Data Gathering Process RESEARCH RESULTS AND DISCUSSION
Way of Thinking
Strategy
Definition of Situation
Activity
data from the interview four coding families
strategy, definition of families did not significantly
contain the general terms interview transcript.
transcript. The interview transcript
in a database. The figure adapted from Biklen and
Biklen, 2003.
• The teachers perception toward teaching media for young learners
ay of nking
• The teachers strategies in prepari • The teachers strategies in teachi
learners
tegy
• The teachers descriptions of the students response toward classroom activi
• The teachers descriptions of the students vocabulary skill progress
nition of tuation
• The whole classroom activities • The pictures implementation in the cl
activities
Activity
the interview Bogdan Biklen, 2003. The researcher families in order to answer the research questions: way
definition of situation and activity. This was because the other not significantly occur in the transcript. The coding
the general terms in order to help the researcher reduce the transcript. The codes were the actual tags applied to
interview transcript had been coded into four different g figure below showed the code categories used in
Biklen and Bogdan’s and the data coded from the interview
Figure 1. The Coding System Matrix
35
oward pictures as earners
n preparing the pictures eaching young
of the students oom activities
of the students
ties on in the classroom
er decided to use : way of thinking,
because the other six coding coding families used
reduce the data from the applied to the interview
different groups and stored categories used in this research,
the interview Bogdan
36 The way of thinking code category contained the teacher’s perception of
pictures and young learners. The strategy code category consisted of the teacher’s way in preparing the pictures as teaching media and the teacher’s method and
approaches in teaching young learners. The definition of situation code category contained how the teacher described the students’ response and vocabulary progress
during teaching and learning activities. The activity code category included the whole teaching and learning activities and the teaching and learning activities which
indicated the use of pictures as teaching and learning media. The table below showed the relationship between the research questions, code categories and the
generated themes of this research.
Table 2. Research Questions, Code Categories and Themes Relationships
Research Questions Code
Categories Themes
1. How do pictures used as
teaching media to teach English vocabulary to the students of “My
First Class” program in Alpha English Course?
Strategy 1. The Use of Pictures
2. Teacher’s Strategies in Teaching Vocabulary to
Young Learners
2. What is the teacher’s
perception of using pictures as teaching media to teach English
vocabulary for children in “My First Class” program of Alpha
English Course? Way of
Thinking 3. Teacher’s Positive
Perception of Pictures as Teaching Media
3. What vocabulary progress
do the students experience when the teaching and learning
activities employ the use of pictures?
Definition of Situation
4. The Students’ Vocabulary Progress
37
The researcher decided to classify two themes from the “strategy” category because it was revealed that there were two different topics: the use of pictures and the
teacher’s strategies to teach vocabulary to young learners to answer the first research question. The researcher also organized the themes based on the research
questions. The explanation based on the generated themes was displayed below.