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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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Students' Perceptions of Using Grammarly Application in Enhancing Their Writing Ability Ila Nurlia; Eliwarti; Supriusman
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/wash4529

Grammarly application is one of the most widely used applications to assist students in enhancing their writing. This study aimed to find out students’ perceptions of using Grammarly application in enhancing their writing ability, and to explore specific areas of writing that can be enhanced by using Grammarly application. This study employed a mixed-method approach with a sequential explanatory design. The sample of this study was selected using purposive sampling technique. The quantitative data of this study was collected through questionnaire with 36 students of English study program at Universitas Riau. Meanwhile, the qualitative data was collected through a semi-structured interview with 7 students. The questionnaire results showed that students had positive perceptions towards Grammarly application as an application that is useful, easy to use, and effective in enhancing students’ writing. The interview results revealed that Grammarly helped students mostly in improving grammar, punctuation, capitalization, and spelling. In conclusion, Grammarly can be used as a supplementary tool to support the development of students’ writing ability.

Enhancing Vocabulary Learning in Diverse EFL Classrooms: Integrating PPP Method with Pear Deck and Flashcard Factory Khaerani, Nadya Shifa; Amri, M. Misbahul; Setyowati, Lestari
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/s0h22b35

This study aimed to examine the effectiveness of integrating Pear Deck and the Flashcard Factory features with the Presentation, Practice, and Production (PPP) method in enhancing students’ vocabulary skills in a mixed-ability classroom. The study employed a mixed-methods design with 36 students from two mixed-ability classes at PKBM (Community Service). Quantitative data were collected using a quasi-experimental method, which relied on pre- and post-test results, and analyzed with t-tests and descriptive statistics in SPSS. The results showed that the experimental group experienced a significant increase in vocabulary mastery, with a rise of 8.85 points compared to the control group of 1.93 (p < 0.001) with all slow-learner students experiencing an increase in scores, which confirmed the alternative hypothesis (H₁) that the use of PPP, Pear Deck and Flashcard Factory was effective in improving students' vocabulary. However, qualitative interview data analyzed using thematic analysis revealed mixed results among high-achieving students. Qualitative results showed that students found the vocabulary learning process more interesting and well-structured than the conventional one. However, there were challenges in terms of the pace of learning, as well as too much media that actually disrupted concentration.

Exploring Translanguaging and Trans-semiotizing for Students with Intellectual Disabilities Damayanti, Siti Alpiyah; Yannuar, Nurenzia; Zubaidi, Nanang; Khaerani, Nadya Shifa
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/kzxhjv52

This study explores translanguaging and trans-semiotizing in employment, benefits and challenges, and situations facilitated or hindering the learning process in special needs education for students with intellectual disabilities in Indonesia. This research conducted a case study on two English teachers in SLBN 3 Banjarmasin. With a qualitative approach, with data collected through semi-structured interviews and classroom observations on intellectual disabilities classroom, for the junior high school. Results from two teachers show that both teachers use three languages; Banjar (local language), Indonesian, and English. They also employ various semiotic modes to increase students’ understanding, create a comfortable learning environment, and reduce academic pressure. The challenges faced by teachers include differences in mother tongue between teachers and students, spent time in lesson preparation and implementation. In conclusion, translanguaging and trans-semiotizing help students who have difficulty understanding vocabulary. However, excessive use without careful planning or without balancing verbal and non-verbal modes, makes students completely dependent on their mother tongue and semiotic signs, this can actually hinder verbal language skills and hinder students' progress in learning the target language.

Impact of Smartphone Used on English Reading and Writing Skills Among Tertiary-Level EFL Learners Katemba, Caroline V.; Simanjuntak, Samuel M.; Marpaung, Marlin Steffi
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/xv9jav98

In English education and teaching, technology has advanced at a rapid pace. Reading and writing are key learning abilities since reading allows students to have a broad understanding of the material and writing is a technique of expressing ideas, points of view, actions, and past experiences in written form, such as letters and notes. The purpose of this study is to discover the positive relationship between smartphone usage and students' English reading achievement, and the positive relationship between smartphone usage and students' English writing achievement among tertiary EFL students at Universitas Advent Indonesia. This study utilized a quantitative method with a descriptive correlation approach and the ballot system used in selecting the respondents. The population in this study were Universitas Advent Indonesia students who enrolled in the second semester of the 2019/2020 academic year with total respondents were 55 students, 26 were from General English 2 (Reading) and 29 were from General English 4 (Writing) subjects. The instrument used in this study was a questionnaire with reading and writing tests. The Pearson Product Moment Correlations was used. The findings showed that there is a strong positive relationship between smartphone usage and students' English reading achievement and a very strong positive relationship between smartphone usage and students' English writing achievement.

Linking Vocabulary Proficiency and Listening Skills: A Correlational Study of Eleventh-Grade Students Siti Zahratul Jannah; Abdul Gafur Marzuki; Rabaniyah Istiqamah
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/k9w65k53

This study aims to determine the correlation between vocabulary mastery and listening comprehension among Grade XI students at MAN 2 Palu City. This study was motivated by the limited English vocabulary of students, which often affects their ability to accurately understand spoken English. This study uses a quantitative approach with a correlational design to analyze the relationship between the two variables. The research sample consisted of 35 students selected through purposive sampling. Data were collected through vocabulary tests, listening comprehension tests, and supporting questionnaires that measured students' perceptions and attitudes towards vocabulary mastery and listening comprehension in English language learning. Data analysis was performed using SPSS version 26 with normality, linearity, and Pearson Product Moment correlation tests. The results showed a strong and significant positive correlation between students' vocabulary mastery and listening comprehension (r = 0.768, p = 0.000). These findings indicate that students with better vocabulary mastery tend to have higher listening comprehension. In addition, the questionnaire results also show a positive perception of English language learning, which supports student engagement and motivation. Thus, vocabulary mastery plays an important role in improving listening comprehension, and the integration of vocabulary learning into listening activities is recommended to improve students' English learning outcomes.

Using Exposure-Generalization-Reinforcement-Application (EGRA) Process Approach to Improve Students’ Writing Achievement Pratiwi, Ranti; Patuan Raja,; Flora
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/agh9ep54

This study primarily examines students’ descriptive writing achievement using the combination of the Process Approach with the EGRA technique, as well as its impact on their writing improvement. Considering the limitations highlighted in earlier Process Approach studies, this research examines the extent to which integrating EGRA into the planning stage can offer a more effective solution to these limitations. A pretest-posttest experimental and control group design was used to collect quantitative data from senior high school students. A comparison was made between students instructed using the Process Approach combined with EGRA and those following the original Process Approach. The findings showed that the experimental group produced significantly better descriptive writing texts than the control group. Thus, combining the Process Approach with EGRA can offer an effective teaching strategy for enhancing students’ writing skills.

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Caroline V. Katemba

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jurnal.acuity@unai.edu

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Location
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Jawa barat

INDONESIA

Abstract

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Abstract

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

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