lxv Time of the research
The research was conducted for twelve months. It was conducted from April 2008 to April 2009. The following was the plan the writer did.
The research activities schedule NO
DATE ACTIVITIES
1. 1 April 2008
Pre Observation 2.
1 May- 1 June 2008 Arranging instrument
3. 1 July 2008
Finishing the permission 4.
1 August and 5 August 2008
Pre test Instrument
5. 1 September – 30 September Analyzing pre test data and repair
instrument 6.
9 February – 20 March 2009 Holding the research
7. 25 March – 15 April 2009
Analyzing research data 8.
16 April – 30 April 2009 Making the report of the research
9. 1 May 2009
Submitting the document Tabel 2: The Research Activities Schedule
B. The Subject of the Research
The subjects that are involved in this research. The class consists of 20 students, 14 boys and 6 girls who prepared to join this program. The students were the
TK B1 matahari class students of Fahimna Kindergarten Surakarta. They came from middle and high class society. In general they were including cheerful students and
having high motivation in learning. The reason why the writer chose the grade was that they had difficulties to understand the meaning of English words and to use English
words in simple sentences. Their pronunciation was interfered by Indonesian. Position
lxvi of researcher: the researcher is the teacher and she could be described as a consultant
and resource person. Collaborator: the researcher had other English teacher as the collaborators who examined carefully the research process.
C. The Method of the Research
Elliot 1991: 54 states that action research integrates teaching and teacher development, curriculum development and evaluation, research and philosophical
reflection into a unified conception of a reflective educational practice. A unified education practice empowers “insider”, i.e. teachers. Regarding to teachers, McNiff
1992: 1 states that action research encourages a teacher to be reflective of his own practice in order to enhance the quality of education for himself and his pupils.
According to Kemmis and Mc Taggart in Nunan 1988: 6 action research is a group activity. A piece of description research is carried out by a teacher in his or her own
classroom, without the involvement of others, which is aimed at increasing our understanding rather than changing the phenomenon under investigation, would not be
considered by these commentators to be ‘action research’. For Kemmis and Mc Taggart, the essential impetus for carrying out action research was to change the system.
Cohen and Manion in Nunan 1992: 18 offered a similar set of characteristics. They argued that action research was first and foremost situational, being concerned
with the identification and solution of problems in a specific context. Collaborations as an important feature of this type of research, and the aim of action research was to
improve the current state of affairs within the educational context in which the research was being carried out.
The researcher used action research because, 1 action research approached education as unified exercise, seeing a teacher in class as the best judge of her total
educational experience, 2 the theory and practice of education for teachers were
lxvii encouraged to develop their own personal theories of education from their own practice,
3 As a teacher understood the situation and the problems of the students, therefore the teacher was able to choose a good solution to be applied in the classroom, 4 the result
of the research could improve the quality of education for herself and her pupils. The scheme of action research can be visually reflected as follows:
Figure 1: The Model of Action Research
D. The Procedure of the Action Research
