upstairs and saw Goldilocks was sleeping there. Then Goldilocks woke up and saw the Bears. She was frightened, ran to the forest, and never came back again.
2 ―Little Red Riding Hood‖
This flash
animation is
downloaded from
http:www.britishcouncil.org.htm . There are three major characters in the story; they are Little Red Riding Hood, Granny, and The Wolf.
―Little Red Riding Hood‖ narrates about a little girl named Little Red Riding Hood. She lived in a wood in the forest. One day she was visiting her
Granny. She brought a nice cake for her Granny. On her way to her Granny‘s house, she met a Wolf. The wolf asked where she would go. She said that she
would go to her Gran ny‘s house behind the trees. Then the Wolf came into
Granny‘s houses and ate Granny. When she got to Granny‘s house, Granny looked very strange. Little Red Riding Hood wondering whether it was Granny or
the wolf she met in the wood. When the wolf wanted to eat her, she shouted for help. Fortunately, the woodcutter heard her shouting. Then he ran into the house
and hit the wolf over the head. The wolf opened his mouth and shouted. Suddenly, Granny jumped out. The wolf ran away and never came back again, and what will
happen to Little Red Riding Hood? It was an interesting experience.
2.2.11 Action Research
Action research is defined by Wallace 1998: 1 as ―the systematic collection and analysis of data relating to the improvement of some area of professional
practice.‖ It is often considered the most accessible form of researcher for
teachers, because its goal is the solution of problems encountered in everyday practice Wallace, 1998: 2.
According to Harmer2003: 344, action research is the name given to a series of procedures that teachers can engage in, either because they wish to
improve aspects of their teaching, or to evaluate the success of certain activities and procedures.
According to Priyono 1999: 3-6, some characteristics of action research are: 1 Problem oriented, it means that the subject of action research is the daily
problems. If a teacher carries out action research, the problems under investigation are the teaching and learning problems, 2 Problem solving oriented, unlike
empirical studies, action research is always held with the main aim of solving certain problems, 3 Improvement oriented, action research is always meant to
make changes by making use of the element involved in the process of development, 4 Multiple data collection, to fulfill the principal of critical
approaches several methods of data collection are used, like: observation, test, interview, and questionnaire, 5 Cyclic, actions are implemented with certain
order as planning, observing, action, and replacing which show critical and reflective thinking, and 6 Participatory collaborative, the researcher cooperates
with other people. This way is used to heighten the validity of observation. Action research is useful for knowing more about learners and their
motivation. The teacher uses an action research when he or she finds some problems such as the students have not achieved the target she expected during
teaching and learning process.
There are many advantages for the teacher who conducts an action research. They are:
1 The ability to monitor and describe both their own and their pupils activities
and behaviour; 2
An understanding of instructional methods and materials and their applications;
3 An awareness of the relationship between classroom behaviours and pupils‘
growth. 4
The ability to modify or change their behaviours on the basis of their understanding in the classroom settings.
In conducting action research, teacher can choose the forms of action research. There are several forms of action research according to Kemmis and
Carr in Hammersley, 1993: 241-244: 1
Technical action research, the aim of this kind of action research is more efficient or effective educational practice; the criteria by which progress
toward effectiveness may be evaluated pre-exists in the mind of the facilitator.
2 Practical action research, the aim is the improvement of individuals‘ own
practices; however, the relationship between participants may still be mediated by the outsider.
3 Emancipatory action research, the general aim is practical of professional
wisdom, but it is also has the aim of emancipation of participants in the action form the dictates or compulsions of tradition, precedent, habit, coercion or
self-deception. The teacher should choose the appropriate form of action research in order to get success in conducting action research.
Moreover, Harmer said that we might want to know more about our learners and their motivation. We might want to learn more about ourselves as teachers,
how effective we are, how we look to our students, how we look to ourselves if we were observing our own teaching. We might want to gauge the interest
generated by certain topics, or judge the effectiveness of certain activity types. Kurt Lewin 2004, then, develops action research into four major parts:
planning, acting, observing, and reflecting, which become a continuous cycle and can be illustrated below:
Figure 2.1.Kurt Lewin Model of Action Reserach. Planning
Evaluating Implementing
Revisiting
Analysing Reporting
Sharing Trialling
Collecting Questioning
Identifying Informing
Organising
Observing Reflecting
Acting
ACTION RESEARCH
1 Planning
Planning is the first step of the research procedure. This activity covers the plan that will be applied in solving problem. As the characteristic of action
research, the purpose of planning is to find out the solution of the problem and to improve students‘ ability.
2 Acting
After planning and preparing the solution that will be applied, the plan can be conducted. What the teacher or researcher does is an effort to reach an
improvement or a change. 3
Observing Observing is an activity of observing the data collected in order to know to
what extent, the action activities have reached the objectives of the study. In this step, the researcher identifies and analyses the data collected. The data
collected in this study were qualitative data in form of descriptive data and quantitative data in form of students‘ score. These data are collected during
the process of teaching learning process. 4
Reflecting Reflecting is the activity of evaluating critically about the progress of change
of the subject of the study. In this step, the research observes whether the activity has resulted any progress, what progress happens, and about the
positives and negatives. In short, action research is characterized by those constraints and strength
given a research methodology intended to be a workable technique for
working classroom teachers. Elliot 1991:49 concludes that action research improves a teaching le
arning process by saying ―The fundamental aim of action research is to improve practice rather than knowledge‖.
2.3 Framework of Analysis
