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Acuity : Journal of English Language Pedagogy, Literature and Culture

acuity
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Published by Universitas Advent Indonesia

ISSN : 25410229 EISSN : 25410237 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

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.

Arjuna Subject : -

Articles 284 Documents

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English L1 VS. L2 Differences in Dissertation Abstracts: Lexical Density, Lexical Diversity and Academic Vocabulary Use SUSOY, ZAFER
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3079

This study examines lexical density, lexical diversity and academic vocabulary use in the dissertation abstracts written by EFL (English as a foreign language), ESL (English as a second language) and English L1 (Native Speakers) post graduate students to find out whether these lexical features differ across different English language backgrounds of writers. The data for this study came from a total of 75 dissertation abstracts (n=25 per group) which were about English Language Teaching and related areas. The abstracts were analyzed whereby automated text processing tools and the mean differences were compared between groups with ANOVA and post hoc analysis. A correlation analysis was also computed between the investigated variables. According to the findings, lexical diversity index produced statistically significant differences between EFL and NS groups, however, the subtle mean differences of lexical density and academic vocabulary use were not found significant. On the other hand, the correlations co-efficient scores offered insights into the nature of relationships of the variables in question. The findings are discussed within the framework of idiosyncratic context of ‘abstract genre’.

Vocabulary Enrichment through Picture Word Inductive Model (PWIM): An Experimental Study Marpaung, Marlin Steffi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3123

Vocabulary is one of the important aspects in learning English. This study sought the answer of the following question: 1). Is there a significant difference on the students who are taught using Picture Word Inductive Model (PWIM) to improve vocabulary knowledge and students who were taught using conventional method? The sample in this research are 8th grade students of SMPN 3 Parongpong, Bandung Barat in academic year 2019/2020. The students were divided into two groups, one class was taught using Picture Word Inductive Model (PWIM) and the other one was taught using conventional method. This is quantitative research with an experimental design. The instrument used for this study was vocabulary test, which contained 35 questions. The result of the study showed that the pre-test for the experimental group was 51.73 and the conventional group was 51.63 while the post-test results for the experimental group was 78.63 and the conventional group was 60.83. In summary, it can be concluded that there is a significant different between students who were taught using Picture Word Inductive Model (PWIM) and the students who were taught using conventional method in improving students’ vocabulary knowledge. For further researcher, this study can be a reference for researchers to do another study with different level of students.

Role-Playing Improves Speaking Proficiency Skills Katemba, Caroline V.; Grace, Ruth M.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3153

The goal of this research is to determine whether the Role Play Technique may improve students' speaking skills, particularly in grade XI. The study was carried out at SMAN 1 Cisarua, Bandung Barat, with 34 students from grade XI Science-3 serving as the sample. This is a pre-experimental study. After 16 hours of treatment (two hours per meeting utilizing the Role Play technique), the students were given a pre-test and a post-test. After analyzing the data, it was discovered that there is a substantial difference in enhancing students' speaking skills following therapy with the Role Play Technique. Based on the interpretation of the data analyzed it was found that the p-value is 0.000 (Sig.) ≤ α (0.05) then Ha is accepted and Ho is rejected. The pre-test score is 42,08 % and the post-test score is 62,6 %. And the gain is 0,377. It is recommended to keep motivating the students to use the role-play properly in the future to improve their English speaking skills.

Reflections from Learners of English as a Foreign Language in a Multicultural Non-native Context KİMSESİZ, Fatma
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v9i1.2900

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkey. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented in a descriptive form. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native speaker teachers.

The Effect of Using NLP Techniques on Writing Ability of EFL Learners Elham ZARFSAZ; SALAMAT, Marjan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v8i2.2952

Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro) , how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present study was an attempt to investigate the effect of NLP techniques on the writing ability of English as a Foreign Language. To achieve this goal, two intact classes of students were selected to form an experimental group (n=15) and a control group (n=15). A writing ability pretest (based on the course content) was given to all participants. The participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their writing. In the control group, the conventional approach to teach was used. Comparing the results the posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on writing ability EFL learners. Therefore, NLP can improve writing ability by improving various processes such as communication and information processing. It can be used by teachers, trainers and syllabus design.

Students’ Perceptions on the Use of Hot Potatoes Exercises in English Subject David Geba Abi Anandi; Marchellina Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v9i1.3011

This study aimed to examine students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The research questions in this research are: 1) What are the students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject? and 2) What are the advantages and disadvantages of using “Hot Potatoes” exercises in practicing recount text material in English Subject? The method used was a descriptive qualitative method. The participants of this research were 29 students of a senior high school in Tangerang. The findings show the students have positive responses towards the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The conclusions are the students give positive responses on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The advantages of using Hot Potatoes exercises are related to understandable and fun questions, and instructions, the motivation improvement in English learning, the interactivity, and the variety of English exercises. Lastly the disadvantages of using “Hot Potatoes” exercises are the need for internet connection to access the exercises, and the availability of devices, and the inability of some features.

Enhancing EFL Learners’ Free Writing Skill with a Web 2.0 Tool ‘Storybird’; an Action Research Çetin Köroğlu, Zeynep
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3041

Freewriting is perceived as a pre-writing activity to collect language learners' initial ideas before the actual writing process. Unlike brainstorming activities, language learners should write their ideas and thoughts without concerning grammatical rules, spelling, punctuation or coherence, etc. throughout the given time. Freewriting activity prepares the student for an actual writing activity and enables them to produce more comprehensible and eligible texts. Current research aims to investigate whether free writing activity can be digitalized through a handy tool, which is Storybird, in preparatory classrooms. The research was carried out with 54 EFL learners in the 2019 fall term of the academic year. The participants were English language teacher candidates who have studied English for many years in Turkey. The research was designed as action research and qualitative finding were gathered. The treatment process lasted for four weeks and a written structured interview was administered at the end of the treatment process. Results of the current study show that nearly all the participants are satisfied with the utilization of Storybird in free writing activities. Additionally, they thought that the tool boosts their attitudes toward writing. The results indicate that free writing activities can be carried out digitally to make language learners more engaged and productive in writing.

Pre-service English teachers’ writer’s block, writing anxiety, and perceived writing competence: A longitudinal, correlation study Bayraktar Balkir, Nalan; Celik, Handan; Cepni, Gokhan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3083

Writing is a demanding language skill to develop. Psychological factors such as writer’s block and writing anxiety are most probable when writing is performed. The role played by the integration of certain means to help learners improve their writing competences and decrease their writer’s block and writing anxiety deserves attention. Hence, this study reports on the implementation of synectics, as a pre-writing technique, in a year-long writing skills course in an English language teacher education programme in Türkiye. In a time-series repeated measures quasi-experimental design, we collected data regarding the pre-service English language teachers’ (N=44) writer’s block, writing anxiety, and perceived writing competence before, during, and after the use of synectics in teaching writing essays of different genres. Through descriptive and inferential tests, we examined the likely changes in the pre-service teachers’ writer’s block, writing anxiety, and perceived writing competence, and the correlation between them. Despite fluctuations and no statistically significant difference, the pre-service teachers’ writer’s block and writing anxiety decreased, and their perceived writing competence increased. However, the statistically significant relationship between writer’s block, writing anxiety, and perceived writing competence could suggest the interplay between them and the likely role of synectics in the teaching of essay writing.

English-Speaking Anxiety and Self-Esteem of Students at a Selected Private Junior High School in Minahasa Utara Simanungkalit, Ate Gueen; Likuayang, Christin Claudia
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): 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.v8i2.3176

Abstract This article reported a descriptive, correlational, and comparative quantitative research on English-speaking anxiety and self-esteem: description level of the two variables, relationship between them, and difference between 190 female and male respondent students at a selected private Junior High School in Minahasa Utara. To answer research questions, two questionnaires used to collect numeric data were as follows: the Horwitz’ Anxiety in Speaking English and Rosenberg’ conventional Self-esteem which were examined as valid and reliable after a statistical analysis through test of scale reliability. The findings revealed a high level of English-speaking anxiety and moderate level of self-esteem among the respondents; a statistically significant and negative relationship was found between English-speaking anxiety and self-esteem; and no significant difference were found between the female and male students’ anxiety in speaking English and their self-esteem. Nevertheless, the findings of this study were obviously deemed inconsistent with findings of previous studies conducted Indonesia and some Asian countries. Therefore, this study came up with recommendations that similar further studies be conducted in local context which could bring about more relevant, useful, and applicable implications. Keywords: English-speaking anxiety, gender difference, self-esteem

Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction Katemba, Caroline Victorine; Tomatala, Sarah V.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v9i1.3245

Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.

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Caroline V. Katemba

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Home Page

OAI Link

Editorial Team

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Reviewer

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Contact Name Caroline V. Katemba

Contact Email ctobing@unai.edu

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Journal Mail Official jurnal.acuity@unai.edu

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Location Kab. bandung barat, Jawa barat INDONESIA

Abstract

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Abstract

Contact Name
Caroline V. Katemba

Contact Email
ctobing@unai.edu

Phone
-

Journal Mail Official
jurnal.acuity@unai.edu

Editorial Address
-

Location
Kab. bandung barat,

Jawa barat

INDONESIA