34 As stated before, in order to complete the data, the researcher also conducted
observations in X1 class until X6 class when there is a Biology class. The reason of why the researcher used observation as a data gathering technique is that because
observation provides more objective information related to the research topic Hancock and Algozone, 2006.The results of the observations were transcribed in a
form of observation sheets and fieldnotes which were used to support the data to answer the research problem.
In this study, the researcher also employed video recorder during the observation. The purpose was to crosscheck the data obtained from the fieldnotes.
Besides, it was also used to complete the data to make them more reliable. In addition, some points which were missed from the observation were added by
watching the result of the video recording and vice versa. Related to that data completion process, there are some other benefits that the
researcher may get since the researcher employed video recorder during the observation as stated by Marshall and Rossman 1989. They state that “research-
filming is a powerful tool for inquiry into past events. Film has the unique ability to capture visible phenomena objectively”.
E. Data Analysis Technique
In order to address the first research problem, the researcher used some steps to analyze the data obtained from the first interview and observations. First, since the
35 data were also in form of recording materials, the researcher analyzed them by
listening to the recording for several times after obtaining the data from the first interview. Second, the researcher filled the interview questions which had been
prepared before and also made an interview transcription. Third, the researcher categorized the interview results using the technique of data analysis suggested by
Bogdan and Biklen 1982 which is called as coding categories. They say that coding categories could be carried out by separating data that have been collected by
researcher and grouping each of the data based on a certain topic. The researcher used the following table to categorize the first interview result and interpret the result to
know what classroom language functions which were already used by the Biology teacher. The table will facilitate the researcher to analyze the findings because there
are teacher’s statements over the use of each classroom language functions.
Table. 3.2 The Categorization of the First Interview Results with the Biology Teacher, 10
th
Grade
No. Interview Transcription
Classroom Language
Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
1.
Greeting
2.
Eliciting
3.
Conveying the meaning of new
language
4.
Instructing
5.
Narrating
6.
Prompting
7.
Explaining
36
After categorizing the data obtained from the first interview, the fourth step was analyzing the observation results together with the video recording and then
crosschecked them with the first interview findings. Before conducting the observations, the researcher had made an observation checklist as it was shown in the
following table. This table was used to sign what classroom language functions used by the Biology teacher.
Table 3.3 The Use of Classroom Language Functions in Biology Class, 10
th
Grade
No. Classroom Language
Functions Observation
First Second Third Fourth Fifth Sixth
1. Greeting
2. Eliciting
4. Conveying the meaning
of new language 6.
Narrating 7.
Prompting
No. Interview Transcription
Classroom Language
Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
8.
Inquiring students
9.
Checking learning
10.
Correcting
11.
Giving feedback
12.
Closing
Continued
37
No. Classroom Language
Functions Observation
First Second
Third Fourth
Fifth Sixth
8. Explaining
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
+ : teacher used classroom language function in English.
- : the teacher did not use the related classroom language functions in English.
± : means the teacher used both English and Indonesia to apply classroom
language functions.
Fifth, the researcher transcribed the data discovered from the observation and then combined them with the teacher’s statement obtained from the first interview to
support the findings. The theory which was utilized so as to address the first research problem was the theory of the classroom language functions.
In order to address the second research problem, the researcher employed four steps to analyze the data obtained from the second interview, fieldnotes and also
observation. As the first step, the researcher transcribed the results of the second interview. The second step was categorizing the second interview result and also
interpreting the data gained from the second interview. This step was the same as what the researcher used to answer the first research problem. The researcher also
employed coding categories as what Biklen and Bogdan 1982 state to categorize the data into a certain topic.
Continued
38 The researcher used the following table to cluster the second interview results.
This table will facilitate the researcher to analyze the data to answer the second research problem.
Table. 3.4 The Categorization of the Second Interview Results with the Biology Teacher, 10
th
Grade
The third step was transcribing the data gained from the second interview, fieldnotes, and also from the observations which dealt with the difficulties faced by
the Biology teacher in applying classroom language functions. The underlying theory of the second research problem was the theory of classroom language functions.
No. Interview Transcription
Classroom Language
Functions
Interview Interpretation on the
Difficulties Faced by the Biology Teacher
in Applying CLF
1.
Greeting
2.
Eliciting
3.
Conveying the meaning of new
language
4.
Instructing
5.
Narrating
6.
Prompting
7.
Explaining
8.
Inquiring students
9.
Checking learning
10.
Correcting
11.
Giving feedback
12.
Closing
39 Since this study was employing qualitative data, hence, the analysis was
working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and
deciding what the researcher will tell others Bogdan and Biklen,1982. The data obtained in the interview I were used to answer the research question number 1,
meanwhile, the result of interview II were used to answer second research question, which was the Biology teacher’s difficulties in applying classroom language
functions in English. The researcher employed some methods to evaluate the data in order to
increase both validity and reliability of the data which were going to be analyzed. Patton 1980 said that by using a variety of sources and resources, the observer can
build on the strengths of each type of the data collection while minimizing the weaknesses of any single approach. This step was also intended to know whether the
observation findings were right or wrong based on the teacher’s answer in the interview.
F. Research Procedure
