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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 256 Documents

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Learning English Vocabulary By Lingodeer: Case Study of Indonesian Junior High School Students Triwiyanti, Icha; Ahmad Amin Dalimunte
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.v10i3.4166

This study explores the implementation of the Lingodeer application as a medium for improving students' vocabulary at a Private Islamic Junior High School in Medan, Indonesia. Using a qualitative approach, data were collected through questionnaires and student interviews. Lingodeer was selected due to its interactive design, accessibility, and focus on grammar and vocabulary, essential components in language acquisition. The results show that students became more enthusiastic, engaged, and motivated when learning vocabulary through the app. They reported improved vocabulary recall, pronunciation, and interest in English lessons. However, several challenges were noted. Some students faced difficulties pronouncing unfamiliar words, and the app's premium version was considered expensive, with limited variety in its gamification features and supplementary content. Despite these limitations, the findings suggest that Lingodeer is an effective and enjoyable tool for enhancing students' English vocabulary. It offers valuable support for language teachers seeking engaging alternatives to traditional instruction.

EFL Students’ Perceptions of the Cake in Enhancing Speaking Skills: A Student-Centered Approach Aisyah, Putri Nur; Farida Repelita Waty Br. Kembaren
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.v10i2.4172

This study investigated EFL students’ perceptions of using the Cake application as a pedagogical tool to enhance English speaking skills, employing a qualitative, student-centered approach. The data were collected using two modified questionnaires and semi-structured interviews. A purposive sampling method is applied to select the research participants. Thematic content analysis was applied to interpret the data. The research participants consist of 39 EFL students enrolled at one of the State Senior High Schools in Medan who have played Cake more than twice. The findings revealed that most students perceive the Cake app positively, citing improvements in vocabulary acquisition, pronunciation, confidence, and engagement in language learning. Key advantages included interactive features, flexible access, and enjoyable learning experiences. However, limitations such as a lack of grammar instruction in sufficient writing support and internet dependency were also reported. The study suggests that integrating a mobile language learning tool, such as Cake, into a dynamic environment can significantly support the development of speaking proficiency.

Implementing Reflective Practice in English Language Learning: Teachers’ and Pre-Service Teachers’ Perceptions Suswanto, Seyna Putri; Sakhiyya, Zulfa
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/d62yps16

This study investigates the application of reflective practice in English language teaching in Indonesia by analyzing the perceptions of in-service and pre-service teachers. Data were collected through an online survey of 31 respondents across educational levels. Results indicate that reflective practice is widely regarded as essential for the ongoing evaluation and improvement of teaching strategies. Academic literature emerged as the primary source of insight, supplemented by training, personal experience, and peer discussions. Teachers reported varying frequencies of reflection, with most engaging occasionally, while time constraints, limited training, and challenges in assessing impact hinder consistent implementation. Drawing on Schön’s (1983) concepts of reflection-in-action and reflection-on-action, the study highlights the need to embed reflective practice more systematically within curriculum design and professional development programs. The findings underscore the importance of longitudinal research to further examine how reflective strategies can be sustained and institutionalized in teacher education.

The Use of Flashcards to Promote Speaking Fluency in Primary School ali imron sayhroni, ali imron s; Suryati, Nunung; Suharyadi; Sari Karmina
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.v11i1.4208

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.

A Case Study on Teacher’s Questioning Strategies in an Indonesian Vocational EFL Classroom Haikal Fikri, Robeirt; Widhiyanto
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.v10i1.4220

This single-teacher, single-lesson qualitative case study explores how an English teacher at an Indonesian vocational (SMK) school applies questioning strategies and for what pedagogical purposes. One 90-minute classroom session was video-recorded, supported by a semi-structured teacher interview and relevant lesson documents. Data were coded using Miles, Huberman, and Saldaña’s (2014) interactive model, which combines deductive and inductive approaches to categorize teacher questions into procedural, convergent, and divergent types. A total of 42 teacher questions were identified. Procedural questions (≈57%) dominated, managing routines and transitions, while convergent questions (≈24%) checked comprehension through factual responses. Divergent questions (≈19%) promoted extended talk when combined with wait time and peer prompting. Short classroom vignettes illustrated how probing and redirection fostered participation and reflection. Credibility was maintained through the triangulation of observation, interviews, and documentation, as well as member checking of analytic summaries and an audit trail of coding decisions. In vocational EFL contexts with time and proficiency constraints, the strategic use of divergent prompts, accompanied by explicit wait time and scaffolding, can enhance meaningful student contributions without compromising classroom management. This study contributes empirical evidence from an underexplored SMK setting, offering practical insights for English teachers on balancing procedural control with communicative questioning to foster interaction and motivation in vocational classrooms.

The Implementation of Assessments Based on Merdeka Curriculum in Teaching Writing at Phase E Iman Asrori, Chandra; Susanti, Yunik; DewiKencanawati
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/cy1f5654

English learning in Merdeka Curriculum provides opportunities for students to communicate with global citizens from different cultural backgrounds. By mastering English, students will have greater opportunities to interact using a variety of texts. Phases E and F of English learning focus on strengthening oral and written language skills, targeting CEFR B1 proficiency. Descriptive text is chosen for written language because students often struggle with it in high school. Therefore, assessment that refers to the process and assessment standards is needed to determine if students have effectively and efficiently achieved the learning objectives. Merdeka Curriculum prioritizes formative assessment. This study aims to describe the process of implementing the assessment and identify its strengths and challenges. This study uses a qualitative research approach with case studies. The subjects of the study are an English teacher, Mr.S, and one class, X-1, of 34 students at SMAN 6 Kediri. Data sources include the English teacher and the teaching-learning process. Data validity uses technique triangulation. The findings on the assessment process include planning and implementation. For planning, the teacher creates teaching material, teaching module, teaching support tool. For implementation, formative assessments, including diagnostics, practice, discussion, written tests, and reflection sections, are carried out as intended, but summative assessment, a written test section, is not. Strengths include the implementation of different types of assessments, achievement of Pancasila student profile, and achievement of English learning outcomes in writing and presenting elements at Phase E. Challenges include inappropriate time allocation, inappropriate assessments, and insufficient student understanding.

The Effect of Tiktok In Developing Student’s Speaking Skill at Grade 10 Aldi Ardiansyah; Mukrim; Desrin Lebagi
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/fsajre60

This study examines the effectiveness of the TikTok application in developing the English- speaking skills of tenth-grade students at SMA Negeri 1 Dondo. The study employed a quasi-experimental pre-test–post-test design with two groups: an experimental group taught using TikTok and a control group taught using conventional methods. This research was conducted in response to students’ difficulties in speaking English, including limited vocabulary, inaccurate pronunciation, and low self-confidence. Pre-tests and post-tests were administered to measure students’ speaking performance before and after the treatment. The data were analyzed using SPSS to determine the effect of the intervention. The results showed a significant improvement in the experimental group’s speaking skills: the mean score increased from 68.10 (pre-test) to 79.00 (post-test), whereas the control group showed only a slight increase from 57.70 to 59.60. Statistical analysis confirmed that the use of TikTok significantly enhanced students’ speaking skills, particularly in terms of fluency and comprehension.

English Program Students’ Perceptions of Instagram Reels for Vocabulary Acquisition Adid, Al Mujaddid; Mahdum; H. M. Syarfi
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/hjs3by79

This study investigates English Study Program students’ perceptions of Instagram Reels as a tool for vocabulary acquisition at FKIP Universitas Riau. A quantitative descriptive design was employed. Data were collected using a 30-item closed-ended questionnaire adapted from the Technology Acceptance Model (TAM) and Mobile-Assisted Language Learning (MALL) frameworks. The population comprised 113 students from the 2024 cohort, and 88 students were selected through purposive sampling using the Slovin formula. The results indicate positive perceptions of Instagram Reels for learning new vocabulary, with an overall mean score of 3.83 (High). Across six indicators, students reported generally high perceptions, with the highest mean in Access to Mobile Devices (M = 4.06: Very High) and the lowest mean in Learning Resources (M = 3.67: High). Overall, Instagram Reels is perceived as an accessible and useful medium to support vocabulary learning among the participants.

Effects of Storytelling Instruction on the Speaking Skills of Grade V Students Muhamad Indanus; Cunandar, Dadang
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: 10.35974/2bk2bf95

This study examines the effect of implementing the storytelling method on the speaking skills of fifth-grade elementary school students. A pre-experimental one-group pretest–posttest design was employed. The population and sample consisted of 25 Grade V students of SD Negeri 2 Bakom, Darma District, Kuningan Regency, selected using saturated sampling. Data were collected through observation, speaking performance tests, and documentation. Instruments included teacher and student observation sheets and speaking skill tests. Data analysis involved descriptive statistics, normality and homogeneity tests, and hypothesis testing using a paired t-test at a 0.05 significance level. Results showed that teacher activity obtained a total score of 54 with a mean of 3.7 (good category). Student activity reached a total score of 34 with a mean of 3.09 or 77.2% (good category). The pretest mean score was 46 (low), while the posttest mean score increased to 76 (high). Hypothesis testing indicated that tcount > ttable (2.24 > 2.012), leading to the rejection of the null hypothesis. It is concluded that the storytelling method has a significant positive effect on improving students’ speaking skills in Indonesian language learning at the elementary level.

Sasaknese Cultural Identity Embedded in Zainuddin Abdul Madjid International Airport Design Pinem, Yune Andryani; Muhamad Pua Pandi; Kartika Fajar Nieamah; Nanik Rianandita Sari
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/prrbyk61

This study investigates the integration of Sasaknese cultural elements into the architecture and interior design of Zainuddin Abdul Madjid International Airport (ZAMIA) in Lombok, Indonesia. Adopting a qualitative approach grounded in ethnolinguistics and cultural pragmatics, it analyzes how identity and social values are expressed through spatial forms, symbols, visual design, and naming practices. Data were collected through site observations, architectural analysis, and interviews with airport personnel and Sasaknese cultural elder “Jerokeliang”. The findings reveal that ZAMIA incorporates symbolic elements such as bale roof structures, weaving motifs, and pictures that introduce visitors to Sasak traditions. While airport officials frame these features as part of tourism and cultural promotion, elder emphasizes their partial representation of a broader heritage. The preservation of original Sasak terms for cultural items further supports language maintenance and the transmission of oral traditions. Although not all cultural dimensions are fully represented, the airport successfully fosters a culturally resonant environment. This study demonstrates how public infrastructure can function as a platform for cultural preservation and community-based tourism through embedded local identity.

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Caroline V. Katemba

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

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