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
every meeting, the English teacher and the researcher had a discussion to reflect the actions of that day. In the end of every cycle, the discussion was
held to evaluate the actions that had been implemented and to plan the actions in the next cycle.
2. The outcomes validity relates to notions of actions leading to the outcomes that are successful within research context.
To fulfill the outcome validity, some indicators that show improvements of the students‟ reading comprehension were formulated together. The indicators
were as follows: a. The students identified the main idea of the text, determined the detail of
information, and made a summary by using the students‟ own words; b. The teacher focused on the teaching and learning of reading with the use of
summarizing activities; c. The students enjoyed the classroom activities;
d. There were interesting media in the teaching and learning process; and e. The students participated actively during the English teaching and learning
process. 3. The process validity as cited in Burns 1999 relates to the reliability and
competency of the research itself. It is related to the students‟ ability in
following the process of the research. To know the subject s‟ competency, in
this research, the researcher 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. The catalytic validity is related to the extent in which the research can make the subjects understand more about the social context and make change in the
research. The researcher allowed the subjects 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 reflection of students‟ attitudes toward the actions and also interviewing the subjects.
5. The dialogic validity is the process of peer review that is commonly used in the academic research. This validity was fulfilled by discussing the research
finding with collaborators and some students of English Education Department of UNY. During that period of time, the researcher conducted the research in
implementing summarizing strategy to improve students‟ reading comprehension.
To obtain the trustworthiness, the researcher used the triangulation technique. There were two forms of triangulations used by the researcher Burns
1999: 164. a. Time triangulation
Time triangulation means that the data were collected over period of time. In this study, the data were collected from February to April 2014. During that
period of time, the researcher conducted the research in implementing summarizing activities to improve students‟ reading comprehension.
