researched from the research result to attain this validity. 5. Catalytic validity
Catalytic validity is that the participa nts’ understanding of the
educational context and how they can make changes to it. Some students were interviewed about their opinions after they were given the action to
accomplish this validity. Meanwhile to make the data trustworthiness or become reliable, the
triangulations proposed by Burns 1999: 164 were used as presented below. 1. Time triangulation
Using time triangulation means that the data were collected in period of time. It was done to see the factors which were influenced to the
improvement. In this study, the actions were implemented from March 2015 to May 2015.
2. Investigator triangulation Investigator triangulation means that there was more than one
investigator who becomes the observer. It was used to avoid the bias. This study had two observers. They were the researcher and the collaborator.
3. Theoretical triangulation Theoretical triangulation means that the data were analysed by
more than one perspective. In this study, some theories were taken. Those theories were used to make the data reliable.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The research aimed at improving the reading comprehension of the eighth grade student of SMP N 6 Yogyakarta through POSSE strategy. It was carried out
based on the steps prepared before. Those steps were reconnaissance, planning, action and observation, and reflection. This chapter describes the research processes and the
results.
A. Identification of the Problems
In reconnaissance step, the researcher identified some problems occurring during teaching and learning process of reading. It was carried out by conducting
interviews with the English teacher and the students, doing classroom observation,
and analysing the pre-test result in order to find out the problems in the field.
The interview with the English teacher was conducted on Thursday, 24
th
March 2015 in the teacher’s room. From the interview, it was found that the problems came from both students and the teacher. The problems coming from the
students were related to the lack of their reading comprehension. First, students lacked of vocabulary. Second, they still had difficulties in comprehending the content
of the text such as finding the topic of the text, the main idea, stated and unstated details. Third, the students’ participation and enthusiasm in the class were low. They
were not actively engaged in the teaching and learning process especially in asking and giving their opinions.
The problems also came from the teacher herself. First, the teacher did not maximally use teaching and learning media to teach reading. The media often used
during teaching and learning process such as board markers and white board did not help much in reading. On the other hand, LCD Liquid Crystal Display projector was
rarely used by the teacher. She also did not use the other media such as pictures, realia, videos and so on. Second, the teacher rarely encouraged students to think
about the meanings of some difficult words they found in the learning process. She always asked students to directly find the meanings in the dictionaries but most of the
students did not bring dictionaries. In the end, she translated the word and the 4.1 R : Tadi menurut Ibu, kemampuan membaca kelas VIII A masih kurang.
Itu disebabkan oleh apa Bu ? Miss previously said that the students’
reading comprehension is still low. What actually causes the condition?
ET : Ya, itu mbak lack of vocabulary, mereka banyak yang tidak tahu kata-katanya. Kalau saya suruh mereka membuka kamus,
kebanyakan banyak yang lupa bawa. Jadi saya harus mwmbantu mengartikan kata-kata sulitnya Yes. They lack of vocabulary. If I
ask them to open the dictionary, most of them forget to bring it. In the end, I help them to tranlate those difficult words
R : Kalau menurut Ibu selain vocabulary kelemahan siswa apa lagi Bu?
Besides that, wh at are the students’ weaknesses on reading
comprehension?
ET : Mereka masih bingung kalau harus mencari main idea mbak, apalagi kalau tesknya bagi mereka susah yang vocabnya banyak
yang tidak tahu.They are still confused when they are trying to find the main idea, moreover if the text is difficult for them to
understand
.
Int-1 24 March 2015
