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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 304 Documents

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The intricacies of the representation of the local and target cultures in language teaching Taimur Sabih
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (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.v10i1.3110

It can be argued that the English Language Teaching (ELT) content produced locally in Pakistan is heavily influenced by religious and nationalistic concepts tending to overlook the target culture of the English language as well as the culture of the minorities dwelling in Pakistan. Recently, the polarization in the Pakistani society has intensified and religious intolerance is on the rise. Therefore, the objective of this study is to find out the extent to which the content of the textbooks produced in Pakistan plays a role – if any – in the prevalent polarization and intolerance in the Pakistani society. This study explores this phenomenon by analyzing the content of an ELT textbook published in Sindh, Pakistan. It relies on interpretive content analysis coupled with relevance sampling. The research design is composed of three linear steps that include identifying pertinent texts, interpretive content analysis, and finally, inferring the answers to the research question backed up by textual evidence. Relevance sampling helped choose the sample texts pertinent to this study based on the cultural, religious, and nationalistic notions that the texts touched upon. Data were gathered by meticulously reading the sample texts that were rich in vocabulary and historical discourse related to nationalism and religion.The findings reveal that the content of the ELT textbook does not present the learners with any target culture-focused content. It is also noticed that there is a strict focus on religious and nationalistic concepts while the cultures of certain religious minorities and sects do not find any place in the content. The two main identified overarching themes are religiosity and nationalism.

The Benefits of Peer Feedback in EFL Writing Learning Processes Kristian Wijaya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (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/g219j421

Abstract The main purpose of feedback is not merely to keep EFL learners on the right writing track but also to elevate their profound awareness concerning the common mistakes that frequently occur in designated writing texts. Thus, second language teachers need to start introducing EFL learners to the compatible use of peer feedback to enable them to undergo more seamless writing learning processes based on their strengths and weaknesses. This small-scale library study employed a thematic analysis approach to obtain more accurate, credible, and robust findings applicable to existing writing learning dynamics. Toward that end, the researcher reviewed 20 previous peer feedback and writing studies taken from various reputable journal article platforms. The researcher specifically selected these 20 previously published scientific articles as they were mutually linked with the major investigation forming in this library study. The thematically-analyzed research results suggested second language educators reckon on the optimal use of peer feedback in their regular writing learning basis as it helped EFL learners to be more confident and knowledgeable writers. Keywords: EFL writing; feedback; peer feedback; library study; thematic analysis.

Cultural Influences on Learners' Attitudes toward English Pronunciation: A Comparative Study Nelson Balisar Panjaitan; Yenni Christina
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (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.v11i1.3903

This study explores the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation in the context of language learning. Using Likert scale questionnaires, the research examines the perceived importance of pronunciation, preferences for pronunciation models, confidence levels, and how cultural identity shapes these attitudes. Students' views on teaching methods, including technology-enhanced instruction and feedback mechanisms, are also analyzed. The findings underscore a strong acknowledgment of pronunciation's role in effective communication, with significant support for interactive and culturally sensitive teaching approaches. Students expressed a preference for pronunciation models that align with their cultural identity, indicating a need for more personalized and contextually relevant instruction. This study provides valuable insights for language educators and curriculum developers, emphasizing the integration of students' cultural backgrounds into pronunciation pedagogy. Pronunciation remains a critical yet often underexplored component of English language learning, particularly in multilingual settings where cultural identity strongly influences learner attitudes. This study investigates the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation, addressing the broader issue of how cultural factors shape learners’ preferences and confidence in pronunciation. Employing Likert scale questionnaires, the research compares student responses across different ethnic and linguistic

Multimodal Pedagogy in Project-Based Activities for Esp Classrooms: Does It Affect Student Multimodal Literacy? Wulandari Putri; Mesa Rahmi Stephani; Andi Suntoda Situmorang; Agus Mahendra
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: 10.35974/5bnaan70

Technological developments have changed the way students learn from time to time. With the development of technology, learning can no longer depend on one mode alone. Through multimodal pedagogy, student diverse learning styles can be better accommodated. However, research applying multimodal pedagogy in the English for Specific Purpose (ESP) context is not yet adequate. For this reason, this study aimed to construct and apply multimodal pedagogy for ESP classroom, specifically English for Sport students, in project-based activities aimed to improve the student multimodal literacy. Learning was carried out by involving various modes. Meanwhile, the projects were in the form of instructional videos, where the content was related to the student professional targets. This research is quasi-experimental research employing a mixed-method approach involving two English for Sport classes consisting of approximately 120 students. One class was assigned as experiment group and another class was assigned as the control group. Data were obtained from questionnaires, products from student projects, and focus group discussions. The results of the study showed that the multimodal literacy improvement in experimental group was significant. However, the difference between the control and experimental group was found insignificant.

Genially and Flippity DGBL for Vocabulary Mastery Across Students' Motivation Levels Re Tali Imani; Rudi Hartono; Rini Susanti Wulandari
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/kemsvh70

Lack of motivation and vocabulary are major barriers to students in mastering English. Therefore, it is necessary to implement a strategy that is attractive and effective in supporting students in mastering vocabulary, and that is congruent with this era. There may be several solutions that the teachers could implement to create an attractive learning process, such as building a joyful class environment by applying Digital Game-Based Learning (DGBL) in the English Classroom. Teaching and learning through digital aids could foster students’ focus and interest in the classroom. The purposes of this study are 1) explain the effectiveness of Genially and Flippity to enhance students’ vocabulary mastery; 2) investigate the effect of motivation level on students’ vocabulary mastery; 3) examine whether there is an interaction between teaching method and motivation level in enhancing students’ vocabulary; 4) explain the use of Genially DGBL and Flippity DGBL to teach vocabulary to students with different motivation level. This type of research design encompasses a mixed-methods design. It follows the principles of an embedded mixed-method design. This study was conducted at MTs Minhajut Tholabah. This study consists of two independent variables that are Genially DGBL and Flippity DGBL, one dependent variable that is students’ vocabulary mastery, and one moderator variable that is students’ motivation. The study population comprises 8th-grade students at MTs Minhajut Tholabah. There was an experimental class that was nearly homogeneous in its achievement by using purposive sampling. The study sample consists of 23 students, divided into high- and low-motivation groups. Thus, the experimental class was taught using Genially and Flippity. The researcher used the requisite tests (normality, homogeneity, and linearity) to analyze the data, and Analysis of Covariance (ANCOVA) to test the hypotheses. The results show that Genially and Flippity are effective in enhancing vocabulary. Meanwhile, there is no significant difference between Genially DGBL and Flippity DGBL in teaching vocabulary to low- and high-motivated students.

From Perception to Practice: Aligning Self-Reported TPACK with Observed Teaching Performance in Pre-service EFL Teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati
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/c6frdb68

This study aimed to examine the alignment between pre-service EFL teachers’ self-reported Technological Pedagogical Content Knowledge (TPACK) and their observed teaching performance following a Microteaching Lesson Study (MLS) intervention. In response to increasing demands for technology-integrated instruction, concerns persist regarding whether teachers’ perceived competencies accurately reflect their actual teaching practices. A quantitative within-subject experimental design was employed involving 27 pre-service teachers over a 14-week intervention. Data were collected using a pre- and post-test EFL-TPACK survey and performance-based assessments of teaching and re-teaching phases evaluated by two independent raters using a validated TPACK-based rubric. Data were analyzed using paired-samples t-tests, Wilcoxon Signed-Rank Tests, Pearson correlation, and normalized gain (N-gain) analysis. The results revealed a statistically significant improvement in self-reported TPACK (p < .001) with a high N-gain, indicating substantial perceived development. Observed teaching performance also improved significantly (p < .001), both at the overall level and across all TPACK domains. However, correlation analysis showed a very weak and non-significant relationship between self-reported TPACK and observed teaching performance (r = .054, p > .05), indicating a lack of alignment between perceived and enacted competence. These findings suggest that while MLS effectively enhances both perceived knowledge and teaching performance, self-reported TPACK does not necessarily reflect actual instructional ability. This study underscores the importance of integrating performance-based assessments with self-report measures to provide a more accurate evaluation of teacher readiness and contributes to a deeper understanding of TPACK development in practice-based teacher education contexts.

Fluency or Accuracy? EFL Teachers’ Evaluation of Google Translate and Digital Dictionaries in Classrooms Zeli Utari; Veni Roza; Widya Syafitri
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: 10.35974/2epd3r35

This study investigated the way in which EFL teachers perceived the quality of translations made by students using Google Translate and digital dictionaries in actual classroom situations. While previous studies on the use of such tools have not sufficiently addressed the issue of evaluation from the perspective of the teacher, this study adopted an explanatory sequential mixed methods design. In this study, 25 students performed translations using the two instruments, and their translations were rated by two EFL teachers based on a Likert-scale rubric on accuracy, fluency, and appropriacy. Results from the quantitative analysis showed that translation through digital dictionaries was rated higher compared to Google Translate with a mean difference of 4.84 (t(24) = -9.333, p < .001, d = 1.87, very large effect). Analysis of themes in the interviews shed light on this result since both teachers rated accuracy as the first factor and appropriateness and fluency as the second and third factors, respectively. Google Translate was used due to its ability to produce fluent translation and draft texts but not contextually appropriate and accurate. Unlike the digital dictionary, which promoted greater cognitive processing and careful consideration in word choice, an alternative strategy is suggested: the use of Google Translate to produce a first draft and then the digital dictionary to ensure correct word choice and accurate semantics prior to final submission.

Teachers’ Challenges in Vocabulary Instruction for Students Showing Slow Learning Characteristics: A Case Study Murni Amalia; Didik Santoso
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/v4547011

Vocabulary instruction is essential in English language learning, yet it becomes more challenging when teachers work with students showing slow learning characteristics. These students often require more time, repetition, and structured support to understand, retain, and use new words. This study aimed to examine the challenges faced by an English teacher in implementing vocabulary instruction for such students in a junior secondary classroom. Using a qualitative case study design, data were collected through semi-structured interviews, non-participant classroom observations, and field notes involving an English teacher and a homeroom teacher at a private junior high school in Batu Bara Regency, North Sumatra. The data were analyzed using thematic analysis. The findings revealed eight major challenges: maintaining students’ focus, supporting vocabulary retention, addressing limited vocabulary knowledge, adjusting lesson pace, managing a large class, sustaining engagement, dealing with limited instructional time, and responding to home-related factors. The study concludes that vocabulary instruction for slow learners requires adaptive, structured, and inclusive teaching. This study contributes practical insights for developing more responsive vocabulary instruction in Indonesian junior secondary EFL classrooms.

Developing Liveworksheets as Interactive Instructional Media for Teaching Reading Report Text at Grade X Amanda Eka Suci An Nisa; Indah Tri Purwanti; Hadriana
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: 10.35974/2c408t40

Instructional media plays a crucial role in engaging students, especially in English language learning. This research aimed to develop and validate interactive instructional media using Liveworksheets for Teaching Reading Report Text to Grade X students. This development research employed the ADDIE model, encompassing Analyze, Design, Develop, and Validation phases. Need analysis was conducted through interviewing three English teachers, distributing questionnaires to 55 Grade X students, and analyzing documents. The student questionnaire results showed that 90.9% of them struggled with report text comprehension, primarily due to unfamiliar vocabulary (60%) and difficulties in identifying the social function (41.8%). Despite these difficulties, 96.4% of students preferred technology-based learning. These findings served as the empirical basis for developing interactive Liveworksheets media. The three experts validated scores of 3.52 for content, 4.00 for instructional media, and 4.00 for pedagogical aspects, all categorized as "Very Valid." Furthermore, a practicality evaluation involving 20 students of grade X showed positive responses, with students finding the media engaging and easy to use. The conclusions confirm that the developed media is pedagogically sound, technically functional, and aligned with the Merdeka Curriculum's emphasis on technology integration and student-centered learning. This research contributes to digital instructional media development for English language teaching in Indonesian secondary schools, particularly to enhance reading comprehension of factual texts.

An Analysis of Code-switching Used by English Study Program Students during Teaching Practice Examination Sarah Latifah Ahmiyul; Eliwarti; Indah Tri Purwanti
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: 10.35974/9qmtek55

This study aims to investigate types, functions, and influencing factors of code-switching used by English Study Program students of FKIP Universitas Riau during their teaching practice examination. Using a qualitative case study approach, the researcher analyzed video recordings of 10 pre-service English teachers in 8 schools. Semi-structured interviews were also conducted to collect the data. A total of 499 occurrences of code-switching were found throughout the data with intra-sentential switching as the most common type (54.31%) of code-switching, followed by inter-sentential switching (42.28%) and tag-switching (3.41%). Message qualification and reiteration emerged as the two most frequently identified functions in the data. Six other functions were also found in order of frequency: elicitation, interjection, addressee specification, instruction, exemplification, and quotation. Regarding influencing factors, students’ English proficiency was revealed to be the most significant factor affecting the use of code-switching by pre-service English teachers. Additionally, the examination settings and pre-service teachers’ confidence and language competence were also identified as one of the influencing factors during the examination. The findings imply that most pre-service teachers utilize code-switching as a pedagogical tool, while also acknowledging language proficiency, both students' limited English proficiency and pre-service teachers' own linguistic constraints, as a contributing factor.

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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

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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