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G. Data Analysis Techniques
The data obtained during the research were analyzed both qualitatively and quantitatively. The students learning behavior change reflected on the
vignettes, interview transcripts and questionnaires were analyzed qualitatively. Meanwhile, the students
’ speaking performance score before and after the research was carried out was analyzed quantitatively.
The qualitative data were analyzed by using the qualitative data analysis proposed by Miles and Huberman as cited in Madya 2011: 75. There were
three interrelated steps. They were data reduction, data display and conclusion drawing. In the first step, I selected the data to be reported. Then I focused the
data on certain foci that occur consistently during the research, simplified them, and arranged them in an organized way. After that, the second step was done
by displaying the reduced data by reporting them in a narration supported by supporting documents:
vignettes, interview transcripts, students’ reflection and pictures. Finally, the last step was drawing the conclusion. At the end of the
first cycle, a tentative conclusion was drawn. Then, it was revised and verified at the end of the second cycle as it was the end of the research based on the
discussion I had with my collaborators. On the other hand, the quantitative data were analyzed by comparing the
means of the students’ speaking performance score. There were two performances being assessed quantitatively. The first one was before the
research was carried out pre-test and the second one was after the research was carried out post-test. The English teacher as my first collaborator and I
59 as the researcher assessed both performance. As a result, there were two sets
of pre-test score and two sets of post-test scores. I used Ms. Excel to find the means of each student’s score in the pre-test and those in the post-test. Then, I
compared each student’s two mean scores to see the students’ speaking skill improvement.
H. Validity of the Research
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