Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Research Setting

This research was conducted in the end of the semester, academic year 20152016. It took place at the English Language Education Study Program of Sanata Dharma University. The researcher distributed the questionnaire on December, 14 th 2015 at the library of Sanata Dharma University in Mrican. The interview was conducted on December, 15 th -16 th , 2015 in the same place.

C. Research Participants

The participants of this research were the ELESP students of semester seven batch 2012 who had taken PPL. There were five students as the participants for this research. Those five participants came from different schools where they did their PPL. They involved in answering the questionnaire and the interview. From the beginning, the researcher chose five participants for this research. The researcher used non-proportional quota sampling in this research. Trochim 2006 states: Non-proportional quota sampling is a bit less restrictive. In this method, you can specify the minimum number of sampled units you want in each category. You are not concerned with having numbers that match the proportions in the population. Instead, you simply want to have enough to assure that you will be able to talk about even small groups in the population. There is a reason why the researcher used non-proportional quota sampling in this research. The reason was because those five participants taught English as practice teachers in different schools with different characteristics of the students. Yet, the participants definitely had experiences in facing the students’ problems of 23 speaking and deciding the possible solutions for the problems. Besides, the focus of this research was not emphasizing the numbers of the ELESP practice teachers who had experiences in facing the students’ problems of speaking. Rather, this research aims to find out the rich data gathered from each participant.

D. Research Instruments and Data Gathering Technique

In order to gather data for this research, there were two instruments used namely questionnaire and interview. The questionnaire was used to frame the answer to the first research question which is about the students’ problems of speaking during PPL, while the interview was used to clarify the answer to the first research question and to seek the detailed information as the answer to the second research question.

1. Instruments

a. Questionnaire

According to Ary, Jacobs, and Razavieh 2002, p. 566, questionnaire is a research instrument in which the participants provide answer whether in the form of written responses or mark items that indicates their responses. The questionnaire that was used in this research consisted of close-ended and open-ended questions. The questionnaire was divided into two parts, namely part A and part B. The researcher adapted Likert scale for the part A. In Likert scale, the researcher assessed the participants’ answers to the topic by asking whether the participants strongly agree, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 24 agree, neither agree nor disagree, disagree, and strongly disagree Ary et al., 2002, p. 224. However, in this research, the researcher omitted the third option of the Likert scale, which was neither agree nor disagree, because this option did not give significant contribution to the research. In addition, as cited in Tsang 2012, Kulas, et al. 2008 claim that the option neither agree nor disagree may not really represent the opinion “neither agree nor disagree”. Therefore, there were only four options in Part A questionnaire used in this research which are SA Strongly Agree, A Agree, D Disagree, and SD Strongly Disagree. Table 3.1 Example of the Questionnaire blank NO STATEMENT SA A D SD 1. 2. 3. Table 3.2 Blueprint of the Questionnaire Close-ended Question Question No. Aspects of Investigation Underlying Theories Total item 1-5 The participation of the students in English speaking learning activity in the classroom. According to Luoma 2004 the students need more experiences and practices to make their speaking fluently and naturally. 10 According to Ur 1996, p. 120 there some characteristics of successful speaking activity, which