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K Papuan Students , Studyi ng a t the Engilsh n o it a c u d E e g a u g n a

THE LIVED EXPERIENCE OF PAPUAN STUDENTS

STUDYING AT THE ENGLISH EDUCATION STUDY

PROGRAM SANATA DHARMA UNIVERSITY

YOGYAKARTA

A SARJANA PENDIDIKAN FINAL PAPER

Presented as a Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By Elias Duyala

Student Number: 091214125

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

i

THE LIVED EXPERIENCE OF PAPUAN STUDENTS

STUDYING AT THE ENGLISH EDUCATION STUDY

PROGRAM SANATA DHARMA UNIVERSITY

YOGYAKARTA

A SARJANA PENDIDIKAN FINAL PAPER

Presented as a Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By Elias Duyala

Student Number: 091214125

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

STATEMENT OF WORK’S ORGINALITY

I honestly declare that this final paper, which I have written, does not contain the work orparts of the work of other people, except those cited in the quotations and the references, as a scientific papar should.

Yogyakarta,21 January 2015 The Writer

Elias Duyala 091214125

v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : ELIAS DUYALA

Nomor Mahasiswa : 091214125

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE LIVED EXPERIENCE OF PAPUAN STUDENTS STUDYING AT THE ENGLISH EDUCATION STUDY PROGRAM SANATA DHARMA

UNIVERSITY- YOGYAKARTA

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasihannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal:9 Januari, 2015 Yang menyatakan,

“It may be difficult but it is possible if

we try”

This final paper is dedicated to

my beloved father and brother

vii

ABSTRACT

Duyala.Elias.(2015).The Lived Experience of Papuan Students Studying at the English Education Study Program Sanata Dharma University.Yogyakarta:

English Language Education Study Program, Department of Language and Arts Education, Faculty of Training and Education, Sanata Dharma University.

The purpose of this study was to reveal how my own and three Papuan studentslived experience of learning English at the English Education Study Program Sanata Dharma University, as parts of our lived fulfillment. This research focused on one question: What is the Lived Experience of Papuan Students Studying at the English Education Study Program in Sanata Dharma University?

A qualitative phenomenological research methodology was utilized in this study. The researcher himself and three Papuan students were involved in this research an interview and ourreflections were used to gather the data.

A description of the penomenon was based on the essential themes coming from the prefigured themes and emerging ones which were made in the forms of narratives.

One of the result is that failure as an inseparable part of the learning process; failure is a challenge to change towards betterment, to make new spirit, to create new strategies, and build stronger efforts to reach a success.

The researcher recommends that the Sanata Dharma University, especially the lecturers at the ELESP,develop teaching methods, strategies and technigues as well as learning materials in the learning teaching processes are enjoyable, effective and efficient to cater for needs of Papuan students. It is also recommended that lecturers need to recognize their students throughly and understand their backgrounds and develop teaching methods, strategies and technigues accordingly.

Keywords: Lived Experience,Papuan Students, Studying at the English Education Study Program

ABSTRAK

Duyala. Elias. (2015). The Lived Experience of Papuan Students Studying at the English Education Study Program Sanata Dharma University. Yogyakarta:

Pendidikan Bahasa Inggris, Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Tujuan penelitian ini adalah untuk menguak bagimana pengalaman hidup para tiga mahasiswa dan pengalaman hidup saya belajar bahasa inggris di program pendidikan bahasa inggris, sebagai bagian dari pemenuhan hidup kami. penelitian ini terarah pada satu pertanyaan yaitu:What is the Lived Experience

of Papuan Students Studying at the English Education Study Program in Sanata Dharma University?

Menggunakan metode penelitian kualitatif penomenologis penelitiini. Peneliti sendiri dan tigamahasiswa Papua melibatkan penelitian ini dengan wawancara tiga mahasiswa dan refleksi kami untuk guna mengumpulkan data. Peneliti menampilkan deskripsi dari penomena berdasarkan tema-tema utama yang berasal dari tema gambaran awal maupun yang muncul dari data atau teks dalam bentuk narasi.

Hasil lain dari penelitian ini adalah bahwa kegagalan dalam proses pembelajaran merupakan bagian yang tidak terpisahkan dalam proses pembelajaran. Kegagalan merupakan tantangan untuk merubah menuju perbaikan, untuk membangun semangat baru, menciptakan strategi baru, dan membangun usaha yang lebih kuat untuk mencapai kesuksesan.

Penulis menyarankan agar Kampus Universitas SanataDharma terutama para dosen atau pendidik di Program Study Pendidikan Bahasa Inggrisuntuk mengembangkan metode mengajar, strategi dan teknik maupun materi pembelajaran dalam proses belajar mengajar yang menyenangkan, tepat guna dan berdaya guna untuk membutuhkan pelayanan kepada mahasiswa/i Papua. Penulis juga menyarankan agar para pendidik mengenal latar belakang pendidikan siswa-siswi mereka secara mendalam dan memahami dunia mereka karena sebagai siswa dapat memahami cara belajar dan strategi.

Kata Kunci: Lived Experience, Papuan Students, Studying at the English Education Study Program

ix

ACKNOWLEDGEMENTS

First of all, I would like to thank JESUS CHRIST for the health and the spirit that I am enjoying during my study at the English education study program, at the Sanata Dharma University. It is amazing that after all struggles and pain, I can finish my final paper.

I would like to express to my gratitude toDrs. Concilianus Laos Mbato, M.A.,Ed.D.for the suggestions, encouragement, corrections, ideas, patience, and

time in guiding me during in my final paper writing. I am grateful to Christina

Kristiyani, S.Pd., M.Pd for the advice, support and she gives to me.

On a personal note I would like to thank Country Music America which supports me all the time during in my final paper writing. And also I would like to say my particular thanks to Sandra, Anike andElip, for their time to participate in the research.I thank my sister Mina Duyala for her patience and guidance.

I would like to thank my roommates, Damas, Bayu and Yuterius for their comment and for correcting my grammar and also for always being ready to help me in my work, my problems, and my complaints.

I would like to thank PBI Secretariat staft, Mbak Dhanniek and Mbak

Tari, who have helped me manage all of the things related to administration. I

also address my thankfulness to the staff of Sanata Dharma Library for their friendly and warm services.

Finally, my deepest gratitude goes to all lecturers of Sanata Dharma University for the friendliness and help.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEVENSE APPROVAL PAGE ... iii

STATEMENT OF WORK’S ORGINALITY_{... iv}

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

DEDICATION PAGE ... vi

ABSTRACT... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF APPENDICES... xiii

CHAPTER I. INTRODUCTION

A.Background of the Study... 1

B. Research Method ... 4

CHAPTER II. DISCUSSION

A.Theory on the Lived Experience... 6

CHAPTER III. CONCLUSIONS AND SUGGESTIONS

A. Conclusions... 23

B. Suggestions ... 27

REFERENCES... 28

xiii

LIST OF APPENDICES

Page

Appendix 1 : The Questions of Interview... 31

Appendix 2 : The Transcript of Interview ... 38

CHAPTER I

INTRODUCTION

The researcher divides this chapter into two sections: the background and the research method. The background section constitutes information and reasons that support the research. The research method section shows the description of the procedure and all aspects involved in the research.

A. Background of the Study

In recent years, the English language education study program of Sanata Dharma University has witnessed an increasing number of enrolled Papuan students. Coming from different cultures, backgrounds and parents with limited prior English learning experiences compared with their peers, many Papuan students face some difficult challenges. In their past experience, Papuan students had difficulty understanding the English language because of limited facilities and the lack of competent English teachers.

The researcher who is an active student is being interested in finding out about the lived experience of Papuan students particularly in relation to the process of learning and studying at the English education. Papuan students have

difficulty in understanding lecturer’s explanation, and in adapting with classmates because of cultural differences and low English competence, for example, in group discussions and group presentations. As a result four Papuan students have

decided to drop their course and moved to other study programs. This research was undertaken to study the lived experience of Papuan students enrolled at the English education Study Program at the Sanata Dharma University.

In connection with the lived experience of Papuan students, the researcher explained the periods of their life as follows: before the study commencement and during the study period. The lived experience of the researcher and three other Papuan students before studying at the ELESP refers to our life in a dorm where we learnt how to adapt to the environment and to comprehend a variety of materials provided by lecturers and tutors.

From the phenomenological point of view, doing the research is aimed to question the way we experience the world, the world in which we live as human beings. Furthermore, the phenomenology is the study of the lifeworld as we immediately experience it pre-reflectively rather than as we conceptualize, categorize, or reflect on it. The turning to the phenomena of lived experience means relearning to look at the world by reawakening the basic experience of the world (Husserl, 1970b; Schutz & Luckmann, 1973; and Merleau-Ponty, 1962).

Dilthey (1985) suggested that most of the basic forms of lived experience involves our immediate and pre-replective consciousness of life.

According to Darroch and Silvers (1982, p.1)as a form of “critical” thinking,

phenomenology reflects essential and thereby transcends all lived experience and objective cognition to discover the intelligiblity that is their implicit ground. Experience becomes something pleasant to be consumed because it represents the

reality of life because in the author’s imagination in which the learners may have a wish to experience it or enrich knowledge.

Sometimes when we are involved in bad experience we can have bad feeling which will appear from experience such as, happiness, sadness or maybe a

motivation which can make ourselves do something new or impossible things. Based on the background above, one research problem is formulated as follows: What is the lived experience of Papuan Students studying at the English Language Education Study Program Sanata Dharma University?

The readers can gain some benefits from this study. First, by reading this research, the readers are able to understand more about human motivation or experience and to understand what really motivates them in reaching dreams or goals. Second, the lived experience can teach the readers how to be persistent in reaching their goals or dreams.

This study is particularly beneficial for Papuan students who are studying or will study at the English language education. They will learn to understand other Papuan students who have already experienced learning in English education in order to maximize their learning strategies. The lecturers at the ELESP will also benefit from this research in that they will be more informed about how to support Papuan students in their study. The Papuan government will find this study beneficial as well in that they will be equipped with valid information about how Papuan students managed to study at the English language education study program.

This information will help them prepare and support Papuan students better both before the study commencement and during the study period. The researchers can also get benefit from this study. The researcher expect, this study to give more information and stimulate them in analyzing deeper about the lived experience of the next generation of Papuan students.

B. Research Method

This research was qualitative in nature. Qualitative research focuses on description in the form of phenomenological findings (Van Manen, 1990, p. 10). The essence or nature of an experience has been adequately described in language if the description reawakens or shows us the lived quality and significance of the experience in a fuller and deeper manner.

Ryan and Bernard (2000, pp. 786-87) stated that a phenomenological research is also one of knowledge developments in a qualitative research field, through this phenomenological research the people can see the lived experience in their lives. As stated in the background, the focus of this research is to analyze“ the lived Experience of Papuan students studying at the English language education study program of Sanata Dharma University Yogyakarta. The lived experience of Papuan students who are involved in pedagogic relationships in a self- forgetful manner have experienced this effect of Papuan students in their lives. It means that Papuan students faced many problems in English education, for example difficult to contribute a group discussion,

difficulty on understanding lecturer’s explanation.

To conduct this study, an interview technique and reflections were used. The researcher took the data from the researcher himself through self-reflection and the interview with three Papuan students and their reflections before study commencement and during the study period. The researcher interviewed three Papuan students in the middle of April 2014.

Patton (1989) stated that interviewing is not to get answer to questions, nor to test hypothese, and not to “evaluate”as the term is normally used. At the root of in-depth interviewing is an interest in understanding the experience of other people and the meaning they make of the experience.

The goals of this research were to assist the readers to know the lived experience of Papuan students, how the participants adapt and how they face the learning process in English language education study program. The result of a phenomenologic study is a comprehensive narrative report to help people understand the social reality experienced by the participants. “To accomplish this, the researcher described the result of the interviews in form of narrative text (Walker, 1985, p. 16).”

Therefore, the researcher interpreted the text to find the meanings of lived experience of Papuan students studying at the ELESP. Then the researcher conducted thematic analysis to build a structure of experiences based on emerging themes.

The researcher selected the themes that have pedagogical values to interpret the lived experiences Papuan students in learning English at the English education. Van Manen (1985, pp. 63-66) stated that the lived experience description is an appropriate source for uncovering thematic aspects of the phenomenon it describes. Finally, the researcher wrote the report as the results of the research.

6

CHAPTER II

DISCUSSION

This chapter consists of review of related literatures and the findings as well as the interpretation of the findings. In the review of the related literatures, the researcher focuses on the theories that support this research. The theories are theories of phenomenology, theories of the lived experience, theories of motivation, theories type of lived experience, and theories of pedagogy themes.

A. Theories on the Lived Experience

In this research, the researcher attempts to present some theories on the lived experience that support this research.

1. Theories of Phenomenology

Experience is seen as a phenomenological process. “ Phenomenology is the

study of the lifeworld, the world as we immediately experience it pre- reflectively rather than as we conceptualize, categorize, or reflect on it ” ( Husserl, 1970b;

Schutz & Luckmann, 1973).

Indeed, if there is one word that most aptly characterizes phenomenology

itself, then this word is “thoughtfulness.” In the works of the great

attunement. A heedful mindful wondering about the project of life, of living, of what it means to live a life (Heidegger, 1962).

Straus (1966) suggested that“Phenomenological human science to, sponsors a certain concept of progress. It is the progress of humanizing human life and humanizing human instutions to help human beings to become increasingly

thoughtful and thus better prepared to act tactfully in situations”. It means that the

lived experience energizes someone to do something, for example a student has low English competence but with someone’s support to this student s/he can improve his/her English language competence.

Phenomenological research is a human science which studies persons. In the research terminology one often uses “ subjects” or “ individuals” to referto the persons involved in one’s study (Van Manen 1967).

According to Merleau-Ponty (1962), phenomenology is the systematic attempt to uncover and describe the structures, and the internal meaning of lived

experience.” Phenomenological research is used to explain about the lived experience in human science. In this case, the phenemenology or the lived experience can be analyzed deeply.

2. The Lived experience

The lived experience is an important phenomenological human science. Phenomenological human inquiry begins in lived experience and eventually turns back to it (Van Manen, 1975). The most basic form of lived experience involves

our immediate, pre-reflective consciousness of life: a reflective or self-given awaraness which is as awaraness of itself (Dilthey, 1989).

A lived experience does not confront me as something perceived or represented; it is not given to me, but the reality of lived experience is there-for-me because I have a reflexive awarness of it, because I possess it immediately as a belonging to

me in some sense. Only in thought does it become objective” (p. 223).

The lived experience is the starting point and end point of phenomenological research. The aims of phenomenology is to transform lived experience into a textual expression of its essence – in such a way that the effect of the text is at once a reflexive re-living and a reflective appropriation of something meaningful: a notion by which a reader is powerfully animated in his or her own lived experience (Merleau-Ponty, 1968). “Lived experience itself

seems to have a linguistic structure. Experience and (un)consciousness are structured like a language, and therefore one could speak of all experience, all human interactions, as some kind of text (Ricoeur,1981).” Covey (1989 ) states ,

When you’re proactive, you don’t deny that genetics, up bringing, and

environment make a difference. But you see them as influences only. A proactive person exercises free will, the freedom to choose the response that best applies to your values. In that way, you gain control of your circumstances, rather than being controlled by them ( p. 7 ).

In this study, the researcher use the lived experience. The lived experiences gather hermeneutic significance as we ( reflectively) gather them by giving memory to them. Through meditations, conversations, day dreams, inspirations, and other interpretive act we assign meaning to the phenomena of

lived life. Through this research the lived experience unseparated from

motivations, because of the character’s motivation can be analyzed intense.

This lived experience theories are necessary in this study, because the researcher analyzed the past lived experience and during the study of Papuan students, that the researcher reflect it in previous schooling and during the study period at the English language education study program.

3. Theory of motivation

People who have motivations usually have dreams too. Everything that happens to us begins with dreams. It is because people are free to dream everything every time and everywhere. There is no one who can limit someone’s

dreams. Yet, dream is not enough to push someone to reach his/her goal. There is one thing that really will be able to force someone to be motivated in reaching his/her goal, and it is called needs (Zulkanaen & Ibib, 2007, p.13).

Need is needed because it helps motivate to lead human to do an action. Motivation is sufficient reason to behave as they do because it can push someone to do something that he or she wants ( Kennedy & Gioia, 1995: 60).

Motivated behavior is someone’s behavior which is set to make an action

by a need. A need here indicates that some types of someone’s satisfaction is

lacking and implies someone to reduce the dissatisfaction. Also the motivation refers to the factors that energize and direct behavior. It means that motivation energizes someone to do something, for example a students decided to drop his or her course and moved to other study program or he/she drop out, becuase s/he get

bad scores and dissatisfaction (Kalish, 1973, p.29, Atkinson, & Hilgard, 1983, p. 314).

4. Type of the lived experience

The lived experience is to the soul what breath is to the body: “Just as our

body needs to breathe, our soul requires the fulfillment and expansion of its existence in the reverberations of emotional life. Lived experience is the breathing of meaning. In the flow of life, counsciousness breathes meaning in a to and from movement: a constant heaving between the inner and the outer

(Dilthey 1985, p. 59).”

According to (Dilthey, 1985, p. 227), lived experience is related to each

other like motif, in the andante of a symphony that, “ structure nexus” as

something that belongs to a particular lived experience ( something like a pattern or unit of meaning), which becomes part of a system of contextually related experiences, explicated from it through a process of reflection on its meaning ( p. 229).

In this research, the researcher takes three types of Phenomenologicals with one type from Merleau-Ponty (1962), and two types from (Gadamer 1975, p.266), and Husserl (1970b, pp. 33-42).

a. Orienting to the Phenomenon

According to (Merleau-Ponty 1962), phenomenology is study of essence

but the word “ essence” should not be mystified. The word “essence” may be

description that constitutes the essence of something is construed so that the structure of a lived experience is revealed to us in such a fashion that we are no able to grasp the nature and significance of this experience.

Phenomenology is not concerned primarily with the factual aspects of some state of affairs; rather, it always asks, what is the nature of the phenomenon as meaningfully experienced. Therefore, it is important for me to focus carefully on the question of what possible human experience is to be made topic for phenomenological investigation. In this research the researcher used own pedagogic interest to orient to the phenomenon of the participants’ experience in being autonomous in learning English language as part of their life fulfillment.

b. Formulating the Phenomenological Question

The researcher takes the second types of phenomenological from (Gadamer, 1975 p. 266). The phenomenological research is to question something phenomenological and, also to be addressed by the question of what something is

“ really” like. What is the lived exprience of being autonomous in learning

English? This question which is at the center of the prefessional and personal life of an educator concerns the meaning of pedagogy. The essence of the question is the opening up, and keeping open, of possibilities. But we can only do this if we can keep ourselves open in such a way that in this abiding concern of our question, we find ourselves deeply interested in that which makes the question possible in the first place.

c. Assumptions and Pre- understandings

One question of this phenomenological inquiry is how we put our understandings, beliefs, biases, assumptions, presuppositions, and theories before we come to the significance of the phenonmenon question. In this study the researcher prefer to suspend or bracket the researcher understandings, beliefs, biases, assumptions, presuppositions and theories. As Hursserl used the term

“bracketing” to describe how one must take hold of the phenomenon and then

place outside of it one’s knowledge about the phenomenon ( Hursserl, 1970b, pp. 33-42).

The researcher himself pre-understood the participants’ lived experience.

The researcher presents the prefigure themes namely; the lived experiences from a different cultural background, and limited prior English learning experiences, compared with their peers. Many Papuan students face difficult challenges in their study at the English language education even though, they always keep trying. The researcher believed that there will be emerging themes in the process of collecting texts or interpreting them. The goal of this lived experience study is to know the lived experience of Papuan students, how the participants adapt and how they face the learning process in ELESP.

5. The Pedagogy of Theme

Reflecting on my friends and my own lived experiences in learning English at the English language education has become the occasion to reflect on the themes. Since my fundamental research orientation is pedagogical, my interest in the students lived experiences in learning English finds its real motivation in

my life as a learner of English. The researcher’s behavior and his friends’

experience becomes the topic of reflection. Self-reflection is the way pedagogy

reflects on itself while serving other. “Self” and “others” are fundamental

categories of the pedagogic relation.

My pedagogic understanding of the theme of the lived experiences in learning English at the English language education Study Program is the experience of being committed, responsible, and motivated. This insight permits me to make sense of the text of life.

B. Research Findings

In this part, the researcher is going to answer the research question by providing the results of the data analysis and the interpretation of the findings from the lived experience of Papuan students studying at the English Language Education Study Program, Sanata Dharna University. To answer the question, this study involved the researcher himself and three Papuan students. The three Papuan students, who have different grades at the English language education study program, Sanata Dharma University shared their lived experiences related to the English language learning, in pre-study commencement and during the study period. The researcher also became a research participant.

The researcher analysed the data from himself and three Papuan students’

reflections of their lived experiences. In my interactions or interviews with three

experiences faced in junior high school and senior high school. “The reflection

on the lived experience is always recollective; it is reflection on experience that is already passed or lived through (Van Manen, 1990, pp. 9-10).”

1. The lived experience before study commencement

The lived experience before study commencement was divided into two: before matriculation and during matriculation.

a. The experience before matriculation

Before matriculation, the researcher and three Papuan students found some obstacles as a follows: 1) low English competence particularly vocabularies, grammar and pronunciation; 2) limited competent educators; and 3) inadequate learning facilities. Here are the reflections of Papuan students:

In my own lived experience I wanted to learn English language in junior high school, but I had low English ability, vocabulary and grammar because in before matriculation my English was not familiar. For example vocabulary ability, tenses, pronunciation and grammar, although I did not give up but always study in junior high school and senior high school in Papua. Other way I had a dictionary so there were practice myself, because I wanted to knew English language or enrich vocabularies ( SO1./ Refl.1).

There were three Papuan students who reflected that their past experience in learning English before matriculation had similar experience with my reflection (Refl. 1), for example low English ability, vocabulary and grammar. Here are the reflections of three Papuan students:

When I was in Junior High School, I had difficulties in learning English namely; tenses, pronunciation, and vocabulary. In that time, I liked study English language well. However, I did not familiar with English language because low vocabularies, grammar and tenses. And also in primary and junior high school did not provide equipments for example English

books, grammar books etc. At that time, I did not give up but always try studied myself

SO2 (Refl 1). 22 April, 2014.”

Before matriculation my experience learning English I did not liked because I had low vocabularies, pronunciation, and tenses. However, sometimes I had studied effort and to know how to learnt English well. Until in University, I am also very difficulty because I did not enrich the vocabularies S03 (Refl.1)29 April, 2014 ).”

My lived experience before matriculation about learning English language in junior high school and senior high school I was interesting to study. However, I had difficult vocabulary, tenses and grammar, and also did not English books or equipment because of difficulties to learning English SO4 (Refl.1), 23 April, 2014).”

The second theme was limited competent educators. All of us mentioned limited competent English educators as another cause of our low English competence. Because of that, Papuan students had difficulties in learning in primary schools, junior high school and senior high school SO3 and SO4, Refl. 1.

Here is the Papuan student’ reflection about their limited competent educators:

My experience when I was in primary school and junior high school, I liked English but there were limited educators or English teachers. Because of that I was difficult to undertood English language in junior high school and senior high school (SO1. Refl.2).

All the three Papuan students reflected that their past primary school and junior school had limited competence in English the one mentioned in my reflection above (My Refl. /Refl. 2). Here are the three students reflections:

During the primary school, my, experience in learning English, I did not liked. But when I was in junior high school, I liked English language however, in my junior high school limited English teachers because, of the I had low vocabularies, pronunciation, in during the study period inUniversity (S02/Refl.2, 29 April, 2014 ).”

In previous schooling in junior high school and senior school very interested to leran English language, but the problems facedmy experience was limited competent educators, so that I did not studied English well (SO3/Refl.2.23 April, 2014 ).”

My experience in primary school or junior high school I liked learns English. But there were not English teachers, and also there were limited educators. Because of that past experience I had difficulty to understand English in Junior school (SO4/Refl.2.23 April,

The third theme is inadequate learning facilities. There are two students reflected that their past lived experience in junior high school and senior high school is the same with SO1 (Refl.2), and SO2 (Refl. 2). For example, they liked English language in junior school and senior school but they did not acquire English competence because the Papuan government did not equipped the schools with good learning facilities. Because of that, they have difficulty in English language. Here are their reflections:

The previous schooling experience, in my primary school and junior high school, I liked to learn English language but inadequate learning facilities. For example, English books, dictionaries, and others learning facilities. Because of Papuan government did not equipped facilities ( SO1./ Refl.3).

The three Papuan students reflected about inadequate learning facilities in their primary school, junior school and senior high school same as my reflection ( Refl.3), such as lack of English books, and other learning facilities.

b. The lived Experience during the Matriculation

In this study the researcher explains two themes that the lived experience during the matriculation on my own reflections and three students 1) to be successful Papuan students need full support from faculty members; and 2) difficuty to adapt to the teaching learning process during the matriculation.

The first theme is to be successful Papuan students need full support from faculty members of Sanata Dharma University. In this study the researcher and three Papuan students reflected how the Dean of faculty facilitated Papuan students during the matriculation in order to adapt to the enviroment through the learning facilities.

Since the first time I came to Yogyakarta, 2009, and I lived at the dorm Sanata Dharma University and I had learnt many subjects. And I also learnt English language little but I

don’t understand more as I find difficult to understand it. This is because my former English teachers, at the primary school, and Junior or Senior High school, did not tough to me very well ( SO1./Refl. 04).

Papuan students were also supported in the form of the learning methods in Java.

First time I came to Yogyakarta, I had difficulty to adapt in learning teaching methods, when the matriculation, because of the curriculum in Papua teaching learning was different. And another cause adapt the environment during the matriculation, the Dean of faculty gives me opportunity to learn and adapt in the society with Javanes people (SO2/ Refl 04/

23 April 2014).

Students SO1 and SO2 ( Refl.4), indicated the same experience in their reflections about adaptation to the environment with both students’ SO3 and SO4. For example (Refl.1), the Dean talk to Papuan students in public places. Knowing is a mode of being of in being then this mean that every moment of practical acting and knowing always already takes place in a mode of being that he/she call in-being (Heidegger, 1985, p. 161).”

2. The lived experience during the study period

In this study the researcher divided the study period into the first three semester at the ELESP (1-3) and the last semesters (4 onwards).

a. The first three semesters

In this part, the researcher analyse Papuan students lived experience in the first three semesters at the English education study program. There are the two themes appears: 1) difficulty to adapt with classmates; and 2) difficulty to follow

English lessons. Here is the discussion about my own and my friends’

experience in our interaction with classmates:

In my own reflection when I was first time I had difficult to adapt with classmates, in during the teaching learning. And also difficult to adapt with in classroom activities that experience because of different cultures, for example group discussion or group work delivery opinion also think slowly and doubt cause did not dare (SO1./Refl. 05)

Other Papuan students also faced the same difficulty to adapt with classmates during the classroom activities in the first three semester ( 1-3), for example SO1 who said that:

Since when I was first time in classroom I was very difficult to adapt with classmates, in during the classroom. And also outside class because first time I had to lack confidence with classmates, so that different cultures, for example group discussion or group work delivery opinion SO2(Refl. 05) 23 April 2014.

Another two students also had difficulty in the first three semester to adapt, in the first three semester (1-3) in the classroom activities, for example, SO1 (Refl.5) and SO2 ( Refl.5), who found it hard to adapt with classmates and in group discussions.

The second theme is difficulty to follow English learning. This is the reflection of theresearcher’s difficulty in the first three semesters (1-3) to follow English learning at the English education study program:

Since the first time I learned English at the English education study program, first semester, I felt difficult to understand explanation by the lecturers. Another cause I lack of confidence and I felt difficulties to adapt during the classroom activities with my classmates. Because of different culture, however, I was learnt together with my classmates, and it would be accustomed ( SO1./ Refl.06).

Feeling “difficulty to adapt” was commonly expressed in other students’

reflections. For example, students SO2 (Refl.6), felt difficult to adapt during the classroom activities. Here is the reflections of another experience:

What I felt during the first time in learning English, at first I was scred because of my English ability is very weak. From that effect when I was studying at the class first semester I was difficult to adapt with my friends because of different cultures whereas, Papua and Javanes are different dialect as a Javanes language. And also in my motivation to learnt English education is(saya ingin menjadi guru bahasa Inggris, sebab saat saya di SMP & SMA disana tidak ada guru bahasa Inggris. Karena, saya sudah menghadapi banyak pengalaman belajar mengajar di kampung saya.), I wanted to be a teacher because when I

was in junior high school, and senior high school, there were not English teachers, so that I faced more experience teaching learning in my village SO2 (Refl. 06) 23 April, 2014.”

The other students also reflected that “ first time in classroom activities I

was very difficult, because lack of confidence with my classmates SO3”. Her

reflections indicated her experience during the following English learning, at the ELESP. Here is her reflections in learning:

First time in English education study program, I had difficult to understand lecturers explanation. And also first time I had afraid to classmates because my English is not fluently so lack of confidence with classmates, and then low English ability. For adapt with classmates during the group work, or group discussion in classroom and outside class are same experience with (Refl 6), SO2 (SO4 (Refl.06) 24 April 2014).

My own and my friends’ reflections indicated similar experience in the first semesters (1-3) at the English education study program.

b. After the first three semesters (4 semester onwards)

In this part the researcher explain the lived experience of Papuan students after the first three semesters (4 semester onwards), at the English Education Study Program. There are two themes: 1) our persistence to deepen our English; and 2) the positive learning behavior in English language education.

In this study the researcher discuss the first theme that has been faced by Papuan students after the first three semester (4 semester onwards), that is persistence to deepen our English. Here is my reflection:

In my own experience after three semester (4-6) still difficult to comprehend in English. Because in classroom lecturers and my classmates they used in English so sometimes difficult, to speak in English with friends, but I always effort and wanted to know how to learnt English well. At that time I never give up, but always keep study until after three semester I had inreased English language ( SO1./ Refl.07).

In my own experience in this study, sometimes “dissatisfied”, because I had to take remedial classes for the same subjects but always had bad scores. From this experience I did not give up but was always persistent to deepen English language. The same experience was faced by the other three students. Here are their reflections of their persistence to deepen English:

After the first three semester I had inreased in English language. Although, I had low vocabularies, grammar, but I always keep study English education diligently, I though that without effort I had not understandSO2 (Refl.07) 23 April 2014.”

In my experience after three semester, I had inreased English language, and confidence, even thought were still difficult. But I had study harder and harder for improved my English ability SO3 (Refl.7) 24 April 2014.”

Student SO4 realised that he needed to keep motivating himself to deepen his English ability he studied harder. For example SO3 ( Refl.07) and he learnt diligently. Here is his reflection on his learning experience:

In my experience after first semester, I had progress, in learning English even though still need study more. In my motivation to study English I wanted to be an English teacher because I had studied harder in English education SO4 (Refl.07) 24 April 2014.

The second theme positive learning behavior in English language

education. Learning is a process that depends on experience and leads to

long-term changes in behavior potential. Behavior potential designates the possible behavior of an individual, not actual behavior. Here are the reflections of Papuan students’positive learning behavior in ELESP after the first semesters (4-6):

After the first three semester, I had positive learning behavior even though my English was still poor, for example pronunciation, grammar. I knew that I had inreased in English and

study hard against, because I know that I will be understand. That is the my positive thinking about learning English education ( SO1./ Refl.8).

My own experience and other three students’ are similar (My Refl./ Refl. 8). The three students reflected that the first three semesters were difficult but after the first semesters (4-6) they could increase their English language and had positive behavior with classmates and can follows the lectures’s explanations.

But other four Papuan students have decided to drop their course and moved to other study program, because they did not have the persistence and positive learning behavior.

c. The last semesters at the ELESP

The lived experience of the last semesters at the English language education study program comprised of three themes: 1) silence during the classroom section; 2) lack of motivation in learning English; and 3) lack of interest in being a teacher. Here is the reflections of Papuan students:

In my own experience last semester I liked study English. Even though, during the group discussion I did not deliver ideas because sometimes not confidence, about the ideas which I deliver and also my English is not fluently. In myself I though that my English is better but my classmates they did not understand. Nowadays, in last semester I have study English diligent because English is importand and I want to speak English in front of others people or will be an English teacher ( SO1./ Refl.09).

The researcher found the same themes from the interview with the three Papuan students as the reflection above ( SO1./ Refl. 9). They mentioned, for example silence during the classroom learning, difficulty to speak in front of classmates, lack confidence, difficulty in giving opinions in group work. However another Papuan students was confident in learning English at the English language education study program.

The second theme lack of motivation in learning English in the current

semester. Learning English had a profound impact on the Papuan students’ lived

experience, attitudes and lack of motivation in learning. Papuan students reflected lack of motivation:

In current semester I am happy to study English, even though lack of motivation in learning English, because I learn from lack motivation and I myself support and motivated, for the future I will be betterment. I believes that learn from lack in the future will be better. So whatever, I faced bad experince in first semester it is the good values (SO1./ Refl.10).”

At the current semester I am lucky because I can able to learn English language and in my

motivation I hope that I will graduate in this study program. Now I don’t think about lack

my motivation in learning English, but I will study harder even though I did not understand more about EnglishSO2 ( Refl.10) 23 April 2014.”

In the current semester learning English I am very happy. I want to say some things about my motivation in my lived experience that my motivation to learn English in this study program, I want to be become an English teacher and build Papua to implement formal and informal. Although, many challenges and too many experience face in English language education. That is my dreams in the futureSO3(Refl.10).”

My experience in current semester at the English education that, lack of motivation is better. Because learn from lack motivation in my feeling is good values on language aspects.SO4 (Refl.10) April,2014.”

There are some theories that support in this study. According to Petry ( 1981, p.3 ), motivation is a concept which we use when we want to describe the action or within someone to initiate and direct behavior. And the other researchers states that motivation refers to factors of an individual such as needs and interests which active, maintain, and direct behavior towards his/her goal (Huffiman, Vernoy, and Vernoy, 2000, p.392).

CHAPTER III

CONCLUSIONS AND SUGGESTIONS

In this part, the researcher provides conclusions of the study and suggestions.

A. Conclusions

There were three points in this research that needed to be stressed, the lived experience of Papuan students in the previous schooling, the lived experience during the study period at the English language education study

program and’suggestions for ELESP lecturers, for Papuan students’ and for the Papuan government.

The researcher conducted in-depth interviews with three Papuan students and collected their refletions created in narrative. The researcher undertook phenomenological research. Then the researcher interpreted the data from the researcher and three Papuan students’reflections to explore the essential meaning of the lived experiences of Papuan students learning English at the English language education study program. In this study the researcher focused on the lived experience of Papuan students studying at the English language education study program in Sanata Dharma University Yogyakarta.

The lived experience of Papuan students in their learning of English revealed a arrange of themes. Broadly these related to issues arising from the past lived experiences in learning English in junior high school and senior high school in Papuan particularly the difficulties because of lack of competent English and lack of learning facilities from the government.

Firstly, in my own lived experience in the previous schooling I wanted to study English language in senior high school and junior high school I found it difficult to understood the lesson because of the lack of learning facilities and competent English teachers. These past experiences made it difficult for my friends and me to follow English lessons in the English language education study program. However we always tried hard to do our best in learning although our progress in learning was slow. “Phenomenology “never” makes things easier, but

only more difficult (Heidegger 200, p. 12).”

Secondly, three Papuan students and the researcher found difficulties in learning English namely; tenses, pronunciation, grammar, and vocabularies. SO1 explained that she liked English when she was in junior high school and senior high school but she did not have rich vocabularies because of limited competent English teachers in her previous schooling. “A phenomenology that is the sensitive to the lifeworld explores how our everyday involvements with our world are enriched by knowing as in being ( Heidegger, 1985, p.161).” Similary, (SO1 Refl.2 and Refl. 3), reflected that he liked English language in junior high school and senior high school. But he did not English competence because the Papuan government did not provide good facilities and there was no English teachers in

the previous schooling. All these factors made it difficult to learn English at the English education study program.

To be successful, Papuan students need full support from faculty members and lecturers so that Papuan students can move forward confidently and successfully in their learning. The Papuan students need to experience success in learning though little so that they can have the motivation in learning. “ Success

person is someone who is brave to take action and convinced that he is able to reach his goal (Waringin, 2007, pp. 72-73).”

One lived experience which occupies almost Papuan students is condition of low English competence. During the teaching learning process, they

couldn’t fully understand what was being taught. It is a big challege for the

students themselves and also the lecturers in developing learning methods, strategies, and techniques as well as learning materials into a learning- teaching condition which is enjoyable, effective and efficient. “Learning is the act,

process or experience of gaining knowledge or skill. Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes. Learning process, of course will not run in a smooth and free-toll like highway ( Cobb, 2000).”

There are two sides of the result of learning success. Generally Papuan students of English language study program do not want to fail sometimes they forget, however, that failure is an inseparable part of the learning process. The essential meaning of failure is that it is a challenge towards betterment. An

autonomous learner will take the challenge to make new spirit, create new strategies, and build stronger efforts to reach a success.

B. Suggestions

In this part, the researcher gives suggestions for the English teachers, for the future students of English language education study program, and for the Papuan government.

1. For ELESP Lecturers

The lecturers at the English language education study program can also benefit from this research in that they will be more informed about how to support Papuan students in their study. The lecturers need to recognize their students from Papua intensively. The lecturers also need to understand Papuan students or whatever their background study is and can give the assessment and advocate the students by improving their learning quality from management, resources and learning strategies. There should be harmonious relationship between the lecturers and students so that there will be more synergic education movement.

2. For Papuan Students

Papuan students can also benefit from this research in that they will be prepared in their English and they will learn from other Papuan students who have already experienced learning at the English language education study program in order to maximize their learning. Furthermore, they can learn adapt

to the process of learning at the English language education study program to achieve their fulfillment.

3. For the Papuan Government

The Papuan government can benefit from this research in that they will be equipped with valid information about Papuan students’ struggleat the English language education study program. Because of that, the Papuan government should provide learning facilities so that the next generation of Papuan students will be better in their English competence.

28

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Gadamer, H.-G. (1976). Philosophical hermeneutics. Berkeley: University of California Press.

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Polanyi, M. ( 1969). Knowing and being. Chicago: The University of Chicago Press.

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Van Manen, M. (1985). The phenomenology of the novel, or how do novels teach? Phenomenology pedagogy

Van Manen, M. (1979). The utrecht School. An experiment in educational theorizing. Canadian jurnal of education Vol. 3, N0.3, pp. 177-187. Van manen, M. (1979). The phenomenology of pedagogic observation. The

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Waringin, T. D.(2007). Financial revolution. Jakarta: PT. Gramedia Pustaka Utama.

Zulkanaen, I. (2007). Siasat dan langkah sukses menyusun skripsi. Yogyakarta: Pinus Book Publisher.

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APPENDICES

APPENDIX 1:

QUESTIONS FOR INTERVIEW

DATE : Tuesday 22, Thuesday 23, and Tuesday 29 April, 2014

TIME : 13.53- 14.30

PLACE : English Language Education Study Program ( ELESP)

PARTICIPANTS : 1. SO1

Semester : X 2. SO2

Semester : VIII 3. SO3

Semester : X 4. SO4

Semester : VI SO1 = Student one

SO2 = Student two SO3 = Student three SO4 = Student four Q = Question

A = Answer

Q1: Apakah di SD ada mata pelajaran bahasa Inggris? Q2: Anda mendapat pelajaran bahasa Inggris sejak SD? Q3: Bagimana pengalaman belajar bahasa Inggris mu di SD? Q4:Apakah SD Anda guru bahasa Inggris lengkap?

Q 5: Bagimana dengan perlengkapan belajar bahasa Inggris di SD? Q6:Apakah ada perlengkapan belajar yang disediakan di SD? Q7: Apakah ada buku-buku panduan bahasa Inggris di SD Anda? Q8: Bahan seperti apa saja yang belajar?

Q9: Ketika Anda belajar di SD apakah suka dengan pelajaran bahasa Inggris? Q10: Apakah di SMP dan SMA Anda kekurangan fasilitas sama seperti SD mu? Q11: Apakah di SMP dan SMA Anda ada kemajuan bahasa Inggris-Anda?

Q12: Apakah di SMP dan SMA Anda guru bahasa Inggris lengkap? Q13: Kalau tidak ada guru bahasa Inggris belajarmu bagimana? Q14: Kalau guru bahasa Inggris tidak masuk kelas?

Q15: Walaupun tidak ada guru kamu suka belajar bahasa Inggris ya? Q16: Oke, sekarang saya mau tanya Anda, cita-cita kuliah di Jogya? Q17: Apakah ada kerja sama sehingga kamu kuliah di Jogya? Q18: Bagimana perasaan Anda pertama kali datang ke Jogyakarta? Q19: Apakah ada kesulitan dengan lingkungan?

Q20:Lalu cara bagimana mengenal kota Jogya?

Q21: Baik, lalu apakah langsung masuk kuliah/ daftar? Q22: Ow, ada belajar materikulasi?

Q23: Apa saja yang belajar saat materikulasi? Q24: Jadi ada persiapan gitu?

Q25: Baik, kalau sudah persiapan tes kampus ya? Q26: Ow, begitu ya?

Q27: Apakah Anda masuk pendidikan bahasa Inggris ada cita-cita dari SD, SMP dan SMA?

Q28: Kenapa Anda suka di pendidikan bahasa Inggris?

Q29: Oke. Apakah perasaan Anda pertama kali masuk di pendidikan bahasa Inggris?

Q30: Apakah ada kesulitan? Q31: Ow, minder ya?

Q32: Bagimana kepercayaan diri Anda? Q33: Sulit juga kan?

Q34: Pertama kali masuk metode-nya ?

Q35: Lalu bagimana cara mengajar dosen pertama kali masuk? Q36: Ow, penyampaian dosen lebih cepat jadi susa mengerti ya? Q37: Lalu bagimana dengan teman-teman kelas untuk adaptasi? Q38: Apakah ada kesulitan karena perbedaan budaya?

Q39: Penggunaan bahasa mereka beda ya? Q40: Ow, gitu ya? Jadi sulit memahami?

Q41: Lalu bagimana penyampaian Anda teman-teman tangkapi? Q42: Apa perbedaan bahasa teman-teman kelas mu dan Anda? Q43: Ow, pengunaan bahasa mereka lebih cepat dan Anda gitu? Q44: Bagimana dengan saat diskusi atau kerja kelompok? Q45: Apakah Anda menyampaikan ide Anda?

Q46: Ow, masih ragu-ragu menyampaikan ide Anda ya? Q47: Kenapa gitu?

Q48: Belum yakin untuk ide-nya?

Q50: Saat diskusi menggunakan bahasa Inggris atau bahasa Indonesia? Q51: Oh, teman-teman Anda gunakan bahasa daerah mereka ya? Q52: Lalu bagimana dengan Anda?

Q53: Oh, makanya Anda tidak menyambung topik diskusi ya? Q54: Apakah bahasa Inggris Anda baik?

Q55: Kenapa Anda tertarik belajar Pendidikan Bahasa Inggris? Q56: Apakah Anda ingin jadi guru kedepan?

Q57: Oh, pengalaman Anda di SMP dan SMA tidak ada guru jadi cita-cita jadi guru di daerahmu?

Q58: Oke, itu ide yang baik. Lalu ada cita-cita lain? Q59: Oh, ingin berbahasa Inggris baik dan benar gitu ya?

Q60: Oke. Menurut Anda bagimana strategi mengajar dosen di PBI?

Q61: Baik, mengajarnya tetapi susa membedakan strategi cara belajar mahasiswa gitu?

Q62: Maksud Anda? Apakah cara mengajar dosen lebih cepat? Q63: Atau para dosen melihat kondisi cara belajar siswa? Q64: Karena sulit memahami ya?

Q65: Lalu bagimana penilaian dosen terhadap mahasiswa Papua di PBI? Q66: Apakah sama rata atau berbeda dengan mahasiswa lain?

Q67: Apakah ada pelajaran yang ber ualng-ulang? Q68: Berapa kali ulang?

Q69: Ada 3 atau 5 kali?

Q70: Apakah Anda ingin menyerah dari berapa kali ulang itu? Q71: Selalu berusaha ya?

Q72: Baik. Rencana kedepan. Kalau suda mau apa? Q73: Kerja?

Q74: Kerja seperti apa kira-kira? Q75: Guru? Atau perusahaan?

Q76: Baik. Untuk sementara itu. Terima kasih. Nanti kalo masih perlu saya menghubungi untuk minta waktu lagi. Terima kasih.

APPENDIX 2:

TRANSCRIBE OF INTERVIEW

TRANSCRIPT OF INTERVIEW DATE : Thuesday, October 17, 2014 TIME : 19.00–23.30

PLACE : English Language Education Study Program ( ELESP) PARTICIPANTS : 1. SO1

Semester : X 2. SO2

Semester : VIII 3. SO3

Semester : X 4. SO4

Semester : VI SO1 = Student one

SO2 = Student two SO3 = Student three SO4 = Student four Q = Question

A = Answer

Q1: Apakah di SD ada mata pelajaran bahasa Inggris? A1: Ya, ada tapi guru tidak lengkap

Q2: Anda mendapat pelajaran bahasa Inggris sejak SD? A2: Ya. Tapi tidak memahami dengan baik.

Q3: Bagimana pengalaman belajar bahasa Inggris mu di SD? A3: Sangat sulit karena tidak ada fasilitas.

Q4: Apakah SD Anda guru bahasa Inggris lengkap? A4: Sangat kurang tidak ada guru bahasa Inggris.

Q5: Bagimana dengan perlengkapan belajar bahasa Inggris di SD? A5: Perlengkapan sangat minim.

Q6: Apakah ada perlengkapan belajar yang disediakan di SD? A6: Tidak menyediakan sehingga sulit belajar bahasa Inggris. Q7: Apakah ada buku-buku panduan bahasa Inggris di SD Anda? A7: Tidak ada buku-buku panduan.

A8: Minat belajar tapi tidak ada guru bahasa Inggris sehingga tidak belajar. Q9: Ketika Anda belajar di SD apakah suka dengan pelajaran bahasa Inggris? A9: Ya. Suka

Q10: Apakah di SMP dan SMA Anda kekurangan fasilitas sama seperti SD mu? A10: Ya. Sama seperti SD.

Q11: Apakah di SMP dan SMA Anda ada kemajuan bahasa Inggris-Anda? A11: Ya. Sedikit-sedikit bisa.

Q12: Apakah di SMP dan SMA Anda guru bahasa Inggris lengkap? A12: Guru bahasa Inggris tidak lengkap.

Q13: Kalau tidak ada guru bahasa Inggris belajarmu bagimana? A13: Kalo di SMP belajar sendiri di kamus.

Q14: Kalau guru bahasa Inggris tidak masuk kelas? A14: Kalo tidak masuk ya, tidak belajar.

Q15: Walaupun tidak ada guru kamu suka belajar bahasa Inggris ya? A15: Ya. Banget. Tapi masalanya buku tidak lengkap.

Q16: Oke, sekarang saya mau tanya Anda, cita-cita Anda kuliah di Jogya? A16: Sebelumnya tidak ada cita-cita.

Q17: Apakah ada kerja sama sehingga kamu kuliah di Jogya?

A17: Ya, ada kerja sama dengan Pegununangan Bintang dengan Universitas Sanata Dharma.

Q18: Bagimana perasaan Anda pertama kali datang ke Jogyakarta? A18: Ya, perasaannya sangat heran karena kota besar.

Q19: Apakah ada kesulitan dengan lingkungan? A19: Ya. Tentu ada.

Q20: Lalu cara bagimana mengenal kota Jogya?

A20: Dari Dekanat memperkenalkan di tempat-tempat umum seperti tempat sejara, pasar budaya, dan lingkungan kampus.

Q21: Baik, lalu apakah langsung masuk kuliah/ daftar?

21A: Tidak. Ada belajar penyesuaian, belajar satu tahun materikulasi. Q22:Ow, ada belajar materikulasi?

A22: Ya.

Q23: Apa saja yang belajar saat materikulasi?

A23: Banyak mata pelajaran seperti di SMA, persiapan untuk masuk kuliah. Q24: Jadi ada persiapan gitu?

A24: Ya.

Q25: Baik, kalau sudah persiapan tes kampus ya? A25: Ya. Kalo sudah selesai materikulasi tes kampus. Q26: Ow, begitu ya?

A26: Ya.

SD, SMP dan SMA?

A27: Sebenarnya tidak ada tapi ingin belajar dan ingin tahu saja. Q28: Kenapa Anda suka di pendidikan bahasa Inggris?

A28: Karena ingin tahu berbahasa Inggris dengan baik dan benar.

Q29: Oke. Apakah perasaan Anda pertama kali masuk di pendidikan bahasa Inggris?

A29: Pertama masuk perasaannya kesulitan Q30: Apakah ada kesulitan?

A30: Ya. Kesulitan berkomunikasi dan minder. Q31: Ow, minder ya?

A31: Ya. Benar pertama-tama minder. Q32: Bagimana kepercayaan diri Anda?

A32: Kepercayaan diri juga kesulitan tetapi lama-lama bisa sesuaikan. Q33:Pertama-tama sulit juga kan?

A33: Ya. Benar sekali.

Q34: Pertama kali masuk metode-nya bagimana bisa memahami ? A34: Sangat sulit memahami.

Q35: Lalu bagimana cara mengajar dosen pertama kali masuk?

A35: Memperkenalkan mata kuliah tapi menggunakan bahasa Inggris jadi sulit memahami dan juga lebih cepat.

Q36: Ow, penyampaian dosen lebih cepat jadi susa mengerti ya? A36: Ya. Benar.

Q37: Lalu bagimana dengan teman-teman kelas untuk adaptasi? A37: Pertama kali sangat susa untuk kenal dan mengadaptasi. Q38: Apakah ada kesulitan karena perbedaan budaya?

A38: Ya. Tentu perbedaan budaya dan berbeda lingkungan pasti ada kesulitan. Q39: Penggunaan bahasa mereka beda ya?

A39: Ya. Penggunaan logat Papua dan Jawa berbeda sehingga sulit memahami. Q40: Ow, gitu ya? Jadi sulit memahami?

A40: Ya. Benar.

Q41: Lalu bagimana penyampaian Anda teman-teman tangkapi? A41: Mereka sulit untuk menangkapi.

Q42: Apa perbedaan bahasa teman-teman kelas mu dan Anda? A42: Ya, berbeda sehingga teman-teman kadang tidak mengerti. Q43: Ow, pengunaan bahasa mereka lebih cepat dan Anda gitu?

A43: Ya. Dan logat juga berpengaruh mereka lain dengan kami mahasiswa Papua Q44: Bagimana dengan saat diskusi atau kerja kelompok?

A44: Sangat sulit menyampaikan ide, karena masih ragu-ragu menyampaikan ide dan tidak berani ngomong.

A45: Ya. Juga tapi kadang ragu-ragu.

Q46: Ow, masih ragu-ragu menyampaikan ide Anda ya? A46: Ya. Karena salah ngomong dan kurang percaya diri. Q47: Kenapa gitu?

A47: Ya. Karena bahasa berbeda dan teman-teman lain kadang tidak paham apa yang di ngomong. Lalu tidak yakin apa yang menyampaikan.

Q48: Belum yakin ide-nya?

A48: Ya. Takut salah sehingga tidak berani menyampaikan. Q49: Atau kah tidak bisa berani ngomong di depan teman-teman?

A49: Ya. Sebelumnya tidak bisa berani tapi lama-lama bisa menyesuaikan. Q50: Saat diskusi menggunakan bahasa Inggris atau bahasa Indonesia? A50: Ya. Tapi teman-teman kadang mereka menggunakan bahasa Jawa. Q51: Oh, teman-teman Anda gunakan bahasa daerah mereka ya?

A51: Ya. Sehingga kadang tidak menyambung topik diskusi. Q52: Lalu bagimana dengan Anda?

A52: Cuma dengar teman-teman dan kadang yang mengerti sering menyampaikan.

Q53: Oh, makanya Anda tidak menyambung topik diskusi ya? A53: Ya.

Q54: Apakah bahasa Inggris Anda baik?

A54: Masih kesulitan, seperti ungkapan, tata bahasa Inggris dll. Q55: Kenapa Anda tertarik belajar Pendidikan Bahasa Inggris?

A55: Karena ingin tahu belajar bahasa Inggris lebih baik, dan juga cita-cita dari SD dan SMP.

Q56: Apakah Anda ingin jadi guru kedepan? A56: Ya. Ada rencana jika lulus.

Q57: Oh, pengalaman Anda di SMP dan SMA tidak ada guru jadi cita-cita jadi guru di daerahmu?

A57: Ya. Ingin jadi guru bahasa Inggris di daerah. Q58: Oke, itu ide yang baik. Lalu ada cita-cita lain?

A58: Ya. Ada kalo tidak jadi guru kerja di perusahaan dan juga ingin punya bahasa berbahasa Inggris baik dan benar.

Q59: Oh, ingin berbahasa Inggris baik dan benar gitu ya? A59: Ya.

Q60: Oke. Menurut Anda bagimana strategi mengajar dosen di PBI?

A60: Baik. Tetapi para dosen tidak berpengalaman mengajar di Papua sehingga menggunakan metode yang sesuai. Artinya tidak memahami cara belajar mahasiswa Papua.

Q61: Baik, mengajarnya tetapi susa membedakan strategi cara belajar mahasiswa gitu?

A61: Ya. Benar.

Q62: Maksud Anda? Apakah cara mengajar dosen lebih cepat? A62: Ya. Lebih cepat sehingga tidak memahami dengan baik.

Q63: Atau para dosen tidak melihat kondisi cara belajar siswa Papua gitu ka maksud Anda?

A63: Ya. Benar.

Q64: Karena sulit memahami ya?

A64: Ya. Kadang-kadang kesulitan dalam memahami pelajaran dengan tepat. Q65: Lalu bagimana penilaian dosen terhadap mahasiswa Papua di PBI? A65: Tidak sama rata seperti memilih suku. Contohnya, kerja kelompok atau presentasi kelompok tidak sama rata.

Q66: Apakah sama rata atau berbeda dengan mahasiswa lain? A66: Tidak sama rata.

Q67: Jadi apakah ada pelajaran yang ber ualng-ulang?

A67: Ya. Ada banyak seperti structer, book report linguistics, dll. Q68: Kira-kira berapa kali ulang?

A68: Ada yang tiga kali dan ada juga lima kali Q69: Ada 3 atau 5 kali?

A69: Ya. Pernah tiga kali dan juga ada 2 kali dan kadang 5 kali ulang pelajaran yang sama.

Q70: Apakah Anda ingin menyerah dari berapa kali ulang itu?

A70: Ya. Ingin menyerah tapi selalu berusaha dan berjuang walaupun ulang-ulang tidak menyerah. Dan juga ada banyak teman-teman Papua juga pindah prodi dari pendidikan bahasa Inggris dan ada yang pulang kampung karena mereka menyerah.

Q71: Selalu berusaha ya?

A71: Ya. Benar tidak menyerah ada berapa mahasiswa masih tetap belajar di pendidikan bahasa Inggris.

Q72: Baik. Rencana kedepan. Kalau suda mau apa? A72: Kerja Mau jadi seorang guru.

Q73: Kerja apa nantinya?

A73: Mengajar kalo ada lowongan lain tes. Q74: Kerja seperti apa kira-kira?

A74: Ya. Yang bisa dibutuhkan di daerah, guru atau penerjemah. Q75: Guru? Atau perusahaan?

A75: Yang penting pekerjaannya nyaman, dan bisa menghidupi kelauarga. Q76: Baik. Untuk sementara itu. Terima kasih. Nanti kalo masih perlu saya menghubungi untuk minta waktu lagi. Terima kasih.