The aim of the research was to conduct an investigation of the strength of the RAFT (Role, Audience, Format, Topic) Strategy and Google Classroom when applied in teaching writing. This sort of research employed a non-random sample from all student demographics using a non-randomized pretest-posttest control group design. Since a control group for the study was actually impossible to obtain, a quasi-experimental design was adopted. The study was applied in SMPN 1 Kanigoro Blitar, 2021–2022 academic year. The student of two classes, VII F and VII G, from which the treatment class was chosen by lottery served as the research subject for this study. Class VII G becomes the control class group and receives the conventional  style of instruction, while class VII F served as the experimental class group that received the RAFT Strategy with Google Classroom treatment. ANCOVA was used to try and lessen some of these discrepancies as these groups  differed  on various criteria. According to study and data analysis, the research hypothesis was accepted and the null hypothesis was rejected as a consequence of data calculations. It could be concluded that the Role, Audience, Format, And Topic (RAFT) technique can have a big impact on students' capacity to create descriptive texts.

The goal of this study is to determine how well the Click & Clunk approach works in improving students' reading comprehension. In this study, non-randomized pretests and posttests were used in a quasi-experimental setting utilizing quantitative methodologies. Students from SMPN 1 Kanigoro served as the study's subjects, with Class 7H serving as the control group and Class 7I serving as the experimental group. Reading assessments served as the research's tools (pretest and posttest). The control group class, on the other hand, was taught using the KWL method. The experimental group class was taught utilizing the Click & Clunk method. A posttest was then provided to both groups. The data was generated by SPSS Version 20 and then analyzed using ANCOVA. The analysis's findings suggested that the Click and Clunk Strategy could raise children' reading proficiency.

The purpose of this study is to know whether there is significant difference on English Grammar achievement of the first year Vocational School students taught using Carousel Feedback and those taught using Grammar Translation Method. This research used X-TKR 2 class as the experiment class and X-TKR 1 class as the control class. To measure the effectiveness of the specific learning objective as the instruments, the researchers used essay tests consisted of 10 items. Considering that the researchers are applying Non-Randomized Pretest-Posttest control group design, the result of the study was analyzed using ANCOVA formula and computed using SPSS version 22.0. It shows that there is significant difference on English Writing achievement between students taught using Carousel Feedback and those who taught using Grammar Translation Method on teaching writing invitation letter.

This research is to find the effectiveness of combining Scriting and Talking Chips which helps students to be more active in speaking class. This research used quasi-experimental research with non-randomized pretest posttest design. The students of English Department of UNIPA Campus Blitar who took Basic Speaking 1 were the subjects of this research, in which Class A as the experimental group and class B as the control group. The instruments of this research were speaking test (pretest and posttest). One group was taught by combining scripting and talking chips method, in contrast, the control group was taught by using direct method. Then, both groups were given a posttest. The data was analyzed using ANCOVA and computed by SPSS version 20. The result of the analysis indicated that combining Scripting and Talking Chips strategy could make students’ speaking achievement better.