Khaerunnisa, 2014 DEVELOPING
STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM Universitas Pendidikan Indonesia
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The data from interviews were transcribed, subsequently categorized, and interpreted to answer the research questions. During the transcription stage, the
students’ names were pseudonym Silverman, 1993. In the following step, the transcripts were given back to the participants as also suggested to Cohen and
Manion, 1994 and Kvale 1996 to make sure that it was exactly what the students said and meant. The transcripts were then condensed into briefer
statements in which the main sense of what was said is rephrased in a few words Kvale, 1996, p.192. Finally, the data were coded and categorized by using
thematic data analysis in terms of generic structure and the linguistic features with regard to the research questions, i.e to reveal the students’ opinion toward the
implementation of Reading to Learn program in teaching reading and writing factual texts.
3.5.3 Classroom Observation
The data from observation or field notes were analyzed by each stage. What happened in the class during the implementation of Reading to Learn program
was recorded and the language used was analyzed using the types of interaction moved Rose, 2008. For the analysis of classroom observation, there were three
steps of classroom observation analysis applied in this study. First, the classroom interaction of the implementation of Reading to Learn program in teaching
reading and writing was transcribed. Second, the transcripts were coded based on types of interaction moves devised by Rose 2008, p.33 as seen in the
followings.
Table 3.2 Types of Interaction Moves in the classroom
Rose, 2008, p.33
Move Description
Query Teacher asks a question without preparing or students ask questions
Khaerunnisa, 2014 DEVELOPING
STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM Universitas Pendidikan Indonesia
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Prepare Teacher provides information to enable successful responses
Identity Students identity element in a text
Select Students select elements from experience
Affirm Teacher affirms students responses or students concur
Reject Teacher rejects response by negating, ignoring or qualifying it
Elaborate Define new terms, explain new concepts or relate to experience by the teacher
or through discussion with students Instruct
Teacher directs an activity
Third, the transcripts were analyzed to find out the use of three steps of scaffolding interaction cycle Prepare, Task, Elaborate in each stage of teaching
cycle employed by the teacher and the interaction moves in the classroom. This would able to find out how the teacher made the preparation on each task that can
accommodate the students in improving their writing ability. The results of the analysis were used to answer the first research question in this study, i.e. to find
out in what ways can Reading to Learn program improve students’ reading and
writing ability. The language interaction was recorded and transcribed and each move was labeled.
From eight interactions moves proposed by Rose 2008, teacher ’s moves are
categorized as Query, Prepare, Affirm, Reject, Elaborate, and Instruct. Query, when the teacher asks a question without preparing, Prepare, when the teacher
provides information to enable successful responses, Affirm, when the teacher affirms students responses, Reject, when the teacher rejects response by negating,
Khaerunnisa, 2014 DEVELOPING
STUDENTS’ WRITING ABILITY THROUGH READING TO LEARN PROGRAM Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
ignoring, or qualifying it, and the last is Elaborate, when the teacher defines new terms, explains new concepts or relates to experience by the teacher or through
discussion with the students. Each move was analyzed to see the relation with the improvement of students’ writing skills and to see how the moves enable
successful responses. Meanwhile, the stu dents’ moves are Identify, when the
students identify element in a text, Select, when the students select elements from experience, Affirm, when the students concur, and Elaborate, when the students
engage in the discussion of defining terms relate to their experience.
3.6 Validity
