Text Processing RESEARCH METHODOLOGY

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CHAPTER IV DESCRIPTION AND INTEPRETATION

This chapter presents the discovery of the empirical truth, both the process and the results. It discusses how data were thoroughly collected, coded, reduced, presented and analyzed. This part is divided into two sections namely: the description of the participants’ lived experience, and its interpretation of the participants’ lived experience.

A. Description of the Participants’ Lived Experiences

In this study, there were three participants who were being interviewed; Asti, Cahyo, and Jaya. They are pseudonyms. They were ELS students of 2014 coming from different majors, i.e. Linguistics, Literature, and Education. The texts were thoroughly collected from interview which divided into two parts: initial interview and in-depth interview. While initial interviews were more flexible in terms of the development of discussed topics, structured interviews tended to be focused on the topic. In other words, initial interviews were conducted more freely by keeping the discussion on track and creating a comfortable atmosphere so the participants could talk freely; structured interviews were composed and derived from research construct.

1. Asti’s Story

Asti pseudonym, is a Graduate student of the English Language Studies, Sanata Dharma University. She was born in Semarang, September 14 th, 1989. Her former educational background was in Semarang. She moved to Purwokerto right after graduated from her bachelor’s program to teach at STIKES Harapan Bangsa. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Two years later, she continued her master’s degree of English Language Studies in Sanata Dharma University. Her interest is in linguistics. When she was in the undergraduate degree program in Dian Nuswantoro University, she experienced writing academic papers for seminars, both in English and Bahasa Indonesia. However, she said that she had a common problem as a “beginner writer” in writing academic papers considering that it was her first experience writing papers for seminars. Moreover, her motivation in participating seminars was because she would like to gain her experience in writing academic papers. She added that she preferred to write English academic papers than Bahasa Indonesia. Asti started her study in English Language Study of Sanata Dharma University in September 2014. Writing academic papers reminded her of her experience when joining ELS at the early semester. She stated that writing academic papers were the partial fulfillment of the requirements for each course in ELS. At that time, she was shocked, not only for the number of writing assignments but also for the quality of writing itself. Asti had to find something new for her own writing. In other words, she had to begin her writing from the early stage, such as, how to connect ideas in paragraphs. In English Literacy class, the lecturer gave a particular topic to write to be submitted in the following week. At the beginning of writing her academic paper, she felt so guilty. Asti was unaware what she had to do. She expected for having more explanation and example about it. Realizing the time constraints, Asti began to read several articles related to the topic. She believed that reading several articles helped her in finding ideas for her writing. She wrote the major points of the topic which she intended to say. After that, Asti tried to formulate the background of the topic and also relation among concepts 5-AI2-3-PLN-PCS. Asti explained her experience while making draft for her writing in detail. In order to make sure that the ideas expressed appropriately, she tried to write down all the major points of the topic that she had in simple sentences first. Having simple sentences in the early stage of writing helped Asti to check whether the ideas or concepts had been stated appropriately or not. In other words, she followed the outline and tried to keeping the flow and connection ideas 5-AI2-3-DRA-PCS In writing academic papers, Asti felt that creating a coherent paragraph was the most challenging part. Asti needed to pay attention to the details in connecting ideas in order to make the paragraph coherence. “Especially coherence among paragraphs. It was very difficult to make the paragraph coherence. At first, I did not know how to make it coherent. I needed to pick appropriate words and sentences to make it coherence. That is why it was difficult.” 5-AI2-35-PROB Asti tended to be careful. She had her own standard and expectation in her writing which affected her writing quality. Therefore, she preferred to check her writing and tried to think critically about her own writing. In that time, she found several problems in her writing such as grammar and coherence among paragraphs which needed to be revised 4-AI1-9-REV-PCS. Asti explained that finding appropriate sources for her academic papers was another problem she faced. “Well, I think finding sources was another barrier too. I know the expert for the topic but I could not find the related articles, journals, or even book. That was another obstacle which impeded our writing progress. However, I needed it as the evidence of our statement.” 5-AI2-73-PROB PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI