Acuity: Journal of English Language Pedagogy, Literature and Culture

Comparative Study of Indonesian Pre-Service Teachers’ Challenges and Strategies in Thailand and Australia

Hanifa Nuraini — Wed, 19 Nov 2025 00:00:00 +0700

International teaching practicums are vital for teacher education, offering pre-service teachers (PSTs) transformative experiences that vary significantly by host country. This qualitative comparative case study fills a literature gap by examining the challenges and coping strategies of two Indonesian English Education PSTs, Anita (Australia) and Anto (Thailand). This study applied Searle and Ward’s (1990) two-domain model of cross-cultural adaptation. Data, collected through in-depth, semi-structured interviews and supplementary documents, were analyzed using comparative thematic analysis. Findings show that while both participants achieved significant professional growth, their main challenges and adaptation routes differed based on the host country’s developmental, linguistic, and cultural context. Anita, in a developed, English-speaking country, Australia, primarily faced systemic and academic hurdles, such as formal curriculum standards (AITSL) and initial difficulty understanding English accents. Her adaptation, supported by a mentor from a similar background, greatly improved her English speaking confidence. On the other hand, Anto, in a developing, non-English-speaking country, Thailand, struggled with language barriers both in daily life and professional situations, along with significant culture shock. His adaptation, supported by two mentors and support from peers, helped him become highly adaptable and culturally aware by actively engaging with new languages and social settings. The study concludes that the specific institutional, linguistic, and cultural conditions of the host country are closely linked to how sociocultural and psychological challenges emerge, and they shape the most effective coping strategies for pre-service teachers.

The Role of Good Enough Parents and Gothic Parents in The Secret Garden

Mahdieh Kheradmand — Thu, 13 Nov 2025 00:00:00 +0700

Burnett's novel, The Secret Garden, offers a compelling exploration of the impact of parental influence on a child's development and the quest for Self. This article analyzes the role of gothic parents in shaping the lives of the protagonists, Mary and Colin, within the context of the novel's gothic elements. The narrative delves into the significance of family dynamics in shaping a child's Self. Drawing on psychological theories and literary analysis, the article highlights the pivotal role of good enough parents in providing a nurturing environment for children to develop their 'True Self'. Conversely, the absence or inadequacy of parental guidance leads to a gothic childhood fraught with loneliness, rejection, and a fragmented Self. By examining the interplay of gothic elements and parental influence in The Secret Garden, this study offers valuable insights into the complexities of childhood experiences and the enduring quest for Self.

Jungian Reading: Exploring Mariner’s Self States through Individuation in The Rime of the Ancient Mariner

Aurora Magenta Diva, Asih Ernawati — Tue, 16 Sep 2025 00:00:00 +0700

This study presents a Jungian reading of Samuel Taylor Coleridge's “The Rime of the Ancient Mariner”, focusing on the Mariner’s psychological transformation through the lens of individuation. Using close reading as the primary method, the analysis explores how the Mariner’s self-states align with Carl Jung’s key archetypes—such as the ego, shadow, anima, and Self—each representing different stages of the individuation process. The Mariner's journey from guilt and alienation, symbolized by the killing of the albatross, to spiritual reconciliation, as reflected in his blessing of the water snakes, mirrors Jung’s theory of integrating unconscious elements into consciousness. This interpretation provides a deeper understanding of the Mariner’s inner conflict and eventual self-realization, while also highlighting the value of applying Jungian psychology to literary analysis. The study underscores how symbolic journeys in literature can mirror the complex process of psychological individuation and self-discovery

The Construction of the Female Hero in Zusak’s The Book Thief: An Archetype Analysis

Sintia Ayu Ningsih, Rahayu Puji Haryanti — Fri, 29 Aug 2025 00:00:00 +0700

Heroic narratives in literature traditionally tend to be dominated by male characters with physical strength, dominance, and victory characteristics. In contrast, female characters often serve as passive and domestic roles. This study examines the construction of a female hero in Markus Zusak's The Book Thief through Christopher Vogler's (2007) archetypes and the hero's journey. Using a qualitative approach, this study reveals how the character Liesel Meminger builds her heroic identity through courage, empathy, and literacy in the middle of the Nazi regime's oppression. The findings show that Liesel represents a heroine who prioritizes emotional resilience and the power of words over physical strength. Other archetypes support her and follow the twelve stages of the hero's journey. The novel actively challenges traditional hero archetypes by presenting a heroic narrative that ends in loss, not victory, but is still full of meaning and strength. This research enriches literary and gender studies by highlighting the representation of female heroes in contemporary fictional narratives.

Reflection of the Concept of the Meaning of Life on Mental Health In The Lyrics of Teramini's Songs

Nourma Ayu Safithri Purnomo. — Fri, 29 Aug 2025 00:00:00 +0700

Mental health is an interesting topic to discuss in the digital age. Many media outlets discuss the concept of mental health, one of which is through literary works in the form of music. Music, which consists of various song lyrics, can be a medium of expression for conveying messages about an individual's psychological condition. One of the variables that plays an important role in the realization of mental health is the meaning of life and song titles that describe the concept of meaning of life, such as Teramini by Ghea Indrawari. This study aims to deeply reflect on the concept of meaning of life in the lyrics of "Teramini," which has a positive impact on mental health, a topic that has not been explored previously. This study employs Viktor Frankl's theory of meaning in life, which explains that the sources of meaning in life consist of attitudinal, experiential, and creativity values. The object of this study is the lyrics of "Teramini." This study uses a qualitative method with thematic analysis as the analytical technique. Thematic analysis was chosen to understand the appropriate themes of the source of meaning in life from each lyric of the song Teramini. The results of this study indicate that the dominant source of meaning in life in the song Teramini is attitudinal values, followed by experiential values. Creativity values was not found in this study. Through the attitudinal and experiential values, individuals are able to accept all difficulties and view them as part of life's episodes, enabling them to endure and face them effectively, which positively impacts mental health. The findings of this study also indicate that literary works in the form of song lyrics can serve as an effective educational tool to provide an understanding of the concept of sources of meaning in life that influence mental health among listeners or community

Female Silence and Psychotherapy through Feminist Approach in Alex Michaelides’s The Silent Patient

Rashad Al Areqih — Mon, 19 May 2025 00:00:00 +0700

This study examines the roles of women in society and their attitudes toward family and societal expectations, focusing on Alicia and Theo Faber from Alex Michaelides's The Silent Patient (2019). It explores how Alicia's silence symbolizes the broader silencing of women by men and their search for meaning in chaos. Using a feminist lens, the study analyzes Alicia’s traumatic childhood, revealing how misogyny and patriarchal structures shape her life. It addresses key questions such as how her upbringing under a patriarchal system impacts her and how her perceived insanity becomes an escape from punishment. The study aligns with feminist critics who argue that Western narratives reflect masculine biases and perpetuate patriarchal values. The findings suggest that Alicia’s murder of her husband is a result of the compounded trauma of her childhood and the failure of her parents to protect her, ultimately leading to their tragic end. The study emphasizes the complex relationship between personal trauma and societal oppression, highlighting how these forces shape Alicia’s actions and fate.

Language Using of Code-Mixing in Captions and Comments on Instagram Content Creators'

Silfi Aliya Sakina, Sigit Haryanto — Sun, 23 Nov 2025 00:00:00 +0700

Digital communication has increased the use of code-mixing among social media users, such as on Instagram. This research examines Indonesian-English code-mixing found in both captions and comments of three popular Indonesian bilingual content creators. Using a descriptive qualitative approach, 50 instances of code-mixing were identified and analyzed over a 4-month observation period. Each instance was thoroughly examined and categorized according to Muysken’s (2000) typology, which includes insertion, alternation, and congruent lexicalization. In addition, the underlying motivations for code-mixing were analyzed using Holmes’ (1992) motivational framework. Results show that insertion form (40%), followed by alternation (32%) and congruent lexicalization (28%). Motivationally, prestige and affective expression were the most salient factors, indicating that English serves both as a marker of status and as a means to connect emotionally with followers. Unlike previous studies that focused only on captions or product-promotion discourse, this research combines the classification of code-mixing types (Muysken, 2000) and motivational analyses (Holmes, 1992) across both captions and comments, providing a more comprehensive understanding of bilingual interaction in digital communication.

Cultural Representations in Indonesian EFL Textbooks: A Synthesis Study

Dyah Mustikareni — Mon, 06 Oct 2025 00:00:00 +0700

This study aims to synthesize findings from eight qualitative research articles examining the representation of cultural content in English as a Foreign Language (EFL) textbooks used in Indonesia. The research is motivated by the increasing emphasis on intercultural competence in language education and the need to align textbook content with national character education and global communication goals. Although EFL textbooks are widely used in Indonesian classrooms as primary instructional materials, concerns have emerged regarding their cultural relevance and inclusivity. A thematic synthesis method was employed to analyze the selected studies, which focused on textbooks published or used in Indonesia between 2016 and 2025. The analysis consisted of three stages: coding primary findings, clustering them into descriptive themes, and synthesizing cross-study analytic themes. The findings reveal four major themes: the dominance of target cultures, superficial representation of cultural and multicultural values, cultural imbalance and bias, and the limited application of intercultural approaches. While some locally developed textbooks introduce Indonesian cultural content, they often fail to support deeper intercultural reflection and engagement. This study concludes that Indonesian English as a Foreign Language (EFL) textbooks need to be more culturally balanced and pedagogically reflective. Integrating intercultural competence into textbook design can better support learners’ linguistic development, national identity formation, and the development of global citizenship. The results necessitate a critical evaluation and revision of textbook content to ensure alignment with both national educational policies and intercultural communication objectives.

Investigating Pre-Service Teachers’ Perceptions of Native and Non-Native English Educators and Speakerism

Putri Adinda Pratiwi, Rahmah Fithriani — Sun, 11 May 2025 00:00:00 +0700

English as a lingua franca (EFL) and World Englishes (WEs) challenge traditional English language teaching paradigms that centred around native-speaker norms, often rooted in the ideology of native speakerism, a persuasive ideology in English language teaching, often leading to biases against No-native English Speaker Teachers (NNESTs). This study aims to understand pre-service English speaker teachers' overall attitudes toward NESTs and NNESTs and explore the factors influencing pre-service English teachers’ preferences. 15 pre-service English teachers in their fifth semester participated in this descriptive qualitative method, which was collected from the questionnaires and interviews. The results show positive attitudes towards NESTs and NNESTs, with a slightly negative attitude towards NNESTs in teaching pronunciation due to native speakerism. In terms of pedagogy, NESTs are engaging and varied in approach, while NNESTs are monotonous but provide bilingual support. Culturally, NESTs provide first-hand exposure, but NNESTs highlight global English diversity. Linguistically, students prefer NESTs for genuine pronunciation of authentic language elements such as slang. These findings reveal there is a tendency for native-speakerism with evidence from participants’ responses. Further studies can expand this research by looking into ways to reduce biases and improve teamwork between NESTs and NNESTs.

Beyond Instructions: Exploring the Power of Directives in EFL Tutoring

Rizky Harmiyanti, Issy Yuliasri — Sun, 11 May 2025 00:00:00 +0700

This study explores the directive illocutionary acts produced by a tutor in a Small England Class during English teaching and learning. This research was conducted to find out the types of directive illocutionary acts employed, identifying the most and least frequent types and their implications. The data were analyzed by the descriptive qualitative method, and collected by recording the teaching and learning process, watching and listening to the video, transcribing the video, and classifying the tutor’s utterance into directive illocutionary acts. The writer applied Searle’s theory to the types of directive illocutionary acts which include direct, request, ask, urge, tell, require, demand, command, order, forbid, prohibit, enjoin, permit, suggest, insist, warn, advise, recommend, beg, supplicate, entreat, beseech, implore, and pray. The result of the study revealed that there are a total of 429 data points found in the speech, with command being the most dominant with a total of 247 (57.58%), followed by ask at 156 (36.36%), request at 12 (2.80%), suggest at 5 (1.17%), forbid at 3 (0.70%), recommend at 3 (0.70%) and the last three sequences (advise, tell, and urge) being the least dominant at 1 (0.23%). The findings indicate that commands were the most prevalent type of directive illocutionary acts, as they were mainly used to get the students to perform a specific action that the tutor desired i.e., translating the tutor’s speech into English when drilling session.

Improving Speaking Ability Through Show and Tell for Eighth Graders

Nizam, Mukrim, Mashuri, Abd. Kamaruddin — Sun, 11 May 2025 00:00:00 +0700

This study aims to investigate the effect of Show and Tell on students’ Speaking Ability particularly in accuracy and comprehensibility at The Eighth Grade Students of SMP Negeri Satu Atap Lik Layana Indah in Academic Year 2024/2025. This study used a quantitative approach with a Pre-experimental design using one group pre-test post-test design. In this research, the researcher used a total sampling technique with a total of sample 32 students. To analyze the data, the researcher used statistical computation by using SPSS software. After implementing Show and Tell method over six meetings, a post-test was administered to measure improvements. The results show that the mean of the pre-test score was 43.75, while the mean score of the post-test increased to 58.59, demonstrating a significant improvement. After getting the mean score the researcher performed a normality test, which showed the data were not normally distributed. Therefore, the researcher applied the Wilcoxon Signed Rank Test. The result of the test shows a significance value (Asymp. Sig. 2-tailed) is .000, which is smaller than 0.05, indicating a significant improvement in students’ speaking ability after using the show and tell method, confirming that the hypothesis (H_a) is accepted. Thus, the use of Show and Tell Method is effective in improving students’ speaking ability in terms of accuracy and comprehensibility of eight-grade students’ at SMP Negeri Satu Atap Lik Layana Indah.

Students' Perceptions of Using Cici AI's Voice Communication Feature in Improving English Speaking Ability

Novi Yanti, Emeliya Sukma Dara Damanik — Wed, 14 May 2025 00:00:00 +0700

This study explores students' perceptions of using Cici AI's voice communication feature to improve their English speaking abilities. Using a qualitative approach with a descriptive phenomenological design, data was collected from 25 university students through a questionnaire and involved 5 selected students for in-depth interviews. The results of the study highlighted five main findings, namely: (1) Usefulness; (2) Easiness; (3) Students' Confidence; (4) Speaking Ability Improvement; and (5) Access Difficulties. The findings showed that students gave a positive perception of Cici AI's voice communication feature as a tool to improve their English speaking ability. This research contributes to the growing body of research on AI in language learning on how Cici AI can support students in improving English speaking ability. Future research would be valuable to explore the long-term impact of Cici AI in improving English speaking skills in various educational settings.

A Study of Vocabulary Learning Strategies Used by Students at Grade XI

Putri Nuraini, Anjar Kusuma Dewi, Andi Patmasari, Nur Sehang Thamrin — Wed, 14 May 2025 00:00:00 +0700

This study aims to find out the vocabulary learning strategies used by students at MAN Insan Cendekia Kota Palu. This research used a survey design by using questionnaire of vocabulary learning strategies (VLS) adopted from Yeh and Wang (2004). The instrument contains 50 items with five categories of vocabulary learning strategies based on Schmitt’s (1990) taxonomy. The population of this research was eleventh grade students. The sample was taken using a convenience sampling technique with a total of 90 students. To calculate total sample from population using Slovin’s formula. The data analysis showed that students used all of the six learning categories of Schmitt strategies; determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. But for the most frequently used strategies are determination strategies with mean score is 3.45 and the least frequently used strategies are cognitive strategies with mean score 2.72.

Using Circle Game to Improve Students’ Vocabulary Mastery of the Eighth Grade Students

Ferayanti, Sriati Usman, Mashuri, Aminah — Wed, 14 May 2025 00:00:00 +0700

This study aims to determine the effectiveness of the circle game in improving the vocabulary mastery of eighth-grade students at SMP Labschool Untad Palu. The background of this study is the low mastery of English vocabulary among students, which affects their ability in four basic English skills. The researcher applied the circle game as an engaging learning strategy to overcome this issue. The research employed a pre-experimental design with one group pre-test and post-test. The sample consisted of 19 students from class VIII. The research instrument was a vocabulary test in the form of multiple-choice questions, administered before and after the treatment. The findings showed that the students’ vocabulary mastery significantly improved after the implementation of the circle game. The average score of the pre-test was 60.35, while the post-test average rose to 78.60. The gain score was 18.25. Based on the paired sample t-test result, the significance value was 0.000, which is lower than the standard alpha value of 0.05. This means that the improvement is statistically significant. These findings prove that the use of the circle game has a positive impact on students’ vocabulary acquisition. In addition to the quantitative results, qualitative observations indicated that students were more enthusiastic, confident, and active during the learning process. The atmosphere in the classroom became more dynamic and supportive, which encouraged students to participate and use English vocabulary in a fun and relaxed way.

Learning English Vocabulary through Essential Vocabulary Application: Students’ Perceptions

Rahma Yani Rahma Yani, Benni Ichsanda Rahman Hz, — Thu, 22 May 2025 00:00:00 +0700

Technology plays an important role in English language learning, especially in vocabulary acquisition. This research is motivated by several problems faced by the students of secondary school in North Sumatra related to English vocabulary. This study aims to explore the students' perceptions of using Essential Vocabulary application to learn English vocabulary. A qualitative case study method was used, involving one class of 20 students in the eighth grade of a secondary school in North Sumatra. Students consisted of both males and females in grade eight. The data were collected through questionnaires and semi-structured interviews. The students completed a thirty-minute questionnaire and five selected students were interviewed in more depth on the use of the Essential Vocabulary app. The findings of this study revealed five main themes in students' perceptions regarding the use of the Essential Vocabulary app. The five main themes are: usability, effectiveness, interactivity, confidence and motivation, and the last is satisfaction.

The Influence of Motivation and Commitment on Educator Performance in the Luwu SDA Mission

Eirene Paula Christanti Kalengkongan, Susana Prapunoto, Sutarto Wijono — Wed, 28 May 2025 00:00:00 +0700

The study looks at the work-related motivation and dedication of educators and education staff in the Seventh-day Adventist Church Organization (SDA Church) in the Luwu Tanah Toraja Mission Area as indicators of their performance. The Seventh-day Adventist Church Organization (SDA Church) in the Luwu Tana Toraja Mission Area employs educators and education professionals, and the study examines their work-related motivation and dedication as performance indicators. This study found that motivation and commitment significantly predict the performance of educators and education personnel; however, motivation shows a more dominant influence compared to work commitment. These results support the importance of motivation and commitment in improving performance, although they only account for 16.9% of the variance. Further research is recommended to investigate other variables that affect performance and to expand the scope of the study.

Students’ Perception of Using English Movies as Media for Increasing Idiomatic Expressions Acquisition

Damara Dwi Dibyanti, Sri Wahyuni — Sat, 21 Jun 2025 00:00:00 +0700

This study explores how students use idioms acquired from English movies to improve communication skills and how More Knowledgeable Other, henceforth mentioned as MKO, helped students comprehend the idioms. The Optimal Input Hypothesis by Krashen and Mason (2020) and the Sociocultural Theory by Vygotsky (1978) were the theoretical basis for conducting the research. The survey was conducted using an open-ended questionnaire distributed online to UNNES' English Literature and English Education students who enjoy watching English movies and have passed Idiom-Based Lexical Studies course. The thematic analysis method proposed by Braun and Clarke (2006) was used to analyze the collected data. The result of the study shows that most of the participants agree that English movies help them acquire more idiomatic expressions supported by human and technological scaffolding. Participants also shared that the idiomatic expressions acquired from English movies improve their communication and writing skills. This research reveals that giving more input from English movies encourages students to use idioms in both spoken and written expressions. In addition, MKOs play roles in supporting students' process of understanding idiomatic expressions acquired from English movies, and the more preferred one is technology MKO.

The Effect of Augmented Reality on Vocabulary Mastery of Seventh Grade Students

Sri Sutanti, Sriati Usman, Mashuri, Nur Sehang Thamrin — Fri, 04 Jul 2025 00:00:00 +0700

This research aims to investigate the effect of Augmented Reality (AR) on students’ vocabulary mastery among seventh-grade students at SMP Negeri 19 Palu. Vocabulary is a fundamental aspect of language learning, yet many students struggle to master it due to lack of motivation and conventional teaching methods. To address this problem, the researcher applied AR-based learning using the Assemble Edu application, which provides 3D visuals and interactive features to improve engagement. This study used a quasi-experimental method with two groups: an experimental class that received AR-based instruction and a control class that received traditional instruction. Both classes were given a pre-test and post-test to measure vocabulary mastery. The results showed a significant improvement in the experimental class, with an average post-test score of 82.00, compared to 59.80 in the pre-test. Meanwhile, the control class only increased from 63.00 to 72.40. Statistical analysis using SPSS showed that the difference between the two groups was significant (Sig. 2-tailed = 0.001), indicating that AR had a strong positive effect on vocabulary acquisition. These findings support previous research showing that AR enhances motivation, memory retention, and contextual understanding in language learning. The use of AR aligns with constructivist learning theory and supports the Merdeka Curriculum, which emphasizes student-centered and technology-integrated learning. In conclusion, AR-based learning can effectively improve students’ vocabulary mastery and is recommended as a modern instructional strategy in English language teaching

Flipped Classroom: Shifting from Conventional Approach to Innovative Model

Zainul Aminin, Much. Koiri — Fri, 29 Aug 2025 00:00:00 +0700

This study aims to deliver a detailed account of the prevailing literature while offering significant observations by accentuating the primary aspects of the flipped classroom and its benefits, factoring in the hurdles related to this teaching technique. The modern world is transforming into an environment where a wide range of technologies emerges, undergoes testing, and subsequently spreads swiftly. This significant transformation is evident in various fields, especially in education. This shift calls attention to the essential task of rethinking and rigorously scrutinizing the prevailing educational paradigm, the positions of instructors and students, and the teaching resources in practice. Additionally, the transition from traditional methods to innovative strategies is inevitable. The flipped classroom blends engaging learning experiences through collaborative and individual tasks in class, while lower-level tasks and self-study occur outside using digital resources. The researchers perform a theoretical review to thoroughly explore the incorporation of the flipped classroom model into our educational practices. The flipped classroom framework presents a promising strategy for boosting student learning and engagement. By thoughtfully addressing the related challenges and capitalizing on the potential advantages, educators can cultivate a more vibrant and effective learning atmosphere. Additional studies are required to evaluate the enduring consequences of the flipped classroom approach and to ascertain effective methods for its application.

The Use of Flashcards to Promote Speaking Fluency in Primary School

ali imron s ali imron sayhroni, Nunung Suryati, Suharyadi, Sari Karmina — Thu, 13 Nov 2025 00:00:00 +0700

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.

A Case Study on Teacher’s Questioning Strategies in an Indonesian Vocational EFL Classroom

Robeirt Haikal Fikri, Widhiyanto — Tue, 18 Nov 2025 00:00:00 +0700

This single-teacher, single-lesson qualitative case study explores how an English teacher at an Indonesian vocational (SMK) school applies questioning strategies and for what pedagogical purposes. One 90-minute classroom session was video-recorded, supported by a semi-structured teacher interview and relevant lesson documents. Data were coded using Miles, Huberman, and Saldaña’s (2014) interactive model, which combines deductive and inductive approaches to categorize teacher questions into procedural, convergent, and divergent types. A total of 42 teacher questions were identified. Procedural questions (≈57%) dominated, managing routines and transitions, while convergent questions (≈24%) checked comprehension through factual responses. Divergent questions (≈19%) promoted extended talk when combined with wait time and peer prompting. Short classroom vignettes illustrated how probing and redirection fostered participation and reflection. Credibility was maintained through the triangulation of observation, interviews, and documentation, as well as member checking of analytic summaries and an audit trail of coding decisions. In vocational EFL contexts with time and proficiency constraints, the strategic use of divergent prompts, accompanied by explicit wait time and scaffolding, can enhance meaningful student contributions without compromising classroom management. This study contributes empirical evidence from an underexplored SMK setting, offering practical insights for English teachers on balancing procedural control with communicative questioning to foster interaction and motivation in vocational classrooms.