50 activities detailed description of behavior . Besides descriptive field notes, the
material that had to put in field notes was reflection. Bogdan and Biklen 2003 describe that in reflective field notes emphasized on analysis what had been
learned, reflection on method or strategies that used in learning activity. By using field notes, the researcher could record the activities in the class and obtain the
supporting data.
3. Observation Checklists
The observation conducted during the action was implemented see appendix 8 and 12 on page 140 and 166
. It was involved peer observer and English teacher. The researcher employed the English teacher and the peer
observer to support the data which had been collected and the objectivity of the result. In employing the English teacher as the observer, the researcher asked
permission to her. Firstly, the researcher came to the school and then the researcher met to the English teacher. The researcher told the purpose of
conducted the research and asked the English teacher to be an observer. The researcher ensured without coercion to the English teacher. After that, the English
teacher agreed that she wanted to be an observer. As Kusnandar 2008 supported that classroom action research was
conducted by collaborative with teacher or educator to support the objectivity of the result of action research. In addition, Lodico, Dean, and Katherine 2006 in
the principle of action research argue that classroom action research was conducted by working together such as with other educator, teacher, or school
principal. Moreover, in employing observers the researcher studied the
51 requirements in recruiting observers. The observers had the ability to watch the
behavior events or nothing physical characteristics in learning context ERT, 2013 as cited by Yaumi Damopoli, 2014. In addition, Sanjaya 2009 also describes
the requirements recruiting observer , “the observers have ability to consider the
decisions that they will take during the observation or making judgments, they can create conducive classroom, they master observation technique
” p. 90. Furthermore, the observers had a skill in conducting observation. According to
Hopkins 2008 the skill was the ability to make judgments and create a sense of
trust and being supportive in the situation where the other person feel threatened.
In the observation principles Best and Khan 1986 claims that in observing object the observers had
to be able to, “distinguish between the significant aspects of the situation and factors that have little or no importance to
the investigation ” p. 159. It meant that, the observer might be careful in
conducting observation they had to be objective and state accurate result. It was because observation was necessary in research procedure. It was supported by
Hopkins 2008 who states , “Observation plays a crucial role not only in
classroom research but also more generally in supporting the professional growth of teachers and in the process of school development
” p. 75. Observation is a very important in the process of research. It helped the researcher to determine the
situation being observed which was related to the research process. The instrument that the observer used during the observation was
observation checklists. It was aimed to observe the students‟ motivation during
