The document defines action research as a systematic inquiry conducted by teachers to examine and improve their teaching practices through a cycle of planning, implementing changes, observing the effects of those changes, and reflecting on the results. Action research aims to improve student and teacher outcomes by helping teachers identify issues, implement solutions, and evaluate the impact of those solutions through collaborative data collection and analysis. Key aspects of action research outlined in the document include its problem-solving and improvement-oriented nature, as well as its participatory and cyclical process.

1. ACTION RESEARCH
Mukhlash Abrar
J. Sutomo
Hisyam

2. Some Definitions:
Reason & Bradbury (2002) Action research is an
interactive inquiry process that balances problem
solving actions implemented in a collaborative
context with data-driven collaborative analysis or
research to understand underlying causes enabling
future predictions about personal and organizational
change.

3. Mill (2000) stated that Action research is any
systematic inquiry conducted by teacher
researchers, principles, school counselors, or other
stakeholders in the teaching/ learning environment to
gather information about the ways that their
particular schools operate, how they teach, and how
well their students learn.

4. Action research is also defined as an Inquiry-based
research conducted by teachers that follows a
process of examining existing practices,
implementing new practices, and evaluating the
results, leading to an improvement cycle that
benefits both students and teachers.
http://cs3.wnmu.edu/elearning/a404/support/
a404b0_50100.html)

5. Watts in Ferrance (2000) states
that action research is a process
in which participants examine their
own educational practice
systematically and carefully, using
the techniques of research.

6. Object of Action Research
 Student aspects
 Teacher aspects
 Course aspects
 Educational instrument aspects.
 Result of learning aspects
 Environmental aspects

7. Purpose of Action Research
 Improving teaching-learning process
- Students are lazy, yawning in class
- Don’t do homework
- Don’t ask questions, cannot answer question
- Coming late
- pay no attention
- Don’t speak English well
 Improving the effectiveness of certain methods of
teaching
- Teaching Vocabulary

8. Types of Action Research
 Individual Action Research
- carried out by 1 teacher
 Collaborative Action Research
- done by team: one teacher implement certain
method, other teacher makes notes, or one
teacher concentrate on attitude, others on
motivation and students’ mastery on certain skill.

9. Characteristics of Action
Research
 On job problem oriented
-done in the classroom, don’t miss the
class, don’t not interrup the teaching
learning process
 Problem solving oriented
 Improvement oriented
 Multiple data collection: students’ mastery
of speaking, attitude,
 Cyclic
observing- implementing-reflecting
 Participatory

10. Steps in Doing Action Research
 Planning
In this step, the researcher identifies a problem or
issue and develops a plan of action in order to
bring about improvement in a specific area of
research context. This is a phase where the
researcher considers: a. what kind of
investigation is possible within the realities and
constrains the teaching situation; b. and what
potential improvements are possible.
Consider: Material, method, media: video/film,
grouping the students into smaller, change seat
arrangement
Before planning: identify the problem  why ?

11. Continued
 Acting==> implementing
After the planning step has been completed, the
next step is acting. In acting step, the researcher
implements the plan that has been arranged as a
guideline.

12. Continued
 Observing
This step is intended at observing systematically
the effects of the action and also documenting the
context, actions and opinions of those involved. It
is a data collection phase where the researcher
uses open-eyed and open-minded tools to collect
information about what is happening.
Consider: Attitude, motivation, test/quizz

13. Continued
 Reflecting
At this step, the researcher evaluates the effects
of the action in order to get the clear result of the
action. Besides, the researcher may decide to do
further cycle of action research to get the
expected result.
Why students don’t achieve the target, what is
wrong/weaknesses in the first cycle

14. Cycles

16.  Action research: Try to study one’s own action
 Population in experimental research is large, then
we take sample. Only one test is given, compare
pre test and post test, or
 See progress, improvement  qualitative
methods