Research Design RESEARCH METHODOLOGY

and pronunciation. She also took photographs and videos of English teacher’s and students’ activities. 2. Interview The researcher interviewed the English teacher and the students. This action was carried out to get further information personally about the English teaching-learning process which covers the students’ difficulties in learning speaking, the students’ condition in a speaking activity, and the kinds of strategies which were usually adopted by the teacher in teaching speaking. The researcher used an interview guideline and then types the interview transcripts as the instrument to gain supporting data. The researcher also carried out the interview after the implementation of actions in each cycle to know the students ’ response toward the implementation of the video recording project supported by accompanying actions in improving students’ speaking ability. 3. Pre-test and Post-test The researcher used a pre-test and a post-test to gain quantitative data. The pre-test was administered before the first meeting of the research due to an agreement with the English teacher. The test was administered to know the students’ English speaking skill before the treatment was carried out in the teaching and learning process. Meanwhile, post- test was conducted after the treatment implemented. It is aimed to find out whether the method that the researcher proposed improves the students’ speaking skills or not. At the end, the results of both pre-test and post-test would be compared using t-test in SPSS and analysis of students’ means scores in each speaking aspect.

F. Validity and Reliability of the Instrument

1. The validity of the instrument The instrument is declared as a valid one if the instrument which is used in the study can be used to measure what the researcher wants to measure. In this research, the researcher adapted five criteria of research validity proposed by Anderson in Burns 1999. They are democratic, outcome, catalytic, process, and dialogic validity. Democratic validity was fulfilled by conducting discussion with the English teacher as the collaborator in implementing actions. The researcher and the collaborator had more than one discussion. The first discussion was conducted in the beginning of the cycle. They had two discussions more after implementing the video recording project in Cycle I and Cycle II to evaluate the actions had been implemented and plan the actions in the next cycle. The discussion was mainly about the teacher’s opinion, comments, and suggestion toward the research. The outcome validity relates to the notion of actions leading to outcomes that are successful within the research context. Concerning the outcome validity in this research, the researcher formulated some indicators that measure the students’ speaking skills.