RELATIONSHIP OF RESEARCH PLAN AND ITS EXECUTION

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CHAPTER IV DESCRIPTION AND INTERPRETATION

Chapter four consists of three major sections 1 relationship of research plan and its execution 2 text description and 3 discussion and interpretation. The first part presents a presentation of relationship of framework of pre- understanding and the execution of the interview. The text description begins with the reported number of text gathered, interviews and data reduction. The last section presents the interpretation of the research finding that shows the development of a text description of the experience.

A. RELATIONSHIP OF RESEARCH PLAN AND ITS EXECUTION

Contacting the participants who already had stated their willingness joining the research one-by-one was the beginning of collecting texts. The scheduling and rescheduling the interview were often made since the researcher’s and participants’ agendas did not match each other. Even though face-to-face in-depth interview was the main technique of gathering the texts, when the appointment seemed hard to get, I interviewed the participants via whatsapp texts or voice notes. Next, maintaining focus on the actual happening in the past time was also challenging that I had to repeat the questions to pull the participants back to their memories about the experiences. To do the process of analyzing the text, I started with transcribing the interviews 44 into anecdotes. As the activity of learning English of the participants was seen as “text” – as a collection of symbols expressing layers of meaning Miles, 1994, I worked with the interviews to get a practical understanding of meanings and actions. The text was gathered by doing in-depth interview to reach deep understanding with that subject of inquiries. After that, the data reduction was transformed by paraphrasing the texts into narratives. This phase was not as simple as it might look that I needed to reconfirm the data several times to the participants. The verification included the data mentioned and whether the narratives represented to what they had felt and experienced. The next step was horizonalization Moustakas in Creswell, 2007 – identifying key terms brought up by the participants. I read and re-reads the texts until recognizing the clues of what they had gone through their own in learning English – the live experiences that were conscious and directed toward the object Creswell, 2007. In addition to I interpret them as the essence of what they had reported. Patton states that how to interpret the texts is as the heart of narrative analysis. In the middle of analyzing and interpreting the text, I occasionally re- contacted the participants to clarify the statements to enrich descriptions. It was not that the key sentences were not clear but sometimes the further questions were needed to get the right meaning of the texts. As Patton notes “that once analysis and writing are underway, fieldwork may not be over”, I had occasion to go back to the recorded interviews and participants to complete the key sentences. The interpreting step forced me to get references theories related to the themes. The themes were described and interpreted from the points of view of the 45 language learner and the related theory as the background. Last, I concluded the result of interpretation and noted some recommendations for further researches and summarized the whole texts in a complete of narrative as appendices.

B. TEXT DESCRIPTION