vocational high school english teachers' lived experience on english computer-based national

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

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

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

2016


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


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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.

Merry Trisna Murti


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

1.Test ....................................................................................................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




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

APPENDICES ...................................................................................................... 55


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

Appendix 4 Sample of Bracketing and Horizonalization ................................ 71


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


2

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.


3

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.


4

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.


5

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)


6

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


8

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


9

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


10

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, &


11

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


12

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.


13

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.


14

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


15

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


16

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:


17

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 Result Examination Type

School

Sekolah Class repeatation

School Final

Examination Graduate?

Certificate of

Graduation

Country

Sekolah

National

Examination Remedial?

Certificate of NE

Result

National Examination

Repeatation


18

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.


19

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,


20

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


21

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


22

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


23

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


24

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


25

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.


26

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:


27

Figure 2.3 Construct of the research

Vocational High Schools' English Teachers' lived experience on English Computer-Based National Examination

English Teacher

Teacher Background

Education Background

Previous Experience

Familiar with Computer

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

Suggestion


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


29

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


30

(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


31

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.


32

Based on Ary, Jacob, and Sorensen, 2010 in qualitative research, the

human investigator is primary instrument for the gathering and analyzing of data.

The concept of human as instrument was introduced to emphasize the unique role

that the researchers play in their inquiry (Lincoln and Guba, 1985 as cited from

Ary, Jacob and Sorensen (2010). Then, the human instrument in this research is

the researcher.

E. Data Analysis Techniques

The data which was got from the interviewees would be preceded by

phenomenological steps according to Moustakas (1994). The recording of

interview reformed into manuscripts or verbatim. Then, the researcher gave marks

of every expression relevant to the experience, usually it called horizonalization.

The interview transcripts were categorized based on the theories in the review of

literature, without making additional information to represent some categories of

those theories.

For the preparation, the researcher reviewed the professional and

research methods, formulated the researcher question, described the topic and

research question and selected participants. In phenomenological research, the

interview’s questions should have both social meaning and personal significance.

Organization and analysis of data began with regarding every statement

relevant to the topic as having equal value. Then, the researcher made the meaning

of units was listed and clustered into common themes. These theme were used to

develop a textual description of experience. From those, an integration of textures

and structures into the meanings and essences the phenomenon was constructed.


33

The researcher uses Bahasa Indonesia during interview to prevent the bias in the

interview.

F. Research Procedure

This part shows the procedure of conducting the research from the

beginning until the report of the data. First, the researcher found three possible

participants to be interviewed. Since not all schools in Yogyakarta had conducted

computer based test, the researcher asked to Educational Department of

Yogyakarta to find which schools that have already used computer based test

national examination. After that, the researcher asked permission to “Dewan

Perizinan Kota Yogyakarta” to conduct research. Then, the researcher asked

teachers’ permission to be the participants of this research. After that, the

researcher interviewed the participants about their lived experience on English

computer-based national examination.

After the researcher had all the data needed, the researcher started

analyzing the data. The researcher adapted what Moustakas (1994) suggested in

phenomenology step to proceed the data. Then, the researcher consulted the data

with the thesis advisor.


34

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the researcher presented and analyzed the data from the

interview result of three teachers as participants. The findings from the interview

were discussed to answer the reseach question: “What does the implementation of

English computer based national examination mean to Vocational High Schools

English teachers in Yogyakarta?”. Then, it would be a discussion about teachers’

lived-experiences in English subject national examination using computer based

test.

A. Text description

In this part, the researcher shows the teachers’ story background in the

relation of teaching English and English computer based national examination.

The summary of teachers’ story based on participants’ lived experience which is

conducted in depth interview. There was correlation between participants’

background and the participants’ mean toward the implementation of English

subject national examination in Vocational High Schools.

1. Story of Participant 1

She is an English teacher in SMK Negeri 2 Yogyakarta. She began

teaching English in this school since 2006 until now. It means that she has already


35

become a teacher in this school for about ten years. She graduated from English

Literature Faculty of Gadjah Mada University.

She explained why she wanted to become a teacher. She said it might be a

role model, because her father and her mother were teachers. Then, after she

graduated from university she started to teach in STIKES and STBA before she

became a teacher in SMK Negeri 2 Yogyakarta.

She realized that English was very important subject to learn in this

globalization era. She said that many of her students realized it after they had

graduated and then they worked in a company. She argued that learning English

was depended on each students’ motivation. Students who wanted to continue

their study usually learned English seriously. However, she said that some of

students in certain department, such as Building Technique Department thought

that English was not important because it would not be used in their field.

She said that she had to give motivation and understanding to her students

that learning English was important for them. She gave an example of her

explanation to her students. She had to relate English to students’ real life. She

asked students whether they liked to listen to the English music or not. They said

“yes”, and she started to asked next question “Did you know the meaning of the

lyric?” and most of them said no. Then, she explained that it was one of the

benefits of learning English, to know what the meaning of your favorite English

song. She gave motivation to her students with that way.


36

Besides that, she also used computer or laptop when she taught her

students. She realized that using computer/laptop was very useful in the

classroom. The students did not have to take note during the teaching process.

They could copy the material from the teachers’ laptop. She said it saved the time

and effective. Then, she added that she also used internet to help her made

teaching material. She also used Facebook to communicate and provide useful

material for students outside the class. She thought that Facebook could be used

for positive things. The students would not only waste their time when they

opened their Facebook account but also got something useful for them.

Then, to evaluate the learning process, she used essay or multiple choice.

She still used the manual way, using paper not using special program in computer

to conduct assessment in the classroom. It because the school did not have the

program to conduct online assessment in the classroom yet. However, she said

that the school had already used computer based test in national examination. She

said that using computer based test was more effective than using paper-pencil

test. The students could focus only on their test without trying to cheat. It because

the questions list of every students was not same. It had mixed randomly. She also

said that computer based test was more efficient than paper-pencil test in time and

budget. However, she said that the facility to conduct computer based test was

still limited. The amount of the computers and the students was not balance. She

suggested for schools which had enough computer to conduct computer based

test.


37


She is an English teacher in SMK Negeri 5 Yogyakarta. She has become a

teacher in this school more than ten years ago. She graduated from English

Education Faculty of Muhamaddiyah University. She became an English teacher

because she loved English. She started to love English because her father was

very good in some language such as, English and Dutch, besides Javanese

language and Indonesian. However, the participant 2 was more interested in

English because it was easier than other language.

She said learning English was important because Indonesian was entering

ASEAN Economic Community (AEC). She also said that students needed to have

good English to prepare the competition. She used the facilities from school such

as LCD and computer in teaching. Besides that, she also used those facilities to

assess her students, usually in pre-test and post-test. However, she still used essay

for testing her students in the classroom. Then, to assess speaking usually she

used project that had relation with students’ department. For example; she asked

her animation department’s students to make short movie using English. She also

used internet to find learning material. She thought that internet was very useful

for her because she could find and download the material freely.

Then, the school also had used computer based national examination.

Based on her opinion, computer based test gave many benefits for students,

teacher, schools and also the government. She said that computer based test could


38

improve students’ skill in computer. It would help students when they already had

job, besides their major skill they also would be able to operate computer. She

said that in this era the students had to have skill in computer, so they would not

become ancient in this modern era.


He was an English teacher in SMK Negeri 1 Yogyakarta. He graduated

from Sanata Dharma University. He has already taught in SMK Negeri 1 for more

than fifteen years. He said that English was a foundation for students to find job

and continue their education. He also said that in AEC era nowadays, English that

they master was plus value.

At the beginning he did not really like to be a teacher. He liked becoming

private worker or other better than a teacher. He said that he ever applied for a job

in Singapore Airline and at that time he was called for interview, but he could not

come because he still had contract as English teacher in Yogyakarta. There were

people who said that he had personality which suitable to become a teacher. Then

he thought that maybe it was right, so he tried becoming a teacher. He also said if

he had to become a teacher not civil state worker, may be teacher in a course

institution. Shortly, not civil state worker, but there was someone who brought

him to become state worker and gradually he felt comfortable as civil state

worker, at last there was no problem for him.

In the classroom he also used laptop and internet as teaching media. Based

on his opinion laptop and internet were very helpful. He could show many things


39

that students cannot see in Indonesia. He could browse it in internet and show

them about many things that maybe strange for them. He also said that using

laptop was more efficient, he could display picture or video directly from laptop.

However, he said that he never used laptop, email, or via internet for learning

evaluation. Based on his opinion it was not effective because they have not had

the program for this yet, and if he took from internet he thought there was no

material that was exactly suitable. So, he preferred using manual method. He also

agreed with national examination. Based on his opinion there must be national

examination, without it there was no standard in our country. He also said that

measuring was important, we needed to know nationally whether we had been

successful in teaching or not. Although he did not use computer based test in the

classroom but he agreed with the use of computer based test in national

examination. He said that it was very ideal method, but it did not mean that it

could be implemented nationally, because not all Indonesia area could access

internet. Based on his opinion computer based test gave many advantages for the

schools, students, teachers and also government.

B. Interpretation

This part elaborated the main themes that appeared from the data gathered.

There were four themes which were mostly showed by the participants from their

personal experienced in-depth-interviews. Those were facilitation, effective

testing method, standardization, and opportunity.

1. Facilities


40

The facilities have important role in computer based test. English

computer based national examination cannot be held if there were not enough

facilities in the schools. The schools have to have computer laboratory, good

internet access, and stable electricity in order to conduct computer based test. The

English teachers in SMK Negeri 2 Yogyakarta, SMK Negeri 1 Yogyakarta and

SMK Negeri 5 Yogyakarta as the participants in this research, had already

familiar with computer and internet in the process of learning. They used this

schools’ facilities to improve the students interest during the learning process. It

was based on participant 3’s view which was proved when she used computer as a

teaching media in the classroom. She also stated that computer and LCD also

helped her to give interesting learning process for students.

“…of course it is helpful miss, with the use of media like computer and

LCD in the classroom the students more concentrate in learning process.

Then if we use picture or songs in learning process, the students will not

be bored. Moreover, when we teach in the afternoon when the students

have already tired, the use of media increase the students’ learning

motivation because it is more interesting than if we just teach and explain

the material in front of schools manually.” P3-8

Although the participants’ schools have already had enough facilities to

conduct computer based test, the facilities that the schools had to conduct English

national examination computer based test still was not equal with the number of

students. So, they had to made schedule for the students. The limitation of facility

in the implementation of English computer based national examination was stated

by participant 1 who told that the number of the students in her schools is not

equal with the computer that they have.


41

“… The number of the students in this school is very high. There are 23

classes for about 700 students but the school has limited number of

computers…” P1-36

Then, to solve that problem the students were divided into some groups

and they had to alternate because the computers in schools did not enough if they

did it together at the same time. It became one of the weaknesses of the English

computer based national examination implementation in Yogyakarta. Participant 3

stated that it was pity that students have to divided into morning and afternoon

shift.

“But the time becomes so long. It’s pity that students have to be divided

into morning and afternoon shift. Then they also need longer time

because with CBT they only can do one subject in one day, while with

paper-pencil based test students can do two subjects in one day.” P3-43

“The weakness is the limited facility; it wastes students’ time because

they have to do session by session.” P1-36

Then in the SMK Negeri 1 Yogyakarta, the school facilities also had been

old and out of date. They still used tube monitor while some schools had already

used LCD. It was stated by participant 2, he also stated that although the

computers were still useable, according to him the computers needed to be

replaced.

“…but this school is state school which is handled by regional

government. Our equipment have been old, it is government’s

resposibility to replace with the new one, isn’t it?”P2-41

Participant 2 also viewed that although computer based national

examination had many advantages for the schools, students, teachers and

government, the facilities also became the reason for other schools could not use


42

CBT because not all schools in Indonesia had computer laboratory. There were

also some schools in rural area that still could not access the internet.

“…very ideal, but it doesn’t mean that it can be implemented nationally,

because not all area in Indonesia can access internet. If they can access

only use chip card like in mobile phone, it is not enough.” P2-33

In sum, the facilities were important aspects in the implementation of

computer based test. Participant 2 also said that was the government’s

responsibility to develop the schools’ facilities in Indonesia to make computer

based national examination could be implemented for more schools in Indonesia.

The facilities like internet also help schools in touch with information from

outside area. Then, the facilities like LCD and computer in the classroom also

helped the teachers provided interesting learning process for the students.

Schools’ facilities were influence the time in conducting English computer based


2. Standardization

National examination become national standardization for each level of

education, started from Elementary School, Junior High School, and Senior High

School. National examination was needed to give national education standard.

Participant 2 and participant 3 stated that national examination was still needed; it

was used to measure students’ ability with national standard. While based on

participant 1’s opinion there must be national examination, without it there was no

standard in our country.


43

“…There must be national examination, without it there is no standard in

our country.” P1-25

“…We still need national examination, because this is standard. It is used

to measure students’ ability with national standar.” P2-17

“…National examination still needed so we can determine the standard

that can be applied in every schools in Indonesia. It because standard in

every school might be different so that we need national standard for all of

schools in Indonesia.” P3-31

The questions in national examination also become important part. As an

educational standard in our country the questions of national examination also

should have good standard. The importance of clear and good questions in

national examination was stated by participant 2 who said that he agreed with

national examination but the questions in national examination must be repaired

again. As participant 2 stated that the lattice matter need to be repaired. The lattice

mater that was not clear made the teacher difficult to compose questions.

“…yes, I agree, but the questions must be repaired again. The lattice

matter need to be repaired. I think the the base problem is lattice matter.

Sometimes, the lattice matter is not clear as a result teachers are difficult

to coompose questions.” P2-23

Besides computer based test as new national examination method, there

were also new rules in national examination. The new rules from the government

stated that national examination results were not the only measurement to decide

whether students graduated or not. Both of participant 1 and 3 agreed with that

rule but participant 2 had different opinion. Based on his opinion it was not good,

because nationally our education as not standardized.


44

“…I think it’s not good, because nationally our education is not

standardized. At last all students can graduate, can’t they? Then probably

their marks are good. There is injustice in education. I don’t agree if the

result of national examination doesn’t become diterminant of students’

graduation…”P2-22

In sum, national examination still needed in Indonesia. Although it did not

mean that schools could not have their own right to decide whether their students

could graduate or not, those schools would have their own standard. They would

not have same standard. Besides that, every schools also had different standard of

quality for their students. It was stated by participant 2 in his interview.

3. Effective testing method

The participants agreed that computer based national examination was

ideal method for national examination. They gave positive response for this new

national examination method. They also compared CBT with the previous

method, pencil-paper test. According to participants’ opinions pencil-paper test

method had more weaknesses than CBT. Participant 1 and 2 said that paper-pencil

test spent more time and cost.

“Yes, paper-pencil test spends more time and cost, there is factor. Well,

there is also X factor which influence CBT. In paper-pencil test there

are some factors which influence such as paper is torn, pencil is out of

standard. So, student probably feel that he/she can do the examination,

but the result is bad.” P1-22

“…It is enough, but not so effective because there are many weaknesses.

Paper-based test makes students spend much time to blacken the paper

sheet, and if it is out of the circle it can be bias although their answers

may be true. So, I say it’s only enough, not good.” P2-26


45

Paper pencil test might be harm the students with some factors, such as

students used not standard pencil in examination. It made the answer could not

read by the scanner. It would influence students’ examination result. When the

answer sheet was broken or dirty the scanner also could not read it. That was

stated by participant 3.

“I think paper-pecil test is not effective. First, many students use pencils

which are not suitable with the ditermined standard, so their answers

cannot be scanned. The paper must not be broken or dirty” P3-37

Some problems of paper-pencil test could be solved by using CBT, for

examples: time consumed problem, cost, broken or dirty paper, and paper

consumed. CBT was the ideal method to replace paper-pencil test. Participant 3

said that paper-pencil test also spent more time in distribution. She said that they

had to distributed the question sheets from her school to rayon, and they still

needed to checked either there were mistakes or not.

“…it wastes time, because we have to distribute. From here to rayon, and

we still have to check either there are mistakes or nor, etc…” P3-38

Computer based test was better than paper pencil test. It was also effective

because students did not need to blacken the answer sheet. They also could back

again to the previous questions. It was sated by participant 3. Moreover, based on

participant 3’s opinion the students also did not need to be worried about breaking

the paper and wasting the time in computer based test. It was different with paper

pencil test.


46

“…I think computer based test is better. It is effective because students do

not need to blacken the answer sheet. They also can back again to the

previous questions…” P3-40

Then participant 2 also shared his opinion that paper-pencil test the

schools needed many guards, pencils, paper and at last cost. In CBT the schools

still pay guards and proctors but fewer than that was in paper-pencil test.

“CBT is very ideal to replace pencil-paper test and at this time we are

making test that is ajusted to school examination…” P1-24

“Computer-based test is more effective, especially for time. Time for

students there is no problem, but time for guards will be longer,…” P2-

35

Shortly, the participants preferred CBT to paper-pencil test. CBT had more

advantages than paper pencil test. However, CBT could not apply in all of schools

in Indonesia yet because of the facility.

4. Opportunity

Computer based test national examination provided more advantages than

paper-pencil test. All of the participant could feel the advantages of CBT national

examination. They did not need to protect the question sheets when it had arrived

in the schools like in paper pencil test because no one could open the question

from the software before input the password from central government. Actually

the password would be sent several minutes before the test. So it was impossible

to get the questions before tests. Participant 2 explained the detail of preparation

before and during the computer based test.

“…Unpurposely, I am vice headmaster for infrastructure and also

technician, so I know well. Actually central committee give us schedule to

download examination materials. We download based on the schedule that


47

they give. When we have been successful it will be saved in server. On the

examination day central committee will give us password to open the

examination material. Each student will receive token to open their

examination material. Every student has identity(ID), enter the ID, then

enter password. It is not enough, if they haven’t got token they cannot

open. Then, proctor open the token and give it to students. Students will be

able to open the examination material after they enter ID, password and

token. The examination material will appear randomly on every table.

They cannot be foul. For example, if I ask about the answer for question

number 1 to a friend beside me, may be the question is the same, but the

answer can be C for my friend and A for me, or the questions can be

different at all…” P2-30

Then the CBT is more secure than paper pencil test. The students also

cannot cheat during the national examination because the questions of each

student did not same with their friends. The system gave different arrangement of

the questions between one student and others randomly. Like what have stated by

participant 2 above.

Time allocation for CBT national examination was also more effective

because students did not need to blacken the circle on the answer sheets. Just one

mouse’s click and it was done. It also helped students not to worry about breaking

paper, not standard pencil, and the unreadable answer. It because when the

students used CBT national examination their answers were automatically saved.

Besides, computer based test national examination also consumed less

money than paper pencil test. The schools did not need to spend money for many

examination guards. The schools only need to spend money for four examination

guards including the proctors. Then, using computer based test was also friendly

to nature because it reduced the use of paper. So, more schools used CBT, more

trees would be saved.


48

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

There are two parts in this chapter presents two major part. The first part

draws conclusions of this research. The research shows the meaning of English

Computer Based implementation in national examination for English teacher in

Yogyakarta. While, the second part of this chapter presents the recommendation

for the school, teacher, and the other researchers.

A. Conclusion

Computer based test national examination aimed to change the previous

method of national examination. This phenomenological study had showed

some experiences toward English teachers’ lived experience in the

implementation of English computer based test in Yogyakarta. As the research

subjects, the three participants already got meaningful experiences which were

elaborated in the verbatim continued to the discussion. The data were extracted

into four themes that covered the results of the in-depth interviews.

In order to conduct English Computer based tests the schools have to

have enough facilities. These facilities not only helped the schools to conduct

computer based test national examination but also helped the teachers to

improve their creativity using media like computer and LCD in the classroom.


49

The teachers used the schools’ facilities to give meaningful learning process to

their students.

The participants agreed that Indonesia still need national examination.

National examination needed as a national standard in every educational level

in Indonesia. It is because every schools in Indonesia had their own standard,

so without national examination the standard would not be same. The teacher

also would have more motivation to educate their students if there was national

examination. They would try their best to make their students passed the


Computer based test used to cover the weaknesses of paper pencil test

in national examination. All of the participants agreed that English computer

based national examination is effective testing method to change the previous

method of national examination. They were also admitted that the English

computer based test national examination was more secured then the previous

method. Then, according to teachers’ lived experience English computer based

test spent lower budged than paper-pencil test. Fourth, English Computer

Based National Examination allowed the school to follow the technology.

Besides that, the teachers also said that English Computer based test gave

positive motivation to the students.

The last theme was opportunity which had given by computer based

national examination in Yogyakarta. Generally, teachers were helped in the

process of national examination. They did not need to spend their time to


50

protect the questions sheet of national examination. It because the questions

file was safe enough. It could not be opened until the schools got the password

from central government. Then, the schools also did not need to spend money

for the people who were guard the questions sheets of national examination.

Therefore, the implementation of English computer based test national

examination helped students a lot in the process of examination. The students

did not need to blacken the answer and worry about the dirty answer sheets. In

computer based test national examination they only need to choose the answer

and click the mouse. It was easier and faster than using paper pencil test.

Therefore, the implementation of computer based test national

examination in Yogyakarta helped the teachers, students and schools a lot in

many ways.it also gave many benefits for our environment. The computer

based test used less paper then paper pencil test. Then, using computer based

test in national examination would safe more trees than using paper pencil test.

So, using computer based test as a national examination method helped not

only teacher and students but also schools, government, and our earth.

B. Recommendations

The recommendation is aimed to schools especially that do not

conduct computer based test national examination yet. This research can give

information about what computer based test is and what should they prepare to

conduct this method. This method also will give many benefits for the schools.


51

Then, the second recommendation is for the teachers, this research can

give an idea for the teacher to explain the students about computer based test,

since this method was new method. The teacher should give motivation to the

students and explain what English computer based test is. The teachers also

can use the schools’ facility maximally in order to give better learning process

for the students. It also helps students to be ready to face computer based test.

The last recommendation is for the future researchers who still need

more information about the implementation of computer based test. The

researcher realizes that there are still much other aspects which can be

investigated regarding the implementation of computer based national

examination. The different views in developing research method will gave

various results. The limitation and different experiences from the participants

also affects the variation of information which is achieve. So, there will be

more problem founds if the numbers of participants are added.


52

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APPENDICES


56

Appendix 1

The Research Permission Letter


57

Appendix 2

Interview Guideline

Participant’s Identity

Name :

Sex :

Educational background :

Occupation :

Teaching Experience : 1 – 5 years

5 – 10 years

10 – 15 years

>15 years

No Pernyataan Checklist pertanyaan

yang sudah di ajukan

atau dijawab sebelumnya

1 Apakah Bahasa Inggris penting dipelajari untuk

menghadapi era globalisasi?

2 Apakah Belajar Bahasa Inggris membuat siswa kurang

menghargai Bahasa Nasional (Bahasa Indonesia)?

3 Apakah belajar Bahasa Inggris memberi banyak

keuntunggan bagi siswa?

4 Apakah mengajar mata pelajaran Bahasa Inggris adalah

keinginan anda pribadi atau karena tidak ada pilihan lain?

6 Apa anda menggunakan komputer/laptop sebagai media

pembelajaran di kelas?

7 Apakah anda tidak familiar dengan komputer/laptop

sebagai media pembelajaran?

8 Apakah menggunakan komputer/laptop dalam proses

pembelajaran sangat membantu saya? Mengapa?

9 Apakah anda menggunakan komputer/laptop untuk

membuat materi pembelajaran? Mengapa?

10 Menurut anda apakah menggunakan komputer/laptop

dalam proses pembelajaran tidak efisien waktu?

Mengapa?

11 Menurut pendapat anda apakah siswa lebih kondusif

ketika saya memanfaatkan media pembelajran seperti

komputer/laptop/proyektor?

12 Atau tidak ada perbedaan yang berarti pada tingkat


58

motivasi belajar siswa, saat anda menggunakan komputer

di kelas dengan ketika saya tidak menggunakan media

komputer/laptop dikelas?

13 Apakah anda menggunakan internet untuk mencari materi

pembelajaran bagi siswa? Mengapa?

14 Setujukah anda jika internet membantu dalam menyusun

materi pembelajaran bagi siswa? Mengapa?

15 Apakah anda menggunakan sosial media/email/website

sebagai media komunikasi dalam membahas pelajarann

diluar kelas? Mengapa?

16 Apakah anda meminta siswa untuk mencari materi

penunjang pembelajaran secara mandiri di internet?

17 Apakah internet tidak berpengaruh dalam membantu

saya untuk menyusun, mengembangkan materi

pembelajaran serta meningkatkan kualitas pembelajaran?

Apa alasannya?

18 Apakah anda selalu melakukan evaluasi pembelajaran

untuk mengetahui perkembangan siswa?

19 Jenis test apa saja yang anda gunakan (pilihan ganda,

essay, dll) dalam evaluasi belajar siswa?

20 Apakah anda setuju jika evaluasi pembelajaran penting

untuk mengukur tingkat keberhasilan belajar siswa?

Jelaskan

21 Apakah anda menggunakan metode paper-pencil test

dalam melakukan evaluasi belajar? Mengapa?

22 Apakah anda pernah menggunakan media elekronik

(laptop/email/komputer,dll) dalam melakukan evaluasi

belajar? Mengapa?

23 Menurut anda apakah evaluasi belajar secara serentak

seperti Ujian Nasional sangat perlu dilakukan untuk

mengukur kemampuan siswa sesuai dengan standar

Badan Standar Nasional Pendidikan.

24 Bagaimana pendapat anda jika hasil UN tidak sepenuhnya

menjadi penentu kelulusan siswa?

25 Setujukah anda jika UN dapat menjadi standar

kompetensi bagi para siswa untuk melanjutkan study ke

tingkat lebih tinggi?

26 Apakah menurut anda sekolah cukup mampu menentukan

layak tidaknya siswa lulus, tanpa perlu campur tangan

pemerintah? Mengapa?

27 Setujukah anda jika UN tetap diadakan? Mengapa?

28 Bagaimana pendapat anda tentang metode menggunakan

kertas dan pensil (Paper-pencil test) yang selama ini

dilaksanakan, apakah sudah cukup efektif untuk menjadi

metode UN?


59

29 Apakah menurut anda metode Paper-Pencil Test

membuang banyak waktu dan biaya dalam

pelaksanaannya? Mengapa?

30 Apakah anda setuju jika metode Paper-Pencil Test lebih

baik dibandingkan metode Computer-Based Test?

Mengapa?

31 Menurut anda apakah anda sudah mengetahui dengan

baik apa itu computer-based testing?

32 Apakah anda pernah menggunakan test mengunakan

computer dalam evaluasi pembelajaran di kelas?

33 Apakah anda baru mengetahui apa itu computer-based

testing setelah sekolah menggunakan metode ini dalam

Ujian Nasional?

34 Menurut anda apakah Computer-based testing merupakan

metode ideal untuk digunakan dalam ujian nasional?

35 Menurut pengalaman anda pelaksanaan UN dengan

metode Computer-based testing sudah maksimal atau

belum maksimal?

36 Apakah metode Computer based test lebih efektif dari

segi watu dan biaya dibandingkan metode Paper-Pencil

Test? Mengapa?

37 Menurut anda apakah metode Computer-based test adalah

metode yang sesuai untuk menggantikan metode

Paper-Pencil test? Mengapa?

38 Apakah metode Computer based test terbatas hanya dapat

dilaksanakan oleh sekolah yang sudah memiliki fasilitas

yang layak?

39 Menurut pendapat anda apakah computer-based test akan

menimbulkan kesenjangan antara sekolah di kota besar

yang sudah memiliki fasilitas yang memadai dengan

sekolah di daerah yang masih memiliki fasilitas

seadanya?

40 Lalu setujukah anda jika Computer based test dapat

menjadi salah satu solusi untuk kendala distribusi soal

yang sering terjadi selama ini?

41 Menurut pengalaman anda apakah masih ada kendala

dalam implementasi UN-CBT di sekolah tempat anda

mengajar? Apa sajakah kendala tersebut?

42 Apakah siswa antusias dengan metode CBT ini?

43 Apakah siswa tidak banyak mengeluhkan tentang UN

menggunakan metode ini?

44 Menurut anda apa sekolah telah melakukan yang terbaik

untuk suksesnya UN-CBT ini ?

45 Dan apakah menurut anda pemerintah telah memberikan

cukup sosialisasi tentang UN-CBT ini?


60

46 Apa saran anda bagi sekolah yang belum menggunakan

sistem UN-CBT ini agar dapat berpartisipasi

menggunakan UN-CBT tahun depan?

B. Kesimpulan

1. Apa saja kelebihan metode CBT dibandingkan dengan metode sebelumnya

(paper-pencil test)?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________

2. Apa kekurangan metode CBT?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________

3. Apa kendala yang masih dihadapi dalam penerapan metode CBT pada UN

2015 oleh:

a. Guru

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________

b. Siswa:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________

c. Sekolah


61

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________

d. Lainnya:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________

4. Apa saran anda bagi pihak-pihak yang bertanggungjawab dalam pelaksanaan

UN-CBT agar dikemudian hari UN-CBT dapat terlaksana lebih baik lagi?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

THANK YOU


62

Appendix 3

Sample of Research Verbatim

Name : Participant 3

Date of interview : January, 12th

2016

Location of interview : SMK Negeri 5 Yogyakarta

P : Participant

R : Researcher

Text

R1 Selamat pagi bu

P1 Selamat pagi.

R2 Saya disini ingin mengajukan beberapa pertanyaan tentang

persepsi ibu mengeanai ujian nasional berbasis komputer.

Kita mulai sekarang ya bu. Pertanyaan pertama, apakah

belajar Bahasa Inggris penting di era modern ini bu?

P2 Tentu saja penting ya mbak, apalagi kan kita sekarang

memasuki MEA. Jadi kita harus bisa meningkatkan bahasa

Inggris siswa, biar siswa punya daya saing seperti yang lain,

seperti itu.

Paticipant

1.1

R3 Kalau menurut ibu mengenai anggapan kalau kita belajar

Bahasa Inggris itu nanti membuat kita kurang mencintai

bahasa kita sendiri, apa tanggapan ibu?

P3 Sebenernya tidak ya mbak, justru apa namanya kita itu

sebenarnya itu malah jadi ada nilai plusnya. Jadi disamping kita

menguasai bahasa kita sendiri bahasa indonesia atau bahasa

Jawa misalnya kita jadi punya nilai plus ketika kita juga

menguasai bahasa asing. Jadi itu tidak membuat siswa menjadi

arogan seperti itu tidak. Jadi justru dia oh jadi dia berwawasan

lebih luas dan sebagainya. Jadi tidak menjadi kurang

menghargai itu tidak. Mungkin ada beberapa mbak cuma nggak

semuanya. Kadang-kadang adalah seperti itu tapi itu tergantung

individu sih ya mbak. Kalau saya lihat secara umum sih

enggak. Itu hanya oknum saja, akan tetapi tergantung kita

memakainya disaat apa, kalau mungkin ada orang yang merasa

bisa menggunakan bahasa Inggris terus dia tiap waktu

menggunakan bahasa Inggris disemua event itu ada tapi kalau

kita menggunakannya secara tepat itu tidak akan ada anggapan

kita kurang menghargai seperti itu. Ketika misalnya disekolah

kita menggunakan bahasa Indonesia, tetapi ketika kita di acara

yang menuntut kita menggunakan bahasa Inggris ya digunakan,


63

seperti itu.

R4 Oke. Kemudian apa keuntungan siswa mempelajari Bahasa

Inggris?

P4 Yang pertama ini ya, kalau kita mempelajari bahasa itu berarti

kita memperluas wawasan. Kemudian juga melatih siswa itu

supaya lebih sabar. Karena otomatis itu kan ketika ada

kesulitan maka dia akan tertantang, kecuali untuk mereka yang

tidak tertantang lho ya, gitu. Kemudian juga seseorang itu bisa

dikatakan dia itu bijak atau pandai kalau dia bisa menguasai

bahasa. Jadi alangkah baiknya kalau tidak hanya menguasai

bahasa Indonesia, bahasa Jawanya sendiri tetapi menguasai

bahasa lain. Kan yang paling mudah kan bahasa Inggris

dibandingkan dengan bahasa-bahasa lain kan, mungkin dari

tulisan dan pengucapannya. Kalau bahasa Jepang kan hurufnya

beda, kemudian bahasa Perancis juga pengucapannya lebih

jauh beda daripada apa yang ditulis.

R5 Lalu, apakah mengajar Bahasa Inggris itu keinginan ibu

sejak dulu atau karena ada faktor lain yang mengharuskan

ibu akhirnya mengajar Bahasa Inggris?

P5 Tidak, dari dulu, karena saya memang ambil kuliahnya jurusan

Pendidikan Bahasa Inggris. Memang seneng saya itu dengan

bahasa Inggris. Karena bapak saya itu dulu kan pintar bahasa

jadi beliau itu bsa bahasa Inggris, bahasa Belanda, jadi saya

pengin. Tapi ternyata saya lebih ke bahasa Inggris yang agak

lebih mudah dibandingkan itu.

R6 Kalau dikelas, apakah ibu juga menggunakan media-media

seperti komputer atau laptop?

P6 Tentu mbak kita pakai, karena disini di SMK 5 ini kan hampir

semua ruang ada LCDnya. Kemudian biasanya sih biar anak

tertarik dan tidak bosan biasanya saya pakai powerpoint,

dengan listening. Kadang-kadang film atau lagu, kita bisa

berlatih bahasa Inggris dengan seperti itu. Misalnya lagu untuk

vocabulary nya kita pakai.

R7 Berarti ibu familiar ya dengan penggunaan komputer atau

laptop di kelas?

P7 Iya

R8 Selanjutnya bu, apakah menurut ibu penggunaan laptop

atau computer dalam kelas membantu untuk ibu?

P8 Tentu saja sangat membantu mbak, karena tulisan saya agak

jelek. (tertawa). Kedua dengan adanya media anak-anak lebih

konsentrasi. Kemudian kan ketika kita tambah dengan

gambar-gambar yang menarik dan kita tambahin dengan lagu


64

kan, anak-anak gak bosan. Apalagi kan kalau kita dapat jam

yang mungkin mereka sudah lelah, jadi kalau kita pakai media

seperti itu mereka lebih tertarik ya,interest nya lebih ada

dibanding kalau kita cuma mengajar dan menerangkan.

Kadang-kadang mereka udah bosen rame sendiri to sebenernya

tapi kalau kita ada medianya mereka lebih tertarik kemudian

juga lebih fokus ke pelajaran yang kita berikan.

R9 Okay, apakah anda juga menggunakan computer atau

laptop dalam menyusun materi pembelajaran?

P9 Iya, karena kita untuk administrasi kalau saya mesti

menggunakan komputer

R10 Kemudian bu, menurut ibu penggunaan laptop dalam kelas

itu efisien waktu nggak sih bu?

P10 Kalau dibilang efisien sih mungkin 90% sih efisien ya. Jadi

semuanya sudah ada disitu kalau kita mau mengulas lagi

pelajaran yang lalu kita tinggal klik lagi, dan sebagainya. Tapi

kadang gak efisiennya kalau tiba-tiba komputernya agak

bermasalah. Nah itu kan kadang-kadang harus menunggu.

Waktu persiapannya juga kan lebih lama karena kan misalnya

kita jam 7 kan jam 7 kurang kita sudah masuk untuk persiapan

speaker, kemudian untuk menghidupkan laptop jadi waktunya

tidak berkurang banyak

R11 Menurut pendapat ibu apakah siswa lebih kondisif ketika

menggunakan media laptop/komputer atau secara manual

tanpa laptop/komputer?

P11 Kalau saya pikir anak-anak itu, tergantung ya mbak ya

kadang-kadang mungkin tergantung misalnya jam pelajaran ke

satu, dua dia masih fresh ya jadi meskipun mereka pakai

ataupun tidak pakai alat bantu seperti komputer mereka tetap

kondusif. Tapi kalau untuk mereka yang jam-jamnya agak

siang itu mereka lebih kondusif kalau kita menggunakan media

atau game-game seperti itu dia lebih kondusif.

R12 Ada perbedaan gak bu untuk tingkat motivasi belajar siswa

ketika menggunakan laptop dan tidak menggunakan laptop

dalam proses belajar di kelas?

P12 Jelas ada sih mbak, kalau cuma guru menerangangkan mereka

pikir ah dengerin terus mungkin mereka lebih bosan tapi kalau

kita pakai media mungkin mereka akan lebih aktif bertanya.

Misalnya kalau kita kasih materi yang menarik mereka akan

ada tanda tanya dan mungkin dia mau mungkin bertanya dan

mengerjakan. Dan kalau dengan lagu mereka lebih tertarik dan

interaktifnya lebih bagus.


65

R13 Kemudian apa ibu juga menggunakan internet sebagai

sarana atau untuk membuat materi pembelajaran?

P13 Kalau untuk membuat iya karena saya kan mesti download dari

internet, itu kan banyak sekali membantu. Internet itu kan kita

bisa beberapa sumber dan kita bisa download dengan gratis.

R14 Oh gitu, jadi karena banyak sumber-sumber yang bisa di

pakai makanya ibu menggunakan internet ya bu?

P14 Iya

R15 Apakah ibu setuju kalau internet membantu guru untuk

membuat materi pembelajaran atau mencari

sumber-sumber pendukung materi pembelajaran dalam

kelas?

P15 Kalau saya sih setuju, cuma kita memang harus pandai-pandai

membedakan mana yang baik dan mana yang tidak seperti itu.

Karena kalau kita kan terus terang kalau buku itu kan

kurikulum baru jadi bukunya masih terbatas mbak. Jadi internet

itu sangat membantu kita untuk mencari-cari sumber-sumber

yang lain dan juga bisa mungkin download buku yang softcopy

ya kan lebih enak. Kita bisa membuatnya dari softcopy kalau

hardcopy kan kita harus menulis lagi akan memakan waktu

lebih lama. Tapi kalau itu kita bisa ambil dari buku softcopy itu

atau dari materi lain dan itu akan membuat kita lebih cepat dan

efisien dan efektif untuk membuat materinya.

R16 Kemudian, apakah ibu juga menggunakan internet sebagai

media pembelajaran? Misalnya social media seperti

facebook, atau pengguaan email atau website.

P16 Iya karena saya untuk tugas anak, biasanya saya suruh ngemail

kan ke email saya

R17 Oh gitu, jadi ibu biasa meminta siswa untuk

mengumpulkan tugas via email?

P17 Iya

R18 Mengapa menggunakan email bu?

P18 Pertama kalau misalnya tugasnya kan kadang-kadang ada libur.

Kalau misalnya anak itu kalau disuruh ngumpulkan secara

manual itu kadang-kadang mereka alasannya belum diprint dan

sebagainya. Saya lebih enak pakai email, karena singkat saya

langsung tahu siapa yang masuk dan ngeceknya juga lebih

gampang mbak. Kalau manual kan kadang-kandang hilang

misalnya. Kalau email kan masih ada di ini ya di foldernya

masih ada, saya download. Gitu pokoknya lebih enaklah mbak,

lebih cepet.

R19 Jadi ibu lebih cenderung ke penggunaan email ya bu ya?

P19 Iya…


66

R20 Apakah ibu juga meminta siswa untuk mencari materi

pendukung belajar mereka via internet bu?

P20 Kalau untuk minta mereka mencari materi pendukung

sebenernya enggak tapi secara tidak langsung. Karena kalau

tugas saya memang suruh mereka nyari di internet jadi kalau

untuk tugas mungkin iya tapi kalau untuk meteri pendukung

saya udah nyarikan sendiri. Tapi untuk tugas mereka memang

saya arahkan untuk cari di internet.

R21 Itu ibu meminta mereka mencari di internet itu sudah ibu

berikan link-link sumbernya atau mereka bebas mencari

bu?

P21 Kalau saya sementara ini masih mereka suruh cari sesuai

dengan pokok bahasannya apa. Tapi kalau untuk link-link nya

belum. Tapi kedepannya kan saya juga nyari-nyari link-link

yang aman nah itu nanti baru saya kasihkan ke anak.

R22 Jadi apakah ibu setuju kalau internet itu berpengaruh dan

membantu ibu dalam menyusun dan mengembangkan

materi untuk meningkatkan kualitas belajar siswa?

P22 Kalau untuk saya sendri iya sih mbak karena saya sendri tidak

bisa lepas dari itu. (tertawa)

R23 Apakah ibu selalu melakukan evaluasi belajar ketika sudah

menyelesaikan satu topik atau beberapa topik belajar?

P23 Iya selalu, karena itu memang diwajibkan mbak disini.

R24 Tes apa saja yang biasa ibu gunakan untuk melakukan

evaluasi belajar?

P24 Kalau saya kan kalau bahasa inggris kan banyak ya mbak, jadi

dalam bentuk speaking, kemudian tugas dalam bentuk

portofolio dan sebagainya selain itu mungkin projek. Jadi

mereka saya suruh buat, jadi meskipun saya guru bahasa

Inggris tetapi saya menyuruh anak contohnya jurusan animasi

saya suruh bikin film pakai bahasa Inggris. Nah kira-kira

seperti itu. Kalau tes tertulis itu mesti ya, kan untuk penilaian

tapi kan juga dari test speaking kemudian projek seperti itu

tetap saya kasih.

R25 Kalau untuk tes tertulis itu biasanya ibu menggunakan

jenis tes apa ya bu? Misalnya multiple choice kah atau

essay kah?

P25 Kalau kurikiulum 2013 kita pakai essay mbak.

R26 Kemudian bu, apakah menurut ibu evaluasi belajar itu

penting untuk mengukur tingkat keberhasilan belajar

siswa?

P26 Iya karena paling tidaknya kan kita ada standar bahwa siswa ini


67

mungkin sudah memahami dengan kompetensi yang sudah

diberikan.

R27 Kalau untuk dikelas apakah ibu menggunakan metode

pencil-paper tes atau metode tes yang lain?

P27 Kalau itu dikelas itu kalau saya itu kadang-kadang dua ya mbak

ya. Kadang tertulis pakai kertas kadang menggunakan test di

powerpoint gitu. Tetapi saya lebih cenderung lebih enak kalau

tes pake powerpoint gitu ya mbak. Karena anak lebih

konsentrasi kemudian mengurangi anak untuk tanya temannya.

R28 Jadi ibu membuat soalnya di power point gitu ya bu?

P28 Iya mbak, jadi saya sudah kasih durasi waktunya sudah

disetting, jadi nanti mungkin begitu 1 soal 2 menit mungkin

sudah selesai ya sudah. Langsung pindah kesoal berikutnya.

R29 Berarti ibu juga menggunakan laptop juga dalam membuat

tes untuk evaluasi belajar dikelas ya bu?

P29 Iya mbak.

R30 Kenapa ibu menggunakan laptop dalam proses evaluasi

belajar ini?

P30 Pertama saya pakai ini kan kita lebih enak menyiapkannya ya

mbak ya karena kan kadang kalau kita pakai paper kan saya

harus ngeprint soal untuk siswa satu-satu. Kalau itu kan saya

cukup buat satu saya siapkan, kemudian saya tayangkan,

kemudian siswa cukup menuliskan jawabannya. Kan lebih enak

mbak, lebih cepat efisien juga. lagian ngoreksinya juga lebih

banyak kalau kadang kalau kertas kan ada soalnya juga. Tapi

nggak seluruhnya juga mbak saya buat seperti itu biasanya

kalau awal untuk pre test dan post test. Jadi kalau untuk

kompetensi-kompetensi saya biasanya pakai paper supaya lebih

tahu secara rinci anak sudah sampai dimana. Sambil lihat dari

tulisan kan kita tahu oh anak ini nyontoh punya temannya kan

kadang-kadang gaya bahasanya tulisannya itu hampir sama,

gitu tapi kalau untuk yang powerpoint itu saya biasanya untuk

yang pre test sama post test aja.

R31 Menurut ibu apakalah evaluasi belajar secara serentak

seperti ujian nasional diperlukan bu?

P31 Iya karena kan kita biar bisa menentukan standar. Jadi biar

standarnya itu sama. Kadang-kadang setiap sekolahan itu

punya standar yang berbeda kan mbak. Tapi dengan seperti itu

kita jadi punya standar yang bisa dipakai dimanapun secara

sama. Ada standar yang pokoknya samalah semuanya.

R32 Berarti ibu setuju ya kalau ujian nasional ini digunakan

sebagai standarisasi?


68

P32 Iya setuju sebagai standarisasi.

R33 Nah sekarang ini kan ada peraturan baru tentang ujian

nasional, yang menyatakan bahwa nilai ujian nasional

tidak sepenuhnya menjadi standar mutlak untuk

menentukan lulus tidak lulusnya siswa. Apakah ibu setuju

dengan peraturan ini?

P33 Kalau saya antara 50:50 ya mbak ya. Pertama itu karena

Ujian Nasional itu hasilnya kita nggak bisa saklek, 100 %.

Ketika Ujian Nasional itu mungkin siswa yang pandai itu sakit

jadi dia bisa dapat nilai yang jelek dan ada keberuntungan anak

yang mungkin biasa-biasa dia dapat nilai bagus. Tapi kalau

untuk ujian ini saya sebenarnya ini saya setujunya dengan ujian

nasional. Tapi itu tadi sisi negatifnya seperti itu. Tapi kalau kita

tidak ada ujian nasional, tidak ada ujian seperti itu kan sekolah

kadang-kadang kan bisa memanipulasi nilai. Kadang-kadang

ada kan? Atau mungkin kalau kita tidak ada standar kita kan,

bisa aja mungkin sekolah ini standarnya tinggi jadi mungkin

anaknya memang pintar-pintar, nilainya akan tinggi banget

sedangkan yang lain tidak, nanti kan jauh banget bedanya.

Dengan ada ujian nasional ini kan kita tahu siswa antara

sekolah A, dan B rentangnya seperti ini.

R34 Apakah ibu setuju jika nilai ujian nasional digunakan

sebagai salah satu pertimbangan untuk melanjutkan ke

jenjang pndidikan selanjutnya?

P34 Kalau saya lebih seneng pakai tidak menggunakan nilai ujian

nasional mbak karena itu tadi. Kadang-kadangkan anak yang

mungkin pandai dia pas dapat nilai ini kemudian yang biasa pas

beruntung dia bisa dapat nilai tinggi. Saya lebih suka kalau ada

ujian jadi kan dimana universitas itu mengukur kemampuan

siswa itu ketika tes itu.

R35 Menurut ibu jika ujian nasional di tiadakan kemudian

standar kelulusan siswa sepenuhnya tanggung awab

sekolah yang bersangkutan apakah sekolah mampu

melaksanakan itu?

P35 Mampu mbak, mampu karena kita kan ada standar juga kan.

Jadi setiap sekolah itu meskipun tidak ada ujian nasional tapi

kita punya standar, jadi kita mungkin masih bisa. Tapi untuk

secara kualitas kita nggak tahu karena kan setiap sekolah itu

tadi yang membedakan dari input dan outputnya siswa.

R36 Apakah ibu setuju kalau ujian nasional tetap diadakan?

Mengapa?

P36 Kalau saya kalau nilai ujian nasional itu tidak dipakai untuk


69

masuk ke perguruan tinggi itu kenapa enggak, tapi kalau itu

untuk masuk ke universitas ya tetap jalan. Karena semua ada

sisi positif dan negatifnya jadi kita agak susah juga mbak.

Kalau saya sih tetep pengen ujian nasional tetap ada karena biar

kita punya standar untuk seluruh Indonesia ini mbak, sama

standarnya.

R37 Lalu bagaimana pendapat ibu tentang metode pencil-paper

test yang selama ini digunakan dalam ujian nasional,

apakah metode ini sudah efektif?

P37 Kalau untuk saya kalau paper-pencil test itu kurang efektif ya

mbak. Karena pertama siswa itu banyak yang pensilnya itu

tidak sesuai standar jadi tidak terbaca. Itu kan kertas itu juga

kan gak boleh rusak atau gak boleh kotor. Nah siswa kan

kadang menghapusnya agak kencang nah itu kan mungkin

sobek. Nah itu kan kadang seperti itu, nah kalau pensil itu kan

lama ya mbak jadi setelah mereka mengerjakan mereka masih

harus menghitamkan. Dan nanti kalau menghitamkannya tidak

sempurna itu kan mungkin tidak terbaca. Jadi menurut saya itu

tidak efektif. Karena mungkin siswanya sudah berpikir

waktunya juga lebih lama jadi dia lebih agak ini ya,

konsentrasinya mungkin terbelah antara mengerjakan sama

harus menghitamkan bulat-bulatnya itu tadi.

R38 Apakah menurut anda metode pencil-paper test menbuang

banyak waktu? Mengapa?

P38 Iya itu lama, karena kita kan harus distribusi ini mbak, dari sini,

ke rayon, kemudian dari sekolah kita juga harus ngecek

kalau-kalau ada soal yang salah dan sebagainya.

R39 Lalu apakah menurut ibu metode ini juga memakan

banyak biaya? Mengapa?

P39 Tentu saja memakan banyak biaya kan itu pengiriman itu kan

kita kan mesti ada dari ini polisi, kemudian nanti penjagaan kan

harus dijaga. Soal tes kan gak mungkin hari H langsung datang

mesti kan datangnya sebelum hari H. Itu kan ada penjagaan dan

lain-lain sebagainya. Mesti kan ada lebih banyak mbak

biayanya.

R40 Menurut ibu mana yang lebih efektif digunakan sebagai

metode ujian nasional, apakah pencil-paper test atau CBT?

P40 Kalau saya pikir sih mungkin lebih baik yang komputer ya

mbak ya kalau saya pikir, kalau saya lho mbak. Karena pertaa

computer based ini efektif karena siswa gak usah

menghitam-hitamkan. Kemudian juga kalau dia belum

mengerjakan soal no 2 atau 4 dia masih bisa balik lagi.

Kemudian dia juga tidak kehilangan waktu untuk


70

membulatkan. Kemudian apa namanya ada nilai plus nya di

sekolah itu kalau dia menggunakan yang CBT. Kan ada

kelihatan standarnya lebih high dari pada yang pakai paper.

Tetapi ada kekurangan juga mbak misalnya kan kalau anak

yang tidak terbiasa dengan mouse dia akan lebih lama.

Kemudian juga dengan radiasi computer itu membuat mata

lebih lelah.

R41 Apakah ibu sudah mengetahui dengan baik apa itu

computer based test?

P41 Kalau saya pikir sih mungkin sudah mbak. Kalau saya tahu

computer based test ini memang sudah lama, kan kalau kita tes

TOEFL juga menggunakan itu. Jadi udah lama tapi kalau untuk

sekolah kan baru kemaren.

R42 Apakah computer based test sudah bisa disebut sebagai

metode ideal dalam ujian nasional saat ini?

P42 Kalau saya pikir bisa ya mbak. Dari waktunya juga, siswa juga

tidak khawatir misalnya kertasnya sobek, kemudian apa

namanya, kekurangan waktu untuk menghitam-hitamkan. Kan

lebih efisien di situ karena dia tetep bisa kembali ke soal

sebelumnya meskipun dengan paper juga bisa tapi lebih efektif

dan efisien dengan komputer saya pikir seperti itu. Kemudian

juga mengurangi kecurangan siswa kan, meskipun si A dan si B

berdekatan tapikan soalnya di acak mbak.

R43 Lalu menurut pengalaman ibu apakah ujian nasional

berbasis komputer ini sudah terlaksana dengan baik di

sekolah?

P43 Kalau di sekolah sih insyaallah sudah ya mbak. Cuma itu tadi

kalau komputer itu waktunya jadi lama. Jadi kasian anak juga

sih kan biasanya pagi semua dia harus dapat shift yang sore.

Kemudian waktunya juga lebih lama, misalnya kan kalau yang

paper kan bisa satu hari 2. Kalau komputer kan satu hari satu,

tapi itu kan memudahkan anak yang dia mau belajar. Jadi

belajarnya satu hari satu. Tapi kalau secara yang ini saya lebih

cenderung ke computer sih. Kalau paper sih mungkin itu anak

susahnya harus belajar satu hari 2. Tapi saya cenderung ke

computer karena anak menjadi lebih tertantang untuk mau

belajar sendiri. Karena kan beda kalau yang dulu kan masih

bisa ssttt ssttt sttt gitu.

R44 Apakah metode computer based test lebih efektif dari segi

waktu dan biaya dibandingkan metode paper-pencil test?

Mengapa?

P44 Kalau wakru pelaksanaannya sih kalau siswa sih iya kalau

waktu pelaksanaannya kita jadi mundur satu hari. Jadi mereka

yang paper based sudah selesai ujian yang computer belum

selesai ujian. Tapi kalau untuk biaya saya pikir lebih efektif


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karena tidak ada paper. Kemudian juga penjaganya Cuma satu

kalau di paper test itu kan penjaga nya dua. Kemudian kalau di

computer kan satu kelas bisa 40 kalau yang paper kan satu

kelas Cuma 20.

R45 Menurut ibu apakah metode pencil-paper test adalah

metode yang sesuai untuk menggantikan metode

paper-pencil test? Mengapa?

P45 Kalau untuk ujian nasional sih mungkin iya mbak. Karena itu

kan lebih efektif kemudian kan kebocoran-kebocoran soal itu

lebih bisa diatasi dan kalau dari segi finansial juga bisa sedikit

berkurang. Tapi kalau untuk kita mungkin masih tetap butuh

paper test ya tapi mungkin tidak untuk ujian nasional.

R46 Menurut pendapat anda apakah computer-based test akan

menimbulakan kesenjangan antara sekolah di kota besar

yang sudah memiliki fasilitas yang memadai dengan

sekolah di daerah yang masih memiliki fasilitas seadanya?

P46 Kalau kesenjangan sih mungkin tidak ya mbak jadi mungkin

dari hasilnya. Tapi kan sebetulnya kita punya standar,

meskipun paper dan computer kan kita ada standarnya jadi

kalau untuk kesenjangan saya pikir gak, gak ada. Gak ada

masalah mau pakai computer based atau pencil-paper based

gak ada masalah.

R47 Lalu apakah ibu setuju jika computer-based test dapat

menjadi salah satu solusi untuk kendala distribusi soal

yang sering terjadi selama ini?

P47 Iya saya setuju ya, karena mungkin penggunaan computer

based ini juga bisa untuk mengurangi kendala-kendala yang

terjadi di paper based. Mungkin telat terima soal, atau mungkin

banyak soal yang rusak dan sebagainya. Seperti itu bisa mbak.

R48 Menurut pengalaman anda apakah masih ada kendala

yang terjadi disekolah selama proses ujian nasional?

P48 Kalau untuk CBT ini sudah lancar ya. Apalagi kan sekolah

kami juga sering dipakai untuk ujian online juga mbak jadi

sudah biasa. Untuk antisipasi listrik juga kita ada genset juga

kan kan jadi udah gak masalah.

R49 Apakah siswa antusias atau mungkin malah mengeluhkan

tentang metode UN-CBT?

P49 Kalau awalnya itu siswa mungkin iya, karena belum pernah.

Jadi mungkin duh buk nanti bagaimana ya buk, sudah jalani

aja. Tapi setelah sudah selesai mereka merasa lebih enak karena

, lebih senang gitu. Apalagi kalau yang jurusan-jurusan yang

sering menggunakan komputer dia lebih suka. Gak ada keluhan


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dari siswa paling hanya soalnya susah tadi buk, gitu aja.

R50 Apakah menurut anda pemerintah telah memberikan

cukup sosialisasi tentang UN-CBT ini?

P50 Kalau itu saya gak begitu tahu sih mbak, soalnya itu kan urusan

kurikulum dan sebagainya. Tapi yang saya lihat untuk

sekolah-sekolah di Yogya ini sudah ada sosialisasi dan sudah

berjalan dengan cukup baik.

R51 Apa yang ibu lakukan sebagai guru bahasa inggris dalam

mempersiapkan siswa menghadapi UN-CBT?

P51 Kalau kebetulan di sekolah kami ada lab bahasa ya mbak. Jadi

kalau untuk yang kelas 3 kita ada jadwal untuk masuk ke lab

komputer. Untuk mempersiapkan siswa supaya terbiasa untuk

menjawab soal. Selain itu juga pendalaman materi yang pakai

manual.

R52 O ya bu, kan ini di Yogyakarta baru SMK-SMK yang

menggunakan UN-CBT, apakah menurut ibu SMA perlu

menggunakan UN-CBT juga?

P52 Saya pikir sih juga perlu SMA ikut pakai kan ini ya kalau kita

pakai paper based terus kan dari sisi SDA juga ya, kalau

penggunaan paper banyak kita juga mengurangi kesuburan

pohon-pohon. Jadi kalau kita menggunakan komputer kan kita

bisa mengurangi penggunaan kertas. Jadi kalau bisa

penggunaan kertas itu lebih dikurangi lagi aja. Juga biar kita

menjaga lingkungan juga. Kalau paper kan ini juga ya mbak

kita lama-lama menghabisakan banyak kertas. Jad i kita perlu

bahan-bahan untuk membuat kertas jadi lebih banayk

perusakan juga kan gitu.

R53 Jadi menurut ibu lebih baik menggunakan UN-CBT ya bu?

P53 Ya lebih baik pakai CBT tapi memang butuh proses lama.

R54 Lalu apa saran ibu bagi sekolah-sekolah yang belum

menggunakan UN-CBT?

P54 Wah itu juga saya tidak bisa memaksa mereka menggunakan

CBT karena kan itu tergantung dari kekuatan sekolah

masing-masing. Karena kan mungkin untuk daerah yang sini

mereka lebih cocok dengan paper, kemudian kita dengan CBT

kan kalau kita itu kan kemudian tidak bisa ini mbak tidak bisa

saklek. “sebaiknya harus menggunakan CBT semua.” Itu tidak

bisa. Karena semua ada sisi positif negatif nya tergantung

sekolah masing-masing. Tetapi alangkah baiknya kalau

disekolah tersebut sudah tersedia fasilitas itu alangkah baiknya

kalau kita menggunakan CBT.

Tetapi kalau nanti pemerintah bisa memfasilitasi semua sekolah


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alangkah baiknya pake CBT seperti itu. Tapi kalau belum bisa

saya pikir paper pun tidak masalah.

R55 Kan beberapa SMK di Yogya sudah menggunakan

UN-CBT, menurut ibu kenapa SMK dirasa perlu

menggunakan metode ini?

P55 Karena kalau SMK itukan ke skill ya, nah itu juga biar

membiasakan siswa dengan komputer. Karena kalau SMA kan

mungkin masih ada langkah ke perguruan tinggi kalau SMK

kan kalau mereka tidak melanjutkan ke perguruan tinggi kan

biasanya kan mereka langsung terjun ke dunia kerja, jadi

mereka ketika masuk ke dunia kerja mereka punya sense skill

nya mereka dari jurusan masing-masing yang memang kan

dengan komputer juga mereka sudah punya skill disitu.

R56 Apa kelebihan metode UN-CBT?

P56 Kelebihannya kalau CBT itu yang pertama jelas, kita lebih

efisien finansial. Kedua juga untuk anak-anak lebih senang

sepertinya dengan CBT karena karena waktunya bener-bener

efisien untuk mengerjakan soal karena tidak terganggu dengan

harus kita melingkari. Untuk menjaga jawaban siswa semuanya

terbaca karena kadang-kadang ada pensil yang tidak standar

kan tidak terbaca. Dan mengurangi kecemasan siswa tadi sudah

saya lubangi atau juga kertasnya rusak atau tidak kan seperti

itu, mengurangi seperti itu. Iya kan kadang-kadang aduh kertas

saya sobek, atau buk tadi kan saya menghapus terus sampe

berlubang gimana ya buk. Kadang-kadang kan siswa seperti

itu, udah gak apa-apa berdoa saja. Saya kadang-kadang seperti

itu.

R57 Apa kekurangan metode UN-CBT?

P57 Kekurangan CBT itu kalau siswa yang tidak kuat dengan

radiasinya itu ya kadang-kadang itu justru membuat siswa jadi

apa namanya tidak selesai atau kalau lupa mengsave. Untuk

waktu juga jadi lebih lama karena satu hari 1. Karena harus

shift-shift an gitu mbak, pagi-siang -sore. Karena terbatas

ruangannya itu. Kalau paper test itu kan bisa langsung satu hari

itu kan bisa. Dan ada nilai tinggi kalau sekolah menggunakan

komputer itu sih mbak.

R58 Kalau kendala yang masih dihadapi oleh sekolah atau siswa

dalam pelaksanaan UN-CBT ini ada tidak bu?

P58 Ya otomatis pertama fasilitas ya mbak kan tidak semuanya kan

punya komputer yang memadai dengan mungkin dengan

spek-spek yang sesuai ya kan? Kadang-kadang punya komputer

yang banyak tapi speknya mungkin tidak sesuai untuk ujian kan

ada. Yang kedua itu mungkin kalau yang tidak ada gensetnya


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itu juga mbak, kadang ada yang gak punya genset.

R59 Apakah ada saran atau masukan terkait dengan pelaksaan

UN-CBT?

P59 Ya saya sih berharap semoga kedepannya lebih baik aja. Terus

untuk pengecekan soal juga kadang ada soal yang tidak tampil.

Gambarnya mana ya kok gak ada seperti itu. Tapi itu seribu

satulah tidak semua. Ketika gak muncul itu pas uji coba tapi

ketika UN itu gak ada kendala. Paling hanya buk soalnya

panjang susah Saya sih pengennya UNCBT ini lanjut ya biar

siswa juga punya skill lebih di komputer, mungkin yang

biasanya dia tidak terbiasa dengan komputer jadi makin

terbiasa meskipun Cuma ngeklik atau Cuma hanya dasar-dasar

nya seperti itu cukup, karena kan ada yang tidak tau komputer

sama sekali. Jangan sampe gaptek lah.


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Appendix 4

Sample of Bracketing and Horizonalization (Subject Participant 3)

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Iya, penting. Banyak ya alasannya, bahasa Inggris itu merupakan dasar pengetahuan

yang harus mereka kuasai disamping bahasa asing lain jadi kalau mereka ingin

bekerja misalnya di negara-negara ASEAN saja, di Thailand misalnya, jadi mereka

harus bisa bahasa Inggris satu, dan yang kedua harus bisa bahasa Thailand. Dan

begitu juga kalau mereka ingin bekerja di Vietnam mereka harus menguasai bahasa

Inggris plus bahasa Vietnem, gitu. Itu adalah anggapan yang salah ya, misalnya

Malaysia di Malaysia itu di Sekolah Lanjutan Atas itu digunakan Bahasa Inggris

sebagai bahasa pengantar untuk semua mata pelajaran. Nyatanya mereka memiliki

jiwa kebangsaan yang tinggi, mereka tetap bangga dengan Bahasa Melayu jadi tidak

ada alasan buar kita mengkhawatirkan hal itu. Tidak akan terjadi itu semakin maju

kita semakin anak bangsa ini menguasai bahasa Inggris, mereka akan lebih kangen

lebih cinta dengan bahasa aslinya. Pasti itu seperti itu, karena menurut pengalaman

saya selama saya di luar negeri, ada perasaan kangen untuk menggunakan bahasa

Indonesia. Jadi ketika kita bertemu dengan sesama orang Indonesia kita akan mereasa

oh itulah kesempatan kita untuk menggunakan bahasa nasional, dan itu rasanya

senang sekali. Bahasa inggris itu sebagai dasar untuk mereka mencari pekerjaan,

dasar untuk mereka kuliah gitu, di era MEA sekarang ini, bahasa Inggris menjadi

sesuatu yang mereka miliki sebagai nilai plus, karena kalau orang, misalnya mereka

ingin menjadi karyawan toko saja barang kali toko itu akan lebih suka untuk merekrut

orang yang bisa berbahasa inggris karena akan banyak orang asing yang datang

berbelanja ke Indonesia. Nah orang-orang Asia tenggara yang lain seperti orang

Philipina, orang Thailand, orang Malaysia itu penguasaan bahasa Inggrisnya sudah

jauh lebih baik daripada kita. Sementara mereka kalau datang kesini tentu mereka

akan juga bisa memakai bahasa kita, jadi kalau mereka datang kesini pasti mereka

membawa nilai plus. Ada orang yang mengatakan bahwa saya ini memiliki

kepribadian yang cocok untuk menjadi guru. Lalu saya mikir-mikir, aah mungkin saja

iya lalu saya mencoba untuk menjadi guru, walaupun setelah lulus awalnya saya tidak

bercita-cita untuk menjadi seorang guru. Saya pernah melamar di Singapore Airline

dan dipanggil wawancara waktu itu, tetapi saya tidak bisa datang karena saya terikat

kontrak kerja di Yogya sebagai guru Bahasa Inggris. Sebenarnya saya ingin menjadi,

menjadi seorang pegawai swasta ya atau menjadi yang lain, tidak sebagai gurulah.

Kalaupun menjadi guru tidak menjadi PNS. Jadi kalau menjadi guru ya mungkin guru

di kursus-kursus bahasa Inggris yang besar, seperti di ILP, LIA, begitu. Jadi bukan

sebagai PNS, tetapi kemudian ada yang membawa saya menjadi PNS dan semakin

lama saya merasa kok nyaman juga jadi PNS dan akhirnya saya tidak

mempermasalahkan itu lagi. Awalnya untuk menjadi guru PNS tidak, tapi kalau untuk

menjadi guru iya tidak masalah. Oh iya, iya. Oya sangat membantu laptop itu kan bisa

menayangkan hal-hal yang tidak bisa mereka lihat di Indonesia atau hal-hal yang

belum jelas buat mereka. Misalnya mereka mendengar kata Chinese parsley, itu

kayak apa sih Chinese parsley itu, lalu saya bisa browsing di internet dan menunjukan

pada mereka ini lho Chinese Parsley itu. Ooh ternyata Chinese parsley itu di

Indonesia sama dengan seledri begitu. Semacam itu kadang-kadang mereka bertanya

soal Brazil nut, di kita kan tidak ada itu Brazil nut nah saya browsing di internet


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menunjukkan kepada mereka seperti apa bentuknya Brazil nut, baik ketika masih ada

dicangkangnya, di kulitnya maupun setelah dikupas seperti apa bentuknya jadi

mereka punya gambaran soal berselnut. Lalu misalnya tentang cable car itu seperti

apa mereka tidak tahu, kalau kita bercerita mungkin terlalu panjang ceritanya dan

mereka juga nggak kebayang itu seperti apa. Saya bisa download dari Youtube lalu

saya bisa tayangkan ke mereka ini lho yang disebut dengan cable car itu. Materi

pelajaran saya tidak buat sendiri saya menggunakan bahan yang sudah ada, saya

hanya meramu saja mengkombinasikan, menambah, begitu. Tidak membuat sendiri

karena bahasa Inggris itu bukan bahasa kita asli jadi kalau kita membuat sendiri ada

kemungkinan terjadi distorsi. Sehingga saya lebih suka menggunakan materi-materi

yang dibuat oleh native speaker. Materi pelajaran, yang dibuat oleh native, materi

listening itu kan gak lucu kalau saya minta teman-teman saya untuk bersama-sama

merekam suara. Lebih baik kan saya memperdengarkan suara native langsung kepada

mereka, dan itu kalau menggunakan laptop kan lebih enak saya tidak harus membawa

kaset segala dan itu sudah selalu siap didalam laptop tinggal memainkan saja. Lebih

efisien, saya bisa menayangkan misalnya kalau saya ingin menayangkan gambar,

saya bisa tayangkan gambar ingin menayangkan video langsung bisa ambil dari

laptop saya bisa tayangkan. Kalau kita menggunakan alat misalnya CD Player itu kan

repot sekali mendatangkan CD playernya, mencari CD nya, memainkan CD nya, lalu

menghubungkan lagi dengan LCD nya kan repot sekali. Kalau menggunakan laptop

kita bisa memutar apa saja yang dibutuhkan. Laptop itu membantu saja saya kira,

untuk hal-hal yang tidak bisa dilakukan secara manual. Misalnya menayangkan

gambar gitu, susah untuk manual jadi kalau saya harus membawa gambar, membuat

gambar sendiri sangat repot kalau harus menempelkan di papan tapi kalau laptop kan

saya bisa langsung tayangkan lewat LCD. Untuk listening juga sudah ada disitu

tinggal putar saja. Untuk yang lain-lain mereka tetap harus kerjakan secara manual

misalnya mengerjakan soal-soal latihan, itu manual, atau ketika mereka harus

mempraktekan apa yang sudah saya ajarkan, pairwork, groupwork itu kan harus

manual. Sulit ya untuk mengatakan apakah mereka tertarik atau tidak tetapi secara

umum itu lebih lebih bisa kita gunakan untuk menarik perhatian mereka, dah pasti.

Tetapi untuk mereka lebih tertarik atau tidak itu kan harus ditanyakan kepada mereka

langsung apakah mereka lebih tertarik ketika guru menggunakan itu atau tidak

menggunakan itu. Saya pikir sudah pasti dengan media itu akan lebih menarik karena

apa-apa yang tidak bisa digambarkan tanpa media itu harus menggunakan media. Ya,

ya, bahkan saya pernah menggunakan internet dan meminta siswa untuk belajar dan

mengerjakan soal-soal tetapi karena waktu itu programnya masih agak ribet jadi saya

hentikan penggunaan itu. Disamping itu siswa kami itu tidak semuanya mampu untuk

membeli gadget atau membeli laptop yang bisa dipakai untuk internet. Saya tidak

berani lagi memaksa mereka karena kalau saya harus memaksa mereka untuk

menggunakan internet itu juga memaksa mereka untuk ke warnet dan itu pemborosan.

Setuju banget, materi yang dibutuhkan itu ada, sudah ada di internet. Sebetulnya di

internet itu semuanya ada. Saya bisa apa, kalau saya ingin soal-soal subjuctive seperti

apa sih lalu saya bisa browsing banyak sekali dan saya bisa menyusun dan mengambil

yang sesuai sama kebutuhan siswa saya. Sekarang tidak, dulu pernah tetapi sekarang

tidak lagi. Dulu saya pernah menggunakan paperschool. Waktu itu prosesnya ribet,

waktu itu. Nah sekarang karena saya tahunya masih ribet jadi saya tidak pakai. Tetapi


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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.


vocational high school english teachers' lived experience on english computer-based national

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Transcript of vocational high school english teachers' lived experience on english computer-based national