Definitions of Classroom Action Research Aims of Classroom Action Research

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1 Planning

Kemmis and McTaggart 1988 say that the plan must be flexible enough to adapt since all social action is unpredictable and risky p. 11. They say that the plan should help the researchers to go beyond present constraints and to empower them to act more appropriately in the situation and more effectively as an educator p. 12. In this research, the researcher collaborate in discussion with the English teacher “…to build a language by which they must analyze and improve their understandings and action in the situation” Kemmis McTaggart, 1988, p. 12. After knowing the problems, the researcher starts to make a plan of the implementation of jumbled-word game. 2 Action and Observation Kemmis and McTaggart 1988 state that an action step is used as a platform for the further development. Moreover, the action step should be guided by planning but not completely controlled. The researcher should be aware of the unpredictable things that might come out in the action step. What makes action research differs from other research is that it is observed p. 12. Observation step in action research is conducted to collect data about the action step in order to be able to evaluate it in detail. According to Kemmis and McTaggart 1988, the function of observation is for documenting the effects of critically informed action p. 13. Therefore, the observation step should be responsive, open-eyed, and open-minded. 22 3 Reflection Kemmis and McTaggart 1988 reveal that a reflection step evokes action as it has been recorded in the observation step. They also state that the reflection step has an evaluative aspect – it asks action researchers to weigh their experience – to judge whether effects are desirable and to suggest the ways of proceeding p. 13. After the action step and the observation step have been conducted, the researcher will analyze and evaluate what she has done and plan the development of next action. According to Kemmis and McTaggart 1988, there are four fundamental aspects of action research as 1 developing a plan of critically informed action to improve what is already happening, 2 doing the action to implement the plan, 3 observing the effects of the critically informed action in the context in which it occurs, and 4 reflecting the effects as a basis for further planning, subsequent critically informed action and so on, through a succession of cycles p. 10. Thus, the researcher will pay more attention to those fundamental aspects in conducting this research. By conducting Classroom Action Research, the researcher will obtain the situation that is happening in the classroom. Subsequently, the researcher can collect the data, evaluate the teaching-learning process, and get the right solution to solve the students‟ problems.