Atma Jaya Catholic University
ABSTRACT OF PLENARY SESSION 2
Classroom action research has emerged as an impetus believed to empower the teacher in their profession. Given its practitioner-driven nature, this kind of research is fully dependent on the teacher’s knowledge, experience, and competence to bring about change and improvement to the teaching. Of various intertwined research elements, data collection and the teacher’s identification of the class problems are of great importance to understand. This presentation discusses two major elements: 1) data collection comprising observation, introspective methods, and elicitation procedure and 2) classroom action research scope.
Three basic approaches to documenting classroom interaction from observation are highlighted: 1) the adoption of observation systems to code data, 2) the use of recording and transcriptions of classroom interaction, and 3) the production of ethnographic narratives. As for introspective methods, the techniques include: 1) think-aloud protocols and 2) stimulated recall. Elicitation procedure briefly discusses: 1) interviews, 2) questionnaires, 3) production tasks, 4) role plays, and 5) tests.
To widen the horizon of the classroom action research, the presentation also suggests two areas of research: 1) formal models of language and 2) interaction-based research based on different types of tasks.