Tahap Tahap Analisis Data Kualitatif: Indah Winarni, Retty Ratnawati Fakultas Kedokteran Universitas Brawijaya

TAHAP TAHAP ANALISIS DATA KUALITATIF

Indah Winarni, Retty Ratnawati Fakultas Kedokteran Universitas Brawijaya

DEFINING THE CASE: BOUNDING THE TERRITORY A case

: focused and bounded phenomenon embedded in its context (Miles and Huberman, 1994:27)

Individuals

culture

program

roles

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group

organization

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THE CASE AS THE UNIT OF ANALYSIS

BOUNDARY (setting, concepts, sampling, etc) FOCUS

Miles and Huberman (1994:23) IW & RR 2014

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Key features of qualitative sampling • Purposive: random sampling reduce logic and coherence of social processes • Theoretically driven: ”Choices of informants, episodes and interactions are being driven by a conceptual question, not by a concern of representativeness. To get to the construct, we need to see different instances of it, at different moments, in different places and at different times • Iterative, rolling: sampling decision on a particular case leads to new samples of informants and observations, new documents Miles and Huberman (1994:23) IW & RR 2014

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SAMPLING: FROM CONCEPTUAL FRAMEWORK Conceptual Framework

Research Questions

Sampling

Purposive

Theory Driven

Iterative Rolling Progressing

English For the Students of Medical School (ESMS) Brawijaya University : A Program IW & RREvaluation 2014

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Framework of Conceptual Design (Winarni, 2006)

Ethnography as Products & as Method

ESNED DC OC

MEDSCIENCE DC EC

Kendala Kebijakan dan Pragmatik

ESMS Pengembangan Kurikulum ESNED : English for non-English Department MEDSCIENCE : Medical Science DC : Discourse Community OC : Organizational Context EC : Educational Context : policy constraints : pragmatic constraints

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English For the Students of Medical School (ESMS) Brawijaya University : A Program Evaluation

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Medical School

Fac. of Agriculture

Fac. of Animal Husbandry

Fac. of Law

Fac. of Engineering

Collec tion Cultur e

ESNED Integration Culture

THE ELC

The EPs

The MSEP

ESNED : English for non-English Dept ELC : English Language Center MSEP : Medical School English Program

Response to role problem

Psychological contract & culture orientation

: Lines of collection culture : Lines of integration culture

The Defined Cases in ESNED Discourse Community Organizational Context IW & RR 2014

English For the Students of Medical School (ESMS) Brawijaya University : A Program Evaluation

(Winarni 2006)

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Med. Science DC Educational Context: Curriculum Implementation

(Winarni 2006)

Brawijaya University Medical School

Saiful Anwar General Hospital

Academic Training

Professional Training

Collection

Integration Year I

ESMS

Year I

Year II

Year III

Basic Medical Sciences

Internship

Year IV

15 Departments

Clinical Sciences

Internal Medicine, Surgery Obstetric & Gynaecology

lectures laboratory work

Process & Products

The Defined Cases for the Policy and Pragmatic Constraints Nested in Med. Science DC Educational Context

Residency

Patterns of interaction

Patterns of language use

Students’ characteristics & learning style

role of English

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MEDICAL SCIENCE DISCOURSE COMMUNITY EDUCATIONAL CONTEXT (Policy Constraints to Implementation)

2 /200 45/U . U0 Doc

FK/ M . 4 H . 3 1 T K/P Doc. 58/S

00

English For the Students of Medical School (ESMS) Brawijaya University : A Program Evaluation

0 32/U/2

Medical School Curriculum Implementation 2001-2005

2 Doc. U

2/94

Doc. U056/U/1994

The Defined Cases for the Policy and Pragmatic Constraints Nested in Med. Science DC Educational Context

(Winarni 2006)

INSTRUMEN PENELITIAN Peneliti sebagai instrumen utama: • akrab dengan situs dan fenomena yang dipelajari • mempunyai minat konseptual yang kuat • berwawasan multidisipliner, tidak terfokus pada satu disiplin • mempunyai ketrampilan investigasi yang bagus, termasuk kemampuan untuk membuat orang keluar dari tempatnya • tidak tergesa-gesa membuat kesimpulan yang prematur IW & RR 2014

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INSRUMENTASI Metode spesifik pengumpulan data: qualitative or quantitatively organized information, and may be loosely or tightly structured

Miles and Huberman (1994)

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Prior Instrumentation: Key Decision Factors Little Prior instrumentation

“It Depends”

A lot of Prior instrumentation

Rich context description needed

Context less crucial

Concepts inductively grounded in local meaning

Concepts defined ahead by researcher Confirmatory, theory-driven

Exploratory, inductive Explanatory intent Descriptive intent Applied, evaluation or policy emphasis “Basic” research emphasis Multiple cases Single cases Comparability important Comparability not too important Complex, multilevel, overloading case Simple, manageable, single-level cases Generalizability/representativeness important

Generalizing not a concern Need to avoid researcher impact

Researcher impact of less concern Multiplemethod study, quantitative included

Qualitative only, free standing IW & RR 2014

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Data collection: observation • Goal: complete description of behavior in a specific natural setting • Participant observation the observer actively participates and becomes an insider in the event being observed • Non participant observation the observers do not really become involved in the behaviors and activities of the group

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Data collection: • Interviews used to gather data on subjects’ opinions, beliefs, and feelings about situation in their own words • focus group centers on a particular issues; interviewers elicits the views of the group members while noting interaction within the group • documents personal, official, primary, secondary

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COMPONENTS OF DATA ANALYSIS

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Components of Data Analysis: Interactive Model Data collection Data displays

Data reduction

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Conclusion: drawing/verifying

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Components of Data Analysis: Flow Model Data collection period

DATA REDUCTION anticipatory

During

Post

DATA DISPLAYS During

Post

ANALYSIS

CONCLUSION DRAWING/VERIFICATION During

Post IW & RR 2014

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METHOD OF DATA ANALYSIS

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LEVELS of ANALYSIS 3 Developing and testing propositions to construct and explanatory framework 3a

2 Repackaging and aggregating the data

1 Summarizing and packaging the data

1a

1b

Delineating the deep structure

3b

Testing hypotheses and reducing the bulk of the data analysis of trends in it

Identifying themes and trends in the data overall Trying out coding categories to find a set that fits

Creating a text to work on

Synthesis: integrating the data into one explanatory framework

Cross-checking tentative findings Matrix analysis of major themes in data

Searching for relationships in the data: writing analytical memos Finding out where the emphases and gaps in the data are

Coding of data Writing of analytical notes on linkages to various frameworks of interpretation

Reconstruction of interview tapes as written notes Synopses of individual interviews IW & RR 2014

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METHOD OF DATA ANALYSIS Data Collection Conclusion/ verification document collecting

interview

observation

text

Interviews transcripts

field-notes

• Searching for relationship, noting patterns • Making contrast/ comparison • Clustering/ reformulating • finding emphasis and gaps

Data Display

Data Reduction •Summarizing, making synopses ·coding ·producing analytical notes ·developing vignetc ·producing interim report

• • · · ·

IW & RR 2014 The Flow of Data Analysis (Miles and Huberman, 1994)

Building descriptive & explanatory matrices & networks Entering coded data Cross-checking tentative findings Synthesizing Writing within case report

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DESCRIPTIVE MATRIX THE TEACHING ACTS

EPs

CLASSROOM IMPLEMENTATION

Teaching Acts

STRUCTURE

LISTENING

• TOEFL rules oriented • Teacher oriented • Ignorant of semantic aspect of grammar • Lack in principles of communicative approach • Irrelevant

• Teaching by no principles • Play the tape • Mark answer sheets • Stop the tape

The Teaching Acts

MEDICAL READING • Teacher centered • Inadequacy of knowledge • Lack of whole task practice

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ORAL PRESENTATION • Evaluating not teaching • Comments on students’ pronunciation, references, transparencies • Inadequacy of knowledge

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PRODUCTS AND CONSTRAINTS (Explanatory matrix)

Ambiguous aim

non-curricular

curricular

non-curricular

Instrumental Rewards of TOEFL

EPs’ lack of professional development

Ambiguous Organizational Context of ESNED

EPs

ENDS/ MEANS Teaching Acts

no-syllabus

• vulgar pragmatism TOEFL equivalent score 450 • presupposed needs speaking reading writing

The Decision Making Products

PROGRAM IMPLEMENTATION

CLASSROOM IMPLEMENTATION

Teaching Acts

Teaching Acts

TOEFL preparation kits and other materials

Materials submitted by the students

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THE FLOW OF DATA ANALYSIS

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Conceptual framework

Research question

Sampling plan (within, across cases)

Instrumentation plan

Gain access to cases Process the data (write-ups)

Data collection Build report format

Interim analyses and summaries

Write interim report

Develop coding scheme

Coding

Build explanatory displays

Enter coded data

Enter coded data Write with-in cases report(s)

Revise report(s)

Draw and verify conclusions

Feed back & revise conclusions

Generate implications for theory, policy, action

Final report (Source: Miles & Huberman, 1994)

Build descriptive displays

Support dissemination and use

BUILD AND USE DATA MANAGEMENT SYSTEM

BUILD AND USE DOCUMENTATION SCHEME

Conceptual framework

Sampling plan (within, across cases)

Research question

Instrumentation plan

Gain access to cases Data collection

(Source: Miles & Huberman, 1994)

Process the data (write-ups)

BUILD AND USE DATA MANAGEMENT SYSTEM

BUILD AND USE DOCUMENTATION SCHEME

Conceptual framework

Data collection

Instrumentation plan

Process the data (write-ups)

Research question

Sampling plan (within, across cases)

Build report format

Write interim report

Interim analyses and summaries Coding

Build explanatory displays

Enter coded data Enter coded data

(Source: Miles & Huberman, 1994)

Develop coding scheme

BUILD AND USE DATA MANAGEMENT SYSTEM

Build BUILD AND USE descriptive displays DOCUMENTATION SCHEME

Draw and verify conclusions

Build report format

Write interim report

Draw and verify conclusions

Write with-in cases report(s)

Revise report(s)

Generate implications for theory, policy, action

Final report Support dissemination and use (Source: Miles & Huberman, 1994)

Feed back & revise conclusions

BUILD AND USE DATA MANAGEMENT SYSTEM

Example 1

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Contoh 2: masalah penelitian, field notes deskriptif, analisis data : • 1. LIA aim..\bahan dari bu indah-lale et al\ Konsultasi Dr.Indah-P.1(lale wisnu).docx • 2. LIA..\bahan dari bu indah-lale et al\ Transkrip patisipan 1 pertemuan ke 2 Lia2.docx • 3.LIA analisis..\bahan dari bu indah-lale et al\Anlisis Partisipan 1.xlsx

Example 3: ANALISIS TEMATIK-LALE-1.docx

Discriptive verbatimverbatim 2.docx

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AS TEACHERS, WE LEARN FROM, WITH, AND FOR OUR STUDENTS

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THANK

YOU

For having learned with us

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