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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Flora
University of Lampung, Indonesia
Education Languange, Linguistic, Communication & Media

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Genre Based Approach Using Digital Story Telling to Enhance EFL Learners' Speaking Achievment Fajar Kurniasih; Flora; Ujang Suparman
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/39nw3c11

Abstract

This research set out to examine whether or not students' speaking achievement improved significantly after instruction in the Genre Based Approach (GBA) using Digital Story Telling (DST). The data in this research were obtained from the pretest and post-test. Thirty students from Senior High School were surveyed utilizing speaking exams to get the data. Five factors were considered while assessing the speaker's performance: grammar, vocabulary, fluency, comprehension, and pronunciation. This study used paired t-tests to examine the data. After the treatment, the speaking scores of the pupils showed a statistically significant improvement (p < 0.001). In addition, the results showed that the two most noticeable areas of speaking that improved the most were fluency and grammar. These results provide further evidence that the Genre-Based Approach using Digital Storytelling works to improve students' speaking skills.
The Effect of Animated Videos in a Flipped Classroom on Students’ Recount Text Reading Comprehension Rishka Wulan Setiayani; Patuan Raja; Flora
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/n09f8n68

Abstract

This study investigated the effect of animated videos in a flipped classroom on eighth-grade students’ reading comprehension of recount texts in Metro City, Lampung. A purposive sampling technique was applied to 52 students. The study employed a quasi-experimental design that consisted of a pre-test and post-test. Pre-test results indicated that the control and experimental groups were relatively homogeneous, with mean scores of 45.69 and 48.92, respectively. Post-test results showed that the experimental group achieved a higher mean score of 76.00 than the control group, 59.54, with a 2-tailed significance value of .000 (p < .05), demonstrating a significant difference in reading comprehension achievement. Students in the experimental group showed greater improvement across all reading comprehension aspects, indicating that animated videos effectively support learning. The findings suggest that integrating animated videos into flipped classrooms can enhance students’ engagement and comprehension skills, offering teachers a practical strategy to improve reading outcomes in language learning.
Co-Authors Fajar Kurniasih Patuan Raja Rishka Wulan Setiayani Ujang Suparman