“SELF-CONFIDENT TOWARD LEARNERS’ PERFORMANCE IN ORAL

PRESENTATION”

CHAPTER 1

Introduction

This introductory chapter presents the background of the study for this
descriptive research. It explains the reason why this research conducts followed
by research questions, objectives of the study, significances of the study, scope
and limitation of the study, and definition of key terms.

1.1 Background of The Study

Language skills have been majoring the language learning. Since language
which is used in global scale gives great influence, English is taught in all
over the world under many different circumstances (Hebaish, 2012). The main
aim of language learning is to enable the learners communicate using English
as the target language. Most L2 learners think that speaking English is a
complicated thing to do since speaking becomes the most basic means of
human communication. Nevertheless, speaking in a second or foreign
language has often been viewed as the most demanding of the four skills
(Bailey and Savage as cited by Murcia, 2000). According to Murcia (2000),
the most difficult aspect of speaking English is the creating interaction with at
least one other speaker. As mentioned by Campos (2010), however, this aim
has not been able to be achieved yet because most learners are using their time
only to listen in order to get as much as information without doing
communication activity.
 The phenomenon nowadays which can be found easily is that the L2
learners still fail to speak using target language properly. L2 learners may be
good at learning other skills, however, when they are asked to speak English,
they claim to have such as a ‘mental block’ (Harmer, 2012). In this case,
students’ feeling of impedes their language learning and performance abilities.
It seems that the L2 learners face the difficulties because of some factors,
which are influenced by affective and cognitive factors which constitute the
main source of individual differences in foreign language learning (Tallon,
2009). Each of these factors are including, first, affective factors which
actually builds an enjoyment to the situation that can develop the activeness
and confidence of the learners, hence, well behavior can be covered by this
factors (Schoep, 2001;Shen, 2009). Looking at this factor, some learners have
not got their enjoyment and confidence toward the learning process. Second,
the objectivity of learning language is fulfilled by the cognitive factor,
whereas this factor is used to raise young learners’ fluency of foreign language
(Bingol, Mart, Celik, & Yildiz, 2014; Shen, 2009; Yousefi, 2011). Many L2
learners express their inability and sometimes even acknowledge their failure
to speak English. Thus, speaking becomes one of the important skills among
four skills which need a deep concern.

According to Young (1999), speaking which is considered as a complex

skill requires those two factors in order to avoid the disability understanding
on how learners are able to speak well. The affective factors which include the
knowledge of language, ability to speak under real constraints, such as
confidence, self-esteem, anxiety, and enthusiasm become the most significant
factor. Among these personality aspects, self-confidence is the most influential
variables which affects the learning process of speaking. The previous study
of Philip (2012) showed that self influence (self-anxiety) relates to the oral
performance, the proof is that the more students’ anxious were, the lower
performance they have. This can be concluded that learners’ performance in
oral presentation surely influences their speaking achievement. Therefore,
self- confidence is correlated with the L2 learners’ speaking performance. The
 study will be thoroughly investigated to know about the influences of self-
confidence of L2 learners in oral performance of an oral presentation.

1.2 Research Questions

In terms of this issue, there are two questions of this research, including:

1. To what extend does self-confident influence the learners’ oral

presentation in speaking class?
2. Is there a statically significant relationship between self-
confident and the oral performance of L2 learners?

1.3 The Objective of the Study

Based on the research question that has been stated previously, the
objectives of the study are below:

1. To investigate how strong self-confident influences the learners’ oral

presentation in speaking class
2. To investigate whether there is a statically significant relationship
between self- confident and the oral performance of L2 learners

1.4 Significance of the Study

This study is meant to investigate the influences of self- confident

of learners’ oral performance in oral presentation. By knowing how strong
self- confident influences the learners’ performance, teachers can decide
the best technique and treatment in order to achieve the goal of the study,
which is to enable learners, speak English properly in an oral presentation.
Besides, by understanding about the significance relationship between
 self- confident and oral performance of L2 learners, L2 learners can
improve their performance.

1.5 Scope and Limitation of Study

This study investigates the role of self- confidence toward learners’

performance in oral presentation. It focuses on learners’ self confidence on
speaking ability to perform oral presentation of college L2 learners in the
second year. The research will be conducted in four academic speaking
classes.

1.6 Assumption and Hypothesis

A. The basic assumptions of the study are

1) Speaking is a productive skill which must be taught in oral presentation

way to the college students
2) Self- confident becomes the most important aspects toward the
students’ performance when they have English oral presentation

B. Hypothesis

There are two types of research hypothesis, between alternative

hypothesis (Ha) and null hypothesis (Ho). In this research the hypothesis
can be formulated as the following statements:

Ha : self-confident influences a lot the learners’ oral

presentation in speakingclass

Ho : there is a statically significant relationship between self-

confident and the oral performance of L2 learners

1.7 Definition of Key Term

A. Speaking Skill
 Speaking is the production skill that is included in two main
categories: accuracy and fluency. Accuracy consists of using vocabulary,
grammar and pronunciation through some activities, fluency take into
account “the ability to keep going when speaking spontaneously” (Gower,
Philips, & Walter, 1995). According to Bygate (1987), speaking skill
demands special care like the other skills, for both mother tongue and the
foreign language, as it requires a firm trust on one’s own abilities to reach
the goals.

B. Self-confident

Self-confidence is a personal factor that pays a supportive role in

the achievement of foreign language learning. Some studies claim that no
language learning activities will be carried out successfully without it
(Huitt, 2004& Khodadad, 2003, cited in Hayati 2008,; Brown, 1994). It
may facilitate or debilitate academic achievement. Foreign language
learners who possess general self-confidence perform well and most likely
believe themselves to be capable learners.

C. Oral Presentation

Oral Presentation is one of the courses in which learners should

perform their speaking ability to explain something. Learners describe it as
one of the most stressful courses they have ever had.

D. Students’ Performance

Students’ performance is the way of expressing meaning of the

various texts. Students’ performance are judged as the way to know
students’ ability and also students’ skill.
 CHAPTER II

LITERATURE REVIEW

In this chapter, the writer elaborates the theory related to this research. In this
section the discussion will center around review on the nature of speaking,
teaching and learning speaking, self-confidence, and conceptual framework of the
students

2.1 Speaking

2.1.1 The nature of speaking

There are many definitions of speaking that have been proposed by

some experts in language learning. According to Gudu (2015); Ur (2006),
speaking becomes one of the center skills among four language skills
taught in teaching English. As mentioned by Cameron (2001); Liyong
(2006), people speak in order to express their idea, their feeling or respond
to the other’s talk. When others can understand what has been talked, it
means that the speaker gets the meaning across. Thornbury (2005: 20)
mentions that speaking is an interactive real time activity to express
meaning to interact with others that unplanned and just continues based on
situations. However, the teacher must notice that in EFL context the L2
learners seldom try to produce their foreign language because they aware
about the gaps of their knowledge (Bourke (2006), as cited in Sevik,
2012). A speaker requires attention to precise details of the language.
She/he needs to find the most appropriate words and the correct grammar
to convey meaning accurately and precisely and also need to organize the
discourse, so that a listener will understand (Richard, 2005; Sidhu &
Khaur, 2013; Wilson, 2003; Goh, 2000).

In addition, Brown (2001) writes that when someone can speak a

language, it means that he/she can carry on a conversation reasonably
competently. Brown (1994); Burns and Joyce (1997); Thornbury (2005)
point out that speaking skill is an interactive skill that requires the ability
to have cooperation with the other aspects of language. Thus, speaking
skill needs to be developed and practiced independently from the other
aspects of language, such as grammar and listening. In that case, the
teaching and learning process will be as interesting as possible to be
conducted in each classroom in order to make the students become more
interested in learning the other aspects of language.

2.1.2 Aspects of Speaking

In teaching speaking, there are some aspects which considered by

teacher. Brown (2001: 268-269) proposes four aspects of speaking skills.
There are accuracy, fluency, pronunciation, and vocabulary.

1. Accuracy

Nunan (1998: 55) states that accuracy happens when learners

speech match with what people actually say when they use the target
language specifically. Accuracy deals with the grammatical structures
which cover some aspects like part of speech, tense, phrase, sentence, etc.
Therefore, in order to achieve the level of accuracy the students are
demanded to use the correct grammatical structures in their speech.

2. Fluency
 Fluency means that L2 learners are able to speak the target
language quickly and confidently, with few hesitation or unnatural pause,
false stars, word searches, etc (Nunan, 1998: 55). L2 learners who speak
English, they need to know when they should pause and stop their
speaking in appropriate place. Furthermore, fluency means that the L2
learners can produce word by word at a time in their speaking. Therefore,
a good speaker is demanded to be able to produce word in speech into
groups of words that form a meaningful unit (phrases or clauses).

3. Pronunciation

At the beginning level, the goal of teaching English is

pronunciation. Furthermore, at the advance level the pronunciation goals
can focus on elements that enhance communication which will cover stress
pattern, intonation, voice quality, etc. However, Brown (2000: 284-285)
states that there are some factors within learner that effect pronunciation.
They are mentioned as follows:

a) Native language

It is clear enough that native language will become the most

influential factors affecting learners’ pronunciation. Moreover, the native
language in this case is that the learners’ mother tongue usually which
usually brings a strong accent in their pronunciation style.

b) Age

The ranges of age can give the influences on mastering the

pronunciation. Children under age of puberty will have an excellent
chance “sounding like native”, if they continue living in authentic
contexts. Beyond the puberty, while they almost surely know a “foreign
accent”, attribute of age will have no longer advantage. Therefore, it is just
a myth about the belief that “the younger, the better” in learning language.
 e) Identity and language ego

If they want to be success to achieve goal of the study, learners

need to have positive attitude toward the people who speak the language
they want to acquire.

f) Motivation and concern for good pronunciation

Motivation will be the strongest factor that can bring the learners to
the success of study. If the motivation and concern are high, it will be a
good start for the learners to improve their pronunciation.

4. Vocabulary

Vocabulary becomes a very important part of language learning

which can be used to determine students can speak fluently or not. They
can generate sentences in only by using words so it is impossible to speak
fluently without having vocabulary mastery. In fact, some students have
only limited vocabulary so they meet some difficulties when they want to
speak. Therefore, the teacher needs to make more effort to enrich the
students’ vocabulary. Nunan (1998) proposes four principles for teaching
vocabulary:

a. Focusing on the most useful vocabulary first.

b. Focusing on the vocabulary in the most appropriate way.
c. Giving attention to the high frequency words
d. Encouraging learners to reflect on take responsibility for
learning.

2.1.3 Problems in Speaking Skills

The learners have their own difficulties in learning the language.

Particularly in improving speaking skill is not easy for the students. The
following are the problems of speaking skill, Munjayanah (2004:17):

a. Inhabitation
 Unlike reading, writing or listening activities, speaking requires
some degrees of real-time exposure to the audience. Learners are often
inhibited when they try to say thing in foreign language in the classroom:
worried about mistakes or simply shy of the attention that their speech
attract.

b. Low or uneven participation

In this case, the lower learners participate in a class, the lower they
practice English. If only one participant can talk at a time, if he/she is
heard and in large group, this means others will have very little talking
time since only a person who dominates in class. This problem is
compounded of some learners to dominate, while other speaks very little
or not at all.

c. Mother tongue use

It is easier for the learners to use their mother tongue in their class
because it looks naturally. Therefore, most of the students are not
discipline in using the target language in the learning process. This makes
them to be unusual to use the target language which causes students cannot
produce or speak the target language fluently

2.1.4 Teaching and Learning Speaking

For most people, the ability to speak a language is synonymous

with knowing the target language since speech is the most basic means of
human communication. Nevertheless, “speaking in a second or foreign
language has often been viewed as the most demanding of the four skills”
(Bailey and Savage, as cited in Celce Murcia, 2000:103). There are
various demands which influence the teaching and learning process of
speaking, they are accumulated: monitoring and understanding the other
speakers, thinking about one’s own contribution, producing that
contribution, monitoring its effect, and so on. This becomes the reason
why teachers should have a technique in teaching speaking. The technique
used in teaching learning of speaking should be based on the students’
need and the objective of the language learning. The process of learning
and teaching of English speaking is influenced by the time allocations and
the facilities available in the class. In addition, the teacher should choose
the appropriate activity which is going to be done in the classroom.

A pedagogical fact is the important thing of speaking. First, people

must have the notion that learning English has something to do with oral
English. When one says that some learners are good at English, people
will naturally think he or she can speak English well. Second, oral English
can be very useful for the development of reading and writing skills. As
Rivers (1987) points out when we read and write, we call upon what we
know of the language orally. He goes on to say that there must be a
connection between reading and speaking. If the students are reading and
then they are using their oral English too. If a student has poor English, his
reading ability may also be poor. Teachers may teach oral English by some
techniques. They can also make good use of class time for active
participation by all their students’. So the teachers can make up for their
deficiency in oral ability by encouraging the students’ participation with
prepared lessons, highly organized activities and effective techniques.

2.1.5 Oral Presentation as the Technique of Teaching Speaking

Harmer (1998:46) says that there are three stages in teaching

speaking. There are introducing the target language, practice, and
communicative activity. That is why oral presentation is chosen as one of
good techniques in teaching speaking. Oral presentation means a way of
learners’ expression in delivering the meaning of texts. In terms of oral
communication, one needs to learn when it is appropriate to speak, in
which circumstance, how to gain the right to speak, how and when to
invite someone else to speak and so on.
 Presentation is one of the activities under the theory of
communicative approach. It is aimed to prepare the students for effective
language use inside and outside the classroom (Burns, Joyce, & Gollin,
1996). Inside language class, a more formal style is often used, such as
warm-ups, while presentation and post presentation. Therefore, various
presentation skills should be mastered, such as asking for clarification,
using fillers, and maintaining a flow of communication outside the set
parameters of the presentation itself.

In oral presentation, speakers are asked to make the audiences

engage to the material which is being delivered by the speakers. Therefore,
teachers can see that teaching foreign language for learners who are
already accustomed in using their first language or mother tongue is not an
easy work since most learners like to speak using their first language.

Speaking a foreign language will be well-developed if the students

have to have much practice in oral presentation. The teacher needs to give
the students more opportunities and to develop greater in encoding their
thoughts. The core of good thinking is the ability to solve the problems. It
is in line with Celce-Murcia (2000: 105) that says the learners really need
am extensive authentic practice in class participation, such as taking part
in discussions, interacting with peers, and asking and answering question.
Practice in activities such as leading and taking part in discussions and
giving oral report is necessary to be done. Oral presentation allows the
learners to initiate communication with the audience (other students) and
to determine the content of their responses or contributions and evaluate
their own production and learning progress.

2.2 Self Confident

2.2.1 The definition of self confident

 According to Brown (2001:62), self-confidence is the students’
belief in their ability that is fully capable of accomplishing a task. Self-
confidence means a personal factor that pays a supportive role in the
achievement of foreign language learning. Another definition of self-
confidence is that it is one of the most influential variables which affect
learning. It is one of the central drives in human being and influences on a
person’s life, for good or bad.

1.3.1 The aspect of self-confidence

Self confidence is derived from several factors. They are including

personal experiences and social messages which are got from others. First,
personal experience, a successful experience can increase the development
of high self-confidence, while the experiences of failure have the opposite
effect. Second, social messages received from others. Community, home,
school, and peers are important for self-confidence growth. Sending
positive messages for others is thought to be detrimental to the
development of high self-confidence, whereas exposure to negative
messages decreases the level of self-confidence (Glenda & Anstey, 1990;
Pierce et al., 1989; Brockner, 1988; Bandura, 1982).

1.3.2 The differences among self confident, self-efficacy, and self-

esteem

People often get confused about these three things self confident,
self-efficacy, and self-esteem. These are the explanation of those things.

a. Self confident refers to belief in one’s personal worth and

likelihood of succeeding. It is a psychological and social
phenomenon in which an individual evaluates him/ herself
according to some values which may result in different
emotional states, and which become developmentally stable,
but are still open to variation depending on personal
circumstances (Reasoner, cited in Rubio, 2004).
 b. Self efficacy refers to beliefs about one’s ability to succeed
specific tasks, such as studying language skills. It is a concept
related to self-esteem. Besides, self- efficacy is also a kind of
assessment of an individual about his ability to perform a task.
One feeling which builds up as learners go on learning and
master the ability is also the definition of self-efficacy.
c. The last is self exteem, it refers to general feeling to do
something. In addition, the students’ judgment of their own
worth or value from the self efficacy above is called self-
esteem. There is a well accepted definition of self-esteem that
says self-esteem is a personal judgment of worthiness that is
expressed in the attitudes that individuals hold toward
themselves. It is a subjective experience which the individuals
convey to others by verbal reports and other overt expressive
behavior (Coopersmith, as cited in Brown (2007:154))

To make it simple, people can take a look at these statements

below:

Self confidence: “I have the ability to do the things I want to do id I put

my mind to it”

Self efficacy: “I have the ability to learn new things, to handle unfamiliar
situations, and to figure out how to deal with unexpected
events”

Self esteem: “I am a person who has worth and value”

Self-confidence is very important in almost every aspect of life. It

is very important for EFL learners to perform their language skills in the
real situations. Brown (2007) also suggests self-confidence as one of
twelve principles of language teaching. He states that the students’ belief
to be able to accomplish the work will be a factor that determines their
success in language learning. Even, he argues that the heart of all learning
is the students’ belief in their ability to complete the tasks. If they firstly
believe that they can do the tasks, the self-confidence will appear to
motivate them in achieving and finishing the tasks. That is one of the keys
to become successful in language learning. Therefore, Brown (2001)
called it by “I can do it!” principle. In addition, McIntyre, Dornyei,
Clement, and Noels in Park & Lee (2003) state that self- confidence
significantly contributes to the students’ willingness to communicate in a
foreign language. Their willingness will also lead to the success in
language learning. The students’ self-confidence that is low will create a
language anxiety. It is believed that self-confidence has a role to minimize
the students’ language anxiety and optimize the students’ motivation in
learning English.

There are several ways to build the students’ self-confidence. First,

the teacher can give verbal and nonverbal supports to the students. The
supports can be giving rewards to the students’ achievement verbally and
nonverbally, avoiding criticism that break down their self-confidence and
learning motivation, making motivated words, and sometimes telling
motivated stories that can inspire the students to attain success. Later, the
teacher may put him/herself as a good friend to his/her students who
guides and learn together. It will expectedly reduce the students’ anxiety
and foster their self -confidence at once. The second way is providing the
students with materials or tasks from easier to more difficult one and using
appropriate teaching techniques. The students’ ability to finish the tasks
will promote their self-confidence to finish the next tasks. Third, make the
students to recognize their own power. It can be making lists of their
strengths and achievement so far in the course. By recognizing their own
power and ability, the students’ self-value and self-esteem will appear in
order to build their self-confidence. Fourth, setting and achieving goals to
build the students’ competence. It is difficult for the students to have self-
confidence without this underlying competence.

In oral performance, the self-confidence can be showed by using

eye contact or looking at someone when the speaker are talking to them,
 having a good posture, using gesture and body language, keeping
conversations go on without too much hesitation like using “uhmmm…”
and keeping smile. Barber (2003) mentions some indicators of people with
self-confidence, there are projecting a positive image through good body
language, enjoying and having fun in the performance with unduly worried
about losing words or mistakes, staying calm, concentrated, and high-self-
control, and accepting themselves for the way they are whilst
understanding their strengths and weaknesses

2.3 Previous Study

There are two previous studies used by the researcher. First, “Improving
the self-confidence in Speaking Practice by Using Role-Play Technique for Eight
Grade Students of SMP Muhammadiyah 3 Yogyakarta” which was conducted by
Anna Kurniawati (2013), the student of Universitas Negeri Yogyakarta. In her
thesis, she investigated the way to teach speaking by using role play to enhance
students’ confident. She showed us that there were some improvements in the
students’ self-confidence. Related to the teaching-learning process of speaking, it
was shown that role play techniques like guided role play and the use of some role
cards, cue cards, colorful pictures and other accompanying actions (teaching the
students’ pronunciation, asking the students to practice role play, asking the
students to perform in front of the class, and giving feedback) gave the students a
lot of opportunities to be more active. She decided to use the qualitative method to
conduct the data.

Second, “The Correlation between Self Confident and Speaking skill

UMY Students, which was written by Deshinta Wulandari (2015) uses a
quantitative method. The result of her study shows that there is a correlation
between self confident and speaking skill.

Both studies only focus on the students’ self confident and speaking skill,
no one discusses the specific technique of speaking skill that is oral presentation
since self confidence influences students’ performance in oral presentation of
speaking class.
 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the study aims at examining whether the self-confidence

influence learners’ performance in oral presentation. It involves research design,
subjects of the study, and instruments of the study, data of the study, data
collection techniques, and data analysis technique.

3.1 Research Design

This research used descriptive quantitative, as like correlation design. It

aims to find out the relationship between learners‘self-confidence and their
performance in oral presentation. The correlation study, on the other hand, was
carried out to investigate the existence, or no existence of the relationship between
the variables of the study in order to make predictions or suggestion (Fook, et al,
2011: 33).

The first research question was aimed to know how strong self confident
influence the learners’ oral presentation in academic speaking class. The
researcher will use questionnaire as the instruments to find out how strong
learners’ confident. To know the result, the researcher uses IBM SPSS in order to
check the validity and reliability of the data. Therefore, a quantitative was
considered as the appropriate to count and interpret the data from the survey.

The second research question purpose is to know whether there is a

significant relationship between self confident and oral performance of L2
learners. Thus, observation on the learners’ performance in class is necessary to
be done in order to get the analysis of the content about what students are
performing. Besides, researcher will have interview with the speaker and having
the list of criteria; including the fluency, the word choice of spoken, and the
content of their speaking. It was conducted once for each learner in order to know
their self confidence when they answer the questions from the interviewer.
Therefore, to answer the second research question, the researcher will use Non
Parametic Test to analyze the data.

3.2 Subject of the Study

The subject of the study were two academic classes of third year of
undergraduate students majoring English education at Universitas Negeri
Surabaya. They consist of 25 students every class, so the total of the whole class
will be 50 participants. Students of third year university generally have already
had a lot of experience which gain them better in having oral presentation
confidently. Thus, in academic speaking class, learners should got the main
learning objectives, including how to construct, compose, present, and deliver
information through oral interaction confidently with a correct English.

3.3 Instruments of the Study

In this study, the main instrument to collect the data was the speakers.
Besides, to conduct the data of the study, the researchers also used some other
instruments which are explained as follows:

a. Questionnaire
According to Babble (2010), a questionnaire is documents which
contain questions to gain data or information. It consists of some questions
which are going to be used as the questions to be asked to the people who
 become the target of the research. It also allows the collection of both
subjective and objective data in a large sample of the study in order to
obtain results that are significant.

b. Interview
It is an assessment in which questions are asked and answers are
given (Brown, 2007). The interview guideline was used to help the
researcher to get information about the effectiveness of the actions. The
results of the interviews were in the form of interview transcripts.

c. Observation Checklists
Observation checklists are lists of the students’ behavior when they
have an oral presentation. Observation is a systematic, planned procedure
for real time, almost furtive recording of student verbal and non verbal
behavior. One of the objectives of such observation is to assess students
without their awareness of the observation.
Objective observations involve studying and watching individuals to see
their behaviors and actions in various situations, without attaching labels
and stereotypes to those people.

3.4 Data of the Study

The data of the study contained the results of the used of instruments in
investigating the self- confident of learners’ in oral presentation. There were three
data which were used by the researcher; they were the result of questionnaire,
interview, and observation checklist.

1. The result of the questionnaire

The result of questionnaire was used to answer the first question which
aims to know how strong self- confident of the students influences
their performance in oral presentation
2. The result of interview
 The interview was taken as the step to investigate whether there are
any influences between students’ self- confident an students
performance in oral presentation a
3. The result of observation checklist
The observation checklist was used to find out their self-confident in
oral performance. This kind of instrument was used to answer the
second question. It gained the information about the significant
relationship between self- confident and the students’ performance in
oral presentation.

3.5 Data Collection Technique

In this study, the researcher used quantitative research. The researcher also
used three data collection techniques, including questionnaire, interview, and
observation checklist.
1. Questionnaire
Questionnaire was given to the students after they have an oral
presentation in academic speaking class. The data was in the form of
simple answer about agreement of the situation given by the
researcher.
2. Interview
Interview was also conducted by the researcher in order to make sure
about their self-confident. By having interview, researcher can know
deeply about the influences of self confident toward the students’ oral
performance. Interview was done between the researcher and the
students before and after they have presentation. The interview was in
the form of questions and oral answers which were asked the students
to elaborate the answer.
3. Observation checklist
Observation checklist was conducted used during the students’
presentation. The data was in the form of points which are about the
students’ self-confident toward the students’ oral performance.
3.6 Data Analysis Technique

Data analysis technique contained the manner of how the writer analyzed the
data. The data are analyzed in four steps. The first step is by collecting all the data
such as interview transcripts and field notes. The second step is data reduction. In
this step, the data is selected, limited, simplified, and transformed the data by
analyzing the data using IBM SPSS, summarizing or paraphrasing the results. The
next step is display. The data which have been reduced are then organized and
compressed. The display of the data was in the form of text, field notes, and
interview transcripts. Then, the last step is conclusion drawing and verification.
The conclusion is gained based on the results of the students‟ performances, field
notes, and interview transcripts. Meanwhile, in making conclusion, the
collaboration with the other researcher in the field is needed to obtain the valid
finding.

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