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e. Dialogic Validity
The dialogic validity was the process of peer review. It was fulfilled when the researcher asked the English teacher as the collaborator to participate in the
process of the research by doing a discussion, giving critiques and suggestions to the actions done in the class.
A test was valid if it measured what it purposed to measure. The researcher used all of the validities for make sure the result of the data research.
2. Reliability
Reliability refered to whether a research instrument was neutral in its effect and content across multiple occasions of its use. The research had to produce the
same results on different occasion Denscombe, 2007. According to Cresswell 1999: 167, there are four kinds of reliability. They
are test-retest reliability, alternative forms reliability, alternate forms and test- retest reliability and the last is interrater reliability. In this research, the researcher
is using one of the kinds of reliability. It is interrater reliability. Interrater reliability is kind of comparing scoring between the students’ score record from
the researcher and the teacher as a collaborator Cresswell, 1999: 171. While using those principles, the reliability of the data was gained by giving
genuine data, such as field notes, questionnaire data, interview transcripts and other records. To check trustworthiness of the research, the researcher used time
triangulation, researcher triangulation and theoretical triangulation. Time triangulation was used because the data of this research was collected at
different point of the time Miller 1986 in Cohen, Manion, Morrison, 2005:113.
38 It aimed to identify and to investigate the teaching and learning process. In
research triangulation, the researcher asked the English teacher as a collaborator to collect then to compare the data with the researcher’s own data Burns,
2010:97. In line with the statement above, Denzin 1970 in Cohen, Manion, Morrison 2005:113 argues that investigator triangulation is the use of more than
one observer. The last is theoretical triangulation, which is the researcher used more than one theory in the research Danzen 1970 in Cohen, Manion, Morrison
2005:114 According to Burns 2010:97, the aim of triangulation is not only to provide
a more balanced picture, but also to explain the result – it is support or not, among
each other. In this research, the researcher compared the data collected from the observation checklist, interview transcripts, data questionnaires, and the tests.
Furthermore, the mean scores of the data collected were compared.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The research aimed at improving students’ speaking skill through role play at Grade XI at Travel Tourism Program of SMK N 6 Yogyakarta in the academic
year of 20142015. This chapter presents the research findings and discussion. The findings of the research are presented in two sections. The first section discusses
the reconnaissance step. Then the second one presents the implementation of the action and discussion. After that, it is followed by the discussion of the general
findings of the research.
A. Research Findings
The research findings present the description of reconnaissance and the implementation of role play in the teaching and learning process.
1. Reconnaissance
This section presents identification of the field problems, the problems to be solved based on the urgency level and feasibility, the actions to solve the
problems, and the relationship between the field problems and the actions given.
a. Identification of the Field Problems
In this step, the researcher identified problems which occurred in the English teaching learning process at XI Travel Tourism Program of SMK N 6 Yogyakarta.
He identified problems related to the teaching of speaking. The field problems were collected through a classroom observation, interviews with the English
teacher and the students, and the pretest. More than one data collecting techniques were used to get a broader picture of their speaking problems. To begin with, the
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