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Edi Suprayetno
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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 49 Documents
 1   2   3   4   5 
Improving Listening Skill By using Audio-Lingual (ALM) For Students in The Grade 7th at SMP Dharma Patra Pangkalan susu Anindya Nabila; Resa Kristianda; Muhammad Hasan; Supriadi
Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v2i2.161

Abstract

This research investigates the implementation of the Audio-lingual Method (ALM) to enhance listening skills among Junior High School students. The study used a classroom action research (CAR) approach, involving three cycles with observations, pre-tests, post-tests, and a questionnaire. The findings revealed that students initially struggle with listening in English due to limited vocabulary, grammatical difficulties, pronunciation issues, and a lack of confidence. The ALM significantly improved students' listening comprehension skills through audio recordings, dialogues, interactive activities, and authentic materials. Around 75% of students felt significantly assisted and found it easier to comprehend English vocabulary after the ALM implementation. However, 15% of students expressed disagreement, citing continued struggles with limited vocabulary. The ALM positively influences students' listening skills by combining listening practice with interactive activities and authentic materials. To further enhance students' listening abilities, teachers should address vocabulary limitations and pronunciation challenges, and employ additional strategies to foster a supportive and enjoyable learning environment. Future research should explore supplementary approaches and resources that complement the ALM to further enhance students' listening skills. Evaluating the long-term impact of the ALM on students' listening abilities would provide valuable insights into its effectiveness over an extended period. By implementing these findings, educators can effectively enhance students' listening skills and promote their overall English language proficiency. Keywords: Listening skills, Audio Lingual Method (ALM), effectiveness, classroom action research (CAR), observations.
Improving Listening Skills Through English Song at Seven Grade MTs Babusalam Besilam Academic Year 2022/2023 Ade Syafirna; Edi Suprayetno; Jonris Tampubolon
Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v2i2.162

Abstract

This journal's purpose is to learn how music can be used to develop listening skills. One of the four foundational English language skills is listening. It appears that speaking, reading, and writing are among the other skills. These fundamental abilities are broken down into productive skills like speaking and writing and receptive skills like listening and reading. Songs and music are essential components of development and education. The use of music in the classroom has various benefits. The use of songs in the teaching of foreign languages has both supporters and opponents. The use of songs in the educational process, particularly during listening lessons, helps students develop their listening skills as one of their valuable techniques to deal with listening skill issues English songs are engaging, so they can encourage participation from the students and help them perform better on listening tasks. However, using songs to aid in listening has drawbacks. For example, popular music isn't always accurate, and inadequate sound systems in classrooms can interfere with listening to music. Keywords: Listening Skill, English Song, English Students
Using Mind Mapping to Improve Students' Writing Skills of the Eleventh Grade at MAS Yaspen Nurul Huda Serapuh ABC in the Academic of the Year 2023 Julia Dewi; Donny Adiatmana Ginting; Rosmen; Fernando De Napoli Marpaung
Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v2i2.163

Abstract

The aim of this study is to investigate the use of mind mapping as a tool to improve the writing skills of students in Yaspen Nurul Huda Serapuh ABC 2023. Four students with writing difficulties participated in the study. In the study, researchers used observational techniques to determine students’ writing abilities through mind mapping. Teacher performed descriptive analyzes of students’ writing test scores before and after they applied the ”mind mapping” technique in their writing. The purpose of this study was also to determine the effectiveness of mind mapping in teaching writing. The results of this study provide insight into the effectiveness of using mind mapping in writing classes in these schools to improve students writing skills. Keywords: using mind mapping, improve students’ skills, results of study
The Effect of Using Songs to Elevate Students’ Vocabulary Skill at SMP Yabes School Hetty Zaharani
Journal of Classroom Action Research Vol. 2 No. 2 (2023): August 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v2i2.164

Abstract

This study focuses on utilizing English songs as a means to enhance students' language skills and increase their motivation to learn English. The research aims to investigate the impact of song lyrics on expanding students' vocabulary. The study employs a quantitative research approach and involves one class of Seven-grade students from Yabes School, comprising 20 in the first semester of 2022-2023 academic year. The data collection instruments consist of pre-test and post-test assessments, which include fill-in-the-blank tests and multiple-choice questions. The findings reveal a significant improvement in vocabulary, as indicated by higher mean scores in the post-test (72) compared to the pre-test (45), resulting in a score increase of 27 points. This study concludes that the use of songs effectively enhances students' vocabulary acquisition by stimulating their learning process and fostering word memorization. The findings of the study indicate that the students perceived English songs as beneficial for their vocabulary learning, acquisition, and retention. The results demonstrated that the students believed that English songs had the ability to capture their interest in learning vocabulary. Furthermore, utilizing English songs assisted them in remembering the forms, meanings, and usage of the newly acquired vocabulary. Keywords: Vocabulary enhancement, Song lyrics, Language skills, Motivation, Language acquisition
Examining the Significance of Literature in Language Learning: A Linguistics Analysis of Selected Poems for Educational Purposes Hani, Hadiya Ahmad; Ajmal, Malik Umer; Arsalan Haider
Journal of Classroom Action Research Vol. 3 No. 1 (2024): February, 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i1.188

Abstract

This research delves into the profound significance of English literature in the realm of language learning, focusing on a meticulous linguistic analysis of three carefully selected poems: “Be Nobody’s Darling” by Alice Walker, “Mending Wall” by Robert Frost, and “As I Walked Out One Evening” by W. H. Auden. Through a nuanced exploration of these poems’ linguistic features, cultural contexts, and thematic elements, this study illuminates the multifaceted ways in which students can effectively learn language through literature. By closely examining vocabulary choices, syntactic structures, vivid imagery, and nuanced tones within these poems, students are provided with invaluable opportunities to deepen their language proficiency while simultaneously gaining invaluable insights into diverse cultural perspectives. Moreover, the findings underscore the inherent power of literature as a dynamic pedagogical tool, capable of offering authentic and engaging materials that not only facilitate language acquisition but also foster critical thinking skills and cross-cultural understanding. Ultimately, this research highlights the transformative potential of incorporating literature into language education, emphasizing its ability to enrich the language learning experience and cultivate well-rounded communicative competence among students. By embracing literature as an integral component of language pedagogy, educators can create dynamic learning environments that inspire and empower students to engage meaningfully with the English language and the world around them. Keywords: language learning; linguistic analysis; Educational Purposes.
Exploring Hindko Indexicals: A Pragmatic Analysis with Implications for Language Teaching Javed, Mir Ahsan; Mahroof, Maqddus; Fayyaz, Muhammad Ashar; Rashid, Khawaja Umer
Journal of Classroom Action Research Vol. 3 No. 1 (2024): February, 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i1.199

Abstract

The study aims to address the challenges faced by English language teachers and learners in multilingual contexts by examining the deictic expressions in Hindko, an under-documented and endangered language. In a world where linguistic diversity is increasingly threatened, documenting lesser-known languages like Hindko becomes imperative to preserve cultural heritage and enrich linguistic understanding. This research focuses on the comparative analysis of deictic expressions in Hindko and English, specifically exploring person, spatial, and temporal deixis. By elucidating the differences between these languages' deictic systems, the study aims to equip English language teachers with insights into potential pitfalls Hindko-speaking learners may encounter when acquiring English deixis. Moreover, the research identifies common errors made by Hindko-speaking learners and provides strategies for addressing these challenges in English language teaching. Additionally, the study enhances linguistic knowledge by delving into the intricacies of marking numbers and gender on Hindko indexical, offering learners and language teachers a deeper understanding of linguistic diversity and cultural nuances. Through its findings, this research contributes to the broader scope of English Language Teaching by fostering cross-linguistic awareness, promoting cultural sensitivity, and enhancing language instruction in diverse educational settings. Keywords: Deixis; deictic expression_indexical.
Systemic Functinal Grammar (SFG) Analysis on Short story Geri, The Forgetful Elephant Tiara Aulia; Nasution, Rara Difania; Sintia Trinanda; Tampubolon, Jonris
Journal of Classroom Action Research Vol. 3 No. 1 (2024): February, 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i1.203

Abstract

This research aims to analyse current literature in the framework of a systematic linguistic approach for grammars. Using the short story "Geri the Forgetful Gajah", ideal, textual and interpersonal meanings will be analysed. Qualitative descriptive methods have been used by researchers. The stories have been split up and analysed on the basis of SFG to produce tables. Results show that most of the texts are based on unmarked material processes and themes, thus indicating a simple but concise story style. According to the results of the metafunction analysis, the majority of texts use behavioral and relational processes with a value of 26.66%, mental and verbal processes with a value of 13.33%, and material processes with a value of 20%. The results of the textual metafunction analysis indicate that 100 % are thematic unknowns. Key Word: Sitemic Functional Grammar Analysis; Short Story
An Analysis of Students’ Obstacles in Learning English for Grade VIII Students at SMP Negeri 1 Selesai Anindya Nabila; Desi Triana Ayunsari; Resa Kristianda; Edi Suprayetno
Journal of Classroom Action Research Vol. 3 No. 1 (2024): February, 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i1.204

Abstract

This research explores the obstacles faced by students at SMP Negeri 1 SELESAI in learning English, particularly in reading. The study was conducted through preliminary analysis and a questionnaire, revealing a strong preference among students for topics related to the internet and entertainment, which might distract them from focusing on reading English materials. The research also revealed that students prefer to learn in groups rather than individually, suggesting a strong influence of peer interactions. Despite the high interest in English, students still face numerous obstacles in their learning process, including a lack of understanding about word distribution and pronoun usage in English, and difficulty in understanding and interpreting complex terms and phrases. The study suggests potential solutions to overcome these challenges, such as the use of more varied and interesting teaching methods, increasing students' understanding of English sentence structure, and enhancing students' interest and motivation in learning English, especially in reading. Keywords: Obstacle;, English learning; motivation
Efforts to Improve Student Learning Outcomes Through The Two Stay-Two Stray (TS-TS) Type Cooperative Learning Model In Class VI Mathematics Subjects At SDN 108384 Lubuk Pakam Hasibuan, May Fitriana
Journal of Classroom Action Research Vol. 3 No. 1 (2024): February, 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i1.213

Abstract

This research was carried out with the aim of improving the mathematics learning outcomes of class VI students at SDN 108384 LubukPakam by implementing the Two Stay-Two Stray (TS-TS) Cooperative learning model. This research is classroom action research. The data collection techniques used are conducting reviews, data collection and observation. The data collected is a test of student learning outcomes carried out in the third cycle, using the Cooperative Two Stay-Two Stray (TS-TS) method. From the analysis of the data obtained, it can be concluded that there is a significant increase in learning outcomes after learning using the Cooperative Two Stay-Two Stray (TS-TS) method. It can be seen from the average value (mean) of test I, which is 70.31, which is smaller than the average value (mean) of test II, namely 77.34. In test III, the average value (mean) was 86.90, which means that improvement with each test carried out. So we can know that learning using the Cooperative Two Stay-Two Stray (TS-TS) method can improve the mathematics learning outcomes of class VI students at SDN 108384 LubukPakam on the subject of operations to calculate mixed fractions. Keywords: Learning Results, Fractions, Cooperative Type Two Stay-Two Stray (TS-TS)
Enhancing Competency-Based Learning Through Flipped Classroom Approach Nsyengula, Stephen; Haule , J, Emmanuely; Mhagama, Willy; Wang'uba Okello, Joel
Journal of Classroom Action Research Vol. 3 No. 2 (2024): August 2024
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v3i2.248

Abstract

Implementation of competence-based education requires innovative teaching methodologies that actively engage learners and develop higher-order thinking skills. This study explored the effectiveness of flipped classrooms in enhancing competency-based learning through a qualitative case study of English instruction in secondary schools in the Mbeya region. Semi-structured interviews with English teachers revealed increased student preparation before class using pre-recorded video lessons and online resources under the flipped model. Focus group discussions with students reported improved understanding and retention through self-paced learning of content as homework. Document analysis of lesson plans and student assignments provided evidence of more profound analytical skills expected in competency-based curricula. Key findings highlight that the flipped classroom approach enabled learners to arrive at lessons equipped with introductory content knowledge. This allowed more class time for collaborative problem-solving activities, discussions, and applying learning to real-world scenarios. Students demonstrated enhanced communication, critical thinking, and self-directed learning abilities. The flipped model shows promise in promoting key competencies mandates, such as communication, collaboration, and digital literacy. Recommendations include scaling up the model through cluster-based teacher training programs and affordable technology support. Strategic integration into English and other subjects can transform learning outcomes to meet 21st-century competency demands. Keywords: Flipped classroom; Competency-Based Education; Innovative Teaching

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