Vol. 3 No. 2 (2024): Journal of English Language and Pedagogy

This study is aims to determine the effect of flipped classroom method on students writing skill in descriptive text. The subject of the study was tenth grade of student BDP 1 and BDP 2 of SMK Muhammadiyah 4 Kalisat Jember consisting of 40 students from 2 classes. The results showed that there is a significant difference in writing descriptive text between of students who are taught with a flipped classroom method and those who are taught conventional method. This is based on the results of the mean score from the post-test of the experimental group and the control group. From the post-test it is known that the average value for the experimental group (X BDP 2) is 77.95. The results of the independent t-test have a significance difference of 0.000, which means that there is a significance average difference between the experimental group and the control group. So, it can be stated that the use of flipped classroom method can be an alternative solution to overcome the student’s difficulties in writing a descriptive text.

Reading is one of the most important English skills for students to learn, This study aims to determine whether reading learning with translation learning can improve students' reading skills, gain students' perceptions and impressions of the task-based learning process, and to obtain increased student participation results in learning to read texts, This research method use Classroom Action Research Design, and this research consists of two cycles, The results of this study indicate that the application of the task-based teaching strategy with the translation method for class VII SMPN 2 Siliragung has a positive impact on students, especially in reading. This is evidenced by the average number of students who have increased in each cycle. In the preliminary study, the average number of students became 56, increased to 69.67 in the first cycle, and increased to 83 in the second cycle

This research aims to find out whether using the Elsa Application in learning English can improve the speaking skills of grade 8 students at SMPN 8 Jember. This research focused on pre-experimental research in one class pre-test and post-test. The population of this research is grade 8 students at SMPN 8 Jember in the 2023/2024 academic year, consisting of 224 students. The researcher took one class as a research sample, namely class 8 which consisted of 32 students. Data was obtained from speaking ability tests when retelling stories in the pre-test and post-test.

It can be concluded that the results of this study show that the use of the Elsa application can improve students' speaking skills which include grammar, comprehension, pronunciation, vocabulary, and fluency. This can be seen in the students' average score on the pre-test, which was 60 and increased to 75.5 on the post test. This means that using the Elsa application in learning English can improve the speaking skills of grade 8 students at SMPN 8 Jember.

The purpose of this study is to investigate the effect of the use of English subtitles in English videos on listening comprehension of English Education students in Muhammadiyah University of Jember by the year 2024. The research design used is Pre-experimental Design in the form of One-Group Pretest-Posttest Design. The researcher used SPSS 23 version software to facilitate the analysis of the data that was collected. The results obtained showed that there is an increase in the average score from the pre-test to the post-test. In paired-sample T-test, the result is 0.000 (smaller than 0.05). According to the results above, it can be noticed that the using of the same language text (in this case English) can be used as one of the recommendations in learning and teaching listening. However, it is still unclear how good the long-term effects are on learning, in terms of improved listening skills and vocabulary learning.

This current research was employed to solve students’ obstacles related to Pronunciation. This research was conducted in the fifth grade of MI Azharul Ulum Brongkal 03 consisting of 30 students. Classroom Action Research was used in this research where it utilized two cycles and each cycle consisted of two meetings.

Some instruments were used to collect the data such as tests (preliminary and post-test). The test included pre-tests and post-tests in which it was applied to acknowledge the students’ prior pronunciation skills before and after the teaching and learning process by using the Audio Lingual Method method. To analyze the data, researchers employed a scoring rubric adapted from Fajriyah (2011) which included (5) Phonetically Correct, Almost error free, Awareness of Accent (4) Comprehensible, generally correct, occasional error (3) Frequent errors that confuse listener (2) Many errors that interfere with comprehensibility (1) Most utterances contain errors, incomprehensible.

The finding revealed that in a preliminary test, the students obtaining a minimum mastery criterion (KKM) was 16,66%. It indicated the students’ pronunciation was poor. Yet, for the first cycle, the students obtaining a minimum mastery criterion (KKM) was 40,00%. The first cycle showed an improvement in students’ pronunciation progress. While for the second cycle, the students obtaining a minimum mastery criterion (KKM) was 66,66%. Hence, this research highlighted and recommended Audio Lingual Method strategy should be applied when teaching pronunciation ability.