73 The information gained from the observation was manually recorded in
observation field notes. These notes functioned to obtain qualitative data more accurately by providing qualitative interpretations of the events occurred on the
spot Lin, 2015. As Lin 2015 also suggests that the field notes were “both
descriptive and reflective, involving verbal portraits of the participants, description of the physical setting, and accounts of particular events, as well as the
researcher’s personal reflections.” The notes were made up of brief summaries of the events, students’ behaviors, and the researcher’s initial reflections Bryman,
2008, as cited in Lin, 2015.
E. DATA ANALYSIS AND INTERPRETATION
According to Mills 2011, data analysis is “an attempt by the teacher researcher to summarize collected data in a dependable and accurate manner” p.
126. Thus, the different types of data collected determine the analysis technique. The data analysis will be explained in two sections, each is for one research
question.
1. Research Question 1
To answer the first research question, a preliminary session was conducted to deliberate and discover the suitable action aiming to solve the classroom
problems. An observation field note was yielded from this process. As a single unit of qualitative data, the field note was read through in order that the initial
sense of the data was discovered Mills, 2011, p.127. It was then summarized, analyzed and interpreted successively into an informative report. Additionally, the
74 empirical truths discovered through the obtained data were associated with the
logical truths obtained from reviewing the literature in order to increase the objectivity of the findings.
2. Research Question 2
There were both quantitative and qualitative data serving to answer the second research question. Therefore, they are presented in two separated parts,
namely quantitative data analysis and qualitative data analysis.
a. Quantitative data analysis
The first quantitative data are four sets of test scores obtained from pre-test and three times of progress tests. SPSS 23 was employed to conduct both
descriptive and inferential statistical analysis of students’ test scores. Descriptive statistics was employed
to summarize students’ demographic data as well as students’ test scores. To make the results more reliable, a one way repeated
measures ANOVA was also conducted to compare the scores obtained through the series of tests. This statistical technique was suitable to be used since the study is
applied only to one group of subject measured on three or more occasions Pallant, 2011, p.258.
In terms of analyzing and interpreting the second quantitative data in the form of
students’ responses in the pre- and post-program questionnaires, it requires a statistical technique that was meant to find the association of difference
between two sets of data. Therefore, an alternative of T-test will be employed. Ordinal data were obtained from students’ choices of the 5-point Likert scale, and
