This document summarizes an action research paper on research methods in English language teaching. It includes an introduction that provides background on action research and states the purpose and research questions. The discussion section defines action research, distinguishes it from other types of research, and describes its methods and steps. It also identifies two common models of action research - Kurt Lewin's model and Kemmis and McTaggart's model. The conclusion restates that action research aims to solve problems and improve the teaching and learning process.
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
Teaching approach, strategy, method and techniquesCarlo Roberto
The document discusses different teaching approaches and methods. It identifies teacher-centered, learner-centered, subject matter-centered, and learner-centered as some of the main approaches. It also discusses direct instruction/lecture method, demonstration method, and indirect/guided/exploratory approach as specific teaching methods. Direct instruction involves the teacher directly telling or showing students what is being taught, while indirect methods guide students to discover things for themselves through inquiry-based learning.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
Teaching approach, strategy, method and techniquesCarlo Roberto
The document discusses different teaching approaches and methods. It identifies teacher-centered, learner-centered, subject matter-centered, and learner-centered as some of the main approaches. It also discusses direct instruction/lecture method, demonstration method, and indirect/guided/exploratory approach as specific teaching methods. Direct instruction involves the teacher directly telling or showing students what is being taught, while indirect methods guide students to discover things for themselves through inquiry-based learning.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
The document discusses assessment and evaluation in language teaching. It defines key terms like tests, assessment, formative and summative assessment. It also discusses different types of assessments like norm-referenced vs criterion-referenced tests and traditional vs authentic assessment. Examples are provided of informal and formal assessments as well as formative assessment strategies like peer assessment, conferences, journals and portfolios. The goal is to help teachers consider alternative assessment approaches to enhance student learning.
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
This document discusses several reading intervention programs that can be used to support struggling readers in the regular classroom. It describes the Book Club Program, Concept-Oriented Reading Instruction, Fluency-Oriented Reading Instruction, Four Blocks Approach, Kamehameha Early Education Program Whole Literacy Program, and Success For All. Each program has different components aimed at improving students' reading comprehension, fluency, vocabulary, and engagement with books. The document provides details on the goals and key elements of each approach to help teachers select programs that best meet the needs of their students.
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
Testing, assessment, measurement and evaluation definitionnorazmi danuri
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Teaching materials play a key role in language programs by serving as a resource for presenting grammar, vocabulary, and pronunciation concepts to learners. They also provide stimulus for classroom activities and support less experienced teachers. While authentic materials capture real language usage, created materials can be tailored to fit learning objectives; teachers should consider both in balancing authenticity with meeting curriculum needs.
Action research, teacher research and classroom researchDniz Pleitez
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
This document discusses instructional classroom management approaches. It covers conceptual frameworks like being proactive versus reactive, using instructional routines, and matching instructional tasks to student behaviors.
It also discusses temporal approaches to classroom management across three phases of the school year. The first phase in September focuses on organizing rules and reinforcement. The second phase from October to November links behavior reinforcement to academics. The third phase from January to February requires transferring learned skills to new contexts.
The document provides examples of proactive approaches like understanding task dimensions, balancing task difficulty, and anticipating needed adjustments before, during and after instruction. It emphasizes taking a broad perspective to plan classroom management across the entire 180-day school year.
Classroom action research is a cyclical process where teachers systematically examine their educational practices using research techniques. It aims to remedy problems in specific situations and improve circumstances. The key characteristics are that it is situational, collaborative, participatory, and self-evaluative. There are two main types - practical action research conducted by individual teachers, and participatory action research involving students, teachers and parents. The research process involves planning, acting, observing, and reflecting through continuous cycles. Data can be collected through various strategies and analyzed both quantitatively and qualitatively. Advantages include deeper understanding and commitment to improvement, while disadvantages include lack of research skills and the time commitment required.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
The document discusses assessment and evaluation in language teaching. It defines key terms like tests, assessment, formative and summative assessment. It also discusses different types of assessments like norm-referenced vs criterion-referenced tests and traditional vs authentic assessment. Examples are provided of informal and formal assessments as well as formative assessment strategies like peer assessment, conferences, journals and portfolios. The goal is to help teachers consider alternative assessment approaches to enhance student learning.
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Robert E. Stake developed the responsive evaluation model in 1967 which is based on the concerns of stakeholders being paramount. The evaluator meets with stakeholders to understand their perspectives and the program's purposes. They identify issues to evaluate and design evaluations to collect needed data, often using human observers. The evaluator then organizes the data into themes and portrays the findings in ways that communicate to stakeholders. A key advantage is sensitivity to stakeholder values and involving them, while a potential downside is clients manipulating concerns to avoid exposing weaknesses.
This document discusses several reading intervention programs that can be used to support struggling readers in the regular classroom. It describes the Book Club Program, Concept-Oriented Reading Instruction, Fluency-Oriented Reading Instruction, Four Blocks Approach, Kamehameha Early Education Program Whole Literacy Program, and Success For All. Each program has different components aimed at improving students' reading comprehension, fluency, vocabulary, and engagement with books. The document provides details on the goals and key elements of each approach to help teachers select programs that best meet the needs of their students.
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
Testing, assessment, measurement and evaluation definitionnorazmi danuri
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Teaching materials play a key role in language programs by serving as a resource for presenting grammar, vocabulary, and pronunciation concepts to learners. They also provide stimulus for classroom activities and support less experienced teachers. While authentic materials capture real language usage, created materials can be tailored to fit learning objectives; teachers should consider both in balancing authenticity with meeting curriculum needs.
Action research, teacher research and classroom researchDniz Pleitez
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
This document discusses instructional classroom management approaches. It covers conceptual frameworks like being proactive versus reactive, using instructional routines, and matching instructional tasks to student behaviors.
It also discusses temporal approaches to classroom management across three phases of the school year. The first phase in September focuses on organizing rules and reinforcement. The second phase from October to November links behavior reinforcement to academics. The third phase from January to February requires transferring learned skills to new contexts.
The document provides examples of proactive approaches like understanding task dimensions, balancing task difficulty, and anticipating needed adjustments before, during and after instruction. It emphasizes taking a broad perspective to plan classroom management across the entire 180-day school year.
Classroom action research is a cyclical process where teachers systematically examine their educational practices using research techniques. It aims to remedy problems in specific situations and improve circumstances. The key characteristics are that it is situational, collaborative, participatory, and self-evaluative. There are two main types - practical action research conducted by individual teachers, and participatory action research involving students, teachers and parents. The research process involves planning, acting, observing, and reflecting through continuous cycles. Data can be collected through various strategies and analyzed both quantitatively and qualitatively. Advantages include deeper understanding and commitment to improvement, while disadvantages include lack of research skills and the time commitment required.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
Classroom action research (CAR) is a reflective process that helps teachers explore classroom experiences, issues, and challenges in order to improve teaching and learning. CAR involves a cyclical process of planning, action, observation, and reflection. It is conducted collaboratively and aims to improve the quality of education through identifying and addressing problems during the teaching and learning process. CAR provides benefits such as developing teachers' skills in problem-solving and increasing their confidence and independence in teaching. It can also help improve teaching curricula by informing curriculum development based on research findings.
Classroom action research allows teachers to identify issues in their own classroom, collect and analyze data, and make improvements. It is a collaborative process where teachers develop research questions, study their own teaching methods, and use the results to benefit students. The key aspects are identifying problems, developing a plan of action, gathering and examining data, and creating new approaches based on the findings. Overall, action research is a reflective process that empowers teachers to evaluate their own practices and enhance student learning.
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
This document outlines the key aspects of action research in education. It defines action research as a systematic process conducted by teachers to gather information and improve their educational setting, teaching practices, and student learning. The document then discusses several distinguishing features of action research, including that it is participatory, contextual, aims to enact change, and involves a cyclical process of planning, acting, observing, and reflecting. Finally, the document provides an overview of common action research procedures and methods, such as identifying a problem, collecting and analyzing various forms of qualitative and quantitative data, and triangulating findings.
Action Research Proposal Presentation - DRAFTMarc Stephens
This document provides an overview of a proposed action research project to improve teacher implementation of classroom technology at a suburban high school. The project will assess teachers' technology skills and practices, provide training using a constructivist model, and involve weekly technology-integrated lessons with support from a technology team. The goal is to determine how to better support teachers in using technology to enhance student learning.
This document discusses the causes and effects of absenteeism in schools. It identifies several common factors that can lead to absenteeism, such as physical and mental health issues, low socioeconomic status, lack of transportation, and bullying. Specific causes mentioned include lack of interest in school, teacher approach, diseases, lack of school facilities, and access to entertainment. Effects of absenteeism include lower grades, laziness, and negative impacts on academic performance. The document also notes that absenteeism affects students, teachers, and society. It concludes by distinguishing between different types of absenteeism and comparing truancy to chronic absence.
Action research is a cyclical process of posing questions, gathering data through action and reflection, and using results to decide on further action. It involves practitioners systematically evaluating their own practices to improve outcomes. The process typically includes planning an action, implementing it, observing results, and reflecting to inform future planning. Groups that use action research include educators researching ways to engage students, and religious and community groups planning interventions.
Classroom research is research conducted by teachers to improve their own or colleagues' teaching, test educational theories in practice, or evaluate and implement school priorities. It allows teachers to become more effective and critically evaluate research through gaining new insights and understanding classroom issues firsthand. Effective classroom research uses accepted research methods and is collaborative in nature, with teachers participating in all stages of identifying problems, taking action, observing results, and planning next steps.
The document discusses action research, which involves teachers examining their own classrooms and instructional practices through a cyclical process of identifying issues, collecting and analyzing data, implementing changes, and reflecting on results to improve the quality and effectiveness of education. Various models and steps of action research are presented, and an example study on using word clouds to improve foreign language writing is examined.
Absenteeism refers to any failure by an employee to report for work as scheduled. It can be costly for organizations, decreasing productivity and increasing administrative and financial costs. There are two types of absenteeism - short-term absences less than 7 days and long-term absences greater than 7 days. Absences can also be planned or unplanned. Organizations should address absenteeism issues to improve productivity and reduce costs.
This document discusses action research, which is a type of applied educational research conducted by teachers to help solve classroom-level problems. Action research is less rigorous than other educational research. It focuses on collaborative problem-solving by teachers in small groups. The document then provides guidance on formulating the objectives, methodology, evaluation criteria, results, conclusions, and recommendations for an action research study.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Action research is a type of descriptive research conducted by educators that pursues both change and understanding through a cyclical process of action and critical reflection. It is grounded in constructivism and supports the scholarship of teaching. The process involves looking at a situation by gathering data, building an understanding, thinking about causes and effects, planning and implementing an action, and evaluating the results. Tools used include experimental and quasi-experimental designs, triangulation of quantitative and qualitative methods, and grounded theory. Conceptual frameworks and data from multiple sources should guide analysis and decisions about teaching and learning.
(RPMS) My Individual Performance Commitment and Review Form for SY 2015-2016Elmer Llames
This document contains an Individual Performance Commitment and Review Form (IPCRF) for Elmer R. Llames, who holds the position of SST-I at Perez National High School Division of Quezon. The form outlines Llames' key responsibilities, performance indicators, and ratings for the review period of April 2015 to March 2016. It evaluates his performance in areas such as applying the K-12 curriculum, monitoring students, conducting tutorials, organizing extracurricular activities, participating in community involvement programs, ongoing professional development, and involvement in school activities. His overall performance is then rated by both himself and his rater, the school principal.
TSL3133 Topic 5 Action Research Concepts and ModelsYee Bee Choo
This document discusses various models of action research. It provides definitions and concepts of action research, highlighting that it aims to improve practices through a collaborative process of reflection and action in real-world situations. Five models of action research are described: Kurt Lewin's model from 1946 involving a recurring cycle of planning, action, observation and reflection; Dave Ebbutt's 1985 model using successive cycles of feedback; Stephen Kemmis and Robin McTaggart's 1988 model also showing a cyclical process with reflection leading to planning; Jean McNiff's 1988 model depicting an iterative spiral process; and John Elliott's 1991 model emphasizing that ideas cannot be fixed in advance.
This document discusses action research and its importance for teachers. It defines action research as a process used to address issues and improve practices by finding solutions to problems through inquiry and investigation carried out by practitioners. The document outlines the key steps in action research, including identifying a problem, collecting data on the problem, analyzing the data, developing an action plan, implementing the plan, observing the results, and reflecting on the process in ongoing cycles. It also discusses three types of action research: scientific-technical, practical-deliberative, and critical. Overall, the document promotes action research as a way for teachers to study problems in their own practice and enhance professional knowledge.
Action research is a tool that combines action and research to empower teachers and improve practices. It involves identifying an issue, planning and implementing a solution, evaluating the results, and reflecting on the process in iterative cycles. Action research aims to solve real problems, build teacher involvement, understand causes, suggest practitioner-led solutions, and evaluate success in addressing the original issue. By blending intervention with evaluation and reflection, action research is seen as a way to empower teachers through professional development and critical analysis of their practices.
This document discusses action research and its importance for teachers. It defines action research as a process of finding solutions to practical problems through problem-solving techniques. Action research was pioneered by Kurt Lewin in the 1940s. It involves identifying an issue in one's teaching practice, collecting data on the problem, analyzing the data, developing an action plan, implementing interventions, and reflecting on the results in an ongoing cycle. The document outlines the steps of designing action research and discusses three types: scientific-technical, practical-deliberative, and critical. It emphasizes that action research helps teachers continuously improve instruction and address issues in student learning.
This document discusses action research and its importance for teachers. It defines action research as a process of finding solutions to practical problems through problem-solving techniques. Action research was pioneered by Kurt Lewin in the 1940s. It involves identifying an issue in one's teaching practice, collecting data on the problem, analyzing the data, developing an action plan, implementing interventions, and reflecting on the results in an ongoing cycle. The document outlines the steps of designing action research and discusses three types: scientific-technical, practical-deliberative, and critical. It emphasizes that action research helps teachers continuously improve instruction and address issues in student learning.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 6-Action Research-AIOU-8611Ek ra
This document discusses action research and its importance for teachers. It defines action research as a process of finding solutions to practical problems through problem-solving techniques. Action research was pioneered by Kurt Lewin in the 1940s. It involves identifying an issue in one's teaching practice, collecting data on the problem, analyzing the data, developing an action plan, implementing interventions, and reflecting on the results in an ongoing cycle. The document outlines the steps of designing action research and discusses three types: scientific-technical, practical-deliberative, and critical. It emphasizes that action research helps teachers continuously improve instruction and address issues in student learning.
Action Research An Approach To Student Work Based LearningSamantha Martinez
This document discusses using action research as an approach for student work-based learning projects. It provides an overview of action research and how it can be applied to such projects.
The key points are:
- Action research involves tight coupling between research and action, with the researcher actively involved in planning and introducing changes. It aims to both solve problems and generate new knowledge.
- The action research process follows a cycle of diagnosing issues, planning action, taking action, and evaluating the effects of that action to inform further cycles.
- For student projects, action research provides a framework for linking theory and practice, research design, reflection, and reporting outcomes.
- An important part of action research is
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting. The key steps of action research include identifying a problem, analyzing its causes, formulating hypotheses for solutions, testing these hypotheses through planned interventions, and drawing conclusions to modify practices accordingly. While action research allows practitioners to directly study and improve their work, its results may lack generalizability and it requires a scientific approach not always familiar to practitioners.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting itself. The researcher is typically a practitioner who studies issues scientifically to improve their own practices. Action research follows steps including identifying problems, analyzing causes, formulating hypotheses to test solutions, designing tests, and drawing conclusions to modify practices. Its goal is to discover practical solutions and develop scientific and democratic attitudes among practitioners.
The document summarizes key aspects of action research models proposed by various researchers. It discusses Kurt Lewin's action research spiral model involving continuous improvement through learning from evaluations. The Kemmis and McTaggart model involves reflection on teaching issues, developing plans to address problems, implementing and observing plans through cycles until issues are resolved. Effective action research involves participation and reflection from teachers, students, and researchers to improve educational practices through collaborative problem identification and intervention evaluation.
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
This document summarizes the methodology used in a classroom action research study conducted to improve students' reading comprehension at an Islamic middle school in Pati, Central Java, Indonesia. The study involved 40 8th grade female students and used a cyclical action research process involving planning, implementation, observation, and reflection over three cycles. Data was collected through tests, observations of teaching and learning processes, and reflections between the teacher and researcher. The goal was to evaluate the effectiveness of using mind mapping techniques to help students better understand English reading texts.
1) Action research is a method used by practitioners, such as healthcare workers and educators, to examine their own practices and solve problems in real-world situations. It involves systematic inquiry, data collection, analysis, action planning, implementation, and reflection to improve practices.
2) Key characteristics of action research include that it emerges from issues of concern to people in a social setting, has a practical focus of recognizing problems and acting to change them, is small-scale and context-specific, and involves cycles of action and reflection.
3) Benefits of action research include gaining research skills, increasing critical reflection of one's own practice, leading to professional and personal development, bringing positive changes to practices and institutions, and
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
Ucc504 business research methods action research 230413Stephen Ong
Action research involves a cyclical process of identifying problems, planning interventions, implementing actions, collecting data, and reflecting on results. It aims to simultaneously pursue action or change and research understanding. The document outlines the key steps in an action research process, including identifying a problem, reviewing literature, collecting and analyzing qualitative and/or quantitative data, reporting findings, developing conclusions and recommendations, and designing new plans or programs based on results. It also discusses important considerations like ensuring validity, reliability, and triangulation of data sources in an action research study.
Action research is defined as a process where educators study their own teaching practices and student learning to identify areas for improvement. It involves educators reflecting on their instructional methods, collaborating to evaluate strategies, and implementing changes to better serve students. The goal of action research is to continuously enhance teaching and learning outcomes. There are two main types - practical action research focuses on improving specific classroom or school situations, while critical action research has a broader social aim of creating positive change. Effective action research follows a cycle of identifying issues, developing solutions through data collection, analyzing results, planning actions, and reflecting on impacts.
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1. 1
ACTION RESEARCH
The Paper to Assignment :
Research Methods In ELT
Lecture : Mr. Husni Mubarok, M. Pd
The members :
1. Nurul Azizah Fitriana (141320000075)
2. Annisa Rahman (141320000094)
3. Fajrin Afri Azhari (141320000087)
4. Wahyuni (141320000089)
ISLAMIC UNIVERSITY OF NAHDLATUL ULAMA
TARBIYAH DAN ILMU KEGURUAN
ENGLISH EDUCATION DEPARTMENT
Jl. Taman siswa (pekeng) Tahunan-Jepara 59427
Tahun pelajaran 2016/2017
2. 2
PREFACE
Assalamualaikum Wr. Wb.
Thank to Allah SWT who has given his bless to the writer for finishing the
Research Methods In ELT paper assignment entitled “Action Research”. Then
would like to say thanks for Mr. Husni Mubarok as our lecture that always teach
us and give much knowledge.
The writer also wish to express his deep and sincere gratitude for those
who have guided in completing this paper. Then, this assignment is one of task
English material. I realized for our assignment not perfect. But Ihope it can be
useful for us.
Hopefully, this paper can help the readers to expand their knowledge about
Research Methods In ELT.
Wassalamualaikum Wr. Wb
Jepara, 1st
November 2016
Writer
Ana dkk
3. 3
TABLE OF CONTENT
PREFACE...........................................................................................................i
TABLE OF CONTENT....................................................................................ii
CHAPTER 1
INTRODUCTION
A. The Background of the study ...........................................................1
B. The Formulation of Problem............................................................2
C. The Purpose of Problem...................................................................2
CHAPTER II
DISSCUSSION
A. The Identification of Action Research .............................................3
B. The Differences between Action Research with Other Research ....4
C. The Methods of Action Research.....................................................5
D. The Patterns of Implementasion of Research...................................8
E. Steps in Action Research..................................................................9
F. The Benefit of Action Research.....................................................12
CHAPTER III
CLOSING
A. CONCLUSION...............................................................................14
BIBLIOGRAPHY ...........................................................................................15
4. 4
CHAPTER I
INTRODUCTION
A. The Background of Study
The different research with paradigma research, psycho-statistical
research and the related with with contemporary science research is a
method usual called action research.
The concept of Action Research different with other research.
Because the basic concepts and principles used different. Because the
steps of action research is dialect.
Although in many develop countries has evolved, in Indonesian still
new research. Because the research related with qualitative research,
because the data collection using qualitative approach. Combine between
action research with data collection conducted on reciprocal. In the form :
planning, act, research and reflection.
Action research is the sistematic research carried out by the
reseacher (in the education by teacher, lecture or conselor) in their
activities, collecting data, succes or not, then the preparation as well as the
implementasion and the complete activities.
The action research can called a research to developed researcher
with decision maker about the variables can be manipulation and can be
used to development. So, in this discussion of study the action research be
important think in the education, because one of efforts to interpretation
that activities has the urgency of the evaluation in the future.
The main characteristic of the action research is aims to get
significant discovery in operation that can used when the policy of
implementation.
5. 5
B. The Formulation of the Problem
1. What is the identification of action research ?
2. What is the characteristic of action research ?
3. How many models of action research ?
4. How the patterns of the implementation of research ?
5. How to the steps in action research ?
6. What is the benefit of action research ?
C. The Purpose of Problem
1. Explained the identification of action research.
2. Explained of The Characteristic of Action Research
3. Mention models of action research.
4. Explained the patterns of the implementation of research.
5. Explained step by steps in action research.
6. Explained the benefit of action research.
6. 6
CHAPTER II
DISSCUSSION
A. The Identification of Action Research
Action research is a form of research which becomeing increasingly
significant in language education. (Kemmis and McTaggart, 1988:6) that
action research is a group of activities. Cohen and Manion (1985) the
argue that action research is first and foremost situasional, being
concerned with the identificationand solution of problem in specific
content.
Robert Rapoport (1970) action research has a goal to contributing
directly to the practical problems of the community in the problematic of
situation and the goal of social science by participating in collaboration
with communities within the framework has agreed with others.
Mills (2003:1) that argue action research is the research conducted
by teacher and researcher to gathering of information about how the
school work, how the students learning and how the teachers teach. Action
research is designed to bridge the gap between research and practice
(Cohen et al. 2007).
According Husni (2015) the argue is the aim of action research is to
solve the problem and make improvement of the teacher learning process
in the classroom, beside that action reserach also used to investigate the
major problem and how to solve the problem.
(Husni, 2015:75) that argue action research may involve
collaborations with collegues, clients or professionals. There are two type
approaches, Individual and collaborative approach (Wallace, 1998).
Individual approach to action research are those which do not directly
involve anyone else except the professionals concerned. Collaboration
research involve other colleagues in the same institusion.
Action research may collaborate by observation, acting or making
reflection with the researcher. There are two critical thinking, which
generally arises from the existence form of research by using the method
7. 7
of action, namely the idea that came out of a group and the commitment of
researchers to improve the studied subject for the better. So, the
conclusion from above action research is Action research is a research
which is done in order to solve the problem and make improvement in the
teaching and learning process.
B. The Characteristic of Action Research
Action research has some different characteristics when compared to
other forms of research, some of these differences are :
1. The problem being solved is the practical problem faced by
researchers.
2. Researcher gives behaviour an act of premeditated
3. Measure planned studies are always shaped cycle
4. Their reflective thinking of researchers both before after the study
C. The Models of Action Research
Hopkins (2008) the argue the model of action research is the design
of the research can be used to translate a the concept into the reality that
are more practical. The model of action research serves as the advice to
facilitate of communication or as a hint that is the perspective to take a
decision or as a clue composed of planning to the activities of the
management in doing research survey class.
The model of action research good was models who can helped us to
understand the one of the process of research is fundamental and
thoroughly. A lot of the model we can apply as a guideline in design and
carry out classroom action research. Model of action research had so many
models, so researchers can chosen one of the models in accordance with
potensional. In the model, there is not considered and researchers
advisable to chosen one of the models according to the researchers.
There are several kinds of the model PTK developed by some of the
experts have a pattern of the same, namely a series of events research in
8. 8
the form of a series of cycle where on any of the cycle will form of the
new cycle result revision. There are :
1. Model Kurt Lewind
Kurt Lewind explained that there are emphatal should be done
in the process of research action namely :
a. Planning
Planning is the process of repair determine the program that
departed from one of the idea of the idea researchers.
b. Action
Action is the treatment carried out by the researchers in accordance
with the planning has been drafted in by researchers.
c. Observation
It is the observation conducted to determine the effectiveness of
action or gather information about the lack of action that have been
carried out.
d. Reflection
It is analyzed about the observation or planning new.
Acting
Observing
Reflecting
Planning
9. 2. Model Kemmis and Mc.Taggarte
It is development of the concept the basic introduced by Kurt
Lewind l. Said so, because in one cycle consists of four parts,
a) Planning
b) Action
c) Observing
d) Reflection
After a cycle finished be implemented and reflection then followed
by the planning of his carried out in the form of cycle it self.
general researchers ranging from a phase of the reflection of beginning to
conduct studies introduction as a base i
Next followed planning,
be described as follows
a. Planning or as reflection of the beginning of a activities to gather
information about situations relevant to the time of
b. Planning structure is the result of the reflection of the beginning. This
is planning flexible, can change in accordance with the condition of the
real.
c. Action is an effort to repair, an increase in or changes carried out based
on the plan of ac
9
Model Kemmis and Mc.Taggarte
It is development of the concept the basic introduced by Kurt
Lewind l. Said so, because in one cycle consists of four parts,
Observing
Reflection
After a cycle finished be implemented and reflection then followed
by the planning of his carried out in the form of cycle it self.
general researchers ranging from a phase of the reflection of beginning to
conduct studies introduction as a base in formulating problem research.
Next followed planning, action, observation, and the reflection of that can
be described as follows :
Planning or as reflection of the beginning of a activities to gather
information about situations relevant to the time of the study.
Planning structure is the result of the reflection of the beginning. This
is planning flexible, can change in accordance with the condition of the
Action is an effort to repair, an increase in or changes carried out based
on the plan of action.
It is development of the concept the basic introduced by Kurt
Lewind l. Said so, because in one cycle consists of four parts,
After a cycle finished be implemented and reflection then followed
by the planning of his carried out in the form of cycle it self. But, in
general researchers ranging from a phase of the reflection of beginning to
n formulating problem research.
action, observation, and the reflection of that can
Planning or as reflection of the beginning of a activities to gather
the study.
Planning structure is the result of the reflection of the beginning. This
is planning flexible, can change in accordance with the condition of the
Action is an effort to repair, an increase in or changes carried out based
10. 10
d. Observation is observe or the impact of action implemented or worn
against the students.
e. Reflection is activities analysis, the synthesis, interpretation of all the
information obtained bye the time the action to examine, seeing and
considering the result or the impact of action that can be pulled the
conclusion that steady and sharp based on the theory or the result of
research there has been and relevant.
3. Model Jhon Elliot
Model Elliot is more emphasized in the process of to trying new
things in the learning process. According to Elliot, the first step to do is to
determine the and develop the idea of public followed by doing
exploration of the to sharpen the idea of or the idea. According to Elliot
about the model PTK that whatever problems to be raised in the study
should remain in the scope of a problem faced by teachers in the
implementation of learning everyday in the classroom and is something
that want to be repaired or changed.
11. 11
Interpretation Elliot against the model PTK that the early in the form
of identification problem is a statement that connects the idea of the with
idea of the with action. While in the Reconnaissance is an understanding
of the situation class who wanted to altered or repaired. It as if compared
to other PTK bagan model then there are some differences fundamentally,
but still form a activities recurring ( cycle ).
4. Model Dave Ebbutd
Model research this action developed by Ebbutd (1985). A model of
this in ilhami by thinking Kemmis and Elliot. In the improvement, Ebbutd
less so same with the interpretation of Elliot about the Kemmis, Because
Kemmis equate her research with only findings fact. While the fact,
kemmis clearly shows that the research consists of discussion, negisiasi,
investigating, and down obstacle constraint that there.
Ebbutb (1985) said that a research action should start from the
beginning of the idea that driven by the wishes of the researchers to do a
repair the process of would generate something more optimally. Based on
the idea of the start, the researchers trying to find a anything to do to solve
it later the design of the public that will be implemented. During the
process of implementation, do monitoring to see the influence of a caused
the researchers.
12. 12
The results of the monitoring next prepared an explanation about
various failure happened. To the explanation would be put in revision
plans common next gave birth to a plan implementation on the second
round. That’s continuously until on a round of certain.
5. Model Hopkins
Model of this study conducted by forming a downward spiral which
starting from the feel of the problem, the planning, carry out the action,
making observations and do a reflection and make plans again and so on.
D. The Patterns of Implementation of Research
The patterns is the way or technique of the implementation of the
PTK that can be used as a reference in the implementation of the PTK in
accordance with the model chosen to consider the condition of the
researchers and resources are available. There are a variety of patterns in
the implementation of the PTK include PTK teachers researchers, PTK
patterns collaborative and PTK patterns simultan integrated.
1. Pattern of The Teachers Researcher
In this pattern, the teacher has a lead role in the planning of and action
PTK. The purpose of this pattern is to solve the problem of the practical
faced by the teacher itself in the learning process.
13. 13
2. Patterns Kolaboratif
Conducted by the outside solving the problem of learning. PTK
designed and held by a team usually consists of teachers, head of the
school, lecturer LPTK and other people who are involved in the team of
researchers. The teacher acted just as a member of the team that
function to carry out the action as designed by a team of researchers.
3. Patterns Research Integration
On this pattern, the initiative and problems will be scrutinized fully
comes from the researchers outside, not from the teacher.
E. Steps in Action Research
Based on definition above, it could be said that action research is :
1. Action research is a research which is done in order to solve the
problem and make improvement in the teaching and learning process.
2. An activity based on the classroom problrm faced by teacher in
teaching and learning process
3. A research which is done sistematically and procedurerally with certain
step
So, researcher who want to conduct research by using action
research design follow four guiding steps as elaborated as follow :
Steps in Action Research
Select a focus
Collect Data
Analyze and interpret Data
Take Action
14. 14
1) Selecting a focus
Researcher should think three steps as follow :
Knowing what the researcher want to investigate
Developing some question about the area what researchers have
chosen
Establising a plan to answer and solve the problem.
According (Husni, 2015) that the focus selected can be student outcome
(students’ achivement, attitude and other), curriculum, instrument
material, instruction (teaching strategy, technology used), school
climate, parental involvement (participation of the committee).
2) Collecting Data
Elliot and Adelman (1976) in the Penelitian Tindakan kelas book
(2008) that describing the technique with separated give impression
and criteria every method and technique collecting data not wasting
time and energy. The researcher should plan data collection which is
used to answer the problem. the data collection can be observation
questionaire, interview and other. In action research collecting data
used like example video tape recorder and example for the other
method. We not just collecting data but built a hypotesis, construk or
categories to explain what happen in the classroom. Hypotesis make an
idea from teaching in classroom. More rich the word we used we can
more creative to make the valid data.
3) Analizing and interpreting data
The researcher need to begin the process of analysus and interpretation
in order to make a decision for further implementation. Tanireja, dkk
(2012) that argue this step is intended to determine the priority
problems to be solved and the solution swatch. Which must be
considered is :
15. 15
1. The problem should be a factual learning problems that actually
exist in the classroom learning.
2. The problem can be searched and identified factors cause, because
of factors cause a basis to decide which alternative measures will
be provided.
3. There are alternative measures chosen to do research.
4. The problem has strategic value for the increase or improvement of
processes and learning outcomes.
4) Taking Action
The researcher should consider the desicion chosen to implement an
action.
Cohen et al (2007) that action research develops through the self
reflective spiral, planning, acting, observation, reflection and re-planning
furthet elementation, observing and reflecting.
1. Preliminary Study
According (Husni, 2015:83) the argue in this steps, the researcher
must be able to find the problembeing faced by the object of research.
So that, researcher will be able outline a solution to solve problem.
Problem in action research in may include the following :
a. The problem which show a gap between theory and empirical facts
perceived in the learning process.
b. The problem may be allowed to be scarched and identified.
c. The possibility to look for an alternative solution to the problem
through concrete actions done research.
2. Planning
Planning is the first step of action research. It is done after
collecting the data which consists of the problem. The researcher
arranges the plan to improvement in teching-learning. After finding out
the problem faced by student, the researcher plans the action to solve
problem.
16. 16
3. Acting
Husni (2015) the argue implementation of the planning
formulated earlier will be at the stage of acting. This stage consist of a
series of action which is done by the researcher in order to solve the
problems as stated earlier. It should be accurately done based on the
planning. Once the problem is define operationally should be
formulated alternative actions to be taken.
4. Observing
This stage is actually simultaneously at the time of execution of
the action. The researcher observeers and recors all the things necessary
that occur during the implementation of the action taken place. This
data collecting by using the format of observation/assessment. The data
collected can be either quantitative data (the result of the test, quiz,
presence, student score, etc), but also qualitative data that describe
student activity, the quality of disscussion and other.
The instrument commonly used is test, questionaire, observation,
field note. The observation based on some indicators which is stated
before the research done. All activities happened in the classroom are
recorded by the observers by using observation.
5. Reflecting
The reflection is used to improve the teaching learning process in
the next cycle. Reflection action research include analysis, synthesis
and evaluation of the result of observation.
F. The Benefit of Action Research
Wallace (1998) that action research is different from this in that it
nearly always arises from some specific problem or issues arising out of
our professional practice. There are benefit of action research, as stated
below :
17. 17
1. Creating a system for professinal problem solving in educational
setting
2. Increasing desicion making in solving problem
3. Promoting reflection for researcher in educational setting
4. Considering continous improvement in teaching process
5. Influencing directly in practices
6. Empowering those who concern in teaching and learning
18. 18
CHAPTER III
CLOSING
A. CONCLUSION
Action research is Action research is a research which is done in
order to solve the problem and make improvement in the teaching and
learning process. Action research may collaborate by observation, acting
or making reflection with the researcher. the different between action
research with other is data collection conducted on reciprocal.
The models of action research has five models, there are : model kurt
lewind, model kemmis and mc.taggarte, model jhon elliot, model dave
ebbutd, model hopkins. The patterns of the implementation of research is
pattern of the teachers researcher, patterns kolaboratif.
Steps in Action Research, they are : selecting a focus, collecting
data, analizing and interpreting data, taking action. The action research
develops through the self reflective spiral, planning, acting, observation,
reflection and re-planning furthet elementation, observing and reflecting.
The Benefit of Action Research is :
1. Creating a system for professinal problem solving in educational
setting
2. Increasing desicion making in solving problem
3. Promoting reflection for researcher in educational setting
4. Considering continous improvement in teaching process
5. Influencing directly in practices
6. Empowering those who concern in teaching and learning
19. 19
BIBLIOGRAPHY
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