d. A sound recorder
Sound recorder was used to record the interview and it helps the researcher to transform the interview into transcript.
e. A camera
A camera enabled the researcher to take some pictures about the class situation, the students’ activities, and the teaching and learning process
during the implementation of the actions.
4. Data Analysis Techniques
Data analysis techniques are used to analyze the qualitative and quantitative data. For the qualitative data, there are five stages of data
analysis techniques that the researcher used which is adapted from Burns 2010: 104-105.
a. Assembling the data
The researcher collected data through interview, observation, and students’ writing. The data were re-read and scanned to obtain
general information that seemed to be able to answer the research question.
b. Coding the data
The data were arranged into specific patterns. It could be done by reducing the large amount of the data and categorizing them into
more manageable categories.
c. Comparing the data
The data were compared to identify the relationship and connection between different sources of data. It means that the data were
compared to see whether they represent the same thing or not.
d. Building meanings and interpretations
The researcher analyzed and interpreted the meanings of the data by reflecting the surface details.
e. Reporting the outcomes
Finally, the researcher reported the findings with the supporting data.
Besides, the researcher also analyzed the quantitative data to know the tendency of the students’ writing scores. The quantitative data were in
the form of scores of the pre-test and post-test. The researcher analyzed the students’ scores using Excel program to know the comparison of the
students’ mean scores before and after the actions conducted.
D. Data Validity
Burns 1999:161 proposed five criteria that could be applied to examine validity of an action research result: Democratic Validity, Outcome
Validity, Process Validity, Catalytic Validity, and Dialogic Validity. The applications of those categories in the research were elaborated as follows.
1. Democratic Validity
To get democratic validity, an interview guideline was made by the researcher to ask the students’ and the teachers’ opinions, ideas, and
suggestions about the application of the action research. The researcher used her opinions to draw the next action plan. The researcher gained democratic
validity from the interviews done with the English teacher and the students of VIII D to see their thoughts on the actions during the implementation of
the research. 2.
Outcome Validity The research has outcome validity when the actions help to overcome the
problems. In this research, the outcome validity deals with the efforts to improve the students’ ability in writing narrative texts through the use of
Picture Word Inductive Model PWIM technique. 3.
Process Validity Process validity means that the actions done in the research need to be
dependable and competent. In order to complete process validity, the researcher and the English teacher monitored the teaching and learning
process by doing observation and writing the field notes. The researcher also recorded the interviews done with the English teacher and the students.
Moreover, photographs were taken to support the data. 4.
Catalytic Validity Catalytic Validity referred to the extent to which the research allowed the
participants to get deeper understanding of the materials and on how they
could create changes in their understanding of their actions. The researcher identified the changes occurring before, during, and after the action. The
catalytic validity in this research was accomplished as there were some positive impacts and changes after the implementation of the actions.
5. Dialogic Validity
This kind of validity asks the extent of reviews from others towards the research practices and findings. The members of the discussion had the
same opportunity to give comments, opinions, and suggestions for the research.
E. Data Reliability
Trustworthiness was another important aspect that has to be ensured besides the research validity. To examine the trustworthiness of a research,
triangulations principles is implemented. According to Burns 1999:163, triangulation aims to gather multiple perspectives on the research being
conducted. However, the researcher only applied two of triangulations principle in this research.
1. Time Triangulation
Time triangulation means that the data were collected at one point in time or over period of time to get a sense of what factors involved in the changing
process. In this research, the data were collected from the month of May until the beginning of June. During that period of time, the research was
done in two cycles, in which each cycle consists of two meetings.
2. Investigator Triangulation
The data were collected by more than one researcher. The researcher did not conduct the research independently since this principle requires more than
one researcher to avoid biased interpretation. During the research, the researcher was accompanied by two collaborators. They are the English
teacher and the researcher’s colleague.
F. Research Procedure
The following is the explanation about the steps which were implemented in each stage of the research:
1. Reconnaissance
The researcher started collecting data by interviewing the English teacher and the students. The class observation was also conducted in order to know
how the English teaching and learning process were performed. Furthermore, a pretest was held as a way to identify the students’ writing
performances before the actions were conducted. Through these techniques, the significant problems could be classified and formulated to be solved by
implementing PWIM. 2.
Planning After having discussions with the collaborators, the researcher started to
develop plans of action to bring improvements on the problems. She also prepared the instruments, the materials needed, and the technique performed
in the classroom. The actions were planned as follows:
