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In this research, the researcher uses four criterions as the techniques of trustworthiness inquiry. They are credibility, transferability, dependability,
and conformability Moleong, 2007:234. In credibility, the researcher seeks the compatibility between the constructed realities that exist in the minds of
the inquiry’s respondents and those that are attributed to them through prolonged engagement: stay in the field until data saturation occurs.
Transferability is the extent to which the findings can be applied in other contexts or with other respondents. Dependability provides its audience with
evidence that if it was replicated with the same respondents in similar context, its finding would be repeated. Conformability is the degree to which the
findings are the product of the focus of the inquiry and not of the biases of the researcher.
F. Technique of Data Analysis
The data analysis of the research was presented in two forms including the description of English teaching and learning activities and other things
related to what had been scoped in problem statements in chapter 1 and the discussion. The researcher used Constant Comparative Method to analyze the
data. It is used to compare events that happen in the field continuously. There are 4 steps in conducting constant comparative data analysis, namely:
comparing incidents applicable to each category, integrating categories and their properties, delimiting the theory, and writing the theory.
Further more, the constant comparative method is a method for analyzing data in order to develop a grounded theory. Glaser and Strauss cited in
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Lincoln Guba, 1985: 339 described the constant comparison method as following four distinct stages:
1. Comparing incidents applicable to each category, 2. Integrating categories and their properties,
3. deliminating the theory, and 4. writing the theory.
In the first step, comparing incidents applicable to each category, the researcher determined the units of information. After getting the data, she
classified the incidents found during the research into the categories. Each unit contained the similar incidents, for example all incidents related to the
assessment were classified in the unit of assessment. Then, the researcher drew relationships among the categories and made the categories clearer and
wrote the theory. The theory constructed based the research finding and discussion stated the effect of implementation of Team Teaching toward
teaching effectiveness.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter explores the findings and the discussion in relation to the problem statements as mentioned on chapter 1. Based on the problems stated in
the previous chapter, the findings are divided into three sections. The first section describes about the implementation of team teaching in teaching English in
SMPN 1 Pitu Ngawi, the barrier of team teaching implementation, and the last is about the effectiveness of team teaching on students’ abilities.
This chapter writes simultaneously about two main points, those are: research findings and the discussion. The first is about the reality got from the research and
the later is about the response of the writer to the result of research.
A. Research Findings
1. The Implementation of Team Teaching of English in SMPN 1 Pitu
Ngawi.
The description of the Implementation of Team Teaching includes 6 dimensions: a The Background of Team Teaching’s Implementation; b
The Objective of Team Teaching; c The Legal Foundation of Team Teaching Implementation; d The syllabus of Team Teaching; e The
Technique of Team Teaching Implementation; and fThe Monitoring and Evaluation.
