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Moh Kavin Lidinillah
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Institut Agama Islam Tarbiyatut Tholabah Jl. Deandles No.2 Kranji Paciran Lamongan Jawa Timur 62264
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Journal of English Language and Pedagogy
Published by Institut Agama Islam Tarbiyatut Tholabah Lamongan
ISSN : 29884438     EISSN : 29884438     DOI : https://doi.org/10.58518/jelp.v2i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
JELP: Journal of English Language and Pedagogy is a journal for the study and development of English in the scope of educational and teaching studies, culture, literature, and linguistics. In its entity as a forum and media for: 1) developing knowledge based on literature and empirical results, 2) encouraging the birth of new research thoughts and actions within the scope of concepts and practices of developing English within the scope of related studies. This journal aims to advance and disseminate knowledge in the field of English language education and teaching, as well as the relation of English in the sphere of culture, literature and linguistics which is being studied in Indonesia, in order to increase the power and results of educational institutions/organizations/companies in Indonesia. This media is aimed at managers, lecturers, students, teachers and other parties who have an interest in the field of English education and teaching, as well as the relationship between the role of English and the realms of culture, literature and linguistics.
Arjuna Subject : Umum - Umum
Articles 42 Documents
 1   2   3   4   5 
Effectiveness of Technology Assisted Pronunciation Training Devices for ESOL Learners Anolin, Camille
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): 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.v4i2.3434

Abstract

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 positiveresults regarding the effectiveness of TAPT devices in enhancing intelligibility, suggesting their potential to significantly improve L2 English learners’ experience in English classrooms. 
The Effect of Using One Stay Two Stray Method of Cooperative Learning on Reading Comprehension of Junior High School Students Nadifah Sekarwangi, Nisrina; Fitrotul Mufaridah; Widya Oktarini
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): 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.v4i2.3435

Abstract

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

Page 5 of 5 | Total Record : 42

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