Nama : Wahyu Adam Yuliansyah Yusup

Prodi : PBI V/B

1. Action research in schools ?

Aplied on the school level, action research investigates human actions which are
experienced by teachers, supervisors or administrator as unacceptable in some respects
problematic, susceptible to change (contingent), and requiring practical response
(prescriptive). Action research been defined as a form of inquiry aimed at solving a specific
and practical school problem. As such its results are only valid for a particular case and are
not meant to apply to any other situation. Action research can be done by individuals or by
teams of collegues. The team approach is called colalaborative inquiry.
Action research has the potential to generate genuine and sustained improvements in
schools. It gives educators new opportunities to reflect on and asses their teaching. To
explore and test new ideas, methods, and materials. To asess how to efective the new
approaches were. To share feedback with fellow team members. And to make decisions about
which new approchess to include in the team’s curriculum, instruction and assesment plans.

2. Characteristic of action research in school ?

a. Action research in schools investigates human actions and social situations which
are experienced by teacher such as, unacceptable in some respects ( problematic),
susceptible to change (contingent), and requiring practical response (prescriptive).
Action research is concerned with the everyday practical problem experienced by
teachers, rather than the “theorytical problems” defined by pure researchers with
in a discipline of knowledge. It may be carried out by the teacher themselves or
by someone they commissions to carry it out for them.
b. The aim of action-research is to deepen the teacher’s understaning ( diagnosis) of
this problem. It therefore adopts and exploratory stance towards any initial
definition ofhis situation he may hold. This understanding does not dictate any
specipic response but it does indicate more generaly what sort of response is
appropriate. Undertanding does not determine appropriate action but appropriate
action must be groundeed in understanding.
c. Action research adopts a theoritical stance in which action intended to change the
situation istemporarily suspended until a deeper undertanding of the practical
problem has been achieved.
d. In explaining “what is going on” action research tells a story about the event by
relating it to a context of mutualy interdependent contingencies, example: events
which ‘ hang together’ because they depend on each other for their occurence.
This ‘story’ is sometimes called a case study is naturalistic rather than formalistic.
Relationship are ‘illuminated’ by concrete desciption rather than by formal
statements of casual laws and statistical correlations. Case study provides a theory
 of the situation but it is naturalistic theory embodied in narative form, rather than
a formal theory stated in prepositonal form.
e. Actions-reseach interprets ‘what going on’ from the point of view of those acting
and interacting in the problem situation, example: Teachers and pupils, teachers
and heandteacher. Events are interpreted as human actions and transactons rather
than natural procesess subject to the laws of natural science. Actions and
transactions are interpreted in terms of the conditions they postulate, example: as
expresions of a person’s.
- Undertanding of, and beliefs about, his situation
- Intentions anbd goals
- Chices and decisions
Acknowledgement of certain norms, principles andvalues in diagnosing,
setting goals, and choosing course of action.
“What is going on” is madeintelligible by reference to tjhe subjective
meanings ascribed to it by the participants. This is why interviewing and
participant observation are important research tools in an action-research
context
f. Since action-research looks at a situation from the partiipants’ point of view it will
describe and explain ‘ what is going on’ in the same language as they used.
Namely, the commonsense language people use to describe and explain human
actions and social situations in everyday life. It is by virtue of this fact that the
accounts of action-research can be validated in dialogue with participants. A
research report couched in the language of abstract disciplines is a never a
product of genuine action-research.
g. Since action-research looks at a problem from the point of view of those involved
it can only be validated in unconstrained dialogue with them. Action research
necessarily involves participants in self-reflection about their situation, as active
partners in the research. Accounts of dialogue with participants about the
interpretationsand explanations emerging from the research should be and
integral part of any action-research report.
h. Since action reserch involves uncontrained dialogue between ;researcher’ and
participant, there must be free information flow between them. The participants
must have free access to the researcher’s data, interpretations, accounts, etc. And ‘
researcher’ must have free access to ‘ what is going on’ and their interpretations
and accounts of it. This is why action-research cannot be undertaken propery in
the absence of trust estabilished by fidelity to a mutualy agreed ethical framework
governing the collection, use and release of data.