23
1. Planning
At this stage, the researcher identified the problems or issues and developed a plan of actions in order to make improvement in students’ writing
skill and teaching writing to the students. The researcher and the English teacher made some scenarios of the teaching and learning process as well as
immediate strategies to deal with classroom disturbance.
2. Acting
In this phase the researcher implemented the use of picture-cued to teach writing for a certain period of time. She was critical in doing the research
and planned new alternative ways of making improvement after doing the actions.
3. Observing
Observation was done by the researcher and English teacher in the class or during the teaching learning process. Based on the observation, they
discussed the implementation of the actions. It was done in order to know whether the actions improve the students writing ability or not.
4. Reflecting
After the action was done, the researcher and English teacher discussed the implementation of picture-cued activities based on the result of
the data collection instruments. If the result same with the target, the implementation of picture-cued activities is successful, if it is not, the next
cycle must be continued.
24
F. Data Validity
The validity of the data in this research was based on the criteria proposed by Anderson 1998:30-33. To enhance the validity of the data the
researcher used these five types of validity; democratic validity, outcome validity, process validity, dialogic validity, and catalytic validity as follows:
1. Democratic Validity
To get democratic validity, the researcher did some interviews with the English teacher and the students to express their opinions, comments, and ideas
about the actions implemented in this research. She used the opinions to draw the next actions plan.
2. Outcome Validity
The outcome validity was related to research data taken by the researcher. She got this kind of data by scoring the students’ writing and asking them
questions related to the research. 3.
Process Validity The process validity means that the actions done in the research are
believable. Process validity was gained during the process of implementing picture-cued activities in writing class. The researcher collected the data by
interviewing the English teacher and the students and making field notes to observe the teaching learning process. It included the students’ behavior and
the students’ competency in achieving the materials.