Research Setting Participant of the Research

39 First, the data of the research were assembled for rereading the data to get the important points. Then broad patterns of data were created to see what fit together. Second, the data were coded based on the broad patterns which had developed before. The data were refined by coding the data into more specific categories. Third, if the coding was complete then the categories of data from different sets of data were compared to see the similarities or differences between the data. After that, some tables were drawn to set out and show the data. Then, the data interpretations were built. The final stage was reporting the outcomes. It was done by presenting the report of the research study to others. I followed the data analysis steps above. I collected the results of observation in the form of field notes and reread them. After that, the board patterns were built and compared with other form of data, such as interview transcript, the students’ mean scores in pre-test, post-test and the students’ mean scores in each meeting. The students’ mean score of pre-test and post-test also compared to see the improvements. And then, the results of the students’ speaking improvements from pre-test and post- test were compared to the result of the classroom observation. Then, I drawn the tables to show the data. After that I interpreted the data which had been compared or contrasted. The last step was reporting the results.

F. Validity and Reliability

Related to the validity of the data, there were five criteria proposed by Anderson et al in Burns 1999: 161 called democratic validity, outcome validity, 40 process validity, catalytic validity and dialogic validity. They were employed to fulfill the validity of the research.

1. Democratic Validity

This validity was related to the stakeholders’ chance to give their personal opinion, ideas, and comments about the implication of this action research. In this research, the democratic validity was fulfilled by having discussion with the member of the research: the English teacher as the collaborator and the students in Class XA of SMK PI Ambarrukmo 1 Sleman of course. During the discussion they were given opportunities to give their ideas, comments, and suggestion toward this research.

2. Outcome Validity

Outcome validity related to the outcome achieved by I. To fulfill this outcome validity, the research should show students’ improvements on their speaking skill. The indicators that showed the improvements of the students’ English speaking skill were formulated as follow. a. The students were willing to answer the teacher’s questions in English. b. The students were not afraid to speak in English. c. The students were confident enough to speak in English. d. The students accustomed to Classroom English. e. The students participated actively in the classroom activities.

3. Process Validity

In order to gain the process validity, I collected the data by doing observation and taking notes during the research. I noted anything happened in the teaching and