Step 5: The students and the teacher evaluate the worksheet which have been
done.
F. Classroom Action Research
1. The Understanding of Classroom Action Research CAR
According to Millan and Schumacher, classroom action research is the process of using research principles to provide information that educational
professionals use to improve aspect of day-to-day practice.
41
In line with these ideas Creswell states, classroom action research are systematic procedures done by teachers or other individuals in an educational
setting to gather information about, and subsequently improve, the ways their particular educational setting operates their teaching, and their student
learning.
42
Elliott defines ac tio esea h i edu atio iefl as the stud of a
so ial situatio ith a ie to i p o i g the ualit of a tio i it.
43
Ca a d Ke is see lass oo a tio esea h as: self-reflexive
inquiry, undertaken by participants in social situation in order to improve the rationality and justice of their own practices, their understanding of these
p a ti es, a d the situatio i hi h these p a ti es a e a ied out.
44
According to Cohen and Manion, Classroom Action Research is first and foremost situational, being concerned with the identification and solution of
problem in specific context.
45
Nunan further highlight, Classroom Action Research is a descriptive case study of a particular classroom, group of learners, or even a single learner
counts as action research if it initiated by a question, is supported by data and
41
Mc. Millan, James H, and Sally Schumacher, Research in Education: Evidence- Based Inquiry, Boston: Pearson Education, 2006, p. 414.
42
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Saddle River: Pearson Prentice Hall, 2008, 3
th
ed., p.597.
43
J. Elliott, Action Reseach for Educational Change, Milton Keynes: Open University Press, 1991, p.69.
44
W. Carr and S. Kemmis, Becoming Critical: Knowing Through Action Research. London: The Falmer Press, 1986, p, 220.
45
L. Cohen and L. Manion, Research Methods in Education, London: Croom Helm, 1985, p.18
interpretation, and is carried out by a practitioner investigating aspects of his or her own context and situation.
46
Fi all , Ha e states Class oo A tio ‘esea h is the a e given to
a series of procedures teachers can engage in, perhaps because the wish to improve aspect of their teaching, or alternatively, because they wish to evaluate
the su ess a d o app op ia of e tai a ti ities i p o edu es.
47
From the citations above, the writer may infer that classroom action research is the research that is started because of the crucial problem that
appears in the classroom group of learners about specific context where the researcher or and the teacher attempt to solve the problem by such ways and
new strategies until the learners get a significant improvement of their learning.
2. The Designs of Classroom Action Research
In line with Kurnianto and his team, there are four models or designs of Classroom Action Research CAR.
Dala pe ge a ga
a dike al ada a e pat odel PTK, aitu: Model Ku t Lewin, Model Mcel Kemmis and Mc Taggart, Model John Elliot, dan Model Dave
E ut.
48
Based on the four kinds of action research designs mentioned above, the writer chooses Kurt Lewin Design as the model of this Classroom Action
Research. Kurt Lewin design has been fundamental reference of the other
classroom action research designs since he is as the first one who introduces Action Research. According to Kusumah and Dwitagma, Konsep pokok penelitian
tindakan Model Kurt Lewin terdiri dari empat komponen yaitu: a perencanaan, b tindakan, c pengamatan, d refleksi.
49
The asi o ept of Ku t Le i
46
David Nunan, Research Methods in Language Teaching, Cambridge: Cambridge University Press, 1992, p.18
47
Jeremy Harmer, The Practice of English Language Teaching, Essex: Pearson Limited Education, 2007, 4th ed., p.414.
48
Rido Kurnianto et.al, Penelitian Tindakan Kelas, Surabaya: Aprinta, 2009, 1st ed., p. 5-11
49
Wijaya Kusumah and Dedi Dwitagma, Mengenal Penelitian Tindakan Kelas, Jakarta: Indeks, 2009, p.20
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