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Daud Yusuf, 2014 The Use of Scaffolding in Teaching Writing
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perpustakaan.upi.edu
where, r
2
= effect size = obtained t value
= degree of freedom Likewise, the coefficient is interpreted as following table.
Table 3.5 r square Coefficient Interpretation Coolidge, 2000
Effect Size Value
Small .01
Medium .09
Large .25
3.6.3 Analysis of Student Texts
Analysis of student texts was used in order to support the result of hypothesis testing. Students’ texts were taken during the teaching program, in the pre-test and
post-test. Students’ texts were first analysed using Hyland’s 2004 scoring profile
of recount text. First, the text were analysed in terms of structure, which analysing the availability
of orientation, sequence of events and re-orientation or evaluation which is realised by system of theme. Second, the text were analysed in terms of content,
which covers the availability of events, personal comments, participants which further realised from the system of transitivity. Third, the text were analysed in
terms of language usage, which covers the control of language use, spelling and grammar, and some mechanicstechniques of writing. The style and tone were also
analysed, which is realised by the modality system. To sum up, t
he students’ texts were analysed in in terms of the structure, organisation, and purpose, and how well each element in the text performs its
function to follow the suggestion from the genre theorists Gerot Wignell, 1995; Hyland, 2004; Knapp Watkins; 2005; Emilia, 2010; to do with the textual,
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Daud Yusuf, 2014 The Use of Scaffolding in Teaching Writing
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repository.upi.edu |
perpustakaan.upi.edu
ideational and interpersonal meta- functions Eggins, 1994; Halliday, 1994; Gerot Wignell, 1995; Emilia, 2011; 2014. Analysis of student texts can be seen in
Appendix D.
3.6.4 Analysis of Interview
There are several steps used in analysing the data from interview, i.e. transcribing andor reviewing data, and analysing all interview data Seidman, 2006. The first
step was transcribing the data. The data from the interview were transcribed to ease the researcher processing the data. The second step was categorizing, in
which the data from the interview were categorized based on the responses toward the use of each type of scaffolding proposed. The final step was discussing the
data to find the answer of the research question. The transcription of interview data is available on Appendix F.
3.7 Concluding Remark
