Sting’s Textural-Structural Description Story and Interpretation

118 was not clear DO28. She felt panic but she kept on doing the tryout DO29. During the D-day, the obstacle was different. During the D-day she found it hard to understand what was spoken because the accent was British English DO30. Other than that, another difficulty Dolores faced was how to fill the answer sheet on time while the listening texts were played DO31. Even though experienced many difficulties regarding listening, Dolores said she had better understanding on spoken English because of the National Examination DO32. Dolores‟ regretted her not being careful on the D-day DO34. She answered some questions wrongly and realized it after the examination was over DO35; DO36. On the D-day, Dolores also gave her answers away to some students Do37; DO38; DO41. Her action was triggered by the request from her teacher to help other students who were not good in English in the National Examination DO44; DO45. Even though Dolores was surprised when the teacher asked, Dolores kept doing what the teacher said. Dolores also understood that many of her friends were indeed not so good in English DO40. Dolores chose to give her answers to limited students and they were not all of her answers DO44. This was why Dolores was upset when she found out that there was a student copying all her answers without asking permission from her DO40. For Dolores, the 2015 English National Examination was the most difficult English exam she had ever had DO47. Compared to her Junior High School English examination, it was more implicit DO48. Compared to previous Senior High School English examinations, it was also more difficult in vocabularies DO47. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 119 The 2015 English National Examination brought some positive impacts to Dolores DO49-DO51. The first one was to the improvement of her knowledge regarding foreign countries, especially English speaking countries DO49. The second one was related to her entrance examination to her university now DO50. Dolores said she felt prepared when working on the English test because of the preparation she had had during Senior High School. The last one was related to her study now DO51. Dolores is now studying in English Literature and the skill she had already had because of the English National Examination helped her a lot for her study. Dolores considered independency important. This was why she tried to work on National Examination sample questions when she was on her own DO4. She also always discussed with teachers and friends during the examination preparation DO5; DO10. In the discussions, rather than being helped to understand English, she helped her friends more DO7; DO10. For Dolores, it was not only her independency that was important. Her friends‟ independency was also important. This was the reason why she helped her friends and felt upset when she found out that one her friends copied all of her answers on the D-day DO11; DO39. Not only independency, for Dolores, helping others was also important. Her way of seeing independency and her will to help others were in conflict during the preparation and on the D-day of the National Examination. Her teacher asked her and other students who were good in English to give examination answers on the D-day to other friends who were not really good in English. Dolores saw it as a request for help. However, if she gave answers to friends, she thought her friends 120 will not be independent. She finally overcame the dilemma by giving answers to her friends but limiting the number of students receiving her answers DO44. Dolores had a good self-understanding. This is proven by her ability to explain her weaknesses in reading and listening, the aspects she had improved during the preparation for the examination and even after the examination, her mistakes regarding her own performance on the D-day, and also the difference between the English examination she did and previous examinations DO24; DO25; DO28- DO30; DO32; DO47-DO51.

D. COMPOSITE TEXTURAL DESCRIPTION

The 2015 English National Examination was an examination which was routinely prepared by students. During the preparation for it, students‟ progress was somewhat dependent on their teachers in certain way. The National Examination‟s function whether it was used to determine students‟ graduation or not affected students‟ feelings and actions during the preparation too. During the preparation for and on the D-day of the National Examination, the students find difficulties in reading and in listening. Last but not least, students were also involved in cheating action, both regarding the case of leaked examination questions and in class. The following is further explanation on textural description of the 2015 English National Examination. The description is divided into seven themes. 1. Becoming militant students: All participants prepared for the 2015 English National Examination in class at school and outside class D3-D14; B4-B29; S1- S9; DO2-DO4. Both at and outside class the participants mostly studied samples of examination questions D8; B6; B20; S2; S8; DO2; DO4. At school, they 121 prepared for National Examination in regular class and in additional class. The regular class was over in the afternoon and the additional class started after that. The preparation outside class at school took place at school, in the course place, or at home D3-D14; B4-B29; S1-S9; DO2-DO4. Other than regular and additional class, Dolores also prepared herself at school in English Club and by having discussions with friends and teachers DO3; DO5; DO6; DO7. Not only at school, Baez also prepared herself for the National Examination at home B4- B13; B26-B29. Meanwhile, outside school Baez prepared for the National Examination in an English course B14-B25. Sting had different routine. Outside school he prepared himself for the National Examination by creating a study group S4-S9. The study group had meeting in the boarding house of one of Sting‟s friends S7. Dylan also had different ways to prepare himself outside school. Dylan studied at home by memorizing five vocabularies every day and by watching English movies without subtitles D3-D6. 2. Teachers’ significant roles: Most participants were affected by their teachers in sound and in unsound ways. Teacher who mastered the materials well and were able to teach them well were teachers who made one of the participant improve his English fast D40. Teachers who bothered to find ways to motivate the participants indeed boosted the participants‟ motivation D40; B24-B25; DO12- DO15. Teachers who did not master the materials well and could not teach well or teacher who mastered the materials well but could not teach made the participants improve slowly D12-D13; B10. Howe ver, most participants‟ motivation was not affected by teachers like this. Baez was the only participant whose motivation was affected by teachers like this B74-B76.