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 49 Documents
 1   2   3   4   5 
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
Transforming Research Evidence into Teaching Practices: Teacher Educators' Perspectives on Evidence-Based Teaching Sinaga, Dolli; Sibarani, Berlin; Siregar, Masitowarni; Ariatna; Husein, Rahmad
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.429

Abstract

This study investigates the perspectives of teacher educators at SMP Putri Cahaya Medan regarding the integration of evidence-based teaching (EBT) into their classroom practices. Amid growing emphasis on utilizing research to enhance education, the gap between educational theory and practical implementation remains a critical concern. Using a mixed-methods approach, including interviews, surveys, and classroom observations, this research explores teacher educators’ attitudes, challenges, and strategies related to EBT. Findings indicate that while educators generally value research-informed practices, they face significant barriers such as time constraints, limited access to research, and conflicts between personal teaching philosophies and empirical findings. However, factors such as institutional support, collaborative learning environments, and contextual adaptation of research findings were identified as key enablers. The study concludes that systemic support and professional development are essential to empower teacher educators in effectively translating research evidence into meaningful teaching practices, thereby bridging the gap between research and classroom application.
Implementing “Escape Room” to Enhance Students' Reading Comprehension of Narrative Texts: A Classroom Action Research Atmadja, Dhimas Dwyki; Fauzi, Dicky Hilman; Izlin, Rosita; Faridah, Didih; Purwaningsih, Juki
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.452

Abstract

Reading comprehension, particularly of narrative texts, remains a persistent challenge among Indonesian high school students. Conventional reading instruction often results in passive learning and low student engagement. This study aimed to investigate the effectiveness of the “Escape Room Reading Challenge” as an innovative, gamified instructional strategy to enhance students’ reading comprehension and engagement. This Classroom Action Research (CAR) was conducted in two cycles involving 33 tenth-grade students at SMAN 1 Baregbeg, Ciamis, Indonesia. The research followed the Kemmis and McTaggart model, which consists of planning, acting, observing, and reflecting stages. Data were collected through reading comprehension tests, observation checklists, and field notes. The results indicated a consistent improvement in students’ reading comprehension and classroom participation. In Cycle 1, the average post-test score increased from 61.58 to 69.09. Following instructional refinement in Cycle 2, the average post-test score rose significantly to 83.76. Observation data revealed that active participation also improved from 60% in Cycle 1 to 90% in Cycle 2. These findings suggest that the escape room approach effectively promotes critical thinking, teamwork, and student motivation while supporting deeper comprehension of narrative texts. The study concludes that integrating gamified strategies like escape rooms into reading instruction can create a more meaningful, collaborative, and enjoyable learning environment. Further research is recommended to explore its adaptability across genres and its long-term impact on literacy development.  
The Use of AI by Elementary Teacher Education Students: Between Innovation and Dependency Rambe, Nurhamimah
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.467

Abstract

This study aims to analyze the use of Artificial Intelligence (AI) by fourth-semester students of the Primary School Teacher Education (PGSD) program in completing academic assignments. Specifically, the study explores (1) the impact of AI use on students' critical thinking skills, (2) students' perceptions of AI's role in academic tasks, (3) the extent to which AI influences the quality of academic assignments, and (4) the ethical implications of AI use in the training of future teachers. Employing a quantitative survey approach and qualitative thematic analysis from 77 respondents, it was found that AI has become a prevalent and highly valued tool due to its ability to enhance efficiency and save time in various academic tasks (e.g., essay writing, summarizing, presentations). However, findings also indicate an increased dependence on AI, raising concerns about a potential decline in critical thinking skills and intellectual laziness. While AI is perceived to improve assignment professionalism and facilitate achieving higher grades, students consistently emphasize the need for extensive revision of AI output to ensure accuracy, originality, and adherence to academic standards. Furthermore, significant ethical implications related to plagiarism, academic dishonesty, and the potential for superficial learning are major concerns among students, who actively advise using AI as a tool that requires critical verification, rather than a substitute for independent thought. This study concludes that the integration of AI in future teacher education must be done wisely and responsibly, emphasizing the importance of academic integrity, continuous critical thinking development, and intellectual autonomy to prepare competent and ethical future educators. This study recommends that AI integration in teacher education emphasize academic integrity, foster continuous critical thinking, and ensure intellectual autonomy
Exploring Students’ Experiences in Developing Vocabulary through Reading Classic English Literature: A Qualitative Inquiry Adelina, Yunita Sari
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.472

Abstract

This research investigates the vocabulary development experiences of 30 fourth-semester students enrolled in the English Education Study Program at STKIP Al Maksum Langkat through their engagement with classic English literature. Although these students have received foundational English instruction, many still struggle to expand their vocabulary due to the limited contextual depth in their academic materials. To explore this issue, the study employed a qualitative design, gathering data through semi-structured interviews and reflective journals written after reading selected literary works by authors such as Shakespeare, Austen, and Dickens. The data were analyzed using open coding, category grouping, triangulation, and member checking procedures. Three major findings emerged. First, most participants (80%) relied on contextual cues, such as interpreting meanings from sentence structure and recording unfamiliar terms as key strategies for understanding new vocabulary. Second, a considerable number of students (73%) reported improvements in their vocabulary knowledge and linguistic sensitivity, including familiarity with idiomatic expressions and nuanced word meanings. Third, many learners (63%) encountered challenges, especially due to outdated vocabulary, lengthy sentence construction, and culturally unfamiliar content. These findings suggest that classic literature, when paired with reflective engagement and contextual support, can serve as a valuable medium for vocabulary enrichment in English language learning. The study recommends incorporating such texts into EFL curricula to foster deeper lexical acquisition and intercultural awareness.
An Analysis of Students’ Skill in Writing Business Letter at the Five Semester University of Pasir Pengaraian Pipit Rahayu; Eripuddin; Azi Nurazima Juhastri; Ikhwan Dwi Kurniawan; Septian Nofyaldo; Yuliana; Della Ayu
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.485

Abstract

The purpose of this research is to see how the ability to write business letters of five semester English language students at Pasir Pengaraian University is. The data analysis method that researchers use is a writing test. English language students of University provide writing test results, the researcher found that students' skills in writing business letters were quite good based on the results of three raters' assessment data. Considering the findings of the previous chapter, data fraud, and data analysis, the researcher concluded that eleven of the twenty- one students had fairly good skills in writing business letters and the rest low. Moderate and high criteria.The conclusion of this research is on the content indicator, three students obtained a perfect score of 3.00 from three rater, although there are students who achieve average is 2.33 with moderate criteria. Organizational indicators show similar variations with 2.33 moderate content indicators. And language 3 students received score of average is 2.36 with high criteria.
The Correlation between Student Interest in English Songs and Listening Skills of 5th Semester Students of the University of Pasir Pengaraian Eripuddin; Pipit Rahayu; Azi Nurazima Juhastri; Dimas Haikal Fahlafi; Miftahul Jannah Alpahmi; Sukma Rani Putri; Nduru, Iman Ria
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.486

Abstract

This study investigates the correlation between students' interest in listening to English songs and their listening skills among 5th-semester students at the University of Pasir Pengaraian. Employing a quantitative correlational research design, data were collected from 25 students through questionnaires assessing their interest in English songs and a listening test measuring their comprehension skills. The findings revealed a weak positive correlation (r = 0.131) between students' interest in listening to English songs and their listening skills. This suggests that while students who enjoy listening to English songs may demonstrate slightly better listening abilities, the relationship is not statistically significant. The results indicate that listening skills are influenced by multiple factors beyond interest in songs. While integrating music into learning may create an engaging atmosphere, it should not be solely relied upon for improving listening skills. The study suggests incorporating structured listening exercises and interactive methods alongside music to enhance students’ comprehension.
The Role of Mentimeter in Increasing Classroom Interaction and Participation Sianipar, Rimma; Sinaga, Andromeda Valentino; Stefanie Inggried Gorap; Sihombing, Liston
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.487

Abstract

This study investigates the role of Mentimeter in activating students to be more engaged in the Universitas Negeri Makassar Educational Technology Study Program. Utilizing both quantitative and qualitative methods, data were collected from a total of 20 participants (n = 20) through questionnaires, observations, and interviews. The results are that Mentimeter activates students to be more active (50% strongly agree, 40% agree) and freer to respond (55% strongly agree, 35% agree). Interactive features such as polling, word cloud, and anonymous Q&A were rated as engaging by 60% of students strongly agreeing and 30% agreeing. The application in understanding the material was strongly agreed by 45% and agreed upon by 38%, while 12% were neutral and 5% disagreed. Additionally, 58% strongly agreed and 32% agreed that Mentimeter should be adopted by other courses. This study confirms that Mentimeter is able to create a heightened interactive and engaging learning environment despite constraints such as overreliance on internet connectivity as well as educator preparedness.
Implementing the Quizizz Application in Improving Students' Grammar Skills Wali, Asmaul Husna; Meristika Moatia
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.505

Abstract

This study, conducted at SMA Negeri 9 Aceh Barat Daya with 60 students, investigated the effectiveness of Quizizz, a digital gamification tool, in improving students’ grammar skills. Employing a quasi-experimental design, the research involved two groups: an experimental group using Quizizz and a control group taught through conventional methods, each consisting of 30 students. Both pre-tests and post-tests were administered, and the data were analyzed using the Shapiro-Wilk test, Levene’s test, and a paired-samples t-test. The normality and homogeneity tests confirmed that the data met the assumptions for parametric analysis. The paired-samples t-test revealed a greater increase in scores for the experimental group (9.83) compared to the control group (5.20), indicating a significant improvement in grammar mastery for both groups, with the experimental group outperforming the control group. The use of Quizizz offered several benefits, including increased student engagement, immediate feedback, and an interactive, competitive learning environment, all of which contributed to enhanced motivation and a deeper understanding of grammar concepts. Therefore, these results confirm that Quizizz can be an effective and engaging alternative to conventional grammar instruction, improving both learning outcomes and student enthusiasm.

Page 5 of 5 | Total Record : 49

 1   2   3   4   5 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue 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