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p-Index From 2021 - 2026
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All Journal West Kalimantan Scholars: Studies on English Language and Education Journal of English Education Program (JEEP)
Neneng Avrianti, Neneng
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Improving Students’ Reading Comprehension by using Semantic Mapping in Pre-reading: A Classroom Action Research to the Tenth Grade Students of a Senior High School in Mempawah Avrianti, Neneng
West Kalimantan Scholars: Studies on English Language and Education Vol 2, No 1 (2015)
Publisher : IKIP-PGRI Pontianak

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Abstract

This research focuses on improving reading comprehension by using semantic mapping in pre-reading of the tenth grade students of one senior high school in Mempawah. There are some problems appeared in classroom while reading learning. The students have difficulties in reading comprehension. For that reason, the researcher conducted Classroom Action Research. The research was conducted in two cycles. It is followed by evaluation of a test. The finding showed that students’ reading comprehension of the tenth grade has improved. Then, the students’ responses to learning were positive. Their participation in cycle II has improved from cycle I and the teaching learning process was good. Semantic mapping is a good technique, which can be applied by the teacher in the classroom to improve the students’ reading comprehension.
AI-BASED PRONUNCIATION TRAINING TOOLS FOR ENGLISH LANGUAGE LEARNERS: A SYSTEMATIC REVIEW Avrianti, Neneng; Gatot Sutapa Yuliana, Yohanes; Ikhsanudin, Ikhsanudin
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.99864

Abstract

Proficiency in English pronunciation is essential for effective communication, especially among English language learners (ELLs). This systematic review synthesizes findings from 22 studies published between 2016 and 2024 on the use of AI-based pronunciation training tools in English language education. The analysis shows growing interest in this field, with a notable rise in publications in 2022. AI tools, particularly ELSA Speak, have been shown to enhance pronunciation accuracy, learner confidence, and engagement through personalized feedback and interactive practice. Text-to-Speech (TTS) and Automatic Speech Recognition (ASR) technologies also contribute to improved motivation and pronunciation development. However, gaps remain regarding the role of AI in teacher training and its impact on educators’ pronunciation skills. Most studies focus on students, highlighting the need for research on teachers’ experiences and effective classroom integration. Overall, this review provides evidence-based insights into the pedagogical use of AI for pronunciation learning. The results indicate that AI-based pronunciation tools improve accuracy, confidence, and engagement, but challenges such as technological barriers, feedback limitations, and insufficient educator-focused studies persist. Addressing these gaps is essential to optimizing AI’s role in language learning.
Co-Authors Gatot Sutapa Yuliana, Yohanes Ikhsanudin Ikhsanudin