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provides material that offers guidance on vocabulary, sentence structure, and organization yet lets the students write about new subject matter”.
Based on previous research done by Setiawaty in 2003, picture series can help her participants write a narrative text. It can be concluded that the theories
mentioned agree that picture series can be used to help students write a recount text.
4. Classroom Action Research
This part presents a discussion of classroom action research. There are four parts in the discussion, namely definition, aims, characteristics, and model of
classroom action research.
a. Definition of Classroom Action Research
According to Slavin 2007, action research is research that is set systematically in order to collect data to address an important problem faced by
the researcher. 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.
Hendricks 2009, as cited by Ary, Jacobs, and Sorensen 2010, mentions four approaches in action research and classroom action research is one of them.
Elliott 1991 suggests that classroom action research CAR 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. According to Aqib 2007, classroom action research is a research done by teacher in the
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classroom where shehe teaches by focusing on teaching learning process and teaching learning practice improvement. From the definitions above, it can be
concluded that classroom action research is a research which investigates problems in certain situation.
b. Aims of Classroom Action Research
Elliott 1991: 49 argues that “action research has a fundamental aim of action research which is to improve practice rather than to produce knowledge.”
Hendricks 2009, as cited by Ary et al. 2010: 515, adds that the aim of classroom action research is to improve classroom practice in the school. Slavin
2007: 169 concludes that “action research is especially appropriate for individual educators who want to improve their effectiveness through a systematic
evaluation of their own practices”.
c. Characteristics of Classroom Action Research
Action research has some characteristics. Burns 1999: 30 suggests a number of common features to characterize action research as follows:
1 Action research is contextual in a small-scale and it is localized.
Besides, it identifies and investigates problems within a particular situation.
2 It is evaluative and reflective because its aim is to bring about change
and improvement in practice.
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3 It is participatory because it can be done by teams of colleagues,
practitioners and researchers. 4
Changes in practice are based on the collection of information or data. The data provides the impetus for change.
d. Model of Classroom Action Research
