34 their feelings and emotion. The reflection should contain the topic being
discussed. Hence, the questions of the reflection should cover respondents ’
understanding of the information of the topic. The questions must be developed in such way that respondents can demonstrate their understanding of the topic. The
reflection ’s maker should compose some questions which make the respondents
feel free to state their understanding, argument, feelings, and impression. In addition, the reflection
’s maker should give opportunity for the respondents to acknowledge and explore their feelings.
The second component is behavior which is done as an action. Next, the reflection
’s marker should compose questions that make the respondents respond to their feelings and attitude while experiencing the process. Therefore, the
respondents do some actions because of their feelings. In this condition, the respondents have to think about how they behave in the future as a result of their
experience. According to Welch 1999 , “the reflection does not end there.
Instead, the students projects on how shehe might behave or apply the skill in another, perhaps more effective way in the future.
”
E. Data Analysis Techniques
The data analysis technique that the researcher used to analyze the data in this study was analitic phases in qualitative research from Yin 2011. In this
technique, there are five steps that have to be conducted, namely compiling, disassembling, reassembling an arraying, interpreting and concluding.
35 a.
Compiling The first step of qualitative data analysis process is compiling. In this
process, the researcher sorted the data collection. “This phase would be started by
sorting the field notes amassed from the fieldwork and other data collections ”
Yin, 2011. In this study, the field notes was an observation of what the respondents did and reacted when they had the interviewing time. It is also one
parts of field notes according to Yin 2011. “When taking fieldnotes, you will be listening, watching, and
assimilating real-life eventsat the same time. On top of all this, the verbatim principle and the richnessof what is occurring in the field or
during and unstructured interview will pose even greater demands on your ability to do parallel task. Finally, you have to take sufficient notes
that you will only minimally have to trust your memory which likely overloaded, not to speak of the distortions that could accur.
” p. 162 According to Yin 2011, the function of this phase is to make researchers
familiar with the data that have been got from the data gathering process. Therefore, in this phase, the researcher had to read the data and listen the
recordings for many times in order to have good understanding of the data. The first step in this phase was relistening the recordings. Then, the researcher made
verbatim transcrips from the interview and after that the researcher could reread the transcrips many times. Therefore, these steps could take long time. Then, in
this phase, the researcher should consider how the data can relate to the research questions.
“The first phase, compiling, means putting them in some order and the finished compilation would be considered as a database” p. 178.
36 b.
Disassembling After conducting the first process of five-phase cycle, the researcher then
moved to the next process, namely disassembling. This is the second process of five-phase cycle in qualitative data analysis. In this process, the researcher divided
the compiled data into smaller fragments or pieces, which may be considered as disassembling procedure Yin, 2011. In this process, the researcher should
choose new labels or codes to the fragments or pieces. However, the researcher could also choose whether heshe wants to use coding or no coding because
according to Yin 2011, there is no fixed process on how researchers do the process of disassemble data. Yin 2011 says that researchers can choose coding
or no coding and it depends on the researcher. In this study, the researcher did not use coding in disassembling data. Since the researcher chose no coding to
disassemble the data, so the researcher analyzed the original data and then created the reseacher
’s own notes. It could help the researcher to go to the next phase because the researcher would use the notes then change them into substantive
themes.
c. Reassembling
Reassembling is the third step in five-phase cycle of qualitative data analysis according to Yin 2011. In this step,
“the researcher used the substantive themes to recognize the disassembled fragments into different
grouping or sequences than might have been in the original note ” Yin, 2011.
37 This phase was called as reassembling because in this phase, the researcher
rearranged and recombined the fragments or pieces into one particular theme.
d. Interpreting
After conducting compiling, disassembling and reassembling, the researcher then movd to the fourth phase of this five-phase cycle. The fourth
phase was interpreting. In this phase, “the researcher used the reassembled
material to create new narrative with some tables, diagrams or graphics where relevant,
” Yin, 2011.
e. Concluding
The last step of qualitative data reduction was concluding. In this phase, the researcher drew conclusion based on the finding of the data analysis.
According to Yin 2011, “such conclusions should be related to the interpretation
in the fourth phase and through it to all of other phas es of the cycle.” In addition,
the data analysis the process in this study was not conducted in a linear way. Yin 2011 says that
“the process of these five phases does not fall into a linear sequence but has recursive and iterative relation.
” The diagram of five phases of analysis and their interaction can be seen in Figure 3.1. In the diagram, there are
two kinds of arrow, namely one-way and two-way arrow. The two-way arrow means that the researcher could go back between two phases. Therefore,
according to Yin 2011, the process was in nonlinear way as seen in Figure 3.1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Figure 3.1 Five Phases of analysis and their interaction Yin 2011
F. Research Procedure
