Dolores’ Textural-Structural Description Story and Interpretation
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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.
122 3. The 2015 National Examination, graduation, and anxieties:
Half of the participants, Dylan and Sting, was affected by whether the National Examination
was used to determine students‟ graduation or not D30-D32; S10-S13. When the National Examination was still used to determine student‟s graduation, Dylan felt
nervous, tense, and uneasy D18. He thought it was not fair if National Examination was used to determine three years of learning process in just three
days D16. Even though was affected, Sting‟s reaction to the use of the National Examination to determine graduation was not as inte
nse as Dylan‟s reaction. He was just a little panic sometimes S10-S13. Both Dylan and Sting tried to
overcome their feeling by keep focusing and studying for the examination D19- D20; S40. When the National Examination was no longer used to determine
st udents‟ graduation, both participants felt more positive. Dylan was more
relaxed, freed, less aware, and more satisfied D30-D32. Meanwhile, Sting was more relaxed in preparing for the examination S10-S13.
4. Weak in reading:
Half of the participants admitted that they felt weak in reading D41-D42; DO25. Both of them, Dylan and Dolores, were however good
in spoken English D38; DO27. Realizing that he was weak in reading, Dylan arranged a strategy so that he would be able to do the English National
Examination well. Because Dylan thought he was good in listening, Dylan used less time in listening and used the rest of the time to work on reading D36-D37.
Different from Dylan who implemented strategy for his d-day, Dolores focused more on the preparation. After the National Examination was over, Dolores fel
she was developed in reading DO23. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123 5. Difficulties in listening:
Most participants found difficulties in listening. They faced difficulties both during the preparation and on the D-day of the
English National Examination. The main problem they faced was related to their understanding to what the speakers were saying due to the speakers‟ accent, the
speakers‟ speed, or technical problems like unclear loudspeaker. Baez‟s problem was specifically related to her difficulty in understanding native speakers B30-
B37. During the preparation she often felt nervous and inferior because she could not understand what the native speakers were saying B32; B33. On the D-day
Baez felt doubtful most of the time because of the same problem B42-B46. Her heart beat fast during the listening section B41. She felt it until she finally
surrendered B42- B47. More specific compared to Baez‟s problem, Sting‟s
problem was related to his understanding on British English speaker S15-S19. Other than that, Sting‟s problem was also rooted from his difficulty in
understanding fast spoken English texts S21. Even though quite different, Sting and Baez tried to solve their problems by relying on the preparation given by the
school B37; S20. Not only related to the understanding, Sting‟s problem was also caused by technical problem. On the D-day
, the loudspeaker in Sting‟s room was too small S27. Thus, Sting could not hear clearly S27. Dolores also had
the same problem with Sting: difficulty in understanding British English. However, different from Sting, Dolores realized this problem on the D-day of the
English National Examination. Similar to Sting too, Dolores also faced technical problem: clarity of the loudspeaker. Luckily, it only happened once in the first
tryout DO28; DO29. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124 6. Dishonesty for better and for worse:
Most participants knew that there were leaked examination questions before the D-day of the National Examination.
However, only one participant used it to do English examination. Dylan actually used the leaked examination questions to work on some other subjects D35.
However, he did not use it to work on the English examination D35. Sting also knew it S25. However, he chose not to use it at all S31. Baez was the only
participant using it. Nevertheless, she only downloaded and used one package because she did not want her action to be noticed by the authority B2-B67.
Half of the participants were involved in cheating on the D-day of the National Examination. All of them gave their answers away to other friends. But only one
of them, Baez, asked answers from another friend on the D-day. Both participants‟ attitude toward cheating was also different. Baez cheated because she
thought cheating was inevitable. She cheated because she wanted and needed to B83. Dolores cheated because she felt obliged to do it. Her teacher asked her to
help other friends and she thought her friends also needed her DO40-DO41; DO44-DO46. However, she actually disagreed with cheating DO40. Dolores
cheating‟s action was thus more problematic than Baez action.