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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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THE USE OF DIGITAL AUDIO IN ENHANCING EFL LEARNERS’ LISTENING PROFICIENCY Sihombing, Intan Angelia; Simanjuntak, Debora Chaterin
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1118

Abstract

Listening is a critical ability to have, not only because of the time it takes in interactions but also because of its role in daily life. This study has been designed to explore the use of digital audio in promoting listening proficiency. Further research is required to determine how this position affects speakers of Indonesian who are learning English as a foreign language (EFL). A comparative study served as the foundation for this study's design. In this study, the research participants were at the upper secondary level, and their listening ability was examined in relation to the effects of digital audio (online podcasting on Spotify). Sixty students were involved in the study based on their performance on the placement test. Findings from the post-test showed that the group exposed to digital audio experienced an increase in their listening proficiency level, while the group not exposed to digital audio showed a little improvement in their proficiency level. By looking at the N-gain of their results, the group whose participants were not taught using active listening had an N-gain of 0.62, while the improvement of the second group resulted in an N-gain of 0.76, indicating that the group increased their listening proficiency level. The findings of this study showed that, with a result of 0.0235, there was no significant difference between the two teaching groups, where the significant value was greater than 0.005. claiming that while there is some difference between the two methods, it is not very much, and that both improve listening skills.
Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability through Focus Group Discussion Anabel, Tan Winona Vania; Simanjuntak, Debora Chaterin
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4994

Abstract

In the new normal era, the learning system has changed from online learning to hybrid learning. This learning system is widely applied in many universities. Thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in English language teaching. In the EFL context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. This study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for English-speaking ability through Focus Group Discussion (FGD) method. From the FGD, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. The information gathered was examined using thematic analysis and an interpretative description approach. The participants of this study were Non-English majors and English lecturers. The result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. Emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. As for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency.
The Effects of Vocabulary Mastery on English-Speaking Ability: A Meta-Analysis Study Br Bangun, Helli Kristiana; Simanjuntak, Debora Chaterin
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4995

Abstract

The purpose of this meta-analysis is to analyse the effects of vocabulary mastery on English-speaking ability, which has been a extensively focused on English language teaching. A descriptive qualitative technique was utilized in this study. The data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and English-speaking ability. The meta-analysis involves the studies conducted in Indonesia to draw deeper characteristics of the phenomena. The r and n were found in the data. n is the number of respondents, and r is the coefficient value. The researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. The data was analyzed with the help of JASP program. Because K = 21, 5K+10 Equals 115. The obtained fail-safe N value is 4727.000, with a significant target of 0.05 and p < 0.001. Because N > 5K+10 is a safe value, it is assumed that no publication bias exists in the Meta-Analysis study. In addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on English-speaking skills. 
Raising Bilingual Awareness Utilizing Montessori Philosophy and Multi-modal Learning Simanjuntak, Debora Chaterin; Agustinar Centhya Sinaga; Simanjuntak, DEBORA
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/z0sf9086

Abstract

Access to engaging and developmentally appropriate English instruction for young learners in Indonesia remains uneven, and parents’ understanding of bilingualism is not always aligned with current research. This study investigated how a Montessori-inspired, multi-modal English learning program supported young children’s engagement and emerging bilingual awareness, and how parents perceived its impact. This study was conducted over two semesters in Parongpong and involved a lecturer, a certified Montessori teacher, and 14 pre-service teachers who facilitated learning sessions. Data were collected from approximately 30 young learners per program cycle, with 15 children and several parents purposively selected for semi-structured interviews. Data were analyzed using deductive thematic analysis based on categories from the literature on bilingualism, multi-modal learning, and parental involvement. The findings show (1) multi-modal, hands-on activities grounded in Montessori principles increased learners’ enthusiasm and supported vocabulary retention; (2) a gap remained between receptive and productive skills, especially when learners were asked to speak in front of peers; (3) both children and parents held positive attitudes toward bilingualism and linked English to future opportunities; and (4) parents hoped for clearer guidance to continue bilingual support at home. The study suggests that Montessori-based, multi-modal instruction can be a viable model for early bilingual education in community settings, provided that explicit oral-language scaffolds and home–school collaboration are strengthened.
Co-Authors Agustinar Centhya Sinaga 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, Debora Simanjuntak, Olivia Virocky Sinaga, Melda Nofriyanti Sinambela, Kelvri L. Sitohang, Claudya Septriana Tan Winona Vania Anabel Wuisan, Nicole Jeanine Xuan, Kan