Rindilla Antika, 2014 Dynamic Assessment In Reading Comprehension Classroom
Universitas Pendidikan Indonesia
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This study employed a cake and sandwich formats of dynamic assessment, as discussed in Chapter II section 2.4.2.3, that privileged mediation determined on
the basis of mediated dialoguing between the teacher and the learner which was sandwiched during dynamically conducted assessments. Although Figure 3.1
presented the identified mediator’s strategies arranged hierarchically from implicit to explicit, their use was not predetermined in advance and adjusted to the quality
of students’ reading performance. Finally, after coding the data based on the mediational strategies, the data
were reported and generated to tabulate the number of each type of strategy that was used for each interaction and individual. It should be specified that the
strategies, presented in Figure 3.1, regularly and typically occurred during each dynamically conducted assessment and were not used in precisely the same order
which emerged in responding to the difficulties experienced by the students. Students’ comprehension performance was analyzed based on the amount and
quality of mediation used to help them complete the task in-group and individually.
3.4.2 Analysis of Data from Interview
The data from interview were analyzed through several steps. Firstly, the recorded data were transcribed to get the precise and more accurate data. In
transcribing the data, the participants were coded to protect their privacy Silverman, 2005 and their names were substituted with pseudonyms Punch,
2009 p. 153. Then, the data were categorized based on the thematic analysis which became the main concern of this study Creswell, 2009; they are the
participants’ impression on dynamic assessment and the effects on their reading comprehension performance skills and strategies. Finally, the data were
interpreted based on the second research question namely students’ opinions on the implementation of dynamic assessment on reading comprehension classroom.
In discussing the data, students’ opinions were related to the value of each element of dynamic assessment and their responses during the classroom
Rindilla Antika, 2014 Dynamic Assessment In Reading Comprehension Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
observation. It aimed to support the data from the classroom observations and the reading comprehension tests.
3.4.3 Analysis of Data from Tests
The pretest scores gained in the beginning of the mediation program were investigated to see the students’ basic knowledge and reading ability. These data
were important as a starting point of the program. The scores from the progress test, which were administered in the third week and sixth week, were analyzed by
using matched t-test to see the improvement of t he students’ reading
comprehension performance. The scores of pretest and progress test were analyzed by using t-test formula which was appropriate for sets of paired data J.
D. Brown, 1988, p. 169. The match t-test analysis was aimed to see the comparison between two means obtained and the effects of dynamic assessment
during and after the implementation of mediation program. The detailed explanation will be presented in Chapter IV Section 4.2.
3.5 Conclusion of the Chapter
