38 teaching learning process. The use of pictures series are implemented to increase
students‟ motivation in writing narrative. In conclusion, by using pictures series which are implemented through
each cycle, the researcher expects that the students‟ motivation in writing a
narrative text increases. In addition, the students obtain better quality of learning and the teacher can make improvement from the teaching learning process. The
learning process also leads the students to make self-improvements and progress.
39
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method of the research and analysis. It consists of six parts. The first part the researcher discusses about the research method in
this study. The next part, discusses the research setting. Meanwhile, the third and fourth part discuss about research participant, instrument and data gathering
technique. The fifth part discusses about the data analysis techniques and the last part discusses the research procedures.
3.1 Research Method
This researcher used classroom action research to examine students‟
motivation in writing narrative. Mills 2011 describes classroom action research as,
“any systematic inquiry conducted by teacher, researcher, principals, counselors, or other stakeholders in the teaching or learning environment to gather
information about how their particular school operate, how they teach, and how wel
l their students learn” p. 5. The practitioner was expected to give practice improvement by conducting action research Koshy, 2010. McNiff and
Whitehead 2009 also support that in conducting action the researcher should practice to improve something. It was included several steps of data collection,
reflection, and action. It was because in action research the practitioner deal with the problem directly, so it needed data collection related to the problem, reflection
on the data, and action to improve the problem. Action research also emphasized the researcher to reflect on their own practice. The result that the researcher
40 obtained from action research should solve the class problem to get better quality
Mertler, 2014. Therefore, the purpose of classroom action research was emphasized on the action and reflection on a case in a class or school, so the
research solves the problem which was occurred in the research practice Hopkin, 2008. The researcher employed classroom action research in this research to
identify and take action to remedy the problem which occurred in the research practice Lodico, Dean, and Katherine 2006. The problem occurred in SMA N 1
Kasihan Bantul, class XI IPA 2. It was lacking of motivation in writing narrative. Besides, the teaching learning activities were monotonous and the students had
difficulty in developing idea in writing narrative. In examining this research, the methodology that the researcher used was
classroom action research. The reason in using that method had been stated by Stenhouse 1983 as cited by McNiff and
Whitehead 2009, “action research lends a new dimension, because it is about process of improvement, and making
claims that something has improved ” p. 11. In conducting the research, the
researcher implemented the model from Kemmis and MCTaggart. It was spiral action consisted of plan, observe and act, and reflect Kemmis McTaggart,
1988 as cited by McNiff Whitehead, 2002. Kemmis and McTaggart 1988 as cited by Kusumah and Dwitagama 2010 believe that the action and observation
were activities which could not be separated since that those were implemented in the same time. The researcher prepared lesson plan, material and learning activity
which had been implemented during the research. In addition, the researcher also made field notes on
the students‟ performances. The researcher employed peers
