and the weaknesses of the action. The researcher and the collaborators shared opinions, feelings, and evaluations on the teaching learning process based on the
data collected through the instruments. They worked together to attain the general finding of one complete cycle. Finally, it was used to draw conclusions whether
the students’ writing ability improved or not.
I. Validity and Reability of the Data
To make the data valid and reliable, the researcher used the kinds of validity criteria proposed by Anderson in Burns 1999. They are democratic
validity, outcome validity, process validity, dialogic validity and catalytic validity. They are explained as follows:
1. Democratic validity
The democratic validity was obtained by doing collaboration with the English teacher and the students as the data resources. They have the right to give
their opinions, ideas and suggestions about the implementation of the actions. The researcher interviewed the English teacher and also the students before and after
the teaching process to get the information on their perspectives.
2. Outcome validity
The outcome validity in this research was gained by looking at the result of the actions. The researcher together with the collaborators analyzed the success
and the failure of the action research in every cycle.
3. Process Validity
The process validity was obtained by doing a triangulation technique. The researcher reported the result of the implementation of the process approach from
two different points of view. They were from the collaborator and the students of VIII C.
4. Dialogic Validity
In order to gain the dialogic validity, the researcher had conducted the discussion with the English teacher, the second collaborator, and the students on
what she has done during the implementation of the research.
5. Catalytic Validity
Catalytic validity relates to the extent to which the researcher allows participants to deepen their understanding of the social realities of the context and
how they can make changes within it. To fulfill this validity, the researcher identified the changes which occured during and after the action by using some
interviews. In addition, the trustworthiness of the data was also gained by using
triangulation. According to Altrichter et al. 1993 in Burns 2010, triangulation allows us to get grounded perspective from all the people involved rather than
relying on a limited set of informers. In this research, she used time triangulation, space triangulation, and investigator triangulation.
1. Time triangulation
The data were collected at different points in time. The researcher conducted the interview with the English teacher and the students before and after
the actions.
