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E. Data Collection
The data of the research were qualitative and quantitative. The qualitative data was obtained by observing the English teaching-learning process in the
classroom and interviewing the English teacher and the students. The researcher observed the process and the problems related to the teaching and
learning process in speaking and wrote them down in field notes. In addition, the interview was conducted to obtain the data about the problems related to
the English teaching and learning process in the class and the quality of the students’ speaking ability. The data was gathered from the interview in the
form of interview transcripts. From the observation and interview transcripts, the researcher concluded the successful and unsuccessful result of the action.
The quantitative data was obtained through speaking scores. The students’
speaking performances were used to measure their speaking improvement. Here, the researcher worked collaboratively with the English teacher to assess the
students’ speaking ability.
F. Data Validity and Data Reliability of the Research 1. Data Validity
There are five criteria of validating research data that must be achieved as Anderson et.al. 1994 in Burns 1999: 161-162. They are
presented as follows:
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a. Democratic validity
Democratic validity relates to the opportunities that the stakeholder have to share their opinions, ideas, and comments about the implication of the
action research. b.
Outcome validity Outcome validity is about the result gained in the research. This criterion
includes not only the solutions of the field problems but also the new questions that may appear after the problems are solved.
c. Process validity
Process validity concerns with the ‘dependability’ and ‘competency’ of the research in which the research participants are able to follow the
research process and learn by following research. d.
Catalytic validity Catalytic validity focused on understanding of the research participants
through the changes that they feel after the actions. e.
Dialogic validity Dialogic validity relates to the research that is carefully reviewed through
a dialogue by using the dialogic validity. A reflective dialogue to the English teacher will be conducted. The English teacher as the practitioner
can give her opinions about the process and the results of the research. It is done to know the strengths and the weaknesses of the action and it can
be the basis to do better than before in the next meeting.
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2. Data reliability
Triangulation techniques
would be
used to
obtain the
trustworthiness. There are four forms of triangulation technique used in the research as Burns 1999: 164 state. But, there were only three of them
used. They are presented as follows: a. Time triangulation
Time triangulation means that the data are collected over period of time. It is done to get a sense of what factors are involved in change processes.
b. Theoretical triangulation Theoretical triangulation means that the data are analyzed from more
than one perspective from some theoretical views. In this research, the researcher reviewed the theories from some experts of some books.
c. Investigator triangulation In this form, more than one observer is used in the same research setting.
It is done to avoid the bias observation. There are three observers in this study, i.e. the researcher himself, the English teacher, and the
collaborator.
G. Data Analysis Technique
The data were obtained from the actions conducted in the field. The data we
re taken from the result of field notes, interview transcripts, and students’ speaking performance. From this research, the researcher obtained qualitative