counselors, or other stakeholders in teaching and learning environment, to gather information about the ways that their particular schools operate how they teach,
and how well their students learn. In action research, researcher is no longer testing a treatment but if a
treatment has good impact. In this kind of research, according to Arikunto 2008:26-27 researcher directly applies the treatment and observes the process
and effects of the treatment. In addition, Elliot on Burns 2010:5 said that action research as the study of a social situation has the view to improving the quality of
the action in it. Indeed, Kemmis and Mc Taggart on Nunan 1992:18 argued that to do action research is to plan, act, observe and reflect more carefully, more
systematically and more rigorously than one usually does in everyday life. Based on all these various definitions, it can be drawn that action research is
a research method that studies the social situation and reflects in it in order to make improvement.
2.2.6.1 Theoretical Foundation of Action Research
According to Mills 2000:7-9, there are two kind theories of action research: critical or theory-based action research and practical action research.
1 Critical Action Research
The critical action research comes from the body of critical theory on which it is defined a critical action research as emancipator action research because of its
goal of liberation through knowledge gathering.
2 Practical Action Research
The practical action research perspective assumes that as a decision maker, researcher will choose their own areas of focus, determine their data collection
techniques, analyze and interpret the data, and develop the action plans based on the findings.
In this research, I will use the second type that is practical action research that I will be involved during activity of the classroom as the object of the
research.
2.2.6.2 Goals of Action Research
The critical and practical theories of action research draw on different worldviews, but these two theories are united by common goals. Mills 2000:11
states both theories committed to looking critically at what research does in the classrooms and the effects of the actions have on the classroom.
According to Elliot in Nunan 1992:23 the fundamental aims of action research is to improve practice rather than to produce knowledge. He adds the
goal of the research is to solve the instructional problems in classroom for the better condition in the classroom. Here, I should gather and observe the evidence
of student learning systematically, make a professional reflection and plan the strategies of improvement. Furthermore, Kemmis and McTaggart on Nunan
1992:18 stated that an action research is a group of activity and a piece of a descriptive research carried out by a teacher in the classroom, without changing
the phenomenon under investigation. Therefore, an action research emphasizes the involvement of the teachers in problems in their own classroom and has as its
primary goal in the service training and development of the students rather than the acquisition of the general knowledge in the field of education.
Many advantages that can be got by doing action research can be seen in the educational components as Supardi 2008:107-108 stated: first, the educational
innovation, second, Curriculum development in the national level and the last, the educational professionalism improvement.
Based on these explanations, it can be said that the goal of action research are to solve the classroom problems and to make an improvement in the action of
the classroom.
2.2.6.3 The Process of Action research
