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ELS STUDENTS’ LIVED EXPERIENCE OF
PROJECT-BASED LEARNING
A Thesis Presented to
The Graduate Program in English Language Studies
In Partial Fulfillment of the Requirements
For the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies
by
Sandy Ferianda
146332022
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
ELS STUDENTS’ LIVED EXPERIENCE OF
PROJECT-BASED LEARNING
A Thesis Presented to
The Graduate Program in English Language Studies
In Partial Fulfillment of the Requirements
For the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies
by
Sandy Ferianda
146332022
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERI\IYATAAI\I PERSETUJUAI\PUBLIKASI KARYA ITMIAH T]NTUK KEPENTINGAII AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Sandy Ferianda
NIM : 146332022
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma, karya ilmiah saya yangberjudul:
. ELS STUDENTS'LIYED EXPERIENCE OFPROJECT.BASED LEARI\IING.
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyiryrpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun
memberikan royalti kepada saya selama tefup rencantumkan saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 16 Februari 2017
Sandy Ferianda
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ACKNOWLEDGEMENTS
After completion of this thesis, I would like to thank Allah S.W.T, for the
wonderful blessing, for the endless love and timeless guidance and for the strength
given to me. I do believe that this thesis would have never come to its completion
without remarkable help and blessing from Allah S.W.T.
My deepest gratitude goes to my only one sponsor, Bapak F.X. Mukarto,
Ph.D. for his guidance and assistance during the process, his willingness to spend
his time reading and correcting my thesis, and his advice as well as his
encouragement from the beginning of the research until the accomplishment of this
thesis. I am also grateful to all Thesis Reviewers and Examiners, Dr. B.B.
Dwijatmoko, M.A., Dr. J. Bismoko, Paulus Sarwoto, Ph.D. and the other Graduate
Program lecturers at Sanata Dharma University for the guidance throughout my
study time in the ELS Sanata Dharma University.
My special regards and gratitude are presented to my beloved family, Papa
Sugianto, Mama Farida Efriyani, and Ayuk Selvi Kartika Sari who always gave
me never ending support, encouragement and prayer. I thank for the spirit in life
that encourages me to do the best in this life.
I truthfully want to thank to my best friends Mba Pipit, Mba Fika, Mba
Ajeng, Mas Lian, Mas Wawan, Marita, and all ELS students batch of 2014 who
have given me their care and support. I also would like to thank my colleagues in
PT PMA MINDO Small Business Solution, Yogyakarta. They have been part of
my life and I hope that our friendship will never end. I would never forget to thank
everyone who had supported the completion of this thesis that I cannot mention.
May God bless them all!
Sandy Ferianda
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vii
TABLE OF CONTENTS
Page
TITLE PAGE .................................................................................................. i
ADVISOR’S APPROVAL PAGE .................................................................. ii
THESIS COMMITTEE’S APPROVAL PAGE .............................................. iii
STATEMENT OF ORIGINALITY ................................................................ iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ v
ACKNOWLEDGEMENTS ............................................................................ vi
TABLE OF CONTENTS ................................................................................ vii
LIST OF FIGURES ........................................................................................ x
LIST OF ABBREVIATIONS ......................................................................... xi
LIST OF APPENDICES ................................................................................. xii
ABSTRACT .................................................................................................... xiii
ABSTRAK ........................................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................ 1
B. Problem Limitation ..................................................................................... 3
C. Problem Formulation .................................................................................. 5
D. Research Goal ............................................................................................. 5
E. Benefits of the Study .................................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Review ..................................................................................... 7
1. Lived Experience .................................................................................. 7
a. Principles in Lived Experience ...................................................... 12
1) Turning to thre Nature of Lived Experience ............................. 12
2) Investigating Experience As We Live It ................................... 13
3) Hermeneutic Phenomenological Reflection .............................. 14
4) Hermeneutic Phenomenological Writing .................................. 15
5) Maintaining A Strong and Oriented Reflection ........................ 15
6) Balancing the Research Context by Considering
Parts and Whole ......................................................................... 16
b. Fields in Lived Experience ............................................................. 16
1) Understanding .......................................................................... 17
2) Belief ........................................................................................ 17
3) Intention .................................................................................... 18
4) Action ....................................................................................... 18
5) Feeling ...................................................................................... 19
2. Project-Based Learning ........................................................................ 21
a. The comparison of Project and Problem Based Learning .............. 23
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viii
b. Principal Features of Project-Based Learning ................................ 25
c. Authentic Learning ......................................................................... 26
d. Learner Autonomy ......................................................................... 29
e. Cooperative Learning ..................................................................... 30
f. Multiple Intelligences ..................................................................... 32
g. Steps of Project Development ........................................................ 34
1) Starting the Project .................................................................... 35
2) Developing the Project ............................................................. 35
3) Reporting to the Class .............................................................. 35
4) Assessing the Project ................................................................ 35
h. Assessment of PBL ........................................................................ 36
i. Benefits of PBL in Language Learning ........................................... 37
1) Gaining Language Proficiency, Self-Efficacy, and
Self-Esteem ............................................................................... 37
2) Using Real-Life Language and Experiencing Language in
Meaningful Life Situations ........................................................ 37
3) Developing Motivation, Self-Confidence and the Cognitive
Domain in Second or Foreign Language Learning ................... 38
j. Challenges in Implementing PBL ................................................... 38
1) Time-Management .................................................................... 39
2) Crafting Questions .................................................................... 39
3) Keeping Focus .......................................................................... 39
3. English Language Studies (ELS) ......................................................... 40
B. Framework of Pre-figured Understanding .................................................. 41
CHAPTER III RESEARCH METHODOLOGY
A. Research Method ........................................................................................ 44
B. Research Design ......................................................................................... 45
1. Specified Goal ...................................................................................... 46
2. Context ................................................................................................. 46
3. Procedures ............................................................................................ 46
4. Components .......................................................................................... 48
C. Instrument ................................................................................................... 50
D. Texts Gathering .......................................................................................... 50
E. Texts Processing ......................................................................................... 51
F. Trustworthiness of the Findings ................................................................. 53
CHAPTER IV DESCRIPTIONS AND INTERPRETATIONS
A. Description of the Participants’ Lived Experience ..................................... 54
1. Dewi’s Story ......................................................................................... 54
2. Evi’s Story ............................................................................................ 61
3. Ata’s Story ............................................................................................ 66
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B. Interpretation of the Participants’ Lived Experience ................................. 72
1. Pre-figured Meanings ........................................................................... 72
a. Authentic Learning ......................................................................... 73
b. Learner Autonomy ......................................................................... 76
c. Cooperative Learning ..................................................................... 80
d. Multiple Intelligences ..................................................................... 85
2. Emergent Meanings .............................................................................. 88
a. Understanding Others ..................................................................... 89
b. Personal Development .................................................................... 91
CHAPTER V CONCLUSIONS, IMPLICATION, AND
RECOMMENDATIONS
A. Conclusions .............................................................................................. 97
B. Implications ................................................................................................ 100
C. Recommendations ...................................................................................... 101
BIBLIOGRAPHY ......................................................................................... 103
APPENDICES ............................................................................................... 109
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LIST OF FIGURES
Figure 2.1. Framework of Pre-Understanding ………………………………..... 43
Figure 3.1. Research Design ………………………................………………… 45
Figure 3.2. Research Procedure ………………………………...................…… 47
Figure 3.3. Text Processing ………………………………………...………….. 52
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LIST OF ABBREVIATIONS
ABP : Association of Business Practioners
APOT : Appreciate Others
BAL : British American Literature
CDA : Critical Discourse Analysis
COPG : Communicate Progress
CTS : Critical Thinking Skill
DCP : Discipline
DINT : Different Intelligences
ELESP : English Language Education Study Program
ELS : English Language Studies
ENOP : Enlarge Opportunities
EXIN : Explore Interest
FtFP : Face-to-Face Promotive
GRP : Group Processing
IA : Individual Accountability
INTV : Initiative
INDP : Independent
LC : Literary Criticism
L-CS : Learner-Centred Setting
LLTC : Language and Language Teaching Conference
MADE : Making Decision
NEGO : Negotiation
OM : Open-Minded
P-SS : Problem-Solving Skill
PBL : Project-Based Learning
PMD : Project and Material Design
RESP : Responsibility
RWT : Real-World Task
SEFF : Self-Efficacy
SEST : Self-Esteem
SPD : Service Program Design
TW : Team Work
UOCH : Understanding Others’ Characters
UON : Understanding Others’ Needs
UOR : Use of Other Resources
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LIST OF APPENDICES
APPENDIX 1 Informed Consent Form 1 (DEWI) ………………………… 110
APPENDIX 2 Informed Consent Form 2 (EVI) …………………………... 111
APPENDIX 3 Informed Consent Form 3 (ATA) ………………………..... 112
APPENDIX 4 In-Depth Interview 1 (DEWI) ……………………………... 113
APPENDIX 5 In-Depth Interview 1 (EVI) ………………………………... 125
APPENDIX 6 In-Depth Interview 1 (ATA) ………………………………. 137
APPENDIX 7 In-Depth Interview 2 (DEWI) ……………………………... 144
APPENDIX 8 In-Depth Interview 2 (EVI) ………………………………... 152
APPENDIX 9 In-Depth Interview 2 (ATA) ……………………………….. 161
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xiii
ABSTRACT
Sandy Ferianda. 2016. ELS students’ lived experience of project-based learning.
Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma
University.
This research was actually inspired by my own story when I was in the first,
second, and third semester. From the first until the third semester, my lecturers
always asked the students to create certain projects or assignments individually or
in group. The projects or assignments were various such as making mini research,
writing academic papers, and designing learning materials. Then I realized that my
lecturers were actually implementing project-based learning (PBL) in the
classroom. This research mainly focused on the lived experience of the English
Language Studies (ELS) students. I tried to discover the meaning of the
phenomenon of project-based learning implemented by most of the lecturers.
Additionally, this research aimed at describing and interpreting the shared lived
experience of the ELS students. In this study, I provided three main theories which
were very helpful in exploring the concept of the study. They are lived experience,
project based learning and ELS. Those theories acted as a means for me to construct
the instruments as well as to create the framework of pre-understanding and pre-
figured meanings.
This study was a hermeneutic phenomenology study. It was phenomenology
since it had a close relation to description, and it was hermeneutic as it had a close
relation to interpretation. The participants were three illuminating students coming
from the graduate program in English Language Studies (ELS) in Sanata Dharma
University batch of 2015. They were from three different streams namely education,
linguistics, and literature. Moreover, I administered an interview guideline as the
instrument for collecting the data. In doing the interview, I employed one-on-one
interview. In order to validate the findings of the research I then, used member
checking as the trustworthiness for the study.
The findings of this study were the description and interpretation of three
participants’ lived experience of project-based learning. There were four pre-
figured meanings and two emergent meanings based on the interpretation of the
participants’ lived experiences. The pre-figured meanings were determined based
on the logical truth. On the other hand, the emergent meanings were found during
the research process or the empirical truth. In the pre-figured meanings, logically,
there were four main types of assigned meanings namely authentic learning, learner
autonomy, cooperative learning, and multiple intelligences. Empirically, there were
two emergent meanings assigned in this study namely understanding others and
personal development. Those two meanings were emerged during the interview.
Lastly, this research was expected to give implications for first the audience
that would have better empathic understanding, second ELS lecturers are about to
implement the project-based learning in the following academic years, and other
teachers or lecturers from other study programs. Recommendations are also
addressed to the ELS students as their habit formation, to the ELS lecturers as their
inputs to give more feedbacks to the students, and to the future researchers.
Keywords: Lived experience, project-based learning
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ABSTRAK
Sandy Ferianda. 2016. ELS students’ lived experience of project-based learning.
Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini terinspirasi dari cerita saya sendiri ketika di semester satu,
dua, dan tiga. Sejak semester pertama sampai ketiga, dosen kerap menugaskan
mahasiswa untuk membuat proyek atau tugas tertentu baik secara individu atau
berkelompok. Tugas atau proyek yang ditugaskan bentuknya bermacam-macam
seperti penelitian kecil, menulis makalah akademis, dan mendesain materi
pembelajaran. Saat itu, saya menyadari bahwa dosen mengaplikasikan
pembelajaran berbasis proyek di kelas. Penelitian ini berfokus pada pengalaman
hidup dari mahasiswa Kajian Bahasa Inggris (KBI). Saya mencoba untuk
menemukan makna dari fenomena pembelajaran berbasis proyek yang diterapkan
oleh dosen. Penelitian ini juga bertujuan untuk mendeskripsikan dan
menginterpretasikan pengalaman hidup yang diceritakan oleh mahasiswa Kajian
Bahasa Inggris. Dalam penelitian ini, saya menggunakan tiga teori yang berfungsi
untuk mencari kebenaran logis dari penelitian ini. Teori-teori tersebut adalah
pengalaman hidup, pembelajaran berbasis proyek, dan KBI. Ketiga teori tersebut
berperan sebagai alat bantu untuk membuat instrumen dan kerangka dari
pemahaman awal, dan tema awal.
Penelitian ini adalah penelitian fenomenologi hermeneutika. Fenomenologi
karena berhubungan erat dengan pendeskripsian dan hermeneutika karena
berhubungan erat dengan penginterpretasian. Partisipan dalam peneltian ini adalah
tiga orang mahasiswa angkatan 2015 dari program pascasasarjana KBI Universitas
Sanata Dharma yang berasal dari tiga konsentrasi berbeda yaitu pendidikan,
lingustik, dan kesusastraan. Selanjutnya, acuan wawancara digunakan sebagai
instrumen untuk mengumpulkan data. Saat melakukan wawancara, saya
menggunakan teknik wawancara one-on-one. Untuk memvalidasi hasil dari
penelitian ini saya menggunakan member checking.
Hasil dari penelitian ini berupa deskripsi dan interpretasi pengalaman hidup
ketiga partisipan tentang pembelajaran berbasis proyek. Ada empat makna awal dan
dua makna yang muncul pada bagian. Makna awal ditentukan dari kebenaran logis
dan makna yang muncul ditemukan ketika proses penelitian. Secara logis, ada
empat makna awal yakni pembelajaran otentik, otonomi siswa, pembelajaran
kooperatif, dan kecerdasan majemuk. Secara empiris, makna yang muncul adalah
mengerti orang lain dan perkembangan pribadi.
Terakhir, penelitian ini diharapkan untuk memberikan implikasi kepada
khalayak agar memiliki pengertian empati, dosen program studi KBI yang akan
menggunakan pembelajaran berbasis proyek pada tahun ajaran berikutnya, dan
dosen dari program studi lain. Saran juga ditujukan kepada mahasiswa KBI untuk
pembentukan kebiasaan, dosen KBI untuk lebih memberikan masukan kepada
mahasiswa, dan peneliti selanjutnya.
Katakunci: Pengalaman hidup, pembelajaran berbasis proyek
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CHAPTER I
INTRODUCTION
It may be useful to state at the beginning what my intention in this study is
and what interest a reader my have in it. In this study, I aim at finding out the ELS
students’ lived experience of the implementation of Project Based Learning in the
graduate program of English Language Studies based on their shared lived
experiences.
In this chapter, therefore, I begin with an introductory chapter which
consists of five sections, namely (a) background of the study, (b) problem
limitation, (c) problem formulation, (d) research goals, and (e) benefits of the study.
A. Background of the Study
From the first semester of my master degree program, my lecturers always
asked the students to create certain projects or assignments in groups or
individually. For instance, making a presentation towards certain issues, making
academic papers, designing an English program, and many others. I realized that
this phenomenon is really interesting since we were not taught as if we were in the
traditional school in which teachers always take control of the activities in the class.
However, what I experienced was my lecturers, my friends, and I were together
constructing the course programs for the entire semester. The syllabus and the
activities were already made by the lecturers and all we needed to do was choosing
the topics which we thought interesting and discussing any possibilities related to
the course.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In fact, not all assignments were done individually. We were also given a
chance to finish our projects in group. I found it very enjoyful since my lecturers
sometime gave freedom to choose the friends to work with, and to choose the topic
we were interested in. Besides, I could also discuss the problems with my friends
as well as my lecturers when we found difficulties.
Based on my true story, I realized that my lecturers were actually
implementing the Project-Based Learning model in the class. Indeed, teachers
commonly apply or implement the learning model which is appropriate to the
students. One of the learning models is project-based learning model. Project-based
learning (PBL) is an instructional model that is based in the constructivist approach
to learning, which entails the construction of knowledge with multiple perspectives,
within a social activity, and allows for self-awareness of learning and knowing
while being context dependent (Duffy & Cunningham, 1996). Thomas (2000) sets
five criteria for PBL: projects should be central to the curriculum, focused on
problems that drive the students to struggle with major concepts, involve the
students in constructivist investigation, student-driven, and realistic. Furthermore,
Grant (2002) discusses that common features to PBL implementation are an anchor
of the activity, a task, an investigation, provision of resources, scaffolding,
collaboration, and opportunities for reflection and transfer.
In this study, I attempt to find out the English Language Studies (ELS)
students’ lived experience of the project-based learning implemented by the
lecturers. I am interested in conducting a research on that topic since the project-
based learning is often used by the ELS lecturers in the teaching-learning process
in order to make the students learn independently. For example, the students are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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requested to produce a portfolio, a research report based on a mini research,
a sample of materials, and some other activities. Referring to the activities
mentioned previously, this is also in line with the concept of project-based learning
proposed by Bell (2010). Bell states that project-based learning is an instructional
method centred on the learner. Students develop a question and are guided through
research under the teacher‘s supervision.
Most related research or studies tend to discuss the activity of the project
based learning, the implementation as well as assesment for the model, and the
effect of project based learning on students’ achievement. I find no similar research
reports related to the lived experience of the project based learning like what I, in
this study, would conduct. One example of the research reports is done by Gökhan
Baş (2011). He was doing a research on investigating the effects of project based
learning. In short, the participants of his study were the Turkish students. In regards
to the research on lived experience or related studies, I personally have not yet
found any research reports discussing the lived experience on project based
learning. Hopefully, after doing or conducting this hermeneutic phenomenology
research, this can enrich and fill the gap for the betterment of English Learning.
B. Problem Limitation
This study, then, delimited on how the ELS students perceive their lived
experience of project based learning. Hermeneutic phenomenology proposed by
Van Manen (1990) was then employed as the most proper methodology in
discovering the lived experience of the ELS students’ lived experience. Her
meneutic phenomenology was then choses as it is line with the purposes of this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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study which are to describe and to interpret the students’ lived experience of the
implementation of project based learning.
Additional delimitiation included the limited fund and time. This study
delimited to three students from the graduate program of ELS Sanata Dharma
University. Those three participants were choses without considering their age,
gender, family background, and employment background. They were chosen based
on the illumination aspect. In other words, the participants were those who could
give rich descriptions of their lived experience and were willing to share them. With
the limitation on the number of the participants, I then expected to gain the rich and
meaningful descriptions from them which futher could be elaborated.
Thus, this study is then to limit the focus which on on discussing the
implementation of the project based learning based on the ELS students’ shared
lived experience. In regards to the lived experience of the students, thus, the source
of the data will be mainly based on the shared stories of the students. The other
limitation is the natural tendency of the participants to forget or mislead their past
memories and events in the time they were being asked to remember about their
experience.
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C. Problem Formulation
The project based learning is one of the learning models which the educators
can apply in the classroom. In this context of research, the project based learning
model is applied or implemented by the lecturers of ELS. In relation to the intention
of this research which I have previously stated at the beginning of this chapter, the
students’ lived experiences are gained from what the students really experience in
the process of their learning. Hence, the question or the problem of the study is
formulated as follows: what is the lived experience of ELS students of the project-
based learning like?
D. Research Goals
In this research, the reseacher aimed at describing and interpreting the ELS
students’ interpretation of Project Based Learning as one of the learning methods
used in the classroom based on their lived experience. By doing so, I expect to
obtain the essential meanings of the students’ lived experiences. Therefore,
hopefully, the students can have more reflective life so that they can succeed in their
study. Furthermore, it is also expected that the audience can gain more emphatic
understanding on the essential meanings of the lived experiences of the students.
E. Benefits of the Study
As the research attempts to describe and interprets the students’ lived
experience of the project based learning, I expects that the research will provide
some contributions or benefits. There were three benefits which can be obtained
from this research. Since this research is conducted in the educational area, I expects
that this research can give contribution to English language teaching in Indonesia.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Firstly, since the project-based learning model is implemented by the
lecturers, thus this research is expected to give a clear description of the students’
lived experience about the learning model. Moreover, by knowing the students’
lived experience, the lecturers can discover the strengths and also the weaknesses
of this learning model. Therefore, in the future, the implementation of the learning
model can be applied better.
Secondly, this study is also beneficial to the students who are chosen to be
the participants of this study, since they can share their own experiences, feelings,
obstacles, enjoyment, and expectations. Moreoever, it is also expected that after
sharing their lived experiences, the students can have more reflective life for the
betterment of their study.
Thirdly, I expect that this study can inspire or motivate other researchers.
Moreover, future researchers who are going to conduct a similar study related to
the project based learning will be helped through this research. Through the
completion of this reseach also, the rersearcher expects that the future researchers
could also find another interesting thing which they can conduct a research on.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses theoretical review and framework of pre-
understanding. Theoretical review deals with theories underlying this study.
Framework of pre-understanding deals with how the theories are logically
constructed as well as deals with the pre-figured themes related to the themes that
appear in the pre-figured themes.
A. Theoretical Review
In this section I will then review three main theories which become the
construct of this study. They are lived experience, project-based learning, and
ELS.
1. Lived Experience
Lived experience becomes one of the problems which is investigated in the
phenomenology study. Cresswell (2007, p.57) states that phenomenology study
figures out that the meaning for several individuals of their lived experiences of a
concept or a phenomenon. Lived experience is also described as a phenomenon and
it involves description and interpretation of the phenomenon. Van Manen (1990, p.
1) states that the researchers create questions, collect data, describe a phenomenon,
and build textual interpretations. Lived experience has a close relation with the
pedagogy. Pedagogy leads to the essence of lived experience. As Van Manen (1990,
p.2) states that pedagogy is one of the activities that relates to teaching, parenting,
educating, or generally living with children, that demands constant practical acting
in concrete situations and relation. In conclusion, the lived experience itself is based
on certain phenomenon in the real life situations.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Lived experience itself has a close relation to the meaning of a phenomenon.
It is trying to find out the meaning in depth beyond the phenomenon which emerges.
Van Manen (1990, p. 11) emphasizes that the phenomenology is human science as
the subject matter of phenomenological study is the structures of meaning of the
lived human world. Hence, it can be concluded that phenomenology is close to the
human living in relation to the meaning of the lived experience.
The main purpose of phenomenology study is to humanize human being
(Van Manen, 1990, p.21). It attempts to provide a better life quality to the human
beings by using description and interpretation. Description deals with the quality of
lived experience and interpretation deals with the meaning of something (Van
Manen, 1990, pp. 25-26). Additionally, phenomenology also reveals the core of
lived experience in discovering the meaning. The main purpose of a
phenomenological research based on Dahlberg (2001) is the description and
explanation of the everyday world in a way that enlarges our understanding of
human experience.
According to Van Manen (1990, p. 13) the definitions of phenomenology
research are divided into eight definitions. The first is phenomenology research is
closely related to the lived experience. Phenomenology attempts to comprehend the
meaning of experience. The second is phenomenology elucidates the phenomena
after the consciousness process. The phenomena is explained after people have
awareness of their experience. The third is phenomenology research has a close
relations to the study of essence. Phenomenology seeks to find out the essence of
the meaning from lived experience. The fourth definition is phenomenology
research can be described as a description of experiential meaning. Its aim is to
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describe and interpret the meaning in depth. The fifth is phenomenology research
is a study about phenomena of human scientific. It also refers to intersubjective
study where the participant consists of more than one person in order to find out the
participant’s lived experience. The sixth is phenomenology research is the practice
of attentive thoughtfulness. It aims at giving attention to the participants’ story or
reflection. The seventh is phenomenology relates to the meaning of being a human
being. It is also in line with what Van Manen has early stated in his book. He states
that phenomenology research has an ultimate goal, it is the fulfilment of our human
nature: to become more fully who we are (Van Manen, 1990, p. 12). The eighth is
phenomenology research is a poetizing activity. Van Manen (1990, p. 13)
emphasizes that what people have to do is finding out what lies at the ontological
core of our being.
Phenomenology deals with description and hermeneutic deals with
interpretation. Interpretation possesses two notions according to Gadamer and
Husserl. Gadamer as cited by Van Manen (1990, p. 26) describes that interpretation
attempts to point to something, and interpretation attempts to point out the meaning
of something.
Hermeneutics is closely related to interpretation. It has some definitions
according to Palmer (1969, pp. 33-45). The first is hermeneutics as a theory of
biblical exegesis. It means that hermeneutics is as the basis for the interpretation of
the bible. The second is hermeneutics as the science of linguistic understanding. It
means that understanding is close to the linguistic interpretation. The third is
hermeneutics as the phenomenology of Dasein and of existential understanding. It
relates to understanding the existence of human being. The last is hermeneutics as
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a system of interpretation which means that hermeneutics relates to the
interpretation.
Lived experience discusses themes. Van Manen (1990, p.87) states several
meaning of themes. First, theme relates to the experience of meaning. Moreover,
theme, itself, can be either empirical or transcendent. Second, theme relates to
simplification of experience. Third, theme is intransitive. Fourth, theme relates to
take out the phenomenon and try to understand it. Thus, theme makes the researcher
focuses on certain phenomenon to dig out the meaning of lived experience.
Phenomenology also deals with reflection. Alvesson (2000, p.6) states that
reflection can be described as consistently considering various basic dimensions
behind and in the work of interpretation, by means of which it can be qualified. It
means the reflection of the lived experience. In conclusion, lived experience is
reflected by the past experience of the participants. Likewise, Van Manen (1990,
p. 101) has the same concept as Alvesson in defining the concept of reflection. He
states that the goal of phenomenology reflection is trying to absorb the core
meaning of something. Moreover, he also emphasizes that reflection is taken from
four aspects, namely lived space (spatiality), lived body (corporeality), lived time
(temporality), and lived human relation (relationality or communality). In brief,
lived space provides a clear direction why human being commits to do certain
phenomenon since lived space provides certain space of how human being acts.
Lived body provides clues of lived experience through the physical expressions.
Lived time gives clues of criteria era where the human being lives. Lived human
relation gives clues of the relation of human being in certain conditions.
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In obtaining the reflective research, there must be some pointers. Alvesson
& Skoldberg (2011) states four pointers in the reflective research. First, it relates to
systematic and techniques in research procedures. It means that logical reasoning
must be included. Second, it relates to the clarification of interpretation. It is needed
to obtain the appropriate interpretation. Third, it relates to the awareness of
political-ideological character of research. It relates to the lived space where the
human being lives. Fourth, it relates to the problem of representation and authority.
It relates to how the reflection discovers the problem presentation.
Anecdote is a part of lived experience. Van Manen (1990, p. 69) states that
“an anecdote is a certain kind of narrative point, and it is this point that needs
honing”. Further, anecdote is “methodological device in human science to make
comprehensible some notion that easily eludes us” (Van Manen, 1990, p. 116).
Anecdote must be realized so that the researcher can find the true meaning of lived
experience.
In digging out the meaning, Moustakas (1990, pp. 16-26) explains some
ways related to digging out the meaning. The first way is self-dialogue. It tries to
make someone has his or her self-dialogue of the lived experience. The second is
tacit knowing. It is closely related to the power of uncovering the lived experience.
The third is intuition, it has a close relation to the searching the pattern and
relationship of lived experience. The fourth is indwelling. It aims at searching the
deeper meaning of lived experience. The fifth is focusing. It attempts to search the
meaning focusing on research question. The last is internal frame of reference. It is
closely related to the open and trustworthy of the human beings in discovering their
lived experience.
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Lived experience is one of the types of qualitative research inquiries.
Cresswell (2012, p. 16) states one of the characteristics in the qualitative research
is “analyzing the data for description and themes using text analysis and interpreting
the larger meaning of the findings”. Lived experience deals with a phenomenon. A
phenomenon is a concept in the qualitative research. Cresswell (2012, p. 16) states
that “a central phenomenon is the key concept, idea, or process studied in qualitative
research”.
a. Principles in Lived Experience
Lived experience has six basic principles. They will be discussed further in
this section.
1) Turning to the Nature of Lived Experience
Dilthey as cited by Van Manen (1990, p. 35) states that its most basic form
lived experience involves our immediate, pre-reflective consciousness of life: a
reflexive or self-given awareness which is, as awareness, unaware of itself. It means
that lived experience relates to reflection in which it needs awareness of the
experience. Van Manen (1990, p. 36) also emphasizes that the aim of
phenomenology is to transform lived experience into a textual expression of its
essence – in such a way that the effect of the text is at once a reflexive re-living and
a reflective appropriation of something meaningful.
Phenomenology attempts to find out the essence of the meaning. Van
Manen (1990, p. 39) says that meaning is discovered in which it can make the
structure of lived experience is uncovered to us in such a way that we are now able
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to absorb the nature and significance of this experience in a hitherto invisible way.
The meaning can be revealed the importance of the experience.
In order to reveal the meaning, the question of the research must be
formulated well so that it can dig out the true meaning. Van Manen (1990, p. 43)
says that “the essence of the question, said Gadamer (1975), is the opening up,
keeping open, of possibilities... to rely question something is to interrogate
something from the heart of our existence, from the center of our being”. It means
that the question should uncover the experience until the depth awareness of the
experience. Moreover, Van Manen (1990, p. 44) states that “a phenomenological
question must not only be made clear, understood, but also “lived” by the
researcher”.
Having formulated the question, the researcher should be aware of pre-
understanding since it can be a problem. Van Manen (1990, p. 46) says that “the
problem is that our “common sense” pre-understanding, our suppositions,
assumptions, and the existing bodies of scientific knowledge, predispose us to
interpret the nature of the phenomenon before we have even come to grips with the
significance of the phenomenological question”. In order to overcome that problem,
bracketing is needed. Bracketing here refers to bracket our belief.
2) Investigating Experience As We Live It
Investigating experience has a close relation to gathering the data. The data
gathering is through interview and observation (Van Manen, 1990, p. 53) Creswell
(2012, p. 213) defines that observation is one of the processes of collecting open-
ended, firsthand information by observing people and places. Creswell (2012, p.
214) states that observation roles can be as a participant and as a non-participant.
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According to Moustakas (2012, pp. 215-216), the process of observing consists of
six steps. The first is selecting the site that will be observed. The second is being
familiar with the site. The third is identifying who or what to be observed, when
and how the observation runs. The fourth is determining the role as a participant or
a non-participant. The fifth is doing multiple observations in order to gain or obtain
good understanding. The last is doing recording notes.
Interview is the other data gathering of lived experience. Creswell (2012, p.
217) says that a qualitative interview emerges when researchers ask one or more
participants general, open-ended questions and record their answers. In this study,
I use one-on-one interviews. Creswell (2012, p.218) states that one-on-one
interviews are ideal for interviewing participants who are not hesitant to speak, who
are articulate, and who can share ideas comfortably. Additionally, the interview is
started from the personal experience (Van Manen, 1990, p. 54).
In gathering the data, each experience is appreciated. Van Manen (1990, p.
58) says that phenomenology always proposes any phenomenon as a possible
human experience. It can be said that any experiences that appear or emerge during
the interview must be highlighted evenly.
3) Hermeneutic Phenomenological Reflection
Van Manen (1990, p. 77) illustrates that the purpose of phenomenological
reflection attempts to absorb the essential meaning of something. Meaning has its
own definition. Meaning according to Van Manen (1990, p.78) relates to multi-
dimensional and multi-layered. In doing reflection, it is done in several themes. Van
Manen (1990, p.79) also states that phenomenological themes may be understood
as the structures of experience. Hence, when we analyze a phenomenon, we are
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trying to determine what the themes are, the experiential structure that make up the
experience.
4) Hermeneutic Phenomenological Writing
Hermeneutic phenomenological writing relates to anecdote. Van Manen
(1990, p.115) states that anecdotes is closely related to special kind of story.
Anecdotes have five functions as stated by Van Manen (1990, p. 121). They are to
obtain attention, to gain the importance of reflection, to look for the meaning, to
convert people, to gauge the ability to make interpretation.
This step includes transcribing and interpreting the data. Creswell (2012, p.
239) illustrate that transcription is the process of converting audiotape recordings
or field notes into text data. This step includes making narrative of the lived
experience (Creswell, 2012, p. 509). Then it moves to coding the theme and
interpreting the data. Creswell (2012, p. 511) states that narrative researchers should
code the data of the stories into themes or categories. Interpretation refers to gaining
the larger meaning of the story (Creswell, 2007, p. 157).
5) Maintaining a Strong and Oriented Reflection
In this step, the researcher needs to stay focused on the purpose of the
research. Van Manen (1990, p. 33) clearly explains the importance of orientation.
“Unless the researcher remains strong in his or her orientation
to the fundamental question or notion, there will be many
temptation to get side-tracked or to wander aimlessly and
indulge in wishy-washy speculations, to settle for preconceived
opinions and conceptions, to become enchanted with narsissistic
reflections or self-indulgent preoccupations, or to fall back onto
taxonomic concepts or abstracting theories”
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In order to prevent that, the texts need to be well-oriented, strong, rich, and
deep (Van Manen, 1990, pp. 151-153). The texts need to be oriented to the research
purpose. The texts need to be strengthened in order to reach understanding and
interpretation. The texts need to be rich in order to discover the phenomenon. The
texts need to be deep. Van Manen (1990, p.152) says that depth is what provides
the phenomenon or lived experience to which we orient ourselves its meaning and
its resistance to our fuller understanding.
6) Balancing the Research Context by Considering Parts and Whole
Van Manen (1990, p.33) states that one has to measure the overall design of
the study/text against the importance that the parts must play in the total textual
structure. Hence, the researcher will be lost in the process of writing since the
writing of parts is going to make up the whole writing. Therefore, a well-organized
writing is highly important. The texts are written thematically, analytically,
exemplificatively, exegetically, and existentially (Van Manen, 1990, pp. 168-172).
The text is written based on the theme as the guidance. The text is analyzed through
anecdotes. The text is exemplificatively through rendering the nature of the
phenomenon and filling out the initial description by systematically varying the
examples (Van Manen, 1990, p. 171). The text is exegetically through seeing other
works. The text is existentially through seeing lived time, lived space, lived body,
and lived relationship to others.
b. Fields in Lived Experience
Lived Experience has five important elements namley understanding, belief,
intention, action, and feeling. Those five elements will be discussed further in this
section.
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1) Understanding
Lived experience attempts to understand the meaning of phenomenon. I
discover the phenomenon and grasp the meaning through understanding it. Lived
experience is included in human science. It is as stated by Van Manen (1990, p.40)
that human science is to explicate the meaning of human phenomena and to
understand the lived structure of meaning. It is also supported by Alvesson and
Skoldberg (2000, p.56) that understanding relates to comprehending the past
experience emphatically in each individual. Additionally it is also done in the form
of depth understanding. Likewise, Van Manen (1990, p. 156) emphasizes that
phenomenological research requires a depthful understanding. Heidegger as cited
by Palmer (1969, p.131) also states that understanding attempts to gain the
experience of the existence of human being.
2) Belief
Lived experience of the students has relation to students’ belief. Students’
belief influences the action and feeling that they have. Tatto and Coupland (2003,
p.124) describe that belief is “as a tenet or body tenet of some statement or the
reality of some being or phenomenon, especially when based on examination of
evidence”. Therefore, it can be concluded that belief can be obtained through
experiencing the phenomenon. Belief in this research refers to the belief toward
project based learning. Each student as the participant absolutely has his or her own
belief on project based learning.
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3) Intention
Intention is one of the parts of lived experience. Intention can be inferred as
a plan or a goal. It is what people intend to do or to achieve. Intention is almost
similar with expectation which means a prediction or an estimate or subjective
probability that a behavior will actually be performed. Willis (2001) retained
Husserl’s idea of intentionality that human thinking always linked to something as
an end point to the act of thinking.
Setiya (2014) proposes three areas of intention. The first is intention for the
future, as when I intend to finish my study this semester. The second is intention
with which someone acts, as I am typing with the further intention of writing a
thesis. The last one is intentional action, as in the fact that I am typing this thesis
intentionally.
4) Action
Lived experience is closely related to action. Van Manen (1990, p. 154)
describes that human science focuses on action in which hermeneutic
phenomenological reflection deepens thought and thus creates fundamental
thinking and the acting that comes from it. In conclusion, this theory attempts to
say that lived experience included in the hermeneutic phenomenology focuses on
how people behave toward the reflection. Moreover, Van Manen, himself, (1990,
p.154) emphasizes that phenomenology refers to a philosophy of action in personal
and situated sense. In other words, each person has his or her own action in his or
her experience. Action is also closely related to feeling and understanding. Van
Manen (1990, p. 155) provides an example that “as I act towards children, I feel
responsible to act out of a full understanding of what it is like to be in this world as
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a child”. From the example, it can be inferred that action of experience results in
feeling and understanding of the experience.
5) Feeling
Lived experience focuses on how people feels the experience that they have.
Patton (2002, p.104) emphasizes that lived experience is about how people
experience some phenomenon. It also about how they perceive it, how they feel
about it, how they judge it, how they remember it, how they make sense of it, and
how they talk about it with others. Therefore, feeling is included in the lived
experience. Husserl as cited by Patton (2002, p. 105) also emphasizes that
phenomenology is in accordance with the study of how people describe things and
then experience them through their senses. In other words, people do use their
senses to experience and then feel the experience.
The aforementioned fields of lived experience are shaped or caused by
intentionality, historicity, ideology or belief, and awareness. Each individual has
unique lived experience which is different from one another. The differences are
resulted from the aforementioned structures.
The first structure is intentionality. According to Husserl’s phenomenology
(1963), one’s experience is intended or represented toward things through particular
concepts, thoughts, ideas, or images. In Husserl’s phenomenology, intentionality is
the base of consciousness. It represents one’s consciousness or awareness which
shapes and causes one’s understanding, belief, feeling, action, and intention
towards things in the world (McIntyre & Smith, 1989). It explains how one sees an
object based on previously experienced phenomenon.
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The second structure is historicity. Individual consciousness, as the essential
structure of phenomenology, is historical (Drummond, 2000, p. 133). First, it can
be characterized as having historicity which means that it is formed by one’s prior
experience. Secondly, individual consciousness has its own place in objective
history. It is situated in a certain time and place and circumstance. Therefore, one’s
understanding, belief, action, feeling, and intention are influenced by his/ her
historicity.
The third structure is ideology. Eagleton (1991) defines ideology as “the
process of production of meaning, signs, and values in social life”. Ideology, as a
set of beliefs, signifies one’s thought on an object or phenomenon. With regard to
the purpose of phenomenology i.e. to assign essential meaning of lived experience,
ideology forms how one sees the life world.
The last structure is awareness. In Husserl’s phenomenology, awareness is
structure that makes experience conscious (Smith, 2013). To put it in other words,
a certain awareness of the experience one has while living through or performing it
is what makes experience conscious. Moreover, Smith (2013) points out that
awareness is also a defining characteristic of conscious experience which gives the
experience a first-person perspective of the object of the study. Therefore,
awareness allows an individual to have a first-person perspective on certain
experience.
In sum, intentionality, historicity, ideology of belief, and awareness are the
structures that form the ELS students’ lived experience. The meaning of their lived
experience is manifested in their understanding, belief, feeling, action, and
intention.
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2. Project-based learning
As PBL has been applied in many kinds of disciplines in the classroom
contexts, there are many definitions of this theory which people can take a
consideration first before they further study about it (Welsh, 2006). In the fields or
in the disciplines other than second and foreign language, the Buck Institute for
Education (BIE), an American research and development organization, defines
project-based learning as one of the teaching methods which systematically makes
the students involved in learning knowledge and skills through an extended inquiry
process structured around complex, authentic questions, and carefully designed
products as well as tasks (Markham, et al., 2003, p.4). Solomon (2003, p.10) also
points out that the project-based learning is one of the learning processes which
creates the students to be responsible for their own education. Students work
collaboratively to find solutions for the problems which are close to the real life
situation or authentic, based on curriculum, and often interdisciplinary. Learners
study how to create or produce their own learning process and how to determine
what and where information can be obtained. The students are studying and
synthesizing the information and then applying and exposing their new knowledge
at the end. Moreover, from the entire of the learning process, teachers take a role as
managers and advisors as well.
The project-based learning (PBL) was promoted into second language
education during seventies (Hedge, 1993). In one of the second language
classrooms, PBL becomes an instructional method which systematically improves
the language skills of the students, the cognitive domains and global personality
skills through valuable projects (Ribe & Vidal, 1993). Moss and Van Duzer (1998,
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p.1) defines PBL as an instructional approach which contextualizes learning by
exposing the students with questions or problems to solve or products to develop.
Fried-Booth (2002, p.6) further develops a definition of PBL as student-centred and
driven by the need to produce an end-product. Fried-Booth also further states that
PBL is one of the tools to produce an end-product in an authentic surrounding with
confidence and independence. Project work is led by the intrinsic needs of the
learners who enlarge their own tasks independently or in small groups. This
approach is to establish the links between authentic language and language in
textbooks.
PBL was constantly exposed by the majority of the experts in second
language and foreign language practices (Florez, 1998; Hutchinson, 1993; Maley
2002; McGrath, 2003; Ribe and Vidal, 1993) as one of the influential and
motivating teaching methods to improve students’ second and/or foreign language
through learning by doing. Language learners frequently consider the target
language as something outside their world as they do not have any opportunities to
use the language learnt in their classroom or to apply it outside the class. PBL, thus
allows learners to work together with applied experience in a real world and in a
meaningful context (Fried-Booth, 2002) and controls them with a question to
resolve or a product to create. Students either work independently or in groups with
their own responsibility and the challenge to resolve the authentic problems and to
determine their own approaches for finishing their goals (Hutchinson, 1993).
At the end, students show their newly acquired knowledge and a product
which exposes their learning. They are then evaluated in the entire of the process
by their mates as well as their teachers. The role of the teachers in this process is as
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a facilitator and also an advisor. Additionally, PBL develops useful research and
study skills, such as the use of reference resources and modern technology for
instance, computers, the internet and its useful search engines, all of which are
beneficial to lifelong learning (Markham, et al., 2003; McGrath, 2003).
From the above definitions and explanations of PBL in second language and
foreign language studies, the definition of PBL in this study is sum up as a
comprehensive learning which focuses on authentic problems and challenges that
involve the students who work individually or in a team within meaningful
activities resulting in an end outcome. It is then confirmed that the PBL is a possible
and a useful means or tool for allowing the students to improve their language,
content, as well as their communicative skills. They can apply and can combine
language and actual knowledge in their real lives while managing and creating the
project. In contrast, PBL is the opposite of traditional classroom in which their
teachers only internalize the knowledge through textbooks to their students. To
have better comprehension on how PBL is discerned from other similar learning
methods, such as problem-based learning, the similarities and differences between
these two methods are presented in the following section.
a. The comparison of project and problem-based learning
Both problem-based learning and project-based learning shares similar
abbreviation known as PBL (Lee & Tsai, 2004), even though in this research the
abbreviation of PBL is contextually used for project-based learning. Similarly,
these two instructional methods focus on authentic and applied investigations to
improve the learning process. The teachers give the students open-ended projects
or problems with more than one correct model or answer, intended to allow students
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to generate their ability in making decision and to generate their ability in skills in
solving problem while actively creating the answer for the problem (Moursund,
2002). Moreover, the students also acquire a conceptual comprehension of specific
content knowledge. Additionally, the students work collaboratively and discuss
their ideas throughout the process of learning. (Jones, 1996; Park & Peggy, 2007;
Markham, et al., 2003). Since these two methods are constructed on constructivism,
students build their own learning from their experience and reflect on what they
have learned through their learning practices. Deep learning is generated in the
learning process (Sas, 2006). Furthermore, the two methods of learning stress on
the students at the center with the teachers as facilitator or advisor (Markham, et al.,
2003). The teacher encourages the students to relate their prior knowledge to the
new knowledge related to the problem. Besides, the students also learn how to
communicate their new knowledge to their friends, question their peers and share
their learning.
Although both methods share many similar things, they have distinctive
points or learning. In problem-based learning, a teacher starts with the presentation
of a problem relevant to the field in which students will become proficient. Students
begins with identifying the problems and factors that they need more information
about, and pose questions for information they do not know. The teacher guides the
students to the questions that are pertinent and essential to this stage of their study
(Engel, 1997). Some questions are followed up by the whole group and some are
allocated to individuals to find the answers. In addition, the teacher discusses the
resources that are needed for the research with the students. The students construct
plans to find their own answers, create solutions, and later share the information or
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solutions with their peers (Boud & Feletti, as cited in Duch, Groh, Allen, 2001).
The goal of problem-based learning is problem-solving skills which contain various
approaches to counter problems, while an end product is not a key concern (Jones,
1996).
Unlike problem-based learning, the process of project-based learning
typically begins with driven questions or problems that help students to select their
topic of interest or a topic which they believe is important and relevant to their
studies. Students work collaboratively and design plans for their research before
commencing the project. At the end, students have to develop a meaningful product,
presentation, or performance (Markham, et al., 2003; Moss and Van Duzer, 1998;
Stanley, 2000). Even though the principal goal is the final product which can be
shared with others and evaluated (Brophy, 2004; Sas, 2006), the most important
feature that shows the success of learning is the production process in which
students acquire their new content knowledge and communicative, social and
management skills (Curtis, 2002; Guo, 2006; Helle, Tynjala, & Olkinuora, 2006;
Markham et al., 2003; Solomon 2003). It is clear that in project based learning,
students control their own learning and collaboratively work together to achieve
their goals. They have the opportunity to construct their knowledge and
demonstrate their creative thinking and skills through their projects. The
characteristics of PBL activities are different from other teaching approaches;
therefore the following section identifies the principal features of PBL.
b. Principal Features of PBL
The characteristics of PBL are consistent among educators who studied and
implemented this teaching method (Curtis, 2002; Hedge, 1993; Helle, Tynjala, &
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Olkinuora, 2006; Solomon 2003; Stoller, 1997). Features of PBL include: (a)
complex explorations over a period of time; (b) a student-centred learning activity
whereby students plan, complete and present the task; (c) challenging questions,
problems or topics of student interest which become the center of the project and
the learning process; (d) the de-emphasis of teacher-directed activities; (e) frequent
feedback from peers and facilitators, and an opportunity to share resources, ideas
and expertise through the whole process in the classroom; (f) hands-on activities
and the use of authentic resources and technologies; (g) a collaborative learning
environment rather than a competitive one; (h) the use of a variety of skills such as
social skills and management skills; (i) the use of effort in connecting ideas and
acquiring new skills during different stages of projects; (j) the production of
meaningful artefacts that can be shared with peers, teachers, and experts in a public
presentation; and (k) assessment in both the process of working from the first stage
to the last stage and the finished project. It is clear that PBL has several distinct
characteristics which build upon the essence of authentic learning. Therefore, it is
important to study how authentic learning facilitates a project based learning
environment.
c. Authentic Learning
Authentic learning allows students to experience relevant and real-world
tasks. It makes their learning more meaningful by connecting prior knowledge to
their current study. Herrington and Herrington (2006) stated that students in
authentic learning environment are “engaged in motivating and challenging
activities that require collaboration and support” (p. 2). Students have real-life roles
which are similar to the real world outside the class room and these necessitate
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27
teamwork, negotiation, and the use of problem-solving skills (Woo, Herrington,
Agostinho, Reeves, 2007). The teacher acts as a facilitator to guide students to
achieve their learning’s goals by giving support and guidance throughout the
learning process.
Authentic activities are one of the main features of PBL as students have an
opportunity to connect to real world situations while completing their projects.
(Markham et al., 2003) A PBL project allows students to engage in authentic
situations and practices, for example, communication with people outside the
classroom and using problem-solving, teamwork and critical thinking skills. They
have the opportunity to use other than their textbooks, they need to search and
investigate their project through the use of other resources (e.g. Internet, local
community, advertising materials, and verbal communication in the real world.)
Downes (2007) stresses that authentic learning typically focuses on real-
world, complex problems and their solutions, using role-playing exercises,
problem-based activities, case studies, and participation in virtual communities of
practice. The learning environments are inherently multidisciplinary. They are “not
constructed in order to teach geometry or to teach philosophy. A learning
environment is similar to some ‘real world’ application or discipline: managing a
city, building a house, flying an airplane, setting a budget, and solving a crime.
Reeves, Herrington, & Oliver (2002) assert that learning researchers have
distilled the essence of the authentic learning experience down to 10 design
elements, providing educators with a useful checklist that can be adapted to any
subject matter domain. First, there should be real-world relevance which means
authentic activities match the real-world tasks of professionals in practice as nearly
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28
as possible. Learning rises to the level of authenticity when it asks students to work
actively with abstract concepts, facts, and formulae inside a realistic—and highly
social—context mimicking “the ordinary practices of the [disciplinary] culture.
Second, ill-defined problem means that challenges cannot be solved easily by the
application of an existing algorithm; instead, authentic activities are relatively
undefined and open to multiple interpretations, requiring students to identify for
themselves the tasks and subtasks needed to complete the major task. Third, there
must be sustained investigation which means problems cannot be solved in a matter
of minutes or even hours. Instead, authentic activities comprise complex tasks to be
investigated by students over a sustained period of time, requiring significant
investment of time and intellectual resources. Fourth, the multiple sources and
perspectives meaning that learners are not given a list of resources. Authentic
activities provide the opportunity for students to examine the task from a variety of
theoretical and practical perspectives, using a variety of resources, and requires
students to distinguish relevant from irrelevant information in the process. Fifth,
there also should be collaboration which means success is not achievable by an
individual learner working alone. Authentic activities make collaboration integral
to the task. Sixth, reflection (metacognition) meaning that authentic activities
enable learners to make choices and reflect on their learning, both individually and
as a team or community. Seventh, the interdisciplinary perspective should also
appear since relevance is not confined to a single domain or subject matter
specialization. Instead, authentic activities have consequences that extend beyond
a particular discipline, encouraging students to adopt diverse roles and think in
interdisciplinary terms. Eighth there must be integrated assessment which means
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29
assessment is not merely summative in authentic activities but is woven seamlessly
into the major task in a manner that reflects real-world evaluation processes. Ninth,
there are polished products meaning that conclusions are not merely exercises or
substeps in preparation for something else. Authentic activities culminate in the
creation of a whole product, valuable in its own right. The last, there should be
multiple interpretations and outcomes in which rather than yielding a single correct
answer obtained by the application of rules and procedures, authentic activities
allow for diverse interpretations and competing solutions.
It is clear that authentic tasks embedded in PBL have the potential to match
the real-world contexts. Challenging topics should encourage students to
communicate meaningfully and purposefully. Students should have a chance to use
what they learnt from previous and present classes to communicate and provide
ideas in real ways. Students should have opportunities to read and listen to valuable
sources of input and converse and interact with people outside the classroom. After
going through a complex process of in-depth learning, students then should have
the opportunity to create authentic product that is directed towards their ultimate
goal.
d. Learner Autonomy
There are various definitions of learner autonomy. Little and Dam (1998)
define learner autonomy as “...responsibility for our own learning ... The students
should take at least some of the initiatives that provide shape and direction to the
process of learning, and should communicate the progress and should evaluate the
targets to be achieved. Macaro (1997, p. 168) adds that autonomy is an ability
learned through knowing how to make decisions. It is an ability to take charge of
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one’s own language learning and an ability to know the value of taking
responsibility for one’s own objectives, content, progress, methods, and techniques
of learning.
In PBL, learner autonomy is showed through project work. PBL students
are enabled to choose the topic of the project and are enabled to be engaged in
planning and creating their project and the process of learning with support from
teachers (Markham et al., 2003). In other words, the authority is provided so that
learners can control their learning from the beginning of the study to the end of the
course program. Additionally, Stoller (2006, p.33) adds that PBL classroom setting
can create more learner and learning-centred setting. With learner autonomy in
PBL, students owns their responsibility for their learning. Moreover, they are
expected to be motivated and to feel more competent and self-determined. Students
are also likely to obtain interest and succeed in their learning (Kohonen, 1992).
e. Cooperative learning
Gillies (2007, p. 246) defines cooperative learning as working together with
group members to finish the shared purposes. To level up the awareness of one’s
own learning, students should reflect and communicate their experience in learning
with their partners or friends. Cooperative learning can also be a way to increase
learner’s awareness of learning (Kohonen, 1992).
Cooperative learning is a student-centered, instructor-facilitated instructional
strategy in which a small group of students is responsible for its own learning and the
learning of all group members. Students interact with each other in the same group to
acquire and practice the elements of a subject matter in order to solve a problem,
complete a task or achieve a goal.
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Panitz offers a similar definition; he goes on to add that the teacher maintains
control of the learning environment, designs learning activities, structures work teams,
and, in his view, does not empower students. Kagan (1994) contributes that in
cooperative learning the teacher designs the social interaction structures as well as
learning activities. Johnson, Johnson and Holubec (1993) state that in cooperative
learning students can maximize their own and each other’s learning when they work
together. Slavin (1996) argues that a critical element of cooperative learning is group
team work and team goals.
In contrast to cooperative situations, competitive situations are ones in
which students work against each other to achieve a goal that only one or a few can
attain. In competition there is a negative interdependence among goal
achievements; students perceive that they can obtain their goals if and only if the
other students in the class fail to obtain their goals (Deutsch, 1962; Johnson &
Johnson, 1989). Norm-referenced evaluation of achievement occurs. The result is
that students either work hard to do better than their classmates, or they take it easy
because they do not believe they have a chance to win. In individualistic learning
situations students work alone to accomplish goals unrelated to those of classmates
and are evaluated on a criterion-referenced basis. Students' goal achievements are
independent; students perceive that the achievement of their learning goals is
unrelated to what other students do (Deutsch, 1962, Johnson & Johnson, 1989). The
result is to focus on self-interest and personal success and ignore as irrelevant the
successes and failures of others.
Apart from that, adults often manage conflicts destructively. We tend to
behave as we have been taught. A highly individualistic and competitive
environment may lead to an inability to get along or manage conflicts
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32
constructively. As cooperation has positive effects on so many important outcomes,
while the other 2 efforts have quite a few defects, makes cooperative learning one
of the most valuable tools educators have.
Gilies (2007) and Johnson & Johnson (1994) mention five important points
for successful cooperative learning. First, there should be positive interdependence
which means that students should create the goal, but the goal can only be
accomplished if all of them commit to finish the task given together. Second, there
should be face-to-face promotive interaction which means that students have to
provide effective assistance to each other by discussing, exchanging sources,
reasoning, and giving feedback. Third, individual accountability should also be
there which means that even though the project is a group project, but the each of
the students must also be given individual tasks evenly so that each of the members
can give even contributions. Interpersonal and small-group skills should also be
taken into account. Students should have social skills to promote group
achievement. This skill involves constructing trust, having effective
communication, and making decision, and organizing conflict. The last, there
should be group processing which means that the students have to keep their
positive working relationships and have to possess a sense of success as well as
respect when collaboratively working with their peers to achieve group goal.
f. Multiple Intelligences
PBL produces a learning environment which enables the students to explore
their own interests, increase their skills and abilities and enlarge opportunities to
improve their learning potentials. It is also proved that each students has different
intelligence strengths. Hence, teachers can apply the multiple intelligences theory
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in the classroom by presenting a variety of learning activities, options of assignment
or assessment.
In fact the theory of multiple intelligences promotes PBL (Hargrave, 2003;
Moursound, et al., 1997; Welsh, 2006; Wolk, 1994). Differently, in the traditional
formal and structured classroom, students cannot propose their intelligences in their
learning process, but in PBL, students are free and they have many options of
learning which enable them to maximize their skills and abilities to improve their
potential in their learning process. This theory also sees learners to have different
strengths, therefore different approaches of teaching and chances for students to
give response to their own learning styles are needed. As an outcome, students are
likely to be successful in their learning (Pritchard, 2005).
Teachers, therefore, should think of all intelligences as equally important.
This is in great contrast to traditional education systems which typically place a
strong emphasis on the development and use of verbal and mathematical
intelligences. Thus, the Theory of Multiple Intelligences implies that educators
should recognize and teach to a broader range of talents and skills. Another
implication is that teachers should structure the presentation of material in a style
which engages most or all of the intelligences. For example, when teaching about
the revolutionary war, a teacher can show students battle maps, play revolutionary
war songs, organize a role play of the signing of the Declaration of Independence,
and have the students read a novel about life during that period. This kind of
presentation not only excites students about learning, but it also allows a teacher to
reinforce the same material in a variety of ways. By activating a wide assortment
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34
of intelligences, teaching in this manner can facilitate a deeper understanding of the
subject material.
As the education system has stressed the importance of developing
mathematical and linguistic intelligences, it often bases student success only on the
measured skills in those two intelligences. Supporters of Gardner's Theory of
Multiple Intelligences believe that this emphasis is unfair. Children whose musical
intelligences are highly developed, for example, may be overlooked for gifted
programs or may be placed in a special education class because they do not have
the required math or language scores. Teachers must seek to assess their students'
learning in ways which will give an accurate overview of the their strengths and
weaknesses. As children do not learn in the same way, they cannot be assessed in a
uniform fashion. Therefore, it is important that a teacher create an "intelligence
profiles" for each student. Knowing how each student learns will allow the teacher
to properly assess the child's progress (Lazear, 1992). This individualized
evaluation practice will allow a teacher to make more informed decisions on what
to teach and how to present information.
g. Steps of project development
In general, there are four steps of project development in PBL namely
starting the project, developing the project, reporting to the class, and assessing the
project (Foster and Masters, 1996; Markham, et al., 2003; Moss and Van Duzer,
1998; Ribe and Vidal, 1993; Sheppard & Stoller, 1997; Stanley, 2000; Stoller,
1995). Those four steps will be further discussed in this section.
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1) Starting the project
This stage enables the students to select or choose the topic which they are
interested in. The teacher can guide them by giving questions in order to stimulate
the students to have an idea of what they have to do. Students then create the outline
of the project and plan the method of the development, the final outcome and
individual task. The project is suggested to be challenging so that the students can
perform at their best and it surely will result in a successful outcome.
2) Developing the project
In this stage, the students are expected to conduct their research which is
done collaboratively with their peers or partners. Students look for information to
answer their project question, taking notes on the results that they have gained, and
solve the problems they face. It is actually an efficient process that can be applied
to enhance the project.
3) Reporting to the class
This stage includes presenting and receiving feedback from other students
on the progress and improvements to the project. Not only from other students, but
feedback also can be gained from the teacher. This aims at making sure that students
understand the problems and utilize their skills and concepts to accomplish their
project.
4) Assessing the project
The ultimate product can be evaluated by an individual student, students as
a group, a teacher or external audiences. This stage enables the students to use or
implement and present what they have done or learned during the project
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completion. Additionally, this stage also enables the teacher to look at the students
work whether the goals of the course are achieved or not.
h. Assessment of PBL
Assessment of PBL is not the same and it is a bit challenging compared to
the assessment of traditional learning. Learners in PBL are assessed through various
means such as: case-based assessment, self and peer assessment, performance-
based assessment and portfolio assessment (Berge, Mortelmans, Spooren, Petegem,
Gijbels, Vanthournout, 2006, p. 347). However, there are also some arguments
stating that multiple-choice tests and true-false tests do not suit to measure students’
learning outcomes in PBL (Grant, 2002; Markham, et al., 2003; Slater, Beckett,
Aufderhaar, 2006).
In language teaching, students in PBL are using real communication,
authentic language and learning experiences to reach the learning goals. Hence,
assessment based performance is very crucial in PBL as they allow a variety of
assessments to evaluate students’ process of learning and tasks (Sidman-Taveau &
Milner-Bolotin, 2001). Hence, multiple types of formative and summative
assessment should be integrated as a part of an effective assessment program
(Sidman-Taveau & Milner-Bolotin, 2001; Slater, et al., 2006). Formative
assessment is commonly used to give feedback for the process of producing
projects, while summative assessment gives students opportunity to their
performance at the end of the course (Markham et al., 2003). Additionally,
summative assessment gives students information about the benefits of the learning
program, learning environment, and teacher performance (Cotton, 1995).
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i. Benefits of PBL in Language Learning
PBL has a significant role in developing learners’ target language for real-
life goals. It is to help language students become more competent in using the target
language and to help promote learners’ autonomy, learner centredness, learner
motivation, and integrated skill practice (Sheppard & Stoller, 1995). Additionally,
many research reports have shown that there are many advantages in applying PBL
in the language classroom. The advantages are 1) gaining language proficiency,
self-efficacy and self-esteem, 2) using real-life language and experiencing language
in meaningful life situations, and 3) developing motivation, self-confidence and the
cognitive domain in second or foreign language learning.
1) Gaining language proficiency, self-efficacy, and self-esteem.
PBL allows students to show their language knowledge through their
learning process and through the meaningful results that students create using real-
world experiences. Sritiwong (2002) in his research proves that PBL can provide
meaningful opportunities for students to use the skills and knowledge they gain
through their live experience to develop their language skills. Similarly, a study of
the development of English project work by Suriya (2002) shows that students’ self-
esteem was positive for all factors.
2) Using real-life language and experiencing language in meaningful life
situations.
PBL activities make learners involved in communication tasks enabling the
students to communicate in the target language and learn its culture in an authentic
and meaningful context (Stanley, 2000). Johnson (2003) in his research report states
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that PBL enables students to use English in real situations with confidence.
Similarly, Foss, Carney, McDonald, and Rooks (2007) also share the same result in
their study. They find out that PBL also enables students to experience the use of
English in real situations. Yun (2000) strengthens that PBL clearly represents
meaningful experience for students compared to typical school activities which are
separated from everyday life. Students are able to improve and strengthen their
target language learning for the rest of their lives.
3) Developing motivation, self-confidence and the cognitive domain in second
or foreign language learning.
Among the advantages of PBL, an increase in motivation of students has
been invented in various research reports. Motivation is one of the important
elements in second language acquisition theory (arnold & Brown, 1999). Moreover,
positive motivation is important for the success of language education (Ellis, 1994)
and PBL is a helpful equipment to create the good motivation.
Features of PBL enable the students to enrich their motivation. Stanley
(2002) states that when students are given various topics that make them attracted,
they will set their own goals, control their learning, and they will be motivated to
learn the target language. Likewise, Welsh (2006) and Finch (2003) illustrate that
the students become motivated as PBL gives them a chance to interact and
communicate with their partners in the target language.
j. Challenges in implementing PBL
Although many studies have shown that PBL allows students to
comprehend and reflect on particular learning areas, taking responsibility for their
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39
own learning with increased achievement in their learning processes, performance
skills and valuable outcomes, there are challenges related to PBL such as time-
management, crafting questions, and keeping focus.
1) Time-management
A study of project-based learning conducted by Gulbahar and Tinmaz
(2006), students stated that it was difficult for them to organize the deadlines for
submission of their assignments as they were full of any other assignments during
the semester and spent extensive time and effort on their own assignments or
projects. They also state that they were not able to manage their motivation level
throughout the project.
2) Crafting Questions
According to a study on integrating PBL into science classrooms (Marx,
Blumenfeld, Krajcik & Soloway, as cited in Thomas, 2000), students found
difficulties creating scientific questions for their experience in and concept of
crafting questions was limited. Additionally, analyzing and assessing data and
developing reasons to support the data and the conclusions were mentioned as
problems.
3) Keeping Focus
In a study of ESL students and their use of PBL (Beckett, Moulton &
Holmes, as cited in Beckett & Slater, 2005), it was revealed that 57% of students
felt that the project work took their attention away from their learning. As the
students had enrolled in an English language course, they expected English
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40
grammar and vocabulary which they believed could improve their language
learning. They felt unhappy to produce non-linguistic assignments. In an EFL class
in a Japanese university, students used their native language instead of the target
language while creating magazine projects. This hindered their engagement in real
communication in English (Eguchi & Eguchi, 2006).
3. English Language Studies (ELS)
Sanata Dharma University has long been recognized for its excellent
teaching and research in English Language Studies. The graduate program ELS,
also known as S2 KBI (Kajian Bahasa Inggris) offers unique programs that allow
students to specialise in English Linguistics, English literature, English Language
Education, or Technology of English Language Education.
The vision of graduate program in ELS becomes a discoverer of truth and
meaning by way of English Language Studies to promote human dignity, personal
and social alike. In order to achieve the vision, ELS administer a holistic education
to facilitate the stakeholders to integrate academic excellence and humanistic value
for the promotion of human dignity, personal, and social alike. In doing so, ELS
strives to help a human person, personally and socially become self-actualizing, i.e.
excellent in one’s own right by engaging in education, research and commnuity
outreach through English Language Studies.
The graduate program of ELS aims at creating graduates who possess core
and supporting competence. Core competence covers conducting research in
English Literature, English Linguistics, and English Education accordingly. It also
covers the educational program, community service program, and current issues in
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English Literature, English Linguistics, and English Education. Supporting
competence covers a good communication in English, a good design of learning
materials, a well-developed ICT-enhanced or ICT-based learning media, and a good
English teaching skill at different levels of education and different educational
contexts.
The curriculum of ELS covers three elements namely, foundation course,
core courses (Including thesis) and elective Course. Every graduate students has to
complete certain credits which include those three elements. It is also worth
knowing that all the core courses in one stream or concentration are elective in
nature to the students of other streams or concentrations. Moreover, in achieving
the goal of ELS, the curriculum of ELS has its own connections to the core
competence as well as supporting competence of the graduates of ELS. It is achived
through the implementation of the foundation course, core course, and elective
course.
B. Framework of Pre-Understanding
This section discusses the framework applied in his study. It is also to relate
and cover the related theories which lead to the pre-understanding of the student’s
lived-experience of the project-based learning. It is also to give a tentative answer
for the research question stated in the first chapter.
In relation to the ELS graduates’ competence which is creating or generating
graduates who possess core and supporting competence, one of the ways to
actualize it is by using project-based learning. By using the PBL the students are
requested to conduct research on their streams, create an educational program,
design learning materials, write academic papers, and many others. PBL serves as
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42
a tool for the students in which that they can actualize themselves, control their
project, expose their knowledge and ability, as well as learn in more authentic
situation. Moreover, through the implementation of PBL, students can also find
challenges and benefits which they experience during the learning process.
In this study, I put my interest in trying to look for the shared lived
experience from the ELS students who have ever experienced the project based
learning. Here, I define the term lived-experience as digging out the meaning of
certain phenomenon. Contextually, meaning in this study refers to the lived-
experience of the students towards project-based learning which is the
phenomenon. Hence, ELS students’ lived-experience of project-based learning in
this study is defined as what project-based learning means to the ELS students. The
ELS students’ intentionality, historicity, ideology, and awareness shape their lived
experience of project-based learning which is then reflected in their understanding,
belief, intention, action, and feeling.
Depicting from the framework above, my preunderstanding of ELS
students’ lived experience of project-based learning is then described as the set of
pre-figured meanings which are derived from the theories that I have discussed in
this chapter. I provide four pre-figured meanings as the tentative answers for my
research question namely, a) authentic learning; b) learner autonomy; c)
cooperative learning; and d) multiple intelligences. I come up with authentic
learning since the concept of project based learning is finding solutions for the
problems which are close to the real life situation or authentic. Learner autonomy
becomes the next pre-figured theme since in project based learning the students take
control of their project or in other words they manage their project from the
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43
beginning until the end. Cooperative Learning appears since in project based
learning, the students work cooperatively with their students in accomplishing the
project. Multiple intelligences emerges since every student in the group, absolutely
possesses different intelligence from one and another. In bracketing the themes, I
put my judgements about the factual within brackets in order to reveal the essential
meaning of the experience. At last, the emerging meanings will appear during the
data processing and will be presented in the chapter four.
Figure 2.1. Figure of Framework of Pre-Understanding
ELS
Vision Mission
Graduates’ Competence
Core Supporting Other
PROJECT-BASED
LEARNING
ELS STUDENTS’
LIVED-EXPERIENCE
Understanding
Belief Intention Action
Feeling
THEMES
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, I attempt to give a further explanation on how to conduct the
study. There are seven points to be discussed. The first, research method, it
discusses the method used in this study. The second is research design which
includes the explanation of the research design in this study. The third, instrument,
it explains the data gathering instrument for this research. The fourth is text
gathering which includes the discussion of how to gather the data. The fifth, text
processing, it explains how to describe and interpret the data used in this study. The
last is trustworthiness which discusses the trustworthiness of the instruments and
findings.
A. Research Method
Referring to the aim of this study – describing and interpreting the lived
experience, this study belongs to one of the types of phenomenological study that
is hermeneutic phenomenology. In this study, I aimed at describing and interpreting
the ELS students’ lived experience of project-based learning. It focuses on the
students’ lived experience on the implementation of project-based learning. Van
Manen (1990, p.180) stated that hermeneutic phenomenology is trying to be
attentive to both terms of its methodology: it is a descriptive (phenomenological)
methodology since it attempts to be attentive to how the things appear, it also
attempts to let things speak for themselves; it is interpretive (hermeneutic)
methodology since it validates that there are no such things as uninterpreted
phenomena. Furthermore, the lived experience is inevitably an interpretive process.
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45
A phenomenology research is to accommodate this research, since its aim is to
gather a better understanding of the nature and quality of phenomena as they present
themselves (Willig, 2008, p.56). Phenomenology research focuses on lived
experience which looks at the individual’s or person’s experiences of phenomena.
Phenomenology, as one of the research methods of interpretive research, intends to
gain a deeper understanding of the nature of meaning of our everyday experiences
(Van Manen, 1990). It describes the meaning for several individuals of their lived
experiences of a concept or phenomena.
B. Research Design
In this research, I attempted to design the study as a means to tell and reveal
problem of human life. There were four aspects covered in this research design;
specified goal, context, process, and components as shown in figure below.
Figure 3.1. Research Design
Research Identity
Title: ELS Students’ Lived Experience of
Project-Based Learning
Specified goal
Describing and
interpreting the
ELS Students’
Lived experience
of Project-Based
Learning
Context
1. Setting: The Graduate Program of English
Language Studies (ELS), Sanata Dharma
University, Yogyakarta
2. Time: November 2016-Februari 2017
Procedures
1. Determine the source of text 2. Collect significant information
from the initial interview 3. Arrange some pointers for
interview 4. Conduct the interviews 5. Describe the text 6. Interpret the text
Source & Nature of
texts
1. The source of the
texts: three
illuminating
graduate students
2. The nature of the
texts: a narrative
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1. Specified Goal
The focus of this research was to discover the meaning of ELS Students’ Lived
Experience of Project-Based Learning. In other words, this research focused on the
students’ experience when they learned using project-based approach. Additionally,
this research was also intended to understand the shared stories from the
participants’ perspectives about their experience of project-based learning and the
assigned meanings from it.
2. Context
This research was conducted in The Graduate Program in English Language
Studies (ELS), Sanata Dharma University. There were three participants in this
study. They were ELS students bacth of 2015. They had passed three semesters in
the English Language Studies Graduate Program of Sanata Dharma University and
experienced various activities related to project-based learning throughout the
semesters. Additionally, this research was conducted in November 2016 until the
end of February 2017. In the mean time, I conducted intial interview and in-depth
interviews to gather the data for this research.
3. Procedures
There were several steps in conducting this research, namely, determining the
source of the text, arranging pointers for the interviews, conducting initial interview
and in-depth interviews. Describing and interpreting the texts were the following
steps. Since this research aimed at exploring the meaning of ELS students’ lived
experience of project-based learning, the steps in conducting the research were
determining the source of the texts, conducting an initial interview, arranging some
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47
pointers for the interviews, conducting in-depth interviews, and describing and
interpreting the texts, as depicted in figure 3.2.
Figure 3.2. Research Procedures
There were three illuminating participants in this study who have
experienced the phenomenon. Not only that, they all were willing to share their
experience.As the first stage, conducting an initial interview enabled the researcher
to create a good atmosphere with the participants. Therefore, this allowed the
Goal: Describing and interpreting ELS Students’ Lived Experience of Project-
Based Learning
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48
researcher obtaining personal information of the participants. Then, the next step
was conducting in-depth interviews. The in-depth interviews were all recorded and
transcribed. Therefore, the recordings were converted into texts.
After having the texts from the in-depth interviews, the transcriptions were
all coded. Hence, coding the transcription allowed the researcher to narrow the text
into several meanings. It led me, as the following step, to generate the meanings
which later used in analyzing the phenomenon in this study.
There were another four steps in this research procedure. Those steps were
describing the texts, interpreting the texts, doing member checking, and writing the
final version. The description of the participants’ lived experience consisting of
both pre-figured and emerging meanings were made in describing the texts. In
addition, the description of the participants’ lived experience of project-based
learning was based on the fields in lived experience, namely, understanding, belief,
feeling, action and intention. Further, the researcher referred back to the texts and
tried to relate it with the theories in order to make the interpretation. In addition,
this study employed member checking to validate the findings. Therefore, the
participants were all asked to check both interpretation and description of their lived
experience in writing academic papers. As the last step, the researcher revised the
description and interpretation based on the member checking done by the
participants.
4. Components
The data gained for accomplishing this research was in the form of texts and
they were gathered through the in-depth interview. Additionally, the texts were
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reflecting the participants’ experience and their reflection on their experiences of
project based learning.
In accordance with the topic of the study, the research was conducted in the
graduate program of English Language Studies (ELS) Sanata Dharma University,
Yogyakarta. The reason why I conducted the research in this place was because all
of the lecturers implemented the model of project-based learning. Hence, by
looking at the fact that the lecturers use project-based learning model in the process
of teaching, I attempted to look at the ELS students’ lived experience of the project-
based learning.
The participants for the study were three students of the graduate program
of ELS Sanata Dharma University, Yogyakarta from three different streams
namely Education, Linguistic, and Literature. The reason why I chose those three
students from three different streams because I attempted to look at the meaning of
project-based learning from three different perspectives. I limited the number of the
participants since Langdridge (2007, p. 109) stated that the samples for
hermeneutics phenomenology research are likely to be small size and
homogeneous. Additionally, I chose the three participants based on the criteria
which were a) they were the ELS students, b) they had ever experienced the
working on the projects, and c) they were from three different streams.
As a hermeneutic phenomenology research, the data were in the form of
texts. The nature of data was text or anecdote as a primary source from the
participants which gained from in-depth interview (audio-taped). As suggested by
Van Mannen (1990) that in collecting data, conversational interviewing is needed.
Meriam (2002) adds that it provides a rich and abundant data. In other word, in-
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50
depth interview could provide a better understanding and interpretation of the
graduate students’ lived experience in writing academic paper. Creswell (2003)
states that the interview process can be done face-to-face, telephone or even in a
group interview. This research implemented face-to-face interview.
The texts serve as the primary source in this study in order to figure out the
meaning of writing academic papers. As stated by Alvesson and Skoldberg (2011),
in hermeneutic phenomenological research, the people’s experiences and
reflections of experiences refer to texts or anecdote.
C. Instruments
Since this study is about lived experience and it also relates to personal
meaning on how people understand something, thus, the main data sources were
the in-depth interview. An interview guideline was used as the instrument to collect
the data from the participants. This is in accordance with the research method
mentioned in the first section of this chapter – phenomenological study which
focused on describing and interpreting the meaning of an or several individual’s
lived experience. Furthermore, the in-depth interview was also applied to answer
the research question as stated in the first chapter.
D. Texts Gathering
The in depth interview was the main data sources used to describe and
interpret the meaning of lived experience of project-based learning. According to
Van Manen (1990, p.6) in phenomenological research, the interview serves two
specific goals: (1) it may be applied as a tool for exploring and obtaining
experiential narrative material which may become a resource for developing a
richer and deeper understanding of a human phenomenon, and (2) the interview
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51
may be used as a means to develop a conversational relation with an interviewee
about the meaning of an experience. Creswell (2007, p. 131) also emphasizes the
same thing as Van Manen. He conveys that the process of collecting information
involves primarily in-depth interviews. He then explains that the important point is
to figure out the meaning of the phenomenon for a small number of individuals who
have experienced it.
In interviewing the participants, I used one-on-one interviews. Creswell
(2012, p. 218) states that “one-on-one interviews are ideal for interviewing
participants who are not hesitant to speak, who are articulate, and who can share
ideas comfortably”. The interview is started from the personal experience (Van
Manen, 1990, p. 54). The purposes of interview in the phenomenological-
hermeneutic research are to explore and gather experiential narrative material and
to develop meaning of an experience (Van Manen, 1990, p. 66). The interview
result is in the form unstructured data. Creswell (2012, p. 214) states that
“unstructured text data obtained from transcribing audiotapes of interviews.”
Additionally, I conducted the interview in Indonesian and all the information were
recorded. However, in presenting the data in the discussion part, I translated the
results of the interview into English.
E. Text Processing
In this study, I described the participants’ lived experience in a form of
narratives. By doing so, the essential meanings of a lived experience were found.
Moustakas (1994) proposes several steps in processing the text; listing and
preliminary grouping, reduction and elimination, thematizing the invariant
constituent, final identification of the invariant constituent, constructs an individual
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52
textural description, construct an individual structural description, and
incorporating textual and structural description.
Interpretation was the following process after. According to Patton (2002),
the researcher tries to interpret the meaning of the participants by using his or her
perspective. Cresswell (2007) proposes steps in interpreting qualitative data,
applied in this study, as shown in figure 3.3 below.
Figure 3.3 Text Processing (Creswell, 2012)
As the first step in collecting and organizing the data, the interviews were
transcribed; notes or comments on the interviews were also included. The data were
sorted and sub listed based on the source of information.
The further process of analyzing text in qualitative research is coding the
data. Coding is a process of segmenting and labeling text to form descriptions and
broad themes in the text (Cresswell, 2007). In addition, there are no set guidelines
in coding the text. Coding system in this study has parts for each coding. The
Collecting and organizing the data
Coding the data
Description and theme
Reporting the findings
Interpreting the findings
Validating the findings
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example is A9-A12-RWT. A9 refers to the appendix 9, A refers to participants’
name, 12 refers to the transcript 12, and RWT refers to one of the codes Real World
Task.
In the description and the interpretation of the meanings, the researcher uses
the code in order to generate a description of people, setting, categories or
meanings. It presents some categories that became the major findings in qualitative
studies. The next step is reporting the findings. In this step, the researcher made
narrative from the findings.
F. Trustworthiness of the findings
As a product of an academic research, the issues of validity and reliability
of this thesis are considered very important. During the process of the study, checks
were done to gather the validity of the data. As Creswell (2007, p. 259) stated that
the accuracy as well as the credibility of the results are highly important. Since this
research was a qualitative research, I used member checking technique to validate
findings of the research. According to Creswell (2007, p. 259) member checking is
a process where the researcher asks one or more participants in the research to check
the accuracy of the findings. Moreover, this check also requires giving the findings
back to the participants and ask them to check the accuracy of the report. Thus, by
doing member checking, the comments were found out to which the interpretations
are consistent with the experiences, and whether the interpretations assist
understanding of the topic being discussed.
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CHAPTER IV
DESCRIPTIONS AND INTERPRETATIONS
This chapter presents the discovery of the empirical truth, both the process
and the results. It discusses how data were thoroughly collected, coded, reduced,
presented and analyzed. This part is divided into two sections namely: the
description of the participants’ lived experience, and its interpretation of the
participants’ lived experience.
A. Description of the Participants’ Lived Experiences
In this study, there were three participants being interviewed; Dewi, Evi,
and Ata. They were pseudonyms. They were ELS students, batch of 2015 coming
from three different majors or streams, namely, linguistics, literature, and
education.
The texts were thoroughly collected from the interviews which were divided
into two parts: initial interview and in-depth interview. While the initial interview
was more flexible in terms of the development of discussed topics, structured
interviews tended to be focused on the topic. In other words, the initial interview
was conducted more freely by keeping the discussion on track and creating a
comfortable atmosphere so the participants could talk freely; structured interviews
were composed and derived from research construct.
1. Dewi’s Story
Dewi, pseudonym, was currently one of the students in The Graduate
Program in English Language Studies Sanata Dharma University, Yogyakarta. She
was in her third semester of becoming the student in the graduate program and her
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55
interest is in Education. She was born in Bangka Belitung. Her formal education
was also in Bangka. She moved to Yogyakarta right after she finished her education
in senior high school. When she moved to Yogyakarta, she chose to continue or to
pursue her higher educational degree in the undergraduate program of English
Language Education Study Program (ELESP) in Sanata Dharma University. She
mentioned the main reason why she chose to study in the ELESP Sanata Dharma
University was because she believed that the ELESP is the best study program
compared to another ELESP from another university. Besides, entering the ELESP
was also her passion. She further emphasized that she was not interested in neither
the linguistics stream nor the literature stream.
Regarding her experience in doing projects, during the interview, she
mentioned that she had ever done quite a lot of projects when she became the
undergraduate students. One of the projects she mentioned was the Service Program
Design (SPD) project done when she was in the last semester of becoming the
undergraduate student. She mentioned that in the SPD project, she and her friends
had to create an English course program for specific purpose for the Mechanical
students of Sanata Dharma University, Yogyakarta. She further mentioned that she
and her friends had to make the philosophy of the course, the name of the course,
and the proposal of the program.
Additionally, she told me that during the English course program, she also
found some difficulties or conflicts with her friends. One of the conflicts was how
to understand one’s argument. However, at that time, she could maintain her
emotional feeling by acting as neutral as possible so that there would be no further
conflicts in her group. Not only finding out the difficulties or conflicts, but she also
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56
told me that she became more disciplined as well as she could accept others’ opinion
during her SPD project. Moreover, she felt that by having difficulties or conflicts
in her group, she could be less reactive when dealing with problems or conflicts in
the future.
After she graduated from the undergraduate program, she then decided to
pursue her higher educational degree to The Graduate Program in English Language
Studies in Sanata Dharma University as well. The reasons why she chose to study
in English Language Studies (ELS) were first because she knew that in ELS she
could learn not only education, but also literature and linguistics. The second reason
was because she wants to become a lecturer after she has graduated from the
graduate program.
Regarding her experience when she studied in The Graduate Program of
ELS, she mentioned that she had a lot of experiences in conducting research. Not
only conducting research, but she also mentioned that she had to write a lot of
academic papers from every course that she had taken. Moreover, she also
mentioned that she had to write response papers from certain subjects such as in
Literature subject and Cultural Studies subject.
With all the tasks that she had mentioned, she admitted that she became
tougher in doing all of the assignments and projects from the lecturers. Moreover,
she also told me that by having a lot of assignments she could be wiser in dealing
with projects. Lastly, she also mentioned that she could handle the pressures when
she was doing her assignments.
In the first interview, I asked about her experiences in doing the projects.
When I asked her about her experiences in doing the projects, she mentioned that
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57
she had done some projects during her study time in ELS. One of the projects was
the Project and Material Design (PMD) project in the second semester, early 2016.
In the second in-depth interview, I then asked her deeply about how she created the
projects from the beginning until the end of the program.
At the first time, she further mentioned that she had to design an English
Course program as well as to design the materials.
“At that time we had to make an English course as well as the materials for
the program. However, it was for real. We did come to the hotel. We
interviewed the HRD as well as the receptionist at that time. Finally, we
decided to create the materials for the receptionist.” (A4-D43-RWT).
During the process of designing the project, she mentioned she and her other two
friends did not realize that the project was aimed for real. In fact, she had to conduct
an observation to the hotel, make a call to the hotel, deliver a cover letter, and
interview the hotel staff.
“At that time, my friend and I thought that the project was not for real.
However, we are supposed to conduct an observation to the hotel and we
called them, sent them a letter and interviewed the receptionist as well as the
HRD.” (A4-D45-RWT).
Dewi, in her second interview then told me about how she firstly started
making the project. At the first time, she and her other two friends were discussing
about the type of the English program they were about to create such as English for
Specific Purpose (ESP) or English for Academic Purpose (EAP).
“At the first time, we were requested to create the program. After that, three
of us discussed the project that we were about to make whether it was ESP
or EAP.” (A7-D2-RWT).
After deciding the project, she and her friends did not know which instances
they would choose since they had no connections at all at that time. However, with
a help from their friends, Dewi, then was suggested by one of her friends to go to
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one of the hotels in Yogyakarta. She and her group sent a cover letter and were
welcomed warmly by the hotel staff. Soon after that, they conducted the interview
and stated that they were going to create an English program for the hotel staff. At
that time, they interviewed the HRD (Human Resource and Development)
representative as well as the receptionist. After conducting the interview, she and
her friends then decided to specifically create an English program for the
receptionist only.
“My friends suggested me send a cover letter to the hotel. Then, we did send
the letter and we were welcomed very warmly. After that, we did the
interview and stated that we were going to conduct an English program. At
that time, we interviewed the HRD as well as the receptionist. Finally, we
then chose to specifically create the program for the receptionist only.” (A7-
D2-AS).
Having decided the participant for their English program, they were also requested
to create a presentation as well as to present it weekly. She mentioned that “we were
firstly given the materials for the presentations, and every week, we had to present
our progress based on the topic given”. (A7-D6-COPG)
Moreover, when they had presented their weekly presentations, they needed
to present their program to the lecturers and their friends started with the
introduction of the program, the design of the program, the materials, and the
theories that they used. From the presentations, they could gain many inputs not
only from the lecturers but also from their classmates.
“After we presented our weekly presentations, we had to present our
program to our lecturers and our friends started with the introduction, the
design, the materials, and also the theory. From that presentation, we could
gain many suggestions from not only the lecturer but also our friends.” (A7-
D16-L-CS)
After they had finished designing the English program and the materials, she further
told me that she and her friends did not apply the program to the receptionist.
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59
However, they planned to give the materials to the receptionist after they obtained
the feedback for the materials from the lecturer.
When doing group project in PMD class, she mentioned that she was very
happy working with her other two friends. She told me that when she was confused
about a problem, her friend could help her solve the problem by sharing it to them
“When doing group project, if we got confused, there were our friends who
could help us, Mas. In other words, we could share the problems to another
group member.”(A4-D58-FtFP)
In other words, they could also handle the problems together
“…What made me happy when doing group project was we could solve or
handle the problems together with our friends.” (A4-D60-GRP).
However, even though it was a group project, she also mentioned that she and her
friends divided the tasks evenly so that each of them had the same portion when
doing the project, as what Dewi stated “Yes, Mas¸ each of us got our own part”
(A4-D49-IA). Additionally, since they had divided the task, they could enlarge their
opportunity to improve their learning potentials. In the second interview, Dewi
stated that she and her friends, for instance, when doing the presentation, really read
their own parts and maximized it before the presentation began.
“… For example, when doing presentation, whoever got the chapter, she
must read it seriously. Me, I did the same thing as well. I would read the
chapter I got seriously. When I read seriously, they would also do the same
thing as me.” (A7-D27-ENOP)
“Since my other two friends were diligent, so we all did maximize our effort,
Mas ”(A7-D29-ENOP).
Furthermore, Dewi added that by doing group projects she could be more
understanding to her friends’ needs, as well as her friends characters. In doing PMD
project, she mentioned that she could understand her friends’ needs since she and
her friends did not stay close in the same area where she stayed. For instance, she
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had to understand that one of the members in her group stay quite far from her
boarding house. Hence, she needed to arrange their time to discuss the project.
Moreover, she also added that she could be closer to her friends and could
understand their characters as well. It happened because during the process of
creating the project, they were always together so that they could understand each
other.
“From the PMD project, I could learn to be more understanding to my
friends’ needs. For example, one of my friends stayed in Kulonprogo, and I
needed to arrange the time discuss our project.” (A4-D70-UON)
“From PMD project, I could be closer to them since we were always
together for one semester. Moreover, I could understand their character as
well.” (A7-D23-UOCH)
By doing projects as well, Dewi, could increase her self-esteem as well as
her self-efficacy by becoming a tough woman. In addition, she could also be more
open minded during and after the project. She mentioned that she could be tougher
in terms of doing her assignment and she could handle the pressure. She further
stated that she became a less panicky student when dealing with her projects or her
assignments. She also became less stressful and became wiser in dealing with her
problems. In coping with her projects and her assignments, she could also handle
the pressure well.
“I felt I became tougher since I could be less panicky when dealing with
papers, and less stressful. Moreover, I felt like I was getting wiser each day
(A4-D41-SEST). Not only was I getting wiser, but I could also handle the
pressure (A4-D41-SEFF).”
Being open-minded became the next thing she mentioned. During the completion
of her PMD project, she stated that after meeting and working with her friends she
could be more open to them. Moreover, she could also accept her friends’ opinions
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61
or arguments and she realized that she could not insist her friends to accept her
expectation.
“After PMD project, I could be more open to my friends since I worked with
them” Moreover, I could accept my friends’ arguments or opinions and I
realized that I could not insist my expectations to my friends. (A7-D25-OM)
The last thing she mentioned was after completing ther PMD project, she
and her group could present their paper in the LLTC seminar in the ELESP Sanata
Dharma University. She uttered that by being involved in the seminar she could
give benefits not only to herself, but also to her friends as well. She stated that “by
doing projects we were able to present our paper in the LLTC seminar. So I felt like
this also gave us benefits (A7-D29-SEM).”
In sum, from Dewi’s Story, I found out that the PMD project when she was
in the second semester was her memorable experience. When doing the PMD
project, she needed to conduct or design an English program for Hotel receptionist
in Yogyakarta as her group project. During the completion of her project, she had
quite a lot of experiences, such as working in group with her friends, maximizing
the use of other resources as a means of finding appropriate materials for the
receptionist, gaining inputs or feedbacks from her classmates, and learning how to
improve her learning potentianls. In addition, through PMD project, she could be
more understanding to her friends, be more open-minded, and be a presenter in a
seminar.
2. Evi’s Story
Evi, pseudonym, was currently one of the students in The Graduate Program
in English Language Studies Sanata Dharma University, Yogyakarta. She was in
her third semester of becoming the student in the graduate program and her interest
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62
is in linguistics. She was born in Purworejo. Her formal education was also in
Purworejo. Right after she graduated from senior high school, she chose to continue
her education to the English Language Education Study Program (ELESP) Sanata
Dharma University, Yogyakarta. She started her education in the ELESP from 2009
until 2013.
Having graduated from the undergraduate program, she then applied for a
job in the education field such as schools, and language institutions. Finally, she
was accepted to be a teacher in one of the private schools in Jakarta. During her
teaching time, she taught junior high school students and also elementary school
students. Furthermore, she was not only teaching English, but she also was teaching
civics and social studies. When she became the teacher, she did not merely teach
her students with giving so many questions. Rather, she applied group presentations
and also group projects such as creating advertisement, and also some cultural
projects so that the students would not feel bored easily.
After having a one year experience for being a teacher in Jakarta, she felt
that her English ability was not sufficient enough. Hence, she decided to pursue her
higher educational degree to the graduate program in ELS in 2015. Her main
motivation was because she needed to learn linguistics more deeply. Additionally,
she thought that when teaching, teacher’s linguistics ability was more important
than the teaching method. Moreover, she also thought that without having enough
linguistics knowledge, the students would not have sufficient materials as what they
were supposed to have.
Regarding her experience in doing projects, Evi, told me that she had ever
done projects since she became the undergraduate student. The projects she
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63
remembered were the SPD project and the play performance project. She further
explained that in her SPD project, she was assigned to create an English course
program with her group. In her play performance project, she and her group had to
create a play performance as the final assignment and she was chosen to be the
director for her group.
Not only did she have experience in doing projects when she was the
undergraduate student, but she also had done many projects during her study time
in the graduate program in ELS. One of the projects was the CDA project when she
was in the first semester in early 2015. During the interview, she told me that in
CDA project, she and her three other friends had to choose a topic to analyze a text.
After that, they had to choose the theories that they were going to use. Since there
were four people in her group, they had to firstly discuss the topic by using the CDA
approach and distribute the tasks evenly so that the members of the group could
explore their own interests.
“As the first process, we chose the topic to analyze a text. (A8-E4-RWT)
“After that, we chose what theories that we were going to use to determine
the basis of the analysis. Since there were four people in my group, we had
to discuss the text and how it was going to be analyzed using the CDA
approach. (A8-E4-TW)
“According to Ferkalr, there were four steps in CDA. We then divided the
steps evenly to each member of the group - who gained step A, step B, step
C, and step D. We were together in assigning the four steps. (A4-E4-NEGO)
So that we could explore our own interest by choosing our own step.” (A4-
E19-EXIN)
After they had chosen the topic and discussed the four steps, they did their
own tasks individually, discussed the tasks together, and they revised their own
work.
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64
“Having decided the topic and discussed the theory, we divided the four
steps (A4-E6- FtFP). We did our own tasks, we discussed our own tasks
again together, and we revised our own work (A4-E6-IA)”.
“When the tasks had evenly given to each member of the group, we typed
our tasks individually. After we gained the red line, we developed our
argument, and we made an appointment to have our group discussion again
since it would be impossible for us to type our work together.” (A8-E17-IA)
Indeed, in the group discussion, they often debated each other’s arguments in order
to find the best analysis for their chosen topic. However, they did it because they
wanted to know whose arguments were the strongest.
“We often debated each other’s argument in our group discussion. For
example, if in my opinion this was right, and if this was the right analysis.
My other friends might have different opinion and they would support their
argument. We often debated our own argument so that we could know
whose arguments were the strongest. Since there were four people in my
group, so there would be who chose whose arguments.” (A8-E11-OC-FtFP-
MADE)
In analyzing the text, Evi and her friends, maximized the use of other
resources such as internet to help them analyze the text they had chosen. They tried
to find research reports from the internet to support their argument as well as their
analysis. It also helped them strengthen their argument so that they could decide
they had analyzed the text correctly.
“At that time, we tried to find research reports from the internet to help us
strengthen our argument in analyzing the text. Moreover, it also supported
our argument so that we knew we had correctly analyzed the text.” (A8-
E10-UOR)
Having finished with her CDA group project, Evi told that she could gain
togetherness, team work, new experiences, as well as benefits for herself.
Moreover, she could tell that she was able to understand her friends’ characters. She
more emphasized that through project-based learning she was able to know how her
friends worked, their characters, as well as their personalities.
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65
“In group, I could know my friends’ characters. In fact, each of us is
different from one and another. Hence through project based, I could know
how A, B, C, worked, and their personalities as well. (A5-E18-E19-UOCH)
Moreover, she mentioned that through doing projects, she could be
independent, disciplined, and could increase her self-esteem. She stated that
through doing project, she could be more independent since she had to do research,
find appropriate theories, and many other related things. She stated that “Obviously,
I became more independent. Since we had to conduct research, find theories by
ourselves (A5-E37-INDP)”. In terms of being disciplined, she felt that her
discipline increased. She explained that when she studied in the graduate program,
she often did many projects individually and in group. Hence she felt more
disciplined compared to when she was an undergraduate student. She stated that “I
felt that I became more disciplined. It was very different from when I was an
undergraduate student (A5-E66-E67-DCP)”. Related to her self-esteem, Evi added
that by doing projects, she could be resilient. She further mentioned that no matter
what the conditions were, she had to be really tough when dealing with projects and
the deadline.
“I became resilient (A5-E68-SEST). For instance, when you felt sick, you
needed to keep struggling to finish the projects and the deadline. No matter
how busy you were, you really had to be tough and strong. (A5-E69-SEST)”
Lastly, Evi, stated that by working on projects, especially her CDA
projects, she could increase or improve her critical thinking skills. She mentions
that unconsciously she could be able to analyze the texts critically by not only
looking at the main ideas, but also she could find the power in balance within the
texts. She uttered that
“Unconsciously, we could analyze the texts. In other words, we could
analyze the texts critically. Usually, I only analyze the texts based on their
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66
main ideas. Now, I could also find the power in balance in the texts as
well.” (A8-E34-CTS)
“Not only in analyzing the texts, I could also think in a broader sense.
Moreover, I could also be more critical in facing a problem.” (A8-E36-
CTS)
In conclusion, from her story I found that her CDA group project was her
memorable experience when she was in the first semester. In that project, she and
her group consisting of four people had to analyze a text using CDA approach.
During the completion of her group project, even though she and her friends,
worked together, each of them could explore their own interest in choosing the steps
in CDA approach and had invidual task so that every member of the group could
give contributions. Lastly, by doing CDA projects, she could gain togetherness,
team work, new experiences, and also benefits for herself. Additionally, she could
also understand her friends’ characters, be more disciplined, be more independent,
be more critical, and could increase her self-esteem.
3. Ata’s Story
Ata, pseudonym, was one of the students in the graduate program in ELS
Sanata Dharma University. She was in her third semester and her interest is in
literature. Ata was born in Yogyakarta and her formal education was also in
Yogyakarta. After she graduated from senior high school in 2008, she chose to
continue her education to ELESP Sanata Dharma University. She started to study
in the ELESP in 2008 until 2012. She said that she chose to enter the ELESP Sanata
Dharma University since she was very fond of English at that time.
Regarding her experience in doing projects, she stated that when she was an
undergraduate student, she had ever done quite a lot of individual projects as well
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as group projects. She mentioned that during her undergraduate study, she often did
the group projects such as in microteaching class when she was in the sixth
semester. Moreover, she also mentioned that she also designed materials, created
instructional design, and did CDA project as well.
When I asked her about her individual projects she told me that she had ever
designed a syllabus and also a lesson plan for teaching. She further told that she had
to create a detailed syllabus as well as lesson planning. However, she did not really
remember how she created the projects in detailed.
She felt a bit difficult at the first time she created the projects since it was
supposed to be very detailed. Moreover, from creating the projects, she felt she
became more prepared especially in her teaching skill as well as in her teaching
preparation. Besides, she could perform well when she was assigned to teach
students since she had ever experience making the syllabus as well as the lesson
planning.
After she graduated from her undergraduate study in 2012, she worked as a
vocal teacher. Indeed, it was very much out of her educational background.
However, since singing was her hobby, so at that time, she decided to teach vocal
lesson for almost three years.
After being a vocal teacher, she decided to continue her education to a
higher level. She decided to enter the graduate program in ELS in Sanata Dharma
University in 2015. Her main motivation was because there was a demand from her
parents to be a lecturer. In addition, she also told me that she wanted to broaden her
English knowledge. She further mentioned that she often heard that entering the
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graduate program she could deepen her knowledge which she had gained during
her undergraduate study.
When I asked her about her learning experience in ELS, she mentioned that
she often wrote response papers in some of the courses from the first until the third
semesters. She further mentioned that she was not only writing the response papers,
but also was doing the group presentations. In addition, she told me that with those
experiences she could enrich herself with more knowledge, more vocabularies, as
well as could increase her fluency both in writing and in speaking.
In regards to her experience in doing projects in her graduate program, she
mentioned that she had done some projects from the first semester until the third
semesters. For instance, she had ever done project in CDA course in the first
semester. At that time, she was doing a research on cigarette logo. In CDA as well,
she was assigned to create a group project on analyzing an article about violence
against women. At that time, she mentioned that she and her group was assigned to
find a topic and to find a theory as the basis of the analysis. After that she and her
friend were assigned to count the most appearing words in the newspaper. In her
second semester she mostly did group presentation in her literature classes. She
admitted that the group presentations in literature class were the most memorable
experiences she had.
In the second interview, I asked her about her memorable experiences about
doing projects in her second semester. She admitted that the group presentations
were in British and American Literature (BAL) as well as in Literary Criticism (LC)
courses. In BAL class, she did the presentation with her peer. The same thing also
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happened in LC class. She remembered that the topic she presented in BAL class
was about Post-American Literature and in LC class was about the Eco-Criticism.
During the second interview she told me how she and her peer did the
presentations from the beginning until the end. She mentioned that both of the
presentations either in BAL or LC classes were the same. When in LC class, the
topic was divided into two authors. Since, she was only with one peer, so they could
share the topic evenly. However, they both did their own parts and find the sources
individually. Hence, when doing the presentation, they both created their own
power point presentation and presented their parts at their own. When in BAL class,
she mentioned that since the class was very interactive, and they had the chance to
freely choose their own topic, Ata and her friend decided to use video as an
additional medium. She admitted that when she was doing her group presentation
in BAL class she rarely met her peer to discuss their topic. Nevertheless, they both
had shared and worked with their own parts as well. When doing the presentation
in BAL class, Ata told that she and her friend had prepared their own presentation
outline. Moreover, both of them had also discussed their ideas together before the
presentation day via whatsapp mobile application talking about their topics,
dividing the topics, and the details. After they agreed with one and another, they
compiled their ideas and edited their own parts.
“So basically, both presentations were the same. At that time, in literary
criticism class, the topic was divided by two authors and it was about Eco-
Criticism. We divided the topic and each of us gained one author. After that,
we found our own materials, created our own power point presentation, and
we presented together (A9-A2-IA). When in British and American
literature, since the format of the class was very interactive, and we were
given a chance to freely choose the topic, we decided to use a video as an
additional medium for our presentation. (A9-A2-UOR). Even though we
had chosen the topic for our presentation, we still shared and worked with
our own parts. However, we previously had discussed our presentation
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outline via whatsapp talking about our topic, who would do this and this and
the details. Finally, we compiled our ideas and edited our own parts.” (A9-
A2-IA-EFCOM)
During the process of creating the group presentation, she felt that she was
helped by her peer and the other way around. For instance, when her peer could not
find the video as the medium for their presentation, Ata helped her peer find the
video. Likewise, her peer also helped her when she was confused about finding the
examples for her presentation.
“I felt that it was very helpful. It might be because she was because a helpful
person as well. For example, at that time, she was not able to find a video
and she asked me to help her find one. In addition, when I was confused
about finding examples, she helped me find some and give some ideas for
me.” (A9-A8-FtFP)
Additionally, when sharing or distributing the task or topic, Ata mentioned that her
peer initiated to start working on their project (A9-A9-INTV). With her peer’s
initiative, Ata felt eager to start working on the project and they started to share
their topic evenly who chose the first material and the second materials based on
their own interest (A9-A9-EXIN). Moreover, in terms of sharing of the topic or the
materials, Ata were aware that she and her peer had different capabilities. Ata stated
that
“In terms of knowledge, perhaps, I was aware of our capability. In which part
we both were strong or good. The main point was we both maximized what
we had” (A9-A32-DINT). However, in terms of the way presented our part it
might also be different. Perhaps my friend was good at the introduction or the
explanation part. Or it could be about the distribution of the topic that we both
liked. (A9-A33-ENOP)
Having explained about her experience in doing the project in the graduate
program, Ata further mentioned that she was happy with her projects. She could
also learn how to appreciate her peer as well as could have the courage to deliver
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her argument or her opinion (A9-A11-APOT). Besides, she felt challenged when
she had to do the group presentations and felt responsible of what she was going to
present. Moreover, she also explained that she felt challenged because she needed
to give her best when doing the group presentation as well. (A9-A31-RESP)
“I felt like I own my own happiness. It was because I felt challenged. I tried
to… since we were presenting our presentation, I felt like I was really
responsible for it and in charge of everything. So, we had to be responsible
and we had to give the best that we could (A9-A31-RESP)”.
Through doing projects also, she could maintain her emotional for not being selfish
with her friends. She also told that she could know and understand her friend’s
character better by working together.
“Yes, I was not selfish at that time meaning that I could even know my
friend’s character better than before. So, I should be more understanding I
guess.” (A9-A37-UOCH)
At last, not only being more understanding to her friends’ characters, but
she also mentioned that when doing her group presentation, she could increase not
only her knowledge, but also her language skills especially her speaking and writing
skills. She said that her public speaking skill was well-improved because of doing
a lot of group presentations. She further added that she could present materials for
about one hour with various vocabularies. She uttered that
“I could enrich my knowledge. And by doing presentation, I could practice
my public speaking skill. So, I could present my presentation for about one
hour since I like speaking. I could also broaden my knowledge and my
vocabularies.” (A6-A46-LSK)
“I felt like I became more fluent both in speaking and writing. I used to stop
using English before entering ELS. However, since studying in ELS, I had
to use my English since there were a lot of assignments and presentations
requiring the use of English. Automatically, I felt the positive changes in
me.” (A6-A48-LSK)
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Conclusively, from Ata’s story, I discovered that doing group presentations
in her BAL and LC classes was her memorable experience when she was in the
second semester. She mentioned that when doing the group presentations, she
always worked with her peer together from the beginning until the end of her group
presentations. In addition, they also helped each other when finding problems or
difficulties in the process of making their presentations. From her story, I also found
that she was happy with her project since she could learn how to appreciate others,
how to understand others, and how to be responsible. Lastly, she also could increase
her language skills especially in her speaking and her writing skills.
B. Interpretation of the Participants’ Lived Experiences
This section presented the interpretation of graduate students’ lived
experiences in writing academic papers. The interpretations, of course, were based
on the findings. Overall, there are six meanings being interpreted in this section and
they were divided into two sections, namely 1) pre-figured meanings and 2)
emergent meanings. The pre-figured meanings consists of four meanings which
were predicted after the pre-understanding of this study. In contrast, the emergent
meanings consisted of two meanings which emerged after the data or texts
gathering.
1. Pre-Figured Meanings
The discussion below was bracketed and arranged based on the pre-figured
meanings discussed in the theoretical framework. Logically, there were four pre-
figured meanings namely a) authentic learning, b) learner autonomy, c) cooperative
learning, and d) multiple intelligences.
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a. Authentic Learning
In project-based learning, authentic learning allows students to experience
relevant real-world tasks. By experiencing so, it makes the students’ learning more
meaningful by connecting their prior knowledge to their current study. I came up
with authentic learning since the concept of project based learning is finding
solutions for problems which are close to the real life situation or authentic.
Moreover, Herrington and Herrington (2006, p. 2) added that when students learned
in an authentic learning environment, they were involved in motivating and
challenging activities or projects which need collaboration and support.
Not only working in a real-word task, the students in an authentic learning
environment could also have real-life roles which are the same as the real world
outside the class room and this also requires teamwork, negotiation, and the use of
problem-solving skills. Even though the students seemed to be the main actors in
their project-based learning, the teachers or the lecturers in authentic learning
environment, acts as a facilitator to guide the students to reach their learning’s goals
by giving support and guidance throughout the learning process.
According to Markham et al. (2003) authentic activities are one of the main
features of project based learning as the students have an opportunity to connect to
real world conditions while completing their projects. It also requires authentic
situations and practices, for instance, having a communication with people outside
their classroom, using their problem-solving skill, using their teamwork skill, and
their critical thinking skill. The students also have an opportunity to use other than
their textbooks, since they need to search and do research or investigation for their
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projects through the use of other resources such as internet, local community,
advertising materials, and verbal communication in the real world.
Dewi, in her interview mentioned that she and her friend was assigned to
design an English course program as well as the materials in PMD course.
“At first, we were requested to create an English program (A7-D2-RWT).
Then, my friends and I discussed about making English for Specific Purpose
(ESP) or English for Academic Purpose (EAP). (A7-D2-COLL).”
After Dewi and her friends decided their English program, with the help of their
friend, they chose to go to one of the hotels in Yogyakarta. They sent the cover
letter, and conducted the interview to the HRD representative as well as
receptionist. At the end of their observation, they decided to specifically design an
English program and create the materials for the receptionists only.
“At that time, we were suggested by our friends to go to one of the hotels in
Yogyakarta. We sent a cover letter, and we were welcomed very warmly by
the hotel staff. After that, we conducted interview to the HRD representative
as well as to the receptionist. At the end, we decided to specifically design
and create an English program and its materials for the receptionist only.”
(A7-D2-AS)
Not only being engaged in the authentic situation, Dewi and her group also used
other resources when doing their PMD projects, especially when creating the
English Materials. She stated that she and her friends used internet in order to find
the materials.
“We admitted that it was difficult to find English materials for the
receptionist since most of the materials provided are only for general
English. Hence, we used internet to help us find the materials. (A7-D2-
UOR)”
From Dewi’s experience, it could be inferred that Dewi and her friends were
involved and engaged in the authentic learning environment where they had to
design an English program for the hotel receptionist. Moreover, she and her friends
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also did communicate first with people outside their classroom to gain as much
information as possible in order to support their program. In addition, she was also
collaborating with her friends in deciding which English program that they were
going to design. At last, Dewi and her friends also realized that the use of other
resources such as internet were very helpful in a way that they could find the
materials for the receptionist.
Likewise, Evi also shared the same experience as Dewi in a different project.
When she was in the first semester, she was assigned to do research on a selected
text in CDA course (A8-E4-RWT). Since it was a group project, Evi mentioned that
she and her friends had to discuss first before deciding the text they were going to
analyze. Furthermore, they also needed to work together in deciding who would
read the theories consisting of four steps.
“My group consisted of four people and we needed to discuss the text first.
Since in CDA there were four steps according to Ferkarl, we also discussed
who would read the step A, B, C, and D.” (A8-E4-TW-NEGO).
To confirm whether they had correctly analyzed their text, they also did research
on the internet to help them strengthen and also support their argument. Evi stated
that “since CDA is subjective, we needed to do research on the internet to make
sure that we had correctly analyzed the text. It was also to help us strengthen and
support our argument” (A8-E10-UOR).
Ata, the third participant, shared differently about her experience in doing
project. Her project was more about doing group presentation in BAL and LC
classes. She mentioned that in her BAL and LC classes she did presentation with
her peer. At the first time, both of them searched the materials based on the topic
given by their lecturer on their own. In addition, they also needed to arrange the
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time to meet each other to discuss and develop their topic. When doing the
presentation as well, Ata needed to use video or images to support her presentation
with her peer.
“The process was we find our materials, we also needed to find video or
images, to support our presentation in class.” (A9-A12-UOR)
“After that, we needed to arrange our time to meet each other, then we
shared our topic what we were going to present. When we both had agreed,
we then develop the topic and prepare the presentation.” (A9-A12-TW-
NEGO)
Based on their individual experiences it can be interpreted that when they
were doing their own projects, they had involved in the authentic learning
environment which requires real-world tasks, authentic situation, collaboration,
teamwork and negotiation in different ways. It is also in line with what Herrington
and Herrington (2006, p. 2) have previously stated that in authentic learning
students are engaged in activities which require collaboration as well as support.
Woo, Herrington, Agostinho, and Reeves (2007) further explain that in authentic
learning the students have real-life roles that require teamwork and also negotiation.
Markham (2003) also adds that project based learning invites the students to be
involved in the authentic situations such as communication with people outside the
classroom and the students also have their opportunity to use other resources such
as internet, local community to help their project.
b. Learner Autonomy
In project-based learning learner autonomy is showed through the project
work. The students or the learners are allowed to choose their own topic of the
project and are allowed to be involved in planning and creating their project and the
process of learning with support from their teachers. It can be said that the
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autonomy of the learning or the authority is provided so that the students can
maintain their learning from the beginning of the study to the end of the course
program.
Not only can the students maintain their learning, but they also are expected
to take at least some of the initiatives that allow them to shape and direct them to
the process of learning and enable them to communicate the progress of their
project, and evaluate their targets. Moreover, learner autonomy also teaches the
students to have an ability to make decisions through their learning. Macaro (1997,
p. 168) further adds that autonomy is an ability to be in charge of one’s own
language learning and an ability to know the value of taking responsibility for one’s
own objectives, content, progress, methods, and techniques of learning.
Additionally, through the implementation of project-based learning as well,
the classroom environment can generate more learner and learning-centred setting.
With the autonomy of the learners, they can also possess their responsibility for
their learning. In addition, the learners are also expected to be more motivated, to
feel more competent, and more self-determined. Hence, at the end of their project,
the students can also gain their own interest and can succeed in their learning.
Dewi, in her shared experiences in doing PMD project, stated that she
needed to present their group’s progress to the lecturer based on their presentation
topics.
“At the beginning, firstly we divided the presentations including the
materials to be presented. After that, we needed to present our progress
based on our presentation topic.” (A7-D6-COPG)
Additionally, since they had to present a weekly presentation about their progress,
they had to meet each other to prepare their group’s progress to their lecturer (A7-
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D10-COPG). She also mentioned that when doing the project, she was the leader
of her group so that she could took initiatives to work on the project with her friends,
“….since my friends leaned on me, then I always asked them and invite them to
work on our projects” (A7-D10-INTV).
In terms of learner-centred setting or environment, Dewi also mentioned
that after they designed the materials and being reviewed by the lecturer, she and
her friends presented their progress in front of the class started with the introduction,
the theories, and the design.
“…After designing the materials and being reviewed by the lecturers, we
presented our progress in front of our classmates started with the introduction,
the theory and the design of the program.” (A7-D14-L-CS)
In addition, she also added that through doing presentation in front of their
classmates she and her friends could gain a lot of suggestions rather than from their
lecturer. It was because she felt that her friends’ suggestions were more detailed
and more critical than the lecturer’s.
“Actually, I felt that I gained so many suggestions from my classmates. So it
was like an open discussion. My classmates gave more inputs for our group
than the lecturer. In my opinion also, the inputs from my friends were more
critical and more detailed than the lecturer’s. For example, my friends asked
about how we arranged the meeting for the program. However, my lecturer
rather focused on the theory. So, we felt that it was not that detailed and less
realistic.” (A7-D16-L-CS)
Lastly, Dewi added that during the completion of her PMD group project, she also
found difficulties with her friends. However, she always tried to overcome the
problems with her friends.
“Let say, compared to other groups, indeed our group was not the best. But
we every time we faced or we found problems, we always tried to solve it
together.” (A7-D21-P-SS)
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Evi, differently shared her experience when doing projects in the graduate
program in ELS. Although she was not specifically mentioning her experience in
terms of learner autonomy, I could gain some important points from her shared
story. Firstly she mentioned that during her study time in the ELS, she felt that she
was given a freedom to find sources to help her understand the theories. Moreover,
she also added that she needed to actively ask questions to her lecturer if she could
not understand her lecturers’ explanation.
“In ELS, indeed the lecturers seem to master the theories, but they let us to
find other sources to support our learning (A5-E34-L-CS).”
“… but if did not ask question, they let us to actively ask them questions and
they let us to actively find learning sources (A5-E35-L-CS).”
Likewise, Ata, mentioned that when doing projects in ELS, she indeed
found difficulties with the friends. However, most of the time, she and her friends
did not ask her lecturers much, rather they had the greater portion to work on their
projects (A6-A43-L-CS). Furthermore, implicitly, I found out that an initiative was
depicted from her story as she mentioned that her friend did ask her to work on their
group presentation project in BAL and LC classes (A9-A9-INTV). Lastly, when
she had done her group presentation, she also told that she could gain comments
from her friends through classical discussion (A9-A16-L-CS).
“Most of the time, we did our project by ourselves, I meant me and my
group.” (A6-A43-L-CS)
“So, the one that asked me to work on our presentation was my peer. She
initiated to divide our own parts, then I agreed with her, then she asked me
which part I wanted to discuss.” (A9-A9-INTV)
“In class, we were discussing our materials. So, we gained some
enlightments in class from our friends.” (A9-A16-L-CS)
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Based on their shared experiences, I infer that in the ELS, mostly the
projects given by the lecturers includes the class discussion and learner-centred
environment. In other words, the lecturers give greater portion to their students to
learn and to find learning sources by themselves. Hence, the students can explore
their own ability. In addition initiatives are also important to start working on
projects so that they could complete and submit their Projects on time. Lastly, in
every project, the students are requested to communicate their progress by doing
presentation in front of their classmates and their lecturers as well discussion so that
they can obtain as many suggestions as possible from both their lecturers and their
friends.
In line with their shared experiences, Stoller (2006, p. 33) mentions that in
project based learning, classroom environment can generate more learner and
learner-centred setting. Additionally, with learner autonomy in PBL, students can
also own their responsibility for their learning. Markham et al. (2003) further adds
that through projects learners can control their learning from the beginning of the
study to the end of their course program. Moreover, Little and Dam (1998) also
emphasize that the students should take at least some initiatives that provide shape
and direction to the process of learning, and should communicate the progress and
should evaluate the targets to be achieved.
c. Cooperative Learning
It is inevitably that in project based learning, the students are requested to
do their projects with their peer or partners. In other words, working in a project
based environment requires cooperative learning setting as well. As what Gillies
(2007, p, 246) states that cooperative learning requires working together with group
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members to achieve the shared purposes. Moreover, in cooperative learning as well,
to increase the awareness of the students’ learning, they should be able to reflect
and communicate their experiences in learning with their peers or partners, or
friends (Kohonen, 1992).
Moreover, Gillies (2007) and Johnson & Johnson (1994) mention five
important elements for successful cooperative learning. First, there should be
positive interdependence meaning the students should create the goal, but it only
can be achieved if all of the group members commit to finish the projects together.
Second, there should be face-to-face promotive interaction meaning that the
students have to provide effective guidance to their friends by having discussion,
exchanging sources, reasoning, and giving feedback. Third, there should be
individual accountability which means even though the students are working on
group projects, each of the members should be given individual tasks evenly so that
each of them can give contributions. Fourth, interpersonal and small group skills
should also be taken into account. Lastly, there should be group processing meaning
that they have to keep their positive working relationship and keep their respect
when collaboratively working with their peers to achieve group goal.
Gillies (2007) and Johnson & Johnson (1994) mention that in cooperative
learning, there should be face to face promotive which means that the students have
to provide effective assistance by having discussion, sharing moments, exchanging
sources, and giving feedback. In line with what Gillies and Johnson & Johnson have
stated, Dewi, in her shared experiences, mentioned that in doing PMD projects, she
needed to do a discussion with her friends before designing the English program
and the materials.
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“For example, when we needed to design the program as well as creating
the materials for the receptionist, we needed to discuss it first so that each
of us could give comments.” (A4-D48-FtFP)
Moreover, she also emphasized that when doing group projects, each of them could
also help and promote each other when they have problems.
“When doing projects, if we were confused, there were our friends who
could help us so that we could share the problems.” (A4-D58-FtFP)
From those extracts, it could be inferred that when doing her group projects, Dewi
and her group supported each other by giving thought through group discussion so
that they could solve their problems and could determine which materials they were
going to create or design. Additionally, each of them could be a help to one and
another if one of them found a problem during the completion of their projects.
Likewise, Evi, mentioned quite the same as what Dewi had mentioned
previously. Evi stated that “When doing projects, if A knew about this theory, he
or she could support. The same thing also happened when A knew about the
findings, he or she could support as well (A5-E50-FTFP)”. Additionally, she also
added that
“We often debated each other’s argument in our group discussion. For
example, if in my opinion this was right, and if this was the right analysis.
My other friends might have different opinion and they would support their
argument. We often debated our own argument so that we could know
whose arguments were the strongest. Since there were four people in my
group, so there would be who chose whose arguments.” (A8-E11-OC-FtFP-
MADE)
Looking at those extracts, I can interpret that Evi and her group did support each
other by giving arguments in their group discussion. It also will help them find
whose arguments were right or wrong to support their projects. Although they had
to debate each other, they finally could find the correct analysis for their project.
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Ata, in her interview, mentioned that when doing group projects, she and
her friends often discussed their group presentation materials and shared their
understanding. Moreover, they could help each other as well when each of them
found difficulties during the process of making their group presentation. Ata stated
that
“If in group presentation, we could share our understanding towards the
presentation materials” (A6-A35-FtFP).
“So, at that time, my friend needed a video to support our presentation,
hence, I helped her find one. The same thing also happened when I was
difficult to find examples to support my presentation, she also helped me
find some and find ideas as well.” (A9-A8-FtFP)
Based on those extracts, it could be said that Ata and her friends were back to back
in helping each other and in supporting one and another. Additionally, it could also
be said that during their group project, they also built a good teamwork so that they
both could finish their group presentation well.
Individual accountability, as mentioned by Gillies and Johnson & Johnson
(2006) should also be taken into account when dealing with cooperative learning.
In doing project, individual accountability can be defined as each of the members
has to be given tasks evenly so that each of them can provide contributions for their
group. During the first and the second interviews I found that when doing group
projects, Dewi, Evi, and Ata did indirectly or unconsciously implement or apply
individual accountability in their group.
Dewi, mentioned that when doing group projects, they could share and
distribute the tasks evenly. She also said that the reason why she liked her group
was because she could cooperatively work with her friends by sharing tasks. She
mentioned that
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“So far, when I was in my group, we could share the tasks. Moreover, doing
projects in groups was also enjoyful, Mas. We could share the tasks for
example, you do this, and you do this.” (A7-D10-IA)
From that extract, it could be said that individual accountability happened through
giving the tasks equally to each members of the group. I then also inferred that when
giving responsibility to do the task to the member of the group, there should also
be a willingness and an agreement from each member so that each of them could
work maximally on their own task.
Similarly, Evi also shared the same experience as Dewi. When doing her
group projects Evi mentioned that after deciding the text that they were going to
analyze, they shared the tasks. In addition, they needed to work on their own task
individually. After each of them had found the red line, they had to arrange the time
to meet each other again in order to discuss the progress of their project. She stated
that
“After that, we had divided the tasks. Then, we typed our work on our own.
When we had gained the red line, we developed it. Since it was impossible to
meet each other just to type our work, we needed to arrange the time again to
have our group discussion.” (A8-E17-IA)
In the extract above, it could be seen obviously that with the lack of time to
meet each other or to have group discussion, individual accountability was highly
important to support the group project. For Evi, since they had difficulties to meet
each other, her group decided to divide the tasks to each member of the group so
that each of them could finish their project. In addition, by having individual
accountability in doing group project, it could also be said that each member of the
group could learn how to be responsible of what they are doing.
Ata, likewise, also told quite similar things with Dewi, and Evi. She told me
that when searching for their group presentation materials, she and her peer needed
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to individually find their own materials, and to make their own power point
presentation part. Furthermore, she also mentioned that when editing their group
presentation power point, they did it individually since each of them knew their part
better. From her statement also, I can also infer that trust is also needed when
dividing the task to the group member. Ata in her group presentation projects,
implicitly trusted her peer to work on their materials. Similarly, her peer also trusted
Ata to work on her part as well. She stated that
“So we searched for our materials by our own, and we created our power
point presentation part. … We also edited our presentation individually
since we knew our part better, so when I met her, we compiled our
presentation together.” (A9-A2-IA)
In sum, even though not all of the five elements in cooperative learning
mentioned by Gillies and Johnson & Johnson (2006) appear, the project that the
three participants worked on were giving them lessons to promote each other by
doing discussion and to individually give contributions to the group project by
being given the tasks individually.
d. Multiple Intelligences
The last pre-figured meaning appeared in the logical truth discovery was
multiple intelligences. In project based learning, it is expected that the learning
setting can allow the students to explore their own interests, increase their skills and
abilities and enlarge opportunities to improve their learning potentials. It can also
be said that each student has different intelligence strengths, especially in doing
group projects.
Hargrave, 2003; Moursound, et al., 1997; Welsh, 2006; and Wolk, 1994
further added that in project based learning, the students are given a chance to freely
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choose options of learning which enable them to level up their skills and abilities
to improve their potential in their learning process. This theory also implies that
learners or students have different strengths. Hence, different approaches of
teaching and chances for students to give response to their learning styles are also
needed.
During the first and the second interview, I admitted that I was a bit difficult
to dig out their experience in regards to the multiple intelligences. However, finally,
I could draw some points or examples from the three participants. Although they
shared different things about their experience in doing project, I could infer that in
doing group projects, the students could likely explore their own interest and
enlarge opportunities to improve their learning potentials.
Dewi, in regards to multiple intelligences, mentioned that when working on
the project, specifically when her group needed to present progress, she and her
friends had read and understand their own part well. She was also sure that when
she read the materials well, her friend would also do the same thing as her.
Moreover, she also mentioned that before presentation, each of them maximized
their part and when tasks were given, they also tried to finish their tasks well. She
stated that
“When we worked on our task, for instance presentation, you get this
chapter, and we really read our part, Mas. I also read my part well. And, we
also had divided who had this point, and this point as well. So that each of
us read our part and maximize it before we did our presentations. Moreover,
when the tasks were given, we also did our tasks.” (A7-D27-ENOP)
“Since my other two friends were also diligent, I also needed to be diligent
as well. The main point is, we should maximize our effort, Mas.” (A7-D29-
ENOP)
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What I could infer from Dewi’s extracts above was that when doing their
project, each of the members was given a chance to enlarge their opportunities to
improve their learning potentials by being given the tasks. Moreover, they
unconsciously improved their learning potentials by giving their best when doing
their presentation or by maximizing their effort. This could also be a good way to
measure one’s capability in this or her learning process.
Evi, mentioned different point of view regarding multiple intelligences. She
mentioned that when doing her CDA group project, their group agreed to divide the
four steps evenly to each members of the group since every step has its own
difficulties. She stated that “in CDA, there are four steps. For example, I got the
step one, the second step was my other friends. Since each of the steps has its own
difficulties, and we could choose which part I could be able to read and understand
(A8-E19-ENIP).”
From Evi’s Statement it could be said that each of the members in her group
has different interest on the four steps and that was the basis of the distribution of
them. Moreover, I could also say that when one has interest in certain thing, he or
she could give her best towards what he or she was working on or doing. The same
thing also happened in Evi’s group. Each of them had his or her own interest in the
four steps so everyone in the group could give their maximum contribution on each
step that they he or she had chosen.
Ata, in her group presentation project, mentioned quite the same thing as
Dewi, and Evi. She mentioned that in dividing the presentation topics, she needed
to communicate with her peer first and made an agreement.
“I asked her, which one she wanted, and she chose this one, then I chose this
one. But we worked on our topics together.” (A9-A9-EXIN)
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Moreover, she also mentioned that she was aware that she and her partner has
different strengths and weaknesses. However, they both always did their best in
doing their group presentation project. She stated that
“I was aware of our capability. We both know where we were good at. Most
importantly, we always did our best by maximizing what we had in
ourselves.” (A9-A32-DINT)
Lastly, she told that in terms of doing presentation, she was also aware that she and
her friends had different strengths and weaknesses in doing presentation. She
illustrated that her partner might be good at introduction part, she, herself, might be
good at the last part. In addition, it could also be about the distribution of the topic.
She stated that
“However, in terms of the way presented our part it might also be different.
Perhaps my friend was good at the introduction or the explanation part. Or
it could be about the distribution of the topic that we both liked. (A9-A33-
ENOP)”
From the extracts above, I can interpret that she had actualy been aware of
what she and her friends could do during their group presentation project. They both
had different interest in terms of their presentation topic showed by how they chose
the one that they liked. Moreover, she also realized that she and her peer had
different skills in presenting their presentation and it is then showed by how they
managed to arrange the first speaker or the last speaker in their presentation
sessions.
2. Emergent Meanings
This section provides the emergent meanings which are embedded in the
lived experiences of the participants when telling stories. Empirically, when
collecting the data, I found out that there were two emergent meanings appeared
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from the participants during the interview. The two emergent meanings are a)
understanding others and b) personal development.
a. Understanding Others
The first emergent meaning appeared during the data gathering or the text
gathering was understanding others. When working on the group projects, most of
the time, the participants worked together with their peers or partners in order to
achive their learning goals. Hence, it also involved communication as well as good
team work so that they can work cooperatively. Moreover, understanding others in
doing group projects provided a warm and supportive environment in which the
students could experiment constructively with new ways of relating to others, share
personal experiences, express fears and concerns, and gain support and feedback.
Contextually, during the texts gathering, I found out that understanding
others in this research refer to how doing projects affected them to be more
understanding in terms of their friends’ needs and also characters. Dewi in her
shared experience, states that through PMD project, she could learn to understand
her friends’ needs. She further illustrated that one of her friends live in Kulonprogo
and she needed to go back and forth to campus. Hence, with that condition, Dewi
needed to arrange the time with her friend. She stated that
“From the PMD project, I could learn to be more understanding to my
friends’ needs. For example, one of my friends stayed in Kulonprogo, and I
needed to arrange the time discuss our project.” (A4-D70-UON)
Furthermore, through doing PMD project, she could also understand her friends’
character since they had been together for one semester. Hence, Dewi, could be
closer to them.
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“From PMD project, I could be closer to them since we were always together
for one semester. Moreover, I could understand their character as well.” (A7-
D23-UOCH)
From those extracts, I can infer that through doing PMD project, not only
achieving the learning goal, but the participant, Dewi specifically, can improve her
view point towards her friends. She could not always selfishly force or insist her
friends to follow her needs. Rather, she should also understand that her friends also
had their own needs or business. Moreover, by understanding her friends’
characters, Dewi knew how to act appropriately when she was with her friends
especially in doing their PMD project so that interpersonal conflicts can also be
avoided.
Similarly, Evi, mentioned that by doing her CDA group project, Evi told
that she could gain togetherness, team work, new experiences, as well as benefits
for herself. Moreover, she could tell that she was able to understand her friends’
characters. She more emphasized that through project-based learning she was able
to know how her friends worked, they characters, as well as their personalities.
“In group, I could know my friends’ characters. In fact, each of us is
different from one and another. Hence through project based, I could know
how A, B, C, worked, and their personalities as well. (A5-E18-E19-UOCH)
Lastly, not only did Dewi and Evi mention they could understand their friends, but
Ata also in doing her presentation project said the same thing as what Dewi and Evi
had mentioned previously. She stated that “Yes, I was not selfish at that time
meaning that I could even know my friend’s character better than before. So, I
should be more understanding I guess.” (A9-A37-UOCH)
In doing group or team project, understanding one and another is highly
important, as what Abarca et al,. (2000, p. 40) mention that effective teams require
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and share many common characteristic. Being respectful to other team members is
highly essential for team effectiveness. Valuing the strengths of teammates, while
minimizing their weaknesses, promotes team cohesion. Cooperating as a team also
requires trust from all the members of the group. In addition, keep focusing on the
project and believing in each other, and striving to the end goal, arguing less and
exploring more can also create an effective team work when doing or creating
project.
Additionally, Smith and Culp (2003) assert that individuals with different
personalities approach a project in very different ways. A person's personality is
determined by many psychological facets that are interrelated in a complex and
unique way. Furthermore, they also mentioned several values of understanding
individual in dealing with project such as promoting understanding of normal
differences between people on project-related areas such as communication, time
management, work environment, best supervision style, preferred learning style,
and many others is also very essential. Helping the team achieve more effective
project meetings by structuring and conducting them to meet differing needs of the
team members. Improving productivity by making project assignments that allow
each person to work according to his/her own personal style preferences, and to
understand how others prefer to work. Helping others better understand themselves
and enhance relationships with the client and project team.
b. Personal Development
The second or the last emergent meaning emerged during the texts gathering
was personal development. Personal development in this research was contextually
defined as the changes or the developments that the participants felt or gained when
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doing their projects. Each of the participants shared differently about the
development that they obtained through the completion of their projects.
According to The United Kingdom Association of Business Practioners
(ABP) (2010, p. 7) personal development refers to developing and improving
aspects of a person which include fields such as education, motivation, feelings,
health, skills, abilities and more. ABP also asserts that as life and the environments
are changing nowadays, it is important to continue developing as a person in order
to improve as individuals and to be able to adapt to the change of situations.
Personal development involves an individual to generate goals which define a point
that can be achieved through setting the goal and plan. This also enables progress
and assessment to involve which allow a person to gain feedback in relation to
change and development.
Through texts gathering, I found out that after doing projects in the ELS,
the participants felt that, they not only changed their veiw point towards their
friends, but their personalities also developed at the same time. They could be
tougher or more resilient, more independent, more open minded, and more
disciplined. Their self-esteem and self-efficacy increased at the same time as well.
Additionally, they also felt they could be critical thinkers, could increase their
language skills ability, and could be beneficial to other people by being involved in
the seminar.
Dewi mentioned that when doing her projects, she could increase her self-
esteem as well as her self-efficacy by becoming a tough woman. In addition, she
could also be more open-minded during and after the project. She mentioned that
she could be tougher in terms of doing her assignment and she could handle the
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pressure. She further stated that she became a less-panicky student when dealing
with her projects or her assignments. She also became less stressful and became
wiser in dealing with her problems. In coping with her projects and her assignments,
she could be able to handle the pressure well.
“I felt I became tougher since I could be less panicky when dealing with
papers, and less stressful. Moreover, I felt like I was getting wiser each day
(A4-D41-SEST). Not only was I getting wiser, but I could also handle the
pressure (A4-D41-SEFF).”
Being more open-minded became the next thing she mentioned. During the
completion of her PMD project, she stated that after meeting and working with her
friends she could be more open to them. Moreover, she could also accept her
friends’ opinions or arguments and could realize that she could not insist her friends
to accept her expectation.
“After PMD project, I could be more open to my friends since I worked with
them” Moreover, I could accept my friends’ arguments or opinions and I
realized that I could not insist my expectations to my friends. (A7-D24-D-
25-OM)
In the same way, Evi utterred that through doing projects, she could be independent,
disciplined, and could increase her self-esteem. She stated that through doing
project, she could be more independent since she had to do research, find good
theories, and many other related things. She stated that “Obviously, I became more
independent. Since we had to conduct research, find theories by ourselves (A5-E37-
INDP)”. In terms of being disciplined, she felt that became more disciplined. She
explained that when she studied in the graduate program, she often did many
projects individually and in group. Hence she felt more disciplined compared to
when she was an undergraduate student. She stated that “I felt I became more
disciplined. It was very different from when I was an undergraduate student (A5-
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E66-E67-DCP)”. Related to her self-esteem, Evi added that by doing projects, she
could be resilient. She further mentioned that no matter what the conditions were,
she had to be really tough when dealing with projects and the deadline.
“I became resilient (A5-E68-SEST). For instance, when you felt sick, you
needed to keep struggling to finish the projects and the deadline. No matter
how busy you were, you really had to be tough and strong. (A5-E69-SEST)”
Lasltly, similar with Dewi and Evi, Ata also asserted that she became more
disciplined in her daily routines after working on her group project. She utterred
that “I see… Yes, I felt I became more disciplined now. (A6-A50-DCP)”
Dewi, mentioned that after doing PMD projects, she and her friends could
present her groups’ paper in the LLTC seminar in last October in the ELESP Sanata
Dharma University Yogyakarta. She further told that doing project could also bring
benefits not only for her, but also for her friends. She stated that “by doing projects,
we were able to present our paper in the LLTC seminar. So I felt like this also gave
us benefits.(A7-D29-SEM)”. From Dewi’s extract, it can be inferred that after
doing her PMD projects, it gives her a chance to expand not only her ability but
also her friends’ to inform other people outside their classroom setting about what
they have learned related to their project. Hence, people could also know, how they
design or create an English program and learning materials for English for Specific
Purposes.
Differently, Evi, stated that by working on projects, especially her CDA
projects, she could increase or improve her critical thinking skills. She mentions
that unconsciously she could be able to analyze the texts critically by not only
looking at the main ideas, but also she could find the power in balance within the
texts. She uttered that
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“Unconsciously, we could analyze the texts. In other words, we could
analyze the texts critically. Usually, I only analyze the texts based on their
main ideas. Now, I could also find the power in balance in the texts as
well.” (A8-E34-CTS)
“Not only in analyzing the texts, I could also think in a broader sense.
Moreover, I could also be more critical in facing a problem.” (A8-E36-
CTS)
In line with Evi’s extracts above, it can be interpreted that through her CDA project,
she could improve her way of thinking and her ability in analyzing the texts. In
addition, she could also change her habit when she read certain texts by not only
looking at their main ideas, but also looking at the deeper sides.
Regarding critical thinking skill, Tretten and Zachariou (1995, p.8)
mentioned that Students, working both individually and cooperatively, can feel
empowered when they implement effective work habits and use critical thinking to
solve their problem. Moreover, they also assert that the students is also able to learn
and or strengthen their work habits, their critical thinking skills, and their
productivity. Throughout this process, students may gain new knowledge, new
skills, and positive attitudes.
In addition, Ata, mentioned that when doing her group presentation, she
could increase not only her knowledge, but also her language skills especially her
speaking and writing skills. She said that her public speaking skill improved since
doing a lot of group presentations. She further added that she could present
materials for about one hour with various vocabularies. She uttered that
“I could enrich my knowledge. And by doing presentation, I could practice
my public speaking skill. So, I could present my presentation for about one
hour since I like speaking. I could also broaden my knowledge and my
vocabularies.” (A6-A46-LSK)
“I felt like I became more fluent both in speaking and writing. I used to stop
using English before entering ELS. However, since studying in ELS, I had
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to use my English since there were a lot of assignments and presentations
requiring the use of English. Automatically, I felt the positive changes in
me.” (A6-A48-LSK)
In line with Ata’s extracts above, Fragoulis (2009) and Bell (2010) state that there
are six benefits of implementing PBL in teaching English as Foreign Language.
One of them is by applying or implementing project based learning, the students
can have an optimal opportunity to improve and to develop their language skills.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
This chapter consists of three sections namely conclusions of the research,
implications and recommendations. The first section presents the summary of the
findings and the answers of the research question. The second section presents
implications of this study. The last section presents the suggestions which can
contribute English learning and teaching.
A. Conclusions
This study aims at describing and interpreting ELS Students’ lived
experience of project based learning. The process in revealing the lived experience
is done through collecting texts from three ELS students batch of 2015 from three
different streams or majors namely, Dewi from the education stream, Evi from the
linguistics stream, and Ata from the literature stream who have experienced the
phenomenon containing the essence of the experience. The meanings assigned by
the participants are interpreted under bracketed meanings, namely pre-figured and
emergent meanings. Pre-figured meanings were constructed based on the discovery
of conceptual truth. Meanwhile, the emergent meanings were developed based on
the empirical truth. Both meanings reflect the scientific truth of ELS students’ lived
experience of project based learning.
Overall, there are six meanings gathered. Those meanings then are divided
into two sections namely pre-figured meanings which consist of four meanings
derived from the logical or conceptual truth and emergent meanings which consists
of two meanings derived from the empirical truth. The pre-figured meanings are
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authentic learning, learning autonomy, cooperative learning, and multiple
intelligences. The emergent meanings are understanding others and personal
development.
The first pre-figured meaning is authentic learning. Dewi, Evi, and Ata
shared differently about their experience in authentic learning. Dewi shared that she
and her group had to create an English program as well as the course for hotel
receptionist in Yogyakarta in PMD course. Evi, on the other hand, mentioned that
she had to analyze the texts by implementing CDA approach with her friends.
Lastly, Ata, experienced group presentation in her British and American Literature
and Literary Criticism classes based on the topics given by their lecturers. From
their shared experiences, authentic learning emerges through the real-world tasks,
the authentic situations, and the use of other resources such as internet.
The second pre-figured meaning was learner autonomy. Learner autonomy
emerges since in doing project, the authority is provided so that the students can
control their learning from the beginning of their study to the end of their course
program. Dewi, Evi, and Ata in their shared experience mentioned that when doing
their projects, they experienced learner autonomy through having initiatives so that
the projects can be finished or completed in time or on time, learning in learner-
centred setting and through communicating the progress of their projects to not only
their friends, but also their lecturers.
The third pre-figured meaning was cooperative learning. Cooperative
learning contextually means that working together with their friends or peers or
group members to finish the projects. Dewi, Evi, and Ata in their shared
experiences, mentioned that when doing projects, they worked on their projects
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together with their group members involving the face-to-face promotive by having
group discussion, and the individual accountability meaning each of the group
members can be given the tasks evenly so that each of them can give contributions
to the group.
The last pre-figured meaning appeared during the logical truth was multiple
intelligences. Contextually, multiple intelligences emerge since every student in the
group, absolutely possesses different intelligence from one and another. Dewi, Evi,
and Ata, shared that when they worked on their group projects, three of them
explore their own interest on the topics, and they also enlarge their opportunities to
improve their learning potentials in their own projects.
There were also two emergent meanings appear during the texts gathering.
They were understanding others and personal development. The emergent
meanings were determined based on the participants’ shared experience gathered
from the in depth interview. The first emergent meaning is understanding others.
Through doing projects, Dewi, Evi, and Ata can improve their understanding
towards their friends’ characters and their friends’ needs as well. Understanding
others is important when doing projects since most of the time, the participants
work together with their peers or partners in order to achive their learning goals.
The second or the last emergent meaning is personal development. When
doing their group projects, Dewi, Evi, and Ata, mentioned that they could feel some
changes in their personality such as being more disciplined, more open-minded, and
more independent. By having personal development, the participants can improve
the way they behave, the way they feel, and the way they think towards certain
circumstances or conditions. In addition, they could also become critical thinkers,
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increase language skills, and present paper at the seminar. Contextually, it
consciously proves that doing projects is not merely for the sake of completing the
course or gaining the mark from their lecturer, but it is also good for themselves.
The findings of this study help the research participants have a habit in doing
reflection of what they have done in relation with their learning process. This
reflective awareness is also expected to help them become more self-aware of what
they do and intend to do in order to improve their learning. By having self-
awareness of their learning process, they would become more self-actualizing in
their learning. Additionally, the findings of this study help the audience gain more
useful information about learning through project-based approach. By reading the
stories, they would gain better empathic understanding in the implementation of
project-based learning approach in English language learning.
B. Implications
Based on the ELS students’ lived experience of project based learning,
learning through projects has provided some significant implications for English
language teaching and learning. It is expected that the audience will have better
empathic understanding of what it is like to other students in ELS to learn by using
projects. By gaining better empathic understanding, they will gain equity in life.
The second implication applies for ELS lecturers who are about to
implement project-based learning in the following academic years. By applying or
implementing the project-based learning in the classroom setting, the lecturers are
expected to give more attention more on the tasks which have to be more real-world,
the setting of the classroom which have to concentrate more on the learner-centered
setting, the cooperative learning which not only require the students to work with
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their friends, but also their lecturers as facilitators, and the selection of tasks or
projects which can promote students interests as well as skills.
The last implication applies for English teachers or lecturers who consider
implementing project-based learning in their learning setting. They could make use
the participants’ shared experiences in this study to encounter the potential
challenges in learning through projects. Therefore, lessons learned from this study
is expected to be beneficial to not only the ELS students and the ELS lecturers, but
also for lecturers and student coming from other study programs.
C. Recommendations
The findings of this study benefitted the research participants, as the ELS
students, in forming a habit in doing reflection which would enable them to self-
actualize themselves both in their learning strategies as well as in their life. By
having a reflective habit formation, they would have sharper goals in their life and
be able to self-actualize themselves. On the other hand, the audience might use the
description and interpretation of the lived experience in this study to gain more
information and to understand how the project-based learning in the classroom is
carried out.
Furthermore, the findings of this study might help the lecturers in the
graduate program in ELS improve their teaching strategies when using projects to
their students by giving feedbacks or inputs to the students so that the students can
improve their learning process and the implementation of this learning approach
can be better improved in the future. In addition, the use of project-based learning
approach can be a means to provide better learning opportunities which extend
beyond the classroom and accommodate learners’ various learning styles.
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Additionally, future researchers might examine the perceptions of the ELS
students of project based learning. A study on the effectiveness of using projects in
learning English might also be conducted. In addition, future researchers might
conduct the same research which focuses on the lecturers’ lived experience in
teaching by using project-based learning approach. They could reveal how the
lecturers’ give meanings to the phenomenon.
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APPENDICES
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APPENDIX 1
Informed Consent Form
My name is Sandy Ferianda. I am a graduate student of English Language Studies,
Sanata Dharma University who is conducting research on ELS students’ lived
experience of project-based learning as a fulfillment of my study. Regarding to this,
I would like to ask your participation in the interviews to share your experience as
a graduate student who have written academic papers.
The purpose of this study is to describe and interpret the lived experience of ELS
students of Project-Based Learning.
During the interview, I would ask you some questions related to your experience
about Project-Based Learning. If there are questions that you would prefer not to
answer, please do not hesitate to tell me, and I will go on to the next questions.
Moreover, I would take notes and record the interview. Once the interview is
transcribed, you will be asked to review the transcript and a brief analysis of your
interview to verify the data.
I will publish the findings of this research and I would be happy to share the findings
with you after the research is completed. There are not any risks involved in this
study. Your name will not be associated with the findings and only the researcher
will know your identity and personal information.
There are not any risks involved in this study. The benefit for the participation of
this research is that it may give voice to your academic writing development.
Should you have any questions related to this research, do not hesitate to contact
me in the following number (+62) 813 2760 3345 or email address
ferianda02021992@gmail.com
Please sign this consent form. I will give a copy of this form for you to keep. Thank
you for your consideration.
Yogyakarta, November 11, 2016
_________________________ __________________
Participant’s Signature Researcher’s Signature
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
APPENDIX 2
Informed Consent Form
My name is Sandy Ferianda. I am a graduate student of English Language Studies,
Sanata Dharma University who is conducting research on ELS students’ lived
experience of project-based learning as a fulfillment of my study. Regarding to this,
I would like to ask your participation in the interviews to share your experience as
a graduate student who have written academic papers.
The purpose of this study is to describe and interpret the lived experience of ELS
students of Project-Based Learning.
During the interview, I would ask you some questions related to your experience
about Project-Based Learning. If there are questions that you would prefer not to
answer, please do not hesitate to tell me, and I will go on to the next questions.
Moreover, I would take notes and record the interview. Once the interview is
transcribed, you will be asked to review the transcript and a brief analysis of your
interview to verify the data.
I will publish the findings of this research and I would be happy to share the findings
with you after the research is completed. There are not any risks involved in this
study. Your name will not be associated with the findings and only the researcher
will know your identity and personal information.
There are not any risks involved in this study. The benefit for the participation of
this research is that it may give voice to your academic writing development.
Should you have any questions related to this research, do not hesitate to contact
me in the following number (+62) 813 2760 3345 or email address
ferianda02021992@gmail.com
Please sign this consent form. I will give a copy of this form for you to keep. Thank
you for your consideration.
Yogyakarta, November 11, 2016
_________________________ __________________
Participant’s Signature Researcher’s Signature
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
APPENDIX 3
Informed Consent Form
My name is Sandy Ferianda. I am a graduate student of English Language Studies,
Sanata Dharma University who is conducting research on ELS students’ lived
experience of project-based learning as a fulfillment of my study. Regarding to this,
I would like to ask your participation in the interviews to share your experience as
a graduate student who have written academic papers.
The purpose of this study is to describe and interpret the lived experience of ELS
students of Project-Based Learning.
During the interview, I would ask you some questions related to your experience
about Project-Based Learning. If there are questions that you would prefer not to
answer, please do not hesitate to tell me, and I will go on to the next questions.
Moreover, I would take notes and record the interview. Once the interview is
transcribed, you will be asked to review the transcript and a brief analysis of your
interview to verify the data.
I will publish the findings of this research and I would be happy to share the findings
with you after the research is completed. There are not any risks involved in this
study. Your name will not be associated with the findings and only the researcher
will know your identity and personal information.
There are not any risks involved in this study. The benefit for the participation of
this research is that it may give voice to your academic writing development.
Should you have any questions related to this research, do not hesitate to contact
me in the following number (+62) 813 2760 3345 or email address
ferianda02021992@gmail.com
Please sign this consent form. I will give a copy of this form for you to keep. Thank
you for your consideration.
Yogyakarta, November 11, 2016
_________________________ __________________
Participant’s Signature Researcher’s Signature
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
APPENDIX 4
In-Depth Interview 1 (DEWI)
(Friday, November 11 2016 )
Role Transcript Code
R1 So.. dewi makasih banyak karna udah mau jadi participant
aku yang pertama.. eumm. sebelum mulai ke inti
interviewnya, aku mau tahu dulu tentang background kamu.
Nama lengkapnya, dari mana asalnya, sama eumm
background of education. bahasa indonesia aja gapapa
D1 Okey, Aku nama lengkapnya Theodesia lady pertiwi. Aku
asalnya dari bangka.. Sama.. ehehe.. kalo Background
pendidikan, yaa... aku backgroundnya dari mana nih? SD
SMP SMA
R2 S1 aja nggapapa
D2 Aku S1 nya ngambilnya di Sanata Dharma ngambilnya
jurusan Pendidikan bahasa inggris.
R3 Dari bangka, kan jauh jauh tuh, kenapa ke pBI sadhar?
D3 ke PBI sadhar, karna memang dengernya karna PBI sadhar
itu bagus gitu lo. Aku kenapa PBI, karena PBi itu salah satu
jurusan terbaik. Aku awalnya mau ambil ke atma jakarta.
Tapi setelah denger aku milih ke Jogja aja. Ke sanata
dharma, ke pbi nya
R4 Ok. Dulu tau PBI itu dari mana? Dari temen, dari browsing
internet atau dari mana?
D4 jadi, di SMA ku ada expo, jadi kaya ada beberapa universitas
datang ke Sekolahku. Datanglah. ke SMA ku, datang ke
standnya, aku kelas 2 SMA, trus ak ambil brosur brosurnya
lah. gitu. Kemudian sama temen temen juga ya mau masuk
ke atma kan dah dapet semuanya lah,. daftar harga sama bla
bla. Trus akhirnya, yang kakaknya kuliah di sadhar, kalo PBI
tuh bagusnya di Sadhar gitu lo. Akhirnya, eee.. sama
temenku juga ya kami coba ngirimlah.. aku waktu tuh lwat
jalur raport. Kenapa ke pendidikan karna orang tua maunya
ke pendidikan. AKhirnya jadinya ke Sadhar.
R5 Trus sekarang kesibukannya apa?
D5 Ngerjain thesis. Hehehe
R6 Bearti sekarang semester 3 ya?
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D6 iya.
R7 Eee, kamu kan ngambil education stream, kenapa tertarik ke
sucation stream? kenapa ga ke yang lain? pengen jadi guru
kah, atau akademisi kah?
D7 Ga tau sih, mungkin emang nemu passionnya disana. Emang
udah tertariknya memang disana. Kalo dilinguistik memang
ga disana, apalagi ke literatur. Kayanya memang jiwanya
memang di pendidikan.
R8 Kita masuk ke inti interviewnya. AKu rasa aku udah dapet
banyak informasi tentang personal backgroundnya kamu.
So.. sebelum belajar di KBI apakah udah pernah ngerjain
project gitu?
D8 Sebelum di KBI.. project.. eummm kalo project pernah deh.
SPD tuh juga project kan?
R9 pas kapan?
D9 pas S1
R10 itu kamu ngapain? Projectnya kaya apa sih
D10 Bikin English course
R11 Waktu itu kamu ngerjainnya individu atau kelompok?
D11 Kelompok
R12 Kerjainnya gimana? Proses ngerjainnya?
D12 jadi kan emang itu kan dari awal kita udah dibagi ke
kelompok ini siapa siapa, kita udah milih kelompok dari
sebelum masuk. Trus ya itu, bikinlah, namanya apa,
filosofinya apa, apa sih yang mau kita tawarin, kita bikin
english course disini, abis itu kita bikin proposal lah, kita
ngajuin proposal. Trus,... OK.. kita waktu itu dapetnya anak
Teknik mesin USD kan. ya udah trus mau gimana, trus kita
mau gimana. Ini english coursesnya itu berapa meeting,
dengan harga segini bla bla lah. TYrus udah gitu. Project
akhjirnya kita bener bener bikin kursus bahasa inggris buat
mereka, bikin task, dan bikin sertifikat buat mereka.
R13 saat ngerjaini kelompok itu, apa yang kamu rasain saat itu?
D13 yang saya rasakan.. karna itu kelpompokan yaa.. pasti
banyak kaya kaya apa ya, ngerasa kaya apa,, ada konflik juga
sih.. ada temenku yang pengen kaya gini. ada yang pengen
kaya gini, harusnya kaya gini. harusnya memang kaya bikin
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kursus bahasa inggris kan memang diantara kita kan
memamng barub eberapa yang terjun ngajar kursus. ini
gimana, maunya kaya gimana, gitu. jadi memang lebih,,.
waktu itu konfliknya lebih, bagaimana membuat kursus
bahasa inggris dalam keadaan sepertu ini sperti ini gitu,,
R14 selain konflik?
D14 apa ya.. eumm lebih ke apa yaa.. eeum..
R15 apakah kamu ngerasa kaya ini melatih aku untuk lebih.
D15 Aku waktu tuh mencoba berusaha untuk eee pertama netral,
waktu itu kan memang antara ketua nya sama nggota
ternyata nyampein kalo temen-temen tuh pengennya kaya
gini, gitu. ya memang namanya kerja kelompok kaya gitu
kan memang akan ada banyak ya naik turunnya gitu kan,
kaya gitu. kalo aku sih berusaha uintuk netral. karna memang
itu tuh kaya bikin kelompok temen-temen deket jadinya ya
kaya gitu.
R16 dan itu diaasign dari dosen kah?
D16 dari dosen, kelompokan
R17 pengerjaannya berapa lama?
D17 dari awal semester lah. cukup lama.
R18 dari mengerjakan project itu, apa yang kamu dapatkan?
apakah ada perubahan dalam diri kamu? apakah merubah
ee.. sifat atau cara berpikir kamu?
D18 sek ya mas, aku inget inget dulu.. SPD.. eeee... kalo aku,
kemarin SPD itu ya, itu pertama aku memang, ya itu
berusaha untuk netral itu. Kedua, apa yaa... SPD ini udah
lama banget.. mmm..
R19 apakah ada merubah keseharian mungkin?
D19 iya disiplin, kemudian, lebih bis auntuk menerima pendapat
orang, gitu. karna kan aku kekeh sama ini. tapi udah ribet
kaya gitu, ya udah, ya wes. lebih menerima. Ya udah kita
lihat dulu aja hasilnya kaya gimana. gitu lo. aku lebih kaya
gitu. Terus, mmm.. apalagi yaa.. ngga lebih reaktif sih
jadinya ya karna netral itu kan ngga jadi reaktif kalo ngeliat
kondisi kaya gini. Jadi berusaha ketika ngliat temen2
konflik, aku sekarang pas itu jadi kaya ngeliat gini gimana
ya enaknya gitu. kaya kaya gitu.
Self-
COntrol
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R20 dulu pas project itu kamu perannya apa? anggota atau ketua?
D20 Anggota
R21 setelah pengerjaan itu kalian pernah ngga sih konsultasi ke
dosen, nemuin problem dalam pengerjaannya?
D21 konsultasi ke dosen engga sih
R22 berarti kalo adas problem kalian selesein sendiri dulu?
D22 iya. sendiri dulu kalo ada masalah.
R23 contoh problemnya masih inget ngga?
D23 waktu itu yang ribet yang bikin ribet adalah, satu kelas tuh
different levels. yang lower lower banget, yang pinter
piunter banget. how to manage the class dengan kaya gitu,.
apakah kami harus rolling ngajarnya. juga kan orangnya
banyak. gimana ngajarnya dengan different levels gitu,
apakah satu orang yang ngajar atau kami nanti satu satu
databng kemereka berdsarkan level. itu sih.
R24 terus kalian overcomenya?
D24 obvercomenya, akhirnya dengan materi yang sama, itu
akhirnya, pertama kami, menjelaskan dulu, misalnya past
tense, gini gini. trus akhirnya kami masuklah kami bertujuh
gitu, ada berapa level, kami masuk bagi perlevel, emm
ngajar lebih dalam nya ke perlevel karna kalo yang pointer
sama yang engga itu dicampur itu mereka kan juga ngga
ngerti.
R25 berarti kalian nemuin problem, trus kalian solve nya bareng2
dalam satu kelompok itu?
D25 Iya bareng-bareng mas nyeleseinya. Kita diskusikan sama
temen temen yang lainnya juga gimana enaknya.
ORCON
R26 next, kenapa memilih masuk di program s2 di KBI?
D26 hehehe.. sebenernya ngga ada alasan ini sih, cuma memang
pengen belajar. kalo di KBI belajarnya ada ling, ada ini ga
cuma fokus ke satu..
R27 memang kamu pengen kesitu atau ada dorongan atau
masukan dari siapa gitu?
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D27 sebenerny ga ada sih, cuma memang ortu ngijinin untuk
lanjut, trus pilih pilih trus udahlah di KBI aja, trus juga udah
baguslah. gitu.
R28 so, in other words, kita bicara generalnya deh. motivasinya
apa?
D28 pertama, pengen jadi dosen mas, gitu. trus pengen belajar
lagi, kaan kalo di S1 sama s2 kan beda lebih dalam di s2.
R29 nah menarik nih, kamu kan bilang belajar di s1 sama s2
berbeda, eum, emang gimana belajar di kbi? ceritain dong.
Hehe
D29 sebenernya ritme nya sama s1 sama s2 tugasnya sama sama
berat kan. pbi sama kbi, cuma memang bedanya kalo s1
banaykanya tuh di structrure ke grammar, ke itu ini, tapi
kalo di kbi kan kita belajarnya like kalo ngajar tuh ini lo
tekniknya. misalnya kalo bikin researhc kan lebih
banyak di s2. kalo di s1 kan masih structure gitu gitu. cuma
belajar gitu.. nah, kalo teorikan lebih belajar di s2 nya.
R30 tugasnya berat. contohnya?
D30 tugas beratnya adalah paper diakhir semester mas. hehehe
karna tiba tiba blek paper di akhir smester. gitu.
R31 beratnya?
D31 itu kan nyelseinnya cuma beberapa minggu, dan harus
selesai gitu lo mas, itu blek cuma paper. beda kaya pak B,
yang dari awal, OK kita akan bikin portfolio, terakhir
dikumpul di akhoir semester cuma kan dah dari awal step by
step, enak. kalo tiba tiba blek belajar trus kamu bikin paper.
itu yang bikin berat. karna semuanya numpuk.
R32 selain paper apakah ada yang lain?
D32 rata-rata paper sih mas.
R33 coba ceritain, dari pas semester 1 kamu. belajarnya kaya
apa? pertama kali masuk KBI kaya gitu?
D33 pertama masuk KBI aku kesulitan banget. Memang karna,
apa yaa., karna tiap hari.. eh tiap minggu ada tugas response
paper lah presentasi lah ini itu lah, memang berat sih.
R34 respon paper itu apakah terus muncul di semua mata kuliah?
D34 engga sih, cuma di dua mata kuliah.
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R35 berat ngga?
D35 berat mas. karna itu kan harus baca response, baca response.
R36 itu mata kuliah apa?
D36 literature sama cultural studies, pak S.
R37 kalo presentasi?
D37 kita presentasi, baca satu bab, kita presentasi sendiri. trus
kalo education, itu tuh presentasi baru akhir akhir itu pun
berdua, itu ada topik trus kita presentasi. trus linguistik, trus
presentasinya jadi kita disuruh cari research trus presentasi.
R38 okey, nah setelah kamu ngalamin tiga semester di prodi ini,
eeum, lalu, apa yang kamu rasakan, apakah ada perbedaan?
SEST
D38 saya merasa lebih tangguh.. hahaha
R39 ceritain doong,., hehehe
D39 lebnih tangguh, karena memang banyak tugas. jadi apa ya.. SEST
R40 tugasnya ke individu atau kelompok si dek?
D40 ada dua duanya..
R41 ok aku balik lagi ke lebih tangguh, being a tough woman in
the middle of crowded?
D41 lebih tangguhnya itu lebih tangguh dalam, jadinya lebih
tenang kalo ada makin keisni kan ada papers ada ini,
jadinya kan makin ga panik, ngga yang aduh ini gimana
sih ini gimana nih, jadi ngga stress. jadi makin keisni kau
ngerasa semakin kesini semakin ngerasa kaya jadi
makin bijak. karna kemariun kan kayanya tugasnya ada lagi
ada lagi. kaya gitu. trus bisa nanganin pressure gitu sih.
SEST
SEFF
R42 lanjut ya, selama belajar di KBI, eumm, ngerjain project
kan?
D42 iya mas
R43 itu projectnya apa, trus kapan kamu ngerjainnya?
D43 project ya.. itu kalo semester kemarin kan PMD sama pak
W, kami disuruh kaya let say kami membuat kami kaya SPD,
kami bikin english courses gitu. bikin courses nya juga
bikin materialnya juga, programnya.. design and
RWT
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materialnya. tapi ga pura pura. jadinya kita memang
datang ke tempatnya ke hotel IG. kami wawancara HRD
nya wawnacara resepsionisnya bla bla bla gitu kan. bikin
lah materi. memang untuk ee resepsionis disana. dari
awal memang kami, dar awal kami kaya apa ya, kalo
dibukunya tuh kan kaya per unit, kami juga dibagi
presentasi. kami juga tiap ,miunggu presentasi progress. tapi
berdasarkan unit yang kami pelajari. misalnya defining the
context, tcontect p[roghram yang kamu buat tuh apa. jadi
akhirnya kami bikin, papers. gitu sih.
R44 emmm itu bearti semester berapa?
D44 dua mas
R45 well, bisa ngga ceritain proses pengerjaan PMD yang bikin
apa english course itu seperti apa sih dek? masih inget ngga?
D45 jadi yangf pertama, kami dibuat, ok kamu nanti bikin english
course, kamu boleh ESP, academic purpose, kaya gitu.
waktu itu sama temen, kami itu waktu itu cuma kaya pura
pura gitu lo mas. ternyata itu kamu harus bener bener
observasi kesana. Setelah itu, kami cari cari. mana ya.
karna memang kami waktu itu bertiga, kami ga [unya
koneksi. akhirnya ada yang ngasih saran ke hotel IG,
kami telp, kasih surat, trus kami ke sana mereka
welcome banget sama kami, trus kami sempet
wawancara sama hrd sama resepsoionis nya. trus
akhirnya kami ini ini. trus lihat materinya yang dulu dipake
sama hotel sana. awal prosesny aitu pelan pelan banget
perunit gitu. jadi kami baca perunit ini, trus nanti ada pas per
petemuan kan ada kelompok yang presentasi, trus nanti abis
mereka presentasi kami juga present progress kami untuk
unit ini. aku lupa kaya defining context lah, dan perstep step
banget. trus akhirnya baru ke materi. kamu mau materinya
apa ja. nah itu tuh kaya kami propose. dan selama presentasi
itu kami tuh, apa ya. dapet masukan dari temen sama
dosennya juga. kaya gtu.walaupun kami pada akhirnya
proghram itu ga kami aplikasikan pada mereka.
RWT
R46 my next question will be, itu kalian ngelakuinnya sendirian?
D46 Bertiga ngelakuinnya mas. Kelompokan COLL/TW
R47 apa peran kamu dalam kelompok itu?
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D47 perannya, aku bingung, kalo peran.. sebenernya rata-rata
kami ngerjainnya bareng. kami saling ngasih ide kaya gitu
R48 berarti each of you juga ngasih ide gitu? contohnya?
D48 contohnya, misalnya kita mau bikin materi untuk
resepsionis. trus materinya apa ja. trus saling kaya ini kalo
ini duluan gimana kalo ini dulu gimana.. kaya gitu gitu sih.
R49 berarti masing masing ada peran ya?
D49 iya mas ada peran masing masing. IA
R50 apakah dosen membantu?
D50 sebenernya kaya ngasih saran dan kritik mas
R51 so, it is like independent learning gitu?
D51 dia ngasih masukan, kami baca lagi kami ngerjain lagi
R52 saat ngerjain project itu, dengan independent learning,
dengan ngerjainnya cuma bertiga, dan dengan source yang
seperti itu?
D52 Aku menikmati sih sebenernya. cuma memang aku merasa
dosennya kurang assist kami. karna kan bukan bikin
program gitu. aku merasa kaya aku butuh saran yang
lebih lagi. karna kami kaya merasa kami ngga
menemukan jalan keluar.
LACK OF
FDB
R53 saat kamu itu kan emm menjadi salah satu masalah, karna
kamu merasa I need more suggestions, kelompok kalian
melakukan apa?
D53 kami nanya bapaknya sih., jadi bapaknya jawab juga, tapi
yaaa.. selama di.. kelasnya selama proses di kelasnya.. kami
merasa dikelasnya kaya gini gini lo. gitu.
R54 selama mengerjakan project di PMD itu, apakah kamu
mendapatkan kesulitan?
D54 kesulitan... mmm... kesulitannya sebenrnya karna diawal
awal itu sih mas. karena memang belum dapat siapa yang
bakal kami observe, trus sisanya kesulitannya karna kami,
belum pernah maksudnya tidak terlalu tau tentang respsionis
kaya gimana sih ketika mereka ngobrol dengan tau. kaya
gitu.
R55 kesulitannya pas kapan dek?
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D55 kalo kaya gitu, pas bikin materialnya
R56 setelah itu, ada ngga yang kamu dan kelompok dapatkan?
D56 mmm engga sih so far kami kerjasamanya baik gitu GRP
R57 Now, selain di PMD, kan kamu kan udah tiga semester nih
di KBI, project apa yang membuat kamu berkesan?
D57 kayanya cuma PMD doang deh mas. Ya project lagi juga sih
GRP juga. GRP kan project juga kan ya. Saya kan sama Pak
M. Sama, Pak M, sebenernya kalo GRP memang berat ya,
karena memang produk akhirnya kan thesis ya.. apa yaa..
kalo GRP dengan pak M, ya memang dari awal banget kaya
propose judul, trus bapaknya kasih saran, yang kadang tuh
saya bingung gimana menyelesaikannya. Ditanya tanya kan
gini gini. Eumm, ini baru sampe yaa kalo bapaknya memang
pelan-pelan. pokoknya tiap minggu tuh memang harus ada
progress progress. karena memang beliau mengharapkan
progress tiap minggunya.
R58 itu sendirian ya. Ada bedanya ngga sama kelompok
D58 jelas ada. kalo ngerjain kelompok kan kaya kalo pusing
kan ada yang bantu lo mas. kaya bagi ini lo masalahnya.
nyelesein masalah kan bertiga. kan beda ya. ada kepalanya
tiga. tapi kalo GRP kan sendiri. berasa bebannya sendiri.
kaya gitu.
FTFP
R59 bebannya apa sih?
D59 banyak mas. karena harus,, bebannya poertama baca. karena
aku tipenya malas baca. hehe. kedua, niat. hehehehe. niat
kalo bertiga kan mau ga mau kan kita ngerjain. ada tipe
tipe yang ayo ngerjain, gittu. Waktu itu kelompokku
gitu. ayo mbok dikerjain. kalo ini kan sendiri. jadi macu
niatnya sendiri.
INTV
R60 Kalo individu atau kelompok kamu suka yang mana?
D60 sebenernya dua duanya ada ga enaknya sih. Kalo bertiga kan
kadang-kadang adu pendapat juga ga enak. iya kalo kamu
dapetnya yang enak. kalo yang ga enak. aku mau kaya gini,
aku mau kaya gini kan ngga enak ya. tapi enaknya kalo ada
apa apa ditanggung bareng. Kalo sendiri kan ngatur
waktunya enak. aku mau ngerjainnya jam segini ah,
siangnya mau kemana, malamnya mau ngerjain ah. tapi ya
itu, kadang kita kan butuh motivasi dari luar juga, aku
kadang butuh kaya gitu. Ya itu, niatnya. karena memang
GRP
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selama ini pengerjaan grp aku banyakan ke ga niatnya.
hahahah.
R61 selain GRP ada ngga?
D61 Oh ada mas, EEE. Evaluation mas. Semester ini mas.
Semester 3. Sama pak B. Itu kan projecytnya adalah bikin
research, bikin jurnal. dalam bentuk jurnal. jadi nanti
dibikin kaya pak B kan kaya bikin buku gitu to. jadi
produk akhirnya kaya bikin research, dan itu content
analisis kuantitatif. Trus itu sendirian projectnya. Jadi kita
kaya evaluation, ada asseesment ada testing, dibagi pertopik
gitu lo mas. Kita disuruh cari research papers, ngumpulin
ppokoknya minimal 30 harus dapet. ya trus kita analisi itu,
gitu lo. nah, apa yaa.,. permasalahannya ada di bapaknya.
Soalnya bapaknya itu baru pertama kali bikin kuantitatif
konten analisis. jadi kaya semacem kami tuh uji coba. karena
memang beliau punya project contennt analisis. karena
memang ada temen aku tiga orang yang kolaborasi sama
bapaknya. Bikin project kuantitaif. Nah, semacam apa yaa..
misalnya, kalo kita bikin tabel buat analisis data, nanti
minggu ini bilang ini, minggu depan berubah, minggu depan
berubah, minggu depan berubah, kaya gitu.
R62 trus kamu udah tau proses pengajarannya kaya gitu. Saat
kamu ngerjain itu what did you feel at that time
D62 sebenernya awalnya semangat ya mas, karena aku
sebenernya pas REE sama bapaknya, aku dapetlah gitu ya.
Oke gitu. Trus tapi tuh kaya berasa apa ekspektasi aku
pengen dapet dari mata kuliah itu jadi ngga dapet. aku
cuma ngerti topik aku. aku cuma ngerti topik aku, but
aku tidak ngerti topik temen temenku. Karena kami
ngerjainnya sendiri sendiri. sampe sekarang aku rasain kaya
gitu,. Baru ioni kami baru selesai kami baru selesai
presentasi tentang topik kami. Tapi kan cuma apa yaa..
kaya apa yaa, ekpsektasinya kan kalo masuk evaluasi
kan pengennya bikin rubrik, tes yang baik. tapi kami ga
dapet. kami malah fokus ke topik kami sendiri dan kami
ga dapet yang kami harapkan
R63 apa peranan dosennya disitu dek?
D63 bapaknya ya.. kami tuh tiap hari gaweannya itu ini nih
research, kami tuh cuma show progress kami, kami gini, ini
lo bikin tabel itu kaya gini. akhirnya kami ubah tabel ubah
tabel gitu
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R64 kalo problem solvingnya gimana?
D64 sama bapaknya sih,. tapi makin kesini makin ngga konsult si
mas, karena udah kaya apa ya, karena aku tuh tipenya udah
ngga ngerti udah ga dapet maksudnya bapaknya apa, jadi ya
udah aku ngerjain apa yang bapaknya mau. Kaya gitu. oke
tabelnya kaya gini, oke aku buat, aku buat. ini lo pak
progress tabelnya kaya gitu mas.
R65 tapi dosennya membantu?
D65 sebenernya bapaknya bantu, beliau menjelaskan sih ketika
kita bertanya. Pak ini bener ngga, nanti seperti ini. Cuma apa
ya.. bapaknya tuh makin kesini makin tuh kaya apa ya, kalo
REE kan aku jelas aku dapet. Kalo mata kuliah ini aku kaya
lost gitu lo. Dan ngga cuma aku gitu lo
R66 Bearti aku bisa simpulkan, lebih banyak porsi kalian sendiri
ya yang bekerja?
D66 iya banget mas. jadi bapaknya tuh kaya ga punya gambaran
gitu lo. Misalnya bikin tabel gitu, itu lo bikin tabelnya kaya
punyanya si ini, jadi kita nyontoh punyanya mbak nya
misalnya. Bikin tabelnya tuh kaya yang punya ini.
Bapaknya tuh cuma ngasih ide, gini gini, tapi ngga
ngasih contoh gitu lo mas. Jadinya kami yang harus
gerak dan bikinnya kaya gimana.
R67 berarti kalian juga harus bertanya ya?
D67 iya mas
R68 kalo misalnya kamu udah mentok nih, kamu ga dapet
jawaban dari bapaknya?
D68 tanya temen. hahaha. ini gimana sih. ini enaknya gimana sih.
maksud bapaknya tuh kaya gini ngga sih. kaya gitu
R69 setelah kamu ngerjain project project selama kamu jadi
mahasiswa KBI yang udah tiga semester, apa yang kamu
dapatkan? apakah ada perubahan? aspek kehidupan kamu?
D69 apa ya.. ya itu, kaya bapaknya gitu, ya bertanyalah. dari
pada. kalo kamu ga tau pokoknya tanya tanya tanya gitu lo.
Terus... refleksinya kaya GRP tuh sebenernya ituh baru
terjadi minggu lalu sih. Maksudnya aku tuh niat. kalo
kamu tuh niat ngerjainnya mesti jadi mesti selese. Coba
deh kamu niat. itu buktinya kamu bisa selesein. Gitu lo.
Trus.. apalagi ya.. Tadi projectnya PMD, GRP, EEE, terus...
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R70 kamu jadi lebih ngerasa kaya jadi orang yang well OK
dikasih beban kerjaan banyak pun aku ga masalah dengan
deadline yang mepet gitu ngga sih?
D70 sebenernya jadinya apa yaa.. selama dengan project project
itu, hmmm, lebih belajar kaya PMD kemarin, lebih
belajar untuk menegerti keperluan temen. Jadi misalnya
ada temen yang rumahnya di kulomprogro, bolak balik,.
mau ga mau ak harus nyesuain waktu dengan dia. gitu.
Terus, apalagi ya...belajar buat bisa handle tugas yang
banyak.
UON
R71 Handle tugas yang banyak.. hmmm apakah, ada dampak
positif atau negatif dengan kamu ngerjain project terus?
D71 aku sebenrnya seneng sih sama tugas yang project kan.
Karna kan dari awal pelan pelan. Trus akhirnya tugasnya
blek tugasnya dah jadi karena emang progressnya dari awal.
aku seneng dengan project tugas tugas project kaya gitu.
Cuma memang kalo uda selama prosesnnya bosen juga. Aku
tuh kaya ngurusin satu hal yang sama terus. Kaya EEE nih
ngurusin ini aja. Berulang ulang. PMD, aku ngurusin ini ini
ini aja. Ngga kaya.. apa yah.. kaya ngga, kaya bosen gitu lo
mas. Aku cuma satu satu satu, ini ngga variasi gitu lo.
Kadang ngerasa kaya gitu.
R72 jadi butuh variasi?
D72 sebenernya project yang bosen ya EEE ini sih, karena
berkutat pada hal yang sama. Karena tabel lah, ini lah tiap
minggu sama. Karena ,mungkin ekspektasiku sama eee beda
kali ya. Karena ekspektasiku, bagaimana sih mengevalusasi
di pendidikan bahasa inggris kaya bikin rubriklah ini lah,
tapi ini kita bikin project research. Ngotak ngatiknya hal hal
yang sama terus gitu.
R73 Ok, cuma itu sebenernya yang aku mau tanyain ke kamu
masalah project based learning nya sih. Aku pengen tau
pengalaman, implementasinya di KBI itu seperti apa gitu.
Aku nanti nanya lagi yaa untuk yang selanjutnya.
D73 OK mas.
R74 makasi yaa..
D74 sama sama mas.
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APPENDIX 5
In-Depth Interview 1 (EVI)
(Friday, November 11 2016 )
Role Transcript Code
R1 Jadi aku mau interview kamu ya.. Kita mulai dengan
background kamu ya.. Pake Bahasa Indonesia aja gapapa.
E1 Oke, selamat siang, nama saya Evi. Saya kuliah S1 nya dari
Sadhar Pendidikan Bahasa Inggris. S1 nya ditempuh dalam
waktu 4 tahun. Skripsi saya S1 tentang classroom action
research karena saya tertarik pada duinia pendidikan.
Setelah lulus S1 saya melamar pekerjaan di bidang
pendidikan juga. Seperti, sekolah, lembaga bahasa, dan saya
diterima di salah satu sekolah di Jakarta dan saya mengajar
di sana selama 1 tahun. Selama itu saya mengalami
pengalaman dan saya menemukan bahwa anak anaknya
pintar bahasa inggrisnya. Dan saya merasa kurang bahasa
inggrisnya. Oleh karena itu saya melanjutkan kuliah saya di
Sanata dharma di English Language Studies bidang
linguistiknya. Karena saya merasa kurang untuk
mengimbangi english linguistiknya anak anak di Jakarta
R2 Dulu, tau dari mana, KBI
E2 Saya tau KBI dari kampus, kan kampusnya deketan pak.
R3 Why did you choose KBI? Kenapa bu?
E3 Karena di sini ada bidang yang saya inginkan yaitu english
linguistics, sebenernya pengen ke Ugm tapi disana general.
Kalo di Jakarta ga kuat biaya dan waktunya.
R4 Selama kamu ngajar, kamu ngajar kelas berapa?
E4 Ngajarnya, pernah ngajar SMP kelas 3 sama Sd kelas 1-6 itu
kaya kita pernah masuk seandainya gurunya ga masuk kita
gantiin. Dan semuanya in English karena nAtional Plus.
R5 Kamu ngajarnya memang Bahasa Inggrisnya aja atau yang
lain?
E5 Kalo SMP kelas 3, ak ngajar bahasa inggris 3 bulan, gantiin
guru yang cuti hamil, trus pas setelah tiga bulan itu, ak
pindah ke SD. Di Sd itu yang aku pegang adalah Civics,
PPKN dan social Studies IPS, dan semuanya dalam bahasa
inggris.
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R6 Jadi di luar Bahasa Inggris ya?
E6 Iya, tapi kalo nanti seandainya ada guru bahasa iunggris
yang ngga masuk, aku gantiin ngajar bahasa inggris, aku
ngajar kelas 1-6 deh.
R7 Nah, pas kamu mengajar tipikal pengajaran seperti apa yang
kamu terapkan di murid-murid kamu?
E7 Emm banyak sih ya, tergantung dengan materinya apa. Kalo
materinya apa namanya karena aku ngajar e, kan kalo ngajar
nih kita ngga melulu melulu kaya menjelaskan ngasih soal
dan anak anak pun akan bosan kalo seandainya kalo
seandainya mereka grup presentation aja. Memang sih ada
grup presenatation, semuanya. Walaupun SD sudah ada grup
presentation, SMP juga ada. Jadi kaya membuat iklabn,
mereka mempresentasikan untuk SMP. Kalo untuk SD,
contohnya kaya membuat suatu project itu seandainya kita
mendeskripsikan tentang Jogjakarta, tentang PPKN, cinta
tanah air, ada tradisonal dance nya apa, musiknya apa kaya
gitu-gitu. Dan itu saya rasa juga ada Project-Basednya juga.
R8 Bertarti kamu udah menerapkan project-basednya ya ke
murid murid kamu secara ga langsung ya?
E8 Iya gitu sih.
R9 Sekarang aku mau ngulik lebih dalam lagi. Sebelum belajar
di KBI pernah ngerjain project?
E9 Banyak pak,
R10 Ceritain dong pas kapan
E10 Project sejak S1 itu kayanya banyak banget project.
R11 Sebutkan
E11 Sek tak inget ya project s1. Yang paling gampang adalah
projectnya SPD, cari klien mengajar dan sebagainya
R12 Kapan?
E12 Semester akhir. Terus pas SPD juga kaya bikin artwork
itu kan suatu project, presentasi juga project, trus
kesana lagi bearti ada PPL, ya kan itu juga ada project
PPL dan at the end of the smeester kita harus complete
laporan dan sebagainya, itu kan juga project. Trus
kesana lagi bikin silabus, rpp, yang belajar belajar pas
micro teaching sebelum dan sesudah, itu. Dan presentasi
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di Pbi kan banyak banget. Mulai dari individual sampai
grup. Gitu pak.
R13 Kamu bilang kan ada individu dan kelompok. Kalo yang
individu gimana? Contoh tugasnya ada nggak
E13 Kalo individu, itu ya bikin artwork. Ya kerjain cara individu
kalo yang itu.
R14 Kalo yang kelompok?
E14 Kalo memang bisa bertemu dalam suatu waktu, ketemu lah
JRET, kalo ngga bagi bagi tugas, kaya kamu ngerjain ini,
kamu ngerjain ini. Jadi pas suatu saat mereka udah bawa
masing masing.
R15 OK, project yang lain apa yang pernah kamu kerjain?
E15 PPL itu tadi. Silabus, kurikulum, bikin RPP, prota
prosem, ya kan.
R16 Saat ngerjain project itu apa yang kamu rasain? Bikin rpp,
dsb.
E16 Emm.. ada senengnya ada enggaknya.. Kalo senengnya
kaya itu sesuatu yang kamu ga cuma dikelas melulu yang
kamu ga produce something, tapi pas di project based ini
kamu bisa produce something yang notabene kamu bisa
lihat kemampuan kamu. Oh sebenernya aku tuh bisa
lho, sebenrnya aku tuh mampu bikin artwork, mampu
bikin prota prosem dan sebagainya. Kalo dikelas tanpa
project based ini, saya rasa semuanya tuh kaya teori aja.
Contohnya kaya seandainya diajarin Pak P, bikin prota
prosem tuh gini gini lo, kalo micro teaching tu gini gini lo.
Tapi kalo kita ga bikin sendiri tu, we never know.
R17 Trus saat ngerjain project itu apa yang kamu dapatkan?
E17 Kebersamaan,. Kerjasama, pengalaman baru, trus eeee
apa yaa yang aku dapatin adalah eee product itu sendiri
tuh ternyata bermanfaat juga buat akunya kedepannya.
Seandainya aku bikin prota prosem tuh saat aku ngajar
dikehidupan saat aku ngajar di sekolah mana aku udah
pernah. It makes me feel like yaa.. aku ngelakuin ini kok,
jadi aku bisa pasti.
R18 Terus, kamu kan tadi bilang dapet temen baru, kebersamaan,
tell me more about that
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E18 Haha, kalo itu grup ya, jadi kita bisa tau apa namanya
karakter orang masing masing itu ga semua kaya kita
sendiri. Jadi dengan project-based itu, kita jadi tau ooh,
ternyata si A,B,C itu kaya gini. Cara kerja, karakter.
Malah bisa sampe tahu personalitiesnya.
UOCH
R19 Terus?
E19 Dengan sperti itu kadang kita bis abelajar memahami
karakter each other.
UOCH
R20 Terus selama ngerjain project itu, kamu pernah ngalamin
kesulitan ngga?
E20 Pernah sih,
R21 Apa?
E21 Pastoi semua ada kesulitan. Baik individu atau grup.
R22 Kalo individu?
E22 Kalo individu sulitnya adalah, kalo kita ga ngerti kita ga tau
mau nanyain siapa karena ga ada yang bisa kita ajak discuss.
Discuss pun terbatas karena orang itu ga tau kerjaan kita.
Bveda kalo grup work. Kalo grup work itu nyamain
waktunya dan memahami karakter anak-anaknya. Jadi
mau ga mau kita harus memaksa diri kita untuk ikut
cara kerja mereka juga ga bisa dengan cara kerja
sendiri.
R23 Saat kamu nemuin masalah itu, apa yang kamu lakukan
untuk overcome?
E23 Karena saya butuh orang untuk discuss, jadi saya butuh
temen untuk discuss. Kaya temen, dosen. Pewrnah ga sih
mas bikin ini, gimana sih boikin kaya gini.
R24 Berarti kamu cari jalan keluar sendiri.
E24 Iya. Oh iya ada lagi tuh project-based. Play
performance. Itu lebihseru. Karena Kalo play kan lebih
banyak orangnya. Dan itu kan sesuatu yang baru. Itu
kan drama kaya kita harus mentasin drama dan sesuatu
yang baru bagi grup kami. Saya sebagai sutradara itu tu
harus apa namanya bertanggung jawab atas karakter
karakter yang aktor aktor punya. Contohnya kaya aktor
A punya karakter apa, dan saya harus bisa mengajari
bagaimana karakternya. Dan itu challenging.
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R25 Challengingnya?
E25 Itu susah banget lho menghadapi banyak orang dan ga
bisa sama kaya kita semua.
R26 Lantas apa yang kamu lakukan?
E26 Mencoba memahami mereka, kemudian juga
mengatakan apa yang mereka belum pahami dari saya.
Jadi kaya win-win solution. Ga Cuma aku yang gituin
mereka. Tapi mereka juga harus memahami aku.
R27 OK, kalo gitu. Dari project play, apa yang kamu rasakan? It
takes kan kan, much time even, nah itu apa yang kamu
rasakan.
E27 Saat ngerjain sih cepetan dong seleseai, cepetan dong
november, aku inget kayanya. Cepetan berlalu karena kita
punya banyak project. Kurikulum prota prosem dan lain lain
yang juga butuh waktu. Kadang Cuma mikir butuh waktu
apa sih bagi waktunya sih kalo project. Kalo banyak project
pada satu semester ini harus yang manadulu yang mana dulu.
R28 Dari project play, what did you get?
E28 Pengalaman baru sebagai sutradara. Kan belum pernah tuh.
Trus dipercaya temen-temen. Padahal ak pengennya jadi
artis yang manggung di depan dan dilihat orang. Dan ini aku
di belakang panggung gitu. Trus, eee apa ya tapi dari situ tuh
ada rasa kepercayaan diri yang tumbuh lho.
R29 Dalam Hal?
E29 Kaya ee, sebagai nantinya pun aku jadi guru, trus guru atau
dosen dan nanti seandainya disuruh ngampu matakuliah
drama atau ada drama project based, itu tuh kita kaya ada
wah ak udah pernah jadi director, aku udah pernah megang
artis aktor dan aktrisnya seperti itu.
R30 Jadi ngasih pengalaman ya?
E30 Dan percaya diri men. Dikit sih.
R31 Nah, tadi itu masalah background kamu ya. Sekarang kita
masuk ke inti permasalahnnya ya. Hehehe. Okey, aku
pengen tau dong motivasi kamu belajar memilih belajar di
KBI
E31 Motivasinya adalah ingin lebih punya banyak ilmu tentang
English Linguistics
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R32 Jadi kamu konsennya memang linguistic ya?
E32 Karena kalo seandainya aku ngajar, menurut pengalamanku,
itu tuh English linguistic tuh, kemampuan lingusitk seorang
guru itu sangat diperlukan, jadi bukan hanya method. Oke,
method games, techniques kamu bagus. Tapi.. kalo kamu ga
punya knowledge linguistic yang bagus, anak anak pun ga
bisa dapetin materi yang setara dengan apa yang seharusnya
mereka dapatkan.
R33 Itu kan tadi yang broader sense. Kalo yang specific?
Lingkup apa yang kamu ingin master?
E33 Applied Linguistic kak. Jadi apapun yang aku pelajari di
linguistic bisa aku aplikasikan dalam eee pendidikan. Ya
bisa dari eee apa namanya semua cabang lingusiticnya kaya
pragmatic, kita belajar politeness segala macem,
morphology kita belajar cara how to make a word, pokoknya
kaya gitu. Semua cabang applied luinguistic bisa kita
aplikasikan kedunia nyata gitu.
R34 Tadi motivasi udah, tell me, gimana sih belajar di KBI itu?
E34 Mungkin ini ya karena dosennya tuh kaya udah lama gitu
mengajar mereka memang expert tapi kadang itu aku kan
denger nih, dari S2 nya kampus lain, kalo dosen sana tuh
kaya banyak ngasih seandainya teori tuh lebih banyak lagi,
jadi buat dasarnya anak-anak semester 1 semester 2
pokoknya dasar teoroinya tuh kuat banget. Kalo disini
kayanya bapak bapak dan ibu ibu dosennya memang
mereka menguasai teori yang banyak itu. Cuma mereka
membiarkan kita untuk mencari sendiri. Karena
mungkin mereka sudah lelah.
L-CS
R35 Kamu bilang mencari sendiri? Dengan cara apa?
E35 Eeem Bisa dengan cara tugas tugas, bikin paper. Kalo
kita ngga ngerti kita bisa tanya ini teori apa sih
sebenrnya yang cocok. Tapi kalo kita ngga nanya gitu
mereka membiarkan kita aktif bertanya gitu lo aktif
untuk mencari. Mungkin kaya gitu ya, sama ya itu sih.
L-CS
R36 Kalian lebih dilepas sendiri?
E36 Iya untuk nyari teori apa kaya gitu gitu.
R37 Dengan pembelajaran seperti itu, apa yang kamu rasain?
Apa yang kamu alami?
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E37 Yang jelas aku jadi lebih mandiri, Karena kita lebnih
banyak research. Teori apa sih yang bagus,. Kalo kita
mau bikin paper. Sekarang kan projectnya paper mulu.
Jadi kan tugasnya research terus ya bukan yang produc
kaya yang kreatif gitu. Ada mandiri kan. Tapi kadang kita
juga kebingungan sebenernya teori ini tuh untuk apa, trus
gimana aplikasinya. Kita kadang ga tau. Cuma ngerti itu
toeri apa.
INDP
R38 Tadi kamu nyinggung masalah project, selama belajar disini,
ngerjain projectnya project apa?
E38 Paper.
R39 Dari semester 1?
E39 Research ya. Kalo S2 ini lebih ke pematangan teori dan
pematangannya. Nah mungkin karena ini indikatornya itu,
jadi project-basednya itu bikin paper berdasarkan research
gitu.
R40 Papernya tentang apa?
E40 Oh banyak sekali. Tergantung mata kuliah. Permata kuliah
itu ada research ada papernya. Contohnya di Semester 1, ada
CDA, introduction to EDU, LING, LIT, ada papernya.
Culture studies disuruh bikin draft untnuk paper. Kalo Sem
2, semua bidang cabang linguistik ada papernya. Jadi yang
ga ada papernya adalah introduction to linguistic doang
karena itu adalah tes. Oke, Cuma itu doang. Tapi itu juga
takes time, dan it is like it’s killing me inside. Kaya gitu.
Semua nya pokoknya paper. Hampir semua mata kuliah.
R41 Tadi kamu bilang CDA, dll. Itu semua paper. Proses
pengerjaan gimana?
E41 Nah kalo Semester 1, kalo project based itu ada
konsultasi. Kalo tyang education itu kalo ga salah ada
konsultasi. Setelah pak M menjelaskan tentang teori ini,
nah sekarang temen temen disuruh bikin paper. Nah
mulai dari background bisa dikonsulin. Gitu.
R42 Terus?
E42 Terus, apa namanya tapi tuh untuk semester 2 bener bener
kualahan semester 2 nya adalah semua linguistics papers itu
tuh dikumpulkan at the end of the semester. Dan oitu katya
ga ada nyicil nyicil. Kaya background harus selesai bulan
apa. Bulan depan apa kaya gitu ga ada. Tapi mungkin karena
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itu kita dilepas untuk mandiri. Ga harus strict kaya anak
SMA anak S1 yang harus kaya gitu.
R43 Well, itu kamu ngerjainnya individu kah atau ada yang griup
project?
E43 Ada individu ada grup.
R44 Contohnya?
E44 Haduh... lali aku.. hahaha,. Yang individu itu sociolinguistic.
Itu meneliti tentang.. oooh Pak P ngasih kita tuh tema dari
buku. Ada buku socio punyanya Wardo. Itu disitu ada
topik, kita disuruh milih, tapi ga boleh sama satu kelas.
Kamu pilih topik apa topik apa. Itu tapi karena aku
dapetnya social dialect, aku kan ngga bis anenelti langsung
ke trempat yang orang dialectnya bahasa inggris itu. Jadi aku
Cuma bis alibrary research. Libary studies. Gitu.
R45 Kalo yang kelompok?
E45 Kalo yang kelompok itu CDA. CDA itu ngapain ya.. ooh
meneliti suatu text dengan suatu teori terserah tuh teori
yang mana. Pokoknya diteliti di critical discourse
analysis trus juga ada ujian juga sama Romo.
R46 Kalo produk akhirnya?
E46 Paper si.
R47 Saat kamu ngerjain baik project individu atau kelompok,
what did you feel at that time?
E47 I feel, I am like a master of the course. I mean, if I am
doing the pragmatics study, it means like I am the master
of pragmatics. Ya apa ya kak, I know more about it.
R48 Why? Kenapa kamu bisa berpikiran seperti itu?
E48 Karena dalam research itu secara ga langsung kita jadi..
Namanya research ya, kita jadi research..
R49 Kamu sendiri yang nyari?
E49 Kadang disupport sama si dosen kalo dia kekelas, namabhin
teori. Tapi kadang kita sendiri juga yang nyari sourcenya.
R50 Terus selama ngerjain project, kamu kan bilang ada individu
atau kelomok. Kalo iindividu ada ngga kesulitannya?
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E50 Kesulitannya adalah, kesulitannya tuh kalo individu eee ini
nih, ngga bisa enrich theories kan itu kebanyakan, teori yang
disitu tuh teori yang aklu tau atau ngga teori yang ak
research. Kalo yang group kan, kalo si A tau teori apa,
nambahin. Dan findingnya juga. Si A nemuin apa dia
namabhin. Kalo individu kadang analisisnya kadang
analisisnya jadi kurang.
R51 Kalo yang kelompok?
E51 Sbenernya ga menjamin juga analisis kelompok itu lebih
mendalam. Tergantung orang orang dalam kelompok. Kalo
orang nya daya analisisnya tingggi ya bisa nganalisisnya
deeply. Kalo engga ya wassalam. Hahahaha
R52 Selama kamu belajar di KBI, project apa yang bikin kamu
berkesan?
E52 Oooh yang sekarang ini nih.. yang EEE. Aku pusing
sumpah.
R53 Kenapa?
E53 Pertama, aku ambil EEE karena aku butuh ya. Krena dia
dunia pendidikan kan will deals with evaluation, jadi aku
mencoba ambil itu. Eh pas udah ambil, disuruh bikin paper
tentang content analysis masing masing coy, Tapi itu udah
dikasih topik sama Pak B. Jadi aku dapet English Models,
siapa dapet english testing apa. Siapa dapet refelction,
assessment kaya gitu gitu lah. Nah disana disitu saya merasa
sedih karena saya baru pertama kali membuat konten
analisis.
R54 Why?
E54 Karena setiap pertemuan, tabel yang kita bahas tuh berbeda
terus. Jadi Pak B kaya memberikan sesuatu yang baru lagi
yang baru lagi. Padahal kita kan udah ngerjain tabel segede
itu 30 journal harus kita isi kontennya. Tapi tuh berubah
terus itu lo. Jadi males ngerjainnya.
R55 OK. Kamu kan bilang ini takes time, kenapa?
E55 Ini sebenernya challenging, tapi butuh mengumpulkan niat
tinggi untuk mengerjakannya. Karena males coy.
R56 Kamu bilang kamu males. Apa yang kamu rasain saat
menegrjakannya?
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E56 Sebenrnya agak terpaksa, karena mau ga mau ak harus
ngerjainnya karena itu syarat aku lulus. Dari situ aku dapet
sesuatu yang baru sih. Tau konten analisis, tau evaluation,
tau testing yang lebih deeper.
R57 OK, selama proses pengerjaannya, dosen bantu ngga?
E57 Pak B itu sbenernya membantu juga sih. Iya sih. Seandainya
aku bingung. Aku harus gimana, teorinya gimana tentang
kaya gini. Beliau membantu juga. Tapi sedikit juga. Karena
teorinya ga banyak yang banyak konten analisis adalah
analisisnya sendiri.
R58 OK membantu sepertinya apa?
E58 Seandainya aku nanya, maksudnya model ini ini bukan pak
berdasarkan teori ini. Oh iya itu bisa. Atau engga liat siapa
nama siapa gitu teorinya ini.
R59 OK lanjut ya.. Dengan kata lain, yang greater portion tuh
siapa? Kalian kah atau dosennya?
E59 Aku liatnya kalo project itu tuh, apa ya dosennya tuh juga
ada porsinya. Dia kayak ada pas awal awal pertemuan awal
semester, dia pasti kaya menyampaikan teori teori biasanya.
Atau ngga understanding tentang mata kuliah ini apa,
teorinya apa, Tapi habis itu kita. Tapi saat kita mengerjakan
itu, mereka juga masih takes part, sebagai guide kita. Jadi
kayanya so so deh.
R60 Kamu aktif bertanya saat pengerjaan bertanya?
E60 Spoalnya kalo ngga kadang aku ngga ngerti apa yang harus
aku kerjain.
R61 Kalo udah gitu?
E61 Aku nanya dosen. Karena kalo nanya temen mereka juga ga
punya pengetahuan tinggi tentang itu.
R62 Nah, kita masuk ke segmen akhir. Setelah kamu ngerjain
project proejct ini ya, kan udah banyak selama 3 semester di
KBI, apa yang kamu dapatkan?
E62 Yang aku dapatkan..
R63 Secara pribadi kamu, apakah ada perubahan?
E63 Pengetahuan. Seperti yang aku bilang. Karena kita
harus research jadi pengetahuan kita bertambah dan
jadi ga sia sia lah S2. Terus, pengalaman sudah meneliti
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itu, meneliti seandainya topiknya itu kita udah pernah
meneliti topik itu terus apa namanya.. eee terus apa lagi
ya.. kayanya itu deh yang paling major.
R64 Kalo itu kan berhubungan dengan knowledge. Kalo yang
yang berhubungan dengan aspek ke kehidupan kamu
sendiri? Ada ngga?
E64 Ada. Time management. Jadi kita harus, aku lebih bisa
mnghargai waktu. Jadi kaya ga leha leha gitu. Ga yang
santai santai. Kamu jadi inget masih banyak project
yang harus dikerjain. Jadi kita harus nentuin snediri
karena kita yang bisa menguasai diri kita sendiri yang
nentuin. Waktu kita sendiri untuk apa. Time
management.
R65 Selain itu ada lagi ngga?
E65 Sek sek sebentar.
R66 Apakah jadi disiplin
E66 Nah, kalo disiplin iya sih. Boleh sih. Bisa juga sih disiplin.
Tapi ga terlalu. Tapi meningkat kedisiplinannya.
DCP
R67 Emang sebelumnya kenapa?
E67 Karena sebelunya kamu anak S1 ga banyak project jadi beda
banget kedisiplinannya. Tapi kamu ga jadi disiplin banget
engga. Tapi seengakknya dari low ke medium lah. Gitu. Tapi
ga jadi low ke high gitu engga. Kalo buat aku ya.
DCP
R68 Terus apa lagi?
E68 Aku jadi tangguh. Tahan banting. SEST
R69 Dalam hal apa? Aspek apa?
E69 Kamu walaupun kamu sakit, kamu harus berjuang,
Karena itu ada submission deadline. Kamu mau sesibuk
apa, kamu harus bener bener tangguh dan ngga loyo wes
mau malem seberapa mau paginya sesubuh apa kalo
emmang itu udah deadline, apalagi aku tuh deadline jadi
itu tuh harus cepet.
SEST
R70 Jadi mau ga mau harus ada self-determination ya?
E70 Iya. Mau hujan badai, mati lampum banjir bandang. Ga ada
peduli. Hahaha. Ga alasan lagi sekarang. Karena kita adult
learners.
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R71 Okey, so far itu dulu ya. Makasih banyak atas waktunya.
E71 Iya sama sama kak.
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APPENDIX 6
In-Depth Interview 1 (ATA)
(Friday, November 11 2016 )
Role Transcript Code
R1 Kita mulai ya mba, Nama nya, asalnya sama backgroundnya
A1 Namaku Ludmila martha asal dari Jogja, kuliah dulu di
Pendidikan Bahasa Inggris Sanata Dharma S1 nya.
R2 Terus kesibukan sekarang apa?
A2 Kesibukan sekarang kuliah sama kerja sih.
R3 Trus mba Mila, tau PBI dari siapa?
A3 PBI S1 ya, sebenernya dari temen temen aja sih. Apa temen
temen sekolah SMA, ya udah itu aja. Hehehe
R4 Memang suka bahasa inggris ya mba?
A4 Iya, suka. Dulu masuknya memang karena general reasonnya
karena memang suka Bahasa Inggris.
R5 Terus, aku mau masuk ke bagian sebelum mba di KBI.
Apakah mba mIla udah pernah mengerjakan project?
A5 Oh, OK. Dulu tuh sering sih. Cuma seringannya, project
kelompok.
R6 Kapan mba?
A6 Kelompok itu waktu microteaching semester 6.
R7 Terus?
A7 Terus bikin bikin materi itu ya, instructional design, CDA tuh
juga.
R8 Terus, porjectnya itu tipe nya kaya apa si mba? Individu kah?
Atau kelompok?
A8 Kadang individu kadang kelompok.
R9 Kalo yang individu mba masih inget ngga?
A9 Kalo yang individu itu seringnya bikin silabus, sama RPP.
R10 Mba masih inget, pengerjaannya?
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A10 Ya dulu sih harus detail gitu ya, udah lupa si detailnya
gimana, pokoknya eee bikin rancangan apa kaya apa mau
ngajar apa ja kaya gitu gitu sih.
R11 Berarti lebih ke pengajharannya ya. Saat mba mnegerjakan
project itu, apa yang mba mila rasain?
A11 Emang susah sih, karena harus mendetail gitu ya, trus harus
eeeh.. iya sih dulu tuh gitu. Harus mendetail sih.
R12 Trus dari mengerjakan project itu, apa yang mba mila
dapatkan?
A12 Jadi lebih gimana ya, jadi lebih siap aja si maksudnya, secara
skill lebih teliti ya. Sama mungkin lebih siap ngajar aja.
R13 Setelah mba Mila, lulus S1 kesibukannya apa?
A13 Ee, sempet ngajar tapi ngajar nyanyi. Hehehe
R14 Di luar bahasa inggris ya..
A14 Iya., hehe
R15 Nah mba, aku mau nanya lagi, mba mila bisa ceritain ngga
apa motivasinya memilih masuk di program S2 KBI?
A15 Sebenernya sih, eee ada tuntutan juga, ada demand juga untuk
masuk untuk apply jadi dosen karena kan harus itu kan
persyaratannya. Aku juga kepngen s2 juga sih. Dan nambah
wawasannya juga.
R16 Wawasannya kenapa mba?
A16 Karena mungkin kan aku kan sering denger gitu yang udah
ngambil s2, sih sebenernya lebih dalem untuk apa sorry untuk
ilmunya. Dari pada S1 gitu.
R17 Terus bisa ceritain ngga mba gimana pengalaman nya belajar
di KBI ini? Dari semester awal sampe sekarang?
A17 Pengalaman, yang aku lakukan ya. Yang paling aku sering
rasakan adalah respon paper?
R18 Dari kapan?
A18 Dari semester 1 sampe semester 3
R19 Semua mata kuliah?
A19 Yang paling sering sih literatur. Hehehe Respon paper and
presentation.
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R20 Kalo presentasi tuh juga individu atau kelompok?
A20 Kalo sih kalo sastra tuh individu. Kalo semester 1 ya
kelompok sering juga ngerasain presentasi kelompok.
R21 Mba bisa cerita lebih jauh pengalaman yang mba dapatkan
selama belajar disini?
A21 Pengalaman yang aku dapatkan adalah, pastinya
pengalaman.. yaa pastinya lebih bisa.. lebih banyak
pengetahuan lebiuh banyak pengetahun lagi. Terutama dalam
kaya juga apa menambah wawasan nambah kosakata,
nambah fluency dalam berbicara maupun menulis.
R22 Selama mba di KBI, mengerjakan project juga kah?
A22 Iya jelas.
R23 Can you tell me a bit?
A23 Oke, project projectnya tuh ya ada beberapa macem sih.
R24 Apa aja mba?
A24 Misalnya apa yaa.. yang aku inget lagi.. eemm itu apa sih
dulu tuh bikin neliti logo rokok gitu kan.. Sorry sorry
CDA.
R25 Itu semester berapa mba?
A25 Semester 1
R26 Lalu, ada lagi ngga mba?
A26 Banyak juga. Eee apa sih kaya kita suruh sebenernya
finalnya, suruh cari artikel sendiri truys diteliti gitu.Kita pilih
violence against woman. Bikin paper dari itunya, dari
topiknya.
R27 Mba masih inget ngga proses pengerjaannya seperti apa?
A27 Pengerjaannya ya aga lupa, tapi.. dulu tuh suruh cari artikel
kan kita masing masing nyiapin ide gitu kan, tapi akhirnya
kita pilih yang violence itu. Trus suruh teori. Teori kata-kata
yang sering paling banyak dari artikel korannya. Paling
banyak kata kata yang muncul itu kata apa gitu. Trus nanti
dari teori itu ketemu gimana emm maksud apa, artikel apa dia
posisinya tuh dimana gitu lo. Mengitung jumlah kata kata itu
terus apalagi ya.. aku lupa. CDA itu.
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R28 Itu ngerjainnya kelompok atau individu? Saat ngerjain
kelompok itu apa yang mba rasain?
A28 Yang aku rasain sih sebenernya, gimana ya. Yaa lebih
seneng maksudnya karena ada yang eee maksudnya ya
karena kita suka topiknya juga lebih seneng karena
topiknya. Dan temen temen juga cukup helpful kok gitu
maksudnya, saling punya pendapat, atau aku punya
pendapat juga ngga maksudnya pasti didenger dulu lah
gitu. Dan orang orangnya bisa diajak kerja sama kok.
R29 Selama mengerjakan project CDA itu, apakah mba memberi
kontribusi?
A29 Iya. Jelas
R30 Gimana mba?
A30 Aku kontribusinya aku milih topik sama aku pernah
nyumbang ide itu ide apa teori apa dulu lupa terus.
Senengnya si temen temen mau juga sama sumbang
waktu itu opernah analisis ikon gitu. Itu yang lucu
banget. Iklan singapore airlines trus kita kaya suruh
neliti arti iklannya gitu trus gimana, masing masing ku
rasa cukup berkontribusi sih.
R31 Selama mengerjakan project itu, ada kesulitan?
A31 Kendala kendalanya itu ya kita ga tau bener apa angga. Ya
cari teori itu. Bikin pusing.
R32 Kalo dalam hal interpersonal ada ngga?
A32 Sebenernya sih kalo eee yaaa interpersonal sih
kelompoknya pasti kelompoknya macem macem ya.
Kadang kadang masalah karakter aja sih.
R33 How did you cope with that?
A33 Nah, aku tuh sebenernya males yang gontok gontokan
gitu ya. Jadi aku nih sebenernya yaaa, kalo mulai ada
yang eeee gimana gitu, aku yaa ngalah gitu. Lebih ke
ngalah gitu sebenernya. Ya jarang sih kadang akdang aja.
Temen temen cukup pada itu kok, enak enak sih.
Hehehehe
R34 Terus tadi mba ee baca sendiri itu ada demand dari dosennya?
A34 Iya gitu lah, karena memang sudah masuk di materi dan
memang harus eee banyak harus banyak juga sih.
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R35 Saat mba presentasi kelompok, apakah mendapatkan
kesulitan?
A35 Kalo dalam kelompok itu sebenernya jadi lebih nah
apalagi kan tugasnya banyak tuh jadi tuh sebenernya
kadang tuh kita ketemu Cuma kalo kita bareng bareng
itu sendiri. Trus kita tinggal apa sih cocok cocokin atau
diskusi apa pemahaman aja. Tapi kalopun kumpul dari
awal gitu karena jarang serkali. Karena sistemnya udah bagi
bagi materi aja gitu lo. Yang aku rasain. Karena udah jelas
materinya, kita bagi materinya ketemen, kita sharing. Atau
kalo engga temen temen banyak tugas juga. Jadinya pengen
ketemu dah jadinya sendiri sendiri. Padahal konteksnya
sendiri sendiri.
R36 Tapi semua berkontribusi? Kalo mba mila pribadi, apa
kontribusi mba saat mengerjakan kelompok.
A36 Misalnya dari awal sampe semuanya sih, dari aku searching
topik, semuanya dari powerpoint, gitu. Semuanya sih
masing masing jadi presentasi individu lah tapi terus
digabung gitu. Malah kadang aku juga pernah bikinin
presentasi apa powerpoint gitu. Tapi Cuma kaya kerangka
doang. Kaya outline doang buat mereka.
R37 Selama mba belajar di KBI, project apa yang mba mila inget
dari semester 1, semester 2, semester 3, yang berkesan atau
menarik yang ngga mba mila bisa lupain?
A37 Ada. Yang linguistik. Yang itu lo pake kerangka kerangka itu
lo. Morphology.
R38 Itu pas kapan mba?
A38 Semester 1
R39 Trus itu yang morphology itu sendiri atau kelompok?
A39 Kelompok.
R40 Kalo semester 2 ada ngga?
A40 Eee Presentasi kelompok itu, agak beda dari kelas british
sama literary cricism. Ya suruh baca sendiri dan
mempresentasikannya kembali. Kalo yang britis itu
materinya kita lebih cari sendiri. Jadi kaya extensive
reading gitu. Jadi kalo presentasi kelompok itu sih karena apa
kita berdelapan karena kelasnya ada dua belas kali
pertemuan. Jadi harus berkelompok. Dulu yang paling ak
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inget tuh yang ngajar education itu sih. Yang ngajar grammar
itu.
R41 Tadi mba bilang yang ngajar grammar kan yang mba mila
masih inget, nah bisa ceritain ngga mba?
A41 Soalnya bebas, kita bisa milih apapun materinya, jadi
kita bisa, kita juga ada simulasi mengajar jadi seneng ya.
Kita nyiapain apa si materi, powerpoint, yang lucu lucu
gitu. Aku lebih seneng dari pada tugas paper.
R42 Nah, mba mila pas kerjain project itu, dosen dosen membantu
kah? Apakah project itu dilimpahkan ke mahasiswanya aja?
A42 Sebenernya sih kalo kita ada kesulitan kita mau konsultassi
sama dosen, dosen membantu.
R43 Porsinya gimana?
A43 Banyakan aku sama temen temenku yang ngerjain. L-CS
R44 Dengan hal yang seperti itu, membantu mba mila?
A44 Membantu sih iya.
R45 Dalam hal?
A45 Yang paling aku inget itu ya pastinya teori sih ya. Mereka
bantu ngasih teori. Yaa pas mau presentasi gitu konsultasi
gitu. Pak ini saya mau tentang ini tapi saya gagal paham gitu
misalnya. Hehehe trus dosennya gitu dimana kesulitannya
gitu. Saya mau ini. Gitu. Terus yaa cukup membantu sih.
Walaupun kadang-kadang juga lebih jawabannya lebih kaya
ngga langsung to the point, jadi kita disuruh nyari sendiri lagi.
Jadi seperti itu.
R46 Setelah mba mila mengerjakan project project di KBI. Apa
yang mba dapatkan? Selama 3 semester ya berarti.
A46 Yang aku dapatkan adalah yang paling aku rasakan pastinya
karena ee sastra banyak disuruh membaca jadi aku ya eee
banyak wawasan baru yang pasti. Sama presentasi kan
terlatih lebih percaya diri kan. Publik speakingnya. Jadi
aku bisa presentasi satu jam gitu. Tapi lebih enak gitu
lebih enak ngomong. Jadi lebih banyak wawasan, vocab
gitu.
LSK
R47 Ada perubahan ngga sih mba yang mba mila hadapi?
A47 Perubahan pastinya ada.
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R48 Kaya gimana mba?
A48 Apa ya.. mungkin lebih fluent akunya kalo mau ngomong,
sama menulis juga berubah jadi lebioh beda. Karena kan
dulu kan sebelum masuk KBI kan sempat vakum juga.
Trus jarang pake bahasa inggris juga. Nah sekarang
apalagi dituntut untuk memakai banyak banget tugas
yang presentasi gitu. Jadinya otomatis jadi lebih ada
perubahan positif lah. Hehehe
LSK
R49 Okey, kalo tadi kan general, apakah ada aspek dalam hidup
mba mila yang dipengaruhi dari pengerjaan project itu?
A49 Secara kehidupan, kesibukan jadi nambah. Ya aku jadi makan
waktu gitu. Time consumiong gitu. Karena memang waktu
tidur berkurang soalnya memang sebenernya sih aku juga
bukan orangnya yang bukan mepet mepet banget. Maish
normal Cuma ngga tau yaa Cuma mungkin kapasitasku. Dan
banyak faktor juga yang secara general aku lihat dari aku dan
temen temen juga aku ngerasa kaya gitu.
R50 Selain time consuming? Apa yang berpengaruh dalam sehari
hari?
A50 I see. Aku ngerasa aku jadi lebih disiplin.
Aku jadi lebih kritis sih. Dalam hal terbuka wawasannya.
Apalagi menulis juga kan dalam menghadapi issue issue
wanita gitu. Misalnya ya aku kan ee 26 tahun nih, tapi
kan ada tuntuan harus menikah tapi yaa lebih gimana ya
lebih konten aja sih. Setelah kuliah di KBI jadi kerasa
lebih yaa gitu kenapa harus apa ya takut dengan
pandangan pandangan masyarakat. Seperti itu. Jadi ya
bagus sih.
DCP
R51 Okey kalo gitu. Interesting. Hehehe
A51 Hehehehe
R52 Baik makasi banyak ya mba atas waktunya.
A52 Iya sama sama.
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APPENDIX 7
In-Depth Interview 2 (DEWI)
(Monday, November 14 2016 )
Role Transcript Code
R1 Oke, kita langsung mulai ya interview nya.
Sebelumnya aku mau berterima kasih atas waktunya
kamu.
D1 Iya sama-sama.
R2 So, kamu bisa ceritain gimana sih proses awal
pengerjaan project PMD itu?
D2 ee.. awalnya tuh kan, kami diminta membuat
program itu. Nah, kemudian kami, bertiga
akhirnya bikin lah apa ya kira kira. Enaknya
bikin apa, ESP EAP gini gini diskusi. Terus, eee apa
namanya eeeum, kami awalnya tuh mau buat buat
kaya di restoran gitu. Kami tuh awalnya tuh ga tau tui
lo mas. Kalo kami tuh harus observasi gitu. Kami kira
Cuma disuruh membayangkan doang. Trus akhirnya,
eee, kami presentasi di kelas, trus kata bapaknya,
bapaknya awal nanya nanya. Lho kami kira Cuma
membayangin doang ngga bener bener terjun gitu lo.
Habis itu kami skesulitannya diawal karena kami ga
ada koneksi. Mau dimana, mau di sekolah juga kami
pas itu ngga ngajar kaya gitu kan. Dimana gitu. Trus
akhirnya temen ku nih nanya, oh dulu kami
pernah yang S1 pernah SPD di HOTEL IG. Trus
kami cobalah buat surat kesana. Kami dateng.
Disambut dengan baik. Trus kami wawancara lah
gitu. Trus kami state kami mau bikin English
Course untuk Hotel IG staff. Kemudian akhirnya
gimana gimana, aku aga lupa gimana prosesnya.
Akhirnya, kami, karena Cuma wawancara HRD
sama resepsionisnya, kami akhirnya bikin gimana
kalo kita bikinnya buat hotel resepsionis jadi lebih
spesisik. Tyrus kesusahannya adalah, memang aga
susah bikin dan cari materi buat mereka. Karena
memang kebanayakan kalo kita cari materi di
internet, itu banyakknya buat hotel staf jadi buat
keseluruhan. Kaya gitu. Trus akhirnya bingung, kami
ngga tau, tugas resepsionis tuh yang kaya gimana sih.
Misalnya, kaya kemarin misalnya kaya ngisi form, let
say kalo kita ke hotel kan ngisi form nah itu pake
RWT
COLL
AS
UOR
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Bahasa Indonesia apa Bahasa inggris. Itu kan ngga
tau. Tapi akhrinya, nanya nanya lah sama temen sama
yang udah pernah ke hotel, gimana form nya.
Ngajarin socio cultural juga. Kaya orang luar negeri
tuh kalo ditanyain masalah personal kan mereka kan
ga suka. Tapi kalo ngisi form kan mereka ga nanya.
Nah gitu. Trus kahirnya jadilah buku bahasa inggris
itu setelah ini ini. Cuma memang sampe sekarang.
Sdebenernya kami berniat ngasih kesana bukunya.
Cuma sampe sekarang kami belum dapet feedback
dari dosennya. Kami udah nanya via whatsap, email
tapi dosennya belum nagsih feedback apa apa. Gitu.
R3 Kalo tadi kan proses awalnya. Nah gimana sih proses
pengerjaannya, kaya nentuin topik, partisipan, dan
lain lainnya?
D3 Itu pertemuan kedua kalo ga salah.
R4 Itu semester berapa dek?
D4 Dua mas.
R5 Bearti tahun 2015 ya?
D5 Eeee.. awal tahun ini kok mas..
R6 Oh oke, lanjutin ya..
D6 Awalnya tuh, jadi udah dikasih tau sih project
kedepannya kita akan membuat English Program and
Design kaya gitu. Kita akan design program dan
materi. Prosesnya dari awal sampe akhir. Kalo
pertama tama tuh kita dibagi presentasinya dulu,
materi materinya gitu. Nanti setiap minggu, kita
akan present progress kita, nah berdasarkan topik
topik presentasi itu. Kaya gitu.
COPG
R7 Dari awal dosennya udah state ya mau bikin apa gitu?
D7 Iya bener mas kaya gitu.
R8 Lalu apakah dari awal dosennya udah bilang
ngerjainnya dalam kelompok?
D8 Iya udah ko.
R9 Oke, apa dasar kamu milih kelompok kamu itu?
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D9 Sebenernya kemarin akhirnya kami milihnya barisan
gitu mas. Satu dua tiga satu dua tiga (illurtrating). Jadi
yang deket deket aja gitu. Tiga tiga gitu.
R10 Pas kamu ngerjain project kelompok itu, apa yang
kamu rasain?
D10 Yang pertama, mungkin karena itu tiap minggu, harus
tiap minggu present progress, jadi kami tiap minggu
minimal harus ketemu gitu. Eee apa ya kalo aku
ngerasainnya kalo PMD ngerasa ya, so far, kalo sama
kelompokku sendiri so far aku ngga ada terlalu
masalah yang gimana gimana, sama kelompok aku
gitu. Bahwa kami bisa bagi tugas. Kelompoknya
juga enak. Kamu ngerjain ini ya, dibagi bagiin.
Cuma memang kemarin memang nintinya di aku mas.
Jadi maksudnya aku yang harus bagi kamu mau
apa, kamu mau ini gini gini memang jadinya
temen temen pun lean on nya ke aku. Ayo kita mau
ngerjainnya kapan. Let say kaya jadi leadernya juga.
Tapi ga berasa karena dari awal ga ada state siapa
leadernya. Cuma di tengah jalan ya udah kalian mau
yang mana, kamu ini apa ini gitu, kamu ini ya ya lebih
ke.. lebih ke aku sih yang berasa jadi leadernya. Dan
akhirnya mereka juga menstate di program itu aku aja
yang ketuanya. Karena di awal memang ga ada yang
state siapa yang jadi ketua gitu.
IA
INTV
R11 Kalian bertiga ya?
D11 Iya.
R12 Kalian memilih ngerjain ini itu, apakah sukarela atau
diassign sama dosennya?
D12 Kalo pembagian dalam kelompoknya, ya kadang
kadang aku assign. Kamu bisa engga, mampu ngga.
Kalo iya ya udah kerjain.
R13 Setelah diassign kan mereka mau. Pada saat applikasi
dan implementasinya, apakah sesuai dengan
ekspektasi kamu?
D13 Sesuai, karena mereka bener bener ngerjain semampu
mereka.
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R14 Saat kamu ngerjain presentasi tiap minggu gitu, dan
sebagainya. Step setelah itu apa, apa yang kalian
bikin?
D14 Setelah presenbtasi tiap minggu, berarti itu kan
ngabisin pertemuan tiap minggu. Kami trus bikin
materi, direview sama bapaknya, trus kami
presentasi dikelas, jadi kami bikin paper, kami
juga ada presentasi di depan teman-teman. Mulai
dari ya kaya intriducttionnya, teorinya, kaya gitu.
Design program yang kaya gimana, materi yang
kaya gimana, trus dapet masukan lagi dari temen.
Cuma kemarin memang ada dua kali kan mid term
sama finalnya presentasi dua kali sama midtermnya
juga paper finalnya juga paper.
L-CS
R15 Selama kamu pengerjaan PMD itu, apakah kamu dan
temen temen kelompok mendapat kesulitan?
D15 Kesulitannya adalah masukan yang kurang dari
dosennya. Misalnya kita presentasinya gitu kan.
Kadang masukandari dosennya kurang apa ya..
kurang memuaskan lah buat kami. Gitu. Jadi kaya
ngasih ini terus gimana pak solusinya. Ngga terlalu
sih mas. Gitu.
R16 Nah ada ketidakpuasan kaya kamu butuh more
suggestionsnya, lalu apa yang kamu dan teman teman
lakukan untuk dapat suggestions?
D16 Sebenrnya aku kemarin ngerasa suggestionsnya yang
banyak tuh dari temen temen itu. Kaya open
discussion gitu. Jadi temen temen yang banyak ngasih
masukan ketimbang dosennya. Jadi kaya ada
beberapa hal yang menurut aku temen temen lebih
detail dari dosennya. Temen temen tuh pada kritis
nanya kaya resepsionis kan 2 shift trus gimana kamu
ngatur lesnya kaya gimana. Kaya gitu kan.Trus kita
jadi yang oh iya ya. Nah klalo bapaknya tuh lebih ke
teori teori gitu. Jadinya kurang deeper gitu mas.
Kurang ke real nya. Jadi bapaknya tuh sebagai
fasilitator gitu lo mas. Jadi pas kita presentasi, trus
tanya jawab, trus bapaknya nambahin trus kaya
ngasih konklusi gitu.
R17 Saat temen temen bertanya, trus kalian gimana
ngejawab pertanyaan saat presentasi di depan?
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D17 Kalo kami biasanya rembukan baru menjawab mas.
Jadi ngga saling ngelimpahin mas.
R18 Apakah seperti itu terus?
D18 Eeee.. hampir sering kami rembukan dulu, gimana
jawabannya nih. Istilahnya nyatuin idenya dulu baru
disampein gitu mas.
R19 Apa intensi kalian ngerjain project kemarin?
D19 Intensinya adalah menyelesaikan mata kuliah itu
PMD. (laughing)
R20 Selain itu? Ada lagi ngga?
D20 Sebenernya jadinya setelah ikut kuliah PMD baru
menarik juga sih. Bermanfaat juga. Bikin materi tuh
juga menyenangkan. Kaya gitu sih mas. Kalian
intensinya dari awal untuk yaa ekspektasi ikut ya ya
itu gitu lo. Tapi yaa untuk mnyelesaikan mata kuliah
tersebut gitu. (laughing)
R21 Pas kamu ngerjain itu ada ngga sisi yang kamu dan
kelompokmu sadari?
D21 Sebenernya, kelompok kami itu kan, apa yaa..
sebenernya banyak aduh kadang ada eee kami bertiga
itu cuek cuek juga gitu lo mas. Misalnya ada saran.
Ah udahlah kita bikin kaya gitu. Emang kami ga mau
ribet sih mas. Kaya mislanya bapaknya nanya, eeee
itu level proficiencynya mereka berapa, apa gitu.
Mereka middle kah apa kah. Tapi memang ga ini. Jadi
memang kami ngga ngetes apa apa. Jadi kami Cuma
nelfon satu resepsionis gitu jadi kami nanya gitu pake
bahasa inggris pura puranya gini gini. Eee Okeh
mereka jawabnya memang ngga terlalu bagus sih.
Level proficiency nya low. Memang kami agak cuek
gitu lo mas. Karena memang banyak tugas to, jadinya
kami udahlah ngga usah gimana gimana. Kurangnya
mungkin disitu kalo kelompok kami. Kalo kelompok
lain, mereka bener bener ada dua kelompok yang
bener bener ngajar habis kuliah ini. Sambil buat ada
yang ngajar. Ada yang buat trus liburan ngajar disana.
Kalo kami, kami udah buat tapi kami nngga apply
gitu. Let say mereka lebih niat. Kalo kami kurang niat.
Mungkin disitu mas. Gitu. Lebihnya adalah kami, apa
ya.. let say kalo dibandingin kelompok lain, adalah
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satu kelompok yang kami tuh ngga terlalu ini lah.
Tapi kami setiap kali ada kesulitan kami selalu
berusaha nanganin dalam kelompok gitu mas.
P-SS
R22 Sisi yang kamu ngga sadari apa?
D22 Sisi yang aku ngga sadari adalah ketika mereka lean
on sama aku. Apa maksudnya pas mengerjakan
mereka milih aku jadi berarti eee sebelumnya kami
ngga terlalu dekat waktu semester 1 ga terlalu. Ee pas
ngerjain kemarin bahwa eeee apa yaa, mereka bisa
percaya sama aku gitu lo mas. Gitu. Karena kan
awalnya ga ada kompromi siapa yang jadi ketua. Dan
memang aku yang bagiin tugas dari pada ribet. Kamu
apa kamu apa. Aku memang orangnya gitu. Jadi
secara ga langsung tiba tiba pas ini udah aku yang
dipilih jadi ketuanya gitu.
R23 Kamu keberatan ngga jadi ketua?
D23 Engga. Soalnya kan ngerjain semuanya bareng-
bareng. Kamu ini ya kamu ini ya, jadi ada yang
manage gitu aja kok mas. Trus setelah PMD itu kami
juga jadi lebih akrab. Karena memang kami dari
semester satu ngga deket. Dan lebih banyak sendiri
sendiri kalo dulu. Nah kalo yang PMD ini, aku sama
mereka jadi deket gitu. Trus akhrinya setelah satu
semster bareng gitu, jadi lebih akrab. Jadi lebih
ngerti oh karakter dia tuh kaya gini dia itu kaya
gini. Gitu sih.
UOCH
R24 Apa yang kamu pelajari dari pengalaman yang
mengerjakan project PMD tadi itu?
D24 Eee.. setelah PMD itu aku jadinya lebih eeeeh..
sebenernya ada. Let say semester aku itu memang
lebih banyak nya ngerjain apa apa tuh sendirian gitu
lo mas. Dan juga karena memang sebelum kuliah ada
satu peristiwa yang menyakitkan aku. Jadi pas masuk
kuliah jadinya kaya gitu to mas. Setelah aku ngerjain
PMD sama temen temen aku, dan ketemu dengan
mereka, apa ya, eee, aku jadinya lebih terbuka gitu
mas. Jadinya lebih terbuka karena memang tipe tipe
suka cerita. Gitu lo mas. Misalnya yang satu sifatnya
kan kaya anak kecil ya, suka tiba tiba cerita tentang
pacarnya ini lah gitu lah. Kalo smeester satu tuh kaya
apa ya aku berasa kaya eeee, let say kaya ya lebih
OM
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berasa banyaknya sendirian gitu. Karena sekarang
sering sama mereka jadinya lebih terbuka. Mereka
berdua yang lebih kya anak kecil lah. Dan mungkin
karen mereka berdua kan lean onnya ke aku. Ya aku
memang masih kecil ya tapi aku pemikirannya yang
udah kaya gitu mas.
R25 Gimana kejadian ngerjain PMD itu mempengaruhi
hidup kamu?
D25 Lebih terbuka, terus, yaa mungkin lebih banyak bisa
karena itu kan berkelompok, jadi lebih bisa menerima
pendapat. Gitu mas. Mungkin kadang kadang
ekspektasi aku tidak bisa aku paksakan kepada teman
teman yang lain. Kaya ayolah kita cek ke sana lagi.
Tapi temen temen lain males. Gitu. Kaya ya udah lah
gitu. Kaya mereka nganggepmya Cuma project dan
kita ngga akan ngajar disana gitu. Jadi lebih ngga kaya
gitu sih mas. Karena kan aku memang perfeksionis
mas, tapi memang ngga terlalu. Kadang Cuma aku tuh
punya ekspektasi aku tuh kaya gini. Aku mau kaya
gini. Tapi aku ga bisa maksain ekspektasi aku tuh ke
orang lain kaya gitu.
OM
R26 Nah, saat dalam kelompok itu apakah semuanya bisa
menerima dengan cara kerja kalian yang this has to be
like this this has to be like this? Apakah bisa diikuti
semua anggota?
D26 Ya bisa. Karena mereka juga maisng masing ngasih
put effort yang sama. Gitu mas.
R27 Put effort yang sama? Maksudnya?
D27 Ya kalo ngerjain tugas, mislanya kalo presentasi
kamu dapet bab ini bener bener dibaca gitu lo
mas. Kalo aku juga bener bener aku baca. Mereka
juga baca. Terus kita bikin presentasi topik ini gitu
lo. Kita semua tu udah sama sama baca gitu. Dan kita
udah bagi bagi point apa point apa. Jadi sama sama
dengan ritme yang sama gitu dapet sih. Gitu. Bener
bener kalo memang semuanya baca dan semua
memaksimalkan sebelum presentasi mas. Gitu. Kalo
dibagi tugas ngerjain. Ngga ribet. Makanya saya
sangat senang dengan PMD. Hehehe.
ENOP
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R28 Eumm, dalam pengerjaan ataupun pembuatan English
Course, hal apa yang membuat kalian berkesan. Ada
ngga?
D28 Dari prosesnya dari awal sampe akhir ngga ada sih
mas. Biasa biasa aja sih. Ya kaya ngerjain tugas
kelompok itu. Cuma yang berkesan ya karena kami
bisa lebih ndeket satu sama lain. Trus bisa jadi cerita
satu sama lain. Dan lebih ngerti temen temen sendiri
gitu sih mas.
R29 Aspek kehidupan apa yang berubah setelah beres
ngerjain PMD?
D29 Jadi lebih rajin sih mas. Karena dua orang temen
kelompok aku yang lain tuh juga rajin rajin.
Memaksimalkan effort banget lah mas pokoknya.
Trus ada juga yang dari kulonprogo gitu jadi ya apa
ya udah bisa bangun pagi kaya gitu. Jadi merasa
bersyukur kaya aku tuh disini lo ngekosnya deket lo.
Dia tuh yang dari sana berangkat dari jam 6 ke sini.
Kaya kaya gitu. Trus kami juga kemarin presentasi
paper kami di Seminar LLTC gitu mas. Jadi ada
manfaatnya. Ya walaupun kami ngga apply
kursusnya disana, dan materinya juga belum kami
kirim kesana belum dapet feedback dari dosennya ya
udah gitu.
ENOP
SEM
R30 Okey, itu semua pertanyaannya. Terima kasih banyak
ya atas waktu dan bantuannya.
D30 Iya mas, sama sama.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX 8
In-Depth Interview 2 (EVI)
(Monday, November 14 2016 )
Role Transcript Code
R1 Okey, makasih banyak ya udah mau aku interview
untuk yang kedua. Kita mulai aja aja ya..
E1 Okey sip.
R2 Aku tertarik dengan hasil interview kamu yang pertama
kemarin. Kamu bilang ada grup project CDA. Bisa
ceritain lagi ngga awalnya kamu ngerjain CDA itu,
prosesnya. Sebelum proses kamu dapat CDA itu
semester berapa?
E2 Semester satu,
R3 tahun berapa?
E3 2015.
R4 Bisa ceritain ngga awal kamu ngerjain proses kamu
ngerjain CDA itu?
E4 Kalo CDA itu, awalnya kita milih topik neliti teks
gitu. Abi situ kita milih teorinya apa. Untuk nentuin
basicnya apa gitu, Karena main theories tuh. Dan
ngerjainnya berkelompok. Dan satu kelompok itu
empat orang, jadi itu kita diskusi dulu tentang teks
nya trus di CDA in gimana hasilnya. abis itu kana
da 4 part CDA menurut Ferkalr, trus kaya aku
bagian yan pertama seperti itu, contohnya, nanti
ada temen aku yang B, yang C kaya gitu. JAdi kita
diskusi dulu untuk membagi empat itu karena ada 4
steps.
RWT
TW
NEGO
R5 Masih inget ngga stepsnya apa?
E5 Udah aga lupa hehehe
R6 Setelah kamu diskusi, milih topik tuh kan, teori juga,
itu step selanjutnya ngapain lagi?
E6 Diskusi sih. Diskusi apa namanya topik, sama
diskusi teorinya. Abis didiskusikan dibagi tadi
berdasarkan empat teori itu. ABis itu kita kerjain,
jadi satu saat kita kumpul, trus kita lihat punya
masing masing, kita lihat empat step itu kaya
FtFP
IA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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gimana, trus kita diskusikan, kit abaca lagi, kita
revisi.
R7 Itu proses pengerjaannya berapa lama?
E7 Ga nyampe sebulan deh. KArena itu kan final task. Ya
buat oral test Romo gitu.
R8 Itu final test, sebelum itu apakah ada kalian di assign
untuk ngerjain project lain?
E8 Ada. Biasanya CDA tuh kelompok juga. Kaya paper.
KArena CDA itu kan masih baru bagi kita dan kita
masih butuh arahan untuk analisis.
R9 Saat kamu ngerjain tugas kelompok yang final itu, apa
yang kamu rasain?
E9 Eee.. yang aku rasain adalah, pasti ada sulit ada engga
nya kan. Terus kalo sulitnya itu ya menganalisisnya.
Kaya ini tuh bener ngga sih analisis kita. Kan kalo CDA
itu kan subjektif ya pendapatnya, jadi analisis masing
masing.Nah itu disitu sulitnya adalah menyamakan
persepsi satu kelompok. Karena si A beda, si B beda,
persepsinya beda menganalisisnya tuh bisa beda. Itu
sulitnya.
R10 Bener apa engga kamu bilang. Nah itu gimana cara
kamu mengkonfirm kalo kerjaan kamu itu bener apa
engga?
E10 Eee.. kita waktu kan kalo CDA tuh kan subjektif kan
ya, nah gimana caranya itu biar kita yakin kalo itu bener
adalah, dengan cara kita kaya research di internet gitu,
diliat, apa namanya, kita harus support argumen sekuat-
kuatnya jadi kan argumennya harus kuat. Kalo kita
ngerasa argumen kita udah cukup kuat, jadi ya semoga
aja kerjaan kita udah bener. Gitu. Hehehe.
UOR
R11 Trus kamu ada menyinggung masalah persepsi antar
teman kelompok berbeda, nah itu kamu gimana kamu
ovecomenya?
E11 Memang kalo CDA tuh sebenernya apa yaa.. eee ada
baiknya dikerjain sekelompok ada baiknya individu
ngerjainnya. Nah kalo overcome yang sekelompok tuh,
memang kita tuh harus beda, kaya dalam kelompok
sendiri tuh kita debat. Jadi kaya seandainya kalo
menurutku ini yang bener kaya ini, kalo menurut aku
OC
FTFP
MADE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
nganalisis ini tuh sebagai ini. Nanti si B beda lagi. Nanti
dia akan support dengan argumen aku juga support
dengan argumen. Nah nanti kita berdebat. Nah dari
debat itu baru kita tau yang mana nih yang kuat
argumennya. Kan ada empat orang kan jadinnanti ada
yang milih dan memihak siapa milih siapa. Itu yang
engga enaknya kalo CDA yang eklompokan. Kalo yang
individunya kita mikirn sendiri ga ada kritisasi ga ada
kritik dari orang lain. Dalam debat kan lebih baik ada
kritik dari orang lain.
R12 Kamu bilang ada debat, trus masing masing orang
pendapat masing masing kan, nah gimana kalian
sekelompok menemukan benang merahnya?
E12 Itu sebenernya ga Cuma sehari jadi itu lo kak.
Perdebatan itu kan. Kalo udah capek kalo udah ini kan
nanti endingnya kaya emotional killing. Kaya ngeselin
gitu. Kaya gitu. Trus endingnya besok lagi ketemui
mugkin dengan sesautu yang fres lagi diotak tuh trus
fresh gitu bisa mikir lebih jernih lagi. Gitu.
R13 Nah kamu nyinggung emotional feeling, bisa ceritain
ngga gimana kamu netralinnya?
E13 Kembali lagi, kita adalah adult learners, jadi
sebagaimana mungkin tuh harus bisa mengolah rasa
diri sendiri, Ini tuh bukan masalah kaya dia membantah
aku karena benci aku atau dia ga suka sama aku, tapi
mungkin memang argumen dia lebih kuat. Jadi kita
memang harus apa ya open minded gitu lo. Karena kita
kan adult learner. Karena kalo udah emotional feeling
gitu, harus nennagin diri sendiri masing masing karena
tensionnya udah tinggi dan mikirnya tuh kita tuh udah
adult learner bukan akaya anak kecil yang harus
musuhan karena masalah kaya gini.
R14 Jadi prosesnya adalah kalian milih topik ya, trus kalian
nentuin kelompok gitu kan?
E14 Iya.
R15 Nah dasar kalian memilih kelompok itu apa?
E15 Dasar pemilihan kelompok adalah karena biasanya
sama orang itu terus ya udah udah nyaman aja satu
kelompok sama orang lain. Kan kalo kaya gitu kan
tergantung orang masing masing. Kan sebenernya aku
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
juga bis amasuk ke dalam kelompok dengan orang
orang baru,. Cuma waktu itu kan, langsung pada milih
gitu kan. Perkelompok tiga sampe empat kan. Jadi
maisng masing pada langsung milih gitu.
R16 Saat itu apakah ada muncul konsiderasi dari kamu kaya
kepintaran nya, atau ada yang lain?
E16 Sebenernya pemilihan kelompok itu aku ngga nyari
orang yang pinter, tapi kaya yang mau kerja sama dan
maksudnya sama sama berjuangan untuk nyelesein
tugas ini. Ga harus pinter kok. Kalo orang pinter ga mau
kerja kan sama aja. Kalo orang mau kerja kan pasti dia
mau mikir.
R17 Setelah milih topik, milih kelompok, habis itu kalian
diskusi masalah tugas itu, setelah itu apalagi?
E17 Habis itu, udah dibagi tugas kan. Trus ngetik sendiri
sendiri dirumah, Kalo udah dapet benang merah nya
nih, habis itu di develo lagi ngetik ngetik sendiri sendiri
di rumah, Karena ngga mungkin kita dateng ngetik
bareng bareng. Kita ketemu lagi kapan buat diskusi
lagi. Gitu.
IA
R18 Dengan kata lain kalian membagi tugas masing
masing?
E18 Iya.
R19 Apa dasarnya?
E19 Step step CDA itu. Kan ada empat step tuh. Mislanya
step 1 aku step 2 si B. Itu dasar pembagiannya.
Karena masing masing punya bobot yang sama
untuk dikerjakan. Dan kita juga jadi punya oh aku
minat yang teori ini gitu
EXIN
R20 Setelah itu?
E20 Datang lagi karena itu janjian trus diskusi trus kita
diskusi hasil ketikan kita kaya apa, trus abis itu di eee
revisi lagi.
R21 Ada dua point, kamu bilang kata ngerjain sendiri dan
ngumpul bareng2, Apa yang kamu rasain saat ngerjain
sendiri sendiri itu?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
E21 Ngerjain sendiri sendiri itu mmmm yang aku rasain
adalah ada malesnya ada pengen cepet seleseinya juga.
R22 Kalo yang bareng2?
E22 Yang pas diskusi itu, yang aku rasain itu apa ya, eeee
kan menyenangkan ya, yang aku rasain adalah aku
harus persiapan untuk menyuport, mendevelop dan
memperkuat argumen aku. Jadi aku searching dulu
tentang apa, jadi kaya aku diskusi ke mereka pun engga
yang dengan membual aja gitu.
R23 Saat kalian setelah diskusi itu, ataupun saat kalian
ngerjain itu, apakah ada kesulitan? Atau kendala?
E23 Kendalanya itu adalah minimnya pengetahuan tentang
tugas itu.
R24 Kamu bilang minim pengetahuan.. dari masing-masing
individu atau kesuluran?
E24 Kita semuanya. Seandainya ada satu sesautu yang kita
ga tau. Gitu. Kita harus searching, kita harus ini tuh
kaya apa sih sebenernya. Solusinya apa sih. Kalo CDA
kan kita harus nyari solusi.Solusinya tuh apa sih. Kalo
kita udah bisa ngomong A, A ngga boleh dikerjain
berarti kan kita harus cari solusi.
R25 Udah diskusi, sering ketemu, next step pengerjaannya
gimana?
E25 Kan, revisi tuh. Revisi revisi. Udah dikumpulin deh.
R26 Dalam bentuk apa?
E26 P{aper sih, tapi kalo ga salah bentuknya soft copy
R27 Nah saat kalian mengerjakan itu, apakah dosen
membantu?
E27 Kalo yang final paper ini, ada tugas dari romo. Karena
orangnya jarang diisni, itu kayanya eee sebentar.. paper
itu dikumpul ke Pak D kalo ga salah. Trus romo itu pas
oral exam itu, dia ngga ngomomgin tentang papernya
tapi tentang teori.
R28 Teorinya berelasi dengan kerjaan kalian?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
E28 Ada sih. Step step nya trus kalo pokoknya pertanyaan
pertanyaannya nyangkut nyangkut juga lebih ke teknis
pengerjaan paper, kaya teori dasarnya gitu-gitu.
R29 Apa intensi kalian ngerjain tugas tadi?
E29 Intensinya adalah yang pertama karena itu to complete
the course. Gitu kan. Terus itu kan yang the main. Yang
kedua adalah, yaa kalo kita ngerjain paper secara ga
langsung kita dapet benefit kaya pengetahuan baru
pengalaman baru. Gitu. Jadi, dengan paper itu pula tuh
kita kaya merujuk ke kita jadi berani buat sampe
seminar internasional di Bandung. Waktu itu juga pake
paper CDA juga.
R30 Dengan kata lain ada manfaat?
E30 Bener banget. Jadi dari situ, kita tau, oo jadi CDA kaya
gini ya. Knapa kita ga bikin paper untuk yang seminar
di bandung itu. Gitu.
R31 Ada intensi lainnya lagi ngga?
E31 Untuk mengukur.. eee brusaha kaya tadi yang seperti
satu orang kan beda beda tuh, jadi kaya disitu kita
belajar buat menekan emosi kita mengatur kita.
R32 Aku mau tau, saat pengerjaan tugas kelompok itu, apa
yang kamu aware saat itu?
E32 Aku tuh aware kaya aku tuh kadang kurang mensupport
argumenku nkarena aku kurang baca. Kan itu waktunya
kan sedikit untuk menyelesaikan papaer itu. Jadi kaya
masing masing dari kita pun sedikit banget waktu buat
baca buat ee searching kaya library studies gitu dari
internet dari buku, itu waktunya juga sedikit. Jadi disitu
juga sedikit. Aku aware kalo maisng maasing dari kita
tuh kurang baca. Kurang ngerti sesuatu itu lebih dalam.
Begitu.
R33 Nah setelah kaya gitu apa yang kamu lakukan pas kamu
udah sadar dengan kejadian itu?
E33 Aku jadi kepengen sumbang sesuatu di pertemuan
selanjutnya. Kadang juga kita saat itu juga seandainya
nih pada ga tau semua tentang masalah A gitu kan, trus
ya udah kita searching dulu. Trus semua anggota
searching sendiri. Gimana menurut kamu, gimana
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
menurut kamu. Jadi tiap tiap kita tuh ada porsi masing
masing gitu.
R34 Tadi yang aware. Kalo yang unaware, kamu ada ngga?
E34 Sampe sekarang aku juga ga sadar apa ya (laughing).
Kalo dipikir pikir secara ga sadar, kita jadi bisa
menganalisis. Jadi bisa menganalisis suatu bacaan
seacara kritis. Gitu kan. Biasanya kan kalo analisis
bacaan kan Cuma mana sih main ideasnya, mana itu
nya kaya gitu gitu. Kalo CDA tuh jadi kaya ada sesuatu
yang disini tuh ada power in balance gitu.
CTS
R35 Power in balance, maksudnya?
E35 Power in balance tuh kaya seandainya, suatu bacaan
gitu kan seandainya report, dari The Jakarta Post atau
dari mana. Seandainya dari pihak pengusaha, petani,
ada power in balance dari situ. Kan kita bisa tau
discourse teks ini ngga Cuma mau menyampaikan
bahwa akan ada, seandainya ada perluasan lahan dari
pengusaha tapi kita juga bisa tau bahwa sebenernya ada
implicature dari situ. Dari power in balance gitu. Jadi
kaya ah ini mah ngga Cuma kaya gini sebenernya. Tapi
ada sesuatu yang lebih.
R36 Apakah ada perbandingan atau perbedaan, antara
kemampuan menganalisis kamu sebelum kamu garap
CDA sama setelah kamu garap CDA?
E36 Menurut aku ada. Yang tadinya kaya Cuma
menganalisis itu kaya cukup isi teks tentang apa sih gitu
lo. Nah sekarang tuh, kaya ngga semua bacaan itu bisa
dianalisis secara kritis kalo ada power in balance nya.
Jadi kaya tau gitu gitu kak. Contohnya kaya seandainya,
ee siapa namanya Hillary Clinton lagi ngomong apa,
terus kita bisa liat, ini tuh sebenernya Hillary tuh ngga
Cuma kepengen ngomong ini, tapi tuh ada sesuatu
dibaliknya. Jadi kaya berpikir lebih luas. Berpikir lebih
luas. Gitu. Jadi lebih kritis kalo menyikapi satu hal kak.
Gitu kak.
CTS
R37 Nah, yang tadi itu setelah mengerjakan CDA
kelompok, bagaimana kejadian atau setelah kamu
ngerjain project itu mempengaruhi hidup kamu?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159
E37 Jadi lebih bisa eee mengatur perasaan aja sih kak. Dan
lebih mencoba memahami orang lain.
R38 Kalo dari sisi akademisnya ada ngga?
E38 Dari CDA itu kita belajar untuk terutama dari belajar
kelompok itu, ee kita jadi tau banyak hal tentang apa
yang disharing di dalam kelompok itu.
R39 Dalam proses pengerjaan CDA, hal apa yang membuat
kamu berkesan?
E39 Eee.. menemukan solusi nya dari masalah. Kan ada 4
step tuh. Step terakhir kan ada solusi. Nah sesuatu yang
berkesan nadalah bisa menemukan solusi. Jadi kita
sbenernya tuh kita tuh bisa lo, ngga Cuma ngomong
doang. Tapi kita tuh bisa ngasih suatu solusi. Gitu. Itu
yang paling berkesan menurutku.
R40 Kalian menemukan solusi itu gimana?
E40 Masing masing orang ada ide, trus kita compile jadi
satu. Trus sama, kira kira argumen apa yang support
kompilasi ide ide kita itu.
R41 Lalu, apa yang bisa kamu pelajari dari pengalaman
mengerjakan CDA?
E41 Pembagian waktu. Itu harus, karena kita harus bagi
ewaktu. Kapan mau ketemu, kapan harus ngerjain.
Sendiri di rumah kapan ketemu lagi. Kaya gitu. Selain
itu, kalo kita mau ngomong tuh jangan Cuma ngomong
doang, tapi harus disupport argumen yang kuat. Gitu.
Sebagai contoh nih, yang seminar itu lo. Kan aku dan
kelompokku bikin CDA terakhir tuh buat seminar itu
dan itu bukan project dosennya kan. Kita nemuin solusi
selain kelapa sawit tuh ada jamur yang bisa
dikembangbiakkan di Indonesia trus menghasilkan
minyak juga kaya kelapa sawit itu kan. Nah, kita ga bisa
bilang jamur doang gitu. Nah pas itu aku yang nemuin,
trus abis itu aku bilang jamur ini bisa menggantikan
kelapa sawit. Trus salah satu temenku bilang, jamur itu
bisa gantiin di Indonesia apa negara lain karena kan ga
semua jamur tumbuh di Indonesia. Nah aku harus
support argumenku dengan research gitu. Bahwa sudah
ada penelitian jamur ini tuh sudah ada di temperatur
gitu. Jadi CDA tuh bikin pengetahuan tuh bertambah.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
160
Ga Cuma bahasa ingggris doang. Dan lebih luas. Dari
pertanian, perkebunan, politik, negara. Kaya gitu gitu.
R42 Lantas itu kamu dapetin support itu karena keinginan
kamu sendiri atau ada dorongan lain?
E42 Tergantung. Karena ini tugas kelompok jadinya
butuhnya kelompok ini apa, ya udah kita cari bareng-
bareng.
R43 Overall, dari semua kamu ngerjain CDA dari awal
sampe terakhir itu, ada ngga aspek-aspek yang berubah
dalam kehidupan kamu?
E43 Itu yang kembali lagi, aku jadi berpikir kritis, trus ngga
Cuma melihat discourse dengan kelihatannya aja, tapi
kita juga harus melihat dibalik itu adas apa, kalo dalam
pengetahuan ya. Kalo dalam kehidupan sehari-hari ya.
Kita jadi bisa memahami orang lain. Lebih bisa secara
sosial gitu, oooh orang tuh nkan beda beda jadi ngga
bisa memaksakan kaya gitu.
R44 Saat kamu ngerjain itu, dapet nilai apa?
E44 Semuanya A sih tapi ada yang A+ ada yang A-. Jadi
ngga sama semua. Itu juga tergantung karena itu ga
Cuma paper tapi oral test juga. Gitu. Jadi ada dua tugas
kak selain project kelompoknya.
R45 Pengerjaannya Cuma satu bulan ya?
E45 Kayanya ga ada sebulan deh kak.. Aku aga lupa
tepatnya..
R46 Berapa orang kemarin satu kelompok?
E46 4 orang kak..
R47 Okey, sudah selesai interviewnya. Terima kasih banyak
ya atas waktu dan bantuannya.
E47 Iya kak, sama-sama.
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APPENDIX 9
In-Depth Interview 2 (ATA)
(Monday, November 14 2016 )
Role Transcript Code
R1 Oke mba, sebelumnya terima kasih banyak karena sudah
mau aku interview lagi. Interview kali ini aku ingin
menggali lebih dalam lagi apa yang sudah mba sampaikan
saat interview pertama kemarin. Nah, mba, kemarin mba
bilang kan kalo salah satu project yang mba bikin selama
kuliah di KBI adalah project presentasi kelompok di kelas
british sama literary. Bisa diceritain ngga mba?
A1 Oh ya, presentasi kelompoknya itu memang bener ada di
british dan american literature sama literary critcism.
Yang british itu aku berdua. Kalo yang literary criticism
itu juga berdua. Berdua doang. Topiknya waktu itu oh ini
yang british itu tentang post american literature, kalo yang
literary criticism aku dapet tentang eco-criticism.
R2 Terus proses awal pengerjaannya gimana mba?
A2 Jadi keduanya tuh agak mirip sih, jadi waktu itu yang
literary criticism itu dibagi jadi dua penulis yang sama
sama tentang eco criticism. Jadi kita juga berdua kan,
ngepas. Jadi sebenernya awalnya kita udah rencana buat
ketemu. Tapi eee, kayanya situasi juga kurang
memungkinkan untuk bertemu. Jadi kita cari materi
masing masing, kemudian yang literary itu ngga
ketemu sama sekali kita trus bikin ppt sendiri, ya
udah terus kita presentasi masing masing tapi sama
sama maju kedepn. Kalo yang british itu, mungkin
karena format kelasnya lebih interaktif, karena kita
cari materi sendiri juga jadi bebas gitu waktu itu pake
video biar jadi media pembantu kita presentasi juga.
juga trus akhirnya juga kita ketemu sih, sekali. Tapi kita
udah bawa ide masing masing sama kaya kerangka ppt
udah dibawa juga waktu itu. Terus, ppt udah dibawa trus
kita saling share ide kita masing masing. Mau present apa
aja gitu. Tapi sebelum kita sharing tuh kita juga WA
an mau kamu mau yang mana, kamu yang ini ya aku
yang ini. Pembagian juga ada. Detail juga kita
omongin disitu, trrus baru disatuoin sama yaa diedit
masing masing. Cuma porsi edit nya juga ebih besar
IA
UOR
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masing masingnya karena kita yang lebih tau part kita
masing masing gitu.
EFCOM
R3 Pemilihan topiknya ditentukan dosennya atau mba
diberikan sillabus atau gimana?
A3 Topiknya itu dari silabus.
R4 Apakah dosen memberi kebebasan mba saat itu?
A4 Sebenernya gimana ya, sebenernya kalo topiknya topik
kecil nya iya di british. Kalo besarnya dari dosennya ya.
Karena kan luas banget, Jadi kita boleh ngambil contoh
apa aja gitu. Kalo yang dari literary harus eeee dari teks
yang dikasih di kelas gitu. Sebenernya ee yang awal awal
gitu strict gitu kan. Tapi yang grup udah dari bapaknya.
Yang satu kita bisa milih sendiri. Gitu. Sek sek aku inget
inget. (laughing). Iya bener gitu kok. Hehehe
R5 Ok, itu pas kapan si mba pengerjaannya?
A5 Semester 2.
R6 Berarti tahun ini ya?
A6 Iya awal tahun ini.
R7 Nah, tadi kan berdua, apa dasar pemikiran mba untuk
memilih temen, atau partner itu?
A7 Oh I see, eee oh iya, yang literary itu waktu itu memang
cepet cepetan siapa sama siapa siapa sama siapa gitu kan.
Jadi agak, agak.. gimana ya agak rasanya agak dipilihin
juga sih, tapi nggapapa sih aku cukup malah seneng sih
kerjasama nya soalnya dia juga maksudnya orangnya juga
orangnya juga udah ready gitu lo. Dan ngga meremehkan
pekerjaan juga. Sama yang kalo british memang milih
sendiri, karena memang yaa emang, waktu awal semester
2 itu aku, sama temen kelompokku itu yang sama sama
dari kelas semester 1, jadi pas kelas semester 1 yang
ngambil sastra itu dia aku sama satu lagi sih. Jadi waktu
itu aku deket juga dan otomatis sama dua. Tapi lama
kelamaan ya ada psikologinya juga sih. (laughing)
R8 Nah, saat dalam pengerjaannya perkelompok, apa yang
mba rasain saat itu?
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A8 Yang aku rasain, yaa.. membantu banget sih, kebetulan
karena mungkin orangnya juga helpful juga. Jadi waktu
itu kan dia juga kurang video apa gitu, Eh cariin dong,
trus aku juga bingung contohnya apa, cariin contoh,
trus dia kasih sama sama cari ide gitu lah. Hehehe
FtFP
R9 Selama pas pengerjaan itu, apakah ada kesepakatan dari
mba berdua untuk menentukan pekerjaan nya?
A9 Pembagiannya ya. Sebenernya lewat WA sih tadi itu.
(laughing). Jadi oooh jadi gini yang memulai duluan
sebenernya gitu dia. Eh bagi yuk. Dia yang duluan
yuk. Trus aku oh iya boleh boleh. Trus kau tanya
kamu mau apa, dia bilang aku mau ini, ya udah aku
ini ini ini, kamu itu. Trus aku ini ini jadi nya ya barengan
sih kita ngerjainnya. Yang satu lagi itu kan topiknya beda,
itu yang british. Kalo yang literary criticism itu kan udah
jelas satu pake teks ini yang satu ini. Aku dulu dapet yang
udah dari bapaknya gitu. Eee yang dia cari sendiri gitu.
Ngga tau kenapa waktu itu ak juga lupa. (laughing).
INTV
EXIN
R10 Terus selama mba mengerjakan dengan temen mba. Baik
di british atau literary, apakah ada menemukan kesulitan
atau kendala?
A10 Kendalanya,., ya ada juga sih. Dalam menyatukan
pendapat itu lo. Maksudnya aku mau kadang kadang aku
mau ooo iya aduh waktu itu mau topik apa gitu ya, he eh
topik yang berhubungan dengan. Eh contoh yang
berhunbungan dengan ini, aku mau yang ini, trus
kadang kadang dia ngga setuju, oh kayaknya yang ini
terlalu gimana. Trus dia kasih contoh juga pernah,
mungkin menurut aku agak terlalu luas mungkin ya
kurang spesifik jadi kadang kadang ngepasin ide
nyatuin ide itu kesusahannya.
FtFP
R11 Saat menemukan kendala tersebut, apa yang mba lakukan
untuk overcomenya?
A11 Aku kasih alasan, argumen aja kenapa ini penting, kenapa
itu ngga penting gitu. Iya sih menurutku itu alasannya. Eh,
bukan alasannya. Menurutku itu solusinya, yaa saling
mengharagai pendapat sama ngga takut untuk
mengemukakan argumen. Gitu aja sih.
R12 Setelah itu bisa diceritain lagi ngga mba step
presentasinya?
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A12 Prosesnya adalah kita cari bahan, entah itu video
gambar atau materi gitu kan. Terus eee bikin kerangka
power point duluan, trus atur buat ketemu itu yang
ketemuan yah. Trus kita atur buat ketemu, kemudian
baru kita sharing topik topiknya yang mau kita
presentasikan, abis itu dia setuju atau aku setuju ngga
cocok ngga baru disitu kalo udah cocok ya udah kita
kembangkan, kita rapiin aja gitu.
UOR
TW
NEGO
R13 Dari point ketemuan yang pertama, apakah mba
menemukan kendala saat mau ketemuan?
A13 (laughing) kayanya sih waktu itu ngga terlalu karena
Cuma berdua. Mungkin kalo kepalanya lebih banyak agak
lebih ribet juga kali ya. Tapiya ga tau juga mungkin
karena kita sama sama sekelas dan kita sama sama ngga
kerja semester 2 jadi kita waktunya lebih banyak gitu.
R14 Setelah mba menemukan topik, outlining, terus dalam
proses itu apakah dalam proses itu sempat berkonsultasi
dengan dosen?
A14 Engga.
R15 Kenapa?
A15 Oh iya waktu itu kita ngga konsultasi, aku juga bingung.
(laughing). Kenapa ya (laughing). Hmm.. iya ya kenapa
kalo paper doang konsultasi, tapi kalo presentasi ngga
pernah malah konsultasi,. Iya jarang.
R16 Jarang ya, pasti kan dalam presentasi itu mba dan teman
menemukan kendala entah materi atau prosesnya. Nah itu
gimana dan teman overcome kalo ga konsultasi?
A16 Jadi karena kita sudah terbiasa diberikan kebebasan
mungkin kali ya, atau mungkin kalo ngga kepepet banget
teroinya apa. Pernah sih waktu itu sekali nanya. Kalo
kepepet toerinya sama ngga tau apa gitu, pernah sih
konsultasi. Tapi jarang kalo yang kelompok. Cuma dulu
pas semester satu aja. Itu pun individu tapi. Kalo yang
semester dua ngga pernah. No.. no.. Ooh iya mungkin
karena juga kadang ngerasa kita sebisanya gitu kan.
Dikelas baru kita didiskusikan, dikasih
enlightmentnya di kelas. Jadi sering ngerasa gitu lo.
Pencerahannya itu kadang kadang dikelas. Jadi kaya
didiskusikan di kelas gitu.
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L-CS
R17 Setelah itu kan mba presentasi?
A17 Iya presentasi dulu. Jadi memang awalnya Cuma opening
biasa. Trus kita langsung presentasi aja. Langsung
presentasi, trus langsung diskusi tanya jawab.
R18 Durasinya?
A18 Semester dua itu memang puncaknya presentasi sih dan
tugas (laughing).
R19 Terus terus. Kenapa mba?
A19 Puncaknya iya jadi, Dulu kan semester satu kan aah
setengah jam presentasi tuh ah udah lama. Nah sekarang
anak anak sampe satu jam. Bahkan satu setengah jam kalo
materinya dibebaskan.
R20 Itu sendiri?
A20 Engga.
R21 Kalo yang berdua?
A21 Oh pernah tuh! Pernah sampe dua jam. Karena ada video
juga sih. Pake media. Karena kan kalo capek ngomong
kan kita skip pake media. Gitu. Trus kita baca dulu baru
ngomong lagi.
R22 Saat mba presentasi berdua, apa yang terjadi? Gimana
prosesnya siapa yang memulai duluan siapa yang
melanjutkan gitu?
A22 Yang literary itu ee kita bagi dua bener bener kaya dua
orang berbeda. Eeh kaya single presentation gitu tapi jadi
satu. Jadi siapa yang dulu gitu. Kemarin kita janjian
ehsiapa dulu ah sama aja. Nah pas di hari H kita malu.
Ngga tau sih kalo kelompok lain. Tapi rata rata memang
kaya single presentation dijadiin satu gitu. Sama aja sih
siapa ja yang mulai duluan. Tapi kalo yang di british itu
beda, karena kita bener bener kaya konsep banget
materinya. Jadi waktu itu aku yang mulai duluan. Jadi
kaya aku nyampein bakgroundnya dulu trus contohnya,
trus dia lanjutin dengan contoh yang lebih dalam lagi. Jadi
harus ada urutannya lah.
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R23 Di presentasi itu ada sesi apa aja mba?
A23 Sesinya sih ngomong ngomong gitu, trus open
discussionnya. Kadang yang nanya temen temen dan
dosennya juga.
R24 Bisa diceritain ngga saat open discussionnya gimana?
A24 eeee jadi yaa kita invite gitu kan. Yaa ada yang memang
suka bertanya gitu. Tipikal ya. (laughing) iya jadi yaa tapi
senengnya juga sih ngerasa jadi kaya ngerasa ngga
dicuekin gitu. Asal pertanyaannya ngga susah. (laughing)
iya gitu lah.
R25 Nah, Saat presentasi itu sendiri, apakah mba dan temen
mendapati atau menemukan kesulitan atau kendala?
A25 Kesulitannya adalah.. eeemm kayanya sih kesulitan sih
ngga terlalu ada sih. Karena aku orangnya kalo udah
prepare aku pas presentasi aku lebih rely on my
preparation gitu sih. Jadi kadang kadang paling kesulitan
tidak diduga adalah pertanyaan yang susah aja sih. Cuma
kalo dari masing masing udah punya cara
mempresentasikan menurutku cara berbicara sendiri jadi
mungkin kesulitan pas presentasinya adalah kesulitan
karena tidak disiapkan.
R26 Kalo menemukan pertanyaan yang sulit saat presentasi,
apakah mba dan partner kolaborasi menjawab atau
gimana?
A26 Nah, kadang kadang ada yang baik, jadi kita komunikasi
dulu. Tapi kadang kadang kalo misalnya yang
pertanyaannya ditujukan ke aku atau kedia kita sama
sama ngga tau, kita kadang kadang saling diem dan ngga
tau jawab.
R27 Dibantu dosen ngga terus mba kalo mba dan teman stuck?
A27 Mostly dibantu sih jadi diskusi bersama gitu. Hehe jadi
menyenangkan.
R28 Selanjutnya, akhirnya setelah presentasi itu gimana?
A28 Legaa banget. Gimana si perasaannya lega banget.
Soalnya persiapannya kaya seribu satu malam.
(laughing).
R29 Berarti udah tenang ya saat udah beres.
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A29 Iya, tapi ga tau dapet nilai berapa. Kalo ga salah A minus.
(laughing)
R30 Oke, lanjut ya. Apa intensi mba dan teman saat membuat
presentasi itu?
A30 Oooh, ini.. Oke hmm part of the assignment sillabus ya so
that we can get the mark. (Laughing).
R31 Jadi itu intensi utamanya?
A31 (laughing). Ga juga sih. Sebenernya ada beberapa sih.
Habis gimana dong Cuma motivasi utamanya adalah
untuk mendapatkan nilai. (laughing). Kita kan ngerjain
tugas buat dapetin nilai kan ya (laughing). Sebenernya ada
lagi. Aku ngerasa.. eee aku merasa mendapatkan
kesenengan pribadi. Karena gimana ya, hmm kaya
ditantang si jadi ya. Mencoba untuk... karena kan kita
presentasi tuh kita kaya yang bener bener inc harge dan
itu bebannya bener bener beban dan tanggung jawab juga
di kita banget. Jadi kita harus bener bener kaya ditantang
untuk bertanggung jawab, untuk memberikan sesuatu
yang apa ya lebih dari yang sesuatu yang lebih baik untuk
semuanya gitu. Kadang ditantang melebihi kemampuan
kita kadang-kadang. Jadi ya itu intensinya untuk
completion course dan pengetahuan, juga bertanggung
jawab. Hehehe
R32 Saat mba mengerjakan project itu, apa yang mba aware
saat itu?
A32 Awarenya sih pas mungkin kapabilitasnya kita saling
aware apa yaa.. mungkin kita sama sama kuat
dimana. Kalo kelemahan ga tau juga sih. Ya gitu sih
saling memaksimalkan apa yang kita miliki mungkin
gitu kali ya.
DINT
R33 Itu dari segi apa mba?
A33 Pengetahuan. Tapi, kalo dari sisi presentasi bagian kita
juga beda. Kan ada yang cara ngomongnya menarik
gitu kan. Ada yang pelan atau gimana gitu. Itu dari
cara presentasi gitu. Jadi mungkin dia cocok
ditempatkan di depan atau belakang. Itu sih yang aku
aware saat itu. Atau pembagian minat tentang topik
nya gitu sih yang aku alami.
ENOP
R34 Kalo yang unaware ada ngga?
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A34 Jarang sih ya aku. Aku unaware tuh ya kadang kadang tuh
ya ada aja yang munngkin kaya pertanyaan yang kita
sudah baca sebelumnya kita bisa jawab. Kadang kita
unaware juga gitu. Tapi itu kan juga tujuan discussion gitu
kan. Biar bisa mendiskusikan. Karena kan presenter itu
ngga mungkin tau semuanya kan. Kalo yang di british itu
pesertanya juga udah siapin ee menyiapkan response
paper berhubungan dengan topik juga. Jadi kadang yang
presenter itu mendapatkan wawasan juga dari temen
temen audience karena mereka udah baca jurnal masing
masing karena udah spesifik. Kalo yang presenter kan
lebih general. Kadang kita abis presentasi sharing jurnal
mereka. Itu pasti. Jadi kita dapat pengetahuan baru.
Kadang kadang kita ga tau infonya kita malah dapet
infonya dari mereka. Gitu.
R35 Dengan kata lain Presentasi mba itu juga dievaluasi secara
ngga langsung?
A35 Benar sekali. Secara ga lansung dosennya juga
mengevaluasi lewat discussionnya dan teman teman juga
ikut evaluasi kalo ada yang ngga tepat. Gitu sih.
R36 Apa yang bisa pelajari dari mengerjakan project bersama
peer atau temen mba itu?
A36 Aku harus lebih gimana ya menyampingkan Ego juga
untuk karena kan kita bersama gitu. Kadang juga kita
harus membantu juga. Dan ringan tangan kalo misalnya
dia tidak tau topik ini, apa gimana kita juga harus saling
sharing membantu dia gitu ngasih info yang berguna buat
dia, jadi ngga egois untuk diri sendiri jadi sama sama lah.
Gitu.
R37 Bagaimana project grup presentation itu mempengaruhi
hidup mba?
A37 Secara, iya secara ngga lansgung lebih apa ya
berhubungan dengan tadi. Tidak egois maksudnya jadi
kita ee bahkan lebih mengenal teman kita juga lewat
bekerja sama kadang kita lebih mengenal karakter
orang. Kalo kadang kadang yang suka spannengan. Kau
juga kalo spanneng gimana. Kadang ada yang juga cuek
juga sampe yang gimana gitu kerjainnya. Jadi harus lebih
ngerti aja gitu.
UOCH
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R38 Pernah nemuin kaya gitu mba saat ngerjain
presentasinya?
A38 Ada. Pernah banget. Aku sih jadi perfeksionis aku bakal
kesel gitu ya. Kok gimana ngga sama sama ga sesuai
dengan ekspektasi masing masing. Kalo perfeksionis kan
gitu. Tapi aku engga sih aku belajar yaa kita udah sama
sama.. yaaa kadang kadang kalo sampe apa ya
mengecewakan si jarang si maksusnya temen temen sama
sama kerja keras. Yaaa ngga jarang kecewa sih karena
temen temen.
R39 Dalam proses pengerjaan dari awal sampe akhir
presentasi, ada ngga hal yang membuat berkesan atau
paling kamu ingat?
A39 Ada ooh itu sih ditanya tiba tiba ditengah presentasi. Nah
itu rasanya deg degan banget. Itu pas kelas british. Di sela
di tengah tengah presentasi. Nah waktu itu ada tiga
pertanyaan tiba tiba gitu. Tapi ada yang bisa dijawab ada
yang engga sih. Cuma tapi ya nggapapa walaupun ngga
bisa jawab ngga masalah, it’s fine. Tetep dihargai
pendapat kita waktu itu. Jadi itu kaget. Kita pikir ngga
akan ditanya di tengah tengah. Ehh tau tau ditanyain.
(laughing).
R40 Trus kalian gimana saat itu?
A40 Lirik lirikan sih. Trus temen aku juga nyumbang pendapat
jadi akhirnya kejawab. Gitu sih yang bikin aku kaget.
Soalnya tuh aku orangnya kan prepare banget. Ada yang
spontaneous. Gapapa sih seru juga kalo kaya gitu.
R41 Wahh.. baik kalo gitu mba. Terima kasih banyak yaa mba
udah mau membantu interview aku.
A41 Iya sama sama. Jadi learning juga. Hehe
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