CLASSROOM ACTION RESEARCH

Compiled to fulfil the assignment of Research Methodology which given by

Dr. Kusrin, MA.

Compiled by :
Iman Nugroho (1710631060008)
Eka Ananda Putri (1710631060061)
Ilham Prakoso (1710631060087)
Irena Azka Azkia (1710631060090)
Iwan Gunawan (1710631060094)
Jaenal Abidin (1710631060095)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SINGAPERBANGSA KARAWANG
Hs. Ronggo Waluyo Street, Pueseurjaya, East Telukjambe 41361
0267 – 641177
KARAWANG
2019

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 PREFACE
Alhamdulillah, all praise to Allah SWT the almighty and the most
merciful, because of his blessing, we as the writers could finally finish our
paper entitled “Classroom Action Research” right in the calculated time.
In addition, may peace and salutation be given to our Prophet Muhammad
SAW who has taken all human being from the Darkness to the Lightness.
We would also like to express our highest gratitude and deep appreciation
to our lecture, Dr. Kusrin, M.Pd who give this duties in order to fulfil the
assignment of Methodology Research subject, which is very useful and
essential for all of us.

In compiling this paper, the writer truly get lots challenges and
obstructions, yet with help of many people, those challenges could finally
pass. We realized that there are still many mistakes in process of
compiling this paper. We also realized that this paper still imperfect in
arrangement and the contents. Thus far, criticism and suggestion is needed
here so that can help the writers in improving the next paper. Last but not
least, hopefully, this paper can be helpful for the readers to gain more
knowledge about Classroom Active Research.

Karawang, October
10th 2019

The Writers

5th Group of English

Education C’17

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 TABLE OF CONTENTS

PREFACE……………………………………………………………………...I
TABLE OF CONTENTS……………………………………………………..II
CHAPTER I. INTRODUCTION…………………………………………….1
1.1 The Background of Study……………………………………………….. 1
1.2 The Formulation of Study ……………………………………………….2
1.3 The Purpose of Study…………………………………………………… 2

CHAPTER II. DISCUSSION………………………………………………...3

2.1 Definition of Classroom Action Research………………………………. 3
2.2 The Purposes of Classroom Action Research …………………………... 4
2.3 The Characteristics of Classroom Action Research…………………… .. 4
2.4 Types of Classroom Action Research……………………………………6
2.5 Steps of Classroom Action Research…………………………………….8
2.6 Advantages of Classroom Action Research……………………………..11

CHAPTER III FINAL……………………………………………………….. 12

3.1 Conclusion………………………………………………………………. 12
3.2 Suggestion………………………………………………………………. 12

REFERENCES……………………………………………………………….. 13

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 CHAPTER I
INTRODUCTION
1.1 Background Information
In carrying out teaching duties, the teacher must definitely
have been faced with various problems which occur both in the learning
process and outside of the learning process, yet still in the context of
education in schools. Those teaching learning problems such as; student
doesn’t want to pay attention to the lessons or have low learning interest
and lack of motivation, doesn’t seem engaged with school, seems low on
confidence or self-esteem, low learning achievement, the very passive
students, and so on. Furthermore, in term of non-learning characteristics
such as; the lack of students' personal development and poor relationship
between students and teacher also can clarified as the major problem of
learning. Other than that, bad infrastructure can also immensely impact
students’ learning process. So, it’s very important for the teachers to
make or able to do innovation for increasing learning process due to the
deficiency that they school have.
Those mentioned problems can be categorized as diseases if
teachers do not recover it immediately. It will lead a systemic impact on
the natural processes of the human body. Therefore, the problem should
be immediately fixed in order to avoid a systemic impact on the
subsequent learning process. Consequently, improving the quality of
learning must always be tried as much as possible by all roles and
components of educational system, especially by teachers who have the
greatest responsibility in learning.
Teachers on this occasion must be given the opportunity to
solve learning and non-learning problems in a professional and
collaborative way through a classroom action research. All efforts to
improve teacher competency in solving learning problems will have a
very positive effect. First, their ability to solve learning problems in
class will be increased. Secondly, solving learning problems through
classroom action can improve the quality of content, input, processes,
facilities / infrastructure, and learning outcomes by controlling the
investigation. Thirdly, the improvement of these two abilities will lead
to an increase of the quality of grades. Accordingly, the teacher must be
able to master the methods and procedure in classroom action research.

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1.2 Problem Identification
In accordance with the title of this paper “Classroom Action
Research”, in relation to the implementation of Classroom Action
Research at school, purpose, characteristics, kinds and steps of the
research. In connection with that title, then the problem can be
identified as follows:
1. What is the definition of Classroom Action Research?
2. What are the purposes of Classroom Action Research?
3. What are the characteristics of Classroom Action Research?
4. What are the kinds of Classroom Action Research?
5. How does the Classroom Action Research take place?
6. What are the advantages of Classroom Action Research?

1.3 The Purpose of Study

Based on the background and the problem identification, the purpose
of this paper can be formulated as follows:
1. To explain the definition of Classroom Action Research
2. To tell the purposes of Classroom Action Research
3. To describe the characteristics of Classroom Action Research
4. To mention the kinds of Classroom Action Research
5. To explain the steps of doing Classroom Action Research
6. To demonstrate the advantages of Classroom Action Research

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 CHAPTER II
DISCUSSION
2.1 Definition of Classroom Action Research
Classroom Action Research related to practice and learning
process. Classroom Action Research is a form of reflective research by
doing particular actions to cover and improve practice of class. Gwynn
said, “Classroom Action Research is less formal than traditional
educational research but more systematic and data-based than teacher
reflection”. Classroom action research used to improve teacher
professionalism in teaching.
Classroom Action Research has been world issue for education
expert in the world. Along with people mind set changing, they concern
that teacher is profession that equal with other profession. It means that
becoming teacher it not lower job anymore. In addition, the teachers in the
world try to position the teacher's work as a profession that equal with
other professions.
Gay (1966) assume “Classroom action research is one form of
research aimed at solving various practical problems through the
application of scientific methods”. Classroom action research is action
research carried out by teachers in the class. Action research is varieties of
action research conducted cyclicly in order to solve a problem until the
problem is solved. There are two types of action research such as
individual action research and collaborative action research. Both of them
have same purpose.
Classroom action research include of qualitative research. In
contrast, the collected data could be in form of quantitative data. Action
research aims to test hypothesis and construct general theories. The
purpose of Action research is more like to improve researcher performance
based on contextual and the result is not generalized. However, the result
of action research can be applied by other people who have the same
background as researchers.

2.2 The Purpose of Classroom Action Research

Generally classroom action research is a research which conducted
to improve teaching and learning particularly in classroom. Nevertheless,
according to (Cohen 1989: 118) reveals that there are five purposes of
classroom action research which usually conducted in school and
classroom. First of all, it is a mean way which usually used to remedy the

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 problems recognized in specific situations or improve in someway
circumtances. Second, it is a mean way of in service training, thereby
fulfill and equip the teacher with new skills and methods, sharpening
analytical powers, and heightening self-awareness. Third, it is a mean of
injecting additional, or innovatory approaches to teaching and learning
into to an on going system which usually inhibits the innovation and
change. Next, it is a mean of improving the normally poor communication
between the practicing teacher and academic researcher. Fifth, it is a mean
providing a preferable alternative to more subjective approach to problem
solving in the classroom.

Moreover, there is other idea which describing the purposes of

classroom action research. According to Borg and Gall (1993 : 391 ) state
that there are five purposes of classroom action research. First, classroom
action research contributes to the theory and knowlege base needed for
enhancing practice. Second, it supports the proffesional development of
practitioners by helping them become more competent in understanding
and utilizing research finding and carrying out research themselves when
appropiate. Third, it builds the collegial networking system for sometimes
it involves several educators, even students and parents working together.
Fourth, it truly helps practitioners identify problem and seek solution in a
systematic fashion. Fifth, it can be used at all levels and in all areas of
education, such as a mean of in- service training for principals.

2.3 The Characteristics of Classroom Action Research

Based on Richart Winter (1996) in Salahuddin (2011) explained
that there are six characteristics of classroom action research.

1. Critic of Reflection
Critic of reflection in classroom action research is an effort
of evaluation or assessment or valuation, and this reflection require
efforts of critics, so it might be in evaluation standard towards
changing.

2. Critic of Dialectic
The existence of critic dialectic is expected by researcher to
do the critic for phenomenon that researcher does. After that, the
researcher is ready to do checking up to: (a) context of relationship
as a whole that is one unit even though it can be clearly divided. (b)

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 The structure of internal contradiction means on behind of the clear
unit that might have a tendency experience.

3. Collaborative
In classroom action research is needed cooperation with
others such as leader, collage, students and other participants.
Those are can be made as sources of data or data sources. Why? It
is happened because, the position of researcher in classroom action
research is a part of situation and condition from background that
be researched. The researcher is not only being an observer, but
also involved in a process of situation and condition. The format of
cooperation between the members of situation and condition lead
on going process.

4. Risk
The researcher is expected and accused to be brave taking a
risk, especially when the research process is running. The risk
might appear, such as: (a) missing out hypothesis; and (b) there is
involvement in the research process. The action of researcher will
appear changing of paradigm or point of view because the
researcher looks on by himself or herself there is a discussion or
conflict from the collaborators and cause of the changing of point
of view.

5. Composition of the Plural

In general, qualitative research or traditional is a structured
because it is determined by a choice of himself or herself.
However, classroom action research has the composition of the
plural because this research tends dialectic, reflective, participative
or collaborative. The plural composition is related to paradigm of
phenomenon which is inspected should involve all basic
components in order to tend comprehensive. For example, if a
situation or condition in teaching learning process is inspected. As
a result, situation should involve teacher, students, the goal of
education, the purpose of learning, the interaction in teaching,
learning and the result.
.
6. Internalization of Theory and Practice
Based on perspective of several CAR experts, theory and
practice are not two different worlds, nevertheless is as two

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 different steps that related and both functions to support
transformation. This opinion is different with the paradigm of
conventional research which consider that theory and practice are
two things that separated. The existence of theory be destined in
practice, whereas both of them can be used and be expanded
together.

2.4 Types of Classroom Action Research

There are different types of action research depending upon the
participants involved. A plan of research can involve a single teacher
investigating an issue in his or her classroom, a group of teachers working
on a common problem, or a team of teachers and others focusing on a
school- or district-wide issue.

Firstly, Individual teacher research usually focuses on a single

issue in the classroom. The teacher may be seeking solutions to problems
of classroom management, instructional strategies, use of materials, or
student learning. Teachers may have support of their supervisor or
principal, an instructor for a course they are taking, or parents. The
problem is one that the teacher believes is evident in his or her classroom
and one that can be addressed on an individual basis. The research may
then be such that the teacher collects data or may involve looking at
student participation. One of the drawbacks of individual research is that it
may not be shared with others unless the teacher chooses to present
findings at a faculty meeting, make a formal presentation at a conference,
or submit written material to a listserv, journal, or newsletter. It is possible
for several teachers to be working concurrently on the same problem with
no knowledge of the work of others.

Secondly, Collaborative action research may include as few as two

teachers or a group of several teachers and others interested in addressing
a classroom or department issue. This issue may involve one classroom or
a common problem shared by many classrooms. These teachers may be
supported by individuals outside of the school, such as a university or
community partner.

School-wide research focuses on issues common to all. For

example, a school may have a concern about the lack of parental
involvement in activities, and is looking for a way to reach more parents to
involve them in meaningful ways. Or, the school may be looking to

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 address its organizational and decision-making structures. Teams of staff
from the school work together to narrow the question, gather and analyze
the data, and decide on a plan of action. An example of action research for
a school could be to examine their state test scores to identify areas that
need improvement, and then determine a plan of action to improve student
performance. Team work and individual contributions to the whole are
very important, and it may be that problem points arise as the team strives
to develop a process and make commitments to each other. When these
obstacles are overcome, there will be a sense of ownership and
accomplishment in the results that come from this school-wide effort.
District-wide research is far more complex and utilizes more resources, but
the rewards can be great. Issues can be organizational, community-based,
performance-based, or processes for decision-making. A district may
choose to address a problem common to several schools or one of
organizational management. Downsides are the documentation
requirements (communication) to keep everyone in the loop, and the
ability to keep the process in motion. Collecting data from all participants
needs a commitment from staff to do their fair share and to meet agreed-
upon deadlines for assignments. On the positive side, real school reform
and change can take hold based on a common understanding through
inquiry. The involvement of multiple constituent groups can lend energy to
the process and create an environment of genuine stakeholders.

2.5 The Steps in Classroom Action Research

Classroom action research follows the same steps as the general
scientific model, although in a more informal manner. CAR methods also
recognize that the researcher is, first and foremost, the classroom teacher
and that the research cannot be allowed to take precedence over student
learning.

1) Identify a question or selecting a focus.

The first thing researcher need to do is identify a question or
problem. This question should be something related to student learning
in our classroom. For example, would a different type of assignment
enhance student understanding? Are my students more engaged when
they work individually or when they work in groups? Do computer
research help students to understand the material better? Would a strict
attendance policy result in better test scores? The general model might
be "what is the effect of X on student learning?"

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 According (Husni, 2015) that the focus selected can be student
outcome (students’ achievement, attitude and other), curriculum,
instrument material, instruction (teaching strategy, technology used),
school climate, parental involvement (participant of the committee).

2) Collecting Data
Collect the data that teacher needs to help answer their research
question, such as student grades, results of a survey or your own
anecdotal notes about teacher’s classroom. Make sure to take notes on
everything that researcher see or hear that relates to the question. Here
are the instruments of collecting data that teacher can use:
 Observation sheet is used to observe all of the aspects that can
influence and support the students’ motivation in learning such
as the facilities in that school. Observation sheet also used to
observe the condition that happened during teaching learning
process that was filled by the teacher as the observer to give
evaluation to the researcher and all of the students’ activity
during teaching learning process.
 Questionnaire is written question which is used to get
information from the students about their individual
information. In this study the questionnaire is used to know the
opinion of the students about the subject. For example,
descriptive text writing and clustering technique. It was given
before and after the procedure of writing descriptive text using
clustering technique.
 Interview is particularly useful for getting data behind the
teacher’s experiences before classroom action research. For
instance, or used to know the students’ difficulties in writing
ability and the technique used by teacher when writing activity.
Other than that, the interview also will be carried out after
classroom action research to know the teacher’s responses
toward the idea of clustering technique.

3) Analyzing and interpreting data.

The researcher needs to start to process of analysis and
interpretation in order to make a decision for further implementation.
Tanireja, dkk (2012) explained that this step is intended to determine
the main problems to be solved and solution can be swatch. Moreover,
there's things that researcher need to be considered.

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  The problem should be a factual learning problem which
definitely exist in the classroom.
 The problem can be searched and identified factor cause,
because of that a basis to decline which alternative measures
will be provided.
 There is an alternative option measure to do research
 The problem should have strategic value for increasing or
improving of processes and learning outcomes.

4) Taking Action
The researcher should consider the decision to implement an
action. Cohen et al (2007) said that action research develops through
the self-reflective spiral, planning, observation, reflection and re-
planning further elementation, observing and reflecting.

1. Preliminary Study
According to (Husni, 2015;83), he said that in this step, the
researcher must be able to find the problematic faced by the object
of the research. Therefore, researcher will be able to outline a
solution to solve the problem.
Problem in classroom action research are included as follow:
 The problem which show a gap between theory and
empirical facts perceived in learning process.
 The problem may be allowed to be identified.

2. Planning
Planning is done after collecting data which consist of the
problem. The researchers arrange the plan to surely make an
improvement in learning process. After finding out the problem
that have been face by the students, the researcher plans the action
for solving the problem matter.

3. Acting
Husni (2015), the implementation of plan will be first
formulated at the stage of acting. This stage consists of a series of
action which is done by the research in order to solve the problem,
and it should be accurately done according to the plan.

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 4. Observing
The researcher observes and records all the things which
necessary that occur during implementation. This data collected by
using the format of observation/assessment. The data collected can
be used either quantitative data (the result of the test, quiz,
presence, student score, and so on), and also qualitative data which
describe student activity, the quality of discussion and other.

5. Reflecting
Reflecting is aimed to improve teaching process for the
next day which includes analysis, synthesis and evaluation of the
result.

5) Share the findings

Share the research with colleagues and others who might be
interested. Discuss what researchers have discovered to the others in
other to build an improvement together. Alternatively, mention it to the
principal and suggest that it be publicized to the rest of the staff. To
conclude, classroom action research follows a series of repeated steps.
Finishing the first step, then the step begins once more, with the
revision incorporated in a new action, which is itself observed, and so
on. This process allows teachers who wish to be investigated in their
own classroom to take constructive steps toward solving immediate
problem, systematically reflecting on the outcomes. Thus, the goals of
classroom action research are achieving local understanding and
developing viable solutions

2.6 Advantage of Classroom Action Research

Classroom Action Research can be utilitarian medium for
educators based on several reason. How much competent teacher is, after
all, students have to improve their ability to expand their existing
knowledge by themselves. There are many advantages of Classroom
Action Research students can achieve as the change-receiver and teacher
as the researcher. The first advantage is CAR supports practitioners’
professional development by assisting them become more proficient in
interpreting and taking advantage of research findings and finally they
make their own research in appropriate time. The second advantage is

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CAR can be implemented in all areas of education, start from preschool
until seat of learning. The third advantage is based on the need to solve
substantive problem related to learning activities; CAR develops teacher’s
skill. This advantage is based on thee point, (1) The growth of the teacher
influences the implementation of ACR, (2) The process of exercising is
happened in real situation because it is hand on and mind on, (3) Through
scientific implementation, the product’s result must have value.
Next advantage is CAR benefited as educational innovation that
grow from the bottom, because teachers are the vanguards of educational
practices. By CAR teachers will be more confident to initiate some actions
that believed will improvement benefit. The last advantage is CAR result
can be used as output for curriculum development. Curriculum
development process affected by interrelated ideas about nature of
education and learning appreciation of the teachers. CAR can assist
teachers to understand empirically the nature of education.

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 CHAPTER III FINAL

3.1 Conclusion
Classroom Action Research is a research which purposed in order to
solve and improve the quality of learning process both in individual way
and collaborative way. This research helps teachers to find out all the
solution that usually faced by students learning process due to the
deficiency that they have.
There are six characteristics of Classroom Action Research, such as:
Critic of Reflection, Collaborative, Risk, Composition of the Plural, and
Internalization of Theory and Practice. Classroom Action Research can be
done in some steps, they are : Identify a question or selecting a focus,
Collecting Data, Taking an Action, and Share the findings. The action of
this research develops through planning, acting, observing, and reflecting.
The advantages of Classroom Action Research can be illustrated as
follow: (1) it can develop teachers’ skills, (2) it benefited for educational
innovations that grow from the bottom, (3) it can be used as output for
curriculum development, (4) It supports practitioner professional
development, and (5) it suitable for all areas of education.

3.2 Recommendations
At the time of making this paper, the author realizes that there are
many mistakes which makes this paper far from perfection. With a
guideline from many sources that can be accounted, author will
optimistically refine this paper in the future. Therefore, the author expect
critics and suggestions regarding the discussion of the paper in order to
make a good paper in the future.

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www.ktiguru.net/penelitian_tindakan_kel.

Muslich, Masnur. 2009. Melaksanakan Penelitian Tindakan Kelas itu Mudah:

Classroom Action Research, Jakarta: PT Bumi Aksara

Allwright, Dick., Bailey, Kathlen M. 1991. Focus on The Language Classroom

An Introduction To Classroom Research For Language Teachers.
Cambridge: Cambridge University Press

Khasanah, Siti 2013. Journal Pionir. Classroom Action Research, Vol 1, No 1,

Juli Desember 2013.
Salahuddin, Anas. 2011. Filsafat Pendidikan. Bandung: Pustaka Setia, 2011.

Purrohman, Purnama Syae, 2018. Classroom Action Research Alternative

Research Activity For Teachers. Universitas Muhammadiyah Prof. Dr.
Hamka.

Ferrance Eileen, 2017. ACTION RESEARCH. U.S. LAB at Brown University

AAAAAThe Education Alliance

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