Vol. 5 No. 2 (2026): Journal of English Language and Pedagogy

This study aims to investigate the effect of the Think-Pair-Share (TPS) strategy on the writing ability of eleventh-grade students at SMAN 1 Pakusari. Writing is a crucial language skill that is often considered the most difficult to master. Students frequently struggle with organizing ideas, using proper grammar, and expressing their thoughts coherently due to limited vocabulary and low self-confidence. The TPS strategy, a cooperative learning method consisting of three stages—Think, Pair, and Share—offers an interactive alternative that promotes active participation. This study used a quasi-experimental design with pre-test and post-test administered to two groups: an experimental group taught using TPS and a control group taught conventionally. The writing tasks focused on procedure texts and were assessed based on five components: content, organization, grammar, mechanics, and style. The results of the Mann-Whitney U test showed a significant difference in the writing scores between the two groups, with a significance value of 0.019 (p < 0.05). These findings indicate that TPS positively and significantly improves students’ writing skills. Therefore, TPS can be recommended as an effective strategy to enhance writing performance in English language classrooms at the senior high school level.

This research aims to investigate the effectiveness of the Jigsaw Method in improving students’ reading comprehension of narrative texts at the vocational high school level. Reading comprehension is a vital skill in English language learning but is often challenging for students due to a lack of vocabulary, grammar understanding, and engagement. The Jigsaw Method, as a cooperative learning technique, is expected to enhance student interaction, participation, and understanding through peer discussions and collaborative tasks. The research employed a quasi-experimental design with pre-test and post-test. The participants were tenth-grade students of SMK 2 Situbondo, divided into an experimental class and a control class. The experimental class was taught using the Jigsaw Method, while the control class received conventional instruction. Data were collected through multiple-choice reading comprehension tests. The results were analyzed using SPSS 25, with an independent sample t-test to determine statistical significance. Findings revealed a significant improvement in the reading comprehension scores of the experimental class compared to the control class. This indicates that the Jigsaw Method effectively enhances students’ reading comprehension, particularly in understanding narrative texts. Therefore, the Jigsaw Method can be considered an effective instructional strategy for teaching reading at the vocational high school level.

This study aims to analyze the methods used the teachers in developing English speaking skills of grade III students at MI Bilingual Maslakul Huda. Mastery of English is an important aspect in learning a foreign language, especially at the basic education level which serves as the foundation of global communication. This study uses a descriptive qualitative approach with data collection techniques through observations, interviews, and documentations. Data analysis was carried out using the Miles and Huberman model which included data reduction, data presentation, and conclusion drawn. The results of the study showed that they applied the various communicative methods such as role plays, games, task-based learnings, and problem-based learning to increase the students' courage and fluency in speaking. In addition, the bilingual program implemented by the school also supports the creation of a conducive and interactive learning environment. Thus, the application of communicative speaking and contextual methods has proven to be effective in developing the English speaking skills of primary school students

This study aims to determine the impact of using the YouTube English Speaking Course channel on the listening comprehension at 7th grade students at Darul Jannah Al-Ma'wa Bilingual Junior High School based on Rost's cognitive theory of listening comprehension, which emphasizes the active mental processes used by the listeners to construct the meaning from an auditory input. This study explores whether digital media can improve students' ability to understand spoken English. The research addresses two problems: (1) How are students' listening comprehension before and afer using the YouTube English Speaking Course? (2) Is there a significant effect of using the YouTube English Speaking Course channel on the listening comprehension skills of 7th grade students at Darul Jannah Al-Ma'wa Bilingual Junior High School? This study uses a classroom action research (CAR) using quantitative descriptive methods. The study contributes to understand the role of digital tools in language learning and supports integrating cognitive-based multimedia approaches in teaching English listening.

Reading comprehension is one of the most important skills in learning English. Many students still find it difficult to fully understand what they read. This happens because they often lack vocabulary and have no clear strategy for reading. This research aimed to drive the improvement of reading comprehension using the Know-Want-Learned (KWL) strategy. Conducted through Classroom Action Research (CAR), the study was implemented in two cycles involving 19 students of tenth-grade at SMK Muhammadiyah Jember. Each cycle consisted of planning, acting, observing, and reflecting stages. Data were collected through observations, and reading comprehension tests. The findings revealed that students' average reading scores increased from 57.6% in the preliminary study to 64.6% in Cycle 1 and finally to 76.1% in Cycle 2. The findings show that the KWL strategy effectively helps students improve their reading comprehension by encouraging them to recall what they already know, ask meaningful questions before reading, and reflect on what they have learned after engaging with the text. Furthermore, it encouraged students’ active participation, and improved their their reading scores. This study concludes that the KWL strategy is a useful tool in improving reading comprehension, particularly in understanding descriptive texts within the EFL context.  Future researchers are also encouraged to try this strategy with different kinds of texts or in different school settings to see how well it works in other situations.

This study addresses students’ difficulties in mastering English tenses in EFL classrooms, particularly in applying tense forms accurately in context. The objective of this research was to describe students’ English tenses mastery and classroom learning processes through the use of the Wheel of Grammar Game. This study employed a descriptive research design and was conducted at MAN 2 Jember involving 31 eleventh-grade students. The data were collected through classroom observation and grammar tests administered in the form of pre-test and post-test focusing on four basic English tenses: simple present, present continuous, simple past, and past continuous. The findings revealed that the implementation of the Wheel of Grammar Game encouraged active student participation and created a more interactive classroom atmosphere. In addition, the post-test mean score was higher than the pre-test mean score, indicating a tendency toward better understanding of English tenses after the learning activities. This study provides a descriptive contribution to grammar instruction by presenting the Wheel of Grammar Game as an alternative classroom activity to support students’ grammar learning.

This study addresses the persistent challenges students face in developing effective English writing skills, particularly in mastering grammar, structure, and coherence within recount texts. The research aims to determine whether the use of Grammarly significantly enhances the writing ability of 11th-grade students at SMAN 4 Jember. A quantitative method with a pre-experimental design is employed, involving pre-test and post-test assessments to measure students’ improvement after using Grammarly as a grammar-checking tool. Findings indicate that Grammarly supports students in reducing grammatical errors, improving sentence structure, and increasing overall writing clarity. The tool also boosts learners’ confidence and facilitates more effective revision practices. The significance of this research lies in providing empirical evidence on the effectiveness of AI-assisted grammar tools in EFL writing instruction and offering practical insights for educators integrating technology to improve writing outcomes.

Essay-writing proficiency is an important indicator of English language competence among English as a Foreign Language (EFL) learners. However, providing written corrective feedback manually can place considerable demands on instructors’ time and workload, particularly in large classes. This study evaluates the performance of a Generative Pre-trained Transformer (GPT) model in detecting and correcting grammatical and lexical errors in EFL students’ argumentative essays, while also exploring how students perceive and respond to the feedback it provides. An exploratory descriptive qualitative design was employed with 15 English Language Education students from three semester levels (1, 3, and 5). Essay drafts and semi-structured interview transcripts were analyzed using the Error Analysis framework (Corder, 1981; Ellis, 2008) and Thematic Analysis (Braun & Clarke, 2006). The findings show that GPT achieved its highest correction accuracy in Semester 1 students’ essays (78%), whereas the rate of over-correction increased to 20% in Semester 5 as sentence structures became more complex. The qualitative findings reveal a clear difference in students’ metacognitive responses. Semester 1 students tended to exhibit automation bias by accepting GPT-generated corrections with little critical evaluation, while Semester 3 and 5 students demonstrated greater learner agency by evaluating, filtering, and negotiating the suggested corrections. Overall, the findings suggest that GPT can serve as a useful form of scaffolding for formative feedback, but its integration into EFL writing pedagogy should be accompanied by critical AI literacy to help students maintain their metalinguistic awareness and authorial voice