grade SLB B YRTRW Surakarta: student DN, LL and YM, and the researcher doing unterview with three of them.
D. Technique of Collecting Data
In qualitative research, data were collected from document, interviews and observation. In this case, the major sources were human and non human. Human
sources: interviews and observations were recorded by the researcher. While non- human sources were in the form of documents.
According to Glesne Peshkin as cited in Kolb 2012: 83 “During the process of gathering data the researcher can employ a variety of method to elicit
information pertaining to study. The techniques commonly identified in literature for collecting data are document collecting, participant observing and interviewing.” The
techniques of collecting data are discussed in detail below:
1. Document Collecting Bogdan and Biklen as cited on Kolb 2012 states that the research examines
written documents to gain deeper understanding and description of participant‟s conviction, conduct and experiences. In this research, the documents collected by
the researcher were the syllabus, lesson plan and hand out book from the teacher which used in the process of teaching and learning English.
2. Participant Observation According to Kolb 2012 participant observation is
“A process where the researcher can observe a setting to fully participating in the setting to collect
data.” Kolb also stated that the main purpose of participant observation is to gain thorough understanding of the research setting and the participants in the study.
In this step, the researcher came into the class and took position in the side of the class that was taught by Mrs. SS. The purpose was to observe the process of
teaching learning activities while taking note of everything that was needed. The
researcher came into the class frequently until the students and the teacher accustomed by the presence of the researcher, ignored the presence of the
researcher and until they were able to act naturally like there was no researcher who observe them. The researcher began to collect the data when those conditions
were fulfilled. The data will not be used before those conditions were fulfilled. The researcher did not speak with teacher and students during the teaching and
learning process so the teaching and learning process could be conducted in natural way. The process of class observations were done seven times from
September until November 2013.
3. Interviewing The process of interviewing during a qualitative study allowed the researcher
to gain the perspectives of other individuals. Glesne and Peshkin as cited in Kolb 2012: 84 states that
“The opportunity to learn about what you cannot see and to explore alternative explanations of what you do see is the special strength of
interviewing in qualitative inquiry. ”
The researcher used structured-interview in which the problem was defined before the interview. The researcher also used unstructured-interview to get in-
depth information. The in- depth information was based on the respondent‟s
answers. The interview was conducted as natural as possible so the answers or the data that were collected also become natural and according to the reality.
At this research, the researcher did four interviews with the English teacher of SLB-B YRTRW Surakarta, Mrs. SS. The researcher also did three interviews
with three of eleventh grade students of SLB B YRTRW with the help of Resti Anggraeni RA as interpreter. She is Sebelas Maret University student, majoring
Special Education Program. The purpose of the interview was to get the information about the implementation of teaching and learning process of English
in SLB-B YRTRW Surakarta, the problems that they encountered in teaching and learning English, and students‟ proficiency in English.
The result of document analysis, observation and interview was in the form of field notes as raw research data. Every field note represented three categories, they
are: identify of field note, descriptive categories, and reflection categories.
E. Trustworthiness of Data
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