Definition of Action Research

There are many definition of action research that is argued by many scientists, but all of them have
same aim. Action research is a form of collective self reflective enquiry undertaken by participants in social
situation in order to improve the rationality and justice of their social practices (Kemmis and MacTaggart,
1988: 5). It also means first situational that concern in identification and problem solving in specific context
(Cohen and Manion, 1985). Nunan (1992: 18) however, does not agree with the term collaboration as a
defining characteristic of action research. Somekh (1995) as quoted by Cohen, Manion, and Morrison (2007:
298) action research is designed to bridge the gap between research and practice, thereby striving to
overcome the perceived persistent failure of research to impact on, or improve, practice. Furthermore,
Zuber-Skerritt in Cohen (2007: 298) suggest that the aim of any action research project or program are to
bring about or development, innovation, change or development of social practices, and the practitioners
better understanding of their practices. Action research is the name given to a series of procedures teachers
can engage in, either because they wish to evaluate the success and/or appropriate of certain activities and
procedures (Harmer (2002: 344-345). In our opinion, action research is a process to find problem solving
by individuals working with others in a team it also must be balance between action, implementation, and
experiments. In action research there is something have to do, example find data and make statement
according the data, so we can find the sources problem. After we find the sources problem we can make
problem solving by making experiments. Julian Edge (1999) in Harmer describes a process where a teacher,
feeling unhappy about what she is doing, sets out on her own course of action to see how she might change
things for the better.
Action Research (AR) represents a growing field of educational research whose chief identifying
characteristic is the recognition of the pragmatic requirements of educational practitioners for organized
reflective inquiry into classroom instruction. AR is an process designed to empower all participants in the
educational process (students, instructors and other parties) with the means to improve the practices
conducted within the educational experience (Hopkins, 1993). All participants were knowing, active
members of the research process.
Action research has been described as an informal, qualitative, formative, subjective, interpretive,
reflective and experiential model of inquiry in which all individuals involved in the study are knowing and
contributing participants (Hopkins, 1993). Action research has the primary intent of providing a framework
for qualitative investigations by teachers and researchers in complex working classroom situations.

Some of the most widely accepted definitions of Action Research include following:
Action Research 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.
- Rapoport (cited in Hopkins, 1985)
Action Research is a form of self-reflective enquiry undertaken by participants in social (including
educational) situations in order to improve the rationality and justice of (a) their own social or educational
practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried
out. It is most rationally empowering when undertaken by participants collaboratively...sometimes in
cooperation with outsiders.
- Kemmis (cited in Hopkins, 1985)
Action Research is 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.
- Ebbutt (cited in Hopkins, 1985)
The action research framework is most appropriate for participants who recognize the existence of
shortcomings in their educational activities and who would like to adopt some initial stance in regard to the
problem, formulate a plan, carry out an intervention, evaluate the outcomes and develop further strategies in
an iterative fashion (Hopkins, 1993). In short, action research is characterized by those constraints and
strengths given a research methodology intended to be a workable technique for working classroom
teachers.

Action Research Design

The essentials of action research design are considered by Elliott (in Hopkins, 1993) as per the following
characteristic cycle:

Initially an exploratory stance is adopted, where an understanding of a problem is developed and

plans are made for some form of interventional strategy. (The Reconnaissance & General Plan)

Then the intervention is carried out. (The Action in Action Research)

During and around the time of the intervention, pertinent observations are collected in various forms.
(Monitoring the implementation by Observation)

The new interventional strategies are carried out, and the cyclic process repeats, continuing until a
sufficient understanding of (or implement able solution for) the problem is achieved (Reflection and
Revision).

Characteristics of Action Research

Action research has characteristic and principles. Those are argued by Cohen, Manion, and Marrison
(2007:298), Hult and Lennung (1980) and McKernan (1991:32-2) suggest that action research
1. Makes for practical problem solving as well as expanding scientific knowledge.
2. Enhances the competencies of participants.
3. Uses feedback from data.
4. Seeks to understand particular complex social situations.
5. Seeks to understand the process of change within social systems.
6. Seeks to improve the quality of human action.
7. Focuses on those problems that concern in practitioners
8. Is participatory
9. Frequently uses case study
10. Includes evaluation and reflection.

Step In Action Research

There are a number of ways in which steps in the action research have been analyzed. Nunan (1992 :
19-20), for example states that in the first place, the research is initiated by the practitioner and is derived
from a real problem in the classroom which needs to be confronted. Secondly, the research is collaborative
not, in this instance, between colleagues, but between a teacher and a university-based researcher. Thirdly,
the teacher collects objective data in the form of classroom interactions and learner language. Fourthly, the
results are disseminated. Finally, the project takes from of an ongoing cycle in which the teacher reflects on,
returns to, and extends the initial inquiry.
The following is the steps in the action research cycle.
1. Step 1 : Initiation
A teacher comes to me with a problem. His current groups of students do not seem interested or
motivated. What should be done?
2. Step 2 : Preliminary investigation
We spend some time collecting baseline data through observation and recording classroom
interaction.
3. Step 3 : Hypothesis
After reviewing the initial data, we form the hypothesis that the students are unmotivated because the
content of the classroom is not addressing the needs and interest of the students.
4. Step 4 : Intervention
The teacher devises a number of strategies for encouraging the students to relate the content of the
lessons to their own backgrounds and interests. These include increasing the number of referential
over display questions.
5. Step 5 : Evaluation
After several weeks, the class is recorded again. There is much greater involvement of the students,
and the complexity of their language and student-led interactions is enhanced.
6. Step 6 : Dissemination
The teachers run a workshop for colleagues and present a paper at a language conference.
7. Step 7 : Follow-up
The teacher investigates alternative methods of motivating students.

Kemmis and Mc Taggart (1998) in burns (2010: 7-8) state that action research involves four broad
phrases in a cycle of research. The first cycle may become a continuing, or iterative, spiral of cycles which
recur until the action researcher has achieved a satisfactory outcome and feels it is time to stop.
1. Planning
In this phase you identify a problem or issue and develop a plan of action in order to bring about
improvement in a specific area of the research context. This is a forward-looking phase where you

consider: i) what kind of investigation is possible within the realities and constraints of your teaching
situation; and ii) what potential improvements you think are possible.
2. Action
The plan is carefully considered one which involves some deliberate interventions into your teaching
situation that you put into action aver an agreed period of time. The interventions are critically
informed as you question your assumptions about the current situation and plan new and alternative
ways of doing things.
3. Observation
This phase involves you in observing systematically the effects of the action and documenting the
context, actions and opinions of those involved. It is a data collection phase where you use openeyed and open-minded tools to collect information about what is happening.
4. Reflection
At this point, you reflect on, evaluate and describe the effect of the action in order to make sense of
what has happed and to understand the issue you have explored more clearly. You may decide to do
further cycles of AR to improve the situation even more, or to share the story of your research with
others as part of your ongoing professional development.
(Adapted from Kemmis & Mc Taggart, 1998, pp. 11-14)
This model of action research has often been illustrated through the diagram in figure 2 to show its
iterative or recursive nature.

Harmer (2002:345-346) suggest a simpler action research sequence in which teachers first
consider problems or issues in their teaching which lead them to design questions (or use other
methods) in order to collect data. Having collected the data they analyze the results, and it is on the
basis of these results that they decide what to do next.
This action research cycle can be diagramed as follows:
Identify a problem/issue
Think of questions to ask/information to be gained

Collect data
5

Analyze data

Decide on future action

Figure 3: An action research for Improvement

The Nature of Planning for Improvement
As it is stated that action research is cyclic process of planning, acting, observing, and reflecting. Each
cyclic process of the action research will be briefly discussed below.