3. Collaborative Classroom Action Research
According to Wallace, there are five kinds of collaborative action research:
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a. Collaboration with students It create benefit both for teacher and students. With regard to composition,
writing processes and comparing the result could be, for students at certain level, a very helpful exercise.
b. Collaboration with colleagues in the same department school institution The main advantage here is ease of contact. Proximity means that it is more
convenient when planning activity and analysing data. c. Collaboration with colleagues outside school institution
Teacher who collaborate in action research with colleagues in other institutions often remark how stimulating it is to get insights from fellow-
professionals operating in diffrent context. d. Collaboration with colleagues with a diffrent area of expertise
This kind of collaboration can be useful division of labour. e. Collaboration with colleagues in other contries
This is becoming much more possible with facilities such as e-mail and internet. Moreover, interesting comparative data could be found.
Based on the kinds of collaborative classroom action research above, the writer applies collaborative classroom action research in the sort of
collaboration with colleagues outside school institution.
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Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 1988, p. 209
CHAPTER III METHODOLOGY OF RESEARCH
A. The Objective of the Research
There are three objectives of this research. The first one is to increase stude ts u de sta di g of the “i ple Past Te se oth og iti el a d affe ti el .
The second one is to develop learning strategy to place students as a subject in teaching learning activity. Finally, to engage the students in communicative activities
hi h is ell k o as Lea i g Doi g .
B. The Place and Time of the Research
The research is held at SMP Islam Terpadu Annajiah Cibinong which is located at Jl. Kayumanis no. 25, Cibinong-Bogor. The research is conducted for three
months started from August up to October 2010.
C. The Method of the Research
In this research, the writer uses Classroom Action Research. Furthermore, this research is going to employ two cycles, each of which consists of four stages:
planning, acting, observing, and reflecting for each cycles. In order to get the accuracy in data collecting, the writer combines both qualitative and quantitative
data. It means that this study uses observation and testing technique. For the observation, the aspect that is observed is the activity when the students learn
Simple Past Tense, including their participation and their enthusiastically in information-gap activity. However, for the testing the writer uses Pre-test and Post-
test to measure the effectiveness of the using information-gap activity in understanding of the Simple Past Tense.
D. The Design of the Research
As stated in chapter two page 23, this research uses Kurt Lewin Design in which there are two cycles, and each cycle consists of four phases: Planning, Acting,
Observing, and Reflecting.
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