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LET: Linguistics, Literature and English Teaching Journal
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20869606     EISSN : 25492454     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LET Journal is published twice a year in the month of June and December. It presents articles on linguistics, literature and English teaching.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol. 15 No. 2 (2025)" : 8 Documents clear
Students’ Experiences in Building Confidence through Project-Based Learning in Video-Based Speaking Assessments Rahmaniah, Sovia; Amelia, Rizky; Luthfiyanti, Lita
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.16349

Abstract

Students may find speaking difficult when having nervousness, self-doubt, and a lack of confidence. Some previous research has found that video projects as an authentic assessment tool in project-based learning can enhance students’ confidence in talking. Then, this study explores the students’ experiences in building confidence through video-based assessments within a Project-Based Learning (PBL) framework. Using qualitative analysis of survey data, the research examines students’ experiences and challenges associated with this approach. The findings indicate that most students experienced increased speaking confidence due to repeated practice, self-evaluation, and exposure to real-world communication settings. However, challenges such as technical difficulties and anxiety about speaking on camera were also reported. Despite these obstacles, students found PBL with video projects engaging and effective in boosting their confidence. These results suggest that video-based assessments can be a valuable tool in PBL to support the development of students’ speaking confidence.
Papuan EFL Students’ Perception in Using Deactivate Read Receipts of WhatsApp during Students and Lecturer’s Communication Wulandari, Sefia Putri; Sahib, Rahmawansyah; Nugroho , Anggit Prasetio
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17710

Abstract

The use of the deactivate read receipts feature has become increasingly common among various groups, including students. However, its use has sparked both positive and negative responses. This study aims to investigate students’ perceptions of this feature within the context of academic communication, particularly in interactions with lecturers. Moreover, it explores the implications arising from deactivating read receipts in such communication. Employing a descriptive qualitative approach, the study involved twelve EFL students and four lecturers as participants. Data were collected through online observation and semi-structured interviews. Online observation involved gathering screenshots of chat interactions between students and lecturers, while interviews were conducted using an interview guide and audio recordings. The collected data were analyzed using discourse analysis, comprising four stages: data recording, transcription, selection, and interpretation. The findings reveal three dimensions of student perception. First, the cognitive dimension reflects that the feature is perceived as impolite in academic contexts but considered normal in non-academic contexts. Second, the affective dimension shows that it can evoke both emotional discomfort and neutrality. Third, the conative dimension includes tendencies toward message resending and communication uncertainty. Additionally, the deactivation of read receipts has been found to lead to miscommunication and foster negative assumptions on the part of the message recipient toward the sender. Consequently, further research is recommended to explore this phenomenon in greater depth.
Optimizing English Language Learning at the BIF Foundation Special Needs School through the Merdeka Curriculum Rinda, Rinda
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17711

Abstract

The implementation of the Merdeka Curriculum has introduced greater flexibility and autonomy in instructional practices, including in special education contexts. This study aims to examine how the Merdeka Curriculum is implemented in English language instruction at Sekolah Luar Biasa (SLB) under the Bina Insani Firaas Foundation in Mojokerto, East Java. Using a qualitative descriptive research design, data were collected through semi-structured interviews, classroom observations, and document analysis involving English teachers, school principals, and a foundation leader. The findings indicate that curriculum flexibility enables teachers to adapt English instruction to students’ diverse learning needs by simplifying materials, adjusting learning pace, and employing visual, multimodal, and experiential teaching strategies. These practices support student engagement, participation, and confidence in English learning activities. However, the study also identifies challenges related to limited inclusive learning materials, insufficient access to assistive technology, and a lack of targeted professional development for English teachers in SLB settings. Institutional support and teacher collaboration emerge as important factors that facilitate the implementation of inclusive English language instruction. This study highlights that the Merdeka Curriculum holds strong potential to support inclusive English language teaching when accompanied by adequate resources, professional support, and collaborative efforts among educational stakeholders. The findings contribute empirical insights into curriculum implementation in special education contexts and offer practical implications for the development of inclusive English language teaching practices.
The Impact of Online Collaborative Writing Strategy via Google Docs on Senior High School Learners’ Writing Performance in Composing Narrative Texts Zahrok, Aisyah; Rahmawati, Eva
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17742

Abstract

Improving EFL learners’ narrative writing remains a persistent challenge, particularly when instruction relies heavily on individual writing tasks that limit peer interaction and cognitive engagement. Recent pedagogical debates underscore the need for socially interactive approaches to writing, which are supported by digital technologies. Grounded in Vygotsky’s Sociocultural Theory—particularly the Zone of Proximal Development—this study explores the use of collaborative writing via Google Docs as a means of scaffolding learners’ writing performance. A quasi-experimental design was conducted with two tenth-grade classes in Indonesia: an experimental group that used Google Docs collaboratively and a control group that received conventional instruction. Writing performance was assessed using an analytical rubric encompassing content, style, language use, organization, and mechanics. The results revealed that the experimental group achieved significant improvements, particularly in content development, organizational coherence, and language accuracy. The findings underscore that collaborative writing supported by digital tools and sociocultural learning principles contributes meaningfully to the development of learners’ narrative writing performance. Accordingly, it is recommended that EFL educators adopt technology-mediated collaborative writing strategies to facilitate more interactive, engaging, and pedagogically sound writing instruction.
Reconstructing Narrative Coherence in EFL Writing: A Cognitive-Rhetorical Framework for Event Causality Mapping, Referential Consistency, and Affective Trajectory Control Margaret Stevani; Alexander Adrian Saragi
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17779

Abstract

This study investigated narrative coherence in English as a Foreign Language (EFL) writing through a cognitive-rhetorical framework that integrated event causality mapping, referential consistency, and affective trajectory control. Conducted at two private universities in North Sumatra, the study involved 24 third-year EFL students enrolled in academic writing courses. Using discourse analysis of student narratives and targeted revision tasks, the study revealed frequent disruptions in logical event sequencing, inconsistent referent tracking, and unstable emotional flow. Findings indicated that guided instruction using cognitive-rhetorical strategies significantly enhanced students’ ability to construct coherent narratives. The proposed framework supported deeper rhetorical awareness and cognitive control in written storytelling. It offered practical implications for EFL pedagogy in Indonesian university contexts.
Language as a Tool for Care: Unraveling the Directive Speech Acts in Nursing Communication Daar, Gabriel Fredi; Jemadi, Fransiskus; Gunas, Tobias
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17893

Abstract

This study aims to explore types of directive speech acts used in nurse-patient communication and understand why particular speech acts are used within this context. The research was carried out at Nursing Department, Universitas Katolik Indonesian Santu Paulus Ruteng, Flores. The study involved 20 participants, 18 nursing students with hospital internship experience and two nursing lecturers. Data were collected through interviews, focus group discussions (FGDs), and documents, then analysed using the interactive model by Miles et al. (2014). The results show that requesting speech acts are typically delivered in indirect and polite forms to maintain respect and patient autonomy. Recommending and advising speech acts are employed to encourage patients and families to make informed decisions regarding treatment and health behavior. These speech acts are crucial in fostering cooperation without imposing authority. It aligns with the principles of patient-centered care. Meanwhile, directing speech acts are used for both clinical instructions and logistical guidance within the hospital. It aims to show clarity and precision as an essential aspect for safety and efficiency. The study highlights that nurses tend to avoid direct commanding speech acts, opting instead for more polite and empathetic expressions. This approach supports the psychological comfort of patients while achieving effective communication. The appropriate and polite use of directive speech acts is essential in achieving successful health outcomes and enhancing the quality of nursing communication.
English Teachers’ Beliefs about Active Learning and Classroom Practices in Secondary Schools: The Case of Grades 11 and 12 in North Shoa Zone (Salale), Oromia Mulugeta Addisu Hararu; Regassa, Taye
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.18152

Abstract

The study aimed to investigate secondary school EFL teachers’ beliefs about active learning and classroom practices in North Shoa of the Oromia Regional State. The researcher used a mixed-method technique to collect the relevant data. The study used a simple random sampling technique to select the schools. Data were collected from 72 EFL teachers who teach in grades 11 and 12 in 15 government schools using census/complete enumeration and purposive sampling techniques. The data were collected via questionnaire, interview, and classroom observation. Then, the data were analyzed both quantitatively by using descriptive statistical tools such as mean and standard deviation and qualitatively through descriptive with brief reports following a grounded theory model and teacher’s instructional patterns and students’ behaviors. The findings from the questionnaire and interview revealed that teachers hold strong positive beliefs regarding the contribution of implementing active learning for the students’ learning. Conversely, the results from classroom observation data indicated that teachers predominantly use a teacher-centered approach. This discrepancy is attributed to constraints such as teachers in favor of teacher-centered practice, students’ poor background, and lack of support from stakeholders. These factors hinder the effective implementation of innovative teaching strategies. Therefore, to solve these challenges, increasing collaboration among teachers, educators, and stakeholders is important.
Exploring Gen Z English Teachers’ Challenges on ChatGPT Integration in Language Learning: English Nanda Safitri; Nur Sobah
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.18697

Abstract

The integration of Artificial Intelligence (AI) in language learning has emerged as a growing trend through platforms such as ChatGPT, which support creativity and teaching efficiency. However, its implementation still faces various challenges among Generation Z English teachers. Therefore, this study aims to explore the challenges, perceptions, and experiences of these teachers in integrating ChatGPT into the language learning process. Therefore, this study aims to explore the challenges, perceptions, and experiences of Generation Z English teachers in integrating ChatGPT into the language learning process. This research employed a qualitative research design using a narrative inquiry approach. The participants were four Generation Z English teachers who are actively teaching in various educational institutions. Data were collected through written interviews using a Google Form that consisted of open-ended questions, allowing participants to express their experiences in detail. The findings reveal that ChatGPT is perceived as a useful learning tool to enhance creativity, efficiency, and student engagement, yet it still encounters obstacles such as technical issues, ethical concerns, and institutional policy limitations. In conclusion, ChatGPT can serve as a valuable complement to language learning but cannot replace the essential role of teachers as primary educators.

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