4. Questionnaires
The questionnaires were used to gather information about the students’ point of view and their learning needs dealing with the speaking learning process in
their class. It was also used t identify the students’ improvement in learning speaking after the implementation of tiered tasks. The questionnaires were given
to the students at the reconnaissance step and at the end of the implementation of cycle 2.
F. Data Analysis
In analyzing the qualitative data, the researcher used the processes of analysis proposed by Burns 1999 :156-160. The data analysis was done in some stages
described as follows. 1. Assembling the Data
The first step was to bring together the data that had been collected over the period of the research, such as field notes and interview transcript.
2. Coding the Data The process was to reduce the large amount of data that could be reducing the
large amount of data that could be collected to categories that are more manageable. The researcher scanned recorded data and developed categories of
phenomena. These categories were called codes. They enabled the researcher to manage data by labeling, storing, and retrieving it according to the codes.
3. Comparing the Data After the data had been categorized, the researcher identified the
relationships and connection between different sources of data. This stage aimed at describing and displaying the data rather than to explain or interpret them.
4. Building Interpretation In this stage, the researcher interpreted the data based on the previous stages
to make some sense of the meaning of data. 5. Reporting the outcomes
The final stage of the data analysis was reporting the major process and outcomes that were well supported by the data.
The quantitative data in the form of students’ speaking scores were analyzed by calculating the mean of each test. The means of pre-test and post-test were
compared. The increase of the mean indicated that the student’s speaking skill were improved.
G. Validity and Reliability of the Data
1. Validity To accomplish the research validity, the researcher applied the validity
criteria proposed by Anderson, et.al in Burns, 1999:161-162. Those criteria were democratic validity, process validity, outcome validity, catalytic validity and
dialogic validity. Democratic validity was related to the stakeholders’ opportunity to give
their opinion, ideas, and comments about the implication of the action research.
This validity was fulfilled by conducting interview with the English teacher and students. They were given chance to express their opinion about the actions. The
teacher was also asked to be the observer during the implementation of the actions and to contribute in reflecting the actions.
Process validity was the possibility to find out how sufficient the process of conducting the research was. To fulfill the process validity, the researcher
examined the data and identified whether participants were able to go on learning from the process.
Outcome validity was related to the concept that actions leading to successful outcome in the research contexts. The outcome validity depends on the
process validity of conducting the research. Catalytic validity related to the extent to which the research allowed
participants to deeper their understanding of the social realities of the contexts and how they could make change within it. It meant that the collaborator and the
students were given opportunities to give their response to the change occured after the implementation of the actions.
Dialogic validity was the process of peer review that was commonly used in academic research. The dialogic validity was fulfilled by conducting discussion
with the English teacher during the research. 2. Reliability
This research used time triangulation and investor triangulation to check the trustworthiness of the research. Time triangulation was used in this research
because the data of the research were collected over a period of time to identify
the factors involved in the change processes. In investigation triangulation, more than one observer is used in the same research setting Burns, 1999:163.
The aim of triangulation was to gather multiple perspectives on the situation being studied Burns, 1999:163. The researcher used some techniques to
get the same data. In this study, the researcher compared the data collected from the observation, interviews, pre-test and post-test and questionnaires. The data
being compared were observation data in the form of field notes, interview data in the form of interview script, pre-test, and post test’s scores and questionnaires
data in the form of questionnaires results.
H. Research Procedure
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