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discovered what is prominant to be learned, which in turn led the researcher to decide what are going to be told to others.
3.6. The Validity of the Data
Validity is one of the important issues in conducting both quantitative and qualitative research. In quantitative method, validity refers to the extent that a
particular test instrument really measures what is intended to be measured see Alwasilah, 2000. In qualitative method, validit
y refers to the “trustworthiness” Erlandson et al, 1993 in Creswell, 1994: 157 of a study, or “how research
findings match reality” Merriam, 1998: 201, and “can be applied to other situations” Merriam, 1998: 207.
Since the design of the present study is qualitative, the discussion focuses only on how to meet validity in qualitative research. There are several strategies
that can be used to meet the research validity in qualitative reserach, i.e. triangulation, member checks, long-term observation, peer examination,
participatory or collaborative modes of research, and researcher’s biases, thick
description, typicality or modal category, and multisite designs Merriam, 1998 see also Alwasilah, 2000: 170-185.
To validate the data, the present study employed a thick description by which it attempts to provide detail description of where the study was conducted,
who were involved in the study, and how the study was conducted. Hence, the
Panji Agnyoto, 2012
Classroom Speaking Activities In A Conversation Class: A Case Study Of One Junior High School In Bandung
Universitas Pendidikan Indonesia | Repository.Upi.Edu
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readers may be able to see how far the findings of the present study can be applied in their own situations see Merriam, 1998; 211.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter concludes the present study. It summarizes the findings and the delimitation of the study. Following the conclusion, there will be suggestions
for the next study which investigates the same field of inquiry and for teachers.
4.1. Conclusions
Two research questions were formulated dealing with activities used by teacher in speaking skill. The first problem concerns the process of classroom
speaking activities in a conversation class. The second concerns the student s’
responses to those activities. It can be concluded that this study reveals four classroom speaking
activities employed by the teacher in teaching speaking skill, i.e. Show and Tell, Presentation, Drama, and Question and Answer. Drama comes to be the most
dominant activity among three other activities. Within all the four activities, this study identifies that
uncontrolled practice which encourages students’ speaking involvement and fluency are more dominant than aspects of knowledge in
speaking i.e. extralinguistic and linguistic. The data obtained also show that the teacher did a lot of speaking, i.e. feedback and elaboration of the grammar focus
after the students had practiced and had taken their turn performing the task given. It can also be concluded that in classroom speaking activities that
preparation is very important whether it is teacher’s center or students’ center.
