grade. The purpose of the test was to see the students’ ability in reading comprehension. The result of the test became the consideration to arrange the
appropriate activities to be used during the action in order to improve the students’ reading comprehension. Furthermore, the post-test was done to
check the students’ improvement after implementing the strategy. Finally, a camera and an audio recorder were used to record the teaching
and learning process. The photographs and audio recording helped the researcher to make the report. Those also can be as evidences of the teaching
and learning process that had been conducted. In the practice, the collaborator helped to take the photographs.
F. Technique of Data Analysis
Two techniques of data analysis were used in the research. Those were qualitative and quantitative. According to Denscombe 2007:289, the
qualitative data can be analyzed from the various kinds of data formats, such as interview transcript, texts, field notes, and photographs. Therefore, those
kinds of data were analyzed in the findings as the qualitative data. In this particular research, the processes of analyzing the qualitative data involved
the steps as suggested by Burns 1999:157-160. Those are assembling the data, coding the data, comparing the data, building interpretations, and
reporting the outcomes. In the process of assembling the data, the data collected from the actions,
such as the field notes, interview transcripts, documents, and photographs, were assembled. The data were scanned and analyzed so that they could be fit
together. Meanwhile, in coding the data, the data were managed so that there were no data which were unclear. The large amounts of the data were reduced
to make the data manageable. Moreover, in comparing the data, the data were compared with different kinds of sources. The data were described from
different data gathering techniques. For instance, the data gained from the interview were compared with the result of the observation checklist. The
similarities and differences of the data could be described in the findings. Furthermore, after assembling, coding, and comparing the data, the data were
interpreted in order to make sense of the meaning of the data. The final step of analyzing the data is reporting the outcomes. In this
stage, the findings found during the teaching and learning process were reported in detail. Providing examples were required to support the report of
the research. The examples could be taken from the field notes arranged during the implementation of the action.
Moreover, as stated by Burns 2010:118, the quantitative data analysis can be defined as the way of presenting the data in numerical form. Thus, the
data were analyzed using the statistical analysis. Therefore, the research used the descriptive statistics in analyzing the data. The data gained from the pre-
test and post-test could be analyzed as the quantitative data. Those data were analyzed by using SPSS version16.0 and compared through paired-sample t-
test. The mean score of each two tests were measured to determine the central tendency. It was considered as a way to check the student’s improvement in
reading comprehension. In addition, the results of prototype test conducted before pre-test and post-test were analyzed by using ITEMAN version 3.0.
The analysis result was considered to decide whether the questions should be revised or not. In this case, the validity of the test depended on the form of the
questions in particular related to the reading comprehension questions. Briefly, the reading comprehension questions arranged involving the
following indicators: 1 Identifying the specifically stated detail or information.
2 Deducing the meaning of unfamiliar lexical items in context. 3 Making inferences.
4 Finding the main idea and the topic of the paragraph. 5 Understanding references.
6 Distinguish between relevant and irrelevant statement from the text. 7 Applying the correct word to complete a certain passage.
G. Validity and Reliability of the Data
The data collected from the research must be valid and reliable. Therefore, according to Anderson in Burns 1999:161-162, there are five
criteria of validity that should be fulfilled to get the validity in the action research. Those of five criteria are described as follows.
1 Democratic Validity
The democratic validity was related to the scope in which the research was conducted collaboratively and included multiple voices. The validity was
obtained by interviewing some students at the seventh grade and discussing with the English teacher to find out the problems in the reading class. It was
done before implementing the actions. The problems were limited on the implementation of VSS. It was implemented to overcome the selected
problems. The appropriate actions of the strategy were implemented in the teaching and learning process.
2 Outcome Validity
The outcome validity was related to the concept of action that will lead to the successful results in the research context. The validity was obtained by
both giving a solution to the problems and formulating the indicators that showed the improvement of the students’ reading comprehension.
3 Process Validity
The process validity was closely related to the dependability and competency of the research itself. The principle of the validity is to make the
action research believable. To gain the validity, the researcher and the collaborator used the observation checklist to observe the teaching and
learning process, interviewed the students, and also discussed the implementation of the strategy with the English teacher and the collaborator
at the end of every meeting.
4 Catalytic Validity
The catalytic validity was related to the scope in which the students were allowed to expand their understanding with the social realities in order to
change it. The validity was obtained by asking the students, the English
teacher, and the collaborator’s responses after the implementation of the actions. They were interviewed related to the teaching and learning process
conducted. The results of interviewing were considered as a reflection to implement the better actions in the next meetings.
5 Dialogic Validity
The dialogic validity was obtained by conducting the discussion with the English teacher and the collaborator at the end of every meeting. The
discussion was related to the teaching and learning process observed so that the researcher got the comments of the implementation of the strategy. Thus,
the strengths and the weaknesses were known which further those had been made as the reflection to conduct a better action in the next meetings.
Furthermore, to gain the trustworthiness of the data and reduce the subjectivity in analyzing the data, the triangulation was used in the research.
There are four forms of triangulation as suggested by Burns 1999:164, but just two forms of triangulation were used in this research. Both are explained
as the following.
1. Time Triangulation
Time triangulation means that the data were collected over a period of time in order to identify the factors involved in the teaching and learning
process. In this particular research, the researcher conducted the actions in two cycles in which each Cycle Involving two meetings. The reflection was
