plagiat merupakan tindakan tidak terpuji · 2017. 2. 20. · els students’ lived experience of...

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


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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


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


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


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


ix

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


x

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


xi

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


xii

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


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


xiv

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


1

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.


2

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


3

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


4

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.


5

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.


6

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.


7

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.


8

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


9

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


10

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.


11

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.


12

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


13

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.


14

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


15

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”


16

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


19

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.


20

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,


22

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


23

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


24

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


25

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, &


26

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


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


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


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


30

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.


31

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


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


33

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


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.


35

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


36

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).


37

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


38

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


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


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


41

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


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


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


44

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.


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


46

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


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


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


49

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-


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


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


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


53

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.


54

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


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


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


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


58

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.


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


60

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


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


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


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.


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.


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


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


67

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


68

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


69

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


70

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-


78

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


85

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


86

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


89

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


96

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


99

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,


100

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


110

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

[email protected]

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


111

APPENDIX 2























[email protected]




_________________________ __________________



112

APPENDIX 3























[email protected]




_________________________ __________________



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?


114

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


116

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?


117

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.


118

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


119

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?


120

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?


121

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


123

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)



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


128

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?


131

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


132

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.


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?


133

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.


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?


134

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


135

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.


136

R71 Okey, so far itu dulu ya. Makasih banyak atas waktunya.

E71 Iya sama sama kak.


137

APPENDIX 6

In-Depth Interview 1 (ATA)



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.


140

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.


141

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.


144

APPENDIX 7

In-Depth Interview 2 (DEWI)

(Monday, November 14 2016 )


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?


146

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.


147

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?


148

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


151

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.


152

APPENDIX 8

In-Depth Interview 2 (EVI)



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


153

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


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


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?


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?


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


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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?


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.


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.


161

APPENDIX 9

In-Depth Interview 2 (ATA)



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


162

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?


163

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?


164

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.


165

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.


166

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.


167

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?


168

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


169

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


plagiat merupakan tindakan tidak terpuji · 2017. 2. 20. · els students’ lived experience of...

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