Classroom Action Research (CAR)

Top PDF Classroom Action Research (CAR):

KONSEP DAN PRINSIP DASAR PTK (CLASSROOM ACTION RESEARCH)

KONSEP DAN PRINSIP DASAR PTK (CLASSROOM ACTION RESEARCH)

Penelitian Tindakan Kelas (PTK) dalam istilah bahasa Inggris adalah Classroom Action Research (CAR), yaitu sebuah kegiatan penelitian yang dilakukan di kelas. 3 kata yang membentuk pengertian tersebut, maka ada tiga pengertian yang dapat diterangkan. 1. Penelitian, merunjuk pada suatu kegiatan mencermati suatu objek dengan menggunakan cara dan aturan metodologi tertentu untuk memperoleh data atau informasi yang bermanfaat dalam meningkatkan mutu suatu hal yang menarik minat dan penting bagi peneliti. 2. Tindakan, merunjuk pada sesuatu gerak kegiatan yang sengaja dilakukan dengan tujuan tertentu.
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Classroom Action Research, Upaya Membangun Ekosistem Pendidikan Melalui Atmosfir Penelitian

Classroom Action Research, Upaya Membangun Ekosistem Pendidikan Melalui Atmosfir Penelitian

Tujuan akhir dilaksanakannya classroom action research adalah dihasilkannya suatu perbaikan pada proses pembelajaran. Untuk itu kegiatan classroom action research tidak hanya dilakukan pada satu tahap penelitian saja. Proses pelaksanaan classroom action research sangat khas, berbeda dengan jenis penelitian lain. Proses classroom action research menurut Kemmis (1983) terdiri dari empat tahap besar yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Artinya, classroom action research dilaksanakan tidak sekali jalan selesai, namun perlu dilakukan pengulangan agar dihasilkan keajegan perilaku. Siklus classroom action research menurut Kemmis ( 1983) dapat dilihat pada gambar 1.
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Improing students ability in using himple past tense through contextual teaching learning : a case classroom action research at the 8 th grade students of smp 17 tangerang selatan

Improing students ability in using himple past tense through contextual teaching learning : a case classroom action research at the 8 th grade students of smp 17 tangerang selatan

The study of classroom action research (CAR) indicates as a process in which teachers investigate teaching and learning to improve students' learning problems. 1 To find out students’ learning problem, Geoffrey E. Mills stated that action research is any systematic inquiry conducted by teacher researchers, principals, school counselors or other stakeholder in the teaching / learning environment to gather information about how their particular school operate, how they teach, and how well their students learn. 2 That is why action research is different from other more conventional or traditional types of research; it focused on individual or small- group professional practice. Action research tries to take an action and effect positive educational change in the specific school environment that was studied.
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Classroom Action Research Art

Classroom Action Research Art

Upaya peningkatan kemampuan meneliti di masa lalu cenderung dirancang dengan pendekatan research-development-dissemination (RDD). Pendekatan ini lebih menekankan perencanaan penelitian yang bersifat top-down dan bersifat kuat orientasi teoritiknya. Paradigma demikian dirasakan tidak sesuai dengan perkembangan pemikiran baru, khususnya Manajemen

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PANDUAN PENYUSUNAN USULAN DAN LAPORAN PENELITIAN TINDAKAN KELAS (CLASSROOM ACTION RESEARCH)

PANDUAN PENYUSUNAN USULAN DAN LAPORAN PENELITIAN TINDAKAN KELAS (CLASSROOM ACTION RESEARCH)

Upaya peningkatan kemampuan meneliti di masa lalu cenderung dirancang dengan pendekatan research-development-dissemination (RDD). Pendekatan ini lebih menekankan perencanaan penelitian yang bersifat top-down dan bersifat kuat orientasi teoritiknya. Paradigma demikian dirasakan tidak sesuai dengan perkembangan pemikiran baru, khususnya Manajemen Peningkatan Mutu Berbasis Sekolah (MPMBS). Pendekatan MPMBS menitikberatkan pada upaya perbaikan mutu yang inisiatifnya berasal dari motivasi internal pendidik dan tenaga kependidikan itu sendiri (an effort to internally initiate endeavor for quality improvement), dan bersifat pragmatis naturalistik.
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Improving the Students’ Ability to Write Hortatory Exposition Text through Picture Word Inductive Model (Classroom Action Research at the Eleventh Grade Of SMA N 1 Tuntang in the Academic Year of 2017/2018) - Test Repository

Improving the Students’ Ability to Write Hortatory Exposition Text through Picture Word Inductive Model (Classroom Action Research at the Eleventh Grade Of SMA N 1 Tuntang in the Academic Year of 2017/2018) - Test Repository

The action of the cycle II was done on Tuesday, April 24 th , 2018. The teacher is Mrs. Surti Harjanti and the researcher rolled as an observer. The teacher started the lesson by greeted “Assalamualaikum warahmatullahi wabarakaatuh .” Before the teacher began the lesson, she asked Inzagi the leader in the class to lead the students to pray together. After that, the teacher asked about the condition of the students, “ How are you today? ” The students answered, “I’m fine to thank you, and you? ” The teacher answered, “I’m very well too, thank you. ” She continued the lesson based on the lesson plan arranged. The teacher checked the students' attendance list. The researcher informed to the students that day would be the last observed by the researcher. The teacher said about the lesson that day still about hortatory exposition text and the topic is about “ Be Wise to Use a Smartphone ”.
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INTRODUCTION  Improving Student’s Vocabulary Mastery Through Guessing Picture : A Classroom Action Research At The Fifth Grade Of SD N 1 Dukuh Banyudono Boyolali In 2012/2013 Academic Year.

INTRODUCTION Improving Student’s Vocabulary Mastery Through Guessing Picture : A Classroom Action Research At The Fifth Grade Of SD N 1 Dukuh Banyudono Boyolali In 2012/2013 Academic Year.

Based on phenomena above, the researcher will conduct an action research entitled “IMPROVING STUDENT’S VOCABULARY MASTERY THROUGH GUESSING PICTURE : A CLASSROOM ACTION RESEARCH AT THE FIFTH GRADE OF SD N 1 DUKUH BANYUDONO BOYOLALI IN 2012/2013 ACADEMIC YEAR”.

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Enhancing the Eighth Grade Students’ Participation and Their Vocabulary Achievement by Using Individual Pictures at SMPN 3 Balung

Enhancing the Eighth Grade Students’ Participation and Their Vocabulary Achievement by Using Individual Pictures at SMPN 3 Balung

This research was classroom action research with cycle model. It was intended to enhance the eighth grade students’ participation and their vocabulary achievement by using individual pictures at SMPN 3 Balung. The primary data of this research were obtained from the students’ scores of vocabulary test and the observation on the students’ participation during the teaching and learning process. The data were analyzed by describing the percentage of the students who achieved the minimum score requirement. The results of this research showed that the student participated actively during the teaching and learning process. The students’ vocabulary achievement also increased from 71,4% in the first cycle to 85,7% in the second cycle. That means that individual pictures could enhance the eighth grade students’ participation and their vocabulary achievement in the vocabulary teaching and learning process at SMPN 3 Balung. Keywords: Classroom action research, Individual pictures, Students’ participation, Vocabulary achievement.
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Improving the VII B Students’ Descriptive Paragraph Writing Achievement by Using Composite Pictures at SMP Negeri 4 Tanggul”.

Improving the VII B Students’ Descriptive Paragraph Writing Achievement by Using Composite Pictures at SMP Negeri 4 Tanggul”.

The research design that used in this research was Classroom Action Research (CAR). The aim of this research was using composite pictures to improve class VII B students’ descriptive paragraph writing achievement at SMP Negeri 4 Tanggul. Elliot (1991:69) explains that an action research is the study of a social situation, with a view to improve the quality of action. In addition, Mc Millan (1992:12) says that a classroom action research is a specific type of applied research that its purpose is to solve a specific classroom problem or make decision at a single local site. From the definitions, it can be concluded that classroom action research was intended to solve the problem and to improve the teaching learning process in a classroom.
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Improving the Class VII A Students' Active Participation and Vocabulary Achievement by Using Guessing Games at SMP Negeri 2 Kencong

Improving the Class VII A Students' Active Participation and Vocabulary Achievement by Using Guessing Games at SMP Negeri 2 Kencong

The purpose of this research was to solve the problems dealing with the students' active participation and vocabulary achievement. The research design was Classroom Action Research. The area and subjects of this research were chosen purposively by using purposive method. The data collected were vocabulary test, observation, interview and documentation. The results of this research showed that there were improvement of students' participation and their listening comprehension achievement in Cycle 1 to Cycle 2. In Cycle 1, there were 77.14% of the students who actively participated during the teaching learning process. Meanwhile, there were 64.71% of the students who achieved the target score. Beside, in Cycle 2, there were 84.28% of the students who actively participated during the teaching learning process, while 77.14% of the students achieved the target score. It proved that the use of Guessing Games could improve the students' active participation and vocabulary achievement.
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IMPROVING STUDENTS’ PARTICIPATION IN LISTENING COMPREHENSION CLASS USING SIMON SAYS GAME AN ARTICLE By:

IMPROVING STUDENTS’ PARTICIPATION IN LISTENING COMPREHENSION CLASS USING SIMON SAYS GAME AN ARTICLE By:

The aim of this research was to improve students’ participation in listening comprehension class using Simon Says Game. This research was conducted on the eight grade students of MTs Negeri 1 Pontianak in academic year 2017/2018. The subject was class VIII E that consisted of 40 students. The researcher conducted a classroom action research which was done in two cycles. The data were collected using observation, measurement, and recording technique. The tools of data collection were scoring rubric, observation checklist, field notes, and handy camera. The result of data analysis showed that Simon Says Game was able to improve students’ participation. The students could give and act out the instructions well. It was shown that the students’ mean scores in giving the instructions improved from 1.68 (cycle 1) to 2.15 (cycle 2). Meanwhile, the mean score of acting out the instructions was improved from 1.83 (cycle 1) to 2.28 (cycle 2). It can be concluded that the students’ participation in listening comprehension class improved. In other words, this technique can help the students give instructions and act out the instructions correctly.
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The Use of Community Language Learning (CLL) Method to Increase the Students’ Participation in Classroom Conversation | Nurhasanah | Register Journal 325 544 1 SM

The Use of Community Language Learning (CLL) Method to Increase the Students’ Participation in Classroom Conversation | Nurhasanah | Register Journal 325 544 1 SM

The researcher believes that every teacher has their own method but after doing Classroom Action Research (CAR) for the students of International Class Program batch 2013, CLL is appropriate to be applied for teaching and learning foreign language. Besides this method involves psychological aspect, the students have become more confident and more enjoyable to speak naturally to express their ideas, share problems, and propose questions so that this condition do not make a gap between teacher and students then they can be enjoy in learning English.
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IMPROVING STUDENTS’ ABILITY TO WRITE VERB-FORM IN RECOUNT TEXT USING FLASHCARD

IMPROVING STUDENTS’ ABILITY TO WRITE VERB-FORM IN RECOUNT TEXT USING FLASHCARD

Based on the research findings, the writer would like to propose some suggestions to improve teaching learning process especially teaching verb-form in recount text by using flashcard. The suggestions are defined as follows: (1) Based on the finding of the research, Classroom Action Research is a good method to saw the student activities in the classroom. It is can use to saw the process of students’ improvement. By used it the teacher can know what should be revised in teaching learning process. The teacher can change the students’ behaviors in the classroom. (2) Flashcard is a media that researcher uses to improves students interested. It is made students’ focused and interested to the teacher. Flashcard also made students quietly in the classroom. It is a new media for the students. (3) In improving students’ ability to write verb-form in recount text, the teacher should revise the technique of the teaching. The teacher should be focuses to the students’ behavior. The teacher should improve students’ interest. If the students focused and interested to the teaching learning, it will be easy to changed students’ attitude.
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The use of podcasts in learning pronunciation in class VIII of SMP PGRI 10 Wwedi Klaten

The use of podcasts in learning pronunciation in class VIII of SMP PGRI 10 Wwedi Klaten

take many forms, ranging from a pretest-posttest design to a comparison of similar classes to a descriptive case study of a single class or student”. Based on Mettetal’s statement, the researcher ranged a pre -test and post-test design and to complete the pre-test and post-test, the researcher used flashcards and podcasts as the students’ treatment. Kemmis and McTaggart (2000) as cited in Huang (2007, p. 15) say that Classroom Action Research consists of four essential stages. They are planning, action, observation, and reflection. In this case, the Classroom Action Research was both a quantitative and qualitative research, since its purpose was to find out the information about students and teachers’ opinion towards teaching methodology in English class. The information was concluded from the number of the answers from the close-ended questionnaires. Besides that, the information was also concluded from progress reports, test score and activity.
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this PDF file IMPROVING LISTENING SKILL OF GRADE ELEVEN STUDENTS AT MADRASAH ALIYAH NEGERI (MAN) 1 PALU THROUGH DICTOGLOSS TECHNIQUE | Poerwanti | BAHASANTODEA 1 PB

this PDF file IMPROVING LISTENING SKILL OF GRADE ELEVEN STUDENTS AT MADRASAH ALIYAH NEGERI (MAN) 1 PALU THROUGH DICTOGLOSS TECHNIQUE | Poerwanti | BAHASANTODEA 1 PB

In the process of teaching learning, the teacher tried hard to apply the stages well. The first stage of Dictogloss, she started with preparation or warming up for the students. She aimed to make students more receptive to the listening passage therefore she explained the material and asked some questions to the students to built their prior knowledge. This way could lead them prepare before listening. At least, the students were not blank of the material. The students constructed meaning based on the interplay of background knowledge and the new concepts presented in the text. She facilitated this process by providing background information and helping students with unfamiliar or new vocabulary. It has been done by the teacher during the research. The teacher encouraged them to be active by giving them some vocabularies and asking the meaning. This process of preparation, of course, has given a new experience for the students which they never got before. They listened and learnt how to understand teacher‟s questions and how to reply.
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rps car i made sujana 2015

rps car i made sujana 2015

After attending required meetings, actively participating in workshop and discussion, and completing all the assigned, the students of English Education Department, Faculty of Education are expected to be able to design research proposal based on standard scientific procedures for CAR and to understand the principles CAR implementation and report writing.

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UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA MELALUI PEMBELAJARAN KOOPERATIF MODEL TEAM ASSITED INDIVIDUALIZATION (TAI) DI SDN SUMBERDADI I SUMBERGEMPOL - TULUNGAGUNG - Institutional Repository of IAIN Tulungagung

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA MELALUI PEMBELAJARAN KOOPERATIF MODEL TEAM ASSITED INDIVIDUALIZATION (TAI) DI SDN SUMBERDADI I SUMBERGEMPOL - TULUNGAGUNG - Institutional Repository of IAIN Tulungagung

Jenis penelitian yang akan dilakukan didalam penelitian kualitatif ini adalah Penelitian Tindakan Kelas (PTK). Penelitian Tindakan kelas (PTK) yang dalam literatur berbahasa Inggris PTK disebut Classroom Action Researc (CAR) adalah sebuah penelitan yang dilakukan oleh guru dikelasnya sendiri dengan jalan merancang, melaksanakan dan merefleksikan tindakan secara kolaboratif dan partisipasif dengan tujuan untuk memperbaiki kinerjanya sebagai guru sehingga hasil belajar siswa dapat meningkat. 4

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THE USE OF SNAKE AND LADDER GAME AND COOPERATIVE LEARNING TO IMPROVE STUDENTS' SPEAKING SKILLS - Test Repository

THE USE OF SNAKE AND LADDER GAME AND COOPERATIVE LEARNING TO IMPROVE STUDENTS' SPEAKING SKILLS - Test Repository

English has many functions, one of them as being stated in the curriculum 2013 that English has a great role to convey the ideas over Indonesia and understand ideas derived from abroad (Widya, Furaidah, & Rohmah, 2016). In education, English is also as a means for the students to develop culture and art, and the final objective of its teaching and learning process is the students are expected to master four skills of language. They are listening, speaking, reading, and writing. But one of the four language skills which this research focuses is speaking skill.
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The use of picture series in the teaching of writing narrative texts to XE Students of SMA BOPKRI 2 Yogyakarta

The use of picture series in the teaching of writing narrative texts to XE Students of SMA BOPKRI 2 Yogyakarta

The picture series in this study have the same meaning with picture sets, picture sequences or picture stories. According to Rivai and Sudjana (1991: 12), as cited by Sagita (2009), a picture in this study is an illustration of picture that can be used as two dimensional representation of person, place or thing. Raimes (1983) states that a picture is a media for teachers to bring the outside world into the classroom in a vividly concrete way. She added that ESL writing teachers can find valuable resources in pictures: drawings, photographs, posters, slides, cartoons, magazines advertisements etc (p.27). Breitkreuz (1967) states ― Picture series normally depict logical or continuous actions, situations, and thoughts and are arranged in a row coming one after another‖ (as cited in Nugroho, 2011, p.7).
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SEAMEO QITEP in Language Annual report 2015-2016 - Repositori Institusi Kementerian Pendidikan dan Kebudayaan

SEAMEO QITEP in Language Annual report 2015-2016 - Repositori Institusi Kementerian Pendidikan dan Kebudayaan

The Centre invited Dr Marco Stahlhut (Goethe Institut Jakarta), Raziana Abdul Rahman, PhD (Ministry of Education of Malaysia), Mr Michael Stout (Tsukuba University, Japan) and Prof. Assoc. Juree Suchonvanich, PhD (University of the Thai Chamber of Commerce, Thailand) to be the keynote speakers of the symposium. The keynote speakers and 35 presenters shared and discussed their good practices with participants from various institutions in Indonesia. The focus of the discussion related to the theme of the symposium: “Classroom Action Research: Designing Innovative Foreign Language Teaching”.
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