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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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Comparative Study of Indonesian Pre-Service Teachers’ Challenges and Strategies in Thailand and Australia Nuraini, Hanifa
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.v11i1.4293

International teaching practicums are vital for teacher education, offering pre-service teachers (PSTs) transformative experiences that vary significantly by host country. This qualitative comparative case study fills a literature gap by examining the challenges and coping strategies of two Indonesian English Education PSTs, Anita (Australia) and Anto (Thailand). This study applied Searle and Ward’s (1990) two-domain model of cross-cultural adaptation. Data, collected through in-depth, semi-structured interviews and supplementary documents, were analyzed using comparative thematic analysis. Findings show that while both participants achieved significant professional growth, their main challenges and adaptation routes differed based on the host country’s developmental, linguistic, and cultural context. Anita, in a developed, English-speaking country, Australia, primarily faced systemic and academic hurdles, such as formal curriculum standards (AITSL) and initial difficulty understanding English accents. Her adaptation, supported by a mentor from a similar background, greatly improved her English speaking confidence. On the other hand, Anto, in a developing, non-English-speaking country, Thailand, struggled with language barriers both in daily life and professional situations, along with significant culture shock. His adaptation, supported by two mentors and support from peers, helped him become highly adaptable and culturally aware by actively engaging with new languages and social settings. The study concludes that the specific institutional, linguistic, and cultural conditions of the host country are closely linked to how sociocultural and psychological challenges emerge, and they shape the most effective coping strategies for pre-service teachers.

Raising Bilingual Awareness Utilizing Montessori Philosophy and Multi-modal Learning Simanjuntak, Debora Chaterin; Agustinar Centhya Sinaga; Simanjuntak, DEBORA
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/z0sf9086

Access to engaging and developmentally appropriate English instruction for young learners in Indonesia remains uneven, and parents’ understanding of bilingualism is not always aligned with current research. This study investigated how a Montessori-inspired, multi-modal English learning program supported young children’s engagement and emerging bilingual awareness, and how parents perceived its impact. This study was conducted over two semesters in Parongpong and involved a lecturer, a certified Montessori teacher, and 14 pre-service teachers who facilitated learning sessions. Data were collected from approximately 30 young learners per program cycle, with 15 children and several parents purposively selected for semi-structured interviews. Data were analyzed using deductive thematic analysis based on categories from the literature on bilingualism, multi-modal learning, and parental involvement. The findings show (1) multi-modal, hands-on activities grounded in Montessori principles increased learners’ enthusiasm and supported vocabulary retention; (2) a gap remained between receptive and productive skills, especially when learners were asked to speak in front of peers; (3) both children and parents held positive attitudes toward bilingualism and linked English to future opportunities; and (4) parents hoped for clearer guidance to continue bilingual support at home. The study suggests that Montessori-based, multi-modal instruction can be a viable model for early bilingual education in community settings, provided that explicit oral-language scaffolds and home–school collaboration are strengthened.

Trauma and Resilience in Exile and Womanhood in Alyan’s Salt Houses and Nayeri’s Refuge Al-Ghamdi, Kholoud
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/amskhw40

Exile reshapes the inner life of families, leaving traces that outlast borders. This study traces how Hala Alyan’s Salt Houses and Dina Nayeri’s Refuge portray trauma, memory, and the quiet forms of resistance that sustain displaced identities. The research highlights the importance of understanding exile as a psychological and cultural inheritance rather than a single historical rupture. It addresses a clear gap in existing scholarship, since the two novelists are rarely examined together despite their shared focus on intergenerational loss and narrative reconstruction. Using a comparative hermeneutic method grounded in close reading, the study analyzes how both writers transform fragmented memories into creative acts of survival. The findings show that Alyan emphasizes communal and matrilineal remembrance, while Nayeri foregrounds linguistic estrangement and personal reclamation, revealing storytelling as an ethical mode of agency. These insights offer implications for trauma studies and Middle Eastern women’s literature by demonstrating how narrative reworks inherited pain into renewed belonging. The study recommends further cross-cultural comparisons of refugee narratives and suggests that the analytic process used here can be replicated in other diasporic contexts. Future research may extend this framework to digital memoirs and emerging hybrid narrative forms.

Motivation and Attitudes toward English as a Foreign Language among Malang Secondary Students Sinta, Shofi Ayu; Nurmukminatien; El Khoiri, Niamika
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/fe4g7r17

This study explores the motivation and attitudes of junior and senior high school students in Malang City towards learning English as a foreign language. It explains the needs of understanding about students’ motivation and attitude in Malang. Using a descriptive quantitative design, data were collected from 262 students across multiple schools through a structured questionnaire adapted from Kirkpatrick et al. (2024). The results reveals that most students have positive attitudes toward English, showing the interest (64,1%), the understand (68,9%), the importance (62,6%), and students’ engagement in learning English. Most of students reckon speaking was the most exciting activity (32,1%), while grammar was the most difficult (35,5%). These findings support existing motivational theories that can measure students’ motivation in learning English. Further researchers are suggested to consider comparing different levels of education, types of schools, or regional backgrounds to explore how socio-cultural.

Correlation Between Metacognitive Listening Awareness and Listening Comprehension in EFL Students Putri Khurnia Sikumbang; Juwita Boneka Sinaga; Erwin Ashari
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/tzx5pq17

Listening comprehension remains one of the most challenging yet essential skills in English as a Foreign Language (EFL) learning. Many students struggle to process authentic spoken input due to limited exposure and lack of metacognitive regulation during listening. This study aimed to examine the relationship between Metacognitive Listening Awareness (MLA) and Listening Comprehension among Indonesian EFL high school students through podcast-based listening activities. Using a quantitative correlational design, data were collected from 72 tenth-grade students at SMA Negeri 26 Batam. Two instruments were employed: the Metacognitive Awareness Listening Questionnaire (MALQ) and a podcast-based Listening Comprehension Test (LCT). Statistical analyses included tests of validity, reliability, descriptive statistics, normality, and correlation. Both instruments demonstrated moderate reliability (α = 0.639 for MALQ; α = 0.616 for LCT). The findings revealed no significant correlation between MLA and Listening Comprehension (ρ = –0.103, p = .390), indicating that higher awareness levels did not necessarily predict better comprehension performance. These results suggest that metacognitive awareness alone is insufficient to enhance comprehension without guided strategy instruction and reflective listening practice. The study highlights the importance of integrating metacognitive strategy instruction within authentic, podcast-based learning to foster autonomous and self-regulated EFL learners.

Genre Based Approach Using Digital Story Telling to Enhance EFL Learners' Speaking Achievment Kurniasih, Fajar; Flora; Ujang Suparman
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: 10.35974/39nw3c11

This research set out to examine whether or not students' speaking achievement improved significantly after instruction in the Genre Based Approach (GBA) using Digital Story Telling (DST). The data in this research were obtained from the pretest and post-test. Thirty students from Senior High School were surveyed utilizing speaking exams to get the data. Five factors were considered while assessing the speaker's performance: grammar, vocabulary, fluency, comprehension, and pronunciation. This study used paired t-tests to examine the data. After the treatment, the speaking scores of the pupils showed a statistically significant improvement (p < 0.001). In addition, the results showed that the two most noticeable areas of speaking that improved the most were fluency and grammar. These results provide further evidence that the Genre-Based Approach using Digital Storytelling works to improve students' speaking skills.

The Integration of Semantic Mapping Strategy with Group Investigation Method to Improve Students’ Vocabulary Achievement Al Khoiriyah, Anisa; Nurweni, Ari; Sutarsyah, Cucu
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/p6xgje42

The aim of this research is to investigate the effectiveness of combining the Semantic Mapping Strategy with the Group Investigation Method to improve students' vocabulary achievement. While Semantic Mapping is a recognized cognitive tool, its conventional application often founders due to a reliance on individual work, which limits the exchange of linguistic ideas and prevents students from engaging in the social negotiation of meaning. To address this, the study integrates the Group Investigation Method to foster a more dynamic and collaborative learning environment. A quantitative experimental design using a pretest–posttest control group was conducted with 70 first-grade students at SMAN 2 Gading Rejo during the 2025/2026 academic year. Vocabulary achievement was measured via a multiple-choice test and analyzed using an independent samples t-test. The results revealed that the experimental group demonstrated a superior improvement in vocabulary scores, increasing from 52.69 to 82.69, compared to the control group’s increase from 52.63 to 69.89, with a statistically significant difference identified (ρ=0.000 < 0.05). This study concludes that transitioning from individual semantic mapping to group-based investigations significantly boosts vocabulary gains. However, teachers must exercise careful time management to complete all investigation phases. Future research should investigate the application of this combined strategy to other language skills, specifically writing, speaking, and listening, to determine its broader pedagogical utility.

The Effect of Animated Videos in a Flipped Classroom on Students’ Recount Text Reading Comprehension Rishka Wulan Setiayani; 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/n09f8n68

This study investigated the effect of animated videos in a flipped classroom on eighth-grade students’ reading comprehension of recount texts in Metro City, Lampung. A purposive sampling technique was applied to 52 students. The study employed a quasi-experimental design that consisted of a pre-test and post-test. Pre-test results indicated that the control and experimental groups were relatively homogeneous, with mean scores of 45.69 and 48.92, respectively. Post-test results showed that the experimental group achieved a higher mean score of 76.00 than the control group, 59.54, with a 2-tailed significance value of .000 (p < .05), demonstrating a significant difference in reading comprehension achievement. Students in the experimental group showed greater improvement across all reading comprehension aspects, indicating that animated videos effectively support learning. The findings suggest that integrating animated videos into flipped classrooms can enhance students’ engagement and comprehension skills, offering teachers a practical strategy to improve reading outcomes in language learning.

EFL Students’ Hybrid Learning Experiences in Post-Pandemic Indonesia Manafe, Thedy Hardi; Hidayati , Sari; Ikramunnisa, Erica; Gobel, Megi Sepriyanti
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (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: 10.35974/5ysr6e21

In Indonesia’s post-pandemic university context, where Hybrid Learning (HL) remains implemented in particular EFL Master’s courses, understanding how students experience and participate in a classroom that combines online and offline learning has become increasingly important. To explore EFL students’ overall experiences and participation in HL in a post-pandemic Indonesian context, focusing on how they perceived its strengths through their best experiences, how they perceived the challenges, and how they critically reflect on the challenges into suggestions for better implementation of HL. This study used a qualitative case study design with five EFL master’s students. Data were collected through semi-structured interviews and analyzed using Broun and Clarke’s thematic analysis. Member checking was conducted to ensure accuracy and credibility in capturing students’ HL experiences in the post-pandemic context. The findings showed that hybrid learning offered valuable flexibility and supported students with diverse backgrounds, allowing them to participate according to their needs and circumstances. However, they also faced challenges, particularly unstable internet connectivity and difficulty maintaining focus. To improve HL, students suggested stronger internet support, clear and balanced online-offline teaching, and more interactive teaching approaches. This study offers valuable insights into post-pandemic EFL education by showing that hybrid learning, when supported with improved infrastructure and thoughtful pedagogical design, can meaningfully enhance flexibility, learners' autonomy, and equitable participation for diverse student groups.

Flashcards for Vocabulary Development in Students with Intellectual Disabilities: EFL Teachers’ Perceptions Pratiwi, Anggun Siska; Fithriani, Rahmah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (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/qsrm9858

Vocabulary building is a central challenge in English as a Foreign Language classrooms, especially for students with intellectual disabilities who often experience cognitive and emotional barriers in learning new words. Visual instructional media such as flashcards are frequently used to support vocabulary learning, yet their effectiveness depends on how teachers perceive and apply them in inclusive classrooms. This study aims to explore an EFL teacher’s perception of the usefulness of flashcards in supporting vocabulary building for students with intellectual disabilities. The study employed a qualitative descriptive case study design involving one EFL teacher in an inclusive junior high school in Indonesia. Data were collected through classroom observations, semi structured interviews, and lesson plan analysis, and analyzed using thematic analysis. The findings reveal that flashcards are perceived as useful for reducing cognitive load, fostering psychological safety, and enabling adaptive instructional tempo without lowering learning expectations. In conclusion, the study suggests that the usefulness of flashcards lies in teachers’ pedagogical reasoning and adaptive use rather than in the media itself, highlighting the importance of teacher cognition in inclusive EFL instruction.

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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