Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of English Language Teaching and Literature (JELITA)
Dwi Riyanti
Tanjungpura University, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Designing Animation Videos of Narrative Texts as Supplementary Reading Material Meysithah Risky Dwiyani; Dwi Riyanti; Yanti Sri Rezeki
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.448

Abstract

This study aimed to design and develop animation videos of narrative texts as supplementary material for the tenth-grade students of SMA N 9 Pontianak. Narrative texts are commonly extensive, which causes students to experience boredom and struggle while learning materials. This study emphasizes the needs of students who lack interest when reading narrative texts in English. Students require a tool that will assist them in understanding the narrative texts. This issue may be solved through the development of an animated video. However, the study only focused on the design and development of the animation video. This development research involved four phases: identifying needs, exploring needs, contextual realization, and production of materials. The subject of this study is the tenth-grade students of SMA N 9 Pontianak and the English Teacher as the evaluator. Three folklores of West Kalimantan have been developed into animated videos in this study, such as Bujang Nadi and Dare Nandung, The Crying Stone, and The Greedy Fisherman. The final product of this research was conceptualized for a group discussion, allowing students to participate actively in class activities. The findings revealed that the developed animation videos of narrative texts meet 90 percent criteria for supplementary reading material by the evaluator. Considering that the video is available on YouTube, it can be utilized in various educational settings as it covers the topic.
Social And Cognitive Factors Affecting Students’ Achievement in Using M-Reader Chandra Andrean; Ikhsanudin; Dwi Riyanti
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/a4h6ff02

Abstract

This study aims to investigate the social and cognitive factors that influence students' achievement in using M-reader, a mobile reading application. The study was conducted using a descriptive quantitative design, which involves collecting and analyzing data to know the social and cognitive factors affecting students’ achievement, the level of affection and how the factors affect students’ achievement in using M-reader. The data were derived from online questionnaires and interviews. The study involved collecting data from thirty students from the Sociology study program who are using M-reader for their English subject. This study concluded there were several subfactors that included in the social and cognitive factors. The level of affection from social and cognitive factors were in the trend of high to highest. In addition, social and cognitive factors developed students’ awareness and help them in achieving certain number of words in using M-Reader. Keywords: social factors, cognitive factors, M-Reader.
Co-Authors Chandra Andrean Ikhsanudin Meysithah Risky Dwiyani Yanti Sri Rezeki