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Classroom Observation Interview Documentation of Students’ Text

47 documentation of students’ text. Those instruments, basically, were administered altogether to answer the research questions. Each of them is elaborated below.

3.5.1. Classroom Observation

The data were analyzed descriptively due to the reason stated by Cresswell 1994:162 that the data emerge from qualitative study are descriptive, that is data are reported in words primarily the participants’ word. The analysis process was commenced by making verbatim transcription of classroom interactions. Then, the transcriptions were read repeatedly. During the reading process, the researcher employed coding activity by matching the data with the research questions. This coding process was aimed at fracturing the data and rearranging them into categories that facilitate the comparison of data within and between these categories Maxwell, 1996:78. Data from observation were analyzed to validate the data from the interviews with the teacher. The analysis based on procedures, types and the stage when the scaffolding actualized and teachers understanding on the concept of scaffolding in the teaching cycle.

3.5.2. Interview

The data from the interview were analyzed in steps. First, the interview were transcribed or converted in written forms. The transcripts, then, were read many times and condensed or compressed into briefer statement in which the main sense of what is said is rephrased in a few words Kvale, 1996: 192. Afterwards, the data were coded and categorized. Finally, the interview data were interpreted to 48 find out whether the teacher actualized and aware scaffolding instruction in teaching hortatory exposition text.

3.5.3. Documentation of Students’ Text

Systemic Functional grammar analysis was conducted to explore the characteristic of students’ text which served as evidence for the instructional scaffolding done previously. The analysis focused on social function, the schematic structure, the language feature, transitivity systems, conjunction systems and the aspect of modality see chapter two section 7.7.

3.6 Research Validity

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