appendix. In using the rubric, the researcher used inter-rater where there were two raters who evaluated the result of the students performance. By doing
this, the reliability of the research could be achieved as well.
G. Validity and Reliability
The data validity of this research was based on Burns 1999:161-162 criteria of validity. They are democratic validity, outcome validity, process
validity, and dialogic validity. To get the democratic validity, the teacher did a collaboration with the
English teacher and the students to give their opinions, ideas, criticism, and suggestion about the implementation of the actions. Their opinions, ideas,
criticism, and suggestion were used to improve the next action. To get the outcome validity, the researcher looked at the result of the
actions which have been done. The researcher and the collaborator looked at the result and decide whether it was a success or a failure.
For the process validity, the researcher did a triangulation technique that was done by gathering data of the teaching process from 3 different points of
view. Those were from the teacher, the students, and the collaborator. For the last criterion of validity, the dialogic validity, the researcher did
a reflection with the teacher and the students in order to get suggestions to improve the next action.
H. Procedure of the Research
The research used the procedure of action research proposed by Kemmis and McTaggart. The procedure is as follows:
1. Determining the Thematic Concern - Reconnaissance
The researcher conducted the reconnaissance step to find out information concerning students writing ability in producing a descriptive text. Based on the
interview and observation in SMPN 1 Rembang, the researcher found and identified the existing problems. In the English teaching and learning process, in
class VIIID of SMPN 1 Rembang, she found several problems. There were four problems of the students in the writing aspects namely content, vocabulary,
grammar, and spelling. In reference to the interview with the collaborator and the students, the major problems that the students have were the content, the use of
appropriate tense, spelling, their lacking in vocabulary mastery, and the lack of
motivation in learning English.
The researcher thought that a new technique would be needed by the students and the teacher in the process of teaching writing. The researcher determined to
use cue cards as the media to teach writing descriptive text. 2.
Planning
After identifying the problems, they made some planning to decide the actions that will be feasible to be implemented in the field. In planning the actions,
the researcher worked together with the English teacher of VIIID of SMPN 1 Rembang. They prepared the technique to solve the problems they face, prepare
the teaching material and prepare the instrument to collect the data.
3. Action and Observation
When both parties had agreed on the planning, the actions were then implemented. Based on the observations, students writing scores, and records of
the students in the actions, they discussed the implementation of the actions to decide what steps they would take next.
4. Reflection
After the actions were conducted completely, the reflections were concluded. The circumstances concerning the actions were discussed. It was done to find out
whether the action was successful or not. If it was successful, the students would be given different cue cards for different texts to continue the action. If it was not
successful, the researcher and collaborator would try to find suitable actions to make the students writing skills better.
