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Edi Suprayetno
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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
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Media’s Multilingual Shift: Assessing The Impact of Unofficial Languages On Tanzania’s Linguistic Landscape Haule, j, Emmanuely; Mhagama, Willy; Wang'uba , Joel; Nsyengula, P., Stephen
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.v3i2.254

Abstract

This study explored the impact of Arabic and Asian languages in Tanzanian mass media on the growth and status of the country's official languages, Swahili and English. The primary aim was to evaluate how multilingual football commentaries, particularly on Azam Television and Tanzania Broadcasting Corporation (TBC), influenced the linguistic landscape of Tanzania. Employing an exploratory qualitative research design, data were collected through semi-structured interviews and documentary reviews involving 15 participants, including media reporters, a representative from the Ministry of Culture, and citizens from Mbeya City. The findings indicated that while the use of non-official languages enriched cultural experiences and promoted linguistic diversity, it also posed significant challenges to the prominence and growth of Swahili and English, and could marginalize vernacular languages. The study recommended a nuanced media language policy that promotes linguistic diversity while safeguarding the integrity of official and indigenous languages, along with strategic investments to support high-quality multilingual content without imposing financial burdens on media organizations. Keywords: Multilingual Media, Language Growth, Swahili and English, Linguistic Diversity
Safeguarding Tanzania's Linguistic Heritage: Addressing The Impact of Global Integration on Natural Languages Mhagama, Willy; Haule , J, Emmanuely; Nsyengula, P., Stephen; Wang'uba , 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.v3i2.255

Abstract

Global integration, characterized by business activities, intermarriage, migration, tourism, and digital media glocalization, has significantly influenced language use in Tanzania. This paper investigates the diminishing space for natural languages in Mbeya, Iringa, and Njombe due to these global interactions. Using qualitative methods, the study examines the extent of linguistic genocide and proposes interventions to preserve and value natural languages. Findings underscore the urgent and immediate need for societal and familial actions to prevent the loss of linguistic heritage. The paper concludes with recommendations for policy and community initiatives to support language preservation. Keywords: Global integration:  Linguistic genocide, Natural languages
Delving Into The University Students’ Perception of Instructors’ Code-Switching Ousseini, Hassane
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.v3i2.257

Abstract

This study examined Abdou Moumouni University students’ attitudes towards Code-switching (CS) in an English language class. Data were collected from four English as a Foreign Language (EFL) learners through interviews and analyzed thematically. The results from the study revealed a couple of attitudes exhibited by participants. First, they thought that switching codes in an English class depends on the learners’ level. They believed that instructors do not need to use other languages than English in an EFL classroom, especially if the learners are at a higher level. Second, the research suggested that CS is necessary because it helps the learners to understand the teaching point. Finally, the study has identified learners’ lack of understanding of the lesson and limited vocabulary as the key factors that pushed the instructors to switch codes. Conducting a needs analysis is judged necessary to fully understand the reasons that motivate the students to register at the English department to develop adaptable and sensitive teaching materials. Keywords: Code-switching; Need analysis; Teaching Materials
Content-Based Instruction In Communicative Language Teaching Zamani Roodsari, Sedighe; Harrison, Jamie
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.v3i2.265

Abstract

Content-based instruction (CBI), in which the teaching is organized around the content (Brinton et al., 1989), exposes students to different aspects of a new language while learning content. CBI models and paradigms have had major contributions to language and content learning and are known as holistic approaches to foreign language education (Sariani et al., 2022; Stryker & Leaver, 1997). Although the pillars of Content-Based Instruction are deeply rooted in the principles of communicative language teaching, they apply form-focused instruction (FFI) in teaching certain features in the target language (Elgün-Gündüz, Akcan & Bayyurt, 2012). The current study investigates a language learning experience in adult education through some of the distinctive characteristics of CBI including teaching content through language criteria, integrating language skills, involving students actively in all phases of the learning process, choosing content relevant to students’ lives, interests, academic goals, and selecting authentic texts and tasks reflecting the cultural values of the target language (Bula Villalobos, 2014). The participants of this study are prospective language teachers who are exposed to a foreign language in a graduate Applied Linguistics in Second Language Acquisition course. By utilizing foreign language instruction within the linguistics course, students experience the key elements of language (phonetics, phonology, morphology, syntax, pragmatics, semantics, orthography) through an active learning environment, enhancing students’ learning of linguistic features while also engaging them in the language-learning process. This study shares the structure and outline of the embedded language experience as it relates to the linguistic content of the course and engages participants in a discussion about possibilities and next steps to consider in teaching content in a foreign or second language. Data collection includes observations, reflective journals, and assignment artifacts. Data are analyzed using a grounded theory approach to understand the experiences of the participants in this course. Results of the study suggest that through language instruction (Parsi), the researchers aim to add a layer of discussion to a new chapter of CBI paradigms. Keywords: Content-Based Instruction; Language Instruction; Language Teaching
Morphosyntactic Errors in Students’ Written Narrative Text Masriani Mery Rosmida Silalahi; Rakasiwi, Rani; Tampubolon, Marlina; Siahaan, Ricki Asi Erwindo
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.v3i2.269

Abstract

The objective of this study are to (1) investigate  types of errors in students’ Written Narrative Text made by students grade IX, (2) to find out the causes of errors on the students’ writing. Based on the analysis by Dulay’s theory, there are four kinds of errors: 1. Error of Omission, 2. Error of Addition, 3. Error of Misformation, 4. Error of Misorder. The dominant types of errors found in the students writings is Error of Misformation. The source of errors is analysed based on Brown’s Theory. The source of the errors are: 1) Interlingual Transfer, 2) Intralingual Transfer, 3) Context of Learning, and 4) Communication Strategy. Based on the analysis, the source of errors found are Interlingual Transfer and Intralingual Transfer. This study uses descriptive qualitative research. The subjects of this study are the students of grade IX SMK Satria Binjai. In conclusion, students make some morphosyntactic errors in their writing an d the potential cause of the errors is intralingual Transfer and Interlingual Transfer. In this case, the conclusion and the  suggestions are directed to those who would teach and learn english writing. Keywords : Error Analysis, Narrative Text, Morphosintactic
Improving Student Learning Outcomes Through Vidio Learning Models In Class IVA Mathematics MIS Islamiyah GUPPI Medan Hasibuan, May Fitriana; Saragih, Marice
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.v3i2.270

Abstract

The aim of this research is to improve the mathematics learning outcomes of class IVA MIS Islamiyah GUPPI students by using a video 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 second cycle. From the analysis of the data obtained, it can be concluded that there is a significant increase in learning outcomes after using the video learning model. It can be seen from the average (mean) value of test I, which is 76.67, while the learning results in test II have an average (mean) value of 87.33, which means there is an increase in each test carried out. So we can conclude that learning using instructional video media can improve the mathematics learning outcomes of class IVA MIS Islamiyah GUPPI students on the subject of simple fractions. Keywords : Learning Outcomes, Simple Fractions, Learning Video Models
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

Page 4 of 5 | Total Record : 49

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