41
the relevant theories. After that, the results of the data were reported from the beginning to the end.
Meanwhile, quantitative data of this research were obtained from the tests conducted. In analyzing the quantitative data, descriptive analysis was used. It
was the mean which was used as a represent from central tendency. The mean was used to know the improvement of the students before and after the actions.
H. Validity and Reliability of the Data
Data that were obtained from the research must be valid and reliable. As this study was action research, there were five criteria of validity that must be
achieved by the researcher as follows as suggested by Burns 1999: 161-162: 1.
Democratic validity It is related to the extent in which the research was truly conducted
collaboratively and includes multiple voices. In gaining the democratic validity, I conducted the interviews with the stakeholders i.e. the students
VII C of SMP N 1 Jogonalan, the English teacher, and the collaborator to tell their opinions about the research conducted.
2. Outcome validity
Outcome validity was related to the notions of actions leading to outcomes that were successful within the context. To achieve this validity, I
did maximally in doing the action. I did not only find solutions of the problem but also reframe the problem in a certain way into questions. I did
reflection in every meeting.
42
3. Process validity
This validity was closely related to the reliability and competency of the research itself. To get the process validity, I did the observation during the
implementation of the technique by using field notes, did the interviews with the students, and had discussion with the English teacher and
collaborator. 4.
Catalytic validity Catalytic validity was related to the extent in which the research could
allow the participants to be more understood about the social context conducted than before. It could show how the participants make changes
within the research. To get this validity, I did the planning, action, observation, and reflection in cycles using
Peer Assisted Learning Strategies
PALS. 5.
Dialogic validity To obtain the dialogic validity, I conducted dialogues with the English
teacher, the students, and the collaborator. I asked them to give comments about the implementation of the technique in every meeting so that there
was evaluation. It was done to know the strength and weaknesses of the action and I could do better than before in the next meeting.
To obtain the trustworthiness, I used the triangulation techniques. In this research, I used three forms of triangulations as suggested by Burns 1999:
164. They were:
