b. the students predict in a broader way by determining the topic of the text according the verb found in the puzzle competition.
F. The research data collection
1. Type of data collection
The data collected were qualitative in nature. The qualitative data were used as the main data, while the quantitative data were used to support the
qualitative one. The qualitative data are presented in the forms of field notes and interview transcript. They could be obtained by testing and interviewing
the class VIII G students, doing observation on the English teaching and learning process, and holding discussion with the observer and the English
teacher. While the quantitative data is presented in the form of the students’
reading score in the reading test pre test, progress test, and post test.
2. Instruments of data collection
The instruments for collecting data were in the forms of: a. Observation checklist
Observation checklist was used to gain information about the problem and the teaching learning process in the reading class. The
observation was conducted during all sessions of the teaching and learning practice covering the DRTA implementation process and the
students’ responses to it. It focused on documenting how the researcher conducted DRTA, the students’ responses and comment during the
activity observation in the form of field notes and observation checklists.
Field notes were used to collect information during the teaching and learning practice and as the verbalization of the students’ thoughts as
well as their behaviors. The observation checklists were completed by the collaborator.
b. Interview Interview was used to gain information which could not be gained
through observation. The data was gained personally since the type of interview is depth-interview. Interview was conducted in the end of each
meeting to obtain the information about the students’ response and impact of the DRTA implementation, and the whole process of teaching
and learning practice. Interview was conducted in Bahasa Indonesia to make the interviewee students became more comfortable to share their
thoughts. c. Reading test
To see the students’ progress in term of their reading comprehension, test was used as the instrument of collecting data. The test was divided
into pre-test and post test. The tests were in the form of multiple choices consisting of 35 items for each the pre-test and post-test.
The pre-test was given to measure students’ current ability. It was
conducted on Tuesday, March 17
th
2015. Then, the post-test was given to measure students’ reading comprehension development.
The material for the test was adapted from some textbooks and internet. In developing question the researcher considered the macro and
micro skill of reading stated by Brown 2004. In this case, the researcher developed the test based on the basic competencies and
indicators which were taken from the curriculum. The reliability of the pre-test and post-test, were gained by trying the
test items out to the grade 8 students from other classes. Then, after getti
ng the students’ scores, the help of ITEMAN program was used to find out the reliability of the test.
G. Data analysis technique
As mentioned earlier, the qualitative data were used as the main data, while the quantitative data were used to support the qualitative one. The qualitative data
are presented in the forms of field notes and interview transcript while the quantitative data are presented
in the form of the students’ reading score in the reading test pre test, progress test, and post test.
The process of analyzing the qualitative data covered some actions; collecting data using the prepared instruments, comparing the data, building interpretation,
reporting the outcome, and the last is presenting the data in the form of descriptive qualitative data.
The quantitative data were obtained by analyzing the students’ reading scores.
It was analyzed using SPSS 16.0 program to find the significance of the scores and presented in the form of means. The means of each score were compared to see the
significance.
H. Validity and reliability
The criteria proposed by Burns 1999:161 were employed to assess the validity of the data. They are democratic validity, outcome validity and process
validity. The catalytic validity which refers to how the stakeholders respond to their own internal changes was not applied because the limitation of time in
conducting this research. The ways to fulfill those validities are presented as follows:
1. Democratic validity Democratic validity related to the
stakeholders’ chance to give their personal opinions, ideas, and comments about the implication of the action
research. The democratic validity is fulfilled by having discussion with member of the research, namely the students, the English teacher, and the
collaborator. They are given opportunity to give their ideas, comments, and suggestions toward the research. The discussion result is the consideration in
evaluating the cycles.
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