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The three code categories were: 1 Perspectives category consisted the
students‟ point of view on the implementation of impromptu speech practice. This included the students‟ opinion, response and expectation about the
implementation of impromptu speech practice. It also involved the perspectives held by the researcher together with the peer-observer about the
students‟ responses to the implementation of impromptu speech practice in a Class activity.
It also contained the perspective of the lecturer on the students ‟ responses during
the implementation of impromptu speech practice. The perspective category
answered the first research question. 2 Activities category, consisted
students‟ activities during the implementation of impromptu speech practice. The activity
was analyzed by the researcher and peer- observer in order to know students‟
responses in the Classroom activity. The activity category also answered the first
research questions. 3 Ways of thinking category consisted
students‟ suggestions based on the students
‟ point of view. It included the students‟ ways of thinking to overcome their weakness during the implementation of impromptu
speech practice in order to improve their speaking skills. The ways-of-thinking category answered the second research question.
b. Themes
Segments of observation, questionnaire and interview transcript which had been coded were sorted into three separated groups of data based on the categories
provided. Based on the three categories, the researcher generated the data category into three themes. Data were collected through classroom observation,
questionnaire, and interviews, and all of them had a relation with each coding PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 strategy. Theme 1 and 2 related to Research Question 1 RQ1, theme 3 related to
research question 2 RQ2. The figure 4.1 presents the relation of each research question and coding category.
RQ 1
Figure 4.1: The outline presentation of Research Question and Coding Category
The researcher choose three coding categories. Every research question had the same coding category namely perspective category, activity category, and
ways-of-thinking category. However, perspective and activity category specifically answered the first research question, and then the ways-of-thinking
category specifically answered the second research question. After finding the coding category, the researcher generated three themes. The figure 4.2 shows the
set of research themes and coding scheme from the data which had been collected. The researcher analyzed each category to find the general nature of each category
into several themes. After sorting the data, the researcher tried to make a relationship between the research questions and the themes. The figure 4.2 shows
the relationship between the research questions and the themes.
RQ 1:
What are students‟ responses to the implementation of
impromptu speech practice?
RQ 2:
What are students‟ suggestions for further implementation of
impromptu speech practice? Perspective Category
Activity Category
Ways of Thinking Category
