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Besides, reflection was to decide whether or not the use of picture series to help the students write a recount text was successful. The researcher referred to the
data taken after the implementation of each cycle. From the data, the researcher made conclusion about to what extent picture series help the students write a
recount text which would be explained in Chapter IV.
B. Research Setting and Participants
This research was conducted in SMA N 10 Yogyakarta in XB class. The participants of this research were 34 students of XB of SMA N 10 Yogyakarta in
the 20102011 academic year. Based on the preliminary research done by the researcher, the students in XB class had difficulties in writing a recount text.
C. Research Instruments
To conduct the research, the researcher used some research instruments. The research instruments used by the researcher were observation checklist, field
notes, questionnaires, interviews, and also students’ drafts about recount text.
1. Observation Checklist
Observation is very important in conducting this research to know what really happened in the classroom during the implementation. The classroom
teacher and an outside observer observed what was going on in the teaching and learning activities. According to Guba and Lincoln 1981, as cited by Rosari
2004, there are two reasons why observation is used in action research. First, the researcher can observe the complicated situation. Second, in the observation the
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researcher is allowed to observe and record the actual events. It means that observation is quite important in a classroom action research.
2. Field Notes
According to Kemmis and McTaggart 1982: 197, field notes are methods of reporting observations of and reflections about classroom problems and the
teachers’ own reaction to them. In this research, the researcher asked for help to an outside observer to make field notes based on her observation during the
implementation.
3. Questionnaires
According to McKay 2002, questionnaires are a set of written questions that deal with a particular topic. The researcher distributed questionnaires to all
students to know whether the use of picture series could help them write a recount text or not. Burns 1999 mentions that there are three types of response items
which are usually written in questionnaires. They are closed items, scaled items, and open-ended items. In this CAR, the researcher used scale items in which the
respondents give response based on the degree of agreement or disagreement Likert Scale. Besides, the researcher also provided some open-ended items to
give space for the students to write their own opinions related to the implementation.
4. Interviews
According to McKay 2002: 17, “interviews are face-to-face interactions that teachers can have with one or more students”. The researcher interviewed
four selected students as the representative of the class. The consideration in
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selecting the students was based on their drafts about recount text. In this interview, two of the students were considered having low ability in writing a
recount text. Meanwhile, two of the students were considered having high ability in writing a recount text. The interview was aimed to know deeper if the use of
picture series could help the students in XB write a recount text. The types of the questions were open questions, closed questions, or both of them. However, the
researcher sometimes made the questions directly following the participants’ answers.
5. Students’ Drafts
