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Cultural Influences on Learners' Attitudes toward English Pronunciation: A Comparative Study Panjaitan, Nelson Balisar; Yenni Christina
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.v11i1.3903

This study explores the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation in the context of language learning. Using Likert scale questionnaires, the research examines the perceived importance of pronunciation, preferences for pronunciation models, confidence levels, and how cultural identity shapes these attitudes. Students' views on teaching methods, including technology-enhanced instruction and feedback mechanisms, are also analyzed. The findings underscore a strong acknowledgment of pronunciation's role in effective communication, with significant support for interactive and culturally sensitive teaching approaches. Students expressed a preference for pronunciation models that align with their cultural identity, indicating a need for more personalized and contextually relevant instruction. This study provides valuable insights for language educators and curriculum developers, emphasizing the integration of students' cultural backgrounds into pronunciation pedagogy. Pronunciation remains a critical yet often underexplored component of English language learning, particularly in multilingual settings where cultural identity strongly influences learner attitudes. This study investigates the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation, addressing the broader issue of how cultural factors shape learners’ preferences and confidence in pronunciation. Employing Likert scale questionnaires, the research compares student responses across different ethnic and linguistic

Challenges in E3 Listening Skills: Perspectives of Universitas Advent Indonesia Students Nurjanah, Anisa; Panjaitan, Nelson Balisar
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 5 No. 2 (2024): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2024
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v5i2.2614

This study investigated Universitas Advent Indonesia's perceptions of the challenges and importance of E3 English listening skills in the context of academic and career development. Using a quantitative approach and data collection through a closed Likert-type questionnaire, 125 students from various study programs at Universitas Advent Indonesia responded to the study. The analysis showed that most students experienced several challenges in developing their listening skills, with 45.3% agreeing that such barriers existed. However, they also recognize the importance of listening skills, with 49.67% agreeing that it is vital to their academic success. Furthermore, 52.97% of the students agreed that the strategies used in the listening test were effective methods to improve their comprehension. In addition, most respondents supported recommendations to improve the teaching and learning of listening skills at Adventist University, with 50.93% agreeing with such efforts. This study sheds important light on the development of listening skills in higher education and provides valuable insights for efforts to improve them.

The Impact of English Podcast on Listening Skills Improvement: Perspective of Students Universitas Advent Indonesia: Penelitian Hesti Pati Ani; Nelson Balisar Panjaitan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6117

Penelitian ini mengkaji dampak podcast berbahasa Inggris terhadap peningkatan kemampuan mendengarkan dari perspektif mahasiswa di Universitas Advent Indonesia. Pemahaman mendengarkan merupakan aspek penting dalam pembelajaran bahasa, namun banyak pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL) mengalami kesulitan karena kecepatan bicara yang tinggi, kosakata yang tidak familiar, dan paparan terbatas terhadap bahasa Inggris lisan yang autentik. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki keterlibatan mahasiswa dengan podcast berbahasa Inggris, strategi yang mereka gunakan saat mendengarkan, persepsi mereka tentang efektivitas podcast, dan tantangan yang mereka hadapi. Penelitian ini menggunakan desain kuantitatif deskriptif. Data dikumpulkan melalui kuesioner terstruktur yang dibagikan kepada 75 mahasiswa dari berbagai program studi di Universitas Advent Indonesia. Data dianalisis menggunakan metode statistik deskriptif, termasuk frekuensi dan persentase. Hasil penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap podcast berbahasa Inggris sebagai alat pembelajaran. Sebagian besar responden setuju bahwa podcast membantu meningkatkan pemahaman mendengarkan, meningkatkan motivasi, dan memberikan paparan terhadap bahasa Inggris yang autentik. Mahasiswa juga menggunakan strategi seperti memutar ulang bagian yang sulit dan memeriksa kosakata yang tidak familiar. Namun, tantangan terkait kecepatan bicara dan kosakata yang tidak familiar masih dialami oleh sebagian pembelajar.

Cultural Influences on Learners' Attitudes toward English Pronunciation: A Comparative Study Nelson Balisar Panjaitan; Yenni Christina
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.v11i1.3903

This study explores the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation in the context of language learning. Using Likert scale questionnaires, the research examines the perceived importance of pronunciation, preferences for pronunciation models, confidence levels, and how cultural identity shapes these attitudes. Students' views on teaching methods, including technology-enhanced instruction and feedback mechanisms, are also analyzed. The findings underscore a strong acknowledgment of pronunciation's role in effective communication, with significant support for interactive and culturally sensitive teaching approaches. Students expressed a preference for pronunciation models that align with their cultural identity, indicating a need for more personalized and contextually relevant instruction. This study provides valuable insights for language educators and curriculum developers, emphasizing the integration of students' cultural backgrounds into pronunciation pedagogy. Pronunciation remains a critical yet often underexplored component of English language learning, particularly in multilingual settings where cultural identity strongly influences learner attitudes. This study investigates the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation, addressing the broader issue of how cultural factors shape learners’ preferences and confidence in pronunciation. Employing Likert scale questionnaires, the research compares student responses across different ethnic and linguistic

Perceived Difficulties in TOEFL Listening: A Diagnostic Study of Indonesian EFL Learners at UNAI Nelson Balisar Panjaitan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (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/jeddkc85

Indonesian EFL undergraduates at faith-based Universitas Advent Indonesia (UNAI) face persistent TOEFL listening challenges, yet institution-specific diagnostics remain scarce. This quantitative descriptive study surveyed 135 UNAI students with prior TOEFL exposure using a validated 40-item, 5-point Likert-scale questionnaire assessing perceived difficulties across six domains: vocabulary (M=3.22, moderate), speech rate (M=3.59, moderately high), accent variation (M=3.50, moderately high), distractors (M=3.43, moderately high), memory (M=3.49, moderate), and concentration (M=3.52, moderately high). Overall mean difficulty was 3.46 (moderately high), revealing processing constraints over lexical gaps. Key findings identified concentration (peak item M=4.01) as the most critical barrier—driven by anxiety and noise—followed closely by speech rate (up to M=3.88), memory (M=3.83), distractors (M=3.75), and accents (M=3.67). Vocabulary ranked lowest, suggesting top-down compensation mitigates lexical limits. This pattern underscores TOEFL listening as a multidimensional construct blending linguistic knowledge with cognitive load (working memory, processing speed), attentional control, and affective factors rather than vocabulary deficits alone. Implications advocate targeted interventions beyond rote vocabulary: rapid-speech training, diverse accent immersion, distractor recognition drills, note-taking systems, memory enhancement techniques, and anxiety management protocols. These strategies promise to elevate UNAI students' TOEFL competitiveness and listening proficiency in high-stakes academic contexts.

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