F. Techniques of Data Analysis
As mentioned earlier, there are two types of data used in this research, qualitative data and quantitative data. To analyse the data, the researcher used
qualitative data analysis and quantitative data analysis. The qualitative data was analysed in several steps as Burn 1999
suggested: 1.
Assembling the data The data was collected according to the questions or problems to
overcome. The researcher looked for broader patterns, ideas or trends that seem to answer the questions.
2. Coding the data
Once assembling the data was done, the next step was coding the data. It was to reduce the large amount of data which could be collected to
more manageable categories. In developing the categories, the researcher managed the data into more specific patterns by labeling or giving codes.
3. Comparing the data
After the coding was complete, the patterns were compared to different sets of data e.g. interviews compared with questionnaires to see
whether the respondent said the same things or contradicted. 4.
Building meanings and interpretations The researcher interpreted the data based on the previous steps to
make some sense of the meaning of the data. In this step, there were some
processes of posing questions, identifying connection and developing explanation about what the research meant at the broadest level. It was
followed by refination of the personal theories about the meaning of the research.
5. Reporting the outcomes
This process was emphasized on how the data would be presented to the other.
Meanwhile, to analyze the quantitative data, the researcher used descriptive analysis in the form of mean. In this way
, the students’ scores in pre-test and post-
test were compared to see the improvements of the students’ speaking skills.
G. Validity and Reliability
There are five types of validity that should be fulfilled in doing an Action Research study as proposed by Anderson et al. 1994 in Burns 1999
including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. Nevertheless, this research study only used four
types of validity which are presented as follows. a.
Democratic Validity The democratic validity was fulfilled by allowing for the inclusion
of multiple voices from the participants of the research. The voices were including opinions, thoughts, feelings, comments, expectations, and
suggestions about the implementation of the actions during the research.
The process was carried out by having discussions with the English teacher and the researcher’s peer collaborator. Meanwhile, the students were also
involved in some interviews and fulfilling questionnaires in order to give their personal views related to the implementation of the actions and their
expectations and suggestions for the next actions. b.
Outcome Validity
Outcome validity is related to the results of the actions that are successful within the research context. This validity was fulfilled by the
improvement of the students ’ speaking skills. Therefore, the outcome of this
research was the improvement of the speaking skills of the students’ grade VIII in SMP N 2 Godean. Further, the researcher expected that this study
would also overcome more than one problem in the practice. c.
Process Validity The process validity was fulfilled through reflecting to the data and
modifying the strategies to answer the questions appeared during the process. The researcher made sure that the students still go on learning
although the research stopped. Besides, the researcher also involved other people to see from different perpectives in order to see the big picture of the
process.
d. Dialogic Validity
To fulfil this validity, the researcher conducted some dialogues or discussions with the English teacher, the students, and some critical friends
and then wrote all the data. The realibility of the data in this research was gained by providing
genuine data derived from field notes, interview transcripts, photographs, and students’ speaking scores.
While, to obtain the trustworthiness, the researcher employed several triangulation techniques. They are time triangulation, data triangulation, and
investigator triangulation. First, the research used time triangulation, which was to see the process not only in a discrete activity but as comprehensive activity
which would be different each other in particular time. Next, data triangulation was used to collect valid data from different sources like interviews,
observations, questionnaires, and visual data recorded. Investigator triangulation was also involved in this research to avoid subjectivity by
employing some investigators to collect the data. In addition, inter-rater realibility was employed in this research. The
researcher involved more than one rater or scorer in assessing the students’ performance. They were the researcher herself, the English teacher, and some
English Education students.
H. Research Procedures
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