Data Collection Techniques Data Analysis

54 4. Catalytic Validity A research is valid if all participants are able to deepen their understanding of the social realities of the context and how they can make change within it. The students’ perceptions related to the problems in this research were monitored and they were assisted in the implementation of the actions in order to allow them to deepen their understanding and they can make change within it. 5. Dialogic Validity Dialogic Validity is a process of peer review that is commonly used in academic research. In this research, there were interviews with the English teacher and students to settle on the next actions. The interviews were related to the implementation of the use of videos in the teaching learning process including the strengths and weaknesses to be improved in the next cycle. To fulfill the reliability or trustworthiness of the data, the researcher used time and investigator triangulation proposed by Burns 1999: 164. In this research, time triangulation was employed since the data were collected over a period of time to identify the factors entailed in the process. This research was conducted from 1 st April 2015 to 29 th April 2015. Then, the researcher used investigator triangulation in which there was another observer who was the English teacher as the collaborator in the same research setting to avoid observer bias and provide checks on the reliability of the observations. The researcher and the collaborator observed the teaching and learning process and collected the data from the teaching learning process conducted by the researcher. 55

G. The Procedure of the Research

The researcher used the procedure of action research which is proposed by Kemmis and McTaggart in Burns 2010 with some modifications to conduct this research. The procedures were presented as follows. 1. Reconnaissance In this stage, the researcher identified any information related to the students’ speaking skills. ɑfter doing the observation and interviews, the researcher found out some problems and obstacles in the teaching and learning process which obstruct the students’ speaking skills development. This step includes three main processes: identifying the field problems, selecting the field problems to be solved, and determining actions to solve the feasible problems. 2. Planning By having the data from the observation and interviews, the researcher made some plans to determine sufficient actions to be implemented in the field. The researcher worked together with the English teacher to formulate the plan. The researcher then suggested using videos to improve the students’ speaking skills. 3. Action and observation In this step, the researcher carried out the actions based on the plan before. The actions were done in two cycles. All the activities during this action research were recorded in the form of vignettes and analyzed. The collaborator also observed the actions by fulfilling the observation checklist to record the students’ reactions and behaviors during the activities and also t he researcher’s actions in