MATRIX OF DATA

INTERPRETATION IN
QUALITATIVE FINDINGS
!
SITI SALINA MUSTAKIM
Dip. in Secretarial Science (UiTM, Malaysia), Bachelor of Education
TESL Hons (UiTM, Malaysia), Master of Education TESL (UPM,
Malaysia), Visiting Fellow (Nagoya University, Japan), [PhD in
Program Evaluation, (UPSI, Malaysia)]

COURSE CONTENT

1. Introduction - qualitative
analysis

2. Instruments - interview

5. Coding

6. Framework - the existing

theme and emerging theme -

protocole and observation

the relation between

3. Instrument development -

conceptual framework and the

validation, pilot, result.

1. interview - transcription

2. observation transcription

4. Existing theme - analysis emerging theme (sub-theme:

during the analysis)

new framework of analysis.

7. Assignment:

1. Interview protocole

3. Field note

2. Observational checklist

INTRODUCTION

Qualitative Analysis: Definition

The analysis of a substance in order to

ascertain the identity of its constituents.
The act of decomposing a substance into its
constituent elements.
An investigation of the component parts of a
whole and their relations in making up the whole.

Content Analysis: Definition

A systematic analysis of the content rather than
the structure of a communication, such as a
written work, speech, or film, including the study
of thematic and symbolic elements to determine
the objective or meaning of the communication.

DATA ANALYSIS
An attempt by the researcher to summarise
collected data.
DATA INTERPRETATION
Attempt to find meaning.
NOTE:
How am I going to make sense of these
data?
Is this new information?

What else do I want to know?

What new ideas have emerged?

INSTRUMENTATIONS
Interview

Observation

Structured

Field note

Semi-

Observational

Structured
Open-ended
Focus Group

Checklist
Document
Analysis

TRIANGULATION

INSTRUMENT DEVELOPMENT
Designing an instrument
Micheal Quinn
Patton
Robert Stake
Yin
Creswell

Validation

Design new instrument

Expert validation
Pilot
Adapted & Adopted
Original author consent
Pilot

THEMES
Existing themes
Theme
Sub-theme
Sub-sub
theme

Emerging themes:
the sub-theme &
the sub-sub-theme

CODING
Atlas.ti
Nvivo
Manual

EXAMPLES

Existing theme

From the conceptual framework

indicator
Teaching Observation Schedule

variable
PROGRAM PERFORMANCE

indicator
Books / Portfolio Monitoring

Emerging theme

From the content analysis: the sub-theme

theme

indicator
Teaching Observation Schedule

Program Monitoring Schedule

theme
Teacher Observation Schedule

indicator
Books / Portfolio Monitoring

theme

Portfolio Monitoring Schedule

theme
Books Monitoring Schedule

From the content analysis: the sub-theme

theme
Program Monitoring Schedule

theme
Teacher Observation Schedule

theme

Portfolio Monitoring Schedule

theme
Books Monitoring Schedule

sub-theme

no monitoring

no observation

no monitoring

short story books is arranged in shelves

no schedule for observation

no specific allocation of monitoring in the yearly plan

no schedule for observation

no specific allocation for CCL observation
observation only for ESL

no schedule
development of portfolio occurred at the end of the
year

monitoring schedule only for short story books

no monitoring for exercise books submission
activities after literature learning is done in the ESL
exercise book

From the content analysis: the sub-sub theme

sub-theme

no monitoring

no observation

no monitoring

short story books is arranged in shelves

no schedule for observation

no specific allocation of monitoring in the yearly plan

no schedule for observation

no specific allocation for CCL observation
observation only for ESL

no schedule

sub-sub-theme
xxx
xxx
xxx
xxx

xxx

development of portfolio occurred at the end of the

year

monitoring schedule only for short story books

xxx
xxx

no monitoring for exercise books submission

activities after literature learning is done in the ESL
exercise book

xxx

REPORTING ANALYSIS

EXAMPLE 1: Interviews
Further questions were addressed about the her feedback towards CCL
implementation in the school. In this findings, the Senior Assistant of Academic
Department was uncertain of CCL importance as it is implemented in the school.
Questions related to the existence of module by CDC, the portfolio assessment and
program performance and monitoring was not clearly answered as she was not
monitoring the program as much as she could. She stated that:
Yes. I understand that the program is implemented to teach English literature. I am not sure
its importance but as far as I am concerned, teachers are teaching the program in the classroom. It
can be seen in their record book.
(Code: HM/PP/CS1)
"No specific program monitoring is done but, we observe them in a normal observation. Not
much to the content of observation. Just a normal observation
(Code: HM/PM/CS1)

Pertaining to provision of support in the school, she added

that the school management provide support in terms of
monetary for all English language activities and other activities
in district and state level. These are closely related to
competition students participated for co-academic activities.
The school will provide any materials they required for the
competition, together with the allocation of transportation if
necessary. Below is her statement related to the provision of
support in CCL Program:
"And, yes, we provide support if teachers plan to buy extra work book
for students, and to photo copied handouts for their teaching. All is
included under the budget of English Department. We have no problem
with that.
(Code: HM/S/CS1)

EXAMPLE 2: Observations
!

- refer thesis chapter 4 -

EXAMPLE 3: Document Analysis

In the teaching and learning of CCL Program, a resource book named
CCL Teachers Resource Book is provided by CDC, MOE. Teachers are
recommended to utilize and implement activities suggested in the
resource book. The adaptation and strategies of the activities were all
stated in the resource book. In order to assist teacher in the classroom
instruction, the resource book is hoped to guide teachers to the teaching
and learning of CCL Program at their conveniences. This statement is
deliberated in the module as: Teachers are advised to refer to the
various activities suggested and adapt the strategies recommended
for classroom use. It is hoped that the CCL Teachers Resource Book
will be a useful tool to enhance language learning in classrooms as
well as produce good readers and develop pupils love for literature
(Code: tool/CCL/Module). The utilization of activities suggested in
the resource book should be parallel with the structured timetable
proposed for National Schools and National Type School.

EXAMPLE 4: Field Notes

TASK

FIELD NOTES

INTERVIEW PROTOCOLE

OBSERVATIONAL CHECKLIST

THANK YOU