a Discussing what the speakers might say e.g. the police officer would
asks the students how he or she lost the bag. b
Writing prompt on the board to guide the role play, and any key vocabulary.
2 The teacher could divide the class into pairs, and:
a Let them discuss together what they may say.
b Let them all try out the role play privately, before calling on one or two
pairs to act out in front of the class.
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The above procedures do not mean an exact to be used. It is flexible; teacher can create or develop procedures which is appropriate and suitable with
hisher own class.
D. Classroom Action Research
1. The understanding of Classroom Action Research
According to McNiff, Classroom Action Research is a reflective research which conducted by the teachers to develop their teaching skill.
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It means that the teachers can use Classroom Action Research as a method to develop their
teaching skill. In addition Wijaya Kusumah stated that classroom action research is a research which conducted by the teachers in their class with three ways, first
is planning, second is acting, and third is reflecting which has the aim to develop teachers’ teaching skill and to improve students’ score.
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It can be seen that Classroom Action Research is not only to develop teaching skill for the teacher
but a lso to improve students’ score and solve their problem in learning.
2. Design of Action Research
According to Wijaya Kusuma that dsign of Classroom Action Research is divided into six models, there are:
23
Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks,
Cambridge: Cambridge University Press Inc. The British Council, 1988, p. 234
24
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta Barat: PT. Indeks, 2009, p. 8.
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Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas…… p. 9.
1. Kurt Lewin model
2. Kemmis Mc Taggarts Model
3. Dave Ebbut model
4. John Elliott model
5. Hopkins model
6. Mckernan model
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Out of the six models, the writer would explain and apply Kurt Lewin design in teaching and learning activities. Kurt Lewin design becomes basic
reference from the other models, specifically for classroom action research. Kurt Lewin introduced classroom action research for the first time. The basic
conceptual of classroom action research includes four components: 1.
Planning Planning is a step to prepare the classroom instructional strategy to be
developed in the study to solve the instructional problems. The instructional strategy has been selected based on the belief that the strategy can theoretically
solve the problems. It is this strategy that becomes the focus of the study, to be prepared, to be tried out, to be revised, to be tried again until it proves effective
to solve the problems. 2.
Acting Acting is the second step after the planning step to implement the instructional
strategy that has been planned. At this stage, the researcher has mastered the instructional scenario before starting the implementation in class. The
researcher at this stage is not in the process of learning how to implement the plan, nor in the process of improving the quality of teachers’ performance, but
in the process of actually trying out the strategy to test how much the strategy can solve the classroom problems. The researcher is recommended to
collaborate with one or two other teachers of the same subjects. The collaborators observe the implementation of the plan to see how much the
strategy can solve the classroom problems.
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Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta Barat: PT. Indeks, 2009, p. 20.
