40 source of data or triangulation strategy in order to minimize research bias and to
prove research trustworthiness. Furthermore, the researcher used member-check in order to get respondent
s‟ validation and improve the accuracy of the research. The researcher made a
transcript of observation from peer-observer and gave it back to the peer-observer so that the result would be valid from the peer-observer point of view. Moreover,
the peer- observer‟s participation also strengthen research trustworthiness because
the result of the observation did not only come from the researcher ‟s point of
view, but also peer-observer point of view. The researcher also gave the interview transcript to the lecturer of CLS 1 Class D so that the lecturer would know the
result of the interview section.
G. Research Procedure
This part shows the procedures of the research from the beginning of the research until the data was reported. According to Rummel 1964, there are four
steps in doing a research in education. The four steps are presented as follows.
1. Choosing a Problem for Research
Before conducting the research, the researcher chose the topic of the research and generated research problems. The researcher found out the purpose
of the study to be observed. The researcher finally found the factual material to be observed.
41
2. Organizing the Techniques in Data Collection
The researcher conducted a qualitative research methodology. The research design was in the tradition of case study. In order to obtain validity and reliability
of the study, the researcher conducted triangulation strategy. The triangulation strategy was observation, survey distributed questionnaire, and interview.
The observation was done by the researcher and peer observer. The researcher divided the observation sheet into three parts. The first part consisted of
statements that presented about the condition of the Classroom, participants responses students and lecturer, and the Classroom activity. The second part, the
researcher made a time table to be filled by the researcher and observer about the activity in the Classroom. The last part, the researcher put some descriptive and
reflective explan ation about students‟ behavior, strengths and weaknesses in the
implementation of impromptu speech practice. After getting the data from the observation by the researcher and peer-observer, the researcher rewrote a result of
the data in a form of table. The second data triangulation was developing an open-ended questionnaire
for the students about their responses to the implementation of impromptu speech practice. The researcher used the analysis of the observation to strengthen
students‟ responses in the form of questionnaire. Based on the students‟ answer in the questionnaire, the researcher knew what actually the
students‟ responses to the implementation of impromptu speech are. The researcher analyzed the pure data
from students‟ answers and made data reduction by shorting the students‟ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 perspectives of the implementation of impromptu speech practice. Then, the
researcher presented the questionnaires from the students in the form of words. After analizing the questionnaire and the observation, the researcher made
an appointment with the lecturer of Critical Listening and Speaking 1 Class D to have a formal interview section. The aim of the interview section was to get data
from lecturer‟s point of view on the students‟ responses in CLS 1 Class, especially on the implementation of impromptu speech practice. The researcher mentioned
some questions regarding to students‟ responses, behavior, strengths, weaknesses,
and progress on the implementation of impromptu speech practice. After having the interview, the researcher summarized the interview in the
form of narrative text, then the researcher gave the summary back to the lecturer to make sure that the point of the interview was stated as in the summary. The
researcher also conducted an informal interview with three students with different responses. The aim of an
informal interview was to strengthen students‟ responses and suggestions on the implementation of impromptu speech practice.
3. Analyzing Data
The researcher used data analysis techniques which were developed by Miles and Huberman 1994. The analyzing data consisted of three parts which
are data reduction, data display and conclusionverification. The result was not only based on the researcher‟s interpretation, but also from the peer-observer,
students‟ own responses and the lecturer‟s point of view. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI