5. Dialogic validity Dialogic validity means that each person involved in the research can
participate in the process of the research. It is a peer review. This validity was fulfilled by discussing the research findings with the collaborator and a student of
English Education Department of UNY. The members of the discussion were invited to give their opinions and critics related to the research report.
G. Reliability of the Data
The researcher used some different ways of triangulations to get the research more reliable and to obtain trustworthiness. According to Altrichter et al. 1993
in Burns 2010:97 triangulation allows us to get grounded perspective from all the people involved rather than relying on a limited set of informers. In this
research, she used time triangulation, space triangulation, and researcher triangulation.
Time triangulation means collecting the data at different points in time. To fulfill this triangulation, she observed the teaching and learning process and
interviewed the teacher and students at the beginning, during, and the end of the action.
Space triangulation means collecting the data with different subgroups of people. She conducted the action in the class that consists of 30 students. They
have different skills in writing. Researcher triangulation means collecting the data by more than one
researcher. It suggested that she should have more than one researcher to avoid the bias
. She did not only invite the teacher as the collaborator but also another
collaborator from the same major. To avoid the bias in the quantitative data, students’ writing scores were rated by the researcher and also the collaborator
from the same major.
H. Steps of the Research
This research was conducted in two cycles. They were namely Cycle I and Cycle II. The explanation of Cycle I is presented as follows.
1. Reconnaissance Reconnaissance stage was the first step that was done before conducting this
research. In this stage, the researcher tried to figure out the problems that occurred in the teaching and learning process. She identified the problems through
interviewing the English teacher and students and observing the writing teaching and learning process. In this stage, she also conducted the writing pretest. The
results of interviews, observation, and their writing scores were used as the basic of planning the research.
2. Planning The researcher started to plan the action of the research after knowing the
problems that occurred in the teaching and learning process. The problems were used as references to prepare all the actions and the materials for teaching writing
on a narrative text by using guided writing. The preparation dealt with preparing the lesson plans, materials, the scoring rubric and other instruments that were used
in the teaching and learning process. She also designed a posttest that would be administrated at the end of each cycle.
