Data Analysis Techniques METHODOLOGY

E. Data Analysis Techniques

In order to address the first and second research questions, the researcher analyzed the statements of the learners and their parents’ statements concerning their economic background and the diversity of their formal schools background. The data from the observations also helped the researcher to clarify and to crosscheck the results of the interviews. By referring to the theoretical framework, all of the data was analyzed to discover the answers for the first and second research problems. After discovering the answers of the first and second research questions, the researcher analyzed whether their perceptions matched the goal of English teaching-learning activities and the general curriculum of Domby Kid’s Hope 2 or not. The needs of the learners were synchronized with the goal of the English teaching-learning activities carried out at Domby Kid’s Hope 2. Inductively, their perceptions matched when the needs of the learners in learning English at Domby Kid’s Hope 2 also matched with the goal the English teaching-learning activities carried out at Domby Kid’s Hope 2. The steps in data analysis are described completely in the following paragraphs. In order to address the three research problems, the researcher adopted the steps of data analysis and interpretation suggested by Creswell 2003. The first step was conducted when the researcher transcribed the results of the interviews and observations. The results of the interviews were complete and sufficient to answer the needs of the learners in learning English at Domby Kid’s Hope 2 and their perceptions on the English teaching-learning activities carried out at Domby 33 Kid’s Hope 2 Yogyakarta. The results of the observations also supported the data from the interviews. From the observations, the researcher was able to notice the real condition of the teaching-learning activities. Moreover, from the observations, the researcher was also able to understand the responses of the learners during the teaching-learning activities. The second step was reading through all the data. This process aimed to obtain the general sense of the information and to reflect on its overall meaning. The researcher read through all the data that had been written in the form of tables to get the overall meaning of the data written in the tables. Afterwards, the researcher continued with the coding process. The researcher had to code the data into categories because according to Nusyirwan 2008, the data taken from the observations and interviews should be classified with a special classification to make the data manageable. The researcher took all the data from the interviews and observations into categories and labeled the categories with terms stated in the list of coding. The fourth step was using the coding process to generate a description of the setting, or people as well as categories or themes for analysis. Actually, this step is useful for case studies, ethnographies, and narrative research projects Creswell, 2003. However, the researcher only generated categories or themes for analysis such as the categories of indirect learning, needs, factors, etc. The setting and the research participants were not described again in this step because they had been known by the researcher from the information gathered from interviews with the staffs and tutors. 34 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The fifth step was representing the description and themes from the coding process in the qualitative narrative. Creswell 2003 states that many qualitative researchers also use visuals, figures, or tables as the addition to the discussions. The researcher also used tables which contained all the data of the interviews and observations coding and the summary of the result based on the categories. The last step was making an interpretation or meaning of the data. According to Creswell 2003, this step could involve the researcher’s personal interpretation based on the individual understanding that the researcher brings to the study from the researcher’s own culture, history, and experience. The researcher also interpreted the data of this research using mindful and careful interpretation and also analyzed the data based on the theories of perception, young learners, psychology and the language leaning process, and Domby Kid’s Hope 2 ’s Curriculum stated in the theoretical framework in Chapter II.

F. Research Procedures