Name: Aditya Fadhilah Siddiq

NIM: F1021181008
Class: B+
Research on ELT
21th March 2020
Classroom Action Research
In the learning and teaching process, every teaching situation is exclusive in terms of
content, level, student skills and learning styles, teacher skills and teaching styles, and many
different factors. A dynamic method of teaching is needed to fulfill the expectation for the
teacher in terms of knowledge and the students in terms of outcome. To achieve those goals,
a systematic approach is needed the most rather than a personal reflection from the teacher.
That is why classroom action research exists.
What is Classroom Action Research?
Classroom Action research is a method or a systematic approach for the researcher of
finding out what is suitable for their classroom situation. Suitable here means the approach,
method, material, and many others for the learning and teaching process. CAR is a systematic
and data-based for the teacher as a reflection. The main concern of the research is the
problem in the classroom. The research tends to focus on feasible findings that are significant
rather than theoretical significance. CAR findings cannot always be generalized to other
teaching situations since every teaching situation is different in terms of content, level,
students, and teachers.
Important points of Classroom Action Research:
 CAR is a systematic and data-based for the teacher as a reflection.
 The main concern of the research is the problem in the researcher own classroom.
 The research tends to focus on practical or feasible findings.
 CAR findings cannot always be generalized to other teaching situations since every
teaching situation is different in terms of content, level, students, and teachers.
 The process is flexible.
 In CAR, the steps are similar to the general scientific model but more informal
manner.
Classroom Action Research has 3 major characteristics:
1. Reflective Inquiry. It means the CAR initiated from the problems that arise during the
teaching-learning process to be solved. CAR does not concern about the validity of the
instrument instead, it concerns about the process and data findings which can be used as
reflection for the researcher.
2. Collaborative. CAR is conducted collaboratively with all parties to set-up required
improvement.
3. Reflective. CAR does not emphasize on experimental approach, but more on reflection on
the process and the result of the study is used to improvement and solution.
Principles of Classroom Action Research
 The researcher has a primary role to teach and the research is not going to interfere
with the teaching process.
 Data collection supposed to be integrated with the teaching and learning process.
Every process of learning and the result of the assessments are recorded and reported
systematically, logically, and objectively.
 The reliable methodology required so the researcher can formulate the hypotheses and
develop applicable strategies to the classroom situation.
 The diagnosed problem should have an impact on the better teaching and learning
process.
 Ethical procedures should be carried out during the research.
 The scope mainly about the problem which occurs in a classroom activity. Somehow
external problems are appropriate as long it has relation to the improvement of the
quality of learning
How to conduct Classroom Action Research
 The First step, identify the question or problem in the classroom. The Question should
be focus in the area that the researcher will change at the end and should under the
teaching control. They are consist of teaching methods or strategies, instruments for
students’ assessments, and also classroom activities. Practical questions also should
be a consideration before conducting the research.
 In the next step, the researcher needs to gather information such as background
literature and data since they are an essential part of the classroom action research.
 Third, the researcher needs to plan a research strategy. Quantitative and qualitative
methods can be implemented in Classroom Action Research. The design of CAR can
be various. For example, CAR can use a form of descriptive case study, pretest-
posttest design and many other forms.
 Then, gather the data for the research. Keep in mind that CAR relies on the data.
Triangulation of data is the way for the researcher to get the validity. The data can
consist of students and teachers. There are assessment scores, teacher evaluations, and
final assessments. It will be better to put attention to a range of data with various
perspectives. If all the data come to the same conclusion, there is a possibility of
validity.
 Fifth, validate the data. Try to take a look at the result in terms of practical
significance. For quantitative data, the researcher can use t-tests and correlations or
table. Meanwhile, qualitative data can be analyzed by citing supporting evidence.
 Sixth, it is the moment for the researcher to begin the action after reviewing the data,
by using the finding to make a suitable plan for the teaching strategies to solve the
learning problem.
 Then try to evaluate the research. The researcher can use the data to infer the whole
thing during the execution. The data will aid the researcher to separate what worked
and what did not work from the action.
 Last but not least, researcher can share the findings from the research.
 Developmental Research
Development is kind of a process that creates change into something in different
supporting elements toward the object of the development. Knowledge could be developed.
The existence of developmental research is to provide answers to development problems.
There are various motives for conducting developmental research.
What is Developmental Research?
Development research is well known as the systematic of consistently and effectively
designing, developing, and evaluating instructional programs, processes, and products.
Development Research has contributed a lot to the specific field which needs further analysis
in terms of product development. Developmental research can create conclusions that can be
generalized or specific knowledge which is contextual to solve a particular problem.
The general aim of developmental research can be specified in two goals. First, the
quality of the development intervention can be optimized through the provided ideas such as
suggestions or directions. Then, achieving the validity of the design principles. The principles
will depend on the intervention or the procedural (how it expected to be developed).
Development research has two types. First, development well known as Explorative
Design Studies. It is research that focuses on a given instructional product, program, process
or tool. It also addresses the evaluation. The researcher coincides within the contextual
specific development. The second type of Developmental research concern on a given design,
development, or evaluation model or process. The process such as constructing, validating
the design model and process, and identifying the conditions that aid the successful use are
involved. The researcher is not involved in the design and development process.
Characteristics of developmental research
 The study of learning as a result of designing unique instructional is the main concern.
 Development research is proposed for a complex task.
 The research is a paradigm systems-based evaluation.
 Lack of validated principles.
 The aim is to produce prototypes that are innovative.
 Cyclic or spiral process: Analysis, design, evaluation, and revision continuously
repeated until fulfilling the expected goals.
 More intensive and systematic in terms of a preliminary investigation of tasks,
problems, and the context.
 Formative evaluation as key activity.
 Rely on the triangulation of data to avoid an overdose of uncertainty in data
interpretation.
How to conduct the developmental research
Defining problems
 Started with the problem definition. The researcher can try to find a relevant topic
through questioning several things such as the urgency, reflect the realistic constraints
or not, suitable with the conditions typically faced by people or not, etc. It is needed
 because at the end of the research, the object of the research which is the knowledge
is useful for the practitioners. After that, developmental twist should be given to the
research topic. A developmental twist means focusing the research problem on a
specific aspect of the design, development, or evaluation process. Not to mention,
researchers need to establish the research parameter and the scope of the study during
the problem definition stage.
 Next, framing the problem is crucial. In developmental research, research questions
usually used as the organizing framework rather than hypotheses. It happens since
developmental research mostly lack of literature source. Not to mention, commonly
qualitative research used for the developmental methodology so research questions
are more appropriate.
 Since developmental research is context-specific, identifying limitations is important.
Limitations could affect the result of the research.
Review literature
 Establishing the conceptual basic of the study through the literature review.
 For the first type of developmental research, may concern topics such as appropriate
procedural models, factors which have the impact toward the target development, or
which have an impact on the implementation and management of the instructional
object.
 For the type two may concern topics about a description of model under the research,
targeted process, or factors that aid the development.
Research design
Each types of the research have their own function and methods.
 For the first type, if the function/ phase is about object design and development,
researchers can use case-study, in-depth interview, field observation, and document
analysis. For object evaluation, research methodologies such as evaluation, case
study, survey, in-depth interviews, and document analysis are appropriate. For
validation of tools or techniques, researchers can consider evaluation, experimental,
expert review, in-depth interview, and survey as the method.
 Mostly the function of the second type is focused on model development, model use,
and model validation. For model development, literature review, case study, survey,
Delphi, think-aloud protocols are suitable. On model use, there are surveys, in-depth
interviews, case study, field observation, and document analysis. The last one for
model validation, there are experimental, in-depth interviews, expert review, and
replication.
Collecting data
There are various forms to collect the data. It depends on the focus of the research. At
the end, richness of the data and the quality of the research design determine the validity of
the result. Type of data collected relate to documentation of the design, development, and
also the evaluation. Then, there is a data about the condition of the development such as the
background, object, etc. The data analysis and synthesis likely arranged to be descriptive data
presentations, and qualitative data analysis.
Reference
Mettetal, Gwynn. (2001). The What, Why and How of Classroom Action Research. J SoTL.
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Pelton, R. P. (2010). An Introduction to Action Research. In Action research for teacher
candidates using classroom data to enhance instruction (pp. 3–24). Lanham, MD: Rowman &
Littlefield Education.
van den Akker, J. (1999). Principles and methods of development research. In Design
approaches and tools in education and training (pp. 1-14). Dordrecht: Kluwer Academic
Publishers.
Richey, R.C., Klein, J.D. Developmental research methods: Creating knowledge from
instructional design and development practice. J. Comput. High. Educ. 16, 23–38 (2005).
https://doi.org/10.1007/BF02961473