Institutional Repository | Satya Wacana Christian University: Factors Affecting Students' Silence in Intro to Literature Class

FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS

Appendix A
In this chapter, I will present questions that I use in interview questions. The following
questions are the main questions asked to the interviewee. The questions have been translated
into English.
1. Please explain your characteristic as a student in Intro to literature class! Whether you
are an active or silence.
2. Have you ever been silent in Intro to literature class?
3. Why you are being silent in Inlit class?

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FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS

Appendix B
To make the clearer pedagogical implication, I use the poem entitled justice as the
example. Here, I imagine myself as the lecturer. First,I mention things related to the justice.
Second, I find the stakeholders related to justice such as judges, government, society,
apparatus, criminals, victims, etc. Third, I analyze how the stakeholders behave according to
the justice. Fourth, I link back all the information to the “justice” poem. Do all stakeholders

play significant role in “justice” poem or do they not? Lastly, I manage and arrange the ideas.
Below is the example of the mapping:
Title of the poem: Justice
1. Relation

a. Law  Policy.
 Law enforcement.
b. Crime  What kind of crimes?
 Why crimes happened?
 What are the point of views about crimes?

2. Stakeholders : Government, judges, society, apparatus, criminals, victims.
3. Stakeholders point of view related to justice
a. Government
-

Government is the law enforcer.

-

Government made laws.

-

Government is policy maker.

-

Process of making laws.

b. Judges
-

Give sentence to criminals.

-

Process of court trials.

c. Society

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FACTORS AFFECTING STUDENTS’ SILENCE IN INLIT CLASS

-

Society value criminals as a sinful person.

-

Society underestimate the criminals.

d. Criminals
-

The reason of a person become a criminal is various.
i.

Somebody can be a criminal because he or she is poor.

ii.

Someone family’s background who is criminal made someone became
criminals.

iii.

His or her environment made him or her became a criminal.

iv.

Being criminals are their own desire.

e. Victims
-

The victims deserve to become an object of criminality.
For example: a wife murder her husband because her husband committed
domestic violence.

-

The victims perceive severe conditions regardless they are deserve to become
the object of criminality or not.

4. Below is the cluster of analysis that has been linked to the poem entitled justice.
The analysis that relates to the poem

The analysis that less relates to the
poem

1) Criminals have a reason to do
a crime.
2) Victims are in severe
conditions.

1) The process of making laws
2) Processes of court trials.
3) The severe conditions of the

victims.
4) etc.

5. Develop the analysis that related to the poem.

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