students to experience the learning process to improve their grammar mastery to support the language skills they learn and for me as the researcher to improve my
teaching skill because I am the grammar lecturer of this class.
4. Profile of the Grammar Class
This course consists of four grammar classes which are intended for the students in the first semester until those in the fourth semester. I took grammar I
intended for the first semester students at the first grade based on the problems appeared. This course provided the students to learn English tenses aiming to
encourage them to be aware of standard language. It is emphasized not only on forms of the tenses but also on the meaning of the forms and when to use them
accurately, meaningfully and appropriately. In addition, the objectives of this course are the students are able to; 1
identify the tenses well in sentences and understand the basic patterns of it, 2 write English sentences using tenses with the correct patterns, and 3 use the
tenses with the appropriate forms, meanings, and uses in communication.
B. Research Design
1. Action Research
The design of this research is classroom action research AR. Burns 2010: 4 clarifies that AR is related to the ideas of ‘reflective practice’ and ‘the
teacher as researcher’. It involves taking a self-reflective, critical, and systematic approach to exploring your own teaching contexts. Moreover, she says that one of
the main aims of AR is to identify a ‘problematic’ situation or issue that the perpustakaan.uns.ac.id
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participants – who may include teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically.
Further, Elizabeth in Burns 2010: 5 states that action research is research carried out in the classroom by the teacher of the course, mainly with the purpose
of solving a problem or improving the teachinglearning process. It means that action research emerges from some problems in this case the problems aroused in
the classroom to find the solution that should be overcome by the teacher of the class.
There is some consideration why this research design was chosen. Somekh in Burns 2010:32 suggests the in broad term action research can be seen as a
research methodology which includes the following features: 1. The research focused on a social situation;
2. In the situation participants collaborate with each other and with outsider to decide upon a research focus and collect and analyze the data;
3. The process of data collection and analysis leads to the construction of theories and knowledge;
4. The theories and knowledge are tested by feeding them back into changes in practice;
5. To evaluate these changes, further data is collected and analyzed, leading to refinement of the theories and knowledge which are in their turned tested in
practice; 6. At some points, through publication, this theories and knowledge are opened
up to wider scrutiny and made available for others to use as applicable to their perpustakaan.uns.ac.id
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situation. This interrupts the cyclical process of research and action, but is useful in bringing the research to a point of resolution, if only temporarily.
Burns 2010: 30 states that there are characteristics of action research, as follows:
1. Action research is contextual, small-scale and localized – it identifies and investigates problems within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and improvement in practice.
3. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
4. Changes in practice are based on the collection of information or data which provides the impetus change.
Those descriptions show that this research design was suitable to use to overcome the students’ problems. I as the researcher focused my research on solving those
problems happening in grammar class using a teaching method, task-based language teaching. I also collaborated with my colleague as the observer to obtain
the objective data from her observation.
2. Procedures of Action Research
