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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
Triangulation was the second technique used in analyzing the data in this study. It was conducted after the coding process finished. Patton 2002 claims,
“The combination of interviewing, observation, and document analysis are
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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 p. 559.”
The writer applied the triangulation of qualitative data sources. Taking this type, the writer had to compare and check the strategies and instruments she
implemented. As what Patton said 2002, it was to compare and crosscheck the consistency of information derived at different times p. 559. First, the writer
compared and combined the results from the coded data of observation checklist and field notes and then checked the consistency of what happened during the
activities. The writer checked whether there were any differences between the data of the observation checklist and the field notes, or if there were any missing
information in one of the instruments. Those instruments would complete one another. The writer should check the consistency of what the teacher did and said,
in this case the writer herself, related to the use of scaffolding teaching technique and its types that occurred during the English conversation class, and also what
the students responded and did through the data collected from observation checklist and field notes. The next step was watching the video recording to
crosscheck some previous and additional data. Since the video recording recorded all the activities, occurrences, and events in detail that might not be covered by
other instruments, the data obtained from the video recording was very important. Watching the video recording was done many times, besides to make the complete
transcription, it was also to crosscheck some data. The transcription would be very
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useful, especially to identify the occurrences of scaffolding teaching technique and its types in English conversation class. The identification needed some data in
detail that other instruments could not obtain. The answer of the second research problem that is to identify the occurrences of scaffolding teaching technique and
its types in English conversation class could be obtained by watching the video recording to have some specific moments that showed the answers and by using
the transcription that presented the moments. The last step of analyzing the data through triangulation was crosschecking the result of the interview with other
instruments. It was to seek the answer of the research problem number three. Over all, the analysis data was presented and described in a form of
descriptive writing, as the study was a qualitative descriptive study. The writer described the sequence process of the research and the all activities and the data
obtained from the instruments in order to investigate the three major problems of this study.
F. Research Procedure
