F. Data Analysis Techniques
The data analysis techniques of the research is based on Burns’ theory. She suggests 2010: 104-105 some techniques of data analysis as follows:
a. Assembling the data
The researcher collected all the data as well as any on-going re flections the
researcherhas made about them. Then the researcher reviewed the initial andor the researcher’s revised questions. Next, the researcher started going through the
data and looking for broad patterns, ideas or trends that seem to answer the questions.
b. Coding the data
The researcher started coding the data into more speci fic patterns or
categories. Then, the researcher identified which of the data sources which the researcher could code qualitatively and which the researcher could code
quantitatively. c.
Comparing the data The researcher compared the categories or patterns across the researcher’s
different sets of data to see whether they say the same thing or whether there are contradictions that the researcher can highlight.
d. Building Meanings and Interpretations
The researcher thinks deeply about what the data are saying by re flecting
beyond the immediate surface details. Then, started posing questions, identifying connections, and developing explanations about what the research means at the
broadest level. Next, the researcher refined the researcher’s own ‘personal theories’ about the meanings of this research.
e. Reporting the outcomes
The researcher thinks about how the researcher could present the research and what the researcher had found to tell others. Then, the researcher considered
how the researcher would organise the whole ‘story of the research’ from beginning to end and not just the analysis and
findings.
G. Validity and Reliability
1. Validity
The validity of this research will be demonstrated by some types of validity proposed by Burns 1999: 61 as follow:
a Democratic Validity
The research is a collaborative research. It involves the other participants or stakeholders, such as, the teachers, the students, the principle, and the other
researchers. All the actions, solutions and the conclusion are going to be made to meet benefits for all the participants involved in this action research.
b Outcome Validity
The outcomes of the study are to improve students’ speaking skills in English teaching-learning process.
c Process Validity
Behaviors and actions in the research will be seen from different perspectives from the researcher, the teacher, and the students.
d Catalytic Validity
The research will allow all the participants to deepen their understanding of the social relatives of the context.
e Dialogic Validity
The result of the study will be monitored by peer review in academic discussion.
2. Reliability
a. For the qualitative data
The research would use triangulation to check the trustworthiness of the research. Triangulation may be defined as the use of two or more methods of data
collection in the study of some aspect of human behaviour. Cohen, 2005: 112. The types of triangulation that would be used in the research are time
triangulation and investigator triangulation. Time triangulation is to include diachronic reliability—stability over time—and synchronic reliability—similarity
of data gathered at the same time. Investigator triangulation is using more than one observer Denzin 1970 in Cohen, 2005: 113. The participants that would
observe the process of the research were the English teacher and the research collaborator.
b. For the quantitative data
The research also used inter-rater reliability in assessing the students’ production of speaking. Inter-rater reliability whether another observer with the
same theoretical framework and observing the same phenomena would have interpreted them in the same way Cohen, 2005: 119. The researcher would use
more than one rater to assess the students’ speaking performances. There would be three raters the researcher, the English teacher and the research collaborator.
H. Research Procedure
Kategori