Penelitian Tindakan Kelas: Antara Teori dan Praktik

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Published Jan 31, 2024
https://doi.org/10.14421/njpi.2024.v4i1-2
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Vol. 4 No. 1 (2024)

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Tono Suwartono
Universitas Muhammadiyah Purwokerto, Indonesia
https://orcid.org/0000-0002-9615-2257

Abstract

Purpose – For a real educator, instructional activities in the classroom constitute a series of investigations for sustainable quality improvement. However, such classroom inquiries, which are better known as classroom action research in teachers’ world, remain to be seen as exclusive and often neglected, and therefore learning process and outcome become less optimum or even failed. This article aims to examine the gap that exists between the theory and practice of classroom action research and offer its corrections.
Methods – This study is based on observation and retrospective interviews during either pre-service or in-service teacher education and training and information obtained from relevant literature. Data/Information regarding the classroom action research practices was confronted with what experts in the field “say”.
Findings – Some important points on teachers’ bad practices in implementing classroom action research, and most possible causes, as well as their proper practices, have been crystallized through this review.
Research Implications – At the end of this paper, teachers are offered some ways that prevent them from misconceiving and wrongly implementing classroom action research.

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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Author Biography

Tono Suwartono, Universitas Muhammadiyah Purwokerto, Indonesia

Suwartono – better known as Tono SUWARTONO in the academic and publication sphere - is a Professor of English Language Teaching at Universitas Muhammadiyah Purwokerto, Indonesia. He holds a bachelor's degree in English Language Teaching, a master’s degree in Linguistics for Language Teaching, and a Ph.D in Language Education. In addition, he is an internationally certified TESOL trainer. Since his first debut in the 1990s, he has conducted countless research studies and extensively published articles in national, international, as well as reputable international journals. He has travelled internationally to present at conferences and published them in conference proceedings. He has also authored reference books and monographs. He has trained thousands of teachers nationwide. His workshops include those on educational research, academic writing, test and testing and educational evaluation, learning and teaching methodology, language education, Teaching English as a Second Language (TESL), Teaching English as Foreign Language (TEFL/TESOL), and motivational programs. Besides working for the Govt programs such as Independent Watch Team for the school national examination and Instructor and Supervisor for Teacher Certification Program, he also serves as a peer reviewer for several journals within Indonesia and beyond, including seven internationally reputed journals indexed in Scopus.

How to Cite
Suwartono, T. (2024). Penelitian Tindakan Kelas: Antara Teori dan Praktik. Nusantara: Jurnal Pendidikan Indonesia, 4(1), 15–32. https://doi.org/10.14421/njpi.2024.v4i1-2
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