9 classroom action research, steps and characteristics of classroom action research,
and model of classroom action research.
a. Definition of Classroom Action Research
McNiff and Whitehead 2003 argue, “Action research is a name given to
particular way of researching the own learning” p. 15. Shanks, Miller, and
Rosendale 2012 also define action research as a form of research which the teachers learn to improve their practice. Ary et al. 2010 also add that action
research in education field conduct research about curriculum development, teaching strategies and school reform. Kemmis and McTaggart 1982 define
action research “as an approach to improving education by changing it and
learning from the consequences of changes” p. 22. In this research, the definition of classroom action research is the researcher’s way to improve the
teaching and learning practice based on the researcher’s reflection.
b. Aim of Classroom Action Research
The main aim of classroom action research is imp roving the teachers’
performance in education field based on their reflection. Mills 2011 defines: Classroom action research is any systematic inquiry conducted by teacher
researchers, principals’ school counselors, or other stakeholders in the teachinglearning enviroment to gather information about how their
particular schools operate, how they teach, and how well their students learn p. 5.
O’Connor et al. 2006 argue that action research allows the teachers to be the researchers in order to improve their practices. The teachers should know what is
10 happening in the classroom, how to evaluate the teaching-learning activities, and
also how to do something solve the problem in teaching-learning activities.
c. Steps and chracteristics of Classroom Action Research
Steps of classroom action research are the ways to conduct research which the steps consist of two cycles. Each cycle consists of planning, action and
observation and reflection. Kemmis and McTaggart 1988 argue that action research develops the steps by using self-reflective spiral which consists of plan,
action and observation and reflection in cycle one. In cycle two, the steps consist of revised plan, action and observation and reflection. Ary et al. 2010 also
explain the steps in conducting classroom action research. Those steps namely: plan, act, observe, and reflect. A plan is developed for taking action and gathering
information and data in order to observe the practice Ary et al., 2010. In action, the researcher implements the plan and collects data. The next step is observing.
In this step, the researcher synthesizes and analyzes the data Ary et al., 2010. The last step is reflecting. The researcher reflects and interprets the information
and reports to others Ary et al., 2010. Classroom action research has the certain characteristics which are
different with other research. O’Connor et al. 2006 also add that the
characteristics of classroom action research are the research which occurs in an eduactional setting; the research design is systematic and the research focuses on
the researchers’ practice. Shanks et al. 2012 also add that action research gives the opportunity to the teachers to examine their own teaching practices. The
11 characteristics of classroom action research are improving and reflecting the
educat ors’ practice. Ary et al. 2010 argued that improving and reflecting is the
process of “Reducing the gap between theory and practice” p. 516.
d. Model of Classroom Action Research
