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s speaking performance. The mean was examined and compared to see improvement of
the students reading skill. The questionnaires were analyzed using Microsoft excel to gain results percentages.
F. Validity and Reliability
There are five types of validity for the action research according to Burns 1999:160-162. They are democratic validity, outcome validity, process validity,
catalytic validity, and dialogic validity. These validity types were described as follows:
34 1. Democratic validity
The democratic validity gave chances to the parties that were involved in the research to express their opinions, ideas, thoughts, and feelings, to give
comments, feedbacks, suggestion, and expectations. The students participated in some interviews and were required to complete the questionnaire. This
participation had a purpose to listen to the students point of views of the action implementation as well as their suggestions and expectations for the
next action. The teacher participated in discussions and interviews during the ongoing research.
2. Outcome validity The outcome validity concerned with the results of the actions that were
successful within the research context. The result showed that there was gradually improvement in the students reading skill. The researcher expected
that this research would be the solution not only for a single problem but also to some problems that came out in the research. It was also expected to
uncover problems that might lead into new questions and investigations. 3. Process validity
The process validity was accomplished by reflecting the data and customizing the strategies to answer the questions that emerged during the
research. The researcher confirmed that the students would keep learning eventhough the research had finished. Other people were invited to tell their
perspectives so the researcher could see the big picture of the research through some different perspectives.
