before, during, and after the actions. 5. Dialogic Validity
The last, the dialogic validity was done by looking at the result of the action. She made a discussion with the teacher who had observed the research process. The
dialogic validity aimed to decide the accomplishment aspects and the weaknesses
found during the action. G. Data Reliability
The researcher showed the qualitative data such as the interview transcripts and the field notes to assess the reliability of the data. They came from more than one
resource to get the same data and were collaborated with the teacher. To observe the process of the teaching and learning process, she also took some pictures.
She employed triangulation to avoid the subjectivity in analyzing the data and to increase the trustworthiness of the data. Burns 2010:164 states that triangulation is a
way of arguing that if different methods of investigation produce the same result then the data are likely to be valid. It aimed to gather various points of view on the
situation being studied. The following were the valuable triangulation techniques in action research.
1. Time triangulation
The researcher compared the data collected at one time or over period and used the information to develop the research action.
2. Space triangulation
The researcher collected the data across different subgroup of students. Its
purpose was to avoid learning limitation in one group. 3. Investigator triangulation
The researcher and the teacher took notes in observing the teaching and the learning process. They discussed the students problems, the solutions, the
implementation of the solutions, and the effects of the solutions applied. In conducting this research, the researcher only involved the investigator
triangulation because of the limitations she had. The researcher with the teacher as well had a discussion related to the whole process of the study.
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CHAPTER IV RESEARCH FINDINGS
AND DISCUSSION
The research was aimed to improve students’ speaking skill in Purikids English language course. The study was held according to the steps that had been prepared
before. The researcher focused on using the direct method to improve students’
speaking skill. This chapter provides the research process.
A. Reconnaissance
The research was started by recognizing the problems in the classroom. The researcher began to observe the teaching and learning process in the classroom to
know their speaking problems. To strengthen the findings, she held interviews to both the students and the teacher as well. Generally, it was found that their speaking skill
was still low. Their speaking competence did not actually meet the expectation yet. Actually, their problems were common ones; vocabulary, grammar, pronunciation and
motivation. They were confused and difficult to remember some words related the
topics. Besides that, they also worried if they made mistakes when they spoke. Those
problems were identified from the interviews with both the students and the teacher. The first transcript below shows that the students found difficulties in vocabulary and
grammar.
