Theoretical Framework REVIEW OF LITERATURE
28
Figure 3.1 The classroom action research spiral Kemmis and McTaggart, 1988: 11
29 1.
Plan Plan is the first step in classroom action research cycle. In this step, we can
find the problems and offer the solution, then it can be applied in the action. The general plan must be flexible enough to adapt to unforeseen effects and previously
unrecognized constraints Kemmis and McTaggart, 1988: 11. The plan will bring students to the better and enhanced learning. Plan helps and empowers
practitioners to act more appropriately in the situation and more effectively as an educator 1988: 12. In developing a plan, it is expected to find what was already
happening, such as problems, recent methods, and the activity of teaching learning activity in class, and to make solution for those problems. In plan step,
observation also must be planned because it will be a documentary basis for the next reflection 1988: 13.
2. Action
This second step is the continuity from the plan. In action, the researcher taught the students. According to Kemmis and McTaggart 1988: 12, action is
guided by planning in the sense that it looks back to planning for its background. The implementation of action would assume towards improvement because the
new method as the solution from the plan was offered. Whether the result had a progress or not, it would be seen by observation in the class.
3. Observation
This way differs from action, even though it works in the same time. It aims at collecting evidence about the action in order to be able to evaluate it
thoroughly Kemmis and McTaggart, 1988: 12. This step provides the basis for
30 reflection in the next step, then the result of observation can be the guide to reflect
what had been done. They propose that careful observation is necessary because action will always be limited by constraints of reality and those will never be clear
in advance 1988: 13. In observation, all of process in action must be observed whether the result would be positive or negative. It is explained by Kemmis and
McTaggart as follows. Action researchers need to observe the action process, the effects of action
intended and unintended, the circumstances of and constraints on action, the ways circumstances and constraints limit or channel the planned action
and its effects, and the other issues which arise. 1988: 13
4. Reflection
Based on Kemmis and McTaggart 1988: 13, reflection recalls action as it has been recorded in observation. Reflection discusses the process of the problems
or issues and the result of observation. This last step is expected to give better solution to be applied in the second cycle and the next cycle if it is needed.
Reflection has an evaluative aspect and descriptive aspect. In evaluative aspect, it asks action researchers to weigh their experiences. Whereas, in descriptive aspect,
it makes the practitioners to achieve the goal of the study 1988: 14 Therefore, classroom action research is a dynamic process in which these
four moments are to be understood not as static 1988: 15. There are many steps to do. It is shown in the classroom action research spiral of plan, action,
observation, and reflection. By doing this method, improvements of having motivation would appear and make better learning process for learners.