different teaching techniques such as ordering the jumbled pictures, playing games and filling in the blank spaces.
3. Observing the actions
Observations were done by the teacher during the process of teaching and learning. These were focused on the effectiveness of using picture series to teach
writing recount texts, students’ behaviour towards the teaching and the lesson plan. In this stage, the data collection instruments such as interview guidelines and
observation checklists were used. 4.
Reflecting the actions After the action was done, the researcher and the collaborator discussed
the implementation of picture series based on the results of the data collection instruments. If the results are the same with the target, the implementation of
picture series is successful, if they are not, the next cycle should be continued.
G. Validity and Reliability of the Research
The validity of the data in this research was based on the criteria proposed by Anderson et al, 1999:30-33. 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
Democratic validity relates to the extent to which the research allows for the inclusion of multiple voices. 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.
2. Outcome Validity
Outcome validity means that the research is “successful” in solving the problems which are found in the writing class. The validity in this research was
gained by analyzing the result of the actions. The results of the research were not only able to solve the problems but also lead to new questions.
3. Process Validity
Process validity means the dependability and competency of the research. The process validity was gained during the process of implementing picture series
in writing class. The researcher collected the data by interviewing the English teacher and the students and making field notes to observe the teaching and
learning process. It included the students’ behavior and the students’ competency in achieving the materials.
4. Dialogic Validity
The value of the research is monitored by peer reviews to meet the dialogic validity. This validity was gained by the researcher through dialog with
the English teacher about what she had done during the process of teaching and learning. The teacher as the collaborator observed and monitored the actions
implemented by the researcher. 5.
Catalytic Validity Catalytic validity relates to how the participants deepen their
understanding of social realities of the context and the way how they make change
with it. This validity was gained by observing changes on the teacher and learners’ understanding of their roles in this research by using some interviews.
In order to get rounded perspective and to avoid the subjectivity in analyzing the data the researcher used two kinds of triangulation; time
triangulation and researcher triangulation Burns, 1999:163 as follows. 1.
Time Triangulation The data were collected over a period of time to identify the factors
involved in the actions, the researcher got the data on the students improvement in writing by conducting pre-test and post-test.the researcher also collected the data
by observing the teaching and learning process, interviewing the students and collaboration before and after the actions and making field notes.
2. Researcher Triangulation
The data were collected by more than one research member in order to avoid biased interpretation. In this research, the researcher and the collaborator
collected the data together to be compared.
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CHAPTER IV RESEARCH FINDINGS
