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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
The students’ drafts became the main source of data in this research. There were three drafts written by the students individually, including the drafts written
in preliminary study. Two other drafts were written in the end of implementation of each cycle. There were two cycles of this research. Actually, the researcher
planned to conduct each cycle of this research in one meeting because he wanted to pass the writing process in one period of teaching and learning activity but it
did not work well in the first cycle. So, he conducted the second cycle in two meetings.
D. Data Gathering Technique
There were several steps done by the researcher to gather data for this research. Because this is a classroom action research, the steps to gather data
consist of some cycles. There were two cycles in this research and each cycle had several steps to do. First, the researcher did a preliminary study to know the real
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situation of the class. Having found the problem faced by the students, the researcher tried to find a good solution for the problem.
After that, the researcher planned and then implemented the action through teaching and learning activities. Here, the researcher asked for help to the
observers. The observers observed what was going on in the classroom and wrote it down in the field notes. Besides, the researcher asked the students to write a
recount text in groups and a recount text individually and submit those two writing drafts in the end of the meeting. Having implemented the action, the
researcher distributed questionnaire to the students. Afterwards, he conducted interviews to four students.
In the reflection stage, the researcher reflected to what extent the use of picture series helped the students write a recount text. In the reflection stage of the
first cycle, the researcher prepared an action for the second cycle. Meanwhile, in the reflection stage of the second cycle, the researcher concluded to what extent
the use of picture series helped the students of XB of SMA N 10 Yogyakarta write a recount text.
E. Data Analysis Technique
The researcher analyzed the data which had been gathered in the research to answer the question addressed in the problem formulation using triangulation.
There would be qualitative data that were taken using the instruments used in this research. The data taken would be triangulated in order to get valid and reliable
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data. The data would be compared and contrasted with the theories reviewed in Chapter II.
The researcher analyzed field notes which were written based on the real situation and also observation checklist through the teaching and learning activity
in the classroom. From the field notes and observation checklist, the researcher analyzed the data by summarizing it in the form of description. If the data
gathered from the observation and field notes showed that the teacher implemented the actions based on the plan, it could be concluded that the
implementation of the use of picture series in writing a recount text was successfully done.
The researcher gathered the other data using questionnaire. The questionnaire would use Likert Scale and also open-ended questions. Therefore,
the researcher analyzed the data in the form of description. However, the researcher also presented some data in the form of percentage to make it easier to
be explained. The researcher would also like to conduct interview to four participants in order to get more detail information about the implementation. This
technique was to clarify the students’ opinions written in the questionnaire. The data taken from the interviews would also be analyzed by comparing and
contrasting to the other data. The last technique to gain the data was using the students’ drafts. In the
end of each cycle, the researcher asked the students to submit their writing drafts which were written based on picture series. Afterwards, the researcher would like
to analyze the students’ drafts using a rubric based on Hughes’ scoring profile
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Hughes, 1989 which has been modified. If the results of the students’ drafts written in the first cycle were better than their drafts written in the preliminary
study and their drafts written in the second cycle were better than their drafts written in the first cycle, it indicated that the students made good progress. It
could be concluded that the use of picture series could help the students write a recount text. Therefore, the researcher could end the implementation of the
research.
F. Research Procedures
