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know the difference before and after the cycle. The formulation of t-test was
1
2 2
− ∑
− ∑
=
n n
n D
D D
t
Ngadiso, 2008:17b In analyzing qualitative data, the writer analyzes the improvement of
English vocabulary by identifying appropriate data analysis and data interpretation techniques. Mills 2004: 113-115 explains that data interpretation techniques had
five steps, they are:
1. Extend the analysis by raising questions
Wolcott in Mills, 2004: 113 suggested,” This is a strategy for pointing the way rather than leading the way.” It could be said that this model positively
impacted audience participant. Conducting the strategy raised a number of questions. The analysis of data could be extended by raising questions about the
interventions that were not asked as parts of the original investigation but which might signal the beginning of the test action research cycle.
2. Connect the findings with the personal experience.
Action research was very personal business, so it made sense to personalize our interpretations. For example the researcher might present herhis
findings based on experiences in conducting this study, which is focused on the students. It could be said that the researcher could share interpretations based on
hisher intimate knowledge and understand teaching learning process. The interpretation was not only based on analysis of data test scores, surveys,
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interview, and observations but also on the memories and emotions of adolescents off task behavior a powerful interpretive lens.
3. Seek the advice of critical friends
It was better for the researcher if she or he has difficulty focusing interpretive lens to work to rely on her or his trusted colleagues to offer insights
that she may have missed because of her closeness to the work and request to colleagues so that they shared with their possible interpretations. Similarly, she
might ask her informants students, parents, teachers, and administrators for their insights.
4. Contextualize findings in the literature.
The review of related literature was a powerful way for teacher researchers to provide support for the study’s findings. Walcott in Mills, 2004: 115
suggested the qualitative action researchers drew connections with external authority. Most often this is accomplished through informed references to some
recognized body of theory in one’s special field, or to the recognized classic, in the tradition or the literature review. Making this connection also provided
teacher researchers with a way to share with colleagues the existing knowledge based on the specific area of focus and to acknowledge the unique contribution
the teacher researcher has made her or him understand the topic studied.
5. Turn to the theory.
