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Democratic Validity Outcome Validity Catalytic Validity

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2. Acting

In this stage, the researcher began to do some deliberate interventions within the specific teaching situation based on the things that had been planned ahead of time. Basically, it means that the researcher needed to immediately put the plans into action over an agreed period of time.

3. Observing

After executing the action, the researcher needed to get involved in observing the effects of that particular action. During the observation, the researcher had to also document the context, actions, and opinions of everyone involved.

4. Reflecting

At this stage, the researcher needed to reflect on, evaluate, and describe the effects of the action so that they could understand the problems that had been explored more clearly. The researcher then might decide whether she wanted to go through another cycle of action research to improve the situation even more or to share the already existing report with others. 39 Figure 1. Simple Action Research Cycle Model by Kemmis and McTaggart 1988 40

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presented the findings of the research that was conducted from January 31 st up to February 14 th , 2015. It was divided into two parts. The first part described the research process such as planning, implementing the actions, observing, and reflecting. It also elaborated the data obtained from the students’ writing tests. The second part of this chapter presented the general findings of the research and the discussion as the answers to the questions in formulation.

A. Reconnaissance

In this stage, the researcher started to collect the data that would help her identifying the field problems which could be found in the classroom. The first data acquired by the researcher through observation were field notes and also vignettes. After conducting a preliminary classroom observation, she then proceeded with the plan which was to interview both the teacher and students. Mrs. Eko, the English teacher, said that the students’ writing skills were generally low. She stated that their writing competence had not actually met her expectation yet. The next data acquired were through questionnaire. From all the qualitative data being collected so far, it was quite obvious what problems they the students, English teacher, and school were facing in relation to English teaching and learning process.

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