Technique of Collecting Data

D. Technique of Collecting Data

In collecting the data, the writer used three data collection techniques, namely: classroom observation, interview, and document analysis.

1. Observation Observation is one of the ways needed in qualitative research to obtain the valid data. According to Hornby (2000: 910), observation is the act of watching somebody or something carefully for a period of time especially to learn something. It is clear that by observation, a researcher can observe a process of some activities done by a subject, and then learn and fill a check list which is prepared before based on what happens in real condition. In addition, Hancock

research is observations of the research setting by the researcher. Having an observation in teaching and learning process in the classroom was the way of fulfilling the information needed. The writer did class observation in 7 meetings consisted 5 meetings in English learning activity, 1 meeting in Mid- Semester test, and 1 meeting in final examination of odd semester. Class observation focused the instructions done by the teachers and what students did in every step of learning activities, besides the description of behavior as it occurred naturally. In this study, the writer presented as a non-participant observer by observing what happened in the real setting. The writer sat in the chair behind the classroom to take note about English teaching learning activities.

2. Interview Interview is a conversation with their certain purposes which is done by the side as the interviewer and interviewer (Moleong, 2002:135). The data taken was written in the form of transcript as similar as the field notes. It consisted of the identity of the interviewer and the interviewee, the setting of the interview consisting of the time, place and activity happened.

In this study, the researcher adopted semi-structured interview. It used because it gave freedom to the interview while the researcher could also get in - depth information on the practice of the implementation of English teaching and learning to students with visual impairment, the problems and solution given, and students‟ achievement of English learning. The interviewee of this

YKAB Surakarta and the English teacher from regular school.

3. The Document Analysis To support and enrich the data acquired during the interview, some media were used, such as tape recorder and documentation. Others, the writer used the document analysis to identify local content curriculum and syllabus, English textbooks, lesson plans, condition of the learners, and students‟ achievement. The

documents used in this research are: the English local content subject (GBPP), English textbooks, lesson plans, and students‟ worksheet. Yin (2003: 87) states that documents play an explicit role in any data collection in doing case study. Systematic searches for relevant documents are important to any data collection. Documentary evidence is one of the ways in data collection to find the answer of research questions.

In addition, Gubah & Lincoln (1981) in Alwasilah (2006: 156) states that there are six reasons for document analysis in qualitative research, such as: (1) document is a source of informant needed, although it is as old one; (2) document is an evidence to defend from intellectual mistake; (3) document is a natural source of information; (4) document is easy and cheap enough to get, (5) document is a non-reactive source of data; and (6) document can function as a compliment for obtained data-information.

According to Maxwell (1996), validity is a goal rather than a product; it is never something that can be proven or taken for granted. Validity is also relative. It has to be assessed in relationship to the purposes and circumstances of the research, rather than being a context-independent property of methods or conclusion. The validity of data gathered from the field was proved by doing several steps.

1. Triangulation To ensure the validity of data, interview transcript and documentation were triangulated. Maxwell (1996) states that triangulation reduces the risk that the conclusion will reflect only the systematic biases or limitations of a specific method, and it allows the researcher to gain a better assessment of the validity and generality of the developed explanation. The process of triangulation was done by checking the answers of the participants with teaching and learning process viewed from the document and activity were the same, or not.

2. Member Checking Member checking is this strategy has been undertaken to ensure the internal validity as well. The respondents reread of what they have said before and new information has been added or deleted (Maxwell, 1996). Referring to

Maxwell‟s statement, as data collection progressed, member checking which took from data and interpretation back to the respondents and asked them Maxwell‟s statement, as data collection progressed, member checking which took from data and interpretation back to the respondents and asked them