Time Triangulation Validity and Reliability of the Data

The phases of VSS could be seen in the following figure. Before Reading Done by the teacher During Reading Done by the students After Reading Done by the teacher Figure 4. The Phase of Vocabulary Self-Collection Strategy VSS, adapted from Antonacci O’Callaghan 2011:27-29. Selecting the appropriate topic Choosing the key vocabularies Reading aloud the first paragraph Modelling in choosing the important words Distributing the VSS chart Reading the selected passage Revisiting the text and selecting the important or unfamiliar words Completing the VSS chart Dividing the Ss into some groups Guiding the Ss to choose a leader for their group Asking each group to mention the selected words Asking the Ss to write the meaning of the selected words Bringing up a small group discussion Comprehending the whole text According to the Figure 4, the appropriate topic was chosen before reading. In this case, the topic of the text closely related to the students’ daily life was more considered. The key vocabularies were chosen to be emphasized when reading the text and then the teacher read the first paragraph of the text. The way of choosing the important words was modeled as well. The VSS chart was spread out to the students as a media to collect the words. The next step was asking the students to read a selected passage and collect the important or unfamiliar words found in the text. The selected words must be listed to the chart involving the reason of choosing the words, and their contextual meaning if they already knew. Moreover, dividing the students could be done after reading of even at the beginning of the lesson. Each group must have a leader who would control the discussion. The leader or representative of each group presented the selected words to the class. It would be better if the words were written on the board so that those could be discussed more. The unfamiliar words that had no meaning yet should be discussed by asking the students to guess the meaning from the context of the text. Defining the selected words connected with content area of reading would be the focus of the discussion. All of the activities above were the early step to comprehend the text. The students would be able to answer the questions given if they thoroughly comprehend the content of the text.