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2 act to implement the plan,
3 observe the effects of the critically informed action in the context in
which it occurs, and 4
reflect on these effects as the basis of further planning subsequent critically informed action and so on, through a succession of stages.
Those four steps are included in one cycle. Therefore, a researcher who conducts a classroom action research should follow those steps.
B. Theoretical Framework
English has four skills namely; listening, reading, speaking, and writing. Writing is one of the skills that should be mastered by students. Ironically, many
English teachers do not really pay attention to teaching writing whereas the students need also to learn how to write something as the written communication.
Referring the purpose of the curriculum, students should be able to write various types of texts. Recount text is one of texts should be taught in senior high
school level. Based on the preliminary study, the students of SMA N 10 Yogyakarta had difficulty in writing a recount text. They could not find the idea to
write. As the result, they needed much time in writing a recount text. Besides, the result of their recount is not satisfying enough. It became the teacher’s
responsibility to help the students write a recount text. The researcher offered the use of picture series to overcome that problem.
Picture series were chosen after knowing that picture series provide many advantages. In order to implement the use of picture series in writing, the
researcher conducted a classroom action research CAR that consisted of planning, action, observing, and reflecting steps. In this research, the researcher
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conducted a CAR based on Kemmis and McTaggart’s model. In that model, the action and observing steps were done at the same time.
While conducting the research, the researcher referred to the theories of writing. The researcher asked the students to write recount texts based on picture
series as the products of the writing activity. While teaching writing, the researcher used genre-based which consisted of four stages which are building the
context, modeling and deconstructing the text, joint construction of the text, and independent construction of the text as the theory purposed by Feez 1998 about
the stages of teaching using genre-based approach. The researcher did not use one more teaching stage, namely linking to related text. It was because the researcher
did not want to ask the students to link recount text to other types of texts. Being able to produce a recount text was enough for this research. In conclusion, by
doing this research, it was expected that the students’ ability in writing a recount text could increase.
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CHAPTER III METHODOLOGY
This chapter presents the discussion of the methodology used in the research. The discussion involves research method, research setting and
participants, research instruments, data gathering technique, and data analysis technique.
A. Research Method
The researcher conducted this research to find out to what extent the use of picture series helps the students write a recount text. A classroom action research
CAR was employed to answer the question formulated in this research. According to Elliot 1991, classroom action research is a process through which
teachers collaborate in evaluating their practice, try out new strategies, and record their work in a form that is understandable by other teachers. It means that
classroom action research aims to make a kind of change within particular situation. Carr and Kemmis 1986, as cited by Burns 1999: 30, add that:
Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of
their own practices, their understanding of these practices and the situations in which the practices are carried out.
Action research is based on reflective action from the researcher after he finds problems to be overcome.
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