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Edi Suprayetno
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Jl. M.Idris No. 45 B - Medan, Sumatera Utara
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INDONESIA
Journal of Classrom Action Research
Published by English Lecturers and Teachers Association
ISSN : 28280695     EISSN : 28280601     DOI : https://doi.org/10.52622/jcar.v1i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Classroom Action Research (JCAR) first launching is published in Febrary 2022 by a professional organization, founded by English Lecturers and Teachers Association (ELTA) Medan- Indonesia Journal of Classroom Action Research (JCAR) is a double blind peer review journal, published twice a year ,publish in March, and August .This Journal is legally and formally is formed by the letter of the leader of ELTA Medan- Indonesia Decree no : 08-/Elta/2/VII/2021, dated at 2st June 2021. It presents articles on the research of English language Teaching , specifically in class Action Research which is mostly done by teachers, as a requirement to elevate their level. JCAR also written by ELTAs member, ELTAs sympathizers and other researchers Journal of Class Action Research (JCAR) principals aim is to help English Lecturers and Teachers to publish disseminate theory, research result of English Language Teaching research, reviews by the academic community of ELTAs, reviews by other linguist in Indonesia or abroad, and to provide a channel for discussion. The views expressed here do not necessarily those of the Editorial Board.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2025): February, 2025" : 5 Documents clear
Questioning the Role that Storytelling Can Play in Prefaring Children for Primary Education in Tanzania Mhagama, Willy; Wang'uba Okello, Joel; Nsyengula, P., Stephen; Haule , J, Emmanuely
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.247

Abstract

The central focus of this study was the importance of storytelling in preparing Tanzanian children for pre-primary education. Anchored in the socio-cultural practices propounded by Lev Vygotsky, the study was a collaborative effort that explores the significant yet under-researched role of oral storytelling in early childhood education, particularly in East Africa. Through observations, interviews, focus group discussions, and document analysis involving parents, teachers, and community members, the study investigates the impact of storytelling on various aspects of children's development, including communication skills, creativity, problem-solving abilities, confidence, language acquisition, teamwork, and moral values. The findings highlighted the multifaceted benefits of storytelling and propose evidence-based recommendations for stakeholders to promote and integrate storytelling into educational practices, making them an integral part of the research process. Keywords: Storytelling; Early Child Education; Sociocultural practices.
Challenges and Opportunities for Technology and Language Learning in Sub-Saharan Africa Nsyengula, Stephen; Haule , J, Emmanuely; Mhagama, Willy; Wang'uba Okello, Joel; Yassin, Anna
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.360

Abstract

Sub-Saharan Africa has experienced a technological revolution in recent decades, with the rapid propagation of mobile devices and internet access influencing various aspects of life. This technological advancement has opened new frontiers for language learning in education, presenting both challenges and opportunities, particularly in the Mbeya region of Tanzania. This qualitative study explores the current state of technology-assisted language learning in Mbeya, identifying key obstacles and potential for growth. Through in-depth interviews and Focussed Group Discussions with educators, students, and policymakers, the research delves into the access and utilisation of technological resources within the language learning ecosystem. The findings of this study are significant, revealing disparities in connectivity, device availability, and digital literacy, particularly among marginalised communities, which limit their ability to fully leverage technology for language acquisition. However, the study also underscores the necessity of a comprehensive, multi-pronged strategy that includes investments in infrastructure, teacher training, and culturally relevant digital content. This strategy is urgent and crucial, aiming to inform stakeholders and contribute to developing equitable and sustainable technology-enhanced language learning strategies in Mbeya and beyond. Keywords:  Technology-assisted language learning; Teacher Training, Educational inequalities
Improving Students’ Ability in Writing Descriptive Paragraph Through Mind Mapping Technique Siahaan, Ricki Asi Erwindo; Rani Rakasiwi; Silalahi, Masriani Mery Rosmida; Tampubolon, Marlina; Sitompul, Monika Sales
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.383

Abstract

This study examined the impact of the mind-mapping technique on improving students' descriptive writing skills. A pre-test and post-test were administered to 20 students to evaluate their writing performance before and after using mind mapping. The findings demonstrated a notable improvement, with the average pre-test score of 60.3 rising to 78.5 in the post-test. Statistical analysis using a paired-sample t-test confirmed that this increase was significant (t(19) = 5.62, p < 0.001). The results indicate that mind mapping enhances students’ ability to structure and expand their ideas effectively, leading to greater writing fluency. These findings are consistent with prior studies that highlight the benefits of visual learning strategies in academic writing. Given its positive impact, incorporating mind mapping into writing instruction is recommended to support students' learning. Future research could explore its use in various writing genres and digital learning environments to further assess its adaptability and effectiveness. Keywords: Mind Mapping, Writing Skills, Descriptive Writing
The Use of Audio Lingual Method to Improve the students’ Speaking Ability at SMA Anugerah Harapan Bangsa Medan Saragih, Marice; Panggabean, Himpun
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.384

Abstract

The aims of this research was to find out the improvement on students’ speaking ability after being taught by using Audio-Lingual method. This research applied quantitative research method with 60 students of SMA Anugerah Harapan Negeri Medan, 30 students as sample in the experimental group and 30 students in the control group. The data were collected trough speaking test. The students were asked to listened the short paragraph then asked the student repeated, imitated and memorized the text then the students were asked to record what the students listened. The data were collected in form of recording. The result showed that mean of the students ability using Audio-Lingual Method and without the treat mean were different. The data obtained from the score were the result of the experimental and control class. From the total score pre test of the experimental class (1.574) and the total score pre test of the control class (1.424) can be concluded that the achievement of both group was the same. After getting the treatment (Audio-Lingual Method), the total score post-test of the experimental (2.305) was higher than the total score post-test of the control class (1.654) which did not get the treatment. It can be said that the speaking ability of the students of Eleven grade SMA Harapan Negeri have increased Key Words : Audio-Lingual, Method, Speaking Ability
Exploring Teachers' Perspectives on the Use of Kahoot in English Language Teaching: Enhancing Engagement and Learning Outcomes Tampubolon, Jonris; Siahaan, Desta Gloria; Bouk, Edmundus
Journal of Classroom Action Research Vol. 4 No. 1 (2025): February, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i1.387

Abstract

Game-based learning such as Kahoot! has transformed the conventional classrom settings into more fun and interactive learning experiences. Kahoot! as a digital game-based student response system allows teachers and students to connect through competitive knowledge games. It encourages active learning and provides assistance to educators in the process of developing quizzes with multiple-choice questions. The purpose of this research is to investigate teachers’ perceptions of Kahoot in English Language Teaching and to assess the impact of Kahoot on student engagement and learning outcomes from the teachers' viewpoint. Mixed-method design was used to explore deeper perspectives and experiences of respondents. Survey and semi-structured interviews were employed to collect the data. The collected data were analyzed using both qualitative and quantitative methods. There were 50 primary school teachers selected through purposive sampling technique as respondents of this research. The findings of this research demonstrate that Kahoot is an effective gamified-learning tool to enhance student engagement and motivation in learning process. However its limitation in presenting deeper learning and its technical issues associated with the internet connectivity and devices capability must be carefully considered. Keywords: Kahoot, English Language Teaching, Student Engagement, Learning Outcomes

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