The data revealed two kinds of data categories, namely shared beliefs and individual beliefs. After I finished managing all the interpretations of the interview
data, I made the trustworthiness by sharing the interpretations data to the informants. This procedure was conducted to confirm, ensure, and convince that the
interpretations were in line with what the informants meant in the interview.
3.4.2 Classroom Observation
Observation is a necessary method in all kinds of qualitative research including phenomenology. Scott and Morrinson 2005 state that observation in
educational research is intended to listen, watch, and record what informants do in their practical activity. In this study, I did observation twice toward each informant.
There were only two informants observed; Anggi and Inu since Lilin moved to an elementary school in Semarang after I finished making the interpretation of the in-
depth interview. The results of the classroom observation were put in the field notes containing the description of what teachers did, students did, and the atmosphere of
instruction activity. The complete field notes are presented in Appendix 3. After the in-depth interview was conducted, I began to prepare the
triangulation step, i.e. classroom observation to confirm the interview data through the informant
s’ teaching practices. The classroom observations were conducted in August. Since Mrs. Lilin was placed to Semarang by her school institution, the
observations were conducted for two teachers only, i.e. Mr. Inu and Mrs. Anggi with twice observations each so there were four observations altogether. To triangulate
Lilin’s interview data, I found out some similar beliefs between hers and other informants.
The first observation was conducted for Mrs. Anggi. Since in this academic year she taught grade nine, the observation was taken place at grade nine too. The
first observation turn was taken place in Class 9.3. It was done on Friday, August 23, 2013 from 0
8.30 a.m. to 09.55 a.m. The second observation in Mrs. Anggi’s class was conducted on Saturday, August 31, 2013 at 08.50 a.m. to 10.10 a.m. This second
observation made me really curious because it was conducted in Class 9.CI.2, an accelerated class of the school. The atmosphere was quite different with the regular
classes since the students were better-prepared to have more rapid learning speed. The following observations came upon Mr. Inu. Since he taught grade seven, the
observation was directed to Class 7.1 on Saturday, August 24, 2013 at 08.40 a.m. to 10.25 a.m. and Class 7.5 on Wednesday, August 28, 2013 at 10.30 a.m. to 11.45 a.m.
During the observation, I kept writing on the phenomena occurred into a field note. After the observations finished, I began to transcribe my field notes. The
transcriptions were made into tables to ease in analyzing them. The table has three columns, i.e. time, descriptions, and comment. Table 3.3 is the sample of observation
notes and the complete note is put in Appendix 3.
Table 3.3 Sample of observation note
Mrs. Anggi Class 9.3
29 students 19 females and 10 males SMPN Z Yogyakarta
Friday, August 23, 2013 08.30 am.
– 09.55 am. This school is located in the centre of Yogyakarta city. It is one of the most
favourite junior high schools in Yogyakarta Special Province. That is the place where I relied on to get the data needed. I made appointment with the teacher already to join
her class in the third and fourth period. It starts at 8.30 am but I arrived there at 8.15. I waited the teacher for about 15 minutes then we went to the class together. Entering
the class, some students were still busy with their previous lesson, i.e. electronics.
They were still drawing the sketch of electricity flow but some students were ready to have English lesson.
Time Description
Comment
08.40 After the students sat quietly, the teacher asked
their condition, “How are you today?” The students answered enthusiastically.
The teacher told the students not to repeat the action doing other subjects’ assignment in other
lesson schedules because it has been their responsibility to finish in the correct time.
She asked me to introduce myself as an observer in the learning activity.
She looked
confidence and close to the students.
08.45 She reviewed previous materials about functional
text. She intentionally called the genre as a functional text instead of a short functional text
as not all functional texts are short. She asked the students to close their books and
put them aside then asked some questions about functional texts. Some students responded the
questions voluntarily but some were pointed. She emphasized not to be afraid of making
mistakes as there was no reward for correct answer and no punishment for incorrect answer
because it was for checking their understanding about functional text.
She developed
students’ awareness and confidence while
checking their meta cognition.
The field notes are used to triangulate the data obtained from the in-depth interview. The second column in Table 3.3, for example, supports the data obtained
about how the teacher developed students’ awareness as well as checked their meta cognition.
3.5 Data Analysis
After collecting the main data and secondary data, I analyzed, described, and interpreted the data qualitatively. In this case, I adapted qualitative data analysis
framework proposed by Creswell 2007. There are six procedures adapted consisting of 1 managing data, 2 reading and memoing, 3 classifying, 4
describing, 5 interpreting, and 6 representing and visualizing. However, some steps were abolished. In the first step, managing data, I compiled all files, i.e.
interview transcripts and field notes all together. The interview transcripts were signed using initial, Q for question and A for answer. In the second step, reading and
memoing, I read and memo all transcripts and field notes to get conceptual idea in the form of texts. In the following step, classifying, the texts were classified into
themes and subthemes. After that, I described and interpreted the conceptual ideas into shared and individual beliefs and made the interpretation of both categories. In
the last stage, I presented the data into a detailed narrative to present phenomenological description. The procedure of data analysis is presented in Figure
3.1.
