The Model of Action research
C. The Model of Action research
The model of classroom action research used in this study is based on the model developed by Kemmis and McTaggart in Burns (1999: 32). They state that action research occurs through a dynamic and complementary process, which consists of four essential moments: of planning, action, observation and reflection. Each moment will be explained as follows:
1. Moment of planning is a process of developing a plan of critically
informed action to improve what is already happening.
2. Moment of acting is a process of taking the action to implement the plan.
4. Moment of reflection is a process of reflecting the effects as the basis for the future planning, subsequent critically informed action and so on, through a succession of stages.
Kemmis develops this model based on the Lewin’s original concept in Sukidin et.al (2002: 48). Those steps can be illustrated as follow:
PLAN
C T OBSERVE
R EF LE
CT
C T OBSERVE
My students think that science means recalling facts rather than
a process of inquiry. How can I stimulate
inquiry in my students?change the curicullum? Change my questionaing? Settle on my questioning strategies?
Shift questioning strategy to encourage students to explore answer to their own questions
Continuou general aim, but
reduce
number of control statements.
Use fewer control statements for a couple of lesson.
My inquiry questioning is disrupted by my need to keep control in ways the class expects.
responses for a couple of lessons
happening. Keep notes on my impressions in diary.
Inquiry developing,
but
students are more unruly. How can I keep them on track? By listening to one onather? By probing their questions? What lessons help?
Tape-record questioning and control statements. Note in diary
effects on students behaviour.
Shift questioning strategy to encourage students to explore answer to their own questions
The teacher identifies the problem before planning the action. The problem refers to the students’ difficulties in understanding the text. In this study, the writer does the observation technique to find the problems. The writer observes the learning activities during the lesson.
2. Implementing the action
a. Planning In this step the researcher develops a plan of critically informed action to improve what was already happening. In this step the researcher makes plan to teach by making lesson plan and preparing the materials, pre and post test.
b. Action The researcher implements the plans that have been made before. In this step the researcher implements her teaching by using students’ text.
c. Observing The researcher observes the effects of the critically informed action in the context in which it occurs. The researcher also observes how the process of teaching runs, whether it is suitable with the plan or not. In this part the researcher notes everything during the teaching process. In this step, the researcher is also helped by the teacher as her collaborator. The teacher notes events happening in the teaching learning process. The researcher also notes her perceptions dealing with critical events or issues occurring in the
d. Reflection Reflection is done to know the problems and an issue when the action is implemented. If the researcher finds some weaknesses of the activities that have been carried out in using the technique, the researcher revises it in the next cycle. The researcher reflects on these effects as the basis for further planning in the next cycle. If the progress has reached the standard expected, the cycle will be stopped. The indicator of the standard expectation is that if the students recount text mastery has improved.
3. Doing evaluation In order to make sure whether there is an improvement of the students’ recount text mastery or not, the researcher gives the test.