Study Site RESEARCH FINDINGS AND DISCUSSION
48 strategy. Theme 1 and 2 related to Research Question 1 RQ1, theme 3 related to
research question 2 RQ2. The figure 4.1 presents the relation of each research question and coding category.
RQ 1
Figure 4.1: The outline presentation of Research Question and Coding Category
The researcher choose three coding categories. Every research question had the same coding category namely perspective category, activity category, and
ways-of-thinking category. However, perspective and activity category specifically answered the first research question, and then the ways-of-thinking
category specifically answered the second research question. After finding the coding category, the researcher generated three themes. The figure 4.2 shows the
set of research themes and coding scheme from the data which had been collected. The researcher analyzed each category to find the general nature of each category
into several themes. After sorting the data, the researcher tried to make a relationship between the research questions and the themes. The figure 4.2 shows
the relationship between the research questions and the themes.
RQ 1:
What are students‟ responses to the implementation of
impromptu speech practice?
RQ 2:
What are students‟ suggestions for further implementation of
impromptu speech practice? Perspective Category
Activity Category
Ways of Thinking Category
49
Figure 4.2: Connection between Research Questions and Themes
In this study, the resarcher generated three themes. According to Patton 2002, data analysis is the task of discovering themes. Finally, the researcher got
three themes in order to answer two research questions. The three themes are elaborated as follows.
1.
The students ‟ responses change positively from the beginning until the end of CLS1
class
. 2.
The implementation of impromptu speech practice improves students‟ speaking skills.
3. The implementation of impromptu speech practice needs to be developed.
The following explanation was a data display with a brief explanation about the themes generated by the researcher. Miles and Huberman 1984 state that,
looking at display help us to understand what is happening and to do something- further analysis or caution on that understanding.
RQ 1:
What are students‟ responses to the implementation of
impromptu speech practice?
RQ 2:
What are students‟ suggestions for further implementation of
impromptu speech practice? Theme1: The students
‟ responses change positively from the
beginning until the end of CLS1 class
Theme2: The implementation of impromptu speech practice
improves students‟ speaking skills
Theme 3: The implementation of impromptu speech practice was
already good, but needs to be developed.