problems during the teaching and learning process in the classroom, and interviewed the students as well as the English teacher.
2. Planning
Having identified the problems, the researcher and the collaborators made a series of plans. They discussed a course grid, lesson plan, the teaching
technique, the materials, the activities, the learning kits, the time allocation and the evaluating technique. In the planning stage in Cycle 2, they made some
changes on the activities and add some actions.
3. Action
In this stage, the plans were put into action. The researcher acted as the English teacher.
4. Observation
Observation was done by the researcher and the collaborator, while the researcher was teaching writing, at the same time the collaborator was observing
the teaching learning process. An observation guideline was used to seek information regarding with the writing process and students’ writing ability. In
addition, to collect richer qualitative data, interviews with the English teacher and the students were conducted. It was aimed to gather their opinions towards the
teaching learning process. The use of multiple perspectives was done to avoid subjectivity in interpreting the data.
5. Reflection
At this point, the researcher made reflection on the action that has been done. The field notes and the interview transcripts were used to see the strength
and the weaknesses of the action. The researcher and the collaborators shared opinions, feelings, and evaluations on the teaching learning process based on the
data collected through the instruments. They worked together to attain the general finding of one complete cycle. Finally, it was used to draw conclusions whether
the students’ writing ability improved or not.
I. Validity and Reability of the Data
To make the data valid and reliable, the researcher used the kinds of validity criteria proposed by Anderson in Burns 1999. They are democratic
validity, outcome validity, process validity, dialogic validity and catalytic validity. They are explained as follows:
1. Democratic validity
The democratic validity was obtained by doing collaboration with the English teacher and the students as the data resources. They have the right to give
their opinions, ideas and suggestions about the implementation of the actions. The researcher interviewed the English teacher and also the students before and after
the teaching process to get the information on their perspectives.
2. Outcome validity
The outcome validity in this research was gained by looking at the result of the actions. The researcher together with the collaborators analyzed the success
and the failure of the action research in every cycle.
3. Process Validity
The process validity was obtained by doing a triangulation technique. The researcher reported the result of the implementation of the process approach from
