Coding Data Analysis Technique

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E. Data Analysis Technique

The data was collected from the interviews, observation checklist, field notes, and video recording. Having collected the data, the writer analyzed the data. The writer used two techniques in analyzing the data, which were coding and triangulation.

1. Coding

According to Wiersma 1995, “Coding is a process of organizing data and obtaining data reduction. In essence, it is the process by which qualitative researchers ‘see what they have in data’ p. 217.” The coding process dealt with the result of the interviews, observation checklist, field notes, and video recording. There were several coding categories under the research as what is described by Bogdan 1982. There were setting codes general statements to describe the subject, the setting, and how the setting fitted in the community, perspectives of the learners ways of thinking that the students shared that indicated the orientation of particular aspects, process codes sequence of events, changes over time, and passages from one kind of status to another, activity codes occurring behavior, and strategy codes techniques employed in the teaching and learning process p. 156. In this study, the first process of coding dealt with the results of observation checklist and field notes. It was done to describe the results of those two instruments. It was done to make the gathered data organized and to select whether the data were valuable to be used or not. In this coding process, the writer referred to the types of scaffolding as depicted by Roehler and Cantlon 1997 and 43 students’ feedback or responses towards the implementation of the scaffolding teaching technique and its types. The types of scaffolding helped the writer to make the categorization and reduction of the data gathered from the observation checklist and field notes. The second coding process dealt with the result of the video recording. The writer watched the video recording many times. Meanwhile, the transcription of the video recording was made. The video recorded all the activities happened in the class thoroughly to complete the missing data that might occur during the use of other instruments. Through the video recording, the writer could gather data to answer the research problems. Since the recording captured the whole situation of the class, the writer could analyze what types of scaffolding occurred in the English conversation class, when they occurred, by using the transcription to show the detail occurrences of the types of scaffolding, and the writer could code the advantaged of using scaffolding and its types. The third step of coding dealt with the result of interview. It was similar to the coding process of observation checklist and field notes. The coding process was based on the answer of the participants. The participants’ opinions were coded to draw the conclusion of the advantages of implementing scaffolding and its types in English conversation class.

2. Triangulation