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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of English Language and Pedagogy
Hanafi
Universitas Muhammadiyah Jember, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effectiveness of Oral Reading Practices on Students’ Pronunciation of Vocational High School Nadilatul Jannah; Hanafi; Fitrotul Mufaridah
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3701

Abstract

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.
The Effect of Implementing Flipped Classroom on Highschool Students’ Reading Skill Refianisya Rachmanda; Hanafi; Henri Fatkurochman
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3799

Abstract

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
GAMIFICATION, MOBILE LEARNING, AND MICROLEARNING IN VOCABULARY INSTRUCTION: THE MEDIATING EFFECT OF LEARNING MOTIVATION ON VOCABULARY MASTERY Hanafi; Anita Fatimatul Laeli
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8646

Abstract

This research seeks to analyze the impact of three factors, namely Gamification Strategy, Mobile Assisted Language Learning (MALL), and Microlearning Content, on Vocabulary Mastery while using Learning Motivation as a mediator. A cross sectional survey was implemented in this study, which adopted a quantitative approach and an explanatory research framework. Purposive sampling was employed to select 150 students enrolled in English Language Education and English Literature programs at various Indonesian universities. Data collection occurred through a 5 point Likert scale based online questionnaire. The analysis of the data relied on SmartPLS software, specifically using the Partial Least Square Structural Equation Modeling (PLS SEM) method. The results demonstrate that Gamification Strategy has a positive and significant impact, affecting both Vocabulary Mastery and Learning Motivation. Microlearning Content also proved to have a positive and significant effect on Vocabulary Mastery and Learning Motivation. In contrast, MALL showed no significant effect on either Vocabulary Mastery or Learning Motivation. Furthermore, Learning Motivation proved to have a significant effect on Vocabulary Mastery. The mediation test results indicate that Learning Motivation was able to mediate the effect of Gamification Strategy and Microlearning Content on Vocabulary Mastery, but was unable to mediate the effect of MALL on Vocabulary Mastery. This study affirms that the integration of gamification and microlearning within a mobile-based learning ecosystem is more effective in enhancing vocabulary mastery than the use of mobile technology alone. The findings of this study provide theoretical and practical contributions to the development of more interactive, adaptive, and learning motivation-oriented digital technology-based vocabulary learning strategies for students.
Co-Authors Anita Fatimatul Laeli Fitrotul Mufaridah Henri Fatkurochman Nadilatul Jannah Refianisya Rachmanda