Acuity: Journal of English Language Pedagogy, Literature and Culture

Improving English Speaking through Media in the Digital Age

Lely Nurarifah — 2024-09-01

The study was conducted to identify students' difficulties in speaking English and recommend strategies to cope with these difficulties so that their ability to speak English can be improved. The era of globalization requires students to be able to master English to keep up with current developments. Entering the era of free markets requires students to prepare competent resources, especially in the field of communication. Because English is a global means of communication, it makes English a language to be actively mastered, both written and verbal. The research method used is qualitative, with the data collection method using interviews and documentation. The participants in this study were 15 people. The result of this study is that the problems experienced by students in learning to speak English among them are less practice, less vocabulary, less accurate pronunciation, less training, not supportive environment, as well as less customization. To improve English speaking skills, it is necessary to reduce these difficulties by 1) memorizing vocabulary; 2) listening to English words and sentences; 3) multiplying speech and speaking exercises using English; 4) multiplying practice; 5) finding friends who have an interest in learning to speak English; and 6) getting used to speaking English consistently.

Parenting Style and Attitude Toward English Learning of Public Middle School Students

Ate Gueen Simanungkalit — 2024-10-06

This quantitative research investigates the influence of parenting styles on students’ attitudes toward learning English, including the descriptions of parenting styles and student attitudes toward learning English. The study involved 146 students from public middle schools in Airmadidi District, North Minahasa Regency, selected based on availability and willingness. Data was collected through a questionnaire and analyzed using descriptive and inferential statistics, including correlation and regression analysis. The results showed that parents employ various parenting styles – authoritative, authoritarian, and permissive - at moderate levels, with no extreme preference for any style. Despite this, students exhibited positive attitudes towards learning English, characterized by diligence and enthusiasm. The permissive parenting style did not significantly influence students’ attitudes. However, both authoritative and authoritarian styles individually had a significant impact. When the three parenting styles combined as predictors, permissive parenting remained insignificant, while authoritative and authoritarian styles significantly influenced students’ attitudes positively. This suggests that a mix of supportive authoritative and directive authoritarian parenting can positively affect students’ attitudes toward learning English.

Teachers’ Beliefs and Practices in the Implementation of CLIL in an Indonesian Primary School

Atin Kurniawati — 2024-10-15

This study investigates teachers’ beliefs and practices in the implementation of CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers’ stories, which represented their teaching experiences in CLIL classes. Involving four CLIL teachers with 5–11 years of teaching experience, this study reveals that the teachers believed that CLIL was a good approach for encouraging students and teachers to improve their competencies, both in English and content subjects. As students had different levels of English proficiency and motivation, the teachers believed that CLIL classes should be carried out in meaningful and engaging ways. They also believed that school stakeholders and teacher colleagues’ support was very prominent in assisting them to teach in CLIL classes. In its implementation, CLIL classes were carried out for mathematics, natural science, citizenship, and social science subjects, while other subjects were delivered in Bahasa Indonesia. As English was the main language for classroom instruction and daily communication, the school stakeholders provided several supporting programs to familiarize teachers and students with the use of English both inside and outside classrooms. Beyond the current implementation of CLIL, the teachers hoped for improvements in school facilities and more time allotment for teacher professional development and teaching preparation. The findings also imply that the implementation of CLIL requires complex competencies of the teachers and adequate support from the school stakeholders.

Unearthing the Traces of CEFR’s Mediation in EFL Textbook

Emrah Cinkara — 2024-11-17

The main aim of the present study is to reveal the relationship between a 4^th grade EFL textbook used in Turkey and the mediation notion that is given a place in Companion Volume to the CEFR (CEFR/CV) in 2018. Deductive thematic content analysis method of qualitative research including usage of techniques such as re-reading and taking notes was conducted to analyse the data coming from data collection process. Textbook activities were unpacked and coded under themes that were determined beforehand. Then, illustrative descriptors for mediation from the CEFR/CV were extracted and coded as well. Mediator activities found in the textbook and illustrative descriptors of mediation were comparatively analysed to reveal the extent of their match. Themes were created out of the illustrative descriptors for mediation from the CEFR/CV, and textbook activities were unpacked and categorised in the light of these themes with their IDs that were determined before. Finally, a second opinion on the themes, categorizations and coding processes is received from an expert in the field. Descriptive analysis was utilized to display the relationship between the textbook and mediation characteristics in the CEFR/CV. The results show that most of the textbook activities do not reflect the characteristics of mediation mentioned in the CEFR/CV. There were 14 mediator activities out of 168 activities that indicate mediation, which constitutes 8,3% of the textbook. There were also other mediators found in the textbook such as visual and audial aids.

Determinant Factors Influencing English Speaking Skill among Undergraduates: Challenges and Remedial Strategies

Wali Khan Monib — 2024-11-17

The exploration of factors affecting English-speaking skill remains a cornerstone in English language teaching research. However, a notable gap exists concerning the nuanced understanding of the affecting factors, especially within undergraduate contexts through the lens of Stephen Krashen's Second Language Acquisition Theory. This study explored the determinant factors influencing English-speaking skill among undergraduates studying English as a Foreign Language (EFL), using quantitative and qualitative approaches. By scrutinizing four essential domains – teacher and teaching-related aspects, curriculum and environmental factors, monitoring and linguistic, and affective and psychological factors – this research uncovers pivotal insights. The findings underscore that each of these factors significantly influences students’ speaking skill. The study highlights a need for active learning, authentic materials, and supportive environments to improve speaking skills. Furthermore, the findings indicate potential impediments of excessive grammar focus on fluency during spontaneous speech. Several strategies were unveiled to address the identified issues. The findings offer invaluable insights for educators, curriculum developers, and institutions regarding curriculum, teaching methods, and diverse strategies.

Guided Note-Taking Strategy in Strengthening Students' Listening Skills

Yulia Setia Permana — 2024-12-11

This study explores using a guided note-taking strategy to address the issue of low listening skills among students. The primary aim is to evaluate the effectiveness of this strategy in strengthening listening skills. Conducted as qualitative research using a descriptive method, the study involved a school principal, classroom teachers, and three fourth-grade students as informants. Data collection techniques included interviews and document analysis. The study identifies several factors contributing to students' low listening skills, including limited concentration, insufficient understanding, weak memory retention, low motivation, and hearing impairments. Teachers sought to address these challenges by implementing the guided note-taking strategy. The findings suggest that this approach fosters improved listening skills through structured, easily applied steps.

Unlocking Reading Comprehension: A Comparative Study of Individual vs. Group Annotation Strategies

Caroline Victorine Katemba — 2024-12-13

This study investigates the effectiveness of individual versus group annotation procedures in improving reading comprehension among students learning English as a foreign language. The study's goal is to examine the effects of two annotation procedures, individual and group annotations, on students' reading comprehension and analyze their reactions to these strategies. Data were obtained from two groups of eighth-grade students at SMPN 5 Lembang, one using individual annotation and the other employing group annotation methodologies. The study used pre- and post-tests to assess comprehension improvement, as well as statistical analyses (SPSS) to compare the two groups. The results showed that, while both strategies improved reading comprehension, students who used group annotation made larger gains. The group annotation approach also increased students' interest and motivation, as shown by more favorable responses to the strategy in post-treatment questionnaires. The findings indicate that group annotation is more effective than individual annotation in improving reading comprehension because it promotes better teamwork, motivation, and a deeper grasp of the material. Furthermore, the study emphasizes the need to tailor reading tactics to individual characteristics among students, implying that group annotation can be a more interesting and successful approach to developing reading abilities.

The Figurative Language Analysis in “The Chronicles of Narnia: The Last Battle, Book 7” by C. S. Lewis

Marlin Steffi Marpaung — 2024-09-01

Figurative language aids the reader in understanding the author's goals in addition to making the material more entertaining to read. The following research questions will be addressed by this study by identifying the figurative language techniques and the interpretation of each figure of speech in the book The Chronicles of Narnia: The Last Battle: Book 7. The following questions were addressed by this study: 1) What is the figure of resemblance or relationship used in the novel; 2) What is the figure of emphasis or understatement found from the novel? 3) What is the figure of sounds found in the novel; and 4) How many imageries are found in the novel The Chronicles of Narnia: The Last Battle Book 7 and the meaning? The research methodology used in this study is qualitative descriptive. The data are gathered by the researcher through data collecting from a range of books and library research. Based on the results, there is the figure of resemblance or relationship with 23 kennings, 4 personifications, and 12 synecdoche; the figure of emphasis or understatement with 5 paradoxes and the explanation of the climax; the figure of sounds with 35 onomatopoeias, 74 repetitions, assonance with repetition of the o͞o (u) sound, repetition of the ou sound, repetition of the ā (ei) sound, repetition of the i long sound, repetition of the ə sound, repetition of the ē (i) sound, and repetition of the ai sound; and 17 imageries. The most common use of figurative language categories is the figure of sounds with 35 onomatopoeias and 75 repetitions.

A Study of Verb Inflection Usage in Sentences by EFL Students: Challenges and Trends

Nur Rahmi S. Madanun — 2024-12-16

This study investigates the distribution and challenges of verb inflection usage among English as a Foreign Language (EFL) students at Tadulako University, focusing on regular verb inflection namely the use of suffixes such as -ed, -s, -ing, and -en suffixes as well as irregular verbs such as ablaut, suppletion, and zero modification in tenses and aspects. Using a quantitative descriptive approach, data were collected through tests and questionnaires from 148 third-semester students. The analysis results show that regular verbs, especially the suffix -en, are more challenging for EFL students. Seven factors that influence the use of verb inflection were identified: 1) vocabulary limitations; 2) fear of making mistakes; 3) low motivation; 4) teaching methods and quality of instruction; 5) lack of practice; 6) classroom environment; and 7) peer influence.