Data Instruments of the Research
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3. Process validity
This validity was closely related to the reliability and competency of the research itself. To get the process validity, I did the observation during the
implementation of the technique by using field notes, did the interviews with the students, and had discussion with the English teacher and
collaborator. 4.
Catalytic validity Catalytic validity was related to the extent in which the research could
allow the participants to be more understood about the social context conducted than before. It could show how the participants make changes
within the research. To get this validity, I did the planning, action, observation, and reflection in cycles using
Peer Assisted Learning Strategies
PALS. 5.
Dialogic validity To obtain the dialogic validity, I conducted dialogues with the English
teacher, the students, and the collaborator. I asked them to give comments about the implementation of the technique in every meeting so that there
was evaluation. It was done to know the strength and weaknesses of the action and I could do better than before in the next meeting.
To obtain the trustworthiness, I used the triangulation techniques. In this research, I used three forms of triangulations as suggested by Burns 1999:
164. They were:
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1. Time triangulation
Time triangulation meant that the data were collected over period of time. It was done to get a sense of what factors were involved in change
processes. In this research, I did the action in October - November 2013. 2.
Investigator triangulation In this form, more than one observer was used in the same research
setting. It was done to avoid the bias observations. There were at least three observers in this study, i.e. the English teacher, the collaborator, and myself.
3. Theoretical triangulation
Theoretical triangulation meant that the data were analyzed from more than one perspective from some theoretical reviews. In this research, I
reviewed the theories from some experts of some books.