Table 3.1. Observation Sheet
No Class Activity
Notes Related
Questions Comments
1 2
…
The second data gathering used by the researcher was an FGD. The researcher had an FGD together with the lecturer and the students to discuss their
feelings about the class. The research instruments were a voice recorder and a note. The researcher paid attention to the discussion. Then, the researcher wrote
down all important information. To make the information more accurate, the researcher recorded all the conversation during the discussion and later the
researcher would review the records to complete the information from the note. The FGD was led by the lecturer, not the researcher. According to
Millward 1995, the moderator must be someone who is familiar to the participants, so the participants can trust and give commitment to the moderator.
Therefore, the researcher decided to ask the lecturer becoming the moderator of the FGD so the participants could express their opinion freely.
The third data gathering used by the researcher was interview. The interview was done with Mr. X as the lecturer to confirm the data gathered by the
researcher. In this data gathering, the researcher only used a note as the research instrument.
E. DATA ANALYSIS TECHNIQUE
The researcher used qualitative research as the research method. In qualitative research, there are five steps to analyze the data according to Schutt
2014; they are: 1 documentation, 2 conceptualization, coding, and categorizing, 3 examining relationship and displaying data, 4 authenticating
conclusion, and 5 reflexivity. The researcher had already had data from the observation and the FGD. Firstly, these data were transformed into written form,
so the researcher had observation sheets and a transcript of the FGD. “Documentation is critical to qualitative research for several reasons: It is
essential for keeping track of what will be a rapidly growing volume of notes, tapes, and documents; it provides a way of developing and outlining the analytic
process; and it encourages ongoing conceptualizing and strategizing about the text.” Schutt, 2014. Therefore, the researcher spent much time in understanding
these data in order to understand and be familiar with these data so the researcher could continue the analysis well. The next step is conceptualization, coding, and
categorization. Conceptualization is needed to deliver comprehensive narrative from the data gathered as well as the understanding of why the data was
important. Schutt 2014 suggested to use matrix a well-designed chart which can help the researcher in coding and categorizing data. After that, the step is
examining relationship and displaying data. According to Schutt 2014, “Examining relationships is the centerpiece of the analytic process, because it
allows the researcher to move from simple description of the people and settings to explanations of why things happened as they did with those people in that
