were not related with the improvement of stude nts‟ listening ability. For example,
the researcher summarized the interview transcripts and field notes, and gave some conclusions in observation sheets. In presenting the data display, he wrote
essential data which were supported with the improvement. The last, he drew some charts related to the improvement to give conclusions in the qualitative data.
The descriptive quantitative analysis was used to analyze the quantitative data which cover the students‟ listening test scores. The quantitative data were
presented in the form of tables. They were compared in each cycle to see the differences.
G. Data Validity
The validity of the data was established by fulfilling the democratic, outcome, process, catalytic and dialogic validity Anderson, 1994 in Burns 1999: 161-
162. In this research, the data validity was assessed by considering the result of the action by looking at the success, the failure and the problems of the action.
To get the democratic validity, the English teacher and the students were given chance to give their ideas, suggestion, and comments about the
implementation of the research. The teacher and the students were interviewed about their ideas, suggestion, critiques, and comments after the action. Their
opinions were used to improve the next action plan. Outcome validity was assessed by looking at the result of the action done.
The success and failure of the action and also the problem found in the action were also considered to improve the next action.
To assess the process validity, triangulation technique was done by gathering accounts of the teaching-learning situation from two quite different points of
view, namely the teacher and students to avoid the bias that happened. Meanwhile, the catalytic validity was assessed by giving chance to the
teacher and students to deepen their understanding on the changes of the social realities of the context.
Finally, the dialogic validity was done by having discussions with the English teacher and students to improve the next action. The dialogic validity was used to
determine the success and weakness in the action.
CHAPTER IV RESEARCH PROCESSES AND FINDINGS
This research was action research. It tried to know the actual actions which could improve the listening skills of the students. It was conducted in class XI
Social 2 of SMA N 1 Sleman which involved the researcher, the English classroom teacher, and also the students of class XI Social 2. The study was
conducted based on the steps that had been previously planned. The following are the reconnaissance steps and the actions implemented in the steps of this action
research. This research focused on planning, identifying, implementing, and evaluating any feasible actions that can improve the students‟ listening
comprehension skill. To improve th e students‟ listening comprehension ability,
the researcher focused on using film clips. This chapter presented the process of the research conducted in Cycle I and
Cycle II, the result of the research, and the interpretation of the finding. There were two findings gathered in this study, quantitative findings and qualitative
findings. The quantitative findings obtained during the research were used to support the qualitative findings.
A. Condition before the Action
The researcher started the research on Tuesday, 28
th
January, 2014 at class XI
Social 2 to observe the classroom activities, interview the students, the English teachers and classroom teacher of class XI Social 2. The observation was done to
