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Classroom action research was an innovation which people from many sectors including the educators,
researchers, school administrators, and teachers expected to use as a strategy for developing the science of teaching profession to be more strengthened since the classroom action research included rationale as well as method facilitating the instructional development. As a result, the teachers still played their role in searching for problem solving technique in class by themselves. (Suwimon Wongwanich, 2009: 10)

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Classroom action research is essential for enhancing teaching effectiveness by evaluating student understanding and refining teaching strategies. It also serves as documentation of teaching prowess for portfolios and assessments while reigniting enthusiasm for teaching, especially when conducted collaboratively, fostering peer discussions on teaching matters.

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1. Identify: Identify a question or problem related to student learning in your classroom. This question should be something under your control as a teacher, and it should be an area in which you are willing to make changes.
2. Review Literature: You need to gather two types of information, background literature and data. The literature review may be much less extensive than traditional research, and the use of secondary sources is sufficient.
3. Plan A Research Strategy: The research design of a CAR study may take many forms, ranging from a pretest-posttest design to a comparison of similar classes to a descriptive case study of a single class or student. Both quantitative and qualitative methods are appropriate. To triangulate, collect at least three types of data (such as student test scores, teacher evaluations, and observations of student behavior).
4. Gather Data: CAR tends to rely heavily on existing data such as test scores, teacher evaluations, and final course grades.
5. Make Sense of the Data: Analyze your data, looking for findings with practical significance. Simple statistical analyses of quantitative data, such as simple t-tests and correlations, are usually sufficient. Tables or graphs are often very helpful. Qualitative data can be analyzed for recurring themes, citing supporting evidence. Practical significance, rather than statistical significance, is the goal.
6. Take Action: Reflect on your findings and consider how they can be used to improve your teaching. This may involve making adjustments to your teaching methods, assignments, or classroom activities based on the insights gained from the data analysis.
7. Share your findings with colleagues or administrators through brief reports or presentations. You may submit your report to JoSoTL, which has a special section for CAR reports. These articles will typically be from 4 to 8 pages--shorter than the typical traditional research report. Most CAR reports are appropriate for submission to the ERIC database or conferences such as the International Conference for Teacher-Researchers or at regional conferences for your discipline.

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The data collection we carried out was by interview, we conducted the interview on Monday, November 13 2023. We conducted the interview in building B (room K.B.4) at the Faculty of Teacher Training and Education, Siliwangi University. Nyda Sovarina Awalyyah is an English education student class of 2021, she is the resource person we chose to conduct an interview about "The Use of the Flipped Classroom Method in English Language Learning", because she has experienced or has experienced the flipped classroom method. The interviewer consisted of 5 people, namely Cindy, Miranda, Risa, Riva, and Syamsa. We asked around 10 questions for the interviewee to answer, and the interview was conducted well.

And the results of the interview According to Nyda’s answer flipped classroom is a learning method where students study the provided materials on their own, ideally up to 24 hours before the collaborative learning session with the teacher. The next day, during the class, discussions take place. And the benefit of flipped classroom is that students can delve deeper into the material on their own, so when they enter the class, they are more prepared, having already grasped the concepts. But There are any challenges too, especially initially. Understanding what the material is about after reading it can be tricky, and sometimes the exercises, like higher-order thinking skills (HOTS), can be difficult.