Phenomenological Reduction Phenomenological Steps from Moustakas 1994

46 This belief drove the researcher to conduct research to these five other tutors namely D, Th, T, F and E whether they underwent some perspective transformations. The reasons of choosing these 5 research participants were because they had joined the program as tutors and were as ELESP students, since the study was also aimed at the ELESP. For the instrument and data gathering techniques, the researcher used semi-structural interviews Ary et al., 2010, so that the researcher were flexible and able to was get in-depth information from every research participant. After the researcher gathered the data, the researcher processed them. The researcher used some steps from Moustakas’s analysis data of transcendental phenomenology 1994 namely: 1 Before interviewing and processing the data, the researcher must be neutral, without any position to avoid the bias epoche 2 through phenomenological study, the researcher described some experiences from the studied phenomena, 3 the processed data were verbatim transcripts through some certain steps such as including doing bracketing and horizontalizing phenomenological reduction, and creating the textural and structural description imaginative variation, 4 the researcher then determined the general meaning representing the whole every research participant’s experiences. The researcher also integrated into the textural and structural descriptions. Validity of the data was maintained by returning the processed data to each participant. Then the researcher asked the research participants to re-check the data. They might correct, add and change when the processed data were not in accordance with what they had said in the interview. 47

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

The chapter is intended to answer the research question of the study or “to what extent the involvement of five ELESP students in Pengajaran Code as tutors leading to some perspective transformations .” It is divided into 4 parts namely researcher’s view about Pengajaran Code, findings and discussions.

A. Researcher’s View about Pengajaran Code

Education is the right for all. However, some facts show that there are some marginalized people in terms of education. In Indonesia, Yogyakarta is well known as a city of education in which there are many schools and universities. In spite of the prestige, still some facts show that there are some marginalized people in this city; Code settlement is one of them. The settlement is located in the bank of Code River. The settlement ever would be displaced in the past time. Some rumors recently said that the settlement would be displaced again to build some hotels, offices or shopping markets. Many people in this settlement also have a low education including their children. Based on my personal journal that I wrote in a year involvement and shared with an influential elderly in the settlement, some people in the settlement gradually became more well-behaved and aware of the importance of education. Honestly, I had a view that indeed the children were left behind in terms of their education and many of them also lacked of behaving. However, I did believe that