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interaction in the English teaching-learning process. These plans were also made to solve the most urgent problems found. The data of implementing the actions
were the selected plans which were approved by the research team members to improve classroom interaction.
The data of evaluating the actions were taken from the process and the result of the implemented actions and also from the feeling, opinion, and
suggestion of the other research team members. The data of reflecting the actions were collaboratively improved plan for the next cycle based on the result of the
evaluating and analysis of the other research team members of the effects, obstacles, difficulties, and other possibilities in implementing the actions.
E. Instruments and Data Collection Methods
In this research, the key instrument was the research team members. These team members spent their time in the field. In the reconnaissance stage, to collect
the weaknesses and obstacles of the English teaching-learning process, they worked collaboratively. Generally, the data were collected using observation and
interview guidelines . In the action stage, observing to the English teaching-learning process and
conducting in-depth interview to the other research team members were done. The data gathered were written down in the form of field notes and interview
transcripts. To validate the data, the researcher used triangulation through observations and in-depth interviews. Then, the data observations and in-depth
interviews were compared.
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F. Data Validity and Data Reliability of the Research
1. Data Validity
There are five criteria of validating research data that must be achieved as Anderson et al 1994 in Burns 1999: 161-162. They are as follows:
a. Democratic validity It is related to the extent to which researcher is truly collaborative. This study
tries to fulfill the criterion by doing such interviews with the students and having discussion with the English teacher in finding and selecting problems
to be solved. b. Outcome validity
It is related to the notion of action leading to outcomes that are “successful” within the research context. This research is expected to be able to solve more
than one problems in teaching-learning process, for example ones which are related to speaking skills, motivation and involvement.
c. Process validity It is related to the extent which raises questions about the process of
conducting the research. Observing classroom activities, making field notes during the lessons, interviewing students, the collaborator and the teacher,
and having discussion with the school principal in the scheduled time would initiate the process of this study.
