29 Subsequently, the teachers also find the solutions to overcome the problems
faced. It also becomes the reflective way to the teachers as the researchers.
b. Aims of Classroom Action Research
Ary, Jacobs, and Sorensen 2010 insist that action research aims to interpret events and to enable individuals or groups of people to formulate
acceptable solutions to local problems, to seek viable, sustainable, effective solutions to common problems.
Hendricks, as cited by Ary et al. 2010, states that the aim of classroom action research is to improve classroom practice in the school.
c. Steps and Characteristics of Classroom Action Research
Mills 2011 states action research is a research which underlines how the teachers as the researchers are gathering as much as possible information about
their classroom. “The information is gathered with the goals of gaining insight,
developing reflective practice, effective positive changes in the school environment, and improving student outcomes and the lives of those involved”
p.5. Consequently, action research offers four basic stages based on Fraenkel and Wallen 2009 namely:
1 Identifying the research question
In the first stage, Fraenkel and Wallen state that an individual or group needs to carefully examines the situation and identify the problems. Moreover,
“Action research projects are usually quite narrow in scope.” p. 571. The problems or issues which occur must be clear. It will help the teacher to examine
the study. Frankel and Wallen add this research will be suitable if the teachers or
30 others involved in education to make it better, improve their practice, deal with a
troublesome issue, or correct something that is not working 2009. 2
Gathering the necessary information This stage deals with the method of collecting the data after identifying the
problems. Fraenkel and Wallen 2009 mention the possible method to be used: “Experiments, surveys, causal–comparative studies, observations, interviews,
analysis of documents, ethnographies.” p. 571 3
Analyzing and interpreting the information The third is the following step of the previous step. After collecting the data,
the teacher will analyze and interpret the data. The importance of this step is that the data which are examined should resolve the research questions or problems in
which this research was conducted Fraenkel Wallen, 2009. 4
Developing an action plan In this step, the teacher as a researcher conducts the plan of the action to
implement the changes into the findings. It becomes the control of the teacher in implementing the actions toward the classroom.
Action research has some characteristics. According to Ary et al. 2010, p.514, there are three main characteristics of action research all in direct
quotes: 1.
The research is situated in a local context and focused on a local issue.
2. The research is conducted by and for practitioner.
3. The research results in an action or a change implemented
by the practitioner in the context.
