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would also influenced the participants‟ stories. Thus, when I figured out that the participants told their lived-experience the way the sources in my theoretical
review discussed the National Examination, I would ask the participants more detailed stories: what exact experience they had, what they felt, what they
thought, and what they did when the experience happened. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER IV DESCRIPTION AND INTERPRETATION
This chapter exposes the empirical findings from the process elaborated in Chapter III. It consists of each participant‟s textural descriptions stories, each
participant‟s structural descriptions interpretations, each participant‟s textural and structural descriptions stories and interpretations, the composition of all
participants‟ textural descriptions stories, all participants‟ structural descriptions interpretations, and the synthesis of all participants‟ textural and structural
description meaning. Each description is elaborated in themes.
A. INDIVIDUAL TEXTURAL DESCRIPTIONS STORIES
This part exposes each participant‟s individual story regarding the 2015 English National Examination. It includes Dylan‟s, Baez‟s, Sting‟s and Dolores‟
textural descriptions.
1. Dylan’s Textural Description Story
Dylan‟s experience on the 2015 English National Examination can be extracted to six themes. The first theme is
what Dylan did in the 2015 English National Examination preparation
. The second theme is
the strong feeling which emerged when he was in the XI
th
grade
and what he did to cope with the feeling. The third is the
feelings which emerged when the National Examination was no longer used
to determine students’ graduation. The fourth is the feeling which emerged when there were
leaked exam questions
. The fifth is
how he did the 2015 English National Examination
. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
