3. Participant
The participant was the researcher in collaboration with the researcher members including the English teacher, the collaborator and the students of Class
VII E at SMPN 2 Gamping in the academic year of 20132014. The class consists of 34 students. 15 of them are male and 19 students are female.
C. Data Collection
1. Type of Data
There were two types of data that were obtained in this research. The data obtained through interviews and observations belong to qualitative data.
Meanwhile, the students’ score of writing tests belong to quantitative data. 2.
Instruments a.
Interview Guidelines Interview guidelines led the researcher to conduct the interview run well.
Using interview guidelines enabled the researcher to complete the interviews in a right and sequenced order. In addition, it helped the researcher to check that the
needed information had already been elicited. b.
Observation Sheets Observation sheets helped the researcher to record the data collected during
the research. Moreover, through the notes, the researcher was able to see the progress of the students’ writing mastery.
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c. Writing Tests
Writing tests were implemented when the researcher needs to examine the students’ achievement and progress. He made use of rubric which includes five
aspects content, organization, vocabulary, language use and mechanic. The writing tests were held into two cycles.
Students’ writing tests were also used as the instrument to get the information about the students’ writing ability after mind mapping was applied.
The test could inform whether there was improvement of students’ writing ability after implementing mind mapping.
d. A Sound Recorder
A recorder was used every time the researcher conducted the interviews. In addition, the conversation needed during the research were transformed into
scripts and then attached in the final report. e.
A Camera The researcher used a camera to capture important moments happening
during the research. The pictures were able to describe the general sequences of the research.
3. Research Validity.
Data obtained from the research must be valid and reliable. The researcher used the Anderson’s validity to see the validity of the data. Based on Anderson in
Burns 1999:161-162 there are five validity criteria that can ensure the validity of action research. They are explained below:
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a. Democratic Validity
The democratic validity has something to do with involving stake holders’ chance to give their opinions, ideas, and comments about the
implementation of the action research. To fulfill this criterion, the researcher considered the English teacher’s opinion and suggestion as well
as the students’ view towards the research and the English subject. b.
Outcome Validity Outcome validity refers to the actions during the research. The action
can be successful if it is within the context of the research. In this research, the processes were related to the improvement of students’ writing skill
through the use of mind mapping. c.
Process Validity Process validity describes that the actions are believable. The
researcher collected the data by doing observation, and fields note during the research to obtain the process validity. In this research, the process was
done in two cycles. The cycles consist of planning, actions, and observations, and reflection steps. The process involved some different
data sources. It was followed by some evidence that showed the believable process.
d. Catalytic Validity
Catalytic validity is related to the extent in which the research could allow the participants to understand the social context. To achieve this
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