representative from the central tendency. The mean is used to know the improvement of the students before and after the implementations.
In analyzing the data, the researcher used some methods. In analyzing the qualitative data, the researcher did three stages, namely data reduction, data
display, and conclusion drawing Miles and Huberman, 1994:10-12. First, the researcher selected, focused, and transformed the data which were in the form of
observation results, interview transcripts, field notes, and samples of the students‟ writing. The researcher, then, sorted, focused, and organized the data to get the
final conclusion. After that, the researcher organized the data to draw the conclusion. Finally, the researcher drew conclusion from the data display to know
the progress of the implementation and verified the data.
G. Validity and Reliability of the Research
There are five kinds of validity of the data used in this research, namely democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity Burns, 1999. To fulfill the democratic validity, the researcher interviewed students and had a discussion with the English teacher to find and
select the problems to be solved. To fulfill the process validity, the researcher observed classroom activities, interviewed students and the English teacher, and
had a discussion with the English teacher. To fulfill the catalytic validity, the researcher asked
students and teacher‟s responses to the change that occurred after the implementation of the actions. To fulfill the dialogic validity, the researcher
asked the English teacher to act as an observer during the implementation of the
actions. Finally, the outcome validity in this research was obtained by looking at the result of the actions that had been done.
Meanwhile, the reliability of this research was obtained by giving the genuine data, such as filed notes, interview transcripts, etc. To gain the
trustworthiness, the researcher used the triangulation. Burns 2010: 95-97 states that applying triangulation to data collection means that a combination of angles
on the data will help give us more objectivity. It would prove that the researcher‟s
reflections and conclusions were supported by the data and not just by her own presuppositions or biases. There are four different ways of triangulating. They are
stated as follows:
1. Time triangulation
Time triangulation means collecting the data at different points in time. The purpose is to get a sense of what factors are involved in the process of
changes. In this study, the researcher collected the data before, during, and after the implementation of the action by observing the teaching and learning process
and also interviewed the students and the teacher before, during, and after the implementation.
2. Researcher triangulation
The data were collected by more than one researcher in the same research setting to avoid researcher bias and provide checks on the reliability of the
observations. In this study, the researcher collaborated with the teacher in implementing the actions.
