Time of The Research Data Collecting Technique

The dialogic validity is the process of peer review that is commonly used in the academic research. This validity was fulfilled by discussing the research findings with the collaborator and some students of English Education Department at UNY. The members of the discussion gave their opinions and their criticisms about the research report. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, I used triangulation. Burns 1999: 163 states that triangulation is a way of arguing that „if different methods of investigation produce the same result, then the data is likely to be valid‟. Furthermore, Burns 1999: 164 proposes four forms of triangulation. They are time, space, investigator, and theoretical triangulation. This research had time triangulation because the data of the research were collected over a period of time in order to identify the factors that were involved in the change process. Then, to get the investigator triangulation, I asked the collaborators to help me in the reflection steps so that it could avoid the biased interpretations. Also, this research had theoretical triangulation since the data were analyzed from more than one perspective. In addition, in order to ensure the reliability, I used the scores of the studen ts‟ vocabulary, interview transcripts and field notes. To obtain the data about the teaching and learning process, I interviewed the collaborators, observed the teaching and learning processes, and interviewed the students who joined the lesson.

I. Research Procedure

To conduct this action research, I used the model of Kemmis and McTaggart 1988 in Burns 2010:9, with some modifications. This study consists of four steps in each cycle: reconnaissance, planning, action and observation, and reflection. The action research model can be seen below: Figure 3: Action Research Model by Kemmis and McTaggart 1988 in Burns 2010:9 1 Reconnaissance As has been mentioned before, I carried out the research collaboratively with the English teacher as the collaborator in the school. In this step, I found out the information concerning the students‟ vocabulary skills. I observed the English teaching and learning process. Besides, I interviewed the collaborator and the students to identify the existing problem on the students‟ vocabulary skills. Based on the observations, the questionnaire, the interviews, and the discussions, the existing problems were classified. They are problems related to