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ACTION RESEARCH

Action Research is a self-reflective inquiry undertaken by participants in social (including educational) situations to improve their own practices, understanding, and the situations in which they are carried out. This article explores the characteristics, distinctions, and design of Classroom Action Research (CAR) and provides guidance on problem identification, analysis, and action planning in CAR.

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ACTION RESEARCH

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  1. ACTION RESEARCH BY DIDI SUKYADI INDONESIA UNIVERSITY OF EDUCATION

  2. Definition 1 • [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)

  3. Definition 2 • 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)

  4. Definition 3 • [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)

  5. Classroom Action research (CAR) • A reflective and systematic study by the doers of the action to make sense of actions that have been done during the teaching and learning process and to improve the weaknesses happening during the process.

  6. Why CAR? • Teachers face teaching problems that need to solve immediately • Teachers often question themselves about the learning outcome • Research reports by outsiders sometimes do not reach the schools. • Teachers need to develop their professionalism • Other non action researchers are not conducted by the teachers so they cannot internalize them.

  7. Characteristics of CAR • Based on the day to day problems in the class • Contextual • Collaborative/participatory • Flexible • Situational and specific

  8. Distinctions between CAR and NON CAR CARS • Do not use hypothesis • Amend teaching and learning process • Avoid generalizations • Done by teachers • Flexible in sample and population • Do not need to develop instrument • Do not use complex statistical analysis

  9. Non CARS • Done by outsiders • Follow formal requirements in sampling and population • Develop valid and reliable instrument • Use complex statistical analysis • Aimed at generalization • Do not directly amend learning and teaching process. • Use hypothesis

  10. CAR Design • Elliott (in Hopkins, 1993): • Initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of interventionary strategy. (The Reconnaissance (exploration)& General Plan .) • Then the intervention is carried out . (The Action in Action Research)

  11. CAR Design • 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).

  12. AR Protocol: Kemmis (cited in Hopkins, 1985)

  13. AR Protocol: Elliott (cited in Hopkins, 1985)

  14. AR Protocol: Ebbutt (cited in Hopkins, 1985)

  15. Focusing the Research An action researcher should: • Feel the problem • Think about his/her teaching practice • Not feel satisfied with current learning and teaching outcome • Need to solve the problem immediately

  16. Focusing Research Problem • Feel and think that something is wrong. • Problem identification • Problem analysis • Stating the problems

  17. When identifying problems, you should • Ask yourself about teaching and learning process that have been conducted • List the problems felt or experienced • Discuss the problem with your peers

  18. Problem Analysis • Problems should be able to solve by the teachers. • Problems should be of small scale and be limited • Problems should be urgent for students and teachers.

  19. Stating Research Problem • Concise, clear and operational. • Make it in question forms. • Describe the problems really faced

  20. Deciding Action Plan • Analyzing the feasibility of the action • Action preparation (fund, support, tools) In choosing action, you have to • Have a complete theoretical basis. • Choose a promising action • Review the action

  21. When Deciding Actions, you should consider: • Students and teacher’s competencies • Supporting materials or equipment • Learning environment in the class and the school

  22. Action Preparation • Preparing supporting equipment • Preparing ways and instrument of observation • Preparing lesson plan • Simulating action implementation

  23. Action hypothesis • Review the theoretical framework • Review previous studies • Talk with colleagues • Examine educational expert comments • Think about his/her own teaching experiences

  24. Observation Observation is gathering data concerning the implementation of CAR. Observation goals: • To improve teaching and learning practice • To improve the involvement of the target

  25. Observation Planning • As an approach between observer and the students • Perception sharing Feed back • Done immediately • Do not blame anybody • Supporting • Multi ways

  26. Observation Elements • Planning together • Focus: general and specific • Deciding observation criteria, e.g. • Improving teaching practice • The involvement of students and teachers • Applicability of the action • Personal judgment

  27. Stages of Observation • Planning • Creating an open and intimate climate • Considering the confidentiality of the discussion • Relating the observation to the program • Considering time, class, lesson plan • Thinking about the focus, tools, and observation techniques • Avoiding intervention

  28. Stages of Observation • Implementation • Flexible • Do not disturb teaching and learning process. • Do not judge • Recording the teaching and learning process. • Preparing and completing observation note.

  29. Stages of Observation • Follow up discussion • Should be supporting • Reviewing the objective • Studying joint agreement • Studying observation data • Do not circulate the content • Avoid direct suggestion • Restating joint agreement

  30. Observation Aids • Field notes • Tape recorder • Students’ diary • Camera Advantages: • Reminding aspects neglected from the note. • Providing detail evidence • Focusing attention • Continuous explanation • Providing general class situation data • Providing information for trianggulation

  31. Observation targets • How far the action is in accordance with actions planned. • How far the actions have gained results • If the two points above exist, actions can be continued. • Is there any additional effect

  32. Questions before choosing observation method • Goal • Focus • Teacher or students action • Method • How will the data be used

  33. Observation Method • Open observation • Focus observation • Structure observation • Systematic observation

  34. Observation skills • Do not immediately jump to a conclusion • Interpersonal skills: trust and security of those observed • Scheduling skills

  35. Observation Feedback • Given not more than 24 hours after observation • Based on systematic and detail record.

  36. REFLECTION A study concerning the success or failure of the achievement of objectives and to find out the needs for follow up required to reach final goals.

  37. REFLECTION Stages: • Analysis • Making sense of the result • Explanation • Conclusion

  38. When reflecting • Find out why something happened • Reflect on the strengths and weaknesses of the actions taken • Identify obstacles that could appear. • Predict the impacts of the actions taken.

  39. The Role of Reflection • Another distinguishing characteristic of action research is the degree of empowerment given to all participants. Involvement is of a knowing nature, with no hidden controls or preemption of direction by the researcher. • All participants including the university researchers, the teachers and the students negotiate meaning from the data and contribute to the selection of interventionary strategies.

  40. The Role Of Reflection • Action research is intended to be the reflective counterpart of practical diagnosis (Elliott, 1978). • Schon (1983) describes the use of reflection to generate models from a body of previous knowledge. • These models are used to re-frame a problem; then experiments are performed to bring about outcomes which are subjected to further analysis.

  41. The Role Of Reflection • This model (called reflection-in-action) frames means and ends interdependently and recognizes that there is little or no separation of research from practice, little or no separation of knowing and doing. Schon's model of reflection-in-action compliments the iterative and investigative natures of action research.

  42. THE END THANK YOU

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