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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
GRADUATE STUDENTS' LI\TED EXPE,RIENCEIN WRITING ACADEMIC PAPERS
fudiyarso KurniawanStudent Number: 146332011
,L{
by
Df. f. EismofoThesis Advisor Yoryakarta, 30 August 2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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ACKNOWLEDGEMENTS
Thanks are due to those who were helpful in finishing this thesis. The most
gracious, my Lord for His amazing grace to me.
First of all, I would like to thank my Supervisor, Dr. J. Bismoko, for his
much-appreciated assistance and encouragement during my study and the writing
of this thesis. Second, I am also grateful to all Thesis Reviewers and Examiners,
F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A., Dr. E. Sunarto, M.Hum., and
other Master Program lecturers at Sanata Dharma University for the guidance
throughout my study in ELS Sanata Dharma University.
My sincere thanks also go to my parents and my beloved one for giving
supports, being patience and praying for my success. May God’s love always be
with you.
A particular thank to all of my research participants for their willingness
and very much appreciated help without which this thesis would never be
completed. Last but not least, I thank my friends in ELS ‘2014 for the friendship,
supports and all the moment we shared together.
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... 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
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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
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APPENDIX 4.........................................................................................................94APPENDIX 5.........................................................................................................97APPENDIX 6.......................................................................................................123APPENDIX 7.......................................................................................................127APPENDIX 8.......................................................................................................158APPENDIX 9.......................................................................................................161
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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
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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
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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
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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
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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
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CHAPTER I
INTRODUCTION
This study intends to investigate graduate students’ lived experience in
writing academic paper at the graduate program. It attempts to reveal the meaning
of writing academic paper in EFL context. Therefore, this chapter presents the
relevance and feasibility of the project which covers background of the study,
problem identification, problem limitation, the research question, and the research
goals and benefits as well.
A. Background
Language learning has two important elements in determining how and
how well the learners learn language. Those elements are styles and strategies. In
brief, learning styles refer to patterns which give directions to learning behavior.
On the other side, learning strategies refer to specific actions to overcome a
difficult language task. It is used by learners to enhance their own learning.
Griffiths and Parr (2001) noted that a number of methods and approaches have
been developed to the teaching and learning of language. However, a given
strategy or styles are neither good nor bad. It means that it is essentially neutral as
long as the context of its use is considered. In other words, no single strategies
and styles fit all students.
Researchers have found numbers of variables such as age, gender,
individual difference, motivation, cultural background, etc., which affect the use
of language learning styles and strategies. However, current literature points out
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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that learners’ individual and collective styles and strategies preferences are
strongly advised instructors engaging in language classroom (Bull & Ma, 2001;
Fan, 2003; Oxford, 2003b; Yamamorio et al., 2003).
In relation with this study, English language has been used as medium of
communication in academia, both written and spoken. Allen (in Swales, 1998),
also regards language as an important communication aspect of study subjects. In
a university level, writing an academic paper is one of the partial requirements.
Assignment, journals, articles, mini research project, and even thesis are the
examples of the partial requirements which play important roles, as supported by
Zhu (2004). Furthermore, writing academic paper helps students in expressing and
communicating ideas and arguments.
In EFL (English as a Foreign Language) context, graduate students are
expected to be able to write good EFL academic papers. In contrast, several
studies reveal that EFL graduate students still face difficulties in writing their
academic papers such as, grammar, organizing ideas, paraphrasing, and rhetoric.
Thus, a major challenge for EFL students of graduate school in Indonesia is
academic writing. As a graduate student, I realize the pressure to write, publish
and even present the papers in particular seminar or journals.
Several studies indicate that student writing poses specific challenges for
English Foreign Language (ESL) and English Foreign Language (EFL) teaching
and learning contexts across the globe; in this context, in higher education
institutions (Lillis and Scott 2007; Ivanic and Lea 2006; Lea 2004; Munro 2003).
Lea and Street (1998:157) report that literacy standards in higher education
institutions are very low. As a result, students cannot write properly. It could not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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be denied that lecturers often complain about the ability of their students in
writing. Munro (2003:327) confirms this view and argues that dealing effectively
with the difficulties of the students’ literacy and poor academic writing skills, is a
challenge that universities have to contend with.
There are several research related to academic writing in EFL context
(Hung & Young, 2015; Chokwe, 2011; Hasan & Akhand, 2010). Mostly, they
investigate problem in writing academic paper in EFL context. Thus, factors and
problems are the common topic in academic writing. In addition, most of the
participants in those studies are non-English undergraduate students.
This study focuses on how the graduate students’ lived experiences in
writing academic papers. The researcher tries to discover their lived experiences
that relate to writing academic papers.
B. Problem Identification
Studies on academic writing in university level may include various issues
of investigations. The wide range of issues could become topics with different
perspective of studies such as writing as a product, process and so on. In writing
academic papers, the students’ experience may vary one another. The experience
itself covers understanding, intention, feelings, belief, and action of the students
(Bradley, 2005). Hence, students experience in writing academic papers reveals
those five fields.
As EFL students, they may have experienced some difficulties in writing
academic papers. Mostly, grammar and vocabulary, implementation of writing
skills, and integrating knowledge are the barriers faced by EFL students in writing
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academic papers. Another factors that associated with writing problems in foreign
language are different cultural background (Imtiaz, 2003), textual patterns,
process and product of writing and personal characteristics of the students
(Angelova, 1999).
In similar, university students in Indonesia have difficulties in expressing
their ideas in their academic writing. Sadik (2009) conducted a study on academic
writing of Indonesian university students. Her study indicates that those students
have problems with limited knowledge of writing strategies, grammatical
structure, and low interest in writing. Another study from Mistar et al. (2014)
shows that the students are lack of knowledge in writing. It can be inferred that
the lack of knowledge in writing are associated limited knowledge of writing, and
not given enough time to practice writing.
The Directorate of Higher Education (also known as DIKTI) makes a
comparison to other Asian countries, such as Thailand, Japan, and China. The
results shows that a relatively low number of Indonesian students publishing in
international journals.
In this study, investigating the lived experiences of writers, both through
process of writing and the texts they produced are the focus in this study.
Furthermore, understanding on the meaningful experiences of academic writing in
English Foreign Language context is challenging. To achieve with the goals of
this study, it uses different methodology compare to the other studies. This study
will stand on the phenomenology in which interpretive is used to answer the
research question through the narratives of the research participants on academic
writing.
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C. Problem Limitations
A number of studies attempt several approaches in academic writing at
university level. Those studies tend to consider aspects of students’ need in
writing. One of the considerations is by facilitating the students with technology
supports while writing academic papers. Therefore, this study focuses on how the
students give meaning on writing academic papers.
This study was conducted in English Language Study of Sanata Dharma
University. The participants of this study were three graduate students in English
Language Study who have written academic papers. In addition those students
could give rich descriptions of their lived experience in writing academic papers.
The aim of this study was to tell a shared experience of writing academic papers
in EFL context. Meaning that, it mainly discussed the graduate students’ 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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conducted in different context situation will have different result of suggestion
and implication.
D. Research Question
Academic writing may involve the process and product of writing. In order
to get a meaningful description of the phenomenon of student’ lived experience in
writing academic papers, this study particularly aims at finding the answer of the
following question: What is the meaning of writing academic paper to ELS
students?
Therefore, this generated question is expected to obtain the meaningful
description and interpretation of graduate students’ lived-experience in writing
academic papers. Moreover, it leads into the structure in constructing the
interpretation of the participants’ lived-experience for obtaining a meaningful text.
E. Research Goal and Objective
The immediate goal of this study was attempted to describe and interpret
the graduate students’ lived-experience in writing academic papers in EFL
context. Therefore, the description and interpretation of graduate students’ lived
experience in academic writing was the result of this study. Having the
description and interpretation, essential meaning of writing academic papers could
be revealed.
This study also proposes the intermediate goal, both for the participants
and the audience. The participants could become more reflective and assign
meaning from their experiences in writing academic paper. On the other hand, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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During the process of this research, the participants reflect their lived experience
in writing academic papers from the beginning until the end, especially what they
intend to do. It enables them in reflecting on what they have done in writing
academic papers. Moreover, they can improve their performance in writing
academic paper based on their reflection in writing academic papers by
sharpening their goals which leads into self-actualization.
This study gives the interpretation in writing academic papers which
supports the policy makers of English language teaching in Indonesia. It
contributes in proposing insight to teachers, lecturers and tutors in into the aspects
of writing in which students require support. Furthermore, results may be used to
harness or sharpen the practices of both EFL practitioners and other stakeholders
with some guidelines on teaching academic writing. Meaning that, not only the
lecturers but the results also give beneficial for the policy makers in the
institution.
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CHAPTER II
LITERATURE REVIEW
In this chapter, there are two sections will be discussed, theoretical review
to clarify the concepts used in this study and framework of pre understanding to
help constructing the framework of thinking. In the following sections, a number
of related literature and previous studies on similar topics will be discussed.
A. Theoretical Review
Theoretical review is divided into four parts. Firstly, as the major parts,
Students’ lived experience discusses the concept of lived experience. Secondly,
academic writing discusses the concept in writing academic papers. The third is
EFL context. It discusses the concept in English as a Foreign Language. The last
part is academic writing in EFL context. This part discusses academic writing in
EFL context in detail.
1. Students’ Lived Experience
In this section there are two topics which become the construct of this
study. They are lived experience, and students. Those will be discussed below.
a. Lived Experience
According to Mannen (1990), lived experience is the breathing of
meaning. In this context, it leads the students to think back about something they
have done (in the past), and try to find the essence from that experience. The most
important point of lived experience, as stated by Dithley (1980), is self-awareness
of life.
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According to Husserl (1963), phenomenology studies the structure of eight
types of experience. Those structures are perception, thought, memory,
imagination, emotion, desire, and volition to bodily awareness including action,
and social activity, embodied linguistic activity. The structure of these forms of
experience involves intentionality.
Intentionality is a founding aspect of phenomenology. It is also an
important structure of human experience and the mind as the central focus. As
identified by Koch (1995) Husserl views the intentionality as key in
understanding of this phenomenology. He adds that Husserl saw intentionality as
a process where the mind is directed toward objects of study. The experience of
each person is set in a place which expands back and forth, up and down and
extends to past memories and expects or anticipates the future. McIntyre & Smith
(1989) explains that intentionality is a characteristic feature of our mental states
and experiences, especially evident in what we commonly call being conscious or
aware.
Awareness refers to an ability to identify, clarify, and self-examine certain
situations. They add that a person is also conscious of physical objects and events
which include his or her own self and other persons, and anything else that she or
he brings before his or her mind. Consciousness is not separate from the world
(Heidegger, 1962) but is a formation of historically lived experience. He believed
that understanding is a basic form of human existence in that understanding is not
a way we know the world, but rather the way we are (Polkinghorne, 1983).
Husserl (1963) gives a further explanation on indication of a conscious
experience. According to his experience, as the example, seeing and touching of
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the white paper in the dim light. It lies in front of him, appearing to him from a
particular angle. The individual’s awareness yields a self-identity. Furthermore,
intentionality which embodied consciousness or awareness of someone shapes
and causes his or her understanding, belief, feeling, action, and intention towards
things in the world (McIntyre & Smith, 1989).
In addition, Ricoeur (1970) argues that in hermeneutics the critique of
ideology should be incorporated into understanding. Ricoeur was particularly
concerned with interpretation, primarily with interpreting text. He argues that
human action should be understood as text which could provide better
understanding and interpretation. Searching for hidden meanings through the
interpretation is the demand in hermeneutics (Ricoeur, 1980). Thus, he believes
that people always occupy an ideological position even if they are unaware of it.
As supported by Landridge (2008), interpretation could be assumed as opening
new possibilities. However, Ricoeur (1970) reminds that it can be seen from the
position of the researcher and influenced by ideologies.
Investigating the process of person’s awareness related to a particular
phenomenon means to investigate event and incidents which part of the person’s
historicity. For Husserl (1963), this subject of the historicity of life, should be
placed in parentheses, in order to address primarily the essence of the life of
consciousness. Wachterhauser (1986) argues that language and history are
conditions and limitation of understanding. As he writes:
“Hermeneutical theories of understanding argue that all 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
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time in terms of some historically conditioned set of concerns and practices"(p.6).
It can be inferred that Wachterhauser‘s statement emphasizes on the
historicity. In line with the previous idea, Gadamer (1996) views an awareness of
historically informed prejudices as a basic condition of understanding:
"A person who believes he is free of prejudices, relying on the 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.
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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
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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.
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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
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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
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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
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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
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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
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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)
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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.
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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
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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.
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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
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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
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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.
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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
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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
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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
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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
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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
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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.
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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
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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
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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.
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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.
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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).
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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
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perspectives about their experience in writing academic papers and assign
meaning from it.
Furthermore, this research described and interpreted the participants
understanding, beliefs, feelings, action and intention towards writing academic
papers in order to get the essential meaning of the phenomenon.
2. Context
This research was conducted in The Graduate Program in English Language
Studies (ELS), Sanata Dharma University. There were three participants in this
study. They were ELS students of 2014 academic year. They had passed three
semesters in the English Language Studies Graduate Program of Sanata Dharma
University and experienced writing a number of academic papers throughout the
semesters. In addition, I had a good relationship among those three participants
since they were my classmates in ELS.
This research was conducted in December 2015 until the end of March
2016. In mean time, I conducted initial interview and in-depth interviews to gather
the data for this research.
3. Procedures
There were several steps in conducting this research: determining source of
the text, arranging pointers for the interviews, conducting initial interview and 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
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determining the source of the texts, conducting an initial interview, arranging
some pointers for the interviews, conducting in-depth interviews, and describing
and interpreting the texts, as illustrated in Figure 3.2.
Figure 3.2. Research Procedure
Goal:Describing and interpreting graduate students’ lived experience in
writing academic papers
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There were three illuminating participants in this study who have experienced
the phenomenon. Not only that, they all were willing to share their experience.As
the first stage, conducting an initial interview enabled the researcher to create a
good atmosphere with the participants. Therefore, this allowed the researcher
obtaining personal information of the participants. Then, the next step was
conducting in-depth interviews. The in-depth interviews were all recorded and
transcribed. Therefore, the recordings were converted into texts.
After having the texts from the in-depth interviews, the transcriptions were all
coded. Hence, coding the transcription allowed the researcher to narrow the text
into several themes. It led the researcher, as the following step, to generate the
themes which later used in analyzing the phenomenon in this study.
There were another four steps in this research procedure. Those steps were
describing the texts, interpreting the texts, doing member checking, and writing
the final version. The description of the participants’ lived experience consisting
of both pre-figured and emerging themes were made in describing the texts. In
addition, the description of the participants’ lived experience in writing academic
papers was based on the fields in lived experience, namely, understanding, belief,
feeling, action and intention. Further, the researcher referred back to the texts and
tried to relate it with the theories in order to make the interpretation. In addition,
this study employed member checking to validate the findings. Therefore, the
participants were all asked to check both interpretation and description of their
lived experience in writing academic papers. As the last step, the researcher
revised the description and interpretation based on the member checking done by
the participants.
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4. Components
The sources of the text of this study were three illuminating participants of
ELS students of 2014 academic year. In addition, those participants had different
background of streams in ELS; Education, Linguistics and Literature. The
participants can be seen in the table 3 below.
Table 3.1 Participants in the research
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
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allow the researcher to record the interviews and publish the data in a dissertation
and other publications. In addition, the participants were selected based on the
illuminating aspects. All the participants in this study were selected because they
could give rich descriptions of their lived-experience and were willing to share
their lived experience in writing academic papers. Furthermore, it was expected
the lived-experience of writing academic papers can be deeply investigated by
selecting those three illuminating participants.
As a hermeneutic phenomenology research, the data was in the form of texts.
The nature of data was text or anecdote as a primary source from the participants
which gained from in-depth interview (audio-taped). As suggested by Van
Mannen (1990) that in collecting data, conversational interviewing is needed.
Meriam (2002) adds that it provides a rich and abundant data. In other word, 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
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Van Mannen (1990) in depth interview can be used to collect data of lived
experience.
This study focuses on exploring the participants’ lived experiences, to be
specific in writing academic papers. Meaning that, they had a chance in telling
their experiences and memories about writing academic papers. Thus, in depth
interviews were used to uncover the participants’ experience, to be specific,
writing academic papers.
In addition, a snow balling technique was used in exploring the participants’
experiences in writing academic papers. Therefore, the follow up questions were
based on the participants’ responses. The participants could share their
experiences freely without any hesitation. In other words, they had a chance in
exploring their memories related with writing academic papers.
In order to assign the essential meaning of the phenomenon, the interview
itself had to cover five elements of lived experience: understanding, belief,
feeling, action and intention.
D. Text Gathering
As stated in the previous section, this research applied in-depth interviews in
order to gather the texts. In addition, the in-depth interviews were conducted
within 1st of March 2016 until 22nd of March 2016. A good relationship between
the researcher and the participants play an important role in the interview process.
Therefore, an initial interview was conducted for each participant so they could
talk freely in a comfortable atmosphere. This initial interview was conducted on a
separate day prior to the in-depth interview. Thus, the in-depth interviews were
conducted twice for each participant.
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In gathering a text or anecdote, Creswell (2003) states that making preparation
of interview protocols, audiotape and field notes are important. The constructs
were lived experience and academic writing. However, possible changing might
be happened during the interview process. Creswell (2003) suggests what so
called as “bracketing”. It means that the researcher should put aside the topic and
let the participants talk freely. As the researcher I used bracketing in order to
collect the data from participants and took the significant statements.
After the interview data were recorded, soon they were transcribed.
Confirming the data to the participants was following after. In other word,
member checking applied after interpreting the participants’ stories in order to
ensure the trustworthiness.
E. Text Processing
In this study, I described the participants’ lived experience in a form of
narratives. By doing so, the essential meanings of a lived experience were found.
Moustakas (1994) proposes several steps in processing the text; listing and
preliminary grouping, reduction and elimination, thematizing the invariant
constituent, final identification of the invariant constituent, constructs an
individual textural description, construct an individual structural description, and
incorporating textual and structural description.
Interpretation was the following process after. According to Patton (2002), the
researcher tries to interpret the meaning of the participants by using his or her
perspective. Cresswell (2007) proposes steps in interpreting qualitative data,
applied in this study, as shown in figure 3.3 below.
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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
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example is 5-AI2-10-PLN-PCS. It consists of six parts, 5, AI2, 10, PLN, PCS. 5
refers to Appendix 5. AI represents Asti, the name (pseudonym) of the participant
and 2 refers to in depth interview 2. 10 represent the line number in the
transcription. PLN refers to planning which represent planning. The last, PCS
represents process which is the category. In brief, the reader could trace the code
in the appendix and directly go to the second in depth interview of Asti in 10th line
of the transcript.
In description and themes, the researcher uses the code in order to generate a
description of people, setting, categories or themes. It presents some categories
that became the major findings in qualitative studies. The next step is reporting
the findings. In this step, the researcher made narrative from the findings.
As the next step in processing the text, interpretation, meanings were revealed,
essential problems are proposed. Furthermore, in validating the findings, the
researcher validated the finding by doing member checking.
F. Trustworthiness
According to Cresswell (2003) credibility and accuracy are the conclusion
made which come from the credible, defensible, and warranted data. Member
checking allows the participants to give comment of the data to confirm whether
their statements are similar with what they intend to say or not. In other word,
member checking covers the three points explained before.
This study used member checking to ensure the credibility of this study.
Therefore, all the participants in this study were all asked to check the
transcription, description and interpretation. Creswell (2007) adds that member
checking also involve taking data, analysis, interpretation, and conclusion back to
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the participants in order to check the accuracy and validity. In this study, all the
participants were asked to review the transcript and a brief analysis of the
interview to verify the data. In general, the participants were all agree with the
content of the transcriptions. They gave comments on the transcriptions such as,
spelling errors and incorrect names of places. Hilss (2012) supports that member
checking can be used to verify and clarify the content of the participants
responses.
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CHAPTER IV
DESCRIPTION AND INTEPRETATION
This chapter presents the discovery of the empirical truth, both the process
and the results. It discusses how data were thoroughly collected, coded, reduced,
presented and analyzed. This part is divided into two sections namely: the
description of the participants’ lived experience, and its interpretation of the
participants’ lived experience.
A. Description of the Participants’ Lived Experiences
In this study, there were three participants who were being interviewed;
Asti, Cahyo, and Jaya. They are pseudonyms. They were ELS students of 2014
coming from different majors, i.e. Linguistics, Literature, and Education.
The texts were thoroughly collected from interview which divided into
two parts: initial interview and in-depth interview. While initial interviews were
more flexible in terms of the development of discussed topics, structured
interviews tended to be focused on the topic. In other words, initial interviews
were conducted more freely by keeping the discussion on track and creating a
comfortable atmosphere so the participants could talk freely; structured interviews
were composed and derived from research construct.
1. Asti’s Story
Asti (pseudonym,) is a Graduate student of the English Language Studies,
Sanata Dharma University. She was born in Semarang, September 14th, 1989. Her
former educational background was in Semarang. She moved to Purwokerto right
after graduated from her bachelor’s program to teach at STIKES Harapan Bangsa.
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Two years later, she continued her master’s degree of English Language Studies
in Sanata Dharma University. Her interest is in linguistics.
When she was in the undergraduate degree program in Dian Nuswantoro
University, she experienced writing academic papers for seminars, both in English
and Bahasa Indonesia. However, she said that she had a common problem as a
“beginner writer” in writing academic papers considering that it was her first
experience writing papers for seminars. Moreover, her motivation in participating
seminars was because she would like to gain her experience in writing academic
papers. She added that she preferred to write English academic papers than
Bahasa Indonesia.
Asti started her study in English Language Study of Sanata Dharma
University in September 2014. Writing academic papers reminded her of her
experience when joining ELS at the early semester. She stated that writing
academic papers were the partial fulfillment of the requirements for each course in
ELS. At that time, she was shocked, not only for the number of writing
assignments but also for the quality of writing itself. Asti had to find something
new for her own writing. In other words, she had to begin her writing from the
early stage, such as, how to connect ideas in paragraphs.
In English Literacy class, the lecturer gave a particular topic to write to be
submitted in the following week. At the beginning of writing her academic paper,
she felt so guilty. Asti was unaware what she had to do. She expected for having
more explanation and example about it. Realizing the time constraints, Asti began
to read several articles related to the topic. She believed that reading several
articles helped her in finding ideas for her writing. She wrote the major points of
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the topic which she intended to say. After that, Asti tried to formulate the
background of the topic and also relation among concepts (5-AI2-3-PLN-PCS).
Asti explained her experience while making draft for her writing in detail. In order
to make sure that the ideas expressed appropriately, she tried to write down all the
major points of the topic that she had in simple sentences first. Having simple
sentences in the early stage of writing helped Asti to check whether the ideas or
concepts had been stated appropriately or not. In other words, she followed the
outline and tried to keeping the flow and connection ideas (5-AI2-3-DRA-PCS)
In writing academic papers, Asti felt that creating a coherent paragraph was
the most challenging part. Asti needed to pay attention to the details in connecting
ideas in order to make the paragraph coherence.
“Especially coherence among paragraphs. It was very difficult to make 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)
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However, she was not satisfied with her writing after that she was lack of
feedback. She got comments for her early stage of writing, but she could not see
the result or the quality of hers since not enough feedback from the lecturers. Asti
believed that by having enough feedback she could measure her writing skill. She
preferred having a peer reviewer for checking her writings. After all, she
determined to have a self-correction. Asti believed that having a self-correction
was a good way to revise and check her writing quality, even if there were no
feedback from lecturers. Even Asti already submitted her paper, it was
dissatisfying for her. She still had struggle with the coherence for the paragraph.
She wished that she had enough feedback so she could re edit them before the
final submission.
Asti gave several reasons why she really excited in writing academic papers.
First, she mentioned that most of the courses required her to submit academic
papers as her final assignment. In other words, submitting academic papers was
one of the partial requirements to pass the courses in ELS. Not only writing
academic papers for the final project of her courses, but she also really excited in
writing academic papers to be presented in seminars. Asti believed that by doing
so, she could find the latest issues especially in linguistics area. “Hmm, meet new
people. I mean, I could have new knowledge. Especially the latest issues related to
linguistics as my interest.” (5-AI2-204-EPN). Moreover, writing academic papers
made her realize that she was perfectionist. “What I mean is that, I’m kind of
perfectionist one. So, I could not agree upon something which is “ordinary” or
simply “just like that”. No, I could not.” (5-AI2-103-EPN). She preferred to check
her writing again and again in order to get a better achievement as expected.
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Furthermore, Asti realized that there have been some significant changes in
her life after having problems in writing academic papers. She used to be unaware
of what should she write in her academic papers. In contrast, she preferred to read
several related articles first in order to dig ideas of her writing. Not only that,
having self-correction helped her in checking her writing quality no matter she
had no feedback in details from the lecturers.
2. Cahyo’s Story
Cahyo (pseudonym) is a Graduate student of English Language Studies in
Sanata Dharma University. His main interest is in Literature. Adit was born in
June 27th 1989. His educational background was in Yogyakarta. After graduated
from SMAN 7 Yogyakarta, he continued his study to Sanata Dharma University
in English Letter. Then he continued to pursue his master degree in English
Language Studies of Sanata Dharma University.
According to Cahyo’s experience when he was undergraduate students in
English Literacy of Sanata Dharma University, it was the first time for him
dealing with writing academic papers, something that he did not have previously
in senior high school. In addition, he faced problems like structure in academic
writing and grammar. As being mentioned previously, it was his first time dealing
with academic writing. Meaning that, he was unfamiliar with the structure and
style of academic writing. In that time, he had a little exposure in practicing
English. He added that most of the courses were done using Bahasa Indonesia.
Before entering English Language Studies in Sanata Dharma University,
he had almost no experience in writing academic papers. He mentioned that the
last academic paper that he wrote was his undergraduate thesis. During his study
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in ELS Sanata Dharma University, he learned not only theoretical subjects but
also skills, to be specific writing academic papers. Therefore, he was shocked
when entered ELS, a lot of academic writing tasks.
As the first semester, he had a problem in writing respond papers. In other
word, he had no idea what should be written in his respond papers. Cahyo shared
that he had to choose one theory as the topic. Unfortunately, he had to change the
topic twice because he could not find the gap among the similar research topic (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
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appropriately. “The lecture did not show us how to compare. Just respond. Again,
we (students) were not being taught how to compare at all.” (7-CO-84-EXP).
Then, he had to browse the example of comparative article and follow the
structure and style of writing from it.
Unfortunately, he just analyzed it as best as he could no matter that it was
far from the lecturer expectation. Being asked the reason why he did so, Cahyo
just simply answered “well, just submitted to fulfill the course requirement.
Getting a score.” (7-CO-99-ATT). He argued that he had a problem in adjusting
himself with the classrooms atmosphere. “It was getting pretty demanding. We
were required to write and submit many papers. As the result, I have no choice.
Finally, I had to do it just to fulfill the requirements. Even I was not really into it.”
(7-CO-113-EXP).
In addition, he had to revise based on the lecturer’s feedback. In the
meantime, his lecturer asked him to improve his writing, especially using complex
sentence and technical terms in the context (7-CO-161-EDI-PCS). Later, he
explained that in the previous semester he only used a simple sentence and
common terms to express his ideas. In order to overcome this problem, Cahyo
used dictionary to check a particular academic term in his paper.
Reflecting on his problem during writing academic paper, Cahyo admitted
that he got several lessons. “During the process itself, well, how to use the
appropriate format, references and of course the theory. How to write
appropriately. Like that.“ (7-CO-195-EXP). He believed that it would be very
beneficial for him right after he graduate from Sanata Dharma University. “I can
apply those skills right after I graduate, for writing articles and others.” (7-CO-
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196-EPN). Having a huge number of mistakes in structure and vocabulary, made
him realize that he was unaware in details of his own writing. Therefore, he used
dictionary to solve the problem.
Cahyo mentioned that his attitude toward academic writing was changed while
reflecting on his experience in writing academic papers. He could make himself
familiar with the style and structure in academic writing from published journals
and articles. He had to force himself to write appropriately, based on the style and
structure in academic writing, as close as possible with the expectation. He wished
that he could get enough examples, explanation related to guidance or standard in
writing a particular academic paper.
3. Jaya’s Story
Jaya (pseudo name) is a Graduate student of English Language Studies in
Sanata Dharma University. His main interest is in English Education. He comes
from Pangkal Pinang, South Sumatra. Right after graduated from SMAN 1
Pangkal Pinang, he continued his study in undergraduate program of Sanata
Dharma University. He had teaching experience for almost 32 years until 2014. In
addition, he is a senior student who focuses in pursuing his master degree in
English Language Studies in Sanata Dharma.
Before entering English Language Studies in Sanata Dharma University,
most of his writing experiences were dealing with writing emails, students’
reports. In other words, he is familiar with business writing. As stated previously,
he had teaching experiences almost 32 years. However, he had only a little
exposure in teaching writing, such as TOEFL writing preparation tests. Jaya said
that Joining English Language Studies was quite shocking at the beginning. He
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did not expect for having so many writing assignments and working so hard. On
the other hand, he added that it was challenging since he had to adjust his English
style from social English to academic English. Not only that, for Jaya, it was 32
years ago that required him to deal with academic writing, such as his
undergraduate thesis. Therefore, if he had had known that he got his self into
before he entered ELS, then he would not have entered.
“it was quite shocking experience because first I joined this semester 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
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expectations. He thought that he tended to be careful, make sure that what he
wanted to say was expressed appropriately in order to make the reader understand
the message (9-JA2-30-REV-PCS).
Unfortunately, there was not enough feedback. He said that not enough
attention had been paid to the writing. In that time, Jaya just did the best he could
and worked by himself. Not only that, he had his own feedback from himself.
“Well I think I just did the best I could and then try to work it by myself.Of course I had my own feedback from myself. But it could be 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
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really interesting, because it was quick and he could meet the deadline. Otherwise
he would not be able to meet the deadline with the limited time.
“It was in 2nd semester in SLA I’m not mistaken. I expected a data 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).
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Based on the experience presented above, he realized the obstacles that he
had at that time. Furthermore, Jaya committed to give more serious to his own
writing.
“Well, I would say again, when you write and you have to take 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.
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Pre-figured themes are the themes which predicted after pre-understanding of this
study. In contrast, emerging themes are the themes which appear after data
gathering.
1. Pre-Figured Themes
The discussion below was bracketed and arranged based on the pre-figured
themes discussed in the theoretical framework. Empirically, there are three
themes; language competence, critical thinking and writing expectation.
a. Language Competence
Language competence refers to knowledge of and ability to use language
resources to form well-structured messages (Gridharan, 2011). In details, it deals
with knowledge of the language used and the ability to apply that knowledge. As
a result, by having language competence, students are able to produce meaningful
texts appropriate to the situation in which they are used. In relation with this
study, academic writing requires conscious effort in composing, developing, and
analyzing idea which is related with functional language skills, such as proper
natural language in different social contexts and using language in creative ways.
Thus, the writing ability is not a naturally acquired skill; it is usually learned
through experience and must be practiced in formal instructional or other
settings. It is undoubtedly the process of writing, though, which can create
problems for students, to be specific writing in academic contexts. In writing
academic paper, Asti tried to use her ability and knowledge in order to compose a
well-structured message. She started to write several major points of the topic that
she had at the beginning.
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“Well, at the beginning I tried to write per sentence. Then check with 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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63
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)
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Elder (2007) states that critical thinking is a self-directed, self-disciplined,
self-monitored, and self-corrective thinking which requires effective
communication and problem solving abilities. Therefore, Asti’s statement above
can be inferred that she directed herself in writing her academic papers, not only
directed herself in the process of writing but also in term of formulating and
composing her writing content. However, Asti explained that finding appropriate
sources for her academic papers was another problem she faced.
“Well, I think finding sources was another barrier too. I know the 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
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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
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should understand for their writing to be well accepted by the discourse
community. In brief, the students gain a sense of control in their writing and feel
an ownership of the language. This ultimately leads to a true sense of enjoying the
art of writing. Medina (2009) claims that confidence breeds the likelihood of
experimenting and risk-taking. Moreover, the confidence students’ gain in the
writing classroom will motivate them in exploring the language, take risks, and
play with the language. Furthermore, once they have control of any skills, he or
she begins to truly understand its purpose and have fun with it (Eagleman, 2011).
Based on his experiences in writing academic papers, two participants, Cahyo
and Jaya told me a similar experience. At first, Cahyo told me what happened in
the 2nd semester. In that time, he had a problem with the sentence structure which
made him confused. He stated that his lecturers asked him to improve his writing,
especially using complex sentence and technical terms in the context. “Next, in
the 2nd semester the students were required to use the more academic terms.” (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
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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)
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The extract above, Cahyo’s and Jaya’s, indicated that they had a low
motivation in writing academic papers. Therefore they limited themselves while
writing academic papers. In contrast, Asti had another perspective compare to
Jaya and Cahyo. According to her, she wanted to gain more experience in writing
academic papers. Therefore, Asti was motivated to write academic papers for
seminar, as shown in the extract below.
“Meet new people. I mean, I could have new knowledge from them.Especially the most recent issues related to linguistics as my interest. I don’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
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mean more on the expressing ideas. How to express our idea, and link each
paragraph. That’s the most difficult part.” (5-AI2-8-ATT). It can be inferred that
Asti tried to be positivist while having problems in writing academic papers.
Thus, Asti challenged herself to improve her writing. She added that honestly, she
was afraid in making mistakes such as stating irrelevant ideas and inappropriate
quotations. “well, I was afraid for having irrelevant ideas, and referring to the
theories. Like having inappropriate quotation without paraphrasing it first. Like
that.” (5-AI2-10-ATT) Being afraid as experienced by Asti is a common problem
faced by the students. Again, having a positive attitude in writing academic papers
encouraged her to do the best she could no matter that it was her first time writing
academic paper for seminar. Moreover, she wanted to have such experience by
participating in the seminar.
In contrast, Cahyo had different experience compare to Asti. He had a tendency
to be lazy when having academic writing, especially finding related theories. He
stated, “Just little bit lazy. I know that I could find many sources related to the
topic, but I was too lazy to get there and I have never been in library before. Like
that.” (7-CO2-30-ATT) It seems that Cahyo tried to limit himself in writing
academic papers. The extract above indicates that Cahyo had a negative attitude in
writing academic papers which affected his writing. Moreover, he added that he
just wanted to get scores and pass the course. “Well, whatever the score I got, at
least I passed the course. That’s it. And I got B for that.”
In similar, Jaya was honest to tell that he did the writing assignments in English
literacy class because of the deadline. “Well I think I just did the best I could and
then try to work it by myself… Then I just did it because of the deadline.” (9-JA2-
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13-ATT) It can be inferred from the extract that Jaya had similar attitude with
Cahyo. He did it because of the deadline. In other words, he had a negative
attitude in writing academic papers. Not only that, Jaya argued that it was just
because he did not receive enough feedback, especially from the lecturer. In his
opinion feedback from the lecturer is very important. The discussion of feedback
will be partly included in the next section (see the writing supervision)
“I think we had not enough feedback from the lecturers so we didn’t know
what our strengths and weaknesses are. Well, most of the lecturers were so very
busy there, again I still thinking that feedback is very important” (9-JA2-11-
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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feedback was the problem. It can be inferred that this problem hindered the good
communication between lecturers, as the writing supervisor, and students..
In contrast, Cahyo had a different perspective. He preferred for not having any
feedback, as shown in the extract below.
“I prefer to just submit without any feedback.” (7-CO2-120-ATT-FDB).He added “It feels like I must run extremely fast for it. If I had a feedback, 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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Therefore, she preferred to check and self-reviewed on it. As a result, it led her to
high autonomous learner.
In line with Asti, Cahyo shared the same experience. As stated previously, in
the earlier semester Cahyo was a lazy student. Later, he became aware of the
importance of academic writing, considering his need after finishing his master
degree.
“Well, I changed my behavior. I tried to deal with the academic 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
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their lecturers’ expectation, adjust and revise their previous writing in order to
meet the requirements of the topics they wrote. In similar with Asti, the problems
faced by Cahyo and Jaya led them as high autonomous learners.
In sum, all the participants faced different difficulties and problems in writing
academic papers. However, they all tried to overcome the problems that they had.
Up to this point, it can be inferred that the participants became autonomous to this
context.
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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.
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However, facing those barriers did not hinder them in gaining their effort to write
academic papers. Therefore, the participants’ willingness and awareness in
writing academic papers could be seen also from how they managed and solved
barriers they had in writing academic papers.
Critical thinking refers to abilities or skills: selection, evaluation, analysis,
reflection, questioning, inference and judgment. In other words, when critical
thinking is applied to writing the above abilities are expressed through the process
of argumentation, producing an argument i.e. the essay, the dissertation. In sum,
the participants showed their efforts in exploring and developing their critical
thinking while experiencing struggles in writing academic papers. Not only that,
they pushed their self as close as the expectation. However, it should be noted that
most of the participants had a big expectation on the guidelines and feedback.
Those two elements were needed in order to improve their writing quality and
developed their critical thinking awareness.
The third pre-figured theme is writing expectation. All the participants
expected that by having more experience in writing academic papers enabled
them to integrate between critical thinking and language competence that they had
during the process. Not only that, those struggles led them to experience
transferring ideas, thoughts, and meaning involving many aspects to consider.
Furthermore, the participants tended to push themselves further from his comfort
zone. As a result, they gained a sense of control in their writing and feel an
ownership of the language which ultimately will lead to a true sense of enjoying
the art of writing.
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Based on the discussion under description and interpretation of the text, there
were four emergent themes emerged in this study: motivation, struggle,
satisfaction, and learner autonomy. Having a positive attitude toward writing
academic papers led Asti into a strong motivation in gaining more experience in
writing academic papers. Therefore, she was highly motivated to write academic
papers for seminar. In contrast, Cahyo and Jaya had no other choices. They just
wrote their academic papers in order to meet the deadline and fulfill the
requirements paper.
Based on the participants’ experience, they shared various challenges in writing
their academic papers from the beginning until the end of the process in writing
their academic papers. Most of the participants tried to limit themselves in writing
their academic papers. However, based on the participants’ respond, feedback was
the major factor which influenced their academic paper quality.
Despite the fact that the participants faced various challenges and problems in
writing academic papers, they wanted to improve their writing. The participants’
responds indicated that they were dissatisfied with their academic papers due to
several reasons. Thus, an issue raised based on the participants experiences:
communication between supervisors and students. Inadequate communication
through feedback and guidelines were the problems they faced in improving their
writing quality in academic papers.
In brief, students face several problems during the process of writing. It includes
organization of ideas, grammar, and lack of feedback. In similar, limited feedback
given by the lecturers and difficulties in balancing the requirements are the urgent
which should be paid more attention. In the meantime, they tried to identify and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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.
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Rose, M. (1989). Lives on the boundary: The struggles and achievements ofAmerica’s underprepared. New York, N. Y.: The Free Press, Macmillan,Inc.
Sadik, A. (2009). Cognitive and metacognitive writing strategies and theirrelations to writing performance of EFL learners (Unpublished DoctoralDissertation). Makassar: Universitas Hasanuddin Makassar.
Scarcella, R. & Oxford, R. (1992). The Tapestry of Language Learning: TheIndividual in the Communicative Classroom. Boston: Heinle & Heinle.
Schwarz, N. (2007). Attitude construction: Evaluation in context. SocialCognition, 25, 638 – 656.
Seow, A. (2002). The Writing Process and Process Writing. In Jack C. Richardsand Willy A. Renandya. Methodology in Language Teaching: AnAnthology of current Practice. Cambridge: Cambridge University Press.
Smith, D. W. (2013). Husserl (2nd revised edition). London and New York:Routledge. (1st edition, 2007).
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Tapper, J. (2004). ‘Student perceptions of how critical thinking is embedded in adegree program’. Higher Education Research and Development,23(2),199-222.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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,
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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.
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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
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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
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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
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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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Peer FDB-PCS
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..
PLN-PCS
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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EPN
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
EPN
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.
DRA-PCS
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
FDB – Details-PCS
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,
Teacher correction
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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.
DIF
WEK
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.
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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
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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.
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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
Tuesday, March 1 2016
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
Wednesday, March 2 2016
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
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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
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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
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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
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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?
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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
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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?
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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
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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
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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
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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...
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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
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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
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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
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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
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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?
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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
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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?
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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?
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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
Wednesday, March 16 2016
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
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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
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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
Tuesday, March 22 2016
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
EXP
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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
STR
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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
PeerFDB
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
FLG
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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.
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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.
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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.
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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
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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
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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.
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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.
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R31 Well, thank you for sharing your experience in writing academicpapers
JA31 Okay, you’re welcome. All right
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