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2 The whole class works with the picture sequence, but with the pictures out of
order. In small groups, the students discuss which order is correct for the pictures and why they arrange the pictures in a certain way. Then they write
the story of pictures. 3
One groups in given only two of the picture in sequence, while another group receives the other two. The groups discuss and write what they think the four-
picture sequence shows. They exchange papers and read each other‘s. Then they show each other their two pictures.
4. Classroom Action Research
There are several things discussed in this part. They are the previous classroom action research on the use of picture series, the aims of the CAR in this
study, and model of classroom action research in this research. a.
Previous Classroom Action Research on the Use of Picture Series Nugroho 2011 finds that the use of picture series has helped his students
to find and develop ideas in writing recount text. During the research, he conducted two cycles and concluded that there were some improvements in the
students‘ score. The questionnaires and field notes which were taken from both cycles also showed improvements in students‘ attitude toward the use of picture
series during the learning process. He stated that by using good and clear picture series, it would help the students avoid ambiguity in interpreting the pictures pp.
70-71. He suggested the future researchers to provide colorful picture series to raise students‘ attention and interest. Based on these suggestions, the researcher in
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this study implemented the use of picture series to enhance students‘ writing in narrative text.
b. Aims of Classroom Action Research
Burns 2010 states that action research is an appealing way to look more closely at puzzling classroom issues or to delve into teaching dilemmas p. 6. She
adds that by doing action research, it can reinvigorate our teaching, lead to positive change, raise our awareness of the complexities of our work, and show us
what drives our personal approaches to teaching p.7. Pelton 2010 suggests that action research is best seen as a way to approach someone‘s teaching in the
classroom and school setting. It emphasizes the teacher‘s role as a reflective
practitioner who is continually observant, thoughtful, and willing to examine personal actions in the light of the best possible practice for the students p.5. It
means that the classroom action research is a tool for teachers to observe their teaching and improve particular skill in order to have a successful learning
process. c.
Model of Classroom Action Research Kemmis and McTaggart‘s model of the action research process, as cited
by McNiff and Whitehead 2002, shows a self-reflective spiral of planning, acting, observing, reflecting and re-planning as the basis for understanding how to
take action to improve an educational situation as presented in Figure 2.2 p.46.
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Figure 2.2 The Cyclical AR Model Based on Kemmis and McTaggart 1988, cited by Burns 2010, p. 8
Kemmis and McTaggart, as cited by Burns 2010, p.8, explain there are four steps in a cycle of research:
1 Identifying a problem or issue and developing a plan of action in order to
bring about improvements in a specific area of the research context, 2
Implementing the plan carefully into action; 3
Observing the effects of the actions and documenting the context, actions and opinions during the research occurs,
4 Reflecting and evaluating everything based on the data gathered. Next cycle is
able to be condu cted if the first cycle‘s evaluation does not show any
improvement in the result. Those steps will be conducted further to improve the result of action
research. Understanding the steps deeper might give more possibilities in conducting the research successfully.
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B. Theoretical Framework
