Hence, the data were in the form of field notes, interview transcripts, and documentations. Meanwhile, the quantitative data were collected in the forms of
numbers and it was to support the qualitative data. The researcher conducted a writing pretest and posttest as a part of monitoring sequences which aimed to gain
statistical evidence of the writing improvements. The following table shows the kinds of data, the data instruments and the data collection technique used by the
researcher to collect the data.
Table 5. Data Collection Technique No.
Data Instrument
Techniques
1. The teaching and
learning process Observation guideline
Interview guideline Observation
Interview Discussion
2. The
teacher‟s activities
Observation guideline Interview guideline
Observation Interview
Discussion 3.
The students‟
involvement Observation guideline
Interview guideline Observation
Interview Discussion
F. Data Analysis Technique
The data of the research were in the forms of qualitative and quantitative data. The qualitative data were attained from the field notes of the observation
protocol and the transcripts of interview. The data obtained from the observations and the interviews were analyzed qualitatively. Meanwile, the quantitative data of
this research were collected from conducting the tests. In analyzing the quantitative data, the descriptive analysis was used. The mean was used as a
representative from the central tendency. The mean is used to know the improvement of the students before and after the implementations.
In analyzing the data, the researcher used some methods. In analyzing the qualitative data, the researcher did three stages, namely data reduction, data
display, and conclusion drawing Miles and Huberman, 1994:10-12. First, the researcher selected, focused, and transformed the data which were in the form of
observation results, interview transcripts, field notes, and samples of the students‟ writing. The researcher, then, sorted, focused, and organized the data to get the
final conclusion. After that, the researcher organized the data to draw the conclusion. Finally, the researcher drew conclusion from the data display to know
the progress of the implementation and verified the data.
G. Validity and Reliability of the Research
There are five kinds of validity of the data used in this research, namely democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity Burns, 1999. To fulfill the democratic validity, the researcher interviewed students and had a discussion with the English teacher to find and
select the problems to be solved. To fulfill the process validity, the researcher observed classroom activities, interviewed students and the English teacher, and
had a discussion with the English teacher. To fulfill the catalytic validity, the researcher asked
students and teacher‟s responses to the change that occurred after the implementation of the actions. To fulfill the dialogic validity, the researcher
asked the English teacher to act as an observer during the implementation of the
