D. Validity and Reliability
In action research, validity is needed to make the research result believable and accurate. Burns 1999: 161-166 explained that there are five
criteria of validity as follows. 1.
Democratic Validity This research fulfilled the democratic validity because the researcher
collaborated with the principal, the teacher, and also the students. All the participants here had been accurately represented. All the participants
mentioned before were involved in this research. 2.
Outcome Validity In this research, outcome validity was shown by the success of the
action done by the researcher. When the use of short animated stories was successfully improve students’ ability in writing narrative text in class VIII
C of SMP N 2 Sanden Bantul, this led to a new question whether it would be successful done in other schools or not.
3. Process Validity
Process validity was recognized by the accuracy in the research process, where all the participants of the research ran the teaching learning
during the process of the research. To avoid the bias, all events were viewed from different points of view and from different data sources. In this
research, students, the teacher, and the collaborator could still do the teaching learning during the research process. Data about everthing that
happened in the classroom are taken from different sources, those were students, the teacher, the researher, and the collaborator.
4. Catalytic Validity
It
is
related to the extent to which the researcher allows participants to deepen their understanding of the social realities of the context and how
they can make changes in the teachers’ and learner’ understanding of their role and the actions taken as a result of these changes, or by monitoring
other participant’ perceptions of problems in the research setting. In this case, there were some changes or improvement
on the students’ writing ability. If the participants in this study were moved to take action in
improving their writing ability, this action research effort was considered valid.
5. Dialogic Validity
To ensure this dialogic validity, the researcher had a critical conversation with others about the research findings and practices. In this
research, a peer review process was conducted to establish the goodness of the research itself.
To check the trustworthiness, this research used triangulation technique. It was used to gather multiple perspectives on the situation being
studied. Burns 1999: 164 proposes three forms of triangulations. The first is time triangulation. It means that the data are collected over a period of
time to get a sense of what factors are involved in change processes. The next form is investigator triangulation. It means that more than one observer
is used in the same research setting. To fulfill the investigator triangulation, the researcher asked the English teacher and the collaborator to help the
researcher during the action in the classroom. The purpose of this triangulation was to avoid bias or subjective observations. The last form of
the triangulation is theoretical triangulation. It means that the data in this research were analyzed from more than one perspective from some
theoretical reviews. The researcher also reviewed theories from some books to obtain this form of triangulation.
E. Research Procedures
The research implemented the procedure of action research proposed by Kemmis and McTaggart in Burns 2010 with some modification based on the
students’ and the school’s condition. The procedures were as follows.
1. Reconnaissance
In this research, the researcher carried out the research collaboratively with the English teacher and the researcher’s colleague as collaborators in the
school. In this step, the researcher firstly observed the English teaching and learning process taught by Mr Mukiran, S.Pd. The researcher did
observation to have data. The researcher also interviewed the collaborators and the students to identify the problems related to the students’ writing
skills. Then, the researcher determined some plans related to the problems on the students’ writing skills.
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