Classroom Action Research ( CAR )

Action research is a simply form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. ( Kemis and mMcTaaggart 19988: 5-6). While Classroom Action Research is an activity undertaken by teachers to improve their performance and teaching skills in the classroom. John Elliot says that Classroom Action Research is the process through which the teachers collaborate in evaluating their practice jointly, raise awareness of their personal theory, articulate a shared conception of values, tryout new strategies to render the values expressed in their practice more consistent with the educational values they espouse, record their work in a form which is readily available to and understandable by other teachers, and thus develop a shared theory of teaching by researching practice.
The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school. ( Julian Hermida : 2001 ). In Classroom Action Research there are some steps or cycles to done.
There are as follows:
1. Planning
Planning is the first step the researcher has to do before doing something. The planning is expected to be futuristic and flexible to face some non-anticipated effects. By the planning, we can prepare to handle the troubles early. By a good planning, a researcher can be easier to face some problems and it will be more effective doing research.
2. Acting
Acting is an applying of the planning. It can be a teaching method applying that has a purpose to repair or complete a certain model. That action can be applied by the persons who are involved in the applying a teaching method which the result also will be for completing in doung assignment..
3. Observing
Observing is used to see and and capture some influences caused by a classroom action. This observation's result is a basic of doing reflection so that the research should be able to show the real situation. In the observation, the researcher should take a note of the process of action, the action's effetcs, environment, and some troubles
4. Reflecting
Reflecting consists of analysis, synthesis, interoretation, explanation, and conclution. The reflection’s having revision of the planning which has been done, and it can be used for repairing the teacher performance in the future.

Classroom Action Reserch has four types, that are: Diagnostic type, Participant type, Empirical type, and Experimental type. Every type has defferent action to researcher among other thing Diagnostic type is the research that leads the researcher to an action because there is a problem happens. Participant type is the researcher involved derectly from start until final. Emperical type done by planning to take a note process and evalute the process out of the class. So the researcher should collaborate with the teacher who does the classroom action. And the last Experimental type done as the way of applying some techniques, methods, or strategies in the teaching and learning process effectively and efficiently.

Reference
http://www.google.com
# http://www.sf-teacher.org/sf-teacher-news/esn-classroom-action-research.html
# Angelo, T., & Cross, P. (1993). Classroom Assessment Techniques (2nd ed.) San Francisco: Jossey-Bass.
# Bruning, J., & Kintz, B.L. (1997). Computational Handbook of Statistics (4th ed.) New York: Longman.
# Cross, P., & Steadman, M. (1996). Classroom Research: Implementing the Scholarship of Teaching, San Francisco: Jossey-Bass.


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