d Camera Recorder
Besides the three main instruments above
, the researcher also used a camera, an audiorecorder, and a video recorder to get more complete data.
The camera was used to capture the classroom conditions during the implementation of the actions
while the recorder was used to record students‟ performances while taking part in the speaking activities and students‟ responses toward the actions that had been
implemented
. To record students‟ performances during pre-test and post-test, the researcher chose audio-recorder instead of video-recorder since it is less
noticeable to the students so that they may act or speak as they would normally do.
Table 3: Types of Data, Data Collection Techniques, and Instruments of the Research.
E. Techniques of Data Analysis
a. Qualitative Data analysis
Data obtained from observations and interviews were analyzed qualitatively following the analysis model proposed by Anne Burns 2010. It consists of three
steps. They are data reduction, data presentation, and inference making. First, data
Data Collection Techniques
Instruments
Pre-test score Post-test score
Test pre-test and post- test
Speaking Rubric Field notes
Checklists Observation
Observation sheets and checklists
Interview transcript Interview
Interview guidelines Photographs
Audios Videos Documentation
Camera Recorder
reduction is process of transforming masses of data into a small number of summarized reports. In this step, the researcher chooses, determines the focus,
simplifies, summarizes and changes the form of the data. Second, data presentation means organizing information that permits conclusion drawing by
classifying all the data that has been passed the data reduction process. Finally, inference making is deciding what things mean.
b. Quantitative Data analysis
The researcher analyzed data from pre-test and post-test quantitatively by using descriptive analysis in the form of mean score
. In this way, the students‟ scores in pre-test and post-test were compared to see the improvements of the
students‟ speaking skills.
F. Validity and Reliability
Invalidity is demonized: it is both insidious and pernicious as it can enter at every stage of a research. Cohen, Manion, and Morrison, 2000: 115. That is why
minimizing invalidity and maximizing validity is very important to reduce contamination of data collection and analysis.
Anderson 1994 in Burns 1999: 161-162 lists five types of validity.They are democratic, outcome, process, catalytic, and dialogic validity. This research
used all the types which are presented as follows.
a. Democratic validity
Dialogic validity was done by accommodating the participants‟ voices. Here, the researcher involved them in decision making. She listened to others and
considered their opinions about everything related to the research. It was impossible to satisfy everyone in decision making so the best thing she could do
was minimizing the disappointment. She also
tried to represent
multiple perspectives of all of the individuals in the study accurately.
b. Outcome validity
Outcome validity was achieved by the improvement of students‟ speaking
skills. Here, the action of using comic strips led to the successful resolution of the problem. The achievement of the outcome involved not only problem solving but
also appearing new questions related to the research. c.
Process validity To get the process validity, the researcher observed and noted every single
thing happened when the implementation of the research to see how the process was going then reflected on the collected data. In addition, she ensured the
suitability of the data collection technique and strategies by looking the data from different perspectives.
d. Catalytic validity
The validity is related to how the research brings changes to every party that is involved. For the English teacher, she got knowledge how to teach speaking
with various activities. For the students, they found that learning English was fun.
e. Dialogic validity
Dialogic validity was done by having dialog with the English teacher, peer collaborators, and the students to review what the researcher had done. By looking
for the success and weakness in the research, the next action could be improved. Meanwhile, the trustworthiness was obtained from the triangulation
technique. Hence, the researcher looked at the situation being studied from more than one perspective. She employed three forms of triangulation which are
described as follows. a.
Time Triangulation The data were collected over period of time. It was done to get a sense of
what factors were involved in thechange process. The process was not seen in a discrete activity but as a comprehensive activity which would be different from
each other in particular time.
b. Data Triangulation
To fulfill data triangulation, the researcher used several data sources as evidences like interviews, observations, and visual data recorded. In this case, the
same data were collected with different techniques. She did that to back up her claims in the discussion and conclusion in this action research.
c. Investigator Triangulation
In this form of triangulation, the researcher involved more than one observer. She invited the English teacher and peer collaborators to the class. It
was done to avoid bias or subjective observations.
G. Research Procedures
