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 2828-0695 The Use of Audio Lingual Method to Improve the students’ Speaking Ability at SMA Anugerah Harapan Bangsa Medan https://journal.eltaorganization.org/index.php/jcar/article/view/384 <p>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&nbsp; SMA Harapan Negeri have increased</p> <p><strong>Key Words : Audio-Lingual, Method, Speaking Ability</strong></p> Marice Saragih Himpun Panggabean Copyright (c) 2025 Marice Saragih, Himpun Panggabean https://creativecommons.org/licenses/by-sa/4.0 2025-02-07 2025-02-07 4 1 15 2`1 10.52622/jcar.v4i1.384 Challenges and Opportunities for Technology and Language Learning in Sub-Saharan Africa https://journal.eltaorganization.org/index.php/jcar/article/view/360 <p>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.</p> <p><strong>Keywords: <em>Technology-assisted language learning; Teacher Training, Educational inequalities</em></strong></p> Stephen Nsyengula Emmanuely Haule , J Willy Mhagama Joel Wang'uba Okello Anna Yassin Copyright (c) 2025 Stephen Nsyengula, Emmanuely Haule , J, Willy Mhagama, Joel Wang'uba Okello, Anna Yassin https://creativecommons.org/licenses/by-sa/4.0 2025-02-05 2025-02-05 4 1 7 14 10.52622/jcar.v4i1.360 Improving Students’ Ability in Writing Descriptive Paragraph Through Mind Mapping Technique https://journal.eltaorganization.org/index.php/jcar/article/view/383 <p>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 &lt; 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.</p> <p><strong>Keywords: Mind Mapping, Writing Skills, Descriptive Writing</strong></p> Ricki Asi Erwindo Siahaan Rani Rakasiwi Masriani Mery Rosmida Silalahi Marlina Tampubolon Monika Sales Sitompul Copyright (c) 2025 Ricki Asi Erwindo Siahaan, Rani Rakasiwi, Masriani Mery Rosmida Silalahi, Marlina Tampubolon https://creativecommons.org/licenses/by-sa/4.0 2025-02-10 2025-02-10 4 1 22 27 10.52622/jcar.v4i1.383 Questioning the Role that Storytelling Can Play in Prefaring Children for Primary Education in Tanzania https://journal.eltaorganization.org/index.php/jcar/article/view/247 <p>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.</p> <p><strong>Keywords:</strong> <strong>Storytelling; Early Child Education; Sociocultural practices</strong><em>.</em></p> Willy Mhagama Joel Wang'uba Okello Stephen Nsyengula, P. Emmanuely Haule , J Copyright (c) 2025 Willy Mhagama, Joel Wang'uba Okello, Stephen Nsyengula, P., Emmanuely Haule , J https://creativecommons.org/licenses/by-sa/4.0 2025-02-01 2025-02-01 4 1 1 6 10.52622/jcar.v4i1.247