Data Gathering and Presentation

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CHAPTER IV ANALYSIS RESULTS

This chapter provides three major parts which cover; 1 data gathering and presentation, 2 participants‘ lived experience, and 3 discussion. The first part will talk about the detail of data gathering process to data presentation. The second part will provide the findings and description of the participants‘ lived experiences. In the last part, the researcher will try to analyze the findings related to the lived experiences of learners with low financial capacity in learning English.

A. Data Gathering and Presentation

The data gathering process of this research was started from document checking and a class observation at Putratama vocational school in Bantul. The school will be called as SMK Putratama Bantul later in this research. From the document checking and class observation, the researcher could determine the participants ‘ lived experiences related to the topic of the research. The first thing to do was meeting the English teacher of SMK Putratama Bantul to ask permission to conduct class observation and interviews. The researcher explained what kind of research would be held at that school then the researcher tried to pick the participants who were relevant to the issue being researched. One of the English teachers conveniently welcomed us, and afterwards he added useful information about the presence of learners with low financial capacity that could be easily found at this school. 46 After the permission was granted, the researcher began to observe the classroom activity. The researcher greeted and talked to some students and also took some photos of the activity and the condition of the school. The researcher explained to the students about the purpose of conducting a research on the three of them. The researcher explained that interviews would be needed so that hopefully they would not be too surprised when they were chosen as the participants. After the observation had finished, the researcher met the English teacher again to say thank you. The researcher was then looking for three research participants to be involved in this research. The participants are students of SMK Putratama Bantul on grade X which was recommended by a teacher of SMK Putratama Bantul. The first participant is Herlina Prastiwi, later will be called as Tiwi. She is from Klegen, Panjangrejo, Pundong, Ba ntul. Tiwi‘s father is Antonius Mujikar and works as a laborer. The second participant is Rizka Alvinzia Rusmalita Sari, later will be called as Rizka. She is from Jogonalan, Lor, Kasihan Bantul. Rizka‘s father is Rusdiman and works as a laborer. The third participant is Apri Susanto, later will be called as Apri. He is from Sorenan, Nogosari, Trirenggo, Bantul. Apri‘s father is Jumiyo and works as a laborer. All of the participants‘ mothers are housewives. The interview was conducted in an empty class after the school examination finished. The situation was not really noisy. There was no teaching and learning activity at the school. Inside the classroom, there were several wooden chairs and tables, and a blackboard. We sat face to face. This environment and position were also the same on the second and the third 47 participant. It took around 30-45 minutes for each student. The interview was conducted on Saturday morning, June 14, 2014 and recorded using a video camera. There were 48 questions. All of the three participants who came from family with low financial capacity were recommended to me by their English teacher. After the interviews are finished, the researcher transcribed the audio- visual record data into written text.The following figure 4.1 shows the sequence of the data gathering process: Figure 4.1. The Sequence of the Data Gathering Process Furthermore, after finishing the data gathering process, the researcher could then provide a table called Table 4.1 as seen below this paragraph, showing the matrix of the interview which was done before. The left columns of the table show the questions and answers which are conducted to find out the student‘s experience related to learning English with low financial capacity at SMK Putratama Bantul on grade X. The right column shows the coding, consisting the Text data result Audio-visual record data Documents checking Transcribing interview Conduct in-depth interview Recorded with camera Classroom observation Write some notes 48 abbreviation of the components and indicators of Language Learning Factors and Low Economic Factors. The researcher also provided example of the interview in this Table 4.1 as seen below: Table 4.1. A Sample of Interview with Tiwi as the First Participant QUESTIONSRESPONSES CODING Do you often do conversations or communicate in English? R: about your learning process firstly do you often do conversation or communicate in English ? S1: Just occasionally, Sis. R: So… just occasionally…? S1: only in facebook …. R: Oo in facebook. S1: yes… to make us know it better. R: hmmm… how about in daily classroom activity? S1: rarely R: ooo rarely S1: yep, it is cool… to know English. LLF-LLP Do you know your goal or target in learning English? Mention and give your reason R: ok…. Then, speaking English in facebook is just to show up to others? S1: yes it is… but only in facebook… it is only a matter of writing… but in working environments, for example we meet a tourist we can communicate with him . R: if you do some English in facebook, do your friends also respond using English too? S1: ya… sometimes there are friends responding in English and sometimes in bahasa Indonesia R: so… your goal is to be able to speak English... to make you easier to find a job and be able to communicate with tourist? S1: yes… to be able to communicate. LLF-LLP Do you want to be able to speak like native LLF-M 49 speakers the accent or their way of speaking or not? You may give your reason? R: Do you want to be able to speak like native speakers the accent or their way of speaking or not? You may give your reason? S1: I want to be able to speak like them. R: and the reason? S1: well… how should I say it feels like… let‘s say, other people will recognize our ability… that I can use foreign language. R: oo S1: yes, this is a different feeling for me. R: so you need to get people’s attention on your ability . S1: yes .. Nobody wants to be considered bad by others .. R: oh yes S1: I want to look good in their eyes... R: yes Do you read or prepare to study the English material for tomorrow class? Any reason? R: Do you read or prepare to study the English material for tomorrow class? Any reason? S1: no … R: why not? S1: sometimes we don’t get the material we will get for next classes .. so it is like a surprise in the class. R: can you tell more? S1: we know only the title.. but we don‘t have the material in the books… so we can‘t study at home. R: well… how about this… for example today your teacher teaches past tense.. After that does she tell the class what you will learn for next meeting? S1: yes she does… but without the materials in the books we can do nothing. R: mmm… ok.. maybe your teacher leaves you to find other sources. S1: yes probably, but we will be hesitant to do that stuff, because we will learn it in the book next time.. LLF-A 50 R: but the teacher still gives you the title of the next materials? S1: yes. Do you often speak using English with your friends inside and outside the class? R: Do you often speak using English with your friends inside and outside the class? S1: seldom R: ok… is it both inside and outside? S1: both LFF-LI and LLF-LO Do you regularly get a pocket money? Can you tell me the amount? R: we will go on different topic… Do you regularly get a pocket money ? Can you tell me the amount? S1: rarely the money is only enough for the gasoline.. my parents usually think that more money means that I will only spend it for fun and not focus on the study . R: so how much you usually get? S1: 5000 R: a day? S1: yes sometime only 3000 R: oooh S1: I usually save that money R: so you save it?