GRADUATE STUDENTS LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS A THESIS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

GRADUATE STUDENTS’ LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS 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 Ardiyarso Kurniawan 146332011 The Graduate Program in English Language Studies Sanata Dharma University Yogyakarta 2016


GRADUATE STUDENTS’ LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS 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 Ardiyarso Kurniawan 146332011

The Graduate Program in English Language Studies Sanata Dharma University Yogyakarta 2016

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GRADUATE STUDENTS' LI\TED EXPE,RIENCE IN WRITING ACADEMIC PAPERS

by

fudiyarso Kurniawan Student Number: 146332011

Df. f. Eismofo Thesis Advisor

,L{ Yoryakarta, 30 August 2016


A THESIS GRADUATB STUDENTS' LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS

Presented by Ardiyarso Kurniawan

A6332otl

Defended before the Thesis Committee and declared acceptable.

.fHESIS COMMITTEE

Chairperson

: F.X. Mukarto, Ph.D.

Secretary

: Dr. J. Bismoko

Memfiers

:

L.

Dr. E. Sunarto. M.Hum.

2.Dr. B.B. Dw,ijatrnoko, M.A.

Yogyakarta, 15 Agustus 2016 Graduate Program Director Dharma University

tinus Supratiknya

ltt


STATBMENT OF ORIGINALITY This is to certify that allthe ideas, phrases, and sentences, unless otherwise stated, are mine. I understand the ful1 consequences including degree cancellation if I took somebody else's, phrases, or sentences without proper reference.

Yogyakarta,

3

Agustus 2016

Kurniawan

1V


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata dharma:

Nama

:

Ardiyarso Kurniawan

NIM

:

t4633207t

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

GRADUATE STUDENTS' LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Intemet atau media lain untuk kepentingan akademis tanpa perlu meminta

ijin maupun memberikan royalti kepada saya selama tetap

mencantumkan saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 30 Agustus 2016

Yang

Ardi


ACKNOWLEDGEMENTS Thanks are due to those who were helpful in finishing this thesis. The most gracious, my Lord for His amazing grace to me. First of all, I would like to thank my Supervisor, Dr. J. Bismoko, for his much-appreciated assistance and encouragement during my study and the writing of this thesis. Second, I am also grateful to all Thesis Reviewers and Examiners, F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A., Dr. E. Sunarto, M.Hum., and other Master Program lecturers at Sanata Dharma University for the guidance throughout my study in ELS Sanata Dharma University. My sincere thanks also go to my parents and my beloved one for giving supports, being patience and praying for my success. May God’s love always be with you. A particular thank to all of my research participants for their willingness and very much appreciated help without which this thesis would never be completed. Last but not least, I thank my friends in ELS ‘2014 for the friendship, supports and all the moment we shared together.

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TABLE OF CONTENTS TITLE PAGE ........................................................................................................... i APPROVAL PAGE ................................................................................................ ii DEFENSE APPROVAL PAGE ............................................................................ iii STATEMENT OF ORIGINALITY....................................................................... iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................................v ACKNOWLEDGEMENTS ................................................................................... vi TABLE OF CONTENTS...................................................................................... vii LIST OF TABLES AND FIGURES........................................................................x LIST OF ABBREVIATION .................................................................................. xi LIST OF APPENDICES....................................................................................... xii ABSTRACT......................................................................................................... xiii ABSTRAK ...............................................................................................................xv CHAPTER I INTRODUCTION ..........................................................................1 A. Background.......................................................................................................1 B. Problem Identification ......................................................................................3 C. Problem Limitations .........................................................................................5 D. Research Question ............................................................................................6 E. Research Goal and Objective ...........................................................................6 F. Research Benefits .............................................................................................7 CHAPTER II LITERATURE REVIEW.............................................................9 A. Theoretical Review...........................................................................................9 1. Students’ Lived Experience..........................................................................9 a. Lived Experience......................................................................................9 1) Understanding ...................................................................................13 2) Belief .................................................................................................14 3) Feeling ...............................................................................................15 4) Intention ............................................................................................15 5) Action ................................................................................................16 b. Students ..................................................................................................16 2. Academic Writing.......................................................................................17 a. Academic................................................................................................17 b. Writing ...................................................................................................18 1) Purpose ..............................................................................................19 2) Structures, Organization and Styles ..................................................19 3) Accuracy in Writing ..........................................................................21 3. Academic Writing in EFL context .............................................................23 B. Related Research Reports...............................................................................27

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C. Characteristics of Source of Texts..................................................................29 D. Framework of Pre-Understanding ..................................................................30 CHAPTER III RESEARCH METHODOLOGY .............................................36 A. Research Goal and Method ............................................................................36 B. Research Design .............................................................................................38 1. Specified Goal ............................................................................................38 2. Context........................................................................................................39 3. Procedures ..................................................................................................39 4. Components ................................................................................................42 C. Instrument.......................................................................................................43 D. Text Gathering................................................................................................44 E. Text Processing ..............................................................................................45 F. Trustworthiness ..............................................................................................47 CHAPTER IV DESCRIPTION AND INTEPRETATION..............................49 A. Description of the Participants’ Lived Experiences .......................................49 1. Asti’s Story.................................................................................................49 2. Cahyo’s Story .............................................................................................53 3. Jaya’s Story ................................................................................................56 B. Interpretation of the Participants’ Lived Experiences ....................................60 1. Pre-Figured Themes ...................................................................................61 a. Language Competence ...........................................................................61 b. Critical Thinking ....................................................................................64 c. Writing Expectation ...............................................................................67 2. Emergent Themes .......................................................................................70 a. Motivation ..............................................................................................70 b. Struggle ..................................................................................................72 c. Satisfaction .............................................................................................74 d. Learner Autonomy .................................................................................77 CHAPTER V CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS.....................................................................................80 A. Conclusion......................................................................................................80 B. Implications ....................................................................................................83 C. Recommendations ..........................................................................................84 BIBLIOGRAPHY ................................................................................................85 APPENDICES ......................................................................................................91 APPENDIX 1.........................................................................................................91 APPENDIX 2.........................................................................................................92 APPENDIX 3.........................................................................................................93

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APPENDIX 4.........................................................................................................94 APPENDIX 5.........................................................................................................97 APPENDIX 6.......................................................................................................123 APPENDIX 7.......................................................................................................127 APPENDIX 8.......................................................................................................158 APPENDIX 9.......................................................................................................161

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LIST OF TABLES AND FIGURES

TABLES TABLE 3.1. RESEARCH PARTICIPANTS ……………………………………42 FIGURES FIGURE 2.1. LEVEL IN PRODUCT OF WRITING…………………………...24 FIGURE 2.2. STAGES IN PROCESS OF WRITING…………………………..25 FIGURE 2.3. FRAMEWORK OF PRE-UNDERSTANDING OF GRADUATE STUDENTS’ LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS…………………………………………………………...33 FIGURE 3.1. RESEARCH DESIGN…………………………………………….38 FIGURE 3.2. PROCEDURE……….…………………………………………….40 FIGURE 3.3. TEXT PROCESSING……………………………………………..46

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LIST OF ABBREVIATION

AUD : Audience AI : Asti CO : Cahyo DIKTI : Direktorat Jendral Pendidikan Tinggi DRA : Drafting EAP : English for Academic Purposes EDI : Editing EFL : English as a Foreign Language ELS : English Language Studies ESL : English as a Second Language FDB : Feedback JA : Jaya L2 : Second Language PLN : Planning PUR : Purpose REV : Revising SBJ : Subject SO : Style and Organization

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LIST OF APPENDICES

APPENDIX 1 Informed Consent Form 1 (Asti) ………………………………...85 APPENDIX 2 Informed Consent Form 2 (Cahyo) ……………………………...86 APPENDIX 3 Informed Consent Form 3 (Jaya) ………………………………..87 APPENDIX 4 In-Depth Interview 1 (Asti) ……………………………………..88 APPENDIX 5 In-Depth Interview 2 (Asti) ……………………………………..91 APPENDIX 6 In-Depth Interview 1 (Cahyo) ………………………………….117 APPENDIX 7 In-Depth Interview 2 (Cahyo) ………………………………….121 APPENDIX 8 In-Depth Interview 1 (Jaya) ……………………………………152 APPENDIX 9 In-Depth Interview 2 (Jaya) ……………………………………155

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ABSTRACT Ardiyarso Kurniawan. 2016. Graduate students’ lived experience in writing academic papers. Yogyakarta: Sanata Dharma University. The transition from undergraduate to graduate studies is still believed to be more challenging compared to the transition that the students experienced when moving from high school to university level. It requires students to have more reading and more writing. Thus, having a higher level of ideas, discussions, and questions are challenges that the students faced. Writing academic papers is one of the important aspects at the university level, especially for graduate students. Each semester, they have to deal with writing journals, articles, mini research, etc., which are categorized as academic papers. It imposes students to be able to write in English contextually. Students may face difficulties and challenges in writing academic papers, in the context of English as a foreign language, due to their language competency level. This study describes and interprets the lived experience in writing academic papers of the graduate students of English Language Study at Sanata Dharma University, Yogyakarta. It investigates how they give meaning to academic writing. This study discovers the essential meaning of lived experience in writing academic papers of three graduate students of English Language Studies of Sanata Dharma University in writing academic papers. Referring back to their experience in writing academic papers unveils the participants’ understanding, belief, feeling, action, and intention. In order to reveal the lived experience, the researcher collected texts from the participants who have experienced writing academic papers. This study employed in-depth interviews to obtain the texts. Thus, better understanding and interpretation of the lived experience could be found. The three illuminating participants are from different majors, namely; education, linguistics and literature. A recorded data from in-depth interviews with three participants were analyzed qualitatively using a phenomenological method of analysis. The data were analyzed by transcribing, listing and preliminary grouping, reduction and elimination, thematizing the invariant constituent, final identification of the invariant constituent, constructs an individual textural description, construct an individual structural description, and incorporating textual and structural description. Interpretation was the following process. The finding of this study is the description and interpretation of three participants’ lived experience in writing academic papers. There are two meanings based on the interpretation of the participants’ lived experiences, namely prefigured themes and emergent themes. Pre-figured themes were determined based on the logical theories. On the other hand, emergent themes were found during the research process. In the pre-figured themes, there are three main types of assigned meaning: language competence, critical thinking and writing expectation. There are four emergent meanings assigned in this study: motivation, struggle, satisfaction, and learner autonomy. It is argued that the findings provide implications of academic writing for the research participants (students in particular), graduate students (in general), and also for lecturer. As the participants, they got involved in this research, so they could share their experiences. By experiencing process and product of

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writing, they would have a self-actualization which enables them to gain better academic writing skills. It can further be used by the lecturers, in EFL context in contributing insights into the aspect of writing that students need support. In addition, the findings would be beneficial for the institution in sharpening the guidelines on academic writing. Keywords: Lived Experience, Academic Writing, EFL context

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ABSTRAK Ardiyarso Kurniawan. 2016. Graduate students’ lived experience in writing academic papers. Yogyakarta: Sanata Dharma University. Masa transisi dari Strata 1 (S1) menuju Strata 2 (S2) masih diyakini menjadi masa yang lebih menantang dan mengejutkan dibandingkan dengan masa transisi yang siswa alami ketika dari Sekolah Menengah Atas (SMA) menuju ke aras Universitas. Siswa dituntut untuk lebih banyak membaca dan menulis, terutama dalam hal akademis. Lebih dari itu, tingginya tingkatan ide, diskusi, dan pertanyaan merupakan hal-hal menantang yang dialami oleh para siswa. Menulis makalah akademis merupakan salah satu aspek penting ditingkat universitas, terutama bagi mahasiswa pascasarjana. Di tiap semester, mereka dituntut menulis jurmal, artikel, penelitian, dan lain sebagainya, yang mana merupakan bagian dari makalah akademis. Mahasiswa mungkin merasa sulit untuk menulis makalah akademis dalam konteks Bahasa Inggris sebagai Bahasa Asing yang dikarenakan oleh tingkat penguasaan bahasa mereka. Hal inilah yang memaksa mahasiswa untuk dapat menulis dalam Bahasa Inggris secara kontekstual. Penelitian ini mendeskripsikan pengalaman mahasiswa pascasarjana Fakultas Bahasa Inggris dalam penulisan makalah akademis di Universitas Sanata Dharma, Yogyakarta. Penelitian ini meneliti tentang bagaimana mahasiswa memaknai penulisan makalah akademis. Penelitian ini mencari makna dari pengalaman langsung yang dihadapi oleh tiga orang mahasiswa pascasarjana Fakultas Bahasa Inggris di Universitas Sanata Dharma dalam menulis makalah akademis. Bersumber dari pengalaman mereka, pemahaman, keyakinan, perasaan, tindakan dan tujuan siswa dalam menulis makalah akademis dapat terungkap. Guna mengungkap pengalaman hidup mereka, peneliti mengumpulkan teks-teks dari partisipan yang notabene telah memiliki pengalaman dalam menulis makalah akademis. Penelitian ini menggunakan in-depth interview guna mengumpulkan teks-teks yang dimaksud. Dengan demikian, pemahaman dan intepretasi dari pengalaman hidup dapat ditemukan. Ketiga orang partisipan dalam penelitian ini berasal dari program studi yang berbeda, yakni; pendidikan, linguistik, dan sastra. Rekam data dari hasil wawancara dengan ketiga partisipan tersebut kemudian dianalisa secara kualitatif dengan menggunakan metode analisis phenomenology. Pengolahan data dilakukan dengan membuat transkrip, menyalin dan pengelompokan awal, reduksi dan eliminasi, tematisasi komponen invarian, identifikasi akhir komponen invarian, menyusun deskripsi tekstual perorangan, menyusun deskripsi struktural perorangan, dan menggabungkan deskripsi tekstual serta struktural. Proses selanjutnya yakni interpretasi. Hasil dari penelitian ini merupakan deskripsi dan interpretasi dari pengalaman langsung ketiga partisipan dalam menulis makalah akademis. Berdasarkan interpretasi dari pengalaman ketiga partisipan tersebut ditemukan dua tema, yakni tema yang diduga dan tema yang muncul. Tema yang diduga ditentukan berdasarkan kebenaran secara logis, yaitu: kompetensi bahasa, pemikiran kritis, dan ekspektasi penulisan. Sementara, tema yang muncul

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merupakan tema bentukan berdasarkan data yang ditemukan selama proses penelitian berlangsung yang mana dibagi menjadi empat, yakni: sikap, motivasi, kemandirian pembelajaran, dan pengelolaan penulisan. Dapat dikatakan bahwa hasil dari penelitian ini memberikan implikasi tentang penulisan makalah akademis bagi partisipan (siswa khususnya), mahasiswa pascasarjana (secara umum), dan juga bagi tenaga pendidik atau dosen. Sebagai partisipan yang mana telah terlibat didalam penelitian ini, maka mereka dapat berbagi pengalaman-pengalaman mereka. Dengan merasakan langsung proses juga hasil dari menulis, mereka akan memperoleh keterampilan menulis yang lebih baik. Penelitian ini kemudian secara lebih lanjut juga dapat digunakan oleh tenaga pendidik khususnya didalam perkuliahan dengan konteks Bahasa Inggris sebagai Bahasa Asing, sebagai bentuk kontribusi wawasan dalam aspek menulis bahwa siswa memerlukan dukungan. Selain itu, temuan dari penelitian ini bukan hanya bermanfaat bagi tenaga pendidik atau dosen saja, namun juga bermanfaat untuk mempertajam pedoman dalam penulisan akademis. Kata kunci: Pengalaman hidup, penulisan akademis, EFL konteks

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CHAPTER I INTRODUCTION

This study intends to investigate graduate students’ lived experience in writing academic paper at the graduate program. It attempts to reveal the meaning of writing academic paper in EFL context. Therefore, this chapter presents the relevance and feasibility of the project which covers background of the study, problem identification, problem limitation, the research question, and the research goals and benefits as well.

A. Background Language learning has two important elements in determining how and how well the learners learn language. Those elements are styles and strategies. In brief, learning styles refer to patterns which give directions to learning behavior. On the other side, learning strategies refer to specific actions to overcome a difficult language task. It is used by learners to enhance their own learning. Griffiths and Parr (2001) noted that a number of methods and approaches have been developed to the teaching and learning of language. However, a given strategy or styles are neither good nor bad. It means that it is essentially neutral as long as the context of its use is considered. In other words, no single strategies and styles fit all students. Researchers have found numbers of variables such as age, gender, individual difference, motivation, cultural background, etc., which affect the use of language learning styles and strategies. However, current literature points out

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that learners’ individual and collective styles and strategies preferences are strongly advised instructors engaging in language classroom (Bull & Ma, 2001; Fan, 2003; Oxford, 2003b; Yamamorio et al., 2003). In relation with this study, English language has been used as medium of communication in academia, both written and spoken. Allen (in Swales, 1998), also regards language as an important communication aspect of study subjects. In a university level, writing an academic paper is one of the partial requirements. Assignment, journals, articles, mini research project, and even thesis are the examples of the partial requirements which play important roles, as supported by Zhu (2004). Furthermore, writing academic paper helps students in expressing and communicating ideas and arguments. In EFL (English as a Foreign Language) context, graduate students are expected to be able to write good EFL academic papers. In contrast, several studies reveal that EFL graduate students still face difficulties in writing their academic papers such as, grammar, organizing ideas, paraphrasing, and rhetoric. Thus, a major challenge for EFL students of graduate school in Indonesia is academic writing. As a graduate student, I realize the pressure to write, publish and even present the papers in particular seminar or journals. Several studies indicate that student writing poses specific challenges for English Foreign Language (ESL) and English Foreign Language (EFL) teaching and learning contexts across the globe; in this context, in higher education institutions (Lillis and Scott 2007; Ivanic and Lea 2006; Lea 2004; Munro 2003). Lea and Street (1998:157) report that literacy standards in higher education institutions are very low. As a result, students cannot write properly. It could not


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be denied that lecturers often complain about the ability of their students in writing. Munro (2003:327) confirms this view and argues that dealing effectively with the difficulties of the students’ literacy and poor academic writing skills, is a challenge that universities have to contend with. There are several research related to academic writing in EFL context (Hung & Young, 2015; Chokwe, 2011; Hasan & Akhand, 2010). Mostly, they investigate problem in writing academic paper in EFL context. Thus, factors and problems are the common topic in academic writing. In addition, most of the participants in those studies are non-English undergraduate students. This study focuses on how the graduate students’ lived experiences in writing academic papers. The researcher tries to discover their lived experiences that relate to writing academic papers.

B. Problem Identification Studies on academic writing in university level may include various issues of investigations. The wide range of issues could become topics with different perspective of studies such as writing as a product, process and so on. In writing academic papers, the students’ experience may vary one another. The experience itself covers understanding, intention, feelings, belief, and action of the students (Bradley, 2005). Hence, students experience in writing academic papers reveals those five fields. As EFL students, they may have experienced some difficulties in writing academic papers. Mostly, grammar and vocabulary, implementation of writing skills, and integrating knowledge are the barriers faced by EFL students in writing


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academic papers. Another factors that associated with writing problems in foreign language are different cultural background (Imtiaz, 2003), textual patterns, process and product of writing and personal characteristics of the students (Angelova, 1999). In similar, university students in Indonesia have difficulties in expressing their ideas in their academic writing. Sadik (2009) conducted a study on academic writing of Indonesian university students. Her study indicates that those students have problems with limited knowledge of writing strategies, grammatical structure, and low interest in writing. Another study from Mistar et al. (2014) shows that the students are lack of knowledge in writing. It can be inferred that the lack of knowledge in writing are associated limited knowledge of writing, and not given enough time to practice writing. The Directorate of Higher Education (also known as DIKTI) makes a comparison to other Asian countries, such as Thailand, Japan, and China. The results shows that a relatively low number of Indonesian students publishing in international journals. In this study, investigating the lived experiences of writers, both through process of writing and the texts they produced are the focus in this study. Furthermore, understanding on the meaningful experiences of academic writing in English Foreign Language context is challenging. To achieve with the goals of this study, it uses different methodology compare to the other studies. This study will stand on the phenomenology in which interpretive is used to answer the research question through the narratives of the research participants on academic writing.


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C. Problem Limitations A number of studies attempt several approaches in academic writing at university level. Those studies tend to consider aspects of students’ need in writing. One of the considerations is by facilitating the students with technology supports while writing academic papers. Therefore, this study focuses on how the students give meaning on writing academic papers. This study was conducted in English Language Study of Sanata Dharma University. The participants of this study were three graduate students in English Language Study who have written academic papers. In addition those students could give rich descriptions of their lived experience in writing academic papers. The aim of this study was to tell a shared experience of writing academic papers in EFL context. Meaning that, it mainly discussed the graduate students’ livedexperience in writing academic papers in ESL context. Furthermore, this study elaborated several aspects related to the participants’ experiences in writing academic papers. First, it covered how the participants experience academic writing. Second, how the participants gave meaning of academic writing. Next, the participants felt of the academic writing. In order to describe and interpret the meaning of lived-experience in the attempt to determine the essential meaning of writing academic papers, this study employed hermeneutic phenomenology proposed by Van Manen (1990). After all, the way they experience difficulties, failures and success also covered in this study. The findings and results of this study might be different from the similar studies conducted in different place. In other words, similar research topics


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conducted in different context situation will have different result of suggestion and implication.

D. Research Question Academic writing may involve the process and product of writing. In order to get a meaningful description of the phenomenon of student’ lived experience in writing academic papers, this study particularly aims at finding the answer of the following question: What is the meaning of writing academic paper to ELS students? Therefore, this generated question is expected to obtain the meaningful description and interpretation of graduate students’ lived-experience in writing academic papers. Moreover, it leads into the structure in constructing the interpretation of the participants’ lived-experience for obtaining a meaningful text.

E. Research Goal and Objective The immediate goal of this study was attempted to describe and interpret the graduate students’ lived-experience in writing academic papers in EFL context. Therefore, the description and interpretation of graduate students’ lived experience in academic writing was the result of this study. Having the description and interpretation, essential meaning of writing academic papers could be revealed. This study also proposes the intermediate goal, both for the participants and the audience. The participants could become more reflective and assign meaning from their experiences in writing academic paper. On the other hand, the


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audience was expected to have more empathic understanding, being able to perceive others’ internal frame of reference and to sense the hurt or the pleasure of other people as he or she senses it (Brodley, 1996). Thus, not only for the participants but improving audience’s emphatic understanding towards students’ understanding, belief, feeling, action and intention in writing academic paper was also the expectation of this research. As the ultimate goal of this research, it was expected to help the researcher and the audience to be more self-actualized. Having more emphatic understanding enables the audience for having a better equity in life which leads to autonomy and empowerement. As a result, empowerement will lead to self-actualization.

F. Research Benefits This research is expected to provide significant contributions for educational area, to be specific, focusing in writing academic paper. The findings of this study, description and interpretation, will give information about the meaning of giving experiences in writing academic paper to graduate students in a form of text. This study benefits the researcher to build an empathic understanding of writing academic papers as experienced by the participants. As expected in this study that being empowered and self-actualized can improve the researcher’s academic writing skill as a graduate student. The participants get involved in this research and reflect in writing academic papers. It means that they can share their experiences and have a selfactualization which is very beneficial in forming a habit in doing reflection.


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During the process of this research, the participants reflect their lived experience in writing academic papers from the beginning until the end, especially what they intend to do. It enables them in reflecting on what they have done in writing academic papers. Moreover, they can improve their performance in writing academic paper based on their reflection in writing academic papers by sharpening their goals which leads into self-actualization. This study gives the interpretation in writing academic papers which supports the policy makers of English language teaching in Indonesia. It contributes in proposing insight to teachers, lecturers and tutors in into the aspects of writing in which students require support. Furthermore, results may be used to harness or sharpen the practices of both EFL practitioners and other stakeholders with some guidelines on teaching academic writing. Meaning that, not only the lecturers but the results also give beneficial for the policy makers in the institution.


CHAPTER II LITERATURE REVIEW In this chapter, there are two sections will be discussed, theoretical review to clarify the concepts used in this study and framework of pre understanding to help constructing the framework of thinking. In the following sections, a number of related literature and previous studies on similar topics will be discussed. A. Theoretical Review Theoretical review is divided into four parts. Firstly, as the major parts, Students’ lived experience discusses the concept of lived experience. Secondly, academic writing discusses the concept in writing academic papers. The third is EFL context. It discusses the concept in English as a Foreign Language. The last part is academic writing in EFL context. This part discusses academic writing in EFL context in detail. 1.

Students’ Lived Experience In this section there are two topics which become the construct of this

study. They are lived experience, and students. Those will be discussed below. a.

Lived Experience According to Mannen (1990), lived experience is the breathing of

meaning. In this context, it leads the students to think back about something they have done (in the past), and try to find the essence from that experience. The most important point of lived experience, as stated by Dithley (1980), is self-awareness of life.

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According to Husserl (1963), phenomenology studies the structure of eight types of experience. Those structures are perception, thought, memory, imagination, emotion, desire, and volition to bodily awareness including action, and social activity, embodied linguistic activity. The structure of these forms of experience involves intentionality. Intentionality is a founding aspect of phenomenology.

It is also an

important structure of human experience and the mind as the central focus. As identified by Koch (1995) Husserl views the intentionality as key in understanding of this phenomenology. He adds that Husserl saw intentionality as a process where the mind is directed toward objects of study. The experience of each person is set in a place which expands back and forth, up and down and extends to past memories and expects or anticipates the future. McIntyre & Smith (1989) explains that intentionality is a characteristic feature of our mental states and experiences, especially evident in what we commonly call being conscious or aware. Awareness refers to an ability to identify, clarify, and self-examine certain situations. They add that a person is also conscious of physical objects and events which include his or her own self and other persons, and anything else that she or he brings before his or her mind. Consciousness is not separate from the world (Heidegger, 1962) but is a formation of historically lived experience. He believed that understanding is a basic form of human existence in that understanding is not a way we know the world, but rather the way we are (Polkinghorne, 1983). Husserl (1963) gives a further explanation on indication of a conscious experience. According to his experience, as the example, seeing and touching of


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the white paper in the dim light. It lies in front of him, appearing to him from a particular angle. The individual’s awareness yields a self-identity. Furthermore, intentionality which embodied consciousness or awareness of someone shapes and causes his or her understanding, belief, feeling, action, and intention towards things in the world (McIntyre & Smith, 1989). In addition, Ricoeur (1970) argues that in hermeneutics the critique of ideology should be incorporated into understanding. Ricoeur was particularly concerned with interpretation, primarily with interpreting text. He argues that human action should be understood as text which could provide better understanding and interpretation. Searching for hidden meanings through the interpretation is the demand in hermeneutics (Ricoeur, 1980). Thus, he believes that people always occupy an ideological position even if they are unaware of it. As supported by Landridge (2008), interpretation could be assumed as opening new possibilities. However, Ricoeur (1970) reminds that it can be seen from the position of the researcher and influenced by ideologies. Investigating the process of person’s awareness related to a particular phenomenon means to investigate event and incidents which part of the person’s historicity. For Husserl (1963), this subject of the historicity of life, should be placed in parentheses, in order to address primarily the essence of the life of consciousness. Wachterhauser (1986) argues that language and history are conditions and limitation of understanding. As he writes: “Hermeneutical theories of understanding argue that all human understanding is never 'without words' and never 'outside of time'. On the contrary, what is distinctive about human understanding is that it is always in terms of some evolving linguistic framework that has been worked out over


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time in terms of some historically conditioned set of concerns and practices" (p.6).

It can be inferred that Wachterhauser‘s statement emphasizes on the historicity. In line with the previous idea, Gadamer (1996) views an awareness of historically informed prejudices as a basic condition of understanding: "A person who believes he is free of prejudices, relying on the objectivity of his procedures and denying that he himself is conditioned by historical circumstances, experiences the power of the prejudices that unconsciously dominate him … A person who does not admit that he is dominated by prejudices will fail to see what manifests itself by their light" (p.360).

Smith (2013) states that phenomenology studies different forms of experience “just as we experience them”, from the perspective of the subject living through or performing them. Lived experience is simply experience-as-welive-through-it in our actions, relations and situations. Thus, experiences can be characterized by seeing, hearing, imagining, thinking, feeling (i.e., emotion), wishing, desiring, willing, and also acting, are ways to experience something. Therefore, knowledge manifests itself in practical actions. It enables people to discover what and how in the things of our world (Mannen, 2007). Hence, it will feature the ways in which people would experience that form of conscious activity. Moreover the leading property of types of experience is their intentionality. How people see or conceptualize or understand the object they are dealing with defines the meaning of that object in their current experience (Smith, 2013). In other words, phenomenology features a study of meaning that includes more than what is expressed in language.


13

To uncover graduate students’ lived experiences related with academic writing a reflective interpretation of the text is needed (Moustakas, 1994). It is not merely about students’ understanding and beliefs about academic writing but also students’ feelings, intention and actions. Feelings refer to the students expressions. Intention is related with the thinking result and action is taken with intention (Patton, 2002; Willis, 2001; and Wilson, 2007). Hence, in this study, lived experience is viewed as a phenomenon which is reflected in the past experience. In other words, lived experience refers on how people response a particular phenomenon. It includes understanding, belief, feeling, intention and action.

1)

Understanding According to Dufrene (1973), understanding is about knowing something

in individual version. In relation with this study, students’ understanding on writing academic papers means what students know about writing academic papers. The word “know” in here refers to all information that the students have about writing academic papers. In addition, as stated by Alvesson and Skoldberg (2000), understanding refers to comprehending the past experience in individual empathically. In line with those two previous ideas, Munhal (2008) states that understanding is knowing what something is about or something is like. Therefore, in this study, students’ understanding of writing academic papers refers to what students know of writing academic papers is about or like. In other word, students’ understanding of writing academic papers is interpreted through what


14

students know and have related with writing academic papers. It includes all the information that the students have had about writing academic papers. In addition, Cronbach (1963) argues that understanding influences belief which will be discussed in the following section.

2)

Belief Pintrich (1990), states that belief is a certain attitude toward something and

difficult to change. In relation with writing academic papers, I interpret the students’ belief as students’ attitude on writing academic papers. Their attitudes may affect their feeling. According to Lonergan (1958), there are five stages of the process of true belief. Firs stage is preliminary judgments. It includes judgments on the value of belief in general, on the reliability of the source for this belief, and also on the accuracy of the communication from the source. Second stage is a reflective act of understanding the value of deciding to believe some particular proposition. Third stage is the consequent judgment of value. Next is consequent decision of the will. The last is the assent that is the act of believing. In contrast with understanding that can change easily time to time, beliefs are relatively static and difficult to change (Tumijo, 2008). According to Nutriatmo (2009), beliefs are an instrument in defining task which concerns with values and feeling. In other word, belief plays important role in defining behavior and organizing information. In this study, beliefs refer to the belief toward writing academic papers. Students’ beliefs in writing academic papers can be identified through their judgments of writing academic papers which influenced by their understanding.


15

3)

Feeling As defined by Patton (2002), feeling refers to the expression of a particular

object. Pyle (2010) adds that feelings are related to the instincts and habits. He explains that situations in life bring very complex feelings which also known as emotions. In addition, Pettinelli (2010) supports that feelings are closely related with emotions. In this study the object is writing academic papers. In other words, students’ feeling on writing academic papers is their expression towards writing academic paper. Lived experience is about how people experience a particular phenomenon (Patton, 2002). In other word, it focuses on the feeling related to the experience they have. Therefore, students’ feelings toward writing academic papers are identified from what the students feel in writing academic papers. Thus, feeling could not be separated from lived experience.

4)

Intention The next elements to uncover the graduate students’ lived experience is

intention which simply defined by Warshaw and Davis (1985). They propose that intention refers to what people intend to achieve. Relating the theory proposed by Warshaw and Davis in this study, students’ intention toward writing academic papers is what the students intend to achieve in writing academic papers. As supported by Willis (2001), intention is what people expect about something and related with the result of thinking. In line with the definition, the students in this context may have different expectation on writing academic papers. Thus, it can be identified from personal


16

target that the students want to meet. In other word, students’ intentions in this context refer to the students’ plans to do in order to achieve their target. Wilson (2007) adds that intention has a strong relationship with action which will be discussed in the next section.

5)

Action Action is a part of experience. It involves the five senses; seeing, hearing,

touching, tasting, and smelling which requires body movements (Lonergan, 1958).

In line with Lonergan, Mannen (1990) attempts to say that lived

experience included in the hermeneutic phenomenology focuses on how people behave or act toward the reflection. Furthermore, Davidson in Wilson (2007) proposes the basic definition of action. Action is something a person does. In other words, we can say that action is what someone can do with intention. Thus, students’ action related with writing academic papers through actions that they do in achieving the goal. It means that every single person has their own actions towards their experience.

b.

Students As graduate students, the pressure to write, publish and the need to fit in

encourage academic writers to use the technical vocabulary prevalent in literary studies today. Cornell University (2012) tries to define the characteristic of graduate students. According to them, a graduate student should have a lot of selfmotivation. It drives him or her curiosity to understand how nature works. He or she should have a good critical mind. Therefore, personal responsibility for


17

learning is another important point that a good graduate student should have. This phenomenon shows the needs of a deep understanding of meaning in writing academic paper. In order to discover meanings students’ understandings, beliefs, feelings, intentions, and actions are needed as guidance (Pintrich 1990; Dufrene 1997; Willis 2000; Patton 2002; Wilson 2007). This guidance will explore the students’ experience in writing academic papers. 2.

Academic Writing The construct of academic writing is divided into two main discussions:

academic discourse and writing. Those constructs are defined and explained according to the literature. a.

Academic The use of term academic may be used as underlying most of the discourse

types used in the academia. In contrast, investigation on the meaning of academic has not been very much conducted. Therefore, there are several definitions proposed in this section. Longman Dictionary of Contemporary English (1987) defines academic as concerning education, especially in a college or university. It may refer to a certain community of teachers, lecturers, students, researchers at colleges and university level. Flowerdew (2005) proposes a clearer definition for the term academic. He views academic as a unified register in applied linguistic literature, to be specific in language teaching and learning, where courses for English for Academic Purposes (EAP) have become established as a standard response to fulfilling the English communication needs of tertiary-level students in the academy. In other words, academic discourse tends to be used within a limited range of community and audience such as lecturers, students and


18

researchers. Therefore, the term academic is commonly related to academic arguments, discussions, presentation, assignments, especially in writing. b.

Writing Hyland (2002) defines writing as a social act in which the writer will use

the regularities and convention in written discourse. It can be inferred that writing is a way of sharing ideas through written symbols that should follow certain rules, and conveys certain meaning in order to be understood by readers. Therefore, it requires a series of acts, such as write and rewrite, in order to build cohesive and comprehensive texts. In other words, writing is a written communication to transfer ideas, thoughts, and meaning involving many aspects to consider, containing many skills to acquire, needing a long process and great efforts to complete. It has certain convention and regularities that all writers should understand for their writing to be well accepted by the discourse community. Academic writing plays an important role in this research. Therefore, in this part, the concept of academic writing referring to literature reviews would be discussed. In order to make a clear distinction about what is meant by academic writing, Oshima and Hogue (1991) define academic writing as a kind of writing needed at university level, which is different characteristics from other writings in that academic writing such as audience, tone and purposes. Typically, academic writing aims to be objective, concise and formal. Therefore, it has its own tone which refers to the choice of words and phrasing. In addition, the tone of academic writing may vary significantly depending on the subject-area and the academic discipline. In this point, students should understand the audience’s expectation and the purpose of writing. Not only that, those understanding should


19

be followed by the prior knowledge and the regular pattern of organization in order to write an academic paper successfully. Therefore, students would be able to communicate the message conveyed appropriately and the audience could understand it well. Brown (2004) mentions several examples which refer to academic writing. According to him, papers, general subject reports, essays, compositions, academically focused journals, short-answer test responses, technical reports/lab reports, theses and dissertations are some examples of academic writing. Thus, academic writing shares certain features such as the use of a formal style and a structured of argument and the call for research (Davis & McKay, 1996).

1)

Purpose In general, academic writing aims to present information that provide a

clear understanding of a subject (Jones, 2005). Moreover, the specific purpose of an academic writing may variy according to the assignment, namely argumentation, persuasion, description, narration, and exposition. Bailey (2011) provides several common reasons for writing, such as to report, answer a given question, discuss a subject or synthesise research done by others.

2)

Structures, Organization and Styles In academic writing, some kind of structure is required, such as introduction,

main body and conclusion. This simple structure is typical of an essay format, as well as other assignment writing tasks (Bailey, 2011). A further explanation provided by Oshima and Hogue (1998). The introduction informs the reader about


20

the context of the subject. Then, the writer discusses issues related to the subject in the main body. Therefore, the body is the longest part of the essay. Lastly, the conclusion is like the concluding sentence in a paragraph. In other words, conclusion is a summary of the major points discussed in the main body. However, Gocsik (2005) argues that the structure and organization in academic writing will be determined by the content itself. Thus, the content of academic writing must have a declared and arguable thesis. Moreover, an academic paper is considered failed to meet the expectation of the reader if it fails to argue or inform. It is necessary to rely on several strategies in creating arguments in academic writing (Goscik, 2004). An appropriate style and conventions play an importan role in composing academic writing. In other words, the style and convention of academic writing is obviously different, compare to other kinds of writing. In university context, academic writing tends to be structured, formal, objective, impersonal, complex and contain technical language. In addition, that avoiding certain types of conventional language would be very beneficial in achieving the formal and impersonal nature of academic papers. According to the book APA Manual 6th Edition (2010), a clear communication is needed. This can be achieved by presenting ideas in orderly manner, smoothly and precisely. In other words, the continuity of ideas presentation is important. Transtitional words, such as pronoun, time-links (then, next, etc), cause-effect-links (therefore, as a result), would be beneficial in maintaining the flow of thought. It is also suggested that the writer should provide interesting and compelling tone which reflects their involvement related to the subject. Furthermore, the book APA 6th Edition (2010)


21

provides several points in maintaining precision and clarity in academic writing. Those are word choice, colloquial expression, jargon, pronouns, comparisons, and attribution (third person). After all, those issues discussed above lead into a greater accuracy and clearer communication.

3)

Accuracy in Writing In academic writing the writer should follow certain rules especially in

punctuation and grammar. Punctuation as well as grammar is universally known systems (within English speaking cultures). It maintains clarity and avoids ambiguity in expression. Thus, Bailey (2011) provides several important points in maintaining accuracy in writing. The first is abbreviation which widely used for convinence and space savings. The writer should be familiar with both, general and academic abbreviations. In order to write academic paper effectively, it is necessary to understand rather formal vocabulary used in the academic context, to be specific related to adjectives, noun and verb. Bailey (2011) argues that students often find difficulties in using articles (a, an, and the). Thus, article is another important point in maintaining accuracy in writing. The next importan point is caution. The use of caution is necessary in many areas of academic writing (Bailey, 2011) in order to avoid contradictory or absolute statements. It can be used in discussing the result of study which might be not conclusive, outlining hypothesis, and making predictions. Modal verb, adverb, and verb or phrase are the tools in avoiding contradictory statement. Another important point is conjunctions. According to Bailey (2011), conjuntions are words or phrase which link one sentence to another in similar with cohesion.


22

Cohesion means joining a text together with reference words (e.g. he, theirs, the former). Thus, the whole text is clear and readable. Another problem faced by students when writing academic papers is nouns and adjcectives. In order to understand the meaning of a word, prefixes and suffixes would be very beneficial, particularly for new vocabulary. Then, preposition is another point which needs to be considered. In general, Bailey (2011) states that preposition is commonly short word that linked to noun, verb and adjective. Accurate

punctuation

and

use

of

capitals

help

the

reader

to

understand exactly what the writer meant. It is argued that some aspects of punctuation, such as the use of commas in areas such as quotation and the use of capital are important. Thus, punctuation is the next important point in maintaining accuracy in writing, as well as singular and plural form for countable and uncountable noun. In order to avoid repetition in writing academic paper, synonym could be used as an effective way. In addition, Bailey (2011) states that synonym can be used to avoid plagiarism. Furthermore, there are another three points in maintaining accuracy in writing. Those are time words and verbs, including verb passives, references and tenses. Time words, such as during and since, are often used in introductions or general statement (Bailey, 2011). The passive form is another feature of academic writing. As discussed previously, it is important to make the writing more impersonal and formal. Verb of references is used for introducing quotations or of other writers’ ideas. The word “claims” and “states” are the example of verb of reference which commonly used. In addition, these verbs indicate the position of the writer whose ideas are being summarized (Bailey, 2011). As the last, it is


23

important to be clear about which time phrases control the tenses of verbs when writing paragraphs. Afterall, those important points proposed by Bailey (2011) summarized aspects in academic writing that the writer should follow and pay attention in maintaining writing accuracy. 3.

Academic Writing in EFL context Academic writing is often developed in students through formal

instructional settings which may be influenced by overall proficiency in L2 (second language) for EFL (English as a foreign language) students (Giridharan, 2011). No doubts that students need to advance their own ideas and engage the reader in academic discourse in writing academic contexts. A Research studies conducted by Kelley (2008) reveals that successful academic writing plays important role for students entering tertiary levels of post-secondary. In other words, academic writing is the language of scholarship and demonstrates eligibility of higher education. English as a Foreign Language (EFL) is generally used to refer to situations in which English is neither generally used for communication, nor used as the medium of instruction. Moag (1982) presents three characteristics of EFL; a low degree of official recognition, a low rate of use-related features, and indifferent prestige in learner society. In line with Moag’s characteristics, Richards, Platt, and Weber (1985) try to define EFL as the role of English in countries where it has unclear status and function even it is taught as a school subject. In addition, Judd (1987) supports that in an EFL situation English serves less communicative function and has no special status or use over any other foreign language.


24

There are several related issues concerning academic writing, namely process of writing and product of writing as offered by Jordan (1997) and Nunan (1999). They argue that over the last 20 years product and process approaches have dominated much of the teaching of writing in EFL classrooms. According to Gabrielatos (2002) product approach refers to a traditional approach in which students are expected to follow the standard given and construct a new piece of writing. Steele (2004) divides four stages in product writing as shown in the figure 2.1 below.

ModelText Controlled Practice Ideas Organization Practice

Figure 2.1. Level in Product of Writing (adopted from Steele, 2004)

First, by having model texts, students focus on where and how the writer employs features and techniques used in it. Second, students are asked to practice using features and techniques. The third stage focuses more on where the ideas are organized. In other words, organization of ideas is important as well as the language control. As the last stage, students tend to use the skills, structures, and vocabulary they have been taught in producing the product. In brief, imitating and transforming model of writing are the activities on the product of writing.


25

In contrast, it is necessary to define the process of writing. As defined by Jordan (1997) process refers to how a product is produced. Kroll (2001) adds that process of writing focus more on the promoting the language use development, such as brainstorming and rewriting. Seow (2002) divides writing process into four stages: planning, drafting, revising and editing, as presented in the figure 2.2 below.

Process Activation

Planning

Drafting

Process Termination

Editing

Revising

Figure 2.2. Stages in Process of Writing (adopted from Seow, 2002)

As the first stage, planning is the stage where the students collect related information with the topic they have. It could be done through brainstorming. Harmer (2004) adds that the students have to consider three main issues while planning their writing. Firstly, they have to consider the purpose of their writing which affects the language used, and the information included. Secondly, considering the audience is also necessary. The language choice is the example. The last issue is content structure. Harmer (2004) explains that it refers to how best to sequence the facts, ideas or arguments which they have decided to include.


26

The second stage in process of writing is drafting. In this stage, students put ideas and information all together. The next stage, revising, is related with feedbacks, either from teacher or peers. Seow (2002) mentions that in this stage the students could measure how effective they shared their ideas to the audience. Editing is the last stage in process of writing. It allows the students to check their grammar, punctuation and word choices.

Seow (2002) adds that process of

writing also includes process activation prior to planning and process termination after editing. Brown (2004) simplifies the stages of writing process into three; prewriting, drafting and revising. He adds that basically the various writing stages are all root from similar ground. After all, the distinction between process and product of writing can be summarized. The process writing represents a change in teaching writing from the product of writing activities (the model text) to ways in which text can be developed. This study use those two perspective academic writing, both as a product and process. The process of writing will focus on the students’ steps in writing their academic papers. Meanwhile the product of writing tends to understand how students deal with all the difficulties, failures and success in writing the academic papers. In Indonesia as the setting of this study, most people have a very low need to speak English on a daily activity, so English is instructed as a foreign language (EFL). English language is still being taught as a classroom subject, with students rarely interacting with anyone except their teachers and classmates.


27

In Indonesia, although many EFL students at university have a general understanding of grammar rules, it does not mean that they are able to write academically at levels expected. They are required to deal with variety of writing tasks depending on their chosen degrees. Each task has its own characteristic which varies from one to another. On the other hand, each assignment type of writing has a clear structure as the guideline. Thus, as stated by Horner & MinZhan, (1999); Rose, (1989) criticism has been directed against students’ inability to write at acceptable levels particularly among EFL students. Those compound the academic writing difficulties experienced by EFL students at tertiary levels. Literature confirms the inadequacies experienced by university EFL students in their academic writing in English. B. Related Research Reports In this section, some related research reports on academic writing will be reviewed in order to show the links of the research problems, their possible emergent complexities and also discover the place of this study. A number of researches on academic writing have been conducted in investigating deeper problems encountered by university or college students. Thus, recognizing important issues in writing academic paper is necessary. Hung & Young, 2015 conduct a study on adopting E-Readers to facilitate EFL students’ process based academic writing in the graduate level class entitled in a northern Taiwan university. This study explored the effectiveness using the ereaders to facilitate EFL students' process-based academic writing. E-readers are portable electronic devices designed for reading digital books and electronic documents, such as the Amazon Kindle, the Sony Book Reader and the B&N


28

NOOK. Those devices have been introduced into the market with the increasing growth of sales. The result of this study shows that the process of reading, annotation and information retrieval, was affected by e-readers. Not only that, ereader can be a tool for reciprocal peer review in assisting academic writing for EFL

students.

Compared

to

the

conventional

paper-based

materials, e-readers are significantly beneficial for students’ academic writing progress. In addition, E-readers could create a better writing environment in the process-based writing approach. Chokwe (2011) write a report on first year ESL students’ conceptions of writing and how these conceptions influence their academic writing in South Africa. This study also includes the expectation, respond and understandings of the tutors on the student writing. The study has been done by a qualitative research methodology and case study approach as research design. The result of the study shows that students were underprepared for engaging in the academic writing activities required at university level. Moreover, students had a different perspective categorized their writing skills as average, tutors. On the tutor perspective, the findings reveal that students still struggle with aspects of writing such as, grammar, spelling, the structuring of essays which includes coherence and cohesion in paragraphs. Despite the fact that students valued feedback highly, in some instances tutors did not provide adequate, understandable and useful feedback (Chokwe, 2011). Hasan & Akhand (2010) discuss the approaches to writing in EFL/ESL context: balancing product and process in writing class in United International University of Bangladesh. The result of the study indicates that the combination


29

of product and process is superior to the presentation of the learners. This study provides valid evidence in supporting the view that the combination of both approaches tends to facilitate the learners to undertake a writing task to be developed. Moreover, the advantages of using a product-process approach in evaluating the effects of writing tasks are appraised. Maharsi (2007) write a thesis on academic writing experience of undergraduate

students

of

Industrial

Technology.

This

study

discusses the academic writing experiences of the undergraduate International Program (IP) students of Industrial Technology at Islamic University of Indonesia which focuses on the students’ perception of academic writing. Moreover, it explores how they give meaning and actualize themselves through academic writing. This study shows that the students have limited knowledge of writing skills, exposures of reading materials of their discipline, and inadequate feedbacks while experiencing the stages of writing process. Despite the fact that students are aware of this importance of academic writing, not all students could take necessary efforts in improving their academic writing.

C. Characteristics of Source of Texts Academic writing is a kind of writing that is commonly produced by academicians such as lecturers, students, and researchers. Hence, it possesses particular characteristics of particular subject, purposes, audience, and the language discourse used in their writing. According to Hinkel (2004), academic writing is developed in students through formal instructional settings. Myles (2002) adds that it involves composing, developing and analyzing ideas, implying


30

the ability to rephrase information in the form of narratives, or transforming information into new texts as in argumentative writing. In addition, the proficiency in academic writing may be influenced by cognitive development, educational experiences and overall proficiency in L2 (second language) for ESL (English as a second language) students (Giridharan, 2011). Newby et al. (2000) states that in today’s world, demands on the students have increased significantly. The students are required to use high-order reasoning skills in solving complex problem. According to Zhu (2004), in a university level, writing an academic paper is one of the partial requirements such as: assignment, journals, articles, mini research project, and even thesis are the examples of the partial requirements which play important roles. Writing academic paper helps students in expressing and communicating ideas and arguments. Therefore, Newby et al. (2000) argues that the increasing demand on education enable learner acquire higher-level skills. In other words the students will be ready to solve complex problem in the real world. In summary, the participants in this study are graduate students who experienced writing academic papers such as respond papers, journals, articles, mini-research project and even thesis. Having experienced in writing academic papers such as: assignment, journals, articles, mini research project, play important roles, made the students prepared themselves to face today’s world demands: using high-order reasoning skills in solving complex problem. D.

Framework of Pre-Understanding This section provides the connection of the related theory which leads to

the pre-understanding of the graduate students’ lived experience in writing


31

academic papers. Furthermore, the answer of the research question is presented and determined tentatively. In this research, lived-experienced is defined as a phenomenon which reflects as a meaningful experience. The phenomenon itself is reflected in the past experience. It is not merely about understanding and beliefs but also feelings, intention and actions of a phenomenon. Thus, graduate students’ lived experience in writing academic papers is interpreted as how writing academic papers give meaning to the students. In other words, it is about what the students’ responses toward writing academic papers. The responses cover their beliefs, understanding, feelings, actions, and intention on writing academic papers. Students’ experience, awareness, and intention writing academic papers become the foundation in unveiling their understanding, belief, feeling, action, and intention. Therefore, students’ understanding, belief, feeling, action, and intention are used to represent the essential meaning of their lived experience in writing academic papers. Therefore, students’ belief on writing academic papers is defined as a certain attitude on writing academic papers which difficult to change. On the other hand, students’ understanding on writing academic papers is a mind representation of what writing academic papers is about. In this study, feelings refer to the expression what the students feel about writing academic papers. Intention is what the students expect in writing academic papers. In relation with intention, action in here refers to what the students do with their intention or expectation in writing academic papers.

The discussions on the concepts of academic writing within English can be summarized that graduate students’ lived experiences on academic writing which may vary. Not only that, it can be seen as a product and process.

In

order

to


32

improve writing an academic paper, student need to focus on what they are doing for writing academic paper, not only about the product or results but also the process of it. In other words, students need to maintain their understanding, beliefs, feelings, intentions, and actions which lead them to a better actualization. As stated previously, students’ lived experience, in writing academic papers may suggest different experiences and issues at graduate level of English Language Studies at Sanata Dharma University. In other words, problems could not be seen as an individual. It might cover both the process and product of academic writing. The process of writing focuses on steps in writing which divided into four stages; planning, drafting, revising and editing. On the other hand, the product of writing focuses more on how students deal with all the difficulties, failures and success in writing the academic papers. In summary, figure 2.1 describes the framework of pre-understanding of graduate students’ lived experience in writing academic papers.


33 Academic Writing

Product

Process

Graduate students’ Lived Experience in Writing Academic Papers

Understanding

Belief

Feeling

Intentio n

Action

Pre-Figured Themes

Language Competence

Critical Thinking

Writing Expectation

Figure 2.3. Framework of pre-understanding of graduate students’ lived experience in writing academic papers

In brief, the pre-figured themes are derived from the theories presented in the previous sections. I provide three pre-figured themes as tentative answers for my research questions, language competence, critical thinking, and writing expectation. Based on the participant characteristics presented previously, writing academic papers requires conscious effort and much practice in composing, developing, and analyzing ideas. In other words, writing skills should be learned through experience and practiced continuously. Not only that, in relation with second language acquisition, students may have struggle with social and cognitive


34

challenges. Therefore, language competence is the first pre-figured theme in this study. In addition, language competence refers to knowledge of and ability to use language resources to form well-structured messages (Bagaric & Djigunovic, 2007). Another aspect to support language competence is critical thinking. Having experiences in writing academic papers, graduate students are expected to write a good quality of academic papers. They have to raise their critical thinking and apply it into their paper. Critical thinking means skills such as: selection, evaluation, analysis, reflection, questioning, inference and judgment. It is one of the constructs which has been proven to be a good predictor of academic performance (Giancarlo & Facione, 2001). Therefore, it plays an important role in the acquisition of language skills particularly in writing (Elder & Paul, 2006). Based on this issue, critical thinking is the second pre-figured theme in this study. In relation with the previous explanation, students face challenges in developing functional language skills. Thus, it leads into another challenge in writing academic papers: to integrate critical thinking into their writings. It requires several stages before the students could integrate their critical thinking and language competence appropriately. Integrating critical thinking within academic papers is time consuming. It involves students to be creative: making things up in the academic papers: factual and objective, communicating ideas and arguments clearly, and attempting to enhance the audiences’ knowledge. It is expected that by writing academic papers graduate students could have opportunities in practicing how to compose, develope, and analyze ideas. In other words, it enhances the graduate students in improving their academic writing


35

skills, language competence and critical thinking. Therefore, writing expectation is the last pre-figured themes in this study. Thus, in order to describe the “things” and set the assumptions, these themes are bracketed. In other words, bracketing is used in order to reveal the essential meaning of the experience. This results leads to help students in improving and guiding them through learner autonomy.


CHAPTER III RESEARCH METHODOLOGY

In this chapter, to ensure the treats and trustworthy to describe of interpretation the lived experience of the research project 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 Goal and Method The goal of this study was to find the essential meaning of writing academic

papers to graduate students. This study applied the phenomenology methodology for this study which focuses on describing meanings of individuals’ lived experience of phenomenon. According to Mannen (1990), phenomenology aims to transform lived experience into textual expression. Furthermore, Moustakas in Cresswell (2007) adds that the description consists of what and how the participants experienced it. Lincoln and Guba (1985) argue that the interactions among participants and research are the core in this approach. In order to gather the data, Patton (2002) suggests that in-depth interview should be conducted in the study with the participants who experienced the phenomenon.

36


37

Phenomenology has two different approaches. First, transcendental phenomenology focuses more on effectiveness and efficiency. As stated by Moustakas (1994) it pays more attention on the description of the participants’ experiences. Second, hermeneutic phenomenology which interprets the text of life will results more on self-actualization and better understanding of a phenomenon (Mannen, 1990). Meanwhile transcendental phenomenology is focused on the description, hermeneutic focused more on the interpretation. In addition, the data are collected from a person who have experienced the phenomenon and later transformed into a description which covers the individual’s experience. The description consists of what they experienced and how they experienced it. Hermeneutic phenomenology was the focused in this study. It seeks to go beyond description in order to discover meanings that are not immediately apparent (Merleau-Ponty, 1996). Thus, it helps the researcher to figure out the participants’ lived-experience in writing academic paper which can lead to selfactualization, autonomy, and better understanding in English Language Studies (ELS), was the focused in this study. In line with Mannen (1990), hermeneutics describes the phenomenon from lived experience and interprets as text of life. Thus, this research was focused on the lived experience of graduate students who wrote academic papers. The purpose of this research was to transform the participants’ lived experience into textual expressions and assign meaning from the experience, as in the essence of hermeneutic phenomenology study (Manen, 1990: 25).


38

B.

Research Design I planned to design this study as a way to tell and revealing problem of human

life. There were four aspects covered in this research design; specified goal, context, process, and components as shown in figure 3.1 below. Research Identity Title: Graduate students’ lived experience in writing academic papers Context 1. Setting: The Graduate Program of English Language Studies (ELS), Sanata Dharma University, Yogyakarta 2. Time: Desember 2015-March 2016

Specified goal To describe and interpret the English graduate students' lived experience in writing academic papers

Procedures

Source & Nature of texts

1. Determine the source of text 1. 2. Collect significant information from the initial interview 3. Arrange some pointers for interview 4. Conduct the interviews 2. 5. Describe the text 6. Interpret the text

The source of the texts: three illuminating graduate students The nature of the texts: a narrative

Figure 3.1 Research Design 1. Specified Goal The focus of this research was to explore the meaning of graduate students’ lived-experience in writing academic papers. In other words, this research focused on the graduate students’ skills and knowledge in writing academic papers. Moreover it was intended to understand the stories from the participants’


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perspectives about their experience in writing academic papers and assign meaning from it. Furthermore, this research described and interpreted the participants understanding, beliefs, feelings, action and intention towards writing academic papers in order to get the essential meaning of the phenomenon.

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 of 2014 academic year. They had passed three semesters in the English Language Studies Graduate Program of Sanata Dharma University and experienced writing a number of academic papers throughout the semesters. In addition, I had a good relationship among those three participants since they were my classmates in ELS. This research was conducted in December 2015 until the end of March 2016. In mean time, I conducted initial interview and in-depth interviews to gather the data for this research.

3. Procedures There were several steps in conducting this research: determining source of the text, arranging pointers for the interviews, conducting initial interview and indepth interviews. Describing and interpreting the text were the following steps. Again, this research attempted to explore the meaning of graduate students’ livedexperience in writing academic papers. The steps in conducting this research are


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determining the source of the texts, conducting an initial interview, arranging some pointers for the interviews, conducting in-depth interviews, and describing and interpreting the texts, as illustrated in Figure 3.2.

Goal: Describing and interpreting graduate students’ lived experience in writing academic papers

Figure 3.2. Research Procedure


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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 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 themes. It led the researcher, as the following step, to generate the themes 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 themes were made in describing the texts. In addition, the description of the participants’ lived experience in writing academic papers 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.


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4. Components The sources of the text of this study were three illuminating participants of ELS students of 2014 academic year. In addition, those participants had different background of streams in ELS; Education, Linguistics and Literature. The participants can be seen in the table 3 below. Table 3.1 Participants in the research Information

Major

Asti

ELS Student 2014

Linguistics

Jaya

ELS Student 2014

Education

Cahyo

ELS Student 2014

Literature

Participants (Pseudo name)

As the components of the study, the source of data in this research was graduate students of ELS who experienced writing academic papers in English Language Studies, Sanata Dharma University. According to Creswell (2012), there is should be a consideration

in selecting the participants

in

phenomenological study. He points out that in a phenomenological study, a researcher needs to find more individuals who have experienced the phenomenon. Thus, all the participants in this study were all selected based on the consideration as stated previously. In addition, Moustakas (1994) states another consideration in selecting the participants which is the illumination aspect. In selecting the participants, there are four criteria as proposed by Moustakas (1994). First, the research participant must have experienced the phenomena. Second, the participants are interested in understanding its nature and meanings. Third, they have a great willing to participate in a lengthy interview. The last, the participants


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allow the researcher to record the interviews and publish the data in a dissertation and other publications. In addition, the participants were selected based on the illuminating aspects. All the participants in this study were selected because they could give rich descriptions of their lived-experience and were willing to share their lived experience in writing academic papers. Furthermore, it was expected the lived-experience of writing academic papers can be deeply investigated by selecting those three illuminating participants. As a hermeneutic phenomenology research, the data was 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, indepth 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.

Instrument In line with the research method stated in the previous section, I used in depth

interview as the main instrument. Through the interview, the participants’ livedexperiences can be explored. It also provides detailed information. According to


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Van Mannen (1990) in depth interview can be used to collect data of lived experience. This study focuses on exploring the participants’ lived experiences, to be specific in writing academic papers. Meaning that, they had a chance in telling their experiences and memories about writing academic papers. Thus, in depth interviews were used to uncover the participants’ experience, to be specific, writing academic papers. In addition, a snow balling technique was used in exploring the participants’ experiences in writing academic papers. Therefore, the follow up questions were based on the participants’ responses. The participants could share their experiences freely without any hesitation. In other words, they had a chance in exploring their memories related with writing academic papers. In order to assign the essential meaning of the phenomenon, the interview itself had to cover five elements of lived experience: understanding, belief, feeling, action and intention. D.

Text Gathering As stated in the previous section, this research applied in-depth interviews in

order to gather the texts. In addition, the in-depth interviews were conducted within 1st of March 2016 until 22nd of March 2016. A good relationship between the researcher and the participants play an important role in the interview process. Therefore, an initial interview was conducted for each participant so they could talk freely in a comfortable atmosphere. This initial interview was conducted on a separate day prior to the in-depth interview. Thus, the in-depth interviews were conducted twice for each participant.


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In gathering a text or anecdote, Creswell (2003) states that making preparation of interview protocols, audiotape and field notes are important. The constructs were lived experience and academic writing. However, possible changing might be happened during the interview process. Creswell (2003) suggests what so called as “bracketing”. It means that the researcher should put aside the topic and let the participants talk freely. As the researcher I used bracketing in order to collect the data from participants and took the significant statements. After the interview data were recorded, soon they were transcribed. Confirming the data to the participants was following after. In other word, member checking applied after interpreting the participants’ stories in order to ensure the trustworthiness. 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 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.


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Collecting and organizing the data Validating the findings

Coding the data

Intepretating the findings

Description and theme Reporting the findings

Figure 3.3 Text Processing (Adopted from 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


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example is 5-AI2-10-PLN-PCS. It consists of six parts, 5, AI2, 10, PLN, PCS. 5 refers to Appendix 5. AI represents Asti, the name (pseudonym) of the participant and 2 refers to in depth interview 2. 10 represent the line number in the transcription. PLN refers to planning which represent planning. The last, PCS represents process which is the category. In brief, the reader could trace the code in the appendix and directly go to the second in depth interview of Asti in 10th line of the transcript. In description and themes, the researcher uses the code in order to generate a description of people, setting, categories or themes. 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. As the next step in processing the text, interpretation, meanings were revealed, essential problems are proposed. Furthermore, in validating the findings, the researcher validated the finding by doing member checking. F.

Trustworthiness According to Cresswell (2003) credibility and accuracy are the conclusion

made which come from the credible, defensible, and warranted data. Member checking allows the participants to give comment of the data to confirm whether their statements are similar with what they intend to say or not. In other word, member checking covers the three points explained before. This study used member checking to ensure the credibility of this study. Therefore, all the participants in this study were all asked to check the transcription, description and interpretation. Creswell (2007) adds that member checking also involve taking data, analysis, interpretation, and conclusion back to


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the participants in order to check the accuracy and validity. In this study, all the participants were asked to review the transcript and a brief analysis of the interview to verify the data. In general, the participants were all agree with the content of the transcriptions. They gave comments on the transcriptions such as, spelling errors and incorrect names of places. Hilss (2012) supports that member checking can be used to verify and clarify the content of the participants responses.


CHAPTER IV DESCRIPTION AND INTEPRETATION 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 who were being interviewed;

Asti, Cahyo, and Jaya. They are pseudonyms. They were ELS students of 2014 coming from different majors, i.e. Linguistics, Literature, and Education. The texts were thoroughly collected from interview which divided into two parts: initial interview and in-depth interview. While initial interviews were more flexible in terms of the development of discussed topics, structured interviews tended to be focused on the topic. In other words, initial interviews were 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. Asti’s Story Asti (pseudonym,) is a Graduate student of the English Language Studies, Sanata Dharma University. She was born in Semarang, September 14th, 1989. Her former educational background was in Semarang. She moved to Purwokerto right after graduated from her bachelor’s program to teach at STIKES Harapan Bangsa.

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Two years later, she continued her master’s degree of English Language Studies in Sanata Dharma University. Her interest is in linguistics. When she was in the undergraduate degree program in Dian Nuswantoro University, she experienced writing academic papers for seminars, both in English and Bahasa Indonesia. However, she said that she had a common problem as a “beginner writer” in writing academic papers considering that it was her first experience writing papers for seminars. Moreover, her motivation in participating seminars was because she would like to gain her experience in writing academic papers. She added that she preferred to write English academic papers than Bahasa Indonesia. Asti started her study in English Language Study of Sanata Dharma University in September 2014. Writing academic papers reminded her of her experience when joining ELS at the early semester. She stated that writing academic papers were the partial fulfillment of the requirements for each course in ELS.

At that time, she was shocked, not only for the number of writing

assignments but also for the quality of writing itself. Asti had to find something new for her own writing. In other words, she had to begin her writing from the early stage, such as, how to connect ideas in paragraphs. In English Literacy class, the lecturer gave a particular topic to write to be submitted in the following week. At the beginning of writing her academic paper, she felt so guilty. Asti was unaware what she had to do. She expected for having more explanation and example about it. Realizing the time constraints, Asti began to read several articles related to the topic. She believed that reading several articles helped her in finding ideas for her writing. She wrote the major points of


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the topic which she intended to say. After that, Asti tried to formulate the background of the topic and also relation among concepts (5-AI2-3-PLN-PCS). Asti explained her experience while making draft for her writing in detail. In order to make sure that the ideas expressed appropriately, she tried to write down all the major points of the topic that she had in simple sentences first. Having simple sentences in the early stage of writing helped Asti to check whether the ideas or concepts had been stated appropriately or not. In other words, she followed the outline and tried to keeping the flow and connection ideas (5-AI2-3-DRA-PCS) In writing academic papers, Asti felt that creating a coherent paragraph was the most challenging part. Asti needed to pay attention to the details in connecting ideas in order to make the paragraph coherence. “Especially coherence among paragraphs. It was very difficult to make the paragraph coherence. At first, I did not know how to make it coherent. I needed to pick appropriate words and sentences to make it coherence. That is why it was difficult.” (5-AI2-35-PROB) Asti tended to be careful. She had her own standard and expectation in her writing which affected her writing quality. Therefore, she preferred to check her writing and tried to think critically about her own writing. In that time, she found several problems in her writing such as grammar and coherence among paragraphs which needed to be revised (4-AI1-9-REV-PCS). Asti explained that finding appropriate sources for her academic papers was another problem she faced. “Well, I think finding sources was another barrier too. I know the expert for the topic but I could not find the related articles, journals, or even book. That was another obstacle which impeded our writing progress. However, I needed it as the evidence of our statement.” (5-AI2-73-PROB)


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However, she was not satisfied with her writing after that she was lack of feedback. She got comments for her early stage of writing, but she could not see the result or the quality of hers since not enough feedback from the lecturers. Asti believed that by having enough feedback she could measure her writing skill. She preferred having a peer reviewer for checking her writings.

After all, she

determined to have a self-correction. Asti believed that having a self-correction was a good way to revise and check her writing quality, even if there were no feedback from lecturers. Even Asti already submitted her paper, it was dissatisfying for her. She still had struggle with the coherence for the paragraph. She wished that she had enough feedback so she could re edit them before the final submission. Asti gave several reasons why she really excited in writing academic papers. First, she mentioned that most of the courses required her to submit academic papers as her final assignment. In other words, submitting academic papers was one of the partial requirements to pass the courses in ELS. Not only writing academic papers for the final project of her courses, but she also really excited in writing academic papers to be presented in seminars. Asti believed that by doing so, she could find the latest issues especially in linguistics area. “Hmm, meet new people. I mean, I could have new knowledge. Especially the latest issues related to linguistics as my interest.” (5-AI2-204-EPN). Moreover, writing academic papers made her realize that she was perfectionist. “What I mean is that, I’m kind of perfectionist one. So, I could not agree upon something which is “ordinary” or simply “just like that”. No, I could not.” (5-AI2-103-EPN). She preferred to check her writing again and again in order to get a better achievement as expected.


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Furthermore, Asti realized that there have been some significant changes in her life after having problems in writing academic papers. She used to be unaware of what should she write in her academic papers. In contrast, she preferred to read several related articles first in order to dig ideas of her writing. Not only that, having self-correction helped her in checking her writing quality no matter she had no feedback in details from the lecturers. 2. Cahyo’s Story Cahyo (pseudonym) is a Graduate student of English Language Studies in Sanata Dharma University. His main interest is in Literature. Adit was born in June 27th 1989. His educational background was in Yogyakarta. After graduated from SMAN 7 Yogyakarta, he continued his study to Sanata Dharma University in English Letter. Then he continued to pursue his master degree in English Language Studies of Sanata Dharma University. According to Cahyo’s experience when he was undergraduate students in English Literacy of Sanata Dharma University, it was the first time for him dealing with writing academic papers, something that he did not have previously in senior high school. In addition, he faced problems like structure in academic writing and grammar. As being mentioned previously, it was his first time dealing with academic writing. Meaning that, he was unfamiliar with the structure and style of academic writing. In that time, he had a little exposure in practicing English. He added that most of the courses were done using Bahasa Indonesia. Before entering English Language Studies in Sanata Dharma University, he had almost no experience in writing academic papers. He mentioned that the last academic paper that he wrote was his undergraduate thesis. During his study


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in ELS Sanata Dharma University, he learned not only theoretical subjects but also skills, to be specific writing academic papers. Therefore, he was shocked when entered ELS, a lot of academic writing tasks. As the first semester, he had a problem in writing respond papers. In other word, he had no idea what should be written in his respond papers. Cahyo shared that he had to choose one theory as the topic. Unfortunately, he had to change the topic twice because he could not find the gap among the similar research topic (7CO-95-PLN-PCS). The first step he did before writing his academic paper, Cahyo had to decide the topic, a particular theory to be analyzed for the final paper. He read several articles related to the topic and figured out the issues of the topic. After that, he picked a drama script entitled “A View from The Bridge” to be analyzed using new historicism. After having a particular topic of writing, then Cahyo searched any similar or related research articles to the topic given (7-CO-54-DRA-PCS). Thus, by following related articles format and style, Cahyo changed and added his own ideas. However, having the format did not mean all the problems were solved automatically. He had struggles with the grammar of his own writing. Cahyo argued that he was lack of language exposure. He added that it had been a long time for using English. “A lot of mistakes in grammar. Because it had been a long time for using English.” At that time he only used simple present tense and simple tenses for his writing. Another problem raised in other class. He had a disappointing experience when he took comparative theory class. Cahyo did not have any ideas what to write in the beginning. He added that the lecture did not explain how to compare one literary work with another


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appropriately. “The lecture did not show us how to compare. Just respond. Again, we (students) were not being taught how to compare at all.” (7-CO-84-EXP). Then, he had to browse the example of comparative article and follow the structure and style of writing from it. Unfortunately, he just analyzed it as best as he could no matter that it was far from the lecturer expectation. Being asked the reason why he did so, Cahyo just simply answered “well, just submitted to fulfill the course requirement. Getting a score.” (7-CO-99-ATT). He argued that he had a problem in adjusting himself with the classrooms atmosphere. “It was getting pretty demanding. We were required to write and submit many papers. As the result, I have no choice. Finally, I had to do it just to fulfill the requirements. Even I was not really into it.” (7-CO-113-EXP). In addition, he had to revise based on the lecturer’s feedback. In the meantime, his lecturer asked him to improve his writing, especially using complex sentence and technical terms in the context (7-CO-161-EDI-PCS). Later, he explained that in the previous semester he only used a simple sentence and common terms to express his ideas. In order to overcome this problem, Cahyo used dictionary to check a particular academic term in his paper. Reflecting on his problem during writing academic paper, Cahyo admitted that he got several lessons. “During the process itself, well, how to use the appropriate format, references and of course the theory. How to write appropriately. Like that.“ (7-CO-195-EXP). He believed that it would be very beneficial for him right after he graduate from Sanata Dharma University. “I can apply those skills right after I graduate, for writing articles and others.” (7-CO-


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196-EPN). Having a huge number of mistakes in structure and vocabulary, made him realize that he was unaware in details of his own writing. Therefore, he used dictionary to solve the problem. Cahyo mentioned that his attitude toward academic writing was changed while reflecting on his experience in writing academic papers. He could make himself familiar with the style and structure in academic writing from published journals and articles. He had to force himself to write appropriately, based on the style and structure in academic writing, as close as possible with the expectation. He wished that he could get enough examples, explanation related to guidance or standard in writing a particular academic paper. 3. Jaya’s Story Jaya (pseudo name) is a Graduate student of English Language Studies in Sanata Dharma University. His main interest is in English Education. He comes from Pangkal Pinang, South Sumatra. Right after graduated from SMAN 1 Pangkal Pinang, he continued his study in undergraduate program of Sanata Dharma University. He had teaching experience for almost 32 years until 2014. In addition, he is a senior student who focuses in pursuing his master degree in English Language Studies in Sanata Dharma. Before entering English Language Studies in Sanata Dharma University, most of his writing experiences were dealing with writing emails, students’ reports. In other words, he is familiar with business writing. As stated previously, he had teaching experiences almost 32 years. However, he had only a little exposure in teaching writing, such as TOEFL writing preparation tests. Jaya said that Joining English Language Studies was quite shocking at the beginning. He


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did not expect for having so many writing assignments and working so hard. On the other hand, he added that it was challenging since he had to adjust his English style from social English to academic English. Not only that, for Jaya, it was 32 years ago that required him to deal with academic writing, such as his undergraduate thesis. Therefore, if he had had known that he got his self into before he entered ELS, then he would not have entered. “it was quite shocking experience because first I joined this semester at ELS, not expecting that I had to work so hard on myself with the assignments and so many writing assignments… Therefore, when I had to write and then there was a gap with the teaching methodology. It was strange to me because, you know, I mostly taught in the non-formal sector of English Teaching. That was challenging. I had to adjust my English style from social English and moved them to academic English.” (9-JA2-11-EXP)

In the first semester, he had to write the assignments and to use his cognitive ability as well. It means that he should be able to argue and describe really well in order to connect ideas better. “I had to write the assignments, I had to use my cognitive, ability as well. Have to be able to argue, and describe really well and have to think things over and try to connect ideas. Things like that.” (9-JA2-11EXP). At the beginning, the time was so pressing. Jaya had to decide the topic and make it narrow down. He had to dig up any possible ideas (9-JA2-26-PLNPCS). Jaya also added that the most challenging was how to understand something and link it with other concepts in order to come up with another idea. According to him, making the draft for his paper was challenging. As the second stage in writing process, he needed to understand the topic and link with another concept (9-JA2-11-DRA-PCS). He tried to do his best and to be closed to the


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expectations. He thought that he tended to be careful, make sure that what he wanted to say was expressed appropriately in order to make the reader understand the message (9-JA2-30-REV-PCS). Unfortunately, there was not enough feedback. He said that not enough attention had been paid to the writing. In that time, Jaya just did the best he could and worked by himself. Not only that, he had his own feedback from himself. “Well I think I just did the best I could and then try to work it by myself. Of course I had my own feedback from myself. But it could be unreliable because you need feedback from others as well. Friends, lecturers. Let me tell you the very very truth. I didn’t have time to re-edit them. Then I just did it because of the deadline. For example, ignoring with the idea that a paragraph should consist of 3 sentences like that” (9-JA2-13-ATT) Jaya had a memorable experience when writing his mini research project at the second semester. Jaya coped better with his writing, but still hardly any feedback. Again, he had to do his best and whatever he could. For him, having guidelines is a good way for writing a proper mini research project. “Again, I think I have survived in the 2nd semester. I did my best and did whatever I could. Still no feedback from anybody about my writing. Probably there’s no such a thing as guidelines. I know it is not easy but surely, there’s should be something as the guidelines. For example for doing mini research.” (9-JA2-15-EXP) He tried to find and look at other articles which used similar format. After that, he just tried to write what he had to write in each chapter. Jaya tried to narrow down the topic and then time was so pressing that he had no time to do the proper chapter for the literature review. Jaya just dig up doing “error analysis” because of the time constraints for doing the references so he did duplication or what so called for doing something that have been done before. He used that literature review and could manage it with different data. Jaya added that it was


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really interesting, because it was quick and he could meet the deadline. Otherwise he would not be able to meet the deadline with the limited time. “It was in 2nd semester in SLA I’m not mistaken. I expected a data from the office but I was given only a half of it. So I had suddenly changed the topic. I mean narrow down the topic and then time was so pressing that I had no time to do the proper chapter for the literature review. So I just dig up doing error analysis because I did not have time for doing the references so I did duplication or what do we call it for doing something that have been done before. And I used that literature review. So I could manage it with different data. It was really interesting. Because it was quick and I met the deadline. Otherwise I would not be able to meet the deadline with the limited time.” (9-JA2-26-EXP) Despite the fact that he was familiar with the subject and got a lot of ideas in using games in teaching vocabulary, he had the time constraints in conducting the mini research. “so I think I had constraints as well because I could use a lot more respondent but I could not because of the time constraints. So, I should be honest to say that the mini research was still very superficial. Could have been much better perhaps had more respondent, more time to look at the issue, and I don’t think I used a lot of references. Didn’t have time to read and so on. So, mostly based on my personal experience which is not very academic. You know I mean. Because you need academic back up on references.” (9-JA2-20-EXP) Jaya stated that he did not have enough time to edit what he wrote. “Let me tell you the very very truth. I didn’t have time to re-edit them. Then I just did it because of the deadline.” (9-JA2-13-EDI-PCS). Jaya added “For example, ignoring with the idea that a paragraph should consist of 3 sentences like that, so with this thesis writing hopefully I have more time to pay more attention to accuracy something like that.” (9-JA2-13-EDI-PCS).


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Based on the experience presented above, he realized the obstacles that he had at that time. Furthermore, Jaya committed to give more serious to his own writing. “Well, I would say again, when you write and you have to take something for a consideration it should be more precise. Especially the logic that you have to come up with, and then how to write simply directly to the point. And to mean what you say and to say exactly as you supposed to say. Not only yourself but also others could understand it. So I give more serious to it.” (9-JA2-29-INT) Reflecting on what he was aware of in writing academic papers made him realize some important points. Jaya realized that he did not have enough respondents as well as the references. “Could have been much better perhaps had more respondent, more time to look at the issue, and I don’t think I used a lot of references.” (9-JA2-20-EXP). Not only that, he also realized that mostly were based on his personal experience. In other words, what he did was not very academic considering that it should be supported by references. “Mostly based on my personal experience which is not very academic. You know I mean. Because you need academic back up on references.” (9-JA2-20-EXP). Writing academic papers has brought some benefits to Jaya’s life. He learned how to adjust his English style from social English and moved them to academic English. Then, he became more careful and paid attention in details (9JA2-30-REV). 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. This section consists of pre-figured themes and emerging themes.


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Pre-figured themes are the themes which predicted after pre-understanding of this study. In contrast, emerging themes are the themes which appear after data gathering. 1. Pre-Figured Themes The discussion below was bracketed and arranged based on the pre-figured themes discussed in the theoretical framework. Empirically, there are three themes; language competence, critical thinking and writing expectation. a.

Language Competence Language competence refers to knowledge of and ability to use language

resources to form well-structured messages (Gridharan, 2011). In details, it deals with knowledge of the language used and the ability to apply that knowledge. As a result, by having language competence, students are able to produce meaningful texts appropriate to the situation in which they are used. In relation with this study, academic writing requires conscious effort in composing, developing, and analyzing idea which is related with functional language skills, such as proper natural language in different social contexts and using language in creative ways. Thus, the writing ability is not a naturally acquired skill; it is usually learned through experience and must be practiced in formal instructional or other settings. It is undoubtedly the process of writing, though, which can create problems for students, to be specific writing in academic contexts. In writing academic paper, Asti tried to use her ability and knowledge in order to compose a well-structured message. She started to write several major points of the topic that she had at the beginning.


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“Well, at the beginning I tried to write per sentence. Then check with the appropriate model. And how to express the idea in the writing appropriately.” (5-AI2-3-DRA-PCS) “After finished with the points, I tried to write it down. Just in simple sentence. Just like having one or two sentences. Then, I checked whether the ideas had been stated appropriately or not.” (5-AI2-3-DRA-PCS). The extract above shows that Asti was really concern about her writing quality, especially in expressing her ideas. She tried co composed a wellstructured message from the simplest sentence structure. Based on the interviews, it can be implied that Asti realized the importance of composing a well-structured message by forming through simple sentences. In line with Asti, Jaya had a struggle in composing and organizing his idea into paper. In order to make the hierarchical relationship of ideas, he needed to understand the topic and link with another concept that he had. “To me, the most challenging is how to understand something and try to link it with other concepts.” (9-JA2-11-DRA-PCS). Another participant, Cahyo, had different perspective. He faced a problem with the sentence structure. His lecturer suggested him to compose a complex sentence which includes technical terms related to the context that he had (7-CO2161-EDI-PCS). It indicates that Cahyo used simple sentence and common tems in expressing his ideas previously. Having such struggle in writing academic paper made Cahyo realized that he needed to improve his writing especially related to his language competence. According to Oshima and Hogue (1999), a writer should follow the outline and pay attention on the unity as well as coherence. They argue that this step is essential in keeping the flow and connection among the paragraphs. Therefore, based on the interviews with the participants, it can be inferred that all the participants were aware of their own language competence which affected their


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writing. Thus, all of the participants tried to do the best and to be close to the expectations. The participants’ language competence can be inferred throughout the writing process, namely, planning, drafting, revising and editing their academic paper. As stated by Asti, she planned the major points of the topic which she intended to say, tried to formulate the background of the topic and also relation among concepts, revised and edited her paper. She stated “there was something wrong with the grammar. After that I had to revise it. Meaning that, how to make the ideas clearly stated in our writing as we expected.” (5-AI2-3-REV-PCS). Not only that, Asti had a difficult time in composing effective sentences. “The lecture asked me to make a paragraph, a simple paragraph. However, he said that there were several ineffective sentences so those sentences should be deleted. Only a few of them were correct.” (5-AI2-35-EDI-PCS) Jaya also had similar experience in writing his academic paper. “I had to re edit what I had done. Taking what I want to convey what I want to say and making sure that all expressed there.” (9-JA230-REV-PCS) The text above shows that the participants faced problems in writing their academic papers. They had struggles with composing effective sentences, having appropriate sentence structure and expressing ideas within context. However, those barriers did not hinder their effort to write academic papers. Therefore, not the participants’ willingness and awareness in writing academic papers could be seen also from how they managed and solved barriers they had in writing academic papers.


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b.

Critical Thinking In university level, students experienced writing in a completely different

context where they have to meet a wide range of genre and topics that require sufficient amount of critical thinking. According to Tapper (2004) in university contexts, critical thinking is defined in terms of abilities or skills: selection, evaluation, analysis, reflection, questioning, inference and judgment. When critical thinking is applied to writing, the above abilities are expressed through the process of argumentation, producing an argument i.e. the essay, the dissertation. In addition, argument can be defined as a connected series of related ideas. Responding to Tapper’s idea about critical thinking, the participants shared their experience in struggling with their academic papers. Before writing her paper, Asti had to read several articles related to her topic. Not only that, she could see the gap between her topics with other related studies. She believed that reading those articles helped her in formulating ideas. Furthermore, Asti could formulate the background of her topic and tried to draw relation among concepts that she used. Finding the gap among related studies was not easy for her. She need to re-read several articles and comprehend it well before going to the gap itself. “I had to collect what I had in hand, then I compiled it. I read it at first what can I use for my paper before I wrote it in paragraph. I also collected several related articles and theory that I could use. Then, I could formulate the background of my paper. I tended to be selective. Next, I worked with the discussion. I had the data already which was an advantage for me due to time consuming. Proceed to the conclusion. However, I needed to re-read again from the beginning. What was missing there, what should be added, and so on.” (5-AI2-49-PLN-PCS)


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Elder (2007) states that critical thinking is a self-directed, self-disciplined, self-monitored,

and

self-corrective

thinking

which

requires

effective

communication and problem solving abilities. Therefore, Asti’s statement above can be inferred that she directed herself in writing her academic papers, not only directed herself in the process of writing but also in term of formulating and composing her writing content. However, Asti explained that finding appropriate sources for her academic papers was another problem she faced. “Well, I think finding sources was another barrier too. I know the expert for the topic but I could not find the related articles, journals, or even book. That was another obstacle which impeded our writing progress. However, I needed it as the evidence of our statement.” (5-AI2-73-PROB) Asti tended to be selective. This indicates that she realize that not all sources could be used in supporting her paper. She used relevant sources and theories for supporting her paper. Jaya had similar struggle with Asti in writing his academic paper. He had struggle in composing argument and description in order to connect ideas better. For him, how to understand and link among concepts was challenging part in writing his academic paper. “I had to write the assignments, I had to use my cognitive, ability as well. Have to be able to argue, and describe really well and have to think things over and try to connect ideas. Things like that.” (9-JA2-11-EXP) “To me, the most challenging is how to understand something and try to link it with other concepts to come up with another idea.” (9-JA2-12-EXP) The statement above shows Jaya’s efforts, how he pushed himself in order to argue and describe things really well. As he stated previously that in order to gain his critical thinking, he had to think things over again. He monitored and directed himself in to be more critical in writing his paper. In contrast with Asti and Jaya, Cahyo had a disappointing experience when he took comparative theory


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class. “The lecture did not show us how to compare. Just respond. Again, we (students) were not being taught how to compare at all.” (7-CO2-84-EXP) Then, he had to browse the example of comparative article and follow the structure and style of writing from it. He preferred to analyze and write his paper as best as he could, even it was far from the lecturer expectation. Being asked the reason why he did so, Cahyo just simply answered “well, just submitted to fulfill the course requirement. Getting a score.” (7-CO2-99-ATT) Compare with Asti and Jaya, Cahyo tended not to push himself harder when writing his paper. He argued that it was just because he had inadequate examples, guidelines and feedback from the lecturer. Actually, these issues also had been sated by Asti and Jaya. They were not satisfied with their writing after that they were lack of feedback. They believed that by having enough feedback they could measure their writing skill and led them into appropriate and a good argument. Elder (2007) states that graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge. In other words, without any adequate guidelines and feedback, the students could not learn how to make a meaningful contribution to the knowledge. However, they determined to have a self-correction. Asti believed that having a self-correction was a good way to revise and check her writing quality, even if there were no feedback from lecturers. He adds that Tittle (2011) argues that critical thinking is not a negative process, even though many link critical thinking with criticism. Moreover, it is beneficial to link critical thinking with criteria or standards against which the information is compared.


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In sum, by experiencing struggles in writing academic papers, the participants showed their efforts in exploring and developing their critical thinking. They pushed their self as close as the expectation. However, it should be noted that most of the participants had a big expectation on the guidelines and feedback. Those two elements were needed in order to improve their writing quality and developed their critical thinking awareness. c.

Writing Expectation As the last pre-figured theme, writing expectation refers to the graduate

students’ expectation towards writing academic papers. It is expected that writing academic papers graduate students creates opportunities in practicing how to compose, develope, and analyze ideas. Thus, it enhances the graduate students in improving their academic writing skills, language competence and critical thinking. Critical thinking is a process that is fundamental to all disciplines. The application of critical thinking skills leads to clear and flexible thinking and a better understanding of the subject at hand. Thus, having clear and flexible thinking and a better understanding of the subject at hand lead should be followed with a better language competence. Therefore, the students could state their arguments clearly, briefly and concisely. As stated by Moore (2004) that to think critically involves integral to engaging with the world as a reflective and active citizen. The requirement of writing academic papers for graduate students has enabled them to experience transferring ideas, thoughts, and meaning involving many aspects to consider, containing many skills to acquire, needing a long process and great efforts to complete. It has certain convention and regularities that all writers


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should understand for their writing to be well accepted by the discourse community. In brief, the students gain a sense of control in their writing and feel an ownership of the language. This ultimately leads to a true sense of enjoying the art of writing. Medina (2009) claims that confidence breeds the likelihood of experimenting and risk-taking. Moreover, the confidence students’ gain in the writing classroom will motivate them in exploring the language, take risks, and play with the language. Furthermore, once they have control of any skills, he or she begins to truly understand its purpose and have fun with it (Eagleman, 2011). Based on his experiences in writing academic papers, two participants, Cahyo and Jaya told me a similar experience. At first, Cahyo told me what happened in the 2nd semester. In that time, he had a problem with the sentence structure which made him confused. He stated that his lecturers asked him to improve his writing, especially using complex sentence and technical terms in the context. “Next, in the 2nd semester the students were required to use the more academic terms.” (7CO2-161-EDI-PCS) It can be inferred from his statement that in the previous semester he only used a simple sentence and common terms to express his ideas. Cahyo realized the importance of using such technical terms in improving his writing. Therefore, he used dictionary to check a particular academic term in his paper. “I used dictionary which installed in my laptop. I found several new terms that I did not know before.” Similarly, Jaya had to push himself in adjusting the style. “It was strange to me because, you know, I mostly taught in the non-formal sector of English Teaching. That was challenging. I had to adjust my English style from social English and moved them to academic English.” (9-JA2-11-EXP) Thus, in this point I inferred that Cahyo and Jaya challenged themselves for


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improving his writing, especially in using technical or academic terms. The lecturer’s feedback previously required him in exploring the language, take risks, and play with the language. In other words, they had pushed him further from his comfort zone: using simple sentences and general terms in writing academic papers. Another participant, Asti, experienced similar thing as Cahyo. She had an interesting topic to be presented in her linguistics class. Then, Asti picked a comic strip to be analyzed using the topic given. “It was my turn. I felt that I got an interesting topic so I could prepare well for everything that I needed. Then I had to present it and plan what the next progress.”(5-AI2-61-DRA-PCS) Furthermore, she could expose her ideas and argument in analyzing the comic strip well. Thus, from Asti’s statement I inferred that having a clear and flexible thinking and a better understanding of the topic enabled her to pick an interesting source or material to be analyzed. In sum, experiencing struggles in writing academic papers enabled them to integrate between critical thinking and language competence that they had during the process. Not only that, those struggles led them to experience transferring ideas, thoughts, and meaning involving many aspects to consider. Furthermore, the participants tended to push themselves further from his comfort zone. As a result, the students gained a sense of control in their writing and feel an ownership of the language which ultimately will lead to a true sense of enjoying the art of writing.


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2. Emergent Themes This section provides the categories which are embedded in the lived experiences of the participants when telling stories. Not only that, it includes the feeling expression, expectation of the participants. Therefore, the emergent themes are divided into four: motivation, struggle, satisfaction, and learner autonomy. a.

Motivation Motivation is considered as an integral part in the achievement of any goal. It is

an important factor that has a positive influence in any educational learning process. According to Gardner (2001), motivation is as an internal process that activates guides and maintains behavior over time. It means that students have their own needs which lead into different action toward something. In line with Gardner, Dornyei (2001) supports that motivation is thought to be responsible for doing something, how long and how hard people are going to achieve it. Likewise, Cahyo stated previously that in order to pass the course he had to submit his writing, no matter the score that he would get. “well, just submitted to fulfill the course requirement. Getting a score.” (7-CO2-99-ATT) In other words, passing the course was Cahyo’s motivation in writing academic paper as fulfill the requirements. Jaya had a similar issue with Cahyo. Jaya did his paper because of the deadline. It motivated him to write the paper as close as possible with the expectation. “Let me tell you the very very truth. I didn’t have time to re-edit them. Then I just did it because of the deadline. For example, ignoring with the idea that a paragraph should consist of 3 sentences like that” (9-JA2-13MOT)


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The extract above, Cahyo’s and Jaya’s, indicated that they had a low motivation in writing academic papers. Therefore they limited themselves while writing academic papers. In contrast, Asti had another perspective compare to Jaya and Cahyo. According to her, she wanted to gain more experience in writing academic papers. Therefore, Asti was motivated to write academic papers for seminar, as shown in the extract below. “Meet new people. I mean, I could have new knowledge from them. Especially the most recent issues related to linguistics as my interest. I don’t know much about Education. But, in linguistics, I could see what are the issues or things which could be explored more.” (5-AI2-204-MOT) Meeting with new people, sharing knowledge to each other are the reasons which motivated Asti to write academic papers for seminars. This indicates that Asti had a high motivation in writing academic papers. Thus, by joining seminars, she could achieve the expectations presented previously. Another issue which rises after motivation is intention. The participants’ intentions toward writing academic papers might be vary one another. Asti realized that her performance in writing academic paper is not optimal yet and she wanted to gain her experience in that. Thus, she expects to participate in other seminars. “I would like to. Actually, there are several seminars in this year. But I think I need to travel overland and requires a lot of expenses.” (5-AI2-201-EPN) In contrast, Cahyo and Jaya had similar low intentions in writing academic papers. Again, lack of feedbacks caused them to just write and submit their papers in order to fulfill the requirements and get the score (9-JA2-13-MOT) (7-CO2-99ATT).


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Furthermore, all the participants are aware that they need to improve their writing skills especially in writing academic paper. As they stated: “I’m kind of perfectionist one. So, I could not agree upon something which is “ordinary” or simply “just like that”. No, I could not.” (5-AI2-103EPN) “During the process itself, well, how to use the appropriate format, references and of course the theory. How to write appropriately. Like that. “ (7-CO2-195-EXP) “Well, I would say again, when you write and you have to take something for a consideration it should be more precise. Especially the logic that you have to come up with, and then how to write simply directly to the point. And to mean what you say and to say exactly as you supposed to say. Not only yourself but also others could understand it. So I give more serious to it.” (9-JA2-29-INT) The extracts above show that the participants were all aware of their own problem in writing academic papers. In conclusion, each participant had different level of motivation. Gatri was the only participant who had a high motivation in writing her academic papers. Despite the fact that two participants were lowmotivated, they tried their best and finish their academic papers. Thus, they encountered problem and challenges in writing their academic papers. This issue will be discussed in the following section. b.

Struggle All the participants in this study shared their experiences in writing academic

papers. As stated in the previously, they faced various challenges in writing their academic papers from the beginning until the end of the process in writing their academic papers. To be positivist, Asti for example, stated that writing an academic paper was challenging. She referred back to her first experience in writing academic paper for a particular seminar. “As I said before, challenging. I


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mean more on the expressing ideas. How to express our idea, and link each paragraph. That’s the most difficult part.” (5-AI2-8-ATT). It can be inferred that Asti tried to be positivist while having problems in writing academic papers. Thus, Asti challenged herself to improve her writing. She added that honestly, she was afraid in making mistakes such as stating irrelevant ideas and inappropriate quotations. “well, I was afraid for having irrelevant ideas, and referring to the theories. Like having inappropriate quotation without paraphrasing it first. Like that.” (5-AI2-10-ATT) Being afraid as experienced by Asti is a common problem faced by the students. Again, having a positive attitude in writing academic papers encouraged her to do the best she could no matter that it was her first time writing academic paper for seminar. Moreover, she wanted to have such experience by participating in the seminar. In contrast, Cahyo had different experience compare to Asti. He had a tendency to be lazy when having academic writing, especially finding related theories. He stated, “Just little bit lazy. I know that I could find many sources related to the topic, but I was too lazy to get there and I have never been in library before. Like that.” (7-CO2-30-ATT) It seems that Cahyo tried to limit himself in writing academic papers. The extract above indicates that Cahyo had a negative attitude in writing academic papers which affected his writing. Moreover, he added that he just wanted to get scores and pass the course. “Well, whatever the score I got, at least I passed the course. That’s it. And I got B for that.” In similar, Jaya was honest to tell that he did the writing assignments in English literacy class because of the deadline. “Well I think I just did the best I could and then try to work it by myself… Then I just did it because of the deadline.” (9-JA2-


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13-ATT) It can be inferred from the extract that Jaya had similar attitude with Cahyo. He did it because of the deadline. In other words, he had a negative attitude in writing academic papers. Not only that, Jaya argued that it was just because he did not receive enough feedback, especially from the lecturer. In his opinion feedback from the lecturer is very important. The discussion of feedback will be partly included in the next section (see the writing supervision) “I think we had not enough feedback from the lecturers so we didn’t know what our strengths and weaknesses are. Well, most of the lecturers were so very busy there, again I still thinking that feedback is very important” (9-JA2-11ATT). As a graduate student, they are required to perform their academic writing skills. All of the participants seem aware of this issue well. Most of the participants tried to limit themselves in writing their academic papers. However, based on the participants’ respond, feedback was the major factor which influenced their academic paper quality. Moreover, this issue will be discussed in the following section. c.

Satisfaction In this part, the student-supervisor relationship is the key components affecting

the success of students’ academic writing in their programs. Willingness to listen, seeking to understand, and communication are key components. However, Kiser (2000) states that there are several challenges to develop positive relationships, such as: age, gender, cultural, background, theoretical orientation, and cognitive and learning style.


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As well as the lecturers, the students also have their own expectation in learning process, in this context is writing academic papers. Ideally, both of the lecturers’ and students’ expectation should meet each other. Moreover, most of the participants stated their own perspective. In addition, they did not face any problems with the challenges as proposed by Kiser (2000). Rather, they had problems in the communication, feedback especially. Asti was dissatisfied with her own academic writing as she did not get feedback in details. She really wanted to know her improvement in writing. She stated that: “It was not satisfying enough. I could not measure my own skill. Because I had no feedback in detail, like what it should be (5-AI2-223-PROEPN). In similar, Jaya supported Asti’s statement. “Hardly any feedback on the academic writing”(9-JA2-12-PRO-FDB) “So I think, not enough attention has been paid to these academic writing skills on students. Even I myself don’t know where my weaknesses are.”(9-JA212-PRO-EPN). Jaya also added that “Well, most of the lecturers were so very busy there, again I’m still thinking that feedback is very important.” (9-JA2-11-PRO-EPN) It could be seen that Asti and Jaya wanted to improve their writing, especially in writing academic papers. They believed that having adequate feedback was very important in improving their writing quality. It enabled them to measure their writing skills and also to measure their weaknesses in writing academic papers. In fact, they did not have adequate feedback from the lecturers. As a result, they could not measure their writing skills and weaknesses. According to their experiences, most of the lecturers were so very busy. Meaning that, the participants as the students could not have detail feedback. However, lack of


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feedback was the problem. It can be inferred that this problem hindered the good communication between lecturers, as the writing supervisor, and students.. In contrast, Cahyo had a different perspective. He preferred for not having any feedback, as shown in the extract below. “I prefer to just submit without any feedback.” (7-CO2-120-ATT-FDB). He added “It feels like I must run extremely fast for it. If I had a feedback, I had to revise and submit and so forth.” (7-CO2-122-ATT-FDB). Cahyo put a consideration more on the guideline given while having a task. In other words, lack of guidelines was the problem that he faced in writing academic papers. He gave an example from one of his course. “How supposed I know the way to compare if I have never been taught about it. In that time I just asked to respond a particular literary works.” (7-CO2-84-PRO). He felt strange while joining that course. “Well, it was strange. It was a comparative literature class, but we had never been taught how to compare appropriately. In contrast we were asked to make a respond paper for each meeting.” (7-CO2-86-FLG-EPN). In similar with feedback as discussed previously, guideline is needed in order to take the students into the right track. Moreover, both of the lecturers’ and students’ expectation could meet each other. Based on Cahyo’s explanation, lack of guideline hindered him to write his papers appropriately. In sum, most of the participants wanted to improve their writing, considering that they were dissatisfied with their academic papers. Thus, an issue raised based on the participants experiences: communication between supervisors and students. It is should be taken into account that actually their expectation related to the lecturers about feedback and guideline seems to be positive. It enables them to


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improve their writing quality in academic papers. Inadequate communication through feedback and guidelines were the problems they faced in improving their writing quality in academic papers. Furthermore, a positive respond should be given to the participants’ expectations. d.

Learner Autonomy Asti, Cahyo, and Jaya had different problems in writing academic papers. In

the meantime, they tried to identify and overcome with their own perspective which could be very subjective. On the other hand, it indicates that they aware of their responsibility for their academic writing, their learning process in general. According to Edge and Wharton (2003), learner autonomy means taking responsibility for one’s own learning. In addition, the most important element in learner autonomy is that to encourage the learner to reflect on what and why they are doing. Asti was really concerned with her own academic writing, especially when she wrote a paper for seminar in Bandung. “well, I think, what should I do, what should I learn more from this… well. That’s more or less.” (5-AI2-21-SA) This phenomenon also happened when she entered ELS in 2014. In that time, she had no feedback for her writing. However, she initiated to check and have selfreviewed on her writing. “I checked again related on my writing…my writing style and I checked whether something missing or not. What it should be…” (5AI2-50-SA) It can be inferred that Asti reflected back on what she was doing and why she was doing so. She realized the responsibility in developing her own writing.


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Therefore, she preferred to check and self-reviewed on it. As a result, it led her to high autonomous learner. In line with Asti, Cahyo shared the same experience. As stated previously, in the earlier semester Cahyo was a lazy student. Later, he became aware of the importance of academic writing, considering his need after finishing his master degree. “Well, I changed my behavior. I tried to deal with the academic writing atmosphere. Later, after I graduate I have to deal with all of this which I could not deny. Not only that, as an undergraduate student, I have to be able to use my academic writing properly.” (7-CO2-167-SA) In addition, he tried to understand the lecturer expectation toward his writing. Thus, he had to fix it based on his knowledge. Moreover, Jaya told me his experience while conducting a mini research. “I think I have survived in the 2nd semester. I did my best and did whatever I could. Still no feedback from anybody about my writing. Probably there’s no such a thing as guidelines” (9-JA2-15-SA) Again, the reason was just because lack of feedback. Then he just looked at other people work as his guideline in writing his mini research project. “I tried to just write what I had to write for each chapter and adjusting and re-writing and reediting whatever I needed.” (9-JA2-19-SA) As stated previously, learner autonomy means taking responsibility for one’s own learning and the most important element is that to encourage the learner to reflect on what and why they are doing (Edge and Wharton, 2003). Cahyo and Jaya reflected on what they did in writing academic papers. They realized several issues in order to improve their writing even they did not have inadequate feedbacks, neither from their lecturer nor peers. Both of them tried to understand


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their lecturers’ expectation, adjust and revise their previous writing in order to meet the requirements of the topics they wrote. In similar with Asti, the problems faced by Cahyo and Jaya led them as high autonomous learners. In sum, all the participants faced different difficulties and problems in writing academic papers. However, they all tried to overcome the problems that they had. Up to this point, it can be inferred that the participants became autonomous to this context.


CHAPTER V CONCLUSION, IMPLICATION AND RECOMMENDATION

This

chapter

presents

three

sections,

conclusion,

implication

and

recommendation. As the first section, the conclusion is the summary of the answer of the research question. Moreover, the implication is the consideration for future research improvement. The last, the recommendation suggests what to do as follow-up to the research and what improvements should be made in the future studies in writing academic papers. A.

Conclusion This study attempts to reveal the meaning of writing academic papers to

graduate students. The process in revealing the lived-experience was done through collecting texts from the English Language Studies Students who had experienced the phenomenon. Three illuminating participants shared their lived experience of writing academic papers. There were three types of meanings assigned under bracketed; pre-figured themes and emergent themes, which based on the interpretation of their lived experiences. The pre-figured themes were determined based on the logical theory. The emergent themes were developed based on the empirical truth. In the pre-figured theme, there were three themes, namely language competence, critical thinking and writing expectation. In the first pre-figured theme, language competence, all the participants faced problems in writing their academic papers. Composing effective sentences, having appropriate sentence structure and expressing ideas within context were all the struggles they faced. 80


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However, facing those barriers did not hinder them in gaining their effort to write academic papers. Therefore, the participants’ willingness and awareness in writing academic papers could be seen also from how they managed and solved barriers they had in writing academic papers. Critical thinking refers to abilities or skills: selection, evaluation, analysis, reflection, questioning, inference and judgment. In other words, when critical thinking is applied to writing the above abilities are expressed through the process of argumentation, producing an argument i.e. the essay, the dissertation. In sum, the participants showed their efforts in exploring and developing their critical thinking while experiencing struggles in writing academic papers. Not only that, they pushed their self as close as the expectation. However, it should be noted that most of the participants had a big expectation on the guidelines and feedback. Those two elements were needed in order to improve their writing quality and developed their critical thinking awareness. The third pre-figured theme is writing expectation. All the participants expected that by having more experience in writing academic papers enabled them to integrate between critical thinking and language competence that they had during the process. Not only that, those struggles led them to experience transferring ideas, thoughts, and meaning involving many aspects to consider. Furthermore, the participants tended to push themselves further from his comfort zone. As a result, they gained a sense of control in their writing and feel an ownership of the language which ultimately will lead to a true sense of enjoying the art of writing.


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Based on the discussion under description and interpretation of the text, there were four emergent themes emerged in this study: motivation, struggle, satisfaction, and learner autonomy. Having a positive attitude toward writing academic papers led Asti into a strong motivation in gaining more experience in writing academic papers. Therefore, she was highly motivated to write academic papers for seminar. In contrast, Cahyo and Jaya had no other choices. They just wrote their academic papers in order to meet the deadline and fulfill the requirements paper. Based on the participants’ experience, they shared various challenges in writing their academic papers from the beginning until the end of the process in writing their academic papers. Most of the participants tried to limit themselves in writing their academic papers. However, based on the participants’ respond, feedback was the major factor which influenced their academic paper quality. Despite the fact that the participants faced various challenges and problems in writing academic papers, they wanted to improve their writing. The participants’ responds indicated that they were dissatisfied with their academic papers due to several reasons. Thus, an issue raised based on the participants experiences: communication between supervisors and students. Inadequate communication through feedback and guidelines were the problems they faced in improving their writing quality in academic papers. In brief, students face several problems during the process of writing. It includes organization of ideas, grammar, and lack of feedback. In similar, limited feedback given by the lecturers and difficulties in balancing the requirements are the urgent which should be paid more attention. In the meantime, they tried to identify and


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overcome with their own perspective which could be very subjective. On the other hand, it indicates that they aware of their responsibility for their academic writing. It is should be taken into account that actually their expectation related to the lecturers about feedback seems to be positive. It encourages them to be a highly autonomous learner. Thus, a positive respond should be given to the participants’ expectations. B.

Implication The participants’ lived-experience in writing academic papers has led to several

important theoretical and practical implications from the findings. First, the fact that students need more feedback for their writing indicates that they had inadequate feedback from the lecturers. They expected to have more explanation and example in order to improve their academic writing. It includes how to paraphrase, quote others’ in order to improve their academic writing. They should understand about the originality of thoughts, the most important issue in academic writing, and also to avoid plagiarism. Second, another implication concerns with guideline in writing academic papers. Without any adequate guideline given students tend to look at other people work and

manipulate the written assignments so that at least they have something to submit. Thus, lecturers and policy makers need to support students in writing academic papers by giving adequate standards and feedbacks. Giving adequate guideline and standards help the students in the process of writing academic papers. It includes what to make, how to make and which way to go first. In similar, giving adequate feedback would be very beneficial for the students. They could measure


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their strengths and weaknesses in writing academic paper which help them in improving their academic writing quality. C.

Recommendation There are several recommendations which are suggested in order to improve

better academic writing of the English Language Studies students. First of all, writing academic papers are not as simple as it looks. A more detail explanation and examples as a guideline in writing academic papers are needed, considering that each student has different language competence level. Therefore, it would be very beneficial to the students for having guidelines in order to make a proper academic writing as expected by the lecturers. Secondly in terms of feedback, lecturers are expected to pay more attention to the students. Lack of feedback hindered the students to see the result or the quality of their academic writing. By having adequate feedback, all the students could measure their academic writing quality and also their strengths and weaknesses in writing academic papers. Finally, the conclusion of this research is subject to limitations and weaknesses. The time constraint may strongly affect the findings. The in-depth interviews that I conducted may lead into a poor meaning investigation due to inadequate experience as a novice researcher. Despite all constraints, better research could be further conducted as a follow-up to this study. Deeper investigation of student’s process of writing might result in much better discussion and findings. Furthermore, investigating how the students start and end writing in a deeper study may also lead to a better description and interpretation.


BIBLIOGRAPHY

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APPENDIX 1 Informed Consent Form My name is Ardiyarso Kutniawan. I am a graduate student of English Language Studies, Sanata Dhanna University who is conducting research on graduate students' lived expetience in writing academic papers as a fulfilirlent of my study. Regarding to this, I would like to ask your participation in the iuteruiews to share vour experience as a graduate student who have written academic papers.

The purpose

ol this study is to describe

and interpret tlie lived expeiience of

graduate students in rvriting academic papers.

During the intervierv, I r,r'ould ask you sorne cluestions related to your experience in writing academic papcrs. if there are questions that you wouicl prefer not to answer, please clo not hesitate to tell me, and I u,ill go on to the next questions. Moreover, I would take notes and record the interrriew. Once the interview is transcribed, you will be asked to review the transcript and a briel analysis of your interview to verify the data.

I will publish tire findings of this

research" And I would be happy to share the findings with you after the research is cornpletecl. There are not any risks involved in this study. Your name rvi1l not be associated with the findings and only the researcher r,vi11 know your identity and personal information. There are not any risks irrvolved in this study" The benefit for the participation of this research is that it may give voice to your academic writing developrnent. Should you have ar-iy questions related to this research, do not hesitate to contact 1.ne in the tbllowing number (+62) 8564 a79 2680 or en-rail address ardi. kurniaT

3

9

1

Qlgrnail. com.

Please sign tiris consent form. I will give a copy Thank you for your consideration.

of this fonn for you to keep.

Yogyakarta,

P favwag zstL

Researcher' s Si gnature

Participant's Signatr-rre

91


APPENDIX2 Informed Consent Form My trame is Ardiyarso Kumiawan. I am a graduate student of English Liinguage Studies, Sanata Dharma University who is conducting research on graduate students' lived experience in writing academic papers as a fu1tl11ment ol my study. Regarding to this, I would like to ask your parlicipation in the interviews to share your experience as a graduate student who have written academrc papers.

The purpose of this study is to describe and interpret ilie livecl experience of graduate students in writing academic papers. During the intervierv, I would ask you some questions related to your experience in writing academic papers. If there are questions that you r,voulcl prefer not to answer" piease do not hesitatc to tell me, and I will go o1t to the nert qucstions. Moreol,er, I would take notes and record the interview. Once the ir-itervicv,, is transcribed, you will be asked to revier,v the transcript and a brief anaiysis of your interview to verily the data.

I wiil publish the findings of this research. And I would

be liappy to share the iindings rvith you after the research is con'rpleted. There are not any risks involved in this study. Your name will not be associated w,ith tlie finclings ancl oniy the researcher will know your identity and personal information. There are not any risks involved in this study. The benefit for the parlicipation this research is that it may give voice to your academic writing developr-nent.

of

Should you have any questions related to tiris research, do not hesitate to contact

lne in the following number (+62) 8564 079 2680 or emaii address ardi. kunri a7 3 9 I @grnai l. com.

Please sign this consent fbrm. I will give a copy Thank you for your consideration.

of this fonn tbr you to keep.

Yogyakarta,

iz &vtrrrrJ

2O\6

\ Researther' s Si gnature

Participant's Signature

92


APPENDIX 3 Informed Consent Form My name is Ardiyarso Kumiawan. i am a graduate studerit of Enghsh Language Studies, Sanata Dhanna University who is conducting research on graduate students' lived experience irr rvriting academrc papers as a fulfi1lilent of my study. Regarding to this, i would like to ask your paflicipation in the intc:rviews to share your experience as a graduate student who have rvritteu academic pitpers.

The purpose of ti-ris siudy is to describe and interpret tire lived expcrience of graduate stuclents in r.r,riting academic papers. Dudng the rntervieu," i rvoulcl ask you some questions reiatecl to your exlrerience in writing acacletnic papers. If tl-rere are questions tirat you u,ouid pret-cr not to answer, please clo not hesitate to tell me. and I will go on to thc next questions. Moreover. I rvoulcl take notes and record the inten,iew. Once the inten,ierv i-s transcribed, you rvill be asked to review the transcript and a brief analysis r:fyour inlerview to ver"ify tl-ie clata.

I will

publish the frndings of this research. Arrcl I vnould be happy to sl-rare the findings rvith yor"r after the researcl-i is completed. There are not any risks involved in this stucly. Your name r.r,ill not be associatecl witir tire fir-rdings anci onl1' the researcher wiil know your identity and personal infomration. Tl.iere are not any risks involved in this study. The benefit for the participation

of

this research is that it may give voice to your acadernic writing development.

Should you have

at-ry

questions related to this research, clo not l-resitate to contact

ilre in the following number (+62) 8564 079 2680 or email adclress ardi. kun-ria7 39 1 @gnail. corn.

Please sign this consent fonr-r. I will give a copy of this fon'n for you to keep. Thank you for your consideration.

Yogyakarla.

\> Jqrwar'4 2blL -l-

P

arli cipant'

s

lignature

I{esearcher's Signature

93


APPENDIX 4 In-Depth Interview 1 (Asti) In-Depth Interview Asti Tuesday, March 1 2016 Role R

AI1

R AI2

R AI3 R AI4 R A5 R A6

Transcript Mbak Asti, langsung aja ya kita mulai. Kemarin mbak Gatri bercerita bahwa sempat mendaftar S2 di Semarang namun gagal. Lalu, kenapa milih dan akhirnya bergabung ke KBI? Oh itu, jadi selama kerja di Purwokerto, aku sempet bingung karena gak keterima di Semarang tapi juga gak tahu harus daftar ke mana lagi. Kebetulan waktu itu Mr. Lian ngasih kabar. “Miss, ini aja kuliah bareng aku di SADHAR”, duhh gimana itu kan non islam ya, aku bilang gitu sih awalnya, Ooo itu udah kerja di STIKES ya? Udah, trus abis itu mikir-mikir lagi. Eh..gpp juga sih kan Sanata Dharma juga bagus kan, maksudnya terkenalnya memang bagus bahasa Inggrisnya jadi ya apa boleh buat maksudnya coba aja dulu, kaya gitu kan. Ya udah akhirnya disekian gelombang yang kedua atau yang pertama itu terus aku yang terakhir.Kemudian ikut tes..nggak sih, awalnya kan buat kaya paper dulu kan, maksudnya kaya writing kehidupan juga, maksudnya dulunya gimana, kita punya ketrampilan apa aja terus ya udah akhirnya ya nggak tau kok diterima gitu. Ya alhamdullilah. Berarti awalnya emang nggak kepengen ke sini? Bukan nggak kepengen, nggak tahu Ooo gitu. Justru mentalnya semarang aja? Iya, terus yang S2 ini aku juga nggak tahu kalau di sini memang ada S2, gitu. Mbak Asti masih ingat ndak waktu kuliah dulu, meskipun dulu ambil linguistics, tetap ada kelas writing juga ndak? Ada, semua skill ada. Itu sejak semester awal? Sejak semester 1 ya… mulai dari basic kita ngerjain

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misalkan ada conjunction ini kita harus gimana...kalo buat sentence ini kita harus gimana, gitu sih. Dan akhirnya mbak Asti harus buat skripsi juga? Iya Oh oke. Lalu, mbak Asti masih ingat ketika mulai belajar nulis atau writing itu sendiri sampai akhirnya membuat skripsi, itu gimana pengalamannya? Em, gimana ya? Kan pasti berbeda ya dengan nulis menggunakan bahasa Indonesia? Ah iya, pernah sempat salah-salah juga nulisnya. Mungkin gak konsen atau karena ide kita yang mau kita omongin dituangkan ke itu jadi gak nyambung atau gimana. Pernah sih waktu hamper nulis bab berapa itu dan diajuin ke dosen itu. Ini grammarnya kok salah ini. Lho kok grammarku salah ini gimana. Padahal yang lain grammarnya juga kayak gitu- gitu doang. Tapi kok ya udah bagus hehe. Dan itu sempat sebulan nggak ngerjain skripsinya. Karena nulis itu tadi. Gimana ya, mungkin kendalanya kita harus merangkai satu kata demi kata kemudian menjadi sentence, lalu paragraph itu kayak yang susah banget gitu lah. Trus akhirnya mbak Asti mau menulis lagi itu gimana ceritanya? Haha. Ya akhirnya aku sadar bahwa ya biarin lah tulisanku jelek. Maksudnya aku bias memperbaiki lagi. Gak mungkin kan, aku juga berhenti sampai di sini. Masa ya aku mau nggak lulus, gitu kan. Karena targetnya udah harus bias lulus semester ini, gitu lho. Jadi inget lagi komitmennya, misalkan aku harus lulus empat tahun atau harus lulus tepat waktu. Nggak boleh lebih, nggak boleh ini.. Ya udah akhirnya aku coba nulis research lagi yang benar yang ati-ati banget. Yang memperhatikan grammarlah, apa lah, kaya gitu-gitu. Harus teliti banget. Terus kejadian seperti itu sempat terulang lagi? Enggak. Haha Sama sekali? Iya, enggak terulang. Haha Berarti Cuma sekali itu dan lanjut lagi? Hooh, bener. Habis itu, pas akhirnya aku bimbingan lagi, ya udah. Gak papa. Maksudnya udah lanjut aja, lanjut bab empat dan seterusnya. Lho kok cepet ya. Sampai akhirnya selesai. Haha Trus waktu sekarang, dulu kan S1 ya mbak ya. Kalau sekarang s2nya. Apalagi waktu di S2 dari semester 1 memang gak ada kelas khusus writing. Tapi semuanya pasti tentang writing academic papers. Ketika mbak Asti kerja juga, ngajarnya writing Cuma yang simple simple,

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A14

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mengingat kebutuhan siswanya mbak Asti. Ketika di semester pertama, dapat lima mata kuliah semuanya dalam bentuk academic papers, gimana perasaannya? Gimana ya.. apa ya.. kaya mungkin bias dibilang kaya shock gitu. Maksudnya udah lama gak nulis kan. Apalagi dalam bentuk yang kaya jurnal. Kaya gitu lah, yang untuk di publish. Jadi ya, apa ya. Kebetulan juga kan ada mata kuliah writing itu kan. Itupun juga waktu di display di depan aku juga masih salah salah. Karena mungkin ya itu karena masih belum… maksudnya masih blank. Karena ya itu tadi, udah lama itu tadi, kemudian diminta untuk nulis, yak u bisanya nulis ya seperti itu. Dan kemudian ternyata malah salah semuanya. Gitu. Cuma jadi berapa paragraph doang kan. Nah, ini menarik mbak. Dari pengalaman yang mbak Asti ceritakan. Seputar menulis sejak s1 sampai s2 ini ada beberapa hal yang ingin saya ketahui lagi, dan akan saya lanjutkan besok lagi. Nah, sementara cukup dulu. Terima kasih mbak Asti. Oke, sama-sama.


APPENDIX 5 In-Depth Interview 2 (Asti) In-Depth Interview Asti Wednesday, March 2 2016 Role R

AI1 R AI2 R AI3

R

AI4 R AI5

Transcript Mbak Asti, dari pengalaman yang mbak Asti ceritakan kemarin, ada beberapa hal yang ingin saya ketahui lagi seputar menulis sejak s1 sampai s2 ini Oke Bisa dicertiakan lagi, secara detil pengalaman mbak gatri ketika belajar menulis? Wah itu prosesnya panjang Berarti melalui proses-proses juga? Apa aja mbak waktu itu? Apa ya.. ya tadi, pertama nulis dulu apa sih poinpoin, poin-poinnya apa sih yang mau diomongin gitu kan poin-poinnya, kalau udah poin-poinnya terus baru nulis, nyoba nulis dulu, orek-orekan apa gitu lho, satu sentence dua sentence, kemudian jadi paragraf dilihat lagi tulisannya dari awal lagi, dicek kaya gimana grammarnya udah bener belum terus idenya yang udah di maksud, udah tersampaikan belum di situ, terus kayak gitu maksudnya kaya berulang terus, maksudnya kaya ya kita introspeksi juga dalam tulisan kita seperti apa, gitu sih Selama kelas writing sampai akhirnya mbak Gatri menulis skripsi ya, S 1 itu, ada yang menarik nggak mbak pengalaman menulis skripsi itu Pernah, kaya tentang genre tapi aku salah nulis Itu gimana? Kan kalo dulu kan mau kita diminta untuk nulis per genre misalkan recount haruse gimana, terus kayanya waktu salah tu kalo nggak hortatory apa gitu lho. Di situ aku nulisnya kok masih sama sih kaya yang recount atau apa kaya gitu, jadi dosenku

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R6 AI6

R7 AI7

R8 AI8

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AI10

ya kasih coretan, ini kok sama dengan ini, ini harusnya diini lagi sesuai dengan generic structurnya yang seperti ini seperti ini, gitu sih, agak susah juga sih Tapi dikasih contoh dulu nggak mbak sebelum mbak Gatri buat ini? Dikasih contoh, Cuma ya masih tetep bingung sih, karena kan yang membuat bingung itu kadang kan kaya hortatory dan apa yang kadang kebalik-balik gitu lho, maksudnya nek aku sendiri kaya gitu sih, terus jadi harus sambil bayangin gimana sih ini, kaya gini ni kondisinya seperti ini kira-kira masuk ke recount masuk ke apa masuk ke apa ya, jadi harus berkali-kali mikir juga sih Terus sampai akhirnya bisa itu, Mbak Gatri ngapain itu kok akhirnya bisa? Ya tanya juga sih, maksudnya bu ini kok seperti ini gimana, ya kan ini gini-gini, maksudnya dikasi solusi dikasi saran, kamu gini-gini. Ooo..ya udah, akhirnya aku juga nulis lagi seperti ini, ya lumayanlah nggak dapet A cuma ya lumayan maksudnya udah bisa gitu. Berarti itu kan yang kelas writing mbak, kalau yang ketika skripsi gimana? Apa ya, ya itu tadi, challenging, lebih challenging nya ke, kalau aku ya, lebih ke ya itu tetap ke ide penyampaiannya seperti apa, sama menyatukan paragraf satu dengan paragraf yang lain itu seperti apa, itu yang paling susah Oo gitu.. Jadi ketika mengerjakan skripsi itu membutuhkan waktu berapa lama waktu itu mbak? Satu semester selesai Terus kalau di luar itu mbak, di luar kelas writing sama skripsi, mbak Gatri pernah menulis apa, jurnal akademis lainnya gak? Pernah, tapi waktu dulu masih belum bisa nulis banget ya, memang kayanya takut gitu kalau misalnya kaya gini salah idenya nggak bagus kaya gitu, terus lihat teori juga seperti ini, takutnya ngutip aja tanpa kita pakai kata-kata sendiri, gitugitu. Itu waktu seminar di Bandung, kan kita harus

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ngumpulin abstract dulu. Kapan itu Mbak? 2010 kalau nggak salah. Itu dalam rangka apa sih ya, lupa aku, pokoknya di Bandung ada acara kaya khusus seminar pengajaran dalam bahasa Inggris gitu, maksudnya sharing tentang teaching, tentang apa yang pernah dilakukan, gitu-gitu.Nah di situ buat abstrak dan kebetulan dosen yang nawari mau bimbing, soalnya ya kan ditawari gitu lho, ditawari kalo nggak dicoba ya kita nggak ada apa namanya, nggak ada skill yang bisa kita kembangkan nantinya, gitu-gitu. Trus akhirnya, tapi ya piye ya, aku ngajak temenku juga temenku nggak mau, ngajak temen yang lainnya juga nggak mau, jadi ya udah aku terpaksa ikut sendiri aku bimbingan PRO sendiri sampai akhirnya dibener-benerin gitu, ya lolos juga sih, ya itu, di abstractnya itu. Tapi yang aku nggak, paling nggak bisa itu nulis di full papernya. Karena ya memang pertama belum punya pengalaman nulis yang seperti itu. Terus ya piye ya, maksudnya masih kesulitan dalam menulis aja sih waktu itu, karena waktu itu nggak ada pengalaman sama sekali kemudian diminta nulis abstract, untuk nulis full paper kemudian ya jadi itu, Tapi apa yang membuat mbak Gatri kepengen ikut seminar di Bandung itu? Pengalamannya EPN Pengalamannya? Karena ternyata dari semua orang yang dateng aku sendiri yang mahasiswa. Yang lainnya teacher, lecturer kaya gitu-gitu. Jadi ya udah. Aku ikut sama dosenku Terus mbak Gatri present papernya? Jadi, awalnya nggak jadi sih, awalnya nggak mau pergi ke bandung sampai direwangi nangis-nangis. Bu saya nggak usah ikut aja ya bu sampai saya bilang gitu, terus “lho kenapa kok..” Tapi nangisnya serius? Nangisnya serius lah. Maksudnya nggak brambang gitu matanya gitu lho. Itu pas mau pergi lho.


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Maksudnya pas di stasiun kereta apinya, nunggu keretanya itu. Itu sambil, “aku nggak mau ikut”, jadi ya, ya udah akhirnya dipaksa-paksa, ya udah lah nggak papa lah pengalaman ini, nggak ada kesempatan yang lainnya lagi kan, gitu Terus waktu present papernya rasanya gimana mbak? Rasanya ya gitu deh, maksudnya yang lega gitu lho. Oh ternyata tulisanku nggak dibaca. Hahaha. Tulisanku yang jelek itu, aduh, yang aku malu itu malah bukan presentingnya, malah lebih ke, aduh papernya kaya semacam proceeding gitu kan, kita dikasih gitu. Terus apa tu yang lebih malu itu lihat tulisanku waktu di full papernya itu. Kan kelihatan banget kalau misalnya ini, kaya nggak professional gitu lho, aku ngerasanya sih kaya gitu sih, karena memang ya itu nggak ada kemampuan dari awal gitu. Berarti akhirnya mbak Gatri tahu salahnya di apa aja kurangnya dimana aja? Ho’o..kaya misalkan buat background kayanya SA kurang ngeh gitu lho, terus kaya yang di teori juga kayanya nggak mantep juga sih, tapi kalau di analisis ya okelah, tapi kalau yang dibagian awal gitu kaya nggak bagus gitu lho menurutku Terus akhirnya setelah saat itu mbak Gatri ngrevisi lagi nggak? Enggak, enggak sih cuma tak lihat aja, ternyata SA grammarku kaya gini ya, oh ternyata duh sentence ku kok jelek banget sih. Cuma menyadari aja AUT maksudnya nggak terus diperbaiki, Cuma ya itu, kaya oh..apa yang harus aku..maksudnya, aku harus belajar apa lagi sih dari ini, kaya gitu-gitu sih. Mmm gitu, ya. Itu seputar pengalaman mbak gatri waktu S1 dulu ya, ternyata pernah nulis juga. Itu sempat dapet feedback nggak mbak setelah seminar, atau selama seminar? Nggak ada, feedback gimana maksudnya antara audience? Nggak sih cuma paling tertarik aja, oh..bagus kaya gini gini gini, oh selamat ya, gitugitu doang sih


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Memang topiknya tentang apa to mbak? Yang ditulis waktu itu seminar Sama dengan yang ini, tentang basa basi sebenernya, tapi basa basi yang dipakai di kelas anak-anak. Ada kalau basa basi yang di kelas anakanak, tapi kayanya waktu itu mungkin nggak begitu dalam. Oh iya sebelumnya aku juga pernah nulis, tapi bukan bahasa Inggris ya Tapi akademis juga? Akademis, aku dari semester 1 atau berapa, karena aku harus ngejar, aku pengen ngejar beasiswa, kalo misalnya pengen ngejar beasiswa harus nulis dulu, itu namanya karya tulis mahasiswa. Sebagai persyaratan? He’em. Atau nanti bisa jadi PKM. Program Kreativitas Mahasiswa.Jadi kalauuu disitu kan kita otomatis kita nulis, nulis proposal, tentang apa yang kita akan ajukan. Itu ada beberapa macem, jadi ada pengabdian masyarakat, ada yang kewirausahaan dan sebagainya, tapi aku lebih ke pengabdian masyarakat karena udah ada hal yang menarik di situ kemudian dipraktekkan ke masyarakat. Jadi itu nulis proposal, direview juga dari DIKTI, kemudian masuk, diterima trus akhirnya berjalan.Itu berapa kali ya, aku sering nulis sebenernya tapi bahasa Indonesia dan yang kedua yang ini, PKMAI. PKMAI artikel ilmiah. Dari hasil masyarakat itu tak tulis jadi artikel ilmiah. Itu sebenernya itu kan kelompok ya, tapi tu lebih banyak ke akunya nulisnya hahaha. Berarti yang kerja mbak Gatri tok? Hahaha Aku awalnya nulis latar belakang kaya gimana, gitu, kemudian aku kasihkan ke temenku, kok kayanya nggak ada perubahan sama sekali, ya udah akhirnya aku buat semua jadi kaya (ada semacam) perhitungan persentasenya kaya gimana, terus mereka tertarik nggak dengan latihan gamelan (dilihat dari hasil kuesioner), kaya gitu-gitu doang Bentar, antara yang kedua ini, yang di DIKTi ya sama yang di Bandung, mana yang duluan mbak? Yang duluan yang di DIKTI, itu semester tengah,

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4-5 gitu. Terus aku juga pernah nulis juga sih, jangan kaget ya, hahaha. Maksudnya kaya pemilihan mahasiswa berprestasi gitu kan. Itu dimana? UDINUS. Awalnya juga aku pernah nulis. Haha Akhirnya banyak to? Hahaha Iya juga. Aku juga baru nyadar. Tapi bahasa Indonesia ya nggak bahasa Inggris. Di 2007 pas awal masuk itu kita diminta untuk nulis, nggak semua tapi dipilih gitu lho, aku nggak tau kan namaku juga dipilih. Terus kemudian, kita ada topiknya sendiri, agent of change, nah diminta untuk nulis seusai topic dan dikasi waktu 3-4 hari EPN saja, dan akhirnya presentasi. Tapi ya itu, tulisanku kayanya ya aku masih belum puas gitu lho. Kaya, yaa bahasa Indonesia tapi kan ya bahasa Indonesia ku memang nggak bagus gitu lho, memang udah di Indonesia tapi kan aku nggak bisa (menggunakan atau menulis dg benar dan baik) ini, gitu lho. Ya ATT udah aku sebisanya aku nulis, kaya gitu. Terus habis itu aku juga ikut lagi pemilihan mahasiswa berprestasi 2 kali atau 3 kali an. Itu juga nulis lagi. Tentang pengajaran bahasa Inggris ke anak-anak MOT dengan cara macem-macem yang unik. Ya awalnya juga cuma iseng aja sebenernya tapi ya juga karena ada dorongan dari dosenku, kamu kalau bisa ikut ini, ya udah akhirnya ya udah karena nggak ada yang maju kan di fakultas. Akhirnya maju, buat proposal lagi, nggak sih buat kaya bab 1, bab 2 gitu-gitu. terus, duh gimana aku juga lihat-lihat gitu, awalnya juga masih bingung kok kaya gini kaya gini duh, ya udah akhirnya tetep jalan aja Itu pakai bahasa Indonesia? Bahasa Indonesia, semuanya Tapi topiknya tentang pengajaran bahasa Inggris ya? Ho’o. iya sih pengajaran bahasa Inggris semua yang sesuai aja dengan bidang masing-masing. Mm gitu. Okay. Itu semua sebelum di Bandung mbak?


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Iya, jadi pengalamannya itu mungkin dari yang bahasa Indonesia itu ke bahasa Inggris gitu kali ya Berarti kan mbak Gatri sebenernya udah tau kalau nulis yang ilmiah, meskipun dalam bahasa Indonesia strukturnya kan seperti ini seperti ini. Terus sekarang waktu di Bandung dulu itu akhirnya pakai bahasa Inggris. Terus apa yang dirasakan mbak ketika beda ini?kan beda maksudnya ini bahasa Indonesia akhirnya di Bandung itu emang lebih berbobot karena itu seminar pakai bahasa Inggris. Itu gimana? Apa ya, maksudnya aku lebih suka yang bahasa ATT Inggris sebenernya. Yang berbeda itu apa sih.. Malah lebih suka bahasa Inggris? Kenapa mbak? Iya. Nggak tahu kenapa, yang pasti, mungkin memang grammarku memang jelek, tapi aku lebih ATT enak lebih suka lebih menikmati pakai bahasa Inggris daripada pakai bahasa Indonesia karena kalo pakai bahasa Indonesia kita harus ya itu lihatlihat dulu. Maksudnya pakai bahasa yang standartnya seperti apa, misalkan, ingin-pengen gitu, maksudnya harus mikir-mikir lagi juga sih. Itu sih. Sama sebenernya. Mungkin lebih ke kosakatanya dari bahasa Indonesia itu ya. Kalo yang bahasa Inggris ya kosakatanya juga sih, pemilihan diksi yang baik, kalau misalnya untuk kaya gini gimana, terus pemilihan conjuction yang tepat untuk menghubungkan ini kadang juga masih bingung juga, gitu. Oke berarti itu pengalaman mbak Gatri waktu S1. Sekarang ketika masuk di S2 mbak, Nah waktu mbak Gatri masuk di sini S2, selama bekerja juga memang mengajar, tetapi nulis writingnya kalau aku dengarkan dari recordingnya itu kan nulisnya juga paling yang simpel-simpel karena kebutuhannya juga nggak terlalu kompleks. Berarti kan mbak Gatri udah lama banget nih nggak nulis juga, nah terus waktu masuk di S2 ini semua mata kuliahnya pasti dalam bentuk writing paper. Lalu terus gimana rasanya mbak setelah sekian lama? Ya itu kaya kagok gitu lho. Kagok dan duh kok FLG kaya gini. Maksudnya, aku harus, apa ya,


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menemukan hal baru lagi sih, maksudnya kita harus belajar ngulang kan dari awal gimana cara kita ini, menggabungkan ide-ide kita jadi sebuah paragraf yang bagus, kaya gitu-gitu. Di situ sih Jadi awalnya masuk kagok Iya Bisa diceritakan sedikit nggak mbak ketika awal dulu apa yang masih diingat tentang writing? Di S2? He’e, waktu semester 1. Berarti yang awal-awal, kan kaget kan waktu masuk pertama-tama itu. Ya itu pas kita ada mata kuliah academic writing itu kan, ya itu yang kemarin aku ceritain pas au dimintain untuk buat paragraf, paragrafnya simpel sih sebenarnya, tapi ternyata menurut dosen yang bersangkutan beberapa kata tidak efektif atau gimana, jadi banyak yang dihilangkan sehingga satu paragraf itu mungkin hanya ada satu atau dua kalimat aja yang ada mungkin ya, gitu sih, ya itu sih, susah. Itu terus apa yang mbak Gatri lakukan pada ketika itu? Apa ya..aku ya tetep berusaha, tapi menurutku ya, maksudnya ya tetep aku bisanya ya modelku yang seperti itu aku nggak bisa model yang dosen ini kasihkan, kadang apasih, susah juga kita mau ngomong gini ternyata dosennnya ini bilangnya tulisannya ini nggak bagus kalau diiniin, jadi ya kaya gimana gitu lho Maksudnya mbak Gatri bisanya kaya gini, tapi dosennya tetep lebih....terus akhirnya mbak Gatri gimana, tetep ngotot pokoknya aku gini bisanya gini, gitu? Ya gimana ya, ya udah dikasih saran, ya bagus, cuma kan gini loh, kalau kita ngerjain sendiri sih bisa, aku bisanya seperti ini, kalau misalnya lebih baik lagi ada kaya ada misalkan reviewer atau orang yang ngecek kita nah itu aku malah lebih sedikit terbantu mungkin ya, mungkin kalimatmu seperti ini misalkan, harusnya mungkin seperti ini. Oh ya udah, jadi tak pikir-pikir juga lagi, nggak

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cuma langsung tak ambil atau gimana tapi ya tetep dipertimbangkan lagi kalimatnya menurut dia seperti ini tapi menurut aku seperti ini, enaknya gimana ya, jadi dilihat lagi per kalimat per paragraf itu nyambung nggak, terus bagus nggak, kaya gitugitu. Terus akhirnya sukses nggak mbak? Kan dikumpulkan He’e, tapi kan itu nggak ada reviewernya nggak ada temen yang ngecek kan, jadi.. Hanya pure dari dosen ya Ho’o, jadi ya..., dan kita pun nggak tahu hasil kita sebenernya tulisan kita sebenernya bagus apa enggaknya kan kita nggak pernah tau hasilnya kan, jadi yaa agak susah juga menilai dari tulisan yang pernah kita tulis di semester 1 Berarti nggak ada feedbacknya? Nggak ada. Kalau di semester 2 kebetulan kita kan di linguistic ya, kalau di education pasti nulis juga kan writing kaya buat jurnal gitu. Di semester 2 di akhir itu kan buat kaya semacam artikel kemudian kita diminta untuk ada reviewernya di situ, nah reviewerku disitu adalah mbak Lia. Jadi aku nulis sudah selesai, sudah selesai analisis tentang comic strips kaya gitu,analisis itu, itu nulis dari abstract, kemudian background, theory sampai akhirnya analisis dan discussion dan kesimpulan, udah selesai, aku berikan ke mbak Lia, mbak Lia ngecek, kalimatnya kaya gini, jadi ada komennya beberapa sih, banyak ya. Terus akhirnya aku juga ngecek juga, oh iya bener juga ya, oh bagus, jadi mempertimbangkan hal yang diberikan teman, gitu. Berarti artinya feedback dari teman sendiri? He’em, jadi lebih lega gitu lho, ohh enak juga ya, maksudnya kita tahu kemampuan kita segini, direview ya okay, gitu Berarti dibandingkan dengan semester pertama, prosesnya menurut, dibandingkan antara semester 2 yang dapet review dari teman sendiri dengan semester 1 yang langsung dari dosennya, prosesnya mana yang jauh lebih baik menurut mbak?

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Menurutku lebih baik yang ke temen dulu, karena kan secara nggak langsung kita meskipun nggak deket misalkan ya, kita tetep bisa komunikasi gitu kan, terus kita bisa apa namanya tanya hal yang seperti ini seperti ini jadi lebih enak lebih deket aja, kalau misalkan dengan dosen kan, misalkan kita dengan dosen langsung gitu agak pekewuh juga, agak nggak enak gitu kan, masa ya beliau mau ngurusi satu orang doang atau ngurusi beberapa orang doang gitu kan nggak mungkin, (beliaubeliau) juga sibuk juga, gitu sih Oke. Nah sekarang coba mbak Gatri mengingat antara semester 1 dengan semester 2 ya kan. Bisa nggak mbak Gatri memberikan contoh 1 kejadian di semester 1 tentang ketika menulis itu juga, dari awal sampai submission akhirnya mbak. Dari awal ketika mbak Gatri dapet tugas, suruh membuat artikel seperti ini, lalu prosesnya dan sampai akhir Oo aku ngapain aja gitu? Ho’o..ketika yang semester 1 dulu Awalnya kan selalu dikasi topik ini, eh, misalkan, “kamu nulis dikumpulkan minggu depan atau dikumpulkan bulan depan’. Jadi pertama Contoh 1 mata kuliah aja ya? He’e. jadi pertama aku cari sourcesnya dulu, yang ini gitu kan. Aku dah tau maksudnya aku dah ada bayangan mau nulis apa. Terus.. Itu mata kuliah apa mbak? Academic writing Nggak yang S2nya Academic writing. Emang semester 1 ada academic writing? Ada Ohh english literature?eh..literacy?Ohhh.. Terus abis udah ada ide kemudian cari sourcesnya, kemudian dibiarkan dulu. Hahaha. Enggak-enggak. Maksudnya biasanya sih aku ngumpulin apa-apa dulu yang ada gitu terus jadiin satu kemudian dilihat dibaca-baca bentar terus baru nulis ini, nulis backgroundnya mau apa, gitu, terus nyicil dulu sih awalnya, nyicil backgroundnya kaya gini gini gini,

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kemudian setelah backgroudn kemudian theory, nyicil juga, kira-kira yang masuk ke theory ini apa aja, udah, terus abis itu ke discussion misalkan kaya gitu ya, terus ya mayan bisa dicicil ya misalkan karena udah ada datanya misalnya seperti itu, terus nyicil juga conclusion, terus minggu depannya lagi kita coba apa namanya lihat lagi dari awal sampai akhir seperti apa, apa yang kurang, apa yang perlu ditambahkan kaya gitu-gitu, terus dicek lagi, nulis lagi kaya gitu-gitu, terus mulai nulis abstract, misal katakanlah udah selesai semua ya, nulis abstract apa yang ada di situ ditampilkan gitu kan, terus udah, setelah itu misalkan mendekati hari H misalkan Hari H pengumpulan? He’em, atau katakanlah 2 atau 3 hari biasanya aku cek lagi, cek lagi tentang ya itu, tentang penulisannya kaya gimana, apa yang kurang lagi, apa yang harusnya seperti apa, sambil lihat halamannya hahahaha. Karena kan ada... Iya ada batasnya Jadi harus berapa kata gitu, jadi dilihat dari jumlah wordsnya juga. Kalau misalnya belum, tambahin apa aku juga bingung, maksudnya ya kalau misalnya belum ya kita lihat aja kira-kira mana yang belum masuk di pembahasan atau belum masuk di theory atau belum masuk di background gitu, tinggal di cek lagi, terus sudah dicek, ya udah tinggal ini. Sourcesnya juga Oh gitu. Nah selama itu mbak meskipun di semester 1 ya, meskipun langsung ke dosennya, itu sempat ada revisi nggak? Kan nggak ada Jadi langsung terus gitu ya sampai akhir? reviernya tergantung mbak Gatri sendiri kalo mau mantep berarti? Iya sih Makanya waktu sebelum submission mbak Gatri ngecek-ngecek itu sendiri? He’e. kalo yang ada revision sih mungkin yang ke penulisan komentar kali ya, apa sih, abis itu

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judulnya apa sih, ada commenting journal apa gitu loh. Awalnya hanya diminta nulis intinya perbagian, akhirnya konsul dan dapet komen. Setelah itu mulai nulis lagi tanpa konsul dan revisi. nah abis itu mungkin kan kita diminta untuk menulis title nya apa kemudian isinya apa, itu sih ada komentarnya. Ya tak baca ulang sih ya bener juga sih menurut bapaknya kalau ini nggak perlu dicantumkan di sini, oh ya, berarti maksudnya ada gambaran gitu lho, terus ya itu, nulis lagi gitu. Tapi itu kapan mbak, setelah pengumpulan atau sebelum pengumpulan? Itu sebelum pengumpulan Ohh..jadi sempat cuman sekali itu tok ya sebelum pengumpulan sampai akhirnya mbak Gatri mengumpulkan? He’em Nah selama proses yang ini tadi mbak, rasanya gimana mbak? Belum puas. Sampai sekarang pun juga aku belum puas, karena aku belum tau seberapa jauh kemampuan writingku Meskipun udah terjadi lalu?oh gitu..tapi mbak Gatri sempat pengen memperbaiki nggak? Cuman membantu kebutuhannya mbak Gatri sendiri Pengen. Kalau misalnya ada feedback dari dosennya langsung ya pengen banget maksudnya, aku bakal nulis oh ini lho kekuranganku di sini kekuranganku di sini, jadi aku bisa memperbaiki, ohh ternyata aku kurangnya di sini, masih banyak juga yang harus aku pelajari, itu yang penting Tadi kan mbak Gatri ngomong nyesel, apa, kurang puas. Bagian kurang puasnya yang apa mbak? Kurang banyak tugasnya atau? Nggak, maksudnya kurang puasnya di penulisan aja, di bagian kaya misalnya kaya apa ya, misalkan kaya koherensi terutama ya, itu kan yang kadang kita susah untuk ininya, kadang nggak coheren, kadang gimana caranya biar koheren itu kan yo o dikasih apa lah biar koheren, kan itu yang buat susah, itu disitu sama pemilihan kata-katanya yang

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pas apa Terus semenjak kejadian itu mbak Gatri sempet merencanakan sesuatu nggak buat misalnya kalau besok dapet tugas kaya gitu lagi, yang notabene tidak ada feedback langsung, cuman sekali gitu Aku nggak ada rencana apa-apa, dari dulu memang nggak ada, tapi setelah semester 2 aku berusaha untuk memperbaiki itu sendiri gitu lho, maksudnya meskipun nggak ada feedback langsung dari dosen ya aku tetep harus gimana caranya aku bisa buat jurnal ini jadi bagus, maksudnya bukan bagus menurut orang lain, mungkin bagus menurut orang lain terlalu tinggi kali ya, tapi bagus menurut aku aja yang standar-standarku kaya gimana, kalimatnya, kalimatku emang kalimat mungkin yang bisa dikatakan simpel. Tapi kadang ada yang complicated aku juga bingung juga. Hahahaha. Nah kalau itu tadi yang semester 1 mbak, yang maksudnya belum dapet feedback sesuai harapannya mbak Gatri, tapi yang di semester 2 tadi mbak gatri menyampaikan ternyata bisa dapet reviewer juga meskipun dari teman. Nah itu bisa diceritakan juga mbak dari awal sampai submission juga? Itu kapan mbak? Semester 2. Itu kita dari awal emang udah di warawara kalau akhir semester kita akan buat jurnal individual, di situ per minggu kita presentasi.jadi kita bisa tau topik apa yang kita ambil gitu kan. Yang menarik buat kita.Pas jadwalku, aku merasa aku merasa bahwa topik yang aku bawakan itu menarik, jadi aku persiapan dulu topiknya aku mau ini, gitu kan. Setelah itu setelah aku presentasi aku dah mulai nyiapin apa yang harus aku lakukan. Itu aku konsultasi sama pak Barli, terus, Pak datanya kira-kira seperti apa ya Pak saya mau ambil kaya gini kaya gini, terus bapaknya bilang, ‘Oh ini aja, comic strips misalkan, itu kayanya bagus tu”. Duh comic strips yang kaya gimana pak? Aku cariin, yang comic strips yang nggak terlalu ini ya nggak terlalu dewasa banget, maksudnya yang lebih ke anak-anak gitu lho, apa sih judulnya itu, pokoknya ada anjing sama pemiliknya gitu aku lupa

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Ohh kaya snoopy? Bukan snoopy, ohh.. Garfield Ohh Garfield. Garfield kucing mbak bukan anjing Iya emang Aku bilang apa sih? Anjing..hahahaha Ya..anjing, eh kucing dan pemiliknya itu kan. Nah terus aku udah lihat datanya seperti itu terus aku konsultasi lagi, Pak, ini seperti ini, terus, “oh iya berarti kalimatnya dihilangin aja”, oke. Aku udah nyiapin itu datanya, kemudian aku baru nulis ininya, latarbelakangnya, latarbelakangku seperti DRA-PCS ini seperti ini, memang belum komplit, tapi sama sih seperti apa yang semester lalu aku lakuin, jadi aku nyicil dulu, nggak semuanya harus selesai. Theory aku juga nyicil, dikit-dikit yang ini, soalnya theory emang dikit. Terus discussionnya aku juga nyicil, tapi yang lebih banyak aku cicil adalah discussionnya karena lebih mudah menurutku, maksudnya itu kan analisis asumsi terhadap comic strips nya gitu lho, maksudnya itu kita bisa berekspresi lebih banyak di situ, jadi lebih enak di situ. Udah selesai, baru mulai lagi dari awal lagi, backgroundnya seperti apa gini-gini, terus nyicil lagi ke abstrak, terus hasilnya seperti apa baru ditonjolkan di situ, terus udah, terus akhirnya ya itu tahap finishing nya itu, aku udah cek semua kayanya grammar dan semuanya udah bener gitu ya, tetapi ternyata setelah di review ya gitu, setelah di review dikumpulkan. Jadi reviewernya yang dari teman kita ya, direview itu ketika sebelum dikumpulkan juga? Atau ada beberapa misalnya baru tahap 1 apa ketika background mbak Gatri selesai terus direview Oh nggak. Kan nggak mungkin si reviewer akan melihat seperbagian kan, akan terlihat susah kalau misalnya dia melihat cuma bagian ting printhil ting printhil gitu kan agak ini. Jadi ya itu, sambil aku nyicil sambil aku nyari siapa yang mau jadi reviewerku, setelah udah selesai semua fix, udah jadi, aku baru ke reviewer. Berarti ada berapa kali si reviewer sempet ngecek?


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Cuma sekali Cuma sekali? Itu kapan? Pokoknya sebulan atau 2 minggu sebelum pengumpulan, kayanya ya, aku lupa. Jadi aku inget banget pokoknya temen-temen belum ada apa-apa aku udah nulis gitu lho. Oh gitu. Terus kalau boleh tau mbak, apa yang membedakan kalau tadi yang dibandingkan yang semester 1 ya, itu juga dapet feedback? Maksudnya sekali itu sebelum dikumpulkan in final, tapi kalau yang kedua ini mbak Gatri ini dapet feedback dari reviewer yang notabene reviewernya adalah temannya mbak Gatri, itu kan juga sebelum pengumpulan, tapi kenapa mbak Gatri lebih memilih yang ke 2? Gini, kalau yang pertama itu direview cuma, cuma kan kita kasihnya cuma conclusion, apa ya, kaya garis besarnya aja, jadi nggak, dosen nggak lihat keseluruhan dari tulisan kita seperti apa. Tapi kalau yang ke 2 ini kan lebih gimana ya, maksudnya kita kan mulai dari penulisan abstrak dari ini kelihatan semua kalo yang ini kan cuma dari misalkan dari discussion aja, dari apa. Jadi kita cuma paling ya, ya itu gitu lho, oo ini yang diperbaiki, ini, ini aja, terus baru kita nulis full nya seperti apa Nah terus kalau terkait yang apa, ketika penulisan di semester 2 ini mbak ya, yang dapet review dari teman. Perasaan mbak Gatri gimana? Ya terbantu. Maksudnya apa ya, kita bisa tahu, kita di kemampuan kita seperti apa sejauh mana gitu, kita kurangnya di bagian apa sih, gitu, kita apa namanya perlu memperbaiki itu yang seperti apanya, misalkan grammarnya atau apanya gitu Ohh gitu. Terus kalau yang semester 3 sendiri apakah masih dituntut untuk menulis? Kan proposal..itu sayangnya cuma diteliti, diteliti sih, cuma nggak begitu detail ya. Paling kalo misalnya dosennya bilang, dosennya udah baca gitu sekilas kalau misalnya ada yang kurang ngeh atau kurang sreg dengan tulisannya biasanya dikasih coretan di bawahnya terus dikasih keterangan apa gitu,

FDB – DetailsPCS

FLG

Teacher correction


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Apa yang salah Grammarnya mungkin, atau conjuctionnya WEK misalnya kaya, apa, although atau apa misalnya seperti itu Selama dari semester 1 sampai 3 ya, pernah nggak mbak Gatri mengalami kesulitan ketika nulis itu sendiri artikel itu sendiri, yang paling diinget mbak Gatri? Kesulitan apa ya, kesulitan apa sih..hahahaha. Apa sih, contohnya apa contohnya Misalnya, dari semester 1 sampai semester 3 ya, kan ada banyak mata kuliah itu, ya mungkin yang semester 3 yang lebih sedikit, semester 1 sama 2 aja. Ketika itu kan diminta pasti at the end of the semester kita harus mengumpulkan paper atau artikel atau jurnal atau apalah, yang akademik. Nah ada nggak mbak Gatri mengalami kesulitan selama itu, terserah mau refer yang mana aja, yang semester 1 boleh semester 2 boleh, yang paling berkesan kesulitannya buat mbak Gatri Kesulitan mungkin kesulitan ambil sourcesnya kali DIF ya. Nggak sih, mungkin lebih ke, kita pengennya yang seperti ini, kita tahu expert nya siapa, namun kemudian setelah kita cari-cari ternyata bukunya nggak ada. Itu yang membuat kita jadi mempersulit untuk nulis gitu lho, padahal kan kita ya memang sebagai bukti juga, tapi kalau aku lebih aku pengen lihat bukunya gitu lho, maksudnya aku lebih enak megang bukunya dari pada lihat internet atau lihat tulisan yang enak juga, cuman radiasinya itu yang WEK bikin nggak ini, kadang kan kalo kita udah liat laptop itu kayanya gimana, jadi itu kesulitan yang utama ya itu maksudnya kaya kita nyari sumber tapi sumbernya ternyata nggak dalam bentuk elektronik. Nggak dalam elektronik juga sih. Nggak ditemukan, nggak ada, maksudnya ya yang punya ya cuma orang-orang tertentu misalnya, atau gimana. Tapi kita susah untuk menghubungi orangorangnya karena kita nggak tahu, nggak punya kenalan. Kalo itu kenapa mbak, karena topiknya mbak gatri yang misalnya susah atau jarang digunakan orang


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lain atau memang karena di sini tidak disediakan? Disini nggak disediakan dan kemudian mungkin DIF juga agak jarang sih terutama basa-basi ya. Basa basi ada di sini banyak, cuma kebanyakan jurnal, jurnalnya dalam bahasa Indonesia, skripsi. Skrpsi berarti S1? Yang pake bahasa Inggris, S2 ada, cuma nggak dapet aja aku. Nggak dapet poinnya dia apa gitu. Jadi nggak bisa nangkep. Terus apa yang dirasakan mbak Gatri waktu itu, karena kan sourcesnya kan sangat krusial, pengaruh sama artikelnya atau jurnalnya mbak Gatri Ya udah, untungnya aku punya buku yang khusus buat itu tentang small talks basa-basi itu, di situ tapi mau nggak mau harus ngutip ya maksudnya karena emang adanya disitu menceritakan tentang expert nya sendiri seperti apa dulunya kenapa disebut dengan ini kaya gitu-gitu, jadi ya lebih ke second hand source. Oh gitu, bentar..waktu mbak Gatri tahu kalau sources nya itu langka, maksudnya di sini disediakan tapi terbatas, ada juga di perpus tapi nggak dapet poinnya. Itu rasanya gimana mbak? Pertama kali ketika tahu Ya jengkel juga sih, maksudnya aku harus ke siapa FLG gitu lho, maksudnya aku harus tanya ke siapa lagi kalo misalnya di sini nggak ada di situ nggak ada, di UI pun yang orangnya atau penulisnya berasal dari situ itu juga nggak ada Oh ya? He’e..aku lihat di webnya UI itu nggak ada, nggak nemuin aku. Atau mungkin buat kalangan beliau sendiri atau gimana aku juga nggak tahu sih Terus akhirnya mbak Gatri itu menemukan dimana? Ya itu tadi aku nemuin di bukunya seorang yang menulis tentang itu Itu dapet dari perpus atau? Nggak, nggak dapet dari sini. Itu semuanya dapet dari kampus, dulu.


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Oo... S1? Waktu di UDINUS? Ohh..gitu Ho’o. Semuanya di situ Terus setelah itu mbak, apa yang dilakukan, setelah dapet, g jadi nangis kan? Hahaha Hahaha. Ya maksudnya dilihat dulu dibaca dulu kaya gimana gitu. Ya masih merasa belum puas EPN karena belum dapet bukunya sendiri ya, tapi ya udahlah memang ini yang aku dapet kok, AUT maksudnya ya ini yang di sini yang bisa aku pelajarin maksudnya yang meskipun aku nggak bisa dapet buku aslinya ya aku masih tetep bisa melihat dari orang yang mengembangkannya lagi, atau mengutip dari bukunya beliau. Oke. Nah ketika mbak Gatri dapet, ini kan masalah paling krusial, ketika masalah references atau literature review ya, tadi yang langka bahkan orangnya sendiri yang ada pun juga nggak punya. Nah itu apakah merubah pandangannya mbak Gatri sendiri tentang writing? Itu dia..pernah sih sempat terbesit gitu, udah, gini ya, jadi..hahaha. jadi udah keliatan langka gitu udah Ah sorry, itu kapan mbak? Thesis ini Oh gitu Tapi kalau nggak salah menuju ke semester 4 ini, menuju ya, bukan semester 4 nya, tapi menuju ya. Di situ kan mungkin setelah seminarnya kali ya waktu itu aku lagi galau-galaunya, maksudnya berfikir apa aku harus ya cari topik yang oke, yang kaya gini, tapi tetep ada source yang bisa aku dapatkan secara nyata gitu lho, nggak harus ngehubungin orang atau nggak harus gimana gitu. Ya udah, aku udah nyiapin semua, maksudnya PLN-PCS udah cari-cari buku S1. Aku mau cari, aku mau ganti judul dengan yang ini ah.kayak gitu, udah. Terus udah, cari-cari artikel dosenku juga ada 2, terus, tapi kok kaya gini ya, aku juga mikir-mikir lagi, kaya kalo aku mikir ke topic lama tadi, ke topik lain, kayanya kok yang ini kok nggak kepake gitu lho eman-eman juga gitu kan. Kalo yang ini


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datanya gimana dulu dilihat dulu datanya pas apa nggak, datanya sih emang yaa nggak banyak sih yang pake hedges itu cuma ya kayanya gimana nanti kalo misalnya dipertanyakan itu yang gimana ya aku jadi kaya bertanya-tanya terus. Terus akhirnya yaa duh gimana aja jadi bingung kan antara 2 itu ya udah aku putusin, udah lah aku nggak mau yang ini, kayanya ini juga sourcesnya juga secondhand semua kan. Aku lihat juga secondhand itu trus akhirnya aku ini apa tetep kembali ke yang dulu maksudnya tetep gimana aku ngerubahnya atau gimana aku harus lanjut atau harus gimana apa yang harus aku perbaiki, gitu sih Yang dulu itu judulnya apa mbak? Dulu sama dengan yang ini. Sama, phatic communication Oke, berarti mbak Gatri lebih berhati-hati lagi? Iya lah Terus kalo mau revisi juga pikir-pikir, maksudnya kok revisi, apa, mengganti judul atau topik udah pikir-pikir lagi? Kalo ini aku udah nggak mau ganti judul lagi, karena udah bukan masalah mepet atau nggaknya, bukan masalah mampu atau nggaknya, tapi udah aku kayanya passion ku di sini maksudnya aku lebih sukanya aku di sini, jadi kayanya aku bakal lebih mendalami yang di sini aja, nggak mau yang lain dulu. Kalau misalnya yang lain ada saran, “kamu ganti topik aja gini-gini”, oh iya itu mungkin buat selanjutnya atau mungkin buat artikel aja, gitu aja sih Gitu, berarti mbak Gatri lebih teliti lagi ketika kalo ganti judul atau topik masalahnya bukan mudah atau cepet selesainya tapi juga apa ya, kalau aku ganti ini sources nya dapet lagi apa nggak, kalau ganti ini cocok apa nggak.. He’em Oke. Nah..selama 3 semester ini mbak, di SADAR ya. Jadi kan sampai GRP itu ya, ada nggak pengalaman yang menarik atau berkesan atau yang nggak terlupakan ketika nulis artikel, tugas, paper


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itu tadi. Kan banyak banget nih, semester 1 juga banyak hampir semua mata kuliah nulis, apa, mengumpulkan tulisannya, papernya tadi, waktu semester 2 juga gitu, semester 3 apalagi. Mungkin yang nggak pernah terlupakan karena EXP hasil tulisanku dan tulisan temenku karena kita kelompok, kita iseng ngajuin ke seminar lagi, international seminar, dan ternyata diterima Oya? Itu kapan mbak? Di ini, apa sih, aku lupa, September mungkin ya atau kurang dari bulan September itu Tahun lalu? Tahun lalu ho’o ho’o. jadi setelah kan di semester 2 kita ada research kan, nah kita dibagi kelompokkelompok kaya gitu, terus kita cari topik apa, eh nggak cari topik, topiknya udah disediakan tapi kita disuruh ngolah sendiri kaya gimana, gitu-gitu, terus ya udah kita kerjain bareng-bareng. Temen, aku buat, terus temenku juga buat, kadang aku juga revise grammarnya, tapi dia nggak ngerevise grammarku hahaha. Hahaha gitu, jadi yang ngrevise mbak Gatri juga, cuman mbak Gatri tok gitu?haha Haha ya gitu, ya udah tetep aku juga sih yang ngecek lagi, ya meskipun dia udah ini. Tapi kadang kalo misalnya, ah udahlah, maksudnya dia juga kadang kan bilang gini, “ah udah mbak ini aja, ini kayanya udah bagus kok grammarnya” dia juga ngecek tulisanku, bilang gitu, oh ya udah, “ya udah mbak kumpulin aja”, bilang gitu. Jadi ya udah, ya ATT nothing to lose juga maksudnya ya, akhirnya ya itu Itu satu tim berapa orang mbak? Dua, tapi nggak, ada yang individual, ada yang lebih dari 2 juga ada, tapi kita kebetulan kan kelasnya anaknya dikit, jadi dibaginya dua-dua. Jadi.. Itu seminarnya di mana mbak? SADAR Ooo di SADAR juga, oke. Lalu topiknya mbak Gatri yang sama temennya tadi kan berpasangan, yang diseminarkan itu judulnya apa mbak?


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Apa ya, masih ingat nggak ya, ini, verb-noun functional shift. Itu gimana? Apa yang dibahas? Perpindahan dari...e gini, kata kerja tertentu itu, pokoknya satu kata, nggak kata kerja, kata tertentu itu, itu masuknya ke verb dulu itu awalnya dari kata verb dulu, di verb dulu, atau noun dulu, atau adjective dulu atau apa. Jadi kita lihat di kamus. Kalau kamus kan kalau yang oxford itu kan ada yang misalkan dia awalnya dari apa, dia awalnya dari kata benda atau kata kerja, jadi kita maksudnya, tapi perpindahan yang khusus kalo nggak salah ya, verb ke noun, kalo nggak salah itu itu doang. Itu kita ngecek verb ke noun nya itu kira-kira termasuk activities atau termasuk orang apa ada 5 jenis. Terus kita analisis bareng-bareng, terus udah diitung gitu doang, jadi lebih banyak yang mana lebih sedikit yang mana gitu-gitu sih Terus apa yang membuat mbak Gatri pede, maksudnya langsung mengajukan kan itu berawal dari tugas, class research ya, terus berani diajukan di seminar Apa ya, karena mungkin dorongan dari dosen juga MOT kali ya, jadi kan memang ditawari, ”itu ada ini, LLTC di SADAR yang ngadain S1” gitu, terus duh gimana, jadi aku kompromi dulu sama temenku, mbak gimana, kita mau apa nggak, gitu, kita bisa nggak. Terus akhirnya ya udah, ya tetep kita ini. Dan kita juga kaya bimbingan juga sih, tapi ya nggak begitu ini, tetep kita yang harus menyelesaikan masalah itu sendiri sebenernya Oh gitu. Terus apa yang mbak Gatri rasakan ketika mau mengajukan itu ke seminar? FLG Rasanya nggak yakin, hahaha Haha nggak yakin gara-gara? Nggak yakin karena tulisan kita itu diganti abstrak AWR kan, diganti abstrak itu udah termasuk atau udah mewakili apa yang hasil kita apa belum kayanya masih meragukan juga sih. Terus rasanya ketika kalo tadi awalnya mau ngajuin itu masih ragu, terus waktu sudah


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dipresentasikan rasanya gimana mbak? Rasanya lega aja sih, maksudnya berhasil gitu lho, FLG maksudnya, ya enak aja, maksudnya ya udah kita udah sharing apa yang kita punya yang kita dapet gitu kan, sharing ilmu aja sebenernya Terus rasanya kalo terkait sama tulisan mbak Gatri itu sendiri? Lebih ke full papernya atau gimana? He’em Ya tetep masih sama, belum yakin. Beda dengan FLG kalau kita direview gitu lho sama orang lain, jadi kita, kalau itu aku udah merasa ohh lega, gitu. Meskipun kita masih tetep dapat feedback dari dosen kita kalo ternyata mungkin judulnya bagusnya seperti ini, gitu. Jadi, oh kaya gini, jadi, enak. Kalo misalnya yang kaya kemarin itu presentasi itu, ya itu masih sama kaya, kayanya grammarnya masih kaya gini deh, kayanya harus pengen diulang lagi. Maksudnya kalo aku ya, aku EPN tu orangnya perfeksionis, jadi aku nggak bisa melihat sesuatu hal yang “udah gitu aja-udah gitu aja” aku nggak bisa, Oh gitu Ya malu, hahaha Hahaha. Tapi waktu seminar itu bukannya ada yang tanya juga dapet masukan juga nggak? Ada, ada yang tanya, ada yang, ya tanya seputar itu aja sih, terus kaitannya sama teaching gimana, kalo misalnya itu dipraktekkan di pengajaran kita, gitugitu Terus ada masukan juga mbak, mungkin? Masukan, nggak ada, cuma bertanya aja Ooo pure bertanya aja. Lalu semenjak kejadian itu ada.. Kejadian apa hahahaha Kan itu kan yang berkesan adalah ketika tugas research akhirnya diajukan.. Setelah seminar berarti? He’e. Seminar itu, kan itu, tadi mbak Gatri ngomong itu yang palin berkesan ya, karena berani-beraninya dari tugas langsung jadi ke


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seminar. Terus ada yang bisa dijadikan pelajaran? Hahahaha Apa yang bisa diambil hikmahdari pengalamannya mbak Gatri itu, karena kan meskipun tadi kan mbak Gatri kan masih ragu juga, bahkan sampe udah dipresentasikan pun masih ragu tapi udah, tapi tetep berani Ya tetep berani aja, maksudnya, percaya dulu lah, gitu lho. Kalo kita nggak punya kepercayaan diri ya mana bisa kita maju, gitu. Kalo misalnya kita nggak pede dengan tulisan kita, terus kita nggak ngajuin gitu, apa bisa kita ke seminar, kan nggak, maksudnya ya pede-pede aja dulu, maksudnya, mau dibilang tulisan kita jelek mau dibilang grammar kita acak-acak an atau kaya gimana, yang penting kita udah berusaha ngasih ide kita seperti ini, aku maunya seperti ini, kalau diterima ya syukur, nggak diterima ya udah. Gitu. Kalo setelah seminar itu sendiri, mbak Gatri kepengen ikut seminar lainnya nggak? Pengen banget. Sebenarnya aku(ada) beberapa, tahun ini kayanya ada beberapa seminar, cuma karena jauh dan karena butuh biaya agak besar Oh di luar kota? Ho’o di luar kota. Dimana ya, di Sumatra kayanya. Di Sumatra itu katanya gratis sih ada yang gratis tapi PPnya kan itu kan Iya transportasi..oh...Jadi tetep ada rasa kepengen ikut lagi? Pengen pengen, pengen banget Apa yang mbak Gatri membuat kepengen? Apa ya, pengen bertemu dengan orang-orang baru, maksudnya pengen bertemu dengan ilmu-ilmu yang baru lagi yang berkembang salah satu kaya gimana terutama di bidang linguistiknya, gitu ya, kalau education ya aku nggak begitu banyak tau gitu kan. Kalau linguistik apa sih yang kira-kira bisa dikembangkan lagi nggak cuma itu-itu doang, gitu lho kayanya kok itu-itu doang, gitu lho, kaya ahh, biasa, gitu lho Itu seminarnya juga linguistik?yang ingin diikutin

ATT

EPN

EPN MOT


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mbak Gatri Ada yang teaching, ada yang khusus linguistik ada. Tapi yang di teaching itu juga menawarkan linguistik, jadi ya pengen juga, maksudnya.. Terus dari pengalaman yang mbak Gatri itu apa, seminar di Sanata Dharma tadi, terus kan kepengen lagi ikut seminar lainnya. Terus mbak Gatri sempat kepikiran persiapannya nggak? Maksudnya, oh aku waktu seminar itu kaya gini, kurangku kaya gini, maksudnya persiapan buat ikut seminar lagi, sempat kepikiran nggak? Persiapan mungkin ada, mungkin lebih ke topik ya, PLN-PCS topik kemudian tulisan kita seperti apa dan yang paling penting sebenernya feedback dari orang lain, gitu lho. Biar kita tahu tulisan kita itu layak apa nggak, gitu. Ohh gitu.. ya sudah mbak terimakasih banyak udah mau sharing Hahahaha Berarti sejauh ini udah berapa artikel yang mbak Gatri buat? Dalam bahasa Inggris? He’e Buat seminar? Terserah, buat apa aja, nggak harus dipublikasikan, nggak harus di apa, diseminarkan Berapa ya, thesis juga? Skripsi juga?hahaha Dari nganu aja biar gampang ngurutin dari S1 sampai semester 3 Dari S1 sampai semester 3, bahasa Inggris kan? He’em Di UPI satu, yang S2 di ini, di international seminar, kita yang nulis artikel kan? He’em Terus di S2 yang semester 1 nulis academic writing, kita nulis apalagi, yang romo itu romo Budi ya kan, proposal, kemudian kalo pak Pomo nggak ya? Pak Pomo apa? Pak Pomo kan cuma translate Oh iya terjemahan


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Terus FEE, kemudian apa sih, satu lagi apa sih, writing itu ya, nah itu Literature? Oh iya ho’o. terus yang di semester 2nya semantic, pragmatic, pragmatic nggak, ah sorry, semantic, socio-linguistic nggak, karena cuma translate aja. Terus REL, sama synthax, kemudian ada satu lagi nggak Kita kan beda semester 2 udahan, hahahaha Oiya hahaha. Apa ya, itu, 4 pokoknya Berarti ada berapa Di semester 2 empat, di semester 1 empat, di semester 3 pragmatic aku mulai nulis lagi, kemudian GRP diitung nggak? Nggak kan? Nggak English teaching, eh apa namanya, TEYL dua, empat empat dua, berapa hitung sendiri 10, yang waktu kuliah S1? Hahaha. 10, sama S1 satu, 11, 11 sama yang seminar internasional, 12 12. Berarti antara mau yang dipublikasikan atau nggak, mbak Gatri udah menulis kurang lebih 12 artikel. Rasanya gimana mbak, karena kan udah sering nulis kan Iya sih, ya masih tetep belum puas Khususnya buat academic writing itu sendiri. Masih belum puas? Masih belum puas karena kita nggak tau EPN kemampuan kita sejauh mana karena kita nggak dapet feedback secara detail kita harus seperti apa, jadi ya, tetep harus maksudnya tetep pengen aku pengen aku masih curious gitu lho, aku tu orangnya gimana, gitu, aku pengen tau aja, hahaha Oh gitu Gitu. Terus yang buat artikel yang buat di semester 2 itu kan yang semantic udah ada reviewernya, itu aku coba di kaya di publish gitu di Sanata Dharma juga tapi belum terbit kayanya Tapi udah lolos, maksudnya udah lolos untuk diterbitkan? Mungkin ya mungkin, aku nggak ada kabar-kabar


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lagi Oh begitu. Terus harusnya diterbitkan kapan mbak? Bulan April atau apa gitu katanya Oh gitu. Ya sudah mbak Gatri terimakasih atas waktunya. Hahahaha. Hahahaha Nanti kalau ada aku masih butuh apalagi kan tak dengarkan lagi terus nanti tak transkrip, nanti yang menarik kalau ada yang menarik, tak baca-baca lagi aku hubungi mbak Gatri aja Oke Makasih ya mbak ya Iya


APPENDIX 6 In-Depth Interview 1 (Cahyo) In-Depth Interview Cahyo Tuesday, March 1 2016 Role R CO1 R CO2 R CO3

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Transcript Mas Cahyo, bias diceritakan pengalamannya mas Cahyo ketika menulis skripsi s1? Haha, saya ngerjain skripsnya setahun. Hahaha Haha, apa mas yang membuat lama? Jangan-jangan karena kesibukan mas yang lain? Ya bisa jadi. Haha. Karena kesibukan itu jauh lebih menarik. Seperti ngerjain terjemahan misalnya. Haha, begitu. Lalu ketika mengerjakan skripsi itu sendiri. Apa yang terjadi mas? Nah itu kelamaan ngumpulin. Kan seharusnya ada waktunya berapa lama gitu. Berapa minggu sekali misalnya. Dan kebetulan dosennya waktu itu sering pergi. Nggak sering di kampus dosennya. Oh gitu. Nah lamanya sendiri itu kenapa mas? Kan lama mengumpulkan papernya. Hmm.. kenapa ya. Aku bingung. Seingatku, aku sempat menghilang dari kampus deh. Oh gitu? Kenapa mas? Depresi? Haha Haha, enggak sih. Tapi ya mungkin juga. Hehehe menghilang dari kampus beberapa minggu dan sempat beberapa bulan juga sih, gitu. Lalu baru muncul lagi bulan berikutnya. Gitu sih. Itupun dosen juga cuek aja. Gak pernah ditanyain kenap kenapa gitu. Jadi ya… Trus mas, ini flashback lagi backgroundnya mas adit dengan pekerjaannya mas adit. Waktu di s1 dulu, pernah nggak dapet kelas writing? Oh ya jelas pernah. Mesti itu. Ada writing satu, dua tiga empat lima dan writing enam. Jadi progdi sastra dan PBI sama-sama ada kelas writing? Iya betul, ada. Paling sulit itu writing lima. Karena itu tentang artikel writing Oh begitu. Lalu kenapa itu jadi yang paling sulit menurut mas? He em. Karena di writing lima itu harus ada structure nya dari introduction nya. Isinya apa aja seperti itu.

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Lha kalo yang writing sebelumnya? Missal writing satu? Writing satu itu Cuma penulisan kayak nulis mengarang indah. Masih simple gitu. Gak ada strukturnya kaya apa gini gini gitu nggak ada. Oh berarti masalah struktur baru ada di writing lima? Betul, writing lima. Lalu perasaannya gimana mas? Kan beda level. Pasti beda juga dong kesuliatannya? He em. Iya. Pertama-tama ya aku Cuma mengikuti yang sudah ada. Aku harus menyesuaikan diri dengan penyesuaian yang baru itu. Kaya misale kan Cuma writing satu, dua tiga, empat kan bentuknya tu masih kaya nulis artikel berita gitu gitu. Kalo writing lima kan harus udah ada seperti skripsi.. apa.. pengantar untuk menulis skripsi. Jadi kita harus menyesuaikan diri dengan references nya. Itu yang agak sulit Setelah writing lima? Apa mas? Proposal? Iya Berarti yang di writing lima juga bias digunakan untuk persiapan skripsi begitu? Iya Nah, kembali lagi waktu nulis skripsinya. Bias diceritakan apa saja yang terjadi mas? Soal nulis skripsi, pertama-tama aku mencari itu. Objek penelitian. Dan pada waktu itu aku juga bingung cari objek penelitian itu. Akhirnya aku pakai yang pernah dipakai juga oleh anak s1 sini yang sebelumsebelumnya. Pakainya yang drama Arthur Miller. Yang judulnya a view from the bridge. Nah itu baru dipakai satu kali. Nah jadi masih ada peluang untuk dipakai lagi jadi ya aku pakai itu dengan pendekatan yang berbeda. Pendekatannya itu intrinsic element tema dari, eh, tema yang ada atau dapat dilihat dengan menggunakan plot dan karakter dari cerita tadi. Nah, yang sebelumnya itu dengan pendekatan sex psychology tentang cinta dengan saudara. Em, incest ya. Nah itu, approach yang dipakai sebelumnya. Lalu dalam penulisan itu yang paling sulit itu tentang theory. Soalnya, theory drama dengan novel itu berbeda. Kalau drama, teorinya itu lebih apa ya… aku malah lupa namanya. Kalau di novel itu ada Sembilan character ya.. MJ Murphy. Ada Sembilan karakterisasi. Kalau yang drama itu langsung, jadi karakternya itu kaya langsung bias dilihat. Apa yang kita bayangkan dari karakter itu. Lalu juga kalau di drama itu ada stage directionnya. Kalau di novel kan nggak ada. Lalu apa yang terjadi selanjutnya mas? Ya itu, aku langsung nulis. Dan nulis itu banyak sekali WEK revisinya. Hehehe. Bab pertama itu sudah dapat terlalu


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banyak coretan. Dan terutama grammar. Lha itu, karena nilai structure kita. Nah ini, structure ku itu paling bagus itu B. itu satu dua tiga. Empat lima itu udah C. Penguasaan grammar yang kurang. Tapi S2 juga masih, mungkin. Hehe Lalu revisinya gimana? Apa Cuma masalah grammar dan structure? Kalau soal content seingatku tidak ada complain ya. Berarti pure tentang grammar dan structure aja ya mas? Iya bener.. Berarti bias dikatakan kalo supervisor mas setuju dengan content yang mas tulis dong? Iya, hanya yang jadi masalah Cuma grammar dan structure saja. Masih inget nggak, ada berapa kali revisi yang mas Cahyo dapatkan? Pokoknya sampai kartu… nah kan ada kartu kuning hijau sama merah. Kalau hijau kan masih awal awal, masih satu semester skripsinya. kalau kuning itu 2 semester, nah aku dapat yang kuning. Nah itu berapa kali ya? Kurang lebih aku dapat 5 kali revisi. Nah ketika jeda antara S1 ke S2 kan kurang lebih setahun ya mas ya. Nggak terlalu lama jedanya. Lalu bia diceritakan waktu masuk ke S2. Kan semua tugas hamper berwujud paper mas. Bias diceritakan apa yang terjadi? Nah, dalam paper literacy itu berkaitan dengan teknologi. Karena objeknya itu penggunakan facebook untuk pembelajaran sastra. Jadi menggunakan facebook itu dalam bentuk kaya konten konten facebook sepertigroup dan fitur-fitur lain yang digunakan. Untuk pembelajaran sastra kaya developing literature proficiency. Jadi menggunakan fitur-fitur yang ada di media social. Sek aku malah lali bahasanku dewe. Hehe lalu saya mempropose penggunaan admin untuk sebagai pengelola dari facebook itu sendiri. Lalu apa yang mas propose di situ? Tentang literature as English foreign language learning. Kan kita pakai sastra untuk belajar bahasa inggris juga. Maka dari itu saya ingin membuat sebuah penggunaan yang sudah ada. Media social yang sudah ada untuk belajar tentang sastra. Nah, lalu bagaimana dengan mata kuliah lain? Em, misal untuk yang Foundation of English Literature itu harus mencakup tiga streams. Education, Linguistics sama Literature. Lalu dalam pembahasannya, bagaimana sastra dapat menunjang Educaiton Linguistic dan sastra itu sendiri. Itu tugasnya dari bu dosennya.


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Nah masalah grammar dan structure di s1 dulu apa masih terjadi? Ya awal-awal itu memang masih kepikiran tentang penulisan yang baik dan benar. Dan kalau sudah berjalan sendiri waktu udah lewat, lama lama juga udah terbiasa untuk nulis lagi yang baik dan benar. Walaupun juga ternyata masih ada beberapa kesalahan. Seperti grammar ya. Meskipun menurut kita udah bener, tapi tetep aja masih ada yang salah. Soal penggunaan gerund. Itu yang paling sering salah di situ. Tapi kalau konten ya kurang lebih gak ada masalah. Lalu untuk masalah mata kuliah lain untuk mnulis academic paper, gimana mas? Apa yang mas adit lakukan ketika dapat tugas.? Ya awal awal sih aku cari yang artikel yang hamper sama dengan pertanyaan atau tugas itu. Lalu dibaca. Kalau sudah tau tentang struktur penulisannya, baru mulai nulis. Pertama tama itu sih. Kalau ada soal aku cari jawaban yang hamper sama dengan topiknya. Lalu proses pengerjaanya sendiri gimana mas? Ya pengerjaannya ya sesuai berdasarkan references yang harus dipakai. Kalau di Foundation of Literature itu kan kaya respond paper gitu. Jadi pertama-tama aku cari artikel yang hamper sama dengan topic itu. Trus setelah itu cari quotation-quotation yang bias mendukung artikel ini. Trus tinggal digabung-gabungkan.. dah gitu sih. Trus selama itu, ada proses revisi juga nggak mas? Nggak ada, jadi sekali kumpul Oh jadi hanya sekali buat dan kumpul? Iya langsung dinilai. Lalu masalah grammarnya masih salah atau enggak gimana? Nggak ada masukan sih ya.. Oh oke. Nah, ini ada yang menarik seputar pengalamannya mas cahyo ketika menulis. Masalah grammar dan structure dan masih ada beberapa poin lainnya lagi. Dan itu akan kita bahas di sesi selanjutnya aja mas.. Oh oke, haha. Sip, terima kasih mas ya.. Sama-sama


APPENDIX 7 In-Depth Interview 2 (Cahyo) In-Depth Interview Cahyo Wednesday, March 2 2016 Role R1

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Transcript Mas, langsung saja, ini ada beberapa hal yang perlu saya tambahkan dari kemarin dan juga ada satu catatan menarik dari interview kita kemarin. Nah yang pertama itu tentang latar belakang mas Adit ketika kuliah di KBI. Nah berdasarkan percakapan yang kemarin kan mas Adit kuliah S2 ini karena sebetulnya didorong oleh kakaknya ya untuk kuliah dulu, nanti kalo kerja kangelan, ndadak ijin-ijin dan sebagainya. Nah itu kenapa kok mas Adit milihnya akhirnya mau kuliah lagi? Kalo yang dulu itu sebenarnya udah keterima di namanya apa.. Universitas? Ora, SMA. Iki jenenge sing.. Neng endi mas? Jakarta kok..sing Kristen... UPH? Ora, SMA og, Oo.. intine wis ketompo sing ning kono Wis ketompo ng SMA Itu kapan mas? Taun 2000..ya pas lulus itu, tahun 2013 Terus? Kenapa kok nggak diambil? Nah..pertama karena jaraknya jauh dan pas hari itu juga harus Rcara di sana. Di Jakarta Oooo berarti saat itu juga?

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He’e. pas ngelamar itu soalnya kan ada orang dalam hehehe. Anaknya pakde, pokokmen, jauh. Saudara sendiri? Saudara, jadi di sana padahal pas itu belum siap apa-apa udah langsung ke sana Rcara, jadi ya udah, nggak jadi. Lalu bilang sama yang masukin itu kalo mau nglanjutin ya S2 dulu Oo gitu, makanya mas Adit akhirnya mau mendengar saran mas e mas Adit? He’e Lalu kenapa kok milihnya Sanata Dharma mas? Kenapa kok nggak universitas lain? Ya..klisenya tu cinta almamater. Haha Kalo yang jelas itu yang lebih dekat aja, deket kan rumah Jadi ketika mas Adit diminta disarankan untuk sekolah lagi, mas Adit mau, terus kepikirannya langsung Sanata Dharma? Bener banget, dulu pernah mau ke UGM tapi kok ribet, jauh, daerahnya itu lho apa, nggak, apa, nggak, jalan besar gitu lho, masuk masuk masuk, jadi ya.,, Ohh gitu, kalo dulu misalnya mas Adit misalnya masuk UGM, terus ambilnya juga sama?juga.. Sama, sastra. Mesti Kenopo mas? Karena nggak mau berpikir lagi Oya, karena kemarin mas Adit juga ngomong to, ndak mau ngulangi dari awal, sama menghindari satu lagi apa, synthax ketoke, jadi mau langsung masuknya ke Sanata Dharma. Oke. Nah terus ini terkait ini mas, pengalaman mas Adit ketika menulis academic paper. Ini waktu kuliah di S1, jadi berdasarkan interview kita kemarin aku mencatat hal yang menarik dari ceritanya mas Adit.


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Ketika mas Adit kuliah di S1, di KBI ya mas? Eh sastra Sastra Inggris, tapi di SADAR ya. Itu kan ada kelas writing 1 – 5. Itu bisa, aku pengen tau ceritanya, itu sebenarnya kelas writingnya ngapain aja mas? Yang memang writing 1 writing 2 writing 3 bisa diceritakan kurang lebih kelasnya seperti apa Kalo writing satu itu hanya, sek...hanya SUB membuat sebuah paragraf. Paragraf singkat. Jadi nggak buat artikel atau, hanya buat 1 paragraf yang bener itu bagaimana, itu writing 1. Writing 2 itu mulai membuat kaya apa ya, jadi, kaya apa ya, menceritakan kembali sebuah cerita dengan kata-kata sendiri diketik. Hampir sama kaya paraphrasing gitu nggak? Beda? Kayanya mungkin hampir sama mungkin ya, tapi.. Atau retelling Retelling story seperti itu, apa terus lalu Purpose disuruh ngetik ceritanya itu. Lalu yang ke 3 itu tentang berhubungan dengan sastra sih, kaya drama kaya play, itu apa, ngetik apa to itu..hehehe, lali..kayanya review, sebuah review Terserah mau drama atau novel? Atau puisi, review. Writing 4 itu tentang...wah..saya lupa yang writing 4..writing 5 itu ya itu thesis, skripsi tentang pengerjaan thesis, undergraduate thesis Itu kaya kelas proposal? Proposal..belum Maksudnya writing 5 nya, Research SUB methodology atau apaa Ya, kayanya iya, lupa, kaya apa, urutannya production, content, atau


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conclusion, seperti itu Terus setelah kelas writing itu sendiri maksude kelas writing 1 sampai 5, mas Adit juga dapet kelas apa, kaya kelas proposal sendiri juga? Proposal nggak ada Lalu? Cuma itu, writing 5 itu udah Oh gitu, terus langsung bablas skripsinya ? Langsung skripsi Oh gitu. Ketika di writing 1 sampai 5 mas. Apa yang dilakukan mas Adit ketika di kelas? Kelasnya itu.. Kelas writing Kelas writing itu sebenarnya kelas multimedia. Jadi kita kaya, itu kan kelasnya pak Dwi. Kelasnya pak Dwi itu ya itu, ngetik di komputer lalu diupload di word, dia punya web namanya aku lupa itu webnya. Lalu diupload di web itu... Excelsa bukan? Bukan, beda, ada lagi, aku lupa hehehe. Beda lagi. Itu di web itu nanti di situ ada nama kita lalu kita di situ diklik nanti bener apa nggak itunya tulisannya Mmm gitu, semua?hampir semua? Semua writing, semuanya, 1 2 3 4 5 Mmm gitu, nah terus waktu mas Adit PRO kelas writing itu sendiri berdasarkan interview kita kemarin juga aku nyatet juga paling sulit katanya mas Adit itu writing 5. Nah itu karena masalah struktur dan akademic. Maksudnya struktur penulisannya. Nah itu bisa diceritakan mas? Kenapa mas Adit bisa ngomong itu paling sulit Karena baru pertama kali kenal itu, Weaknesses kenal penulisan akademika itu, kan


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sebelumnya di SMA belum pernah, hehe, belum pernah diajarkan atau sebelumnya di semester 1 atau semester 2 belum pernah. Nah dan juga karena agak malas. Hehehe Oh gitu Agak malas, kan sudah tau dari koleksi dari perpus kan juga ada tentang itu penulisan penulisan itu tapi karena malas untuk ke perpus dan ke perpus cuma untuk nggarap skripsi tok, nggak pernah sebelum skripsi nggak pernah masuk ke perpus sama sekali, sama sekali belum pernah, ya karena itu Berarti bisa diitung masuk ke perpus berapa kali? Naah, bisa hehehe Terus perasaannya mas Adit sendiri ketika masuk ke kelas writing 5 karena itu kan paling sulit menurut mas Adit ya, perasaannya gimana mas? Pertama-tama gimana ya, ya bingung lah, mau nulis apa itu juga. Ya itu pertama-tama gitu. Hhehe Terus ketika dapet kesulitan itu? Perasaane piye mas? Rasanya pengen piye yo, pengen mengcancel tapi kaya nggak bisa, karena itu wajib haha oo.. nah itu tadi mas Adit ngomong pas writing 5 gara-gara itu jadi males. Terus apa yang dilakukan mas Adit kok akhir e mau jalan lagi? Karena tuntutan, karena kalo nggak lolos writing 5 bisa nggak bisa skripsi, karena itu. Alasan utamanya Oh gitu. Terus apa yang dilakukan mas Adit setelah itu? Ya pasrah hahaha, mau dinilai berapa yang penting lulus, itu dapet B aku di situ, writing 5, B

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Ohh. Terus juga ada yang menarik dari kemarin interviewnya adalah, kalo tadi di writing 5 mas Adit punya masalah tentang struktur menulis akademis ya kan dan grammar. Nah itu bisa diceritakan? Kalo grammar itu ya klasik lah ya, karena kita banyaknya native, jadi kita harus belajar lagi kalo tentang grammar itu pelajaran yang paling, ya gimana ya, paling paling, menyebalkan, haha, kaya structure kaya gitu, kalo pas SMA juga dapet itu juga nggak terlalu baik juga. Haha. Lalu opo, pas structure itu juga apa, mungkin structure 1 2 itu masih bisa menghandle, Bentar, structure 1 2 itu apa? Course nya? 1 2 kan course nya, coursenya itu masih bisa dihandle karena cuma simple tense atau past tense, kalo udah semester 3 4 itu wah itu kaya apa ya hahaha, kaya neraka lah, haha. Terus juga kan belajar bahasa Inggris kan otodidak, nggak sama sekali nggak pernah les nggak pernah ngapain, cuma belajar dari game, Oh gitu, bisa diceritakan mas sinaune ki piye dari game Dari game itu aku suka game strategi itu lho, jadi kan banyak bahasa Inggrisnya. Jadi menarik, hehe Menarik e gimana? Menariknya kaya percakapannya itu kan apa, piye ya, pokoknya aku bingung sih mengutarakan.. Bentar, game apa yang dimainkan mas Adit waktu itu, sing strategi Itu, Age of Empire Ooo ya, ngerti aku. Terus? Itu kan apa, kaya apa, kan itu juga ada sejarahnya juga, sejarahnya dalam

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bahasa Inggris. Nah itu membuat aku tertarik juga untuk mempelajari bahasa Inggris Oh gitu. Terus di antara jadi waktu kuliah S1 ya, ada 2 permasalahan, masalah struktur sama masalah grammar. Nah kalo menurut mas Adit mana yang paling masalah terbesarnya apa mas? Grammar Grammarnya? daripada strukturnya? He’em. Kenapa mas? Karena ya yang pertama ya itu, tidak pernah menggunakan bahasa Inggris, secara orally. Karena kan lingkungan di rumah juga nggak ada yang berbahasa Inggris, jadi ya mengurangi apa, mengurangi degradasi penguasaan bahasa Inggris. Berarti ya itu pas awal awal apa, kuliah S2 aja pas kuliah foundation itu masih banyak yang salah, mengetik itunya, karena kan udah lama nggak dipake juga bahasa Inggrisnya dan di kalo, apa, kalo les-les juga kan bahasa Indonesia pengantarnya, jadi ya itu, kadang mulai menghilang Oh..sebentar, waktu mas Adit kuliah di S1 itu bahasa pengantar yang digunakan apa mas? Kebanyakan bahasa Indonesia Oh bahasa Indonesia? Jadi meskipun sastra Inggris tetep pakai bahasa Indonesia? He’e. kebanyakan bahasa Indonesia. Kalo untuk semester 1 2 3 bahasa Indonesia Mmmmm...jadi kelas misalnya kelas grammar atau kelas structure ya, structure 1 gitu, itu ya bahasa Indonesia? Pengajarnya?

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He’em Ohh..berarti kesempatan pake bahasa Inggrisnya kurang? He’em. Cuma untuk menulis, kalau untuk berbicara kurang Mmmm..gitu..oke, kayanya menarik lagi mas. Hehehe. Kurang lebih sebelum mas Adit masuk S2 itu pengalaman menulisnya menulis dalam bahasa Inggrisnya mas Adit itu kaya gimana?waktu itu, sebelum S2 Sama sekali, nggak ada sih, belum LOW EXP pernah nulis apapun Oya? Walaupun review atau apapun Kalo tugas sekolah? Tugas sekolah, paling ya sebelum S2 ini to, ya itu paling akhir skripsi itu, udah, sama sekali nggak ada Kalo jurnal gitu?waktu mata kuliah mata kuliah dulu Mata kuliah mata kuliah per semester belum, kalo S1 nggak ada, kalo S1 tu cuma tulisan apa, mengetik apa ya jurnalnya, kaya jawab-jawab pertanyaan gitu, bukan paper ky gitu Berarti kurang juga pengalamannya untuk di S1 karena keterbatasan itu ya He’em Oke, nah mas, sekarang ketika mas Adit masuk S2 di sini, itu kan setelah sekian lama nggak pernah menulis, lalu bisa diceritakan pengalamannya mas Adit ketika masuk pertama di S2 di sini terus kebetulan juga memang mata kuliahnya nggak ada tentang academic writing langsung gitu ya, tapi at the end of this semester kita harus mengumpulkan dalam bentuk paper. Nnah itu bisa diceritakan nggak mas? Pengalamannya itu


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Pas mau masuk itu kan aku gelombang pertama, tapi gagal gelombang pertama, lalu masuk ke gelombang kedua, yang gelombang pertama itu yang wawancara pak Bismoko, jadi agak gimana, nervous banget tu. Lalu yang gelombang kedua pak Dwi, tapi nyantai, itu lolos. Lalu awal-awal tentang tugas-tugas respon paper gitu, awal-awal memang agak bingung juga, mau nulis apa gitu, tapi caraku tu apa, cari sebuah artikel yang hampir sama dengan respon apa pertanyaan di respon seperti itu. Jadi kalo kan bisa tau apa isinya itu apa aja, lalu diketik lagi apa, kita punya ide baru kita ketik lagi dengan format yang sama. Nah itu terus perasaannya mas Adit itu gimana waktu pertama kali, jadi setelah transisi ya terus masuk S2 terus dapet tugas kaya gitu, perasaannya gimana mas? Ya academically shock. Hahaha Hahaha. Shock mas? Kenapa? Ya nggak pernah nulis lagi soalnya Oh gitu. Terus apa yag dilakukan mas Adit waktu itu? Ya itu, ya mencari referensi dari internet itu, artikel yang itu hampir sama dengan respond paper itu. Tinggal di ganti temanya ganti apa gitu mengerjakan lagi Terus waktu itu apakah masih ada masalah tentang grammar, structure? Masihlah Ha terus yang dilakukan mas Adit waktu itu apa? Karena yang pertama udah Hanya menggunakan simple present Oya? He’em Apapun bentuk tugasnya? Apapun tugasnya Pasti simple present?

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Simple present Oohh.. Nggak pake yang lainnya, nggak pake komplek-komplek sentence, simple Terus ada respon nggak mas dari dosen? Karena itu dikumpulkan per dosen kan? Nggak ada Nggak ada sama sekali? Kata-kata yang umum, nggak kaya, nggak kaya apa ya, kata-kata termsterms khusus gitu. Term-term umum yang mudah dibaca. Penguasaannya kan berkurang karena udah lama nggak, malah untuk mengetik lagi menulis lagi dengan bahasa Inggris. Jadi ya sesuai apa yang ada di pikiran aja nulisnya itu Oh. Nah itu apakah masih terjadi, selama 1 semester mas apa cuma di awal kelas tadi? 1 Semester, soalnya kan itu juga kelas sore to, kelas sore juga kelas untuk ya udah udah mulai males tu kelas sore itu. Jadi ya 1 semester itu. Oke. Kalo itu di semester pertama, lalu gimana ketika masuk semester ke 2 mas? Semester 2 udah mulai terbiasa sih Udah mulai terbiasa? Tugas writingnya, tugas respon kaya gitu. Tapi yang masih sulit itu kalo semester 2 itu penguasaan teori. Karena di S1 itu sama sekali nggak ada penguasaan teori khusus, jadi semuanya general, diberikan secara general, jadi nggak bisa kaya teori lainnya itu di S1 dulu hanya sebagai pengantar, jadi ya penguassaan teorinya kurang banget, lalu semester 2 karena ada kelas, ketika teori teori , nah di situ mulai merasa, waduh..kelas iki,,hahahaha Mmmm...nah waktu semester pertama

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mas, apa di situ nggak ada pake teoriteori juga? Nggak, kan masih kalo bu Novi kalo yang ngajar itu general semua, Oh gitu Jadi opo, kaya kan tiap minggu kan ada EXP presentasi berdasarkan tema-temanya. Yang tidak semua tema itu membahas teori. Hanya intrinsic element kaya tema, kaya apa, imaginary, image apa imagery, irony opo kaya gitu Tapi ketika mas Adit nulis sendiri, itu nggak dimasukkan teori apa misale disisipkan teori, soale berdasarkan ini, katanya itu teori ini gini, jadi aku harus gini Nah.. itu belum, karena belum baca, hahaha Oh gitu Belum ada niat untuk membaca kembali ATT teori Tapi sebelumnya sudah di apa, diminta untuk seperti itu belum? Waktu semester pertama Semester pertama nggak, belum Belum? Belum Berarti masih pure idenya dari mas Adit sendiri, menurut mas Adit gimana, gitu? He’em Oh.. terus waktu mulai masuk semester 2 baru, Nah literaturnya Perasaannya gimana mas? Hahahaha Waktu disuruh menghubung-hubungkan dengan teori Nah itu harus membaca ulang lagi. Yang EXP paling sulit itu membaca ulang deconstruction, itu disuruh buat kan aku pernah apa, presentasi tentang


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discontraction, sama sekali nggak dong jadi ya udah, terserah Lalu di semester 2 itu disuruh nulis juga nggak mas? Nulis maksudnya? Nulis respon juga atau artikel atau jurnal Kalo respon iya, tiap minggu tiap pertemuan ada respon paper Itu mata kuliah apa mas contohnya? Teori-teori sama apa, research in English literature sama comparative literature Bisa diceritakan mas satu-satu? Kan ada 3 ya? Research in English literature, terus literacy theory sama satu lagi.. Comparative theory Comparative theory, bisa diceritakan mas satu per satu mata kuliah ini apa yang harus dibuat Kalo yang paling absurd itu comparative Oke, mulai dari comparative dulu aja Comparative karena itu, kita tidak diajarkan untuk meng-compare, malah cuma merespon cara kita untuk mengcompare itu tidak diajarkan sama sekali. Tapi hanya langsung merespon aja, merespon suatu karya, lalu kita merespon dengan apa, meng-compare dengan karya lain. Itu tugas akhirnya Oh gitu. Dan selama mengikuti kelas comparative literature ya nggak tau cara bagaimana cara untuk mengkomparatif mengkombinasikan Oh..terus perasaannya gimana mas ketika itu? Karena kan ini masalahnya udah beda lagi ya to? Karena ini tentang jenis penulisan yang harus compare. Perasaannya gimana mas? Ya..hahaha. ya aneh aja gitu lho, kelasnya comparative literature tapi

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R87

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CO

ndak pernah diajarkan untuk cara meng- EPC compare dengan benar bagaimana hanya disuruh buat respon paper tiap pertemuan, dan itu yaa ya itu lah, ya gimana ya perasaannya Oo gitu. Terus setelah tahu mas, memang sebelumnya belum dikasih contoh ya comparenya seperti apa, terus setelah tahu itu harusnya lakukan seperti ini. Terus mas Adit ada antisipasi nggak kedepannya? Maksudnya kan itu di awal-awal kelas, kita harus seperti ini. Trus untuk mencapai akhir kan harus dilewatin nih, terus apa yang dilakukan mas Adit selama ini? Selama kelas compare itu paling, pernah EXP – sekali, dua kali deng, mencuplik karya IMI orang tapi nggak tak kasih references, dua kali haha Tergolong plagiat berarti? He’e hahaha..dua kali Terus? Ketauan mas? Nggak, untungnya nggak haha Oya? Nggak dapet feedback atau komen dari dosennya? Nggak Nggak sama sekali? Cuma opo, kesalahan opo jenenge, format. Nah salah format Format harusnya seperti apa? Kan formatnya itu pake opo, footnote, nah pas awal-awal itu nggak pake footnote Oh gitu Jadi kaya education itu lho, tahun, tanggal, Terus tadi ini kan tentang comparativenya, lalu yang tentang research in English literature? Apa yang dilakukan Di situ...


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Ini semester 2 kan masihan? Semester 2. Research itu tentang opo to kae, bentar..kayanya tentang apa yang mau kita teliti. Pertama-tama kan disuruh untuk menentukan teori mana yang ingin kamu teliti untuk bahan akhir, dan si situ saya pilih new historycism R96 Topiknya itu ya? CO Ho’o.. new historycism dalam drama yang pernah aku angkat di S1. A view from the bridge. lalu selama perjalanan itu kan ada presentasi-presentasi tentang teori. Nah itu yang saya ceritakan tentang deconstruction, yang saya dapet. Teori itu untuk tentang mereview artikel yang menggunakan teori itu R97 Deconstruction itu? CO He’em. Itu sama sekali blank. Seadanya nulisnya R98 Oh gitu, terus? Sampai akhirnya ke submissionnya gimana mas? CO Submissionnya kan kita harus membuat judul to, judul untuk research. R99 He’em CO Nah itu, dari judulnya a new historycism itu yang di Arthur miller a view from the bridge, Itu hanya untuk mengumpulkan itu, agar dapat nilai R100 Oh gitu. Akhirnya bisa? CO Ya bisa R101 Apa yang dilakukan? CO Hmm? R102 Apa yang dilakuin supaya bisa lolos itu, mas? CO Kalo yang itu tentang research itu, sebenarnya baca artikel orang ini, artikel orang-orang historycism yang menganalisa tapi novel lain. Lalu saya pake approach yang sama untuk membaca itu

PLN

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R103 Tapi itu termasuk plagiat juga apa nggak? CO Kayanya nggak ya, kayanya, hahaha R104 Jadi udah beda kasus dengan yang pertama tadi, udah jauh lebih baik berarti? CO Hehehe R105 Oke. Kalo yang literature theory mas. Itu apa yang dilakukan dari awal kelas sampai akhir? CO Literature theory itu yang pertama kan dibagi kelompok untuk pertama dari pengantar jurnal teori-teori lalu dilanjutkan dengan pembagian kelompok berdasarkan, eh kok kelompok to, presentasi, dilanjutkan dengan teori-teori yang ada dalam buku referensinya itu. Dan di situ saya dapet mimicry dari Baba hasil ...sama apa kuliah-kuliah literaly theory itu sama sekali saya baru semua itu. Baru semua R106 Baru terhadap teorinya atau apa? CO Iya teorine. Selama di S1 itu cuma pengantar seperti yang saya bilang tadi, pengantar, jadi nggak secara khusus menerangkan tentang teori ini teori ini teori ini. Ya teori ini adalah ini ini ini selesai, teori ini adalah ini ini.. R107 Terus perasaannya gimana mas secara tadi kan mas Adit sempat ngomong, aku ki males yen akon sinau sing anyar, padahal kan ini dapet yang baru dan lebih khusus. Perasaannya gimana mas? CO Ya itu hahaha. Males, males juga haha R108 Mbalik lagi ya fasene yo? CO Mbalik lagi. Tapi ya gimana lagi udah harus nyelesein tugas-tugas gitu yo uwis, dengan terpaksa, haha R109 Ohh gitu.. CO Membaca lagi. Yaa dengan hasil yang yaa kurang memuaskan sih.

ATT ATT – OBL

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R100 Nah ini yang semester 2 tadi terkait yang 3 kelas tadi. Apa yang dilakukan mas Adit ketika memenuhi tugas, itu kan membuat artikel, maksudnya ada yang dalam bentuk nanti researchnya ada dalam bentuk apa, jurnal atau artikel tentang literature theory dan comparative itu tadi, karena itu kan writing semua, academic writing. Apa yang dilakukan mas Adit dari awal proses sampai akhir? CO Dari awal ya biasa, mendengarkan, AUT mendengarkan dosen. Lalu yang kedua ya mulai menggiatkan lagi membaca artikel referensi artikel, dari jurnal-jurnal yang..lalu dengan juga mendownload buku-buku bajakan. Hahahaha. Tapi walaupun download tapi belum tak baca juga. Karena saya baca hanya yang menurut saya menarik. Hehehe R111 Menarik itu yang kaya apa mas? CO Yang mudah dipahami hahaha R112 Oh gitu CO Sama proses itu lah, selama semester 2 yang tentang ya itu lah tentang sastranya itu, ya apa, ya pertama mengalami kesulitan banget sih emang untuk berhadaptasi R113 Dengan? CO Dengan dosen, dengan dosen juga. EXP WRIT Soalnya kan semester 1 itu kayanya santai gitu lho. Selow. Semester 2 mulai agak meningkat. Temponya meningkat. Cara belajarnya meningkat dengan opo, opo jenenge, dengan dituntut untuk terus mengumpulkan paper terus. Lha itu, lalu pada akhirnya juga, akhirnya ya, gimana ya hahaha, akhirnya ya harus dikerjakan juga, walaupun dengan sangat R114 Terpaksa? CO Sakit hati FLG


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R115 Sakit hatinya? CO Hanya kelasnya bu Novi aja yang bagus, dapet A R16 Lainnya? CO Kalau Pak Sar B, R117 Oh gitu, nah selama proses itu mas, karena kalo writing kan pasti ada prosesnya ya, seperti yang disampaikan tadi, harus baca, terus digathukke, terus sempet mengalami revisi atau dapet feedback komen gitu nggak CO Kalo untuk kelas research ya, kalau untuk yang literature theory sama comparative nggak, asal kumpul langsung dapet nilai R118 Oh gitu. Hanya yang research tok yang dapet ada feedbacknya CO Research, kalo itu untuk di GRP lagi to. Dan besok di seminarkan lagi to, dan pas GRP juga saya kan bilang opo, ganti judul lagi. Bukan yang untuk research tu bukan ganti lagi judulnya R119 Terus kalo dibandingkan nih mas. Kalo tadi yang 1 dapet ada kesempatan buat revisi dapet komen dapet feedback terus yang satu nggak, langsung buat langsung dapet. Mana yang lebih tertarik, maksudnya lebih, menurut mas Adit yang lebih berguna itu yang mana? CO Harusnya sih yang feedback to, tapi saya lebih memilih yang kumpul, udah. R120 Kenapa mas? CO Karena nggak harus buat lagi R121 Ooo..tapi kan sebenernya kalo dapet feedback bisa diperbaiki CO Iya, tapi kan apa, kaya dikejar-kejar gi tu lho, kalo dapet feedback kan harus dikumpul terus, dikumpulkan tiap ketemu harus ditanyain harus gini.. R122 Tadi seputar semester 2 mas, terus kalo semester 3 nya?

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GRP itu, ya kalo seperti biasa kelasnya..Hanya berisi dengan 6 orang dengan penggunaan teori yang berbeda semua sehingga kalo 1 orang maju yang lain mesti nggak komentar, soalnya nggak tau apa yang dibicarakan. Teorinya kan setiap orang kan berbeda permasalahan teori. Tapi setiap orang itu cuma menguasai 1 teori yang dia kerjakan. Jadi nggak semuanya bisa tau apa yang, teori yang, yang paling utama itu yang paling susah itu marxis, teori marxis itu yang susah. Selama proses pembelajaran, proses kuliah itu kan Ini GRP ya? GRP. itu ya ada lucunya juga sih, opo, hahaha Apa? Lucune yo, opo, yang maju pertama itu yang dateng pertama Oh gitu? Jadi nggak urut absen. Hahaha. Dosennya itu... Mas Adit dateng pertama opo terakhir? Pertengahan. Hahaha Perasaannya gimana mas waktu disuruh maju? Itu kan memaparkan tulisan kita to? Apa yang telah kita buat terus dipresentasikan Ho’o. awal-awal tu bingung soalnya kan, itu udah beda dari yang ditulis, yang diketik, ditulis judulnya untuk yang dikumpulkan. Itu beda lagi aku. Awalawal bingung itu, mau menceritakan kembali, menceritakan tentang novelnya itu padahal juga nnovelnya itu belum tak baca semua, belum tak baca habis. Jadi cuma merangkai kata itu aku, merangkai kata menjadi kalimat, dan mereka-reka. Hahahaha Terus apa feedbacknya mas?


145

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R131 CO R132 CO

R133

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R135 CO1

Feedbacknya ya harus, kamu harus memiliki penguasaan teori yang bagus, ngono Oh gitu. Terus apa yang dilakukan mas Adit setelah itu? Apa ya dilakukan beneran atau malah.. Saya ganti lagi Oo malah ganti? Ganti. Kan yang pertama tu yang historicism itu kan dah tak ganti lalu ganti lagi yang ecocriticism di jufrend yang novel yang belum pernah direview. Lalu tak ganti lagi dengan tema yang sama, ecology tapi dengan novel yang udah ada reviewnya, the war of the world. Nah di situ saya mulai tertarik untuk membaca ulang, membaca lagi, opo, menyelesaikan bacaan novelnya soalnya kan itu udah pernah dijadiin film juga, jadi referensinya banyak Itu bacanya bener-bener sampai selesai? Hampir selesai? Ooo kenapa kok hampir? Berarti ada yang belum dibaca? Karena ada pengalih perhatian, pengalih perhatian kaya tugas-tugas, tugas di luar akademik. Terus yang di semester 3 apalagi mas selain GRP yang menuntut mas Adit harus nulis? Ya itu artikel translation kan yo Oiyo, Nah itu kan per group yam as? Dan di situ saya blank karena pak Bis ngomongnya tentang penggunaan opo, praktek education, dan di situ saya nggak tau sama sekali kaya opo, penggunaan statistik, kaya opo jenenge sing......lali aku, sinh ngukur-ngukur, lali to Excel? Udu,

FDB - Teacher

REV REV - Topic

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R136 CO R137 CO

R138

CO

R139 CO R140 CO R141 CO R142 CO R143 CO R144

CO R145 CO

Statistik? Sing, titik titik emosi, ya, titik emosi Ooo..itu Itu sama sekali nggak dong aku, walaupun kalo hanya untuk nulis sih bisa, tapi untuk opo, meng, opo ya, masuk ke otak tu agak sulit sih Nah bisa diceritakan mas apa yang harus dilakukan mas Adit ketika ikut kelas translation itu sampai tugas akhirnya itu kan, Ya awal-awal sih yang masih banyak kontribusinyaitu pak Marwan, saya hanya bagian format Sebentar, tugas itu disuruh buat tugas apa mas? Sek, opo jenenge Kan dibagi ke dalam group class Ya artikel itu kayane ya Jurnal itu ya? Iya Jurnal tentang apa mas? Ya kan English, Indonesian list Indonesian list Indonesian opo, translate Indonesian to English Okay, terus apa yang harus dilakukan mas Adit sama, per grup ya, berapa orang mas? 3 orang Apa yang harus dilakukan mas Adit dan 2 orang temannya Yang paling banyak kontribusi jelas pak Marwan soalnya saya dengan mas Tama itu kan dari sastra. Mas Tama juga S1nya sastra. Saya juga sastra, jadi sama sekali blank tentang apa, teori-teori tentang translation, tentang yang berhubungan dengan apa, pendidikan juga, sempat blank, seperti itu. Jadi ya kita berdua itu hanya kecil lah


147

R146 CO R147 CO R148

CO

R149 CO R150 CO R151 CO

kontribusinya. Kalo mas Tama mungkin mengecek tentang penggunaan opo yo, penggunaan opo jenenge, penggunaan excel. Kan pak Marwan kurang paham nggak terlalu bisa untuk excel, kalo saya format dalam dokumen. Lalu dalam tugas akhirnya itu dalam bentuk apa mas Dalam bentuk artikel. Artikel yang diterbitkan di IJELS Dan itu juga harus dikaitkan sama teoriteori, benar-benar kaya pure ilmiah? He’em. Ini kan berarti dari 3 orang, dari 2 orang udah blank, tinggal 1 orang. Terus apa yang dilakukan mas Adit waktu itu? untuk melengkapi iki to, tulisan opo, artikel Mencoba untuk memahami lah, apa yang diinginkan oleh dosen. Bagaimana, yaa yang diingini dosen itu apa. Kan apa, tiap kali itu yang juru bicaranya itu ya pak Marwan itu, jadi jarang untuk kelompok-kelompok kita. Lalu dari apa yang disampaikan dosen kepada pak Marwan itu, lalu pak Marwan menyampaikan ke kita, bagaimana kita harus memperbaiki artikel itu. Jadi ya saya mencoba untuk memperbaikinya dengan yang seadanya saya. Sepengetahuan saya saja Berarti sempat mengalami beberapa perubahan atau revisi juga mas? He’em. Perubahan Dapet feedback juga dari dosen itu sendiri? Iya, banyak. Karena yang mengerjakan cuma pak Marwan yang paling banyak. Oh gitu Dan kita belum memberikan kontribusi yang maksimal lah

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R152 Terus ketika dapet feedback banyak mas, rasanya gimana? Karena memang dari awal mas Adit kan juga pas ngeblank. Terus dapet feedback banyak itu rasanya gimana? CO Ya memang harus seperti itu, hehehe R153 Nah itu tadi seputar dari semester 1 per mata kuliah sampai semester 3 juga. Ada nggak yang kejadian yang menarik di antara itu menurut mas? Yang berkesan. CO Paling menarik ya.....sek..sek..satu, dua, tiga, satu, dua.........tiga.......apa ya.. soalnya aku tu nggak opo, memperlakukan semua mata kuliah itu sama, jadi, jadi ya dari S1 emang gitu sih aku, nggak terlalu wah, ekspektasi yang berlebih untuk 1 mata kuliah R154 Kalo yang di semester 2 ini mas, ini udah mulai lebih akademis lagi dibandingkan semester 1 ya, itu menurut mas Adit mana yang paling menarik juga dari di antara beberapa mata kuliah itu?tugasnya itu?writingnya CO Yang semester 2? R155 He’em CO Semester 2 tu ya Literature theory itu R156 Itu yang paling berat? CO Iya. Karena harus mengulang lagi membaca teori teori teori lagi ya, belum pernah, sedikit yag saya dapatkan dari S1 R157 Rasanya gimana mas? CO Ya bingung gitu, mau diapain ini papernya ini R158 Tapi apakah si dosen memberikan contoh, ini harus di seperti ini? AT Ya memang, tapi ya kita harus membaca lagi, apa benar yang dikatakan dosen. Terus kita me-refences ke buku yang udah ada itu R159 Nah mulai ini, yang paling terberat kan,

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149

CO R160

CO

R161

CO

R162

CO

R163

kalau di semester 3 ada juga nggak mas? Semester 3, nggak ada sih, ya GRP itu. Okay. Proses ketika pengerjaannya nih mas, ketika dapet tugas pertama sampai nanti akhirnya dalam final submissionnya, bisa diceritakan gimana prosesnya nggak mas? Masalahnya itu seperti banyaknya pengalih perhatian, jadi nggak nggak, belum bisa fokus untuk mengerjakan tugas-tugas di situ. Kalo yang literary theory itu banyak pengalih dari luar kampus, opo, aktifitas luar kampus, kan saya juga ikut apa, OMK itu lho, Orang Muda Khatolik, kaya apa ya, aktifitas di luar kampus, jadi ya di situ ya itu, banyak terbengkalai. Nah itu faktor dari luar mas, kalo yang tentang writingnya itu sendiri ketika proses Kalo writingnya itu, itu penggunaan kata-kata, kan dosennya itu dari semester 1 kan pake yang simpel-simpel, nah semester 2 mulai diwajibkan untuk memakai yang lebih akademik, termterm yang lebih akademik. Nah itu saya juga mengalami...jadi ya harus melihat kamus, tiap tiap mengerjakan itu harus lihat kamus ini artinya apa ini apa apa, jadi kalo, ya itu sebagai referensinya ya dari kamus itu Kenapa itu, kenapa mas Adit banyak masalah sama penggunaan kata tadi mas? Pokoknya seperti yang pernah saya bilang dari awal, opo, sudah agak hilang selama habis lulus kan udah sama sekali nggak pernah menggunakan bahasa Inggris lagi Nah ini menarik mas, ketika tadi S1, tadi masalah tentang struktur ya yang mulai akademis, lalu ada juga tentang grammar

WEK

WEK - Word Choice

EDI - Sentence Sructure

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150

CO

R164

CO

R165 CO R166 CO R167

CO

apalagi yang kemarin mas Adit ngomong tentang gerund gerund itu kan. Sekarang tentang kata lagi, karena udah lama nggak dipake lagi. Terus apa yang dilakukan mas Adit? Untuk mengatasi itu ya kamus, terutama, TEC sering buka, sering tu pake software di kamus-kamus gitu di laptop tu, cari-cari kata-kata baru yang belum pernah tak denger, apa, Tapi apakah kata-kata yang dicari itu menjamin bener itu kata-kata yang akademis mas? Kan dosen aja kan banyak yang pake itu, kalo dosennya ngomong, yang saya juga nggak paham apa itu saya cari di kamus Oh...cuma pakai kamus? Apa ada alat bantu lain atau cara.. Ndak, kamus tok Kamus tok? Kamus tok Lalu sikap mas Adit sendiri terhadap academic writing itu gimana setelah MID, anggep aja 3 semester atau dari semester 1, eh dari S1, eh dari semester 1 sampai semester 3, kuliah kalo writing academic paper pasti kaya gitu, terus ada masalah yang teori lah ada masalah tentang penggunaan kata yang ilmiah lah, itu terus gimana sikap mas Adit terhadap writing academic paper? Ya udah mulai berubah lah sikap kita ATT sendiri, opo, kita harus mulai untuk mulai beradaptasi dengan hal seperti itu. Karena kan akhirnya juga kalo kita udah lulus kan kita harus dihadapkan dengan SA semua itu, kita tidak bisa menghindari. Kalo udah lulus kan yaa harus bagaimana harus tetep, kalo udah S2 kan harus, yaaa, paling nggak lah tetep harus bisa menggunakan writing, academic


151

R168

CO R169

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writing, di tiap tulisannya Berarti kalo misalnya nanti, ini kan mas Adit ketika semester 2 udah dapet yang kaya gitu, terus semester 3 juga dapet yang kaya gitu, berarti siap? Ketika itu siap mas? Mmm iya Sekarang mas, dari semester 1 sampai 3 pengalaman menariknya mas Adit ketika menulis academic paper, Ya GRP itu GRP, kenapa mas? Ganti judul 2 kali, ganti buku 2 kali, PLN Finding Topic karena itu Sebentar, ganti judul kenapa mas? Karena ya itu, apa, yang pertama opo, udah ada yang membuat artikel seperti itu, artikel tak ganti judulnya Emang nggak boleh to kalo sama? Kalo dulu aku berpikirnya nggak boleh, tapi sekarang kan bisa tapi kalo kamu bisa cari celahnya Gapnya? Gapnya, kalo dulu kan masih berpikir, wah iki kok podo, yowis, nggak usah. Soalnya belum tanya sama dosennya juga kalo dulu Berarti mutusi dewe yo mas? Mutusi dewe Terus? Lalu ganti judulnya, lalu yang ganti buku itu karena bukunya itu nggak ada yang mereview, belum ada yang mereview, jadi ganti buku yang banyak lah, banyak yang mereview jadi lebih banyak referensi yang di dapet, referensi artikel yang bisa didapetkan. Walaupun penulisnya juga terkenal dulu tu masih bingung untuk artikel tu apa kita harus opo, mencari buku yang sama dengan reviewer kita atau penulisnya yang


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direview ataukah bukunya itu masih bingung soal dulu..jadi ya itu tak drop lagi, dah, ganti buku Tapi ketika banyak yang review berarti banyak yang sama mas? Nggak, untungnya belum ada. Masih belum berhubungan dengan manusia semua, belum ada yang berhubungan dengan alam, pembahasannya Terus perasaanya gimana mas ketika harus ganti 2 kali, karena kebetulan aku pun belum pernah ganti, maksud e satu trus ya udah itu tak lakoni, kalo harus ganti 2 kali itu, perasaannya gimana mas? Ya karena yang minta ganti itu saya bukan dosennya, jadi ya biasa aja sih Berarti memang karena mas Adit sendiri? Karena saya sendiri Tapi karena nggak takut nganu mas? waktunya habis atau.. Sebetulnya sih iya soalnya kan harus membaca lagi teorinya yang dipake itu, padahal dulu udah katam untuk new historicism tapi ternyata ada yang sama ya udah, ganti lagi. Harus membaca lagi teori dan juga, ya membaca artikel lagi, ya berubah ubah semua Jadi yang terakhir dipake yang mana mas? Yang ini, yang Ecology di harbor georgewell yang the war of the world Lalu apa yang bisa diambil mas Adit selama proses menulis itu tadi, terus akhirnya waktu GRP harus ganti topik 2 kali? Ya yang pertama harus menentukan, yang jelas tu, opo, minatmu dimana, minat teorimu tu dimana, harus ditentukan dulu dari semester 1.

TEC


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Salahnya ya itu, karena semester 1 kita tidak mendapatkan itu, teori-teori tentang itu, ya udah. Terutama itu kalo aku. Harus menentukan dulu minat teorimu tu dimana, baru menentukan bukunya, baru dianalisa Terus waktu mas Adit kan sempat ganti dua kali, kalo yang pertama itu minat ndak mas sebetulnya? Yang pertama minat, soalnya kan meneruskan S1 ku yang, S1 ku, skripsiku, tapi dengan approach yang berbeda, teori yang berbeda juga. Kan sudah alur-alurnya sudah membaca, kenapa bukunya itu, seperti itu, lebih mudah untuk menulis. Itu, pertama minat, tapi karena ada yang sama ya udah, drop. Terus yang kedua minat juga? Yang kedua minat, soalnya penulisnya ya, penulisnya Jeufrund itu yang paling, tentang scientific. Tentang opo, science fiction. Karena itu Jadi dua-duanya minat ya mas? Minat Meskipun berbeda, teorinya sama atau berbeda? Teorinya beda Dan tetep minat meskipun ganti teori, teori baru? He’em Kalo yang ke 2 ini mas, mas Adit harus baca lagi? Yang ke 2 apa yang terakhir? Yang ke 2, eh yang terakhir maksud e Yang terakhir iya, teorinya belajar lagi, soalnya yang ke 2, yang pertama kan new historicism lalu yang ke 2 tu ecocriticism yang ketiga masih eco tapi lebih condong lebih khusus lagi Kalo yang pertama apa tadi mas?


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CO New historicism R190 New historicism, Oh. Kalo mas Adit ketika, ini yang di GRP dulu ya mas. Tentang proses, pas writing itu sendiri, apa yang dilakukan lagi mas? Tadi kan agak gambyang yang GRP tadi, prosesnya tu ketika kelas GRP sampai akhirnya udah diseminarkan, itu prosesnya kaya gimana mas, proses menulisnya terutama ya CO Awal-awal ya, paling sering tu mencari refer, opo, yang hampir sama dengan yang aku kerjakan. Karena ada yang topiknya sama tapi bukunya beda, teorinya beda. Nah itu saya cari seperti itu, lalu saya, penulisan, gaya penulisannya gimana, lalu formatnya gimana, lalu ya kita tulis lagi, tinggal tulis. Dengan penerapan yang berbeda, dengan apa yang saya pikirkan. Aku soalnya mesti gitu aku, kalo ada hal yang baru mesti saya kaitkan dengan yang sudah ada, lalu saya buat lagi yang.. R191 Itu tiap penulisannya juga? CO He’em R192 Terus selama itu, kan bimbingan juga to mas? CO He’em R193 Selama proses bimbingan itu apa aja yang dilewati untuk writingnya? CO Iya, presentasi GRP itu yang disoroti grammar, soalnya kan kalo sastra tu harus present tense Jadi tidak boleh memakai past atau past participle, past apa, yang past tu hanya untuk penggunaan untuk cerita, sejarah, jadi kalo kita menceritakan kembali juga harus pake present tense. Nah itu, kebanyakan yang salah itu. R194 Nah, ini yang paling terakhir mas, aku

IMI

REV Rearrange ideas

WEK – structure

EDI

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Sentence


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mau ngulang lagi, Apa yang mas Adit pelajari, selama 3 semester ya? Selama pengerjaan ya itu, bagaimana DRA menggunakan format yang benar, referensi yang benar, lalu apa, penggunaan teori yang benar, lalu ya cara penulisan yang benar, hehe. Seperti itu yang saya dapet, kan dari selama 3 semester ini. Jadi mungkin ilmu bisa saya gunakan setelah saya lulus dari sini untuk menulis artikel atau apa Terus apakah cara menulis mas Adit masih sama, kaya yang tadi kan, nulis ngene ah males ek, terus ganti lagi, ah males ek, ganti lagi, apa itu masih terjadi lagi mas waktu itu? Semoga tidak, haha Waktu itu Semester demi semester Semester..oiya, pernah. Semester 2. Semester 2 sama semester 3 ini Gimana mas bisa diceritakan sebentar perubahannya dimana Kalo semester 2 itu kelas opo kae, kelas comparative, comparative itu soalnya tu....ah lupa..lupa sedikit hehe.. sebentar...kayanya research ding, research. Research tu perubahannya tu 2 kali kayanya, 2 kali. Yang pertama pake buku yang sama, yang ke 2 pake teori yang sama tapi bukunya beda, iya. Kalo yang teori itu kaya yang, klo yang teori nggak, soalnya kan udah ditentukan teori apa yang kamu kuasai opo ingin kamu tulis tu udah harus ditentukan Nah ini ketika semester 1 semester 2 semester 3, kan beda semester beda tingkatan kesulitannya mas, untuk menulisnya, apakah kebiasaan menulis mas Adit yang dilakukan di semester 1 masih bisa dilakukan di semester 2?


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Sudah, kayanya sudah nggak bisa. EXP Karena semester 2 itu lebih, lebih banyak opo, lebih opo, kaya waktunya itu lebih mepet daripada semester 1. Semester 1 kan, umpamanya kita kelas sore, dan kan kok balik lagi kan kelas lagi kelas sore, jadi masih ada waktu paginya untuk mengerjakan. Terus kalo yang semester 2 kan pagi dan pagi lagi, jadi selama kuliah itu sangat sulit untuk santai-santai sih. Oh gitu. Berarti cara menulis mas Adit di semester 1 udah mulai berubah di semester 2. Iya berubah Terus waktu semester 3 juga udah berubah lagi? Semester 3 ya karena di utnuk mengerti itu, memahami dan untuk mengamalkan teori itu to, jadi lebih beda lagi Tapi apakah proses yang dialami ketika itu masih sama mas? apa yang terjadi di semester 2 semester 3 Masih sama Masih proses writingnya itu sendiri? He’em Lalu untuk permasalahan yang tadi mas, masalah structure, academic, grammar, kosakata, itu apa masih terjadi lagi di semester 3? Iya, jelas hehe Oya? Oh... Masih kurang teliti, sangat yaa gimana WEK lagi hahaha Terus waktu itu mas, kan yang itu masih terjadi itu mas? He’em Pasti kan mas Adit pengene yo piye ra kedadeyan meneh. Terus waktu saat itu apa yang dilakukan mas Adit untuk apa, antisipasi?


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Pasti ya penggunaan kalimat sesimpel TEC mungkin. Jadi nggak pake kalimat yang komplek-komplek gitu, nggak R209 Jadi waktu itu mas Adit menggunakan kalimat simpel untuk menghindari kesalahan..tapi apakah berhasil mas? CO Mungkin bi, iya kalo kontekskonteksnya bener yo, kalo konteksnya salah ya salah R210 Oh gitu. Okay. R211 Ya wes makasih banyak ya CO Oke sama-sama


APPENDIX 8 In-Depth Interview 1 (Jaya) In-Depth Interview Jaya Wednesday, March 16 2016 Role R JA1

R JA2

R

JA3

Transcript Code Pak Jaya, I would like to know your experience in writing before you enter ELS. Can you tell me? Well, previously I wrote a lot of reports. But again, you know, normally students’ reports and pretty short. And like, pretty short, you know. And something that kind of stock of expression that used. I have read both of written and what do you call it.. short comments on students. As the example, at the end of, it depends, in English business course, we had a midterm reports and also annual reports. The midterm reports I gave them like speaking, reading writing, vocabulary, and grammar. I wrote, so far ms. X have done well English skills except her grammar which is still faulty. In the second half of the course I want to see him put more work in improving him so that he can, em, what do you call it, have a balance language skills and other important language, let say linguistics. So things like that. And then, so very simple writing which were not that demanding. A full of different from this. So, you have no problem at all from your previous writing? No, because it was pretty, I mean, less demanding compare to what we are expected to this program. I would say, did I come up with more than one page writing? Well, something like that. And then what was your first impression when you enter the ELS program. Especially your writing, compare to your previous writing that you have. Okay. Em, well as I said before, I started with my Lack of exp undergraduate background in 1977. I think I graduated in 1982 and then I joined ELS in 2014, so there is a gap of 32 years. More or less. Of no contact of what so ever, you know, a the literature in English education. So when I graduated I was trained to use audio-lingual method okay. And then communicative approach become popular later after that. Of course I heard of 158


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that. Because I was one of the managerial team of the English course, and I attended seminars of communicative approach and task based, but only very superficial. I always avoid to give workshop to my teachers. I used to be the doze of both ELTI and EF. I think never once I did on workshop on methodology, whatever. Because to me, at the end of the day, when you given a book to teach, and you have to teach someday, you have to be able to make it work for the students. So, if I give a workshop I have to give it in writing, make presentations and involve a lot of academic thinking and it would be academically demanding. Therefore, I would say I did not have a lot of exposure and try to avoid to write academically and things like that. So in between more or less 32 years, compare to your undergraduate program, how about your writing? Well, I reminded me of Pak X. he was my supervisor of my writing. He was my lecturer in teaching writing. But it was like you know, paragraph writing, and I remember that I had to write a story things like that. Even during the last semester we had to write skripsi or I would say research report and extended research report. But we never taught how to do it. We just like given an example, please read this and that and this. We got a lot of help. Not very demanding at that time. So I think the target was that as long we could describe what we have read. I mean put into writing and have some kind of you know, let say, a logical and academically acceptable, let say, the conclusion and the benefits of our study of our end of research report. It would be fine. It had no special lesson on how to write a research report, like skripsi or something like that. Just told, hey this is what you need to write, and examples. That was it. And, how about the writing courses at that time? Well, during my undergraduate study I only had, what was it, I think writing one and writing two. If I m not mistaken. It was a long time ago. It was just like paragraph writing and then things like that. And the second was, em, I think very little exposure on it. Mostly, descriptive, description, little bit more argumentative, I think. And narrative. Well mostly narrative. Very little, argumentative and expository writing. Mostly narrative and descriptive. Remember. At that time, only Pak P had a Phd degree and the rest did not have a master degree. So, they themselves were not exposed to write research report, thesis writing and


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things like that. So, even the lecturers were not that well trained and well prepared to teach research report, especially in education report. But then, it was only one major which was education, you know I mean. And Pak P was just way too busy with his load, you know. And sometimes went out to a conference and in that time he went to brunai darusallam. He was offered a job there. So, things like that. And then, 2014 I came back here. You know, and I heard TPR. What is that?? What is post colonial? Well, a lot of strange, I mean, methodology that I miss. And I don’t even know what is for example, two paragraph writing. What do you call it? Oh, respond journal. I did not know that. You know, no ideas at all. Therefore, I only got a B for that. I was overwhelmed with the others and did not have time to read. For rationale. You know. You have to come with the rationale for your writing. A lot of terms that I did not know. Abstract? To me abstract is something that not concrete. A lot of things to learn, a lot of things like adjustment. You know, from totally BICS to totally CALP. So it was very challenging. Wow, I see that. What else pak? Well in teaching TOEFL I did not do the writing, right. I only help them to write and try to read and correct it. I did not have to personally write the essay and for the others, okay, I mean the other types of writing, again, is very simple short and to the point with the context. That’s it Well, interesting experience pak. There are a lot of things from your experience that I would know more, but I think, that is enough for today, and I will dig it out later in the next session pak. Thank you Yap. You are welcome.


APPENDIX 9 In-Depth Interview 2 (Jaya) In-Depth Interview Jaya Tuesday, March 22 2016 Role R1

Interview Code So let us begin our conversation today, Pak. This is about your writing experience. Now, I would like to - what is it, refresh again our memory about your background in writing itself, Pak, because a lot of interesting things there, when I listened to our recording. So, tell me about your writing experience before you entered the ELS

JA1

Okay, before I entered - I mean, I joined ELS, then most of my EXP writing experience had something to do with I would say: emailing, and then also a lot in writing students' reports, I mean short reports, I mean achievement reports, because actually I have some a lot of, since progress until achievement reports, I mean on the certificates, and yaa short comments, but I did a lot because I used to have a lot of ... And well, sometimes I edited, you can say some writing because I have to edit my daughter's correspondence, I mean, even some of her trip reports because she worked in mall and as a reservation manager she had to travel a lot to the resorts I mean the luxurious resorts, well, she has the chance to ... was shown around by the marketing people in the resorts and then she had to write reports on the website of her-what we call it, tourist destination, mm I forgot, I need time to remember. Some kinds of destination company it's a high-end you know travel agency but they only arrange for the rich people and arrange for their trips to the resort and the luxurious ones and then she had to make the reports of the trips and describing the facilities and the strength and a certain resort as compared with another one or the other ones and then she had to make these reports sometimes she asked me to edit the writing, So I think sometimes that kind of reports that's all because I have to understand and she wanted to communicate to the people who log on their website about certain report. Well, I think ya in

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terms of emailing I used to a lot of emailing to the LCA this is Lighthouse Christian Academy, during the time my daughter was home-schooled. So, I had to communicate with them through email sometimes you know asking for information, confirming, and stuffs like that. So in terms of the formal side of my writing experience is most of the- I would say the communicating with the American educational institute where my daughter was, in terms of homeschooling and mostly the formal part, even though email is not formal. I think that's all about, so it's nothing really academic so mostly can be formal but not very academic. So, well, I once translated a booklet actually a booklet from Indonesian into English and it's a Christian literature. So that was the only book that I translated. Apart from that until now and then people ask me to translate Indonesian into English but mostly pretty short because I didn't have time to translate, so the longest one I've done is the booklet. R2

So, I refer back to your working experience. You told me that teaching for a long time right, but the most interesting thing in here is just like you never teach writing, right? I mean not that academic one, but.. ya

JA2

Okay, your statement just now taken me to sit back and remember what I used to do a TOEFL teaching as well. I mean, was in following couple years of intensive TOEFL teaching in academic English to prepare Indonesian scholars and Indonesian engineers mostly engineers and technicians to study for their PhD and master degrees and then they had to take TOEFL. So then of course I had to teach them writing which is I mean in their TOEFL written English, it was a part of the Paper-Based TOEFL test and of course at that time it was still paper-based test, I mean paper-based TOEFL test and then TW or Test of Written English was a part of the test, but if you wanted to pursue your studies in the states in any English countries that accept TOEFL as one of the requirements that of course that you had, at certain field of studies you had to, you wanted to pursue for example: Journalism, then you had to take the test of written English. So it's not that complicated kind of writing it's basically test of writing especially essay writing, you have the introduction, the content of the body, and the conclusion. So pretty simple in form and not that demanding and what else, well, occasionally I have to teach writing as well, because I also,


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sometimes I was sent by my company to teach in house-training, as long as actually in school, business English courses and I have to teach business writing so I did have some experience in teaching business writing. R3

Let us flash back again when you were an undergraduate student, Pak, so you were in PBI, how about your writing experience there when you were an undergraduate student?

JA3

I remember that we did have many writing courses, I think two EXP of the most, and then we were taught the narrative writing, the descriptive writing, argumentative writing, expository writing, and well, of course before I graduated from my undergraduate then we were all asked to write our 'skripsi' which is, I would call it actually a paper, research report, because it was not demanding, as long as we could describe what we wanted to say to that paper, what we wanted to research and even that we were given very a minimum guidance and then we were given, I think for the example of the previous skripsi and things on that or previous paper, well, we have to write about 80 pages so that was the longest discourse I came up with, I mean to my undergraduate studies.

R4

So, with my curiosity, considering that when you were an undergraduate student, I would say that well you were lack of academic writing course because that's what you have only just the basic writing course like argumentative, descriptive, but at the time when you had to do your skripsi then it is something different with the other piece of writing so could you explain to me how you finished it?

JA4

Basically, you know, I'm better in speaking than writing. STR however, I think learning English is you cannot ignore the other skills, so I think if you're good at speaking, then it will help you when you write because it both deductive skills, right? and when you're good at writing and when you speak it will help you also. Well, I would say something like that. And also I enjoyed learning grammar when I was undergraduate studies and I think writing is not that challenging to me at that time because when you write the most important thing is I think I mean well simplistically speaking you can say it's a matter of grammar and vocabulary, if you know the grammar, know the vocabulary, look for the vocabulary, then writing is not that easy, I mean is


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the more challenging thing is how to write critical how to write to argue to narrate to expose your ideas and to convince people is another matter. So since this is not that demanding I mean the skripsi that I came up with when I was in undergraduate studies then it was not that challenging, well it was challenging anyway but it was not very difficult at that time. R5

Okay, can I say that doing the skripsi in the past, is that your first time, or your first experience in writing academically, Pak?

JA5

Ya, that was the first time. And at that time, Sanata Dharma only had Pak Bomo who had a PhD degree, who had experience of probably writing research report only in national level and of course I mean before he got his PhD degree he had to take his master degree as well, and then he was the only lecturer that had the real experience, and the rest they only have their “drs” degree, near master degrees, so they themselves don't have much exposure to research report and stuff like that. So I can understand that at that time so that was the best both the lecturers we could manage with the limited resources including human resources who know exactly what to research writing a thesis as well because my understanding is if you know how to write a good thesis then it's easier for you, or you have done that before, it's easier for you to help people with the skripsi undergraduate writing assignment and graduate soon. Well, it also means that when we have to face the examination board, or final research report, Lecturers they were not demanding as well because again only Pak Pomo who had been there and done that to the level of getting his PhD degree. So actually I got an A for my skripsi for my final paper for the undergraduate studies.

R6

So anyway who was your supervisor at that time, Pak?

JA6

Actually it was Pak Pomo. Semantics I think, I wrote skripsi on the difference between journey and perjalanan compared in English associated with journey and in Indonesian associated with perjalanan and how to they compared in contrast. Since all of semantics studies, what we call it, ... research, looking at dictionaries' definition and things like that so with the limit of resource we had because there was no internet then we just had to look for dictionaries, I was lucky, at that time I got very good dictionaries in the library.


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What did you do, Pak, while making the skripsi, Pak, which is part of the writing itself?

JA7

What do you mean by what I did?

R8

The process that you had been through the skripsi itself?

JA8

Of course, as I can remember I had look at the previous skripsi AUT written by my seniors and observed what was like and then I just read it and I was lucky that I think I have native speaker, he's a New Zealand-er and then he look for the Indonesian, I mean New Zealand embassy, and he was you know learning Bahasa Peer Indonesia at the moment and then he gave a lot of input, another FDB friend as well, who just gave me some insights and helped me. I was lucky in that way.

R9

So how long did you finish it?

JA9

Good question.

R10

Is that enough for you for having one semester to finish it?

JA10 Not so sure, I finished in three months I think. Because I had to ask somebody else to type. R11

Okay, I see. Now compare to your previous experience in writing itself, Pak, when you enter this ELS so we have to face a lot of writing task at the end of semester we had to make our final paper so compare to experience previously and then after so long you entered in the University level and then could you tell me your experience about it Pak? How did you feel?

JA11 About the writing assignments, it was quite shocking experience FLG because first I joined this semester at ELS, not expecting that I had to work so hard on myself with the assignments and so many writing assignments, and I said in the first interview, that guys have been almost a month now, well the guys talked about BICS and CALP, BICS is Basic Interpersonal Communication Skills and CALP which is Cognitive Academic Language Proficiency. Now in my thirty something years of teaching experience as well as working for a church organization no teaching at all, well some teaching but the main job was doing administration job and then I have the experience of having to write report as well. during these thirty years of teaching experience my BICS then far exceeded my CALP because when


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I taught or when I had to deal with the administration and things on that was not very academic because I mostly and I mixed with mingled I got a lot of native speakers working with me when I was also in the margin position with expect working under me. And there was also time when I worked for oil company, and then I had to share room with the expat, people from the States, United Kingdom. I had so much off shore with social English and then I was directed studies on PADMA schools like EF, ELTI, in which I had to make speech, interview people online or even on the telephone, and mostly I used my spoken English mostly for Social English than little use in my academic English. Therefore, when I had to write and then there was a gap with the teaching methodology. It was strange to me because, you know, I mostly taught in the non formal sector of English Teaching. That was challenging. I had to adjust my English style from social English and moved them to academic English. Sometime, it can be challenging because I had to sit back and think “do I say get in touch with? Oh probably contact because it is more academic English. Vocabulary wise, grammar wise, I had to think twice. I had a little exposure on American English, for example “real good, heh?” and also, again, I didn’t use so much of my cognitive, ability during those 30 something years. But in here, I had to write the assignments, I had to use my cognitive, ability as well. Have to be able to argue, and describe really well and have to think things over and try to connect ideas. Things like that. And also, it was 30 something years ago that I needed to deal with academic like writing my skripsi and we didn’t have any exposure to academic writing. We would given literacy course in the 1st semester. Actually we would given the assignments. But I think it was lacking in the literacy than any other writing assignments we had. We didn’t have enough feedback from lecturers. So, feedback from lecturers is very important. In terms of academic writing, feedback is really crucial. And we didn’t have enough or even we should have been given a proper feedback. Even, I think for mutual feedback from students. Probably it is good when having a writing assignment. I think we had not enough feedback from the lecturers so we didn’t know what our strengths and weaknesses are. Well, most of the lecturers were so very busy there, again I still thinking that feedback is very important. To me, the most challenging is how to understand something and try to link it with other concepts to come up with another idea.

EXP IDAPCT

PRO FDBPCS EPN

DRA


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For 30 something years, it was really stressful. And to be honest with you, if I had had known that if I got myself into, before I WEK entered the ELS probably I could not have entered. And also I am kind of a person who needs to sit down and work something out and try to connect the ideas before I can come up with something. I am not that fast, I tend to need time. R12

So previously, you mentioned about literacy, didn’t you? What did the lecture ask you to do in that time?

JA12 With literacy class, we only had to make presentation from the book that we were given. Then, hardly any feedback on the academic writing. We touched on a little bit on the paraphrasing once or twice. But it wasn’t enough. I think, when it comes to teaching literacy, especially academic writing, we have so many different puzzle in Indonesia and also with different language proficiency. We know, in master degree we have to come up with longer research report. And when we graduate probably we have to make thesis report as well. Academic writing is really important. When it comes to the literacy class, I think the lecturers have to make a quick review from very basic. For example, what is a word, what is a phrase, what is a sentence, what is a paragraph and how to link a paragraph with another, how to paraphrase, how to summarize. Of course we don’t have time to go, but at least, lecturers can refer to. If you are not so sure about paraphrasing, read this book. If you are not so sure about summarizing, read this book. If you think you still struggle with coming up with good compound sentence, read this book. And then you can ask… did you still remember when we had our literature class, we had to make a critical review? Then how we come up with a good critical review if we still struggle with some of the basics. Probably I think, paragraph writing, how to connect the paragraphs, the next step is essay writing. Then you can go with critical review and then research report and then proper research report and then thesis. There should be steps like that. So I think, not enough attention has been paid to these academic writing skills on students. Even I myself don’t know where my weaknesses are. So we will graduate with the facts in our academic writing ability. We need people to point out our weaknesses. That’s what I feel. But there’s a good side of Sanata Dharma that all she paper should be done in English. We have so much exposure on it. Because we have to come up with good

SBJPCT PURPCT Lack of FDBPCS

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writing and we have the opportunity to write in English. On the other side of the questions, I was wondering how the other ELS program in other universities. But again there’s always a constraint. There should be more attention to academic writing. There should be more feedback from the lecturers. It is even better if they can arrange a mutual feedback from the classmates before they present something to the lecturers. R13

So how did you overcome the problem? Because you didn’t know the strengths and weaknesses of your writing itself.

JA13 Well I think I just did the best I could and then try to work it by myself. Of course I had my own feedback from myself. But it could be unreliable because you need feedback from others as well. Friends, lecturers. Let me tell you the very very truth. I didn’t have time to re-edit them. Then I just did it because of the deadline. For example, ignoring with the idea that a paragraph should consist of 3 sentences like that, so with this thesis writing hopefully I have more time to pay more attention to accuracy something like that. Again, as far as I’m concerned, I have a problem with writing the content. What pak Bis called as a logical truth, empirical truth, scientific truth and how to connect the logical with the empirical truth and how to juggle around with the scientific truth, something like that. There’s so many different books with different authors and then sometimes can be confusing. I just did the best I can. Tried to be close to the expectation. R14

AUT SE

ATT, OBL, MOT

WEK

And how about the 2nd semester pak?

JA14 2nd semester I coped better. But still, not knowing exactly what I had to do in chapter 1,2,3. And again, I type of a person that needs to study something step by step. If there something missing then it’s kind of cover me to really come up with really good reliable written work. So, we had had a chance to review like from sentence, paraphrase, and then paragraph and finally essay writing, critical review, short research report. Actually, if we sit back and come to think about it, we never taught actually how to, I don’t know, maybe we need to be taught logic as well. Logic in academic writing. Surely there’s some kind of lecturers can share experiences how to connect ideas. Not only about the mechanics but content is also important. The logic in English

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academic writing. R15

And in the 2nd semester, you had to conduct a mini research. How did you feel pak?

JA15 Again, I think I have survived in the 2nd semester. I did my best and did whatever I could. Still no feedback from anybody about my writing. Probably there’s no such a thing as guidelines. I know it is not easy but surely, there’s should be something as the guidelines. For example for doing mini research, you have to do this and that. If somebody is good in organizing ideas but probably you are not that interested in the content. Somehow it would be good for having guidelines in order to make a proper mini research. For example, when I was an undergraduate student, the lecturers came up with list minimum requirements in English grammar. Surely it can be something in academic writing, the guidelines. So for example, we were asked to do a critical review. We never were given the guidelines or the requirements. So just looked at other people work. In English teaching, I do, you watch. I do, you help. You do, I help. You do, I watch. R16

ATT AUT Lack of FDB EPN

EXP

IMI

Did the lecturers give an example?

JA16 Not at all. I would say, it is still good even though at master EXP level, without guidelines, we were virtue then, there is no standard. So if I say, two paragraph of critical review. Hey ATT guidelines, tell us what to do. Without giving any standards, and just give us feedback, mostly negative, you are not building people up. You are putting people down. So again, I do, you watch. I do, you help. You do, I help. You do, I watch. Meaning EPN that, including giving us the guidelines. What the standards that you want, without just taking for granted just knowing what to do. Hey give us the standards you expect. R17

So could you tell me the process in making the critical review itself?

JA17 Okay, it was easy for me to comment on the literary works and FLG criticize. Because of no guidelines, I didn’t know anything about the side of literature, then I just had a look what can I criticize AUT about. I could see from the linguistics point of view and tried to IDA manipulate the linguist side of it. And then I linked it with the real life, and religion. For example. Again, because I didn’t


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know the standards. Well it could be an advantage because we ATT could see the low pulse and how to manipulate the written OBL assignments so that we have something to submit. R18

And then how was the score?

JA18 It was okay. Because I got B for it. I was happy for that as well. FLG Because in the 1st semester I was under stress. So I just did what I could. I’m so rightful for getting the B. if I got C then it should ATT OBL be okay as well. R19

How about the process of making the mini research project itself, Pak? Regarding that the topic was your interest and you are expert in that topic about teaching vocabulary.

JA19 Well, the process, I would say, again was not challenging. It was not difficult to me. I was familiar with the subject and got a lot of ideas in using games in teaching vocabulary. So, I just had to follow with the format of the research report, chapter 1, 2,3,4,5. And I tried to just write what I had to write for each chapter and adjusting and re-writing and re-editing whatever I needed. And compare and contrast and then also tried to point out the… well I was actually kind of wondering why they just used games in teaching vocabulary. If I looked at the collection of my game, I think in one setting I could come up with more than 20 games and what they used was only one or three games which were very basic. So that’s what I could say about the process. Again, I was familiar with the topic R20

ATT

SO REV and EDI

So, did you face any problem when you make the mini research project?

JA20 Since it was a mini research project, so I think I had constraints as well because I could use a lot more respondent but I could not because of the time constraints. So, I should be honest to say that EPN the mini research was still very superficial. Could have been much better perhaps had more respondent, more time to look at the issue, and I don’t think I used a lot of references. Didn’t have time to read and so on. So, mostly based on my personal experience which is not very academic. You know I mean. Because you need academic back up on references R21

Now, how about the 3rd semester? You had to finish your GRP (proposal) in relation with your thesis. Can you tell me about it?


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JA21 Well, I think it was probably they expect from the 2nd semester BRN when we had to come up with the research that you want to do. Actually I was thinking of doing a research while we.. Fellow EPN students can work together and people could, let say, cooperate with and could help each other. I think with master degree program we should be different from the undergraduate degree. And then, at that time I decided to do the academic writing, Eli wanted to do the literacy course in the first semester. We both felt that no having any feedback, things like that. But then we couldn’t do it because there was so much research on that. Then we had to change. Somehow, we had to end it up. Eli did the research on general English at college level of non-English department program and I worked on the ESP. We were good because we could co-operate on that. After I dag deeper into ESP, it was like an ocean there. No standard. and even Sanata Dharma doesn’t have its own standard. Every department has their own rights to do the ESP program. They can contact certain lecturers to design their program. But again it didn’t make sense that each department has its own thing on ESP. and the research report that people had to come up with, especially in Indonesia, is so huge in that. EAP (academic purposes) including academic writing as well. Most of the literature works on EAP for citizens who call for the States, U.K, to English Speaking Country, where they need academic more. But here in Indonesia, for those who go to universities it was like an ocean that you need to decide what to do with the program. Blending model just for one semester is really challenging. Pak Bis also asked us to come up with an academic program that can be used for all non-english department program which is another challenge. It is easy to be more specific example finding a learning model. You know I mean. Well I’m still working and I’m still struggling with that and I asked Pak Bis whether it is still possible to change the research. However it is too late now. R22

And then how did you make the proposal? I mean chapter 1, 2, and 3.

JA22 Well, mine was just no specific exploration of each chapter. Still SO very supervision. And I had a chance to look at Eli’s as well so I studied and learnt from her as well. I had not come up with a really solid ground for it and presenting it as well. I had to re WEK read again and write. Pak Bis said that I need to read, write and


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show that. So, actually I’m still struggle with it. R23

But at least in that event you had a chance for having feedback. Hadn’t you?

JA23 Ya, the feedback from the lecture who was in charge of my FDB research R24

So was there any difference pak between your previous writing and your writing in that occasion Pak? Compare to the previous semester.

JA24 Well, I think only in the 3rd semester I had the feedback. Mostly, feedback on the content. It was more bearable because Pak Bis did give us the feedback especially in the content. Also guidelines and he helped us to try to see the certain point from other perspective with his questions. R25

So what did you feel pak? Finally you had a feedback.

JA25 Good. It was good. But still it was, again, the feedback was FLG there. But connecting the empirical truth and logical truth, and how to come up with the scientific truth, linking back and forth with deep ocean in terms of the ESP. we had to come up with one semester program. It wasn’t that easy. What you had to teach and model and syllabus. That should be useful and applicable. R26

So, during the 1st until the 3rd semester, do you have any interesting or unforgettable moment in writing academic paper Pak?

JA26 It was in 2nd semester in SLA. It was about Pak Mukarto’s final PLN paper if I’m not mistaken. I expected a data from the office but I was given only a half of it. So I had suddenly changed the topic. I mean narrow down the topic and then time was so pressing that I had no time to do the proper chapter for the literature review. So I just dig up doing error analysis because I did not have time for doing the references so I did duplication or what do we call it IMI for doing something that have been done before. And I used that literature review. So I could manage it with different data. It was really interesting. Because it was quick and I met the STR deadline. Otherwise I would not be able to meet the deadline with the limited time.


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R27

So pak Mukarto noticed that your research just has been done previously?

JA27 Yes, because it was part of the subject requirement R28

And then, how was the result pak?

JA28 It was good. I got an A for that. R 29

Oh great. So any lessons that you learned from your experience in writing academic paper?

JA29 Well, I would say again, when you write and you have to take INT something for a consideration it should be more precise. Especially the logic that you have to come up with, and then how to write simply directly to the point. And to mean what you ACT say and to say exactly as you supposed to say. Not only yourself but also others could understand it. So I give more serious to it. And, that’s it. R 30

Were there any differences after you pass the previous semester Pak?

JA30 I think I have to re edit what I have written. Taking what I want REV to convey what I want to say and make sure that I wanna say is expressed there. And make sure people understand the message. And I would get the message of course. I just tend to be more careful. R31

Well, thank you for sharing your experience in writing academic papers

JA31 Okay, you’re welcome. All right

GRADUATE STUDENTS LIVED EXPERIENCE IN WRITING ACADEMIC PAPERS A THESIS

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