the lived experience of nursing students in learning...
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THE LIVED EXPERIENCE OF NURSING STUDENTS
IN LEARNING ENGLISH
A Thesis Presented to
The Graduate Program in English Language Studies
in partial Fulfilment of the Requirements
for the Degree of
Magister Humaniora (M.Hum)
in
English Language Studies
by
Christine Monica Sumaraw
166332007
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
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THE LIVED EXPERIENCE OF NURSING STUDENTS
IN LEARNING ENGLISH
A Thesis Presented to
The Graduate Program in English Language Studies
in partial Fulfilment of the Requirements
for the Degree of
Magister Humaniora (M.Hum)
in
English Language Studies
by
Christine Monica Sumaraw
166332007
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
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A THESIS
THE LIVED EXPERIENCE OF NURSING STUDENTS
IN LEARNING ENGLISH
by
Christine Monica Sumaraw
166332007
Approved by
F.X. Mukarto, Ph.D
Thesis Advisor Yogyakarta, 13 July 2018
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A THESIS
THE LIVED EXPERIENCE OF NURSING STUDENTS
IN LEARNING ENGLISH
Presented by:
Christine Monica Sumaraw
166332007
Was defended in front of the Thesis Committee
and Declared Acceptable:
THESIS COMMITTEE
Chairperson : Dr. B.B. Dwijatmoko, M.A.
Secretary : F.X. Mukarto, Ph.D.
Members : 1. Dr. E. Sunarto, M.Hum.
2. Dr. J. Bismoko
Yogyakarta, 24 July 2018
The Graduate School Director
Sanata Dharma University
Dr. Gregorius Budi Subanar, SJ
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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, and sentences, unless otherwise
stated are mine. I understand the full consequences including degree cancellation
if I took somebody else’s phrases or sentences without proper references.
Yogyakarta, 13 July 2018
Christine Monica Sumaraw
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Christine Monica Sumaraw
NIM : 166332007
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma, karya ilmiah saya yang berjudul:
THE LIVED EXPERIENCE OF NURSING STUDENTS
IN LEARNING ENGLISH
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya di Internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap
mencantumkan saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 13 Juli 2018
Christine Monica Sumaraw
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ACKNOWLEDGEMENTS
First of all, I acknowledge with my deepest gratitude to the Almighty God,
Jesus Christ, Mother Mary, and St. Joseph for the blessing in the journey of my
life. It is only by God’s grace that I could finish my study.
I would like to express my sincere gratitude and respect to my thesis
advisor, F.X. Mukarto, Ph.D. for his invaluable support, encouragement,
suggestions and kindness throughout my research work. My gratitude also goes to
all thesis reviewers and examiners, Dr. J. Bismoko, Dr. B.B. Dwijatmoko, M.A.,
Dr. Sunarto, M.Hum., and all lecturers and staffs of English Language Studies
who have helped me during my study in ELS Sanata Dharma University.
This acknowledgement is especially dedicated to The Congregation of the
Sisters of Jesus Mary Joseph for giving me this great opportunity and for always
supporting me during my study. My sincere gratitude goes to my family for their
never-ending love and support.
My special thanks go to Eirene, Listi, Florence, Nieza, Dino, and also ELS
batch 2016 for sharing many things during the study. I would like to thank to the
participants in this research who have willingly shared their interesting and
inspiring experiences. Finally, I express sincere gratitude to others whose names
are not mentioned here.
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................... i
APPROVAL PAGE .............................................................................................. ii
THESIS DEFENSE APPROVAL PAGE .......................................................... iii
STATEMENT OF ORIGINALITY ................................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ................................. v
ACKNOWLEDGEMENTS ................................................................................. vi
TABLE OF CONTENTS .................................................................................... vii
LIST OF FIGURES .............................................................................................. x
LIST OF APPENDICES ..................................................................................... xi
LIST OF ABBREVIATIONS ............................................................................ xii
ABSTRACT ........................................................................................................ xiii
ABSTRAK ............................................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................. 1
B. Limitation of the Study ............................................................................... 5
C. Research Question ....................................................................................... 6
D. Research Objectives .................................................................................... 6
E. Research Benefits ........................................................................................ 7
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CHAPTER II LITERATURE REVIEW
A. Theoretical Review ..................................................................................... 8
1. Lived Experience .................................................................................... 8
a. Principles in Lived Experience ......................................................... 11
b. Fields in Lived Experience ............................................................... 15
2. English in Nursing Program .................................................................. 18
a. English Language Learning .............................................................. 18
b. Characteristics of Language Learners ............................................... 23
c. English in Nursing Program .............................................................. 26
3. Stella Maris School of Health Science .................................................. 29
B. Framework of Pre-Understanding ............................................................. 32
CHAPTER III RESEARCH METHODOLOGY
A. Research Method ....................................................................................... 34
B. Research Design ........................................................................................ 35
C. Research Instruments ................................................................................ 42
D. Data Gathering .......................................................................................... 43
E. Data Analysis ............................................................................................ 44
F. Trustworthiness ......................................................................................... 46
CHAPTER IV DESCRIPTIONS AND INTERPRETATIONS
A. Descriptions of the Participants’ Lived Experience .................................. 48
1. Nesya’s Story ........................................................................................ 49
2. Theodora’s Story ................................................................................... 54
3. Julia’s Story ........................................................................................... 58
B. INTERPRETATION ................................................................................. 63
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1. Pre-Figured Themes .............................................................................. 63
a. Inconfidence ...................................................................................... 63
b. Learning Autonomy .......................................................................... 65
2. Emergent Themes.................................................................................. 68
a. Awareness ......................................................................................... 68
b. Learning Environments ..................................................................... 70
c. Personal development ....................................................................... 74
d. Indifference ....................................................................................... 77
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
A. Conclusions ............................................................................................... 80
B. Implications ............................................................................................... 83
C. Recommendations ..................................................................................... 84
BIBLIOGRAPHY ............................................................................................... 86
APPENDICES ..................................................................................................... 90
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LIST OF FIGURES
Figure 2.1 Learner Autonomy Developments............................................ 26
Figure 2.2 Framework of pre-understanding ............................................ 33
Figure 3.1 Research Design ................................................................... 36
Figure 3.2 Research Procedures................................................................. 38
Figure 3.3 Research Components.............................................................. 40
Figure 3.4 Data Analysis............................................................................ 45
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LIST OF APPENDICES
Appendix 1: Surat Keterangan Penelitian ............................................ 91
Appendix 2: Informed consent form – Nesya ....................................... 92
Appendix 3: Informed consent form – Theodora .................................. 93
Appendix 4: Informed consent form – Julia .......................................... 94
Appendix 5: In-depth interview – Nesya .............................................. 95
Appendix 6: In-depth interview – Theodora .......................................... 111
Appendix 7: In-depth interview – Julia ................................................. 127
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LIST OF ABBREVIATIONS
ACT : Action
BEL : Belief
FEE : Feeling
Jla : Julia
INDF : Indifference
INT : Intention
LAU : Learning Autonomy
LEX : Learning Experience
LEV : Learning Environment
Ns : Nesya
PD : Personal Development
Th : Theodora
SD : Inconfidence
UND : Understanding
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ABSTRACT
Sumaraw, Christine M. 2018. The Lived Experience of Nursing Students in
Learning English. Yogyakarta: English Language Studies Graduate Program,
Sanata Dharma University.
The nursing field is one of the public services which give opportunity for
nurses to meet and have contact with other people. Therefore, in order to give
better services, nurses need to have good skills in communication. The mastery of
a foreign language especially English as international language becomes one of
the requirements for nurses since English enables to communicate better with the
patients from foreign countries. Meanwhile, learning and using English as nursing
students lead them had varied experiences. In regard to the problem, this study
aimed at describing the lived experience of nursing students in learning English.
This study attempted to reveal the essential meaning of nursing students in
learning English. It refers on how learning English gave meaning to the students.
The study employed hermeneutic phenomenology. Thus, it focused on the
description and interpretation of the students’ lived experience. There were three
nursing students selected in this study. In-depth interview as the main instrument
were used to gather the data. In order to validate the findings of the research, I
used member checking as the trustworthiness for the study.
The findings of this study were the description and interpretation of three
participants’ lived experience in learning English. The data revealed six themes:
two pre-figured themes and four emergent themes. In pre-figured themes, there
are two main types of assigned meanings namely inconfidence and learning
autonomy. There are four emergent themes assigned in this study namely self-
awareness, learning environment, personal development, and indifference.
From the findings, it is hoped that this research could give better empathic
understanding about students’ experience in learning English to the readers and
could give contribution in teaching and learning process at nursing program,
particularly to help nursing students in learning English. Recommendations are
also addressed to the nursing students as their habit formation, to the institution in
order to support language learning, and to the further researchers.
Keywords: Hermeneutic phenomenology, Lived Experience, Nursing Students.
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ABSTRAK
Sumaraw, Christine M. 2018. Pengalaman Hidup Mahasiswa Keperawatan
Belajar Bahasa Inggris. Yogyakarta: Program Magister Kajian Bahasa Inggris,
Universitas Sanata Dharma.
Bidang keperawatan adalah salah satu pelayanan publik yang memberi
kesempatan kepada para perawat bertemu dan berkomunikasi dengan orang lain.
Oleh karenanya, agar dapat memberikan pelayanan terbaik, para perawat
membutuhkan kecakapan yang baik dalam komunikasi. Penguasaan bahasa
khususnya bahasa Inggris sebagai bahasa internasional menjadi salah satu
persyaratan bagi perawat karena bahasa Inggris memungkinkan perawat untuk
berkomunikasi lebih baik dengan pasien yang berasal dari luar negeri. Sementara
itu, pembelajaran dan penggunaan bahasa Inggris oleh mahasiswa keperawatan
mengantar mereka pada berbagai pengalaman. Berkaitan dengan masalah ini,
penelitian ini bertujuan untuk mengungkap makna pengalaman mahasiswa
keperawatan belajar bahasa Inggris.
Penelitian ini berusaha mengungkapkan makna penting dari pengalaman
mahasiswa keperawatan belajar bahasa Inggris. Penelitian ini menggunakan
metode fenomenologi hermeneutik. Oleh karenanya, penelitian ini berfokus pada
deskripsi dan interpretasi dari pengalaman belajar bahasa Inggris. Partisipan
dalam penelitian ini adalah 3 mahasiswa keperawatan. Pengumpulan data
dilakukan dengan menggunakan teknik wawancara mendalam. Untuk
memvalidasi hasil ini, saya menggunakan member checking.
Hasil dari penelitian ini berupa deskripsi dan interpretasi pengalaman hidup
mahasiswa keperawatan belajar bahasa Inggris. Data yang ada mengungkapkan 6
tema yang terdiri dari 2 tema yang diduga dan 4 tema yang muncul. Ada 2 tema
yang diduga yakni keraguan dan kemandirian belajar. Sementara itu, terdapat 4
tema yang muncul yakni kesadaran diri, lingkungan belajar, perkembangan
pribadi, dan acuh tak acuh.
Dari hasil penelitian ini, diharapkan dapat memberikan pemahaman empati
mengenai pengalaman mahasiswa keperawatan belajar bahasa Inggris pada
pembaca dan memberi konstribusi pada proses belajar mengajar di bidang
kesehatan, secara khusus membantu para perawat untuk belajar bahasa Inggris.
Saran juga ditujukan kepada mahasiswa keperawatan untuk pembentukan
kebiasaan, untuk institusi agar mendukung pembelajaran bahasa Inggris, dan juga
untuk peneliti selanjutnya.
Keywords: Fenomenologi hermeneutik, Pengalaman hidup, Mahasiswa
keperawatan.
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CHAPTER I
INTRODUCTION
This study aimed at describing the lived experience of nursing students
in learning English. This chapter presents and discusses background of the
study, the limitation of the study, the objective, and the benefits of the study.
Every section will be discussed and elaborated below.
A. Background of the Study
Doing and experiencing something becomes a part of human life. Some
researchers have done their research related to human lived experience. First,
Park (2006) in his research tried to develop an inductive, comprehensive
understanding of Asian international students’ lived experience in online
learning environments. By using descriptive phenomenological method, he
found seven themes: 1) language barrier which reflected how the participants’
language barrier shaped their experience in language learning, 2)
relationships/interactions which reflected how participants perceived their
relationship with the teachers and/or classmates and how it affected their
learning, 3) influence of cultural background which reflected how the
participants’ background shaped their experience in online learning and how
it affected to their learning, 4) Benefits from online learning environment
which conveyed how online learning environment were of advantage to the
participants, 5) Downside of online learning environment which categorized
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the disadvantages and frustration participants perceived regarding online
learning environments, 6) Teacher in online learning environments which
reflected how the participants perceived roles and qualities, 7) suggestions
which conveyed the participants’ suggestions to enhance the online learning.
Second, Reszke (2011) tried to explore and examine the lived
experience of adults learning and using English as a second language within
the context of an international charitable and humanitarian organization, and
significance of this for English language teaching pedagogy. There are four
themes emerged in her study, namely; 1) learning engender transformation, 2)
studying and using English necessitates negotiating changes in relationship,
3) affective factors are of significance to English language learning, 4)
English language learning is functionally constructed and goal oriented.
Third, Zeeck (2012) examined the experience of eight elementary
principals from Midwest who were involved in dual-career relationship under
the age of 18. He found that there are three major themes which emerged out
of the experiences shared by the elementary principals: 1) there exist a gap
between actual and perceived values, 2) stress develops form high number of
tasks, 3) coping strategies are utilized to manage daily stressors.
Fourth, Ferianda (2016) in his study also tried to describe and interpret
the lived experience of ELS students on project based learning. There are six
meanings gathered in his research. Those meaning were divided into two
sections namely pre-figure meanings which consist of authentic learning,
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learning autonomy, cooperative learning, and multiple intelligences. The
second section is emergent meanings which consists of understanding others
and personal development. All of the research shown that each experience has
meaning.
There are many things that can be experienced and give meaning in
human life involving the learning and using of English by nursing students.
Nurses are the most demanded profession in the world today. Munir et al.
(2013) stated that millions of nurses are urgently needed by developed
countries. In order to to answer the demand of qualified nurses, the
government of Indonesia through Department of Education and Department
of Health improve the curriculum and instructional materials including
education facilities to response to the technical advancement. Nowadays,
Indonesian nurses not only contribute for domestic demand, but they are also
needed in the global market.
Nursing field which deals with the public services gives opportunity for
nurses to meet and have contact with other people. Their services lead them
to experience many things as nurse. Tucker in Handoyowati (2010)
emphasizes that health and care delivery always implicates communication
across a range professional and lay discourse and, in addition, is increasingly
characterized by communication across multiple ethno linguistic and cultural
communities as well. Therefore, in order to give better services, nurses need
to have skills in communication.
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The mastery of foreign language especially English as international
language becomes one of the requirements for nurses since English enables
nurses to communicate better with the patients from foreign countries. In
Indonesia, the competence in mastering English is also important. Nurses use
English to communicate with the patients when they treat them or to give
information to the foreign visitors. Besides the need of being able to
communicate with patients, nurses are also promoted to work outside or at
least work in international hospital. Their competency in English will help
them to work outside. Nowadays, Indonesia as a part of ASEAN countries is
in the era of ASEAN Economic Community (AEC). The AEC is the pillar
under the ASEAN Community most relevant to foreign investors interested in
establishing operation and trading in the ASEAN region. The AEC is
ultimately designed to create a single market and production base within
ASEAN. The AEC will allow for the free movements of goods, investment,
services and skilled labour including nursing field. To welcome and
anticipate the global development, there are revisions in the Ners curriculum
English is also needed by nursing students because many sources
(books, journals, articles) which are used in teaching and learning process at
the academy are in English. Therefore they need to learn English not only for
communication but also for learning in academy.
The existence and the using of English in Indonesia are always
developed. Therefore, Indonesian government also gives attention to this field
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by adding English in the curriculum in order to improve nurses’ English
skills. Based on the Ministerial Decree of National Education of Republic
Indonesia Number 23/U/2000 about the curriculum compilation guidance of
higher education and the assessment of the result of the students learning
Chapter IV about Core and Institutional Curriculum Section 10 (2), English is
included in institutional curriculum in MPK group, as stated “Dalam
kelompok MPK secara institusional termasuk Bahasa Indonesia, Bahasa
Inggris, Ilmu Budaya Dasar, Ilmu Sosial Dasar, Ilmu Alamih Dasar, Filsafat
Ilmu, Olahraga, dan sebagainya”.
The need of qualified nurses, the importance of English and the
government policy demand nursing students to learn English. They learn
English not only to pass the examination but as a medium to communicate
with others, to get more understanding related to their profession and to
prepare themselves to be professional nurses. It makes nursing students have
experiences in learning English. Therefore, in this study I attempt to find out
nursing students’ lived experience in learning English.
B. Limitation of the Study
This study focused on the lived experience of the students who learn
English in nursing program. In order to investigate participants’ lived
experience effectively, the study was limited on the students’ understanding,
belief, feeling, intention, and action in learning English. The participants were
the nursing students who learnt English at the school of health science. I
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limited the research to three nursing students. They are chosen based on the
illumination aspect. With the limitation of the participants, it is expected to
gain rich and meaningful descriptions from them which can be elaborated.
The study of the lived experience is related to the experience of the
students as the participants in learning English. According to Patton (2002)
the inquiry areas of lived experience are experience and behaviour, opinion
and values, feeling, knowledge, sensory and background. Therefore, the lived
experiences here related to how nursing students’ understanding and feeling
in learning English are. The experiences will be described and interpreted as
the answer of the research question.
C. Research Question
Based on the background and limitation of the study, the questions
stated in this research is What is the nursing students’ lived experience in
learning English? This question becomes the guideline in conducting the
research.
D. Research Objectives
The purpose of this study is to explore the lived experience of nurse
students in learning English. The focus is to describe and interpret students’
lived experienced related to learning English in nursing program. Therefore
the objective of this study is to gain the empohatic understanding of students’
experience in learning English.
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E. Research Benefits
The study of nursing students’ lived experience in learning English is
conducted to describe and interpret the experiences. Besides, the study also
expected to give other benefits both theoretically and practically.
Hopefully, this research will give contribution in teaching and learning,
particularly to help nursing students in learning English. By gaining a deeper
understanding of the experiences, nursing students may know their
development in learning English. The lived experience can be used as the
reflection for students who involved in the research. The findings may
generate an understanding that affect and enhance the students in learning
English. Besides, nursing educators may have an understanding about
students’ experience and ways to help students in learning English.
Furthermore, the finding may be useful for other researchers who will
conduct research related to nursing students’ lived experience.
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CHAPTER II
LITERATURE REVIEW
This chapter discusses theoretical review and pre-understanding.
Theoretical review deals with theories underlying this study. The framework
of pre-understanding deals with how the theories are constructed.
A. Theoretical Review
In this section, the researcher will review two main theories which
become the construct of this study. They are lived experience and English in
nursing program.
1. Lived Experience
Lived experience is the starting point and end point of the study. It is
the experience of being in the world. The aim of the study is to find out the
meaningful experience subjectively experienced by the participants from their
point of view. Lived experience here refers to how a person perceive,
describe, feel, judge, remember, make sense, and talk about something with
other.
The inquiry areas of lived experience according to Patton (2002: 348-
351) are experience and behaviour, opinion and values, feeling, knowledge,
sensory, and background. Experience and behaviour relate to action and
activities in the past, present or maybe the future. Feeling is related to the
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emotions like anxious, happy, afraid and others. Knowledge is about people’s
factual information toward something. Sensory involves everything related to
our sensory. Background gives portrait about the characteristic about the
people like their age, education, occupation and others.
The experience becomes live if it is meaningful and conscious. A
meaningful experience is when it is impressing and significant. Then it is
conscious when the person has certain awareness while having through or
performing the experiences.
Lived experience has relation with phenomenology and hermeneutics.
Phenomenology deals with description while hermeneutic deals with
interpretation. It is trying to find out the meaning of a phenomenon happened
or experienced by a subject. Van Mannen (1990:9) states that
‘phenomenology is the study of the life world’. It aims at gaining the deeper
understanding of the nature or meaning of our everyday experience.
Additionally, Creswell (2007:57) states that phenomenology study figures out
the meaning for several individuals of their lived experiences of a concept or
phenomenon.
Regarding the study of lived experience, Van Mannen (1990) divides
the definitions of phenomenology research into eight definitions. The first is
the phenomenological research is the study of lived experience. The
phenomena deals with life world; the world as we immediately experience it
pre-reflectively rather than we conceptualize, categorize or reflect on it. Thus,
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phenomenology attempts to gain a deeper understanding of our everyday
experience. The second, the phenomenological research is the explication of
phenomena as they present themselves to consciousness. Consciousness is the
only access human beings have to the world. Thus, phenomenology is
interested in the significant world of the human being. The third,
phenomenological research is the study of essence. Phenomenology is the
systematic attempt to uncover and describe the structures, the internal
meaning structures, of lived experience. The fourth, phenomenological
research is the description of the experiential meanings. It attempts to
describe and interpret the meanings to a certain degree of depth and richness.
The fifth, phenomenological research is the human scientific study of
phenomena. Phenomenology claims to be scientific in a broad sense, since it
is a systematic, explicit, self-critical, and inter-subjective study of the lived
experience. The sixth, phenomenological research is the attentive practice of
thoughtfulness. Phenomenology also deals with thoughtfulness. It concerns
with the meaning of living a life. The seventh, the phenomenological research
is a search for what it means to be human. It focuses on the existence of
human being. The eighth, phenomenological research is a poetizing activity.
It is a way to discover what lies at the ontological core of our being.
Palmer in Ferianda (2017) gave some definitions of hermeneutic. The
first is hermeneutic as a theory of biblical exegesis. It means that hermeneutic
is as a basis for the interpretation of the bible. The second is hermeneutic as
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the science of the linguistic understanding. It means that understanding is
close to the linguistic interpretation. The third is hermeneutic as the
phenomenology of Dasein and of existence of human being. The last is
hermeneutic as a system of interpretation which means that hermeneutics
relates to the interpretation.
a. Principles in Lived Experience
As human science research, there are six methodological themes related
to lived experience:
1) Turning to the nature of Lived Experience
Phenomenological human science begins in lived experience and
eventually turns back into it. Dilthey in Van Mannen (1990) has suggested
that in its most basic form lived experience involve our immediate, pre-
reflective consciousness of life: a reflexive or self-given awareness which is,
as awareness, unaware of itself. It means lived experience deals with the
awareness of the experience. Friesen et al (2012:1) states that phenomenology
is the study of experience, particularly as it is lived and it is structured
through consciousness. Experience refers not so much to accumulated
evidence or knowledge as something ‘undergo’. It is something that happens
to us, and not something accumulated and mastered by us.
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2) Investigating experience as we live it
The world of lived experience is both the source and the object of
phenomenological research. Van Mannen (1990:32) stated that being
experience is wisdom of the practice of living which results from having lived
life deeply. In doing phenomenological research this practical wisdom is
sought in the understanding of the nature of lived experience itself.
Investigating experience relates with data. There are some ways in gathering
the data or as the sources of lived experience as purposed by Van Mannen
(1990); using personal experience as starting point, tracing etymological
sources, searching idiomatic phrases, obtaining experiential descriptions from
others, protocol writing (lived experience descriptions), interviewing (the
personal story), observing (the experiential anecdote), experiential description
in literature, biography as a source of experiential material, diaries-journal-
and logs as sources of lived experience, art as a source of lived experience.
3) Hermeneutic Phenomenological Reflection
Husserl as cited by Van Mannen (1990:77) stated that the meaning or
essence of phenomenon is something everyone does constantly in everyday
life. The insight into essence of a phenomenon involves a process of
reflectively appropriating, of clarifying, and of making explicit the structure
of meaning of the lived experience. Reflecting on lived experience becomes
reflectively analysing the structural or thematic aspects of that experience.
According to Van Mannen (1990:79) phenomenological themes may be
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understood as the structure of experience. Thus, when we analyse a
phenomenon, we are trying to determine what the themes are, the experiential
structures that make up that experience.
4) Hermeneutic Phenomenological Writing
Van Mannen (1990) emphasizes that doing research in a
phenomenological sense is already and immediately and always a bringing to
speech something. This thoughtfully bringing to speech is most commonly a
writing activity. Regarding with this activity, a common rhetorical device in
phenomenological writing is the use of anecdote or story. Anecdote is a
special kind of story. It can be understood as a methodological device in
human science to make comprehensible some notion that easily eludes us.
According to Van Mannen (1990) anecdotes may have a variety of functions
but the ones that are significance to human science discourse may include
these characteristics: anecdotes form a concrete counterweight to abstract
theoretical thought, anecdotes express a certain disdain for the alienated and
alienating discourse of scholars who have difficulty showing how life and
theoretical preposition are connected, anecdotes may provide an account of
certain teachings or doctrines which were never written down, anecdotes may
be encountered as concrete demonstration of wisdom, sensitive insight, and
proverbial truth, and anecdotes of certain event or incident may acquire the
significance of exemplary character.
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5) Maintaining a Strong and Oriented Reflection
In this step, the researcher needs to stay focus on the purpose of the
research. In order to stay focus on the purpose, the texts need to be well-
oriented, strong, rich, and deep (Van Mannen, 1990: 151-153). The texts need
to be oriented to the research purpose. The texts need to be strengthened in
order to reach the understanding and interpretation. The texts need to be rich
in order to discover the phenomenon. The texts need to be deep. Depth is
what gives the phenomenon or lived experience to which we orient ourselves
its meaning and resistance to our fuller understanding. Van Mannen (1990)
emphasizes that to be strong in our orientation means that we will not settle
for superficialities and falsities.
6) Balancing the Research Context by Considering Parts and Whole
In this step, one needs to constantly measure the overall design of the
study or text against the significance that the parts must play in the total
textual structure. Van Mannen (1990) purposes some alternative ways of
structuring a research; 1) the text is written thematically means the text is
written based on theme as the guidance, 2) the text is analysed through
anecdote, 3) the text is exemplificative through rendering the nature of the
phenomena and filling the out the initial description by systemically varying
the example, 4) the text is exegetically by engaging one’s writing in a
dialogical or exegetical fashion with the thinking of some other authors, 5)
the text is existentially means to one’s phenomenological description against
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the existential of lived times, lived space, lived body, and lived relationship
with others.
b. Fields in Lived Experience
Lived experience is a phenomenon which is reflected in the experience.
It relates to five important elements namely understanding, belief, intention,
action, and feeling.
1) Understanding
Lived experience attempts to understand the meaning of phenomenon.
The researcher discovers the phenomenon and grasps the meaning through
understanding it. Munhall (2008:903) defines understanding as
“comprehending an entity; achieving a grasp of the essence of another or of
an experience; empathizing or sympathizing with another individual, group,
or culture; or knowing what something is about or something is like”.
Siegel and Smith (1998) in Kurniawati (2015) propose four elements of
understanding which support the definition. The first is that to understand
something is to know a theory. The second is that to understand is to make
sense of something or to make something plausible. It means making sense of
something by proving it through scientific method. The third is that to
understand means to be able to apply it appropriately. Fourth, understanding
involves the act of examining the reasons that justify a claim. Thus,
understanding means as a process of knowing and experiencing something.
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2) Belief
Lived experience of the students has relation to students’ belief.
Students’ belief influences the action and feeling that they have. Gorman
(1993) also states Hume’s definition of belief. Hume divides belief into nine
categories as follows:
1. an idea conceived in a certain manner
2. that certain manner of conception itself
3. an idea that feels a certain way
4. that certain feeling itself
5. an idea that has a great influence on the mind
6. an act of mind rendering realities influential on the mind
7. a lively idea related to an impression
8. a lively manner of conceiving an idea, which manner arises from an
impression
9. something that makes ideas forceful and vivacous
(Gorman, 1193:89)
In addition, Tatto and Coupland (2003) define belief as a tenet or body
tenet of some statement or the reality of some being or phenomenon,
especially when based on examination of evidence. Further, Tatto and
Coupland (2003) state different kinds of beliefs. They are belief toward
technology, belief toward subject matter content and pedagogy, belief toward
diverse students, and belief influencing teachers’ thinking. Belief in this
research is related to belief toward subject matter content and pedagogy.
Students have their own belief and it can be identified through their
judgments on learning English which is also influenced by their
understanding.
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3) Intention
Intention is one of the parts in lived experience. It can be defined as an
aim or plan. Willis (2001) states that intention is what people expect about
something and related with the result of thinking. In line with the definition,
Satiya (2014) proposes three areas of intention. The first is intention for the
future. The second is intention with which someone acts. The third is
intentional action. Based on the definition and the areas of intention, the
students’ intention in this research refers to what students expect in learning
English. They are expected to have intention for the future, intention with
which they act, and intentional action.
4) Action
Action comes from the word act. Lived experience relates to action.
Van Mannen (1990:154) states that “human science is concerned with action
in that hermeneutic phenomenological reflection deepens thought and
therefore radicalizes thinking and the acting that flows from it”. Further,
Husserl (1970) in Moustakas (1994) emphasizes that the meaning of a
phenomenon is in the act experience. Each person has his own action in his
experiences. Action related to feeling, understanding and intention. Van
Mannen (1990:155) gives an example that “as I act towards children, I feel
responsible of a full understanding of what it is like to be in this world as a
child.
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5) Feeling
Patton (2002) states that lived experience is related to how people
experience a phenomenon, how they perceive it, describe it, feel about it,
judge it, remember it, make sense of it, and talk about it with others.
Therefore, feeling is included in lived experience. In this study, feeling refers
to what expression students feel in learning English.
2. English in Nursing Program
a. English Language Learning
Language learning is an active and continuous process. Students
develop their language skills through learning and practice. Students learn
English as they use it to convey their thoughts, feeling, and thoughts. By
using the language in variety contexts, learners develop their fluency and
proficiency. Johar (2017:9) states that the primary goal of learning English is
to be able to have full responsibility in using the language. In order to be able
to achieve the learning goal of language learning; namely fluent control of the
sounds, spelling, vocabulary, grammar and discourse features of language, so
that they can be used to communicate effectively, requires the implementation
of the four strands of language learning (Nation, 2007). The four strands
include: meaning focused input, language focused learning, meaning focused
output, and fluency development. The four strands of language learning as
stated by Paul Nation (2007) are explained in the following:
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a) Meaning focused input
The meaning-focused strands involve learning through listening and
reading using language receptively. It is called meaning focused because in
all the work done in this strand, the learners’ main focus and interest should
be on understanding, and gaining knowledge or enjoyment or both from what
they listen and read. Typical activities in this strand include extensive
reading, shared reading, listening to stories, watching TV or films, and being
a listener in a conversation.
b) Meaning focused output
The meaning-focused output strands involves learning through speaking
and writing – using language productively. Typical activities in this strand
include talking in conversations, giving a speech or lecture, writing a letter,
writing a note to someone, keeping a diary, telling a story and telling
someone how to do something.
c) Language focused learning
Language-focused learning has many names - focus on form, form-
focused instruction, deliberate study and deliberate teaching, learning as
opposed to acquisition, intentional learning and so on. It involves the
deliberate learning of language features such as pronunciation, spelling,
vocabulary, grammar and discourse. The language-focused learning is
preferred because terms like focus on form and form-focused instruction are
misleading in that they can involve a deliberate focus on meaning as well as
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form, and need not involve instruction but can be the focus of individual
autonomous learning. Typical activities in this strand are pronunciation
practice, using substitution drills, learning vocabulary from word cards,
intensive reading, translation, memorising dialogues and getting feedback
about writing.
d) Fluency Development
The fluency development strand should involve all the four skills of
listening, speaking, reading, and writing. In his strand, the learners are helped
to make the best use of what they already know. Like meaning-focused input
and output, the fluency development strand is also meaning-focused. That is,
the learners’ aim to receive and convey the messages. Typical activities in
this strand include speed reading, skimming and scanning, repeated reading,
repeated reading, repeated retelling, and listening to easy stories.
Besides, in language learning each learner has a unique set of family
and cultural experiences, knowledge and understanding, and attitudes and
perspectives. These have an impact on learners’ language acquisition and
learning as well as on their general learning and understandings. According to
the Ministry of Education of New Zealand (2008), there are some factors that
will determine each learner’s starting point and rate of progress;
a. The strength of the English language learner’s oral language and literacy
in their first language(s). In general, if language learner’s proficiency in
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all modes of their first language is strong, then it will be easier for them
to learn in a new language.
b. The age of the learner. The age of the learner affects how their approach
language learning. There are advantages and disadvantages to being
younger and older when learning English as an additional language.
Younger learners are often more open and flexible in their approach to
learning. Older learners usually bring explicit academic, cognitive, and
linguistic knowledge and experience, which can be an advantage but can
also be a hindrance at times.
c. The learner’s previous education. In general, learners who have had
consistent formal education are better able to learn a new language.
d. The match between familiar and new approaches to teaching and
learning. It can be difficult, especially for some older learners to get used
to being taught in unfamiliar ways.
e. The similarities and differences between English and the learner’s
language(s). If an English language learner’s first language is closely
related to English, it is easier for them to learn English because their
knowledge of sounds, structures, and word families in their first language
is transferable.
f. The learner’s language-learning experience. In general, the more
languages a learner know, the easier it is for them to learn a new
language. The stronger their oral language and literacy in their known
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languages, knowledge, the easier as it for them to develop oral language
and literacy in a new language.
g. The learner’s exposure to English. English language learner will have
had different amounts and types of exposure to English either through
formal study or through less formal means such as listening to music,
watching videos, and participating in social context. If a learner already
has some exposure to English, they are on the way, even if they are not
aware of any familiarity with this language.
h. The learner’s opportunities to interact with native speakers of English.
When a learner has opportunities to interact with native speakers of
English in both social and academic settings, their language acquisition is
enhanced.
i. Affective factors; a learner’s personality and learning disposition (such as
their confidence, attitudes, perceptions, and ability to take learning risks)
influence their learning. Significant affective factors include the learners’
life experience, being shy or outgoing, motivation to learn and acquire
language, self-esteem and self-perception, previous exposure to trauma.
Other affective factors related to the school and home environment will
also have a bearing on a learner’s achievement. These factors include the
learner’s relationship with teachers and with other learners and well-
being stability of their family.
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j. The learner’s cognitive learning ability; a small percentage of new
language learners are limited by a cognitive disability and will require
special support for language learning.
k. Physical disability; a few learners will need additional support for
language learning because they are affected by hearing, sight, or other
physical disabilities.
b. Characteristics of Language Learners
Learning and acquiring a language depend on the learner itself.
Lightbown and Spada in Thompson (2005:5) point out some characteristics of
good language learner as follow:
1. Good learners are willing and accurate guessers
2. Good learners are willing to make mistakes
3. Good learners try to communicative even without language
4. Good learners look for patterns
5. Good learners practice whenever possible
6. Good learners analyse their own speech
7. Good learners pay attention their own standards
8. Good learners enjoy grammar
9. Good learners begin learning in childhood
10. Good learners have above average IQs
11. Good learners have good academic skills
12. Good learners have good self-image and self confidence
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Those characteristics show that the good learners are autonomous, have
a high intelligence, good academic skills and enjoy the process of learning.
They implied that if a learner had good skills and was able to learn other
subjects, they could then apply those same skills in learning a language.
In line with Lightbown and Spada, Hedge (2000) described the
characteristic of language learners as Self-Directed Learners. There are 7
characteristics of Self-Directed Learners:
1. Self-Directed learners know their needs and work productively
with the teacher towards achieving their objectives
2. Self-Directed learners know how to use resources independently
3. Self-directed learners learn both inside and outside the classroom
4. Self-Directed learners adjust their learning strategies as needed
5. Self-Directed learners manage and divide the time in learning
properly
6. Self-Directed learners learn with active thinking
7. Self-Directed learners do nott think the teacher is a god who can
give them
The characteristics above show the autonomous of the learners in
learning language. Hedge (2000) believes that learners who have good
strategies in place and who are autonomous will likely be more successful
than learners who depend on the teacher for everything and who blindly
follow without trying to process the information and make it their own. Being
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Self-Directed means that you are motivated to learn and are willing to do
whatever it takes accomplish the task.
Be a good language learners deals with autonomous in learning.
Learner autonomy grows out of the individual learner’s acceptance of
responsibility for his/her own learning. This means that learner autonomy is a
matter of explicit or conscious intention; one cannot accept responsibility for
her own learning unless she has some idea of what, why, and how she tries to
learn. Furthermore, Dickinson (1993) point out the characteristics of
autonomous learner. He stated that although quite a lot of learners actually do
not know what is going n in their classes, autonomous learners are able to
identify what has been taught. They are able to formulate their own learning
objectives in collaboration with teacher, or as something that is in addition to
what the teacher is doing. In addition, autonomous learners can select and
implement appropriate learning strategies consciously, and they can monitor
their own use of learning strategies. Lastly, autonomous learners should
monitor their own learning and self-assessment.
Additionally, Chakici (2015:35) stated that another prerequisite for the
promotion of learner autonomy on the part of learners is awareness. Language
awareness can be defined as explicit theoretical knowledge about the nature
of language, and consciousness perception and sensitivity in language
learning, language teaching and language use. Learners need to be
consciously aware of how language systems work and what they need for an
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effective learning process. On the other hand, though in learning autonomy
the learners deal with themselves, Surma (2004) stated that learner
development of autonomy has connetion with the teacher profesionl
development. It can be seen in the following figures:
Figures 2.2 Model of Learner Autonomy Development (Surma, 2004)
c. English in Nursing Program
Learning English in nursing program is not easy. It is challenging the
teacher and the students. The teacher may face difficulty when their students
unable to communicate in English. The students may also face difficulty to
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communicate with English in nursing context. They may find it difficult when
new words are used in communication and variation of the language usage.
Both of English teacher and students who integrated Nursing and English
language at nursing Academy should have high English proficiency. Kersaint
(2009) suggest that writing down the terms on the board and listing the
nursing terms for teacher and students who are in the process of learning the
target language would reduce misunderstanding among them. It shows that
vocabulary become the important aspect in language learning and language
acquisition at Nursing Academy.
The nature behind integrating language and content teaching is learnt
effectively for meaningful communication and academic context. Teachers
who integrate content and language skill have responsibility both the subject
matter or content itself and language skill of English as the medium of
instruction. Teacher should be a content teacher who comprehends the
material very well and have high foreign language proficiency to help the
students acquiring content along with English.
The teachers also need to acquire some skills and knowledge in order to
accomplish the needs of their students effectively. Cummins (1998) give
some skill and knowledge which necessarily mastered by the teacher of
integrated approach to content and language, namely 1) teacher should have
nature of language proficiency, 2) role of the first language and culture in
learning, 3) capacity to make academic content instruction, 4) ability to
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integrate language and content instruction, 5) respect for and incorporation of
students’ first language in instruction. Therefore, the integrated and content
teachers should have good proficiency in foreign language and the content of
nursing. The teachers are also supposed to understand students’ lacks and
problems in the classroom that are learning other contents in English.
The teaching and learning of English in nursing program as one of the
government policies is to develop the qualified higher education system in
nursing generally and to have professional nursing workers who fulfil the
global standard. According to Haryanti et al. (2015) that in order to have the
qualified and professional nurses, the curriculum of nursing education is
defined by reference to the core curriculum (80%) and the other additional
subjects including English. The development of the curriculum institution can
be adjusted with the vision and mission of the institution by adding the global
issues such as Ebola, Disaster, Trauma Treatment, Entrepreneur, foreign
language) based on the quality of the institution.
English in nursing higher education discusses about the integration of
the four skills (speaking, listening, reading, and writing) including grammar
and vocabulary in the nursing field which used whether in learning proses in
classroom or clinic/community practice. Based on the curriculum, after
learning English in nursing higher education, students are expected to be able
to: 1) read and explained in English the medical instruction related to
patients’ medical records, 2) identify the instruction in English used in
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classroom or in simulation of health care setting, 3) write the report of
nursing care activities given to the patients, 4) communicate using English
actively in classroom or in simulation of health care setting. The time of
English teaching and learning for nursing students is based on the goal and
the situation of the institution. At STIK Stella Maris, the English teaching and
learning last for 4 semesters, two hours in each semester.
3. Stella Maris School of Health Science
Stella Maris School of Health Science (STIK Stella Maris) is managed
under the auspices of Ratna Miriam Foundation. This high school was
founded in 1946. It was established as a nursing school then the school
experienced a significant development. At 2007, this nursing school was set
to STIK Stella Maris. Now, Stella Maris School of Health Science has three
study programs; S1 Nursing, D3 Nursing and Ners program. This school is
also affiliated with Stella Maris Hospital.
Stella Maris School of Health Science is an education program
academic profession which aims to have professional nurses. The curriculum
used in the school is the 2014 National Curriculum. At the curriculum of the
institution, English included in Mata Kuliah Kehidupan Bermasyarakat
(MBB). In S1 study program, English for nursing last for 4 semesters while in
D3 study program, English for Nursing last for 3 semesters.
The institution organizes the education according to the Vision and
Mission. The vision of the institution is become the school of health science
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that excels in Neurorehabilitation nursing with compassionate service. While
the missions are 1) developing ethical, spiritual, sensitivity, and caring values,
and 2) developing human resources who are capable of implementing the
Tridharma of Higher Education and qualified in Neurorehabilitation nursing.
The three study programs have their vision and mission differently in
order to support the vision and mission of the institution and also to have
qualified medical graduates (Dokumen Visi Misi STIK Stella Maris 2018):
1. S1 Program
a. Vision
Become the qualified study program that excels in
Neurorehabilitation for stroke patients.
b. Mission
- Conducting Ners education that excels in Neurorehabilitation
nursing for stroke patients.
- Developing the operational of home care in Neurorehabilitation
for stroke patients.
- Cultivate a caring attitude within the academic community.
- Developing and conducting current research.
- Developing and organizing community service in line with the
development of science and technology and based on the research
result.
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- Cooperate with various educational institutions and health
services both domestic and abroad.
2. D3 Program
a. Vision
Become the qualified study program that excels in
Neurorehabilitation for stroke patients with compassionate service.
b. Mission
- Conducting nursing vocational education that excels in procedural
nursing of stroke patients.
- Participating in the research which oriented in Neurorehabilitation
nursing for stroke patients.
- Organizing community service which is oriented in Home Care of
stroke patients.
- Cultivate a caring attitude within the academic community.
3. Ners Program
The Vision of Ners program is become a qualified study program that
produces Ners who have caring attitude in nursing based on
compassionate, insightful global and excels in Neurorehabilitation
nursing for stroke patients. However, the visions of Ners program are
same with the S1 program.
Furthermore, the methods of learning used in S1 study program are:
Small Group Discussion, Role-Play and Simulation, Case Study, Discovery
Learning, Self-Directed Learning, Cooperative Learning, Collaborative
Learning, Contextual Instruction, Project Based Learning, and Problem Based
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Learning and Inquiry. However, the methods used in Ners program are Pre
and Post Conference, Individual Tutorial, Case Report, Seminar, Problem
Solving, and Learning Innovation.
B. Framework of Pre-Understanding
This section discusses the connection between the related theories to the
pre-understanding of nursing students’ lived experience in learning English.
Further, tentative answer to the research question is presented.
The understanding of lived experience is a phenomenon in which
reflects as a meaningful experience. It is a past event. It reveals the essential
meaning of the experience of the individual. It is not simply about
understanding and belief but also feeling, intention and action of a
phenomenon. Therefore, the lived experience of nursing students in learning
English regards the essential meaning of learning to nursing students.
The nursing students’ lived experience in learning English is interpreted
as how learning English gives meaning to the students. Students’ experiences
become the foundation in unveiling their understanding, belief, feeling,
action, and intention. Students’ understanding in learning English is a mind
representation of the importance of English in nursing education and future
careers. Students’ belief in learning English is defined as their judgments of
learning English which also influenced by their understanding. In this study,
feelings refer to the expression of what students feel about learning. Intention
refers to students’ expectation in learning English. Finally, action refers to
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what students do with their understanding, feeling, and intention in learning
English. From the framework above, the pre-understanding of nursing
students’ lived experience in learning English is then described as the set of
pre-figured themes. The pre-figured themes proposed are based on the
literature review. I assume the student’s experience in learning English are
inconfidence and learning autonomy. In summary, the framework of pre-
understanding of the lived experience of nursing student in learning English
can be seen in figure 2.1 below:
Figure 2.2 Framework of pre-understanding
Goal: The lived experiences of nursing students in learning English
Process: Dicovering experiences; logical truth and empirical truth
Belief Feeling Understanding Intention Action
Pre-figured themes
Inconfidence Learning autonomy
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with methodology in order to discover the
description and interpretation of lived experience. It consists of four parts.
The first is the research method which discusses the method of the study. The
second is the data research design. This part discusses the nature and source
of the data. The third is data instruments which explain the data gathering
instrument. The fourth is data gathering. It includes the discussion on how to
gather the data. The fifth is the data analysis. It explains how to describe and
interpret the data. The last part is the trustworthiness of the study which
discusses the trustworthiness of the instruments and findings.
A. Research Method
The aim of this study is to describe and interpret the lived experience.
Therefore this study belongs to one of the qualitative method that is
hermeneutic phenomenology. According to National Statement on Ethical
Conduct in Human Research (2007) qualitative research involves disciplined
inquiry that examines people’s lives, experience and behaviours, and the
stories and meanings individuals ascribe to them. It can also investigate
organisational functioning, relationship between individuals and groups, and
social environments. Understanding hermeneutic phenomenology as a
research method requires the definition and discussion of terms that may
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initially appear daunting (Friesen et al, 2012). Phenomenology is the study of
experience, particularly as it is lived and as it is structured through
consciousness (Friesen et al, 2012). It always begins in the life world (Van
Mannen, 1990) and has its aim to create deeper understanding of the meaning
of experienced phenomena. Hermeneutic is the art of interpretation and thus
also of meaning (Friesen et al, 2012). Hence, hermeneutic phenomenolgy
refers to description and interpretation. Van Mannen (1990:38) stated that:
“It is the phenomenological and hermeneutical study of human
existence: phenomenology because it is the descriptive study of
lived experience (phenomena) in the attempt to enrich lived
experience by mining its meaning; hermeneutics because it is
the interpretative study of the expressions and objectifications
(texts) of lived experience in the attempt to determine the
meaning embodied in them.”
According to Van Mannen, hermeneutic phenomenology is the study of
experience together with its meaning. Further, Van Mannen (1990:18) also
states that “to do hermeneutic phenomenology is to attempt to accomplish the
imposible: to construct a full interpretative description of some aspects of the
lifeworld, and yet to remain aware that lived life is always more complex than
any explication of meaning can reveal.”
B. Research Design
In this research, the researcher attempted to design the study as a way to
tell and revealing problem of human life. There were four aspects in this
research design, namely; specified goal, context, process, and components as
shown in the figure 3.1 below:
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Figure 3.1 Research Design
1. Specified Goal
The focus of this research was to discover the meaning of nursing
students’ lived experience in learning English. It focused on students’
experience in learning English. Besides, this study was also intended to
understand the narratives from the participants’ perspectives about their
experience in learning English in Nursing Program.
Research Identity
Title: Nursing Students’ Lived Experience
in Learning English
Context:
Setting Stella Maris School of Health
Science Makassar
Source and
Nature of texts:
Source: 3
nursing
students
Nature: a
narrative
Procedures:
1. Determine the sources of
the text
2. Collect significant
information from the initial
interview
3. Arrange some guideline for
interview
4. Conduct the interview
5. Transcribe the interview
6. Interpret the text
Goal:
Describing and
interpreting the
lived
experience of
nursing
students in
learning
English
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2. Context
This research was conducted in Stella Maris School of Health Science
Makassar. There were three participants in this study. They were students of
STIK Stella Maris at the batch of 2016. They had passed three semesters in
the academy and they had learned English in each semester. Therefore, they
experienced various activities related to learning English. Additionally, this
research was conducted in March until April 2018. In the meantime, the
research conducted classroom observation, initial interview, and in-depth
interview to gather the data.
3. Procedure
There were several steps in conducting this research: determining
source of the text, arranging the guideline for interviews, conducting initial
interview and in-depth interviews, describing and interpreting the texts, as
shown in figure 3.2.
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Figure 3.2 Research Procedure
Goal:
Describing and interpreting nursing academy students’
lived experience in learning English
Procedures
Conducting initial interviews
Transcribing
Conducting in-depth inteviews
Coding transcription
Generating themes
Results
Doing member checking
Writing final version
Writing the interpretation of
the participants’ lived
experience
Audio file
Audio file
Transcripts
Code labels
Themes
The description of the
participants’ lived experience
Participants’ feedback
Final writing
Classroom observation First-hand information
Arranging the guideline for
the interviews
The guideline for interview
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There were three illuminating participants in this research who
have experienced the phenomenon. Besides, they all were willing to
share their experience. In the first stage, conducting classroom
observation enabled the researcher to get the first-hand information about
the participants. The classroom observation was done twice for each
class. The second stage was conducting initial interview. It enabled the
researcher to gain additional information and to create a good atmosphere
with the participants. The next step was conducting in-depth interviews.
The interviews were done three times foer each participants. The in-depth
interviews were all recorded and transcribed. Therefore, the recordings
were converted into texts.
After having the texts from the in-depth interviews, the
transcription was all coded. Coding the transcription allowed the
researcher to narrow the text in several meanings. This step led the
researcher to the next step, to generate the meanings which were later
used in analysing the phenomenon in this study.
There were another four steps in this research procedure. Those
steps were describing the texts, interpreting the texts, doing member
checking, and writing the final version. The description of the
participants’ lived experience was based on the fields in lived experience,
namely, understanding, belief, feeling, action and intention. Further, the
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40
Components
Source of data: three nursing
students
Nature of data: narrative
researcher referred back to the texts and tried to relate it with the theories
in order to make interpretation. In addition, this study employed member
checking to validate the findings. Therefore, the participants were asked
to check both the interpretation and description of their lived experience
in learning English at nursing program. In the last step, the researcher
revised the description and interpretation based on the member checking
done by the participants.
4. Components
There were two components in this research design as illustrated in figure
3.3.
Figure 3.3 Research Component
Nature of data
This study aimed to describe and interpret the lived experience of
nursing students in learning English. Therefore, the researcher used
qualitative method in conducting the research. The data of this research was
in text. The researcher collected notes from the classroom observation and
narratives of the participants by interviewing. These data were used to
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41
describe and interpret students’ lived experience in learning English at the
School of health science.
The observation notes was from classroom observation which had been
done in two meetings. The next step was interviewing the participants. The
interviews were conducted three times to each participant individually. All
lived experience materials were recorded and transcribed deliberately.
Research Participants and Setting
This research was conducted at Stella Maris School of Health Science
Makassar. There were three students as the participants. They are Nesya,
Theodora and Julia (pseudonyms). They were from the same semester and
they had learned English for three semester. They were selected because they
had experience in learning English and willing to share their experience. The
consideration in choosing the participants were based on Moustakas (1994)
and Creswell (2012) which state about the criteria of participants in
phenomenological study. They point out that in a phenomenological study, a
researcher needs to find research participants who all experienced the
phenomenon being explored and can articulate their lived experience. In
addition, since it was a qualitative research, Patton (1990) stated that
qualitative research typically focuses in depth on relatively small sample,
even single cases, selected purposefully.
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C. Research Instruments
This research was about lived experience and it also related to personal
understanding of something especially about learning English at the School of
Health Science. The main data source was in-depth interview. An interview
guideline was used as the instrument to collect the data from the participants.
The in-depth interview was used also to answer the research question.
Interview involved researcher talking to one or more participants, where
the categories of response are focused but not necessarily pre-determined.
Interviews were usually recorded by audio-or video-tape, or notes. Boyce et
al. (2006:3) defines in-depth interview as a qualitative research technique that
involves conducting intensive individual interview with small number of
respondents to explore their perspectives on a particular idea, program, or
situation.
In all of the various forms of interviewing, Creswell (2015:220) classify
several general steps in conducting interviews as follows: 1) identify the
interviewees, 2) determine the type of interview, 3) audiotape the questions
and responses, 4) take brief notes during the interview, 5) locate a quiet,
suitable place for conducting the interview, 6) obtain consent from the
interviewee to the participants of the study, 7) have a plan, but flexible, and 8)
use probes to obtain the additional information. Furthermore, the in-depth
interviews were conducted to reveal the five fields of lived experience; belief,
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feeling, understanding, intention, and action. Below are the examples of the
questions that the researcher has constructed:
Table 3.1 Interview questions example
Construct Questions
Learning Experience How long have you learned English?
Belief Is English important for you? Why?
Action What did you do in learning English?
Feeling How was your experience in learning
English?
D. Data Gathering
The instruments of this study were observation and in-depth interview.
Creswell (2015:211) states that “observation is the process of gathering open-
ended, first-hand information by observing people and places at a research
site”. As it was a study to describe and interpret the meaning in learning
English, observation was used to reflect the meaning of situations (Van
Mannen, 1990). In this study, the observation was done twice for each
participant. They were in two different classes, so the observation was done at
the two classes. As stated by Creswell (2015), the observation was done to
have first-hand information by observing the participants in the classroom.
Besides observation, interview was used as the main data sources to
describe and interpret the meaning of the lived experience of nursing students
in learning English. According to Van Mannen (1990), in phenomenological
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44
human science the interview serves very specific purposes: (1) it may be used
as a means for exploring and gathering experiential narrative material that
may serve as a resource for developing a richer and deeper understanding of
human phenomenon, and (2) the interview may be used as a vehicle to
develop a conversational relation with an interviewee about the meaning of an
experience.
In interviewing the participants, the researcher used in-depth interview
to explore and gather the experiential narrative material from the participants.
The interview was done three times for each participant within 1 March 2018
until 4 April 2018. Each interview was conducted within a time span of thirty
to fourty minutes in an informal atmosphere. Additionally, the researcher
conducted the interview in Indonesian language and all the information was
recorded. In the discussion part, the researcher translated the results of the
interview into English in presenting the data.
E. Data Analysis
This study attempted to describe and interpret the participants’ lived
experience in the form of narratives. Creswell (2015:261) proposes several
steps in the process of analysing and interpreting qualitative data used in this
study.
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Figures 3.4 Data Analysis (Creswell, 2015:261)
The first step in data analysis was preparing and organizes the data.
This step consisted of organizing the data, transcribing interviews and typing
field notes, and making decision to analyse the data by hand or computer.
The second was explored and code the data. This step included reading
the whole transcript and making coding. The third was coding to build
description and theme. In this step, codes were used to develop description of
people and places. It was used to develop themes. Coding system in study has
parts for each coding. The example is A5-Ns57-LEX. A6 refers to appendix
4. Ns represents Nesya, the name (pseudonym) of the participant and 57
refers to the line number in the transcription. LEX refers to the learning
experience.
Prepare and organize the data
Explore and code the data
Coding to build Descripton and
Themes
Represent and Report the findings
Interprete the findings
Validate the findings
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The fourth was present and report the findings. In this step, the
researchers represented the finding in visual display that may include figures,
diagrams, comparison tables, and demographic table. The researcher reported
the findings in narrative discussion. The fifth was interpreting the findings.
This step included making interpretation from the reporting and representing
findings. The last step was validating the findings. The validation employed
the member checking procedure.
F. Trustworthiness
In doing a research especially in the process of data collection and
analysis, it is important to make sure that the findings and interpretations are
accurate. There are two strategies that can be used to determine the accuracy
and credibility of findings, such as member checking and triangulation
(Creswell, 2015:258). Triangulation is the process of corroborating evidence
from different individuals (e.g. a principal and a student), types of data (e.g.
observational field notes and interviews), or methods of data collection (e.g.
documents and interviews) in description and themes and qualitative research
(Creswell, 2015:259). Meanwhile, member checking is a process in which the
researcher asks one or more participants in the study to check the accuracy of
the account.
This study used member checking to validate the findings. Therefore,
all the participants were asked to check the transcription, description and
interpretation. Creswell (2015) adds that the member checking also involve
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47
taking data, analysis, interpretation, and conclusion back to the participants in
order to check the accuracy and validity. In this research, all the participants
were asked to review the transcript and a brief analysis of the interview to
verify the data. They gave comments on the transcription and the analysis. In
general, the participants all agreed with the content of the transcription and
the analsysis.
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CHAPTER IV
DESCRIPTIONS AND INTERPRETATIONS
This chapter presents the discovery of the empirical truth, both the
process and the results of the lived experience of nursing students in learning
English. It discusses how the data were collected, coded, reduced, presented
and analysed. This part is divided into two sections namely: the description of
the participants’ lived experience, and the interpretation of the participants’
lived experience.
A. Descriptions of the Participants’ Lived Experience
In this study, there were three participants being interviewed; Nesya,
Theodora, and Julia. They are pseudonyms. They are nursing students, batch
2016.
The texts were thoroughly collected from interviews which were
divided into two parts: initial interview and in-depth interview. The initial
interview was more flexible in terms of the development of topics. It was
conducted more freely by keeping the discussion on track and creating a
comfortable atmosphere so the participants could talk freely. While the in-
depth interview tended to focus on the topic. It was composed and derived
from research construct.
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1. Nesya’s Story
Nesya, pseudonym, is one of the students in the STIK Stella Makassar.
She is in her fourth semester. She was born in Toraja. Her former education
was in different places. She spent her elementary school in three different
places. Then she continued to junior high school at Mangkutana and senior
high school at Toraja. After graduating high school, she wanted to enter
medical department. Her intention is to be a doctor but she failed to enter the
department. She waited for a year to continue her study in the higher level.
She chose STIK Stella Maris because it still related with medical department
and also economic consideration.
She started learning English in elementary school, since it was a
compulsory subject in school in Indonesia. Besides learning English as
compulsory subject in formal education, she also learned English at Kampung
Inggris for 5 months before she continued her study at STIK Stella Maris
(Ns7LEX). Regarding her experience in learning English, during the
interview, she shared that she had learned quite a lot about English in general
and especially in nursing program.
As a nursing student, English also become one of the compulsory
subjects. In STIK Stella Maris, English subject lasts for four semesters. Since
she is in the 4th semester, it becomes her last semester for learning English.
As compulsory subject, English have to be mastered by nursing students to
communicate with patients and to prepare themselves for the better future
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regarding with their career. In the first interview, Nesya stated how important
English for her.
“I always read news in social media that English is the most we need
in working area. If someone hires a job, she must have TOEFL or
IELTS or at least she knows English. The other benefit of learning
English is can be used in hospital for example at Stella Maris which
has patient from other country. They need nurse who can speak
English. Sometimes there was a patient from outside and the nurse
doesn’t know to speak in English then she has to find other nurse who
can speak with the patient.” (A5-Ns9-BEL)
Additionally, Nesya mentioned that she enjoyed learning English since
the first time she learned it. She also motivated to learn English because of her
family.
“My family motivated me in learning English. My mother said that a
woman has to learn other language instead of her own language. My
uncle also said that I cannot work if I only know my language. They
encouraged me to learn English.” (A5-Ns12-MOT)
From this, it can be inferred that the motivation to learn English is from her
family. Nesya and her family realized that in this era someone have to learn
and acquire more than one language. Since English known as international
language, it is required to learn by people around the world. In relation to the
experience in learning English as nursing student, Nesya stated that it was her
second year learning English.
“From the first semester until this semester, we learned how to
communicate with patient in an appropriate way. Usually someone
speaks but she doesn’t know how to communicate well. As nurse, we
need to know about patients’ identity, make observation, and write
notes. So, as someone who has responsibility to get the data from
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patients, we need to know how to communicate with patient in order to
get the data.” (A5-Ns14-LEX)
As nursing student, Nesya has to learn English which used to
communicate with patients. She was expected to communicate with patients
correctly. Besides, she has to observe, write the identity and make status
about the patients. Therefore, she also learned about how to make the report
about patients in English. Additionally, she stated that there are some
important materials she had learned in English class.
“Oh...at the first semester we learned about introduce self. For example
as a nurse, I can say ‘Good morning. I’m nurse Nesya, now...’ At the
second semester, we continued learning simple conversation
between nurse and patients. At the third semester, we continued with
conversation between nurse and doctor and how to diagnose illness in
English. Then about the fourth semester, since it is new for us, we don’t
know what will be learned in this semester.” (A5-Ns27-LEX)
In detailed, Nesya told that the first material she learned was about the
identity of patient. After that she had taught about how to write the diagnosis
and the indication in English (A5-Ns41-LEX). The program of English in
STIK Stella Maris lasts for 4 semesters and it is the last semester for Nesya to
learn English. She has taught much but she still want to learn more about
English.
“I think that what we have learned was enough to use in hospital. What
is needed by nurse and patients already accommodate in the English
material for this four semesters. If there is an opportunity to learn
more, I wish that we can learn about English in general, not only
about nursing.” (A5-Ns16-INT)
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According to Nesya what she has learned from the first semester is
enough. She was taught about everything needed by a nurse. She stated that
what is prepared in English language teaching at nursing program has
considered about what is needed by nurses and patients. If there is another
change for her to learn English, she wanted to learn English in other field or
in general. The more she learned English, it would be better for her future.
Regarding with her experience in learning English especially in the
nursing program, Nesya stated that she really enjoyed learning English. What
she has had in former education about English really useful for her (A5-Ns18-
LEX). Besides, she also realized that the most difficulty in learning English is
having enough vocabularies.
“The most difficulty in learning English is vocabulary mastery.
Someone who wants to speak in other language have to thousands
words. It also becomes an obstacle for me to learn English because I
have less vocabulary. Therefore I use simple English to communicate.”
(A5-Ns29-LEX)
At the first Nesya told that there was no difficulty for her to learn English then
she realized that vocabulary was an important thing for her to learn English.
She known less vocabularies and it became her obstacle in learning English.
In addition, Nesya stated that what is needed by nursing students in
order to learn or use English is the opportunity to practice it in real life as a
nurse. It means that Nesya wanted to have practice class.
“It is not enough if we learn English only in the classroom. What we
need is practicing. Sometimes we already had the practicing session
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53
but it does not enough. It would be better if we practice what we have
learned with patient or people outside.” (A5-Ns23-INT)
In relation with her experience to use English as a nursing student, she stated
that she had an experience using English to communicate with patient.
“Yes...I have an experience using English at hospital. I was in the
hospital counter when the patient came. She asked about the room,
in what floor and the doctor who responsible at the room. That
was my first experience.” (A5-Ns20-ACT)
It was Nesya’s first experience to communicate with patient. The patient
came to ask about the doctor who will take care of the patient, the room and
in what floor. She realized that it was a simple conversation but she felt
nervous while talking with the patient (A5-Ns21-FEE). Although she felt
nervous but she tried to do her best then she realized that she can speak with
other in English. This shows Nesya intention in learning English, what she
did to improve her ability and what she felt in learning English.
Additionally, Nesya stated that her environment also support her to
learn English. The institutions especially through English teacher always
provided good material and atmosphere for her learn while her classmates
always be good partner to learn with (A5-Ns24-ENV). Besides, nursing
program also has another environment. That is students’ dormitory. Most of
nursing students lived at the dormitory. Nesya also had experiences lived at a
dormitory. She stated that dormitory became an environment which also
supports her in learning.
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“I have lived at dormitory. Live at a dormitory was so helpful
because we live with those who are in the same school (nursing
academy) with us. If we have assignment and don’t know how to deal
with it, we can ask our friends. Dormitory emphasized the discipline of
time. One thing that sometimes disturbed us was the additional
activities.” (A5-Ns25-ENV)
It implies that living in dormitory helped Nesya to learn because if she has a
task she will easily ask her friend. The environment with all the rules also
helped Nesya to learn because she can manage her time to learn. One thing
that became an obstacle for her to learn in dormitory was the additional
activities.
Asking about her intention in the future, Nesya wanted to continue her
study or work outside. Therefore she realized that she had to improve her
ability in English by having a course of TOEFL or IELTS (A5-Ns32-LEX).
Besides, she also needed to improve her English individually.
In sum up, learning English for Nesya was an enjoyable experience.
She realized that English is important for nursing students. She known that
English was difficult but motivation for her family encouraged her to learn.
One thing she need in improving her English was vocabulary.
2. Theodora’s Story
Theodora (pseudonym) is a nursing student of Stella Maris School of
health science Makassar. She was born in Timika. Her former educational
background was in Timika. She moved to Makassar after she finished her
education at senior high school. Then she continued her study at STIK Stella
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55
Maris. Now she is in semester IV (grade II). After graduated high school, she
wanted to continue her study at Biotechnology Department of Atmajaya
University, Jogjakarta but her father suggested continuing her study at health
field because. Her father thought that it will be difficult for her to get a job if
she chooses biotechnology. Then she chose to be a doctor but she failed to
pass the exam. Because of the failure then she chose nursing department. She
chose STIK Stella Maris because the suggestion and support from her family.
Nursing is not her intention but now she enjoys learning at nursing field. She
still has a desire to continue her study whether to be a doctor or in the
magister program of nursing.
Theodora started her study in STIK Stella Maris in August 2016. She
learned English since in semester I and English class lasts for four semesters.
Now she is in last semester of learning English. Regarding her experience in
learning English, she stated that learning English was enjoyable.
“Honestly, I enjoyed learning English. We can communicate and
keep contact with others from different country through English.
Besides, I like to learn English because of vocabulary and the
way they pronounce the words. Nowadays, English also needed in
the working area.” (A6-Th11-BEL)
Theodora enjoyed learning English because she realized that English is
important. It can be used to communicate with others especially with those
who come from different country and also needed in working. Besides, one
thing that made her really enjoy learning English was the way of the
pronunciation of English. She mentioned that she can easily understand the
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56
intonation of English and easily to speak with other. She added that she
enjoyed learning English because the way they speak. She told that she like
watching movies and it motivated her to speak English too (A6-Th23-FEE).
In the second interview, she added that the most enjoyable moment when
learning English was discussion section (A6-Th49-LEX). Besides, she also
realized that English is important for her as a nursing student.
“Oh...In nursing field, English is important to be learned. If there is
a patient from other country, we need to communicate with them in
English. Therefore English cannot be separated with nursing. By
knowing English we can be a professional worker in other
country.” (A6-Th13-UND)
Theodora mentioned that English was important for nurses because if there is
patient from other country, they can communicate with them using the
language. She added that if someone wants to be a professional worker then
she has to know English well.
Since English was important for her, Theodora needed to improve her
vocabulary. She told the starting point of learning English was by knowing as
much as possible about the vocabulary. If she had a lot of vocabulary then she
can classify the words and make sentences (A6-Th16-INT). Regarding to her
experience in learning English in Nursing Academy, she stated that she had
learned some materials needed by a nurse.
“The first topic we learned was about introducing self; how nurse
introduces herself to the patients. Then, we learned about how to take
care the patients or what we need to do. We also learned about giving
information, making diagnose, writing notes about patient’s
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57
personal identity and complaint for example; what is your complain?
etc...” (A6-Th17-LEX)
In detailed, she mentioned that at the first semester she learned English
in general. She learned about vocabularies used in general and in nursing
field, made classification of those words then made sentences used the words.
In the second and third semester, she was taught more about English for
nursing (A6-Th48-LEX).
Though English was enjoyable for her but she also had difficulty in
learning English. Sometimes she felt not confident to speak especially with
foreigners.
“The challenge in learning English is related to my confidence. I am
not confident if I have to speak with those who speak English
especially the foreigner.” (A6-Th25-FEE)
She told that the thing made her not confident was making mistakes. She
added that to overcome her problem, she tried to go to public places that
visited by foreigners to practice her English ability (A6-Th39-INT). The other
difficulty faced by Theodora was if she had a problem and became not focus
in learning process (A6-Th53-LEX)
Asking about her environment, Theodora stated that the environment
really support her in learning.
“Actually they were not so active in class but they still want to learn
English. Some of them didn’t give attention to English but others
always active in class.” (A6-Th26-ENV)
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It can be inferred that her environment especially her classmates also support
the learning process. Some of them have no interest in learning English but
there also some students took part in English class. She also has a group of
friend who came from different universities. They intended to practice
speaking English. They visited certain places which had visitors from abroad
(A6-Th74-LAU). Besides, the lecturer also helped her in learning English.
“Our lecturer always helps us. It made me proud of him. He also gave
a good feedback for us. He never judges us by saying negative
statement but he guide and encourage us to learn more and more.
He became one of the lectures who motivated us to learn English.” (A6-
Th57-EV)
Theodora really appreciated the way her lecturer taught her. She said that the
lecturer always gave chance to the students to learn by themselves. Even they
made mistakes but he did not judge them. Therefore, the English lecturer also
became someone who motivated her to learn English.
In conclusion, Theodora was enjoying learning English. She thought
that English is important for her since English was needed in the future plan
whether work or continue her study in other country. Besides, learning
English in nursing academy, she also practiced using English outside the
academy by visiting some public place.
3. Julia’s Story
Julia, pseudonym, is one of the students in the STIK Stella Makassar.
She is in her fourth semester. She was born in Pinrang on 7th January 1999.
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59
Her formal education was in Pinrang. At high school, she chose science field.
After graduating high school, she wanted to enter medical department. She
intended to be a doctor or therapist. As one of the students who always got
rank in her school, she had a chance took SNMPTN program without test.
Unfortunately, she also failed to enter the department (A7-JlA5-LEX). After
having consultation and suggestion from her family, she chose to continue her
study in nursing program.
Regarding her experience in learning English, Julia said that she started
learning English in elementary school. Besides learning English as
compulsory subject in formal education, she also took English course since
she was in elementary school. At the first interview, when asked about her
experience in learning English, she said English was difficult.
“About English...I have learned since elementary school. I learned at
school and at a course place. English was so difficult for me;
difficult to memorize the words, difficult pronounce, everything
was difficult in English. I was also afraid to meet with those who can
speak English well. I’m not confident. Therefore I think English is
difficult.” (A7-Jla7-UND).
It is inferred that English is too difficult for her. Even though she had learned
since elementary school at school or course place but she do believe that
everything about English was difficult. This difficulty made her not confident
to speak with other in English (A7-JlA50-FEE). Additionally, there was an
experience that made her afraid of learning or practicing English.
“I had an experience in English debate. I stopped my course because
of the debate. In debate, we have to explore the topic and shared our
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60
understanding about the topic. Thus, debate needs more
understanding and a lot of words to express our idea. At that time I
thought that I cannot attend the debate. I was so afraid then I chose
to stop.” (A7-JlA51-LEX)
Julia had an experience to take part in school debate. She known that what are
needed in debate is knowledge and how the participants present what they
know in words. It made her afraid to speak in English. She added that it was
her experience in course program. In other side, when learning in high school
or in nursing program, English became easiest for her (A7-Jla36-FEE).
In relation with her experience learning English in nursing program,
Julia mentioned that English for nursing was important. She will use English
to communicate with others especially patients who come from abroad. A
nurse is responsible for making notes about patient’s personal data and
complaint (A7-JlA54-UND). Therefore, she needs to learn English and it will
help her doing her work as a nurse.
It was her second year in nursing academy and she has learned English
for three semesters. She mentioned that learning English in high school and
nursing academy was different.
“English in high school and nursing program is different. At high
school we learned English in general but, in nursing program the
lecturer provided us the material or module which related to
nursing field such as medical terms, the way nurse communicate with
patients in English, etc.” (A7-JlA55-UND)
Form this statement, it can be inferred that English in nursing academy is
more specific than in high school. As a student, Julia was taught English
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materials used by nursing student. In detailed, she added that in first and
second semester, she learned English in general then the lecturer continued to
teach them about English for nursing (A7JlA52-LEX).
After learning English for many years, Julia realized that she enjoyed
learning English. She tried to be more active in class.
“I tried to be active in class, answer the question given by the
lecture. In learning English, I tried to be the first. But, I also
realized that some of my friends are better than me. It because they
are confident in learning English and I’m not...” (A7-Jla22-ACT)
As stated previous that Julia was not confident to use English but she tried her
best. She known that there were some students who had more ability in
English and to make her more confident in learning English, she decided to
be more active in class.
Regarding her experience in learning and using English, she had
experiences either in classroom or outside. She mentioned that she ever made
mistake in pronunciation.
“Ehm...for example, today I made mistake in pronunciation. Instead
of saying /brief/, I said /bref/ for ‘brief’. Suddenly, my friend shout
/brief/.../brief/... then I realized I have made mistake. There was also a
friend who asked me how to pronounce ‘tolerated’ then I said /tolerate/
but Sir corrected it by saying /tolerated/. Some may laugh at me but I’m
okay. It became encouragement for me.” (A7-Jla29-LEX)
From this experience, it shows that Julia made mistake by mispronounce
some words. Since she had enjoyed learning English then she freely accepted
the suggestion from her classmate. Besides learning the materials, the teacher
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also asked students to speak in English. Julia tried to speak English even but
sometimes she still mixed English with Indonesia (A7-JlA50-LEX).
Julia had experienced many things in learning English either it is good
or bad. Through all this experiences she felt satisfied.
“I’m satisfied. We had an English teacher who is good in teaching.
He was so patient in teaching us. If we didn’t understand the material, he
will help us to understand. I also satisfied with the result I got.” (A7-
Jla32-FEE)
It can be inferred that she had a good result in learning English. She had an
English teacher who always help her especially those who were having
difficulties. The teacher was so helpful. Even though she had learned a lot
about English but she wanted to develop her English.
“What I need to do is learning by myself. If I have enough time, I
would like to join an English course with my friends. Besides, I also
need to develop my vocabulary.” (A7-JlA55-INT)
From this statement, Julia showed her intention to learn more about English.
She wants to continue learning with her friends in course place and since
vocabulary is important for her, she also wants to improve her vocabulary.
To sum up, learning English was a process of learning. At the first
time, Julia felt not confident to learn or use English. She thought that English
was so difficult. After learning English for some years then she realized that
English was enjoyable. She tried to learn and speak English. In order to
improve her ability, she wanted to have an English course with her friends.
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B. INTERPRETATION
This section presented the interpretation of graduate students’ lived
experiences in learning English. The interpretations were based on the
findings. There were four themes being interpreted in this section and they
were divided in two sections, namely 1) pre-figured themes and 2) emerging
themes. Pre-figures themes consist of two themes which predicted after pre-
understanding of this study. In contrast, emerging themes are the themes
which appear after the data gathering. It consists of two themes.
1. Pre-Figured Themes
The discussion below was bracketed and arranged based on the pre-
figured themes discussed in theoretical framework. Empirically, the pre-
figured themes consist of two themes, namely a) Inconfidence, and b)
Learning Autonomy.
a. Inconfidence
Learning English gave vary experiences to the learners. They may feel
anything toward the experiences. There is still belief that English is difficult.
From the shared experiences; the participants also faced the same problem. It
made them not confident to learn and use English. Nesya mentioned that she
enjoyed learning English but sometimes she was not confident to practice her
English.
“Actually I was nervous, ‘Is it correct or not? Am I right?’ Then I
tried to answer it. My answer was so disorganized but he could
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understand what I mean. Then “Oh yah, it’s good, he knew what I
mean.” (A5-Ns21-SD)
“For me, I tend to be brave to speak even I was not confident with
myself. It’s better for me to try first.” (A5-Ns22-ACT)
In line with Nesya, Theodora also felt the same. She felt not confident using
English especially if she had to speak with the foreigner.
“The challenge in learning English is related to my confidence. I am
not confident if I have to speak with those who speak English
especially the foreigner.” (A6-Th25-FEE)
Likewise, Julia mentioned that she was afraid in using English. She had
learned English since elementary school but still not confident in using
English.
“... But, I also realized that some of my friends are better than me.
It because they are confident in learning English and I’m not...” (A7-
Jla22-ACT)
“I was not confident. I’m afraid of making mistakes...” (A7-Jla-
40FEE)
From the participants’ shared experiences, it can be inferred that learning
English is not easy for them. They enjoyed learning English but if they have
to practice using it, they still feel not confident. The main reason for them is
they are afraid of making mistakes. Furthermore, the participants tend to
think that they cannot use English appropriately especially if they have to
speak with the foreigners.
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The idea of belief classified by Gorman (1993) such as an idea
conceived in a certain manner and certain manner of conception itself are
presented in all participants’ ideas and experiences about learning English. In
line with the participants’ shared experience, Johar (2017:9) states that the
primary goal of learning English is to be able to have full responsibility in
using the language. Therefore, students who learned English were expected to
be able to use the language appropriately.
b. Learning Autonomy
The autonomy in learning English at nursing academy is shown through
the way the students learn English. The teacher provided the materials and
explained it to the students. Then he gave opportunity to the students to learn
by themselves or to practice by doing exercises individually or in group. It
means that the autonomy of the learning is provided so that the students can
maintain their learning. Besides, the students also try to find another way in
learning English. Experienced EFL believe that learners need to be aware of
their own learning styles, be willing to take risks both inside and outside the
classroom and need to be people who do not worry about making mistakes, or
need information to be immediately transparent.
Nesya, in her shared experience in learning English, stated that it’s
better to learn English by herself.
“I prefer to find out by myself. If we only follow the formal
education, we just do what was demand for us to do. If we know
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something, we will realize what the challenge is and how to deal
with it...” (A5-Ns33-BEL)
Additionally, she stated that it is better from them to have enough time for
practicing their English. She thought that lecture gave them direction in every
meeting then let them practice what they have learnt (A5-Ns56-INT). She
also expected that she can continue to develop her English ability by joining
an English course.
“Yes...It is needed. I planned to start learning TOEFL and IELTS
because the vocabulary and the test itself are so difficult. I’m trying to
find a new way in learning English and TOEFL course might be
useful.” (A5-Ns32-INT)
Theodora differently shared her experiences in learning English. Since
English is important to learn, Theodora tried to develop her ability in English.
“Actually, I tried to learn by myself. I want to visit some places that
also visited by the foreigner. It will be the better place for me to
practice my English and to be more confident.” (A6-Th39-LAU)
Furthermore, in order to develop her ability in English and to prepare her
future career, Theodora wanted to join an English course. Together with her
friends, she also has group learning. They also had a program to develop their
English especially in speaking.
“Speaking outside the class? Ehm... I have a group of friend and they
are from different campus. We enjoyed learning English and we want
to develop our English by speaking with the foreigner. Therefore,
we had a program to visit certain public places and hopefully we can
practice our English with the foreigners there.” (A6-Th74-LAU)
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Meanwhile, Julia mentioned that being more active in class helped her in
learning English. Julia realized that she had a problem with self-confidence
but she tried to overcome the problem by being active in class.
“I tried to be more active in class by answering question given to
us. But i know that there were some students better than me because
they’re confident speaking English. That’s my problem, I’m not
confident with myself.” (A7-Jla22-ACT)
Furthermore, autonomy here also refers to the learners’ initiatives in learning
English. Julia mentioned that since she and her classmates have difficulties in
learning English, they helped one another. She also tried to make her friends
more active in learning. She tried to help them.
“My classmates also helped me. If we didn’t understand the
materials, we can asked each other” (A7-Jla33-LEX)
“Yes...I tried to make a learning situation which can accommodate
us to be more active. So, I divided the task to all students then all of
took part at learning process.” (A7-JlA67-LEX)
In line with the participants’ shared experience, Holden in Thompson (2015)
states that autonomous learners are both cognitively and meta-cognitively
aware of their role in the learning process, seek to create their own
opportunities to learn, monitor their learning, and attempts actively to manage
their learning in and out of the classroom. The findings also supported by
Benson (2001:1), he states that autonomy is a precondition for effective
learning, when learners succeed in developing autonomy, they not only
become better language learners but they also develop into more responsible
and critical members of the communities in which they live.
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2. Emergent Themes
This section provides the emerging themes which are constructed based
on the empirical truth. It appeared in the data gathering. There were four
emergent themes appeared from the participants during the interview. The
four emergent themes are a) awareness, b) learning environment, c) personal
development and d) indifference.
a. Awareness
The first emerging themes appeared during the data gathering was
awareness. Awareness is related to the consciousness of a being of its action.
Usually awareness is followed by a responsive action. Since English become
the compulsory subject in the curriculum, the student knew that English is
needed to be learned. However, after learning English in nursing academy, all
the participants realized that English is so important. During the data
gathering, they mentioned that English is so helpful from them now and also
later for their future career.
At the first interview, Nesya mentioned that English was important and
she enjoyed learning English then, she also realized that English is important
for her.
“I always read news in social media that English is the most we
need in working area. If someone hires a job, she must have
TOEFL or IELTS or at least she knows English. The other benefit of
learning English is can be used in hospital for example at Stella
Maris which has patient from other country. They need nurse who
can speak English. Sometimes there was a patient from outside and
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the nurse doesn’t know to speak in English then she has to find other
nurse who can speak with the patient.” (A5-Ns9-BEL)
It can be inferred that Nesya realized that English is needed not only to
communicate but it also become the main aspect to be considered in work
field. Being more aware about the important of English was the next thing she
mentioned. During learning English and from the other nurse’s story, she
realized that translation as the part of learning English is needed by nurses.
Therefore she needs to develop her vocabulary, speaking skill and translation.
“It’s needed for us as nurses. How can we understand patients’ talk
without translate it. In translation we also need to know more
about vocabulary. Therefore, translation and vocabulary were also the
part of learning English.”. (A5-Ns54-UND)
In the same way, Theodora also like to learn English because of the
vocabulary and the way how someone pronounce the word, realized that
English is important for nursing students.
“Oh...In nursing field, English is important to be learned. If there is a
patient from other country, we need to communicate with them in
English. Therefore English cannot be separated with nursing. By
knowing English we can be a professional worker in other
country.” (A6-Th13-UND)
In addition she mentioned that even though as a students she did not use
English but she need to learn and know more about English. Since nurse will
be her future career, then English become important for her. It will be useful
for her in doing her work to know about the patients, writing notes, etc.
especially if she has to meet and serve the patient from other country (A7-
Th33-BEL).
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Lastly, similar with Nesya and Theodora, Julia also realized that
English was important for her. When started learning English in nursing
academy, Julia felt that English was difficult and she was not confident to
learn or use English (A7-JlA7-UND). After learning for almost two years, she
knew that as a nursing student who will become a nurse, English is needed to
be learned.
“I think that English is important. As a nurse, if we had patient or
visitor from abroad, English will help us to take care of the
patients. How can we know the complaint, write notes, and make
diagnose if we did not understand. Therefore, English become
important for us.” (A7-JlA54-UND)
In sum, all the participants realized that English was important. At the
first they had different experiences and understanding in learning English.
They learned English because they like to learn the language and used it for
communication then they realize that to be a professional nurse or to continue
their study, English become the important language to be learned.
b. Learning Environments
A learner’s environment affects the learning process. In this context, the
learning environments in which the learners experience is the language
classroom and outside classroom environment. These include the physical
environment and the psychological environment. The physical environment is
more related to the organization of the classroom, whereas the psychological
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environment regards how the environment affects the psychology of the
learners, positively or negatively.
Julia recollects her experiences in learning English. She realized that
her environment always support her.
“Ehm...for example, today I made mistake in pronunciation. Instead of
saying /brief/, I said /bref/ for ‘brief’. Suddenly, my friend shout
/brief/.../brief/... then I realized I have made mistake. There was also
a friend who asked me how to pronounce ‘tolerated’ then I said
/tolerate/ but Sir corrected it by saying /tolerated/. Some may laugh at
me but I’m okay. It became encouragement for me.” (A7-Jla29-
LEX)
The learning environment here deals with her classmates. In learning process,
they need one another to evaluate themselves. Sometimes the evaluation was
given in the good way by giving solution. In other side, they also give
negative judgement by laughing at her mispronunciation. Besides, Julia also
tried to make supportive environment for her classmates. She knew that
English was difficult for her class. Therefore, she encouraged her friend to be
more active in learning English.
“There are only some students who can ask to talk to. There is also
some student whom I talk to but they did not understand so I
repeat the explanation in Bahasa Indonesia...” (A7-JlA61-ENV)
“Yes...I tried to make a learning situation which can accommodate
us to be more active. So, I divided the task to all students then all of
took part at learning process.” (A7-JlA67-LEX)
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Additionally, Theodora also shared the same experience. She realized that
most of her classmate did not active in class but they still gave attention to the
learning process.
“Actually they were not so active in class but they still want to learn
English. Some of them didn’t give attention to English but others
always active in class.” (A6-Th26-ENV)
Another experience was from Nesya. Since most of the nursing
academy has dormitory, she also lived at the dormitory. Dormitory became a
supportive environment for her.
“I have lived at dormitory. Live at a dormitory was so helpful because
we live with those who are in the same school (nursing academy) with
us. If we have assignment and don’t know how to deal with it, we
can ask our friends. Dormitory emphasized the discipline of time. One
thing that sometimes disturbed us was the additional activities.” (A5-
Ns25-ENV)
Living in a dormitory helped Nesya in learning. If she had difficulties then it
will be easier for her asking to her friend. However, there was also another
challenge living in the dormitory. They also have to spend their time for
additional activity such as choir. Sometimes it took their time to learn.
Beside the classroom and dormitory, there were other learning
environments which also helped the participant in learning English. Theodora
is one of the participants who tried to find another environment in learning
English.
“Speaking outside the class? Emm, I have a group of friend and they
are from different campus. We enjoyed learning English and we want to
develop our English by speaking with the foreigner. Therefore, we had
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a program to visit certain public places and hopefully we can
practice our English with the foreigners there.” (A6-Th74-LAU)
Together with her friend, Theodora wanted to develop her English ability
especially in speaking skill by visiting some public places. This shows that by
practicing the English with the foreigners, it will be easier for her to acquire
the language. Since she enjoyed learning English, she tried to find another
way in learning English. Besides visiting public places, hospital as their
future working place also become learning environment for them to learn and
use English. Nesya also shared about her experience using English in
hospital.
“Yes...I had an experience using English at hospital. I was in the
hospital counter when the patient came. She asked about the room, in
what floor and the doctor who responsible at the room. That was my
first experience.” (A5-Ns20-ACT)
In addition, Nesya stated that learning by doing will be helpful for the nursing
students in acquiring the language.
“It is not enough if we learn English only in the classroom. What
we need is practicing. Sometimes we already had the practicing
session but it does not enough. It would be better if we practice what we
have learned with patient or people outside.” (A5-Ns23-INT)
As a nurse in the future she will face many patients with different
background. Since she had an intention to continue or work in other country,
it will be better for her to practice using English.
Regarding learning environment, The Ministry of Education of New
Zealand (2008) there are some factors that will determine each learner’s
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starting point and rate of progress. One of the factors that appear from the
participant experience in learning English is the affective factors. Affective
factors; a learner’s personality and learning disposition (such as their
confidence, attitudes, perceptions, and ability to take learning risks) influence
their learning. Other affective factors related to the school and home
environment will also have a bearing on a learner’s achievement. Thus,
environments also help students in learning English.
In sum, all the participants had different experience about their
environment. Theodora and Julia realized that some of their classmates were
not attractive in learning English. It became challenge for them to learn.
Therefore, they tried to create an environment which can accommodate all of
them in learning English by making all the learners active in class.
Sometimes they also felt that the way the teacher taught also not interested.
However, there were also supportive environment which helped them in
learning English.
c. Personal development
The third emergent theme was personal development. Personal
development here refers to the changes or the development that the
participants felt or experienced when learning English. Each of the
participants shared their experience that they felt progression in learning
English.
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According to Minister of Education of New Zealand (2008:4), learning
an additional language is a long process. It generally takes between five and
seven years for a learner of average intelligence who has strong foundations
in their first language. Since the participants started learning English in
different years and different way, they also felt different experiences in their
development of learning.
Nesya, in the first interview, mentioned that she did not have any
difficulty because she had enough basic in English.
“Actually, I didn’t have difficulties learning English at nursing
program because I already have the basic. It was different with my
friends who have no basic. Therefore, they felt so difficult learning
English.” (A5-Ns18-LEX)
From the shared experiences, it can be inferred that Nesya has strong
foundations about English. She had learned since elementary school and had
joined a course in Kampung Inggris. Those experiences became her
foundations which helped her learning English in nursing program.
Another experience was from Theodora. She stated that she had
progress in her English ability.
“I felt the progress in my English. At the first time, i was not focus in
learning English. After having motivation and support from the lecturer,
parents and friends, I became more active in learning. Besides, I also
enjoyed learning English. So, I really felt the progress especially in
speaking skill.” (A6-Th43-LDev)
It can be inferred that her environment and her anxiety to English became
motivation to her learning the language. Along her study in nursing program,
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she felt the progress especially in speaking skill. In addition, she mentioned
that she felt the progress because she always tries to communicate with her
classmates in English. She also helped them to learn.
Julia had different experience about her progress in learning English.
She didn’t mention it directly but her shared experiences shown that she felt
the experience. Julia was the participant who felt English was difficult to
learn. She was not enjoyed learning English because of the difficulties and
also her experience learning English in the past (A7-Jla7-UND). However,
learning English at nursing program has changed her point of view about
English (Jla16-ACT). She became more active in learning English and also
helps her classmates to enjoy learning English too.
Additionally, at the first interview, they mentioned that learning English
was important because they have to communicate with the patients or visitors.
However, after learning English for three semesters, the participants felt that
as nurses they have to learn English more. What they need to learn is about
translation.
“...we made the diagnose or notes about the patients in Bahasa
Indonesia. So if there is a patient from other country (who speaks
English), we need to write in Bahasa Indonesia.” (A5-Ns42-TRA)
“As I heard from other nurses who had experience in writing the notes,
they usually wrote the notes in Bahasa Indonesia directly even
though the patients spoke in English...” (A5-Ns43-TRA)
“If we have patient who speaks English, the notes can be in English or
in Bahasa Indonesia. It depends to the nurses. She can write in English
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but it is better if she translate into Bahasa Indonesia. It will help
the doctor or those who work at the laboratory...” (A6-Th62-TRA)
From the shared experience, it can be inferred that the participant realized
their progress by knowing what is needed to be learned. They knew that they
have learned what is needed for nurses but it is not enough. As nurses, they
have to communicate with patients and write the memo either in English or
Bahasa Indonesia.
In sum, all the participants felt that they had progress in learning
English. Their development was from no nothing to something, from feel
difficult to learn becomes enjoy to learn English. They felt the development
differently.
d. Indifference
The last emergent theme was indifference. Indifference refers to the
attitude of students in learning English. Learning English as a foreign
language became a challenge for nursing students. From the shared
experiences, all the participants enjoyed learning English but all of them also
realized their environment, in this some of their classmates have no interest in
learning English.
Nesya in her shared experience stated that some of her friends have no
interest in learning English. They thought that English is not important for
them.
“Sometimes, as I have heard, they are indifference about English,
they thought that “what is it?, for what?, or learning language is too
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difficult”. This made me not enthusiastic to learn English...” (A5-Ns28-
INDF)
From the statement, Nesya realized that English become a difficult thing for
her friends. They have no interest to learn English because they did not know
the aims of learning the language. In the first interview, Nesya stated that she
enjoyed learning English but she also realized that situation like this also
make her not enthusiastic in learning.
In line Nesya, the other participant, Theodora also shared the same
things. She also has friends who have no interest in learning English.
“.... some of them are lack, I mean indifference but the others are
active..” (A6-Th26-INDF)
“If we had group discussion, we were divided by the teacher so we did
not choose our friends. I mostly got the group members who are not
too active...” (A6-Th67-INDF)
From this shared experience, it can be inferred that Theodara has some
friends who are not active in class. They did not take part in learning process
including group discussion. Therefore, sometimes she has to work alone.
Likewise, Julia also has the same experience. She didn’t share the
experience explicitly but she tried to help her friends in learning English.
“...I tried to create an atmosphere which can make all of them
active in learning. For example, if we had an assignment, I divided the
task to all the member so, the can be more active” (A7-JlA67-LEX)
It can be inferred that Julia realized the situation in her class. Some of
her classmates are not active. Group discussion becomes a solution for her.
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She can use it to make them more active by giving each of them a task (job
description).
In sum, learning English for the participants was enjoyable but not for
their classmates. They have no interest in learning English because they still
did not realize about the importance of the language and the thought that
English is too difficult to be learned. This situation affected to the
participants’ feeling and intention in learning English.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
This chapter consist of three sections namely conclusions of the
research, implications and recommendation. The first section presents the
summary of the findings and the answer of the research question. The second
section presents the implication of the study. The last section presents the
suggestion which can contribute English learning and teaching.
A. Conclusions
This study attempts to reveal the meaning of learning English. The
process in revealing the lived-experience was done through collecting texts
from the nursing students who have experience the phenomenon. Three
illuminating participants shared their lived experience of learning English.
There were six types of meanings/themes assigned under bracket; pre-figure
themes and emergent themes. The themes were based on the interpretation of
their lived experiences. The pre-figured themes were determined based on the
logical theory. The emergent themes were developed based on the empirical
truth.
In the pre-figured themes, there were two themes, namely inconfidence
and learning autonomy. In the first pre-figured themes, inconfidence, all the
participants faced almost the same problems. Feeling not confident, afraid of
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81
making mistakes, less of vocabulary and knowledge were all the struggles
they faced. However, having those feeling did not hinder them to learn
English. They tried to find the way to be more confident in learning and using
English.
Learning autonomy as the second pre-figured themes also became the
part of all the participants’ experience in learning English. Since they realized
that English is important for them then they try to develop their ability in
English. Besides learning together in class, they also learn by themselves
either individually or in group. Being more active in class, find a course place
and visiting public places were their efforts to develop their English.
Based on the discussion and interpretation of the text, there were four
emergent themes in this study namely awareness, learning environment,
personal development, and indifference. Regarding the awareness, all the
participants realized that English was important for them. Nesya and
Theodora really enjoy learning English since the first time the learned
English. However, Julia felt that English was so difficult. After learning
English for three semesters, all of them realized that as a nursing student, they
have to learn English. It can be used either for communication or as the
preparation for them to continue their study and to be professional workers.
Learning environment emerged as the second theme. The participants
know that their environment helped them in learning English. Their
experiences were different one and another but all of the experience affects
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their learning process. Comfortable atmosphere in class or outside, having a
group of friend who has the same intention in learning English, having the
best teacher and classmates were the supportive environment experience by
all the participants. Besides, most of the nursing students lived in dormitory.
Living in a dormitory can helped the students in learning but sometimes it can
be a struggle for them.
Personal development was also one of the emerged themes. Learning
English in the school of health science make them realize that they have
progress in their English ability. The participant realized their progress by
knowing what is needed to be learned. Their development was from known
nothing to something, from felt difficult become enjoyed to learn English.
The three participants felt the development differently.
The last emerged theme was indifference. From the shared experiences,
learning English for the participants was enjoyable but not for their
classmates. They have no interest in learning English because they still did
not realize about the importance of the language and the thought that English
is too difficult to be learned. The attitude of their classmates affected to the
participant’s feeling and intention in learning English.
The finding of this research confirmed previous theory and studies’
finding on how students’ experience in learning English. Learning English for
nursing students is constructed and goal oriented or based on the purpose.
Therefore, students believed that what they have learned will be useful for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
thier career. Besides, there are many factors can affected someone in learning
English. One of them which affected to nursing students is the environment.
They felt that thay have the environments which support them in learning.
Furthermore, this research finding has supported the findings in the
related studies that learning English also has meaning. By experiencing
learning English, students are believed to have more insights. They know
their progress in learning, how to anticipate the difficulties and problems to
improve their ability in English.
The findings of this study help the research participants reflect on what
they have done in learning English. This reflection is hoped to help them
become more aware of what they do and help them to know about their
progress in learning English including its struggle or challenge. Additionally,
the finding of this study helps the audience to get more information about
learning English in nursing program. By reading this narratives, it also
expected that they would get better emphatic understanding about learning
English in nursing program.
B. Implications
Based on the students’ shared experience, learning English at nursing
program provided some significant implications for English language
teaching and learning. Since this study attempt to reveal the meaning of
learning English, it is expected that the readers will have better emphatic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
understanding of what it is like to the students in learning English at nursing
program.
The second implication prevails for all nursing students who are also
learn English. From the shared lived experiences, students are hoped to have
more understanding about English. They need to know that English is learned
not only because it is the compulsory subject but it is needed either to
communicate or to work. They could make others’ experience as reflection
for them to improve their English ability.
The last implication applies for English teachers. They could make use
the participants’ shared experiences in this study to help students in learning
English. They are expected to find an appropriate method or technique in
teaching English. From the participants’ shared experinces, it is revealed that
the teachers need to provide a good technique for them to learn English. Since
English is difficult for them, they want to learn in a simple way.
C. Recommendations
The finding of this study benefitted to the research participants, as
nursing students, in forming a habit in doing reflection which would enable
them to self-actualize themselves both in their learning process and in their
life. Regarding to this, nursing students might implement a habit in doing
reflection of their learning to know their progress and to improve ability in
English. By having a reflective habit formation, they would have sharper
goals in their life to be able to self-actualize themselves. In addition, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
shared lived experiences in this study can be used to gain more information
and understanding on how the nursing students learn English.
Furthermore, the findings of this study might help the lecturers or the
institution to provide a method or learning environment which can help
students in learning English or practice their English ability.
Additionally, future researchers might conduct the same research which
focuses of the teachers’ lived experience in teaching English at nursing
program or other research which focuses on the English learning at nursing
program or other field. They could reveal how the lecturers give meaning to
the phenomenon or other findings.
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APPENDICES
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Appendix 1 Surat Keterangan Penelitian
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Appendix 2 Informed Consent Form – Nesya
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Appendix 3 Informed Consent Form - Theodora
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Appendix 4 Informed Consent Form - Julia
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Appendix 5
Transcript 1 (Nesya)
In-Depth Inteview 1
Nesya
*Identity
STIKES Stella Maris
9 March 2018
Laboratory Room
Role Interview Transcript Code
R1 Selamat sore, Nesya
Ns1 Iya, sore Suster
R2 Terima kasih sudah mau jadi partisipan saya. Suster mau tanya-
tanya pengalamannya Nesya belajar Bahasa Inggris secara
khusus sebagai mahasiswa keperawatan. Pertama-tama suster
ingin tau tentang Nesya dan latar belakang pendidikan Nesya.
Ns2 Saya asalnya dari Toraja tapi ada campuran Flores juga, Papa.
SD, SMP, SMA pindah-pindah ehhehe
Waktu SD itu pernah pindah 3 x, pernah di Bejawa, Toraja dan
yang 1 saya lupa dimana. SMP menetap sama di Luwu Timur, di
Mangkutana. Habis itu SMA sempat 1 tahun disana, tahun ke 2
kelas 2 pindah ke Toraja tinggal sama nenek jadi sudah pisah
dari orang tua sejak SMA. Kuliah juga...ehm sebenarnya saya
pernah nganggur 1 tahun karena nda lolos di tempat impian hehe
jadi sudah lanjutnya ke sini saja ke Stella Maris karena kebetulan
Stella Maris lumayan terkenal sih.
R3 Oh begitu, nah kalau boleh tau pindah-pindah karena apa?
Apakah karena orang tua yang pindah-pindah atau?
Ns3 Iya, faktor orang tua yang pindah-pindah karena waktu itu
kebetulan di Bejawa sana, mama kuliah disana selesaikan S1
saya sudah ada jadi kami menetap disana. Habis itu pindah ke
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Toraja karena nenek panggil katanya di Bejawa terlalu jauh, nda
bisa dikunjungi. Lalu ke Mangkutana lagi karena orang tua
sekarang di Mangkutana, mama terangkat disana sebagai PNS.
R4 Kalau boleh tau SMAnya jurusan apa?
Ns4 IPA
R5 Tadi Nesya katakan 1 tahun menganggur karena tidak lulus di
tempat impian. Kalau boleh tau sebenarnya impian Nesya mau
masuk dimana?
Ns5 Saya sih suster sebenarnya pengen sekali ehm suka dunia medis,
memang suka sekali kedokteran tapi karena apa yah mungkin
karena sudah lihat keluarga bagaimana, ekonomi trus saya kan
anak pertama dan adik kan cuma selisih 3 tahun jadi kalo saya
kuliah, 3 tahun kemdian pasti dia kuliah juga. Kalo saya masuk
kedokteran, pembayaran buka awal itu sampai akhir itu
membayar terus, jadi saya bilang yah sudahlah, keperawatan
beda tipislah yang penting masih di dunia medis. Sebenarnya
mau kedokteran gitu hehe.
R6 Jadi memang Nesya tertarik di dunia kesehatan, baik perawat
maupun dokter?
Ns6 Iya suster, yang penting kesehatan.
R7 Baik sekarang kita masuk ke intinya. Nesya belajar Bahasa
Inggris sudah berapa lama?
Ns7 Ehm..mungkin karena memang kurikulum sih dri TK, SD, SMP,
SMA sudah sering belajar tapi untuk lebih mendalami
hmm..sebenarnya suka bahasa Inggris karena saya, nda tau
kenapa paling suka dengan bahasa. Karena kalau kita
menguasai bahasa itu karena memang bahasa dunia, kita
berkoneksi dengan semua orang. Bahkan saking sukanya
waktu nganggur 1 tahun itu, saya ke kampung Inggris 5 bulan
untuk mengasah dasar saja suster. Tapi untuk melanjutkan lebih
tinggi kayak TOEFL IELTS itu, kemampuan saya belum. Tapi
memang sangat suka utuk belajara bahasa Inggris karena
banyak manfaatnya buat saya.
LEX
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R8 Ow yah jadi belajarnya dari SD-SMA trus ditambah lagi 5 bulan
di kampung Inggris. Waktu SMP-SMA pernah mengambil
kursus?
Ns8 Tidak suster, hanya di sekolah saja.
R9 Tadi kan sempat dikatakan banyak manfaatnya belajar bahasa
Inggris antara lain yang sudah disebutkan tadi ada koneksi, selain
itu apalagi?
Ns9 Kalo saya sih mungkin karena sering baca sana sini, di
Instagram lah, media sosial, bahasa Inggris sekarang kan
paling dibutuhkan di dunia pekerjaan suster toh. Sedangkan
orang melamar, apa yang diminta? TOEFL, IELTS, yah paling
sedikitlah bisa berbahasa inggris standar-standar. Manfaat
lainnya toh, macam di RS. Di RS Stella yang saya rasakan
paling sering pasien datang itu orang luar, kadang mereka
lucunya ada pasien datang orang luar, teman kita tidak tahu ini
jadi cari ‘siapa yang bisa bahasa Inggris, siapa yang bisa bahasa
Inggris’, yah bagusnya kalo kita dapat kayak yah agak
terangkatlah gitu. Yah kita bisa bicara langsung, banyak
manfaatnyalah suster. Seperti itu suster yang saya rasakan.
BEL
R10 Ow yah suster juga pernah dengar sih seperti itu katanya orang
rumah sakit kalo ketemu pasien bule itu langsung bilang ‘eh ko
mo saja, ko mo saja’
Ns10 Hmm..iya suster kayak kita orang yang paling diperlu karena kita
yang tau.
R11 Jadi menurut Nesya bahasa Inggris itu penting?
Ns11 Iya suster.
R12 Tadi kan Nesya katakan sudah suka bahasa Inggris dari dulu tapi
apa yang memotivasi Nesya untuk belajar bahasa Inggris?
Ns12 Yang mendorong terlebih khusus itu mama karena mama
bilang kalau perempuan itu jangan cuma bisa bahasa daerah
harus bisa bahasanya orang lain hehe. Jadi memang
ehmm...dimotivasi sama om juga karena om bilang ‘ko nda bisa
kerja kalo cuma menguasai bahasamu sendiri, jadi ko harus bisa
MOT
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bahasa orang lain baru bisa kerja’. Gitu. Jadi sekarang saya kerja
tiba-tiba ada orang datang bicara trus saya ‘bagaimana mi ini’
hehe. Jadi itu paling mendorong saya sehingga saya bisa bahasa
Inggris.
R13 Jadi ada mama dan orang-orang terdekat yang mendorong untuk
belajar bahasa Inggris. Lalu apakah Nesya pernah mendengar
tentang MEA?
Ns13 Pernah dengar sih di berita-berita tapi untuk lebih jelasnya saya
belum terlalu tahu.
R14 Nah ini kan Nesya sudah kurang lebih 2 tahun di keperawatan
jadi sudah 3 semester jalan 4 semester belajar bahasa Inggris.
Trus yang kalian pelajari di keperawatan tentang Bahasa Inggris
itu apa aja?
Ns14 Ehm.. kayak kemarin suster semester I sampai sekarang, kami di
keperawatan itu ditekankan cara untuk berbicara kepada
pasien dengan benar dan tepat sasaran. Kan biasa ada orang
bicara, lain yang dimaksud lain yang ditanya begitu kan. Jadi kita
diajarkan bagaimana cara bercakap terutama dengan pasien.
Kami sebagai perawat setiap harinya itu perlu untuk
mengobservasi, membuat status, identitas, jadi kami sebagai
pengumpul data harus tau bagaimana cara bercakap yang
benar dengan pasien. Itu yang kami pelajari dari semester I
sampai semester ini, suster.
LEX
R15 Ow jadi dari semester I sampai semester IV sudah langsung
diberikan Bahasa Inggris untuk keperawatan?
Ns15 Iya, benar suster. Langsung...kayak percakapan antara pasien dan
perawat.
R16 Tadi Nesya katakan ada banyak motivasi yang mendorong dan
trus dari semester I sudah langsung belajar tentang bahasa Inggris
keperawatan, sebenarnya materi yang diberikan sudah dirasa
cukup atau perlu lebih lagi baik bahasa Inggris secara umum
maupun tentang keperawatan apalagi ini kan sudah semester
terakhir bahasa Inggris?
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Ns16 Kalo menurut saya untuk standar keperawatan yang langsung
dihadapi di Rumah Sakit itu sudah lebih dari cukup karena kalo
kita lihat ruang lingkupnya perawat dan pasien sudah ada semua
dirangkum dalam pembelajaran bahasa Inggris dari semester I
sampai semester IV. Kalau mau lebihnya lagi di luar bidang
tertentu. Tapi yang diberikan sama kami itu sudah memang
yang kami butuhkan. Begitu suster.
INT
R17 Jadi sudah sesuai, maksudnya keperawatan perlu ini sudah
diberikan oleh dosen. Tapi apakah Nesya masih butuh
pembelajaran Bahasa Inggris lagi, mungkin yang lebih luas?
Ns17 Sebenarnya mau sih, hanya kan tergantung dari dosennya. Kalo
memang misalnya diberikan lagi yang lebih, malahan bagus
untuk kita. Semakin berkembang, semakin maju
kedepannya.
INT
R18 Kemarin suster sempat lihat proses pembelajaran bahasa Inggris
di kelas, bisakah Nesya cerita pengalaman belajar bahasa Inggris
dalam kelas? Adakah kesulitan dan lain sebagainya?
Ns18 Jujurnya sih bahasa Inggris selama saya di keperawatan,
untuk kendala mungkin saya tidak mengalami kendala
karena saya sudah punya dasar. Jadi selama semester I sampai
sekarang ini saya tidak mengalami kendala dibandingkan dengan
orang yang betul-betul tidak menata dasar bahasa dengan baik.
Jadi dia sangat kesulitan untuk belajar.
LEX
R19 Jadi biasa di kelas aktif?
Ns19 Iya aktif suster.
R20 Kalau di kelas sudah seperti itu, adakah pengalaman
menggunakan bahasa Inggris saat berhadapan dengan pasien?
Ns20 Untuk pasien, saya pernah sekali. Itu pun mungkin karena di
Loket, secara kebetulan. Pasien ini datang untuk tanya
ruangan saja sih sebenarnya, ini ruangan berapa, lantai
berapa trus atas nama dokter siapa. Itu saja pengalaman saya,
pengalaman pertama sih.
LEX
R21 Bagaimana perasaan Nesya waktu itu?
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Ns21 Sebenarnya deg-degan sih, ‘benar ga yah, benar ga yah
bicaranya?’ hehe.. tapi setelah dicoba agak berantakan
ternyata dia mengerti gitu kan. Jadi ‘ow yah baguslah kalo dia
mengerti’.
FEE
SD
R22 Katanya agak deg-degan, agak takut seperti itu tapi kalo Nesya
lebih kepada berani atau takut untuk berbuat salah dalam bahasa
Inggris dan membiarkan orang lain yang bicara?
Ns22 Saya sebenarnya bukan orang yang sering meng-offer-offer kalo
ada tanggung jawab diberikan. Kalo saya lebih cenderung
berani walaupun memang saya nda yakin pada diri saya
sendiri tapi saya mencoba melakukannya terlebih dahulu.
ACT
R23 Menurut Nesya, pengetahun atau skill apa yang dibutuhkan
untuk bisa dan berani belajar bahasa Inggris ke pasien?
Ns23 Ehm..skill yang paling mereka butuhkan sebenarnya kalo cuma
metode pembelajaran saja di kelas itu bagi saya kurang. Mereka
lebih ke prakteknya, langsung melakukan. Tapi kadang
melakukan cuma teman ke teman, coba sekali-sekali practicenya
ke orang lain. Kadang kan kalo kita sama teman ke teman yah
apalah gitu. Yang saya pikir harusnya untuk lebih maju itu,
perawat harus bisa practice ke pasien luar yang bahkan
mereka tidak kenal ataupun orang-orang sekitar yang
mereka tidak kenal.
INT
R24 Dari semua pengalaman Nesya, adakah sarana/ pribadi yang
membantu dalam pembelajaran? Misalnya peran dosen, teman
kelas atau institusi STIKES sendiri?
Ns24 Peran, kalo dosen ya memberi materi. Kalo teman saling
melengkapi; kita berbicara, dia merespon.
ENV
R25 Akper atau pun sekolah kesehatan lainnya itu identik dengan
asrama, menurut Nesya kehidupan asrama mendukung
pembelajaran atau tidak?
Ns25 Karena saya pernah di asrama suster, sebenarnya kehidupan
asrama itu sangat membantu pembelajaran karena kita hidup
cuma sama mahasiswa yang memang sekolah disini jadi kalau
ENV
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ada tugas, ya kita gampang bertanya dibanding orang di luar.
Untuk pembelajaran sangat mendukung terus tertib juga
dalam mendisiplinkan waktu. Tapi kadang , jujur sebagai
orang asrama hehe kadang sih memang karena kita di..ehm
dengan apa namanya dari agama juga jadi kadang ada hal-hal
tertentu ya misalnya latihan koor, kan kami biasanya latihan koor
pada malam hari tapi kan kami pada malanm hari adalah saatnya
untuk belajar. Itu yang agak berat saya rasakan. Bagian itu saja
yang kadang agak mengganggu.
R26 Jadi kalo hidup dengan teman-teman di asrama itu sebenarnya
membantu hanya saja kalau ada kegiatan tambahan, itu yang
cukup mengganggu?
Ns26 Ehm...iya suster. Teman-teman sangat membantu tapi memang
kalau ada kegiatan tambahan, ya itulah pengecualiannya.
R27 Tadi Nesya katakan tidak menemukan kendala belajar bahasa
Inggris dan memang suka belajar juga, jadi selama kurang lebih
2 tahun itu, dinamika belajarnya seperti itu? Bisakah Nesya
ceritakan pengalamannya lebih mendetail, waktu semester I itu
belajar apa? Dan kesannya bagaimana?
Ns27 Oh ya... waktu semester I sih belajar tentang perkenalan, kita
sebagai nurse misalnya “good morning. I’m nurse Nesya, now
...”. begitu suster, kayak lebih mendasar ke perkenalan. Trus ke
semester II, mulai percakapan ke pasien. Semester percakapan ke
dokter , pasien dan diognosa penyakit dalam bahasa Inggris. Trus
naik ke semester IV sekarang lebih mendetail tapi saya belum
tahu apa saja karena baru-baru belajar.
LEX
R28 Menurut Nesya adakah kesulitan yang mungkin dihadapi di
semester IV ini?
Ns28 Kalo mungkin atau tidaknya, tergantung situasi hehe...karena
semakin naik semester, semakin sulit. Kalo misalnya kita..ehm..
kadang sih sebenarnya bahasa Inggris bagi teman-teman dan
yang lainnya pernah saya dengar, mereka kadang apa yah,
tidak peduli karena bagi mereka ‘apa sih, untuk apa’ gitu
ENV
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
kan, ‘cuma belajar bahasa kok ribet’. Kadang itu yang bikin
saya hilang semangat tapi yah beda orang beda tujuan sih.
Kalo memang mereka memandang bahasa inggris seperti itu sih,
terserah mereka sih.
R29 Nah .. tadi kan Nesya katakan kesulitannya yah tergantung tapi
kalau dilihat dari pembelajaran 2 tahun ini dan sering juga aktif
di media sosial, menurut Nesya hal yang paling sulit dalam
belajar bahasa Inggris itu apa?
Ns29 Paling sulit kalo belajar bahasa Inggris itu penguasaan
kosakata karena orang berbahasa itu harus mempunyai
seribu kosa kata. Itulah yang juga jadi penghalang bagi saya
karena saya belum terlalu menguasai banyak kosa kata jadi untuk
bicara saya masih sederhana sekali.
BEL
LEX
R30 Sekarang Nesya memang masih semester IV, masih panjang
perjalanannya. Tapi kalo boleh tau apa cita-cita kedepannya?
Ns30 Sebenarnya saya sangat termotivasi untuk ke luar, malahan
saya berencana selesai S1 ini lanjut S2 karena saya suka jadi
dosen dan ke luar untuk bereksplore tentang pendidikan
terutama keperawatan karena macam saya baca di Singapore,
Kanada itu paling mereka butuhkan perawat Indonesia karena
mereka berpikir perawat Indonesia itu kerjanya nyata. Mereka
berani pegang pasien tanpa ada dokter. Sekarang ini yang paling
saya cita-citakan itu lanjut S2. Kebetulan saya dapat beasiswa
dari pemerintah. Itu saya tabung untuk biaya S2 karena saya pikir
darimana mo dapat tiba-tiba biaya untuk S2.
INT
R31 Jadi kalo kerjanya berencana ke luar, nah kalo rencana S2 nya
mau ambil di Indonesia atau di luar negeri juga?
Ns31 Kalo ada jalan, kenapa tidak untuk ke luar.
R32 Dari cerita dan harapannya, Nesya mau lanjut S2 dan kerjannya
di luar berarti itu kan memang butuh sekali bahasa Inggris. Kira-
kira apa usaha Nesya untuk mengembangkan Bahasa Inggris?
Karena kan kalau sudah di luar, kita tidak hanya menggunakan
bahasa Inggris untuk merawat pasien tapi juga untuk kehidupan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
sehari-hari.
Ns32 Iya, butuh sekali. Ehmm...saya sudah planning suster untuk
mulai belajar TOEFL dan IELTS. Itu kan kosakatanya lebih
sulit apalagi dalam ujiannya lebih sulit. Jadi saya mulai planning
untuk mencoba cari pembelajaran, ehm mungkin kursus lah,
TOEFL. Kalau saya tunda, kapan lagi saya bisa menggapai
impian saya suster.
INT
R33 Dari sekian banyak pengalaman dan harapan yang ada, menurut
Nesya bahasa Inggris itu lebih baik belajar mandiri atau kita ikut
pendidikan formal saja?
Ns33 Cari tau sendiri karena kalo kita mengikuti pendidikan
formal, kita hanya mengikuti arus yang memang sudah
ditentukan jalannya. Kalo lurus yah lurus, kalo bengkok yah
bengkok. Tapi kita mencari tahu sendiri, kita tau mana tantangan
yang harus kita lewati dan mana usahanya. Kadang saya..ehm
apa namanya..ehm otodidak. Lebih ingin cari tahu sendiri.
BEL
Transcript 2 (Nesya)
In-Depth Inteview 2
Nesya
*Identity
STIKES Stella Maris
27 March 2018
09.40 – 10-05
Library
Role Interview Transcript Code
R34 Selamat siang. Kita lanjutkan lagi wawancara kita yah. Suster ingin
lebih tau lagi tentang pengalaman Nesya belajara bahasa Inggris.
Ns34 Selamat siang. Iy, suster.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
R35 Sebelumnya Nesya katakan pernah belajar di kampung Inggris
selama 5 bulan. Nah, Nesya tau atau dapat info tentang kampung
Inggris dari mana?
Ns35 Waktu itu secara kebetulan dapat info di instagram gitu terus
dilihat-lihat ternyata lama sekolahnya bisa ambil berdasarkan paket.
Jadi tertarik untuk ambil itu.
R36 Bagaimana pengalaman Nesya belajar bahasa Inggris selama
disana?
Ns36 Ehm..menarik suster karena disana suasananya memang beda.
Disana karena mungkin semua wilayah disitu fokusnya untuk
kursus bahasa Inggris jadi kita semua yang disana memakai bahasa
Inggris. Seru sih karena masih ada yang standar aja, kesana kemari
pake buku pedoman.
R37 Jadi disana tidak ada lagi pelajaran dan langsung praktek
menggunakan bahasa Inggris?
Ns37 Ada kelas-kelas belajarnya juga kayak misalnya kita baru datang
nih dikasih program pembelajaran kelas pagi tapi selepas kelas,
mungkin memang di wilayah itu masyarakatnya juga sudah paham
bahwa mahasiswa yang datang ini belajar bahasa Inggris jadi
keNesya kita melakukan interaksi dengan masyarakat secar spontan
mereka menanggapi kita dengan bahasa Inggris, seperti itu suster.
R38 Lalu mengenai materinya, apa yang diberikan dalam kelas?
Ns38 Ehm... tergantung kita ambil kelas apa. Kan ada kelas basicnya, ada
kelas untuk menengahnya bahkan ada untuk TOEFL dan IELTS.
Tergantung kita mau ambil kelas yang mana.
R39 Bagaimana kesan Nesya selama belajar di kampung Inggris?
Ns39 Sangat berkesan...bikin ngangenin untuk mau kembali kesana lagi.
Selama belajar disana, practicenya itu lebih lancar. Malahan kita
tanpa lihat pedoman lagi, bicara yang biasanya kalo kita di luar itu
harus berfikir lebih banyak, masih mau di translate lagi. Kalo disana
secara spontan bicara, gitu-gitu. Tapi selepas dari situ, yah kaku
kembali sih.
R40 Tapi untuk pelajaran atau bahan yang didapat waktu berada di
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
kampung Inggris masih ingat sampai sekarang?
Ns40 Iya, masih suster.
R41 Berkaitan dengan pengalaman belajar sebagai mahasiswa
keperawatan, Nesya katakan bahwa perawat itu perlu observasi,
membuat status, dan mengumpulkan data, nah adakah meteri yang
diberikan dosen yang membahas tentang hal-hal tersebut?
Ns41 Kalo dari kampusnya, ada suster misalnya melengkapi data
pasien mulai dari data dirinya. Itu kan yang paling awal sekali
saya ingat waktu materi untuk data diri ada nama, pekerjaan,
alamat, umur dan sebagainya itu kami dapatkan semua selama kami
belajar bahasa Inggris di kampus. Stetelah itu bertahap, mulai
menulis diagnosa penyakit pasien, tanda dan gejalannya dalam
bahasa Inggris. Dan bagusnya itu kami ditekankan bagaimana
menerapkannnya langsung kepada pasien. Jadi kami tahu bahasa
Inggrisnya dari tanda dan gejala begini, kalo misalnya
penyakitnya ini, begini. Jadi kita sudah ada bekal untuk itu
suster.
LEX
R42 Apakah Nesya punya pengalaman mengobservasi atau membuat
status dalam bahasa Inggris?
Ns42 Belum ada karena kalo kita di RS, statusnya kan dalam bahasa
Indonesia jadi kalo ada pasien dari luar kita tetap memasukkannya
dalam bahasa Indonesia.
ACT
TRA
R43 Jadi dalam konteks seperti itu, walaupun pasiennya dari luar tetap
kita membuat notesnya dalam bahasa Indonesia. Itu berarti kita
butuh menerjemahkan lagi kan. Apakah Nesya punya pengalaman
menerjemahkan seperti itu?
Ns43 Ehm.. tidak tapi kalo dengar dari kakak perawat mereka pernah
mengalaminya dan secara spontan mereka bisa aja masukan data
dari bahasa Inggris ke Indonesia. Jadi spontan aja mereka isi, tentu
bagi mereka yang sudah lazim mendengar atau tau artinya tapi kalo
yang tidak yah mereka cari yang bisa.
R44 Menurut Nesya sendiri sebenarnya lebih gampang untuk berbicara
atau menerjemahkan?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Ns44 Kalo saya sih lebih ke speaking karena saya kalo
menerjemahkan masih agak apa yah...ehm belum terlalu lah.
UND
R45 Sekarang ini adalah semester terakhir bagi Nesya untuk belajar
bahasa Inggris, nah apakah bahan atau materi yang diberikan itu
sudah dirasa cukup bagi seorang perawat atau masih ada hal yang
perlu ditambahkan atau dipelajari lagi?
Ns45 Untuk standar rumah sakit dalam menghadapi pasien dengan materi
yang diberikan sampai sekarang, saya rasa cukup. Tapi kalo
misalnya kita sebagai perawat bekerja di instansi yang lebih
besar dengan bekal bahasa Inggris yang cuma sampai semester
IV ini, saya rasa harus lebih ditingkatkan lagi. Karena yang kami
dapat itu standarnya hanya untuk rumah sakit kota sperti makassar
ini . tapi kalo kita lebih ke Instansi sperti RS Internasional yang
lebih tinggi dari RSSM, kita membutuhkan lebih banyak lagi karena
tidak menutup kemungkinan bahwa mahasiswa yang selesai dari
kampus ini kan tidak selamanya mentok di RS pasti ada yang di
instansi pemerintah atau klinik pertambangan, dll. Kalo misalnya
bekal kita cuma di 4 semester ini saja, saya rasa setelah 4 semester
berikutnya bahan sudah dilupakan. Jadi saya pikir kenapa tidak
bahasa Inggris itu tetap diadakan yah walaupun responnya teman-
teman ‘apa sih, apa sih, itu ga penting’.
INT
R46 Tadi Nesya katakan bahasa Inggris yang diberikan dirasa sudah
cukup memenuhi standar bagi mereka yang bekerja di kota. Kalo
misalnya Nesya masih ingat bahan-bahan apa ynag telah dipelajari
dan bahan apa yang dirasa perlu ditambah sebagai bentuk persiapan
untuk masuk atau kerja di instansi yang lebih besar?
Ns46 Kalo bahan yang standar yah sperti disini, mahasiswa sudah mampu
mengisi status pasien ataupun kalo ada pasien dari luar ynag
mengeluhkan sakitnya, kita sudah tau bahasa Inggrisnya untuk
keluhan-keluhan pasien. Nah, kalo misalnya kita mau lanjutkan
dengan yang lebih tinggi, saya rasa bahan yang perlu ditambah yaitu
kosakata yang lebih banyak, karena kosa kata yang dikasih selama
ini masih sangat sederhana, kita hanya tau penyakit umum kayak
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
misalnya batuk, sakit kepala, pilek, dll. Padahal di intansi luar
misalnya ada kecelakaan pekerjaan lalu ada luka robek, kita belum
tau apa sih luka robek atau nyeri yang bagaimana. Itu kan kosakata
medis. Jadi perlu lebih banyak lagi tentang kosakata.
R47 Memang waktu lalu suster sudah sempat tanyakan bagaimana
pengalaman belajar di kelas, tapi saat itu Nesya menjawab lebih ke
kendala yang dialami. Nah kalo boleh sekarang Nesya ceritakan
kembali bagaimana pengalaman belajar bahasa Inggris?
Ns47 Ehm..selama belajar bahasa Inggris pengalamannya apa yah???
Sebenarnya bagi saya bahasa inggris Kurang begitu berkesan
sih karena belajar itu kan tergantung suasana. Selama 4
semester ini belajar bahasa inggris, biasa-biasa saja terus teman-
teman juga tidak terlalu respon maksudnya mereka terlalu masa
bodoh sih. Tapi beda orang beda pemikiran sih. Ehm..kalo pun
dari dosen memberikan materi cukup menarik, saya dan teman-
teman dapat fokus untuk belajar tapi kalo misalnya cuma sekedar
yah ... apa yah kayak kemarin menerjemahkan, suster lihat sendiri
kan kayak masa bodoh. Kesannya untuk itu yah biasa-biasa saja,
karena memang suasana dan pembawaan materinya masih kaku.
Harusnya itu lebih ke practice-nya supaya mahasiswa itu aktif
dan mau belajar.
LEX
FEE
INT
R48 Jadi yang membuat kalian suka belajar bahasa inggris itu kalo
materi dan pembawaan materi itu menarik. Nah kalo yang membuat
teman-teman lain malas tahu untuk belajar bahasa inggris itu apa?
Apakah hanya sekedar karena materinya kurang menarik atau ada
faktor lain?
Ns48 Yah, karena memang faktor malas itu sendiri juga karena cara
membawakan materinya yang kadang-kadang membosankan juga
suasana dan teknik pengajaran. Kalo mau dibandingkan teknik
pengajaran yang dipakai disini terlalu monoton sehingga
membosankan bagi kami dan tidak menimbulkan ketertarikan. kalo
dibandingkan dengan pengalaman saya di kediri, mereka itu lebih
aktifkan ke yang mereka ajar jadi mentor itu hanya sebagai
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
pengawas. Seharusnya yang aktif di kelas itu mahasiswanya bukan
pengajarnya. Nah, makanya mahasiswa itu merasa ‘ngapain sih kita
repot-repot kan ada ji dosen yang menjelaskan, kita cuma
mendengarkan dsb’. Jadi monoton sekali gitu.
R49 Jadi peran dosennya lebih nampak?
Ns49 Iya. Secara tehniknya cara mengajar dosen harus lebih
ditekankan karena mengajar mahasiswa tidak sama dengan
siswa. Di perkuliahan kan dosen hanya memberikan materi, mau
dimakan atau tidak yah terserah sedangkan di sekolah, mereka harus
disuapi, diawasi, yah layaknya makanan. Saya rasa dan harapan
saya sih dosen lebih mengaktifkan mahasiswa karena kalo
mahasiswa tidak diaktifkan, dipacu untuk belajar apalagi bahasa
inggris mereka akan masa bodoh.
INT
R50 Bagi Nesya sendiri secara pribadi, apakah peran dosen membantu
Nesya dalam belajar bahasa inggris atau tidak?
Ns50 Ehm..sangat membantu sih karena mereka yang membawakan
materi dan sebagai pengawas apakah kita sudah benar melakukan
ini atau tidak dan dosen yang saya dapat kan dalam mata kuliah
bahasa inggris ini sangat membantu karena beliau banyak
pengalaman dan membuka wawasan kita bahwa bahasa Inggris itu
sperti ini, dan lain sebagainya.
R51 Pengalaman paling berkesan dalam belajar bahasa Inggris?
Ns51 Yang paling berkesan dengan belajar bahasa Inggris itu kita
disegani orang. Saya sendiri sangat respect dengan orang yang lebih
dari saya tentang bahasa inggris karena saya pikir dengan belajar
bahasa Inggris orang akan respect ke saya, tidak mengacuhkan saya.
Bahasa inggris dapat menjadi bekal bagi saya.
R52 Baik Nesya, suster rasa wawancara yang kedua cukup sampai disini,
nanti kita lanjutkan lagi. Terima kasih.
Ns52 Iya, baik suster. Terima kasih.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
Transcript 3 (Nesya)
In-Depth Inteview 3
Nesya
*Identity
STIKES Stella Maris
14 March 2018
15.30 – 16-05
Library
Role Interview Transcript Code
R53 Selamat sore Nesya. Kita lanjutkan wawancara kita yah
Ns53 Selamat sore. Iya suster
R54 Mengenai speaking dan terjemahan, dalam wawancara
sebelumnya Nesya katakan lebih memilih speaking karena
menerjemahkan belum terlalu tau dan menerjemahkan itu
penting bagi perawat. Nah, menurut Nesya perlukah materi atau
bahan mengenai menerjemahkan ada dalam kegiatan belajar
bahasa Inggris di kelas sebagai bahan ajar?
INT
Ns54 Perlu sekali suster, karena bagaimana caranya kita pahami
orang bicara tapi tidak bisa menerjemahkan. Nah, kan
orang menerjemahkan juga butuh kosakata yang lengkap
jadi kosakata dan menerjemahkan itu sudah 1 paket begitu.
UND
R55 Nesya juga sempat mengatakan bahwa teknik mengajar dari
dosen masih sangat monoton, dosen kurang memberi
kesempatan bagi mahasiswa untuk belajar sendiri namun dari 2
kali pembelajaran kemarin, suster sempat melihat pada bagian-
bagian tertentu dosen memberi kesempatan bagi mahasiswa
misalnya meminta satu per satu baca artikel yang disediakan.
Bagaimana pendapat Nesya dengan pembelajaran seperti itu?
Ns55 Iya suster, sebenarnya kalo begitu ya salah satu apa ya,ehm
teknik pembelajaran yang cukup membuat mahasiswa
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
supaya merespon apa yang diberikan jangan cuma melihat
ke buku, lihat ke layar. Jadi dosen yang mengajar kami, dia
kayak mengumpan sama kami supaya aktif. Kalo yang bisa,
coba tapi kalo tidak ada yang respon maka langsung ditunjuk.
Jadi kalo dosen yang tunjuk, mau tidak mau harus. Tapi tidak
diiming-imingi kayak ya..nanti saya tambahi nilainya. Kalo
seperti itu, lebih menarik sih, lebih hidup lah istilahnya.
R56 Nesya sempat mengungkapkan bahwa dosennya monoton dan
punya pengalaman tentang teknik-teknik pengajaran, kira-kira
menurut Nesya yang baik untuk mahasiswa itu bagaimana
supaya pembelajaran bahasa Inggris itu menjadi menarik?
Ns56 Alangkah baiknya sih kalo dosen tidak terlalu berpatokan di
buku saja, buku kan hanya untuk arahan tapi coba lebih
ditangkatkan untuk practice-nya gitu, maksudnya kita langsung
mempraktekan. Kalo bisa perbandingannya, 25% itu arahan
dari buku dan 75% practice-nya. Jadi arahan itu sebagai
bekal yang cukup bagi kami untuk practice-nya ke depan
dan dosen tinggal mengawasi.
INT
R57 Baik Nesya, wawancara kita sampai disini. sekali lagi suster
berterimakasih atas partisipasi dan sharing pengalamannya.
Ns57 Iya suster, senang juga bisa membantu.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
Appendix 6
Transcript 1 (Theodora)
In-Depth Inteview 1
Theodora
*Identity
STIKES Stella Maris
14 March 2018
Classroom
Role Interview Transcript Code
R1 Selamat sore, Theodora
Th1 Iya, sore Suster
R2 Terima kasih sudah mau jadi partisipan saya. pada kesempatan ini saya
mau mewawancarai Theodora mengenai pengalaman Theodora sebagai
mahasiswa keperawatan
Th2 Iya, nama saya Theodora Marjelina Leho. Saya dari SMA N 1 Timika.
Asal saya dari Manggarai, Flores dan sekarang saya study di Stella
Maris semester IV bagian keperawatan.
R3 Dari SD sampai SMAnya di Timika atau?
Th3 Iya, di Timika
R4 Terus waktu SMA ambil jurusan apa?
Th4 SMAnya jurusan IPA
R5 Kenapa Theodora tertarik mengambil jurusan keperawatan?
Th5 Sebenarnya sih kalau mau bilang tertarik, dulu awalnya sih tidak
tertarik. Cuma karena dorongan dari orang tua, dorongan kakak
makanya saya bisa masuk disini. Sebenarnya dulu itu sudah lulus di
Universitas Atmajaya Jogjakarta, dulu ambilnya bioteknologi. Tapi
karena Papa pikirnya peluang kerja gimana jadi Papa bilang mendingan
ambil bagian kesehatan saja. Jadi sebenarnya ini dalam beberapa bulan
ini masih mau cari informasi juga untuk tes kedokteran. Tapi kalau mau
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
bilang tertarik, sebenarnya dari awalnya tidak tapi menikmati proses jadi
dinikmati saja, dijalani dengan baik saja.
R6 Jadi awalnya tidak menyukai keperawatan. Lalu awalnya menyukai apa?
Th6 Klo dulu itu memang masih mencakup dunia medis cuma lebih ke
kedokteran. Cuma karena kemarin tidak lolos jadi pilih keperaawatan.
Nanti klo ada SNMBPTN tahun ini bisa diikuti.
R7 Klo misalnya lulus di kedokteran, langsung pilih itu dan tinggalkan
keperawatan?
Th7 Klo masalah lulus, mungkin saya akan lanjut kedokteran dan tinggalkan
keperawatan tapi klo tidak yah jalani dulu profesi ini.
R8 Sekarang saya ini mengetahui lebih spesifik tentang belajar bahasa
Inggris. Sudah berapa lama Theodora belajar bahasa Inggris?
Th8 Sudah dari SMA sih, SMP juga kayaknya sudah dapat. Iya, sudah dapat.
R9 Belajar bahasa Inggrisnya hanya secara formal atau ada cara lain, kursus
misalnya?
Th9 Oh...hanya secara formal sih.
R10 Jadi hanya secara formal dan tidak pernah mengambil kursus?
Th10 Iya suster, cuma memang senang sih belajar bahasa Inggris jadi
biasa belajar-belajar juga kayak misalnya lewat nonton video barat
yang ada subtitle itu kan. Tapi klo kursus atau sekolah khusus memang
pernah ikut sih tapi hanya sekitar 1 bulan.
LEX
R11 Tadi kan Theodora katakan senang dengan Bahasa Inggris, apa yang
buat Theodora senang belajar bahasa Inggris?
Th11 Sebenarnya klo saya pribadi yang membuat saya senang belajar
bahasa inggris itu pertama, karena bagaimana yah, untuk
menghubungkan kita dengan orang lain itu yang paling diutamakan
itu bahasa Inggrisnya apalagi klo kita beda negara. Trus yang kedua
itu, saya suka karena pengucapannya sesuai dengan...hmm...
maksdunya eh ada memang bakat dalam diri bisa menangkap intonasi
dalam bahasa inggris dan mudah untuk berbicara dengan orang lain, tapi
kadang juga menjadi hambatan kalau misalnya orang yang kita ajak
bicara itu yah sedikit kurang tau dalam bahasa inggris. Yah...tapi kalau
saya pribadi saya sangat suka karena kosakatanya kemudian yang
BEL
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
kedua, bisa menambah pengetahuan karena kan suster sekarang dalam
pekerjaan itu yang paling dibutuhkan itu soft skill nya dalam bahasa
Inggris.
R12 Jadi itu yang membuat Theodora suka dengan bahasa inggris
Th12 Iya
R13 Terus kalau menurut Theodora bahasa Inggris bagi mahasiswa
keperawatan itu penting?
Th13 Oh.. kalau untuk dunia keperawatan itu sangat penting sekali
karena, pertama kalau kita mendapat pasien yang bukan dari
Indonesia, kita perlu salah satu jembatan yaitu bahasa Inggris. Jadi
memang dalam dunia keperawatan itu tidak luput dari namanya
pembelajaran bahas inggris, suster. Karena dimana-mana bukan
hanya sekedar pasien tetapi untuk keluar negeri saja kita harus
punya bakat dalam bahasa Inggris apalagi kalau kita mau bekerja
atau pergi menjadi pelayan profesional dalam bidang keperawatan
di luar negeri. Begitu suster.
UND
R14 Tadi Theodora katakan bahwa entah mau jadi perawat atau dokter,
bahasa Inggris itu perlu. Adakah hal yang memotivasi Theodora untuk
belajar?
Th14 Iya, yang paling memotivasi dalam hidup, maksudnya dalam
perkuliahan sekarang itu orang tua. Orang tualah yang mendukung,
memberi support untuk proses perkuliahan.
MOT
R15 Kalau motivasi khusus untuk belajar bahasa Inggris, bagaimana?
Th15 Oh iya.. salah satu yang memberikan motivasi untuk lebih
meningkatkan kemampuan bahasa Inggris itu dosen saya, suster.
Terutama bagian apa yah.. koordiantor kemahasiswaan. Katanya
tingkatkan lagi kemampuan dalam bahasa inggris, siapa tahu nanti bisa
ke luar negeri untuk melanjutkan proses pembelajaran disana.
MOT
R16 Kalau begitu apa saja yang ingin Theodora tahu atau pelajari tentang
Bahasa Inggris?
Th16 Yang paling ditahu yah? Yang pertama itu, yang paling umum
sebenarnya kosakata sih. Kosakata itu yang paling penting untuk kita
supaya kita juga bisa melanjutkan pembelajaran yang lebih baik. Jadi
INT
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bagi saya yang pertama itu kosakata dikuasai kemudian segala bentuk
kata kerja, kata sifat, kata benda, dll itu kita kuasai dulu supaya kita bisa
masuk ke kalimat dalam bahasa Inggris.
R17 Sejauh ini kan sudah kurang lebih 2 tahun belajar bahasa inggris. Apa saja
yang sudah dipelajari selama ini?
Th17 Selama ini yang kami pelajari, pertama Introduce self; bagaimana
perawat memperkenalkan diri kepada pasien dan yang kedua bagaimana
langkah-langkah atau step-step kita mengambil suatu tindakan atau
prosedur yang dilakukan di depan pasien. Kemudian giving information
juga perlu, riwayat pasien juga perlu kita kaji, ada dialog-dialog tertentu
yang biasa kita ucapkan apabila kita ingin mengkaji pasien misalnya
What is your complain? Kemudian What is your job? Seputar itu saja
kita tanya dalam bentuk pengakajian kepada pasien. Begitu suster.
LEX
ACT
R18 Berarti sudah cukup banyaklah yang dipelajari.
Th18 Iya cukup banyak.
R19 Jadi belajar dari semester I itu sudah langsung tentang keperwatan atau
bertahap?
Th19 Klo dari semester I dia langsung ke keperwatan tapi memang ada
bagian tertentu yang umum dulu tapi lebih banyak ke keperawatan,
suster.
R20 Tadi kan Theodora katakan pernah belajar tentang pasien atau tanya-
tanya tentang pekerjaan. Apakah Theodora punya pengalaman tentang
berkomunikasi dalam bahasa Inggris?
Th20 Oh hehe.. kalau untuk berkomunikasi langsung terjun lapangan
belum suster karena saya juga belum dapat pasien pada saat di RS
karena kami juga baru dinas, suster. Baru bulan ini dan itu kami
dinasnya hanya 2 hari dan itu kami tidak terlalu mudah untuk
mendapatkan pasien yang berbahasa Inggris. Cuma kemarin, sempat ada
juga datang dari Thailand klo nda salah tapi speak-nya juga speak
English cuma saya kemarin tidak sempat dapat karena ikut rapat disini
jadi nda sempat mengkaji pasien dari luar.
R21 Kalau pengalaman umum lainnya, berpapasan dengan orang bertanya
dalam bahasa Inggris?
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Th21 Jadi klo untuk berbicara langsung dengan orang sesama Indonesia itu
pernah tapi itu hanya seputar lingkungan kecil saja kayak semacam
teman gitu kan tapi maksudnya klo bicara langsung dengan orang luar
atau orang Indonesia yang berbahasa Inggris, itu belum suster.
R22 Kalau bisa cerita pengalaman Bahasa Inggris di kelas bagaimana?
Th22 Klo pengalaman ehmm saya itu orangnya paling suka bahasa
Inggris jadi kalau mau bilang soal experience itu kan paling suka
sekali. Jadi kalo pengalaman-pengalaman di perkuliahan itu salah satu
pengalaman yang paling berkesan itu pengalaman belajar Bahasa
Inggris, apalagi dosennya itu Pak Syamsir. Klo pengalaman, lebih
banyak pengalaman yang menyenangkan dibandingkan kesulitan.
Memang kadang ada beberapa bahasa Inggris tidak semuanya kita
kuasai, itu merupakan pengalaman yang bisa dijadikan pelajaran
supaya di rumah kita bisa belajar dan tahu artinya dan kita bisa
terapkan lagi pada saat pembelajaran bahasa Inggris di kelas.
LEX
R23 Yang membuat senang belajar bahasa Inggris itu apa?
Th23 Kayaknya speaknya deh. Karena kan saya orangnya paling suka nonton,
maksudnya hobby saya nonton jadi saya tuh paling suka nonton film-
film yang bertemakan barat. Dari situ mulai memotivasi diri untuk
belajar bahasa Inggris karena bahasa Inggris memang salah satu hal
yang paling penting karena berhubungan juga dengan hobbi. Jadi salah
satu yang membuat senang itu karena saya suka ber-speak english
dengan orang, kayak gitu.
LEX
R24 Lalu adakah kesulitan atau tantangan dalam belajar bahasa Inggris?
Th24 Mungkin dalam tantangan, saya kurang percaya diri kalau
berbicara dengan orang yang berbahasa Inggris apalagi dari orang
luar memang, dari barat masih memang bukan kayak takut tapi
kurang PD gitu.
FEE
R25 Yang membuat kurang PD itu apa?
Th25 Hehe...yang membuat kurang PD, yang pertama takut satu kalimat
yang diucapkan itu tidak sesuai dengan kalimat yang sebenarya. Itu
sih tapi sebenarnya masalah scary atau takut tidak, lebih ke percaya diri.
FEE
Inconfidence
R26 Bagaimana dengan lingkungan; peran mereka dalam pembelajaran
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bahasa inggris?
Th26 Sebenarnya kalau lihat peran mereka dalam pembelajaran bahasa Inggris
itu tidak terlalu mencolok tapi peran mereka dalam kelas saat menerima
pelajaran itu bagus tapi sebagian dari mereka yang kurang
maksudnya lebih ke malas tahu begitu tapi kalau yang lain
perannya dalam bahasa Inggris itu ada walaupun hanya sedikit.
ENV
R27 Kebanyakan mahasiswa keperawatan tinggal di asrama, kira-kira
kehidupan asrama mendukung pembelajaran mahasiswa?
Th27 Sebenarnya bagi saya asrama merupakan salah satu halangan bagi
mereka untuk belajar. Pertama, di asrama itu kan penuh dengan aturan
dan kebanyakan aktivitas mereka itu yang menghambat proses
pembelajaran. Itu yang membuat mereka kurang fokus dalam
pembelajaran apalgi untuk belajar bahasa inggris karena mungkin dalam
pikirannya oh saya lebih fokus ke keprawatan, saya tidak mau terlalu
fokus ke dunia bahasa Inggris jadi itu ynag menjadi hambatan mereka
untuk belajar. Kita kan tahu asrama itu banyak aktivitasnya, belum lagi
doa, ehmm belum lagi latihan koor apa segala macam, renungan-
renungan gitu kan. Waktunya itu terhambat untuk belajar apalagi mereka
itu sudah ditetapkan bangunnya itu subuh sekitar jam 04.30 jadi waktu
mereka untuk belajar itu lebih banyak dihabiskan pada saat mereka
melakukan aktivitas dibanding belajar.
ENV
R28 Jadi dirasa kehidupan asrama dirasa agak menghambat proses belajar?
Th28 Iya suster.
R29 Theodora lebih memilih tinggal di luar asrama, kira-kira kegiatan yang
dilakukan di luar apa saja?
Th29 Saya kegiatannya itu ikut OMK, orang muda katolik kemudian biasa
juga belajar bersama-sama dengan teman di salah satu tempat misalnya
di kafe, kerja bareng kerja tugas atau ada hal-hal yang perlu dikerjakan
bersama-sama di luar. Tapi untuk kegiatan...oh..saya juga ikut kegiatan
organisasi di kampus, senat.
ENV
R30 Kalau jam belajar di kost-an?
Th30 Kalau saya pribadi paling suka belajar mulai dari jam 8. 1 jam saya
belajar malam trus pagi saya belajar kembali karna pagi itu kan lebih
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menyerap begitu pelajarannya.
R31 Berkenaan dengan profesi perawat, Theodora pernah dengar tidak
tentang masyarakat ekonomi ASEAN?
Th31 Pernah suster
R32 Bagaimana pendapat Theodora tentang hal itu?
Th32 Sebenarnya kalau kita mau kaitkan dengan orang Indonesia klo soal
Bahasa Inggris bukan berarti tidak tahu tapi sebagian kecil ada memang
yang kurang dalam Bahasa Inggris jadi memang bagaimana kita harus
membangun karakter kita untuk bisa belajar bahasa Inggris.
R33 Tadi Theodora sempat mengatakan bahwa dalam pembelajaran Bahasa
Inggris ada teman yang malas tahu, kalau misalnya perawat itu hanya
bekerja di RS lokal, kira-kira bahasa Inggris itu perlu atau tidak?
Th33 Sebenarnya kalau misalnya kita kaitkan dengan tempat-tempat tertentu
yang dijadikan lapangan pekerjaan, misalnya di daerah memang tidak
banyak yang berbahasa Inggris tapi lebih ke bahasa daerah atau bahasa
Indonesia. Bahasa Inggris memang tidak dipergunakan tapi sebagai
mahasiswa, bahasa Inggris itu perlu walaupun hanya sebatas
perkenalan diri ataupun bertanya mengenai riwayat kesehatan,
pengkajian dan lain sebagainya karena kita tidak tahu kapan dan
dimana orang-orang berbaahasa Inggris bisa datang ke daerah itu.
UND
BEL
R34 Sebelumnya Theodora mengatakan Bahasa Inggris itu perlu karena
untuk berkomunikasi dengan pasien atau berkomunikasi dengan orang
lain, kalau misalnya dalam perkuliahan adakah bahan-bahan yang
digunakan untuk pembelajaran dalam bahasa Inggris?
Th34 Oh...kalau soal bahan, iya suster, biasa digunakan dalam kelas misalnya
kayak speaker gitu apalagi saat listening, itu sangat digunakan.
Kemudian ada booknya juga dan itu bukanya memang disitu sudah ada
bagaimana bahasa Inggris dalam dunia keperawatan.
R35 Kalau mata kuliah lain, adakah bahan ajarnya dalam bahasa Inggris?
Th35 Kalau mata kuliah lain...ehmm...oh ada. Apalagi kami kan kalau
keperawatan kan lebih ke diagnosa NANDA tapi itu kan tidak ke bahasa
Inggris banget. Yang biasanya bahasa Ingris itu NIC dan NOC.
R36 Nah kalau begitu kan bahannya dalam bahasa Inggris, adakah kesulitan
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dalam belajar mata kuliah dalam bahasa Inggris?
Th36 Kalau saya sih maksudnya kalau bahasa inggris dalam mata kuliah lain
tidak terlalu dalam bentuk kalimat tapi dalam kata-kata tertentu yang
biasa digunakan dalam bentuk bahasa inggris, kayak confidential dsb.
Itu kan kayak 1 kata yang paling sering digunakan dalam dunia
keperawatan. Tapi untuk kalimatnya itu jarang digunakan, lebih ke kata-
kata medis yang sering digunakan.
R37 Jadi tidak dalam bentuk misalnya ada salah satu dosen masuk kelas lalu
menggunakan 1 buku bahasa Inggris?
Th37 Oh...nda...nda.
R38 Untuk kedepannya, kalau misalnya tetap di nurse atau mau pindah
kedokteran, adakah usaha atau niat untuk mengembangkan pengetahuan
tentang bahasa Inggris?
Th38 Kalau saya, apa yah...ehm kalau mau melanjutkan atau
meningkatkan kemampuan dalam berbahasa Inggris itu sangat
memotivasi diri karena yang pertama saya juga lagi sementara cari-
cari kursus yang memang betul-betul berkualitas untuk diikuti
untuk belajar bahasa inggris karena kan kalau misalnya saya juga
berkeinginan untuk lanjut studi ke jenjang berikutnya, pasca sarjana jadi
memang betul-betul bahasa inggris saya sangat butuhkan makanya
sekarang lagi berusaha untuk mencari tempat-tempat tertentu yang
menyediakan pembelajaaran bahasa Inggris.
INT
LAU
R39 Kalau usaha selain kursus, lebih ke dorongan dari dalam diri?
Th39 Sebenarnya kalau usaha belajar sendiri, ada. Trus usaha yang kedua
itu saya ingin pergi ke tempat-tempat tertentu yang dikunjungi para
bule. Jadi itu menjadi tempat bagi saya untuk mengembangkan
percaya diri saya yang sebelumnya kurang percaya diri untuk
berbicara dengan orang dari luar.
INT
LAU
R40 Jadi lebih ingin meningkatkan kemampuan dan kepercayaan diri?
Th40 Iya.
R41 Baiklah, saya rasa interview yang pertama cukup sampai disini
Th41 Oh iya.
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Transcript 2 (Theodora)
In-Depth Inteview 2
Theodora
*Identity
STIKES Stella Maris
16 March 2018
Classroom
Role Interview Transcript Code
R42 Selamat siang Theodora
Th42 Siang suster
R43 Ada beberapa hal menarik dan ingin suster ketahui lebih banyak lagi.
Dalam wawancara sebelumnya, Theodora katakan kalau yang
memotivasi belajar bahasa Inggris itu salah satunya dari dosen bagian
kemahasiswaan, katanya harus terus meningkatkan kemampuan
bahasa Inggris siapa tahu bisa ke luar negeri untuk lanjut study. nah..
apakah Theodora merasa sudah ada perkembangan apalagi sudah 2
tahun belajar bahasa Inggris dan kedepannya tidak lagi ada kelas
bahasa Inggris?
Th43 Masalah perkembangan memang saya rasa sekali dalam diri karena
memang pertama-pertama masuk itu kan bukan masa bodoh dengan
bahasa Inggris tapi dari awal itu kan memang agak kurang fokus tapi
semenjak dapat motivasi dari dosen, orang tua, teman-teman saya jadi
giat belajar. Apalagi kan saya paling suka belajar bahasa Inggris
jadi selama perkuliahan ini saya rasa memang ada
perkembangan, suster dan perkembangan itu khususnya di
bagian speaking.
LDev
R44 Jadi bagian speaking yang dirasa berkembang yah?
Th44 Iya.
R45 Theodora menyadari perkembangan itu karena sering
menggunakannya atau bagaimana?
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120
Th45 Kalau saya sering menggunakan itu walaupun teman tidak
tanggapi dengan bahasa Inggris juga tapi saya sering usahakan
begitu ke teman-teman sekedar hanya ingin belajar juga supaya
memperbaiki kosa kata, bahasa Inggris yang baik itu bagaimana.
LEX
R46 Pengalaman itu hanya di kelas atau di luar kelas juga ada?
Th46 Kalo paling sering saya gunakan bahasa Inggris itu kalo di dalam
kelas itu biasa tapi lebih banyak di luar.
R47 Di bagian lain Theodora katakan belajar Bahasa Inggris dari semester
I itu langsung ke keperwatan tapi ada bagian-bagaian tertentu yang
umum. Kalau misalnya masih ingat dari sem I-III itu ada pengalaman
lebih spesifik lagi tentang belajar bahasa Inggris? Jadi misalnya
belajar tentang apa?
Th47 Oh...semester I yah? Kalo semester I biasa juga kami belajar
tentang vocabulary, kosakata-kosakata dalam Bahasa Inggris
kemudian bagaimana untuk menentukan kalimat yang masuk dalam
kata kerja, kata benda, pokoknya itu semua yang diingat pada saat
semester I.
R48 Bagaimana dengan semster II dan III?
Th48 Kalau untuk semester II, dia lebih spesifik lagi ke keperawatan.
Jadi itu klo semester II dan sekarang itu berkaitan dia karena lebih
introduce self, yang seperti kemarin saya bilang toh suster. Dia sangat
berkaitan apalagi kalo misalnya kita mau terjun langsung ke
lapangan.
R49 Theodora mengatakan bahwa lebih banyak pengalaman
menyenangkan, boleh ceriatkan pengalaman yang benar-benar
menyenangkan itu?
Th49 Yang paling saya senang itu kalo misalnya kita pada saat belajar
itu proses diskusi itu bapak lemparkan semuanya pada kami jadi
semua kayak misalnya ada sesuatu atau soal-soal, itu dia kasih ke
kami untuk coba menjawab. Karena memang jujur saya orangnya
suka mengerjakan sesuatu yang menjadi hal untuk dikerjakan. Jadi
saya paling suka kalo belajar bahasa Inggris apalagi kalo ada hal baru
yang harus dikerjakan tanpa ada bantuan dari dosen, jadi kami lebih
LEX
FEE
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bekerja sendiri, lebih mandiri lagi. LAU
R50 Jadi ini bapaknya lebih kasih kepercayaan anak-anak untuk belajar
sendiri?
Th50 Iya, kalo untuk kepercayaan sih 100% bapak kasih ke kami
untuk belajar dalam konteks buat tugas, diskusi di kelas tapi
untuk mengarahkan dan membina biasa bapak membina kami
semua. Jadi ada waktu memang kami kerjakan sendiri tapi
didahulukan dengan bimbingan dari dosen.
LEX
LAU
R51 Jadi pengalaman menyenangkan yaitu saat bisa mengerjakan hal baru
Th51 Hehe..iya.
R52 Theodora katakan lebih banyak pengalaman menyenangkan dan
terkadang ada yang sulit. Pengalaman yang sulit itu seperti apa?
Th53 Pengalaman yang sulit...hmm apa yah. Kalo dalam proses belajar
yang buat saya sulit itu biasanya kalo bilang sulit itu tidak ada suster,
cuma kadang kalo memang pikiranku lagi tidak fokus sama pelajaran
itu yang menjadi kendala biasa tidak fokus itu yang bikin sesuatu
yang diajarkan itu menjadi sulit tapi kalo saya fokus, saya anggap
semuanya dibawa santai trus saya fokuskan diri untuk belajar.
LEX
FEE
R53 Jadi sebenarnya dari segi materi itu, tidak ada kesulitan kecuali dari
diri sendiri.
Th53 Iya sudah cukup bagus kecuali dari diri sendiri.
R54 Kemarin Theodora sempat menyinggung kalo paling berkesan,
menyenangkan apalagi dosennya Pak Syamsir.
Th54 Hehe..Iya
R55 Nah kalau boleh tau apakah dari semester I dosennya sudah Pak
Syamsir atau ada dosen yang lainnya?
Th55 Dari semester I sampai sekarang tetap Pak Syamsir, tidak ada
perubahan dosen.
R56 Jadi memang beliau terus yang mengajar Bahasa Inggris?
Th56 Iya , beliau yang mengajar terus.
R57 Theodora mengatakan bahwa pengalaman belajar dengan Pak
Syamsir itu berbeda, bagaimana pengalaman belajar Theodora
dengan beliau?
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Th57 Pertama, Pak Syamsir itu tidak menyulitkan kami. Itu yang
membuat saya bangga mempunyai dosen seperti beliau. Kemudian
yang kedua itu, dia itu orangnya kalo kita salah dia tidak menjudge
bahwa harus ko begini, tapi tidak. Dia lebih memperbaki. Jadi
tidak ada istilahnya ‘kau salah...kau salah..’ tapi bagaimana
caranya dia supaya memperbaiki agar sesuatu yang kita buat itu
benar. Pak syamsir menjadi slah satu dosen yang memotivasi kami
belajar.
ENV
R58 Jadi peran Pak Syamsir sebagai dosen Bahasa Inggris sangat
membantu kalian?
Th58 Iya, sangat membantu dan sangat menyenangkan juga.
R59 Kemarin kan waktu belajar tentang nurse’s notes tampak agak sulit
karena tidak belajar bahasa Inggris kata per kata tetapi justru ada
simbol misalnya kayak diagnosa menjadi d. Menurut Theodora
adakah kesulitan belajar topik tersebut?
Th59 Kalo saya, mungkin orang bilang sulit. Tapi kan tergantung masing-
masing pribadi kan suster, bagaimana dia menyikapi. Kalo soal
simbol, itu kan memang mutlak dipakai dalam dunia medis jadi
memang mereka gunakan simbol sperti itu tidak hanya mutlak dalam
bahasa Inggris. Kalo bilang kesulitan, memang mungkin ada
beberapa kesulitan dalam mengahafal. Biasanya yang membuat orang
sulit itu karena menghafal simbol-simbolnya suster tapi kalo kita
terbiasa, kita hafal, pasti kita biasa.
LEX
R60 Bagaimana dengan kesulitan membedakan penggunaan kata dalam
bahasa Inggris misalnya seperti drugs dan medicine dalam bidang
keperawatan?
Th61 Kalau menurut saya supaya tidak salah menggunakan kata atau
simbol, mendingan kita tanya orang disekitar yang betul-betul kita
percaya. Jadi kalo misalnya kita tidak tahu alangkah baiknya kita
bertanya karena misalnya kalo kita kita di RS, itu simbol begitu
menentukan bagaimana kondisi pasien atau mungkin bisa cari sendiri.
Kan dunia sekarang ada mi handphone, alat elektronik yang bisa
share apa yang berhubungan dengan materi. Jadi bisa lebih
UND
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gampang dan memudahkan kita.
R62 Dalam kelas kemarin tentang topik nurse’s notes, ada pertanyaan
mengapa seorang perawat membutuhkan atau harus menulis notes.
Kalau dalam konteks RS sakit lokal dan pasiennya dari luar, apakah
notes yang akan dibuat itu dalam bahasa Indonesia atau bahasa
Inggris?
Th62 Bagaimana yah... kalo misalnya kita di daerah dan yang kita hadapi
adalah pasien berbahasa Inggris, notes yang dibuat tergantung
kepada perawatnya, kalo memang perawatnya bisa mengkaji dan
memasukkan dalam notes, itu kan dia nda perlu bahasa Inggris kan
kedalam notes, yang paling dibutuhkan memang bahasa inggris
tapi kalo dia bisa mentranslatekan lebih bagus lagi kalo bahasa
Indonesia karena seperti di bagian lab itu kan paling
membutuhkan yang begitu apalagi klo misalnya dokter dan yang
lainnya mungkin lebih jelasnya lagi klo dalam bahasa indonesia.
LEX
TRA
R63 Berarti perawat membutuhkan 1 skill lagi yakni menerjemahkan
mengingat keadaan RS kita dan tidak semua perawat bisa berbahasa
inggris?
Th63 Iya suster
R64 Nah, Theodora sendiri punya pengalaman menerjemahkan dari
Bahasa Inggris ke Indonesia atau sebaliknya?
Th64 Iya, biasa sering menerjemahkan sesuatu dalam bahasa Inggris ke
bahasa Indonesia atau bahasa Indonesia ke bahasa Inggris.
TRS
R65 Bagi Theodora lebih gampang menerjemahkan atau berbicara?
Th65 Kalo saya lebih gampang spontan berbicara karena tiba-tiba
keluar dari mulut dan itu yang saya ucapkan. Kesulitannya juga
kadang di menerjemahkan dari pada berbicara langsung.
R66 Mungkin Theodora belum memiliki pengalaman khusus untuk
menerjemahkan dalam keperawatan, tapi menurut Theodora kesulitan
apa yang dialami dalam menerjemahkan?
Th66 Biasanya itu yang bikin sulit itu tergantung masing-masing karena
memang biasanya perawat itu tidak mengerti bahasa Inggris atau
tidak bisa menerjemahkan karena tidak ada pengalaman berbahasa
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inggris atau mengikuti les/kursus sehingga agak sulit menerjemahkan
sesuatu.
R67 Dalam pembelajaran bahasa Inggris di kelas, ada yang aktif dan
tidak. Apakah Theodora sering bertemu dengan teman yang aktif atau
yang pasif?
Th67 Kalo berdiskusi itu kami dibagi jadi kami tidak memilih tapi
yang paling sering saya dapat itu kelompok-kelompok yang
kurang aktif tapi kalo untuk berinteraksi di luar, pertemanan dan
segala macam itu saya nda pilih-pilih tapi sering dapatkan yang
kurang aktif dalam belajar bahasa Inggris.
ENV
R68 Kalau begitu Theodora sering dapat yang kurang aktif tapi Theodora
sendiri aktif dalam belajar bahasa Inggris. Theodora punya
pengalaman membantu teman-teman dalam belajar bahasa Inggris?
Th68 Ow yah...kalo masalah membantu, biasanya teman-teman juga
tanyakan ke saya atau butuh bantuan. Kalo misalnya saya tahu, saya
kasih tahu. Tapi kalau misalnya saya lagi fokus dalam dengan saya
punya tugas apa segala macam, bukan menghiraukan tapi saya lebih
mengerjakan pekerjaanku sendiri. Tapi kalo mereka minta bantuan
saya pasti bantu.
LAU
R69 Biasanya yang teman-teman tanyakan atau minta bantuan itu seperti
apa?
Th69 Seperti menterjemahkan kata, 1 kata kadang juga 1 kalimat yanng
mereka tidak megerti, mereka tanyakan.
R70 Jadi bantuan yang sering diberikan yaitu menerjemahkan?
Th70 Iya
R71 Kalo dalam pembelajaran, terkadang dalam membuat tugas Si A yang
buat tapi Si B yang tampil. Theodora punya pengalaman seperti ini?
Th71 Kalo pengalaman membuatkan pernah tapi kalo pengalaman
dibuatkan tidak pernah karena saya orangnya lebih suka berusaha
sendiri.
R72 Baik, suster rasa wawancara kali ini cukup sampai disini. kita
bertemu lagi diwawancaa selanjutnya. Terima kasih yah Theodora
Th72 Iya, sama-sama Suster
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Transcript 3 (Theodora)
In-Depth Inteview 3
Theodora
*Identity
STIKES Stella Maris
21 March 2018
Classroom
Role Interview Transcript Code
R73 Selamat sore Theodora, mari kita lanjutkan interview kita.
Th73 Sore suster, siap.
R74 Dalam wawancara sebelumnya, Theodora katakan kalo mengalami
perkembangan dalam pembelajaran bahasa Inggris khususnya di
bagian speaking dan hal itu dialami di dalam dan lebih banyak di luar
kelas. Bisa Theodora ceritakan pengalaman di luar kelas itu yang
bagaimana?
Th74 Speaking di luar kelas... apa yah .. saya kan memang ada kelompok
teman-teman tertentu toh dan memang mereka juga bilang kayak gini
begaimana kalo misalnya bagus kita adakan speak di luar tapi
dengan konteks, biasa kan ada tempat tertentu suster yang biasa
banyak orang luar, biasanya kalo tidak salah di benteng
Rotterdam. Biasa teman-teman ajak kesana trus kami bisa ber –
speak langsung dengan bule disana. Teman-temanku memang
banyak yang dari Univ lain yang bisa dibilang bisa berbahasa Inggris
dan biasa dalam konteks ini kami lakukan di tempat-tempat tertentu
yang banyak orang luar yang bisa di ajak berbicara.
LAU
R75 Jadi ada kelompok pertemanan yang suka berbicara bahasa Inggris
dan mengunjungi tempat tertentu untuk bisa menggunakan bahasa
Inggris?
Th75 Iya Suster.
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R76 Apakah kegiatan ini rutin dilakukan?
Th76 Tidak rutin sih tapi kalo memang ada waktu, boleh. Kalo tidak
ada waktu, terhalangi jam kuliah atau kegiatan-kegiatan di luar
lainnya.
R77 Dan kegiatan ini dirasa sangat membantu pembelajaran bahasa
Inggris
Th77 Iya, sangat membantu suster.
R78 Baik Theodora, suster rasa wawancara kita sudah cukup. Terima
kasih atas partisipasi dan sharing pengalamannya.
Th78 Iya suster, sama-sama. Senang juga bisa membantu.
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Appendix 7
Transcript 1 (Julia)
In-Depth Inteview 1
Julia
*Identity
STIKES Stella Maris
21 March 2018
Classroom
Role Interview Transcript Code
R1 Selamat siang Julia. Sekali lagi suster mau berterima kasih karena
sudah bersedia menjadi partisipan suster.
Jla1 Selamat siang suster
R2 Pertama-tama, bisakah Julia memperkenalkan diri?
Jla2 Perkenalkan nama saya Julia Clarita Toban, asal dari Pinrang.
Ehmm..trus saya mahasiswa tingkat II disini, Stella Maris School of
health science Makassar. Trus orang, bapak kerja disini di Makassar
dan Mama di Pinrang, bekerja sebagai guru. Saya tinggal di Daya.
Dari TK sampai SMA, saya di Pinrang sama Mama. Baru kuliah ini
itu sama bapak.
R3 Waktu SMA, Julia ambil jurusan apa?
Jla3 SMA, jurusan IPA.
R4 Ini adalah pengalaman Julia tinggal di Makassar, untuk kuliah
keperawatan. Sebenarnya apa yang membuat Julia tertarik untuk
kuliah keperawatan?
JlA5 Hehehe...sebenarnya ini waktu SMA saya ambil SNMPTN artinya
kita ambil bebas tes masuk universitas negeri artinya berdasarkan
nilai-nilai rapor. Trus waktu itu peringkat III umum..ehm ... jadi saya
pilih pilihan pertama itu kedokteran UNHAS. Saya berani pilih
kedokteran UNHAS karena teman-teman saya yang peringkat I dan II
LEX
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tidak pilih kedoteran tapi jurusan yang sesuai dengan minat mereka.
Ternyata teman saya yang peringkat IV itu ada main dibelakang,
suster dan pilih kedoketeran UNHAS juga jadi dia yang lulus. Trus
ini, saya masuk disini karena usulan keluarga yang katanya ada Opa
yang kerja di Stella trus kampusnya juga bagus, akreditasinya juga
bagus. Jadi saya ikut usulan keluarga untuk kuliah disini.
R5 Tadi kan Julia katakan suka untuk masuk kedokteran trus sebenarnya
SNMPTN kan bisa buat beberapa pilihan untuk kampus yang berbeda
juga?
JlA6 Iya suster, waktu itu saya coba kedokteran di 2 kampus dan juga
fisioterapi tapi tidak lulus. Sebenarnya saya tidak suka keperawatan
karena capek sekali kerjanya tapi ujung-ujungnya tetap kuliah disini
juga.
R6 Nah sekarang kan sudah kurang lebih 2 tahun belajar di STIK, bisa
ceritakan pengalaman belajar Julia kuliah jurusan keperawatan?
JlA7 Awalnya..ehm, waktu semester-semester awal susah sekali karena
kita harus mendalami toh baru saya kan sama sekali tidak ada minat
awalnya. Tapi seiring berjalannya waktu sampai semester IV ini
nyaman mi, sudah nyaman di perawat baru puji Tuhan nilai-nilai juga
bagus.
R7 Baik, sekarang kita masuk lebih mendalam tentang pengalam Julia
belajar bahasa Inggris. Pertama-tama suster ingin tahu pemahaman
Julia tentang bahasa Inggris itu bagaimana?
Jla7 Bahasa Inggris...ehm semenjak saya kelas 3 SD itu sudah masuk les
tapi itu bolong-bolong lesnya karena awalnya bagi saya bahasa
inggris itu susah, susah hafalnya, susah pengucapannya, susah
semuanya. Baru saya juga orangnya takut kalo ketemu orang yang
pintar berbahasa inggirs, karena saya takut untuk mengeluarkan
kemampuan saya. Jadi bahasa Inggris itu susah.
UND
R8 Jadi Julia belajar bahasa Inggris itu dari kelas 3 SD sampai sekarang?
Jla8 Iya, tapi sempat berhenti les waktu kelas 1 SMA.
R9 Tapi kan di sekolah tetap ada pelajaran bahasa Inggris jadi paling
kurang tetap intens belajar bahasa inggris di sekolah, secara formal.
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Jla9 Iya suster.
R10 Tadi Julia sudah sempat menyinggung kalo belajar bahasa Inggris itu
sulit dan takut. Kenapa sampai muncul perasaan seperti itu?
Jla10 Tidak percaya diri suster, takut salah ehm mungkin salah kata. Tidak
percaya diri saja, itu suster.
FEE
R11 Adakah pengalaman tertentu yang membuat Julia merasa sulit utk
belajar bahasa Inggris atau bahkan malu untuk berbahasa Inggris?
Jla11 Ada suster... pengalaman debat. Saya berhenti kursus itu karena
pengalaman debat. Susah..ehm apa yah mungkin juga karena
pemikiran saya nda luas kan debat itu harus pemikirannya luas
toh trus saya dipaksa untuk berpikir luas dan mengeluarkan
kata-kata yang mungkin sulit, kata-kata yang tidak digunakan
sehari-hari. Karena itu saya berhenti, saya takut suster.
LEX
R12 Tapi waktu debat itu sudah sempat lomba atau belum?
Jla12 Belum suster, masih les, baru persiapan. Baru saya bilang sama
gurunya kalo saya nda bisa lalu saya berhenti les begitu saja. Tapi
sempat saya bilang ke gurunya kalo saya nda bisa karena baru
pertama kali belajar waktu itu dan tambah kesibukan sekolah juga
jadi saya berhenti suster. Tapi ehm kalo saya lihat orang debat itu
saya tertarik tapi untuk belajarnya...aduh pikir 2 x. Susah.
R13 Nah itu kan pengalaman les, belajar non formal tapi kalo di sekolah
bagaimana? Masih tetap suka belajar bahasa Inggris atau bagaimana?
Jla13 Suka karena di sekolah itu pengajarannya agak mudah jadi saya
sudah pelajari memang semuanya di les baru saya pelajari di
sekolah, itu waktu SMP. Ehm...SMA juga cukup mudah. Kemarin
saja baru belajar alphabet toh suster, padahal kami sudah belajar itu
waktu SD.
FEE
R14 Yang Julia ceritakan ini adalah pengalaman-pengalaman belajar
bahasa Inggris sebelum kuliah, sekarang sebagai mahasiswa
keperawatan tentu ada lagi pengalaman lainnya dan menurut Julia
perlu atau pentingkah Bahasa Inggris bagi mahasiswa keperawatan?
Jla14 Menurut saya bahasa Inggris itu penting. Karena bagaimana
kalo pasien kita atau pengunjung dari luar negeri dan tidak bisa
UND
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berbahasa Indonesia. Disitu letak pentingnya. Bagaimana kita bisa
tahu keluhannnya dan tidak bisa angkat diagnosa kalo tidak tahu
keluhan pasien apa, kita tidak mengerti apa yang dia katakan. Jadi
bahasa Inggris itu penting terlebih untuk berkomunikasi dengan
pasien yang dari luar.
R15 Sekarang sudah kurang lebih 2 tahun, 4 semester Julia belajar bahasa
Inggris. Menurut Julia Bahasa Inggris di Keperawatan itu bagaimana?
Apa bedanya dengan SMA?
Jla15 Beda. Kalo di SMA kan lebih umum, bahasa sehari-hari. Tapi kalo di
keperawatan ini, bapak kan sediakan memang modul yang sesuai
dengan keperawatan seperti yang biasa kita gunakan RS, istilah-
istilah medis, bagaimana perawat berkomunikasi dengan pasien. Dia
lebih mengarah ke tugas perawat itu bagaimana.
UND
R16 Selama kurang lebih 2 tahun ini, pengalaman apa saja yang telah
dialami atau bahan apa saja yang telah dipelajari?
Jla16 Banyak suster. Ehm..diceritakan semuannya? Waktu semester I itu
mungkin belum mengarah ke keperawatan lalu waktu smester III dan
IV, bapak lebih mengarah ke keperawatan. Trus sistemnya juga saya
suka karena kita tidak bosan. Dulu suster, saya ingat waktu semester
III yang lalu, setelah belajar itu bapak tampilkan film-film singkat
dan bersambung jadi kita ada motivasi ‘wah setelah ini apa yah
episodenya?’. Tapi filmnya memang masih menggunakan bahasa
Inggris. Dia juga memacu teman-teman saya yang lain untuk lebih
banyak speaking, mungkin kosakatanya agak meningkat dari lulus
SMA lebih banyak kosakatanya lagi trus...ehm pokoknya seru kalo
bapak mengajar, bagus.
ACT
R17 Julia katakan bahwa semester I dan II ada bahan umum yang
dipelajari, bisa ceritakan bahan-bahan umum apa yang telah
dipelajari?
Jla17 Ow yah saya ingat, beliau masih sempat membahas tentang cuaca
terus perkenalan diri, membuat pertanyaan.
R18 Julia cukup punya banyak pengalaman bahasa Inggris, apakah Julia
memang suka belajar bahasa Inggris atau hanya karena sebagai mata
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pelajaran yang ada di sekolah/kampus?
Jla18 Saya memang suka suster
R19 Apa yang menjadi motivasi Julia dalam belajar bahasa Inggris?
Jla19 Yang memotivasi saya itu keinginan saya untuk ke luar negeri,
ke Australia untuk bekerja disana atau meneruskan S2 disana
jadi mau tidak mau harus belajar bahasa Inggris dan saya memang
suka bahasa Inggris.
MOT
R20 Nah melihat cita-cita dan harapan Julia yang besar, usaha apa yang
telah dilakukan untuk bisa mencapai cita-cita ini?
Jla20 Ehmm..saya sedang mencari-cari informasi tentang beasiswa tapi
kalo untuk mendalami tentang bahasa Inggris, belum.
INT
R21 Tapi yang Julia masih ingin kembangkan tentang bahasa Inggris itu
apa?
Jla21 Ehm..saya agak menyesal tentang debat itu suster. Seharusnya saya
belajar waktu SMA. Terus di kuliah ini tidak ada bahan tentang
debat dan sekarang sudah semester akhir mi untuk belajar
bahasa Inggris. Trus tentang tenses juga karna yang bapak ajarkan
baru sebagian.
FEE
INT
R22 Kalo dalam kelas sendiri adakah usaha untuk belajar?
Jla22 Saya berusaha untuk aktif, menjawab pertanyaan yang
diberikan. Saya berusaha untuk menjadi yang pertama kalo bahasa
Inggris hehe. Tapi memang ada beberapa teman yang mungkin lebih
diatas juga karena mereka percaya diri. Itu saya kurangnya disitu,
percaya diri. Tapi kalo selama proses belajar saya berusaha
untuk angkat tangan terus.
ACT
R23 Suster mendengar beberapa kali Julia mengatakan ‘kurang percaya
diri’, kalo sekarang kan sudah banyak pengalaman, kenapa masih
kurang percaya diri?
Jla23 Mungkin..ehmm, saya merasa pengetahuan saya masih kurang
suster jadi harus perlu banyak belajar.
FEE
R24 Tadi kan Julia katakan waktu semester III, bapak sering memutarkan
film/ video singkat. Bisakah ceritakan pengalaman belajar dengan
menggunakan video?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Jla24 Iya, filmnya kayak daily activity begitu. Pemerannya sama tapi
selalu ada judul baru. Dan videonya full bahasa Inggris. Jadi kalo
kami tidak tau kami bertanya tapi kadang bapak juga jelaskan kalimat
yang jarang kita dengar, jadi di pause lalu jelasakan. Kita juga jadi
semangat.
LEX
R25 Kalo menurut Julia, model video itu membantu dalam belajar bahasa
Inggris?
Jla25 Bagi saya cukup membantu saya. Ada teman yang memang sudah
mendowload video itu juga terus ada subtitle Indonesianya tapi yang
bapak berikan hanya bahasa Inggris dan itu sangat membantu untuk
memperdalam kosakata, pengucapan karena kami sering mengulangi
apa yang mereka bilang, speakingnya bagus.
R26 Nah Julia kan sudah banyak belajar tentang bahasa Inggris, bisakah
ceritakan pengalaman menggunakan bahasa Inggris baik di dalam
maupun di luar kelas?
Jla26 Kalo di rumah sakit, selama ini saya tugas di ICU belum ada
pengalaman menggunakan bahasa Inggris, berbeda dengan teman-
teman yang dinas di IGD yang langsung menerima dan berhadapan
dengan pasien atau pengunjung. Mereka pernah cerita kalo pernah
dapat pasien dari luar negeri yang memang tidak bisa bahasa
Indonesia, jadi mau tidak mau harus pake bahasa Inggris.
LEX
ACT
R27 Kalo pengalaman di luar rumah sakit, bagaimana?
Jla27 Ehmm.. pernah di Toraja setiap liburan saya kesana, bantu-bantu.
Banyak turis yang, ehm.. yah saya percakapan yang biasa saja
kayak pesan apa, mau makan apa. Cuma itu.
R28 Bagaimana perasaanya waktu itu?
Jla28 Deg-degan suster terus kosakata yang memang saya ingat, saya
lupa semua.
R29 Adakah pengalaman khusus saat belajar bahasa Inggris?
Jla29 Ehm..apa yah. Misalnya kayak tadi salah bicara brief saya bilang
bref terus ada teman yang teriak bilang brief, baru saya bilang
‘ow iya salah’.bagi saya itu tidak apa-apa, itu saran untuk
membangun kita. Teman saya juga tanya saya bagaimana baca
LEX
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tolerated dan saya bilang tolerate tapi bapak memperbaiki dengan
mengatakan ‘tolerated’. Jadi terima saja saran, kalo memang
diketawai atau diteriaki yah itu urusan mereka.
R30 Dari lingkungan sendiri seperti dosen, teman-teman, bagaimana peran
mereka bagi Julia untuk belajar bahasa Inggris?
Jla30 Lingkungan saya sangat mendukung dan membantu saya belajar
bahasa Inggris. Kalo dari teman-teman mereka bilang alay kalo
berbahasa inggris trus mereka juga takut dibilang alay.
ENV
R31 Bagaimana dengan dosen?
Jla31 Beliau sangat membantu, cara mengajarnya juga bagus.
R32 Bagaimana kesan belajar bahasa Inggris?
Jla32 Puas karna pengajarannya bapak bagus. Trus beliau juga sabar
karena kalo kita bertanya ini, itu, dia juga jawab dengan baik.
Saya juga puas dengan nilai saya. apa yang diberikan saat ujian,
itulah yang telah kami pelajari. Trus kalo ada teman-teman yang
kurang, bapak ulang lagi untuk membuat teman-teman mengerti. Dia
tetap bantu kami untuk lebih lagi belajar bahasa inggris.
FEE
R33 Kalo dengan teman-teman bagaimana?
Jla33 Teman-teman juga membantu, kalo ada yang tidak dimengerti
kami biasa saling tanya suster.
R34 Baiklah, suster rasa untuk wawancara kita hari in cukup sampai
disini. Terima kasih.
Jla34 Iya, terima kasih suster.
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Transcript 2 (Julia)
In-Depth Inteview 2
Julia
*Identity
STIKES Stella Maris
28 March 2018
Library
Role Interview Transcript Code
R35 Selamat siang Julia. Kita lanjut wawancara kita yah.
Jla35 Selamat siang. Iya suster.
R36 Dalam wawancara sebelumnya Julia katakan kalo suka belajar
bahasa Inggris. Nah sebenarnya apa yang membuat Julia suka
belajar bahasa Inggris?
Jla36 Kan dari kecil memang sudah dikenalkan dengan bahasa
Inggris. Awal-awalnya memang saya tidak suka tapi setelah
belajar, saya rasa seru dan kita dianggap keren kalo memang
bisa bahasa Inggris. Dari situ memang saya sudah suka
bahasa Inggris. Jadi biarpun sulit saya tetap suka.
FEE
R37 Melalui beberapa pengalaman yang diceritakan, Julia selalu
mengatakan tidak percaya diri untuk berbahasa Inggris. Selain
karena memang banyak hal yang Julia belum tau, seperti yang
Julia katakan waktu lalu, adakah hal lain lagi yang membuat Julia
tidak percaya diri?
Jla37 Ehm...saya memang masih rasa kurang di bahasa Inggris trus
kosakatanya juga belum banyak yang saya tau dan
pronunciation juga masih kacau. Sama kayak kemarin kan
waktu reading, masih banyak hal dikoreksi sama bapak. Dan itu
juga yang membuat saya kurang percaya diri untuk menyampaikan
apa pendapat saya
FEE
Inconfidence
R38 Tapi sebenarnya bagi Julia meski tidak percaya tapi berani dan
berusaha untuk bicara atau malah takut dikoreksi dan lain
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sebagainya?
Jla38 Dulu suster, saya takut tapi sekarang saya sudah mulai berani
untuk berbicara meskipun kadang sulit dan salah.
ACT
R39 Julia sendiri punya usaha untuk mengatasi rasa tidak percaya diri
ini?
Jla39 Ehm..satu hal yang bisa lakukan yaitu melakukan presentasi
atau sering tampil di depan kelas. Ini sangat membantu saya
untuk lebih percaya diri.
R40 Kemarin memang suster sudah sempat tanyakan mengenai
pengalaman menggunakan bahasa Inggris dan Julia sudah sempat
menceritakan pengalaman berbahas Inggris di luar. Nah,
bagaimana pengalaman Julia waktu menggunakan bahasa Inggris
dalam kelas?
JlA50 Kalo di kelas saya biasa menggunakan bahasa Inggris
campur-campur dengan bahasa Indonesia,” kayak by the way
kamu begini...”. bapak sih tidak keberatan kami berbahasa
campur-campur tapi kadang juga bapak minta untuk kami wajib
berbicara dalam bahasa Inggris saat berada di kelas.
LEX
R41 Perasaannya Julia bagaimana kalo diminta untuk bicara full bahasa
Inggris?
JlA51 Tidak apa-apa ji karena ini juga usaha untuk bisa berbahasa
Inggris full.
R42 Terus bagaimana dengan materi yang sudah kalian pelajari selama
ini?
JlA52 Sudah cukup bagus suster, seperti yang minggu lalu toh suster. Ini
yang materinya bapak langsung dikaitkan dengan keperawatan
misalnya apa yang disampaikan dokter ke pasien dan juga alat-alat
medis dalam bahasa Inggris.
ACT/LEX
R43 Seandainya kalo masih bisa ditambah materi untuk mahasiswa
keperawatan, menurut Julia materi apa yang perlu?
JlA53 Mau ka saya, kita langsung terjun ke Rumah Sakit, ketemu
dengan orang-orang yang menggunakan bahasa Inggris dan
berbicara dengan mereka
INT
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R44 Jadi maksudnya Julia kalian diberi kesempatan untuk belajar di
luar kelas?
JlA54 Iya suster, kayak prakteknya begitu.
R45 Ini kan sudah semester akhir. Kira-kira usaha atau niat apa yang
dapat Julia buat untuk mengembangkan bahasa Inggris?
JlA55 Mungkin lebih ke belajar sendiri suster, terus kalo ada waktu
saya bisa les sama teman-teman, kan ada beberapa temanku
yang memang mereka ingin les bahasa Inggris. Selain itu lebih
perbanyak kosakata.
INT
R46 Ini kan sudah 2 tahun belajar, bagaiamana perasaan Julia selama
belajar bahasa Inggris sebagai mahasiswa keperawatan?
JlA56 Kadang merasa bosan karena apa yang dipelajari kayak
terlalu mudah tapi di lain pihak saya juga senang. Karena kalo
misalnya kita bilang “pak ini membosankan”, bapak rubah lagi
caranya, seperti yang tentang video sehingga kami tidak bosan dan
ini menarik juga.
FEE
R47 Jadi yang membuat bosan itu materinya?
JlA57 Iya kayak itu terus, itu terus yang dikasih bapak. Tapi bapak
kadang putar video yang berbahasa inggris jadi kami tidak bosan
lagi.
R48 Bagaimana dengan cara mengajar dosennya?
JlA58 Bagus, dia mi guru paling baik. Misalnya kalo kami telat, beliau
bilang kalian dihukum ini tapi pas kami telat, tidak suster. Kami
hanya ditanyai tentang materi sebelumnya dan setelah itu
dipersilahkan untuk duduk.
ENV
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Transcript 3 (Julia)
In-Depth Inteview 3
Julia
*Identity
STIKES Stella Maris
28 March 2018
Classroom
Role Interview Transcript Code
R49 Selamat siang Julia. Kita lanjut wawancara kita yah.
JlA59 Selamat siang. Iya suster.
R50 Dalam wawancara sebelumnya dikatakan bahwa Julia suka belajar
bahasa Inggris meski memang dirasa sulit. Nah, kalau boleh tau apa
yang membuat Julia merasa sulit belajar bahasa Inggris?
JlA60 ehm..sulit karena saya susah menghafal kosakatanya baru saya
juga rasa sulit karena kekurang saya kalo sudah hafal tapi tidak
diulang-ulang terus atau diaplikasikan sama teman-teman lain. Itu
yang membuat saya merasa sulit belajar bahasa Inggris. Terus,
banyak kata-kata yang susah pengucapannya. Hampir mirip
pengucapannya tapi beda artinya. Itu suster kesulitannya.
FEE
R51 Kalo peran teman-teman dalam belajar bahasa Inggris, gimana?
JlA61 Kalo disini cuma ada beberapa yang bisa diajak ngomong. Ada juga
beberapa yang ehm.. kayak kalo saya sudah pake bahasa inggris, dia
tidak mengerti jadi mau tidak mau diulang lagi pake bahasa Indonesia.
Jadi perannya sekitar 50%.
ENV
R52 Tapi apakah kalian sering untuk mencoba menggunakan bahasa Inggris
dalam pembelajaran?
JlA62 Iya, sering suster. Tapi yah itu, kalo ada teman-teman yang tidak
mengerti, diulang lagi pake bahasa Indonesia.
R53 Kalau berbicara dengan teman itu apakah hanya pada saat kelas bahasa
Inggris atau pada kesempatan lain juga?
JlA63 Lebih sering di kelas suster. Tapi kalo bahasa sehari-hari, kayak
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misalnya can you help me? Sering juga dipakai diluar kelas.
R54 Dalam pembelajaran di kelas, kalian lebih sering belajar sendiri atau
dalam kelompok?
JlA64 Kadang kelompok, berpasangan tapi juga kadang sendiri-sendiri.
R55 Bisa ceritakan pengalaman belajar baik dalam kelompok atau
berpasangan?
JlA65 Hmm..pengalaman belajar dalam kelompok atau berpasangan itu
kami disuruh membuat conversation seingkat mengenai apa saja
yang dikatakan di Rumah Sakit. Selain itu, saat reading
conversation itu juga dilakukan berpasangan dan saat mengerjakan
conversationnya, kami saling membantu. Belajar seperti ini sangat
membantu kami secara khusus untuk belajar kosakata dan
pengucapan yang benar.
ACT
R56 Kalau begitu lebih nyaman belajar sendiri atau bersama?
JlA66 Kedua-duanya suster, seru.
R57 Tadi kan Julia katakan ada teman yang aktif dan ada yang tidak.
Pernahkah Julia dapat teman sekelompok yang tidak aktif? Bagaimana
pengalamannya?
JlA67 Pernah suster. Jadi saya berusaha untuk membangun keadaan
bagaiman supaya aktif semua. Jadi kayak bagi-bagi tugas, kamu buat
ini, kamu buat ini sehingga semua bisa aktif.
LEX
ENV
R58 Kalau dalam kelompok, adakah kesulitan saat belajar bahasa Inggris?
JlA68 Tidak suster karena kami bisa saling menyesuaikan.
R59 Baik Julia, wawancara kita sampai disini. sekali lagi terima kasih atas
kesediaannya untuk menjadi partisipan saya dan mau berbagi
pengalaman juga.
JlA70 Iya, sama-sama.
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