32 It is because the educators know more the problem in the class so they can
improve it using the right method. Meanwhile, Mills 2011 supports that, Action research is any systematic inquiry conducted by teacher,
researcher, principals, counselors, or other stakeholders in the teaching learning environment to gather information about how their particulars
school operate, how they teach, and how well their students learn p. 5. Furthermore, Kemmis and Taggart 1988 believe that conducting action
research is a reflective process in the social context to increase the way of thinking and justice by educators. Action research emphasizes the self- reflection
which undertaken by participants. They could be teachers, students, principals, and other community members in order to improve their own social or educational
practices Kemmis McTaggart, 1988. Starting from a decade ago, the action research got the attention from
teachers, administrators, and policy makers. They believe that through the action research, the research was more organized and the result was more informative
with the direct application Mertler, 2014. In addition, classroom research leads the educators looking at the issues or problems which is happened in the class and
found the solution. It is supported by Hopkins 2008 which describes that action research engages in a process of improvement and reform.
2.1.10.1 The Aims of Classroom Action Research
As a research which is conducted by teachers, researchers who concern on education field, or other community members, classroom action research has
some aims. Mills 2011 describes that the goal of conducting classroom action research are, “gaining insight, developing reflective practice, effecting positive
33 changes in the school environment and on educational practice in general, and
improving students outcomes and the lives of those involved ” p. 5. It can be
summarized that classroom action research is aimed to improve and increase the learning quality and help the teacher to solve the problem which is occurred in
school Muslich, 2009.
2.1.10.2 The Characteristics of Classroom Action Research
There are some characteristics of classroom action research which become the fundamental in conducting this research. Lodico, Dean, and Katherine 2006
describe the first characteristic that the action research is conducted in the practitioner‟s own educational setting and the practitioner takes active part in the
research. The setting could be in the classroom or school which ensures that the research is based on the reality of everyday educational practices. Second
characteristic, based on Lodico, Dean, and Katherine 2006, classroom action research involves collaboration with other educators and persons in the
educational process. It allows the teachers, students, other educators or practitioners who assist the researcher in conducting the research Kemmis
McTaggart, 1988. Kemmis and Mc Taggart 1988 believe that by collaborating with teacher, students, or other educators the researcher are assisted in making
critical analysis of the situation. The third characteristic is this research focus on taking action to change
and improve educational practices Lodico, Dean, and Katherine, 2006. It refers to the action research goal which emphasizes the improvement in the class
