46 how they can make a change within it. In this research, changes that happened to
both sides of students and teacher were taken into account so that it was expected that both the students and the teacher will be more aware of their social roles in
the classroom.
e. Dialogic Validity
Dialogic validity is related to the state that members of the research can participate in the research process. This validity was fulfilled through dialogues
between the team members about the future plans, exchanging opinions or ideas, and reporting any actions taken.
2. Reliability
According to Burns 1999, the aim of triangulation is to gather multiple perspectives on the situation being studied. In this research, two forms of
triangulation —time triangulation and investigator triangulation—were employed.
a. Time Triangulation
Time triangulation means that the data are collected throughout the actions, which are repeated with an adequate repetition over a period of time. It is aimed at
getting a sense of what factors are involved in the changes or improvements. The triangulation was achieved with the fact that I conducted the research study from
May 11
st
to June 3
rd
2015 in repeated cycles.
47
b. Investigator Triangulation
Investigator triangulation refers to the state that more than one observer is observing the same research setting. This triangulation was fulfilled as during
implementation of the actions, I was collaborated with the English teacher.
E. Data Analysis Techniques
Two types of data were used in this research —qualitative and quantitative
data. The qualitative data were analyzed through three steps of qualitative data analysis, i.e., data reduction, data display and drawing and verifying conclusions
Miles and Huberman, 1994.. After being collected, the data were selected, simplified, and transformed into vignettes, field notes, and interview transcripts
from which conclusions were drawn based on the data analysis. The quantitative data were
derived from the score of the students‟ writing performance
. The students‟ works were assessed based on a writing rubric that evaluate five criteria of writing, i.e. content, organization, vocabulary, language
use, and mechanics Weigle, 2002. Each criterion was categorized in four levels
—excellent 4, good 3, fair 2, and very poor 1. Therefore, the maximum score for all five criteria was 20 highest = h, with minimum score of 5
lowest.
