1.
INTRODUCTION
1.1 Background
Researcher has been
interested to conduct a research about the English used is YAPALIS since he has
seen and heard the teachers, the staffs and the students speak English in that
school. There, in that school, the teachers including the head master and his
vices, the staffs and also the students use bilingual in most of the school
time. Another reason why it interests the researcher to do this research is
that there is no such term like “English Day” or “English Week” where usually
in that kind of program some schools obligate their students to use English and
if they don’t they are punished or finned. While in this school, even when sometimes
their teachers do not speak English, they use English to try to communicate
with their teacher. And when that happens, the teachers directly switch their
language into English.
For the teachers and
the students even the staffs in YAPALIS, English is not their native language.
Their vernacular is Javanese. Some of them may have Indonesian language as
their vernacular and few of them also uses Madurese in as their home language.
Therefore, the English there might be influenced by their own vernacular in
terms of intonation or the pronunciation. In YAPALIS, English is used when they
have communication at school among the teachers, the staffs, and the students.
As it is a bilingual school, they do not only use English in their
communication.
As we know that English
is an international language, of course it plays an important role in the
society. Government policy about SBI and RSBI influenced much on the progress
of English in Indonesia although unfortunately it was recently stopped and
formally the minister of education stated that there is no longer SBI and RSBI
for the reason that SBI and RSBI decrease or even erase nationalism in this
country. Furthermore, the government also deleted English from the list of the
subject taught in elementary school. Nevertheless, it does not stop some people
of using English as their second language in their bilingual communication
including the teacher, staffs and the students of YAPALIS. Some might say that
English will not be as important anymore in Indonesia since SBI and RSBI are
stopped by the government. Logically they will no longer be busy learning
English. Well it seems it does not happen in YAPALIS.
In YAPALIS, English is
used in different ways and purposes. For example when the teachers teach in the
classroom, the language they use is usually well managed and more formal then
the language they use when they speak to other teacher outside the class. The
students also do the same they try to copy their teacher style when they are
speaking. And some time they also get the language from outside the school. Coultas
(2003) stated that people learn by example, by practice from their mistake and
by their culturally conditioned sense of what is right and appropriate.
From this, we know that
language is also something to learn. Automatically it is not only obtained by
studying at school, books, or courses. Some people learn language, in this
case, English through their experience too. That is why there are some of them
who try hard to use the most appropriate English in their communication. In a
social interaction English is also used in different ways and purposes. The society and the language and then
connected by sociolinguistics.
‘sociolinguistics is
that branch of linguistics which
studies just those
properties of language
and languages which require
reference to social, including contextual, factors in their explanation.(Wardhaugh, 2006, p. 15)
One claim is that, if
speakers of one language have certain words to describe things and speakers of
another language lack similar words, then speakers of the first language will
find it easier to talk about those things. We can see how this might be the case
if we consider the technical vocabulary of any trade, calling, or
profession; for example,
physicians talk easily
about medical phenomena,
more easily than you or I, because they have the vocabulary to do so. (Wardhaugh, 2006, p. 223)
1.2 Research Question
Based on the situation above, the
researcher question of in this research are:
1.2.1
How is the English used in YAPALIS?
1.2.2
In what situation is English used in
YAPALIS?
1.3
Research
Objective
1.3.1
To find out and describe the English
used in YAPALIS
1.3.2
To find out in what situation English is
used in YAPALIS
1.4
Scope
of Limitation
This
research is focused on identifying and describing the English used in YAPALIS
(among the teachers, the staffs and the students). This research is also
conducted to investigate in what situation English is used in YAPALIS. The
description may include the sentence structure and the sound. The English that
researcher is going to investigate in this research is the spoken English that
the teachers students and the staff s of YAPALIS use in their communication at
school.
1.5 Significant of the Study
The
researcher intends that this research will be useful in developing the
scientific study of the English used by non English native speaker. Furthermore
it can be reference for other study to analyze the English used by a certain
speech community in other place. In the future, the result of the study is also
expected to be useful for other schools or institutions where English is not
their native language to improve their English and use it as their second
language in their communication.
2. REVIEW OF RELATED
LITERATURE
2.1 Language and Society
A language is what the
members of a particular society speak, where as society is any group of people
who are drawn together for certain purpose or purpose (Wardhaugh, 2006, p. 1). Thus, people use language as a
mean of communication in social interaction. Downes (1998, p. 2) states that
people use language to express their thought and feeling. Furthermore Chambers
(2004, p. 205) states that language and society have implicational relationship
in which societies can obviously exist without language, as witness the social
organization of carpenter ants and honey bees and great apes, but on the other
hand language cannot exist without societies.
Wardhaugh (2006) divides the relationship between
language and society into several possibilities. The points of Wardhaugh’s
ideas are social structure may either influence linguistic structure and/or
behavior, and in vice versa linguistic structure and/or behavior may either
influence social structure, language and society may also influence each other,
and the other possibility is to assume that there is no relationship between them(2006: 10).
Talking about the relationship between language and society, then we have to
consider with various aspect of their relationship. In the real life we find
that people use language in various ways. It may change anytime depends on the
purposes or situation of the language is used or because of other reasons.
Holmes (1992: 12)
describes some components as social factors which may influence the linguistic
choices. These components are:
a. The
participants: those refer to speaker and listener of who is speaking and to
whom they are speaking?
b. The
setting: it refers to social context of the interaction or where are they speaking?
c. The
topic: it refers to what is being talked about?
d.
The function: it is dealing with the
purpose of communication or why are they speaking?
In other part, Holmes
(1992: 2) also explains how sociolinguists aims to describe sociolinguistic
variation and if it possible they explain why it happens. Some people use
different words to refer the same thing, or use different grammatical
constructions when they talk to different addressee. In this case Holmes
mention some steps which need to be taken in providing the explanations are:
a. Identifying
clearly the linguistic variation involved (e.g. vocabulary, sounds, grammatical
construction, dialects, and languages)
b. Identifying
clearly the social differences or non-linguistic factors which lead speaker in
using one form rather than another form, for instance linguistic variation
features relating to participants, setting and interaction function.
2.1.1 Speech Community
Duranti (1997) proposed that we take a speech
community to be the product of the communicative activities engaged in by a
given group of people. Maybe we all agree that in the society, communication is
one of the most important aspects of every one’s activity. We cannot imagine
how people in certain community do not communicate each other in their daily
life. It is clear that most things people do are directly or indirectly
connected with communication. Certainly people are able to communicate in many
ways, but naturally human communicate with language used in order that the
messages, thought, knowledge which will be transferred are accepted.
In terms of
communication, language which is used by speaker must be intelligible, to the
extent the listener could understand. We might say, in order to communicate
effectively, both speaker and listener must be competent in using of the same
vocabulary, pronunciation grammar, and spelling rules. But, in the reality
language is used in many variations.
2.1.2 Social Meaning
The language we use
carries in it a social history, a series of connections to times and places
where the same expressions or the manner in which they are articulated have
been used before. To refer to this power of language to evoke realities beyond
the literal content of what is being talked about,(Duranti, 1997)
Coupland (2007, p. 18) stated that since sociolinguistics
is an exploration of the social significant of language, social meaning has
always been a relevant concern in sociolinguistics The social meanings meant by
Coupland are cultural values and norms, social power and status, intimacy and
distance. Dealing with the language and society, Coupland then believes that
language provides the significant action in the field for so much of social
cultural life.
It is useful to an
influential and representative variationist sociolinguistic view of social
meaning (Coupland, 2007, p. 19). This idea occurs based on Cambers’ statement
about the social valuation of linguistic variants in sociolinguistic. Caupland
is sure the phase ‘social evaluation’ as synonym for ‘social meaning’. In briefly Chambers (2004: 3) states that the
variants that occur in everyday speech are linguistically insignificant but
socially significant.
2.2 Context
and Text
2.2.1 Context
Since
this study will investigate the English of souvenir sellers in terms of spoken
language, then it it necessary to understand the term “context”. It is actually
related to the function of language as means of communication. Haliday (1985 :
13) states that language is functional in the sense it is designed to account
for how it is used. The word “how: indicates the way of speakers use the
language. Of course there wull be varous ways to express something in
communication, it depends on the context. It means that the use of language as
system of meaning and form depend on the context of the language is used. In
other words, the meaning of word is closely related to the context.
Cutting
(2002 : 3 – 8) divides context into three : (1) the situational context, refers
to the immediate physical co-attendance, the situation where the interaction is
taking place at the moment of speaking. (2) The background knowledge context,
what the speakers and listeners know each other in the world. This kind of
context can be either cultural general knowledge or interpersonal knowledge.
(3) co-textual context, what they know about what they have been saying. On the
other hand, Fetzer (2007 : 5) asserts that context as a whole is categorized
into linguistic context, cognitive context, social context and sociocultural
context.
Linguistic
context involves the actual language used within discourse (Fetzer, 2007 : 5).
Language is composed of linguistic constructions (or parts) embedded in nearby
linguistic constructions creating a whole clause, sentence, utterance, turn or
text. Meanwhile, cognitive context is not only of relevance to cognitive
linguistics and cognitive pragmatics, it is also of immense importance to the
field of psychology, and here in particular to the psychology of communication
(Fetzer:
2007).
Social
context is often considered to involve the context of communication exchanged and is
defined by inferring linguistic context and cognitive context from a holictic
conseption of context (Fetzer, 2007 : 12). According to Fetzer the components
of social context might be participants, the immediate concrete, physical
surroundings including location and time, and the macro contextual
institutional and non-institutional domains. Moreover Fetzer (2007 : 3) states
that in the field of corpus linguistic, Biber adpots basic social context
constituents to his examination of variation in spoken and written language.
She also mentions Biber’s opinion about components of a spoken language in
which they do not only contain information about the present situation only,
buat also prevous encounters. This is reflected in categories of participant
role and characteristics, which are further refined by the communicative roles
of speaker, addressee and audience, their personal characteristics, the gorup
charateristis, the relation among participants, the social role relations, the
personal relations, the extent of shared knowledge, the setting, topic and
purpose. In terms of social context to communication, wer should pay attention
to the statement of Hanks (1996 : 235), “Hence, it is not that in social
context people must share a grammar, but they must share adegree, ways of
orienting themselves.
One
of the most obvious “rules” according to Coultas is around what we should not
say in certain situations : for examples, it would not be considered
appropriate to ask a groom to relate anecdotes of past girlfriends at his
wedding. She also mentions that language and social contexts is also about how
we use language to relate to other people within our communities.
The
fourth category of context is socioculturan context. Fetzer (2007 : 14) says,
“the immediate extra lingustic context is embedded in more remote
extra-linguistic context, such as particular organization context and other
sociohistorically constituted context of institutions and (sub) cultures. She
defines, sociocultural context as a marked type of context in which particular
variables, such as time, location or individual, are interpreted in particular
mode.
In conversation, when a speaker says something, he tries to deliver the
message that he has in his mind. Meanshile, the listener tries to explore what
the speaker has in his mind. Yule (1996 : 84) syas, “what language users have
most in their mind is an assumption of coherence, that what is said and written
will make sense in terms of their normal experience of things”.
Coherence,
in this research
means there is
always relationship between what has been stated and its referent. hence,
coherence is contextual with reverence to the context and it occurs in register
in which the expression used in oral communication very depend on the
situation. certain linguistic feature in communication can be interpreted by
looking at the situation or context, where and when the conversation is taking
pace, who are the language users or who get involve in it and what is the topic
about and the purpose of it.
All
the description above, contribute to our understanding of the relation between
language and society and also how language can succesfylly functioned in
communication. In fact, people need to use language to communicate with other
people. We know that in the heterogenic society, the variant of linguistics may
occur in everyday speech. Those variants can be linguistically not significant,
but socially are significant. In order that the variation of the language can
work properly and avoidmiss interpretation, the language users should rely on
some factors such as social factors, cultural and so forth. The other thing
that needs to be considered in
communication is context. Context might be linguistic context, cognitive
context social context and sosiocultural context.
2.2.2
Text
Brown
and Yule (1983) divided written text and spoken text. In this research,
researcher will focus on the spoken text. In a very simple definition, spoken
text can be defined as a verbal record of a communicative act. In a real
example it can be seen as tape-recording a communicative act. Tape recording
can record what cannot be record in written form such as the sound of coughing,
car passes, lighting cigarette ect.
2.3 Language
Variation
Talking
about language variation, it is necessary to define what is meant by language.
According to linguists, there are many definitions of language. Each of
linguists has his / her own version in defining language. Owens (2005 : 7)
defines language as a social shared code or conventional system for
representing concept through the use of arbitrary symbols and rule governed
combinations of thoese symbols. In relation with language, chomsky has
introduced two terms: “competence” and “performance”. Competence refers to what
speakers know about their language or knowledge of language, where as
performance refers to what speakers do with their language or use of the
knowledge. On the other hand Downes (1998 : 1) says “language is a complicated
business”. In this research, the researcher focuses on how certain community
use English, as what has been stated in the introdution.
Language
variation is one of the main studies in sociolinguistics. Chambers (2004 : 3)
mentions that the most productive studies in the four decades of
sociolinguistic research have emanated from determining the social evaluation
of linguistic cariants. He defines sociolinguistivs as the study of the social
uses of language.
Holmes
(1992 : 6) writes that one area of the linguistic cariation is vocabulary or
word choice. In addition holmes states that linguistic cariation occurs at
other levels of linguistic analysis such as sounds, word-structure
(morphology), grammar (syntax), as well as vocabulary. The researchers assumes
that the souvenir seller in Gili air have their own variation of English.
Although English is not their mother tongue but they use English in
communication with the foreigners.
The
sentences do, hewever, conveys very different social meanings as a direct
result of their morphological variants (Chambers, 2004 : 4). Chambers gives the
example of the difference between tho words which have same meaning but they
are used by different person. The use of those two words may reflect the users, whether they are
educated or not. In other words, from the language of people use, we might
presume many things about its users, for instance about their social class,
which dialect group they belong to, etc.
2.3.1
Style
In discussing the terms of language style, it is
necessary to understand the term style first. The word “style” has lots of
meaning. Ingeneral we might say that style is the way of doing something. The
style meant here is style that is dealing with sociolinguistic, particularly in
speech and about ways of speaking. Coupland (2007 :3) climes what matters for
linguistic style is more to do with process than product or in other words it
is more to do with use that with structure. Coupland describes how variationist
research has very expertly shown that “speaking differently” has to be defined
in several stage. The difference migh be in pronunciation or grammatical use.
Chambers writes that “style” is an important independent
variable but it is not the central poin in the overview of sociolinguistic
research (1995 : 6). Meanwhile, Coupland (2007) describes his critical review
that focuse on the limited scope of style research in variationist sociolinguistics.
Coupland argues is that varitionist sociolinguistics has worked with limited
idea of social context and styling is precisely the contextualization of social
style (2007 : 5). According to him, variationist sociolingistivs has produced impressive
descriptions of social style, but without provides much concern to contextual
styling. He traces back to Laboc studies in Birmingham, in which Coupland says,
the term “style” in this sense refers to “social style” of social variation or
“social variation” (2007 : 6). But then he mentions that Laboc reserves “style”
and “stylistic variation” for further sort of language variation (e.g. Labov
1972b)
Furthermore Coupland (2007 : 17) shows Gumperz’s opinion
about sociolinguistivs, where, Gumperz developed a view of active context
formation through his notin contextual cues. In conversation, the speakers
routinely signal to others how aspects of the thing they say should be heard
and analysed (Coupland,
2007, p. 17). Coupland gives the example of a discourse marker “oh” in
the utterance. When it is said with a short falling intonation from a high
start, perhaps is accompanied by a raised eyebrow, it can signal to be a
disagreement. In addition Gumperzs states that contextualization cues are
realtions between surface style fatures and how the contents of talk can be
understood and what the activity is (1982 : 131). Thus, language variation may
function in conversation when the speaker and listener have same perception and
understanding of the context of the conversation.
2.3.2
Dialect
Chambers and Trudgill (2004 : 3) mention that in common
usage, a dialect is a substandard, low status, often rustic form of language,
generally associated with teh peasantry, the sorking class, or other gorups
lacking in prestige. They also define dialect as a term which is often applied
to forms of language, particularly those spoken in more isolated parts of the
world, which have no written form. The other definition of dialect is also
mentioned by Coulmas (1997 : 107), “the term dialect is used to refer to any
regional, social, or ethnic, variety of a language”. Moreover Coulmas writes
that differences associated with dialect may occur on any level of language
such as pronoun ciation, grammar, semantic and language use differences. From
the definition given by Coulmas, the researcher interprets that people from certain
area, social class or ethnic may have different dialect even they speak same
language. Some features of speech, however, are shared by groups and become
important because they differentiate one group from another (Holmes, 1992 :
134). The features of speech meant by Holmes are including pronounciation,
grammar and vocabulary.
Furthermore, Holmes gives the ecample in which the
pronounciation, grammar and vocabulary os Scottish speakers of English is in
some respects quite distinct from that of people from England (1992 : 134). The
letter in words like girl and star is pronounced in a number of
English-speaking areas, and Scotland is certainly one of them. As what the
researcher understands that in English-spoken country, America for example,
people from a region or area have their own dialect which is distinguished them
with people form other regions. Yallop (2007 : 31-35) also shows the
differences of pronounciation system in English-speaking countries. For ecample
“post-vocalic r” in recieve pronounciation (RP), Australia and New Zealand,
there is no “r”-sound in the words such as “car, card, four, fort, spur, spurt,
beer, beard, stare, stairs”. The “r” standing after a vowel (post vocalic) and
either at the end of the word of before a consonant is simply not prnounced. In
these three counties is called non rhotic pronounciations. By contrast, General
America and Canada are rhotic.
According to Holmes (1992 : 132) dialect can be divided
into regional and social dialects. Regional dialects involve features of
prounciation, vocabulary and grammar which differ according to geographical
area the speakers come from. On the other hand social dialects are
distinguished by features of pronounciation, vobabulary, and grammar according
to the social group of the speakers (Holmes, 1992 : 142). In this study the
researcher will focus on regional dialects.
Now we will see some variation of vocabulary and
colloquial if English in English-speaking countries. In greeting, the informal
“hello” and “hi” are common around the world, even in non English-speaking
country like Indonesia people often use those words. The more formal greeting
like “good morning”, “good afternoon”, “good day” is old fashion in most of
English-speaking world, but does have a colloquial use in Australia, often
abbreviated to “g”day” (Yallop, 2007 : 39)
Thus, the fact that shown by Yallop in previous
paragraphs can be seen as the evident that among the English native speakers
have some differences in pronounciation systems, word-structures, vocabularies
choice, and even in grammatical which may be caused by cultures distinction
among them. It is certainly might be happened to non English native speakers
who learn English as a foreign or a second language. Their characteristic of
English by non-native speakers does not usually lead to loss of their cultueral
dentity (Ronowicz, 2007 : 16).
2.4
Language and Culture
Ronowicz and Yallop (2007 : 5) define culture as the
comprehensice view of history which includes politics, economics, social
history, philosophy, science and technology, education, the art and customs.
They also clarify that social consciousness, which is articulated in the
language of events and processes, institution and organization, soscial values
and artistic creativity, are also part of culture expressed in the language.
The question is that do language and culture have relationship ? The question
of the realation between language and culture often involves a complex of
issues (Hymes, 1964 : xxcii). Moreover, Hymes states that one may look at language
as making thought possible but one may also look at it as molding and hence
restricting thought. One may see language as a powerfull and essential means of
human communication, and one may also view languages as artificial barriers to
international understanding (1964 :
xxvii)
There are many opinions about the realtionshop between
language and culture. Some people say that language is part of culture, but
others will say they are two different things but closely related to each
other. Some people also say that language is incluenced by culture so that all
the thins in culture will be reflected in language (Chaer and Agustina, 1995 :
213). There are also many definitions of culture. In the relation between
language and culture, Nababan explicitly, states that all communication system
that used by human including language is part of culture (see Chaer and
Agustina, 1995 : 216)
In terms of language communication, this study is also
dealing with second-level or specific meanings. According to Ronowiez and
Yallop (2007 : 7) these meanings based on the association of current and or
past cultural, specific contexts or situation. The example is word “white” in
some western European countries means the colour of purity, while in some Asian
cultures it is the colour of mourning and death. It shows how words have
different meaning in different cultures.
In additon Cheshire also addresses that the social
function of non standard linguistic feature can vary with the sex of the
speaker, and that this social function can sometimes override the constraints
imposed the speakers by the formality of the situation. Finally, in one case at
least, linguistic cariation is able fo fulfill a sematnic function, in that a
speaker’s choice of a variable form can directly reflect some of the values of
the vernacular culture (see Coupland and jaworski, 1997 : 196 )
From all the descirptions in this chapter, theresearcher
concludes that language and society are related. Based on language use in
society, people may have various ways to express something. The area of
linguistic cariation may occur at some levels of linguistic analysys usch as
sounds, word-structure (morphology), grammar (syntax), as well as vocabulary.
People often use a language tosignal their membership of particular groups.
English to communicate with people from other countries
almost in all sectors such as social, politics,
education, economy, and so forth. The researcher realises that every profession
has different variation in using language, for instance people who work as
sellers may have certain variation in communication using English with their
customers.
In terms of communication between people from different
cultures, social context has significant role to make communication succeeded.
There are some factors in social contexs which influent the languagne cariation
can be functionede in communication. In social context people must not only
share a grammar, but they must share a degree, ways of orienting themselves.
Thus, incommunication language user (speakers, listeners and audients) should
consider it.
3.
RESEARCH
METHOD
3.1
Research
Design
The
researcher will apply Ethnographic approach one of qualitative methods in doing his research because in educational
research, the most common descriptive methodology is the survey, as when
researchers summarize the characteristics (abilities, preferences, behaviors,
and so on) of individuals or groups or (sometimes) physical environments (such
as schools).
In
this research, the researcher will be in the field where he will do the
research. He will observe the subject to collect the data by being with them
during the school time. The data will be collected directly and naturally from
the subject of the research. The data collected will be presented in from of
descriptive based on the natural setting of the subject. When the research is
being done the subject will not recognize that the researcher is doing a
research.
3.2
Research
Subject
The
subjects of this research are the students, the staffs and the teachers in
YAPALIS. Jack R. Fraenkel (2012) stated that since ethnographers attempt
to observe everything within the setting or situation they are observing, in a
sense they do not sample at all. But as we have mentioned before, no researcher
can observe everything. He Also added that
the samples of persons
studied by ethnographers are typically small (often only
a few individuals, or a single
class) and do
not permit generalization to a larger population.
3.3
Data
Tagliamonte
(2006) stated that the basic essence of
language corpus is the data. The data of this research will be English words,
phrases, or sentences of the teachers, the staffs and the students of YAPALIS.
The data are taken directly in the field research when the researcher is doing
the research. Most of the corpora are obtained when the researcher have
conversation with the subjects of the research and when the subjects are having
communication among themselves. The data is also obtained from the interview
between the researcher and the subjects that will be conducted. The data will
be inform of written records and transcription of the audio rerecord files from
the interview containing the conversation.
3.4 Data
Collection
Technique
The
researcher will apply Ethnographic approach. It is a variety of approaches which
are used in an attempt to obtain as holistic a picture as possible of a particular
society, group, institution, setting, or situation. The emphasis in
ethnographic research is on documenting or portraying the everyday experiences
of individuals by observing and interviewing them and relevant others describe
all the data finding in form of words, phrases, and sentences (Jack R. Fraenkel, 2012).
Furthermore,
Fraenkel explained that the samples
of persons studied
by ethnographers are typically small
(often only a few individuals, or a single
class) and do not permit
generalization to a larger
population. In this case, the researcher will only do the research in a school,
not in a big area. Techniques for qualitative data collection include field
research and interview.
For
the consideration of the important
of data in a research, a researcher is expected to choose certain techniques to find out the
appropriate and objective data. The fundamental approaches to variation analysis are
participant observation. Whereas, in this research the researcher applies participant observation and
interview methodes in terms of collecting data.
Participant observation approach is used by researcher as the major method in collecting data of
the study. He decides to use this method because in present study he would like
to investigate how language used in the real situation. He assumes by using
this methode he can get the authentic and objective data. The rich natural data
that can be collected may
give him incredible insight to answer the research question.
The
researcher involved himself in the school communication. He will be in the
school where he conducts the research. Since he is one of the teachers there,
he will be able to interact with the subject of the study more easily and he
will have more time to do that. Without any doubt, he can communicate with
other teacher and the students in YAPALIS.
In
this activity, he researcher of course will use the audio recorder in form of
cell phone or MP4 so that he will not forget the data inform of sentences words
or phrases of the subjects. As a matter of fact, it is possible that sometime
during the conversation of collecting data researcher is not able to bring the
audio recorder. At that time field note will be done by the researcher.
Another
technique that will be done by the researcher is interview technique. In this
activity, he also has much time to spend to interview the subjects since he
will be there with the subjects. This technique will also supply the researcher
great data of the English used by the subject of this research. The subjects who will be interviewed are some
students, some teachers, and staffs. The researcher plans to interview only
some of them because it will be almost impossible to interview all of them. To
avoid the subjects curiousity, the researcher will conduct the interview a week
several days before the research done assuming that at that time researcher has
got the main data from his research.
3.5 Data Analysis
After
collecting the data the researcher the next steps that the researcher does is
analyzing the data. Since the data of this study is qualitative data, the
researcher will apply four phases of analytical process based on Dornyei’s
theory (2007) such as transcribing the data, precoding and coding, growing
ideas- memos, vignettes, profile, and other forms of data display, interpreting
the data and drawing conclusion.
3.5.1
Transcribing
the Data
Dornyei
(2007) stated that the first step in data analysis is to transform the
recording into textual form. According to him the only good thing to say about
transcription process is that we understand well our data. In this research,
researcher is going to directly transcribe the data so that the data inn form
of audio record is not damaged.
3.5.2
Pre-coding
and Coding
Strauss and
Corbin (1998)
in Fraenkel (2012) define coding in
qualitative studies “as the analytic process through which
data are fractured, conceptualized and
integrated to form theory”. In general, codes
are tags
or labels for assigning
meaning to chunks
of data. When
coding a sentence or paragraph, the coder tries to
capture succinctly the major idea brought out by the sentence or paragraph.
Qualitative codes can
be descriptive or
interpretive and are usually
generated a priori
(selective coding) or emerge
inductively (open coding) from data. Codes and subcodes are often refined
iteratively by qualitative researchers
as they strive
to make sense
of their data through categorization, thematic
analysis, and in some cases advanced theory building.
3.5.3
Growing
Ideas: Memos, Vignettes, Profile, and Other Forms of Data Display
In
helping the researcher to ‘grow in the ideas’ and develop them into the final main
theme(s) of the research, the researcher needs to prepare some tools which are
mentioned by Dornyei (2007) that include preparing memos,
vignettes, interview profile and various form of data display, all of which are secondary data that
researcher produces as a means of structured reflection. According to Dornyei
the most important of these analytical tools is writing ‘memo’.
In
writing memo, in this research, the researcher will refer to the scope of the
research. The data will be classified based on the way the subject of the
research (the teachers, the students and the staffs of YAPALIS) use their
English.
3.5.4
Interpreting
the data and Drawing Conclusion
The
last phase of data analytical process in this study is interpreting the data
and drawing conclusion. Actually the researcher will accomplish the process of
data interpretation without waiting until the end of the study, but he starts
tentatively interpreting as early as the initial coding stage when he prepare
the memo.
3.6
Validity
of Data
These
procedures for checking on or enhancing validity and reliability according to
Fraenkel (2012) include the following:
•
Using a variety of instruments to collect data. .
• Checking one informant’s descriptions
of something (a way of doing things or a reason for doing something)
against another informant’s
descriptions of the same
thing.
•
Learning to understand
and, where appropriate, speak the vocabulary of the
group being studied
•
Writing down
the questions asked
(in addition to the answers received
•
Recording personal
thoughts while conducting
observations and interviews.
.
•
Asking
one or more participants in the study to review the accuracy of the research
report. This is frequently referred to
as member checking.
•
Obtaining
an individual outside of the study to review and evaluate the report.
•
Documenting
the sources of remarks whenever possible and appropriate.
•
Documenting
the basis for inferences.
•
Describing
the context in which questions are asked and situations are observed.
•
Using
audio and video recordings when possible and appropriate.
•
Drawing
conclusions based on one’s understanding of the situation being observed and
then acting on these conclusions.
•
Interviewing individuals
more than once.
•
Observing
the setting or situation of interest over a period of time. .
•
Analyzing negative
cases. Attempting to
eliminate instances that do not fit the pattern by revising that pattern
until the instance fits.
Most of the
above steps will be done by the researcher in order to get the valid data since
the valid data is the most important in the research.
References
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