4. Dialogic validity Dialogic validity means that stakeholders can participate in the process of the
research
G. Research Procedures
There were several steps in conducting this research. They were: reconnaissance, planning, implication of action and observation, and reflection.
1. Reconnaissance Reconnaissance was the first step in this research. In this case, the
researcher interviewed the classroom teacher and the school principal to identify the existing problems. After that, the researcher collected the
information by observing the teaching learning process, interviewing some students and having a discussion with the English teacher.
2. Planning After identifying the problems, the researcher worked togather with the
English teacher and held a discussion about the actions that would be done. 3. Implication of action and observation
In this step, the researcher implemented his plans and observed what was going on in the classroom to find the problems by making notes.
4. Reflection The researcher made reflections in every circle. Reflection was important to
do to know if the actions were succesful or not. Evaluation and reflection
were analyzed from the discussion and interview with the English teacher, and some students.
CHAPTER IV RESEARCH PROCESS, FINDINGS, AND INTERPRETATION
This chapter presented the research process, findings and interpretation. In doing this research, there were four steps described. The steps of the research
were planning, implementation, evaluation, and reflection of the action. The purpose of the research was to improve the students’ listening comprehension in
teaching and learning process of the second year students at SMPN I Ngemplak, Sleman. To improve the process of listening teaching and learning, the researcher
focused on employing on the teaching and learning process of listening at SMPN 1 Ngemplak, Sleman.
A. Reconnaissance 1. Identification of the field problems
In this step, the researcher identified some problems which occurred in the teaching and learning process of listening of the eighth year students at SMPN I
Ngemplak, Sleman. In getting data and input about their opinions concerning the weakness, obstacles and suggestions related to the listening teaching and learning
process, the researcher interviewed the school principal, the English teacher and some students of SMPN 1 Ngemplak, Sleman. Based on the observation which
had been done, the researcher found some problems related to the teaching and learning process of listening. The problems were as follow:
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