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there were improvements on the students’ speaking skills after the implementation of actions in each cycle.
4. Documentation
I recorded the interviews using the audio-recorder as the instrument to make me easier in making the interview transcripts. Some photographs were also
taken during the teaching and learning process.
E. Data Analysis Techniques
The data in this research were qualitative and quantitative in nature. The quantitative data was the
students’ speaking performances taken by using the speaking rubric. The scores were compared using Microsoft Excel program.
The comparison of students’ scores of each cycle is attached. To analyze the qualitative data, I used the actions proposed by Miles,
Huberman, and Saldaña 2014, data condesation, data display, and conclussion drawingverification. After collecting the data, I make the data
stronger by selecting, focusing, simplifying, and tranforming the data so that final conclussion can be drawn and verified. After that I displayed the data so
that the data can be seen in an organized form. Then the data was verified as the final conclussion. The collaborator and I reached the conclusion based on
the scores of the students’ speaking performance, vignettes, and interview transcripts.
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F. Research Validity and Reliability
The validity of the data is the criterion that has to be fulfilled in order that the research is acceptable. In this research, I applied five validity criteria
which were appropriate to be implemented in action research proposed by Anderson et al. 1994 in Burns 1999.
1. Democratic validity is related to the degree to which the research was
collaborative and involved several opinions from some individuals. During the research, the English teacher, students and I were all invited to give
comments, opinions, ideas and suggestions related to the implementation of actions in the classroom. We conducted discussions in planning,
implementing, and reflecting the actions. 2.
Outcome validity refers to the notion of actions leading the outcomes of the research. To fulfil the outcome validity, I prepared some indicators to
show the improvements of the students’ speaking skill: pronunciation,
fluency, grammar, vocabulary, and interactive communication. 3.
Process validity is related to the terms dependability and competency. To gain the process validity, the collaborator and I observed the teaching and
learning process and derived questions about the process of conducting the research. The observation was documented by taking pictures and
recording both video and audio. 4.
Catalytic validity is related to the extent to which the research allowed the participants to deepen their understanding of the social realities of the
context and their capability to make change within it. The collaborator and
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I got deeper understanding about the realities of the English teaching and learning process in the classroom. This research allowed me to be a
teacher who was a part of the teaching and learning process and the collaborator who monitored the research process.
5. Dialogic validity is related to the extent in which the research is conducted
to reflective dialogue with friends or other participants. I fulfilled the dialogic validity by asking the teacher to be the collaborator. After a cycle
was done, the collaborator and I worked collaboratively in reviewing the implemented actions. Regarding the research findings, I discussed them
with some students of English Education Department of UNY to get opinions from different perspectives.
To obtain the trustworthiness of this research, I applied several triangulation techniques.
1. Time triangulation
The data was collected over a period of time to identify the factors involved in change processes. This research was conducted in three
cycles consisting of nine meetings in which the changes in students’
behavior were being monitored. 2.
Investigator triangulation There was more than one observer in this research. I asked the teacher to
be my collaborator to help me in the reflection steps in order to avoid unfair interpretations.
3. Theoretical triangulation
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Theoretical triangulation was completed through analyzing data from different perspectives. The research related some theories in STAD
teaching to the teaching activity in the class. To guarantee the reliability of the data, some authentic data were
obtained. The data were in the form of interview transcripts, vignettes, photographs and the students’ speaking scores.
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CHAPTER IV THE RESEARCH PROCESS, FINDINGS AND INTERPRETATION
This chapter presents the process, findings and interpretation of the research. There are three sections presented below. The first part is the
reconnaissance. The second part discusses the report of cycle one, cycle two and cycles three. The last discussion is the general findings of the research.
A. Reconnaissance
Several actions were conducted to find out the field problems. First, I did a classroom observation to observe the teaching and learning process in
class XI AK 1 SMK N I Depok. Second, I interviewed the English teacher to collect the information about the activities in the classroom, especially the
speaking activities, the obstacles that the teacher faced with and the suggestions for the research. After conducting the observation, interviews,
and discussion, I distributed questionnaires to strengthen the findings of general problems.
1. Identification of the Field Problem
The identification of field problem based on the classroom observation, interviews with the English teacher, and the distribution of questionnaires were
done on September 12
th
- 15
th
2013. Here is the vignette of the observation in the classroom during the teaching and learning process.
