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a. Coding Category
Codes in this study utilized the form of tags or labels used for assigning units of meaning which were generated based on the interview scripts compiled
during the study Miles Huberman, 1994. The researcher used the variation of codes from the types of code family revealed by Bogdan and Biklen 2003. The
researcher used this type of code family because it consists of specific topics that are relevant for reviewing the questionnaire and interview data. As it is stated at
the third chapter, there are eleven codes family suggested by Bogdan and Bicklen 2003. However, the researcher chose three out of eleven codes family in
reducting the data. The three codes family are presented as follows.
Table 4.1: Code Family Coding Data Developed From Bogdan and Biklen 2003
Code Family Descriptions
Activity Codes Codes that are directed at regularly occurring kinds
of behavior. Perspectives held by
Subjects Codes oriented toward ways of thinking all or some
subjects share that are not as general as their overall definition of the situation but indicate orientations
toward particular aspects of a setting.
Subjects‟ ways of thinking about People
and Objects Th
e subjects‟ understanding of each other, of outsiders, and of the objects that make up their
world.
The researcher read the transcripts several times in order to get the ideas for a coding scheme Bogdan Biklen, 2003. The researcher decided that three code
categories were relevant for the coding scheme. The researcher used coding scheme to organize the data. This means that the other categories did not
frequently appear in the observation data, questionnaire data, and interview transcript.
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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
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