Validity and Reliability of the research data

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4. Reflection

The reflection would be done to know what happened in the actions and to know whether the objectives were achieved or not. If the actions carried out were successful, they would be continued. The reflection was from the observation and the interview with the English teacher and six students of grade IV. Based on the observations, notes, and records of the students’ responses in the action, the research members discussed the implementation.

G. Validity and Reliability of the research data

To fulfill the validity of the research, five criteria proposed by Anderson cited in Burns 1999:161 were employed. Those five criteria are namely democratic validity, outcomevalidity, process validity, catalytic validity and dialogic validity. Democratic validity is a process validity related to the extent to which the research is truly collaborative. This study tried to fulfill this criterion by doing interviews with the students and having discussions with the English teacher in finding and selecting problems to be solved. Outcome validity is related to the notion of action leading to outcomes that are “successful” within the research context. This research solved more than one problem in the teaching-learning process, for example those which are related to speaking skills, motivation and involvement. Process validity is related to the extent which raises questions about the process of conducting the research. Observing classroom activities, making field 39 notes during the lessons, interviewing students and the teacher, and having discussions with the headmaster in the scheduled time initiated the process of this study. Catalytic validity is related to the extent to which the researcher allowed participants to deepen their understanding of their social realities of the context and their role and the action taken as a result of these changes. In this case, the students and the teacher’s responses to the changes occurring to themselves were asked. Dialogic validity is related to the extent that parallels the process of collaborative enquiry or reflective dialog with “critical friends” or other participants. Asking the teacher to act as an observer who observed and reported the students’ reaction during the teaching and learning process fulfilled this criterion. Meanwhile to fulfill the reliability of the data the research involved more than one source of data, namely the researcher, the English teacher, the headmaster, and the students of IV class. The researcher triangulated the data by analyzing them using field notes of the teaching-learning process, the interview transcript, some experts’ theories and other notes that were related to the data such as notes of the students’ improvement, achievements, and errors during the process. Field notes were used to record the activities done in the class and keep the supporting documents such as the lesson plan, and the students’ recorded assignment. After that, the interview was conducted to reveal the students’ feeling about the class activity and to get some comments, perceptions, and suggestions about the actions from the researcher. 40

CHAPTER IV THE RESEARCHPROCESSES, FINDINGS AND DISCUSSIONS

This chapter presents the processes of the research, findings, and discussions. There are three sections in this chapter. The first section presents the reconnaissance step. The second section reports the implementation of the actions and discussion. The third one presents the result of the pre-test and the post-test of the students’ speaking skills.

A. Reconnaissance

In this step, to identify the field problems, the researcher conducted some activities. First, the researcher did observations concerning the English teaching and learning process in IV class of SDN Adisucipto II Yogyakarta. Then, the researcher did interviews with the English teacher and the students.

1. Identification of the field problems

The research was started by gathering initial information from the English teacher and grade IV students of SDN Adisucipto II Yogyakarta. It was done by interviewing the English teacher and the students, observing the teaching and learning process, and conducting a pre-test. Some problems found by the researcher at the beginning of the study could be seen from the following vignette.