learning process had done in order to get the feedback from the students. The interviews were recorded so that it would help the writer analyze the data later on.
In this study, the writer used guided-interview. It means that the questions of the interview had been prepared to make the interview became more effective and it
could be focused only on the answers that are expected to avoid the bias. The last one, the writer conducted video recording that was operated by a partner to record
what exactly happened in the class during the teaching-learning process in order to provide additional information needed in answering the two major problems of
the study.
E. Data Analysis Techniques
The data were taken from the observation checklists, field notes, interviews and video recording. There were several steps must be taken in
analyzing the data. To make it simpler, the writer used two techniques in analyzing the data, which were coding and triangulation.
1. Coding
According to Wiersma 1995: 217 “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’.” In the coding process, the writer conducted two steps. The first step of
coding dealt with the result of observations checklists and field notes. It was done because the results of observation checklists and field notes were disorganized
and not the entire field notes results were important to report.
In conducting the coding process, the writer referred to the criteria of students’ feedback of seven intelligences according to Dickinson 1996: 246.
Those are: a.
Linguistic Intelligence LI: The writing process b.
Logical-Mathematical Intelligence LMI: Pattern identification in mathematical process
c. Visual-Spatial Intelligence VSI: The use of colour, shape, and design
d. Kinesthetic Intelligence KI: Eye, hand, body coordination through
juggling e.
Musical Intelligence MI: Two-part rhythms f.
Interpersonal Intelligence INTER-I: Conflict mediation g.
Intrapersonal Intelligence INTRA-I: Personal goal-setting The students’ feedback criteria were used to help the writer make data
categorization and data reduction. Moreover, the criteria helped the writer to know students’ attitude during the teaching-learning process, students’ ability in
doing the materials given, what students perceive about the materials given in their learning process, and what factors which influence them.
The second step of coding process dealt with the result of the interviews. The coding process of the interview results was similar to the coding process of
the observation checklists and field notes results. First, the writer listened the recording many times and made the transcription. Then, she conducted the coding
process. The coding process of the interviews results were based on the four questions which were involved in the interview.
2. Triangulation
The second technique used in analyzing the data was triangulation. It was conducted after all of the coding process had finished. Patton 2002: 556 states
“The combinations of interviewing, observation, and document analysis are expected in much fieldwork….In data analysis that the strategy of triangulation
really pays off, not only in providing diverse ways of looking at the same phenomenon but in adding to credibility by strengthening confidence in whatever
conditions are drawn.” Hence, triangulation was a suitable technique in analyzing the data.
The writer used the second type of triangulation, which was triangulation of qualitative data sources. Taking this triangulation types, the writer must
compare and check the methods or instruments used in the study. It means comparing and cross-checking the consistency of information derived at different
times Patton, 2002: 559. First, the writer compared and combined the result of coding of the observations checklists, field notes, and interviews. In this step, the
writer must see whether there were any differences in the results of the observations checklists, field notes, and interview or not. Second, the writer
checked the consistency of what the students said and did about the same thing over the time through the results of observation checklists, field notes, and
interviews coding. The last step of analyzing the data through triangulation was by watching the results of the video recording to find some additional data.
Furthermore, all of the analysis presented or described in a form of descriptive writing considering that the study was a qualitative descriptive study.
The writer described the sequence of the process, the activities and the result in a form of paragraphs in answering the two major questions of this study.
F. Research Procedures
