GRADUATE STUDENTS’ LIVED EXPERIENCE IN WRITING …

GRADUATE STUDENTS’ LIVED EXPERIENCEIN WRITING ACADEMIC PAPERS

A THESIS

Presented to the Graduate Program in English Language StudiesIn Partial Fulfillment of the Requirements

for the Degree ofMagister Humaniora (M.Hum.)

in English Language Studies

byArdiyarso Kurniawan

146332011

The Graduate Program in English Language StudiesSanata Dharma University

Yogyakarta2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

GRADUATE STUDENTS’ LIVED EXPERIENCEIN WRITING ACADEMIC PAPERS

A THESIS

Presented to the Graduate Program in English Language StudiesIn Partial Fulfillment of the Requirements

for the Degree ofMagister Humaniora (M.Hum.)

in English Language Studies

byArdiyarso Kurniawan

146332011

The Graduate Program in English Language StudiesSanata Dharma University

Yogyakarta2016


GRADUATE STUDENTS' LI\TED EXPE,RIENCEIN WRITING ACADEMIC PAPERS

fudiyarso KurniawanStudent Number: 146332011

,L{

by

Df. f. EismofoThesis Advisor Yoryakarta, 30 August 2016


Chairperson

Secretary

Memfiers

A THESIS

GRADUATB STUDENTS' LIVED EXPERIENCEIN WRITING ACADEMIC PAPERS

Presented by

Ardiyarso KurniawanA6332otl

Defended before the Thesis Committeeand declared acceptable.

.fHESIS COMMITTEE

: F.X. Mukarto, Ph.D.

: Dr. J. Bismoko

: L. Dr. E. Sunarto. M.Hum.

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

Yogyakarta, 15 Agustus 2016

Graduate Program DirectorDharma University

ltt

tinus Supratiknya


STATBMENT OF ORIGINALITY

This is to certify that allthe ideas, phrases, and sentences, unless otherwisestated, are mine. I understand the ful1 consequences including degree cancellationif I took somebody else's, phrases, or sentences without proper reference.

Yogyakarta, 3 Agustus 2016

Kurniawan

1V


LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN

AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata dharma:

Nama :

NIM :

Ardiyarso Kurniawan

t4633207t

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma, karya ilmiah saya yang berjudul:

GRADUATE STUDENTS' LIVED EXPERIENCE IN WRITINGACADEMIC PAPERS

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

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikannya di Intemet atau media lain untuk kepentingan akademis

tanpa perlu meminta ijin maupun memberikan royalti kepada saya selama tetap

mencantumkan saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 30 Agustus 2016

Yang

Ardi


vi

ACKNOWLEDGEMENTS

Thanks are due to those who were helpful in finishing this thesis. The most

gracious, my Lord for His amazing grace to me.

First of all, I would like to thank my Supervisor, Dr. J. Bismoko, for his

much-appreciated assistance and encouragement during my study and the writing

of this thesis. Second, I am also grateful to all Thesis Reviewers and Examiners,

F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A., Dr. E. Sunarto, M.Hum., and

other Master Program lecturers at Sanata Dharma University for the guidance

throughout my study in ELS Sanata Dharma University.

My sincere thanks also go to my parents and my beloved one for giving

supports, being patience and praying for my success. May God’s love always be

with you.

A particular thank to all of my research participants for their willingness

and very much appreciated help without which this thesis would never be

completed. Last but not least, I thank my friends in ELS ‘2014 for the friendship,

supports and all the moment we shared together.


vii

TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... iAPPROVAL PAGE ................................................................................................ iiDEFENSE APPROVAL PAGE ............................................................................ iiiSTATEMENT OF ORIGINALITY....................................................................... ivLEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................................vACKNOWLEDGEMENTS................................................................................... viTABLE OF CONTENTS...................................................................................... viiLIST OF TABLES AND FIGURES........................................................................xLIST OF ABBREVIATION .................................................................................. xiLIST OF APPENDICES....................................................................................... xiiABSTRACT......................................................................................................... xiiiABSTRAK ...............................................................................................................xv

CHAPTER I INTRODUCTION ..........................................................................1A. Background.......................................................................................................1B. Problem Identification ......................................................................................3C. Problem Limitations .........................................................................................5D. Research Question ............................................................................................6E. Research Goal and Objective ...........................................................................6F. Research Benefits .............................................................................................7

CHAPTER II LITERATURE REVIEW .............................................................9A. Theoretical Review...........................................................................................9

1. Students’ Lived Experience ..........................................................................9a. Lived Experience......................................................................................9

1) Understanding ...................................................................................132) Belief .................................................................................................143) Feeling...............................................................................................154) Intention ............................................................................................155) Action ................................................................................................16

b. Students ..................................................................................................162. Academic Writing.......................................................................................17

a. Academic................................................................................................17b. Writing ...................................................................................................18

1) Purpose ..............................................................................................192) Structures, Organization and Styles ..................................................193) Accuracy in Writing ..........................................................................21

3. Academic Writing in EFL context .............................................................23B. Related Research Reports...............................................................................27


viii

C. Characteristics of Source of Texts..................................................................29D. Framework of Pre-Understanding ..................................................................30

CHAPTER III RESEARCH METHODOLOGY .............................................36A. Research Goal and Method ............................................................................36B. Research Design .............................................................................................38

1. Specified Goal ............................................................................................382. Context........................................................................................................393. Procedures ..................................................................................................394. Components ................................................................................................42

C. Instrument.......................................................................................................43D. Text Gathering................................................................................................44E. Text Processing ..............................................................................................45F. Trustworthiness ..............................................................................................47

CHAPTER IV DESCRIPTION AND INTEPRETATION..............................49A. Description of the Participants’ Lived Experiences .......................................49

1. Asti’s Story .................................................................................................492. Cahyo’s Story .............................................................................................533. Jaya’s Story ................................................................................................56

B. Interpretation of the Participants’ Lived Experiences ....................................601. Pre-Figured Themes ...................................................................................61

a. Language Competence ...........................................................................61b. Critical Thinking....................................................................................64c. Writing Expectation ...............................................................................67

2. Emergent Themes.......................................................................................70a. Motivation ..............................................................................................70b. Struggle ..................................................................................................72c. Satisfaction .............................................................................................74d. Learner Autonomy .................................................................................77

CHAPTER V CONCLUSION, IMPLICATIONS ANDRECOMMENDATIONS.....................................................................................80A. Conclusion......................................................................................................80B. Implications ....................................................................................................83C. Recommendations ..........................................................................................84

BIBLIOGRAPHY ................................................................................................85APPENDICES ......................................................................................................91APPENDIX 1.........................................................................................................91APPENDIX 2.........................................................................................................92APPENDIX 3.........................................................................................................93


ix

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


x

LIST OF TABLES AND FIGURES

TABLESTABLE 3.1. RESEARCH PARTICIPANTS ……………………………………42

FIGURESFIGURE 2.1. LEVEL IN PRODUCT OF WRITING…………………………...24FIGURE 2.2. STAGES IN PROCESS OF WRITING…………………………..25FIGURE 2.3. FRAMEWORK OF PRE-UNDERSTANDING OF GRADUATE

STUDENTS’ LIVED EXPERIENCE IN WRITING ACADEMICPAPERS…………………………………………………………...33

FIGURE 3.1. RESEARCH DESIGN…………………………………………….38FIGURE 3.2. PROCEDURE……….…………………………………………….40FIGURE 3.3. TEXT PROCESSING……………………………………………..46


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LIST OF ABBREVIATION

AUD : AudienceAI : AstiCO : CahyoDIKTI : Direktorat Jendral Pendidikan TinggiDRA : DraftingEAP : English for Academic PurposesEDI : EditingEFL : English as a Foreign LanguageELS : English Language StudiesESL : English as a Second LanguageFDB : FeedbackJA : JayaL2 : Second LanguagePLN : PlanningPUR : PurposeREV : RevisingSBJ : SubjectSO : Style and Organization


xii

LIST OF APPENDICES

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


xiii

ABSTRACTArdiyarso Kurniawan. 2016. Graduate students’ lived experience in writingacademic papers. Yogyakarta: Sanata Dharma University.

The transition from undergraduate to graduate studies is still believed to bemore challenging compared to the transition that the students experienced whenmoving from high school to university level. It requires students to have morereading and more writing. Thus, having a higher level of ideas, discussions, andquestions are challenges that the students faced. Writing academic papers is oneof the important aspects at the university level, especially for graduate students.Each semester, they have to deal with writing journals, articles, mini research,etc., which are categorized as academic papers. It imposes students to be able towrite in English contextually. Students may face difficulties and challenges inwriting academic papers, in the context of English as a foreign language, due totheir language competency level. This study describes and interprets the livedexperience in writing academic papers of the graduate students of EnglishLanguage Study at Sanata Dharma University, Yogyakarta. It investigates howthey give meaning to academic writing.

This study discovers the essential meaning of lived experience in writingacademic papers of three graduate students of English Language Studies of SanataDharma University in writing academic papers. Referring back to their experiencein writing academic papers unveils the participants’ understanding, belief, feeling,action, and intention. In order to reveal the lived experience, the researchercollected texts from the participants who have experienced writing academicpapers. This study employed in-depth interviews to obtain the texts. Thus, betterunderstanding and interpretation of the lived experience could be found.

The three illuminating participants are from different majors, namely;education, linguistics and literature. A recorded data from in-depth interviewswith three participants were analyzed qualitatively using a phenomenologicalmethod of analysis. The data were analyzed by transcribing, listing andpreliminary grouping, reduction and elimination, thematizing the invariantconstituent, final identification of the invariant constituent, constructs anindividual textural description, construct an individual structural description, andincorporating textual and structural description. Interpretation was the followingprocess.

The finding of this study is the description and interpretation of threeparticipants’ lived experience in writing academic papers. There are two meaningsbased on the interpretation of the participants’ lived experiences, namely pre-figured themes and emergent themes. Pre-figured themes were determined basedon the logical theories. On the other hand, emergent themes were found during theresearch process. In the pre-figured themes, there are three main types of assignedmeaning: language competence, critical thinking and writing expectation. Thereare four emergent meanings assigned in this study: motivation, struggle,satisfaction, and learner autonomy.

It is argued that the findings provide implications of academic writing forthe research participants (students in particular), graduate students (in general),and also for lecturer. As the participants, they got involved in this research, sothey could share their experiences. By experiencing process and product of


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writing, they would have a self-actualization which enables them to gain betteracademic writing skills. It can further be used by the lecturers, in EFL context incontributing insights into the aspect of writing that students need support. Inaddition, the findings would be beneficial for the institution in sharpening theguidelines on academic writing.

Keywords: Lived Experience, Academic Writing, EFL context


xv

ABSTRAKArdiyarso Kurniawan. 2016. Graduate students’ lived experience in writingacademic papers. Yogyakarta: Sanata Dharma University.

Masa transisi dari Strata 1 (S1) menuju Strata 2 (S2) masih diyakinimenjadi masa yang lebih menantang dan mengejutkan dibandingkan dengan masatransisi yang siswa alami ketika dari Sekolah Menengah Atas (SMA) menuju kearas Universitas. Siswa dituntut untuk lebih banyak membaca dan menulis,terutama dalam hal akademis. Lebih dari itu, tingginya tingkatan ide, diskusi, danpertanyaan merupakan hal-hal menantang yang dialami oleh para siswa. Menulismakalah akademis merupakan salah satu aspek penting ditingkat universitas,terutama bagi mahasiswa pascasarjana. Di tiap semester, mereka dituntut menulisjurmal, artikel, penelitian, dan lain sebagainya, yang mana merupakan bagian darimakalah akademis. Mahasiswa mungkin merasa sulit untuk menulis makalahakademis dalam konteks Bahasa Inggris sebagai Bahasa Asing yang dikarenakanoleh tingkat penguasaan bahasa mereka. Hal inilah yang memaksa mahasiswauntuk dapat menulis dalam Bahasa Inggris secara kontekstual. Penelitian inimendeskripsikan pengalaman mahasiswa pascasarjana Fakultas Bahasa Inggrisdalam penulisan makalah akademis di Universitas Sanata Dharma, Yogyakarta.Penelitian ini meneliti tentang bagaimana mahasiswa memaknai penulisanmakalah akademis.

Penelitian ini mencari makna dari pengalaman langsung yang dihadapioleh tiga orang mahasiswa pascasarjana Fakultas Bahasa Inggris di UniversitasSanata Dharma dalam menulis makalah akademis. Bersumber dari pengalamanmereka, pemahaman, keyakinan, perasaan, tindakan dan tujuan siswa dalammenulis makalah akademis dapat terungkap. Guna mengungkap pengalamanhidup mereka, peneliti mengumpulkan teks-teks dari partisipan yang notabenetelah memiliki pengalaman dalam menulis makalah akademis. Penelitian inimenggunakan in-depth interview guna mengumpulkan teks-teks yang dimaksud.Dengan demikian, pemahaman dan intepretasi dari pengalaman hidup dapatditemukan.

Ketiga orang partisipan dalam penelitian ini berasal dari program studiyang berbeda, yakni; pendidikan, linguistik, dan sastra. Rekam data dari hasilwawancara dengan ketiga partisipan tersebut kemudian dianalisa secara kualitatifdengan menggunakan metode analisis phenomenology. Pengolahan datadilakukan dengan membuat transkrip, menyalin dan pengelompokan awal, reduksidan eliminasi, tematisasi komponen invarian, identifikasi akhir komponeninvarian, menyusun deskripsi tekstual perorangan, menyusun deskripsi strukturalperorangan, dan menggabungkan deskripsi tekstual serta struktural. Prosesselanjutnya yakni interpretasi.

Hasil dari penelitian ini merupakan deskripsi dan interpretasi daripengalaman langsung ketiga partisipan dalam menulis makalah akademis.Berdasarkan interpretasi dari pengalaman ketiga partisipan tersebut ditemukandua tema, yakni tema yang diduga dan tema yang muncul. Tema yang didugaditentukan berdasarkan kebenaran secara logis, yaitu: kompetensi bahasa,pemikiran kritis, dan ekspektasi penulisan. Sementara, tema yang muncul


xvi

merupakan tema bentukan berdasarkan data yang ditemukan selama prosespenelitian berlangsung yang mana dibagi menjadi empat, yakni: sikap, motivasi,kemandirian pembelajaran, dan pengelolaan penulisan.

Dapat dikatakan bahwa hasil dari penelitian ini memberikan implikasitentang penulisan makalah akademis bagi partisipan (siswa khususnya),mahasiswa pascasarjana (secara umum), dan juga bagi tenaga pendidik ataudosen. Sebagai partisipan yang mana telah terlibat didalam penelitian ini, makamereka dapat berbagi pengalaman-pengalaman mereka. Dengan merasakanlangsung proses juga hasil dari menulis, mereka akan memperoleh keterampilanmenulis yang lebih baik. Penelitian ini kemudian secara lebih lanjut juga dapatdigunakan oleh tenaga pendidik khususnya didalam perkuliahan dengan konteksBahasa Inggris sebagai Bahasa Asing, sebagai bentuk kontribusi wawasan dalamaspek menulis bahwa siswa memerlukan dukungan. Selain itu, temuan daripenelitian ini bukan hanya bermanfaat bagi tenaga pendidik atau dosen saja,namun juga bermanfaat untuk mempertajam pedoman dalam penulisan akademis.

Kata kunci: Pengalaman hidup, penulisan akademis, EFL konteks


1

CHAPTER I

INTRODUCTION

This study intends to investigate graduate students’ lived experience in

writing academic paper at the graduate program. It attempts to reveal the meaning

of writing academic paper in EFL context. Therefore, this chapter presents the

relevance and feasibility of the project which covers background of the study,

problem identification, problem limitation, the research question, and the research

goals and benefits as well.

A. Background

Language learning has two important elements in determining how and

how well the learners learn language. Those elements are styles and strategies. In

brief, learning styles refer to patterns which give directions to learning behavior.

On the other side, learning strategies refer to specific actions to overcome a

difficult language task. It is used by learners to enhance their own learning.

Griffiths and Parr (2001) noted that a number of methods and approaches have

been developed to the teaching and learning of language. However, a given

strategy or styles are neither good nor bad. It means that it is essentially neutral as

long as the context of its use is considered. In other words, no single strategies

and styles fit all students.

Researchers have found numbers of variables such as age, gender,

individual difference, motivation, cultural background, etc., which affect the use

of language learning styles and strategies. However, current literature points out


2

that learners’ individual and collective styles and strategies preferences are

strongly advised instructors engaging in language classroom (Bull & Ma, 2001;

Fan, 2003; Oxford, 2003b; Yamamorio et al., 2003).

In relation with this study, English language has been used as medium of

communication in academia, both written and spoken. Allen (in Swales, 1998),

also regards language as an important communication aspect of study subjects. In

a university level, writing an academic paper is one of the partial requirements.

Assignment, journals, articles, mini research project, and even thesis are the

examples of the partial requirements which play important roles, as supported by

Zhu (2004). Furthermore, writing academic paper helps students in expressing and

communicating ideas and arguments.

In EFL (English as a Foreign Language) context, graduate students are

expected to be able to write good EFL academic papers. In contrast, several

studies reveal that EFL graduate students still face difficulties in writing their

academic papers such as, grammar, organizing ideas, paraphrasing, and rhetoric.

Thus, a major challenge for EFL students of graduate school in Indonesia is

academic writing. As a graduate student, I realize the pressure to write, publish

and even present the papers in particular seminar or journals.

Several studies indicate that student writing poses specific challenges for

English Foreign Language (ESL) and English Foreign Language (EFL) teaching

and learning contexts across the globe; in this context, in higher education

institutions (Lillis and Scott 2007; Ivanic and Lea 2006; Lea 2004; Munro 2003).

Lea and Street (1998:157) report that literacy standards in higher education

institutions are very low. As a result, students cannot write properly. It could not


3

be denied that lecturers often complain about the ability of their students in

writing. Munro (2003:327) confirms this view and argues that dealing effectively

with the difficulties of the students’ literacy and poor academic writing skills, is a

challenge that universities have to contend with.

There are several research related to academic writing in EFL context

(Hung & Young, 2015; Chokwe, 2011; Hasan & Akhand, 2010). Mostly, they

investigate problem in writing academic paper in EFL context. Thus, factors and

problems are the common topic in academic writing. In addition, most of the

participants in those studies are non-English undergraduate students.

This study focuses on how the graduate students’ lived experiences in

writing academic papers. The researcher tries to discover their lived experiences

that relate to writing academic papers.

B. Problem Identification

Studies on academic writing in university level may include various issues

of investigations. The wide range of issues could become topics with different

perspective of studies such as writing as a product, process and so on. In writing

academic papers, the students’ experience may vary one another. The experience

itself covers understanding, intention, feelings, belief, and action of the students

(Bradley, 2005). Hence, students experience in writing academic papers reveals

those five fields.

As EFL students, they may have experienced some difficulties in writing

academic papers. Mostly, grammar and vocabulary, implementation of writing

skills, and integrating knowledge are the barriers faced by EFL students in writing


4

academic papers. Another factors that associated with writing problems in foreign

language are different cultural background (Imtiaz, 2003), textual patterns,

process and product of writing and personal characteristics of the students

(Angelova, 1999).

In similar, university students in Indonesia have difficulties in expressing

their ideas in their academic writing. Sadik (2009) conducted a study on academic

writing of Indonesian university students. Her study indicates that those students

have problems with limited knowledge of writing strategies, grammatical

structure, and low interest in writing. Another study from Mistar et al. (2014)

shows that the students are lack of knowledge in writing. It can be inferred that

the lack of knowledge in writing are associated limited knowledge of writing, and

not given enough time to practice writing.

The Directorate of Higher Education (also known as DIKTI) makes a

comparison to other Asian countries, such as Thailand, Japan, and China. The

results shows that a relatively low number of Indonesian students publishing in

international journals.

In this study, investigating the lived experiences of writers, both through

process of writing and the texts they produced are the focus in this study.

Furthermore, understanding on the meaningful experiences of academic writing in

English Foreign Language context is challenging. To achieve with the goals of

this study, it uses different methodology compare to the other studies. This study

will stand on the phenomenology in which interpretive is used to answer the

research question through the narratives of the research participants on academic

writing.


5

C. Problem Limitations

A number of studies attempt several approaches in academic writing at

university level. Those studies tend to consider aspects of students’ need in

writing. One of the considerations is by facilitating the students with technology

supports while writing academic papers. Therefore, this study focuses on how the

students give meaning on writing academic papers.

This study was conducted in English Language Study of Sanata Dharma

University. The participants of this study were three graduate students in English

Language Study who have written academic papers. In addition those students

could give rich descriptions of their lived experience in writing academic papers.

The aim of this study was to tell a shared experience of writing academic papers

in EFL context. Meaning that, it mainly discussed the graduate students’ lived-

experience in writing academic papers in ESL context.

Furthermore, this study elaborated several aspects related to the

participants’ experiences in writing academic papers. First, it covered how the

participants experience academic writing. Second, how the participants gave

meaning of academic writing. Next, the participants felt of the academic writing.

In order to describe and interpret the meaning of lived-experience in the attempt

to determine the essential meaning of writing academic papers, this study

employed hermeneutic phenomenology proposed by Van Manen (1990). After all,

the way they experience difficulties, failures and success also covered in this

study.

The findings and results of this study might be different from the similar

studies conducted in different place. In other words, similar research topics


6

conducted in different context situation will have different result of suggestion

and implication.

D. Research Question

Academic writing may involve the process and product of writing. In order

to get a meaningful description of the phenomenon of student’ lived experience in

writing academic papers, this study particularly aims at finding the answer of the

following question: What is the meaning of writing academic paper to ELS

students?

Therefore, this generated question is expected to obtain the meaningful

description and interpretation of graduate students’ lived-experience in writing

academic papers. Moreover, it leads into the structure in constructing the

interpretation of the participants’ lived-experience for obtaining a meaningful text.

E. Research Goal and Objective

The immediate goal of this study was attempted to describe and interpret

the graduate students’ lived-experience in writing academic papers in EFL

context. Therefore, the description and interpretation of graduate students’ lived

experience in academic writing was the result of this study. Having the

description and interpretation, essential meaning of writing academic papers could

be revealed.

This study also proposes the intermediate goal, both for the participants

and the audience. The participants could become more reflective and assign

meaning from their experiences in writing academic paper. On the other hand, the


7

audience was expected to have more empathic understanding, being able to

perceive others’ internal frame of reference and to sense the hurt or the pleasure of

other people as he or she senses it (Brodley, 1996). Thus, not only for the

participants but improving audience’s emphatic understanding towards students’

understanding, belief, feeling, action and intention in writing academic paper was

also the expectation of this research.

As the ultimate goal of this research, it was expected to help the researcher

and the audience to be more self-actualized. Having more emphatic understanding

enables the audience for having a better equity in life which leads to autonomy

and empowerement. As a result, empowerement will lead to self-actualization.

F. Research Benefits

This research is expected to provide significant contributions for

educational area, to be specific, focusing in writing academic paper. The findings

of this study, description and interpretation, will give information about the

meaning of giving experiences in writing academic paper to graduate students in a

form of text.

This study benefits the researcher to build an empathic understanding of

writing academic papers as experienced by the participants. As expected in this

study that being empowered and self-actualized can improve the researcher’s

academic writing skill as a graduate student.

The participants get involved in this research and reflect in writing

academic papers. It means that they can share their experiences and have a self-

actualization which is very beneficial in forming a habit in doing reflection.


8

During the process of this research, the participants reflect their lived experience

in writing academic papers from the beginning until the end, especially what they

intend to do. It enables them in reflecting on what they have done in writing

academic papers. Moreover, they can improve their performance in writing

academic paper based on their reflection in writing academic papers by

sharpening their goals which leads into self-actualization.

This study gives the interpretation in writing academic papers which

supports the policy makers of English language teaching in Indonesia. It

contributes in proposing insight to teachers, lecturers and tutors in into the aspects

of writing in which students require support. Furthermore, results may be used to

harness or sharpen the practices of both EFL practitioners and other stakeholders

with some guidelines on teaching academic writing. Meaning that, not only the

lecturers but the results also give beneficial for the policy makers in the

institution.


9

CHAPTER II

LITERATURE REVIEW

In this chapter, there are two sections will be discussed, theoretical review

to clarify the concepts used in this study and framework of pre understanding to

help constructing the framework of thinking. In the following sections, a number

of related literature and previous studies on similar topics will be discussed.

A. Theoretical Review

Theoretical review is divided into four parts. Firstly, as the major parts,

Students’ lived experience discusses the concept of lived experience. Secondly,

academic writing discusses the concept in writing academic papers. The third is

EFL context. It discusses the concept in English as a Foreign Language. The last

part is academic writing in EFL context. This part discusses academic writing in

EFL context in detail.

1. Students’ Lived Experience

In this section there are two topics which become the construct of this

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

a. Lived Experience

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

meaning. In this context, it leads the students to think back about something they

have done (in the past), and try to find the essence from that experience. The most

important point of lived experience, as stated by Dithley (1980), is self-awareness

of life.


10

According to Husserl (1963), phenomenology studies the structure of eight

types of experience. Those structures are perception, thought, memory,

imagination, emotion, desire, and volition to bodily awareness including action,

and social activity, embodied linguistic activity. The structure of these forms of

experience involves intentionality.

Intentionality is a founding aspect of phenomenology. It is also an

important structure of human experience and the mind as the central focus. As

identified by Koch (1995) Husserl views the intentionality as key in

understanding of this phenomenology. He adds that Husserl saw intentionality as

a process where the mind is directed toward objects of study. The experience of

each person is set in a place which expands back and forth, up and down and

extends to past memories and expects or anticipates the future. McIntyre & Smith

(1989) explains that intentionality is a characteristic feature of our mental states

and experiences, especially evident in what we commonly call being conscious or

aware.

Awareness refers to an ability to identify, clarify, and self-examine certain

situations. They add that a person is also conscious of physical objects and events

which include his or her own self and other persons, and anything else that she or

he brings before his or her mind. Consciousness is not separate from the world

(Heidegger, 1962) but is a formation of historically lived experience. He believed

that understanding is a basic form of human existence in that understanding is not

a way we know the world, but rather the way we are (Polkinghorne, 1983).

Husserl (1963) gives a further explanation on indication of a conscious

experience. According to his experience, as the example, seeing and touching of


11

the white paper in the dim light. It lies in front of him, appearing to him from a

particular angle. The individual’s awareness yields a self-identity. Furthermore,

intentionality which embodied consciousness or awareness of someone shapes

and causes his or her understanding, belief, feeling, action, and intention towards

things in the world (McIntyre & Smith, 1989).

In addition, Ricoeur (1970) argues that in hermeneutics the critique of

ideology should be incorporated into understanding. Ricoeur was particularly

concerned with interpretation, primarily with interpreting text. He argues that

human action should be understood as text which could provide better

understanding and interpretation. Searching for hidden meanings through the

interpretation is the demand in hermeneutics (Ricoeur, 1980). Thus, he believes

that people always occupy an ideological position even if they are unaware of it.

As supported by Landridge (2008), interpretation could be assumed as opening

new possibilities. However, Ricoeur (1970) reminds that it can be seen from the

position of the researcher and influenced by ideologies.

Investigating the process of person’s awareness related to a particular

phenomenon means to investigate event and incidents which part of the person’s

historicity. For Husserl (1963), this subject of the historicity of life, should be

placed in parentheses, in order to address primarily the essence of the life of

consciousness. Wachterhauser (1986) argues that language and history are

conditions and limitation of understanding. As he writes:

“Hermeneutical theories of understanding argue that all humanunderstanding is never 'without words' and never 'outside of time'. On thecontrary, what is distinctive about human understanding is that it is always interms of some evolving linguistic framework that has been worked out over


12

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

It can be inferred that Wachterhauser‘s statement emphasizes on the

historicity. In line with the previous idea, Gadamer (1996) views an awareness of

historically informed prejudices as a basic condition of understanding:

"A person who believes he is free of prejudices, relying on the objectivityof his procedures and denying that he himself is conditioned by historicalcircumstances, experiences the power of the prejudices that unconsciouslydominate him … A person who does not admit that he is dominated byprejudices will fail to see what manifests itself by their light" (p.360).

Smith (2013) states that phenomenology studies different forms of

experience “just as we experience them”, from the perspective of the subject

living through or performing them. Lived experience is simply experience-as-we-

live-through-it in our actions, relations and situations. Thus, experiences can be

characterized by seeing, hearing, imagining, thinking, feeling (i.e., emotion),

wishing, desiring, willing, and also acting, are ways to experience something.

Therefore, knowledge manifests itself in practical actions. It enables people to

discover what and how in the things of our world (Mannen, 2007).

Hence, it will feature the ways in which people would experience that

form of conscious activity. Moreover the leading property of types of experience

is their intentionality. How people see or conceptualize or understand the object

they are dealing with defines the meaning of that object in their current experience

(Smith, 2013). In other words, phenomenology features a study of meaning that

includes more than what is expressed in language.


13

To uncover graduate students’ lived experiences related with academic

writing a reflective interpretation of the text is needed (Moustakas, 1994). It is not

merely about students’ understanding and beliefs about academic writing but also

students’ feelings, intention and actions. Feelings refer to the students

expressions. Intention is related with the thinking result and action is taken with

intention (Patton, 2002; Willis, 2001; and Wilson, 2007).

Hence, in this study, lived experience is viewed as a phenomenon which is

reflected in the past experience. In other words, lived experience refers on how

people response a particular phenomenon. It includes understanding, belief,

feeling, intention and action.

1) Understanding

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

in individual version. In relation with this study, students’ understanding on

writing academic papers means what students know about writing academic

papers. The word “know” in here refers to all information that the students have

about writing academic papers. In addition, as stated by Alvesson and Skoldberg

(2000), understanding refers to comprehending the past experience in individual

empathically.

In line with those two previous ideas, Munhal (2008) states that

understanding is knowing what something is about or something is like.

Therefore, in this study, students’ understanding of writing academic papers refers

to what students know of writing academic papers is about or like. In other word,

students’ understanding of writing academic papers is interpreted through what


14

students know and have related with writing academic papers. It includes all the

information that the students have had about writing academic papers. In addition,

Cronbach (1963) argues that understanding influences belief which will be

discussed in the following section.

2) Belief

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

difficult to change. In relation with writing academic papers, I interpret the

students’ belief as students’ attitude on writing academic papers. Their attitudes

may affect their feeling. According to Lonergan (1958), there are five stages of

the process of true belief. Firs stage is preliminary judgments. It includes

judgments on the value of belief in general, on the reliability of the source for this

belief, and also on the accuracy of the communication from the source. Second

stage is a reflective act of understanding the value of deciding to believe some

particular proposition. Third stage is the consequent judgment of value. Next is

consequent decision of the will. The last is the assent that is the act of believing.

In contrast with understanding that can change easily time to time, beliefs

are relatively static and difficult to change (Tumijo, 2008). According to

Nutriatmo (2009), beliefs are an instrument in defining task which concerns with

values and feeling. In other word, belief plays important role in defining behavior

and organizing information. In this study, beliefs refer to the belief toward writing

academic papers. Students’ beliefs in writing academic papers can be identified

through their judgments of writing academic papers which influenced by their

understanding.


15

3) Feeling

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

object. Pyle (2010) adds that feelings are related to the instincts and habits. He

explains that situations in life bring very complex feelings which also known as

emotions. In addition, Pettinelli (2010) supports that feelings are closely related

with emotions. In this study the object is writing academic papers. In other

words, students’ feeling on writing academic papers is their expression towards

writing academic paper.

Lived experience is about how people experience a particular phenomenon

(Patton, 2002). In other word, it focuses on the feeling related to the experience

they have. Therefore, students’ feelings toward writing academic papers are

identified from what the students feel in writing academic papers. Thus, feeling

could not be separated from lived experience.

4) Intention

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

intention which simply defined by Warshaw and Davis (1985). They propose that

intention refers to what people intend to achieve. Relating the theory proposed by

Warshaw and Davis in this study, students’ intention toward writing academic

papers is what the students intend to achieve in writing academic papers. As

supported by Willis (2001), intention is what people expect about something and

related with the result of thinking.

In line with the definition, the students in this context may have different

expectation on writing academic papers. Thus, it can be identified from personal


16

target that the students want to meet. In other word, students’ intentions in this

context refer to the students’ plans to do in order to achieve their target. Wilson

(2007) adds that intention has a strong relationship with action which will be

discussed in the next section.

5) Action

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

touching, tasting, and smelling which requires body movements (Lonergan,

1958). In line with Lonergan, Mannen (1990) attempts to say that lived

experience included in the hermeneutic phenomenology focuses on how people

behave or act toward the reflection.

Furthermore, Davidson in Wilson (2007) proposes the basic definition of

action. Action is something a person does. In other words, we can say that action

is what someone can do with intention. Thus, students’ action related with writing

academic papers through actions that they do in achieving the goal. It means that

every single person has their own actions towards their experience.

b. Students

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

encourage academic writers to use the technical vocabulary prevalent in literary

studies today. Cornell University (2012) tries to define the characteristic of

graduate students. According to them, a graduate student should have a lot of self-

motivation. It drives him or her curiosity to understand how nature works. He or

she should have a good critical mind. Therefore, personal responsibility for


17

learning is another important point that a good graduate student should have. This

phenomenon shows the needs of a deep understanding of meaning in writing

academic paper. In order to discover meanings students’ understandings, beliefs,

feelings, intentions, and actions are needed as guidance (Pintrich 1990; Dufrene

1997; Willis 2000; Patton 2002; Wilson 2007). This guidance will explore the

students’ experience in writing academic papers.

2. Academic Writing

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

academic discourse and writing. Those constructs are defined and explained

according to the literature.

a. Academic

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

types used in the academia. In contrast, investigation on the meaning of academic

has not been very much conducted. Therefore, there are several definitions

proposed in this section. Longman Dictionary of Contemporary English (1987)

defines academic as concerning education, especially in a college or university. It

may refer to a certain community of teachers, lecturers, students, researchers at

colleges and university level. Flowerdew (2005) proposes a clearer definition for

the term academic. He views academic as a unified register in applied linguistic

literature, to be specific in language teaching and learning, where courses for

English for Academic Purposes (EAP) have become established as a standard

response to fulfilling the English communication needs of tertiary-level students

in the academy. In other words, academic discourse tends to be used within a

limited range of community and audience such as lecturers, students and


18

researchers. Therefore, the term academic is commonly related to academic

arguments, discussions, presentation, assignments, especially in writing.

b. Writing

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

the regularities and convention in written discourse. It can be inferred that writing

is a way of sharing ideas through written symbols that should follow certain rules,

and conveys certain meaning in order to be understood by readers. Therefore, it

requires a series of acts, such as write and rewrite, in order to build cohesive and

comprehensive texts. In other words, writing is a written communication to

transfer ideas, thoughts, and meaning involving many aspects to consider,

containing many skills to acquire, needing a long process and great efforts to

complete. It has certain convention and regularities that all writers should

understand for their writing to be well accepted by the discourse community.

Academic writing plays an important role in this research. Therefore, in

this part, the concept of academic writing referring to literature reviews would be

discussed. In order to make a clear distinction about what is meant by academic

writing, Oshima and Hogue (1991) define academic writing as a kind of writing

needed at university level, which is different characteristics from other writings in

that academic writing such as audience, tone and purposes. Typically, academic

writing aims to be objective, concise and formal. Therefore, it has its own tone

which refers to the choice of words and phrasing. In addition, the tone of

academic writing may vary significantly depending on the subject-area and the

academic discipline. In this point, students should understand the audience’s

expectation and the purpose of writing. Not only that, those understanding should


19

be followed by the prior knowledge and the regular pattern of organization in

order to write an academic paper successfully. Therefore, students would be able

to communicate the message conveyed appropriately and the audience could

understand it well.

Brown (2004) mentions several examples which refer to academic writing.

According to him, papers, general subject reports, essays, compositions,

academically focused journals, short-answer test responses, technical reports/lab

reports, theses and dissertations are some examples of academic writing. Thus,

academic writing shares certain features such as the use of a formal style and a

structured of argument and the call for research (Davis & McKay, 1996).

1) Purpose

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

clear understanding of a subject (Jones, 2005). Moreover, the specific purpose of

an academic writing may variy according to the assignment, namely

argumentation, persuasion, description, narration, and exposition. Bailey (2011)

provides several common reasons for writing, such as to report, answer a given

question, discuss a subject or synthesise research done by others.

2) Structures, Organization and Styles

In academic writing, some kind of structure is required, such as introduction,

main body and conclusion. This simple structure is typical of an essay format, as

well as other assignment writing tasks (Bailey, 2011). A further explanation

provided by Oshima and Hogue (1998). The introduction informs the reader about


20

the context of the subject. Then, the writer discusses issues related to the subject

in the main body. Therefore, the body is the longest part of the essay. Lastly, the

conclusion is like the concluding sentence in a paragraph. In other words,

conclusion is a summary of the major points discussed in the main body.

However, Gocsik (2005) argues that the structure and organization in

academic writing will be determined by the content itself. Thus, the content of

academic writing must have a declared and arguable thesis. Moreover, an

academic paper is considered failed to meet the expectation of the reader if it fails

to argue or inform. It is necessary to rely on several strategies in creating

arguments in academic writing (Goscik, 2004).

An appropriate style and conventions play an importan role in composing

academic writing. In other words, the style and convention of academic writing is

obviously different, compare to other kinds of writing. In university context,

academic writing tends to be structured, formal, objective, impersonal, complex

and contain technical language. In addition, that avoiding certain types of

conventional language would be very beneficial in achieving the formal and

impersonal nature of academic papers. According to the book APA Manual 6th

Edition (2010), a clear communication is needed. This can be achieved by

presenting ideas in orderly manner, smoothly and precisely. In other words, the

continuity of ideas presentation is important. Transtitional words, such as

pronoun, time-links (then, next, etc), cause-effect-links (therefore, as a result),

would be beneficial in maintaining the flow of thought. It is also suggested that

the writer should provide interesting and compelling tone which reflects their

involvement related to the subject. Furthermore, the book APA 6th Edition (2010)


21

provides several points in maintaining precision and clarity in academic writing.

Those are word choice, colloquial expression, jargon, pronouns, comparisons, and

attribution (third person). After all, those issues discussed above lead into a

greater accuracy and clearer communication.

3) Accuracy in Writing

In academic writing the writer should follow certain rules especially in

punctuation and grammar. Punctuation as well as grammar is universally known

systems (within English speaking cultures). It maintains clarity and avoids

ambiguity in expression. Thus, Bailey (2011) provides several important points in

maintaining accuracy in writing. The first is abbreviation which widely used for

convinence and space savings. The writer should be familiar with both, general

and academic abbreviations. In order to write academic paper effectively, it is

necessary to understand rather formal vocabulary used in the academic context, to

be specific related to adjectives, noun and verb.

Bailey (2011) argues that students often find difficulties in using articles (a,

an, and the). Thus, article is another important point in maintaining accuracy in

writing. The next importan point is caution. The use of caution is necessary in

many areas of academic writing (Bailey, 2011) in order to avoid contradictory or

absolute statements. It can be used in discussing the result of study which might

be not conclusive, outlining hypothesis, and making predictions. Modal verb,

adverb, and verb or phrase are the tools in avoiding contradictory statement.

Another important point is conjunctions. According to Bailey (2011), conjuntions

are words or phrase which link one sentence to another in similar with cohesion.


22

Cohesion means joining a text together with reference words (e.g. he, theirs, the

former). Thus, the whole text is clear and readable. Another problem faced by

students when writing academic papers is nouns and adjcectives. In order to

understand the meaning of a word, prefixes and suffixes would be very beneficial,

particularly for new vocabulary. Then, preposition is another point which needs to

be considered. In general, Bailey (2011) states that preposition is commonly short

word that linked to noun, verb and adjective.

Accurate punctuation and use of capitals help the reader to

understand exactly what the writer meant. It is argued that some aspects of

punctuation, such as the use of commas in areas such as quotation and the use of

capital are important. Thus, punctuation is the next important point in maintaining

accuracy in writing, as well as singular and plural form for countable and

uncountable noun. In order to avoid repetition in writing academic paper,

synonym could be used as an effective way. In addition, Bailey (2011) states that

synonym can be used to avoid plagiarism.

Furthermore, there are another three points in maintaining accuracy in

writing. Those are time words and verbs, including verb passives, references and

tenses. Time words, such as during and since, are often used in introductions or

general statement (Bailey, 2011). The passive form is another feature of academic

writing. As discussed previously, it is important to make the writing more

impersonal and formal. Verb of references is used for introducing quotations or of

other writers’ ideas. The word “claims” and “states” are the example of verb of

reference which commonly used. In addition, these verbs indicate the position of

the writer whose ideas are being summarized (Bailey, 2011). As the last, it is


23

important to be clear about which time phrases control the tenses of verbs when

writing paragraphs. Afterall, those important points proposed by Bailey (2011)

summarized aspects in academic writing that the writer should follow and pay

attention in maintaining writing accuracy.

3. Academic Writing in EFL context

Academic writing is often developed in students through formal

instructional settings which may be influenced by overall proficiency in L2

(second language) for EFL (English as a foreign language) students (Giridharan,

2011). No doubts that students need to advance their own ideas and engage the

reader in academic discourse in writing academic contexts. A Research studies

conducted by Kelley (2008) reveals that successful academic writing plays

important role for students entering tertiary levels of post-secondary. In other

words, academic writing is the language of scholarship and demonstrates

eligibility of higher education.

English as a Foreign Language (EFL) is generally used to refer to

situations in which English is neither generally used for communication, nor used

as the medium of instruction. Moag (1982) presents three characteristics of EFL; a

low degree of official recognition, a low rate of use-related features, and

indifferent prestige in learner society. In line with Moag’s characteristics,

Richards, Platt, and Weber (1985) try to define EFL as the role of English in

countries where it has unclear status and function even it is taught as a school

subject. In addition, Judd (1987) supports that in an EFL situation English serves

less communicative function and has no special status or use over any other

foreign language.


24

There are several related issues concerning academic writing, namely

process of writing and product of writing as offered by Jordan (1997) and Nunan

(1999). They argue that over the last 20 years product and process approaches

have dominated much of the teaching of writing in EFL classrooms. According to

Gabrielatos (2002) product approach refers to a traditional approach in which

students are expected to follow the standard given and construct a new piece of

writing. Steele (2004) divides four stages in product writing as shown in the figure

2.1 below.

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

First, by having model texts, students focus on where and how the writer

employs features and techniques used in it. Second, students are asked to practice

using features and techniques. The third stage focuses more on where the ideas are

organized. In other words, organization of ideas is important as well as the

language control. As the last stage, students tend to use the skills, structures, and

vocabulary they have been taught in producing the product. In brief, imitating and

transforming model of writing are the activities on the product of writing.

ModelText

Controlled Practice

Ideas Organization

Practice


25

In contrast, it is necessary to define the process of writing. As defined by

Jordan (1997) process refers to how a product is produced. Kroll (2001) adds that

process of writing focus more on the promoting the language use development,

such as brainstorming and rewriting. Seow (2002) divides writing process into

four stages: planning, drafting, revising and editing, as presented in the figure 2.2

below.

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

As the first stage, planning is the stage where the students collect related

information with the topic they have. It could be done through brainstorming.

Harmer (2004) adds that the students have to consider three main issues while

planning their writing. Firstly, they have to consider the purpose of their writing

which affects the language used, and the information included. Secondly,

considering the audience is also necessary. The language choice is the example.

The last issue is content structure. Harmer (2004) explains that it refers to how

best to sequence the facts, ideas or arguments which they have decided to include.

ProcessActivation Planning Drafting

RevisingEditingProcessTermination


26

The second stage in process of writing is drafting. In this stage, students

put ideas and information all together. The next stage, revising, is related with

feedbacks, either from teacher or peers. Seow (2002) mentions that in this stage

the students could measure how effective they shared their ideas to the audience.

Editing is the last stage in process of writing. It allows the students to check their

grammar, punctuation and word choices. Seow (2002) adds that process of

writing also includes process activation prior to planning and process termination

after editing. Brown (2004) simplifies the stages of writing process into three; pre-

writing, drafting and revising. He adds that basically the various writing stages are

all root from similar ground.

After all, the distinction between process and product of writing can be

summarized. The process writing represents a change in teaching writing from the

product of writing activities (the model text) to ways in which text can be

developed.

This study use those two perspective academic writing, both as a product

and process. The process of writing will focus on the students’ steps in writing

their academic papers. Meanwhile the product of writing tends to understand how

students deal with all the difficulties, failures and success in writing the academic

papers.

In Indonesia as the setting of this study, most people have a very low need

to speak English on a daily activity, so English is instructed as a foreign language

(EFL). English language is still being taught as a classroom subject, with students

rarely interacting with anyone except their teachers and classmates.


27

In Indonesia, although many EFL students at university have a general

understanding of grammar rules, it does not mean that they are able to write

academically at levels expected. They are required to deal with variety of writing

tasks depending on their chosen degrees. Each task has its own characteristic

which varies from one to another. On the other hand, each assignment type of

writing has a clear structure as the guideline. Thus, as stated by Horner & Min-

Zhan, (1999); Rose, (1989) criticism has been directed against students’ inability

to write at acceptable levels particularly among EFL students. Those compound

the academic writing difficulties experienced by EFL students at tertiary levels.

Literature confirms the inadequacies experienced by university EFL students in

their academic writing in English.

B. Related Research Reports

In this section, some related research reports on academic writing will be

reviewed in order to show the links of the research problems, their possible

emergent complexities and also discover the place of this study. A number of

researches on academic writing have been conducted in investigating deeper

problems encountered by university or college students. Thus, recognizing

important issues in writing academic paper is necessary.

Hung & Young, 2015 conduct a study on adopting E-Readers to facilitate

EFL students’ process based academic writing in the graduate level class entitled

in a northern Taiwan university. This study explored the effectiveness using the e-

readers to facilitate EFL students' process-based academic writing. E-readers are

portable electronic devices designed for reading digital books and electronic

documents, such as the Amazon Kindle, the Sony Book Reader and the B&N


28

NOOK. Those devices have been introduced into the market with the increasing

growth of sales. The result of this study shows that the process of reading,

annotation and information retrieval, was affected by e-readers. Not only that, e-

reader can be a tool for reciprocal peer review in assisting academic writing for

EFL students. Compared to the conventional paper-based

materials, e-readers are significantly beneficial for students’ academic writing

progress. In addition, E-readers could create a better writing environment in the

process-based writing approach.

Chokwe (2011) write a report on first year ESL students’ conceptions of

writing and how these conceptions influence their academic writing in South

Africa. This study also includes the expectation, respond and understandings of

the tutors on the student writing. The study has been done by a qualitative

research methodology and case study approach as research design. The result of

the study shows that students were underprepared for engaging in the academic

writing activities required at university level. Moreover, students had a different

perspective categorized their writing skills as average, tutors. On the tutor

perspective, the findings reveal that students still struggle with aspects of writing

such as, grammar, spelling, the structuring of essays which includes coherence

and cohesion in paragraphs. Despite the fact that students valued feedback highly,

in some instances tutors did not provide adequate, understandable and useful

feedback (Chokwe, 2011).

Hasan & Akhand (2010) discuss the approaches to writing in EFL/ESL

context: balancing product and process in writing class in United International

University of Bangladesh. The result of the study indicates that the combination


29

of product and process is superior to the presentation of the learners. This study

provides valid evidence in supporting the view that the combination of both

approaches tends to facilitate the learners to undertake a writing task to be

developed. Moreover, the advantages of using a product-process approach in

evaluating the effects of writing tasks are appraised.

Maharsi (2007) write a thesis on academic writing experience of

undergraduate students of Industrial Technology. This study

discusses the academic writing experiences of the undergraduate International

Program (IP) students of Industrial Technology at Islamic University of Indonesia

which focuses on the students’ perception of academic writing. Moreover, it

explores how they give meaning and actualize themselves through academic

writing. This study shows that the students have limited knowledge of writing

skills, exposures of reading materials of their discipline, and inadequate feedbacks

while experiencing the stages of writing process. Despite the fact that students are

aware of this importance of academic writing, not all students could take

necessary efforts in improving their academic writing.

C. Characteristics of Source of Texts

Academic writing is a kind of writing that is commonly produced by

academicians such as lecturers, students, and researchers. Hence, it possesses

particular characteristics of particular subject, purposes, audience, and the

language discourse used in their writing. According to Hinkel (2004), academic

writing is developed in students through formal instructional settings. Myles

(2002) adds that it involves composing, developing and analyzing ideas, implying


30

the ability to rephrase information in the form of narratives, or transforming

information into new texts as in argumentative writing. In addition, the

proficiency in academic writing may be influenced by cognitive development,

educational experiences and overall proficiency in L2 (second language) for ESL

(English as a second language) students (Giridharan, 2011).

Newby et al. (2000) states that in today’s world, demands on the students

have increased significantly. The students are required to use high-order reasoning

skills in solving complex problem. According to Zhu (2004), in a university level,

writing an academic paper is one of the partial requirements such as: assignment,

journals, articles, mini research project, and even thesis are the examples of the

partial requirements which play important roles. Writing academic paper helps

students in expressing and communicating ideas and arguments. Therefore,

Newby et al. (2000) argues that the increasing demand on education enable

learner acquire higher-level skills. In other words the students will be ready to

solve complex problem in the real world.

In summary, the participants in this study are graduate students who

experienced writing academic papers such as respond papers, journals, articles,

mini-research project and even thesis. Having experienced in writing academic

papers such as: assignment, journals, articles, mini research project, play

important roles, made the students prepared themselves to face today’s world

demands: using high-order reasoning skills in solving complex problem.

D. Framework of Pre-Understanding

This section provides the connection of the related theory which leads to

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


31

academic papers. Furthermore, the answer of the research question is presented

and determined tentatively.

In this research, lived-experienced is defined as a phenomenon which

reflects as a meaningful experience. The phenomenon itself is reflected in the past

experience. It is not merely about understanding and beliefs but also feelings,

intention and actions of a phenomenon.

Thus, graduate students’ lived experience in writing academic papers is

interpreted as how writing academic papers give meaning to the students. In other

words, it is about what the students’ responses toward writing academic papers.

The responses cover their beliefs, understanding, feelings, actions, and intention

on writing academic papers. Students’ experience, awareness, and intention

writing academic papers become the foundation in unveiling their understanding,

belief, feeling, action, and intention. Therefore, students’ understanding, belief,

feeling, action, and intention are used to represent the essential meaning of their

lived experience in writing academic papers.

Therefore, students’ belief on writing academic papers is defined as a certain

attitude on writing academic papers which difficult to change. On the other hand,

students’ understanding on writing academic papers is a mind representation of what

writing academic papers is about. In this study, feelings refer to the expression what

the students feel about writing academic papers. Intention is what the students expect

in writing academic papers. In relation with intention, action in here refers to what the

students do with their intention or expectation in writing academic papers.

The discussions on the concepts of academic writing within English can be

summarized that graduate students’ lived experiences on academic writing which

may vary. Not only that, it can be seen as a product and process. In order to


32

improve writing an academic paper, student need to focus on what they are doing

for writing academic paper, not only about the product or results but also the

process of it. In other words, students need to maintain their understanding,

beliefs, feelings, intentions, and actions which lead them to a better actualization.

As stated previously, students’ lived experience, in writing academic

papers may suggest different experiences and issues at graduate level of English

Language Studies at Sanata Dharma University. In other words, problems could

not be seen as an individual. It might cover both the process and product of

academic writing.

The process of writing focuses on steps in writing which divided into four

stages; planning, drafting, revising and editing. On the other hand, the product of

writing focuses more on how students deal with all the difficulties, failures and

success in writing the academic papers. In summary, figure 2.1 describes the

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

academic papers.


33

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

In brief, the pre-figured themes are derived from the theories presented in

the previous sections. I provide three pre-figured themes as tentative answers for

my research questions, language competence, critical thinking, and writing

expectation. Based on the participant characteristics presented previously, writing

academic papers requires conscious effort and much practice in composing,

developing, and analyzing ideas. In other words, writing skills should be learned

through experience and practiced continuously. Not only that, in relation with

second language acquisition, students may have struggle with social and cognitive

Academic Writing

Process Product

Graduate students’ Lived Experiencein Writing Academic Papers

Understanding FeelingBelief ActionIntention

Pre-FiguredThemes

CriticalThinking

LanguageCompetence

WritingExpectation


34

challenges. Therefore, language competence is the first pre-figured theme in this

study. In addition, language competence refers to knowledge of and ability to use

language resources to form well-structured messages (Bagaric & Djigunovic,

2007). Another aspect to support language competence is critical thinking.

Having experiences in writing academic papers, graduate students are

expected to write a good quality of academic papers. They have to raise their

critical thinking and apply it into their paper. Critical thinking means skills such

as: selection, evaluation, analysis, reflection, questioning, inference and judgment.

It is one of the constructs which has been proven to be a good predictor of

academic performance (Giancarlo & Facione, 2001). Therefore, it plays an

important role in the acquisition of language skills particularly in writing (Elder &

Paul, 2006). Based on this issue, critical thinking is the second pre-figured theme

in this study.

In relation with the previous explanation, students face challenges in

developing functional language skills. Thus, it leads into another challenge in

writing academic papers: to integrate critical thinking into their writings. It

requires several stages before the students could integrate their critical thinking

and language competence appropriately. Integrating critical thinking within

academic papers is time consuming. It involves students to be creative: making

things up in the academic papers: factual and objective, communicating ideas and

arguments clearly, and attempting to enhance the audiences’ knowledge. It is

expected that by writing academic papers graduate students could have

opportunities in practicing how to compose, develope, and analyze ideas. In other

words, it enhances the graduate students in improving their academic writing


35

skills, language competence and critical thinking. Therefore, writing expectation

is the last pre-figured themes in this study.

Thus, in order to describe the “things” and set the assumptions, these

themes are bracketed. In other words, bracketing is used in order to reveal the

essential meaning of the experience. This results leads to help students in

improving and guiding them through learner autonomy.


36

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, to ensure the treats and trustworthy to describe of

interpretation the lived experience of the research project I attempt to give a

further explanation on how to conduct the study. There are seven points to be

discussed. The first, research method, it discusses the method used in this study.

The second is research design which includes the explanation of the research

design in this study. The third, instrument, it explains the data gathering

instrument for this research. The fourth is text gathering which includes the

discussion of how to gather the data. The fifth, text processing, it explains how to

describe and interpret the data used in this study. The last is trustworthiness which

discusses the trustworthiness of the instruments and findings.

A. Research Goal and Method

The goal of this study was to find the essential meaning of writing academic

papers to graduate students. This study applied the phenomenology methodology

for this study which focuses on describing meanings of individuals’ lived

experience of phenomenon. According to Mannen (1990), phenomenology aims

to transform lived experience into textual expression. Furthermore, Moustakas in

Cresswell (2007) adds that the description consists of what and how the

participants experienced it. Lincoln and Guba (1985) argue that the interactions

among participants and research are the core in this approach. In order to gather

the data, Patton (2002) suggests that in-depth interview should be conducted in

the study with the participants who experienced the phenomenon.


37

Phenomenology has two different approaches. First, transcendental

phenomenology focuses more on effectiveness and efficiency. As stated by

Moustakas (1994) it pays more attention on the description of the participants’

experiences. Second, hermeneutic phenomenology which interprets the text of life

will results more on self-actualization and better understanding of a phenomenon

(Mannen, 1990). Meanwhile transcendental phenomenology is focused on the

description, hermeneutic focused more on the interpretation. In addition, the data

are collected from a person who have experienced the phenomenon and later

transformed into a description which covers the individual’s experience. The

description consists of what they experienced and how they experienced it.

Hermeneutic phenomenology was the focused in this study. It seeks to go

beyond description in order to discover meanings that are not immediately

apparent (Merleau-Ponty, 1996). Thus, it helps the researcher to figure out the

participants’ lived-experience in writing academic paper which can lead to self-

actualization, autonomy, and better understanding in English Language Studies

(ELS), was the focused in this study. In line with Mannen (1990), hermeneutics

describes the phenomenon from lived experience and interprets as text of life.

Thus, this research was focused on the lived experience of graduate students

who wrote academic papers. The purpose of this research was to transform the

participants’ lived experience into textual expressions and assign meaning from

the experience, as in the essence of hermeneutic phenomenology study (Manen,

1990: 25).


38

B. Research Design

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

life. There were four aspects covered in this research design; specified goal,

context, process, and components as shown in figure 3.1 below.

Figure 3.1 Research Design

1. Specified Goal

The focus of this research was to explore the meaning of graduate students’

lived-experience in writing academic papers. In other words, this research focused

on the graduate students’ skills and knowledge in writing academic papers.

Moreover it was intended to understand the stories from the participants’

Research IdentityTitle: Graduate students’ lived

experience in writing academic papers

Specifiedgoal

To describe andinterpret theEnglishgraduatestudents' livedexperience inwritingacademicpapers

Context

1. Setting: The Graduate Program of EnglishLanguage Studies (ELS), Sanata DharmaUniversity, Yogyakarta

2. Time: Desember 2015-March 2016

Procedures

1. Determine the source oftext

2. Collect significantinformation from theinitial interview

3. Arrange some pointers forinterview

4. Conduct the interviews5. Describe the text6. Interpret the text

Source &Nature of texts

1. The source ofthe texts: threeilluminatinggraduatestudents

2. The nature ofthe texts: anarrative


39

perspectives about their experience in writing academic papers and assign

meaning from it.

Furthermore, this research described and interpreted the participants

understanding, beliefs, feelings, action and intention towards writing academic

papers in order to get the essential meaning of the phenomenon.

2. Context

This research was conducted in The Graduate Program in English Language

Studies (ELS), Sanata Dharma University. There were three participants in this

study. They were ELS students of 2014 academic year. They had passed three

semesters in the English Language Studies Graduate Program of Sanata Dharma

University and experienced writing a number of academic papers throughout the

semesters. In addition, I had a good relationship among those three participants

since they were my classmates in ELS.

This research was conducted in December 2015 until the end of March

2016. In mean time, I conducted initial interview and in-depth interviews to gather

the data for this research.

3. Procedures

There were several steps in conducting this research: determining source of

the text, arranging pointers for the interviews, conducting initial interview and in-

depth interviews. Describing and interpreting the text were the following steps.

Again, this research attempted to explore the meaning of graduate students’ lived-

experience in writing academic papers. The steps in conducting this research are


40

determining the source of the texts, conducting an initial interview, arranging

some pointers for the interviews, conducting in-depth interviews, and describing

and interpreting the texts, as illustrated in Figure 3.2.

Figure 3.2. Research Procedure

Goal:Describing and interpreting graduate students’ lived experience in

writing academic papers


41

There were three illuminating participants in this study who have experienced

the phenomenon. Not only that, they all were willing to share their experience.As

the first stage, conducting an initial interview enabled the researcher to create a

good atmosphere with the participants. Therefore, this allowed the researcher

obtaining personal information of the participants. Then, the next step was

conducting in-depth interviews. The in-depth interviews were all recorded and

transcribed. Therefore, the recordings were converted into texts.

After having the texts from the in-depth interviews, the transcriptions were all

coded. Hence, coding the transcription allowed the researcher to narrow the text

into several themes. It led the researcher, as the following step, to generate the

themes which later used in analyzing the phenomenon in this study.

There were another four steps in this research procedure. Those steps were

describing the texts, interpreting the texts, doing member checking, and writing

the final version. The description of the participants’ lived experience consisting

of both pre-figured and emerging themes were made in describing the texts. In

addition, the description of the participants’ lived experience in writing academic

papers was based on the fields in lived experience, namely, understanding, belief,

feeling, action and intention. Further, the researcher referred back to the texts and

tried to relate it with the theories in order to make the interpretation. In addition,

this study employed member checking to validate the findings. Therefore, the

participants were all asked to check both interpretation and description of their

lived experience in writing academic papers. As the last step, the researcher

revised the description and interpretation based on the member checking done by

the participants.


42

4. Components

The sources of the text of this study were three illuminating participants of

ELS students of 2014 academic year. In addition, those participants had different

background of streams in ELS; Education, Linguistics and Literature. The

participants can be seen in the table 3 below.

Table 3.1 Participants in the research

Participants

(Pseudo name)

Information Major

Asti ELS Student 2014 Linguistics

Jaya ELS Student 2014 Education

Cahyo ELS Student 2014 Literature

As the components of the study, the source of data in this research was

graduate students of ELS who experienced writing academic papers in English

Language Studies, Sanata Dharma University. According to Creswell (2012),

there is should be a consideration in selecting the participants in

phenomenological study. He points out that in a phenomenological study, a

researcher needs to find more individuals who have experienced the phenomenon.

Thus, all the participants in this study were all selected based on the

consideration as stated previously. In addition, Moustakas (1994) states another

consideration in selecting the participants which is the illumination aspect. In

selecting the participants, there are four criteria as proposed by Moustakas (1994).

First, the research participant must have experienced the phenomena. Second, the

participants are interested in understanding its nature and meanings. Third, they

have a great willing to participate in a lengthy interview. The last, the participants


43

allow the researcher to record the interviews and publish the data in a dissertation

and other publications. In addition, the participants were selected based on the

illuminating aspects. All the participants in this study were selected because they

could give rich descriptions of their lived-experience and were willing to share

their lived experience in writing academic papers. Furthermore, it was expected

the lived-experience of writing academic papers can be deeply investigated by

selecting those three illuminating participants.

As a hermeneutic phenomenology research, the data was in the form of texts.

The nature of data was text or anecdote as a primary source from the participants

which gained from in-depth interview (audio-taped). As suggested by Van

Mannen (1990) that in collecting data, conversational interviewing is needed.

Meriam (2002) adds that it provides a rich and abundant data. In other word, in-

depth interview could provide a better understanding and interpretation of the

graduate students’ lived experience in writing academic paper. Creswell (2003)

states that the interview process can be done face-to-face, telephone or even in a

group interview. This research implemented face-to-face interview.

The texts serve as the primary source in this study in order to figure out the

meaning of writing academic papers. As stated by Alvesson and Skoldberg

(2011), in hermeneutic phenomenological research, the people’s experiences and

reflections of experiences refer to texts or anecdote.

C. Instrument

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

interview as the main instrument. Through the interview, the participants’ lived-

experiences can be explored. It also provides detailed information. According to


44

Van Mannen (1990) in depth interview can be used to collect data of lived

experience.

This study focuses on exploring the participants’ lived experiences, to be

specific in writing academic papers. Meaning that, they had a chance in telling

their experiences and memories about writing academic papers. Thus, in depth

interviews were used to uncover the participants’ experience, to be specific,

writing academic papers.

In addition, a snow balling technique was used in exploring the participants’

experiences in writing academic papers. Therefore, the follow up questions were

based on the participants’ responses. The participants could share their

experiences freely without any hesitation. In other words, they had a chance in

exploring their memories related with writing academic papers.

In order to assign the essential meaning of the phenomenon, the interview

itself had to cover five elements of lived experience: understanding, belief,

feeling, action and intention.

D. Text Gathering

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

order to gather the texts. In addition, the in-depth interviews were conducted

within 1st of March 2016 until 22nd of March 2016. A good relationship between

the researcher and the participants play an important role in the interview process.

Therefore, an initial interview was conducted for each participant so they could

talk freely in a comfortable atmosphere. This initial interview was conducted on a

separate day prior to the in-depth interview. Thus, the in-depth interviews were

conducted twice for each participant.


45

In gathering a text or anecdote, Creswell (2003) states that making preparation

of interview protocols, audiotape and field notes are important. The constructs

were lived experience and academic writing. However, possible changing might

be happened during the interview process. Creswell (2003) suggests what so

called as “bracketing”. It means that the researcher should put aside the topic and

let the participants talk freely. As the researcher I used bracketing in order to

collect the data from participants and took the significant statements.

After the interview data were recorded, soon they were transcribed.

Confirming the data to the participants was following after. In other word,

member checking applied after interpreting the participants’ stories in order to

ensure the trustworthiness.

E. Text Processing

In this study, I described the participants’ lived experience in a form of

narratives. By doing so, the essential meanings of a lived experience were found.

Moustakas (1994) proposes several steps in processing the text; listing and

preliminary grouping, reduction and elimination, thematizing the invariant

constituent, final identification of the invariant constituent, constructs an

individual textural description, construct an individual structural description, and

incorporating textual and structural description.

Interpretation was the following process after. According to Patton (2002), the

researcher tries to interpret the meaning of the participants by using his or her

perspective. Cresswell (2007) proposes steps in interpreting qualitative data,

applied in this study, as shown in figure 3.3 below.


46

Figure 3.3 Text Processing(Adopted from Creswell, 2012)

As the first step in collecting and organizing the data, the interviews were

transcribed; notes or comments on the interviews were also included. The data

were sorted and sub listed based on the source of information.

The further process of analyzing text in qualitative research is coding the data.

Coding is a process of segmenting and labeling text to form descriptions and

broad themes in the text (Cresswell, 2007). In addition, there are no set guidelines

in coding the text. Coding system in this study has parts for each coding. The

Collecting andorganizing the

data

Coding the data

Description andtheme

Reporting thefindings

Intepretating thefindings

Validating thefindings


47

example is 5-AI2-10-PLN-PCS. It consists of six parts, 5, AI2, 10, PLN, PCS. 5

refers to Appendix 5. AI represents Asti, the name (pseudonym) of the participant

and 2 refers to in depth interview 2. 10 represent the line number in the

transcription. PLN refers to planning which represent planning. The last, PCS

represents process which is the category. In brief, the reader could trace the code

in the appendix and directly go to the second in depth interview of Asti in 10th line

of the transcript.

In description and themes, the researcher uses the code in order to generate a

description of people, setting, categories or themes. It presents some categories

that became the major findings in qualitative studies. The next step is reporting

the findings. In this step, the researcher made narrative from the findings.

As the next step in processing the text, interpretation, meanings were revealed,

essential problems are proposed. Furthermore, in validating the findings, the

researcher validated the finding by doing member checking.

F. Trustworthiness

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

made which come from the credible, defensible, and warranted data. Member

checking allows the participants to give comment of the data to confirm whether

their statements are similar with what they intend to say or not. In other word,

member checking covers the three points explained before.

This study used member checking to ensure the credibility of this study.

Therefore, all the participants in this study were all asked to check the

transcription, description and interpretation. Creswell (2007) adds that member

checking also involve taking data, analysis, interpretation, and conclusion back to


48

the participants in order to check the accuracy and validity. In this study, all the

participants were asked to review the transcript and a brief analysis of the

interview to verify the data. In general, the participants were all agree with the

content of the transcriptions. They gave comments on the transcriptions such as,

spelling errors and incorrect names of places. Hilss (2012) supports that member

checking can be used to verify and clarify the content of the participants

responses.


49

CHAPTER IV

DESCRIPTION AND INTEPRETATION

This chapter presents the discovery of the empirical truth, both the process

and the results. It discusses how data were thoroughly collected, coded, reduced,

presented and analyzed. This part is divided into two sections namely: the

description of the participants’ lived experience, and its interpretation of the

participants’ lived experience.

A. Description of the Participants’ Lived Experiences

In this study, there were three participants who were being interviewed;

Asti, Cahyo, and Jaya. They are pseudonyms. They were ELS students of 2014

coming from different majors, i.e. Linguistics, Literature, and Education.

The texts were thoroughly collected from interview which divided into

two parts: initial interview and in-depth interview. While initial interviews were

more flexible in terms of the development of discussed topics, structured

interviews tended to be focused on the topic. In other words, initial interviews

were conducted more freely by keeping the discussion on track and creating a

comfortable atmosphere so the participants could talk freely; structured interviews

were composed and derived from research construct.

1. Asti’s Story

Asti (pseudonym,) is a Graduate student of the English Language Studies,

Sanata Dharma University. She was born in Semarang, September 14th, 1989. Her

former educational background was in Semarang. She moved to Purwokerto right

after graduated from her bachelor’s program to teach at STIKES Harapan Bangsa.


50

Two years later, she continued her master’s degree of English Language Studies

in Sanata Dharma University. Her interest is in linguistics.

When she was in the undergraduate degree program in Dian Nuswantoro

University, she experienced writing academic papers for seminars, both in English

and Bahasa Indonesia. However, she said that she had a common problem as a

“beginner writer” in writing academic papers considering that it was her first

experience writing papers for seminars. Moreover, her motivation in participating

seminars was because she would like to gain her experience in writing academic

papers. She added that she preferred to write English academic papers than

Bahasa Indonesia.

Asti started her study in English Language Study of Sanata Dharma

University in September 2014. Writing academic papers reminded her of her

experience when joining ELS at the early semester. She stated that writing

academic papers were the partial fulfillment of the requirements for each course in

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

assignments but also for the quality of writing itself. Asti had to find something

new for her own writing. In other words, she had to begin her writing from the

early stage, such as, how to connect ideas in paragraphs.

In English Literacy class, the lecturer gave a particular topic to write to be

submitted in the following week. At the beginning of writing her academic paper,

she felt so guilty. Asti was unaware what she had to do. She expected for having

more explanation and example about it. Realizing the time constraints, Asti began

to read several articles related to the topic. She believed that reading several

articles helped her in finding ideas for her writing. She wrote the major points of


51

the topic which she intended to say. After that, Asti tried to formulate the

background of the topic and also relation among concepts (5-AI2-3-PLN-PCS).

Asti explained her experience while making draft for her writing in detail. In order

to make sure that the ideas expressed appropriately, she tried to write down all the

major points of the topic that she had in simple sentences first. Having simple

sentences in the early stage of writing helped Asti to check whether the ideas or

concepts had been stated appropriately or not. In other words, she followed the

outline and tried to keeping the flow and connection ideas (5-AI2-3-DRA-PCS)

In writing academic papers, Asti felt that creating a coherent paragraph was

the most challenging part. Asti needed to pay attention to the details in connecting

ideas in order to make the paragraph coherence.

“Especially coherence among paragraphs. It was very difficult to make theparagraph coherence. At first, I did not know how to make it coherent. Ineeded to pick appropriate words and sentences to make it coherence. That iswhy it was difficult.” (5-AI2-35-PROB)

Asti tended to be careful. She had her own standard and expectation in her

writing which affected her writing quality. Therefore, she preferred to check her

writing and tried to think critically about her own writing. In that time, she found

several problems in her writing such as grammar and coherence among

paragraphs which needed to be revised (4-AI1-9-REV-PCS).

Asti explained that finding appropriate sources for her academic papers was

another problem she faced.

“Well, I think finding sources was another barrier too. I know the expert forthe topic but I could not find the related articles, journals, or even book. Thatwas another obstacle which impeded our writing progress. However, I neededit as the evidence of our statement.” (5-AI2-73-PROB)


52

However, she was not satisfied with her writing after that she was lack of

feedback. She got comments for her early stage of writing, but she could not see

the result or the quality of hers since not enough feedback from the lecturers. Asti

believed that by having enough feedback she could measure her writing skill. She

preferred having a peer reviewer for checking her writings. After all, she

determined to have a self-correction. Asti believed that having a self-correction

was a good way to revise and check her writing quality, even if there were no

feedback from lecturers. Even Asti already submitted her paper, it was

dissatisfying for her. She still had struggle with the coherence for the paragraph.

She wished that she had enough feedback so she could re edit them before the

final submission.

Asti gave several reasons why she really excited in writing academic papers.

First, she mentioned that most of the courses required her to submit academic

papers as her final assignment. In other words, submitting academic papers was

one of the partial requirements to pass the courses in ELS. Not only writing

academic papers for the final project of her courses, but she also really excited in

writing academic papers to be presented in seminars. Asti believed that by doing

so, she could find the latest issues especially in linguistics area. “Hmm, meet new

people. I mean, I could have new knowledge. Especially the latest issues related to

linguistics as my interest.” (5-AI2-204-EPN). Moreover, writing academic papers

made her realize that she was perfectionist. “What I mean is that, I’m kind of

perfectionist one. So, I could not agree upon something which is “ordinary” or

simply “just like that”. No, I could not.” (5-AI2-103-EPN). She preferred to check

her writing again and again in order to get a better achievement as expected.


53

Furthermore, Asti realized that there have been some significant changes in

her life after having problems in writing academic papers. She used to be unaware

of what should she write in her academic papers. In contrast, she preferred to read

several related articles first in order to dig ideas of her writing. Not only that,

having self-correction helped her in checking her writing quality no matter she

had no feedback in details from the lecturers.

2. Cahyo’s Story

Cahyo (pseudonym) is a Graduate student of English Language Studies in

Sanata Dharma University. His main interest is in Literature. Adit was born in

June 27th 1989. His educational background was in Yogyakarta. After graduated

from SMAN 7 Yogyakarta, he continued his study to Sanata Dharma University

in English Letter. Then he continued to pursue his master degree in English

Language Studies of Sanata Dharma University.

According to Cahyo’s experience when he was undergraduate students in

English Literacy of Sanata Dharma University, it was the first time for him

dealing with writing academic papers, something that he did not have previously

in senior high school. In addition, he faced problems like structure in academic

writing and grammar. As being mentioned previously, it was his first time dealing

with academic writing. Meaning that, he was unfamiliar with the structure and

style of academic writing. In that time, he had a little exposure in practicing

English. He added that most of the courses were done using Bahasa Indonesia.

Before entering English Language Studies in Sanata Dharma University,

he had almost no experience in writing academic papers. He mentioned that the

last academic paper that he wrote was his undergraduate thesis. During his study


54

in ELS Sanata Dharma University, he learned not only theoretical subjects but

also skills, to be specific writing academic papers. Therefore, he was shocked

when entered ELS, a lot of academic writing tasks.

As the first semester, he had a problem in writing respond papers. In other

word, he had no idea what should be written in his respond papers. Cahyo shared

that he had to choose one theory as the topic. Unfortunately, he had to change the

topic twice because he could not find the gap among the similar research topic (7-

CO-95-PLN-PCS). The first step he did before writing his academic paper, Cahyo

had to decide the topic, a particular theory to be analyzed for the final paper. He

read several articles related to the topic and figured out the issues of the topic.

After that, he picked a drama script entitled “A View from The Bridge” to be

analyzed using new historicism.

After having a particular topic of writing, then Cahyo searched any similar

or related research articles to the topic given (7-CO-54-DRA-PCS). Thus, by

following related articles format and style, Cahyo changed and added his own

ideas. However, having the format did not mean all the problems were solved

automatically. He had struggles with the grammar of his own writing. Cahyo

argued that he was lack of language exposure. He added that it had been a long

time for using English. “A lot of mistakes in grammar. Because it had been a long

time for using English.” At that time he only used simple present tense and simple

tenses for his writing. Another problem raised in other class.

He had a disappointing experience when he took comparative theory class.

Cahyo did not have any ideas what to write in the beginning. He added that the

lecture did not explain how to compare one literary work with another


55

appropriately. “The lecture did not show us how to compare. Just respond. Again,

we (students) were not being taught how to compare at all.” (7-CO-84-EXP).

Then, he had to browse the example of comparative article and follow the

structure and style of writing from it.

Unfortunately, he just analyzed it as best as he could no matter that it was

far from the lecturer expectation. Being asked the reason why he did so, Cahyo

just simply answered “well, just submitted to fulfill the course requirement.

Getting a score.” (7-CO-99-ATT). He argued that he had a problem in adjusting

himself with the classrooms atmosphere. “It was getting pretty demanding. We

were required to write and submit many papers. As the result, I have no choice.

Finally, I had to do it just to fulfill the requirements. Even I was not really into it.”

(7-CO-113-EXP).

In addition, he had to revise based on the lecturer’s feedback. In the

meantime, his lecturer asked him to improve his writing, especially using complex

sentence and technical terms in the context (7-CO-161-EDI-PCS). Later, he

explained that in the previous semester he only used a simple sentence and

common terms to express his ideas. In order to overcome this problem, Cahyo

used dictionary to check a particular academic term in his paper.

Reflecting on his problem during writing academic paper, Cahyo admitted

that he got several lessons. “During the process itself, well, how to use the

appropriate format, references and of course the theory. How to write

appropriately. Like that.“ (7-CO-195-EXP). He believed that it would be very

beneficial for him right after he graduate from Sanata Dharma University. “I can

apply those skills right after I graduate, for writing articles and others.” (7-CO-


56

196-EPN). Having a huge number of mistakes in structure and vocabulary, made

him realize that he was unaware in details of his own writing. Therefore, he used

dictionary to solve the problem.

Cahyo mentioned that his attitude toward academic writing was changed while

reflecting on his experience in writing academic papers. He could make himself

familiar with the style and structure in academic writing from published journals

and articles. He had to force himself to write appropriately, based on the style and

structure in academic writing, as close as possible with the expectation. He wished

that he could get enough examples, explanation related to guidance or standard in

writing a particular academic paper.

3. Jaya’s Story

Jaya (pseudo name) is a Graduate student of English Language Studies in

Sanata Dharma University. His main interest is in English Education. He comes

from Pangkal Pinang, South Sumatra. Right after graduated from SMAN 1

Pangkal Pinang, he continued his study in undergraduate program of Sanata

Dharma University. He had teaching experience for almost 32 years until 2014. In

addition, he is a senior student who focuses in pursuing his master degree in

English Language Studies in Sanata Dharma.

Before entering English Language Studies in Sanata Dharma University,

most of his writing experiences were dealing with writing emails, students’

reports. In other words, he is familiar with business writing. As stated previously,

he had teaching experiences almost 32 years. However, he had only a little

exposure in teaching writing, such as TOEFL writing preparation tests. Jaya said

that Joining English Language Studies was quite shocking at the beginning. He


57

did not expect for having so many writing assignments and working so hard. On

the other hand, he added that it was challenging since he had to adjust his English

style from social English to academic English. Not only that, for Jaya, it was 32

years ago that required him to deal with academic writing, such as his

undergraduate thesis. Therefore, if he had had known that he got his self into

before he entered ELS, then he would not have entered.

“it was quite shocking experience because first I joined this semester atELS, not expecting that I had to work so hard on myself with theassignments and so many writing assignments… Therefore, when I had towrite and then there was a gap with the teaching methodology. It wasstrange to me because, you know, I mostly taught in the non-formal sector ofEnglish Teaching. That was challenging. I had to adjust my English stylefrom social English and moved them to academic English.” (9-JA2-11-EXP)

In the first semester, he had to write the assignments and to use his cognitive

ability as well. It means that he should be able to argue and describe really well in

order to connect ideas better. “I had to write the assignments, I had to use my

cognitive, ability as well. Have to be able to argue, and describe really well and

have to think things over and try to connect ideas. Things like that.” (9-JA2-11-

EXP).

At the beginning, the time was so pressing. Jaya had to decide the topic

and make it narrow down. He had to dig up any possible ideas (9-JA2-26-PLN-

PCS). Jaya also added that the most challenging was how to understand

something and link it with other concepts in order to come up with another idea.

According to him, making the draft for his paper was challenging. As the second

stage in writing process, he needed to understand the topic and link with another

concept (9-JA2-11-DRA-PCS). He tried to do his best and to be closed to the


58

expectations. He thought that he tended to be careful, make sure that what he

wanted to say was expressed appropriately in order to make the reader understand

the message (9-JA2-30-REV-PCS).

Unfortunately, there was not enough feedback. He said that not enough

attention had been paid to the writing. In that time, Jaya just did the best he could

and worked by himself. Not only that, he had his own feedback from himself.

“Well I think I just did the best I could and then try to work it by myself.Of course I had my own feedback from myself. But it could be unreliablebecause you need feedback from others as well. Friends, lecturers. Let metell you the very very truth. I didn’t have time to re-edit them. Then I justdid it because of the deadline. For example, ignoring with the idea that aparagraph should consist of 3 sentences like that” (9-JA2-13-ATT)

Jaya had a memorable experience when writing his mini research project

at the second semester. Jaya coped better with his writing, but still hardly any

feedback. Again, he had to do his best and whatever he could. For him, having

guidelines is a good way for writing a proper mini research project.

“Again, I think I have survived in the 2nd semester. I did my best and didwhatever I could. Still no feedback from anybody about my writing.Probably there’s no such a thing as guidelines. I know it is not easy butsurely, there’s should be something as the guidelines. For example for doingmini research.” (9-JA2-15-EXP)

He tried to find and look at other articles which used similar format. After

that, he just tried to write what he had to write in each chapter. Jaya tried to

narrow down the topic and then time was so pressing that he had no time to do the

proper chapter for the literature review. Jaya just dig up doing “error analysis”

because of the time constraints for doing the references so he did duplication or

what so called for doing something that have been done before. He used that

literature review and could manage it with different data. Jaya added that it was


59

really interesting, because it was quick and he could meet the deadline. Otherwise

he would not be able to meet the deadline with the limited time.

“It was in 2nd semester in SLA I’m not mistaken. I expected a data fromthe office but I was given only a half of it. So I had suddenly changed thetopic. I mean narrow down the topic and then time was so pressing that I hadno time to do the proper chapter for the literature review. So I just dig updoing error analysis because I did not have time for doing the references so Idid duplication or what do we call it for doing something that have beendone before. And I used that literature review. So I could manage it withdifferent data. It was really interesting. Because it was quick and I met thedeadline. Otherwise I would not be able to meet the deadline with thelimited time.” (9-JA2-26-EXP)

Despite the fact that he was familiar with the subject and got a lot of ideas

in using games in teaching vocabulary, he had the time constraints in conducting

the mini research.

“so I think I had constraints as well because I could use a lot morerespondent but I could not because of the time constraints. So, I should behonest to say that the mini research was still very superficial. Could havebeen much better perhaps had more respondent, more time to look at theissue, and I don’t think I used a lot of references. Didn’t have time to readand so on. So, mostly based on my personal experience which is not veryacademic. You know I mean. Because you need academic back up onreferences.” (9-JA2-20-EXP)

Jaya stated that he did not have enough time to edit what he wrote. “Let me

tell you the very very truth. I didn’t have time to re-edit them. Then I just did it

because of the deadline.” (9-JA2-13-EDI-PCS). Jaya added “For example,

ignoring with the idea that a paragraph should consist of 3 sentences like that, so

with this thesis writing hopefully I have more time to pay more attention to

accuracy something like that.” (9-JA2-13-EDI-PCS).


60

Based on the experience presented above, he realized the obstacles that he

had at that time. Furthermore, Jaya committed to give more serious to his own

writing.

“Well, I would say again, when you write and you have to take somethingfor a consideration it should be more precise. Especially the logic that youhave to come up with, and then how to write simply directly to the point.And to mean what you say and to say exactly as you supposed to say. Notonly yourself but also others could understand it. So I give more serious toit.” (9-JA2-29-INT)

Reflecting on what he was aware of in writing academic papers made him

realize some important points. Jaya realized that he did not have enough

respondents as well as the references. “Could have been much better perhaps had

more respondent, more time to look at the issue, and I don’t think I used a lot of

references.” (9-JA2-20-EXP). Not only that, he also realized that mostly were

based on his personal experience. In other words, what he did was not very

academic considering that it should be supported by references. “Mostly based on

my personal experience which is not very academic. You know I mean. Because

you need academic back up on references.” (9-JA2-20-EXP).

Writing academic papers has brought some benefits to Jaya’s life. He

learned how to adjust his English style from social English and moved them to

academic English. Then, he became more careful and paid attention in details (9-

JA2-30-REV).

B. Interpretation of the Participants’ Lived Experiences

This section presented the interpretation of graduate students’ lived

experiences in writing academic papers. The interpretations, of course, were based

on the findings. This section consists of pre-figured themes and emerging themes.


61

Pre-figured themes are the themes which predicted after pre-understanding of this

study. In contrast, emerging themes are the themes which appear after data

gathering.

1. Pre-Figured Themes

The discussion below was bracketed and arranged based on the pre-figured

themes discussed in the theoretical framework. Empirically, there are three

themes; language competence, critical thinking and writing expectation.

a. Language Competence

Language competence refers to knowledge of and ability to use language

resources to form well-structured messages (Gridharan, 2011). In details, it deals

with knowledge of the language used and the ability to apply that knowledge. As

a result, by having language competence, students are able to produce meaningful

texts appropriate to the situation in which they are used. In relation with this

study, academic writing requires conscious effort in composing, developing, and

analyzing idea which is related with functional language skills, such as proper

natural language in different social contexts and using language in creative ways.

Thus, the writing ability is not a naturally acquired skill; it is usually learned

through experience and must be practiced in formal instructional or other

settings. It is undoubtedly the process of writing, though, which can create

problems for students, to be specific writing in academic contexts. In writing

academic paper, Asti tried to use her ability and knowledge in order to compose a

well-structured message. She started to write several major points of the topic that

she had at the beginning.


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“Well, at the beginning I tried to write per sentence. Then check with theappropriate model. And how to express the idea in the writing appropriately.”(5-AI2-3-DRA-PCS) “After finished with the points, I tried to write it down.Just in simple sentence. Just like having one or two sentences. Then, I checkedwhether the ideas had been stated appropriately or not.” (5-AI2-3-DRA-PCS).

The extract above shows that Asti was really concern about her writing

quality, especially in expressing her ideas. She tried co composed a well-

structured message from the simplest sentence structure. Based on the interviews,

it can be implied that Asti realized the importance of composing a well-structured

message by forming through simple sentences. In line with Asti, Jaya had a

struggle in composing and organizing his idea into paper. In order to make the

hierarchical relationship of ideas, he needed to understand the topic and link with

another concept that he had. “To me, the most challenging is how to understand

something and try to link it with other concepts.” (9-JA2-11-DRA-PCS).

Another participant, Cahyo, had different perspective. He faced a problem

with the sentence structure. His lecturer suggested him to compose a complex

sentence which includes technical terms related to the context that he had (7-CO2-

161-EDI-PCS). It indicates that Cahyo used simple sentence and common tems in

expressing his ideas previously. Having such struggle in writing academic paper

made Cahyo realized that he needed to improve his writing especially related to

his language competence.

According to Oshima and Hogue (1999), a writer should follow the outline

and pay attention on the unity as well as coherence. They argue that this step is

essential in keeping the flow and connection among the paragraphs. Therefore,

based on the interviews with the participants, it can be inferred that all the

participants were aware of their own language competence which affected their


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writing. Thus, all of the participants tried to do the best and to be close to the

expectations.

The participants’ language competence can be inferred throughout the writing

process, namely, planning, drafting, revising and editing their academic paper. As

stated by Asti, she planned the major points of the topic which she intended to

say, tried to formulate the background of the topic and also relation among

concepts, revised and edited her paper. She stated “there was something wrong

with the grammar. After that I had to revise it. Meaning that, how to make the

ideas clearly stated in our writing as we expected.” (5-AI2-3-REV-PCS). Not only

that, Asti had a difficult time in composing effective sentences. “The lecture asked

me to make a paragraph, a simple paragraph. However, he said that there were

several ineffective sentences so those sentences should be deleted. Only a few of

them were correct.” (5-AI2-35-EDI-PCS) Jaya also had similar experience in

writing his academic paper. “I had to re edit what I had done. Taking what I want

to convey what I want to say and making sure that all expressed there.” (9-JA2-

30-REV-PCS)

The text above shows that the participants faced problems in writing their

academic papers. They had struggles with composing effective sentences, having

appropriate sentence structure and expressing ideas within context. However,

those barriers did not hinder their effort to write academic papers. Therefore, not

the participants’ willingness and awareness in writing academic papers could be

seen also from how they managed and solved barriers they had in writing

academic papers.


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b. Critical Thinking

In university level, students experienced writing in a completely different

context where they have to meet a wide range of genre and topics that require

sufficient amount of critical thinking. According to Tapper (2004) in university

contexts, critical thinking is defined in terms of abilities or skills: selection,

evaluation, analysis, reflection, questioning, inference and judgment. When

critical thinking is applied to writing, the above abilities are expressed through the

process of argumentation, producing an argument i.e. the essay, the dissertation.

In addition, argument can be defined as a connected series of related ideas.

Responding to Tapper’s idea about critical thinking, the participants shared

their experience in struggling with their academic papers. Before writing her

paper, Asti had to read several articles related to her topic. Not only that, she

could see the gap between her topics with other related studies. She believed that

reading those articles helped her in formulating ideas. Furthermore, Asti could

formulate the background of her topic and tried to draw relation among concepts

that she used. Finding the gap among related studies was not easy for her. She

need to re-read several articles and comprehend it well before going to the gap

itself.

“I had to collect what I had in hand, then I compiled it. I read it at firstwhat can I use for my paper before I wrote it in paragraph. I also collectedseveral related articles and theory that I could use. Then, I could formulate thebackground of my paper. I tended to be selective. Next, I worked with thediscussion. I had the data already which was an advantage for me due to timeconsuming. Proceed to the conclusion. However, I needed to re-read againfrom the beginning. What was missing there, what should be added, and soon.” (5-AI2-49-PLN-PCS)


65

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

self-monitored, and self-corrective thinking which requires effective

communication and problem solving abilities. Therefore, Asti’s statement above

can be inferred that she directed herself in writing her academic papers, not only

directed herself in the process of writing but also in term of formulating and

composing her writing content. However, Asti explained that finding appropriate

sources for her academic papers was another problem she faced.

“Well, I think finding sources was another barrier too. I know the expertfor the topic but I could not find the related articles, journals, or even book.That was another obstacle which impeded our writing progress. However, Ineeded it as the evidence of our statement.” (5-AI2-73-PROB)

Asti tended to be selective. This indicates that she realize that not all

sources could be used in supporting her paper. She used relevant sources and

theories for supporting her paper. Jaya had similar struggle with Asti in writing

his academic paper. He had struggle in composing argument and description in

order to connect ideas better. For him, how to understand and link among

concepts was challenging part in writing his academic paper.

“I had to write the assignments, I had to use my cognitive, ability as well.Have to be able to argue, and describe really well and have to think thingsover and try to connect ideas. Things like that.” (9-JA2-11-EXP) “To me, themost challenging is how to understand something and try to link it with otherconcepts to come up with another idea.” (9-JA2-12-EXP)

The statement above shows Jaya’s efforts, how he pushed himself in order

to argue and describe things really well. As he stated previously that in order to

gain his critical thinking, he had to think things over again. He monitored and

directed himself in to be more critical in writing his paper. In contrast with Asti

and Jaya, Cahyo had a disappointing experience when he took comparative theory


66

class. “The lecture did not show us how to compare. Just respond. Again, we

(students) were not being taught how to compare at all.” (7-CO2-84-EXP) Then,

he had to browse the example of comparative article and follow the structure and

style of writing from it. He preferred to analyze and write his paper as best as he

could, even it was far from the lecturer expectation. Being asked the reason why

he did so, Cahyo just simply answered “well, just submitted to fulfill the course

requirement. Getting a score.” (7-CO2-99-ATT)

Compare with Asti and Jaya, Cahyo tended not to push himself harder

when writing his paper. He argued that it was just because he had inadequate

examples, guidelines and feedback from the lecturer. Actually, these issues also

had been sated by Asti and Jaya. They were not satisfied with their writing after

that they were lack of feedback. They believed that by having enough feedback

they could measure their writing skill and led them into appropriate and a good

argument. Elder (2007) states that graduate students are moving beyond being

simply consumers of knowledge to learning how to make meaningful

contributions to that knowledge. In other words, without any adequate guidelines

and feedback, the students could not learn how to make a meaningful contribution

to the knowledge. However, they determined to have a self-correction. Asti

believed that having a self-correction was a good way to revise and check her

writing quality, even if there were no feedback from lecturers.

He adds that Tittle (2011) argues that critical thinking is not a negative

process, even though many link critical thinking with criticism. Moreover, it is

beneficial to link critical thinking with criteria or standards against which the

information is compared.


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In sum, by experiencing struggles in writing academic papers, the

participants showed their efforts in exploring and developing their critical

thinking. They pushed their self as close as the expectation. However, it should be

noted that most of the participants had a big expectation on the guidelines and

feedback. Those two elements were needed in order to improve their writing

quality and developed their critical thinking awareness.

c. Writing Expectation

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

students’ expectation towards writing academic papers. It is expected that writing

academic papers graduate students creates opportunities in practicing how to

compose, develope, and analyze ideas. Thus, it enhances the graduate students in

improving their academic writing skills, language competence and critical

thinking. Critical thinking is a process that is fundamental to all disciplines. The

application of critical thinking skills leads to clear and flexible thinking and a

better understanding of the subject at hand. Thus, having clear and flexible

thinking and a better understanding of the subject at hand lead should be followed

with a better language competence. Therefore, the students could state their

arguments clearly, briefly and concisely. As stated by Moore (2004) that to think

critically involves integral to engaging with the world as a reflective and active

citizen.

The requirement of writing academic papers for graduate students has enabled

them to experience transferring ideas, thoughts, and meaning involving many

aspects to consider, containing many skills to acquire, needing a long process and

great efforts to complete. It has certain convention and regularities that all writers


68

should understand for their writing to be well accepted by the discourse

community. In brief, the students gain a sense of control in their writing and feel

an ownership of the language. This ultimately leads to a true sense of enjoying the

art of writing. Medina (2009) claims that confidence breeds the likelihood of

experimenting and risk-taking. Moreover, the confidence students’ gain in the

writing classroom will motivate them in exploring the language, take risks, and

play with the language. Furthermore, once they have control of any skills, he or

she begins to truly understand its purpose and have fun with it (Eagleman, 2011).

Based on his experiences in writing academic papers, two participants, Cahyo

and Jaya told me a similar experience. At first, Cahyo told me what happened in

the 2nd semester. In that time, he had a problem with the sentence structure which

made him confused. He stated that his lecturers asked him to improve his writing,

especially using complex sentence and technical terms in the context. “Next, in

the 2nd semester the students were required to use the more academic terms.” (7-

CO2-161-EDI-PCS) It can be inferred from his statement that in the previous

semester he only used a simple sentence and common terms to express his ideas.

Cahyo realized the importance of using such technical terms in improving his

writing. Therefore, he used dictionary to check a particular academic term in his

paper. “I used dictionary which installed in my laptop. I found several new terms

that I did not know before.” Similarly, Jaya had to push himself in adjusting the

style. “It was strange to me because, you know, I mostly taught in the non-formal

sector of English Teaching. That was challenging. I had to adjust my English style

from social English and moved them to academic English.” (9-JA2-11-EXP)

Thus, in this point I inferred that Cahyo and Jaya challenged themselves for


69

improving his writing, especially in using technical or academic terms. The

lecturer’s feedback previously required him in exploring the language, take risks,

and play with the language. In other words, they had pushed him further from his

comfort zone: using simple sentences and general terms in writing academic

papers.

Another participant, Asti, experienced similar thing as Cahyo. She had an

interesting topic to be presented in her linguistics class. Then, Asti picked a comic

strip to be analyzed using the topic given. “It was my turn. I felt that I got an

interesting topic so I could prepare well for everything that I needed. Then I had

to present it and plan what the next progress.”(5-AI2-61-DRA-PCS) Furthermore,

she could expose her ideas and argument in analyzing the comic strip well. Thus,

from Asti’s statement I inferred that having a clear and flexible thinking and a

better understanding of the topic enabled her to pick an interesting source or

material to be analyzed.

In sum, experiencing struggles in writing academic papers enabled them to

integrate between critical thinking and language competence that they had during

the process. Not only that, those struggles led them to experience transferring

ideas, thoughts, and meaning involving many aspects to consider. Furthermore,

the participants tended to push themselves further from his comfort zone. As a

result, the students gained a sense of control in their writing and feel an ownership

of the language which ultimately will lead to a true sense of enjoying the art of

writing.


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2. Emergent Themes

This section provides the categories which are embedded in the lived

experiences of the participants when telling stories. Not only that, it includes the

feeling expression, expectation of the participants. Therefore, the emergent

themes are divided into four: motivation, struggle, satisfaction, and learner

autonomy.

a. Motivation

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

an important factor that has a positive influence in any educational learning

process. According to Gardner (2001), motivation is as an internal process that

activates guides and maintains behavior over time. It means that students have

their own needs which lead into different action toward something. In line with

Gardner, Dornyei (2001) supports that motivation is thought to be responsible for

doing something, how long and how hard people are going to achieve it.

Likewise, Cahyo stated previously that in order to pass the course he had to

submit his writing, no matter the score that he would get. “well, just submitted to

fulfill the course requirement. Getting a score.” (7-CO2-99-ATT) In other words,

passing the course was Cahyo’s motivation in writing academic paper as fulfill the

requirements. Jaya had a similar issue with Cahyo. Jaya did his paper because of

the deadline. It motivated him to write the paper as close as possible with the

expectation.

“Let me tell you the very very truth. I didn’t have time to re-edit them.Then I just did it because of the deadline. For example, ignoring with theidea that a paragraph should consist of 3 sentences like that” (9-JA2-13-MOT)


71

The extract above, Cahyo’s and Jaya’s, indicated that they had a low

motivation in writing academic papers. Therefore they limited themselves while

writing academic papers. In contrast, Asti had another perspective compare to

Jaya and Cahyo. According to her, she wanted to gain more experience in writing

academic papers. Therefore, Asti was motivated to write academic papers for

seminar, as shown in the extract below.

“Meet new people. I mean, I could have new knowledge from them.Especially the most recent issues related to linguistics as my interest. I don’tknow much about Education. But, in linguistics, I could see what are theissues or things which could be explored more.” (5-AI2-204-MOT)

Meeting with new people, sharing knowledge to each other are the reasons

which motivated Asti to write academic papers for seminars. This indicates that

Asti had a high motivation in writing academic papers. Thus, by joining seminars,

she could achieve the expectations presented previously.

Another issue which rises after motivation is intention. The participants’

intentions toward writing academic papers might be vary one another. Asti

realized that her performance in writing academic paper is not optimal yet and she

wanted to gain her experience in that. Thus, she expects to participate in other

seminars. “I would like to. Actually, there are several seminars in this year. But I

think I need to travel overland and requires a lot of expenses.” (5-AI2-201-EPN)

In contrast, Cahyo and Jaya had similar low intentions in writing academic

papers. Again, lack of feedbacks caused them to just write and submit their papers

in order to fulfill the requirements and get the score (9-JA2-13-MOT) (7-CO2-99-

ATT).


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Furthermore, all the participants are aware that they need to improve their

writing skills especially in writing academic paper. As they stated:

“I’m kind of perfectionist one. So, I could not agree upon somethingwhich is “ordinary” or simply “just like that”. No, I could not.” (5-AI2-103-EPN)

“During the process itself, well, how to use the appropriate format,references and of course the theory. How to write appropriately. Like that. “(7-CO2-195-EXP)

“Well, I would say again, when you write and you have to take somethingfor a consideration it should be more precise. Especially the logic that youhave to come up with, and then how to write simply directly to the point.And to mean what you say and to say exactly as you supposed to say. Notonly yourself but also others could understand it. So I give more serious toit.” (9-JA2-29-INT)

The extracts above show that the participants were all aware of their own

problem in writing academic papers. In conclusion, each participant had different

level of motivation. Gatri was the only participant who had a high motivation in

writing her academic papers. Despite the fact that two participants were low-

motivated, they tried their best and finish their academic papers. Thus, they

encountered problem and challenges in writing their academic papers. This issue

will be discussed in the following section.

b. Struggle

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

papers. As stated in the previously, they faced various challenges in writing their

academic papers from the beginning until the end of the process in writing their

academic papers. To be positivist, Asti for example, stated that writing an

academic paper was challenging. She referred back to her first experience in

writing academic paper for a particular seminar. “As I said before, challenging. I


73

mean more on the expressing ideas. How to express our idea, and link each

paragraph. That’s the most difficult part.” (5-AI2-8-ATT). It can be inferred that

Asti tried to be positivist while having problems in writing academic papers.

Thus, Asti challenged herself to improve her writing. She added that honestly, she

was afraid in making mistakes such as stating irrelevant ideas and inappropriate

quotations. “well, I was afraid for having irrelevant ideas, and referring to the

theories. Like having inappropriate quotation without paraphrasing it first. Like

that.” (5-AI2-10-ATT) Being afraid as experienced by Asti is a common problem

faced by the students. Again, having a positive attitude in writing academic papers

encouraged her to do the best she could no matter that it was her first time writing

academic paper for seminar. Moreover, she wanted to have such experience by

participating in the seminar.

In contrast, Cahyo had different experience compare to Asti. He had a tendency

to be lazy when having academic writing, especially finding related theories. He

stated, “Just little bit lazy. I know that I could find many sources related to the

topic, but I was too lazy to get there and I have never been in library before. Like

that.” (7-CO2-30-ATT) It seems that Cahyo tried to limit himself in writing

academic papers. The extract above indicates that Cahyo had a negative attitude in

writing academic papers which affected his writing. Moreover, he added that he

just wanted to get scores and pass the course. “Well, whatever the score I got, at

least I passed the course. That’s it. And I got B for that.”

In similar, Jaya was honest to tell that he did the writing assignments in English

literacy class because of the deadline. “Well I think I just did the best I could and

then try to work it by myself… Then I just did it because of the deadline.” (9-JA2-


74

13-ATT) It can be inferred from the extract that Jaya had similar attitude with

Cahyo. He did it because of the deadline. In other words, he had a negative

attitude in writing academic papers. Not only that, Jaya argued that it was just

because he did not receive enough feedback, especially from the lecturer. In his

opinion feedback from the lecturer is very important. The discussion of feedback

will be partly included in the next section (see the writing supervision)

“I think we had not enough feedback from the lecturers so we didn’t know

what our strengths and weaknesses are. Well, most of the lecturers were so very

busy there, again I still thinking that feedback is very important” (9-JA2-11-

ATT).

As a graduate student, they are required to perform their academic writing

skills. All of the participants seem aware of this issue well. Most of the

participants tried to limit themselves in writing their academic papers. However,

based on the participants’ respond, feedback was the major factor which

influenced their academic paper quality. Moreover, this issue will be discussed in

the following section.

c. Satisfaction

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

the success of students’ academic writing in their programs. Willingness to listen,

seeking to understand, and communication are key components. However, Kiser

(2000) states that there are several challenges to develop positive relationships,

such as: age, gender, cultural, background, theoretical orientation, and cognitive

and learning style.


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As well as the lecturers, the students also have their own expectation in

learning process, in this context is writing academic papers. Ideally, both of the

lecturers’ and students’ expectation should meet each other. Moreover, most of

the participants stated their own perspective. In addition, they did not face any

problems with the challenges as proposed by Kiser (2000). Rather, they had

problems in the communication, feedback especially.

Asti was dissatisfied with her own academic writing as she did not get

feedback in details. She really wanted to know her improvement in writing. She

stated that: “It was not satisfying enough. I could not measure my own skill.

Because I had no feedback in detail, like what it should be (5-AI2-223-PRO-

EPN). In similar, Jaya supported Asti’s statement.

“Hardly any feedback on the academic writing”(9-JA2-12-PRO-FDB) “SoI think, not enough attention has been paid to these academic writing skillson students. Even I myself don’t know where my weaknesses are.”(9-JA2-12-PRO-EPN).

Jaya also added that “Well, most of the lecturers were so very busy there, again

I’m still thinking that feedback is very important.” (9-JA2-11-PRO-EPN)

It could be seen that Asti and Jaya wanted to improve their writing, especially

in writing academic papers. They believed that having adequate feedback was

very important in improving their writing quality. It enabled them to measure their

writing skills and also to measure their weaknesses in writing academic papers. In

fact, they did not have adequate feedback from the lecturers. As a result, they

could not measure their writing skills and weaknesses. According to their

experiences, most of the lecturers were so very busy. Meaning that, the

participants as the students could not have detail feedback. However, lack of


76

feedback was the problem. It can be inferred that this problem hindered the good

communication between lecturers, as the writing supervisor, and students..

In contrast, Cahyo had a different perspective. He preferred for not having any

feedback, as shown in the extract below.

“I prefer to just submit without any feedback.” (7-CO2-120-ATT-FDB).He added “It feels like I must run extremely fast for it. If I had a feedback, Ihad to revise and submit and so forth.” (7-CO2-122-ATT-FDB).

Cahyo put a consideration more on the guideline given while having a task. In

other words, lack of guidelines was the problem that he faced in writing academic

papers. He gave an example from one of his course. “How supposed I know the

way to compare if I have never been taught about it. In that time I just asked to

respond a particular literary works.” (7-CO2-84-PRO). He felt strange while

joining that course.

“Well, it was strange. It was a comparative literature class, but we hadnever been taught how to compare appropriately. In contrast we were askedto make a respond paper for each meeting.” (7-CO2-86-FLG-EPN).

In similar with feedback as discussed previously, guideline is needed in order

to take the students into the right track. Moreover, both of the lecturers’ and

students’ expectation could meet each other. Based on Cahyo’s explanation, lack

of guideline hindered him to write his papers appropriately.

In sum, most of the participants wanted to improve their writing, considering

that they were dissatisfied with their academic papers. Thus, an issue raised based

on the participants experiences: communication between supervisors and students.

It is should be taken into account that actually their expectation related to the

lecturers about feedback and guideline seems to be positive. It enables them to


77

improve their writing quality in academic papers. Inadequate communication

through feedback and guidelines were the problems they faced in improving their

writing quality in academic papers. Furthermore, a positive respond should be

given to the participants’ expectations.

d. Learner Autonomy

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

the meantime, they tried to identify and overcome with their own perspective

which could be very subjective. On the other hand, it indicates that they aware of

their responsibility for their academic writing, their learning process in general.

According to Edge and Wharton (2003), learner autonomy means taking

responsibility for one’s own learning. In addition, the most important element in

learner autonomy is that to encourage the learner to reflect on what and why they

are doing.

Asti was really concerned with her own academic writing, especially when she

wrote a paper for seminar in Bandung. “well, I think, what should I do, what

should I learn more from this… well. That’s more or less.” (5-AI2-21-SA) This

phenomenon also happened when she entered ELS in 2014. In that time, she had

no feedback for her writing. However, she initiated to check and have self-

reviewed on her writing. “I checked again related on my writing…my writing

style and I checked whether something missing or not. What it should be…” (5-

AI2-50-SA)

It can be inferred that Asti reflected back on what she was doing and why she

was doing so. She realized the responsibility in developing her own writing.


78

Therefore, she preferred to check and self-reviewed on it. As a result, it led her to

high autonomous learner.

In line with Asti, Cahyo shared the same experience. As stated previously, in

the earlier semester Cahyo was a lazy student. Later, he became aware of the

importance of academic writing, considering his need after finishing his master

degree.

“Well, I changed my behavior. I tried to deal with the academic writingatmosphere. Later, after I graduate I have to deal with all of this which Icould not deny. Not only that, as an undergraduate student, I have to be ableto use my academic writing properly.” (7-CO2-167-SA)

In addition, he tried to understand the lecturer expectation toward his writing.

Thus, he had to fix it based on his knowledge. Moreover, Jaya told me his

experience while conducting a mini research.

“I think I have survived in the 2nd semester. I did my best and didwhatever I could. Still no feedback from anybody about my writing.Probably there’s no such a thing as guidelines” (9-JA2-15-SA)

Again, the reason was just because lack of feedback. Then he just looked at

other people work as his guideline in writing his mini research project. “I tried to

just write what I had to write for each chapter and adjusting and re-writing and re-

editing whatever I needed.” (9-JA2-19-SA)

As stated previously, learner autonomy means taking responsibility for one’s

own learning and the most important element is that to encourage the learner to

reflect on what and why they are doing (Edge and Wharton, 2003). Cahyo and

Jaya reflected on what they did in writing academic papers. They realized several

issues in order to improve their writing even they did not have inadequate

feedbacks, neither from their lecturer nor peers. Both of them tried to understand


79

their lecturers’ expectation, adjust and revise their previous writing in order to

meet the requirements of the topics they wrote. In similar with Asti, the problems

faced by Cahyo and Jaya led them as high autonomous learners.

In sum, all the participants faced different difficulties and problems in writing

academic papers. However, they all tried to overcome the problems that they had.

Up to this point, it can be inferred that the participants became autonomous to this

context.


80

CHAPTER V

CONCLUSION, IMPLICATION AND RECOMMENDATION

This chapter presents three sections, conclusion, implication and

recommendation. As the first section, the conclusion is the summary of the answer

of the research question. Moreover, the implication is the consideration for future

research improvement. The last, the recommendation suggests what to do as

follow-up to the research and what improvements should be made in the future

studies in writing academic papers.

A. Conclusion

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

graduate students. The process in revealing the lived-experience was done through

collecting texts from the English Language Studies Students who had experienced

the phenomenon. Three illuminating participants shared their lived experience of

writing academic papers. There were three types of meanings assigned under

bracketed; pre-figured themes and emergent themes, which based on the

interpretation of their lived experiences. The pre-figured themes were determined

based on the logical theory. The emergent themes were developed based on the

empirical truth.

In the pre-figured theme, there were three themes, namely language

competence, critical thinking and writing expectation. In the first pre-figured

theme, language competence, all the participants faced problems in writing their

academic papers. Composing effective sentences, having appropriate sentence

structure and expressing ideas within context were all the struggles they faced.


81

However, facing those barriers did not hinder them in gaining their effort to write

academic papers. Therefore, the participants’ willingness and awareness in

writing academic papers could be seen also from how they managed and solved

barriers they had in writing academic papers.

Critical thinking refers to abilities or skills: selection, evaluation, analysis,

reflection, questioning, inference and judgment. In other words, when critical

thinking is applied to writing the above abilities are expressed through the process

of argumentation, producing an argument i.e. the essay, the dissertation. In sum,

the participants showed their efforts in exploring and developing their critical

thinking while experiencing struggles in writing academic papers. Not only that,

they pushed their self as close as the expectation. However, it should be noted that

most of the participants had a big expectation on the guidelines and feedback.

Those two elements were needed in order to improve their writing quality and

developed their critical thinking awareness.

The third pre-figured theme is writing expectation. All the participants

expected that by having more experience in writing academic papers enabled

them to integrate between critical thinking and language competence that they had

during the process. Not only that, those struggles led them to experience

transferring ideas, thoughts, and meaning involving many aspects to consider.

Furthermore, the participants tended to push themselves further from his comfort

zone. As a result, they gained a sense of control in their writing and feel an

ownership of the language which ultimately will lead to a true sense of enjoying

the art of writing.


82

Based on the discussion under description and interpretation of the text, there

were four emergent themes emerged in this study: motivation, struggle,

satisfaction, and learner autonomy. Having a positive attitude toward writing

academic papers led Asti into a strong motivation in gaining more experience in

writing academic papers. Therefore, she was highly motivated to write academic

papers for seminar. In contrast, Cahyo and Jaya had no other choices. They just

wrote their academic papers in order to meet the deadline and fulfill the

requirements paper.

Based on the participants’ experience, they shared various challenges in writing

their academic papers from the beginning until the end of the process in writing

their academic papers. Most of the participants tried to limit themselves in writing

their academic papers. However, based on the participants’ respond, feedback was

the major factor which influenced their academic paper quality.

Despite the fact that the participants faced various challenges and problems in

writing academic papers, they wanted to improve their writing. The participants’

responds indicated that they were dissatisfied with their academic papers due to

several reasons. Thus, an issue raised based on the participants experiences:

communication between supervisors and students. Inadequate communication

through feedback and guidelines were the problems they faced in improving their

writing quality in academic papers.

In brief, students face several problems during the process of writing. It includes

organization of ideas, grammar, and lack of feedback. In similar, limited feedback

given by the lecturers and difficulties in balancing the requirements are the urgent

which should be paid more attention. In the meantime, they tried to identify and


83

overcome with their own perspective which could be very subjective. On the other

hand, it indicates that they aware of their responsibility for their academic writing.

It is should be taken into account that actually their expectation related to the

lecturers about feedback seems to be positive. It encourages them to be a highly

autonomous learner. Thus, a positive respond should be given to the participants’

expectations.

B. Implication

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

important theoretical and practical implications from the findings. First, the fact

that students need more feedback for their writing indicates that they had

inadequate feedback from the lecturers. They expected to have more explanation

and example in order to improve their academic writing. It includes how to

paraphrase, quote others’ in order to improve their academic writing. They should

understand about the originality of thoughts, the most important issue in academic

writing, and also to avoid plagiarism.

Second, another implication concerns with guideline in writing academic papers.

Without any adequate guideline given students tend to look at other people work and

manipulate the written assignments so that at least they have something to submit.

Thus, lecturers and policy makers need to support students in writing academic

papers by giving adequate standards and feedbacks. Giving adequate guideline

and standards help the students in the process of writing academic papers. It

includes what to make, how to make and which way to go first. In similar, giving

adequate feedback would be very beneficial for the students. They could measure


84

their strengths and weaknesses in writing academic paper which help them in

improving their academic writing quality.

C. Recommendation

There are several recommendations which are suggested in order to improve

better academic writing of the English Language Studies students. First of all,

writing academic papers are not as simple as it looks. A more detail explanation

and examples as a guideline in writing academic papers are needed, considering

that each student has different language competence level. Therefore, it would be

very beneficial to the students for having guidelines in order to make a proper

academic writing as expected by the lecturers.

Secondly in terms of feedback, lecturers are expected to pay more attention to

the students. Lack of feedback hindered the students to see the result or the quality

of their academic writing. By having adequate feedback, all the students could

measure their academic writing quality and also their strengths and weaknesses in

writing academic papers.

Finally, the conclusion of this research is subject to limitations and weaknesses.

The time constraint may strongly affect the findings. The in-depth interviews that

I conducted may lead into a poor meaning investigation due to inadequate

experience as a novice researcher. Despite all constraints, better research could be

further conducted as a follow-up to this study. Deeper investigation of student’s

process of writing might result in much better discussion and findings.

Furthermore, investigating how the students start and end writing in a deeper

study may also lead to a better description and interpretation.


85

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APPENDIX 1

Informed Consent Form

My name is Ardiyarso Kutniawan. I am a graduate student of English LanguageStudies, Sanata Dhanna University who is conducting research on graduatestudents' lived expetience in writing academic papers as a fulfilirlent of mystudy. Regarding to this, I would like to ask your participation in the iuteruiews toshare vour experience as a graduate student who have written academic papers.

The purpose ol this study is to describe and interpret tlie lived expeiience ofgraduate students in rvriting academic papers.

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

I will publish tire findings of this research" And I would be happy to share thefindings with you after the research is cornpletecl. There are not any risks involvedin this study. Your name rvi1l not be associated with the findings and only theresearcher r,vi11 know your identity and personal information.

There are not any risks irrvolved in this study" The benefit for the participation ofthis research is that it may give voice to your academic writing developrnent.

Should you have ar-iy questions related to this research, do not hesitate to contact1.ne in the tbllowing number (+62) 8564 a79 2680 or en-rail address

ardi. kurniaT 3 9 1 Qlgrnail. com.

Please sign tiris consent form. I will give a copy of this fonn for you to keep.Thank you for your consideration.

Yogyakarta, P favwag zstL

Researcher' s Si gnatureParticipant's Signatr-rre

91


APPENDIX2Informed Consent Form

My trame is Ardiyarso Kumiawan. I am a graduate student of English LiinguageStudies, Sanata Dharma University who is conducting research on graduatestudents' lived experience in writing academic papers as a fu1tl11ment ol mystudy. Regarding to this, I would like to ask your parlicipation in the interviews to

share your experience as a graduate student who have written academrc papers.

The purpose of this study is to describe and interpret ilie livecl experience ofgraduate students in writing academic papers.

During the intervierv, I would ask you some questions related to your experiencein writing academic papers. If there are questions that you r,voulcl prefer not toanswer" piease do not hesitatc to tell me, and I will go o1t to the nert qucstions.

Moreol,er, I would take notes and record the interview. Once the ir-itervicv,, is

transcribed, you will be asked to revier,v the transcript and a brief anaiysis of yourinterview to verily the data.

I wiil publish the findings of this research. And I would be liappy to share the

iindings rvith you after the research is con'rpleted. There are not any risks involvedin this study. Your name will not be associated w,ith tlie finclings ancl oniy the

researcher will know your identity and personal information.

There are not any risks involved in this study. The benefit for the parlicipation ofthis research is that it may give voice to your academic writing developr-nent.

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

lne in the following number (+62) 8564 079 2680 or emaii address

ardi. kunri a7 3 9 I @grnai l. com.

Please sign this consent fbrm. I will give a copy of this fonn tbr you to keep.

Thank you for your consideration.

Yogyakarta, iz &vtrrrrJ 2O\6

\Participant's Signature

92

Researther' s Si gnature


APPENDIX 3

Informed Consent Form

My name is Ardiyarso Kumiawan. i am a graduate studerit of Enghsh Language

Studies, Sanata Dhanna University who is conducting research on graduate

students' lived experience irr rvriting academrc papers as a fulfi1lilent of mystudy. Regarding to this, i would like to ask your paflicipation in the intc:rviews toshare your experience as a graduate student who have rvritteu academic pitpers.

The purpose of ti-ris siudy is to describe and interpret tire lived expcrience ofgraduate stuclents in r.r,riting academic papers.

Dudng the rntervieu," i rvoulcl ask you some questions reiatecl to your exlreriencein writing acacletnic papers. If tl-rere are questions tirat you u,ouid pret-cr not toanswer, please clo not hesitate to tell me. and I will go on to thc next questions.

Moreover. I rvoulcl take notes and record the inten,iew. Once the inten,ierv i-s

transcribed, you rvill be asked to review the transcript and a brief analysis r:fyourinlerview to ver"ify tl-ie clata.

I will publish the frndings of this research. Arrcl I vnould be happy to sl-rare thefindings rvith yor"r after the researcl-i is completed. There are not any risks involvedin this stucly. Your name r.r,ill not be associatecl witir tire fir-rdings anci onl1' theresearcher wiil know your identity and personal infomration.

Tl.iere are not any risks involved in this study. The benefit for the participation ofthis research is that it may give voice to your acadernic writing development.

Should you have at-ry questions related to this research, clo not l-resitate to contactilre in the following number (+62) 8564 079 2680 or email adclress

ardi. kun-ria7 39 1 @gnail. corn.

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

Thank you for your consideration.

Yogyakarla. \> Jqrwar'4 2blL-l-

P arli cipant' s lignature

93

I{esearcher's Signature


94

APPENDIX 4In-Depth Interview 1 (Asti)

In-Depth Interview

Asti

Tuesday, March 1 2016

Role Transcript CodeR Mbak Asti, langsung aja ya kita mulai. Kemarin mbak

Gatri bercerita bahwa sempat mendaftar S2 di Semarangnamun gagal. Lalu, kenapa milih dan akhirnya bergabungke KBI?

AI1 Oh itu, jadi selama kerja di Purwokerto, aku sempetbingung karena gak keterima di Semarang tapi juga gaktahu harus daftar ke mana lagi. Kebetulan waktu itu Mr.Lian ngasih kabar. “Miss, ini aja kuliah bareng aku diSADHAR”, duhh gimana itu kan non islam ya, akubilang gitu sih awalnya,

R Ooo itu udah kerja di STIKES ya?AI2 Udah, trus abis itu mikir-mikir lagi. Eh..gpp juga sih kan

Sanata Dharma juga bagus kan, maksudnya terkenalnyamemang bagus bahasa Inggrisnya jadi ya apa boleh buatmaksudnya coba aja dulu, kaya gitu kan. Ya udahakhirnya disekian gelombang yang kedua atau yangpertama itu terus aku yang terakhir.Kemudian ikuttes..nggak sih, awalnya kan buat kaya paper dulu kan,maksudnya kaya writing kehidupan juga, maksudnyadulunya gimana, kita punya ketrampilan apa aja terus yaudah akhirnya ya nggak tau kok diterima gitu. Yaalhamdullilah.

R Berarti awalnya emang nggak kepengen ke sini?AI3 Bukan nggak kepengen, nggak tahuR Ooo gitu. Justru mentalnya semarang aja?AI4 Iya, terus yang S2 ini aku juga nggak tahu kalau di sini

memang ada S2, gitu.R Mbak Asti masih ingat ndak waktu kuliah dulu, meskipun

dulu ambil linguistics, tetap ada kelas writing juga ndak?A5 Ada, semua skill ada.R Itu sejak semester awal?A6 Sejak semester 1 ya… mulai dari basic kita ngerjain


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misalkan ada conjunction ini kita harus gimana...kalobuat sentence ini kita harus gimana, gitu sih.

R Dan akhirnya mbak Asti harus buat skripsi juga?A7 IyaR Oh oke. Lalu, mbak Asti masih ingat ketika mulai belajar

nulis atau writing itu sendiri sampai akhirnya membuatskripsi, itu gimana pengalamannya?

A8 Em, gimana ya?R Kan pasti berbeda ya dengan nulis menggunakan bahasa

Indonesia?A9 Ah iya, pernah sempat salah-salah juga nulisnya.

Mungkin gak konsen atau karena ide kita yang mau kitaomongin dituangkan ke itu jadi gak nyambung ataugimana. Pernah sih waktu hamper nulis bab berapa itudan diajuin ke dosen itu. Ini grammarnya kok salah ini.Lho kok grammarku salah ini gimana. Padahal yang laingrammarnya juga kayak gitu- gitu doang. Tapi kok yaudah bagus hehe. Dan itu sempat sebulan nggak ngerjainskripsinya. Karena nulis itu tadi. Gimana ya, mungkinkendalanya kita harus merangkai satu kata demi katakemudian menjadi sentence, lalu paragraph itu kayakyang susah banget gitu lah.

-DRA-PCS

-EDI-PCS

-REV-PCS

R Trus akhirnya mbak Asti mau menulis lagi itu gimanaceritanya?

A10 Haha. Ya akhirnya aku sadar bahwa ya biarin lahtulisanku jelek. Maksudnya aku bias memperbaiki lagi.Gak mungkin kan, aku juga berhenti sampai di sini. Masaya aku mau nggak lulus, gitu kan. Karena targetnya udahharus bias lulus semester ini, gitu lho. Jadi inget lagikomitmennya, misalkan aku harus lulus empat tahun atauharus lulus tepat waktu. Nggak boleh lebih, nggak bolehini.. Ya udah akhirnya aku coba nulis research lagi yangbenar yang ati-ati banget. Yang memperhatikangrammarlah, apa lah, kaya gitu-gitu. Harus teliti banget.

R Terus kejadian seperti itu sempat terulang lagi?A11 Enggak. HahaR Sama sekali?A12 Iya, enggak terulang. HahaR Berarti Cuma sekali itu dan lanjut lagi?A13 Hooh, bener. Habis itu, pas akhirnya aku bimbingan lagi,

ya udah. Gak papa. Maksudnya udah lanjut aja, lanjutbab empat dan seterusnya. Lho kok cepet ya. Sampaiakhirnya selesai. Haha

R Trus waktu sekarang, dulu kan S1 ya mbak ya. Kalausekarang s2nya. Apalagi waktu di S2 dari semester 1memang gak ada kelas khusus writing. Tapi semuanyapasti tentang writing academic papers. Ketika mbak Astikerja juga, ngajarnya writing Cuma yang simple simple,


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mengingat kebutuhan siswanya mbak Asti. Ketika disemester pertama, dapat lima mata kuliah semuanyadalam bentuk academic papers, gimana perasaannya?

A14 Gimana ya.. apa ya.. kaya mungkin bias dibilang kayashock gitu. Maksudnya udah lama gak nulis kan. Apalagidalam bentuk yang kaya jurnal. Kaya gitu lah, yang untukdi publish. Jadi ya, apa ya. Kebetulan juga kan ada matakuliah writing itu kan. Itupun juga waktu di display didepan aku juga masih salah salah. Karena mungkin ya itukarena masih belum… maksudnya masih blank. Karenaya itu tadi, udah lama itu tadi, kemudian diminta untuknulis, yak u bisanya nulis ya seperti itu. Dan kemudianternyata malah salah semuanya. Gitu. Cuma jadi berapaparagraph doang kan.

R Nah, ini menarik mbak. Dari pengalaman yang mbak Asticeritakan. Seputar menulis sejak s1 sampai s2 ini adabeberapa hal yang ingin saya ketahui lagi, dan akan sayalanjutkan besok lagi. Nah, sementara cukup dulu. Terimakasih mbak Asti.

A15 Oke, sama-sama.


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APPENDIX 5In-Depth Interview 2 (Asti)

In-Depth Interview

Asti

Wednesday, March 2 2016

Role Transcript CodeR Mbak Asti, dari pengalaman yang mbak Asti

ceritakan kemarin, ada beberapa hal yang inginsaya ketahui lagi seputar menulis sejak s1 sampais2 ini

AI1 OkeR Bisa dicertiakan lagi, secara detil pengalaman

mbak gatri ketika belajar menulis?AI2 Wah itu prosesnya panjangR Berarti melalui proses-proses juga? Apa aja mbak

waktu itu?AI3 Apa ya.. ya tadi, pertama nulis dulu apa sih poin-

poin, poin-poinnya apa sih yang mau diomongingitu kan poin-poinnya, kalau udah poin-poinnyaterus baru nulis, nyoba nulis dulu, orek-orekan apagitu lho, satu sentence dua sentence, kemudian jadiparagraf dilihat lagi tulisannya dari awal lagi, dicekkaya gimana grammarnya udah bener belum terusidenya yang udah di maksud, udah tersampaikanbelum di situ, terus kayak gitu maksudnya kayaberulang terus, maksudnya kaya ya kita introspeksijuga dalam tulisan kita seperti apa, gitu sih

-PLN-PCS

-DRA-PCS

-EDI-PCS

R Selama kelas writing sampai akhirnya mbak Gatrimenulis skripsi ya, S 1 itu, ada yang menarik nggakmbak pengalaman menulis skripsi itu

AI4 Pernah, kaya tentang genre tapi aku salah nulisR Itu gimana?AI5 Kan kalo dulu kan mau kita diminta untuk nulis per

genre misalkan recount haruse gimana, teruskayanya waktu salah tu kalo nggak hortatory apagitu lho. Di situ aku nulisnya kok masih sama sihkaya yang recount atau apa kaya gitu, jadi dosenku

-Subject

-REV-PCS


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ya kasih coretan, ini kok sama dengan ini, iniharusnya diini lagi sesuai dengan genericstructurnya yang seperti ini seperti ini, gitu sih,agak susah juga sih

R6 Tapi dikasih contoh dulu nggak mbak sebelummbak Gatri buat ini?

AI6 Dikasih contoh, Cuma ya masih tetep bingung sih,karena kan yang membuat bingung itu kadang kankaya hortatory dan apa yang kadang kebalik-balikgitu lho, maksudnya nek aku sendiri kaya gitu sih,terus jadi harus sambil bayangin gimana sih ini,kaya gini ni kondisinya seperti ini kira-kira masukke recount masuk ke apa masuk ke apa ya, jadiharus berkali-kali mikir juga sih

-Example/Model-PCT

R7 Terus sampai akhirnya bisa itu, Mbak Gatringapain itu kok akhirnya bisa?

AI7 Ya tanya juga sih, maksudnya bu ini kok seperti inigimana, ya kan ini gini-gini, maksudnya dikasisolusi dikasi saran, kamu gini-gini. Ooo..ya udah,akhirnya aku juga nulis lagi seperti ini, yalumayanlah nggak dapet A cuma ya lumayanmaksudnya udah bisa gitu.

-FDB-PCS

-REV-PCS

R8 Berarti itu kan yang kelas writing mbak, kalauyang ketika skripsi gimana?

AI8 Apa ya, ya itu tadi, challenging, lebih challengingnya ke, kalau aku ya, lebih ke ya itu tetap ke idepenyampaiannya seperti apa, sama menyatukanparagraf satu dengan paragraf yang lain itu sepertiapa, itu yang paling susah

-ATT

R9 Oo gitu.. Jadi ketika mengerjakan skripsi itumembutuhkan waktu berapa lama waktu itu mbak?

AI9 Satu semester selesaiR10 Terus kalau di luar itu mbak, di luar kelas writing

sama skripsi, mbak Gatri pernah menulis apa,jurnal akademis lainnya gak?

AI10 Pernah, tapi waktu dulu masih belum bisa nulisbanget ya, memang kayanya takut gitu kalaumisalnya kaya gini salah idenya nggak bagus kayagitu, terus lihat teori juga seperti ini, takutnyangutip aja tanpa kita pakai kata-kata sendiri, gitu-gitu. Itu waktu seminar di Bandung, kan kita harus

-ATT


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ngumpulin abstract dulu.R11 Kapan itu Mbak?AI11 2010 kalau nggak salah. Itu dalam rangka apa sih

ya, lupa aku, pokoknya di Bandung ada acara kayakhusus seminar pengajaran dalam bahasa Inggrisgitu, maksudnya sharing tentang teaching, tentangapa yang pernah dilakukan, gitu-gitu.Nah di situbuat abstrak dan kebetulan dosen yang nawari maubimbing, soalnya ya kan ditawari gitu lho, ditawarikalo nggak dicoba ya kita nggak ada apa namanya,nggak ada skill yang bisa kita kembangkannantinya, gitu-gitu. Trus akhirnya, tapi ya piye ya,aku ngajak temenku juga temenku nggak mau,ngajak temen yang lainnya juga nggak mau, jadi yaudah aku terpaksa ikut sendiri aku bimbingansendiri sampai akhirnya dibener-benerin gitu, yalolos juga sih, ya itu, di abstractnya itu. Tapi yangaku nggak, paling nggak bisa itu nulis di fullpapernya. Karena ya memang pertama belumpunya pengalaman nulis yang seperti itu. Terus yapiye ya, maksudnya masih kesulitan dalam menulisaja sih waktu itu, karena waktu itu nggak adapengalaman sama sekali kemudian diminta nulisabstract, untuk nulis full paper kemudian ya jadiitu,

PRO

R12 Tapi apa yang membuat mbak Gatri kepengen ikutseminar di Bandung itu?

AI12 PengalamannyaR13 Pengalamannya? EPNAI13 Karena ternyata dari semua orang yang dateng aku

sendiri yang mahasiswa. Yang lainnya teacher,lecturer kaya gitu-gitu. Jadi ya udah. Aku ikut samadosenku

R14 Terus mbak Gatri present papernya?AI14 Jadi, awalnya nggak jadi sih, awalnya nggak mau

pergi ke bandung sampai direwangi nangis-nangis.Bu saya nggak usah ikut aja ya bu sampai sayabilang gitu, terus “lho kenapa kok..”

R15 Tapi nangisnya serius?AI15 Nangisnya serius lah. Maksudnya nggak brambang

gitu matanya gitu lho. Itu pas mau pergi lho.


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Maksudnya pas di stasiun kereta apinya, nunggukeretanya itu. Itu sambil, “aku nggak mau ikut”,jadi ya, ya udah akhirnya dipaksa-paksa, ya udahlah nggak papa lah pengalaman ini, nggak adakesempatan yang lainnya lagi kan, gitu

R16 Terus waktu present papernya rasanya gimanambak?

AI16 Rasanya ya gitu deh, maksudnya yang lega gitulho. Oh ternyata tulisanku nggak dibaca. Hahaha.Tulisanku yang jelek itu, aduh, yang aku malu itumalah bukan presentingnya, malah lebih ke, aduhpapernya kaya semacam proceeding gitu kan, kitadikasih gitu. Terus apa tu yang lebih malu itu lihattulisanku waktu di full papernya itu. Kan kelihatanbanget kalau misalnya ini, kaya nggak professionalgitu lho, aku ngerasanya sih kaya gitu sih, karenamemang ya itu nggak ada kemampuan dari awalgitu.

R17 Berarti akhirnya mbak Gatri tahu salahnya di apaaja kurangnya dimana aja?

AI17 Ho’o..kaya misalkan buat background kayanyakurang ngeh gitu lho, terus kaya yang di teori jugakayanya nggak mantep juga sih, tapi kalau dianalisis ya okelah, tapi kalau yang dibagian awalgitu kaya nggak bagus gitu lho menurutku

SA

R18 Terus akhirnya setelah saat itu mbak Gatri ngrevisilagi nggak?

AI18 Enggak, enggak sih cuma tak lihat aja, ternyatagrammarku kaya gini ya, oh ternyata duh sentenceku kok jelek banget sih. Cuma menyadari ajamaksudnya nggak terus diperbaiki, Cuma ya itu,kaya oh..apa yang harus aku..maksudnya, akuharus belajar apa lagi sih dari ini, kaya gitu-gitusih.

SA

AUT

R19 Mmm gitu, ya. Itu seputar pengalaman mbak gatriwaktu S1 dulu ya, ternyata pernah nulis juga. Itusempat dapet feedback nggak mbak setelahseminar, atau selama seminar?

AI19 Nggak ada, feedback gimana maksudnya antaraaudience? Nggak sih cuma paling tertarik aja,oh..bagus kaya gini gini gini, oh selamat ya, gitu-gitu doang sih


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R20 Memang topiknya tentang apa to mbak? Yangditulis waktu itu seminar

AI20 Sama dengan yang ini, tentang basa basisebenernya, tapi basa basi yang dipakai di kelasanak-anak. Ada kalau basa basi yang di kelas anak-anak, tapi kayanya waktu itu mungkin nggak begitudalam. Oh iya sebelumnya aku juga pernah nulis,tapi bukan bahasa Inggris ya

R21 Tapi akademis juga?AI21 Akademis, aku dari semester 1 atau berapa, karena

aku harus ngejar, aku pengen ngejar beasiswa, kalomisalnya pengen ngejar beasiswa harus nulis dulu,itu namanya karya tulis mahasiswa.

MOTSA

R22 Sebagai persyaratan?AI22 He’em. Atau nanti bisa jadi PKM. Program

Kreativitas Mahasiswa.Jadi kalauuu disitu kan kitaotomatis kita nulis, nulis proposal, tentang apayang kita akan ajukan. Itu ada beberapa macem,jadi ada pengabdian masyarakat, ada yangkewirausahaan dan sebagainya, tapi aku lebih kepengabdian masyarakat karena udah ada hal yangmenarik di situ kemudian dipraktekkan kemasyarakat. Jadi itu nulis proposal, direview jugadari DIKTI, kemudian masuk, diterima trusakhirnya berjalan.Itu berapa kali ya, aku seringnulis sebenernya tapi bahasa Indonesia dan yangkedua yang ini, PKMAI. PKMAI artikel ilmiah.Dari hasil masyarakat itu tak tulis jadi artikelilmiah. Itu sebenernya itu kan kelompok ya, tapi tulebih banyak ke akunya nulisnya hahaha.

R23 Berarti yang kerja mbak Gatri tok? HahahaAI23 Aku awalnya nulis latar belakang kaya gimana,

gitu, kemudian aku kasihkan ke temenku, kokkayanya nggak ada perubahan sama sekali, ya udahakhirnya aku buat semua jadi kaya (ada semacam)perhitungan persentasenya kaya gimana, terusmereka tertarik nggak dengan latihan gamelan(dilihat dari hasil kuesioner), kaya gitu-gitu doang

DRA-PCS

R24 Bentar, antara yang kedua ini, yang di DIKTi yasama yang di Bandung, mana yang duluan mbak?

AI24 Yang duluan yang di DIKTI, itu semester tengah, EXP


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4-5 gitu. Terus aku juga pernah nulis juga sih,jangan kaget ya, hahaha. Maksudnya kayapemilihan mahasiswa berprestasi gitu kan.

R25 Itu dimana?AI25 UDINUS. Awalnya juga aku pernah nulis. HahaR26 Akhirnya banyak to? HahahaAI26 Iya juga. Aku juga baru nyadar. Tapi bahasa

Indonesia ya nggak bahasa Inggris. Di 2007 pasawal masuk itu kita diminta untuk nulis, nggaksemua tapi dipilih gitu lho, aku nggak tau kannamaku juga dipilih. Terus kemudian, kita adatopiknya sendiri, agent of change, nah dimintauntuk nulis seusai topic dan dikasi waktu 3-4 harisaja, dan akhirnya presentasi. Tapi ya itu, tulisankukayanya ya aku masih belum puas gitu lho. Kaya,yaa bahasa Indonesia tapi kan ya bahasa Indonesiaku memang nggak bagus gitu lho, memang udah diIndonesia tapi kan aku nggak bisa (menggunakanatau menulis dg benar dan baik) ini, gitu lho. Yaudah aku sebisanya aku nulis, kaya gitu. Terushabis itu aku juga ikut lagi pemilihan mahasiswaberprestasi 2 kali atau 3 kali an. Itu juga nulis lagi.Tentang pengajaran bahasa Inggris ke anak-anakdengan cara macem-macem yang unik. Yaawalnya juga cuma iseng aja sebenernya tapi yajuga karena ada dorongan dari dosenku, kamukalau bisa ikut ini, ya udah akhirnya ya udahkarena nggak ada yang maju kan di fakultas.Akhirnya maju, buat proposal lagi, nggak sih buatkaya bab 1, bab 2 gitu-gitu. terus, duh gimana akujuga lihat-lihat gitu, awalnya juga masih bingungkok kaya gini kaya gini duh, ya udah akhirnya tetepjalan aja

EPN

ATT

MOT

R27 Itu pakai bahasa Indonesia?AI27 Bahasa Indonesia, semuanyaR28 Tapi topiknya tentang pengajaran bahasa Inggris

ya?AI28 Ho’o. iya sih pengajaran bahasa Inggris semua

yang sesuai aja dengan bidang masing-masing.R29 Mm gitu. Okay. Itu semua sebelum di Bandung

mbak?


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AI29 Iya, jadi pengalamannya itu mungkin dari yangbahasa Indonesia itu ke bahasa Inggris gitu kali ya

R30 Berarti kan mbak Gatri sebenernya udah tau kalaunulis yang ilmiah, meskipun dalam bahasaIndonesia strukturnya kan seperti ini seperti ini.Terus sekarang waktu di Bandung dulu ituakhirnya pakai bahasa Inggris. Terus apa yangdirasakan mbak ketika beda ini?kan bedamaksudnya ini bahasa Indonesia akhirnya diBandung itu emang lebih berbobot karena ituseminar pakai bahasa Inggris. Itu gimana?

AI30 Apa ya, maksudnya aku lebih suka yang bahasaInggris sebenernya. Yang berbeda itu apa sih..

ATT

R31 Malah lebih suka bahasa Inggris? Kenapa mbak?AI31 Iya. Nggak tahu kenapa, yang pasti, mungkin

memang grammarku memang jelek, tapi aku lebihenak lebih suka lebih menikmati pakai bahasaInggris daripada pakai bahasa Indonesia karenakalo pakai bahasa Indonesia kita harus ya itu lihat-lihat dulu. Maksudnya pakai bahasa yangstandartnya seperti apa, misalkan, ingin-pengengitu, maksudnya harus mikir-mikir lagi juga sih. Itusih. Sama sebenernya. Mungkin lebih kekosakatanya dari bahasa Indonesia itu ya. Kaloyang bahasa Inggris ya kosakatanya juga sih,pemilihan diksi yang baik, kalau misalnya untukkaya gini gimana, terus pemilihan conjuction yangtepat untuk menghubungkan ini kadang juga masihbingung juga, gitu.

ATT

R32 Oke berarti itu pengalaman mbak Gatri waktu S1.Sekarang ketika masuk di S2 mbak, Nah waktumbak Gatri masuk di sini S2, selama bekerja jugamemang mengajar, tetapi nulis writingnya kalauaku dengarkan dari recordingnya itu kan nulisnyajuga paling yang simpel-simpel karenakebutuhannya juga nggak terlalu kompleks. Berartikan mbak Gatri udah lama banget nih nggak nulisjuga, nah terus waktu masuk di S2 ini semua matakuliahnya pasti dalam bentuk writing paper. Laluterus gimana rasanya mbak setelah sekian lama?

AI32 Ya itu kaya kagok gitu lho. Kagok dan duh kokkaya gini. Maksudnya, aku harus, apa ya,

FLG


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menemukan hal baru lagi sih, maksudnya kitaharus belajar ngulang kan dari awal gimana carakita ini, menggabungkan ide-ide kita jadi sebuahparagraf yang bagus, kaya gitu-gitu. Di situ sih

AUT

R33 Jadi awalnya masuk kagokAI33 IyaR34 Bisa diceritakan sedikit nggak mbak ketika awal

dulu apa yang masih diingat tentang writing?AI34 Di S2?R35 He’e, waktu semester 1. Berarti yang awal-awal,

kan kaget kan waktu masuk pertama-tama itu.AI35 Ya itu pas kita ada mata kuliah academic writing

itu kan, ya itu yang kemarin aku ceritain pas audimintain untuk buat paragraf, paragrafnya simpelsih sebenarnya, tapi ternyata menurut dosen yangbersangkutan beberapa kata tidak efektif ataugimana, jadi banyak yang dihilangkan sehinggasatu paragraf itu mungkin hanya ada satu atau duakalimat aja yang ada mungkin ya, gitu sih, ya itusih, susah.

PRO

FDB-PCS

REV-PCS

R36 Itu terus apa yang mbak Gatri lakukan pada ketikaitu?

AI36 Apa ya..aku ya tetep berusaha, tapi menurutku ya,maksudnya ya tetep aku bisanya ya modelku yangseperti itu aku nggak bisa model yang dosen inikasihkan, kadang apasih, susah juga kita maungomong gini ternyata dosennnya ini bilangnyatulisannya ini nggak bagus kalau diiniin, jadi yakaya gimana gitu lho

ATT

EPN

R37 Maksudnya mbak Gatri bisanya kaya gini, tapidosennya tetep lebih....terus akhirnya mbak Gatrigimana, tetep ngotot pokoknya aku gini bisanyagini, gitu?

AI37 Ya gimana ya, ya udah dikasih saran, ya bagus,cuma kan gini loh, kalau kita ngerjain sendiri sihbisa, aku bisanya seperti ini, kalau misalnya lebihbaik lagi ada kaya ada misalkan reviewer atauorang yang ngecek kita nah itu aku malah lebihsedikit terbantu mungkin ya, mungkin kalimatmuseperti ini misalkan, harusnya mungkin seperti ini.Oh ya udah, jadi tak pikir-pikir juga lagi, nggak

ATT

EPN


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cuma langsung tak ambil atau gimana tapi ya tetepdipertimbangkan lagi kalimatnya menurut diaseperti ini tapi menurut aku seperti ini, enaknyagimana ya, jadi dilihat lagi per kalimat per paragrafitu nyambung nggak, terus bagus nggak, kaya gitu-gitu.

REV-PCS

R38 Terus akhirnya sukses nggak mbak? Kandikumpulkan

AI38 He’e, tapi kan itu nggak ada reviewernya nggakada temen yang ngecek kan, jadi..

R39 Hanya pure dari dosen yaAI39 Ho’o, jadi ya..., dan kita pun nggak tahu hasil kita

sebenernya tulisan kita sebenernya bagus apaenggaknya kan kita nggak pernah tau hasilnya kan,jadi yaa agak susah juga menilai dari tulisan yangpernah kita tulis di semester 1

EPN

PRO

R40 Berarti nggak ada feedbacknya?AI40 Nggak ada. Kalau di semester 2 kebetulan kita kan

di linguistic ya, kalau di education pasti nulis jugakan writing kaya buat jurnal gitu. Di semester 2 diakhir itu kan buat kaya semacam artikel kemudiankita diminta untuk ada reviewernya di situ, nahreviewerku disitu adalah mbak Lia. Jadi aku nulissudah selesai, sudah selesai analisis tentang comicstrips kaya gitu,analisis itu, itu nulis dari abstract,kemudian background, theory sampai akhirnyaanalisis dan discussion dan kesimpulan, udahselesai, aku berikan ke mbak Lia, mbak Liangecek, kalimatnya kaya gini, jadi ada komennyabeberapa sih, banyak ya. Terus akhirnya aku jugangecek juga, oh iya bener juga ya, oh bagus, jadimempertimbangkan hal yang diberikan teman, gitu.

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R41 Berarti artinya feedback dari teman sendiri?AI41 He’em, jadi lebih lega gitu lho, ohh enak juga ya,

maksudnya kita tahu kemampuan kita segini,direview ya okay, gitu

FLG

R42 Berarti dibandingkan dengan semester pertama,prosesnya menurut, dibandingkan antara semester 2yang dapet review dari teman sendiri dengansemester 1 yang langsung dari dosennya, prosesnyamana yang jauh lebih baik menurut mbak?


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AI42 Menurutku lebih baik yang ke temen dulu, karenakan secara nggak langsung kita meskipun nggakdeket misalkan ya, kita tetep bisa komunikasi gitukan, terus kita bisa apa namanya tanya hal yangseperti ini seperti ini jadi lebih enak lebih deket aja,kalau misalkan dengan dosen kan, misalkan kitadengan dosen langsung gitu agak pekewuh juga,agak nggak enak gitu kan, masa ya beliau maungurusi satu orang doang atau ngurusi beberapaorang doang gitu kan nggak mungkin, (beliau-beliau) juga sibuk juga, gitu sih

FLG

EPN

R43 Oke. Nah sekarang coba mbak Gatri mengingatantara semester 1 dengan semester 2 ya kan. Bisanggak mbak Gatri memberikan contoh 1 kejadiandi semester 1 tentang ketika menulis itu juga, dariawal sampai submission akhirnya mbak. Dari awalketika mbak Gatri dapet tugas, suruh membuatartikel seperti ini, lalu prosesnya dan sampai akhir

AI43 Oo aku ngapain aja gitu?R44 Ho’o..ketika yang semester 1 duluAI44 Awalnya kan selalu dikasi topik ini, eh, misalkan,

“kamu nulis dikumpulkan minggu depan ataudikumpulkan bulan depan’. Jadi pertama

R45 Contoh 1 mata kuliah aja ya?AI45 He’e. jadi pertama aku cari sourcesnya dulu, yang

ini gitu kan. Aku dah tau maksudnya aku dah adabayangan mau nulis apa. Terus..

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R46 Itu mata kuliah apa mbak?AI46 Academic writingR47 Nggak yang S2nyaAI47 Academic writing.R48 Emang semester 1 ada academic writing?AI48 AdaR49 Ohh english literature?eh..literacy?Ohhh..AI49 Terus abis udah ada ide kemudian cari sourcesnya,

kemudian dibiarkan dulu. Hahaha. Enggak-enggak.Maksudnya biasanya sih aku ngumpulin apa-apadulu yang ada gitu terus jadiin satu kemudiandilihat dibaca-baca bentar terus baru nulis ini, nulisbackgroundnya mau apa, gitu, terus nyicil dulu sihawalnya, nyicil backgroundnya kaya gini gini gini,

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kemudian setelah backgroudn kemudian theory,nyicil juga, kira-kira yang masuk ke theory ini apaaja, udah, terus abis itu ke discussion misalkankaya gitu ya, terus ya mayan bisa dicicil yamisalkan karena udah ada datanya misalnya sepertiitu, terus nyicil juga conclusion, terus minggudepannya lagi kita coba apa namanya lihat lagi dariawal sampai akhir seperti apa, apa yang kurang,apa yang perlu ditambahkan kaya gitu-gitu, terusdicek lagi, nulis lagi kaya gitu-gitu, terus mulainulis abstract, misal katakanlah udah selesai semuaya, nulis abstract apa yang ada di situ ditampilkangitu kan, terus udah, setelah itu misalkanmendekati hari H misalkan

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R50 Hari H pengumpulan?AI50 He’em, atau katakanlah 2 atau 3 hari biasanya aku

cek lagi, cek lagi tentang ya itu, tentangpenulisannya kaya gimana, apa yang kurang lagi,apa yang harusnya seperti apa, sambil lihathalamannya hahahaha. Karena kan ada...

SA

R51 Iya ada batasnyaAI51 Jadi harus berapa kata gitu, jadi dilihat dari jumlah

wordsnya juga. Kalau misalnya belum, tambahinapa aku juga bingung, maksudnya ya kalaumisalnya belum ya kita lihat aja kira-kira manayang belum masuk di pembahasan atau belummasuk di theory atau belum masuk di backgroundgitu, tinggal di cek lagi, terus sudah dicek, ya udahtinggal ini. Sourcesnya juga

R52 Oh gitu. Nah selama itu mbak meskipun disemester 1 ya, meskipun langsung ke dosennya, itusempat ada revisi nggak?

AI52 Kan nggak adaR53 Jadi langsung terus gitu ya sampai akhir? reviernya

tergantung mbak Gatri sendiri kalo mau mantepberarti?

AI53 Iya sihR54 Makanya waktu sebelum submission mbak Gatri

ngecek-ngecek itu sendiri?AI54 He’e. kalo yang ada revision sih mungkin yang ke

penulisan komentar kali ya, apa sih, abis ituAUT


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judulnya apa sih, ada commenting journal apa gituloh. Awalnya hanya diminta nulis intinyaperbagian, akhirnya konsul dan dapet komen.Setelah itu mulai nulis lagi tanpa konsul dan revisi.nah abis itu mungkin kan kita diminta untukmenulis title nya apa kemudian isinya apa, itu sihada komentarnya. Ya tak baca ulang sih ya benerjuga sih menurut bapaknya kalau ini nggak perludicantumkan di sini, oh ya, berarti maksudnya adagambaran gitu lho, terus ya itu, nulis lagi gitu.

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R55 Tapi itu kapan mbak, setelah pengumpulan atausebelum pengumpulan?

AI55 Itu sebelum pengumpulanR56 Ohh..jadi sempat cuman sekali itu tok ya sebelum

pengumpulan sampai akhirnya mbak Gatrimengumpulkan?

AI56 He’emR57 Nah selama proses yang ini tadi mbak, rasanya

gimana mbak?AI57 Belum puas. Sampai sekarang pun juga aku belum

puas, karena aku belum tau seberapa jauhkemampuan writingku

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R58 Meskipun udah terjadi lalu?oh gitu..tapi mbakGatri sempat pengen memperbaiki nggak? Cumanmembantu kebutuhannya mbak Gatri sendiri

AI58 Pengen. Kalau misalnya ada feedback daridosennya langsung ya pengen banget maksudnya,aku bakal nulis oh ini lho kekuranganku di sinikekuranganku di sini, jadi aku bisa memperbaiki,ohh ternyata aku kurangnya di sini, masih banyakjuga yang harus aku pelajari, itu yang penting

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R59 Tadi kan mbak Gatri ngomong nyesel, apa, kurangpuas. Bagian kurang puasnya yang apa mbak?Kurang banyak tugasnya atau?

AI59 Nggak, maksudnya kurang puasnya di penulisanaja, di bagian kaya misalnya kaya apa ya, misalkankaya koherensi terutama ya, itu kan yang kadangkita susah untuk ininya, kadang nggak coheren,kadang gimana caranya biar koheren itu kan yo odikasih apa lah biar koheren, kan itu yang buatsusah, itu disitu sama pemilihan kata-katanya yang

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pas apaR60 Terus semenjak kejadian itu mbak Gatri sempet

merencanakan sesuatu nggak buat misalnya kalaubesok dapet tugas kaya gitu lagi, yang notabenetidak ada feedback langsung, cuman sekali gitu

AI60 Aku nggak ada rencana apa-apa, dari dulu memangnggak ada, tapi setelah semester 2 aku berusahauntuk memperbaiki itu sendiri gitu lho, maksudnyameskipun nggak ada feedback langsung dari dosenya aku tetep harus gimana caranya aku bisa buatjurnal ini jadi bagus, maksudnya bukan bagusmenurut orang lain, mungkin bagus menurut oranglain terlalu tinggi kali ya, tapi bagus menurut akuaja yang standar-standarku kaya gimana,kalimatnya, kalimatku emang kalimat mungkinyang bisa dikatakan simpel. Tapi kadang ada yangcomplicated aku juga bingung juga. Hahahaha.

AUT

EXP

R61 Nah kalau itu tadi yang semester 1 mbak, yangmaksudnya belum dapet feedback sesuaiharapannya mbak Gatri, tapi yang di semester 2tadi mbak gatri menyampaikan ternyata bisa dapetreviewer juga meskipun dari teman. Nah itu bisadiceritakan juga mbak dari awal sampai submissionjuga? Itu kapan mbak?

AI61 Semester 2. Itu kita dari awal emang udah di wara-wara kalau akhir semester kita akan buat jurnalindividual, di situ per minggu kita presentasi.jadikita bisa tau topik apa yang kita ambil gitu kan.Yang menarik buat kita.Pas jadwalku, aku merasaaku merasa bahwa topik yang aku bawakan itumenarik, jadi aku persiapan dulu topiknya aku mauini, gitu kan. Setelah itu setelah aku presentasi akudah mulai nyiapin apa yang harus aku lakukan. Ituaku konsultasi sama pak Barli, terus, Pak datanyakira-kira seperti apa ya Pak saya mau ambil kayagini kaya gini, terus bapaknya bilang, ‘Oh ini aja,comic strips misalkan, itu kayanya bagus tu”. Duhcomic strips yang kaya gimana pak? Aku cariin,yang comic strips yang nggak terlalu ini ya nggakterlalu dewasa banget, maksudnya yang lebih keanak-anak gitu lho, apa sih judulnya itu, pokoknyaada anjing sama pemiliknya gitu aku lupa

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R62 Ohh kaya snoopy?AI62 Bukan snoopy, ohh.. GarfieldR63 Ohh Garfield. Garfield kucing mbak bukan anjingAI63 Iya emang Aku bilang apa sih?R64 Anjing..hahahahaAI64 Ya..anjing, eh kucing dan pemiliknya itu kan. Nah

terus aku udah lihat datanya seperti itu terus akukonsultasi lagi, Pak, ini seperti ini, terus, “oh iyaberarti kalimatnya dihilangin aja”, oke. Aku udahnyiapin itu datanya, kemudian aku baru nulisininya, latarbelakangnya, latarbelakangku sepertiini seperti ini, memang belum komplit, tapi samasih seperti apa yang semester lalu aku lakuin, jadiaku nyicil dulu, nggak semuanya harus selesai.Theory aku juga nyicil, dikit-dikit yang ini, soalnyatheory emang dikit. Terus discussionnya aku juganyicil, tapi yang lebih banyak aku cicil adalahdiscussionnya karena lebih mudah menurutku,maksudnya itu kan analisis asumsi terhadap comicstrips nya gitu lho, maksudnya itu kita bisaberekspresi lebih banyak di situ, jadi lebih enak disitu. Udah selesai, baru mulai lagi dari awal lagi,backgroundnya seperti apa gini-gini, terus nyicillagi ke abstrak, terus hasilnya seperti apa baruditonjolkan di situ, terus udah, terus akhirnya ya itutahap finishing nya itu, aku udah cek semuakayanya grammar dan semuanya udah bener gituya, tetapi ternyata setelah di review ya gitu, setelahdi review dikumpulkan.

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R65 Jadi reviewernya yang dari teman kita ya, direviewitu ketika sebelum dikumpulkan juga? Atau adabeberapa misalnya baru tahap 1 apa ketikabackground mbak Gatri selesai terus direview

AI65 Oh nggak. Kan nggak mungkin si reviewer akanmelihat seperbagian kan, akan terlihat susah kalaumisalnya dia melihat cuma bagian ting printhil -ting printhil gitu kan agak ini. Jadi ya itu, sambilaku nyicil sambil aku nyari siapa yang mau jadireviewerku, setelah udah selesai semua fix, udahjadi, aku baru ke reviewer.

R66 Berarti ada berapa kali si reviewer sempet ngecek?


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AI66 Cuma sekaliR67 Cuma sekali? Itu kapan?AI67 Pokoknya sebulan atau 2 minggu sebelum

pengumpulan, kayanya ya, aku lupa. Jadi aku ingetbanget pokoknya temen-temen belum ada apa-apaaku udah nulis gitu lho.

R68 Oh gitu. Terus kalau boleh tau mbak, apa yangmembedakan kalau tadi yang dibandingkan yangsemester 1 ya, itu juga dapet feedback? Maksudnyasekali itu sebelum dikumpulkan in final, tapi kalauyang kedua ini mbak Gatri ini dapet feedback darireviewer yang notabene reviewernya adalahtemannya mbak Gatri, itu kan juga sebelumpengumpulan, tapi kenapa mbak Gatri lebihmemilih yang ke 2?

AI68 Gini, kalau yang pertama itu direview cuma, cumakan kita kasihnya cuma conclusion, apa ya, kayagaris besarnya aja, jadi nggak, dosen nggak lihatkeseluruhan dari tulisan kita seperti apa. Tapi kalauyang ke 2 ini kan lebih gimana ya, maksudnya kitakan mulai dari penulisan abstrak dari ini kelihatansemua kalo yang ini kan cuma dari misalkan daridiscussion aja, dari apa. Jadi kita cuma paling ya,ya itu gitu lho, oo ini yang diperbaiki, ini, ini aja,terus baru kita nulis full nya seperti apa

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R69 Nah terus kalau terkait yang apa, ketika penulisandi semester 2 ini mbak ya, yang dapet review dariteman. Perasaan mbak Gatri gimana?

AI69 Ya terbantu. Maksudnya apa ya, kita bisa tahu, kitadi kemampuan kita seperti apa sejauh mana gitu,kita kurangnya di bagian apa sih, gitu, kita apanamanya perlu memperbaiki itu yang sepertiapanya, misalkan grammarnya atau apanya gitu

FLG

R70 Ohh gitu. Terus kalau yang semester 3 sendiriapakah masih dituntut untuk menulis?

AI70 Kan proposal..itu sayangnya cuma diteliti, ditelitisih, cuma nggak begitu detail ya. Paling kalomisalnya dosennya bilang, dosennya udah bacagitu sekilas kalau misalnya ada yang kurang ngehatau kurang sreg dengan tulisannya biasanyadikasih coretan di bawahnya terus dikasihketerangan apa gitu,

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R71 Apa yang salahAI71 Grammarnya mungkin, atau conjuctionnya

misalnya kaya, apa, although atau apa misalnyaseperti itu

WEK

R72 Selama dari semester 1 sampai 3 ya, pernah nggakmbak Gatri mengalami kesulitan ketika nulis itusendiri artikel itu sendiri, yang paling diinget mbakGatri?

AI72 Kesulitan apa ya, kesulitan apa sih..hahahaha. Apasih, contohnya apa contohnya

R73 Misalnya, dari semester 1 sampai semester 3 ya,kan ada banyak mata kuliah itu, ya mungkin yangsemester 3 yang lebih sedikit, semester 1 sama 2aja. Ketika itu kan diminta pasti at the end of thesemester kita harus mengumpulkan paper atauartikel atau jurnal atau apalah, yang akademik. Nahada nggak mbak Gatri mengalami kesulitan selamaitu, terserah mau refer yang mana aja, yangsemester 1 boleh semester 2 boleh, yang palingberkesan kesulitannya buat mbak Gatri

AI73 Kesulitan mungkin kesulitan ambil sourcesnya kaliya. Nggak sih, mungkin lebih ke, kita pengennyayang seperti ini, kita tahu expert nya siapa, namunkemudian setelah kita cari-cari ternyata bukunyanggak ada. Itu yang membuat kita jadi mempersulituntuk nulis gitu lho, padahal kan kita ya memangsebagai bukti juga, tapi kalau aku lebih aku pengenlihat bukunya gitu lho, maksudnya aku lebih enakmegang bukunya dari pada lihat internet atau lihattulisan yang enak juga, cuman radiasinya itu yangbikin nggak ini, kadang kan kalo kita udah liatlaptop itu kayanya gimana, jadi itu kesulitan yangutama ya itu maksudnya kaya kita nyari sumbertapi sumbernya ternyata nggak dalam bentukelektronik. Nggak dalam elektronik juga sih.Nggak ditemukan, nggak ada, maksudnya ya yangpunya ya cuma orang-orang tertentu misalnya, ataugimana. Tapi kita susah untuk menghubungi orang-orangnya karena kita nggak tahu, nggak punyakenalan.

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R74 Kalo itu kenapa mbak, karena topiknya mbak gatriyang misalnya susah atau jarang digunakan orang


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lain atau memang karena di sini tidak disediakan?AI74 Disini nggak disediakan dan kemudian mungkin

juga agak jarang sih terutama basa-basi ya. Basabasi ada di sini banyak, cuma kebanyakan jurnal,jurnalnya dalam bahasa Indonesia, skripsi.

DIF

R75 Skrpsi berarti S1?AI75 Yang pake bahasa Inggris, S2 ada, cuma nggak

dapet aja aku. Nggak dapet poinnya dia apa gitu.Jadi nggak bisa nangkep.

R76 Terus apa yang dirasakan mbak Gatri waktu itu,karena kan sourcesnya kan sangat krusial,pengaruh sama artikelnya atau jurnalnya mbakGatri

AI76 Ya udah, untungnya aku punya buku yang khususbuat itu tentang small talks basa-basi itu, di situtapi mau nggak mau harus ngutip ya maksudnyakarena emang adanya disitu menceritakan tentangexpert nya sendiri seperti apa dulunya kenapadisebut dengan ini kaya gitu-gitu, jadi ya lebih kesecond hand source.

R77 Oh gitu, bentar..waktu mbak Gatri tahu kalausources nya itu langka, maksudnya di sinidisediakan tapi terbatas, ada juga di perpus tapinggak dapet poinnya. Itu rasanya gimana mbak?Pertama kali ketika tahu

AI77 Ya jengkel juga sih, maksudnya aku harus ke siapagitu lho, maksudnya aku harus tanya ke siapa lagikalo misalnya di sini nggak ada di situ nggak ada,di UI pun yang orangnya atau penulisnya berasaldari situ itu juga nggak ada

FLG

R78 Oh ya?AI78 He’e..aku lihat di webnya UI itu nggak ada, nggak

nemuin aku. Atau mungkin buat kalangan beliausendiri atau gimana aku juga nggak tahu sih

R79 Terus akhirnya mbak Gatri itu menemukandimana?

AI79 Ya itu tadi aku nemuin di bukunya seorang yangmenulis tentang itu

R80 Itu dapet dari perpus atau?AI80 Nggak, nggak dapet dari sini. Itu semuanya dapet

dari kampus, dulu.


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R81 Oo... S1? Waktu di UDINUS? Ohh..gituAI81 Ho’o. Semuanya di situR82 Terus setelah itu mbak, apa yang dilakukan, setelah

dapet, g jadi nangis kan? HahahaAI82 Hahaha. Ya maksudnya dilihat dulu dibaca dulu

kaya gimana gitu. Ya masih merasa belum puaskarena belum dapet bukunya sendiri ya, tapi yaudahlah memang ini yang aku dapet kok,maksudnya ya ini yang di sini yang bisa akupelajarin maksudnya yang meskipun aku nggakbisa dapet buku aslinya ya aku masih tetep bisamelihat dari orang yang mengembangkannya lagi,atau mengutip dari bukunya beliau.

EPN

AUT

R83 Oke. Nah ketika mbak Gatri dapet, ini kan masalahpaling krusial, ketika masalah references atauliterature review ya, tadi yang langka bahkanorangnya sendiri yang ada pun juga nggak punya.Nah itu apakah merubah pandangannya mbak Gatrisendiri tentang writing?

AI83 Itu dia..pernah sih sempat terbesit gitu, udah, giniya, jadi..hahaha. jadi udah keliatan langka gituudah

R84 Ah sorry, itu kapan mbak?AI84 Thesis iniR85 Oh gituAI85 Tapi kalau nggak salah menuju ke semester 4 ini,

menuju ya, bukan semester 4 nya, tapi menuju ya.Di situ kan mungkin setelah seminarnya kali yawaktu itu aku lagi galau-galaunya, maksudnyaberfikir apa aku harus ya cari topik yang oke, yangkaya gini, tapi tetep ada source yang bisa akudapatkan secara nyata gitu lho, nggak harusngehubungin orang atau nggak harus gimana gitu.Ya udah, aku udah nyiapin semua, maksudnyaudah cari-cari buku S1. Aku mau cari, aku mauganti judul dengan yang ini ah.kayak gitu, udah.Terus udah, cari-cari artikel dosenku juga ada 2,terus, tapi kok kaya gini ya, aku juga mikir-mikirlagi, kaya kalo aku mikir ke topic lama tadi, ketopik lain, kayanya kok yang ini kok nggak kepakegitu lho eman-eman juga gitu kan. Kalo yang ini

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datanya gimana dulu dilihat dulu datanya pas apanggak, datanya sih emang yaa nggak banyak sihyang pake hedges itu cuma ya kayanya gimanananti kalo misalnya dipertanyakan itu yang gimanaya aku jadi kaya bertanya-tanya terus. Terusakhirnya yaa duh gimana aja jadi bingung kanantara 2 itu ya udah aku putusin, udah lah akunggak mau yang ini, kayanya ini juga sourcesnyajuga secondhand semua kan. Aku lihat jugasecondhand itu trus akhirnya aku ini apa tetepkembali ke yang dulu maksudnya tetep gimana akungerubahnya atau gimana aku harus lanjut atauharus gimana apa yang harus aku perbaiki, gitu sih

R86 Yang dulu itu judulnya apa mbak?AI86 Dulu sama dengan yang ini. Sama, phatic

communicationR87 Oke, berarti mbak Gatri lebih berhati-hati lagi?AI87 Iya lahR88 Terus kalo mau revisi juga pikir-pikir, maksudnya

kok revisi, apa, mengganti judul atau topik udahpikir-pikir lagi?

AI88 Kalo ini aku udah nggak mau ganti judul lagi,karena udah bukan masalah mepet atau nggaknya,bukan masalah mampu atau nggaknya, tapi udahaku kayanya passion ku di sini maksudnya akulebih sukanya aku di sini, jadi kayanya aku bakallebih mendalami yang di sini aja, nggak mau yanglain dulu. Kalau misalnya yang lain ada saran,“kamu ganti topik aja gini-gini”, oh iya itumungkin buat selanjutnya atau mungkin buatartikel aja, gitu aja sih

R89 Gitu, berarti mbak Gatri lebih teliti lagi ketika kaloganti judul atau topik masalahnya bukan mudahatau cepet selesainya tapi juga apa ya, kalau akuganti ini sources nya dapet lagi apa nggak, kalauganti ini cocok apa nggak..

AI89 He’emR90 Oke. Nah..selama 3 semester ini mbak, di SADAR

ya. Jadi kan sampai GRP itu ya, ada nggakpengalaman yang menarik atau berkesan atau yangnggak terlupakan ketika nulis artikel, tugas, paper


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itu tadi. Kan banyak banget nih, semester 1 jugabanyak hampir semua mata kuliah nulis, apa,mengumpulkan tulisannya, papernya tadi, waktusemester 2 juga gitu, semester 3 apalagi.

AI90 Mungkin yang nggak pernah terlupakan karenahasil tulisanku dan tulisan temenku karena kitakelompok, kita iseng ngajuin ke seminar lagi,international seminar, dan ternyata diterima

EXP

R91 Oya? Itu kapan mbak?AI91 Di ini, apa sih, aku lupa, September mungkin ya

atau kurang dari bulan September ituR92 Tahun lalu?AI92 Tahun lalu ho’o ho’o. jadi setelah kan di semester 2

kita ada research kan, nah kita dibagi kelompok-kelompok kaya gitu, terus kita cari topik apa, ehnggak cari topik, topiknya udah disediakan tapi kitadisuruh ngolah sendiri kaya gimana, gitu-gitu, terusya udah kita kerjain bareng-bareng. Temen, akubuat, terus temenku juga buat, kadang aku jugarevise grammarnya, tapi dia nggak ngerevisegrammarku hahaha.

R93 Hahaha gitu, jadi yang ngrevise mbak Gatri juga,cuman mbak Gatri tok gitu?haha

AI93 Haha ya gitu, ya udah tetep aku juga sih yangngecek lagi, ya meskipun dia udah ini. Tapi kadangkalo misalnya, ah udahlah, maksudnya dia jugakadang kan bilang gini, “ah udah mbak ini aja, inikayanya udah bagus kok grammarnya” dia jugangecek tulisanku, bilang gitu, oh ya udah, “ya udahmbak kumpulin aja”, bilang gitu. Jadi ya udah, yanothing to lose juga maksudnya ya, akhirnya ya itu

ATT

R94 Itu satu tim berapa orang mbak?AI94 Dua, tapi nggak, ada yang individual, ada yang

lebih dari 2 juga ada, tapi kita kebetulan kankelasnya anaknya dikit, jadi dibaginya dua-dua.Jadi..

R95 Itu seminarnya di mana mbak?AI95 SADARR96 Ooo di SADAR juga, oke. Lalu topiknya mbak

Gatri yang sama temennya tadi kan berpasangan,yang diseminarkan itu judulnya apa mbak?


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AI96 Apa ya, masih ingat nggak ya, ini, verb-nounfunctional shift.

R97 Itu gimana? Apa yang dibahas?AI97 Perpindahan dari...e gini, kata kerja tertentu itu,

pokoknya satu kata, nggak kata kerja, kata tertentuitu, itu masuknya ke verb dulu itu awalnya darikata verb dulu, di verb dulu, atau noun dulu, atauadjective dulu atau apa. Jadi kita lihat di kamus.Kalau kamus kan kalau yang oxford itu kan adayang misalkan dia awalnya dari apa, dia awalnyadari kata benda atau kata kerja, jadi kitamaksudnya, tapi perpindahan yang khusus kalonggak salah ya, verb ke noun, kalo nggak salah ituitu doang. Itu kita ngecek verb ke noun nya itukira-kira termasuk activities atau termasuk orangapa ada 5 jenis. Terus kita analisis bareng-bareng,terus udah diitung gitu doang, jadi lebih banyakyang mana lebih sedikit yang mana gitu-gitu sih

R98 Terus apa yang membuat mbak Gatri pede,maksudnya langsung mengajukan kan itu berawaldari tugas, class research ya, terus berani diajukandi seminar

AI98 Apa ya, karena mungkin dorongan dari dosen jugakali ya, jadi kan memang ditawari, ”itu ada ini,LLTC di SADAR yang ngadain S1” gitu, terus duhgimana, jadi aku kompromi dulu sama temenku,mbak gimana, kita mau apa nggak, gitu, kita bisanggak. Terus akhirnya ya udah, ya tetep kita ini.Dan kita juga kaya bimbingan juga sih, tapi yanggak begitu ini, tetep kita yang harusmenyelesaikan masalah itu sendiri sebenernya

MOT

R99 Oh gitu. Terus apa yang mbak Gatri rasakan ketikamau mengajukan itu ke seminar?

AI99 Rasanya nggak yakin, hahaha FLGR100 Haha nggak yakin gara-gara?AI100 Nggak yakin karena tulisan kita itu diganti abstrak

kan, diganti abstrak itu udah termasuk atau udahmewakili apa yang hasil kita apa belum kayanyamasih meragukan juga sih.

AWR

R101 Terus rasanya ketika kalo tadi awalnya maungajuin itu masih ragu, terus waktu sudah


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dipresentasikan rasanya gimana mbak?AI101 Rasanya lega aja sih, maksudnya berhasil gitu lho,

maksudnya, ya enak aja, maksudnya ya udah kitaudah sharing apa yang kita punya yang kita dapetgitu kan, sharing ilmu aja sebenernya

FLG

R102 Terus rasanya kalo terkait sama tulisan mbak Gatriitu sendiri?

AI102 Lebih ke full papernya atau gimana?R103 He’emAI103 Ya tetep masih sama, belum yakin. Beda dengan

kalau kita direview gitu lho sama orang lain, jadikita, kalau itu aku udah merasa ohh lega, gitu.Meskipun kita masih tetep dapat feedback daridosen kita kalo ternyata mungkin judulnyabagusnya seperti ini, gitu. Jadi, oh kaya gini, jadi,enak. Kalo misalnya yang kaya kemarin itupresentasi itu, ya itu masih sama kaya, kayanyagrammarnya masih kaya gini deh, kayanya haruspengen diulang lagi. Maksudnya kalo aku ya, akutu orangnya perfeksionis, jadi aku nggak bisamelihat sesuatu hal yang “udah gitu aja-udah gituaja” aku nggak bisa,

FLG

EPN

R104 Oh gituAI104 Ya malu, hahahaR105 Hahaha. Tapi waktu seminar itu bukannya ada

yang tanya juga dapet masukan juga nggak?AI105 Ada, ada yang tanya, ada yang, ya tanya seputar itu

aja sih, terus kaitannya sama teaching gimana, kalomisalnya itu dipraktekkan di pengajaran kita, gitu-gitu

R106 Terus ada masukan juga mbak, mungkin?AI106 Masukan, nggak ada, cuma bertanya ajaR107 Ooo pure bertanya aja. Lalu semenjak kejadian itu

ada..AI107 Kejadian apa hahahahaR108 Kan itu kan yang berkesan adalah ketika tugas

research akhirnya diajukan..AI108 Setelah seminar berarti?R109 He’e. Seminar itu, kan itu, tadi mbak Gatri

ngomong itu yang palin berkesan ya, karenaberani-beraninya dari tugas langsung jadi ke


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seminar. Terus ada yang bisa dijadikan pelajaran?AI109 HahahahaR200 Apa yang bisa diambil hikmahdari pengalamannya

mbak Gatri itu, karena kan meskipun tadi kanmbak Gatri kan masih ragu juga, bahkan sampeudah dipresentasikan pun masih ragu tapi udah,tapi tetep berani

AI200 Ya tetep berani aja, maksudnya, percaya dulu lah,gitu lho. Kalo kita nggak punya kepercayaan diriya mana bisa kita maju, gitu. Kalo misalnya kitanggak pede dengan tulisan kita, terus kita nggakngajuin gitu, apa bisa kita ke seminar, kan nggak,maksudnya ya pede-pede aja dulu, maksudnya,mau dibilang tulisan kita jelek mau dibilanggrammar kita acak-acak an atau kaya gimana, yangpenting kita udah berusaha ngasih ide kita sepertiini, aku maunya seperti ini, kalau diterima yasyukur, nggak diterima ya udah. Gitu.

ATT

R201 Kalo setelah seminar itu sendiri, mbak Gatrikepengen ikut seminar lainnya nggak?

AI201 Pengen banget. Sebenarnya aku(ada) beberapa,tahun ini kayanya ada beberapa seminar, cumakarena jauh dan karena butuh biaya agak besar

EPN

R202 Oh di luar kota?AI202 Ho’o di luar kota. Dimana ya, di Sumatra kayanya.

Di Sumatra itu katanya gratis sih ada yang gratistapi PPnya kan itu kan

R203 Iya transportasi..oh...Jadi tetep ada rasa kepengenikut lagi?

AI203 Pengen pengen, pengen bangetR204 Apa yang mbak Gatri membuat kepengen?AI204 Apa ya, pengen bertemu dengan orang-orang baru,

maksudnya pengen bertemu dengan ilmu-ilmuyang baru lagi yang berkembang salah satu kayagimana terutama di bidang linguistiknya, gitu ya,kalau education ya aku nggak begitu banyak taugitu kan. Kalau linguistik apa sih yang kira-kirabisa dikembangkan lagi nggak cuma itu-itu doang,gitu lho kayanya kok itu-itu doang, gitu lho, kayaahh, biasa, gitu lho

EPN

MOT

R205 Itu seminarnya juga linguistik?yang ingin diikutin


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mbak GatriAI205 Ada yang teaching, ada yang khusus linguistik ada.

Tapi yang di teaching itu juga menawarkanlinguistik, jadi ya pengen juga, maksudnya..

R206 Terus dari pengalaman yang mbak Gatri itu apa,seminar di Sanata Dharma tadi, terus kan kepengenlagi ikut seminar lainnya. Terus mbak Gatri sempatkepikiran persiapannya nggak? Maksudnya, oh akuwaktu seminar itu kaya gini, kurangku kaya gini,maksudnya persiapan buat ikut seminar lagi,sempat kepikiran nggak?

AI206 Persiapan mungkin ada, mungkin lebih ke topik ya,topik kemudian tulisan kita seperti apa dan yangpaling penting sebenernya feedback dari orang lain,gitu lho. Biar kita tahu tulisan kita itu layak apanggak, gitu.

PLN-PCS

R207 Ohh gitu.. ya sudah mbak terimakasih banyak udahmau sharing

AI207 HahahahaR208 Berarti sejauh ini udah berapa artikel yang mbak

Gatri buat?AI208 Dalam bahasa Inggris?R209 He’eAI209 Buat seminar?R210 Terserah, buat apa aja, nggak harus dipublikasikan,

nggak harus di apa, diseminarkanAI210 Berapa ya, thesis juga? Skripsi juga?hahahaR211 Dari nganu aja biar gampang ngurutin dari S1

sampai semester 3AI211 Dari S1 sampai semester 3, bahasa Inggris kan?R212 He’emAI212 Di UPI satu, yang S2 di ini, di international

seminar, kita yang nulis artikel kan?R213 He’emAI213 Terus di S2 yang semester 1 nulis academic

writing, kita nulis apalagi, yang romo itu romoBudi ya kan, proposal, kemudian kalo pak Pomonggak ya?

R214 Pak Pomo apa?AI214 Pak Pomo kan cuma translateR215 Oh iya terjemahan


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AI215 Terus FEE, kemudian apa sih, satu lagi apa sih,writing itu ya, nah itu

R216 Literature?AI216 Oh iya ho’o. terus yang di semester 2nya semantic,

pragmatic, pragmatic nggak, ah sorry, semantic,socio-linguistic nggak, karena cuma translate aja.Terus REL, sama synthax, kemudian ada satu laginggak

R217 Kita kan beda semester 2 udahan, hahahahaAI217 Oiya hahaha. Apa ya, itu, 4 pokoknyaR218 Berarti ada berapaAI218 Di semester 2 empat, di semester 1 empat, di

semester 3 pragmatic aku mulai nulis lagi,kemudian GRP diitung nggak? Nggak kan?

R219 NggakAI219 English teaching, eh apa namanya, TEYL dua,

empat empat dua, berapa hitung sendiriR220 10, yang waktu kuliah S1?AI220 Hahaha. 10, sama S1 satu, 11, 11 sama yang

seminar internasional, 12R221 12. Berarti antara mau yang dipublikasikan atau

nggak, mbak Gatri udah menulis kurang lebih 12artikel. Rasanya gimana mbak, karena kan udahsering nulis kan

AI221 Iya sih, ya masih tetep belum puasR222 Khususnya buat academic writing itu sendiri.

Masih belum puas?AI222 Masih belum puas karena kita nggak tau

kemampuan kita sejauh mana karena kita nggakdapet feedback secara detail kita harus seperti apa,jadi ya, tetep harus maksudnya tetep pengen akupengen aku masih curious gitu lho, aku tu orangnyagimana, gitu, aku pengen tau aja, hahaha

EPN

R223 Oh gituAI223 Gitu. Terus yang buat artikel yang buat di semester

2 itu kan yang semantic udah ada reviewernya, ituaku coba di kaya di publish gitu di Sanata Dharmajuga tapi belum terbit kayanya

R224 Tapi udah lolos, maksudnya udah lolos untukditerbitkan?

AI224 Mungkin ya mungkin, aku nggak ada kabar-kabar


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lagiR225 Oh begitu. Terus harusnya diterbitkan kapan

mbak?AI225 Bulan April atau apa gitu katanyaR226 Oh gitu. Ya sudah mbak Gatri terimakasih atas

waktunya. Hahahaha.AI226 HahahahaR227 Nanti kalau ada aku masih butuh apalagi kan tak

dengarkan lagi terus nanti tak transkrip, nanti yangmenarik kalau ada yang menarik, tak baca-bacalagi aku hubungi mbak Gatri aja

AI227 OkeR228 Makasih ya mbak yaAI228 Iya


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APPENDIX 6In-Depth Interview 1 (Cahyo)

In-Depth Interview

Cahyo


Role Transcript CodeR Mas Cahyo, bias diceritakan pengalamannya mas Cahyo

ketika menulis skripsi s1?CO1 Haha, saya ngerjain skripsnya setahun. HahahaR Haha, apa mas yang membuat lama? Jangan-jangan

karena kesibukan mas yang lain?CO2 Ya bisa jadi. Haha. Karena kesibukan itu jauh lebih

menarik. Seperti ngerjain terjemahan misalnya.R Haha, begitu. Lalu ketika mengerjakan skripsi itu

sendiri. Apa yang terjadi mas?CO3 Nah itu kelamaan ngumpulin. Kan seharusnya ada

waktunya berapa lama gitu. Berapa minggu sekalimisalnya. Dan kebetulan dosennya waktu itu seringpergi. Nggak sering di kampus dosennya.

R Oh gitu. Nah lamanya sendiri itu kenapa mas? Kan lamamengumpulkan papernya.

CO4 Hmm.. kenapa ya. Aku bingung. Seingatku, aku sempatmenghilang dari kampus deh.

R Oh gitu? Kenapa mas? Depresi? HahaCO5 Haha, enggak sih. Tapi ya mungkin juga. Hehehe

menghilang dari kampus beberapa minggu dan sempatbeberapa bulan juga sih, gitu. Lalu baru muncul lagibulan berikutnya. Gitu sih. Itupun dosen juga cuek aja.Gak pernah ditanyain kenap kenapa gitu. Jadi ya…

R Trus mas, ini flashback lagi backgroundnya mas aditdengan pekerjaannya mas adit. Waktu di s1 dulu, pernahnggak dapet kelas writing?

CO6 Oh ya jelas pernah. Mesti itu. Ada writing satu, dua tigaempat lima dan writing enam.

R Jadi progdi sastra dan PBI sama-sama ada kelas writing?CO7 Iya betul, ada. Paling sulit itu writing lima. Karena itu

tentang artikel writingR Oh begitu. Lalu kenapa itu jadi yang paling sulit menurut

mas?CO8 He em. Karena di writing lima itu harus ada structure

nya dari introduction nya. Isinya apa aja seperti itu.


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R Lha kalo yang writing sebelumnya? Missal writing satu?CO9 Writing satu itu Cuma penulisan kayak nulis mengarang

indah. Masih simple gitu. Gak ada strukturnya kaya apagini gini gitu nggak ada.

R Oh berarti masalah struktur baru ada di writing lima?CO10 Betul, writing lima.R Lalu perasaannya gimana mas? Kan beda level. Pasti

beda juga dong kesuliatannya?CO11 He em. Iya. Pertama-tama ya aku Cuma mengikuti yang

sudah ada. Aku harus menyesuaikan diri denganpenyesuaian yang baru itu. Kaya misale kan Cumawriting satu, dua tiga, empat kan bentuknya tu masihkaya nulis artikel berita gitu gitu. Kalo writing lima kanharus udah ada seperti skripsi.. apa.. pengantar untukmenulis skripsi. Jadi kita harus menyesuaikan diridengan references nya. Itu yang agak sulit

R Setelah writing lima? Apa mas? Proposal?CO12 IyaR Berarti yang di writing lima juga bias digunakan untuk

persiapan skripsi begitu?CO13 IyaR Nah, kembali lagi waktu nulis skripsinya. Bias

diceritakan apa saja yang terjadi mas?CO14 Soal nulis skripsi, pertama-tama aku mencari itu. Objek

penelitian. Dan pada waktu itu aku juga bingung cariobjek penelitian itu. Akhirnya aku pakai yang pernahdipakai juga oleh anak s1 sini yang sebelum-sebelumnya. Pakainya yang drama Arthur Miller. Yangjudulnya a view from the bridge. Nah itu baru dipakaisatu kali. Nah jadi masih ada peluang untuk dipakai lagijadi ya aku pakai itu dengan pendekatan yang berbeda.Pendekatannya itu intrinsic element tema dari, eh, temayang ada atau dapat dilihat dengan menggunakan plotdan karakter dari cerita tadi. Nah, yang sebelumnya itudengan pendekatan sex psychology tentang cinta dengansaudara. Em, incest ya. Nah itu, approach yang dipakaisebelumnya. Lalu dalam penulisan itu yang paling sulititu tentang theory. Soalnya, theory drama dengan novelitu berbeda. Kalau drama, teorinya itu lebih apa ya… akumalah lupa namanya. Kalau di novel itu ada Sembilancharacter ya.. MJ Murphy. Ada Sembilan karakterisasi.Kalau yang drama itu langsung, jadi karakternya itu kayalangsung bias dilihat. Apa yang kita bayangkan darikarakter itu. Lalu juga kalau di drama itu ada stagedirectionnya. Kalau di novel kan nggak ada.

R Lalu apa yang terjadi selanjutnya mas?CO15 Ya itu, aku langsung nulis. Dan nulis itu banyak sekali

revisinya. Hehehe. Bab pertama itu sudah dapat terlaluWEK


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banyak coretan. Dan terutama grammar. Lha itu, karenanilai structure kita. Nah ini, structure ku itu paling bagusitu B. itu satu dua tiga. Empat lima itu udah C.Penguasaan grammar yang kurang. Tapi S2 juga masih,mungkin. Hehe

R Lalu revisinya gimana? Apa Cuma masalah grammardan structure?

CO16 Kalau soal content seingatku tidak ada complain ya.R Berarti pure tentang grammar dan structure aja ya mas?CO17 Iya bener..R Berarti bias dikatakan kalo supervisor mas setuju dengan

content yang mas tulis dong?CO18 Iya, hanya yang jadi masalah Cuma grammar dan

structure saja.R Masih inget nggak, ada berapa kali revisi yang mas

Cahyo dapatkan?CO19 Pokoknya sampai kartu… nah kan ada kartu kuning

hijau sama merah. Kalau hijau kan masih awal awal,masih satu semester skripsinya. kalau kuning itu 2semester, nah aku dapat yang kuning. Nah itu berapa kaliya? Kurang lebih aku dapat 5 kali revisi.

R Nah ketika jeda antara S1 ke S2 kan kurang lebihsetahun ya mas ya. Nggak terlalu lama jedanya. Lalu biadiceritakan waktu masuk ke S2. Kan semua tugashamper berwujud paper mas. Bias diceritakan apa yangterjadi?

CO20 Nah, dalam paper literacy itu berkaitan denganteknologi. Karena objeknya itu penggunakan facebookuntuk pembelajaran sastra. Jadi menggunakan facebookitu dalam bentuk kaya konten konten facebooksepertigroup dan fitur-fitur lain yang digunakan. Untukpembelajaran sastra kaya developing literatureproficiency. Jadi menggunakan fitur-fitur yang ada dimedia social. Sek aku malah lali bahasanku dewe. Hehelalu saya mempropose penggunaan admin untuk sebagaipengelola dari facebook itu sendiri.

R Lalu apa yang mas propose di situ?CO21 Tentang literature as English foreign language learning.

Kan kita pakai sastra untuk belajar bahasa inggris juga.Maka dari itu saya ingin membuat sebuah penggunaanyang sudah ada. Media social yang sudah ada untukbelajar tentang sastra.

R Nah, lalu bagaimana dengan mata kuliah lain?CO22 Em, misal untuk yang Foundation of English Literature

itu harus mencakup tiga streams. Education, Linguisticssama Literature. Lalu dalam pembahasannya, bagaimanasastra dapat menunjang Educaiton Linguistic dan sastraitu sendiri. Itu tugasnya dari bu dosennya.


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R Nah masalah grammar dan structure di s1 dulu apa masihterjadi?

CO23 Ya awal-awal itu memang masih kepikiran tentangpenulisan yang baik dan benar. Dan kalau sudah berjalansendiri waktu udah lewat, lama lama juga udah terbiasauntuk nulis lagi yang baik dan benar. Walaupun jugaternyata masih ada beberapa kesalahan. Seperti grammarya. Meskipun menurut kita udah bener, tapi tetep ajamasih ada yang salah. Soal penggunaan gerund. Itu yangpaling sering salah di situ. Tapi kalau konten ya kuranglebih gak ada masalah.

R Lalu untuk masalah mata kuliah lain untuk mnulisacademic paper, gimana mas? Apa yang mas aditlakukan ketika dapat tugas.?

CO24 Ya awal awal sih aku cari yang artikel yang hampersama dengan pertanyaan atau tugas itu. Lalu dibaca.Kalau sudah tau tentang struktur penulisannya, barumulai nulis. Pertama tama itu sih. Kalau ada soal akucari jawaban yang hamper sama dengan topiknya.

R Lalu proses pengerjaanya sendiri gimana mas?CO25 Ya pengerjaannya ya sesuai berdasarkan references yang

harus dipakai. Kalau di Foundation of Literature itu kankaya respond paper gitu. Jadi pertama-tama aku cariartikel yang hamper sama dengan topic itu. Trus setelahitu cari quotation-quotation yang bias mendukung artikelini. Trus tinggal digabung-gabungkan.. dah gitu sih.

R Trus selama itu, ada proses revisi juga nggak mas?CO26 Nggak ada, jadi sekali kumpulR Oh jadi hanya sekali buat dan kumpul?CO27 Iya langsung dinilai.R Lalu masalah grammarnya masih salah atau enggak

gimana?CO28 Nggak ada masukan sih ya..R Oh oke. Nah, ini ada yang menarik seputar

pengalamannya mas cahyo ketika menulis. Masalahgrammar dan structure dan masih ada beberapa poinlainnya lagi. Dan itu akan kita bahas di sesi selanjutnyaaja mas..

CO29 Oh oke, haha.R Sip, terima kasih mas ya..CO30 Sama-sama


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APPENDIX 7In-Depth Interview 2 (Cahyo)

In-Depth Interview

Cahyo


Role Transcript CodeR1 Mas, langsung saja, ini ada beberapa hal

yang perlu saya tambahkan dari kemarindan juga ada satu catatan menarik dariinterview kita kemarin. Nah yangpertama itu tentang latar belakang masAdit ketika kuliah di KBI. Nahberdasarkan percakapan yang kemarinkan mas Adit kuliah S2 ini karenasebetulnya didorong oleh kakaknya yauntuk kuliah dulu, nanti kalo kerjakangelan, ndadak ijin-ijin dansebagainya. Nah itu kenapa kok masAdit milihnya akhirnya mau kuliah lagi?

CO Kalo yang dulu itu sebenarnya udahketerima di namanya apa..

R2 Universitas?CO Ora, SMA. Iki jenenge sing..R3 Neng endi mas?CO Jakarta kok..sing Kristen...R4 UPH?CO Ora, SMA og,R5 Oo.. intine wis ketompo sing ning konoCO Wis ketompo ng SMAR6 Itu kapan mas?CO Taun 2000..ya pas lulus itu, tahun 2013R7 Terus? Kenapa kok nggak diambil?CO Nah..pertama karena jaraknya jauh dan

pas hari itu juga harus Rcara di sana. DiJakarta

R8 Oooo berarti saat itu juga?


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CO He’e. pas ngelamar itu soalnya kan adaorang dalam hehehe. Anaknya pakde,pokokmen, jauh.

R9 Saudara sendiri?CO Saudara, jadi di sana padahal pas itu

belum siap apa-apa udah langsung kesana Rcara, jadi ya udah, nggak jadi.Lalu bilang sama yang masukin itu kalomau nglanjutin ya S2 dulu

R10 Oo gitu, makanya mas Adit akhirnyamau mendengar saran mas e mas Adit?

CO He’eR11 Lalu kenapa kok milihnya Sanata

Dharma mas? Kenapa kok nggakuniversitas lain?

CO Ya..klisenya tu cinta almamater. HahaKalo yang jelas itu yang lebih dekat aja,deket kan rumah

R12 Jadi ketika mas Adit diminta disarankanuntuk sekolah lagi, mas Adit mau, teruskepikirannya langsung Sanata Dharma?

CO Bener banget, dulu pernah mau ke UGMtapi kok ribet, jauh, daerahnya itu lhoapa, nggak, apa, nggak, jalan besar gitulho, masuk masuk masuk, jadi ya.,,

R13 Ohh gitu, kalo dulu misalnya mas Aditmisalnya masuk UGM, terus ambilnyajuga sama?juga..

CO Sama, sastra. MestiR14 Kenopo mas?CO Karena nggak mau berpikir lagiR15 Oya, karena kemarin mas Adit juga

ngomong to, ndak mau ngulangi dariawal, sama menghindari satu lagi apa,synthax ketoke, jadi mau langsungmasuknya ke Sanata Dharma. Oke. Nahterus ini terkait ini mas, pengalaman masAdit ketika menulis academic paper. Iniwaktu kuliah di S1, jadi berdasarkaninterview kita kemarin aku mencatat halyang menarik dari ceritanya mas Adit.


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Ketika mas Adit kuliah di S1, di KBI yamas?

CO Eh sastraR16 Sastra Inggris, tapi di SADAR ya. Itu

kan ada kelas writing 1 – 5. Itu bisa, akupengen tau ceritanya, itu sebenarnyakelas writingnya ngapain aja mas? Yangmemang writing 1 writing 2 writing 3bisa diceritakan kurang lebih kelasnyaseperti apa

CO Kalo writing satu itu hanya, sek...hanyamembuat sebuah paragraf. Paragrafsingkat. Jadi nggak buat artikel atau,hanya buat 1 paragraf yang bener itubagaimana, itu writing 1. Writing 2 itumulai membuat kaya apa ya, jadi, kayaapa ya, menceritakan kembali sebuahcerita dengan kata-kata sendiri diketik.

SUB

R17 Hampir sama kaya paraphrasing gitunggak? Beda?

CO Kayanya mungkin hampir samamungkin ya, tapi..

R18 Atau retellingCO Retelling story seperti itu, apa terus lalu

disuruh ngetik ceritanya itu. Lalu yangke 3 itu tentang berhubungan dengansastra sih, kaya drama kaya play, itu apa,ngetik apa to itu..hehehe, lali..kayanyareview, sebuah review

Purpose

R19 Terserah mau drama atau novel?CO Atau puisi, review. Writing 4 itu

tentang...wah..saya lupa yang writing4..writing 5 itu ya itu thesis, skripsitentang pengerjaan thesis, undergraduatethesis

R20 Itu kaya kelas proposal?CO Proposal..belumR21 Maksudnya writing 5 nya, Research

methodology atau apaaSUB

CO Ya, kayanya iya, lupa, kaya apa,urutannya production, content, atau


130

conclusion, seperti ituR22 Terus setelah kelas writing itu sendiri

maksude kelas writing 1 sampai 5, masAdit juga dapet kelas apa, kaya kelasproposal sendiri juga?

CO Proposal nggak adaR23 Lalu?CO Cuma itu, writing 5 itu udahR24 Oh gitu, terus langsung bablas

skripsinya ?CO Langsung skripsiR25 Oh gitu. Ketika di writing 1 sampai 5

mas. Apa yang dilakukan mas Aditketika di kelas?

CO Kelasnya itu..R26 Kelas writingCO Kelas writing itu sebenarnya kelas

multimedia. Jadi kita kaya, itu kankelasnya pak Dwi. Kelasnya pak Dwi ituya itu, ngetik di komputer lalu diuploaddi word, dia punya web namanya akulupa itu webnya. Lalu diupload di webitu...

R27 Excelsa bukan?CO Bukan, beda, ada lagi, aku lupa hehehe.

Beda lagi. Itu di web itu nanti di situ adanama kita lalu kita di situ diklik nantibener apa nggak itunya tulisannya

R28 Mmm gitu, semua?hampir semua?CO Semua writing, semuanya, 1 2 3 4 5R29 Mmm gitu, nah terus waktu mas Adit

kelas writing itu sendiri berdasarkaninterview kita kemarin juga aku nyatetjuga paling sulit katanya mas Adit ituwriting 5. Nah itu karena masalahstruktur dan akademic. Maksudnyastruktur penulisannya. Nah itu bisadiceritakan mas? Kenapa mas Adit bisangomong itu paling sulit

PRO

CO Karena baru pertama kali kenal itu,kenal penulisan akademika itu, kan

Weaknesses


131

sebelumnya di SMA belum pernah,hehe, belum pernah diajarkan atausebelumnya di semester 1 atau semester2 belum pernah. Nah dan juga karenaagak malas. Hehehe

Attitude

R30 Oh gituCO Agak malas, kan sudah tau dari koleksi

dari perpus kan juga ada tentang itupenulisan penulisan itu tapi karenamalas untuk ke perpus dan ke perpuscuma untuk nggarap skripsi tok, nggakpernah sebelum skripsi nggak pernahmasuk ke perpus sama sekali, samasekali belum pernah, ya karena itu

ATT

R31 Berarti bisa diitung masuk ke perpusberapa kali?

CO Naah, bisa heheheR32 Terus perasaannya mas Adit sendiri

ketika masuk ke kelas writing 5 karenaitu kan paling sulit menurut mas Adit ya,perasaannya gimana mas?

CO Pertama-tama gimana ya, ya bingunglah, mau nulis apa itu juga. Ya itupertama-tama gitu. Hhehe

Feeling

R33 Terus ketika dapet kesulitan itu?Perasaane piye mas?

CO Rasanya pengen piye yo, pengen meng-cancel tapi kaya nggak bisa, karena ituwajib haha

ATT - OBL

R34 oo.. nah itu tadi mas Adit ngomong paswriting 5 gara-gara itu jadi males. Terusapa yang dilakukan mas Adit kok akhir emau jalan lagi?

CO Karena tuntutan, karena kalo nggak loloswriting 5 bisa nggak bisa skripsi, karenaitu. Alasan utamanya

MOT

R35 Oh gitu. Terus apa yang dilakukan masAdit setelah itu?

CO Ya pasrah hahaha, mau dinilai berapayang penting lulus, itu dapet B aku disitu, writing 5, B

EPN


132

R36 Ohh. Terus juga ada yang menarik darikemarin interviewnya adalah, kalo tadidi writing 5 mas Adit punya masalahtentang struktur menulis akademis yakan dan grammar. Nah itu bisadiceritakan?

CO Kalo grammar itu ya klasik lah ya,karena kita banyaknya native, jadi kitaharus belajar lagi kalo tentang grammaritu pelajaran yang paling, ya gimana ya,paling paling, menyebalkan, haha, kayastructure kaya gitu, kalo pas SMA jugadapet itu juga nggak terlalu baik juga.Haha. Lalu opo, pas structure itu jugaapa, mungkin structure 1 2 itu masihbisa menghandle,

WEK

ATT

R37 Bentar, structure 1 2 itu apa? Coursenya?

CO 1 2 kan course nya, coursenya itu masihbisa dihandle karena cuma simple tenseatau past tense, kalo udah semester 3 4itu wah itu kaya apa ya hahaha, kayaneraka lah, haha. Terus juga kan belajarbahasa Inggris kan otodidak, nggaksama sekali nggak pernah les nggakpernah ngapain, cuma belajar dari game,

ATT

EXP

R38 Oh gitu, bisa diceritakan mas sinaune kipiye dari game

CO Dari game itu aku suka game strategi itulho, jadi kan banyak bahasa Inggrisnya.Jadi menarik, hehe

R39 Menarik e gimana?CO Menariknya kaya percakapannya itu kan

apa, piye ya, pokoknya aku bingung sihmengutarakan..

R40 Bentar, game apa yang dimainkan masAdit waktu itu, sing strategi

CO Itu, Age of EmpireR41 Ooo ya, ngerti aku. Terus?CO Itu kan apa, kaya apa, kan itu juga ada

sejarahnya juga, sejarahnya dalam


133

bahasa Inggris. Nah itu membuat akutertarik juga untuk mempelajari bahasaInggris

R42 Oh gitu. Terus di antara jadi waktukuliah S1 ya, ada 2 permasalahan,masalah struktur sama masalahgrammar. Nah kalo menurut mas Aditmana yang paling masalah terbesarnyaapa mas?

CO GrammarR43 Grammarnya? daripada strukturnya?CO He’em.R44 Kenapa mas?CO Karena ya yang pertama ya itu, tidak

pernah menggunakan bahasa Inggris,secara orally. Karena kan lingkungan dirumah juga nggak ada yang berbahasaInggris, jadi ya mengurangi apa,mengurangi degradasi penguasaanbahasa Inggris. Berarti ya itu pas awalawal apa, kuliah S2 aja pas kuliahfoundation itu masih banyak yang salah,mengetik itunya, karena kan udah lamanggak dipake juga bahasa Inggrisnyadan di kalo, apa, kalo les-les juga kanbahasa Indonesia pengantarnya, jadi yaitu, kadang mulai menghilang

WEK

LNG EXP

EXP

R45 Oh..sebentar, waktu mas Adit kuliah diS1 itu bahasa pengantar yang digunakanapa mas?

CO Kebanyakan bahasa Indonesia LNG EXPR46 Oh bahasa Indonesia? Jadi meskipun

sastra Inggris tetep pakai bahasaIndonesia?

CO He’e. kebanyakan bahasa Indonesia.Kalo untuk semester 1 2 3 bahasaIndonesia

R47 Mmmmm...jadi kelas misalnya kelasgrammar atau kelas structure ya,structure 1 gitu, itu ya bahasa Indonesia?Pengajarnya?


134

CO He’emR48 Ohh..berarti kesempatan pake bahasa

Inggrisnya kurang?CO He’em. Cuma untuk menulis, kalau

untuk berbicara kurangR49 Mmmm..gitu..oke, kayanya menarik lagi

mas. Hehehe. Kurang lebih sebelum masAdit masuk S2 itu pengalamanmenulisnya menulis dalam bahasaInggrisnya mas Adit itu kayagimana?waktu itu, sebelum S2

CO Sama sekali, nggak ada sih, belumpernah nulis apapun

LOW EXP

R50 Oya?CO Walaupun review atau apapunR51 Kalo tugas sekolah?CO Tugas sekolah, paling ya sebelum S2 ini

to, ya itu paling akhir skripsi itu, udah,sama sekali nggak ada

R52 Kalo jurnal gitu?waktu mata kuliah matakuliah dulu

CO Mata kuliah mata kuliah per semesterbelum, kalo S1 nggak ada, kalo S1 tucuma tulisan apa, mengetik apa yajurnalnya, kaya jawab-jawab pertanyaangitu, bukan paper ky gitu

R53 Berarti kurang juga pengalamannyauntuk di S1 karena keterbatasan itu ya

CO He’emR54 Oke, nah mas, sekarang ketika mas Adit

masuk S2 di sini, itu kan setelah sekianlama nggak pernah menulis, lalu bisadiceritakan pengalamannya mas Aditketika masuk pertama di S2 di sini teruskebetulan juga memang mata kuliahnyanggak ada tentang academic writinglangsung gitu ya, tapi at the end of thissemester kita harus mengumpulkandalam bentuk paper. Nnah itu bisadiceritakan nggak mas? Pengalamannyaitu


135

CO Pas mau masuk itu kan aku gelombangpertama, tapi gagal gelombang pertama,lalu masuk ke gelombang kedua, yanggelombang pertama itu yang wawancarapak Bismoko, jadi agak gimana, nervousbanget tu. Lalu yang gelombang keduapak Dwi, tapi nyantai, itu lolos. Laluawal-awal tentang tugas-tugas responpaper gitu, awal-awal memang agakbingung juga, mau nulis apa gitu, tapicaraku tu apa, cari sebuah artikel yanghampir sama dengan respon apapertanyaan di respon seperti itu. Jadikalo kan bisa tau apa isinya itu apa aja,lalu diketik lagi apa, kita punya ide barukita ketik lagi dengan format yang sama.

EXPIMI

R55 Nah itu terus perasaannya mas Adit itugimana waktu pertama kali, jadi setelahtransisi ya terus masuk S2 terus dapettugas kaya gitu, perasaannya gimanamas?

CO Ya academically shock. Hahaha FLGR56 Hahaha. Shock mas? Kenapa?CO Ya nggak pernah nulis lagi soalnya WEKR57 Oh gitu. Terus apa yag dilakukan mas

Adit waktu itu?CO Ya itu, ya mencari referensi dari internet

itu, artikel yang itu hampir sama denganrespond paper itu. Tinggal di gantitemanya ganti apa gitu mengerjakan lagi

IMI

R58 Terus waktu itu apakah masih adamasalah tentang grammar, structure?

CO MasihlahR59 Ha terus yang dilakukan mas Adit waktu

itu apa? Karena yang pertama udahCO Hanya menggunakan simple present WEKR60 Oya?CO He’emR61 Apapun bentuk tugasnya?CO Apapun tugasnyaR62 Pasti simple present?


136

CO Simple presentR63 Oohh..CO Nggak pake yang lainnya, nggak pake

komplek-komplek sentence, simpleR64 Terus ada respon nggak mas dari dosen?

Karena itu dikumpulkan per dosen kan?CO Nggak ada FDBR65 Nggak ada sama sekali?CO Kata-kata yang umum, nggak kaya,

nggak kaya apa ya, kata-kata terms-terms khusus gitu. Term-term umumyang mudah dibaca. Penguasaannya kanberkurang karena udah lama nggak,malah untuk mengetik lagi menulis lagidengan bahasa Inggris. Jadi ya sesuaiapa yang ada di pikiran aja nulisnya itu

WEK

R66 Oh. Nah itu apakah masih terjadi,selama 1 semester mas apa cuma di awalkelas tadi?

CO 1 Semester, soalnya kan itu juga kelassore to, kelas sore juga kelas untuk yaudah udah mulai males tu kelas sore itu.Jadi ya 1 semester itu.

ATT

R67 Oke. Kalo itu di semester pertama, lalugimana ketika masuk semester ke 2mas?

CO Semester 2 udah mulai terbiasa sihR68 Udah mulai terbiasa?CO Tugas writingnya, tugas respon kaya

gitu. Tapi yang masih sulit itu kalosemester 2 itu penguasaan teori. Karenadi S1 itu sama sekali nggak adapenguasaan teori khusus, jadi semuanyageneral, diberikan secara general, jadinggak bisa kaya teori lainnya itu di S1dulu hanya sebagai pengantar, jadi yapenguassaan teorinya kurang banget,lalu semester 2 karena ada kelas, ketikateori teori , nah di situ mulai merasa,waduh..kelas iki,,hahahaha

WEK

ATT

R69 Mmmm...nah waktu semester pertama


137

mas, apa di situ nggak ada pake teori-teori juga?

CO Nggak, kan masih kalo bu Novi kaloyang ngajar itu general semua,

R70 Oh gituCO Jadi opo, kaya kan tiap minggu kan ada

presentasi berdasarkan tema-temanya.Yang tidak semua tema itu membahasteori. Hanya intrinsic element kayatema, kaya apa, imaginary, image apaimagery, irony opo kaya gitu

EXP

R71 Tapi ketika mas Adit nulis sendiri, itunggak dimasukkan teori apa misaledisisipkan teori, soale berdasarkan ini,katanya itu teori ini gini, jadi aku harusgini

CO Nah.. itu belum, karena belum baca,hahaha

R72 Oh gituCO Belum ada niat untuk membaca kembali

teoriATT

R73 Tapi sebelumnya sudah di apa, dimintauntuk seperti itu belum? Waktu semesterpertama

CO Semester pertama nggak, belumR74 Belum?CO BelumR75 Berarti masih pure idenya dari mas Adit

sendiri, menurut mas Adit gimana, gitu?CO He’emR76 Oh.. terus waktu mulai masuk semester

2 baru,CO Nah literaturnyaR77 Perasaannya gimana mas?CO HahahahaR78 Waktu disuruh menghubung-hubungkan

dengan teoriCO Nah itu harus membaca ulang lagi. Yang

paling sulit itu membaca ulangdeconstruction, itu disuruh buat kan akupernah apa, presentasi tentang

EXP


138

discontraction, sama sekali nggak dongjadi ya udah, terserah

R79 Lalu di semester 2 itu disuruh nulis juganggak mas?

CO Nulis maksudnya?R80 Nulis respon juga atau artikel atau

jurnalCO Kalo respon iya, tiap minggu tiap

pertemuan ada respon paperR81 Itu mata kuliah apa mas contohnya?CO Teori-teori sama apa, research in English

literature sama comparative literatureR82 Bisa diceritakan mas satu-satu? Kan ada

3 ya? Research in English literature,terus literacy theory sama satu lagi..

CO Comparative theoryR83 Comparative theory, bisa diceritakan

mas satu per satu mata kuliah ini apayang harus dibuat

CO Kalo yang paling absurd itu comparativeR84 Oke, mulai dari comparative dulu ajaCO Comparative karena itu, kita tidak

diajarkan untuk meng-compare, malahcuma merespon cara kita untuk meng-compare itu tidak diajarkan sama sekali.Tapi hanya langsung merespon aja,merespon suatu karya, lalu kitamerespon dengan apa, meng-comparedengan karya lain. Itu tugas akhirnya

EXP

PUR

R85 Oh gitu.CO Dan selama mengikuti kelas

comparative literature ya nggak tau carabagaimana cara untuk mengkomparatifmengkombinasikan

EXP

R86 Oh..terus perasaannya gimana masketika itu? Karena kan ini masalahnyaudah beda lagi ya to? Karena ini tentangjenis penulisan yang harus compare.Perasaannya gimana mas?

CO Ya..hahaha. ya aneh aja gitu lho,kelasnya comparative literature tapi

FLG


139

ndak pernah diajarkan untuk cara meng-compare dengan benar bagaimana hanyadisuruh buat respon paper tiappertemuan, dan itu yaa ya itu lah, yagimana ya perasaannya

EPC

R87 Oo gitu. Terus setelah tahu mas,memang sebelumnya belum dikasihcontoh ya comparenya seperti apa, terussetelah tahu itu harusnya lakukan sepertiini. Terus mas Adit ada antisipasi nggakkedepannya? Maksudnya kan itu diawal-awal kelas, kita harus seperti ini.Trus untuk mencapai akhir kan harusdilewatin nih, terus apa yang dilakukanmas Adit selama ini?

CO Selama kelas compare itu paling, pernahsekali, dua kali deng, mencuplik karyaorang tapi nggak tak kasih references,dua kali haha

EXP –IMI

R88 Tergolong plagiat berarti?CO He’e hahaha..dua kaliR89 Terus? Ketauan mas?CO Nggak, untungnya nggak hahaR90 Oya? Nggak dapet feedback atau komen

dari dosennya?CO NggakR91 Nggak sama sekali?CO Cuma opo, kesalahan opo jenenge,

format. Nah salah formatR92 Format harusnya seperti apa?CO Kan formatnya itu pake opo, footnote,

nah pas awal-awal itu nggak pakefootnote

R93 Oh gituCO Jadi kaya education itu lho, tahun,

tanggal,R94 Terus tadi ini kan tentang

comparativenya, lalu yang tentangresearch in English literature? Apa yangdilakukan

CO Di situ...


140

R95 Ini semester 2 kan masihan?CO Semester 2. Research itu tentang opo to

kae, bentar..kayanya tentang apa yangmau kita teliti. Pertama-tama kandisuruh untuk menentukan teori manayang ingin kamu teliti untuk bahanakhir, dan si situ saya pilih newhistorycism

PLN

R96 Topiknya itu ya?CO Ho’o.. new historycism dalam drama

yang pernah aku angkat di S1. A viewfrom the bridge. lalu selama perjalananitu kan ada presentasi-presentasi tentangteori. Nah itu yang saya ceritakantentang deconstruction, yang saya dapet.Teori itu untuk tentang mereview artikelyang menggunakan teori itu

R97 Deconstruction itu?CO He’em. Itu sama sekali blank. Seadanya

nulisnyaR98 Oh gitu, terus? Sampai akhirnya ke

submissionnya gimana mas?CO Submissionnya kan kita harus membuat

judul to, judul untuk research.R99 He’emCO Nah itu, dari judulnya a new historycism

itu yang di Arthur miller a view from thebridge, Itu hanya untuk mengumpulkanitu, agar dapat nilai

ATT –OBL

R100 Oh gitu. Akhirnya bisa?CO Ya bisaR101 Apa yang dilakukan?CO Hmm?R102 Apa yang dilakuin supaya bisa lolos itu,

mas?CO Kalo yang itu tentang research itu,

sebenarnya baca artikel orang ini, artikelorang-orang historycism yangmenganalisa tapi novel lain. Lalu sayapake approach yang sama untukmembaca itu

EXP


141

R103 Tapi itu termasuk plagiat juga apanggak?

CO Kayanya nggak ya, kayanya, hahahaR104 Jadi udah beda kasus dengan yang

pertama tadi, udah jauh lebih baikberarti?

CO HeheheR105 Oke. Kalo yang literature theory mas. Itu

apa yang dilakukan dari awal kelassampai akhir?

CO Literature theory itu yang pertama kandibagi kelompok untuk pertama daripengantar jurnal teori-teori laludilanjutkan dengan pembagiankelompok berdasarkan, eh kokkelompok to, presentasi, dilanjutkandengan teori-teori yang ada dalam bukureferensinya itu. Dan di situ saya dapetmimicry dari Baba hasil ...sama apakuliah-kuliah literaly theory itu samasekali saya baru semua itu. Baru semua

R106 Baru terhadap teorinya atau apa?CO Iya teorine. Selama di S1 itu cuma

pengantar seperti yang saya bilang tadi,pengantar, jadi nggak secara khususmenerangkan tentang teori ini teori initeori ini. Ya teori ini adalah ini ini iniselesai, teori ini adalah ini ini..

R107 Terus perasaannya gimana mas secaratadi kan mas Adit sempat ngomong, akuki males yen akon sinau sing anyar,padahal kan ini dapet yang baru danlebih khusus. Perasaannya gimana mas?

CO Ya itu hahaha. Males, males juga haha ATTR108 Mbalik lagi ya fasene yo?CO Mbalik lagi. Tapi ya gimana lagi udah

harus nyelesein tugas-tugas gitu yo uwis,dengan terpaksa, haha

ATT –OBL

R109 Ohh gitu..CO Membaca lagi. Yaa dengan hasil yang

yaa kurang memuaskan sih.EPC


142

R100 Nah ini yang semester 2 tadi terkait yang3 kelas tadi. Apa yang dilakukan masAdit ketika memenuhi tugas, itu kanmembuat artikel, maksudnya ada yangdalam bentuk nanti researchnya adadalam bentuk apa, jurnal atau artikeltentang literature theory dancomparative itu tadi, karena itu kanwriting semua, academic writing. Apayang dilakukan mas Adit dari awalproses sampai akhir?

CO Dari awal ya biasa, mendengarkan,mendengarkan dosen. Lalu yang keduaya mulai menggiatkan lagi membacaartikel referensi artikel, dari jurnal-jurnalyang..lalu dengan juga mendownloadbuku-buku bajakan. Hahahaha. Tapiwalaupun download tapi belum tak bacajuga. Karena saya baca hanya yangmenurut saya menarik. Hehehe

AUT

R111 Menarik itu yang kaya apa mas?CO Yang mudah dipahami hahahaR112 Oh gituCO Sama proses itu lah, selama semester 2

yang tentang ya itu lah tentang sastranyaitu, ya apa, ya pertama mengalamikesulitan banget sih emang untukberhadaptasi

R113 Dengan?CO Dengan dosen, dengan dosen juga.

Soalnya kan semester 1 itu kayanyasantai gitu lho. Selow. Semester 2 mulaiagak meningkat. Temponya meningkat.Cara belajarnya meningkat dengan opo,opo jenenge, dengan dituntut untuk terusmengumpulkan paper terus. Lha itu, lalupada akhirnya juga, akhirnya ya, gimanaya hahaha, akhirnya ya harus dikerjakanjuga, walaupun dengan sangat

EXP WRIT

R114 Terpaksa?CO Sakit hati FLG


143

R115 Sakit hatinya?CO Hanya kelasnya bu Novi aja yang bagus,

dapet AEPC

R16 Lainnya?CO Kalau Pak Sar B,R117 Oh gitu, nah selama proses itu mas,

karena kalo writing kan pasti adaprosesnya ya, seperti yang disampaikantadi, harus baca, terus digathukke, terussempet mengalami revisi atau dapetfeedback komen gitu nggak

CO Kalo untuk kelas research ya, kalauuntuk yang literature theory samacomparative nggak, asal kumpullangsung dapet nilai

R118 Oh gitu. Hanya yang research tok yangdapet ada feedbacknya

CO Research, kalo itu untuk di GRP lagi to.Dan besok di seminarkan lagi to, dan pasGRP juga saya kan bilang opo, gantijudul lagi. Bukan yang untuk research tubukan ganti lagi judulnya

TOPIC

R119 Terus kalo dibandingkan nih mas. Kalotadi yang 1 dapet ada kesempatan buatrevisi dapet komen dapet feedback terusyang satu nggak, langsung buat langsungdapet. Mana yang lebih tertarik,maksudnya lebih, menurut mas Adityang lebih berguna itu yang mana?

CO Harusnya sih yang feedback to, tapi sayalebih memilih yang kumpul, udah.

ATT

R120 Kenapa mas?CO Karena nggak harus buat lagi ATTR121 Ooo..tapi kan sebenernya kalo dapet

feedback bisa diperbaikiCO Iya, tapi kan apa, kaya dikejar-kejar gi tu

lho, kalo dapet feedback kan harusdikumpul terus, dikumpulkan tiapketemu harus ditanyain harus gini..

ATT

R122 Tadi seputar semester 2 mas, terus kalosemester 3 nya?


144

CO GRP itu, ya kalo seperti biasakelasnya..Hanya berisi dengan 6 orangdengan penggunaan teori yang berbedasemua sehingga kalo 1 orang maju yanglain mesti nggak komentar, soalnyanggak tau apa yang dibicarakan.Teorinya kan setiap orang kan berbedapermasalahan teori. Tapi setiap orang itucuma menguasai 1 teori yang diakerjakan. Jadi nggak semuanya bisa tauapa yang, teori yang, yang paling utamaitu yang paling susah itu marxis, teorimarxis itu yang susah. Selama prosespembelajaran, proses kuliah itu kan

R123 Ini GRP ya?CO GRP. itu ya ada lucunya juga sih, opo,

hahahaR124 Apa?CO Lucune yo, opo, yang maju pertama itu

yang dateng pertamaR125 Oh gitu?CO Jadi nggak urut absen. Hahaha.

Dosennya itu...R126 Mas Adit dateng pertama opo terakhir?CO Pertengahan. HahahaR127 Perasaannya gimana mas waktu disuruh

maju? Itu kan memaparkan tulisan kitato? Apa yang telah kita buat terusdipresentasikan

CO Ho’o. awal-awal tu bingung soalnyakan, itu udah beda dari yang ditulis,yang diketik, ditulis judulnya untuk yangdikumpulkan. Itu beda lagi aku. Awal-awal bingung itu, mau menceritakankembali, menceritakan tentang novelnyaitu padahal juga nnovelnya itu belum takbaca semua, belum tak baca habis. Jadicuma merangkai kata itu aku, merangkaikata menjadi kalimat, dan mereka-reka.Hahahaha

R128 Terus apa feedbacknya mas?


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CO Feedbacknya ya harus, kamu harusmemiliki penguasaan teori yang bagus,ngono

FDB - Teacher

R129 Oh gitu. Terus apa yang dilakukan masAdit setelah itu? Apa ya dilakukanbeneran atau malah..

CO Saya ganti lagi REVR130 Oo malah ganti?CO Ganti. Kan yang pertama tu yang

historicism itu kan dah tak ganti laluganti lagi yang ecocriticism di jufrendyang novel yang belum pernah direview.Lalu tak ganti lagi dengan tema yangsama, ecology tapi dengan novel yangudah ada reviewnya, the war of theworld. Nah di situ saya mulai tertarikuntuk membaca ulang, membaca lagi,opo, menyelesaikan bacaan novelnyasoalnya kan itu udah pernah dijadiin filmjuga, jadi referensinya banyak

REV - Topic

R131 Itu bacanya bener-bener sampai selesai?CO Hampir selesai?R132 Ooo kenapa kok hampir? Berarti ada

yang belum dibaca?CO Karena ada pengalih perhatian, pengalih

perhatian kaya tugas-tugas, tugas di luarakademik.

EXP

R133 Terus yang di semester 3 apalagi masselain GRP yang menuntut mas Aditharus nulis?

CO Ya itu artikel translation kan yoR134 Oiyo, Nah itu kan per group yam as?CO Dan di situ saya blank karena pak Bis

ngomongnya tentang penggunaan opo,praktek education, dan di situ sayanggak tau sama sekali kaya opo,penggunaan statistik, kaya opo jenengesing......lali aku, sinh ngukur-ngukur, lalito

R135 Excel?CO1 Udu,


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R136 Statistik?CO Sing, titik titik emosi, ya, titik emosiR137 Ooo..ituCO Itu sama sekali nggak dong aku,

walaupun kalo hanya untuk nulis sihbisa, tapi untuk opo, meng, opo ya,masuk ke otak tu agak sulit sih

R138 Nah bisa diceritakan mas apa yang harusdilakukan mas Adit ketika ikut kelastranslation itu sampai tugas akhirnya itukan,

CO Ya awal-awal sih yang masih banyakkontribusinyaitu pak Marwan, sayahanya bagian format

R139 Sebentar, tugas itu disuruh buat tugasapa mas?

CO Sek, opo jenengeR140 Kan dibagi ke dalam group classCO Ya artikel itu kayane yaR141 Jurnal itu ya?CO IyaR142 Jurnal tentang apa mas?CO Ya kan English, Indonesian listR143 Indonesian listCO Indonesian opo, translate Indonesian to

EnglishR144 Okay, terus apa yang harus dilakukan

mas Adit sama, per grup ya, berapaorang mas?

CO 3 orangR145 Apa yang harus dilakukan mas Adit dan

2 orang temannyaCO Yang paling banyak kontribusi jelas pak

Marwan soalnya saya dengan mas Tamaitu kan dari sastra. Mas Tama jugaS1nya sastra. Saya juga sastra, jadi samasekali blank tentang apa, teori-teoritentang translation, tentang yangberhubungan dengan apa, pendidikanjuga, sempat blank, seperti itu. Jadi yakita berdua itu hanya kecil lah


147

kontribusinya. Kalo mas Tama mungkinmengecek tentang penggunaan opo yo,penggunaan opo jenenge, penggunaanexcel. Kan pak Marwan kurang pahamnggak terlalu bisa untuk excel, kalo sayaformat dalam dokumen.

R146 Lalu dalam tugas akhirnya itu dalambentuk apa mas

CO Dalam bentuk artikel. Artikel yangditerbitkan di IJELS

R147 Dan itu juga harus dikaitkan sama teori-teori, benar-benar kaya pure ilmiah?

CO He’em.R148 Ini kan berarti dari 3 orang, dari 2 orang

udah blank, tinggal 1 orang. Terus apayang dilakukan mas Adit waktu itu?untuk melengkapi iki to, tulisan opo,artikel

CO Mencoba untuk memahami lah, apayang diinginkan oleh dosen. Bagaimana,yaa yang diingini dosen itu apa. Kanapa, tiap kali itu yang juru bicaranya ituya pak Marwan itu, jadi jarang untukkelompok-kelompok kita. Lalu dari apayang disampaikan dosen kepada pakMarwan itu, lalu pak Marwanmenyampaikan ke kita, bagaimana kitaharus memperbaiki artikel itu. Jadi yasaya mencoba untuk memperbaikinyadengan yang seadanya saya.Sepengetahuan saya saja

AUT

REV

ATT

R149 Berarti sempat mengalami beberapaperubahan atau revisi juga mas?

CO He’em. PerubahanR150 Dapet feedback juga dari dosen itu

sendiri?CO Iya, banyak. Karena yang mengerjakan

cuma pak Marwan yang paling banyak.FDB

R151 Oh gituCO Dan kita belum memberikan kontribusi

yang maksimal lahAWR


148

R152 Terus ketika dapet feedback banyakmas, rasanya gimana? Karena memangdari awal mas Adit kan juga pas nge-blank. Terus dapet feedback banyak iturasanya gimana?

CO Ya memang harus seperti itu, hehehe EPCR153 Nah itu tadi seputar dari semester 1 per

mata kuliah sampai semester 3 juga. Adanggak yang kejadian yang menarik diantara itu menurut mas? Yang berkesan.

CO Paling menarik ya.....sek..sek..satu, dua,tiga, satu, dua.........tiga.......apa ya..soalnya aku tu nggak opo,memperlakukan semua mata kuliah itusama, jadi, jadi ya dari S1 emang gitusih aku, nggak terlalu wah, ekspektasiyang berlebih untuk 1 mata kuliah

ATT

R154 Kalo yang di semester 2 ini mas, iniudah mulai lebih akademis lagidibandingkan semester 1 ya, itu menurutmas Adit mana yang paling menarikjuga dari di antara beberapa mata kuliahitu?tugasnya itu?writingnya

CO Yang semester 2?R155 He’emCO Semester 2 tu ya Literature theory ituR156 Itu yang paling berat?CO Iya. Karena harus mengulang lagi

membaca teori teori teori lagi ya, belumpernah, sedikit yag saya dapatkan dariS1

TOPIC

R157 Rasanya gimana mas?CO Ya bingung gitu, mau diapain ini

papernya iniFLG

R158 Tapi apakah si dosen memberikancontoh, ini harus di seperti ini?

AT Ya memang, tapi ya kita harus membacalagi, apa benar yang dikatakan dosen.Terus kita me-refences ke buku yangudah ada itu

REV

FDB

R159 Nah mulai ini, yang paling terberat kan,


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kalau di semester 3 ada juga nggak mas?CO Semester 3, nggak ada sih, ya GRP itu.R160 Okay. Proses ketika pengerjaannya nih

mas, ketika dapet tugas pertama sampainanti akhirnya dalam finalsubmissionnya, bisa diceritakan gimanaprosesnya nggak mas?

CO Masalahnya itu seperti banyaknyapengalih perhatian, jadi nggak nggak,belum bisa fokus untuk mengerjakantugas-tugas di situ. Kalo yang literarytheory itu banyak pengalih dari luarkampus, opo, aktifitas luar kampus, kansaya juga ikut apa, OMK itu lho, OrangMuda Khatolik, kaya apa ya, aktifitas diluar kampus, jadi ya di situ ya itu,banyak terbengkalai.

WEK

R161 Nah itu faktor dari luar mas, kalo yangtentang writingnya itu sendiri ketikaproses

CO Kalo writingnya itu, itu penggunaankata-kata, kan dosennya itu darisemester 1 kan pake yang simpel-simpel,nah semester 2 mulai diwajibkan untukmemakai yang lebih akademik, term-term yang lebih akademik. Nah itu sayajuga mengalami...jadi ya harus melihatkamus, tiap tiap mengerjakan itu haruslihat kamus ini artinya apa ini apa apa,jadi kalo, ya itu sebagai referensinya yadari kamus itu

WEK - Word Choice

EDI - Sentence Sructure

R162 Kenapa itu, kenapa mas Adit banyakmasalah sama penggunaan kata tadimas?

CO Pokoknya seperti yang pernah sayabilang dari awal, opo, sudah agak hilangselama habis lulus kan udah sama sekalinggak pernah menggunakan bahasaInggris lagi

EXP

R163 Nah ini menarik mas, ketika tadi S1, tadimasalah tentang struktur ya yang mulaiakademis, lalu ada juga tentang grammar


150

apalagi yang kemarin mas Aditngomong tentang gerund gerund itu kan.Sekarang tentang kata lagi, karena udahlama nggak dipake lagi. Terus apa yangdilakukan mas Adit?

CO Untuk mengatasi itu ya kamus, terutama,sering buka, sering tu pake software dikamus-kamus gitu di laptop tu, cari-carikata-kata baru yang belum pernah takdenger, apa,

TEC

R164 Tapi apakah kata-kata yang dicari itumenjamin bener itu kata-kata yangakademis mas?

CO Kan dosen aja kan banyak yang pake itu,kalo dosennya ngomong, yang saya juganggak paham apa itu saya cari di kamus

R165 Oh...cuma pakai kamus? Apa ada alatbantu lain atau cara..

CO Ndak, kamus tokR166 Kamus tok?CO Kamus tokR167 Lalu sikap mas Adit sendiri terhadap

academic writing itu gimana setelahMID, anggep aja 3 semester atau darisemester 1, eh dari S1, eh dari semester1 sampai semester 3, kuliah kalo writingacademic paper pasti kaya gitu, terus adamasalah yang teori lah ada masalahtentang penggunaan kata yang ilmiahlah, itu terus gimana sikap mas Aditterhadap writing academic paper?

CO Ya udah mulai berubah lah sikap kitasendiri, opo, kita harus mulai untukmulai beradaptasi dengan hal seperti itu.Karena kan akhirnya juga kalo kita udahlulus kan kita harus dihadapkan dengansemua itu, kita tidak bisa menghindari.Kalo udah lulus kan yaa harusbagaimana harus tetep, kalo udah S2 kanharus, yaaa, paling nggak lah tetep harusbisa menggunakan writing, academic

ATT

SA


151

writing, di tiap tulisannyaR168 Berarti kalo misalnya nanti, ini kan mas

Adit ketika semester 2 udah dapet yangkaya gitu, terus semester 3 juga dapetyang kaya gitu, berarti siap? Ketika itusiap mas?

CO Mmm iyaR169 Sekarang mas, dari semester 1 sampai 3

pengalaman menariknya mas Adit ketikamenulis academic paper,

CO Ya GRP ituR170 GRP, kenapa mas?CO Ganti judul 2 kali, ganti buku 2 kali,

karena ituPLN Finding Topic

R171 Sebentar, ganti judul kenapa mas?CO Karena ya itu, apa, yang pertama opo,

udah ada yang membuat artikel sepertiitu, artikel tak ganti judulnya

R172 Emang nggak boleh to kalo sama?CO Kalo dulu aku berpikirnya nggak boleh,

tapi sekarang kan bisa tapi kalo kamubisa cari celahnya

R173 Gapnya?CO Gapnya, kalo dulu kan masih berpikir,

wah iki kok podo, yowis, nggak usah.Soalnya belum tanya sama dosennyajuga kalo dulu

R174 Berarti mutusi dewe yo mas?CO Mutusi deweR175 Terus?CO Lalu ganti judulnya, lalu yang ganti

buku itu karena bukunya itu nggak adayang mereview, belum ada yangmereview, jadi ganti buku yang banyaklah, banyak yang mereview jadi lebihbanyak referensi yang di dapet, referensiartikel yang bisa didapetkan. Walaupunpenulisnya juga terkenal dulu tu masihbingung untuk artikel tu apa kita harusopo, mencari buku yang sama denganreviewer kita atau penulisnya yang


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direview ataukah bukunya itu masihbingung soal dulu..jadi ya itu tak droplagi, dah, ganti buku

R176 Tapi ketika banyak yang review berartibanyak yang sama mas?

CO Nggak, untungnya belum ada. Masihbelum berhubungan dengan manusiasemua, belum ada yang berhubungandengan alam, pembahasannya

R177 Terus perasaanya gimana mas ketikaharus ganti 2 kali, karena kebetulan akupun belum pernah ganti, maksud e satutrus ya udah itu tak lakoni, kalo harusganti 2 kali itu, perasaannya gimanamas?

CO Ya karena yang minta ganti itu sayabukan dosennya, jadi ya biasa aja sih

R178 Berarti memang karena mas Aditsendiri?

CO Karena saya sendiriR179 Tapi karena nggak takut nganu mas?

waktunya habis atau..CO Sebetulnya sih iya soalnya kan harus

membaca lagi teorinya yang dipake itu,padahal dulu udah katam untuk newhistoricism tapi ternyata ada yang samaya udah, ganti lagi. Harus membaca lagiteori dan juga, ya membaca artikel lagi,ya berubah ubah semua

R180 Jadi yang terakhir dipake yang manamas?

CO Yang ini, yang Ecology di harborgeorgewell yang the war of the world

R181 Lalu apa yang bisa diambil mas Aditselama proses menulis itu tadi, terusakhirnya waktu GRP harus ganti topik 2kali?

CO Ya yang pertama harus menentukan,yang jelas tu, opo, minatmu dimana,minat teorimu tu dimana, harusditentukan dulu dari semester 1.

TEC


153

Salahnya ya itu, karena semester 1 kitatidak mendapatkan itu, teori-teoritentang itu, ya udah. Terutama itu kaloaku. Harus menentukan dulu minatteorimu tu dimana, baru menentukanbukunya, baru dianalisa

R182 Terus waktu mas Adit kan sempat gantidua kali, kalo yang pertama itu minatndak mas sebetulnya?

CO Yang pertama minat, soalnya kanmeneruskan S1 ku yang, S1 ku,skripsiku, tapi dengan approach yangberbeda, teori yang berbeda juga. Kansudah alur-alurnya sudah membaca,kenapa bukunya itu, seperti itu, lebihmudah untuk menulis. Itu, pertamaminat, tapi karena ada yang sama yaudah, drop.

R183 Terus yang kedua minat juga?CO Yang kedua minat, soalnya penulisnya

ya, penulisnya Jeufrund itu yang paling,tentang scientific. Tentang opo, sciencefiction. Karena itu

R184 Jadi dua-duanya minat ya mas?CO MinatR185 Meskipun berbeda, teorinya sama atau

berbeda?CO Teorinya bedaR186 Dan tetep minat meskipun ganti teori,

teori baru?CO He’emR187 Kalo yang ke 2 ini mas, mas Adit harus

baca lagi?CO Yang ke 2 apa yang terakhir?R188 Yang ke 2, eh yang terakhir maksud eCO Yang terakhir iya, teorinya belajar lagi,

soalnya yang ke 2, yang pertama kannew historicism lalu yang ke 2 tuecocriticism yang ketiga masih eco tapilebih condong lebih khusus lagi

R189 Kalo yang pertama apa tadi mas?


154

CO New historicismR190 New historicism, Oh. Kalo mas Adit

ketika, ini yang di GRP dulu ya mas.Tentang proses, pas writing itu sendiri,apa yang dilakukan lagi mas? Tadi kanagak gambyang yang GRP tadi,prosesnya tu ketika kelas GRP sampaiakhirnya udah diseminarkan, ituprosesnya kaya gimana mas, prosesmenulisnya terutama ya

CO Awal-awal ya, paling sering tu mencarirefer, opo, yang hampir sama denganyang aku kerjakan. Karena ada yangtopiknya sama tapi bukunya beda,teorinya beda. Nah itu saya cari sepertiitu, lalu saya, penulisan, gayapenulisannya gimana, lalu formatnyagimana, lalu ya kita tulis lagi, tinggaltulis. Dengan penerapan yang berbeda,dengan apa yang saya pikirkan. Akusoalnya mesti gitu aku, kalo ada halyang baru mesti saya kaitkan denganyang sudah ada, lalu saya buat lagiyang..

IMI

REV Rearrange ideas

R191 Itu tiap penulisannya juga?CO He’emR192 Terus selama itu, kan bimbingan juga to

mas?CO He’emR193 Selama proses bimbingan itu apa aja

yang dilewati untuk writingnya?CO Iya, presentasi GRP itu yang disoroti

grammar, soalnya kan kalo sastra tuharus present tenseJadi tidak boleh memakai past atau pastparticiple, past apa, yang past tu hanyauntuk penggunaan untuk cerita, sejarah,jadi kalo kita menceritakan kembali jugaharus pake present tense. Nah itu,kebanyakan yang salah itu.

WEK – EDI - Sentencestructure

R194 Nah, ini yang paling terakhir mas, aku


155

mau ngulang lagi, Apa yang mas Aditpelajari, selama 3 semester ya?

CO Selama pengerjaan ya itu, bagaimanamenggunakan format yang benar,referensi yang benar, lalu apa,penggunaan teori yang benar, lalu yacara penulisan yang benar, hehe. Sepertiitu yang saya dapet, kan dari selama 3semester ini. Jadi mungkin ilmu bisasaya gunakan setelah saya lulus dari siniuntuk menulis artikel atau apa

DRA

R195 Terus apakah cara menulis mas Aditmasih sama, kaya yang tadi kan, nulisngene ah males ek, terus ganti lagi, ahmales ek, ganti lagi, apa itu masih terjadilagi mas waktu itu?

CO Semoga tidak, hahaCO Waktu ituR196 Semester demi semesterCO Semester..oiya, pernah. Semester 2.

Semester 2 sama semester 3 iniR197 Gimana mas bisa diceritakan sebentar

perubahannya dimanaCO Kalo semester 2 itu kelas opo kae, kelas

comparative, comparative itu soalnyatu....ah lupa..lupa sedikit hehe..sebentar...kayanya research ding,research. Research tu perubahannya tu 2kali kayanya, 2 kali. Yang pertama pakebuku yang sama, yang ke 2 pake teoriyang sama tapi bukunya beda, iya. Kaloyang teori itu kaya yang, klo yang teoringgak, soalnya kan udah ditentukan teoriapa yang kamu kuasai opo ingin kamutulis tu udah harus ditentukan

R200 Nah ini ketika semester 1 semester 2semester 3, kan beda semester bedatingkatan kesulitannya mas, untukmenulisnya, apakah kebiasaan menulismas Adit yang dilakukan di semester 1masih bisa dilakukan di semester 2?


156

CO Sudah, kayanya sudah nggak bisa.Karena semester 2 itu lebih, lebihbanyak opo, lebih opo, kaya waktunyaitu lebih mepet daripada semester 1.Semester 1 kan, umpamanya kita kelassore, dan kan kok balik lagi kan kelaslagi kelas sore, jadi masih ada waktupaginya untuk mengerjakan. Terus kaloyang semester 2 kan pagi dan pagi lagi,jadi selama kuliah itu sangat sulit untuksantai-santai sih.

EXP

R201 Oh gitu. Berarti cara menulis mas Aditdi semester 1 udah mulai berubah disemester 2.

CO Iya berubahR202 Terus waktu semester 3 juga udah

berubah lagi?AT Semester 3 ya karena di utnuk mengerti

itu, memahami dan untuk mengamalkanteori itu to, jadi lebih beda lagi

R203 Tapi apakah proses yang dialami ketikaitu masih sama mas? apa yang terjadi disemester 2 semester 3

CO Masih samaR204 Masih proses writingnya itu sendiri?CO He’emR205 Lalu untuk permasalahan yang tadi mas,

masalah structure, academic, grammar,kosakata, itu apa masih terjadi lagi disemester 3?

CO Iya, jelas heheR206 Oya? Oh...CO Masih kurang teliti, sangat yaa gimana

lagi hahahaWEK

R207 Terus waktu itu mas, kan yang itu masihterjadi itu mas?

CO He’emR208 Pasti kan mas Adit pengene yo piye ra

kedadeyan meneh. Terus waktu saat ituapa yang dilakukan mas Adit untuk apa,antisipasi?


157

CO Pasti ya penggunaan kalimat sesimpelmungkin. Jadi nggak pake kalimat yangkomplek-komplek gitu, nggak

TEC

R209 Jadi waktu itu mas Adit menggunakankalimat simpel untuk menghindarikesalahan..tapi apakah berhasil mas?

CO Mungkin bi, iya kalo konteks-konteksnya bener yo, kalo konteksnyasalah ya salah

R210 Oh gitu. Okay.R211 Ya wes makasih banyak yaCO Oke sama-sama


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APPENDIX 8In-Depth Interview 1 (Jaya)

In-Depth Interview

Jaya


Role Transcript CodeR Pak Jaya, I would like to know your experience in

writing before you enter ELS. Can you tell me?JA1 Well, previously I wrote a lot of reports. But again, you

know, normally students’ reports and pretty short. Andlike, pretty short, you know. And something that kindof stock of expression that used. I have read both ofwritten and what do you call it.. short comments onstudents. As the example, at the end of, it depends, inEnglish business course, we had a midterm reports andalso annual reports. The midterm reports I gave themlike speaking, reading writing, vocabulary, andgrammar. I wrote, so far ms. X have done well Englishskills except her grammar which is still faulty. In thesecond half of the course I want to see him put morework in improving him so that he can, em, what do youcall it, have a balance language skills and otherimportant language, let say linguistics. So things likethat. And then, so very simple writing which were notthat demanding. A full of different from this.

R So, you have no problem at all from your previouswriting?

JA2 No, because it was pretty, I mean, less demandingcompare to what we are expected to this program. Iwould say, did I come up with more than one pagewriting? Well, something like that.

R And then what was your first impression when youenter the ELS program. Especially your writing,compare to your previous writing that you have.

JA3 Okay. Em, well as I said before, I started with myundergraduate background in 1977. I think I graduatedin 1982 and then I joined ELS in 2014, so there is a gapof 32 years. More or less. Of no contact of what soever, you know, a the literature in English education.So when I graduated I was trained to use audio-lingualmethod okay. And then communicative approachbecome popular later after that. Of course I heard of

Lack of exp


159

that. Because I was one of the managerial team of theEnglish course, and I attended seminars ofcommunicative approach and task based, but only verysuperficial. I always avoid to give workshop to myteachers. I used to be the doze of both ELTI and EF. Ithink never once I did on workshop on methodology,whatever. Because to me, at the end of the day, whenyou given a book to teach, and you have to teachsomeday, you have to be able to make it work for thestudents. So, if I give a workshop I have to give it inwriting, make presentations and involve a lot ofacademic thinking and it would be academicallydemanding. Therefore, I would say I did not have a lotof exposure and try to avoid to write academically andthings like that.

R So in between more or less 32 years, compare to yourundergraduate program, how about your writing?

JA4 Well, I reminded me of Pak X. he was my supervisorof my writing. He was my lecturer in teaching writing.But it was like you know, paragraph writing, and Iremember that I had to write a story things like that.Even during the last semester we had to write skripsi orI would say research report and extended researchreport. But we never taught how to do it. We just likegiven an example, please read this and that and this.We got a lot of help. Not very demanding at that time.So I think the target was that as long we could describewhat we have read. I mean put into writing and havesome kind of you know, let say, a logical andacademically acceptable, let say, the conclusion andthe benefits of our study of our end of research report.It would be fine. It had no special lesson on how towrite a research report, like skripsi or something likethat. Just told, hey this is what you need to write, andexamples. That was it.

R And, how about the writing courses at that time?JA5 Well, during my undergraduate study I only had, what

was it, I think writing one and writing two. If I m notmistaken. It was a long time ago. It was just likeparagraph writing and then things like that. And thesecond was, em, I think very little exposure on it.Mostly, descriptive, description, little bit moreargumentative, I think. And narrative. Well mostlynarrative. Very little, argumentative and expositorywriting. Mostly narrative and descriptive. Remember.At that time, only Pak P had a Phd degree and the restdid not have a master degree. So, they themselves werenot exposed to write research report, thesis writing and


160

things like that. So, even the lecturers were not thatwell trained and well prepared to teach research report,especially in education report. But then, it was onlyone major which was education, you know I mean.And Pak P was just way too busy with his load, youknow. And sometimes went out to a conference and inthat time he went to brunai darusallam. He was offereda job there. So, things like that. And then, 2014 I cameback here. You know, and I heard TPR. What is that??What is post colonial? Well, a lot of strange, I mean,methodology that I miss. And I don’t even know whatis for example, two paragraph writing. What do youcall it? Oh, respond journal. I did not know that. Youknow, no ideas at all. Therefore, I only got a B for that.I was overwhelmed with the others and did not havetime to read. For rationale. You know. You have tocome with the rationale for your writing. A lot of termsthat I did not know. Abstract? To me abstract issomething that not concrete. A lot of things to learn, alot of things like adjustment. You know, from totallyBICS to totally CALP. So it was very challenging.

R Wow, I see that. What else pak?JA6 Well in teaching TOEFL I did not do the writing, right.

I only help them to write and try to read and correct it.I did not have to personally write the essay and for theothers, okay, I mean the other types of writing, again,is very simple short and to the point with the context.That’s it

R Well, interesting experience pak. There are a lot ofthings from your experience that I would know more,but I think, that is enough for today, and I will dig itout later in the next session pak. Thank you

JA7 Yap. You are welcome.


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APPENDIX 9In-Depth Interview 2 (Jaya)

In-Depth Interview

Jaya


Role Interview CodeR1 So let us begin our conversation today, Pak. This is about your

writing experience. Now, I would like to - what is it, refreshagain our memory about your background in writing itself, Pak,because a lot of interesting things there, when I listened to ourrecording. So, tell me about your writing experience before youentered the ELS

JA1 Okay, before I entered - I mean, I joined ELS, then most of mywriting experience had something to do with I would say:emailing, and then also a lot in writing students' reports, I meanshort reports, I mean achievement reports, because actually Ihave some a lot of, since progress until achievement reports, Imean on the certificates, and yaa short comments, but I did a lotbecause I used to have a lot of ... And well, sometimes I edited,you can say some writing because I have to edit my daughter'scorrespondence, I mean, even some of her trip reports becauseshe worked in mall and as a reservation manager she had totravel a lot to the resorts I mean the luxurious resorts, well, shehas the chance to ... was shown around by the marketing peoplein the resorts and then she had to write reports on the website ofher-what we call it, tourist destination, mm I forgot, I need timeto remember. Some kinds of destination company it's a high-endyou know travel agency but they only arrange for the rich peopleand arrange for their trips to the resort and the luxurious onesand then she had to make the reports of the trips and describingthe facilities and the strength and a certain resort as comparedwith another one or the other ones and then she had to makethese reports sometimes she asked me to edit the writing, So Ithink sometimes that kind of reports that's all because I have tounderstand and she wanted to communicate to the people wholog on their website about certain report. Well, I think ya in

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

R2 So, I refer back to your working experience. You told me thatteaching for a long time right, but the most interesting thing inhere is just like you never teach writing, right? I mean not thatacademic one, but.. ya

JA2 Okay, your statement just now taken me to sit back andremember what I used to do a TOEFL teaching as well. I mean,was in following couple years of intensive TOEFL teaching inacademic English to prepare Indonesian scholars and Indonesianengineers mostly engineers and technicians to study for theirPhD and master degrees and then they had to take TOEFL. Sothen of course I had to teach them writing which is I mean intheir TOEFL written English, it was a part of the Paper-BasedTOEFL test and of course at that time it was still paper-basedtest, I mean paper-based TOEFL test and then TW or Test ofWritten English was a part of the test, but if you wanted topursue your studies in the states in any English countries thataccept TOEFL as one of the requirements that of course that youhad, at certain field of studies you had to, you wanted to pursuefor example: Journalism, then you had to take the test of writtenEnglish. So it's not that complicated kind of writing it's basicallytest of writing especially essay writing, you have theintroduction, the content of the body, and the conclusion. Sopretty simple in form and not that demanding and what else,well, occasionally I have to teach writing as well, because I also,


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

R3 Let us flash back again when you were an undergraduatestudent, Pak, so you were in PBI, how about your writingexperience there when you were an undergraduate student?

JA3 I remember that we did have many writing courses, I think twoof the most, and then we were taught the narrative writing, thedescriptive writing, argumentative writing, expository writing,and well, of course before I graduated from my undergraduatethen we were all asked to write our 'skripsi' which is, I wouldcall it actually a paper, research report, because it was notdemanding, as long as we could describe what we wanted to sayto that paper, what we wanted to research and even that we weregiven very a minimum guidance and then we were given, I thinkfor the example of the previous skripsi and things on that orprevious paper, well, we have to write about 80 pages so thatwas the longest discourse I came up with, I mean to myundergraduate studies.

EXP

R4 So, with my curiosity, considering that when you were anundergraduate student, I would say that well you were lack ofacademic writing course because that's what you have only justthe basic writing course like argumentative, descriptive, but atthe time when you had to do your skripsi then it is somethingdifferent with the other piece of writing so could you explain tome how you finished it?

JA4 Basically, you know, I'm better in speaking than writing.however, I think learning English is you cannot ignore the otherskills, so I think if you're good at speaking, then it will help youwhen you write because it both deductive skills, right? and whenyou're good at writing and when you speak it will help you also.Well, I would say something like that. And also I enjoyedlearning grammar when I was undergraduate studies and I thinkwriting is not that challenging to me at that time because whenyou write the most important thing is I think I mean wellsimplistically speaking you can say it's a matter of grammar andvocabulary, if you know the grammar, know the vocabulary,look for the vocabulary, then writing is not that easy, I mean is

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the more challenging thing is how to write critical how to writeto argue to narrate to expose your ideas and to convince peopleis another matter. So since this is not that demanding I mean theskripsi that I came up with when I was in undergraduate studiesthen it was not that challenging, well it was challenging anywaybut it was not very difficult at that time.

R5 Okay, can I say that doing the skripsi in the past, is that yourfirst time, or your first experience in writing academically, Pak?

JA5 Ya, that was the first time. And at that time, Sanata Dharma onlyhad Pak Bomo who had a PhD degree, who had experience ofprobably writing research report only in national level and ofcourse I mean before he got his PhD degree he had to take hismaster degree as well, and then he was the only lecturer that hadthe real experience, and the rest they only have their “drs”degree, near master degrees, so they themselves don't have muchexposure to research report and stuff like that. So I canunderstand that at that time so that was the best both thelecturers we could manage with the limited resources includinghuman resources who know exactly what to research writing athesis as well because my understanding is if you know how towrite a good thesis then it's easier for you, or you have done thatbefore, it's easier for you to help people with the skripsiundergraduate writing assignment and graduate soon. Well, italso means that when we have to face the examination board, orfinal research report, Lecturers they were not demanding as wellbecause again only Pak Pomo who had been there and done thatto the level of getting his PhD degree. So actually I got an A formy skripsi for my final paper for the undergraduate studies.

R6 So anyway who was your supervisor at that time, Pak?

JA6 Actually it was Pak Pomo. Semantics I think, I wrote skripsi onthe difference between journey and perjalanan compared inEnglish associated with journey and in Indonesian associatedwith perjalanan and how to they compared in contrast. Since allof semantics studies, what we call it, ... research, looking atdictionaries' definition and things like that so with the limit ofresource we had because there was no internet then we just hadto look for dictionaries, I was lucky, at that time I got very gooddictionaries in the library.


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R7 What did you do, Pak, while making the skripsi, Pak, which ispart of the writing itself?

JA7 What do you mean by what I did?

R8 The process that you had been through the skripsi itself?

JA8 Of course, as I can remember I had look at the previous skripsiwritten by my seniors and observed what was like and then I justread it and I was lucky that I think I have native speaker, he's aNew Zealand-er and then he look for the Indonesian, I meanNew Zealand embassy, and he was you know learning BahasaIndonesia at the moment and then he gave a lot of input, anotherfriend as well, who just gave me some insights and helped me. Iwas lucky in that way.

AUT

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R9 So how long did you finish it?

JA9 Good question.

R10 Is that enough for you for having one semester to finish it?

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

R11 Okay, I see. Now compare to your previous experience inwriting itself, Pak, when you enter this ELS so we have to face alot of writing task at the end of semester we had to make ourfinal paper so compare to experience previously and then afterso long you entered in the University level and then could youtell me your experience about it Pak? How did you feel?

JA11 About the writing assignments, it was quite shocking experiencebecause first I joined this semester at ELS, not expecting that Ihad to work so hard on myself with the assignments and somany writing assignments, and I said in the first interview, thatguys have been almost a month now, well the guys talked aboutBICS and CALP, BICS is Basic Interpersonal CommunicationSkills and CALP which is Cognitive Academic LanguageProficiency. Now in my thirty something years of teachingexperience as well as working for a church organization noteaching at all, well some teaching but the main job was doingadministration job and then I have the experience of having towrite report as well. during these thirty years of teachingexperience my BICS then far exceeded my CALP because when

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I taught or when I had to deal with the administration and thingson that was not very academic because I mostly and I mixedwith mingled I got a lot of native speakers working with mewhen I was also in the margin position with expect workingunder me. And there was also time when I worked for oilcompany, and then I had to share room with the expat, peoplefrom the States, United Kingdom. I had so much off shore withsocial English and then I was directed studies on PADMAschools like EF, ELTI, in which I had to make speech, interviewpeople online or even on the telephone, and mostly I used myspoken English mostly for Social English than little use in myacademic English. Therefore, when I had to write and then therewas a gap with the teaching methodology. It was strange to mebecause, you know, I mostly taught in the non formal sector ofEnglish Teaching. That was challenging. I had to adjust myEnglish style from social English and moved them to academicEnglish. Sometime, it can be challenging because I had to sitback and think “do I say get in touch with? Oh probably contactbecause it is more academic English. Vocabulary wise, grammarwise, I had to think twice. I had a little exposure on AmericanEnglish, for example “real good, heh?” and also, again, I didn’tuse so much of my cognitive, ability during those 30 somethingyears. But in here, I had to write the assignments, I had to usemy cognitive, ability as well. Have to be able to argue, anddescribe really well and have to think things over and try toconnect ideas. Things like that. And also, it was 30 somethingyears ago that I needed to deal with academic like writing myskripsi and we didn’t have any exposure to academic writing.We would given literacy course in the 1st semester. Actually wewould given the assignments. But I think it was lacking in theliteracy than any other writing assignments we had. We didn’thave enough feedback from lecturers. So, feedback fromlecturers is very important. In terms of academic writing,feedback is really crucial. And we didn’t have enough or evenwe should have been given a proper feedback. Even, I think formutual feedback from students. Probably it is good when havinga writing assignment. I think we had not enough feedback fromthe lecturers so we didn’t know what our strengths andweaknesses are. Well, most of the lecturers were so very busythere, again I still thinking that feedback is very important. Tome, the most challenging is how to understand something andtry to link it with other concepts to come up with another idea.

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

WEK

R12 So previously, you mentioned about literacy, didn’t you? Whatdid the lecture ask you to do in that time?

JA12 With literacy class, we only had to make presentation from thebook that we were given. Then, hardly any feedback on theacademic writing. We touched on a little bit on the paraphrasingonce or twice. But it wasn’t enough. I think, when it comes toteaching literacy, especially academic writing, we have so manydifferent puzzle in Indonesia and also with different languageproficiency. We know, in master degree we have to come upwith longer research report. And when we graduate probably wehave to make thesis report as well. Academic writing is reallyimportant. When it comes to the literacy class, I think thelecturers have to make a quick review from very basic. Forexample, what is a word, what is a phrase, what is a sentence,what is a paragraph and how to link a paragraph with another,how to paraphrase, how to summarize. Of course we don’t havetime to go, but at least, lecturers can refer to. If you are not sosure about paraphrasing, read this book. If you are not so sureabout summarizing, read this book. If you think you still strugglewith coming up with good compound sentence, read this book.And then you can ask… did you still remember when we hadour literature class, we had to make a critical review? Then howwe come up with a good critical review if we still struggle withsome of the basics. Probably I think, paragraph writing, how toconnect the paragraphs, the next step is essay writing. Then youcan go with critical review and then research report and thenproper research report and then thesis. There should be steps likethat. So I think, not enough attention has been paid to theseacademic writing skills on students. Even I myself don’t knowwhere my weaknesses are. So we will graduate with the facts inour academic writing ability. We need people to point out ourweaknesses. That’s what I feel. But there’s a good side of SanataDharma that all she paper should be done in English. We haveso much exposure on it. Because we have to come up with good

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writing and we have the opportunity to write in English. On theother side of the questions, I was wondering how the other ELSprogram in other universities. But again there’s always aconstraint. There should be more attention to academic writing.There should be more feedback from the lecturers. It is evenbetter if they can arrange a mutual feedback from the classmatesbefore they present something to the lecturers.

R13 So how did you overcome the problem? Because you didn’tknow the strengths and weaknesses of your writing itself.

JA13 Well I think I just did the best I could and then try to work it bymyself. Of course I had my own feedback from myself. But itcould be unreliable because you need feedback from others aswell. Friends, lecturers. Let me tell you the very very truth. Ididn’t have time to re-edit them. Then I just did it because of thedeadline. For example, ignoring with the idea that a paragraphshould consist of 3 sentences like that, so with this thesis writinghopefully I have more time to pay more attention to accuracysomething like that. Again, as far as I’m concerned, I have aproblem with writing the content. What pak Bis called as alogical truth, empirical truth, scientific truth and how to connectthe logical with the empirical truth and how to juggle aroundwith the scientific truth, something like that. There’s so manydifferent books with different authors and then sometimes can beconfusing. I just did the best I can. Tried to be close to theexpectation.

AUTSE

ATT,OBL,MOT

WEK

R14 And how about the 2nd semester pak?

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

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academic writing.

R15 And in the 2nd semester, you had to conduct a mini research.How did you feel pak?

JA15 Again, I think I have survived in the 2nd semester. I did my bestand did whatever I could. Still no feedback from anybody aboutmy writing. Probably there’s no such a thing as guidelines. Iknow it is not easy but surely, there’s should be something as theguidelines. For example for doing mini research, you have to dothis and that. If somebody is good in organizing ideas butprobably you are not that interested in the content. Somehow itwould be good for having guidelines in order to make a propermini research. For example, when I was an undergraduatestudent, the lecturers came up with list minimum requirements inEnglish grammar. Surely it can be something in academicwriting, the guidelines. So for example, we were asked to do acritical review. We never were given the guidelines or therequirements. So just looked at other people work. In Englishteaching, I do, you watch. I do, you help. You do, I help. Youdo, I watch.

ATTAUTLackof FDB

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R16 Did the lecturers give an example?

JA16 Not at all. I would say, it is still good even though at masterlevel, without guidelines, we were virtue then, there is nostandard. So if I say, two paragraph of critical review. Heyguidelines, tell us what to do. Without giving any standards, andjust give us feedback, mostly negative, you are not buildingpeople up. You are putting people down. So again, I do, youwatch. I do, you help. You do, I help. You do, I watch. Meaningthat, including giving us the guidelines. What the standards thatyou want, without just taking for granted just knowing what todo. Hey give us the standards you expect.

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R17 So could you tell me the process in making the critical reviewitself?

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

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know the standards. Well it could be an advantage because wecould see the low pulse and how to manipulate the writtenassignments so that we have something to submit.

ATT -OBL

R18 And then how was the score?

JA18 It was okay. Because I got B for it. I was happy for that as well.Because in the 1st semester I was under stress. So I just did whatI could. I’m so rightful for getting the B. if I got C then it shouldbe okay as well.

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R19 How about the process of making the mini research projectitself, Pak? Regarding that the topic was your interest and youare expert in that topic about teaching vocabulary.

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

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R20 So, did you face any problem when you make the mini researchproject?

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

EPN

R21 Now, how about the 3rd semester? You had to finish your GRP(proposal) in relation with your thesis. Can you tell me about it?


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JA21 Well, I think it was probably they expect from the 2nd semesterwhen we had to come up with the research that you want to do.Actually I was thinking of doing a research while we.. Fellowstudents can work together and people could, let say, cooperatewith and could help each other. I think with master degreeprogram we should be different from the undergraduate degree.And then, at that time I decided to do the academic writing, Eliwanted to do the literacy course in the first semester. We bothfelt that no having any feedback, things like that. But then wecouldn’t do it because there was so much research on that. Thenwe had to change. Somehow, we had to end it up. Eli did theresearch on general English at college level of non-Englishdepartment program and I worked on the ESP. We were goodbecause we could co-operate on that. After I dag deeper intoESP, it was like an ocean there. No standard. and even SanataDharma doesn’t have its own standard. Every department hastheir own rights to do the ESP program. They can contact certainlecturers to design their program. But again it didn’t make sensethat each department has its own thing on ESP. and the researchreport that people had to come up with, especially in Indonesia,is so huge in that. EAP (academic purposes) including academicwriting as well. Most of the literature works on EAP for citizenswho call for the States, U.K, to English Speaking Country,where they need academic more. But here in Indonesia, for thosewho go to universities it was like an ocean that you need todecide what to do with the program. Blending model just for onesemester is really challenging. Pak Bis also asked us to come upwith an academic program that can be used for all non-englishdepartment program which is another challenge. It is easy to bemore specific example finding a learning model. You know Imean. Well I’m still working and I’m still struggling with thatand I asked Pak Bis whether it is still possible to change theresearch. However it is too late now.

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R22 And then how did you make the proposal? I mean chapter 1, 2,and 3.

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

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

R23 But at least in that event you had a chance for having feedback.Hadn’t you?

JA23 Ya, the feedback from the lecture who was in charge of myresearch

FDB

R24 So was there any difference pak between your previous writingand your writing in that occasion Pak? Compare to the previoussemester.

JA24 Well, I think only in the 3rd semester I had the feedback. Mostly,feedback on the content. It was more bearable because Pak Bisdid give us the feedback especially in the content. Alsoguidelines and he helped us to try to see the certain point fromother perspective with his questions.

R25 So what did you feel pak? Finally you had a feedback.

JA25 Good. It was good. But still it was, again, the feedback wasthere. But connecting the empirical truth and logical truth, andhow to come up with the scientific truth, linking back and forthwith deep ocean in terms of the ESP. we had to come up withone semester program. It wasn’t that easy. What you had toteach and model and syllabus. That should be useful andapplicable.

FLG

R26 So, during the 1st until the 3rd semester, do you have anyinteresting or unforgettable moment in writing academic paperPak?

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

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R27 So pak Mukarto noticed that your research just has been donepreviously?

JA27 Yes, because it was part of the subject requirement

R28 And then, how was the result pak?

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

R 29 Oh great. So any lessons that you learned from your experiencein writing academic paper?

JA29 Well, I would say again, when you write and you have to takesomething for a consideration it should be more precise.Especially the logic that you have to come up with, and thenhow to write simply directly to the point. And to mean what yousay and to say exactly as you supposed to say. Not only yourselfbut also others could understand it. So I give more serious to it.And, that’s it.

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R 30 Were there any differences after you pass the previous semesterPak?

JA30 I think I have to re edit what I have written. Taking what I wantto convey what I want to say and make sure that I wanna say isexpressed there. And make sure people understand the message.And I would get the message of course. I just tend to be morecareful.

REV

R31 Well, thank you for sharing your experience in writing academicpapers

JA31 Okay, you’re welcome. All right


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