collaborator. The result of the observations were recorded in the form of field notes.
b. Interview Before and after the implementation the English teacher, the collaborator and
the students were interviewed related to the activities in the teaching and learning process. The interview technique gained the English teacher and students’
responses, opinion, suggestion, and expectation. The interviews were conducted by using semi-guided interview which the interviews were guided, but tasking
further questions are allowed. The results was recorded in the form of transcript.
F. Techniques of Data Analysis
The data collected were in the form of qualitative. The qualitative data were collected from the observation and the interviews. They were in the forms of notes
and interview transcripts. The process of analysis was done in every end of cycle. Analysing the data was continuing process to find explanations and patterns. The
analysis data needed some practical steps. Based on Burns 2010:104, there are some steps to get an overall framework for the data analysis as follow:
1. Assembling the data The first step was to bring together the data that had been collected over
the period of the research. In this stage, the researcher looked for the ideas or patterns that fit together and are related to the research question.
2. Coding the data
The researcher started refining broad picture of the findings by coding the data more specific patterns or categories. Then, the researcher identified which of the
data resources that can code qualitatively. 3. Comparing the data
After the data had been categorized, the researcher identified the relationships and connection between different sources of data. This stage aimed at describing and
displaying the data rather than to explain or interpret them. 4. Building meanings and interpretations
The researcher thought about what the data are saying. The researcher posed questions, identified connections, and developed explanations about what
the researcher means to make some sense of the meaning of the data. Then, the theories about the meaning of the research were refined.
5. Reporting the outcomes The researcher thought about what will be presented and what have been found
to tell others. The researcher also tried to consider how organize the whole research from beginning to end and not just the analysis and findings.
G. Validity and Reliability of the Data 1. Validity
Data that were obtained from the research must be valid and reliable. As this study was action research, there were four criteria of validity that must be
achieved by the researcher as follows Burns, 1999: 161-162. Democratic validity is related to the extent in which the research was truly conducted
collaboratively and includes multiple voices. In gaining the democratic validity,
the researcher conducted the interviews with the stakeholders i.e. the students of fourth grade of SD N Ngringin, the English teacher, and the collaborator to tell
their opinions about the research conducted. Outcome validity was related to the notions of actions leading to outcomes
that were successful within the context. To fulfill the outcome validity, the English teacher and researcher made reflection of the implemented actions and
planned actions. Process validity was closely related to the reliability and competency of the
research itself. To get the process validity, the researcher did the observation during the implementation of the action, did the interviews with the students, and
had discussion with the English teacher and collaborator. Catalytic validity was related to which allows participants to deepen their
understanding of the research by monitoring other participants. To get this validity, the researcher did reflection and interviewed the English teacher and the
students to know their perceptions after the research was conducted. It meant that the collaborator and the students were given opportunities to give their response to
the change occurred after the implementation of the actions. To obtain the dialogic validity, the dialogues with the English teacher, the
students, and the collaborator were conducted. These were done to know the strength and weaknesses of the action and the researcher could do better than
before in the next meeting.
