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This study aimed to acknowledge the lecturers’ belief about giving feedback in public speaking based on their experience. In order to get a deeper
understanding of those beliefs and experiences which cannot be measured quantitatively, the qualitative method was used. The qualitative research enabled
the researcher to dig deeper into the participants’ fundamental beliefs and distinctive experiences that were related to the study. Thus, the result of the
research that answered to the research problem would really mirror the contextual situation.
There are many types of qualitative research, such as action research, case study, ethnography, and phenomenology. Which type is used in a research
depends on the area or topic of the study. This study discussed the lecturers’
beliefs of feedback in Public Speaking. Since the study included their perspectives, preferences and experiences in giving feedback in public speaking,
the phenomenological research was selected. The phenomenological research focuses on the individual and the essence of subjective experience. It does not
study the impact of a program implemented in a certain situation, the culture of a circumstance or the interaction between people in a society. Instead,
phenomenology would emphasize what the experience of being someone in a particular situation is like. Tesch, 1990; Manen, 1990 It also aims to gain deeper
understanding about how a person perceives the experience shehe has had and maintain to provide the
“comprehensive description” of it Moustakas, 1994. In his book, Manen 1990 suggests
that “phenomenological research is the study of lived experience.” He also describes lived experience as the essence of
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humanity through which we draw the meaning into our thought, belief and action. The experiences themselves are related into each other, which then should be
“studied as a whole” which means that it is closely associated with past or present Sherman and W
ebb, 1988. That is the reason why lecturers’ educational background and personal motivation were counted and taken into consideration.
B. Research Setting
The research was conducted in the form of in-depth interviews in the English Language Education Study Program ELESP of Sanata Dharma
University. In order to make the participants comfortable to share their stories, the interview for each participant was conducted twice. The first one was an initial
interview where the participants were asked to share their educational background, teaching background, and their beliefs in Public Speaking in the
ELESP. The second one was an in-depth interview which focused on their beliefs and experiences in giving feedback in Public Speaking in the ELESP. The
interview for each participant took place in each participant’s office. The
interviews with these three participants were conducted on late February until March, 2016. The progress from making the interview blueprint, conducting the
interview, analyzing the result until drawing the conclusion was ranging from November, 2015 to April, 2016.
C. Research Participants
In the qualitative research, the sample is chosen based on their relevance to the topic studied rather than their representativeness Neuman, 2006. In this
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research, purposive sampling was chosen. Therefore, the researcher needed to identify and determine the participants who had sufficient knowledge or
experiences of the discussed phenomenon Cresswell and Clark, 2010. This research aimed to elaborate the lect
urers’ lived experience in feedback in Public Speaking course. Therefore, the participants who were closely related to this study
were three lecturers who had taught Public Speaking in the ELESP in Sanata Dharma University.
Because the study included a res earch about some people’s experiences that
could be sensitive, the researcher paid a great attention to confidentiality. The participants were asked to sign a consent form stating that they agreed to be
interviewed voluntarily and audio-recorded during the interview. They were also asked if they would prefer using real name or pseudonym. In this study, two of the
participants agreed to go by their real names when the other one preferred to go by her initial. Therefore, the researcher decided to use numbers to address all
participants. All the participants’ names that were mentioned in the interview were changed into their initials in the interview transcript. Thus, the participants
were mentioned as Participant 1, Participant 2, and Participant 3.
D. Instruments and Data Gathering Technique
The field interview was selected as a means to conduct the research. Contradictory to survey interview, the field interview uses “unstructured,
nondirective, and in- depth questions”. The purpose of in-depth interview is not to
test hypothesis or to assess or judge other people’s experiences, but to “understand their experiences and the meaning they make of those experiences”
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Seidman, 1991. The interview involves asking and answering questions, listening and speaking, expressing opinion, belief and interest. The conversations
of asking and answering are then recorded Neuman, 2006. Sometimes, the data needed for phenomenological research “may only consist of no more than one
interview.” Tesch, 1990 In this research, there were three interviews conducted by the researcher nevertheless. These interviews had the same basic questions that
were elaborated based on the interview blueprint so that the answers could really answer to the research problem. The interview blueprint was attached as
Appendix 1. There are an advantage and a disadvantage in using field interview in a
research. An interview enables the researcher to ask follow-up questions, which let the researcher to gain deeper and clearer data. On the other hand, when it
comes to sensitive and negative aspects toward the participants or other people, that particular information would not be unlikely to be revealed in the face-to-face
interview Borg and Gall, 1983. This situation were overcome when the researcher created the comfortable and relaxed atmosphere during interview, built
trustworthiness between the researcher and the participants, and ensured the participants that the researcher would strive for the confidentiality of the study.
Therefore, the each participant was given one copy of her consent form.
E. Data Analysis Technique
In analyzing the research data, the researcher used Moutakas’ phenomenological data analysis techniques 1994. In his book, Moustakas
proposes some steps which are necessary to be applied in order to arrive at the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
