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Process Codes Words and phrases that facilitates categorizing sequences
of events, changes over time, or passages from one type or kind of status to another.
Activity Codes Codes that are directed at regularly occurring kinds of
behavior. Event Codes
It is directed as units of data that are related to specific activities that occur in the setting or in the lives of the
subjects you are interviewing. Strategy Codes
The tactics, methods, techniques, maneuvers, ploys, and other conscious ways people accomplish various things.
Relationship and Social Structure Codes
Regular patterns of behavior among people not officially defined by the organizational chart. Units of data that
direct you to cliques, friendships, romance, coalitions, enemies and mentorsstudents.
Narrative Codes It describes the structure of talk itself.
Method Codes It isolates material pertinent to research procedures,
problems, joys, dilemmas and the like.
The researcher chose three codes family in order to get the point of the data. the three codes family are activity codes, perspectives held by subjects and
subjects ways of thinking. After coding the data, the researcher displayed the data in the form of narrative descriptive.
2. Data Display Strategy
The data display is a brief explanation of data. According to Miles and Huberman 1984, a display is an organized, compressed assembly of information
that permits conclusion drawing and action. Looking at display helped the researcher to understand what was happening and to do something
– either analyze further or take action
– based ob the understanding. The researcher displayed the data in the form of text. Miles and Huberman 1984 state that the
most frequent form of display for qualitative data in the past has been extended text. In addition, Faust 1982 says
extended text can overload human‟s PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 information-processing capabilities and prey on their tendencies to find
simplifying patterns.
3. Conclusion DrawingVerification Strategy
Conclusion drawing is a result of a study. From the start of data collection, the qualitative analyst begins to decide what things mean
– it is nothing regularities, patterns, explanations, possible configurations, causal flows, and
propositions Miles Huberman, 1984. After displaying the data in a narrative description, the researcher made a brief conclusion of the study.
Conclusions were also verified as the analyst proceeded. Verification may be as brief as a fleeting
second thought crossing the analyst‟s mind during writing, with a short excursion back to the field notes, or it may be thorough and elaborate,
with length y argumentation and review among colleagues to develop “inter-
subjective consensus”, or with extensive efforts to replicate a finding in another data set. In this study, the researcher verified the data by giving back the transcript
data to the respondent being analyzed Miles Huberman, 1984. The purpose of giving back the result of the data was to verify the trustworthiness of the study.
F. Research Trustworthiness
The researcher used various strategies to generate the trustworthiness for this study. In addition, many sources of data were better in a study than a single
source because multiple sources lead to a fuller understanding of the phenomena which the researcher was studying. Therefore, the researcher used more than one
40 source of data or triangulation strategy in order to minimize research bias and to
prove research trustworthiness. Furthermore, the researcher used member-check in order to get respondent
s‟ validation and improve the accuracy of the research. The researcher made a
transcript of observation from peer-observer and gave it back to the peer-observer so that the result would be valid from the peer-observer point of view. Moreover,
the peer- observer‟s participation also strengthen research trustworthiness because
the result of the observation did not only come from the researcher ‟s point of
view, but also peer-observer point of view. The researcher also gave the interview transcript to the lecturer of CLS 1 Class D so that the lecturer would know the
result of the interview section.
G. Research Procedure
This part shows the procedures of the research from the beginning of the research until the data was reported. According to Rummel 1964, there are four
steps in doing a research in education. The four steps are presented as follows.
1. Choosing a Problem for Research
Before conducting the research, the researcher chose the topic of the research and generated research problems. The researcher found out the purpose
of the study to be observed. The researcher finally found the factual material to be observed.