VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED NATIONAL EXAMINATION

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED NATIONAL EXAMINATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Merry Trisna Murti Student Number: 111214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016


VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED NATIONAL EXAMINATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Merry Trisna Murti Student Number: 111214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016 i






ABSTRACT

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University. Assessment is needed in every learning process. In Indonesia to have same standard of graduated students, National examination is conducted. The old method of national examination was paper-pencil test. Although it was old method, it was used until now by some schools. The schools that conducted paper-pencil test was the schools that have not conducted the new method of national examination yet. In 2015 the government started new method in national examination. The new method was computer based test. However, there not all of the schools used this method. Based on Education Department of Yogyakarta, in Yogyakarta there were only 16 schools which conducted this method. All of them were vocational high schools. computer based test started since April 2015. Since this computer based test was new method in national examination, there was various lived experiences from the vocational high school English teachers. The research problem in this research is “What does the implementation of English Computer Based National Examination mean to Vocational High Schools English teachers in Yogyakarta?” This research used phenomenology approach. The participants of this research were three English teachers from different schools in Yogyakarta. The interviews were done after the implementation of computer based test. As a result, the wed participants’ story and interpretation regarding the implementation of English computer based national examination. There were four general themes which appeared from the data elaborated. They were facilities, standardization, effective testing method and opportunity. Teachers and students were trained to be familiar with computer based test national examination. There were many advantages of computer based test for teachers, students and government. The facility is the main requirement for conducting computer based test. Then, the national examination result becomes standard of every educational level in Indonesia and one of require to continue higher education. Computer based test also become effective testing method to replace paper pencil test.

Keywords: lived experience, computer based test, assessment, national examination

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ABSTRAK

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University. Penilaian sangat di butuhkan di setiap proses belajar. Di Indonesia untuk mendapatkan standar lulusan yang sama, dilaksanakanlah ujian nasional. Metode ujian nasional dari waktu kewaktu adalah paper-pencil test. Pada tahun 2015 pemerintah mulai menggunakan metode baru dalam ujian nasial yaitu Ujian Nasional Berbasis Komputer. Namun, tidak semua sekolah dapat menggunakan metode baru ini. Berdasarkan Dinas Pendidikan Kota Yogyakarta, hanya ada 16 sekolah di kota Yogyakarta yang sudah menerapkan metode ini. Semua sekolah yang sudah menggunakan metode ini adalah Sekolah Menengah Kejuruan (SMK). Test berbasis komputer ini mulai dilaksanakan pada April 2015. Oleh karena tes berbasis komputer ini adalah metode baru dalam ujian nasional, maka ada berbagi pengalaman mengenai metode ini dari guru mata pelajaran bahasa Inggris di SMK. Rumusan masalah dalam penelitian ini adalah (1). Apakah makna dari implementasi Ujian Bahasa Inggris berbasis komputer bagi guru Bahasa Inggris SMK di Yogyakarta? Penelitian ini menggunakan pendekatan phenomenologi. Partisipan dalam penelitian ini adalah tiga guru mata pelajaran Bahasa Inggris yang mengajar di SMK. Wawancara dilakukan setelah sekolah melaksanakan Ujian Nasional Berbasis Komputer ini. Sebagai hasilnya, peneliti memaparkan cerita dari partisipan dan tafsirannya berhubungan dengan penerapan teknik Ujian Nasional Bahasa Inggris Berbasis Komputer. Ada empat tema umum yang didapat dari elaborasi data yaitu fasilitas, standarisasi, metode tes yang efektif dan kesempatan. Guru dan siswa dilatih untuk mengenal metode tes yang baru. Ada banyak manfaat dari test berbasis computer bagi guru, siswa dan pemerintah. Fasilitas adalah syarat utama yang harus ada dalam melaksanakan ujian nasional berbasis komputer. Kemudian ujian nasional juga digunakan sebagai standar atau tolok ukur di setiap tingkat pendidikan di Indonesia dan menjadi salah satu syarat utuk melanjutkan ke jenjang pendidikan lebih tinggi. Ujian berbasis komputer juga merupakan metode tes yang efektif untuk menggantikan paper pencil test. Kata kunci: lived experience, computer based test, assessment, national examination

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest and highest praise to my Almighty God, Jesus Christ, for giving me strength, guidance, and patience during the process of finishing this thesis. Without His blessing, I would not have been able to finish this thesis and to attain this degree. I also would like to thank Mother Mary for listening to all of my prayers. I would like to express my deep gratitude to my beloved advisor, Fidelis Chosa Kastuhandani, M.Hum., for his help, guidance, support, and advice from the beginning until the end of the process in finishing my thesis. His support and suggestion have surely helped me. My deep gratitude also goes to the research participants from SMK Negeri 2 Yogyakarta, SMK Negeri 1 Yogyakarta and SMK Negeri 5 Yogyakarta, whom I cannot mention the names, for their willingness to take part of this research. I would also give my sincere gratitude to my parents, Bapak Heribertus Sarmono and Ibu Tri Widayati, for their endless love, care, prayers, and support during my study, so that I can finish this thesis. I could not imagine how I could finish this thesis without their support. I would like to thank my brother, Ruddy Cahyanto for his love, prayers, and support. My study in Sanata Dharma University would not be colorful without the love and support from my friends. First, I would like to thank ELESP students of batch 2011, especially PBI Class A family, and our beloved Bunda Christina Lhaksmita Anandari, Ed.M. For my examiners, Miss Carla Sih Prabandari, S.Pd., M.Hum., and Dr. Antonius Herujianto, M.A. thank you so much for guiding me patiently during my thesis defense. I would also like to give my gratitude to Br. Titus, Anind, Sella, Sr. Leo, Cantia, Olive, Vania, Teresia Dian, Santa Monica, and Irene for motivating me and sharing joy, tears, and spirit from the beginning until the end viii


of my study. My gratitude also goes to my friends in UKM NATAS (Dedi, Nino, Nana, Vania Rosa, Eva and other members that I cannot mention) for being my family in almost 3 years. I would like to thank my family in Yogyakarta, my grandmothers, my aunty, my uncles, for the support, love and caring. My special gratitude goes to Thomas Baskoro Riandaru and Mas Guntur Firmansyah for the love, care, patient and support during the highest and lowest part in my life. I could not imagine how I finish my thesis without their support. Finally, I would also like to thank the readers of this thesis and everyone, whom I cannot mention one by one, for the love, support, prayers, and help during the process of finishing this thesis. May Jesus Christ always be with them.

Merry Trisna Murti

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TABLE OF CONTENTS TITLE PAGE ........................................................................................................... i APPROVAL PAGES .............................................................................................. ii STATEMENT OF WORK'S ORIGINALITY ....................................................... iv PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v ABSTRACT ........................................................................................................... vi ABSTRAK ............................................................................................................ vii ACKNOWLEDGEMENT ................................................................................... viii TABLE OF CONTENT .......................................................................................... x LIST OF FIGURES ............................................................................................. xiii LIST OF APPENDICES ...................................................................................... xiv CHAPTER I INTRODUCTION ............................................................................. 1 A.Research Background .............................................................................. 1 B.Research Problem .................................................................................... 2 C.Problem Limitation .................................................................................. 2 D.Research Objectives ................................................................................ 3 E.Research Benefits .................................................................................... 3 F.Definition of Terms .................................................................................. 4 1.Definition of Lived Experience ................................................. 4 2.Computer Based Test .............................................................. 5

CHAPTER II. REVIEW OF RELATED LITERATURE ..................................... 7 A.Theoretical Description ........................................................................... 7 1.Test ....................................................................................................7

x


a. Computer-Based Test…………………………………………. 9 b. National Examination………………………………………… 14 2. Vocational High School ..................................................................17 a. Curriculum………………………………………………..........18 b. Subject……………………………………………………… ...19 3.English Teacher ................................................................................20 a. Role…………………………………………………………

20

b. Activities………………………………………………………21 c. Test Preparation……………………………………………….22 d. Vocational High School Teacher……………………………...23 4.Lived experience ..............................................................................23 B.Theoretical Framework.......................................................................... 24

CHAPTER III. METHODOLOGY ..................................................................... 28 A.Research Method ................................................................................... 28 B.Research Setting .................................................................................... 29 C.Research Participants ............................................................................. 29 D.Instrument and Data Gathering Technique ........................................... 30 E.Data Analysis Technique ....................................................................... 32 F.Research Procedure ................................................................................ 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ....................... 34 A.Text description ..................................................................................... 34 1. Story of Participant 1 .....................................................................34 2. Story of Participant 2 .....................................................................37 3. Story of Participant 3 .....................................................................38

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B.Interpretation ......................................................................................... 39 1.Facilitation........................................................................................39 2.Standardization .................................................................................41 3.Effective testing method ..................................................................44 5.Opportunity ......................................................................................46

CHAPTER V. CONCLUSIONS AND SUGGESTIONS.................................... 48 A.Conclusions ........................................................................................... 48 B.Suggestions ............................................................................................ 50 REFERENCES...................................................................................................... 52 APPENDICES ...................................................................................................... 55

xii


LIST OF FIGURES Figure 2.1 Test assessment and teaching……………………………………....8 Figure 2.2 Policy changes of National Examination…………………………17 Figure 2.3 Construct of the research …………………………………………27

xiii


LIST OF APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4

The Research Permission Letter………………………………. 52 Interview Guidelines....................................................................53 Sample of Research Verbatim .....................................................58 Sample of Bracketing and Horizonalization ................................71

xiv


CHAPTER I INTRODUCTION

This chapter is made to provide basic information to the reader about the teachers’ lived experience on the implementation of National Examination using computer to assess English subject. This chapter consists of six sections, namely research background, problems limitation, problem formulation, research objectives, research benefits, and definition of terms. A. Research Background A test, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in a given domain (Brown, 2004, p.3). There are many ways and methods to assess students. Paper-pencil test was known as one method for the National Examination (NE) in Indonesia. Then, in 2015 Indonesian government started to introduce new testing method using computer in NE. It was the first time Indonesia used Computer Based Test (CBT) as a method to assess some of vocational high school students in Indonesia. There were also new rules about NE, in 2015 the exam was not the main requirement to graduate from Vocational High School. About 515 schools and about 160.000 students were able to do the NE using CBT. (Permanasari, 2015) These schools have passed the verification process. The schools should have computer laboratory and internet connection to conduct the test. Since CBT is a new testing method based on technology in NE the researcher wants to know what computer based test 1


2 means for Vocational High Schools English teachers with the implementation of CBT for English national examination. Therefore, in this research, the researcher did not focus on “test as a method of measuring a person’s ability” but the researcher focused on "computer based test as new test method in national examination”. B. Research Problem Computer based test was new method of national examination in Indonesia. Then, the English teachers should be aware of what, why and how the computer based test could influence the process of national examination. The English computer based test gave experiences to the teachers and the students of what English computer based test that was conducted in their schools was. Therefore, based on the discussion of the topic above, this research is conducted to answer this following question: “What does the implementation of English Computer Based National Examination mean to Vocational High Schools English teachers in Yogyakarta?” C. Problem Limitation This research focused on the teachers’ lived experience on the implementation of English computer based national examination. The teachers who participated to this research were teachers from schools that had conducted computer based test. It because this research is about lived experience of English CBT national examination, so the participants should have experience of CBT.


3 The goal of this this research was to explain teachers’ lived experience in English national examination with CBT. There were some subjects that were tested in computer based national examination. The researcher limited the discussion based on how the English teachers inteprete the implementation of computer based national examination. The researcher focused on the English computer based national examination. This research was more on the teachers’ experiences rather than researcher’s views. D. Research Objectives This research is aimed to describe the teachers’ lived experience on the implementation of English computer based national examination. Therefore, the objective of this study was to describe what the teachers’ experiences on the implementation of English computer based national examination. E. Research Benefits This research gives several benefits to the education field that can be stated as follows: 1. School The findings in this research are believed to be beneficial to the school to prepare the National Examination. Since computer based test is new method that is used in Indonesia, the schools need to know what computer based test is. The explanations in this research will be very useful to help the schools prepare the test.


4 2. Teacher This research also gives benefits to the teachers, especially for the teacher of several subjects that will be assessed in national examination and for teachers whose schools have not conducted computer based test national examination. The researcher focuses in English subject. By reading this research the teachers will know what they should do to prepare the students to face the computer based test national examination. Through this research, the teachers are expected to be able to use computer based test as the method of assessment in the classroom. 3. Policy Makers This research is beneficial to the government especially for the Cultural and Educational Minister to know the strengths and the weaknesses of this Computer Based Test that really happen in the school. Then, the policy makers can do some improvements to make the Computer Based Test better. 4. Other Researcher This research also gives benefits to the other researchers who may have an idea to conduct the research related to the NE assessment. The researcher hopes that this research can inspire and build new idea for the other researchers to find the further decision related to Computer Based Test that may be beneficial to students, teachers and other target of research. F. Definition of Terms In the definition of terms there are two terms related to the research. Those terms are lived experienced and computer based test.


5 1. Definition of Lived Experience According to van Manen (1990) lived experience is the starting points and end points of phenomenological research. Phenomenology research is used to transform lived experience into a textual expression of its essence. In this study the researcher wants to describe the English teacher lived experience in the implementation of English and how the teachers’ reflection of this new method of national examination. Moreover, Van Manen (1990) describes that through meditations, conversations, day dreams, inspiration and other interpretative acts then assign meaning to the phenomena of live our life. Then, the lived experience in this research is what teachers mean about the implementation of computer based test national examination. 2. Computer Based Test Luecht and Sireci (2011) say Computer Based Test is a broad-based industry that encompasses a large variety of assessment types, purposes, test delivery designs, and item types appropriated for educational accountability and achievement testing, college and graduate admission testing, professional certification and licensure testing, psychological testing, intelligent testing, language testing, employment testing, adult education, military use. Some argue that computer-based testing, pushed into its ultimate level, might mitigate against recent efforts to return to its artful form of being tailored by teachers for their classrooms, of being designed to be performance-based, and of allowing a teacher-student dialogue to form the basis of assessment. (Brown, 2004, p.15). Computer-based testing, with computer adaptive test (CAT)


6 technology offers some advantages according to (Brown, 2004) like classroombased testing, self-directed testing on various aspects of language (vocabulary, grammar discourse, one or all of the four skill, etc), practice for upcoming highstakes standardized tests and large-scale standardized tests that can be administrated easily to thousands of test-takers at many different station, then scored electronically for rapid reporting of result. Computer-based assessments (CBAs) are now in widespread used in higher education. This linked with a general diversification of assessment procedures which caused the higher education producing graduates with a range of specific and transferable skills from participants. (Brown, Bull, and Race, 2003). While, the computer based test in this research is a new test method that uses computer as a media to replace pencil-paper test in national examination.


CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the theories that related to this research. These theories used to answer the research problems logically. There are two parts in this chapter. The first part discusses about theoretical description. The researcher divides this theoretical review in four sections: test, vocational high school, English teacher, lived experience. Then the second part discusses about theoretical framework. The researcher will relate the theories to the study in the theoretical framework. A. Theoretical Description In this study, the researcher uses some theories that are related to the research of teacher lived experience in English computer based National Examination. The explanation includes the discussion of Vocational High School, English teacher, test, computer based test, national examination, computer based national examination. 1. Test Test is a part of assessment. According to Wiggins (1998) the aim of assessment is primarily to educate and improve student performance, not merely to audit it. So that assessment should not be the judgement for students whether they pass or fail in learning process. Assessment is based on an education model of learning and the model cited by most authors is that Bloom (1956), whose 7


8 taxonomy is based on the hierarchy of six educational objectivities (Brown, Bull, and Race (2003). Test is prepared administrative procedures that occur at identifiable times in a curriculum when learners master all their faculties to offer peak performance, knowing that their responses are being measured and evaluated (Brown, 2004). Test is a part of assessment and the assessment is a part of teaching. Here is a diagram of the relationship among testing, teaching, and assessment

TEST

ASSESSMENT TEACHING

Figure 2.1. Tests, assessment, and teaching (Brown, 2004, p.5) Based on National Examination Standards Operating Procedure Year 2014/2015

(SOP

2014/2015),

in

the

English

computer-based

national

examination, there are 50 items, consist of 15 listening comprehension task item or 15 reading item for deaf students and 35 items of multiple choice. Time allocation for doing the test is 120 minutes. Traditionally, computer-assisted assessment (CAA) has been synonymous with multiple choice questions (MCQs) (Heywood, 1989). So, both of CAA and pencil-paper based questions are same, because both of them use multiple choice questions. The main difference of those method is the media pencil-paper based test uses paper and CAA uses computer.


9 a. Computer-Based Test Computers are becoming an essential part of everyday life, requiring most of the population to become skilled in the use of common information technology (IT) tools such as word processors and spreadsheets (Brown, Bull, & Race, 2003). Computers are used almost in every public places such as companies, hospitals, airport, library, universities, schools, and other places, even in our house. According to Brown, Bull, and Race (2003) computer based assessment (CBAs) are now in widespread used in higher education. Based on Ripley (2009) computer-based exams are part of e-assessment, which Ripley (2009) defines as “the use of technology to digitize, make more efficient, redesign or transform assessments and tests” that is includes “professional examinations, qualifications, certifications and school tests, classroom assessment for leaving” (p.93). Over the years the other ways in which assessments could be facilitated by using computers have been envisaged and in many cases tried. Surgeons and pilot often do computer-based exams using simulators, some oral language exams have included „talking‟ into the computer (Pearson Education Australia, 2012, as cited in Newhouse (2013). Futrell & Geisert (1995) say computers play a role in instruction similar to that of other media such as overhead projectors, textbooks, work sheets, or film. The computer is important to the degree that it contributes to the teaching and learning process. The goals of computer-using teacher are in art, science, mathematics, language arts, social studies, or other disciplines, not in computer (Futrell & Geisert, 1995). As Futrell say before that the main point in using


10 computer in teaching is not teaching about computer but any subject beside computer. So, in other word teacher can use computer to teach any subject they need. Computer based examination is the form of assessment in which the computer is an integral part of question papers‟ delivery, response storage, marking of response or reporting of result from a test or exercise (Whittington, Bull & Danson, 2000). Computer based examination can be used to promote more effective learning by testing a range of skills, knowledge and understanding. Accessing and managing of information and managing and developing communication skill are possible to assess online which cannot be assessed in regular essay based examination (Brown, Race, & Bull, 2003). Then, according to Bodmann and Robinson (2004) computer based test offers several advantages over traditional paper-and-pencil or paper-based. Technology based assessment provide opportunities to measure complex form of knowledge reasoning that is not possible to engage and assess through traditional method. It is also important that sitting a computerize assessment in a non IT-based subject should require nothing more than very basic computer skills; such as maze navigation and „clicking procedures‟ (Brown, et al 2003). Computer-based test (also known as “computer assisted” or “web-based” test) are small-scale “home grown” tests available on websites (Brown, D 2004, pp.14). In the early years of CBT many fairly basic design issue baffled testing companies and states as they sought to transfer paper and pencil test onto a computer-based platform (Thompson, at.al, 2006 as cited in Thurlow, Albus, &


11 Hodgson, 2010). The computer-based exam could be delivered on a stand-alone personal computer, or within an isolated Local Area Network (LAN) or use online technologies, such as web-pages over the internet (Taylor, 2005). Nowadays computer based test have been used in many countries, including Indonesia. In 2015 Indonesian used this in National Examination (NE) as one of examination method. According to Brown, et al (2003) from the teacher‟s point of view, the most meaningful way to test the utility of computer-based assessment may be to compare it with what existed before. In national examination there are two method of testing. First method Paper-Based Test or Paper-Pencil Test. The second is Computer Based Test (CBT). Based on National Examination Standards Operating Procedure 2014/2015 from BSNP, Paper Based National Examination (Paper Based Test (PBT) that hereinafter called UN-PBT is an examination system in National Examination (NE) that uses exercise sheets and National Examination Answer Sheets (NEAS) paper-based. While Computer Based Test National Examination is an examination system in NE that uses computer system. 1) Advantages and Disadvantages of Computer Based Test Based on the National Examination Policy Changes from Indonesian Educational and Cultural Minister there are two main advantages of CBT. First, improve quality, flexibility and reliability of national examination. Second, expedite the procurement process of national examination that faster and more detail for students, parents, and schools. Then, the other advantages of CBT also make the students on time to start the NE, less time to work on grade manually


12 and make written report. There was no logistic work such as distributed the answer sheet, save the paper, test participant also could see the result faster (Suyanto, n.d.). Davey (2011) also says that for the random form items in CBT also more secure because the students cannot cheat their friends. Moreover, based on Kozma (2009) there were also other advantages of CBT such as; reduced cost; increased adaptability to individuals; opportunity to collect process data on student performance; the provision to tools integral to modern practice, and the last were better feedback data. Although CBT has some advantages it also has some disadvantages. Based on Suryanto (n.d.) CBT make schools dependence of computer, need sufficient computer laboratory (hardware and software), and when there were system bugging the implementation of CBT should be postponed, and students should have knowledge and skill of computer. Dunkel (1991) also says that usage of CBT also concern on the high cost of computer hardware and software. Moreover, based on Dunkel (1991) other disadvantages of CBT is the time required to introduce examinees with the computer before test. In other word, the examinees have to familiar with computer before CBT. According Kozma (2009) there are two main challenges of CBT. First challenge is using digital technologies including: the need to choose between standardization and “native” application and the need integrated application and system.

Then, schools also need to choose between stand alone and online

implementation. Using CBT also need to deal with security of data and there are limited examples of high-quality assessment supported by digital technologies.


13 The second challenges based on Kozma (2009) is methodological challenge. Methodological challenges contain some aspects, first, the extent of equivalence with paper-pencil. Then, the others challenges are the design of appropriate complex tasks, making efficient and reliable high-level professional judgement, and scoring students‟ processes and strategies. 2) Computer-based test national examination criteria Based on Prosedur Operasional Standar Penyelenggaraan Ujian Nasional Tahun Pelajaran 2014/2015 from BSNP, there are some criteria to become a school that use UN-CBT. First, there are available infrastructures as the followings; (1) Personal Computer (PC) or laptop as client with the ratio of the amount client and the number of UN participant minimum 1:3 and reserve client minimum 10%; (2) Adequate server that equipped with UPS; (3) Local Area Network (LAN) with cable media; (4) Adequate speed internet connection; (5) Adequate intake electricity (have adequate generator set is preferred) (6) Adequate examination room. Second, school/madrasah that has A for accreditation is preferred. Those are the school criteria for conducting UN-CBT based on BSNP. For schools that did not have one or more than one of those criteria and did not pass verification level cannot conduct UN-CBT.


14 b. National Examination 1) A Brief History of National examination According to Kellaghan (2004) a national assessment is an exercise designed to describe the level of achievements; not of individual students, but of a whole education system, or a clearly defined part of it. Then, based on Educational and Cultural Minister‟s Decision no 5 years 2015, national examination means the activity of measurement and grading the achievement of competence of graduates in certain subjects. National examination had been changed time to time. Here are the changed of NE based on Hartanto (n.d.). First, in 1965-1971 the final examination system named Ujian Negara and applied for all subject. In this period, the examination still centralized so the implementation was decided by the government. Then, in 1972-1979 Ujian Negara was deleted and replaced with Ujian Sekolah. This system gave authority for each school to conduct their own final examination. Exercise and result process also submitted to the schools. The central government role was only arranged and release general examination guideline. After Ujian Negara, in 1980 until 2000 it changed became Evalasi Belajar Tahap Akhir Nasional (EBTANAS). This system was applied to improve and control education quality. It was also used to get indicator (grade) that mean “same” to make it as comparison among schools. In the implementations, EBTANAS had many weaknesses in academic aspect and implementation technique. Because of the weaknesses of EBTANAS in 2001-2004 it was changed


15 became Ujian Akhir Nasional (UAN). There was a big difference between EBTANAS and UAN in the way of determining graduation. (Hartanto, n.d.) Then in 2005, to reach compulsory quality, the government applied national examination for junior high school and senior high school or equal. Meanwhile, for elementary school or equal Ujian Akhir Sekolah Berstandar Nasional (UASBN), now called National Examination (NE) just implemented in 2008. The evaluation in a form of NE was supported by a system that secure the quality and the secret of NE question and also the implementation of NE that safe, honest and fair. The NE result was used as one of determinants of students‟ graduation from an educational unit. Then, it also became one of the considerations for admission to continue higher education level. The result of NE also used to make quality mapping, develop and provide assistance for quality improvement. 2) Strengths and weaknesess of National Examination Although NE get many criticism, NE also has positive sides. Based on Hantanto (n,d), there are some advantages of NE: first, NE used to improve and repair education quality. Second, NE can grow both students‟ and teachers‟ motivation in learning process. Then, for the schools NE can be used to classify the school. Besides that, NE is also used to balance the weaknesses of evaluation that were conducted by teachers. NE also became independent evaluation tool that more objective than local evaluation. The last, NE can be used as consideration in


16 new students‟ admission of higher education level. (Peraturan Pemerintah Nomor 19 Tahun 2005, Pasal 68) Based on National Examination Policy Changes from Indonesian Educational and Cultural Minister there are some weaknesses of NE such as; cheating behavior, teaching-to-the-test behavior, students became “victim” (answer sheet dirty or ripped in paper-pencil test), students became distress, the learning process did not finish, lack of standardize test, and high-stake testing attitude. 3) Policy Changes In 2015 there were some policy changes of NE. According to National Examination Policy Changes from Indonesian Educational and Cultural Minister the policy changes of NE in 2015 are: NE is not used as the main determinant of graduation (students graduation is determined by schools). Then, NE can be done some times to repaired the reach of standard. The last, NE have to take once (minimum), started in 2016, NE will be done earlier to give time for optional remidial. Here is the policy changes about NE 2015 diagram:


17

Organizer

Examination Type

School

School Final Examination

Result

YES Graduate?

Sekolah

Certificate of Graduation

Class repeatation

NO

Country Sekolah

National Examination

NO Remedial?

Certificate of NE Result

YES National Examination Repeatation

Figure 2.2. Police Changes Adapted from National Examination Policy Changes from Indonesian Educational and Cultural Minister 2015 (kemendikbud.go.id)

2. Vocational High School According to Educational and Culture Minister‟s decision No: 0490/U/1992 Vocational High School is a form of secondary education units which is held to continue and enlarge primary education, then prepare the students to enter the workforce and develop professional manner. There are six categories programs in Vocational High School according to Educational and Cultural


18 Minister‟s decision no.080/U/1993: Agriculture and Forestry, Technology and Industry, Business and Management, Public Welfare, Tourism, and Arts and Crafts. According to Petunjuk Pelaksanaan Sistem Pendidikan Nasional 2003 Vocational High School‟s goal is improving students‟ knowledge and skill to prepare them as middle-level manpower who are skilled, educated, professional, and be able to develop themselves accordance with knowledge and technology development. Vocational High School focused on the students‟ skill after graduate because they are prepared to enter the workforce. a. Curriculum Curriculum in Vocational High School is simple, flexible, dynamic, and relevant. Its material and organizing can be adapted by ongoing process in school level. In order to make the curriculum of Vocational High School really link and match with the needs of workforce, then adaptation and synchronization of the curriculum must be done time to time (Petunjuk Pelaksanaan Sistem Pendidikan Nasional, 2003) Based on Educational and Cultural Minister‟s decision no 60/2014 curriculum that used in vocational high school since 2013/2014 called Curriculum 2013 of Vocational High School/Madrasah Aliyah Kejuruan. Curriculum 2013 consist of; basic framework, curriculum structure, syllabus, and guidelines subjects. Basic framework in Curriculum 2013 consist of philosophy, sociological, psycho-pedagogic, and juridical that suitable with National Education Standard.


19 Curriculum is important in education because classroom decisions cannot be made without reference to structures operating outside the classroom. (Lamb and Nunan, 1996). Curriculum development represents a dedicate juggling act involving the incorporation of information about the students, the language, and about the learning process. Based on Lamb and Nunan (1996), curriculum is taken to refers to statements about what should happen in the teaching and learning situation. It means that curriculum have been produced to guide teaching and learning. Curriculum structure is the organizing of main competence, basic competence, content of learning, subjects and the burden of learning in every educational units and educational program. Main competencies in Curriculum 2013 consist of; spiritual attitude main competence, social attitude main competence, knowledge main competence, and skill main competence. While basic competence is the breakage of main competences. (Educational and Cultural Minister‟s decision no 60/2014) b. Subjects Based on Educational and Cultural Minister‟s decision no 60/2014, subjects of Vocational High School are divided as three groups; regular subjects group A, regular subject group B, and vocational specialization subject group C. Regular subject group A is a curricular program that aims to develop attitude competence, knowledge competence, and skill competence of students as basic and strengthening capabilities in the life of society, nation, and state. Regular subject group B is a curricular program that aims to develop attitude competence,


20 knowledge competence, and skill competence of students, related to environment in social, cultural and art field. Then, vocational specialization subject group C is a curricular program that aims to develop attitude competence, knowledge competence, and skill competence of students‟ accordance with the interest, talent and/or the ability in vocational fields, vocational program, vocational package. . Regular subject group A consist of six subjects; Religious and Moral Education, Pancasila and Nationality Education, Bahasa Indonesia, Mathematic, Indonesian History, and English. Then, for regular subject group B consist of three subjects, they are; Art and Culture, Sport Physical Education and Health, and Craft and Entrepreneurship. The last, vocational specialization subject group C is grouped in stages of Basic Vocational Field, Basic Vocational Program, and Vocational Package. Based on Educational and Cultural Minister‟s decision no.080/U/1993 there are six program categories in Vocational High School. However, in Educational and Cultural Minister‟s decision no.60/2014 there are nine basic vocational fields; Technology and Engineering, Information and Communication Technology, Health, Agribusiness and Agro-technology, Marine and Fisheries, Business and Management, Tourism, Artwork, and Performing Art. 3. English Teachers a. Role Hammer (1991) suggest that most classroom roles required of the teacher can be placed somewhere along a continuum, with “teacher as controller” and one extreme, and “teacher as facilitator” at the other. Based on Lamb and Nunan (1996) the controller role is appropriate at those time in the lesson when


21 the teachers want the whole class to be attending to what they have to say. Other roles include teacher as assessor, the teacher as organizer, teacher as prompter, the teachers as participant, the teacher as resource and the teacher as investigator. Based on Hammer (1991) the roles of teacher in traditionalism view of on the nature of language and learning; as central and active (teacherdominated method); as provides model (controls direction and pace). Then in communicative language teaching view, teacher become facilitator of the communication process, needs analyst, counselor, and process manager. Besides that, Richard (1998) also says the role of teacher‟s principles and believes and how these shape their approaches to teaching has also become an issue of increasing significance in teachers understanding of teaching. b. Activities In the classroom activities for English subject depends on the skills that will be learned. It can be writing skill, reading skill, speaking skill or listening skill. In Curriculum 2013 the teacher can just follow the syllabus from the government. However, the teacher also can use other learning material as long as it still has same topic with the syllabus. Based on Hammer (1991) the classroom activities from traditionalism views on the nature of language and learning are dialogues and drills; repetition and memorization; and pattern practice. While in communicative language teaching views the classroom activities should engaged learners to communication; involve processes such as information sharing, negotiation of meaning and interaction. The researcher finds that the communicative language teaching views is similar with the goal of Curriculum


22 2013. Then, to reach the goal of teaching teachers also use effective media. From three Vocational English teachers as participants in this research, all of them use computer in the classroom activities. The participants used computer as a media to present videos, movie, songs, or PowerPoint related the learning material. As Lamb and Nunan (1991) say it can allow the non-native teacher to bring samples of genuine interaction to the classroom and enable the students to eavesdrop on that communication, studying it repeatedly, and absorbing aspects of communication that are difficult to access in any other way. c. Test Preparation The participants in this research were tried to prepare their students for CBT national examination by using computer in learning process. It helped students familiar with computer. Computer and related device are used as measuring tools. Information technology can also permit the learners to take many more accurate measurements and so engage in creative exploration of a phenomenon. Kastuhandani (2011). As had explained in previous topic in 2015 Indonesia also used computer as a measurement tools as national examination media. The government also conducted computer based try-out as a preparation for the students to take CBT so that they know how CBT work. Besides that, government also conducted paper-pencil test try-out for the students in schools that had not used CBT yet. According to National Examination Policy Changes from Indonesian Educational and Cultural Minister (2015) the policy maker also prepares some improvements on the quality of NE question (deep-learning and contextual). There will be followed by survey and questioner to identify the


23 factors that influence NE goals. There is also the use of CBT national examination for some schools that had passed the verification. d. Vocational High School Teacher Study program teacher‟s role is teaching one or more subjects or study program theory, including normative, adaptive, or productive program. According to Petunjuk Pelaksanaan Sistem Pendidikan Nasional (2003) Vocational High School which consist of various field of expertise, needs teacher with educational background, ability and vocational skills which called specialization. It is matched with their educational background, ability and their areas of expertise majors. There is specialization teacher who has authority to teach only a certain subject, and there is also teacher who teaches more than one related subjects. In Vocational High School there are 21(twenty-one) expertise field which consist of 89(eighty-nine) expertise programs. Teacher need analysis based on learning pattern which is required by applicable curriculum. (Petunjuk Pelaksanaan Sistem Pendidikan Nasional, 2003) 4. Lived Experience Phenomenology is the study of the lifeworld. The world as people immediately experience it pre-reflectively rather than as people conceptualize, categorize, or reflect on it (Husserl, 1970b; Schutz and Luckmann, 1973, as cited from van Manen (1990). Lived experience is the starting point and end point of phenomenological research. From a phenomenological point of view, to do reseach is always to question the way people experience the world, to want to know the world in which people live as a human being (van Manen, 1990). Based


24 on Dilthey 1985, as cited in van Manen (1990) in its most basic form lived experience involves our immediate, pre-reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware itself. Lived experience is about how people see a phenomena and make a reflection of it. Dilthey also suggested that lived experience is to the soul what breath is to the body: “Just as our body needs to breathe, our soul requires the fulfillment and expansion of its existence in the reverberation of emotional life” (p.59). Based on van Manen (1990) lived experiences gather hermeneutic significance as people (reflectively) gather them by giving memory to them. Through meditations, conversations, day dreams, aspirations and other interpretive act people assign meaning to the phenomena of lived life. Livedexperience descriptions can be found in a multitude of expression or form; in transcribed taped conversations; in interview materials; in daily accounts or stories; and so on. Naturally, some types of descriptions of lived experiences are more difficult to gather than others (van Manen, 1990). There always be something for us to gather when a person shares with us a certain experience. B. Theoretical Framework The integration of technology and assessment could give many benefits for teachers, governments, and students. Computer Based Test could be solution for the weaknesses of paper-pencil test. The used of CBT in national examination also could decrease the NE budget. Computer based test in national examination give students and teachers a chance to improve their computer skill beside their knowledge skill. Meanwhile, CBT national examination provides the vehicle for


25 the learner to be familiar with development of technology, motivate in test preparation, and honest. The implementation of computer based test give many benefits for teachers and students. The students will not spend much time to encircle the answer sheets with pencil. Although it sounds simple it influences the result of the test. If the students do not circle the answer properly, their answer cannot be read by the computer. However, in computer based test that kind of situation will not happen. The students just have to click the answer and it will be saved by the program. The new method of national examination gives the opportunities to teachers and students to have new experience. Conducting this computer based test is not really easy because of the requirement that should be fulfilled. Then, the success of the implementation of English computer based test national examination will be explained by some English teachers from different schools. In this research, the researcher provided the construct of the research in order to get a clear explanation of how Vocational High School English teachers gave meanings in the implementation of English computer based national examination. In order to gain the data, the researcher discussed the teachers‟ background including educational background, their previous experience and their personal motivation. Besides, the researcher also discussed the teachers‟ belief in English subject, teachers‟ belief in test and teachers‟ belief in computer including each advantages and disadvantages.


26 Then the researcher discussed about what computer based test is, its benefits in education, and how teachers‟ belief in computer based test. The researcher also discussed the teachers‟ belief in national examination. The researcher gave the opportunity to the teachers to give meaning toward national examination, its method, advantages, disadvantages, and their experience in national examination. The construct of research was drawn systematically as follow:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 27 Education Background Previous Experience

Teacher Background

Familiar with Computer Familiar with Internet

Personal Motivation Believe in English

Advantages Disadvantages

English Teacher

Advantages Believe in Test

Disadvantages Experience in using test

Believe in Computer

Computer-Based Test

Vocational High Schools' English Teachers' lived experience on English ComputerBased National Examination

Advantages Disadvantages

Definition

Advantages

Believe in Computer Based Test

Disadvantages

Believe in National Examination

Experience in using Computer-Based Test

Method National Examination

Pencil - Paper Test Computer-Based Test

Advantages

Strengths

Weaknesses

Disadvantages Experience in National Examination

English ComputerBased National Examination

Definition of English Computer-Based National Examination Advantages Disadvantages

Teacher's lived experience on the implementation of English ComputerBased Examination

Belief in English Computer Based National Examination Belief about the advantages Belief about the disadvantages Problems: for teachers, for students, for others Suggestion

Figure 2.3 Construct of the research


CHAPTER III METHODOLOGY

This chapter provides the explanation of research method, research participants, research setting, instrument and data gathering techniques, data analysis techniques and research procedures. A. Research Method In this research, the reseacher used the qualitative approach. Based on Ary, Jacobs, Sorensen, and Razavieh (2002) qualitative inquires seek to interpret human actions, institutions, events, customs, and the like, and in so doing construct a “reading”, or portrayal, of what is being studied. The strengths of qualitative studies should be demonstrated for research that is exploratory or descriptive and that stresses the importance of context, setting, and participant’s frames of reference (Marshall and Rossman, 2006: p.54). In order to gather the data, the researcher interviewed three Vocational High School English teachers to see how they gave meanings to the implementation of English Computer Based National Examination. In this research the researcher wants to describe the teachers’ experiences about English Computer Based National Examination. The researcher uses phenomenological research. According to van Manen (1990) phenomenology is the systematic attempt to uncover and describe the structure, the internal meaning structures, of lived experience. According to Moustakas (1994) the empirical 28


29 phenomenological involves a return to experience in order to obtain comprehensive description that provide the basis for a reflective structural analysis that produce essence of the experience. The aim of phenomenological study is to determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it. Phenomenological study uses to find the essence or structure of the experience. (Moustakas,1994). B. Research Setting The interview was conducted in January 4th, 2016 to January 12th, 2016. There are three participants in this research. As stated previously, they are teaching in three different schools that have conducted Computer Based National Examination before. In order to find the schools in Yogyakarta that have conducted the Computer Based National Examination, the reseacher looks for the information to Yogyakarta Educational Department. Then, the researcher got the list of school, the reseacher permitted to three schools that have choosen before. After that, the reseacher met the teachers and make an agreement when we would conduct the interview. After the researcher and the participants made the agreement, the researcher went to the schools and conducted the interview there. C. Research Participants This research was conducted by interviewing three English teachers who are teaching in different Vocational High Schools in Yogyakarta. The researcher chose the participants purposively. According to Ary, Jacobs, and Sorensen


30 (2010), in purposive sampling, sample elements judged to be typical, or representative, are chosen from the population. In purposive sampling, the researcher chose the participants based on certain criteria. The researcher made three criteria as follows: first, the participants are Vocational High School teachers. Second, the participants are teaching English. Then the third, participant had experienced of English Computer Based National Examination preparation. In this research, the participants are teaching in Yogyakarta. Since the participants are teaching in different school, then they will have different experiences in English Computer Based National Examination. D. Research Instruments and Data Gathering Technique The researcher gathered the data by interviewing three Vocational High School English teachers from different schools, who had already implemented English computer-based national examination. According to Seidman (1991) Recounting narratives of experience has been the major way throughout recorded history that humans have made sense of their experience (p.2). Interview is used to gather data from people about opinions, beliefs, and feelings about situations in their own words (Ary, Jacob and Sorensen, 2010). The purpose of the interview is to know the teachers’ perception of English computer-based national examination. The data collection was an open-ended interview. Since the research method that used in this study is phenomenological research, the interview is typically more probing and open-ended and less structured than the interview used in quantitative research but varies considerably in the way it’s conducted (Ary, Jacob, and Sorensen, 2010: p.438). According to Patton (2002) the purpose of


31 gathering responses to open-ended questions is to understand and capture the points of view of other people without predetermining those points of view through prior selection of questionnaire categories. The interview was used to gather data of people’s opinions, experiences, and beliefs on their own way, rather than testing hypothesis. The advantages of conducting interviews are that interviews give data of personal opinion that cannot be obtained through questionnaire or observation. Interviewing provides access to the context of people’s behavior and thereby provides a way for researchers to understand the meaning of that behavior. A basic assumption in in-depth interviewing research is that the meaning people make of their experiences affects the way they carry out that experience. (Seidman 1991: p.4) Another advantage of conducting interviews based on Seidman (1991) is that interviews are powerful way to gain insight into educational issues through understanding the experience of the individuals whose lives constitute education. The strength of an interview as a qualitative method is that the researcher understands the experiences of the participants. Those experiences were told during the interviews. Conducting interviews give the researchers a chance to get deep information from the story of the interviewees. According to Seidman (1991) Telling story is essentially a meaning-making process in which people select details of their experiences from their stream of consciousness. Therefore, the researchers can develop their argumentation upon the rich resources.


32 Based on Ary, Jacob, and Sorensen, 2010 in qualitative research, the human investigator is primary instrument for the gathering and analyzing of data. The concept of human as instrument was introduced to emphasize the unique role that the researchers play in their inquiry (Lincoln and Guba, 1985 as cited from Ary, Jacob and Sorensen (2010). Then, the human instrument in this research is the researcher. E. Data Analysis Techniques The data which was got from the interviewees would be preceded by phenomenological steps according to Moustakas (1994). The recording of interview reformed into manuscripts or verbatim. Then, the researcher gave marks of every expression relevant to the experience, usually it called horizonalization. The interview transcripts were categorized based on the theories in the review of literature, without making additional information to represent some categories of those theories. For the preparation, the researcher reviewed the professional and research methods, formulated the researcher question, described the topic and research question and selected participants. In phenomenological research, the interview’s questions should have both social meaning and personal significance. Organization and analysis of data began with regarding every statement relevant to the topic as having equal value. Then, the researcher made the meaning of units was listed and clustered into common themes. These theme were used to develop a textual description of experience. From those, an integration of textures and structures into the meanings and essences the phenomenon was constructed.


33 The researcher uses Bahasa Indonesia during interview to prevent the bias in the interview. F. Research Procedure This part shows the procedure of conducting the research from the beginning until the report of the data. First, the researcher found three possible participants to be interviewed. Since not all schools in Yogyakarta had conducted computer based test, the researcher asked to Educational Department of Yogyakarta to find which schools that have already used computer based test national examination. After that, the researcher asked permission to “Dewan Perizinan Kota Yogyakarta” to conduct research. Then, the researcher asked teachers’ permission to be the participants of this research. After that, the researcher interviewed the participants about their lived experience on English computer-based national examination. After the researcher had all the data needed, the researcher started analyzing the data. The researcher adapted what Moustakas (1994) suggested in phenomenology step to proceed the data. Then, the researcher consulted the data with the thesis advisor.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the researcher presented and analyzed the data from the interview result of three teachers as participants. The findings from the interview were discussed to answer the reseach question: “What does the implementation of English computer based national examination mean to Vocational High Schools English teachers in Yogyakarta?”. Then, it would be a discussion about teachers’ lived-experiences in English subject national examination using computer based test. A. Text description In this part, the researcher shows the teachers’ story background in the relation of teaching English and English computer based national examination. The summary of teachers’ story based on participants’ lived experience which is conducted in depth interview. There was correlation between participants’ background and the participants’ mean toward the implementation of English subject national examination in Vocational High Schools. 1. Story of Participant 1 She is an English teacher in SMK Negeri 2 Yogyakarta. She began teaching English in this school since 2006 until now. It means that she has already 34


35 become a teacher in this school for about ten years. She graduated from English Literature Faculty of Gadjah Mada University. She explained why she wanted to become a teacher. She said it might be a role model, because her father and her mother were teachers. Then, after she graduated from university she started to teach in STIKES and STBA before she became a teacher in SMK Negeri 2 Yogyakarta. She realized that English was very important subject to learn in this globalization era. She said that many of her students realized it after they had graduated and then they worked in a company. She argued that learning English was depended on each students’ motivation. Students who wanted to continue their study usually learned English seriously. However, she said that some of students in certain department, such as Building Technique Department thought that English was not important because it would not be used in their field. She said that she had to give motivation and understanding to her students that learning English was important for them. She gave an example of her explanation to her students. She had to relate English to students’ real life. She asked students whether they liked to listen to the English music or not. They said “yes”, and she started to asked next question “Did you know the meaning of the lyric?” and most of them said no. Then, she explained that it was one of the benefits of learning English, to know what the meaning of your favorite English song. She gave motivation to her students with that way.


36 Besides that, she also used computer or laptop when she taught her students. She realized that using computer/laptop was very useful in the classroom. The students did not have to take note during the teaching process. They could copy the material from the teachers’ laptop. She said it saved the time and effective. Then, she added that she also used internet to help her made teaching material. She also used Facebook to communicate and provide useful material for students outside the class. She thought that Facebook could be used for positive things. The students would not only waste their time when they opened their Facebook account but also got something useful for them. Then, to evaluate the learning process, she used essay or multiple choice. She still used the manual way, using paper not using special program in computer to conduct assessment in the classroom. It because the school did not have the program to conduct online assessment in the classroom yet. However, she said that the school had already used computer based test in national examination. She said that using computer based test was more effective than using paper-pencil test. The students could focus only on their test without trying to cheat. It because the questions list of every students was not same. It had mixed randomly. She also said that computer based test was more efficient than paper-pencil test in time and budget. However, she said that the facility to conduct computer based test was still limited. The amount of the computers and the students was not balance. She suggested for schools which had enough computer to conduct computer based test.


37

2. Story of Participant 2 She is an English teacher in SMK Negeri 5 Yogyakarta. She has become a teacher in this school more than ten years ago. She graduated from English Education Faculty of Muhamaddiyah University. She became an English teacher because she loved English. She started to love English because her father was very good in some language such as, English and Dutch, besides Javanese language and Indonesian. However, the participant 2 was more interested in English because it was easier than other language. She said learning English was important because Indonesian was entering ASEAN Economic Community (AEC). She also said that students needed to have good English to prepare the competition. She used the facilities from school such as LCD and computer in teaching. Besides that, she also used those facilities to assess her students, usually in pre-test and post-test. However, she still used essay for testing her students in the classroom. Then, to assess speaking usually she used project that had relation with students’ department. For example; she asked her animation department’s students to make short movie using English. She also used internet to find learning material. She thought that internet was very useful for her because she could find and download the material freely. Then, the school also had used computer based national examination. Based on her opinion, computer based test gave many benefits for students, teacher, schools and also the government. She said that computer based test could


38 improve students’ skill in computer. It would help students when they already had job, besides their major skill they also would be able to operate computer. She said that in this era the students had to have skill in computer, so they would not become ancient in this modern era. 3. Story of Participant 3 He was an English teacher in SMK Negeri 1 Yogyakarta. He graduated from Sanata Dharma University. He has already taught in SMK Negeri 1 for more than fifteen years. He said that English was a foundation for students to find job and continue their education. He also said that in AEC era nowadays, English that they master was plus value. At the beginning he did not really like to be a teacher. He liked becoming private worker or other better than a teacher. He said that he ever applied for a job in Singapore Airline and at that time he was called for interview, but he could not come because he still had contract as English teacher in Yogyakarta. There were people who said that he had personality which suitable to become a teacher. Then he thought that maybe it was right, so he tried becoming a teacher. He also said if he had to become a teacher not civil state worker, may be teacher in a course institution. Shortly, not civil state worker, but there was someone who brought him to become state worker and gradually he felt comfortable as civil state worker, at last there was no problem for him. In the classroom he also used laptop and internet as teaching media. Based on his opinion laptop and internet were very helpful. He could show many things


39 that students cannot see in Indonesia. He could browse it in internet and show them about many things that maybe strange for them. He also said that using laptop was more efficient, he could display picture or video directly from laptop. However, he said that he never used laptop, email, or via internet for learning evaluation. Based on his opinion it was not effective because they have not had the program for this yet, and if he took from internet he thought there was no material that was exactly suitable. So, he preferred using manual method. He also agreed with national examination. Based on his opinion there must be national examination, without it there was no standard in our country. He also said that measuring was important, we needed to know nationally whether we had been successful in teaching or not. Although he did not use computer based test in the classroom but he agreed with the use of computer based test in national examination. He said that it was very ideal method, but it did not mean that it could be implemented nationally, because not all Indonesia area could access internet. Based on his opinion computer based test gave many advantages for the schools, students, teachers and also government. B. Interpretation This part elaborated the main themes that appeared from the data gathered. There were four themes which were mostly showed by the participants from their personal experienced in-depth-interviews. Those were facilitation, effective testing method, standardization, and opportunity. 1. Facilities


40 The facilities have important role in computer based test. English computer based national examination cannot be held if there were not enough facilities in the schools. The schools have to have computer laboratory, good internet access, and stable electricity in order to conduct computer based test. The English teachers in SMK Negeri 2 Yogyakarta, SMK Negeri 1 Yogyakarta and SMK Negeri 5 Yogyakarta as the participants in this research, had already familiar with computer and internet in the process of learning. They used this schools’ facilities to improve the students interest during the learning process. It was based on participant 3’s view which was proved when she used computer as a teaching media in the classroom. She also stated that computer and LCD also helped her to give interesting learning process for students. “…of course it is helpful miss, with the use of media like computer and LCD in the classroom the students more concentrate in learning process. Then if we use picture or songs in learning process, the students will not be bored. Moreover, when we teach in the afternoon when the students have already tired, the use of media increase the students’ learning motivation because it is more interesting than if we just teach and explain the material in front of schools manually.” P3-8 Although the participants’ schools have already had enough facilities to conduct computer based test, the facilities that the schools had to conduct English national examination computer based test still was not equal with the number of students. So, they had to made schedule for the students. The limitation of facility in the implementation of English computer based national examination was stated by participant 1 who told that the number of the students in her schools is not equal with the computer that they have.


41 “… The number of the students in this school is very high. There are 23 classes for about 700 students but the school has limited number of computers…” P1-36 Then, to solve that problem the students were divided into some groups and they had to alternate because the computers in schools did not enough if they did it together at the same time. It became one of the weaknesses of the English computer based national examination implementation in Yogyakarta. Participant 3 stated that it was pity that students have to divided into morning and afternoon shift. “But the time becomes so long. It’s pity that students have to be divided into morning and afternoon shift. Then they also need longer time because with CBT they only can do one subject in one day, while with paper-pencil based test students can do two subjects in one day.” P3-43

“The weakness is the limited facility; it wastes students’ time because they have to do session by session.” P1-36 Then in the SMK Negeri 1 Yogyakarta, the school facilities also had been old and out of date. They still used tube monitor while some schools had already used LCD. It was stated by participant 2, he also stated that although the computers were still useable, according to him the computers needed to be replaced. “…but this school is state school which is handled by regional government. Our equipment have been old, it is government’s resposibility to replace with the new one, isn’t it?”P2-41 Participant 2 also viewed that although computer based national examination had many advantages for the schools, students, teachers and government, the facilities also became the reason for other schools could not use


42 CBT because not all schools in Indonesia had computer laboratory. There were also some schools in rural area that still could not access the internet. “…very ideal, but it doesn’t mean that it can be implemented nationally, because not all area in Indonesia can access internet. If they can access only use chip card like in mobile phone, it is not enough.” P2-33 In sum, the facilities were important aspects in the implementation of computer based test. Participant 2 also said that was the government’s responsibility to develop the schools’ facilities in Indonesia to make computer based national examination could be implemented for more schools in Indonesia. The facilities like internet also help schools in touch with information from outside area. Then, the facilities like LCD and computer in the classroom also helped the teachers provided interesting learning process for the students. Schools’ facilities were influence the time in conducting English computer based national examination. 2. Standardization National examination become national standardization for each level of education, started from Elementary School, Junior High School, and Senior High School. National examination was needed to give national education standard. Participant 2 and participant 3 stated that national examination was still needed; it was used to measure students’ ability with national standard. While based on participant 1’s opinion there must be national examination, without it there was no standard in our country.


43 “…There must be national examination, without it there is no standard in our country.” P1-25

“…We still need national examination, because this is standard. It is used to measure students’ ability with national standar.” P2-17

“…National examination still needed so we can determine the standard that can be applied in every schools in Indonesia. It because standard in every school might be different so that we need national standard for all of schools in Indonesia.” P3-31

The questions in national examination also become important part. As an educational standard in our country the questions of national examination also should have good standard. The importance of clear and good questions in national examination was stated by participant 2 who said that he agreed with national examination but the questions in national examination must be repaired again. As participant 2 stated that the lattice matter need to be repaired. The lattice mater that was not clear made the teacher difficult to compose questions. “…yes, I agree, but the questions must be repaired again. The lattice matter need to be repaired. I think the the base problem is lattice matter. Sometimes, the lattice matter is not clear as a result teachers are difficult to coompose questions.” P2-23 Besides computer based test as new national examination method, there were also new rules in national examination. The new rules from the government stated that national examination results were not the only measurement to decide whether students graduated or not. Both of participant 1 and 3 agreed with that rule but participant 2 had different opinion. Based on his opinion it was not good, because nationally our education as not standardized.


44 “…I think it’s not good, because nationally our education is not standardized. At last all students can graduate, can’t they? Then probably their marks are good. There is injustice in education. I don’t agree if the result of national examination doesn’t become diterminant of students’ graduation…”P2-22 In sum, national examination still needed in Indonesia. Although it did not mean that schools could not have their own right to decide whether their students could graduate or not, those schools would have their own standard. They would not have same standard. Besides that, every schools also had different standard of quality for their students. It was stated by participant 2 in his interview. 3. Effective testing method The participants agreed that computer based national examination was ideal method for national examination. They gave positive response for this new national examination method. They also compared CBT with the previous method, pencil-paper test. According to participants’ opinions pencil-paper test method had more weaknesses than CBT. Participant 1 and 2 said that paper-pencil test spent more time and cost. “Yes, paper-pencil test spends more time and cost, there is factor. Well, there is also X factor which influence CBT. In paper-pencil test there are some factors which influence such as paper is torn, pencil is out of standard. So, student probably feel that he/she can do the examination, but the result is bad.” P1-22 “…It is enough, but not so effective because there are many weaknesses. Paper-based test makes students spend much time to blacken the paper sheet, and if it is out of the circle it can be bias although their answers may be true. So, I say it’s only enough, not good.” P2-26


45 Paper pencil test might be harm the students with some factors, such as students used not standard pencil in examination. It made the answer could not read by the scanner. It would influence students’ examination result. When the answer sheet was broken or dirty the scanner also could not read it. That was stated by participant 3. “I think paper-pecil test is not effective. First, many students use pencils which are not suitable with the ditermined standard, so their answers cannot be scanned. The paper must not be broken or dirty” P3-37 Some problems of paper-pencil test could be solved by using CBT, for examples: time consumed problem, cost, broken or dirty paper, and paper consumed. CBT was the ideal method to replace paper-pencil test. Participant 3 said that paper-pencil test also spent more time in distribution. She said that they had to distributed the question sheets from her school to rayon, and they still needed to checked either there were mistakes or not. “…it wastes time, because we have to distribute. From here to rayon, and we still have to check either there are mistakes or nor, etc…” P3-38

Computer based test was better than paper pencil test. It was also effective because students did not need to blacken the answer sheet. They also could back again to the previous questions. It was sated by participant 3. Moreover, based on participant 3’s opinion the students also did not need to be worried about breaking the paper and wasting the time in computer based test. It was different with paper pencil test.


46 “…I think computer based test is better. It is effective because students do not need to blacken the answer sheet. They also can back again to the previous questions…” P3-40 Then participant 2 also shared his opinion that paper-pencil test the schools needed many guards, pencils, paper and at last cost. In CBT the schools still pay guards and proctors but fewer than that was in paper-pencil test. “CBT is very ideal to replace pencil-paper test and at this time we are making test that is ajusted to school examination…” P1-24 “Computer-based test is more effective, especially for time. Time for students there is no problem, but time for guards will be longer,…” P235 Shortly, the participants preferred CBT to paper-pencil test. CBT had more advantages than paper pencil test. However, CBT could not apply in all of schools in Indonesia yet because of the facility. 4. Opportunity Computer based test national examination provided more advantages than paper-pencil test. All of the participant could feel the advantages of CBT national examination. They did not need to protect the question sheets when it had arrived in the schools like in paper pencil test because no one could open the question from the software before input the password from central government. Actually the password would be sent several minutes before the test. So it was impossible to get the questions before tests. Participant 2 explained the detail of preparation before and during the computer based test. “…Unpurposely, I am vice headmaster for infrastructure and also technician, so I know well. Actually central committee give us schedule to download examination materials. We download based on the schedule that


47 they give. When we have been successful it will be saved in server. On the examination day central committee will give us password to open the examination material. Each student will receive token to open their examination material. Every student has identity(ID), enter the ID, then enter password. It is not enough, if they haven’t got token they cannot open. Then, proctor open the token and give it to students. Students will be able to open the examination material after they enter ID, password and token. The examination material will appear randomly on every table. They cannot be foul. For example, if I ask about the answer for question number 1 to a friend beside me, may be the question is the same, but the answer can be C for my friend and A for me, or the questions can be different at all…” P2-30 Then the CBT is more secure than paper pencil test. The students also cannot cheat during the national examination because the questions of each student did not same with their friends. The system gave different arrangement of the questions between one student and others randomly. Like what have stated by participant 2 above. Time allocation for CBT national examination was also more effective because students did not need to blacken the circle on the answer sheets. Just one mouse’s click and it was done. It also helped students not to worry about breaking paper, not standard pencil, and the unreadable answer. It because when the students used CBT national examination their answers were automatically saved. Besides, computer based test national examination also consumed less money than paper pencil test. The schools did not need to spend money for many examination guards. The schools only need to spend money for four examination guards including the proctors. Then, using computer based test was also friendly to nature because it reduced the use of paper. So, more schools used CBT, more trees would be saved.


CHAPTER V CONCLUSION AND RECOMMENDATIONS

There are two parts in this chapter presents two major part. The first part draws conclusions of this research. The research shows the meaning of English Computer Based implementation in national examination for English teacher in Yogyakarta. While, the second part of this chapter presents the recommendation for the school, teacher, and the other researchers.

A. Conclusion Computer based test national examination aimed to change the previous method of national examination. This phenomenological study had showed some experiences toward English teachers’ lived experience in the implementation of English computer based test in Yogyakarta. As the research subjects, the three participants already got meaningful experiences which were elaborated in the verbatim continued to the discussion. The data were extracted into four themes that covered the results of the in-depth interviews. In order to conduct English Computer based tests the schools have to have enough facilities. These facilities not only helped the schools to conduct computer based test national examination but also helped the teachers to improve their creativity using media like computer and LCD in the classroom.

48


49 The teachers used the schools’ facilities to give meaningful learning process to their students. The participants agreed that Indonesia still need national examination. National examination needed as a national standard in every educational level in Indonesia. It is because every schools in Indonesia had their own standard, so without national examination the standard would not be same. The teacher also would have more motivation to educate their students if there was national examination. They would try their best to make their students passed the national examination.

Computer based test used to cover the weaknesses of paper pencil test in national examination. All of the participants agreed that English computer based national examination is effective testing method to change the previous method of national examination. They were also admitted that the English computer based test national examination was more secured then the previous method. Then, according to teachers’ lived experience English computer based test spent lower budged than paper-pencil test. Fourth, English Computer Based National Examination allowed the school to follow the technology. Besides that, the teachers also said that English Computer based test gave positive motivation to the students. The last theme was opportunity which had given by computer based national examination in Yogyakarta. Generally, teachers were helped in the process of national examination. They did not need to spend their time to


50

protect the questions sheet of national examination. It because the questions file was safe enough. It could not be opened until the schools got the password from central government. Then, the schools also did not need to spend money for the people who were guard the questions sheets of national examination. Therefore, the implementation of English computer based test national examination helped students a lot in the process of examination. The students did not need to blacken the answer and worry about the dirty answer sheets. In computer based test national examination they only need to choose the answer and click the mouse. It was easier and faster than using paper pencil test. Therefore, the implementation of computer based test national examination in Yogyakarta helped the teachers, students and schools a lot in many ways.it also gave many benefits for our environment. The computer based test used less paper then paper pencil test. Then, using computer based test in national examination would safe more trees than using paper pencil test. So, using computer based test as a national examination method helped not only teacher and students but also schools, government, and our earth.

B. Recommendations The recommendation is aimed to schools especially that do not conduct computer based test national examination yet. This research can give information about what computer based test is and what should they prepare to conduct this method. This method also will give many benefits for the schools.


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Then, the second recommendation is for the teachers, this research can give an idea for the teacher to explain the students about computer based test, since this method was new method. The teacher should give motivation to the students and explain what English computer based test is. The teachers also can use the schools’ facility maximally in order to give better learning process for the students. It also helps students to be ready to face computer based test. The last recommendation is for the future researchers who still need more information about the implementation of computer based test. The researcher realizes that there are still much other aspects which can be investigated regarding the implementation of computer based national examination. The different views in developing research method will gave various results. The limitation and different experiences from the participants also affects the variation of information which is achieve. So, there will be more problem founds if the numbers of participants are added.


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REFERENCES Ary, D., Jacobs, L. C., & Razavieh, A. (2002). Introduction to research in education (6th ed.). New York: Wordsworth Thomson Learning. Bodmann, S. M. & Robunson, D. H. (2004), Speed and performance differences among computer-based and paper-pencil test. Journal of Educational Computing Research, 31 (1), 51-60 Brown, D. H. (2004). Language assessment principles and classroom practices. New York: Pearson Education, Inc. Brown, S., Bull, J., & Race, P. (2003). International encyclopedia of higher education (Vol 11). New Delhi: Crest Publishing House. Davey, T,. (2011). Practical considerations in computer-based testing. Retrieved July 9, 2016, from https://www.ets.org/media/research/pdf/CBT.2011.pdf Dunkel, P. (Ed.). (1991). Computer-assisted language learning and testing: research issues and practice. New York: HarperCollins Publisher Inc. Fraenkel, J.R., Hyun, H.H., and Wallen, N,E.,(2015) How to Design and Evaluate Research in Education (9th Ed). New York: McGraw-Hill Education. Futrell, M. K. & Geisert, P. G. (1995). Teachers, computers, and curriculum: microcomputers in the classroom (2nd Ed). University of California: Allyn and Bacon Harmer, J. (1991). The practice of English language teaching. London: Longman Hartanto, S,. (n.d) Dasar filoofis pendidikan tentang ujian nasional masih perlukah?. Retrieved July 10, 2016, from https://www.academia .edu/10025727/Filosofi-Ujian-Evaluasi-Nasional Kastuhandani, F.C. (2011). Nicenet and Blog in Learning Paragraph Writing: A Phenomenological Study. Saarbrucken: Lambert Academy Publishing. Kellaghan, T,. (2004). Public examinations, national, and international assessments and education. Dublin: Educational Research Center St Patrick’s College. Kementrian Pendidikan dan Kebudayaan. (2015) Kebijakan perubahan ujian nasional. Retrieved July 10, 2016, from https://kemendikbud.go.id Kozma, R. B. (2009). Transforming education: Assessing and teaching 21st century skills. In F. Scheuermann & J. Bonjornsson (Eds.), The transition to computer-based assessment (pp.13-23). Ispra, Italy: Europian Commission. Joint Research Center.


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Lamb, C., & Nunan, D. (1996) The self-directed teacher: managing the learning process (J.C. Richards, Ed.) Cambridge: The Press Syndicate of the University of Cambridge. Luecht, R.M,& Sireci, S. G. (2011). A review of models for computer-based testing. Retrieved May 5, 2016, from www.collageboard.org/research Marshall, C., and Rossman, G.B. (2006) Designing Qualitative Research (4th Ed). Thousand Oaks: Sage Publication, Inc. Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage. Newhouse, P. C. (2013). Computer-based exams in schools: Freesom from the limitation of paper?. Retreieved July 9, 2016, from http://www.worldscientific.com/worldscinet/rptel NN. Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia no 60 tahun 2014. Retrieved June 2, 2016, from https://adm.data.kemendikbud.go.id NN. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 5 tahun 2015. Retrieved July 9, 2016, from https://luk.staff.ugm.id NN. Peraturan Pemerintah Nomor 19 Tahun 2005. Retrieved July 11, 2016 from https://kemendikbud.go.id NN (2003). Petunjuk Pelaksanaan Sistem Pendidikan Nasional 2003. Jakarta: CV.Eko Jaya NN. Prosedur Opreasional Standar Penyelenggaraan Ujian Nasional Tahun Pelajaran 2014/2015. Retrieved December 10, 2015 from, http://bsnp-indonesia.org/ Patton, M & Cochran, M. (2002). A guide to using qualitative research methodology. San Fransisco: Medecin San Frontiers Permanasari, I. (2015, April 24). Perbedaan ujian nasional tahun ini. Kompas. Retrieved August 26, 2015, from http://print.kompas.com/baca/2015/04/14/Perbedaan-Ujian-Nasional-Tah un-Ini Richards, J. C. (1998) Beyond training. Cambridge: The Press Syndicate of the University of Cambridge. Ripley, M. (2009). Transformation computer-based testing. In F. Schuermann & J. Bonjornsson (Eds.), The transition to computer-based assessment (pp.92-98) Ispra, Italy: European Commissio, Joint Research Center.


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Seidman, I.E. (1991) Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York: Teachers College Press. Suryanto,. (n.d) Computer-based test sarana ujian nasional. Retrieved July 10, 2016, from www.vedcmalang.com Taylor, A. R. (2005). A future in the process of arrival: Using computer technologies for the assessment of students learning. Kelowna, British Columbia: Society for the Advancement of Excellence to Education. Thurlow, M., Lazarus, S. S., Albus, D., & Hodgson, J. (2010). Computer-based testing: practice and consideration (Synthesis Report 78). Mineapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved May 5, 2016, from www.cehd.umn.edu Van Manen, M. (1990). Researching lived experience: human science for an action sensitive pedagogy. Canada: The State University of New York Whittington, D., Bull, J., & Danson, M. (2000). Web-Based Assessment: Two UK Initiatives. The sixth Australian world wide web conference, Rihga Colonial Club Resort, Cairns, 12-17 June 2000, Australia. Retrieved March 14, 2016, from www.ausweb.scu.edu.au/aw2k/papers/index.html Wiggins, G. (1998). Educative assessment: designing assessments to inform and improve student performance. San Francisco: Jossey-Bass Publishers.


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APPENDICES


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Appendix 1 The Research Permission Letter



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Appendix 2 Interview Guideline Participant’s Identity Name

:

Sex

:

Educational background

:

Occupation

:

Teaching Experience

: 1 – 5 years 5 – 10 years 10 – 15 years >15 years

No

1 2 3 4 6 7 8 9 10

11

12

Pernyataan

Apakah Bahasa Inggris penting dipelajari untuk menghadapi era globalisasi? Apakah Belajar Bahasa Inggris membuat siswa kurang menghargai Bahasa Nasional (Bahasa Indonesia)? Apakah belajar Bahasa Inggris memberi banyak keuntunggan bagi siswa? Apakah mengajar mata pelajaran Bahasa Inggris adalah keinginan anda pribadi atau karena tidak ada pilihan lain? Apa anda menggunakan komputer/laptop sebagai media pembelajaran di kelas? Apakah anda tidak familiar dengan komputer/laptop sebagai media pembelajaran? Apakah menggunakan komputer/laptop dalam proses pembelajaran sangat membantu saya? Mengapa? Apakah anda menggunakan komputer/laptop untuk membuat materi pembelajaran? Mengapa? Menurut anda apakah menggunakan komputer/laptop dalam proses pembelajaran tidak efisien waktu? Mengapa? Menurut pendapat anda apakah siswa lebih kondusif ketika saya memanfaatkan media pembelajran seperti komputer/laptop/proyektor? Atau tidak ada perbedaan yang berarti pada tingkat

Checklist pertanyaan yang sudah di ajukan atau dijawab sebelumnya


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13 14 15

16 17

18 19 20

21 22

23

24 25

26

27 28

motivasi belajar siswa, saat anda menggunakan komputer di kelas dengan ketika saya tidak menggunakan media komputer/laptop dikelas? Apakah anda menggunakan internet untuk mencari materi pembelajaran bagi siswa? Mengapa? Setujukah anda jika internet membantu dalam menyusun materi pembelajaran bagi siswa? Mengapa? Apakah anda menggunakan sosial media/email/website sebagai media komunikasi dalam membahas pelajarann diluar kelas? Mengapa? Apakah anda meminta siswa untuk mencari materi penunjang pembelajaran secara mandiri di internet? Apakah internet tidak berpengaruh dalam membantu saya untuk menyusun, mengembangkan materi pembelajaran serta meningkatkan kualitas pembelajaran? Apa alasannya? Apakah anda selalu melakukan evaluasi pembelajaran untuk mengetahui perkembangan siswa? Jenis test apa saja yang anda gunakan (pilihan ganda, essay, dll) dalam evaluasi belajar siswa? Apakah anda setuju jika evaluasi pembelajaran penting untuk mengukur tingkat keberhasilan belajar siswa? Jelaskan Apakah anda menggunakan metode paper-pencil test dalam melakukan evaluasi belajar? Mengapa? Apakah anda pernah menggunakan media elekronik (laptop/email/komputer,dll) dalam melakukan evaluasi belajar? Mengapa? Menurut anda apakah evaluasi belajar secara serentak seperti Ujian Nasional sangat perlu dilakukan untuk mengukur kemampuan siswa sesuai dengan standar Badan Standar Nasional Pendidikan. Bagaimana pendapat anda jika hasil UN tidak sepenuhnya menjadi penentu kelulusan siswa? Setujukah anda jika UN dapat menjadi standar kompetensi bagi para siswa untuk melanjutkan study ke tingkat lebih tinggi? Apakah menurut anda sekolah cukup mampu menentukan layak tidaknya siswa lulus, tanpa perlu campur tangan pemerintah? Mengapa? Setujukah anda jika UN tetap diadakan? Mengapa? Bagaimana pendapat anda tentang metode menggunakan kertas dan pensil (Paper-pencil test) yang selama ini dilaksanakan, apakah sudah cukup efektif untuk menjadi metode UN?


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29

30

31 32 33

34 35

36

37

38

39

40

41

42 43 44 45

Apakah menurut anda metode Paper-Pencil Test membuang banyak waktu dan biaya dalam pelaksanaannya? Mengapa? Apakah anda setuju jika metode Paper-Pencil Test lebih baik dibandingkan metode Computer-Based Test? Mengapa? Menurut anda apakah anda sudah mengetahui dengan baik apa itu computer-based testing? Apakah anda pernah menggunakan test mengunakan computer dalam evaluasi pembelajaran di kelas? Apakah anda baru mengetahui apa itu computer-based testing setelah sekolah menggunakan metode ini dalam Ujian Nasional? Menurut anda apakah Computer-based testing merupakan metode ideal untuk digunakan dalam ujian nasional? Menurut pengalaman anda pelaksanaan UN dengan metode Computer-based testing sudah maksimal atau belum maksimal? Apakah metode Computer based test lebih efektif dari segi watu dan biaya dibandingkan metode Paper-Pencil Test? Mengapa? Menurut anda apakah metode Computer-based test adalah metode yang sesuai untuk menggantikan metode Paper-Pencil test? Mengapa? Apakah metode Computer based test terbatas hanya dapat dilaksanakan oleh sekolah yang sudah memiliki fasilitas yang layak? Menurut pendapat anda apakah computer-based test akan menimbulkan kesenjangan antara sekolah di kota besar yang sudah memiliki fasilitas yang memadai dengan sekolah di daerah yang masih memiliki fasilitas seadanya? Lalu setujukah anda jika Computer based test dapat menjadi salah satu solusi untuk kendala distribusi soal yang sering terjadi selama ini? Menurut pengalaman anda apakah masih ada kendala dalam implementasi UN-CBT di sekolah tempat anda mengajar? Apa sajakah kendala tersebut? Apakah siswa antusias dengan metode CBT ini? Apakah siswa tidak banyak mengeluhkan tentang UN menggunakan metode ini? Menurut anda apa sekolah telah melakukan yang terbaik untuk suksesnya UN-CBT ini ? Dan apakah menurut anda pemerintah telah memberikan cukup sosialisasi tentang UN-CBT ini?


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46

Apa saran anda bagi sekolah yang belum menggunakan sistem UN-CBT ini agar dapat berpartisipasi menggunakan UN-CBT tahun depan?

B. Kesimpulan 1. Apa saja kelebihan metode CBT dibandingkan dengan metode sebelumnya (paper-pencil test)? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 2. Apa kekurangan metode CBT? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 3. Apa kendala yang masih dihadapi dalam penerapan metode CBT pada UN 2015 oleh: a. Guru __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________ b. Siswa: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________ c. Sekolah


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__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________ d. Lainnya: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________ 4. Apa saran anda bagi pihak-pihak yang bertanggungjawab dalam pelaksanaan UN-CBT agar dikemudian hari UN-CBT dapat terlaksana lebih baik lagi? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ THANK YOU   


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Appendix 3 Sample of Research Verbatim Name

: Participant 3

Date of interview

: January, 12th 2016

Location of interview : SMK Negeri 5 Yogyakarta P

: Participant

R

: Researcher Text

R1 P1 R2

P2

R3

P3

Selamat pagi bu Selamat pagi. Saya disini ingin mengajukan beberapa pertanyaan tentang persepsi ibu mengeanai ujian nasional berbasis komputer. Kita mulai sekarang ya bu. Pertanyaan pertama, apakah belajar Bahasa Inggris penting di era modern ini bu? Tentu saja penting ya mbak, apalagi kan kita sekarang Paticipant memasuki MEA. Jadi kita harus bisa meningkatkan bahasa 1.1 Inggris siswa, biar siswa punya daya saing seperti yang lain, seperti itu. Kalau menurut ibu mengenai anggapan kalau kita belajar Bahasa Inggris itu nanti membuat kita kurang mencintai bahasa kita sendiri, apa tanggapan ibu? Sebenernya tidak ya mbak, justru apa namanya kita itu sebenarnya itu malah jadi ada nilai plusnya. Jadi disamping kita menguasai bahasa kita sendiri bahasa indonesia atau bahasa Jawa misalnya kita jadi punya nilai plus ketika kita juga menguasai bahasa asing. Jadi itu tidak membuat siswa menjadi arogan seperti itu tidak. Jadi justru dia oh jadi dia berwawasan lebih luas dan sebagainya. Jadi tidak menjadi kurang menghargai itu tidak. Mungkin ada beberapa mbak cuma nggak semuanya. Kadang-kadang adalah seperti itu tapi itu tergantung individu sih ya mbak. Kalau saya lihat secara umum sih enggak. Itu hanya oknum saja, akan tetapi tergantung kita memakainya disaat apa, kalau mungkin ada orang yang merasa bisa menggunakan bahasa Inggris terus dia tiap waktu menggunakan bahasa Inggris disemua event itu ada tapi kalau kita menggunakannya secara tepat itu tidak akan ada anggapan kita kurang menghargai seperti itu. Ketika misalnya disekolah kita menggunakan bahasa Indonesia, tetapi ketika kita di acara yang menuntut kita menggunakan bahasa Inggris ya digunakan,


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seperti itu. R4 P4

R5

P5

R6 P6

R7 P7 R8 P8

Oke. Kemudian apa keuntungan siswa mempelajari Bahasa Inggris? Yang pertama ini ya, kalau kita mempelajari bahasa itu berarti kita memperluas wawasan. Kemudian juga melatih siswa itu supaya lebih sabar. Karena otomatis itu kan ketika ada kesulitan maka dia akan tertantang, kecuali untuk mereka yang tidak tertantang lho ya, gitu. Kemudian juga seseorang itu bisa dikatakan dia itu bijak atau pandai kalau dia bisa menguasai bahasa. Jadi alangkah baiknya kalau tidak hanya menguasai bahasa Indonesia, bahasa Jawanya sendiri tetapi menguasai bahasa lain. Kan yang paling mudah kan bahasa Inggris dibandingkan dengan bahasa-bahasa lain kan, mungkin dari tulisan dan pengucapannya. Kalau bahasa Jepang kan hurufnya beda, kemudian bahasa Perancis juga pengucapannya lebih jauh beda daripada apa yang ditulis. Lalu, apakah mengajar Bahasa Inggris itu keinginan ibu sejak dulu atau karena ada faktor lain yang mengharuskan ibu akhirnya mengajar Bahasa Inggris? Tidak, dari dulu, karena saya memang ambil kuliahnya jurusan Pendidikan Bahasa Inggris. Memang seneng saya itu dengan bahasa Inggris. Karena bapak saya itu dulu kan pintar bahasa jadi beliau itu bsa bahasa Inggris, bahasa Belanda, jadi saya pengin. Tapi ternyata saya lebih ke bahasa Inggris yang agak lebih mudah dibandingkan itu. Kalau dikelas, apakah ibu juga menggunakan media-media seperti komputer atau laptop? Tentu mbak kita pakai, karena disini di SMK 5 ini kan hampir semua ruang ada LCDnya. Kemudian biasanya sih biar anak tertarik dan tidak bosan biasanya saya pakai powerpoint, dengan listening. Kadang-kadang film atau lagu, kita bisa berlatih bahasa Inggris dengan seperti itu. Misalnya lagu untuk vocabulary nya kita pakai. Berarti ibu familiar ya dengan penggunaan komputer atau laptop di kelas? Iya Selanjutnya bu, apakah menurut ibu penggunaan laptop atau computer dalam kelas membantu untuk ibu? Tentu saja sangat membantu mbak, karena tulisan saya agak jelek. (tertawa). Kedua dengan adanya media anak-anak lebih konsentrasi. Kemudian kan ketika kita tambah dengan gambar-gambar yang menarik dan kita tambahin dengan lagu


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kan, anak-anak gak bosan. Apalagi kan kalau kita dapat jam yang mungkin mereka sudah lelah, jadi kalau kita pakai media seperti itu mereka lebih tertarik ya,interest nya lebih ada dibanding kalau kita cuma mengajar dan menerangkan. Kadang-kadang mereka udah bosen rame sendiri to sebenernya tapi kalau kita ada medianya mereka lebih tertarik kemudian juga lebih fokus ke pelajaran yang kita berikan. R9

Okay, apakah anda juga menggunakan computer atau laptop dalam menyusun materi pembelajaran? P9 Iya, karena kita untuk administrasi kalau saya mesti menggunakan komputer R10 Kemudian bu, menurut ibu penggunaan laptop dalam kelas itu efisien waktu nggak sih bu? P10 Kalau dibilang efisien sih mungkin 90% sih efisien ya. Jadi semuanya sudah ada disitu kalau kita mau mengulas lagi pelajaran yang lalu kita tinggal klik lagi, dan sebagainya. Tapi kadang gak efisiennya kalau tiba-tiba komputernya agak bermasalah. Nah itu kan kadang-kadang harus menunggu. Waktu persiapannya juga kan lebih lama karena kan misalnya kita jam 7 kan jam 7 kurang kita sudah masuk untuk persiapan speaker, kemudian untuk menghidupkan laptop jadi waktunya tidak berkurang banyak R11 Menurut pendapat ibu apakah siswa lebih kondisif ketika menggunakan media laptop/komputer atau secara manual tanpa laptop/komputer? P11 Kalau saya pikir anak-anak itu, tergantung ya mbak ya kadang-kadang mungkin tergantung misalnya jam pelajaran ke satu, dua dia masih fresh ya jadi meskipun mereka pakai ataupun tidak pakai alat bantu seperti komputer mereka tetap kondusif. Tapi kalau untuk mereka yang jam-jamnya agak siang itu mereka lebih kondusif kalau kita menggunakan media atau game-game seperti itu dia lebih kondusif. R12 Ada perbedaan gak bu untuk tingkat motivasi belajar siswa ketika menggunakan laptop dan tidak menggunakan laptop dalam proses belajar di kelas? P12

Jelas ada sih mbak, kalau cuma guru menerangangkan mereka pikir ah dengerin terus mungkin mereka lebih bosan tapi kalau kita pakai media mungkin mereka akan lebih aktif bertanya. Misalnya kalau kita kasih materi yang menarik mereka akan ada tanda tanya dan mungkin dia mau mungkin bertanya dan mengerjakan. Dan kalau dengan lagu mereka lebih tertarik dan interaktifnya lebih bagus.


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R13 Kemudian apa ibu juga menggunakan internet sebagai sarana atau untuk membuat materi pembelajaran? P13 Kalau untuk membuat iya karena saya kan mesti download dari internet, itu kan banyak sekali membantu. Internet itu kan kita bisa beberapa sumber dan kita bisa download dengan gratis. R14 Oh gitu, jadi karena banyak sumber-sumber yang bisa di pakai makanya ibu menggunakan internet ya bu? P14 Iya R15 Apakah ibu setuju kalau internet membantu guru untuk membuat materi pembelajaran atau mencari sumber-sumber pendukung materi pembelajaran dalam kelas? P15 Kalau saya sih setuju, cuma kita memang harus pandai-pandai membedakan mana yang baik dan mana yang tidak seperti itu. Karena kalau kita kan terus terang kalau buku itu kan kurikulum baru jadi bukunya masih terbatas mbak. Jadi internet itu sangat membantu kita untuk mencari-cari sumber-sumber yang lain dan juga bisa mungkin download buku yang softcopy ya kan lebih enak. Kita bisa membuatnya dari softcopy kalau hardcopy kan kita harus menulis lagi akan memakan waktu lebih lama. Tapi kalau itu kita bisa ambil dari buku softcopy itu atau dari materi lain dan itu akan membuat kita lebih cepat dan efisien dan efektif untuk membuat materinya. R16 Kemudian, apakah ibu juga menggunakan internet sebagai media pembelajaran? Misalnya social media seperti facebook, atau pengguaan email atau website. P16 Iya karena saya untuk tugas anak, biasanya saya suruh ngemail kan ke email saya R17 Oh gitu, jadi ibu biasa meminta siswa untuk mengumpulkan tugas via email? P17 Iya R18 Mengapa menggunakan email bu? P18 Pertama kalau misalnya tugasnya kan kadang-kadang ada libur. Kalau misalnya anak itu kalau disuruh ngumpulkan secara manual itu kadang-kadang mereka alasannya belum diprint dan sebagainya. Saya lebih enak pakai email, karena singkat saya langsung tahu siapa yang masuk dan ngeceknya juga lebih gampang mbak. Kalau manual kan kadang-kandang hilang misalnya. Kalau email kan masih ada di ini ya di foldernya masih ada, saya download. Gitu pokoknya lebih enaklah mbak, lebih cepet. R19 Jadi ibu lebih cenderung ke penggunaan email ya bu ya? P19 Iya…


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R20 Apakah ibu juga meminta siswa untuk mencari materi pendukung belajar mereka via internet bu? P20 Kalau untuk minta mereka mencari materi pendukung sebenernya enggak tapi secara tidak langsung. Karena kalau tugas saya memang suruh mereka nyari di internet jadi kalau untuk tugas mungkin iya tapi kalau untuk meteri pendukung saya udah nyarikan sendiri. Tapi untuk tugas mereka memang saya arahkan untuk cari di internet. R21 Itu ibu meminta mereka mencari di internet itu sudah ibu berikan link-link sumbernya atau mereka bebas mencari bu? P21 Kalau saya sementara ini masih mereka suruh cari sesuai dengan pokok bahasannya apa. Tapi kalau untuk link-link nya belum. Tapi kedepannya kan saya juga nyari-nyari link-link yang aman nah itu nanti baru saya kasihkan ke anak. R22 Jadi apakah ibu setuju kalau internet itu berpengaruh dan membantu ibu dalam menyusun dan mengembangkan materi untuk meningkatkan kualitas belajar siswa? P22 Kalau untuk saya sendri iya sih mbak karena saya sendri tidak bisa lepas dari itu. (tertawa) R23 Apakah ibu selalu melakukan evaluasi belajar ketika sudah menyelesaikan satu topik atau beberapa topik belajar? P23 Iya selalu, karena itu memang diwajibkan mbak disini. R24 Tes apa saja yang biasa ibu gunakan untuk melakukan evaluasi belajar? P24 Kalau saya kan kalau bahasa inggris kan banyak ya mbak, jadi dalam bentuk speaking, kemudian tugas dalam bentuk portofolio dan sebagainya selain itu mungkin projek. Jadi mereka saya suruh buat, jadi meskipun saya guru bahasa Inggris tetapi saya menyuruh anak contohnya jurusan animasi saya suruh bikin film pakai bahasa Inggris. Nah kira-kira seperti itu. Kalau tes tertulis itu mesti ya, kan untuk penilaian tapi kan juga dari test speaking kemudian projek seperti itu tetap saya kasih. R25 Kalau untuk tes tertulis itu biasanya ibu menggunakan jenis tes apa ya bu? Misalnya multiple choice kah atau essay kah? P25 Kalau kurikiulum 2013 kita pakai essay mbak. R26 Kemudian bu, apakah menurut ibu evaluasi belajar itu penting untuk mengukur tingkat keberhasilan belajar siswa? P26 Iya karena paling tidaknya kan kita ada standar bahwa siswa ini


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mungkin sudah memahami dengan kompetensi yang sudah diberikan. R27 Kalau untuk dikelas apakah ibu menggunakan metode pencil-paper tes atau metode tes yang lain? P27 Kalau itu dikelas itu kalau saya itu kadang-kadang dua ya mbak ya. Kadang tertulis pakai kertas kadang menggunakan test di powerpoint gitu. Tetapi saya lebih cenderung lebih enak kalau tes pake powerpoint gitu ya mbak. Karena anak lebih konsentrasi kemudian mengurangi anak untuk tanya temannya. R28 Jadi ibu membuat soalnya di power point gitu ya bu? P28 Iya mbak, jadi saya sudah kasih durasi waktunya sudah disetting, jadi nanti mungkin begitu 1 soal 2 menit mungkin sudah selesai ya sudah. Langsung pindah kesoal berikutnya. R29 Berarti ibu juga menggunakan laptop juga dalam membuat tes untuk evaluasi belajar dikelas ya bu? P29 Iya mbak. R30 Kenapa ibu menggunakan laptop dalam proses evaluasi belajar ini? P30 Pertama saya pakai ini kan kita lebih enak menyiapkannya ya mbak ya karena kan kadang kalau kita pakai paper kan saya harus ngeprint soal untuk siswa satu-satu. Kalau itu kan saya cukup buat satu saya siapkan, kemudian saya tayangkan, kemudian siswa cukup menuliskan jawabannya. Kan lebih enak mbak, lebih cepat efisien juga. lagian ngoreksinya juga lebih banyak kalau kadang kalau kertas kan ada soalnya juga. Tapi nggak seluruhnya juga mbak saya buat seperti itu biasanya kalau awal untuk pre test dan post test. Jadi kalau untuk kompetensi-kompetensi saya biasanya pakai paper supaya lebih tahu secara rinci anak sudah sampai dimana. Sambil lihat dari tulisan kan kita tahu oh anak ini nyontoh punya temannya kan kadang-kadang gaya bahasanya tulisannya itu hampir sama, gitu tapi kalau untuk yang powerpoint itu saya biasanya untuk yang pre test sama post test aja. R31 Menurut ibu apakalah evaluasi belajar secara serentak seperti ujian nasional diperlukan bu? P31 Iya karena kan kita biar bisa menentukan standar. Jadi biar standarnya itu sama. Kadang-kadang setiap sekolahan itu punya standar yang berbeda kan mbak. Tapi dengan seperti itu kita jadi punya standar yang bisa dipakai dimanapun secara sama. Ada standar yang pokoknya samalah semuanya. R32 Berarti ibu setuju ya kalau ujian nasional ini digunakan sebagai standarisasi?


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P32

Iya setuju sebagai standarisasi.

R33 Nah sekarang ini kan ada peraturan baru tentang ujian nasional, yang menyatakan bahwa nilai ujian nasional tidak sepenuhnya menjadi standar mutlak untuk menentukan lulus tidak lulusnya siswa. Apakah ibu setuju dengan peraturan ini? P33 Kalau saya antara 50:50 ya mbak ya. Pertama itu karena Ujian Nasional itu hasilnya kita nggak bisa saklek, 100 %. Ketika Ujian Nasional itu mungkin siswa yang pandai itu sakit jadi dia bisa dapat nilai yang jelek dan ada keberuntungan anak yang mungkin biasa-biasa dia dapat nilai bagus. Tapi kalau untuk ujian ini saya sebenarnya ini saya setujunya dengan ujian nasional. Tapi itu tadi sisi negatifnya seperti itu. Tapi kalau kita tidak ada ujian nasional, tidak ada ujian seperti itu kan sekolah kadang-kadang kan bisa memanipulasi nilai. Kadang-kadang ada kan? Atau mungkin kalau kita tidak ada standar kita kan, bisa aja mungkin sekolah ini standarnya tinggi jadi mungkin anaknya memang pintar-pintar, nilainya akan tinggi banget sedangkan yang lain tidak, nanti kan jauh banget bedanya. Dengan ada ujian nasional ini kan kita tahu siswa antara sekolah A, dan B rentangnya seperti ini.

R34 Apakah ibu setuju jika nilai ujian nasional digunakan sebagai salah satu pertimbangan untuk melanjutkan ke jenjang pndidikan selanjutnya? P34 Kalau saya lebih seneng pakai tidak menggunakan nilai ujian nasional mbak karena itu tadi. Kadang-kadangkan anak yang mungkin pandai dia pas dapat nilai ini kemudian yang biasa pas beruntung dia bisa dapat nilai tinggi. Saya lebih suka kalau ada ujian jadi kan dimana universitas itu mengukur kemampuan siswa itu ketika tes itu. R35 Menurut ibu jika ujian nasional di tiadakan kemudian standar kelulusan siswa sepenuhnya tanggung awab sekolah yang bersangkutan apakah sekolah mampu melaksanakan itu? P35 Mampu mbak, mampu karena kita kan ada standar juga kan. Jadi setiap sekolah itu meskipun tidak ada ujian nasional tapi kita punya standar, jadi kita mungkin masih bisa. Tapi untuk secara kualitas kita nggak tahu karena kan setiap sekolah itu tadi yang membedakan dari input dan outputnya siswa. R36 Apakah ibu setuju kalau ujian nasional tetap diadakan? Mengapa? P36 Kalau saya kalau nilai ujian nasional itu tidak dipakai untuk


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masuk ke perguruan tinggi itu kenapa enggak, tapi kalau itu untuk masuk ke universitas ya tetap jalan. Karena semua ada sisi positif dan negatifnya jadi kita agak susah juga mbak. Kalau saya sih tetep pengen ujian nasional tetap ada karena biar kita punya standar untuk seluruh Indonesia ini mbak, sama standarnya. R37 Lalu bagaimana pendapat ibu tentang metode pencil-paper test yang selama ini digunakan dalam ujian nasional, apakah metode ini sudah efektif? P37 Kalau untuk saya kalau paper-pencil test itu kurang efektif ya mbak. Karena pertama siswa itu banyak yang pensilnya itu tidak sesuai standar jadi tidak terbaca. Itu kan kertas itu juga kan gak boleh rusak atau gak boleh kotor. Nah siswa kan kadang menghapusnya agak kencang nah itu kan mungkin sobek. Nah itu kan kadang seperti itu, nah kalau pensil itu kan lama ya mbak jadi setelah mereka mengerjakan mereka masih harus menghitamkan. Dan nanti kalau menghitamkannya tidak sempurna itu kan mungkin tidak terbaca. Jadi menurut saya itu tidak efektif. Karena mungkin siswanya sudah berpikir waktunya juga lebih lama jadi dia lebih agak ini ya, konsentrasinya mungkin terbelah antara mengerjakan sama harus menghitamkan bulat-bulatnya itu tadi. R38 Apakah menurut anda metode pencil-paper test menbuang banyak waktu? Mengapa? P38 Iya itu lama, karena kita kan harus distribusi ini mbak, dari sini, ke rayon, kemudian dari sekolah kita juga harus ngecek kalau-kalau ada soal yang salah dan sebagainya. R39 Lalu apakah menurut ibu metode ini juga memakan banyak biaya? Mengapa? P39 Tentu saja memakan banyak biaya kan itu pengiriman itu kan kita kan mesti ada dari ini polisi, kemudian nanti penjagaan kan harus dijaga. Soal tes kan gak mungkin hari H langsung datang mesti kan datangnya sebelum hari H. Itu kan ada penjagaan dan lain-lain sebagainya. Mesti kan ada lebih banyak mbak biayanya. R40 Menurut ibu mana yang lebih efektif digunakan sebagai metode ujian nasional, apakah pencil-paper test atau CBT? P40 Kalau saya pikir sih mungkin lebih baik yang komputer ya mbak ya kalau saya pikir, kalau saya lho mbak. Karena pertaa computer based ini efektif karena siswa gak usah menghitam-hitamkan. Kemudian juga kalau dia belum mengerjakan soal no 2 atau 4 dia masih bisa balik lagi. Kemudian dia juga tidak kehilangan waktu untuk


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membulatkan. Kemudian apa namanya ada nilai plus nya di sekolah itu kalau dia menggunakan yang CBT. Kan ada kelihatan standarnya lebih high dari pada yang pakai paper. Tetapi ada kekurangan juga mbak misalnya kan kalau anak yang tidak terbiasa dengan mouse dia akan lebih lama. Kemudian juga dengan radiasi computer itu membuat mata lebih lelah. R41 Apakah ibu sudah mengetahui dengan baik apa itu computer based test? P41 Kalau saya pikir sih mungkin sudah mbak. Kalau saya tahu computer based test ini memang sudah lama, kan kalau kita tes TOEFL juga menggunakan itu. Jadi udah lama tapi kalau untuk sekolah kan baru kemaren. R42 Apakah computer based test sudah bisa disebut sebagai metode ideal dalam ujian nasional saat ini? P42 Kalau saya pikir bisa ya mbak. Dari waktunya juga, siswa juga tidak khawatir misalnya kertasnya sobek, kemudian apa namanya, kekurangan waktu untuk menghitam-hitamkan. Kan lebih efisien di situ karena dia tetep bisa kembali ke soal sebelumnya meskipun dengan paper juga bisa tapi lebih efektif dan efisien dengan komputer saya pikir seperti itu. Kemudian juga mengurangi kecurangan siswa kan, meskipun si A dan si B berdekatan tapikan soalnya di acak mbak. R43 Lalu menurut pengalaman ibu apakah ujian nasional berbasis komputer ini sudah terlaksana dengan baik di sekolah? P43 Kalau di sekolah sih insyaallah sudah ya mbak. Cuma itu tadi kalau komputer itu waktunya jadi lama. Jadi kasian anak juga sih kan biasanya pagi semua dia harus dapat shift yang sore. Kemudian waktunya juga lebih lama, misalnya kan kalau yang paper kan bisa satu hari 2. Kalau komputer kan satu hari satu, tapi itu kan memudahkan anak yang dia mau belajar. Jadi belajarnya satu hari satu. Tapi kalau secara yang ini saya lebih cenderung ke computer sih. Kalau paper sih mungkin itu anak susahnya harus belajar satu hari 2. Tapi saya cenderung ke computer karena anak menjadi lebih tertantang untuk mau belajar sendiri. Karena kan beda kalau yang dulu kan masih bisa ssttt ssttt sttt gitu. R44 Apakah metode computer based test lebih efektif dari segi waktu dan biaya dibandingkan metode paper-pencil test? Mengapa? P44 Kalau wakru pelaksanaannya sih kalau siswa sih iya kalau waktu pelaksanaannya kita jadi mundur satu hari. Jadi mereka yang paper based sudah selesai ujian yang computer belum selesai ujian. Tapi kalau untuk biaya saya pikir lebih efektif


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karena tidak ada paper. Kemudian juga penjaganya Cuma satu kalau di paper test itu kan penjaga nya dua. Kemudian kalau di computer kan satu kelas bisa 40 kalau yang paper kan satu kelas Cuma 20. R45 Menurut ibu apakah metode pencil-paper test adalah metode yang sesuai untuk menggantikan metode paper-pencil test? Mengapa? P45 Kalau untuk ujian nasional sih mungkin iya mbak. Karena itu kan lebih efektif kemudian kan kebocoran-kebocoran soal itu lebih bisa diatasi dan kalau dari segi finansial juga bisa sedikit berkurang. Tapi kalau untuk kita mungkin masih tetap butuh paper test ya tapi mungkin tidak untuk ujian nasional. R46 Menurut pendapat anda apakah computer-based test akan menimbulakan kesenjangan antara sekolah di kota besar yang sudah memiliki fasilitas yang memadai dengan sekolah di daerah yang masih memiliki fasilitas seadanya? P46 Kalau kesenjangan sih mungkin tidak ya mbak jadi mungkin dari hasilnya. Tapi kan sebetulnya kita punya standar, meskipun paper dan computer kan kita ada standarnya jadi kalau untuk kesenjangan saya pikir gak, gak ada. Gak ada masalah mau pakai computer based atau pencil-paper based gak ada masalah. R47 Lalu apakah ibu setuju jika computer-based test dapat menjadi salah satu solusi untuk kendala distribusi soal yang sering terjadi selama ini? P47 Iya saya setuju ya, karena mungkin penggunaan computer based ini juga bisa untuk mengurangi kendala-kendala yang terjadi di paper based. Mungkin telat terima soal, atau mungkin banyak soal yang rusak dan sebagainya. Seperti itu bisa mbak. R48 Menurut pengalaman anda apakah masih ada kendala yang terjadi disekolah selama proses ujian nasional? P48 Kalau untuk CBT ini sudah lancar ya. Apalagi kan sekolah kami juga sering dipakai untuk ujian online juga mbak jadi sudah biasa. Untuk antisipasi listrik juga kita ada genset juga kan kan jadi udah gak masalah. R49 Apakah siswa antusias atau mungkin malah mengeluhkan tentang metode UN-CBT? P49 Kalau awalnya itu siswa mungkin iya, karena belum pernah. Jadi mungkin duh buk nanti bagaimana ya buk, sudah jalani aja. Tapi setelah sudah selesai mereka merasa lebih enak karena , lebih senang gitu. Apalagi kalau yang jurusan-jurusan yang sering menggunakan komputer dia lebih suka. Gak ada keluhan


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dari siswa paling hanya soalnya susah tadi buk, gitu aja. R50 Apakah menurut anda pemerintah telah memberikan cukup sosialisasi tentang UN-CBT ini? P50 Kalau itu saya gak begitu tahu sih mbak, soalnya itu kan urusan kurikulum dan sebagainya. Tapi yang saya lihat untuk sekolah-sekolah di Yogya ini sudah ada sosialisasi dan sudah berjalan dengan cukup baik. R51 Apa yang ibu lakukan sebagai guru bahasa inggris dalam mempersiapkan siswa menghadapi UN-CBT? P51 Kalau kebetulan di sekolah kami ada lab bahasa ya mbak. Jadi kalau untuk yang kelas 3 kita ada jadwal untuk masuk ke lab komputer. Untuk mempersiapkan siswa supaya terbiasa untuk menjawab soal. Selain itu juga pendalaman materi yang pakai manual. R52 O ya bu, kan ini di Yogyakarta baru SMK-SMK yang menggunakan UN-CBT, apakah menurut ibu SMA perlu menggunakan UN-CBT juga? P52 Saya pikir sih juga perlu SMA ikut pakai kan ini ya kalau kita pakai paper based terus kan dari sisi SDA juga ya, kalau penggunaan paper banyak kita juga mengurangi kesuburan pohon-pohon. Jadi kalau kita menggunakan komputer kan kita bisa mengurangi penggunaan kertas. Jadi kalau bisa penggunaan kertas itu lebih dikurangi lagi aja. Juga biar kita menjaga lingkungan juga. Kalau paper kan ini juga ya mbak kita lama-lama menghabisakan banyak kertas. Jad i kita perlu bahan-bahan untuk membuat kertas jadi lebih banayk perusakan juga kan gitu. R53 Jadi menurut ibu lebih baik menggunakan UN-CBT ya bu? P53 Ya lebih baik pakai CBT tapi memang butuh proses lama. R54 Lalu apa saran ibu bagi sekolah-sekolah yang belum menggunakan UN-CBT? P54 Wah itu juga saya tidak bisa memaksa mereka menggunakan CBT karena kan itu tergantung dari kekuatan sekolah masing-masing. Karena kan mungkin untuk daerah yang sini mereka lebih cocok dengan paper, kemudian kita dengan CBT kan kalau kita itu kan kemudian tidak bisa ini mbak tidak bisa saklek. “sebaiknya harus menggunakan CBT semua.” Itu tidak bisa. Karena semua ada sisi positif negatif nya tergantung sekolah masing-masing. Tetapi alangkah baiknya kalau disekolah tersebut sudah tersedia fasilitas itu alangkah baiknya kalau kita menggunakan CBT. Tetapi kalau nanti pemerintah bisa memfasilitasi semua sekolah


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alangkah baiknya pake CBT seperti itu. Tapi kalau belum bisa saya pikir paper pun tidak masalah. R55 Kan beberapa SMK di Yogya sudah menggunakan UN-CBT, menurut ibu kenapa SMK dirasa perlu menggunakan metode ini? P55 Karena kalau SMK itukan ke skill ya, nah itu juga biar membiasakan siswa dengan komputer. Karena kalau SMA kan mungkin masih ada langkah ke perguruan tinggi kalau SMK kan kalau mereka tidak melanjutkan ke perguruan tinggi kan biasanya kan mereka langsung terjun ke dunia kerja, jadi mereka ketika masuk ke dunia kerja mereka punya sense skill nya mereka dari jurusan masing-masing yang memang kan dengan komputer juga mereka sudah punya skill disitu. R56 Apa kelebihan metode UN-CBT? P56 Kelebihannya kalau CBT itu yang pertama jelas, kita lebih efisien finansial. Kedua juga untuk anak-anak lebih senang sepertinya dengan CBT karena karena waktunya bener-bener efisien untuk mengerjakan soal karena tidak terganggu dengan harus kita melingkari. Untuk menjaga jawaban siswa semuanya terbaca karena kadang-kadang ada pensil yang tidak standar kan tidak terbaca. Dan mengurangi kecemasan siswa tadi sudah saya lubangi atau juga kertasnya rusak atau tidak kan seperti itu, mengurangi seperti itu. Iya kan kadang-kadang aduh kertas saya sobek, atau buk tadi kan saya menghapus terus sampe berlubang gimana ya buk. Kadang-kadang kan siswa seperti itu, udah gak apa-apa berdoa saja. Saya kadang-kadang seperti itu. R57 Apa kekurangan metode UN-CBT? P57 Kekurangan CBT itu kalau siswa yang tidak kuat dengan radiasinya itu ya kadang-kadang itu justru membuat siswa jadi apa namanya tidak selesai atau kalau lupa mengsave. Untuk waktu juga jadi lebih lama karena satu hari 1. Karena harus shift-shift an gitu mbak, pagi-siang -sore. Karena terbatas ruangannya itu. Kalau paper test itu kan bisa langsung satu hari itu kan bisa. Dan ada nilai tinggi kalau sekolah menggunakan komputer itu sih mbak. R58 Kalau kendala yang masih dihadapi oleh sekolah atau siswa dalam pelaksanaan UN-CBT ini ada tidak bu? P58 Ya otomatis pertama fasilitas ya mbak kan tidak semuanya kan punya komputer yang memadai dengan mungkin dengan spek-spek yang sesuai ya kan? Kadang-kadang punya komputer yang banyak tapi speknya mungkin tidak sesuai untuk ujian kan ada. Yang kedua itu mungkin kalau yang tidak ada gensetnya


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itu juga mbak, kadang ada yang gak punya genset. R59 Apakah ada saran atau masukan terkait dengan pelaksaan UN-CBT? P59 Ya saya sih berharap semoga kedepannya lebih baik aja. Terus untuk pengecekan soal juga kadang ada soal yang tidak tampil. Gambarnya mana ya kok gak ada seperti itu. Tapi itu seribu satulah tidak semua. Ketika gak muncul itu pas uji coba tapi ketika UN itu gak ada kendala. Paling hanya buk soalnya panjang susah Saya sih pengennya UNCBT ini lanjut ya biar siswa juga punya skill lebih di komputer, mungkin yang biasanya dia tidak terbiasa dengan komputer jadi makin terbiasa meskipun Cuma ngeklik atau Cuma hanya dasar-dasar nya seperti itu cukup, karena kan ada yang tidak tau komputer sama sekali. Jangan sampe gaptek lah.


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Appendix 4 Sample of Bracketing and Horizonalization (Subject Participant 3) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43

Iya, penting. Banyak ya alasannya, bahasa Inggris itu merupakan dasar pengetahuan yang harus mereka kuasai disamping bahasa asing lain jadi kalau mereka ingin bekerja misalnya di negara-negara ASEAN saja, di Thailand misalnya, jadi mereka harus bisa bahasa Inggris satu, dan yang kedua harus bisa bahasa Thailand. Dan begitu juga kalau mereka ingin bekerja di Vietnam mereka harus menguasai bahasa Inggris plus bahasa Vietnem, gitu. Itu adalah anggapan yang salah ya, misalnya Malaysia di Malaysia itu di Sekolah Lanjutan Atas itu digunakan Bahasa Inggris sebagai bahasa pengantar untuk semua mata pelajaran. Nyatanya mereka memiliki jiwa kebangsaan yang tinggi, mereka tetap bangga dengan Bahasa Melayu jadi tidak ada alasan buar kita mengkhawatirkan hal itu. Tidak akan terjadi itu semakin maju kita semakin anak bangsa ini menguasai bahasa Inggris, mereka akan lebih kangen lebih cinta dengan bahasa aslinya. Pasti itu seperti itu, karena menurut pengalaman saya selama saya di luar negeri, ada perasaan kangen untuk menggunakan bahasa Indonesia. Jadi ketika kita bertemu dengan sesama orang Indonesia kita akan mereasa oh itulah kesempatan kita untuk menggunakan bahasa nasional, dan itu rasanya senang sekali. Bahasa inggris itu sebagai dasar untuk mereka mencari pekerjaan, dasar untuk mereka kuliah gitu, di era MEA sekarang ini, bahasa Inggris menjadi sesuatu yang mereka miliki sebagai nilai plus, karena kalau orang, misalnya mereka ingin menjadi karyawan toko saja barang kali toko itu akan lebih suka untuk merekrut orang yang bisa berbahasa inggris karena akan banyak orang asing yang datang berbelanja ke Indonesia. Nah orang-orang Asia tenggara yang lain seperti orang Philipina, orang Thailand, orang Malaysia itu penguasaan bahasa Inggrisnya sudah jauh lebih baik daripada kita. Sementara mereka kalau datang kesini tentu mereka akan juga bisa memakai bahasa kita, jadi kalau mereka datang kesini pasti mereka membawa nilai plus. Ada orang yang mengatakan bahwa saya ini memiliki kepribadian yang cocok untuk menjadi guru. Lalu saya mikir-mikir, aah mungkin saja iya lalu saya mencoba untuk menjadi guru, walaupun setelah lulus awalnya saya tidak bercita-cita untuk menjadi seorang guru. Saya pernah melamar di Singapore Airline dan dipanggil wawancara waktu itu, tetapi saya tidak bisa datang karena saya terikat kontrak kerja di Yogya sebagai guru Bahasa Inggris. Sebenarnya saya ingin menjadi, menjadi seorang pegawai swasta ya atau menjadi yang lain, tidak sebagai gurulah. Kalaupun menjadi guru tidak menjadi PNS. Jadi kalau menjadi guru ya mungkin guru di kursus-kursus bahasa Inggris yang besar, seperti di ILP, LIA, begitu. Jadi bukan sebagai PNS, tetapi kemudian ada yang membawa saya menjadi PNS dan semakin lama saya merasa kok nyaman juga jadi PNS dan akhirnya saya tidak mempermasalahkan itu lagi. Awalnya untuk menjadi guru PNS tidak, tapi kalau untuk menjadi guru iya tidak masalah. Oh iya, iya. Oya sangat membantu laptop itu kan bisa menayangkan hal-hal yang tidak bisa mereka lihat di Indonesia atau hal-hal yang belum jelas buat mereka. Misalnya mereka mendengar kata Chinese parsley, itu kayak apa sih Chinese parsley itu, lalu saya bisa browsing di internet dan menunjukan pada mereka ini lho Chinese Parsley itu. Ooh ternyata Chinese parsley itu di Indonesia sama dengan seledri begitu. Semacam itu kadang-kadang mereka bertanya soal Brazil nut, di kita kan tidak ada itu Brazil nut nah saya browsing di internet


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menunjukkan kepada mereka seperti apa bentuknya Brazil nut, baik ketika masih ada dicangkangnya, di kulitnya maupun setelah dikupas seperti apa bentuknya jadi mereka punya gambaran soal berselnut. Lalu misalnya tentang cable car itu seperti apa mereka tidak tahu, kalau kita bercerita mungkin terlalu panjang ceritanya dan mereka juga nggak kebayang itu seperti apa. Saya bisa download dari Youtube lalu saya bisa tayangkan ke mereka ini lho yang disebut dengan cable car itu. Materi pelajaran saya tidak buat sendiri saya menggunakan bahan yang sudah ada, saya hanya meramu saja mengkombinasikan, menambah, begitu. Tidak membuat sendiri karena bahasa Inggris itu bukan bahasa kita asli jadi kalau kita membuat sendiri ada kemungkinan terjadi distorsi. Sehingga saya lebih suka menggunakan materi-materi yang dibuat oleh native speaker. Materi pelajaran, yang dibuat oleh native, materi listening itu kan gak lucu kalau saya minta teman-teman saya untuk bersama-sama merekam suara. Lebih baik kan saya memperdengarkan suara native langsung kepada mereka, dan itu kalau menggunakan laptop kan lebih enak saya tidak harus membawa kaset segala dan itu sudah selalu siap didalam laptop tinggal memainkan saja. Lebih efisien, saya bisa menayangkan misalnya kalau saya ingin menayangkan gambar, saya bisa tayangkan gambar ingin menayangkan video langsung bisa ambil dari laptop saya bisa tayangkan. Kalau kita menggunakan alat misalnya CD Player itu kan repot sekali mendatangkan CD playernya, mencari CD nya, memainkan CD nya, lalu menghubungkan lagi dengan LCD nya kan repot sekali. Kalau menggunakan laptop kita bisa memutar apa saja yang dibutuhkan. Laptop itu membantu saja saya kira, untuk hal-hal yang tidak bisa dilakukan secara manual. Misalnya menayangkan gambar gitu, susah untuk manual jadi kalau saya harus membawa gambar, membuat gambar sendiri sangat repot kalau harus menempelkan di papan tapi kalau laptop kan saya bisa langsung tayangkan lewat LCD. Untuk listening juga sudah ada disitu tinggal putar saja. Untuk yang lain-lain mereka tetap harus kerjakan secara manual misalnya mengerjakan soal-soal latihan, itu manual, atau ketika mereka harus mempraktekan apa yang sudah saya ajarkan, pairwork, groupwork itu kan harus manual. Sulit ya untuk mengatakan apakah mereka tertarik atau tidak tetapi secara umum itu lebih lebih bisa kita gunakan untuk menarik perhatian mereka, dah pasti. Tetapi untuk mereka lebih tertarik atau tidak itu kan harus ditanyakan kepada mereka langsung apakah mereka lebih tertarik ketika guru menggunakan itu atau tidak menggunakan itu. Saya pikir sudah pasti dengan media itu akan lebih menarik karena apa-apa yang tidak bisa digambarkan tanpa media itu harus menggunakan media. Ya, ya, bahkan saya pernah menggunakan internet dan meminta siswa untuk belajar dan mengerjakan soal-soal tetapi karena waktu itu programnya masih agak ribet jadi saya hentikan penggunaan itu. Disamping itu siswa kami itu tidak semuanya mampu untuk membeli gadget atau membeli laptop yang bisa dipakai untuk internet. Saya tidak berani lagi memaksa mereka karena kalau saya harus memaksa mereka untuk menggunakan internet itu juga memaksa mereka untuk ke warnet dan itu pemborosan. Setuju banget, materi yang dibutuhkan itu ada, sudah ada di internet. Sebetulnya di internet itu semuanya ada. Saya bisa apa, kalau saya ingin soal-soal subjuctive seperti apa sih lalu saya bisa browsing banyak sekali dan saya bisa menyusun dan mengambil yang sesuai sama kebutuhan siswa saya. Sekarang tidak, dulu pernah tetapi sekarang tidak lagi. Dulu saya pernah menggunakan paperschool. Waktu itu prosesnya ribet, waktu itu. Nah sekarang karena saya tahunya masih ribet jadi saya tidak pakai. Tetapi


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terakhir saya dengar dari teman saya sekarang menjadi lebih mudah tetapi belum lagi sampe disitu karena sudah sibuk dengan materi-maeri yang sekarang saja sudah kayaknya siswa itu sudah sibuk sekali. Iya, iya. Kalau kebetulan sedang membahas misalnya tentang surat lamaran. Saya minta mereka untuk browsing surat lamaran dalam bahasa Inggris di internet, CV seperti apa, surat lamarannya seperti apa. Iya internet sangat membantu saya. Evaluasi itu harus. Sesuatu yang wajib dilakukan. Ya sangat penting untuk mengetahui seberapa pahamnya siswa dengan pelajaran yang sudah kita beri. Untuk memetakakan siswa juga yang manasih siswa yang perlu perhatian lebih, perlu bantuan. Itu juga dari situ kalau tidak kan kita nggak tahu. Saya menggunakan tes essay, tes multiple choice itu untuk yang jenis test kalau yang nontest saya gunakan yang portofolio. Misalnya saya meminta mereka membuat sebuah karangan tentang kebiasaan mereka sewaktu mereka kecil. Atau ketika mempelajari soal makanan soal resep-resep masakan maka saya akan meminta mereka untuk membuat resep masakan Indonesia. Misalnya How to make gethuk? Jadi itu mulai dari, merekaharus menuliskan mulai dari bahan-bahannya apa, alat masaknya apa, kemudian cara masaknya bagaimana, cara penyajiannya bagaimana itu dalam bahasa Inggris. Ya karena yang tersedia dan yang sesuai dengan kebutuhan siswa baru itu. Kalau melalui program kebetulan kita belumada program yang disepakati untuk dipakai disekolah ini. Jadi seperti itu. Enggak pernah, saya tidak menggunakan laptop, email, atau via internet untuk evaluasi belajar. Saya merasa justru tidak efektif, karena kita belum punya programnya untuk itu dan kalau kita mengambil yang sudah ada di internet itu saya rasa tidak ada yang sama persis dengan yang kita inginkan. Jadi saya lebih suka menggunakan yang manual. Kalau mengukur iya penting... pentingg.. secara nasional kan kita perlu tahu kan sudah berhasil belum kita ngajar. Silabus kan secara nasional kita punya sama. Lalu seharusnya pemerintah itu tidak hanya memetakan itu, jadi setelah dipetakan itu provinsi atau daerah-daerah yang hasilnya kurang baik itu yang gimana caranya supaya baik. Misalnya fasilitas, dengan menambah fasilitas meng upgrade gurunya. Tapi kan selama ini pemerintah tidak melakukan apa-apa. Paling-paling hanya menyuruh guru nya penataran habis itu tindak lanjutnya tidak jelas. Lalu untuk ke sekolah sendiri sekolah diberi apa itu tidak jelas juga.tidak ada pemecahan sampe kesitu, harusnya pemecahannya itu menyusul misalnya, oh sekolah ini gurunya kurang bagus, di beri upgrading atau di upgrade atau diadakan pertukaran guru. Kemudian oh misalnya materi disitu tidak tersedia ya disuplai atau misalnyaoh media pembelajaran disana tidak tersedia ya di berilah. Misalnya oo ini belum ada lab bahasa ya dikasih lah. Iya fasilitas yang diperlukan itu ya dipenuhi. Saya setuju dengan ujian nasional tapi harus ada kelanjutannya. Selama ini kan hanya sebatas untuk mengetahui kemampuan siswa itu seberapa sih, kemampuan siswa disekolah ini seberapa sih. Itu kan masih..., lalu setelah itu apa kalau memang pemerintah itu ingin menggunakannya untuk pemetaan lalu setelah dipetakan apa tindakan lanjutannya kok gak jelas? Gak bagus juga sih karena secara nasional pendidikan kita tidak terstandar akhirnya. Akhirnya kan semua orang jadi lulus. Lalu mungkin nilainya bagus-bagus. Padahal nilainya itu kan beda-beda untuk orang yang apa namanya ingin bekerja kan sering kali dilihat nilainya. Oh kalau nilainya banyak s9 nya itu dianggap pintar, diterima bekerja. Padahal mungkin saja 9 sembilan didaerah lain dengan7 didaerah sini sama. Disekolah saya mungkin 7 nilainya tapi di satu sekolah,


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disekolah lain nilai yang seperti itu jadi 9 atau bahkan 10. Itu kan jadi tidak adil, siswa saya kok Cuma mendapatkan nilai 7 padahal kemampuannya lebih baik jadi tidak adil, dan jadi tidak jelas. Terjadi ketidak adilan dalam pendidikan. Saya tidak setuju kalau nilai UN tidak menjadi penentu lulus tidak lulusanya siswa. Iya setuju, hanya saja soal ujian nasional itu perlu juga diperbaiki lagi. Kisi-kisinya perlu diperbaiki. Saya kira pangkal persoalannya itu pada kisi-kisinya. Seringkali kisi-kisinya itu tidak jelas, menyulitkan guru untuk membuat soal. Tapi pada sisi lain memang sebagian guru yang diundang untuk membuat soal itu tidak memiliki kemampuan yang cukup. Memang kadang-kadang guru itu berpengalaman, dia dikenal karena dia aktif di organisasi guru misalnya. Tetap kadang-kadang kemampuan akademisnya tidak baik. Jadi harusnya sebelum dipanggil itu ada tes dulu, semacam tes kalau untuk guru bahasa Indonesia ya ada tes musalnya UKBI yang skornya tinggi-tinggi itu diambil. Kalau untuk guru bahasa Inggris ya ada tes TOEIC atau tes TOEFL, begitu kan diambil sebagai dasar. Punya keyakinan bahwa guru ini layak secara akademis, kan demikian. Karena untuk membuat soal itu kan kita membuat standar akademis sebetulnya. Harus orang yang memiliki kemampuan akademis yang sangat baik yang diambil, tidak sembarang orang. Itu kan alasan orang-orang yang memiliki hubungan dengan anak-anak yang berkemampuan rendah. Jadi kebetulan saja mungkin orang itu memiliki organisasi yang punya hubungan dengan organisasi pendidikan tertentu, dimana siswanya kemampuannya rendah-rendah. Jadi untuk membuat ini seolah-olah tidak termarginalkan lalu dibuat seperti itu di apa namanya. Dibuat sedemikian rupa agar Ujian Nasional itu tidak dijadikan standar, begitukan misalnya. Itu kan karena sebetulnya ada sekolah-sekolah itu tidak mampu, bisa jadi karena intiknya sudah rendah dari sananya sehingga untuk menyamakan hasilnya dengan katakanlah sekolah negeri yang baik itu butuh waktu yang lebih lama itu mereka tidak mau. Tidak mau melakukan usaha yang lebih ya seperti itu akhirnya keputusannya jadi aneh-aneh. Ujian nasional itu harus ada, kalau nggak nanti di negara kita ini gak ada standarnya. Di satu negara itu standarnya harusnya sama. Yang repot kan pemerintah itu membikin standar ganda. Untuk Indonesia Timur itu ada standarnya sendiri, Indonesia tengah ada standarnya sendiri, Indonesia barat ada standarnya sendiri. Jadi soal ujian nasional dulu, entah kalau sekarang. Dulu dibuat jadi 3 tinggkatan. Ada kelas A, kelas B, kelas C. Yang kelas A itu yang soalya sulit yang B itu yang sedang yang C itu yang mudah. Yang namanya standar itu ya satu tidak macam-macam. Kalau yang macam-macam itu bukan standar, gak jadi standar lagi. Kalau ingin pendidikan di Idonesia ini bagus ya standarnya satulah. Nanti kalau yang misalnya teman-teman di Indonesia Timur kok tidak bisa menggarap atau menyelesaikan soal-soal yang bisa dikerjakan oleh orang-orang yang ada di Indonesia barat misalnya. Ya gimana cara pemerintah, itu kan tugas pemerintah. Gimana caranya meningkatkan kemampuan gurunya yang disana. Fasilitas sekolahnya, sikap siswanya, itu kan tugas pemerintah. Bukan dengan cara membuat standar yang berbeda itu tidak standar lagi. Itu tidak adil bagi wilayah-wilayah yang dianggap baik karena mereka sudah berusaha lebih baik sebelumnya. Cukup, cukup ya, tapi kalau efektif sekali enggak karena kelemahannya banyak. Paper-based itu membuat siswa memerlukan banyak waktu untuk menghitamkan jawaban. Dan itu kalau keluar garis sedikit sajakan jadi bias kan padahal jawabannya mungkin benar, oleh karena itu saya nilai cukup saja. Banyak


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membuang waktu dan juga memanjakan anak, karena apa kok pemerintah lama-lama memberikan waktu yang sangat banyak untuk siswa dengan soal yang sedikit. Misalnya untuk bahasa Inggris, soalnya hanya 50 soal tetapi waktunya diberi 120 menit itu terlalu berlebihan. Dibandingkan dengan soal TOEFL atau soal TOEIC yang harus kita jawab dalam waktu 15 detik untuk satu soalnya. 15 detik itu termasuk untuk menghitamkan bagian itu, dan scannernya baik sehingga ada lingkaran hitam itu tidak terlalu penuh mungkin bisa dideteksi. Tetapi itu juga kelemahannya itu disitu dalam menghitamkan jawabannya itu kalau ada kesalahan sedikit saja peserta jadi dirugikan. Kalau dengan computer based itu kan tidak akan terjadi, ketika dia ngeklik A, pasti komputernya memahaminya sebagai A, tidak akan yang lain. Tetapi kalau dengan paper based kita menghitamkan C, computer bisa memahami itu jawabannya kosong, bisa jadi, bisa jadi. Jadi itu merugikan. Oh iya, karena kan butuh pengawas banyak, kita butuh pensil, butuh kertas itu kan biaya semua itu. Pengawasnya kan apa namanya, dibayarnya kan per hari. Kalau apa namanya, computer based itu kan dia membayar pengawas, membayar proktor kan sedikit. Misalnya untuk satu sekolah seperti sekolah saya digunakan 2 lab. Maka hanya membutuhkan 2 orang pengawas cukup dengan kelas masing-masing 2 proktor, katakanlah 1 orang proktor satu orang teknisi. Satu orang proktor, satu orang teknisi dan satu orang pengawas, jadi ada 3 orang. Masing-masing butuh 3 orang di satu ruangan. Ada 2 ruangan dan itu cukup untuk satu sekolah. Nah kalau kita menggunakan paper besed disekolah saya ini, kami butuhkan 12 ruangan. 12 ruangan, di tiap-tiap ruangan dibutuhkan 2 orang pengawas. Jadi dalam satu hari dibutuhkan 24 orang pengawas, dan harus mengonori 24 orang. Dan yang lain-lain kan juga ada snack juga mereka, ada honor kemudian penyediaan pensil itu untuk siswa, kertas dan sebagainya. Penyediaan kertas untuk mencetak soal-soal itu kan kalau di hitung kan jadi besar. Ya computer based, ya untuk computer based kita tidak perlu apa namanya pengawalan polisi supaya soalnya tidak bocor. Soal itu kalau sudah datang kesekolah seminggu sebelumnya misalnya itu tidak akan bisa dibuka oleh sekolah, tidak akan bisa dibuka oleh murid sebelum diberi password oleh pusat. Padahal pusat itu memberi password pada pagi hari, menjelang pada saat mau diadakan test itu baru diberi password. Iya... tidak akan mungkin bocor. Kalau saya kebetulan Wakasapras, kebetulan juga saya kemarin menjadi teknisi jadi saya kenal banget. Jadi sebetulnya begini, pusat itu memberi jadwal kepada kita untuk mendownload soal dari pusat. Kita download sesuai dengan tanggal dan waktu yang ditetapkan oleh pusat. Kalau sudah berhasil maka soal itu akan tersimpan di server. Nah kalau belum berhasil ya kita harus tetap berhubungan terus dengan pusat sampe berhasil. Setelah itu pada hari H, hari ujian, kita akan diberi password dari pusat itu kita akan, ee dengan password itu kita bisa membuka soal dan membagikannya pada siswa. Siswa juga akan diberi token gitu. Masing-masing siswa itu punya token gitu, eeemm bukan token kita akan diberi token supanya siswa bisa membuka soal mereka. Siswa sendiri punya identitas, memasukan id nya, memasukkan password mereka. Kemudian itu tidak cukup, kalau belum diberi token, mereka belum bisa membuka soal. Jadi, nah token itu akan dibuka, akan diberikan oleh proktor. Proktornya akan mengumumkan, ini lho tokennya. Setelah anda memasukkan id, setelah anda memasukkan password yang anda miliki, anda masukkan token ini, baru nanti anda akan bisa masuk ke soal. Itu nanti pada masing-masing meja soal yang keluar itu sudah di acak. Jadi saya bila bertanya


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dengan siswa sebelah saya soal nomor 1 jawabannya apa. Barangkali saja soalnya sama tapi jawaban untuk dia itu bisa jadi berbeda. Jawaban untuk dia yang benar bisa jadi C, untuk saya A. Atau soalnya bisa sama sekali memang berbeda. Gimana mau curang ya, mereka jelas nggak bisa tanya. Kalau yang semacam itu dengan program bahasa Inggris itu kan ada TOEIC master, yaa miirip-miriplah. Tetapi ya tentu berbedalah dengan ujian masional, kalau ujian nasional kan memiliki sistem tersendiri, ada programnya tersendiri. Tapi sebelum dilakukan test itu siswanya mengerjakan try out nya dulu. Jadi harus dilakukan try out untuk membiasakan siswa untuk membiasaka dengan menu-menu yang ada di test itu. Saya rasa nggak akan masalah, dan itu sangat mudah, mereka hanya menggunakan mouse saja. Dan itu sudah cukup, tidak perlu menggunakan keyboard, kecuali untuk memasukkan id mereka, password, dan token sudah hanya itu. Dan mereka tidak akan bisa menggunakan komputer itu untuk keperluan yang lain karena program yang lain ditutup oleh soal itu, tidak bisa digunakan. Sebelum itu sudah, sudah ada tes computer based TOEFL, computer based TOEIC itu sudah, sudah biasa. Hanya saja kan berbeda kalau computer based TOEFL/TOEIC itu kan sederhana, sangat sederhana mudah dipakai. Kalau UN kan untuk menjamin keamanannya pemerintah menggunakan software tersendiri jadi kan dengan password-password yang banyak. Ya, sangat ideal. Tetapi itu tidak berarti bisa dilaksanakan secara nasional lho. Karena masih banyak wilayah Iindonesia yang belum terjangkau internet. Kalaupun terjangkau ya sebatas menggunakan kartu, apa namanya, kartu chip yang bisa kita gunakan untuk telpon itu kan tidak cukup. Karena utuk mendownload soal dan mengupload hasilnya itu kan kita memerlukan paling tidak, paling tidak internet, jaringan internet 1 MBps. Dan itu saya kita belum bisa dipenuhi oleh kartu. Belum ada kartu yang berkecepatan segitu. Kalau kendala itu pasti ada, sekolah seperti sekolah kami kan memiliki komputer yang, banyak komputer yang sudah tua. Komputer yang tua itu sering kali mengakibatkan kendala. Tetapi kan sudah ada pemecahan, pemerintah kan sudah menyiapkan jawabannya. Jadi kalau ada komputer yang mati dia bisa pindah ke komputer cadangan, mulai lagi dan tanpa dirugikan waktunya sama sekali. Karena begitu mereka buka kan, mereka masukkan password, memasukkan id dan memasukkan token yang baru yang diberikan oleh proktor itu mereka tetap memulai dari soal terakhir yang mereka kerjakan. Jadi sama sekali tidak akan rugi. Jadi mungkin tidak masalah. Lebih efektifnya computer based. Kalau waktu, waktu relatif ya. Waktu bagi siswa sih tidak masalah tetapi waktu untuk yang mengawasi kan waktunya lebih panjang karena biasanya siswa, apa namanya ujian kan dilaksanakan hanya 2 jam jam 8 sampai jam 10 selesai. Kalau untuk sekarang proktor dan teknisi itu berada di lab mengawasi dari pagi sampai selesai, jadi ada 3 shift, 3x2jam plus waktu jeda untuk masing-masingnya. Kan ada jadwalnya, ya seharianlah untuk teknisi sama proktorya, sementara untuk pengawas bisa shift dengan yang lain. Jadi untuk shift pertama, pengawasnya lain, shift kedua pengawasanya lain lagi. Sangat sesuai, sangat sesuai untuk wilayah Yogya sangat sesuai. Hanya saja banyak sekolah yang belum memiliki perangkat komputer yang cukup itu yang mengakibatkan mereka menjadi terhambat. Karena selama ini memang mereka tidak butuh itu. Kalau sekolah-sekolah seperti sekolah kami itu memang membutuhka itu karena kami kan SMK bisnis manajemen yang dimana di mata pelajaran kami ya itu ada pelajaran komputer. Jadi mau tidak mau kami punya


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lab komputer. Lalu untu SMK lain yang memiliki jurusan anu apa namanya, jurusan teknisi komputer atau apa jaringan komputer semacam itu kan mereka sudah punya lab. Mereka paling tidak sudah maju selangkah ketimbang sebagian besar SMU ya belum punya lab. Saya tidak tau itu, tapi untuk SMA memang SMA itu kan tidak dipersiapkan untuk kerja ya. Jadi mungkin alasan SMA-SMA tertentu menganggap itu tidak penting. Kalau SMK karena mereka menyiapkan siswanya untuk bekerja umumnya sudah memiliki fasilitas itu, karena kita menyiapkan orang untuk bekerja. Tetapi kalau STM ya barangkali tidak semuanya membutuhkan itu dan tidak semuanya memakai itu. Mereka tidak ada kok kesenjangan seperti itu. Karena itu sesuai dengan kebutuhan sekolha, kebutuhan siswanya, kebutuhan lulusannya. Seperti itu. Iya awalnya sebagai kebutuhan, tetapi akhir-akhir ini ya semua jadi butuh ya karena yang tidak memiliki fasilitas itu ya jadi harus punya untuk bisa menjalankan CBT. Kalau itu saya masih ragu, ya dan tidak sih itu. Kalau sekarang sih ya tidak masalah tetapi yang kami hadapi kemarin pengalaman kami itu mendownload soal saja kok sulit ya. Karena semua sekolah yang terdafatar yang akan menjalankan CBT itu kan mendownload soal. Walaupun sebenarnya sudah dibagi zona-zona nya, zonasinya. Tengah barat timur itu sudah ada. Nampaknya pemerintah pusat yang perlu menambah kemampuan jaringan internet komputer pusat. Sehingga suplay informasi mereka itu bisa disedot oleh banyak sekolahsecara bersamaan. Kalau mereka bandwitdh nya kecil walaupun disekolah bandwitdh nya besar yang bisa kita sedot itu kecil. Jadi ibarat kita nyedot air tapi selangnya kecil ya tetep lama walaupun kemampuan kita menyedot itu tinggi. Mesin kita besar tetapi selangnya yang kecil. Jadi pemerintah itu sebagai penyedia selang itu harus memperbesar selang-selangnya itu. Kalau disekolah kami walaupun komputernya tua itu masih bisa mendukung itu, karena programnya yang dipersyaratkan itu sedehana sebenarnya. Kita masih bisa menggunakan apa namanya, komputer sekelas pentium 4 itu masih bisa dipakai. Selain itu ya dari pusatnya tadi, sudah ditetapkan jadwal dari pusat ternyata kita download kita nggak bisa. Sekolah lain ada yang sudah berhasil. Itu penyebabnya antara lain karena kemampuan mereka menyuplai informasi itu masih kecil. Jadi mungkin bandwitdh mereka itu kecil, daya sebar informasi mereka itu masih kecul jadi mungkin mereka pikir sudah besar ya. Tetapi kalau berbagai sekolah di Indonesia secara bersamaan itu kan jadi crowded. Awalnya siswa khawatir, tapi setelah menggunakan itu, setelah dilakukan try out. Setelah semua menjadi jelas bagi mereka, mereka lebih suka. Karena sekali klik itu sudah pasti dan kita tidak mungkin salah menghitamkan, pasti itu yang sudah kita hitamkan pasti terbaca. Tidak ada keluhan dari siswa tetntang ujian nasional CBT. Sekolah sudah. Kalau sosialisasi sudah cukup, hanya saja ini kan sekolah kita ini kan berada dibawah pemerintah daerah. Peralatan kita kan banyak yang sudah tua-tua itu kan kewajiban pemerintah daerah itu untuk memperbaharui di ganti dengan yang baru. Wong kita aja di kota pendidikan. Di kota yang dikenal sebagai kota Pendidikan, apa namanya Provinsi yang di kenal sebagai ee sebagai kota Pendidikan di indonesia Yogya. Komputernya sudah tua-tua itu kan sangat memalukan harusnya pemerintah daerah malu tetapi pemerintah daerah kita tidak malu. Jadi mereka sudah bangga dengan keadaan ini aja, sebetulnya keadaan seperti ini bisa terjadi karena didukung oleh guru-guru yang hebat saja. Fasilitas kita sama sekali tidak hebat. Kerena gurunya sudah hebat jadi hasilnya hebat se Indonesia. Fasilitasnya si masih kalah dengan di daerah lain masih kalah. Kalau itu


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sih repot juga, kalau buat sekolah mereka harus mengadakan, melakukan pengadaan fasilitas itu dari mereka sendiri itu susah. Sekarang ini penarikan dana atau pengumpulan dana dari masyarakat melalui siswa itu sudah dibatasi. Jadi kita tidak bisa, sekali pemerintah bilang tidak boleh ya tidak boleh. Jadi sarannya bukan untuk sekolah, sarannya ke Pemerintah. Cukupin dong ini komputer disekolah itu biar mereka bisa melaksanakan CBT. Dikasih, kasih anggaran atau dikasih bantuan komputer gitu untuk sekolah-sekolah yang sudah memiliki komputer yang sudah tua-tua, ganti dong komputernya. Sekolah negara kok komputernya sudah tua-tua malu-maluin. Apa namanya monitornya masih pakai tabung, kelasnya masih pentium, kan memalukan itu. Di kota pelajar lagi kan kota yang dikenal sebagai kota pelajar se Indonesia. Kalau sampai sekarang iya untuk sekolah SMK/SMA masih, kita kan masih dibawah pemerintah daerah tingkat II. Mulai dari tahun 2017 nanti kita berpindah e pemerintah provinsi. Stengah pusat lah kalau itu. Kelebihan CBT, jawaban siswa sudah oasti terdeteksi sebagai jawaban. Kalau yang dulu kan bisa saja kan siswa sudah mengerjakan dilembar jawaban tetapi dianggap belum mengerjakan itu. Identitas siswa juga sudah pasti jadi kan pasti terbaca oleh komputer. Sudah dicek kan semuanya, semuanya sudah dimasukkan situ. Kalau menggunakan manual kan siswa harus menulis, melingkari dan menghitamkan sendiri dan itu besar kemungkinannya mereka melingkarinya diluar lingkaran yang mengakibatkan tidak terbaca. Atau mungkin didalam bagian tengah ada yang kosong dan tidak tebaca. Itu saja saya kira sudah. Kalau buat sekolah kami tidak ada sih. Kekurangannya barangkali itu aja lah download soalnya kadang-kadang agak susah. Download soal dengan sinkronisasinya jadi setelah download kita melakukan sinkronisasi nah itu juga agak sering repot karena oleh pusat, apa kita menyatakan bahwa kita sudah selesai, sudah siap lalu kita kirimkan ke pusat. Lalu oleh pusat tidak segera di klik. Sebenarnya mereka tinggal mengklik oh ini sudah, ini sudah, tapi kan kita belum bisa apa-apa. Jadi sebelum mereka mengklik yes ini sudah siap kita belum bisa belum bisa berbuat apa-apa. Jadi mungkin perlu personil mereka yang disana harus bekerja lebih cepat. Lambatnya ,ereka disana bisa jadi karena mereka lambat or personilnya terlalu sedikit, atau bisa jadi karena jaringan komputer pusat itu kurang cepat. Jadi untuk menerima informasi dari banyak sekolah itu mereka memerlukan bandwitdh yang sangat besar. Bagi guru nggak ada. Bagi sekolah lain mungkin ada, tapi bagi seolah kami sih tidak. Untuk anak-anak yang memiliki kendala penglihatan. Penglihatannya terlalu pendek itu kan agak susah harus dipandu. Kan ada yang matanya minus, min minusnya keterlaluan jadi sampe nempel kalau mau baca. Ya untuk pemerintah, untuk DEPDIKBUD itu ya memperbesar bandwitdhnya, mungkin harus menambah personil, bekerjanya lebih cepat lah gitu. Guru kalau semuanya sih enggak, kita nggak butuh terlalu banyak sih, kita kan sudah ada acara, kegiatan try out ya mungkin kasih motivasi aja. Menyampaikan bahwa sebetulnya menggunkan CBT itu lebih enak, lebih ada kepastian gitu, jawaban kita pasti terdeteksi dan tidak ada kerugian itu, saya kira itu penting dan tidak usah terlalu mengkhawatirkan listrik padam. Nah kendala yang mungkin terjadi itu mungkin kalau listrik mati kan kita harus menunda. Ya namanya buatan manusia kan apa saja mungkin terjadi. Tapi secara umum sih nggak ada.

VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED NATIONAL EXAMINATION

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