Journal of Classroom Action Research

The Effect of the SWBST Strategy on Reading Comprehension and Writing Skills of Cambodian Fourth-Grade Students

Rorthmony Norm, Da BOU, Smiror Vann, Linna Nin, Borey Chhen — Wed, 25 Feb 2026 00:00:00 +0000

Reading comprehension is crucial to students' academic achievement; however, some Cambodian primary school students struggle to comprehend written materials. This study investigates the impact of the Somebody-Wanted-But-So-Then (SWBST) instructional technique on reading comprehension and writing skills in Grade 4 students in Cambodia. The study employed a sequential explanatory mixed-methods design, commencing with a quantitative phase and subsequently transitioning to a qualitative phase. A quasi-experimental methodology assessed the effect of the SWBST strategy, while student interviews offered insights into their perspectives on the method. Findings indicate that students who received SWBST instruction outperformed their counterparts in the control group, especially in recognizing main ideas and summarizing texts. A substantial association exists between reading comprehension and writing proficiency, illustrating the intimate connection between two literacy skills. Students demonstrated favorable opinions towards the SWBST method, indicating enhanced engagement and comprehension during reading exercises. The results suggest that broader implementation of the SWBST technique in Cambodian primary schools may enhance literacy outcomes and cultivate a more conducive learning atmosphere.

Keywords: primary education, reading comprehension, student perception, SWBST strategy, writing skill

Language Philosophy and Changes in Meaning in Digital Culture

Reni Lumban Gaol, Hetty Zaharani — Wed, 18 Feb 2026 00:00:00 +0000

This study explores how digital culture affects changes in language meaning among junior high school students at SMP Yabes School in North Sumatra. Digital platforms such as WhatsApp, Instagram, and TikTok influence how students communicate, interpret, and construct meaning. Using a qualitative sociolinguistic approach, the study analyzed online discourse, social media interactions, and interviews with 25 students. Results reveal that students frequently adapt words, create hybrid code forms, and use emojis to express nuanced meanings. Philosophical insights on meaning, truth, and context provide a framework to understand these changes. The findings highlight the relevance of integrating philosophy of language and digital literacy in junior high education. In conclusion, this study emphasizes the need to incorporate digital literacy and the philosophy of language into junior high school curricula to better understand and adapt to the evolving language practices shaped by digital culture.

Keywords : Philosophy of Language, Digital Culture, Meaning Change, Sociolinguistics

An Analysis of Students’ Linguistic and Performance Challenges in Performing Under the Gaslight by Augustine Daly

Eripuddin, Pipit Rahayu, Azi Nurazima Juhastri, Debora Martini Jai — Tue, 17 Feb 2026 00:00:00 +0000

This study investigate the Drama is as an effective pedagogical approach in English Language Teaching (ELT) due to its potential to promote communicative competence, learner engagement, and expressive skills. However, the use of classical English drama, particularly nineteenth-century texts, may pose significant challenges for EFL learners. This study aims to analyze the linguistic and performance-related difficulties experienced by 23 fifth-semester students of the English Education Study Program at Universitas Pasir Pengaraian in performing Under the Gaslight by Augustine Daly. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, and documentation during rehearsal and performance sessions. The findings reveal that students encountered major difficulties involving both language and performance demands, including archaic vocabulary, complex sentence structures, pronunciation problems, stage fright, limited voice projection, inadequate body movement, and weak emotional delivery. These challenges were closely interconnected, with language barriers contributing to psychological anxiety and subsequently affecting overall performance quality. The study concludes that while drama remains a valuable instructional tool in ELT, the use of classical drama requires careful pedagogical mediation, including linguistic scaffolding, cultural contextualization, and systematic performance training. The findings are expected to contribute to the improvement of drama instruction, text selection, and teaching strategies in English teacher education programs, particularly in equipping prospective English teachers with the competence to implement drama-based learning effectively in future classrooms

Keywords: Students’ Difficulties, Drama, Performance

The Role of Scaffolding in Early Literacy Development among First-Grade Students in Cambodian Primary Schools

Linna Nin, Da BOU, Borey Chhen, Rorthmony Norm, Smiror Vann — Wed, 25 Feb 2026 00:00:00 +0000

Early-grade students in elementary schools must master consonants and vowels to develop accurate reading and spelling skills. This study investigates the effectiveness of word writing among Cambodian first graders with three main objectives: (1) to assess the efficacy of writing consonants and vowels, (2) to examine the relationship between orthographic ability and word-writing skills, and (3) to evaluate teacher motivation for facilitating students' writing practice. A quasi-experimental (pretest-posttest) design was employed, involving observations of 41 first-grade students. Findings indicate a statistically significant improvement in the mean score from M = 5.65 (SD = 2.80) to 8.45 (SD = 2.77), a t-test (t = 5.318***; P-value = 0.000), and a coefficient (r = 0.63) shows that students proficient in writing consonants and vowels demonstrate improved spelling abilities and strength positively relation of their writing words. Additionally, students demonstrated enjoyment, active participation, and cooperation during classroom activities, and showed increased confidence in writing on the boards. Further research should investigate the impact of this approach on writing skills, including the construction of longer words, phrases, and sentences, as well as reading comprehension, among second- and third-graders, thereby testing the effectiveness of scaffolding across various educational contexts.

Keywords: consonants, primary education, scaffolding strategy, vowels, word writing

Morphophonemic Allomorphs Of The Prefix Sa- In Toba Batak Verbs: A Generative And Pedagogical Perspective

Thu, 19 Feb 2026 00:00:00 +0000

The research fills an essential void in morphological studies by examining the overlooked morphophonemic allomorphs of the prefix sa- [sa-] in Toba Batak, an at-risk Austronesian language. This research addresses this gap by utilizing a customized version of Halle’s (1973) generative morphology framework, specifically adapted to the distinct linguistic characteristics of Toba Batak, to examine data gathered from 12 native speakers in Samosir Regency and Toba Samosir Regency. As the technical novelty, the research uncovers four unique morphophonemic allomorphs of the prefix sa- [sa-] in Toba Batak based on a generative and pedagogical perspective, namely, (i) sam- [sam-], (ii) san- [san-], (iii) sang- [saŋ], and (iv) sangng- [saŋŋ-]. The study highlights that the prefix sa- [sa-] in Toba Batak is productive, generating a wealth of grammatical and lexical meanings that stem exclusively from alternating forms. The modified Hallean model, which includes orthographic and phonological rules, effectively captures these subtleties, providing a novel framework. The consequences reach applied areas such as pedagogical perspective, revitalization, language instruction, and cultural renewal, highlighting the necessity of protecting regional languages like Toba Batak in the face of globalization. The implications extend to connect theoretical linguistics with practical conservation activities, promoting additional research on lesser-known languages

Keywords: Morphophonemic Allomorphs, Prefix sa-, Toba Batak Verbs, Generative and Pedagogical Perspective

Instruction And Assessment For Vocabulary Development In Bright: An English Course Seventh Graders

Tue, 17 Feb 2026 00:00:00 +0000

This study examines the efficacy of "Bright: An English Course for SMP/MTs Grade VII" in Indonesia's Kurikulum Merdeka. The research uses a descriptive qualitative document analysis to evaluate vocabulary growth, presentation, and evaluation for seventh-grade students. The analytical approach makes use of Alan Cunningsworth's checklist and a cognitive audit based on the Revised Bloom's Taxonomy. The findings show strong curricular alignment (90.62%) and methodological quality (94.57%). However, there is a considerable cognitive imbalance, with 81% of tasks focusing on Lower Order Thinking Skills (LOTS), particularly in the "Remembering" (48%) and "Understanding" (33%) categories. Cultural representation research demonstrates a strong preference for Indonesian source culture (72.48%) over target (4.79%) and worldwide cultures (22.73%). Pedagogical implications suggest that, while the textbook is an excellent foundational tool, educators should supplement it with Higher Order Thinking Skill (HOTS) activities and more diverse intercultural content to promote global communicative agency. This guarantees that students acquire both the linguistic proficiency and critical cultural understanding required for 21st-century global citizenship.

Keywords: Bright Textbook, Vocabulary Instruction, Kurikulum Merdeka, EFL, Bloom's Taxonomy.

Language, Identity, and Power: A Sociolinguistic Inquiry into Code-Switching Practices in South Asian Multilingual Communities

Raja Muhammad Shoaib Khan, Malik Umer Ajmal, Talha Idrees — Tue, 17 Feb 2026 00:00:00 +0000

This paper examines the relationship between language, identity, and power through the lens of code-switching in South Asian multilingual contexts. Adopting a theoretical and interpretive sociolinguistic approach, the study does not rely on empirical or corpus-based data but instead draws on hypothetical and illustrative cases grounded in established sociolinguistic theory. Integrating perspectives from variationist, interactional, and critical sociolinguistics, the paper analyzes how code-switching functions as a communicative resource through which speakers negotiate identity, manage interactional meanings, and engage with symbolic power. The analysis suggests that code-switching in South Asian postcolonial societies cannot be adequately understood through deficit models of bilingualism; rather, it operates as a socially meaningful practice shaped by historical, educational, and ideological hierarchies. By conceptualizing code-switching as a dynamic and situated practice, the study highlights its implications for language policy, pedagogy, and debates on identity and power in multilingual societies.

Keywords: Code-switching, Multilingualism, Sociolinguistics, Identity construction, Symbolic power,