Research Setting RESEARCH METHOD

a. Observation Checklist Observation checklist is used to obtain the data based on the observation in the process of teaching and learning speaking. There was a list which consisted of the statement about teaching learning process, teaching materials, media, and approaches used in teaching and learning process. b. Interview Guidelines The researcher interviewed the English teacher and the students to get some information related to English teaching and learning process, specifically English speaking activities. The researcher asked about the problems related to teaching and learning speaking, media and the teaching method used in the classroom. c. Speaking Rubrics The speaking rubrics contain scores of students’ speaking performances. The scores were gained through a pre- and a post-test. At the end, the scores were accumulated and showed the result whether the communicative games improve students’ speaking skills or not. d. Audio recorder Audio recorder was used to record the interview. The recorded interview was transcribed into written form and was attached to be reported in the thesis as the proof that the interview was done. The interview transcription made data collection easier. e. Camera Camera is one of the important instruments used in this research. It was used to capture and document the teaching and learning process.

4. Data Analysis

The researcher analysed the data in a descriptive way. The researcher described the result from the observation checklist and field note which consisted of the implementation of using communicative games and also the phenomena which happened during the teaching-learning process The researcher also gathered the quantitative data through speaking rubrics for speaking tests. The tests resulted in the form of score that later were compared and were described in the form of description.

F. Validity

Burns 1999: 160 says that in quantitative educational research, validity is an essential criterion for evaluating the quality and acceptability of research. Further, he also says that although action research involves a different set of assumptions and research activities from quantitative research, action researchers are still faced with the challenge of responding to questions about the rigour and credibility of their investigations. There are five validity criteria that authors see as applying best action research that is ‘transformative’ in nature, in the sense that they are linked to changes in educational and or institutional practices. 1. Democratic Validity This criterion relates to the extent to which the research is truly collaborative and allows for the inclusion of multiple voices. At the end of every meeting, the researcher with the English teacher as the collaborator had a discussion to share ideas