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c. Investigator triangulation In this form, more than one observer was used in the same research setting. It
was done to avoid the bias observation. There were three observers in this study, i.e. the researcher himself, the English teacher, and the collaborator.
G. Procedure of the Research
This research was conducted in two cycles to see the improvement of the classroom interaction process. There were four stages in every cycle to conduct
action research, namely reconnaissance or fact finding, planning, implementing the actions and observing, and reflecting.
1. Reconnaissance
Reconnaissance is the first step in an action research. In this step, the problems were identified based on the observation and interview. Then, the other
research team members the headmaster, the English teacher, and the students collaboratively gave their ideas, opinions, and suggestions to formulate the
problems. After that, the researcher selected the problems which would be solved.
2. Planning
The research members worked collaboratively in planning some actions to improve classroom interaction in the English teaching-learning process through
communicative tasks to the 8
th
grade students of SMPN 3 Wates.
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3. Implementation or Actions
In this step, the plans of action approved by the researcher and the team members were implemented in the classroom. The English teacher and a
collaborator observed the interaction between the teacher and the students in the time of implementation of the actions.
4. Evaluation and Reflection
Some notes about interaction were made through observation. Besides, the results of the actions by interviewing the students‟, the collaborator‟s and the
English teacher‟s feelings, opinion, and suggestion about the implementation also were made.
The research members evaluated and analyzed the effects, obstacles, difficulties, and other possibilities in implementing the action. If the action was
considered as to be successful or achieved as a positive result, then it would be recorded as one of the alternative effort to improve classroom interaction in
English teaching-learning process. Next, other actions in the same cycle were prepared. When classroom interaction was regarded to be better, then the action
cycle would be stopped.
