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F. Data Analysis Technique
This research is qualitative in nature. However, the data were analyzed both qualitatively and quantitatively. The qualitative data were
taken from the field notes and the interview transcripts. The field notes stated everything that happened in the teaching and learning process in
the classroom. While the interview transcripts shows the students’ data that are related to their affection in the process of teaching and learning
writing. The researcher also analyzed the quantitative data to know the
tendency of students’ writing scores. In this case, she used mean and standard deviation in analyzing the quantitative data. MacKay 2006:
43 states that mean is the average. In this case, it means the average of students’ writing scores. It was calculated by adding up all scores and
dividing them by the number of students in class. It is called empirical mean because it was gained by involving overall scores in the class. It
should be above the ideal mean to define that the group of participants has a good achievement. Ideal mean could be defined as the ideal mean
score that has to be reached by the group. It is calculated by adding up the highest score and the lowest score, and then dividing it into two.
G. Validity and Reliability of the Data
The validity and reliability of the data in this research was based on the criteria proposed by Anderson in Burns 1999: 161-165. They are
40 democratic validity, outcome validity, process validity, dialogic validity,
and catalytic validity. Each criteria is explained below. a Democratic validity
The democratic validity was obtained by interviewing the stakeholders of SMPN 2 Depok teachers and students. In the interview, the
stakeholders were given chances to express their ideas, opinion, and attitudes toward the problem faced, then the focus was to look for the
solution of the problems. The interview was conducted before, during, and after the research to get their perspectives of the actions. She also
had discussions with the English teacher as the collaborator in reflecting the actions during the implementation of the TAD strategy.
b Outcome validity Outcome validity means that the research is “successful” in solving the
problems which are found in the writing class. The validity in this research was gained by analyzing the results of the actions. The results
of the research were not only able to solve the problems but also led to new questions. To get the outcome validity, the researcher put back the
problems at the VIII B students in a schema in order to make new questions.
c Process validity Process validity means the dependability and competency of the
research. The process validity was gained during the process of implementing the TAD strategy in writing class. The researcher
41 collected the data by interviewing the English teacher and the students
and making field notes to observe the teaching and learning process in Class VIII B at SMPN 2 Depok. It includes the students’ behaviour and
the students’ competency in achieving the materials. d Dialogic validity
To get the dialogic validity, the researcher had dialogues with the teacher as the collaborator in discussing what she did during the
implementation of the actions. So, the researcher can make some reflections in order to get suggestions to improve the next action. The
researcher also gave chances to the teacher and the students to give responses of the implementation of the TAD strategy.
e Catalytic validity The catalytic validity is related to how the stakeholdersrespond to the
changes occurring to themselves Burns, in Madya 2006: 43. The researcher got the catalytic validity through those two cycles of the
observation, action plans, implementation, and reflection that were done at the Grade VIII students of SMPN 2 Depok.
In order to get rounded perspectives and to avoid the subjectivity in analyzing the data, the researcher used two kinds of triangulation; time
triangulation and researcher triangulation Burns, 1999:163 as follows:
1. Time triangulation
The data of this research were collected over a period of time to identify the factors involved in the actions. The researcher obtained
42 the data on the students’ improvement in writing by conducting pre–
test and post–test. She also conducted interviews with the teacher and the students before, during, and after the actions. Moreover, the
teaching and learning process was recorded in every meeting in the field notes.
2. Researcher triangulation
The researcher asked another research member to help her in the reflection steps. It was done to avoid biased interpretations.
Furthermore, the researcher also asked the teacher as the collaborator to observe the teaching and learning process so the teacher had much
contribution in the process of documenting the field notes.
G. Research procedure
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