EXE 731

Advancing Professional Development

Assignment 2

AN ACTION RESEARCH PROPOSAL OF

TEACHER COMMUNICATION SKILL
(EXPLAINING, QUESTIONING AND LISTENING)
IN RURAL ACEH SCHOOL

By. Ulfa Rahmi

211077007

Table of Contents
Introduction ............................................................................................................................................ 1
Rationale of classroom communication action research........................................................................ 1
Action Research Methods (Part A).......................................................................................................... 4
The Usefulness of Action Research in Aceh Context (Part B) ................................................................. 7
Conclusion ............................................................................................................................................... 8
Reference ................................................................................................................................................ 8
Appendix ............................................................................................................................................... 10
AN ACTION RESEARCH PROPOSAL OF TEACHER
COMMUNICATION SKILL (EXPLAINING, QUESTIONING AND
LISTENING) IN RURAL ACEH SCHOOL

Introduction

Undoubtedly, in every classroom, there are always problems emerging among students and
teachers. It could be a small problem that teachers could handle or a huge problem that later could
affect students’ achievement. In rural Aceh where the schools are still lacking of facilities particularly
the lack of classroom, the number of students in one class could reach approximately 40 students.
This situation then leads the teacher to choose a whole class instruction with aims to teach, manage
and instruct the students altogether easily. In doing those aims, teachers should have good
communication skills such as explaining, questioning and listening (Marsh, 1996). However, due to
the ineffective communication skill of a teacher that they might have, a concern could emerge, for
instance, unmotivated situation, passive learning, and boredom among the students.

It is essential for teachers to have a good communication skill not only because it can engage
students’ learning but also it can generate interactive communication with students (Groundwater-
Smith, 2003). Because of that, teachers need to be aware of their communication skills and ask
themselves whether they already have an effective classroom discourse or not. Hence, it would be a
recommended idea for teachers to implement a classroom observation that leads to an action
research to find out and/or to solve the problems and weaknesses of themselves.

This paper describes how important the action research is as well as the communication between
teacher and students. Moreover it describes on how to plan an action to solve a communication
problem which emerges in the classroom. Hence, I would like to propose an action research in a
classroom that puts weight on the interaction and communication from the teachers.

Rationale of classroom communication action research

Communication is a crucial aspect of the teaching and learning environment. It involves interaction
between students and teachers which could happen in various form of communication-nonverbal,
verbal and written-. Communication is defined as ‘the sharing of message or attitude that produces
a degree of understanding between a sender and a receiver’ (Turney 1992 cited in Marsh 1996:133).
In a classroom, the communication takes a place in a learning process which involves exchanging

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information that entail teachers to communicate regularly with many types of students who have a
different background and interest (Marsh, 1996).

Most of the classroom talk is done in a verbal communication. Usually, this verbal communication is
followed by nonverbal communications which display some expression, for instance a gesture and
an eye contact. This nonverbal interaction has the purpose in confirming something that is being
said.

Nowadays, most of the teachers’ talking is about managing the classroom situation. It is a common
situation that teachers are not sufficiently asking questions about content which could enhance
students’ involvement in a problem solving and higher order thinking (Marsh, 1996). They generally
only ask a question which only involves a lower order thinking skill.

In order to have an effective learning environment, teachers need to be an effective communicator.

It means they have to be able to respond to and select the best information given by the students to
achieve a good outcome. Mortimer and Scott (2003) argue that to have an effective science teaching
and learning, the key is to have the appropriate classroom discourse-teacher and student talk
pattern. In contrast, if teachers have a poor communication skill, they might have a limited response
and therefore might constrain a better achievement since there are not enough choices to choose.
In order to have a good communication, not only a communication skill that should be considered
but it also needs to consider attitudes. Teachers should ensure that their verbal and nonverbal-
attitude are consistent with each other (Groundwater-Smith, 2003).

Whole class instruction where the aim of communication is to instruct students altogether is may
even harder for teachers to cope. Some teachers might argue that whole groups are easier to
manage since the initiatives are all taken by the teachers. But in fact, it can lead to boredom, lack of
interaction and passive learning. Moreover, in the whole class interaction, teachers might not
consider about the students diversity. Teachers might give attention to the same students who are
brilliant or disobedient but ignore other students who are not belonging to those groups. If this is
the case, an effective communication in classroom might not occur and a discrepancy will arise
among the students.

In the Aceh context, it is common to use a whole class instruction. It happens because a lot of
students will be in one classroom-approximately 40 students- and those students are sitting in a row.
Moreover, the demand that the teaching and learning should be finish in less than 90 minutes makes
Aceh teachers choose this method rather than use a small group activity which we know that it going
to take a longer time to do and manage the students. Hence, it would make so much easier for
Aceh’s teachers to teach using a whole class instruction. However, some problems arise due to the

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lack of interaction and diversity ignorance. Thus, teachers are encouraged to perform a classroom
observation to see how effective their communications in a classroom are, especially when a
problem emerges and needs an action to solve.

A classroom observation which leads to action research is highly crucial to improve the effectiveness
of teaching and learning practice. Action research is ‘a process in which participants examine their
own educational practice systematically and carefully, using the techniques of research (Watts, 1985
cited in Ferrance, 2000:1). It specifically refers to an inquiry process done by the teachers with an
intention to gain information and change on his or her practices in the future. The research is usually
carried out within teachers’ environment context that is, in the classroom in which the teacher
works, where questions on education matters emerged. It means many action research projects is
started if thereis a particular problem which needs a solution. Later, teachers will begin posing
questions, collecting data, reflection and deciding on the next action (Ferrance, 2000).

In action research, teachers might work alone. However, currently, it is more recommended for
teachers to do it collaboratively as it could generate a better outcome. Sagor (2005 cited in Foulger
2009) suggest that the presence of a critical friend will provide another perspective to assist the
research. He mentioned that a critical friend has to respond and act honestly and keep observing
critically without offending teachers and students who are being observed. The main idea of using a
critical friend is to help teachers reflect and discuss their practices. The critical friend involves
working with a trusted friend who is engaged in practice observation (Holly, 1997).

In the Aceh situation, action research is still far from implementation. Some teachers might not
familiar with it and some of them are already know but they are not engaged to do it. Moreover, a
concern among the students is highly increasing, especially in a classroom related to the interaction
between teachers and students. Currently, in Aceh, some students are not willing to study. The
reason behind this is still unclear. Is it because of the students do not have an ambition to be
educated as they feel they still can do any kind of job for instance fishermen and farmer, or is it
because of the teachers do not sufficiently engage them. Nevertheless, I personally think that the
key to engage students to learn and to be educated is from the teachers themselves through an
effective communication.

In the beginning of the action research project, it should be able to engage the teachers and not
create another pressure on them. It is hoped that teachers will be motivated and committed to
implement an action research continuously. In the beginning, I would suggest an action research
only involves 2 cycle of classroom observation. The project should also consider the time and money
factor. It should not take so much time as teacher has a lot of duty to do. In addition, it should not

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involve any money since teachers have a low salary. The teachers only need to spent a little of their
time that not incriminate them. Hence teachers would be motivated to do an action research.

Action Research Methods (Part A)

There are three teachers involved in designing this action research proposal, Ulfa Rahmi, Irfan
Rusmar and Saifun Bahri. The proposal focuses on teacher effective communication in whole class
instruction. It is designed to suit the target context where this kind of professional development
program will take place. Generally, this action research (classroom observation) proposal is intended
to teachers in the rural area schools in Aceh. There are two teachers involved in carrying out the
classroom observation; one is an observed teacher who conducts the teaching activity in the
classroom, and another one is called a critical friend who observes and records the observed
teacher’s instruction. In this case, the critical friend will observe for 20 minutes at the beginning of
the class when the teacher gives instruction to students. The action research will be conducted in
two cycles, and each cycle consists of some phases, namely planning, acting, observing, reflecting
and re-planning. The detail of how the action research (classroom observation) conducted in each
cycle will be shown below.

Focus area : Teacher Effective Communication (Explaining, Questioning

and Listening) in whole class instruction

Class type : Large Class (40 students)

Student Level : 1st year of upper secondary school

Observation will be recorded by : Taking note, using check list and tape recording

Duration : 25 minutes

School Area : rural

The pre-observation question of observed-teacher is shown below:

Communication types

Explaining Questioning Listening

- Do I use a clear logical - Am I asking the - Am I listening to the

step to explain the students to test student student ideas?
lesson? understanding? - Am I listening to every

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 - Do I use direct - Am I diagnosing student students?
language and avoiding weakness? - Am I distracted with
slang words? - Am I asking a stimulate students words?
- Do I have a pace in (HOTS) question? - Am I using non verbal
presenting - Am I asking a question and verbal to listen the
information? that could motivate student?
- Do I use example to students?
illustrate points? - Am I asking the
- Do I repeat the point question to check
that are difficult to student listen to the
understand? instruction?
- Do I use interesting - Am I asking the
tone? question to students
- Do I make an eye equally?
contact? - Am I giving a wait time
- Do I make an for student to answer
interaction while question?
explaining?

Cycle 1

Phase 1, Planning

The teacher who is being observed prepares the lesson on a specific topic. This includes:

- preparing explanation on a content (the way teacher talk should in line with the body
language)
- preparing materials needed that support lesson explanations
- preparing questions to be asked to students
- listening to students’ idea and questions

Phase 2, Acting-Observing

The lesson (topic) which has been prepared by the teacher is implemented in a classroom. During
the teaching process, a critical friend will be carefully monitoring, taking note, and recording the
classroom situation to collect the evidence. The critical friend starts to observe from the beginning

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of the lesson until the content discourse finishes (not include student activity/task), approximately
for about 25 minutes. The observer also prepares a check list to make the observation easier while
taking note for a special occasion. The checklist is shown in the appendix. For a detailed
communication process, it is recorded by using a tape recorder.

Phase 3, Reflect and evaluate

After the observation is finished, the teacher and the critical friend sat together to discuss the
findings. The findings which are collected through a check list, notes and records will be evaluated.
The critical friend will point out the positives and negatives of the teaching of the teacher. The
positive outcomes will remain to be maintained in the next lesson and the negative one will be
analyzed. Once the causes are identified, the critical friend will give a feedback and it will be
discussed together with the observed-teacher on how to deal with the problem.

Cycle 2

Phase 1, Re-planning

When the communication in the first cycle is not so effective which could cause a passive learning
and boredom, it could leads to unmotivated situation from students’ behavior to learn. Thus, a new
way of doing a teaching discourse should be revised. The teacher needs to consider the feedback
from the critical friend about her/his weakness and re-plan the lesson. For instance, if the teacher
does not have a pace in explaining the lesson, in the next lesson, she/he needs to change the way
they explain the lesson that have a pace and pause time. Meanwhile, all the positive outcomes
resulted from the first cycle will be maintained. Once the new lesson plan is set, the action is
implemented.

Phase 2, Acting-observing

When the teacher is set with the new plan, they take an action. Meanwhile a critical friend is
observing whether the new plan is having an improvement or not. The step in this phase is similar
with the first cycle.

Phase 3, Reflecting-evaluating

The new action which is observed by a critical friend is evaluated. The critical friends will give a
feedback to the teacher on the success of the new plan. The process is similar with the first cycle as
already discussed above.

Phase 4/next cycle. It is going to be done if only there is still the unwanted situation that needs to be
resolved.

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Once the lesson particularly the communication in a classroom is considered effective, there is no
need to conduct a further research. Unless there are a new unwanted situation emerges that not
suit to the latest action.

The Usefulness of Action Research in Aceh Context (Part B)

As a part of professional development, this action research program is highly recommended. It has a
purpose to observe the effectiveness of a communication skill of the teachers in the classroom. This
action research proposal is appropriate for beginning teachers and experienced teachers who have
self-awareness in improving their professionalism. As a starting point, one of the rural schools in
the sub-district, in SMA Negeri 1 Peureulak, East Aceh, Indonesia is chosen. I choose this school not
only because this area is my hometown but also because it represent a rural school which has the
same situation in the rational above. Once this action research is implemented and results a satisfy
outcome, it is expected to influence other schools to also apply this sort of professional
development.

As already mentioned above, action research is highly important for improving the effectiveness of
teaching and learning practice in a classroom. It happens because teachers are trying to improve
their students’ achievement. In line with this purpose, teachers also improve their professionalism as
it enhances their knowledge and intellectual capacities on teaching process (Balach & Szymanski,
2003 cited in Mitchell et.al, 2009). In rural Aceh where the training center is not available, teachers
need to be a self directed and self reflection person who aware of their learning situation. Once the
unwanted situations happen, they have to reflect and identify problems. The professional
development model in here is in line with an inside-in model (Hoban, 1997). In this model, teachers
themselves who take a responsibility for their own professional growth base on their existing
knowledge that they gain from their previous experience in their own context.

Gennaoui and Kretschmer (1996) argue that if teachers succeed as a researcher, they could be a
school leader and influence school policy and decision making. Additionally, these teachers could
influence their peers in many forms such as encouraging colleagues to do a collaboration action
research which definitely could increase students’ achievement as well as increase the collegiality
among them. Furthermore, as a researcher, teachers also could contribute on the professional
community through their presentation of their findings at teacher center in their region or in a
bigger institution which show their professionalism in education. Finally, in my perspective, all of
these positive effects of professional growth will lead to a bright future career.

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To justify action research importance in a classroom, I include a recommended reading to give an
idea for teachers that this sort of program could develop their professionalism. The first article is
written by Levin and Rock entitles ‘The effect of collaboration action research on preservice and
experience teacher partners in professional development schools’. This article tells us about teachers
who are engaged to do a collaborative action research in their professional development school site.
Additionally, it mentioned the guidelines to achieve a successful action research between novice and
experienced teachers. The second article that I suggest to read is ‘Benefit of collaborative action
research for beginning teachers’. It is written by Mitchell, Reilly and Logue. Here, it argues that in
order to develop professionalism, the best approach to use is a collaborative action research,
particularly for beginning teachers who face many issues in their beginning career.

Conclusion
Due to the problems that are emerging among Aceh’s students and the demand in improving
students’ achievement at school, teachers are required to become a researcher. In Aceh context,
where the problem might emerges because of ineffective communication from the teacher
particularly in engaging students and delivering the subject matters, implementing an action
research is highly crucial. As the easiest and low cost approach, action research has proven to be an
effective and efficient way to improve students’ performance by identifying and solving problems
which later could improve teachers’ pedagogies as well as developing teachers’ professionalism. As
part of professional development, it is believed that action research could improve intellectual
capacities, partnership among teacher and decision making that leads to a better future career.

Reference
Ferrance, E 2000, Action research, Brown University, pp. 1-41, accessed 24 December 2010,
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
Foulger, T. S 2009, ‘External Conversations: An unexpected discovery about the critical friend in
action research inquiries’, Action Research, vol. 8, no. 2, pp 135-152, accessed 19 December
2010.
Gennaoui, M & Kretschmer, RE 1996, ‘Teachers as researchers: supporting professional
development’, Volta Review, vol. 98, issues 3, 81–92, accessed 2 January 2011.
Groundwater-Smith, S 2003, Teaching: challenges and dilemmas, Thomson, 2nd edn, Australia, pp.
210-239
Holly, ML 1997, Keeping a professional journal, UNSW press in association with Deakin University
Press, 2nd edn, Sydney, NSW, pp. 1-66

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Hoban, G 1997, ‘Opportunities for knowledge building in professional development model’, in R
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Science Press, Wentworth Falls, NSW, pp. 1-20
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Marsh, C 2000, Handbook for beginning teachers, Longman, 2nd edn, Australia, pp. 102, 133-144
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teacher’, Teaching and Teacher Education, vol. 25, pp. 344-349, accessed 2 January 2011,
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Riding, P,. Fowell, S & Levy, P. 1995, ‘An action research approach to curriculum development’,
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Appendix

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