Classroom Action Research

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 class
b.    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.

d.      Focuses on the experienced reality of the day to day.

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.

By: Ummy Khoirunisya' Masyhudianti On 1:40 AM

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Qualitative Research

Qualitative Research

One of the research design is qualitative research. Here, I want to eplain about qualitative research based on its purpose, approach, process, assumption, role of researcher and methods.

1.      Purpose of the Qualitative Research

            According to Merriam (1998) in Ary’s book (2010:423) he stated that the purposes of Qualitative Research are to contextual findings, to interprate behavior and intention, and to under perspective. It can conclude that the findings is based on the context, the researcher doesn’t use the theory of the researcher before so the researcher will interprate the problem or create a theory. The result of the research is based on the participant’s perspective.

2.      Approach of Qualitative Research

            According to Merriam (1998) in Ary’s book (2010:423) he stated that the approaches of quantitative research are the researcher may create theory grounded in the findings, portrays in natural context, inductive then deductive, looks for complexity, relies on data and only minor use of numbers and reports written in descriptive, holistic language. It can conclude that in qualitative research the researcher create a theory so the variable is still in general. The researcher will find a variable when the researcher already get the data from the participants by observing or conducting interview. The data analyse uses descriptive analysis.

3.      Process of Qualitative Research

            According to Sugiyono (2008: 21)  the processes of qualiitative research are designed of three stages, he states, “ tahap deskripsi (memasuki konteks sosial: ada tempat, aktor dan aktivitas), tahap reduksi (menentukan fokus: memilih diantara yang dideskripsikan), tahap seleksi (mengurai fokus: menjadi komponen yang lebih rinci)”.

4.      Assumption of Qualitative research

            According to Merriam (1998 ) in Ary’s book (2010:423) he stated the assumptions of qualitative research are, the reality is naturally constructed, the world is not stable, complex variables are difficult to measure, and Qualitative research is rooted in symbolic interaction. It can conclude that Qualitative research is subjective 

5.      Role Of Researcher in Qualitative Resarch

a.         Personally involved

Personally involved means that the researcher directly involve into study and face the resource because researcher is the human instrument in this kind of research.

b.         Empathic and understanding

The researcher have to pay attention to the resource activity in order to decide time for interviewing. it’s important to make a good partnership to the resource.  

c.         Inquiry is always value bound

It means that the way we report the data is subjective based on the different  participant, prespective, point of view, etc. Well, researcher have to understand and take the information during conduct the interview.

6.    The Methods Of Qualitative Research

According to Merriam (1998) in Ary’s book (2010:423) he states the methods of quantitative research are :

a.       Focused on qualify (nature, essence)

Mostly qualitative research question gets focus on topics. one that gets analytical character, proposing question “ how ” and “ why ” of phenomenons. To then is followed on a more explain with question: “who”, “what ”. “where ”, and “ when ”.

The Researchers of qualitative believes that fact constitutes social construction, that individuals or group get and giving meaning to given unities what that scenes, peoples, processes or object.

b.      Fieldwork, ethnographic, naturalistic focus

According to Gay (1996) states “the theory of qualitative is developed inductively from a corpus of data acquired by a participant-observer.Focuses on the sociology of meaning through

close field observation of socio-cultural phenomena. Typically, the ethnographer focuses on a community.Describes the structures of experience as they present themselves to consciousness, without recourse to theory, deduction, orassumptions from other disciplines.

c.       Flexible, envolving, emergent method.

Qualitative methods are typically more flexible – that is, they allow greater spontaneity and adaptation of the interaction between the researcher and the study participant.

d.      Typically uses purposive sampling

Qualitative researchers are purposeful in selecting participants and settings. They select purposive samples believed to be sufficient to provide maximum insight and understanding of what they are studying. They use their experience and knowledge to select a sample of participants that they believe can provide the relevant information about the topic or setting.

e.       Researcher as the primary instrument (observations, interviews, document analysis).

The researcher actively participates and becomes an insider in the event being observed so that he or she experiences events in the same way as the participants.

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.

By: Ummy Khoirunisya' Masyhudianti On 1:12 AM

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Quantitative Research

Quantitative Research

One of the design of the research is quantitative research. Here, I want to eplain about quantitative research based on its purpose, approach, process, assumption, role of researcher and methods.

1.      Purpose of the Quantitative Research

            According to Merriam (1998) in Ary’s book (2010:423), he stated that purposes of Quantitative Research are to generalize findings, to predict behavior, to provide causal explanations . It can conclude that the result of the quantitative research can generalize to the population. To predict behavior means that the researcher can predict the problem because the research have already existed by the researcher before, usually the variable relates with cause and effect

2.      Approach of Quantitative Research

            According to Merriam (1998) in Ary’s book (2010:423) he stated  that the approaches of quantitative research are using theory to ground the study, uses manipulation and control variable, deductive then inductive, looks for the norm, reduces data to number and reports written in precise, abstract language. It can conclude that  in quantiative research  the researcher use the theory of the researcher before or the proffessional so the variable is clear, and the researcher can make the hypothesis before they

conduct a research. The data analyse usually uses statistical analysis like T-test.

3.      Process of Quntitative Research

According to Sugiyono (2008: 30) “ Proses peneltian kuantitatif dikembangkan dari proses rumusan masalah, landasan teori, perumusan hipotesis, pengumpulan data, (populasi dan sampel, pengembangan instrumen dan pengujian instrumen), analisa data”. 

4.      Assumption of Quantitative research

            According to Merriam (1998) in Ary’s book (2010:423) he stated the assumptions of quantitative research are there is an objective reality, the world is stable, variables can be identified and measured and quantitative research is rooted in logical empiricism. It can conclude that basically Quantitative research must be objective and logic. 

5.      Role Of Researcher in Quantitative Resarch

According to Merriam (1998) in Ary’s book (2010:423) he stated that role of researcher of quantitative research are:

a.       Detached and impartial

Means that in quantitative research, reasearcher must be neutral during the reaserch. Researcher only report the result of test without any subjective opinion.

b.      Objective portrayal

The data that reported by researcher must be objective using numerical data based on the result of the test means that Researcher can’t manipulate the data.

c.       Inquiry should be as as value free as possible

It means that researcher must follow the procedures and remove subjective elements.  They don’t need be aware about subject characteristics such as their social class, IQ, previous academic, achievement, etc.

6.    The Methods Of Quantitative Research

According to Merriam (1998) in Ary’s book (2010:423) he stated the methods of quantitative research are :

a.    Focused on quantity (how much, how many)

     The researcher must collecting numerical data to explain a particular phenomenon.

b.    Experimental, empirical, statistical focus.

     Experimental to comparing one design or process to another. It’s to deciding on the importance of a particular feature in a user interface and evaluating a technology or a social intervention in a controlled environment. It’s also to finding out what really causes an effect and finding out if an effect really exists.

     Hypotheses of experimental include: a). A causes B. b) A is bigger, faster, better than B. c) A changes more than B when we do X. Two requirements of experimental :Independent variable that can be manipulated and Dependent variable that can be measured.

     Empirical is defined as a descriptive about what “is” the case in the “real world” rather than what “ought” to be the case. Empirical statements are expressed in numerical terms. For example, “Are the numbers of students in our university rising or falling?”. We’ll need to do a quantitative study to find out.

     Statistical focus while the way in analyse data matters, if we haven’t designed our  research well, and collected the data in a valid andreliable way, we will not get valid results however sophisticated analyses.The use of statistics to analyse the data is, however, the element that puts a lot of people off doing quantitative research, as the mathematics underlying the methods seems complicatedand frightening.

c.    Predetermined, structured methods, precise.

     The method of quantitative research is predetermined by the researcher before. So, it means that the method is structured.

     In precise we need techniques that enable us to make valid inferences from samples to whole population. The result must be accurate, so we need a test to get a true result.

d.   Random sampling is ideal.

     According to Sugiyono (2008:82) he states, “dikatakan random sampling karena pengambilan anggota sampel dari populasi dilakukan secara acak tanpa memperhatikan strata yang ada dalam populasi itu”. It can conclude that random sampling just can apply if the condition of the population is homogen.

e.    Uses inanimate instrument (scales, tests, questionnaires, observation checklist, etc).

     According to Sugiyono (2008:92) he states, “skala pengukuran merupakan kesepakatan yang digunakan sebagai acuan untuk menentukan panjang pendeknya interval yang ada dalam alat ukur, sehingga alat ukur tersebut bila digunakan dalam pengukuran akan menghasilkan data quantitative.”

     Test is used to measure how far the research successful or not. Then, questionnaires is written questions that used to get information from respondent and the answers has been already to choose.

     Observation checklists is list of questions to collect the data. The participants just give a sign of aspect in column.

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.

By: Ummy Khoirunisya' Masyhudianti On 12:58 AM

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