Classroom Action Research
One of the design of the research is classroom action research. Here, I
want to eplain about classroom action research based on its purpose, approach, process, assumption, role of researcher and methods.
1. Purpose of Classroom Action Research
Classroom action research is a kind of action research,
its purpose
According to Ary (2010:517) are interprating event and enables individuals or groups of
people to formulate acceptable solutions to local problems, to seeks viable,
sustainable, effective solutions to common problems, interprets phenomena to
adapt practice, and to identifies and addresses local problems with little
regard for generaliability. It can
conclude that the researcher in classroom action research is a teacher. So, the
teacher try to solve the problem by the effective solution. The result of the research has
little regard for generaliability except another researcher has the same
problem or the same background.
2. Approach of Classroom Action research
Classroom action research is a kind
of action research, its approaches According to Ary (2010:517) are developing a
study based on experience and valuing practitioner perspectives, use cursory
literature review and relies mostly on secondary sources, subjective or
authoritative judgement of individuals are respected, uses less rigorous,
looser procedures and more typically has shorter time than conducting quantitative
research and complexity is embraced. It can conclude that in classroom action
research involves teacher in their classroom and it can involve groups of
teacher examining common issues.
3. Process of Classroom Action Research
According to Ary
(2010: 518) the processess of classroom action research are:
a.
Reflect. Experience and
perceptions are used to identify an area of focus based on a problem. Time is
taken to review what is already known about the problem or focus area and to
learn more about the problem.This may include a review of the literature
b.
Plan. A plan is developed for
takng action and/or for gathering information and data in order to observe or
capture the experience or monitor the practice.
c.
Act. The researcher implements the
plan or changes a practice and collects the data.
d.
Observe. The researcher
synthesizes and analyzes the data. Key issues related to the problem are
identified. This lead to reflection once more.
e.
Reflect. The researcher reflects
on interprets the information and communicates or report it to others. A new
understanding of the nature of the
problem is developed. Actions are taken and a new area of focus is identified.
f.
Plan. A new plan of action is
developed to resolve or investigate the problem.
g.
Act. A new action is taken and
data are collected.
h.
Observe. The new data are
analyzed, synthesized, and interpreted
4. Assumption of Classroom Action Research
The problem is founded when the
teacher is in the process of teaching,
the sample is the students that the teacher teach.
5. Role Of Researcher in Classroom Action Resarch
Classroom action
research is a kind of action research, its role of the researcher according to
Ary (2010:517) are :
a. Research is conducted
b.
by teacher
in this kind of
research, teacher is the agent who conduct the research. Teacher examine
students during the classb. Little distincton between the researcher, subject and the participant.
It means that the researcher do the research as learning by doing. Researcher, subject and the participant engage in the process of study, students are not aware that they are researched.
c. Little formal training than quantitative research
Different with quantitative research that conducted more formal training, in classroom action research, little formal training is suggested because in this research learning by doing is the primary focus.
d. The researcher share informal finding with peers or sometimes with professional audience.
Means that the researcher can share their finding to the other teachers who teach in the same level and faced the same problem. Researcher also can share their finding to the professional audience if it is needed.
6. The Methods Of Classroom Action Research
Classroom action research is a kind of action research, its methods
According to Ary (2010:517) are:
a.
Uses data from a variety of
sources to help understand context or the effect of intervention.
Variety of sources mean
triangulations. Triangulations mean collect the data by using more one
technique in the same participants.
b.
Does not
c.
necessaraly follow carefully
prescribes procedures than quantitative research.
Cunducting classroom
action research is like learning by doing. The problem is founded when the
teacher is teaching.
When we are conducting
classroom action research, the problem is founded by the teacher’s experience
e.
Emphasizes practical significance
and increased knowledge about a particular context.
In classroom action
research, usually the problem is about how to develop the new strategy that can
solve the teacher’s problem.
f.
Choose participants based on the
intention of the study
When we want to conduct
data, choose the participants based on the primary of their study. So, the
result is accurate.
Bibliography
Ary ,
D., Jacobs,L. C., Sorencen, C., & Razavieh, A (2010). Introduction to Research in Education (8th ed.). Canda : Wadsworth
Cengage learning
Sugiono.2012. Metode
Penelitian Kuantitatif, Kualitatif dan R & D. Bandung.Alfabeta.
Written by Ummy Khoirunisya' Masyhudianti
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