40 NE, the teacher’s complaint about NE, the teacher’s perspective about their
students, the pressure for the school, the impacts of the NE regulation, the fraudulent mechanism done by the school, the teacher’s feelings, the teacher’s
attitudes, and the facts related to the graduates of the school. The data classification for t
he vice principal is the vice principal’s view, the school’s efforts to succeed their students in NE, the school’s view about the current NE regulation, the school’s
feelings, and the school’s attitudes. Those classifications were derived from the interviews. Afterward, the researcher did coding to the identified data. Ary, et al.
2010 states that coding develops concepts from the raw data. It is done by labelling the participants. The labeling or coding is as follows:
Table 3.1 The Coding Participants
Codes
First student S1
Second student S2
Third student S3
Four student S4
Fifth student S5
Sixth student S6
Seventh student S7
The English teacher ET The vice principal
VP
They further explain that labeling or coding aim to begin to recognize differences
and similarities in the data. Besides, the coding also gives some insight into the importance of the data to understand the meaning of the data obtained.
In the fourth step, the researcher used the review of literature in Chapter II to analyze the data. The analysis focused on washback effect among twelfth grade
students in preparing NE. Hence, the researcher would find out the impact of the NE preparation toward the students and track how it could occur.
41 The fifth step was drawing the conclusions. After analyzing the data, the
researcher would conclude the findings. The conclusions answered the research problems in this study.
The last step was reporting the result of the study. The researcher would report the research in a form of thesis. In addition, there would be recommendations
for readers.
42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the answer of the research problems presented in Chapter I. Those include what the washback effect of National Examination
preparations among twelfth grade of students of a religion-based private Vocational High School in Yogyakarta and how the washback occurs to the parties. To
maintain the flow of discussion, this chapter is divided into four parts. Therefore, the flow is as follows: justification of epistemology, areas affected by washback,
washback occurs to the parties, and how the washback occurred.
A. Justification of Epistemology
Merriam 2009 facilitates us to comprehend that there are four ideology streams used by the researchers nowadays. They are positivist or postpositivist,
interpretivist or constructivist, critical, and postmodernism or poststructural. These ideologies later are known as epistemological perspectives. These ideologies
facilitate the researcher to seek what valid knowledge is, how reality is comprehended whether subjective or objective, and what research steps and data
gathering technique to follow. A positivist orientation values reality as an objective fact out of human being
Merriam, 2009. According to this stream, the knowledge is acquired through a study of the reality. Hence, the knowledge of the study is labeled as scientific
knowledge. The knowledge is constructed through series of measurable activities
43 and reliable and valid research instruments to find the existing law. Thus, a
positivist researcher’s agenda is to find such law. The instruments widely rely on statistical method and quantitative steps.
Interpretive research, where most qualitative researches are often located, believes that reality is socially constructed Merriam, 2009. An interpretivist is so
context-bound, that there is no such objective reality. Interpretive research includes phenomenology, ethnomethodology, and ethnography. This research aims to an
escalation of comprehension toward experiences from the subjects in the study. Afterward, an interpretivist makes a description or picture from the studied
phenomenon. Critical research goes beyond uncovering the interpretation of people’s
understandings of their world Merriam, 2009, p. 9. This research aims to critique and challenge or transform and empower the object of study. It is the opposite of
the interpretive stream. Postmodernism stream is very contradictory with positivism. A
postmodernist questions the validity of a claim instead of giving an objective fact value. Besides, this research is no longer hold rationality, scientific method, and
certainties of the modern world. Thus, postmodern research is playful, creative, and highly experimental Merriam, 2009.
In this study, the researcher places himself as an interpretivist. Hence, interpretive research framework is used to present the discussion and analysis.
Discussion and analysis are presented deductively based on inductive inquiry.
