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integrated and elaborated into descriptive form, from which the meaning and new knowledge are drawn.
In the process of describing and elaborating the themes, the researcher mentioned some participants’ utterances that could support the description. The
code of each utterance was also mentioned in order to ease the readers in finding the utterances in the interview bracket. The interview bracket for each participant
can be found in Appendix 2, Appendix 3 and Appendix 4. The code consisted of the number of each participant and the lines those utterances were taken from. For
example, code 1:2-4 meant that the utterances belonged to Participant 1 and were taken from line two to four in Participant 1
’s interview bracket. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER IV DATA ANALYSIS
In this chapter, the researcher presents the findings of the study about lecturer’s lived experience in giving feedback in Public Speaking. The term “data
analysis” used in the title does not refer to the process of interpretation. Instead, it refers to the process of understanding the phenomena, drawing the essential
themes, and describing their meaning and essence. Thus, this chapter is divided into text description and theme description.
A. Individual Textural Description
This section consists of the summary of each participant’s lived experience that is obtained through the interview. The process of summarizing included
epoche which eliminated the researcher’s previous knowledge and prejudice,
reading the Horizons carefully, and drawing the essential subthemes out of them. Then, the description of the participant’s lived experience was composed based on
those essential subthemes.
1. Participant 1
’s story
The first participant was Participant 1. She is 42 years old and comes from Bantul. She started learning English formally in Junior High School. However,
she was already interested in English language since she was a kid. In 2000, she began teaching as a temporary lecturer in the ELESP, and became a permanent
lecturer in 2008. She liked teaching adult since she could also learn something PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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from the students. She started teaching Public Speaking used to be Speaking 5 in 2003. She thought that Public Speaking is essential for ELESP students with
various possible professions. According to her, the main focus in Public Speaking is learning the knowledge of the content, the English language, the organization of
the speech and the delivery. During her teaching Public Speaking period, she had encountered some
encouraging and discouraging experiences. She mentioned that she was excited when the students took her feedback seriously and improved their performance by
avoiding the same mistakes. However, there were some times when the students neither listened to nor carried out her feedback 1:11-15. She admitted that those
types of students both existed in ELESP 1:22-24. According to her, feedback was an essential part of a learning process. Even
though it was not always nice to hear, it made the students stronger. It also worked as second opinion for the students. Therefore, she analogized feedback as
herbal medicine and rearview mirror 1:116-117, 129-130. She thought that feedback aimed for learning improvement through information and
encouragement. I t was lecturers’ role to provide those information and
encouragement using their existing knowledge and experiences 1:124-126, 133- 135. An example of the encouragement was the terms that she used in her
feedback. Instead of using strength and weakness, she chose to use strength and room for improvement 1:127-128.
Despite its useful roles, feedback in Public Speaking also had some disadvantages. Participant 1 said that the tendency to provide incomplete feedback
