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.
b. Investigator triangulation In this form, more than one observer was involved in the same research
setting. It was done by the researcher to avoid the bias observations. There were two observers in this study, i.e. the researcher herself and the English teacher.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings of the implementation of the Summarizing Activities to improve the eighth grade
students‟ reading comprehension at SMP Muhammadiyah 8 Yogyakarta. The implementation was
divided into two cycles, namely cycle I and II. Each cycle consists of planning, action and observation, and reflection. This chapter also presents the quantitative
data in the form of the mean of the students‟ score during the research process.
As stated in the previous chapter, the research methods used in this study was action research, with the following framework: determining the thematic
concern of the reconnaissance, planning, acting, observing, and reflecting. In the reconnaissance step, the researcher identified the field problems concerning the
teaching and learning process of reading. On March, 11
th
, 2014, the researcher did a class observation and interviewed VIIIC students of SMP Muhammadiyah 8
Yogyakarta. The researcher also had discussion with the English teacher of SMP Muhammadiyah 8 Yogyakarta about the problems that occurred in the class.
After finding the general problems, the English teacher and the researcher decided to solve the field problems concerning the improvement of reading
comprehension in the teaching and learning process of reading. Then, the English teacher and the researcher planned some actions that would be implemented to
solve the field problems using summarizing activities. After that, the researcher moved on to the next level, which were doing actions and observations. The
planned actions were implemented and observed to evaluate whether the use of
52
summarizing activities effective or not to improve students‟ reading comprehension of the VIIIC students of SMP Muhammadiyah 8 Yogyakarta. The
final step was reflection of the actions done before making better improvements in the next cycle.
Below were the steps of this action research study that the researcher conducted in the VIIIC of SMP Muhammadiyah 8 Yogyakarta.
A. Reconnaissance
On 11
th
March, 2014, the researcher did a class observation to find the problems concerning the English teaching and learning process of class VIIIC of
SMP Muhammadiyah 8 Yogyakarta. In this step, the researcher also interviewed the English teacher and the students to get some information related to the English
teaching learning process there.
1. Identification of the Field Problems
After doing the class observation and the interview, the English teacher and the researcher identified the problems related to the English teaching and learning
process in VIIIC of SMP Muhammadiyah 8 Yogyakarta. Based on these results, there were several problems found before and during the teaching and learning
process. Pada waktu itu, suasana di kelas masih sangat ramai, dikarenakan masih
banyaknya siswa yang menghabiskan makanan dan minuman mereka sehabis berolah raga. Ada beberapa siswa yang terlihat masih di luar kelas dan masih
ada yang berganti baju di kamar mandi. At that time, the situation in the class was crowded because the lesson before was sport. There were some students
outside the class.
They ate their foods and cleaned themselves away. GBI pun membuka pelajaran pada hari itu, yaitu mengenai narrative teks.
GBI meminta siswa untuk membuka LKS mereka halaman 27. Kemudian menanyakan kepada siswa, pengertian narrative teks, bagian
– bagian dari narrative teks, dan setelah itu meminta siswa untuk membaca teks tersebut.
The lesson the day was about narrative text. She asked the students to open the LKS and turn to the page 27. The teacher asked the students the definition and
the parts of the narrative text. After that, she asked the students to read aloud. Setelah satu per satu siswa selesai membaca, GBI melanjutkan dengan
menanyakan pada siswa apakah ada kata-kata sulit dari teks, dan meminta mereka mencari di kamus. After reading aloud, the teacher continued asking
the students to mention the difficult words from the text and to check the words in the dictionary.
GBI lebih banyak membahas mengenai grammar. Siswa pun terlihat malas-
malasan mencatat penjelasan GBI. Discussing the grammar was the teacher’s activity at that time. Students seemed bored and lazy in noting
teacher’s explanation.
GBI meminta siswa untuk mengerjakan soal-soal yang ada di dalam LKS.
The teacher asked the students to finish the task in LKS.
Beberapa siswa ada yang mengerjakan, dan siswa lainnya ada yang mengobrol dengan teman sebangku, ada yang mengganggu teman yang lain,
susasana di kelas mendadak riuh. While few students did the tasks, the other students chatted and joked with their friends. The class was
crowded
. AppendixFN01
Table 5 shows that some problems concerning the teaching and learning process of English of grade VIIIC of SMP Muhammadiyah 8 Yogyakarta were
related to the teacher, the students, and the teaching strategy. The problems are presented in the following table.
Table 5: The Identification of the Field Problems No.
Problems Code
1. When the teacher came into the classroom, the students were
still busy about something else. S
2. When the teacher started lesson, some students still talked
about another topic with their friends. S
3. When the teacher gave them some eliciting questions about
the material, some students gave unserious responses and some others only remained silent.
S
4. Some students did not like reading English text. It was seen
when they were asked to read the text, they could not concentrate on the text. They often stopped reading and
chatting with their friends. S
5. The students took longer time to understand the text and to S
