interaction, and motivation. Based on the result of the observation, the researcher made field notes.
There were two kinds of tests that were used by the researcher. They were pretest and posttest. The pretest was conducted in the reconnaissance stage. Its
aim was to identify students’ writing skills. The posttest was conducted in the end
of each cycle. Its aim was to measure their writing skills after getting the treatment from her.
She also conducted interviews at the beginning of reconnaissance stage and the end of each cycle. She used guided interview. The aim of guided interview is
to enable the researcher to make some kinds of comparison across the participants’ responses, but also to allow for individual diversity and flexibility
Burns, 2010:75. She interviewed both the teacher and students about the way she implemented the technique, the benefits they get, and the problems they faced.
E. Data Analysis
There were two kinds of data that the researcher got. They were in the form of qualitative and quantitative data. The two data were analyzed in the different
ways. All the data were interpreted and analyzed by her. She analyzed the process of teaching and learning writing skills through
guided writing by analyzing the data taken from the observation and interviews. The field notes and interview transcripts were analyzed qualitatively. According
to Burns 1999 in Burns 2010: 104-105 there are some useful steps can be followed to get an overall framework for the analysis. She followed steps
proposed by Burns: 1 assembling the data and to reread it again, 2 coding the
data into more specific patterns or categories, 3 comparing the data to see whether patterns or categories are repeated across different data collecting
technique, 4 building meanings and interpretation, and 5 reporting the outcomes. S
tudents’ writing scores in the pretest and posttest were analyzed quantitatively using the descriptive technique to obtain the mean and the standard
deviation and the t-test to investigate the improvement. To analyze the quantitative data, she used SPPS 20 software. She compared the mean score of
each test to know whether there was an improvement of their writing skills or not. It was used to prove whether there was any difference on the achievement of their
writing skills between the pretest and posttest. If the val ue of significance level α
was less than 0.05 it could be concluded that there was a significant difference between the pretest and posttest. And from the mean of the differences, it will be
known that guided writing in teaching writing has a better result.
F. Validity of the Data
To measure the validity of the data, the researcher conducted several types of validity. According to Anderson et al. 1994 in Burns 1999, there are five
criteria to fulfill the validity of the qualitative data of a research. In conducting this research, she used five types of validity. They were democratic validity,
outcome validity, process validity, catalytic validity and dialogic validity. They are explained as follows.
1. Democratic validity Democratic validity is related to people who are involved in the research. The
research should be a truly collaborative research and allow all of the people to
