28 researcher’s colleague to confirm the facts found in the classroom activity video
and did “member-check” Yin, 2009 in the interview. The interview transcript was returned to the interviewee to confirm the validity of the information found in the
interview. The researcher also sent consent form to the interviewee to assure that the interviewee’s participation in this research was voluntary and the participant’s
privacy was protected unless the respondent requested to be mentioned in this research.
This research results could be generalized through the analytic generalizations process, which required “conceptual claims” and they could be
applied in the situation outside this research setting in which “similar concepts, constructs or sequences might be relevant” Yin, 2012, p. 18. The generalization of
this research could also be done using the naturalistic approach which allow the readers to generalize the research results as if they were in the same situations
Stake, 1995.
F. Data Analysis Technique
There were three types of data analysis technique in case study as a research method: interpretational, structural and reflective analysis Gall, Gall, Borg,
2007. The data analysis technique used in this research was interpretational data analysis technique. The interpretational data analysis “involves a systematic set of
procedures to code and classify [sic]” the data gathered Gall, Gall, Borg, 2007.
29 The researcher coded and classified the data gathered from the interview,
observation and document analysis based on the research questions. The first step that the researcher took was to classify which data could inform the research and
which data could not, then the researcher classified the data based on the research question it could answer. When the data had been classified to its research question,
the researcher synthesized the information gathered and generated them into themes according to the research questions to be reported in the fourth chapter of this
research.
G. Research Procedure
The research procedure followed the general qualitative data process analysis which included data gathering, data display and conclusion drawing processes
Miles Huberman, 1992. The first step of the research was data gathering process. The researcher collected the data of the phenomenon using three types of
data gathering techniques: interview, observation and document analysis. The use of multiple data sources was based on triangulation as one of the data collection
principle in case study method Yin, 2009. Yin stated that this was the strength of case study and this was why the case study method was considered valid Yin,
2009. The triangulation principle allowed the researcher to use multiple data resources from the phenomenon studied in this research Yin, 2009. Patton in
Yin’s book stated that there were four types of triangulation: of data sources, among different evaluators, of perspectives to the same data set and of methods Patton,
2002 in Yin, 2009. Another reason why the researcher used multiple data resources
30 was that the researcher realized that there could be bias in the data collection,
analysis and publication phases of this research. The bias might be caused by the researcher’s subjectivity because the researcher had worked in the institution where
the research conducted and the unwanted error of the case study database. The researcher interviewed the teacher of MFC 5 program on May 21, 2014
in the interviewee’s home. The researcher also recorded the classroom activities on July 24, 2014 for two hours. The researcher also asked for the lesson plan specimen
for that day and the pictures used in the teaching and learning activity. When all of the data gathering process finished, the researcher analyzed the
data using interpretational data analysis technique and display the data. As stated in the previous part, the procedure of the data analysis technique began with
classifying the data which could be used in the research and which were not. When the data which could be used for the research had been classified, the data
distributed in different topics or themes based on the research questions. The aim of this study was to describe the use of pictures to teach English vocabulary for very
young learners in MFC 5 program of Alpha English Course Monjali, thus, the data which had been distributed based on its topic was used as the description of the
event studied. Based on the data analysis, the researcher drew conclusion in order to
describe the use of pictures to teach English vocabulary to very young learners in MFC 5 program of Alpha English Course Monjali Yogyakarta.
