38 Here, the researcher collected students’ writing works over a set period of
time and monitors the improvements and gaps in their writing.
c. Interview Guidelines
In doing interview, the researcher used interview guide approach. The researcher asked personally to the students about what they likedislike about the
activity. The researcher had an outline, but the order in asking the students was up to the researcher. Here, the researcher use in depth interview to make the
researcher got a better understanding about the students and the teacher’s feeling.
3. Data Analysis Technique
In dealing with data analysis technique, the researcher adapted it from Burns in Burns 2010: 104-105 as presented below.
a. Assembling the Data
1 Collecting all the data the researcher had as well as any ongoing reflections
that have made about them. 2
Reviewing the initial and or revised questions. 3
Starting going through the data and looking for broad patterns, ideas or trends that seem to answer the questions.
b. Coding the Data
1 Based on the broad picture developed, it started from refining it by coding the
data into more specific patterns or categories.
39 2
Identifying which data sources the researcher can code qualitatively e.g. journal entries and which the researcher can code quantitatively e.g.
questionnaires.
c. Comparing the Data
1 Once the coding is complete, comparing the categories or patterns across
different sets of data e.g. interviews compared with surveys to see whether they say the same thing or whether there are contradictions that can be
highlight. 2
Developing tables, barpie charts or sets of quotes to set the data out and display them in a concise form.
d. Building Meanings and Interpretations
1 Thinking deeply about what the data are saying by reflecting beyond the
immediate surface details. 2
Looking for more abstract ‘big picture’ concepts and not just step-by-step descriptions of what we have found.
3 Posing questions, identify connections, and develop explanations about what
the research means at the broadest level of her understanding of it. 4
Refining the researcher own ‘personal theories’ about the meanings of this research.
e. Reporting the Outcomes
1 Thinking about how the researcher presents the research and what have been
found to tell others.
40 2
Consider how the researcher organises the whole ‘story of the research’ from beginning to end and not just the analysis and findings.
D. Validity and Reliability
The validity and reliability were used in this research. Lodico, Spaulding and Voegtle 2010: 93 states that validity and reliability are typically established
by a team of experts as part of the process of developing a standardized instrument. So, to make the research standardised, the validity and reliability are
made.
1. Validity
Manion, Cohen and Morrison 2000: 105 say that Validity is an important key to effective research. Moreover, they proposed that Validity is thus a
requirement for both quantitative and qualitativenaturalistic research. They also state that in qualitative data validity might be addressed through the honesty,
depth, richness and scope of the data achieved, the participants approached, the extent of triangulation and the disinterestedness or objectivity of the researcher.
Moreover, Lodico, et al 2010: 93 proposes that validity focuses on ensuring that
what the instrument “claims” to measure is truly what it is measuring. In other words, validity indicates the instrument’s accuracy.
Anderson, et al.; Creswell in Lodico, Spaulding and Voegtle 2010: 349 propose five kinds of validity.
