commit to user SDN Sidorejo Lor 1 Salatiga; moreover, this research is conducted to make social
and educational change and improvement of students’ vocabulary mastery.
2. The Feature of Action Research
Here are several features of action research as quoted by Tinker-Sach 2000: 71:
Features Action Research
Duration Usually conducted
over short period of time Size the Project
Involves one or more teachers from a school or several schools
Ethical Consideration Usually informal consent is given as the students
participation are known to the teachers and the purpose is beneficial to the parties involved
Focus Investigates one or more practical
teachinglearning factors Design
Practical and manageable in design to allow for teacher workload and teaching process
Research Tools and Data Collection Procedures
Utilizes one or more research tools to collect and analyze the data
Usually simple and straightforward procedures
Results Usually localized to a specific class teaching
learning community or context with practical implications
Sharing of Result May be formal or informal and reported in local
international referred journals for the benefits of those who teach
Context Classroom-based or school-based and may
involve one or more school contexts usually within the same region
Table 3.3 The Features of Action Research
3. The Process of Doing Action Research
According to McNiff in Burns, 1999: 35 action research should be flexible. That flexibility makes difference interpretations of what are appropriate
processes for the circumstances of the research.
commit to user Burns 1999 proposes action research as a series of interrelated
experiences involving the following phases: a. Exploring
It is a starting point for conducting some initial action. Here, the researchers make the document of general observations of the situation and look for
recent article or books to obtain ideas for research. b. Identifying
This involves a ‘fact finding’ process which enables the researchers to refine their ideas about the general focus area, to prepare for systematic investigation
and finally to suggest further action. c. Planning
It involves developing variable plan of action for gathering data, and considering and selecting a range of appropriate research methods. This phase
is aimed at trialing a particular course of action and collecting data on the outcomes of the action.
d. Collecting Data During this period, the procedures selected for collecting data are developed
and put into action. e. AnalyzingReflecting
This phase is considered as a combination of both analysis and reflection. At this stage, the data are analyzed using a systematic process of analysis and
interpretation according to agreed criteria.
commit to user f.
HypothesizingSpeculating The hypotheses drawn are based on the data that have been collected to this
point, on the analysis and reflections that have arisen form the analysis. The hypotheses may form the basis for further action to test them out.
g. Intervening This stage involves changing classroom approaches or practices in response to
the hypotheses one has made. It may involve some further deliberate experimenting with different teaching methods.
h. Observing This phase involves observing the outcomes of the intervention and reflecting
on its effectiveness. This involves a new set of teaching strategies and activities and recycling back into a period of further data collection.
i. Reporting
This phase involves articulating the activities, data collection and results that have come out of the research process within the research group.
j. Writing
This is very important phase because it aims to ensure that the research has a chance of being disseminated to others, rather than remaining as a private or
isolated activity. k. Presenting
This phase also aims at ensuring that the research is presented to a wider audience.
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A. Technique of Collecting the Data
