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Classroom action research ppt

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Materi PLPG Rayon UHAMKA 2013

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Classroom action research ppt

  1. 1. What is it?
  2. 2.  A kind of research begins with a question (questions) about classroom experiences, issues, or challenges. Advantages: It helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve.
  3. 3. For any teacher who wants to: 1. take action to improve student learning 2. understand more about teaching and learning 3. develop teaching skills and knowledge
  4. 4.  Provides a framework for trying out different approaches and ideas  Helps develop reflective practice  Enables teachers to make choices and decisions about their teaching styles  Helps develop confidence  Helps teachers improve student learning
  5. 5. Siklus I:  0 Preliminary Reflection 1 Plan 2 Action 3 Observation 4 Reflection Siklus II: 1 Plan 2 Action 3 Observation 4 Reflection Siklus III idem
  6. 6.  Consider your current classroom practice.  Address questions about your teaching, or topics you are interested in, problem areas, or aspects of teaching/learning you are unsure about. Make a list.  From the list, decide what to research, but think about: -why you want to do it. -what benefits you/learners can get -write the research question.
  7. 7.  Find resources of information making plan of your research?  Discuss your question with colleagues. (consult published materials or the Internet for information and ideas. Find out as much as you can about your question topic to help you plan how to do the research
  8. 8.  Draw up an action research plan which states your question, how and why you are going to carry out the research.  Things to think about are: -How long it will take? -What tools will you use in your research? -How will you record your research? Can it be as simple as just writing down your own reflections after each lesson or can it include questionnaires, observations, audio recordings and so on.
  9. 9.  Plan how to carry out your research using your chosen method. You may need some tools, such as:  Peer observation  Teacher diary  Learner feedback  Lesson evaluation  Recording lessons  Reflecting on learners' work  Surveys
  10. 10.  Observe the action (with the help of peer(s)).  Make notes of: -the changes you see, -the evidence relating to the actions -the weakness, the deviations, and the improvisation.  The data of the changes can be collected through: -questionairs, interviews, or test.
  11. 11.  Analyze the data/evidence This stage helps you to make sense of the data you have collected in your research. It is a process of reflecting on, organizing and reviewing your data to help you answer your research question. What have you found out? What insights have you gained from the research? What does your research show you?  Reflect on your results. Look at your teaching practice - what changes will you make? Take action based on what you found out from your research.  Decision making When you have implemented changes, it is important to review. How successful were the changes? Do you need to take any follow-up action? Has your research indicated other areas you could explore? In other words, you begin a new reflective cycle.
  12. 12.  make sense of the collected data  organize and review the data to get answer of the research question
  13. 13.  How to start? Make a list of any questions of experiences in the classroom or topics which interest you in teaching and learning. Perhaps there have been lessons where an activity or a task didn't succeed as well as you had expected. Perhaps you are keen to find ways of engaging your learners in more speaking practice. Perhaps you would like to develop an out-of-class reading programme for your learners.
  14. 14. Select one question or topic that you indeed:  are interested in, or  want to change, improve or develop, or  are eager to know or understand?  to fulfill your learners' needs? If selected, write your research question
  15. 15.  Don't make yes-no questions(s) this will not provide a foundation for a research.  Don't waste time exploring things you already know the answer.  Be realistic in terms of time and resources  Make sure your question is ‘researchable' (that you will and can find the answer)
  16. 16.  The problem is in the area of your competence and ability.  You are sure with the kind(s) of data  The data can be practically collected, analyzed, and interpreted
  17. 17.  How can I encourage my learners to write (speak) inEnglish?  How can I measure learning without formal tests?  In what ways can I involve parents to help me improve my students' English language skills?  How can I make my learners realize their own learning styles and how to do learning activities that fit with their styles?  What can I do to help my students take more responsibility for their learning?

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