Technique of Analysis Data

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3.6 Technique of Analysis Data

Data analysis has an important part in every cycle because it can be the source of reflection and discussion for planning the next cycle. The result of the data can answer the research questions: 1 How is the implementation of mind mapping strategy in students‟ writing descriptive text? and 2 How is the improvement of st udents‟ writing descriptive text through mind mapping strategy?. To find out the students ‟ improvment from cycle to cycle by using mind mapping strategy MMS in teaching descriptive writing, the data collection was analyzed in two ways. They are qualitative analysis, and quantitative analysis.

3.6.1 Qualitative Analysis

Miles and Huberman 1984 cited in Sugiyono 2008 : 246 said that activity in qualitative data analysis is conducted continuously until complete, so the data is already saturated. Activity in the analysis of data such as: data reduction, data display, and conclusing drawingverification. In qualitative analysis, the researcher used data reduction, data display, and conclusing to analysis data of the research. 1. Data Reduction Data reduction means summarizes the data, choose the basic things, focus on the things that are important, look for themes and patterns. Thus the reduced data will provide a clearer description, and facilitate researchers to conduct further data collection, and find out when it needed. Data reduction can be helped with electronic appliances such as mini computers to give the code on certain aspects. 41 Data reduction used to analyze the data from observation. The researcher had to summarize and focus on the important data that had been reduction, so it can gave clear descriptions and easy the researcher to collect the data. 2. Data Display After data reduction, the next step is data display. In qualitative analysis, data display can be done in brief essay, chart, and correlation among categories. In this case, Miles and Huberman 1984 cited in Sugiyono 2008: 249 stated that the most frequent form of data display the data for qualitative research in the past has been narrative text. Through data display, the researcher will be easier to understand what will happen, and make a plan for the next data. Miles and Huberman 1984 cited in Sugiyono 2008 : 249 argued that “looking at displays help us to understand what is happening and to do some thing further analysis or ca ution on that understanding”. 3. Conclusion DrawingVerification The third step in qualitative data analysis is conclusion drawingverification. It is to answer the formulation of the problem in the beginning. In this step, the researcher concluded and verify the data. Preliminary conclusions presented are tentative, and it would be changed if there is no strong evidence to support the next phase of data collection. But if the conclusions expressed in the early stages supported by evidence and consistent when researchers returned to the field to collect the data, the conclusions is credible. 42

3.6.2 Quantitative Analysis

Quantitative analysis was needed to show the students‟ writing score improvement from cycle to cycle. The researcher used the following formula to calculate the mean of the pre test in pre cycle and post test in post cycle. The formula like below: x X N   X = the mean x  = total students‟ score N = total number of students Hatch and Farhady 1982 : 55 43 Y R A L U B A C O V T N E T N O C Table 3.4 Scoring Rubric for Writing Test Assessment ESL COMPOSITION PROFILE STUDENT DATE TOPIC SCORE LEVEL CRITERIA COMMENTS 30-27 EXCELLENT TO VERY GOOD: knowledgeable substantive thorough development of thesis relevant to assigned topic. 26-22 GOOD TO AVERAGE: some knowledge of subject adequate range limited development of thesis mostly relevant to topic, but lacks detail. 21-17 FAIR TO POOR: limited knowledge of subject little substance inadequate development of topic. 16-13 VERY POOR: does not show knowledge of subject non- substantive not pertinent OR not enough to evaluate. 20-18 EXCELLENT TO VERY GOOD: fluent expression ideas clearly statedsupported succinct well-organized logical sequencing cohesive. 17-14 GOOD TO AVERAGE: somewhat choppy loosely organized but main ideas stand out limited support logical but incomplete sequencing. 13-10 FAIR TO POOR: non-fluent ideas confused or disconnected lacks logical sequencing and development. 9-7 VERY POOR: does not communicate no organization OR not enough to evaluate. 20-18 EXCELLENT TO VERY GOOD: sophisticated range effective wordidiom choice and usage word form mastery appropriate register. 17-14 GOOD TO AVERAGE: adequate range occasional errors of wordidiom form, choice, usage but meaning not obscured. 13-10 FAIR TO POOR: limited range frequent errors of wordidiom form, choice, usage meaning confused or obscured. 9-7 VERY POOR: essentially translation little knowledge of English vocabulary, idioms, word form, OR not enough to evaluate. N O I T A Z I N A G R O 44 25-22 EXCELLENT TO VERY GOOD: effective complex constructions few errors of agreement, tense, number, word orderfunction, articles, pronouns, prepositions 21-18 GOOD TO AVERAGE: effective but simple constructions minor problems in complex constructions several errors of agreement, tense, number, word orderfunction, articles, pronouns, prepositions but meaning seldom obscured. 17-11 FAIR TO POOR: major problems in simplecomplex constructions frequent errors of negation, agreement, tense, number, word orderfunction, articles, pronouns, prepositions andor fragments, run-ons, deletions meaning confused or obscured. 10-5 VERY POOR: virtually no mastery of sentence construction rules dominated by errors does not communicate OR not enough to evaluate. 5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions few errors of spelling, punctuation, capitalization, paragraphing. 4 GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured. 3 FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing poor handwriting meaning confused or obscured. 2 VERY POOR: no mastery of conventions dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible OR not enough to evaluate. TOTAL SCORE READER COMMENTS Highest students‟ score : 100 Lowest students‟ score : 34 Jacobs et al. 1981 scoring profile cited in Weigley 2002 :116 E S U E G A U G N A L S C I N A H C E M 45 The researc her also used precentage formula to show the students‟ score percentage. The researcher would conclude if 85 of the all students in that class got score 75.0 or more, then the students were said capable and the strategy successful, but if the results show the students‟ score percentage is less than 85 of the students that got score 75.0, accordingly the strategy is less successful. To show students‟ score percentage, the researcher used a formula as below: number of instrumental responses Percent = 100 total number of responses Hatch and Farhady 1982 : 43

3.7 Research Procedure