42 focus for the interview. The questions were designed to find out the students’ and
teacher’s perceptions towards the teaching and learning process. There were several aspects were asked to the students and the teacher. Those related to the
implementation of the strategy, the situation during the teaching and learning process, and the students’ behavior towards the teaching of reading. The interview
process was recorded. The results of the interview were interview transcripts.
3. Questionnaire
The questionnaire was in the form of closed-ended items. There were eight statements in every intelligence. The statements were related to characteristics in
every intelligence. The students of the class VIII A were asked to select YesNo response from the statement. The questionnaire used the Multiple Intelligences
inventory in Armstrong 2009: 22-26.
4. Reading Comprehension Tests
The reading comprehension tests were in the form of multiple-choice questions. The tests contained 4 options in 25 multiple-choice questions. In
creating the questions, the researcher referred to the curriculum used in the school, which School-Based Curriculum. The questions were constructed by using the
Revised Taxonomy of Bloom that is proposed by Krathwohl and Anderson. The cognitive level of the new model of taxonomy consists of 1 remembering, 2
understanding, 3 applying, 4 analyzing, 5 evaluating, and 6 creating. Before the pre-test and the post-test were held, there was a test of the item validity. The
tests were tried out to check the validity of the test items. Based on the analysis of
43 the result of the try-out, there were 18 invalid items on the prototype of the test.
Number 4, 13, 14, 17, 20, 21, 26, 27, 28, 35, 39, 47, 48 were unacceptable because the item discrimination were below 0.3. Meanwhile, there were other
items like number 8, 16, 31, 32, 41 were not valid because the item facility were below 0.3 or above 0.7. The researcher removed those invalid items and also other
2 items so that there were 30 items for each test.
G. Validity and Reliability
The researcher used validity and reliability to ensure the quality of the research. Creswell 2008:169 proposes that validity refers to the meaningfulness,
appropriateness of an instrument that enables a researcher draw a correct conclusion from the sample she is studying. Creswell 2008:169 also add that
reliability refers to the consistency of scores from an instrument even when the researcher administers the instrument multiple times at different time.
To enhance the trustworthiness of this research, the researcher used five criterions of validity proposed by Anderson, Herr and Nihlen. According to
Anderson et al. in Burns 1999:161-162, the five criterions of validity are democratic validity, outcome validity, process validity, catalytic validity, dialogic
validity. They are as explained as follows: a.
Democratic validity is related to the perspectives, opinions, ideas and comments from various stake holders teacher, students, and researcher about the
application of the action research. This criterion ensures that the research was done collaboratively. Thus, the researcher involved the English teacher in a
