Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy

Writing skill is one of english skill besides of listening, reading, and speaking. This skill is important to students in study english but some students face challenges when produce it, especially in past tense. This research aims to investigate the effect of indirect feedback on students’ writing ability in recount text. The method of research uses quantitative method using quasi-experimental as the design with sample of this research is students of SMK Fatihul Ulum grade X. The results show that indicates that indirect feedback can reduce the error of students’ recount text writing ability. In addition, this strategy also engages the critical thinking of students, self-correction, and makes efficient time of learning. It is recommended that integrating indirect feedback as part of the writing learning strategy to encourage students to be more active in the process of revision. It also suggests for future research to exploring the combination of several types of indirect feedback like underlining, circling, etc or combination of other types of feedback like direct feedback to see which approaches are more effective in certain aspects of writing. 

This study examines students’ perceptions of Google Translate in assisting English texts comprehension at Muhammadiyah 3 Jember Senior High School, in Indonesia. The study had two focuses namely evaluating the benefits and limitations of GT as a learning tool. Using a descriptive quantitative method, data was collected through a Likert scale questionnaire to eleventh-grade students and analyzed using SPSS 27. The results showed that 91.4% of students viewed GT positively due to its accessibility, time efficiency, and practicality compared to traditional dictionaries. Key benefits included vocabulary enrichment, assistance in understanding word and sentence meaning, and better pronunciation through audio features. However, there were some limitations that emerged: 25.9% doubted the accuracy of paragraph levels, 80.2% acknowledging the risk of changing the meaning of the text, 69.2% criticized the unorganized sentence structure, and 30.8% expressed concerns about over-reliance hindering critical thinking. The study concludes that while GT effectively support comprehension, teacher-guided translation verification is important to reduce inaccuracies and dependency. This research contributes to technology-enhanced language learning by advocating a balanced and wise use of translation tools. Future research is recommended using mixed methods and a wider range of educational contexts.

Abstract

This study investigates the effectiveness of Google Translate's Text-to-Speech (TTS) feature in improving English pronunciation among vocational high school students. The research employs a quantitative approach, focusing on pre-test and post-test assessments to measure the impact of the TTS feature on students' pronunciation skills.

The study begins by outlining the background and significance of pronunciation in English language learning, emphasizing the challenges students face in achieving accurate pronunciation. It explores the potential of TTS technology as a digital learning tool that provides students with authentic pronunciation models. The research aims to determine whether exposure to TTS-generated speech enhances students' ability to pronounce words correctly and fluently.

Data collection involves a controlled experiment where students undergo a pre-test, engage with TTS as a pronunciation training tool, and subsequently take a post-test. The results are analyzed statistically to identify significant improvements in pronunciation accuracy. Findings suggest that the integration of TTS technology in language learning positively influences students’ pronunciation performance, making it a viable supplement to traditional teaching methods.

The study concludes by recommending the adoption of TTS technology in English language instruction, highlighting its advantages in providing consistent pronunciation models and facilitating independent practice. Future research directions include exploring the long-term effects of TTS exposure on pronunciation retention and comparing TTS with other pronunciation enhancement methods.

This study was designed to determine the improvement of vocabulary of eighth-grade students of MTs Mazraatul Ulum Paciran through the implementation of the discussion method with the implementation of two cycles. This study employed a Classroom Action Research approach, comprising planning, action, observation, and reflection. The research subjects were 8th-grade students of MTs Mazraatul Ulum Paciran. Data on students' vocabulary mastery were collected through tests each cycle. The results showed an increase in students' vocabulary after implementing the discussion method in two cycles. In Cycle I, there was an average increase of 78% in vocabulary mastery among students. However, after reflection and improvement in Cycle II, there was a more significant increase in the average score of 80%. Therefore, it can be concluded that the implementation of the discussion method is effective in improving the vocabulary of grade 8 students of MTs Mazraatul Ulum Paciran after two cycles of action

This study aims to analyze the common errors made by tenth-grade students in writing descriptive texts and to identify the causes of these errors. Conducted at SMK Islam Bustanul Ulum Pakusari in the 2024/2025 academic year, the research employed a qualitative descriptive design. Data were collected through classroom observations, students’ written texts, and semi-structured interviews. The analysis reveals that students made various types of errors, including grammatical, lexical, spelling, and structural errors. The causes of these errors are categorized into three major factors: interlingual interference, intralingual interference, and carelessness. The findings indicate that students need more intensive writing practice and guidance in grammar and text structure. This study suggests that English teachers should design more structured and motivating writing exercises to reduce students’ writing difficulties.

Pronunciation is a major obstacle for many vocational high school students in learning English. Distinguishing mistakes are often caused by lack of practice, the habit of reading silently, and minimal direct correction from teachers. This hinders the development of students' speaking skills and reduces their confidence when communicating. This study aims to determine the effect of oral reading techniques on the pronunciation skills of vocational high school students. This technique was chosen because it can train the pronunciation of phonemes, articulation, intonation and rhythm directly through oral reading activities. This study used a quantitative approach with a true experiment design, with a pre-test and post-test control group involving 50 grade XI students who were divided into two groups, namely the experimental group (implementing oral reading) and the control group (using silent reading). The experimental group received treatment in the form of oral reading activities guided directly by the teacher, including reading text exercises with a focus on phoneme pronunciation, articulation, and correct intonation and rhythm. Students received direct correction and repeated practice, so that pronunciation errors could be gradually corrected. The post-test results showed that this technique was effective, with an average score increase of 28.2 points, compared to the control group which only increased by 11.1 points after regular learning (silent reading). This proves that oral reading improves students' pronunciation performance more effectively. The statistical test results show that the oral reading technique is proven effective in improving the English pronunciation of vocational high school students.

This classroom action research aimed to improve the vocabulary mastery of seventh-grade students at MTs. Mazra'atul Ulum Paciran through the implementation of the drill method. The background of the study was students' low performance in vocabulary-related tasks and their lack of engagement in learning activities. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through pre-tests and post-tests. The pre-test results showed that the student’s average score was 63.51 (Absorptive Capacity 57%), indicating limited vocabulary mastery. In Cycle I, vocabulary was taught using repetition and memorization techniques. Cycle II incorporated multimedia tools and vocabulary-based games to enhance engagement. The post-test average score rose significantly to 80.89 (Absorptive Capacity 89%), demonstrating marked improvement. The findings suggest that the drill method is effective in enhancing vocabulary acquisition and student motivation in English language learning.

In this research the research problem formulated is “is there any significant effect of implementing flipped classroom on high school students’ reading skill?” and the objective of this research to find out whether there is a significant effect of implementing flipped classroom on high school students’ reading skill. Based on research problem and relevant theory the hypothesis of this research is there is an significant effect of implementing flipped classroom on high school students.VThe research design of this research used quasi experimental research design. The research subject are XI-G and XI-J in MAN 2 Jember that each of class consisting of 35 students (N=70). The data are collected by pre test and post-test and the research instrument used reading test in order to analyze the students reading score. All students participating active during the teaching and learning activities and students in experiment class become more confident because the already learned the material via online before the learning activities in the class. The result of the post test scores are analyzed use Mann Whitney U Test and the result is 0,031 and it was less than 0,05 (0,001 < 0,05),  Based on the research result, it can be concluded that students’ reading text is significantly affected by implementing flipped classroom method