CAR : 3 journals assigment

Journal 1

Pupils with emotional and behavioural problems as action researchers in foreign language teaching

In this time i want to tell you the journal that i have read and the title is pupils with emotional and behavioural problems as action researchers in foreign language teaching. In this journal Foreign Language (FL) teachers experience conflict in classroom, they sometimes have to face difficult children that often lead teachers blame students and even more frustation on both sides. For that from the journal describes 2 years project funded by the Australian federal goverment in which FL teachers give opportunities for difficult children. It stresses the importance of using ecosystemic methods in which seek to include the students’ perspectives, discusses two example of classroom action research modules. As it has several aims such as to make FL teachers sensitive to the pupils’ problem behavior, encourage teachers to plan classroom action research, introduce classroom action research projects which are designed  to deal with difficult children, increase awareness of the importance of ecosystemic approaches. To conduct this project there are 97 pupils (54 male, 43 female) and divided into 2 phase, first phase is diagnosing problem behaviour in the FL classroom, and second phase is pupil-centred classroom action research projects. First phase’s activity is assesing pupil’s behaviour problem by using German version of Goodman Strength and Difficulties Questionnaire (SDQ). And second phase is focused on creating learning opportunities in the language classroom. In second phase, there are two modules: 1) that’s me project, 2) rules4schools project. And the data shows that pupils enjoyed the project, which fostered their awareness of their responsibility for their behaviour in class. In conclusion, ecosystemic methods and on the notion of pupils as classroom action researchers help sensitize FL teachers for their pupils’ problem behaviour.

Spann, H. (2006). Pupils with emotional and behavioural problems as action researchers in foreign language teaching. Emotional and Behavioural Difficulties, 10: 1, 33-42.

Journal 2

Research and development of classroom action research process to enhance school learning

I want to share my summary of a journal that i’d read with the title research and development of classroom action research process to enhance school learning. The journal that i have read has purposes such as developing classroom action research process to enhance teachers’ five discipines and school learning, comparing those disciplines and school learning using two development methods, and also to study teachers’ opinion about that. The significance of this research that is to help the improvement of teaching proffesion also create learning organization. To conduct the research, participants who are involved including 83 teachers from nine schools in bangkok in which divided into two groups experimental group and control group. And the research uses four research such as questionnaire, behaviour observation, evaluation, and self-learning report. To analyze the data based on objectives and research stages. From the finding of the research, the researcher found that most of thai teachers still have many problems in CAR process because they lack of knowledge and skill. Survey regarding to school learning shows that the schools have low average scores. According to the result of MANOVA shows there are no significant stastistical differences of five disciplines and school learning among teachers undergoing the different development methods. After all, to enhance five disciplines and shool learning need much time and do continuosly.

Kunlasomboon, N., Wongwanich, S., Suwanmonkha, S. (2015). Research and development of classroom action research process to enhance school learning. Procedia-Social and Behavioural Science.

Journal 3

 Classroom action researh on formative assessment in a context-based chemistry course

I have read a journal " Classroom action research on formative assessment in a context-based chemistry course. Chemistry curricula based on context-based approaches have been implemented in high schools. These approaches have challenges in high school in which are often considered out of date. Here, context-based science courses stimulate  students to reconstructing information in which is presented by connecting to the prior knowledge of as well as their experience. To support student learning in context based chemistry, Formative assessments as one way is used. In addition, formative assessment also give information of students' knowledge deficiencies and misconceptions and how students can be supported to teachers also students. As this study aims to provide insights to the impacts of formative assessments on achievement during context-based chemistry course. Study on formative assessments suggests positive effect on students' science avhievement, eventhough the success of formative assessments depends on how it is implemented. This research can be known as Classroom Action Research (CAR). In classroom action research setting, pre-test/post-test control group design with switching replication is implemented. As the participants of this research, 62 grade 9 students of Netherlands are involved, only 57 (29 girls and 28 boys) students who complete the tests. This research uses three lessons in each of it 75 minutes, also repeated-measures analysis to analize score of pre-test and post-test. The result of repeated-measures analysis shows that has a significant impact of formative assessments on students achievement. The existence of formative assessments in content-based approaches strengthen the power to meet with challenges. After all, can be concluded that formative assessments can give positive impact and reinforce the strength. Teachers can use this to support students' conceptual understanding and emotional needs.

Vogelzang, J., Admiraal, W., F. (2017). Classroom action researh on formative assessment in a context-based chemistry course. Educational action research, 25 (1), 155-166.

CAR 6 : Summary of Journal 3

The journal that i have read is “Using communicative games in improving students’ speaking skills. as we know speaking is one of important language skills in which should be mastered by foreign language learners because of its importance for communication. But, according to research found that learners in asia have a lot of similarities and difficulties in speaking, the problems such as afraid of making mistakes, afraid of being ridiculed by their friends because of not having good grammar and pronunciation they use. So that, it is necessary to find a way to overcome this problem, one of the ways is using communicative games. In this journal, using communicative games is hoped to help the students to solve their problems in speaking as this study aims to know whether communicative games give positive impact on teaching speaking skill at junior high schools in jakarta. In this research, Classroom Action Research (CAR) is implemented based on Kurt. L model and the researcher uses collaborative action research accompanied by english teachers. The procedures use planning, acting, observing, reflecting also this research is done in two cycles in which each of the cycle is consisted of three meetings. To gather the data, researcher uses interview, observation, questionnaire and test, the test here is only given to students. The result of the research shows the score of pre-test is 60.42 from the previous study to 69.02 from the second study, and the post-test reaches 78.7. from the data, it has significant improvement after using communicative games so that we can note that using communicative games give positive impact in teaching learning process as well as overcoming students’ problem speaking skill. Then we conclude that using communicative games also improve students’ speaking skill.

Dewi, R., S., Kulstum, UU., Arnadi, A. (2016). Using communicative games in improving students’ speaking skills. Canadian center of science and education.

CAR 6: Summary of Journal 2

In this time i want to tell about journal that i have read in which the title is improving teaching trhough classroom action research. In teaching and learning, the instructor or teacher wants to get something new in the classroom. So that it is usual if the instructor sometimes gets their dilemma to choose a lot of teaching strategies to be used in the classroom. Instructor also considers the factors such as student demographics, class size, content area, and the instructor’s skilland style as well. In this case, Classroom Action Research (CAR) is worth to be tried by instructor to find what works best in the classroom situation. CAR itself is a systematic inquiry in which has the purpose of informing practice in particular situation. To conduct this methodology, we have to put attention on the steps of Classroom Action Research:

1.      Identify the question.

2.      Review the literature. It means that you need to have backgroud information on your question. by reviewing literature, you will get good source of information.

3.      Plan research strategy.

4.      Collect data.

5.      Analyze data.

6.      Take action based on result.

7.      Share the findings.

After you follow the steps you will get your research goes smooth. Through Classroom Action Research you will discover what works best for the classroom situation. Of course, through Classroom Action Research it can improve your teaching.

Mettetal, G. (2015). Improving teaching through classroom action research. Indiana unniversity south bend.

CAR 6 : Summary of Journal 1

Here i want to share a summary about a journal with  title of Classroom Action Research. After i read the journal, i will tell you the definition of Classroom Action Research, the purpose, and the steps to conduct this method. First, the definition according to Ur (1996: 328) said that action research is conducted by teachers to identify phenomena in a classroom. This means that teachers can improve teaching process. Moreover, Bogdan & Biklen (1992: 223) say that action research is collection of information which is created to bring about social change. Cameron-Jones (1983) also add that action research is done by practitioners to improve their practice as well as better understanding. At all action research can be identified as a process where the teachers can evaluate their practice carefully and structurally using research techniques. Then go to the purpose of classroom action research, according to Cohen (1989: 118) who identified classroom action research into 5 categories, the first remedying problems diagnosed in specific situation, second is in-service training in which equiping teacher with nw method and skill, third is injecting additional approaches in teaching and learning, fourth improving poor communication between the practicing teacher and academic researcher, fifth providing preferable alternative to more subjective approach. After telling the definition and the purpose, then let’s go to the steps to conduct classroom action research. Gall and Gall (1993: 392-394) categorized classroom action research into 7 steps, first identify classroom-related question, second examine any research applicable to your question, third choose teaching design that works effectively to answer your research question, fourth collect the data, fifth analyze the data you have collected, sixth implement strategy based on your result, and the last share your research to those who are interested.

In conclusion, classroom action research is a method in which help teachers to find what works best to the classroom, so that teacher can give better teaching and improve students learning.

Khasinah, S. (2013). Classroom action research. Jurnal pionir, 1/2013, 107-114.

Writing 5 : Summary of Journal 10

Based on journal that i have read is focused on narrative inquiry in mathematics education. As mentioned before that narrative inquiry was first used in educational research by Clandinin and Connelly. Narrative inquiry has developed in many disclipines and still developing in many fields, this is because narrative inquiry has passed long history as Connelly and Clandinin (1990) stated that narrative inquiry has long intelectual history both in and out of education; it is increasingly used in studies of educational experience. From the literature shows that some of narrative research studies have done in specific disciplines of education. There are two kinds of narrative inquiry: 1). Analysis of narratives that corresponds to paradigmatic reasoning, 2). Narrative analysis that corresponds to narrative cognition and both of them are used by Bruner (1986). Refer to narrative as way of thinking about experience and methodology, there are two folded nature of narrative called phenomenon “story” and inquiry “narrative”. Narrative inquiry has been used in many aspects, according to Elliott (2005) proposed there are three key features of narrative: narratives are chronological, they are meaningful, they are produced for a specific audience. When talking narrative inquiry, narrative not just tell about what happened but also express emotions, interpretations, and thoughts. Validity in narrative inquiry is important in narrative research. According to Polkinghorne (2007) there are three main components of validity: 1). Validation of narrative research claims, 2). Validation of the assembled narrative text, 3). Validation of the interpretations of narrative text. Talking about narrative identity according to Hinchman and Hinchman (2001) suggested identity as something that emerges in and through narrative. It means that identity are created through narrative we create and tell our lives. According to Kaasila (2007) person’s mathematical identity becomes part of his or her narrative identity. It means someone can maniffest his or her mathematical identity when telling story about his or her relationship to mathematics. In mathematic education, narratives can be used in many ways, another possibility is using narrative inquiry as pedagogical tool and for purposes of proffesional development of preservice teacher.

In the end, i can conclude that narrative inquiry has been through long history and  influences in many disciplines. Narrative inquiry has been used in many fields and has developed in many aspects, narrative inquiry is useful in research to help researchers as well as in education that gives positive impact in it. moreover, the creation of narrative identity does not miss from narrative.

Reference:

Lutovac, S. , Kaasila, R. (2014). How to apply the process of emplotment using the narrative approach in mathematics education. Pedagoska Obzorja. 29, 92-109.