Journal of Classroom Action Research
https://journal.eltaorganization.org/index.php/jcar
<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>English Lecturers and Teachers Association (ELTA)en-US Journal of Classroom Action Research 2828-0695Enhancing Competency-Based Learning Through Flipped Classroom Approach
https://journal.eltaorganization.org/index.php/jcar/article/view/248
<p>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. Ke<strong>y</strong> 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.</p> <p><strong><em>Keywords: </em></strong><strong><em>Flipped classroom; Competency-</em></strong><strong><em>B</em></strong><strong><em>ased </em></strong><strong><em>E</em></strong><strong><em>ducation; Innovative </em></strong><strong><em>T</em></strong><strong><em>eaching</em></strong></p>Stephen NsyengulaEmmanuely Haule , JWilly MhagamaJoel Wang'uba Okello
Copyright (c) 2024 Stephen Nsyengula, Emmanuely Haule , J, Willy Mhagama, Joel Wang'uba Okello
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2024-08-072024-08-0732364810.52622/jcar.v3i2.248Morphosyntactic Errors in Students’ Written Narrative Text
https://journal.eltaorganization.org/index.php/jcar/article/view/269
<p>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.</p> <p><strong><em>Keywords : </em></strong><em>E</em>rror Analysis, Narrative Text, Morphosintactic</p>Masriani Mery Rosmida SilalahiRani RakasiwiMarlina TampubolonRicki Asi Erwindo Siahaan
Copyright (c) 2024 Masriani Mery Rosmida Silalahi, Rani Rakasiwi, Marlina Tampubolon, Ricki Asi Erwindo Siahaan
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2024-08-232024-08-2332495510.52622/jcar.v3i2.269Delving Into The University Students’ Perception of Instructors’ Code-Switching
https://journal.eltaorganization.org/index.php/jcar/article/view/257
<p>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.</p> <p><strong><em>Keywords: </em></strong><strong>Code-switching; Need analysis; Teaching Materials</strong></p>Hassane Ousseini
Copyright (c) 2024 Hassane Ousseini
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2024-08-072024-08-073271510.52622/jcar.v3i2.257Media’s Multilingual Shift: Assessing The Impact of Unofficial Languages On Tanzania’s Linguistic Landscape
https://journal.eltaorganization.org/index.php/jcar/article/view/254
<p>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.</p> <p><strong><em>Keywords: </em></strong><strong><em>Multilingual Media, Language Growth, Swahili and English, Linguistic Diversity</em></strong></p>Emmanuely Haule, jWilly MhagamaJoel Wang'uba Stephen Nsyengula, P.
Copyright (c) 2024 Emmanuely Haule, j, Willy Mhagama, Joel Wang'uba , Stephen Nsyengula, P.
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2024-08-072024-08-0732162310.52622/jcar.v3i2.254Improving Student Learning Outcomes Through Vidio Learning Models In Class IVA Mathematics MIS Islamiyah GUPPI Medan
https://journal.eltaorganization.org/index.php/jcar/article/view/270
<p>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.</p> <p><strong><em>Keywords :</em></strong><strong><em> </em></strong><strong>Learning </strong><strong>O</strong><strong>utcomes, </strong><strong>S</strong><strong>imple </strong><strong>F</strong><strong>ractions, </strong><strong>L</strong><strong>earning </strong><strong>V</strong><strong>ideo </strong><strong>M</strong><strong>odels</strong></p>May Fitriana HasibuanMarice Saragih
Copyright (c) 2024 May Fitriana Hasibuan, Marice Saragih
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2024-08-232024-08-2332566510.52622/jcar.v3i2.270Content-Based Instruction In Communicative Language Teaching
https://journal.eltaorganization.org/index.php/jcar/article/view/265
<p>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.</p> <p><strong><em>Keywords</em></strong><strong><em>: </em></strong><strong><em>C</em></strong><strong><em>ontent-</em></strong><strong><em>B</em></strong><strong><em>ased </em></strong><strong><em>I</em></strong><strong><em>nstruction; </em></strong><strong><em>L</em></strong><strong><em>anguage </em></strong><strong><em>I</em></strong><strong><em>nstruction; </em></strong><strong><em>L</em></strong><strong><em>anguage Teaching</em></strong></p>Sedighe Zamani RoodsariJamie Harrison
Copyright (c) 2024 Sedighe Zamani Roodsari, Jamie Harrison
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2024-08-072024-08-0732243510.52622/jcar.v3i2.265Safeguarding Tanzania's Linguistic Heritage: Addressing The Impact of Global Integration on Natural Languages
https://journal.eltaorganization.org/index.php/jcar/article/view/255
<p>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.</p> <p><strong><em>Keywords</em></strong><strong><em>: </em></strong><strong>Global integration: Linguistic genocide, Natural languages</strong></p>Willy MhagamaEmmanuely Haule , JStephen Nsyengula, P.Joel Wang'uba
Copyright (c) 2024 Willy Mhagama, Emmanuely Haule , J, Stephen Nsyengula, P., Joel Wang'uba
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2024-08-072024-08-07321610.52622/jcar.v3i2.255