Data Analysis PERCEIVED SELF-EFFICACY VS ACTUAL PERFORMANCE: A CASE IN TEACHING WRITING.

Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Meanwhile, the data from the interviews was analyzed to answer the four research questions in this study by following these steps. Step 1 was converting the data from oral language to written language. The interview transcripts were read many times to look for the statements representing the perspective mainly related to the research questions. Step 2 was coding the data. The codes were later used as categories to organize the data based on the research questions. Step 3 was interpreting and concluding the data into the findings as a descriptive report representing point of views within interpretative orientation. The stages of the data analysis conformed to the statement proposed by Kvale 1996. Lastly, the data from the students’ writings were analyzed using writing rubric a dapted from Jacobs et al.”s 1981 cited in Weigle, 2009. This data was to enhance the findings on the effect of the actual teaching writing performance of the respondent to her students. The rubric covered five categories of microskills in writing including relevance and adequacy content , compositional organization, adequacy vocabulary, grammar, and mechanical accuracy punctuation. Each category was graded into 4 levels with similar score to each level and each level has its own descriptors see Appendix VII. The maximum score based on the rubric is twenty and it is multiplied by five to get 100 as the final score. The results of the students’ writings in assignment 1 and assignment 2 were compared to get the average score. Besides looking at the average, the researcher also noted the most common problems occured in the students writings see Appendix VIII. Finally, the average score and the students’ most commonly ocuuring problems in their writing were compared to results of the teacher’s TWSE and also the interviews.

3.5. Data Validation

In doing a case study report, the third procedure to be followed is related to the overall quality of the study Yin, 2003. In other words, the researcher should make sure that the findings and interpretations are accurate throughout the process of dta collection and analysis. According to Cresswell 2008 validating findings Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu means that the researcher determies the accuracy or credibility of the findings through strategies such as member checking or triangulation. There are varied terms that qualitative researchers use to describe this accuracy or credibility and the strategies used to validate qualitative accounts vary in number CresswellMiller, 2000. Among others, Cresswell 2008 mentioned three primary strategies typically used by qualitative researchers to validate the findings : triangulation, member chekcing, and auditing. The present study followed two strategies to validate the accuracy of the findings. To triangulate the data, the researcher relied on several instruments in gaining the data such as a questionnaire, classroom observations, interviews and documents analysis. The questionnaire, and the lecturer’s interviews were intended to answer the first research question about the respondent’s perceived TWSE. As for the second research questions, the instrument used were classroom observations, the students’ interviews, and the students’ writings. The second strategy applied to ensure the validity of the present research was member checking. In this strategy, the researcher checked the fidings with the participant in the study to determine if the findings were accurate. After completing the TWSE questionnaire, the respondent was given the opportunity to clarify every answer she wrote in the TWSE and also the activites she run in the classroom observations, as it can be found in the second interview see Appendix VI. 3.6. Concluding Remark This part outlined the research methodology, and also the approaches to data collection, data analysis and data validation. Multi-methods of data collection were chosen to provide the researcher with information that would enrich the answer to the research questions. This approach provides a greater chance for evaluating the results of the study. Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu