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3.7 The Data Resource
The primary sources of data for this study were students of tenth grade of SMAN 4 Bandar Lampung. The data resource is human and to not human Miles
and Huberman, 1992: 2. The human is function as the subject and the key in the research while the relevant document is a supplement data. In this research, the
researcher uses purposive sampling to get the data until the data are sufficient, complete and depth.
In this research, English teacher of tenth grade of SMAN 4 Bandar Lampung are chosen as the key informer. Key informant is someone who has the
knowledge and information or is closed to the situation that becomes the focus of the research who knows the
students‟ situation and also master in implememntation of CTL. From the key informer, researcher got other informer
with purposive sampling until the data is sufficient, complete and depth. According to Suparman 2009:60 states that getting access and establishing
rapport is very important in order that the participants are willing to provide good data.
3.8 Data Analysis
The transcriptions was analyzed using the constant comparative method. The constant comparative method of data analysis involves the process of taking
information from data collection and comparing. The interviews was done by using video-recorded, with permission of the
participants, and then the video were transcribed verbatim. Some notes were taken by the researcher in order to assist in accuracy and transcription, but the note
taking is limited to allow the researcher to focus on the participants and their
52 answers to the prompts. Researcher got recording of utterances. Before the data
was analyzed, the researcher was transcribe all interviews, observations and field notes.
Second, researcher identified the corpus, to measure reliability researcher used intra rater in identifying. The researcher used the meaning of analysis context
as the unit of analysis for coding and also looked for description. This means that the data were not coded sentence by sentence or paragraph by paragraph, but
coded for meaning. This is the nomenclature used by the process of transcribing allows the researcher to become acquainted with the data. Researcher used
descriptive code that is the one word capitalized code in the right column which summarizes the primary topic of the excerpt.
A code in qualitative inquiry is most often a word or short phrase that symbolically assigns a summative, salient, essence capturing, and evocative
attribute for a portion of language based or visual data Saldhana, 2009. The data consisted of interview transcripts, participants observation field notes, journals,
documents, literature, artifacts, photographs, video and so on. The portion of data to be coded during first cycle coding processes can range in magnitude from a
single word to a full sentence to an entire page of text to a stream of moving images. Second cycle coding process, the portions coded can be the exact same
units, longer passage of text, and even a reconfiguration of the codes themselves developed thus far.
Researcher used in vivo code. The codes are based on what outcomes the student receives from his mentor. Note that one of the codes was taken directly
from what the participants himself says and is placed in quotation marks.
53 Researcher classified utterances belong to the seven elements in CTL theory
which is proposed Berns 2001, who developed a detailed elements, they are constructivisme, inquiry, questioning, comunity learning, modeling, reflection,
authenthic assessment. Third, researcher reduced the data and make to display. Researcher used data matrix. It helped researcher to make simple. In this steps,
researcher analyzed more to make it clear. Researcher reduced tha data become seven categories. The last steps, research verified the data. The data was called by
display. Researcher put main point of utterances that she used in research in display. Researcher put display in appendix.
IV. RESULTS AND DISCUSSION
The research was done through observation and guided interview. The research was carried for about two months September 20
th
until October 20
th
2015, but researcher had done the pre observation prior to research on September 13
th
2015 in order to identify how seven elements of CTL process was implemented by the teacher. As stated in chapter 4, the researcher was conducted
in order to investigate students‟ perception of implementation of CTL by tenth
grade of SMAN 4 Bandar Lampung. There are six classes of tenth grade, but researcher only need one class to be observed, thus based on the background
knowledge of English teacher. The class consisted of 30 students, 14 male and 16 female students.
The data were collected through guided interview and observation class. The guided interview was used to know students‟ perception of implementation of
CTL. Interview was done at the second meetings that is on October 20
th
2015 . The aims of observation were to find out the process of seven elements of CTL
and the characteristics of CTL that is mostly appeared. On the 20
th
of September the researcher observed the process and the characteristics of CTL in class.
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4.1 Results 4.1.1 Pre- Observation
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