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forms that were obtained through pre-test and post-test. The researcher collected the data using several techniques.
1. Observation
This data collection technique was used to describe the activity in the classroom at a particular time. Using an observation checklist, the researcher observed the
English teaching and learning process closely before, during, and after the actions were implemented in the class. This action was carried out in order for the
researcher to obtain some data about the effect of the action upon the students. The data that were collected through observation were written in the form of field
notes.
2. Questionnaire
In this study, the researcher also used questionnaire. It was used to help the researcher finding out more about the
students’ interests and learning motivation. The questionnaires were distributed among the students and they were required to
answer all of the questions. The researcher provided open-ended questions so that the students would give detailed answers.
3. Interview
This technique was used to gather information from all the people involved, mainly the students and the English teacher, about the teaching and learning
process. The researcher interviewed the students and the teacher to collect more detailed data on the problems they had faced or were facing during English
teaching and learning process and also the effect of the learning method being implemented. An interview guideline was used during the interview and the data
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that were obtained through this technique were in the form of interview transcripts.
4. Writing Pre-test and Post-test
The quantitative data were mostly gathered through writing tests as these tests would help the researcher to collect the
students’ writing scores that were used to find improvement. To assess the
students’ writing, the researcher used scoring rubric of writing. The data that were gathered through this technique were
presented in the form of score transcripts. There were two types of writing test in this research. The first one was
writing pre-test which was a test that was conducted before the actions being implemented in order for the researcher to know the basic writing skills of each
student. The second one was writing post-test. This type of test was conducted after the implementation of the actions. By comparing the pre-test and post-test
scores, it would be apparent whether the learning method affected students’
writing skills and how much of improvement they had shown.
5. Documentation
The researcher used photographs to document some events that happened in the classroom during the last meeting of cycle 2.
F. Data Analysis
The data were analyzed in two ways, qualitative- and quantitatively. The data from observation, questionnaire, and interviews were analyzed qualitatively.
The researcher selected the data from field notes, questionnaire results, and interview transcripts that were appropriate to what she needed and then
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concluded of what it meant. After that, the researcher had to write down the final data in the form of qualitative descriptions.
The data from pre-test and post-test were analyzed quantitatively. There are three ways of analyzing quantitative data. The first one is to find mean which
is an average number, in this case the average of students’ writing scores. It can be calculated by adding up all scores and dividing them by the number of students
in the class. The second one is to find standard deviation and the last one is to find t-test MacKay, 2006: 43. However, the researcher decided to use the mean value
of students’ writing performance instead and found the final result by comparing the mean values from pre-test and post-test of both cycles.
G. Research Validity and Reliability
1. Validity
Validity is the quality of a measuring instrument in which the result obtained from the test really shows the actual achievement of the test takers. In
other words, a measuring tool is said to be valid if it provides the true data that indicate the intended ability one wishes to assess.
According to Burns 1999 there are five criteria of validity that have to be fulfilled in order to get the valid data in action research. Those five criteria of
validity are as follows:
a. Democratic Validity
The researcher needs to have discussions with the collaborators during the research and those collaborators are given opportunities to give ideas or
suggestions to the researcher.
