APPENDIX APPENDIX A

(1)

APPENDIX APPENDIX A

1. Student 1/S1, who performed in proposal seminar

No Components of Strategic Competence Total

1. Avoidance or Reduction 2

Message replacement 2

Topic avoidance 0

Message abandonment 0

2. Achievement or Compensatory 9

Circumlocution 1

Approximation 0

All-purpose words 0

Non-linguistics means 3

Restructuring 0

Word-coinage 0

Literal translation from L1 1

Foreignizing 1

Code-switching 3

Retrieval 0

3. Stalling or Time-gaining 5

Fillers, hesitation devices, and gambits 3

Self and other repetition 2

4. Self-monitoring 8

Self-initiated repair 7

(2)

2

Self-rephrasing 1

5. Interactional 12

Appeals for help:

 Direct

 Indirect

0 0 Meaning negotiation strategies:

 Indicators of non/mis-understanding

 Responses

 Comprehension check

0 12

0

2. Student 2/S2, who performed in proposal seminar

Topic avoidance 0

Circumlocution 0

Approximation 0

All-purpose words 0

Restructuring 1

Word-coinage 0

(3)

3

Foreignizing 1

Code-switching 6

Retrieval 9

Self-rephrasing 0

5. Interactional 12

Appeals for help:

 Direct

 Indirect

 Responses

1 9 0

3. Student 3/S3, who performed in thesis defence examination

Topic avoidance 0

(4)

4

Circumlocution 2

Approximation 0

All-purpose words 0

Restructuring 1

Word-coinage 0

Foreignizing 0

Code-switching 1

Retrieval 2

Self-rephrasing 2

5. Interactional 16

Appeals for help:

 Direct

 Indirect

 Responses

6 7 3

(5)

5

APPENDIX B

Documentation

(6)

6

(7)

7

APPENDIX C

1. The results of the transcript of each student and their interlocutors (reviewer and examiner)

A. Student 1

R1: How about your psychological challenges today?

S1: Uhm because I think pretty well today aaa I don’t have any psychological challenges hehe (smile), maybe little bit nervous.

R1: You as the researcher, what psychological challenges that they have?

S1: Uhm what I think is aaa because a psychology related to our mind (both hands pointing to the head) and show our act and uhm how comes teacher aaa give their perspective about students psychological challenges because definitely is in aaa learning teaching activity so could see aaa yeah.

R1: Kenapa kita harus nanya nanya guru? guru cumin tau luarnya doang. Coba pikirkan Kembali S1: I think uhm aaa misalkan aaa if I ask eh the first time I write this proposal thinking about aaa to make aaa students as my participants and then I don’t know a but I think maybe a like it could be aaa if I wanna know teachers perspective.

R1: Wanna see on teachers POV or students POV? Dari sisi psikologisnya

S1: I think uhm with this teacher psychological challenges (pointing to her laptop).

R1: What your reason to choose that one?

S1: because aaa I was in PLP program at that time in SMP 10 and I experience like aaa students very difficult. They don’t have desire (both hands pointing to her body) to at least trying to read the text.

R1: What is psychological challenges?

S1: Psychological challenges uhm is aaa first I will explain psychology. Psychology is uhm a knowledge that aaa related to our mind (both hands pointing to her head) that can show our act and uhm

psychological challenges is a things that giving influence whether is a good or bad to someone attitude, someone personality.

R1: Is it the same as problem?

S1: Problem? It’s same.

R1: No, they are really different. You should find it out

S1: (Nod) oh yes challenges is a (surprised while covering mouth with her hands) I mention it that before.

I said things that influence whether that is bad or good things. But problem is definitely bad things influence uhm things.

R1: It means your have to change your research question S1: Yes, of course (smiling and writing)

R1: Can you tell me what research question that you are going to have?

(8)

8

S1: aaa aaa if I change uhm so the research question would be, the research question would be aaa what are the psychological challenges experienced by English teacher in teaching reading skill.

R1: Psychological challenges experienced face by teacher right?

S1: Yes experience by teacher R1: Is it only one?

S1: How, no it’s I don’t have, I don’t need perspective teachers because ahh (realize while looking at the top), okay oh yeah. How do teachers perspective about their own.

R1: And then what will be your second question?

S1: Uhm how they handle psychological challenges that they faced they face.

R1: Is it? You got the point?

S1: I got the point

R1: Chapter 3 about the method, how will you get the data for your research question to answer your research question?

S1: I use interview as my instruments R1: Why do you choose interview?

S1: because im

R1: Why not using other method? Why you not combine it?

S1: because I think it’s aaa easy easier for me to know their fast in face to face uhm conversation.

R1: Have you got any experience in interviewing someone?

S1: Uhmm I do, I did when uhm aaa when Ketika masih kuliah, bukan masih kuliah (covering her mouth with hand). Ketika there is a research methodology subject and we make our proposal yes and I have to interview, interviewing my participant.

R1: I have to interview who?

S1: My participant R1: How many?

S1: Uhm also English students

R1: How many English students you have to interview?

S1: It’s about six

R1: Are you sure that they (English teacher) want to involve?

S1: I’m sure, I’m sure they will

R1: Not every teacher that you will interview later

S1: So best for me to use questionnaire first and then if if there is a unclear data I will ask them (English teacher).

(9)

9 R2: Your spoken language is much better Jihan S1: Yes thank you mam (shy expression)

R2: Classroom management… is that really related to your topic?

S1: Uhmm not really

R2: Teachers perspective…. Apa Bahasa inggris nya?

S1: Actually I’m not sure about this R2: Teaching English is fun?

S1: Yeah maybe I expect that

R2: Self-efficacy ini berhubungan dengan apa Jihan?

S1: Uhm.. uhm.. ambitious

R2: Apa Bahasa indonesianya self efficacy?

S1: Ehhh lebih ke ambisius mam, they have go to achieve P1: What participant that you are looking at?

S1: I think I’m gonna with teacher P1: Teachers perspective?

S1: Yes teachers perspective P1: So can we just focus on reading?

S1: Uhm because as mam Nyimas said that aaa in Junior High School they uhm teach all the subject only like eh… like specially for reading so maybe uhm teachers psychological challenges in teaching English.

P1: You have noted all the suggestion?

S1: Yes I’m record it (show her smartphone)

B. Student 2

R1: Did you have a good sleep last night?

S2: Have a good sleep mam…. Six hours R1: Are you nervous?

S2: No

R1: That’s why you look confident S2: Yeah, I’m just enjoying this

R1: If we starting question with how… what kind of information that we would like to get? It’s usually talk about?

(10)

10

S2: It’s usually about… kalau how, kalau how itu eee it’s usually talk about eee the apa ya, the process.

R1: The way

S2: The way yes mam

R1: So what’s wrong with your question?

S2: It’s should be aaa what are senior high school teacher strategies R1: Can you please read your title now?

S2: Aaa (read his thesis title)

R1: Do you see any different between your limitation and your title?

S2: There are no, there is no, there is no word constructing R1: So the only different is

S2: And then, then hmm…. Oh yeah there is no significant

R1: What is it mean by word limitation? In research, can you explain it?

S2: To avoid differences aaa, sorry biar biar research nya itu tidak melebar kemana-mana (both hands act spread), only focus on the topic

R1: Did you make limitation of that?

S2: Aaa it’s focus on multiple choice item, that multiple choice item it’s focus on aaa the process of designing this multiple-choice item, there are stem and distractor mam. So I need, I will focus to to this kind of test, the way, the way aaa the way they construct this stem, distractor multiple choice test item.

R1: How many teachers?

S2: There will be two or three teachers, will be my participants R1: How many teachers are so far there?

S2: Aaa English teachers in SMA 4 there are 5, 5 English teachers there R1: Why you choose two or three?

S2: Because it’s it’s in this study will be better if I have one more eh more than one participants. I choose two until three.

R1: What are you going to find from document analysis?

S2: Aaa so they they they make a test, the test based on lesson plan and the syllabus. I just need to check it whether the test and the syllabus is synchrone, synchronize or not

R1: Why you need to do that?

S2: Because aaa ah because aaa when when when teachers construct made test, they need they need a lesson plan (show one finger) and the syllabus (show two fingers) so that’s why I need to check their lesson plan and the syllabus.

R1: Did your explain about the kind of test?

(11)

11 S2: Yes I I explain it, yes mam

R2: What is the meaning of your name?

S2: Rezky, my name is yeah Rezky. I don’t know the meaning of R2: Is it same? Rizky and Rezky?

S2: Maybe it is same mam, biar mungkin gak terlalu pasaran rezky gitu R2: Influence by assessment, what do you mean about that?

S2: Aaa because because aaa assessment aaa it’s necessary mam, and the and the learning activity will be better

R2: So in what way that the assessment influence learning in the classroom?

S2: Aaa aaa the (read his paper) aaa hmm mungkin maybe the the result after the assessment mam, it will make make the next the next the next aaa the next the next learning activity become better mam. Because the students assess aaa the last aaa because the teacher assess the last the last learning activity and then they evaluate aaa what they doing and what student achieve in that, at that time and the for the future future class it will be better

R2: How you going to write it? Second research question

S2: I’m going to write what are what are some strategies, what are some strategies that senior high school teachers use in constructing teacher made-test

R2: What is the relationship between first and second research question?

S2: First is aaa I would like to know the challenges that that that arise in constructing teacher made-test.

And the second research question I want to know the strategies the solutions the solutions that they that they that they do during process

R2: You are going to find solutions for the problem? What are you gonna say about that?

S2: Aaa I I yeah I think aaa the challe aaa the the kalau if, if there are challenges and I I think it’s also there are some strategies mam

R2: As test-takers? What do you mean?

S2: It should be test test designer or test

R2: Criteria of a good test, what is it for? Are you going use it in your analysis or what?

S2: Aaa in in constructing teacher made-test mam aaa in the process the the teachers need pay attention to their validity the realibility so the validity and realibility is a good criteria mam. Jadi so aaa so they construct a test they need to pay attention to the validity and realibility so it’s it’s related to my analysis mam

R2: How are you going to use this theory? Criteria of the test

S2: Aaa I will ask them in interview section mam aa aa I will ask about I will aaa, firstly I will ask about process in constructing teacher made test and after that I will ask aaa the result of this is it validity or reliability, is it the test is valid or reliable

R2: Do you need this theory in your second chapter? Okay tell me

(12)

12

S2: Aaa okay mam maybe maybe for the criteria of a good test, maybe it’s not the result is it your is it your test is validity eh valid or reliable. But maybe aaa I will ask them about aaa they they consider they consider eh that they think that there is eeeh they consider about the validity or reliability or they just make the test, not consider about the validity and reliability and there is not eh mengtrial the test before.

Or they just make a construct a test and give them to the students R2: You are going to do interview and then?

S2: And then I I will do some I don’t know mam. If I I when I maybe I can do if that time that if the time that I do interview if they they have the test in the classroom maybe I do observation

R2: Why do you need to do classroom observation? Why?

S2: Aaah I don’t think that I need, I think that I don’t need to do observation mam, sorry. Because because because I just want ask them about the process when they construct the result of the… test.

R2: Tell me again from the very beginning what you are goin to do during the research

S2: Doing interview with the teacher and see their their test that they they can construct. And then I collect their their lesson plan and the syllabus that I explained before

R2: How many sources of your data?

S2: My sources will be… that secondary that time mam yeah, aaa the three, lesson plan, syllabus and the test it’s all

R2: After you get the data, what are you going to do?

S2: Aaa I’m going to do data analysis mam. Aaa oh yeah for the interview I will transcribe, transkrip the the the interview (looking at the audience). For the transcribe I will I will transcribe the data from the respondent and then for and then I will (read his paper and looking at the audience)

R2: Have you done the pre-eliminary research? udah melakukan research gak?

S2: Aaa pre-research? aaa I I saya sudah I just came to SMA 4 Kota Jambi and met the English teacher there and I ask

R2: He or she?

S2: He

R2: Did you mention how many teacher are there in the school?

S2: Yes mam, they mention how many teachers there aaa and they also aaa I just ask them about the teacher and then I get the data why that’s why I choose study approach mam because because aaa when I do pre pre-observation I gets some I get some (shake his left hand) some challenges, some problem when I ask them about teacher made-test. They they they say like… he said he said like aaa yah salah satu kesulitan nya yah menentukan level of the test, it is suitable for the students or not. That’s why I choose to use study approach mam

R2: What did you expect from these questions? (interview question)

S2: Aaa for the question of are there specific rules yah mam? (looking at the audience) aaa I I expect maybe in that school they they have aa maybe specific rules or specific guidelines that is different from the others mam, in in doing assessment for students

(13)

13

R2: Kalau dijawabnya a.standardize test artinya tamatlah Riwayatmu S2: (Looking at his paper) oh yeah

R2: Kenapa?

S2: I just I just realize that aaa the in the school they have two (show his two fingers) kind of test so I so I can’t ask this question to them. And they also use this type kind of test

C. Student 3

E1: is the score really represent student real score? or there is something we don’t know it exactly behind those numbers?

S3: For me personally eh first of all thank you for the question. For me personally aaa lack of vocabulary actually we know all the problems especially lack of vocabulary actually have biggest cvr EFL students so let’s say common problem that we aaa experience. And then uhmm but for me as the researcher believe the main problems in this thesis actually from the aaa unfamiliarity with the topic, for example aaa the main problems is

E1: Sorry, it’s means that the students do not have better knowledge about problem yah?

S3: That’s what I’m talking about, for the example like the terms aaaa politics and also international relations. The one topics that aaa occur during debate competitions for example is the war between Ukraine and Russia. So….. I know the problems occur during familiar-> unfamiliarity with the topics actually makes them nervous and don’t know the vocabulary of emotions because it is top aaa sorry politics and also aaa because they don’t know the politics (right hand pointing to his paper) they tend to write more that’s caused this (pointing to his power point in the screen). And then aaa because all the ->

the main problems that for me as the researcher believe that the main problems here, all the findings here is on unfamiliarity with the topics sir.

E1: So unfamiliarity with the topics could be the biggest problem yah?

S3: For me yes

E1: So what do you mean by additional findings?

S3: So the additional findings in this thesis actually because aaa the findings itself about listening. This thesis actually about speaking problem, so I thought as the researcher aaa can not write this findings as listening problem

E1: There are unpredictable findings?

S3: Additional findings in this term actually about listening finding-> listening problem but my thesis is actually about speaking problem so I think personally I think aaa I can not write this as listening problems so I just put additional findings

E1: ya we cannot response to what is it? somebody if we not listen well

E1: NUDC deals with important things, manner and method. How far those 2 components contribute to the students ability?

(14)

14

S3: Okay, in terms of matter method and manner, actually we have (gestur tangan kiri dari atas mengarah ke bawah) aaa high level aaa in that terms because we often have the come out as the aaa (tangan kiri mengusap kepala seperti sedang berfikir) as a winner (gestur tangan kiri seperti sedang menjelaskan) aaa in some competitions. So the main prob the main aaa the main most influential in matter matter and ->

matter manner and method for me is big on the matter side. Because method we learn of how to aaa how to present our argument, manner you know we have aaa (menunjukkan tangan kanan naik turun) the ability to control our emotions during debate competitions but the matter is related to the aaa topics (menunjuk ke layer) that I mention before.

E1: Why lack of vocabulary in your prediction/assumptions. What kind of vocabulary that they stuck in the competition. Do you think that lack of vocabulary deals with particular field or also in general?

general vocabulary

S3: The lack vocabulary in this findings is not about aaa (gestur kedua tangan naik turun bergantian) low I would say low level of English, this the problem lack of vocabulary in level of intermediate and high level. For example

E1: Do you mean low frequency?

S3: Sorry in the just like aaa not the (pointing to the screen) vocabulary in terms of really physics, more like intermediate level (gestur tangan kanan menunjuk ke atas).

E1: Intermediate level vocabulary?

S3: Yeah yeah not on the for example aaa the basic or daily use worst use in the debate competition.

That’s more like more politics more advance

E1: What are the common ways for the students to overcome that kind of problem? beside using tradisional way by reading dictionary

S3: Aaa but aaa the previous studies mention about the use of mother tongue, but the problem in this thesis yeah because this is debate competition they need to use English. So to overcome their lack of vocabulary we know that we have to learn new words, but the most aaa find aaa the most use aaa way to overcome their speaking problems by using this (pointing to the screen) because the use of overcome of similar words

E1: Synonyms?

S3: Yeah, not just synonym sir for example they don’t know word “tax” is they basically saying that something we pay to the government.

E1: What is the alternative for the example? ha ha ha

S3: Aaa how do is it (pointing to the screen), use of common words aaa more like they often to to aaaaa translate into Indonesian and also translate in English. So they often more like aaa something funny like aaa we pay to the government for the example of the “tax”. This is tax (pointing to the screen) actually said by the participant by participant, if I’m not mistaken by participant three.

E1: Do you think that filler used by participant in that competition tend to mean something? or tend to mean nothing?

S3: Aaa thank you but for me personally the use filler words aaa often aaa mis -> correlate with

misconception of being blank. So the use of filler words is different with blank. For me use of filler words

(15)

15

is actually to interconnected the previous ideas or statement with the new ideas to aaa to aaa you know to take more and aaa to overcome their time pressure

E1: Is it the good way for us to use fillers in order to manipulate the participants?

S3: Yeah for me the use of filler words is pretty important but not that…

E1: You know what what I’m going to say

S3: So it’s actually some problems accurate but in FKIP especially in English course aaa pretty rare to use aaa repetitions such as you know we don’t aaa and and something like that

E1: What kind of fillers used by students in the competition?

S3: You sure understand the use of “aaa” and “uhm”, I’m yes. So the use of filler words for me based on the when I joint the competition is basically about you know “aaa, because, and” (smiling to examiner 1) something like that. So it is not just silence or “uhm” or “aaa” they covered their filler words by using

“you know” or “and” or “because” “and then” or just keep silence. So actually keep silence judge my thing that it is cost by blank. So that’s why the use of filler words is actually correlate with blanks E1: you categorize keep thing silence as blank yeah, speechless yeah

S3: It depends on the time sir, for the example for the use of filler words for 1 to 2 second my vo use of filler words, but blank could be fifteen seconds ten seconds

E1: How you categorize the gesture based on the participants

S3: It’s the use the use of gesture most about hand movement. It it depends what kind of gender. For example aaa if you used to aaa point out (gestur mencontohkan menjunjuk ke laptopnya) someone using our hand. So it it different with the gesture I mention in this (pointing to the screen) thesis because gesture actually aaa you know more fresh aaa speaking performances to look at in the competition.

E2: How about the second question? the strategy to overcome the speaking problems during the debate or strategy overcome speaking problem after the debate?

S3: Okay so (berdiri dari kursi menuju ke dekat layer) speaking problems during the debate actually of this except three, one two three (pointing to the screen thrice) because aaa you know learn new words not in the we can not ask our partner about what kind of words use in debate competition and also aaa learn new words actually correlate with asking about opinion (pointing to the screen) and also the use of internet (pointing to the screen). These three (pointing to the screen) actually aaa the way they overcome their speaking problem outside or outside debate competition mam.

E3: Can you find some mistake there? (student 3 thesis title) S3: Is it the use or NUDC sir?

E3: No no no no E3: Gak ada salah?

S3: Uhm… not sure but it is student speak the the the the E3: I’m asking you, how many students?

S3: It’s nine sir

(16)

16 E3: Is that the right one you said it?

S3: (Looking at the screen) okay E3: What should you do that?

S3: Is it delete that simple fault sir?

E3: Next your abstract, you don’t have the abstract S3: Oh yeah

E3: What should you include in abstract actually?

S3: Uhm I think all the what all the things happen (gestur kedua tangan seperti mengutip) in this thesis E3: Like what?

S3: The aaa I’ll say the conclusion of this research for how to get the data also how to what are problems and

E3: *Giving suggestion*

S3: *silent* (Menulis saran yang diberikan dari examiner 3) P2: You may sit down

S3: I prefer doing this mam (menulis sambil berdiri)

E3: What is the information of research instrument you have?

S3: Aaa is about interview

E3: Interview is research instrument or data collection method? I’m asking you S3: It’s data collection method sir

E3: So what data collection method in your thesis?

S3: Owh it’s all the what it’s called in English (gestur tangan kanan memegang kepala menunjukkan bahwa sedang pusing) the way I collect the data

E3: What do you use to guide you in interview?

S3: Ouuuh is it the use of interview guidelines sir?

E3: Interview guidelines or interview protocol is actually the research instrument you have ya S3: I do have actually sir

E3: What makes nervous and anxiety difference? that’s my question

S3: (Looking at the screen) oh okay, I think I miss concept this nervous and anxiety is the same page but blank is different so yeah

E3: What is discussion and the important in your thesis?

S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aa major or the theme, major theme. So in this discussion I would say it is

(17)

17

about theme that correlate more about what kind of problems in this thesis (pointing to the screen) about speaking problem

E3: and then what you doing in your discussion?

S3: aaa I explain more about my findings since findings itself is all about the data for example the aaa interview from the each participant and then from the discussion itself say about hmm.. the… how I I said the problems from in my words about the findings itself

E3: Is there any findings the same with the previous study you use?

S3: Aaa for example yes some, some of them E3: Like what?

S3: For example in the *tell the author name of his previous studies* the problem is about aaa (gestur mencari halam pada paper nya)

E3: Why your previous study is too general? why not debate?

S3: I can’t find E3: They are many

S3: It’s all about debate in classroom sir

E3: There are many researcher about debate competition yeah S3: Sadly I can’t find it sir

S3: By that means I change the previous study or what should I do sir?

E3: If it is possible to you change it, change it

S3: Aa sorry (raise his right hand) aa the main problem is that debate compete aa debate classroom is about how to implement sir, not what aaa the problem problems doing debate in classroom. So it’s about how to implement debate in the classroom

S3: Can you repeat that sir about the do not include personal opinion?

E2: Bahasa Indonesia aja bang (bicara ke pak abrar) S3: I prefer using English mam

S3: So all these discussion is incorrelate or should I change all the sentence sir?

E2: Tau kan bedanya fakta sama opinion?

S3: (Hanya tersenyum ke penguji 2 dan tidak mengatakan apa apa)

E2: Do you also discuss about the ejudication, I mean like manner matter method S3: No I don’t mam

E2: In manner matter method, berapa persen sih biasanya?

(18)

18 S3: It’s thirty I believe each

E2: Kalau thirty Cuma 90 persen dong?

S3: Oh, oh oke. fourty fourty and twenty