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 group organization

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 THE CASE AS THE UNIT
OF ANALYSIS

BOUNDARY

(setting,
concepts,
sampling, etc)

FOCUS

Miles and Huberman (1994:23)

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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)

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SAMPLING: FROM CONCEPTUAL FRAMEWORK

Conceptual Framework

Research Questions

Sampling

Purposive Theory Iterative

Driven Rolling
Progressing

English For the Students of

Medical School (ESMS) Brawijaya University : A Program
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2014 5
Framework of
Ethnography as
Conceptual Design Products &
(Winarni, 2006) as Method

ESNED MEDSCIENCE
DC OC 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
 Medical Fac. of
Fac. of
School Animal
Law
Husbandry Collec
tion
Cultur
Fac. of Fac. of e
Agriculture Engineering

ESNED

Integration
Culture
THE ELC

The MSEP The EPs

Response to Psychological
ESNED : English for non-English Dept
ELC : English Language Center role problem contract & culture
MSEP : Medical School English Program orientation

: Lines of collection culture

: Lines of integration culture

The Defined Cases in ESNED Discourse Community Organizational Context

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English For the Students of (Winarni 2006)
Medical School (ESMS) Brawijaya University : A Program Evaluation
 Med. Science DC Educational
Context:
Curriculum Implementation (Winarni 2006)

Brawijaya University Saiful Anwar

Medical School General Hospital

Academic Training Professional Training

Collection Internship Residency

Integration

Year Year Year Year Year Internal

I I II III IV 15 Medicine,
Departments Surgery Obstetric
& Gynaecology

ESMS Basic Medical Clinical

Sciences Sciences lectures
laboratory work
Process &
Products
Patterns of Patterns of
interaction language use
The Defined Cases for the
Policy and Pragmatic Students’ role
Constraints Nested characteristics of
in Med. Science DC & English
Educational Context learning style
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English For the Students of
Medical School (ESMS) Brawijaya University : A Program Evaluation
 MEDICAL SCIENCE DISCOURSE COMMUNITY
EDUCATIONAL CONTEXT
(Policy Constraints to Implementation)

Doc. U056/U/1994

2/94

Doc. U
FK/ M
Medical School

2
32/U/2
4 .

Curriculum
.H

Implementation
13

0
2001-2005
T

00
K/P
Doc. 58/S

Doc
. U0
45/U
/200
2 The Defined Cases for the
Policy and Pragmatic
Constraints Nested
in Med. Science DC
English For the Students of Educational Context
Medical School (ESMS) Brawijaya University : A Program Evaluation
(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

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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 A lot of Prior instrumentation
Depends”
Rich context description needed Context less crucial

Concepts inductively grounded in local Concepts defined ahead by researcher

meaning
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
Generalizing not a concern important

Need to avoid researcher impact Researcher impact of less concern

Multiplemethod study, quantitative
Qualitative only, free standing included

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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 Conclusion:
drawing/verifying

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Components of Data Analysis:
Flow Model
Data collection period

DATA REDUCTION
anticipatory During Post

DATA DISPLAYS
ANALYSIS
During Post

CONCLUSION DRAWING/VERIFICATION
During Post

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METHOD OF DATA ANALYSIS

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 Delineating Synthesis:
LEVELS of ANALYSIS 3b
the deep integrating
the data into one
structure
explanatory
3 Developing and testing propositions framework
to construct and explanatory Testing hypotheses
framework and reducing the Cross-checking
bulk of the data tentative findings
analysis of Matrix analysis of
3a trends in it major themes in data

Searching for relationships

2 Repackaging and Identifying in the data: writing analytical
aggregating the data themes memos
and trends in the Finding out where the
data overall emphases and gaps in
the data are
Trying out
1 Summarizing Coding of data
coding
and packaging 1b categories to Writing of analytical notes on
the data find a set that linkages to various frameworks
fits of interpretation
Creating a
text
Reconstruction of interview tapes
to work on
1a as written notes
Synopses of individual interviews
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METHOD OF DATA ANALYSIS
Data Collection

Conclusion/ verification

document interview observation • Searching for relationship,

collecting noting patterns
• Making contrast/
comparison
text Interviews field-notes
• Clustering/ reformulating
transcripts
• finding emphasis and gaps

Data Reduction Data Display

•Summarizing, making synopses • Building descriptive &

·coding • explanatory matrices &
·producing analytical notes networks
·developing vignetc Entering coded data
·producing interim report · Cross-checking tentative
findings
· Synthesizing
· Writing within case report

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The Flow of Data Analysis (Miles and Huberman, 1994)
DESCRIPTIVE MATRIX
THE TEACHING ACTS EPs

CLASSROOM IMPLEMENTATION

Teaching Acts

MEDICAL ORAL
STRUCTURE LISTENING
READING PRESENTATION

• TOEFL rules • Teaching by no • Teacher • Evaluating not

oriented principles centered teaching
• Teacher • Play the tape • Inadequacy of • Comments on
oriented • Mark answer knowledge students’
• Ignorant of sheets • Lack of whole pronunciation,
semantic • Stop the tape task practice references,
aspect of transparencies
grammar • Inadequacy of
• Lack in knowledge
principles of
communicative
approach
• Irrelevant

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The Teaching Acts
PRODUCTS Ambiguous
aim

AND CONSTRAINTS
(Explanatory matrix) non-curricular curricular non-curricular

Instrumental EPs’ lack of Ambiguous

Rewards of professional Organizational
TOEFL development Context of
ESNED

EPs

ENDS/ PROGRAM CLASSROOM

MEANS IMPLEMENTATION IMPLEMENTATION

Teaching Acts Teaching Acts Teaching Acts

no-syllabus • vulgar TOEFL Materials

pragmatism preparation submitted by
TOEFL equivalent kits and other the students
score 450 materials
• presupposed
needs speaking
reading writing

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The Decision Making Products
THE FLOW OF DATA ANALYSIS

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 Conceptual Research
framework question

Sampling plan Instrumentation

(within, across cases) plan

Gain access
to cases
Process the data
Data collection
(write-ups) BUILD AND
Interim analyses
USE
Build DATA
Write and summaries Develop
report format
interim report coding scheme MANAGEMENT
Coding
SYSTEM

Build Enter Build descriptive

explanatory displays coded data displays BUILD AND
USE
Draw and
Enter
verify conclusions
DOCUMENTATION
coded data
SCHEME

Write Feed back

with-in cases report(s) Revise & revise conclusions
report(s)

Generate implications
Final report
for theory, policy, action
Support dissemination
(Source: Miles & Huberman, 1994) and use
 Conceptual Research
framework question

BUILD AND
USE
Sampling plan
Instrumentation DATA
(within, MANAGEMENT
plan
across cases) SYSTEM

Gain
BUILD AND
access
USE
to cases DOCUMENTATION
Process SCHEME
Data
the data
collection
(write-ups)

(Source: Miles & Huberman, 1994)

 Instrumentation Research
Conceptual Data collection Process
plan question
framework the data
(write-ups)

Sampling plan
(within, across cases)

Build Interim analyses

report and summaries Develop BUILD AND
Write USE
format interim coding
DATA
report scheme MANAGEMENT
Coding
SYSTEM

Build Enter Build BUILD AND

explanatory coded descriptive USE
displays data displays DOCUMENTATION
SCHEME
Draw and
Enter
verify
coded
conclusions
data

(Source: Miles & Huberman, 1994)

 Build Write
report format interim report

Draw and
verify conclusions

Write BUILD AND

Feed back USE
with-in cases
& revise conclusions DATA
report(s) Revise MANAGEMENT
report(s) SYSTEM

Generate
Final implications
report for theory,
policy, action
Support
dissemination
and use
(Source: Miles & Huberman, 1994)
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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