E. Data Gathering Technique
The research started with the several steps in data gathering techniques conducted in this research:
• Formulating the research problems to solve through the research.
• Deciding what research method adopted to answer the research problems.
As stated above, this research employed a qualitative research in which the data was in the form of descriptive data.
• Developing the suitable instruments used for this research. In order to
collect the data, direct observations and interviews were employed as the research instruments. Either the observations or the interviews were
supported by the use of MP3 player to record the teachers’ talk in the teaching learning processes. The data was obtained by observing the
teachers when they were teaching the students. The aim of doing the observations and recording the lesson was to find out the language mostly
used by the teachers in teaching English to the students. •
Transcribing the data obtained using the MP3 player into descriptive data and analyzed the data on what language used mostly by teacher in teaching
English and its purposes. •
Conducting the interviews to investigate the role of the teacher’s introductory language in teaching English to support the data obtained from
the observation. It strengthened the finding of the teacher’s role in teaching English to Senior High School students. These data were combined with the
notes taken during the teaching learning processes in order to get the detail data.
• Making conclusions based on the finding of the data collection. This
research later could determine what the language mostly used by the teacher in teaching English and the role of the teacher’s introductory language in
teaching English to Senior High School students.
F. Data Analysis
The data from the observations in English classroom was transcribed into written form. The researcher admitted that the recording had two weaknesses
which could make the data became not valid. The first weakness was the unclear voice. The voice which was recorded in MP3 player sometimes was not clear.
Therefore, the researcher also employed note taking to make the data became more reliable. The second weakness was the voice which often distracted by other
voices. The observations were sometimes distracted by the voice of car engines and other people’s talk. Moreover, the school was near with the main road in the
town. Consequently, note taking was used to support the data. Therefore, the
researcher could write all important things from the classroom observations. Moreover, the researcher could write some important circumstances happening
during the teaching learning activities, i.e. eye contact between the teacher and students.
The first data analysis was classified into three parts. They were the teacher’s talk in both English and Indonesian from each grade teacher. It also
included the code switching made by each grade and the teacher’s talk purposes in teaching senior high school students. The data was classified from each grade
teacher so that the teachers’ talk could be analyzed from different grades. The second data analysis was obtained by the interviews which were
conducted to have deeper findings from each grade teacher’s opinion about the teacher’s talk role in teaching English to Senior High School students. Then, the
researcher combined these two kinds of instruments to obtain the final result. The data taken from the observations which was strengthened by the interviews
determined the roles of the teacher’s introductory language in teaching English in classroom. Finally, it could show the importance of the teacher’s introductory
language.
CHAPTER IV ANALYSIS RESULTS
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