Empowering indonesian teachers to improve students’ learning: Case studies of teachers’ action research

Abstract

This current study was undertaken to examine how Indonesian teachers implemented action research (AR) in an attempt to develop their professionalism and provide better learning opportunity for their students. The research approach in this study included qualitative case study design elements that invol ved three English teachers who varied in terms of teaching experience, age, and academic qualification as the research participants. The research participants were assisted to get more understanding about AR by inviting them to take part in AR workshops, participate in focus group discussions, and undertake an AR project. Multiple data sources were obtained through interview, observation, focus group discussion, and documentation. The findings indicated that all participants learned important things about their teaching practice and students’ learning through their engagement in action research activity. The findings also showed that conducting AR had encouraged participants to be more reflective and empowered them to be a researcher of their own classroom. In spite of the positive and promising results of this study, the success of action research mainly depends on teachers’ own need and motivation to conduct AR to monitor their teaching. Therefore, sufficient support should be provided to teachers to enable them to conduct AR including focus group discussions since this study also highlights the importance of collegial dialogues in developing teachers’ practice. It is reasonable to recommend educational or institutional leaders in Indonesia provide opportunities for teachers to take initiative in referring to action research for achieving professional growth.