notes are the written account of what the researcher hears, sees, experiences, and thinks in the course of collecting and reflecting on the data in qualitative study
Bodgan and Binkler, 1982: 74. In this study, field note was used to write everything that happened in the
classroom during the observation. Its function was to support the findings of Audio – Visual recording. It contained the teacher’s talk, attitude, movement, and
also the classroom conditions including the students’ activity. The researcher’s
opinion was also included in the field note, and it was coded as O.C.
3.4.3 Document analysis
The data of the study was not only gathered from those two data gathering techniques. It also used document from the students’ work. The function of this
data was to find other kinds of extrinsic reward in order to get complete result
from the observation.
3.5 Data analysis
Analyzing the data in qualitative study is essential. According to Moleong 1988: 88 data analysis is a process of organizing and ordering data into
categories in such a way to find a red line of the data. In this part the process is elaborated. The analysis of the data contains three parts; namely the result of the
class recording, the data from interview, and the data from document analysis. The data from the class recording are the recording and field notes. These
data will be gathered with document analysis that comes from students’ work. All
of the data will be attached in the appendices. The interview will be conducted next. The teacher will be interviewed based on the data collected to find the
correlation between the data and to avoid misinterpretation. After all data were collected, those data will come to the coding step. In
this step, the data will be marked and categorized in some post based on the problem formulation.
The data analysis covered two steps. The first step is to find out when the teacher used extrinsic reward in classroom. The second was how the teacher
manages the use of extrinsic reward in classroom. In the second step, the data of extrinsic reward will be analyzed from the kinds first, and then come to aspect of
extrinsic reward.
48 CHAPTER 4
ANALYSIS RESULTS
This chapter reveals the results of the analysis in two main sections. The first section explains the occasions which the teacher uses extrinsic rewards in her
classroom. The second section explains the teacher’s management in using extrinsic rewards in the classroom. Based on Cognitive evaluation theory
proposed by Deci and Ryan, there are two factors which determine how the teacher manages the extrinsic rewards in the classroom. They are what kinds of
extrinsic rewards used by the teacher based on Everston’s and Deci and Ryan’s and which aspect did her extrinsic rewards belongs to. Other findings also
presented in the last section. There are some symbols in the bracket in every sub section could be used to find the evidences. These evidences could be seen from
the field notes and the interview script that are attached in the appendices.
4.1 The Occasions which the Teacher Uses Extrinsic Reward in the Classroom
