Implication of Teacher’s Performance through Training Write

Classrom Action Research (CAR)

Casmudi, and Ryan Angga Pratama

Faculty of Teacher and Training Education, University of Balikpapan, Indonesia

Keywords: Training, Pedagogic Competence, Classroom Action Research.

Abstract: This research is motivated by the lack of interest of teachers to research. The purpose of this study is to

reveal and describe the implementation of writing’s training scientific paper in Classroom Action Research

(CAR) for teachers and follow-up in preparing the Action Research Report. The fulfillment of pedagogic

competence of teachers post-training, and improve the performance of competence in the preparation of

writing Classroom Action Research (CAR). This research’s method is Action Research with the stages of

problem identification, training planning, methodology, implementation, and observation of teacher

behavior in the writing of classroom action research’s proposal followed by mentoring and guidance of

preparation of its report. The results of this research are: (1) data of the training records, (2) the analysis

process of the teacher's proposal, (3) mentoring in the implementation of teacher’s action research cycle, (4)

mentoring the preparation of CAR Report, (5) teacher competence performance in the preparation of CAR.

The implication that teachers gain their professional level of trust through the quality of classroom learning

according to their respective field of tasks, the emergence of awareness of continuous improvement in

learning services, and create a fun, meaningful, and inspiring learning environment.

1 INTRODUCTION

Professional development is the essence or key to

help teachers update their knowledge, skills and

practices (Moeini, 2008: 2; Korucu Kis, 2014: 31).

Teachers have not been said to be professional and

they need to improve their professionalism through

training. Sometimes, their training is even dormant

due to limited financial resources (Moeini, 2008: 8).

Training needs are needed in order to maximize the

potential of human resources (teachers) (Serdenciuc,

2013: 758). The results of a study in Turkey show

the popularization of each teacher action research by

teacher training and development units showing a

positive change in teacher performance that leads to

improved student learning (Korucu Kis, 2014: 30).

Training of writing scientific papers such as

Classroom Action Research (CAR) for teachers is

necessary.

According by some teachers, professional

development activities such as training only partially

satisfy them (Gogmenoglu & Clark, 2015: 442).

After giving scientific writing training, teachers feel

difficult in preparing report of Classroom Action

Research (CAR). So, this has an impact on their

professional performance in terms of rank and class

of teachers. Conceptually, scientific paper is a

necessity for teachers as an essential part of their

professional development, (Ilfiandra et al., 2016:

73). Based of that conditions, various efforts are

needed to help teachers get out from the difficulty of

obtaining credit from scientific papers. Therefore,

training and workshops are needed in order to

develop the ability to produce papers. Activities that

are considered most possible and can improve the

profession and competence of teachers in improving

teacher performance and student achievement is

through Classroom Action Research (CAR).

Training for teachers is often done, but the

implications in producing the report’s classroom

action researh is still very less. This fact is indicated

by data from East Kalimantan Language Office,

where the institution has organized Training of

Writing Classroom Acion Research from 2015 until

2017.There are 24 army of trainees, that is average

there are 40 teacher participants from elementary

level, junior , and high school for each generation.

As for the time being, the successful teacher to

completes up to a research report of no more than

10% of the recorded participant data. Therefore,

researchers feel it is important to reveal and describe

the implementation of scientific classroom action

Casmudi, . and Pratama, R.

Implication of Teacher’s Performance through Training Write Classroom Action Research (CAR).

DOI: 10.5220/0009020500002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 317-323

ISBN: 978-989-758-470-1

317

researc in preparing the report. Fulfilling the

pedagogic competency needs of post-training

teachers, and improving the competence

performance in the preparation.

2 LITERATURE REVIEW

2.1 Active Training

Active Training is a way of enlivening passionate

and interactive participants. In addition, the

participatory training model is also considered to be

more effective because teachers are actively

involved in practicing and producing Classroom

Action Research (CAR) proposals, not only listening

to lectures that are only transferring knowledge, but

also accompanied by trainers who always direct and

motivate teachers to be able to formulate that

proposals which is the result of a reflection from the

problem of learning in its class. According to

Knowles (Mediatati & Ismanto, 2015: 2), the use of

participatory approaches in training is seen as more

effective because the main target is teachers who are

generally knowledgeable.

The expected product report must be clearly

targeted. The resource person or trainer is obliged to

convey the contract agreed by the trainees, which

one are teachers from various levels of schools such

as kindergarten, elementary school, junior high

school, and senior high school. The main

components in pre-service teacher training are

teaching practice and feedback. In some cases, the

feedback results are anxiety and tension. It should be

pointed out here, tension can also be rooted in the

difference in expectations between the resource

person or trainer about the purpose and performance

of the feedback. In the context of teacher training,

teachers often close themselves at the beginning of

the various trainers' offerings because previous

experiences are unattractive, adds to the burden,

difficult to decipher, and do not get the service

freely. In fact, the trainer positions itself as a

collaborative partner in its role both in the

operationalization of training and post training in

assisting teachers who are interested to conduct

Classroom Action Research (CAR) in their schools.

2.2 Classroom Action Research

Classroom Action Research (CAR) is a professional

development model that involves teachers who ask

their own practices, learn and reflect on their own

practices, and change their own practices by

themselves (Korucu Kis, 2014: 31). Whitehead

(1999) explains that action research is seen as an

efficient method of training or problem solving to

support teachers to become trained in the field of

education. Kemmis & Taggart (Wahira, 2016: 120)

states that action research is developed for the

purpose of finding solutions to social problems

(including education). Action research begins with a

systematic review of a problem. The results of this

study serve as a basis for formulating a work plan

(action) as an effort to overcome the problem. The

next activity is the implementation of action

followed by observation and evaluation.

Action research can be an effective tool for

generating improved knowledge, teaching practices,

beliefs, and attitudes of teachers. The teacher's

statement indicates that they have a useful

experience while doing action research (Korucu Kis,

2014: 42). Classroom Action Research (CAR) can

also be said to be the best explanation method for

teachers in the classroom to improve student

learning by deepening learning behavior. To

maximize student learning, a teacher must find out

what is best in a particular situation.

2.3 Teacher's Pedagogy

Competencies such as professional, pedagogical,

personality, and social competence as a component

that can be assessed on the performance of teachers

in the classroom. Partially, according to Hakim

(2015: 1), pedagogical, personality, professional,

and social competence have a significant effect in

improving learning performance. The contribution

of all teaching competencies simultaneously or

jointly stated significantly affects the improvement

of the quality of performance in the learning process.

Understanding learners is a prerequisite for

teachers in planning lessons. Classroom Action

Research (CAR) is one of the rides for pedagogic

teacher competence improvement. In CAR activities,

teachers can find out what is best for their

competence and in their learning class. On the

much-needed side of the learner, teachers are aware

that what is planned sometimes does not directly

result in changes in student behavior, so the need for

reflection through learning outcomes and changes

through attitudes, knowledge, and skills.

2.4 Professional Teacher’s Impact

In this global competition and free markets era,

human beings face uncertain changes, challenges of

knowledge society, and require extension of

BICESS 2018 - Borneo International Conference On Education And Social

318

education supported by extension of learning

context, in this case training (Pasaribu, 2017: 14;

Serdenciuc, 2013: 754). In line with that opinion,

Sudiana (Mediatati & Ismanto, 2015: 2) stated that

teachers can not detach themselves from academic

research activities. Teachers in academic research

activities, has a strategic role to develop professional

competence as well as efforts to improve and

improve the process and student learning outcomes.

DeCenzo & Robbins (2010: 190) states that

human resource development consists of present-

oriented training, future-oriented training, and

employee career. In this case, as the vanguard of

education, teachers always try to improve the quality

of learning. Improving the quality of learning is

conducted systematically and controlled by utilizing

educational research. Thera are many educational

research methods can be used to solve learning

problems. In improving the quality of learning,

teachers conduct Classroom Action Research (CAR)

as a result of reflection in the learning process,

although in reality still not meet expectations and

not competent in doing reflective action to improve

the quality of learning.

3 METHODOLOGY

This research uses Action Research method, which

is done in context of teacher environment. Elliott

(1991) defines action research as a process by which

teachers collaborate in evaluating their performance

by practicing, raising awareness of their personal

theories, attempting new strategies, recording their

work in a form that is readily available to and

understood by other teachers, and in order to

develop together theories of teaching through

research practice (Mills, 1959).

The data source in this study consisted of the

junior high school teachers in rural of Kabupaten

Penajam Paser Utara. After being given training in

writing scientific papers, they get motivated by the

training product. The number of junior high school’s

teachers attending the training was 40 people from

several subject teachers, but only 30 people were

active. After the training, teachers that consistent

follow up on the writing of report Classroom Action

Research (CAR) only 2 persons namely BNH

(Sports Teacher) and SRA (Mathematics Teacher).

They wrote their report by guidance of the proposal,

monitoring the implementation of the learning cycle

2-3 times, and the preparation of the Classroom

Action Research (CAR) report. The results of this

Classroom Action Research (CAR) on each teacher

were presented at the Subject Teachers' Meeting.

4 RESULTS AND DISCUSSION

4.1 Profile of Research Subject

The two teachers who are the subject of this research

are teachers with Government Employee (in

Indonesia called PNS) and assigned to Junior High

School in Penajam Paser Utara, East Kalimantan

Province, Indonesia. Furthermore, the teacher is

given guidance with face to face, email, and social

media Whatsapp Messenger. Coaching activities

include aspects of the CAR Methodology, the

implementation of the cycle, report writing in

Chapter IV and Chapter V and its appendices.

Following the guidance of the CAR Report, the

consultation continued with the PowerPoint slide

presentation to be presented at the CAR Results

Seminar on the MGMP forum

4.2 Description Results

Description of the training process focused on the

involvement of participants with trainers, ie

researchers themselves. The following will be

presented summary or data recording of the

implementation of Writing Training Classromm

Action Research (CAR) based on minutes for 4 days

of activity.

4.3 Proposal Analysis of Training

Products

4.3.1 Analysis based on CAR’s Writing

Method

The analysis of the findings of the proposal from

teacher was taken from two titles prepared by BNH

and SRA teachers. This analysis includes: the

contents of the proposal system and the selection of

proposals based on the highest assessment during the

training of the creativity and feasibility aspects of

the proposal product. The indicators of teacher's

CAR feasibility are analyzed from: (1) systematic

writing (serving structure), (2) substance or content

of proposal, (3) language and spelling use, and (4)

writing technique.

Based on the serving structure, Chapter I consists of

an introduction that includes: background, problem

identification, problem formulation, objectives, and

research benefits. Chapter II Literature Review,

Implication of Teacher’s Performance through Training Write Classroom Action Research (CAR)

319

systematically contains: learning theories, models /

methods / learning media (used), skills or abilities or

variables (to be improved), relevant research, and

frame of mind. As for Chapter III Research

Methods, systematically contains: subject, time, and

location research, research design or procedures,

data collection techniques, and data analysis

techniques.

Table 1. Data of Questions on Car Training

Number of Participans Number of Questions

Number of Active Teacher

for Questioning

30 teachers

23 (first da

)14

49 (secon

)25

19 (third da

)29

12 (fourt da

)29

4.3.2 Analysis based on Indonesian

Language and Spelling

Based on the results of the teacher's CAR proposal

analysis, the research team found some of the

following errors: Teachers are still wasting

sentences, still using the conjunction at the

beginning of the paragraph, foreign words are not

tilted, writing errors in reference source, ineffective

sentences, unfamiliar acronyms, and teacher not

careless in the typing process. Overall, the results of

the analysis found that the error rate of the letter

aspect is 57.94% and the punctuation aspect is

42.06% (Table 2).

4.3.3 Guidance Process and Results

After the teacher makes a CAR Proposal, they

conduct research in each of their schools. The

teachers BNH and SRA both use 2 cycles. The

following will present a summary of the explanation:

a. First Teacher (BNH)

The preparation of the CAR Report conducted by the

teacher in general has been in accordance with the

Training Module and Training of Trainers /

Resources. In Chapter IV it already contains:

Research Results on: Description of School,

Description of Cycle I, and Description of Cycle II.

However, school descriptions or profiles are not

elaborated in detail. In the implementation of field

data taking through the learning cycle, the teacher

first prepares the pre-cycle, then proceeds to Cycle I

and Cycle II. In Chapter V Closing, the CAR Report

already contains: Conclusions and Suggestions. The

results of the CAR are then disseminated in the

MGMP Forum of Sports Teacher. In addition to

being attended by teachers of Penjaskes, Supervisors

were also present. After the seminar, the CAR Report

was approved by the Head of School and Head of

Youth Education Office of Penajam Paser Utara, East

Kalimantan, Indonesia.

b. Second Teacher (SRA)

SRA is teacher of mathematics subjects at rural

school 65 KM from the district center. The SRA

teacher has prepared the CAR Report in accordance

with the training manual of the trainer. In Chapter IV,

the results of the study and discussion contain:

Description of School, Description of Cycle I,

Description of Cycle II, and Discussion.

In preparing the CAR Report, the SRA actively

consults with the resource person / supervisor. Unlike

BNH teachers, SRA teachers do not carry out pre-

cycle. However, the SRA adds a sub-section of

"Constraints and Problem Solving at Implementation

of Action" in Chapter IV. When discussing with the

researcher, this is justified and no problem, as this is

more detailed than the steps taken by the BNH

teacher. The results of his research in the form of

description of student value data presented in the

form of comparison tables Cycle I and II, as well as

line graph. The Chapter V which contains the

Conclusions and Recommendations has been

prepared in accordance with the module instructions.

As did BNH, the result of CAR’s SRA was also

disseminated in MGMP Forum of Mathematics. The

activity was also attended by the Supervisor. In the

seminar, SRA received a correction and then

consulted back to the supervisor to make

improvements. After the repairs are completed, the

SRA teacher reapply the repairs by asking the

supervisor to agree with the paraf. The revised CAR

report has also been signed by the Head of Youth

Education Office of Penajam Paser Utara, East

Kalimantan, Indonesia.

Based on the analysis result of BNH and SRA’s

CAR Report, a series of activities of training,

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320

mentoring and intensive mentoring to make CAR

Proposal to produce CAR Report is illustrated as

Figure 1.

In principle, guidance is a process of mutual

interaction between sources / mentors with teachers

as mentored. Trust is preceded to recognize each

other and appreciate the advantages and be aware of

the shortcomings of both teachers and teachers

guided. In conducting intensive guidance and

counseling to some serious participants to continue

the CAR Proposal to CAR Report, it turns out that

many teachers do not use this opportunity.

As is known, teacher professional development

positively affects students' productivity (Harris &

Sass, 2007: 1). Training and Feedback also provides

some practical implications for teacher competency

improvement (Gerich et al, 2016: 2). In relation to

field data collection in the form of selection of

learning cycles as the culmination of the classroom

action research process, each teacher generates the

meaning behind the reflection they want to find. It is

difficult to determine the true meaning of the concept

of reflection, as there are various opinions about

reflection and how it becomes evident in action.

Parsons & Brown (2002: 4) concludes that the value

of reflective thinking can be extended when

supported by data collected by systematic

observation and specific data collection methods.

Classroom Action Research (CAR) writing

training given by trainers is done by giving

suggestions to the work of the participants' teachers

who contain the truth from the methodological and

linguistic aspects as a process of increasing their

confidence. Thus, he has begun to deepen the

reflections of learning with his students. Creative

teachers dare to make implementation decisions as

they plan and teach lessons, make arrangements for

the needs of learners, and improve the ability of

learners. Finally, they make decisions about

classroom management, apply their opinions and

principles to initiate and sustain positive learning.

This decision is made constantly and occurs before

(planning), during (action) and after (reflection)

teaching (Pasch, et al, 1991).

This research begins with the problem of the lack

of interest of teachers in implementing their

research, although they have undergone CAR

training organized by various institutions. The data

collected comes from the recording of the teacher's

CAR training process, taking segments of the

interaction sessions as initial identification into a

reeseach action research entity that produces an

improvement plan on the training process itself. The

report data comes from the best trainee proposals,

followed by strong teachers' interest in continuing

the preparation of the CAR Report as a follow-up.

Researchers are required to think critically and

creatively, and talk about aspects of the problems

found by researchers from the document. This is to

provide certainty of the reflection steps they must

perform and to empower them to ensure effective

and efficient teaching.

The process of reflection should be viewed as a

continuous spiral process whereby educators

continue to observe, evaluate, and improve their own

abilities. Reflective thinking refers to guidelines

already in place to help educators to deepen their

understanding and develop smoother competencies

to select a range of choices that apply and to act and

apply them effectively in their teaching practices

(Rogers, 2001: 45). According to the researcher, the

goal in teacher research is corrective action and

involvement, namely improvement of teaching

practice based on written document CAR Report. In

addition, there is an increased perception or

understanding of the practice of teaching by

practitioners in this case both teachers, and concrete

situation improvement with all collaboration

involved in classroom action research in their

respective schools. This requires calibration

investigation according to planning, execution,

observation, and reflection / contemplation, and then

re-planning, further action, further observation, and

further reflection. In the context of documentary

studies as researchers do, researchers agree with

Parsons & Brown (2002: 8) who conceptualize

research as "a process of investigating cycles

involving identification and definition of a problem,

developing action steps as a way to solve a problem

or improve a situation, implement action steps, and

evaluate results.

Implication of Teacher’s Performance through Training Write Classroom Action Research (CAR)

321

Table 2. Misappropriation of Indonesian Spelling on BNH And SRA’s Car

No. Indicator

Frequenc

Of Errors

Percentage of Error

BNH SRA

1 The Use of letters

57,94%

Capital

Italic

Total 5 57

2 Punctuation

42,06%

Dot ( . )

Commas ( , )

A Semicolon ( ; )

Colon ( : )

A Hyphen ( - )

Dash (

─

)

Total 24 21

Figure 1. Teacher Training, Coaching, and Implementation Process Flow

5 CONCLUSIONS

Product in Writing Training of Classroom Action

Research (CAR) is CAR Proposal which then

conducted facilitation with face to face, email, and

social media Whatsapp Messenger. The results

research in the teachers classroom reported to

trainers to get input and improvement. Furthermore,

the CAR Report is corrected with reference to the

CAR methodology guidance and aspects of

Indonesian spelling. Overall, the results of the

analysis found that the error rate of aspects of the

letter of 57.94% and punctuation aspects of 42.06%.

From the methodology aspect of writing, the highest

CAR Training

1. Teacher gets the theory

2. Teacher submits the title of

CAR Proposal

3. Teachers are given guidance

and mentoring

Teacher

proposes mentor

outside training

Teachers conduct

intensive guidance in face to

il h

REVISI

CAR

Teacher

proposes Observer

for CAR Cycle

Implements Cycle I

Planning, Action,

Observation , and

fl i

improvement

s based on the

Observer's

Implements Cycle II

Planning, Action,

Observation , and

Reflection

Research

data obtained

and continued

Analyzed

Teachers conduct

intensive guidance Chapter

IV &

REVISI

CAR has

The teacher held a

Classroom Action

Research Seminar

through the MGMP

CAR Report authorization

officials at the Department of

Education Penajam Paser Utara

BICESS 2018 - Borneo International Conference On Education And Social

322

confusion occurs in aspects of citation writing and

data retrieval in the implementation of the cycle.

Furthermore, from the aspect of the fulfillment of

teacher competence, guidance and mentoring has

important and stretgis meaning for the preparation of

CAR Report, so that the quality of learning to be

increased and the performance of professional

teachers is increasing on their own confidence. The

results of the CAR Report document is declared

good, disseminated, and improvements were made

based on input from participants / colleagues MGMP

teachers.

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