Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Acuity : Journal of English Language Pedagogy, Literature and Culture

acuity
Website

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

7 8 9 10 11

The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning Yeganehpour, Parisa; Zarfsaz, Elham
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2781

We are now surrounded by information from television, the internet, and digital media. Multimedia connects us to diverse languages and civilizations. The usage of a variety of forms of multimedia has a number of advantages for foreign language acquisition. The purpose of this study was to determine the extent to which using television programs and subtitled television shows as semi-contextualized strategies aids vocabulary retention during language acquisition. This research was performed at a Turkish government university. The teacher divided the classes into two experimental groups ranging in age from 18-20. The research began with the administration of a pretest. Then, the newly concentrated terms were taught using two distinct teaching techniques: decontextualized and semi-contextualized instruction. The study was conducted during a semester in 14 sessions. After teaching the new terms using the two strategies, an instant post-test was conducted at the end of sessions. A delayed post-test was conducted three sessions later. Following that, the participants' scores were statistically examined. The study's findings indicated that there were no significant differences in vocabulary teaching strategies between semi-contextualized (TV program) and decontextualized (board monitoring). It should be emphasized that the researchers, as English teacher, anticipated differences between two strategies (preference for semi-contextualized technique) based on their own teaching experience.

Age, Gender, and Anxiety as Antecedents of Willingness to Communicate: Turkish EFL Context Yetkin, Ramazan; ÖZER, Zekiye
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2800

Individual differences in language learning have been under close scrutiny for several decades. However, there seems to be research ground to be filled in with new research to understand how and to what extent these differences relate to/affect the language learning process. Foreign language classroom anxiety (FLCA) and second language willingness to communicate (L2 WTC) have been key individual differences in research paradigms in educational psychology and applied linguistics. To this end, the current study aims to disclose secondary school EFL learners’ FLCA/ L2 WTC levels and their relations and predictions by comparing and relating participants’ age and gender differences. The participants were 131 secondary school students in the English as a foreign language (EFL) context. Statistical results pointed out moderate levels of FLCA and WTC among participants. When age and gender differences were compared, it was observed that both of the variables made a significant difference in participants' FLCA and WTC scores with females surpassing males in their mean values. Also, regression analysis indicated age and gender as the significant predictors of WTC. It is clear from the study results that both age and gender are significant factors intervening in the language learning process. Teachers should be aware of these differences so that they approach each difference satisfactorily to create a positive learning environment in their classrooms.

Pre-Service and In-Service Teachers’ Perceptions on the Use of English Children’s Songs Khumairo, Khurin In; Inayati, Dian; Asrining Tyas, Peptia
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2720

English children’s songs have been commonly used to teach English to young learners. Despite its popularity, few studies focus on its limitation. This study aims to explore pre-service and in-service teachers’ perceptions on the use of English Children’s songs to teach English to young learners. This study employed a qualitative descriptive method by involving two pre-service teachers, two in-service teachers, and four students. Data were collected through pre-service and in-service teachers’ interviews, students’ interviews, and classroom observation. The findings showed that English children’s songs offer numerous benefits for young learners in learning English. However, there were technical limitations such as the lack of internet connection and school facilities and non-technical limitations such as picking the right song for the students and providing various songs to prevent students’ boredom that faced by the pre-service and in-service teachers in using English children’s songs in the classroom. To overcome those limitations, pre-service and in-service teachers brought their laptops and speakers to play songs to students and downloaded songs to be played first. They were also very selective in choosing which songs the students could memorize easily and provided various songs.

Indonesian University EFL Learners' Perspectives toward Self-Assessment in Writing Processes Wijaya, Kristian
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2605

Abstract Concerning the sophisticated, contextual, and valid development of language learning assessment in EFL writing fields, it is highly recommended for EFL teachers to advance their learners’ writing skills progression under the supervision of self-assessment. It has been a widespread belief by previous researchers that the continual utilization of self-assessment in writing learning processes can potentially breed more proficient and independent writers. Coupled with this premise, this present small-scale qualitative study was conducted to profoundly investigate Indonesian university EFL learners’ specific perceptions toward self-assessment in writing learning dynamics with the help of qualitative content analysis. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were distributed to 15 English Education Master Students, at Sanata Dharma University. The obtained research results unfolded that the ineluctability of self-assessment activities is pivotal in breeding more professional EFL writers capable of creating more qualified writing products. For the further advancement of this current investigation, future studies are strongly prompted to thoroughly involve ample research participants accompanied by more comprehensive research instruments. Keywords: self-assessment, EFL writing processes, qualitative content analysis

From Communicative Competence to Communication Proficiency: A Theoretical Study Ahmed, Sabri
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2739

This study revisits the term ‘communicative competence’ and delves into its details. It presents briefly various models of communicative competence to show what has been written on this term, and then it introduces the term ‘communication proficiency’ as a broader term that includes all competencies and skills required for communication. It contributes to the field of research in applied linguistics as it helps scholars avoid the confusion associated with the term ‘communicative competence’ which is used differently by different scholars due to their different perceptions of the term ‘competence’. Competence has been perceived by some scholars as knowledge of language while others have perceived it as an overall ability that includes all what we need to function in real life and fulfill communicative needs.

English Language Teacher Candidates’ Pedagogical Beliefs During Covid19 Pandemic Çetin Köroğlu, Zeynep
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2798

The pandemic has been affecting every side of our lives in a negative way unfortunately. Teacher training has also been affected from the pandemic and student teachers have been taken their courses through digital environments. Unlike traditional courses they have to study the entire courses online. As it is known that teachers’ beliefs have a profound impact on their classroom practices, decisions on their teaching strategies, their styles and even how they implement curriculum. For this reason, the current study aims to investigate whether Covid19 pandemic has an effect on student teachers’ beliefs positively or negatively. The research was carried out in 2020 spring term of academic year when the pandemic first started. The research was designed as a qualitative study and to collect data a case and an interview administered to participants. Totally, 74 student teachers participated in the study that participants were third and fourth graders of ELT department at a state university, Turkey. The results indicate that participants have negative perspectives towards taking all courses through digital environments and tools. However, their beliefs have not been affected negatively from Covid19 pandemic.

EFL learners’ views on learner autonomy and foreign language anxiety Yukselir, Ceyhun; Ozer, Omer
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2824

This mixed-methods research explores the views of EFL learners about learner autonomy and foreign language classroom anxiety. The participants comprised of 126 EFL learners studying at two state universities in Turkey. In addition to the instruments developed by Chan et al. (2002) and by Horwitz et al. (1986), a semi-structured questionnaire was also employed to gain deeper insights of the participants’ understanding of autonomous learning and foreign language anxiety. The findings show that participants believed that they should have the ability to take responsibility for learning on their own. Regarding the question about classroom anxiety, participants accepted the anxiety induced by the fear of speaking, especially in real-life situations in front of people or with native speakers of English. Moreover, the data showed that 13 students felt highly anxious whereas 73 students were moderately anxious in their English classrooms. Thus, the current study has contributed to our understanding about LA and anxiety in terms of foreign language majors’ perceptions in the EFL context, roles and responsibilities, motivation and abilities, inside and outside classroom activities and the reasons which cause FLA.

Possible relationship among experience, age, income level, gender, and job satisfaction Hasanzadeh, elham; Gholami , Javad
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2848

Discovering the causes of satisfaction and dissatisfaction is one of the primary goals of job satisfaction studies, and also it has a connection with several important factors. The present study investigates the relationship among Iranian EFL teachers' experience, age, gender, income level, and job satisfaction. To this end, 104 male and female EFL teachers in Urmia, Iran was selected based on convenience sampling design. The participants were asked to fill out an online Job Satisfaction Index (JDI) questionnaire. It evaluates a person in six areas: the nature of the job, supervision, coworkers, promotions, salaries, and benefits, and working conditions. The questionnaires were analyzed by SPSS. In order to investigate the hypothesis, a parametric correlation coefficient was used. The results revealed there was a connection between experience, age, income level, and job satisfaction. However, the gender-job satisfaction connection was determined to be insignificant. It implies that job satisfaction is irrelevant to gender. The implication of the present study can be beneficial to supervisors, institutes, and administrators.

Are TEFL vs. Non-TEFL Graduates Teachers’ Experience, Creativity, Mindfulness, and Instructional Competency Different ? Experience, Sense of Creativity, Mindfulness, and Instructional Competency Faravani, Akram; Tohidifar, Fatemeh
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2806

Recent advancement in educational systems has fostered the significance of language teachers’ responsibilities to improve their qualities and competencies since students’ development is directly related to teachers’ qualities and profession. The current study aims at finding the interrelationships between TEFL graduates vs. Non-TEFL graduate's EFL teachers’ Teaching Experience, Sense of Creativity, Sense of Mindfulness, and Instructional Competency. 318 EFL teachers were selected through convenience sampling from different institutes. Participants filled out three questionnaires Teaching Creativity Quotient, Five Facet Mindfulness Questionnaire, and Instructional Competency Questionnaire by using both paper-based and online methods. To analyze the data, two models for interrelationships among the variables of the study for the two groups of TEFL and Non- TEFL graduates were proposed and tested using path analysis. The findings showed that the proposed model in the TEFL group perfectly fit the data. In the non-TEFL group, the goodness of fit indices was not within the acceptable range. Moreover, there was a significant difference between the two groups (TEFL and Non-TEFL teachers) regarding instructional competency. This study can be beneficial for teachers, learners, and supervisors.

Teaching writing with wiki-based collaborative writing tasks in an EFL context at higher education Zennure
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): 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.v8i1.2807

This study explored university students’ attitudes towards wiki-based collaborative writing tasks and their perceptions of the effects of these tasks on their writing development in an EFL (English as a Foreign Language) context in Turkey. A total of 40 university students participated in wiki-based collaborative writing tasks. Wiki-based collaborative writing tasks enabled students to collaborate with their peers wherever or whenever they wanted, negotiate with each other, give and receive feedback, and take responsibility during the process of writing. Qualitative and quantitative data were collected during this 5-week intervention. This included two questionnaires and semi-structured interviews. Descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that the students considered wiki-based writing activities motivating, innovative and effective in their writing development in English. The research findings are discussed in terms of their implications for foreign language writing.

Page 9 of 29 | Total Record : 284

7 8 9 10 11

Filter by Year

2016 2026

Filter By Issues

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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

Abstract

Abstract

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