52 Transcribing from the video-taped teacher-student interaction, a kind of ethnographic
record, is undoubtedly a strenuous and time-consuming task. Yet, it provides a few benefits: the preserved data can be made use of validating and verifying the findings,
for reliability purposes, either by independent reviewers or by the researcher himherself Seliger and Shohamy, 1995, examined other observational schemes. In
particular, it really bails out an unskilled researcher to familiarize himher with unclear concepts systematically. At the same time, this guides himher to proceed the
process of the research.
3.4 Materials
The subject-compiled hand out is “Spoken English 2”. Its materials are referred to “Speaking 3” by Collie and Stephen 1993 and “Speak for Yourself Book 1” by
Fein 1984 . The hand-out is prescribed for first year students majoring English in the second semester. There were no prior assignments for students to study the
materials before they had the class. As a matter of fact, omit and adaption of materials were implemented in that the teacher did not just follow the number and
the activities in the exercises. Suiting students’ current language proficiency and possible student interest, on the contrary, were intentionally practiced.
The compiled hand-out materials instructed in the classroom are quoted from textbooks which have communicative characteristics Grant, 1987. In actual fact,
they emphasize the communicative functions of language – the jobs people do using
53 the language - not just the forms. Also, they try to reflect the students’ needs and
interests, encouraging the emphasized skills in using the language fluently. Therefore, the materials are activity based. In line with the objectives of the course, later, they
may emphasize listening and speaking skills more than writing and reading ones. Lastly, their contents reflect the authentic language of everyday life, encouraging
group and pair work. The specifically employed materials which are aimed at developing students’
speaking ability during the class were exercises 1 and 4 of unit 7 Appendix B. The first session was about the introductory topic of Perfume, the work of exercises
numbered 1and 4: Roses and Rubbish Heaps, and good characteristics of advertisements prior to the discussion of advertisements displayed on the book. The
second one was about students’ presentation in a group of three, presenting the perfume advertisements based on the proper characteristics of advertisements
previously discussed. They made up and prepared them collaboratively beforehand.
3.5 Data Analysis
