20 these practices and the situations in which these practices are carried out. Groups
of participants can be teachers, students, principals, and parents Stephen Kemmis and Robin McTaggart: 1992 page 5.
Lewin 1946 described action research as proceeding in spiral of steps, each of which is composed of planning, action, and the evaluation of the result action.
Planning should be done carefully for the sake of a successful action. In action, researcher should follow the plan to know whether the activities are effective or
not. To know the effectiveness of the process done in the action, researchers should evaluate the process. This evaluation can be done through an interview,
questionnaires, or student’s reflection. In The Action Research Planner, edited by Kemmis and McTaggart
1992, there are three steps in doing action research: plan, action, observation, reflection.
a. Plan
The plan is a crucial part in research. A good preparation will result in a benefit improvement. Plan is preparation section before a researcher does actions.
The activities done in the plan are observing problems in education, finding the reason why the problems arise, choosing the problems that is needed to be solved
soon, finding the effective solutions to be applied, preparing instrument used in collecting the data needed, and preparing for the activities which are going to be
used. The problems that are chosen must be critical and risky. It should bring about social changes. Those are chosen in order that the practitioners are able to
21 act more effectively, wisely, and prudentially, so it does not raise new problems.
Kemmis and McTaggart: 1992 page 12.
b. Action and Observation
Action is guided by planning. In the action section, practitioners do their plan as they constructed before. The action should reflect what are going to
achieve and what should be achieved. Here, the practitioners apply the method or strategies they prescribed in the plan. The practitioners teach the class while
observing the situation, the students’ attitudes and behavior in the classroom, and the learning atmosphere. Kemmis and McTaggart: 1992 page 12.
Observation has the function of documenting the effects of action. The observation of the process result can be done through students’ reflection,
interviews, or questionnaires. The careful observation is necessary because action will always be controlled and organized. Observation should be planned so that
the documentary of sequences is objective, responsive, and open-minded. Kemmis and McTaggart: 1992 page 13.
c. Reflection
