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CHAPTER II REVIEW OF RELATED LITERATURE
. This chapter is to review some theories of terms related to the problem
and to formulate the theoretical framework. Therefore, this chapter is divided into two subtopics namely theoretical description and theoretical framework.
Theoretical description is to describe the theoretical issues related to the problem and theoretical framework is to explain the thread of the theories to
formulate the orientation of the study.
A. Theoretical Description
This research which was included as the Class Action Research aimed to empower elementary school students’ writing skills through designing
activities based of reflective pedagogy. Therefore, there are some theories discussed in the research. Those theories were Classroom Action
Research, Reflective Pedagogy Theory, English writing skills for Elementary School students, Cooperative Learning, Task-Based Language
Learning.
1. Classroom Action Research
a. Definition
Before going further to the classroom action research, it is better to discuss action research in general. Many books have been written in
order to define and explain Classroom Action Research. Kemmis and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 Mc. Taggart 1999 as cited by Louis Cohen and co. suggests that
action research is concerned equally with changing individuals, on the one hand, and, on the others, the culture of the groups, institution, and
societies to which they belong. Elliot 1978 as cited by Louis Cohen and co. states that action research combines diagnosis with reflection,
focusing on practical issues that have been identified by participants and which are somehow both problematic yet capable of being
changed. Some people connect the action research with the same term if
classroom action research. In short, classroom action research is an action research applied in the classroom. Aqid 2007 defines
classroom action research as a research done by a teacher where heshe teaches by focusing on teaching learning process and teaching-learning
practice improvement.
b. Aims
Classroom action research is a strategy to improve education service in class and school program quality. It could be done since its
aim is to improve teaching learning process continuously Aqid, 2007. In the depth, Kemmis and Mc Taggart also explain that the aim of
classroom action research is to build records of our improvements, such as a records of our changing activities and practice and records of
the changes in the language and discourse, and to empower individuals
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 and social groups to take control over their lives within a framework of
the promotion rather than the suppression of interests. It means the key term of classroom action research is empowerment.
c. Characteristics
Classroom action research has some features that make it different from other kinds of research. The following features are the
characteristics of classroom action research Ibnu, as cited by Aqid. They are:
1 Classroom Action Research is done based on the problem
faced by the teacher in the real class. 2
Researcher as a teacher reflects on what is done in hisher class.
3 Its aim is to improve instructional practice quality.
4 Classroom Action Research is done in a sequence of cycles;
this feature will be discussed further in the next part. 5
Classroom Action Research provides a personal journal in which the researcher records the progress and reflection
about the practices being studied and process of studying them.
d. Procedures
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