Misunderstanding and Inappropriateness of Teachers’ Classroom Based Action Research Dr. Hadiyanto Keynote at JISE April 2016 Universitas Jambi There is currently an increasing interest in classroom action research (CAR) among educators in Indonesia. Nationally, educational action research is supported and sustained by organizations such as the School, University, Dinas Pendidikan and Ministry of education. Teacher interest and institution support in educational action research has been fuelled by and resulted in numerous text report, articles, conference papers, e.tc. However, many results of CAR reported in a thesis, article and paper does not reflect both theory and the practice of CAR itself.

What are the Problems ? Many results of CAR reported in thesis, articles and papers did not reflect both theory and practice of CAR itself. Many educators/teachers focuse on increasing students score from cycle to cycle, and very little explanation what action had been done actually. Several of the CARs use experimental designs , comparing pre and post test result.

4. They rest on a misunderstanding of the nature of teachers action research. 5. Marking is used to measured the successfulness of CAR. 6. As the result, very limited contributory findings and experience can be shared to others educator.

Where is the problem started ? And Who is responsible? The problems was started at University level and Local Education Department (DINAS). Lecturer and trainers from the both institutions must be responsible for teachers’ miss-understanding and inappropriate practices of CARs in the classroom. Because they provides teachers by miss-conception and inappropriate practices of CARs in professional training (DIKLAT), PLPG and others training.

Let back to the Class Room Action Concept ! The classroom action research is a systematic process of teaching that is conducted by the teachers themselves to examine their teaching practice, to explore their teaching strategies and technique, to discover best practice of teaching and to solve classroom problem (Kemmis & McTaggart 1988., Ferrance 2000, Hollingsworth,et. Al. 2005 & Nugent, et., al. 2012). It is expected contributing for: Improving teachers’ competence, Improving teaching skills, Gaining empirical experience in teaching implementing a new method, teaching and learning strategies . Seeking for real problems and solution. Developing students learning strategies.

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CARs’ Spiral Phases Planning Acting Observing Reflecting

Planning : Draw up an action plan, write down classroom problems, solutions proposed, syllabus and lesson plan. How to teach/practice? How will you record your research? Teachers note, students note, questionnaires, observations, audiovisual recordings and so on.

Acting : Action happens when the plan is put into place and the hoped for improvement to the classrooms situation occurs. The action is flexible depend on situation in the classroom. The action stage involves implementing the plan whilst recognizing the need for flexibility and judgment. Even so, it may sometimes be necessary to revert to the planning stage if the proposed actions cannot be implemented.

Observing: Action should be accompanied by monitoring and observation of the results. This stage aims to record whole activities of your action. A range of data collection methods can be used, including documents, interviews, diaries, observations and questionnaires, along with secondary data. Observation feeds into the next stage of the cycle by providing the basis for reflection

Reflection: The final stage is reflection, in which the researcher and the group collaboratively ‘analyze, synthesize, interpret, explain and draw conclusions’ (Kemmis and McTaggart 1988: 86) about what has been achieved and identify possible ways of moving forward. Depending on the outcomes, another cycle of planning, acting, observing and reflecting may be set in motion.

A product of Project CENTRAL, 2004 ACTION RESEARCH is a CYCLE!! Plan Act Observe Reflect REVISED A product of Project CENTRAL, 2004

In a CAR, participants examine their own educational practice systematically and carefully using the techniques of research. These are CAR focus on: Classroom climate change effort. How to Make changes. Tremendous practices of your teaching practice. The story become useful for others. How could we learn. How do we do our teaching. Enhance capability research. How do we engage students. How do we teach students to learn

Why teachers need to do CAR are: to developed strategy, method, technique of teaching, innovation as well as improve our skills and gain empirical experience. to solve the problems encountered or occurred in our classroom (in our subject of teaching). to serve our students (customers) better, equal and fair. to improve our teaching quality and achieve successful teaching (working satisfaction) to improve doesn't not mean students score but improve the use of strategy or frequency technique of teaching strategy.

How can I help my students learn from their own ideas? These are a good reserach questions in CAR borrowed from Kanu, Carson & Stansky, (1994) How can I help my students learn from their own ideas? How can I help students relate what they already know to what they are learning in the classroom? How can I have students become more independent learners? Can small group work help my students to interact more with each other in class?

Will anchor charts (wall displays) bring about more learning in my classroom? How can I come up with higher-level comprehension questions in my class? When and how do I use praise in my classroom?

Examples of problems or background from the CAR that need to be solved: Students can’t read. Students don’t see the purpose of practice. teachers don’t know how to tell if their students are learning by doing. Students do not bear a shared responsibility for learning.

Student attitudes toward reading are not good. Struggling readers need a system of formative evaluation. Students are not completing their homework. Students new to the language of instruction Need to increase their knowledge of academic Language. (Nugent. et, al 2102)

How to differ between INAPPROPRIATE and APPOPRIATE CAR? In term of: INAPPROPRIATE Concept & Practices of CAR APPROPRIATE Concept & Practices of CAR Study Background Theoritical based issues. Low students achievement. Previous research findings show the better result, Need to increase students Achievement. Real classroom issues/Problems Lack of teacher strategies, skills, knowledge, empirical experience on an teaching method. Teachers do not know how to use a method. Students do not know how to learn better

Participants or Sample Students as Research Sample In term of: INAPPROPRIATE Concept & Practices of CAR APPROPRIATE Concept & Practices of CAR Participants or Sample Students as Research Sample Teacher and students as participants. Objective Increase students Score, Ability, Skills, Knowledge, etc Develop Teachers skills, Quality of teaching, teaching strategies, teacher creativities, solve real classroom problems. Develop students’ strategies.

Students’ score will increase by applying the contextual learning In term of: INAPPROPRIATE Concept & Practices of CAR APPROPRIATE Concept & Practices of CAR Hypotheses Students’ score will increase by applying the contextual learning Teacher is able to improve his/her way of teaching by implimenting contextual learning . Method Quantitative Test Basically Qualitative Research, Quantitative Only secondary.

Data Collection Process In term of: INAPPROPRIATE Concept & Practices of CAR APPROPRIATE Concept & Practices of CAR Instrumentation Test in each Cycles, Check List Observation, Check List Interview, Likert Scale Questionnaire Primary: Teachers Note, Observation Note, Students Note, questionnaires, Interview, Diaries Journal. Secondary record – Test , excercises, and attendance (Most of CAR did not report it). Data Collection Process Giving a test and seeking for increases in students scores. Observing, Writing a field note, Interviewing. Reflecting and Evaluating to seek improvement made in teaching and learning. Listing down real problems.

Numeric Achievement, students score increase In term of: INAPPROPRIATE Concept & Practices of CAR APPROPRIATE Concept & Practices of CAR Findings Numeric Achievement, students score increase Telling the teachers improve his teaching skills, developed her strategy, classroom problems and solving, How did teacher improve in teaching skills, etc Conclusion Students’ score increase. Teachers gained experience and develope. Teachers skills improve, the changes of students motivation, attitude and behaviour. Students are more active and classroom are more control.

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Analysis of Two Master Thesis on Classroom Action Research In term of: NOT Likely a CAR This is A CAR Title Using of Task-Based Learning to Develop English Speaking Ability The Implementation of Scientific Approach In Teaching Reading Comprehension (RC) Objective To investigate the effectiveness of the students’ English speaking ability through task-based learning. To find out and describe how the teacher implements scientific approach in teaching reading comprehension. Methodology CAR, Quantitative, Tasks & English speaking test (pre-post test). CAR, Qualitative method, Primary teacher notes, Observation video, Lesson plan. Secondary instrument: students exercises.

In term of: NOT Likely a CAR This is A CAR Findings English speaking ability of students was significantly higher mean scores on the post-test. Post-test of each student was higher than the scores in the pre-test. The teacher were able implemented scientific approach: observing, questioning, experimenting, associating, and communicating. The Teachers were able to developed teaching strategy and technique, as well students learning strategy and techniques in reading comprehension. The Students were able to use parts of scientific learning strategy, in reading comprehension

The students score were increase from cycle to cycle. In term of: NOT a CAR This is A CAR Conclusion The students score were increase from cycle to cycle. The Post test result is higher than pre-test result. Teachers had practiced and developed teaching Reading Comprehension strategy & techniques by implementing Scientific Approach. Students’ learning Reading Comprehension strategy and techniques by using Scientific Approach become better and better form cycle to cycle.

Conclusion Classroom action research is about: Improving quality, but it is not mainly to increase quantity. changing classroom atmosphere become more conducive for learning, Seeking for a way to change attitude. Making classroom teachers

Developing teachers competencies in teaching, engaging the students as well motivating him/self and students. Acquiring knowledge from practice. Making teaching become more valuable and meaningful. Recording works into a theory of teaching practice to share for other teachers.