Data Analysis Technique RESEARCH METHOD

2. Outcome validity Outcome validity of action research lead to outcomes achieved within the research context. Outcome validity also depends on the process of conducting the research. To fulfill this validity, some indicators that show the improvement of the students’ speaking ability will be formulated together. Here are some of sample of indicators: a. the students are able to pronounce the words correctly b. the students are able to speak and utter the sentence fluently. c. Etc. 3. Process validity Process validity relates to the criterion to make the actions done in action research valid. This validity was fulfilled by reflecting on the data collection and modifying the strategies to answer the questions occurred during process. The data were examined and identified whether the participants are able to go on learning. 4. Catalytic validity Catalytic validity refers to how stakeholders respond to their own internal changes. To establish this validity, the result of each cycle will be delivered to the member and ask their comments or responses. Later on, the responses will be considered to modify the process. 5. Dialogic validity Dialogic validity means that each stakeholder can participate in the process of the research. This validity was fulfilled by discussing the research findings with the collaborator and some students of English Education Department of UNY. The members of discussion are invited to give their opinions and critics related to the research report. Meanwhile, to assess the reliability of the data, the researcher involved more than one source in gathering the data. The researcher involved the research team, the English teacher, the observer, and the students of grade VIII. To get the trustworthiness, Burns 2010:97 suggests the methods triangulation as follows: a. Time triangulation: data are collected at different points in time doing interviewed students at the beginning, middle, and end of the course b. Researcher triangulation: data are collected by more than one researcher doing asked other teachers and students to collect data to compare with her own c. Theory triangulation: data are analyzed from more than one theoretical perspective consulting documents related to learner autonomy but also developed theoretical ideas from hers own and others’ observations and reflections. Triangulation provides more balanced pictures. It can also help to explain things that seem to contradict or not support each other. It gives rounded perspectives from all the people involved students, other teachers, school administrators, rather than relying on a limited set of informers Altrichter et al. 1993 in Burns 2010. 50

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter reveals the findings and discussion which refer to the effort to improve students’ speaking skills by using audio-visual aids to support the communicative teaching. These are presented in three headings: research procedure and findings, the implementation of the actions, and discussions.

A. Research Findings

1. Reconnaissance

In this research, some procedures were conducted to solve the problem. They were planning, action, observation, and reflection. In the planning phase, some steps were conducted to determine the problems. First, the English teacher was interviewed to find the problem in the teaching and learning process. It was done to get the most suitable class to conduct the research. Second, the observation was done in class 8 C SMP N 2 Sanden. Third, the English teacher and the students were interviewed to confirm the data gained from the observation. After that, the researcher planned the actions that might be implemented to overcome the problems. In the action phase, audio-visual aids, in this case, videos were used as the media in the teaching and learning process of speaking. During the implementation, the researcher, the English teacher, and the collaborator observed the condition of the teaching and learning process. It was done to know the students’ responses and the impact of the actions. The actions were conducted in two cycles with three meetings in each cycle. In the last phase, reflections were