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Badan Standar Nasional Pendidikan [BSNP], 2015, 2. English
Bahasa Inggris
is one of the subjects tested in the examination BSNP. The 2015 Senior High School National Examination was held on April 13,
2015 until April 15, 2015 BSNP, 2015, 23. The English National Examination was held on April 15, 2015 from 07.30 to 09.30 BSNP, 2015.
The rest of more detailed elaboration regarding the 2015 National Examination in Indonesia can be seen in Appendix 3. Since content of theoretical review is
better taken from sites which was not addressed in .com and most of the content of this subtitle explanation was taken from sites addressed in .com., the
elaboration was put in Appendix 3. The content from those sites is however still considered since the theoretical review of this research will then interpreted in
pre- assumption. van Manen 1990 considers “common sense” and “everyday
knowledge”, as well as “scientific knowledge”, as source which can affect the researcher‟s way of analyzing the text data and thus need to be explicated in pre-
assumption 46-47. The researcher considered the content in Appendix 3 as the content which can affect the researcher and those who are involved in the National
Examination in defining the examination. The information in Appendix 3 include more detailed information regarding
administrative aspect of the 2015 National Examination, the fact that the examination was no longer used to determine graduation, the implementation of
computer-based examination in certain schools, and cheating and leaks which happened during the 2015 National Examination.
39
4. Senior High School
Senior High School
Sekolah Menengah Atas
SMA is a secondary education level in which students are in after they finish formal primary education
elementary school and junior high school Law of the Republic Indonesia Number 20 Year 2003 on National Education System
Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional
. The age of students in this level of education is mostly between 16 to 18 years old.
5. Phenomenology
This part elaborates concepts related to phenomenology. It is divided into six big parts: development of phenomenology, the nature of phenomenology,
narrative and
hermeneutic phenomenology,
important concepts
in phenomenology, research on lived experience, and phenomenological research
and research on perception.
a. Development of Phenomenology
Phenomenology may refer to a stream in philosophy, philosophical movement, and research approach Maykut Morehouse, 1994 as paraphrased by Kafle,
2011; Dreyfus Wrathall, 2006. Phenomenology has been commonly used in philosophy since Hegel‟s work,
The Phenomenology of Mind,
is published in 1807 Dreyfus Wrathall. In the 19
th
century the term refers to descriptive approach, which is in contradictory to hypothetical-theoretical or analytic
approach Dreyfus Wrathall. It is critical to modern natural science which
tends to create its own abstract world without grounding it to “ordinary human experience” Dreyfus Wrathall
,
2
.
At the beginning of the twentieth century, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
phenomenology was closely related to a German philosophical movement Alveson
Sköldberg, 2000. Husserl 1859-1938 developed phenomenology into a movement and more
methodological approach Dreyfus Wrathall, 2006. According to him, as “a
study of the s tructures of consciousness” Dreyfus Wrathall, 2,
phenomenology attempts to describe the essential structures of the consciousness contents by bracketing the objects outside of consciousness Dreyfus Wrathall.
Husserl argues that it is important to “ground our knowledge of the world in our
lived expe rience” Dreyfus Wrathall, 2. Heidegger 1889-1976, Husserl‟s
student and, later, critic, criticizes Husserl‟s focus on consciousness and phenomenological method Dreyfus Wrathall. Instead of attempting to
describe structure of consciousness, according to Heidegger, phenomenology‟s focus is to “manifest the structure of our everyday being-in-the-world” Dreyfus
Wrathall, 3. Merleau-Ponty 1908-1961 then developed Heidegge r‟s idea on
being-in-the- world to “a study of our bodily experience of the world perception”
Dreyfus Wrathall, 3. Meanwhile, Sartre attempted to explain Heidegger‟s
focus on existential, worldly relationships in Husserlian focus on consciousness Dreyfus Wrathall.
b. The Nature of Phenomenology
By Langdridge 2007, phenomenology is defined “as a discipline that aims to focus on peoples perceptions of the world in which they live in and what it means
to them; a focus o n peoples lived experience 4” Kafle, 2011, 183. As a
research approach, phenomenology is defined by Finlay as the study of phenomena their nature and meanings Kafle. Grbich 2007 defines
41
phenomenology as “an approach to understand the hidden meanings and the essences of an
experience together” Kafle, 183. Kafle defines it as a method “that has the potential to penetrate deep to the human experience and trace the
essence of a phenomenon and explicate it in its original form as experienced by the
individuals” Kafle, 183. van Manen 1990 has attempted to show how phenomenological approach can
serve pedagogical research. According to him phenomenology is the most appropriate method to explore phenomena of pedagogy Kafle, 2011. van Manen
defines phenomenology as “the study of lived experience”, the experience we
have before we reflect on it van Manen, 9. It is “a response to how one orients to
lived experience and questions the way one e xperiences the world” Kafle, 183.
It is further defined as the study of experience essences van Manen. It thus attempts to describeinterpret meanings, “to a certain degree of depth and
richness”, of the way one lives hisher world van, Manen, 11. It is also defined as “the human scientific study of phenomena” van Manen, 11. It digs structure
of meaning of human experience scientifically systematically, self-critically, with intersubjectivity van Manen. According to van Manen, phenomenology can
only be unders tood by “actively doing it” 8. When doing it, one needs to have
retrospective reflection reflection on already passedlived-through experience, “attentive practice of thoughtfulness” “a heedful, mindful wondering about the
project of life, of living, of what it means to live a li fe”, to conduct a poetizing
activity “thinking on original experience and is thus speaking in a more primal sense” and to conduct a “search for what it means to be human” van Manen, 10-
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