Instruments of the Research

E. Data Collection Techniques

The data in this research study were obtained from the instruments. All the data needed in this research were the writing scores, opinions, obstacles, and the expectation of the action implemented from the research members. They were both quantitative and qualitative data. The quantitative data used were the students writing scores, both before and after the action was implemented, and the questionnaires score using Likert scale. It described the students writing skills improvement. To assess the students work, the researcher worked collaboratively with the English teacher. The type of questionnaire distributed to the students were closed questionnaires where the students only have to pick one among the options and they were not asked to give answers other than the options given. The qualitative data were obtained through interview transcripts and field notes during the observation in the classroom. It was direct observation. According to Schunk 2009:6, direct observation is the instance of students ’ behaviour that is observed to determine whether learning has occurred. The field notes were discussed with the collaborator first before the researcher comes to a conclusion. From the analysis of the data, the researcher and the collaborator decided whether the result was successful or not. Finally, from the findings and interpretations, the conclusions and suggestions of the research were made.

F. Data Analysis Technique

Firstly, the researcher looked up at the findings as genuine data such as field notes, students writing and questionnaires. The qualitative data were analysed descriptively. The researcher explained the collected data. However, the students and the collaborator were given an opportunity to deliver their opinions and comments to avoid subjectivity in analysing the data. In analysing the quantitative data, the researcher used two different ways. For the testing and evaluation of the students writing, the researcher compared the pre-test and the post-test scores of the students to know the effectiveness of the use of cue cards.. For the questionnaires, the researcher used the Likert Scale to quantify the respondents opinions through questionnaires. Tuckman 1988:192 states that Likert Scale is used to register the extent or level of agreement or disagreement with a particular statement of an attitude, belief, or judgment. Because of the positive direction used, the scoring of the data were formulated by the following key: 1 = SD, if the respondents strongly disagree with the statement 2 = D, if the respondents disagree with the statement 3 = A, if the respondents agree 4 = SA, if the respondents strongly agree Meanwhile, to know the result of the students performance in writing, the researcher used a writing rubric. In this case, the researcher used an assessment rubric which is based on ESL composition profile proposed by Jacobs et al 1981 from Weigle 2002:116. The rubric can be seen in the appendix. In using the rubric, the researcher used inter-rater where there were two raters who evaluated the result of the students performance. By doing this, the reliability of the research could be achieved as well.

G. Validity and Reliability

The data validity of this research was based on Burns 1999:161-162 criteria of validity. They are democratic validity, outcome validity, process validity, and dialogic validity. To get the democratic validity, the teacher did a collaboration with the English teacher and the students to give their opinions, ideas, criticism, and suggestion about the implementation of the actions. Their opinions, ideas, criticism, and suggestion were used to improve the next action. To get the outcome validity, the researcher looked at the result of the actions which have been done. The researcher and the collaborator looked at the result and decide whether it was a success or a failure. For the process validity, the researcher did a triangulation technique that was done by gathering data of the teaching process from 3 different points of view. Those were from the teacher, the students, and the collaborator. For the last criterion of validity, the dialogic validity, the researcher did a reflection with the teacher and the students in order to get suggestions to improve the next action.

H. Procedure of the Research

The research used the procedure of action research proposed by Kemmis and McTaggart. The procedure is as follows: