Text Analysis RESEARCH DESIGN

48 fuller understanding”. The seventh step is member checking. The researcher did member checking to the participants related to the result of description and interpretation. The last step is final writing of description and interpretation. At this step, the researcher drew conclusion. The researcher needed to review the analyzed data and assess the implication for the research question.

C. TRUSTWORTHINESS

The research was based on a triangulation process that was done with in- depth interviews. The consistency of the text as well as its validity and reliability became a high concern in this research. Considering the purpose of transferability, the researcher really considered about the participants’ quality. The relevancy of pa rticipants’ capacity in providing rich, thick, and suitable descriptions to contextualize the study is considered well. The aspect of conformability also became a high consideration. Since it refers to the description of one’s lived experiences consisting of meaningful themes, the conformability aspect is a way to improve validity and reliability and reduce bias. Giving a tentative interpretation back to the participant is one of the conformability aspects considered in this study. In order to establish credibility, the researcher used a member checking technique because it showed credibility in the findings and interpretations. The process of providing good quality tape for recording and transcribing the record were applied in this research. In relation with the validation, the participants were invited to review the transcripts of their interviews as well as the interpreted data. The researcher was also careful to manage bias and expectations as reflectively or 49 awareness. To manage this threat, the researcher used bracketing. In analyzing the data, the researcher created a domain list consisting of meaningful themes. It was used to provide an overall structure for understanding and describing each individual participant’s experiences. 50

CHAPTER IV DESCRIPTION AND INTERPRETATION

The focus of this chapter is to present more detail the presentation of the findings arising from the exploration of the phenomenon and reveals the lived experiences of teachers in teaching English to Accounting depatment students. The description itself will contain interpretation. After that, essential themes will be able to be obtained. This chapter is divided into two parts namely 1 the teachers’ lived experience description, and 2 the interpretation of the teachers’ lived experience description.

A. DESCRIPTION

There were two participants who were being interviewed in this research. They were Ms. Widi and Ms. Vera. Both are pseudo names. They are teaching English at the same accounting department. Below are the descriptions of their lived experiences of teaching English to the accounting department students.

1. Starting the Class a. Preparing and Designing the Materials

In August 2015 Ms. Widi was assigned to teach English to accounting department students. It was her second time to teach the students of accounting department, Sanata Dharma University. She was amazed because it was a quite big class. She had to teach about 45 to 50 students at that time. She thought it was pretty hard to manage a big class. Therefore, before she started teaching the students, she had prepared and designed the materials which she thought could 51 fulfil the students need. She believed as a teacher or lecturer, she had to do need analysis to know her students. She thought she also needed to modify the materials because at that time it was a kind of team teaching so there was already a syllabus from the university. However as a lecturer, as a teacher she modified the syllabus here and there, and the change she made was depended on her need analysis towards her students: “Anyway as a lecturer as a teacher we..I myself did that. I modified here and there..and again it depends on the ..on my need analysis” 1-W04-1-ET-E-AU. She was aware that she also needed to know her class, her students from the very first meeting. So in the very first meeting, she really observed at that time what had been going on with her class, what had been going on with her students, what had been going on with the interaction, the communication, and also because it was more on speaking so as a teacher she easily found out probably a kind of different or different in ability: “I needed to know my class, my students from the very first meeting. So in the very first meeting, I really observed at that t ime what’s going on with my class, what’s going on with my students, what’s going on with the interaction, the communication, and also I..because it’s more on speaking yaa as a teacher we easily found out probably a kind of different or different in ability ” 1-W04-1-ET-T-AW. But she said that most of the students in that class were great. They spoke English really well because like 80 of them got an A or B. It was not because she was too easy to give the mark but because they were able to show the best performance. They were really eager to learn, to study English and moreover, they brought with them the highest spirit to the class eventhough it was 3 credits class. It made Ms. Widi feeling proud of her students: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 “But most I would say that the students in that class were mostly great. They speak English really well. Because like 80 of them got an A or B. Yes..not because I was too easy to give the mark..no..but because they’re able to show the best performance in a..they really eager to learn to study and moreover ..they brought with them the highest spirit to the class so because it was 3 cre dits. Can you imagine 3 credits” 1-W04-1-ET-T-FPS. Furthermore about preparing the materials she said that she actually got the textbook from the university. But again the textbook needed modification here and there and additional information, additional materials. “Okay. We got the textbook actually. But again the textbook was you know like quite yaa.. it needed modification here and there and additional infor mation...additional materials” 1-W05-1-ET- T-DIS. But overall she still stuck to the syllabus and also the textbook but she tried to be autonomous and creative by modifying or adding the materials by having more activities. She and her three assistants divided the activity into two, the very first one was the introduction part where they usually had ice breaking. It was really mainstream teaching method which teachers always do. The second one they did like more funny, interesting activities. It was like reading but reading in a very interesting way. “In a..but overall we still stick to the syllabus and also the textbook but we modified or added by having more activities. So we divided in two, say for example the very first one is the introduction, usu ally we had ice breaking. ya...ya.. come on that’s really mainstream . That’s teacher always do right. and The second one we did like I think more funny, interesting activities. It’s like reading but reading in very interesting way” 1-W05-1- ET-E-AU. But in order to make the activities worked well, Ms. Widi and her assistant struggled for making her students understood some vocabularies. Then after that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI