Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy

The most crucial skill that must be mastered by everyone to increase their knowledge is reading. One way to obtain media information is by reading since many books are written in English. The difference between this research and previous research is the previous research concentrated on writing. Therefore, it is important to do research entitled “Analyzing the impact of collaborative strategy on students’ reading comprehension while this research implemented to reading comprehension for Junior High School students with the help of learning as a support material delivery. in narrative text”. The problem of this research is whether is there any significant effect of the use of collaborative strategy reading on students’ reading comprehension SMP Negeri 2 Balung Jember grade (9) academic year 2023/2024”. The research adopts a quasi-experimental approach. The research subject is ninth grade consisting of 31 students. The data are collected using test method, and the instrument used is reading test. In order to analyse the data student’s reading score percentage formula is used. Based on the post-test results, the experimental group (IX H) achieved an average score of 75.81. The independent T-test results indicate a significant difference with a value of 0.000. Based on the research results, it can be concluded that collaborative strategy method is able to improve the student’s reading comprehension at SMP Negeri 2 Balung Jember grade (9) academic year 2023/2024”.

In this research, the problem is "how do students reflect on self-directed learning during the online reading comprehension context and the objective of this research referring to the research problem is to investigate students' reflection on selfdirected learning during the online reading comprehension context. Based on the research problem and relevant theory, the hypothesis of this research is described as follow: Students find self-directed learning during the online reading comprehension context help them in learning. The findings in this study show a highly positive response based on nine aspects of perception: online reading proficiency, online discussion proficiency, comprehension competence, technical proficiency, assignment management, procrastination management, stress management, examination management, and time management. Based on the data, 8-42 respondents (17%%-84%%) gave positive responses. This means that independent learning can improve their reading ability. This means that students' reflection on independent learning in online reading content is good for improving reading skills, task management, time management, and learning management

Communication breakdown in speaking performance has become a significant issue among English as a Foreign Language (EFL) learners, particularly affecting their oral fluency. This research aims to analyze the factors contributing to communication breakdown, focusing on interpersonal skills and language learning environments. A qualitative approach was employed, utilizing semi-structured interviews with 35 students from SMAN 1 Kalisat to gather insights about their speaking experiences. The key findings reveal that linguistic challenges, interpersonal skills, classroom environment, and preferred learning styles significantly impacts students’ communication breakdowns. Students reported that fear of judgment and lack of preparation as major causes of their speaking difficulties. This research highlights the importance of understanding these factors to improve students’ oral fluency and communication effectiveness. The findings provide valuable recommendations for educators to foster a supportive learning atmosphere and enhance teaching strategies that cater to diverse learning preferences.

Writing is a crucial skill in English learning that requires students to effectively express their thoughts and ideas. However, many students struggle with writing descriptive texts due to difficulties in organizing ideas, vocabulary limitations, and grammatical errors. This research aims to investigate the difficulties faced by students in writing descriptive texts and the strategies they use to overcome them. Conducted at SMAN 4 Jember, this study focuses on students' challenges in content development, text organization, vocabulary selection, grammar usage, and writing mechanics. The research employs a qualitative descriptive method, using observation, interviews, and document as data collection methods.

The findings indicate that students struggle with expanding their ideas, often providing only basic descriptions without sufficient details. Some include irrelevant or repetitive information to meet length requirements. In terms of organization, many students fail to distinguish between identification and description, leading to unclear paragraph structures. Vocabulary limitations are also evident, with frequent repetition of the same words and difficulty selecting appropriate adjectives. Grammar-related challenges include inconsistent verb tense usage and errors in subject-verb agreement. Additionally, students often make mechanical errors, such as incorrect capitalization, punctuation, and spelling. To address these issues, students use strategies such as referencing online materials, brainstorming, peer feedback, and utilizing AI-based writing tools. These findings provide valuable insights for improving instructional approaches in English writing.

Technology Assisted Language Learning (TALL) has been a major focus in English education research for decades with a large number of devices and applications being utilized to promote general English proficiency along with targeting specific skills like reading, writing, listening, and speaking. This study investigates uses of TALL in English language classrooms, specifically TALL related to pronunciation training in the form of Technology Assisted Pronunciation Training (TAPT). This paper reviews research on TAPT in English language classrooms, evaluating the effectiveness of commonly used tools in enhancing language learning outcomes. Potential TAPT articles were identified through the search databases of the EBSCO and ProQuest with the key terms such as TAPT, TALL, Computer Assisted Pronunciation Training (CAPT), Mobile Assisted Pronunciation Training (MAPT), English for Speakers of Other Languages (ESOL), and pronunciation training. This review analyzes 10 empirical studies published between 2014 and 2024, encompassing a total of over 1,000 participants, to evaluate the impact of technology-assisted tools on pronunciation, intelligibility, and perception in English language learning. The review findings show that all studies consistently report positive
results regarding the effectiveness of TAPT devices in enhancing intelligibility, suggesting their potential to significantly improve L2 English learners’ experience in English classrooms. 

This study investigates the impact of the One Stay Two Stray (OSTS) collaborative learning strategy on reading comprehension among junior high school students in Indonesia. Recognizing the challenges faced by students with limited English proficiency, the research employs an experimental design involving two classes from SMPN 1 Tamanan. The experimental group received reading appreciation skills training through the OSTS method, while the control group engaged in traditional individual learning. Data were collected through pre-tests and post-tests, with results analyzed using a t-test to determine statistical significance. Findings indicate that the experimental group demonstrated a significant improvement in reading comprehension, with a post-test mean score of 97.81 compared to 92.85 for the control group. The t-test results (t-value = 2.16) exceeded the critical value (2.01), confirming the effectiveness of the OSTS method in enhancing students' reading skills. This study underscores the importance of collaborative learning strategies in fostering better comprehension abilities in language education