Acuity : Journal of English Language Pedagogy, Literature and Culture
Journal of English Language Pedagogy, Literature and Culture (Jelpedlic) is the research journal for the Teaching of English, Literature & Culture. It publishes research-based articles, reviews and poems, which reflect on every aspect of English teaching. The journal also considers new developments in literacy, drama, film, literacy studies, literature, language, media, and new technologies as they pertain to the teaching of English.
Articles
206 Documents
<![CDATA[Students` Responses in Enhancing New Vocabulary Through Subtitled English Movies ]]>
<![CDATA[Katemba, Caroline Victorine]]>;
<![CDATA[Ning, Wei]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 1 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v3i1.623
<![CDATA[The aims of this study is to find out the student responses in enhancing new vocabulary through subtitled English Movies. And the research question is “what are students` responses in enhancing new vocabulary through subtitled English movies?” to achieve this objective, the study employed a quantitative method. The data were obtained from questionnaire. The questionnaire were distributed to the Universitas Advent Indonesia. The data were then descriptively analyzed. The result of this study indicated that most of student responded positively through subtitled English movies in enhancing new vocabulary. This research findings are expected to contribute to the efforts in the teaching and learning area, particularly in increasing students` vocabulary. Keywords: Subtitled English Movies, Student` Responses, Vocabulary]]>
<![CDATA[Comparative Study between Jigsaw 1 Model and Picture Composition to Enhance Students’ Ability in Writing Descriptive Text ]]>
<![CDATA[Nining Safitri, Debora Chaterine Simanjuntak,]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 1 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v3i1.624
<![CDATA[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]]>
<![CDATA[Comparative Study: Enhancing Students’ Reading Comprehension Ability through Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD) Learning Models ]]>
<![CDATA[Pandiangan, Ezra Novianty]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.672
<![CDATA[Cooperative learning is considered to be effective to enhance students’ English skills. This study utilizes two learning models under cooperative learning: Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD). This study aims to find out whether there is a significant difference between those two learning models in enhancing students’ reading comprehension ability. The instrument of this study is the reading test which was piloted before distributing it to the actual respondents. The results of this study show that after comparing the two learning models, there is a significant difference in students' reading comprehension ability. Additionally, in this study, the author seeks respondents' response towards both learning models and it is found that the respondents' response falls under really like category; which means, they really like the two learnings models to be utilized in the classroom to enhance their reading comprehension ability. Keywords: Reading Comprehension Ability, Ing Ngarsa Sung Tuladha, STAD, Cooperative Learning models.]]>
<![CDATA[A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability ]]>
<![CDATA[Marpaung, Glory Destiny Biantice]]>;
<![CDATA[Pandjaitan, Nelson Balisar]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.673
<![CDATA[The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw]]>
<![CDATA[The Comparison Between START and TAI Models in Improving SMP Students' ReadingComprehension Ability ]]>
<![CDATA[Sihombing, Triumph]]>;
<![CDATA[Katemba, Caroline Victorine]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.674
<![CDATA[This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. This study used a quantitative research method and comparative design. The participants of the study were 63 students that were divided into two groups. Class VIIB students were taught through the START model and VIIC students were taught through the T-A-I model. The conclusion is: There was an improvement in the reading comprehension ability of students who were taught using START, categorized as moderate and T-A-I cooperative learning models, categorized as low. Moreover, there is a difference in the students reading comprehension improvement between those who acquired START and T-A-I teaching models. Keywords: Reading comprehension ability, Narrative Text, Descriptive Text, START, T-A-I, Teaching Model.]]>
<![CDATA[Agnes Grey’s Search for Self-Identity in Agnes Grey by Anne Bronte ]]>
<![CDATA[Rahayuningsih, Yanti]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.676
<![CDATA[This study aims to reveal, identify and describe Agnes Grey's search for self-identity. Also, the writer of the thesis wants to show that the situations in Agnes Grey's adolescence period are the same as the real life of the author, Anne Bronte. The research method used is the psychology of literature. The results of the analysis indicated that by using theory from Erik H. Erikson, Agnes Grey found her true self in three stages. Key Words: self-identity, individuation, psychology approach.]]>
<![CDATA[Implementation of Story Mapping and Mind Mapping Toward Students' Reading Comprehension Enhancement: A Comparative Study ]]>
<![CDATA[Wulandari, Novia]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.678
<![CDATA[The purpose of this study is to find out significant difference in implementing Story Mapping and Mind Mapping techniques toward students’ reading comprehension enhancement. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. This study addressed three research questions: (a) What is the achievement of the students after being treated with Story Mapping and Mind-mapping Techniques? (b) Is there any significant difference between Story Mapping and Mind-mapping techniques in enhancing students’ reading comprehension?, (c) What is students’ response towards Story Mapping and Mind-mapping techniques? There are different types of text in reading; however, the researcher limited the texts given to the participants,utilizing narrative and descriptive texts only. This study utilized small average amount of sample size,72 eight graders to be given the treatment. The purpose of limiting the number of participants is to provide effective treatment for them. The result of this study shows that p. value (sig) = 0.279 > α (0.05). After analyzing the data, the researcher found out that the students reading comprehension are enhanced but there is no significant difference in reading comprehension enhancement between those who acquired Story Mapping technique and those who acquired Mind Mapping technique. Both techniques are deemed to be effective in enhancing students’ reading comprehension. Keywords Reading comprehension, Story Mapping, Mind Mapping]]>
<![CDATA[A Phenomenological Study: Speaking Anxiety Overwhelms English Learners ]]>
<![CDATA[Hutabarat, Asna]]>;
<![CDATA[Simanjuntak, Debora Chaterin]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v4i1.679
<![CDATA[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  ]]>
<![CDATA[The Correlation between Self-Confidence and Students’ English Achievement of Tertiary Students at Universitas Advent Indonesia ]]>
<![CDATA[Marpaung, Marlin Steffi]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 2 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v3i2.648
<![CDATA[Self-confidence is one of the important factors in determine students’ English achievement. This study aims to find out the correlation between self-confidence and students’ English achievement and to answer the question of the hypothesis there is a correlation between self-confidence and students’ English achievement. The sample of this study were 30 tertiary students of English Language Education study program at Universitas Advent Indonesia. A questionnaire was used to gather the data, the questionnaire consisted of 20 questions and used the five-point Likert scale. The questionnaire was given to the students to measure their self-confidence and then correlated the questionnaire result with the students’ English achievement grade. Spearman’s Coefficient of (Rank) correlation was used in order to answer the question of the correlation between self-confidence and the students’ English achievement and the data was calculated using SPSS. The result showed that there is no significant correlation between self-confidence and students’ English achievement. However, since there is no enough evidence, they cannot be rejected. For future researchers, it is recommended to do another study with enough data and evidence with different levels of students and different aspect of English skills such as speaking. Keyword: Self-confidence, English Achievement, tertiary students]]>
<![CDATA[A Comparative Study between Presentation, Practice, Productive (PPP) and Artworks Techniques toward the Enhancement of Students' Descriptive Writing Skills ]]>
<![CDATA[Silalahi, Fransisca Masta]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 2 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v3i2.649
<![CDATA[The aim of this study is to find out whether there is any significant difference in enhancing students’ descriptive writing skills between students who acquires Presentation, Practice, Production (PPP) and students who acquires Artworks Technique. This is a quantitative study, utilizing comparative design in order to compare different treatments toward students’ enhancement in descriptive writing skills. The researcher compares the result through pre-test and post-test. After analyzing the data, the researcher found out after being treated using two techniques: PPP and Artworks, students’ skills in descriptive writing is achieved. However, the normalized gain score falls in Low criterion. Aside from that, based on the data analysis there is significant difference between two techniques: PPP and Artworks in enhancing students' descriptive writing skills. In addition to that, the students give positive response after being treated. From the response questionnaire, the mean score falls in High criterion. The scope and delimitations of this study evolve around components of two techniques: PPP and Artworks to provide insights toward enhancing students' ability in writing descriptive text. Keywords Presentation Practice Production (PPP), Artworks, Descriptive Writing Skills]]>
