25 CHAPTER IV
DATA ANALYSIS AND INTERPRETATION
This chapter will answers the research question of the thesis.The writer analyzed the connection between respondents education background, the fluency in Javanese language,language use, life style, and identity. The data were collected from 53 parents in the Faculty of Language and Art Soegijapranata Chatolic University by using close-ended questionnaire.
4.1 Educational Background
Table 2
Parents’ Educational Background
26 Table 2 describes the education background from the student’s parents in FLA, most of them is bachelor which have 39, 6% means that 21 parents have bachelor degree for educational background. Then, from the table we can see that, 1, 9% are from elementary and junior high school means that there are only 1 parents for these two categories.
4.2 Javanese Speaking Proficiency
Table 3
Parents’ Speaking Proficiency
Frequency Percent
27 4.3 Understand Javanese Language
Table 4
Parents’ ListenningProficiency
Frequency Percent
Valid
Very Bad 3 5,7
Bad 8 15,1
Neither Good nor Bad 26 49,1
Good 11 20,8
Very Good 5 9,4
Total 53 100,0
28 4.4 Javanese Reading Proficiency
Table 5
Parents’ ReadingProficiency
Frequency Percent
Valid
Very Bad 3 5,7
Bad 7 13,2
Neither Good nor Bad 28 52,8
Good 12 22,6
Very Good 3 5,7
Total 53 100,0
30 4.5 Communication in Javanese Language to the Children
Table 7
Parents’ Using Javanese Language in Communicating with Their Children
Frequency Percent
Valid
Never 5 9,4
Sometimes 17 32,1
Often 19 35,8
Usually 11 20,8
Always 1 1,9
Total 53 100,0
31 4.6. Communication in Javanese Language to theSpouse
Table 8
Parents’ Using Javanese Language in Communicating with Their Spouse
Frequency Percent
Valid
Never 4 7,5
Sometimes 14 26,4
Often 20 37,7
Usually 15 28,3
Total 53 100,0
32 4.7 Using Javanese Language to Communicate with Family
Table 9
Parents’ Using Javanese Language in Communicating with Their Family
Frequency Percent
Valid
Never 3 5,7
Sometimes 10 18,9
Often 29 54,7
Usually 9 17,0
Always 2 3,8
Total 53 100,0
33 4.8 Communicate with parents using Javanese Language
Table 10
Parents’ Using Javanese Language in Communicating with Their Parents
Frequency Percent
Valid
Never 7 13,2
Sometimes 17 32,1
Often 17 32,1
Usually 8 15,1
Always 4 7,5
Total 53 100,0
34 4.9 Ask the Children in Religion Activities that Use Javanese Language
Table 11
35 4.10 Praising the Children when Theyare Speaking in Javanese Language
Table 12
Parents’ Praising Their Children When They are Speaking in Javanese Language
Frequency Percent
Valid
Never 12 22,6
Sometimes 19 35,8
Often 15 28,3
Usually 7 13,2
Total 53 100,0
36 4.11 Encourage sthe Children to Participate in Competition
Table 13
Parents’ Encourage Their Children to Participate in Javanese Language Speech Contest
37 4.12 Push the Children to join the Writing Competition
Table 14
Parents’ Efforts to Pushing Their Children to Join in Javanese Language Writing Competition
Frequency Percent
Valid
Never 24 45,3
Sometimes 10 18,9
Often 15 28,3
Usually 4 7,5
Total 53 100,0
38 4.13 Finding The Course for The Children
Table 15
Parent’ Efforts to Finding Javanese Language Courses for Their Children
Frequency Percent
Valid
Never 23 43,4
Sometimes 13 24,5
Often 9 17,0
Usually 8 15,1
Total 53 100,0
39 4.14 Buying story books for the children to encourage the children to learn about Javanese language
Table 16
Parents’ Efforts to Buy Javanese Story Books to Encourage the Children to
40 4.15 Buying Javanese language film for the children
Table 17
Parents’ Efforts to Buy Javanese Films to Encourage the Children to learn about Javanese Language
Frequency Percent
Valid
Never 27 50,9
Sometimes 9 17,0
Often 10 18,9
Usually 7 13,2
Total 53 100,0
41 4.16 Sending the children to the school that gives Javanese language lesson
Table 18
Parents’ Efforts to send Their Children to the School that Teaches Them Javanese Language Lessons
Frequency Percent
Valid
Never 10 18,9
Sometimes 13 24,5
Often 11 20,8
Usually 18 34,0
Always 1 1,9
Total 53 100,0
42 4.17 Taking the children to the Javanese performances
Table 19
Parents’ Efforts to take Their Children to the Javanese Performances
Frequency Percent
It is shown in Table 19 that the most of the participants’ are respond are often, usually, and always (52.8%). The other respond scores are; never, and sometimes (47.1%). Based on these results, it can be concluded that the parents had strong efforts to send or encourages their children to go Javanese performences. Because when they go to the Javanese performances they can learn about Javanese language and Javanese culture also.
43 4.18 Encouraging the children to know more about Javanese story
Table 20
Parents’ Efforts to Encourage Their Children to Know More about Javanese Story
Frequency Percent
Valid
Never 1 1,9
Sometimes 3 5,7
Often 32 60,4
Usually 16 30,2
Always 1 1,9
Total 53 100,0
44 4.19 Wanting the children to know more about Central of Java
Table 21
Parents’ Efforts to Encourage Their Children to Know More about the Central of Java
Frequency Percent
Valid
Never 2 3,8
Sometimes 4 7,5
Often 23 43,4
Usually 20 37,7
Always 4 7,5
Total 53 100,0
It is shown in Table 21 that the participants’ answer are often, usually, and always (88,6%). The other participants’ option for never, and sometimes (11,3%). Based on these results, it can be concluded that the parents had strong efforts to encourages their children to know more about Central of Java
45 4.20 Wanting their children to marry Javanese people
Table 22
Parents’ Efforts to Encourage Their Children to Marry Javanese People
Frequency Percent
Valid
Never 3 5,7
Sometimes 1 1,9
Often 27 50,9
Usually 13 24,5
Always 9 17,0
Total 53 100,0
46 4.21 Wanting the children to like Javanese food
Table 23
Parents’ Efforts to Encourage Their Children to Like Javanese Food
Frequency Percent
Valid
Never 1 1,9
Sometimes 3 5,7
Often 20 37,7
Usually 21 39,6
Always 8 15,1
Total 53 100,0
47 4.22 Celebrating the Javanese great days
Table 24
The Celebration of the Javanese Great Days in the Family
Frequency Percent
Valid
Never 3 5,7
Sometimes 2 3,8
Often 26 49,1
Usually 17 32,1
Always 5 9,4
Total 53 100,0
48 4.23 The parents’ comfort to communicate in Javanese language
Table 25
Parents’ Feeling Comfort to Communicate using Javanese Language
Frequency Percent
Valid
Sometimes 3 5,7
Often 26 49,1
Usually 17 32,1
Always 7 13,2
Total 53 100,0
49 4.24 The Student Parents want the children to speak in Javanese language
Table 26
Parents’ Efforts to Encourage Their Children to Speak Javanese Language
Frequency Percent
Valid
Never 1 1,9
Sometimes 1 1,9
Often 19 35,8
Usually 26 49,1
Always 6 11,3
Total 53 100,0
50 4.25 The Importance of the Children to Connect with People Who Speak in Javanese language
Table 27
Parents’ Thought on the Importance of Their Children to Connect with People Who Speaks Javanese Language
51 4.26 The Importance of Giving Javanese Names to Their Children
It can be seen from Table 28 that the majority of the respondents choose often, usually, and sometimes (92,4%) while the other participants choose never, and nesometimes (7,6%). Based on these results, it can be concluded that the students’ parents had a sttrong efforts to give Javanese names to their children. This probably because the parents think that with giving Javanese names to their children can save Javanese culture.
Table 28
52 4.27 The Importance of Students’ Abilities to Speak Javanese Language for The Future of Their Career
It is shown in Table 29 that the most participants’ options are often, usually, and always (90,6%). The other options never, and sometimes are (9,4%). Based on these results, it can be concluded that parents had perceived that being able to speak Javanese language is really important for their children future career. This result aprroved if parents perceived that being able to speak foreign language such as English or Mandarin not really importance for their children future career compared to the Javanese language. They think that Javanese language also help them for ther children future career.
Table 29
Parents’ Perceived Importance of Their Children to be Able to Speak Javanese Language for Their Children Future Career
