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action research is to develop new skills or new approaches and to solve problems with direct application to the classroom or working world setting.
2.8.1 Types of Action research
According to Lewinian group; Chein, Cook, and Harding in Goldman, 1978: 81, there are four varieties of action research. They are ‘diagnostic,
participant, empirical, and experimental”. 1
Diagnostic Action research The diagnostic action research paradigm represents the most typical and
simple problem-solving strategy of the helper which has to face problems and crises on the job. Diagnostic action research consists of the emergence of a
problem, a diagnosis of each cause, a formulation of all the possible avenues of remediation, and a recommendation for a possible solution.
2 Participant Action Research
Participant action research seeks some of the pitfalls of the diagnostic action research. The most distinctive characteristic of the participant action
research is involvement of people who will later participate in whatever action is recommended.
3 Empirical Action Research
This type of action research involves the use of a certain intervention and keeping accurate records of what is done and what happens. It is analogous to the
clinical wisdom developed by a physician who keeps track of illness. 4
Experimental Action Research Experimental action research comes closest to what generally regarded as
the ideal research paradigm-experimental control group design. However, the
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experiment is carried out in the field, not in the laboratory. It is to solve practical problem. An experimental action research might be used when a teacher wants to
find out the relative effectiveness of two or more methods of intervention or action. This action research requires taking pre and post measures of the variables
that are supposed to change with the intervention.
2.8.2 Action Research Cycle
An action research is conducted cyclic. The cycles of action can be seen in the figure below:
The four phases are conducted integrated. Each cycle comprises four phases. Each phase is conducted based on the previous one and shapes the next. Each activity in
the action is based on the planning and then to be observed. From the three phases then the researcher makes reflection to determine the next cycle.
In holding this action research, I also conduct it cyclic. I intend to conduct two cycles. Concerning with the five principles of action research: on the job
Planning to improve current practice
Reflection as a prelude to further planning
Action implementation of the plan
Observation observation of effects
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problem oriented, teacher as researcher, improvement oriented, multiple data collection method, and problem solving oriented Priyono, 1999: 3, I decide to
use some instruments to support the data collection. Therefore, I intend to use questionnaire, diary, observation form, interview, and tests to gather the data.
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CHAPTER III RESEARCH METHODOLOGY
3.1 Subject of the Study
This action research was held in SMP Negeri 38 Semarang which was located at Jl. Bubakan 29 Semarang. The action was implemented to eighth grade
students. There were three parallel classes in the eighth grade and each class comprised 40 students. The class was taken for the action research was class
VIIIA. There were 39 students, 20 boys and 19 girls in this class. The choice of the subjects was based on the following considerations:
1 The eight grade students were considered appropriate to apply the activity.
They were still in the area of intensive writing controlled writing. Their writing abilities had more developed than their juniors but their interest in
stories was still good. 2
The English teacher and headmaster’s agreements I was allowed to conduct the action research in eight-grade class because they
had more times to enrich their knowledge besides their own material. They got additional English lesson after class. They were also not concentrated to have
National Final Examination as their seniors did.
3.2 Instrument of the Study
This section discusses the instruments used during the action research. They were fairy tales, questionnaire, tests, observation form, interview, and diary.
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