CHAPTER II RESEARCH METHOD RESEARCH METHOD
Step 4: Restory the Teachers’ and Students’ Stories
exploring more experiences and for clarifying unclear stories written in narrative frame
face-to-face session equipped with recorder discussing students’
first engangement with CW (past), current CW activity (present), and aspirations (Future) .
story. However, at the initial stage, the themes were built into the research questions leading to a search for evidence related to them. Meanwhile, the nature of qualitative research which are interative (repeated readings on the narratives, emergent (open possibility to new details), and interpretive (researchers’
subjectivity) (Dörnyei (2007: 243), required the researcher to move back and forth between the narrative, its codes, and categorized form in order to refone themes and theoretical relationship (Barkhuizen et al (2014:76).
The themes were based on theoretical bases and pedagogical aspect. It means that to have the themes, I did review of literature on collaborative writing and review on empirical relevant findings. The themes was segmented based on the chronology of the experiences to elicit teachers’ and students’ past, present, and future. For teachers, theme 1 was ‘Adding A Different Taste: Solidarity in Writing’ (Past) which covered subthemes; Reasons, Students’ Response, Happy and Sad Experiences. Theme 2 was ‘Managing Collaborative Writing’ (Present) which embodied subthemes; Forming the Group, Checking Member Involvement, Designing Pattern of Collaboration. Theme 3 was ‘Killing Two Birds with One Stone’ (Present). Theme 4 was ‘Viewing Now and Future Direction’ (Future).
The themes for students were much more similar in terms of the chronology of presenting the narrative. Theme 1 ‘Feeling the Wind of Changes’ (Past) which covered Sad and Happy Experiences. Theme 2 was ‘Gaining the Benefits’
(Present) which involved subthemes; Instructional and Nurturing Benefits. Theme 3 was ‘Viewing Now and Then’ (Future) which covered reflecting their
collaborative writing class and hoping for future direction. This was the way to keep the continuity of the experience.
The themes had significant role in this narrative study. It led to find the commonalities among participants’ narrative and helped. A thematic analysis is the major way to analyze the data (Bremner, et al, 2014). Thematic analysis is a largely a matter of categorization and classification. The restoried version of the narratives were coded and categorized based on the themes. The coding was focused on the key meaning of the participants’ narratives in which I had to pay attention on making understandable sign to represent every single experience.
I moved to the next step of data analysis was that coding. The process involves identifying narratives, placing a bracket, and assigning a code word or phrase that precisely describes the meaning of the narratives.
Table 2.3 Coding System
Teachers’ Experiences Students’ Experiences
Codes Meaning Codes Meaning
T1 Teacher 1 S1 Student 1
T2 Teacher 2 S2 Student 2
T3 Teacher 3 SE Sad experiences
Re Reasons for Applying Collaborative Writing HE Happy experiences
Op Opportunities IE Instructional effects
Cha Challenges NE Nurturing effects
FG Forming the Group Ev Evaluation
Ch Checking member involvement Ho Hope
Ds Designing Collaborative Writing As Assessing collaborative work IE Instructional Effects
NE Nurturing Effects BP Best Practices
Ho Hope
Table 2.4 Blueprint for Data Analysis No. Research
Questions
Data Analysis Prompts/
Questions
Results 1. What teaching
experiences using CW have been important to teachers?
Identifying teachers’
past, present, future experinces
All prompts in narrative frame for teachers, and all questions in interview guide.
Findings on selected past, present, and future experiences
1.a What did teachers experience in firstly applying collaborative writing?
Identifying &
interpreting teachers’
experiences on theme 1: Adding A
Different Taste:
solidarity in Writing
Narrative frame 1-5.
Narrative empty box 1
Interview A.3, 6, B.1
Findings on teachers’
reasons of applying CW, students’
responses, happy &
sad experiences 1.b What did teachers
experience in managing collaborative writing?
Identifying &
interpreting teachers’
experiences on theme 2: Managing
collaborative writing
Narrative frame no. 6-7.
Narrative empty box 2
Interview B.2, 3, 4, 7, 8,
Findings on the way teachers managed on grouping & checking member involvement system, designing pattern of CW 1.c What did teachers
find about the benefits of collaborative writing?
Identifying &
interpreting teachers’
experiences on theme 3: Killing two birds with one stone
Narrative frame 6, 7.
Narrative empty box 2
Interview B.9- 10
Findings on the way teachers found benefits of CW from their students
1.d What did teachers evaluate, hope about future direction for collaborative writing?
Identifying &
interpreting teachers’
experiences on theme 4: Viewing now and future direction
Narrative frame 8.
Narrative empty box 3
Interview C.1-2
Findings on teachers’
evaluation on their CW class, and teachers’ hopes for future CW direction 2. What learning
experiences using CW have been important to students?
Identifying students’
past, present, future experinces
All prompts in narrative frame for students, and all questions in interview guide.
Findings on selected past, present, and future experiences
2.a What did students experience in firstly engaging with collaborative writing?
Identifying &
interpreting students’
experiences on theme 1: Feeling the wind of changes
Narrative frame 1-4.
Narrative empty box 1
Interview A.1-2, B. 1-4
Findings on students’
sad & happy experiences when they were situated in CW
2.b What did students find about the benefits of collaborative writing?
Identifying &
interpreting students’
experiences on theme 2: Gaining the Benefits
Narrative frame 5-8.
Narrative empty box 2.
Interview B.5-7, C.1
Findings on the way students gained instructional &
nurturing benefits from CW 2.c What did students
evaluate, hope about future direction for collaborative writing?
Identifying &
interpreting students’
experiences on theme 3: Viewing now and then
Narrative frame 9.
Narrative empty box 3.
Interview C.2-3
Findings on students’
evaluation on their CW class and students’ hopes for better practice of CW