G. Research Procedure
In the previous section, the researcher stated that this action research used the procedure proposed by the Kemmis and McTaggart 1988. The procedure
started with the step reconnaissance where the researcher found out the valuable information related to the students’ speaking skills. Here, the researcher also
identified the problems in the teaching and learning process. The next step was planning. In this step, the researcher made some plans to determine feasible
actions to be implemented in the field to make an improvement in the teaching and learning process and to make the actions became more successful. After made
some plans, the researcher continued the procedure by doing the action and observation of the action itself. Here, the researcher had to implement the plans
that had been planned before. The action was implemented in some cycles, depended on the needs of the research. The last step or procedure was reflection.
In this process, the researcher made some notes and reviews on the changes during the implementation of the action research.
H. Validity and Reliability of the Data
a. Validity
1. Democratic Validity
The research was a collaborative research. It involved the work from the researcher, the teacher, and the students. All the actions, solutions
and the conclusion were going to be made to meet benefits for all the participants involved in this action research.
2. Outcome Validity
The outcome of the study was to improve students’ speaking skills of
class XI Science of SMA Angkasa Adisutjipto. The achievement of the result and outcome involved not only the solution of the problems but
also the existence of new questions in the related research. 3.
Process Validity The process validity was related to the criteria to make the action
research believable. This criterion was applied to validate the data by looking at the teaching and learning process during the research.
4. Catalytic Validity
The research allowed all the participants to deepen their understanding of the social relatives of the context. It was referred to the change in
the teacher’s and students’ perspectives and attitudes toward the speaking skill after the implementation.
5. Dialogic Validity
The result of the study was monitored by peer review in academic discussion. This research involved the collaborators, so the researcher
could review or examine the failure and success of the action with the collaborators.
b. Reliability
To show the reliability, the researcher involved more than one assessor and more than one testing. To make it more reliable, the researcher carefully
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