DEVELOPMENT PROCESS
Prepared by Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd
(TEFL&TESOL Certified)
Mahasaraswati University Denpasar
2013
1. Introduction
Classroom action research (CAR) begins with a question or questions about
classroom experiences, issues, or challenges. It is a reflective process which helps
teachers to explore and examine aspects of teaching and learning and to take action to
change and improve.
Classroom action research is used as one way to improve the quality of
teaching and learning. This is due to the fact that CAR is developed primary because
of the problems faced by the teacher in the classroom during teaching and learning
activities. It is very critical that more teachers understand the importance of CAR and
use this type of research as a tool to improve their teaching ability. CAR has a
tendency to give direct impact on the better teaching process and the development of
teachers‟ professionalism in managing the class. In other words, through CAR,
teacher and educator gain “theory” which he builds himself, not by others “or given”
by other people – therefore the teacher becomes a implementer of a theory he builds
himself..
To achieve the objective of classroom action research, it is conducted in
cyclical process which consists of four phases, such as Planning, Action, Observation
and Reflection.
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Cycle I Planning →Action → Observation →Reflection
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participants, and the researcher is involved as much as possible in the process and
experience of the participants. An essential part of action research as well as CAR is
the collaboration with the research participants in each stage of the research project,
including identifying research questions, developing data collection procedures,
analyzing the information and sharing the results.
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diagnose, action planning, reflection and data collection and data analysis as
well report writing.
3) Reflektive. CAR has a special characteristic that is a reflective characteristic.
It is different from other studies which emphases on experimental approach.
CAR emphases more on reflection of the process and the result of the study is
used to improvement and solution towards the problem faced by the teacher
and as a source to face the new challenge and problem in teaching-learning
process.
Action Research implies a long term commitment to interact with the research
participants. So the idea of just working with a group or going into a classroom,
collecting data on learning is not consistent with the ideal of action research. Action
research as well as CAR is a straight forward practical approach to tackling issues of
substance (Kember, 2000). The following four conditions are necessary:
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chances to the teacher to figure out a continuous solution to the problem until the
problem is really solved.
2. The method of data collection should not be too demanding on the teacher's time.
In conducting classroom action research, the teacher does not need a special time
allocation for the study; it becomes integrative part of the teaching and leaning
process. The stages of classroom study are equal to the stages of the usual learning
process, consisted of planning, action, observation and reflection. The procedure
of data collection can be gathered while he is actively teaching. All process of
learning and the result of the students‟ achievement are recorded and reported
systematically, logically and objectively.
3. The methodology used must be reliable enough to allow teachers to formulate
hypotheses confidently and develop strategies applicable to the classroom
situation. This study which is integrated to teaching-learning process should be
conducted based on scientific approach. It should make use of reliable research
methodology, starting from problem identification, selecting actions which are
going to be taken, formulating appropriate hypothesis, preparing teaching
scenarios and determining the procedures of data collection and data analysis. The
reliability of the process and data collection should be determined and maintained.
4. The teacher should be committed to the research problem under study. The
problem which will be solved through CAR should be a real problem faced by the
teacher and it needs immediate solution in order that the learning process becomes
successful. The solution becomes a priority of CAR, therefore the problem being
diagnosed should have a real impact towards the success of teaching-leaning. The
problem should not be mainly based on literature based analysis, because the
authenticity of the problem will not be reliable since it is not based on reality.
5. Teachers must follow ethical procedures when carrying out research. The teacher
should be consistent in carrying out the ethical procedures of classroom action
study as well maintaining the quality of learning and teaching. It means that the
teacher should be genuinely interested in maintaining the procedure and the ethics
of teaching. This is very important so that the teaching-learning process is
conducted seriously. All components of the institution including the school
principle should know and understand the process of classroom action research.
Classroom action research where possible should adopt a perspective where all
members of a school community build and share a common vision
6. The scope of the problem to be solved through CAR is mainly based on the
problems of teaching-learning which occur in classroom activity, however it can
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be external problems which might occur outside the classroom providing it has
relation to the improvement of the quality of learning.
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other teachers in the school. Then, the teachers will be more motivated to carry our
further and deeper study to improve their skill in teaching. If this study is
continuously conducted, the teacher‟ competence and their professionalism will
improve consistently. The impact of it will be a higher quality of education that can
be delivered to the students and the students will be well-prepared to face various
challenges in their life in this globalization era. Considering, the important of CAR,
therefore, it is suggested that all teachers should have sufficient ability to conduct a
classroom action study.
5. Conclusion
Classroom action research is conducted as integrated parts of teaching-
learning processes. A teacher as an agent of learning should have the awareness and
willingness to conduct classroom action study to improve the quality of the teaching-
learning processes. The teacher should have a strong commitment to an excellent
quality of teaching-learning, therefore every teacher should have a good ability to
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carry out classroom action study so that the quality of teaching-learning can be
improved continuously.
By doing action research a teacher is actually developing him/herself. The
research is done in a series of planning, taking an action, doing observation and
administering reflection and evaluating the feedback of action. Therefore, a teacher
has to explore in his or her knowledge about how to act to solve a classroom problem.
In other word, he or she will make a quest to find out the answer.
Teachers who have experienced teaching for many years and for many
different levels will find it easy to cope with problems in a classroom. They already
have equiped themselves with various teaching techniques and methodologies.
Therefore, they seem to have confidence in their performance in class, to have
answers for questions asked by students, and to master the classroom entirely.
However, a novice teacher will have a hard time when he or she is assigned to teach a
class which requires him or her to be creative. By conducting classroom action
research, a teacher will have more confidence in his performance and he will be well-
equipped with various solutions to the problem he faces in class.
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