30 others involved in education to make it better, improve their practice, deal with a
troublesome issue, or correct something that is not working 2009. 2
Gathering the necessary information This stage deals with the method of collecting the data after identifying the
problems. Fraenkel and Wallen 2009 mention the possible method to be used: “Experiments, surveys, causal–comparative studies, observations, interviews,
analysis of documents, ethnographies.” p. 571 3
Analyzing and interpreting the information The third is the following step of the previous step. After collecting the data,
the teacher will analyze and interpret the data. The importance of this step is that the data which are examined should resolve the research questions or problems in
which this research was conducted Fraenkel Wallen, 2009. 4
Developing an action plan In this step, the teacher as a researcher conducts the plan of the action to
implement the changes into the findings. It becomes the control of the teacher in implementing the actions toward the classroom.
Action research has some characteristics. According to Ary et al. 2010, p.514, there are three main characteristics of action research all in direct
quotes: 1.
The research is situated in a local context and focused on a local issue.
2. The research is conducted by and for practitioner.
3. The research results in an action or a change implemented
by the practitioner in the context.
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d. Model of Classroom Action Research
Kemmis and McTaggart 1988 assert, “Action research is a dynamic process
in which these four moments are to be understood not as static steps, complete in themselves, but rather as moments in the action research spiral of planning,
action, observing, and reflecting” p.15. The researcher uses the spiral steps of
Kemmis and McTaggartas presented in the Figure 2.1. as the guideline to
conduct the classroom action research.
Figure 2.1: Kemmis McTaggart’s cycle of Classroom Action Research
From Kemmis and McTaggart, 1988
1 Planning
Kemmis and McTaggart 1988 state 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 step, the researcher starts to make clear plans after knowing the problems. The researcher considers the objects‟ strengths and weaknesses in order to decide
the action or strategy that can effectively overcome the problem obtained.
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Action and Observation Kemmis and McTaggart 1988 affirm action step to be used as a platform
for the further development. Furthermore, action should be synchronized with the plan which was done in the previous step. This step explores the researcher to
apply the strategy in order to overcome the problems which happened. Action stage will be done simultaneously with the observation stage. The
implementation of action cannot be separated from the observation. The importance of observation step is to collect the evidences of the action
in order to able to evaluate it thoroughly. The researcher observes the situation of the environment and tries to analyze the data. Kemmis and McTaggart 1988
say, “Observation has function of documenting the effects of critically informed action
– it looks forward, providing the basis for reflection...” p.13. Observation should be responsive, open-eyed, and open- minded.
According to Foster 1996, observation involves receiving data through the sense, processing, interpreting, and combinating the information in a complex
way. Moreover, Foster 1996 says that through observing, the researchers obtain valuable information by soliciting the knowledge, experiences, and ideas.
3 Reflection
Kemmis and McTaggart 1988 affirm, “Reflection has an evaluative
aspect – it asks action researchers to weigh their experience– to judge whether the
effects were desirable and to suggest ways of proceeding” p.13. After the
researcher getting the results of the analysis, the researcher tries to assess what shehe has done by the object and propose the next action for the next cycle.
