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7 Reflection
Reflection aims to help the students reflect on what they had learned and done in the teaching and learning process. In the end of teaching and learning
process, the teacher spends a little time and asks the students to do the reflection. Reflection can be done by giving direct statement about the information obtained
in the lesson and discussing what the students had learned and how they felt during the teaching and learning process.
3. Classroom Action Research
This part discusses theory of Classroom action research. There are three things presented here. They are definition of classroom action research,
characteristics of classroom action research, and model of classroom action research.
a. Definition of Classroom Action Research
According to Rapoport 1970, as cited by Hopkins 1993, “action research aims to contribute both to the practical concerns of people in an
immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework” p. 44.
Kemmis 1983, adds that: Action research is simply a form of self-reflective enquiry undertaken
by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these
practices and the situations in which the practices are carried out. It is most rationally empowering when undertaken by participants
collaboratively, though it is often undertaken by individuals, and sometimes in cooperation with ‘outsiders’. In education, action
research has been employed in school-based curriculum development, professional development, school improvement programs, and system
planning and policy development.
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Elliot 1991, as cited by Hopkins 1993: 45, “action research might be defined as the study of a social situation with a view to improving the quality of
action within it”. Based on the definitions above, it can be concluded that action research is done systematically and planned. Classroom action research is done in
order to investigate and solve the problem in classroom and to improve learning quality.
b. Characteristics of Classroom Action Research
There are some characteristics of classroom action research. According to Muslich 2009 there are four characteristics of classroom action research. First,
classroom action research is based on problem in class. Second, classroom action research aimed to improve learning practice. Third, classroom action research is
collaboraitive study. Fourth, classroom action research is a study which implements such kind of treatment to improve teaching-learning process in class.
Kemmis and McTaggart 1992 as cited by Cohen, Manion, Morrison 2003: 227 distinguish action research from the everyday actions of teachers as
follows. 1. Action research is more systematic and collaborative in collecting
evidence on which to base rigorous group reflection. 2. Action research involves problem-posing, not just problem-solving. It
does not start from a view of ‘problems’ as pathologies. It motivated by a quest to improve and understand the world by changing and
learning how to improve it from the effects of the changes made.
3. Action research is research by particular people on their own work, to help them improve what they do, including how they work with and
for others. 4. Action research is not the scientific method applied to teaching.
Kemmis and McTaggart, 1992: 21
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c. Model of Classroom Action Research
