professional practice. In addition, action research is done to reflect what teachers have discovered and apply it to their professional action”.
2
Suharsimi Arikunto in his book Penelitian Tindakan Kelas defined Classroom Action Research as a research which is done to improve the quality of
teaching practice.
3
Moreover, David Kember stated in his book “Action Learning and Action
Research” that: Action Research deals with social practice. Education is a
social practice and in most cases it involves the direct interaction of teachers and groups of students. Besides, action
research is portrayed as cyclical or spiral process involving steps of planning, acting, observing, and reflecting. It is
normal for a project to go through two or more cycles and each cycle incorporates lesson from previous cycles.
4
Therefore, Classroom Action Research is a kind of action research which is done in the classroom and has objective to improve the quality of teaching
practice. Instead, it is also done by teachers to solve any problems found in the classroom. Planning, acting, observing, and reflecting are the phases that must be
done to implement CAR in the classroom.
F. Research Design
The CAR procedure used in this research is Kurt Lewin’s design. It consists of two cycle which contains four phases on each cycle; planning, acting,
observing, and reflecting. The following is the schematic phase of the implementation of the CAR
2
Michael J. Wallace, Action Research for Language Teachers, UK: Cambridge University Press, 1998. pp. 16-17
3
Prof. Suharsimi Arikunto, et all, Penelitian Tindakan Kelas, Jakarta: PT. Bumi Aksara, 2009. p. 58.
4
David Kember, Action Learning and Action Research, New York: Routledge Tylor and Francis Group, 2000. pp. 24-25.
Figure 3.1 Kurt Lewin’s Action Research Design
Adapted from Suharsimi Arikunto
CYCLE 1
CYCLE 2
ACTING PLANNING
OBSERVING REFLECTING
ACTING PLANNING
REFLECTING OBSERVING
Figure 3.2: The CAR Procedures Modified by the Writer
Before conducting the CAR, the writer collects the data to diagnose students’
problem in memorizing irregular verb. In this phase, the writer observes the condition of the
teaching learning process in the class. Then she interviews the teacher and the students.
Then, she gives the students a pre-test. This phase is ended by making some research
instruments such as: lesson plan, structured observation notes, field notes and post-test.
In this phase, the writer as teacher implements the
lesson plan. It is about using song as the medium
of retaining students’ memory on irregular verb.
The writer analyzes the result of acting phase in the
cycle one. If it is still any problem, it will be improved
in the next cycle. The real teacher observes the teaching
learning process conducted by the writer based on the structured
observation sheet, and then she adds any additional information on the field
notes. After finishing the last treatment in the cycle one, the writer
gives a post-test to the students.
The writer implements the new lesson plan which is
more emphasized on problem occurred in the
cycle one. The writer makes new
lesson plan, structured observation sheet, field
notes, scoring form and posttest to be used in the
second cycle.
The writer analyzes the result of this second cycle.
If it can achieve the criteria of action success, this
research will be stopped, and this second cycle is the
final cycle. The real teacher observes the writer’s
activity in conducting the CAR, students’ activity in responding the CAR, and class
situation during the second cycle of the CAR. It is all done based on the structured
observation sheet. Then she also writes other comments on the field notes. After
the final cycle 2, the writer gives a posttest to the students.
CYCLE 1
CYCLE 2
G. The Classroom Action Research CAR Procedures
