Data Analysis Technique RESEARCH METHODOLOGY

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 60 interviewed the English teacher to identify the problem. After that, the researcher found solutions. 4. Finding the Solution After identified the problem, the researcher found solution. In this step, the researcher determined the media that was used to solve the problem. The researcher also discussed with the English teacher. The English teacher gave suggestions and comments to get better improvement for the class. 5. Plan In this step, firstly the researcher focused on the cycles. The researcher designed the cycles and determined the steps. After designed the cycles, the researcher made lesson plan and media, including teaching activity and pictures series which were implemented in the class. The researcher also prepared instruments such as questionnaires, observation checklists, and field notes. 6. Conducting Action and Observation In conducting action, the researcher implemented the lesson plan, teaching activity, and media to solve the problem in the class. The researcher used the pictures series as media to increase students‟ motivation in writing activity. In conducting the observation, the researcher asked peer observer and English teacher to observe the class. The observation was implemented during the 61 teaching learning process. The researcher taught the students and the observer sat at the back row of the classroom. 7. Gathering Data and Implementing the Instrument In gathering the data, the researcher made a survey to the students to know their level of motivation after implementation. The researcher also distributed questionnaires to the students. Furthermore, in order to support the data from questionnaires, the researcher also asked peer observer and English teacher to observe during the implementation. In this step, the researcher prepared observation checklists that the observer had to fill by giving checklist. 8. Reflection After conducting those procedures, the last step was reflection. In this step, the researcher reflects what had been done in conducting the research. The researcher analyzed the data from questionnaire, observation checklists, and field notes. The researcher also discussed the reflection with the English teacher and the result of the reflection became the guidance to conduct the next cycle. 62

CHAPTER IV RESEARCH RESULTS

This chapter discusses the result of the research using classroom action research. The research findings were about the use of pictures series to increase students’ motivation in writing and how the learning activities are implemented to increase students’ motivation. The researcher implements the first cycle based on the lesson plan that has been designed. After the implementation of the first cycle, the researcher discusses the aspects must be improved from the teaching learning activities and the implementation of the pictures, then the researcher improves the next cycle. The researcher gathers the data from questionnaires, observation checklist, and field notes. The researcher describes that the stud ents’ motivation increase after conducting the implementation of the action. The action process presents the cycles of classroom action research. There are two cycles which is consisted of plan, action, observation and reflection.

4.1 The Research Process of Classroom Action Research

The process of this research used class room action research. It was a method which was conducted by a teacher or a researcher who concern on the students improvement and the quality of the education Kemmis McTaggart,