51 requirements in recruiting observers. The observers had the ability to watch the
behavior events or nothing physical characteristics in learning context ERT, 2013 as cited by Yaumi Damopoli, 2014. In addition, Sanjaya 2009 also describes
the requirements recruiting observer , “the observers have ability to consider the
decisions that they will take during the observation or making judgments, they can create conducive classroom, they master observation technique
” p. 90. Furthermore, the observers had a skill in conducting observation. According to
Hopkins 2008 the skill was the ability to make judgments and create a sense of
trust and being supportive in the situation where the other person feel threatened.
In the observation principles Best and Khan 1986 claims that in observing object the observers had
to be able to, “distinguish between the significant aspects of the situation and factors that have little or no importance to
the investigation ” p. 159. It meant that, the observer might be careful in
conducting observation they had to be objective and state accurate result. It was because observation was necessary in research procedure. It was supported by
Hopkins 2008 who states , “Observation plays a crucial role not only in
classroom research but also more generally in supporting the professional growth of teachers and in the process of school development
” p. 75. Observation is a very important in the process of research. It helped the researcher to determine the
situation being observed which was related to the research process. The instrument that the observer used during the observation was
observation checklists. It was aimed to observe the students‟ motivation during
52 the teaching learning process. Besides, the English teacher and peer observer also
observed the teacher‟s activity during the implementation.
The format in the observation checklists including the observers‟ name
and the lists of statement had to be observed. The observers gave checklist to the column that had been provided Margono, 2007. In addition, Best and Khan
1986 also state that checklist was one of data collection devices which is aimed to aid in the recording of information gained through observation. Best and Khan
1986 believe , “the checklist, the simplest of the devices, is a prepared list of
items p. 179. The researcher implements the data gathering and the instrument
as presented in the Table 3.1. It was also showed the activities of the students as
the indicators of students‟ motivation.
Table 3.1 The Research Implementation
Step of Car
Activities Indicator of
students‟ motivation
Instrument Date
of implementation
Cycle 1 a.Students‟
readiness in joining the lesson.
b. Students‟ interest in writing narrative.
c.Students had
background knowledge
of narrative.
d. Students‟ response
to the teacher‟s questions.
e.
Students‟ activity in completing the
blank story. f. Students in a
group arrange the Students‟
interest
Students‟ effort
Questionnaires, observation
checklists, and field notes
April 22, 2014 and April 24,
2014
53 Step of
Car Activities
Indicator of students‟
motivation Instrument
Date of
implementation pictures series.
g.Students wrote a story.
h.Students presented the story in front of
the class. i.Students
revised the result of the
writing. j.Teaching
media and th
e students‟ response about the
media. - How pictures were
implemented in the learning activity.
-
How the students‟ response toward the
pictures. k.Teacher‟s
activities in
the classroom.
- teacher checked the students‟ work
-teacher gave
feedback Students
‟ persistence
The use of media
Teacher‟s role
questionnaires observation
checklists, and field notes
Cycle 2 a.Students‟
readiness in joining the lesson.
b.Students‟s interest in writing narrative.
c.Students had
background knowledge
of narrative.
d .Students‟
Students‟ interest
questionnaires observation
checklists, and field notes
May 6, 2014 and May 8, 2014
54 Step of
Car Activities
Indicator of students‟
motivation Instrument
Date of
implementation response
to the
teacher‟s questions. c.Students‟ activity
in completing the blank story.
d.Students
in a
group arrange the pictures series.
e.Students wrote a story.
f.Student presented the story in front of
the class. g.Students
revised the result of the
writing. h.Teaching
media an
d the students‟ response toward the
media. - How pictures were
implemented in the learning activity
- How the studen
ts‟ response toward the
pictures d.Teacher‟s
activities in
the classroom.
- teacher checked the students‟ work
-teacher gave
feedback. Students‟
effort Students‟
persistence The use of
media
Teacher‟s role
55
3.5 Data Analysis Technique
Data analysis was a process of interpreting the data that the researcher had obtained. Merriam 2009 believes
that, “data analysis is the process of making sense out of data, which involves consolidating, reducing, and interpreting what
people have said and what the researcher has seen and read-it is the process of making meaning” p. 176. To get the credibility and validity in gathering the
data, the researcher applied triangulation. According to Johnson and Christensen 2012 triangulation was
defined as, “the use of multiple theories and perspectives to help interpret
and explain the data” p. 268. In triangulation methods, the researcher used more than one of data collection in a single research study
Johnson Christensen, 2012. In this research, the researcher combined the data from questionnaires, observation checklists, and field notes. The observation
checklists and field notes are used as supporting data of the questionnaires. Firstly, the researcher analyzed the data from questionnaires. Before
analyzing the data, the researcher made a group for each statement. The indicator that the researcher used in each group was assessing
students‟ motivation based on Schunk, Pintrich, and Meece 2008 and Dornyei 2001. The statements
number 1 until 4 as students‟ interest, number 5 and 6 as students‟ effort, number 7 until 9 as students
‟ persistence, number 10 until 15 as the use of media, and number 16 and 17 as teacher‟s activity in the class.
In analyzing data through survey analysis, the researcher counted the percentages for each individual statement Best Khan, 1986. Then, the
researcher combined the opinion between disagree and strongly disagree, and
56 agree and strongly agree. It was supported by Best and Khan 1986, who state
that, “it may be possible to report percentage responses by combining the two outside categories,
”strongly agree and agree; “disagree and “strongly disagree” p. 181. In this research, the researcher examined the positive result, so the
researcher only used the answer from the respondent who chose agree and strongly agree.
After the researcher calculating the percentage for each statement, then the researcher classified into several groups. The indicators
in assessing students‟ motivation
were students‟ interest, students‟ effort, students‟ persistence, the use of media, and teacher‟ roles. In summarizing for each group, the researcher
applied mean. According to Johnson and Christensen 2012 it was described as the formula below:
Mean = The mean was calculated by dividing the total of the students‟ answers by
the total number of statements in the group. Then, to indicate the stude nts‟
motivation the researcher made classification. The result showed 0-25 it indicated low motivation, 26-75 indicated moderate, 76-100 indicated high
motivation Eagle Student Services Center, 2014. Meanwhile, to support the questionnaire the researcher analyzed the
results of the observation checklists. The researcher described the result of the observation checklists by quantifying and summarizing data collected Lodico,
Dean, Katherine, 2006. There were two kinds of observation checklists. The first sheet was observation on the activities of the students and the media number
57 1 until 12, the second sheet was observation on the teacher activities, number 1
until 6. In analyzing observation sheet on the students and the teacher, the researcher made a group for each statement. In making indicator for each group
the researcher refers to Schunk, Pintrich, and Meece 2008, there are students‟
interest, students‟ effort, and students‟ persistence. Besides, in assessing motivation the researcher also referred to Dornyei 2008 there were the use of
media and teacher‟s role. Firstly, the researcher made an analysis of
the total of answer “yes” in observation checklists. Secondly, the researcher made a conclusion for each group
by describing the results. In order to know the level of motivation of the students the researcher categorized into some indicators. The total of answer yes 0-4 it
meant that the students had low motivation, the total answer yes 5-8 it meant that the students had moderate motivation, and the total answer yes 9-12 it meant that
the students had high motivation. Those were for the activities on the students and the use of the media. The indicator for the teach
er‟s activities were described; the observer showed positive responses answer yes 0-2 it indi
cated the teacher‟s role was poor and if the answer yes 3-4 it meant that
the teacher‟s role was good, and if the answer yes 5-6 it indicated that the t
eacher‟s role was very good. The result of the observation in the first cycle became supporting data to make
reflection for the next cycle.
58
3.6 Research Procedure
In this research the researcher implements some procedures. The procedure became the guidelines for researcher to implement the next action. The procedures
were asking for government permission and school permission, gathering preliminary information, discussing and analyzing the problem, finding the
solution, planning, conducting the action and observation, gathering data and implementing the instruments, reflection. Those procedures will be discussed one
by one. 1.
Asking to the Government and School permission In conducting classroom action research, the researcher asked permission
to the government at governor office .After getting the letter permission, the researcher went to Ministry of Education in Bantul. The last step, the researcher
went to school and asked permission to the headmaster of that school and the English teacher. The aimed of asking permission refers to the research ethics that
the researcher had to consider. As Mills 2011 stated that, “all researchers must
be aware of and attend to the ethical considerations related to their studies ” p.
25. It was because conducting action research was related to the human subjects. Therefore, asking permission and making inform consent to the research
participants was needed.
2. Gathering Preliminary Information
In this research, the researcher did study before conducting the action research. The researcher gathered information by teaching the students when
59 conducting teaching internship program in SMA N 1 Kasihan and had discussion
with the English teacher. Mills 2007 as cited by Mertler 2009 suggests that preliminary information gathering was a process that referred to as
reconnaissance. Mills 2007 as cited by Mertler 2009 states that, “reconnaissance, involves taking time to reflect on your own beliefs and to gain a
better understanding of the nature and context of your research problem ” p. 50.
Mertler 2014 believes that reconnaissance is the process to examine the own beliefs, knowledge, and context in which the researcher would determine the
potential action in classroom action research. Mills 2011 describes that reconnaissance involved three steps and the first is self-description. In the self-
description the researcher explored the understanding of theories impacted the practice, educational values their hold, historical context how things got to be the
way they were and the educational values. The second step was gaining insight into
the researcher‟s area focus through the descriptive activities. In this part, the researcher described as fully as possible the situation wanted to change or
improve. The third was gaining insight into area focus through the explanatory activities. After the researcher describing the situation, the researcher explained
the situation and focused on why the problem could be happened.
3. Discussing and Analyzing the Problem
After analyzing and diagnosing the problem that is happened in the class, the researcher had a discussion with the teacher. The English teacher and the
researcher explored the problems and the backgrounds. The researcher also
