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2. Outcome Validity
This validity means that the research shows successful outcome. In this study, the improvement of the students’ vocabulary mastery after receiving
treatment using flashcard in the teaching and learning process was the outcome validity.
3. Process Validity
This criterion is related to the dependability and the competency of the research. The process validity was done to make sure that the actions of the
reseach were reliable and the actions were as planned. The process of this research divided into two cycles. Each cycle consisted of planning, implementing,
evaluating, and reflecting steps. The observation was not only done by the researcher, but also done the collaborator which was the English teacher of class
VIII A at MTsN Godean. The process of this research was divided into two cycles which in each cycle consisted of planning, actions, and reflecting steps. The data
were in the form of field notes, interview transcripts, and also photographs. Furthermore, the researcher and the English teacher evaluated and reflected the
actions that had been done in the cycle 1 to conduct better teaching and learning process in the cycle 2.
4. Catalytic Validity
In catalytic validity the researcher observed whether there was a change in the students’ behaviour before and after given the actions. In this stage, the
researcher observed the implementation of the action to see the changes in the students’ attitude towards the teaching and learning process. The pre-test and
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post-test were also held to find out whether there was improvement in the students’ vocabulary mastery.
5. Dialogue Validity
In this phase, the validity was fulfilled by conducting a discussion of the research findings with the English teacher as the collaborator, also the students
as the subject of this study. The English teacher helped the researcher in evaluating and reflecting the process during the implementation of the actions
both in cycle 1 and cycle 2. The students helped the researcher to find out their opinion towards the actions. After that, the researcher wrote the data. Then, she
shared the result of the research by writing the report of the whole actions. Furthermore, to avoid the subjectivity and to get the trustworthiness in the
data analysis, the triangulation techniques are needed. Burn 1999: 164 explains that there are four type of the triangulation techniques. They are time
triangulation, space triangulation, investigator triangulation, and theoretical triangulation.
In this study, the researcher applied two of the triangulation techniques. They are the time triangulation, and the investigator triangulation. The time
triangulation was used in which the data were collected at a period of time and to identify the factors involved in the changes. The investigator triangulation was
used in which the research would involve the English teacher as the collaborator.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter contains the research processes and results. It is divided into three sub-chapters. They are the reconnaissance, the implementation of the
technique to solve the problems and the results, and the research general findings and discussion.
A. Reconnaissance
The researcher conducted several activities to collect data about the English teaching and learning situation in the 8
th
grade of MTsN Godean. First, the researcher conducted an interview and discussion with the English teacher. Then,
an observation was done to know the real classroom situation. After finding problems from the observation in the teaching and learning process, the researcher
and the English teacher discussed the result of the observation. Another interview was also conducted to know from the students’ perspectives with regard to the
English teaching and learning process especially in the vocabulary learning and their own understanding about their ability in English. Next, a pre-test was carried
out on Tuesday, August 9
th
2016 at class VIII A and Friday August 12
th
2016 at class VIII B. The students’ score of the pre-test was very low. This result was in
accordance with the teacher’s statement that the students still lacked vocabulary.
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