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2 Coding the data
In this stage, the large amounts of the data were reduced into more manageable categories.
The unimportant data was removed.
The purpose of coding the data was to be able to identify the patterns more specifically.
It was done to make the data easier to be analyzed.
3 Comparing the data The researcher compared some data with other data to see the similarities and the
contrast between one response to another response before and after the actions. The researcher also c
ompared the students’ scores in the pre-test and the post-test. It was done by comparing the average score of both tests.
4 Building meanings and interpretations The researcher and the collaborator tried to carefully develop explanations and
interpretations from the data collected based on the comparison that had been made.
5 Reporting the outcomes In this final step, the researcher reported the results of the research through
writing the thesis. The quantitative data was analyzed by comparing the mean values of the
students’ scores in the pre-test and the post-test using SPSS Statistics 16.0. The pre- test and the post-test scores were compared using Paired Sample T-test to see if the
Quantum Learning Strategy influenced the students’ writing skills.
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G. Research Validity and Reliability
In order to get the validity of the data, the researcher used five validities
suggested by Burns 1999:161. Those validities are explained as the following: 1 Democratic validity means allowing the participants of the research to give their
idea or comment about the research. To get democratic validity, an interview with the English teacher and the students was conducted to get their view, opinion, or
comment about the ongoing research. 2 Outcome validity means that the outcome is needed to reflect on the research
context. 3 The process validity is related to the criteria to make the action research
believable. To gain this validity, the researcher collected the data by observation and interviews.
4 The catalytic validity is allowing the participants to deepen their understanding of the social realities of the context and how they can make change in it. This
research involved the teacher who was related to the English teaching and learning process and the collaborator as a person who monitored the research
process. 5 The dialogic validity is the process of peer reviews of the value and the goodness
of the research. This validity was fulfilled by discussing the research findings with the collaborators, the teacher, and the researcher’s consultant. The members
of the discussion gave their opinions and their criticisms about the research report.
42 To enhance the trustworthiness of the research, the researcher also used triangulation.
Additionally, Burns 1999:164 suggests four triangulation, namely time triangulation, space triangulation, investigator triangulation, and theoretical
triangulation. This research uses time triangulation, investigator triangulation, and theoretical triangulation. Those are explained as follows:
1 Time triangulation It relates with the timing of the data collection. This research collected the data at
one point of time. This research was done in two cycles consist of six meetings during which, the process of data collection was done.
2 Investigator triangulation There was more than one observer in this research. One observer was the
researcher itself and the second one was the English teacher who was her collaborator. The aim of this was to avoid the subjectivity in the observation.
3 Theoretical triangulation This research used more than one theoretical approach to interpret and support
the data. The aim was to get a better understanding in making sense the data and the information during the research.
