28 First, the researcher counted the number of circles on each degree of
agreement of each item. They were strongly agree, agree, strongly disagree and disagree. Second, the researcher counted the average of each degree of agreement.
Third, the researcher calculated the raw data into percentage. The formula of percentage calculation is as follows.
In which: ∑x : the number of students based on degree of agreement,
∑n : the number of all students.
2. Data from the Interview
The researcher analyzed the data gained from the questions in the interview and the open-ended questions in the questionnaire by summarizing and
categorizing the answers. The researcher also categorized the findings so that the students‟ perception on the non-native English speaker and the challenges were
drawn clearly.
F. Research Procedure
In this study, there were three main steps taken to conduct the data. The steps were 1 distributing questionnaire, 2 interviewing both of the students and
the lecturers of CLS 2 class, and 3 analyzing and interpreting the data. x 100
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1. Distributing the Questionnaires
The questionnaires were distributed to the students of CLS 2 Class B and Class E. The researcher was able to distribute the questionnaire after the students
had nine meetings of learning process in class. In distributing the questionnaires, the researcher was given fifteen minutes by the lecturers to distribute the
questionnaire in the beginning of the class. The researcher also assumed that the students were able to fill the questionnaires on the same day the questionnaires
were distributed.
2. Interviewing the CLS 2 Students and the Lecturers
After distributing the questionnaire, the next step taken was to interview the students. The interview was conducted on May 13, 2015. There were four
students chosen by the researcher based on their responds on the questionnaires which was coded from A to D. In the interview process, the students were asked
seven questions which support the answer for the research questions. After interviewing the students, the researcher also interviewed the lecturer
on May 8, 2015 and May 15, 2015. The information from interviewing the lecturers helped the researcher to provide the additional information about the
specific background or rationale of offering the material on non-native speaker of English accents in CLS 2 class. There were seven main questions that the
researcher asked to the lecturers. The interview was recorded by voice recorder.
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3. Analyzing and Interpreting the Data
In this study, the last step taken was analyzing and interpreting data. The data were obtained from distributing questionnaires, and interviewing both the
students and the lecturers from CLS 2 class. The data taken from those steps were analyzed, and interpreted then stated in conclusion. After all the procedures were
completed, the research findings are then presented in the next chapter.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher analyzes the data which had been gathered from the research by distributing the questionnaires and conducting the
interviews. From the analyzed data, the researcher acquired the findings to address the research questions about the students‟ perception on the accents of the non-
native English speakers and also the challenges that students identified in listening to the accents of non-native English speakers.
The researcher divides this chapter into two main sections. The first section is findings. This section clarifies the findings from both questionnaires and
interviews. The second section is discussion. In this section, the researcher presents the answers for the research questions.
A. Findings
In this section, the researcher presents the findings gathered by the questionnaires and the interview. The findings in this study are divided into two
categories. The first category is to answer the first research question and the second category is to answer the second research question.
1. Students Perceptions on the Accents of Non-native English Speakers
In the questionnaire, the statements one to six represented how the students perceived the English accents of the speakers. Through these statements, the
