39 deductively after conducting inductive inquiry based on the result of coding.
Interpretation is personal and proceeds without set of rules, but it is supported by data, so that it does not mean that it is just figment Ary et al., 2010. Thus, the final
product of the analyzed data later was in a form of deductive narrative.
F. Research Procedure
Ary, et al. 2010 suggested six steps to conduct qualitative research –
specifying the phenomenon, selecting source of data, classifying the data, analyzing the data, drawing the conclusions, and reporting the result. In this study, the
researcher studied about the washback phenomenon. The researcher wanted to find out what washback effect caused by NE preparation and the mechanism how it
could occur. The washback effect from the NE could be either positive or negative. The second step was selecting the data source. The researcher decided to
conduct the research in a religion-based private VHS in Yogyakarta. Besides, the researcher also cooperated with the inhabitants in the school as the participants.
They were consist seven twelfth grade students, one English teacher, and one vice- principal from curriculum subdivision. Observation and interview is used as
instrument to obtain the data. The third step was classifying the data. The classification data for the
students is the general view about NE, the importance of NE, their efforts in response to the NE, the supports from the school, their feelings, their attitudes, their
learning methods, the materials they learn, the tryout tests results, and their readiness. The data classification for the English teacher is the teacher’s view about
40 NE, the teacher’s complaint about NE, the teacher’s perspective about their
students, the pressure for the school, the impacts of the NE regulation, the fraudulent mechanism done by the school, the teacher’s feelings, the teacher’s
attitudes, and the facts related to the graduates of the school. The data classification for t
he vice principal is the vice principal’s view, the school’s efforts to succeed their students in NE, the school’s view about the current NE regulation, the school’s
feelings, and the school’s attitudes. Those classifications were derived from the interviews. Afterward, the researcher did coding to the identified data. Ary, et al.
2010 states that coding develops concepts from the raw data. It is done by labelling the participants. The labeling or coding is as follows:
Table 3.1 The Coding Participants
Codes
First student S1
Second student S2
Third student S3
Four student S4
Fifth student S5
Sixth student S6
Seventh student S7
The English teacher ET The vice principal
VP
They further explain that labeling or coding aim to begin to recognize differences
and similarities in the data. Besides, the coding also gives some insight into the importance of the data to understand the meaning of the data obtained.
In the fourth step, the researcher used the review of literature in Chapter II to analyze the data. The analysis focused on washback effect among twelfth grade
students in preparing NE. Hence, the researcher would find out the impact of the NE preparation toward the students and track how it could occur.
