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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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Exploring Inflectional Morphemes in Sentences Written by EFL Students Artika; Bochari, Siska; Lebagi, Desrin; Maf'ulah
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.v10i2.3857

The objective of this research was to find out the types of inflectional morphemes that the students frequently misused and to find out the difficulty factors faced by students in using the type of inflectional morphemes. The population of this research consisted of 5th-semester students from the English Education Study Program at Tadulako University. The sample was selected using a simple random sampling technique, and there were 136 students in the 5th-semester class. The method of this research depends on the quantitative descriptive data using statistical analysis. Tests and questionnaires were used to collect the data. The researchers found that the ablaut adjective as an irregular form is the type of inflectional morphemes frequently misused by the students; the frequency of many incorrect forms is 160, and the difficulty factors that are affecting the students' use of inflectional morphemes are psychological as internal factors and peer and advisor support as the external factors.

The Relationship between Self-determination, Career Motivation, and Conscientiousness in Teacher Education: Career Motivation, Conscientiousness, ELT, Pre-service Teacher Education, Selfdetermination Theory Kurt, Ali; Topkaya, Ece Zehir
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3441

Teacher quality is determined by several internal and external factors such as motivation, personality, teacher education programs, and policymaking. Developing insights into how and to what extent these factors interact with one another informs stakeholders in teacher education helping them evaluate and shape the conditions, approaches, content, and practices. This study examined the interplay between autonomy, competence, relatedness, conscientiousness, and career motivation within the framework of Self-Determination Theory (SDT), a macro-motivational theory, among pre-service English language teachers (PSTs) at a university. Utilizing a sequential mixed-method approach, quantitative data from 271 participants were analyzed, supplemented by semi-structured interviews with 17 students. The findings revealed low to moderate correlations among constructs, with notable moderate correlations between competence and conscientiousness (r=.42, p<.01), along with competence and relatedness (r=.38; p<.01). Qualitative insights corroborated these findings, highlighting that relatedness is the weakest factor with a negative connection to career motivation due to poor lecturer-student relationships. The study emphasizes the critical role of faculty-driven education in enhancing PSTs' competence and underscores the need for fostering a supportive educational environment that promotes autonomy and conscientiousness. Recommendations include enhancing teacher education practices to support self-determined motivation and addressing the negative impacts of inadequate lecturer-student relationships on educational outcomes

The A Comparative Study of Name Significance in Shakespeare's Romeo and Juliet and Wilde's Earnest.: A Comparative Study Mariwan Hasan Hasan, Mariwan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3853

In literary discourse, names frequently transcend their conventional role as mere identifiers, emerging as profound symbols of thematic constructs such as identity, societal expectations, and personal values. This dynamic is vividly illustrated in William Shakespeare's Romeo and Juliet and Oscar Wilde's The Importance of Being Earnest, each of which employs the concept of names to engage with and critique different societal facets. Shakespeare's approach intertwines names with the thematic exploration of tragic consequences stemming from entrenched familial feuds and rigid social constraints. The protagonists' names in Romeo and Juliet are emblematic of their entangled fates and the destructive nature of inherited animosities, serving to underscore the broader implications of identity and societal division. Conversely, Wilde’s satirical lens in The Importance of Being Earnest utilizes names to critique the superficial values and social pretensions of Victorian society. In Wilde's play, the adoption of false identities and the ensuing comedic conflicts expose the absurdities inherent in societal norms and personal deceptions. This essay will analyze how both Shakespeare and Wilde utilize names as critical instruments for reflecting and critiquing societal norms, relational dynamics, and individual identities. This analysis will be supported by textual evidence and scholarly interpretations, elucidating the distinct approaches each playwright employs in their respective works.

Visualizing Words: The Effectiveness of Colored Pictures in Teaching Vocabulary Andriani, Nita; Hastini; Bochari3, Siska; Mertosono4, Sudarkam R.
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.v9i2.3911

This study uniquely explores the combined impact of colored pictures and student motivation on vocabulary mastery, an intersection rarely examined. This research investigates the effectiveness of colored pictures as a teaching medium and the role of student motivation in improving vocabulary comprehension among eighth-grade students at SMPN 19 Palu. A quasi-experimental design was employed, including 55 pupils split into two groups: a control group (n = 27) and an experimental group (n = 28). The experimental group was taught using colored pictures, whereas the control group followed conventional methods of instruction. Vocabulary mastery was assessed through Tests before and after, and students' motivation was measured using a Likert-scale questionnaire. The findings revealed that the experimental group outperformed the control group by a substantial margin, achieving an average post-test score of 72.92, compared to 61.46 in the control group. There was a statistically significant change (p < 0.05), demonstrating the effectiveness of colored pictures in enhancing vocabulary mastery. Moreover, students with higher motivation in the experimental group was successful. Superior scores, with average of 75.30, compared to 69.10 for those with moderate motivation. These results confirm that colored pictures not only enhance vocabulary acquisition but also boost student engagement and motivation. The study suggests that integrating colored pictures into teaching strategies is a valuable approach to improving vocabulary mastery and fostering a more engaging setting for learning. For educators and legislators looking to improve vocabulary mastery results in language instruction, these studies provide useful insights.

Spotify as a Tool for Pronunciation Enhancement Among Eighth Graders: A Quasi-Experimental Study Sellinda Putri; Hastini; Usman, Sriati; Bochari, Siska
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.v10i2.3926

This study aims to find out the effect of the using Spotify application, using English songs and podcasts, affects students' pronunciation at SMP Negeri Model Terpadu Madani Palu. The research used a quasi-experimental design with two groups: an experimental class that used Spotify and a control class that used traditional methods. The sample consisted of two eighth-grade classes chosen using purposive sampling. Data was collected through pre-tests and post-tests to measure students' pronunciation before and after the treatment. The results showed that the average score of the experimental class improved significantly from 14.58 to 24.77, while the control class increased from 20.83 to 38.89. The Wilcoxon Signed Ranks test confirmed that the experimental class had a significant improvement (Z = -3.963, p = 0.000). However, the Mann-Whitney test showed no significant difference between the experimental and control classes (p = 0.677). This means that while Spotify helped improve students’ pronunciation, it was not proven to be more effective than traditional teaching methods. In conclusion, using the Spotify application can help students improve their pronunciation, especially for the consonant sounds /ʃ/, /ʒ/, /θ/, and /ð/. Even though the improvement was not greater than the conventional method, Spotify still made learning more interesting and interactive for students.

Leveraging Self-Assessment to Enhance Students’ Simple Past Tense Skills at MTs Muhammadiyah Al-Haq Palu Fajria, Fajria; Thamrin, Nur Sehang; Maghfira, Maghfira; Nadrun, Nadrun
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3930

This study aims to explore the effect of self-assessment on grammar teaching and learning, by analyzing how students identify and correct errors related to the use of simple past tense in their own work. A quantitative approach was used in this study by using a quasi-experimental design. The sample was selected using purposive sampling technique. Data were collected through a test, which was divided into two: pre-test and post-test. The population in this study was the ninth grade of MTs Muhammadiyah Al-Haq Palu, where class IX C was the experimental group (n=21) and class IX B was the control group (n=18). Statistical analysis was performed using the Mann-Whitney U test due to the study data was not normally distributed. The results demonstrated that there was an increase in learning outcomes in the use of simple past tense in the experimental group, compared to the control group. It was shown by calculations using the SPSS 24 software system where the Sig (2-tailed) value = 0.000 < 0.05, which means that the null hypothesis is rejected and the alternative hypothesis is accepted. In summary, this study indicated that self-assessment has a significant impact on enhancing students’ ability in simple past tense. The findings offer a new perspective for students, teachers and future researchers in enhancing English language teaching and learning.

Improving Eighth Graders' Writing Skills Using Guided Questions at SMP Negeri 20 Palu Sari, Nupita; Manurung, Konder; Lebagi, Desrin; Rofiqoh, Rofiqoh
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3945

This study aims to determine whether the guided question technique is effective in improving the writing skills of grade VIII students at SMP Negeri 20 Palu. The researcher used a quasi-experimental research design. The population of this study consisted of 111 class VIII students at SMP Negeri 20 Palu. The sample of this study consisted of class VIII B, an experimental class with 29 students, and class VIII C, a control class with 29 students. The sample selection in this study used simple random sampling. The researcher administered pretests and posttests during data collection. The results showed that the average value of the experimental class students on the posttest (75.29) was significantly higher than that of the control class students (58.62). The significance value (Asymp. 2-tailed) is 0.001, which is smaller than the p-value of 0.05; this indicates that the alternative hypothesis (Ha) is accepted. In conclusion, the guided question technique effectively improved the writing skills of grade VIII students at SMP Negeri 20 Palu.

The Realization of Assertive and Directive Speech Acts in Apple’s Instagram Captions Nanda Alifia; Widhiyanto; Bahri, Saeful
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3950

This research aims to analyze assertive and directive speech acts in “Apple” official account captions on Instagram using Searle’s theory related to environmental topics, particularly those promoting nature. With the increasing role of social media in corporate communication, companies like Apple have leveraged platforms such as Instagram to engage with their audience and raise awareness of important environmental. By examining the language used in Apple's captions, this study aims to explore how the company employs various communication strategies to influence public attitudes and encourage positive behavior toward environmental sustainability. Through a descriptive qualitative approach, 56 speech acts from the 44 captions were analyzed. The most frequently used speech act by Apple’s captions on Instagram is assertive acts, which are used 50 times and they are asserting (38%), stating (28%), informing (22%), describing (8%), claiming and giving opinion (2%) then directive acts only 6 times. It is utilized to inform, motivate, and provoke thought among followers. From the whole result, this research highlights the role of social media in shaping consumer perceptions and fostering environmental responsibility. The findings provide valuable insights into the effectiveness of language as a tool for building trust and ongoing communication to drive environmental action Keywords: Instagram, pragmatic, speech act

The Influence of Digital Texts on Eighth Graders' Reading Comprehension Irwanto, Wahyu Risa Arisca; Darmawan; Wahyudin; Aminah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (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.v10i3.3954

This study aims to determine whether there is a significant influence of digital text on reading comprehension the eighth-grade students of SMP Negeri 20 Palu. This study used a quasi-experimental design, namely 32 students of class VIII A and 29 students of class VIII B, and were classified into experimental and control classes. The experimental class was taught using digital text while the control class was taught using printed text. In addition, this study was conducted through the following procedures: pre-test, treatment, and post-test. Data were collected through a reading test. There was a significant difference between students who were taught using digital text and those who were taught using printed text. This can be seen from the results of the post-test. The mean score in the experimental class is 81.77 and the mean score in the control class is 70.35. The data were analyzed using inferential statistics, including the independent sample t-test. From the results of the t-test, a significance value of 0.000 was obtained which was smaller than the standard significance value, meaning that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. Finally, it can be concluded that digital text is effective for reading comprehension.

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

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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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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