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PENELITIAN TINDAKAN KELAS(CLASSROOM ACTION RESEARCH)

ByCambridge Indonesia

Workshop of Teacher Training and EducationWorkshop of Teacher Training and EducationProviding Foreign Languages, Inc.

St. Kebon Jeruk-West Jakarta-11530-Indonesia

Cambridge Indonesia | Pendidikaninggris.com

PENGERTIAN

?

RESEARCHACTION

RESEARCH

CLASSROOMACTION

RESEARCH(CAR)


RESEARCH

� …is a systematic approach to finding answersto questions (Hatch and Farhady, 1982:1)

� …is the formal , systematic application of the scientific method to the study of problems (Gay, 1987:4)(Gay, 1987:4)

� Key words:- questions/problems- finding answers- systematic approach- scientific method


ACTION RESEARCH (1)

1. … aims to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework (Robert Rapoport, 1970)(Robert Rapoport, 1970)

2. … is about the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions (Dave Ebbutt (1985).


ACTION RESEARCH (2)

3. … the study of a social situation with a view to improving the quality of action within it (John Elliott, 1991).

4. … is a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding about these practices, (c) the situations in which the practices are carried out (Kemmis, 1983).


CLASSROOM ACTION RESEARCH

… a series of methods and techniques that teachers can use in their classroom research efforts (David Hopkins, 1993).research efforts (David Hopkins, 1993).

= action research held in classroom setting


THE CHARACTERISTICS OF CAR (1)

1. On-the job problem oriented2. Problem solving oriented3. Improvement oriented4. Cyclic4. Cyclic5. Action oriented6. Study the impact of action7. Specific contextual


THE CHARACTERISTICS OF CAR (2)

8. Participatory (collaborative)9. The researcher who is also a practitioner

does the reflection10. Is carried out in cycles, i.e. planning, 10. Is carried out in cycles, i.e. planning,

action, observation, and reflection and then can be repeated in some cycles.


GOALS OF CAR (1)

1. To solve factual problem which is happening in classroom

2. To continuously increase practices of teaching and learningteaching and learning

3. To increase the relevance of education4. As a means of in-service training 5. As a means of introducing new or

innovative approach in teaching and learning


GOALS OF CAR (2)

6. Improving the quality of education through the improvement of teaching and learning practices

7. Improving professionalism of teachers and Improving professionalism of teachers and staffs in the field of education

8. Growing academic culture at school9. Improving the efficiency of educational

management


OBJECTS OF CAR

1) Learners � what the learners do2) Teachers � what the teachers do3) Media � what media are used and how

they are usedthey are used4) Learning output � increase, the same,

decrease5) System of evaluation and learning output6) Environment � inside and outside the class


CRITERIA FOR CLASSROOM ACTION RESEARCH (1)

1. Teacher’s primary job is to teach; any research method should not interfere with or disrupt the teaching commitment.

2. The method of data collection must not be too demanding on the teacher’s time.demanding on the teacher’s time.

3. The methodology employed must be reliable enough to allow teachers to formulate hypothesis confidently and develop strategies applicable to their classroom situation.


CRITERIA FOR CLASSROOM ACTION RESEARCH (2)

4. The research problem undertaken by the teacher should be one to which he or she is committed.

5. The need for teacher-researchers to pay The need for teacher-researchers to pay close attention to the ethical procedures surrounding their work.

6. As far as possible, classroom research should adopt a ‘classroom exceeding’ perspective.


GUIDELINES

1. Do not tackle issues that you cannot do anything about.

2. Only take on small-scale and relatively limited topics.

3. Choose a topic that is important to you or to your students.students.

4. Try and work collaboratively on the focus of your classroom research.

5. Make connections between your classroom research work and the school’s development plan priorities or the school’s aims.


STAGES IN CAR (1)

A. Identifying & Analyzing Problem1) Scope

� Teaching method� Learning strategies� Evaluation Procedure� Catering/changing value or attitude� Developing teacher professionalism� Management and control, gradual introduction

on behavioral modification� Administration


STAGES IN CAR (2)

2. Identifying problem1) What problem to be studied2) The problem really happens in the

process of teaching and learning in classIt is important and useful in increasing the 3) It is important and useful in increasing the quality of T-L process

4) The problem should be important for the one who proposes it as well as for the institution

5) The problem should be within the capacity of being done (personnel, fund, time)


STAGES IN CAR (3)

6) Statement of problem should reveal fundamental dimensions of the cause and effect

7) The reasons why the research is carried outThe method that will be used to get the 8) The method that will be used to get the answer of the problem

9) The teacher is not supposed to tackle problem which is beyond his/her capacity

10) A real and problematic problem11) Choose specific and limited focus of

researchCambridge Indonesia | Pendidikaninggris.com

STAGES IN CAR (4)

3. Analysis of problem1) Problems related to classroom management

a. Improving teaching and learning activitiesb. Improving learners’ participationc. Implementing innovative approach of teaching c. Implementing innovative approach of teaching

and learningd. Involving others in the process of teaching and

learning

2) Problems of teaching and learninga. Implementing various kinds of teaching methodb. Developing curriculum


STAGES IN CAR (5)

c. Increasing the role of learners in learningd. Improving method of evaluation

3) Problems related to the development or the use of learning sources

a. Models or media of learninga. Models or media of learningb. Sources of environmentc. Specific media

4) Problems related to personal and professional improvement

a. Improving the relationship between learners, teachers and parents


STAGES IN CAR (6)

b. Improving the ‘self-concept’ of the learners in learning

c. Improving learners’ character and personalityd. Professionally improving teachers’ competence


THE THREE-PHASE OBSERVATION CYCLE

1. The planning meeting� Opportunity to reflect on the proposed lesson� Leads to mutual decision to collect observational

data on an aspect of the teacher’s classroom practice

2. The classroom observation 2. The classroom observation � The observer observes the teacher in the classroom

and collects objective data on the aspect of the teaching or learning they agreed upon earlier

3. Feedback discussion� Observer and teacher share the information gathered

during the observation


PRINCIPLES of CLASSROOM OBSERVATION (1)

1. Joint planning� A climate of trust between observer and

observed� Agree on a focus that both regard as

worthwhile� Discuss the context of the lesson� Sort out the ‘ground rules’ (time & place of

the observation, where to sit, how to interact with the pupils, how long to spend in the classroom, etc.)



2. Focus � General � an approach where ‘everything

counts’ and therefore could be commented.� Specific � the observation is confined to a

particular or well-defined classroom activity or teaching practice.

� The more specific and more negotiated the focus of the classroom observation, the more likely it is that the ‘data’ so gathered will be useful for developmental purposes.



3. Establishing criteria (criteria agreed between the observer and the observed)

4. Observation skills� Avoid the tendency to move quickly into � Avoid the tendency to move quickly into

judgment� create a sense of trust and being supportive� have know how



5. Feedback� Given within 24 hours of the observation� Based on careful and systematic recording� Based on factual data� The factual data are interpreted with reference to � The factual data are interpreted with reference to

known and agreed criteria� The interpretation comes in the first instance from the

teacher who has been observed� Given as part of a two-way discussion� Leads to the development of strategies for building

on what has been learnt.


Approach to Classroom observation (1)

First, the climate of interaction between teacher and observer needs to be non-threatening, helping and one of mutual trust.

Second, the focus of the activity should be on improving classroom practice and the reinforcing of successful classroom practice and the reinforcing of successful strategies, rather than on criticism of unsuccessful patterns of behavior, or changing the teacher’s personality.

Third, the process depends on the collection and use of objective observational data, not unsubstantiated value judgments.


Approach to Classroom observation (2)

Fourth, teachers are encouraged to make inferences about their teaching from the data, and to use the data to construct ‘hypotheses’ that can be tested out in the future.

Fifth, each cycle of observation is part of an Fifth, each cycle of observation is part of an ongoing process that builds the other.

Sixth, both observer and teacher are engaged in a mutual process of professional development that can lead to improvement in teaching and observational skills for both.


TECHNIQUES IN FINDING PROBLEM

� What is happening now?� In what sense is this problematic?� What can I do about it?� I would like to improve the …

Some people are unhappy about …� Some people are unhappy about …� What can I do to change the situation?� I am perplexed by …� … is a source of irritation. What can I do about it?� I have an idea I would like to try out in my class.� How can the experience of … be applied to …?


SOME PROBLEMS IN CAR (1)

a) The involvement of students in the process of learning subject X is low.

b) The method used is inappropriate.c) Learners lack attention toward the subject.

Media are unavailable or very limited.d) Media are unavailable or very limited.e) The system of evaluation is inappropriate.f) The motivation of learners in learning is low.g) In learning, learners are less self-reliance.h) Students come to school late.



i) Design and learning strategiesj) Catering and developing attitude and valuesk) Teaching aids, media and learning sourcesl) How to improve interest and motivation of l) How to improve interest and motivation of

students in learningm) How to encourage students to be really

active in learning in classn) How to relate the subject they are learning

with their environment



o) How to choose the most suitable strategy of teaching and learning

p) How to carry out teaching and learningq) Etc. q) Etc.


FORMULATING PROBLEM

1) Clearly formulated2) Using interrogative sentence and suggesting

alternative action that should be done3) Can be examined empirically

Containing the description of the existing 4) Containing the description of the existing reality and the expected situation

5) Using clear and brief formulation6) The scope is clear7) Enabling to be answered by using certain

method or technique.Cambridge Indonesia | Pendidikaninggris.com

FORMULATING HYPOTHESIS (1)

1. Discuss the formulation of hypothesis with your partner in the research.

2. Study the results of studies that have been conducted.

3. State the proposed action that is believed to 3. State the proposed action that is believed to create the needed improvement.

4. Apply various alternative actions of solving problem.

5. Choose an action that promises the best result


FORMULATING HYPOTHESIS (2)

6. Decide the way to examine the hypothesis of action.

7. In determining action, a researcher can discuss with colleagues, experts, books, or discuss with colleagues, experts, books, or the results of available studies.


PROCEDURE IN CAR (1)

1. Planning a. planning the lesson that will be used in the

process of teaching and learningb. Stating the topicc. Developing scenario of teaching and learningd. Providing learning sourcese. Developing evaluation formatf. Developing observation format of teaching

and learning


PROCEDURE IN CAR (2

2. Acting� implementing action which refers to the scenario of teaching and learning

3. Observing 3. Observing a. Carrying out observation by using evaluation

formatb. Evaluating the results of action by using

evaluation format


PROCEDURE IN CAR (3)

4. Reflecting a. Evaluating action that has been done

covering the quality, the quantity and the time of each action

b. Meeting partner to discuss the result of b. Meeting partner to discuss the result of evaluation on the scenario of teaching and learning

c. Improving the execution of action based on the result of evaluation to be used in the next cycle

d. Evaluating action 1


DATA ANALYSIS

1. Data collected are analyzed2. The data are about behavior, attitude,

motivation, and the result of learning through test or notes of the execution of teaching test or notes of the execution of teaching and learning done by the teacher.

3. The data are then interpreted in the form of qualitative narration (description); and

4. The data can be presented in the form of table or graphic.


VALIDATION IN CAR (1)ala Borg and Gal (2003)

1. Validation on result� how far the action solve problem

2. Validation on process� checking the appropriateness of process � checking the appropriateness of process developed in different phases of action research

3. Validation on democracy� how far the research goes on collaboratively with partner


VALIDATION IN CAR (2)

4. Validation on catalyst� how far the research encourages the participants to reorient, to focus and to give spirit to open themselves toward the trans-formation of vision in facing the condition of daily teaching practicesfacing the condition of daily teaching practices

5. Validation on dialog� referring to the dialog happens between the researcher and his/her partners in writing and reviewing the result as well as the interpretation of the research.


VALIDATION ala Hopkins (1993)(1)

1. By member check� rechecking information or data obtained during observation or interview from the relevant sources (e.g. headmaster, teacher, colleague, staff of school administration, colleague, staff of school administration, parents of students, etc.

2. By triangulation� checking the truthfulness of hypothesis, construct or analysis from the researcher by comparing the result from the partner.



3. By saturation� a situation in which data have already been exhausted, or there is no more other data collected or there is no additional data

4. By using comparison or by explanation of 4. By using comparison or by explanation of the competitor or negative case.

5. By audit trail� by checking mistakes in method or procedure used by the researcher in drawing conclusion



6. By expert opinion� asking experts in CAR or experts in the field to check all the steps of action research and giving judgments toward problems of and giving judgments toward problems of research.

7. By key respondents review� asking opinion of one or some partners in research to read the initial draft of research


PROPOSAL OF CAR (1)

Chapter I Introduction1. Background2. Identification of problem3. Formulation of problem3. Formulation of problem4. Methods of solving problem5. Hypotheses of action6. Goals 7. Significance


PROPOSAL OF CAR (2)

Chapter II Theoretical Frameworka. Answering problem in CAR theoreticallyb. Finding variable that causes problem in CARc. Operationalizing the variable of researchc. Operationalizing the variable of researchd. Writing tentative answer (hypothesis)e. Choosing the most suitable method in

answering the research problem


PROPOSAL OF CAR (3)

Chapter III Method of Research1. Setting

1.1 Place 1.2 Time 1.2 Time 1.3 Cycle

2. Preparation 3. Subject 4. Data source5. Technique and instrument of collecting data


PROPOSAL OF CAR (4)

6. Indicator of performance7. Data analysis8. Procedure of research

Cycle 1Cycle 11. Planning2. Acting3. Observing4. Reflecting


PROPOSAL OF CAR (5)

9. Personnel of research10. Estimated of fund11. Plan of work12. Bibliography 12. Bibliography 13. Appendices


WISE WORDS

Anywhere and any time there is always problem.

� Our profession� Our studentsThe way we teach� The way we teach

� The teaching material� Don’t run away from the problem� Don’t blame anything and anyone

� There is always a way out


THANK YOU

HAVE A NICE TRYHAVE A NICE TRY


HYPOTHESIS

� CONVENTIONAL RESEARCH : � CAR : ALTERNATIVE ACTION


ASSIGNMENT

1. Identify and Analyze the problems you really have in your classroom.

2. Choose one of the problems as your project of CAR.your project of CAR.

3. Formulate the problem.4. Determine some possible

alternative actions (hypotheses) that may be implemented to overcome the problem.


5. Choose one hypothesis that you’re going to use in the project.

6. Plan and design the lesson and the scenario of teaching and learning.

7. In each cycle, plan what you are going to do.


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