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conducted by interviewing the students and the collaborator about their responses to the actions. The successful actions was used and reapplied in the
next cycle, but those which were unsuccessful were changed or improved into the more suitable ones.
F. Data Analysis Technique
The data analysis technique used by the researcher was according to Burns 2010 which consists of assembling the data, coding the data, comparing the data,
building meanings and interpretations, and reporting the outcomes. The steps can be elaborated as follows.
1 Assembling the data
The researcher collected all the data from the observation, the interview, and the tests which had been conducted. Those data were field notes, interview
transcripts, and the students‟ scores in both the assessments during the cycles and the pre-test and post-test.
2 Coding the data
The researcher reduced the amount of the data that was still messy into more manageable data. The unimportant data was removed. It was done to make the
data easier to be analyzed. 3
Comparing the data The researcher compared one data with one another to see the similarities and
the contrast between one response to another response before and after the action. The researcher also compared
the students‟ scores in the pre-test and post-test. It was done by comparing the average score of both tests.
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4 Building meanings and interpretations
The researcher and the collaborator tried to carefully develop explanations and interpretations from the data collected based on the comparison that had been
made. 5
Reporting the outcomes In this final step, the researcher reported the results of the research through
writing the thesis. The quantitative data were analyzed by comparing the mean values of the
students‟ scores in the pre-test and the post-test using SPSS Statistics 16.0 as well as using O‟Gara‟s model in Burns 2010: 129. In SPSS Statistics 16.0, the pre-
test and the post-test scores were compared using Paired Sample T-test to see if the Semantic Mapping Strategy influenced the students‟ reading comprehension.
Meanwhile, in O‟Gara‟s model, both of the scores were compared to see whether the students performed better or worse in the post-test. The scores of the
assessments during the cycles were analyzed in the same way to see the students‟
progress during cycle 1 and cycle 2 in which the action had been implemented. Those data then were presented in the form of tables.
G. Research Validity and Reliability
