40
utilize qualitative or quantitative methodology or a mixture of both. Action research is distinguished more by attention than methodology.
Based on the definitions above, this action research is self reflected inquiry conducted by teacher researcher in the teaching-learning environment, to
gather information about the ways a teacher teach and how well their students learn
with view to improve the quality of teaching and learning process. This action research will be conducted in order to improve the students’ vocabulary
mastery by using contextual teaching and learning, develop teacher’s creativity in teaching vocabulary and improve teacher’s professionalism in teaching English. It
is also expected that the research effects positive change of the social and educational situation on the third grade class.
2. The Characteristics of Action Research
Burns 1999: 30 suggests a number of common features which can be considered to characterize action research:
1. Action research is contextual, small scale and localized. It identifies and investigates problems within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and improvement in practice.
3. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
4. Changes in practice are based on the collection of information or data which provides the impetus for change.
Bramble and Mason 1997: 43 illustrate several points about action research. The results of the research have direct application to real-world
problems. Then, elements of both quantitative and qualitative approaches can be found in such studies. Finally, treatments and methods that are investigated are
41
flexible and might be change during the study in response to the results as they are examined.
Somekh In Burns, 1999: 33-34 lists the features of action research as follows:
1. The research is focused on a social situation;
2. In the situation participants collaborate with each other and with
outsiders too decide upon a research focus and collect and analyse data;
3. The process of data collection and analysis leads to the construction of
theories and knowledge; 4.
The theories and knowledge are tested by feeding them back into changes in practice;
5. To evaluate these changes, furthe data is collected and analysed,
leading to refinement of the theories and knowledge which are in their turn tested in practice, and so on and so forth...;
6. At some point, through publication, these theories and knowledge are
opened up to wider scrutiny and made available for others to use as applicable to their situation. This interrups the cyclical process of
ressearch and action, but is useful in bringing the research to a point of resolution, if only temporarily.
The characteristics of action research can be identified as follows: Action research is carried out by practitioners. The results of the research have direct
application to real-world problems. Action research provides collaborative investigation by teams of colleagues, practitioners and researchers. The treatments
and approach that are investigated are flexible. Based on the characteristics of action research above, this research was
appropriately undertaken as classroom action research in order to bring about educational change and improvement in vocabulary mastery and students’
learning attitude. The use of teaching approach by using contextual teaching and learning in this research is flexible and can be monitored.
42
3. The Model of Action Research
