Time of the Research Technique and Instrument of Collecting Data
The catalytic validity relates to the extent to which the research allows participant to deepen their understanding of social realities of the
context and how they make changes within it. The English teacher got new enjoyable learning media on how to teach speaking more
interestingly. Moreover, the students got the opportunity in learning English through a very fun activity. They became more active during the
teaching and learning process. The process validity relates to depend-ability and competency of
the research. In other words, this validity could be achieved if the researcher gave a clear explanation of conducted research procedure. So,
the research was claimed to be observable. To gain this validity, the researcher assisted by the English Teacher as her collaborator. The
English teacher took notes in every meeting. She noted down every single thing happened in the teaching and learning process. In this way,
the process of the research was done systematically in order to get complete information in describing how the video recording project was
implemented and how such an action improved students’ speaking skills.
The dialogic validity is the process of peer review. It is commonly used in the academic research to find the weaknesses or lacks of the
research by conducting a discussion with practitioner peers, other members of the research, or expert. The peer reviewer gave comments
and review on the research, how the researcher presented the materials, how the researcher implemented the video recording, and so on. They
might also help the researcher find a conclusion. This validity was fulfilled for the sake of the improvement of the research.
2. The reliability of the data The reliability of the data can be done through some kinds of
triangulation. According to Burns 1999, there are four types of triangulation. They are time, space, investigator, and theoretical
triangulation. These triangulations are aimed to gather multiple perspectives on the situation being studied.
Nevertheless, the researcher only used three of four triangulation types. They were time, investigator, and theoretical triangulation. Time
triangulation was used because the data were collected over period of time to identify the factors involved in the change of processes. In this
research, the researcher did the actions from April to May 2016. The changes related to the improvement in the students’ speaking skills were
monitored in every cycle. With regards to investigator triangulation, the researcher was
helped by another observer in conducting the research. The teaching and learning process in the classroom was observed by the English teacher as
the collaborator. The collaborator with her perspective collected the data about the students’ speaking skills related to the researcher’s way in
presenting the materials, the students’ attitude toward the English subject, and the classroom atmosphere. After she had done in collecting the data,
she crosschecked them to see the reliability of the data.
To fulfill the theoretical triangulation, the researcher used more than one theory in analyzing the data. She analyzed the data with more
than one technique. The quantitative data were collected through pre-test and post-test. The researcher compared the result of pre-test and post-test
scores through T-test in SPSS and analysis of means scores in each speaking skill aspects. Furthermore, the qualitative data were collected
through observation and interview. The results of qualitative data were in the form of field notes and interview transcript.