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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 290 Documents

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Students’ Perceptions of Synthetic Voice Technology in EFL Listening Comprehension Murod, Purnama Hanan; Flora; Muhammad Sukirlan
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/kftppf87

This study investigated student perceptions of artificial intelligence (AI)-generated synthetic voice technology as primary listening texts in English language instruction. A perception questionnaire comprising 8 Likert-scale questionnaire items was administered to 30 eleventh-grade students at MA N 1 Bandar Lampung. The instrument assessed five dimensions: clarity, naturalness, comprehension, engagement/motivation, and overall acceptance. Data analysis used descriptive statistics with mean scores and percentage distributions. Using Davis' Technology Acceptance Model, strong perceived usefulness outweighs moderate ease-of-use limitations. The instruction clarity problem represents a known technical challenge with documented solutions: reduced speech rate for instructions, simplified syntax, and enhanced audio production. Synthetic voice technology represents a viable educational tool, technical implementation prioritizes audio quality, and technology serves as scaffolding enabling student agency. Targeted technical improvements can address clarity limitations while preserving substantial educational value.

The Implementation of Baamboozle Website for Teaching English Vocabulary to ‘Aisiyah Singopuran Kindergarten Rahmawati, Diah Fajar; Hepy Adityarini
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/re9a1021

This study aims to examine the implementation of the Baamboozle website as a game-based learning medium for teaching English vocabulary to kindergarten students, to explore the teacher’s perception of its use, and to analyze students’ responses toward Baamboozle-based learning. In early childhood education, English vocabulary instruction requires interactive and engaging approaches that align with young learners’ cognitive characteristics and learning preferences, making the integration of digital game-based tools increasingly relevant in Teaching English to Young Learners (TEYL). This research employed a descriptive qualitative approach with a case study design conducted at TK ‘Aisiyah Singopuran, involving one English teacher and eleven senior-class kindergarten students. Data were collected through classroom observations to investigate the learning implementation and students’ responses, as well as semi-structured interviews to capture the teacher’s perception of using Baamboozle. The findings reveal that Baamboozle was implemented effectively through structured stages, including student grouping, explanation of game rules, and vocabulary learning activities, which created an interactive and enjoyable learning atmosphere. The use of Baamboozle increased students’ engagement, motivation, and vocabulary retention, while encouraging collaboration among learners. The teacher perceived Baamboozle as an effective and accessible learning medium that supports both classroom and home-based learning, although limited free game features were identified as a minor challenge. Overall, students responded positively to Baamboozle-based learning, demonstrating high enthusiasm and active participation. The study concludes that Baamboozle is a suitable and effective digital tool for supporting English vocabulary learning in kindergarten contexts.

A Comparative Quality Analysis of Google Translate and DeepL in Translating Indonesian Poetry into German Suryani, Septi; Herliawan Yanuarsyah Amalputra, Lucky; Hafdarani
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: 10.35974/91rr0161

This study aims to compare the quality of machine translation between Google Translate (GL) and DeepL (DL) in translating Chairil Anwar's poetry from Indonesian to German. Although AI-based machine translation systems perform well in technical and informative texts. Literary translation, especially poetry, remains challenging because it involves language style, emotion, metaphor, and cultural nuances. Poetry, therefore, serves as a relevant object for testing the ability of Neural Machine Translation systems to capture poetic quality and implicit meaning. This study adopts a qualitative case study approach to examine the German translations of the poem “Aku” produced by GT and DL. The analysis applies Koponen’s framework of translation errors, with the human translation by Karwath as a reference for translation quality and an established literary analysis as a reference for source text meaning. The data are complemented by dialogic expert interviews, analyzed thematically and triangulated. The results show that both machines make all three categories of translation errors based on Koponen’s theory. GT translates partially and tends to choose rougher and bolder diction, while DL tends to smooth the language, which in some lines feels less powerful or rather flat. Overall, no machine translation is able to fully reproduce the meaning, feel, and emotional nuance of the source text in poetic translation. Human involvement is still necessary to refine the translation results. However, between the two, DL can be considered the better option because it avoids serious errors with homonyms that are not identified by GL.

Social And Cognitive Factors Affecting Students’ Achievement in Using M-Reader Andrean, Chandra; Ikhsanudin; Dwi Riyanti
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/a4h6ff02

This study aims to investigate the social and cognitive factors that influence students' achievement in using M-reader, a mobile reading application. The study was conducted using a descriptive quantitative design, which involves collecting and analyzing data to know the social and cognitive factors affecting students’ achievement, the level of affection and how the factors affect students’ achievement in using M-reader. The data were derived from online questionnaires and interviews. The study involved collecting data from thirty students from the Sociology study program who are using M-reader for their English subject. This study concluded there were several subfactors that included in the social and cognitive factors. The level of affection from social and cognitive factors were in the trend of high to highest. In addition, social and cognitive factors developed students’ awareness and help them in achieving certain number of words in using M-Reader. Keywords: social factors, cognitive factors, M-Reader.

Perceived Difficulties in TOEFL Listening: A Diagnostic Study of Indonesian EFL Learners at UNAI Panjaitan, Nelson Balisar; Nelson Balisar
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/jeddkc85

Indonesian EFL undergraduates at faith-based Universitas Advent Indonesia (UNAI) face persistent TOEFL listening challenges, yet institution-specific diagnostics remain scarce. This quantitative descriptive study surveyed 135 UNAI students with prior TOEFL exposure using a validated 40-item, 5-point Likert-scale questionnaire assessing perceived difficulties across six domains: vocabulary (M=3.22, moderate), speech rate (M=3.59, moderately high), accent variation (M=3.50, moderately high), distractors (M=3.43, moderately high), memory (M=3.49, moderate), and concentration (M=3.52, moderately high). Overall mean difficulty was 3.46 (moderately high), revealing processing constraints over lexical gaps. Key findings identified concentration (peak item M=4.01) as the most critical barrier—driven by anxiety and noise—followed closely by speech rate (up to M=3.88), memory (M=3.83), distractors (M=3.75), and accents (M=3.67). Vocabulary ranked lowest, suggesting top-down compensation mitigates lexical limits. This pattern underscores TOEFL listening as a multidimensional construct blending linguistic knowledge with cognitive load (working memory, processing speed), attentional control, and affective factors rather than vocabulary deficits alone. Implications advocate targeted interventions beyond rote vocabulary: rapid-speech training, diverse accent immersion, distractor recognition drills, note-taking systems, memory enhancement techniques, and anxiety management protocols. These strategies promise to elevate UNAI students' TOEFL competitiveness and listening proficiency in high-stakes academic contexts.

The Effectiveness of Annotation Text Strategies to Improve Reading Comprehension Ability In Indonesia Simatupang, Maria; Katemba,, Caroline Victorine
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/r472kz53

The purpose of this study is to find out the improvement of students' reading comprehension through Annotation text. They were divided into two class, one class read individually, and the other class read in a group. This study used a quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: What is the achievement of the students who are taught using individual annotating text and group annotation text? Is there any significant difference in students' reading comprehension improvement between students who are taught using individual annotation text and students who are taught using group Annotation text? What are the responses of the students after being treated using Annotation text strategy? The instrument used for this study is a reading comprehension test, which contained 28 questions and a questionnaire which contained 10 questions. The result of this study shows that both classes improved in their reading comprehension. In addition, there is a significant difference between those who were taught Annotation text individually and those who were taught Annotation text in the group. This research furthermore showed that there were positive responses concerning the method applied to improve students' reading comprehension.

Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction Sarah V. Tomatala; Jonathan H. Tobing; Caroline Victorine Katemba
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): 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.v9i1.3245

Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.

Effects of Reading Motivation and Cultural Text Types on High School Students’ Inferential Reading Skills Sihombing, Raaomardsingh B; Yulia, Yuyun; Nurhayati, Lusi; Purnawan, Ari
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/af9f6472

This study investigates the effects of reading motivation and cultural text types on the inferential reading skills of high school students, as well as the interaction between these two variables. A post-test only quasi-experimental design with a 2×2 factorial arrangement was employed. The population comprised 191 Grade 11 students at SMA Negeri 2 Bantul, from which 80 participants were selected through screening. Instrument validity was established using Pearson Product-Moment correlation, with all calculated r-values exceeding the r-table threshold. Reliability was confirmed through Cronbach's Alpha coefficients above 0.80, indicating strong internal consistency. Data were analyzed using Two-Way ANOVA followed by effect size analysis to determine the magnitude of influence of each independent variable on inferential reading skills. The results revealed that reading motivation did not exert a significant effect on inferential reading skills (p = 0.115; d = 0.347, modest effect), whereas cultural text type had a significant effect (p = 0.016; d = 0.546, moderate effect). Students who read local culture texts achieved higher mean scores than those who read popular culture texts. No significant interaction was found between reading motivation and cultural text type. These findings suggest that culturally relevant text selection plays a meaningful role in developing inferential reading skills among EFL students. Accordingly, the integration of culture-based reading materials into EFL classrooms is recommended as a pedagogical strategy to enhance students' inferential comprehension.

Exploring Students’ Experiences in Using Metacognitive Strategies in Completing Classroom Listening Tasks Fauziah As’ari, Fasya Aristawidya; Gunawan, Muhammad Handi
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/cjnm0262

Listening is often considered one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires learners to process spoken information in real time. Difficulties such as fast speech, unfamiliar accents, and limited vocabulary may affect learners’ ability to understand spoken texts and regulate their comprehension. This study explores how EFL students apply metacognitive listening strategies during classroom listening activities and identify the challenges that influence their strategy use. A qualitative descriptive design was employed to gain deeper insight into students’ experiences. Data were collected from 19 undergraduate students through an open-ended questionnaire reconstructed from the Metacognitive Awareness Listening Questionnaire (MALQ), document analysis, and semi-structured interview. The data were analyzed using theory-driven thematic analysis based on five metacognitive components: planning and evaluation, directed attention, person knowledge, mental translation, and problem solving. The findings reveal that students used all five strategies, but their use was uneven. Problem-solving and directed attention strategies appeared most frequently, while planning strategies were less used. Mental translation was used selectively depending on the listening situation, and students’ self-perceptions and emotional responses influenced their strategic behavior. The study concludes that EFL listening is not only a linguistic process but also a metacognitive and emotional one, suggesting the importance of more explicit metacognitive strategy instruction in listening classrooms.

Shaping Learning Through Narratives: Pre-service Teachers’ Experiencesin Simulated Curriculum Design and Material Development Lou M. Hendriks, Anne; Lou, Anne
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/xhew1k10

This qualitative study investigates pre-service teachers’ experiences with simulated curriculum design and material development, focusing on how these activities contribute to their professional growth, problem-solving skills, creativity, and reflective practice. Five pre-service teachers who completed a Curriculum Design and Material Development course participated through written narrative responses. Data were analyzed using thematic narrative analysis to identify patterns and overarching themes, which revealed four key areas: developing professional identity through simulation, navigating challenges and problem-solving, creative and strategic curriculum and material design, and reflective learning and meaning-making. The findings suggest that simulation-based, practice-oriented experiences offer a safe environment for experimentation, foster critical reflection, and enhance pre-service teachers’ readiness to design effective curricula and instructional materials. Bottom of FormThese findings highlight the importance of integrating experiential and narrative approaches in teacher education to enhance professional development and pedagogical competence.

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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

Phone -

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