Research Article
Teachers‘ Ability in Formulating the Topics of their Classroom Action Researches
@INPROCEEDINGS{10.4108/eai.12-10-2019.2292227, author={Hazairin Eko Prasetyo and Victa Sari Dwi Kurniati and Adhi Kusuma}, title={Teachers‘ Ability in Formulating the Topics of their Classroom Action Researches }, proceedings={Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICLLT}, year={2020}, month={2}, keywords={classroom action research junior high school teachers research proposal}, doi={10.4108/eai.12-10-2019.2292227} }- Hazairin Eko Prasetyo
Victa Sari Dwi Kurniati
Adhi Kusuma
Year: 2020
Teachers‘ Ability in Formulating the Topics of their Classroom Action Researches
ICLLT
EAI
DOI: 10.4108/eai.12-10-2019.2292227
Abstract
The objective of the study was to find out how successful the teachers were in formulating the topics of their classroom action researches after following a four- hour research proposal writing workshop. This phase of proposal writing activity was considered the most urgent among school teachers in Indonesia because most of them were not obliged to do researches until they were about to be promoted to be senior teaching staff members. The respondents of the study consisted of forty- two (42) teachers working for a junior high school in Yogyakarta Special Province, Indonesia. The instruments for collecting the data were the sheets of problem identification, particularly designed for assisting the teachers to begin writing their action research proposals. A descriptive quantitative technique was used to analyze the data. The results of the study showed that most respondents were not successful in formulating the topics of their classroom action researches.
