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Besides, the researcher also made a reading comprehension test as a part of monitoring sequences. The data were in the form of score transcript.
The observation process was conducted before and during the implementation of the actions. The data of observation were collected by observing the teaching
and learning process in the classroom. Meanwhile, the interview was conducted by interviewing the English teacher and students of grade IX C This interview
process aimed to get the responds and feedbacks from the English teacher and students who were directly involved the research process. Besides, the reading
comprehension tests were conducted as parts of the monitoring sequences in this research. The result of the tests was used as supporting data.
G. Data Analysis
The data were qualitative in nature. The analysis dealt mostly with qualitative descriptions that with numbers. The steps of the data analysis were collecting the
data, comparing the data, building interpretation, reporting the outcomes, and presenting the data. The data were presented in the form of field notes and
interview transcripts.
H. Data Validity
The validity of the data was established by fulfilling the democratic, outcomes, process, catalytic, and dialogic validity. Anderson et al. in Burnd
1999: 161-163 propose some criteria to fulfill the validity of the research as follows.
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a. Democratic validity, which is concerned to the extend in which the
research is truly collaborative. The researcher fulfilled the democratic validity by asking the researcher, the ninth grade English teacher, the
principal, the staff office and class IX C students to work collaboratively to improve the teaching and learning process in the class.
b. Outcomes validity, which is related to the notion of action leading to
outcomes, those are successful within research context. The researchers fulfilled the outcomes validity by providing the genuine data.
c. Process validity, which raises questions about the process of conducting
the research. The researcher fulfilled the process validity by planning, implementing and revising the actions.
d. Catalytic validity, which allows participants to deepen their understanding
the research by monitoring other participants. The researcher fulfilled the catalytic validity by interviewing the teachers and the students, and asking
the students to give their feedback. e.
Dialogic validity, which is related to the notion that the research is conducted through reflective dialogue with critical friend or other
practitioner researchers. The researcher conducted some actions to fulfill those validities such as asking
the researcher to collaborate in conducting the research, providing the genuine data, planning, implementing and revising the data, and building communication
with the other team members to monitor and control the process of action research.
