https://journal.eltaorganization.org/index.php/jcar/issue/feed 2026-07-27T00:00:00+00:00 Jonris Tampubolon jcaropelta@gmail.com Open Journal Systems <p><strong><em>Journal of Classroom Action Research (JCAR)</em> </strong> first launching is published in February 2022 by a professional organization, founded by <strong>English Lecturers and Teachers Association (ELTA)</strong> Medan- Indonesia</p> <p> ELTA has its own Mission : as Professional Organization of English Lecturers and Teachers who are highly dedicated, dignified and competent in carrying out teaching, research on ELT ,Linguistics and community dedication which is implied and publish in JCAR Publication Journal </p> <p> <strong><em>Journal of Classroom Action Research (JCAR)</em></strong> is a double blind peer review journal, published twice a year ,publish in February 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</p> <p> <strong> <em>Journal of Classroom Action Research (JCAR)</em></strong> 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. </p> <p> In Indonesia, English as a foreign language, so the journal of English is quite a few. Its overriding objective is to provide a forum for scholars and practitioners, <em>English Lecturers and Teachers</em> within any of the various subspecialties of the ELT and class action research to address a broad cross-section of the profession. Appropriates subject include : not limited to, the dissemination of well –conceived analysis, studies, about report of class action research, is most welcome than any other as long as the topic is of general interest in teaching English research.</p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> https://journal.eltaorganization.org/index.php/jcar/article/view/740 2026-07-22T15:03:43+00:00 Yunita Sari adelina yunitasariadelina@stkipalmaksum.ac.id Neneng Sri Lestari nenengsrilestari@stkipalmaksum.ac.id Syarifah syarifah@udi.ac.id Fernando De Napoli Marpaung fernandodenapolimarpaung@stkipalmaksum.ac.id

<p>This study aims to analyze the effect of teacher pedagogical competence on students' English listening skill with learning attitude as an intervening variable among Grade XI students of SMK Al-Maksum, Langkat Regency. The type of research used is quantitative associative using the Structural Equation Modeling (SEM) method based on Partial Least Square (PLS) with the help of SmartPLS version 3.0 software. The population in this study includes all eleventh-grade students within the SMK Al-Maksum organization, totaling 53 students. Sampling applied a saturated sampling technique (census), so that all 53 population members were involved as active respondents. The results of direct effect hypothesis testing show that teacher pedagogical competence has a positive and significant effect on students' learning attitude (original sample = 0.895; T-statistics = 24.629; P-values = 0.000). Similarly, students' learning attitude recorded a strong positive and significant effect on students' listening skill (original sample = 1.187; T-statistics = 4.814; P-values = 0.000). Conversely, teacher pedagogical competence is proven to have a negative and non-significant direct effect on students' listening skill (original sample = -0.369; T-statistics = 1.358; P-values = 0.180). In mediation effect testing, students' learning attitude is significantly proven to act as a full mediator that bridges the influence of teacher pedagogical competence on students' listening skill (original sample = 1.062; T-statistics = 4.274; P-values = 0.000). The adjusted R-square values indicate that pedagogical competence accounts for 79.6% of the variance in learning attitude , while the model's capability to predict listening skill variance accounts for 75.3%, which falls into a strong category.</p> <p> <strong>Keywords <em>: </em>Pedagogical Competence, Learning Attitude, Listening Skill</strong></p>

2026-07-27T00:00:00+00:00 Copyright (c) 2026 Yunita Sari adelina, Neneng Sri Lestari, Syarifah, Fernando De Napoli Marpaung