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post-test were compared. The increase of the mean indicated that the students’ speaking skills were improved.
G. Validity and Reliability of the Data
1. Validity
To accomplish the research validity, the researcher applied the validity criteria proposed by Anderson, et.al in Burns 1999: 161-162. Those criteria were
democratic validity, process validity, outcome validity, catalytic validity and dialogic validity.
Democratic validity was related to the stakeholders’ opportunity to give their opinion, ideas, and comments about the implication of the action research.
This validity was fulfilled by conducting interview with the English teacher and the students. They were given chance to express their opinion about the actions.
The teacher was also asked to be the observer during the implementation of the actions and to contribute in reflecting the actions.
Process validity was the possibility to find out how sufficient the process of conducting the research was. To fulfill the process validity, the researcher
examined the data and identified whether participants were able to go on learning from the process.
Outcome validity was related to the concept that actions leading to successful outcome in the research contexts. The outcome validity depends on the
process validity of conducting the research.
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Catalytic validity was related to the extent to which the research allowed participants to deepen their understanding of the social realities of the contexts
and how they could make changes within it. It meant that the collaborator and the students were given opportunities to give their response to the change occurred
after the implementation of the actions. Dialogic validity was the process of peer review that was commonly used
in academic research. This dialogic validity was fulfilled by conducting discussion with the English teacher during the research.
2. Reliability
To enhance the trustworthiness of the data and to avoid the subjectivity in analyzing the data, the researcher used triangulation Burns in Burns, 1999: 163.
Burns 1999: 164 proposes four forms of triangulation. They are time triangulation, space triangulation, investigator triangulation, and theoretical
triangulation. This research used time triangulation and investigator triangulation to check the trustworthiness of the research. Time triangulation was used in this
research because the data of the research were collected over a period of time to identify the factors involved in the change processes. In investigator triangulation,
more than one observer is used in the same research setting to avoid the biased interpretation Burns, 1999: 163.
The aim of triangulation was to gather multiple perspectives on the situation being studied Burns, 1999: 163. The researcher used some techniques
to get the same data. In this study, the researcher compared the data collected
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from the observation, interviews, and the pre-test and the post-test. The data being compared were observation data in the form of field notes, interview data in the
form of interview scripts, and the pre-test and the post test’s scores.
H. Research Procedure
