cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Edi Suprayetno
Contact Email
ielta8731@gmail.com
Phone
+6282364268122
Journal Mail Official
ielta8731@gmail.com
Editorial Address
Jl. M.Idris No. 45 B - Medan, Sumatera Utara
Location
Kota medan,
Sumatera utara
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. 5 No. 1 (2026): February 2026" : 5 Documents clear
Language, Identity, and Power: A Sociolinguistic Inquiry into Code-Switching Practices in South Asian Multilingual Communities Raja Muhammad Shoaib Khan; Malik Umer Ajmal; Talha Idrees
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.647

Abstract

This paper examines the relationship between language, identity, and power through the lens of code-switching in South Asian multilingual contexts. Adopting a theoretical and interpretive sociolinguistic approach, the study does not rely on empirical or corpus-based data but instead draws on hypothetical and illustrative cases grounded in established sociolinguistic theory. Integrating perspectives from variationist, interactional, and critical sociolinguistics, the paper analyzes how code-switching functions as a communicative resource through which speakers negotiate identity, manage interactional meanings, and engage with symbolic power. The analysis suggests that code-switching in South Asian postcolonial societies cannot be adequately understood through deficit models of bilingualism; rather, it operates as a socially meaningful practice shaped by historical, educational, and ideological hierarchies. By conceptualizing code-switching as a dynamic and situated practice, the study highlights its implications for language policy, pedagogy, and debates on identity and power in multilingual societies. Keywords: Code-switching, Multilingualism, Sociolinguistics, Identity construction, Symbolic power,
An Analysis of Students’ Linguistic and Performance Challenges in Performing Under the Gaslight by Augustine Daly Eripuddin; Pipit Rahayu; Azi Nurazima Juhastri; Debora Martini Jai
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.651

Abstract

This study investigate the Drama is as an effective pedagogical approach in English Language Teaching (ELT) due to its potential to promote communicative competence, learner engagement, and expressive skills. However, the use of classical English drama, particularly nineteenth-century texts, may pose significant challenges for EFL learners. This study aims to analyze the linguistic and performance-related difficulties experienced by 23 fifth-semester students of the English Education Study Program at Universitas Pasir Pengaraian in performing Under the Gaslight by Augustine Daly. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, and documentation during rehearsal and performance sessions. The findings reveal that students encountered major difficulties involving both language and performance demands, including archaic vocabulary, complex sentence structures, pronunciation problems, stage fright, limited voice projection, inadequate body movement, and weak emotional delivery. These challenges were closely interconnected, with language barriers contributing to psychological anxiety and subsequently affecting overall performance quality. The study concludes that while drama remains a valuable instructional tool in ELT, the use of classical drama requires careful pedagogical mediation, including linguistic scaffolding, cultural contextualization, and systematic performance training. The findings are expected to contribute to the improvement of drama instruction, text selection, and teaching strategies in English teacher education programs, particularly in equipping prospective English teachers with the competence to implement drama-based learning effectively in future classrooms Keywords: Students’ Difficulties, Drama, Performance
Instruction And Assessment For Vocabulary Development In Bright: An English Course Seventh Graders Panjaitan, Gracella; Ginting, Fiber Yun A; Sejahtra; Br. Sembiring, Asta; Pandiangan, Fori; Sidabutar, Futri
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.652

Abstract

This study examines the efficacy of "Bright: An English Course for SMP/MTs Grade VII" in Indonesia's Kurikulum Merdeka. The research uses a descriptive qualitative document analysis to evaluate vocabulary growth, presentation, and evaluation for seventh-grade students. The analytical approach makes use of Alan Cunningsworth's checklist and a cognitive audit based on the Revised Bloom's Taxonomy. The findings show strong curricular alignment (90.62%) and methodological quality (94.57%). However, there is a considerable cognitive imbalance, with 81% of tasks focusing on Lower Order Thinking Skills (LOTS), particularly in the "Remembering" (48%) and "Understanding" (33%) categories. Cultural representation research demonstrates a strong preference for Indonesian source culture (72.48%) over target (4.79%) and worldwide cultures (22.73%). Pedagogical implications suggest that, while the textbook is an excellent foundational tool, educators should supplement it with Higher Order Thinking Skill (HOTS) activities and more diverse intercultural content to promote global communicative agency. This guarantees that students acquire both the linguistic proficiency and critical cultural understanding required for 21st-century global citizenship. Keywords: Bright Textbook, Vocabulary Instruction, Kurikulum Merdeka, EFL, Bloom's Taxonomy.
Language Philosophy and Changes in Meaning in Digital Culture : Language Philosophy and Changes in Meaning in Digital Culture Lumban Gaol, Reni; Zaharani, Hetty
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.653

Abstract

This study explores how digital culture affects changes in language meaning among junior high school students at SMP Yabes School in North Sumatra. Digital platforms such as WhatsApp, Instagram, and TikTok influence how students communicate, interpret, and construct meaning. Using a qualitative sociolinguistic approach, the study analyzed online discourse, social media interactions, and interviews with 25 students. Results reveal that students frequently adapt words, create hybrid code forms, and use emojis to express nuanced meanings. Philosophical insights on meaning, truth, and context provide a framework to understand these changes. The findings highlight the relevance of integrating philosophy of language and digital literacy in junior high education. In conclusion, this study emphasizes the need to incorporate digital literacy and the philosophy of language into junior high school curricula to better understand and adapt to the evolving language practices shaped by digital culture. Keywords : Philosophy of Language, Digital Culture, Meaning Change, Sociolinguistics  
Morphophonemic Allomorphs Of The Prefix Sa- In Toba Batak Verbs: A Generative And Pedagogical Perspective Ambarita, Esron; Silalahi, Charles David Marudut; Br. Sembiring, Elita Modesta; Silalahi, Veraci
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.662

Abstract

The research fills an essential void in morphological studies by examining the overlooked morphophonemic allomorphs of the prefix sa- [sa-] in Toba Batak, an at-risk Austronesian language. This research addresses this gap by utilizing a customized version of Halle’s (1973) generative morphology framework, specifically adapted to the distinct linguistic characteristics of Toba Batak, to examine data gathered from 12 native speakers in Samosir Regency and Toba Samosir Regency. As the technical novelty, the research uncovers four unique morphophonemic allomorphs  of the prefix sa- [sa-] in Toba Batak based on a generative and pedagogical perspective, namely, (i) sam- [sam-], (ii) san- [san-], (iii) sang- [saŋ], and (iv) sangng- [saŋŋ-]. The study highlights that the prefix sa- [sa-] in Toba Batak is productive, generating a wealth of grammatical and lexical meanings that stem exclusively from alternating forms. The modified Hallean model, which includes orthographic and phonological rules, effectively captures these subtleties, providing a novel framework. The consequences reach applied areas such as pedagogical perspective, revitalization, language instruction, and cultural renewal, highlighting the necessity of protecting regional languages like Toba Batak in the face of globalization. The implications extend to connect theoretical linguistics with practical conservation activities, promoting additional research on lesser-known languages Keywords: Morphophonemic Allomorphs, Prefix sa-, Toba Batak Verbs, Generative and Pedagogical Perspective

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): February 2026 Vol. 4 No. 2 (2025): August, 2025 Vol. 4 No. 1 (2025): February, 2025 Vol. 3 No. 2 (2024): August 2024 Vol. 3 No. 1 (2024): February, 2024 Vol. 2 No. 2 (2023): August 2023 Vol. 2 No. 1 (2023): February, 2023 Vol. 1 No. 2 (2022): August, 2022 Vol. 1 No. 1 (2022): February, 2022