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b. The Models of Action Research
Many proponents of action research propose various model of action research. However, they have in common in that they stress on improvement of
practice. In this research, the writer follows the model of action research proposed by Sagor 2005: 7. Figure 2.1 illustrates the model.
Figure 2.1 Sagor’s Model of Action Research Sagor, 2005: 7
Sagor’s model of action research consists of four stages. They are clarifying vision, articulating theories, implementing action and collecting data
and reflecting and planning informed action. In stage one, action researchers enunciate their goals and specify detailed criteria that can be used with validity
and reliability Sagor, 2005: 5. In this research, the writer’s goal is to improve the students’ grammar and pronunciation accuracy by means of employing various
techniques. In the stage two, the action researchers seek rationales for achieving the goals of the research Sagor, 2005: 6. The writer reviews various techniques
to be employed in the research to achieve the goals. In addition, the writer also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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considers young learners’ characteristics to support the employment of the techniques. The stage three is the process of collecting data during actual teaching
Sagor, 2005: 6. Finally, the stage four is the stage where the action researchers adjust their practice to attain improvement on the next meting. After the
researchers finish the stage four, they return to the stage three by adjusting and improving their action.
B. Theoretical Framework
The research would like to answer four questions as they are stated in the problem formulation. In order to improve the students’ grammar and
pronunciation accuracy, two important aspects should be considered in advance of the teaching practice. They are students’ characteristics and teaching techniques.
Teaching English to young children requires vigilant practice because children are more fragile than adults in some degree. Therefore, in explaining rules, patterns of
sentences and other abstract concepts about language to children must be done carefully. Children are centered on the here and now, on the functional purposes
of language. They certainly cannot grasp the terms, definition or linguistics concepts which explain about language. In addition, children attention span can be
short when they have to deal with boring, useless or too difficult teaching material. Since language lessons can be sometimes difficult for children, teachers’
job is to make the lessons interesting, lively, and fun. Children in many ways are much more fragile than adults because their egos are still being shaped. In the
practice of teaching, they are extremely sensitive to peers. Therefore, the slightest PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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