students’ writing perfomances, field notes, and interview transcripts. In making conclusion, the researcher collaborated with the collaborators to
obtain the valid findings.
5. Research Validity
To obtain the vaild data, the researcher used four kinds of validity. They were democratic validity, outcome validity, process validity, and
dialogic validity stated by Anderson et al. 1994 in Burns 1999: 161. Each of the criteria is presented in the following discussion.
a Democratic Validity
The democratic validity has something to do with involving students to give their opinions, ideas, and comments about the
implementation of the action research. It was obtained through interviewing the English teacher and the students to find out their ideas
and comments the action or activities during the implementation of cooperative learning carried out in the writing process.
b Outcome Validity
Outcome validity refers to the actions during the research. The action can be sucessful if it is within the context of the research. In this
research, the processes were related to the improvement of students’ writing skill through the use of cooperative learning.
c Process Validity
Process validity describes that the actions are believable. The researcher will collect the data by doing observatoin, and note during the
research to obtain the process validity. In this research, the process were done in two cycles and each cycle consisted of planning, actions, and
observations, and reflection steps. The process involved some different data sources and was followed by some evidence that will show the
believable process. d
Dialogic Validity Dialogic validity is related to the stakeholders involved in the
process of the research. The researcher collaborated with the teacher to observe the research process.
6. Trustworthiness of the Data
To meet the realibility, the reasearcher used the triangulation. It was obtained by giving genuine data such as the field notes, questionnaires
and interview transcripts. There were kinds of triangulation mentioned by Burns 1999 namely time triangulation, space triangulation, investigator
triangulation and theoretical triangulation. In this research, the research used two of them which were as follows.
a Investigator triangulation
During the research, there was more than one observer in this research in the same setting, the researcher and the English teacher.
This was to avoid the observe’s bias and provide checks on the reliablitiy of the observation.
b Theoretical triangulation
The data were analyzed from many perspectives. There were various theorectical review and studies conducted the same field. The
researcher analyzed the data based on more than one theoritical review in interpreting the data.
E. Research Procedure
In conducting the research, the researcher used the action research procedure proposed by Burns 1999. The procedure consisted of the
following four steps. a
Reconnainssance The researcher conducted the reconnaissance step to discover
information related to the problems faced by the students. Based on the interviews and observations in SMAN 1 Seyegan, the researcher found and
identified the existing problems. After finding some problems, the researcher tried to figure out the most feasible problem to be solved.
During the observation and interviews, the researcher found out that the students had problems in writing. They claimed that writing was
the most difficult skill to master. They were rarely asked to produce a piece of writing. The teacher seemed to more focus on writing-for-learning
than writing-for-writing as the researcher found that the teacher simply
