28 verification that increases validity by incorporating several viewpoints and
methods. Therefore, based on this point of view, the researcher used triangulation as the method for verifying the data. Due to the researcher used triangulation
method, the researcher interpreted the data as the diagram below:
Fig. 3.1 Diagram of triangulation method
G. Research Procedures
This part shows the procedures of conducting the research from the beginning until the report of the data. The procedures will be listed as follows:
1 The researcher asked the advisor whether the topic was accepted.
2 The researcher chose the method for the study.
3 The researcher chose the interview and the questionnaire as the instruments to
collect the data. 4
The researcher made some questions for the interview and then the researcher consulted the questions to the advisor.
5 The researcher chose some ELESP students’ Batch 2012, who had joined
SPD, to be interviewed. Those interviewees were chosen purposely since each student experienced the same process of learning in SPD.
Theory
The Researcher
The ELESP Students
29 6
The researcher asked those interviewees to be interviewed. After getting the agreement, the researcher chose the time and the place for doing the
interview. 7
The researcher did the interview in two days – on 8
th
and 9
th
of December 2015.
8 The researcher took a note and recorded the interview in order to avoid
missing the data. 9
The researcher transcribed the record result in order to avoid the bias data. 10
The researcher made questions for the questionnaire and then the researcher consulted them to the advisor.
11 The researcher spread the questionnaire to 50 students’ Batch 2012 that had
joined SPD. 12
The researcher got all the data needed. 13
The researcher analyzed the data. 14
The researcher drew the conclusion from the data gathering and presented in narrative one.
15 The researcher consulted the data with the thesis advisor.
16 The result was tested in the thesis defence.
30
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the research results and the discussion based on the findings to answer the research questions. There are two sections being discussed
in this chapter. The first section discusses the results of the interview and questionnaire related to how far the ELESP students obtain the knowledge of
entrepreneurship during they joined Service Program Design SPD class and the percentage of the changing in feeling when experiencing the learning process in
SPD across the period. The second section is discussion.
A. Research Results
Most ELESP students have taken Service Program Design SPD in the seventh or the eighth semester. Service Program Design is one of the compulsory
courses in ELESP of Sanata Dharma. Service Program Design SPD course KPE 477 is designed to train students to be ready to work especially in the field of
English education. The lecturers who are teaching SPD have been experts in the field of the entrepreneurs. The lecturers are Dra. Lanny Anggawati and Endang
Wijayanti, M.Pd. Both lecturers train ELESP students to be strong and ready to work in any job fields. Based on this case, the researcher tries to dig up more on
how far the ELESP students obtain the knowledge of entrepreneurship through SPD. Based on the results of the interview to some students, the researcher finds
that the lecturers trained the students to be ready to work in almost all job fields. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31 According to person A, a girl - one of the students in ELESP of Batch 2012 who
has taken SPD class at seventh semester, overall she felt grateful since she found that SPD class was great. She told that at the first she felt afraid. She got this
feeling since many rumors said that SPD was like hell. She got those rumors from her seniors. However, after joining the class for few meetings, she felt that the
entire things were going well. Person A admitted that almost all the knowledge which was shared was important for her especially for being a good teacher.
Person A Secara keseluruhan Saya merasa SPD itu sangat penting, sangat
bermakna banyak hal yang bisa dipelajari. Awalnya saya merasa takut, karena dapat kabar dari kakak tingkat bahwa itu kayak “hell” banget.
Setelah mengikuti beberapa meeting saya merasa fine fine aja. Saya rasa semua yang saya pelajari sangat penting dan mendukung saya dalam
menjadi seorang guru yang baik dan profesional. [Overall, I feel SPD is very important and meaningful. There were many
things that could be learned from SPD. At the first time, I was afraid because I heard rumors from my seniors that SPD was like a hell. After
joining few meetings, I felt everything was going well. I felt that all the things that I had learned were very important and those things supported
me to be a good and professional teacher.] Most ELESP students of Batch 2012 who had taken SPD in the seventh
semester told the same thing related to their overall experiences when joining SPD class. Person B, a boy -
one of ELESP students’ Batch 2012 who has taken SPD in the seventh semester - , said that at the first time when the person B joined the
class, he felt that it was tight since person B got many bad rumors related to SPD such as SPD was a frightening course. Due to that, person B felt it was impossible
to join that class. However, as time went by, B felt interested in following all the activities in that course. Person B stated that there were many things that could be
