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Discussion FGD, the respondents could fully express their feelings and it could avoid the misunderstanding between the researcher and respondents.
E. Data Analysis Techniques
In analysing the questionnaires, as mentioned in the data gathering section, the researcher picked up some relevant data and reduced or omitted the irrelevant
data. After that, the researcher counted the data by using the formula and put the data in the form of percentage and made the numbers into a graph. After the data
had been presented, the researcher then directly discussed the results in the descriptive form.
In analysing the FGD data, the researcher employed the combination of data analysis techniques from Creswell 2013. There are some steps taken from
Creswell’s data analysis techniques. The combined steps are familiarizing, identifying, and interpreting.
Familiarizing was done by rereading the transcript and notes and listening to the recording repeatedly in order to become familiar with the data. Then, the
researcher identified the themes by coding and reducing. Coding is the process of organizing the data by bracketing chunks or text or image segments and writing a
word representing in the margins Rossman Rallis, 2012. In coding the data, the researcher picked some of the respondents’ statements and the emerging theme
from each statement based on the skills obtained from teaching. The researcher also reduced or omitted the irrelevant statements of the participants. The researcher put
the statements and the theme into table. After that, interpreting the meanings of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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themes was done by integrating and summarizing all themes into a general description of each meaning from each respondent’s answers. Here, the description
involved a detailed rendering of information about people, places, or events in a setting Creswell, 2013. Creswell also suggests that the description should display
multiple perspectives from individuals and be supported by diverse quotations and specific evidence 2013.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
There are two parts in this chapter. Those parts are research results and discussion. In the research results, the researcher provides the data gained from the
questionnaires and the results from Focus Group Discussion FGD. In discussion part, all data will later be combined and described.
A. Research Results
This part is divided into two sections. The first section presents the data from the questionnaires which were distributed to 79 ELESP students batch 2013, 2014,
and 2015. The second part identifies more information from ELESP students’
teaching experience in more detail based on the FGD which was cross-checked with the data from the questionnaires.
1. Students’ Temporary Job
The first problem is aimed to find out the positive impacts of being part- time English teachers. However, before knowing the positive impacts, knowing the
total number of the active students who are working part-time was also a very significant. In this
part, the researcher discovered the students’ answers related to their job.
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Figure 4.1 ELESP Students’ Answer Related to Their Temporary Job
As viewed in the figure 4.1, from 79 students who were being the respondents, there were 57 of them who had a side-job and others were full-time
students.
Figure 4.2 The Type of ELESP Students’ Temporary Job
In figure 4.2, it showed that there were 37 students whose temporary job was teaching or being part-time English teachers, while the other, whose temporary
job were non-teaching, like doing services and being entrepreneurs. Regarding the
57 22
20 40
60
Yes No
The numbers of the students who are working part-time
Yes No
37 20
25 26
27 28
29 30
31
Teaching Non - Teaching
The students’ temporary job
Teaching Non - Teaching
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data from questionnaires, it was clearly stated that there were students who were working as part-time English teachers.
The following finding shows the students’ motivation of being part-time
English teachers. There were five statements provided in the questionnaires where the respondents were asked to choose which statement became their motivation of
being part-time English teachers. The statements provided were college assignment, socializing with other people, spending time, adding experiences, and financial
reasons.
Figure 4.3 Students’ Motivation of Being Part-time English Teachers
There were various motivation which encouraged students to teach as their temporary job. From the results of the questionnaires, it showed that 9 students
taught for socializing with other people, 25 students taught for spending time, 32 students taught for adding experiences, and 19 students taught for financial reasons.
After seeing the result of students’ motivation to teach, the next data will discuss the impacts of teaching experience toward the
students’ language skills and components.
19 32
25 9
5 10
15 20
25 30
35
Financial Reasons Adding Experiences
Spending Time Socializing with Other People
College Assignment
Students motivation of being part- time English teachers
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Figure 4.4 The Impacts of Teaching Experience toward the Language Skills and Components
From the graph above, speaking 82 was the most improved among the components which attained from teaching. Next, the second improved among the
components which obtained from teaching were reading 78, vocabulary 77, and pronunciation 76. While the least developed were listening 71, grammar
73, and writing 72. The last data that will be presented is the impact of teaching experience
toward the students’ teaching skills.
73 76
77 78
72 82
71
65 70
75 80
85
Grammar Pronunciation
Vocabulary Reading
Writing Speaking
Listening
The impacts of teaching experience toward the language skills and
components
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Figure 4.5 The Impacts of Teaching Experience toward The Teaching Skills
The graph above presented that from teaching, the students gained impacts toward their teaching skills. There were five statements provided by the researcher
in the questionnaires related to the impact of teaching experience toward the teaching skills. The average score from the first statement which was applying
theories got from classes was 77. The second and the third statements which were understanding students who come from different backgrounds and knowing the
challenges were scored 86 for each. The fourth statement which was encouraged to build a relationship between theories and practices was scored 80. The last
statement which was feeling motivated to learn English more was scored 83.
2. Students’ Experience in Teaching English
Based on the researcher’s experience, teaching English gives impacts. Since it trains the researcher to be expert in teaching, it also motivates the researcher to
83 80
86 86
77
72 74 76 78 80 82 84 86 88
Feeling motivated to learn English more
Encouraged to build a relationship between theories and practices
Knowing the challenges as a teacher Understanding students who come
from different backgrounds Applying theories got from classes
The impacts of teaching experience toward the teaching skills
