Subject of The Research

The democratic validity was fulfilled by having discussions with the collaborators. The discussions were always conducted during the research. The collaborators were given abundant chances to give ideas, comments, and suggestion towards the research. Through some discussions, the progress of the research could be found. At the end of every cycle, some discussions were held to evaluate the actions that had been implemented and to plan the actions in the next cycle. Outcome validity is related to the notion of actions leading to the result that are successful within the research context. To fulfill the outcome validity, some indicators that show the improvement of the students‟ vocabulary skills were formulated. The catalytic validity is related to the extent to which the research allows the participants to deepen their understanding of the social realities of the context and how they can make change within it. Within the process in this research, we had chances to learn more about the realities in the English teaching and learning process. This research involved me as the teacher who was related to the English teaching and learning process. The research also involved the collaborators as a person who could monitor the research process. The process validity is related to the criterion to make the action research believable. To gain process validity, I collected the data by observing and making some notes during the research. Anything that happened in the teaching and learning process was noted. The dialogic validity is the process of peer review that is commonly used in the academic research. This validity was fulfilled by discussing the research findings with the collaborator and some students of English Education Department at UNY. The members of the discussion gave their opinions and their criticisms about the research report. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, I used triangulation. Burns 1999: 163 states that triangulation is a way of arguing that „if different methods of investigation produce the same result, then the data is likely to be valid‟. Furthermore, Burns 1999: 164 proposes four forms of triangulation. They are time, space, investigator, and theoretical triangulation. This research had time triangulation because the data of the research were collected over a period of time in order to identify the factors that were involved in the change process. Then, to get the investigator triangulation, I asked the collaborators to help me in the reflection steps so that it could avoid the biased interpretations. Also, this research had theoretical triangulation since the data were analyzed from more than one perspective. In addition, in order to ensure the reliability, I used the scores of the studen ts‟ vocabulary, interview transcripts and field notes. To obtain the data about the teaching and learning process, I interviewed the collaborators, observed the teaching and learning processes, and interviewed the students who joined the lesson.