33
their motivation toward the English lesson at their school. This also helped the researcher to find an interesting method for the
teaching and learning process.
3 Interview with the students
Interviewing students was also used as the source of the research data. Several students were interviewed. The interview
was run after the pre-test, after and after each cycle in order to know what the students felt about the teaching and learning
process, as well as their improvement on writing.
D. Data collection technique
The instruments were employed in order to collect the data. The instruments used in this research were observation checklist, questionnaire,
interview guide lines, and test pre-test and post-test. In the reconnaissance step, the researcher assisted by collaborator had
observed the teaching and learning process. In observing the teaching learning process, the researcher and the collaborator collected the data in the form of
field notes. Then, they gave questionnaire to the students to find out their interest on the subject English, their obstacles, and their motivation toward the
subject especially their writing ability.
34
Furthermore, the researcher and the collaborator had an interview with the teacher to collect the data regarding the problems in teaching English
especially in teaching English writing. All those steps were done in order to reach the process validity on research study.
In planning the action, the democratic and process validity were expected to be reached. Hence, the researcher had a discussion with the English
teacher in deciding the technique and method that would be employed in order to improve the students’ ability in writing descriptive texts.
Furthermore, in the action and evaluation step, the researcher was assisted by the collaborator in collecting the field note through observation. It
was because the researcher had a role as the teacher or executor of the technique in this step. After that, the researcher interviewed the students, the
teacher, and the collaborator regarding the teaching and learning process that was implemented by the researcher. In this step, dialogic and outcome validity
were expected to be reached. In the last step which is reflection, the researcher with the assistance of
the collaborator, did an evaluation on the students’ writing work and also process. By doing this, content, construct, and outcome validity were expected
to be achieved.
