5. Classroom Action Research
This part talks about action research which is done in the classroom. In this part there are five explanations related with classroom action research,
namely definition, characteristics, aims, types and steps.
a. Definition of Classroom Action Research
Classroom action research is an action in the classroom to improve students‟ ability which is done systematically by the teachers. Through action
research, teachers can also improve their teaching practice, Pelton 2010. Burns 2010 states through action research, teachers can find useful
approach to improve teaching skills and to develop understanding of their students, situation in classroom. She also mentions that action resear
ch “involves taking a self-reflective, critical, and systematic approach to exploring your own
teaching contexts .”
In addition, Ferrance 2000 describe classroom action research as “a process in which participant examine their own educational practice
systematically and carefully, u sing the technique of research.” Schmuck 1997
defines classroom action research as “an attempt to study a real school situation with a view to improve the quality of
actions and result within it.” From the discussion above, it can be concluded that classroom action
research is research done in school or classroom in which teachers can explore their teaching strategies in solving problems found in classroom or in improving
their teaching practice.
b. Types of Classroom Action Research
This is types of classroom action research proposed by Ferrance 2000
Table 2.1. Types of classroom action research Ferrace, 2000 Individual
teacher research
Collaborative action
research School-wide
action research
District-wide action
research Focus
Single classroom issue
Single classroom or several
classrooms with common issue
School issue, problem, or area
of collective interest
District issue Organizational
structures
Possible support
needed
Coachmentor Access to
technology Assistance with
dataorganiza- tion and analysis
Substitute teachers
Release time Close link with
administrators School
commitment Leadership
Communication External
partners District
commitment Facilitator
Recorder Communication
External partners
Potential impact
Curriculum Instruction
Assessment Curriculum
Instruction Assessment
Policy Potential to
impact school restructuring
and change
Policy Parent
involvement Evaluation of
programs Allocation of
resources Professional
development activities
Organizational structures
Policy
Side effects
Practice informed by data
Information not always shared
Improved collegiality
Formation of partnerships
Improved collegiality,
collaboration, and
communication
Team building Disagreements
on process Improved
collegiality, collaboration,
and communication
Team building Disagreements
on process Shared vision
The researcher conducted collaborative action research in answering research question in improving students‟ pronunciation of class XI EL since the
researcher focused on single classroom and the researcher worked as observer.
c. Characteristics of Classroom Action Research
This part discusses characteristics of classroom action research stated by Burns 1999. There are four characteristics of classroom action research:
1 Action research is contextual, small-scale and localized – it identifies and
investigates problems within a specific situation. 2 It is evaluative and reflective as it aims to bring about change and
improvement in practice. 3 It is participatory as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers. 4 Changes in practice are based on the collection of information or data which
provides the impetus for change.
Burns, 1999
d. Aims of Classroom Action Research
Burns 2010 states classroom action research is “reflective process that
aims to solve a particular teaching-learning problem that has been identified .” She
also states that through classroom action research teachers can improve their teaching skills.
Ferrance 2000 describes classroom action research as collaborative action between the teacher and the researcher that is aimed to find solution of
problems in the classroom
e. Steps in Classroom Action Research
In conducting this research, the researcher used Bachman ‟s action research
spiral. Mertler 2009, p.15 studies Bachman cycle in conducting classroom action research. In Bachman‟ spiral suggests that the researcher gather information, plan
actions, observe and evaluate the action and then reflect the action.
Figure 2.1. Bachman’s action research spiral Mertler, 2009, p. 15
B. Theoretical Framework
Kategori