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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 Effectiveness of the Modified Think Pair Share Technique with Mind Mapping on EFL Students' Descriptive Writing Ability Mia Chairunnisa; Cucu Sutarsyah; Budi Kadaryanto
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/v096db45

This study investigated whether there was a significant difference in descriptive writing ability between seventh-grade EFL students taught using the Modified Think-Pair-Share (TPS) Technique and those taught using the Original TPS Technique. The modification integrated Mind Mapping into the 'Think' phase of TPS, providing students with a structured visual pre-writing scaffold before collaborative discussion and writing. An experimental design was employed involving 61 seventh-grade students at SMPN 22 Bandar Lampung during the 2025–2026 academic year: 31 students in the experimental group (Modified TPS) and 30 students in the control group (Original TPS). Writing ability was measured through pre-test and post-test tasks requiring descriptive texts about animals, scored using Jacobs' (1981) five-aspect analytic rubric—content, organization, vocabulary, language use, and mechanics. The instruments were validated through expert judgment (Aiken's V = 0.9166) and inter-rater reliability was confirmed (pre-test r = .937; post-test r = .925). An Independent Samples t-test on post-test scores yielded t(51.8) = 4.739, p < .001, with the experimental group achieving a significantly higher post-test mean (M = 82.26) than the control group (M = 76.78), and a large effect size (Cohen's d = 1.607). These findings confirm that the Modified TPS Technique is significantly more effective than the Original TPS Technique in improving seventh-grade EFL students' descriptive writing ability.

Effects of Mind Mapping and Guided Peer Feedback on Eighth Graders’ Descriptive Writing Monica Rahmawanda; Patuan Raja; Flora
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: 10.35974/5crc7p78

This study examined the use of mind mapping and guided peer feedback in teaching descriptive writing to eighth-grade EFL students. The study was conducted in Class VIII-5 of SMP Negeri 22 Bandar Lampung, involving 30 students selected through purposive sampling. A quantitative one-group pre-test and post-test design was used due to the limited number of available classes at the research site, which made it impractical to form a separate control group. The students were asked to write descriptive texts, and their writings were scored by two raters using an analytic scoring rubric adapted from Jacobs et al. (1981). The rubric covered five aspects of writing: content, organization, vocabulary, language use, and mechanics. The data were analyzed through descriptive statistics, inter-rater reliability analysis, normality testing, a paired-samples t-test, N-gain analysis, and Cohen’s d for effect size. The results indicate a significant improvement in students’ descriptive writing achievement after the implementation of mind mapping and guided peer feedback, t(29) = 29.872, p < .001, with a very large effect size (Cohen’s d = 5.45). Among the five writing aspects, mechanics showed the highest proportional improvement, followed by vocabulary, content, organization, and language use. These findings indicate that the two techniques supported different stages of the writing process. Mind mapping helped students prepare ideas before drafting, while guided peer feedback helped them review and revise their drafts using clearer writing criteria. For teachers, these findings suggest that combining visual planning tools with structured peer review within a single writing sequence can meaningfully enhance students’ writing performance, particularly in writing conventions and content development. Therefore, the integration of mind mapping and guided peer feedback can be considered a useful strategy for supporting descriptive writing instruction in junior high school EFL classrooms.

Exploring Students’ Perceptions on the Utilization of QuillBot in Writing Paragraph Puput Handriani; Utami Dewi
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: 10.35974/81pcv369

This study aims to explore high school students' perceptions of the benefits and challenges of using the Grammar Checker and Translate features on QuillBot in writing English paragraphs. This study uses a qualitative descriptive approach. Data were collected thru closed questionnaires given to 23 twelfth-grade students, semi-structured interviews with 4 selected participants, and documentation analysis in the form of screenshots of QuillBot usage. The data were analyzed using thematic analysis. The research results show that 54.18% of students strongly agree that the Grammar Checker feature helps improve the accuracy of grammar and sentence structure, 54.18% strongly agree that the Translate feature makes the translation process easier, and 50.00% strongly agree that QuillBot boosts confidence in writing. However, 70% of students agree that they rely on the Grammar Checker and Translate features when writing. Additionally, 68% of students disagreed that QuillBot's translation results are often inaccurate, although some students reported contextual discrepancies in certain situations. This study concludes that QuillBot can support the paragraph writing process thru improved language accuracy, ease of translation, and student confidence, but its use needs to be balanced with the development of independent writing skills.

Gamification in Online Language Learning: The Effect of Quizizz on Students’ Vocabulary Knowledge Caroline V. Katemba; Jonathan Hamonangan Tobing
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/xbz1m927

This study examines vocabulary improvement through Quizizz games delivered via Zoom, comparing female and male Grade 7 students. Using a quantitative comparative design, 68 students (33 females, 35 males) completed pre- and post-tests. Female scores improved from 74.94 to 95.03, while male scores increased from 73.03 to 90.20. Both groups showed significant vocabulary gains, with statistical analysis indicating a meaningful difference between genders (p < 0.05). Overall, Quizizz proved effective in enhancing vocabulary acquisition and demonstrated the value of interactive, game-based learning in online environments.

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Caroline V. Katemba

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Home Page

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Editorial Team

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Contact Name Caroline V. Katemba

Contact Email ctobing@unai.edu

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Journal Mail Official jurnal.acuity@unai.edu

Editorial Address -

Location Kab. bandung barat, Jawa barat INDONESIA

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