into narrative data in form of written transcription. It was then followed by coding the data as the next step.
The third analysis step was describing, classifying, and interpreting. In this step, I reduced the data through sorting, sharpening, focusing, discarding, and
organizing the raw data and developed codes through generating themes or categories. The raw data previously mentioned were learners’ personal
experience. From the experiences, the essence of the phenomenon was described. For completing the data analysis, representing and visualizing were conducted.
The narration of the essence of the experience was presented in tables, figures, or discussion.
3.7 Trustworthiness
Processing qualitative data does not stop only in representing and visualizing data. After analyzing, I should confirm the trustworthiness of my
study. Many perspectives exist to establish ‘trustworthiness’. Lincoln and Guba 1985 as cited in Creswell 2007:202 use unique terms to describe
trustworthiness, such as credibility, authenticity, transferability, dependability, and confirmability.
In designing and implementing a case study project, Russell, Gregory, Ploeg, DiCenso, Guyatt 2005 in Baxter and Jack 2008 propose several basic
key elements to the study design that can be integrated to enhance overall study quality or trustworthiness. Researchers using this method will want to ensure
enough detail is provided so that readers can assess the validity or credibility of
the work. As a basic foundation to achieve this, novice researchers have a responsibility to ensure that: a the case study research question is clearly written,
propositions if appropriate to the case study type are provided, and the question is substantiated; b case study design is appropriate for the research question; c
purposeful sampling strategies appropriate for case study have been applied; d data are collected and managed systematically; and e the data are analyzed
correctly. Case study research design principles lend themselves to including numerous strategies that promote data credibility or “truth value.”
Triangulation of data sources, data types or researchers is a primary strategy that can be used and would support the principle in case study research
that the phenomena be viewed and explored from multiple perspectives. The collection and comparison of this data enhances data quality based on the
principles of idea convergence and the confirmation of findings. Researchers should also plan for opportunities to have either a prolonged or intense exposure
to the phenomenon under study within its context so that rapport with participants can be established and so that multiple perspectives can be collected and
understood and to reduce potential for social desirability responses in interviews. As data are collected and analyzed, researchers may also wish to integrate a
process of member checking, where the researchers’ interpretations of the data are shared with the participants, and the participants have the opportunity to discuss
and clarify the interpretation, and contribute new or additional perspectives on the issue under study. Additional strategies commonly integrated into qualitative
studies to establish credibility include the use of reflection or the maintenance of
field notes and peer examination of the data. At the analysis stage, the consistency of the findings or “dependability” of the data can be promoted by having multiple
researchers independently code a set of data and then meet together to come to consensus on the emerging codes and categories. Researchers may also choose to
implement a process of double coding where a set of data are coded, and then after a period of time the researcher returns and codes the same data set and
compares the results. Credibility of my study could be operationalized through the maintenance
of prolonged engagement with the learners. After getting the permission letter, I was allowed to join the teaching learning process to get known the learners better
since I was not accustomed to their speaking. It was not easy for me to understand them, especially when they tried to produce English words. After few meetings, I
could get along with them and had close relationship with them. Besides, the maintenance of persistent observation also supported the credibility of this study.
Observation was the best timing for focus our attention from the broad picture to a narrower one. Other way to maintain credibility was in the course of the
triangulation of data of sources, methods, and investigators. For triangulation data int his study, I interpreted narrative data from three sources, namely observation,
interview, and learners’ notebook. The term of authenticity always surrounds qualitative researches. I regard
my study as authentic since my interaction with the learners was seen in my involvement during their English learning at school. First, I came and joined them
in their English learning. I was introduced and directed to teach young learners
