3. Interview Guideline
Interview was conducted by the researcher to find out the information about everything regarding to a writing skill. The
researcher interviewed both the teacher and the students before and after the action was implemented. The format of the interview was
guide or semi-structured interview.
E. Data Analysis
There were two kinds of data that the researcher got. The first one was in the form of qualitative data and the second one was in the form of
quantitative data. In gaining qualitative data, the researcher used observation and interview. The results of those are field notes and
interview transcripts. All the data were interpreted and analyzed. Besides analyzing the data qualitatively, the researcher also used
quantitative data analysis. The instruments that had been analyzed quantitatively are the test conducted before the action and the result of
students’ writing in cycle I and in cycle II. The data was analyzed using descriptive analysis. In this analysis, the “mean” is used as the
representation from central tendency. And then, the result of each test was compared to see if there is an improvement
in students’ writing or not.
F. Validity and Reliability
To meet the demand of the validity of the research, the researcher conducted several types of validity.
1. Democratic Validity
The research is a collaborative research. It involves the work from the researcher, the teacher, and the students. All the actions,
solutions and the conclusion were made to meet benefits for all the participants involved in this action research.
2. Outcome Validity
The outcome of the research was successful not only in solving the problem but also this research can lead the new questions. The
outcome of this research was continued to the next teaching learning process in SMP N 15 Yogyakarta and reframed the next
problem. 3.
Process Validity This kind of validity is related to the process of the research. This
research involved some people on it; they are the researcher, the teacher, and then the students. Therefore, doing all of the activities
that involve those kinds of people in time showed the process validity. It aims to guard against biased interpretations.
4. Catalytic Validity
The catalytic validity was achieved by recounting changes in teacher and learners’ understanding of the role and the actions
taken as a result of these changes, and by monitoring other participants’ perceptions of problems in the research setting. The
