the aspects of lived experience used in this study. They are understanding, belief, action, feeling, and intention.
The step after the description is interpretation. To make the interpretation, the researcher worked back and forth between the gained data and the researcher‟s
own perspective and understanding which may be based on theories related to textbooks selection to make sense of the evidence. The interpretation is also
divided into categories, namely 1 the interpretation of the teacher‟s individual lived experience, and 2 the interpr
etation of the teacher‟s shared lived experience.
The last step of the research is drawing conclusion. At this step, the research needed to consider again what the data meant. Then, after reviewing the
analyzed data, the research needed to assess the implications for the research questions.
F. Trustworthiness
Realizing the trustworthiness of the findings in this study, the researcher conducted triangulation. According to Cohen, Manion, and Morrison 2003: 112
triangulation refers to the use of two or more methods of data collection in the study of some aspect of human behavior. Meanwhile, Slake 1994 in Holliday
2002 states that triangulation is normally thought of as increasing the validity of qualitative research by getting and comparing „multiple perceptions‟ of the same
phenomenon. This can be done by establishing relationship between several types of data gained from various resources.
The triangulations of data in this study were gained from the in-depth interviews, classroom observations, and artifacts collection. By using several
sources of data, the researcher could examine the consistency of the data gained from the participants. Some data which are invalid or irrelevant are removed. To
increase trustworthiness, the researcher conducted re-interview in order to ask for confirmation to the participants whether the researcher‟s interpretation is already
appropriate with what is in their minds.
CHAPTER IV DATA ACQUISITION, DESCRIPTION AND INTERPRETATION
This chapter aims at describing and interpreting the data qualitatively. Since the study is qualitative, most of the data are in the form of words, sentences,
or statements. There are two main parts that will be presented in this chapter: 1 data acquisition and data presentation, 2 description and 3 interpretation.
A. Data Acquisition and Data Presentation
The first thing to do in gathering the data was doing in-depth interview with the teachers. There were two teachers participated in this study namely Mr.
Yudi and Bu Ami. After finishing the in-depth interview, artifacts collection, and observation, the researcher presented the data into tables and coding in order to
make individual accounts of the teachers. The individual accounts were the abstraction of teachers‟ narrations which could be identified from the in-depth
interviews, artifacts collection notes, and observation field notes. The purpose of making the individual accounts was to obtain a deep understanding on the
individual lived experience in selecting textbooks. Therefore, the account of one teacher would be different with the other one.
The accounts of individual lived experience were presented into four column table. The first column is for the category. The second
is for the teachers‟ statements, while the third is for indicator. The last is for the code. Both the
category and the indicator are based on the construct which the researcher had made. From the teachers the researcher obtained varied responses. So the
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