were given ample opportunities to give their ideas, opinions, feelings, comments or suggestions related to the research study. In this case, the collaborators and the
researcher observed the teaching and learning processes and analyzed the problems occurred. Then we held discussions to formulate the problem to be
solved in teaching and learning processes and plan the actions that were implemented which were suitable for students‘ needs. A reflection of the actions
was conducted at the end of every meeting and every cycle. In this case, the collaborators and the researcher discussed the actions which were successful or
not and revised the plans. All research participants also shared their opinions, suggestions, and feelings related to the actions that had been conducted.
2. Outcome validity
Outcome validity is related to the actions that lead to the results that are successful within the research context. This validity depends on the validity of the research
process of conducting the research Burns, 1999:162. In this case, the new questions were formulated related to the new problems found
in the class when the main problem of the research study was tried to be solved. The actions were done after making the reflection in the end of every
meeting. Besides, the indicators which showed the improvements of students‘ speaking skills in teaching and learning processes were important to be considered
to fulfill the outcome validity. Those indicators were presented as follows: a.
Students could use those language functions with intelligible grammar. b.
Students could use master stress, rhythm, and intonation patterns of those language functions
c. Students could respond to the teacher‘s questions orally.
d. Students got more opportunities to use the language.
e. Students were active in joining the class.
f. Students were confident to speak English.
g. Students were accustomed to classroom English.
3. Process validity
Burns 1999:162 states that process validity raises questions about the dependability and competency of the research. It is done to ensure that the actions
of this research are believable and the actions are done as planned. In this part, I maintained the actions so that those actions could really make
students comprehend certain expressions in English, know how to arrange the correct expressions in English, and communicate in English to each other. I
considered the indicators which showed t he improvements of students‘ speaking
skills as mentioned in outcome validity whether students could reach those indicators or not. If the indicators were still not fully reached, for example, some
students were still passive in joining the class. In this case, the collaborators and I discussed the cause of the problem and tried to solve it so that students could be
more active in teaching and learning processes. We also made the reflection related to the changes of students‘ speaking skills and also my changes in
teaching the students or facilitating the students to learn the language after conducting the first cycle and the second cycle. In addition, to get the process
validity, we made field notes and took photographs during the actions, as well as
writing journals and interviewing students after conducting the actions. The research participants were objective in collecting the data.
4. Catalytic Validity
