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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 206 Documents

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Improving Speaking Ability Through Show and Tell for Eighth Graders Nizam; Mukrim; Mashuri; Kamaruddin, Abd.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v11i1.3979

This study aims to investigate the effect of Show and Tell on students’ Speaking Ability particularly in accuracy and comprehensibility at The Eighth Grade Students of SMP Negeri Satu Atap Lik Layana Indah in Academic Year 2024/2025. This study used a quantitative approach with a Pre-experimental design using one group pre-test post-test design. In this research, the researcher used a total sampling technique with a total of sample 32 students. To analyze the data, the researcher used statistical computation by using SPSS software. After implementing Show and Tell method over six meetings, a post-test was administered to measure improvements. The results show that the mean of the pre-test score was 43.75, while the mean score of the post-test increased to 58.59, demonstrating a significant improvement. After getting the mean score the researcher performed a normality test, which showed the data were not normally distributed. Therefore, the researcher applied the Wilcoxon Signed Rank Test. The result of the test shows a significance value (Asymp. Sig. 2-tailed) is .000, which is smaller than 0.05, indicating a significant improvement in students’ speaking ability after using the show and tell method, confirming that the hypothesis (Ha) is accepted. Thus, the use of Show and Tell Method is effective in improving students’ speaking ability in terms of accuracy and comprehensibility of eight-grade students’ at SMP Negeri Satu Atap Lik Layana Indah.

Correlation Between Reading Anxiety and Reading Comprehension of Students at SMA Negeri 3 Palu Uswathun Nadilla; Mukrim; Maf’ulah; 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.v10i3.3986

This research aims to investigate the correlation between reading anxiety and reading comprehension of the eleventh grade students of SMA Negeri 3 Palu. This research employed a correlation research design. The sample was 31 students which was taken by using a purposive sampling technique. The data were collected through a reading anxiety questionnaire and reading comprehension test. All the data gained in this research were analyzed using Pearson Product Moment Correlation. The results indicated that there was no significant correlation between anxiety and reading comprehension of the eleventh grade students at SMA Negeri 3 Palu. The correlation coefficient was 0.116, while the significance value ( p = 0.533) was much greater than 0.05, confirming the lack of a significance. This indicates that students’ ability to comprehend texts is not necessarily affected by their level of reading anxiety, suggesting that other factors may contribute to their reading comprehension, such as motivation, reading strategies, limited vocabulary, and the learning environment.

The Effectiveness of Using Youtube Videos as Learning Media in English Vocabulary Mastery Sundanis, Rani Oktaviani; Jamiluddin; Eisenring, Moh.Abraham Akbar; Anggreni , Afrillia
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.v10i3.3987

This study aims to investigate the effectiveness of using YouTube videos as a learning medium to enhance English vocabulary mastery among second-grade students at SMA Negeri 3 Palu. The research was conducted using a quantitative approach with a pre-experimental design, involving one group that received treatment without a control group. The data were collected through a pre-test and post-test, each consisting of 20 multiple-choice questions focused on verbs and adjectives. The results showed a significant improvement in students’ vocabulary mastery after the implementation of YouTube videos in the learning process. The average score increased from 62.3 in the pre-test to 78.9 in the post-test, with a gain of 16.6 points. The Wilcoxon Signed-Rank Test was used to analyze the data, as the same group was tested twice and the data did not meet normality assumptions. The test yielded a statistical value of 0.0 with a p-value of 0.007 (p < 0.05), indicating a significant difference between the pre-test and post-test scores. Based on these findings, the null hypothesis was rejected, and the alternative hypothesis was accepted, confirming that the use of YouTube videos is effective in improving students’ English vocabulary mastery. This study suggests that English teachers consider integrating YouTube videos into classroom instruction to foster a more engaging and effective learning environment.

Non-English Majored Students' Attitudes Toward Developing Digital Reading Practices on Online Newspaper Websites Huu Chanh, Nguyen; Quyen, Chau Thuc
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.v10i2.3988

The aim of this study is to explore Vietnamese accounting students' attitudes toward using online newspaper websites to develop digital reading practices. Based on Sudiran’s (2015) framework, the research employed a mixed-methods approach by using questionnaire and semi-structured interviews to gather both quantitative and qualitative data. The results indicated that students generally had positive attitudes toward online newspaper websites, particularly regarding their academic benefits, such as improving reading skills and enhancing academic performance. However, students showed varied preferences for usage frequency, with a preference for weekly access rather than daily use. While students acknowledged the role of online newspapers in communication and information retrieval, challenges related to digital literacy and user confidence were highlighted. The study suggests that online newspapers have potential as educational tools but that efforts to improve digital literacy and platform accessibility are needed to increase student engagement. The findings provided valuable insights into the nuanced views of students, which have important implications for both educators and developers seeking to integrate digital tools into learning environments.

Improving Students Reading Comprehension Using Listen-Read-Discuss Strategy Rifara; Mashuri; Dewi, Anjar Kusuma; Patmasari, Andi
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.v10i3.3991

The aim of this research is to determine whether the Listen-Read-Discuss (LRD) strategy can improve the reading comprehension of seventh-grade students at SMP Negeri 10 Palu. A quantitative approach was employed, using a pre-experimental design involving a single class—the experimental group. The population consisted of 65 seventh-grade students, from which a purposive sample of 32 students from class VII Ketapang was selected. Data were collected through a test comprising a pre-test and a post-test. The results show that the LRD strategy effectively enhanced students' reading comprehension, as evidenced by an increase in the average score from 56.33 (pre-test) to 87.44 (post-test), reflecting a 31.11-point improvement. These findings suggest that the LRD strategy can serve as an effective instructional approach for teaching descriptive texts and improving students' reading comprehension skills.

The Effectiveness of Kahoot! in Enhancing Vocabulary Skills Among Sixth-Grade Students Zuleha, Rahayu Nur; Hartono, Rudi; Rozi, Fahrur
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.v10i3.3995

Vocabulary is a crucial aspect of language learning, impacting the four core skills: listening, speaking, reading, and writing. A strong vocabulary foundation enables students to understand spoken language, express their ideas effectively, comprehend texts, and produce well-structured written content. However, vocabulary acquisition remains a challenge for many students, particularly when conventional teaching methods fail to engage them, resulting in difficulties in memorization, lack of motivation, and monotonous learning experiences. To overcome these challenges, innovative strategies like gamification have been introduced to enhance engagement and learning outcomes. One effective approach is using Kahoot!, a game-based learning platform that integrates interactive quizzes and competition to make learning enjoyable. Research indicates that gamified learning environments boost motivation, participation, and vocabulary retention. This study explores the effectiveness of Kahoot! in improving vocabulary skills among sixth-grade students at SD Negeri Penggarutan 01 Brebes. A quantitative pre-experimental design was used, involving 18 students selected through purposive sampling. Vocabulary tests were conducted as both pre-test and post-test to measure the impact of Kahoot!, with data analysed using SPSS 22, including descriptive statistics and a paired sample t-test. Results showed a significant improvement in vocabulary scores, with the mean increasing from 72.50 in the pre-test to 79.17 in the post-test. The paired sample t-test yielded a significance value of 0.000 (p<0.05), confirming Kahoot!'s effectiveness. The study concludes that Kahoot! is a valuable tool for vocabulary learning, fostering motivation, participation, and retention.

A Study of Vocabulary Learning Strategies Used by Students at Grade XI Nuraini, Putri; Dewi, Anjar Kusuma; Patmasari, Andi; Thamrin, Nur Sehang
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v10i3.4000

This study aims to find out the vocabulary learning strategies used by students at MAN Insan Cendekia Kota Palu. This research used a survey design by using questionnaire of vocabulary learning strategies (VLS) adopted from Yeh and Wang (2004). The instrument contains 50 items with five categories of vocabulary learning strategies based on Schmitt’s (1990) taxonomy. The population of this research was eleventh grade students. The sample was taken using a convenience sampling technique with a total of 90 students. To calculate total sample from population using Slovin’s formula. The data analysis showed that students used all of the six learning categories of Schmitt strategies; determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. But for the most frequently used strategies are determination strategies with mean score is 3.45 and the least frequently used strategies are cognitive strategies with mean score 2.72.

Students' Perceptions of Using Cici AI's Voice Communication Feature in Improving English Speaking Ability Novi Yanti; Damanik, Emeliya Sukma Dara
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v11i1.4005

This study explores students' perceptions of using Cici AI's voice communication feature to improve their English speaking abilities. Using a qualitative approach with a descriptive phenomenological design, data was collected from 25 university students through a questionnaire and involved 5 selected students for in-depth interviews. The results of the study highlighted five main findings, namely: (1) Usefulness; (2) Easiness; (3) Students' Confidence; (4) Speaking Ability Improvement; and (5) Access Difficulties. The findings showed that students gave a positive perception of Cici AI's voice communication feature as a tool to improve their English speaking ability. This research contributes to the growing body of research on AI in language learning on how Cici AI can support students in improving English speaking ability. Future research would be valuable to explore the long-term impact of Cici AI in improving English speaking skills in various educational settings.

Using Circle Game to Improve Students’ Vocabulary Mastery of the Eighth Grade Students Ferayanti; Usman, Sriati; Mashuri; Aminah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v11i1.4008

This study aims to determine the effectiveness of the circle game in improving the vocabulary mastery of eighth-grade students at SMP Labschool Untad Palu. The background of this study is the low mastery of English vocabulary among students, which affects their ability in four basic English skills. The researcher applied the circle game as an engaging learning strategy to overcome this issue. The research employed a pre-experimental design with one group pre-test and post-test. The sample consisted of 19 students from class VIII. The research instrument was a vocabulary test in the form of multiple-choice questions, administered before and after the treatment. The findings showed that the students’ vocabulary mastery significantly improved after the implementation of the circle game. The average score of the pre-test was 60.35, while the post-test average rose to 78.60. The gain score was 18.25. Based on the paired sample t-test result, the significance value was 0.000, which is lower than the standard alpha value of 0.05. This means that the improvement is statistically significant. These findings prove that the use of the circle game has a positive impact on students’ vocabulary acquisition. In addition to the quantitative results, qualitative observations indicated that students were more enthusiastic, confident, and active during the learning process. The atmosphere in the classroom became more dynamic and supportive, which encouraged students to participate and use English vocabulary in a fun and relaxed way.

Beyond Instructions: Exploring the Power of Directives in EFL Tutoring Harmiyanti, Rizky; Yuliasri, Issy
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v11i1.4009

This study explores the directive illocutionary acts produced by a tutor in a Small England Class during English teaching and learning. This research was conducted to find out the types of directive illocutionary acts employed, identifying the most and least frequent types and their implications. The data were analyzed by the descriptive qualitative method, and collected by recording the teaching and learning process, watching and listening to the video, transcribing the video, and classifying the tutor’s utterance into directive illocutionary acts. The writer applied Searle’s theory to the types of directive illocutionary acts which include direct, request, ask, urge, tell, require, demand, command, order, forbid, prohibit, enjoin, permit, suggest, insist, warn, advise, recommend, beg, supplicate, entreat, beseech, implore, and pray. The result of the study revealed that there are a total of 429 data points found in the speech, with command being the most dominant with a total of 247 (57.58%), followed by ask at 156 (36.36%), request at 12 (2.80%), suggest at 5 (1.17%), forbid at 3 (0.70%), recommend at 3 (0.70%) and the last three sequences (advise, tell, and urge) being the least dominant at 1 (0.23%). The findings indicate that commands were the most prevalent type of directive illocutionary acts, as they were mainly used to get the students to perform a specific action that the tutor desired i.e., translating the tutor’s speech into English when drilling session.

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Caroline V. Katemba

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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