50
2. Data Display
The researcher displayed the data in a form of narrative description. The most frequent form of display data for qualitative research in the past has been a
narrative text Miles Huberman, 1984. The researcher generated three themes that correspond to two research questions provided. Furthermore, the themes
constructs when the researcher identify during, and after data collection Bulmer
1979, Strauss 1987, Maxwell 1996. The following sections are the elaboration of each theme.
a. Theme 1:
The students ‟ responses change positively from the beginning until the end
of CLS1 class.
Theme 1 is the presentation of data to support the answer of Research Question number 1 RQ1
The peer-observer said that s tudents‟ responses to the implementation of
impromptu speech practice were various in the implementation of impromptu speech practice. When the researcher asked the lecturer about the
students‟ responses to the implementation of impromptu speech practice, the lecturer said
that the students were not interested in the implementation of impromptu speech practice.
In the beginning of the semester, many of them were not really interested in speaking. They told me that the biggest challenge is because they were
not confident to speak in English. So yes, they tended to be passive. I mean like, they will talk if I asked them to talk, but If I ask, “Is there any
volunteer?” many of them will keep silent.
The lecturer of CLS 1 Class D also said, “In the beginning? They’re shocked with
what I implemented. T hey’ve never experienced before”. Referring to the excerpts
51 above, the lecturer of CLS 1 Class who conducted impromptu speech practice said
that the students were passive at the beginning. The lecturer said that the students tended to keep silent. In addition, the lecturer said that the students were not
interested in the implementation of impromptu speech practice. It was linear with the data which was gathered by the researcher and peer-observer. The initial
condition before the course started was the students sat quietly. Some students talked to each other while eating their meals. Another student did not talk to each
other and they only sat quietly. When the lecturer came into the Class, the students looked at a box which was brought by the lecturer. The lecturer said,
Have you eaten your breakfast ? Everyone looks pale today”. It indicated that the
lecturer recognized students‟ fear in facing the implementation of impromptu
speech practice. In line with that, some students wrote in the questionnaire that at the
beginning, they were not interested in the implementation of impromptu speech practice. A student of CLS 1 Class D said,
“It is hard at the beginning and it makes me nervous. I was not interested in the implementation of impromptu speech practice because I could not
speak fluently when I get nervous. ”
The other student added, “I believe everyone is not willing to do impromptu speech practice at
first, but by the time, it really improves our speaking ability,” Another student also said that it was really hard for practicing impromptu speech
practice by saying, “It feels hard at the beginning. Usually we are given the topic first, after
that we are given time around 10 minutes to think, then explain the topic to the audience
”. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI