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1. Reconnaissance
The reconnaissance step was conducted in the classroom in order to get information and description of students’ reading comprehension ability in the
English learning process. In reference to the data of observation and interviews, the researcher and the English teacher identified the existing problems related to
students’ reading comprehension ability and selected the feasible problems which were possible to be solved.
2. Planning for Action
After identifying the problem, the researcher and the English teacher made some plans of action which were appropriate to be implemented both in the first
and the next cycle. 3.
Action and Observation After planning the actions, the English teacher and researcher carried out the
actions in the classroom. During the implementation of the action research, the English teacher became the teacher and the researcher became the observer who
observed the process of English teaching and learning in order to know the success of the actions to i
mprove student’s reading comprehension ability and also the problems occurred during the implementation process.
4. Reflection
With regard to the implementation processes, the team members evaluated the result of the implementation. It was done by discussing the success of the action
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as problems happening in the classroom during the actions based on the observations and interviews.
5. Developing New Plan and Cycle
After conducting the first cycle and evaluating the result, some ideas as to what to do the next began to be clear. Then, researcher and the English teacher
developed new plan and actions to be implemented in the next cycle, so that the changes could be noted systematically over periods of time.
E. Research Instrument
The instruments for collecting the data were an interview guide, an observation guide, and a reading comprehension test. Observation guide was used
as guideline to observe the English teaching and learning in the classroom. The, the interview guide was used to gain the opinions, responses, and the feedbacks
from the research members before and after implementation of this research. The reading comprehension test was given as a monitoring device which could show
the progress of the students’ reading comprehension ability. The result of this test was used to support the data of the observation and interview.
F. Data Collection Technique
The data of this research were qualitative in nature. The researcher collected the opinions, suggestions, comments, and expectations from the research
members. The qualitative data were collected by conducting observations and interviews. The forms of the data were field notes and interview transcript.
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Besides, the researcher also made a reading comprehension test as a part of monitoring sequences. The data were in the form of score transcript.
The observation process was conducted before and during the implementation of the actions. The data of observation were collected by observing the teaching
and learning process in the classroom. Meanwhile, the interview was conducted by interviewing the English teacher and students of grade IX C This interview
process aimed to get the responds and feedbacks from the English teacher and students who were directly involved the research process. Besides, the reading
comprehension tests were conducted as parts of the monitoring sequences in this research. The result of the tests was used as supporting data.
G. Data Analysis
The data were qualitative in nature. The analysis dealt mostly with qualitative descriptions that with numbers. The steps of the data analysis were collecting the
data, comparing the data, building interpretation, reporting the outcomes, and presenting the data. The data were presented in the form of field notes and
interview transcripts.
H. Data Validity
The validity of the data was established by fulfilling the democratic, outcomes, process, catalytic, and dialogic validity. Anderson et al. in Burnd
1999: 161-163 propose some criteria to fulfill the validity of the research as follows.
