparing for the examination, the participants are affected by parents, teachers, and friends. The participants‟ parents especially affected them in decision making. Their teachers affected their motivation and improvement. Meanwhile the participants‟ friends affected their actions and feelings. Most participants considered independency important. Their independency was reflected in their initiatives, their stable motivations, and their autonomy. For half of the participants, graduating was a great deal. That was why they felt nervous, tense, and uneasy when the National Examination was still used to determine graduation. However, when the National Examination was no longer used to determine graduation they prepared less hard. Even though was not affected significantly by the changing function of National Examination regarding graduation, another half of the participants kept preparing themselves consistently for the examination. Anxiety dominated the participants during the preparation and on the D-day of the National Examination. The anxiety includes nervousness, inferiority, doubt and dilemma. These feelings made two of the participants prepared themselves harder with more focus for the National Examination. However, the inferiority

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and doubt made one of the participants cheat on the D-day. Meanwhile, the dilemma of which one of the participants felt also made her get involved in cheating action. The National Examination helped the participants to understand themselves. From the process of preparing for the National Examination, the participants could identify their weaknesses in reading and their difficulties in listening. However, only two participants tried to improve their weaknesses or find strategy to deal with it on the D-day. One participant figured out the aspects they improve because of the National Examination. From the research results, it can be implied that, when dealing with the National Examination, the participants did not see themselves as a part of globalization nor national visions. The participants saw themselves as students. The meaning of the National Examination for the participants is closely attached to their personal surrounds, goals, values, and visions.

B. IMPLICATIONS National Examination still needs to be conducted because the research results show it helped the students sharpen their independency. It also still needs to be conducted because it apparently helped the students understand themselves better (their weaknesses and strengths in English, what they could do to deal with the weaknesses and the aspects they had improved from the attempt they made). However, the policy makers need to consider what the National Examination means to students when making decisions regarding the National Examination, especially when it comes to graduation requirements. The research results show that the students did anything in order to graduate when they consider 138

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requirements to graduate were too hard for them. This has conflicted the vision of National Examination and will keep conflicting if the policy makers neglect the way the students comprehend the examination. Other than that, adults who belong to the closest circles which affected the students should also cooperate to create conducive environment which would help the students to improve themselves in the process of preparing for and working on the National Examination. The research results show that the National Examination caused the participants to be anxious. In certain level, it could motivate them to study harder. However, in exaggerated level, it could make them do unproductive actions like cheating. As the research results show, the parties who affected students the most were schools, parents, and friends. The parents and schools were the parties who were thus most responsible to help the students deal with the examination.

C. RECOMMENDATIONS This research can be used by other parties as one of the consideration they can use to act as individuals or institutions. The students can identify themselves with the research results, reflect their actions, and act with more consideration in the future. The authorities such as the World Bank, the government, and policy makers can use the research results as reflection and insights so that they can make more empathetic policies in the future. Critics can use the research results as reflection and insights to their criticisms. Teachers can use the research results as reflection materials and to use the reflection to teach more empathetically. Future researchers can use the research as inspiration, basis, and references for future research. As seen in Chapter II, from six research reports found on the 139

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National Examination, only one research used phenomenology approach. Future researchers can explore more aspects of the National Examination with phenomenology approach. This research results indeed show meanings of the 2015 English National Examination to the participants as Senior High School students. However, all participants in this research happened to be those who had graduated from Senior High School. Thus, as stated previously above, this research did not have the capacity to advocate those who did not graduate. Future researcher can involve participants who did not graduate from Senior High School in order to widen the advocating capability of phenomenological research, especially in the context of National Examination.

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APPENDICES

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Appendix 1 Interview Questions A. General Main Questions 1. Berapa lama mempersiapkan UN Bahasa Inggris? 2. Apa saja yang kamu lakukan dalam mempersiapkan dirimu untuk UN Bahasa Inggris? 3. = Apakah sempat mengikuti kursus Bahasa Inggris untuk mempersiapkan UN Bahasa Inggris? = Belajar apa saja selama di kursus? = Adakah materi yang menarik perhatian? = Apakah ikut kursus membantumu mengerjakan UN Bahasa Inggris dengan baik? 4. = Apakah Bahasa Inggris merupakan pelajaran yang sulit untukmu? = Apakah kesulitan itu membuatmu menyediakan waktu lebih banyak untuk belajar Bahasa Inggris demi mempersiapkan UN dibanding pelajaran-pelajaran lain? 5. Apakah ada pengalaman menarik selama mempersiapkan UN Bahasa Inggris dan mengerjakannya? 6. Apakah kamu mengalami kesulitan-kesulitan saat mempersiapkan/mengerjakan UN? 7. = Perasaan-perasaan apa saja yang muncul saat mempersiapkan UN Bahasa Inggris dan mengerjakannya? = Apakah kamu tertekan/cemas selama mempersiapkan diri untuk UN Bahasa Inggris? = Apakah kamu bersemangat selama mempersiapkan diri untuk UN Bahasa Inggris? 8. Strategi apa yang kamu tempuh saat mengerjakan UN Bahasa Inggris sehingga hasil yang kamu peroleh bisa maksimal? 9. Bagian UN Bahasa Inggris mana yang paling sulit dan gampang kamu kerjakan? 10. Apakah kamu sempat mencontek saat mengerjakan UN Bahasa Inggris? Mengapa? 11. = Apakah ada teman yang mencontek jawabanmu saat mengerjakan UN Bahasa Inggris? = Apa yang kamu rasakan saat temanmu mencontek jawabanmu? 12. Apakah speaker yang digunakan untuk listening dalam kondisi baik? 13. = Seberapa jauh rumahmu dari sekolah (tempat mengerjakan UN)? = Apakah ini mempengaruhi performamu saat mengerjakan UN? 14. Apakah kamu dalam kondisi sehat (secara fisik dan psikis) saat mengerjakan UN? 15. Adakah hal-hal yang menganggumu selama kamu mengerjakan UN? 16. Apakah UN Bahasa Inggris penting menurutmu? 17. Apakah kamu merasa UN Bahasa Inggris bisa benar-benar mengukur kemampuan Bahasa Inggrismu? 18. Apakah kamu sepakat dengan penyelenggaraan UN Bahasa Inggris? 147

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19. Apakah kamu puas dengan nilai UN Bahasa Inggrismu? Mengapa? 20. Apakah kamu puas dengan usahamu dalam mempersiapkan dan mengerjakan UN Bahasa Inggris? B. Follow-Up and Probing Questions for All Participants 1. Peristiwa berkesan/pengalaman menarik sehubungan dengan (beberapa persitiwa yang disebutkan dalam wawancara pertama)? Apa tepatnya yang dilakukan, dirasakan, dikatakan, dipikirkan saat itu? Kapan? Dimana? Latarnya seperti apa? 2. Mengapa memutusan melakukan tindakan tertentu, merasakan perasaan tertentu, mengatakan hal tertentu, memikirkan hal tertentu pada saat tertentu? 3. Apa pengaruh (perasaan yang kemudian muncul, cara pandang, tindakan, manfaat) dari tindakan yang dilakukan, perasaan yang muncul, perkataan, dan pikiran pada saat tertentu pada masa depan (untuk UN sendiri dan di luar UN)? C. Follow-up and Probing Questions for Each Participant 1. Questions for Dylan 1. Kamu bilang di Kelas X kamu nggak serius belajar, masih dolan-dolan. Berarti belajarnya seperti apa? Sama sekali nggak belajar atau? 2. Drilling: selain untuk UN, manfaatnya untuk apa lagi? 3. = Menurutmu tips membaca soal dulu baru teks itu ada bagusnya tapi juga menyulitkan. = Apakah kamu melakukan tips yang membaca soal dulu baru teks saat mengerjakan UN? Selain untuk UN, manfaatnya untuk apa lagi? 4. = Bagaimana proses belajar di tempat kursus? = Proses yang mana yang bermanfaat untuk UN? = Kamu bilang Kamu berkembang di vocab dan grammar saat belajar di tempat kursus. Seperti apa perkembangan itu? 5. = Perasaan deg-degan dan tegang dalam persiapan UN itu muncul saat ngapain? = Terakhir merasakan itu saat kapan inget nggak? = Perasaan deg-degan dan tegang itu menciptakan dampak apa saja waktu itu? = Mengapa pikiran bahwa Kamu melakukan semuanya demi kemuliaan Tuhan itu membuat Kamu lebih tenang saat persiapan UN? 6. = Apakah kamu menyesal setelah memutuskan masuk IPA dan saat menjalaninya? = Mengapa waktu itu kamu lebih mengikuti bapak daripada keinginanmu sendiri? = Apakah sebenarnya kamu sepakat dengan pendapat bapakmu waktu itu (bahwa IPA lebih menantang dari pada Bahasa)? 148

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= Apa yang sebenarnya kamu rasakan waktu bapak menyarankan kamu untuk masuk IPA? = Apakah ada pergulatan dalam diri kamu? Jika ya, sampai kapan pergulatan itu terjadi? = Saat kamu akhirnya memutuskan untuk masuk IPA, apakah pergulatan itu masih ada? = Kamu bilang begitu masuk IPA cara pandang kamu terhadap belajar (sekolah) jadi berubah: jadi untuk lulus saja. Apakah ini dampak dari pergulatan dalam diri kamu karena mengambil jurusan yang sebenarnya tidak kamu senangi? = Apakah kamu menyesal memilih masuk IPA? Kalau ya, apakah penyesalan itu kamu rasakan saat SMA? 7. Kamu bilang (di awal SMA, saat UN masih dijadikan sebagai syarat kelulusan) kamu merasa UN tidak adil. Apakah perasaan itu berpengaruh terhadap persiapan UN Bahasa Inggrismu? 8. = Kamu bilang waktu belajar Bahasa Inggris (mulai kelas XI saat masuk IPA) berkurang karena kamu lebih fokus belajar IPA. Apakah itu membuat kamu cukup cemas dengan skor UN Bahasa Inggris yang mungkin kamu peroleh? = Apa yang kamu rasakan saat itu (saat memutuskan dan kemudian menjalani keputusan sehubungan dengan waktu belajar Bahasa Inggris yang lebih sedikit)? = Kamu bilang hal ini terjadi karena kamu belum bisa mengatur waktu dengan baik. Apakah ada sebab lain, seperti misalnya, tekanan yang kamu rasakan karena masuk jurusan yang tidak kamu senangi? = Apakah pengalaman itu kemudian membuat kamu mempunyai motivasi untuk bisa mengatur waktu dengan lebih baik? 9. = Kamu bilang kamu lebih santai saat mengetahui kalau UN tidak lagi dijadikan sebagai standar kelulusan. Bagaimana hal itu mempengaruhi persiapan UN Bahasa Inggris kamu? = Apakah ada perubahan (persiapan berkurang/bertambah)? = Seperti apa persiapanmu sebelum mengetahui hal ini? = Seperti apa persiapanmu setelah mengetahui hal ini? 10. Kamu bilang kamu lebih senang kalau kelulusanmu ditentukan oleh sekolah dan bukan pemerintah karena sekolah lebih mengetahui kemampuanmu. Apa saja yang menurutmu diketahui pihak sekolah dan tidak diketahui pihak luar? 11. = Film apa yang sering kamu tonton sembari mempelajari vocab? = Kamu bilang kamu menonton setiap hari: pagi, siang, sore, malam? 12. Apakah kamu mengalami kesulitan berarti dalam pengerjaan listening UN Bahasa Inggris? 13. = Apakah kamu punya pengalaman berkesan di kelas guru di Kelas XI selama persiapan UN Bahasa Inggris? = Apa yang kamu rasakan selama belajar di kelas guru itu? = Bagaimana guru itu mengajar grammar di kelasmu? 149

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= Tugas apa yang biasa diberikan? = Bagaimana kamu mengerjakan tugas-tugas itu? = Perubahan (dalam kemampuan Bahasa Inggris) seperti apa yang kamu rasakan sebelum dan setelah Kelas XI? = Bagaimana perubahan itu mempengaruhi persiapan UN-mu dan pengerjaan UN Bahasa Inggrismu? 14. = Pengetahuan Bahasa Inggris apa saja yang menurutmu dikuasai oleh guru Kelas XII? = Apakah kamu punya pengalaman berkesan dengan guru Bahasa Inggris Kelas XII selama persiapan UN Bahasa Inggris? = Apa yang kamu rasakan selama belajar di kelas guru ini? = Bagaimana guru ini mengajar di kelasmu? = Tugas apa yang biasa diberikan? = Bagaimana kamu mengerjakan tugas-tugas itu? = Perubahan (dalam kemampuan Bahasa Inggris) seperti apa yang kamu rasakan sebelum dan setelah ikut kelas Bahasa Inggris di Kelas XII? = Bagaimana perubahan itu mempengaruhi persiapan UN Kamu dan pengerjaan UN Bahasa Inggrismu? = Kamu bilang kamu berkembang di grammar dan listening. Seperti apa perubahan itu (sebelum dan sesudah Kelas XII)? 15. Kamu bilang kalau gurunya enak kamu akan belajar dengan lebih maksimal dan kalau gurunya tidak enak tidak akan mempengaruhi ketertarikan kamu dalam belajar Bahasa Inggris. Lebih maksimal itu misalnya yang seperti apa? 16. = Kamu bilang begitu mendekati UN persiapannya lebih banyak di grammar dan reading. Mengapa? = Dengan cara seperti apa kamu mempersiapankan diri di grammar dan reading? = Apa perbedaan persiapan yang kamu lakukan sebelum dan setelah mendekati UN? 17. = Perasaan apa yang mendominasimu saat pengerjaan UN Bahasa Inggris? = Saat mengerjakan reading sembari rekaman listening diputar, apakah ada ketakutan ketinggalan rekaman? = Apakah strategi itu memang sudah kamu rencanakan sebelum UN Bahasa Inggris? = Kalau ya, apakah strategi itu menurutmu berhasil kamu terapkan? 18. = Kamu bilang kamu membaca pertanyaan dulu baru membaca teks saat mengerjakan reading. Apakah menurutmu cara ini efektif? = Kamu juga bilang kamu cukup banyak melakukan pengulangan di reading? = Apakah ini membuat kamu jenuh/bosan, atau ada perasaan lain yang kamu rasakan? = Apakah kendala ini memotivasi kamu melakukan perbaikan tertentu setelah UN?

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19. Kapan tepatnya kamu menyadari kalau kamu lemah di reading? Ketika menyadari kelemahan itu, apakah kamu melakukan usaha khusus untuk mengatasinya? 20. = Kamu bilang kamu belum puas dengan proses belajar mempersiapkan UN (terutama di vocab, dan karena kamu merasa masih belum fasih di listening). Persiapan seperti apa yang sebenarnya ideal menurut kamu? = Kefasihan seperti apa yang sebenarnya ideal menurutmu? 21. = Saat ada kebocoran UN itu kamu tidak menggunakannya untuk UN Bahasa Inggris. Mengapa kamu tidak memanfaatkan kesempatan itu seperti yang kamu lakukan di pelajaran-pelajaran lain? = Apakah kamu merasa bangga dengan hal ini, atau ada perasaan lain yang kamu rasakan? = Kamu bilang UN itu adalah tantangan hidup dan mereka yang memanfaatkan kebocoran berarti tidak bisa menjawab tantangan itu dengan baik. Apakah kemudian bisa dikatakan kalau kamu bisa menjawab tantangan dengan baik di Bahasa Inggris tapi tidak di mata pelajaran lain? = Kamu juga bilang pilihan dalam menjawab tantangan itu menentukan seseorang ke depannya. Pengaruh apa yang kamu rasakan lewat pengalaman itu (memanfaatkan dan tidak memanfaatkan kebocoran)? = Bagaimana pengalaman itu membentuk dirimu ke depan? = Apakah kamu merasa UN bisa mengukur kemampuan Bahasa Inggrismu karena kamu murni mengerjakannya sendiri? 22. Kamu bilang dibanding UN SD dan SMP kamu lebih tenang waktu menghadapi UN SMA karena kamu merasa perangaimu sudah lebih baik dibanding (terutama) saat SD. Tapi saat kelas X dan XI kan belum ada pemberitahuan bahwa bukan UN yang menentukan kelulusan. Artinya kelulusan kamu tidak bisa ditentukan oleh kelakuan baik kamu. Mengapa kamu merasa tenang karena berperilaku lebih baik dibanding SD? Bagaimana ketenangan itu mempengaruhi persiapan kamu? 23. Kamu bilang UN tidak penting karena tidak berhubungan dengan impian yang ingin kamu capai. Apakah maksudmu impian sebagai penerjemah? Bukankah impian itu muncul setelah UN? Apakah kesadaran ini kamu rasakan setelah UN selesai? 24. Sehubungan dengan metafor makanan pembuka, inti, dan penutup, apakah bisa dikatakan kalau UN (SMA, atau UN SD dan SMP ) itu melengkapi seluruh proses belajarmu sejak kecil? Berarti UN itu tidak sepokok proses belajar itu sendiri? 25. = Apa yang kamu rasakan begitu melihat hasil UN Bahasa Inggrismu? = Kamu bilang penyajian hasil UN itu sangat detil. Di Bahasa Inggris, seperti apa hasilnya? = Apakah hasil tersebut memotivasi kamu untuk melakukan/tidak melakukan hal tertentu di masa depan?

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2. Questions for Baez 1. Peristiwa berkesan/pengalaman menarik sehubungan dengan: - Rutinitas sehari-hari selama persiapan UN. - Persiapan yang dilakukan sendiri sejak kelas 3 semester 2: mempelajari dan mengunduh soal UN dari tahun sebelumnya. - Persiapan dari sekolah. - Bimbel. - Guru les (guru yang paling banyak membantu dalam persiapan UN Bahasa Inggris). - Interaksi dengan teman-teman di tempat les. - Interaksi dengan teman-teman di sekolah. = Apa tepatnya yang dilakukan, dirasakan, dikatakan, dipikirkan saat itu? Kapan? Dimana? Latarnya seperti apa? = Mengapa memutusan melakukan tindakan tertentu, merasakan perasaan tertentu, mengatakan hal tertentu, memikirkan hal tertentu pada saat tertentu? = Apa pengaruh (perasaan yang kemudian muncul, cara pandang, tindakan, manfaat) dari tindakan yang dilakukan, perasaan yang muncul, perkataan, dan pikiran pada saat tertentu pada masa depan (untuk UN sendiri dan di luar UN)? 2. = Kamu bilang kamu lebih leluasa bertanya saat les. Apa saja yang pernah kamu tanyakan saat les? = Kamu juga bilang biasanya sharing dengan guru les. Apa saja yang pernah kamu share-kan dengan guru les? = Kamu juga bilang guru les memberi tahu hal-hal yang tidak pas. Apa, misalnya? Reaksi apa yang muncul saat guru lesmu mengoreksimu? 3. = Kamu bilang kamu sering merasa kesulitan di listening. Kesulitan seperti apa yang pernah/sering kamu hadapi saat listening? = Sejak kapan kamu menyadari kalau kamu kesulitan di listening? = Apa yang kamu rasakan sehubungan dengan kekurangan itu? = Apa yang kamu lakukan ketika kamu menyadari itu? = Apa yang kamu rasakan sehubungan dengan tindakanmu itu? 4. Dalam listening, perubahan apa yang kamu rasakan setelah UN dibanding sebelum persiapan UN? 5. = Saat tryout, speaker-nya orang Indonesia, saat UN speaker-nya native. Seberapa menganggu perbedaan itu? = Kapan kamu menyadari itu? = Tepat saat listening/setelah listening/setelah UN selesai? = Apa yang kamu rasakan ketika menyadari itu? 6. Kamu bilang kamu mencontek saat UN Bahasa Inggris. Bagaimana kamu mencontek? 7. = Bagaimana teman-teman mencontekmu? = Saat kapan kamu akhirnya memutuskan untuk mencontek (sebelum hari H/saat hari H)? 152

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8. = Kamu bilang kamu mencontek karena merasa paling nggak bisa Bahasa Inggris. Sejak kapan kamu merasa kamu tidak bisa Bahasa Inggris? = Apa yang kamu rasakan sehubungan dengan kesadaran bahwa kamu tidak bisa Bahasa Inggris? = Apa yang kamu lakukan ketika menyadari hal itu, terutama selama persiapan UN Bahasa Inggris SMA? 9. = Saat cemas waktu listening di Hari H UN itu, kamu bilang Kamu mencoba tenang. Kecemasan seperti apa? = Apakah kamu melakukan sesuatu hal tertentu agar kamu merasa lebih tenang? 10. = Kamu bilang kamu menjalani saja persiapan UN. Menjalani saja itu seperti apa? = Mengapa kamu melakukan itu? 11. = Menurutmu UN tidak bisa mengukur kemampuanmu karena apa yang kamu siapkan beda dengan yang diujikan. Kamu bilang hal ini membuatmu merasa down tapi juga tertantang. Kapan tepatnya kamu merasakan hal itu (saat/setelah UN)? = Tindakan apa yang kamu ambil sehubungan dengan perasaan down dan tertantang itu? 12. = Kamu bilang orang tuamu lebih banyak berperan menenangkanmu dalam persiapan UN. Apa saja yang orang tuamu lakukan/katakan? 13. = Kamu bilang UN membuatmu berusaha lebih keras dibanding UAS. Usaha seperti apa yang kamu lakukan saat mempersiapkan UAS? = Usaha seperti apa yang kamu lakukan saat mempersiapkan UN dan berbeda dengan apa yang kamu lakukan saat mempersiapkan UAS? = Mengapa kamu berusaha lebih keras untuk persiapan UN? Apa pengaruhnya buatmu? 14. = Kamu bilang UN membuat kemampuan reading-mu (terutama yang berhubungan dengan narrative text) meningkat. Seperti apa beda kemampuanmu sebelum persiapan UN dan setelah UN? = Persiapan macam apa yang membuat kemampuan reading-mu meningkat? = Mengapa persiapan itu dilakukan? 3. Questions for Sting 1. Persiapan UN yang santai itu yang seperti apa? 2. = Kamu bilang persiapan serius baru kamu lakukan di Bulan Januari. Sebelum Januari persiapannya seperti apa? = Persiapan serius yang dimulai Januari itu seperti apa? 3. = Kamu bilang kamu mempersiapkan UN dengan santai karena UN tidak berbobot (tidak dipakai untuk menentukan kelulusan). Apakah berbobot kemudian kamu maknai sebagai: dipakai untuk menentukan kelulusan? = Apakah ada sebab lain yang membuat kamu mempersiapan UN dengan santai? 153

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4. Kamu bilang kamu mempersiapkan UN sendiri dengan cara mempelajari soal-soal? 5. Kamu bilang kamu mempersiapkan diri seperti biasa (salah satunya dengan berdiskusi). Apa saja yang pernah kamu diskusikan dengan teman maupun guru selama persiapan UN? 6. Salah satu hal yang kamu lakukan saat persiapan juga bertanya pada guru. Apa saja yang seingat kamu pernah kamu tanyakan pada gurumu? 7. Seperti apa rutinitasmu di sekolah? 8. = Kamu bilang listening adalah salah satu ketrampilan Bahasa Inggris yang sulit buatmu. Kesulitan seperti apa yang pernah/sering kamu hadapi saat listening? = Sejak kapan kamu menyadari kalau kamu kesulitan di listening? = Apa yang kamu rasakan sehubungan dengan kekurangan itu? 9. = Kamu bilang kamu mengatasi kesulitan itu dengan mengandalkan persiapan dari sekolah. Seperti apa persiapan listening yang diberikan sekolah? = Mengapa kamu tidak belajar listening sendiri juga? 10. = Dalam listening, perubahan apa yang kamu rasakan setelah UN dibanding sebelum persiapan UN? = Kamu bilang persiapan yang diberikan oleh sekolah cukup untuk membantumu mengatasi kesulitan dalam listening. Kesulitan yang mana yang berhasil diatasi oleh pelajaran listening dari sekolah? 11. = Kamu bilang kamu merasa kesulitan di listening saat UN karena speakernya beraksen British dan bukan Amerika seperti biasa. Saat kapan kamu menyadari itu (saat UN/setelah UN)? = Apa reaksimu saat pertama mendengarkan suara speaker saat UN? = Saat menyadari bahwa speakernya British (saat UN) Apa yang kemudian kamu rasakan/lakukan/pikirkan/katakan ketika mengetahui bahwa speaker-nya British? = Apakah hal ini mempengaruhi pengerjaan reading-mu juga? = Berarti dalam keseharian dan saat persiapan UN Kamu lebih banyak bersentuhan dengan American English? Sejak kapan itu? = Saat kapan kamu intens mendengarkan native speaker yang beraksen Amerika? = Saat kapan Kamu intens mendengarkan native speaker beraksen Inggris? = Apakah pengalaman itu kemudian memotivasi kamu untuk lebih banyak mendengarkan lisan Bahasa Inggris yang beraksen Inggris atau memotivasi kamu untuk melakukan hal lain? 12. = Kamu juga bilang saat listening speaker-nya bicara cepat. Mengapa kamu kesulitan memahami speaker yang bicara cepat? = Seperti apa reaksimu ketika menyadari speaker-nya bicara lebih cepat dari biasanya? = Apakah kamu memang tidak terbiasa mendengarkan teks lisan Bahasa Inggris yang diungkapkan dengan cepat?

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= Apakah pengalaman itu kemudian memotivasi kamu untuk lebih banyak belajar listening, atau memotivasi kamu untuk melakukan hal lain? 13. = Kamu bilang kamu juga kesulitan memahami vocabulary saat UN. Vocab apa/yang seperti apa yang tidak bisa kamu pahami? = Apakah itu ada di bagian teks, atau sinonim, atau yang lain? = Apa yang kamu rasakan/lakukan/katakan/pikirkan saat merasa kesulitan memahami vocab itu? = Mengapa menurutmu kamu kesulitan memahami vocab saat UN? = Apakah ini memotivasi kamu untuk belajar vocab lebih banyak atau memotivasi kamu untuk melakukan hal lain? 14. = Kamu bilang kamu merasa puas dengan hasil UN. Sepuas apa? = Apakah ada target yang ingin kamu capai? = Apakah target itu tercapai? = Apakah hasil UN malah melebihi ekspektasi? 15. = UN kan ada 3 sesi tes (pagi, siang, sore). Kamu dapat jadwal yang mana? = Apa yang kamu rasakan begitu tahu jadwal UN? = Kamu lebih suka yang mana sebenarnya? Kenapa? = Apakah menyukai sesi yang didapat? Mengapa? 16. Perasaan/tindakan/pikiran/perkataan yang muncul begitu tahu UN yang akan dijalani berbasis komputer? 17. Perasaan/tindakan/pikiran/perkataan yang muncul begitu tahu UN-nya di aula? 18. Kontribusi/pengaruh seperti apa yang kamu dapatkan dari guru/teman selama proses persiapan UN? 4. Questions for Dolores 1. Seperti apa rutinitas sehari-harimu selama persiapan UN? 2. Bagaimana perbedaan persiapan saat di kelas reguler dan di kelas tambahan? 3. = Selain mempelajari soal-soal UN, adakah persiapan lain yang kamu lakukan? = Berapa jam per hari? = Kamu bilang kemampuan tenses dan vocabularymu meningkat karena persiapan secara drilling? = Bagaimana peningkatannya? 4. = Apa saja yang sering kamu diskusikan dengan guru (di kelas, pelajaran tambahan, maupun English Club)? = Berapa lama berdiskusi? = Pada saat kapan? = Kondisi apa yang akhirnya membuat kamu sering/nyaman berdiskusi dengan guru? = Dengan guru mana paling intens berdiskusi? Mengapa? 5. = Pada saat kapan berdiskusi dengan teman/junior? = Berapa orang setiap berdiskusi? 155

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6.

7.

8.

9.

= Apa saja yang didiskusikan? = Tiga orang yang sering kamu bantu itu siapa saja (di kelas maupun di English Club)? = Berapa orang junior yang sering kamu bantu? Kesulitan apa yang dihadapi teman/juniormu? = Solusi/masukan seperti apa yang kamu berikan? = Peningkatan (materi seperti) apa yang kamu alami dari proses berdiskusi dengan teman/junior? = Apa dampak dari kebiasaanmu membantu teman/junior untuk UN/setelah UN? = Selain menguasai materi dengan baik dan mampu menjelaskannya dengan baik pula, seperti apa sosok guru yang mengajarmu di kelas XI? = Apakah kamu ingat suatu materi tertentu yang pernah dijelaskan dengan baik oleh guru ini? = Apa yang kamu rasakan saat belajar Bahasa Inggris di Kelas XI? = Peningkatkan seperti apa yang kamu rasakan karena cara mengajar guru di Kelas XI? = Apa pengaruh (bisa baik/buruk) yang kamu rasakan dari pengajaran guru di Kelas XI (baik untuk UN maupun setelah UN)? = Seperti apa sosok guru Kelas XII? Selain memperdalam vocab, memperhatikan konteks, tips apa lagi yang diberikan oleh guru di kelas XII? = Apakah kamu menjalankan tips-tips yang diberikan oleh guru tersebut? = Apakah tips-tips tersebut efektif? = Manfaat apa yang kamu rasakan dengan mengikuti tips-tips itu (jika Kamu mengikuti tips)? = Kamu juga bilang guru di kelas XII sering menenangkan siswa dengan meminta para siswa fokus. Apakah hal tersebut membuatmu merasa lebih tenang? = Apa lagi pengaruh yang muncul dari motivasi gurumu itu? = Kamu bilang Kamu cenderung lebih tenang dalam mempersiapkan Bahasa Inggris dibanding Matematika. Seperti apa perbedaan dalam mempersiapkan diri untuk UN Bahasa Inggris dibanding untuk UN Matematika? = Apakah kamu merasa kemampuan Bahasa Inggrismu cukup baik? Jika ya, sejak kapan kamu merasakan hal ini? = Apa yang membuat kemampuan Bahasa Inggrismu baik? = Apakah kamu berusaha untuk meningkatkan kemampuan Bahasa Inggrismu meskipun kamu tahu kemampuan Bahasa Inggrismu sudah cukup baik? = Atau, apakah kamu cenderung lebih santai saat belajar Bahasa Inggris karena menyadari hal ini? = Berapa hasil TO se-kabupatenmu waktu itu? = Berapa selisihnya dengan nilai standar UN? = Berapa lama jarak antara TO dengan US? = Seperti apa persiapan yang kamu lakukan untuk US? = Seperti apa persiapan yang kamu lakukan untuk TO se-kabupaten? 156

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= Apakah kamu menyesali persiapan untuk TO se-kabupaten yang tidak begitu matang itu? = Apa yang kamu lakukan/rencanakan begitu tahu hasil TO yang kamu dapat anjlok? = Apakah itu berpengaruh pada persiapan untuk UN selanjutnya dan pada saat pengerjaan UN? = Kamu bilang kamu juga merasa malu karena sebagai anggota English Club kamu semestinya tidak mendapat nilai Bahasa Inggris yang jelek. Apakah kamu memang selalu mendapat nilai Bahasa Inggris yang baik? = Apakah ini salah satu faktor yang menyebabkan kamu tidak terlalu panik dalam mempersiapkan UN Bahasa Inggris? 10. = Kamu bilang bahwa Mama bilang ke kamu kalau UN adalah saat di mana kamu bisa menunjukkan bahwa kamu memiliki kemampuan Bahasa Inggris yang baik (tidak hanya dalam speaking saja, tapi secara tertulis juga). Reaksi apa yang kamu rasakan ketika Mama mengatakan hal itu? = Bagaimana pengaruh ucapan Mama itu pada proses persiapanmu dan pengerjaan UN Bahasa Inggris? 11. Kamu bilang kamu cukup puas dengan hasil UN Bahasa Inggris yang kamu peroleh. Puas dalam hal apa? Mengapa ada rasa puas dalam hal itu? 12. = Kamu bilang kamu tidak teliti saat mengerjakan UN (mengganti jawaban yang sebenarnya tidak perlu diganti). Mengapa menurutmu hal itu terjadi? = Apakah penyesalanmu sehubungan dengan ketidak-telitian Kamu itu mengubah sesuatu hal dalam dirimu? 13. = Seperti apa kronologi momen di mana gurumu mengatakan kepada anak-anak yang pintar = Bahasa Inggris untuk memberi contekan kepada yang tidak bias? = Seperti apa pandanganmu terhadap gurumu setelah dia mengatakan hal itu? = Apakah ada perubahan? = Apa saja yang berubah setelah gurumu berkata seperti itu? = Setelah mendengar pernyataan itu dari gurumu, apakah ada pertentangan dalam hatimu? = Mengapa kamu merasa sombong kalau tidak memberi contekan kepada teman-teman setelah gurumu memintamu (secara tidak langsung) untuk memberikan contekan? = Jika ya, berapa lama pertentangan itu terjadi? = Apa yang kamu pikirkan selama merasakan pertentangan itu? = Apa yang kamu lakukan? = Kapan kamu akhirnya memutuskan untuk memberi contekan kepada teman-teman? = Apakah saat memberi contekan di Hari H, masih ada perasaan campur aduk yang kamu rasakan? 14. = Tepatnya ada berapa teman yang mencontekmu dengan bertanya langsung ke kamu dan yang tertangkap mencontek olehmu meskipun mereka tidak bertanya langsung padamu? 157

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= Ada berapa orang yang akhirnyamu beri jawaban? = Bagaimana cara mereka mencontek? = Bagaimana caramu memberikan contekan? = Kamu bilang kamu membatasi jumlah orang yang kamu beri contekan. Kapan kamu memutuskan ini (sebelum/saat UN)? = Mengapa Kamu memberi batasan jumlah orang yang kamu beri contekan? = Kamu juga bilang ada teman yang mencontek saat listening dan waktu itu kamu mengatakan butuh waktu untuk mengerjakan dulu. Berapa orang yang bertanya padamu pada sesi listening ini? = Kamu juga bilang konsentrasimu terganggu saat kawan-kawan bertanya di sesi listening. = Bagaimana gangguan itu mempengaruhi konsentrasimu? = Apa yang kamu lakukan setelah pertanyaan yang diberikan teman-teman di sesi listening itu? 15. = Kamu bilang seorang teman yang sering kamu bantu selama persiapan mencontek Kamu di Hari H? Bagaimana dia mencontek dan bagaimana kamu memberikan contekan? = Apa yang kamu rasakan saat temanmu ini mencontek? 16. = Kamu juga bilang ada seorang teman lain yang tampaknya mencontek semua jawabanmu secara diam-diam. Bagaimana ceritanya sampai akhirnya kamu menangkap basah teman ini mencontek? = Selain mengatakan padanya untuk minta ijin dulu, sebelum mencontek, apa lagi yang kamu lakukan/katakan? = Kamu bilang kamu kesal dengan perbuatan temanmu ini karena dia mencontek semua jawabanmu. = Apakah kamu tidak akan merasa sekesal itu kalau teman ini meminta ijin dan tidak menyalin semua jawabanmu? 17. = Apakah ada rasa menyesal setelah UN selesai karena kamu sempat memberi contekan kepada teman-teman? = Apakah sebelumnya kamu juga sering memberi contekan? Apakah sebelumnya kamu pernah mencontek? = Bagaimana pengalaman memberi contekan itu mempengaruhi hidupmu kemudian? 18. = Kamu bilang UN Bahasa Inggris SMA lebih sulit karena kita jawaban dari soal yang diberikan tidak langsung bisa kita temukan dalam teks (harus dianalisa dulu). Kapan tepatnya kamu menyadari hal ini? = Apakah ada momen/peristiwa/pengalaman khusus yang membuatmu menyadari hal ini? = Begitu mengetahui hal ini, apakah ada perubahan dalam persiapan UN Bahasa Inggrismu? = Apakah kesadaran akan hal ini juga membantumu dalam memahami teks-teks Bahasa Inggris (di luar UN)? 19. = Kamu bilang persiapan UN Bahasa Inggris membuatmu menyadari kelemahanmu dalam Bahasa Inggris tertulis (terutama scanning dan vocabulary). Kapan tepatnya kamu menyadari hal ini? 158

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= Apakah ada momen/peristiwa/pengalaman khusus yang membuatmu menyadari hal ini? = Begitu menyadari hal ini, apakah kemudian ada persiapan khusus yang kamu lakukan? = Seperti apa kemampuan reading/scanning/vocab-mu sebelum persiapan UN? = Seperti apa peningkatan reading/scanning/vocab-mu setelah UN? 20. = Kamu bilang soal UN tahun 2015 lebih sulit vocab-nya dibanding UN sebelumnya. Apakah kamu menyadari ini saat mengerjakan UN? = Jika ya, bagaimana reaksimu ketika menyadari hal ini di tengah pengerjaan UN? = Apakah strategi pengerjaan UN-mu berubah? = Apa yang kamu rasakan ketika menyadari hal ini? Jika tidak, kapan kamu menyadari hal ini? = Apakah hal ini kamu sadari setelah mengerjakan UN? Jika ya, apakah fakta itu memotivasimu untuk melakukan suatu hal tertentu?

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Appendix 2 Invariant Constituent Clustering and Thematizing I D B S DO

: Interviewer : Dylan : Baez : Sting : Dolores

Some transcriptions regarding the participants‟ personal information were sensored. 1. Dylan’s Invariant Constituent Clustering and Thematizing Theme Preparation

Sub-theme In general

At home

At school

Meaning Units Jadi bisa dibilang kelas XI itu aku bener-bener mempersiapkan. Kelas XI itu baru mulai serius itu. Kelas 1 enggak. Kelas 1 aku masih dolandolan. Apa ya? Nggak serius untuk, apa, menanggapi studi. Sejak Kelas XI tu aku lebih suka ke ini sih, apa namanya, vocab tu lho. Lima vocab setiap hari Itu, e, dulu pas aku SMP dapet guru juga, namanya Maam *** (nama guru Bahasa Inggris SMP Dylan). Maam *** (nama guru Bahasa Inggris SMP Dylan) itu dari *** (nama guru Bahasa Inggris SMP Dylan). Nah, beliau itu ngajari aku kalo, apa namanya, mau mempelajari Bahasa Inggris, apalagi menguasainya, ya minimal kuncinya ada di vocab. Itu pernah kemarin di akhir kelas 3, tepat, pokoknya setelah liburan UN. SMP. Habis itu, SMA pun lanjut tapi nggak rutin. Ada jadwal khusus. Tapi bukan belajar. Sehari aku harus nonton satu film. Akhirnya tak fokusin di nonton film tanpa subtitle. Waktu itu sih aku, menyiasatinya itu dengan cara, film. Nanti apa namanya, film Bahasa Inggris. Habis itu nanti aku cari vocab-vocab yang ada. Oh, ada, ada. Soal ya, biasanya kalo Bahasa Inggris tu seminggunya tiga kali. Itu terdiri dari, apa namanya, grammar bisa berupa soal pilihan ganda, soal uraian. Uraian tu nanti bisa cerita, bisa menjawab pertanyaan singkat. Dari bacaan, lalu tes kedua itu biasanya dari Listening. Sama tes ketiga campuran. D: Efektif banget (Drilling). I: Tapi kalo kamu merasa, kamu tetep nyaman juga ya dengan itu ya? D: Ya mungkin karena ini, sih. Karena aku di 160

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At course

XIth Grade

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IPA gitu, lho. IPA kan terbiasa rumus, kerjain. Lebih ke cara pendek, apa ya, singkat-singkat gitu.” Enak tu ngajarnya. Tapi sayangnya itu cuma dapet di kelas XI. Jadi udah kayak sahabat sendiri. Suka diajak ngobrol temen-temen, diajak nongkrong di burjo. Tapi di luar itu memang Pak Deni sendiri mampu membawakan dengan baik. Baik dari pronunciationnya, itu jelas. Dia menyampaikan kompleksitas grammar tu bisa ditangkap sama setiap murid. Makanya hasilnya pun maksimal. Tapi sayangnya itu cuma dapet di kelas XI. Di Kelas XII gurunya kurang. Di Kelas XII gurunya kurang. Kalo di kelas sih ya, tetep, tetep ngikuti kayak yang dikasih guru sih. Tapi kadang kalo udah, wah ini materinya udah pernah tak pelajari. Ya udah aku coba, coba apa ya, ngeliat materi yang belum tak dong atau tanya sama temenku yang lebih pinter Bahasa Inggrisnya. Bahkan liat-liat pelajaran IPA malahan. Karena, jadi ada tes dari pihak *** (nama tempat kursus Bahasa Inggris Dylan), kalo misalnya lulus itu dikursusin di *** (nama tempat kursus Bahasa Inggris Dylan) dulu, selama berapa ya? Setahun. Gratis. Nah, apa, enam bulan pertama gratis. Enam bulan kedua tu mbayar. Karena kita tu tanggapan pertama kita UN, wah ini tiga tahun belajar kita ditentukan dalam waktu tiga hari. Rasanya kayak, wah, kayak apa banget. Nggak adil banget to. Dari belajar kan ada yang namanya proses. Proses itu kan nggak bisa dinilai cuma dalam waktu tiga hari. Yaudah, akhirnya harus tetep dijalani. Awalnya, iya, deg-degan. Dan tegang saat mempersiapkan UN. I : Jadi kamu was-wasnya itu di kelas sebelumnya? D: Iya... I : Di kelas 3 awal? D: Iya. Di kelas XI awal sampe di kelas XII awal. I : Deg-degan dan serius gitu ya? D: Iya... Apalagi di IPA kan berat. Tapi lepas dari itu emang, aku tak bawa untuk, ya semua itu tak lakukan demi kemuliaan Tuhan. Jadi lebih tenang rasanya. 161

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No longer used to determine students‟ graduation

Leaked exam questions

I : Untuk ngatasin kecemasanmu waktu itu apa yang kamu lakukan? D: Belajar tentunya. Persiapan. E... Belajar sama ya... Ada. Ada waktu khusus tu ketika bisa ngajarin temen-temen juga. Jadi kan lebih inget ilmunya. Jadi yang bener-bener aku, jadi gampangannya aku, dari pertama kali masuk IPA, dari awal itu aku emang udah desperate, udah harus, apa ya? Butuh more effort itu tu ya di pelajaran ini, Biologi sama Fisika. Harus bisa menuntaskan IPA. Makanya, tak akui memang, waktuku di IPA tu bener-bener tersedot. Jadi nggak cuma Bahasa Inggris belakangan (yang dipersiapkan). Jadi semua pelajaran waktu itu (di luar IPA) emang, apa ya, porsinya tak bikin sedikit gitu lho. Jadi nilainya ya nilai pas-pasan antara 7 sampai 8. I : Tapi kamu merasa itu masalah nggak buatmu sendiri, waktu itu? Waktu kelas 3 itu? Kamu kan merasa ingin, sebenernya menyenangi Bahasa to? Sedangkan kamu di kelas 3 itu harus fokus ke IPA, gitu. Kamu merasa itu sebenernya masalah buat kamu atau ya kamu menganggap itu bagian dari tantangan yang harus kamu jalani, gitu. D : Kalo waktu itu ya? Ya, masalah. Jadi, ya, nggak, apa ya? Bukan jadi tantangan. Aku harus bisa lebih. Sekalipun aku IPA tapi Bahasaku tetep harus bagus. Itu, nggak. Nggak kayak gitu malah kayak jadi lebih ke beban. Dua-duanya. Sekalipun aku IPA tapi Bahasaku tetep harus bagus. Itu, nggak. Dan akhirnya baru setelah masuk kelas XII, baru tak ketahui dari pihak Kemendikbud kalo nggak dipakek kelulusan. Tapi kelulusan itu dari Ujian Sekolah. Jadi udah, udah nggak niat lagi. Udah lepas bebas. E, kalo aku lebih merasa puas karena sekolah berani mengambil keputusan. Ni yang buat besok, besok itu kan Hari Senin ujiannya Kimia sama Bahasa Indonesia. Kita Minggu itu kita ngerjain soal yang disharekan. Biasa buat latihan. Cari jawabannya. Udah tau jawabannya gini. Setelah Senin kita mulai Ujian Nasional ternyata sama persis ketika kita kerjakan di Minggu sore. Berapa paket. Tapi kan kita kelima paket ABCDE itu di share semua di Minggu sore itu. Jadi kita menguasai semua secara garis besar. Jadi kita tahu, persis 162

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2015 English National Examination

Learning as Listening a process/Self understandding

Independency

Self understanding

Self understanding/ Watching movies Teacher

Reading

banget, yang keluar di UN. Dan tegang saat mempersiapkan UN tapi ketika ada berita bahwa UN nggak dipakai untuk kelulusan, jadi, apa ya? Jadi lebih tenang dan nyante. Apa lagi itu, faktor pertama. Faktor kedua ada kebocoran. D: Jadi makek itu to? Jadi aku makek, tapi aku tu makek-nya pas di pelajaran Fisika, Biologi, sama, udah. Fisika, Biologi. Itu tok. Dua itu. Yang lainnya aku ngerjain sendiri. I : O... D: Jadi yang bener-bener aku, jadi gampangannya aku, dari pertama kali masuk IPA, dari awal itu aku emang udah desperate, udah harus, apa ya? Butuh more effort itu tu ya di pelajaran ini, Biologi sama Fisika. Akhirnya, ya udahlah, aku udah kayak gini. Jadi di dua subjek itu. I : O, yang Bahasa Inggris enggak? D: Enggak. Toh, juga bahkan ada waktu di awal pas dia mbaca petunjuk. Nah mbaca petunjuk tu nggak tak pakek karena kan udah tahu. Kan sama kayak di tryout-tryout sama drill-drill sebelumnya. Itu nggak tak pakek, tak pakek buat yang Reading. Aku harus memanfaatkan waktu lebih di baca. Karena pas, pas Listening sekali itu, langsung tak catet semua hal-hal penting yang ada. Yaudah. Begitu diulangi ini, cuma nyocokin pas apa nggak abis itu, sisanya tak buat yang Reading. Karena memang, e, di Ujian SMA itu tu, yang paling diliat secara nilai buat nilai itu tu buat vocab sama listening. Kalo vocab kita nggak tahu kan, misalnya liat konteks gitu kan. Kadang, aku misalnya baca konteks itu pun nggak bisa tepat itu lho. Karena ada beberapa opsi yang sama, mirip, gitu. Makanya tujuan, apa, untungnya bisa belajar listening itu. Waktu itu sih aku, menyiasatinya itu dengan cara, film. Kan aku hobi banget nih nonton film sejak kecil. Udah aku nonton film aja, nonton film. Nanti apa namanya, film Bahasa Inggris. Dia menyampaikan kompleksitas grammar tu bisa ditangkap sama setiap murid. Makanya hasilnya pun maksimal. Karena aku tu sejak kecil nggak terbiasa mbaca. Um, menurutku tu, aku tu termasuk yang nggak begitu enjoy mbaca. Butuh, e, waktu banyak untuk Reading itu lho. 163

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Necessity to graduate

-

Father‟s influence

-

Jadi aku harus banyak melakukan pengulangan. Itu yang menurutku paling... Readingnya aku harus banyak melakukan pengulangan supaya nangkep, bener-bener nangkep isinya. Belum, belum puas. Karena vocab pun aku D43 masih belum tekun dan sampe sekarang pun aku masih kurang di bagian Listening karena kan, apa namanya, aku tu kuatnya di bagian ini, kan bagian Speaking. Jadi ketika, kurangku di Listening jadi aku harus lebih banyak dengerin juga. Gitu. IPA tu sebenernya, apa ya, memenuhi D44 tantangan bapak. Kamu ngapain di Bahasa? Di IPA aja yang persaingannya ketat dan, apa, bisa membentuk, memenejemen waktumu. Yo, bisa, yo, istilahnya, membentuk dirimu supaya jadi gitu lho. Oke. Oke. Yaudah. Akhirnya aku masuk IPA. Tapi aku pribadi, aku pribadi tu sebenernya D45 apa, setelah kelas X selesai terus ambil jurusan, itu pengennya masuk Bahasa, bukan di IPA.

2. Baez’s Invariant Constituent Clustering and Thematizing Theme Sub-theme Baez‟s In general feelings, thoughts and deeds, during preparation

At school

Meaning Units Bener-benernya sih sejak Semester 2 sih, Kak. Pas Januari. Kelas 3 Semester 2. E, persiapannya, sih, dari sekolah belajar, terus, karena ikut les, di tempat les juga belajar. Manfaatnya sih ya lebih, kayak lebih berusaha gitu, kan. Biasanya kalau ujian dari sekolah gitu kan malah nyantai. Kalau ini, kan, ya, lumayan lebih berusaha dikit, sih. I: Jam 12 pulang sekolah, lanjut materi tambahan? B: He‟e. E, jam 3 jam setengah 4-an. Sudah. Sudah sama materi tambahan. Belajar UN, kayak soal-soal UN tahun kemaren. Tapi emang, Listening, 2 minggu sekali.. Bahasa Inggris tambahan tu biasanya ke apa tu, tenses. Tenses itu, Kak. Penempatan tenses terus, e... Gurunya tu, jadi, sebenernya cara ngajarnya bagus. Soalnya kan juga kadang dia ngejelasin yang nggak kita ngertiin gitu. Cuman ngomongnya tu terlalu kecil gitu, Kak. Jadi 164

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In course

At home

cuman ngomong, kayak cuman ke satu orang doang, sedangkan sampe belakang tu nggak kedengeran. Kebanyakan bingung, Kak. Makanya nggak ngantuk. (Di kelas) Enggak (ngantuk). Malah kayak, heh, bengong sendiri Ngeliatin aja gurunya ngapain. E, coba nyimak guru (tertawa). (Yang dilakukan saat tidak mendengar penjelasan guru) Nanya sama temen yang di depan (tertawa). Tapi pas udah, apa namanya, kelas udah nggak ada, terus nanya sama gurunya. E, waktu itu tu cuman, e... Ngomongin apa ya? E... E... Paham sih, cuman, mau, apa namanya ya? Biar gurunya tu lebih ngejelasin lagi, gitu. Enggak sih, Kak (Jauh jarak dari sekolah ke tempat les). Deket. Paling dari sini ke... sebrang situ sih... (Sekitar 100 meter). Jalan kaki. Lanjut les. Dari jam 5 sih, Kak. (Sampai ) Jam 8. E... 20 menit (dari tempat les ke rumah). Naik angkot. (Sampai rumah) sekitar jam setengah 9-an sih... Nggak begitu capek, sih. Soalnya kan, untungnya ada jeda beberapa jam itu, dari yang jam 3 itu sampe jam 5. Nah itu paling nanti dibuat ketemu sama temen di tempat les. Itu. Jadi nggak capek-capek banget. (Mulai les) Kelas 3. Bahasa Inggris tu ganti-ganti guru, sih. Misalkan Bahasa Inggris tu dua minggu sekali. Terus misalkan minggu ini siapa. Terus dua minggu lagi siapa, gitu. Iya, soal-soal. Tapi biasanya kayak, e, dijelasin lagi, kayak tenses-tensesnya. Misalkan di latihan soal tu ada tenses-tenses, baru dibahas. Kayak tips-tips. Listening tu... Listening tu kayaknya pas tryout-nya aja, sih, Kak. Sebelum itu... E... Kayaknya nggak ada, sih. Apa pernah sekali ya? Jarang banget. Lebih di tempat les sih, Kak. Kan pada sering sharing gitu. Jadi pada yang, e, kayaknya nggak pas, gini gini gini, gitu. Banyak cerita sih sama guru les.” Soalnya kan juga kadang dia ngejelasin yang nggak kita ngertiin gitu. Belajar di rumah lagi. Biasanya sih paling cuma 20 menit... Sampe setengah 10-an. 165

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Difficulties in listening

Preparation

Itu sih, kan, semester 2 tu udah mulai-mulai tryout segala macem. Pokoknya lima tahun belakangan itu aku download terus aku pelajarin. Ngeliat-liat lagi. Ngeliat, apa namanya, tadi tu sebenernya belajar apa Lebih ke, yang kayak eksak eksak gitu, Kak. Kayak Kimia Matematika gitu. (Bahasa Inggris) Enggak. Pas orang asli Inggrisnya yang ngomong, Kak. Kan kadang kan orang Indonesia sama orang luar beda pengucapan. Jadi pas, beda apa, pas sudah agak susah tuh, oh, ini berarti orang luar. Kalo pas kelas 3 tu, e, kapan, gitu, pertama kali tu, kok beda bahasanya. O, berarti emang beda pengucapan, gitu. Terus jadi, di telinga tu jadi rada aneh, gitu. Terus, katanya itu emang orang luarnya asli. Katanya gitu. E, minder sih, Kak. Kalo Bahasa Inggris sih deg-degannya pas Listening ya Kak? Pendengaran kita tu, e... Gimana ya? Kalo orang ngomong Bahasa Inggris mesti yang tadinya apa jadi apa, gitu... I: Jadi kalau nilanya jelek... Aduh... Iya, sih... Walaupun cuma latian ya? Kalau nilainya jelek... B: Cuma latihan tapi... I: Itu kayak, aduh besok gimana UN-nya... B: Iya. E, biasanya sih ngisi dulu. Habis itu dipriksa gitu, Kak. Jadi yang kita isi dilempar ke temen lain, gitu. E‟e. Dipriksa sama temen lain, gitu. Jadi misalkan kita udah selesai ngisi. Habis itu dikumpulin semua, terus dikumpulin, habis itu dinilai, gitu. I: Nah, itu tapi, terus *** (nama panggilan Baez) melakukan usaha apa untuk mengatasi perasaan itu? B: Biasa sih, kayak, ngulang-ngulang lagi, sih, dengerin lagi. I: Itu berarti ngopy file dari guru atau... B: E... Enggak. Biasa kan diputer dua kali apa tiga kali gitu kalo di sekolah tuh. Ngedengerin lagi... Oh, pengucapannya gini. Kan biasanya kan kalau Listening tu udah diajarin triknya. Ditulis-tulisin sendiri, gitu. Kalo apa yang kita denger, gitu. Terus, e, katanya sih, ada kata kuncinya tu digedein. Pokoknya cari yang, biasanya tu lebih 166

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D-day

Cheating

Asking answers

Giving answers

ditekankan gitu suaranya. Cuman, pas waktu, biasanya tuh pas waktu UN kan ada kayak Listening-nya gitu. Itu paling bikin susah, sih. Lebih ke yang pas ngerjain UN-nya sih. Degdegan banget. Awal-awal iya. Kan kadang kalo orang itu tu kan, kadang nadanya rendah dulu, Kak. Biasanya tu nadanya rendah. Terus, e, katanya sih, ada kata kuncinya tu digedein. Tapi, pas, setiap kali ngederin orang ngomong tu, diputer tu, kok kayak nggak ada kata kuncinya. Dia juga nanya apa, dia nanya apa nggak ngerti, kan. Ih, ini, jawabannya mana, gitu. Iya... (Sempet panik) Aduh ya udahlah. Asal aja dengerin... Ya udah. Udah sekali denger ya udah yang berikutnya tu asal aja denger yang penting denger gitu. I: Itu lebih membantu nggak ternyata saat ndengerin aja, gitu? B: Enggak. (Tertawa). Banyak yang ragu. Kayaknya hampir semua. Ya, pasrah aja, sih, Kak. (Akhirnya pasrah ya?) Apa aja yang kita dapet, udah, gitu. for I: Apakah sebelum UN itu sudah membayangkan mungkin besok akan nyontek, gitu? B: Iya. Udah bisa ngebayangin aja sih, Kak. Tapi kemaren, pas UN ngisi (sendiri) dulu. Brati setelah, pokoknya pas temen aku tuh mau selesai, baru nanya. Sekitar 5 (nomor). Beda dua bangku terus dia di depan. Dibilang deket banget juga enggak Kak. Tapi dia ngerti... Emang dia ngerti aku nggak bisa Bahasa Inggris. Dia kadang ngeliat ke belakang, gitu. Terus, e, *** (nama panggilan Baez), udah belum? Belum nomor segini. Sekitar 5 (nomor). Terus dia langsung ngapalin gitu. Jadi pas dia ngumpulin tu dia hapalin sambil jalan. Ngumpulin ke depan. Terus ngebalik badan gitu, Terus pas udah dikumpulin baru nengok ke aku. Baru ngasih tahu. Pokoknya dia setiap ini tu, *** (nama panggilan Baez), nomer segini. Karna aku cuman terbatas, kan, pengetahuannya, terus yang aku tahu aja yang kujawab, sih. I: Kalo misalnya *** (nama panggilan Baez), apa, nggak ngerasa yakin dengan jawaban itu *** (nama panggilan Baez) ngasih nggak? 167

B40

B41 B42

B43

B44 B45

B46

B47

B48

B49 B50 B51

B52

B53

B54 B55

B56

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The announcement

Dependency

B: Kasih, sih, paling, e, aku nggak yakin. Terus misalkan dia ngomong, udah nggak papa. Ya udah baru dikasih. Not being Enggak (ketahuan). (Tertawa) caught Di sini kan guru. Di depan guru tu. Jadi nggak begitu kelihatan. Soalnya selama UN tu pengawas tu kalo Bahasa Inggris tu kayaknya tu dia baca koran, deh. Jadi kayak yang dibiarin, gitu. Malah kalo riuh tu baru diinin... Jangan berisik, ya? Gitu. Tapi kalo enggak tu didiemin. Leaked exam Nggak tahu pas hari apa tu, tiba-tiba pada questions heboh. Tapi kalo pas di Google Drive-nya tu 5 (paket) kalo nggak salah. Terus nyobalah download apa, satu paketan, tuh. He‟e. Sempet. (Mempelajari soal yang bocor). I: O.. Waktu itu kenapa *** (nama panggilan Baez) hanya ambil satu dan nggak ambil yang lain? B: Soalnya mikirnya tu pasti cuma dibedabedain nomer, Kak. Dikiriain tu gitu. Takut sih, Kak. E, takut, mungkin karena pertama ini soalnya bener apa nggak. Terus kalo bener, tu. Masa iya nanti soalnya seratus, gitu, kalo dipelajarin tu. Tapi beda sama soal pas UN-nya Kak. Iya gitu deh. Untungnya beda. Before Masih (merasa down), pokoknya sampe pengumuman itu, Kak. Antara down sama pasrah sih… (Tertawa). Sebulan apa ya, Kak? Soalnya kan mau diubah lagi kan kayak nggak bisa, Kak. Jadi ya udahlah. After Antara seneng, kecewa, sedih.. Macem-macem lah, Kak.

Disinterest

Disinterest/ Difficultness

Senengnya karena udah nggak deg-degan lagi. Terus udah tahu hasilnya gitu. Udah lega. Kecewanya (dan sedih) karena nilainya kecil. Terus karena waktu itu kan juga banyak, e, nggak bisanya Bahasa Inggris tu. Nyontoh juga, nyontek, tu. SMP tu udah, karena SMP juga, gurunya tu killer. Jadi udah males belajar. Udah nggak bisa, males belajar. I: Itu faktor guru itu pengaruh banget ya? B: Kayaknya kalo untuk SMP itu pengaruh banget, Kak. I: Bahasa Inggris (Apakah masih dipelajari ulang di rumah? 168

B57 B58 B59 B60

B61

B62 B63

B64 B65

B66

B67 B68

B69 B70 B71

B72 B73

B74

B75

B76

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Lack of intense experience

-

B: Enggak. (Tertawa). E, soalnya tu, nggak tau, ya, dulu tu, karena nggak suka Bahasa Inggris. Terus, susah. E... Efek guru juga sih kayaknya... I: Selain itu apa lagi, yang akhirnya membuat *** (nama panggilan Baez) lebih nyaman, gitu dengan guru yang di tempat les? B: Um, mungkin karena di tempat les tu gurunya juga masih muda sih, Kak. I: Um... B: Jadi kayak, berasa nanya sama temen, gitu. I: Sampe SMA juga begitu? Gurunya juga… Em… Waktu kelas 1-2nya gimana? B: Kelas 1… E… Kayak gimana, ya? Nggak inget sih, Kak. I: Tapi apakah mereka cukup berkesan, gitu? Sehingga membuat *** (nama panggilan Baez) jadi mau belajar juga? B: E, lumayan, sih. Pas waktu tu disuruh bikin drama itu pake Bahasa Inggris. Itu berkesan. I: Jadi *** (nama panggilan Baez) suka kalo dikasih, tugas yang kayak gitu? Apa, yang, ngobrol dengan teman? B: Lebih, lebih ke praktik, gitu. I: Apakah jarang memang dilakukan dari SMP sampe SMA awal, gitu? B: Jarang. I: Itu yang membuat *** (nama panggilan Baez) juga jadi kayak males, ya? B: He‟e. I: Karena banyakan Reading dan Listening, ya? Lebih ke, apa sih, menyimak, terus, nulis, gitu ya? B: He‟e. I: *** (nama panggilan Baez) sebenarnya suka yang memakainya? B: He‟e. I: Tapi apakah *** (nama panggilan Baez) juga sering mencoba-coba sendiri gitu praktik kalau tidak di, kalo pas belajar sendiri, gitu? B: Kadang, kadang sama Bapak, sih. Misalkan, e, Pak, ngomong apa, gitu. Terus, dijawab, gitu, sama Bapak. Pas, pas perganti... E, pas ganti itu, sih, Kak. Kan soalnya SMP tu, e, Listeningnya cuma kayak lagu-lagu. Terus masih orang-orang Indonesia, lah, gitu. Masih bisa didengerin. Kalo pas kelas 3 tu, e, kapan, gitu, pertama kali tu, kok beda bahasanya. Terus, katanya itu emang orang luarnya asli. Katanya gitu. O, berarti emang beda pengucapan, gitu. I: Terus tadi *** (nama panggilan Baez) 169

B77

B78

B79

B80

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Difficultness

Lack of confidence

-

-

bilang SMP kebanyakan orang Indonesia. Nah, *** (nama panggilan Baez) baru menyadarinya Kelas 3 SMA. Kalo kelas 1-2 masih orang Indonesia? B: 1-2 tu kayaknya nggak ada Listening deh, Kak. I: Makanya pas, sadarnya pas Kelas 3 itu ya? Dan SMP pun Listeningnya pas kelas 3 tok? B: Hu‟um. Akhir-akhir kayaknya, Kak. Menjelangmenjelang UN tu baru ada Listening terus. I: Terus, um, waktu di tempat lesnya soal-soal juga yang dipelajarin atau ada tambahan lain? B: Soal-soal sama ke Reading, sih. I: Reading ya? Kalo yang vocab, terus Listening. B: Listening tu... Listening tu kayaknya pas tryout-nya aja, sih, Kak. E, kalo untuk nggak nyontek pasti susah ya Kak? I: *** (nama panggilan Baez) kan bilang *** (nama panggilan Baez) mencontek karena *** (nama panggilan Baez) merasa nggak bisa Bahasa Inggris. Apakah sebelum UN itu sudah membayangkan mungkin besok akan nyontek, gitu? B: Iya. Udah bisa ngebayangin aja sih, Kak. Ya nyesel sih pasti kan soalnya nyontek nggak nyontek paling nilainya segitu-segitu juga. Tapi ya, nyesel, sih. I: Oh, iya iya iya. Ada usaha nanya ke gurunya juga nggak ke depan gitu? B: E... Enggak. I: Jarang, ya? B: Jarang, karena, kan soalnya biasanya kan kalo pelajaran Bahasa Inggris tu e, disuruh, dibiasain pake Bahasa Inggris. Sedangkan yang waktu itu tu masih yang kayak, um, takut-takutan gitu, masih yang, aduh, entar aja, deh, entar aja. Gitu. UAS tu kan, kalo menurut aku nilai UAS tu nggak murni. Soalnya mungkin karena guru sendiri terus ngeliat sikap anak-anak. Nah kalau UN kan nggak mungkin kan orang-orang tu yang nilai tu dilihat dari sikap. Pasti langsung dari hasil kerja itu. I: Terus apakah *** (nama panggilan Baez) kemudian, tadi kata *** (nama panggilan Baez) guru menilai berdasarkan sikap. Berarti *** (nama panggilan Baez) merasa lebih bisa, ini, ya, lebih bisa santai karena mungkin *** (nama panggilan Baez) bisa mendongkrak 170

B81 B82

B83 B84

B85

B86

B87

B88

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Friends‟ Acceptance

nilai dengan bersikap baik? B: Um, kalo untuk bersikap baik, emang karena mungkin di kelas emang nggak pernah macem-macem gitu, Kak. Jadi ya lebih nyantai, gitu. Mungkin kalau orang temen lebih macem-macem tu mungkin lebih nggak nyantai. I: Makanya *** (nama panggilan Baez) merasa, lebih bisa lah, nih UAS. *** (nama panggilan Baez) yakin lah ya nilainya bagus? B: He‟e. Lebih yakin. I: Apakah di semua mata pelajaran *** (nama panggilan Baez) cenderung tidak bertanya atau di Bahasa Inggris aja sih? B: Di semua mata pelajaran... I: Memang suka malu bertanya di depan teman-teman? B: Iya. I: Kenapa tu ? B: E, hehehe. Kan, takutnya tu, dulu kan pernah ada temen tu yang sering nanya. Terus nanyanya tu, kayak yang, yang udah dijelasin sama guru ditanya lagi. Gitu. Takutnya tu yang mau aku tanyain tu nanti orang-orang tu pada, itu kan tadi udah dijelasin, gitu. I: O... Itu membuat *** (nama panggilan Baez) jadi kayak, duh, nanti aku dikatain temen-temen nih... B: He‟e. (Tertawa). I: O... Itu, guru *** (nama panggilan Baez) yang di tempat bimbel tu kayak apa, sih? Dan kenapa *** (nama panggilan Baez) akhirnya lebih banyak belajar di sana, gitu. B: E.... Soalnya kalo pas ngebahas tu lebih enak, Kak. Mungkin karena emang muridnya lebih sedikit, sih. Kan di tempatku les nggak nyampe 20, sih. 18-an. 15 gitu. Kita tu dikasih kayak, di luar jam les tu ada les lagi. Kalo pas nggak ada les gitu, Kak. Atau pas lagi nunggu les. Kadang nanya sama, pokoknya kalo di tempat les tu ada guru Bahasa Inggris, tanyain. B: Terus, kayak, um, nanti biasanya kan yang nilai yang nyontek tu lebih besar dari pada yang dicontek. Nah takutnya nanti misalkan nilaiku lebih besar dari pada nilai temenku gitu. Banyak sih. I: Dan apakah nilainya *** (nama panggilan Baez) terus jadi lebih besar? B: E.. Enggak. (Tertawa). Untungnya lebih kecil. I: Jadi nggak ada perasaan nggak enakan gitu 171

B89

B90

B91

B92

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

What a Test is

-

ya? Cuman ada rasa takut setelah mengerjakan itu? Terus, e, *** (nama panggilan Baez) juga bilang ada temen yang nyontek pas, Bahasa Inggris. Itu ada yang nyontek *** (nama panggilan Baez) juga? B: Ada. I: Um, menurut *** (nama panggilan Baez), B93 UN itu bisa bener-bener mengukur kemampuanmu nggak, sih? B: Enggak. Hehehe. I: Enggak, ya? Apa yang membuat *** (nama panggilan Baez) merasa kayak gitu? B: Soalnya, kan. Kalo yang aku lihat, Kak, dari soal-soal UN 5 tahun belakangan itu sama semua. Polanya tu hampir sama. Nah, tahun aku tu beda banget, Kak. Jadi seolah-olah dirombak kemana, gitu. Jadi kayak, gitu. Malah ngedown, tapi, itu malah itunya. Apa namanya? Tantangannya, gitu. I: Apakah ada perasaan tertentu gitu yang *** B94 (nama panggilan Baez) rasakan setelah mencontek itu? B: Ada, sih. I: Apa perasaan yang muncul? B: Ya, ngerasa, buat apa belajar, gitu.

3. Sting’s Invariant Constituent Clustering and Thematizing Theme Sting‟s routine

Sub-theme At school

Study Group

Meaning Units Kalau pulang sekolah standarnya sih setengah 2. Tapi karena kalo udah kelas 3 kan ada pembekalan itu. Jam 4-an. Itu sejak kelas 3 semester 1 sih itu. Setelah UTS sih. Kalau di kelas kan gurunya sudah memberikan soalnya itu. Itu akan dikerjakan. Yang tidak bisa silahkan maju aja ke depan. Bedanya kalo aku, dulu, kan aku di OSIS juga, kan? Jadi itu kan masa jabatannya kan selesai di Bulan Desember. Jadi, memang sih, itu sudah masuk masa persiapan untuk soal. Tapi aku masih belum serius karena ada beberapa acara-acara sih yang waktu itu... Dan itu Bulan November. E, persiapannya sih lebih belajar kelompok, sih. Dengan temen, gitu. E.. Ya balik ke kos dulu. Terus baru malem jam 7an gitu baru... I: Persiapan yang waktu itu *** (nama panggilan Sting) lakukan tadi *** (nama panggilan Sting) bilang belajar kelompok. Eh, setiap kapan itu? 172

Code S1

S2

S3

S4 S5 S6

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

What Sting did, thought, and felt during the preparation

On listening

Preparation

S: E, nggak tentu sih sebenernya. Nggak aku tentukan karena kan kalo, e, biasanya di udah rundingan sama temen gitu. Jadi udah, mau, mau belajar kelompok gitu. Biasanya datang ke kosnya temenku, belajar di situ. Ya... Ya... Biasa ngerjakan soal-soal biasa. Kalo misalnya nggak bisa didiskusikan. Paling lama sih, e, dua tiga jam-an sih. Persiapannya nyante sih. Tapi ya nggak begitu tegang juga, sih. I: *** (nama panggilan Sting) kan bilang lebih santai saat tahu bahwa Ujian Nasional tidak lagi digunakan sebagai kelulusan. E, sebelumnya itu berarti cukup menegangkan buat *** (nama panggilan Sting)? S: Iya, sih. Terus kemudian kalo denger yang tahun sebelumku itu kan Ujian Nasionalnya yang Bahasa Inggris itu kan lebih sulit karena kan itu kan, kalo dibilang sih katanya udah tingkatnya udah internasional untuk yang Bahasa Inggris. Kalo awalnya untuk persiapan sih iya (capek). Tapi kalo untuk Ujian Nasional udah nggak begitu. Persiapan untuk Ujian Nasionalnya memang agak, santai banget, udah... Jadi nggak begitu tegang, sih. Ya nggak begitu capek, sih, kalo Ujian Nasional, sih. Kalo Ujian Sekolah kan karena tertumpuk-tumpuk banyaknya... Karena kan pelajaran sekolah kan nggak cuma satu, itu kan semuanya. Kalo Ujian Nasional hanya mata pelajaran itu aja. Kalo aku sih, lebih ke listening-nya sih (bagian yang sulit). Kesulitannya sih, ini, sih, kalo aku sih membedakan ini, ada orang yang membedakan yang Bahasa Inggris yang American sama yang British itu. I: Kapan *** (nama panggilan Sting) menyadari kesulitan yang itu? Apakah saat UN-nya itu baru *** (nama panggilan Sting), aduh, aku nggak bisa e British. Atau sebetulnya sudah lama Martin menyadari? S: Udah, udah lama, sih. Ketika ada, apa, e, pelajaran tambahan itu. I: Um, begitu *** (nama panggilan Sting) tahu, wah British, gitu. *** (nama panggilan Sting) ngerasa apa waktu itu? S: E, ya, itu sih ya ada tegangnya, sih. I: Apakah selama di sekolah tidak pernah diperdengarkan atau diekspos ke British 173

S7 S8 S9 S10 S11

S12

S13

S14 S15

S16

S17

S18

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

English itu atau? S: E, ya diperdengarkan sih, cuman, ya... Kurang begitu, sih. Kurang begitu didalami. I: Selain persiapan UN, biasanya kamu mendengar yang aksen American itu saat menonton apa, sih? S: Ya nonton-nonton film-film, sih.. I: Dan *** (nama panggilan Sting) sendiri juga di luar sekolah mungkin sering mendengarkan video klip atau film itu juga lebih banyak yang American, gitu ya? S: He‟e. S: Persiapan khusus (listening) sih ya dari sekolahnya sendiri. Udah, dicoba untuk mendengarkan, sih. I: Lebih sigap gitu, ya? S: He‟e. I: Oh, iya, *** (nama panggilan Sting) bilang hanya mengandalkan persiapan dari sekolah, ya? Percaya berarti, ya udah? S: He‟e. S: E, ya... Ya, sih, itu. Ya aku memang nggak terbiasa untuk yang Bahasa Inggris dalam, yang cepet itu, sih. I: *** (nama panggilan Sting) menyadari itu pas UN atau sebelum itu sebenarnya? S: E... Sudah, sudah lama sih, itu. Latihanlatihannya juga sudah pernah gitu. Ya, dicepetin, gitu. Memang susah, itu aku. Dari diri aku sendiri memang susah. Sudah coba untuk berlatih ya, susah, gitu. I: Apa yang *** (nama panggilan Sting) lakukan? Persiapan sendiri atau? S: Persiapan sendiri sih kalo, apa, ya persiapannya dari pelajaran tambahan itu. Dari kelas itu. Jadi ketika sudah yang diperdengarkan agak cepet itu aku coba dengar lebih mateng, lebih seksama gitu. S: Karena kan sebelumnya kan juga ada ketakutan juga Ujian Nasional yang tertulis itu kan yang Bahasa Inggrisnya itu yang Listening-nya itu beda. Jadi yang didengarkan Listening-nya sama soalnya tu beda. I: Oh, ada kejadian itu? S: Untuk yang di daerah, yang di kota Malang sih ada kejadian seperti itu. Untuk yang, pake sistem tulis lho, ya. I: Dan ada kabar di Malang ternyata itu beda dengan, apa, yang tulisannya beda dengan yang diomongin? S: He‟e. I: Itu ada sempet ketakutan juga *** (nama 174

S19

S20

S21

S22

S23

S24

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

D-day

Aftermath

Computerbased Examination

panggilan Sting), itu? S: Ya, ada sempet ketakutan seperti itu. I: Jadi itu kan bocornya H minus berapa itu ya dari UN tertulis. Saat mengetahui itu, reaksi *** (nama panggilan Sting) kayak apa? S: Aku sih ya biasa-biasa aja sih itu. Ya ada yang ngajak tapi ya, ya nggak kuambil, sih. Tiba-tiba yang ujiannya itu yang British, gitu, kan. Itu kan sulit sekali. S: . Itu kan sulit sekali. Apa lagi pas aku ujian kan di aula. Apa lagi pas aku ujian kan di aula. Itu kan pake Ujian Nasional kan yang sistem komputer, gitu. Itu kan, e, dan itu pake, Listening-nya pake salon yang, ya lumayan gede, sih, itu. Dan itu buat satu ruangan gitu. I: O... Kurang jelas? S: He‟e. Kurang jelas. Jadi, agak kesulitannya di situ ketika UN. Ketika UN untuk listeningnya yang bernada cepat tuh nah itu sudah... Itu dan itu cepet. I: Dan ada kabar di Malang ternyata itu beda dengan, apa, yang tulisannya beda dengan yang diomongin? S: He‟e. ... I: Tapi ternyata pas Hari H? S: Pas Hari H sih sama... I: Itu sudah, itu sudah tenang di situ? S: He‟e. Puas-nya sih karena ya itu hasil dari hasil kerja sendiri sih, itu. Jadi persiapan sendiri, terus kerja keras sendiri. Karena beberapa tementemen juga ada yang, e, dapet bocoran, lah, ya pakek jokey lah. I: Terus waktu UN itu kan, wah, British, di saat itu ada keinginan untuk mempelajari British English juga nggak atau ya tetep aja seperti yang dulu. Yah udahlah... S: Nggak ada sih. Tetep. Jadi kalo yang untuk komputer 2 minggu sendiri. Jadi 1 minggu tu 1, eh 3 mata pelajaran... Jadi minggu ini Hari Senin, Selasa, Rabu itu untuk 3 mata pelajaran. Terus itu minggu depannya hari Senin, Selasa, Rabu-nya juga untuk 3 mata pelajaran. Karena kan dalam 1 hari ada 3 shift untuk ujiannya. Jadi ada tiga sesi. Jam pagi, siang, sama sore. Aku dapet sesi yang pagi. Lebih senang yang pagi. Ya karna lebih fresh sih. Ada 100-an kalo nggak salah. (Jumlah komputer di dalam ruangan). Ya, se-aula 175

S25

S26 S27

S28

S29

S30

S31

S32

S33

S34

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Autonomy

Control

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Sadhar ini. Lumayan. Dan ada di sekat-sekat gitu. Satu ruangan kalo nggak salah 20-an. E... Sekolah mencoba membuat tryout dengan pakek sistem komputer kayak gitu. I: Terus kapan itu *** (nama panggilan Sting) tahunya? Kelas 3 itu atau... S: Waktu kelas 3. Ya, ada tegangnya sih waktu itu. Kan ada banyak dugaan. . Apa, yang setiap soal ada yang dimenitin itu. Kalau misalkan satu soal belum, nggak bisa, kan. Nah, itu, malah, nah itu nanti. Terus juga kalau di computer-based kan sudah ada tertera waktunya itu kan. Udah ada waktunya berapa menit. Itu kan buat tegangnya juga di situ. Kan kalo sudah mau detik-detik terakhir tu kan udah terpampang kelihatan di sini. Tapi kalo yang pakek tes tulis kan kita nggak liat apa kapan selesainya gitu. Belajarnya ya seperti biasa. Kayak diskusi sama temen terus tanya guru. I: Terus, e, ada orang yang cukup berpengaruh dalam persiapan ujian nasional terutama Bahasa Inggris yang *** (nama panggilan Sting) lakuin? S: Nggak ada, ik.. S: Tapi yang penting sih ya dalam menghadapinya sih, ya udah, nggak perlu tegang-tegang amat, sih. I: Kenapa *** (nama panggilan Sting) bisa merasakan itu? Padahal kalo aku lihat di teman-teman lain kadang ada yang serius gitu, lho. Takut. Apa sih yang membuat *** (nama panggilan Sting) menyebabkan *** (nama panggilan Sting) tenang kayak gitu? Cukup tenang, lah. S: Ya, kalo aku sih, ya, ya di, buat apa tegang sih? Karena kan, udah dikerjain aja, kan, karena kan kalo persiapan kita sudah matang itu ya pasti bisa, lah. Kalo misalnya persiapannya nggak begitu matang kan emang ada rasa tegang, gitu. Tapi to kalo misalkan, persiapan tu juga harus santai juga, sih. Jadi jangan terlalu gimana gitu, kan. Itu kan nanti malah stres sendiri.

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4. Dolores’ Invariant Constituent Clustering and Thematizing Theme Hometown

Exam question drillings

Sub-theme -

School

English Club

At home

Learning by discussing and tutoring

Meaning Units I : *** (nama panggilan Dolores) dari mana asalnya? DO: Dari Bangka Belitung.. Soalnya dari gurunya sendiri tu udah kayak memberikan materi-materi dari... kalau nggak salah tu kemaren ada 3 LKS. Terus dipelajari... Itu.. Belajarnya sih lebih ke... . Jadi misalnya, e... gurunya yang itu, e, yang ngasih soal, trus siswa-siswanya yang, e, maksudnya... Nanti di tiap pertemuan itu nanti dibahas barengbareng... Cuma untuk yang kelas 3 ini kayaknya memang membuat kita tu lebih mempersiapkan UN... Kalo untuk yang kegiatan-kegiatan kayak ... Itu nggak... Di nonaktifkan gitu lho... Biasanya aku tu belajarnya tu latihan-latihan soal.. Aku kayak suka beli buku-buku yang 100 yang tips buat UN itu.. Biasanya ngerjain latihan soalnya di situ.. DO: Terus biasanya aku juga suka nanyananya juga sama guru-guru.. I : Oke. Terus, e, *** (nama panggilan Dolores) juga bilang kemarin katanya, e, di luar pelajaran sering tanya ke guru *** (nama panggilan Dolores). DO: He‟em. I : Terus kalo di English Clubnya guru yang sama ato beda? DO: Beda. I : O beda.. DO: Yang English Club itu yang, ya beda lagi sih Bahasa Inggris. Tapi aku nggak pernah diajar sama dia di kelas. I : O, tapi di English Club belajar sama dia, yang, apa kemaren, kata *** (nama panggilan Dolores) yang ada contoh.. DO: Kayak contoh-contoh kita bahas-bahas diskusi-diskusi gitu, sih dia, ada juga. Cuman ya, maksudnya itu cuma sekedar buat, ya, latian soal doang sih. I : E, tapi kalo dalam hal motivasi dan lainlain itu lebih ke guru yang satunya ya? DO: Iya. Guru yang satunya. I : Terus, e, katanya *** (nama panggilan Dolores) juga di English Club tu sering, apa ya, hal yang *** (nama panggilan Dolores) nikmati itu share ke temen-temen. Nah itu, apa sih maksudnya, e, apa yang bikin itu jadi 177

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The warm and capable teacher

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kayak, menurut *** (nama panggilan Dolores), kemarin sih, berpengaruh dalam apa ya, mempersiapkan UN itu lho. Jadi lebih fun kalo kata *** (nama panggilan Dolores) kemaren. DO: Iya. Di situ (English Club) kita juga bisa bagi-bagi info buat adek-adek kelas. Ini lho contoh soal yang bakal, yang nanti tahun aku mau kerjain gitu lho. Jadi kita itu kayak terlebih dahulu ngasih referensi ke adek-adek kelas kita. Yang pasti sih lebih ke penjelasan itunya, yang kayak si gurunya itu ngomong. Oh dia ini ngomong tentang ini. Jadi aku kayak jelasin tentang apa sih maksud dari, arti dari soal itu apa. Jadi kita tu harus nyari kesimpulannya tu bagaimana. Terus aku kembaliin lagi ke teks gitu lho. Jadi, gimana, gitu. I : O... Yayaya... Oke oke.. Terus tadi yang temen *** (nama panggilan Dolores) tadi yang selain pas di Hari H itu, sebelum, pas mempersiapkan UN itu kan katanya ada yang bener-bener *** (nama panggilan Dolores) bantu dengan intens. Itu ada berapa jumlahnya kira-kira? DO: Yang dibantu tu... I : Dalam persiapannya. DO: Oh, dalam persiapan.. I : He‟e. He‟e. DO: Oh dalam persiapan sih sekitaran tiga ya? Siapa tau ada temen yang nggak tau. Terus di sisi lain juga, ya, aku juga nambah, gitu. Gimana ya cara menjelaskan.. E, jelasin ke temen-temen itu lebih, kayak lebih mudah gitu lho. I : Jadi guru Bahasa Inggris *** (nama panggilan Dolores) memang semuanya enak diajak ngobrol atau ada beberapa yang nggak begitu enak untuk diajak ngobrol gitu? DO: Kalo aku sih untuk guru yang semester, eh, semester, kelas 2 SMA sempet di SMA itu sama gurunya. Jadi mungkin dia lebih kayak menguasai terus juga lebih mudah buat nyampein sesuatu dibandingkan dengan guruku yang pas kelas 1 SMA. Kayaknya dia lebih ke, kayak penjelasan kita ngobrol itu lho Apalagi guru yang, aku kurang nyeritain guru yang kelas 3, ya? Jadi dia itu kayak lebih, e, ngasih motivasi itu lho, bukan njatuhkan, gitu. Iya. Dia kayak lebih, pokoknya kalian tu harus 178

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Poor tryout result

On reading

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fokus aja, terus, e, kalian juga harus perdalam banyak vocab-nya. Terus kalian juga harus liat konteks. Konteksnya tu yang gimana. Jadi dia tetep kayak ngasih poin-poin, poin-poin yang maksudnya, oh ini poinnya tu rada ribet, jadi kalian harus bener-bener memperhatikan. Jadi bukan kayak menjatuhkan. Oh ini susah ni, pokoknya kalian harus banyak belajar belajar. Itu juga sih. Kalo cemas sih enggak soalnya mungkin aku udah sering menghadapi UN dari SD. Kalo untuk aku sih aku lebih kayak, gimana ya? Lebih kayak, enjoy, gitu lho. Soalnya juga aku tu orangnya males yang mikir yang ribet-ribet gitu lho. Hahaha Kalau aku pribadi sih, secara pribadi sih, biasabiasa aja sih. Soalnya itu aku lebih milih mata pelajaran tertentu sih, kayak matematika, gitu. Kalau Bahasa Inggris sih kayaknya aku biasabiasa aja sih.. Tapi tetep belajar juga. Ya soalnya aku juga lihat dari TO yang kemarin, TO yang se-kabupaten itu, anjlok semua. Jadi kayak, ya aku juga anjlok waktu itu Mbak. Jadi kan ya temen-temen yang lain juga pada takut gitu, kan... I : Tapi dalam Bahasa Inggrisnya sendiri karena juga anjlok *** (nama panggilan Dolores) juga sempet ini, nggak, sempet panik nggak sih.. DO: Iya aku jadi sempet kayak panik gitu... Iya udah capek gara-gara UAS pertama. Soalnya itu persiapan untuk try outnya itu menjelang... Udah selesai UAS semester pertama jadi bawaannya tuh udah rada-rada males, gitu. Iya... Soalnya aku kan juga aktif di English Club jadi juga, gimana gitu rasanya liat anjlok juga. I : Dan yang *** (nama panggilan Dolores) lakukan gimana untuk ngatasin kepanikan itu? DO: Ya lebih, gimana ya, aku nggak ada usaha untuk mengatasinya sih enggak. Kayak coba tetep belajar aja... I : O, tetep belajar aja ya? DO: Ya tetep ngalir... I : Stabil, mencoba tenang berarti? DO: Iya... Terus juga, e, dari kelas 1 sampe kelas 2 itu, gurunya itu lebih nekanin ke Speaking. Kalo dari skilnya sih itunya tu pasti nambah, kayak reading, scanning, kayak gitu-gitu. Atau teknik-teknik yang biasanya ke reading, sih. 179

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Diffiulties in listening

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Iya. Scanning tu rada-rada ribet gitu, kan, soalnya juga, aku juga berkendala karena vocabnya juga. Kan ada beberapa kosakatakosakata yang masih asing dan awam gitu lho kalo dibaca. Jadi kadang suka bingung disitu I : Tapi menurut *** (nama panggilan Dolores) walaupun dia nggak jadi penentu kelulusan dia tetep penting nggak sih? Yang terutama yang Bahasa Inggris? Atau secara keseluruhan lah. Tetep penting nggak sih UN itu buat *** (nama panggilan Dolores) sendiri? DO: Aku pikir sih tetep penting untuk pengukur kita gitu lho. Pengukur kemampuan kita segimana gitu lho. E, bukan hanya. Tapi kemampuan secara tertulis juga. Terus juga, ya dari mamanya sendiri ya bilang. Ya, kamu maksudnya punya kelebihan di Bahasa Inggris ya ditunjukin gitu lho, di UN ini. Jangan cuman di mulut aj, maksudnya, jangan cuman ngomong cas cis cus doang, gitu lho. Pas try out try out tu rada nggak jelas... I : Dan itu *** (nama panggilan Dolores) juga sempet panik bilangnya ya? DO: Iya. Panik. I : E, itu... E, iya. Waktu itu juga *** (nama panggilan Dolores) tetep sama metode yang *** (nama panggilan Dolores) lakukan untuk mengatasi itu? Atau beda? DO: Ya iya. Tetep kerjain aja gitu. Terus juga kayaknya di try out-nya itu, e, native speakernya itu kayaknya lebih... orang Indonesia, deh. Jadi pengucapannya lebih enak, gitu. Jadi kayak lebih mudah buat dimengerti gitu lho kalo misalnya orang Indonesia ngomong pake Bahasa Inggris... Pas hari H-nya jelas. Pas di UN-nya itu kendalanya. Jadi menit awal itu tu, e, 15 menit itu kita disuruh dengerin soal-soal listening dari loudspeaker yang di atas. Itu. Jadi entar kita dengerin, terus soal itu ada sekitar 10 soal, jadi kita harus isi semuanya. Dan itu nggak boleh telat sekalipun kan. Jadi ya, orang mungkin mudah, mudah gimana ya? Mudah... Panik gitu. Jadi mungkin suka ada yang ketinggalan. Aku banyaknya di situ deh salahnya. Aku banyak ragunya sih di listeningnya itu. Terus juga, kan di situ kan ada listening tu kan Mbak. Jadi kayak misalnya listening tu jugak jadi kayak lebih mudeng gitu lho kalo 180

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On not being careful

Dilemma on cheating

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misalnya denger-denger yang kayak bahasa Inggrisnya. I : Jadi penting karena *** (nama panggilan Dolores) sendiri butuh tahu sejauh mana... *** (nama panggilan Dolores) puas nggak sama hasil UN-nya *** (nama panggilan Dolores) sendiri, terutama Bahasa Inggrisnya? DO: Bahasa Inggrisnya? Kayaknya sih udah cukup puas sih. Kalo aku bilang sih persiapannya udah cukup. Cuma mungkin kembali ke aku sendiri sih. Aku mungkin kadang-kadang kurang teliti aja kalo misalnya ngerjain soal. Dasarnya emang ceroboh. Jadi ya, ya suka, kadang-kadang udah, udah pasti gitu ya? Udah, misalnya jawabannya tu C. Cuman mungkin aku salah lihat, lost gitu jadi D, kayak gitu aku isinya. Terus juga, aku juga kurang begitu meriksain gitu lho, jawabannya. I : Dan malah ganti jawaban terus salah? DO: Iya... Gitu. I : Dan baru sadar setelah mengerjakan? DO: He‟e. I : Terus ada nggak sih temen yang cukup intens *** (nama panggilan Dolores) bantuin gitu? Yang satu kelas, kelas 3 juga, gitu? DO: Malah kasih jawaban waktu itu. I : O yang kasih jawaban... DO: Iya.. (Tertawa) Oh pas ujian. Kalo pas ujian sih ada temen aku dia tu di belakang aku. Dia juga nggak minta ijin. Terus ya udah. Terus ku bilang kalo misalnya mau minta ya ngomong gitu lho. Jangan di ... . Jangan maksudnya langsung sebanyak itu. Sebel... Sebel sih Mbak sebenernya... Cuma kayaknya kemampuan bahasa Inggris temen-temenku yang di negri ini lebih rendah gitu lho (dari pada teman-teman di sekolah swasta). E, kalau dari aku sendiri sih sebenernya nggak fair. Cuman kalau aku lihat dari tingkat kesulitan soal terus dibandingkan dengan kemampuan temen-temen aku yang lain aku juga jadi mikir gitu lho. Ya kasian juga. Apalagi temenku yang di belakang tu bener-bener sama sekali nggak dong gitu lho Mbak jadi kalo nggak dibantu juga kasian. I : Iya ya ya ya ya ya ya. E, jadi berapa orang tu yang kamu bantuin di Hari H? DO: Di Hari H? Aku lupa e. I : Banyak berarti? DO: Nggak banyak juga sih. Cuman jawaban 181

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The most difficult exam

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dari satu ke samping gitu, itu nyebar, gitu lho. I : O, yayaya... DO: Soalnya dilihat dari... I : Tapi juga nggak tahu menyebarnya kemana? DO: Iya. Jadi kayak, bisa lewat sms, dari wa, gitu. DO: Terus juga kan udah ke... Udah mulai nggak konsen pas ujian itu yang udah, tementemen udah pada nanya ni, jawabannya apa. Jadi itu juga ngurangin konsentrasi sih sebenernya... I : O... Ya ya ya ya ya.. Lama nggak konsentrasi *** (nama panggilan Dolores) terganggu dengan teman-teman yang bertanya itu? Atau dari awal sampai akhir selalu terganggu rasanya? DO: Kalo itu sih enggak. Cuman pas awalnya itu lho. Yang, kan listening itu. I : Oh, ya ya. DO: Mulai-mulai gugup. Cuman aku bilang, ya, nanti kasih aku waktu 15 menit dulu. Entar aku kasih jawabannya. He‟e. Dilema. Tapi ya gimana ya Mbak? Kalo misalnya udah mau bantu, cuman ya, dari pihak gurunya sendiri juga udah minta tolong, ya, rasanya, alangkah sombongnya diriku kalo misalnya harus gitu. Tapi aku bantunya juga aku batesin gitu lho. Udah, udah agak-agak lama gitu. Udah dari awal udah dikasih tahu gitu lho. Terus, ya... dia juga ngomongnya juga kayak kode-kodean gitu lho. Ya, bagi ya, maksudnya yang tahu gitu lho, ya maksudnya yang kayak mengerti paham Bahasa Inggris ya nggak papa kok kalian kalo misalnya mau bantu temen-temen pas UN gitu lho. Lihat TO yang kemarin, gitu. Kayaknya setelah TO yang se-kabupaten tu kayaknya langsung... I : Tapi kalo *** (nama panggilan Dolores) sendiri gimana sih nanggepin guru *** (nama panggilan Dolores) yang ngomong kayak gitu: kasih tau temen-temen ya? DO: O, kayak gitu. Kalo aku sih, ya... pertamanya sih kaget gitu lho. Aku baca kan soal-soal dari tahun-tahun kemaren... Terus yang tahun ini kayak benerbener susah gitu lho... Jadi banyak kosakatakosakata yang baru yang agak susah buat aku. Jadi kita tu kalo di SMP kebanyakan jawabannya itu udah ada di tulisannya. Udah ada di teksnya. Kalo di SMA kita tu harus 182

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Positive impacts

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lebih menganalisa dulu dari kalimat-kalimat itu. Nanti kita baru tau kesimpulankesimpulannya. Kalo misalnya kayak dari pengetahuan sih DO49 kayaknya iya deh. Jadi tahu informasiinformasinya. Terus juga kan, e, aku liat dari kurikulum yang pas tahun aku UN tu kayaknya bagus gitu lho informasi-informasinya. Kayak tentang informasi yang ada di luar, terus kayak misalnya Description itu kayak lebih, e, penjelasan-penjelasan tentang yang di luar gitu lho bukan hanya di Indonesia aja. Budaya yang ada di luar gitu. Negara berbahasa Inggris. Kalo aku sih untuk persiapannya pasti jadi DO50 lebih berguna sih di universitas. Masalahnya di universitas itu kan juga ada tes Bahasa Inggris. Jadi aku di situ merasa aku udah ada persiapan khusus. I : Kalo untuk kuliah, gitu, persiapan itu DO51 berpengaruh nggak ke *** (nama panggilan Dolores)? Misalnya *** (nama panggilan Dolores) jadi lebih teliti saat membaca jadi lebih tepat, kalo listening jadi lebih peka. DO: Kalo aku sih jadi lebih cepet nangkepnya.

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Appendix 3 Additional Elaboration on The 2015 National Examination in Indonesia* It was held by 70,000 schools across Indonesia, by 18,552 senior high schools, and was followed by 1,632,757 senior high school students (Utami & Linggasari, 2015, January 24). There were 35 million copies of national examination drafts and 5 packages for each class (Utami & Linggasari). Each subject test of the National Examination consists of 50 questions. The English subject consists of 15 listening comprehension questions and 35 multiple choice questions (Utami & Linggasari). The results of the 2015 National Examination were reported differently from previous results of national examination (Utami & Linggasari, 2015, January 24). The 2015 results were reported in two pages. One page showed a student result in numbers while another page described the numbers further (Utami & Linggasari). The student results were categorized in four levels: excellent, good, fair, and poor (Utami & Linggasari). a) No Longer Used to Determine Graduation Different from previous years, in the 2015 National Examination results are no longer used as the determinant for student graduations (Utami & Linggasari, 2015, January 24). The student graduations were determined by the teachers. To decide whether a student can graduate, teachers evaluated each “student‟s performance, attitude and skills over the entire course of his or her study” (Rachman, 2015, April 13). The National Examination results are only used for quality mapping of programs and/or education units (Utami & Linggasari, 2015, January 24; The 184

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Jakarta Post, 2014, December 30), consideration for entrance selection of the next education level, and consideration for training and fund distribution to education units as the attempt to raise education quality (Menteri Pendidikan dan Kebudayaan Republik Indonesia [Mendikbud RI], 2015, p. 9). Since it was no longer used to determine students‟ graduation, there was “no longer a minimum passing grade” (Nizam, head of the Ministry‟s Education Assessment Center, as quoted in Rachman, 2015, April 13). However, there was still “a minimum standard score for each subject”: 5.5 for each subject (Rachman). Those whose scores were below average were given the chance to retake the examination (Rachman). FSGI stated the number of stressed-out students was less than last year. The students were still motivated in preparing for the examination because the results were still considered as one of the selection requirement of favorite universities. “It did not decrease the students‟ motivation. ... It decreased their burden,” Listartyi, said (Saut, P. D., 2015, April 13). Anies promised that the concept of the new version of the National Examination would be implemented perfectly. (The Jakarta Post, 2014, December 30). b) Computer-based Examination for Certain Schools In 2015, the National Examination was conducted online in 585 schools. Only few provinces have been prepared for it. The high schools involved in the online examination were more or less 2% of all high schools in Indonesia (The Jakarta Post, 2014, December 30; “UN Berbasis Komputer”, 2015, April 11).

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According to Nizam, the computer-based national examination would be able to “cut down on costs to print and distribute the test” (Rachman, 2013, April 15). It can also anticipate the possibility of examination material leaks (“UN Berbasis Komputer”, 2015, April 11). Nizam further said that this type of examination would help the students to “enhance students‟ computer literacy skills, which he called a „basic need now‟” (Rachman). Even though the computer-based national examination brought several advantages as mentioned above, its implementation was not simple. There were schools reporting technical obstacles in the process. In Jayapura, Papua, computer shortage was found in SMK 3 (Vocational High School 3) and five other schools. In SMK 3 there were only 160 computers for 480 students. Due to the condition, 420 students in the school “were unable to do the test simultaneously”. They “must wait in line: were divided into three groups, 160 students in each group” (Harahap & Somba, 2015, April 14). A couple of other schools were faced with the fear that there would be power outage during the D-day of the examination. This fear made sense because in SMKN 1 Kupang power outage often happened (Dan, 2015, April 10). Because of the same fear, schools increased the electricity power from 23 thousand watt to 55 thousand watt (Dan). In SMAN 1 Cisarua, the only school in the city in which computer-based examination was conducted, technicians of PLN (Perusahaan Listrik Negara/State Electricity Company) and generator were prepared to prevent blackout during the examination (“UN Berbasis Komputer”, 2015, April 11). In Jayapura, Papua, one school “momentarily experienced a blackout during the last

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five minutes of the examination, which caused all the computers to shut down.” (Harahap, R. & Somba N. D., 2015, April 14). Internet connection was another factor which brought obstacles to the implementation of computer-based examination. In Jayapura, the examination committee found difficulties in downloading questions. They were supposed to be downloaded at 7 a.m. but the internet connection was only available at 8.30 a.m. (Harahap, R. & Somba N. D., 2015, April 14). In SMK 1 Tinambung, Majene regency, West Sulawesi, the examination was delayed up to 1 p.m due to the disrupted internet connection. Since the examination was divided in three sections, it was finished at 6 p.m. (Harahap, R. & Somba N. D.). In SMA Cendana and SMAN 8, Pekanbaru, Riau, the internet connection was disrupted for a moment therefore the students were not able to type their answers online (Harahap, R. & Somba N. D.). Riau Education Office Head, Dwi Agus Sumarno, stated that “the trouble was not due to the unpreparedness of schools in implementing the online exam” (Harahap, R. & Somba N. D.). He said the trouble was caused by the overburdened server at the Education Assessment Center. (Harahap, R. & Somba N. D.). c. Cheating and Leaks Even though the results of the 2015 National Examination were no longer used as the factor to determine student graduations, the national examination answer cheating and leaking cases were still found in many areas in Indonesia (Jong, 2015, April 16; Tarigan, 2015, April 16). The number of reports decreased (from 304 in 2014 to 91 in 2015 for cheating cases and from 11 in 2014 to 2 in 2015 for

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answer key leaking cases) but there were still reports (The Jakarta Post, 2015, April 15). FSGI reported answer key selling practices in East Java and DKI Jakarta. In Mojokerto, Lamongan, East Java, answer key was sold 14 million rupiahs. Each student pitched 50,000 rupiahs for it. In Jakarta, the answer key price was 14 million to 21 million rupiahs and each student pitched 50,000 to 100,000 to have it (The Jakarta Post, 2015, April 15). They also reported practices of cheating by cell phone and small sheets of papers in Bekasi, Bogor, Bandung, Lamongan, and Jakarta (Tarigan, 2015, April 16). Cheating cases which involved The National Examination Success Team and Regional Education Service were also reported by FSGI. In 2015, the national examination material was leaked. It had never happened before. Answer keys were usually leaked but in 2015 the material was. It was “reportedly available online for three days, from Saturday to Monday, before being deleted by Google after a request from the ministry” (Jong & Sundaryani, 2015, April 17). The material was distributed in Aceh, Yogyakarta, East Java, and Jakarta (Sundaryani, 2015, April 20; The Jakarta Post, 2015, April 15). There were 30 packages of material leaked (0.25 percent from the total 11,730 packages) (The Jakarta Post, 2015, April 15). The government immediately responded to the case. They demanded students who suspected using the leaked material in answering the examination or schools which were suspected using them during the examination to redo the examination. According to Culture and Elementary and Secondary Education Minister, Anies

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Baswedan, the students cheating could be analyzed by using the national examination results (Jong & Sundaryani, 2015, April 17). He said the results could detect systematic cheating because they had integrity index which measured honesty in the examination (Jong & Sundaryani; Sundaryani, 2015, April 20). Listyarti considered the government reaction to redo the examination unnecessary. She blamed the education policy for the leaks. “Just use this case as a lesson to show that education policy is mostly half-baked,” she said (Jong & Sundaryani). Other than demanding to redo the examination, the government also planned to drag the parties responsible for the material multiplying to court. (Jong & Sundaryani, 2015, April 17). Police had been instructed to investigate the case. “Firms hired to print the examination materials would foot the bill,” Baswedan said (Jong & Sundaryani). The government also instructed material destroying/sealing after the examination was over. Nizam said it was an international standard. “All 35 million exam papers would be destroyed after all junior high school, high school and vocational school examinations had been completed,” Baswedan said (Sundaryani, 2015, April 20). Even though the policy had been in place for years, “it had not been strictly enforced” (Sundaryani). Prosecution was what awaited the parties abusing the policy. “The material of the National Examination was state secret document,” Baswedan said (Sundaryani). Only parties authorized by the ministry had the right to store the material. Nizam said it was important to train teachers to “dispose of old exam materials properly,” (Sundaryani). Listyarti considered the policy „long-overdue‟ (Sundaryani). According to her, teachers

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kept the materials because they found it necessary to to help students study for the next examinations (Sundaryani).

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