Data Collection Instruments Data Collection

data. In this step, and start to look for broad patterns, ideas, or trends that seem to answer the questions. The next step was coding the data. In this step, the researcher grouped the data into more specific categories and identify which data were qualitative and which one were quantitative. The third step was comparing the data. In this step, the researcher compared the categories of different sets of data to see whether the data said the same thing or whether there were contradictions. The fourth step was building meanings and interpretations. The researcher analyzed the data several times to post questions, rethink to connections, and develop explanation of the situation. The fifth or the last step was reporting outcomes. In this step, the researcher described the context of the research, outlining findings, and considered how she would organize the whole research not only the analysis and findings. To analyze the quantitative data, the result scores of the pre-test before the research was done were compared with data of the post-test after the research. The data were then analyzed whether their writing results were reaching the minimum standard or not, and having improvement or not. From the comparisons, the researcher made conclusions in the form of descriptions whether the students’ ability of VIIIC of SMPN 2 Sanden in writing narrative texts was improved by the use of short animated stories or not.

D. Validity and Reliability

In action research, validity is needed to make the research result believable and accurate. Burns 1999: 161-166 explained that there are five criteria of validity as follows. 1. Democratic Validity This research fulfilled the democratic validity because the researcher collaborated with the principal, the teacher, and also the students. All the participants here had been accurately represented. All the participants mentioned before were involved in this research. 2. Outcome Validity In this research, outcome validity was shown by the success of the action done by the researcher. When the use of short animated stories was successfully improve students’ ability in writing narrative text in class VIII C of SMP N 2 Sanden Bantul, this led to a new question whether it would be successful done in other schools or not. 3. Process Validity Process validity was recognized by the accuracy in the research process, where all the participants of the research ran the teaching learning during the process of the research. To avoid the bias, all events were viewed from different points of view and from different data sources. In this research, students, the teacher, and the collaborator could still do the teaching learning during the research process. Data about everthing that