D.

CLASSROOM ACTION RESEARCH

1.Definitions of Classroom Action Research
Classroom Action Research is the research conducted on a class to
find out the result of the actions applied to a research subject in class.
Classroom Action Research was first introduced by Kurt Lewin in
1946, which further developed by Stephen Thursday, Robin Mc
Taggart, John Elliot, Dave Ebbut and others.1

Classroom action research begins with a question or questions about

classroom experiences, issues, or challenges. It is a reflective process
which helps teachers to explore and examine aspects of teaching and
learning and to take action to change and improve.

Heidi Watts (2007:1) suggests the definition of Action Research as

follows: Action Research is a process in which participants their own
educational practice systematically and carefully using the techniques
of research. It is based on the following assumptions:

Muslikah. 2010. Sukses Profesi Guru Dengan Penelitian Tindakan Kelas.

Yogyakarta :Interprebook.(p.42)

a. -Teachers and principals work and then consider ways of

identified for themselves ;
b. -Teachers and principals become more effective when
encourage to examine and assess their own work and then
consider ways of working differently ;
c. -Teachers and principals help each other by working
collaboratively ;
d. -Working with colleagues helps teachers and principals in their
professional development.2
Based on the definition, it can be concluded that action research is a
process that evaluates the activities of teaching and learning processes
are carried out systematically and use of relevant techniques. The
usefulness of action research is to solve the problems identified,
increasing the level of effectiveness in the learning process, the
principle of partnership and enhance the professionalism of teachers.
Kurt Lewin (1946) has been credited with the development of the idea
of action research. The evolution of an action research agenda within
education has been influenced by people such as Kemmis (1983),
Ebbutt (1985), Elliott (1991), Hopkins (1985) and others. Hopkins
(1985:pp 58-60) offers good advice on teacher research when he
2

Ibid ( p.44)

advocates the development of teacher's professional expertise and

judgment. He provides a basis for the selection of classroom research
by teachers:

the teacher's primary role is to teach and any research project

must not interfere with or disrupt this commitment;

the method of data collection should not be too demanding on

the teacher's time;

the methodology used must be reliable enough to allow teachers

to formulate hypotheses confidently and develop strategies
applicable to the classroom situation;

the teacher should be committed to the research problem under

study;

teachers must follow ethical procedures when carrying out

research; and

classroom research where possible should adopt a perspective

where all members of a school community build and share a
common vision.

Often the hardest part in classroom research is deciding on a focus.

Teacher research does not require a precise hypothesis. In fact you do
not have to begin with a problem. Hopkins (1985:pg 63) suggests that
" All you need is a general idea that something should be improved.
Your general idea may stem from a promising new idea or the
recognition that existing practice falls short of aspiration." Once the
focus of the research has been decided, planning for data collection,
followed by actual data collection and analysis occurs.3
According to Kurt Lewin, action research is a series of steps
consisting of four stages, namely planning, action, observation and
reflection. Meanwhile, according to Wallace (1998) in Burns (1999),
action research conducted by collecting data or information about
prakik systematically analyze it to everyday life and can make
decisions about which practices should be done in the future. And
according to Elliott (1991), some action research study of a social
situation with the possibility of action to improve the quality of the
social situation.4
3

http://www.accessexcellence.org/LC/TL/AR/
Kunandar,S.Pd.,M.Si. 2008. Langkah Mudah Penelitian Tindakan Kelas
Sebagai Pengembangan Profesi Guru. Jakarta: PT Raja Grafindo Persada.
(p.41-43)
4

From the above definition of action research, it can be concluded three

principles, namely:
(1) the participation of researchers in a program or activity;
(2) the purpose to improve the quality of a program or activity through
action research, and
(3) lack of action or treatment to improve the quality of a program or
activity.
Based on the above principles, Classroom Action Research can be
defined as an Action Research conducted by the teachers as well as
researchers in the class or jointly with others (collaboration) with the
road design, implement and reflect the collaborative and participatory
action aimed at improving or improve the quality (quality) in the class
learning process through an action (treatment) in a particular cycle.

2. Characteristics of Classroom Action Research

According Sulipan (2007:5) the characteristics of Classroom Action
Research is as follows:
Based on the problems that teachers face in learning.

 Do collaboratively through cooperation with other parties.

Researchers as well as practitioners who perform the reflection.
Aiming to solve problems or improve the quality of learning.
Conducted a series of steps consisting of several cycles.
The study is the action taken, including the effectiveness of the
methods, techniques, or the learning process (including planning,
implementation, and assessment).
The action taken is the action given by teachers to students.5

3.The Goal of Classroom Action Research

According to Grundy & Kemmis (1982:84) Classroom Action
Research objectives include the:
Improved practices
Increase (or professional development) of understanding the practice
by its practitioners, and
Improved the situation where the implementation of practices.6
In other words, the main objective of this research is to change the
behavior of the researcher, the behavior of others, and or change the
5

Muslikah.Ibid. (p.46)
Prof. Suwarsih Madya, Ph.D.2009. Teori dan Praktik Penelitian Tindakan
( Action Research). Bandung : Alfabeta.
6

organizational framework or other structure, which in turn produce

changes in behavior researcher-researcher and behavior of others.
4.Benefit of Classroom Action Research

provides a framework for trying out different approaches and

ideas

helps develop reflective practice

enables teachers to make choices and decisions about their

teaching styles

helps develop confidence

helps teachers improve student learning.7

5. Procedure of classroom action research

1 Reflect
Consider your current classroom practice. Think about questions you
have about teaching, topics you are interested in, problem areas, or
aspects of teaching/learning you are unsure about. Make a list. From
7

http://www.teachingenglish.org.uk/transform/teachers/teacher-developmenttools/action-research

your list, decide what you would like to research. To help you decide,
think about why you want to do it. What are the benefits to you and
your learners? When you have decided, write a research question.
2 Explore
Reflect on your research question. Where can you find information to
help you plan your research? It may help you to discuss your question
with colleagues. You may need to consult published materials or the
Internet for information and ideas. Find out as much as you can about
your question topic to help you plan how to do the research.
3 Plan
Draw up an action research plan which states your question, how and
why you are going to carry out the research. Things to think about:
how long it will take? What tools will you use in your research? How
will you record your research? There are different ways of doing
research. It can be as simple as just writing down your own reflections
after each lesson or it could include questionnaires, observations,
audio recordings and so on.
4 Research
Carry out your research using your chosen method. Some tools are:

Peer observation

Teacher diary

Learner feedback

Lesson evaluation

Recording lessons

Reflecting on learners' work

Surveys

5 Analyze
This stage helps you to make sense of the data you have collected in
your research. It is a process of reflecting on, organizing and
reviewing your data to help you answer your research question. What
have you found out? What insights have you gained from the
research? What does your research show you?
6 Act
Reflect on your results. Look at your teaching practice - what changes
will you make?
Take action based on what you found out from your research.

7 Review
When you have implemented changes, it is important to review. How
successful were the changes? Do you need to take any follow-up
action? Has your research indicated other areas you could explore? In
other words, you begin a new reflective cycle.8

Ibid