3. Process Validity
Process validity meant that actions that were done in the research were believable Madya 2006: 40. To get the process validity, the researcher collected the
data by doing observation, and noted during the research process. The researcher notedrecorded anything happened in the teaching learning process of the XI IPS 1
students at SMA N 2 Sleman. It meant that during the process, the researcher observed the participants of the research which were the students of grade XI IPS 1.
The researcher focused only on anything that could be caught by the researcher‘s senses.
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4. Catalytic Validity
The catalytic validity was related to how the stakeholders respond to the changes occurring to themselves Burns, in Madya 2006: 43. The researcher got the
catalytic validity through those 2 cycles of the observation, action plans, implementation, and reflection that were done at the eleventh grade students of
SMAN 2 Sleman.
5. Dialogic Validity
Dialogic validity means that the stakeholders could participate in the process of the research Burns, in Madya 2006: 44. To get the dialogic validity, the
researcher worked collaboratively with the teacher in action research. It would mean dialogue with practitioner peers, either through collaborative enquiry or reflective
dialogue.
Furthermore, Burns 1999: 164 proposes four forms of triangulation. They are time, space, investigator, and theoretical triangulation. This research has 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, the researcher asked another researcher team member to help the researcher in the reflection steps so that it could avoid the biased
interpretation. Also, this research has theoretical triangulation since the data were analysed from more than one perspective.
In addition, in order to ensure the reliability, the researcher used the scores of students’ performance tests, interview transcripts and field notes to get the same
results. To obtain the data about teaching and learning processes, the researcher interviewed the collaborator, observed the teaching and learning processes, and
interviewed the students who have just followed the lesson. Moreover, the reliability of the data was gained by giving the genuine data, such as the students’ performance
scores, field notes and interview transcripts.
I. Procedures of the Research
The research belonging to action research used Kemmis and McTaggart’s model with some modification. There are four steps in doing action research in nature
and will be presented as follow.
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