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when her mother told her she should prove herself in skills other than speaking in the National Examination, she did try DO27.
Their teachers affected both their motivation in learning and improvement in English. Baez‟s XII
th
grade teacher who spoke very softly made Baez‟s motivation to study English low B9-B12; B76. Baez never studied English at
home for this reason B76. Contradictorily, Baez‟s teachers in the English course, who were friendly enough according to her, made Baez study actively in the
course B24; B77. Quite different from Baez, teachers did not affect the motivation of another participant, Dylan, quite significantly. He still diligently
study English even though he thought some teachers did not teach well during the English National Examination preparation D3-D7; D11-D13. However, teachers
who mastered and delivered the materials well made him improve faster D40. Not only parents and teachers, the
participants‟ friends also affected them in certain ways. Baez, for example, kept silent during the preparation in class
because she did not want to be judged by her friends as a student who wasted everybody‟s time B89. Baez also felt worried after the National Examination
was over and before the results were announced because she did not want to have better result than her friend B92. Friends also affected Dolores. Her habit to help
her friends understand examination materials and even to help them on the D-day of the English National Examination was resulted from her sympathy to her
friends. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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F. TEXTURAL-STRUCTURAL SYNTHESIS MEANING
1. Themes
From the Composite Textural Description and Composite Structural Description, five themes were drawn. The five themes are as follows:
a other concerns, b independency, c graduating as focus, d anxiety
, and e
self- understanding.
The order of the description of these themes is based on chronological consideration. The themes ordered earlier are the themes which
dominated the participants in the beginning of their senior high school. The themes which follow them are the themes which the participants experienced
during the preparation for the examination. The last themes are the themes which are mostly a
bstracted from the participants‟ lived experience on the D-day and after the National Examination days.
Other than ordering the themes chronologically, another possibility is to order the themes by considering degree of meaningfulness. It can be done by placing the
theme which the participants consider more important earlier than other themes. A theme is more meaningful when it is related to the participants‟ inner selves the
most. With this consideration, the order of the themes can be set as follows:
a independency, b self-understanding, c anxiety, d other concerns,
and
e graduating as focus
. I choose to order the themes by using the first consideration because I want to
present the themes like a story telling. When telling story chronological plot is easier to be implemented than another.
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a. Others’ Concern
During the preparation of the 2015 English National Examination, the participants were affected by their parents, teachers, and friends. Their parents
especially affected them in decision makings D44-D45; DO27. One of the participants‟ father made the participant finally chose a major he did not like
D44; D45. His process in studying in the major affected his preparation for the National Examination a lot D44; D45. One of the participants‟ mother was also
influential to one participant thus when she told her the participant she should prove herself in skills other than speaking in the National Examination, she did try
DO27. The teachers affected their motivation and improvement in English D40. One
participant was lazy in studying English because she thought her teacher did not teach very well B9-
B12; B76. Another participant‟s motivation was not affected by the teachers D3-D7; D11-D13. However, teachers affected his English
improvement D40. Meanwhile, their friends affected the actions they chose to do and their
feelings B89; B92; DO6-DO7; DO41. One of the participants chose to be silent in class even when she did not understand what was explained B89. It was
because she did not want to be judged by her friends as a student who wasted everybody‟s time B89. Another participant often helped her friends to
understand English during the examination preparation because she felt sympathetic to her friend DO7-DO11.
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b. Independency
Most participants considered independency important in facing the 2015 English National Examination. Their independency was reflected on their
initiatives, stable motivation, and autonomy. The participants‟ initiatives were seen when they prepared for the examination
either alone or when they were with other people. Their initiatives when studying alone included the initiatives to memorize vocabulary, watch English movies
without subtitles, and buyingworking on books of examination questions D3-D7; DO4. Their initiatives when working with others include the initiatives to have
discussions with friends and teachers and also to have a study group DO5-DO8; DO10-DO11; S4-S9. The initiative on the D-day was the strategy the participant
implemented to work on reading D36-D37. The participants‟ stable motivation was reflected when one of them was faced
with teachers whom they consider did not teach well. Even though was taught by this type of teachers, most participants were still motivated to study both in class
and at home D3-D7; D11-D13. The participants‟ autonomy was reflected on their preparation process and on
their performance on the D-day. The autonomy they had during the preparation included the way they worked on the tasks given in class most of them liked
doing them themselves and in the action to help other friends to understand examination materials S30; S38-S39; DO6-DO8; DO10-DO11. On the D-day,
most participants did not ask answers from others or used leaked examination questions to work on English.
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c. Graduating as Focus
Graduating was a great deal for half of the participants. This was why they were nervous and prepared hard when the 2015 National Examination was used to
determine graduation D18; S11. This was also why they felt relieved and prepared less hard when it was no longer used to determine graduation D31; S11-
S13. Even though the rest two participants were not significantly affected by the
changing function of National Examination regarding graduation, they kept consistently prepared themselves by studying in and outside school B4-B29;
DO2-DO7. They consistency in preparing themselves for National Examination was one of the proofs that they also had the need to finish their study; to graduate.
d. Anxieties
During the preparation and on the D-day of National Examination, anxieties became the feeling which dominated the participants. National Examination itself
was the root of the participants‟ anxiety. This anxiety affected participants‟ actions in many ways.
As stated previously, Dylan and Sting felt nervous when National Examination was used to determine students‟ graduation D18; S11. This feeling made them
prepare harder for the examination D18; S11. What happened to Baez was a little different. Baez‟s anxiety was triggered by
her difficulties in listening. These difficulties made Baez feel nervous and inferior during the preparation and also doubtful during the D-day B32-B33; B42-B46.
Her anxiety was one of the factors which made her cheating. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The demand to make students graduated from National Examination also tr
iggered Dolores‟ teacher to ask the students who were good in English to give answers to their friends on the D-
day. The teacher‟s request put Dolores in dilemma since Dolores actually did not like to be involved in cheating DO40. In
the end, Dolores‟ dilemma brought her to cheating activity.
e. Self-understanding
The 2015 English National Examination helped the participants understand themselves. From the process of preparing for the National
Examination, two participants could identify their weaknesses in reading D38; DO27. Three participants also recognized their difficulties in listening which
include the difficulties in understanding speakers‟ accent, speakers‟ speed, and technical problems like unclear loudspeakers B30-B37; S15-S19; DO28-DO29.
However, only two participants tried to improve their weaknesses or find strategy to deal with it on the D-day D3-D7; D39 DO27. Only one participant
figured out the aspects they improve because of the National Examination DO27; DO48-DO51.
2. Summary
From the elaboration of the five themes, it can be summarized that, before and during the preparation of the 2015 English National Examination, the participants
were affected by their parents, teachers, and friends. Their parents especially affected the participants‟ decision makings. The teachers affected the participants‟
motivation and improvement in English. Meanwhile, friends affected the par
ticipants‟ actions and their feelings. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
