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Parent’s Role in Developing Children's English-Speaking Skills through Home-Based Language Learning Yenni Christina
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (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.v10i2.3189

This study examines the critical role that parents play in assisting their children in improving their English-speaking abilities through language learning activities carried out at home using the Narrative Inquiry approach. The research aims to provide a thorough understanding of how parent-child interactions affect language development in addition to formal education. Recognizing the importance of the home environment, the study intends to illuminate the unique contributions parents make to their children's English proficiency, emphasizing the necessity of a thorough approach to language learning. Using in-depth interviews to gather rich, qualitative data, the main technique is narrative inquiry. Parents talk about their experiences and methods for encouraging English speaking in the family. This method enables a detailed investigation of the complex relationships and narratives that emerge in the setting of parent-child language development. Preliminary findings highlight a diverse range of home-based language learning activities, such as interactive dialogues, storytelling, reading English book, watching videos, using online applications, and language-rich routines. The narratives provide insights into the unique strategies parents employ to cultivate their children's language skills, revealing a profound impact on English-speaking abilities. Therefore, parents play a crucial role in helping their children develop their English-speaking skills.

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

The Effect Of Digital Animated Books On Grade VII Students’ Listening Comprehension Sibarani, Cecilia Rianela; Christina, Yenni
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 4.A (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to determine the effectiveness of using digital animated books in improving students’ listening comprehension in Grade VII of SMP. The research employed a quantitative method with an experimental design, specifically a pre-test and post-test control group design. The population of this study consisted of grade VII students, with two classes selected as samples: class VII A as the experimental group, consisting of 26 students, and class VII B as the control group, consisting of 24 students. The instrument used in this study was a listening comprehension test in the form of multiple-choice questions. The data were collected through pre-test and post-test administered to both groups. The experimental group was taught using digital animated books as the learning media, while the control group was taught using conventional teaching methods. The data were analyzed using a normality test, an independent sample t-test, and N-Gain analysis. The result of the independent sample t-test showed that the significance value was 0.000, which is lower than 0.05, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Furthermore, the N-Gain score of the experimental group was 0.60, categorized as medium improvement, while the control group obtained 0.29, categorized as low improvement. Based on the findings, it can be concluded that the use of digital animated books is effective in improving students’ listening comprehension. Digital animated books help students understand the material more easily, increase their engagement, and enhance their listening skills.

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

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