listening comprehension. This kind of analysis is usually called factor analysis or in another literature, for example in Ary, Jacobs and Razavieh 2002: 202, it is
also called multifactor analysis. They stated that multifactor analysis enables the researchers to analyze the combined effects of two or more independent variables
in relation to a dependent variable. In this research, after analyzed, the quantitative data will be presented in
some tables and also graphs containing numbers. The table will show the result of the statistical analysis ANOVA which tries to answer the research questions about
the effect of FLAP on listening comprehension of grade X students and the effect interaction exist in this study.
3. Descriptive Qualitative
To answer the second research question, the researcher uses qualitative data analysis. According to Ary, Jacobs and Sorensen 2010: 481-482, qualitative data
analysis consists of three steps in general. They are: 1 familiarizing and organizing the data, 2 coding and reducing the data, 3 and interpreting and
representing the data. The first step is familiarizing and organizing the data. The researcher should
become familiar with the data through reading or listening to the data shehe has obtained during the data collection process. In this case, the researcher will listen
to the audio recording of the interview and then transcribe the interview in order to be ready for analysis. Once the transcription has been made Appendix 9, the
researcher will read and reread it. After reading for several times, then it is necessary for the researcher to organize the data whether the data will be
oraganized based on the people, based on the topic, or based on the time period of the research.
The second step is coding and reducing. Coding and reducing is the core of the qualitative analysis and includes the identification of categories and themes
and their refinement Ary, Jacobs, and Sorensen, 2010: 483. In the process of coding, the researcher develops the concept from the raw data. It is done by read
and reread all of the data and find the behavior patterns, thinking or events that seem appear regularly and seem important. The researcher, in this step, may also
cut some irrelevant data which appear to be less important in the research. The third step is interpreting and representing. According to Ary, Jacobs and
Sorensen 2010: 490, interpreting involves reflecting about the words and acts of the study’s participants and abstracting important understandings from them. The
interpretation, however, is not only based on the researcher’s feeling, but it should be supported by the data. Meanwhile, representing is related to how the data are
presented. In this research, the researcher presented the interview data in the forms of
descriptive detail related to the participants’ opinion, comments and suggestion about the use of FLAP in the teaching and learning process of listening. This
descriptive qualitative data will essentially be used to support or explain more about the quantitative finding Miles and Huberman, 1994: 10.
F. RESEARCH VALIDITY LEGITIMATION
The research validity or legitimation used in this mixed research refers to the theory by Onwuegbuzie Johnson 2006 as cited in Johnson and Christensen,
2012: 273-275. They stated nine types of mixed research validity. In this research the validity used is weakness minimization validity. It refers to the extent to which
the weakness from one research approach is compensated for by the strengths from the other approach.
Validity of research means that the research results are compatible with the goal of the research as well as the research questions. In Chapter I, it has been
stated that the goal of the research is to discover things related to learning as a whole, that is as the product and the process.
To fulfill the validity of the research, in this research two designs were combined to complete each other since each research design has its limitation in
discovering the answer to the research questions. As stated previously, learning in general can be viewed as process and product. To discover about the product of
learning using FLAP, an experimental design was used while to discover the process of learning, tht is related to students’ feeling and responses, a qualitative
survey design was used. The later approach or design was expected to support the former one and to compensate its weakness as experimental design can only
discover about the product of learning, that is students’ achievement in listening comprehension. Therefore, the goals of the research to discover things related to
the product of learning and the process of learning can be achieved. In addition to combining two methods, the validity was also obtained by
fulfilling the requirements of both experimental design and the qualitative survey design. The requirement for the experimental design is to control the extraneous
varible. The efforts to fulfil this requirement included the use of the same materials, the same amount of time, the same teacher, the same level of ability
