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From the definitions above, it can be concluded that Classroom Action Research is a systematic study that combines diagnosis, action, and reflection to
investigate practical issues in order to come to a decision about the issue in the future.
D. Procedures of the Study
The procedures of the study consist of six steps they are identifying initial ideas, reconnaissance and constructing general plan, implementing action,
observation, and reflection. The six steps form cycle moves to form the next cycles continually. Here are the procedures of the cycles.
1. Identifying initial idea
This step refers to identifying the general idea. The general idea is essentially a statement, which links an idea to action. In other words, the general
idea refers to a state of affairs or situation one wishes to change or improve on Elliot, 1991: 71.
2. Reconnaissance
This activity could be subdivided into: a.
Describing the facts of the situation One needs to describe as fully as possible the nature of the situation one
wants to change or improve on b.
Explaining the facts of the situation Having collected and described the relevant facts one needs to explain
them. In this steps one moves from a description of the facts to a critical analysis of the context in which they arise
. This involves:
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1 Brainstorming for generating explanatory hypotheses.
2 Hypothesis testing Elliot, 1991: 71
3. Constructing the general planning
The general plan of action will contain: a.
The revised statement of the general idea b.
A statement of the factors one is going to change or modify in order to improve the situation, and the actions one will undertake in this direction
c. A statement of negotiations one has had, or will have to conduct with others
before undertaking the proposed course of action. d.
A statement of the resource one will need in order to undertake the purposed courses of action.
e. A statement of ethical framework, which will govern access to and release of
information Elliot, 1991: 75 In this step the writer will improve students’ vocabulary including
pronunciation, spelling, meaning, and the use of the words by Total Physical Response.
4. Action
The writer conducts actions to help the students in improving English vocabulary by using TPR. As stated previously, mastering vocabulary means
knowing the meaning, the pronunciation, the spelling, and the using of .the words. a.
TPR can improve the students’ understanding meaning of words when the teacher gives instruction and does the instruction by using bodily action. For
example: open the door. Then the teacher opens the door. The teacher
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practices it many times to let the students know the meaning of “open the door”.
If the students do not understand the meaning of the sentence, the teacher should not translate into the native language of the students
immediately. The teacher can give different instruction, for example: close the door
Then practice it. Certainly students will know the meaning of open the door
by comparing with close the door. b.
TPR can improve spelling when the teacher writes the instructions on the board and spell them by using fingers or moving the body to form the letters if
necessary. All of the words should be mastered by the students with the correct spelling. The students pay attention to the teacher’s mouth or
movement of parts of the body if necessary in spelling the words then repeat after her. Further, the teacher might ask the students to spell the words on a
board. c.
TPR can improve pronunciation when the teacher pronounces the words using the correct pronunciation. It is similar to spelling in which students pay
attention to the teacher’s mouth to know how to pronounce the words correctly. The difference is, in spelling, words will be spelled letter by letter, in
pronunciation students pronounce the words. Teacher can give the similar words, for example: watch and wash. Still, the students may look at the words
on a board. The teacher may ask one student to point hisher friends to do something. For example: Andi, ask Rina to wash her face.
d. TPR can improve students’ ability in using words through various instructions
by using the same words. Teacher can give different instructions by using the
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same words, for example: open the door, open the window. Of course, still accompanied with practice The teacher can ask one student to give instruction
to other students.. By doing so, the students will understand the using of open in a sentence. It enables them to make different instruction using open.
5. Monitoring
