26 outcome. Beside, CAR is also to develop and train the teacher competent, to raise
the relevancy, to improve instructional management efficiency and to grow the research practice for the teacher communities. ‘Classroom Action Research is a
study that is done for self-improvement, self-experience, that is conduced systematically, planned, and self-correction through introspection’ Kemmis and
Mc. Taggart,1988. Classroom action research is about how to make a treatment for the
respondents or the students and feel the result of that treatment. This treatment should be useful for the focused subjects and really brings to the change
continuously to be better. ‘Action research is the way groups of people can organize the conditions under which they can learn from their own experiences
and make their experience accessible to others’ Kemmis and Mc. Taggart, 1982. Noffke and Zeichner 1987 make several claims for action research with a
teacher, which are: bring about changes in their definitions of their professional skills and roles; increases their feelings of self-worth and confidence; increases
their awareness of classroom issues; improves their dispositions toward reflection; changes their values and beliefs; improves the congruence between practical
theories and practices; broadens their views on teaching, schooling and society.
2. Carr and Kemmis Model
The model being used in this classroom action research is Carr and Kemmis model. Carr and Kemmis 1986:162, regard ‘it as a form of ‘self-
reflective inquiry’ by participants undertaken in order to improve understanding of their practice in the context with a view to maximizing social justice’. This
27 model is actually appropriate to be used because the model provides simple cycle.
The teacher will be easier to follow the steps of each cycle. In other word, this research has specific cycles as below:
Figure 3.1. Cycle of research, Kolb 1984 adapted Carr Kemmis 1986, Fig1
The preferred model of this research is expected to help students develop their ability to be better in the process of teaching learning activities in class.
Classroom Action Research CAR draws as a dynamical process which includes 4 basic aspects: planning, action, observation, and reflection.
These aspects are serially steps in one cycle or the next cycle. The root of the CAR implementation is described into spiral action Hopkins,1993.
This model describes the same aspects and steps as following: A. Step 1 : Planning, drafting an outline of action that explain about what, why,
when, who and how the action research can be implemented. B. Step 2 : Acting, is about applying the plan into the target using action research.
C. Step 3 : Observing, is about monitoring the target done by the observer.
28 D. Step 4 : Reflecting, or reflection that is an activity to restate the research action
that has been done.
3. The Researcher’s Descriptive Model
There are some steps that are usually being conducted for classroom action research such as planning, action, observation and reflection. These steps are also
under the head of Carr and Kemmis model. In order to make the explanation clearer, the researcher also made a descriptive model of CAR based on Carr and
Kemmis model. The researcher created description of each step simpler by making clear arrows from first step to the next one. The major difference of this
descriptive model rather than the other is about every new revised plan will become the next cycle.
Figure 3.2. Cycle of Researcher’s Descriptive Model Cycle I :
Cycle II :
B. Research Participants
