2.6 Action Research
In dong this study, the writer uses classroom action research. Classroom action research is one of methods used in doing a study by having activities in the
classroom. This study is usually used to revise a method or a curriculum in order to make it better. According to Gall 2003: 579 action research in education is a form
of applied research whose primary purpose is the improvement of an educational professional’s own practice. We use the term action research to include what is
sometimes called practitioner research, teacher research, insider research, and usually when carried out by teacher educators on their own practice self study
research. Teacher conducts much of the action research in education. In summary, action research is a study that needs practical concerns to solve the
problems. It is a simply form self-reflection of the subject of the research toward the action given.
Action research is different to other researches because in the action research, the researcher could greater self-knowledge, fulfillment, and professional awareness
among practitioners. Here are the characteristics of action research according to Elliot 1978a as quoted by Mc Kernan 1998: 31 :
1 It examines problems, which are deemed problematic by practitioners.
2 These problems are deemed solvable.
3 Such problems require a practical response.
4 Action research suspends a full definition of the situation until exploratory
research is undertaken.
5 The goal is to deepen the researcher’s understanding of the problem.
6 Action research uses case study methodology in an attempt to ‘ tell a story ‘
about what is going on and how events hang together. 7
The case study is reported in terms of the perceptions and beliefs of those setting- teachers, children, etc.
8 Action research uses the language of everyday discourse employed by the
participants. 9
Action research can only be validated in unconstrained dialogue by the participants.
10 There must be a free flow of information within support groups and between
actors in the project. According to Denise Dabisch in Gall 2003:588 there are six stages in doing
action research. Here is the chart:
Select a focus
Continue modify Collect data
Analyze and Reflect interpret data
Take action
Source: Action research: an educational leader’s guide to school improvement Glanz, 1998: 27.
Select a focus is selecting what or who will be the subject of the study, those are the problems and the subject of the study. For example, the teacher conducts a
classroom action research about the methodology used on the teaching-learning process, so she might selects the students as the focus of the study. Collect data
could be done before the researcher does an action. The data collection could be done through an observation or recording. Analyze and interpret data mean that before
taking the action, the researcher takes a certain pretest to know the students’ competence before they and the researcher do the action. Take action means that the
researcher implements the plan that she has made before. Reflect means that the reflection of the action toward the subject of the study that is students. How the action
influences the students. Continue Modify, after taking the action and analyzing the result then the researcher, if the researcher is not satisfied, will modify or revise the
plan that will be used in the next cycle. All the research designs have their own purpose and advantage. The purpose of
action research is to combine the research function with the teacher growth in such qualities as objectivity, skill in research processes, habits of thinking, ability to work
harmoniously with others, and professional spirit. It means that the researchers could use their own thinking or their own way in conducting the research. The researchers
could express their mind through the research.
CHAPTER III METHOD OF INVESTIGATION
In this chapter the writer discusses about data collection, population and sample. The instrument of the research, action plan and the analysis method will be presented
accordingly.
3.1 Data Collection
Data are facts we have about people, situations, events, things, and relationships Tripp, 1996: 15. Like other researchers, in carrying out a classroom action research
one has to collect the data containing some information for one’s undertaking. In doing research Walker, 1985 and in A Teacher’s Guide to Classroom Action
research Hopkins, 1985 as quoted by Mc Niff 1992: 76 there are various methods of data collection: field notes, audio tape recording, pupil diaries, interviews
and discussions, video tape recording, questionnaires, goniometry, documentary evidence, slide tape photography, case study.
All the techniques have the advantages and disadvantages. In order to make it clear, here is the taxonomy of the techniques:
Techniques Advantages Disadvantages
Uses
Field notes Simple, on going,
personal Subjective, need
practice •
Specific issues •
Case study •
General impression
Kategori