Techniques of The Data Collection

data analysis suggested by Burns 1999:157-160. They are presented in the following. 1. Assembling the data In this step, researcher collected all the data to see what really occurred over period of the research. The data were collected in the form of field notes, interview transcripts, and reading scores transcript. 2. Coding the data Burns 1999:157 says that coding the data is a process of attempting to reduce the large amount of data that may be collected to more manageable categories of concepts, themes or types. Then, the researcher divided the data that could be decoded qualitatively i.e the field notes and the interview transcripts, and quantitatively i.e the pre-test and the post-test. 3. Comparing the data After categorizing the data, the researcher needed to compare the data from different sources of data, for example the interviews compared with the observations and the pre-test and the post-test scores. This aimed to see whether the data showed the same conclusion or the contrasts. 4. Building interpretation In this stage, the researcher dealt with a great amount of creative thinking about what the data were saying by reflecting beyond the immediate surface details. The researcher discussed with the English teacher to pose questions, to identify connections, and to develop explanations about the meanings of the research. 5. Reporting outcomes The last stage of data analysis presented an account of research for others. The researcher considered some aspects in reporting the results of this study such as discussing the issues or questions that prompted the study, describing the context of the research, analyzing the findings by providing the samples of the data and interpreting how the project lead to the other areas for research. Meanwhile, the quantitative data the students‟ reading scores were analyzed by calculating the mean scores of the pre-test and the post-test. The mean scores of each test were compared. The increase of the mean scores indicated that the students‟ reading comprehension was improved. The improvement of students‟ reading comprehension became one of the indicators for the improvement of the teaching process.

H. Validity and Reliability of The Data

The validity of the data was established by fulfilling the democratic, outcome, process, catalytic, and dialogic validity as cited Anderson in Burns, 1999:161. The researcher applied those five of validity to validate the data in this research. 1. The democratic validity concerns to the extent in which the research is truly conducted collaboratively and includes multiple choice. According to Burns 1999, democratic validity is related to the participants‟ opportunity to give their opinions, ideas, and comments about the teaching and learning process. The first discussion was held to plan the action. During the research, some discussions were held to discuss the progress of the research. In the end of