teacher in his or her own classroom, without changing the phenomenon under investigation.
While Harmer 2001: 344 argues that action research is a series of procedures teachers can engage in, either because they wish to evaluate the
success and or appropriateness of certain activities and procedures. Based on the definition above, I can conclude that Action research is one
is a series of procedures, a group of activity and a piece of descriptive method and strategies which is used to search and solve learning problems which may be
faced in class, improve teacher‟s development, and increase the students achievements. They can be achieved by doing such action research circles or steps
systematically.
2.8.4 Steps in Doing Action Research
Hartoyo 2009:37 stated that action research process is characterized by spiral cycles of planning, action or implementation, observation, and reflection or
evaluation. Likewise, being different from the theory-based academic research, school-
based action research emphasizes teacher‟s immediate feedback and improvement on learning and teaching.
According to Hartoyo 2009:37 the four cyclical basic processes in implementing action research are as follows:
a. Planning
After making sure about the problem of the research, the researcher needs to make a preparation before doing an action research. The kinds of preparations
include: 34
1. The steps and activities during the research
2. Preparation for teaching facilities
3. Preparation for data analysis during the research process
4. Preparation for all research in order not to make a mistake during the
research such as alternative actions to solve the problem of the research.
b. Action or implementation
Doing action is the main cycle of the action research. It becomes the realization of the planned actions. It is then followed by observation, and
reflection activities. In conducting a research, a researcher has to follow the procedures or action planning.
c. Observation
After doing the action, a researcher has to make observations for all events or activities during the research. The observation may be in the form of teachers
talk, pupils‟ talk, and silence or confusion. Observation is a usual step when a researcher is observing or assessing the decision of research during teaching and
learning process as the result of learning interaction among the learners d.
Reflection After conducting and observing the implementation steps, the next step is
reflection or evaluation. A reflection is an effect to inspect what has or has not been done, what has or has not yet resulted after having an alternative action. The
reflection is a fact-finding about the result of the action. The result of reflection is used to establish the next steps of the research. In other words, a reflection is the
inspection effort on the success or the failure in reaching the temporary purposes in order to determine the alternative steps that are probably made to get the final
goals of the research Hopkins, 1993: 48 After knowing the aims in conducting an action research, the teacher uses
an action research when he or she finds some problems such as the students have not achieved the target he expected during the teaching learning process. A
teacher does a classroom action research and it is conducted in the class which involves all of the students in the classroom. By doing an action research, teachers
may give contribution to him or other teachers as well as to students in general. 36
CHAPTER III
METHOD OF INVESTIGATION
This chapter primarily deals with the method of investigations used in this study. This method is very important as a guideline to gain the objectives of the
study. In order to get the representative data, I will apply these following methodologies which are divided into six parts: the research design of the study,
the source of the data, the subjects of the study, the instrument of the study, the procedure of collecting the data, and the criterion of assessment.
3.1 Research Design
