AWADHARANA : cjwf/0ff

[ A Peer-Reviewed, Open Access Journal ]

ISSN : 2505-080x (Print)
Published by Creative Democrat Academy

Classroom Action Research on Solving Problems in

Janapriya Multiple Campus, Pokhara
Krishna Prasad Tripathi
Lecturer, Department of Health & Physical Education, Prithvi Narayan Campus, Pokhara
Article History : Submitted 13 June 2022; Reviewed 11 July 2022; Accepted 23 Aug. 2022
Author: Krishna Prasad Tripathi Email: [email protected]
DOI: https://doi.org/10.3126/awadharana.v7i1.49157

Abstract
The study on action research on solving classroom problems in Janapriya
Multiple Campus (JMC) based on a preliminary study on the solutions of existing
problems in the classroom. The objectives of the study were to identify the problems
and manage to solve them through various interventions. All the students (62) in class
12 who were studying in the Education faculty of JMC were included in the sample
through the census method, where the researcher taught two periods daily. It was
done within seventy-five days, half of the academic year after the first lockdown and
before the second lockdown, using qualitative research with the interpretive para-
digm and narrative research design. The researcher observed the situations, listed
the problems seen in the classroom, and conducted two FGDs with five teachers and
eight students, respectively. Action research procedures for action research, namely
planning, implementing, observing, and reflecting, were implemented, and a theory
of change was used to evaluate the interventions. Baseline and end-line evaluations
were used to find out the change. The researcher used observations, FGD, and tests to
collect data. The data obtained were presented mostly qualitatively and less quanti-
tatively. The findings show that regular attendance and keeping parents informed are
effective in improving the attendance of the students. Similarly, the attendance in the
alternative period help to solve the bunk of class. Proving questions to students make
them more attentive and aware of their class activities. This can be seen from the im-
provements after each cycle. Each and every cycle help students get some progress in
solving problems. It is very useful to maintain good relations among teacher, the stu-
dents and their parents at the end of the cycle.
Keywords: absentees, bunk classes, classroom action research, proving questions,
theory of change

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Introduction
Action research is a process in which participants examine their own prac-
tice systematically and carefully, using the techniques of research. Classroom action
research is a process of examining the practices of classroom actions and taking
feedback from the experience and the teaching learning activities. Classroom action
research was first proposed by Kurt Lawin in 1946 to bridge the gap between theoret-
ical and applied research. Action research is conducted with the objective of solving
the problems in his classroom while teaching. Action research is carried out to bring
about change in the existing situation. It is behavioral and cyclic in nature because it
addresses the real problems where action and research go side by side. Shirley (1994)
said that teachers often engage in action research as a means of improving their in-
dividual pedagogical practice, and it is the practice of education at the whole school
level. It is necessary to understand the improvement of the quality of education as a
responsibility for school communities as a whole.
In my 25 years of teaching in colleges and high schools, I encountered numer-
ous challenges. Since 2002, the researcher has been a Plus two teacher. The research-
er has been educating students at JMC, where this study was carried out, since 2007.
JMC was founded in 1991 (2048 B.S.) by a collaboration of 14 academics, neigh-
borhood sponsors, and neighborhood social organizations. It is a nonprofit academic
institution with a broad focus on fostering the growth of knowledgeable and adaptable
human resources to meet the demands of education in the 21st century across a range
of sectors.
It is assumed and believed that classroom management is essential for effec-
tive teaching and learning. Classroom management is the teachers' action to establish
and strengthen an environment that fosters students' knowledge, attitudes, and be-
havior. There might be many problems seen in the classrooms, so the teacher, as the
manager of his or her class, should manage the class to solve the problems. Aibinuo-
mo (2021) Classroom management is a comprehensive concept for various actions of
a teacher designed to facilitate teaching and learning in the classroom. To manage a
class room properly, students and teachers are expected to exhibit the required behav-
ior necessary for effective teaching and learning activities. The teacher and students
should develop the expected behaviors for better teaching and learning outcomes.
School culture is very important for creating better teaching and learning
activities. It is related to the institution's policies for creating effective teaching and
learning activities. Fullan (2007), "School culture" can be defined as the guiding be-
liefs and values from which the school operates. "School culture" can be used to en-
compass all the attitudes, expected behaviors, and values that impact how the school

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operates. Every institution has its own culture, and that guides the institution. Sim-
ilarly, JMC has more than 600 lifelong members who are the pillars of the campus.
Respect to contributors and love for students is the main college culture. Cooperation,
communication, and coordination among the stakeholders are the main cultural poli-
cies to achieve success. Now the campus is producing globally recognized, self-moti-
vated, self-capable, life-skills-based graduates. The campus seeks the assistance and
support of its stakeholders in order to transform this public campus into a deemed
university. Although the campus has the dream of being deemed university, the teach-
ers felt some problems in the classroom teaching and learning process, which were:
noisy classrooms, bunk classrooms, absentees in the classrooms, and less motivation
in the teaching and learning activities. If such problems are not solved in time, stu-
dents won’t do better in the future and the campus will lose its fame.
Classroom problems are seen for various reasons. There might be problems
with seating arrangement, class sizes might be large, monolingual classes, personality
clashes, and lack of appropriate classroom norms and culture. For the betterment of
classroom management, the teacher should observe the context and find out the exact
problems that he or she can manage. For this, John (2015) wrote that developing clear
classroom norms is the foundation of both classroom management and classroom
culture. The favorite way to develop norms is to talk with students about how they
want their class to be. Developing classroom norms is just the beginning. The teach-
er also needs to figure out what he will do when students don't follow the norms. If
the teacher needs ideas, talk with other teachers and find out the common discipline
policy. Classroom management as a source of school culture and it is directly relat-
ed to pupil's achievement. These were the most important aspects of the quality of
teaching process. A comprehensive review indicates significant relationships between
management and culture (Sashkin & Walberg, 1993). Similarly, there is a relation-
ship between the culture and the efficiency of the teaching process (Cheng, 1993;
Levine & Lezotte, 1990). Classroom management is the responsibility of the teacher
for teaching learning activities. School culture and administrative support are helpful
in managing the classroom activities properly. As a result, the relationships between
teachers' leadership, school culture, and efficiency are interlinked to solve the class-
room problems.
Hallinger and Heck (1998) conducted an action research study in the schools
of the United States over a 15-year period and discovered that principals were the
leaders of the planners and led the schools. They found that teachers and principals
should work together to solve the existing situations through interventions. First, they
have identified the problems and made the management plans to solve them with-

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in a certain time frame. Teachers and principals become more effective when they
examine and assess their own work and then consider ways of working differently.
Teachers and principals help each other by working collaboratively. The teacher needs
to manage the classroom to solve the problem. The teacher must collaborate with col-
leagues, administrators, and stakeholders to further their professional development. It
shows that the teacher should have good relations with all the stakeholders to manage
the classroom.
Being a teacher, many easy, hard, happy and sad circumstances are to be dealt
with inside the educational institution. Many more teachers are assigned the duty of
only teaching. Teachers are busy with their teaching and learning activities. All the
students and the teachers have different characteristics. They have different knowl-
edge, attitudes, and practices. Their demographic situation and socio-cultural condi-
tions are also different. A classroom is a mini society in which the researcher can see
their society's shadow in the classrooms. Their feelings, intelligence, morality, values,
persuasion, and acting are diverted from their activities. Teachers everywhere in the
world are faced with similar challenges. The teacher encounters many obstacles from
students, parents, administrators, and even himself.
Dussault (2018) compiled a list of the top issues that kept coming up again
and again in the classrooms. Teaching might be a joy, but that doesn’t mean it’s not a
headache. The top eight challenges faced by teachers in 2018 were as follows: Coor-
dination and cooperation were absent, or there was a lack of teamwork, empathy, and
support among students and teachers. Similarly, the teachers needed to work in many
roles at the same time in the institution, leaving no time to deal with bodily functions.
It meant that the teacher had to contend with hunger, thrust, and refreshing as well.
On the other hand, teachers are made accountable for more than they should be. As a
result, the teachers had assigned many more classes. As a result, he or she had not had
enough time to plan. As a result, he had tension. Mental work is more. Likewise, as
a member of the school, he or she had the responsibility to keep up with the expecta-
tions of school admins. A teacher needs to apply a prescribed curriculum to all types
of students, although they are different in many ways.
From the above literature and from my own experience in classroom man-
agement, I found that the teacher should find out the problems through participant
observation for a week. The teacher needed to discuss with the other teachers and
students in the class for listing problems. The teacher finalizes the plan of intervention
for solving problems. The teacher should coordinate with the administration and the
principal to solve the problems. So I observed the classroom problems for one week,
arranged a FGD about them, and listed mainly three burning problems. Classroom

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action research is mainly focused on one problem or issue and continues providing
intervention on that issue, but here I chose three problems and made interventions as
needed. Although the researcher had twenty-five years of experience in teaching and
learning, this was the first experience of applying the action research process to solve
the classroom problems, so the researcher had different and satisfying experience. The
researcher worked together with the students in designing the plans, implementing the
actions, making observations, and reflecting on the results. The researcher made some
strategic plans to solve the problems on the basis of action research.
The objectives of the research were to identify the classroom problems and
develop an intervention to solve them. in JMC.
Research Methodology
Action research is a type of qualitative research that is adopted by the re-
searcher in order to solve the immediate problem that arises during a particular course
of time. This approach is applied using qualitative research to explain what is happen-
ing and to understand the effects of some educational interventions. The researcher
used an interpretive research paradigm and narrative design.
The JMC and the students of class 12 who were studying in the Education fac-
ulty (62) were selected purposefully because that was where the researcher had been
teaching since 2007. Participant observation was done daily and made note if needed.
An oral question and answer was done to find out their daily achievement level. It
was recorded as needed. Two FGDs were done; one was with five teachers and the
other was with eight students. As the qualitative study experiences, (through obser-
vation and field notes), enquiring (through asking and questioning) and examining
(using and making records). This action research focuses on the changes in attitude,
behavior, and knowledge of students during the 75 periods of the class.
Action research reports are often narratives, located in the context of the
evolving experiences of those involved. It is reflexive and elaborates the story dia-
lectically. The researcher planned, implemented, evaluated, and wrote the changes to
the intervention again and again until the researcher felt the behavior was saturated.
Observation is focused on the three classroom problems. The researcher applied some
interventions to minimize problems. This study followed the four-stages model in ac-
tion research as proposed by Mertler and Charles (2005) as: planning, acting, observ-
ing, and reflecting.

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Available primary and secondary data were incorporated into the writing of
the paper.
Results and Discussion
Action research is facilitated by the participation and collaboration of a
number of individuals with a common purpose. Such research focuses on specific
situations and their contexts. In addition, the primary aim of the research is to solve
the problems seen in the classes. Classroom Action Research (CAR) is intended to
make a contribution to the improvement of teachers' techniques, approaches, methods,
knowledge, style, materials, and evaluation in the classroom. It gives insight into the
behavior of both teachers and students in applying the intervention as required. It
uses an action research design in order to solve the research problem. Action research
is based on action, evaluation, and critical analysis of practices based on collected
data in order to introduce improvements in relevant practices. Action research design
is systematic, occurs in an educational setting, focuses on the researchers’ teaching,
and is practical and relevant. This type of research is facilitated by the participation
and collaboration of a number of individuals with a common purpose. The primary
aim of the research is to solve the problems seen in the classes. This study tries to
describe the implementation of intervention programs to minimize the problems. It
is conducted by the teacher in his/her own classroom space. Action research helps
teachers to "pick up threads suggested in academic fields."
The four main types of action research design are: individual research,
collaborative research, school-wide research, and district-wide research. Action
research is a form of research that is authentic and circles, and weaves them in
their own classroom "(Ferrance, 2000, p.13). Action research allows teachers
to take ownership over their teaching and occurs when teachers contemplate a
classroom or instructional issue, design a study, execute the study, track data and
results, and reflect. Action research progression is interactive; it is not a passive

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process, as teacher-researchers are active constructors of knowledge (Abdul-Haqq,

1995, as cited by Katherine, Green, & Anderson, 2006). The researcher created an
individual research type. It helps to find out the problems and their solutions through
intervention.
The researcher listed five issues from the participant observation but after
the two FGDs. One is with five teachers and the other is with eight students of the
same class. Following discussion, participants in FGDs all agreed on three themes or
pressing issues, such as noisy classrooms, class bunks or absenteeism, and decreasing
educational quality on a daily basis. Some strategies and interventions were made to
minimize the problems and enhance the quality of education.
1. Noisy classrooms
Baren (2019) said that action research design is an educational research
method involving collecting information regarding current educational programs
and outcomes, analyzing the information, developing a plan to improve it, collecting
changes after a new plan is implemented, and developing conclusions regarding the
improvements. Students were talking to themselves in their own words. The focus
group concluded that the possible reasons for the noisy class are that: instructions
weren’t clear for students, instructions were too complicated, and the task was not
appropriate for the students’ level. There might be no proper classroom management.
The contents might be very hard or too easy, pre-task activity might be omitted, and
so on. Motivation for learning might be less. The researcher, the other four teachers,
and eight students had suggested the plan to solve the problems as:
Figure 1
Different Measures of Controlling the Class
1. Planning: Motivational speech, Retell strategy, Clear, short and slow instructions,
Use visual help. Using body language, Use high-pitched voice, Gestures, Eye contact,
Different facial expressions, Child friendly words etc.


2. Acting: The teacher acts as in the planning phase one by one in the classroom.


3. Evaluating: The researcher observes and evaluate each and every intervention and its
impacts to reduce the noise created by the students


4. Reflecting: The researcher evaluates the situation in the classroom and decide the use of


other interventions. The reflection of all interventions were written in the discussion section.

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First day motivation speech was given with examples of scope of learning
and gaining knowledge. This motivational speech was prepared from the You Tube.
Students were asked to write the theme in five sentences. Students were asked to write
the conclusion. It was realized that twenty-five percent of the noise was controlled.
Secondly, the researcher used the "Retell strategy." In this strategy, the teacher asked
the students who were not paying attention to his teaching. The students were asked
what the teacher had just said. They must pay close attention and repeat what their
teacher has said. It could be asked at any time when the teacher thought they were
not giving any attention to him. This strategy made them listen carefully. All the
time, this strategy was not applied due to the time and other reasons like how many
students were involved and how many times they were asked the questions. Students'
questions and retelling of stories provided them with a clear vision of their content.
Students had increased their speaking and logical power.
To control the class, the teacher sometimes makes clear, short, and slow
instructions again. Similarly, the teacher could use audio and visual materials. Using
body language, gestures, eye contact, and facial expressions are other ways to control
noise or draw attention from the students. The teacher needed to speak in a high-
pitched voice, not a low monotone or speak at the right volume for the students' ratio.
A teacher doesn’t speak too fast for his or her students to listen and understand. The
language and the words should be used in a student-friendly manner.
From the observation and the discussion, it could be found that students came
to class 12 with no fail system. As a result, the knowledge of one student differed
greatly from that of another. Some students were excellent, and some were very poor.
On the other hand, two types of students were present in the same class. One was
from community schools (75%) and preferred the Nepali language, while the other
was from institutional schools (25%) and preferred English. The administration could
not make two sections for them. The teacher needed to write some tips and clues
in two languages. The British Council (2021) suggested the following solutions to
discipline problems: insist on students paying attention during the lesson, explain to
them that their poor knowledge is the result of their disorganization, and encourage
them to improve. Similarly, it suggested that when working in groups, the group
leader needed to help weak pairs. Call the strongest pair to the blackboard to present
their work to the class. The teacher clarified if needed. Students were given a task and
asked to check if they were ready for the task according to their previous knowledge.
If not, provide them with clues and supporting documents or reading materials with a
time frame.
The researcher tried the above mentioned programs one after another. As a

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result, the class was very good, most of the students listened to the teachers, and the
students were happy to follow the instruction. Almost 85% of students were on track
and had stopped making unnecessary noise. Sitting behind a desk creates a "distance"
between the teacher and the students. The teacher tried to minimize the gap space
between the rows so that he could easily reach those at the back. Similarly, the side-
to-side reach style was applied in forming the desk and benches. This way, the teacher
can talk to individual students, and the shy ones can ask questions quietly without the
fear of humiliation, as well as check their work and help them.
The rest of them produce noise within their masks with a low voice, like
whispering, as their interest. Wearing a mask, is compulsory due to the pandemic
CORONA virus, it was difficult to identify whispering noises within forty to fifty
students. An uninterested group of students needs extra work to cope with their
educational problems. The above activities don’t cover their learning style. The
researcher concluded that mixed-language preferred groups were the main cause of
making noise, so it is better to form the group and class in their preferred language
if possible. After making different interventions, the researcher thought nearly 80
percent of the noise was controlled. However, only 20% of the noise was visible, and
the voice level appeared low and soft. The teacher should lead the class to talk on the
teaching subject matter rather than their individual interest.
2. Class Bunk
There were 62 students enrolled in class 12 in the education faculty. There
were nearly 40 students who were continuously present in the classrooms. Nearly
one-third of students were absent from their classroom. It was noticed that some
students left classes and stayed outside the restaurants talking with their friends.
Most of the students skip their first, fourth, and last classes for various reasons. The
students who missed first period said that they had left their bus and were late to the
class. They could not enter the college after 10 minutes of the class starting. The
campus has the policy of not providing entry after ten minutes of the bell having rung.
Some students skip classes in order to purchase a pen, pencil, copy, or book. Some
students went to restaurants outside of the college because of the limited capacity in
the college canteen. Some went to outside restaurants because there was stray smoke
and facilities for smoking. When they went outside the canteen, some of them stayed
for the fourth period and said they could not eat in time. Similarly, students went
to the library to take books or summit the book, which is situated outside the main
gate. Some students bunk their last period, saying they needed to go home because
their parents sent something from the village and needed to receive it. These were the
sayings of students before leaving their class. It was seen that some of the students

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went to irrelevant classes with that group. Art students came to education, and
education students went to art class. The researcher, the other four teachers, and eight
students had suggested the plan to solve the second problem of bunking the class as:
The researcher asked the students how to reduce the bunking problems.
Teacher and students made the policies or rules of leaving or bunk class with the
discussion of students and other teachers. After talking to them, the researcher made
the plan to take attendance at different periods.
Figure 2:
Action Research on Bunking Classes
1. Plan: Attendance in different periods, telephone to parents if absent for three days.


Remind the students. 
2. Acting: Ask the students why they were absent in the previous days. Some of the
students were reminded not to bunk classes. Telephone to parents….



3. Observing evaluating: The teacher asks his or her friends and parents. Tally the
attendance of each period. Time of bunk class is recorded.


4. Reflecting: The researcher evaluates the situation and made the attendance
randomly and kept its record. Remind them and the students did not bunk the class. If


they had to go, they asked their class teacher or the concern teacher.

If students were absent three days regularly, the researcher provided the names
of absentees to the administrator to telephone their parents. Some were absent from
college, but they were coming from home on those days. These alternatives and
regular attendance made them come regularly, and they were asked to inform their
class teacher why they were unable to attend the class. If students went to irrelevant
classes or if the class teacher found any students in irrelevant classes, they were
reminded not to leave the class. Their names were entered into the bunk or leave
students list, and they were told that if they did such things five times in a row, they
would be barred from class for five days. They were reminded of the scope and
importance of teaching and learning every time they missed class. Students were not
allowed to go outside for the purpose of buying copies, pens, and other stationary
materials. These simple stationary materials were kept inside the canteen and asked to
be bought from there.
Regular attendance was taken in the first or second period, which was taken
by the researcher. Leaving the class without reason was a form of control with the
best tries .evaluation of bunking classes, the researcher took sample attendance

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for two or three different periods in a day and compared the attendance among the
periods. These comparisons were made ten days apart, secretly, with seventy-five
days to go. Students on the first occasion left the class in a day, but at last only one
student left their classes with the permission of the concerned teacher. If they will
have to do the work outside, they need to ask their class teachers or need to inform
the administration.
3. Decreasing the Quality of Education
The third problem was found to be that the teaching and learning activities
were decreasing day by day due to the pandemic situation of the CORONA Virus.
The research was done between the first and second lockdown. Ninety students
were admitted to class 11 before the lockdown. Among them Only sixty-six students
appeared on the final exam for class 11 after the first lockdown. For nearly seven
months, students stayed in their villages and homes in the first lockdown. They said
that their own village and home were needed in the pandemic, so they preferred
to return to their own village. Some parents were compelled to leave their jobs,
businesses, or work due to the pandemic, and their dependent children needed to
leave college. Teaching and learning activities were poor at that time, although the
college provided the MS team for the online teaching. Most of the students were from
low socio-economic conditions. They lacked smart phones as well as laptops. On the
other hand, the National Examination Board (NEB) provided the chance of taking
exams from their nearest schools, so most of the students returned to their own village
school to take the exams.
Figure 3:
Plans for Increasing Teaching and Learning Activities
1. Plan: Telephoned the students and parents, Help the students in every problem,


Make a group of every class in the messenger, provide new notice, Repeat the contents,
internal examinations and tuition and extra classes by the college.


2. Acting: Students were asked to join in the group and provided new notices. Students
were asked to join the class regularly. Students were helped. JMC started the extra class
for the compulsory English at face to face mood.


3. Observing evaluating: The teacher asked the students to join the class and kept the
record and informed the administration. Students were motivated to take class.


4. Reflecting: Students were happy to take classes face to face again and got hope of
life. But on the other hand, some psychological fears were seen when they had simple


symptoms of common cold.

Those schools took new arrival students' sentiments and motivated them to

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study; some students preferred to study there and left the JMC. According to the
parents and the students who wanted to leave the college, the reasons for leaving
were different. They said that the pandemic was the first reason, and second, they said
schools were more flexible for marking the students. The college, on the other hand,
began online teaching and learning during the first lockdown, but the students lacked
the facilities of the online classroom, so they preferred the privacy of their own
village, where they felt more comfortable than in the city. Around 40 students were
taking regular classes, although sixty-six took the examination for Class 11 and only
62 students admitted in class 12. Students were given their first internal examination,
and the average score was 38.7. After teaching sixty periods, a second internal
examination was taken and the average score was 49.2. The teacher motivated
the students to take part in the learning activities. Student-oriented methods were
somehow implemented. The helping culture was increased, which made it easier for
them to tackle the problems themselves.
Students and parents were assured that they would run the regular classes in
MS team. Students and parents were reminded that it was better to continue them in
JMC, which they would need after passing plus two. It was realized that students'
group in the messenger was needed to communicate in the group, so they were
requested to join the messenger group, which was fruitful in conveying the notice,
materials, and assignments too. Sometimes it is fruitful to telephone in a small group.
Internal exams were useful in reinforcing previous teaching and learning materials.
It made the students review as well as prepare for the next final exam. Similarly, the
college started extra classes for compulsory English, which helped students pass their
exams easily.
Conclusion
According to the research findings and discussion, before implementing
Classroom Action Research (CAR), the teacher simply prepared for the subject matter
and gave a lecture. The researcher used four steps of action research as: planning,
acting, evaluating, and reflecting. The planning covered the objective, selecting
suitable materials, preparing the methodology of teaching and evaluation. Acting
is also called implementation, which consists of real teaching in the classroom.
Evaluating means finding out the value of interventions. Reflection shows how the
students and teacher throw back some knowledge, attitude, practice, behavior, and
experience after getting or providing interventions. Classroom action research makes
the researcher work hard, more capable, thoughtful and active. The research was
based on a participatory approach, and communication, cooperation, and coordination
with teachers and students were increased while implementing classroom action

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research. FGDs provided feedback to plan for overcoming the problems. The Retell
strategy, using teaching materials and body language, were the main ideas to control
the noise in the classrooms. Attendance on a daily and period basis, as well as
informing parents, were the most effective strategies for reducing class bunk. Face
to face teaching learning activities is more appropriate rather than distance based
learning due to poor socio economic condition of parents. The researcher concluded
that mixed-language preferred groups were the main cause of making noise, so it is
better to form the group and class in their preferred language if possible. It is better to
make class codes and policies with the interaction of the students to manage and run
a class smoothly. It is suggested that every teacher should perform action research to
improve their own capacity on teaching learning activities.
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