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3. Conclusion drawing verification
The third stream of analysis activity is conclusion drawing and verification. From the start of data collection, the qualitative analyst is
beginning to divide what things mean is nothing regularities, patterns, explanations, possible configurations, causal flows, and propositions.
G. Validity and Reliability of the Data
To make the data valid, the researcher used five kinds of validity. The data validity of this research was based on Burns 1999: 161. They are democratic
validity, outcome validity, catalytic validity, process validity, and dialogic validity. In this research, to get the democratic validity the researcher interviewed
the students and discussed with the teacher to find the problem to be solved. To get the process validity, the researcher observed the classroom activity,
interviewed the teacher and the students, and had a discussion with the teacher. To get the catalytic validity, the researcher asked the students and the teacher’s
response after the implementation of the actions. To fulfill the dialogic validity, the researcher asked the English teacher to act an observer during the
implementation of the action. The last is outcome validity, to fulfill the outcome validity, the researcher was not able to solve the problem only, but also
constructed new questions related to the research.
Meanwhile, the reliability of the data would be gained by giving the field notes, test, interview transcripts, and other record. To gain the trustworthiness, the
researcher used triangulation. According to Burns 1999:163 says the aims of
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triangulation is to gather multiple perspectives on the situation being studied. Burns also adds there are four different ways of triangulation. Those are explained
as follows: 1. Time triangulation: data were collected at one point in time.
2. Space triangulation: data were collected across different subgroups of people. 3. Investigator triangulation: more than one observer was used the same research
setting. 4. Theoretical triangulation: the data were analyzed from more than one
perspective.
H. Procedure of the Research
There are four steps in the study of structural actions suggested by Kemmis and Mc Taggart in Burns 1999:33. They are the thematic concerns-
Reconnaissance, planning, action and observation, and reflection. Each step is described as follows:
1. Determining the Thematic Concern-Reconnaissance
The reconnaissance step was conducted by the researcher to find out information concerning students’ listening ability. The researcher interviewed the
English teacher first to collect the data. Then, he conducted a classroom observation of the listening teaching and learning process of VIII D. He identified
the problems in VIII D students listening skill. Furthermore, the researcher also interviewed the students to find out their difficulties in learning English.
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