in the research. The data obtained were then noted in the field notes and observation checklists.
3. Documentation The collaborator took photographs when the actions were
implemented to support the data. It showed the situation of the teaching and learning process during the implementation of the action.
The quantitative data were collected through scoring students’ writing results. The researcher used a pre-test and a post-test to take the students’
scores. After all the students’ works were assessed by the researcher and the collaborator, the researcher counted the mean score of each test.
G. Data Analysis Technique
There were two types of data to be analyzed during the research. The qualitative data which were the teaching and learning process situations
reflected on the field notes and the interview transcripts were analyzed qualitatively. Meanwhile, the students writing results in pre-test and post-test
were analyzed quantitatively. To analyze qualitative data, the researcher used a model proposed by
Miles, Huberman and Saldana 2014. Miles, Huberman and Saldana 2014: 15 note three flows of analyzing data. They are data condensation, data
display and conclusion drawingverification. The further explanations are as follows:
1. Data condensation In the data condensation process, the qualitative data that were
already collected from interview transcript and field notes were then selected, focused, and simplified by the researcher.
2. Data display Miles, Huberman and Saldana 2014: 15 mention that display is
an organized, compressed assembly of information that allows conclusion drawing and action. For the qualitative data, the researcher
used descriptive report to display the data. The reports were supported by field notes, interview transcripts and photographs.
3. Drawing and verifying conclusions In this process, the researcher noted the patterns, explanations, and
causal flows. Then, the researcher reviewed and elaborated the data more thoroughly and had discussions with the collaborator in order to verify
the conclusions. Meanwhile, to analyze quantitative data, both researcher and
collaborator assessed students’ pre-test and post-test results. According to Creswell 2012: 161, interrater reliability has the advantage of negating any
bias that any one individual may bring to scoring. Then, after the scoring was completed, the scores were analyzed using Microsoft Excel and were presented
in the form of table and charts.
H. Validity and Reliability
