Vocational High School English teachers` lived experience on English Computer-based national examination.

ABSTRACT

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University.

Assessment is needed in every learning process. In Indonesia to have same standard of graduated students, National examination is conducted. The old method of national examination was paper-pencil test. Although it was old method, it was used until now by some schools. The schools that conducted paper-pencil test was the schools that have not conducted the new method of national examination yet. In 2015 the government started new method in national examination. The new method was computer based test. However, there not all of the schools used this method. Based on Education Department of Yogyakarta, in Yogyakarta there were only 16 schools which conducted this method. All of them were vocational high schools. computer based test started since April 2015. Since this computer based test was new method in national examination, there was various lived experiences from the vocational high school English teachers.

The research problem in this research is “What does the implementation of English Computer Based National Examination mean to Vocational High Schools English teachers in Yogyakarta?”

This research used phenomenology approach. The participants of this research were three English teachers from different schools in Yogyakarta. The interviews were done after the implementation of computer based test. As a result, the wed participants’ story and interpretation regarding the implementation of English computer based national examination. There were four general themes which appeared from the data elaborated. They were facilities, standardization, effective testing method and opportunity. Teachers and students were trained to be familiar with computer based test national examination. There were many advantages of computer based test for teachers, students and government. The facility is the main requirement for conducting computer based test. Then, the national examination result becomes standard of every educational level in Indonesia and one of require to continue higher education. Computer based test also become effective testing method to replace paper pencil test.

Keywords: lived experience, computer based test, assessment, national examination

ABSTRAK

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University.

Penilaian sangat di butuhkan di setiap proses belajar. Di Indonesia untuk mendapatkan standar lulusan yang sama, dilaksanakanlah ujian nasional. Metode ujian nasional dari waktu kewaktu adalah paper-pencil test. Pada tahun 2015 pemerintah mulai menggunakan metode baru dalam ujian nasial yaitu Ujian Nasional Berbasis Komputer. Namun, tidak semua sekolah dapat menggunakan metode baru ini. Berdasarkan Dinas Pendidikan Kota Yogyakarta, hanya ada 16 sekolah di kota Yogyakarta yang sudah menerapkan metode ini. Semua sekolah yang sudah menggunakan metode ini adalah Sekolah Menengah Kejuruan (SMK). Test berbasis komputer ini mulai dilaksanakan pada April 2015. Oleh karena tes berbasis komputer ini adalah metode baru dalam ujian nasional, maka ada berbagi pengalaman mengenai metode ini dari guru mata pelajaran bahasa Inggris di SMK.

Rumusan masalah dalam penelitian ini adalah (1). Apakah makna dari implementasi Ujian Bahasa Inggris berbasis komputer bagi guru Bahasa Inggris SMK di Yogyakarta?

Penelitian ini menggunakan pendekatan phenomenologi. Partisipan dalam penelitian ini adalah tiga guru mata pelajaran Bahasa Inggris yang mengajar di SMK. Wawancara dilakukan setelah sekolah melaksanakan Ujian Nasional Berbasis Komputer ini. Sebagai hasilnya, peneliti memaparkan cerita dari partisipan dan tafsirannya berhubungan dengan penerapan teknik Ujian Nasional Bahasa Inggris Berbasis Komputer. Ada empat tema umum yang didapat dari elaborasi data yaitu fasilitas, standarisasi, metode tes yang efektif dan kesempatan. Guru dan siswa dilatih untuk mengenal metode tes yang baru. Ada banyak manfaat dari test berbasis computer bagi guru, siswa dan pemerintah. Fasilitas adalah syarat utama yang harus ada dalam melaksanakan ujian nasional berbasis komputer. Kemudian ujian nasional juga digunakan sebagai standar atau tolok ukur di setiap tingkat pendidikan di Indonesia dan menjadi salah satu syarat utuk melanjutkan ke jenjang pendidikan lebih tinggi. Ujian berbasis komputer juga merupakan metode tes yang efektif untuk menggantikan paper pencil test.

Kata kunci: lived experience, computer based test, assessment, national examination

VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’

LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED

NATIONAL EXAMINATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Merry Trisna Murti Student Number: 111214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

i

VOCATIONAL HIGH SCHOOL ENGLISH T

EACHERS’

LIVED EXPERIENCE ON ENGLISH COMPUTER-BASED

NATIONAL EXAMINATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Merry Trisna Murti Student Number: 111214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

vi ABSTRACT

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University.

Assessment is needed in every learning process. In Indonesia to have same standard of graduated students, National examination is conducted. The old method of national examination was paper-pencil test. Although it was old method, it was used until now by some schools. The schools that conducted paper-pencil test was the schools that have not conducted the new method of national examination yet. In 2015 the government started new method in national examination. The new method was computer based test. However, there not all of the schools used this method. Based on Education Department of Yogyakarta, in Yogyakarta there were only 16 schools which conducted this method. All of them were vocational high schools. computer based test started since April 2015. Since this computer based test was new method in national examination, there was various lived experiences from the vocational high school English teachers.

The research problem in this research is “What does the implementation of English Computer Based National Examination mean to Vocational High Schools English teachers in Yogyakarta?”

This research used phenomenology approach. The participants of this research were three English teachers from different schools in Yogyakarta. The interviews were done after the implementation of computer based test. As a result, the wed participants’ story and interpretation regarding the implementation of English computer based national examination. There were four general themes which appeared from the data elaborated. They were facilities, standardization, effective testing method and opportunity. Teachers and students were trained to be familiar with computer based test national examination. There were many advantages of computer based test for teachers, students and government. The facility is the main requirement for conducting computer based test. Then, the national examination result becomes standard of every educational level in Indonesia and one of require to continue higher education. Computer based test also become effective testing method to replace paper pencil test.

Keywords: lived experience, computer based test, assessment, national examination

vii

ABSTRAK

Murti, Merry Trisna (2016). Vocational High School English Teachers’ Lived Experience on English Computer Based National Examination. Yogyakarta: Sanata Dharma University.

Penilaian sangat di butuhkan di setiap proses belajar. Di Indonesia untuk mendapatkan standar lulusan yang sama, dilaksanakanlah ujian nasional. Metode ujian nasional dari waktu kewaktu adalah paper-pencil test. Pada tahun 2015 pemerintah mulai menggunakan metode baru dalam ujian nasial yaitu Ujian Nasional Berbasis Komputer. Namun, tidak semua sekolah dapat menggunakan metode baru ini. Berdasarkan Dinas Pendidikan Kota Yogyakarta, hanya ada 16 sekolah di kota Yogyakarta yang sudah menerapkan metode ini. Semua sekolah yang sudah menggunakan metode ini adalah Sekolah Menengah Kejuruan (SMK). Test berbasis komputer ini mulai dilaksanakan pada April 2015. Oleh karena tes berbasis komputer ini adalah metode baru dalam ujian nasional, maka ada berbagi pengalaman mengenai metode ini dari guru mata pelajaran bahasa Inggris di SMK.

Rumusan masalah dalam penelitian ini adalah (1). Apakah makna dari implementasi Ujian Bahasa Inggris berbasis komputer bagi guru Bahasa Inggris SMK di Yogyakarta?

Penelitian ini menggunakan pendekatan phenomenologi. Partisipan dalam penelitian ini adalah tiga guru mata pelajaran Bahasa Inggris yang mengajar di SMK. Wawancara dilakukan setelah sekolah melaksanakan Ujian Nasional Berbasis Komputer ini. Sebagai hasilnya, peneliti memaparkan cerita dari partisipan dan tafsirannya berhubungan dengan penerapan teknik Ujian Nasional Bahasa Inggris Berbasis Komputer. Ada empat tema umum yang didapat dari elaborasi data yaitu fasilitas, standarisasi, metode tes yang efektif dan kesempatan. Guru dan siswa dilatih untuk mengenal metode tes yang baru. Ada banyak manfaat dari test berbasis computer bagi guru, siswa dan pemerintah. Fasilitas adalah syarat utama yang harus ada dalam melaksanakan ujian nasional berbasis komputer. Kemudian ujian nasional juga digunakan sebagai standar atau tolok ukur di setiap tingkat pendidikan di Indonesia dan menjadi salah satu syarat utuk melanjutkan ke jenjang pendidikan lebih tinggi. Ujian berbasis komputer juga merupakan metode tes yang efektif untuk menggantikan paper pencil test.

Kata kunci: lived experience, computer based test, assessment, national examination

viii

ACKNOWLEDGEMENTS

First of all, I would like to express my greatest and highest praise to my Almighty God, Jesus Christ, for giving me strength, guidance, and patience during the process of finishing this thesis. Without His blessing, I would not have been able to finish this thesis and to attain this degree. I also would like to thank Mother Mary for listening to all of my prayers.

I would like to express my deep gratitude to my beloved advisor, Fidelis Chosa Kastuhandani, M.Hum., for his help, guidance, support, and advice from the beginning until the end of the process in finishing my thesis. His support and suggestion have surely helped me. My deep gratitude also goes to the research participants from SMK Negeri 2 Yogyakarta, SMK Negeri 1 Yogyakarta and SMK Negeri 5 Yogyakarta, whom I cannot mention the names, for their willingness to take part of this research.

I would also give my sincere gratitude to my parents, Bapak Heribertus Sarmono and Ibu Tri Widayati, for their endless love, care, prayers, and support during my study, so that I can finish this thesis. I could not imagine how I could finish this thesis without their support. I would like to thank my brother, Ruddy Cahyanto for his love, prayers, and support.

My study in Sanata Dharma University would not be colorful without the love and support from my friends. First, I would like to thank ELESP students of batch 2011, especially PBI Class A family, and our beloved Bunda Christina Lhaksmita Anandari, Ed.M. For my examiners, Miss Carla Sih Prabandari, S.Pd., M.Hum., and Dr. Antonius Herujianto, M.A. thank you so much for guiding me patiently during my thesis defense.

I would also like to give my gratitude to Br. Titus, Anind, Sella, Sr. Leo, Cantia, Olive, Vania, Teresia Dian, Santa Monica, and Irene for motivating me and sharing joy, tears, and spirit from the beginning until the end

ix

of my study. My gratitude also goes to my friends in UKM NATAS (Dedi, Nino, Nana, Vania Rosa, Eva and other members that I cannot mention) for being my family in almost 3 years. I would like to thank my family in Yogyakarta, my grandmothers, my aunty, my uncles, for the support, love and caring.

My special gratitude goes to Thomas Baskoro Riandaru and Mas Guntur Firmansyah for the love, care, patient and support during the highest and lowest part in my life. I could not imagine how I finish my thesis without their support.

Finally, I would also like to thank the readers of this thesis and everyone, whom I cannot mention one by one, for the love, support, prayers, and help during the process of finishing this thesis. May Jesus Christ always be with them.

x

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK'S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENT ... x

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I INTRODUCTION ... 1

A.Research Background ... 1

B.Research Problem ... 2

C.Problem Limitation ... 2

D.Research Objectives ... 3

E.Research Benefits ... 3

F.Definition of Terms ... 4

1.Definition of Lived Experience ... 4

2.Computer Based Test ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ... 7

A.Theoretical Description ... 7

xi

a. Computer-Based Test………. 9

b. National Examination……… 14

2. Vocational High School ...17

a. Curriculum………...18

b. Subject……… ...19

3.English Teacher ...20

a. Role……… 20

b. Activities………21

c. Test Preparation……….22

d. Vocational High School Teacher………...23

4.Lived experience ...23

B.Theoretical Framework ... 24

CHAPTER III. METHODOLOGY ... 28

A.Research Method ... 28

B.Research Setting ... 29

C.Research Participants ... 29

D.Instrument and Data Gathering Technique ... 30

E.Data Analysis Technique ... 32

F.Research Procedure ... 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ... 34

A.Text description ... 34

1. Story of Participant 1 ...34

2. Story of Participant 2 ...37

xii

B.Interpretation ... 39

1.Facilitation...39

2.Standardization ...41

3.Effective testing method ...44

5.Opportunity ...46

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 48

A.Conclusions ... 48

B.Suggestions ... 50

REFERENCES ... 52

xiii

LIST OF FIGURES

Figure 2.1 Test assessment and teaching………....8 Figure 2.2 Policy changes of National Examination………17 Figure 2.3 Construct of the research ………27

xiv

LIST OF APPENDICES

Appendix 1 The Research Permission Letter………. 52

Appendix 2 Interview Guidelines ... 53

Appendix 3 Sample of Research Verbatim ... 58

1

CHAPTER I

INTRODUCTION

This chapter is made to provide basic information to the reader about the teachers’ lived experience on the implementation of National Examination using computer to assess English subject. This chapter consists of six sections, namely research background, problems limitation, problem formulation, research objectives, research benefits, and definition of terms.

A.Research Background

A test, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in a given domain (Brown, 2004, p.3). There are many ways and methods to assess students. Paper-pencil test was known as one method for the National Examination (NE) in Indonesia. Then, in 2015 Indonesian government started to introduce new testing method using computer in NE. It was the first time Indonesia used Computer Based Test (CBT) as a method to assess some of vocational high school students in Indonesia. There were also new rules about NE, in 2015 the exam was not the main requirement to graduate from Vocational High School. About 515 schools and about 160.000 students were able to do the NE using CBT. (Permanasari, 2015) These schools have passed the verification process. The schools should have computer laboratory and internet connection to conduct the test. Since CBT is a new testing method based on technology in NE the researcher wants to know what computer based test

means for Vocational High Schools English teachers with the implementation of CBT for English national examination. Therefore, in this research, the researcher did not focus on “test as a method of measuring a person’s ability” but the researcher focused on "computer based test as new test method in national examination”.

B.Research Problem

Computer based test was new method of national examination in Indonesia. Then, the English teachers should be aware of what, why and how the computer based test could influence the process of national examination. The English computer based test gave experiences to the teachers and the students of what English computer based test that was conducted in their schools was. Therefore, based on the discussion of the topic above, this research is conducted to answer this following question:

“What does the implementation of English Computer Based National Examination mean to Vocational High Schools English teachers in Yogyakarta?”

C.Problem Limitation

This research focused on the teachers’ lived experience on the implementation of English computer based national examination. The teachers who participated to this research were teachers from schools that had conducted computer based test. It because this research is about lived experience of English CBT national examination, so the participants should have experience of CBT.

The goal of this this research was to explain teachers’ lived experience in English national examination with CBT. There were some subjects that were tested in computer based national examination. The researcher limited the discussion based on how the English teachers inteprete the implementation of computer based national examination. The researcher focused on the English computer based national examination. This research was more on the teachers’ experiences rather than researcher’s views.

D. Research Objectives

This research is aimed to describe the teachers’ lived experience on the implementation of English computer based national examination. Therefore, the objective of this study was to describe what the teachers’ experiences on the implementation of English computer based national examination.

E. Research Benefits

This research gives several benefits to the education field that can be stated as follows:

1. School

The findings in this research are believed to be beneficial to the school to prepare the National Examination. Since computer based test is new method that is used in Indonesia, the schools need to know what computer based test is. The explanations in this research will be very useful to help the schools prepare the test.

2. Teacher

This research also gives benefits to the teachers, especially for the teacher of several subjects that will be assessed in national examination and for teachers whose schools have not conducted computer based test national examination. The researcher focuses in English subject. By reading this research the teachers will know what they should do to prepare the students to face the computer based test national examination. Through this research, the teachers are expected to be able to use computer based test as the method of assessment in the classroom.

3. Policy Makers

This research is beneficial to the government especially for the Cultural and Educational Minister to know the strengths and the weaknesses of this Computer Based Test that really happen in the school. Then, the policy makers can do some improvements to make the Computer Based Test better.

4. Other Researcher

This research also gives benefits to the other researchers who may have an idea to conduct the research related to the NE assessment. The researcher hopes that this research can inspire and build new idea for the other researchers to find the further decision related to Computer Based Test that may be beneficial to students, teachers and other target of research.

F. Definition of Terms

In the definition of terms there are two terms related to the research. Those terms are lived experienced and computer based test.

1. Definition of Lived Experience

According to van Manen (1990) lived experience is the starting points and end points of phenomenological research. Phenomenology research is used to transform lived experience into a textual expression of its essence. In this study the researcher wants to describe the English teacher lived experience in the implementation of English and how the teachers’ reflection of this new method of national examination. Moreover, Van Manen (1990) describes that through meditations, conversations, day dreams, inspiration and other interpretative acts then assign meaning to the phenomena of live our life. Then, the lived experience in this research is what teachers mean about the implementation of computer based test national examination.

2. Computer Based Test

Luecht and Sireci (2011) say Computer Based Test is a broad-based industry that encompasses a large variety of assessment types, purposes, test delivery designs, and item types appropriated for educational accountability and achievement testing, college and graduate admission testing, professional certification and licensure testing, psychological testing, intelligent testing, language testing, employment testing, adult education, military use.

Some argue that computer-based testing, pushed into its ultimate level, might mitigate against recent efforts to return to its artful form of being tailored by teachers for their classrooms, of being designed to be performance-based, and of allowing a teacher-student dialogue to form the basis of assessment. (Brown, 2004, p.15). Computer-based testing, with computer adaptive test (CAT)

technology offers some advantages according to (Brown, 2004) like classroom-based testing, self-directed testing on various aspects of language (vocabulary, grammar discourse, one or all of the four skill, etc), practice for upcoming high-stakes standardized tests and large-scale standardized tests that can be administrated easily to thousands of test-takers at many different station, then scored electronically for rapid reporting of result.

Computer-based assessments (CBAs) are now in widespread used in higher education. This linked with a general diversification of assessment procedures which caused the higher education producing graduates with a range of specific and transferable skills from participants. (Brown, Bull, and Race, 2003). While, the computer based test in this research is a new test method that uses computer as a media to replace pencil-paper test in national examination.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the theories that related to this research. These theories used to answer the research problems logically. There are two parts in this chapter. The first part discusses about theoretical description. The researcher divides this theoretical review in four sections: test, vocational high school, English teacher, lived experience. Then the second part discusses about theoretical framework. The researcher will relate the theories to the study in the theoretical framework.

A. Theoretical Description

In this study, the researcher uses some theories that are related to the research of teacher lived experience in English computer based National Examination. The explanation includes the discussion of Vocational High School, English teacher, test, computer based test, national examination, computer based national examination.

1. Test

Test is a part of assessment. According to Wiggins (1998) the aim of assessment is primarily to educate and improve student performance, not merely to audit it. So that assessment should not be the judgement for students whether they pass or fail in learning process. Assessment is based on an education model of learning and the model cited by most authors is that Bloom (1956), whose

taxonomy is based on the hierarchy of six educational objectivities (Brown, Bull, and Race (2003). Test is prepared administrative procedures that occur at identifiable times in a curriculum when learners master all their faculties to offer peak performance, knowing that their responses are being measured and evaluated (Brown, 2004). Test is a part of assessment and the assessment is a part of teaching. Here is a diagram of the relationship among testing, teaching, and assessment

Figure 2.1. Tests, assessment, and teaching (Brown, 2004, p.5)

Based on National Examination Standards Operating Procedure Year 2014/2015 (SOP 2014/2015), in the English computer-based national examination, there are 50 items, consist of 15 listening comprehension task item or 15 reading item for deaf students and 35 items of multiple choice. Time allocation for doing the test is 120 minutes. Traditionally, computer-assisted assessment (CAA) has been synonymous with multiple choice questions (MCQs) (Heywood, 1989). So, both of CAA and pencil-paper based questions are same, because both of them use multiple choice questions. The main difference of those method is the media pencil-paper based test uses paper and CAA uses computer.

TEACHING

ASSESSMENT TEST

a. Computer-Based Test

Computers are becoming an essential part of everyday life, requiring most of the population to become skilled in the use of common information technology (IT) tools such as word processors and spreadsheets (Brown, Bull, & Race, 2003). Computers are used almost in every public places such as companies, hospitals, airport, library, universities, schools, and other places, even in our house.

According to Brown, Bull, and Race (2003) computer based assessment (CBAs) are now in widespread used in higher education. Based on Ripley (2009) computer-based exams are part of e-assessment, which Ripley (2009) defines as “the use of technology to digitize, make more efficient, redesign or transform assessments and tests” that is includes “professional examinations, qualifications, certifications and school tests, classroom assessment for leaving” (p.93). Over the years the other ways in which assessments could be facilitated by using computers have been envisaged and in many cases tried. Surgeons and pilot often do computer-based exams using simulators, some oral language exams have included „talking‟ into the computer (Pearson Education Australia, 2012, as cited in Newhouse (2013).

Futrell & Geisert (1995) say computers play a role in instruction similar to that of other media such as overhead projectors, textbooks, work sheets, or film. The computer is important to the degree that it contributes to the teaching and learning process. The goals of computer-using teacher are in art, science, mathematics, language arts, social studies, or other disciplines, not in computer (Futrell & Geisert, 1995). As Futrell say before that the main point in using

computer in teaching is not teaching about computer but any subject beside computer. So, in other word teacher can use computer to teach any subject they need.

Computer based examination is the form of assessment in which the computer is an integral part of question papers‟ delivery, response storage, marking of response or reporting of result from a test or exercise (Whittington, Bull & Danson, 2000). Computer based examination can be used to promote more effective learning by testing a range of skills, knowledge and understanding. Accessing and managing of information and managing and developing communication skill are possible to assess online which cannot be assessed in regular essay based examination (Brown, Race, & Bull, 2003). Then, according to Bodmann and Robinson (2004) computer based test offers several advantages over traditional paper-and-pencil or paper-based. Technology based assessment provide opportunities to measure complex form of knowledge reasoning that is not possible to engage and assess through traditional method. It is also important that sitting a computerize assessment in a non IT-based subject should require nothing more than very basic computer skills; such as maze navigation and „clicking procedures‟ (Brown, et al 2003).

Computer-based test (also known as “computer assisted” or “web-based” test) are small-scale “home grown” tests available on websites (Brown, D 2004, pp.14). In the early years of CBT many fairly basic design issue baffled testing companies and states as they sought to transfer paper and pencil test onto a computer-based platform (Thompson, at.al, 2006 as cited in Thurlow, Albus, &

Hodgson, 2010). The computer-based exam could be delivered on a stand-alone personal computer, or within an isolated Local Area Network (LAN) or use online technologies, such as web-pages over the internet (Taylor, 2005). Nowadays computer based test have been used in many countries, including Indonesia.

In 2015 Indonesian used this in National Examination (NE) as one of examination method. According to Brown, et al (2003) from the teacher‟s point of view, the most meaningful way to test the utility of computer-based assessment may be to compare it with what existed before. In national examination there are two method of testing. First method Paper-Based Test or Paper-Pencil Test. The second is Computer Based Test (CBT). Based on National Examination Standards Operating Procedure 2014/2015 from BSNP, Paper Based National Examination (Paper Based Test (PBT) that hereinafter called UN-PBT is an examination system in National Examination (NE) that uses exercise sheets and National Examination Answer Sheets (NEAS) paper-based. While Computer Based Test National Examination is an examination system in NE that uses computer system.

1) Advantages and Disadvantages of Computer Based Test

Based on the National Examination Policy Changes from Indonesian Educational and Cultural Minister there are two main advantages of CBT. First, improve quality, flexibility and reliability of national examination. Second, expedite the procurement process of national examination that faster and more detail for students, parents, and schools. Then, the other advantages of CBT also make the students on time to start the NE, less time to work on grade manually

and make written report. There was no logistic work such as distributed the answer sheet, save the paper, test participant also could see the result faster (Suyanto, n.d.). Davey (2011) also says that for the random form items in CBT also more secure because the students cannot cheat their friends. Moreover, based on Kozma (2009) there were also other advantages of CBT such as; reduced cost; increased adaptability to individuals; opportunity to collect process data on student performance; the provision to tools integral to modern practice, and the last were better feedback data.

Although CBT has some advantages it also has some disadvantages. Based on Suryanto (n.d.) CBT make schools dependence of computer, need sufficient computer laboratory (hardware and software), and when there were system bugging the implementation of CBT should be postponed, and students should have knowledge and skill of computer. Dunkel (1991) also says that usage of CBT also concern on the high cost of computer hardware and software. Moreover, based on Dunkel (1991) other disadvantages of CBT is the time required to introduce examinees with the computer before test. In other word, the examinees have to familiar with computer before CBT.

According Kozma (2009) there are two main challenges of CBT. First challenge is using digital technologies including: the need to choose between standardization and “native” application and the need integrated application and system. Then, schools also need to choose between stand alone and online implementation. Using CBT also need to deal with security of data and there are limited examples of high-quality assessment supported by digital technologies.

The second challenges based on Kozma (2009) is methodological challenge. Methodological challenges contain some aspects, first, the extent of equivalence with paper-pencil. Then, the others challenges are the design of appropriate complex tasks, making efficient and reliable high-level professional judgement, and scoring students‟ processes and strategies.

2) Computer-based test national examination criteria

Based on Prosedur Operasional Standar Penyelenggaraan Ujian Nasional Tahun Pelajaran 2014/2015 from BSNP, there are some criteria to become a school that use UN-CBT. First, there are available infrastructures as the followings; (1) Personal Computer (PC) or laptop as client with the ratio of the amount client and the number of UN participant minimum 1:3 and reserve client minimum 10%; (2) Adequate server that equipped with UPS; (3) Local Area Network (LAN) with cable media; (4) Adequate speed internet connection; (5) Adequate intake electricity (have adequate generator set is preferred) (6) Adequate examination room.

Second, school/madrasah that has A for accreditation is preferred. Those are the school criteria for conducting UN-CBT based on BSNP. For schools that did not have one or more than one of those criteria and did not pass verification level cannot conduct UN-CBT.

b. National Examination

1) A Brief History of National examination

According to Kellaghan (2004) a national assessment is an exercise designed to describe the level of achievements; not of individual students, but of a whole education system, or a clearly defined part of it. Then, based on Educational and Cultural Minister‟s Decision no 5 years 2015, national examination means the activity of measurement and grading the achievement of competence of graduates in certain subjects. National examination had been changed time to time. Here are the changed of NE based on Hartanto (n.d.). First, in 1965-1971 the final examination system named Ujian Negara and applied for all subject. In this period, the examination still centralized so the implementation was decided by the government. Then, in 1972-1979 Ujian Negara was deleted and replaced with Ujian Sekolah. This system gave authority for each school to conduct their own final examination. Exercise and result process also submitted to the schools. The central government role was only arranged and release general examination guideline.

After Ujian Negara, in 1980 until 2000 it changed became Evalasi Belajar Tahap Akhir Nasional (EBTANAS). This system was applied to improve and control education quality. It was also used to get indicator (grade) that mean “same” to make it as comparison among schools. In the implementations, EBTANAS had many weaknesses in academic aspect and implementation technique. Because of the weaknesses of EBTANAS in 2001-2004 it was changed

became Ujian Akhir Nasional (UAN). There was a big difference between EBTANAS and UAN in the way of determining graduation. (Hartanto, n.d.)

Then in 2005, to reach compulsory quality, the government applied national examination for junior high school and senior high school or equal. Meanwhile, for elementary school or equal Ujian Akhir Sekolah Berstandar Nasional (UASBN), now called National Examination (NE) just implemented in 2008. The evaluation in a form of NE was supported by a system that secure the quality and the secret of NE question and also the implementation of NE that safe, honest and fair.

The NE result was used as one of determinants of students‟ graduation from an educational unit. Then, it also became one of the considerations for admission to continue higher education level. The result of NE also used to make quality mapping, develop and provide assistance for quality improvement.

2) Strengths and weaknesess of National Examination

Although NE get many criticism, NE also has positive sides. Based on Hantanto (n,d), there are some advantages of NE: first, NE used to improve and repair education quality. Second, NE can grow both students‟ and teachers‟ motivation in learning process. Then, for the schools NE can be used to classify the school. Besides that, NE is also used to balance the weaknesses of evaluation that were conducted by teachers. NE also became independent evaluation tool that more objective than local evaluation. The last, NE can be used as consideration in

new students‟ admission of higher education level. (Peraturan Pemerintah Nomor 19 Tahun 2005, Pasal 68)

Based on National Examination Policy Changes from Indonesian Educational and Cultural Minister there are some weaknesses of NE such as; cheating behavior, teaching-to-the-test behavior, students became “victim” (answer sheet dirty or ripped in paper-pencil test), students became distress, the learning process did not finish, lack of standardize test, and high-stake testing attitude.

3) Policy Changes

In 2015 there were some policy changes of NE. According to National Examination Policy Changes from Indonesian Educational and Cultural Minister the policy changes of NE in 2015 are: NE is not used as the main determinant of graduation (students graduation is determined by schools). Then, NE can be done some times to repaired the reach of standard. The last, NE have to take once (minimum), started in 2016, NE will be done earlier to give time for optional remidial. Here is the policy changes about NE 2015 diagram:

YES

NO

NO

YES

Figure 2.2. Police Changes Adapted from National Examination Policy Changes from Indonesian Educational and Cultural Minister 2015 (kemendikbud.go.id)

2. Vocational High School

According to Educational and Culture Minister‟s decision No: 0490/U/1992 Vocational High School is a form of secondary education units which is held to continue and enlarge primary education, then prepare the students to enter the workforce and develop professional manner. There are six categories programs in Vocational High School according to Educational and Cultural

Organizer Examination Type Result

School

Class repeatation School Final Examination

Graduate?

Certificate of Graduation

Country National

Examination _Remedial?

Certificate of NE Result

National Examination Repeatation

Minister‟s decision no.080/U/1993: Agriculture and Forestry, Technology and Industry, Business and Management, Public Welfare, Tourism, and Arts and Crafts.

According to Petunjuk Pelaksanaan Sistem Pendidikan Nasional 2003 Vocational High School‟s goal is improving students‟ knowledge and skill to prepare them as middle-level manpower who are skilled, educated, professional, and be able to develop themselves accordance with knowledge and technology development. Vocational High School focused on the students‟ skill after graduate because they are prepared to enter the workforce.

a. Curriculum

Curriculum in Vocational High School is simple, flexible, dynamic, and relevant. Its material and organizing can be adapted by ongoing process in school level. In order to make the curriculum of Vocational High School really link and match with the needs of workforce, then adaptation and synchronization of the curriculum must be done time to time (Petunjuk Pelaksanaan Sistem Pendidikan Nasional, 2003)

Based on Educational and Cultural Minister‟s decision no 60/2014 curriculum that used in vocational high school since 2013/2014 called Curriculum 2013 of Vocational High School/Madrasah Aliyah Kejuruan. Curriculum 2013 consist of; basic framework, curriculum structure, syllabus, and guidelines subjects. Basic framework in Curriculum 2013 consist of philosophy, sociological, psycho-pedagogic, and juridical that suitable with National Education Standard.

Curriculum is important in education because classroom decisions cannot be made without reference to structures operating outside the classroom. (Lamb and Nunan, 1996). Curriculum development represents a dedicate juggling act involving the incorporation of information about the students, the language, and about the learning process. Based on Lamb and Nunan (1996), curriculum is taken to refers to statements about what should happen in the teaching and learning situation. It means that curriculum have been produced to guide teaching and learning.

Curriculum structure is the organizing of main competence, basic competence, content of learning, subjects and the burden of learning in every educational units and educational program. Main competencies in Curriculum 2013 consist of; spiritual attitude main competence, social attitude main competence, knowledge main competence, and skill main competence. While basic competence is the breakage of main competences. (Educational and Cultural Minister‟s decision no 60/2014)

b. Subjects

Based on Educational and Cultural Minister‟s decision no 60/2014, subjects of Vocational High School are divided as three groups; regular subjects group A, regular subject group B, and vocational specialization subject group C. Regular subject group A is a curricular program that aims to develop attitude competence, knowledge competence, and skill competence of students as basic and strengthening capabilities in the life of society, nation, and state. Regular subject group B is a curricular program that aims to develop attitude competence,

knowledge competence, and skill competence of students, related to environment in social, cultural and art field. Then, vocational specialization subject group C is a curricular program that aims to develop attitude competence, knowledge competence, and skill competence of students‟ accordance with the interest, talent and/or the ability in vocational fields, vocational program, vocational package.

. Regular subject group A consist of six subjects; Religious and Moral Education, Pancasila and Nationality Education, Bahasa Indonesia, Mathematic, Indonesian History, and English. Then, for regular subject group B consist of three subjects, they are; Art and Culture, Sport Physical Education and Health, and Craft and Entrepreneurship. The last, vocational specialization subject group C is grouped in stages of Basic Vocational Field, Basic Vocational Program, and Vocational Package. Based on Educational and Cultural Minister‟s decision no.080/U/1993 there are six program categories in Vocational High School. However, in Educational and Cultural Minister‟s decision no.60/2014 there are nine basic vocational fields; Technology and Engineering, Information and Communication Technology, Health, Agribusiness and Agro-technology, Marine and Fisheries, Business and Management, Tourism, Artwork, and Performing Art.

3. English Teachers a. Role

Hammer (1991) suggest that most classroom roles required of the teacher can be placed somewhere along a continuum, with “teacher as controller” and one extreme, and “teacher as facilitator” at the other. Based on Lamb and Nunan (1996) the controller role is appropriate at those time in the lesson when

the teachers want the whole class to be attending to what they have to say. Other roles include teacher as assessor, the teacher as organizer, teacher as prompter, the teachers as participant, the teacher as resource and the teacher as investigator. Based on Hammer (1991) the roles of teacher in traditionalism view of on the nature of language and learning; as central and active (teacher-dominated method); as provides model (controls direction and pace). Then in communicative language teaching view, teacher become facilitator of the communication process, needs analyst, counselor, and process manager. Besides that, Richard (1998) also says the role of teacher‟s principles and believes and how these shape their approaches to teaching has also become an issue of increasing significance in teachers understanding of teaching.

b. Activities

In the classroom activities for English subject depends on the skills that will be learned. It can be writing skill, reading skill, speaking skill or listening skill. In Curriculum 2013 the teacher can just follow the syllabus from the government. However, the teacher also can use other learning material as long as it still has same topic with the syllabus. Based on Hammer (1991) the classroom activities from traditionalism views on the nature of language and learning are dialogues and drills; repetition and memorization; and pattern practice. While in communicative language teaching views the classroom activities should engaged learners to communication; involve processes such as information sharing, negotiation of meaning and interaction. The researcher finds that the communicative language teaching views is similar with the goal of Curriculum

2013. Then, to reach the goal of teaching teachers also use effective media. From three Vocational English teachers as participants in this research, all of them use computer in the classroom activities. The participants used computer as a media to present videos, movie, songs, or PowerPoint related the learning material. As Lamb and Nunan (1991) say it can allow the non-native teacher to bring samples of genuine interaction to the classroom and enable the students to eavesdrop on that communication, studying it repeatedly, and absorbing aspects of communication that are difficult to access in any other way.

c. Test Preparation

The participants in this research were tried to prepare their students for CBT national examination by using computer in learning process. It helped students familiar with computer. Computer and related device are used as measuring tools. Information technology can also permit the learners to take many more accurate measurements and so engage in creative exploration of a phenomenon. Kastuhandani (2011). As had explained in previous topic in 2015 Indonesia also used computer as a measurement tools as national examination media. The government also conducted computer based try-out as a preparation for the students to take CBT so that they know how CBT work. Besides that, government also conducted paper-pencil test try-out for the students in schools that had not used CBT yet. According to National Examination Policy Changes from Indonesian Educational and Cultural Minister (2015) the policy maker also prepares some improvements on the quality of NE question (deep-learning and contextual). There will be followed by survey and questioner to identify the

factors that influence NE goals. There is also the use of CBT national examination for some schools that had passed the verification.

d. Vocational High School Teacher

Study program teacher‟s role is teaching one or more subjects or study program theory, including normative, adaptive, or productive program. According to Petunjuk Pelaksanaan Sistem Pendidikan Nasional (2003) Vocational High School which consist of various field of expertise, needs teacher with educational background, ability and vocational skills which called specialization. It is matched with their educational background, ability and their areas of expertise majors. There is specialization teacher who has authority to teach only a certain subject, and there is also teacher who teaches more than one related subjects. In Vocational High School there are 21(twenty-one) expertise field which consist of 89(eighty-nine) expertise programs. Teacher need analysis based on learning pattern which is required by applicable curriculum. (Petunjuk Pelaksanaan Sistem Pendidikan Nasional, 2003)

4. Lived Experience

Phenomenology is the study of the lifeworld. The world as people immediately experience it pre-reflectively rather than as people conceptualize, categorize, or reflect on it (Husserl, 1970b; Schutz and Luckmann, 1973, as cited from van Manen (1990). Lived experience is the starting point and end point of phenomenological research. From a phenomenological point of view, to do reseach is always to question the way people experience the world, to want to know the world in which people live as a human being (van Manen, 1990). Based

on Dilthey 1985, as cited in van Manen (1990) in its most basic form lived experience involves our immediate, pre-reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware itself. Lived experience is about how people see a phenomena and make a reflection of it. Dilthey also suggested that 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 reverberation of emotional life” (p.59).

Based on van Manen (1990) lived experiences gather hermeneutic significance as people (reflectively) gather them by giving memory to them. Through meditations, conversations, day dreams, aspirations and other interpretive act people assign meaning to the phenomena of lived life. Lived-experience descriptions can be found in a multitude of expression or form; in transcribed taped conversations; in interview materials; in daily accounts or stories; and so on. Naturally, some types of descriptions of lived experiences are more difficult to gather than others (van Manen, 1990). There always be something for us to gather when a person shares with us a certain experience.

B.Theoretical Framework

The integration of technology and assessment could give many benefits for teachers, governments, and students. Computer Based Test could be solution for the weaknesses of paper-pencil test. The used of CBT in national examination also could decrease the NE budget. Computer based test in national examination give students and teachers a chance to improve their computer skill beside their knowledge skill. Meanwhile, CBT national examination provides the vehicle for

the learner to be familiar with development of technology, motivate in test preparation, and honest.

The implementation of computer based test give many benefits for teachers and students. The students will not spend much time to encircle the answer sheets with pencil. Although it sounds simple it influences the result of the test. If the students do not circle the answer properly, their answer cannot be read by the computer. However, in computer based test that kind of situation will not happen. The students just have to click the answer and it will be saved by the program.

The new method of national examination gives the opportunities to teachers and students to have new experience. Conducting this computer based test is not really easy because of the requirement that should be fulfilled. Then, the success of the implementation of English computer based test national examination will be explained by some English teachers from different schools.

In this research, the researcher provided the construct of the research in order to get a clear explanation of how Vocational High School English teachers gave meanings in the implementation of English computer based national examination. In order to gain the data, the researcher discussed the teachers‟ background including educational background, their previous experience and their personal motivation. Besides, the researcher also discussed the teachers‟ belief in English subject, teachers‟ belief in test and teachers‟ belief in computer including each advantages and disadvantages.

Then the researcher discussed about what computer based test is, its benefits in education, and how teachers‟ belief in computer based test. The researcher also discussed the teachers‟ belief in national examination. The researcher gave the opportunity to the teachers to give meaning toward national examination, its method, advantages, disadvantages, and their experience in national examination. The construct of research was drawn systematically as follow:

Figure 2.3 Construct of the research Vocational High Schools' English Teachers' lived experience on English Computer-Based National Examination English Teacher

Background Experience

Familiar with Internet Personal Motivation Believe in English Advantages Disadvantages

Believe in Test

Advantages Disadvantages Experience in using test Believe in Computer Advantages Disadvantages Computer-Based Test Definition Believe in Computer Based Test Advantages Disadvantages Experience in using

Computer-Based Test National Examination Believe in National Examination Method

Pencil - Paper Test Strengths

Weaknesses Computer-Based Test Advantages Disadvantages Experience in National Examination English Computer-Based National Examination

Definition of English Computer-Based National Examination Advantages Disadvantages Teacher's lived experience on the implementation of English Computer-Based Examination

Belief in English Computer Based National Examination Belief about the advantages

Belief about the disadvantages

Problems: for teachers, for students, for others

28 CHAPTER III METHODOLOGY

This chapter provides the explanation of research method, research participants, research setting, instrument and data gathering techniques, data analysis techniques and research procedures.

A.Research Method

In this research, the reseacher used the qualitative approach. Based on Ary, Jacobs, Sorensen, and Razavieh (2002) qualitative inquires seek to interpret human actions, institutions, events, customs, and the like, and in so doing construct a “reading”, or portrayal, of what is being studied. The strengths of qualitative studies should be demonstrated for research that is exploratory or descriptive and that stresses the importance of context, setting, and participant’s frames of reference (Marshall and Rossman, 2006: p.54). In order to gather the data, the researcher interviewed three Vocational High School English teachers to see how they gave meanings to the implementation of English Computer Based National Examination.

In this research the researcher wants to describe the teachers’ experiences about English Computer Based National Examination. The researcher uses phenomenological research. According to van Manen (1990) phenomenology is the systematic attempt to uncover and describe the structure, the internal meaning structures, of lived experience. According to Moustakas (1994) the empirical

phenomenological involves a return to experience in order to obtain comprehensive description that provide the basis for a reflective structural analysis that produce essence of the experience. The aim of phenomenological study is to determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it. Phenomenological study uses to find the essence or structure of the experience. (Moustakas,1994).

B.Research Setting

The interview was conducted in January 4th, 2016 to January 12th, 2016. There are three participants in this research. As stated previously, they are teaching in three different schools that have conducted Computer Based National Examination before. In order to find the schools in Yogyakarta that have conducted the Computer Based National Examination, the reseacher looks for the information to Yogyakarta Educational Department. Then, the researcher got the list of school, the reseacher permitted to three schools that have choosen before. After that, the reseacher met the teachers and make an agreement when we would conduct the interview. After the researcher and the participants made the agreement, the researcher went to the schools and conducted the interview there.

C.Research Participants

This research was conducted by interviewing three English teachers who are teaching in different Vocational High Schools in Yogyakarta. The researcher chose the participants purposively. According to Ary, Jacobs, and Sorensen

(2010), in purposive sampling, sample elements judged to be typical, or representative, are chosen from the population. In purposive sampling, the researcher chose the participants based on certain criteria. The researcher made three criteria as follows: first, the participants are Vocational High School teachers. Second, the participants are teaching English. Then the third, participant had experienced of English Computer Based National Examination preparation.

In this research, the participants are teaching in Yogyakarta. Since the participants are teaching in different school, then they will have different experiences in English Computer Based National Examination.

D.Research Instruments and Data Gathering Technique

The researcher gathered the data by interviewing three Vocational High School English teachers from different schools, who had already implemented English computer-based national examination. According to Seidman (1991) Recounting narratives of experience has been the major way throughout recorded history that humans have made sense of their experience (p.2). Interview is used to gather data from people about opinions, beliefs, and feelings about situations in their own words (Ary, Jacob and Sorensen, 2010). The purpose of the interview is to know the teachers’ perception of English computer-based national examination. The data collection was an open-ended interview. Since the research method that used in this study is phenomenological research, the interview is typically more probing and open-ended and less structured than the interview used in quantitative research but varies considerably in the way it’s conducted (Ary, Jacob, and Sorensen, 2010: p.438). According to Patton (2002) the purpose of

gathering responses to open-ended questions is to understand and capture the points of view of other people without predetermining those points of view through prior selection of questionnaire categories. The interview was used to gather data of people’s opinions, experiences, and beliefs on their own way, rather than testing hypothesis.

The advantages of conducting interviews are that interviews give data of personal opinion that cannot be obtained through questionnaire or observation. Interviewing provides access to the context of people’s behavior and thereby provides a way for researchers to understand the meaning of that behavior. A basic assumption in in-depth interviewing research is that the meaning people make of their experiences affects the way they carry out that experience. (Seidman 1991: p.4)

Another advantage of conducting interviews based on Seidman (1991) is that interviews are powerful way to gain insight into educational issues through understanding the experience of the individuals whose lives constitute education. The strength of an interview as a qualitative method is that the researcher understands the experiences of the participants. Those experiences were told during the interviews. Conducting interviews give the researchers a chance to get deep information from the story of the interviewees. According to Seidman (1991) Telling story is essentially a meaning-making process in which people select details of their experiences from their stream of consciousness. Therefore, the researchers can develop their argumentation upon the rich resources.

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terakhir saya dengar dari teman saya sekarang menjadi lebih mudah tetapi belum lagi sampe disitu karena sudah sibuk dengan materi-maeri yang sekarang saja sudah kayaknya siswa itu sudah sibuk sekali. Iya, iya. Kalau kebetulan sedang membahas misalnya tentang surat lamaran. Saya minta mereka untuk browsing surat lamaran dalam bahasa Inggris di internet, CV seperti apa, surat lamarannya seperti apa. Iya internet sangat membantu saya. Evaluasi itu harus. Sesuatu yang wajib dilakukan. Ya sangat penting untuk mengetahui seberapa pahamnya siswa dengan pelajaran yang sudah kita beri. Untuk memetakakan siswa juga yang manasih siswa yang perlu perhatian lebih, perlu bantuan. Itu juga dari situ kalau tidak kan kita nggak tahu. Saya menggunakan tes essay, tes multiple choice itu untuk yang jenis test kalau yang nontest saya gunakan yang portofolio. Misalnya saya meminta mereka membuat sebuah karangan tentang kebiasaan mereka sewaktu mereka kecil. Atau ketika mempelajari soal makanan soal resep-resep masakan maka saya akan meminta mereka untuk membuat resep masakan Indonesia. Misalnya How to make gethuk? Jadi itu mulai dari, merekaharus menuliskan mulai dari bahan-bahannya apa, alat masaknya apa, kemudian cara masaknya bagaimana, cara penyajiannya bagaimana itu dalam bahasa Inggris. Ya karena yang tersedia dan yang sesuai dengan kebutuhan siswa baru itu. Kalau melalui program kebetulan kita belumada program yang disepakati untuk dipakai disekolah ini. Jadi seperti itu. Enggak pernah, saya tidak menggunakan laptop, email, atau via internet untuk evaluasi belajar. Saya merasa justru tidak efektif, karena kita belum punya programnya untuk itu dan kalau kita mengambil yang sudah ada di internet itu saya rasa tidak ada yang sama persis dengan yang kita inginkan. Jadi saya lebih suka menggunakan yang manual. Kalau mengukur iya penting... pentingg.. secara nasional kan kita perlu tahu kan sudah berhasil belum kita ngajar. Silabus kan secara nasional kita punya sama. Lalu seharusnya pemerintah itu tidak hanya memetakan itu, jadi setelah dipetakan itu provinsi atau daerah-daerah yang hasilnya kurang baik itu yang gimana caranya supaya baik. Misalnya fasilitas, dengan menambah fasilitas meng upgrade gurunya. Tapi kan selama ini pemerintah tidak melakukan apa-apa. Paling-paling hanya menyuruh guru nya penataran habis itu tindak lanjutnya tidak jelas. Lalu untuk ke sekolah sendiri sekolah diberi apa itu tidak jelas juga.tidak ada pemecahan sampe kesitu, harusnya pemecahannya itu menyusul misalnya, oh sekolah ini gurunya kurang bagus, di beri upgrading atau di upgrade atau diadakan pertukaran guru. Kemudian oh misalnya materi disitu tidak tersedia ya disuplai atau misalnyaoh media pembelajaran disana tidak tersedia ya di berilah. Misalnya oo ini belum ada lab bahasa ya dikasih lah. Iya fasilitas yang diperlukan itu ya dipenuhi. Saya setuju dengan ujian nasional tapi harus ada kelanjutannya. Selama ini kan hanya sebatas untuk mengetahui kemampuan siswa itu seberapa sih, kemampuan siswa disekolah ini seberapa sih. Itu kan masih..., lalu setelah itu apa kalau memang pemerintah itu ingin menggunakannya untuk pemetaan lalu setelah dipetakan apa tindakan lanjutannya kok gak jelas? Gak bagus juga sih karena secara nasional pendidikan kita tidak terstandar akhirnya. Akhirnya kan semua orang jadi lulus. Lalu mungkin nilainya bagus-bagus. Padahal nilainya itu kan beda-beda untuk orang yang apa namanya ingin bekerja kan sering kali dilihat nilainya. Oh kalau nilainya banyak s9 nya itu dianggap pintar, diterima bekerja. Padahal mungkin saja 9 sembilan didaerah lain dengan7 didaerah sini sama. Disekolah saya mungkin 7 nilainya tapi di satu sekolah,

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disekolah lain nilai yang seperti itu jadi 9 atau bahkan 10. Itu kan jadi tidak adil, siswa saya kok Cuma mendapatkan nilai 7 padahal kemampuannya lebih baik jadi tidak adil, dan jadi tidak jelas. Terjadi ketidak adilan dalam pendidikan. Saya tidak setuju kalau nilai UN tidak menjadi penentu lulus tidak lulusanya siswa. Iya setuju, hanya saja soal ujian nasional itu perlu juga diperbaiki lagi. Kisi-kisinya perlu diperbaiki. Saya kira pangkal persoalannya itu pada kisi-kisinya. Seringkali kisi-kisinya itu tidak jelas, menyulitkan guru untuk membuat soal. Tapi pada sisi lain memang sebagian guru yang diundang untuk membuat soal itu tidak memiliki kemampuan yang cukup. Memang kadang-kadang guru itu berpengalaman, dia dikenal karena dia aktif di organisasi guru misalnya. Tetap kadang-kadang kemampuan akademisnya tidak baik. Jadi harusnya sebelum dipanggil itu ada tes dulu, semacam tes kalau untuk guru bahasa Indonesia ya ada tes musalnya UKBI yang skornya tinggi-tinggi itu diambil. Kalau untuk guru bahasa Inggris ya ada tes TOEIC atau tes TOEFL, begitu kan diambil sebagai dasar. Punya keyakinan bahwa guru ini layak secara akademis, kan demikian. Karena untuk membuat soal itu kan kita membuat standar akademis sebetulnya. Harus orang yang memiliki kemampuan akademis yang sangat baik yang diambil, tidak sembarang orang. Itu kan alasan orang-orang yang memiliki hubungan dengan anak-anak yang berkemampuan rendah. Jadi kebetulan saja mungkin orang itu memiliki organisasi yang punya hubungan dengan organisasi pendidikan tertentu, dimana siswanya kemampuannya rendah-rendah. Jadi untuk membuat ini seolah-olah tidak termarginalkan lalu dibuat seperti itu di apa namanya. Dibuat sedemikian rupa agar Ujian Nasional itu tidak dijadikan standar, begitukan misalnya. Itu kan karena sebetulnya ada sekolah-sekolah itu tidak mampu, bisa jadi karena intiknya sudah rendah dari sananya sehingga untuk menyamakan hasilnya dengan katakanlah sekolah negeri yang baik itu butuh waktu yang lebih lama itu mereka tidak mau. Tidak mau melakukan usaha yang lebih ya seperti itu akhirnya keputusannya jadi aneh-aneh. Ujian nasional itu harus ada, kalau nggak nanti di negara kita ini gak ada standarnya. Di satu negara itu standarnya harusnya sama. Yang repot kan pemerintah itu membikin standar ganda. Untuk Indonesia Timur itu ada standarnya sendiri, Indonesia tengah ada standarnya sendiri, Indonesia barat ada standarnya sendiri. Jadi soal ujian nasional dulu, entah kalau sekarang. Dulu dibuat jadi 3 tinggkatan. Ada kelas A, kelas B, kelas C. Yang kelas A itu yang soalya sulit yang B itu yang sedang yang C itu yang mudah. Yang namanya standar itu ya satu tidak macam-macam. Kalau yang macam-macam itu bukan standar, gak jadi standar lagi. Kalau ingin pendidikan di Idonesia ini bagus ya standarnya satulah. Nanti kalau yang misalnya teman-teman di Indonesia Timur kok tidak bisa menggarap atau menyelesaikan soal-soal yang bisa dikerjakan oleh orang-orang yang ada di Indonesia barat misalnya. Ya gimana cara pemerintah, itu kan tugas pemerintah. Gimana caranya meningkatkan kemampuan gurunya yang disana. Fasilitas sekolahnya, sikap siswanya, itu kan tugas pemerintah. Bukan dengan cara membuat standar yang berbeda itu tidak standar lagi. Itu tidak adil bagi wilayah-wilayah yang dianggap baik karena mereka sudah berusaha lebih baik sebelumnya. Cukup, cukup ya, tapi kalau efektif sekali enggak karena kelemahannya banyak. Paper-based itu membuat siswa memerlukan banyak waktu untuk menghitamkan jawaban. Dan itu kalau keluar garis sedikit sajakan jadi bias kan padahal jawabannya mungkin benar, oleh karena itu saya nilai cukup saja. Banyak

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membuang waktu dan juga memanjakan anak, karena apa kok pemerintah lama-lama memberikan waktu yang sangat banyak untuk siswa dengan soal yang sedikit. Misalnya untuk bahasa Inggris, soalnya hanya 50 soal tetapi waktunya diberi 120 menit itu terlalu berlebihan. Dibandingkan dengan soal TOEFL atau soal TOEIC yang harus kita jawab dalam waktu 15 detik untuk satu soalnya. 15 detik itu termasuk untuk menghitamkan bagian itu, dan scannernya baik sehingga ada lingkaran hitam itu tidak terlalu penuh mungkin bisa dideteksi. Tetapi itu juga kelemahannya itu disitu dalam menghitamkan jawabannya itu kalau ada kesalahan sedikit saja peserta jadi dirugikan. Kalau dengan computer based itu kan tidak akan terjadi, ketika dia ngeklik A, pasti komputernya memahaminya sebagai A, tidak akan yang lain. Tetapi kalau dengan paper based kita menghitamkan C, computer bisa memahami itu jawabannya kosong, bisa jadi, bisa jadi. Jadi itu merugikan. Oh iya, karena kan butuh pengawas banyak, kita butuh pensil, butuh kertas itu kan biaya semua itu. Pengawasnya kan apa namanya, dibayarnya kan per hari. Kalau apa namanya, computer based itu kan dia membayar pengawas, membayar proktor kan sedikit. Misalnya untuk satu sekolah seperti sekolah saya digunakan 2 lab. Maka hanya membutuhkan 2 orang pengawas cukup dengan kelas masing-masing 2 proktor, katakanlah 1 orang proktor satu orang teknisi. Satu orang proktor, satu orang teknisi dan satu orang pengawas, jadi ada 3 orang. Masing-masing butuh 3 orang di satu ruangan. Ada 2 ruangan dan itu cukup untuk satu sekolah. Nah kalau kita menggunakan paper besed disekolah saya ini, kami butuhkan 12 ruangan. 12 ruangan, di tiap-tiap ruangan dibutuhkan 2 orang pengawas. Jadi dalam satu hari dibutuhkan 24 orang pengawas, dan harus mengonori 24 orang. Dan yang lain-lain kan juga ada snack juga mereka, ada honor kemudian penyediaan pensil itu untuk siswa, kertas dan sebagainya. Penyediaan kertas untuk mencetak soal-soal itu kan kalau di hitung kan jadi besar. Ya computer based, ya untuk computer based kita tidak perlu apa namanya pengawalan polisi supaya soalnya tidak bocor. Soal itu kalau sudah datang kesekolah seminggu sebelumnya misalnya itu tidak akan bisa dibuka oleh sekolah, tidak akan bisa dibuka oleh murid sebelum diberi password oleh pusat. Padahal pusat itu memberi password pada pagi hari, menjelang pada saat mau diadakan test itu baru diberi password. Iya... tidak akan mungkin bocor. Kalau saya kebetulan Wakasapras, kebetulan juga saya kemarin menjadi teknisi jadi saya kenal banget. Jadi sebetulnya begini, pusat itu memberi jadwal kepada kita untuk mendownload soal dari pusat. Kita download sesuai dengan tanggal dan waktu yang ditetapkan oleh pusat. Kalau sudah berhasil maka soal itu akan tersimpan di server. Nah kalau belum berhasil ya kita harus tetap berhubungan terus dengan pusat sampe berhasil. Setelah itu pada hari H, hari ujian, kita akan diberi password dari pusat itu kita akan, ee dengan password itu kita bisa membuka soal dan membagikannya pada siswa. Siswa juga akan diberi token gitu. Masing-masing siswa itu punya token gitu, eeemm bukan token kita akan diberi token supanya siswa bisa membuka soal mereka. Siswa sendiri punya identitas, memasukan id nya, memasukkan password mereka. Kemudian itu tidak cukup, kalau belum diberi token, mereka belum bisa membuka soal. Jadi, nah token itu akan dibuka, akan diberikan oleh proktor. Proktornya akan mengumumkan, ini lho tokennya. Setelah anda memasukkan id, setelah anda memasukkan password yang anda miliki, anda masukkan token ini, baru nanti anda akan bisa masuk ke soal. Itu nanti pada masing-masing meja soal yang keluar itu sudah di acak. Jadi saya bila bertanya

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dengan siswa sebelah saya soal nomor 1 jawabannya apa. Barangkali saja soalnya sama tapi jawaban untuk dia itu bisa jadi berbeda. Jawaban untuk dia yang benar bisa jadi C, untuk saya A. Atau soalnya bisa sama sekali memang berbeda. Gimana mau curang ya, mereka jelas nggak bisa tanya. Kalau yang semacam itu dengan program bahasa Inggris itu kan ada TOEIC master, yaa miirip-miriplah. Tetapi ya tentu berbedalah dengan ujian masional, kalau ujian nasional kan memiliki sistem tersendiri, ada programnya tersendiri. Tapi sebelum dilakukan test itu siswanya mengerjakan try out nya dulu. Jadi harus dilakukan try out untuk membiasakan siswa untuk membiasaka dengan menu-menu yang ada di test itu. Saya rasa nggak akan masalah, dan itu sangat mudah, mereka hanya menggunakan mouse saja. Dan itu sudah cukup, tidak perlu menggunakan keyboard, kecuali untuk memasukkan id mereka, password, dan token sudah hanya itu. Dan mereka tidak akan bisa menggunakan komputer itu untuk keperluan yang lain karena program yang lain ditutup oleh soal itu, tidak bisa digunakan. Sebelum itu sudah, sudah ada tes computer based TOEFL, computer based TOEIC itu sudah, sudah biasa. Hanya saja kan berbeda kalau computer based TOEFL/TOEIC itu kan sederhana, sangat sederhana mudah dipakai. Kalau UN kan untuk menjamin keamanannya pemerintah menggunakan software tersendiri jadi kan dengan password-password yang banyak. Ya, sangat ideal. Tetapi itu tidak berarti bisa dilaksanakan secara nasional lho. Karena masih banyak wilayah Iindonesia yang belum terjangkau internet. Kalaupun terjangkau ya sebatas menggunakan kartu, apa namanya, kartu chip yang bisa kita gunakan untuk telpon itu kan tidak cukup. Karena utuk mendownload soal dan mengupload hasilnya itu kan kita memerlukan paling tidak, paling tidak internet, jaringan internet 1 MBps. Dan itu saya kita belum bisa dipenuhi oleh kartu. Belum ada kartu yang berkecepatan segitu. Kalau kendala itu pasti ada, sekolah seperti sekolah kami kan memiliki komputer yang, banyak komputer yang sudah tua. Komputer yang tua itu sering kali mengakibatkan kendala. Tetapi kan sudah ada pemecahan, pemerintah kan sudah menyiapkan jawabannya. Jadi kalau ada komputer yang mati dia bisa pindah ke komputer cadangan, mulai lagi dan tanpa dirugikan waktunya sama sekali. Karena begitu mereka buka kan, mereka masukkan password, memasukkan id dan memasukkan token yang baru yang diberikan oleh proktor itu mereka tetap memulai dari soal terakhir yang mereka kerjakan. Jadi sama sekali tidak akan rugi. Jadi mungkin tidak masalah. Lebih efektifnya computer based. Kalau waktu, waktu relatif ya. Waktu bagi siswa sih tidak masalah tetapi waktu untuk yang mengawasi kan waktunya lebih panjang karena biasanya siswa, apa namanya ujian kan dilaksanakan hanya 2 jam jam 8 sampai jam 10 selesai. Kalau untuk sekarang proktor dan teknisi itu berada di lab mengawasi dari pagi sampai selesai, jadi ada 3 shift, 3x2jam plus waktu jeda untuk masing-masingnya. Kan ada jadwalnya, ya seharianlah untuk teknisi sama proktorya, sementara untuk pengawas bisa shift dengan yang lain. Jadi untuk shift pertama, pengawasnya lain, shift kedua pengawasanya lain lagi. Sangat sesuai, sangat sesuai untuk wilayah Yogya sangat sesuai. Hanya saja banyak sekolah yang belum memiliki perangkat komputer yang cukup itu yang mengakibatkan mereka menjadi terhambat. Karena selama ini memang mereka tidak butuh itu. Kalau sekolah-sekolah seperti sekolah kami itu memang membutuhka itu karena kami kan SMK bisnis manajemen yang dimana di mata pelajaran kami ya itu ada pelajaran komputer. Jadi mau tidak mau kami punya

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lab komputer. Lalu untu SMK lain yang memiliki jurusan anu apa namanya, jurusan teknisi komputer atau apa jaringan komputer semacam itu kan mereka sudah punya lab. Mereka paling tidak sudah maju selangkah ketimbang sebagian besar SMU ya belum punya lab. Saya tidak tau itu, tapi untuk SMA memang SMA itu kan tidak dipersiapkan untuk kerja ya. Jadi mungkin alasan SMA-SMA tertentu menganggap itu tidak penting. Kalau SMK karena mereka menyiapkan siswanya untuk bekerja umumnya sudah memiliki fasilitas itu, karena kita menyiapkan orang untuk bekerja. Tetapi kalau STM ya barangkali tidak semuanya membutuhkan itu dan tidak semuanya memakai itu. Mereka tidak ada kok kesenjangan seperti itu. Karena itu sesuai dengan kebutuhan sekolha, kebutuhan siswanya, kebutuhan lulusannya. Seperti itu. Iya awalnya sebagai kebutuhan, tetapi akhir-akhir ini ya semua jadi butuh ya karena yang tidak memiliki fasilitas itu ya jadi harus punya untuk bisa menjalankan CBT. Kalau itu saya masih ragu, ya dan tidak sih itu. Kalau sekarang sih ya tidak masalah tetapi yang kami hadapi kemarin pengalaman kami itu mendownload soal saja kok sulit ya. Karena semua sekolah yang terdafatar yang akan menjalankan CBT itu kan mendownload soal. Walaupun sebenarnya sudah dibagi zona-zona nya, zonasinya. Tengah barat timur itu sudah ada. Nampaknya pemerintah pusat yang perlu menambah kemampuan jaringan internet komputer pusat. Sehingga suplay informasi mereka itu bisa disedot oleh banyak sekolahsecara bersamaan. Kalau mereka bandwitdh nya kecil walaupun disekolah bandwitdh nya besar yang bisa kita sedot itu kecil. Jadi ibarat kita nyedot air tapi selangnya kecil ya tetep lama walaupun kemampuan kita menyedot itu tinggi. Mesin kita besar tetapi selangnya yang kecil. Jadi pemerintah itu sebagai penyedia selang itu harus memperbesar selang-selangnya itu. Kalau disekolah kami walaupun komputernya tua itu masih bisa mendukung itu, karena programnya yang dipersyaratkan itu sedehana sebenarnya. Kita masih bisa menggunakan apa namanya, komputer sekelas pentium 4 itu masih bisa dipakai. Selain itu ya dari pusatnya tadi, sudah ditetapkan jadwal dari pusat ternyata kita download kita nggak bisa. Sekolah lain ada yang sudah berhasil. Itu penyebabnya antara lain karena kemampuan mereka menyuplai informasi itu masih kecil. Jadi mungkin bandwitdh mereka itu kecil, daya sebar informasi mereka itu masih kecul jadi mungkin mereka pikir sudah besar ya. Tetapi kalau berbagai sekolah di Indonesia secara bersamaan itu kan jadi crowded. Awalnya siswa khawatir, tapi setelah menggunakan itu, setelah dilakukan try out. Setelah semua menjadi jelas bagi mereka, mereka lebih suka. Karena sekali klik itu sudah pasti dan kita tidak mungkin salah menghitamkan, pasti itu yang sudah kita hitamkan pasti terbaca. Tidak ada keluhan dari siswa tetntang ujian nasional CBT. Sekolah sudah. Kalau sosialisasi sudah cukup, hanya saja ini kan sekolah kita ini kan berada dibawah pemerintah daerah. Peralatan kita kan banyak yang sudah tua-tua itu kan kewajiban pemerintah daerah itu untuk memperbaharui di ganti dengan yang baru. Wong kita aja di kota pendidikan. Di kota yang dikenal sebagai kota Pendidikan, apa namanya Provinsi yang di kenal sebagai ee sebagai kota Pendidikan di indonesia Yogya. Komputernya sudah tua-tua itu kan sangat memalukan harusnya pemerintah daerah malu tetapi pemerintah daerah kita tidak malu. Jadi mereka sudah bangga dengan keadaan ini aja, sebetulnya keadaan seperti ini bisa terjadi karena didukung oleh guru-guru yang hebat saja. Fasilitas kita sama sekali tidak hebat. Kerena gurunya sudah hebat jadi hasilnya hebat se Indonesia. Fasilitasnya si masih kalah dengan di daerah lain masih kalah. Kalau itu

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sih repot juga, kalau buat sekolah mereka harus mengadakan, melakukan pengadaan fasilitas itu dari mereka sendiri itu susah. Sekarang ini penarikan dana atau pengumpulan dana dari masyarakat melalui siswa itu sudah dibatasi. Jadi kita tidak bisa, sekali pemerintah bilang tidak boleh ya tidak boleh. Jadi sarannya bukan untuk sekolah, sarannya ke Pemerintah. Cukupin dong ini komputer disekolah itu biar mereka bisa melaksanakan CBT. Dikasih, kasih anggaran atau dikasih bantuan komputer gitu untuk sekolah-sekolah yang sudah memiliki komputer yang sudah tua-tua, ganti dong komputernya. Sekolah negara kok komputernya sudah tua-tua malu-maluin. Apa namanya monitornya masih pakai tabung, kelasnya masih pentium, kan memalukan itu. Di kota pelajar lagi kan kota yang dikenal sebagai kota pelajar se Indonesia. Kalau sampai sekarang iya untuk sekolah SMK/SMA masih, kita kan masih dibawah pemerintah daerah tingkat II. Mulai dari tahun 2017 nanti kita berpindah e pemerintah provinsi. Stengah pusat lah kalau itu. Kelebihan CBT, jawaban siswa sudah oasti terdeteksi sebagai jawaban. Kalau yang dulu kan bisa saja kan siswa sudah mengerjakan dilembar jawaban tetapi dianggap belum mengerjakan itu. Identitas siswa juga sudah pasti jadi kan pasti terbaca oleh komputer. Sudah dicek kan semuanya, semuanya sudah dimasukkan situ. Kalau menggunakan manual kan siswa harus menulis, melingkari dan menghitamkan sendiri dan itu besar kemungkinannya mereka melingkarinya diluar lingkaran yang mengakibatkan tidak terbaca. Atau mungkin didalam bagian tengah ada yang kosong dan tidak tebaca. Itu saja saya kira sudah. Kalau buat sekolah kami tidak ada sih. Kekurangannya barangkali itu aja lah download soalnya kadang-kadang agak susah. Download soal dengan sinkronisasinya jadi setelah download kita melakukan sinkronisasi nah itu juga agak sering repot karena oleh pusat, apa kita menyatakan bahwa kita sudah selesai, sudah siap lalu kita kirimkan ke pusat. Lalu oleh pusat tidak segera di klik. Sebenarnya mereka tinggal mengklik oh ini sudah, ini sudah, tapi kan kita belum bisa apa-apa. Jadi sebelum mereka mengklik yes ini sudah siap kita belum bisa belum bisa berbuat apa-apa. Jadi mungkin perlu personil mereka yang disana harus bekerja lebih cepat. Lambatnya ,ereka disana bisa jadi karena mereka lambat or personilnya terlalu sedikit, atau bisa jadi karena jaringan komputer pusat itu kurang cepat. Jadi untuk menerima informasi dari banyak sekolah itu mereka memerlukan bandwitdh yang sangat besar. Bagi guru nggak ada. Bagi sekolah lain mungkin ada, tapi bagi seolah kami sih tidak. Untuk anak-anak yang memiliki kendala penglihatan. Penglihatannya terlalu pendek itu kan agak susah harus dipandu. Kan ada yang matanya minus, min minusnya keterlaluan jadi sampe nempel kalau mau baca. Ya untuk pemerintah, untuk DEPDIKBUD itu ya memperbesar bandwitdhnya, mungkin harus menambah personil, bekerjanya lebih cepat lah gitu. Guru kalau semuanya sih enggak, kita nggak butuh terlalu banyak sih, kita kan sudah ada acara, kegiatan try out ya mungkin kasih motivasi aja. Menyampaikan bahwa sebetulnya menggunkan CBT itu lebih enak, lebih ada kepastian gitu, jawaban kita pasti terdeteksi dan tidak ada kerugian itu, saya kira itu penting dan tidak usah terlalu mengkhawatirkan listrik padam. Nah kendala yang mungkin terjadi itu mungkin kalau listrik mati kan kita harus menunda. Ya namanya buatan manusia kan apa saja mungkin terjadi. Tapi secara umum sih nggak ada.