1

THE STUDENTS’ SENSE OF AUTONOMY

IN LEARNING ENGLISH:

A CASE STUDY IN SMP ALTERNATIF QARYAH THAYYIBAH,

SALATIGA

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the

Magister of Humaniora (M.Hum) Degree

in English Language Studies

By

Ully Pitaloka

066332013

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

i

THE STUDENTS’ SENSE OF AUTONOMY

IN LEARNING ENGLISH:

A CASE STUDY IN SMP ALTERNATIF QARYAH THAYYIBAH,

SALATIGA

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the

Magister of Humaniora (M.Hum) Degree

In English Language Studies

By

Ully Pitaloka

066332013

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

ii

A THESIS

THE STUDENTS’ SENSE OF AUTONOMYIN LEARNING ENGLISH:

A CASE STUDY IN SMP ALTERNATIF QARYAH THAYYIBAH,SALATIGA

by

Ully PitalokaStudent Number: 066332013

Approved by

Dr. F.X. Mukarto, M.S.Advisor Yogyakarta, March 8, 2008

iii

A THESIS

THE STUDENTS’ SENSE OF AUTONOMY

IN LEARNING ENGLISH:

A CASE STUDY IN SMP ALTERNATIF QARYAH THAYYIBAH,

SALATIGA

Presented by

Ully Pitaloka066332013

Defended before the Thesis Committeeand declared acceptable.

THESIS COMMITTEE

Chairperson : Dr. B.B. Dwijatmoko, M.A.

Secretary : Dr. F.X. Mukarto, M.S.

Members : 1. Dr. J. Bismoko

2. Dr. Fr.B. Alip, M.Pd., M.A.

iv

STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise

stated, are the ideas, phrases, sentences of the thesis writer. The writer

understands the full consequences including degree cancellation if he/she takes

somebody else’s ideas, phrases, or sentences without a proper reference.

Yogyakarta, March 8, 2008

Ully Pitaloka

v

LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Ully Pitaloka

Nomor Mahasiswa : 066332013

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

The Students’ Sense of Autonomy in Learning English: A Case Study inSMP Alternatif Qaryah Thayyibah, Salatiga

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalandata, mendistribusikan secara terbatas, dan mempublikasikannya di Internet ataumedia lain untuk kepentingan akademis tanpa perlu meminta ijin dari sayamaupun memberikan royalty kepada saya selama tetap mencantumkan nama sayasebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 31 Maret 2008

Yang menyatakan

(Ully Pitaloka)

vi

ACKNOWLEDGEMENTS

Writing this thesis was quite a journey. First and foremost, I would to open

this acknowledgement by saying In the name of Allah, Most Gracious, Most

Merciful, Praise be to Allah, The Cherisher and Sustainer of the Worlds.

I would like to acknowledge my thesis advisor, Drs. F.X. Mukarto, M.S.,

PhD, for his guidance and wisdom, which has been a necessary for me to

complete this task. His knowledge, patience and assistance have been invaluable.

Also, I would like to thank Dr. J. Bismoko who had given me educative

enlightment during his courses. I could have been the same person having no

basic beliefs in the world of research. My deepest gratitude also goes to Dr. B.B.

Dwijatmiko who had opened my eyes in seeing the beauty of IT technology for

our educational life.

The work could not have been completed without the support of and

assistance of my family, friends, and colleagues. In particular, I would like to

thank my beloved husband, Ichal, for being so contributive while I completed this

task, and my little-shining-star, Lala, who challenges me time after time on

matters light and dark, shady and jagged. I received a great moral support from

my big family of parents, brothers, and sisters, so I thank them all. Special thanks

go to all my dear friends in KBI, for their encouragement and input into this

research.

Finally, a heartfelt thanks to the three participants interviewed and all 3rd

grade students of SMP Alternatif Qaryah Thayyibah in Salatiga, who shared the

story with me so truthfully, bravely, and generously. My thoughts and best wishes

go with them.

vii

TABLE OF CONTENTS

Title Page…………………………………………………………………… iApproval Page …………………………………………………………….... iiDefense Approval Page …………………………………………………….. iiiStatement of Originality ……………………………………………………Lembar Pernyataan Persetujuan Publikasi Karya Ilmiah UntukKepentingan Akademis ……………………………………………………..

iv

vAcknowledgements …………………...……………………………………. viTable of Contents …………………………………………………………... viiList of Tables ………………………………………………………………. xList of Figures ……………………………………………………………… xiList of Abbreviations……………………………………………………….. xiiList of Appendices …………………………………………………………. xiiiAbstract ………………………………………………………….................. xivAbstrak ……………………………………………………………………... xv

Chapter I Introduction …………………………………………………… 1A. Background ……………………………………………………... 2B. Problem Identification …………………………………………... 8C. Problem Limitation ……………………………………………... 14D. Research Question ………………………………………………. 18E. Research Goals and Objectives …………………………………. 18F. Research Benefits ……………………………………………….. 19

Chapter II Literature Review ……………………………………………. 20A. Theoretical Review…...…………………………………………. 20

1. Language Learning Motivation in L2 Classroom …………… 212. Various Perspectives in Language Learner Autonomy ……… 243. Language Learner Autonomy in Asian Contexts……………… 304. Approaches to The Development of Autonomy………………. 325. Learning Environment………………………………………… 356. Learner Autonomy and Brain-based Learning……………….. 377. Autonomy in Adolescence ……………………………………. 398. Related research in language learner autonomy……………… 41

B. Theoretical Framework …………………………………………. 43C. Research Construct ……………………………………………… 47D. Research Philosophy ……………………………………………. 54

1. The Need for A Research Framework ………………………... 542. The Adopted Research Framework …………………………... 56

a. Acquiring Knowledge …………………………………... 61b. The Adopted Ontological and Epistemological Position... 63c. Interpretivism as the Chosen Paradigm …………………. 68

3. Case Study Research as the Chosen Approach ………………. 714. The Steps in Researching Lived Experience …………………. 755. Data Collection Technique …………………………………… 76

a. Observations …………………………………………….. 77

viii

b. In-depth Interviews ……………………………………... 78c. Reflective Field Notes ……..……………………………. 79d. Documents ………………………………………………. 80e. Visual Techniques ………………………………………. 80

6. Qualitative Data Analysis …………………………………….. 97a. Initial Data Analysis …………………………………….. 83b. Electronic Data Analysis ………………………………... 84c. Emergent Themes ……………………………………….. 85d. The Hermeneutic Circle and Interpretation ……………... 87

7. Quality of Research…………………………………………… 105a. Trustworthiness …………………………………………. 90b. Authenticity ……………………………………………... 90c. Triangulation ……………………………………………. 91d. Reflexivity ………………………………………………. 92

Chapter III Methodology ………………………………………………… 94A. Overview of the Method ………………………………………... 94B. Study Design ……………………………………………………. 95

1. Turning to a Phenomenon of Interest …………………… 962. Investigating Experience as We Live in ………………… 973. Reflecting on Essential Themes which Characterize the

Phenomenon …………………………………………….. 984. Describing the Phenomenon—the art of writing and re-

writing ………………………………………………….. 995. Maintaining a Strong and Oriented Relation to the

Phenomenon …………………………………………….. 996. Balancing the Research Context by Considering the Parts

and the Whole …………………………………………… 1007. Building Relationships with Participants ……………….. 101

a. Knocking On the Setting Door ………………….. 101b. Starting the Relationships with the Participants … 104

8. Ethical Issues ……………………………………………. 1069. Data Collection Technique ………………..…………….. 106

a. Observations……………………………………... 106b. In-depth Interviews ……………………………... 107c. Reflective Field Notes ………………………….. 112d. Documents and Visual Techniques …………….. 112

10. Organization of the Data ……………………...………… 11311. Analysis …………………………………………………. 114

a. Initial Analysis Based on the ConstructCategories…………………………………………. 114

b. Applying Six Steps Described by van Manen tothe analysis ……………………………………… 116

12. Interpretation ……………………………………………. 12013. Quality of The Research ……………………………….. 124

a. Trustworthiness …………………………………. 125b. Authenticity ……………………………………... 127c. Triangulation ……………………………………. 127

ix

d. Reflexivity ………………………………………. 129

Chapter IV Analysis ………………………………………………………. 130A. Participants’ Stories ……………………………………………... 130

1. Upik’s story……………………………………………… 1312. Nopi’s story….…………………………………………... 1333. Dian’s story……………………………………………... 134

B. Interpretation ……………………………………………………. 1361. Space creations ………………………………………….. 1372. Thoughtfulness ………………………………………….. 1453. Reconstructions …………………………………………. 152

C. Discussion ………………………………………………………. 156Chapter V Conclusions, Implications, Reflection, and

Recommendations ………………………………………………. 165A. Conclusion ………………………………………………………. 165B. Reflections ………………………………………………………. 166C. Implications ……………………………………………………... 168D. Recommendation ……………………………………………….. 169

Bibliography 170Appendices

x

LIST OF TABLES

PageTable 1. Research construct and its operational definition 51Table 2. Basic beliefs (metaphysics) of alternative inquiry paradigms 60Table 3. A comparative summary of some features of two well-known

phenomenological approaches68

Table 4. Research perspectives in qualitative research 70Table 5. Table sampling strategies 105Table 6. Research blueprint 110Table 7. Example of development of emergent theme 119Table 8. Participants’ personal information 131Table 9. Emergent themes and sub-themes of the lived experience of the

students’ sense of autonomy in learning English in SMP QT137

xi

LIST OF FIGURES

PageFigure 1. Construct mapping of motivation in L2 49Figure 2. The adopted research framework 58Figure 3. The subjective-objective dimension 63Figure 4. Plan for SMP Alternatif Qaryah Thayyibah case study 73Figure 5. Arriving at and using themes 86Figure 6. Triangulation 92Figure 7. Reflective questions 93Figure 8. Cycle of cultural learning 109Figure 9. Schematic description of the research process 123Figure 10. A variety of analysis in triangulation 128

xii

LIST OF ABBREVIATIONS

SMP QT : SMP Alternative Qaryah Thayyibah; A community-basedjunior high school

ASEAN : Association of South East Asian NationsAFTA : ASEAN Free Trade AssociationBNSP : National Education Standards AgencyJHC : Junior High SchoolMNE : Ministry of National Education (Depdiknas)Package (Paket) B : Study group package B; A set of materials/modules used in

Indonesian non-formal education program. Paket B isequivalent to junior high school

Balitbang : Research and Development Agency (Badan Penelitian danPengembangan).

L2 : Second languageFL : Foreign languageES : Elementary SchoolGOI : Government of IndonesiaSBC : School-Based Curriculum or KTSPNGO : Non-Governmental OrganizationNine years’ basiceducation

: In 1994, GOI launched nine years basic education up to JHClevel

SP of MNE : Strategic Planning of MNE 2005-2009BAPPENAS National development planning agencyPermendiknas : Peraturan Menteri Pendidikan NasionalSMU : Sekolah Menengah Universal; a senior secondary level set up

for the first batch of QT school.EFL : English as a Foreign Language

xiii

LIST OF APPENDICES

PageAppendix 1. Map of Health Facilities in Salatiga in 2004 ………………... 178Appendix 2. Map of School-age Children in Salatiga in 2004 …………… 179Appendix 3. Map of Educational Facilities in Salatiga in 2004 ………….. 180Appendix 4. The Photographs …………………………………………….. 181Appendix 5. Reflective Field Notes ………………………………………. 190Appendix 6. Upik: Interview Transcript 1 ………………………………... 209Appendix 7. Upik: Interview Transcript 2 ………………………………... 219Appendix 8. Upik: Interview Transcript 3 ………………………………... 221Appendix 9. Nopi: Interview Transcript 1 ………………………………... 224Appendix 10. Nopi: Interview Transcript 2 ………………………………... 228Appendix 11. Nopi: Interview Transcript 3 ………………………………... 231Appendix 12. Dian: Interview Transcript 1 ………………………………... 233Appendix 13. Dian: Interview Transcript 2 ………………………………... 241Appendix 14. Dian: Interview Transcript 3 ………………………………... 243Appendix 15. Development of Emergent Theme, Research Construct

Category: Awareness……………………………………......245

Appendix 16. Development of Emergent Theme, Research ConstructCategory: Involvement……………………………………...

258

Appendix 17. Development of Emergent Theme, Research ConstructCategory: Creation…………………………………….........

266

Appendix 18. Development of Emergent Theme, Research ConstructCategory: Intervention………………………………...........

271

Appendix 19. Development of Emergent Theme, Research ConstructCategory: Transcendence……………………………………

277

xiv

ABSTRACT

Pitaloka, Ully. 2008. The students’ sense of autonomy in learning English: A casestudy in SMP Alternatif Qaryah Thayyibah, Salatiga. Yogyakarta: EnglishLanguage Studies, Graduate Program, Sanata Dharma University.

Autonomous language learners is an ultimate goal any educationalinstitution which will lead to lifelong learners and English mastery. To facilitatethe process of making students do so, each school has its own way of making itinto practice. In SMP Alternatif Qaryah Thayyibah, as a non-formal and also acommunity-based school, students’ autonomy is the heart of any teaching-learningprocess, including in the process of learning English. The students are given fullfreedom to choose to learn what they really want to learn.

This is a hermeneutic phenomenological case study guided by the idea ofvan Manen (1990). I interviewed three students of the 3rd grade who had theexperience of learning English at this school; one of them started the schoolingprocess at this school in the middle of the 2nd grade year. I conducted nine semi-structured interviews, three times of class observations, and documents analysisbased on the research construct. Other interviews were also conducted in open-ended manner. Field notes were written chronologically in order to substitutevideo taped observations as the neutrality of the setting should be maintained.

The data were transcribed and analyzed, then interpreted using thephilosophical underpinning of phenomenology to guide my interpretation. Thesearch for meaning in the text, and my attempts to make sense of the findingsresulted in the development of three major themes; (1) Space creations, with thesub-themes of unpleasing experience, assessing oneself, starting to contribute, thecentral of learning, and experiencing technology, (2) Thoughtfulness, with thesub-themes of giving more meaning to learning, self-organized, learning together,and developing critical thinking, (3) Reconstructions, with the sub-theme ofreflecting on one’s experience, creating a solid-base for lifelong learning, anddeveloping critical consciousness. Throughout the description of these themes,excerpts of the interviews with the participants are provided to demonstrate, andbring to light the meaning and interpretation constructed.

The findings of this study served as a basis for a number ofrecommendations related to English education for non-formal schools whichbegin to flourish in Indonesia. This study also recommended that further researchbe undertaken to develop suitable teaching approach for non-formal schools, toreplicate this study in another non-formal schools in other cultural settings inIndonesia, and to explore the sense of autonomy from the teachers’ perspectives.

In summary, the findings from this study add substantial knowledge to theteachers’ understanding and knowledge about what the sense of autonomy meanfor the students in a non-formal community based school.

xv

ABSTRAK

Pitaloka, Ully, 2008. Jiwa otonomi siswa dalam mempelajari bahasa inggris:Studi kasus di SMP Alternatif Qaryah Thayyibah. Yogyakarta: Kajian BahasaInggris, Program Pasca Sarjana, Universitas Sanata Dharma.

Pembelajar bahasa yang otonom merupakan sebuah hasil akhir darilembaga pendidikan manapun yang akan bermuara pada pembelajar seumur hidupdan keahlian berbahasa inggris. Untuk memfasilitasi berprosesnya siswa mencapaihal tersebut, setiap sekolah memiliki cara tersendiri dalam mewujudkannya. DiSMP Alternatif Qaryah Thayyibah, sebagai sekolah non-formal dan jugamerupakan sekolah berbasis komunitas, otonomi siswa adalah pusat dari prosesbelajar-mengajar termasuk dalam proses belajar bahasa inggris. Para siswadiberikan kebebasan penuh untuk memilih apa yang sebenarnya mereka inginpelajari.

Tesis ini adalah sebuah studi kasus dengan pendekatan fenomenoloihermeneutic berdasarkan van Manen (1990). Saya mewawancarai tiga orangsiswa kelas 3 yang memiliki pengalaman dalam mempelajari bahasa inggris disekolah ini; salah satunya mulai bersekolah ditempat ini pada pertengahan kelasdua. Saya melaksanakan sembilan wawancara semi-struktur, tiga kali pengamatankelas, dan analisis dokumen berdasarkan konstruk penelitian. Wawancara lainnyajuga dilaksanakan dengan sifat terbuka. Catatan lapangan ditulis secara kronologisdengan tujuan untuk menggantikan rekaman video pengamatan kelas yangditiadakan karena kealamian tempat penelitian harus dipertahankan.

Data disalin kedalam bentuk teks dan dianalisa, kemudain diinterpretasimenggunakan filosofi yang melatarbelakangi fenomenologi untuk mengarahkantafsiran yang saya lakukan. Pencarian arti dalam teks, dan usaha saya untukmemahami temuan penelitian, menghasilkan pengembangan tiga tema utama yaitu(1) Penciptaan ruang, dengan sub-tema pengalaman yang tidak menyenangkan,penilaian diri sendiri, mulai berkontribusi, pusat pembelajaran, dan mengalamitehnologi, (2) Penuh perhatian, dengan sub-tema memberikan arti lebih terhadappembelajaran, mandiri sendiri, belajar bersama, dan mengembangkan berpikirkritis, (3) Rekonstruksi, dengan sub-tema bercemin pada pengalaman,menciptakan dasar yang kuat untuk pembelajaran seumur hidup, danmengembangan kesadaran kritis. Sepanjang pemaparan tema-tema tersebut,penggalan wawancara dengan partisipan disertakan dengan tujuan untukmenunjukkan, dan menerangkan arti dan konstruksi penafsiran.

Temuan dari studi ini menjadi sebuah dasar untuk beberapa rekomendasiyang berhubungan dengan pendidikan bahasa inggris di sekolah non-formal yangmulai berkembang di Indonesia. Penelitian ini juga merekomendasikan bahwapenelitian penelitian selanjutnya dapat dilakukan dengan tujuan untukmengembangkan pendekatan mengajar yang cocok di sekolah-sekolah non-formal, melakukan penelitian yang sama di sekolah non-formal dalam lingkupbudaya yang berbeda di Indonesia, dan juga untuk mengeksplorasi rasa otonomidari pandangan para guru.

Di bagian kesimpulan, penemuan dari penelitian ini menambahkanpengetahuan sesungguhnya kepada pemahaman para guru dan pengetahuan

xvi

tentang apakah arti jiwa otonomi bagi siswa-siswa di sekolah non-formal berbasiskomunitas.

1

CHAPTER I

INTRODUCTION

In this first chapter, my intention is to provide readers with an introduction

to the thesis, my interest in pursuing this topic of research, a background to my

study, problem identification, problem limitation, a research question, stating my

research goal and its objectives, and finally theoretical and practical benefits of

this research. I will begin with a prologue which provides more insight in this

research.

This research topic did not come out of the blue. I remember this as a

turning point of my life as an English teacher for young learners. It was Sunday

afternoon when METRO TV had just finished airing a thirty-minute documentary

movie in late August, 2004. My eyes were stuck on this movie as it filmed two

completely different types of schools; one was Tiara Bangsa-ACS International

School situated in Jakarta, and the other one was SMP Alternatif Qaryah

Thayyibah (SMP QT) situated in Kalibening, a rural part of Salatiga. The former

school apparently was full of facilities, such as low ratio students-teachers, native

speaker teachers, a swimming pool, and other highly-equipped facilities. Then,

many questions arose in my mind. Although I considered myself an experienced-

constructivist English teacher for young learners, it was my belief that I did not

have sufficient knowledge or understanding of why they had such high motivation

in learning English despite all challenging condition around them. I could see their

autonomy in learning English as all decisions were at their hands and teachers

never thought that the students were blank slates. Students were the teachers of

2

their own. I knew I could manage the technical aspects of teaching quite

competently, but it was not enough. In order to upgrade my constructivist teaching

knowledge, I needed to know more about what sense of autonomy meant to the

students in learning English in a learning environment as SMP QT. This became

my milestone in trying to walk in other shoes; understanding the meaning of sense

of autonomy from the students’ glasses. Knowing more would enable me to gain a

greater understanding of what it means for students who have experienced this

phenomenon and finally share this understanding with other teachers interested in

involving in community-based schools.

Finally, this research is very relevant to the current English education

issues in Indonesia for two main reasons; school facilities determine students’

successful English learning and it affects the school fees that become out of reach

for marginalized children.

A. Background

The ultimate aim of education is to develop autonomy of learning among

the majority of citizens so that community as a whole becomes a learning

community. In a learning community, everybody learns and also teaches others

throughout life. In such a community, schools, colleges as well as other

organizations such as local business and social agencies, work as education

providers. In other words, a learning community is one in which all agencies of a

community are educational providers, not just whose primary responsibility is

education (e.g., schools). In a genuine learning community, all community

members engage in education from birth to death, i.e. learning occurs throughout

3

the life. Moreover, lifelong learning is a process that involves purposive and self-

directed learning. Each individual sets a series of learning objectives and he

pursues these by any means available through the many agencies available in the

community. But making a conscious commitment to lifelong learning and being

willing to take advantage of the learning opportunities of a community requires

that people be autonomous learner.

A sense of urgency is apparent as the current GOI recognizes that the

transformation of schooling and a capacity for lifelong learning is essential for

economic success and a civilized society. This urgency has even gone backwards,

in the ranks of nation on indicators of educational achievement as reported by

UNDP and UNESCO in 20051. In addition, the education quality in Indonesia was

placed in the 12th rank out of 12 countries in Asia2; Vietnam obviously obtained

one rank higher than Indonesia. This low quality of education was a research area

conducted by Research and Development Agency (Balitbang) in 2003 that there

were only 8 out of 20,198 junior high schools in Indonesia obtaining the world-

recognition schools in the category of The Middle Years Program (MYP). These

facts resulted in high percentages of unemployment3 while the basic problem is a

clear-cut border between the school world and the job world. These two worlds

somehow are very distinctive that labels schools as the world of theories which

are inapplicable in workplaces. English is one among school subjects that is

identical with giving little benefits in the real-life world. Many high school

1 Based on Human Development Index (HDI) in 2005, Indonesia was in the rank of 110 out of 177countries that were below the rank of Vietnam (108th), Philippines (84th), Thailand (73rd), Malaysia(61st), Brunei Darussalam (33rd), and Singapore (25th). These data were measured based oneducation index, health index, and economy index.2 The survey was conducted by Political and Economic Risk Consultant (PERC) in 2003.3 The number of unemployment who hold undergraduate degree has increased significantly. Basedon Statistics Indonesia (Badan Pusat Statistik) survey in 2006, there were 183,629 unemployedpeople while the number has increased to 409,890 unemployed people in 2007.

4

graduates fail to get better job due to their limited English skills, although a

number of years had been spent to learn this language.

English as an international language has been taught in almost all countries

in the world. In Indonesia, English is a foreign language which is compulsory

subject to be taught in all schools from lower to upper secondary schools. Even in

some elementary schools, English is offered as an elective subject. In the late

1990s, Indonesia adopted English as a tool of communication to establish

relationships with other countries. Since 2000, as the era of autonomy4 was just

started, a number of public and private schools, have launched international

classes which launch English as the instructional language in the anticipation of

the rapid and competitive change in trade and economy given Indonesia’s role in

ASEAN and AFTA. However, there is still a great concern by educational

practitioners as well as non-educational practitioners on English teaching-learning

in Indonesia which is usually around the issues of book-centered, teacher-

centered, grammar-translation method, and an emphasis on rote memorization. A

common question then arises; although one has learnt English for at least six years

no productive skills can be performed neither speaking skill nor writing skills.

This most common conception is, in fact, the result of the unavailability of

opportunities for students to be autonomous. Based on my engaging experience as

a volunteer English teacher for a number of local primary schools, the concept of

“students should do anything that the teacher instructs” has inhibited the

construction of being autonomous learners within their thinking framework. Once

high dependency on teachers becomes daily exposure, the students subconsciously

4 Autonomy program has been suggested to implement since 2000. Although there are still someconfusion, the reality is, the power, which was formerly posited centrally in Jakarta, has shifted tothe regency level, bypassing the provincial level.

5

define learning as teacher-centered and there is very little room for taking control

of their learning (amotivation), i.e. unautonomous learning. Without doubt, this

essentially passive way of learning greatly inhibits Indonesian students from

learning English efficiently. However, the learning outcomes discussed above

cannot stand alone as the changes of curriculum also gave contribution to this

unautonomous learning.

After the completion of competency standards by BNSP, MNE launches

new policy to develop KTSP (School-Based Curriculum/SBC). Based on

Permendiknas No.22 Year 2006 on the Content Standard, SBC also contains

local-content subjects that are required for all schooling levels. This policy

believes that a school is a part of community whose culture is diverse, so that

local-content school subjects will bridge the family-community needs and the aim

of national education. English is one of these local-content subjects aiming at

developing a foreign language skill for daily use and supporting individual

empowerment in doing lifelong learning. Accordingly, learner independence and

learner autonomy occupy a central place in discussion of language learning. This

curriculum adopts the constructivism theory about knowledge and learning.

Learning from this perspective is understood as a self-regulated process of

resolving inner cognitive conflicts that often become apparent through concrete

experience, collaborative discourse, and reflection (Brooks and Brooks, 1993).

This current reform in education in Indonesia is supposed to encourage teachers to

teach constructively so that students construct individual understandings

important to them. In other words, students are viewed as thinkers with emerging

theories about the world and learn in a constructivist learning environment.

6

Learners’ autonomy, particularly based on the government’s nine-year

basic-education policy, has drawn many people’s attention in. As the primary

schooling stage, the teaching-learning process at junior high schooling has to be

able to make students become autonomous in all subject areas, including English.

Learning English cannot be separated from being autonomous learning as it needs

high motivation ending up in the promotion of learning success. Learners who

lack of autonomy are capable of developing it given appropriate condition and

preparation. The conditions for the development of autonomy include the

opportunity to exercise control over learning. The ways in which the practice of

teaching and learning organization supports respectively, therefore have an

important influence on the development of autonomy among the learners.

English is one of the compulsory school subjects tested nationally and has

been put into a great attention since it is one of the official international languages

in which the prominent purpose is to make Indonesian people to be able to

participate in the development of science and technology globally. Yet, a

successful English learning usually is related to the idea of having native speaker

teachers at school and a complete school facility; these may somehow guarantee

the learning outcomes. In fact, many places in Indonesia are not able to experience

such supportive environment as some places are more marginalized than others.

When this is the case, the commitment of the community is mainly needed in

order to provide qualified education for the marginalized children. SMP QT was

one of the many possible answers in which community involvement also

determined the English learning success. Registered as a non-formal school in

MNE in 2007, the students officially have rights to join Package B. Yet, this

7

school maintains their way of conducting the teaching-learning process on their

own without any interference from the government. Thus, the school designs

themselves as autonomous way of schooling.

The learning environment in which learners’ autonomy in language

learning is established is not only owned by the schools for the upper level

students. In addition, Indonesia has just signed the Dakar Declaration on

Education for All that should be accomplished by year 2015. This idea on

education for all, regardless the learners’ economy and cultural background, has

been the core of the learning environment in SMP QT. This school is mainly set

up for the marginalized students, in this case, the low-income farmers’ children,

whose aim is to give as much as being always contributive for the community as

the fundamental idea of education and resulted in lifelong learning. As the

receiver of Sanata Dharma Award in 2006, SMP QT is a real-life example of how

the members of the community are able to work hand in hand to provide

education for their own children. On the other hand, contribution to the

community carried out by the students is an important part of teaching-learning

process as it gives great benefits for the learning success.

A biogas stove was one of many examples on how students gave

contribution to the community. This stove was based on the former students of 3rd

grade (now they are in the 1st year of SMU) final project which became an

evidence on the advantages in learning English. They browsed websites in English

in order to find articles on this project. There are many other projects useful for

their community that English becomes their tools in doing so. Dealing with the

notion of authentic learning, when the students contribute to their community

8

based on subjects they learn at school, in fact they learn to deal with real-life

problems and are able to apply theories into the reality. Deep engagement between

theories and real-life applications will lead them to the long-life learning as they

remember what they have learnt, the scientific-inquiry thinking framework and

also a good development of emotional intelligence as being sensitive to other

people’s sufferings.

Overall, none of previous studies specifically focused on English learning

in community-based schools, thus the meaning of learner autonomy in learning

English from the students’ perspective has been under-explored. Against a

background of increasing numbers of marginalized children attending community-

based schools and a lack of available research on the meaning of students’ sense

of autonomy in learning English, the need for this research study is apparent.

B. Problem Identification

This thesis addresses students’ motivation in learning English, particularly

for students of SMP QT. Motivation is a complex issue. It is related to one of the

most basic aspects of the human mind and it has a very important role in

determining success or failure in any learning situation. Moreover, there are

different approaches to understanding motivation in language classrooms which

are varied and have various paradigms. I adopted a process model of language

learning motivation based on the construct proposed by Dörnyei (2000) in order to

understand the phenomenon of students in SMP QT. The construct takes a

dynamic view of motivation, trying to account for the changes of motivation over

9

time. Although the theories discussed here use the term L2 instead of EFL, the

essence of motivation underlies both terms remain similar.

This process model of L2 motivation contains two main dimensions that

are action sequence and motivational influences. The first dimension represents

the behavioral process whereby initial wishes, hopes, and desires are first

transformed into goals, then into intention, leading eventually to action, and

hopefully, to the accomplishment of goals, after which the process is submitted to

final evaluation. Moreover, following Heckhausen and Kuhl’s Action Control

Theory (1987), the motivated behavioral process in this process model of L2

motivation has been divided into three main phases; preactional, actional, and

postactional phase. Preactional phase corresponds roughly to “choice motivation”

that precedes the launching of action. The second phase corresponds to “executive

motivation” that energizes action while it is being carried out while postactional

phase involves critical retrospection after action has been completed or

terminated. This action sequence dimension outlines the sequential pattern of the

motivational process but it is incomplete without a second, complementary

dimension of motivation which is made up of the various motivational influences

that fuel the actional sequence. These energy sources can be enhancing or

inhibiting, depending on whether they contribute to the successful implementation

of the goal or dampen the actor’s endeavor.

Furthermore, Dörnyei (2000) states that the main assumption underlying

the process-oriented approach is that motivation consists of three phases, namely

preactional (choice motivation), actional (executive motivation), and postactional

phase (motivational retrospection). These phases indeed are not in cycles because

10

during the third phase learners will sooner or later draw necessary conclusion on

their ability to cope with the actual demands of learning a foreign language. The

first phase concerns the process of choosing a course of action to be carried out

which is distinguished by three subprocesses; goal setting, intention formation,

and the initiation of intention enactment. Once an initial wish has ‘obtained’

sufficient motivational support to pass all the hurdles, the individual is ready to

embark on a course of action. This is when the second phase, i.e. actional phase,

takes place. Because learning is a goal-oriented activity, the perceived contingent

relationship between action and outcome and the perceived progress the learner

has made on this contingent path deserves explicit treatment. Students constantly

evaluate how well they are doing in terms of approaching the desired outcome,

and if they feel that their action is conducive to reaching that outcome they

experience a feeling of success, which then provides further motivation. A further

powerful factor regarding learning experiences that was already mentioned with

respect to the intention formation stage is the learner’s sense of self-

determination/autonomy (Deci and Ryan, 1985). This theory not only has a

widespread influence in psychology but also several attempts have been made in

L2 research to incorporate some of the elements of the theory in L2-specific

models. Douglas Brown (1981, 1990, 1994) has been of the main proponents of

emphasizing the importance of intrinsic motivation in the L2 classroom. Another

aspect of self-determination theory that has been applied to the L2 field has been

the emphasis on fostering learner autonomy in L2 classrooms in order to increase

student motivation. This emphasis is relatively new; however, a number of recent

reviews and discussions (Benson, 2000; Thanasoulas, 2000; Little, 1997;

11

Dickinson, 1995) provide evidence that L2 motivation and learner autonomy go

hand in hand. I elaborated the theory on sense of autonomy based on a

psychological perspective. According to Erikson (1963), as a social psychologist,

in describing the growth and the crises of the human person as a series of

alternative basic attitudes such trust vs. mistrust, we take recourse to the term a

“sense of,” although, like a “sense of health,” or a “sense of being unwell,” such

“senses” pervade surface and depth, consciousness and the unconscious. They are,

then, at the same time, ways of experiencing accessible to introspection; ways of

behaving, observable by others; and unconscious inner states determinable by test

and analysis. Therefore, based on this definition, the use of students’ sense of

autonomy was carried out for conducting this research. This sense of autonomy

needs three conditions that will promote the development of internalized

motivation established both at home and at school; warm and responsive

environment, some degree of autonomy, and appropriate guidance and structure

(Ormrod, 2008).

Benson (2001) defines autonomy as the capacity to take control over one’s

own learning and it was argued that the development of such a capacity is

beneficial to learning. He then classifies six approaches to the development of

autonomy whose distinctions are largely a matter of focus. One of those is

resource-based approach that the focus for the development of autonomy is placed

upon the learner’s independent interaction with learning resources. Resource-

based learning offers learners the opportunity to exercise control over learning

plans, the selection of learning materials, and the evaluation of learning. This

approach has sub-divisions, namely self-access learning, self-instruction, and

12

distance learning. The claims made for self-access as a means of fostering

autonomy have been particularly strong. The selection and design of learning

materials for self-study has been a key issue in research on self-access. An

alternative approach to materials design for autonomy focuses on the

incorporation of learning to learn goals into conventional language-learning

textbooks. Nunan (1997) argues that “most learners at the beginning of a learning

process, do not know what is best”. The function of materials enhancement Nunan

describes is thus ‘to develop skills and knowledge in learners which ultimately

will leave them in a position where they do know what is best’. Nunan identifies

five levels of autonomy that can be incorporated into different phases of a

language-learning textbook. In Nunan’s model, each level of autonomy is

addressed by integrating learning-to-learn tasks with learning content tasks. This

model presupposes that autonomy develops alongside proficiency, which prompts

the question of how materials writers can identify the appropriate proficiency

levels at which to place learning-to-learn task. In principle, self-access, self-

instruction and distance learning foster autonomy by providing learners with

opportunities to direct their own learning. The nature of resource-based

approaches means that they are most effective in offering learners opportunities to

develop greater control over their own individual learning.

Finally, the third phase in the process model of L2 motivation, i.e.

postactional phase, has an important role in determining the learners’ sense of

success, achievement and satisfaction, which will then influence how they

approach subsequent learning tasks. There are four major motivational influences

that are active in this third phase; attributional factors, self-concept beliefs, the

13

quality and quantity of evaluation/attributional cues and action versus state

orientation. One particularly important here is that there are considerable

individual differences in how people form attributions.

I have noticed, compared, and contrasted that there are many research

methods in researching motivation and autonomy. In fact, the most common data

collection method in the study of L2 motivation has been the use of questionnaires

with closed items. Dörnyei (2001) states that L2 motivation research aims at

understanding the operation of motivational factors/processes in the learning of

second languages as well as exploring ways to optimize student motivation. He

argues that education research has moved increasingly towards adopting

qualitative/interpretive research as it may also be time for L2 motivation

researchers to start considering the potentials of qualitative methods. Studies

conducted in this vein typically yield rich sources of data conducive to raising

new questions and new slants on old questions that often are missed by traditional

method’ (Pintrich and Schunk, 1996 in Dörnyei, 2001). In line with this issue,

Benson (2001) states a great deal of the research on autonomy to date has been

based on reflection and reasoning. Thus, in the field of autonomy, the issue is

profitably be addressed by action research, in the form of case studies method,

which will illustrate good practice in data-based research. According to Cohen, et

al., (2000), a case study enables readers to understand more clearly than simply by

presenting them with abstract theories or principles. Moreover, based on

Adelman, et al., (1980) adapted by Cohen, et al., (2000), case study data,

paradoxically, is ‘strong in reality’ but difficult to organize. In contrast, other

research data is often ‘weak in reality’ but susceptible to ready organization. This

14

strength in reality is because case studies are down-to-earth and attention-holding,

in harmony with the reader’s own experience, and thus provide a ‘natural’ basis

for generalization. Another advantage of case study is that case studies are ‘a step

to action’. They begin in a world of action and contribute to it. Their insights may

be directly interpreted and put to use; for staff or individual self-development, for

within-institutional feedback; for formative evaluation; and in educational policy

making. Therefore, as the data analysis focused on one phenomenon which I

selected to understand in depth, i.e. the students’ sense of autonomy, a case study

design is the most appropriate one (McMillan and Schumacher, 2006). In other

words, the significance of this case study design is contributions to social issues

and actions meaning that the focus was on the lived experiences of students’ sense

of autonomy in learning English at SMP QT as a community-based school, in a

more holistic socio-cultural context.

In sum, I have described above the probable coverage and methodology of

investigating my topic, based on my research constructs, i.e. motivation and

autonomy, and their related concepts. Then, due to my constraints, I will precede

the discussion by setting limits in my research coverage and methodology,

selected from what has been described above.

C. Problem Limitation

This unique world reality was an endless area to explore. However, a

number of limitations should be set for this research to come up with an answer to

my research question. In fact, I had to deal with two group of constraints, namely

15

broadness of the topic along with its methodology, and accessibility and time

limitation.

First, I will describe the coverage of my research topic. There were two

main constructs adopted in my research, namely the construct of process model of

language learning motivation and the construct of autonomy in terms of its levels

of implementation. I believed that the two constructs facilitated my need in

understanding the phenomena because motivation in learning English couldn’t be

viewed as a stable attribute of learning that remained constant for several months

of years. Instead, considering teenagers socio-psychological development, i.e. the

participants of my research, their motivation fluctuated, going through certain

ebbs and flows. Such variation caused by a range of factors, such as hormonal

changes, home condition, peer to peer relationships, or types of activity that they

faced during their English learning process in SMP QT. However, the school

never persuaded them to attend any classes if they didn’t feel like it; autonomy

was the atmosphere of this place. Hence, I arrived in the concept of executive

motivation which covered the concept of sense of autonomy. Having observed this

community-school which made use of their resources, the construct of resource-

based approach to the development of autonomy was adopted. Therefore, the

students’ sense of autonomy was limited only to five categories which maintained

and protected such sense; awareness, involvement, intervention, creation, and

transcendence. In addition, this approach emphasizes independent interaction with

learning materials. However, the materials are not only limited to available

textbooks or other commercial materials for autonomy, such as course books,

native speakers, etc. The levels of implementation of autonomy here was

16

emphasized to any resources the students had during their English learning

process, including what the community had in their surroundings to make their

learning happened. Based on two informal observations to the setting, I decided to

build close relationships with the 3rd graders from whom rich setting was

facilitated. They had to make a decision whether they wanted to join Package B in

order to get school certificates or not. This dilemmatic decision could only be

found in the 3rd grade circumstances. Indeed, after conducting a pilot study in

early February in 2007, I found the urgency to include types of students in this

research coverage, i.e. indigenous and transferred students, as there were

interesting phenomena regarding when they started schooling activities in SMP

QT. This uniqueness of the school which provided a unique example of real

people in real situations was best described using single case study as an

informative strategy. This approach has been criticized for providing little basis

for scientific generalization (Yin, 1994). Nevertheless, my purpose was not to

verify hypotheses or testing theories in order to provide objective truths. Instead, I

aim to contribute to the apprehension of a specific phenomenon. From this

perspective, single case study method was used to create in-depth understanding

and explanations of underlying essence of the students’ sense of autonomy in

learning English. Furthermore, I had to understand the students as part of the

community which also had their own way of life. Therefore, the complexities of

the setting would be more understood using a single case study. In terms of data

collection techniques, this research confined itself to a number of data collection

technique; interviews, observations, and documentations.

17

The second limitation was accessibility and time limitation. Both

constraints limited my engagement with the setting as the distant was significant.

It took me almost three hours-driving during the day to get into the setting and

two hours driving before 5 a.m. The main road to the setting became the only

alternative for buses and trucks to reach the capital of Central Java Province from

Yogyakarta Province. Therefore, these limited the period of collecting data which

took approximately four months, during August-early December.

This study was about understanding the lived experience of three

participants who had learnt English for almost three years, and this number of

participants may be considered by some as a small sample. However, hermeneutic

phenomenology is a way to observe the richness and complexity of experience

and to provide this knowledge in depth and more participants may not have

provided any additional information. It became clear during the study that fewer

participants would be too small in terms of a number, and more, too large, due to

the detail information uncovered in the research process.

The culture of SMP QT and its students are that of students living in the

post-reformation era in Indonesian history. I was not able to interview students

from other community-based schools in other provinces and cultures, therefore

this study contains a cultural, spatial, and time-specific “snapshot” and

experiences of other community-based school students in other times, other

cultures, and other provinces, have not been specifically included here and yet

would be enormously important in broadening our understanding of the issue for

students learning English in community-based schools.

18

In sum, these limitations explained the constraints I had to deal with

during the whole research process which hopefully gave more insights into the

process of understanding the phenomenon.

D. Research Question

This study sought to explore, describe, and interpret the meaning students

attributed to their experience of learning English in SMP QT as a community-

based school. It was from their experience and the event in their lives that the

question of meaning arose and was posed to the study participants. The research

question was: What does sense of autonomy in learning English mean to the

students of SMP QT? To reach an understanding of this question it was essential

to turn to those who have lived through such an experience, and utilized an

appropriate research approach that can assist in providing an answer to this

question.

E. Research Goals and Objectives

This community-based school was a very unique world reality and it

needed deep engagement in order to reveal what was behind their teaching

learning process. As learners’ autonomy, particularly in secondary schools, has

been highly-concerned in English learning, the goal of the study was to describe

and to interpret the participants’ interpretation of the sense of autonomy in

learning English in SMP QT. Meanwhile, the objectives of this descriptive-

interpretive research were:

1. To discover themes emerged of participants’ meanings

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2. To understand the experiences of students’ sense of autonomy in learning

English in a community-based school

F. Research Benefits

SMP QT is among the first community-based school which aims at

providing affordable education and contributing to the community. The study on

the students’ sense of autonomy in this school was important in order to

understand the experiences of maintaining their motivation in learning English in

SMP QT within their unique school setting. I chose to interview 3rd grade students

and asked them about their lived experience of this phenomenon. I felt that in

doing so I might discover new information about the existing body of knowledge

on this particular subject. First, this research provides theoretical benefits to

teachers meaning that dissemination of the research findings would result in

teachers gaining new information, which would positively affect their care of

educating constructively young people and willing to listen to their students’

needs. Secondly, this research provides practical benefits to promote autonomy

for JHS students meaning that they will be eager to learn and the learning

experience is a constant source of intrinsic motivation for them. Finally, the result

of this study can serve as input to the educational policy makers in order to apply

the idea of education for all.

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CHAPTER II

LITERATURE REVIEW

The purpose of this chapter is to clarify construct and concepts used in my

research, to put my research question in the current status of global education and

how English education relates to it, and finally to build up my theoretical

framework. In the final part of the chapter, the research philosophy chosen for this

research is presented.

A. Theoretical Review

First of all, I need to clarify the theoretical terms used in this research in

order to gain the readers understanding. It is obvious that the theories reviewed in

this chapter used the term L2 instead of EFL. However, a clear distinction

between the two is still debatable as now English refers to a world language.

Brumfit (2001; 117) supports this argument in which he proposes that:

Another widely accepted belief of 50 years ago was that the distinctionbetween the first and second languages had considerable value in theprocesses of curriculum development and of teaching. Now, we aremuch less sure that the boundaries between first, second, and foreignlanguage are discrete, and certainly it is not clear exactly what it is thatone is saying in talking about somebody as a second language user.The traditional distinction, in which second language user learns in asociety which adopts the target language for some public functions,and foreign language users do not, is increasingly hard to maintain.

He further describes that the concepts like second language or first

language teaching only have relevance when associated with certain kinds of

organization in the school system. In addition, language learning is a deeply social

event that requires the incorporation of a wide range of elements of L2 culture.

21

Therefore, the gist of the two terms is similar that is learning another culture as

proposed by Brown (1989):

Learning a foreign language always entails learning a secondculture to some degree, even if you never actually set foot inthe foreign country where the language is spoken. Languageand culture are bound up with each other and interrelated[…..]People don’t exist in a vacuum any more than club membersexist without a club. They’re part of some framework: afamily, a community, a country, a set of traditions, astorehouse of knowledge, or a way of looking at the universe.In short, every person is part of a culture.

Thanasoulas (2000) defines language as part of one's identity and it is used

to convey this identity to others. As a result, foreign language learning has a

significant impact on the social being of the learner, since it involves the adoption

of new social and cultural behaviors and ways of thinking; culture.

This research aims at understanding the students’ sense of autonomy in

learning English in SMP QT which is a community-based school in a rural area of

Central Java. Here, I will take as my starting point theories from the psychological

literature which seems specially suited to my research construct, since those

theories place autonomy into a framework which includes the concept of

‘relatedness,’ that is people’s need to feel not only autonomous but also part of a

social network. Therefore, the literatures on learning motivation in L2 classroom

and leaner autonomy are reviewed, noting research relevant to the research

construct and concepts when available.

1. Language learning motivation in L2 classroom

Theories on learning motivation are basically derived from two fields that

are those from educational psychology and from the second language field. These

22

two mainstreams are distinguished by the specific target in language classroom

field; language. A generic definition of motivation among the most well-known

contemporary motivation theories in psychology is relevant to learning because

learning is an active process requiring conscious and deliberate activity (Deci and

Ryan, 1987; Stipek, 1993; Bandura; 1997; and Vallerand, 1997). In terms of

learners, the primary goal of these theories is to explain how achievement

motivation theories can help learners develop autonomous, self-confident learners

who enjoy learning activities both in and out of school. Thus, the sources of

learning motivation for the learners come in many forms, inside or outside the

learners as human beings. Indeed, Dörnyei (2001) argued that traditionally,

motivation research in the L2 field has shown different priorities from those

characterizing the mainstream psychological approaches. This has been largely

due to the specific target of the field: language. It does not need much justification

that language is more than merely a communication code whose grammar rules

and vocabulary can be taught very much the same way as any other school

subject. Thus, language learning is a deeply social event that requires the

incorporation of a wide range of elements of the L2 culture.

In Indonesia, English as a second language is taught in schools. Krashen

(1981), Clyne (1986), and Ellis (1994) note that English in schools is taught

through instructional learning. Following Ellis (1994), instructional learning

occurs via study with guidance from reference books or direct classroom

instruction. Of interest has been teachers and students’ motivation to study in this

kind of instructional context. For example, the research literature in the area of

second language learning suggests that motivation is one of several factors that

23

play an important role in learning a second language (Crookes & Schmidt, 1991;

Dörnyei, 1994a; Morris, 2001).

In the first three decades of research on motivation and L2 learning,

motivation was seen primarily as a relatively stable learner trait. Grounded

initially in Gardner’s socio-educational model (developed to explain classroom L2

learning), motivation was linked to attitudes towards the L2 community, in

addition to a desire to learn the L2 (Gardner, 1985). However, in conceptualizing

the duality of integrative and instrumental motive, he adopted the social

psychological approach in the context of English-French language duality in

Canada. Research has emphasized the integrative component, while the

instrumental component has received less research attention by Gardner and

colleagues. Integrativeness subsumes integrative orientation, interest in foreign

languages, and attitudes towards the L2 community, reflecting the individual’s

willingness and interest in social interaction with members of other groups’

(Gardner and MacIntyre, 1993 in Dörnyei, 2001).

Beginning in the 1990’s, there was a shift towards viewing motivation as a

more dynamic factor, more cognitive in nature, and more grounded in the

educational contexts where most L2 learning occurs. This understanding views

motivation as a continuously developing construct, subject to various internal and

external influences confronted by the learner (Dörnyei, 2001). This

reconceptualization of motivation opened up the research agenda for investigation

of relationships between motivation and other aspects of language learning

behavior commonly associated with the classroom (Crookes and Schmidt, 1991;

Ushioda, 2001).

24

The formulation mentioned above captures both the dynamic dimension of

motivation and its relevance for classroom applications is self-determination

theory. Conceptualized by Deci and Ryan (1985, 1995), the theory focuses on ‘the

degree to which people endorse their actions at the highest level of reflection and

engage in the actions with a full of sense of choice’ (Ryan and Deci, 2000: 68). In

self-determination theory, the focus is mostly on two general orientations to

motivation: one based on intrinsic interest in the activity only, and the other based

on rewards extrinsic interest to the activity. Deci and Ryan (2000) argue that

different type of extrinsic and intrinsic motivation can be classified on a

continuum according to the extent to which the motivation is self-determined or

internalized within the learner. Dörnyei (2001) suggests several advantages for

using this framework in L2 motivation research: (1) its comprehensive nature

allows for the inclusion of a large number of L2 learning orientations; (2) a

continuum of motives suggest the possibility of a change in motivational

orientation; and (3) the spectrum allows for a valid assessment of empirical

evidence of L2 learner motivation using this framework as a reference point.

2. Various Perspectives in Language Learner Autonomy

Many definitions of language learner autonomy have been offered in the

literature of second language education, psychology, and psycholinguistic which

is a combination of both fields. Self-determination theory from psychological

mainstream, learner-centered learning from educational mainstream, and

psycholinguistics with its learning theory, collaborate in search of meaning of

language learner autonomy.

25

Many definition of language learner autonomy have been offered in the

literature of second language education. There is no commonly accepted

definition as over the last two decades many definitions have arisen. The classic

definition of language learner autonomy derives from Holec (1981; 3) in Finch

(2000) who calls it “the ability to take charge of one’s own learning.” Benson

(2001; 3) states that autonomy can be broadly defined as the capacity to take

control over one’s own learning. Holec’s (1981) notion of ability underscores

many of the later definitions of language learner autonomy (Legutke & Thomas,

1991; Little, 1991; Littlewood, 1996) in Finch (2000).

In addition to Holec’s (1981) definition, Benson’s (2001) definitions of

language learner autonomy have informed the use of the term in this thesis.

Benson (2001; 2) states that autonomy can be broadly defines as the capacity to

take control over one’s own learning and he distinguishes “taking control” from

Holec’s (1981) “taking charge” in that Benson (2001; 2) sees autonomy not as

“method of learning, but an attribute of the learner’s approach to the learning

process.” Indeed, in foreign language learning contexts, the concerns mainly are

helping learners to make and carry out choices in three domains; communication,

learning and (by process of transfer) their personal life (Littlewood, 1996). He

also states that at the core of the notion of autonomy is the learners’ ability and

willingness to make choices independently.

Autonomy, as defined within self-determination theory discussed earlier,

pertains to actions that are self-endorsed and based on one’s integrated values or

interests. In attributional terms, autonomous actions have an internal perceived

locus of causality—the phenomenal emanating from the self (Chirkov and Ryan,

26

2001). By contrast, when controlled, a person experiences his/her actions as

stemming from pressures, rewards, or other forces external to the self. Controlled

behavior is characterize by an external locus of causality.

Over the past decades of years, self-determination theory (Deci & Ryan,

1985, 2000) has been quite useful for understanding students’ optimal functioning

in school by studying motivation in a multidimensional fashion. Self-

determination theory has thus proposed three categories of motivation that lie on a

continuum of self-determination, namely autonomous regulation (i.e., acting out

of choice and pleasure), controlled regulation (i.e., acting for reward, behaving to

avoid punishment, or trying to avoid feelings of guilt), and amotivation (i.e., lack

of autonomous and controlled regulation). In short, this theory posits that

autonomous motivation reflects the highest quality of regulation, whereas

controlled motivation and amotivation reflect the intermediate and lower ends of

quality continuum. Despite the fact that self-determination theory researchers

usually adopt positivistic paradigm, humanistic views in psychology and

education have the other perspectives. The theory and such views (Aviram, 1986;

deCharms, 1968; Rogers, 1969) in Roth et al., (2007) posit that autonomous

motivation and the experience of autonomy are extremely important for growth

and well-being.

Furthermore, according to self-determination theory, autonomy is a basic

human need, and opportunities to experience autonomy are critical to well-being

(Deci & Ryan, 1991; Ryan & Deci, 2000). The theory argues that people naturally

tend to self-organize action and that the sense of choice, similarity, and initiative

that characterizes autonomy is a necessary aspect of healthy functioning. This

27

theory distinguishes between the concepts of autonomy and those of independence

and individualism. Whereas autonomy concerns choice, independence concern

non-reliance on others. Thus, persons can be either autonomous or controlled

when in a relation of dependence. Indeed, empirical work has shown that

autonomy and independence can be distinguished both conceptually and

operationally (Ryan & Lynch, 1989). If anything, a willingness to depend on

significant others is typically facilitated by the perception that those others are

autonomy-supportive (Ryan and Lynch, 1994).

Learner-centered learning also relates to the notion of language learner

autonomy. It is redefined as individual “discovery” which put the learners in the

learning process. Gibbs (1991) offers a useful definition of learner-centered

learning. He states that learner-centered learning gives learners greater autonomy

and control over choice of subject matter, learning methods and pace of study.

The learner-centered education is the perspective that couples a focus on

individual learner’s heredity, experiences, perspectives, background, talents,

interests, capabilities and needs. It also focuses on the best available knowledge

about learning and how it occurs and teaching process that are effective in

promoting learner motivation of highest degree. Pulist (2001) describes that

learner-centeredness assumes that people learn and develop through experiences

that involve the exercise of their autonomy, and develop their abilities to become

autonomous learners through the very experiences of professing their autonomy. It

gives learners a learning context where they can select an area of interest and then

cater to the quantity and kind of resources for learning to their own particular

learning needs and motivation of study.

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Another underlying important concept in learner autonomy in cognitive

psychology as well as in education is constructivist learning. Psycholinguistic

assumes that comprehension is a constructive operation which humans perform

independently on the basis of their specific world and experiential knowledge. In

their view, language processing is a complex mental operation which is strategy

controlled. Humans are seen as information processing system which process

information on the basis of knowledge previously acquired. Human processes

information by employing mental operations and strategies. It is one of the most

important assumptions in cognitive psychology that humans not only process

information in order to acquire knowledge and to understand the world around

them, but also make use of mental operations to control the reorganization and

utilization of this knowledge. Cognitive psychologists call these processes

learning in which information processing is a cognitive activity, consisting of

mental operations controlled by strategies. It is also important to note that in this

theory, learning is regarded as active processes which are carried out

independently by the learner, and that learning cannot be influenced or controlled

from outside (Philips and Soltis, 1991). Learning is constructive nature; the

learner constructs new knowledge by making use of knowledge previously

acquired and then integrates this new knowledge into her/his knowledge base.

Constructivist ideas on learning have their origins in psychology and

philosophy. Jean Piaget was the first psychologist who expressed modern

constructivist ideas on learning. Piaget viewed constructivism as a way of

explaining how people come to know about their world and children learn by

constructing meaning from their experiences (Piaget, 1962; Brooks and Brooks,

29

1993). Other constructivist psychologists describe learning as a construction

process which is controlled by the learner of the basis of his/her individual

knowledge (Vygotsky, 1978; Kelly, 1955). Consequently, it leads to different

learning results for each learner. There are no learning processes apart from the

subjective construction of meaning and the integration of this meaning into the

experience the learner has already gained. Learners construct personal meanings

based on their individual knowledge and experience. Learning necessitates the use

of specific, experience-based strategies in order to control the knowledge

construction process. It implies restructuring of knowledge already acquired.

Learning is an autonomous process of self-organization and will only take place if

the learner assumes responsibility for it. Learning can be influences only

marginally by others, for example by teachers. Furthermore, Paul (2004)

describes that constructivist approaches focus on the child as an individual trying

to make sense of the world in which she finds herself. She is seen as an active

explorer building up a theoretical model of how she thinks the world works,

testing her theories by making guesses about the new things she encounters,

adjusting these theories when necessary, and so constantly moving forward and

learning. By nature, a child is an active learner.

All in all, language learner autonomy is built upon psychological,

educational, and psycholinguistic theories which support the idea of constructivist

principles adopted in maintaining learner autonomy in learning English. However,

the application of constructivist ideas in the classroom needs modification in order

to be applied in Asian learner contexts.

30

3. Language Learner Autonomy in Asian Contexts

Here, I also consider other perspectives in autonomy theories which try to

take into account phenomena in Asian cultures. These theories argue that the

“autonomy” is a western-oriented style which needs more modification when

Asian students want to adopt it in learning a foreign language. Gremmo and Riley

(1995) describe the history behind autonomy that have a complex relationships

with developments in philosophy, political science, psychology and sociology,

stretching back many centuries in some cases. This is not really surprising, as both

“language” and “learning” impinge on the widest possible range of phenomena.

Moreover, the capacity to think and act independently has always been highly

regarded by most, if not all, of the world’s societies, even if in practices it has

been the privilege of an elite. They also states that the reaction against

behaviorism play significant role in the field of education. The notion of learner-

centeredness proposed by educationists, such as Freire (1972) and Illich (1970,

1973), all emphasized the importance of the learners’ role and participation in the

educational process. The world’s political and economical uprising made

contributions to the omission and oversimplification of “autonomous” learning.

To create a form of autonomy that will enable learner to learn within

cultural uniqueness in East Asia, Littlewood (1999) proposed a “broader

framework” for autonomy within which the perceived needs of different kinds of

learners—both inside and beyond East Asia—can be accommodated. He

illustrated some examples on various places in East Asia which revealed readiness

form of autonomy, meaning that students enthusiastically worked independently

of teachers in their own group contexts. He places autonomy in a group context

31

and distinguishes between proactive autonomy (where learners take charge of

their own learning) and reactive autonomy (where learners organize their

resources autonomously). He explains his perspective on autonomy as a western-

cultural bound which will not suit the need of Asian students in different

educational context. He states that stereotypes of the “East Asian learners” or

“Western learners” will undoubtedly persist; this view is unfounded but that we

need to match the different aspects of autonomy with the characteristics and needs

of learners in specific context. He finally defines autonomy as a multidimensional

space within which individual learners and groups of learners vary, across and

within cultures, in ways which partly overlap and are partly unique. The important

issue is not whether autonomy itself is appropriate, but how negotiated versions of

autonomy can be best enabled in all contexts, in varying ways, in educative

counterbalance to more authoritarian, teacher dominated arrangement.

Gremmo and Riley (1995) state that “autonomous learning” has been

shown to be a fruitful approach and one that impinges on every aspect of language

learning theory and practice, in all parts of the world. They also recommend that

autonomous learning and resource centers have to be planned locally, taking into

account specific institutional requirements and expectations, the particular

characteristics of the learners and staff, including the sociocultural constraints on

learning practices. Although learner autonomy was originally part of European

educational thinking, it has been adopted and adapted in many places in South

East Asia (Hong Kong, Singapore, Thailand, and Japan). Moreover, Paul (2004)

states that the application of constructivist approaches that can develop learners

autonomy in Asia is still in its infancy. He also suggests that applying concepts of

32

constructivist learning will provide Asian children to play positive role in this

world.

4. Approaches to the development of autonomy

Many educationists and researchers (Benson, 2001; Little, 199;

Thanasoulas, 2000) argue that taking charge of one’s learning, that is becoming an

autonomous learner, can prove beneficial to learning. This assumption is premised

on humanistic psychology, namely that ‘the only kind of learning which

significantly affects behavior is self-discovered, self-appropriated learning’

(Rogers, 1961: 276). Benson (2001) distinguishes between five types of practice

fostering the development of autonomy:

1. Resource-based approaches, which emphasize independent interaction

with learning material

2. Technology-based approaches, which emphasize independent

interaction with educational technologies

3. Learner-based approaches, which emphasizes the direct production of

behavioral and psychological changes in the learner

4. Classroom-based approaches, which emphasize changes in the

relationship between learners and teachers in the classroom

5. Curriculum-based approaches, which extend the idea of learner control

over the planning and evaluation of learning to the curriculum as a

whole

He states that the distinctions made in this classification are largely a

matter of focus. In practice, approaches are often combined, sometimes in elective

33

ways. Although claims are often made for the particular effectiveness of one

approach over others, most researchers and practitioners would accept that they

are independent.

Benson (2001) describes these approaches as how learners autonomously

make use everything that surround them. In resource-based learning, the focus for

the development of autonomy is placed upon the learner’s independent interaction

with learning resources. Resource-based learning offers learners the opportunity

to exercise control over learning plans, the selection of learning materials, and the

evaluation of learning. Learners are expected to develop the skills associated with

these activities through processes of experimentation and discovery, in which

freedom of choice is a crucial factor. Benson (2001) divides resource-based

approach into two big groups, namely self-access and self-instruction and distance

learning. However, in many respects to other resource-based approaches,

technology-based approaches to the development of autonomy are similar to those

approaches. Yet, the difference is only their focus on the technologies used to

access resources which become indispensable requirements in the globalization

era. There are two big groups in these approaches; computer-assisted language

learning and the internet. Both approaches provide learners with opportunities to

self-direct their own learning.

Another classification in the approaches to the development of autonomy,

in contrast to the two previous classifications, is learner-based approaches. This

classification of approaches focuses on providing opportunities for learner control

(Benson, 2001). It focuses directly on the production of behavioral and

psychological changes that will enable learners to take greater control over their

34

learning. Relating this to resource-based and technology-based approaches which

provide learners with opportunities, learner-based approaches aim to enable

learners take greater control over their learning by directly providing them with

the skills they need to take advantage of these opportunities.

The next classification of approaches is classroom-based approaches

which attempt to foster autonomy by involving learners in decision-making

processes concerned with day-to-day management of their learning. However, if

the curriculum itself lacks flexibility, it is likely that the degree of autonomy

developed by the learners will be correspondingly constrained (Benson, 2001). In

relation to technology-based approaches, Warschauer (2001) describes

longitudinal studies that show how internet use enhances teacher and learner

autonomy by realizing changes in teacher-student relationships and interaction.

The classification of curriculum-based approaches to autonomy is one of

the approaches mentioned by Benson (2001). These approaches extend the

principle of learner control over the management of learning to the curriculum as

a whole. The principle of learner control over the curriculum has been formalized

in the idea of the process syllabus, in which learners are expected to make the

major decisions concerning the content and procedures of learning in

collaboration with their teachers. Indeed, teacher-based approaches are closely

related to curriculum-based approaches as both are applied in the classroom

levels. Voller (1997), in a detailed review of the literature on teacher roles in

autonomous learning, reduces these to three; facilitator, in which the teacher is

seen as providing support for learning; counselor, where the emphasis is placed on

one-to-one interaction; and resources, in which the teacher is seen as a source of

35

knowledge and expertise. In addition, teacher roles and teacher autonomy support

the practice of developing learner autonomy in the classroom.

5. Learning environment

Learning environment where the students learn English at school becomes

an integral part of maintaining motivation as they spend many important years of

their lives at school. As a society, we want schools that offer students a learning

environment that foster motivation, positive learning experiences and achievement

levels, and a positive psychological development for everyone. Studies that have

focused on the importance of the learning environment for emotional and

behavioral outcomes (Murberg, 2004; Rutter & Maugham, 2002) offer a diversity

of theoretical approaches. Other perspectives on the importance of the social

aspects of the learning environment are based on theories about work psychology

(e.g. Karazek & Theorell, 1990) and motivational theories by Ryan & Deci (2000)

and expectancy value theory by Atkinson (1964). Theory and the interpretation of

research findings imply that experience with connection, regulation and

autonomy, together as well as independently, are functionally significant for

students in that they meet basic psychological needs of healthy human

development (Eccless et al, 1997). Many researchers have argued the existence of

fundamental human needs and that healthy psychosocial development in

maximized in contexts in which these are satisfied. Self-determination theories

(Ryan & Deci, 2000; Deci & Ryan, 1985) and self-system theory (Connel, 1990)

are link development of self to the satisfaction of basic psychological needs.

These theories argue for three fundamental needs; the needs for competence,

36

autonomy, and relatedness. Addressing self-determination theory which underlies

the definition of sense of autonomy, Ryan & Deci (2000) state that these needs

provide the basis for categorizing aspects of the environment as supportive versus

antagonistic to integrated and vital human functioning. Social environments that

allow the satisfaction of these basic needs have been predicted to support such

healthy functioning, whereas factors associated with the need thwarting or conflict

are predicted to be antagonistic Thus, the concept of psychological basis needs

provide the basis for making predictions about those conditions that promote

optimal versus non-optimal outcomes in terms of psychosocial development and

the quality of behavior and experiences within a specific situation. Based on this,

the quality of the learning environment could be viewed in relation to how well it

is characterized by supportive and positive relationships, by students influence

and participation, by competence promoting factors, and by positive regulating

factors.

Learner autonomy is also determined by socializing experiences at various

contexts. Barber & Olsen (1997) investigated how the three central dimensions of

socialization were associated with feelings of depression, antisocial behavior and

school grades in family, peer, school, and neighborhood contexts. Their findings

showed that connections, regulation and autonomy were meaningful dimensions

in the socializing experience in the four contexts mentioned, although family and

peers were primary socialization domains. As compared to family and peers,

school experiences appeared to be more problematic, characterized by a

decreasing level of autonomy in the classroom. In educational settings, research

also demonstrates several benefits resulting from autonomy, relatedness and

37

competence supporting learning environments (Deci & Ryan, 1992; Deci et al.,

1981; Reeve et al., 2004).

6. Learner autonomy and brain-based learning

Understanding teenager’s brain development provides us insightful

knowledge on how they develop and maintain their autonomy in learning a

foreign language. The multifaceted functions of the brains play significant roles in

developing learner’s autonomy in language classrooms.

Teenager’s basic developmental needs include a need for close, supportive

relationships (Resnick et al., 1997) and a sense of ‘belongingness’ (Baumeister &

Leary, 1995). Leading theories and research (Baumeister & Leary 1995; Deci, et

al., 1985; Maslow, 1954) contend that teenagers need a sense of autonomy,

belonging, competence and safety. These are basic to human motivation and to

what drives and shapes a teenagers’ thinking, feelings, and behavior.

Unfortunately, research suggests that a sense of “belongingness” and community

is not strong in many, if not most, public high schools (Battistich et al., 1995). In

addition, the ‘self-‘ issues (self-esteem, self-confidence, self-efficacy, self-worth)

are particularly sensitive areas in secondary school learning because students are

often in the developmental age when their self-image is in an ongoing flux, and

doubts, and worries about oneself are more common feelings than confidence or

pride (Dörnyei, 2001). As neuroscience is a burgeoning field of study, these issues

have been studied in the mainstream of psychology as well as second language

field.

38

There are some new discoveries in regard to the development of the

teenage brain. These studies reveal that adolescent brains are definitely changing

during puberty. Rapoport (2004) has discovered, with the help of the magnetic

resonance imaging (MRI) studies, there is a second wave of overproduction of

gray matter, the thinking part of the brain, in teenagers. Prior to this study, it was

assumed that teenagers responded differently to the world than adults due to

hormones and a need of autonomy. However, Yurgelun-Todd et al., (2000) have

revealed that teenagers mostly use the amygdale, a small almond shape area deep

in the brain that guides instinctual or ‘gut’ reactions, while adults rely on the

frontal cortex, which governs reason and planning. The difference shown through

MRI was most evident in a study when teenagers and adults where asked to

identify the emotions on a number of people’s faces. The majority of the teenagers

responses where inaccurate and may be the result of their underdeveloped

prefrontal cortex. As teens grow older, their brain activity during a similar task

tends to shift to the frontal lobe, leading to more reasoned perceptions. Focus

(2000) also studied the development of the adolescent brain. This research proves

that the brain does not finish growing by puberty, but is far more dynamic. There

are welters of new synapses made within a teenager’s brain and then whittle

down. It is believed that the adolescent brain is much more susceptible to the

effects of experience than previously thought. Thus, teenagers need positive

learning environment which promote learners autonomy, so that the synapses

created along their secondary schools will result in positive attitude towards life-

long learning.

39

In fact, brain-based teaching and learning is a topic that has been receiving

much attention in English language teaching circles recently (Christison, 2002).

She proposes seven brain-based principles for the ESL/EFL classroom that

involve the learning environment and how those contribute to the development of

learner’s autonomy. One of the principles very much related to learner autonomy

is that each brain is unique. This principle proposes that learner uniqueness and

diversity should be maintained by allowing them to work together in groups to

assess and evaluate their own learning. Redfield and Rousseau (1981) in

Christison, (2002), in their meta-analysis of research on teacher questioning

behavior, reported that the better the quality of question asked, the more the brain

is challenged to think.

These new findings help support the need to find out what sense of

autonomy means to the students in regard to their community-based school.

During adolescence, according to Ferris (2004) the developing brains picks up

cues from the environment and uses them to help determine “autonomous”

behavior. He describes that if the environment provokes or encourages aberrant

behaviors, those behaviors become the norm.

7. Autonomy in adolescence

Based on psychological perspective, all human have to go through stages

across the lifespan. This development across lifespan explains how learners in

JHS should start to be autonomous themselves.

During adolescence or teens age, striving for autonomy—a sense of

oneself as a separate, self-governing individual—becomes a salient task (Berk,

40

2006). Autonomy has two vital aspects, namely an emotional component and a

behavioral component. The former refers to relying more on oneself and less on

adults, i.e. parents and teachers, for support and guidance, while the later refers to

making decision independently by carefully weighing one’s own judgment and

the suggestions of others to arrive at a well-reasoned course of action (Steinberg

& Silverberg, 1986) in Berk (2006). Moreover, autonomy is closely related to

adolescents’ quest for identity (Erikson, 1963; Freud, 1958). Young people who

successfully construct personally meaningful values and life goals are

autonomous. They have given up childish dependency on adults, i.e. parents and

teachers, for a more mature, responsible relationship.

Berk (2006) explains that autonomy receives support from a variety of

changes within the adolescent. In addition, as young people look more mature,

parents as well as teachers give them more independence and responsibility.

Cognitive development also paves the way toward autonomy. Abstract thinking

permits teenagers to solve problems and to foresee the consequences of their

actions more effectively. According to Piaget, an improved ability to reason about

social relationships leads adolescents to deidelize both parents and teachers as

“just people.” Consequently, they no longer bend as easily to parental-like

authority as they did at earlier ages. Warm, supportive parent and teacher-

adolescent ties that permit young people to explore ideas and social roles foster

adolescent autonomy, predicting high self-reliance, work orientation, academic

competence, and favorable self-esteem (Slicker and Thornberry, 2002; Hibbert &

Snider, 2003) in Berk (2006). This point of view explains why JHS learners seem

to be “rebellious” and difficult to follow teachers’ rules. The striving for identity

41

and independence explains why individuals in adolescent age might experience a

certain amount of “storm and stress” (Gerrig and Zimbardo, 2008).

8. Related research in language learner autonomy

Various studies in language learner autonomy have been accomplished

both in second language and educational psychology perspectives. Patrick et al.,

(2007) conducted a quantitative research examining early adolescent finds strong

evidence that the classroom social environment is important to student

engagement as part of developing learner autonomy. Their findings reveal that

when students feel a sense of emotional support from their teacher, academic

support from their peers, and encouragement from their teacher to discuss their

work, they are more likely to use self-regulatory strategies and engage in task-

related interaction. In addition, empirical studies in various work settings have

shown that autonomous motivation is associated with desirable outcomes (e.g.

Deci, Connel, & Ryan, 1989; Deci et al., 2001), and there is ample research

documenting the benefits of autonomous motivation for students (e.g., Reeve,

Deci, & Ryan, 2004) in Roth et al.,(2007). Dealing with cultural diversity among

nations in the world, Chirkov et al., (2003) conducted a research on differentiating

autonomy and individualism with respondents from four different countries. This

study shows that across diverse cultures, the issue of autonomy can be similarly

understood and that, across diverse practices and values, that the issue of

autonomy, or the degree of internalization, has import. This study tries to reveal

the thin red line between “Western” autonomy and “Eastern” autonomy which

basically an integration of human beings wherever they might reside.

42

Another research area which put the concept of autonomy in relation to

community-based organizations was conducted by Finnigan (2004). She adopted

mixed-methods research study in order to examine the degree of autonomy of

charter schools across the country and the factors limiting school autonomy. The

charter school concept is based on trade-off or exchange: greater autonomy for

increased accountability. The findings indicate that many charter schools do not

have high levels of autonomy, with schools least likely to have control over

budgetary decisions. In addition, school autonomy is influenced by state laws,

relationships with authorizers, and partnerships with educational management

organizations and community-based organizations. Thus, this research tries to

account the importance of schools’ involvement in becoming part of communities

in which the policy makers must allow those schools to be autonomous

themselves.

There have been also various studies conducted in the light of second

language learning theories. White (1995) used questionnaires in gathering data

about distance foreign language learning whose final result indicates that the

learners are able to develop a degree of autonomy more than in conventional

classroom setting required. Moreover, a qualitative research findings by Murray

(1998) elaborates the findings holistically. He found that the participants spoke

favorably concerning the degree of autonomy they experienced. The meaning of

autonomy for them was the feeling of pleasure to pursue their learning at their

own pace.

43

Yet, to my knowledge, there is no published qualitative research findings

discussing JHS students’ sense of autonomy in learning English, in this case, in a

community-based school.

B. Theoretical Framework

The literature on language learner motivation and autonomy has offered a

number of frameworks to researchers interested in studying different aspects of its

manifestations (Dörnyei, 2001; Benson, 2001). Taken together, theoretical

framework and empirical evidence seem to provide a useful and fruitful approach

to understanding the students’ sense of autonomy. This theoretical framework

considers the construct of process-model of language learning motivation in

which learner autonomy is maintained and promoted. In addition, the framework

considers learner autonomy with respect to concepts of active and independent

attitude to learning and learner social psychology. Resource-based approaches to

the study of language learner autonomy include its investigation from framework

of independent interaction with learning materials.

Autonomy and framework of active and independent attitude to learning

study how language learners work on their own through active and dynamic

process to develop deep understanding taking responsibilities of their own

learning (Benson, 2000; Little, 1991; Wenden, 1991; Littlewood, 1996).

Autonomy and learner social psychology frameworks study how language

learners learn in a process of knowledge construction (Erikson, 1963; Vygotsky,

1978; Deci & Ryan, 1985; Ryan & Deci, 2000; David, 2004; Dörnyei, 2001).

From psychosocial frameworks, learner autonomy is described as the growth and

44

the crises of learners as a series of alternative basic attitudes in learning

autonomously. Erikson (1963) states that various activities of a child should come

a comfortable sense of autonomy and of being a capable and worthy person. Thus,

learner sense of autonomy encompasses learner’s consciousness process in

learning English in the classroom context and unconscious process when they

actually use the language outside the classroom contexts for their own sake.

Learner sense of autonomy also means surface and depth of learning in their

efforts in learning English. Furthermore, in light of cultural differences in learning

environment, self-determination theory argues that people from all cultures share

basic psychological needs for autonomy, competence, and relatedness (Chirkov et

al., 2003). The theory posits that when these three needs are supported by social

contexts and are able to be fulfilled by individuals, well-being is enhanced.

Conversely, when cultural, contextual, or intrapsychic forces block or frustrate the

fulfillment of these basic needs, well-being is diminished. Self-determination

theory acknowledges that the specific means of expressing and satisfying basic

needs can vary considerably by context and culture, but it maintains that these

underlying psychological needs are functionally relevant across these surface

variations (Deci & Ryan, 2000) in Chirkov et al., (2003).

Resource-based approaches study the use of self-access centers as a way to

foster learner autonomy (Benson, 2001). In terms of material design, Nunan

(1997) identifies five levels of autonomy that each level of autonomy is addressed

by integrating learning-to-learn tasks with learning content tasks. This model

presupposes that autonomy develops alongside proficiency and also as an elegant

45

solution to the problem of enhancing commercial materials for autonomy which

are available around the learners.

In addition to the theoretical framework of language learner motivation in

L2 classrooms and resource-based approach of the learner, this study is also

informed by the framework of learning environment where community is part of

the learning process and brings its unique culture into it.

Galbraith (1995) states that community-based organizations can provide a

mechanism for opportunity to engage in lifelong learning, if properly cultivated.

Furthermore, he defines community-based education as an educational process by

which individuals become more competent in their skills, attitudes, and concepts

in an effort to live in and gain more control over local aspects of their

communities through democratic participation. Hiemstra (1993, p.23) in Galbraith

(1995) suggested that an educative community is “A community which is seen to

be or is used as a learning laboratory in some manner. It is associated with the

notion of activation and facilitation of learning by an educational agent where

some community resources, part, or agency is used to supplement the educational

experience.” He continues by stating that a philosophy that accompanies the

community education process is that learning is a continuous, lifelong experience

and need (p.37).

In light of postmodernism era, Tilaar (2005) argues that there are two

school of thoughts that influence the development of national education namely

postmodernism and cultural studies. The importance of autonomy in the teaching-

learning process in the postmodern era is also stated by Tilaar (2005:116);

46

[….] Oleh sebab itu proses belajar-mengajar bukanlah mengungkungkemerdekaan manusia tetapi justru memberikan kesempatan yangseluas-luasnya bagi kreativitas serta menemukan sendiri berdasarkankemampuan memilih dari peserta didik.

….Teaching-learning process doesn’t limit the human freedom but itgives more opportunities for creating the creativity as well as findingoneself based on the learner’s selection skill. Learning process asindoctrinizing, rote memorization, following a banking system, are verycontradictory with the learners’ thinking freedom.

He also argues that one of the criteria for 21st C formal education

curriculum is that only free people, thinking independently, who can make a

choice based on moral values in a community. In addition, Curtis (2003) states

that as learning communities developed, the intrinsic motivation of individual

learners increased. At the same time, there was a concerted movement away from

the concept of a teacher-fronted classroom to a student-centered environment.

Students, not teachers, became the focus of the learning experience. In sum,

culture is the first habitat and the most important thing for the learners in their life.

Therefore, the habitat for the learners, the local community with their activities,

should be combined with the school curriculum or school habitat. This idea would

happen if and only if formal educational institution belongs to the local

community in their own culture. Therefore, the members of the local community

will obtain their sense of autonomy once they are able to establish their own

education.

Putting all the theoretical review and framework together, I will come to

the discussion of the metaphysical truth of this research in a form of research

construct and its operational definition.

47

C. Research Construct

The inevitable part of conducting a research was to determine a research

construct which helped the researcher to carry out the research. The construct

contains concepts mapping as a schematic device for representing a set of concept

meanings embedded in a framework of propositions (Novak and Gowin, 1984 in

Daley, 2004). Moreover, Daley (2004) states that one of the strengths of using

concept maps in qualitative research is that it allows the researcher to reduce the

data in a meaningful way.

Daley (2004) has the same concern on this concept mapping:

[…] Additionally, qualitative researchers are challenged to make theprocess they use in data analysis transparent. Often qualitative studiesdescribe the data analysis as a process of reading and re-readingtranscripts until themes emerge. This type of description makes itdifficult for subsequent researchers to understand not only the analysisprocess, but to understand where and how the findings have emergedfrom the data. If readers can not rely on the credibility andtrustworthiness (Lincoln & Guba, 1985) of the qualitative analysisprocess, then the findings from qualitative studies tend to becomesuspect.

As the learners’ sense of autonomy belong to the theory of L2 learning

motivation, I attempted to include the whole construct of that theory aiming at

providing a complete picture of what is being studied (Table 1). The following

construct is based on the process-model of motivation proposed by Dörnyei

(2000) and a resource-based approach of autonomy development by Nunan (1997)

in which both contain the essence of maintaining and promoting learners’

autonomy. In the later construct which is based on resource-based approach, the

focus for the development of autonomy is placed upon the learner’s independent

interaction with learning resources. This kind of learning approach offers learners

48

the opportunity to exercise control over learning plans, the selection of learning

materials, and the evaluation of learning (Benson, 2001). Relating this to the

research setting, this learning approach reflects what has been applied in its

teaching-learning process. Therefore, I determined the indicators which were

derived from the definition of each categories proposed by Nunan (1997)

49

Figure 1. Construct Mapping of Learning Motivation in L2 Classroom andResource-based approach in developing learner autonomy

(Dornyei, 2000; Nunan, 1997)

LearningMotivation

RelevanceSetting goals Specificity

Proximity

ValuesPreactional associated withStage the learning process(Choice Attitudes towards L2motivation) Forming

intentionsAttitudes towards itsspeakersExpectancy ofsuccessExpectancy ofperceived copingpotential

Learners’ beliefs Knowing whatLearners’ strategies they are doing

Launching Environmental Knowing whyaction support they are doing

Hindrance Knowing howAwareness to do the tasks

Knowing theirGeneratingsubtasks

Quality of learningexperience

capabilitiesKnowing theirconstraints

ActionalStage

CarryingSubtask

Sense of autonomyTeacher’s influence Making choices

(ExecutiveMotivation)

Parents’ influence Involvement of the topicslearntHelping other

Ongoing Competitive learnersappraisal Cooperative Providing

learning media

Action Knowledge strategies Creation Creating theirControl Use of self- Own tasks

regulatory strategies Creating theirown assesment

Attributional Stylesfactors Biases Intervention Modifying

Postactional the tasksstage Self-concept Self-confidence Adapting the

tasks(Motivational beliefs Self-worthretrospection) Becoming

Received Past experiences Transcendence teachersfeedback Kind of activities Becoming

researchersContributing tothe community

50

As what happens to human’s life, changes can not be avoided in real life

problems. The pilot study conducted in January and March in 2007 revealed that

the reality needed to be fitted into the research construct. Indeed, the emergent

issue had to be included in the construct of the study which then the new construct

of study was produced. SMP QT is a fair learning environment to any students

who wish to continue their secondary education, so that the students can be

categorized into two types based on their initial year of learning. During the

interviews in the pilot study, I realized that the differences between those two

types could not be ignored; otherwise I would lose the opportunity to navigate into

deeper description on the students’ sense of autonomy in learning English.

Apparently, after the interviews between two different types of students were

over, I found a number of emergent issues relating to their development of sense

of autonomy. The effect of the pilot study was obvious; I came up with a modified

construct in which the type of students is included. Furthermore, reviewing the

theoretical issues related to the research problem, it is necessary to define the key

words to obtain the same understanding of the important constructs of the study. I

used this construct of study as the blueprint to generate questions for interviewing

the participants (Table 2).

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Table 2. Research construct and its operational definition

Construct 1 Concept 1 Concept 2 Construct2

Concept 1 Categories Indicators

LearnerMotivation(A processmodel)A process-basedapproachwhich takes adynamic viewof motivation,trying toaccount forthe changesof motivationover time

ExecutivemotivationalinfluencesThe stagewhere thegeneratedmotivationneeds to beactivelymaintainedandprotectedwhile theparticularaction lasts

Sense ofautonomyTakingcontrolover one’slearning

Type ofstudentsHalvingthe studentsbased onwhen theystart theschoolingyear;IndigenousstudentsandTransferredstudents

IndigenousstudentsThose whostart thelearningprocess inSMP QT sincethe first year

TransferredStudentsThose whobegun theirlearningprocess inSMP QT sincethe second andor third year.

AwarenessLearners aremade aware ofthe pedagogicalgoals andcontent ofmaterials theyare using

Knowingwhat theyare doingKnowingwhy theyare doingthe tasksKnowinghow to dothe tasksKnowingtheircapabilities

Knowingtheirconstraints

InvolvementLearners areinvolved inselecting theirown goals froma range ofalternatives onoffer

Makingchoicesamong thetopicslearntProvidinglearningmediaHelpingotherlearners

InterventionLearners areinvolved inmodifying andadapting thegoals andcontent of thelearningprogram

Modifyingthe tasks

Adaptingthe tasks

Helpingotherlearners

CreationLearners createtheir own goalsand objectives

Creatingtheir owntasksCreatingtheir ownassessment

TranscendenceLearners gobeyond theclassroom andmake linksbetween thecontent ofclassroomlearning andthe worldbeyond

Becomingteachers

Becomingresearchers

Contributing to thecommunity

52

The postmodernism era has made a great influence on how one should

stand by him/herself that means motivation for each person is different. In SMP

QT, they address these issues from the first day of students start their day at this

school. That is the day when the students are aware of being autonomous, paying

respect to teachers not as the source of all knowledge, but as learning facilitators.

In this way, the teachers are claiming as resources who can aid in the students’

own acquisition of English. As such, the applications for this field of postmodern

theory are immediate apparent in a language-learning context. It is through the

practical application of postmodern theories that students in this school develop

the skills to use component pieces of their education to build their own

knowledge. In the end, the idea of constructing one’s own knowledge is the

fundamental precept of both learner autonomy and postmodern theory.

The students’ sense of autonomy in SMP QT is the fundamental notion of

the establishment of this school. The quality of the school is not ameliorated by

constructing new buildings and other physical facilities, but by making the

students responsible and aware of their autonomy. Another fundamental

distinction between this school and other ordinary schools is to retake the function

and the essence of education and learning back to the school as education is a

manifestation of life. Life will develop optimally if there is autonomy in each

student’s life.

Learning English in the primary level, as in junior high-schooling level,

continuous to be a required academic subject which is a part of government

education program, and shape by rigid and mandatory top-down educational

policies and teaching practice. The basic function of learning English as stated in

53

the standards of competences (standar kompetensi) by MNE is in the functional

level of literacy meaning; a tool for survival in everyday life. This competency is

fully taken into consideration by SMP QT as the students are autonomous in

learning English as a foreign language which in fact has resulted in many

masterpieces throughout their years there.

Referring to the research problems, the students’ sense of autonomy of this

school in learning English is a life-practical form of postmodern theory and it was

observed based on its goal and its implementation. The ways on how their sense

of autonomy reflected on the schooling process were classified based on the

categories and addressed by integrating learning-to-learn tasks with learning

content tasks; how learning English can give contribution to the community.

As this school became attractive for many marginalized people further

from Desa Kalibening, an emergent issue arose. There had been more more and

more students transfered to this school realizing that they had specific constraints

or uniqueness which hindered them in finishing their education in formal schools.

Then, the students’ sense of autonomy in learning English posited to show

distinctive features between those who are indigenous students of SMP QT and

those who are transferred students. Finally, the whole aspects of students’ sense of

autonomy in learning English to enhance motivation was interpreted from the

narratives of the participants, the observation in the class and community, and the

document analysis, such as the students’ portfolios. This was in line with the

purpose of the study, i.e. a descriptive exploratory research, which will be

discussed in the next following sub-chapter.

54

D. Research philosophy

A research philosophy is a belief about the way in which data about a

phenomenon should be gathered, analyzed, and used. The term epistemology

(what is known to be true) encompasses the various philosophies of research

approach.

Researcher needs to spell out their research paradigms and beliefs for

readers to understand the world view adopted on the subject being studied and to

assess the quality of the evidence for conclusions. This part of chapter discusses

the nature of knowledge and its construction as represented in this thesis by the

research methodology. The methodology is inspired by various theoretical

assumptions and research approaches making up researcher’s world view. The

researcher’s “world view” determines the source of data collection, methods of

collection, analysis and presentation. In general, because students’ sense of

autonomy in learning English appears such a multi-faceted concept that could be

experienced in many different ways by various individuals, this research used a

qualitative research design (Denzin & Lincoln, 2005) in the interpretivist tradition

of Bogdan and Biklen (1998). First of all, I will explain philosophies underlying

the research framework and the various stages that were adopted to attain the

research objectives.

1. The Need for a Research Framework

There is no single blueprint for planning research (Cohen et al., 2000). The

practice of research obviously needs a research framework as what Creswell

(2003; 4) is recommended:

55

[….], the practice of research involves much more thanphilosophical assumptions. Philosophical ideas must be combinedwith broad approaches to research (strategies) and implemented withspecific procedures (methods). Thus, a framework is needed thatcombines the elements of philosophical ideas, strategies, andmethods into the three approaches to research.

Moreover, he states that stating a knowledge claim means that researchers

start a project with certain assumptions about how they will learn and what they

learn during their inquiry. Thus, all approaches to research contain philosophical

assumptions about knowledge claims, strategies of inquiry, and specific research

methods. When philosophy, strategies, and methods are combined, they provide

different frameworks for conducting research. The choice of which approach to

use is based on the research problem, personal experiences, and the audiences for

whom one seeks to write. Therefore, researcher is required to formulate their own

assumptions and create their own approaches or follow the footprints of others.

As a novice researcher, I was overwhelmed with different kinds of

approaches along with the methods recommended. Indeed, I finally found the

essence of this world of research; a research that is not clear of its philosophical

background will leave marks of ambiguity on the research’s objective, actions,

and outcomes. However, in this 8th moment of qualitative research, I realize my

double roles which are not only a researcher but also as a multicultural subject.

My later remark indicates the depth and complexity of the traditional and applied

qualitative research perspectives into which I entered as a socially situated

researcher. This field has always been characterized by diversity and conflict, and

these are its most enduring traditions (Greenwood and Levin, 2005). Finding the

56

most suitable approach in conducting this research was a long-winding road along

with its bumps and narrow roads which I had to pass through.

SMP QT along with its community are a valuable and unique setting which

cannot be separated; they are compact and tangible. The metaphor of an iceberg in

the middle of an ocean would present this process. They are like an ocean with an

iceberg in the middle of it; that is the English teaching-learning process. I would

have only seen the tip of the iceberg which only looked fine and amazing if I only

used the standard research procedure, i.e. coming to the setting, conducting the

interviews, observing them in the classrooms, and going back home with a bulk of

data in my hand. I could only navigate around the iceberg unless I was able to

somehow penetrate the mysterious ocean and saw the structure that hold aloft the

visible tip; by actually spending days hanging around with them. Moreover, as a

carrier of this complex and contradictory history, I must also confront the ethics

and politics of research (Fine and Weis, 2005; Smith, 2005; Bishop, 2005; and

Christian, 2005).

I struggled to develop research ethics and act that allow me to establish

human-to-human relationship. Cohen et al,. (2000) state that social scientists

generally have a responsibility not only to their profession in its search for

knowledge and quest for truth, but also for the subjects they depend on for their

work. Moreover, whatever the specific nature of their work, social researchers

must take into account the effects of the research on participants, and act in such a

way as to preserve their dignity as human beings. These ethics of social research

were also taken into my consideration as I tried to walk in their shoes as an

established community.

57

Despite its uniqueness, SMP QT has been a favorite setting for nearby

universities and even a number of international schools in doing their

undergraduate research and comparative study. From the pilot study that I had

conducted in March 2007, I scented the anxiety of being surrounded by strangers

which could lead me to see only the visible tip of the iceberg. In fact, this pilot-

study conception of my self as a researcher and the participants as the Other

needed clarification. My experience as an exchange student who had been in a

situation where my cultural identity, i.e. coming from a third world country,

determined how other people treated me; being the Other. There should be a

bridge that I had to establish in order to reach a multicultural understanding

among my self, the participants, and their community. As stated by Denzin and

Lincoln (2005), postructuralists and postmodernists have contributed to the

understanding that there is no clear window into the inner life of an individual. In

addition, they argue that there are no objective observations, only observations

socially situated in the worlds of—and between—the observer and the observed.

Subjects, or individuals, are seldom able to give full explanations of their actions

or intentions; all they can offer are accounts, or stories, about what they have done

and why. Therefore, I had to deploy a wide range of interconnected interpretive

methods and I always sought better ways to make more understandable the worlds

of experience I had studied.

Having discussed the importance of emphasizing the research inquiry, the

following research framework was designed and underlying on a specific

understanding beliefs and assumptions. Concerning the theory of multiple

58

intelligences, this framework also caters those who have visual/spatial intelligence

in order to understand the research design (Figure 2).

Research question

Ontology and epistemology positionChoice of interpretivist paradigm

Research approachSingle case study

Data collectionPhenomenology approach

usingin-depth interviews,

observations,documents

Criteria for judgingthe quality and credibilityof qualitative inquiry

Data analysisHermeneutic circle

Research findingsThe participants’lived experience

Discussions

Reflection about Conclusions and Recommendationthe study

Figure 2. The adopted research framework

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2. The Adopted Research Framework

The adopted research framework for this study is my perspective in

looking at the grand view and pursuing the research problem. It is a perspective

formulated based on my existing and the best of my knowledge, my beliefs, and

my experience (Creswell, 2003; Holliday, 2002). The framework illustrated in

Figure 2 is composed of a series of squares that represent the phases of the

research process that was used for this thesis. I am aware that this framework

needs further elaboration, particularly for a different context. The application of

this framework will be discussed further in the subsequent chapter.

This part of the chapter discusses my perspective on ontological and

epistemological issues, how knowledge is acquired. It will also cover a discussion

on the interpretive paradigm as the chosen approach in conducting this research.

Beliefs and assumptions are building blocks of research (Grix, 2004). It is

commonly known in research as ontology, epistemology, and methodology

(Creswell, 2003; Guba, 1990). In terms of educational research, Cohen et al.,

(2000)’s analysis takes as a starting point an important notion from Hitchcock and

Hughes (1995; 21) who suggest that ontological assumptions give rise to

epistemological assumptions; these, in turn, give rise to methodological

considerations; and these, in turn, give rise to issues of instrumentation and data

collection. Although the word “instrumentation” sounds positivist to me, but it

refers to the scientific inquiry. Table 2 defines ontology, epistemology, and

methodology which are the building blocks of research. These basic beliefs

(metaphysical truth) guide researchers in planning, understanding, and

comprehending things and events and to promote trustworthiness of the research.

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Table 2. Basic beliefs (Metaphysics) of Alternative Inquiry Paradigms(Guba and Lincoln, 2005; 195)

Item Positivism Postpositivism CriticalTheory et al.

Constructivism

Participatory

Ontology Naïverealism—“real”reality butapprehendible(sic)

Criticalrealism—“real”reality but onlyimperfectly andprobabilisticallyapprehendible(sic)

Historicalrealism—virtual realityshaped bysocial,political,cultural,economic,ethnic, andgender values;crystallizedover time

Relativism—local andspecificconstructedand co-constructedrealities

Participativereality—subjective-objectivereality,cocreatedby mind andgiven cosmos

Epistemology

Dualist/objectivist;findings true

Modifieddualist/objectivist; criticaltradition/community;findingsprobably true

Transactional/subjectivist;value-mediatedfindings

Transactional/Subjectivist;co-createdfindings

Criticalsubjectivity inparticipatorytransaction withcosmos;extendedepistemology ofexperiential,propositional,and practicalknowing;cocreated findings

Methodology

Experimental/Manipulative;verification ofhypotheses;chieflyquantitativemethods

Modifiedexperimental/manipulative;criticalmultiplism;falsification ofhypotheses;mayincludequalitativemethods

Dialogic/dialectical

Hermeneutical/dialectical

Politicalparticipation incollaborativeactioninquiry;primacyof thepractical;use oflanguagegrounded insharedexperientialcontext

In order to achieve the objective of the research in a scientific manner, one

needs to establish a research framework based on ontological, epistemological,

and methodological assumptions. In the following part, I would like to discuss my

point of departure concerning these notions in order to actualize the idea of

readership-based research writing.

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a. Acquiring Knowledge

Denzin and Lincoln (2005) state that all research is interpretive; it is

guided by the researcher’s set of beliefs and feelings about the world and how it

should be understood and studies. Therefore, I bring my own perspective on how

knowledge is perceived and constructed which also shape I see the world and act

on it.

I have adopted an Islamic conception of the source of the knowledge. The

source of knowledge in Islam is believed to be from existence and revelation, i.e.

the creation of God and revelation of God. From the perspective of Islam, a

“worldview” is not merely the mind’s view of the physical world and of man’s

historical, social, political and cultural involvement in it (al-Attas, 2005).

According to this epistemological position, all knowledge originally emanates

from God and He has taught the first man, “Adam” with the names of everything

(Qur’an 2:31). The word “names” means the essence and knowledge of all things

in creation. However, every human being is born uninformed and God provided

her/him with hearing, vision, and intellect, as expressed in the phrase from the

Qur’an (Qur’an, 33:78).

Allah (God) brings you forth from the wombs of your mothersknowing nothing, and gives you hearing and sight and hearts (minds).

Knowledge then acquired after birth through senses and intellect, but this does not

mean that the mind is blank slate at birth. A person is born with innate natural

propensities that may be overridden by external factors. The other source of

knowledge is received through exposures but it is also acquired through senses

and minds (Deen, 2005). The view of reality in Islam is that it must be sensed, but

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this doesn’t mean that everyone should sense it at the same time. Islam doesn’t

accept dichotomy or dualism of reality but acknowledges convergence and a unity

in diversity (Nasr, 2002). Therefore, the two extremes of perspectives on reality—

nominalism and realism (Burrel and Morgan, 1979 in Cohen et al., (2000) do

coexist together under Islamic understanding. This thinking is in line with a

fundamental Islamic principle of “oneness,” which states that “the world and the

universe are the creation of the One creator, which means that everything in them,

must ultimately reflect the unity” (Saeed, 2006). Finally, knowledge the Islamic

perspective will always remain limited and relative regardless of how novel and

rigorous the scientific method used; this understanding comes from the verse

“And you were given but little knowledge” (Qur’an, 17:85). I have argued on the

nature of knowledge used in this research. I would then present the discussion on

how knowledge is acquired.

Saeed (2006) describes that information is acquired through perceptions

derived through our senses and through one’s reasoning and judgment, which

leads to acquisition of newer knowledge. Perception (imagery) is awareness of

knowledge, which is not accompanied by the exercise of judgment. When

knowledge is accompanied with perception, it becomes apperception. Through

apperception we gain new knowledge of realities constructed from past

experience. The apperception then reverts to perception and the cycle continues

between perception and apperception. This is how knowledge and consciousness

is transformed and enriched. Therefore, knowledge is either a perception of the

essence of things or apperception based on past experiences and making

judgments. Moreover, we can conclude that one’s ability to think involves various

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modes of thinking that may lead her/him to success—imagination, analysis and

synthesis, however, if the initial perception is flawed, all the subsequent thinking

is also flawed.

b. The Adopted Ontological and Epistemological Position

This thesis is driven by beliefs that ontology and epistemology determine the

solidity of a research as they form the basic structures. Methodological

assumption concerns the method used to investigate and obtain knowledge of the

social world (Burrel & Morgan, 1979 in Cohen, et al (2000). Thus, different

assumptions about the nature of science will directly influence the researcher’s

choice of method. The emphasis on this thesis is the relativistic perception of

reality as illustrated in Figure 3.

The subjectivistapproach tosocial science

The subjective-objective dimensionThe objectivistapproach tosocial science

Nominalism ontology RealismAnti-positivism epistemology PositivismVoluntarism human nature DeterminismIdiographic methodology Nomothetic

Figure 3. The subjective-objective dimension(Burrel and Morgan, 1979 in Cohen et al, 2000)

This figure depicts the perception of knowledge as I have discussed above.

Indeed, methodology is socially constructed by developers through acquiring

knowledge and building experience relying on their perception and apperception

(Saeed, 2006). Therefore, the initial source of data to be collected will be from a

shared or similar mental imagery (perception and apperceptions) of what might be

the essence of an ideal methodology. Thus, the source of acquiring knowledge for

this thesis is through the lived experience of people.

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The epistemological position of this thesis borrowed from a number of

methods. Basically, the footing of this research is in line with the ontological and

epistemological of the phenomenology research approach. My research seeks to

understand the experiences of the 3rd grade students of SMP QT and to uncover

the meanings they attribute to this process. Initially, phenomenological approach

appeared to have much to offer as it involves issues for the researcher as a co-

participant and subject of the research, not just close to, but part of the action, an

interest party with vested interests. However, there are different strands of

phenomenology used by different researchers which I had to explore in order to

find the most suitable one for my research; disagreement between Husserl and

Heidegger. Philosophy blends the disciplines of epistemology (“how do we

know”) and ontology (“what is being”) (McLean, 2003). Within the roots of

phenomenology are these ideas of epistemology and ontology, and they are

important to Husserl and Heidegger respectively. As well as this, the philosophy

of phenomenology as developed by Husserl and Heidegger is upheld by

transcendental and eidetic (descriptive) and hermeneutic (interpretive) ideologies

(ibid).

Indeed, there are two types of two famous phenomenological approaches

that need to be explored. Phenomenology is essentially the study of lived

experience or the life world. Laverty (2003) states the question of this inquiry as

“what is this experience like?” as it attempts to unfold meanings as they are lived

in everyday existence. She also proposes that the study of these phenomena

intends to return and re-examine these taken for granted experiences and perhaps

uncover new and/or forgotten meanings. Patton (2002) describes what

65

phenomenological and phenomenographic approaches share in common is a focus

on exploring how human beings make sense of experience and transform

experience into consciousness, both individually and as shared meaning.

Therefore, this research attempts to read intentionality of consciousness (lived

experience) of participants, as those who have directly experienced the

phenomenon of interest, towards the phenomenon in order to understand its

essence. The outcome of a phenomenological study is usually a descriptive

account to gain better understanding of the essence of the experience, i.e. resulting

in a single unifying meaningful experience (Creswell, 2003).

The philosophy of Heidegger’s phenomenology departs from the need to

maintain objectivity and includes background practices and one’s natural

standpoint as part of Being (Heidegger, 1962). “Being” is a central concept to

Heidegger—concerned “Being-in-the-world is vital to human interests and could

not be pursued through traditional Cartesian objectification. Clarity, to Heidegger,

comes as not separate from the world, but by Being-in-the-world, and examining

those modes of Being. This clarity could be found through “Dasein” (loosely

translated as “Being There”) which involved:

Looking at something, understanding and conceiving it ,choosing access to it—all these ways of behaving areconstitutive for our inquiry […..] This entity which each ofus is himself and which includes inquiring as one of thepossibilities of its Being, we shall denote by the term,Dasein. (Heidegger, 1962; 27).

He examined ways of “Being” called “existentials”, coming up with

concepts such as “Understanding,” “Fallenness”, “Care”, and so on. “Fallennes”

describes how acculturation and learned modes of being can divert one from one’s

66

own self, truth and purpose—in so far as one behaves according to the cultural

prescription one is said to be “fallen”. With “Care” things and other Daseins

matter, they are important—care is the human way of “Being-in-the-world.” That

is to say, one cares about what happens to one in one’s world.

My desire for this study was to interpret the essence of phenomena, rather

than just describe it, so that led to my choice of Heideggerian phenomenology. I

also personally believe it is difficult to completely “bracket out” one’s

interpretation of a phenomenon, and so have chosen to follow the ideas of

Heidegger and fuse the horizon of the researcher beliefs and experiences, and that

of the participants.

Heidegger is famous for developing hermeneutic phenomenology.

Hermeneutics was an approach to interpretation of phenomena. Hermeneutic

(interpretive) Phenomenology or existential phenomenology developed by

Heidegger (1978) and Marleau-Ponty (1962) as explained by Dibadj (1993;45) as

the endeavor to discover the nature of “being” and “this is to be found in

consciousness and the type of existence that humans have.” This existence is in

turn dictated by various ways in which the world is structured.” This indicates that

research participants should be selected only if they have lived the experience of

phenomena being studied (van Manen, 1990 in Hall, 2006). Like phenomenology,

hermeneutic phenomenology is concerned with the life world or human

experience as it is lived. The focus is toward illuminating details and seemingly

trivial aspects within experience that may be taken for granted in our lives, with a

goal of creating meaning and achieving a sense of understanding (Wilson &

Hutchinson, 1991 in Laverty, 2003). However, there are two strands of

67

phenomenology that I had to put my feet on which gave me a guidance during the

research. Basically, there are two types of phenomenology approach that are

commonly used; in educational field and in psychological field. Indeed, I had

observed many qualitative works on them and finally I got much influenced of the

works by van Manen (1990). Hermeneutic phenomenology proposed by van

Manen aims to produce insights into human experience. van Manen’s work has

also been described as having a moral dimension to it. For example, van Manen

maintains that the outcome of any human science research should be knowing

how to act tactfully and thoughtfully (van Manen, 1991 in Ehrich, 2005; Hall,

2006; Harrison, 2004; McMillan and Schumacher, 2006). Given that so much of

his work has focused on the phenomenology of pedagogy, this is understandable.

The hermeneutic phenomenological approach does not have a step by step

formula to follow data collection and analysis. What van Manen (1990) does

provide, however, is a set of guidelines for phenomenologists to follow. Ehrich

(2005) gives me a clear picture of the differences between the two

phenomenology approaches mentioned (Table 3).

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Table 3.A Comparative summary of some features of two well-knownphenomenological approaches (Ehrich, 2005)

van ManenUtrecht School

Hermeneutic Phenomenology

Giorgi:Duquesne School

Empirical Phenomenological PsychologyInfluenced by “human science pedagogy” andthe Dutch movement of phenomenologicalpedagogy

Used the insights from phenomenologicalphilosophy to develop a human scienceapproach to psychology

Important concepts include description,reduction, essences, and intentionality.

Important concepts include description,reduction, essences and intentionality.

Aim is to produce insights into humanexperience

Aim is to produce accurate description ofaspects of human experience

Focus is on the phenomenon (i.e. studying insubjects the object of their experience)

Focus is on the phenomenon (i.e. studying insubjects the object of their experience)

Outcome is a piece of writing which explicatesthe meaning of human phenomena andunderstanding the lived structures of meaning

Outcome is a general structural statementwhich reflects the essential structures of theexperience being investigated

May use “self” as a starting point; relies onothers and other sources (i.e. fiction and non-fiction, observation, etc) of data

May use “self ” as a starting point, but reliesmainly on others for data

Uses imaginative variation to help illuminatethemes during data analysis

Uses imaginative variation to help illuminatethemes during data analysis (i.e. “meaningtransformation”

Uses less prescriptive methods of doingresearch

Follows a fairly strict method of datacollection and data analysis

Is not inductively empirically derived Is an empirical analytic scienceUses a literary and poetic approach Uses a psychological approachHas a strong moral dimension Does not necessarily have a moral dimension

This thesis has accounted for the lived experience of the participants as the

primary source of data to understand the essence of methodology. This required

an appropriate choice of paradigm and how the data would be interpreted.

c. Interpretivism as the Chosen Paradigm

I had already discussed my perspectives on the ontological, epistemological,

and methodology of this research. The next step was the adoption of the

interpretive paradigm for the development of the theory. Research methods based

on the interpretive paradigms are appropriate for capturing and understanding the

rich experience of the participants. Guba (1990) defines the net that contains the

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researcher’s epistemological, ontological, and methodological premises as a

paradigm, or an interpretive framework, a “basic set of beliefs that guides the

action.” Holliday (2002) defines paradigm as a whole way of thinking about

something.

The research approach that was adopted for this research is based on

qualitative research methods. A qualitative research method refers to the strategy

for the data collection and analysis based on the adopted epistemology. Creswell

(2003;18) defines qualitative approach as followed:

Qualitative approach is one in which the inquirer often makesknowledge claims based primarily on constructivist perspectives (i.e. themultiple meanings of individual experiences, meanings socially andhistorically constructed, with an intent of developing a theory or pattern)or advocacy/participatory perspectives [….] It also uses strategies ofinquiry such as narratives, phenomenologies, ethnographies, groundedtheory studies, or case studies. The researcher collects open-ended,emerging data with the primary intent of developing themes from data.”

Flick (2002) states that the label “qualitative research” is used as an umbrella

term for a series of approaches to research in the social sciences. These are also

known as hermeneutic, reconstructive or interpretative approaches. Under this

label, these approaches, methods, and the results obtained by using them are

attracting increasing attention, including in education. He then summarizes

various qualitative approaches under three major perspectives which differ in their

research objectives and in the methods they employ (Table 3).

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TABLE 4. Research perspectives in qualitative researchApproaches tosubjective viewpoints

Description of themaking of socialsituations

Hermeneutical analysisof underlying structures

Theoreticalposition

Symbolicinteractionism

Phenomenology

EthnomethodologyConstructivism

PsychoanalysisGenetic structuralism

Methods ofdata collection

Semi-structuredinterviews

Narrative interviews

Focus groupEthnographyParticipant observationRecording interactionsCollecting documents

Recording interactionsPhotographyFilm

Methods ofdatainterpretation

Theoretical coding Content analysis Narrative analysis Hermeneutics

methods

Conversation analysisDiscourse analysisGenre analysisAnalysis of documents

Objective hermeneuticsDeep hermeneuticsHermeneutics sociology

of knowledge

Field ofapplication

Biographicalresearch

Analysis ofeveryday knowledge

Analysis of life-worldsand organizations

EvaluationCultural studies

Family research,biographical research,and generation research

Gender researchSource: Flick, kardoff and Steinke, 2000: 19 in Flick (2002)

Based on the uniqueness of the setting and considering that each person

brings his or her uniqueness in their setting, I attempted to highlight the view

point of the subject. Flick (2002) describes the subjective interpretations involved

in understanding and meaning-making were seen as central—the question of what

subjective interpretations are held by the actors under study and what

characterizes them.

To sum up, in-depth understanding of a phenomenon is best achieved

through interpretive research. My choice in this paradigm was based on the

research question and my perspective on the phenomenon. The next part of the

chapter discusses the case study research as the chosen approach that I adopted as

the basis for the methods to collect data and analyze qualitative data.

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3. Case Study Research as the Chosen Approach

Choosing case study research as the chosen approach needs more

significance and justification to give readers a clear picture on how the research

was carried out. In a case study design, the data analysis focuses on one

phenomenon, which the researcher selects to understand in depth regardless of the

number of sites or participants for the study (McMillan and Schumacher, 2006).

The one may be, for example, one administrator, one group of students, one

program, one process, one policy implementation, or one concept. Furthermore,

the research plan is an emergent design in which each incremental research

decision depends on prior information. The emergent design, in reality, may seem

circular, as process of purposeful sampling, data collection, and partial data

analysis are simultaneous and intertwined rather than discrete sequential steps

(ibid). In terms of its narrative structure and visual representations, case studies

typically use a report format that includes vignettes to provide vicarious

experiences for the reader (Stake, 2005). A few key issues are presented so the

reader can appropriate the complexity of the case.

Case study will be conducted in this research considering that the world

realities found in this school are unique and hardly found in any other places.

This thesis does not view case study research as an approach but rather as a way

of choosing and describing an object to be studied under a given paradigm (Stake,

2005). He also claims that if case study research is more humane or in some ways

transcendent, it is because the researchers are so, not because of the methods. By

whatever methods, we choose to study the case. Therefore, the uniqueness of SMP

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QT as it differs from any other school, I chose case study research as an

informative strategy.

Cohen (2000) states that the case study typically observers the

characteristics of an individual unit – a child, a clique, a class, a school, or a

community. The purpose of the observations were to probe deeply and to analyze

intensively the multifarious phenomena that constitute the life cycle of the unit

with a view to establishing generalizations about the wilder population to which

that unit belongs. The English language learning in SMP QT represented a case of

autonomy in foreign language learning. Referring to Cohen’s definition, the study

on the students’ sense of autonomy in this school can be classified as a case study.

This study, however, can also be called a progressive study because this research

also aims at revealing the truth based on the participants’ view. It portrays how

people construct the social words (Holliday, 2000). There are three advantages of

case studies in order to explain what case studies can do that direct experience

cannot as proposed by Donmoyer (2000): (1) Accesibility, (2) Seeing through the

researcher’s eyes, (3) Decreased defensiveness. These are in line with Piagetian

notions of assimilation, accommodation, integration, and differentiation which

provide an alternative way of talking and thinking about generalizability. He also

argues that qualitative case studies appear to have more utility for applied fields

such as education. In addition, case studies can take the form of being descriptive,

explorative, and explanative (Yin, 1994 in McDonough and McDonough, 1997).

This research used case study research of descriptive nature to provide a narrative

outcome of this study.

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In order to provide an understanding on the boundedness and richness of

the case (Holliday, 2002), I adopted Figure 4 to identify content and tasks,

selecting activities to be observed, noting several interviews needed, and the

interconnected data (Holliday, 2002; Stake, 2005). It is important that the scenario

of the research setting has clear boundaries so that the readers of the research can

be clear about exactly what is going on and in what sort of context.

SMP Alternatif Qaryah Thayyibah (the case)

The ContextHome social- of EducationEconomical Indonesia

At school backgroundobservations

GeographicalCondition

Economiccondition School

facilities

Interviews

Students Principal & Founders

ParentsEnglish Non-EnglishTeachers Teachers

CommuntiyMembers

History ofthe school Laws

Issues: Research Question:A school without school gates and school hours

What does sense of autonomyin learning English mean tothe students of SMP QT?

The rules and regulations are made by and for thestudentsLearning English only when the students feel likeneeding itNationally and internationally attention drawnAccredited by the Department of Education as aninformal school (Paket B)No teachers but facilitators

Figure 4. Plan for SMP Alternatif Qaryah Thayyibah Case Study(Adopted from Stake, 2005)

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It is useful to identify the case study I had adopted in this research which I

called an intrinsic case study (Stake, 2005) as I would like to have better

understanding of this particular school, despite the fact that I have my own

interests. There were two interests, i.e. extrinsic and intrinsic, which explained

why I undertook this school as a case study. The former interest is that this school

triggers the uprising idea of establishing education based on a community in

which the research on English learning in this school remains absent. The other

intrinsic interest is to learn from the case about life survival.

In the light of hermeneutic circle I adopted later, a case study on

community-based learning is in line with Gadamer’s perspective on the roots of

learning in community (McLean 2003). Gadamer proposed the notion of

community and discovery that there could be no tradition if man were but a

solitary being. Hence, we must begin from a sense of community. His

phenomenological description starts from the actual experience of the person

before birth which later expands into an even broader sharing in the life of one’s

parents, siblings, and neighbors. It is in this context that one is at peace, the

condition fro growth and discovery. From its beginning then, our life has been

social and historical; it has always been lived with other persons. This is

particularly true of our learning process. In addition, human understanding is

synchronized with that of other humans. One’s life is with others in a society

marked by the culture which the society has developed. Therefore, the school and

the community are an integrated setting which makes an unique setting to be

approached by case study strategy.

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4. The Steps in Researching Lived Experience

Max van Manen (1990) has developed a hermeneutic phenomenology in

the field of education phenomenological researchers. He suggested that the word

“essence” does not have to mean some ultimate core or residue of meaning;

bringing the bodily nature of human experience into foreground.

The six steps of van Manen (1990) combined with inductive analysis of

Patton (2002), Holliday, (2002) and McMillan and Schumacher (2006) provide a

workable overview for a project of this nature, even although the steps are very

broad. van Manen observed that although method is one mechanism to undertake

research, it is important to avoid fixed signposts as they do not necessarily

determine a method and do not support the flexible philosophy of

phenomenological hermeneutics (van Manen, 1990). However, he does outline six

methodological procedures, helpful to the conduct of hermeneutic

phenomenological research.

While these six procedures are neither absolute nor fixed, I found them a

useful guide when dealing with the phenomena under investigation. The six steps

are

1) Turning to a phenomenon of interest

2) Investigating experience as we live in

3) Reflecting on the essential themes which characterize the phenomenon

4) Describing the phenomena—the art of writing and rewriting

5) Maintaining a strong and orientated relation to the phenomenon

6) Balancing the research context by considering the parts and the whole

(van Manen, 1990; 30).

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Another inspiring thought of him made me aware of my position as a

qualitative researcher who tried to enter an established community with its own

socio-cultural background (p.5) in Hall (2006):

….research is always to question the way we experience theworld, to want to know the world in which we live as humanbeings. And since to know the world is profoundly to be in theworld in a certain way, the act of researching-questioning-theorizing is the intentional act of attaching ourselves to the world,to become more fully part of it, or better, to become the world.Phenomenology calls this inseparable connection to the world theprinciple of intentionality”. (p.5) in Hall (2006).

Given this elaborative and guiding concept, I was attracted by particular

approach as a form of “hermeneutic phenomenological reflection,” used in

educational research, that is phenomenological in its description of experience.

Meanwhile, hermeneutic refers in its interpretation and reflective in van Manen’s

perspective on teaching as a reflective, sensitive and tactful activity (Hall, 2005).

In sum, he has a view that phenomenological research shapes the

researcher and makes her or him more critically self aware.

5. Data Collection Technique

Qualitative researchers employ several methods for collecting empirical

materials (Denzin and Lincoln, 2005). These methods include interviewing; direct

observation; the analysis of artifacts, documents, and cultural records; the use of

visual materials; and the use of personal experience. In addition, qualitative

research is interactive, face-to-face research, which requires a relatively extensive

amount of time to systematically observe, interview, and record processes as they

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occur naturally. Data collection technique focuses on what the phenomenon

means to the participants (McMillan and Schumacher, 2006).

a. Observations

Creswell (2003;186) states that observations is one type of data collection

in qualitative research. The advantages of this type are that the researcher has a

firsthand experience with participants, can record information as it is revealed.

Moreover, as proposed by McMillan and Schumacher (2006), field workers

choose a research role—a relationship acquired by and ascribed to the researcher

in interactive data collection—appropriate for the purpose of the study. The roles

of participant observer and interviewer are the typical research roles for most

forms of qualitative inquiry. In phenomenological studies, the research role of

interviewer that is used in collecting the data as researcher establishes a role with

each person interviewed.

Cohen, et al., (2000) suggests that participant observation technique will

give advantages on conducting case study. Furthermore, he states that case study

observations are less reactive than other types of data-gathering methods and the

researchers can develop more intimate and informal relationships with those they

are observing, generally in more natural environments that those in which

experiments and surveys are conducted. However, the current trends in

observation-base social-based research need elaboration with the traditional

assumptions (Angrosino, 2005). The first one is an increasing willingness on the

part of ethnographers, as the root of phenomenology Alvesson and Sköldberg

(2000), to affirm or develop a “membership” identity in the communities they

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study. He also states that researchers recognize the possibility that it may be

neither feasible nor possible to harmonize observer and insider perspectives so as

to achieve a consensus about “ethnographic truth.” Thus, there is a recognition

that our erstwhile “subjects” have become collaborators, although they often

speak in a voice different from that of hegemonic authoritative science.

Nonetheless, he also argues that we now function in a context of “collaborative”

research; equal participation of professional researchers and their erstwhile

“subjects”. Therefore, empowering relationship could be attained by developing

“enhanced research relationship”, in which there occurs a long-term development

of mutual purpose and intent between the researcher and the researched (Bishop,

2005).

b. In-depth Interviews

In-depth nterviews form an essential part of data collection for qualitative

research (Holliday, 2002; Patton, 2002; Cohen et al., 2000). The manner in which

interviews evoke participants’ recall, information, feelings, and expression has a

direct impact on the quality of the resultant data obtained (Guba, 1990). Thus, the

researcher is a key instrument in interpretive research and therefore good

interview techniques are vital. McMillan and Schumacher (2006) defines in-depth

interviews as open-response questions to obtain data of participant meanings—

how individuals conceive of their world and how they explain or make sense of

the important events in their lives. Interviewing may be the primary data

collection strategy or a natural outgrowth of observation strategies. In this

interview, informal conversation interview may appear that the questions emerge

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from the immediate context and are asked in the natural course of events; there is

no predetermination of question topics or phrasing.

Bogdan and Biklen (2003) state that in-depth interviewing is the best-

known representative of qualitative research studies. This material is

supplemented by other data such as the participants’ portfolio, photographs, field

notes, and newspaper articles.

The use of language, particularly that of specific terms is important to

create a “sharedness of meanings” in which both interviewer and the participants

understand the contextual nature of specific referents (Fontana and Frey, 2005). In

fact, I also adopted the nonverbal techniques as an important part in interviewing

(Gorden, 1980 in Fontana and Frey, 2005). There are four basic modes of

nonverbal communication:

(1) Proxemic communication which is the use of interpersonalspace to communicate attitudes, (2) Chronemic communicationwhich is the use of pacing the speech and length of silence inconversation, (3)Kinesic communication includes any bodymovements or postures, and (4)Paralinguistic communicationincludes all the variations in volume, pitch, and quality of voice.(Gorden, 1980,p.335 in Fontana and Frey, 2005).

Reflexivity provides a way of dealing with the issues arising from the

knowledge that much of what the researcher sees is a result of her own presence

(Holliday, 2002).

c. Reflective Field Notes

Bogdan and Biklen (2003) argue that in addition to the descriptive

material, field notes contain sentences, paragraphs that reflect a more personal

account of the course of inquiry. The emphasis is on speculation, feelings,

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problems, ideas, hunches, impressions, and prejudices. Indeed, it is not only just

field notes but it is a reflective field notes which also a part of being a reflexive

research (Alvesson and Sköldberg, 2000). The reflective part of the field notes

were designated by a notational convention (Appendix 5); the use of notation of

“O.C.” which stands for observer’s comment. This observer’s comments generally

contain reflections on analysis, reflection on method, reflections on ethical

dilemmas and conflicts, reflections on the observer’s frame of mind, and points of

clarification.

d. Documents

There are two types of documents, namely personal and official documents

whose purpose is different. McMillan and Schumacher (2006) define personal

documents as any first-person narrative that describes an individual’s actions,

experiences, and beliefs. Personal documents include diaries, personal letters,

portfolio, and anecdotal records. However, in the analysis and interpretation of

document meanings must then be corroborated with observation and interview

data. Document interpretation for subtle meanings depends on the social context

and other data.

e. Visual Techniques

Visual technique is employed in qualitative research as a part of field

observation (Bogdan and Biklen, 2003; McMillan and Schumacher, 2006). The

purpose is to help interpret, elaborate, and corroborate data obtained from

participant observation, in-depth interviews, and documents. In addition, the use

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of films and photographs of a current social scene comprise visual technique.

Despite the usefulness of film in providing a permanent record, films also can be

problematic in terms of interpretation. On the contrary, photography facilitate the

construction of a portable database that could be transferred from emotion-laden

research setting to the comparatively safe haven of the researcher’s place.

6. Qualitative Data Analysis

This part discusses the concepts used for data analysis. My research

process includes hermeneutic elements in the phenomenology approach. One

direct element can be found in the analysis, and concerns the understanding of the

phenomenon. Nevertheless, Bogdan and Biklen (2003) argue that while it is

relatively easy to come up with an explanation of the difference between data

analysis and data interpretation, it is much more difficult to separate the two in the

process of doing qualitative research. Findings and ideas about findings emerge

together. However, in undertaking this analysis, I have kept the foreground of my

thinking Patton’s words:

Do your very best with your full intellect to fairly presentthe data and communicate what the data reveal given thepurpose of your study (Patton, 2002; 433).

In addition, Guba and Lincoln (2005) have said that a study is credible

when it presents faithful description. The analysis undertaken revealed words and

phrases that stood out as useful to the interpretation of the meanings attributed to

the phenomenon.

After the data collection phase, a researcher’s main concern is reaching an

accurate understanding by either the explanation or interpretation of the data

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collected. There are numerous methods for data analysis that a researcher can

utilize or adapt to suite their needs. Therefore, a researcher tends to adapt methods

according to their situation; there are no standardized processes (Patton, 2002).

According to him, phenomenological analysis seeks to grasp and make clear the

meaning, structure, and essence of lived experience of a phenomena for a person

or and a group of people and transform data into findings. Finally, the

combination of multiple methodological practices, empirical materials,

perspectives, and observers in a single study is best understood, then, as a strategy

that adds rigor, breadth, complexity, richness, and depth to any inquiry (Flick,

2002).

Bogdan and Biklen (2003) describe data analysis as the process of

systemically searching and arranging the interview transcripts, field notes, and

other materials that a researcher accumulate to enable her/him to come up with

findings. A generic qualitative data analysis consisting of data description,

reduction, display, and conclusion drawing proposed by Creswell (2003;191-195)

namely:

1. The data will be organized and prepared for analysis. This involves

transcribing interviews, optically scanning materials, typing up field notes,

analyzing researcher’s diary, audiovisual materials (videotaped

observations), the students’ work, or sorting and arranging the data into the

categories based on the construct.

2. The data will be read through to obtain a general sense of the information

and to reflect on its overall meaning.

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3. Coding process will be conducted by beginning detailed analysis. It

involves taking text or pictures, segmenting sentences (or paragraphs) or

images into categories, and labeling those categories based on the

construct.

4. Coding process will be used to generate description of the setting or

people as well as categories or themes for analysis.

5. The description will be represented in the qualitative narrative conveying

descriptive information about each participant in a table.

6. The final step in data analysis involves making an interpretation of the

data.

Furthermore, Patton (2002) describes this analysis stage as “the intellectual

and mechanical work of analysis” in which the mechanics vary greatly and are

undertaken differently by analysts in different disciplines and working from

divergent framework.

a. Initial Data Analysis

According to Patton (2002) phenomenological analysis seeks to grasp and

make clear the meaning, structure, and essence of lived experience of a

phenomenon for a person and a group of people and transform data into findings.

Guidance, such that offered by van Manen (1990), is helpful during analytic

approach and method, but in the end outcome remains unique for each inquirer

according to the fusion of horizons, which develops as the researcher dialogues

with the text. He also remarked that any description of a lived experience (such as

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one gained from the interview) is an appropriate source for uncovering thematic

aspects of the phenomenon it describes and that some descriptions contain greater

richness than others. Thus when a person shares their world and their experience

with us, there is always more to gather.

Patton (2002;463) offers guidance how to deal with mechanical work of

analysis. Raw field notes and verbatim transcripts constitute the undigested

complexity of reality. Simplifying and making sense out of that complexity

constitutes the challenge of content analysis. Developing some manageable

classification or coding scheme is the first step of analysis. Indeed, he suggest the

use of software programs which provide different tools and formats for coding,

but the principles of the analytical process are the same whether doing it manually

or with the assistance of a computer program.

b. Electronic Data Analysis

Qualitative studies are noted for having mounds of data that researchers

have to manage this data for analysis and writing. McMillan and Schumacher

(2006) describe that data management is partially or totally electronic system to

retrieve data sets (i.e., field notes and interview transcripts) and to assemble the

coded data in one place. In addition, there are two approaches in doing so, namely

combining manual techniques and word-processing programs and using specially

designed software for Qualitative Data Analysis (QDA), developed by the

researchers.

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c. Emergent Themes

The analysis of this study is in the light of inductive analysis which

involves discovering patterns, themes, and categories in one’s data (van Manen,

1990; Patton, 2002; Holliday, 2002; McMillan and Schumacher, 2006). van

Manen (1990) describes a theme as an attempt to capture the phenomenon we try

to understand. There are two types of themes, namely explicit and implicit

themes. The former refers to themes which are easily revealed or those issues that

stand out more readily as meaningful or important during analysis. These issues

stand out early in the analysis process as being meaningful. Implicit themes are

the meaning behind the words. There is often a “hidden meaning” behind large

volumes of the text that emerge after shifting the parts from the whole. These

implicit themes appear when the researcher dialogues with the text and dwell with

the data (van Manen, 1990). In addition, they are not necessarily obvious on a first

reading of the text.

Findings emerge out of the data, through the analyst’s interactions with the

data, in contrast to deductive analysis where the data are analyzed according to an

existing framework (Patton, 2002). He states that one of the primary

characteristics of qualitative inquiry is inductive analysis as qualitative analysis is

typically inductive in the early stages, especially when developing a codebook for

content analysis or figuring out possible categories, patterns, and themes. Holliday

(2002;108) strengthens the notion of allowing themes to emerge because imposing

the researcher’s questions throughout the process prevents the data from taking a

voice of its own. He admits that the process moving from cataloguing the data

chronologically to the result of themes is very difficult if not painful. However,

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this thematic structure greatly facilitated writing, and the data analysis chapters

became a coherent. Thus, the formation of themes thus represents the necessary

dialogue between data and researcher, as presented in Figure 5, which emerges

from and then helps to further make sense of data, and then to provide a structure

for writing. The whole purpose of organizing the data is to serve and structure

argument in the written study. At the same time, as emergent headings will help

make further sense of the data itself, they will also help to form, adjust, or even

reform the argument.

Look at the overallcharacter of the corpus

of datahunches, focuses,

areas of significancethat arose during data

collectionSearch for

natural divisionsin the corpus

Determine the characterof each division

patterns that ariseduring data analysis

Find headingsthat suit

these divisions

See how far the headingshelp make further sense

of the data

DEVELOPINGSENSE OF

ARGUMENT

Use the headingsto organize writing

Figure 5. Arriving at and using themes (Holliday, 2002;105)

In sum, as advocated by Holliday (2002), a thematic analysis should be

used as a means of organizing the data, although there are various ways to manage

the transition from raw data to text.

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d. The Hermeneutic Circle and Interpretation

Before going through the discussion of the hermeneutic circle, I would like

to clarify the meaning of interpretation. Patton (2002:480) describes interpretation

as:

.....Going beyond the descriptive data. Interpretation meansattaching significance to what was found, making sense offindings, offering explanations, drawing conclusions,extrapolating lessons, making inferences, consideringmeanings, and otherwise imposing order on an unruly butsurely patterned world.

The hermeneutic circle is not a method that one can readily use; it is a

philosophy grounded on the understanding of text from the part to the whole and

the pre-understanding introduced by the interpreter. Patton (2002) defines

hermeneutic circle as an analytical process aimed at enhancing understanding,

offers a particular emphasis in qualitative analysis, namely, relating parts to

wholes, and wholes to parts. He illustrates the hermeneutic circle and

interpretation like a series of dolls that fit one inside the other, and then another

and another.

As this study was partly underpinned by the philosophy of Heidegger and

Hermeneutics, it is worth revisiting some of the ideas of Heidegger and how they

were applied to the interpretation process. Heidegger (1962) has reminded us that

we need to return to the facts of existence; to understand how something is lived,

but also there is no such thing as uninterpreted fact. And yet according to

Heidegger, one has to remain grounded in one’s interpretation of the matter, of the

things themselves:

[…..] Our first, last, and constant task is never to allow our fore-having, fore-sight, and fore-conceptions to be presented to us by

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popular conceptions, but rather to make the scientific themesecure by working out these fore-structures in terms of the thingsthemselves.(Heidegger, 1962;180).

Van Manen (1990) explains it this way:

Our notion of hermeneutic understanding for Heidegger was notaimed at re-experiencing another experience but rather the powerto grasp one’s own possibilities for being in the world in certainways. To interpret a text is to come to understand thepossibilities of being revealed by the text.(van Manen, 1990; 180).

Futhermore, he developed a textual version of hermeneutic circle by which the

researcher with eyes locked to the phenomenon itself and attempting to bracket

out any categories and preexisting interpretations, would begin to construct a text

in which the meaning of the phenomenon unfolded.

In the interpretation process, the notion of Dasein is an important part

which Heidegger (1962) has also said:

Thus to work out the question of Being adequately, we mustmake an entity—the inquirer transparent in his own Being[…] This entity which each of us is himself and whichincludes inquiring as one of the possibilities of its Being, weshall denote by the term “Dasein”.Heidegger (1962; 26-27)

This process of interpretation is circular, rather than linear; the interpretation,

which occurs in a circle, is dynamic in nature, it has no bottom, top, beginning or

an end, no subject-object distinctions. It is called the “Hermeneutic Circle.” It is

proposed that interpretation in the human sciences, take place within the

hermeneutic circle in order to avoid a possible loss of meaning (Alvesson and

Sköldberg; 2000). An example of how this concept could be applied in this study

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is contained within the interviews undertaken in my research. The participants’

stories were not linear, instead, they were contextual, moving back and forth in

time, immersing some stories in their stories; introducing others; telling me what

happened to their family, cute boys, latest fashion, so on. These stories are

analogues to the hermeneutic circle in that they moved between the “whole” of the

construct categories under discussion (awareness, intervention, involvement,

creation, and transcendence) to the “part” which was under qualitative inquiry in

the students’ sense of autonomy in learning English. Accordingly, within the

hermeneutic circle, the whole can be understood by study of the particular, with

reference to the whole. Schwandt (2001:114) in Patton (2002) gives an example

the method used in the hermeneutic circle that to understand the meaning of the

first This is to say that in my research, the hermeneutic circle applies to all the

participants. For example, studying phenomena by moving between experience of

individuals and developing the interpretation of the experience as a whole by

looking at the shared experiences of the individuals.

7. Quality of research

Patton (2002) states that quality of research all depends on criteria.

Judging quality requires criteria. Credibility flows from those judgments. Quality

and credibility are connected in that judgments of quality constitute the foundation

for perceptions of credibility. Based on the theoretical paradigms and perspectives

that I adopt, namely social construction and constructivist criteria, there are sets of

criteria for judging the quality and credibility of qualitative inquiry that I had to

obtain.

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a. Trustworthiness

When using qualitative research methodologies, the question of rigor or

trustworthiness arises. This is mainly because these methodologies are unable to

be assessed using the notion of validity that is parallel with traditional empirical

research. However, whatever the chosen research approach and line of inquiry, it

is necessary to demonstrate that one’s study is rigorous and judged by others as

credible. Credibility (internal validity) of the findings and their interpretation were

assured through a prolonged engagement with the data as advocated by Cohen et

al (2000). In addition, Bishop (2005) argues that credibility of research is

determined by the participants’ accessibility in defining the accurateness in their

transcript texts. van Manen (1990) put this research issue in a more practical way;

if the reader experiences a spark of recognition, termed the “Phenomenological

Nod” that is a powerful indication that the result of the project are credible. He

also stated that a good phenomenological description is collected by lived

experience and recollects lived experience—is validated by lived experience and

it validates lived experience, and he called this the “validating circle of inquiry”.

b. Authenticity

The general sense of authenticity is the faithful reconstruction of

participants’ perceptions. In other words, readers can relate to or connect with

informants and situations (McMillan and Schumacher, 2006). Moreover, Guba

and Lincoln (2005) define validity of a qualitative research as authenticity which

they attempted to locate criteria for judging the process and outcomes of

constructivist inquiries; rather than the application of methods. Those authenticity

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criteria—so called because they believed them to be hallmarks of authentic,

trustworthy, rigorous, or “valid” constructivist or phenomenological inquiry—

were fairness, ontological authenticity, educative authenticity, catalytic

authenticity, and tactical authenticity. However, they also state that there is no

single truth; that all truths are but partial truths. The slippage between signifier

and signified in linguistic and textual terms creates re-presentations that are only

and always shadows of the actual people, events, and places; that identities are

fluid rather than fixed. Therefore, the authenticity of study was not determined by

fixed criteria but both on the process and the outcomes carried out during this

research.

c. Triangulation

The idea of triangulation is widely discussed. Flick (2002) describes that

the special appeal of triangulation is that it makes it possible to go beyond the

limitations of a single method by combining several methods and giving them

equal relevance. It reflects an attempt to secure an in-depth understanding of the

phenomenon in question, although objective reality can never be captured (Flick,

2002; 226-227). We know a thing only through its representations. Triangulation

is not a tool or a strategy of validation, but an alternative to validation. However,

Futhermore, Creswell (2005) recommends some strategies available to

check the accuracy of the findings. The strategy used in this research was the

triangulation process by triangulating different data sources of information by

examining evidence from the sources and using it to build a coherent justification

for themes. Therefore, triangulation within this qualitative inquiry strategy was

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attained by combining different type of data sources as depicted in the following

figure (Figure 5).

Triangulation for Logical Pattern

ArtifiactCollection

Informants

Social scene orprocess

FieldObservations

Figure 6. Triangulation (McMillan & Schumacher, 2006)

d. Reflexivity

Doing research in this postmodern era requires more on being reflective.

Thus, being both reflective and reflexive is a sign within a study as Sandelowski

& Barroso (2002) explain:

Reflexivity is a hallmark of excellent qualitative research and it entails theability and willingness of researchers to acknowledge and take account ofthe many ways they themselves influence research findings and thus whatcomes to be accepted as knowledge. Reflexivity implies the ability toreflect inward toward oneself as an inquirer; outward to the cultural,historical, linguistic, political, and other forces that shape everything aboutinquiry; and in between researcher and participant to the social interactionthey share. (p.222)

Furthermore, Alvesson and Sköldberg (2000) also argue that:

Reflexivity as a particular, specified version of reflective research,involving reflection on several levels or directed at several themes[…..] Reflective research has two basic characteristics; carefulinterpretation and reflection.

The reflexivity of this study was included in the hermeneutic circle that

was discussed earlier. Basically, this notion is for the researchers to prepare to be

changed. Looking deeply at other’s people lives will force me to look deeply at

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myself. Moreover, Patton (2002) argues that reflexivity has entered the qualitative

lexicon as a way of emphasizing the importance of self-awareness,

political/cultural consciousness, and ownership of one’s perspective. Being

reflexive involves self-questioning and self understanding, for “all understanding

is self-understanding” (Schwandt, 1997:xvi in Patton (2002). To be reflexive,

then is to undertake an ongoing examination of what I know and how I know it,”to

have an ongoing conversation about experience while simultaneously living in the

moment (Hertz,1997: vii, in ibid). Considering that reflexivity is an essential part

that determines this research quality, I adopted the diagram consists of reflexive

questions from Patton (2002) in the following figure (Figure 7).

Those studied(participants):

How do they knowwhat they know?

What shapes and hasshaped their

worldview? How dothey perceive me?Why? How do Iknow? How do Iperceive them?

Reflexive screens:Culture, age, gender, class,

social status, education,family,

political,praxis,

language,value

Those receiving thestudy (audience):

How do they make senseof what I give them?What perspectives do

they bring to the findingsI offer? How do they

perceive me? How do Iperceive them?

Myself:(as qualitative inquirer):

What do I know?How do I know what I know?

What shapes and has shaped my perspective?With what voice do I share my perspective?

What do I do with what I have found?

Figure 7. Reflexive questions: Triangulated Inquiry

All in all, in this final part of chapter, it is my approach of choice when

researching the lived experience of students’ sense of autonomy in learning

English in SMP QT. In the next chapter, the methods used to collect and examine

data for this research are discussed.

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CHAPTER III

METHODOLOGY

In this chapter, the research design for the study is presented. Information

is included on the participants and their recruitment, ethical issues, the study

setting, the data collection techniques, and the intended outcomes of the study.

The techniques used for the analysis of the data are also discussed.

A. Overview of the Method

My choice of method is part of my “Being-in-the-world” as proposed by

Heidegger. As once I used to belong to quantitative method during my

undergraduate study in which I only dealt with death objects (c.f. maps), I am now

able to think out of the box between these two methods. It means that I have been

inside the quantitative method box, experiencing what was like inside it, and

finally doing the research in it. The situation is now different as I have new roles

as a mother as well as an English teacher; I am able to see that box from the

outside, its subtle and visible nature of inquiry and at the end I move to the other

box which changes the way I feel about the world and how it should be

understood and studied. Despite the fact that there are two research methods, i.e.

quantitative and qualitative, I prefer to choose the later as I believe that each

person is unique and thus, s/he cannot be generalized. Thus, qualitative method

becomes my lenses and ways to conduct this research.

One could describe a method in research as steps, procedures, and

strategies for gathering and analyzing the data in an investigation. Denzin and

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Lincoln (2005) have suggested that the researcher can arrange personal and

methodical steps in interpretive research to analyze data in order to locate

meanings in a text. Such steps differ between researchers, such as those suggested

by McMillan and Schumacher (2005) and van Manen (1990). There is no

universally accepted method for data analysis; however it does need congruent

with the philosophical position that underpins this study, in this case,

phenomenology. I chose van Manen’s (1990) and McMillan and Schumacher

(2006) six methodological steps to assist me in exploring the experiences of the

3rd grade-students’ sense of autonomy in learning English in SMP QT.

B. Study Design

This is an interpretive hermeneutic phenomenological case study relying

on the critical reflection and memory of the participants. Phenomenology is a

human science, which strives to interpret and understand rather than simply

explain and observe; hermeneutic is concerned with the description and

interpretation of experience (McLean, 2003). The simultaneous applications of

both approaches provide a useful pathway to search for meaning in research.

Hancock and Algozzine (2006) describe phenomenology as a study of a thing, and

Flick (2002) suggests that phenomenology is a research tradition with roots in

philosophy and science, which focuses on the lived experience of humans.

Therefore, an interpretive approach is ideal when posing this research question:

“What does sense of autonomy in learning English mean to the students of SMP

QT? ”

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Despite the circular nature of van Manen’s steps, the first two steps could

be considered to be linear. This is because one turns to the phenomenon of

interest, ask a research question, and then begins an investigation, in my thesis, by

interviews, living in the community, and document check. Some backwards and

forwards movement was noted even in these early phases, however, I had to

constantly remember the research question and item questions in my research

blueprint and check that the methods of trying to answer the questions were

appropriate. The actual process of van Manen’s steps is discussed in the following

part.

1. Turning to a phenomenon of interest

This first step is to make sense of some aspect of human experience and

explore an aspect of human existence. van Manen (1990) describes

phenomenological research as being “given over” to a quest, a true task, a deep

questioning of something, and that phenomenological research does not exist in

disembodied fashion, it is always the project of someone, an individual who sets

out to make sense of an aspect of human science. In essence, this first step

involved the formulation of research question, this was “What does sense of

autonomy in learning English mean to the students of SMP QT? ”

Following such question, a research blueprint was created. McMillan and

Schumacher (2006) state that this blueprint becomes predetermined categories in

which the research question and foreshadowed problems or sub questions become

the source I used to get started.

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2. Investigating experience as we live in

Phenomenological research aims at establishing renewed contact with

original experience. Merleau-Ponty (1962) in Dibadj (1993) suggests that turning

to the phenomena of lived experience means re-learning to look at the world by

re-awakening the basic experience of the world. In essence, the researcher actively

explores the chosen category of lived experience in all its modalities and aspects

(Van Manen, 1990), for example, doing interview of 3rd grade students in SMP

QT which was bounded with its community-based school circumstances. While

conducting this research, I attempted to re-live and re-learn the nature of students’

original experiences as they had related them to me. The phenomena were the

experiences in maintaining and promoting sense of autonomy in learning English

of three 3rd grade students and their experiences in using the resource-based

approach, as a community-based school, in developing their autonomy. In order to

understand these phenomena, it was necessary to enter the lives of those who have

lived the experience. To do this task, I chose semi-structured interview based on

the research blueprint and various settings of informal talks with the students

concerned, to seek their experiences as English learners in a community-based

school. The students were asked to describe their English learning experience in

SMP QT, and to tell in their own words any resource-based learning they

experienced during their schooling in SMP QT. These perspectives were intended

to add depth and breadth to our understanding of the lived experience of 3rd grade

students’ sense of autonomy in learning English in SMP QT.

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3. Reflecting on essential themes which characterize the phenomenon

van Manen (1990) states that a true reflection on lived experience is a

reflective and thoughtful grasping of what renders an experience its special

significance and that phenomenological research “makes a distinction between

appearance and essence, between the things of our experience.” This involves a

bridging into focus what tends to be obscure and evades the intelligibility of our

natural life. Consequently, it is a good idea to understand the meaning of a

phenomenon in terms of units, structures or themes of meaning. In this study, I

selected statements, words or phrases while re-reading or repeatedly listening to

the individual interviews recording, and also picturing the situations from the field

notes. These statements or phrases formed the beginnings of sub-themes and

emergent themes that gave meaning to the phenomena.

4. Describing the phenomenon—the art of writing and re-writing

Doing phenomenological research involves a “bridging to speech” of

something, and thoughtful description of phenomena can be a writing activity.

Phenomenology is the application of language and thoughtfulness to an aspect of

lived experience. I intend to make visible to the reader the feelings, thoughts, and

attitudes of students who had learnt English in SMP QT, and make visible their

feelings and thoughts about their sense of autonomy in learning English. Thus, I

attempted to think more concertedly and broadly about whom I wrote for and

spoke to—and how I did so. I have adopted the writing point of view of Chase

(2005; 671) in writing narrative inquiry who states that:

For many of us, writing activity mean thinking about how tocreate public spaces in our local communities where the personal

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narratives and collective stories of marginalized people can beheard by—and jolt out of their complacency—those who occupymore powerful subject positions and social locations.

5. Maintaining a strong and oriented relation to the phenomenon

Phenomenology is an approach to research that is very demanding of the

researcher in the sense that one must remain devoted to the fundamental question

or notion and to avoid being sidetracked. It is important to approach the task with

integrity and be animated by the object in a full, human sense and not settle for

superficialities or falsities (van Manen, 1990). He also informed researchers that

we should retain a strong and oriented relationship to the phenomenon under

investigation throughout the research process and be aware of one’s own

preconceived opinions and conceptions, memories and experiences. It can be

useful to record these in a journal or a diary throughout the research process, and

to be aware of the difference between one’s own preconceived notions and the

thoughts of the participants. It is possible for these thoughts, feelings, and beliefs,

to be included as data. They are not data in usual sense but can help the researcher

in the process of interpretation of data.

The trustworthiness of the study can be established if the reader can

observe the thoughts, actions, and decisions of a researcher (Patton, 2002), and so

these are included as part of this thesis. I have done this and the material in the

appendices includes work for judging the quality of the study. Examples of data

analysis are present from the early stage of conducting and transcribing

interviews, through the preliminary analysis and the later analysis of sub-themes

and themes.

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6. Balancing the research context by considering the parts and the whole

One must constantly measure the overall design of the study or text

against the significance that the parts play in terms of the overall structure of the

text. Sometimes one must step out of studying the parts and look at the total, and

how each of the parts contribute to the whole. The researcher constantly

scrutinizes the phenomenon under investigation by moving between the parts of it

and the whole picture. This step matches the hermeneutic circle that Gadamer

introduced (Alvesson and Sköldberg, 2000). van Manen (1990) offered a

procedural step which is the back and forth movement of the researcher, while

Gadamer offers a philosophical perspective about hermeneutic issue (Gadamer,

1975 in Alvesson and Sköldberg, 2000). Furthermore, van Manen (1990) has

explained that to construct a text, a circular process involving continual dialogue

between seemingly meaningful words, phrases, and concepts, and questioning

these sections of the text to ask “what is really being said here?” is part of the

analysis process. Initially, this involves the individual text (that is the participant’s

stories). Once emerging words and concepts develop from these individual parts

they were then reviewed and questioned in the light of the whole perspective and

questions such as “Is this concept shared or different from other perspectives?”

“What does this mean in relation to the phenomena?” were asked (van Manen,

1990). This process was constant in flow for me as I carried out this project. So

therefore, all six steps of van Manen flow one into the other, and backwards into a

spiral, with the sixth step burrowing the first step, as one remembers the research

question.

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7. Building Relationships with Participants

In general, participants in this study were chosen based on the research

blueprint that were in the 3rd grade, both indigenous and transferred students who

experienced learning English in SMP QT.

In finding “right” participants, my final purpose was to build a learning

community by obtaining maximum number of participants. In much of qualitative

research goal, the goal is to establish a research community that is also a learning

community. The participants guide the research need to build relationships in

order to avoid the sense of being colonized and colonizers as part of the research

history (Denzin and Lincoln, 2005). The 3rd graders were chosen because they had

experienced at least 2 years of learning English with a number of different English

teachers. I expected that over time, various experiences in learning English would

give me a clear picture in understanding their lived experience. In addition, I

chose to interview 3rd students whose houses were in the neighboring villages as

doing homevisit was possible to conduct as part of going native. The time period

chosen was after the Holy Id 2007 and before New Year 2008 aiming at observing

various activities conducted in the school. The season was also another

consideration in selecting the time period as I chose to build relationships with

participants during dry season instead of rainy season.

a. Knocking on the setting door

In building good relationships with the participants as well as the

community members, I began my journey by knocking on the setting. It was very

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important for me as I wanted to be part of the community where the homey

atmosphere scented in the air.

The setting of this research was SMP QT and its community in Desa

Kalibening, Salatiga (photographs in Appendix 4). The school has been

established in July 2003 with only a few children becoming its students in which

the principal’s son was of them. For the junior high level, this school had 77

students and each class consisted of approximately 25 students. Moreover, as a

case study, the spatial relationships occur in this setting also enrich the setting, so

that deeper understanding of the world reality established. This real world is

complex, irregular, and it constantly experiences the unpredictable changes. The

description of this real world can only be comprehended by everybody through

the representations of measurements and observations of the real world in the

form of maps. In short, spatial relationship of the setting, i.e. the people and its

environment, also analyzed as it gave me broader and a holistic understanding of

the real-life problems found in the setting. Mantra, (2003) states that the ultimate

function of maps is to place something or phenomena within our sight; the maps

are able to give more knowledge and geographical understanding of the map

users. Although the analysis is presented in numbers, its usefulness in helping us

to holistically understand the geographical and environmental influence in this

school remains the top priority. Moreover, the limitations of presenting statistical

data in numbers have been eliminated through the representation of maps, so that

the analysis becomes more spatial (Appendix 1-3).

SMP QT is situated in Desa Kalibening and belongs to Kelurahan

Kalibening, Kecamatan Tingkir, in the region of Salatiga Region which is situated

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in the footslope of Mount Merbabu. Consequently, the land use was mostly

categorized into farming and the rest was designed for small-scale cultivated area.

This physical condition affects the social-economical condition of the setting in

which low-incomed farmers are easily found and in fact most of the students’

parents belong to this profession. Apparently, the basic need of remaining healthy

for all community members is not accomplished as there is no public health

service, such as Puskesmas, in this Kelurahan Kalibening and in other two

neighboring kelurahan (App.1). Another fact on the lacking of public facility is

shown by limited number of school; one elementary school with 57 children (App.

2). As a domino effect of the rare educational facilities, the number of school-age

children in this kelurahan remains the lowest among other kelurahan (App. 3). In

fact, there is a new publics vocational high school established not far away from

the setting. This can be seen as a progress towards the educational matters in this

village, although the school only consists of not more than 20 students.

Drawing all these limitations into the richness of the context, the

establishment of SMP QT in Kelurahan Kalibening becomes an ordinary and

challenging job by its founders which may bring any local values in the

community into the teaching learning process. These local values are commonly

influenced by the physical and social environment where the community lives.

Therefore, this part of data setting provided me with an overview on how the

community behaves and socializes which in turn were beneficial in collecting the

data, especially in conducting the interviews and observations. I already had a

kind of “a magic bag filled with tools” before I actually entered the community

and its school. My blindness of the setting was gradually erased by having a closer

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look at the spatial relationships presented by the maps. Beside that, the constraints

of the setting based on the spatial analysis above are in parallel with the

underlying reasons why the methodology used is a case study; revealing the

uniqueness of the setting chosen.

b. Starting the relationships with the participants

Burrel and Morgan (1979) in Cohen et al (2000) argue that all interpretive

paradigm aims for understanding the “subjective experience of individuals.” This

understanding is usually formulated into categories emerging from data. Data for

this thesis have been sampled from various sources using different methods.

This study has used a purposeful sample and also used two other strategies

in my case study. Patton (2002) proposes the rule of thumb in collecting data that

there are no rules for sample size in qualitative inquiry. There were great pain and

joy in going through this data collection stage as my patience and meticulousness

were obviously tested. In fact, an elaboration of action taken under each sampling

strategy as shown in Table 4 I adapted the table from Patton (2002) and

capitalized on the different strategies to capture the richness of data. The first

strategy was based on operational construct sampling that became my research

blueprint. When I started to build relationship with the participants, at first I only

chose those who belonged to indigenous and transferred students. In the reality,

other emergent issues appeared to be interesting; this batch had its interest-based

divisions, namely paradise class and full colors class, and also academic and

expression class. Then, I had to adopt the other strategy, i.e. snowball or chain

sampling or word-of-mouth from the participants to participant (Patton, 2002).

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Patton (2002; 237) describes snowball or chain sampling as an approach for

locating information-rich key informants. As I continued to build relationships

with the setting, this sampling strategy helped me in selecting the participants who

were easygoing and open minded.

Table 5. Sampling strategies (Adopted from Patton ,2002)

Informationsamplingstrategies

Meaning Action taken

Operationalconstruct sampling

Finding manifestations of atheoretical construct ofinterest so as to elaborateand examine the constructand its variations.

I have determined theconstruct mapping of theresearch along with itsblueprint. This researchblueprint became animportant tool in collectingdata as it kept me on pathof my research objectives.

Snowball or chain Identify cases of interestfrom sampling people whoknow people who knowpeople who know whatcases are information rich,that is, good examples forstudy, good interviewparticipants.

My engagement with thestudents, teachers, andlocals led me to those whowere information rich. Istarted with two initialgatekeepers who lead meto the other participants.

Finally, three participants were selected into this study, as this was the

number at which “saturation” of data was reached. Saturation is where little new

information is generated by the research and the data is seen to be repeating itself

(McMillan and Schumacher, 2006; Cohen et al., 2000). However, other

perspective on data saturation (Holliday, 2002) says that it is a myth and when

researcher begins a new sample they often find a new perspective on the

experience. This left me with a dilemma. Should I conduct another interview?

How should I treat new information? After dialoguing with the text, I decided that

the information was being repeated, that the questions in the research blueprint

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were being answered, and that conducting other interviews was unlikely to add

new data.

8. Ethical Issues

Respect for human privacy was also part of my research attention and I

wouldn’t want to do any harm to the participants and other community members.

The respect was observed both in the conduct of interviews and in the writing up

of interview transcripts. I had discussed the questions on confidentiality and

anonymity to the participants before the study began and after they read the

transcripts. The participants stated that they didn’t mind to have their real names

mentioned in the study and so did the principal, founders, teachers, and parents.

9. Data Collection Technique

Collecting data in a community-based setting was an enriching journey. I

didn’t attempt to do the technique as a separate one or one after the other, instead,

I mixed and matched the technique mentioned below based on the sociocultural

condition of the school as well as the setting. The ultimate aim was to capture the

real life setting where the English learning took place and in turn to enrich the

data being collected.

a. Observations

The observations were conducted both in the classroom settings and in the

informal settings, i.e. at home and during the period break. As a case study, I

maintained the naturality of data by observing their whole activities in different

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situations. However, each observation was followed by an interview in which

some topics were explored in the interviews. I also noticed some interesting

aspects during these observations stage. I conducted three classroom observations

which were not recorded as a video camera might look flashy and it would

influence the way the participants behaved. Therefore, the field notes became the

substitution of the videotaped observations.

b. In-depth Interviews

Interviews are an essential part of data collection process. I would like to

discuss the general process of this technique, what I had done, which will be

followed by more detailed process. All in all, my interpersonal skills were

upgraded during this particular technique.

This interview technique has a number of advantages and disadvantages as

a method for data collection. An individual interview has advantages because the

researcher can sensitively ask the participants about their experiences, and allow

the stories to flow unhindered. Generally, the interviews were conducted either in

the home of participant, in the school environment, or in a place convenient for

the participants. The interview technique involved was semi-structured questions

and unstructured questions. I used some semi-structured questions to begin to

open the flow of data towards the research question. In order to elicit information

about the students’ sense of autonomy in learning English, I used the research

blueprint (Table 4). The data were allowed to flow in conversational, rather than a

directed manner. I listened and observed the participants closely, noted their body

language, and their tone of voice, and gave non-directive prompts when the flow

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of narrative need more detail information. In order to build good relationship with

the participants, I gave them the opportunity to talk about their personal problems

or to stop the interviews. I sat, listened, and asked open-ended questions which

were unstructured dealing with their personal problems. It was important to

encourage the participants to share their stories as well as their personal problems,

to uncover meanings in their experience and also to express their emotions in a

positive way. Finally, the three participants were recruited from snowball

sampling, although from the initial interview, there were five participants. I will

elaborate more on this elimination issue in the following.

Interviews became the heart of this research as both of us, the participants

and me, we could build better relationships. However, asking questions and

getting answers is a much harder task that it may seem at first. The spoken or

written word always has a residue of ambiguity, no matter how carefully we word

the questions and how carefully we report or code the answers (Fontana and

Ferry, 2005). Yet, interviewing is one of the most common and powerful ways in

which we try to understand my participant friends.

Going native was the primary strategy in collecting data in this unique

place as naturalness became the top priority to reserve. Building relationships to

all parts of the community was achieved through becoming one of them. I avoided

to be an object of everybody’s attention as it would influence the way I built

relationships, such as in finding a gate keeper which I preferred to call as building

relationships. Holliday (2002) is also concerned on the notion of establishing

relationship as depicted in the following figure (Figure 5).

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I gained cultural experience as I interacted with the people I encountered

in my research setting which perfectly fit the bubbles in Fig 5. In fact, I applied

my prior knowledge and experience of fitting in and getting along in a new

culture. Therefore, this cultural experience provided me with deeper

understanding on the data I had collected, including its analysis, as well as I could

be able to penetrate the deeper part of the ocean that hold the tip of the iceberg.

Setting up relations:negotiating ameaningful researchstoryNatural water flowe.g. "come clean"es tablish mutualresearch benefit,or social equivalents

Establishingrelations:working out ameaningful roleThe actual practices:- took a role in video-cl ip making- bind the books forthe nat ional exhibition- arranging the bouquetfor the funeral

Behaving appropriately:developing strategiesfor behavior andpresenceThe actual practices- paid attention to mydresscode- hang out in nearbyeating places- joined other informalobservers

DISCIPLINEDLEARNINGFROMCULTURALEXPERIENCE

Usingexperience asdata:understandingexperience ascultureTo understand the socialsensibilities, sensitivities,cultural pract ices, and teaching-learning perceptions of people inthe school community.

Figure 8. Cycle of cultural learning (Holliday, 2002)

In order to explore the participants in as real a manner as possible, I

decided to collect primary data in form of semi-structured interviews. This allows

the interviewee to talk freely about a given topic, however, I determined the

overall framework of the conversation based on the research blueprint (Table 6).

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Table 6. Research Blueprint

Construct1

Concept 1 Concept 2 Construct 2 Concept 1 Categories Indicators Item Questions Coding

LearnerMotivation(A processmodel)A process-basedapproachwhich takesa dynamicview ofmotivation,trying toaccount forthe changesofmotivationover time

ExecutivemotivationalinfluencesThe stagewhere thegeneratedmotivationneeds to beactivelymaintainedand protectedwhile theparticularaction lasts

Sense ofautonomyTakingcontrol overone’slearning

Type ofstudentsHalving thestudentsbased onwhen theystart theschoolingyear;Indigenousstudents andTransferredstudents

IndigenousstudentsThose whostart thelearningprocess inSMP QTsince the firstyear

TransferredStudentsThose whobegun theirlearningprocess inSMP QTsince thesecond andor third year.

AwarenessLearners are madeaware of thepedagogical goals andcontent of materialsthey are using

Knowing what they aredoing

Apakah adik tahu apa yang adik lakukan dalambelajar bahasa inggris?

AWAKnowing why they aredoing the tasks

Apakah adik tahu kenapa harus mengerjakan tugasbahasa inggris?

Knowing how to do thetasks

Apakah adik tahu bagaimana melakukan tugastersebut?

Knowing their capabilities Apakah adik tahu kelebihan adik dalam bahasainggris?

Knowing their constraints Apakah adik tahu kelemahan adik dalam bahasainggris?

InvolvementLearners are involved inselecting their owngoals from a range ofalternatives on offer

Making choices among thetopics learnt

Siapa yang memilih topik-topik untuk dipelajaridalam pelajaran bahasa inggris?

INVProviding learning media Siapa yang menyediakan media pembelajaran bahasainggris?

Helping other learners Bagaimana adik menolong teman-teman lain yangmengalami kesulitan dalam bahasa inggris?

CreationLearners create theirown goals andobjectives

Creating their own tasks Bagaimana adik menciptakan tugas sendiri dalampelajaran bahasa inggris?

CRECreating their ownassessment

Bagaimana mana adik menciptakan sendiri penilaianterhadap hasil belajar ?

InterventionLearners are involved inmodifying and adaptingthe goals and content ofthe learning program

Modifying the tasks Bagaimana adik melakukan perubahan danpengembangan dalam tugas bahasa inggris?

TVTAdapting the tasks

Apakah adik mengganti tugas yang diberikan olehguru dengan tugas lain yang adik sukai?

TranscendenceLearners go beyond theclassroom and makelinks between thecontent of classroomlearning and the worldbeyond

Becoming teachers Apakah adik mengajari orang lain yang mengalamikesulitan dalam bahasa inggris?

TRSBecoming researchersApakah adik melakukan penelitian denganmenggunakan bahasa inggris?

Contributing to thecommunity

Bagaimana adik berkontribusi terhadap komunitasadik dengan menggunakan bahasa inggris?

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In articulating the issue, it is important to articulate the justification of how

many participants were interviewed (Holliday, 2002; 66). As I dealt with

teenagers whose socio-psychological development was still in accomplishment

process, I had to eliminate two participants who have gone through the initial

interview process. There were two main reasons underlying this elimination. First,

my participants were in their early adolescence age (10 – 14 year old) which

needed meticulous observations before I actually interviewed them. This was in

line as what Mc Devitt and Ormrod (2004) describe in developmental trends for

early adolescence. They describe this stage of age in terms of emotional and

personal development, as having frequent fluctuation in mood, partly as a result of

hormonal changes and also careful regulation of emotions. In addition, their peer

relationship at this age level is determined by same-sex cliques. These child

development features were exactly what I had to deal with. After the initial semi-

structured interviews with five participants, I encountered two of those who had

fluctuation moods after the initial interviews were held. Although I had tried to be

empathetic, obviously they had not had a clique with me. The first eliminated

participant was a boy who turned to show shyness in the next day after we had the

initial interview. The other eliminated participant was a girl who had problems

with her boyfriend and she became ill in the next two days. Therefore, the data

collected were from three participants with whom I established a deep

engagement. I gained their trust based on a number of indicators; we chatted

through sending texting (short message service), talked in the phones, and sent

each other emails. Nevertheless, I have built close relationships with the other

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participants as the richness of data emerged. Therefore, the workings of data

collection have been declared and accounted for.

In sum, I made sure to use skill in listening for and interpreting meaning in

order to respond appropriately in the flow of information.

c. Reflective Field notes

As videotaped observation was not conducted in collecting data, reflective

field notes that actually recorded what happened during the observations. All in

all, regardless of what type of data collection method the researcher chooses to

utilize, it is extremely important to secure the availability of the information. This

is in order to enable and ease the analysis process, as well as the collected data

accessible for further academic investigation (McDonough and McDonough,

1997). Hence, field notes which were dated and completed with my own

comments as part of being reflective, are important. My field notes contained the

data that would later be analyzed to provide an understanding of the research

setting and the behavior of people within that setting. During this activity, I

recorded everything I saw, heard, or experienced during the observation and other

informal sessions. I made the field notes as soon as possible following the

observations, while the experience was still fresh in my mind.

d. Documents and Visual Techniques

The third major data-gathering technique will be documents; the

participants’ portfolios, the participants’ published materials, such as books

written by the Principal, teachers, and students, METRO TV’s documentary film

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on this school. It is anticipated that such documents will provide a ‘rich source of

information, contextually relevant and grounded in the contexts they represent’

(Lincoln & Guba, 1985 as stated in Punch (2000). The data analysis use the

narrative approach in which the description in case study will be presented. The

discussion on the analysis is a construction of the participants’ experiences and

the meanings they attached to them. This allows readers to vicariously experience

the challenges they encounter and provide a lens through which readers can view

the world’s reality.

10. Organization of the Data

McDonough and McDonough (1997) suggest that the search for concepts

of importance and themes actually starts the moment the data collection

commences. Once the interviews were completed, the recordings were played and

re-played and reflected upon, and then transcribed verbatim. I chose to transcribe

immediately, while the mp3-recorded interview was fresh in my memory. If the

participants’ voices or words sounded unclear on the recording, I could still recall

what was said and copy the data down accurately. When the interview was

transcribed, any identifying characteristics related to either the participants or the

school was changed. I made notes in my diary form about the participants

including tone of voice, body language, laughing, crying, as well as my own

response to their stories and words. This was included as part of establishing

trustworthiness of this study. Notes about each participants as well as other

situational description were filed under the participants’ names to go with the

transcripts and in the field notes.

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11. Analysis

This part presents in detail the data analysis which aims at presenting a

faithful descriptions to obtain credibility of this study. In addition, this part

provides step-by-step account of the analysis, from the initial analysis based on

the predetermined categories in the research blueprint to the representations of

themes that emerged from the interviews. I have included tables to demonstrate

the steps in the analysis and how themes were developed from words to concepts

to sub themes and then themes.

a. Initial analysis based on the construct categories

My initial engagement in this qualitative inquiry found varying challenges

in the process. In fact, these challenges had to do with the data analysis process as

I couldn’t find how-to-do book after the data collection process. Yet, the research

blueprint which was derived from the research construct mapping helped me in

setting the paths for me to follow during the fieldwork. Otherwise, I could have

been lost and collected any handy data available without knowing the use of those

data. Therefore, I would like to highlight the use of the research blueprint as a

derivation of a research construct mapping as I have experienced the benefits of

constructing one. I avoided to become a “hit and run” qualitative research

meaning that s/he only comes to the field, collects small amount of easy-to-collect

data, and goes home ready with the analysis process. In my research construct

mapping, concepts maps are also included.

After transcribing the interviews, I was loaded with transcripts which I had

to analyze. Daley (2004) states that one of the strengths of using concept map in

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qualitative research is that it allows the researcher to reduce the data in a

meaningful way. This statement means that my research construct allowed me to

do the visual identification of themes and patterns. It was the linkage that

facilitated the process of understanding interconnections and meanings of data.

I began the data analysis by reading through all of my field notes,

interviews, the students’ documents, and making comments in the margins and

other pieces of paper that contained my notions about what I could do with

different parts of the data. The next thing I did was to sort the data chronologically

through coding process. I actually adopted a simple way of coding in which the

coding of each category was based on the category’s abbreviation (Table 5). My

consideration was that too complicated coding scheme would decrease the

readers’ understanding in reading this thesis. I read and re-read the interview

transcripts with my field notes according to when I collected it. As I adopted

semi-structured interview, I coded the participants’ answers of my questions based

on each construct category. This equipped me with five long tables of five

categories which were ready for the next step of analysis. Emergent issues

couldn’t be left behind as they also provided me with more views in

understanding this phenomenon. At first, I coded those issues differently and

ended up with piles of additional categories. Then, I reread those issues along with

the whole interviews to get the sense of the part and the whole. I found out that

those issues were similar in meaning and the key words were also similar of the

participants’ answers in the construct categories. Finally, I coded those issues

based on the five construct categories, although there were still other emergent

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issues which became part of the participants’ stories, such as home-school

distance. These will be discussed in the next chapter as part of the interpretation.

Nevertheless, I was attracted to use technology to help me do this analysis;

I used a software program called Weft QDA program, a qualitative data analysis

created by Fenton (2006). Basically, it allowed me to have two tables at the same

time that were a table for construct category and a table for compiling the

participants answers under the same category. In other words, key words and

phrases were cut and pasted into a series of category tables in Weft QDA

program, meanwhile searching for the emergent themes. This process was guided

by the research blueprint. Although this program helped me in a certain way, I

still preferred to work with hard copies and a highlighter pen. Therefore, my

initial attempt was to copy the data in the program to the Microsoft Word®, and

finally printed them. Despite this, I considered this a worthwhile exercise as it

allowed me to an informant participant in debates regarding the usefulness the or

otherwise data analysis software for qualitative research.

Up to this part, coding process had been completed (Appendix 6-14).

Then, I was ready to step to the next analysis, i.e. developing sub-themes and

emergent themes, which will be discussed in the following.

b. Applying six steps described by Van Manen to the analysis

The next step in the analysis process was in the light of six steps by van

Manen (1990). The first two steps were turning to a phenomenon of interest

(which involved deciding upon the topic and the research question) and to

investigate experience as we live it (which referred to the conduct of my nine

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interviews). Steps three and four were concerned with the process of analysis.

Step three, to reflect on the essential themes, which characterize the phenomena,

and step four to describe the phenomena through writing and re-writing, are very

much the process of analysis describe in this part of chapter. Step five, to maintain

a strong and orientated relation to the phenomenon, referred in my case to staying

on track with the research question, and step six, to balance the research context

by checking the parts and the whole, referred to the analysis both of individual

interviews and the whole mass of data seeking key words, concepts, sub-themes,

and themes.

The initial analysis based on the construct categories was basically going

from parts (of the text) to the whole (van Manen, 1990). Reading and re-reading

the transcripts of three participants and other secondary data sources, and also

replaying the recordings, allowed their thoughts, feelings, and stories to filter

through my mind. I began the written analysis process by writing and analyzing

all three individual participants (presented in chapter 4), considering the “parts”

and then I gathered together the three participants’ stories and considered the

“whole” and moved backwards forwards in the hermeneutic circle to attempt to

make sense of the phenomenon. This development process was started after my

initial engagement with analyzing the data into the categories based on the coding

in the research blueprint.

The next step taken was moving from the participants’ story in all

categories, finding key words which helped me move from the grouped thoughts

of the participants, to the concepts, sub-themes, and themes. The words or phrases

in the construct categories were highlighted to find the keywords. From similar

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keywords, a number of concepts were emerged. These concepts were then

grouped together in additional column of the table, pooled with similar concepts

after much thought on which ideas belonged together, to form the sub-themes, and

finally the sub-themes were gathered similarly to inform the development of the

major themes. In short, I analyzed each construct category in order to find key

words, concepts, sub-themes, and emergent themes.

Originally I cut and pasted the participants’ words in each category into

several different tables. I found using tables to be a simple and straightforward

way to organize the data during the analysis. I understand that this approach is a

reductionist technique despite the fact that interpretation, in essence, reductionist;

but for me it helped me to group keywords, concepts, sub-themes, and themes. It

helped me to pick up any tables of construct categories, reread them, dialogue

with the text, and refined the concepts, sub-themes, and themes.

I found myself thinking about the work almost continuously, sometimes

without even realizing it and at times had flashes of intuition about the concepts.

These flashes occurred at all times, such as when riding motorbikes, driving a car,

or even when I woke up from sleep. The rest of the time I had groups of ideas

from the transcripts and construct category tables that become a pile on my desk

to see how different ideas fitted. Some of this process involved intuition, but most

of it involved intensive and concentrated logical work.

An example of this is the tables of construct categories in words of

participants, such as the construct category of awareness “I am good at speaking”

(Dian) and “I can’t use English orally but I am good at writing” (Nopi). The key

words and other similar ideas were highlighted, gathered together and helped to

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form concepts, such as self-assessment and authenticity. These concepts were

then grouped into similar ideas, which created sub-themes (such as unpleasant

experience and assessing oneself), which was part of the major emergent theme

Space creations. The other two major emergent themes are Thoughtfulness and

Reconstructions. Table 6 provides an example of this progression from the

participants’ words in construct category table, key words, concepts, sub-themes,

and themes. The other sub-themes and themes emerged are represented similarly

in the appendices (Appendix 15 – 19).

Table 7.Example of Development of Emergent Theme

Research Construct Category: Awareness

Development of emergenttheme,

Category: Awareness

Key words Concept Sub-theme EmergentTheme

Dian-Interview 1Nah, kalo disini, bisa bercakap-cakap gitu kan…Kelebihanku…apaya…percakapan

Novi-Interview 1Kalo secara lisan, asli akunggak bisa ngomong, akumalah bingung sendiri. Kalosoal nulis, aku nggak sombongsih, aku bisa...yang lainnyanggak bisa cara nulisnyagimana...aku bisa gitu lho.Iya, spellingnya bisa, kalotalkingnya kurang. Soalnya juga,gimana ya....dulu kan kakak-kakak kelas dulu seringdatang turis, ya secara nggaklangsung mereka belajarngomong bahasa inggris.gimana malah nggak belajarmalah ikut di kelas kita. Kanmalah nggak enak to?

Good atspeaking

Bad atspeakingGood atwriting

Real-lifelearning

Self-assessment

Self-assessment

Authenticity oflearning

Assessing oneself

Assessing oneself

SpaceCreations

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In other words, ensuring the words, phrases, and themes, represented the

data as closely as possible was a constant activity over a span of months and

involved much thought and reflection.

Space creations, thoughtfulness, and reconstructions were the major

emergent themes that developed from the data. I will then take one of the themes

for further explanation. Space creations as an emergent theme represented the

lived experience of the participants’ sense of autonomy in choosing and creating

their own room in learning English so that they can feel safe, comfortable, and

secure in doing so. This was the truest representation of the data I could find. The

themes were discussed at length and I felt them to be clear in my mind as I

completed the later analysis and began the process of writing up the study.

12. Interpretation

This thesis deals with the lived experience of the 3rd grade students’ sense

of autonomy in learning English in SMP QT and trying to make meaning of the

lived experience as described by them. Therefore, my ideas, beliefs, and

understanding emerged with those of the participants to create a new perception of

reality. Consequently, as I began the process of interpretation I immersed myself

in the data and became part of it, seeking to understand what it was to be a student

of SMP QT who experienced sense of autonomy in learning English. The facts

uncovered were not separated from the meaning; neither was my perception, in

the end, separate from the meaning of the participants’ stories in the text. What is

here now in this interpretation phase of my thesis in my meaning, my story as

researcher, merged with the stories from the participants’ interviewed.

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Dasein, as proposed by Heidegger (1962), is literally translated as “Being

there” which refers to ordinary act of human existence, being in the world. I

interviewed the participants about what it was be in the world and to experience

this phenomenon. The existential, which are linked to Dasein, are Being-in-the-

world, care, death, authentic existence, and time (McLean, 2003). Care is

important; a person who is being-in-the-world cares deeply and fundamentally

about what is happening to them and around them. The participants interviewed

cared deeply about their experiences and lives and I too, as I entered their world,

became a care-full researcher, concerned and caring about them. The three

emergent themes presented are done so with acknowledgement and inclusion of

the literature and with careful regard once again for Heideggerian philosophy.

Interpretation of the data deals with the meaning I have made of the data

and how it has been translated through this process into findings. My research

process includes hermeneutic elements in the phenomenology approach. One

direct element can be found in the analysis, and concerns the understanding of the

phenomenon. The concept of hermeneutic circle was adopted in order to interpret

the data obtained from the interviews. My research process includes hermeneutic

elements in the phenomenology approach. One direct element can be found in the

analysis, and concerns the understanding of the phenomenon.

The following schema depicts the schematic description of my research

process (Figure 6). My first part of analysis began in the reading of data collected

(Step 1 in the guidance above). In fact, my ideas began to seed during the data

collection process and strengthened during the data reading, and were changed

many times or altered shape during analysis and interpretation. Patton (2002; 436)

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suggests that the fluid and emergent nature of naturalistic inquiry makes the

distinction and between data gathering and analysis far less absolute than one

might expect. In the course of conducting my interviews, ideas about directions

for analysis occurred and specific pattern begin to take shape.

The method adapted for this thesis was inspired by reading the existing

qualitative data analysis approaches such as phenomenology and the hermeneutic

circle. These approaches helped me to go beyond the surface meaning of

statements by conducting the generic analysis as mentioned above which finally I

came up with emergent themes. These themes were a major analysis process in

this study. As mentioned earlier, the outcome of this thesis is basically a set of

emergent themes, which when joined together compose a narrative description on

what the sense of autonomy mean to the students of SMP QT in learning English.

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Step 1. Initial Phase1. Establishing a research focus throughout the in-class sessions and

experience in teaching English2. Questioning the phenomenon3. Developing research construct mapping4. Developing a research blueprint5. Developing a research framework

Step 2. Empirical investigation

Interviews

Transcription

1.Semi-structured interviewsand informal talk were conductedand mp3-recorded

2.Transcribing the interviews3.Writing reflective field notes

Takingsituational

photographs

Step 3. Analytical processWhole

Part

The meaning of part can only be understood if it is related tothe whole:1. Obtaining a general picture of the collected data2. Identification of direct quotes based on the research

blueprint (categorization)3. Creation of emergent themes4. Search for essence

The HermeneuticCircle

Figure 9. Schematic description of the research process

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My interpretation consists of a process, which inherently circulates

between whole and its parts. This implies that my understanding is created

through concrete interpretation of parts of the material, against the background of

my overall impression. In turn, the overall impression is extended in tact with the

number of researched parts. Thus, the interpretation of the transcripts is central

when it comes to the final contribution of the research. Finally, using hermeneutic

phenomenology which is both reflective and reflexive, as the methodology of this

study, has enabled me to explore how the students experienced their sense of

autonomy through their English learning in SMP QT.

In sum, the interpretation of this thesis is discussed more thoroughly in the

next chapter. There, using the hermeneutic circle, and the interaction between the

parts of the data (the three individual interviews, field notes, and documents) and

the whole (the total image of themes generated by putting the parts of the data into

the whole picture). I will discuss and interpret the differences and similarities

between the sub-themes and themes found in the interviews. The interpretation of

the meanings found in this thesis will displayed in full.

13. Quality of the Research

Patton (2002) states that it all depends on criteria. Judging quality requires

criteria. Credibility flows from those judgments. Quality and credibility are

connected in that judgments of quality constitute the foundation for perceptions of

credibility. Based on the theoretical paradigms and perspectives that I adopt,

namely social construction and constructivist criteria, there are sets of criteria for

judging the quality and credibility of qualitative inquiry that I had to obtain

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a. Trustworthiness

When using qualitative research methodologies, the question of rigor or

trustworthiness arises. This is mainly because these methodologies are unable to

be assessed using the notion of validity that is parallel with traditional empirical

research. However, whatever the chosen research approach and line of inquiry, it

is necessary to demonstrate that one’s study is rigorous and judged by others as

credible (Guba and Lincoln, 2005). They appeal to the criteria of credibility (truth

value), applicability, transferability, and dependability of a study and claim that it

is credible when it presents a faithful descriptions and when readers confronted

with the experience find it recognizable.

I adopted a consistent interview technique, involving open-ended, non-

leading questions, and semi-structured interviews in order to gain the

trustworthiness of the research, and also to ensure authenticity as advocated by

Cohen et al (2000). Credibility (internal validity) of the findings and their

interpretation were assured through a prolonged engagement with the data.

Before starting each interview I would try to approach the participant after

they had notice my presence in that school. Beside that I approached the

participants with open friendly questions based on the actual activities of the

school which finally lead them to their personal experience in maintaining their

sense of autonomy. This kind of “friendly” approach helped to reduce the

participants’ hesitation in talking to a new person.

I checked and rechecked memos and field notes after each interview,

which recorded such things as my own beliefs, the response and emotional state of

the participants, and my thoughts and ideas as a result of the interview. I then

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measured my conclusion against this and the participants’ stories at every phase of

analysis. I reviewed each theme thoroughly and worked through it by dialoguing

with the text (van Manen, 1990) and did not allow each theme to be finalized until

I was convinced by re-reading, checking, and discussion, that it was a faithful

presentation of my perception of truth in the text. Truth-values is subject oriented,

it is not decided in advance by the researcher (McMillan and Schumacher, 2006),

and it can emerge as a surprise from the words in the text. Credibility can be

measured by reporting the perspectives of the informants as clearly as possible. I

have situated their stories in the study in the next chapter; participants.

After completing the documentation of an interview and discovery of

emergent themes, I would re-contact each participant and give her my actual

transcripts to make corrections or changes as she wished. In Creswell (2005), this

method is also known as “member checking.”

I also took notes and memos in diary form after each interview and typed

it in my computer, taking special note of the participants’ emotional reactions

during the interview and informal talk particularly if they were in unstable mood.

My engagement with the subject matter was also complex and prolonged

and lasted several months that such engagement with the participants and their

community members is part of the research credibility of the research (Holliday,

2002; Bishop, 2005). This is not necessarily so, but one way to establish research

credibility is to determine whether the participants recognize the findings as true

to their experience. All participants of this study were given opportunity to review

the transcripts. When I showed them the transcripts and asked them to review

their own answers, they gave various responses, such as laughing, surprised, and a

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bit ashamed of their answers. After rereading their answers, they commented that

those they had experienced during their English learning in SMP QT.

b. Authenticity

The notion of authenticity always circles any qualitative research. I

consider my research is authentic as my interaction with them is authentic. As the

metaphor of an iceberg used in this chapter, I considered this thesis is authentic

for a number of reasons. First, I actually immersed myself in their culture by

establishing three stays for a few days each in the school. It was not only the

participants that I observed but also the daily life of its community that was also

important. Building a close relationship was the other reason. As I obtained more

trust from the participants, my role was not only as a stranger interfering to their

lives, but also as a friend. One extreme example was one of the participants, Upik,

cried when she knew that I had to come back to Yogya. Another example still

remains up to now. We frequently sent SMS, especially when we celebrated

Islamic days, such as Idul Fitri, although I had to enter their community by

equipping myself with a new cellular provider (I changed my Telkomsel with IM3

indosat as they provide free texting services and all the students of QT have this

provider with them). Therefore, this cultural experience depicts the authenticity of

this thesis.

c. Triangulation

The idea of triangulation is widely discussed. Flick (2002) describes that

the special appeal of triangulation is that it makes it possible to go beyond the

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limitations of a single method by combining several methods and giving them

equal relevance.

The idea of triangulation is widely discussed. Flick (2002) describes that

the special appeal of triangulation is that it makes it possible to go beyond the

limitations of a single method by combining several methods and giving them

equal relevance. Futhermore, Creswell (2005) recommends some strategies

available to check the accuracy of the findings. The strategy used in this research

was the triangulation process by triangulating different data sources of

information by examining evidence from the sources and using it to build a

coherent justification for themes. Therefore, triangulation within this qualitative

inquiry strategy was attained by combining different type of data sources as

depicted in the following figure (Figure 7).

Interviews- Semi structured- Informal talk with the

participants- The principal, English

teachers and non-Englishteachers

- Communitymembers/parents

Documents:- Participants’ portfolio- School magazine- News articles- Awards given

to this school

Observations:- During classroom sessions- Other school-framed

interaction- Home visit

Figure 10. A variety of analysis in triangulation (adopted from Patton (2002))

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4. Reflexivity

The reflexivity of this study was included in the hermeneutic circle that

was discussed earlier. Basically, this notion is for the researchers to prepare to be

changed. Looking deeply at other’s people lives will force me to look deeply at

myself. I have adopted this triangulated inquiry in throughout this research which

are immersed in the sentences. Writing in the first-person, active voice

communicates my self-awareness role in this qualitative inquiry. In addition, I

have tried to the best of my knowledge in providing rich description, thoughtful

sequencing, appropriate use of quotes, and contextual clarity, so that my readers

are able to join me in the search of meaning. In sum, this thesis writing format

depicts how I have adopted these reflexive questions and other substantive

materials can be found along this research.

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CHAPTER IV

ANALYSIS

I will begin this chapter by discussing how the data will be presented in

part A. The subsequent discussion will be on each participant’s story during their

English learning at SMP QT (part B) and provided a beginning interpretation of

the stories. In Part C, I will discuss the interpretation of the data analysis as the

final outcome of this study. Finally, the process of interpretation and the findings

are discussed in the subsequent part.

A. Participants’ Stories

There were three participants involved in this study, all of whom were still

in the 3rd grade of SMP QT. They shared their experience in learning English

under the construct of the students’ sense of autonomy, at this school during face-

to-face interviews and other informal interviews. Each told story of their unique

experience of this phenomenon, and described the meaning that they attributed to

this experience.

In this part of chapter, I present an overview of the participants’ stories to

provide a means of “getting to know” these participants more closely. The stories

of Upik, Nopi, and Dian that are included in this chapter, help bring to light the

experience and individual meaning they attributed to their sense of autonomy in

learning English. Moreover, their stories were briefly related to provide a context

for this thesis and to situate the participants in relation to one another in the study.

This is the very beginning of analysis, looking at the “parts” of the study, and

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placing them together, before looking at the whole (van Manen, 1990; McMillan

and Schumacher, 2006). The following table provides a glimpse into the

participants’ story regarding their personal information as a part of getting to

know the participants’ world. After that, their stories are presented as short

vignettes and outline the circumstances that led to their experience in learning

English in SMP QT.

Table 8. Participants’ Personal Information

PersonalInformation

Upik Nopi Dian

Age when interviewed 14 14 14

Home village Tingkir Gendongan Kalibening

Home-school distance 5 km 7 km 800 m

Type of student Indigenous Indigenous Transferred

Place of origin Salatiga Salatiga Bekasi

Parents’ occupation Local NGOemployees

Farmers Businessman

a. Upik’s story

Upik was 14 years old at the time the interviews were conducted and

started going to SMP QT since the first grade. She has a 4-year-old sister and

parents who both work for local NGO. Her house is situated about 5 kilometers

from the school, yet she has to go to school on foot as her parents go to work very

early in the morning. Her main interest was mainly in dancing as she had learnt

both traditional and modern dance since toddlers. When she was in primary

school, she earned money by performing a traditional Javanese dance in wedding

ceremonies. Agnes Monica, a singer and dancer, is her favorite celebrity by saying

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that Agnes was the greatest dancer in Indonesia ever because she could do a

powerful dance and have a great voice. She started to experience learning English

when she was in the 5th grade of elementary school and she never liked it. She had

a bad experience in that school such as, being physically punished by the teacher

if she didn’t do her homework; she had to do some push-ups and run around the

school yard.

Her parents left the choice of school on her. She was free to decide which

junior high school that she liked after she finished the elementary school. She

liked very much the school and didn’t even think about moving to other “formal

school”, i.e. public schools, because she thought that she wouldn’t have freedom

to do whatever she liked. Yet, she still wanted to join Package B exams. She

didn’t care what other people said about her and her school as long as she was

responsible. She realized that her school, SMP QT, was in the point of no return,

in which the parts of the community gave a negative label to her current school.

She understood that they had not been accustomed to this kind of alternative

school where the students seemed to hang around all the time and the school had

neither a well-established building nor school uniform. She didn’t care about this,

what she had to do was to help the children around her school. In fact, she was in

charge of teaching in the after school program for kindergarten children and

elementary school students, provided by the school for the community of Desa

Kalibening. She enjoyed doing this and currently set up a similar program for the

children around her house.

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b. Nopi’s story

Nopi was a 14-year-old girl who started her schooling process in SMP QT

since the first grade. At this school, she was famous for her ability as a presenter

or master of ceremony (MC) that she was always the one in any kinds of

occasions.

She lived in a neighboring village, about 7 kilometers from the school, and

usually had a ride on a motorbike with her brother. Both of her parents were

farmers as her family had their own paddy fields. I was able to observe her house

when the final interview was conducted as she didn’t come to school on that day.

Due to her long distance journey to school and her brother’s motorbike was

broken down, she frequently went to school. She termed this as she was lazy and

didn’t know what to do at school, although she also admitted that she didn’t have

a vehicle to go to school. Moreover, she couldn’t afford the money she had to

spend if she had to go to school by public transport. In fact, she was able to

manage this constraint; she borrowed books, including English text books, from

the school library and studied them at home. When she actually was able to come

to school, she would ask other friends and any teachers about topics that she

didn’t understand. Nevertheless, the school policy that facilitated all students to

have a set of home personal computer provided her with more learning assistant.

She made use of the computer for writing poems, translating English songs, and

finding the meanings of English words that she didn’t understand.

She realized that her mood was not stable. Despite her unstable mood, she

tried not to disturb other friends who would like to study. She preferred to get out

of the class and hang around alone or joined other friends from the lower or upper

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grades. Another interest of her was reading biography books that she was just

about to finish reading. She got the book from one of the school teachers. Once

she joined a school forum discussing about philosophy, yet the members of the

forum dismissed it as they thought they had enough knowledge. At this school,

students are free to set up any forums that they like. When they think that they get

bored or the forums are not interesting anymore, they are free to dismiss these

forums. The school never persuades or refuses the students’ curiosity in learning

something.

Nobody persuaded her choice of going to this school. After finishing her

elementary school, she asked her parents to take her to SMP QT and enrolled her.

She realized that she would be very lazy that she would never do any homework if

she had to attend formal school. She was actually surprised when she told me that

she was able to help her next-door friends in doing their homework despite the

fact that she didn’t regularly go to school like her next door friends. She also

enjoyed her choice of joining both class groups, Expression group and Academic

group, as she felt that she got easily bored of only sticking to one particular group.

Dealing with communication gadgets, she once had a cell phone but she gave up

in having one as she had to spend more money on buying the vouchers. Her dream

was to be like MTV Video Jockey, such as VJ Daniel, as their English were good

and they looked cool when delivering shows.

c. Dian’s Story

Dian was a 14-year-old girl who came from a fringe part of Jakarta,

Bekasi. Her father is a businessman with a Jakarta-based office and her mother is

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a housewife. Apparently, her father is a friend of Pak Bahrudin, the Principal, so

when Dian was still in the 1st grade of Junior High School, SMP 102, in Jakarta,

her father took her to visit this school and stayed there for a few days during a

school holiday. When the parents-child agreement of moving to a new school was

achieved, Dian started her 2nd grade in SMP QT after the learning process in this

school had already gone through for three months. Thus, she became a host

student of a local community member, Pak Ridwan, who is also the parent of Fina

(a student of Sekolah Menengah Universal, the Senior High School of QT). She

lived with the other 4 host students who also went to SMP QT. She found that

staying with other students in Pak Ridwan’s house was a great experience for her

as she could learn topics that she didn’t know with other students. In particular,

she could practice her English speaking skill with the other house members.

Dian also had bad experience in learning English when she was in the first

grade of junior high school. Laziness attacked her so much that she wouldn’t do

anything after the school hour was over. She realized that it was not a good idea,

but she couldn’t resist it. She experience distressed in attending school. Once she

got punished by her teacher in not doing her homework, she had to stand up in

front of the class for almost 2 hours. This was one thing that she hated the most.

She joined Academic group because she had to be ready for the national

examination. Her father required her to do it in order to be able to see her progress

in studying in SMP QT. On the other hand, Dian actually refused her father’s idea

and preferred to have the choice of her own. Yet, the decision was still in her

father’s hand. She also regularly receives a package from her father containing

latest school textbooks, dictionaries, as well as books for national examination

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preparation. In fact, she had no idea whether she would continue her senior high

school in this place as the decision would be made after receiving the result of

national examination. Her dream was to be a physics scientist as her main

interests were learning biology and physics. She had many books on these which

were sent by her father in Jakarta.

B. Interpretation

In the previous part, I present the individual stories of Upik, Nopi, and

Dian. In this part, I include parts of the stories and the whole data to fully

demonstrate the meanings that emerged through thematic analysis of the shared

experience. Three main themes relating to participants’ experiences emerged from

the data, and each of these themes reveals how participants made meaning of their

sense of autonomy experience.

In this part of chapter, I outline and interpret the themes and sub themes. I

have used metaphor as a way to deal with the interpretation, and at times the

metaphor blends with description to symbolically explain the meaning of the text.

For example, space in the theme is the metaphor I have used to indicate my

interpretation of the lived experience of space creations. The space itself is

created to indicate an area which is free or unoccupied that the participants

autonomously created in learning English.

Table 6 outlines the themes and sub-themes revealed through a thematic

analysis of the participants’ stories of their experience in terms of what the sense

of autonomy mean to them in learning English in S

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Table 9.Emergent themes and sub-themes of the lived experience of the students’

sense of autonomy in learning English in SMP QT

Themes Sub-themes

Space Creations

Unpleasant experience

Assessing oneself

Starting to contribute

The central of learning

Experiencing technology

Thoughtfulness

Giving more meaning to learning

Self-organized

Learning together

Developing critical thinking

Reconstructions

Reflecting on one’s experience

Creating a solid base for lifelong learning

Developing critical consciousness

These emergent themes need to be interpreted so that the readers will

understand the message that I would like to convey. The following part is the

interpretation of the findings.

1. Space Creations

Space creations relates to the learning environment in a life span of human

experience; from the wombs to the schooling process. Each human autonomously

creates her/his own space in learning something. Space creations in this case

involve learning English from threatened to autonomous environment where

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learner autonomy varies. In this first emergent theme, the three sub-themes,

unpleasant experience, assessing oneself, starting to contribute, the central of

learning, and experiencing technology are woven together. Unpleasant

experience was part of space creations in the sense that the participants told of

feeling stressed, exhausted, and anxious that they struggled to keep learning

English in their previous schools. This experience consequently fed into the

experience of assessing oneself provided them with spaces to asses themselves.

Once they identify their own space in learning English, they create spaces to start

to contribute in the learning process which in fact lead them to be the central of

learning. As the school facilitates them with technology, the participants create

their cyberspace learning in attempt to learn English. Consequently, these

experiences of autonomous actions in learning English became the space

creations.

As the participants spoke to me, the experience of feeling anxious,

stressed, and exhausted in learning English when they attended previous schools,

an image came to me of a child in a dark and tiny room. The room is the only

space they have out of her home atmosphere. This child has no space to play and

move around as part of learning exploration. When this child begins to see the

light and vast space she could have ever imagined, she refuses to return to the tiny

room where she used to belong.

I shall now try to explain this image which came to me as I dialogued with

the text (van Manen, 1990) with that of the three participants’ stories to interpret

the data. Frequently, there are times when this tiny space squeezes them without

realizing the impacts of it. Dian had this experience during her first year of JHS in

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Bekasi. Nevertheless, Upik and Novi also posed similar complain on the negative

treatments they received from their primary school teachers.

I felt very lazy at night and I didn’t want to do my homework.I was obligated to do homework, though, and if I didn’t do it,I got punishment. I had to stand up in front of the class or Ihad to run. I just didn’t like it.(Dian-Interview 1-AWA)

However, their perceptions on limited and uncomfortable spaces have

downshifted when boundless spaces are available as they entered SMP QT. They

begin to observe the world that is not only limited to a dark tiny space but more

the spacious world where they can choose and create their own space. This space

makes them feel at ease at school and particularly when they learn English in SMP

QT. As they enjoy this comfortable, safe, and homey learning space, they begin to

glimpse to the space of formal schools and fear that they will not have responsible

freedom in learning English. In fact, Upik was obviously gave a prediction on her

feeling towards formal school.

I just don’t know it. I honestly already have that intention (ofjoining the National Examination), I just want to see thequestions. My Mom said it was up to me, whether I wanted tojoin it or not. But she said that it would be better if I join theexam, so that I wouldn’t be shocked. I just can’t imagine if Ihad to go to formal senior high school. I will always be inthe bad mood.(Upik-Interview 3-AWA)

For these participants, freedom motivates them to do or to learn anything

and the long term goal is to be the best in their own field. This freedom is another

part of space creations because they become the central of learning in English

subject and other school subjects. Their familiarity with their own learning spaces

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make them aware of what they should do when something goes wrong along their

way in learning English.

It took me a year to understand English….I didn’t understandit…Sometimes, when I got bored I just asked the seniors who weregood at English. What Che (Che Guavara) is really like…andmany other things. Although other friends took notes about thelesson, I didn’t do it. I just didn’t feel like doing it.(Novi-Interview 1-TVT)

I thought if I felt the Academic group didn’t suit me…I just simplymoved to the Expression group. And if I didn’t like it and thegroup members were free but not responsible, it was better for meto join the Akademik group. Although it looked formal, but thegroup members were responsible.(Upik-Interview 1-AWA)

The three participants apparently care deeply about their freedom, such as

freedom to assess themselves as the central of learning process. Heidegger (1962)

in McLean (2003) defines freedom as existential self-realization. If freedom is the

responsible exercise of our life then it can be understood how central is the issue

of the levels of freedom and the possibilities and limitations of each. This kind of

learning needs more than just smart students but a positive learning atmosphere

which everybody values other people freedom.

The participants described their strength and weaknesses as part of being

aware of their sense of autonomy in learning English. This was another sub-theme

and appeared to be a visible issue referred to repeatedly throughout the interviews

and was actually shown many times during observations and informal talk. It

relates to the ability of assessing themselves in terms of what they are good and

bad at in learning English skills. The participants described experiences in

assessing oneself by referring to what other students thought of them, what the

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seniors had experience before, and comparing to the limited spaces of the previous

school gave. In the case of Dian, she finds her new comfortable learning space

that makes her be able to practice speaking compared to her previous school in

Bekasi.

That’s how it works around here….I can practice speakingin English. What am I good at? Hmmm….in speaking.Dian-Interview 1-AWA

My friends said…[giggling]……that I am good atpronouncing words and how to place words such as do,does……….Novi-Interview 1-AWA

Upik even recited a poem in front of her friends and she did it spontaneously

along with the gestures and happy look. She titled the poem as A Happy Birthday

Poem for Taufik. This poem is an empirical evidence among the sub themes of

assessing oneself, starting to contribute, and the central of learning. She

knows what she is good at, contributes to the creation of a happy learning space

among her friends; these are a result of her being in the central of learning.

A Happy Birthday Poem for Taufik

You are so specialHappy BirthdayI’m happy for youDon’t forget meUpik-Field notes- 15th set of notes

Authenticity is one of the concept used in the sub theme of assessing oneself.

Upik found the need of learning English as the foreign language accommodated

her interest in literature (she had written many poems before). Thus, she

developed her speaking and literature-based skills through processes of

experimentation and discovery in learning English (Benson, 2001). This notion of

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authenticity also appears in the evaluation conducted in SMP QT where the

students became the central of learning. Among the three participants, it was only

Nopi who wrote the semester report on the English subject because she was crazy

about learning English. On the other hand, Upik didn’t write any report on the

English subject as she was in the middle of writing a novel which in fact some

English sentences were written in it. She labels herself as “having low self-

confidence” because she finds it difficult to write in English. Dian who joined the

school in the 2nd year found that writing semester report on that subject was

optional, although she didn’t make herself informed on this matter. Dian only

wrote reports on her progress in learning Biology and Physics as those were her

major interests. They are in charge and have full rights for their own minds and

hearts, so they have full authority to assess their learning progress. In the space

creations, each participant experiences it according to their interest in learning.

Thus, the participants place themselves in the spaces that they have created.

Choosing what topics to learn was experienced by the participants and

when they didn’t feel like learning a certain topic, they could eliminate it. Topics

and English forum (after school study group) are created in their learning spaces

as they are free to include and to exclude every learning item into their spaces.

Nopi’s words about the underlying reason in choosing a topic for English class

revealed her awareness on the Indonesian culture which were under debate

internationally.

There are lots of things that we have in our culture. But I don’tknow why, other country took our culture. Malaysia, forexample. It shows that we don’t understand our own culture,isn’t it strange? That’s why we chose that topic for the Englishclass.Nopi-Interview 2-AWA

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Moreover, homework is not something that the participants need to worry about.

As they once had bad experience of not completing assignments or homework,

Dian feels no burden in learning English.

The participants described their lived experience of their sense of

autonomy in learning English under the sub-theme of experiencing technology.

They make use of technology by creating their learning through cyber spaces

based on their interest. Upik browsed the internet to develop her skill in literature,

Nopi downloaded texts of the latest English songs, and Dian searched for science

articles in scientific websites. Nevertheless, they actually subconsciously learn

English through creating cyber spaces of their own as what Nopi had experienced.

We didn’t have to understand everything, the most importantthing was to understand the points (of English). And then,the computers never use bahasa Indonesia, don’t they? Byusing computers I started to understand English words.Novi-Interview 1-TVT

However, they are not merely users and took for granted these technology

in order to learn English. Global education involves technology (Swiniarski and

Breitborde, 2003). Along with this, informing the sub-theme of experiencing

technology, the participants described continually dealing with internet,

computers, and English learning software. These result in the changing role of the

teachers as proposed by Voller (1997) in Guo and Wills (2005); the teacher as

facilitator, the teacher as counselor, and the teacher as resource. There is a reverse

role of teacher and student in SMP QT which actually get very different from

anywhere else; the teachers learn how to use a certain software program from the

students. Thus, the English learning occurs pragmatically for the students during

their interaction with the software. During my stay in SMP QT, I found it myself

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that the English teacher asked his student how to edit a movie clip. The students

are more knowledgeable than the English teacher and this teacher admits that he

learns a lot from the students how to use a certain software program. In sum, there

was a many-directional interactions in this school as proposed by Vygotsky

(1969) in Phillips and Solts (1991) who was aware that learning takes place in

social settings; learning directions toward students to students, students to

teachers, and teachers to students.

On the other hand, the emotional strain persists as the students refused to

learn English from software packages. Obviously, this school had a complete

package of Tell Me More but the participants strongly said they never used it.

The three participants were able to do software evaluation based on its quality, in

terms of software content, format, and operation (Bradin, 1999). During their

firsthand experiences dealing with operating two language software, Linguist and

Transtool, they are able to conduct a simple software evaluation. In fact, the

availability of these programs in their homes, it doesn’t mean that they get

addicted in using them; they still preferred the real experience of using

dictionaries. Experiencing technology provides them with the ability to evaluate

the technology and considered the positive and negative side of it.

I used Linguist, because Transtool was confusing. Transtool isnot educative at all, isn’t it?(Upik-Interview 1-AWA)

In Transtool...sometimes the words were not in order, but I knewthat they had to be sorted out. So, I continued to rearrange thosewords into a correct sentence. Linguist is only a dictionary ofone word, such as menggambar is drawing.Dian-Interview 1-AWA

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What Upik was saying was the result of experiencing the technology as

part of her cyberspace creation. Despite the hardware limited facilities of the

school, SMP QT manages to make the students keep in touch with the latest

technology. The students had 24-hour access to internet which is organized by

the school since last year. Therefore, none of the participants knew nothing about

the internet and software programs; they are accustomed to deal with the

technology to be empowered community members.

The participants in this study all experience a similar progression in lived

experience of each sub theme under the major emergent theme of Space

Creations. The only exception to this was Dian, who creates her learning space a

year later than Upik and Nopi. She has missed the foundation stage (the 1st grade

in SMP QT) that influences her in creating her learning space in this school.

The next part of this chapter examines more meaning to learning that the

participants gave, their self-organized learning, their learning together, and

development of their critical thinking.

2. Thoughtfulness

In this theme, thoughtfulness, three sub theme were developed from the

data. The first sub theme involved giving more meaning to learning. I will

elaborate these three sub-themes in order to understand more on the emergent

theme.

This theme disclosed how participants experienced their English learning

in a day-to-day world in SMP QT; it is a world of sharing and cooperativeness that

sprinkle the feeling of thoughtfulness in all learning process. For the participants,

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their experience in learning English involves thought and showing careful

consideration or attention. The participants gives more meaning to learning

English by using media in popular culture in order to increase their excitement.

Nopi and Upik were very excited in adopting popular culture to the English

learning process so that this positive experience apparently provides them with

sense of autonomy. Thus, their initiation of activities in learning English, such as

the latest gossips about celebrity and English songs, enhance their motivation.

When we had English Morning sessions, it was all up to uswhat topics we wanted to learnUpik-Interview 1-INV

I chose the topic myself. It was free to do so. I was crazyabout songs in English.Nopi-Interview 2-INV

When it comes to self-chosen topics, they are highly motivated in learning

English meaning that these topics become something that energize them, move,

and keep them going. However, Dian was not so challenged when it came to

choose what to learn in English learning. An image came to my mind was a

marionette/string-puppet which slides over the real student and moves her along,

leaves her no power to move by herself if the strings are taken out. She is telling

herself that someone or something else is making decisions for her.

[….] Which topics? I liked any topics in English class, butwhat I though it depended on the sentences learnt that day.Dian-Interview 1-AWA

I certainly had the (English) textbooks. My father sent themto me because he insisted me in joining UN (the nationalexam).Dian-Interview 1-INV

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The contrast situation between Dian and the other two participants reveal

the need of human beings that not only want to feel competent but also want to

have a sense of autonomy regarding things they did and the courses their lives

take. In other words, they have a basic need for self-determination (Chirkov et al.,

2003). Upik and Dian used words such as, “I want to do this” or “I would find it

valuable to do that”, that they have a high a sense of self-determination. In

contrast, Dian used words such as “I have to” or “I should do”. Nevertheless, Dian

actually gives more meaning to learning English when she experienced English

Forum sessions for only a couple of times considering that she was a transferred

student. She takes a glimpse of how to be autonomous learner that she will put

this into her learning space.

The opportunities to make choices that the participants have, provide them

with a variety of routes that will lead them to the same destination; a successful

English learner. The school’s learning environment allows them, either

individually or as a group, to explore those routes and finally each of them

became self-organized. Once they get organized, they know what to prepare to

have the journey. This happened after they passed their 1st grade when English

teachers changed their roles into real facilitators meaning that the students

wouldn’t have the same amount of in-class sessions as they used to have in 1st

grade. For example, the English Forum sessions were only organized if they

wished for it.

Each of us has had our own activities, so we are trained tobe independent. That’s OK…and I try to be independentNopi-Interview 1-CRE

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I just learn English from the textbooks. I have them at homeand I can also borrow them from the library. I do theexercises. And if the questions were difficult, I will ask eithermy friends or my English teachers.Upik-Interview 3-TVT

In terms of learning strategy, Dian finds her way of dealing with tenses

formulation which she thinks it is an important thing to do. She organizes her

learning slightly similar as what she used to do in her previous school, although

she said that learning English in SMP QT was much nicer than her previous

school. In fact, her father provided her with an electronic dictionary that it was

only her in SMP QT who had it.

I used to have an electronic dictionary before it was broken..I also wrote the formula of tenses in small paper, it was a 4-page-tenses formula.Dian-Interview 1-INV

In addition, borrowing Heidegger’s idea (1962) on being-in-the-world or

the well-being of a human, being familiar with independency helped the

participants to appreciate others in terms of their interests in learning English.

Being in state of independency which leads to group independency increased

consciousness for extending the learning process until shared understanding was

achieved. Seeing the teacher for achieving understanding was placed at the last

option.

There were some times when self-organized acts are practiced into groups.

The participants described many situation when they felt they had to take action

together in order to achieve a better result. For example, Upik recalled that when

she experienced that the class leader couldn’t help them in learning English

together, she worked together with other class members to solve the problems.

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Making the use of technology has also become part of her thinking framework in

solving problems.

[….] the leader had little knowledge on this matter (English),what should we do? Then, we sat in a circle, “We don’tunderstand about this, we have to learn it together, that’s whathelping each other. By the way, if we don’t know about it, whydon’t we try to find it in the internet? “ So that, we don’t dependon the teacher.(Upik-Interview 1-TVT)

The feeling of being the cleverest students at school never exists as there is

no ranking method used; nobody feels inferior or superior because of that leveling

system. This reveals the need for global education that is cooperative learning

(Swiniarski and Breitborde, 2003). Cooperation is the central to the general

teaching-learning process of creating a global education in the small scale, i.e. in

the world of SMP QT. Being in and out of the cooperative world is experienced

as challenging for the participants, as they feel they have the independency in

their hands. Dörnyei (2001) describes cooperative teams are by definition

autonomous (because they have to work a lot without immediate supervision of

the teacher) and autonomy is a powerful contributor to motivation. The

satisfaction that the participants experience after they successfully complete a task

together is increased by the shared experience and the joint celebration that

usually follow. Therefore, the participants give more meaning to the autonomous

learning process as what experienced by Nopi. She found out the meanings of

group bands by herself and at school she informed her friends about those

meanings. She subconsciously shared her knowledge that also increased the

vocabulary of her friends at school.

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So, CREED means takwa or iman. Oh my God, silly me!MUSE means merenung. That’s so cool…Bands from abroadhave strange names! Spice Girls means rempah-rempah,doesn’t it?Nopi-Interview 3-TVT).

Learning together is a continuation of being self-organized. It is the world

of the participants where they experience learning English with other people,

either from school or out of school, and organize it by themselves. However, the

meaning of learning together between Dian and Upik/Novi is slightly different.

Novi and Upik were surprised knowing the fact that their friends from formal

schools were not able to do their homework in English subject. Upik and Novi

realized that they both didn’t attend regular school like their friends, yet the reality

gave experiences to see themselves from different perspective. Upik and Novi

were able to help their friend learning English and gained more confident in

themselves; their learning community has expanded to outer community than only

SMP QT.

Learning English is very useful. My friends, we went toprimary school together, came to my house. They hadhomework and they didn’t understand it at all. I thought thatthe homework was easy, but why couldn’t do it? That was it, Ihelped them do the homework after all.Novi-Interview 1-INV

On the other hand, Dian has a narrower scope in which she established her

own learning-together community instead of involving other friends from other

schools. She said that she learnt English at home with other host students that

luckily, they had Fina as the daughter of the host family who was very good at

English. These two learning communities, apparently, are constructed from

different paths; Upik and Nopi are constructed upon neighboring relationships

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which strengthen their feeling of learning together, meanwhile Dian is upon what

surrounded her as she only started schooling in SMP QT in the second year. Thus,

Dian has missed the first path to take; that is the path of being-in-the-world of

Kalibening community and neighboring villages.

I learnt English in my boarding house with other hoststudents….hmmm…my father has sent me Englishtextbooks for UN (the national exam) preparation.Dian-Interview 3-INV

The other relating factor is then elaborated, i.e. developing critical

thinking, which is started in the first day the participants enter the school. Johnson

and Freedman (2005) define critical thinking as the ability to use logical thinking,

analysis, comparison and contrast, questioning, evaluation, and summarization

which emerge gradually over the course of childhood and adolescence (P.M.King

& Kitchener, 2002; Metz, 2004; Pillow, 2002) in Ormrod (2008). The thin red line

of these participants is obvious meaning that they develop critical thinking

mentally based on their involvement with the school activities and their

community. As this ability has developed gradually, Dian starts to move back the

strings that her father attaches to her. She wants her father to see that she can also

move back the strings from her position as a marionette.

The truth is, it should be up to me, all based on my owndecisions. My father wants me to join UN, just to see whethermy learning here is effective or not.Dian-Interview 1-INV

Upik and Novi, together with other class members, use this logical thinking ability

to propose an idea of dividing the class based on one’s interest and this is not

experienced by Dian. As both of them were in favor of art-based activities, they

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proposed to have the Expression Group. This influenced the way they learnt

English in SMP QT which this art-based group preferred to learn through English

songs downloaded from the internet. On the other hand, Dian who belonged to

Academic Group, and her group learnt English in more classy ways, such as

leaning the grammar, reading English texts. This division didn’t limit them from

developing critical thinking. Along their English learning, they analyzed,

compared and contrasted, questioned themselves, and evaluating what they had

done in their own group. Moving from one group to the other group was a

common thing to do as what Nopi used to do, although Upik said that they had to

be respectful to other students and be responsible of what they had done.

Consequently, Nopi had to adjust the learning style used differently between both

groups and she admitted that it was a difficult time for her.

It was a difficult time for me. I needed longer time to finish it(writing a description of daily activities). I asked some friendsfor some English words, and I did it. When I had to present itin front of the class, I felt a little bit embarrassed, but Imanaged to peek on my notes [laughing]Nopi-Interview 2-CRE

This embeds critical thinking skills within the context of authentic activities where

the participants have to face the consequences when they move to new rules.

Their previous learning experiences may have fostered certain thinking skills at

the expense of others.

3. Reconstructions

This theme is the final emergent theme among the three themes emerged

from this study. This theme emerged from three sub-themes that are reflecting on

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one’s experience, creating a solid base for lifelong learning, and developing

critical consciousness. I observed a gradual flow of thought which took me to see

the subtle step-like process in the participants’ sense of autonomy experience.

This theme becomes the continuum which the other two themes, space creations

and thoughtfulness, move along. Reconstruction is the milestone for any learners

during their learning as Dewey (1938) in Willingham (2007) stated that there is no

intellectual growth without some reconstruction, some reworking. It is the stage

when the participants reconstruct their experiences from bits and pieces about past

events and current situations, and later weave in bits and pieces of detail to

develop a coherent story. It is about retaining experience of their sense of

autonomy in learning English for a number of years. They arrive at a point to

answer “so what?” question about their sense of autonomy in learning English.

The first sub-theme, reflection on one’s experience, acts as a bridge to

the other two sub-themes within the framework of constructivist approach. The

notion of constructivism is another base which indicates that all learning involves

relearning, reorganization, in one’s prior presentation of the world. Each

participants construct their own way of thinking and learning that they are active

explorers who are constructing a mental model of how they think English fits

together. These participants experience in reflecting back on what they have

experienced in the past and bring forward the actual actions. Upik, for example,

set up an afternoon school for the children around her house that she taught

English and modern dance to these little kids with a next door friend of her. She

also became an English teacher for the primary students in SMP QT’s afternoon

program; STAR Club. Nopi preferred to be a presenter as she said that she was

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really good at it, although she admitted that she only used little bit of English.

Dian created a performance based on a classic children’s story, “Little Red Riding

Hood”, delivered in English as she once joined a theater group in her previous

school. She wrote the scripts on her own and directed her friends during the drama

practices. A modification of the story occurred here as she couldn’t find a red cap;

she changed the story into “Little Blue Riding Hood” and made some adjustments

to make the performance more attractive for the audience who were the

community members.

Little Blue Ridding Hood

Narator : FinaLittle Blue Ridding Hood : Fi3Mother : FaiqGrandMa’ : KeyWolf : Dee (Dian)Hunter : We-CanLBRH Friend : V-taSomeone Mysterious : MillaOnce day, at Little Blue Ridding Hood house.Faiq :Honey, Can you help me?Fi3 :Yes, Mom. What can I do For u?Faiq :Give this foods on the basket to GrandMa’, please!Fi3 :What’s wrong with GrandMa’?Faiq :GrandMa’ is sick, Honey!Fi3 :I’m sorry to hear that. Ok, I will give this basket to

GrandMa’.Faiq :Be Carefull about sly Wolf in the forest, Honey!On the way, Little Blue Ridding Hood Meet her friend. Her friendwant to ask Little Blue Ridding Hood, Where do she go?V-ta :Hi, Little Blue Ridding Hood!!Fi3 :Hi... What are you doing in here??V-ta :I want to go to Market to buy something! And.. Where

do you go with that basket?Dian-document-drama script

From these three different realizations of reflections, each of them has

their own directions to move on without any interference from the English

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teachers. They modify their imaginations, interests, and skill in English, in order

to create masterpieces of their own. Thus, they reflect on their experiences in

learning English, compare and contrast their previous experience and set the

program of “What to do next” meaning that they could do something for the

community.

Developing critical consciousness are achieved by these participants,

meaning that they have the ability to recognize the conditions that result in

privileging of one idea over another within a particular culture or society (Johnson

and Freedman, 2005). Dian experienced this as she was curious to create an

optical gadget to help people to check their eyes condition. Her sense of autonomy

was maintained by looking for materials in the internet which were mainly in

English. Although she found those articles had difficult words, she kept compiling

the materials to support her project. In addition, Upik planned to compose a recipe

on how to make delicious milk from beans considering that people around her

economically refused to drink milk. Apparently, this idea was triggered by her

joining a school forum which held a demonstration on how to make milk from

beans. Some 3rd grade students, Upik was one of them, organized this forum and

they invited a local community member who had an experience in the milk

making process. Her scientific thinking starts from identifying the current problem

arising in her neighborhood which she relates it to her previous experience. She

said that she could be able to find supporting articles on milk making process

through the internet and some of the articles were written in English.

I know that milk is good for bones, but I saw that manypeople couldn’t buy milk for their children. I felt it was a

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pity, I felt sorry for them. I thought that it was not the timewhen milk was not affordable. I told to myself that if I couldproduce low-cost milk, and those children could finally drinkmilk. My neighbors refused to drink milk from cows. So, whydon’t I make milk from beans.Upik-Interview 2-TRS

Although Nopi wasn’t sure what to do for the school final project, she

intended to know more about Che Guavara as she always wanted to do. She put

much effort in understanding the books on Che Guavara and she was determined

in doing so. She knew that it would be a hard work and a challenge for her. These

challenges are ingredients of lifelong learning which can be faced from various

angles.

These participants are in the stage of setting a solid base for lifelong

learning which cannot be constructed only in a few days. The base is formed by

putting pieces of learning all together and they try to see which parts of the pieces

that can be created into nice puzzles or quilts. The participants give colors and

paint those puzzles and quilts to create new image which can be advantageous for

the community or for other people. Learning English for them is not merely to

pass the national examination, but it is a tool they can utilize to give contribution

to their community. They have experienced in maintaining their sense of

autonomy throughout their English learning process which finally enhance their

performance in reconstructing the experience.

C. Discussion

I shall revisit some of the ideas discussed in the literature review and

compare them to the findings of the study. My understanding from doing this

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study is that there is much to be done in the area of maintaining students’ sense of

autonomy in learning English.

Learning environment is a prerequisite in maintaining students’ sense of

autonomy in learning English. Ormrod (2008) argues that people and their

environments mutually influence each other, particularly on how environment can

affect learners. Adolescence students are in their very active life span when their

curiosity and critical awareness should be maintained as a basis for life long

learning. Creating a learning environment for adolescence learners needs

meticulous observations as they need to see learning as a positive attitude.

Hormonal changes and unstable moods are biological factors that they can not

avoid that result in how they learn English and other school subjects. This

learning environment provides its learners with freedom in a responsible manner

which is interrelated with the students’ motivation (Dörnyei, 2001). The

participants’ stories corroborate these findings; Dian’s physical punishment at

school, Upik and Nopi’s physical punishment in primary schools. The participants

described unpleasant experiences trying to survive in an antagonistic environment

which eliminated their basic psychological needs; learner autonomy was one of

those needs (Ryan & Deci, 2000). Thus, learners autonomy will only be fostered

and maintained where the learning environment creates a positive environment for

its students.

Success in learning English at school may vary in each school. However,

this successful learning depends on the extent to which students engage adaptively

in learning tasks. During the learning process, students interact with and work

alongside peers and adults; this classroom and school contexts play a significant

158

role in maintaining students’ sense of autonomy. The students’ perceptions of

dimension of their learning environment, including relationship, cohesion,

fairness, mutual respect, and support from teachers and other students, facilitate

their engagement in learning English (Patrick et al., 2005; Ormrod, 2008). Upik

spoke of being free in a responsible manner, Dian’s comfortable feeling in

learning English, and Nopi’s sharing of knowledge in English vocabulary. This

respectful learning environment is associated with cognitive engagement,

including increased use of self-regulated learning. In regards to self-determination

theory that underlies the theory of motivations in English learning, it posits that

autonomous motivation and the experience of autonomy are extremely important

for growth and well-being. The participants are in their energetic years of their

lives and they have spent periods of time confined to the unlimited space of

learning. Thus, their well-being is maintained as they are not continuously

monitored and assessed. The attitudes towards learning are generated positively

by the learning environment.

The literature has also noted that increased learner involvement in

organizing the learning process is a crucial point in maintaining learner autonomy

(Stipek, 1993; Dörnyei, 2001; Benson, 2001). It is about sharing responsibility

with the learners about their learning process. They need to feel that they are in

control of what is happening to them. Dörnyei (2001) states a number of things to

achieve learner autonomy, namely allowing learners choices, genuine authority,

student contributions and peer teaching, project work, and self-assessment

procedures. Choice is the essence of responsibility as it permits learners to see that

they are in charge of the learning experience. The participants’ roles as English

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learners and teachers as facilitators are intertwined, so that they experienced sense

of autonomy in learning English throughout their schooling in SMP QT. Choices

were their daily menu in learning process as depicted by Upik’s and Nopi’s

interests in choosing art-based topics for learning English. Ormrod (2008)

proposes that learners tend to choose tasks and activities at which they believe

they can succeed and to avoid those at which they think they will fail. Designating

course responsibilities makes students fully functioning members of the class

group; genuine authority. In this community-based school, such responsibilities

were obvious as the teachers didn’t take care of all the students, meaning that the

teachers and students shared responsibilities in making the learning process to

happen. The participants spoke of being free to divide the class based on their

interests provided them with genuine authority in which they were responsible of

their own learning. Moreover, learners are very resourceful about finding ways to

convey new material to their peers. The participants’ interests in science, writing

novels, and translating English songs were part of their contributions in getting

benefits for themselves and their friends also learnt from the materials they

contributed to the class. Another crucial point is to encourage project work. When

students are given complete projects to carry out, they will functions in an

autonomous way. The students are required to organize themselves, to decide on

the most appropriate course of action to achieve the goal, and to devise the way in

which they report their findings to the class. For the participants, conducting a

project work after they finished JHS level was required by the school. However,

this requirement put the students’ interests in the center of learning process; the

participants had the door wide opened to choose what to do for this project. Upik

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chose to compose a recipe in beans-milk making, Nopi wrote about Che Guavara,

and Dian’s project on optical gadget. Although they didn’t plan to write the

reports in English as they found it very difficult, they made use of their language

skills, mostly in reading comprehension, acquired in the English learning process

throughout the years. Their decision in writing the reports in bahasa Indonesia was

also in line with the school’s policy as SMP QT aimed at developing bahasa

Indonesia to be contributive to the community instead of being surrounded by

westernized atmosphere. The final crucial point is to allow learners to use self-

assessment procedures (Wiggins, 1998). Assessing student performance laid out

the theoretical foundations of an assessment system that provides a more authentic

picture of students capabilities than standardized testing. In addition, self-

assessment raises the learners’ awareness about the mistakes and successes of

their own learning, and gives them a concrete sense of participation in the learning

process. In the case of SMP QT, the school never ranks the students as it may

create separation between the students. Thus, the students are required to write

their own reports about their learning progress and the teachers have no influence

on those reports. The reports can be written in many forms, stories or reflection on

their feelings towards their learning process. Nopi wrote her self-assessment

report on English learning by listing what she had learnt throughout the semester

and thanked those who had helped her in this subject. Upik did it quite differently

as she wrote it in the form of novel which used many English sentences. Her

mood of writing a novel made her do this kind of self-assessment. Dian never

wrote self-assessment on English subject as she was more interested in biology

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and physics. The participants had full autonomy of what should be assessed and

reported to their parents and SMP QT provided them with this big opportunities.

Based on social cognitive theory perspectives, teenagers in their

adolescence life span make major advance in autonomy (Gerrig and Zimbardo,

2008). These advances are prompted by the convergence of an increasingly adult-

like appearance, cognitive advances, and expanding social relationships, as well as

the granting of more rights and responsibilities by others. Yet, parents, peers,

schools and societies have a significant influence on autonomy. For example,

parents influence the development of autonomy by structuring interactions with

adolescents that allow negotiation and decision-making, build a positive self-

concept, and promote feelings of competence and the ability to control one’s own

direction in life. When interactions with social partners have these qualities,

optimal autonomous functioning depends on maintaining connections with these

partners while becoming increasingly self-regulating and independent. Dian

experienced the contrastive situation in the maintenance of sense of autonomy in

learning English. She complained on her father’s decision that persuaded her to

join UN (the national examination) as she said that the decision should be on her

own hand. In this circumstances, the father influences Dian’s decision making

process as part of experiencing sense of autonomy. Upik and Nopi had the

decisions on their own as parents allowed the negotiation. English, as one of the

subjects tested in UN, left her with textbooks and pages of tenses formulas as part

of examination preparation..

Learner-centered approach redefines learning as individual “discovery.”

For the purpose of community-based schools, learners being seen evolving their

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own “truths” or “understanding” while reconciling the interaction taking place

between practice and contribution (Gibbs, 1991; Pulist, 2001). The goal of

learner-centered education is to produce lifelong learners having problem-solving

activities that understand and get informed about their own culture and

community. Upik and Nopi chose their own topics for the English class and Dian

enjoyed giving opinions in English Forum. In such as situation, the learners have

responsible for participating actively, positively, and ethically within the learning

and teaching environment This stimulating approach helps to provide them with

the best educational experiences in a flexible and stimulating environment. This

also enables them increasingly have access to the resources that helps them as

individual learner, develops skills and self-awareness of their own learning

processes, develops increasing independence in their learning and reach their

potential in the English subject.

Resource-based approach used in learning English emphasizes

independent interaction with learning materials (Benson, 2001). In SMP QT,

technology is a part of maintaining students’ sense of autonomy in learning

English. English learning software and 24-hour online internet provide the

students with opportunities to learn English. Upik’s expressions of getting bored

in using Tell Me More software is an evident in establishing interaction with

resource-based learning. Nopi made use of the library English textbooks to learn

English at home when she didn’t feel like learning in a classroom environment.

Dian’s script on drama performance was also part of resource-based approach in

learning English. The participants use the learning materials that the school

provides and they end up in the flexible use of learning strategies (Oxford, 1990).

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Language learner strategies encourage greater overall self-direction for learners.

Self-direction is particularly important for language learners, because they will not

always have the teachers around to guide them as they use the language outside

the classroom. Moreover, self-direction is essential to the active development of

ability in a new language. As self-directed learners, the participants chose

different learning strategies depending on the specific goals they hoped to

accomplish. Upik tended to use dictionaries instead of electronic dictionary as she

said that it was more challenging than using computer programs. Dian, on the

contrary, used to have a handy electronic dictionary to help her learn new

vocabulary. Project-based learning that the participants have experienced after

almost three years of schooling make them aware of considering resources they

have around them. In doing so, reading skill was mostly used by the participants,

except for Nopi who chose to engage with the topic by reading books in bahasa

Indonesia. Upik would translate words that she didn’t understand while reading

articles about milk-making process and Dian would see the sentences in search of

understanding the meaning. Their self-direction is a growing concept as they

become more comfortable with the idea of their own responsibility. These self-

directed students gradually gain greater confidence, involvement, and proficiency.

The three emergent themes are derived from the participants’ words

according to the actual context of the research setting. These themes are the

reflections of the research construct previously discussed. I would like to use the

metaphor of an iceberg which I have proposed before. The research construct is

the top tip of the iceberg which can observed with eyes opened and the emergent

themes are the results of my navigation around the ice berg and what I have dived

164

into the deep blue sea to have a closer look what the ice berg has below the sea

level. Based on this metaphor, the students’ sense of autonomy in learning English

is the world reality that comes in various ways and a complex process. The roads

and ladder steps are there for the students to gain their sense of autonomy in

learning English. The students have to choose which road to take and climb the

step one at a time; it is a natural law that every single thing in this world needs a

process. If other people or other authorities choose the roads for the students and

skip the steps that these students are supposed to take, they will not gain their

sense of autonomy in a holistic manner. In this study, the transferred participant,

Dian, who skips the steps in being autonomous learners, doesn’t obtain a solid

foundation that she needs to solve her real life problems.

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CHAPTER V

CONCLUSIONS, REFLECTIONS, IMPLICATIONS,

AND RECOMMENDATION

A. Conclusion

This study examined the experience of three students of who have recently

lived through English learning process in SMP QT. It looked at the students’

remembered experiences and how they perceived their sense of autonomy in

learning English. I found three major emergent themes, namely space creations,

which was the experience of the participants creating their learning spaces in

order to maintain their sense of autonomy, thoughtfulness, which was in essence

their learning spaces were a world of sharing and cooperativeness that sprinkled

the feeling of care among them during their English learning process and

reconstructions, which was the milestone of their intellectual growth as

autonomous English learners. In the conversations with the participants, I

discovered that in order to foster and to maintain their sense of autonomy in

learning English, their positive relationships with teachers, other friends,

community members, have contributed to their success in learning English. At the

same time, the school encouraged a sense of community inside the school by

creating a comfortable, egalitarian position between teachers and students, and

responsible freedom for learning to take place.

The voice of the participants found within this study support the Dakar

Declaration that Indonesia has signed and agreed to do upon it. It is for the

community, the government of Indonesia, and the educators, to listen to the

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marginalized students, change the way education has happened for the last sixty

years, and change the cold, sterile environment between two stakeholders, i.e.

schools and community, where we expect the marginalized students to learn and

succeed in learning English and become productive yet reflective citizens. In sum,

their success in learning English should be beneficial for their community and

make them empowered.

B. Reflections

The journey of trying to understand what sense of autonomy in learning

English means to the students of SMP QT have been long and insightful. I have

found that much of what I have read reinforces what I already knew on a

subliminal level. As a teacher and a mother, I find myself often wondering how

the school’s environment can raise students’ sense of autonomy in learning

English.

Teenagers are creatures that are evolving into adults at an accelerated pace

in today’s society and they are telling us that they need positive learning

environment and also meaningful learning as they emerge from their adolescent

cocoon.

My journey, towards my graduate program, began in January, 2006 when I

attended all the required courses. During these classes, I read many thought

provoking educational books and created my own small study group in the

reading room that has been instrumental in keeping me focused and encouraging

me to complete this thesis. Their suggestions helped me avoid many physical and

167

emotional pitfalls in the process of completing my study. One great suggestion

was to get benefits from the technology in organizing the data.

After meeting with my supervisor and completing the thesis grand

seminar, I reworked my methodology as I felt that I had only little knowledge on

doing qualitative research. Rereading books on qualitative research which were

recommended in one of the courses helped me understand in doing the research

empirically. My basic beliefs on research were also augmented. Once I received

my approval to move forward with my research, I began the process of contacting

the school, SMP QT, and staying there for a period of time.

I chose to begin my data collection process in the mid August as I believed

that there would be many activities organized by the students. They did organize a

big performance to celebrate the Independence Day; these activities became my

vehicles in going native, blending with the school and its community. I got to

know them and was able to collect data in very informal ways. I believed that the

truth of something lied when s/he was in a relaxed and familiar manner. During

my stay, I had a roommate who had spent some days before. She worked for an

international NGO and planned to establish a similar school like SMP QT in

remote area in Papua. We involved in a number of intense discussions on

education for marginalized people and from her I broadened my atmosphere on

how education in remote areas throughout Indonesia worked.

After accomplishing my first stay, I organized a second and third stays in

order to recheck my understanding on their experience. In fact, I also had to return

the participants’ portfolio in my second stay. During my second and third stay, I

168

felt more at ease with all community member and the school which became part

of my effort in walking in their shoes.

My aim for this research originally was that formal schools and the

teachers would have their awareness raised on the issues of learner autonomy in

language learning as experienced and articulated by the participants. I chose

hermeneutic phenomenology as my underpinning methodology, believing this to

be a worthwhile approach to shed light on aspects of the lived experiences of three

participants who experienced the students’ sense of autonomy in learning English

(van Manen, 1990). I believe that studying something in miniature and in depth

using hermeneutic phenomenology can give a “snapshot” of the whole.

C. Implications

A number of recommendations are evident from the findings of this

research. Some of this were articulated by the students who participated in this

study and some come from my interpretation of the findings.

This study adds substantial knowledge to the teachers’ understanding and

knowledge about what the sense of autonomy mean to the students in a non-

formal community-based school. In addition, the findings from this study also

adds substantial knowledge to the teachers’ understanding and knowledge about

what the sense of autonomy mean to the students in formal schools.

The implications emerging from this study refer to recommendations for

more time built into the formal academic day for JHS teachers to have “real”

conversation with their students and to attentively listen to them. JHS students

express the importance of feeling comfortable within the school but also have

169

sense of autonomy during classroom learning. Professional development of the

teachers in the areas of building relationships and understanding the emotional

intelligence as well as the multiple intelligences of adolescents would be

beneficial. The students need to have an active voice and sense of autonomy in

building a community of learners where they can learn English together.

D. Recommendations for future studies and projects

Based on emerging themes that surfaced throughout this study, there are

recommendations for future studies. The first recommendation is to explore the

other similar community-based schools in more detail to obtain more

understanding in the teaching-learning process. The next one is to conduct another

research with teachers as participants to have a complete picture on the

relationship between them. Finally, this research can be continued in the form of

longitudinal study as the participants start to enter high school in QT community

setting.

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APPENDICES

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Appendix 1. Map of Health Facilities in Salatiga in 2004

179

Appendix 2. Map of School-age Children in Salatiga in 2004

180

Appendix 3. Map of Educational Facilities in Salatiga in 2004

181

Appendix 4The Photographs

Picture 1

Living room

ComputerRoom

Garage

Kitchen

Picture 2

Bathrooms

Kitchen

Classroom

182

Picture 3

Theparticipant’s name

Picture 4

Bookswritten in

English

Dictionaries

English books on Upik’s parents’ desk

183

Picture 5

North-looking view from the school backyard

Picture 6

East-looking view from the school backyard

184

Picture 7

A short cutto schoolbackyard

Picture 8

School’s Resource Centre

185

Picture 9

The school’sinternet minitower

One part ofthehouse/school

Picture 10

A sticker found on the school’s wall

186

Picture 11

One of the classrooms

Picture 12

The Englishbookssection

The school library

187

Picture 13

Participant 1 (Upik)

Picture 14

The announcement board

188

Picture 15

The school attic: Before the school hour was begun

Picture 16

Participant 2:Novi

English drama practice: Before the school hour was begun

189

Picture 17

Participant 3:Dian

Picture 18

Upik’s first commercially-published novel

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Appendix 5.Fieldnotes

1st Set of NotesDate/Time : August 19, 2007/ 17.30-18.30 WIBPlace : The school living room

Description of the setting

LineNo.

Text

1

5

10

I arrived at SMP Qaryah Thayyibah at thirty minutes past six,the time when maghrib praying time was approaching. I was dressedas usual: a casual shirt, a pair of trousers, and a jilbab.

It was a warm and sunny afternoon. There were no peoplesitting on the veranda, although some teenagers were passing aroundin the garage. In front of the house, a white 80sh sedan car wasparked. As I walked into the living room which was also part of theschool, two persons whom I know, Mr. Bahrudin (the school’sprincipal) and Mr. Sujono Samba (one of the school founders); bothdid some work on the floor.

15

O.C.: I felt a bit lucky that I saw these two important people here. To me,they are the keynote persons from whom I could learn almost anything aboutthe history of the school. At first, I didn’t set a high expectation in seeingboth people. Seeing the reality in front of me, I became very enthusiastic inlistening to the history of the school from the first persons.

20

25

As the school was also the principal’s house, I went straight tothe living room and greeted them. It was an L-shape room with itsapproximate area of 40 m² and filled with two sets of arm chairs, twotables, and two book shelves. They were busy preparing things for thenon-formal education exhibition in Jakarta organized by Departmentof Education. For the exhibition, they brought also two novels writtenby the students; Maia Rosyida entitled Ekspresi and by Ifa entitledSebatas Ruang Rindu. There was also another book about educationwritten by Sujono Samba entitled Pendidikan Kesetaraan, Tapi TidakSekedar Setara. These 150 books were manually made, so theyprinted, laminated the cover, and bind together the pages.

30

35

O.C.: As I stepped into the living room, I tried my best to be as casual aspossible because my presence there was not the first time. After saying thegreetings, they welcomed me. I could see their familiar attitudes towards me,although I was sure that they didn’t remember my name. They kept callingme “mbak” without followed by my name.

191

40

The tasks in preparing the books for the exhibition wereshared; Mr. Bahrudin printed all the pages and the covers whereas Mr.Sujono trimmed the edges of the covers. Mr. Bahrudin’s wife came inand served some cups of tea along with some cakes. After greetingme, she came back to the TV room and watched TV with herdaughter.

45O.C.: As the school was part of Mr. Bahrudin’s house, most householdactivities could be observed from this living room. His wife and daughtersometimes crossed by through the living room and the distraction wascoming from the TV sounds. I had to keep myself focused on “keeping theconversation alive” despite the distracting sound.

50

55

The working positions between these two people weredistributed; Mr. Bahrudin worked on one part of the living roomcloser to the TV room than Mr.Sujono’s part. I started theconversation with Mr. Sujono because Mr. Bahrudin was receiving aphone call in other room.

60

O.C.: I let the conversations run as natural as possible. I didn’t take notes infront of them and recorded the conversation using my MP3 instead. Oneimportant reason was that the context and situation were so familiar and thepresence of “taking notes” during the observation would the naturalness ofthe conversation.

65

Once Mr. Sujono finished his part, he helped Mr. Bahrudin inlaminating the book covers. I joined them in inserting the printedpapers into the laminating sheets. Then, Mr. Bahrudin inserted thosesheets into the laminating machine.

70

O.C.: I was going native in this activity, so I helped them with all bookmaking process, from the beginning until the books were ready to sell. As Iwas doing so, I tried to get as many as supporting data as possible,particularly about the history of the school.

75

80

Mr. Bahrudin asked me some personal information, such as, whereabout in Yogya I live and my educational background. Having knownmy educational background, he took out the Tell Me More softwareand put it in his notebook and asked me some questions about thesoftware. He showed me how to use the software to learn English bycompleting some speaking activities. Then, he let me try to do thesame activities as he had done before.

85

O.C.: This part of observation provided me with both founders’ basic beliefsin English learning. Some data were shown up during this informalconversation. I was quiet amazed that Mr. Bahrudin was able to keep thedialog going between the software and him. He didn’t hesitate to show hisspeaking ability to me as a person studying English.

While helping him in preparing the printed cover in the

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90

95

laminating sheets, a man entered the room. He was about in his late40s and wore a sarong, a shirt, and a moslem cap. Mr. Bahrudin andMr. Sujono introduced me to this man; his name was Mr. Ridwan. Hewas Fina’s father (one of the students from the first batch). He satdown on the couch with us while having a cigarette on his fingers. Atthis time, he didn’t join us in finishing the book cover laminatingprocess but he joined our talk. After posing some personal questionsto me, he said that he was a dean of the school without being able tospeak English. Everybody laughed at his joke. Three of them talkedabout the school’s affairs.

100

105

O.C.: For a few moments, I enjoyed joining their conversation but then Idecided to move to another distracting noise coming from the garage. Therewere two reasons why I did so; (1) the conversation was beyond my researchconstruct meaning that the data was very saturated, (2) I have finishedhelping them with the laminating process, (3) I saw some students passed thegarage and they produced hilarious sounds from the computer room. Thesereasons persuaded me to gather other data that might be emerged from thecomputer-room context.

2nd Set of NotesDate/Time : August 19, 2007/ 18.32-20.10 WIBPlace : The computer room

Description of the setting

LineNo.

Text

1

5

10

I had to walk through the garage before I got to the one-window computer room which was facing the garage. Some wetclothes were hung in the garage and two motorcycles were alsoparked. There were two computer rooms in this school, but there wasnobody in the other computer room. A loud music came out of thisroom and could be heard from the living room where I was doingsome book making processes. It was 4x5 m room filled with two setsof computers with one printer between them, a brown bookcase, and apile of old local newspapers. This room was just across a kitchen andtwo bathrooms. The kitchen had a kitchen shelf with more than tencups and plates, a kitchen sink, a stove, some boxes of tea bags andcoffee, a jar of sugar, and other kitchen utensils.A boy came out of the bathroom and then he made a cup of tea. Allcomputers were connected to the internet and opened 24 hours forboth teachers and students.

15O.C.: Everything could be observed in this unique combination of a schooland a house. Either it was inside-out or upside down, I could observe everysingle detail. It was a school for every community member and a house for

193

20every student where they lived and learnt. Mr. Bahrudin opened his school-house 24 hours for every student and also provided foods and drinks forthem. A homey learning atmosphere surrounded this school.

A boy with brownish hair was sitting in front of the computerroom, writing on a writing pad, while three other boys were workingusing the computers; two boys worked together in one computer.

25O.C.: Just as any other teenagers, they used cool nicknames (Bob Marley,kondom), cool T-shirts, and also played popular songs of the week. Whensinging two English songs, I noticed that their spelling was just as what thesingers pronounced; no mispronounced words heard.

30

35

The boys in the computer room talked, laughed, playeddifferent kinds of music, and sang along together. Some songs were inEnglish, some were in Bahasa Indonesia, and some were in Javanese.Every boy did different work on the computer and sometimes theygave comments on each other’s work. A few minutes later, one of theboys left the room and sat in front of the room with the brownish-hairboy. A grown-up man came and entered the room. He occupied oneempty-seat computer and started to work. He was observing somewedding photos and after that watched a wedding video.

40

45

O.C.: I greeted a boy sitting in front of the computer room and he replied byasking where I came from. We had a short chat. At first, I didn’t see it asvaluable data; I was too soon to decide. Yet, it was blessing in disguise. Hetold me that he had been doing a movie project for celebrating theIndependence Day. He included 70 friends in his movie. He had a very highinterest in creating art work through movies. He also invited me to come totheir celebration on Aug 25. I built a friend-to-friend relationship with himby using local language and finally I could get an important informationabout the grown-up man in the computer room.

50

55

He was Mr. Muntaha, the English teacher. At that time, heedited a newly married couple’s wedding photos and video usingVEGAS software. The boy sitting next to him was Hilmi, Mr.Bahrudin’s oldest son, who was working on a building architecturaldrawing.

60

O.C.: I was amazed that the way they talked was just like friends. Theteacher asked the student technical questions about the software and Hilmureplied very informally, even with some teenagers jokes which I thought I itwasn’t appropriately addressed to older people.

65

Hilmi changed his architectural computer work with some picturedesign using photoshop software and while doing so, he kept teasingMr. Muntaha about how his teacher used the software for editingprocess. Mr. Muntaha also asked some questions to Hilmi aboutcommands in the VEGAS software. A few minutes later, there was achange in the computer occupation; Hilmi went out of the room and

194

the previous two boys came back to the room. They watch a self-madevideo and did some editing on it.

70O.C.: I didn’t put myself as the researcher, but more as a friend sittingcommenting their work. These two boys didn’t notice my presence until theyrealized that I commented on their work. Pak Taha did some art work onphotos of a wedding couple; that is how he earned more money.

75

80

The boys prepared the video for the Independence Show late thismonth. The video was about a boy who fell in love with a girl but thegirl didn’t even know about it. They asked where I came from andwhy I was there. After showing the video for a while, they asked myagreement whether their video was great or not.

85

O.C.: The video was amazing due to the fact that it was purely created by 3rd

graders of junior high. In fact, they actually used English in the writing thevideo titles; they used phrases“Sweet Place” and “Sweet School” to addresstheir school. From them I learnt how to call this school, just as simple as“alternatif.”

90

They showed me another video created by them about “A MagicBaby.” The room became hilarious as everybody laughed at thatvideo. After that, they showed me another video about love affairsbetween them. Nobody left the room and almost at the end of thevideo showing, another boy entered the room; he acted as the “magicbaby” in the video. Other boys teased him, especially about hisappearance in the video. They also asked my agreement whether thevideo was cool or not.

95

100

O.C.: I felt very welcomed due to the fact that they repeatedly asked myagreement on the coolness of the videos. They were very enthusiastic toshow me more than 1 video. One of the boys promised me to give a copy ofhis video. As the video showing continued, I decided to move to the livingroom just to make sure that I could help finishing the book printing.

4th Set of NotesDate/Time : August 19, 2007/ 20.10-21.30 WIBPlace : The living room

Description of the setting

LineNo.

Text

1 There were more things on the living room floor; a hammer, abig stapler, and three 30 cm-metal rulers. Mr. Bahrudin, Mr. Sujono,and Mr. Ridwan, were sitting on the floor while pressing the centralpart of all the books and packing them in a big box, ready for the

195

5

10

exhibition.I sat down on the floor and started helping them pressing the

books. While doing so, Mr. Ridwan invited me to come to his houseto meet his wife, Bu Ena, and he called himself as a used-thingsvendor. Mr. Bahrudin continued Mr. Ridwan’s words by telling thatMr. Ridwan’s youngest sister didn’t want to go to school as she feltvery bored. Mr. Bahrudin replied it humorously to his words.

15

O.C.: From this late-at-night setting, I got a lead-in information and to whomI would build more intensive relationship. I accepted the invitation to cometo his house in the morning aiming at obtaining more data by first handexperience.

20

After finishing the book making process, I passed by thecomputer room and the same boys were still watching the video. Mr.Muntaha was not there with them.

25

O.C.: When the book making was finished, I went to the attic to get somesleeps. The boys still watched and commented on their own videos. Theschool was also a house for them as I also noticed some boys slept in theattic also. I was wondering whether Mr. Bahrudin knew about their sleepingover.

30

There were a number of things in the attic; a whiteboard withhandwriting on it, old CPUs and monitors, and some wires connectingthe school with the internet. A sticker of Pak Din with the wordswritten in English was on the wall saying “Global Alliance onEducation for All Movement.”

35O.C.: This sticker impressed me as it was written in English and had a deepmeaning. Pak Din told me that it was prepared by the students as anadvertising tool to tell the world about thei school. Actually, it was made assouvenirs taken by Pak Din to England. He told me that he knew nothingabout students producing the stickers.

5th Set of NotesDate/Time : August 20, 2007/ 06.00-06.40 WIBPlace : The garage

Description of the setting

LineNo.

Text

1 It was a sunny morning although a little bit foggy. I slept in theattic bedroom with a woman, called Sondang, from Jakarta. She wasat the school in order to observe the school’s management so that shecould set up a similar school for her NGO. Two boys from the

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5

10

15

computer room last night, slept in front of my bedroom.The music was heard from the attic and the source was from the

computer room. When I climbed down the stairs, I saw two boys andMr. Muntaha swept the computer room’s floor and picked up somerubbish on the floor. Mr. Muntaha also swept the garage’s floor andthe kitchen’s floor.

Mbak Iyah (Ms. Bahrudin) was cooking in the kitchen; meals forbreakfast were ready on the table. After cleaning some kitchen utensil,she went to her room for a while and in a few minutes later she wasready with her uniform; ready to go to work. She pleased us (Sondangand I) to have our breakfast as everything was already on the table.

20

O.C.: Mbak Iyah was an administrative staff in a convection factory nearby.Her working hours started on 6.30 am-14.00 pm. An interesting fact was thather husband was against the idea of going to school only to work as apowerless labour. In fact, he still let his wife do so. From his story about thecommunity, I could grasp the idea of the community member’s proud bybeing able to work for the factory. As nothing could be observed at this earlyin the morning, I decided to have my breakfast in the nearest kiosk and tohave a short visit to Mr. Ridwan’s house hoping that I could meet a 3rd gradestudent to whom I could build new relationship.

6th Set of NotesDate/Time : August 20, 2007/ 06.50-07.30 WIBPlace : A breakfast kiosk – Mr.Ridwan’s House

Description of the setting

LineNo.

Text

1

5

10

The kiosk was at the same block as the school and it could bereached in 5 minutes by walking. On the way there, we heard Quranrecitation done by some girls.

An old woman of late 60 served the food, although we didn’thave many choices. There was only jenang sayur tahu (porridge withtofu and red beans). There were five boys behind the kiosk havingtheir breakfast. All of them wore sarongs, shirts, and moslem caps.The old woman told us that they were students from an Islamicboarding school nearby. This village, Kalibening, has two Islamicboarding schools; one is for boys and the other is for girls.

15

O.C.: Islamic atmosphere was everywhere in this village; it could beobserved from the clothes wore either by men or women, boys or girls. Inoticed a difference between those who went to the school and those whodidn’t. As the students of SMP Alternatif QT had more freedom even inclothing styles, they wore what they liked; nobody forced them.

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20

25

30

Having finished the porridge, I walked down to Mr. Ridwan’shouse which was about 500m away from the kiosk. Mr. Sujono, withhis uniform, passed me on his way to work; he was riding amotorbike. He was a civil servant assigned as an elementary teacher inthe local school.

Mr. Ridwan’s house was made of woods, cemented floor,consisted of five bedrooms, a big bathroom, and a big kitchen with notiles. He hosted six students of the school. Two 3rd grade studentsstayed in this house; Wikan and Dian. In the corner of the livingroom, there was a set of computer, a printer, two dictionaries (writtenby John Ecols and Hasan Sadili), and some books.

Fina, the eldest daughter, edited her documentary video aboutan Islamic boarding house located in the neighboring village.

35

O.C.: I’ve heard and read a lot about Fina from newspaper articles, adocumentary file of METRO TV, and her English essays against UN framedon the school wall. Having known her English before, I was wondering ifthere were positive effects to other hosted students. As she was very busy, Iavoided of being a snooper around her.

Bu Ena served us with tea and home made cookies. Shereturned to the kitchen as she was preparing food for breakfast.

40

45

O.C.: The house was very modest and just like ordinary rural house inIndonesia. His knowledge about education was above my expectation. Heknew much about homeschooling, Freire’s theories, and many otherconstructivist theories which I could haven’t though before. His critics wereactual and authentic. He told us some of the obstacles Mr. Bahrudin facedduring the initial year of the school and how they managed the money forthe school.

50In the middle of our talk, Mr. Ahmadi, a science teacher,

entered the house and greeted us. He told Mr. Ridwan that they had toleave earlier to Jakarta due to the available car. There was anotherexhibition on education that the school was also invited.

55O.C.: Due to his early leaving to Jakarta, I left the house and went back tothe school. Obviously, Mr. Ridwan had been assigned to many exhibition asthe school got more popularity. No wonder that he was an open-minded andwell-informed person.

7th Set of NotesDate/Time : August 20, 2007/ 07.55-12.40 WIBPlace : Around the school

Description of the setting

Line Text

198

No.

5

10

There was only one library in this school which was situated atthe new building and in conjunction with the class that 3rd gradersused for English class just now. It was a 4x4 m with two big and onesmall wooden bookcases which were filled with many kinds of books;textbooks, comics, recipes, maps, etc.

Eight students, come from different grades, were reading bookswhen I came. Some read comics and the other read subject There wasone teacher; Bu Ningrum, talking to some students. Amin went intothe room and asked some physics questions to her. Other studentsasked questions about the use of herbs in traditional medicine andhow the trees looked like. Zulfah was reading a teen magazine.

15

20

25

O.C.: Amin was responsible for keeping the keys for that week; each studenthad her/his turn to do so. Besides, she was also responsible for listing thenames who borrowed library books. She didn’t only ask questions to herteacher, she solved the problems by herself instead. English textbooks camein different types and publishers, but most of them were labeled “donationfrom….” Almost half of the books were rarely used, as seen from their bookpages’ cleanness and tidiness, particularly those published by foreignpublishers. On the other hand, dictionaries, published by Gramedia, weretorn in most cover pages as there were commonly used by the students.During my observation in the library, I decided to have Bu Ningrum as mygatekeeper. She told me who were good at English and had strongmotivation in doing so which finally gave me two other names; Ikhsan andAmin.

30

35

Upik came into the room. She asked one of her friends in thelibrary to practice the dance for the show and the songs for choir.They did the practices in the next room. Upik was a choir-girl for her1st graders and also a choreographer for the 2nd and 3rd graders danceshow. One of the songs they practiced was an up to date-English song.In the middle of the practice, Novi showed up and joined the choir.After practicing some songs, the other students had their moderndance practice. Upik showed her friends a sequence of movements.Then, they practiced it together.

40

45

O.C.: It was quiet crowded in this classroom as there was a choir practice inthe next classroom. I was wondering how they could learn English while itwas too noisy. My initial interview with Upik was conducted after thispractice. She was a warm and easy going girl. Novi was the nextinterviewee; she was also a cheerful and easygoing girl. After the interviews,Upik invited me to come to her house and made a movie with her. I was gladthat I could interact more with her and agreed to be one of actresses in hermovie. I let her finish her business with other friends and took this chance tointerview Wikan and Dian separately. Although it wasn’t easy to interviewboth of them, but Dian invited me to see a drama practice in Pak Ridwan’shouse. Finally, I could only interview Dian and Wikan would be later.

Wikan and Dian entered the room. 20 minutes have left but the

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50

55

60

65

teacher hadn’t come yet. Dian and Wikan practiced talking in Englishabout the technicalities for the Independence-Day show as Dian wasthe chairperson of the committee. They sometimes used bahasaIndonesia in doing so. Upik and Novi had a discussion on theirfavorite singers and translated the English words, such as MyChemical Romance and Creed. Ikhsan took out his dictionary butUpik suddenly borrowed it to look for the meaning of creed. Theysang along the songs together and other students joined them. Thewhole class had done these activities for about 25 minutes. Finally,they decided to look for the teacher in case he wouldn’t show up.Wikan and Dian left the class but Upik, Novi, and Upik, were stillthere. Upik practiced her dance in front of Novi while singing someEnglish songs and Zulfah was reading a chicklit novel. A 3rd gradercame in and said that Pak Taha wouldn’t teach them as he had to go toDikNas with Pak Ahmad. All boys left the room while Amin andZulfah remained seated and continued their discussion on the Englishtextbook.

70

O.C.: They didn’t look disappointed when they knew that Pak Tahawouldn’t teach them. They had already engaged in their own activities; thoseactivities were still related to English, indeed. Dian said that it was the lastEnglish period of this month and they would have a new timetable (adifferent one) after the show.

75

80

85

Upik and Novi left the room and went to the computer room tocheck their emails. They also searched a topic about modern dancethrough Google in English version. Having checked the incomingemails and found the topic of modern dance; they listened to and sangsome English songs. After that, they decided to have some snacks inMbok Nah house. Zulfah gathered with some creative kids girlsdiscussing on the school magazine “Jelajah.”At the same time, the 1st

graders had been having their English class since 7.30 am. There wasno teacher in their class but they had worksheets to complete. Twostudents came to Zulfah and asked the meaning of some questions onthe worksheets. She helped them translate the difficult words bygiving clues provided by the picture, and then the students answeredthe questions by themselves.

90

O.C.: Their spelling in singing the songs were good and able to find thecorrect meaning of English words. When they had to translate the wholesentences, they could do it. Once they decided to have something to eat, Imade up my mind to find Wikan and Dian to do more observation.

95

Wikan and Novi joined the boys group as all of them belonged tothe movie maker group. They talked about any possible propertiesthey needed to make the movie. There was a job distribution amongthem.

200

100

O.C.: As I couldn’t find the context where I could get the data, I decided toleave my participants do their business and walked towards the library. Upto this point, I had made a decision on who would be my participants thatwere, hopefully, Wikan, Dian, Upik, and Novi.

8th Set of Notes

Date/Time : August 20, 2007/ 13.10-15.38 WIBPlace : Upik’s house

Description of the setting

LineNo.

Text

5

Upik’s house was about 30 minute-walk from school which waslocated in another neighboring village. It was a brick-nicely arrangedhouse furnished with wooden furniture. The floor was not cementedyet. Both parents worked for an NGO named SPQT (Serikat PetaniQaryah Thayyibah); the embryo of SMP Alternatif QT. There weremany books in that house that half of them were in English.

10

O.C.: No wonder Upik produced good English as her parents also put a greatconcern on the importance of English. Because of her parents’ job whichmade them to talk to native speakers guests, Upik and her parents had theneed of learning English.

15

Upik took out all her masterpieces and started to talk about them;how and why she chose those topics to be written. Afterthat, sheperformed, in front of us, her choreography for the Independe DayShow. Then, she started the movie making process.

20

O.C.: She had many well-written works as her masterpieces, althoughnone was completely written in English. In fact, some of her workswere bilinguals meaning that both languages were used. I also tookthis opportunity to have the second interview after the first classobservation.

9th Set of NotesDate/Time : August 20, 2007/ 16.15-17.32 WIBPlace : Pak Ridwan’s House

Description of the setting

LineNo.

Text

On the way back to the school from Upik’s house, some studentswere hanging out in the porch of this house; Dian and Wikan weretwo of them. They called my name and I straight went to join them.

201

5 O.C.: As I heard them calling my name, I felt that it was the perfect time tohave the second interview after this morning’s classroom observation.Unfortunately, Wikan was not in the mood of talking to me and even to herfriends, so I could only interview Dian. From this point, I had made mydecision; Wikan would be excluded from my list of participant.

10As I was interviewing Dian, Pak Ridwan entered the house and ordered

Bu Ena to serve me a cup of tea. Just about the same time, Pak Ahmadentered the living room and started to have a talk with Wikan. Meanwhile,the rest of students were still in the porch area.

15O.C.: I observed for a while that Pak Ahmadi and Wikan had a serious talkwith Wikan. I was pretty sure that the talk was about Wikan’s personalproblem which made her so gloomy this afternoon. Therefore, my decisionnot to include Wikan as my participant was supported by this.

10th Set of NotesDate/Time : August 20, 2007/ 18.30-19.00 WIBPlace : School attic

Description of the setting

LineNo.

Text

There were two students in the attic doing their work. Mbak Nurulcame over after finishing her routine job as a treasurer at SPQT.Downstairs, Pak Din was sweeping the floor while his wife was doinghousehold chores.

5

10

15

O.C.: It was obvious that this school everybody learnt from each other andthere was no level of authority; Pak Din’s this morning activity was the factof it. His big family welcomed everybody to have meals at their houseanytime, although they were very humble by saying the food on the tablewas everything they had. Mbak Nurul was willing to share ideas and toanswer my questions on the school matters. In fact, she told me about herups and downs in establishing and keeping this school running. She was abrave woman. For a period of time, the school and her have to face allnegative assumptions designated to them. Yet, she managed to keep her chinup and realized that this must be happening in a point of time.

20

Many students (most of them were boys) came back to school asthey had appointments either with the teachers or their friends. Themain topic around their meetings were about preparation for the show.Three boys asked me about where I came from and what I was doingthere. Then, they played a guitar and sang along together.

O.C.: I tried to as native as possible as they got bored of being asked byguests coming to this school. There had been many guests, some of them

202

25 were researchers, who did their research on this commnity-based school,although none of them had ever did a research on English learning. Once theboys knew about my research topic, they got interested in quick ways to beable to speak in English. I was glad that they showed positive attitude andinterests towards me.

30

35

Pak Taha came to the attic and asked the boys whether they hadgot permission from Pak Din or Pak Ahmad about their sleeping over.The students said that they already told Pak Ahmad and their parentsabout this matter.

It was 10.30 pm. Music was still in the air while some boys editedtheir movies either in the computer rooms or in the attic.

11th Set of NotesDate/Time : August 21, 2007/ 06.00-06.30 WIBPlace : Garage (around the school)

Description of the setting

LineNo.

Text

5

Three boys who came last night slept on a mattress close to theattic balcony. Meanwhile, nobody was in the computer room. Therewasn’t any students in this place. The mosque announced a griefnews; Pak Din’s sister-in law passed away last night. Some studentscame and brought two bunches of flowers. Then, they arranged theminto a bouquet. Meanwhile, Ikhsan and his friends played games in thecomputer room.

10O.C.: I took this opportunity to interview him as he was in a relaxedcondition and we have made an appointment before. I could see his feelingas a little awkward when I asked him some questions. I thought it wasnormal as he had to face an opposite sex interviewing him.

15Novi showed up in the computer room and had a chat with Ikhsan. Then, shesat in the garage.

20

O.C.: I took this opportunity to interview Novi after yesterday’s classobservation. She came to school earlier because she had an appointment withone of the seniors in order to discuss their short movie for the independenceday show

12th Set of NotesDate/Time : August 21, 2007/ 06.40-07.15 WIBPlace : Pak Ridwan’s house

Description of the setting

203

LineNo.

Text

5

There was Fina’s sister in the front yard playing with some used-styrofoam boards. Other host students were busy getting ready forschool. Wikan and Dian were not seen in the living room. Bu Ridwanand her mother in law prepared breakfast for the whole house in theearthy-floor kitchen with stoves arranged from woods. There was onlyone bathroom in this house. Pak Ridwan had come back from Jakarta,he was sitting in the living room when I came. He served a cup of teawith fried cassavas on the table

10

15

O.C.: The house was full of learning spirit, although they did a task based ontheir own interest. Fina’s sister only went to school for 4 years and stoppedgoing there due to her uncomfortable feeling in the school. Her father neverpersuaded her to go back to school as she was very creative and had a highcuriousity. As what I had seen there, Fina’s sister was constructing a ship outof used styrofoam boards.

20

Wikan was sick. She only sat on the chairs in the living room.Fina was still doing the same video editing project as she had beendoing for the last two days. Dian was about to go to school. I walkedwith her to school.

13th Set of NotesDate/Time : August 21, 2007/ 07.20-11.30 WIBPlace : Pak Ridwan’s house

Description of Setting

LineNo.

Text

5

There had been many students who were already at school. Dianwent straight to the computer room to type some letters for theIndependence Day Show props. Then, she handed them to Zulfah, asthe secretary. We went to the living room to start the interview. Icould hear the voice of recorded Qur’an recitation when the interviewwas conducted.

10

15

O.C.: Not long after we started the interview, Zulfah joined us in the livingroom. She sometimes added Dian’s answers. Although I knew that having anadditional person in conducting the interview would decrease the validityand reliability, the situation and condition of the students wouldn’t let me doso; particularly when I had to interview teenagers. At the end of theinterview, Dian invited me to watch her play in Pak Ridwan’s house. I alsohad to struggle being focused on Dian as the recorded recitation was loudenough.

204

20

Pak Din’s terrace was filled with chairs for the guests as moreand more people came to express their condolences. There was noactivity during this funeral ceremony. Some students prepared theflowers and the other waited for the funeral ceremony to begin.

O.C.: I didn’t want to intervere this sad event with my going around trying tofind “the right participant,” so I joined the ceremony and helped anypreparation I can.”

25After the ceremony was over, Novi, Ikhsan, Upik, Amin,

Zulfah, and some other friends gathered in the garage. They talkedabout her kindness in teaching Javanesse to them (the person whopassed away).

30 O.C.: I offered a ride home to them as I had the car with me. They agreed tohave a lift home. At the same time, I also wanted to borrow their portfolios.On the way to their houses, I got some information about what they wantedto be when they grew up, and how English mattered to them.

14th Set of NotesDate/Time : August 21, 2007/ 16.10-17.45 WIBPlace : Pak Ridwan’s house

Description of Setting

LineNo.

Text

5

There were four girls sitting on the terrace chairs. Fina was stillwearing her high school uniform. Wikan came out of her bedroom andjoin the four girls. She distributed scripts for the drama. Not long after,Dian went out of her bedroom and asked her friends to have a dramapractice.

10

15

O.C.: They had practiced the dialog for 3 times and some of themremembered the dialogs without having the scripts on their hands, incudingDian and Wikan. Their dialogs were good as well as their pronounciation. Iheard only a few mispelled words during this practice. Everybody learntfrom each other, particularly when somebody had difficulty in pronouncing.I finally didn’t interview Wikan as she was still not in a good mood. Idecided to do so because I didn’t want to ruin my newly-built relationshipwith Wikan and I completely understood how complicated a teenage girlwas. I also took this change to interview Dian regarding her activities inlearning English when they had no teacher for English subject yesterday.

205

15th Set of NotesDate/Time : August 22, 2007/ 07.05-08.40 WIBPlace : The school

Description of Setting

LineNo.

Text

This morning first subject was English. Three students, includingAmin, gathered in front of the classroom. The class was supposed tostart at 7.30 am. Novi and Upik came afterwards. Upik showed me herbirthday letter to Taufiq and she recited a poem for him. Zulfah, then, joinedus in listening to Upik’s love poem. But after that, she left us.

5

10

O.C.: I took this chance to interview Amin before the class began. She saidthat the class timetable would be changed soon, so she wasn’t sure whethershe would have this morning’s class or not. When the interview wasconducted, Novi added her opinion to Amin’s answers. Finally, there wasno English class because nobody had told the teachers about having Englishclass the day before. After having breakfast with them in the schoolcanteen, I took them to Upik’s house because they wanted to have a dancingpractice, while I drove home back to Yogya.

16th Set of NotesDate/Time : September 5, 2007/ 06.55-15.20 WIBPlace : The school

Description of Setting

LineNo.

Text

5

O.C.: I managed to visit this school again to do more observation on theteaching-learning process in the “classroom.” After reading all portfolios Ihad from the previous observation, many questions filled my head. Ithanked to technology that I could stay in touch with Dian and Novi, atleast, so I could be able to find out their this month’s timetable and actuallygo there. I did some chit chat with the students before I began the classroomobservation.

10There were a number of 3rd graders sitting on the cemented bench

in front of the classroom. Novi and Upik came to this class whilebringing photocopied worksheets for today’s class saying to theirfriends that that was what they would do for English subject;

206

15

20

answering questions based on two reading texts taken from a textbook. Three students went to the library and brought back twodictionaries. At the same time, Zulfah entered the room with herfriend. Wikan and Dian came to the class after Zulfah (around 15minutes after her). The students sat wherever they wanted whiledoing the tasks; three boys sat on the floor, two girls still sat on thecemented bench, the others sat on the chairs. All students groupedthemselves; Upik, Novi, Amin, with Zulfah and a girl, Wikan withDian, Ikhsan with two other boys, etc. One boy asked the meaning of“broken” to Upik and she answered it using Javanese. Two boysdidn’t do anything. They drew something on their notebook instead.

25

30

O.C.: The reading text was about famous temples in Asia and this text waschosen without any reasons behind it. When they had English morning someprevious days, they decided to know more about Indonesian’s heritage andused this theme in their English class. They took the text from an Englishtextbook in the library. The class was relaxed and very helpful; they helpedeach other in answering the questions.

35

Pak Taha entered piped the classroom for a while and steppedinto the classroom. He asked how the students were doing with thetexts. He offered any helped to them. Some students started to askquestions which mainly about the meaning of the questions. He gavesome explanation. After staying for about 15 minutes, he left theclassroom but he reminded the students whether they had any helpplease come to him in the computer room. He promised to discussedthe answers anytime they wanted.

40

45

O.C.: During his short visit to this class, Pak Taha didn’t actually teachthem reading skills. He came there only to offer help which was amazed me.He talked as if he was at the same age with the students; no age gap and nolearning formality. He let the two boys who didn’t do the task after askingthem the reasons why they didn’t do it; they were busy making a layout fortheir documentary-movie.

50

55

Wikan and Dian were the first group to finish. Wikan and Diantook out her hand phone and started to push the buttons. Knowingthat they took out their hand phone, Novi asked Dian to play a song.Then, they sang along. It was d’cinnamon song. During this readingactivity, some students compared their answers to other students anddiscussed the differences if any; this happened back and forth. Atfirst, Upik asked Amin the meaning of question no. 3, then Zulfahasked a question to Novi, in fact Upik also replied to the question.After 40 minute-activity, Upik, Zulfah, and another girl went out ofthe class for having breakfast in the canteen. Wikan and Dian went tothe computer room. Since then, the class was dismissed. The nextperiod would be mathematics and it will be started at 10 am.

O.C.: Nobody pushed them to do something; they were free to do anything

207

they liked. I was not treated as a snoopy stranger at all, I was one of theirfriends instead. It made me feel relieved to set up our 2nd interview anytimethey felt like it. Dian was the first one to be interviewed and I had to waituntil Wikan had something else to do. Fortunately, she had an intensediscussion on her dissertation project with Bu Dewi. I didn’t have a heart tosee her looking at me and Dian while doing the interview as they were bestfriend. After that, I managed to interview Novi, although she had to bedrawn from her group. I felt sorry for doing so, otherwise I would miss thechance of interviewing her. The final activity of the day was to interviewUpik whose process was not as complicated as the first two participant. Shedid nothing at that time but sitting in the garage waiting for her friend.

17th Set of NotesDate/Time : November 13, 2007/ 07.15-14.10 WIBPlace : The school

Description of Setting

LineNo.

Text

5

O.C.: After the second observation and subsequent interviews, I managed tocome back again to have a revisiting phase. The students had a newtimetable for this month and obviously with new teacher. When I arrivedthere, some boys were playing football; one of them was Ikhsan. Theybecame familiar with me and were able to remember my name. I finallydecided to have Upik, Novi, and Dian as my participants.

10

15

Amin was the first student I saw in front of the same classroomas they used last month. Then, Upik came afterwards followed byNovi. Some boys came over and sat inside the classroom. They saidthe class would start at 7.30. It was almost 8.00 but the teacher hadnot shown up yet. Novi took an English textbook out of her bag andasked Amin some questions in many parts of the book; the publisherwas Yudistira. As Amin wasn’t able to give answers for all Novi’squestions, Novi put the book back into her bag. Zulfah came overbringing three copies of school magazine. Amin, Upik, and Novi,asked some questions about the next issue.

20

25

When the teacher came at 8.15, the students teased him andasked why he was late. He started the class by asking for apology tothe students using English and translated part of it (he woke up latethat morning). He then asked to the students “Ada spidol ?”. Someboys imitated his words, such as “I am sorry.” There were 15 studentsall together in the classroom when he started the class. After that, hewrote today’s topic which was “Present Perfect Tense.” He wrote theformula on the whiteboard and reviewed verbs in past participleforms.

208

30

35

40

45

50

Novi went out of the classroom because she received an smsand she wanted to read it. Dian and Zulfah looked at the whiteboardwhile copying what the teacher wrote on the board. The teachersexplained the principles of tenses in bahasa Indonesia. Meanwhile,Upik didn’t write anything and there was no book in front of her.Novi asked many questions, such as “Kasih S mas?, “Kalau bentukkeduanya become apa?” She also made some jokes with her friendssitting close to her whose one of them was Ikhsan. Then, Novi andUpik teased each other. Other students talked about other things, onlyNovi, Amin, and some other girls. After about 30 minutes, theteachers asked to the students whether they wanted to continue thelesson. Almost half of the class said “Yes.” The teacher continued thetopic but it was ended in 10 minutes. Dian didn’t ask questions duringthe lesson and when the class was dismissed, she put her notebookback into her bag and told me that she wanted to look for somematerials for her dissertation in the internet. Not long after Dian left,Upik said that she would meet Bu Nurul as she was in charge ofSTAR club particularly for English subject. Novi and Amin were stilldiscussing the answers of questions in another textbook that theirfriend had. Zulfah had left the class right after the teacher said that theclass was dismissed due her assignment in interviewing some highschool students. After 15-minute discussion, both of them wanted tohave breakfast in Mbok canteen.

55

O.C.: The teachers was overwhelmed with the noise that students made assome of them were actually talked about other thing than English. OnlyNovi and the other two boys who paid attention to them. To me, histeaching style was too grammar-centered. This might explained why thestudents behaved as such. Dian rarely took her eyes off the teacher, shelooked so concentrated during the lesson; very different from Upik andNovi.

60 The teacher hang out with three boys in front of the class, talkingabout their project. He used English most of the time in talking tothem and the students asked the meaning of his words instead.

65

70

75

O.C.: After the class was over, each student managed his/her own business.Zulfah, for example, went to interview high school students in a newly builtvocational school closed to the village. I had a chance to talk to mbak Nurulas she was approaching me when I observed the class. We had a quietintense talk, although she had to go downtown for her office work. On myway to the living room, Dian asked whether I had a collection of Englishexam that she could learn from. I promised her to send it through email assoon as possible. After all the participant had their brunch, I managed tohave the final interview with Upik, although we had a heart to heart talkbefore that. Then, I had the final interview with Dian after she had finishedher internet-research about her dissertation. Finally, I went to Novi’s houseas I found out that she had come home right after the brunch.

209

Appendix 6.Interview Transcript 1

Name : Upik LestariLocation : One of the classroomsDescription : The room is about 5x3m, one whiteboard, two windows, two doors,

ceramics floor, equipped with 20 chairs with armrest. This room isadjacent with the other computer room. The second door is facing theveranda where some students usually spend their time break and 5meters away from the street. The chairs are not in order.

Type ofinterview

: Semi-structured

Date/Time : August 20/9.08-10.45

Comment Text Coding

Thisclassroomwas ashortcut toto the mainstreet, sothere werealwayssomestudentspassingthrough theclass whiletheinterviewwasconducted.Thisinterviewwas takenafter Upikwasinterviewed. Novi (N)answeredthequestionsas they areclosefriends.

P Mbak, rumahnya dimana sih?R Di Yogya, Maguwoharjo. Dari bandara Adisucipto mau ke

arah lapangan sepak bola PSS, pernah dengar?P Iya...rumahku juga dekat lapangan, jadi rameR Sudah tahu namaku kan?P Siapa?R UllyP Ciah...Ully.R Aku tutup pintunya ya biar gak rame. Aku lagi penelitian, ya

belajar juga dari Upik, tentang bahasa inggris. Upik kandisini dari kelas 1?

P IyaR Upik milih sekolah ini atau orangtua?P Ya pertama sih orangtua, katanya suruh nyoba dulu, ntar

kalo enak ya lanjut aja, terus habis itu ya udah ngikut ajadulu, ntar kalo baru kerasa nggak enak, nah itu, ya gitu...Wah, kok lama-lama enak ya, cara belajarnya gak sepertiyang aku kira, yang huh masih SD negeri aja tuh kalo nggakgarap PR aja suruh push-up, suruh inilah.

R Oh ya di SD push-up?P Iya..iya di SD tuh gitu, kalo gak ngerjain PR suruh push up,

suruh lari mutering lapangan….aduh…..kalo disini kannggak, kalo Bu PRnya belum gini-gini….ya udah kitakerjain bareng-bareng. Jadi, menyelesaikan masalahnyabareng-bareng, kalo ada yang belum dipahami ya udah kitangomong, terus dimana nih letak nggak bisanya disini, terusdiajarin gini-gini. Aduh…pertama tuh aku bayangin gini-gini…ya udah aku pikirin tuh formal banget…ya pokoknyakalo nggak garap PR ya seperti SD bayanganku..aduhgimana. Lama-lama aduh kok ini enak banget, belajarnyatuh bebas, tapi bebasnya tuh bertanggung jawab. Ya habisitu bilang sama ibu, ibu Tanya gitu, gimana sekolahnya? Yaenak, pokoknya dalam minggu-minggu ini masih enak. Ya

AWA

210

ntar liat aja gimana. Ternyata sampai saat ini tuh ya masihenak-enak aja, jadi masih enjoy belajarnya. Apalagi tuhsekarang kelasnya dibagi dua, kelas akademik sama kelasekspresi, nah aku tuh kayaknya kalo akademik aku kurangcocok, ya udah aku ekspresi dulu aja, ntar baru kalo akupikir aku gak senang ekspresi yang ekspresi ternyata bebastapi nggak bertanggung jawab, mendingan aku ke kelasakademik, walaupun agak formal tapi bertanggung jawab.Trus habis itu, enak juga, share-share bareng, trus habis itu,gimana nih…apa planningnya ke depan gimana? Kitarencanain, mau bikin musik atau pelajaran apa? Jadi,walaupun ekspresi nggak ada...pelajarannya agak dikurangindikit..cuman kan enak aja, lebih ke sharenya gitu. Trus akulihat akademik, ya enak sih... tapi aku pikiranku tuh lebihtertarik ke ekspresinya. Ya udah, kalo umpamanya aku gakenak ke ekspresi..mendingan aku...kan boleh ke akademikkapan aja...akademik boleh ke ekspresi kapan aja. Tapiuntuk saat ini aku lebih ke ekspresi dulu aja.

R Terus yang memunculkan dua ekspresi dan akademik itusiapa yang ide pertama?

P Dulu pertama gini, kan waktu digabung kayaknyakebanyakan ya, soalnya waktu dari kelas 1 udah dibagi dua,kelas 1a dan kelas 1b, terus mikirnya kalo kebanyakan kanmesti ruwet, gojek-gojek sendiri. Trus habis itu, Bu gimanaumpamanya kalo kelasnya dibagi dua, tapi kelasnyaakademik dan ekspresi, gini gini....soalnya tuh masalahnyaada anak yang lebih suka berkarya dan ada anak yang lebihsuka ke formal..Oh ya boleh juga gimana dicoba....Terusdicoba aja dulu kalo umpanya nggak suka nggak cocok ataubikin kebersamaannya kurang mendingan jadi satu aja lagi.Sampai sekarang masih jalan, ya udah dijalanin dulu aja,jadi biar aja ngalir.

R Terus kalo belajar bahasa inggris, menurut Upik pentingnggak?

P Ya penting juga, soalnya kadang...apa itu...kalo yangdibelajarin itu gak harus bahasa indonesia..kan udah..uhjamannya udah....pokoknya yang paling penting itu belajarbahasa inggris, mau belajar mandarin tuh kapan aja bisa.Cuman kalo bahasa inggris ini kan udah sangat penting,orang dari India dari mana-mana...bahasanya kan palingnggak kan bahasa inggris. Walaupun aku agak-agak telatkalo pelajaran bahasa inggris....Hehehe

AWA

R Telat gimana maksudnya?P Ya telat gitu...soalnya kan rumahnya agak jauh, jadi

mulainya jam segini, kadang telat, kadang suruh hapalinvocab..kadang teman-teman..ayo vocab...vocab....beberapacoba, nanti yo pendampingnya ketawa-ketawa sendiri.Teman-teman yang ribet jadi bukan pendampingnya yangribet...ayo telat kan...nanti teman-teman yang ngehukum,dulu pernah suruh ngepel...aduh..Mending suruh ngehapalinvocab aja...hehehe..

TVT

R Ngehapalin vocabnya gimana caranya?

211

P Ya cari vocab-vocab yang baru, pokoknya yang harus belumdingertiin sama temen-temen...ya susah juga tuh..aduh

TVT

R Nyarinya di?P Ya di kamus, kan tiap anak punya kamus, paling ya di

linguist internet tuh. Kadang teman-teman ada yang bilang,wah kelasnya lagi kotor nih....vocab aja...vocab aja...yamendingan vocabnya, vocabnya kan lebih ke...kalo ada kata-kata yang kurang kan bisa ngambil dari vocab yang praktekkena hukuman itu. Kadang kalo Bu ntar telat gini..gini..telatntar suruh ngehapalin vocab, malah bagus itu, yaa Ibu, yatelat aja nggak apa-apa, malah mendukung.

AWA

R Dirumah ada komputer?P Ada komputer tapi belum dipake.R Ada linguistnya?P AdaR Sudah dipake juga yang dirumah?P Nggak, kamus paling. Kalo pake linguist itu terlalu cepat

terlalu mudah terlalu gampang gitu. Jadi mendinganbingung..bingung aja.

AWA

R Kenapa suka bingung?P Ya kan habisnya...kalo bingung itu kan kayaknya lebih

ayo...ayo..ayo gitu, jadinya lebih semangat aja. Kalo linguistkan gampangin aja gini...gini..Aku kan orangnya sukagampangin habisnya kalo dapat PR gitu

AWA

R Kalo pake kamus, kamusnya dapat dari mana?P Kamusnya, kalo ibu udah punya sendiri, kalo yang lain-lain

beli sendiri.INV

R Beli berapa?P Sekitar 50rban dapat dua, indonesia-inggris, inggris-

indonesia.INV

R Itu langsung bayar cash atau kredit?P Boleh kreditR Kreditnya gimana caranya?P Ya, ntar kadang ngasih 5rb berapa pokoknya gitu INVR Kasih ke…?P Kasih ke pengelola INVR Oh, nanti dicatat gitu?P IyaR Terus kalo kayak PR, gimana?P Kalo bahasa inggris, paling juga suruh....apa itu...kan kalo

diterangin ada yang disuruh ngerjain sendiri. Jadi yangdikasih PR itu kadang nggak semua, tapi kadang semua.Rumus juga kan perlu dihapalin, jadi kan nggak perlu bukarumus-rumus yang kemarin sudah dicatat, mendingandihapalin aja. Terus, masalah vocab mendingan dihapalin,jadi ntar tadi malam belajarnya dapatnya apa, jadi PRnyagitu..tadi malam belajarnya dapatnya apa. Lisan juga bolehtulis juga boleh. Kadang ada yang bikin diary Bu, tadisemalam aku belajar bikin diary tapi pake bahasa inggris.Oh ya udah, bacain silakan maju ke depan.

TVT

R Bikin...nulis diary pake bahasa ingris?

212

P Iya...R Diarynya dirumah?P Nggak..dulu pernah dikumpulin sini kok. Jadi ntar, kalo

nggak gini aja...ntar disekolahan nggak ada PR nggak adapelajaran bahasa inggris, tapi dari sini sekarang pulangnyatet kejadian-kejadian apa aja yang pernah dialami dankegiatan apa aja yang dilakukan dirumah, suruh nyatet pakebahasa inggris. Oh ya Bu, setuju Bu, setuju. Akhirnya padangumpul semua. Pertamanya, I get up, I get up semua sih,itu waktu masih kelas 1, kalo sekarang kelas 2 kelas 3 jarangsih. Kalau kelas 2 kelas 3 tuh sekarang lebih ke karya.Pelajaran juga sih, cuman kayaknya sekarang ini lagikeseringan bikin film untuk gelar karya.

R Kalo bikin gelar karya itu, karya apa aja yang udah pernahUpik bikin?

P Yang pernah udah dcetak?R He eh....P Ada dua, kumpulan cerpen...yang itu kan bareng-bareng

Kado Untuk Remaja itu, itu yang punyaku yang judulnya ituHaruskan...apa ya...judulnya...eh bukan...judulnya pokoknyaitu lah. Bikin puisi sama mbak Fina, puisiya judulnyaSebatas Angan. Udah dua itu. Kalo yang belum di itu[dicetak], film, cerpen-cerpen, sekarang itu lagi tak kelola,puisi, terus niatnya tuh mau bikin novel tapi baru dapat 59lembar, tapi sekarang lebih banyak mainnya. Kalo lagi BTsama teman-teman...uh..gak nyambung bikin puisinya.

R Kalo bikin karya-karya gitu, Upik kan juga senang nari-narigitu. Bagus kan narinya tadi, Upik pernah gak pake bahasa-bahasa inggris untuk bikin karya?

P Maksudnya lagunya?R Apa aja...lagu bahasa inggris..tulisan..misalnya bikini novel

mau cari bedanya apa dengan apa, terus cari di internet pakebahasa inggris

P Ya ringan-riangan aja gitu. Paling kata-katanya yang ringanaja bukan yang vocabulary.....waduh....

R Di novelnya ada bahasa inggrisnya?P Iya, kadang-kadang ih....I hate you...ah gitu-gitu...You’re

still my baby...ih gitu-gitu deh, pokoknya....R Dapatnya darimana kata-kata itu?P Ya dari sekolah sini, ya jadi kalo pelajaran itu…kayaknya

gini aja..kayaknya lebih gokil aja, campur-campurTVT

R Cari di internet atau tanya teman atau tanya guru?P Disini aja, kita kan kadang pake bahasa inggris kalo

pelajaran bahasa inggris. Jadi kadang sambil vocab dicatatkadang kita juga dimemorinya juga di gitu...alah....

TVT

R Kayak English morning gitu?P Tapi yang dulu paling suka pake bahasa inggris itu Faiz, tapi

sekarang sudah keluar. Dia itu jago...kalo di novel-novelpake...Excuse me...halo...anybody home? Gitu-gitu

R Kalo ngomong pake bahasa inggris? AWAP Masih gelagepan gitu, habisnya sekarang aku jarang belajar

bahasa inggris.AWA

213

R Setelah kelas 3 ini?P Iya, tapi aku usahain sekarang-sekarang ini untuk mentingin

bahasa inggris dulu ajaAWA

R Kelebihan Upik dalam bahasa inggris apa sih? AWAP Kalo kata temen-temen ya...hehehe...Aku tuh kalo pas cara

pengucapan bagus dikit terus sama pas nyantol-nyantolnyagitu, oh gini, oh ya gitu, pake penggunaan do, does

AWA

R Pinter berarti ya?P Agak...agakR Kekurangannya?P Kekurangannya...aduh...pas waktu ngehapalin. Kadang kan

kalo bikin diary kan gak bawa buku, bawa ya Bu tapi cumalihat dikit-dikit, ya boleh...Pokoknya kalo ngehapalin tuhsusah

AWA

R Tapi ingat kan..bedanya do does tadiP Kalo itu ingat cuma kalo ngehapalin itunya I get up

at…gini-gini…R Yang ngehapalin rumus yang itu Subject tambah?P Bukan rumus, diarynya, yang dibuat ceritanya apa

sih…didepan teman-teman cerita lagi, apa sih. Paling nggak,kalo aku maju ke depan, teman-teman…kalo aku nggakhapal ada yang mancing-mancing, oh iya langsung hapal.

R Biasanya kalo cerita diary ke depan, lancar pake bahasainggris terus kepotong-potong atau kecampur bahasaIndonesia?

P Aku nggak kecampur bahasa Indonesia cuman kebanyakanhmm…hmmm..ngg…

R Selain kamus, kalo untuk menambah kemampuan bahasainggris apa?

P Ya kadang cari-cari lagu, download-download gitu, apa sihini, ntar cari artinya..oh gini gini.Kan enaknya kalo dikomputer pake linguist langsung di internet. Terus habis itu,oh ini...Trus kalo di lagu itu, enak kok belajarnya, kalo diinternet bunga tuh gini-gini [reading text]...males bangetkalo yang kayak gitu-gitu.

AWA

R Berarti lebih senang pake lagu?P Lagu kan enak, syairnya kan tentang gitu-gitu kalo gak

broken ya senang gitu-gitu...TVT

R Terus diartikan? TVTP He eh... Dulu aku paling suka ngehapalin mengartikan

lagunya MCR...yang dari barat..My Chemical RomanceTVT

R Mungkin aku tahu lagunya tapi gak tahu penyanyinya ajaP Because one day I leave you… [singing]R Oh itu, aku suka lagu itu, cuman gak tahu yang nyanyiP Haaaa........!!!!!!R Terus udah diartiin?P Ya..itu dulu banget ngartiin, waktu kelas berapa ya?

Pertengahan waktu mau naik kelas duaR Kalo pas english mornng atau pelajaran bahasa inggris, yang

menentukan topik hari ini kita belajar apa, siapa?INV

P Temen-temen. Kita kan pasti ada kekurangan ada INV

214

kelebihan..gimana kalo kita mengadakan leader? Ntar leaderyang lebih menguasai ke ini, dikeiniin aja, trus berbagi-bagigitu. Jadi ntar gini, OK setuju, tapi kalo kita pengen belajarsesuatu, dari rumah harus udah bawa masalah. Nanti kitarembuk bareng-bareng gini-gini....Jadi kalo ada yang belumtahu, kita ke salah satu leadernya atau ke semua, habis itukalo leader dan teman-teman semuanya bener-bener mentokgak tahu baru tanya ke pendamping.

R Pendampingnya ikut gak waktu acara itu?P Nggak. Tapi kadang kalo malas cari pendamping, ah di

internet aja...TRS

R Contohnya belajar apa yang bawa masalah dari rumah?P Biologi. Dulu tuh waktu biologi waktu apa ya..Biasanya

kata-kata yang dari Yunani, gak ngerti ini tuh apa..Terus adayang leadernya juga gak terlalu menguasai, aku juga gaktahu, gimana dengan teman-teman yang lain? Terus kitaberunding melingkar, gimana nih kita gak tahu, kita kanharus belajar bareng-bareng, namanya harus saling mengisi.Eh kita juga gak tahu, cari internet aja, nah..kalo internetjuga gak ada. Ah, gak mungkin kan internetnya gak ada..jadisebisa mungkin kita nggak terlalu mengandalkanpendamping.

TVT

R Kalo yang bahasa inggris pendampingnya juga ikut? TRSP Nggak. Tapi kadang, Bu ikut Bu biar enak biar gini-gini.. TRSR Kalo topik yang paling disukai dikelas?P Yaaa.....kalo baru percakapan-percakapan gitu, kami ya pada

seneng. Anak kelas 3 sekarang ini ya dulu tuh paling tertarikya dibidang omong-mengomong itu, tapi ya sekarang agakpudar gitu deh

R Agak pudar?P Ya soalnya sekarang itu makin dewasa, pikirannya sudah

..alah...[gigling]R Kalo misalnya topik cinta..topik apa yang paling suka

dibahas?P Biasanya ya...tentang gosip-gosip. Kalo ada dari

infortainment, hei...masa to gini-gini! Ah pokoknya hebohsendiri kalo kita tuh anak alternatif gitu lho... Alaah....

R Pake bahasa inggris juga?P Iya kadang ada yang pake bahasa inggris, pokoknya ada

yang gak suka, ada yang mulai ngajak pake bahasainggrislah, bahasa jawa lah..bahasa indonesia lah

R Kalo PR,selain diary, PRnya apa biasanya?P Ya bawa masalah dari rumah, bukan PR dicatat guru suruh

ngerjain..alah!Mendingan gak deh...CRE

R Terus kalo untuk orang disekitar upik, Upik belajar bahasainggris, ngerti, banyak vocab katanya kan, Upik nolongorang lain gak dengan kemampuan Upik?

P Aku kalo di kelas masih agak standar sih, jadi gak terlaluketinggalan, gak terlalu itu..jadi standar...masih gitu. Kaloada teman yang gak bisa juga diajarin. Tapi kalo aku yanggak bisa, aku yang harus minta tolong, aku yang deketinkarena aku yang butuh. Tapi kalo dari temen sendiri, eh

215

gimana nih..eh gimana sudah selesai, gimana nih beda-bedainnya? Oh ya udah, gini aja, kan tadi rumusnya udahdiajarin, kamu tentuin aja yang kamu suka disini, ya udahkamu kerjain aja, yang ribet-ribet ntar-ntar aja.

R Kalo untuk orang tua, atau tetangga, atau orang sekitar ini,pernah gak menggunakan...tidak ngomong bahasa inggris..tapi misalnya Upik tahu informasi dalam bahasa inggris, ohini lho Bu artinya. Pernah gak?

P Hehehe....dulu pernah waktu 17an disini, waktu nari kanlagunya I’m sorry...I’m sorry gitu..langsung...sorry-sorry kiopo? Niku lho mohon maaf ngeten niku lho, Bu. Oh, pintermen yo kowe Ndhuk...Mboten kok mbah..

TRS

R Itu yang nanya ibu...P Mbah-mbah gitu...Opo ki sorry-sorry, pokoknya ya gitu.

Hehehe...Aku ya ketawa aja..Biasanya kan orang seringdengar terus tertarik, terus dicari..ya pokoknya gitu lah. Yakalo sama ibu ya gitu lah

TRS

R Ibu kerja dimana?P Ibu di SPPQT, itu serikat paguyuban petani qaryah

thayyibah. Pembantunya ini lah, penyemangat ini lah.TRS

R Tapi kalo di serikaT suka ada masalah pertanian. Ibu sukaminta tolong gak dengan ada hubungannya dengan bahasainggris?

P Ya nggak sih, soalnya ibu tuh orangnya lebih suka nyarisendiri. Adik biasanya yang minta tolong, mbak ini apa sih?Kalo di DORA kan lebih menggunakan bahasa inggris.Mbak, ini apa mbak, good bye apa mbak? Kok aku gak tahu.Goodbye tuh selamat tinggal. Terus tadi DORA ngomongsee you see you gitu. Langsung, itu tuh see you tomorrow,sampai bertemu besok, sayang. Oh gitu. Ntar kalo dapatdari DORA lagi, kalo gak tanya sama aku sama ibu.

TRS

R Oh bapak juga guru?P Ngak. Di LSM tapi di Boyolali. Kalo ibu di Ngawen.R Di rumah ada gak alat bantu lainnya, seperti kartu, tempelan,

bagan atau gantungan yang ada bahasa inggrisnya?P Ada. Mading. Di kamar ada mading, kalo ada karya-karyaku

yang aku sukain, aku masukin situ, ada sesuatu yang cute-cute gitu, aku masukin. Pokoknya kalo dilihat senang lah

INV

R Ada yang tulisan bahasa inggris?P Ada..ada kata-kata mutiara pake bahasa inggris. Kata-

katanya siapa sih? Pokoknya aku ngambil dari tulisanbelakang kaosnya ibu.

INV

R Tahu artinya?N Ntar...

P Kata-katanya punya Theo atau siapa...artinya tuh simpanlahbunga-bunga yang berguguran pasti akan berguna di masadepan. Intinya tuh simpanlah bunga – bunga yangberguguran...

INV

R Tahu artinya darimana?P Di setiap kata-kata bahasa inggrisnya kan ada kata-katanya

sendiri, ntar aku tanya ibu, Bu kenapa suka pake kaos iniINV

216

artinya apa? Soalnya artinya gini-gini...R Kalo software tell me more, suka pake?P Dulu pernah, sekarang gak. AWAN Instalnya lama terus susah dipake, harus ada cara-cara

khusus dan headset.. Pakenya linguist tetapP Kalo nggak transtool AWAR Bisa pake transtool?N BisaR Ada kesulitan dengan transtool?N Kadang gak sama artinyaP Kadang nama orang aja dibahasa inggrisin kok, jadi kadang

bingung sendiri. Jadi kadang bingung sendiri. Ntar kaloditaruh situ ijo, ntar kalo ditaruh di what jadi merah kanartinya salah, klik kanan...aduh yang bener yangmana...aduh bingung. Akhirnya diblok diklik kanan..d

AWA

R Cuma dulu pakenya di kelas 1?P Sekarang juga masih jalan kok, cuma bosen udah agak lamaR Sampai level apa main software tell me more? AWAP Gak jalan kok, dulu tuh, sampe mana ya? Dikit banget kok,

baru setengah jalan gak ada. Kalo anak sini tuh kalo yanggak disukai tuh gampang bosan

AWA

R Kan Upik senang nari nih, ada penari yang dfavoritin ngak?P Siapa ya..kalo aku sih lebih ke Agnes Monica...R Ciaahh....P Dia itu powernya dapat, penguasaan panggung dapat,

kostum juga gak kalah-kalah banget kok degan barat.R Power maksudnya apa?P Dia kan kalo ngedance powernya semangatnya kelihatan

gitu, jadi lebih kelihatan keren lah.R Pengen jadi Agnes Monica?P Pengen dong...R Caranya?P Maksudnya pengen kena di powernya..alah...tapi kan

sekarang powernya aku udah dapet..kata orang sih...R Iya, aku tadi udah lihat, bener kok.Asyik ya... Kalo kenaikan

kelas 3 kan ada desertasi, besok mau bikin apa?AWA

P Belum kepikiran, masih setahun kan. Aku tuh sukanyagitu...sekarang itu aku sedang giat-giatnya belajar buatnyiapin UAN

AWA

R Kenapa pengen ikut UAN?P Pengen nyoba soal-soalnya, pengen...pengen...aku kan dulu

lihat perjuangannya mbak fina, mbak izza, kayaknya wah,ikut UAN kayaknya enak nih butuh perjuangan. Waktuditawarin..ah ikut aja..tapi mau ikut UAN nasional ataupaket B nih, ah ikut paket B deh kayaknya, soalnya lebihgampang...ah milih soal yang gampang aja. Terus aku tanyateman, eh kamu ikut apa? Eh, sama...kelihatannya banyakyang ikut paket B hampir semua kelas ini.

AWA

R Apa nama kelasmu? CREP Paradise of full colors CRER Apa tuh artinya? CRE

217

P Surga penuh warna. CRER Siapa yang pencetusnya? CREP Kita semua. Kan awalnya dibagi dua, kelasku kan paradise

kelasnya novi full colorsCRE

R Kenapa kelasmu Paradise?P Kan kelas surga, biar kita punya surga. Kalo kelasnya novi

beda kesukaan beda sifat pokoknya beda lah, jadinya penuhwarna. Salah satu dari kita tuh, gimana kalo kita gabung jadisatu aja, lebih enak. Masa kelasnya gak gabung, ya udahdigabung, paradise of full colors, pada serentak bilang. Yaudah gak apa-apa. Kan kalo disingkat namanya imut-imut,POF.

CRE

R Wah pintar juga ya cari kata-katanya. Nah, ini kan mau ikutUAN, akan ada bahasa inggrisnya. Padahal kan nilaiminimal naik, terus gimana dong?

AWA

P Ya makanya itu, bener-bener giat belajar bahasa inggrissekarang ini.

AWA

R Udah mulai giat nih?P Habis ya kan dirumah bt nonton tv terus. Ya udah sempet-

sempetin buka kamusR Buku teks yang kayak di perpus punya?P Yang mana?R Yang kayak English on sky..P Oh iya, itu dulu dapat kenang-kenangan dari orang amerika

kan tas kayak gini, didalamnya ada bahasa inggris gitu samabolpen sama buku-buku. Dalam buku besarnya itu ada teks-teks bahasa inggris gitu jadi sering dilatih. Tapi vocabnyasudah terlalu tinggi, ya dibiarin aja jadi yang emang butuhdibelajarin dan emang harus bisa, ya udah dicoba aja, apasalahnya mencoba

TVT

R Dirumah belajar pake teks-teks itu?P Iya. Tapi kadang-kadang ya nyari di kamus-kamus itu , di

kamus indonesia inggris atau inggris indonesia nyari-nyarigitu, seengak-enggaknya dapet vocab.

R Itu yang terbitan gramedia kan?P IyaR Berarti lebih sering pake kalo buat belajar....kamus, linguist,

atau transtool?P Aku linguist, kalo transtool tuh waduh membingungkan.

Transtool tuh ora mendidik ya Nov yaAWA

N Ciee... ora mendidik...P Ya begitulahR Berarti diarynya yang bahasa inggris ada di rumah?P Udah dikumpulin, sekarang gak tahu dimana. Diary sing

mbiyen ki Nov, sing bahasa inggris I get up I get up. Duludikumpulin

R Dikumpulin ke siapa?P Kayaknya udah gak ada kokN Ke Bu Dwi. Dulu kan setiap hari nyetor, gitu. Terus

akhirnya tiba-tiba bu dwi pindah, ya udahP Gak ada persiapan gitu

218

R Di rumah juga gak ada yang disimpan?N Adanya juga diary patah hati..ciahhh..R Tapi itu kan rahasia...hahaha. Kalo bikin report untuk orang

tua, pake bahasa apa?CRE

P Bahasa indonesia CREN Itu pun gak formal CREP Ya kita-kita CREN Itu sama sekali gak baku CRER Gak ada yang pake bahasa inggris? CREN Wiii.....pengennya. CRER Ok deh, makasih ya Upik. Kayaknya aku ikut kerumahmu

deh, pengen lihat madingmu, katanya ada foto-foto cute.

219

Appendix 7Interview Transcript 2

Name : UpikLocation : The school garageDescription : There are two motorbikes parked in this place, three boys are in the

computer room, and a boy is playing a guitar in the livingroom.Type ofinterview

: Semi-structured

Date/Time : September 5, 2007/12.05-12.45

Comment Text Coding

Thesituationwas not ascrowdedas usualdue toafterschoolhour. Itwas notnoisy;there wereonly twogirlstalking infront us,althoughwe couldstill hearthe guitarplayed byUpik’sfriend.

R Upik lagi nungguin siapa sih?P Lagi nunggu anak-anak kelas 1, mbak..katanya pada mau

belajar dance gitu….R Emang janjian jam berapa sih?P Jam setengah 12...tapi nggak tau deh kenapa belum datang..R Kalo gitu kita nunggu sambil ngobrol ya, boleh kan?P Iya, mbakR Pik, di reportmu, makasih ya udah dipinjamin report, kok

nggak ada report bahasa inggris ya?TVT

P Dulu kan gini, mbak…Waktu kelas 1 kan langsung dikasihkayak apa itu…formular reportnya…jadi tinggal ngisi. Nah,terus, kelas 2 nya, aku lagi senang….itu lho…nulis novel..Jadi ya udah, semua pelajaran reportnya dibikin novel, malahada yang dibikin buku itu lho mbak, udah lihat kan waktukerumah?

AWA

R Lihat dong..yang judulnya senandung rindu itu kan?P Yoi........R Terus, kenapa nggak nulis novel bahasa inggris aja? AWAP Hehehe....nggak PD...kadang pengen juga sih tapi

susah...nulis pake bahasa inggris kan nggak gampang, mbak.Ajarin dong...!Please

AWA

R Hehehe...gampang itu, bisa diatur. Tapi aku lihat di reportmuada sedikit-sedikit bahasa inggris, kok bisa?

P Ya kan kalo pendek-pendek aja, masih bisa sih. Dulu tuh apaya...ya sering dengar aja di film atau pas forum yang adaspeaking..oh itu mbak, dari lagu..iya..banyak inspirasi darilagu.

AWA

R Asyik ya belajar lewat lagu...Nah terus,waktu di kelas bahasainggris tadi pagi kan Upik bawa fotokopian tugas tuh, siapasih yang milih tugasnya?

INV

P Ya kita bareng-bareng gitu...waktu itu lho..sejarah, kita kanbelajar soal kekayaan Indonesia yang direbutMalaysia...hei..gini aja, kita cari bacaan bahasa inggristentang budaya Indonesia buat besok...setuju...ya udah titipPak Ahmad fotokopi, dikerjain deh

INV

R Upik ikut usul juga bacaan mana yang mau dikerjain?

220

Herfriendsshowed up

P Gimana ya...ikut sih ke perpus terus Amin samaZulfa..kayaknya..iya, yang cari..mereka tanya...ya udah, jadideh

INV

R Terus, susah nggak jawab pertanyaannya tadi?P Yaaa...nggak susah amat, kan bisa tanya teman.R Upik bawa kamus nggak?P NggakR Kenapa?P Biasanya sih...ya bawa tapi tadi lupa, kesiangan buru-buru,

tapi yang lain kan banyak yang bisa juga..bisa tanyaR Terus hasil kerjaan yang tadi mau diapain?P Ya dicek kamis pas pelajaran lagi..tapi biasanya sih aku cek

lagi.ada nggak yang salah ya....kan bisa jadi inspirasi jugauntuk nulis novel..Cieeee

R Boleh juga tuh...Kalo untuk disertasi Upik mau nulis tentangapa?

P Mau bikin itu...apa tuh...susu kedelai. Kan rasanya macam-macam...tadinya...ih susu kedelai kan aneh, tapi setelahdicoba, eh enak lho. Ya udah nulis itu aja

R Udah cari bahan kemana aja? Ada yang bahasa inggris?P Baru dapet ide baru-baru aja....belum coba cari-cari gitu.R Kenapa sih mau nulis tentang susu kedelai?P Dulu itu pertama gini...kan susu memang bagus untuk tulang,

tapi kok banyak anak-anak kecil yang nggak...apa tuh...nggakmampu beli susu. Kasian kan? Udah nggak jaman gitulho..nggak minum susu. Kan kalo bisa bikin yang murah...ayoadik-adik pada minum susu...enak lho...kan biar pada pinter.Alaah...apa coba...Tetanggaku aja ada yang nggak maususu...siapa tau nih...mungkin...kalo susu kedelai...bisaminum..mau gitu..

TRS

R Lha kalo mau bikin yang enak kan harus tau berbagai macamresep. Mau pake resep darimana?

P Ya kan habisnya...baru coba bikin minggu kemarin..ada yangjahe, kopi, sama...coklat..ya itu. Kalo...ada sih dari internettuh...cara bikin susu aneka rasa...aku dapat yang bahasainggris juga...tapi..hehehe, belum ditranslate.

R OK deh, boleh bagi-bagi dong susunya?P Boleh dong! Eh, enak lho mbak.R OK, kapan2 kita sambung lagi ya. Thank’s lho

221

Appendix 8Interview Transcript 3

Name : UpikLocation : School porchDescription : The school porch is facing the isle.Type ofinterview

: Semi structured

Date/Time : November 13, 2007/10.30-11.35

Comment Text Coding

It was justafter theEnglishclassfinished. Theinterviewwasconducted inthe schoolporch. Therewere somestudentssitting a fewmeters awayfrom us. Thetranscriptbelow isselected asUpik startedthe interviewby telling meher personalproblem andher sister.

She alsodescribedher sisterduring theinterview.

……….P Makanya aku tadi ketemu Taufiq agak gimana gitu. Kan aku

dapat royalti dari buku yang diterbitin ya udah…..Bu, yangini ditukar aja pake uangku.

R Diterbitin sini?P Iya..kata ibu, ya udah uangnya disimpan aja.

……………R Eh, yang STAR club yang buat anak-anak itu bahasa

inggrisnya ngapain aja?TRS

P Ya bahasa inggris..ya masih standar-standar aja..ya buku tuapa…ya masih standar gitu doang

TRS

R Terus caranya gimana, sambil nyanyi-nyanyi?P Nggak. Nanti diterusin A B C sampai Z itu, nanting

diterusin vocabnya. Jadi nanti..buku siapa tau..book..ya natieja B atau O. Masih standar gitu

R Ramai yang ikut?P Hmm, katanya, rencananya, terakhir ketemu

itu..mbak..kenapa? Aku pengen berenang ataucamping...mbak aku pengen camping. Kan ada satu anakHari yang ulang tahun, ya udah besok desember aja,desember ulan tahunku. Pokoknya enak lah, melatihkesabaran juga. Aku kan kalo di SMP terkenal judes,gitu...gitu

R Kenapa pengen masuk itu?P Ya pengen aja.R Diajak?P Ya, pertamanya sama mbak emi, mbak nurul, mbak emi kan

s ering gimana ya…nggak konsisten...sering nggak masuk.Mbak nurul tanya, kamu habis dhuhur ngapain? Padahal akusendiri di Tingkir aku kan udah ndiriin sekolah

TRS

R Sekolah apa? TRSP Ada deh. Gurunya kan aku sama Muslim, bukan orang sini

orang sana. Apa sebaiknya gini, coba diperiksa gimanamewarnainya kemarin. Hayo kakak upik sama kakakmuslim ngapain hayo...Kadang ya senang juga..

TRS

R Obet juga ikut?P Ikut, tapi Obet tuh orangnya gimana ya...pengennya respon

dengan dia..

222

R&P

...................

R Ada yang dua tahun ada yang tiga tahun. Kalo yangTK..siapa yang suka jeruk...aku...aku, wah banyak yangberantem. Kalo yang SD, di STAR club. Kan besok halal bihalal, nah anak-anak yang playgroup mau nari di rumahku.Pada minta diajarin nari, pada centil-centil. Kadang yangndampingi tuh jengkel sendiri, gimana ya.

R Besok Upik lanjutin SMA disana? AWAP He eh. Aku tidak pedulikan pandangan orang-orang AWAR Kalo Novi lanjut sini?P Novi...nggak tau, kayaknya. Zulfah nggak ikut semuanya,

UAN juga nggakR Paket B juga nggak?P NggakR Kenapa?P Nggak tau. Aku sih sebenarnya ada niat itu, cuman pengen

liat soalnya. Kalo ibuku sih terserah, mau ikut UAN ataunggak. Tapi ibu sih bilang, sebaiknya ikut, biar nggak kaget.Aku juga nggak kebayangin harus SMA disekolah formal.Bisa BT terus.

AWA

R Eh, kalo di kelas tadi pagi pas pelajaran sama Mas Minan,gimana?

P Ya...asyik-asyik aja...baru sekitar 4 kali ini ngajar kok. Diaitu kan serumah sama Taufiq. Katanya sih pernah di pondokyang bahasa inggris gitu...

R Tadi Upik nggak nyatat apa-apa waktu pelajaran. Gimanatuh?

P Hehehe...lagi malas aja. Lagian gurunya terlambat sih.. TVTR Terus, Upik ngerti nggak apa yang diajarin?P Ya ngerti sedikit. Dulu pernah sih belajar sama kayak

tadi..ya tinggal cari catatan yang dulu aja, biar inget lagi.TVT

R Pernah nggak selama pelajaran dengan Mas Minan, Upikusual, Mas kita belajar ini aja?

P Nggak tuh…gimana ya..Mas Minan kan kalo masuklangsung bilang topik apa, ditulis di papan, diterangin, terusya..ngomong pake bahasa inggris..ya udah. Habisnya barusebentar sih mbak kenalnya.

R Terus Upik belajar apa dong?P Ya belajar aja dari buku pelajaran, kan dirumah juga

ada…eh..pinjam buku perpus juga sih..dikerjain aja soal-soalnya. Terus, kalo nggak bisa ya baru tanya gurunya atautanya teman.

TVT

R Bukunya terbitan mana? Udah banyak yang dikerjain?P Wah, nggak tau terbitan mana, pokoknya ada di perpus..ya

udah dipinjam. Apalagi kan mau UAN...harus belajar dong.Pokoknya buku kelas 3 udah hampir habis dikerjain...cieee...

TVT

R Hebat dong. Udah pernah ada tugas dari Mas Minan?P Belum. Habisnya juga baru sebentar sih ngajarnya...tapi

enak kok..eh lebih enak Bu Dwi ding..lebih gimana gitu...TVT

R Lha gimana?

223

P Ya lebih bikin semangat aja..ada PR dibahasa bareng-bareng..ya gitulah. Enak aja

TVT

R Oh gitu ya...OK deh thank’s ya ngobrolnya. Kapan-kapanaku main lagi kesini.

224

Appendix 9Interview Transcript 1

Name : NoviLocation : One of the classroomsDescription : The room is about 5x3m². There are one whiteboard, two windows, two

doors, ceramics floor, equipped with 20 chairs with armrest. This roomis adjacent with the other computer room. The second door is facing theveranda where some students usually spend their time during break andit is 5 meters away from the street. The chairs are not in order.

Type ofinterview

: Semi-structured

Date/Time : August 20/10.50-11.15

Comment Text Coding

Thisclassroomwas ashortcut toto the mainstreet, sothere werealwayssomestudentspassingthrough theclass whiletheinterviewwasconducted.Thisinterviewwas takenafter Upikwasinterviewed.

R OK, Novi ya, kelas ekspresi atau akademik?P Akademik, tapi nggak pernah masuk kelas, bolos.R Kenapa? Lha terus, kalo masuk kelas kapan?P Kalo aku tergantung mood, kalo lagi pengen, lagi bener-

bener sadar, lagi benar-benar waras tuh, biasanya gilahehehe....., masuknya akademik. Terus kalo udah habisistirahat kan udah panas banget, udah malas, nggak pernahikut kelas terus kalo nggak ikut kelas, nggak pernah gabungke kelas akademik. Juga. Ntar, takutnya mereka yang gimanamalah nggak belajar malah ikut di kelas kita. Kan malahnggak enak to?

AWA

R Terus kalo siang udah panas?P Terus nggak pernah ke kelas sama sekali, ke ekspresi juga

nggak. Ya udah, duduk-duduk disitu aja, kadang kalo adawaktu ya baca buku apalah. Masalahnya kan lagi nyelesainbuku...nggak nyelesain buat buku...lagi nyelesaikan bacabuku. Dirumah lagi itu Che Guavara.

TVT

R Lagi baca buku itu?P SukaR Yang bahasa indonesia?P Ya kalo yang bahasa inggris, wah setahun lah….kagak

mudheng juga…hehehe. Kadang juga kalo lagi pusing jugamalah tanya-tanya sama kakak kelas yang udah tahu, Che itukayak gimana sebenarnya, gitu-gitu. Catatanpun yanglainnya suruh nyatat, malas ah nyatat.

TVT

R Dari kelas satu kan Novi disini? Waktu SD dapat bahasainggris?

P DapatR Nah, terus di sini kan katanya beda. Bedanya gimana?P Gimana ya? Kalo di SD sekolah yang lain tuh monoton.

Guru tuh ngasih...ngasih...kayak semacam materi. Itupunkalo bahasa indonesia, kita masih bisa ngerti. Kalo bahasa

AWA

225

Upikwantedto borrow avideocamera asshe wantedto make ashort film athome. Theinterviewwasinterruptedfor aminute.

inggris kan udah bahasa asing, kalo guru nggak bener-benerekstra nerangin terus kalo kita nggak kebiasa, kan kita nggakmungkin mudheng, to? Ya udah, kalo disini tuh rutin tiappagi diadain, biarpun nggak ngerti-ngerti banget, cuman kalonggak bisa mudhenglah apa arti, nggak bisa bener-benerngejelasin ini apa, tapi tahu kalo isinya tuh kayak gini. Kitanggak harus tahu semua, yang penting kan point-pointnya.Kalo inggris kan cuma point-pointnya doang yang didapat.Kita juga jadi terbiasa. Terus komputer pun juga bahasanyajuga nggak ada bahasa indonesia, kan? Bahasa inggris terusya kita dari situ udah mulai agak ngerti-ngerti apa artinya.Bedanya tuh kalo disini materi yang diajarin tergantung samamurid, paling pendamping cuman kasih, apa ya, ya cumankita buat silabus terus pendamping ngasih masukan-masukanaja soalnya kan kita juga nggak tahu-tahu banget soal bahasainggris, mereka kan cuma nemenin kita belajar aja. Terus yagitu belajar biasa. Tiap pagi jam 6, dulu sih, tapisekarang........

R Dulu kelas berapa?P Dulu kelas 1 sampe kelas 2 masih jalan, terus kelas 3 ini Pak

Taha sendiri kan sudah sibuk dengan adik kelas, kita juganggak ada yang ngajarin, ya udah nggak aja...pending dulu.

R Menurut Novi, bahasa inggris itu penting nggak sih buatkehidupan?

P Penting banget. Soalnya kan itu bahasa internasional,sekarang kan kita nggak tahu masa depan, kita tuh mendadakjadi orang-orang yang sukses kan kita nggak tahu tiba-tibaaja ada tawaran ke inggris sekarang.....aku pun mungkin kan,itu buat modal buat kita...ya nggak?

AWA

R Mau dong.....P Mungkin nggak butuh-butuh banget cuman kan kayaknya

penting banget. Kayak kita, sarapan aja gitu, kayak pentingbua kita, kayak nasi aja, makanan pokokgitu...penting...penting banget.

AWA

R Kayak nasi gitu, harus ada gitu?P He eh...R Caranya novi biar bisa bahasa inggris, caranya gimana?P Hmm...hmmm....aku suka baca buku apa gitu, terus kalo dulu

kan, kalo sekarang kan nggak kayak dulu. Kondisinya kannggak kayak dulu, dulu kan bener-bener masih ekstradiperhatiin sama pendamping. Sekarang kan mereka sudahpunya kesibukan sendiri-sendiri, terus kita kan dilatih untukmandiri, ya udah...dan aku mencoba untuk mandiri. Terusaku, cari-cari kayak yang apa....kayak cerita, terus ntarditerjemahin sendiri. Atau nggak, nulis apa, kalo disms kansukanya kan gaya-gaya-an gitu, ya agak nyindir-nyindir,terus pake bahasa inggris. Hpku juga disetting pake bahasainggris, jadinya kan agak ngerti paling nggak tuh, kayakbahasa indonesia, ih masak teman-temanku disetting bahasainggris semua, masak punyaku bahasa indonesia sendiri, kanjuga malu sih.....Sekarang aku sukanya setting bahasainggris, bahasa indonesia tuh kayaknya udah biasa, nyoba

TVT

226

yang lainnya. Komputer kan juga bahasa inggris. Kita tiaphari pegang komputer, otomatis kita setiap hari kan belajarbahasa inggris, nggak secara langsung, nggak secara harusbener-bener ada guru...eh...pendamping. Kita bisa belajarsendiri, akhirnya dikit-dikit tahu lah.

R Kalo kamus punya?P Punya 2, john ecols asli.R Itu dirumah?P Iya. Dulu kan dari disini kan bayarnya Rp. 4500 tiap hari.

1500 buat maem, 1000 buat tabungan, 2000 buat komputer.Yang seribu kan nabung tiap hari, dari kelas 1 kan masihdikasih LKS, kelas 2 udah nggak, kelas 3 udah nggak.Mungkin kan setahun sudah cukup lah buat beli 2 kamus,terus kita belinya, dibelikan guruku, kita kan nggak pernahbeli di Salatiga sini, semua kan mahal. Paling kita kan kalolangsung beli banyak kan dapat diskon, beli di jogja murah.

R Yang beliin ke yogya siapa?P Dulu Bu Dwi. Ekstra perhatian, enak banget, masih reguler,

tapi regulernya masih ada batasan-batasan tertentu yangbikin kita...asli enak banget. Ya sekarang udah punya suami,ya udah...tapi sekarang masih fine-fine aja

R Kalo belajar bahasa inggris, topik apa yang paling Novisukai?

P Hmm....semua suka, tergantung mood aja. Kalo lagi suka yasuka, kalo lagi malas, aku tuh kalo udah malas....mau diapa-apain ya tetap malas, nggak bisa dikasih apa, ya tetap malas.Y a kita belajarnya yang intensif gitu

R Kelebihan Novi dalam belajar bahasa inggris apa?P Kalo secara lisan, asli aku nggak bisa ngomong, aku malah

bingung sendiri. Kalo soal nulis, aku nggak sombong sih, akubisa...yang lainnya nggak bisa cara nulisnya gimana...akubisa gitu lho.

AWA

R Spelling maksudnya? AWAP Iya, spellingnya bisa, kalo talkingnya kurang. Soalnya juga,

gimana ya....dulu kan kakak-kakak kelas dulu sering datangturis, ya secara nggak langsung mereka belajar ngomongbahasa inggris.

AWA

P Ya itu kelemahanku, di talkingnya kurang. Kalo soal nulis,aku bisa. Kelemahanku satu, nggak bisa...eh kurang telitisoal memposisikan kalimat. Kan bahasa inggris tuh jugapentinglah.

AWA

R Maksudnya posisi apa? AWAP Kadang tuh kebalik, kadang she is...tuh kadang is tuh dimana

ditaruh...Nggak teliti sebelumnya. Walaupun kita nggakpernah bener-bener diajar gurunya gitu, tapi kalo udahsemesteran, ya mudeng aja. Nggak tahu kenapa, ya biasa ajagitu. Pelajaran tuh, nggak pernah aku bener-bener belajar,tapi kalo disuruh kerjain soal semester, nggak tahu kenapa,otomatis ya bisa aja. Ajaib kali ya...huuu

AWA

R Hebat ya...Terus kalo Novi bisa bahasa inggris, berguna bagiorang sekitar Novi nggak?

227

Her brothercame topick her up.Herattentionwas a littlebit off track

P Berguna sih berguna...heeh. Dulu temenku, yang kebetulanadik kelasku, ya pernah main-main bareng, ada tugas rumah,kayak tes tugas rumah. Mereka sama sekali nggak mudeng.Soal gampang kayak gini nggak bisa, ih nggak bisa mbak. Yaudah, tak bantu semua.

INV

R Bentuknya gimana?P Ya biasalah, monoton soal bentuk abcd. Mereka nggak bisa

sama sekali, nggak mudeng artinya apa. Ya ampun! Aku ya,lho, nggak sebisa-bisanya anak sini, ternyata diluar sana adaanak-anak yang bener-bener nggak mudeng. Yaampun!Ternyata....!

INV

R Dirumah ada komputer?P Ada. Transtool kan nganu, windows 98 ya bisa, tapi yang

kebanyakan pake yang xp, waktu mau instal, komputerkunggak bisa.

R Jadi, yang dirumah adanya linguist?P Linguist ya ada. Tapi sekarang lagi rental tuh, soalnya cpu

nya lagi ngambek, lagi diservice.R Selain kamus, dirumah ada apa, selain kamus, yang ada

bahasa inggrisnya?P Dulu kelas 1 kan disuruh buat kaak cerita gitu, tapi gagal

nggak benar-benar bagus sempurna, terus tak ketik lagi terusditempel dikamar.

TVT

R Wah, pengen deh kerumah TVTP Nggak, cuma 1 tok, itupun udah lusuh banget. Aku aja

kadang lihatnya...ih...geli! Kadang to be nya kurang, nggakada...salah-salah. Jujur aku, nggak suka yang nempel-nempel

TVT

R Nggak pernah nyimpan-nyimpan yang dulu juga?P Nggak-nggak pernahR Kalo gelar karya kemarin bikin apa?P Gelar karya tuh aku kan jadi MC, jadi nggak pernah

kebagianTRS

R Jadi MC tapi ada campur-campur bahasa inggris nggak? TRSP Daripada salah ntar diketawain.....mending nggak

aja...hahaha....soalnya kakak kelas banyak yang nonton, teruskalo salah kan disorakin kan malu.

TRS

R Ya udah deh...makasih ya...

228

Appendix 10Interview Transcript 2

Name : NoviLocation : The school porchDescription : The school porch is located at the main door of the house facing the isle.Type ofinterview

: Semi-structured

Time/Date : September 5, 2007/10.55-11.20

Comment Text Coding

As theinterviewwas beingconducted,some of herfriendsasked her afewquestions.Thereweren’tmany localswho passedus throughthe isle.Theinterruptioncame onlyfrom herfriends.

R Nov, ngobrol sebentar ya, boleh kan?P Hehehe…Kenapa mbak?R Makasih ya udah pinjamin aku reportmuP Sama-sama mbak. Eh, CD Simple Plain mbak Ully masih di aku

lho, tapi di rumah…wong aku nggak tau mbak ully ke sini.R Nyantai aja..disimpan aja duluP Gini Nop, di portfoliomu kan ada english report tuh. Bisa cerita

proses nulisnya?R Report yang kelas 2 ya...oh iya...waktu kelas 2 kan disuruh bikin

report , tapi terserah kita isinya apa. Ya udah, aku nulis aja apayang tak pelajari di bahasa inggris...yang mudeng-mudenglah...kalo nggak mudeng ya nggak ditulis...Hehehe

INV

P Kalo yang translate lagu, siapa yang milih lagunya?R Aku sendiri lah yaw...kan bebas. Waktu itu aku senang lagu apa

tuh....?INV

P Bring me to lifeR Oh iya...itu tu. ..Ya udah aku translate ajaP Dapat vocab-vocab baru?R Iya…banyak vocab baru…tapi kalo artinya nggak nyambung ya

aku sambung-sambungin aja..yang penting aku mudengAWA

P Terus, kalo tentang cerita valentine? Katanya harus pengalamanpribadi ya....?

R Hahaha....malu aku..ya kita disuruh buat cerita cinta-cinta angitu tapi ..aku dulu buat apa ya....Oh itu...aku cerita tentang cintake orang tua..Kan valentine nggak harus cinta pacar misalnya..

P Susah nggak waktu buatnya? Sekalian presentasi kan?R Wah ya susah..agak lama aku buatnya..tapi tanya teman-

teman..eh bahasa inggrisnya ini apa sih..ya udah diikutin aja.Terus waktu presentasi..ya cerita di depan teman-teman...malusih tapi ngintip –ngintip catatan gitu

CRE

P Seru dong..R He ehP Waktu bikin cerita itu...mbak erni yang ngajar..tapi nggak lama,

terus nggak ngajar lagi. Ya waktu ngomong di depan kelas,dibener-benerin. Ya enak sih, teman-teman juga ada yang bener-

229

benerin...tapi ada juga yang godain.R Kalau mendeskripsikan foto, Nopi pake fotonya siapa?P Oh foto itu...pake foto vokalisnya EvanescenceR Itu tugas rumah atau kerjain di kelas?P Ya dikelas ya dirumah juga...kan nggak bisa langsung selesai.

Waktu dikelas kan kita disuruh bahwa foto model siapapun yangdisuka, terus cerita modelnya gimana..kayak ekspresi-ekspresiwajah situ..

R Dulu pake kamus nggak Nopi bikini deskripsinya?P Pake..kadang tanya teman..kadang pake kamus, kan di linguist

juga ada. Dulu ada Faiz kan..jadi aku sering tanya juga, tapisekarang udah pindah sih

R Masih disimpan deskripsinya itu?P Wah, nggak tau udah dimana...dulu kayaknya dikumpul terus

nggak tau lagi...hmmm..ada dua dulu tugasnya, yang satu udahlusuh banget aku tempel di kamar..jelek banget! Yang satunyalagi ya dikumpul itu.

INV

R Kalo Nopi sendiri nolong teman yang nggak bisa juga? TRSP Ya nolong, tapi kalo aku bisa aja..kan kadang-kadang ada vocab

yang sulit ya nggak aku bantu.TRS

R Terus kalo untuk disertasi, Nopi mau bikin apa? TRSP Belum kepikiran. Pengennya sih nulis tentang che guavara,

soalnya aku lagi baca bukunyaTRS

R Pernah coba cari di internet?P Pernah, tapi kalo yang pake bahasa inggris, aku nggak mudeng

blas...susah, bisa setahun nejermahinnyaR Terus, jadinya gimana disertasinya?P Ya paling itu aja dulu, kan masih agak lamaR Tadi waktu pelajaran bahasa inggris, aku lihat Nopi asyik

banget kerjainnya...P Hehehe...iya..apalagi ada lagunya. Kalo jawab pertanyaan

bacaan kayak tadi,ya agak nggak mudeng juga. Vocabnya adayang nggak tau, tapi

AWA

R Nopi nggak bawa kamus?P Nggak.Aku cuma bawa buku pelajaranR Terus kalo ada tugas kayak tadi, terus selanjutnya ngapain? Kan

tadi belum diperiksa?CRE

P Paling di rumah ya aku ketik lagi, cari lagi di kamus artinya.Tapi kalo lagi malas ya nggak diapa-apain...

CRE

R Menurut Nopi, jawab ngerjain tugas nggak ada guru seperti tadi,enak nggak?

P Ya enak juga tapi enak dulu, dulu ekstra perhatian dari Bu Dwi,jadi semangat. Pak Taha dan Mas Aziz juga enak sih...fine-fineaja

R Nopi mau ikut UAN?P He eh…aku mau ikut kejar paket biar bisa dapat ijasah..kan ada

tulisannya smp alternatif. Teman-teman juga pada ikut kok.R Yang milih bacaan untuk dikerjain tadi pagi siapa? INVP Ya tadinya kan pas forum sejarah pada ngomongin soal

kekayaan indonesia yang dicuri Malaysia, terus pada punya idecari teks bacaan tentang indonesia juga..biar kita lebih

INV

230

mudeng….cieee..!!! Ya udah, Amin yang punya kunciperpus…ya dicopy aja dari buku di perpus

R Apa selalu Amin yang tugas nyari bahan?P Ya nggak lah yaw…gantian..siapa aja yang ngeluarin ide ya bisa

cari.INV

R Gunanya apa sih Nop, topik yang dipake belajar bahasa inggristadi?

AWA

P Banyaklah mbak..kan kita punya banyak budaya tapi nggak taukenapa, kok ya pada diambil negara lain..Malaysia itu mbakmisalnya..Kok iya ya kita nggak paham budaya sendiri…anehkan mbak? Ya udah kita setuju pake ide itu

AWA

R Nopi pernah kasih ide ke teman-teman untuk belajar bahasainggris topiknya apa?

P Hmmm…..pernah dulu sekali..Kita cari topik tentang selebriti,terus speaking di depan kelas….Hehehe…aku nggak lanacar sihngomongnya.

R Kan namanya juga belajar…ya nggak?P He ehR OK deh, tuh teman-teman, Upik juga nunggu. Kapan-kapan

ngobrol lagi ya...

231

Appendix 11Interview Transcript 3

Participant’s Name : NoviLocation : The porchDescription : Her house was made of woods, a typical Javanese house. We

sat at the front side of the house facing the street.Type of interview : Semi structuredDate/Time : November 13, 2007/13.05-14.10

Comment Text Coding

There wasonly hersister athomewhile theinterviewwasconducted.She feltashamedof herhouse, sowe had theinterviewat thehouseporch. Ialsohelped heransweringquestionsin theEnglishtextbook

P Hei mbak, duduk disini aja ya. Isin aku...R Ah, nyantai wae. Disini malah adem.P Eh, mbak CD mu masih di aku je. EH, mbak dodol banget

aku. Ternyata CD nya tuh bisanya dibuka di windowsmedia, nggak bisa diputar di CD ROM biasa je. Eh, simpleplain ki artine biasa banget yo mbak. Band luar negeri kianeh-aneh, mbek cintapucino ki d’cinnamon ki artine kayumanis to. Aku buka neng kamus. My chemical romance kanbahan kimia maksudnya gimana tuh mbak?

TVT

R Ya mungkin yang berbau bahan kimia mungkin yo...HahahaP Lha, creed artine ki takwa, iman. Ya ampón..malah MUSE

artine merenungkan, ya ampun banget deh…Band luar kinamanya aneh-aneh.Spice girls masak artine rempah-rempah…to yo mbak?

TVT

R He eh. Lucu-lucu yo….Eh, piye mau di kelasnya MasMinan, kowe takon akeh to?

P Ya he eh..aku ra mudeng kok…mending aku moco bukuseko perpus wae. Ya aku mung sinau nganggo buku iki wae.

AWA

R Sing mau kowe takon Amin kae to? Gene wis rampungakeh. Kok garap dhewe ning omah?

P He eh. No. 6 iki opo mbak?R&P

…………………….

R Lha kowe arep melu kejar paket to?P He eh. Aku mung sinau ekonomi, sejarah, matematika, karo

bahasa inggris tok. Sing liyane ora iso, je.R Lha selama iki nganggo buku terus di dalam kelas?P Kelas 1 pake LKS, kelas 2 kadang-kadang, nek saiki ra

nganggo ki. Malah ora belajar ki. Nggak pernah masukmbak, malah sibuk sama matematika ki, belajar di rumah

TVT

R Mas Minan ki dari mana?P Katanya mahasiswa, biasanya ngajarin grammar. Lebih

enak sinau bahasa inggris ning ngomah mbak.R Nopi udah pernah usul topik mau belajar apa untuk bahasa

inggris?

232

P Belum. Piye yo mbak...R Terus mau bikin disertasi opo Nop? CREP Isih bingung je, mbak. Pengennya sih tetap nulis tentang

Che Guavara atau translate lagu-lagu barat..CRE

R Lha kalo nulis tentang Che udah punya bahan? Ada yangbahasa inggris?

P Ada sih dari internet tapi belum tau ah mbak. Isih bingung.R Nopi melu UAN kejar paket to?P Melu no...he eh...kan penting juga untuk lanjut

SMA...pengene sih tetap di alternatif.R Ok deh. Thank’s ya ngobrolnya. Kapan-kapan tak main lagiP CD nya masih aku pinjem yo mbak....R OK. Gampang

233

Appendix. 12Interview Transcript 1

Name : DianRole : StudentLocation : In the living roomDescription : The interview is taken in the living room. It’s an L-shape living

room approximately the area of 5x4m with armchairs, bookshelves,and students work.

Type ofinterview

: Semi-structured

Time : August 21, 2007/09.45-10.20

Comment Text Coding

Theinterviewwas takenjust a fewhoursbefore thefuneralceremonybegan whichwas locatedin a Mosquenearby;about 30 mfrom theschool. TheQur’anrecitationwas clearenough to beheard fromwhere theinterviewwasconducted.

R Saya Ully dari Jogja. Saya kemarin dua kali kerumah lho,lihat kan?

P Oh, he eh...R Saya lagi bikin penelitian tentang pelajaran bahasa

inggris sih di sini. Tadi Zulfah sudah, makanya..Dianjuga ada kok, makanya sekarang tanya ke Dian. Diandulu dari kelas 1 disini?

P Dari dua pertengahan IDSR Dulu dimana ?P Di Jakarta, di SMP 102R Oh..kenapa pindah kesini ?P Tertarik aja disiniR Berarti sebelumnya pernah disini ?P Dulu pernah tiga hari disiniR Yang bawa kesini siapa?P PapahR Papah orang sini?P Nggak...Papah mungkin temannya Pak Din jadi tahuR Terus kalo menurut Dian, pelajaran bahasa inggrisnya

gimana?P Dulu sih efektif banget ya...sering belajar ada forum juga,

tapi sekarang udah jarang banget berjalanAWA

R Pas kelas dua ini?P Masuk kelas tiga iniR Yang dulu efektif itu? AWAP He eh..waktu kelas dua AWAR Menurut Dian waktu di sekolah formal biasa dengan

sekolah disini, pelajaran bahasa ingrgisnya gimana?P Lebih banyak mendapatkan..apa ya...pelajaran lebih

disiniAWA

R Untuk bahasa inggris?

234

P IyaR Contohnya gimana merasa perbedaannya menurut Dian

sendiri?P Di sekolah...di yang dulu..jarang banget bercakap-cakap

bahasa inggris, ada juga yang malu. Disini bebas, temen-temen ya belajar bahasa inggris sama temen sendiri

AWA

R Ooo...Dian seringnya biasanya belajar sama siapa?P Ya sama teman sekitar, misalnya kadang-kadang ketemu

ya pake bahasa inggris.R Dirumah itu, sama Wikan segala?P IyaR Suka ikutan ngobrol segalaP IyaR Menurut Dian sendiri, bahasa inggris penting nggak sih?P Ya kalo butuh ya penting AWAR Kalo untuk masa depan, penting nggak?P Butuh sih sebenarnya…untuk mencari pekerjaan, untuk

cari pengalaman buat ke luar negeri juga bisaAWA

R Nah, kalo disini, bisa bercakap-cakap gitukan…kelebihannya Dian dalam bahasa inggris apa?

AWA

P Aku…apa ya…percakapan AWAR Untuk kekurangannya? Yang paling nggak bisa? AWAP Listening AWAR Oh listening susah?P Susah. Untuk menyamakan kata apa dengan kita

ngomong, kan berbeda.AWA

R Nah, kalo disini, cara belajar yang paling Dian sukai apa? TVTP Apa ya….berforum lah..ya pendapat…saling berpendapat AWAR Kalo untuk menulis segala?P Mungkin aku kurang suka ya...Lebih suka ngomongnya

secara langsungAWA

R Kenapa gak suka? AWAP Kurang tahu...hehehe AWAR Dian punya kamus yang satu pasang itu?Indonesia-

inggris, inggris-indonesiaINV

P Ada.Aku cuma bawa satu yang inggris-indonesia INVR Oh, dulu dari Jakarta bawa? Yang satunya nggak dibawa?P Nggak dibawa. Karena mbak Wikan juga punya INVR Jadi pinjam?P IyaR Selain kamus, apa yang dipake untuk belajar bahasa

inggris?P Alfalink. INVR Oh punya Alfalink? Dari Jakarta? INVP Iya INVR Masih dipake sekarang?P Jarang, sekarang sudah mulai error. Hehehe.... INVR Dulu sering dipake? INVP Iya..hehehe... INVR Komputer?P Komputer juga pake linguist, transtool AWA

235

R Sering dipake juga? Yang mana yang sering dipake? AWAP Transtool AWAR Caranya gimana kalo pake transtool? AWAP Diitu aja, ditulis aja inggrisnya. Di transtool, bisanya

inggris –Indonesia, Indonesia-inggris nggak bisa.AWA

R Jadi kata apa gitu ya?P Misalnya saya pergi makan gitu kan, diklik inggris-

indonesia, dua bahasa, trus diklik transtool..eh translateR Terus keluar?P IyaR Suka salah-salah nggak? AWAP Kadang-kadang kata-katanya kan ngacak, tapi kan kita

juga bisa berpikir, pasti ada sambungannya lah. Jadi kitamenyambung sendiri supaya jadi kata yang benar

AWA

R Kalo linguistnya? AWAP Linguist cuma kamus satu kata aja. Menggambar gitu

drawingAWA

R Kalo adik-adik kelas 1 dan dua suka ada yang tanyanggak?

P Ada sih.R Tanya apa biasanya yang ditanyakan?P Arti dari kalimat, biasanya itu.R Biasanya Dian langsung kasih tahu?P Kalau tahu ya langsung kasih tahu, tapi kalo nggak tahu,

mungkin aku cari dulu lahR Cari di?P Katanya yang lainR Kalau pas belajar kemarin seperti di forum itu, topik apa

yang Dian paling sukai?TVT

P Topik apa ya...apa aja sih suka, cuman ya tergantung ya,tergantung kalimat-kalimatnya itu.

TVT

R Misalnya, lagi tema celebritis siapa jatuh cinta, terus ayokita omongin cinta, pernah?

P Hehehe……pernahR Terus dibentuk apa, bentuk conversation aja atau bentuk

ditulis puisi, atau apa?P Ya biasanya sih, cerita-cerita gitu, bikin cerita. Kadang

kita nge-game, dikasih kertas, terus suruh baca.R Nah, kalo dirumah, kan ada adiknya Fina, pernah ada

yang tanya, artinya apa sih Mbak?P Yang dirumah, ya kayak itu, teman-teman kos juga suka

tanya-tanya jugaR Berarti Dian juga, menurut teman-teman jadi tempat

untuk menanyakan bahasa inggris?P Transtool berjalan...hahaha....R Iya katanya?P Iya sih bisa dikatakan begitu. Cuman, aku gak suka aja,

karena aku belum tentu bisa gitu lhoR Trasntool berjalan, berarti vocabnya banyak ya?P Hehehe....iyaR Kalu untuk percakapan?

236

P Aku merasa kurang dibandingkan teman satu kos.R Tapi kalau arti tahu?P Mungkin tahu?R Tapi ada nggak rasa bahwa dulu di sekolah yang dulu di

SMP 102, kayaknya aku lebih ingat bahasa inggrisdengan cara disekolah itu dengan sekolah sini. Pernahnggak merasa seperti itu?Perbedaan yang sangatkelihatan?

TVT

P Perbedaan...ya secara itu aja, apa ya, kan kita mencarinyalebih simple, subject kan plus ini karena kan subject itupasti, ya kita nyari jalan simpel aja untuk ngehapalin.

TVT

R Agak beda dari yang dulu. Kalau dulu gimana?P Subject+predikat, gitu-gitu kan ribet jadinya, kalo kita

kan nyari sendiri cara yang paling mudah buat kitaR Misalnya kalo kita mau ngomong, kemarin dia makan

apel gitu, cari yang lebih mudah gimana?P Ya itu aja, ya kita ingat, pasti kan ada rumusnya,

rumusnya kita ingat-ingat cuman yang menurut kitangingatnya tuh paling gampang, cara mengingatnya.

R Misalnya kalau mau mengingat simple past caramengingat yang paling gampang gimana?

TVT

P Subject plus verb 1...ntar dulu...subject plus verb 3 ya,verb 2…aku lupa..hahaha..Udah lama nggakl dipake kalongomong. Kalo ngomong, verb 2 ya apa aja, tinggalngomong.

TVT

R Kalau Dian sudah pernah bikin karya apa aja? CREP Bikin apa ya? Belum bikin kayaknya...hahaha...belum

siapCRE

R Dian akademik atau ekspresi?P AkademikR Besok ikut UAN?P Iya ikut UANR Nah, persiapannya apa dong mau ikut UAN?P Belajar aja yang rajin..heheheR Berarti buku teks punya? INVP Pasti ada dari Papah INVR Dikirimin? INVP Iya, karena yang nuntut aku buat ikut UAN, Papah. INVR Padahal Dian maunya? INVP Ya terserah aku lah, gitu lho. Cuman Papah suruh aku

ikut UAN, supaya gimana sih belajar disini tuh. Akunyaefektif atau nggak

INV

R Sama Papah dikirimin buku teks? INVP Heeh... INVR Terbitan mana kalau ingat? INVP Erlangga dan rumus-rumus kecil INVR Untuk 17an besok Dian mau bikin apa? TRSP Aku..itu Season Family. Dirumahnya mbak Fina bikin

drama. Kalo kelas kita bikin drama musikal ya?TRS

R Drama musikal apa? Yang sama Upik itu? TRSP Iya TRS

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R Yang drama musikal apa? TRSP Drama kayak drama-drama cerita gitu TRSR Judulnya apa? TRSP Little blue riding hood TRSR Kenapa blue?P Karena jumpernya cuma ada warna biru, hahahaR Terus yang jadi ?P Mbak fitriR Terus kamu jadi apa?P WolfR Kasian...hahaha. Dapat ceritanya dari mana? TRSP Dulu di tempat lesku ada kelompok teater gitu drama-

drama gitu. Aku dapat kelompok little red riding hood itu.Tadinya mau aku sama Arin, gak jadi. Terus Littlemermaid, gak jadi. Pinokio gak jadi. Ya udah jadinyaLittle Red Riding Hood.

TRS

R Tapi ceritanya asli atau dibikin modifikasi?P Tadinya asli cuman kan pemainnya cuma enam

sedangkan yang dirumah kan delapan, jadi ditambahindua

R Jadi apa yang dua?P Ditambahin misterius person sama satu lagi...apa

ya...itulah temannya little red riding hood.R Jadi little bluenya berdua?P IyaR Besok dramanya dalam bahasa indonesia atau bahasa

inggris?P Bahasa inggrisR Udah latihan?P Udah, udah hapalR Kapan mau latihan lagi, aku lihat ya?P Kapan ya? Mungkin nanti.R Oh ceritanya dari Dian? Dian yang usul?P Waktu itu kan ada yang tanya, gimana nih, Season

Family mau bikin apa?R Kok Season Family kenapa?P Karena kan sering bikin film tapi kan filmnya nggak

selamanya dokumenter, musiman gitu kan. Musimnyaselalu berganti.

R Oh yang tinggal disana namanya Season Family?P Iya. Aku lagi beres-beres kamar terus nemuin teks, ini

gimana. Ya udah, diimprove-improve juga sih.R Yang kelas 3 Dian dan Wikan? Terus Fina kelas 2P Mbak mila kelas 2, kelas 2nya ada Khusnul dan Sita. Pas

berdua-berdua.R Gosipnya berdua-berdua?P Iya...hahaha..R Kalo misalnya PR gimana? CREP Disini nggak ada PR, aku belum pernah dapat PR. CRER Selama dari kelas 2 belum pernah dapat PR bahasa

inggris?CRE

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She directedthe questionto Zulfah(Z), herfriend fromthe samebatchZulfahjoined theinterview.She alsoansweredthequestionswhich wasdirected to

P Waktu itu cuman forum, ngartiin lirik lagu INVR Tapi pake pendamping kan? CREP Pake, Pak Taha CRER Lagunya apa? CREP Waktu itu apa ya, drama musikal excel, sama itu I want to

spend my life time loving you.INV

R Itu lagunya bikin kita melayang…hahahaP Hahaha…..R Terus diartiiin semua? CREP Iya, kan per orang CRER Oh tiap orang bawa lagu CREP He eh.. CRER Terus ditranslate sendiri-sendiri? CREP Iya CRER Translatenya pake apa? INVP Transtool INVR Kalo transtool gak ada, juga pake kamus dibuka? INVP Kamus? Kadang-kadang kan transtool gak ada, cari di

kamus-kamus lain?INV

R Selain Ecols punya kamus-kamus lain? INVP Yang kamus-kamus kecil, kadang cari di alfalink INVR Enak sekolah yang dulu apa enak sekolah seperti ini ?P Enak kayak giniR Dulu nggak enak kenapa?P PR nya masih nuntut buku lah, masih menurut buku, kan

pengen yang beda.R Biar gak stress ya?P Aku di sekolah yang dulu stress sama PRR Rasanya gimana stress sama PR?P Wah, kalo malam malas ngerjain PR, cuman dituntut

untuk ngerjain PR, kalo nggak ngerjain PR dihukum.R Dihukum apa?P Hukum berdiri di depan, disuruh lari, kadang-kadang

suka kayak gitu, aku gak suka.R Tapi dulu tetap ngerjain, apa pernah dihukum?P PernahR Disuruh ngapain?P Berdiri di depanR Seperti OB ya...P Hahahaha.....R Kalo disini siapa yang mau ngehukum? CREP Sama teman-teman, hukum diri sendiri CRER Hukum sama teman-teman disuruh apa? CREP Bersihin kelas CRER Kalo selain kamus, alfalink, punya tempelan apa di

rumah?INV

P Rumus kecil-kecil, ada 4 lembar kalo nggak salah INVR Kalo nonton film bareng yang bahasa inggris pernah?P Sering, malah seringnya disini bahasa inggrisZ Tapi kalo dulu waktu masih diajar Bu Dwi masih film

anak-anak sih yang ringan-ringan, terus ntar kita nyari

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Dian. vocab baruR Dora?Z Bukan, apa ya..lupaP Nonton film sama-sama terus Bu Dwi yang nulis kata-

katanya atau nonton film terus dengar apa terus ditulis?Z He eh...ya kita yang nulisR Itu waktu kelas satu, kalo Dian sendiri sudah pernah

nonton film sama-sama?P Ya sama-sama, tapi beberapa teman nonton film terus

nonton bareng-barengZ Kan ada gelar film yaR Tiap kapan?P Iya, ada gelar film sebulan sekaliR Film barat, cina, atau jepang?P Ya ganti-ganti ajaR Kalo nonton film bahasa inggris kayak gitu ada artinya?P AdaR Terus ada artinya gitu, oh itu to bahasa inggrisnya, pernah

ngerasa kayak gitu. Kayak tahu vocab baru dapat darifilm?

P Iya pernahR Dibahas nggak kalo habis nonton film gitu?P Bahasnya bukan vocab tapi apa yang diceritakanR Pernah nonton film yang nggak ada artinya?P Belum pernahZ Kalo DVD mungkin bisa dihilangkanR Iya kalo DVD memang bisa. Oh iya, aku tadi lupa tanya,

besok desertasinya mau bikin apa, Zulfah?P Belum tau, masih bingungR Kalo Dian mau bikin apa rencananya?P Insya Allah alat optikR Alat optik ukur mata?P He ehR Sudah dapat bahannya?P Baru sedikitR Maksudnya gimana, kayak tes mata seperti kita mau pake

kacamata gitu?P Iya kayak gituR Dari apa?P Kayak apa ya...kayak ciri-ciri mata min dan plus, kita

nyari juga mata min atau plusR Caranya gimana?P Cari di internet aja, kita kumpulin data yang banyak, kita

baca baru kita keluarkan apa yang menurut kita cocok .Kan pasti dalam satu bacaan kan berbeda-beda ceritanya,jadi kita mengeluarkan pendapat sendiri.

R Kalo cari di internet itu cari yang websitenya bahasainggris atau bahasa indonesia?

P Bahasa indonesiaR Pernah buka yang bahasa inggrisP Pernah tapi bingung...hahaha...vocabnya susah

240

R Kalo buku-buku yang lain tentang optik punya?P Buku...paling buku materi pelajaran, kan ada alat

optik.kelas 2 jadi kita ngerangkum jg dari situ sama kitanyari informasi dari orang-orang optik

R Wah, saya boleh pinjanm dong....

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Appendix 13Interview Transcript 2

Name : DianLocation : One of the classroomDescription : The interview is taken in a classroom which is currently being used

for the afternoon preschoolers.Type ofinterview

: Semi-structured

Date/Time : September 5, 2007/10.15-10.38

Comment Text Coding

Theclassroomwas nottoocrowdedas it wasset for thestudents.Theinterviewwasshortenedas twostudentswerelooking forher.

R Dian, kita ngobrol lagi ya sebentar. Boleh kan? Eh,makasih lho udah boleh pinjam reportnya.

P Sama-sama, mbak. Makasih juga soal-soal bahasainggrisnya.

R Ian, aku udah lihat report kamu di kelas 2 tapi kok nggakada bahasa inggrisnya ya? Kenapa?

P Hehehe....waktu itu aku nggak tau,mbak. Lagian aku juganggak dong mau nulis apa. Karena aku senang fisika danbiologi, ya udah itu aja yang aku tulis.

AWA

R Bu dwi waktu itu nggak nanya? Atau ada guru kelas 2yang tanya kenapa kamu nggak nulis report bahasainggris?

P Nggak ada tuh. Bebas aja pengen nulis report apa. AWAR Ok deh...kalo gitu Terus...waktu pelajaran tadi pagi Dian

telat ya? Kenapa bisa telat?P Hehehe...biasa mbak, telat bangun. Habisnya tadi malam

latihan ngomong-ngomong pake bahasa inggris samambak fina...mmm..rame banget sama teman yang lain.

R Ngomongin apa tuh? Gosip ya?P [smiling]...nggak kok mbak. Tadinya cuma duduk-duduk

aja..terus Wikan jawab...apa gitu...pake bahasainggris..akhirnya aku ikut-ikutan deh.

TVT

R Wah, asyik dong. Terus, waktu ngerjain tugas tadi, Diankan paling cepat selesai, bareng Wikan juga. MenurutDian, bacaannya sulit atau mudah atau gimana?

P Biasa ajaR Maksudku kan, Dian nggak pake buka kamus,

atau..katanya punya Alfa Link, paling diskusi sebentarsama Wikan, udah deh selesai. Gimana tuh?

P Biasa aja, nggak susah-susah banget sih...vocabnya jugabiasa

AWA

R Nggak butuh Alfa Link?P Butuh sih..pengen tau juga vocab baru, tapi alfa link ku

rusak..R Kalo kamus?..kan di perpus adaP Males ah, mbak. Cuma ada dua...

242

R Jadi, tugas yang tadi Dian bisa jawab semua ya?P He ehR Dian tau kenapa untuk hari ini tugas itu yang dipilih?P He eh. Anak-anak kemarin waktu belajar geografi sama

Bu Ena pengennya soal berita di koran katanya ada bendasejarah yang dijual. Ya udah biar nyambung, kita cari ajabacaan bahasa inggris yang ada tentang itu...

AWA

R Dian ikut usul bacaan mana yang dipilih? INVP Nggak, mbak. Udah ada teman yang cari...ya udah...ikut

ajaINV

R Terus habis dikerjain, siapa dong yang periksa? AWAP Ya kita semua..paling Kamis dicek bareng AWAR Pas pelajaran bahasa inggris lagi?P IyaR Dikasih nilai nggak?P Nggak..paling kita tau salah berapa. Udah INVR Terus habis itu diapain bacaan nya?P Diapain ya?..Paling kalo bagus yang ditulis untuk E-

lalang. Kalo nggak ya disimpanTRS

R Dian pernah nulis artikel bahasa inggris untuk E-lalang? TRSP Belum TRSR Kenapa belum?P Nggak ada waktu, mbak.R Terus kalo untuk disertasi, Dian mau nulis apa?P Optik TRSR Ooo..masih sama tentang pembuatan alat optik?P IyaR Udah dapat bahan apa aja? TRSP Baru sedikit. TRSR Darimana aja dapatnya? TRSP Dari internet, buku di perpus, bukuku sendiri TRSR Ada yang pake bahasa inggris?P Ada..yang dari internet. Tapi aku pake gambar-gambarnya

aja..kalo teksnya susah vocabnyaTVT

R Nggak coba diartiin?P Hehehe..pengen sih. Ntar dicoba TVTR OK deh. Good luck ya...Kapan-kapan ngobrol lagi boleh

kan?P Boleh dong..

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Appendix 14Interview Transcript 3

Name : DianLocation : At the school garageDescription : The garage is not as crowded as usual; there are only 2 students

talking in the kitchen.Type ofinterview

: Semi structured

Date/Time : November 13, 2007/12.05-12.35

Comment Text Coding

Fina cameto where wewere sittingand askedaboutwhetherDian hadseenQonaah.

R Dian, udah selesai kan browsingnya? Ngobrol sebentarya?

P Udah kok, mbak.R Ini ada tambahan soal-soal bahasa inggris lagi, katanya

kamu minta lagi.INV

P Iya, makasih ya mbak. INVR Sama-sama, ian. Gini, tadi di kelas Dian nyatat apa sih?P Ya nyatat yang ditulis sama Mas Minan, rumusnya..ya

udah ada sih dirumah...dicatat aja kan nggak apa-apa.AWA

R Kalo gitu Dian udah ngerti dong present perfect tense? AWAP Hehehe...ya ngerti dikit-dikit lah mbak, udah berapa kali

aja diajarin...AWA

R Kalau udah berapa kali diajarin berarti udah diluar kepaladong..

AWA

P Hehehe...ya lumayan lah. AWA……………………………

R Kata teman-teman, belajar sama Mas Minan ini udahsekitar 4x ya?

P Kayaknya......iya...cuma aku baru datang..kayaknya tigakali...waktu itu aku pulang ke jakarta seminggu, ada acara.

R Bingung nggak kalo nggak masuk, terus masuk lagi, ehyang dijelasin beda?

P Nggak juga sih, kan bisa tanya yang lain...eh waktu akunggak masuk belajar apa...ya udah..belajar aja sendiri dirumah.

R Dian pernah usul ke Mas Minan tentang topik apa yangpengen dipelajari?

INV

P Nggak pernah INVR Kenapa nggak pernah? INVP Ya....nggak pernah aja...kan mungkin teman-teman yang

lain pengen belajar itu.INV

R Dian jadi ikut UAN? Paket B?P Paket B, katanya semuanya sudah didaftarin paket B.R Terus gimana belajar bahasa inggrisnya?P Belajar dirumah...sama teman-teman

dirumah..hmmm..papa juga udah kirim banyak buku-bukubahasa inggris untuk persiapan UAN. Sama itu...latihan

INV

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soal dari mbak Ully juga aku ngerjain.R Terus kalo Dian ketemu pertanyaan yang susah, Dian

biasanya ngapain?P Ya lihat catatan, buku pelajaran,hmmm...tanya mbak Fina,

Wikan juga. Bareng-bareng lah mbak.R Nggak tanya Mas Minan atau Pak Taha?P Belum pernah sih tanya, ah enakan belajar sama teman

dirumah aja, mbak.R Lebih rame ya? Bisa gosip-gosip gitu....P Hehehe...ya sambil bercandaR Kalo untuk disertasi, Dian tetap mau bikin alat optik? TRSP He eh. Udah ngumpulin bahan nih, mbak. Aku tertarik

fisika dan biologi sih.TRS

R Good luck ya.

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Appendix 15Development of Emergent Theme

Research Construct Category: Awareness

Development of emergent theme,Category: Awareness

Key words Concept Sub-theme EmergentThemes

Dian-Interview 1Nah, kalo disini, bisa bercakap-cakap gitukan… Kelebihanku…apaya…percakapan

Dian-Interview 1Untuk kekurangannya....Yang palingnggak bisa...Listening

Dian-Interview 1Susah. Untuk menyamakan kata apadengan kita ngomong, kan berbeda.

Novi-Interview 1Kalo secara lisan, asli aku nggak bisangomong, aku malah bingung sendiri. Kalosoal nulis, aku nggak sombong sih, akubisa...yang lainnya nggak bisa caranulisnya gimana...aku bisa gitu lho.Iya, spellingnya bisa, kalo talkingnyakurang. Soalnya juga, gimana ya....dulukan kakak-kakak kelas dulu sering

Good at speaking

Bad at listening

Difficulty inlistening andspeaking

Bad at speakingGood at writing

Real-life learning

Self-assessment

Self-assessment

Self-assessment

Authenticity

Self-assessment

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

SpaceCreations

246

datang turis, ya secara nggak langsungmereka belajar ngomong bahasa inggris.

Novi-Interview 1Ya itu kelemahanku, di talkingnyakurang. Kalo soal nulis, aku bisa.Kelemahanku satu, nggak bisa...eh kurangteliti soal memposisikan kalimat. Kanbahasa inggris tuh juga pentinglah. Kadangtuh kebalik, kadang she is...tuh kadang istuh dimana ditaruh...Nggak telitisebelumnya. Walaupun kita nggak pernahbener-bener diajar gurunya gitu, tapikalo udah semesteran, ya mudeng aja.Nggak tahu kenapa, ya biasa aja gitu.Pelajaran tuh, nggak pernah aku bener-bener belajar, tapi kalo disuruh kerjainsoal semester, nggak tahu kenapa,otomatis ya bisa aja. Ajaib kali ya...huuu

Novi-Interview 1Kalo kata temen-temen ya...hehehe...Akutuh kalo pas cara pengucapan bagusdikit terus sama pas nyantol-nyantolnyagitu, oh gini, oh ya gitu, pake penggunaando, does

Upik-Interview 1Kekurangannya...aduh...pas waktu

Bad at speakingskillsGood at writing

Weakness in notmeticulousenough insentence structure

No teachersavailable butautomatically ableto do exams

Good at speaking

Good at structure

Bad atmemorizingsentences

Self-assessment

Independentlearning

Self-assessment

Self-assessment

Self-assessment

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

SpaceCreations

247

ngehapalin. Kadang kan kalo bikin diarykan gak bawa buku, bawa ya Bu tapi cumalihat dikit-dikit, ya boleh...Pokoknya kalongehapalin tuh susah

Upik-Interview 1Kalo ngomong pake bahasa inggris…masih gelagepan gitu, habisnya sekarangaku jarang belajar bahasa inggris.

Upik-Interview 1nah aku tuh kayaknya kalo akademik akukurang cocok, ya udah aku ekspresi duluaja, ntar baru kalo aku pikir aku gaksenang ekspresi yang ekspresi ternyatabebas tapi nggak bertanggung jawab,mendingan aku ke kelas akademik,walaupun agak formal tapi bertanggungjawab.

Novi-Interview 1Kalo aku tergantung mood, kalo lagipengen, lagi bener-bener sadar, lagi benar-benar waras tuh, biasanya gilahehehe....., masuknya akademik. Teruskalo udah habis istirahat kan udah panasbanget, udah malas, nggak pernah ikutkelas terus kalo nggak ikut kelas, nggakpernah gabung ke kelas akademik. Juga.Ntar, takutnya mereka yang gimana

Bad at speakingdue to less time tostudy

Not an academicstudent type

Comparingbetween akademikand ekspresi group

Being responsible

Depending onmood

Join academicgroup in goodmood

Feeling lazy inbad mood

Not join the classif bad moods

Self-assessment

Determining classgroups based onthe moods

Responsibility inone’s decision

Mood dependentassessment

Assessing oneself

Assessing oneself

Assessing oneself

248

malah nggak belajar malah ikut di kelaskita. Kan malah nggak enak to?

attack

Dian-Interview 1Butuh sih sebenarnya…untuk mencaripekerjaan, untuk cari pengalaman buatke luar negeri juga bisa

Novi-Interview 1Penting banget. Soalnya kan itu bahasainternasional, sekarang kan kita nggaktahu masa depan, kita tuh mendadak jadiorang-orang yang sukses kan kita nggaktahu tiba-tiba aja ada tawaran ke inggrissekarang.....aku pun mungkin kan, itu buatmodal buat kita...ya nggak?

Upik-Interview 1Ya penting juga, soalnya kadang...apaitu...kalo yang dibelajarin itu gak harusbahasa indonesia..kan udah..uhjamannya udah....pokoknya yang palingpenting itu belajar bahasa inggris, maubelajar mandarin tuh kapan aja bisa.Cuman kalo bahasa inggris ini kan udahsangat penting, orang dari India darimana-mana...bahasanya kan palingnggak kan bahasa inggris.

Novi-Interview 1

Learning Englishto find jobs andtravel abroad

English as aninternationallanguage

English is a pluspoint

Bahasa is an oldfashionedlanguage

English comesfirst afterMandarin

English is spokeneverywhere

Benefit oflearning English

Benefit oflearning English

Benefit oflearning English

Negativeperspective onbahasa

PositioningEnglish andMandarin

Starting to contribute

Starting to contribute

Starting to contribute

Starting to contribute

SpaceCreations

249

Mungkin nggak butuh-butuh banget cumankan kayaknya penting banget. Kayak kita,sarapan aja gitu, kayak penting bua kita,kayak nasi aja, makanan pokokgitu...penting...penting banget.

English is asimportant as ricein life

\

English as aglobal language

Dian-Interview 1Yang dulu efektif itu. Oh..waktu kelas dua

Dian-Interview 1Apa ya….berforum lah..yapendapat…saling berpendapat

Dian-Interview 1Kalo menulis mungkin aku kurang sukaya...Lebih suka ngomongnya secaralangsung

Upik –Interview 2Dulu kan gini, mbak…Waktu kelas 1 kanlangsung dikasih kayak apaitu…formulir reportnya…jadi tinggalngisi. Nah, terus, kelas 2 nya, aku lagisenang….itu lho…nulis novel.. Jadi yaudah, semua pelajaran reportnya dibikinnovel, malah ada yang dibikin buku itu lhombak, udah lihat kan waktu kerumah?

Dian-Interview 2

Learning Englishin 2nd grade waseffective

Learning in aforum

Prefer to speakingthan writing

Form reportprovided by theteachers in the1stgrade

Writing shortstories forsemester report inthe 2nd

Learningeffectivenessevaluation

Givingcontribution

Learning strategy

Ready to fillreport

Self-assessmentstyle

The central of learning

The central of learning

The central of learning

The central of learning

The central of learning

SpaceCreations

250

Nggak ada tuh. Bebas aja pengen nulisreport apa

Dian-Interview 2Hehehe....waktu itu aku nggak tau,mbak.Lagian aku juga nggak dong mau nulis apa.Karena aku senang fisika dan biologi, yaudah itu aja yang aku tulis.

Freedom to writeany kinds ofreport

Only wrote reportabout physic andbiology

Self-assessmentstyle

Writing report onscience

Self-organized

The central of learning

Thoughtfulness

Dian-Interview 1Diitu aja, ditulis aja inggrisnya. Ditranstool, bisanya inggris –Indonesia,Indonesia-inggris nggak bisa.

Dian-Interview 1Transtool...Kadang-kadang kata-katanya kan ngacak, tapi kan kita jugabisa berpikir, pasti ada sambungannya lah.Jadi kita menyambung sendiri supaya jadikata yang benar Linguist cuma kamussatu kata aja. Menggambar gitu drawing

Upik-Interview 1Ya di kamus,

Upik-Interview 1Nggak, kamus paling. Kalo pake linguist

Using a softwareprogram in findingmeanings ofdifficult word

Unordered wordsin Transtool

Linguist onlyconsists of oneword

Using dictionaryto find difficultwords

Compare andcontrast thesoftware programs

Compare andcontrast thesoftware programs

Back to manualway of findingwords meaning

Compare andcontrast the

Experiencing technology

Experiencing technology

Experiencing technology

Experiencing technology

SpaceCreations

251

itu terlalu cepat terlalu mudah terlalugampang gitu. Jadi mendinganbingung..bingung aja.

Upik-Interview 1a kan habisnya...kalo bingung itu kankayaknya lebih ayo...ayo..ayo gitu,jadinya lebih semangat aja. Kalo linguistkan gampangin aja gini...gini..Aku kanorangnya suka gampangin habisnya kalodapat PR gitu

Upik-Interview 1Dulu pernah, kalo software tell me moresekarang gak.

Upik-Interview 1Gak jalan kok, dulu tuh, sampe mana ya?Dikit banget kok, baru setengah jalan gakada. Kalo anak sini tuh kalo yang gakdisukai tuh gampang bosan

Upik-Interview 1Ya kadang cari-cari lagu, download-download gitu, apa sih ini, ntar cariartinya..oh gini gini.Kan enaknya kalo dikomputer pake linguist langsung diinternet. Terus habis itu, oh ini...Trus kalodi lagu itu, enak kok belajarnya, kalo diinternet bunga tuh gini-gini [reading

Linguist is tooeasy to use

Confusion makesher morechallenged

Once tell me morewas used, notanymore

Boredom in usingTell Me More

TranslatingEnglish songs

Prefer to use online linguist

Prefer to learn on-line

software programs

Compare andcontrast betweenthe softwareprograms anddictionary

Compare andcontrast thesoftware programs

Compare andcontrast thesoftware programs

On-line earningstrategy

On-line earningstrategy

On-line earningstrategy

Experiencing technology

Experiencing technology

Experiencing technology

Experiencing technology

Experiencing technology

Experiencing technology

Experiencing technology

SpaceCreations

252

text]...males banget kalo yang kayak gitu-gitu.

Upik-Interview 1Kadang nama orang aja dibahasainggrisin kok, jadi kadang bingungsendiri. Jadi kadang bingung sendiri. Ntarkalo ditaruh situ ijo, ntar kalo ditaruh diwhat jadi merah kan artinya salah, klikkanan...aduh yang bener yang mana...aduhbingung. Akhirnya diblok diklik kanan..d

Upik-Interview 1ku linguist, kalo transtool tuh waduhmembingungkan. Transtool tuh oramendidik ya

Confusion inusing transtool

Transtool is noteducative

Compare andcontrast thesoftware programs

Compare andcontrast thesoftware programs

Experiencing technology

Dian-Interview 2Biasa aja, nggak susah-susah bangetsih...vocabnya juga biasaDian-Interview 2He eh. Anak-anak kemarin waktu belajargeografi sama Bu Ena pengennya soalberita di koran katanya ada benda sejarahyang dijual. Ya udah biar nyambung, kitacari aja bacaan bahasa inggris yang adatentang itu...

Dian-Interview 2Ya kita semua..paling Kamis dicek bareng

Reading textquestions were notdifficult

Using geographylesson to findtopics

Together checks

Analyzing thetask

Integratedlearning

Assessing oneself

The central of learning

The central of learning

253

Nopi-Interview 2Iya…banyak vocab baru…tapi kalo artinyanggak nyambung ya aku sambung-sambungin aja..yang penting aku mudeng

Nopi-Interview 2Hehehe...iya..apalagi ada lagunya. Kalojawab pertanyaan bacaan kayak tadi,yaagak nggak mudeng juga. Vocabnya adayang nggak tau,

Nopi-Interview 2Banyaklah mbak..kan kita punya banyakbudaya tapi nggak tau kenapa, kok yapada diambil negara lain..Malaysia itumbak misalnya..Kok iya ya kita nggakpaham budaya sendiri…aneh kan mbak?Ya udah kita setuju pake ide itu

Upik –Interview 2Hehehe....nggak PD...kadang pengen jugasih tapi susah...nulis pake bahasa inggriskan nggak gampang, mbak. Ajarindong...!Please

Upik –Interview 2

the answers

Connect newvocabulary to theknown ones tounderstand themeaning

Listening to musicwhile doing thetask

Indonesiancultural heritage istaken by MalaysiaAgree upon thistopic for Englishclass

Not confident inwriting novelsusing English

Able to

Contribution tothe class

Learning strategy

Learning style

Integratedlearning

Integratedlearning

Self assessment

The central of learning

The central of learning

The central of learning

The central of learning

Assessing oneself

Assessing oneself

SpaceCreations

Space

254

Ya kan kalo pendek-pendek aja, masihbisa sih. Dulu tuh apa ya...ya seringdengar aja di film atau pas forum yangada speaking..oh itu mbak, darilagu..iya..banyak inspirasi dari lagu.

Dian-Interview 3Ya nyatat yang ditulis sama Mas Minan,rumusnya..ya udah ada sih dirumah...dicatataja kan nggak apa-apa. Hehehe...ya ngertidikit-dikit lah mbak present perfect tense,udah berapa kali aja diajarin...

Nopi-Interview 3Ya he eh..aku ra mudeng kok…mendingaku moco buku seko perpus wae. Ya akumung sinau nganggo buku iki wae.

Upik-Interview 3He eh. Aku tidak pedulikan pandanganorang-orang

Upik-Interview 3Nggak tau. Aku sih sebenarnya ada niatitu, cuman pengen liat soalnya. Kalo

understand shortmovies in English

Help tounderstandEnglish frommovies, forum,and songs

Write notes/tensesformula during theEnglish class

Prefer to learn andunderstand thetopics from librarybooks

Continue seniorhigh in QT; Don’tcare about whatother people think

Join UAN just for

Learning strategy

Learning strategy

Learning strategy

Finding learningalternative

Self determination

Obtaining moreexperience

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Assessing oneself

Creations

255

ibuku sih terserah, mau ikut UAN ataunggak. Tapi ibu sih bilang, sebaiknya ikut,biar nggak kaget. Aku juga nggakkebayangin harus SMA disekolahformal. Bisa BT terus

Upik-Interview 1Belum kepikiran, masih setahun kan.Aku tuh sukanya gitu...sekarang itu akusedang giat-giatnya belajar buat nyiapinUAN

Upik-Interview 1Pengen nyoba soal-soalnya,pengen...pengen...aku kan dulu lihatperjuangannya mbak fina, mbak izza,kayaknya wah, ikut UAN kayaknya enaknih butuh perjuangan. Waktuditawarin..ah ikut aja..tapi mau ikut UANnasional atau paket B nih, ah ikut paket Bdeh kayaknya, soalnya lebihgampang...ah milih soal yang gampangaja.

Upik-Interview 1Ya makanya itu, bener-bener giat belajar

observing thequestionsCan’t imaginegoing to formalhigh school

No idea fordissertationprojectIntense learningfor UAN

National Exam ischalleging

Choosing Paket Bbecause thequestions areeasier than UN

Intensive learningfor National Exam

Formal schoolphobia

Preparing for longterm dream

Challenged by thestruggle in UAN

Self assessment

Preparation forthe challenge

Transferred

Assessing oneself

Assessing oneself

Assessing oneself

Unpleasant experience

Unpleasant experience

SpaceCreations

256

bahasa inggris sekarang ini.

Dian-Interview 1Dari dua pertengahan pindah sini. DuluDi Jakarta, di SMP 102. Tertarik aja disini

Dian-Interview 1Enak kayak gini. PR nya masih nuntutbuku lah, masih menurut buku, kanpengen yang beda.

Dian-Interview 1Aku di sekolah yang dulu stress sama PR

Dian-Interview 1Wah, kalo malam malas ngerjain PR,cuman dituntut untuk ngerjain PR, kalonggak ngerjain PR dihukum. Hukumberdiri di depan, disuruh lari, kadang-kadang suka kayak gitu, aku gak suka.

Novi-Interview 1Kalo di SD sekolah yang lain tuhmonoton. Guru tuh ngasih...ngasih...kayaksemacam materi. Itupun kalo bahasaindonesia, kita masih bisa ngerti.

Moving to QT inthe middle of 2nd

grade

Homework basedon books

Feeling distressedbecause ofhomework

Feeling lazy indoing homework

Had to stand up infront of the classor run

MonotonousEnglish teacher inelementary school

Had to do push-ups whenhomework

studentWith differentexperience

Textbook-centeredhomework

Negative feelingon schooling

Negative feelingon schooling

Teacher-centeredclassroom

Unpleasant experience

Unpleasant experience

Unpleasant experience

Unpleasant experience

SpaceCreations

257

Upik-Interview 1masih SD negeri aja tuh kalo nggak garapPR aja suruh push-up, suruh inilah

incomplete

Being punished

258

Appendix 16Development of Emergent Theme

Research Construct Category: Involvement

Development of emergent theme,Category: Involvement

Key words Concept Sub-theme EmergentThemes

Dian-Interview 1Ada.Aku cuma bawa satu yang inggris-indonesia

Dian-Interview 1Nggak dibawa. Karena mbak Wikan jugapunya

Dian-Interview 1Iya .Alfalink. Dari Jakarta

Dian-Interview 1Jarang, sekarang sudah mulai error.Hehehe...

Dian-Interview 1Dulu sering dipake. Iya..hehehe...

Dian-Interview 1Topik apa ya...apa aja sih suka, cuman yatergantung ya, tergantung kalimat-kalimatnya itu.

Has dictionary inthe bag

Other friendbrings Indonesian-English dictionary

Has an electronicdictionary

Rarely use it as itstarts to be brokendown

Used to use it

Likes any topicsdepending on thesentences

Self-managedgroup work

Use of technology

Technologyindependent

Make use oftechnology

Determining thepreferred topicsholistically

Giving more meaning tolearning

Self-organized

Self-organized

Self-organized

Giving more meaning tolearning

Thoughtfulness

259

Dian-Interview 1Buku teks Pasti ada dari Papah.Dikirimin karena yang nuntut aku buatikut UAN, Papah.

Dian-Interview 1Padahal maunya ya terserah aku lah,gitu lho. Cuman Papah suruh aku ikutUAN, supaya gimana sih belajar disini tuh.Akunya efektif atau nggak

Dian-Interview 1Waktu itu cuman forum, ngartiin liriklagu

Dian-Interview 1Waktu itu apa ya, drama musikal excel,sama itu I want to spend my life timeloving you.

Dian-Interview 1Translatenya pake Transtool.Kamus….Kadang-kadang kan transtoolgak ada, cari di kamus-kamus lain

Dian-Interview 1

Textbooks sent toher for theNational Exam

Wants to takedecision forherself instead ofher father

TranslatingEnglish songs inforum

Translating amusical drama anda popular song

Uses both acomputer programand otherdictionaries

Has 4 sheets ofpaper containing

Parents’ control

Parents’ authorityin deciding for theNational Exam

Learning strategy

Learning strategy

Finding meaningsexploration

Rotememorization

Self-organized

Developing criticalthinking

Giving more meaning tolearning

Giving more meaning tolearning

Self-organized

Thoughtfulness

260

Kalo selain kamus, alfalink, Rumus kecil-kecil, ada 4 lembar kalo nggak salah

Nopi-Interview 2Aku sendiri lah yaw...kan bebas. Waktuitu aku senang lagu apa tuh....?

Nopi-Interview 2Wah, nggak tau udah dimana...dulukayaknya dikumpul terus nggak taulagi...hmmm..ada dua dulu tugasnya,yang satu udah lusuh banget aku tempeldi kamar..jelek banget! Yang satunyalagi ya dikumpul itu.

Nopi-Interview 2Ya nggak lah yaw…gantian..siapa ajayang ngeluarin ide ya bisa cari.

Upik-Interview 2Ya kita bareng-bareng gitu...waktu itulho..sejarah, kita kan belajar soal kekayaanIndonesia yang direbut Malaysia...hei..giniaja, kita cari bacaan bahasa inggris tentangbudaya Indonesia buat besok...setuju...yaudah titip Pak Ahmad fotokopi, dikerjaindeh

tenses formula

Free to translateany English songs

Two assignmentsmade; one in herroom, the otherone was submitted

Takes turn infinding new topicsto learn

Together find thenew topics

Learning strategy

Portfolioarrangement

Friend-basedlearning

Self-organized

Giving more meaning tolearning

Giving more meaning tolearning

Giving more meaning tolearning

Thoughtfulness

261

Upik-Interview 2Gimana ya...ikut sih ke perpus terusAmin sama Zulfa..kayaknya..iya, yangcari..mereka tanya...ya udah, jadi deh

Dian-Interview 3Dian nggak pernah usul ke Mas Minantentang topik apa yang pengendipelajari.Ya....nggak pernah aja...kan mungkinteman-teman yang lain pengen belajar itu.

Dian-Interview 3Belajar dirumah...sama teman-temandirumah..hmmm..papa juga udah kirimbanyak buku-buku bahasa inggris untukpersiapan UAN.

Nopi-Interview 3Belum pernah usul topik mau belajarapa untuk bahasa inggris. Belum. Piye yombak...

Upik-Interview 3Nggak tuh…gimana ya..Mas Minan kankalo masuk langsung bilang topik apa,

Join to find topicsin the library

Never proposenew topic as otherfriends might needit

Learn English forthe National Examat home frombooks

Have not yetproposed a newtopic

New Englishteacher never tellsthe topic before

Talk in English

Self-accesslearning

Assumption-basedinitiative

Self-learningmanagement

Hesitation to newteacher

Teacher-centeredtopics learnt

Self-organized

Developing criticalthinking

Learning together

Developing criticalthinking

Developing criticalthinking

Thoughtfulness

262

ditulis di papan, diterangin, terusya..ngomong pake bahasa inggris..yaudah. Habisnya baru sebentar sih mbakkenalnya.

Novi-Interview 1Terus aku, cari-cari kayak yangapa....kayak cerita, terus ntarditerjemahin sendiri. Atau nggak, nulisapa, kalo disms kan sukanya kan gaya-gaya-an gitu, ya agak nyindir-nyindir,terus pake bahasa inggris. Hpku jugadisetting pake bahasa inggris, jadinyakan agak ngerti paling nggak tuh, kayakbahasa indonesia, ih masak teman-temankudisetting bahasa inggris semua, masakpunyaku bahasa indonesia sendiri, kan jugamalu sih.....Sekarang aku sukanya settingbahasa inggris, bahasa indonesia tuhkayaknya udah biasa, nyoba yang lainnya.Komputer kan juga bahasa inggris. Kitatiap hari pegang komputer, otomatiskita setiap hari kan belajar bahasainggris, nggak secara langsung, nggaksecara harus bener-bener adaguru...eh...pendamping. Kita bisa belajarsendiri, akhirnya dikit-dikit tahu lah.

Novi-Interview 1Berguna sih berguna...heeh. Dulu

Find a story totranslate

Use English intexting

Cellphone is set inEnglish

Learn Englishwithout a teacherbecause it is thelanguage ofcomputer

Help friend fromother school to doEnglishhomework

Learning strategy

Looking cool byusing English

Need of Englishto use technology

Sharingknowledge

Self-organized

Giving more meaning tolearning

Self-organized

Learning together

Thoughtfulness

Thoughtfulness

263

temenku, yang kebetulan adik kelasku,ya pernah main-main bareng, ada tugasrumah, kayak tes tugas rumah. Merekasama sekali nggak mudeng. Soal gampangkayak gini nggak bisa, ih nggak bisa mbak.Ya udah, tak bantu semua.

Novi-Interview 1Ya biasalah, monoton soal bentuk abcd.Mereka nggak bisa sama sekali, nggakmudeng artinya apa. Ya ampun! Aku ya,lho, nggak sebisa-bisanya anak sini,ternyata diluar sana ada anak-anakyang bener-bener nggak mudeng. Yaampun!Ternyata....!

Upik-Interview 1Kamusnya, kalo ibu udah punya sendiri,kalo yang lain-lain beli sendiri.

Upik-Interview 1Sekitar 50rban dapat dua, indonesia-inggris, inggris-indonesia.

Upik-Interview 1Ya, ntar kadang ngasih 5rb berapapokoknya gitu

UnderstandEnglish more thanstudents fromformal school

Already havedictionaries

Rp 50.000 for twodictionaries

Installment for thedictionaries

School adminorganizes theinstallment

Makingcomparison toother formalschool

Home facility

Process-basedlearning materials

Teachers-studentsprocess-basedlearning materials

Developing criticalthinking

Self-organized

Self-organized

Giving more meaning tolearning

Thoughtfulness

264

Upik-Interview 1Kasih ke pengelola

Upik-Interview 1jadi ntar tadi malam belajarnyadapatnya apa, jadi PRnya gitu..tadimalam belajarnya dapatnya apa. Lisan jugaboleh tulis juga boleh.

Upik-Interview 1Lagu kan enak, syairnya kan tentang gitu-gitu kalo gak broken ya senang gitu-gitu...

Upik-Interview 1Kalo pas english mornng atau pelajaranbahasa inggris, yang menentukan topikhari ini kita belajar apa ya temen-temen.

Upik-Interview 1Ada. Mading. Di kamar ada mading, kaloada karya-karyaku yang aku sukain,aku masukin situ, ada sesuatu yang cute-cute gitu, aku masukin. Pokoknya kalodilihat senang lah

What she learnt atnight became thehomework

Good songs fortranslationhomework

Together findtopics to discuss

Use bedroom’swalls to hang hermasterpiece

Hang wise wordson her bedroom’s

Learning frominteresting things

Learning strategy

Class-basedlearning

Feeling of proudof own’s work

Giving more meaning tolearning

Giving more meaning tolearning

Learning together

Giving more meaning tolearning Thoughtfulness

265

Upik-Interview 1Ada..ada kata-kata mutiara pake bahasainggris. Kata-katanya siapa sih? Pokoknyaaku ngambil dari tulisan belakangkaosnya ibu.

Upik-Interview 1Kata-katanya punya Theo atausiapa...artinya tuh simpanlah bunga-bungayang berguguran pasti akan berguna dimasa depan. Intinya tuh simpanlahbunga – bunga yang berguguran...

Upik-Interview 1Di setiap kata-kata bahasa inggrisnya kanada kata-katanya sendiri, ntar aku tanyaibu, Bu kenapa suka pake kaos iniartinya apa? Soalnya artinya gini-gini...

walls

Rewrote from hermother’s T-shirt

Wise words fromTheo

The essence is tokeep the fallingflowers

Ask her Mom tofind the meaningof wise words

Learning Englishfrom any commonsources

Parent-daughterlearning

Giving more meaning tolearning

Learning together

266

Appendix 17Development of Emergent Theme

Research Construct Category: Creation

Development of emergent theme,Category: Creation

Key words Concept Sub-theme EmergentThemes

Dian-Interview 1Bikin karya apa aja, Bikin apa ya? Belumbikin kayaknya...hahaha...belum siap

Dian-Interview 1Disini nggak ada PR, aku belum pernahdapat PR. Selama dari kelas 2 belumpernah dapat PR bahasa inggris.Waktu itucuman forum, ngartiin lirik lagum. Tapipake pendamping Pak Taha

Dian-Interview 1Sama teman-teman, hukum diri sendiri.Bersihin kelas

Nopi-Interview 2Wah ya susah..agak lama aku buatnya..tapitanya teman-teman..eh bahasa inggrisnyaini apa sih..ya udah diikutin aja. Teruswaktu presentasi..ya cerita di depanteman-teman...malu sih tapi ngintip –ngintip catatan gitu

Nopi-Interview 2

Not ready yet fordoing a project

No homework

Translating songs

Punished byfriends

Learn to presentwhat has beenwritten

Self assessment

No burden for thestudents

Learning strategy

Friend-basedlearning

Real-life learning

Assessing oneself

the central of learning

the central of learning

Assessing oneself

the central of learning

Space creations

Space creations

Thoughtfulness

267

Paling di rumah ya aku ketik lagi, carilagi di kamus artinya. Tapi kalo lagimalas ya nggak diapa-apain...

Nopi-Interview 3Isih bingung je, mbak. Pengennya sihtetap nulis tentang Che Guavara atautranslate lagu-lagu barat..

Nopi-Interview 1Sekarang kan mereka sudah punyakesibukan sendiri-sendiri, terus kita kandilatih untuk mandiri, ya udah...dan akumencoba untuk mandiri.

Upik-Interview 1Trus habis itu, enak juga, share-sharebareng, trus habis itu, gimana nih…apaplanningnya ke depan gimana? Kitarencanain, mau bikin musik ataupelajaran apa? Jadi, walaupun ekspresinggak ada...pelajarannya agak dikurangindikit..cuman kan enak aja, lebih kesharenya gitu.

Upik-Interview 1Ya cari vocab-vocab yang baru,

Retype and findthe meaning

Nothing is donewhen lazynesscomes

Writing about CheGuavara ortranslating songs

Everybody is busy

Learning to beindependent

Sharing withfriends

Planning what todo in ekspresiclass

Learning strategy

Self assessment

Student-centeredlearning

Student-centeredlearning

Class-basedlearning

Assessing oneself

the central of learning

Self-organized

Self-organized

Developing critical

Thoughtfulness

Thoughtfulness

268

pokoknya yang harus belum dingertiinsama temen-temen...ya susah jugatuh..aduh

Upik-Interview 1Pertamanya, I get up, I get up semua sih,itu waktu masih kelas 1, kalo sekarangkelas 2 kelas 3 jarang sih. Kalau kelas 2kelas 3 tuh sekarang lebih ke karya.Pelajaran juga sih, cuman kayaknyasekarang ini lagi keseringan bikin filmuntuk gelar karya.

Upik-Interview 1Lagu kan enak, syairnya kan tentanggitu-gitu kalo gak broken ya senang gitu-gitu...

Upik-Interview 1Kita kan pasti ada kekurangan adakelebihan..gimana kalo kita mengadakanleader? Ntar leader yang lebihmenguasai ke ini, dikeiniin aja, trusberbagi-bagi gitu.

Upik-Interview 1Nggak. Tapi kadang kalo malas cari

Finding newvocabulary

Simple presenttense in 1st grade

More projects inthe 2nd and 3rd

grade

Enjoying music

Proposing a leader

Using internet tolearn English

Learning strategy

Self assessment

Being familiarwithindependency

Learning strategy

Class-baseddecision

On-line learningstrategy

thinking

Reflecting on one’sexperience

Giving more meaning tolearning

Reflecting on one’sexperience

Self-organized

Reconstructions

Thoughtfulness

Reconstructions

Thoughtfulness

269

pendamping, ah di internet aja...

Upik-Interview 1Ya bawa masalah dari rumah, bukan PRdicatat guru suruhngerjain..alah!Mendingan gak deh...

Upik-Interview 1nama kelas Paradise of full colors

Upik-Interview 1Artinya Surga penuh warna. Pencetusnyakita semua. Kan awalnya dibagi dua,kelasku kan paradise kelasnya novi fullcolors

Upik-Interview 1Kan kelas surga, biar kita punya surga.Kalo kelasnya novi beda kesukaan bedasifat pokoknya beda lah, jadinya penuhwarna. Salah satu dari kita tuh, gimanakalo kita gabung jadi satu aja, lebih enak.Masa kelasnya gak gabung, ya udahdigabung, paradise of full colors, padaserentak bilang. Ya udah gak apa-apa.Kan kalo disingkat namanya imut-imut,POF.Upik-Interview 1Ada dua, kumpulan cerpen...yang itu kanbareng-bareng Kado Untuk Remaja itu, itu

Homework is notfrom the teacher

Batch’s name

The whole classproposed thisname

Agree to unity theclass

Two short storiesalready done

Rejection onteacher-centeredhomework

Creating selfidentity

Meaning of selfidentity

Class-baseddecision

Project-basedlearning

Project-based

Developing criticalconsciousness

Developing criticalthinking

Creating a solid base forlife long learning

Creating a solid base forfuture learning

Creating a solid base forfuture learning

Reconstructions

Reconstructions

Reconstructions

Reconstructions

270

yang punyaku yang judulnya ituHaruskan...apa ya...judulnya...ehbukan...judulnya pokoknya itu lah. Bikinpuisi sama mbak Fina, puisiya judulnyaSebatas Angan. Udah dua itu. Kalo yangbelum di itu [dicetak], film, cerpen-cerpen, sekarang itu lagi tak kelola,puisi, terus niatnya tuh mau bikin noveltapi baru dapat 59 lembar, tapi sekaranglebih banyak mainnya. Kalo lagi BT samateman-teman...uh..gak nyambung bikinpuisinya.

Upik-Interview 1Trus habis itu, Bu gimana umpamanyakalo kelasnya dibagi dua, tapi kelasnyaakademik dan ekspresi, ginigini....soalnya tuh masalahnya ada anakyang lebih suka berkarya dan ada anakyang lebih suka ke formal..Oh ya bolehjuga gimana dicoba....

Upik-Interview 1Kadang kalo Bu ntar telat gini..gini..telatntar suruh ngehapalin vocab, malahbagus itu, yaa Ibu, ya telat aja nggakapa-apa, malah mendukung

Completing abook about poemswith a senior

Compilingmovies, shortstories, poems

Divided the classin ekpresi andakademik class

Memorizing newvocab because shewas late

learning

Long term plan

Realizing therewere two types ofinterests in theclass

Class-baseddecision

Creating a solid base forfuture learning

Developing criticalthinking

Giving more meaning tolearning

Thoughtfulness

271

Appendix 18Development of Emergent Theme

Research Construct Category: Intervention

Development of emergent theme,Category: Intervention

Key words Concept Sub-theme EmergentThemes

Dian-Interview 1Perbedaan...ya secara itu aja, apa ya, kankita mencarinya lebih simple, subject kanplus ini karena kan subject itu pasti, yakita nyari jalan simpel aja untukngehapalin.

Simple way ofmemorizingformula

Learning strategy

Assessing oneselfSpace creations

Dian-Interview 1Misalnya kalau mau mengingat simplepast cara mengingat yang paling gampangSubject plus verb 1...ntar dulu...subjectplus verb 3 ya, verb 2…akulupa..hahaha..Udah lama nggak dipakekalo ngomong. Kalo ngomong, verb 2 yaapa aja, tinggal ngomong.

Don’t rememberthe formula

Otomaticallyremember whenused

Learning strategy

Dian-Interview 1[smiling]...nggak kok mbak. Tadinyacuma duduk-duduk aja..terus Wikanjawab...apa gitu...pake bahasainggris..akhirnya aku ikut-ikutan deh.

Speak in Englishduring school break

Practicing Englishout of the class Self-organized Thoughtfulness

272

Dian-Interview 2Ada..yang dari internet. Tapi aku pakegambar-gambarnya aja..kalo teksnyasusah vocabnya

Use internet to findpictures

On-line learningstrategy

Nopi-Interview 3Eh, mbak CD mu masih di aku je. EH,mbak dodol banget aku. Ternyata CDnya tuh bisanya dibuka di windowsmedia, nggak bisa diputar di CD ROMbiasa je. Eh, simple plain ki artine biasabanget yo mbak. Band luar negeri kianeh-aneh, mbek cintapucino kid’cinnamon ki artine kayu manis to. Akubuka neng kamus. My chemical romancekan bahan kimia maksudnya gimana tuhmbak?

Different form offile type

Finding themeanings of groupbands’ name indictionary

Finding out theproblems with theCD

Curious ondifferent names ofband

Giving more meaning tolearning

Thoughtfulness

Nopi-Interview 3Lha, creed artine ki takwa, iman. Yaampun..malah MUSE artinemerenungkan, ya ampun bangetdeh…Band luar ki namanya aneh-aneh.Spice girls masak artine rempah-rempah…to yo mbak?

Finding themeanings of groupbands’ name indictionary

Curious ondifferent names ofband

Giving more meaning tolearning

Nopi-Interview 3Kelas 1 pake LKS, kelas 2 kadang-kadang, nek saiki ra nganggo ki. Malahora belajar ki. Nggak pernah masuk mbak,malah sibuk sama matematika ki, belajar

Use worksheets inthe 1st gradeNow rarely used,studying at home

Doing what theteachers gaveDoing what theywant

Reflecting on theexperience

Reconstructions

273

di rumahUpik-Interview 3Hehehe...lagi malas aja. Lagiangurunya terlambat sih..

Feel lazy becausethe teacher is late

External factorinfluence

Developing criticalthinking

Upik-Interview 3Ya ngerti sedikit. Dulu pernah sihbelajar sama kayak tadi..ya tinggal caricatatan yang dulu aja, biar inget lagi.

Once has learnt thetopic

Relearning thetopic

Self-organized ThoughtfulnessUpik-Interview 3Ya belajar aja dari buku pelajaran,kan dirumah juga ada…eh..pinjambuku perpus juga sih..dikerjain ajasoal-soalnya. Terus, kalo nggak bisa yabaru tanya gurunya atau tanya teman.

Borrow books fromlibrary

Ask friends orteacher

Learning Englishat home

Upik-Interview 3Wah, nggak tau terbitan mana, pokoknyaada di perpus..ya udah dipinjam. Apalagikan mau UAN...harus belajar dong.Pokoknya buku kelas 3 udah hampirhabis dikerjain...cieee...

Learning Englishfor National Examthrough books athome

Preparing fornational examfrom home

Creating solid base for lifelong learning

Reconstructions

Upik-Interview 3Belum. Habisnya juga baru sebentar sihngajarnya...tapi enak kok..eh lebih enakBu Dwi ding..lebih gimana gitu

Like Bu Dwibetter than thecurrent teacher

Comparingbetween twoEnglish teachers

Developing criticalthinking

Upik-Interview 3Ya lebih bikin semangat aja..ada PRdibahasa bareng-bareng..ya gitulah.

Discuss togetherhomework

Learning Englishwith friends

Being the central oflearning

274

Enak aja

Novi-Interview 1Ya kalo yang bahasa inggris, wahsetahun lah….kagak mudhengjuga…hehehe. Kadang juga kalo lagipusing juga malah tanya-tanya samakakak kelas yang udah tahu, Che itukayak gimana sebenarnya, gitu-gitu.Catatanpun yang lainnya suruh nyatat,malas ah nyatat.

Not able to readEnglish books

Ask older friendsabout the book

Finding help tounderstand thebook

Self-organized

Space creations

Novi-Interview 1Kita nggak harus tahu semua, yangpenting kan point-pointnya. Kaloinggris kan cuma point-pointnya doangyang didapat. Kita juga jadi terbiasa.Terus komputer pun juga bahasanyajuga nggak ada bahasa indonesia, kan?Bahasa inggris terus ya kita dari situ udahmulai agak ngerti-ngerti apa artinya.

More important tounderstand thepoints

Computers useEnglish

Finding the gist inunderstandingEnglish

Real-life use ofEnglish

Self-organized

Self-organized

Space creations

Novi-Interview 1Hmm...hmmm....aku suka baca buku apagitu, terus kalo dulu kan, kalo sekarangkan nggak kayak dulu. Kondisinya kannggak kayak dulu, dulu kan bener-bener masih ekstra diperhatiin samapendamping. Sekarang kan merekasudah punya kesibukan sendiri-sendiri,terus kita kan dilatih untuk mandiri, ya

Used to becontrolled by thefacilitators/teachers

Trying to beindependent

Teacher-centeredlearning

Changing the role

Developing criticalthinking

Reflecting on the

Reconstructions

275

udah...dan aku mencoba untukmandiri.

experience

Upik-Interview 1Disini aja, kita kan kadang pakebahasa inggris kalo pelajaran bahasainggris. Jadi kadang sambil vocab dicatatkadang kita juga dimemorinya juga digitu...alah....

Learning to speakin English at school

Practicingspeaking skill inthe classroom

Giving more meaning tolearning

Learning together

Thoughtfulness

Upik-Interview 1Terus ada yang leadernya juga gakterlalu menguasai, aku juga gak tahu,gimana dengan teman-teman yang lain?Terus kita berunding melingkar, gimananih kita gak tahu, kita kan harus belajarbareng-bareng, namanya harus salingmengisi. Eh kita juga gak tahu, cariinternet aja, nah..kalo internet juga gakada. Ah, gak mungkin kan internetnyagak ada..jadi sebisa mungkin kitanggak terlalu mengandalkanpendamping.

Leader not to beauthoritive

Learning together

Learning throughinternet

Not dependent onthe teachers

Leader asfacilitator

Share knowledge

Learning strategy

Upik-Interview 1Oh iya, itu dulu dapat kenang-kenangandari orang amerika kan tas kayak gini,didalamnya ada bahasa inggris gitusama bolpen sama buku-buku. Dalambuku besarnya itu ada teks-teks bahasa

English books,pens, and bags asgifts fromAmerican people

Supportinglearning materials Creating a solid base for

life long learning

Thoughtfulness

276

inggris gitu jadi sering dilatih. Tapivocabnya sudah terlalu tinggi, yadibiarin aja jadi yang emang butuhdibelajarin dan emang harus bisa, yaudah dicoba aja, apa salahnya mencoba

The books usedifficult words

Have to try tounderstand

Not giving up Reconstructions

Upik-Interview 1Yaaa.....kalo baru percakapan-percakapangitu, kami ya pada seneng. Anak kelas 3sekarang ini ya dulu tuh paling tertarikya dibidang omong-mengomong itu,tapi ya sekarang agak pudar gitu deh

3rd graders likespeaking in English

Less motivatedthan before

Finding the class’style

Assessing oneself Space creations

Upik-Interview 1Ya soalnya sekarang itu makin dewasa,pikirannya sudah ..alah...[gigling]

Because they aremore mature

Growing up factor Developing criticalconsciousness

Reconstructions

Upik-Interview 1Kalo misalnya topik cinta.. Biasanyaya...tentang gosip-gosip. Kalo ada dariinfortainment, hei...masa to gini-gini!Ah pokoknya heboh sendiri kalo kita tuhanak alternatif gitu lho... Alaah....

Use celebritygossips as topics inEnglish

Alternativestudents are lively

Up to date topicsdiscussed in class

The class’ style Giving more meaning tolearning

Thoughtfulness

Upik-Interview 1Iya kadang ada yang pake bahasa inggris,pokoknya ada yang gak suka, ada yangmulai ngajak pake bahasa inggrislah,bahasa jawa lah..bahasa indonesia lah

Sometimes useEnglish ingossiping

Real-life contextof learning

Appendix 19

277

Development of Emergent ThemeResearch Construct Category: Transcendence

Development of emergent theme,Category: Transcendence

Key words Concept Sub-theme EmergentThemes

Dian-Interview 1Untuk 17an besok Dian mau bikinAku..itu Season Family. Dirumahnyambak Fina bikin drama. Kalo kelas kitabikin drama musikal Little blue ridinghood

Preparing a dramafor theIndependence Daycelebration

Participating inthe celebration

Reflecting on one’sexperience

Reconstructions

Dian-Interview 1Dulu di tempat lesku ada kelompokteater gitu drama-drama gitu. Aku dapatkelompok little red riding hood itu.Tadinya mau aku sama Arin, gak jadi.Terus Little mermaid, gak jadi. Pinokiogak jadi. Ya udah jadinya Little RedRiding Hood.

Joined theater inher former privatecourses

Using the formerexperience

Dian-Interview 2Optik The final project

The final aim ofmaking projectreport

Creating a solid base forlifelong learningDian-Interview 2

Diapain ya?..Paling kalo bagus yangditulis untuk E-lalang. Kalo nggak yadisimpan

Write the projectreport for theschool magazine

278

Dian-Interview 2Udah dapat bahan baru sedikit. Dariinternet, buku di perpus, bukukusendiri

On-line and booksas project sources

Learning strategy Self-organized Thoughtfulness

Nopi-Interview 2Ya nolong, tapi kalo aku bisa aja..kankadang-kadang ada vocab yang sulit yanggak aku bantu. Terus kalo untukdisertasi, Nopi mau belum kepikiran.Pengennya sih nulis tentang cheguavara, soalnya aku lagi baca bukunya

Helping difficultwords

Writing on CheGuavara

Being a teacherfor other friends

Desired finalproject

Developing criticalconsciousness

Reconstructions

Upik-Interview 2Dulu itu pertama gini...kan susu memangbagus untuk tulang, tapi kok banyak anak-anak kecil yang nggak...apa tuh...nggakmampu beli susu. Kasian kan? Udahnggak jaman gitu lho..nggak minum susu.Kan kalo bisa bikin yang murah...ayoadik-adik pada minum susu...enaklho...kan biar pada pinter. Alaah...apacoba...Tetanggaku aja ada yang nggakmau susu...siapa tau nih...mungkin...kalosusu kedelai...bisa minum..mau gitu..

Project on makingmilk from bean

Finding the topicfrom everydayproblems

Developing criticalconsciousness

Dian-Interview 3

279

Aku tetap mau bikin alat optik. He eh.Udah ngumpulin bahan nih, mbak. Akutertarik fisika dan biologi sih.

Optical gadget forproject

Interested inphysics andbiology

Creating a finalproject based oninterest

Developing criticalconsciousness

ReconstructionsUpik-Interview 3Eh, yang STAR club yang buat anak-anak Ya bahasa inggris..ya masihstandar-standar aja..ya buku tu apa…yamasih standar gitu doang

Teaching Englishfor children

Making use oflearning Englishat school

Reflecting on one’sexperience

Upik-Interview 3Ya, pertamanya sama mbak emi, mbaknurul, mbak emi kan sering gimanaya…nggak konsisten...sering nggakmasuk. Mbak nurul tanya, kamu habisdhuhur ngapain? Padahal aku sendiri diTingkir aku kan udah ndiriin sekolah.Ada deh. Gurunya kan aku sama Muslim,bukan orang sini orang sana. Apasebaiknya gini, coba diperiksa gimanamewarnainya kemarin. Hayo kakak upiksama kakak muslim ngapainhayo...Kadang ya senang juga..

As teachers ofenglish in twoplaces

More contributionto the communityaround her

Reflecting on one’sexperience

Novi-Interview1Berguna sih berguna...heeh. Dulu Helping friends Becoming a

280

temenku, yang kebetulan adik kelasku, yapernah main-main bareng, ada tugasrumah, kayak tes tugas rumah. Merekasama sekali nggak mudeng. Soalgampang kayak gini nggak bisa, ihnggak bisa mbak. Ya udah, tak bantusemua.

from formalschool

teacher for herfriends

Developing criticalconsciousness

Reconstructions

Novi-Interview1Gelar karya tuh aku kan jadi MC, jadinggak pernah kebagian Daripada salahntar diketawain.....mending nggakaja...hahaha....soalnya kakak kelas banyakyang nonton, terus kalo salah kandisorakin kan malu.

As presenter in allschool events

Ashamed of beingteased by otherfriends

Self assessmentBeing able to assessthemselves

Upik-Interview 1Kita kan pasti ada kekurangan adakelebihan..gimana kalo kita mengadakanleader? Ntar leader yang lebih menguasaike ini, dikeiniin aja, trus berbagi-bagi gitu.Jadi ntar gini, OK setuju, tapi kalo kitapengen belajar sesuatu, dari rumah harusudah bawa masalah. Nanti kita rembukbareng-bareng gini-gini....Jadi kalo adayang belum tahu, kita ke salah satuleadernya atau ke semua, habis itu kaloleader dan teman-teman semuanyabener-bener mentok gak tahu baru tanyake pendamping.

Difficulty indiscussing topicsask the groupleader then finallythe teacher

The process ofunderstandingEnglish

Reflecting on one’sexperience

Upik-Interview 1

281

Hehehe....dulu pernah waktu 17an disini,waktu nari kan lagunya I’m sorry...I’msorry gitu..langsung...sorry-sorry ki opo?Niku lho mohon maaf ngeten niku lho,Bu. Oh, pinter men yo koweNdhuk...Mboten kok mbah..

ExplainingEnglish words tothe audience

Helping an elderlycommunitymember inunderstandingEnglish

Developing criticalconsciousness

Reconstructions

Upik-Interview 1Mbah-mbah gitu...Opo ki sorry-sorry,pokoknya ya gitu. Hehehe...Aku ya ketawaaja..Biasanya kan orang sering dengarterus tertarik, terus dicari..ya pokoknyagitu lah. Ya kalo sama ibu ya gitu lah

Her mother askedher the meaning ofwords

Helping thefamily member

Upik-Interview 1Ya nggak sih, soalnya ibu tuh orangnyalebih suka nyari sendiri. Adik biasanyayang minta tolong, mbak ini apa sih?Kalo di DORA kan lebih menggunakanbahasa inggris. Mbak, ini apa mbak, goodbye apa mbak? Kok aku gak tahu.Goodbye tuh selamat tinggal. Terus tadiDORA ngomong see you see you gitu.Langsung, itu tuh see you tomorrow,sampai bertemu besok, sayang. Oh gitu.Ntar kalo dapat dari DORA lagi, kalo gaktanya sama aku sama ibu.

Her sister askedEnglish wordsheard from DORA