The last instrument used in the research was smartphone. It was utilized to collect the voice recording. The data recorded were in the form of interviews,
fieldnotes and students’ assignment.
E. Data Collection Techniques
The data collection techniques were qualitative and quantitative data. The qualitative data were obtained by interviewing the students and teacher and also by
doing observation during the teaching-learning process and during the implementation of the action in the field. The data were in the forms of field notes,
questionnaires and interview transcripts. The instruments for collecting the data were interview guidelines, questionnaire, observation sheets and field notes
Meanwhile, the quantitative data that were in the form of students’ reading fluency score were collected through the reading fluency assessments. The first was
pre-test. It was conducted to know the students’ reading fluency. The second was
mid-test. It was done to know whether there was a significant improvement on the students’ reading fluency ability before and after multimedia running text being
applied in the first cycle. After reflecting the result of students’ score in mid-test, the
last data were obtained by conducting post-test. The post-test was for measuring whether there was a significant improvement on reading fluency of the students.
F. Data Analysis Techniques
The qualitative data were analyzed from questionnaire, field notes and interview during the research. Meanwhile, the students’ reading fluency performance
tests were scored by using reading fluency rubric. The data were analyzed in five stages proposed by Burns 1999. The first
stage was assembling the data. In this stage the data were collected to be reread in order to state important point to show up the broad pattern and to classify them. The
second stage was coding the data in which the data can be specified. The next stage was comparing the data that had been specified to see the repetition of the data
pattern and the connection among the different data sources. The next stage was building interpretation. This stage developed explanation why particular pattern of
interaction and attitude had come up in this project. The last stage was reporting in which the data were presented to others.
G. Validity and Reliability
To fulfill the validity of the research, five criteria proposed by Anderson cited in Burns 1999:161 were employed. Those five criteria are namely democratic
validity, outcome validity, process validity, catalytic validity and dialogic validity. Democratic validity was a process validity related to the extent to which the
research was truly collaborative. This study tried to fulfill this criterion by doing such interviews with the students and having discussions with the English teacher in
finding and selecting problems to be solved. Outcome validity was related to the notion of action leading to outcomes that
are “successful” within the research context. This research was expected to be able to
solve more than one problem in the teaching-learning process, for example those which are related to reading fluency skills, reading confidence and motivation of
learning English. Process validity was related to the extent which raises questions about the
process of conducting the research. Observing classroom activities, making field notes during the lessons, interviewing students and the teacher, and having
discussions with the teacher in the scheduled time initiated the process of this study. Catalytic validity was related to the extent to which the researcher allowed
participants to deepen their understanding of their social realities of the context and their role and the action taken as a result of these changes. In this case, the students
and the teacher’s responses to the changes occurring to themselves were asked. Dialogic validitywas related to the extent that parallels the process of
collaborative enquiry or reflective dialog with “critical friends” or other participants. Asking the teacher to act as an observer who observed and reported
the students’ reaction during the teaching and learning process fulfilled this criterion.
Meanwhile to fulfill the reliability of the data the research involved more than one source of data, namely the researcher, the English teacher, and the students of
VIII G class. To test the trustworthiness of the data and to encourage ongoing reflections on them as part of the process of data analysis, the researcher used
investigator triangulation. The researcher used method triangulation in which the researcher uses different kind of data collection techniques
– interview, observation, and test. Therefore, to fulfill the reliability, the researcher involved more than one
source of data, namely the researcher, and the students of VIII G class. The researcher triangulated the data by analyzing them using field notes of the teaching learning
process, the interview transcripts, some expert’s theories and scores from the English teacher in doing pre-test and post-test during process. The researcher took field notes
of what the researcher does in the class and kept the supporting documents such as lesson plan, the students’ work and some checklist of what the researcher wanted to
do in the class. After that, the researcher interviewed the students to know what they felt during the class activities. The researcher also interviewed the teacher to get some
comments, perceptions and suggestion about the action. Lastly, in getting the scores of tests, the researcher and the English teacher together scored the students’ reading
fluency performance in order to reduce the subjectivity of the researcher
H. Steps of the Research
