C. The Method of The Research
The method used in this study is classroom action research. For a starting point, it is necessary to give a definition of action research. Relating to his study, the writer uses action
research method. Kemmis in Hopkins 1993 : 44 defines the action research as follows: “Action research is a form of self-reflective inquiry undertaken by participants in social
situation in order to improve the rationally and justice of their own social or educational practices, as well as their understanding of this practices and the situation in which these
practices are carried out.”
In addition, Hopkins 1993: 44 says that action research combines as substantive act with a research procedure; it is action disciplined by enquiry, a personal attempt at understanding
while engaged in a process of improvement and reform. Heidi Watts considers the definition of action research as stated in
http: www.madison.kl 2.wi.ussodcarcarisandisnot.html , action
research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research. It is based on the following assumptions:
1. teachers and principals work best on problems they have identified for themselves; 2. teachers and principals become more effective when encouraged to examine and
assess their own work and then consider ways of working differently; 3. teachers and principals help each other by working collaboratively;
4. working with colleagues helps teachers and principals in their professional development.
The other definition comes from Wiersma 2000: 11. He states that action research is a research usually conducted by the teachers, administrators, or other educational professionals for
solving a specific problem or for providing information for decision making at local level.
There is a view that an action research is essentially done collaboratively or participatory. Burns 1999: 34 explains that it is important to bear in mind that action research may be carried
out through different combinations of people working together: by group of teachers working with university researchers; by teacher-researchers pairs or group working together; by teachers
working in partnerships with administrators, students, parents or community members. Cohen and Manion 1994: 189 outline the range of possible roles which can be adopted by action
researchers as follows. “First there is the single teacher operating on her own with her class. She will feel the
need for some kind of change or improvement in teaching, learning or organization, for example, and will be in a position to translate her ideas into action in her own
classroom… Second, action research may be pursued by a group of teachers working cooperatively
within one school, though of necessity functioning against a bigger backdrop than the teacher working solo…
And third, there is the occasion…where teams of teachers work alongside a researcher or researchers in a sustained relationship, possibly with other interested parties like
advisors, university departments and sponsors on the periphery…”
From the explanation above, the writer makes conclusion that action research is a systematic study and it is a form of self –reflective inquiry undertaken or carried out by the
teachers or participants in order to overcome educational problems or to change the things related to educational problems for better improvement.
D. The Model of Action Research
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