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process validity, catalytic validity and dialogic validity. They were employed to fulfill the validity of the research.
1. Democratic Validity
This validity was related to the stakeholders’ chance to give their personal opinion, ideas, and comments about the implication of this action research. In this
research, the democratic validity was fulfilled by having discussion with the member of the research: the English teacher as the collaborator and the students in Class XA
of SMK PI Ambarrukmo 1 Sleman of course. During the discussion they were given opportunities to give their ideas, comments, and suggestion toward this research.
2. Outcome Validity
Outcome validity related to the outcome achieved by I. To fulfill this outcome validity, the research should show students’ improvements on their speaking skill.
The indicators that showed the improvements of the students’ English speaking skill were formulated as follow.
a. The students were willing to answer the teacher’s questions in English.
b. The students were not afraid to speak in English.
c. The students were confident enough to speak in English.
d. The students accustomed to Classroom English.
e. The students participated actively in the classroom activities.
3. Process Validity
In order to gain the process validity, I collected the data by doing observation and taking notes during the research. I noted anything happened in the teaching and
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learning process. I fulfilled the process validity by following the four steps in conducting action research proposed by Kemmis and McTaggart. Those were
reconnaissance, planning, action and observation, and reflection.
4. Catalytic Validity
It was related to the extent to which I allowed participants to deepen their understanding of the social realities of the context and how they could make change
within it.
5. Dialogic Validity
It was a process of peer review that was commonly used in academic research. In this research, there were dialogues with the English teacher and students to
determine the next actions, success and weaknesses of the actions. Furthermore, related to the reliability or trustworthiness of the data, I used
time triangulation and investigator triangulation as proposed by Burns 1999:272. Time triangulation was used in this research since the data were collected over
a period of time to identify the factors involved in the change process. I used investigator triangulation in which there was more than one observer in the same
research setting to avoid observer bias and provided checks on the reliability of the observations. The English teacher as the collaborator observed the teaching and
learning process conducted by the researcher during the study. In this research, the collaborator and I collected the same data about the teaching and learning process on
the way I presented the materials, the students’ attitude in the classroom, etc. The
