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The first step was data collection. Data were collected from the results of the research through the use of field notes, observation checklists,
and interview transcripts. The next step was data reduction. The researcher selected, limited, and simplified data through summarising and or
paraphrasing with the field notes and interview transcripts. The third step was data display. The data selected were then displayed and organised.
The data were in the forms of texts and tables of field notes and interview transcripts. The last step was conclusion drawing and verification. The
conclusions were obtained from the field notes, interview transcripts of students’ performances. To do verification, the researcher looked back at
the data such as field notes, interview transcripts as necessary. To fulfil democratic validity and to avoid subjectivity, the researcher and English
teacher delivered comments and opinions about the results and the implementations in this research.
For the quantitative data, the researcher analysed the data by comparing the means of scores from pre and post tests. The speaking
scores were analysed by calculating the means of each skill in each tests using Microsoft Excel. They were presented in the forms of tables and
mean scores and then were compared and described to see the improvements between the pre and post speaking tests of students’
improvements.
H. Research Validity and Reliability
To gain validity in this research, there are five points proposed by Burns 1999: 161-162. They are below as follow.
1 Democratic validity Democratic validity was conducted by involving the
English teacher as the collaborator by having discussion. The students were also involved through the interviews with some
representative students. Representative students were some of high achiever and low achiever students in the classroom.
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2 Outcome validity This validity was obtained by the improvements of
speaking skills. This was to solve other related problems faced in English learning and teaching such as to improve self confidence
of students. 3 Process validity
This process validity was done through having observations in classroom activities, interviewing some of students, making field
notes, and having discussion with the English teacher as the collaborator.
4 Catalytic validity This validity was done by interviewing both the English
teacher and the students and also by asking feedback from the students.
5 Dialogic validity Dialogic validity was conducted through having dialogues
with the English teacher as also the collaborator about having review of the result that happened after doing actions. This was
carried out to review the previous actions and to plan the next actions for the following meeting.
To obtain trustworthiness or reliability in action research, triangulations were used. Burns 1999: 164 proposes triangulations of
supporting action research. They are time triangulation, investigator triangulation, space triangulation, and theoretical triangulation. In this
research, space triangulation was not used since it needed to involve more than one group moreover this research only involved a group of students in
a classroom. 1 Time triangulation
Data were collected during a period of time in this research to see the changes over period of time that was different in other
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times. Time triangulation was conducted from April 12
th
to 18
th
May 2016. 2 Investigator triangulation
In this study, the researcher collaborated with the English teacher as the collaborator. This was done to avoid biased results
and subjectivity. 3 Theoretical triangulation
Data were analysed by more than one perspective. The researcher used some reviews of theories from some experts and
some books.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
