Chapter V: Conclusion, consists of conclusion and suggestions
E. Data Analysis
individual which describes his or her own actions, experience and belief.48 This document can be in the form of public documents such as newspapers, papers, office reports or private documents such as letters, e-mails, diaries.49
The data were obtained using documentation techniques were : 1) History of MTs Negeri 5 Jember.
2) Profile of MTs Negeri 5 Jember.
3) Plan for MTs Negeri 5 Jember.
4) Organizational structure of MTs Negeri 5 Jember.
5) Teachers and Employees of MTs Negeri 5 Jember Data.
6) Data on Students of MTs Negeri 5 Jember.
7) Data on Facilities and Infrastructures of MTs Negeri 5 Jember
8) Photograph of the learning process activities at MTs Negeri 5 Jember.
9) Photo of interview with informant at MTs Negeri 5 Jember.
The stages of data analysis during the field researchers used the Miles and Huberman model. Miles and Huberman, suggests that the activities in qualitative data analysis are carried out interactively and continue continuously to completion, so that the data is saturated. The analysis is as three concurrent flows of activity.51
a. Data Condensation
Data condensation refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming the data that appear in the full corpus (body) of written-up field notes, interview transcripts, documents, and other empirical materials. By condensing, researcher making data stronger.
1. Selecting
According to Miles dan Huberman, the researcher must act selectively, which determines which dimensions are more important, which relationships may be more meaningful, and as a consequence, what information can be collected and analyzed. Information relating to audio visual media, generic structure of narrative text and moral values of story. The researcher collected all this information to strengthen the research.
2. Focusing
Miles dan Huberman stated that focusing data related to the formulation of research problems. This stage was a continuation of the
51 Matthew B. Miles, A. Michael Huberman and Johnny Saldana, Qualitative Data Analysis A Methods Sourcebook 3rd Edition, (USA : SAGE Publication, 2014), 12
data selection phase. The researcher only limits the data based on the formulation of the problem.
Data focus on the first research is audio visual. The second research, was learning reading comprehension through narrative text. The focus of the third research, namely the moral values of story text.
3. Abstracting
Abstraction was an attempt to make a summary of the core, processes, and questions that need to be maintained so that they remain in it. At this stage, the data that had been collected was evaluated, especially those related to the quality and adequacy of the data. If the data that shows audio visual media, generic structure of narrative text and moral value of story were already felt good and the amount of data was sufficient, the data was used to answer the research focus.
4. Simplifying and Transforming
The data in this study were further simplified and transformed in various ways, namely through rigorous selection, summaries or brief descriptions, classifying data in a broader pattern, and so on.
b. Data Display
The second major flow of analysis activity was data display. Generically, a display was an organized, compressed assembly of information that allows conclusion drawing and action. In daily life, displays vary from gasoline gauges to newspapers to Facebook status updates. Looking at displays helps us understand what was happening and to did something either analyse
further or take action based on that understanding. As with data condensation, the creation and use of displays was not separate from analysis, it was a part of analysis. Designing displays deciding on the rows and columns of a matrix for qualitative data and deciding which data, in which form, should be entered in the cells are analytic activities. (Note that designing displays also has clear data condensation implications.)
c. Conclusion, drawing/verification
The third stream of analysis activity was conclusion drawing and verification. From the start of data collection, the qualitative analyst interprets what things mean by noting patterns, explanations, causal flows, and propositions. The competent researcher holds these conclusions lightly, maintaining openness and skepticism, but the conclusions are still there, vague at first, then increasingly explicit and grounded. “Final” conclusions may not appear until data collection was over, depending on the size of the corpus of field notes; the coding, storage, and retrieval methods used; the sophistication of the researcher; and any necessary deadlines to be met.
Conclusions were also verified as the analyst proceeds. Verification may be as brief as a fleeting second thought crossing the analyst’s mind during writing, with a short excursion back to the field notes; or it may be thorough and elaborate, with lengthy argumentation and review among colleagues to develop “intersubjective consensus” or with extensive efforts to replicate a finding in another data set. The meanings emerging from the data have to be tested for their plausibility, their sturdiness, their confirmability that was, and
their validity. Otherwise, we were left with interesting stories about what happened but of unknown truth and utility.
So, the meanings that emerge from the data must be tested for their correctness, strength and compatibility, which is the validity. Research at this stage tried to draw conclusions based on themes to found meaning from the data collected. These conclusions was continued verified throughout the research to reach more in-depth conclusions.