c Process validity Process validity means the dependability and competency of the
research. The process validity was gained during the process of implementing picture series in writing class. The researcher collected
the data by interviewing the English teacher and the students and making field notes to observe the teaching and learning process in
Grade XII Science 1 at SMA N 2 Sleman. It includes the students’ behaviour and the students’ competency in achieving the materials.
d Dialogic validity To get the dialogic validity, the researcher had dialogues with the
teacher as the collaborator in discussing what she did during the implementation of the actions. So, the researcher can make some
reflections in order to get suggestions to improve the next action. The researcher also gave chances to the teacher and the students to give
responses of the implementation of picture series. e Catalytic validity
The catalytic validity is related to how the stakeholders respond to the changes occurring to themselves Burns, in Madya 2006: 43. The
researcher got the catalytic validity through those two cycles of the observation, action plans, implementation, and reflection that were
done at the Grade XII students of SMA N 2 Sleman.
In order to get rounded perspectives and to avoid the subjectivity in analyzing the data, the researcher used two kinds of triangulation; time
triangulation and researcher triangulation Burns, 1999:163 as follows:
1. Time triangulation
The data of this research were collected over a period of time to identify the factors involved in the actions. The researcher obtained
the data on the students’ improvement in writing by conducting pre – test and post – test. She also conducted interviews with the teacher
and the students before, during, and after the actions. Moreover, the teaching and learning process was recorded in every meeting in the
field notes.
2. Researcher triangulation
The researcher asked another research member to help her in the reflection steps. It was done to avoid biased interpretations.
Furthermore, the researcher also asked the teacher as the collaborator to observe the teaching and learning process so the teacher had much
contribution in the process of documenting the field notes.
H. Procedure of the Research
1. Reconnaissance Stage
In the Reconnaissance stage, the data were about obstacles and weaknesses related to the English teaching and learning process. It was
done to find the problems that needed to be solved through picture series.
They were collected through observations and interviews. The researcher observed all activities related to students’ writing skills which were
detected during the English teaching learning process in the classroom. The results of the observation were recorded and presented in the form of
field notes. To strengthen the data collected previously, the researcher interviewed the other research members.
All of the data collected were presented in the form of identified field problems then were selected distinctively based on the level of
difficulty, urgency, and feasibility. The problems which were considered having the medium level of difficulty, the more urgent level, and the most
feasible would be overcome collaboratively.
2. Planning
After doing observation and interview, the researcher and the English teacher made a planning to do the feasible actions that would be
implemented. The planning covered the identified problem based on the result of observation and interview. The purpose of the actions was to
improve students’ writing ability of Grade XII Science 1 through picture series.
3. Acting and Observing
The action was conducted by the researcher whereas the English teacher observed the process. The purpose of this step was to solve the
problem which was students low writing skill by implementing picture series. The changes and obstacles of the students’ involvement were
