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All Journal IRJE (Indonesian Research Journal in Education) Acuity : Journal of English Language Pedagogy, Literature and Culture SUMIKOLAH
Ate Gueen Simanungkalit
Universitas Klabat
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mentoring Style, Self-Description, and Academic Achievement in English Class Simanungkalit, Ate Gueen; Rondonuwu, Joppi Jacobus
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 1 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i1.2219

Abstract

The intention of the study was to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying self-description of the students. The analysis of data employed descriptive statistics (independent t-test) as well as Chisquare, One-way ANOVA, and Two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects—individual and joint—of mentoring style, self-description, and student academic achievement. The findings of the study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values; and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd year students perceived mentoring style to be different among their mentors. In self-description, differences were found between genders while there was no difference found between 1st and 2nd year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference on academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring style did not have a difference on their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style—based on the high academic achievement scores—did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement.
English-Speaking Anxiety and Self-Esteem of Students at a Selected Private Junior High School in Minahasa Utara Simanungkalit, Ate Gueen; Likuayang, Christin Claudia
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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/acuity.v8i2.3176

Abstract

Abstract This article reported a descriptive, correlational, and comparative quantitative research on English-speaking anxiety and self-esteem: description level of the two variables, relationship between them, and difference between 190 female and male respondent students at a selected private Junior High School in Minahasa Utara. To answer research questions, two questionnaires used to collect numeric data were as follows: the Horwitz’ Anxiety in Speaking English and Rosenberg’ conventional Self-esteem which were examined as valid and reliable after a statistical analysis through test of scale reliability. The findings revealed a high level of English-speaking anxiety and moderate level of self-esteem among the respondents; a statistically significant and negative relationship was found between English-speaking anxiety and self-esteem; and no significant difference were found between the female and male students’ anxiety in speaking English and their self-esteem. Nevertheless, the findings of this study were obviously deemed inconsistent with findings of previous studies conducted Indonesia and some Asian countries. Therefore, this study came up with recommendations that similar further studies be conducted in local context which could bring about more relevant, useful, and applicable implications. Keywords: English-speaking anxiety, gender difference, self-esteem
Parenting Style and Attitude Toward English Learning of Public Middle School Students Simanungkalit, Ate Gueen
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (2025): 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/acuity.v10i1.3349

Abstract

This quantitative research investigates the influence of parenting styles on students’ attitudes toward learning English, including the descriptions of parenting styles and student attitudes toward learning English.  The study involved 146 students from public middle schools in Airmadidi District, North Minahasa Regency, selected based on availability and willingness.  Data was collected through a questionnaire and analyzed using descriptive and inferential statistics, including correlation and regression analysis.  The results showed that parents employ various parenting styles – authoritative, authoritarian, and permissive - at moderate levels, with no extreme preference for any style.  Despite this, students exhibited positive attitudes towards learning English, characterized by diligence and enthusiasm.  The permissive parenting style did not significantly influence students’ attitudes. However, both authoritative and authoritarian styles individually had a significant impact.  When the three parenting styles combined as predictors, permissive parenting remained insignificant, while authoritative and authoritarian styles significantly influenced students’ attitudes positively.  This suggests that a mix of supportive authoritative and directive authoritarian parenting can positively affect students’ attitudes toward learning English.
The Anxiety in English Speaking Experienced by Students in a Designated Private Junior High School Simanungkalit, Ate Gueen
DIDASCO Vol 2 No 1 (2024): February 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

Anxiety in English Speaking Experienced by Students in a Designated Private Junior High School in Minahasa Utara Ate Gueen Simanungkalit Mentari M. P. Tondombala agsimanungkalit@unklab.ac.id Abstract In the process of learning English, students often encounter speaking anxiety as a significant challenge. This type of anxiety involves various concerns when speaking a foreign language, such as nervousness about communication, fear of tests, and worry about being judged negatively. The primary objective of this study was to assess the extent of speaking anxiety experienced by students. Data was gathered from 83 seventh-grade students at a designated private junior high school in Minahasa Utara, Indonesia. The study employed a quantitative approach and utilized a 5-point Likert scale questionnaire adapted from Natalia (2014), originally developed by Horwitz, Horwitz, and Cope (1986), to measure students' English-speaking anxiety. The results indicated that, overall, students had a moderate level (M = 2.87; SD = 0.50) of speaking anxiety. Notably, the most prevalent form of speaking anxiety among students was the fear of negative evaluation (M = 2.99; SD = 0.67). It was recommended, among others, that the English teachers create a non-judgmental classroom environment to encourage voluntary student participation, provide test preparation to ease test-related anxiety, and future research should aim for larger and more diverse samples to gain a deeper understanding of student speaking anxiety. Keywords -- English speaking anxiety, fear of negative evaluation, junior high school. Abstrak Dalam proses pembelajaran bahasa Inggris, siswa sering menghadapi kecemasan berbicara sebagai tantangan besar. Jenis kecemasan ini melibatkan berbagai perasaan cemas saat berbicara dalam bahasa asing, seperti rasa gugup dalam berkomunikasi, ketakutan akan ujian, dan kekhawatiran tentang penilaian negatif. Tujuan utama dari penelitian ini adalah untuk menilai sejauh mana kecemasan berbicara yang dialami oleh siswa. Data dikumpulkan dari 83 siswa kelas tujuh di sebuah sekolah menengah pertama swasta yang ditunjuk di Minahasa Utara, Indonesia. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan kuesioner skala Likert 5 poin yang diadaptasi dari Natalia (2014), yang awalnya dikembangkan oleh Horwitz, Horwitz, dan Cope (1986), untuk mengukur kecemasan berbicara dalam bahasa Inggris siswa. Hasil penelitian menunjukkan bahwa secara keseluruhan, siswa memiliki tingkat kecemasan berbicara yang sedang (M = 2,87; SD = 0,50). Yang paling umum adalah bentuk kecemasan berbicara di antara siswa adalah ketakutan akan penilaian negatif (M = 2,99; SD = 0,67). Disarankan, antara lain, bahwa guru bahasa Inggris menciptakan lingkungan kelas yang bebas penilaian untuk mendorong partisipasi sukarela siswa, memberikan persiapan ujian dengan memberikan sumber daya tambahan guna mengurangi kecemasan ujian, dan penelitian masa depan sebaiknya menggunakan sampel yang lebih besar dan lebih beragam untuk memperoleh pemahaman yang lebih mendalam tentang kecemasan berbicara siswa. Kata kunci -- kecemasan berbicara dalam bahasa Inggris, ketakutan akan penilaian negatif, sekolah menengah pertama.
Hubungan Antara Harga Diri dan Kecemasan Siswa Sekolah Menengah Atas Simanungkalit, Ate Gueen; Sompie, Alicia Sabathiny
DIDASCO Vol 3 No 1 (2025): February 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

Harga diri (self-esteem) dan kecemasan merupakan dua aspek psikologis yang saling terkait dan memengaruhi perkembangan siswa sekolah menengah. Artikel ini bertujuan untuk melaporkan penelitian tengtan harga diri siswa, kecemasan siswa, serta apakah terdapat hubungan yang signifikan antara harga diri dan kecemasan di kalangan siswa sekolah menegah di Minahasa Utara. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif dan korelasional. Sampel penelitian terdiri dari 113 siswa yang dipilih menggunakan teknik convenience sampling. Instrumen yang digunakan dalam penelitian ini adalah kuesioner. Untuk menganalisis data, digunakan perhitungan nilai rerata (mean score) serta uji Koefisien Korelasi Pearson. Hasil penelitian menunjukkan bahwa: (a) Tingkat harga diri siswa memiliki skor rata-rata sebesar 2,25. Berdasarkan hasil tersebut, tingkat harga diri siswa dikategorikan dalam tingkat sedang. (b) Tingkat kecemasan siswa memiliki skor rata-rata sebesar 2,60. Berdasarkan hasil tersebut, tingkat kecemasan siswa juga dikategorikan dalam tingkat sedang. (c) Hasil perhitungan nilai signifikansi (p) sebesar 0,00 dan koefisien negatif (r = -0,29) menunjukkan bahwa hipotesis alternatif diterima bahwa terdapat hubungan yang signifikan yang negatif antara harga diri dan kecemasan siswa. Dengan demikian, penelitian ini mengonfirmasi adanya hubungan negatif antara tingkat harga diri dan kecemasan siswa, yang berarti bahwa semakin tinggi harga diri siswa, semakin rendah tingkat kecemasan yang mereka rasakan, dan sebaliknya. Temuan ini dapat memberikan wawasan bagi pendidik, orang tua, serta praktisi pendidikan dalam mengembangkan strategi untuk meningkatkan harga diri siswa agar mengurangi tingkat kecemasan mereka di lingkungan akademik maupun sosial.
Students Vocabulary Mastery and Their Reading Comprehension at the Selected Private Junior High School in Airmadidi Simanungkalit, Ate Gueen; Tombeng, Jenita E.
DIDASCO Vol 1 No 2 (2023): August 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

This study aimed to assess the extent of students' command of vocabulary and their level of reading comprehension among 8th-grade students in a selected private junior high school. It also sought to determine whether a significant correlation existed between students' vocabulary mastery and their reading comprehension. The research followed a quantitative approach, employing descriptive and correlational methods. The study included a sample of 90 students selected through purposive sampling. Two tests were employed as research instruments, one assessing vocabulary mastery and the other measuring reading comprehension. Mean Score and Pearson Correlation Coefficient were used for data analysis. The findings of this study revealed the following: (a) Students exhibited a very low level of vocabulary mastery, suggesting a lack of proficiency in vocabulary; (b) The level of reading comprehension among students was also notably low, indicating a limited understanding of their reading material; (c) A significant relationship was identified between students' vocabulary mastery and their reading comprehension. This implies that a higher level of vocabulary mastery corresponds to improved reading comprehension. However, the correlation was observed to be weak, suggesting the possibility of other influential factors impacting reading comprehension.
Learning Styles and English Learning Achievement Simanungkalit, Ate Gueen; Lasut, Anastasya Belinda; Rondonuwu, Joppi Jacobus
DIDASCO Vol 1 No 2 (2023): August 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

The purpose of this study was to determine the relationship between the learning styles and English achievement of a selected private Junior High School students in Manado. This research also showed the description of the student learning styles and English learning achievement. An adapted questionnaire was used to gather data from 182 student participants, wherein 55 students participated in the pilot study and 127 students participated in the actual study. The data were analyzed and interpreted with a statistical software which included the use of both descriptive and inferential statistics. The descriptive statistic showed that the students had high level of all the six learning styles and a very good level of English achievement. Analysis of inferential statistics revealed that there was no significant relationship between each of the six learning styles and English achievement. Keywords—learning style, English learning achievement Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara gaya belajar dan prestasi bahasa Inggris siswa salah satu SMP swasta yang dipilih di Manado. Penelitian ini juga menunjukkan gambaran gaya belajar siswa dan prestasi belajar bahasa Inggris. Kuesioner yang disesuaikan digunakan untuk mengumpulkan data dari 182 peserta siswa, di mana 55 siswa berpartisipasi dalam studi uji coba dan 127 siswa berpartisipasi dalam studi yang sebenarnya. Data dianalisis dan diinterpretasikan dengan perangkat lunak statistik yang meliputi penggunaan statistik deskriptif dan inferensial. Statistik deskriptif menunjukkan bahwa siswa memiliki gaya belajar yang tinggi dan tingkat pencapaian bahasa Inggris yang sangat baik. Analisis statistik inferensial mengungkapkan bahwa tidak ada hubungan yang signifikan antara masing-masing dari enam gaya belajar dan prestasi bahasa Inggris. Kata kunci—gaya belajar, prestasi belajar bahasa Inggris
Mental Health Problems and English Achievement of UNKLAB High School Students Simanungkalit, Ate Gueen; Muhaling, Regina Octavia
DIDASCO Vol 1 No 1 (2023): February 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

Abstract The main purpose of this study was to find out the correlation between mental health problems and English achievement of students at a private high school in Airmadidi, Indonesia. This study also explored the mental health problems that was categorized as depression, anxiety, and stress, and student English achievement. The results showed that the overall mental health problems were categorized in moderate level. The English achievement was categorized as below average. There was a significantly negative correlation between the student mental health problems and their English achievement. It signified that the higher score in the final test of English subject was significantly associated with lower mental health of the students. The higher the mental health problems, the lower the score in English final test of the students. Keywords: mental health, English achievement, depression, anxiety, stress.
English reading habit and comprehension among private middle school students Simanungkalit, Ate Gueen Lasni Roha; Katuuk, Regina Oxania
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.35885

Abstract

The decline in reading habits and comprehension has become a growing concern among educators and researchers in Indonesia.  This study aimed to describe and correlate the English reading habit and comprehension levels.  The respondents were 94 students-grade students in Minahasa Utara Regency, Indonesia.  This study utilized a quantitative approach, using descriptive and correlation statistical analysis of the collected numeric data.  The analysis outcomes showed that the respondents indicated a low level of English reading habit and a moderate level of English reading comprehension.  Notably, the study revealed that there was no significant correlation between students’ reading habit and their English reading comprehension level.  These findings suggest that other factors may contribute to their comprehension skills, which may require further studies.
Social Media as a Tool for English Language Learning Among Junior High School Students Simanungkalit, Ate Gueen; Bane, Elvi Rianti
DIDASCO Vol 3 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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Abstract

This study explores the use of social media in learning English among junior high school students. The research was conducted at a private junior high school, involving 81 respondents from grades 7A, 7C, and 7D. A quantitative research method was employed, utilizing a questionnaire as the primary data collection instrument. The collected data were analyzed using descriptive statistical analysis. The results indicated a very high level of social media usage for learning English among the students, with a mean score of 4.27. This suggests that respondents frequently utilize social media platforms for English language acquisition. Based on the findings, it is recommended to leverage social media in English instruction, as students are highly engaged with these platforms, which can attract their interest and motivation. However, the study also identified challenges, such as potential distractions, exposure to inaccurate language content, and a lack of guidance from teachers. Keywords -- social media, learning English, Technology Acceptance Model, junior high school, digital learning   Penelitian ini menelusuri penggunaan media sosial dalam pembelajaran bahasa Inggris di kalangan siswa SMP. Penelitian ini dilakukan di SMP swasta, melibatkan 81 responden dari kelas 7A, 7C, dan 7D. Metode penelitian kuantitatif digunakan, dengan kuesioner sebagai instrumen pengumpulan data utama. Data yang terkumpul dianalisis menggunakan analisis statistik deskriptif. Hasil penelitian menunjukkan tingkat penggunaan media sosial yang sangat tinggi untuk pembelajaran bahasa Inggris di kalangan siswa, dengan skor rata-rata 4,27. Hal ini menunjukkan bahwa responden sering menggunakan platform media sosial untuk pemerolehan bahasa Inggris. Berdasarkan temuan ini, disarankan untuk memanfaatkan media sosial dalam pembelajaran bahasa Inggris, karena siswa sangat terlibat dengan platform ini, yang dapat menarik minat dan motivasi mereka. Namun, studi ini juga mengidentifikasi tantangan, seperti potensi gangguan, paparan konten bahasa yang tidak akurat, dan kurangnya bimbingan dari guru.   Kata kunci — media sosial, pembelajaran bahasa Inggris, Model Penerimaan Teknologi, SMP, pembelajaran digital    
Co-Authors Bane, Elvi Rianti Joppi Rondonuwu Katuuk, Regina Oxania Lasut, Anastasya Belinda Likuayang, Christin Claudia Muhaling, Regina Octavia Sompie, Alicia Sabathiny Tombeng, Jenita E.