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 skills were improved. The improvement of students’ reading skills became one of the indicators for the improvement of the teaching process.
G. Validity and Reliability of the Data
The data obtained must be valid and reliable. Heaton 1988: 159 in Johnson 2008: 310-311 defines validity as “the extent to which a test measures what it is supposed to
measure”. So if the researcher wants to test students’ reading skill, then she must conduct a reading test. To obtain the research validity, the researcher applied the criteria of validity
proposed by Anderson et al. in Burns 1999: 160. The criteria were democratic validity, process validity, outcome validity, catalytic validity and dialogic validity.
1. Democratic validity Democratic validity is related to the extent in which the research is truly conducted
collaboratively and includes multiple choice. To gain the democratic validity the researcher conducted the interviews with the research members i.e. the students of VII J of SMPN 15
Yogyakarta, the English teacher, and the collaborator. This was aimed to know their comments or opinions about the research.
2. Outcome validity Outcome validity is related to the notions of actions leading to outcomes which are
successful within the context. This was obtained from the reflections in every meeting and the students’ scores of reading pre-test and post-test. Besides, it concerns with the result of
the research whether the researcher is satisfied with the result of the research or not, whether the purposed teaching technique improves the students reading skill or not
3. Process validity Process validity is related to the reliability and competency of the research itself. To
fulfil the process of validity, the researcher took notes every meeting. She noted every single thing happened in the teaching and learnin process. The researcher also did an observation
during the implementation by using observation checklists and interviews after the implementation. The actions were done by regarding the classroom learning process during
the research. 4. Catalytic validity
Catalytic validity is related to the extent in which the research can make the participants understand more about the social context and make changes in the research. The
researcher allowed the participants to get deeper understanding of the materials and how they can create changes about their understanding of their actions. It was done by making the
reflections of students’ attitudes toward the actions and also interviewing the participants. Then, the English teacher got new techniques on how to teach reading more
communicatively. Moreover, the students could experience a fun English learning where they did not only listen to the teacher’s explanation.
5. Dialogic validity To gain this validity, the researcher conducted some discussions with the English
teacher and the collaborator who had observed the research process. The collaborator gave comments and review on the research: how the reseacher presented the materials,
implemented the games and so on. In addition, the data of the research must be reliable. Reliability means the consistency of measurement Bachman: 1996. It means that when the
