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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language and Pedagogy
Muhlisin Rasuki
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Languange, Linguistic, Communication & Media

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Integrating Discussion Technique in Project-Based Learning for Vocational School Student Zayyin Az Zahro; Muhlisin Rasuki; Widya Oktarini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8786

Abstract

In the context of a suburban school setting characterized by low motivation and poor engagement, this study seeks to examine the potential of integrating the Discussion Technique and Project-Based Learning (PjBL) to enhance vocational high school students’ comprehension of procedural text. The study was conducted over a period of six meetings, utilizing a Classroom Action Research (CAR) design. The data was gathered using a variety of methods, including semi-structured interviews with four students, field notes, pre-test and post-test findings, and classroom observations. The findings indicate that the integrated approach enhances students’ ability to recognize the linguistic elements and structure of procedure texts, generate more cohesive written outputs, and engage more fully in group-based learning activities. As demonstrated by the descriptive comparisons between the pre-test and post-test results, students exhibited enhanced step sequencing, more suitable use of imperative verbs, and improved structure in their procedure text composition. The observation data revealed positive behavioral changes, including a reduction in passive participation in classroom activities and an increase in discussion participation and project work. The validity of these findings was further supported by interview data, which demonstrated that structured conversations led to improvements in students’ confidence in sharing ideas, a reduction in confusion, and enhanced subject comprehension as the students approached the assignment completion stage. The present study indicates that enhancing English learning results in vocational school environments, as well as effective pedagogical scaffolding for low-motivation vocational learners. Keywords: Discussion Technique; Project-Based Learning; Procedure Text; Vocational School  
Empowering Pronunciation Learning through Google Translate TTS: Insights from SMA 4 Jember Students Bariq, Subhanadif Akmal; Muhlisin Rasuki; Indri Astutik
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.v5i1.3440

Abstract

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.
Analysis of Students Perceptions of the Utility of Google Translate in Assisting Comprehension of English Texts at Muhammadiyah 3 Jember Hamdani, Mohammad Slamet; Henri Fatkurochman; Muhlisin Rasuki
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.v5i1.3448

Abstract

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.
Co-Authors Bariq, Subhanadif Akmal Hamdani, Mohammad Slamet Henri Fatkurochman Indri Astutik Widya Oktarini Zayyin Az Zahro