81 conducted to ensure the findings were not merely the researcher‟s individual
opinion. From the interpretation then limitations of the study was suggested. Likewise, the possible research continuing this study and possible research
covering the gap which have not been acomodated in this study were proposed. The last step before the discussion of the findings was validation. Having
been coded and interpreted, validation was required to assure that the data undoubtedly came from the participants of the interview Creswell, 2012: 259-
262. Validation is the process for determining that the findings and interpretations are accurate Creswell, 2012: 259. By gaining the validity of the
data, the accuracy, reliabilty, and trustworthiness of the findings and results of this study was justifiable.
The strategies of validation are triangulation, member checking, and auditing. First, triangulation that enables researchers to develop aan accurate and
credible report. It is due to the number of evidences collected to support a theme selected in the study. The attestations for triangulation range from individuals
such as students and a teacher; data types such as interview draft; and data collection method like by having document or interview. Therefore, by drawing
information from wide variety of sources, the result of the study is accurate and credible ibid. Next, member checking that is employed to determine the
accuracy of the result and findings. Researchers are required to ask the partcipants they have interviewed to check the accuracy of the interpretation. The participants
being asked are not necessarily all sample participants. Instead, one or two participants are sufficient. Interview or written form can be chosen as the media of
checking the accuracy of the result. Some aspects regarding the completion of the
82 report, the accurate theme reflected in the result, and whether the interpretation is
„fair and representative‟ can be posed during the member checking. Last, auditing that requires the researchers to consult the report to another person outside the
participants. Since it involves another individual outside the study, it is called external auditor. From the auditor, the researchers may have the evaluation of the
report, whether it is grounded in the data, inferred logically, has the appropriate themes, is justifiable and so on Schwart and Halpern, 1988 in Creswell, 2012:
260. Those aspects appraised from the report are intended for providing the strength and weaknesses of the report from the auditor point of view. This process
may be conducted „during and at the conclusion of a study‟ ibid. The validity of the data in this study was attained from those three forms.
Triangulation of the data covered the interview, observation note field note and reflection, and documentation syllabus of 2013 curriculum for both junior and
senior high schools as well as English books of 2013 curriculum. Member checking was obtained from two English teachers at random sample schools. One
teacher represented the junior high school, while the other one represented the senior high school. The external auditor of this study was the supervisor of the
thesis. Those three forms applied in validating the findings were able to justify that the findings of this study are accurate, credible, reliable, and trustworthy.
83
CHAPTER IV RESULTS AND DISCUSSION
This chapter presents the result of the research found related to the two research questions proposed in chapter II. The result of the research is shown in
the form of tables and figures while the discussion is the description, interpretation, and analysis of the results found.
A. HIDDEN CURRICULUM PRACTICED IN NSSS
The hidden curriculum found during the research is described in this part. It covers three main findings which were then broken down into several other sub-
categories. They are target, teaching strategies, and materials. The results and findings of those three categories are presented below.
1. Target of English
Schools and teachers‟ target of learning and teaching English is the fundamental category to clarify before going further to the other aspects of hidden
curriculum. It is the basic foundation that makes up schools and teachers especially in the way they view English as a lesson. This target influences the
other categories presented in this research. It is the fundamental factor for deciding teaching strategies or materials applied in the teaching and learning
process. Figure 4.1. below showed the target of school and teachers as the
participants of this research. The targets of both school and teachers are students‟ competence and score.
84
Figure 4. 1 Target of Learning English at School
Seen from the mission of every school participant, the competence of students becomes the main target of learning English. Competence in this context is the
productive skills especially the written one. It is due to the target in the national examination as well as the public university entrance examination PUEE=
SMBPTN-saringan masuk bersama perguruan tinggi negeri. However, the target of learning English in every school participant is not specifically formulated.
Teacher participants draw conclusion from the general mission every school has. Participant 1 P1 in Pangudi Luhur 1 PL1 junior high school formulated
the target of school as achieving good scores in the national examination. The target is then to assist students in reaching the, at least, minimum passsing grade
of English. “
Specifically no target for English but because there is still national examination, the subjects for NE are given intensively.
” P1SMOC
Thus, no special mission of English is in the school mission. However, since the main target of teaching at school is to help students pass the level and continue to
the higher level through national examination, teachers‟ task is then to bring students to their best effort of passing the national examination.
85 Similar to PL1, most school participants have no special mission related to
English. Since the status of PSIS had been omitted, those schools have also less focus on English. Most of the participants posited that there is no special mission
of English at school. Five out of seven school participants have no special mission for English. Their missions are general for all teachers, students, and subjects.
However, since the target of every school is to bring the students succesfully pass the national examination and pass the entrance test for the further level, the
competence and grade achievement in the national examination become the fundamental targets of each school.
“Ya
we must facilitate students to succeed for sure and the basic goal is for examination. Hence, we have the mission that students...thei English
competence at SMP 8 must be better than the others.
” P3SMOC P3, as P1 did, emphasized the importance of teachers to help students achieve
their best for national examination. Moreover, another mission to make students at SMPN 8 have better English than the other schools encourages English teachers
there to teach their students more. Another participant from BOPKRI 1 formulated English school mission
following the general school mission. Since the school mission is to lead students to the bright life, P8 then concluded that the mission for English is to explore
students‟ competences in English. “
School mission is like what is written there gesture Leads you to the bright life.
So we have the responsibility to explore students’ competence.” P8SMOC
Similar to P8, P10 from SMAN 2 Yogyakarta also concluded that the school mission for English is to develop students competence.
“...
the main goal is to...to...to develop themselves ....
“ P10SMOC
86 To complete the mission, P11 concluded that the school mission is to help
students pass national examination and pass PUEE. “...
generally yeah they are accepted at public university. Firstly maybe to pass examination.
” P11SMOC
Nevertheless, there are two schools which are prominent in English. The schools are SMP N 5 and SMA N 8 Yogyakarta. Besides achieving the target of
national examination, those schools have another mission of excelling the students communicative competence in both written and spoken.
“
.... the target is our students learn English not only for cla ss presentation but also for communicating with foreign guests. So they have been
accustomed to it. ... the school hopes students not only master English passively but they should not speak English incorrectly ....
” P6SMOC “...
coincidentally we are excellence in English so we must be able to implement what we ae good at. Especially to students, teacher and
students
....” P16SMOC From the interview, the participants of those two schools emphasized the status of
their schools as having excellent program of English. Hence, the target of learning English at school is not merely passing national examination but also having good
communicative competence especially the spoken one. In conclusion, school mission can be differentiated into two. First, for
junior high school, the mission is achieving students competence and national examination. Students competences is important because by having good
competence students are ready to face national examination. Eventually, they will have good achievement. Second, for senior high school, besides developing
students competence, they also have the responsibily to give foundation for the students to pass national examination and PUEE. The burden of English teachers
in senior high schools is to prepare students for PUEE. Most public universities
87 nowadays have TOEFL test as one of the entrance test material. Hence, school
participants also have the responsibilities to prepare their students for this kind of test.
Realizing the mission of the school, participants then formulated their own targets of teaching English. Several different targets are proposed by participants.
Some participants emphasized the competence of students in both written and oral communication. Other participants emphasized the mastery of materials as
described in the syllabus. Some others emphasized the achievement of minimum passing grade and PUEE. Despite of the various targets every individual has, the
main goal of their targets is still in line with the school mission. Almost all participants
emphasized students‟ competence in English. Moreover, the various targets they have lead to the same mission i.e. to achieve the best score and to pass
national examination. As mentioned previously, participants emphasized the target of teaching to
develop students competence. Most participants agree that their main goal of teaching English at school is to develop students competence in English.
Target of teaching is students’ competence. To develop students’ potentials. If students’ competence are good, t
he score will be good also.
P5TTOC Similar to P5, P1 P1TTOC, P6 P6TTOC, P10 P10TTOC, P12 P12TTOC,
and P16 P16TTOC explained that the main goal of English lesson at school is to develop students competence. Both participants teaching junior and senior high
schools emphasize the importance of students able to acquire the competence in English. The competence expected to acquire is both written and oral competence.
Thus, the skills in reading, writing, listening and speaking are fostered at school.
