the lived experience of nursing students in learning...

THE LIVED EXPERIENCE OF NURSING STUDENTS

IN LEARNING ENGLISH

A Thesis Presented to

The Graduate Program in English Language Studies

in partial Fulfilment of the Requirements

for the Degree of

Magister Humaniora (M.Hum)

in

English Language Studies

by

Christine Monica Sumaraw

166332007

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i


IN LEARNING ENGLISH

A Thesis Presented to

The Graduate Program in English Language Studies

in partial Fulfilment of the Requirements

for the Degree of

Magister Humaniora (M.Hum)

in

English Language Studies

by


166332007

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


ii

A THESIS


IN LEARNING ENGLISH

by


166332007

Approved by

F.X. Mukarto, Ph.D

Thesis Advisor Yogyakarta, 13 July 2018


iii

A THESIS


IN LEARNING ENGLISH

Presented by:


166332007

Was defended in front of the Thesis Committee

and Declared Acceptable:

THESIS COMMITTEE

Chairperson : Dr. B.B. Dwijatmoko, M.A.

Secretary : F.X. Mukarto, Ph.D.

Members : 1. Dr. E. Sunarto, M.Hum.

2. Dr. J. Bismoko

Yogyakarta, 24 July 2018

The Graduate School Director

Sanata Dharma University

Dr. Gregorius Budi Subanar, SJ


iv

STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, and sentences, unless otherwise

stated are mine. I understand the full consequences including degree cancellation

if I took somebody else’s phrases or sentences without proper references.

Yogyakarta, 13 July 2018



v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Christine Monica Sumaraw

NIM : 166332007

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma, karya ilmiah saya yang berjudul:


IN LEARNING ENGLISH

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam

bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikannya di Internet atau media lain untuk kepentingan akademis

tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap

mencantumkan saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 13 Juli 2018



vi

ACKNOWLEDGEMENTS

First of all, I acknowledge with my deepest gratitude to the Almighty God,

Jesus Christ, Mother Mary, and St. Joseph for the blessing in the journey of my

life. It is only by God’s grace that I could finish my study.

I would like to express my sincere gratitude and respect to my thesis

advisor, F.X. Mukarto, Ph.D. for his invaluable support, encouragement,

suggestions and kindness throughout my research work. My gratitude also goes to

all thesis reviewers and examiners, Dr. J. Bismoko, Dr. B.B. Dwijatmoko, M.A.,

Dr. Sunarto, M.Hum., and all lecturers and staffs of English Language Studies

who have helped me during my study in ELS Sanata Dharma University.

This acknowledgement is especially dedicated to The Congregation of the

Sisters of Jesus Mary Joseph for giving me this great opportunity and for always

supporting me during my study. My sincere gratitude goes to my family for their

never-ending love and support.

My special thanks go to Eirene, Listi, Florence, Nieza, Dino, and also ELS

batch 2016 for sharing many things during the study. I would like to thank to the

participants in this research who have willingly shared their interesting and

inspiring experiences. Finally, I express sincere gratitude to others whose names

are not mentioned here.


vii

TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

APPROVAL PAGE .............................................................................................. ii

THESIS DEFENSE APPROVAL PAGE .......................................................... iii

STATEMENT OF ORIGINALITY ................................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ................................. v

ACKNOWLEDGEMENTS ................................................................................. vi

TABLE OF CONTENTS .................................................................................... vii

LIST OF FIGURES .............................................................................................. x

LIST OF APPENDICES ..................................................................................... xi

LIST OF ABBREVIATIONS ............................................................................ xii

ABSTRACT ........................................................................................................ xiii

ABSTRAK ............................................................................................................ xiv

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................. 1

B. Limitation of the Study ............................................................................... 5

C. Research Question ....................................................................................... 6

D. Research Objectives .................................................................................... 6

E. Research Benefits ........................................................................................ 7


viii

CHAPTER II LITERATURE REVIEW

A. Theoretical Review ..................................................................................... 8

1. Lived Experience .................................................................................... 8

a. Principles in Lived Experience ......................................................... 11

b. Fields in Lived Experience ............................................................... 15

2. English in Nursing Program .................................................................. 18

a. English Language Learning .............................................................. 18

b. Characteristics of Language Learners ............................................... 23

c. English in Nursing Program .............................................................. 26

3. Stella Maris School of Health Science .................................................. 29

B. Framework of Pre-Understanding ............................................................. 32

CHAPTER III RESEARCH METHODOLOGY

A. Research Method ....................................................................................... 34

B. Research Design ........................................................................................ 35

C. Research Instruments ................................................................................ 42

D. Data Gathering .......................................................................................... 43

E. Data Analysis ............................................................................................ 44

F. Trustworthiness ......................................................................................... 46

CHAPTER IV DESCRIPTIONS AND INTERPRETATIONS

A. Descriptions of the Participants’ Lived Experience .................................. 48

1. Nesya’s Story ........................................................................................ 49

2. Theodora’s Story ................................................................................... 54

3. Julia’s Story ........................................................................................... 58

B. INTERPRETATION ................................................................................. 63


ix

1. Pre-Figured Themes .............................................................................. 63

a. Inconfidence ...................................................................................... 63

b. Learning Autonomy .......................................................................... 65

2. Emergent Themes.................................................................................. 68

a. Awareness ......................................................................................... 68

b. Learning Environments ..................................................................... 70

c. Personal development ....................................................................... 74

d. Indifference ....................................................................................... 77

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATIONS

A. Conclusions ............................................................................................... 80

B. Implications ............................................................................................... 83

C. Recommendations ..................................................................................... 84

BIBLIOGRAPHY ............................................................................................... 86

APPENDICES ..................................................................................................... 90


x

LIST OF FIGURES

Figure 2.1 Learner Autonomy Developments............................................ 26

Figure 2.2 Framework of pre-understanding ............................................ 33

Figure 3.1 Research Design ................................................................... 36

Figure 3.2 Research Procedures................................................................. 38

Figure 3.3 Research Components.............................................................. 40

Figure 3.4 Data Analysis............................................................................ 45


xi

LIST OF APPENDICES

Appendix 1: Surat Keterangan Penelitian ............................................ 91

Appendix 2: Informed consent form – Nesya ....................................... 92

Appendix 3: Informed consent form – Theodora .................................. 93

Appendix 4: Informed consent form – Julia .......................................... 94

Appendix 5: In-depth interview – Nesya .............................................. 95

Appendix 6: In-depth interview – Theodora .......................................... 111

Appendix 7: In-depth interview – Julia ................................................. 127


xii

LIST OF ABBREVIATIONS

ACT : Action

BEL : Belief

FEE : Feeling

Jla : Julia

INDF : Indifference

INT : Intention

LAU : Learning Autonomy

LEX : Learning Experience

LEV : Learning Environment

Ns : Nesya

PD : Personal Development

Th : Theodora

SD : Inconfidence

UND : Understanding


xiii

ABSTRACT

Sumaraw, Christine M. 2018. The Lived Experience of Nursing Students in

Learning English. Yogyakarta: English Language Studies Graduate Program,

Sanata Dharma University.

The nursing field is one of the public services which give opportunity for

nurses to meet and have contact with other people. Therefore, in order to give

better services, nurses need to have good skills in communication. The mastery of

a foreign language especially English as international language becomes one of

the requirements for nurses since English enables to communicate better with the

patients from foreign countries. Meanwhile, learning and using English as nursing

students lead them had varied experiences. In regard to the problem, this study

aimed at describing the lived experience of nursing students in learning English.

This study attempted to reveal the essential meaning of nursing students in

learning English. It refers on how learning English gave meaning to the students.

The study employed hermeneutic phenomenology. Thus, it focused on the

description and interpretation of the students’ lived experience. There were three

nursing students selected in this study. In-depth interview as the main instrument

were used to gather the data. In order to validate the findings of the research, I

used member checking as the trustworthiness for the study.

The findings of this study were the description and interpretation of three

participants’ lived experience in learning English. The data revealed six themes:

two pre-figured themes and four emergent themes. In pre-figured themes, there

are two main types of assigned meanings namely inconfidence and learning

autonomy. There are four emergent themes assigned in this study namely self-

awareness, learning environment, personal development, and indifference.

From the findings, it is hoped that this research could give better empathic

understanding about students’ experience in learning English to the readers and

could give contribution in teaching and learning process at nursing program,

particularly to help nursing students in learning English. Recommendations are

also addressed to the nursing students as their habit formation, to the institution in

order to support language learning, and to the further researchers.

Keywords: Hermeneutic phenomenology, Lived Experience, Nursing Students.


xiv

ABSTRAK

Sumaraw, Christine M. 2018. Pengalaman Hidup Mahasiswa Keperawatan

Belajar Bahasa Inggris. Yogyakarta: Program Magister Kajian Bahasa Inggris,

Universitas Sanata Dharma.

Bidang keperawatan adalah salah satu pelayanan publik yang memberi

kesempatan kepada para perawat bertemu dan berkomunikasi dengan orang lain.

Oleh karenanya, agar dapat memberikan pelayanan terbaik, para perawat

membutuhkan kecakapan yang baik dalam komunikasi. Penguasaan bahasa

khususnya bahasa Inggris sebagai bahasa internasional menjadi salah satu

persyaratan bagi perawat karena bahasa Inggris memungkinkan perawat untuk

berkomunikasi lebih baik dengan pasien yang berasal dari luar negeri. Sementara

itu, pembelajaran dan penggunaan bahasa Inggris oleh mahasiswa keperawatan

mengantar mereka pada berbagai pengalaman. Berkaitan dengan masalah ini,

penelitian ini bertujuan untuk mengungkap makna pengalaman mahasiswa

keperawatan belajar bahasa Inggris.

Penelitian ini berusaha mengungkapkan makna penting dari pengalaman

mahasiswa keperawatan belajar bahasa Inggris. Penelitian ini menggunakan

metode fenomenologi hermeneutik. Oleh karenanya, penelitian ini berfokus pada

deskripsi dan interpretasi dari pengalaman belajar bahasa Inggris. Partisipan

dalam penelitian ini adalah 3 mahasiswa keperawatan. Pengumpulan data

dilakukan dengan menggunakan teknik wawancara mendalam. Untuk

memvalidasi hasil ini, saya menggunakan member checking.

Hasil dari penelitian ini berupa deskripsi dan interpretasi pengalaman hidup

mahasiswa keperawatan belajar bahasa Inggris. Data yang ada mengungkapkan 6

tema yang terdiri dari 2 tema yang diduga dan 4 tema yang muncul. Ada 2 tema

yang diduga yakni keraguan dan kemandirian belajar. Sementara itu, terdapat 4

tema yang muncul yakni kesadaran diri, lingkungan belajar, perkembangan

pribadi, dan acuh tak acuh.

Dari hasil penelitian ini, diharapkan dapat memberikan pemahaman empati

mengenai pengalaman mahasiswa keperawatan belajar bahasa Inggris pada

pembaca dan memberi konstribusi pada proses belajar mengajar di bidang

kesehatan, secara khusus membantu para perawat untuk belajar bahasa Inggris.

Saran juga ditujukan kepada mahasiswa keperawatan untuk pembentukan

kebiasaan, untuk institusi agar mendukung pembelajaran bahasa Inggris, dan juga

untuk peneliti selanjutnya.

Keywords: Fenomenologi hermeneutik, Pengalaman hidup, Mahasiswa

keperawatan.


1

CHAPTER I

INTRODUCTION

This study aimed at describing the lived experience of nursing students

in learning English. This chapter presents and discusses background of the

study, the limitation of the study, the objective, and the benefits of the study.

Every section will be discussed and elaborated below.

A. Background of the Study

Doing and experiencing something becomes a part of human life. Some

researchers have done their research related to human lived experience. First,

Park (2006) in his research tried to develop an inductive, comprehensive

understanding of Asian international students’ lived experience in online

learning environments. By using descriptive phenomenological method, he

found seven themes: 1) language barrier which reflected how the participants’

language barrier shaped their experience in language learning, 2)

relationships/interactions which reflected how participants perceived their

relationship with the teachers and/or classmates and how it affected their

learning, 3) influence of cultural background which reflected how the

participants’ background shaped their experience in online learning and how

it affected to their learning, 4) Benefits from online learning environment

which conveyed how online learning environment were of advantage to the

participants, 5) Downside of online learning environment which categorized


2

the disadvantages and frustration participants perceived regarding online

learning environments, 6) Teacher in online learning environments which

reflected how the participants perceived roles and qualities, 7) suggestions

which conveyed the participants’ suggestions to enhance the online learning.

Second, Reszke (2011) tried to explore and examine the lived

experience of adults learning and using English as a second language within

the context of an international charitable and humanitarian organization, and

significance of this for English language teaching pedagogy. There are four

themes emerged in her study, namely; 1) learning engender transformation, 2)

studying and using English necessitates negotiating changes in relationship,

3) affective factors are of significance to English language learning, 4)

English language learning is functionally constructed and goal oriented.

Third, Zeeck (2012) examined the experience of eight elementary

principals from Midwest who were involved in dual-career relationship under

the age of 18. He found that there are three major themes which emerged out

of the experiences shared by the elementary principals: 1) there exist a gap

between actual and perceived values, 2) stress develops form high number of

tasks, 3) coping strategies are utilized to manage daily stressors.

Fourth, Ferianda (2016) in his study also tried to describe and interpret

the lived experience of ELS students on project based learning. There are six

meanings gathered in his research. Those meaning were divided into two

sections namely pre-figure meanings which consist of authentic learning,


3

learning autonomy, cooperative learning, and multiple intelligences. The

second section is emergent meanings which consists of understanding others

and personal development. All of the research shown that each experience has

meaning.

There are many things that can be experienced and give meaning in

human life involving the learning and using of English by nursing students.

Nurses are the most demanded profession in the world today. Munir et al.

(2013) stated that millions of nurses are urgently needed by developed

countries. In order to to answer the demand of qualified nurses, the

government of Indonesia through Department of Education and Department

of Health improve the curriculum and instructional materials including

education facilities to response to the technical advancement. Nowadays,

Indonesian nurses not only contribute for domestic demand, but they are also

needed in the global market.

Nursing field which deals with the public services gives opportunity for

nurses to meet and have contact with other people. Their services lead them

to experience many things as nurse. Tucker in Handoyowati (2010)

emphasizes that health and care delivery always implicates communication

across a range professional and lay discourse and, in addition, is increasingly

characterized by communication across multiple ethno linguistic and cultural

communities as well. Therefore, in order to give better services, nurses need

to have skills in communication.


4

The mastery of foreign language especially English as international

language becomes one of the requirements for nurses since English enables

nurses to communicate better with the patients from foreign countries. In

Indonesia, the competence in mastering English is also important. Nurses use

English to communicate with the patients when they treat them or to give

information to the foreign visitors. Besides the need of being able to

communicate with patients, nurses are also promoted to work outside or at

least work in international hospital. Their competency in English will help

them to work outside. Nowadays, Indonesia as a part of ASEAN countries is

in the era of ASEAN Economic Community (AEC). The AEC is the pillar

under the ASEAN Community most relevant to foreign investors interested in

establishing operation and trading in the ASEAN region. The AEC is

ultimately designed to create a single market and production base within

ASEAN. The AEC will allow for the free movements of goods, investment,

services and skilled labour including nursing field. To welcome and

anticipate the global development, there are revisions in the Ners curriculum

English is also needed by nursing students because many sources

(books, journals, articles) which are used in teaching and learning process at

the academy are in English. Therefore they need to learn English not only for

communication but also for learning in academy.

The existence and the using of English in Indonesia are always

developed. Therefore, Indonesian government also gives attention to this field


5

by adding English in the curriculum in order to improve nurses’ English

skills. Based on the Ministerial Decree of National Education of Republic

Indonesia Number 23/U/2000 about the curriculum compilation guidance of

higher education and the assessment of the result of the students learning

Chapter IV about Core and Institutional Curriculum Section 10 (2), English is

included in institutional curriculum in MPK group, as stated “Dalam

kelompok MPK secara institusional termasuk Bahasa Indonesia, Bahasa

Inggris, Ilmu Budaya Dasar, Ilmu Sosial Dasar, Ilmu Alamih Dasar, Filsafat

Ilmu, Olahraga, dan sebagainya”.

The need of qualified nurses, the importance of English and the

government policy demand nursing students to learn English. They learn

English not only to pass the examination but as a medium to communicate

with others, to get more understanding related to their profession and to

prepare themselves to be professional nurses. It makes nursing students have

experiences in learning English. Therefore, in this study I attempt to find out

nursing students’ lived experience in learning English.

B. Limitation of the Study

This study focused on the lived experience of the students who learn

English in nursing program. In order to investigate participants’ lived

experience effectively, the study was limited on the students’ understanding,

belief, feeling, intention, and action in learning English. The participants were

the nursing students who learnt English at the school of health science. I


6

limited the research to three nursing students. They are chosen based on the

illumination aspect. With the limitation of the participants, it is expected to

gain rich and meaningful descriptions from them which can be elaborated.

The study of the lived experience is related to the experience of the

students as the participants in learning English. According to Patton (2002)

the inquiry areas of lived experience are experience and behaviour, opinion

and values, feeling, knowledge, sensory and background. Therefore, the lived

experiences here related to how nursing students’ understanding and feeling

in learning English are. The experiences will be described and interpreted as

the answer of the research question.

C. Research Question

Based on the background and limitation of the study, the questions

stated in this research is What is the nursing students’ lived experience in

learning English? This question becomes the guideline in conducting the

research.

D. Research Objectives

The purpose of this study is to explore the lived experience of nurse

students in learning English. The focus is to describe and interpret students’

lived experienced related to learning English in nursing program. Therefore

the objective of this study is to gain the empohatic understanding of students’

experience in learning English.


7

E. Research Benefits

The study of nursing students’ lived experience in learning English is

conducted to describe and interpret the experiences. Besides, the study also

expected to give other benefits both theoretically and practically.

Hopefully, this research will give contribution in teaching and learning,

particularly to help nursing students in learning English. By gaining a deeper

understanding of the experiences, nursing students may know their

development in learning English. The lived experience can be used as the

reflection for students who involved in the research. The findings may

generate an understanding that affect and enhance the students in learning

English. Besides, nursing educators may have an understanding about

students’ experience and ways to help students in learning English.

Furthermore, the finding may be useful for other researchers who will

conduct research related to nursing students’ lived experience.


8

CHAPTER II

LITERATURE REVIEW

This chapter discusses theoretical review and pre-understanding.

Theoretical review deals with theories underlying this study. The framework

of pre-understanding deals with how the theories are constructed.

A. Theoretical Review

In this section, the researcher will review two main theories which

become the construct of this study. They are lived experience and English in

nursing program.

1. Lived Experience

Lived experience is the starting point and end point of the study. It is

the experience of being in the world. The aim of the study is to find out the

meaningful experience subjectively experienced by the participants from their

point of view. Lived experience here refers to how a person perceive,

describe, feel, judge, remember, make sense, and talk about something with

other.

The inquiry areas of lived experience according to Patton (2002: 348-

351) are experience and behaviour, opinion and values, feeling, knowledge,

sensory, and background. Experience and behaviour relate to action and

activities in the past, present or maybe the future. Feeling is related to the


9

emotions like anxious, happy, afraid and others. Knowledge is about people’s

factual information toward something. Sensory involves everything related to

our sensory. Background gives portrait about the characteristic about the

people like their age, education, occupation and others.

The experience becomes live if it is meaningful and conscious. A

meaningful experience is when it is impressing and significant. Then it is

conscious when the person has certain awareness while having through or

performing the experiences.

Lived experience has relation with phenomenology and hermeneutics.

Phenomenology deals with description while hermeneutic deals with

interpretation. It is trying to find out the meaning of a phenomenon happened

or experienced by a subject. Van Mannen (1990:9) states that

‘phenomenology is the study of the life world’. It aims at gaining the deeper

understanding of the nature or meaning of our everyday experience.

Additionally, Creswell (2007:57) states that phenomenology study figures out

the meaning for several individuals of their lived experiences of a concept or

phenomenon.

Regarding the study of lived experience, Van Mannen (1990) divides

the definitions of phenomenology research into eight definitions. The first is

the phenomenological research is the study of lived experience. The

phenomena deals with life world; the world as we immediately experience it

pre-reflectively rather than we conceptualize, categorize or reflect on it. Thus,


10

phenomenology attempts to gain a deeper understanding of our everyday

experience. The second, the phenomenological research is the explication of

phenomena as they present themselves to consciousness. Consciousness is the

only access human beings have to the world. Thus, phenomenology is

interested in the significant world of the human being. The third,

phenomenological research is the study of essence. Phenomenology is the

systematic attempt to uncover and describe the structures, the internal

meaning structures, of lived experience. The fourth, phenomenological

research is the description of the experiential meanings. It attempts to

describe and interpret the meanings to a certain degree of depth and richness.

The fifth, phenomenological research is the human scientific study of

phenomena. Phenomenology claims to be scientific in a broad sense, since it

is a systematic, explicit, self-critical, and inter-subjective study of the lived

experience. The sixth, phenomenological research is the attentive practice of

thoughtfulness. Phenomenology also deals with thoughtfulness. It concerns

with the meaning of living a life. The seventh, the phenomenological research

is a search for what it means to be human. It focuses on the existence of

human being. The eighth, phenomenological research is a poetizing activity.

It is a way to discover what lies at the ontological core of our being.

Palmer in Ferianda (2017) gave some definitions of hermeneutic. The

first is hermeneutic as a theory of biblical exegesis. It means that hermeneutic

is as a basis for the interpretation of the bible. The second is hermeneutic as


11

the science of the linguistic understanding. It means that understanding is

close to the linguistic interpretation. The third is hermeneutic as the

phenomenology of Dasein and of existence of human being. The last is

hermeneutic as a system of interpretation which means that hermeneutics

relates to the interpretation.

a. Principles in Lived Experience

As human science research, there are six methodological themes related

to lived experience:

1) Turning to the nature of Lived Experience

Phenomenological human science begins in lived experience and

eventually turns back into it. Dilthey in Van Mannen (1990) has suggested

that in its most basic form lived experience involve our immediate, pre-

reflective consciousness of life: a reflexive or self-given awareness which is,

as awareness, unaware of itself. It means lived experience deals with the

awareness of the experience. Friesen et al (2012:1) states that phenomenology

is the study of experience, particularly as it is lived and it is structured

through consciousness. Experience refers not so much to accumulated

evidence or knowledge as something ‘undergo’. It is something that happens

to us, and not something accumulated and mastered by us.


12

2) Investigating experience as we live it

The world of lived experience is both the source and the object of

phenomenological research. Van Mannen (1990:32) stated that being

experience is wisdom of the practice of living which results from having lived

life deeply. In doing phenomenological research this practical wisdom is

sought in the understanding of the nature of lived experience itself.

Investigating experience relates with data. There are some ways in gathering

the data or as the sources of lived experience as purposed by Van Mannen

(1990); using personal experience as starting point, tracing etymological

sources, searching idiomatic phrases, obtaining experiential descriptions from

others, protocol writing (lived experience descriptions), interviewing (the

personal story), observing (the experiential anecdote), experiential description

in literature, biography as a source of experiential material, diaries-journal-

and logs as sources of lived experience, art as a source of lived experience.

3) Hermeneutic Phenomenological Reflection

Husserl as cited by Van Mannen (1990:77) stated that the meaning or

essence of phenomenon is something everyone does constantly in everyday

life. The insight into essence of a phenomenon involves a process of

reflectively appropriating, of clarifying, and of making explicit the structure

of meaning of the lived experience. Reflecting on lived experience becomes

reflectively analysing the structural or thematic aspects of that experience.

According to Van Mannen (1990:79) phenomenological themes may be


13

understood as the structure of experience. Thus, when we analyse a

phenomenon, we are trying to determine what the themes are, the experiential

structures that make up that experience.

4) Hermeneutic Phenomenological Writing

Van Mannen (1990) emphasizes that doing research in a

phenomenological sense is already and immediately and always a bringing to

speech something. This thoughtfully bringing to speech is most commonly a

writing activity. Regarding with this activity, a common rhetorical device in

phenomenological writing is the use of anecdote or story. Anecdote is a

special kind of story. It can be understood as a methodological device in

human science to make comprehensible some notion that easily eludes us.

According to Van Mannen (1990) anecdotes may have a variety of functions

but the ones that are significance to human science discourse may include

these characteristics: anecdotes form a concrete counterweight to abstract

theoretical thought, anecdotes express a certain disdain for the alienated and

alienating discourse of scholars who have difficulty showing how life and

theoretical preposition are connected, anecdotes may provide an account of

certain teachings or doctrines which were never written down, anecdotes may

be encountered as concrete demonstration of wisdom, sensitive insight, and

proverbial truth, and anecdotes of certain event or incident may acquire the

significance of exemplary character.


14

5) Maintaining a Strong and Oriented Reflection

In this step, the researcher needs to stay focus on the purpose of the

research. In order to stay focus on the purpose, the texts need to be well-

oriented, strong, rich, and deep (Van Mannen, 1990: 151-153). The texts need

to be oriented to the research purpose. The texts need to be strengthened in

order to reach the understanding and interpretation. The texts need to be rich

in order to discover the phenomenon. The texts need to be deep. Depth is

what gives the phenomenon or lived experience to which we orient ourselves

its meaning and resistance to our fuller understanding. Van Mannen (1990)

emphasizes that to be strong in our orientation means that we will not settle

for superficialities and falsities.

6) Balancing the Research Context by Considering Parts and Whole

In this step, one needs to constantly measure the overall design of the

study or text against the significance that the parts must play in the total

textual structure. Van Mannen (1990) purposes some alternative ways of

structuring a research; 1) the text is written thematically means the text is

written based on theme as the guidance, 2) the text is analysed through

anecdote, 3) the text is exemplificative through rendering the nature of the

phenomena and filling the out the initial description by systemically varying

the example, 4) the text is exegetically by engaging one’s writing in a

dialogical or exegetical fashion with the thinking of some other authors, 5)

the text is existentially means to one’s phenomenological description against


15

the existential of lived times, lived space, lived body, and lived relationship

with others.

b. Fields in Lived Experience

Lived experience is a phenomenon which is reflected in the experience.

It relates to five important elements namely understanding, belief, intention,

action, and feeling.

1) Understanding

Lived experience attempts to understand the meaning of phenomenon.

The researcher discovers the phenomenon and grasps the meaning through

understanding it. Munhall (2008:903) defines understanding as

“comprehending an entity; achieving a grasp of the essence of another or of

an experience; empathizing or sympathizing with another individual, group,

or culture; or knowing what something is about or something is like”.

Siegel and Smith (1998) in Kurniawati (2015) propose four elements of

understanding which support the definition. The first is that to understand

something is to know a theory. The second is that to understand is to make

sense of something or to make something plausible. It means making sense of

something by proving it through scientific method. The third is that to

understand means to be able to apply it appropriately. Fourth, understanding

involves the act of examining the reasons that justify a claim. Thus,

understanding means as a process of knowing and experiencing something.


16

2) Belief

Lived experience of the students has relation to students’ belief.

Students’ belief influences the action and feeling that they have. Gorman

(1993) also states Hume’s definition of belief. Hume divides belief into nine

categories as follows:

1. an idea conceived in a certain manner

2. that certain manner of conception itself

3. an idea that feels a certain way

4. that certain feeling itself

5. an idea that has a great influence on the mind

6. an act of mind rendering realities influential on the mind

7. a lively idea related to an impression

8. a lively manner of conceiving an idea, which manner arises from an

impression

9. something that makes ideas forceful and vivacous

(Gorman, 1193:89)

In addition, Tatto and Coupland (2003) define belief as a tenet or body

tenet of some statement or the reality of some being or phenomenon,

especially when based on examination of evidence. Further, Tatto and

Coupland (2003) state different kinds of beliefs. They are belief toward

technology, belief toward subject matter content and pedagogy, belief toward

diverse students, and belief influencing teachers’ thinking. Belief in this

research is related to belief toward subject matter content and pedagogy.

Students have their own belief and it can be identified through their

judgments on learning English which is also influenced by their

understanding.


17

3) Intention

Intention is one of the parts in lived experience. It can be defined as an

aim or plan. Willis (2001) states that intention is what people expect about

something and related with the result of thinking. In line with the definition,

Satiya (2014) proposes three areas of intention. The first is intention for the

future. The second is intention with which someone acts. The third is

intentional action. Based on the definition and the areas of intention, the

students’ intention in this research refers to what students expect in learning

English. They are expected to have intention for the future, intention with

which they act, and intentional action.

4) Action

Action comes from the word act. Lived experience relates to action.

Van Mannen (1990:154) states that “human science is concerned with action

in that hermeneutic phenomenological reflection deepens thought and

therefore radicalizes thinking and the acting that flows from it”. Further,

Husserl (1970) in Moustakas (1994) emphasizes that the meaning of a

phenomenon is in the act experience. Each person has his own action in his

experiences. Action related to feeling, understanding and intention. Van

Mannen (1990:155) gives an example that “as I act towards children, I feel

responsible of a full understanding of what it is like to be in this world as a

child.


18

5) Feeling

Patton (2002) states that lived experience is related to how people

experience a phenomenon, how they perceive it, describe it, feel about it,

judge it, remember it, make sense of it, and talk about it with others.

Therefore, feeling is included in lived experience. In this study, feeling refers

to what expression students feel in learning English.

2. English in Nursing Program

a. English Language Learning

Language learning is an active and continuous process. Students

develop their language skills through learning and practice. Students learn

English as they use it to convey their thoughts, feeling, and thoughts. By

using the language in variety contexts, learners develop their fluency and

proficiency. Johar (2017:9) states that the primary goal of learning English is

to be able to have full responsibility in using the language. In order to be able

to achieve the learning goal of language learning; namely fluent control of the

sounds, spelling, vocabulary, grammar and discourse features of language, so

that they can be used to communicate effectively, requires the implementation

of the four strands of language learning (Nation, 2007). The four strands

include: meaning focused input, language focused learning, meaning focused

output, and fluency development. The four strands of language learning as

stated by Paul Nation (2007) are explained in the following:


19

a) Meaning focused input

The meaning-focused strands involve learning through listening and

reading using language receptively. It is called meaning focused because in

all the work done in this strand, the learners’ main focus and interest should

be on understanding, and gaining knowledge or enjoyment or both from what

they listen and read. Typical activities in this strand include extensive

reading, shared reading, listening to stories, watching TV or films, and being

a listener in a conversation.

b) Meaning focused output

The meaning-focused output strands involves learning through speaking

and writing – using language productively. Typical activities in this strand

include talking in conversations, giving a speech or lecture, writing a letter,

writing a note to someone, keeping a diary, telling a story and telling

someone how to do something.

c) Language focused learning

Language-focused learning has many names - focus on form, form-

focused instruction, deliberate study and deliberate teaching, learning as

opposed to acquisition, intentional learning and so on. It involves the

deliberate learning of language features such as pronunciation, spelling,

vocabulary, grammar and discourse. The language-focused learning is

preferred because terms like focus on form and form-focused instruction are

misleading in that they can involve a deliberate focus on meaning as well as


20

form, and need not involve instruction but can be the focus of individual

autonomous learning. Typical activities in this strand are pronunciation

practice, using substitution drills, learning vocabulary from word cards,

intensive reading, translation, memorising dialogues and getting feedback

about writing.

d) Fluency Development

The fluency development strand should involve all the four skills of

listening, speaking, reading, and writing. In his strand, the learners are helped

to make the best use of what they already know. Like meaning-focused input

and output, the fluency development strand is also meaning-focused. That is,

the learners’ aim to receive and convey the messages. Typical activities in

this strand include speed reading, skimming and scanning, repeated reading,

repeated reading, repeated retelling, and listening to easy stories.

Besides, in language learning each learner has a unique set of family

and cultural experiences, knowledge and understanding, and attitudes and

perspectives. These have an impact on learners’ language acquisition and

learning as well as on their general learning and understandings. According to

the Ministry of Education of New Zealand (2008), there are some factors that

will determine each learner’s starting point and rate of progress;

a. The strength of the English language learner’s oral language and literacy

in their first language(s). In general, if language learner’s proficiency in


21

all modes of their first language is strong, then it will be easier for them

to learn in a new language.

b. The age of the learner. The age of the learner affects how their approach

language learning. There are advantages and disadvantages to being

younger and older when learning English as an additional language.

Younger learners are often more open and flexible in their approach to

learning. Older learners usually bring explicit academic, cognitive, and

linguistic knowledge and experience, which can be an advantage but can

also be a hindrance at times.

c. The learner’s previous education. In general, learners who have had

consistent formal education are better able to learn a new language.

d. The match between familiar and new approaches to teaching and

learning. It can be difficult, especially for some older learners to get used

to being taught in unfamiliar ways.

e. The similarities and differences between English and the learner’s

language(s). If an English language learner’s first language is closely

related to English, it is easier for them to learn English because their

knowledge of sounds, structures, and word families in their first language

is transferable.

f. The learner’s language-learning experience. In general, the more

languages a learner know, the easier it is for them to learn a new

language. The stronger their oral language and literacy in their known


22

languages, knowledge, the easier as it for them to develop oral language

and literacy in a new language.

g. The learner’s exposure to English. English language learner will have

had different amounts and types of exposure to English either through

formal study or through less formal means such as listening to music,

watching videos, and participating in social context. If a learner already

has some exposure to English, they are on the way, even if they are not

aware of any familiarity with this language.

h. The learner’s opportunities to interact with native speakers of English.

When a learner has opportunities to interact with native speakers of

English in both social and academic settings, their language acquisition is

enhanced.

i. Affective factors; a learner’s personality and learning disposition (such as

their confidence, attitudes, perceptions, and ability to take learning risks)

influence their learning. Significant affective factors include the learners’

life experience, being shy or outgoing, motivation to learn and acquire

language, self-esteem and self-perception, previous exposure to trauma.

Other affective factors related to the school and home environment will

also have a bearing on a learner’s achievement. These factors include the

learner’s relationship with teachers and with other learners and well-

being stability of their family.


23

j. The learner’s cognitive learning ability; a small percentage of new

language learners are limited by a cognitive disability and will require

special support for language learning.

k. Physical disability; a few learners will need additional support for

language learning because they are affected by hearing, sight, or other

physical disabilities.

b. Characteristics of Language Learners

Learning and acquiring a language depend on the learner itself.

Lightbown and Spada in Thompson (2005:5) point out some characteristics of

good language learner as follow:

1. Good learners are willing and accurate guessers

2. Good learners are willing to make mistakes

3. Good learners try to communicative even without language

4. Good learners look for patterns

5. Good learners practice whenever possible

6. Good learners analyse their own speech

7. Good learners pay attention their own standards

8. Good learners enjoy grammar

9. Good learners begin learning in childhood

10. Good learners have above average IQs

11. Good learners have good academic skills

12. Good learners have good self-image and self confidence


24

Those characteristics show that the good learners are autonomous, have

a high intelligence, good academic skills and enjoy the process of learning.

They implied that if a learner had good skills and was able to learn other

subjects, they could then apply those same skills in learning a language.

In line with Lightbown and Spada, Hedge (2000) described the

characteristic of language learners as Self-Directed Learners. There are 7

characteristics of Self-Directed Learners:

1. Self-Directed learners know their needs and work productively

with the teacher towards achieving their objectives

2. Self-Directed learners know how to use resources independently

3. Self-directed learners learn both inside and outside the classroom

4. Self-Directed learners adjust their learning strategies as needed

5. Self-Directed learners manage and divide the time in learning

properly

6. Self-Directed learners learn with active thinking

7. Self-Directed learners do nott think the teacher is a god who can

give them

The characteristics above show the autonomous of the learners in

learning language. Hedge (2000) believes that learners who have good

strategies in place and who are autonomous will likely be more successful

than learners who depend on the teacher for everything and who blindly

follow without trying to process the information and make it their own. Being


25

Self-Directed means that you are motivated to learn and are willing to do

whatever it takes accomplish the task.

Be a good language learners deals with autonomous in learning.

Learner autonomy grows out of the individual learner’s acceptance of

responsibility for his/her own learning. This means that learner autonomy is a

matter of explicit or conscious intention; one cannot accept responsibility for

her own learning unless she has some idea of what, why, and how she tries to

learn. Furthermore, Dickinson (1993) point out the characteristics of

autonomous learner. He stated that although quite a lot of learners actually do

not know what is going n in their classes, autonomous learners are able to

identify what has been taught. They are able to formulate their own learning

objectives in collaboration with teacher, or as something that is in addition to

what the teacher is doing. In addition, autonomous learners can select and

implement appropriate learning strategies consciously, and they can monitor

their own use of learning strategies. Lastly, autonomous learners should

monitor their own learning and self-assessment.

Additionally, Chakici (2015:35) stated that another prerequisite for the

promotion of learner autonomy on the part of learners is awareness. Language

awareness can be defined as explicit theoretical knowledge about the nature

of language, and consciousness perception and sensitivity in language

learning, language teaching and language use. Learners need to be

consciously aware of how language systems work and what they need for an


26

effective learning process. On the other hand, though in learning autonomy

the learners deal with themselves, Surma (2004) stated that learner

development of autonomy has connetion with the teacher profesionl

development. It can be seen in the following figures:

Figures 2.2 Model of Learner Autonomy Development (Surma, 2004)

c. English in Nursing Program

Learning English in nursing program is not easy. It is challenging the

teacher and the students. The teacher may face difficulty when their students

unable to communicate in English. The students may also face difficulty to


27

communicate with English in nursing context. They may find it difficult when

new words are used in communication and variation of the language usage.

Both of English teacher and students who integrated Nursing and English

language at nursing Academy should have high English proficiency. Kersaint

(2009) suggest that writing down the terms on the board and listing the

nursing terms for teacher and students who are in the process of learning the

target language would reduce misunderstanding among them. It shows that

vocabulary become the important aspect in language learning and language

acquisition at Nursing Academy.

The nature behind integrating language and content teaching is learnt

effectively for meaningful communication and academic context. Teachers

who integrate content and language skill have responsibility both the subject

matter or content itself and language skill of English as the medium of

instruction. Teacher should be a content teacher who comprehends the

material very well and have high foreign language proficiency to help the

students acquiring content along with English.

The teachers also need to acquire some skills and knowledge in order to

accomplish the needs of their students effectively. Cummins (1998) give

some skill and knowledge which necessarily mastered by the teacher of

integrated approach to content and language, namely 1) teacher should have

nature of language proficiency, 2) role of the first language and culture in

learning, 3) capacity to make academic content instruction, 4) ability to


28

integrate language and content instruction, 5) respect for and incorporation of

students’ first language in instruction. Therefore, the integrated and content

teachers should have good proficiency in foreign language and the content of

nursing. The teachers are also supposed to understand students’ lacks and

problems in the classroom that are learning other contents in English.

The teaching and learning of English in nursing program as one of the

government policies is to develop the qualified higher education system in

nursing generally and to have professional nursing workers who fulfil the

global standard. According to Haryanti et al. (2015) that in order to have the

qualified and professional nurses, the curriculum of nursing education is

defined by reference to the core curriculum (80%) and the other additional

subjects including English. The development of the curriculum institution can

be adjusted with the vision and mission of the institution by adding the global

issues such as Ebola, Disaster, Trauma Treatment, Entrepreneur, foreign

language) based on the quality of the institution.

English in nursing higher education discusses about the integration of

the four skills (speaking, listening, reading, and writing) including grammar

and vocabulary in the nursing field which used whether in learning proses in

classroom or clinic/community practice. Based on the curriculum, after

learning English in nursing higher education, students are expected to be able

to: 1) read and explained in English the medical instruction related to

patients’ medical records, 2) identify the instruction in English used in


29

classroom or in simulation of health care setting, 3) write the report of

nursing care activities given to the patients, 4) communicate using English

actively in classroom or in simulation of health care setting. The time of

English teaching and learning for nursing students is based on the goal and

the situation of the institution. At STIK Stella Maris, the English teaching and

learning last for 4 semesters, two hours in each semester.

3. Stella Maris School of Health Science

Stella Maris School of Health Science (STIK Stella Maris) is managed

under the auspices of Ratna Miriam Foundation. This high school was

founded in 1946. It was established as a nursing school then the school

experienced a significant development. At 2007, this nursing school was set

to STIK Stella Maris. Now, Stella Maris School of Health Science has three

study programs; S1 Nursing, D3 Nursing and Ners program. This school is

also affiliated with Stella Maris Hospital.

Stella Maris School of Health Science is an education program

academic profession which aims to have professional nurses. The curriculum

used in the school is the 2014 National Curriculum. At the curriculum of the

institution, English included in Mata Kuliah Kehidupan Bermasyarakat

(MBB). In S1 study program, English for nursing last for 4 semesters while in

D3 study program, English for Nursing last for 3 semesters.

The institution organizes the education according to the Vision and

Mission. The vision of the institution is become the school of health science


30

that excels in Neurorehabilitation nursing with compassionate service. While

the missions are 1) developing ethical, spiritual, sensitivity, and caring values,

and 2) developing human resources who are capable of implementing the

Tridharma of Higher Education and qualified in Neurorehabilitation nursing.

The three study programs have their vision and mission differently in

order to support the vision and mission of the institution and also to have

qualified medical graduates (Dokumen Visi Misi STIK Stella Maris 2018):

1. S1 Program

a. Vision

Become the qualified study program that excels in

Neurorehabilitation for stroke patients.

b. Mission

- Conducting Ners education that excels in Neurorehabilitation

nursing for stroke patients.

- Developing the operational of home care in Neurorehabilitation

for stroke patients.

- Cultivate a caring attitude within the academic community.

- Developing and conducting current research.

- Developing and organizing community service in line with the

development of science and technology and based on the research

result.


31

- Cooperate with various educational institutions and health

services both domestic and abroad.

2. D3 Program

a. Vision

Become the qualified study program that excels in

Neurorehabilitation for stroke patients with compassionate service.

b. Mission

- Conducting nursing vocational education that excels in procedural

nursing of stroke patients.

- Participating in the research which oriented in Neurorehabilitation

nursing for stroke patients.

- Organizing community service which is oriented in Home Care of

stroke patients.

- Cultivate a caring attitude within the academic community.

3. Ners Program

The Vision of Ners program is become a qualified study program that

produces Ners who have caring attitude in nursing based on

compassionate, insightful global and excels in Neurorehabilitation

nursing for stroke patients. However, the visions of Ners program are

same with the S1 program.

Furthermore, the methods of learning used in S1 study program are:

Small Group Discussion, Role-Play and Simulation, Case Study, Discovery

Learning, Self-Directed Learning, Cooperative Learning, Collaborative

Learning, Contextual Instruction, Project Based Learning, and Problem Based


32

Learning and Inquiry. However, the methods used in Ners program are Pre

and Post Conference, Individual Tutorial, Case Report, Seminar, Problem

Solving, and Learning Innovation.

B. Framework of Pre-Understanding

This section discusses the connection between the related theories to the

pre-understanding of nursing students’ lived experience in learning English.

Further, tentative answer to the research question is presented.

The understanding of lived experience is a phenomenon in which

reflects as a meaningful experience. It is a past event. It reveals the essential

meaning of the experience of the individual. It is not simply about

understanding and belief but also feeling, intention and action of a

phenomenon. Therefore, the lived experience of nursing students in learning

English regards the essential meaning of learning to nursing students.

The nursing students’ lived experience in learning English is interpreted

as how learning English gives meaning to the students. Students’ experiences

become the foundation in unveiling their understanding, belief, feeling,

action, and intention. Students’ understanding in learning English is a mind

representation of the importance of English in nursing education and future

careers. Students’ belief in learning English is defined as their judgments of

learning English which also influenced by their understanding. In this study,

feelings refer to the expression of what students feel about learning. Intention

refers to students’ expectation in learning English. Finally, action refers to


33

what students do with their understanding, feeling, and intention in learning

English. From the framework above, the pre-understanding of nursing

students’ lived experience in learning English is then described as the set of

pre-figured themes. The pre-figured themes proposed are based on the

literature review. I assume the student’s experience in learning English are

inconfidence and learning autonomy. In summary, the framework of pre-

understanding of the lived experience of nursing student in learning English

can be seen in figure 2.1 below:

Figure 2.2 Framework of pre-understanding

Goal: The lived experiences of nursing students in learning English

Process: Dicovering experiences; logical truth and empirical truth

Belief Feeling Understanding Intention Action

Pre-figured themes

Inconfidence Learning autonomy


34

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with methodology in order to discover the

description and interpretation of lived experience. It consists of four parts.

The first is the research method which discusses the method of the study. The

second is the data research design. This part discusses the nature and source

of the data. The third is data instruments which explain the data gathering

instrument. The fourth is data gathering. It includes the discussion on how to

gather the data. The fifth is the data analysis. It explains how to describe and

interpret the data. The last part is the trustworthiness of the study which

discusses the trustworthiness of the instruments and findings.

A. Research Method

The aim of this study is to describe and interpret the lived experience.

Therefore this study belongs to one of the qualitative method that is

hermeneutic phenomenology. According to National Statement on Ethical

Conduct in Human Research (2007) qualitative research involves disciplined

inquiry that examines people’s lives, experience and behaviours, and the

stories and meanings individuals ascribe to them. It can also investigate

organisational functioning, relationship between individuals and groups, and

social environments. Understanding hermeneutic phenomenology as a

research method requires the definition and discussion of terms that may


35

initially appear daunting (Friesen et al, 2012). Phenomenology is the study of

experience, particularly as it is lived and as it is structured through

consciousness (Friesen et al, 2012). It always begins in the life world (Van

Mannen, 1990) and has its aim to create deeper understanding of the meaning

of experienced phenomena. Hermeneutic is the art of interpretation and thus

also of meaning (Friesen et al, 2012). Hence, hermeneutic phenomenolgy

refers to description and interpretation. Van Mannen (1990:38) stated that:

“It is the phenomenological and hermeneutical study of human

existence: phenomenology because it is the descriptive study of

lived experience (phenomena) in the attempt to enrich lived

experience by mining its meaning; hermeneutics because it is

the interpretative study of the expressions and objectifications

(texts) of lived experience in the attempt to determine the

meaning embodied in them.”

According to Van Mannen, hermeneutic phenomenology is the study of

experience together with its meaning. Further, Van Mannen (1990:18) also

states that “to do hermeneutic phenomenology is to attempt to accomplish the

imposible: to construct a full interpretative description of some aspects of the

lifeworld, and yet to remain aware that lived life is always more complex than

any explication of meaning can reveal.”

B. Research Design

In this research, the researcher attempted to design the study as a way to

tell and revealing problem of human life. There were four aspects in this

research design, namely; specified goal, context, process, and components as

shown in the figure 3.1 below:


36

Figure 3.1 Research Design

1. Specified Goal

The focus of this research was to discover the meaning of nursing

students’ lived experience in learning English. It focused on students’

experience in learning English. Besides, this study was also intended to

understand the narratives from the participants’ perspectives about their

experience in learning English in Nursing Program.

Research Identity

Title: Nursing Students’ Lived Experience

in Learning English

Context:

Setting Stella Maris School of Health

Science Makassar

Source and

Nature of texts:

Source: 3

nursing

students

Nature: a

narrative

Procedures:

1. Determine the sources of

the text

2. Collect significant

information from the initial

interview

3. Arrange some guideline for

interview

4. Conduct the interview

5. Transcribe the interview

6. Interpret the text

Goal:

Describing and

interpreting the

lived

experience of

nursing

students in

learning

English


37

2. Context

This research was conducted in Stella Maris School of Health Science

Makassar. There were three participants in this study. They were students of

STIK Stella Maris at the batch of 2016. They had passed three semesters in

the academy and they had learned English in each semester. Therefore, they

experienced various activities related to learning English. Additionally, this

research was conducted in March until April 2018. In the meantime, the

research conducted classroom observation, initial interview, and in-depth

interview to gather the data.

3. Procedure

There were several steps in conducting this research: determining

source of the text, arranging the guideline for interviews, conducting initial

interview and in-depth interviews, describing and interpreting the texts, as

shown in figure 3.2.


38

Figure 3.2 Research Procedure

Goal:

Describing and interpreting nursing academy students’

lived experience in learning English

Procedures

Conducting initial interviews

Transcribing

Conducting in-depth inteviews

Coding transcription

Generating themes

Results

Doing member checking

Writing final version

Writing the interpretation of

the participants’ lived

experience

Audio file

Audio file

Transcripts

Code labels

Themes

The description of the

participants’ lived experience

Participants’ feedback

Final writing

Classroom observation First-hand information

Arranging the guideline for

the interviews

The guideline for interview


39

There were three illuminating participants in this research who

have experienced the phenomenon. Besides, they all were willing to

share their experience. In the first stage, conducting classroom

observation enabled the researcher to get the first-hand information about

the participants. The classroom observation was done twice for each

class. The second stage was conducting initial interview. It enabled the

researcher to gain additional information and to create a good atmosphere

with the participants. The next step was conducting in-depth interviews.

The interviews were done three times foer each participants. The in-depth

interviews were all recorded and transcribed. Therefore, the recordings

were converted into texts.

After having the texts from the in-depth interviews, the

transcription was all coded. Coding the transcription allowed the

researcher to narrow the text in several meanings. This step led the

researcher to the next step, to generate the meanings which were later

used in analysing the phenomenon in this study.

There were another four steps in this research procedure. Those

steps were describing the texts, interpreting the texts, doing member

checking, and writing the final version. The description of the

participants’ lived experience was based on the fields in lived experience,

namely, understanding, belief, feeling, action and intention. Further, the


40

Components

Source of data: three nursing

students

Nature of data: narrative

researcher referred back to the texts and tried to relate it with the theories

in order to make interpretation. In addition, this study employed member

checking to validate the findings. Therefore, the participants were asked

to check both the interpretation and description of their lived experience

in learning English at nursing program. In the last step, the researcher

revised the description and interpretation based on the member checking

done by the participants.

4. Components

There were two components in this research design as illustrated in figure

3.3.

Figure 3.3 Research Component

Nature of data

This study aimed to describe and interpret the lived experience of

nursing students in learning English. Therefore, the researcher used

qualitative method in conducting the research. The data of this research was

in text. The researcher collected notes from the classroom observation and

narratives of the participants by interviewing. These data were used to


41

describe and interpret students’ lived experience in learning English at the

School of health science.

The observation notes was from classroom observation which had been

done in two meetings. The next step was interviewing the participants. The

interviews were conducted three times to each participant individually. All

lived experience materials were recorded and transcribed deliberately.

Research Participants and Setting

This research was conducted at Stella Maris School of Health Science

Makassar. There were three students as the participants. They are Nesya,

Theodora and Julia (pseudonyms). They were from the same semester and

they had learned English for three semester. They were selected because they

had experience in learning English and willing to share their experience. The

consideration in choosing the participants were based on Moustakas (1994)

and Creswell (2012) which state about the criteria of participants in

phenomenological study. They point out that in a phenomenological study, a

researcher needs to find research participants who all experienced the

phenomenon being explored and can articulate their lived experience. In

addition, since it was a qualitative research, Patton (1990) stated that

qualitative research typically focuses in depth on relatively small sample,

even single cases, selected purposefully.


42

C. Research Instruments

This research was about lived experience and it also related to personal

understanding of something especially about learning English at the School of

Health Science. The main data source was in-depth interview. An interview

guideline was used as the instrument to collect the data from the participants.

The in-depth interview was used also to answer the research question.

Interview involved researcher talking to one or more participants, where

the categories of response are focused but not necessarily pre-determined.

Interviews were usually recorded by audio-or video-tape, or notes. Boyce et

al. (2006:3) defines in-depth interview as a qualitative research technique that

involves conducting intensive individual interview with small number of

respondents to explore their perspectives on a particular idea, program, or

situation.

In all of the various forms of interviewing, Creswell (2015:220) classify

several general steps in conducting interviews as follows: 1) identify the

interviewees, 2) determine the type of interview, 3) audiotape the questions

and responses, 4) take brief notes during the interview, 5) locate a quiet,

suitable place for conducting the interview, 6) obtain consent from the

interviewee to the participants of the study, 7) have a plan, but flexible, and 8)

use probes to obtain the additional information. Furthermore, the in-depth

interviews were conducted to reveal the five fields of lived experience; belief,


43

feeling, understanding, intention, and action. Below are the examples of the

questions that the researcher has constructed:

Table 3.1 Interview questions example

Construct Questions

Learning Experience How long have you learned English?

Belief Is English important for you? Why?

Action What did you do in learning English?

Feeling How was your experience in learning

English?

D. Data Gathering

The instruments of this study were observation and in-depth interview.

Creswell (2015:211) states that “observation is the process of gathering open-

ended, first-hand information by observing people and places at a research

site”. As it was a study to describe and interpret the meaning in learning

English, observation was used to reflect the meaning of situations (Van

Mannen, 1990). In this study, the observation was done twice for each

participant. They were in two different classes, so the observation was done at

the two classes. As stated by Creswell (2015), the observation was done to

have first-hand information by observing the participants in the classroom.

Besides observation, interview was used as the main data sources to

describe and interpret the meaning of the lived experience of nursing students

in learning English. According to Van Mannen (1990), in phenomenological


44

human science the interview serves very specific purposes: (1) it may be used

as a means for exploring and gathering experiential narrative material that

may serve as a resource for developing a richer and deeper understanding of

human phenomenon, and (2) the interview may be used as a vehicle to

develop a conversational relation with an interviewee about the meaning of an

experience.

In interviewing the participants, the researcher used in-depth interview

to explore and gather the experiential narrative material from the participants.

The interview was done three times for each participant within 1 March 2018

until 4 April 2018. Each interview was conducted within a time span of thirty

to fourty minutes in an informal atmosphere. Additionally, the researcher

conducted the interview in Indonesian language and all the information was

recorded. In the discussion part, the researcher translated the results of the

interview into English in presenting the data.

E. Data Analysis

This study attempted to describe and interpret the participants’ lived

experience in the form of narratives. Creswell (2015:261) proposes several

steps in the process of analysing and interpreting qualitative data used in this

study.


45

Figures 3.4 Data Analysis (Creswell, 2015:261)

The first step in data analysis was preparing and organizes the data.

This step consisted of organizing the data, transcribing interviews and typing

field notes, and making decision to analyse the data by hand or computer.

The second was explored and code the data. This step included reading

the whole transcript and making coding. The third was coding to build

description and theme. In this step, codes were used to develop description of

people and places. It was used to develop themes. Coding system in study has

parts for each coding. The example is A5-Ns57-LEX. A6 refers to appendix

4. Ns represents Nesya, the name (pseudonym) of the participant and 57

refers to the line number in the transcription. LEX refers to the learning

experience.

Prepare and organize the data

Explore and code the data

Coding to build Descripton and

Themes

Represent and Report the findings

Interprete the findings

Validate the findings


46

The fourth was present and report the findings. In this step, the

researchers represented the finding in visual display that may include figures,

diagrams, comparison tables, and demographic table. The researcher reported

the findings in narrative discussion. The fifth was interpreting the findings.

This step included making interpretation from the reporting and representing

findings. The last step was validating the findings. The validation employed

the member checking procedure.

F. Trustworthiness

In doing a research especially in the process of data collection and

analysis, it is important to make sure that the findings and interpretations are

accurate. There are two strategies that can be used to determine the accuracy

and credibility of findings, such as member checking and triangulation

(Creswell, 2015:258). Triangulation is the process of corroborating evidence

from different individuals (e.g. a principal and a student), types of data (e.g.

observational field notes and interviews), or methods of data collection (e.g.

documents and interviews) in description and themes and qualitative research

(Creswell, 2015:259). Meanwhile, member checking is a process in which the

researcher asks one or more participants in the study to check the accuracy of

the account.

This study used member checking to validate the findings. Therefore,

all the participants were asked to check the transcription, description and

interpretation. Creswell (2015) adds that the member checking also involve


47

taking data, analysis, interpretation, and conclusion back to the participants in

order to check the accuracy and validity. In this research, all the participants

were asked to review the transcript and a brief analysis of the interview to

verify the data. They gave comments on the transcription and the analysis. In

general, the participants all agreed with the content of the transcription and

the analsysis.


48

CHAPTER IV

DESCRIPTIONS AND INTERPRETATIONS

This chapter presents the discovery of the empirical truth, both the

process and the results of the lived experience of nursing students in learning

English. It discusses how the data were collected, coded, reduced, presented

and analysed. This part is divided into two sections namely: the description of

the participants’ lived experience, and the interpretation of the participants’

lived experience.

A. Descriptions of the Participants’ Lived Experience

In this study, there were three participants being interviewed; Nesya,

Theodora, and Julia. They are pseudonyms. They are nursing students, batch

2016.

The texts were thoroughly collected from interviews which were

divided into two parts: initial interview and in-depth interview. The initial

interview was more flexible in terms of the development of topics. It was

conducted more freely by keeping the discussion on track and creating a

comfortable atmosphere so the participants could talk freely. While the in-

depth interview tended to focus on the topic. It was composed and derived

from research construct.


49

1. Nesya’s Story

Nesya, pseudonym, is one of the students in the STIK Stella Makassar.

She is in her fourth semester. She was born in Toraja. Her former education

was in different places. She spent her elementary school in three different

places. Then she continued to junior high school at Mangkutana and senior

high school at Toraja. After graduating high school, she wanted to enter

medical department. Her intention is to be a doctor but she failed to enter the

department. She waited for a year to continue her study in the higher level.

She chose STIK Stella Maris because it still related with medical department

and also economic consideration.

She started learning English in elementary school, since it was a

compulsory subject in school in Indonesia. Besides learning English as

compulsory subject in formal education, she also learned English at Kampung

Inggris for 5 months before she continued her study at STIK Stella Maris

(Ns7LEX). Regarding her experience in learning English, during the

interview, she shared that she had learned quite a lot about English in general

and especially in nursing program.

As a nursing student, English also become one of the compulsory

subjects. In STIK Stella Maris, English subject lasts for four semesters. Since

she is in the 4th semester, it becomes her last semester for learning English.

As compulsory subject, English have to be mastered by nursing students to

communicate with patients and to prepare themselves for the better future


50

regarding with their career. In the first interview, Nesya stated how important

English for her.

“I always read news in social media that English is the most we need

in working area. If someone hires a job, she must have TOEFL or

IELTS or at least she knows English. The other benefit of learning

English is can be used in hospital for example at Stella Maris which

has patient from other country. They need nurse who can speak

English. Sometimes there was a patient from outside and the nurse

doesn’t know to speak in English then she has to find other nurse who

can speak with the patient.” (A5-Ns9-BEL)

Additionally, Nesya mentioned that she enjoyed learning English since

the first time she learned it. She also motivated to learn English because of her

family.

“My family motivated me in learning English. My mother said that a

woman has to learn other language instead of her own language. My

uncle also said that I cannot work if I only know my language. They

encouraged me to learn English.” (A5-Ns12-MOT)

From this, it can be inferred that the motivation to learn English is from her

family. Nesya and her family realized that in this era someone have to learn

and acquire more than one language. Since English known as international

language, it is required to learn by people around the world. In relation to the

experience in learning English as nursing student, Nesya stated that it was her

second year learning English.

“From the first semester until this semester, we learned how to

communicate with patient in an appropriate way. Usually someone

speaks but she doesn’t know how to communicate well. As nurse, we

need to know about patients’ identity, make observation, and write

notes. So, as someone who has responsibility to get the data from


51

patients, we need to know how to communicate with patient in order to

get the data.” (A5-Ns14-LEX)

As nursing student, Nesya has to learn English which used to

communicate with patients. She was expected to communicate with patients

correctly. Besides, she has to observe, write the identity and make status

about the patients. Therefore, she also learned about how to make the report

about patients in English. Additionally, she stated that there are some

important materials she had learned in English class.

“Oh...at the first semester we learned about introduce self. For example

as a nurse, I can say ‘Good morning. I’m nurse Nesya, now...’ At the

second semester, we continued learning simple conversation

between nurse and patients. At the third semester, we continued with

conversation between nurse and doctor and how to diagnose illness in

English. Then about the fourth semester, since it is new for us, we don’t

know what will be learned in this semester.” (A5-Ns27-LEX)

In detailed, Nesya told that the first material she learned was about the

identity of patient. After that she had taught about how to write the diagnosis

and the indication in English (A5-Ns41-LEX). The program of English in

STIK Stella Maris lasts for 4 semesters and it is the last semester for Nesya to

learn English. She has taught much but she still want to learn more about

English.

“I think that what we have learned was enough to use in hospital. What

is needed by nurse and patients already accommodate in the English

material for this four semesters. If there is an opportunity to learn

more, I wish that we can learn about English in general, not only

about nursing.” (A5-Ns16-INT)


52

According to Nesya what she has learned from the first semester is

enough. She was taught about everything needed by a nurse. She stated that

what is prepared in English language teaching at nursing program has

considered about what is needed by nurses and patients. If there is another

change for her to learn English, she wanted to learn English in other field or

in general. The more she learned English, it would be better for her future.

Regarding with her experience in learning English especially in the

nursing program, Nesya stated that she really enjoyed learning English. What

she has had in former education about English really useful for her (A5-Ns18-

LEX). Besides, she also realized that the most difficulty in learning English is

having enough vocabularies.

“The most difficulty in learning English is vocabulary mastery.

Someone who wants to speak in other language have to thousands

words. It also becomes an obstacle for me to learn English because I

have less vocabulary. Therefore I use simple English to communicate.”

(A5-Ns29-LEX)

At the first Nesya told that there was no difficulty for her to learn English then

she realized that vocabulary was an important thing for her to learn English.

She known less vocabularies and it became her obstacle in learning English.

In addition, Nesya stated that what is needed by nursing students in

order to learn or use English is the opportunity to practice it in real life as a

nurse. It means that Nesya wanted to have practice class.

“It is not enough if we learn English only in the classroom. What we

need is practicing. Sometimes we already had the practicing session


53

but it does not enough. It would be better if we practice what we have

learned with patient or people outside.” (A5-Ns23-INT)

In relation with her experience to use English as a nursing student, she stated

that she had an experience using English to communicate with patient.

“Yes...I have an experience using English at hospital. I was in the

hospital counter when the patient came. She asked about the room,

in what floor and the doctor who responsible at the room. That

was my first experience.” (A5-Ns20-ACT)

It was Nesya’s first experience to communicate with patient. The patient

came to ask about the doctor who will take care of the patient, the room and

in what floor. She realized that it was a simple conversation but she felt

nervous while talking with the patient (A5-Ns21-FEE). Although she felt

nervous but she tried to do her best then she realized that she can speak with

other in English. This shows Nesya intention in learning English, what she

did to improve her ability and what she felt in learning English.

Additionally, Nesya stated that her environment also support her to

learn English. The institutions especially through English teacher always

provided good material and atmosphere for her learn while her classmates

always be good partner to learn with (A5-Ns24-ENV). Besides, nursing

program also has another environment. That is students’ dormitory. Most of

nursing students lived at the dormitory. Nesya also had experiences lived at a

dormitory. She stated that dormitory became an environment which also

supports her in learning.


54

“I have lived at dormitory. Live at a dormitory was so helpful

because we live with those who are in the same school (nursing

academy) with us. If we have assignment and don’t know how to deal

with it, we can ask our friends. Dormitory emphasized the discipline of

time. One thing that sometimes disturbed us was the additional

activities.” (A5-Ns25-ENV)

It implies that living in dormitory helped Nesya to learn because if she has a

task she will easily ask her friend. The environment with all the rules also

helped Nesya to learn because she can manage her time to learn. One thing

that became an obstacle for her to learn in dormitory was the additional

activities.

Asking about her intention in the future, Nesya wanted to continue her

study or work outside. Therefore she realized that she had to improve her

ability in English by having a course of TOEFL or IELTS (A5-Ns32-LEX).

Besides, she also needed to improve her English individually.

In sum up, learning English for Nesya was an enjoyable experience.

She realized that English is important for nursing students. She known that

English was difficult but motivation for her family encouraged her to learn.

One thing she need in improving her English was vocabulary.

2. Theodora’s Story

Theodora (pseudonym) is a nursing student of Stella Maris School of

health science Makassar. She was born in Timika. Her former educational

background was in Timika. She moved to Makassar after she finished her

education at senior high school. Then she continued her study at STIK Stella


55

Maris. Now she is in semester IV (grade II). After graduated high school, she

wanted to continue her study at Biotechnology Department of Atmajaya

University, Jogjakarta but her father suggested continuing her study at health

field because. Her father thought that it will be difficult for her to get a job if

she chooses biotechnology. Then she chose to be a doctor but she failed to

pass the exam. Because of the failure then she chose nursing department. She

chose STIK Stella Maris because the suggestion and support from her family.

Nursing is not her intention but now she enjoys learning at nursing field. She

still has a desire to continue her study whether to be a doctor or in the

magister program of nursing.

Theodora started her study in STIK Stella Maris in August 2016. She

learned English since in semester I and English class lasts for four semesters.

Now she is in last semester of learning English. Regarding her experience in

learning English, she stated that learning English was enjoyable.

“Honestly, I enjoyed learning English. We can communicate and

keep contact with others from different country through English.

Besides, I like to learn English because of vocabulary and the

way they pronounce the words. Nowadays, English also needed in

the working area.” (A6-Th11-BEL)

Theodora enjoyed learning English because she realized that English is

important. It can be used to communicate with others especially with those

who come from different country and also needed in working. Besides, one

thing that made her really enjoy learning English was the way of the

pronunciation of English. She mentioned that she can easily understand the


56

intonation of English and easily to speak with other. She added that she

enjoyed learning English because the way they speak. She told that she like

watching movies and it motivated her to speak English too (A6-Th23-FEE).

In the second interview, she added that the most enjoyable moment when

learning English was discussion section (A6-Th49-LEX). Besides, she also

realized that English is important for her as a nursing student.

“Oh...In nursing field, English is important to be learned. If there is

a patient from other country, we need to communicate with them in

English. Therefore English cannot be separated with nursing. By

knowing English we can be a professional worker in other

country.” (A6-Th13-UND)

Theodora mentioned that English was important for nurses because if there is

patient from other country, they can communicate with them using the

language. She added that if someone wants to be a professional worker then

she has to know English well.

Since English was important for her, Theodora needed to improve her

vocabulary. She told the starting point of learning English was by knowing as

much as possible about the vocabulary. If she had a lot of vocabulary then she

can classify the words and make sentences (A6-Th16-INT). Regarding to her

experience in learning English in Nursing Academy, she stated that she had

learned some materials needed by a nurse.

“The first topic we learned was about introducing self; how nurse

introduces herself to the patients. Then, we learned about how to take

care the patients or what we need to do. We also learned about giving

information, making diagnose, writing notes about patient’s


57

personal identity and complaint for example; what is your complain?

etc...” (A6-Th17-LEX)

In detailed, she mentioned that at the first semester she learned English

in general. She learned about vocabularies used in general and in nursing

field, made classification of those words then made sentences used the words.

In the second and third semester, she was taught more about English for

nursing (A6-Th48-LEX).

Though English was enjoyable for her but she also had difficulty in

learning English. Sometimes she felt not confident to speak especially with

foreigners.

“The challenge in learning English is related to my confidence. I am

not confident if I have to speak with those who speak English

especially the foreigner.” (A6-Th25-FEE)

She told that the thing made her not confident was making mistakes. She

added that to overcome her problem, she tried to go to public places that

visited by foreigners to practice her English ability (A6-Th39-INT). The other

difficulty faced by Theodora was if she had a problem and became not focus

in learning process (A6-Th53-LEX)

Asking about her environment, Theodora stated that the environment

really support her in learning.

“Actually they were not so active in class but they still want to learn

English. Some of them didn’t give attention to English but others

always active in class.” (A6-Th26-ENV)


58

It can be inferred that her environment especially her classmates also support

the learning process. Some of them have no interest in learning English but

there also some students took part in English class. She also has a group of

friend who came from different universities. They intended to practice

speaking English. They visited certain places which had visitors from abroad

(A6-Th74-LAU). Besides, the lecturer also helped her in learning English.

“Our lecturer always helps us. It made me proud of him. He also gave

a good feedback for us. He never judges us by saying negative

statement but he guide and encourage us to learn more and more.

He became one of the lectures who motivated us to learn English.” (A6-

Th57-EV)

Theodora really appreciated the way her lecturer taught her. She said that the

lecturer always gave chance to the students to learn by themselves. Even they

made mistakes but he did not judge them. Therefore, the English lecturer also

became someone who motivated her to learn English.

In conclusion, Theodora was enjoying learning English. She thought

that English is important for her since English was needed in the future plan

whether work or continue her study in other country. Besides, learning

English in nursing academy, she also practiced using English outside the

academy by visiting some public place.

3. Julia’s Story

Julia, pseudonym, is one of the students in the STIK Stella Makassar.

She is in her fourth semester. She was born in Pinrang on 7th January 1999.


59

Her formal education was in Pinrang. At high school, she chose science field.

After graduating high school, she wanted to enter medical department. She

intended to be a doctor or therapist. As one of the students who always got

rank in her school, she had a chance took SNMPTN program without test.

Unfortunately, she also failed to enter the department (A7-JlA5-LEX). After

having consultation and suggestion from her family, she chose to continue her

study in nursing program.

Regarding her experience in learning English, Julia said that she started

learning English in elementary school. Besides learning English as

compulsory subject in formal education, she also took English course since

she was in elementary school. At the first interview, when asked about her

experience in learning English, she said English was difficult.

“About English...I have learned since elementary school. I learned at

school and at a course place. English was so difficult for me;

difficult to memorize the words, difficult pronounce, everything

was difficult in English. I was also afraid to meet with those who can

speak English well. I’m not confident. Therefore I think English is

difficult.” (A7-Jla7-UND).

It is inferred that English is too difficult for her. Even though she had learned

since elementary school at school or course place but she do believe that

everything about English was difficult. This difficulty made her not confident

to speak with other in English (A7-JlA50-FEE). Additionally, there was an

experience that made her afraid of learning or practicing English.

“I had an experience in English debate. I stopped my course because

of the debate. In debate, we have to explore the topic and shared our


60

understanding about the topic. Thus, debate needs more

understanding and a lot of words to express our idea. At that time I

thought that I cannot attend the debate. I was so afraid then I chose

to stop.” (A7-JlA51-LEX)

Julia had an experience to take part in school debate. She known that what are

needed in debate is knowledge and how the participants present what they

know in words. It made her afraid to speak in English. She added that it was

her experience in course program. In other side, when learning in high school

or in nursing program, English became easiest for her (A7-Jla36-FEE).

In relation with her experience learning English in nursing program,

Julia mentioned that English for nursing was important. She will use English

to communicate with others especially patients who come from abroad. A

nurse is responsible for making notes about patient’s personal data and

complaint (A7-JlA54-UND). Therefore, she needs to learn English and it will

help her doing her work as a nurse.

It was her second year in nursing academy and she has learned English

for three semesters. She mentioned that learning English in high school and

nursing academy was different.

“English in high school and nursing program is different. At high

school we learned English in general but, in nursing program the

lecturer provided us the material or module which related to

nursing field such as medical terms, the way nurse communicate with

patients in English, etc.” (A7-JlA55-UND)

Form this statement, it can be inferred that English in nursing academy is

more specific than in high school. As a student, Julia was taught English


61

materials used by nursing student. In detailed, she added that in first and

second semester, she learned English in general then the lecturer continued to

teach them about English for nursing (A7JlA52-LEX).

After learning English for many years, Julia realized that she enjoyed

learning English. She tried to be more active in class.

“I tried to be active in class, answer the question given by the

lecture. In learning English, I tried to be the first. But, I also

realized that some of my friends are better than me. It because they

are confident in learning English and I’m not...” (A7-Jla22-ACT)

As stated previous that Julia was not confident to use English but she tried her

best. She known that there were some students who had more ability in

English and to make her more confident in learning English, she decided to

be more active in class.

Regarding her experience in learning and using English, she had

experiences either in classroom or outside. She mentioned that she ever made

mistake in pronunciation.

“Ehm...for example, today I made mistake in pronunciation. Instead

of saying /brief/, I said /bref/ for ‘brief’. Suddenly, my friend shout

/brief/.../brief/... then I realized I have made mistake. There was also a

friend who asked me how to pronounce ‘tolerated’ then I said /tolerate/

but Sir corrected it by saying /tolerated/. Some may laugh at me but I’m

okay. It became encouragement for me.” (A7-Jla29-LEX)

From this experience, it shows that Julia made mistake by mispronounce

some words. Since she had enjoyed learning English then she freely accepted

the suggestion from her classmate. Besides learning the materials, the teacher


62

also asked students to speak in English. Julia tried to speak English even but

sometimes she still mixed English with Indonesia (A7-JlA50-LEX).

Julia had experienced many things in learning English either it is good

or bad. Through all this experiences she felt satisfied.

“I’m satisfied. We had an English teacher who is good in teaching.

He was so patient in teaching us. If we didn’t understand the material, he

will help us to understand. I also satisfied with the result I got.” (A7-

Jla32-FEE)

It can be inferred that she had a good result in learning English. She had an

English teacher who always help her especially those who were having

difficulties. The teacher was so helpful. Even though she had learned a lot

about English but she wanted to develop her English.

“What I need to do is learning by myself. If I have enough time, I

would like to join an English course with my friends. Besides, I also

need to develop my vocabulary.” (A7-JlA55-INT)

From this statement, Julia showed her intention to learn more about English.

She wants to continue learning with her friends in course place and since

vocabulary is important for her, she also wants to improve her vocabulary.

To sum up, learning English was a process of learning. At the first

time, Julia felt not confident to learn or use English. She thought that English

was so difficult. After learning English for some years then she realized that

English was enjoyable. She tried to learn and speak English. In order to

improve her ability, she wanted to have an English course with her friends.


63

B. INTERPRETATION

This section presented the interpretation of graduate students’ lived

experiences in learning English. The interpretations were based on the

findings. There were four themes being interpreted in this section and they

were divided in two sections, namely 1) pre-figured themes and 2) emerging

themes. Pre-figures themes consist of two themes which predicted after pre-

understanding of this study. In contrast, emerging themes are the themes

which appear after the data gathering. It consists of two themes.

1. Pre-Figured Themes

The discussion below was bracketed and arranged based on the pre-

figured themes discussed in theoretical framework. Empirically, the pre-

figured themes consist of two themes, namely a) Inconfidence, and b)

Learning Autonomy.

a. Inconfidence

Learning English gave vary experiences to the learners. They may feel

anything toward the experiences. There is still belief that English is difficult.

From the shared experiences; the participants also faced the same problem. It

made them not confident to learn and use English. Nesya mentioned that she

enjoyed learning English but sometimes she was not confident to practice her

English.

“Actually I was nervous, ‘Is it correct or not? Am I right?’ Then I

tried to answer it. My answer was so disorganized but he could


64

understand what I mean. Then “Oh yah, it’s good, he knew what I

mean.” (A5-Ns21-SD)

“For me, I tend to be brave to speak even I was not confident with

myself. It’s better for me to try first.” (A5-Ns22-ACT)

In line with Nesya, Theodora also felt the same. She felt not confident using

English especially if she had to speak with the foreigner.

“The challenge in learning English is related to my confidence. I am

not confident if I have to speak with those who speak English

especially the foreigner.” (A6-Th25-FEE)

Likewise, Julia mentioned that she was afraid in using English. She had

learned English since elementary school but still not confident in using

English.

“... But, I also realized that some of my friends are better than me.

It because they are confident in learning English and I’m not...” (A7-

Jla22-ACT)

“I was not confident. I’m afraid of making mistakes...” (A7-Jla-

40FEE)

From the participants’ shared experiences, it can be inferred that learning

English is not easy for them. They enjoyed learning English but if they have

to practice using it, they still feel not confident. The main reason for them is

they are afraid of making mistakes. Furthermore, the participants tend to

think that they cannot use English appropriately especially if they have to

speak with the foreigners.


65

The idea of belief classified by Gorman (1993) such as an idea

conceived in a certain manner and certain manner of conception itself are

presented in all participants’ ideas and experiences about learning English. In

line with the participants’ shared experience, Johar (2017:9) states that the

primary goal of learning English is to be able to have full responsibility in

using the language. Therefore, students who learned English were expected to

be able to use the language appropriately.

b. Learning Autonomy

The autonomy in learning English at nursing academy is shown through

the way the students learn English. The teacher provided the materials and

explained it to the students. Then he gave opportunity to the students to learn

by themselves or to practice by doing exercises individually or in group. It

means that the autonomy of the learning is provided so that the students can

maintain their learning. Besides, the students also try to find another way in

learning English. Experienced EFL believe that learners need to be aware of

their own learning styles, be willing to take risks both inside and outside the

classroom and need to be people who do not worry about making mistakes, or

need information to be immediately transparent.

Nesya, in her shared experience in learning English, stated that it’s

better to learn English by herself.

“I prefer to find out by myself. If we only follow the formal

education, we just do what was demand for us to do. If we know


66

something, we will realize what the challenge is and how to deal

with it...” (A5-Ns33-BEL)

Additionally, she stated that it is better from them to have enough time for

practicing their English. She thought that lecture gave them direction in every

meeting then let them practice what they have learnt (A5-Ns56-INT). She

also expected that she can continue to develop her English ability by joining

an English course.

“Yes...It is needed. I planned to start learning TOEFL and IELTS

because the vocabulary and the test itself are so difficult. I’m trying to

find a new way in learning English and TOEFL course might be

useful.” (A5-Ns32-INT)

Theodora differently shared her experiences in learning English. Since

English is important to learn, Theodora tried to develop her ability in English.

“Actually, I tried to learn by myself. I want to visit some places that

also visited by the foreigner. It will be the better place for me to

practice my English and to be more confident.” (A6-Th39-LAU)

Furthermore, in order to develop her ability in English and to prepare her

future career, Theodora wanted to join an English course. Together with her

friends, she also has group learning. They also had a program to develop their

English especially in speaking.

“Speaking outside the class? Ehm... I have a group of friend and they

are from different campus. We enjoyed learning English and we want

to develop our English by speaking with the foreigner. Therefore,

we had a program to visit certain public places and hopefully we can

practice our English with the foreigners there.” (A6-Th74-LAU)


67

Meanwhile, Julia mentioned that being more active in class helped her in

learning English. Julia realized that she had a problem with self-confidence

but she tried to overcome the problem by being active in class.

“I tried to be more active in class by answering question given to

us. But i know that there were some students better than me because

they’re confident speaking English. That’s my problem, I’m not

confident with myself.” (A7-Jla22-ACT)

Furthermore, autonomy here also refers to the learners’ initiatives in learning

English. Julia mentioned that since she and her classmates have difficulties in

learning English, they helped one another. She also tried to make her friends

more active in learning. She tried to help them.

“My classmates also helped me. If we didn’t understand the

materials, we can asked each other” (A7-Jla33-LEX)

“Yes...I tried to make a learning situation which can accommodate

us to be more active. So, I divided the task to all students then all of

took part at learning process.” (A7-JlA67-LEX)

In line with the participants’ shared experience, Holden in Thompson (2015)

states that autonomous learners are both cognitively and meta-cognitively

aware of their role in the learning process, seek to create their own

opportunities to learn, monitor their learning, and attempts actively to manage

their learning in and out of the classroom. The findings also supported by

Benson (2001:1), he states that autonomy is a precondition for effective

learning, when learners succeed in developing autonomy, they not only

become better language learners but they also develop into more responsible

and critical members of the communities in which they live.


68

2. Emergent Themes

This section provides the emerging themes which are constructed based

on the empirical truth. It appeared in the data gathering. There were four

emergent themes appeared from the participants during the interview. The

four emergent themes are a) awareness, b) learning environment, c) personal

development and d) indifference.

a. Awareness

The first emerging themes appeared during the data gathering was

awareness. Awareness is related to the consciousness of a being of its action.

Usually awareness is followed by a responsive action. Since English become

the compulsory subject in the curriculum, the student knew that English is

needed to be learned. However, after learning English in nursing academy, all

the participants realized that English is so important. During the data

gathering, they mentioned that English is so helpful from them now and also

later for their future career.

At the first interview, Nesya mentioned that English was important and

she enjoyed learning English then, she also realized that English is important

for her.

“I always read news in social media that English is the most we

need in working area. If someone hires a job, she must have

TOEFL or IELTS or at least she knows English. The other benefit of

learning English is can be used in hospital for example at Stella

Maris which has patient from other country. They need nurse who

can speak English. Sometimes there was a patient from outside and


69

the nurse doesn’t know to speak in English then she has to find other

nurse who can speak with the patient.” (A5-Ns9-BEL)

It can be inferred that Nesya realized that English is needed not only to

communicate but it also become the main aspect to be considered in work

field. Being more aware about the important of English was the next thing she

mentioned. During learning English and from the other nurse’s story, she

realized that translation as the part of learning English is needed by nurses.

Therefore she needs to develop her vocabulary, speaking skill and translation.

“It’s needed for us as nurses. How can we understand patients’ talk

without translate it. In translation we also need to know more

about vocabulary. Therefore, translation and vocabulary were also the

part of learning English.”. (A5-Ns54-UND)

In the same way, Theodora also like to learn English because of the

vocabulary and the way how someone pronounce the word, realized that

English is important for nursing students.

“Oh...In nursing field, English is important to be learned. If there is a

patient from other country, we need to communicate with them in

English. Therefore English cannot be separated with nursing. By

knowing English we can be a professional worker in other

country.” (A6-Th13-UND)

In addition she mentioned that even though as a students she did not use

English but she need to learn and know more about English. Since nurse will

be her future career, then English become important for her. It will be useful

for her in doing her work to know about the patients, writing notes, etc.

especially if she has to meet and serve the patient from other country (A7-

Th33-BEL).


70

Lastly, similar with Nesya and Theodora, Julia also realized that

English was important for her. When started learning English in nursing

academy, Julia felt that English was difficult and she was not confident to

learn or use English (A7-JlA7-UND). After learning for almost two years, she

knew that as a nursing student who will become a nurse, English is needed to

be learned.

“I think that English is important. As a nurse, if we had patient or

visitor from abroad, English will help us to take care of the

patients. How can we know the complaint, write notes, and make

diagnose if we did not understand. Therefore, English become

important for us.” (A7-JlA54-UND)

In sum, all the participants realized that English was important. At the

first they had different experiences and understanding in learning English.

They learned English because they like to learn the language and used it for

communication then they realize that to be a professional nurse or to continue

their study, English become the important language to be learned.

b. Learning Environments

A learner’s environment affects the learning process. In this context, the

learning environments in which the learners experience is the language

classroom and outside classroom environment. These include the physical

environment and the psychological environment. The physical environment is

more related to the organization of the classroom, whereas the psychological


71

environment regards how the environment affects the psychology of the

learners, positively or negatively.

Julia recollects her experiences in learning English. She realized that

her environment always support her.

“Ehm...for example, today I made mistake in pronunciation. Instead of

saying /brief/, I said /bref/ for ‘brief’. Suddenly, my friend shout

/brief/.../brief/... then I realized I have made mistake. There was also

a friend who asked me how to pronounce ‘tolerated’ then I said

/tolerate/ but Sir corrected it by saying /tolerated/. Some may laugh at

me but I’m okay. It became encouragement for me.” (A7-Jla29-

LEX)

The learning environment here deals with her classmates. In learning process,

they need one another to evaluate themselves. Sometimes the evaluation was

given in the good way by giving solution. In other side, they also give

negative judgement by laughing at her mispronunciation. Besides, Julia also

tried to make supportive environment for her classmates. She knew that

English was difficult for her class. Therefore, she encouraged her friend to be

more active in learning English.

“There are only some students who can ask to talk to. There is also

some student whom I talk to but they did not understand so I

repeat the explanation in Bahasa Indonesia...” (A7-JlA61-ENV)

“Yes...I tried to make a learning situation which can accommodate

us to be more active. So, I divided the task to all students then all of

took part at learning process.” (A7-JlA67-LEX)


72

Additionally, Theodora also shared the same experience. She realized that

most of her classmate did not active in class but they still gave attention to the

learning process.

“Actually they were not so active in class but they still want to learn

English. Some of them didn’t give attention to English but others

always active in class.” (A6-Th26-ENV)

Another experience was from Nesya. Since most of the nursing

academy has dormitory, she also lived at the dormitory. Dormitory became a

supportive environment for her.

“I have lived at dormitory. Live at a dormitory was so helpful because

we live with those who are in the same school (nursing academy) with

us. If we have assignment and don’t know how to deal with it, we

can ask our friends. Dormitory emphasized the discipline of time. One

thing that sometimes disturbed us was the additional activities.” (A5-

Ns25-ENV)

Living in a dormitory helped Nesya in learning. If she had difficulties then it

will be easier for her asking to her friend. However, there was also another

challenge living in the dormitory. They also have to spend their time for

additional activity such as choir. Sometimes it took their time to learn.

Beside the classroom and dormitory, there were other learning

environments which also helped the participant in learning English. Theodora

is one of the participants who tried to find another environment in learning

English.

“Speaking outside the class? Emm, I have a group of friend and they

are from different campus. We enjoyed learning English and we want to

develop our English by speaking with the foreigner. Therefore, we had


73

a program to visit certain public places and hopefully we can

practice our English with the foreigners there.” (A6-Th74-LAU)

Together with her friend, Theodora wanted to develop her English ability

especially in speaking skill by visiting some public places. This shows that by

practicing the English with the foreigners, it will be easier for her to acquire

the language. Since she enjoyed learning English, she tried to find another

way in learning English. Besides visiting public places, hospital as their

future working place also become learning environment for them to learn and

use English. Nesya also shared about her experience using English in

hospital.

“Yes...I had an experience using English at hospital. I was in the

hospital counter when the patient came. She asked about the room, in

what floor and the doctor who responsible at the room. That was my

first experience.” (A5-Ns20-ACT)

In addition, Nesya stated that learning by doing will be helpful for the nursing

students in acquiring the language.

“It is not enough if we learn English only in the classroom. What

we need is practicing. Sometimes we already had the practicing

session but it does not enough. It would be better if we practice what we

have learned with patient or people outside.” (A5-Ns23-INT)

As a nurse in the future she will face many patients with different

background. Since she had an intention to continue or work in other country,

it will be better for her to practice using English.

Regarding learning environment, The Ministry of Education of New

Zealand (2008) there are some factors that will determine each learner’s


74

starting point and rate of progress. One of the factors that appear from the

participant experience in learning English is the affective factors. Affective

factors; a learner’s personality and learning disposition (such as their

confidence, attitudes, perceptions, and ability to take learning risks) influence

their learning. Other affective factors related to the school and home

environment will also have a bearing on a learner’s achievement. Thus,

environments also help students in learning English.

In sum, all the participants had different experience about their

environment. Theodora and Julia realized that some of their classmates were

not attractive in learning English. It became challenge for them to learn.

Therefore, they tried to create an environment which can accommodate all of

them in learning English by making all the learners active in class.

Sometimes they also felt that the way the teacher taught also not interested.

However, there were also supportive environment which helped them in

learning English.

c. Personal development

The third emergent theme was personal development. Personal

development here refers to the changes or the development that the

participants felt or experienced when learning English. Each of the

participants shared their experience that they felt progression in learning

English.


75

According to Minister of Education of New Zealand (2008:4), learning

an additional language is a long process. It generally takes between five and

seven years for a learner of average intelligence who has strong foundations

in their first language. Since the participants started learning English in

different years and different way, they also felt different experiences in their

development of learning.

Nesya, in the first interview, mentioned that she did not have any

difficulty because she had enough basic in English.

“Actually, I didn’t have difficulties learning English at nursing

program because I already have the basic. It was different with my

friends who have no basic. Therefore, they felt so difficult learning

English.” (A5-Ns18-LEX)

From the shared experiences, it can be inferred that Nesya has strong

foundations about English. She had learned since elementary school and had

joined a course in Kampung Inggris. Those experiences became her

foundations which helped her learning English in nursing program.

Another experience was from Theodora. She stated that she had

progress in her English ability.

“I felt the progress in my English. At the first time, i was not focus in

learning English. After having motivation and support from the lecturer,

parents and friends, I became more active in learning. Besides, I also

enjoyed learning English. So, I really felt the progress especially in

speaking skill.” (A6-Th43-LDev)

It can be inferred that her environment and her anxiety to English became

motivation to her learning the language. Along her study in nursing program,


76

she felt the progress especially in speaking skill. In addition, she mentioned

that she felt the progress because she always tries to communicate with her

classmates in English. She also helped them to learn.

Julia had different experience about her progress in learning English.

She didn’t mention it directly but her shared experiences shown that she felt

the experience. Julia was the participant who felt English was difficult to

learn. She was not enjoyed learning English because of the difficulties and

also her experience learning English in the past (A7-Jla7-UND). However,

learning English at nursing program has changed her point of view about

English (Jla16-ACT). She became more active in learning English and also

helps her classmates to enjoy learning English too.

Additionally, at the first interview, they mentioned that learning English

was important because they have to communicate with the patients or visitors.

However, after learning English for three semesters, the participants felt that

as nurses they have to learn English more. What they need to learn is about

translation.

“...we made the diagnose or notes about the patients in Bahasa

Indonesia. So if there is a patient from other country (who speaks

English), we need to write in Bahasa Indonesia.” (A5-Ns42-TRA)

“As I heard from other nurses who had experience in writing the notes,

they usually wrote the notes in Bahasa Indonesia directly even

though the patients spoke in English...” (A5-Ns43-TRA)

“If we have patient who speaks English, the notes can be in English or

in Bahasa Indonesia. It depends to the nurses. She can write in English


77

but it is better if she translate into Bahasa Indonesia. It will help

the doctor or those who work at the laboratory...” (A6-Th62-TRA)

From the shared experience, it can be inferred that the participant realized

their progress by knowing what is needed to be learned. They knew that they

have learned what is needed for nurses but it is not enough. As nurses, they

have to communicate with patients and write the memo either in English or

Bahasa Indonesia.

In sum, all the participants felt that they had progress in learning

English. Their development was from no nothing to something, from feel

difficult to learn becomes enjoy to learn English. They felt the development

differently.

d. Indifference

The last emergent theme was indifference. Indifference refers to the

attitude of students in learning English. Learning English as a foreign

language became a challenge for nursing students. From the shared

experiences, all the participants enjoyed learning English but all of them also

realized their environment, in this some of their classmates have no interest in

learning English.

Nesya in her shared experience stated that some of her friends have no

interest in learning English. They thought that English is not important for

them.

“Sometimes, as I have heard, they are indifference about English,

they thought that “what is it?, for what?, or learning language is too


78

difficult”. This made me not enthusiastic to learn English...” (A5-Ns28-

INDF)

From the statement, Nesya realized that English become a difficult thing for

her friends. They have no interest to learn English because they did not know

the aims of learning the language. In the first interview, Nesya stated that she

enjoyed learning English but she also realized that situation like this also

make her not enthusiastic in learning.

In line Nesya, the other participant, Theodora also shared the same

things. She also has friends who have no interest in learning English.

“.... some of them are lack, I mean indifference but the others are

active..” (A6-Th26-INDF)

“If we had group discussion, we were divided by the teacher so we did

not choose our friends. I mostly got the group members who are not

too active...” (A6-Th67-INDF)

From this shared experience, it can be inferred that Theodara has some

friends who are not active in class. They did not take part in learning process

including group discussion. Therefore, sometimes she has to work alone.

Likewise, Julia also has the same experience. She didn’t share the

experience explicitly but she tried to help her friends in learning English.

“...I tried to create an atmosphere which can make all of them

active in learning. For example, if we had an assignment, I divided the

task to all the member so, the can be more active” (A7-JlA67-LEX)

It can be inferred that Julia realized the situation in her class. Some of

her classmates are not active. Group discussion becomes a solution for her.


79

She can use it to make them more active by giving each of them a task (job

description).

In sum, learning English for the participants was enjoyable but not for

their classmates. They have no interest in learning English because they still

did not realize about the importance of the language and the thought that

English is too difficult to be learned. This situation affected to the

participants’ feeling and intention in learning English.


80

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATIONS

This chapter consist of three sections namely conclusions of the

research, implications and recommendation. The first section presents the

summary of the findings and the answer of the research question. The second

section presents the implication of the study. The last section presents the

suggestion which can contribute English learning and teaching.

A. Conclusions

This study attempts to reveal the meaning of learning English. The

process in revealing the lived-experience was done through collecting texts

from the nursing students who have experience the phenomenon. Three

illuminating participants shared their lived experience of learning English.

There were six types of meanings/themes assigned under bracket; pre-figure

themes and emergent themes. The themes were based on the interpretation of

their lived experiences. The pre-figured themes were determined based on the

logical theory. The emergent themes were developed based on the empirical

truth.

In the pre-figured themes, there were two themes, namely inconfidence

and learning autonomy. In the first pre-figured themes, inconfidence, all the

participants faced almost the same problems. Feeling not confident, afraid of


81

making mistakes, less of vocabulary and knowledge were all the struggles

they faced. However, having those feeling did not hinder them to learn

English. They tried to find the way to be more confident in learning and using

English.

Learning autonomy as the second pre-figured themes also became the

part of all the participants’ experience in learning English. Since they realized

that English is important for them then they try to develop their ability in

English. Besides learning together in class, they also learn by themselves

either individually or in group. Being more active in class, find a course place

and visiting public places were their efforts to develop their English.

Based on the discussion and interpretation of the text, there were four

emergent themes in this study namely awareness, learning environment,

personal development, and indifference. Regarding the awareness, all the

participants realized that English was important for them. Nesya and

Theodora really enjoy learning English since the first time the learned

English. However, Julia felt that English was so difficult. After learning

English for three semesters, all of them realized that as a nursing student, they

have to learn English. It can be used either for communication or as the

preparation for them to continue their study and to be professional workers.

Learning environment emerged as the second theme. The participants

know that their environment helped them in learning English. Their

experiences were different one and another but all of the experience affects


82

their learning process. Comfortable atmosphere in class or outside, having a

group of friend who has the same intention in learning English, having the

best teacher and classmates were the supportive environment experience by

all the participants. Besides, most of the nursing students lived in dormitory.

Living in a dormitory can helped the students in learning but sometimes it can

be a struggle for them.

Personal development was also one of the emerged themes. Learning

English in the school of health science make them realize that they have

progress in their English ability. The participant realized their progress by

knowing what is needed to be learned. Their development was from known

nothing to something, from felt difficult become enjoyed to learn English.

The three participants felt the development differently.

The last emerged theme was indifference. From the shared experiences,

learning English for the participants was enjoyable but not for their

classmates. They have no interest in learning English because they still did

not realize about the importance of the language and the thought that English

is too difficult to be learned. The attitude of their classmates affected to the

participant’s feeling and intention in learning English.

The finding of this research confirmed previous theory and studies’

finding on how students’ experience in learning English. Learning English for

nursing students is constructed and goal oriented or based on the purpose.

Therefore, students believed that what they have learned will be useful for


83

thier career. Besides, there are many factors can affected someone in learning

English. One of them which affected to nursing students is the environment.

They felt that thay have the environments which support them in learning.

Furthermore, this research finding has supported the findings in the

related studies that learning English also has meaning. By experiencing

learning English, students are believed to have more insights. They know

their progress in learning, how to anticipate the difficulties and problems to

improve their ability in English.

The findings of this study help the research participants reflect on what

they have done in learning English. This reflection is hoped to help them

become more aware of what they do and help them to know about their

progress in learning English including its struggle or challenge. Additionally,

the finding of this study helps the audience to get more information about

learning English in nursing program. By reading this narratives, it also

expected that they would get better emphatic understanding about learning

English in nursing program.

B. Implications

Based on the students’ shared experience, learning English at nursing

program provided some significant implications for English language

teaching and learning. Since this study attempt to reveal the meaning of

learning English, it is expected that the readers will have better emphatic


84

understanding of what it is like to the students in learning English at nursing

program.

The second implication prevails for all nursing students who are also

learn English. From the shared lived experiences, students are hoped to have

more understanding about English. They need to know that English is learned

not only because it is the compulsory subject but it is needed either to

communicate or to work. They could make others’ experience as reflection

for them to improve their English ability.

The last implication applies for English teachers. They could make use

the participants’ shared experiences in this study to help students in learning

English. They are expected to find an appropriate method or technique in

teaching English. From the participants’ shared experinces, it is revealed that

the teachers need to provide a good technique for them to learn English. Since

English is difficult for them, they want to learn in a simple way.

C. Recommendations

The finding of this study benefitted to the research participants, as

nursing students, in forming a habit in doing reflection which would enable

them to self-actualize themselves both in their learning process and in their

life. Regarding to this, nursing students might implement a habit in doing

reflection of their learning to know their progress and to improve ability in

English. By having a reflective habit formation, they would have sharper

goals in their life to be able to self-actualize themselves. In addition, the


85

shared lived experiences in this study can be used to gain more information

and understanding on how the nursing students learn English.

Furthermore, the findings of this study might help the lecturers or the

institution to provide a method or learning environment which can help

students in learning English or practice their English ability.

Additionally, future researchers might conduct the same research which

focuses of the teachers’ lived experience in teaching English at nursing

program or other research which focuses on the English learning at nursing

program or other field. They could reveal how the lecturers give meaning to

the phenomenon or other findings.


86

BIBLIOGRAPHY

Bigs, J. (2003). Teaching for Quality Learning at University: What the

Students Does. Buckingham: SRHE and Open University Press.

Boyce, C. & Neale, P. (2006). Conducting In-Depth Interviews: A Guide for

Designing and Conducting in- Depth Interviews for Evaluation

Input. USA: Pathfinder International.

Cakici, D. (2015). Autonomy in Language Teaching and Learning Process.

Journal of the Faculty of Education Vol 16, No . Retrieved July

3, 2018.

Creswell, J. (2015). Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. New York:

Pearson Education, Inc.

Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge

University Press. 60

Elis, C. & Flaherty, M. (Eds.). (1992). Investigating Subjectivity: Research on

Lived Experience. London: Sage Publication.

Delahunty, G. & Garvey, J. (2010). The English Language: From Sound to

Sense. Colorado: The WAC Clearinghouse.

Ferianda, S. (2017). ELS Students’ Lived Experience of Project Based

Learning. Yogyakarta: Sanata Dharma University. Retrieved

November 7, 2017 from http://www.library.usd.ac.id

Friesen, N., Henriksson, C., & Saevi, T. (Eds.). (2012). Hermeneutic

Phenomenology in Education: Method and Practice. Boston:

Sense Publisher.

Gadamer, H. G. (2004). Truth and Method. London: Continuum.

Gorman, Michael M. (1993). Hume’s Theory of Belief. Hume Studies Vol

XIX, Number 1 (89-102). Retrieved July 12, 2018 from

http://www.humesociety.org/hs/issues/v19n1/gorman/gorman-

v19n1.pdf

Handoyowati, V. W. (2010). Teaching English in Nursing Academy.

Yogyakarta: Sanata Dharma University. Retrieved March 13,

2017 from http://www.library.usd.ac.id


http://www.library.usd.ac.id/

http://www.humesociety.org/hs/issues/v19n1/gorman/gorman-v19n1.pdf

http://www.humesociety.org/hs/issues/v19n1/gorman/gorman-v19n1.pdf


87

Haryanti, F., Kamil, H., Ibrahim, K., Hadi, M. (Eds.) (2016). Kurikulum Inti

Pendidikan Ners Indonesia 2015. Jakarta: Asosiasi Institusi

Pendidikan Ners Indonesia.

Hedge, T. (2000). Teaching and Learning in the Language Classroom.

Oxford: University Press.

Johar, D. (2017). The Lived Experience of Non-Fluent English Learners in

Learning English. Yogyakarta: Sanata Dharma University.

Retrieved September 26, 2017 from http://www.library.usd.ac.id

Jones, E. (Ed.). (2010). Internationalisation and Student Voice. New York:

Routledge.

Kersaint, G., Thompson, D., & Petkova, M. (2009). Teaching Mathematics to

English Language Learners. New York: Routledge.

Kurniawati, L. (2016). English Teachers’ Lived Experience in Developing an

Android-Based English Language Learning Application.

Yogyakarta: Sanata Dharma University. Retrieved December 11,

2017 from http://www.library.usd.ac.id

Mannen, M. V. (1990). Researching Lived Experience. New York: State

University of New York Press.

Ministry of Education of New Zealand. (2008). The English Language

Learning Progressions. New Zealand: Learning Media Limited.

Moustakas, C. (1994). Phenomenological Research. London: Sage

Publications, Inc.

Munir, S., Ramos, C. T., & Hudthon, E.T. (2013). Benchmarking Nursing

Education in Indonesia for Social Development and Global

Competitiveness. IOSR Journal of Dental and Medical Sciences

vol 10, Issue 1 (Sep-Oct. 2013). Retrieved October 24, 2017 from

www.iosrjournals.org

Nation, P. (2007). The Four Strands. New Zealand: University of Wellington.

Nolan Jr, J. & Meister, D. G. (2000). Teacher and Educational Change: The

Lived Experience of Secondary School Restructuring. Albany:

State University of New York Press.

Patton, M. Q. (1990). Qualitative Evaluation and Research Methods 2nd ed.

Newbury Park,CA: Sage Publication.




http://www.iosrjournals.org/

88

Park, M. K. (2006). The Lived Experience of Asian International Students in

Online Learning Environments in Higher Education. Columbia:

University of Missouri.

Prosser, K. & Trigwell, K. (1999). Understanding Learning and teaching:

The Experience in Higher Education. Buckingham: SRHE and

Open University Press.

Rachmawati, V. (2013). Teacher’s Lived Experience in Teaching

Mathematics in English at Junior High School. Yogyakarta:

Sanata Dharma University.

Reszke, S. M. (2011). Training and Transition: The Lived Experience of

Adult Learners of English as a Second (or Other) Language.

Tasmania: University of Tasmania.

Riyani, N. (2016). Students’ Perception of English for Nursing Used at

Kolaka Nursing Academy. Journal of English Education, 1 (1).

Retrieved from http://usnsj.com/index.php/JEE

Sembera, R. (2007). Rephrasing Heidegger: A Companion to Being and

Time. University of Ottawa Press. Retrieved October 13, 2017

from www.jstor.org/stable/j.cttickpcvp.6

Seidman, I. (2006). Interviewing as Qualitative Research. New York:

Teacher College Press.

Setiya, K. (2014). Intention. Stanford Enxyclopedia of Philosophy. Retrieved

from https://plato.stanford.edu/entries/intention/

Soesastro, H. (2008). Deepening Economic Integration: The ASEAN

Economic Community and Beyond. ERIA Research Report.

STIK Stella Maris. (2018). Dokumen Visi Misi STIK Stella Maris 2018.

Makassar: STIK Stella Maris.

Supratiknya, A. & Sunardi, St (Eds.). Pendidikan Tinggi dalam Abad Kedua

Puluh. Universitas Sanata Dharma: Sekretariat Mission and

Identity.

Surma, M. U. (2004). Autonomy in Foreign Language Learning: An

Exploratory Analysis of Japanese Learners. Perth: Edith Cowan

University Retrived July 3, 2018 from

http://ro.ecu.edu.au/theses/785


http://usnsj.com/index.php/JEE

http://www.jstor.org/stable/j.cttickpcvp.6

https://plato.stanford.edu/entries/intention/

http://ro.ecu.edu.au/theses/785

89

Suwaranak, K. (2012). TESOL in Context; TESOL as a Global Trade: Ethics,

Equity and Ecology. Retrived from

www.tesol.org.au/files/files/275_kasma_suwanarak.pdf

Thompson, S. (2005). The Good Language Learner. London: University of

Birmingham.

Wilcox, J & Taylor, T.K. (2012). Lived Experience of Nursing Students

Engaged in an International Service Learning Project. Journal of

Cultural Competence in Nursing Healthcare, 2(3), 1-10.

Retrieved March 13, 2017

Zeeck, K. (2012). A Phenomenological Study of The Lived Experience of

Elementary Principals Involved in Dual-Career Relationships

with Children. Minnesota: University of St. Thomas


http://www.tesol.org.au/files/files/275_kasma_suwanarak.pdf

90

APPENDICES


91

Appendix 1 Surat Keterangan Penelitian


92

Appendix 2 Informed Consent Form – Nesya


93

Appendix 3 Informed Consent Form - Theodora


94

Appendix 4 Informed Consent Form - Julia


95

Appendix 5

Transcript 1 (Nesya)

In-Depth Inteview 1

Nesya

*Identity

STIKES Stella Maris

9 March 2018

Laboratory Room

Role Interview Transcript Code

R1 Selamat sore, Nesya

Ns1 Iya, sore Suster

R2 Terima kasih sudah mau jadi partisipan saya. Suster mau tanya-

tanya pengalamannya Nesya belajar Bahasa Inggris secara

khusus sebagai mahasiswa keperawatan. Pertama-tama suster

ingin tau tentang Nesya dan latar belakang pendidikan Nesya.

Ns2 Saya asalnya dari Toraja tapi ada campuran Flores juga, Papa.

SD, SMP, SMA pindah-pindah ehhehe

Waktu SD itu pernah pindah 3 x, pernah di Bejawa, Toraja dan

yang 1 saya lupa dimana. SMP menetap sama di Luwu Timur, di

Mangkutana. Habis itu SMA sempat 1 tahun disana, tahun ke 2

kelas 2 pindah ke Toraja tinggal sama nenek jadi sudah pisah

dari orang tua sejak SMA. Kuliah juga...ehm sebenarnya saya

pernah nganggur 1 tahun karena nda lolos di tempat impian hehe

jadi sudah lanjutnya ke sini saja ke Stella Maris karena kebetulan

Stella Maris lumayan terkenal sih.

R3 Oh begitu, nah kalau boleh tau pindah-pindah karena apa?

Apakah karena orang tua yang pindah-pindah atau?

Ns3 Iya, faktor orang tua yang pindah-pindah karena waktu itu

kebetulan di Bejawa sana, mama kuliah disana selesaikan S1

saya sudah ada jadi kami menetap disana. Habis itu pindah ke


96

Toraja karena nenek panggil katanya di Bejawa terlalu jauh, nda

bisa dikunjungi. Lalu ke Mangkutana lagi karena orang tua

sekarang di Mangkutana, mama terangkat disana sebagai PNS.

R4 Kalau boleh tau SMAnya jurusan apa?

Ns4 IPA

R5 Tadi Nesya katakan 1 tahun menganggur karena tidak lulus di

tempat impian. Kalau boleh tau sebenarnya impian Nesya mau

masuk dimana?

Ns5 Saya sih suster sebenarnya pengen sekali ehm suka dunia medis,

memang suka sekali kedokteran tapi karena apa yah mungkin

karena sudah lihat keluarga bagaimana, ekonomi trus saya kan

anak pertama dan adik kan cuma selisih 3 tahun jadi kalo saya

kuliah, 3 tahun kemdian pasti dia kuliah juga. Kalo saya masuk

kedokteran, pembayaran buka awal itu sampai akhir itu

membayar terus, jadi saya bilang yah sudahlah, keperawatan

beda tipislah yang penting masih di dunia medis. Sebenarnya

mau kedokteran gitu hehe.

R6 Jadi memang Nesya tertarik di dunia kesehatan, baik perawat

maupun dokter?

Ns6 Iya suster, yang penting kesehatan.

R7 Baik sekarang kita masuk ke intinya. Nesya belajar Bahasa

Inggris sudah berapa lama?

Ns7 Ehm..mungkin karena memang kurikulum sih dri TK, SD, SMP,

SMA sudah sering belajar tapi untuk lebih mendalami

hmm..sebenarnya suka bahasa Inggris karena saya, nda tau

kenapa paling suka dengan bahasa. Karena kalau kita

menguasai bahasa itu karena memang bahasa dunia, kita

berkoneksi dengan semua orang. Bahkan saking sukanya

waktu nganggur 1 tahun itu, saya ke kampung Inggris 5 bulan

untuk mengasah dasar saja suster. Tapi untuk melanjutkan lebih

tinggi kayak TOEFL IELTS itu, kemampuan saya belum. Tapi

memang sangat suka utuk belajara bahasa Inggris karena

banyak manfaatnya buat saya.

LEX


97

R8 Ow yah jadi belajarnya dari SD-SMA trus ditambah lagi 5 bulan

di kampung Inggris. Waktu SMP-SMA pernah mengambil

kursus?

Ns8 Tidak suster, hanya di sekolah saja.

R9 Tadi kan sempat dikatakan banyak manfaatnya belajar bahasa

Inggris antara lain yang sudah disebutkan tadi ada koneksi, selain

itu apalagi?

Ns9 Kalo saya sih mungkin karena sering baca sana sini, di

Instagram lah, media sosial, bahasa Inggris sekarang kan

paling dibutuhkan di dunia pekerjaan suster toh. Sedangkan

orang melamar, apa yang diminta? TOEFL, IELTS, yah paling

sedikitlah bisa berbahasa inggris standar-standar. Manfaat

lainnya toh, macam di RS. Di RS Stella yang saya rasakan

paling sering pasien datang itu orang luar, kadang mereka

lucunya ada pasien datang orang luar, teman kita tidak tahu ini

jadi cari ‘siapa yang bisa bahasa Inggris, siapa yang bisa bahasa

Inggris’, yah bagusnya kalo kita dapat kayak yah agak

terangkatlah gitu. Yah kita bisa bicara langsung, banyak

manfaatnyalah suster. Seperti itu suster yang saya rasakan.

BEL

R10 Ow yah suster juga pernah dengar sih seperti itu katanya orang

rumah sakit kalo ketemu pasien bule itu langsung bilang ‘eh ko

mo saja, ko mo saja’

Ns10 Hmm..iya suster kayak kita orang yang paling diperlu karena kita

yang tau.

R11 Jadi menurut Nesya bahasa Inggris itu penting?

Ns11 Iya suster.

R12 Tadi kan Nesya katakan sudah suka bahasa Inggris dari dulu tapi

apa yang memotivasi Nesya untuk belajar bahasa Inggris?

Ns12 Yang mendorong terlebih khusus itu mama karena mama

bilang kalau perempuan itu jangan cuma bisa bahasa daerah

harus bisa bahasanya orang lain hehe. Jadi memang

ehmm...dimotivasi sama om juga karena om bilang ‘ko nda bisa

kerja kalo cuma menguasai bahasamu sendiri, jadi ko harus bisa

MOT


98

bahasa orang lain baru bisa kerja’. Gitu. Jadi sekarang saya kerja

tiba-tiba ada orang datang bicara trus saya ‘bagaimana mi ini’

hehe. Jadi itu paling mendorong saya sehingga saya bisa bahasa

Inggris.

R13 Jadi ada mama dan orang-orang terdekat yang mendorong untuk

belajar bahasa Inggris. Lalu apakah Nesya pernah mendengar

tentang MEA?

Ns13 Pernah dengar sih di berita-berita tapi untuk lebih jelasnya saya

belum terlalu tahu.

R14 Nah ini kan Nesya sudah kurang lebih 2 tahun di keperawatan

jadi sudah 3 semester jalan 4 semester belajar bahasa Inggris.

Trus yang kalian pelajari di keperawatan tentang Bahasa Inggris

itu apa aja?

Ns14 Ehm.. kayak kemarin suster semester I sampai sekarang, kami di

keperawatan itu ditekankan cara untuk berbicara kepada

pasien dengan benar dan tepat sasaran. Kan biasa ada orang

bicara, lain yang dimaksud lain yang ditanya begitu kan. Jadi kita

diajarkan bagaimana cara bercakap terutama dengan pasien.

Kami sebagai perawat setiap harinya itu perlu untuk

mengobservasi, membuat status, identitas, jadi kami sebagai

pengumpul data harus tau bagaimana cara bercakap yang

benar dengan pasien. Itu yang kami pelajari dari semester I

sampai semester ini, suster.

LEX

R15 Ow jadi dari semester I sampai semester IV sudah langsung

diberikan Bahasa Inggris untuk keperawatan?

Ns15 Iya, benar suster. Langsung...kayak percakapan antara pasien dan

perawat.

R16 Tadi Nesya katakan ada banyak motivasi yang mendorong dan

trus dari semester I sudah langsung belajar tentang bahasa Inggris

keperawatan, sebenarnya materi yang diberikan sudah dirasa

cukup atau perlu lebih lagi baik bahasa Inggris secara umum

maupun tentang keperawatan apalagi ini kan sudah semester

terakhir bahasa Inggris?


99

Ns16 Kalo menurut saya untuk standar keperawatan yang langsung

dihadapi di Rumah Sakit itu sudah lebih dari cukup karena kalo

kita lihat ruang lingkupnya perawat dan pasien sudah ada semua

dirangkum dalam pembelajaran bahasa Inggris dari semester I

sampai semester IV. Kalau mau lebihnya lagi di luar bidang

tertentu. Tapi yang diberikan sama kami itu sudah memang

yang kami butuhkan. Begitu suster.

INT

R17 Jadi sudah sesuai, maksudnya keperawatan perlu ini sudah

diberikan oleh dosen. Tapi apakah Nesya masih butuh

pembelajaran Bahasa Inggris lagi, mungkin yang lebih luas?

Ns17 Sebenarnya mau sih, hanya kan tergantung dari dosennya. Kalo

memang misalnya diberikan lagi yang lebih, malahan bagus

untuk kita. Semakin berkembang, semakin maju

kedepannya.

INT

R18 Kemarin suster sempat lihat proses pembelajaran bahasa Inggris

di kelas, bisakah Nesya cerita pengalaman belajar bahasa Inggris

dalam kelas? Adakah kesulitan dan lain sebagainya?

Ns18 Jujurnya sih bahasa Inggris selama saya di keperawatan,

untuk kendala mungkin saya tidak mengalami kendala

karena saya sudah punya dasar. Jadi selama semester I sampai

sekarang ini saya tidak mengalami kendala dibandingkan dengan

orang yang betul-betul tidak menata dasar bahasa dengan baik.

Jadi dia sangat kesulitan untuk belajar.

LEX

R19 Jadi biasa di kelas aktif?

Ns19 Iya aktif suster.

R20 Kalau di kelas sudah seperti itu, adakah pengalaman

menggunakan bahasa Inggris saat berhadapan dengan pasien?

Ns20 Untuk pasien, saya pernah sekali. Itu pun mungkin karena di

Loket, secara kebetulan. Pasien ini datang untuk tanya

ruangan saja sih sebenarnya, ini ruangan berapa, lantai

berapa trus atas nama dokter siapa. Itu saja pengalaman saya,

pengalaman pertama sih.

LEX

R21 Bagaimana perasaan Nesya waktu itu?


100

Ns21 Sebenarnya deg-degan sih, ‘benar ga yah, benar ga yah

bicaranya?’ hehe.. tapi setelah dicoba agak berantakan

ternyata dia mengerti gitu kan. Jadi ‘ow yah baguslah kalo dia

mengerti’.

FEE

SD

R22 Katanya agak deg-degan, agak takut seperti itu tapi kalo Nesya

lebih kepada berani atau takut untuk berbuat salah dalam bahasa

Inggris dan membiarkan orang lain yang bicara?

Ns22 Saya sebenarnya bukan orang yang sering meng-offer-offer kalo

ada tanggung jawab diberikan. Kalo saya lebih cenderung

berani walaupun memang saya nda yakin pada diri saya

sendiri tapi saya mencoba melakukannya terlebih dahulu.

ACT

R23 Menurut Nesya, pengetahun atau skill apa yang dibutuhkan

untuk bisa dan berani belajar bahasa Inggris ke pasien?

Ns23 Ehm..skill yang paling mereka butuhkan sebenarnya kalo cuma

metode pembelajaran saja di kelas itu bagi saya kurang. Mereka

lebih ke prakteknya, langsung melakukan. Tapi kadang

melakukan cuma teman ke teman, coba sekali-sekali practicenya

ke orang lain. Kadang kan kalo kita sama teman ke teman yah

apalah gitu. Yang saya pikir harusnya untuk lebih maju itu,

perawat harus bisa practice ke pasien luar yang bahkan

mereka tidak kenal ataupun orang-orang sekitar yang

mereka tidak kenal.

INT

R24 Dari semua pengalaman Nesya, adakah sarana/ pribadi yang

membantu dalam pembelajaran? Misalnya peran dosen, teman

kelas atau institusi STIKES sendiri?

Ns24 Peran, kalo dosen ya memberi materi. Kalo teman saling

melengkapi; kita berbicara, dia merespon.

ENV

R25 Akper atau pun sekolah kesehatan lainnya itu identik dengan

asrama, menurut Nesya kehidupan asrama mendukung

pembelajaran atau tidak?

Ns25 Karena saya pernah di asrama suster, sebenarnya kehidupan

asrama itu sangat membantu pembelajaran karena kita hidup

cuma sama mahasiswa yang memang sekolah disini jadi kalau

ENV


101

ada tugas, ya kita gampang bertanya dibanding orang di luar.

Untuk pembelajaran sangat mendukung terus tertib juga

dalam mendisiplinkan waktu. Tapi kadang , jujur sebagai

orang asrama hehe kadang sih memang karena kita di..ehm

dengan apa namanya dari agama juga jadi kadang ada hal-hal

tertentu ya misalnya latihan koor, kan kami biasanya latihan koor

pada malam hari tapi kan kami pada malanm hari adalah saatnya

untuk belajar. Itu yang agak berat saya rasakan. Bagian itu saja

yang kadang agak mengganggu.

R26 Jadi kalo hidup dengan teman-teman di asrama itu sebenarnya

membantu hanya saja kalau ada kegiatan tambahan, itu yang

cukup mengganggu?

Ns26 Ehm...iya suster. Teman-teman sangat membantu tapi memang

kalau ada kegiatan tambahan, ya itulah pengecualiannya.

R27 Tadi Nesya katakan tidak menemukan kendala belajar bahasa

Inggris dan memang suka belajar juga, jadi selama kurang lebih

2 tahun itu, dinamika belajarnya seperti itu? Bisakah Nesya

ceritakan pengalamannya lebih mendetail, waktu semester I itu

belajar apa? Dan kesannya bagaimana?

Ns27 Oh ya... waktu semester I sih belajar tentang perkenalan, kita

sebagai nurse misalnya “good morning. I’m nurse Nesya, now

...”. begitu suster, kayak lebih mendasar ke perkenalan. Trus ke

semester II, mulai percakapan ke pasien. Semester percakapan ke

dokter , pasien dan diognosa penyakit dalam bahasa Inggris. Trus

naik ke semester IV sekarang lebih mendetail tapi saya belum

tahu apa saja karena baru-baru belajar.

LEX

R28 Menurut Nesya adakah kesulitan yang mungkin dihadapi di

semester IV ini?

Ns28 Kalo mungkin atau tidaknya, tergantung situasi hehe...karena

semakin naik semester, semakin sulit. Kalo misalnya kita..ehm..

kadang sih sebenarnya bahasa Inggris bagi teman-teman dan

yang lainnya pernah saya dengar, mereka kadang apa yah,

tidak peduli karena bagi mereka ‘apa sih, untuk apa’ gitu

ENV


102

kan, ‘cuma belajar bahasa kok ribet’. Kadang itu yang bikin

saya hilang semangat tapi yah beda orang beda tujuan sih.

Kalo memang mereka memandang bahasa inggris seperti itu sih,

terserah mereka sih.

R29 Nah .. tadi kan Nesya katakan kesulitannya yah tergantung tapi

kalau dilihat dari pembelajaran 2 tahun ini dan sering juga aktif

di media sosial, menurut Nesya hal yang paling sulit dalam

belajar bahasa Inggris itu apa?

Ns29 Paling sulit kalo belajar bahasa Inggris itu penguasaan

kosakata karena orang berbahasa itu harus mempunyai

seribu kosa kata. Itulah yang juga jadi penghalang bagi saya

karena saya belum terlalu menguasai banyak kosa kata jadi untuk

bicara saya masih sederhana sekali.

BEL

LEX

R30 Sekarang Nesya memang masih semester IV, masih panjang

perjalanannya. Tapi kalo boleh tau apa cita-cita kedepannya?

Ns30 Sebenarnya saya sangat termotivasi untuk ke luar, malahan

saya berencana selesai S1 ini lanjut S2 karena saya suka jadi

dosen dan ke luar untuk bereksplore tentang pendidikan

terutama keperawatan karena macam saya baca di Singapore,

Kanada itu paling mereka butuhkan perawat Indonesia karena

mereka berpikir perawat Indonesia itu kerjanya nyata. Mereka

berani pegang pasien tanpa ada dokter. Sekarang ini yang paling

saya cita-citakan itu lanjut S2. Kebetulan saya dapat beasiswa

dari pemerintah. Itu saya tabung untuk biaya S2 karena saya pikir

darimana mo dapat tiba-tiba biaya untuk S2.

INT

R31 Jadi kalo kerjanya berencana ke luar, nah kalo rencana S2 nya

mau ambil di Indonesia atau di luar negeri juga?

Ns31 Kalo ada jalan, kenapa tidak untuk ke luar.

R32 Dari cerita dan harapannya, Nesya mau lanjut S2 dan kerjannya

di luar berarti itu kan memang butuh sekali bahasa Inggris. Kira-

kira apa usaha Nesya untuk mengembangkan Bahasa Inggris?

Karena kan kalau sudah di luar, kita tidak hanya menggunakan

bahasa Inggris untuk merawat pasien tapi juga untuk kehidupan


103

sehari-hari.

Ns32 Iya, butuh sekali. Ehmm...saya sudah planning suster untuk

mulai belajar TOEFL dan IELTS. Itu kan kosakatanya lebih

sulit apalagi dalam ujiannya lebih sulit. Jadi saya mulai planning

untuk mencoba cari pembelajaran, ehm mungkin kursus lah,

TOEFL. Kalau saya tunda, kapan lagi saya bisa menggapai

impian saya suster.

INT

R33 Dari sekian banyak pengalaman dan harapan yang ada, menurut

Nesya bahasa Inggris itu lebih baik belajar mandiri atau kita ikut

pendidikan formal saja?

Ns33 Cari tau sendiri karena kalo kita mengikuti pendidikan

formal, kita hanya mengikuti arus yang memang sudah

ditentukan jalannya. Kalo lurus yah lurus, kalo bengkok yah

bengkok. Tapi kita mencari tahu sendiri, kita tau mana tantangan

yang harus kita lewati dan mana usahanya. Kadang saya..ehm

apa namanya..ehm otodidak. Lebih ingin cari tahu sendiri.

BEL


In-Depth Inteview 2

Nesya

*Identity

STIKES Stella Maris

27 March 2018

09.40 – 10-05

Library


R34 Selamat siang. Kita lanjutkan lagi wawancara kita yah. Suster ingin

lebih tau lagi tentang pengalaman Nesya belajara bahasa Inggris.

Ns34 Selamat siang. Iy, suster.


104

R35 Sebelumnya Nesya katakan pernah belajar di kampung Inggris

selama 5 bulan. Nah, Nesya tau atau dapat info tentang kampung

Inggris dari mana?

Ns35 Waktu itu secara kebetulan dapat info di instagram gitu terus

dilihat-lihat ternyata lama sekolahnya bisa ambil berdasarkan paket.

Jadi tertarik untuk ambil itu.

R36 Bagaimana pengalaman Nesya belajar bahasa Inggris selama

disana?

Ns36 Ehm..menarik suster karena disana suasananya memang beda.

Disana karena mungkin semua wilayah disitu fokusnya untuk

kursus bahasa Inggris jadi kita semua yang disana memakai bahasa

Inggris. Seru sih karena masih ada yang standar aja, kesana kemari

pake buku pedoman.

R37 Jadi disana tidak ada lagi pelajaran dan langsung praktek

menggunakan bahasa Inggris?

Ns37 Ada kelas-kelas belajarnya juga kayak misalnya kita baru datang

nih dikasih program pembelajaran kelas pagi tapi selepas kelas,

mungkin memang di wilayah itu masyarakatnya juga sudah paham

bahwa mahasiswa yang datang ini belajar bahasa Inggris jadi

keNesya kita melakukan interaksi dengan masyarakat secar spontan

mereka menanggapi kita dengan bahasa Inggris, seperti itu suster.

R38 Lalu mengenai materinya, apa yang diberikan dalam kelas?

Ns38 Ehm... tergantung kita ambil kelas apa. Kan ada kelas basicnya, ada

kelas untuk menengahnya bahkan ada untuk TOEFL dan IELTS.

Tergantung kita mau ambil kelas yang mana.

R39 Bagaimana kesan Nesya selama belajar di kampung Inggris?

Ns39 Sangat berkesan...bikin ngangenin untuk mau kembali kesana lagi.

Selama belajar disana, practicenya itu lebih lancar. Malahan kita

tanpa lihat pedoman lagi, bicara yang biasanya kalo kita di luar itu

harus berfikir lebih banyak, masih mau di translate lagi. Kalo disana

secara spontan bicara, gitu-gitu. Tapi selepas dari situ, yah kaku

kembali sih.

R40 Tapi untuk pelajaran atau bahan yang didapat waktu berada di


105

kampung Inggris masih ingat sampai sekarang?

Ns40 Iya, masih suster.

R41 Berkaitan dengan pengalaman belajar sebagai mahasiswa

keperawatan, Nesya katakan bahwa perawat itu perlu observasi,

membuat status, dan mengumpulkan data, nah adakah meteri yang

diberikan dosen yang membahas tentang hal-hal tersebut?

Ns41 Kalo dari kampusnya, ada suster misalnya melengkapi data

pasien mulai dari data dirinya. Itu kan yang paling awal sekali

saya ingat waktu materi untuk data diri ada nama, pekerjaan,

alamat, umur dan sebagainya itu kami dapatkan semua selama kami

belajar bahasa Inggris di kampus. Stetelah itu bertahap, mulai

menulis diagnosa penyakit pasien, tanda dan gejalannya dalam

bahasa Inggris. Dan bagusnya itu kami ditekankan bagaimana

menerapkannnya langsung kepada pasien. Jadi kami tahu bahasa

Inggrisnya dari tanda dan gejala begini, kalo misalnya

penyakitnya ini, begini. Jadi kita sudah ada bekal untuk itu

suster.

LEX

R42 Apakah Nesya punya pengalaman mengobservasi atau membuat

status dalam bahasa Inggris?

Ns42 Belum ada karena kalo kita di RS, statusnya kan dalam bahasa

Indonesia jadi kalo ada pasien dari luar kita tetap memasukkannya

dalam bahasa Indonesia.

ACT

TRA

R43 Jadi dalam konteks seperti itu, walaupun pasiennya dari luar tetap

kita membuat notesnya dalam bahasa Indonesia. Itu berarti kita

butuh menerjemahkan lagi kan. Apakah Nesya punya pengalaman

menerjemahkan seperti itu?

Ns43 Ehm.. tidak tapi kalo dengar dari kakak perawat mereka pernah

mengalaminya dan secara spontan mereka bisa aja masukan data

dari bahasa Inggris ke Indonesia. Jadi spontan aja mereka isi, tentu

bagi mereka yang sudah lazim mendengar atau tau artinya tapi kalo

yang tidak yah mereka cari yang bisa.

R44 Menurut Nesya sendiri sebenarnya lebih gampang untuk berbicara

atau menerjemahkan?


106

Ns44 Kalo saya sih lebih ke speaking karena saya kalo

menerjemahkan masih agak apa yah...ehm belum terlalu lah.

UND

R45 Sekarang ini adalah semester terakhir bagi Nesya untuk belajar

bahasa Inggris, nah apakah bahan atau materi yang diberikan itu

sudah dirasa cukup bagi seorang perawat atau masih ada hal yang

perlu ditambahkan atau dipelajari lagi?

Ns45 Untuk standar rumah sakit dalam menghadapi pasien dengan materi

yang diberikan sampai sekarang, saya rasa cukup. Tapi kalo

misalnya kita sebagai perawat bekerja di instansi yang lebih

besar dengan bekal bahasa Inggris yang cuma sampai semester

IV ini, saya rasa harus lebih ditingkatkan lagi. Karena yang kami

dapat itu standarnya hanya untuk rumah sakit kota sperti makassar

ini . tapi kalo kita lebih ke Instansi sperti RS Internasional yang

lebih tinggi dari RSSM, kita membutuhkan lebih banyak lagi karena

tidak menutup kemungkinan bahwa mahasiswa yang selesai dari

kampus ini kan tidak selamanya mentok di RS pasti ada yang di

instansi pemerintah atau klinik pertambangan, dll. Kalo misalnya

bekal kita cuma di 4 semester ini saja, saya rasa setelah 4 semester

berikutnya bahan sudah dilupakan. Jadi saya pikir kenapa tidak

bahasa Inggris itu tetap diadakan yah walaupun responnya teman-

teman ‘apa sih, apa sih, itu ga penting’.

INT

R46 Tadi Nesya katakan bahasa Inggris yang diberikan dirasa sudah

cukup memenuhi standar bagi mereka yang bekerja di kota. Kalo

misalnya Nesya masih ingat bahan-bahan apa ynag telah dipelajari

dan bahan apa yang dirasa perlu ditambah sebagai bentuk persiapan

untuk masuk atau kerja di instansi yang lebih besar?

Ns46 Kalo bahan yang standar yah sperti disini, mahasiswa sudah mampu

mengisi status pasien ataupun kalo ada pasien dari luar ynag

mengeluhkan sakitnya, kita sudah tau bahasa Inggrisnya untuk

keluhan-keluhan pasien. Nah, kalo misalnya kita mau lanjutkan

dengan yang lebih tinggi, saya rasa bahan yang perlu ditambah yaitu

kosakata yang lebih banyak, karena kosa kata yang dikasih selama

ini masih sangat sederhana, kita hanya tau penyakit umum kayak


107

misalnya batuk, sakit kepala, pilek, dll. Padahal di intansi luar

misalnya ada kecelakaan pekerjaan lalu ada luka robek, kita belum

tau apa sih luka robek atau nyeri yang bagaimana. Itu kan kosakata

medis. Jadi perlu lebih banyak lagi tentang kosakata.

R47 Memang waktu lalu suster sudah sempat tanyakan bagaimana

pengalaman belajar di kelas, tapi saat itu Nesya menjawab lebih ke

kendala yang dialami. Nah kalo boleh sekarang Nesya ceritakan

kembali bagaimana pengalaman belajar bahasa Inggris?

Ns47 Ehm..selama belajar bahasa Inggris pengalamannya apa yah???

Sebenarnya bagi saya bahasa inggris Kurang begitu berkesan

sih karena belajar itu kan tergantung suasana. Selama 4

semester ini belajar bahasa inggris, biasa-biasa saja terus teman-

teman juga tidak terlalu respon maksudnya mereka terlalu masa

bodoh sih. Tapi beda orang beda pemikiran sih. Ehm..kalo pun

dari dosen memberikan materi cukup menarik, saya dan teman-

teman dapat fokus untuk belajar tapi kalo misalnya cuma sekedar

yah ... apa yah kayak kemarin menerjemahkan, suster lihat sendiri

kan kayak masa bodoh. Kesannya untuk itu yah biasa-biasa saja,

karena memang suasana dan pembawaan materinya masih kaku.

Harusnya itu lebih ke practice-nya supaya mahasiswa itu aktif

dan mau belajar.

LEX

FEE

INT

R48 Jadi yang membuat kalian suka belajar bahasa inggris itu kalo

materi dan pembawaan materi itu menarik. Nah kalo yang membuat

teman-teman lain malas tahu untuk belajar bahasa inggris itu apa?

Apakah hanya sekedar karena materinya kurang menarik atau ada

faktor lain?

Ns48 Yah, karena memang faktor malas itu sendiri juga karena cara

membawakan materinya yang kadang-kadang membosankan juga

suasana dan teknik pengajaran. Kalo mau dibandingkan teknik

pengajaran yang dipakai disini terlalu monoton sehingga

membosankan bagi kami dan tidak menimbulkan ketertarikan. kalo

dibandingkan dengan pengalaman saya di kediri, mereka itu lebih

aktifkan ke yang mereka ajar jadi mentor itu hanya sebagai


108

pengawas. Seharusnya yang aktif di kelas itu mahasiswanya bukan

pengajarnya. Nah, makanya mahasiswa itu merasa ‘ngapain sih kita

repot-repot kan ada ji dosen yang menjelaskan, kita cuma

mendengarkan dsb’. Jadi monoton sekali gitu.

R49 Jadi peran dosennya lebih nampak?

Ns49 Iya. Secara tehniknya cara mengajar dosen harus lebih

ditekankan karena mengajar mahasiswa tidak sama dengan

siswa. Di perkuliahan kan dosen hanya memberikan materi, mau

dimakan atau tidak yah terserah sedangkan di sekolah, mereka harus

disuapi, diawasi, yah layaknya makanan. Saya rasa dan harapan

saya sih dosen lebih mengaktifkan mahasiswa karena kalo

mahasiswa tidak diaktifkan, dipacu untuk belajar apalagi bahasa

inggris mereka akan masa bodoh.

INT

R50 Bagi Nesya sendiri secara pribadi, apakah peran dosen membantu

Nesya dalam belajar bahasa inggris atau tidak?

Ns50 Ehm..sangat membantu sih karena mereka yang membawakan

materi dan sebagai pengawas apakah kita sudah benar melakukan

ini atau tidak dan dosen yang saya dapat kan dalam mata kuliah

bahasa inggris ini sangat membantu karena beliau banyak

pengalaman dan membuka wawasan kita bahwa bahasa Inggris itu

sperti ini, dan lain sebagainya.

R51 Pengalaman paling berkesan dalam belajar bahasa Inggris?

Ns51 Yang paling berkesan dengan belajar bahasa Inggris itu kita

disegani orang. Saya sendiri sangat respect dengan orang yang lebih

dari saya tentang bahasa inggris karena saya pikir dengan belajar

bahasa Inggris orang akan respect ke saya, tidak mengacuhkan saya.

Bahasa inggris dapat menjadi bekal bagi saya.

R52 Baik Nesya, suster rasa wawancara yang kedua cukup sampai disini,

nanti kita lanjutkan lagi. Terima kasih.

Ns52 Iya, baik suster. Terima kasih.


109


In-Depth Inteview 3

Nesya

*Identity

STIKES Stella Maris

14 March 2018

15.30 – 16-05

Library


R53 Selamat sore Nesya. Kita lanjutkan wawancara kita yah

Ns53 Selamat sore. Iya suster

R54 Mengenai speaking dan terjemahan, dalam wawancara

sebelumnya Nesya katakan lebih memilih speaking karena

menerjemahkan belum terlalu tau dan menerjemahkan itu

penting bagi perawat. Nah, menurut Nesya perlukah materi atau

bahan mengenai menerjemahkan ada dalam kegiatan belajar

bahasa Inggris di kelas sebagai bahan ajar?

INT

Ns54 Perlu sekali suster, karena bagaimana caranya kita pahami

orang bicara tapi tidak bisa menerjemahkan. Nah, kan

orang menerjemahkan juga butuh kosakata yang lengkap

jadi kosakata dan menerjemahkan itu sudah 1 paket begitu.

UND

R55 Nesya juga sempat mengatakan bahwa teknik mengajar dari

dosen masih sangat monoton, dosen kurang memberi

kesempatan bagi mahasiswa untuk belajar sendiri namun dari 2

kali pembelajaran kemarin, suster sempat melihat pada bagian-

bagian tertentu dosen memberi kesempatan bagi mahasiswa

misalnya meminta satu per satu baca artikel yang disediakan.

Bagaimana pendapat Nesya dengan pembelajaran seperti itu?

Ns55 Iya suster, sebenarnya kalo begitu ya salah satu apa ya,ehm

teknik pembelajaran yang cukup membuat mahasiswa


110

supaya merespon apa yang diberikan jangan cuma melihat

ke buku, lihat ke layar. Jadi dosen yang mengajar kami, dia

kayak mengumpan sama kami supaya aktif. Kalo yang bisa,

coba tapi kalo tidak ada yang respon maka langsung ditunjuk.

Jadi kalo dosen yang tunjuk, mau tidak mau harus. Tapi tidak

diiming-imingi kayak ya..nanti saya tambahi nilainya. Kalo

seperti itu, lebih menarik sih, lebih hidup lah istilahnya.

R56 Nesya sempat mengungkapkan bahwa dosennya monoton dan

punya pengalaman tentang teknik-teknik pengajaran, kira-kira

menurut Nesya yang baik untuk mahasiswa itu bagaimana

supaya pembelajaran bahasa Inggris itu menjadi menarik?

Ns56 Alangkah baiknya sih kalo dosen tidak terlalu berpatokan di

buku saja, buku kan hanya untuk arahan tapi coba lebih

ditangkatkan untuk practice-nya gitu, maksudnya kita langsung

mempraktekan. Kalo bisa perbandingannya, 25% itu arahan

dari buku dan 75% practice-nya. Jadi arahan itu sebagai

bekal yang cukup bagi kami untuk practice-nya ke depan

dan dosen tinggal mengawasi.

INT

R57 Baik Nesya, wawancara kita sampai disini. sekali lagi suster

berterimakasih atas partisipasi dan sharing pengalamannya.

Ns57 Iya suster, senang juga bisa membantu.


111

Appendix 6

Transcript 1 (Theodora)

In-Depth Inteview 1

Theodora

*Identity

STIKES Stella Maris

14 March 2018

Classroom


R1 Selamat sore, Theodora

Th1 Iya, sore Suster

R2 Terima kasih sudah mau jadi partisipan saya. pada kesempatan ini saya

mau mewawancarai Theodora mengenai pengalaman Theodora sebagai

mahasiswa keperawatan

Th2 Iya, nama saya Theodora Marjelina Leho. Saya dari SMA N 1 Timika.

Asal saya dari Manggarai, Flores dan sekarang saya study di Stella

Maris semester IV bagian keperawatan.

R3 Dari SD sampai SMAnya di Timika atau?

Th3 Iya, di Timika

R4 Terus waktu SMA ambil jurusan apa?

Th4 SMAnya jurusan IPA

R5 Kenapa Theodora tertarik mengambil jurusan keperawatan?

Th5 Sebenarnya sih kalau mau bilang tertarik, dulu awalnya sih tidak

tertarik. Cuma karena dorongan dari orang tua, dorongan kakak

makanya saya bisa masuk disini. Sebenarnya dulu itu sudah lulus di

Universitas Atmajaya Jogjakarta, dulu ambilnya bioteknologi. Tapi

karena Papa pikirnya peluang kerja gimana jadi Papa bilang mendingan

ambil bagian kesehatan saja. Jadi sebenarnya ini dalam beberapa bulan

ini masih mau cari informasi juga untuk tes kedokteran. Tapi kalau mau


112

bilang tertarik, sebenarnya dari awalnya tidak tapi menikmati proses jadi

dinikmati saja, dijalani dengan baik saja.

R6 Jadi awalnya tidak menyukai keperawatan. Lalu awalnya menyukai apa?

Th6 Klo dulu itu memang masih mencakup dunia medis cuma lebih ke

kedokteran. Cuma karena kemarin tidak lolos jadi pilih keperaawatan.

Nanti klo ada SNMBPTN tahun ini bisa diikuti.

R7 Klo misalnya lulus di kedokteran, langsung pilih itu dan tinggalkan

keperawatan?

Th7 Klo masalah lulus, mungkin saya akan lanjut kedokteran dan tinggalkan

keperawatan tapi klo tidak yah jalani dulu profesi ini.

R8 Sekarang saya ini mengetahui lebih spesifik tentang belajar bahasa

Inggris. Sudah berapa lama Theodora belajar bahasa Inggris?

Th8 Sudah dari SMA sih, SMP juga kayaknya sudah dapat. Iya, sudah dapat.

R9 Belajar bahasa Inggrisnya hanya secara formal atau ada cara lain, kursus

misalnya?

Th9 Oh...hanya secara formal sih.

R10 Jadi hanya secara formal dan tidak pernah mengambil kursus?

Th10 Iya suster, cuma memang senang sih belajar bahasa Inggris jadi

biasa belajar-belajar juga kayak misalnya lewat nonton video barat

yang ada subtitle itu kan. Tapi klo kursus atau sekolah khusus memang

pernah ikut sih tapi hanya sekitar 1 bulan.

LEX

R11 Tadi kan Theodora katakan senang dengan Bahasa Inggris, apa yang

buat Theodora senang belajar bahasa Inggris?

Th11 Sebenarnya klo saya pribadi yang membuat saya senang belajar

bahasa inggris itu pertama, karena bagaimana yah, untuk

menghubungkan kita dengan orang lain itu yang paling diutamakan

itu bahasa Inggrisnya apalagi klo kita beda negara. Trus yang kedua

itu, saya suka karena pengucapannya sesuai dengan...hmm...

maksdunya eh ada memang bakat dalam diri bisa menangkap intonasi

dalam bahasa inggris dan mudah untuk berbicara dengan orang lain, tapi

kadang juga menjadi hambatan kalau misalnya orang yang kita ajak

bicara itu yah sedikit kurang tau dalam bahasa inggris. Yah...tapi kalau

saya pribadi saya sangat suka karena kosakatanya kemudian yang

BEL


113

kedua, bisa menambah pengetahuan karena kan suster sekarang dalam

pekerjaan itu yang paling dibutuhkan itu soft skill nya dalam bahasa

Inggris.

R12 Jadi itu yang membuat Theodora suka dengan bahasa inggris

Th12 Iya

R13 Terus kalau menurut Theodora bahasa Inggris bagi mahasiswa

keperawatan itu penting?

Th13 Oh.. kalau untuk dunia keperawatan itu sangat penting sekali

karena, pertama kalau kita mendapat pasien yang bukan dari

Indonesia, kita perlu salah satu jembatan yaitu bahasa Inggris. Jadi

memang dalam dunia keperawatan itu tidak luput dari namanya

pembelajaran bahas inggris, suster. Karena dimana-mana bukan

hanya sekedar pasien tetapi untuk keluar negeri saja kita harus

punya bakat dalam bahasa Inggris apalagi kalau kita mau bekerja

atau pergi menjadi pelayan profesional dalam bidang keperawatan

di luar negeri. Begitu suster.

UND

R14 Tadi Theodora katakan bahwa entah mau jadi perawat atau dokter,

bahasa Inggris itu perlu. Adakah hal yang memotivasi Theodora untuk

belajar?

Th14 Iya, yang paling memotivasi dalam hidup, maksudnya dalam

perkuliahan sekarang itu orang tua. Orang tualah yang mendukung,

memberi support untuk proses perkuliahan.

MOT

R15 Kalau motivasi khusus untuk belajar bahasa Inggris, bagaimana?

Th15 Oh iya.. salah satu yang memberikan motivasi untuk lebih

meningkatkan kemampuan bahasa Inggris itu dosen saya, suster.

Terutama bagian apa yah.. koordiantor kemahasiswaan. Katanya

tingkatkan lagi kemampuan dalam bahasa inggris, siapa tahu nanti bisa

ke luar negeri untuk melanjutkan proses pembelajaran disana.

MOT

R16 Kalau begitu apa saja yang ingin Theodora tahu atau pelajari tentang

Bahasa Inggris?

Th16 Yang paling ditahu yah? Yang pertama itu, yang paling umum

sebenarnya kosakata sih. Kosakata itu yang paling penting untuk kita

supaya kita juga bisa melanjutkan pembelajaran yang lebih baik. Jadi

INT


114

bagi saya yang pertama itu kosakata dikuasai kemudian segala bentuk

kata kerja, kata sifat, kata benda, dll itu kita kuasai dulu supaya kita bisa

masuk ke kalimat dalam bahasa Inggris.

R17 Sejauh ini kan sudah kurang lebih 2 tahun belajar bahasa inggris. Apa saja

yang sudah dipelajari selama ini?

Th17 Selama ini yang kami pelajari, pertama Introduce self; bagaimana

perawat memperkenalkan diri kepada pasien dan yang kedua bagaimana

langkah-langkah atau step-step kita mengambil suatu tindakan atau

prosedur yang dilakukan di depan pasien. Kemudian giving information

juga perlu, riwayat pasien juga perlu kita kaji, ada dialog-dialog tertentu

yang biasa kita ucapkan apabila kita ingin mengkaji pasien misalnya

What is your complain? Kemudian What is your job? Seputar itu saja

kita tanya dalam bentuk pengakajian kepada pasien. Begitu suster.

LEX

ACT

R18 Berarti sudah cukup banyaklah yang dipelajari.

Th18 Iya cukup banyak.

R19 Jadi belajar dari semester I itu sudah langsung tentang keperwatan atau

bertahap?

Th19 Klo dari semester I dia langsung ke keperwatan tapi memang ada

bagian tertentu yang umum dulu tapi lebih banyak ke keperawatan,

suster.

R20 Tadi kan Theodora katakan pernah belajar tentang pasien atau tanya-

tanya tentang pekerjaan. Apakah Theodora punya pengalaman tentang

berkomunikasi dalam bahasa Inggris?

Th20 Oh hehe.. kalau untuk berkomunikasi langsung terjun lapangan

belum suster karena saya juga belum dapat pasien pada saat di RS

karena kami juga baru dinas, suster. Baru bulan ini dan itu kami

dinasnya hanya 2 hari dan itu kami tidak terlalu mudah untuk

mendapatkan pasien yang berbahasa Inggris. Cuma kemarin, sempat ada

juga datang dari Thailand klo nda salah tapi speak-nya juga speak

English cuma saya kemarin tidak sempat dapat karena ikut rapat disini

jadi nda sempat mengkaji pasien dari luar.

R21 Kalau pengalaman umum lainnya, berpapasan dengan orang bertanya

dalam bahasa Inggris?


115

Th21 Jadi klo untuk berbicara langsung dengan orang sesama Indonesia itu

pernah tapi itu hanya seputar lingkungan kecil saja kayak semacam

teman gitu kan tapi maksudnya klo bicara langsung dengan orang luar

atau orang Indonesia yang berbahasa Inggris, itu belum suster.

R22 Kalau bisa cerita pengalaman Bahasa Inggris di kelas bagaimana?

Th22 Klo pengalaman ehmm saya itu orangnya paling suka bahasa

Inggris jadi kalau mau bilang soal experience itu kan paling suka

sekali. Jadi kalo pengalaman-pengalaman di perkuliahan itu salah satu

pengalaman yang paling berkesan itu pengalaman belajar Bahasa

Inggris, apalagi dosennya itu Pak Syamsir. Klo pengalaman, lebih

banyak pengalaman yang menyenangkan dibandingkan kesulitan.

Memang kadang ada beberapa bahasa Inggris tidak semuanya kita

kuasai, itu merupakan pengalaman yang bisa dijadikan pelajaran

supaya di rumah kita bisa belajar dan tahu artinya dan kita bisa

terapkan lagi pada saat pembelajaran bahasa Inggris di kelas.

LEX

R23 Yang membuat senang belajar bahasa Inggris itu apa?

Th23 Kayaknya speaknya deh. Karena kan saya orangnya paling suka nonton,

maksudnya hobby saya nonton jadi saya tuh paling suka nonton film-

film yang bertemakan barat. Dari situ mulai memotivasi diri untuk

belajar bahasa Inggris karena bahasa Inggris memang salah satu hal

yang paling penting karena berhubungan juga dengan hobbi. Jadi salah

satu yang membuat senang itu karena saya suka ber-speak english

dengan orang, kayak gitu.

LEX

R24 Lalu adakah kesulitan atau tantangan dalam belajar bahasa Inggris?

Th24 Mungkin dalam tantangan, saya kurang percaya diri kalau

berbicara dengan orang yang berbahasa Inggris apalagi dari orang

luar memang, dari barat masih memang bukan kayak takut tapi

kurang PD gitu.

FEE

R25 Yang membuat kurang PD itu apa?

Th25 Hehe...yang membuat kurang PD, yang pertama takut satu kalimat

yang diucapkan itu tidak sesuai dengan kalimat yang sebenarya. Itu

sih tapi sebenarnya masalah scary atau takut tidak, lebih ke percaya diri.

FEE

Inconfidence

R26 Bagaimana dengan lingkungan; peran mereka dalam pembelajaran


116

bahasa inggris?

Th26 Sebenarnya kalau lihat peran mereka dalam pembelajaran bahasa Inggris

itu tidak terlalu mencolok tapi peran mereka dalam kelas saat menerima

pelajaran itu bagus tapi sebagian dari mereka yang kurang

maksudnya lebih ke malas tahu begitu tapi kalau yang lain

perannya dalam bahasa Inggris itu ada walaupun hanya sedikit.

ENV

R27 Kebanyakan mahasiswa keperawatan tinggal di asrama, kira-kira

kehidupan asrama mendukung pembelajaran mahasiswa?

Th27 Sebenarnya bagi saya asrama merupakan salah satu halangan bagi

mereka untuk belajar. Pertama, di asrama itu kan penuh dengan aturan

dan kebanyakan aktivitas mereka itu yang menghambat proses

pembelajaran. Itu yang membuat mereka kurang fokus dalam

pembelajaran apalgi untuk belajar bahasa inggris karena mungkin dalam

pikirannya oh saya lebih fokus ke keprawatan, saya tidak mau terlalu

fokus ke dunia bahasa Inggris jadi itu ynag menjadi hambatan mereka

untuk belajar. Kita kan tahu asrama itu banyak aktivitasnya, belum lagi

doa, ehmm belum lagi latihan koor apa segala macam, renungan-

renungan gitu kan. Waktunya itu terhambat untuk belajar apalagi mereka

itu sudah ditetapkan bangunnya itu subuh sekitar jam 04.30 jadi waktu

mereka untuk belajar itu lebih banyak dihabiskan pada saat mereka

melakukan aktivitas dibanding belajar.

ENV

R28 Jadi dirasa kehidupan asrama dirasa agak menghambat proses belajar?

Th28 Iya suster.

R29 Theodora lebih memilih tinggal di luar asrama, kira-kira kegiatan yang

dilakukan di luar apa saja?

Th29 Saya kegiatannya itu ikut OMK, orang muda katolik kemudian biasa

juga belajar bersama-sama dengan teman di salah satu tempat misalnya

di kafe, kerja bareng kerja tugas atau ada hal-hal yang perlu dikerjakan

bersama-sama di luar. Tapi untuk kegiatan...oh..saya juga ikut kegiatan

organisasi di kampus, senat.

ENV

R30 Kalau jam belajar di kost-an?

Th30 Kalau saya pribadi paling suka belajar mulai dari jam 8. 1 jam saya

belajar malam trus pagi saya belajar kembali karna pagi itu kan lebih


117

menyerap begitu pelajarannya.

R31 Berkenaan dengan profesi perawat, Theodora pernah dengar tidak

tentang masyarakat ekonomi ASEAN?

Th31 Pernah suster

R32 Bagaimana pendapat Theodora tentang hal itu?

Th32 Sebenarnya kalau kita mau kaitkan dengan orang Indonesia klo soal

Bahasa Inggris bukan berarti tidak tahu tapi sebagian kecil ada memang

yang kurang dalam Bahasa Inggris jadi memang bagaimana kita harus

membangun karakter kita untuk bisa belajar bahasa Inggris.

R33 Tadi Theodora sempat mengatakan bahwa dalam pembelajaran Bahasa

Inggris ada teman yang malas tahu, kalau misalnya perawat itu hanya

bekerja di RS lokal, kira-kira bahasa Inggris itu perlu atau tidak?

Th33 Sebenarnya kalau misalnya kita kaitkan dengan tempat-tempat tertentu

yang dijadikan lapangan pekerjaan, misalnya di daerah memang tidak

banyak yang berbahasa Inggris tapi lebih ke bahasa daerah atau bahasa

Indonesia. Bahasa Inggris memang tidak dipergunakan tapi sebagai

mahasiswa, bahasa Inggris itu perlu walaupun hanya sebatas

perkenalan diri ataupun bertanya mengenai riwayat kesehatan,

pengkajian dan lain sebagainya karena kita tidak tahu kapan dan

dimana orang-orang berbaahasa Inggris bisa datang ke daerah itu.

UND

BEL

R34 Sebelumnya Theodora mengatakan Bahasa Inggris itu perlu karena

untuk berkomunikasi dengan pasien atau berkomunikasi dengan orang

lain, kalau misalnya dalam perkuliahan adakah bahan-bahan yang

digunakan untuk pembelajaran dalam bahasa Inggris?

Th34 Oh...kalau soal bahan, iya suster, biasa digunakan dalam kelas misalnya

kayak speaker gitu apalagi saat listening, itu sangat digunakan.

Kemudian ada booknya juga dan itu bukanya memang disitu sudah ada

bagaimana bahasa Inggris dalam dunia keperawatan.

R35 Kalau mata kuliah lain, adakah bahan ajarnya dalam bahasa Inggris?

Th35 Kalau mata kuliah lain...ehmm...oh ada. Apalagi kami kan kalau

keperawatan kan lebih ke diagnosa NANDA tapi itu kan tidak ke bahasa

Inggris banget. Yang biasanya bahasa Ingris itu NIC dan NOC.

R36 Nah kalau begitu kan bahannya dalam bahasa Inggris, adakah kesulitan


118

dalam belajar mata kuliah dalam bahasa Inggris?

Th36 Kalau saya sih maksudnya kalau bahasa inggris dalam mata kuliah lain

tidak terlalu dalam bentuk kalimat tapi dalam kata-kata tertentu yang

biasa digunakan dalam bentuk bahasa inggris, kayak confidential dsb.

Itu kan kayak 1 kata yang paling sering digunakan dalam dunia

keperawatan. Tapi untuk kalimatnya itu jarang digunakan, lebih ke kata-

kata medis yang sering digunakan.

R37 Jadi tidak dalam bentuk misalnya ada salah satu dosen masuk kelas lalu

menggunakan 1 buku bahasa Inggris?

Th37 Oh...nda...nda.

R38 Untuk kedepannya, kalau misalnya tetap di nurse atau mau pindah

kedokteran, adakah usaha atau niat untuk mengembangkan pengetahuan

tentang bahasa Inggris?

Th38 Kalau saya, apa yah...ehm kalau mau melanjutkan atau

meningkatkan kemampuan dalam berbahasa Inggris itu sangat

memotivasi diri karena yang pertama saya juga lagi sementara cari-

cari kursus yang memang betul-betul berkualitas untuk diikuti

untuk belajar bahasa inggris karena kan kalau misalnya saya juga

berkeinginan untuk lanjut studi ke jenjang berikutnya, pasca sarjana jadi

memang betul-betul bahasa inggris saya sangat butuhkan makanya

sekarang lagi berusaha untuk mencari tempat-tempat tertentu yang

menyediakan pembelajaaran bahasa Inggris.

INT

LAU

R39 Kalau usaha selain kursus, lebih ke dorongan dari dalam diri?

Th39 Sebenarnya kalau usaha belajar sendiri, ada. Trus usaha yang kedua

itu saya ingin pergi ke tempat-tempat tertentu yang dikunjungi para

bule. Jadi itu menjadi tempat bagi saya untuk mengembangkan

percaya diri saya yang sebelumnya kurang percaya diri untuk

berbicara dengan orang dari luar.

INT

LAU

R40 Jadi lebih ingin meningkatkan kemampuan dan kepercayaan diri?

Th40 Iya.

R41 Baiklah, saya rasa interview yang pertama cukup sampai disini

Th41 Oh iya.


119


In-Depth Inteview 2

Theodora

*Identity

STIKES Stella Maris

16 March 2018

Classroom


R42 Selamat siang Theodora

Th42 Siang suster

R43 Ada beberapa hal menarik dan ingin suster ketahui lebih banyak lagi.

Dalam wawancara sebelumnya, Theodora katakan kalau yang

memotivasi belajar bahasa Inggris itu salah satunya dari dosen bagian

kemahasiswaan, katanya harus terus meningkatkan kemampuan

bahasa Inggris siapa tahu bisa ke luar negeri untuk lanjut study. nah..

apakah Theodora merasa sudah ada perkembangan apalagi sudah 2

tahun belajar bahasa Inggris dan kedepannya tidak lagi ada kelas

bahasa Inggris?

Th43 Masalah perkembangan memang saya rasa sekali dalam diri karena

memang pertama-pertama masuk itu kan bukan masa bodoh dengan

bahasa Inggris tapi dari awal itu kan memang agak kurang fokus tapi

semenjak dapat motivasi dari dosen, orang tua, teman-teman saya jadi

giat belajar. Apalagi kan saya paling suka belajar bahasa Inggris

jadi selama perkuliahan ini saya rasa memang ada

perkembangan, suster dan perkembangan itu khususnya di

bagian speaking.

LDev

R44 Jadi bagian speaking yang dirasa berkembang yah?

Th44 Iya.

R45 Theodora menyadari perkembangan itu karena sering

menggunakannya atau bagaimana?


120

Th45 Kalau saya sering menggunakan itu walaupun teman tidak

tanggapi dengan bahasa Inggris juga tapi saya sering usahakan

begitu ke teman-teman sekedar hanya ingin belajar juga supaya

memperbaiki kosa kata, bahasa Inggris yang baik itu bagaimana.

LEX

R46 Pengalaman itu hanya di kelas atau di luar kelas juga ada?

Th46 Kalo paling sering saya gunakan bahasa Inggris itu kalo di dalam

kelas itu biasa tapi lebih banyak di luar.

R47 Di bagian lain Theodora katakan belajar Bahasa Inggris dari semester

I itu langsung ke keperwatan tapi ada bagian-bagaian tertentu yang

umum. Kalau misalnya masih ingat dari sem I-III itu ada pengalaman

lebih spesifik lagi tentang belajar bahasa Inggris? Jadi misalnya

belajar tentang apa?

Th47 Oh...semester I yah? Kalo semester I biasa juga kami belajar

tentang vocabulary, kosakata-kosakata dalam Bahasa Inggris

kemudian bagaimana untuk menentukan kalimat yang masuk dalam

kata kerja, kata benda, pokoknya itu semua yang diingat pada saat

semester I.

R48 Bagaimana dengan semster II dan III?

Th48 Kalau untuk semester II, dia lebih spesifik lagi ke keperawatan.

Jadi itu klo semester II dan sekarang itu berkaitan dia karena lebih

introduce self, yang seperti kemarin saya bilang toh suster. Dia sangat

berkaitan apalagi kalo misalnya kita mau terjun langsung ke

lapangan.

R49 Theodora mengatakan bahwa lebih banyak pengalaman

menyenangkan, boleh ceriatkan pengalaman yang benar-benar

menyenangkan itu?

Th49 Yang paling saya senang itu kalo misalnya kita pada saat belajar

itu proses diskusi itu bapak lemparkan semuanya pada kami jadi

semua kayak misalnya ada sesuatu atau soal-soal, itu dia kasih ke

kami untuk coba menjawab. Karena memang jujur saya orangnya

suka mengerjakan sesuatu yang menjadi hal untuk dikerjakan. Jadi

saya paling suka kalo belajar bahasa Inggris apalagi kalo ada hal baru

yang harus dikerjakan tanpa ada bantuan dari dosen, jadi kami lebih

LEX

FEE


121

bekerja sendiri, lebih mandiri lagi. LAU

R50 Jadi ini bapaknya lebih kasih kepercayaan anak-anak untuk belajar

sendiri?

Th50 Iya, kalo untuk kepercayaan sih 100% bapak kasih ke kami

untuk belajar dalam konteks buat tugas, diskusi di kelas tapi

untuk mengarahkan dan membina biasa bapak membina kami

semua. Jadi ada waktu memang kami kerjakan sendiri tapi

didahulukan dengan bimbingan dari dosen.

LEX

LAU

R51 Jadi pengalaman menyenangkan yaitu saat bisa mengerjakan hal baru

Th51 Hehe..iya.

R52 Theodora katakan lebih banyak pengalaman menyenangkan dan

terkadang ada yang sulit. Pengalaman yang sulit itu seperti apa?

Th53 Pengalaman yang sulit...hmm apa yah. Kalo dalam proses belajar

yang buat saya sulit itu biasanya kalo bilang sulit itu tidak ada suster,

cuma kadang kalo memang pikiranku lagi tidak fokus sama pelajaran

itu yang menjadi kendala biasa tidak fokus itu yang bikin sesuatu

yang diajarkan itu menjadi sulit tapi kalo saya fokus, saya anggap

semuanya dibawa santai trus saya fokuskan diri untuk belajar.

LEX

FEE

R53 Jadi sebenarnya dari segi materi itu, tidak ada kesulitan kecuali dari

diri sendiri.

Th53 Iya sudah cukup bagus kecuali dari diri sendiri.

R54 Kemarin Theodora sempat menyinggung kalo paling berkesan,

menyenangkan apalagi dosennya Pak Syamsir.

Th54 Hehe..Iya

R55 Nah kalau boleh tau apakah dari semester I dosennya sudah Pak

Syamsir atau ada dosen yang lainnya?

Th55 Dari semester I sampai sekarang tetap Pak Syamsir, tidak ada

perubahan dosen.

R56 Jadi memang beliau terus yang mengajar Bahasa Inggris?

Th56 Iya , beliau yang mengajar terus.

R57 Theodora mengatakan bahwa pengalaman belajar dengan Pak

Syamsir itu berbeda, bagaimana pengalaman belajar Theodora

dengan beliau?


122

Th57 Pertama, Pak Syamsir itu tidak menyulitkan kami. Itu yang

membuat saya bangga mempunyai dosen seperti beliau. Kemudian

yang kedua itu, dia itu orangnya kalo kita salah dia tidak menjudge

bahwa harus ko begini, tapi tidak. Dia lebih memperbaki. Jadi

tidak ada istilahnya ‘kau salah...kau salah..’ tapi bagaimana

caranya dia supaya memperbaiki agar sesuatu yang kita buat itu

benar. Pak syamsir menjadi slah satu dosen yang memotivasi kami

belajar.

ENV

R58 Jadi peran Pak Syamsir sebagai dosen Bahasa Inggris sangat

membantu kalian?

Th58 Iya, sangat membantu dan sangat menyenangkan juga.

R59 Kemarin kan waktu belajar tentang nurse’s notes tampak agak sulit

karena tidak belajar bahasa Inggris kata per kata tetapi justru ada

simbol misalnya kayak diagnosa menjadi d. Menurut Theodora

adakah kesulitan belajar topik tersebut?

Th59 Kalo saya, mungkin orang bilang sulit. Tapi kan tergantung masing-

masing pribadi kan suster, bagaimana dia menyikapi. Kalo soal

simbol, itu kan memang mutlak dipakai dalam dunia medis jadi

memang mereka gunakan simbol sperti itu tidak hanya mutlak dalam

bahasa Inggris. Kalo bilang kesulitan, memang mungkin ada

beberapa kesulitan dalam mengahafal. Biasanya yang membuat orang

sulit itu karena menghafal simbol-simbolnya suster tapi kalo kita

terbiasa, kita hafal, pasti kita biasa.

LEX

R60 Bagaimana dengan kesulitan membedakan penggunaan kata dalam

bahasa Inggris misalnya seperti drugs dan medicine dalam bidang

keperawatan?

Th61 Kalau menurut saya supaya tidak salah menggunakan kata atau

simbol, mendingan kita tanya orang disekitar yang betul-betul kita

percaya. Jadi kalo misalnya kita tidak tahu alangkah baiknya kita

bertanya karena misalnya kalo kita kita di RS, itu simbol begitu

menentukan bagaimana kondisi pasien atau mungkin bisa cari sendiri.

Kan dunia sekarang ada mi handphone, alat elektronik yang bisa

share apa yang berhubungan dengan materi. Jadi bisa lebih

UND


123

gampang dan memudahkan kita.

R62 Dalam kelas kemarin tentang topik nurse’s notes, ada pertanyaan

mengapa seorang perawat membutuhkan atau harus menulis notes.

Kalau dalam konteks RS sakit lokal dan pasiennya dari luar, apakah

notes yang akan dibuat itu dalam bahasa Indonesia atau bahasa

Inggris?

Th62 Bagaimana yah... kalo misalnya kita di daerah dan yang kita hadapi

adalah pasien berbahasa Inggris, notes yang dibuat tergantung

kepada perawatnya, kalo memang perawatnya bisa mengkaji dan

memasukkan dalam notes, itu kan dia nda perlu bahasa Inggris kan

kedalam notes, yang paling dibutuhkan memang bahasa inggris

tapi kalo dia bisa mentranslatekan lebih bagus lagi kalo bahasa

Indonesia karena seperti di bagian lab itu kan paling

membutuhkan yang begitu apalagi klo misalnya dokter dan yang

lainnya mungkin lebih jelasnya lagi klo dalam bahasa indonesia.

LEX

TRA

R63 Berarti perawat membutuhkan 1 skill lagi yakni menerjemahkan

mengingat keadaan RS kita dan tidak semua perawat bisa berbahasa

inggris?

Th63 Iya suster

R64 Nah, Theodora sendiri punya pengalaman menerjemahkan dari

Bahasa Inggris ke Indonesia atau sebaliknya?

Th64 Iya, biasa sering menerjemahkan sesuatu dalam bahasa Inggris ke

bahasa Indonesia atau bahasa Indonesia ke bahasa Inggris.

TRS

R65 Bagi Theodora lebih gampang menerjemahkan atau berbicara?

Th65 Kalo saya lebih gampang spontan berbicara karena tiba-tiba

keluar dari mulut dan itu yang saya ucapkan. Kesulitannya juga

kadang di menerjemahkan dari pada berbicara langsung.

R66 Mungkin Theodora belum memiliki pengalaman khusus untuk

menerjemahkan dalam keperawatan, tapi menurut Theodora kesulitan

apa yang dialami dalam menerjemahkan?

Th66 Biasanya itu yang bikin sulit itu tergantung masing-masing karena

memang biasanya perawat itu tidak mengerti bahasa Inggris atau

tidak bisa menerjemahkan karena tidak ada pengalaman berbahasa


124

inggris atau mengikuti les/kursus sehingga agak sulit menerjemahkan

sesuatu.

R67 Dalam pembelajaran bahasa Inggris di kelas, ada yang aktif dan

tidak. Apakah Theodora sering bertemu dengan teman yang aktif atau

yang pasif?

Th67 Kalo berdiskusi itu kami dibagi jadi kami tidak memilih tapi

yang paling sering saya dapat itu kelompok-kelompok yang

kurang aktif tapi kalo untuk berinteraksi di luar, pertemanan dan

segala macam itu saya nda pilih-pilih tapi sering dapatkan yang

kurang aktif dalam belajar bahasa Inggris.

ENV

R68 Kalau begitu Theodora sering dapat yang kurang aktif tapi Theodora

sendiri aktif dalam belajar bahasa Inggris. Theodora punya

pengalaman membantu teman-teman dalam belajar bahasa Inggris?

Th68 Ow yah...kalo masalah membantu, biasanya teman-teman juga

tanyakan ke saya atau butuh bantuan. Kalo misalnya saya tahu, saya

kasih tahu. Tapi kalau misalnya saya lagi fokus dalam dengan saya

punya tugas apa segala macam, bukan menghiraukan tapi saya lebih

mengerjakan pekerjaanku sendiri. Tapi kalo mereka minta bantuan

saya pasti bantu.

LAU

R69 Biasanya yang teman-teman tanyakan atau minta bantuan itu seperti

apa?

Th69 Seperti menterjemahkan kata, 1 kata kadang juga 1 kalimat yanng

mereka tidak megerti, mereka tanyakan.

R70 Jadi bantuan yang sering diberikan yaitu menerjemahkan?

Th70 Iya

R71 Kalo dalam pembelajaran, terkadang dalam membuat tugas Si A yang

buat tapi Si B yang tampil. Theodora punya pengalaman seperti ini?

Th71 Kalo pengalaman membuatkan pernah tapi kalo pengalaman

dibuatkan tidak pernah karena saya orangnya lebih suka berusaha

sendiri.

R72 Baik, suster rasa wawancara kali ini cukup sampai disini. kita

bertemu lagi diwawancaa selanjutnya. Terima kasih yah Theodora

Th72 Iya, sama-sama Suster


125


In-Depth Inteview 3

Theodora

*Identity

STIKES Stella Maris

21 March 2018

Classroom


R73 Selamat sore Theodora, mari kita lanjutkan interview kita.

Th73 Sore suster, siap.

R74 Dalam wawancara sebelumnya, Theodora katakan kalo mengalami

perkembangan dalam pembelajaran bahasa Inggris khususnya di

bagian speaking dan hal itu dialami di dalam dan lebih banyak di luar

kelas. Bisa Theodora ceritakan pengalaman di luar kelas itu yang

bagaimana?

Th74 Speaking di luar kelas... apa yah .. saya kan memang ada kelompok

teman-teman tertentu toh dan memang mereka juga bilang kayak gini

begaimana kalo misalnya bagus kita adakan speak di luar tapi

dengan konteks, biasa kan ada tempat tertentu suster yang biasa

banyak orang luar, biasanya kalo tidak salah di benteng

Rotterdam. Biasa teman-teman ajak kesana trus kami bisa ber –

speak langsung dengan bule disana. Teman-temanku memang

banyak yang dari Univ lain yang bisa dibilang bisa berbahasa Inggris

dan biasa dalam konteks ini kami lakukan di tempat-tempat tertentu

yang banyak orang luar yang bisa di ajak berbicara.

LAU

R75 Jadi ada kelompok pertemanan yang suka berbicara bahasa Inggris

dan mengunjungi tempat tertentu untuk bisa menggunakan bahasa

Inggris?

Th75 Iya Suster.


126

R76 Apakah kegiatan ini rutin dilakukan?

Th76 Tidak rutin sih tapi kalo memang ada waktu, boleh. Kalo tidak

ada waktu, terhalangi jam kuliah atau kegiatan-kegiatan di luar

lainnya.

R77 Dan kegiatan ini dirasa sangat membantu pembelajaran bahasa

Inggris

Th77 Iya, sangat membantu suster.

R78 Baik Theodora, suster rasa wawancara kita sudah cukup. Terima

kasih atas partisipasi dan sharing pengalamannya.

Th78 Iya suster, sama-sama. Senang juga bisa membantu.


127

Appendix 7

Transcript 1 (Julia)

In-Depth Inteview 1

Julia

*Identity

STIKES Stella Maris

21 March 2018

Classroom


R1 Selamat siang Julia. Sekali lagi suster mau berterima kasih karena

sudah bersedia menjadi partisipan suster.

Jla1 Selamat siang suster

R2 Pertama-tama, bisakah Julia memperkenalkan diri?

Jla2 Perkenalkan nama saya Julia Clarita Toban, asal dari Pinrang.

Ehmm..trus saya mahasiswa tingkat II disini, Stella Maris School of

health science Makassar. Trus orang, bapak kerja disini di Makassar

dan Mama di Pinrang, bekerja sebagai guru. Saya tinggal di Daya.

Dari TK sampai SMA, saya di Pinrang sama Mama. Baru kuliah ini

itu sama bapak.

R3 Waktu SMA, Julia ambil jurusan apa?

Jla3 SMA, jurusan IPA.

R4 Ini adalah pengalaman Julia tinggal di Makassar, untuk kuliah

keperawatan. Sebenarnya apa yang membuat Julia tertarik untuk

kuliah keperawatan?

JlA5 Hehehe...sebenarnya ini waktu SMA saya ambil SNMPTN artinya

kita ambil bebas tes masuk universitas negeri artinya berdasarkan

nilai-nilai rapor. Trus waktu itu peringkat III umum..ehm ... jadi saya

pilih pilihan pertama itu kedokteran UNHAS. Saya berani pilih

kedokteran UNHAS karena teman-teman saya yang peringkat I dan II

LEX


128

tidak pilih kedoteran tapi jurusan yang sesuai dengan minat mereka.

Ternyata teman saya yang peringkat IV itu ada main dibelakang,

suster dan pilih kedoketeran UNHAS juga jadi dia yang lulus. Trus

ini, saya masuk disini karena usulan keluarga yang katanya ada Opa

yang kerja di Stella trus kampusnya juga bagus, akreditasinya juga

bagus. Jadi saya ikut usulan keluarga untuk kuliah disini.

R5 Tadi kan Julia katakan suka untuk masuk kedokteran trus sebenarnya

SNMPTN kan bisa buat beberapa pilihan untuk kampus yang berbeda

juga?

JlA6 Iya suster, waktu itu saya coba kedokteran di 2 kampus dan juga

fisioterapi tapi tidak lulus. Sebenarnya saya tidak suka keperawatan

karena capek sekali kerjanya tapi ujung-ujungnya tetap kuliah disini

juga.

R6 Nah sekarang kan sudah kurang lebih 2 tahun belajar di STIK, bisa

ceritakan pengalaman belajar Julia kuliah jurusan keperawatan?

JlA7 Awalnya..ehm, waktu semester-semester awal susah sekali karena

kita harus mendalami toh baru saya kan sama sekali tidak ada minat

awalnya. Tapi seiring berjalannya waktu sampai semester IV ini

nyaman mi, sudah nyaman di perawat baru puji Tuhan nilai-nilai juga

bagus.

R7 Baik, sekarang kita masuk lebih mendalam tentang pengalam Julia

belajar bahasa Inggris. Pertama-tama suster ingin tahu pemahaman

Julia tentang bahasa Inggris itu bagaimana?

Jla7 Bahasa Inggris...ehm semenjak saya kelas 3 SD itu sudah masuk les

tapi itu bolong-bolong lesnya karena awalnya bagi saya bahasa

inggris itu susah, susah hafalnya, susah pengucapannya, susah

semuanya. Baru saya juga orangnya takut kalo ketemu orang yang

pintar berbahasa inggirs, karena saya takut untuk mengeluarkan

kemampuan saya. Jadi bahasa Inggris itu susah.

UND

R8 Jadi Julia belajar bahasa Inggris itu dari kelas 3 SD sampai sekarang?

Jla8 Iya, tapi sempat berhenti les waktu kelas 1 SMA.

R9 Tapi kan di sekolah tetap ada pelajaran bahasa Inggris jadi paling

kurang tetap intens belajar bahasa inggris di sekolah, secara formal.


129

Jla9 Iya suster.

R10 Tadi Julia sudah sempat menyinggung kalo belajar bahasa Inggris itu

sulit dan takut. Kenapa sampai muncul perasaan seperti itu?

Jla10 Tidak percaya diri suster, takut salah ehm mungkin salah kata. Tidak

percaya diri saja, itu suster.

FEE

R11 Adakah pengalaman tertentu yang membuat Julia merasa sulit utk

belajar bahasa Inggris atau bahkan malu untuk berbahasa Inggris?

Jla11 Ada suster... pengalaman debat. Saya berhenti kursus itu karena

pengalaman debat. Susah..ehm apa yah mungkin juga karena

pemikiran saya nda luas kan debat itu harus pemikirannya luas

toh trus saya dipaksa untuk berpikir luas dan mengeluarkan

kata-kata yang mungkin sulit, kata-kata yang tidak digunakan

sehari-hari. Karena itu saya berhenti, saya takut suster.

LEX

R12 Tapi waktu debat itu sudah sempat lomba atau belum?

Jla12 Belum suster, masih les, baru persiapan. Baru saya bilang sama

gurunya kalo saya nda bisa lalu saya berhenti les begitu saja. Tapi

sempat saya bilang ke gurunya kalo saya nda bisa karena baru

pertama kali belajar waktu itu dan tambah kesibukan sekolah juga

jadi saya berhenti suster. Tapi ehm kalo saya lihat orang debat itu

saya tertarik tapi untuk belajarnya...aduh pikir 2 x. Susah.

R13 Nah itu kan pengalaman les, belajar non formal tapi kalo di sekolah

bagaimana? Masih tetap suka belajar bahasa Inggris atau bagaimana?

Jla13 Suka karena di sekolah itu pengajarannya agak mudah jadi saya

sudah pelajari memang semuanya di les baru saya pelajari di

sekolah, itu waktu SMP. Ehm...SMA juga cukup mudah. Kemarin

saja baru belajar alphabet toh suster, padahal kami sudah belajar itu

waktu SD.

FEE

R14 Yang Julia ceritakan ini adalah pengalaman-pengalaman belajar

bahasa Inggris sebelum kuliah, sekarang sebagai mahasiswa

keperawatan tentu ada lagi pengalaman lainnya dan menurut Julia

perlu atau pentingkah Bahasa Inggris bagi mahasiswa keperawatan?

Jla14 Menurut saya bahasa Inggris itu penting. Karena bagaimana

kalo pasien kita atau pengunjung dari luar negeri dan tidak bisa

UND


130

berbahasa Indonesia. Disitu letak pentingnya. Bagaimana kita bisa

tahu keluhannnya dan tidak bisa angkat diagnosa kalo tidak tahu

keluhan pasien apa, kita tidak mengerti apa yang dia katakan. Jadi

bahasa Inggris itu penting terlebih untuk berkomunikasi dengan

pasien yang dari luar.

R15 Sekarang sudah kurang lebih 2 tahun, 4 semester Julia belajar bahasa

Inggris. Menurut Julia Bahasa Inggris di Keperawatan itu bagaimana?

Apa bedanya dengan SMA?

Jla15 Beda. Kalo di SMA kan lebih umum, bahasa sehari-hari. Tapi kalo di

keperawatan ini, bapak kan sediakan memang modul yang sesuai

dengan keperawatan seperti yang biasa kita gunakan RS, istilah-

istilah medis, bagaimana perawat berkomunikasi dengan pasien. Dia

lebih mengarah ke tugas perawat itu bagaimana.

UND

R16 Selama kurang lebih 2 tahun ini, pengalaman apa saja yang telah

dialami atau bahan apa saja yang telah dipelajari?

Jla16 Banyak suster. Ehm..diceritakan semuannya? Waktu semester I itu

mungkin belum mengarah ke keperawatan lalu waktu smester III dan

IV, bapak lebih mengarah ke keperawatan. Trus sistemnya juga saya

suka karena kita tidak bosan. Dulu suster, saya ingat waktu semester

III yang lalu, setelah belajar itu bapak tampilkan film-film singkat

dan bersambung jadi kita ada motivasi ‘wah setelah ini apa yah

episodenya?’. Tapi filmnya memang masih menggunakan bahasa

Inggris. Dia juga memacu teman-teman saya yang lain untuk lebih

banyak speaking, mungkin kosakatanya agak meningkat dari lulus

SMA lebih banyak kosakatanya lagi trus...ehm pokoknya seru kalo

bapak mengajar, bagus.

ACT

R17 Julia katakan bahwa semester I dan II ada bahan umum yang

dipelajari, bisa ceritakan bahan-bahan umum apa yang telah

dipelajari?

Jla17 Ow yah saya ingat, beliau masih sempat membahas tentang cuaca

terus perkenalan diri, membuat pertanyaan.

R18 Julia cukup punya banyak pengalaman bahasa Inggris, apakah Julia

memang suka belajar bahasa Inggris atau hanya karena sebagai mata


131

pelajaran yang ada di sekolah/kampus?

Jla18 Saya memang suka suster

R19 Apa yang menjadi motivasi Julia dalam belajar bahasa Inggris?

Jla19 Yang memotivasi saya itu keinginan saya untuk ke luar negeri,

ke Australia untuk bekerja disana atau meneruskan S2 disana

jadi mau tidak mau harus belajar bahasa Inggris dan saya memang

suka bahasa Inggris.

MOT

R20 Nah melihat cita-cita dan harapan Julia yang besar, usaha apa yang

telah dilakukan untuk bisa mencapai cita-cita ini?

Jla20 Ehmm..saya sedang mencari-cari informasi tentang beasiswa tapi

kalo untuk mendalami tentang bahasa Inggris, belum.

INT

R21 Tapi yang Julia masih ingin kembangkan tentang bahasa Inggris itu

apa?

Jla21 Ehm..saya agak menyesal tentang debat itu suster. Seharusnya saya

belajar waktu SMA. Terus di kuliah ini tidak ada bahan tentang

debat dan sekarang sudah semester akhir mi untuk belajar

bahasa Inggris. Trus tentang tenses juga karna yang bapak ajarkan

baru sebagian.

FEE

INT

R22 Kalo dalam kelas sendiri adakah usaha untuk belajar?

Jla22 Saya berusaha untuk aktif, menjawab pertanyaan yang

diberikan. Saya berusaha untuk menjadi yang pertama kalo bahasa

Inggris hehe. Tapi memang ada beberapa teman yang mungkin lebih

diatas juga karena mereka percaya diri. Itu saya kurangnya disitu,

percaya diri. Tapi kalo selama proses belajar saya berusaha

untuk angkat tangan terus.

ACT

R23 Suster mendengar beberapa kali Julia mengatakan ‘kurang percaya

diri’, kalo sekarang kan sudah banyak pengalaman, kenapa masih

kurang percaya diri?

Jla23 Mungkin..ehmm, saya merasa pengetahuan saya masih kurang

suster jadi harus perlu banyak belajar.

FEE

R24 Tadi kan Julia katakan waktu semester III, bapak sering memutarkan

film/ video singkat. Bisakah ceritakan pengalaman belajar dengan

menggunakan video?


132

Jla24 Iya, filmnya kayak daily activity begitu. Pemerannya sama tapi

selalu ada judul baru. Dan videonya full bahasa Inggris. Jadi kalo

kami tidak tau kami bertanya tapi kadang bapak juga jelaskan kalimat

yang jarang kita dengar, jadi di pause lalu jelasakan. Kita juga jadi

semangat.

LEX

R25 Kalo menurut Julia, model video itu membantu dalam belajar bahasa

Inggris?

Jla25 Bagi saya cukup membantu saya. Ada teman yang memang sudah

mendowload video itu juga terus ada subtitle Indonesianya tapi yang

bapak berikan hanya bahasa Inggris dan itu sangat membantu untuk

memperdalam kosakata, pengucapan karena kami sering mengulangi

apa yang mereka bilang, speakingnya bagus.

R26 Nah Julia kan sudah banyak belajar tentang bahasa Inggris, bisakah

ceritakan pengalaman menggunakan bahasa Inggris baik di dalam

maupun di luar kelas?

Jla26 Kalo di rumah sakit, selama ini saya tugas di ICU belum ada

pengalaman menggunakan bahasa Inggris, berbeda dengan teman-

teman yang dinas di IGD yang langsung menerima dan berhadapan

dengan pasien atau pengunjung. Mereka pernah cerita kalo pernah

dapat pasien dari luar negeri yang memang tidak bisa bahasa

Indonesia, jadi mau tidak mau harus pake bahasa Inggris.

LEX

ACT

R27 Kalo pengalaman di luar rumah sakit, bagaimana?

Jla27 Ehmm.. pernah di Toraja setiap liburan saya kesana, bantu-bantu.

Banyak turis yang, ehm.. yah saya percakapan yang biasa saja

kayak pesan apa, mau makan apa. Cuma itu.

R28 Bagaimana perasaanya waktu itu?

Jla28 Deg-degan suster terus kosakata yang memang saya ingat, saya

lupa semua.

R29 Adakah pengalaman khusus saat belajar bahasa Inggris?

Jla29 Ehm..apa yah. Misalnya kayak tadi salah bicara brief saya bilang

bref terus ada teman yang teriak bilang brief, baru saya bilang

‘ow iya salah’.bagi saya itu tidak apa-apa, itu saran untuk

membangun kita. Teman saya juga tanya saya bagaimana baca

LEX


133

tolerated dan saya bilang tolerate tapi bapak memperbaiki dengan

mengatakan ‘tolerated’. Jadi terima saja saran, kalo memang

diketawai atau diteriaki yah itu urusan mereka.

R30 Dari lingkungan sendiri seperti dosen, teman-teman, bagaimana peran

mereka bagi Julia untuk belajar bahasa Inggris?

Jla30 Lingkungan saya sangat mendukung dan membantu saya belajar

bahasa Inggris. Kalo dari teman-teman mereka bilang alay kalo

berbahasa inggris trus mereka juga takut dibilang alay.

ENV

R31 Bagaimana dengan dosen?

Jla31 Beliau sangat membantu, cara mengajarnya juga bagus.

R32 Bagaimana kesan belajar bahasa Inggris?

Jla32 Puas karna pengajarannya bapak bagus. Trus beliau juga sabar

karena kalo kita bertanya ini, itu, dia juga jawab dengan baik.

Saya juga puas dengan nilai saya. apa yang diberikan saat ujian,

itulah yang telah kami pelajari. Trus kalo ada teman-teman yang

kurang, bapak ulang lagi untuk membuat teman-teman mengerti. Dia

tetap bantu kami untuk lebih lagi belajar bahasa inggris.

FEE

R33 Kalo dengan teman-teman bagaimana?

Jla33 Teman-teman juga membantu, kalo ada yang tidak dimengerti

kami biasa saling tanya suster.

R34 Baiklah, suster rasa untuk wawancara kita hari in cukup sampai

disini. Terima kasih.

Jla34 Iya, terima kasih suster.


134


In-Depth Inteview 2

Julia

*Identity

STIKES Stella Maris

28 March 2018

Library


R35 Selamat siang Julia. Kita lanjut wawancara kita yah.

Jla35 Selamat siang. Iya suster.

R36 Dalam wawancara sebelumnya Julia katakan kalo suka belajar

bahasa Inggris. Nah sebenarnya apa yang membuat Julia suka

belajar bahasa Inggris?

Jla36 Kan dari kecil memang sudah dikenalkan dengan bahasa

Inggris. Awal-awalnya memang saya tidak suka tapi setelah

belajar, saya rasa seru dan kita dianggap keren kalo memang

bisa bahasa Inggris. Dari situ memang saya sudah suka

bahasa Inggris. Jadi biarpun sulit saya tetap suka.

FEE

R37 Melalui beberapa pengalaman yang diceritakan, Julia selalu

mengatakan tidak percaya diri untuk berbahasa Inggris. Selain

karena memang banyak hal yang Julia belum tau, seperti yang

Julia katakan waktu lalu, adakah hal lain lagi yang membuat Julia

tidak percaya diri?

Jla37 Ehm...saya memang masih rasa kurang di bahasa Inggris trus

kosakatanya juga belum banyak yang saya tau dan

pronunciation juga masih kacau. Sama kayak kemarin kan

waktu reading, masih banyak hal dikoreksi sama bapak. Dan itu

juga yang membuat saya kurang percaya diri untuk menyampaikan

apa pendapat saya

FEE

Inconfidence

R38 Tapi sebenarnya bagi Julia meski tidak percaya tapi berani dan

berusaha untuk bicara atau malah takut dikoreksi dan lain


135

sebagainya?

Jla38 Dulu suster, saya takut tapi sekarang saya sudah mulai berani

untuk berbicara meskipun kadang sulit dan salah.

ACT

R39 Julia sendiri punya usaha untuk mengatasi rasa tidak percaya diri

ini?

Jla39 Ehm..satu hal yang bisa lakukan yaitu melakukan presentasi

atau sering tampil di depan kelas. Ini sangat membantu saya

untuk lebih percaya diri.

R40 Kemarin memang suster sudah sempat tanyakan mengenai

pengalaman menggunakan bahasa Inggris dan Julia sudah sempat

menceritakan pengalaman berbahas Inggris di luar. Nah,

bagaimana pengalaman Julia waktu menggunakan bahasa Inggris

dalam kelas?

JlA50 Kalo di kelas saya biasa menggunakan bahasa Inggris

campur-campur dengan bahasa Indonesia,” kayak by the way

kamu begini...”. bapak sih tidak keberatan kami berbahasa

campur-campur tapi kadang juga bapak minta untuk kami wajib

berbicara dalam bahasa Inggris saat berada di kelas.

LEX

R41 Perasaannya Julia bagaimana kalo diminta untuk bicara full bahasa

Inggris?

JlA51 Tidak apa-apa ji karena ini juga usaha untuk bisa berbahasa

Inggris full.

R42 Terus bagaimana dengan materi yang sudah kalian pelajari selama

ini?

JlA52 Sudah cukup bagus suster, seperti yang minggu lalu toh suster. Ini

yang materinya bapak langsung dikaitkan dengan keperawatan

misalnya apa yang disampaikan dokter ke pasien dan juga alat-alat

medis dalam bahasa Inggris.

ACT/LEX

R43 Seandainya kalo masih bisa ditambah materi untuk mahasiswa

keperawatan, menurut Julia materi apa yang perlu?

JlA53 Mau ka saya, kita langsung terjun ke Rumah Sakit, ketemu

dengan orang-orang yang menggunakan bahasa Inggris dan

berbicara dengan mereka

INT


136

R44 Jadi maksudnya Julia kalian diberi kesempatan untuk belajar di

luar kelas?

JlA54 Iya suster, kayak prakteknya begitu.

R45 Ini kan sudah semester akhir. Kira-kira usaha atau niat apa yang

dapat Julia buat untuk mengembangkan bahasa Inggris?

JlA55 Mungkin lebih ke belajar sendiri suster, terus kalo ada waktu

saya bisa les sama teman-teman, kan ada beberapa temanku

yang memang mereka ingin les bahasa Inggris. Selain itu lebih

perbanyak kosakata.

INT

R46 Ini kan sudah 2 tahun belajar, bagaiamana perasaan Julia selama

belajar bahasa Inggris sebagai mahasiswa keperawatan?

JlA56 Kadang merasa bosan karena apa yang dipelajari kayak

terlalu mudah tapi di lain pihak saya juga senang. Karena kalo

misalnya kita bilang “pak ini membosankan”, bapak rubah lagi

caranya, seperti yang tentang video sehingga kami tidak bosan dan

ini menarik juga.

FEE

R47 Jadi yang membuat bosan itu materinya?

JlA57 Iya kayak itu terus, itu terus yang dikasih bapak. Tapi bapak

kadang putar video yang berbahasa inggris jadi kami tidak bosan

lagi.

R48 Bagaimana dengan cara mengajar dosennya?

JlA58 Bagus, dia mi guru paling baik. Misalnya kalo kami telat, beliau

bilang kalian dihukum ini tapi pas kami telat, tidak suster. Kami

hanya ditanyai tentang materi sebelumnya dan setelah itu

dipersilahkan untuk duduk.

ENV


137


In-Depth Inteview 3

Julia

*Identity

STIKES Stella Maris

28 March 2018

Classroom


R49 Selamat siang Julia. Kita lanjut wawancara kita yah.

JlA59 Selamat siang. Iya suster.

R50 Dalam wawancara sebelumnya dikatakan bahwa Julia suka belajar

bahasa Inggris meski memang dirasa sulit. Nah, kalau boleh tau apa

yang membuat Julia merasa sulit belajar bahasa Inggris?

JlA60 ehm..sulit karena saya susah menghafal kosakatanya baru saya

juga rasa sulit karena kekurang saya kalo sudah hafal tapi tidak

diulang-ulang terus atau diaplikasikan sama teman-teman lain. Itu

yang membuat saya merasa sulit belajar bahasa Inggris. Terus,

banyak kata-kata yang susah pengucapannya. Hampir mirip

pengucapannya tapi beda artinya. Itu suster kesulitannya.

FEE

R51 Kalo peran teman-teman dalam belajar bahasa Inggris, gimana?

JlA61 Kalo disini cuma ada beberapa yang bisa diajak ngomong. Ada juga

beberapa yang ehm.. kayak kalo saya sudah pake bahasa inggris, dia

tidak mengerti jadi mau tidak mau diulang lagi pake bahasa Indonesia.

Jadi perannya sekitar 50%.

ENV

R52 Tapi apakah kalian sering untuk mencoba menggunakan bahasa Inggris

dalam pembelajaran?

JlA62 Iya, sering suster. Tapi yah itu, kalo ada teman-teman yang tidak

mengerti, diulang lagi pake bahasa Indonesia.

R53 Kalau berbicara dengan teman itu apakah hanya pada saat kelas bahasa

Inggris atau pada kesempatan lain juga?

JlA63 Lebih sering di kelas suster. Tapi kalo bahasa sehari-hari, kayak


138

misalnya can you help me? Sering juga dipakai diluar kelas.

R54 Dalam pembelajaran di kelas, kalian lebih sering belajar sendiri atau

dalam kelompok?

JlA64 Kadang kelompok, berpasangan tapi juga kadang sendiri-sendiri.

R55 Bisa ceritakan pengalaman belajar baik dalam kelompok atau

berpasangan?

JlA65 Hmm..pengalaman belajar dalam kelompok atau berpasangan itu

kami disuruh membuat conversation seingkat mengenai apa saja

yang dikatakan di Rumah Sakit. Selain itu, saat reading

conversation itu juga dilakukan berpasangan dan saat mengerjakan

conversationnya, kami saling membantu. Belajar seperti ini sangat

membantu kami secara khusus untuk belajar kosakata dan

pengucapan yang benar.

ACT

R56 Kalau begitu lebih nyaman belajar sendiri atau bersama?

JlA66 Kedua-duanya suster, seru.

R57 Tadi kan Julia katakan ada teman yang aktif dan ada yang tidak.

Pernahkah Julia dapat teman sekelompok yang tidak aktif? Bagaimana

pengalamannya?

JlA67 Pernah suster. Jadi saya berusaha untuk membangun keadaan

bagaiman supaya aktif semua. Jadi kayak bagi-bagi tugas, kamu buat

ini, kamu buat ini sehingga semua bisa aktif.

LEX

ENV

R58 Kalau dalam kelompok, adakah kesulitan saat belajar bahasa Inggris?

JlA68 Tidak suster karena kami bisa saling menyesuaikan.

R59 Baik Julia, wawancara kita sampai disini. sekali lagi terima kasih atas

kesediaannya untuk menjadi partisipan saya dan mau berbagi

pengalaman juga.

JlA70 Iya, sama-sama.


the lived experience of nursing students in learning...

Documents