CRITICAL REVIEW Action Research, Teacher Research, and Classroom Reseach in Language Teaching

CRITICAL REVIEW
Action Research, Teacher Research, and Classroom Reseach in Language Teaching

By Kathleen M. Bailey

Reviewed By:

Suprayoga

State University of Malang

Graduate Program in English Language Teaching

Academic Year 2011-2012 (3^rd Semester)

Abstract

This paper reviews the article made by Kathleen M. Bailey. (2001). Action Research, Teacher Research, and Classroom Research in Language Teaching in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle, pp. 489-498)

Key words: action research, teacher research, classroom research.

I. Introduction

In my opinion, Baily ‘s article (2001: 153-169) with title “Action Research, Teacher Research, and Classroom Research in Language Teaching” in “Teaching English as a Second or Foreign Language Third Edition by Celce-Murcia” compares and contrasts action research, teacher research, and classroom research in language teaching very clearly.

This critical review will be done on that article because the reviewer thinks that action research, teacher research; and classroom research are important things to be shared with others. Writing this critical review, the reviewer hopes that many people will know about the material discussed in the article.  

II. Result of Discussion

Action research, teacher research, and classroom research are often confused. Anyhow, Baily tries to give clear descriptions about them.

	Action Research	Teacher Research	Classroom Research
Purpose	To investigate what happen in the classroom when learners and teacher come together	To improve teacher’s work by investigating teaching and learning process in the classroom	To seek local understanding and bring about improvement in context under study
Researcher	Anyone	Teacher	Teacher
Subject	Learners and teacher	Students	Students
Setting	Classroom	Classroom	Classroom
Strategy	-	-	Using cycles, one cycle: plan, act, observe, reflect

From the table we can identify what makes the three types of the research are different. They are the purpose, the researcher, the subject, and the strategy. And also, from the table we can identify the same thing among the three types of the research. It is the setting of the research; the three types of the research are all conducted in the classroom.

Baily identified four major research themes. They were 1) students’ patterns of participation in language classrooms, 2) investigations of language teachers’ classroom behavior, 3) teacher’s treatment of learners’ (oral errors; and 4) individual student (or teacher) variables.

III. Conclusion

Action research, teacher research; and classroom research are types of research with different purposes, different subjects, and strategy. But they have the same thing, the setting. Action research, teacher research; and classroom research are all conducted in the classroom.

Reference

Bailey, K. M. (2001). Action Research, Teacher Research, and Classroom Research in Language Teaching in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle,