Procedures of Analyzing Data
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3.6 Procedures of Analyzing Data
Data analysis is the process of reducing large amounts of collected data to make
sense of them. Data analysis in qualitative research is done at the time of data
collection takes place and upon completion of it within a certain period. Miles and
Huberman (1984) stated that activities in qualitative data analysis are done
interactively and continuously until completed. Based on them, those activities are
divided into four. They are (1) data collection, (2) data reduction, (3) data display,
and (4) conclusion.
Before completing the four activities above, I make a transcript of the video.
The process is called with transcribing. In this process, I specify every word
which were said by the teacher on the video. After that, I start to analyze the data
through data reduction until conclusion. Data reduction means that I summarize,
choose the key points, focuses on important things, find the theme and pattern and
dispose unnecessary thing from collected data. In this stage, I concern on the
strategies are done by teacher in teaching and assessing character education on the
video. It means that I excluded all data which are no relation with strategies in
addressing and assessing character education.
The next step after data reduction is data display. On qualitative research,
data display can be done in the form of brief descriptions, charts, relationships
between categories and so on. Miles and Huberman (1984) explained that
“the
most frequent form of display data for qualitative research data in the past has
been narrative text”. Looking at displays help us to understand what is happening
and to do something further analysis or caution on that understanding. On
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displaying the data which are collected before, I categorized them into a table
which c
onsists teacher’s talk or act, pillar of character Education and strategies
columns. Then, I specify teacher’s talk and act on each activity to find what
character education which are addressed by the teacher. Here, I categorized the
findings based on 18 pillars of character education which is proposed by
Kemendiknas such as religiosity, honesty, tolerance, discipline, hard work,
creative, independent, democrat, curiosity, the national spirit, nationalism, respect
for the achievements, friendly/communicative, pacifism, love to read,
environmental care, social care, and responsibility. Then, I explain what methods
or strategies are done by teacher to addressing and assessing character education.
In simple way, data display can be seen on the table below.
Teacher’s talk or act
Pillar of character Education
Strategies
Table 3.1 Classification of character education
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The last step is conclusion or verification. Conclusion of a qualitative
research may be able to answer the research problems which are formulated from
the beginning, but maybe no. It may happen due to the problem and research
problems in qualitative research are still tentative and will be developed after the
research itself completed. In this stage, I summarize all the findings from the data
and conclude them.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion