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5. Classroom Action Research
This part will elaborate the classroom action research theories. There are four things discussed in this part: the definitions, the aims, the characteristics,
and the model of classroom action research.
a. Definitions of Classroom Action Research
There are some definitions which are stated by some experts. According to Kemmis as cited by Hopkins 2008, p. 48, action research is a form of self-
reflective enquiry undertaken by the participants in a social circle. Burns 2010 says, “It is related to the ideas of „reflective practice‟ and „the teacher as a
research er‟” p. 2. Furthermore, Mills 2011, p. 5 insists that action research is
any systematic inquiry conducted by the teacher researchers to gather information about the ways that their particular school operates, how they teach,
and how well their students learn. Richards 2005 says, “Action research refers
to a systemic approach to carry out investigations and collecting information that is designed to illuminate an issue or problem and to improve classroom prac
tice” p.171. Moreover, Richards 2005 says that action research emphasizes not
only to seek the benefits of involving the process of the cycles but also “to develop a deeper understanding of many issues in teaching and learning as well
as acquire useful classroom investigation skills ” p.171.
In other words, action research is an appropriate research which can be conducted by the teachers as the researchers towards their own classroom in
order to gain sufficient information of the condition faced by the classroom.
29 Subsequently, the teachers also find the solutions to overcome the problems
faced. It also becomes the reflective way to the teachers as the researchers.
b. Aims of Classroom Action Research
Ary, Jacobs, and Sorensen 2010 insist that action research aims to interpret events and to enable individuals or groups of people to formulate
acceptable solutions to local problems, to seek viable, sustainable, effective solutions to common problems.
Hendricks, as cited by Ary et al. 2010, states that the aim of classroom action research is to improve classroom practice in the school.
c. Steps and Characteristics of Classroom Action Research
Mills 2011 states action research is a research which underlines how the teachers as the researchers are gathering as much as possible information about
their classroom. “The information is gathered with the goals of gaining insight,
developing reflective practice, effective positive changes in the school environment, and improving student outcomes and the lives of those involved”
p.5. Consequently, action research offers four basic stages based on Fraenkel and Wallen 2009 namely:
1 Identifying the research question
In the first stage, Fraenkel and Wallen state that an individual or group needs to carefully examines the situation and identify the problems. Moreover,
“Action research projects are usually quite narrow in scope.” p. 571. The problems or issues which occur must be clear. It will help the teacher to examine
the study. Frankel and Wallen add this research will be suitable if the teachers or
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