37 4. Interview checklists
The interview, which was conducted for eleven respondents only, consisted of two interview checklists. They dealt with respondents’
difficulties in learning complex sentences and their suggestions on the teaching of complex sentences. While the respondents answered, the writer
wrote what they said on a paper and recorded them in an MP3 recording.
D. Data Gathering Technique
1. Analysing Research Paper Writing students’ written research reports The writer analysed students’ written research reports in two major steps.
The first step was to describe students’ mastery on complex sentences. The writer, here, used tables of classification which would show numbers and
percentages. The series of step regarding the tables’ usage have been mentioned previously in Research Instruments. The ultimate findings of this
first major step would be categories of mastery for each student in each type of complex sentences.
Meanwhile, the second major step was to identify parts of complex sentences students mostly wrote ungrammatically. It was initiated by
identifying all ungrammatical complex sentences the students wrote. Based on all the corrections done afterwards and the comments on the errors, the
writer could determine which problems occurred frequently. The problems were, then, listed according to the times of occurrence and, then, discussed
further.
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38 2. Conducting interviews for some participants
Interview, based on Ary Razavieh 2002, asks questions designed to draw out subjects’ responses on a topic of interest. The interview, in this
study, was made in the form of open-ended questions. It would enable the participants interviewed to answer freely from their own words, therefore,
triggering “flexibility and responsiveness to the emerging issues for the participants” Ary Razavieh, 2002.
The aim of conducting interviews was to have data triangulation as the writer obtained students’ viewpoints on problems being discussed in this
study. It included two major questions. First, what were the difficulties they found in learning complex sentences? Second, what were their suggestions on
the teaching of complex sentences? Upon answering those two questions, the respondents were asked to
correct their written works. It was aimed to see whether the errors were temporary. Taking this stage of interview into account, the writer chose five
respondents who made a considerable number of errors. Meanwhile, the writer also randomly selected six more respondents considering that the aim
of the interview was also to obtain students’ suggestions on the teaching of complex sentences. In so doing, the writer could obtain information from
various sources.
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39 3. Consulting the findings to the language consultant
After finishing identifying ungrammatical complex sentences as well as giving the reasons of ungrammaticality and possible corrections, the writer
consulted her findings to the language consultant, Sr. Margaret FCJ. Seeing the consultant as a native English speaker who is very competent in language
field, the writer aimed to ascertain the validity of her judgements as well as corrections on students’ ungrammatical complex sentences.
Besides having a big role in correcting the writer’s judgement on ungrammaticality, the language consultant also corrected most parts of this
research report in terms of language, and to some extents, contents of the analysis. It was so considering the fact that the tables of ungrammaticality
consulted previously were essentially interrelated to some contents of the analysis of this study.
E. Data Analysis Technique
