How Is the Action Research Plan Implemented Reviewed and Evaluated More Specifically?

Parlindungan Pardede

parlpard2010@gmail.com

Universitas Kristen Indonesia

Abstruse

AR has long been well-known as 1 of the all-time teacher professional person development tool. Information technology can be effectively used past teachers to find, collect, and analyze information almost their teachings so that they can minimize their weaknesses and increase their strengths. However, most educators, including EFL teachers, are reluctant to conduct AR because of, among others, its cyclical nature and recurring steps that often emerge uncertainty and disorientation. This article attempts to show that AR process is non as complicated as it seems by presenting the concepts establishing the general process and 14 specific steps of AR and shows how each step is implemented in an AR study.

Keywords:action research, iv stages cycle, EFL

Full Text

INTRODUCTION

Action Research (AR) has been known as an impressive toolfor teachers to advance their skills and noesis for improving their students' achievement through their didactics practice refinement, including in English as a Foreign Language (EFL) learning and teaching. Mills (2011) stated that AR is a systematic procedure conducted by educators to collect information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning. Using AR, teachers can collaboratively explore solutions to real problems they encounter in their classroom or attempt to develop classroom practices for improving their students' achievement. Too, AR offers an authentic and meaningful feel to the teachers-researchers considering the object inquired in AR is the researchers' classroom.

Various AR projects carried out in many EFL programs around the globe (e.g. Huang, 2016; Mehmood, 2011; Rengifo, 2009)proved that AR can be effectively used to solve problems related to cognitive, motoric, and attitude domains. Cohen, et al (every bit cited in Pardede, 2016) claimed AR can be implemented in almost any setting where a problem involving people, tasks, and procedures needs to be solved, or where some changes should be made to get a more than desirable result. Thus, in EFL contexts, AR can exist a powerful tool for increasing students' language skills, vocabulary, and grammar; promoting analytical, critical and artistic thinking skills; and increasing the learners' motivation. However, only limited numbers of EFL teachers have implemented AR. Rainey (2000) reported that among the 229 EFL teachers from x countries he surveyed, 75.5% have never heard of AR, and simply 75.9% of those who have heard of AR practiced it. What is more, amongst the 41 respondents who had practiced AR, but 6 (14.half dozen%) who did it regularly; thirteen (thirty.9%) did it quite oftentimes; and the rests 54.5% seldom did information technology. Nearly respondents did not conduct AR due to their work overload or the absence of their skills to conduct AR.

These findings are in line with the results of the author'southward breezy observation indicating that the majority of EFL in-service and pre-service teachers' are not certain how to conduct AR due to its complex process. Its reiterative nature makes AR seems complicated, specially to those who oasis't experienced doing it.  Some researchers (Cook, 1998; Goodnough, 2008; Whitehead, 2016) even chosen information technology messy due to its cyclical nature and recurring steps which may sally a sense of uncertainty, frustration, and disorientation to the researcher.

Despite these, the AR process is non as complicated as information technology seems. Those who are conducting or volition undertake AR can understand it well by perceiving its nature and seeing how it is implemented in real examples. This article was written to reply to some questions concerning the AR process in the EED Collegiate Forum when my commodity "Action Research in EFL Learning and Pedagogy" (2016) was presented and the questions akin to them addressed in some teachers' seminars in which I shared ideas about action enquiry. This article presents the concepts, establishing AR procedure and shows how each step of the process is taken in an AR written report.

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Action Enquiry Process

In a full general term, AR is a principled way of observing and reflecting upon one's teaching to reduce its weaknesses and increment its strengths. Burns (2010) stated that AR is an inquiry in which a instructor investigates or explores his or her didactics context where he or she is one of the participants. Using AR as a tool, educators can meliorate their educational exercise by identifying issues or bug they face up, implementing actions (changes or interventions) to solve the problems, collecting, analyzing, and reflecting nearly the data to run into the changes impact to the intended improvement.

Different from an experimental study which implements different treatments to two or more groups isolated from the regular class, AR is integrated into the regular learning and teaching process. It does non interfere with the form learning schedule considering the actions or interventions of an AR are "added" into the regular learning procedure. The actions tin be new learning or teaching strategy, media, activities, materials, innovation, or any other changes intended to bring near improvement to the learning and pedagogy process. While the deportment are implemented, information are collected and analyzed to evaluate whether the changes caused by the implementation of the actions upshot in the intended improvement.

 Although AR is a systematic inquiry, since it is conducted in a spiral of cycles and the researcher should reflect on each phase of the process, its process does not follow a linear path. This is because action researchers face real-life issues that are seldom direct and linear (Whitehead, 2016). In reality, AR tin be very recurring and even messy. For instance, after getting and reflecting the results of the beginning activeness, the researcher should use those reflection results in planning the side by side serial of actions. The information obtained may lead the researcher to modify strategies or media or even refine the question with a dissimilar focus. Another case for the "messiness" of AR is that while the researcher is setting the trouble he has identified in a theoretical context, the literature review may lead him to the next step—planning actions. Yet, it may besides lead to him to return to trouble identification for redefining the issues he should address.

AR is conducted in the same cycle of a medical handling, which starts by monitoring of symptoms, diagnosing the disease, prescribing the remedy, treating the patient, and monitoring and evaluation of results. If the medicine the patient has taken does not make him getting better, the doc needs to echo monitoring of symptoms and diagnosing the disease before prescribing a more appropriate medicine. In an AR, the teacher-researcher starts by identifying the problem, ascertaining its causes, planning a solution, implementing it, and observing and evaluating its effectiveness. However, if in one of the steps he gets information that necessitates him to change the issue or modify the actions, must practise it and leave the previous version.

Many AR experts have independently designed their educational AR procedure without knowing of the other versions. Consequently, the models available in literature use varied terminologies. Pardede (2016) summed up some of the commonly practiced stages of AR in Tabular array 1.

Despite the different terminology used in each version, all models listed in Tabular array 1 take the same purpose i.e. to comport a systematic study to solve the classroom problems or to present modify and improvement in teaching and learning processby following a dynamic process of planning, acting, observing, and reflecting (Run across Figure 1). These four-wide stages are "in a cycle of research which may go a continuing, or iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory upshot and feels it is time to finish" (Burns, 2010, p. 7). By going through that four-stage cyclical procedure, the teachers-researchers learn more about both the practise and activity inquiry and employ them to put the intended improving change in the learning and teaching practise into reality.

The four-stage cyclical procedure in a higher place pinpoints the general procedure of AR. Wintertime and Munn-Giddings (2001)briefly described it as follow. AR commences with teachers (and perhaps students) determining the inquiry focus, deciding the intended improvement, and devising a plan to observe and record their classroom activities (Program). The classroom activities are so applied (Activeness) and relevant observations are recorded (Detect) which are so critically reflected upon individually and collaboratively (Reflect) leading to revising classroom activities based on the results or what has been learned (Revised Plan). If the intended improvement is not yet achieved, the revised plan is used to bear the second bicycle consisting of the same iv stages. If at the end of the 2nd cycle the intended comeback is besides not yet achieved, the revised plan made based on the noesis obtained in cycle two is used to comport the third cycle, and and then on (see Effigy two). Thus, an AR stops merely when the intended improvement has been achieved.

As stated earlier, the 4 stage cycle (Plan, Exercise, Act, and Reflect) is just the general process of AR. In practice, each of these stages consists of various specific steps. Some of the steps are still divided into some more than specific steps. Overall the specific steps include:

1. Identifying a trouble or research topic
2. Verifying the problem or enquiry topic
3. Setting the problem or inquiry topic in a theoretical context
4. Planning for data collection
5. Determining the types of data to collect and their sources
6. Describing the action (intervention) and its procedure
7. Deciding the method and instruments
8. Determining when and how often the information will be collected
9. Deciding who volition collect the data
10. Determining data analysis technique
11. Setting the intended outcomes (success criteria)
12. Estimating budget
13. Conducting the intervention
14. Collecting the data
15. Organizing and analyzing the information
16. Checking whether the interventions accept resulted in the intended modify or improvement
17. Determining what factors are attributed to the comeback
18. Identifying the bug arising during the action implementation.
19. Deciding what to do to resolve the newly identified problem in the next bike
20. Creating a plan for the next cycle
21. Drawing conclusions and recommendations
22. Disseminating or writing the report (if the AR is finished)

By comparison the full general four-stage process with the fourteen specific steps, information technology is non besides hard to see how the ii fit each other (see Figure iii). Stage ane (planning) consists of Steps one, two, 3, and 4 considering they are planning activities conducted earlier the project implementation. Stage ii (acting) is composed of Steps 5 and 6 which take place when the plan is implemented and and then the data is collected. Stage 3 (find) is composed simply by Step 7. Finally, Phase four (reflecting) is composed of Steps 8 through 14.

It should be noted that since the problem to solve or the aspect of learning to investigate in every AR belongs to the real practise of the teacher-researcher, each problem is unique. Equally the investigation of unlike problems requires different steps, it can be concluded that the universal order of AR steps does not be. Therefore, the 4-phase process with the 14 specific steps should exist accustomed equally a general guideline. In AR implementation the teachers-researchers might find themselves skipping steps, reorganizing their lodge, or repeating some steps. Every instructor-researcher, therefore, should use the steps in Figure 3 equally a general guide. The following sections depict each of the 14 steps as briefly, but succinctly as possible. To make the description realistic, information technology is put into the context of Pardede's (2018) research article. This commodity reports a three-cycled AR aimed at enhancing the pronunciation of 21 EFL students majoring in English Teaching at Universitas Kristen Indonesia by using the explicit teaching arroyo. The participants attended the Integrated Skills IV were provided with special practices on pronunciation, including watching videos, listening to English expressions, drilling the elements of English pronunciation difficult to them, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers'. Data were collected through tests and questionnaires. The results revealed that the explicit didactics approach enhanced the participants' English language pronunciation skills, as shown by the increment in their boilerplate scores in the four tests administered during the implementation of the actions. The data obtained from the survey showed that the approach was interesting, helpful in pronunciation development, and increased self-confidence in English language speaking.

1. Identifying a trouble or enquiry topic

In this first step, the teacher-researcher identifies an issue or a problem to report. It could exist started by finding something intriguing, something that is worth to examine in depth. To notice such an issue or problem, the instructor-researcher could observe his classroom and inquire himself, "What am I curious about? What displeases me? Pardede (2018) identified his problem through informal observations conducted in his Integrated Skills 4 course revealing that pronunciation is a major obstruction to communicate for many students, including their ignorance of sounds, intonation, pausing, linking and rhythm while speaking.

ii. Verifying the problem or inquiry topic

In one case identified, the problem should be verified to ascertain that information technology is related to the teacher-researcher exercise by considering the factors involving in the problem and why information technology happens. Pardede (2018) verified the students' problem in pronunciation through his observation which revealed the students' ignorance of certain English sounds, intonation, pausing, linking and rhythm while speaking. He also related it to a previous written report showing the prevalent problem amidst the students in the aforementioned department in producing English fricatives. To verify the causes, he discussed with the students and found out that the English Phonology class they had passed did not affect their pronunciation skills. The class did cover the concepts of producing English language sounds, only it did not provide a proper opportunity to practice producing the sounds. Information technology was likewise indicated that pronunciation skills were neglected in previous Integrated Skills classes because it emphasized more on linguistic communication functions and chatty competencies. In addition to the interview and test of the bachelor data related to the problem, the researcher likewise reviewed related literature and consulted experts and colleagues. The procedure the researcher went through in this step is like to the one a medical doctor applies while diagnosing a disease suffered past a patient.

3 Determining the problem manageability

After existence certain of the causes of the trouble, the researcher tin determine the manageability of the problem by because what action should be conducted to solve the trouble and what skills and resource are required to solve it. A inquiry problem is manageable if it is not beyond the researcher's capability in terms of enquiry skills, time, and resources. Although this step is ordinarily not included in AR reports, it is very of import for it is useless to go on to prepare an investigation but finally stops due to the researcher inability to finish the report.

4 Setting the trouble or inquiry topic in a theoretical context

This pace is overlapping with stride 2 (trouble verification). Even so, setting the problem in a theoretical context academically covers a broader area. In this step, the researcher links his study topic to current theories to achieve two main goals: (1) to get a more comprehensive understanding of the topic, (2) to raise the study's credibility; (3) to provide a theoretical context for his findings.

To ready the problem in a theoretical context could exist done in i of the following three approaches. First, doing the review of the literature before collecting the data. This approach helps the researcher set his study in theoretical context formulate the research questions, develop ideas for collecting information, and refine a pedagogical method to be studied. The second approach is doing the literature review every bit he reports the information and draws conclusions. In this approach, the researcher just reviews the literature related to his concluding point. The third approach is past not doing a literature review at all. The bulk of brusk AR projects exercise not include these elements. They just describe the what, why, how and the results of the project without relating them to any previous studies or theories.

Pardede (2018) took the first approach in his AR. He reviewed some current literature related to pronunciation instruction office in language teaching, approaches, and techniques of pronunciation instruction, and the nature of pronunciation explicit education approaches. He also reviewed some recent studies investigating pronunciation explicit teaching.

4. Planning for data collection.

In traditional inquiry, this stride is known as methodology. It concerns with: (a) the type and sources of data to be collected; (b) the action (intervention) to be implemented and its procedure; (c) the method and instruments to be employed to collect the data; (d) when and how often the data will be collected; (eastward) who will collect the data; (f) what analysis technique will be administered; (1000) what are the success criteria of the intended outcomes) of the AR; and (h) upkeep estimation. Equally reported in his method section, Pardede (2018) planned to collect quantitative and quantitative data. The quantitative data would be obtained from the pre-test and mail service-tests and qualitative data will exist gathered from two surveys.

Action or intervention refers to the specific strategies, activities, media, materials, innovation, or any changes implemented to achieve the intended improvement. To make the implementation systematic, it should be appropriately planned and be agreed upon by the whole groups (researchers and students) involved in the action research. The action or intervention program can be presented every bit a function of the AR method section. It tin can also exist included in the lesson plan and unit plan designed for the AR, and both of them are fastened to the AR proposal. In Pardede's (2018) AR study, the actions or intervention, i.due east. the apply of the explicit pedagogy arroyo, is described in the method section. The actions were integrated as "additional learning activity in Integrated Skills IV course". They were implemented in the final 15-20 minutes of the class which was held twice a calendar week in September 2015 to January 2016. In the action procedure department, the features of the interventions (sounds, consonant clusters, stress, pausing, linking, prominence/non-prominence, and intonation) were described, and the details of the features were described in the deportment implementation report presented in the finding section.

In Pardede'due south (2018) AR, the methods applied to collect the information were examination and survey. The information was collected earlier conducting the intervention (pre-test and pre-action survey), at the terminate of each cycle (mail-tests), and at the stop of cycle iii (post-action survey). The data was collected by the researcher (This is possible considering the exam and survey were non conducted during the intervention. If the data drove was conducted simultaneously with the intervention, it must accept been washed by 1 or more collaborator). In this AR, some other type of data, i.e. the data concerning the process of the activity in each session was too collected by a collaborating observer using an observation canvas. Still, these data were not included to respond the research questions. It was merely used as feedback in the reflection stage for planning better implementation in the next sessions or stage.

The descriptive statistical technique was employed to analyze the quantitative data obtained from the tests. The data obtained through the questionnaires were analyzed using the descriptive analysis. The success indicator in this AR was that at the end of the study the form achieved a mean score of 75 in the pronunciation test. The researcher did not include upkeep estimation in the report.

five. Conducting the intervention

As information technology was previously stated, interventions or actions refer to the specific strategies, activities, media, materials, innovation, or any changes implemented in the learning procedure to achieve the intended comeback. Pardede (2018) described his intervention in each of the 3 cycles in the finding section. In cycle 1 consisting of vii sessions, some pronunciation videos were exploited to meliorate the students' ability to pronounce English sounds problematic to them. The 2d wheel consisting of seven sessions was carried out to amend the subjects' skills to accordingly use eleven consonant clusters /-sps, -kst, -lpt, -mpts, -mpst, -ksts, spr-, spl-, -lpt, sr-,  hj-/ and stress past using the materials in Unit of measurement 7-20 of Hewings' (2007) and their accompanying CD. Two units were practiced in each session. The intervention in Wheel three includes practices to correctly use pausing, linking (breaking speech communication into units), prominence/non-prominence and intonation employing units 26 and 32-41 of Hewings' (2007) and their accompanying CD.

6. Collecting the data

Every bit information technology was previously indicated, data in AR are collected for 2 purposes. First, to evaluate whether the changes caused by the implementation of the deportment have resulted in the intended improvement or not. In other words, the data are used equally the parameter of the intended comeback achievement. The 2nd use of the data is to provide a basis for evaluating whether the planned actions were properly carried out or not along with the implementation of the interventions. In Pardede'south (2018) AR, as planned in the method department and presented and discussed in the consequence section, the data collected to evaluate whether the changes accept resulted in the intended improvement or not were the pre-test and post-test results and the qualitative information obtained from the pre-action and post-activity questionnaires. The pretest was administered 2 weeks before the activeness inquiry began. The post-tests were conducted at the terminate of each wheel. The pre-action survey was administered after the pre-test, while the mail-activity survey was conducted as before long as the post-test of cycle 3 was finished.

Besides, the activities in each session were observed by a colleague of the researcher, and the nerveless information of a session was reflected soon after the session ended to evaluate the appropriateness of the intervention implementation. The reflection on the ascertainment results of the early session of cycle ane, for instance, suggested the researcher provide the students with the materials used in the project and then that they could practice alone or in a group outside of the grade. Realizing that, as a skill, pronunciation mastery depends on the frequency of practice, the researcher decided to distribute the whole materials of bike 2 and 3 to every participant at the beginning of each bike.

Since AR is a dynamic, e'er-changing process, to change one or more aspect similar the distribution of the materials in Pardede (2018) is allowed. Since AR is essentially an inquiry for refining learning and didactics practices through a cyclical procedure in which the teachers-researchers learn more than about both the practice and the intervention and utilize them to make changes for comeback, information technology is principally mutual to change a detail teaching strategy, learning media, access to the learning content, or even the focus of the study as data is nerveless. It is very important, still, let the reader know what modify is fabricated and why it was made.

7. Organizing and analyzing the data

In AR, organizing and analyzing data are conducted forth with the implementation of the deportment. Pardede (2018), for example, organized and analyzed the data of the pre-test and pre-activeness survey right away because he needed the analysis results to identify the problematic pronunciation elements to the students and to understand students' perception of pronunciation. Based on these, he so adjusted the intervention plan to arrange the students' condition and need for pronunciation improvement. The data obtained from the colleague's observation was likewise immediately reflected so that any change, if necessary, could be fabricated in the following intervention. Thus, although information analysis was presented at the stop of a written report, i.due east. in the result section, it does not mean that the whole information was accumulated start to be analyzed at the end stage of the research. Data analysis and reflection took identify during the AR process. Information technology was placed at the finish of a research report simply because the construction of the report requires information technology to be placed at that place.

As it was planned and equally the finding department reports, Pardede (2018) organized and analyzed the quantitative information obtained from the tests using descriptive statistical operation in the form of tabular array and graphs. While the information obtained through the questionnaires were analyzed using the descriptive analysis.

8. Checking whether the interventions have resulted in the intended modify or improvement

Checking whether the interventions have resulted the intended change or improvement is i of the steps of reflection, which Schon (as cited in Leitch & Day, 2000) defined as "teachers' thoughtful consideration and retrospective analysis of their performance in order to gain knowledge from feel." Mertler (2009) defined it equally "the act of critically exploring what you are doing, why you lot decided to practice information technology, and what its result has been" (p. 12). Thus, in AR, reflection refers to the disquisitional test teachers-researchers do to the aspect of their teaching practices studied in the AR to improve or develop them so that they are empowered to make informed decisions near what to change and what non to change. Pardede (2018) did this by comparison the pre-exam results to the post-test results of cycle i at the end of wheel 1; comparing the results of mail-test1 to those of wheel 2 when cycle 2 ended, so on. He also compared the results of the pre-activeness survey to those of the mail service – activeness survey.

9. Determining what factors are attributed to the improvement

Based on the comparing of the pre-exam mean (54.iv) to the cycle 1 post-test mean (62.8), Pardede (2018) realized that the interventions in cycle ane, i.e. the practices of problematic English sounds employing videos managed to improve the participant'southward pronunciation. Nevertheless, the improvement had not yet met the success criteria, i.e. the mean score of 75.0. That'south why more interventions were needed, and cycle ii was planned. The explicit teaching practices of the selected consonant cluster in cycle 2 and practices of pausing, linking, prominence/non-prominence and intonation in cycle iii also contributed to the students' pronunciation improvement. At the end of cycle 3, the post-test mean (77.3) has exceeded the success criteria (75.0). Therefore, the AR was stopped.

His reflection of the data obtained from the surveys revealed that using interesting media and activities helped continue the students' interest and motivation to practice. To young the participants, the combined utilize of videos or audios (in MP3 files), phonetics transcription and texts was interesting. The videos and MP3 sound files were interesting to them considering these media provide them with authentic English pronunciation elements and the means they are produced. The participants favored the phonetic transcription because they had been familiar with information technology (it had been previously studied in the Phonology course).

10. Identifying the problems arising during the action implementation.

Based on his reflection, Pardede (2018) did not notice any problems in the AR. This might exist due to the fact that the participants were highly motivated to participate as a issue of their willingness to improve their pronunciation and the use of interesting media in the implementation of the interventions.

The only mentioned problem in this AR concerns with the media and materials distribution. To allow the participants focused on practicing the particular elements in each session, during the implementation of cycle one the researcher merely distribute the material and media correct before the session began. However, when the observation results of the early session of cycle 1 were reflected, the researcher was suggested to provide the students with the whole materials used in the projection so that they could practice them lone or in a group exterior of the class. Because that pronunciation is a skill whose mastery largely depends on regular practices, the researcher inverse his mind and distributed the whole media and materials allotted for a cycle in its first session. Distributing the whole materials used in ane cycle at the first of the cycle was positive. Information technology encouraged many of the participants to practice outside of the classroom. Those who had not done the same were motivated to do then during the implementation of cycle two and 3.

11. Deciding what to do to resolve the newly identified problem in the adjacent cycle

Every bit information technology was described in step 10 above, the only mentioned problem in this AR is the media and materials distribution. Based on the reflection of data obtained from the observation in cycle ane, the researcher was suggested to provide the students with the whole materials used in the project so that they could practice them lone or in a group outside of the class. Realizing the importance of regular and intensive practices for developing pronunciation, the researcher resolved this problem past distributing the whole media and materials allotted for a cycle in its starting time session. In every session of cycle 2 and 3, the whole participants were motivated to practice regularly lonely or in a grouping outside of the grade.

11. Creating a plan of action for the next cycle.

Equally described in step 4 above, action or intervention refers to the specific strategies, activities, media, materials, innovation, or any changes implemented to reach the intended improvement. To brand the activity implementation systematic, it should be accordingly planned and be agreed upon by the whole groups (researchers and students) involved in the action research. In practice, this step is carried out earlier a cycle implementation. Some action researchers put the program into lesson plans. Some others just include it in the AR method section.

A skillful action or intervention plan should be based on the real condition the needs of the learning and teaching environment to which the interventions will be implemented. That's why the problem to be resolved should be identified and verified particularly in the researcher practice. Later that, the problem and the actions to be implemented to resolve it should be set into context by reviewing literature. Based on these, the activeness programme for the beginning cycle is set to create.

The creation of an action or intervention plan for the second bicycle, however, needs to consider the information collected during the first wheel, in addition to the information obtained through the observation, interview, and literature review conducted before the first bike. In Pardede's (2018) study, the action plan of cycle 2 was improved by adding the distribution of the whole media and materials at the showtime of the wheel. Equally previously explained, the determination to distribute the whole materials and media since the beginning of the cycle was based on the reflection of the data obtained through the ascertainment of actions implementation in cycle one.

12. Drawing Conclusions

A consummate conclusions drawn in a research more often than not covers 5 points: summary of the main points made in the introduction and literature review sections; (2) A brief review of the method department; (3) a summary the findings; (iv) a cursory discussion of the broader implications of those findings; (five) a brusk description of the limitations of the study (due to its scope or its weaknesses); and (6) suggestions offered for related futurity studies.

Pardede (2018) explicitly presented only the 3rd, 4th, fifth and sixth points at the section decision and proposition of his commodity. Indicate 1 and 2 are mentioned implicitly. He wrote that the results of AR revealed that the explicit pronunciation educational activity managed to amend the participants' pronunciation skills and changed the negative attitudes toward pronunciation the participants had before the actions implementations to a more positive ane. Apropos the limitation of the report, he stated that since it was an AR involving a grade of pre-service EFL teachers, the details could not be generalized to other groups of students. Finally, futurity studies were recommended to alter some aspects of the materials, activities, media, and strategies used in this study to suit the weather of the target groups.

13. Writing the study (if the AR is finished)

Upwards to several years ago, the results of AR were just shared in peers forums, faculty meetings, and teacher seminars and conferences. Nevertheless, more and more than teacher researchers take been publishing their AR reports in journals or write them to fulfill one of the requirements in graduate programs. Regardless of which venue the reports volition be shared, the researcher needs to follow the format the journals or conference committee take determined.

CONCLUSIONS

Despite its effectiveness as a tool teachers can use for observing and collecting information well-nigh their teaching to analyze its weaknesses and increase its strengths, the majority EFL in-service and pre-service teachers feel reluctant to deport AR due to their uncertainty of the process. AR's cyclical nature and recurring steps may indeed emerge doubtfulness and disorientation to a beginner. However, the procedure is not as complicated every bit it seems. Any instructor can understand information technology well through a learning-by-doing process. The all-time fashion to master the AR process is by studying the general and specific procedure concepts, looking at how they are implemented in a existent project, and get involved in an AR project. The general four-stage and the specific process of AR should exist used merely every bit a general guideline. Although two ARs conducted in different classrooms are analyzing a similar trouble, since each classroom has its unique feature, sure differences tin can sally in the process of these projects. Therefore, the analysis of the process of AR instance in this commodity should be accustomed as an illustration of how the AR steps are conducted. The assay can hopefully provide teachers who are going to conduct their AR with a improve agreement of AR process.

REFERENCESS

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Presented in UKI English Pedagogy Section Collegiate Forum held on Friday, December 7, 2018; Published in In: PROCEEDING English Teaching Department Collegiate Forum (EED CF) 2015-2018. UKI Press, Indonesia, Jakarta, pp. 136-146. ISBN 978 623 7256 25 0

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