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2. Interview “The interview includes the question-asking approach. In an interview,
data are collected through face to face interaction between the interviewer and respondents”Ary, 1990: 417-418. Before starting to gather the data through the
interview, the first step was designing the questions. Afterwards, the researcher tried to test the questions first. It was done to know whether the questions were
appropriate or not to answer the research problems. The next step was revising the questions. Then the researcher started to conduct the interviews.
The researcher used the in-depth interview. It meant that the interviewee could give as much as information they knew to answer the questions. It would
help to answer those problems in detail. In addition, the type of questions that was used in this interview was open-ended question. The open-ended question
permitted a free response from the participant. The participant was free to respond from their own view. “The important point is that the writer as the interviewer
should gain the rapport or establish a friendly, secure relationship with the subject or interviewees” Best, 1970: 186.
The data obtained from the interview were used to answer the research question number 2. The researcher obtained the data related to teacher’s
difficulties in the use of English.
D. Data Gathering Technique
In gathering the data, the researcher recorded all things that happened during the observations in the written form. The researcher wrote down the result
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from the observation on the observation guidelines. “The simultaneous recording of observations was recommended. This practice minimizes the errors that result
from faulty memory”Best, 1970:183. Besides, the researcher also recorded the data that was obtained from the
interview. First of all, the researcher as the interviewer informed briefly the background why this research was conducted. However, the interviewer should
avoid giving too much information about the study, which could bias the participants. For the interview section, the participant answered the questions
which have been listed. In every question, they could explain and give the information as much as they could. Even though the questions have been
prepared, it could be flexible depending on the participant’s answer. Sometimes, the writer as the interviewer added the questions. The more specific questions, the
more detail the information which could be obtained. The result of the interview was recorded in a tape recorder or other electronic devices and written down on
the paper as a note. This should happen as soon after observation as possible, preferably the same day.
E. Data Analysis Technique
In analyzing data from the observation, the researcher reread the result of the observation. As stated before that the researcher made the observation
guideline. In the observation guideline, there were some important aspects that must be observed carefully by the researcher. By making the observation
guideline, the researcher would be easier to obtain the data and analyze the
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problems. The data obtained in the observations were used to answer the research question number 1 and 2. The data related to English sentences used by Biology
teacher in the teaching learning process and the teacher’s difficulties in the use of English. After getting the result of observations, the researcher classified the
answers according to their category. The researcher made a list of some English sentences then classified them into set induction, main activities and set closure.
Afterwards, the teacher classified set induction into greeting, reviewing the previous material, relating the previous material to the new one, and introducing
the objectives of a new material. To show the existence of English sentences in set induction, the researcher made a table.
Table 4.1 The Existence of English Sentences in Set Induction Observation
No. Set Induction
Category 1 2 3 4 5 6 7 8
1. Greeting 2.
Reviewing the previous material
3. Relating the
previous material to the one
4. Introducing the
objective of a new material
In addition, the teacher classified main activities into explaining or lecturing, assigning students, giving questions, giving reinforcements, giving stimulus. The
researcher made a table to show the existence of English sentences in main activities.
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Table 4.2 The Existence of English Sentences in the Main Activities Observation
No. Main Activities
Category 1 2 3 4 5 6 7 8
1. Explaining or
Lecturing
2. Assigning the
students
3. Giving Questions
4. Giving
Reinforcements
5. Giving stimulus
Afterwards, the teacher classified set closure into concluding, giving assignments and closing. The existence of English sentences in set closure can be showed in a
table.
Table 4.3 The Existence of English Sentences in Set Closure Observation
No. Set Closure
Category 1 2 3 4 5 6 7 8
1. Concluding 2. Giving
assignments 3. Closing
In addition, in filling in the blank of those tables, the researcher used some signs, such as + , - and ± . The sign + means the teacher used English, the sign
- means the teacher used Indonesian and the sign ± means the teacher used two languages, English and Indonesian. From the observations, the researcher
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obtained the data about teacher’s difficulties as well. In this case, the researcher classified those difficulties into two categories. First was the mechanical
difficulty. Second were the difficulties related to teacher’s abilities of using English.
In analyzing the data from the interview result, the researcher listened to the recording many times. While listening to the recording, the researcher took a
note the important points of the interview results. Then, the results were classified into some clusters according to the answers. “Qualitative data analysis is working
with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned,
and deciding what you will tell others Bogdan and Biklen,1982: 145. The data obtained in the interview were used to answer the research question number 2,
that was the teacher’s difficulties in the use of English. In this case, the researcher classified those difficulties into two categories. First was the mechanical
difficulty. Second were the difficulties related to teacher’s abilities of using English.
F. Research Procedure
