51 The test is administered before and after the action. It is used in the
reflection to obtain the reliability of findings.
E. Data Analysis Technique
The analysis of data is represented by the reflection of the cycles of the research. By doing the reflection, the researcher would have authentic knowledge,
which could help the researcher in interpreting the data. The philosophy of action research suggests that an appropriate form of analysis would be through the
discussion of criteria and areas of concern as well as isolated instances of behavior McNiff, 1988.
Miles and Huberman 1994 state some steps to analyze an action research data of which most of the data are in form of words, sentences, phrases, and other
expressions: 1. Coding the data in order to make it easier to be analyzed, 2. Eliminating the unneeded data in order to keep we focus on the primary data, 3.
Presenting the essential and supporting data in the research finding, and 4. Drawing conclusion.
F. Indicators of Success
The indicators of success about this research are presented as follows.
1. Students‟ increase of students‟ involvement, interest, motivation, and
confidence is considered significant if they are enjoying the lesson, paid
52 the attention on tasks carefully, participating the actively during activity in
teaching learning process. 2.
Students‟ improvement in reading competence and performance is considered successful if there are more students achieving the ideal mean
of reading performances from cycle to cycle.
G. Validity and Reliability Data
The validity of the data is established by fulfilling the democratic, outcome, process, catalytic and dialogic validity Anderson in Burns, 1999:
161-162. In this research, the data validity was assessed by considering the result of the action by looking at the success, the failure and the problems of
the action. To get the democratic validity, the English teacher and the students are
given chance to give their ideas, suggestion, and comments about the implementation of the research. The teacher and the students are interviewed
about their ideas, suggestion, critiques, and comments after the action. Their opinions are used to improve the next action plan.
Outcome validity was related to the result by the research. That was how far the action that has been implemented could solve the problems. This
validity ensured by the result of the actions. To assess the process validity, triangulation technique is done by
gathering accounts of the teaching-learning situation from two quite different points of view, namely the teacher and students to avoid the bias that
53 happened.Meanwhile, the catalytic validity would be assessed by giving
chance to the teacher and students to deepen their understanding on the changes of the social realities of the context.
Finally, the dialogic validity has been done by doing dialogue with the English teacher and students to improve the next action. The dialogic validity
is used to determine the success and weakness in the action. In order to ensure the reliability, the different methods are used to get
the same data of teaching and learning process of reading by using reading test, observation, interview, and photograph. Then the data from the
observation are compared with the data from the interview, and the photograph.
H. Procedure of the Research
