interpretation, and is carried out by a practitioner investigating aspects of his or her own context and situation.
46
Fi all , Ha e states Class oo A tio ‘esea h is the a e given to
a series of procedures teachers can engage in, perhaps because the wish to improve aspect of their teaching, or alternatively, because they wish to evaluate
the su ess a d o app op ia of e tai a ti ities i p o edu es.
47
From the citations above, the writer may infer that classroom action research is the research that is started because of the crucial problem that
appears in the classroom group of learners about specific context where the researcher or and the teacher attempt to solve the problem by such ways and
new strategies until the learners get a significant improvement of their learning.
2. The Designs of Classroom Action Research
In line with Kurnianto and his team, there are four models or designs of Classroom Action Research CAR.
Dala pe ge a ga
a dike al ada a e pat odel PTK, aitu: Model Ku t Lewin, Model Mcel Kemmis and Mc Taggart, Model John Elliot, dan Model Dave
E ut.
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Based on the four kinds of action research designs mentioned above, the writer chooses Kurt Lewin Design as the model of this Classroom Action
Research. Kurt Lewin design has been fundamental reference of the other
classroom action research designs since he is as the first one who introduces Action Research. According to Kusumah and Dwitagma, Konsep pokok penelitian
tindakan Model Kurt Lewin terdiri dari empat komponen yaitu: a perencanaan, b tindakan, c pengamatan, d refleksi.
49
The asi o ept of Ku t Le i
46
David Nunan, Research Methods in Language Teaching, Cambridge: Cambridge University Press, 1992, p.18
47
Jeremy Harmer, The Practice of English Language Teaching, Essex: Pearson Limited Education, 2007, 4th ed., p.414.
48
Rido Kurnianto et.al, Penelitian Tindakan Kelas, Surabaya: Aprinta, 2009, 1st ed., p. 5-11
49
Wijaya Kusumah and Dedi Dwitagma, Mengenal Penelitian Tindakan Kelas, Jakarta: Indeks, 2009, p.20
Designs in Classroom Action Research consists of four components: a Planning, b Acting, c Observing, and d Reflecting.
In Teaching English as a Second or Foreign Language, the four components are defined as follows:
a. Planning is an action to address a problem issue or question in hisher own context.
b. Acting is a small-scale intervention. c. Observing is systematic observation of the outcome through a variety of
procedures for collecting data. d. ‘efle ti g is the p o ess of the esea he s efle tio o the out o e a d
planning a subsequent action after which the cycle begins again.
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Figure 2.2 Action Research Design of Kurt Lewin
50
Marianne Celce-Murcia editor, Teaching English as a Second or Foreign Language, Boston: Heinle Heinle, 2001, 3rd ed., p.490.
3. Collaborative Classroom Action Research
