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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 314 Documents

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Teachers’ Perspectives on Multisensory Strategies to Support Reading Comprehension among Students with Autism Spectrum Disorder Anissa Putri Dinata; Ernita Daulay
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: 10.35974/3eph2822

Reading comprehension is an essential academic skill; however, students with Autism Spectrum Disorder (ASD) often face difficulties in understanding text meaning, identifying main ideas, retelling content, and answering text-based questions. This study aimed to explore teachers’ perspectives on the implementation of multisensory strategies in teaching reading comprehension to students with ASD. This research employed a qualitative case study design involving an English teacher and a shadow teacher at a private senior high school in Medan, North Sumatra, Indonesia. Data were collected through nonparticipant classroom observation, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings revealed four main themes: ongoing reading comprehension difficulties among students with ASD, multisensory support for engagement and text understanding, shadow teacher support in guided participation, and challenges in adapting multisensory strategies to students with ASD. The results showed that multisensory strategies helped students become more focused, interested, and engaged in reading activities. However, these strategies did not fully overcome students’ reading comprehension difficulties. Students still required repeated explanations, simplified instructions, individual guidance, and shadow teacher support. This study concludes that multisensory strategies can support reading comprehension instruction for students with ASD when implemented flexibly, adapted to students’ needs, and combined with structured guidance and teacher collaboration.

English Vocabulary Notebooks and EFL Students’ Vocabulary Mastery Across Different Motivation Levels Rika Kusuma Dewi; Zulfa Sakhiyya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (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/jr8gkb25

Vocabulary mastery plays an important role in English as a Foreign Language (EFL) learning, yet evidence comparing vocabulary notebooks with dictionary-based instruction while considering students' learning motivation remains limited. This study investigated differences in vocabulary achievement between students taught using an English Vocabulary Notebook (EVN) and an Indonesian-English Dictionary (IED), while examining the role of learning motivation. A quasi-experimental pre-test-post-test study was conducted with 71 eighth-grade students from two intact classes in one Islamic junior high school. Two purposively selected classes were assigned to different instructional media, with one class using the EVN and the other using the IED. The intervention consisted of two instructional meetings between the pre-test and post-test. Students' learning motivation was measured using a questionnaire administered before the intervention, and students were ranked according to their total motivation scores, with those in the upper half classified as highly motivated and those in the lower half classified as low motivated. Post-test vocabulary scores were analyzed using a two-way ANOVA after the assumptions of normality and homogeneity of variance were satisfied. Both instructional groups demonstrated higher post-test than pre-test vocabulary scores. The analysis revealed significant main effects of instructional media, F(1, 67) = 92.16, p < .001, ηp² = .725, and learning motivation, F(1, 67) = 17.23, p < .001, ηp² = .330. No significant interaction between instructional media and learning motivation was found, F(1, 67) = 7.041, p = .112, ηp² = .166, indicating that the study did not provide sufficient statistical evidence that the relationship between instructional condition and vocabulary achievement differed between the two motivation groups. These findings indicate that significant differences were observed between the two instructional conditions, although the groups differed in their baseline vocabulary achievement. However, because instructional media were assigned to intact classes rather than randomly to individual students, the findings should be interpreted with appropriate caution when considering causal inferences.

Teachers’ Use of Multisensory Strategies in English Writing for Elementary Students with Dyslexia M Farhan Dwiky Nanda; Maryati Salmiah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (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/vmjd7j77

This study examines how an English teacher plans, implements, and adapts multisensory strategies English writing skills for three elementary school students with dyslexia in Grades 2, 3, and 5 in an inclusive classroom in Medan, Indonesia. The main participant is the English teacher; the three students are not treated as separate primary participants or standalone cases but rather as part of the learning context in which the teacher's practice is examined. Using a qualitative case study design, this study collected data through the analysis of three lesson plans, three classroom observations, and one semi-structured interview with the teacher. The data were analyzed thematically using deductive and inductive coding and validated through triangulation across the three data sources. The findings reveal three themes: (1) visual strategies dominate the teacher's lesson plans across all three grade levels, while auditory elements primarily serve as reinforcement and kinesthetic elements act as complementary components; (2) visual-auditory strategies are frequently used during whole-class instruction, with classroom observations noting diverse student participation patterns; and (3) individualized auditory-kinesthetic support, including letter-by-letter dictation, verbal repetition, and one-on-one guidance is implemented in supplementary activities when the teacher assesses that students require further assistance. Overall, the findings indicate that the teacher employs various combinations of sensory modalities at different stages of instruction and adapts practices based on classroom situations and observed student needs. The study does not establish that sensory modalities must be used in equal proportions or simultaneously, nor does it demonstrate that specific strategies improve students' writing abilities or comprehension, as these outcomes were not directly measured.

Self-Compassion and Resilience in Daur Hidup Lyrics: A Content and Thematic Analysis of Self-Recovery Nourma Ayu Safithri Purnomo; Nurdin Adiyansah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (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/hs8w9p51

This study aims to analyze the representation of self-compassion and resilience in the lyrics of the song Daur Hidup by Donne Maula and to uncover the narrative construction of self-recovery developed through the song’s lyrics. The study employs a qualitative approach using content analysis and thematic analysis, with the song lyrics as the object of study. The analysis was conducted by identifying and interpreting themes in the lyrics based on the dimensions of self-compassion and resilience as the theoretical framework. The results indicate that the lyrics of Daur Hidup represent the dimensions of self-compassion namely self-kindness, common humanity, and mindfulness which are reflected through self-acceptance and life experiences, awareness of emotional experiences, and the understanding that suffering is an inherent part of human life. The song lyrics also represent the dimensions of resilience, which include personal competence and tenacity, trust in instinct and tolerance of negative effects, positive acceptance of change, and spiritual influence. These dimensions are reflected through narratives of resilience in the face of difficulties, acceptance of change, self-empowerment, and spiritual meaning making regarding life experiences. The interconnection between these two concepts forms a narrative of self-recovery that encompasses acceptance, adaptation, self-empowerment, and the interpretation of life experiences. Thus, the lyrics of Daur Hidup represent the construction of a self-recovery narrative based on the theoretical frameworks of self-compassion and resilience. This study focuses on the representation and construction of meaning within the lyrical text, rather than on the listeners’ responses or psychological states.

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Caroline V. Katemba

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Abstract

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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

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