Type of the Research

38 In the observation stage, this instrument was used to record the implementation of the actions. It consisted of three main parts. Those parts were pre-teaching, whilst-teaching, and post-teaching. The pre-teaching part focused on what the teacher did in the beginning of the teaching and learning process. This part covered the way the teacher greeted the students, asked the students to pray together before the lesson, checked students’ attendance list, and started the lesson. The whilst- teaching part covered teacher’s activities in delivering the lesson; it comprises the activities used during the lesson, the teaching techniquesmethod used by the teacher, and the media used by the teacher. Other points related to the students’ activities in the classroom are also added, such as, the student s’ involvement in the teaching and learning process and the students’ writing performance. The last part, post-teaching, covered the way the teacher summarized the materials on the day, checked the students whether they had questions or not, and closed the lesson. In the reflection stage, the observation guide that had been transformed into field notes was analyzed by the researcher and the collaborator to find out the effects of the implemented actions and to decide the next actions that would be taken by the researcher. The same as the observation guide, the interview guide was also used in planning, observation and reflection stages. There were two kinds of interview guide; the first one was interview guide for the teacher and the second one was interview guide for the students. In the planning stage, this instrument was used to get information related to the difficulties in English teaching and learning. In this 39 stage, the interview guide for the teacher covered some points related to the teacher’s perception about the students’ writing ability, students’ motivation in learning, the techniques, materials, media, and activities used by the teacher, and the difficulties faced by the teacher in the teaching and learning process. The interview guide for the st udents covered some points related to the students’ opinion about English lesson, their motivation, the difficulties faced by the students in learning English, and the media and activities they like in learning. In the observation stage, interview guide was used to get information about the students’ and the collaborator’s responses about the implemented actions. The interview guide for the teacher focused on the teacher’s perception about the benefit and the lack of the action, the material, technique and media used by the researcher, the students’ improvement and involvement in the teaching and learning process, and the suggestion for the next action. The interview guide for the students was the same with the ones for the teacher added by question related to the difficulty faced by the students in the implementation of the action. In the reflection stage, the interview guide that had been transformed into interview transcript was also used by the researcher and the collaborator to make reflection of the implemented action. Photographs were taken during the research, especially in the action stage. Photographs were collected and used as additional instruments to support the data collected through the observation and interview. As stated in Burns 2010: 72, visuals such as photos, diagrams, maps, drawings, sketches, video images, and other visual data are an excellent way to supplement the observation notes since