Participant of the Research Time of the Research

39 stage, the interview guide for the teacher covered some points related to the teacher’s perception about the students’ writing ability, students’ motivation in learning, the techniques, materials, media, and activities used by the teacher, and the difficulties faced by the teacher in the teaching and learning process. The interview guide for the st udents covered some points related to the students’ opinion about English lesson, their motivation, the difficulties faced by the students in learning English, and the media and activities they like in learning. In the observation stage, interview guide was used to get information about the students’ and the collaborator’s responses about the implemented actions. The interview guide for the teacher focused on the teacher’s perception about the benefit and the lack of the action, the material, technique and media used by the researcher, the students’ improvement and involvement in the teaching and learning process, and the suggestion for the next action. The interview guide for the students was the same with the ones for the teacher added by question related to the difficulty faced by the students in the implementation of the action. In the reflection stage, the interview guide that had been transformed into interview transcript was also used by the researcher and the collaborator to make reflection of the implemented action. Photographs were taken during the research, especially in the action stage. Photographs were collected and used as additional instruments to support the data collected through the observation and interview. As stated in Burns 2010: 72, visuals such as photos, diagrams, maps, drawings, sketches, video images, and other visual data are an excellent way to supplement the observation notes since 40 they can: 1 remind of the location and what was happening in the location; 2 capture a specific teaching moment; 3 track sequence of events or behaviors; 4 record non-verbal aspects such as physical expressions and body positions; 5 capture facial expression that might reflect aspects of people’s attitudes, thinking, and ideas; 6 identify who places themselves where in the classroom.

F. Data Collection Techniques

The data were collected in all of the stages in the research. First, in the beginning of the planning stage, the researcher collected students’ writing scores through pre-test to see the general level of students writing skill. The researcher was able to collaborate with the English teacher to assess students’ writing ability. The researcher also collected the data in the form of field notes and interview transcripts after observing the teaching and learning process and interviewing the students and the teacher. Second, in action and observation stage the researcher collected the data in the form of field notes and interview transcript again. By using observation guide the collaborator observe the action carried by the researcher. Then, after the implementation of the action, the researcher interviewed the teacher and the students to get the description about the students’ responses and behaviors, and another research team member’s responses about the implementation of the action. The photographic data, especially collected in the action stage, was used to record the process in the implementation of the action in the classroom such as, the students’ activities and involvement in the teaching and learning process.