Instruments and Data Gathering Data Analysis Technique

19 method applied to written or visual materials for purpose of identifying specified characteristic material. ”

B. Research Setting

The research was conducted in 2012, in the Sanata Dharma University on the fourth semester and on the Critical Listening and Speaking, class B. The research was conducted on the last two meetings, which were the final presentation.

C. Research Participants

The participants were the fourth semester of the 2010 students on the Critical Listening and Speaking, class B of Sanata Dharma University. The total number of the students in the Critical Listening and Speaking, class B was forty-five students. The participants of the questionnaire were the whole class. The participants of the interview were ten students randomly selected based on their errors levels.

D. Instruments and Data Gathering

1. Recordings The researcher recorded the students’ speech when they were presenting their interview result as their final presentation on the class. The recording activities were held twice on Tuesday, May 22, 2012 and Monday, May 28, 2012. The recordings’ duration was around one hour and thirty minutes for each meeting. 2. Questionnaire The questionnaire was conducted on Monday, May 28, 2012, after the recording s’ session. The questionnaire was given to all students of the Critical Listening and Speaking, class B. The questionnaire was aimed to know the 20 general opinions from the students about speaking and public speaking. The questions had been matched with the public speaking theory. 3. Interview The interview was conducted on January 16, May 1, May 6, and May 7, 2013. The interview was aimed to answer several questions based on the theories to search the possible reasons of the occurrence of the common grammatical errors. In this study, the researcher used cluster sampling to select the participants of the interview. The researcher used cluster sampling by finding “the list of larger groups of such units, or cluster, and then selec t among them stratificationally” Krippendorff , 2004. The time span of the date of the recordings and the interview was one year. The consideration of this decision was because the researcher expected the students of the CLS would answer the questions naturally without knowing their errors.

E. Data Analysis Technique

1. Recordings The first technique used was transcribing, a technique that covered the verbal language in the recording into a written form language. The researcher listened to the recordings and typed what the researcher heard into written form in the papers. After the transcriptions were completed, the researcher typed them on the computer. There were eight groups that had been transcribed, with total forty-five speakers. After the recordings were transcribed, the researcher marked the grammatical errors found on the transcriptions. However, the researcher did not 21 only focus on the errors, but the researcher also had tried to understand the context and meaning of what the speakers wanted to say before marking a certain error. The second technique was listing the errors found on the transcriptions into several classifications in a table. Table 3.1 the first classifications of the error on the transcriptions found on the Critical Listening and Speaking’ students, class B. Group Errors plural singular S-V agreement passive voice tenses sequence 6 member he love to taking he is came home He was born in Kediri and lives in Surabaya until he 3 years old Errors article possessive infinitive Others Occupation become The pesantren name he love to taking the most inspired most from him The researcher listed the errors under the first several classifications that commonly found on the transcriptions. However, after the researcher analyzed the results of the first listed errors in the table, the researcher found that there were many classifications did not present in the first table. The researcher decided to revise and complete the classifications. Table 3.2 the revised classifications of the error on the transcriptions found on the Critical Listening and Speaking’ students, class B. No. Classifications Examples Numbers of occurrence 1. Missing to be Our presentation - about ... 22 No. Classifications Examples Numbers of occurrence 2. Possessive The pesantren - name ... 3. Preposition ..our group consist - 6 member.. ... 4. Article - Occupation become ... 5. Past participle ...to be explain.. ... 6. Noun 6 member ... 7. Double verbs Her husband is had a fair… ... 8. Double modals ...we may can do to help him.. ... 9. Incorrect verb form after modals I wi ll going… ... 10. To infinitive ...he love to taking… ... 11. Subject consistency ... In Yogyakarta 2 years ago she, in the second, he has, he got married again … ... 12. Verb parallelism ... why she is working is to fulfill her family need and also makes … ... 13. Adjective parallelism ... and seeing him amaze, strangely or even not care ... 14. Adverbs ... more much in amount… ... 15. Missing –s or –es suffix …he always get invitation to perform … ... 16. Incorrect verb sequence on past tense He was born in Kediri and lives in Surabaya until he 3 years old ... 17. Incorrect verb form after “Go, Keep, See” … go visit him.. ... 18. Incorrect verb form after “Do, Did, Does” …does she ever had happy…. … 19. Verbs after preposition …by make… … 23 No. Classifications Examples Numbers of occurrence 20. Misuse comparative ….they live in poorer society, but they still…. … 21. Misusage From what just usual you can get…… … 22. Other S-V Agreements Dap Supri meatballs is only one in the campus … 23. Incorrect verb sequence on present tense We are luckier person who is able to study here …. After the researcher revised the classifications, the researcher counted the numbers of occurrence. After counting the numbers, the researcher found the common grammatical errors. The common grammatical errors were analyzed using the answers of the questionnaires and interview supported by the theories of public speaking, contrastive analysis hypothesis and non – contrastive approach. With those answers and theories, the researcher drew conclusion of the possible reasons of the occurrence of errors found in the Critical Listening and Speaking, class B students. 2. Instruments The instruments in this study were questionnaire and interview. The questionnaires were analyzed by listing the answers in tables. After listing the answers in the tables, the researcher found the general opinions of speaking and public speaking from the students. The result of the questionnaire was expected to support the public speaking theory. 24 Table 3.3 the tabl e of the questionnaire’s result. Difficulties in speaking How to overcome those difficulties Preparation Hours of preparation Reason why they feel nervous … … … … … The Interviews were analyzed by transcribing the recordings into written form. After researcher transcribed the recordings, the researcher listed the answers in a table. Table 3.4 the table of the interview’s result. Questions Participants What do they feel when they are speaking or delivering their speech publicly? Do they think that their nervous or people’ nervous will increase people’ errors Why? Are they aware of making errors when they are speaking? How many years are they being exposed with English actively? Means that they hear, read, write, or speak English actively? … … … … … Questions Do they understand the use or function of the suffix – s-es and when they should use it? How about suffix –ed? Do they see that those suffixes are significant in : A. Indonesian sentences B. English sentences Do they know how to use quantifiers such as “some, a lot of, or many”? Do they usually translate Indonesian sentences to English when they are speaking? … … … … … 25 Questions Do they find it difficult to talk about past events in English? Why? What do they think about why does “past verbs sequence” commonly occur in their Critical Listening and Speaking class? About the suffixes -essed. Why do they think, many of them ignore those suffixes? About the quantifier, Why do they think, many of them ignore what following after the quantifiers? Why do they think about, they and their friends in Critical Listening and Speaking class seem not to be aware with those errors? … … ... … … Questions In their opinion, what percentage for “ A. Using the correct sentences grammatically so that the audiences will understand their speech. B. Talking fluently, and they may not use correct grammar sentences, but at least understandable. Additional question: Do they think that when they are learning English with so many rules and verbs changes, is there quite a burden for them? … … Based on the answers in those tables, the researcher found the possible reasons of the occurrence of the common grammatical errors. The results of the interviews and questionnaires were expected to support the public speaking theory, contrastive analysis hypothesis and non-contrastive approach. 26

F. Research Procedure