teacher, and the collaborator’s responses after the implementation of the actions. They were interviewed related to the teaching and learning process
conducted. The results of interviewing were considered as a reflection to implement the better actions in the next meetings.
5 Dialogic Validity
The dialogic validity was obtained by conducting the discussion with the English teacher and the collaborator at the end of every meeting. The
discussion was related to the teaching and learning process observed so that the researcher got the comments of the implementation of the strategy. Thus,
the strengths and the weaknesses were known which further those had been made as the reflection to conduct a better action in the next meetings.
Furthermore, to gain the trustworthiness of the data and reduce the subjectivity in analyzing the data, the triangulation was used in the research.
There are four forms of triangulation as suggested by Burns 1999:164, but just two forms of triangulation were used in this research. Both are explained
as the following.
1. Time Triangulation
Time triangulation means that the data were collected over a period of time in order to identify the factors involved in the teaching and learning
process. In this particular research, the researcher conducted the actions in two cycles in which each Cycle Involving two meetings. The reflection was
conducted after implementing the actions in Cycle I that further the results of reflection were considered to make the better activities in the next cycle.
2. Investigator Triangulation
Investigator triangulation means that there is more than one observer involved in the same research setting. To achieve the investigator
triangulation, the English teacher and one more collaborator were invited to the class to observe so that the biased or subjective interpretations could be
avoided. In addition, to gain the reliability of the data and to make sure that the
data were analyzed objectively, the field notes, observation sheet, photographs and the students’ score of the test were used to get the same
result.
H. Procedure of the Research
The procedures of the research were described based on Kemmis and McTaggart in Burns 2010:8. Those are reconnaissance, planning, action,
observation, and reflection.
1. Determining the Thematic Concern – Reconnaissance
Before implementing the actions, some efforts were done in purpose to collect the problems commonly faced in teaching and learning reading. The
efforts were interviewing the English teacher, observing the teaching and learning process, and interviewing some students of VII C class. Next, the
problems were identified and selected particularly those related to reading comprehension. As a result, the VSS was considered as an appropriate
strategy to be implemented in solving the feasible problems in student’s reading comprehension.
2. Planning
After identifying the feasible problems in the phase above, some actions were planned to be implemented in teaching and learning process. Those
actions were related to the VSS steps. The planning was begun with designing the lesson plans based on the syllabus of Curriculum 2013.
Moreover, the supporting media were prepared, such as the students’ worksheet and power point.
The research would be done for two cycles. Then, the actions would be divided into two meetings for each cycle with some improvements in Cycle
II. Furthermore, the actions would be adapted from Antonacci O’Callaghan 2011:27-29 who formulated the actions into the following steps:
1 Building students’ interest and attention 2 Collecting and exploring the key vocabularies found in the text
3 Building connection between the key vocabularies and content of text 4 Comprehending the whole text
3. Implementing and Observing the Action
In this phase, the planning was taken into action in which the VSS was implemented to teach reading comprehension in the classroom. In the
