actions. The results of the first cycle were used as the reference for the researcher and the collaborator in preparing the next cycle.
H. Data Analysis
1. Data Analysis Technique
The data were qualitative and quantitative. The qualitative data analysis mostly deals with language or words than with numbers. The
steps are explained below. a. Firstly, the researcher observed the data from the field notes and
interviews. From these items, the researcher analyzed the opinion, performance, and the result of the research. Then, the researcher
and the collaborator shared their opinions and ideas to avoid subjectivity in analyzing data. Then he selected, limited and
simplified the data in order to produce the data is that suitable with the research topic. This process is called reducing data.
b. The data that have been reduced were organized and compared. The data were described in the form of text and supported by a
table to get an understandable result. This process is called displaying data.
c. The last is conclusion. The researcher verifyied the conclusion with the research collaborator in order to get good conclusions.
Considering the quantitative data, the researcher used the pre-test and post-test. The data were analyzed using t-test to describe the
improvement of the speaking skill made by the students after the actions.
2. Validity
The validity of the data was established by fulfilling the democratic, outcome, process, catalyc and dialogic validity. Burns 1999:161-163
has proposed some criteria to fulfill the validity of the research as follows:
a. Democratic validity means that the research is truly collaborative. The researcher asked the English teacher to be his collaborator in
conducting this research. The English teacher accompanied him in the process of the research. She gave her ideas, suggestions and
comments about the planning, implementation, and evaluation in order to get another perspective. The students were also asked to
share their thoughts and gave some suggestions and comments about the research progress.
b. Outcome validity means that the actions study leads to the successful resolution of the problems. The researcher provided the
genuine data of his research as the evidence. c. Process validity talks about the process of conducting the research.
The researcher fulfilled the process validity by planning,
implementing, and revising the actions. It means that in the research process, the researcher modified his actions if the data
collected have not answered the research questions. d. Catalyc validity means that the research participants are moved to
take actions in order to deepen their understanding of the research. The researcher fulfilled the validity by monitoring the
understanding of the research participants by giving them questions in order to get some feedback to his research study.
e. Dialogic validity involves a dialogue with others about the research findings. The researcher fulfilled the dialogic validity by having
discussions with the first and second consultant about his research findings.
To improve the data validity, the researcher used the time triangulation and the theoretical triangulation. In the time of
triangulation, the data were collected in a period of time to make sure that the data were not incidental data. Meanwhile, in
theoretical triangulation, the data of the students’ speaking skills were analyzed from many theories.
CHAPTER IV RESEARCH FINDINGS AND CONCLUSIONS
This chapter presents matters concerning research findings and discussions. These are presented in three headings: research procedure and
finding, the implementation of the action and discussion, and the result of pre-test and post-test on the students’ speaking skills.
A. Research Findings
To give a clear understanding about the research process, the descriptions of the steps in action research are presented as follows:
1. Reconnaissance
The research process began with the formulation of the problem. The researcher conducted observations and interview with the English
teacher and the students. The observation was done among Grade VIII D students of SMP N2 Depok.
2. Identification of The Problems
From the observation and interview, it could be identified that there were problems in the teaching and learning process at Grade VIII D
SMP N2 Depok. The problems were related to both the English teacher and the students. To make it easier to analyze, the researcher presented the
problems in the following table.
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