44 Cycle I. The same as achievement test I, achievement test II was also used as
a review of the implementations in Cycle II. c.
Post-test Post-test was used to find out the improvement of reading ability. The
post-test was used at the end of the last cycle. To get the validity of the tests, the researcher used content validity.
The researcher used the existing concept in the current. Here, the researcher developed the test based on the basic competences and the indicators of the
basic competences, which were taken from the current curriculum, the School Based Curriculum. While, to get the reliability of the tests, the researcher used
the help of ITEMAN program where Cronbach‘s Alpha statistic was used to find the reliability of the test.
4. Field Note
The field note did not only aim to note the support data in this research but also it was used to record the teaching learning process related to the
weakness and obstacles that were found in the research. In addition, the researcher and the collaborator were able to see and take a note on students‘
reading comprehension progress in the classroom.
E. Data Analysis
To analyze the data, the researcher referred to the stages of data analysis suggested by Burns 1999: 157-160. They are:
45 1.
Assembling the data In this step, the researcher assembled the data such as field notes,
questionnaires, interview transcribes, and so on and scanned the data in a general way to show up broad patterns so that they could be compared and
contrasted. Thus, the researcher could see what really occurs in the field. 2.
Coding the data After scanning the data, developing categories and codes were used to
identify the data more specifically. As what Burns 1999: 157 suggests, coding the data is a process of attempting to reduce the large amount of data
that may be collected to more manageable categories of concepts, themes or types.
3. Comparing the data
Once the data have been coded, the researcher needed to see whether the patterns are repeated or developed across different data collection
techniques by identifying relationships and connections between different sources of data,.
4. Building interpretations
The fourth stage was the point where the researcher should deal with a great amount of creative thinking in describing, categorizing, coding and
comparing the data to make sense their meaning. It enables the researcher to come back to the data several times to pose questions, rethink the connections
and develop explanations of the bigger picture underpinning the research Burns, 1999: 159. After that, discussions with the collaborator are needed to
46 make it possible for the new discoveries or interpretations as well as noting
down questions and thoughts that occur behind surface descriptions. 5.
Reporting the outcomes The last stage of data analysis process was presenting an account of
research for others. In general, the report includes the original issue or questions underlying the study, describing the research context, outlining the
finding supported with the sample data, relate the finding and the context, and suggesting how the project has been fed back into practice so that it could lead
to other areas for research.
F. Validity and Reliability
Burns 1999: 161-162, states that there are five validity criteria that can ensure data validity of action research. The five validity criteria were
discussed below. 1.
Democratic validity Burns 1999: 161-162 states that democratic validity is related to
stakeholders‘ chances to give their opinion, idea, and comment about the implication of the action research. In order to get democratic validity, the
researcher interviewed English teachers, and students of SMP N 1 Mlati. In the interview, the researcher got the information after they expressed their
ideas, opinion and attitudes toward the problems faced by the students of SMP N 1 Mlati. The interviews were conducted during the research ran.
