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1. Questionnaires
The questionnaire is used for collecting survey information, providing structured, often numerical data, being able to be administered without the presence
of the researcher, and often being comparatively straightforward to analyse Wilson and McLean, 1994. Ary, Jacobs, and Azghar, 1979, p.178 stated that
“Questionnaire has two forms; the first one is open form or unstructured and closed form or structured.”
This research used closed form or structured type. There were seven sections in the questionnaires; the students’ general identity, the students’ type of job, the
students’ experiences of working in a non-teaching form, the students’ experiences in working as teachers, the impacts of teaching experience toward the language
skills and components, the material used by the students for teaching, and the impact of teaching experience toward the teaching skills.
The first, second, and third section in the questionnaires asked about the students’ general identity, the students’ type of job, and the students’ experiences
of working in a non-teaching form. The questions in those three sections were dichotomous questions where the students had to choose only one of some
statements provided. To calculate this section, the researcher only counted the number of the students who chose each statement.
In the fourth section, there were seven questions provided which asked about students’ experiences in working as teachers. There were two types questions
used in this section, they were dichotomous questions and multiple choice questions. The sixth questions provided were dichotomous questions and one
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question was multiple choice question where the students could choose some statements from all statements provided. As in the first, second, and third section,
the researcher counted the number of the students who chose each statement. There was only one question in the fifth section which was related to the
impacts of teaching experience toward the students’ language skills and components. However, there were five items provided in the question and the
students had to fill them regarding to the impacts that they got during working as part-time English teachers. Those items used Likert scale with range 1-5; rating 1
was for the worst and rating 5 was for the best. After each respondent had filled the rating for each item, the researcher counted the average number or mean for each
item by using a formula:
X
= ∑ �
� in which:
X
= The mean of the set of rating values
x
= The sum of all rating values
n
= The number of the students To make each item been presented as percent, the results from the average
had to be timed with 200. Therefore, the results for each item came up as percent. In the section 6, there were four questions provided related to the students’
material used for teaching. In this section, multiple choice questions and questions with Likert scale were used. To get the results, the researcher used the same way in
counting as in the previous sections. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In the last section, there were five questions using Likert scale. As in the previous sections, the researcher used the formula to count the data.
2. Focus Group Discussion FGD
After obtaining the data from the questionnaires, the researcher, who was assisted by a facilitator, employed a questions guideline as the instrument in
conducting the Focus Group Discussion FGD. According to Morgan, focus group are a form of group interview who discuss a topic supplied by the researcher 1988.
The interaction of the group leads to data and outcomes after discussing a particular given theme or topic Smithson, 2000; Hydén and Bülow, 2003. The Focus Group
Discussion FGD was used to gather the opinion and the teaching experiences from each respondent. In conducting the Focus Group Discussion FGD, the researcher
and the facilitator used the questions guideline to guide in giving questions to the respondents. The questions guideline was firstly made based on the questionnaires
distributed before. The researcher and the facilitator also added some questions and statements during the Focus Group Discussion FGD orally with the purpose to
ensure and clarify the respondents’ answers. Open-ended questions were used in the Focus Group Discussion FGD so
that it might give deeper explanation from the respondents ’ answers about their own
opinion and experiences. The Focus Group Discussion FGD was done in Indonesian. The reason behind choosing Indonesian as the main language since the
major aim is to hold deep meanings from each respondent ’s answer of personal
experience. Therefore, by using Indonesian in conducting the The Focus Group PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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