Benefits of Conducting Action Research The Use of Action Research for Teachers

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2.11.3 Types of Action Research

According to Wragg 1994: 111, there are two types of action research: 1 The first type is rational-reactive. In this type, the investigator looks at what is happening in the classroom, usually with a specific focus on something known to be a problem, one in need of improvement, and then draws up a program to what has been discovered. 2 The second type is intuitive-proactive, which means that the researchers or prime movers know, or think they know, what needs to be done, and so implement an intervention program first and then visit classroom to see how well it is progressing.

2.11.4 Benefits of Conducting Action Research

People cannot deny that in doing something, every person must have aims and he expects some benefits from it. Therefore, in conducting action research a teacher must have special purposes and hope to get the benefits. A classroom action research is done by a teacher and conducted in class, which involves all students in the classroom. Actually, there are many advantages in conducting action research. It can improve a teaching learning process. It also helps teacher to become more competent in understanding and using research findings in order to carry out teaching. In addition, teacher can define hisher problem, identify and try out the appropriate possible solution to problem students faced. 31 The benefits of conducting an action research are: 1 improve the teachers’ self confident because they have more knowledge or experience to solve problems, 2 help the teachers to understand the essence of education empirically not theoretically; 3 develop curriculum; 4 more effective when we compare with other trainings.

2.11.5 The Use of Action Research for Teachers

It has been generally assumed that when a student learns a foreign language, heshe will meet some learning problems as the result of differences between the two languages. Here, the language teacher has the responsibility to encourage and stimulate the students by developing his professional role as an educator. As the fundamental aim of action research is to improve practice rather than produce knowledge Elliot, 1991: 49, this research can be one of effective ways for English teachers to repair and improve their educational actions through cycle activities. Based on the explanation above it is clear that out of the various factors that affect the learning process, the teacher is the most important factor. By conducting an action research teachers will be able to solve problems faced in the classroom and improve the quality of teaching English.

2.11.6 The Steps in Action Research