Data Collection Technique Data Analysis 1.

34 1. Democratic validity The democratic validity gave chances to the parties that were involved in the research to express their opinions, ideas, thoughts, and feelings, to give comments, feedbacks, suggestion, and expectations. The students participated in some interviews and were required to complete the questionnaire. This participation had a purpose to listen to the students point of views of the action implementation as well as their suggestions and expectations for the next action. The teacher participated in discussions and interviews during the ongoing research. 2. Outcome validity The outcome validity concerned with the results of the actions that were successful within the research context. The result showed that there was gradually improvement in the students reading skill. The researcher expected that this research would be the solution not only for a single problem but also to some problems that came out in the research. It was also expected to uncover problems that might lead into new questions and investigations. 3. Process validity The process validity was accomplished by reflecting the data and customizing the strategies to answer the questions that emerged during the research. The researcher confirmed that the students would keep learning eventhough the research had finished. Other people were invited to tell their perspectives so the researcher could see the big picture of the research through some different perspectives. 35 4. Catalytic validity The catalytic validity was related to the research processes that reoriented the participants view of realities in order to change them. In the process of the research, the students and the research team that consisted of the English teacher and the researcher were given opportunities to learn more about realities in the reading teaching and learning process. 5. Dialogic validity This validity was fulfilled by conducting discussion with the English teacher to get information, criticism, evaluation, and reflection about the implementation of the action. The reliability of the data in this research was obtained from genuine data of field notes, interview transcripts, photographs, and the students reading scores. To check the trustworthiness of the data, triangulation technique that was adapted from Burns 1999: 164 was implemented. It was in forms of time triangulation and investigator triangulation. The time triangulation allowed the research to collect the data over a period of time to identify what factors were involved during the process. During the implementation of actions, the teaching learning process was examined carefully. The result of observations and interviews leaded into discussions about what factors that affected the process. The researcher invited the English teacher to be the collaborator to fulfill investigator triangulation. This was intended to avoid observer bias and to obtain comprehensive and valid data from more than one point of view. 36

G. Procedure of the Research a. Diagnosing Problems

In this step, the researcher conducted observations in the reading class. The observation was intended to get big pictures of teaching reading in the class. The English teacher taught in front of the class, and the researcher sat at the back and took some notes to record the class. In doing the observation, the students reading problems emerged. That initiated the researcher to interview the students about their problems in reading. Teacher s interview was also done to discuss how the reading class ran. Results of the diagnosing step served as the initial data to formulate solutions to problems.

b. Planning Actions

After discovering the problems, the research team thought of some possible solutions to the problems. Reviewing the literature that have same characteristics with the existence problems was taken in advance to enrich the researcher s insight about the problems. The English teacher was also invited to give ideas and opinions. As a result, DR-TA strategy was proposed as a technique to teach reading. This main technique was accompanied by some actions to support the implementation of them. The actions were designed in forms of course grid and lesson plan. The process of designing the course grid and lesson plan was guided by the supervisor.