Teachers’ Perception on Classroom Action Research

Wulandari, Devy; Narmaditya, Bagus Shandy; Utomo, Sugeng Hadi; Prayi, P Hilmi

doi:10.18502/kss.v3i11.4015

Cited by 18 publications

(20 citation statements)

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“…Works of literature have documented that the teachers have conducted action research for several rationales. Some do the research as a part of their prescribed inservice training, while some others do it due to fulfilment of career promotion (Wulandari et al, 2019). However, the present study revealed that the EFL teachers continued conducting TAR since they believed that they could do something for the success of their students.…”

Section: Factors Affecting Self-directed Tarmentioning

confidence: 55%

“…Only teachers who chose to continue doing action research were selected. This consideration was due to the fact that many teachers did action research as a formality to get a higher rank, and some, in fact, did falsification research reports (Wulandari et al, 2019). In order to select the participants who fulfilled the requirements as mentioned previously, a questionnaire was distributed to ensure that the participants experience the intended phenomenon i.e., the experience of doing action research.…”

Section: Participantsmentioning

confidence: 99%

“…In fact, Utami (2019) notes that only 15 out of 145 teachers admitted doing research as their personal-initiated learning. Likewise, Wulandari et al (2019) uncover that 84% of teachers had tried to conduct classroom action research in their classroom mainly because it is mandatory to obtain a higher rank in their career path. We, thus, argue for the recognition of TAR as TPD which is closest to teachers' daily practice for EFL teachers in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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The sustainable impacts of teacher action research on EFL teachers in Indonesia

Puspitasari

Widiati

Marhaban

et al. 2021

SiELE

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Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.

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Section: Factors Affecting Self-directed Tarmentioning

confidence: 55%

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The sustainable impacts of teacher action research on EFL teachers in Indonesia

Puspitasari

Widiati

Marhaban

et al. 2021

SiELE

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“…This research focuses on the issue of students in a classroom. Wulandari et al, (2019) This study was carried out in SMP N 1 Raya, with 33 students from class VIII D as the participants. The study's quantitative data were gathered from the score of a vocabulary test.…”

Section: Methodsmentioning

confidence: 99%

The Use of Pictionary Game in Teaching Vocabulary to Second Grade Students of SMPN 1 Raya

Purba

Sipayung²,

Lumbantoruan³

et al. 2022

Pioneer. J. Lang. Lit

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Pictionary game is a fun and enjoyable guessing word game that can motivate students to learn English. This research deals with improving students’ vocabulary by using the Pictionary game for the second-grade students in SMP N 1 Raya. This research aims to determine whether the Pictionary game can increase students’ vocabulary. This study applied Classroom Action Research (CAR). The sample of the research was the second-grade students of SMP N 1 Raya in academic 2021/2022. The writer used two cycles that occur of two meetings. The finding of this study was that the Pictionary game can improve students’ vocabulary. It can be proved from the calculation of the test in both cycles. In the pre-test, the mean of the students’ score was 62,18. In post-test cycle I, the mean of vocabulary score was 72,84 and the mean score in post-test cycle II was 77,09. Based on the data, it could be concluded that there was a significant improvement in students’ vocabulary by using the Pictionary game. Based on the research, it is suggested that English teachers should use the Pictionary game as a technique in teaching vocabulary.

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“…This research is a classroom action research that is generally defined as a teacher's scientific project through a particular model or method to capture phenomena in the classroom (S.A. et al, 2011;Wulandari et al, 2019). The classroom action research design used refers to the Kemmis and McTaggart models.…”

Section: Methodsmentioning

confidence: 99%

Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

Warju

Ariyanto

Soeryanto

et al. 2020

j. of. sci. technol.

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This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.

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Teachers’ Perception on Classroom Action Research

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Cited by 18 publications

References 0 publications

The sustainable impacts of teacher action research on EFL teachers in Indonesia

The sustainable impacts of teacher action research on EFL teachers in Indonesia

The Use of Pictionary Game in Teaching Vocabulary to Second Grade Students of SMPN 1 Raya

Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

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