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appr opriate to the participants’ level of knowledge. Hence, the researcher
considered the best treatment to be used in such condition.
2. Planning
Planning was the step in which the problem found from the participants got the main focus from the researcher. Given to this, the researcher attempted
to design the teaching material and activity which could enhance the participants’ writing ability. The material design was planned to be not only
appropriate to the participants’ level but also attracting their motivation toward writing. In addition, this step also allowed the researcher to prepare the
instrument to collect the data. 3.
Action and observation
In this step, the researcher implemented the plans that had been prepared in the previous step. Besides that, this was the step where the researcher
observed the classroom activity helped by the collaborator. This observation was important as the data collection in order to find out the progress done by
the participants. The participants’ response to the question and the activity was noted down by the researcher in this step.
4. Reflection
The researcher and the collaborator conducted a reflection after the action in the class was done. This reflection was important to see whether the
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action had been successful or not. If the action was successful, the researcher could continue his work. If not, the researcher might have to find another text.
This was to give the participants various exposure of text. Hence, at the end of the research the participants improved their writing ability.
G. Data validity and Reliability
The data of the research should be valid and reliable. Hence, Burns 1999:161
– 162 suggests that there are five criteria related to the validity of the research. The five criteria are:
1. Democratic validity
In achieving this criterion, the researcher, assisted by the collaborator, discussed with the teacher to find out the problems and
how to solve them. Besides that, the researcher also did some interviews with the students as the subjects of the research..
2. Outcome validity
This criterion is related to the notion of action leading to outcomes that are “successful” within the research context. The
researcher expected this research to resolve the problems such as writing abilities, the students’ motivation and involvement in writing.
