HMEF 5103

MASTER PENDIDIKAN

03 / 2018

HMEF5103

QUALITATIVE RESEARCH METHODOLOGY

MATRICULATION NO : CGS01633906
IDENTITY CARD NO. : 840628045362
TELEPHONE NO. : 0143232499
E-MAIL : KAVIKALAIMAGAL28@GMAIL.COM
LEARNING CENTRE : BATU PAHAT,LEARNING CENTER

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ASSIGNMENT 2

PART 1

1. DATA ANALYSIS
STEP 1” INDEXING AND CHARTING DATA

For interview 1, I put five themes with sync and in alphabetic order. There are
balancing need of students, CEFR programs,, preparing materials, packed schedule and
insufficient materials. Table 1.1 shows the way of coding and themes were insert interview
table.

Code Theme Subtheme

B.N.S (A) Balancing need of students B.N.S 1: Type of students in the

classroom.

CEFR P (B) CEFR Program CEFR 1: challenging of CEFR

in the classroom.

P.M (C) Preparing materials P.M 1: focus on three level of

students

P.M 2: how to tackle excellent

students.

P .S (D) Packed schedule P.S 1: full packed class

P.S 2: No enough time for

preparing teaching aids

I.M (E) Insufficient Materials I.M 1: less books in the books

store.

I.M 2: have to materials from

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website and ask friend.

Table 1.1

For interview 2, I put three main themes with sync and in alphabetic order. There are
overwork loaded, too much online system and filing system. Table 1.2 shows the way of
coding and themes were insert interview table.

Code Theme Subtheme

O.L A Overwork loaded O.L 1:Too much of

administrative works.

O.L 2: Insufficient fund for

classroom decoration.

O.S B Too much online system O.S 1: Time timid to key in

data.

O.S 2: Poor online system and

the effects to the teachers.

O.S 3: terrible incident happen

because of poor connection.
F.S 1: Too much of file have to
F.S C Filing system
update.

F.S. 2: effects of nit update file

Table 1.2

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For interview 3, I put two main themes with sync and in alphabetic order. There are
organizing programs and parents neglecting. Table 1.3 shows the way of coding and themes
were insert interview table.

Code Theme Subtheme

O.P.A Organizing programs O.P 1: A lot of programs

O.P 2: Poor attendance

O.P 3: Poor attendance for extra class.

O.P 4: Insufficient fund to organize programs

P.N.1Putting full responsibility towards teachers
P.N B Parents neglecting

P.N 2 Less concentration on children movement

and homework.

Table 1.3

THEME CHART

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%

THEMES

THEMES RESPONDENT 1 RESPONDENT 2 RESPONDENT 3

BALANCING 45 25 38
ABOUT NEED OF
STUDENTS
MATERIALS 60 24 38
OVERWORK 95 38 39
LOADED
PROGRAMS 20 37 43

KEY NOTES:

B = BALANCING ABOUT NEED OF STUDENTS

M = MATERIALS
OL = OVERWORK LOADED
P = PROGRAMS
RSPNT = RESPONDENT

STEP 2: CONDUCTING INTER RATER RELIABILITY TEST

NAME:_________________________ DATE:__________________
COLLEAGUES SAMPLE FORM 1:

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PLEASE WRITE THE CORRECT THEME BASED ON DESCRIPTIONS GIVEN BY
USING INTERVIEW TRANSCRIPTS.
NUM DESCRIPTION THEME
1. In my class there are three types of students. Excellent students,
moderate and slow learner.
RESPONDENT 1
2. CEFR refers to Common English Frame Work. Means , now the
education ministry implemented the CEFR among Year 1 and Year 2
students. This programme comes from Australia. is focuses that every
children must talk in English 100% in the class. Its really bigger
challengers for teacher who teaching Year 1 and Year 2. Coming year
the ministry planned to implement for Year 3. RESPONDENT 1
3. Moreover in the class as a teacher have to prepare worksheets for
three levels of students. As I told just now. There are excellent students,
moderate students and slow learner. I usually prepare worksheets for
these level of students.
RESPONDENT 1
4. I have to keep my file update with new current activities and
information. There are 6 files. Such as file program kecemerlangan,
book evaluation. Worksheets, teachers particular, exam evaluation
,sukatan pelajaran and scheme of work. We have to report also for
every programme that we implemented in the school.
RESPONDENT 2
5. Next is about online system. There were many online system introduce
by ministry of education like, saps, eoperasi,splg, I think,hrmis and
many more. Its around fifty online system as a teacher have to do it.-
RESPONDENT 2
6. Yea its true. As a teacher we have to organized a lot of programs for
students development.
RESPONDENT 3
7. But our school students , don’t want give importance for this but they
willing to go for vacation. The pupils don’t know about importance of
exam and extra classes.
RESPONDENT 3
8. Another thing is, parents always giving full responsibility regards their
children to teachers.

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RESPONDENT 3
9. Sometimes we have to implements during school holidays or Friday,
Saturday. But the worry part is pupils attendance for the program.
RESPONDENT 3
10. As a teacher we have to organized a lot of programs for students
development.
RESPONDENT 3

KEY NOTES:

THEME
THEME 1: BALANCING NEEDS OF STUDENTS
THEME 2: MATERIALS
THEME 3: OVER WORK LOADED
THEME 4 :PROGRAMS

PART 2 DATA INTERPRETATION AND PRESENTATION.

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PART 2: Data Interpretation and Presentation of Findings

This part of the assignment requires you to interpret the data and report your findings.

Assignment Description

Based on your qualitative data collection and data analysis, write a paper that is a response to
the topic “Challenges of being a teacher.”

You may include the following outline for the paper:

 Data analysis:
 describe how data were indexed and charted,
 describe the associations between themes
 include a diagrammatic outline of inter-related themes

 Inter-rater reliability: explain how it was conducted

 Data interpretation and presentation of findings: explain how data was interpreted and
write the outcome of the analysis of the data.

Challenges of being a teacher is very hard to say. No matter how much experience

you have, there are always challenges to face in the classroom and school. Expectations are

high from students, from parents, and administrators. There were some steps take place

during preparations of data analysis. After gather the information through interviews, we

divided to main themes and subthemes. After that, in second part of assignment was about

data analysis. First step was, indexing and charting data. We have to index the data according

the theme we are created.

For interview 1, I put five themes with sync and in alphabetic order with bracket.

There are balancing need of students (A), CEFR programs(B),preparing materials(C), packed

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schedule(D) and insufficient materials (E). For interview 2, there are overwork loaded(A) ,

too much online system and filing system(B). For interview 3, there are two themes which

are organizing programs (A)and parents neglecting(B). I create bar chart do describe well the

themes. Since we cant create so many themes, I plan to combine all the main themes into four

important themes. There are balancing needs of students, materials, overwork loaded and

programs. Next, preparing materials and insufficient materials , I incorporate with materials

main theme. Then packed schedule, too much of online system and filing system and

organising programs I incoperate with over work loaded. Then, in programs themes, I

incoperate with CEFR program and organising programs. I put all themes and created the bar

charts to get clear understanding. Since there were three respondents, I put first interviewee

as first respondent with blue colour. Second interviewee will be red colour and respondent 2.

Then third will be yellow colour and respondent 3. The bar chart clearly and neatly explained

about main themes and amount with the respondents. The calculation about themes were, I

created based on interviewee who gave response a lot about the themes. For example,

balancing of needs of students was talked by respondent1. So in bar chart I put 45 % for

respondent 1, 25 % for respondent 2 and 38 % for respondent 3.

Next, for materials theme, there were 60% talked by respondent 1, 24% talked by

respondent 2, and respondent 3 talked about 32%. For overwork loaded theme, 95% said by

respodent 1, 38% by respondent 3 and 39% feed back came from respondent 3. Final theme

will be programs. Respondent 3 talked more about programs that running in the school which

is 43% compare then respondent 2 which will be 37%. Respondent 1 talked about school

programs about 20% only.