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2. The Model of Action Research
Action research has been developed by Kemmis and McTagart in Burns 1999:32. There are four stages: planning, acting, observing, and reflecting. The
scheme of this model can be shown as follows:
Picture 3.1 Action Research Spiral Kemmis McTaggart
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The scheme in action research can be visually reflected as follow:
Picture 3.2 The Scheme of Action Research The teacher as researcher has to practice the action research as a spiral of
steps that consist of four stages as follows: 1. Planning
: How can I encourage my students’ vocabulary mastery? Perhaps I should give them different technique in teaching vocabulary.
2. Acting : I take them to training classes using graphics organizer.
3. Observing : Observing and recording students’ activity when the students undertake the exercise after the teacher gives a different way of teaching
vocabulary. 4. Reflecting : Perhaps I should do the same way or another way at class in a
consistent fashion. When the problem has not been overcome, this process can be repeated in
some cycle until the researcher finds a solution. 2.
Act
4. Refl
ect 1.
Plan
3. Obse
rve 2.
Act
3. Obse
rve 4.
Refle ct
1. Plan
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3. The Procedures of Action Research
According to the model of action research that has been developed by Kemmis and McTagart in Burns 1999:32, action research occurs through a
dynamic and complementary process, which consists of four essential ‘moments’: of planning, acting, observing, and reflecting. These stages are included in the
procedure of action research. The procedure is as follows: 1. Surveying
This is a very open-ended and uncertain phrase where teacher feels her way into research question. It involves identifying and agreeing upon a general
idea or issue of interest to the students. After the researcher knows about the lack of vocabulary mastery of the fifth grade students, the researcher starts for
undertaking some initial action, such as documenting the general observations of the situation, in order to clarify the understandings about the problem and to bring
these back to the students. It may also involve doing some reading of recent articles or books to obtain ideas for research.
2. Identifying The second step is identifying the problem based on the result of the
survey. The researcher has taken the problem to be overcome such as: What is the effective ways to improve students’ vocabulary mastery?
3. Planning The third step is planning. This phase involves developing a viable plan of
action for gathering data, and considering and selecting a range of appropriate methods. Burns 1999:37 states that the plan is aimed at trialing a particular
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course of action and collecting data on the outcomes of this action. Develop a plan of critically informed action to improve what is already happening,
4. Implementation During this period, the researcher develops and put into action. She will
teach by giving new activities for the students. For example: she teaches vocabulary through graphic organizers. In all these activities the focus is on
students interacting much more in groups than would normally have occurred. She uses a number of methods to collect data on the students’ interaction:
a. She holds a weekly programming and assessment meeting where formal and informal observations on progress were shared.
b. She observes each other teaching and noted the students’ classroom behavior.
5. Analyzing Close analyzes of data is often the stimulus for reflection. Burns 1999:38
states that the data are analyzed using a systematic process of analyzes and interpretation according to agreed criteria.
6. Writing report Burns 1999:41 states that this is a summative phase where the research
questions, the strategies, developed, the process of research, and the analyses and results observed are drawn together by writing up an account in a report. This is a
very important phase as it aims to ensure that the research has a chance of being disseminated to others, rather than remaining as a private or isolated activity.
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D. Technique of Collecting Data
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