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3.4 DATA GATHERING TECHNIQUES
After the process of selecting participants was done and initial contact was made, I continued the research by collecting the data in order to achieve fruition
of lived experience materials. As stated above, qualitative inquiry was used thus inherently the nature of data was in narration of personal accounts of each of the
participants which was obtained from a series of observations and from the series of interviews Smith, 1997 in Ajjawi and Higgs 2007. The instruments used were
interviews and observations and the instruments were in the forms of inventory questions and whereas for classroom observation was observation sheets with
checklists. In hermeneutics research I understood the importance of doing classroom
observations, hence, the first thing I did was that. The whole purpose of classroom observation was to observe participants behavior in the classroom concerning the
classroom instructions and how the participants responds towards it and more importantly what constant action that may be a reflection of lived experience.
Another importance of the classroom observation was an attempt to understand what the participants had in mind but perhaps having difficulties in articulating
ideas or simply uncomfortable to talk about certain issues. Lastly classroom the significance of classroom observation was to triangulate the data obtained from
other sources, such as the interview or reflective notes. I conducted classroom observation several times particularly after the exposure of the phenomen, and
when I gathered enough data I describe the data in narrative.
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The interviews were the main data resources used to understand and interpret students lived experience in teaching writing through genre approach
integrated with MOODLE in classroom context The questions were classified into two main categories, the stages of teaching writing using MOODLEs. The stages
of teaching writing were BKF, MT, JCT, and ICT which referred to learning writing to find out learners perception such as understanding, beliefs, intention,
feelings and actions. To obtain the perception of the students I conducted an in- depth interview with three different students, in addition classroom observation of
the three chosen students also being applieded. To really understand what is being represented in students mind, several students work are collected since they would
provide a viable information as to weather MOODLE has contributed in their competences or not.
The interviews were conducted to all participants and were all recorded, furthermore I also write down important points being explained by the
participants. The purpose of interview was that the researcher trying to understand participants context and ideals. The interviews were also used to find out the
students reasons for their behavior during lesson. The in-depth interviews uncovered many insight that would help me to find out how the participants have
organized the world and the meaning that may entails. According to Cohen, Manion and Morrison 2003:267 interview enables both of interviewer and
participants discuss their interpretations of the world in which they live, and to express how they regard situation from their own point of view. In addition Patton
also point out that the observers experience is also part of the data.
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Interview is part of life, it allow us to enter into other persons perspective and uncover what drives the shaping of perception or why certain behaviour is
done. After conducting the interview and transcription the data, I carried out the re interviews. The re-interviews were used to complete necessary data which were
not available in the in-depth interviews. To support the data, checking students writing product and reflective notes was also conducted. The reason of doing this
was that seeing the same phenomenon from different angle. It was also as confirmation whether what was done by the researcher was in line with what they
had in mind.
3.5 DATA PROCESSING
Kategori