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a. Democratic Validity
In democratic validity, the researcher should prove whether the different types of data collected and triangulated or compared. Moreover, the researcher
should also know about whether the data represent different viewpoints and perspectives or not.
The researcher did collaboration with the teacher when taking data from the students. The teacher here has the function to give opinion, criticism and
suggestion about the method used by the researcher. Then the opinion, criticism and suggestion are being used to improve the next actions.
b. Outcome Validity
The Outcome Validity in this research was got by looking at the previous result, whether it is success or not. Here, the researcher and the collaborator
analysed the treatment.
c. Process Validity
In process validity, the researcher should show whether the researcher did develop a logical plan and collect data in a systematic and dependable way or not
The researcher collected the data by doing observation and taking notes during the research. The process was done in two cycles and each cycle consisted
of planning, action and implementation, observation, and reflection steps. During the research, the data were taken from different resources supported by same
evidences such as photographs.
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d. Catalytic Validity
In catalytic validity, the researcher should show whether the research led to a positive change or a solution to a problem or not.
This criterion relates to the extent to which the research allows participants to deepen their understanding of the social realities of the content and how they
can make changes within it. In this research, the research member had opportunities to learn more about the action the English teaching-learning process.
To get catalytic validity, the researcher collected the data by interviewing the participants and taking notes during the research.
e. Dialogic Validity
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