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The researcher followed all of the data analysis steps above. First, the researcher collected the data from the observations and interviews in the form of
vignettes and interview transcripts. Then, the data were scanned to be analyzed in the next stage. In the coding data stage, the data were categorized and the amounts
of the data are reduced to be more specific. After that, the next step was comparing the data to see the similarities between the data. The next, the
researcher interpreted the data after went through the previous stage. The final step was reporting or presenting the outcomes of the research. The findings of the
research must be well supported by the data. Meanwhile, the quantitative data which were gained through assessing
students’ speaking performances were analyzed by using Microsoft Excels. This program was used to find out the mean scores of each speaking aspect based on
the speaking rubric used. The analysis was done for both pre-test and post-test scores. Hence, the result of the analysis was used to find out the improvement of
the students’ speaking skills.
F. Validity and Reliability
To fulfill the validity of this research, the researcher used five criteria of validity of the data proposed by Anderson
et al
in Burns 1999: 161-162. They are democratic validity, outcome validity, process validity, catalytic validity and
dialogic validity.
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1. Democratic validity
This validity is related to the stakeholder’s chance to give their personal opinion, ideas, and comments about the implication of this action research. To
fulfill the democratic validity in this research, the researcher discussed the activities together with the English teacher as the collaborator and the students in
Class VII B of SMPN 2 Patuk through interviews. They would be given the opportunities to share their ideas, comments and suggestions toward the teaching
learning process the researcher did. 2.
Outcome Validity This validity refers to the notion of actions leading to the outcomes that are
“successful” within the research context. To fulfill this validity, the researcher should do all the research processes maximally to solve the problems and improve
the students’ speaking skills. 3.
Process Validity The researcher collected the data by doing observation and taking notes to
obtain the process validity. The English teacher as the collaborator helped the researcher by fulfilling the observation checklist. The researcher noted anything
happened and all activities in the teaching and learning process in the form of vignettes. The researcher also conducted interviews with the collaborator and the
students to get more data related to the learning process. The four steps in conducting action research proposed by Kemmis and McTaggart in Burns 1999
then were used to fulfill the process validity. Those are reconnaissance, planning, action and observation, and reflection.
