Fifth Student Sixth Student

38 The second stage was coding and reducing. Ary, et al. 2010 say that this stage is the core of qualitative research. He points out the coding aims to recognize the similarities and differences in the data by breaking apart and rearrange into categories. He continues to explain that “the common approach in coding is to read and reread all the data and sort them by looking for units of meaning –words, phrases, sentences, subjects’ ways of thinking, behavior patterns, and events that seem to appear regularly and that seem important” p.483. Afterwards, the researcher appeared to identify the categories and themes based on the questions in the research protocol. Then, the researcher put the data into the same coding. Ary et al. 2010 note code can represent information that the researcher expect to find, and otherwise, the researcher can also reduce the unexpected one. The previous process took much time since the researcher recoded many times before coming up with the final coding. It is in line with Ary el al. 2010 who says that the first coding may be the tentative one. The coding is possibly to be changed, refined, or reconceptualized as the analysis process continues. The last step in this stage was that reviewing the coding to ensure whether they belong to the same coding. Thus, in the end of this stage, the researcher would have coded and identified information based on the specific categories and themes. The last stage was interpretation and representation. Ary et al. 2010, p.490 say, “interpretation is about bringing out the meaning, telling the story, providing an explanation, and developing plausible explana tions”. The aims in this part was to make generalization based on the same categories and themes from the coding process. In this part, the researcher presented the discussion and analysis 39 deductively after conducting inductive inquiry based on the result of coding. Interpretation is personal and proceeds without set of rules, but it is supported by data, so that it does not mean that it is just figment Ary et al., 2010. Thus, the final product of the analyzed data later was in a form of deductive narrative.

F. Research Procedure

Ary, et al. 2010 suggested six steps to conduct qualitative research – specifying the phenomenon, selecting source of data, classifying the data, analyzing the data, drawing the conclusions, and reporting the result. In this study, the researcher studied about the washback phenomenon. The researcher wanted to find out what washback effect caused by NE preparation and the mechanism how it could occur. The washback effect from the NE could be either positive or negative. The second step was selecting the data source. The researcher decided to conduct the research in a religion-based private VHS in Yogyakarta. Besides, the researcher also cooperated with the inhabitants in the school as the participants. They were consist seven twelfth grade students, one English teacher, and one vice- principal from curriculum subdivision. Observation and interview is used as instrument to obtain the data. The third step was classifying the data. The classification data for the students is the general view about NE, the importance of NE, their efforts in response to the NE, the supports from the school, their feelings, their attitudes, their learning methods, the materials they learn, the tryout tests results, and their readiness. The data classification for the English teacher is the teacher’s view about