confirm this hypothesis. She recorded the data as a percentage of the number of class days attended.
C. DATA ANALISIS
This section describes how the researcher analyzed the data collected during the study. Data analysis was accomplished in two stages. She
conducted informal data analysis on an ongoing basis, as the data were collected over the course of the study. Formal data analysis occurred after this
study and data collection in the beginning of April 2011. During formal data analysis, the researcher compared changes in the
quantitative data for individual students from the beginning to the end of this research Delong et al., 2005. To analyze the qualitative data she used the
data reduction, data display, and conclusion drawing methods described by Miles and Huberman 1984. Throughout the process, the writer used
triangulation to verify the findings and conclusions.
1. Quantitative Data
Whenever possible the researcher calculated each student‘s
quantitative results pretest and posttest, students‘ attendance, etc. as a
percentage, for ease of comparison. The researcher entered this quantitative data into a table for each student, so that she could see the
evidence of improvement for each student. From these tables, she summarized the data to create a description of the evidence of
improvement for each student. Then she transferred the data to
spreadsheets, so that she could see patterns across all of the ten students in the group.
2. Qualitative Data
Data reduction is the process of coding and assembling the data to identify patterns Miles Huberman, 1984. As the writer gathered
qualitative data from observations, interviews, and student responses and activities, she looked for patterns. Most of the observations she made
about the students centered on their learning reading, she also recorded the comments students made
—both at the end of the weekly local text with scanning exercises and at the end of this study
—about their reading interests of local text and perceptions of English subject.
Coding the data allowed the researcher to condense it onto summary pages for each student. She then used descriptive and analytical
coding techniques Morse Richards, 2002 to compare the summary pages. Descriptive coding helps to gather data into categories. The
researcher gathered her data into general categories based on how the data was collected: quantitative items, reading ability which is refer to learning
reading process and learning outcome of local text with scanning and skimming pretest and posttest, anecdotal notes about students, and
perception of self as a learner. The researcher also displayed these findings in spreadsheets. The analytical coding occurred as she began to
see patterns in the data. For example, all of the students in the study
defined local text with scanning in a similar way, so this became an additional category. The categories developed as the writer analyzed the
data. During the analysis process, the writer made notes to herself
Miles Huberman, 1984 regarding the identified during coding and possible connections among them. Using these approaches to data
reduction and data display, the writer was able to draw relevant conclusions about the way the students learn reading through local text
with scanning and about how she taught the reading skills to them.
3. Verification of Findings
Kategori