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Observation in Car

- Explain the learning objectives - Explain the cooperative learning model - Divide students into groups - Explain the task - Provide learning resources Phase 2: Group Work

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Nanda Fujiana
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92 views8 pages

Observation in Car

- Explain the learning objectives - Explain the cooperative learning model - Divide students into groups - Explain the task - Provide learning resources Phase 2: Group Work

Uploaded by

Nanda Fujiana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Observation in Classroom Action Research

Paper

Submitted By:

Nanda Fujiana (17160409856)

Nuraini (17160409857)

Salfiana ( 171604098

Sumaini (1716040985

The Student in English Department

TARBIYAH FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES

GAJAH PUTIH TAKENGON

2020
CHAPTER II

EXPLANATION

A. Definition

Observation (observation) in the language of the research methodology


contains two kinds of understanding. First, meaningful as research or data
collection. Second, as a special technique to collect data using sensory devices
(observing with the eye, specifically). What often happens, observation is only
interpreted as a technique of collecting data, not considered as research.

Researching (Observing) That action means examining the course of


action that we carry out (currently and already carried out). In CAR, that would
mean examining the following:

The methods used to improve or improve the situation (problem) have


been running properly. For example, if what is used in the form of group learning
(cooperative learning), examined whether the workings of students in groups are
good, smooth, cooperative, etc. (will be reflected or evaluated whether the way to
group students is good or not). Lest work students work individually in groups,
whereas group work means working together, working together as a team.

The teaching aids used are correct or not. If you use teaching aids
(learning tools, practical tools, teaching aids, and / or media) whether these tools
are appropriate.

If the PTK is "scolded" (will also be improved) aspects of learning


motivation, enthusiasm for learning, interest in learning, student learning pleasure,
etc., then observed (directly by the teacher, with his own eyes) the behavior of
these students.

It is important to emphasize the teacher's own observation, because there


are often mistakes teachers make PTK asking for help from others (teacher
friends) to observe (observe) the way he teaches. Remember: what is observed is
not the way the teacher teaches, but the actions taken by the teacher (observed =
researched). In other words the teacher observes the process of his students
learning, not the way the teacher teaches.

Student learning success. This aspect is certainly OBSERVED (examined)


by using tests, whether written tests, or oral tests, or tests of deeds.

B. Types of Observation

Based on the involvement of observations in the observed activities, observations


can be divided into:

1) participant observation

In participant observation, the observer participates in the activities of the


subject being observed, as if they were part of them

2) non-participant observation.

Nonparticipant observation, observers are outside the subject under study


and do not participate in the activities they do.

In accordance with the nature of the desired data, observations can be


divided into two parts:

1) structured observation

In structured observation, the observer focuses his attention on certain


behaviors so as to make a kind of signs or guidelines about what
behavior should be observed, other behaviors that appear will be
ignored.

2) unstructured observation.
Unstructured observation, the observer does not carry field notes to
observe any behavior that specifically arises.

Observers as researchers concentrate to observe the sequence of events


and a number of behaviors, then record and analyze them. Therefore, it is
necessary to design a mechanism for recording the results of observations that do
not mix facts and interpretations, but are not dragged down by general rules that
without exception neglect interpretations in conducting observations. If what is
recorded is only facts without interpretation, then there will be a risk that the
meaning of the observed set of facts will no longer be fully revived. Thus,
observation is nothing but an effort to observe the implementation of actions.

While the function of holding an observation can be divided into two:

a. To find out the suitability of the implementation of the action with the
action plan that has been prepared previously.

b. To find out how far the implementation of the actions that are taking place
can be expected to produce the desired changes.

There are several factors that can be seen as the source of the failure of actions in
achieving the stated goals are as follows.

a. Implementation of actions that deviate from the predetermined plan of


action. Implementation of actions that deviate from the predetermined plan
of action.

b. Action plans that contain errors, such as basic assumptions or concepts,


are mistaken in translating concepts into operational action plans.

c. Limitations in the ability to carry out actions (teachers) such as lack of


ability to manage classrooms, utilizing available learning resources and
facilities, and limitations in the mastery of the material presented.

d. External factors which cannot be controlled in the action plan, such as


obstacles from the bureaucracy.
To assess whether the actions taken have a positive or negative impact on
efforts to improve or enhance learning practices that occur in the classroom,
the criteria used are those derived from the class action mission. Therefore, the
criteria used as benchmarks are:

a. Improving learning practices, such as increasing learning efficiency,


increasing learning effectiveness and improving learning outcomes;

b. Increasing student involvement, the frequency of teacher involvement,


the role of administrators, and the participation of community
members in supporting each achievement of the improvement of the
learning process and improving learning outcomes.

c. Improving the performance of teachers and the school community in


an effort to improve the quality of student learning success.

In order to carry out observations to fulfill their functions and achieve their
objectives, mastery of a number of principles and types of observations is needed.
The principles of observation are: Joint planning, Focus, Establish
criteria,Observation skills, and Feedback (feedback).

The types of observations referred to are as follows.

a. Open observations, basically do not have specific goals or structures


before the observation. The researcher only needs to provide a blank
sheet of paper to record things that are considered interesting or
important during the observation.

b. Focused observation, specifically aimed at observing certain aspects of


learning.

c. Structured observation, using observation instruments that are


structured and ready to use so that the observer only needs to put a sign
(√) in the space provided.
d. Systematic observations, observations that are more detailed than
structured observations in the category of observed data.

The purpose or objective of observation in general, namely to collect data


needed to answer certain problems. In formal research, observation aims to
process data that is valid and reliable (valid and reliable). This data will then be
processed to answer various research questions or test hypotheses. In Classroom
Action Research (CAR), observations are primarily intended to monitor the
process and impact of planned improvements. The observed processes and
impacts are interpreted, then used to reorganize corrective measures.

In addition, in conducting observations there is a procedure or steps that


must be done, namely as follows.

a. Preliminary meetings, referred to as planning meetings conducted


before the observation took place. The purpose of this meeting is to
agree on various matters relating to the lessons to be observed and
observations to be made.

b. Implementation of observations, observations carried out on the


process and results of corrective actions which of course focused on
teacher teaching behavior and student learning behavior as well as
interactions between teacher and students.

c. The discussion is reversed, the teacher and the observer share


information gathered during the observation, discuss / interpret the
information, and take further action if needed.

C. Example Observation Sheet in CAR

In CAR, an observation sheet needs to be made. Following is an example


of a PTK observation sheet and how the PTK observation sheet was developed.
Following is an example of developing a PTK observation sheet about
cooperative learning models in Mathematics, as follows. According to Anita Lie
in his book "Cooperative Learning", that the cooperative learning model is not the
same as just learning in groups, but there are basic elements that distinguish it
from the division of groups conducted carelessly. Roger and David Johnson said
that not all group work can be considered cooperative learning, so five elements
of the cooperative learning model must be applied, namely:

1. Positive interdependence.

2. Individual responsibility.

3. Face to face.

4. Communication between members.

5. Evaluate group processes

The sequence of measures of teacher behavior according to the


cooperative learning model described by Arends (1997) is as shown in the
following table:

Phase

Step Teacher

Phase 1: Deliver learning goals and motivate students.

The teacher conveys all the learning objectives to be achieved in these subjects
and motivates student learning

Phase 2: Present information

The teacher conveys information to students by means of demonstrations or


through reading material

Phase 3: Organize students into study groups

The teacher explains to students how to form study groups and helps each group
to make the transition efficiently.
Phase 4: Guiding work and study groups

The teacher guides student learning groups as they work on assignments

Phase 5: Evaluation

The teacher evaluates the learning outcomes about the material that has been
learned or each group presents their work.

Phase 6: Giving awards

The teacher looks for ways to value students, both in the process and the results
individually or in groups.

The cooperative learning model was developed to achieve at least three important
learning goals summarized by Ibrahim, et al. (2000), namely:

a. Academic learning outcomes

b. Acceptance of individual differences

c. Development of social skills

From the results of the development of important points related to student


activities in the Cooperative learning model for Mathematics above, then we just
need to add other attributes to complete it as an instrument to extract data, in this
case the PTK observation sheet (classroom action research) for observe student
activity. Other attributes added such as research identity include class, teacher's
name, day / date, school, meeting to, and cycle to, can also be added with
instructions for use for observers, scoring guidelines, and observer signatures.

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