ANALYZING AND INTERPRETING

QUALITATIVE DATA

METODE PENELITIAN

Dosen:
Prof. Dr. Yatim Riyanto, M.Pd.
Dr. Soedjarwo, M.S.
UNIVERSITAS NEGERI SURABAYA
TRI WAHYU LISWATI, M.Pd. PASCASARJANA
NIM 20070976004 PROGRAM STUDI S3 MANAJEMEN PENDIDIKAN
2020
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 Chapter 8

Analyzing and Interpreting

Qualitative Data
Creswell, Educational Research: Planning, Conducting, and © 2012, 2008, 2005, 2002 Pearson Education, Inc.
Evaluating Quantitative and Qualitative Research, 4e All rights reserved.
 Chapter 8: Analyzing and Interpreting
Qualitative Data

 Identify the six steps in the process of analyzing and

interpreting qualitative data
 Describe how to prepare and organize the data for analysis
 Describe how to explore and code the data
 Use codes to build description and themes
 Construct a representation and reporting of qualitative findings
 Make an interpretation of the qualitative findings
 Advance validation for the accuracy of your findings

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 SIX STEPS IN ANALYZING AND
INTERPRETING QUALITATIVE DATA

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 THE PROCESS OF DATA ANALYSIS

Codes the text for Codes the text for

description to be used themes to be used
in the research report in the research report

The researcher codes the data (locates text

segments and assigns a code to label them)
Iteractive Simultaneous
The researcher reads through data
(obtains general sense of material)

The researcher prepares data for analysis

(transcribes fieldnotes)

The researcher collects data (a text file, such as

fieldnotes, transcriptions, optically scanned material)

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PREPARING AND ORGANIZING THE DATA

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EXPLORING THE DATA

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 CODING THE DATA

 Read through all transcripts

 Start with one transcript
 Identify text segments. Ask, “What is this person saying?”
 Bracket text segment
 Assign code word
– One, two, or three words that describe what is being
said
– Terms from the literature can be used
– When possible use a participant’s actual words (in vivo
code)
– Practice lean coding (30–40 codes)

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 Coding the Data (cont’d)
 Include codes that describe the participants and site
 Reduce redundancy
– Take out codes that are duplicate ideas
– Reduce to a manageable list (usually 25–30)
 Collapse codes into themes, which are:
– The major ideas that emerge from the data
– The ideas the participants most frequently discuss, are
unique or surprising, have the most evidence to support
them, or those you might expect to find when studying
the phenomenon
– Usually number 5–7

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 A VISUAL MODEL OF THE CODING
PROCESS IN QUALITATIVE RESEARCH
Divide text Label Reduce Collapse
Initially read into segments segments of overlap and
through data of information codes into
information redundancy themes
with codes of codes

Many Many
pages segments 30–40 Codes
of text of text codes reduced Reduce codes to
to 20 5–7 themes

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USING CODES TO BUILD DESCRIPTION

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 BUILDING A DESCRIPTIVE PASSAGE
The Incident and Response
Type of Description
The incident occurred on the campus of a large public university in a
Description
Midwestern city. A decade ago, this city had been designated an “all-American
builds
from broad to city,” but more recently, its normally tranquil environment has been disturbed by
narrow an increasing number of assaults and homicides. Some of these violent incidents
have involved students at the university.
Situate the The incident that provoked this study occurred on a Monday in October. A
reader forty-three-year-old graduate student, enrolled in a senior-level actuarial science
in the class, arrived a few minutes before class, armed with a vintage Korean War
place military semiautomatic rifle loaded with a thirty-round clip of thirty caliber
Provide ammunition. He carried another thirty-round clip in his pocket. Twenty of the
details thirty-four students in the class had already gathered for class, and most of them
were quietly reading the student newspaper. The instructor was en route to
class.
Detail to create The gunman pointed the rifle at the students, swept it across the room, and
a sense of
pulled the trigger. The gun jammed. Trying to unlock the rifle, he hit the butt of
“being there”
it on the instructor’s desk and quickly tried firing it again. Again it did not fire. By
this time, most students realized what was happening and dropped to the floor,
Use of action overturned their desks, and tried to hide behind them. After about twenty
verbs
seconds, one of the students shoved a desk into the gunman, and students ran
and vivid
modifiers past him out into the hall and out of the building. The gunman hastily departed
and adjectives the room and went out of the building to his parked car, which he had left.

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USING CODES TO IDENTIFY THEMES

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 CODING USED IN THEME PASSAGE
Safety
Title for The violence in the city that involved university students and the subsequent
theme
gun incident that occurred in a campus classroom shocked the typically tranquil
based on
words of campus. A counselor aptly summed up the feelings of many: “When the
participant students walked out of that classroom, their world had become very chaotic; it
had become very random, something had happened that robbed them of their
sense of safety.” Concern for safety became a central reaction for many
informants.
Evidence for When the chief student affairs officer described the administration’s reaction
themes to the incident, he listed the safety of students in the classroom as his primary
based goal, followed by the needs of the news media for details about the case,
on multiple helping all students with psychological stress, and providing public information
perspectives on safety. As he talked about the safety issue and the presence of guns on
of
participants
campus, he mentioned that a policy was under consideration for the storage of
guns used by students for hunting. Within 4 hours after the incident, a press
conference was called during which the press was briefed not only on the details
Within of the incident, but also on the need to ensure the safety of the campus. Soon
themes
thereafter the university administration initiated an informational campaign on
are
subthemes campus safety. A letter, describing the incident, was sent to the university board
members. (One board member asked, “How could such an incident happen at
this university?”)

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REPRESENTING THE FINDINGS

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REPORTING THE FINDINGS

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INTERPRETING THE FINDINGS

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VALIDATING THE ACCURACY OF THE FINDINGS

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THANK YOU
VERY MUCH

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