2.7.3 Characteristics of Action Research
Action research is different from another research. It has its own characteristics. Discussing the characteristics of action research Kemmis and Mc. Taggart in
Nunan, 1992: 18 acknowledge that, “Action is group of activity”. They also argue that, “the three defining characteristic of action research are that it is carried
out by practitioners for our purposes, classroom teacher rather than outside researchers; secondly, that it is collaborative, and thirdly, that is aimed at
changing things. Meanwhile Sukardi 2003:211-212 in Kartikawati 2009, write that there are four characteristics of action research. First, the problem of action
research is the daily problems faced by teacher in every day. Second, the researcher gives a planning treatment solving the problem, in the same time, to
improve the educational quality of the subject of the study. Third, the steps of the research are the cycle form, which give a chance to work intensively in group or
individual. The last, there is a reflective thinking of researcher before and after doing the research. The reflective thinking is very important to retrospect the
research and its implication to the subject of the research.
2.7.4 Benefits of Conducting Action Research
Action research is largely about developing the professional disposition of teachers that encourage teacher to be continuous learners in their classroom and
their practice. Hook in Richard and Nunan, 1992:76 asserts that there are some advantages for the teachers who conduct action research. They are: 1 the ability
to monitor and describe both their own and their student’s activities and response;
2 an understanding of teaching methods and materials and their application; 3 an awareness of the relationship between classroom and students’ development;
and 4 the ability to modify or change their behavior on the basis of their understanding in the classroom settings.
Feoyo Koorland inMills, 2000: 11 also speak that when the teachers gain new understanding about their own and theirs tudents’ behaviors through
action research, they are empowered to: 1 make informed decisions about what to change and not to change; 2 link prior knowledge to new information; 3
learn from experience even failures; and 4 ask questions and systematically find answers.
Based on the benefits of conducting an action research, the writer comes to a conclusion that the teachers who conduct an action research will be able to
administer their class well because they have an ability to monitor the students’ behavior and achievement. It will enable the teacher to understand the students’
problem and try to decide what action which they should do to solve the problem.
2.7.5 The Steps of Action Research
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