2. Investigator Triangulation
The data were collected by more than one researcher. The researcher did not conduct the research independently since this principle requires more than
one researcher to avoid biased interpretation. During the research, the researcher was accompanied by two collaborators. They are the English
teacher and the researcher’s colleague.
F. Research Procedure
The following is the explanation about the steps which were implemented in each stage of the research:
1. Reconnaissance
The researcher started collecting data by interviewing the English teacher and the students. The class observation was also conducted in order to know
how the English teaching and learning process were performed. Furthermore, a pretest was held as a way to identify the students’ writing
performances before the actions were conducted. Through these techniques, the significant problems could be classified and formulated to be solved by
implementing PWIM. 2.
Planning After having discussions with the collaborators, the researcher started to
develop plans of action to bring improvements on the problems. She also prepared the instruments, the materials needed, and the technique performed
in the classroom. The actions were planned as follows:
a. Preparing the lesson plans and worksheets which are designed to
be implemented in two cycles. b.
Providing activities in PWIM that enable the students to enrich the vocabulary, construct sentences, and arrange them into a good
order. c.
Implementing PWIM by assigning the students to write simple essays in the form of narrative text.
d. Making use of the media Picture Word Chart optimally.
3. Implementing the Action
The researcher implemented the PWIM technique and the accompanying actions in the teaching and learning process. Those actions were carried out
in two cycles in which each cycle took two-times classroom meetings. At the end of Cycle 1 and Cycle 2, a test was administered to the students in
order to examine how far the PWIM implementation affects their writing ability.
4. Observing the Action
During the action implementation, the researcher and the collaborators observed the teaching and learning process. How the process was going on,
how the actions were implemented, how the students participated during
the class, and how the improvement was achieved were the things that were observed. They also observed the results of the test conducted at the end of
each cycle. The results of the test were compared to examine the students’ progress in writing. The students’ writing was checked and responded by
the researcher and the collaborators. The responses were in the forms of comments, suggestions, praises, and recommendations.
5. Reflecting the Action
The researcher evaluated the actions that had been implemented in Cycle 1 and Cycle 2. After that, she described the effects of the actions and
examined the obstacles found during the implementation. Moreover, the she also interviewed the collaborators and the students in order to know their
views and feelings toward the actions. The reflection showed whether the action was successful or not in improving the students’ writing ability.
However, the unsuccessful actions would be modified into the ones which were more suitable in the next actions.
