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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Journal on English as a Foreign Language (JEFL) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture PROJECT (Professional Journal of English Education) Journal of English Teaching and Applied Linguistics (JETAL) JOLLT Journal of Languages and Language Teaching Academic Journal Perspective : Education, Language, and Literature Journal of Language and Literature Studies TELL - US JOURNAL
Debora Chaterin Simanjuntak
Universitas Advent Indonesia
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Perspective of Factors Affecting Listening Xuan, Kan; Simanjuntak, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 2 No. 1 (2017): 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.v2i1.584

Abstract

The teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect students’ listening comprehension ability; which are: Limitation of Vocabulary, Teaching Strategy, Limitation of Materials and Equipment, Student’s Listening Anxiety, Exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects students’ listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is Limitation of Listening Materials and Equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung. Key Words: Listening Comprehension Ability, Exposure towards American English and Culture
Study On The Use Of Oral Drills And Role-Play Method In Improving Students’ Interactive Speaking Achievement Sinambela, Kelvri L.; Simanjuntak, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 2 No. 1 (2017): 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.v2i1.586

Abstract

This study examines whether the use of Oral Drills and Role-Play method could improve students’ interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (Oral Drill and Role-Play Method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p Value (Sig.) - (0.05) then HA is accepted and H0 is rejected and If p Value (Sig.) - (0.05) then H0 is accepted and HA is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students’ interactive speaking achievement after using oral drills and role-play method.Keywords: Interactive Speaking, Oral Drills, Role-Play Method
Daily Journal Writing to Enhance Students’ Writing Skills Sihite, Ester Eveline; Simanjuntak, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 1 No. 2 (2016): 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.v1i2.601

Abstract

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean>was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations
Stylistics: An Analysis of Roald Dahl’s George’s Marvelous Medicine and The Girrafe and The Pelly and Me to Provide Insights on Establishing Writing Style Simanjuntak S., MAEd, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 1 No. 2 (2016): 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.v1i2.605

Abstract

This study aims to provide insights on establishing writing style through stylistic analysis on Roald Dahl’s George Marvelous Medicine and The Giraffe and The Pelly and Me. This is a qualitative study which focuses on literary analysis. The data was collected from those two books. Evidently this study will bring benefit to English majors to gain insights on how to establish effective writing style. The findings of this study show that Dahl has four outstanding elements for writing style: Lead Sentences, Rhyme-schemed poem, Peculiar Chosen Words, and Concept of Personification. Although Dahl’s books have great insight on establishing one’s writing style, there are some positive and negative influence that should be considered in reading Dahl’s masterpieces. Keywords: Stylistics, elements of writing style, literary analysis
Comparative Study between Jigsaw 1 Model and Picture Composition to Enhance Students’ Ability in Writing Descriptive Text Nining Safitri, Debora Chaterine Simanjuntak,
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 1 (2018): 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.v3i1.624

Abstract

This study addresses to see the significant difference between those who were taught using Jigsaw 1 model and those who were taught using picture composition to enhance the students’ ability in writing descriptive writing. This cooperative study involved two groups. Sample of this research were the students of X-A using Jigsaw 1 Model and X-B using Picture Composition at SMA Negeri 1 Parongpong. This study utilized essay Anatest, Microsoft Excel and 23rd SPSS to calculate the data. From the data analysis for Jigsaw 1 Model group, the mean score of gain in pre-test and post-test is 0.4680 and for Picture Composition group, the mean score of gain in pre-test and post-test is .5381. Based on the analysis, it is concluded that there is significant difference between those who were taught using Jigsaw 1 Model and Picture Composition in enhancing High School students’ ability in descriptive writing. Keywords: Jigsaw 1 Model, Picture Composition, Descriptive Writing
Students’ Vocabulary Knowledge: Comparative Study Enhancing Between Semantic Mapping and Diglot Weave Techniques Simanjuntak, Olivia Virocky; Simanjuntak, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 2 (2018): 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.v3i2.671

Abstract

The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students’ vocabulary knowledge. This study is quantitative, utilizing comparative research design,a simple research design which is used to examine two techniques of teaching. In this study, the researcher treated two groups with two different techniques: Semantic Mapping and Diglot Weave. Each technique is deemed to be comparable in enhancing students’ vocabulary knowledge. On the basis of the target this study, the researcher has to decide which technique that is more effective in enhancing students’ vocabulary knowledge. The researcher found out that there is significant difference between group that was taught using Semantic Mapping technique and group that was taught using Diglot Weave Technique in enhancing students’ vocabulary knowledge. In fact, the group that acquired Diglot Weave Technique had higher gain of score than the group that acquired Semantic Mapping.Keyword - Semantic Mapping Technique, Diglot Weave Technique, Vocabulary Knowledge
A Phenomenological Study: Speaking Anxiety Overwhelms English Learners Hutabarat, Asna; Simanjuntak, Debora Chaterin
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): 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.v4i1.679

Abstract

This study aims to determine the sources that cause speaking anxiety overwhelms English learners. It is qualitative in nature and focuses on learners’ speaking anxiety. The samples of the research are composed of senior high school students who deal with speaking anxiety. The primary data-gathering method is interview through semi-structured questions. The data were collected by in-depth face-to-face interview with 10 participants; the data were analyzed by determining the themes and description. The gathered data were analyzed using coding and verbatim quotes from research respondents. The results show 3 themes regarding sources that cause Speaking anxiety: Limitations of English Exposure, Fear of Negative Evaluation, and Learning Condition. It is undeniable that attitude holds an imperative role in learning to speak English. The results show two themes regarding learners’ attitude in causing them to become anxious whenever they speak English; the themes are self-inferiority and fear of making mistakes. Despite sources that cause learners to be anxious in speaking English, they find ways to reduce their anxiety in speaking English and from this study, there are two themes found regarding ways to reduce anxiety; they are: Media intervention and Establish learning support.   Keywords: Speaking Anxiety, Negative Evaluation, speaking skills  
OPTIMIZING PARTICIPATORY APPROACH THROUGH MEMRISE APP IN VOCABULARY ENHANCEMENT FOR INDONESIAN STUDENTS Wuisan, Nicole Jeanine; Simanjuntak, Debora Chaterin
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7540

Abstract

The participatory method is a well-established strategy approved by researchers and is regarded as essential for teaching English as a second language. The Memrise application is employed as a supplementary learning tool to make English classes engaging and captivating. Consequently, the objective of this research is to assess whether a significant disparity exists in vocabulary improvement between two Junior High School classes when using the Participatory Approach and Memrise. The research methodology applied here is quantitative, utilizing a comparative design comprising pre-tests and post-tests. Both classes are under the instruction of the same teacher (the researcher), but they employ different teaching methods. The 7A class is instructed through the participatory approach combined with the Memrise application, while the other class is taught using the conventional homeroom teacher method. Notably, both classes demonstrated improved vocabulary, but the 7A class exhibited a notably higher level of enhancement compared to the 7B class. Moreover, the results indicate a significant discrepancy in vocabulary enhancement between students taught using the participatory approach and the Memrise application versus other methods  which is shown through the average increase of the 7A class is 90% and the average increase of the 7B class is 39%. To summarize, the findings underscore the effectiveness of the Participatory Approach and Memrise in facilitating vocabulary enrichment and enhancement among students.  
The Use of Collaborative Method through Jeopardy Games to Enhance Learners’ Vocabulary Knowledge Sinaga, Melda Nofriyanti; Simanjuntak, Debora Chaterin
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1808

Abstract

Vocabulary knowledge is a primary aspect of understanding word meanings, including definition, nuances, and usage in different contexts. This research aims to explore the use of the Collaborative method through Jeopardy games in enhancing students’ vocabulary knowledge. This research is a quantitative study, utilizing a comparative research design. The research involved 8th graders as the respondents. The paired sample T-test was used to assess the effectiveness of the method. Based on the findings, the Jeopardy games used in conjunction with the collaborative method significantly enhanced students’ vocabulary knowledge. The implications of this research indicate that the combination of Jeopardy games and collaborative methods appears to have advantages in improving language skills and vocabulary retention, as perceived by a significant portion of students; wherein, 82% of students perceived vocabulary growth after using Jeopardy games in a collaborative method and 73% of students found Jeopardy games used with collaborative methods to be interesting. There has been a marked improvement in students’ vocabulary knowledge. Incorporating interactive and collaborative activities, such as Jeopardy games, into language learning provides students with opportunities to improve their learning experiences and outcomes.
Enhancing Vocabulary Growth: A Comprehensive Study on Collaborative Game-Based Learning and Digital Integration Sitohang, Claudya Septriana; Simanjuntak, Debora Chaterin
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9367

Abstract

This study explores the impact of collaborative game-based learning (GBL) and digital integration on vocabulary acquisition among English as a Foreign Language (EFL) learners. It investigates how interactive digital games, coupled with collaborative activities, enhance students' vocabulary retention and usage. Data was collected through qualitative data collection via online interviews on Google Meet and Zoom with 12 participants, the research reveals that students benefit from the social aspect of game-based learning, where collaboration with peers promotes active vocabulary use and real-time feedback. The study reveals that increased student engagement and motivation play a central role in enhancing vocabulary acquisition. Participants shared that the interactive and competitive nature of game-based learning (GBL) actively encouraged them to engage in vocabulary practice, making learning more enjoyable and dynamic. The findings highlight how game-based learning facilitates vocabulary acquisition through increased engagement and motivation. Collaborative and interactive learning fosters cognitive development and long-term retention.The real-time feedback provided by GBL helped students retain and apply new vocabulary over time. The collaborative aspect of GBL also emerged as a key factor in vocabulary learning, with students benefiting from peer interaction and shared knowledge in game-based environments. This collaboration fostered deeper understanding and allowed students to use vocabulary in meaningful contexts. Furthermore, personalized learning through digital tools was highly appreciated by participants, as adaptive features of digital platforms enabled them to learn at their own pace and tailor their learning experience to their individual needs, reinforcing vocabulary mastery. Overall, the study suggests that integrating GBL and digital tools not only aids vocabulary acquisition but also creates a more engaging, interactive, and personalized learning experience. These findings highlight the potential of incorporating these strategies into language instruction to strengthen vocabulary learning, provide real-world application opportunities, and advance overall language proficiency.
Co-Authors Anabel, Tan Winona Vania Br Bangun, Helli Kristiana Desty Laura Br Sembiring Helli Kristiana Br Bangun Hutabarat, Asna Isabella Gloria Hariadi Ketlin Melisa Situmorang Nelson Balisar Panjaitan Novel Doloksaribu Sihite, Ester Eveline Sihombing, Intan Angelia Simanjuntak, Olivia Virocky Sinaga, Melda Nofriyanti Sinambela, Kelvri L. Sitohang, Claudya Septriana Tan Winona Vania Anabel Wuisan, Nicole Jeanine Xuan, Kan