Journal of Classroom Action Research <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 2828-0695 Examining the Significance of Literature in Language Learning: A Linguistics Analysis of Selected Poems for Educational Purposes <p>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.</p> <p><strong><em>Keywords: language learning; linguistic analysis; Educational Purposes.</em></strong></p> Hadiya Ahmad Hani Malik Umer Ajmal Arsalan Haider Copyright (c) 2024 Journal of Classroom Action Research 2024-02-28 2024-02-28 3 1 1 11 10.52622/jcar.v3i1.188 An Analysis of Students’ Obstacles in Learning English for Grade VIII Students at SMP Negeri 1 Selesai <p>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.</p> <p><strong>Keywords:</strong><strong><em> Obstacle</em></strong><strong><em>;</em></strong><strong><em>, English learning</em></strong><strong><em>;</em></strong><strong><em> motivation</em></strong></p> Anindya Nabila Desi Triana Ayunsari Resa Kristianda Edi Suprayetno Copyright (c) 2024 Journal of Classroom Action Research 2024-02-28 2024-02-28 3 1 12 17 10.52622/jcar.v3i1.204 Exploring Hindko Indexicals: A Pragmatic Analysis with Implications for Language Teaching <p>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.</p> <p><strong>Keywords: Deixis; deictic expression_indexical.</strong></p> Mir Ahsan Javed Maqddus Mahroof Muhammad Ashar Fayyaz Khawaja Umer Rashid Copyright (c) 2024 Journal of Classroom Action Research 2024-02-28 2024-02-28 3 1 27 36 10.52622/jcar.v3i1.199 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 <p>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.</p> <p>&nbsp;</p> <p><strong>Keywords:</strong>&nbsp;Learning Results, Fractions, Cooperative Type Two Stay-Two Stray (TS-TS)</p> May Fitriana Hasibuan Copyright (c) 2024 Journal of Classroom Action Research 2024-02-28 2024-02-28 3 1 37 45 10.52622/jcar.v3i1.213 Systemic Functinal Grammar (SFG) Analysis on Short story Geri, The Forgetful Elephant <p>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.</p> <p><strong>Key Word: Sitemic Functional Grammar</strong><strong> Analysis;</strong><strong> Short Story</strong></p> Tiara Aulia Rara Difania Nasution Sintia Trinanda Jonris Tampubolon Copyright (c) 2024 Journal of Classroom Action Research 2024-02-28 2024-02-28 3 1 18 26 10.52622/jcar.v3i1.203