c. Process validity
Process validity means that the actions are believable. To get the process validity, the researcher collected the data by doing observation, and taking note
during the research. In this research, the process was done in two cycles and in each cycle consists of planning, actions and observation, and reflection steps. The
process involved some different data sources and was followed by some evidence that showed that the process was believable.
d. Catalytic Validity
According to Anderson, cited in Burns, 1999:161, catalytic validity relates to the extent to which the research allows participants to deepen their
understanding of the social realities of the context and how they can make changes within it. In this research, the catalytic validity was assesed by observing
the students’ behaviour changes during the teaching and learning process. It was done to find out whether the speaking problems had been solved or not. As the
speaking problems were still existed, the researcher made some revisions of the plans with considering the students’ learning styles. It helped the researcher to
make changes and bring about more effective speaking learning process.
e. Dialogic validity
Dialogic validity means that stakeholders can participate in the process of the research. It relates to the processes of peer review of the research data. This
research involves the teacher as the collaborator who can monitor the research
process. In this research, the researcher made some discussions with other researchers who conducted similar types of research in different settings. It was
used to determine the success and weakness in the action.
2. Reliability
To avoid the subjectivity in analyzing the data and to get the trustworthiness, the researcher used a triangulation through interviews with a
collaborator and observations. Burns 1999:63 states that triangulation is a way of arguing if different methods of investigation produce the same result. Such data
are believed to be valid. The aim of triangulation is to gather multiple perspectives on the situation being studied. In this study, the researcher used more than one
triangulation technique. They were time triangulation, investigator triangulation,
and theoretical triangulation. They are described as follows. 1.
Time triangulation
The data are collected at the different points in time or over a period of time to get a sense of what factors are involved in the process of changes. In
study, the researcher collected the data before, during, and after the implementation of the action by observing the teaching and learning process and
also interviewed the students and the teacher before, during and after the implementation.
2. Investigator researcher triangulation
In this research, datawere collected by more than one researcher in the same research setting to avoid researcher bias and provide checks on the
Kategori