4. The catalytic validity deals with the opportunity which the participants
get to deepen their understanding of the research by monitoring other participants. In this research, the researcher asked the students about
their responses to the changes occurring to themselves.
5. The dialogic validity relates to the extent that parallels with the
processes of collaborative enquiry of reflective dialog with “critical friends’ or other participants. After conducting some actions, the
researcher collaborated with the English teacher to review the value of
the actions.
While using those principles, the reliability of the data was gained by giving genuine data, such as the field notes, questionnaires, interview
transcripts and other records. The triangulation Burns, 1999: 163-164 techniques used in this research were:
1. Time triangulation: in which the data are collected over a period of time
to get a sense of what are involved in the processes of the changes. In this research, the researcher gathered the data about the improvement on
speaking ability through having a pre-test and post-test. Furthermore, the portraits of the classroom situation were recorded in the observation
checklists and field notes which were taken in every meeting. 2.
Investigator triangulation: more than one observer involved in the same research setting to avoid biases. In this research the collaborator C and
the English teacher T were in charge of observing the teaching and
learning process so that both observers contributed much in the making of the current field notes and observation checklists.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the process of the research conducted through cycles to improve students` speaking skills. It presents the reconnaissance, process of the
research conducted in Cycle I and Cycle II, and the result of the research in Cycle I and Cycle II. Each cycle in this research consists of planning, actions and
observation, and reflection. The first step is the reconnaissance. In the reconnaissance steps, the
researcher observed and identified the problem that occured in the English teaching-learning process. The steps are in line with Kemmis and McTaggart
Burns, 1999: 32-33. According to them, action research occurs through a dynamic and complementary process, which consists of four essential ‘moments’:
planning, action, observation and reflection. These moments are the fundamental steps in a spiralling process through which participants in an action research group
undertake to: 1 develop a plan of critically informed action to improve what is already happening, 2 act to implement the plant, 3 observe the effects of
critically informed action in the context in which it occurs, and 4 reflect of these effects as the basis for further planning, subsequent critically informed action, and
so on, through a succession of stages. The details of the research process are presented below.
