Techniques of Data Analysis

3. Catalytic Validity This validity related to the influence of the research towards the researcher’s understanding. The researcher reflected the process and thought about the experiences and advantages when collaborating with the collaborators. 4. Process Validity This validity is related to the research process. The researcher followed the rules based on action research process. Firstly, the researcher did the reconnaissance. Then, she planned the actions, implemented the actions, observed the actions, and made reflection of the actions. Moreover, the researcher involved other person to give their perspectives of the process. 5. Dialogic Validity This validity is the process of peer review. The researcher conducted some discussions with the teacher and some students. Then, she wrote the data. After that, she shared the result of the research with other people by writing the report. Furthermore, to obtain the trustworthiness, the researcher decided to implement triangulations. There are four forms of triangulations which is could be valuable in collaborative action research based on Denzin 1978 in Burns 1999:164. They are time triangulation, space triangulation, investigator triangulation, and theoretical triangulation. In this research, the researcher employed two of four kinds of triangulations. They are time triangulation and investigator triangulation. The criteria of those triangulations are: 1. Time triangulation In this research, the data were collected at one point in time or over periods of time to get a sense of what factors are involved in change processes. 2. Investigator triangulation This triangulation was involved in this research to avoid subjectivity by employing some investigators to collect the data. It helps avoid observer bias and provides checks on the reliability of the observation. Furthermore, more than one observer was used in the same research setting. In addition, inter-rater realibility was employed in this research. To access the reliability of the data, the researcher involved the students of grade VIII-E in SMP Negeri 4 Yogyakarta. The researcher involved more than one rater or scorer in assessing the students’ work. They were the researcher herself, the English teacher, Amaliya as collaborator, and some English Education students.

I. Procedures of the Research

1. Doing reconnaissance The researcher conducted the reconnaissance step to find out information related to teaching and learning process of writing. She gained the data by interviewing the English teacher and some students, observing class activity, and conducting the pre-test to measure the students’ writing ability. The result was the students had problems about learning process of writing related to the students them selves, teaching method, class management, learning activity, atmosphere, and media. The researcher discussed with the English teacher to make plan to solve the problems. Because the time is limited, the researcher and the English teacher decided to solve the problem by using an interesting media. The researcher thought that cue cards could help the students to improve their writing ability. 2. Planning the actions In this step, the researcher and the English teacher developed a plan of actions to solve the problems. In planning the actions, the researcher discussed and worked together with the English teacher and her friend, Amaliya as collaborator. The researcher also prepared the course grid, lesson plans, and cue card media that would be implemented in the teaching and learning process of writing. 3. Implementing the actions After deciding the solution and designing the action plans, the researcher implemented the actions. In implementing the action, the researcher used cue cards as media to teach writing. It was in the form of picture cards, picture series cards, and clues cards. The researcher expected that the students would be more motivated and enjoy in learning writing. She also hoped that if the students were motivated, their writing ability would also improved. 4. Observing the actions In this step, the researcher observed the effect of the actions. The researcher conducted direct observations in the classroom to check the improvement of students’ attitude in writing. Field note was used to note down the activity in the classroom. The role of the English teacher was as an observer when the researcher doing the