Classroom action research is also done by a teacher on the basis of the phenomena on his/her own classroom. McNiff (1992) asserts that a classroom action research is participatory and collaborative. That is why, the researcher participated as the teacher who is teaching English through a proposed strategy. The phenomenon is usually an issue in the classroom, e.g. for MTs or SMP English teacher, he/she faces a problem on a strategy to enhance or improve the students ability in specific type of genre such as: recount text, narrative text, descriptive text, report text, and procedure text. In brief, classroom action research functions as a way, which is designed to enhance the quality of both result and process of the teaching and learning due to satisfactory condition that takes place in the classroom.
There are various kinds of classroom action research models. I would like to describe the model of Kemmis and McTaggart (1992). In implementing this model, the following visualization is presented:
The Design of Classroom Action Research
The model consists of four steps: (1) planning of the action, (2) implementing of the action, (3) observing of the action, and (4) making analysis and reflection. This advantage of this model is that within the model, a new cycle covering those above stages can be re-implemented if satisfactory results of the teaching and learning process are not achieved.
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