35
3. Observing
Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation
is on the data related to the criteria of success that have been decided. The question that becomes the concern in the observing process is “How well
does the strategy solve the problems? At this observing stage, which aims at collecting data, the researcher and the collaborator have to define the type of
data to be collected, the instrument to collect the data, the data sources, and the technique of data collecting. In other words, the discussions on those
topics are under this observing stage.
Many classroom Action Research reports present both, observation and data collection which of course are overlapping, as both refer to
data collecting. Discussion on the two topics, observing and data collecting under different sections shows that the researchers do not
understand that the two topics refer to the same thing.
62
In this case, the observer uses observational sheet toward the implementation of the action. Observational note is used to notice all the
things happen during teaching learning activities, such as the teachers’ performance, atmosphere of the class, students’ responses, etc. while also
from the evaluation.
4. Reflecting
Reflection is the process which is done by both teacher the writer and the observer; they are analyzing data to determine how far the data
collected have shown the success of the strategy in solving the problem. Reflection also shows what factors support the success of the strategy or
what other problems may occur during the implementation process. The discussion on data analysis is done under the reflection stage. The analysis of
the result of observation is done by comparing the data collected with the target or the criteria of success.
62
Mohammad Adnan Latief, Classroom Action Research on Language Learning Pittsburgh, 2009, p. 7.
36
The reflection stage is aimed at evaluating which criterion or target of success has been achieved, which one has not been achieved, and what are
the possible reasons that those targets are not achieved yet. The result of the
reflection is used to determine what part of the strategy needs improvement.
The strategy is examined to find out how maximum improvement can possibly be made so that when implemented again all the targets of success
can be achieved. The revised strategy planning is then implemented again, the result is observed, and then reflected in the second cycle. The cycle is
repeated until the implementation of the strategy can achieve all the targeted criteria of success. Below is the brief explanation of what the writer does
within these four phases in two cycles.
Go to the next page
Entering the cycle
Preliminary Study
Observing the class Interviewing the English teacher
Giving questionnaire to the student Carry out Pretest
Analysis and Findings
Analyzing the result of preliminary study Findings: the students hard to remember the given-word and have difficulty to do the exercise.
Causes: - The student bored easily and lazy to remember the given-vocabulary because teacher plays
less such a creative technique. - Teacher gives the new word rarely which related to the topic, so student have lack of
vocabulary. Thus, they had difficulty to do the exercise
37
Figure 3.2 The Phases of Classroom Action Research
Adapted from Kemmis and Mc Taggart
Deciding appropriate strategy
Making lesson plan Choosing suitable
materials, teaching aids and instrument
Setting the criteria of success
Identifying the problem from students
Revising lesson plan and the teacher
performance Reselect teaching aid
that will give an ease for students
’ task Evaluating teaching
learning process 2 Discussing the result, if
the s tudents’ test result
has reached the criterion of the action
success, the cycle would be stopped.
Making the report Observing the teaching
learning process Collecting the data
students’ post test 1 score and field note
Evaluating teaching learning process
Analyzing the collected data
Determining whether the action is successful or not
Implementing the lesson plan teaching
vocabulary by using Semantic Mapping
strategy
to enrich students’ vocabulary
Implementing the new lesson plan
Using dictionary to help the student doing the
task, also use the „moving class’ to
motivate student and get the new atmosphere
Observing the teaching learning process 2
Calculating the post test 1 and 2 to see the
improvement
C Y
C L
E 2
C Y
C L
E 1
38
E. Researcher’s Role on the Study