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construction of the in-depth interview was based on each story and the inventory question was used as the general guidance for conducting the interview.
Table 3.2 is a sample of the questions of how I constructed the questions. The blueprint was used to formulate the inventory questions and the inventory
questions help me to develop the questions proposed based on the responses of the participants – until the topic was exhausted.
Table 3.2 Sample of Questions Anecdote
Sample of questions
1 Can you describe your experiences
learning English? What happened on that day?
What did the teacher do? What did you do?
What did your friends do?
E. TEXT GATHERING AND TEXT PROCESSING
Some sources of data gathered in the research such as different types of in- depth interviews namely face-to-face, written text and voice notes via social
media, field notes, document checks and re-interviews improve the vivid description of a phenomenon.
The main source of data were interviews which were used to describe and interpret the students’ experience in learning English and find out the coherence
between the learning English as they lived through it with the meaning implicated.
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The in-depth interviews conducted to all participants were audio-recorded. Each recording was assigned a code, for example “Vitho, 2 February 2015”. I made
notes after listening to all recordings and transcribed keywords, or phrases in order to allow the voices of the participants to speak.
Another reason for conducting interview was that it was useful as I did not observe the participant directly. The interview also allows the participants to
provide historical information and the researcher to “control” over the line of questioning Creswell, 2003 as lived experience first of all has a temporal
structure, reflectively as past presence Manen, 1990. Another reason for conducting in-depth interview is that qualitative data should provide depth and
detail Patton, 2002. So, the upshot is that first of all interview in phenomenological human science serves the very clearly defined purpose of
exploring and gathering experiential narrative materials, stories, or anecdotes that may serve as a resource of developing a richer or deeper understanding of a
human understanding. Furthermore, I took notes during the interviews as suggested by Patton 2002
that taking note during the interview helps the interviewer formulate new questions as the interview moves along and make sure the inquiry is unfolding in
the hoped-for direction and stimulate early insights that may be relevant to pursue in subsequent interviews while still in the field. Taking notes about what was said
would facilitate later analysis, including locating important quotations from the audio recorder itself. In addition, notes were a backup in the event the recorder
had malfunctioned.
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The document checks used were the participants’ CV and writing on the narrative texts interviewed by the researcher. This document was significant to
make sure whether they match each other and to support the source of data. After conducting interviews and taking notes as it moved on, I thought that it
was necessary to re-interview the participants to complete the non–available text gathered in previous interviews before stepping into interpreting them. The steps
of text gathering can be seen in Figure 3.1.
Figure 3.1. Steps of Text Gathering
Goal:
Gathering Text from Participants Anecdotes
Checking documents Making inventory questions
based on thematic action
Conducting in-depth interview
Transcribing the interview data
Written and voice note List of interview
questions
Narrative text
Making notes
Conducting re-interview Notes of related data
List of re-interview questions
Written and voice note
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There were some steps set up after collecting data from long and informal – interactive process of interviews, field notes and re-interviews in order to make
sense the raw data. I started with identifying the relevant data. This was significant part to categorize the phenomenon as a result of data gathered. The
category, including the theme of the phenomenon, helped me to get closer to conduct the next analysis.
The next step, I transcribed the interviews into narrative texts. The students’ lived experiences were presented in form of narrative story based on data
presentation such as the personal account and their experience in learning English. The interpretation in the next step was intended to make sense of the evidence
by isolating the thematic phrase or statement captured as the significance of the text. That was expected to keep the story as it is and free from the influence of the
researcher. The last step was to find out what meaning of learning English perceived by
the students and how it contributed reflective learning to reach better self- actualizing. Table 3.4 in the following page shows how the steps of research
procedure and text analysis were conducted:
Tabel 3.3 Research Procedure and Text Analysis
Step InstrumentMethod
Purpose Result
Analysis
1
Interview
To get personal lived experience
Recorded written voice notes
Transcribed Identified
2
Field notes To verify data
gathered Written document
Compared to other sources of data
3
Re-interview To confirm statement
in interview and field notes
Recorded written Document
Transcribed compared to other
sources of data
4
Transcripts of data from all kinds
To make tables of participant’s personal
Tables of personal account of each
Analyzed to get description
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of instrument account
participant
5
Tables and description combined with related theories and the views of the researcher are analyzed to make interpretation of students’ lived experience in learning English.
F. TRUSTWORTHINESS
