In this chapter, the writer will discuss action research, classroom action research, great things about classroom action research, models of school room action research, instructorââ¢s competences, and reactions.
Action research is a self applied inquiry which is done by people in a field in order to analyze their own problem also to seek the answer as well. As cited in Hopkins (2002: 43), Kemmis defined action research as "a form of self-reflective inquiry carried out by individuals in a public (including educational) situation to be able to improve the rationality and justice of (a) their own public or educational tactics, (b) their understanding of these techniques, and (c) the problem in which procedures are completed. "
From affirmation above, it could be concluded that action research assists the researcher in bettering their capacity in doing their job, their knowledge of the field, and the situation which is accessible in their field, objectively. Within the same e book also cited that Elliot defined action research as the study of a communal situation with a view to enhancing the quality of action within it. Then Rapoport, as cited in Hopkins (2002: 42-43), said that action research aspires to contribute both to the practical concerns af people within an immediate problematic situation also to the goals of public scients by joint cooperation within a mutually acceptable moral framework.
As other research methods, action research has systematic steps to do. Metler (2009: 4) proposes four steps of basic process of conducting action research as: discovering a location of concentration, collecting data, analyzing and interpreting the data, and creating a course of action.
Classroom Action Research
Classroom action research is a home inquiry which is done by an education practitioner, especially instructor, in their own class room in order to investigate their own coaching learning process also to seek the most appropriate teaching learning process to the class. As mentioned by Phillips, et al (2006: 10), action research "is merely defined as a kind of research that is specialist based. " Classroom action research must be achieved by the tutor who has learned the class well to investigate the arising problem as well the answer. Research here methods to make a note of the ongoing process, to data the evidence and details as objective as possible. As the researcher, the professor must have the ability to daily recognize what's taking place in their classroom, realize what deserves preservation, and find out what needs improvement or change.
Benefits of School room Action Research
Classroom action research offers some benefits for the training practitioners and also for the education itself. Generally, the result of class room action research, of course, gives a proper exposition and record of concrete situation of teaching learning process where in fact the research is conducted. Class action research doesn't have final result, instead, cycling process that allows researcher to get and find the actual teaching learning improvement which is suitable to the problem at the time.
For the tutor themselves, class room action research helps them in investigating problem encountered in class and finding the solution. Giving the appropriate and effective coaching learning process to students is the major responsibility of any teacher as cited in. . . . Providing appropriate and effective teaching learning process, a professor should know, exactly, the concrete situation af the school. A teacher isn't only a practitioner would you what's commanded by school principal or minister of education. Besides that, the educator should also be able to try numerous method in instructing learning. By executing class room action research, the procedure of attempting and seeking methods becomes terarah with technological research. Doing class room action research in seeking appropriate and effective teaching learning, educator uses systematic technique for collecting information from the environment. What's being observed should not be random but be led by the questions posed or the problem needing to be resolved. Through an adequate variety of objective data, the class room researcher is prepared to build valid inferences from a reliable, rich data bottom part of immediate research in natural setting up.
Moreover, a educator will need to have a reflective thinking. As mentioned by Lasley in Bella (2004: 19), teacher's representation is an potential to believe creatively, imaginatively, and at times, self-critically about their class room activities. All professors need to activate in this type of representation to fortify their coaching learning. The process of research also allows tutor getting use to analyzing class room medically and objectively predicated on detailed evidence. From your first step of performing CAR, initiating idea, instructor is needed to remember facts of class room from their experiences and list the issues encountered. Next, educator tries a method as problems solution based on previous study or other recommendations. Here, professor is obligated to obtain background knowledge about the problem came across from reading or discussing with experienced. Then teacher observes the ongoing method by collecting data. Tutor must be able to distinguish between essential and not important changing to method implication. Educator also records down how is the method is integrated at school. From the data collected, instructor concludes and interprets the technique implication, inability, and effect to teaching learning. These steps lead professor to apply their logic to see situation methodologically and objectively.
In Indonesia, doing research and reporting the effect is one condition of kenaikan jabatan. School room action research can be used to fulfill the condition required. As explained in Peraturan Menteri Negara Pendayagunaan Aparatur Negara Nomor 16 tahun 2009 tentang Jabatan Fungsional Expert pasal 17, educator should produce their own clinical writing and release it to fulfill one of the requirements of kenaikan jabatan from jabatan fungsional master pertama to guru muda.
For educational field, class action research can initiate and develop teacher's pasion in executing reseach to resolve problems. Class action research is a research that instructors do predicated on their daily activities in their own class. Of their basic environment, instructors can getting use theirselves to logic and scientific problem resolving. When teachers are used to reasoning and technological problem solving, it will be easier for them to show and discuss to the other person about educational problems. It is because the answer found is not predicated on teacher's personal judgement but is looked into from goal and acceptable way which is research.
Those varied benefits associated with class action research are recognized by Rapoport, as cited in Hopkins (2002: 42-43), who said that action research aspires to add both to the useful concerns of people in an immediate difficult situation and the goals of communal scientist by joint cooperation within the mutually acceptable ethical framework. It could be concluded that school room action research is necessary never to only problem-solving but also the development of science itself.
Model of Action Research
Some practitioners proposed model of class action research in different charts and terms. Nevertheless, in general, there are four steps to do in performing action research, which are organizing, acting, watching and reflecting. The steps are a cyclical process which is pertinent to each other. As stated by Kember (2000: 25) that action research is a cyclical or spiral process with four steps; planning, behaving, observing and reflecting.
The first step of class room action research is planning. In this task, the writer clarifies and exposes about what, why, where, when, by whom and the way the research is conducted. Before that, the writer, of course, will need to have, in their mind, problem-to-discuss or new method-to-try as track record of the research. The background of the study should be based on the writer's daily activities. The writer, then, exposes and clarifies it in the methodological writing.
In collaborative research, team can discuss jointly whose experience will be observed, who will be the researcher and who'll be the educator (the specialist do the action). Collaborative research can decrease subjectivity by the researcher because the researcher is not the specialist themselves. In the event the observation is done by other person, the observation could be more objective and strenuous.
The second step of school room action research is the action or implementation of planning. In this step, practitioner are required to follow and obey the plan, but nonetheless be natural in class room.
Next is observation which is done by the researcher. This task is actually done as the action is certainly going. Action and observation cannot be separated and typically done at exactly the same time. While putting into action method, the researcher observes the procedure, advantages, weaknesses, and possible attributes, and notes them down.
In collaborative research, practitioner can do the action (teaching and learning) without bothered by the procedure of observation since there is other person being truly a researcher and collecting data.
Teachers' Competences
2. 5. 1. Pedagogic Competence
2. 5. 2. Professional Competence
2. 5. 3. Personal Competence
Response
