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Linguistics and Elt Journal
Published by Universitas Muhammadiyah Mataram
ISSN : 23392940     EISSN : 26148633     DOI : https://doi.org/10.31764/leltj
Core Subject : Education,
Languange, Linguistic, Communication & Media
Linguistics and ELT Journal (p-ISSN 2339-2940 | e-ISSN 2614-8633) is published twice a year in the months of June and December. The purpose of LELTJ is to disseminate information and facilitate understanding among those people who are concerned with English language teaching and linguistics, emphasizing theoretical and empirical studies. This journal is administered by English Department of Muhammadiyah University of Mataram.
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Articles 9 Documents
 1 
Search results for , issue "Vol 12, No 1 (2024): June" : 9 Documents clear
Communicative Language Teaching Manifestation in an English as a Foreign Language Classroom Effendi, Dwiky Ahmad; Novita, Dian
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24103

Abstract

The principles of CLT align with the evolving needs of EFL learners. They address the demand for functional language skills that go beyond rote memorization and passive learning. Moreover, as language is generally seen as a tool for communication rather than a set of strict rules, CLT emphasizes interaction, authenticity, and real-world language use within the learning process. Through qualitative research design, the study aims to gain profound insights into the nuances of CLT application within this educational context. The primary participant is an experienced English teacher at an Islamic Elementary School in Sidoarjo, East Java, Indonesia. She was chosen for her extensive background in CLT and teaching experience. The instruments for data collection include classroom observations and semi-structured interviews with the teacher, aiming to understand the challenges, successes, and strategies employed in integrating CLT principles. As a result, CLT integrates mechanical, meaningful, and communicative practices, fostering language proficiency through active engagement in authentic communication scenarios. At the school, CLT methodologies are employed to create dynamic learning experiences tailored to students' needs, nurturing enthusiasm and fluency in English.
Students’ Perception on AI Technology : Gemini as a Writing Assistant Tool Ananda, Dhio Rizky; Salmiah, Maryati
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24393

Abstract

Student perceptions are very important to educators. Student perceptions lie in how students interpret their educational experiences. Perceptions are shaped by individual experiences, backgrounds and learning styles. AI is becoming increasingly common in many industries, including education, as technology advances. AI is used in education to provide learning content that suits the needs of students. One of them is Gemini. Gemini is a large language model created by Google AI.  Gemini is an AI tool that can answer questions in an informative way, even when the questions are open-ended, challenging, or strange. The purpose of this research is to see students' perceptions of the use of AI technology, namely Gemini, as an auxiliary tool in the English Writing process. This research is a qualitative research. This study used the semi-structured interview method, where there are main questions and follow-up questions, where the follow-up questions will be based on the answers to the main questions given at the beginning. This study involved 9 EFL students out of 30 students who had been selected. Most students already have their own AI technology applications, so they think they are reluctant to adapt to AI technology applications like Gemini. But on the other hand, Gemini has many features that are very helpful in the writing process. Although for now students prefer AI technology applications that they have used before compared to Gemini, but when viewed from the perceptions given by students, researchers believe Gemini will be used as a writing tool in the future. This research can provide another option for students to facilitate the writing process so that they do not depend on the AI technology applications they have used before.
Morphosyntactic Analysis of Political News on Political Misogyny in Indonesia in South China Morning Post Wahyuni, Novi Sri; Mawarni, Heni
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24167

Abstract

This study analyzes political news from the South China Morning Post using morphosyntactic analysis to examine political misogyny in Indonesia. The research objectives are to identify derivational and inflectional morphemes that appear in political news articles on the South China Morning Post online in November 2023. The study employed a qualitative design and content analysis methodology, with data sourced from online political news articles published by the South China Morning Post in November 2023. The researchers are the primary instrument of this study because they actively acquired and clustered the data, while the secondary data was an article data sheet. The researchers discovered 7 patterns of inflectional morphemes with 26 words in the data. Class-changing derivational words that are found in articles of political In Indonesia, claims against Joko Widodo’s wife highlight the nation’s history of ‘political misogyny’ on 30 November 2023 and are mostly suffixes rather than prefixes.   In the article, there were 10 derivational words with 4 patterns, such as verb to adjective, adjective to noun, noun to verb, and adverb to adjective class-changing.
"I Can Speak English. But, I'm Shy." Self Record Videos Posted on WhatsApp Group towards Students Speaking Skill Maghfiroh, Lailatul; Santoso, Dian Rahma
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.23983

Abstract

This study discusses self-recorded videos posted on WhatsApp group for 9 grade students at SMP Muhammadiyah 4 Porong. The purpose of this study was to determine the effect of self-recorded video posted on WhatsApp group towards students speaking skills in report text. The method used in this study was pre-experimental with quantitative research design using only one class. The instrument used in this study was a speaking test. The data were obtained from the pre-test and post-test results. By using paired sample T-test with SPSS, the result shows that there was a significant difference between pre-test and post-test. The average score for the pre-test was below the Minimum Completeness Criteria (KKM) in which the score was (49,5). Meanwhile, the average score of post-test was 75,0 passing the KKM indicator. It shows that there are differences in the score results. The means of the post-test score is higher than that of the pre-test. Based on the paired sample test, the results of using T-test, revealed that sig. (2-tailed) was 0.000, while alpha (α) was 0,05 (0,000<0,05). This indicates that Ho is rejected and Ha is accepted. The result shows that the use self-recorded videos posted on WhatsApp group has a significant effect in teaching speaking report text especially for students speaking skills. 
Identity and emotion of secondary English Teacher during Merdeka curriculum Nur, Maulidia Rachmawati; Soliha, Adila Nuramalia
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24175

Abstract

There has been limited attention to Language Teacher Identity in the context of curriculum change in Indonesia. Merdeka Curriculum is the latest innovation in solving Indonesia’s curriculum issues. Drawing upon the teacher identity theory, this qualitative case study examines how three English teachers engaged their emotion within curriculum change in Indonesia and how identity affected their teaching practices during the Merdeka Curriculum. Data were collected through in-depth interviews and closed-ended questions. Finding indicate that teachers experience a variety of emotions in response to the curriculum change, which are generated by teachers’ identity constructions. Furthermore, teacher knowledge, experience, and competence identity in the context of Merdeka Curriculum impact their teaching practice. This case study underscores the importance of government attention of effective teacher training strategy to ease the transition and enhance educational outcomes.
Enhancing EFL Reading Proficiency through Authentic Assessment: A Case Study on Student Engagement and Learning Behavior Ardianti, Triubaida Maya
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24178

Abstract

Authentic assessment includes alternative assessments that engage students through authentic tasks with authentic materials. It includes performance assessment, portfolio, self-assessment, etc. These types of assessment may help teacher to monitor students’ learning progress and attitudes. In response to that, the present study aimed to discover students’ responses regarding the application of authentic assessment to help them read longer English texts. To achieve the purpose of the study, a case study was employed. Data were gathered from 16 week-observation, students’ work, and forms of students’ self-assessment. The results of the study revealed that despite a shift on the students’ motivation and learning behavior, a positive trend was indicated. At the beginning, students tended to show anxiety and hesitance when expressing their interpretation of reading text during in-class discussions. Throughout the time, they gradually invested more efforts, specifically in demonstrating their thoughts of reading materials. Additionally, the number of students actively delivering opinions were increasing.
The Portrayal of EFL Preservice Teachers’ Engagement in A Video Stimulated Reflection in Teaching Practicum Novitasari, Devi; Rahman, Abd.
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24200

Abstract

Using a video to reflect teaching  practice in EFL settings has been widely investigated. However, EFL preservice teachers’ engagement in  video stimulated reflection (VSR) process in teaching practicum context has been under researched. To fill this gap, this study aims to examine how EFL preservice teachers engaged in VSR during their teaching practicum. The phenomenological approach combined with the case study was used to make sense of EFL preservice teachers’ experience in reflecting their teaching practices stimulated by video during their teaching practicum. Data of the study were garnered from EFL preservice teachers’ multiple reflective writings. To ensure the accuracy and to avoid misinterpretation of the data, member checking was done. Engagement framework proposed by Bowden and Naumann was used as an analytical tool of the present study.  The findings of the study revealed that  EFL preservice teachers were cognitively, emotionally, socially and behaviorally engaged in video-stimulated reflection during their teaching practicum. These empirical findings provide insighs that EFL preservice teachers’ behavioral, emotional, social and cognitive engagement can be promoted through VSR that is crucial to improve their teaching quality. Recommendation and future studies are also discussed.
Learning Loss Mitigation: The Perspectives of Senior High School English Teachers in Indonesia Hildianti, Diana; Rahayu, Puji
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24803

Abstract

Teachers play a critical role in addressing the learning loss due to the Covid-19 school disruption by creating various strategies to overcome the loss. This paper aims to investigate several factors which impact to student’s performance and teachers’ efforts in overcoming the learning loss during Covid-19 pandemic. In a qualitative method with an open-ended survey and interview, 35 high school English teachers with at least 3 years of experience shared their experiences to overcome the learning loss. 10 teachers are clarifying their strategies to cope with learning loss due to Covid-19 school disruption by inadeptly interviewed. The thematic analysis of the data found that the teachers' strategies to overcome learning loss, teacher-student interaction, curriculum adaptation, and support from the government and school [1]. Most of the English teachers perceived that learning loss happened due to the lack of teacher-student interaction, inadequate facilities, and inauthentic writing skills during the Covid-19 pandemic. To overcome this, teachers adapted English modules with media technology to simplify English lessons and build learning independence despite the incomprehensive lessons. The support from the government and school-ICT training, technology teaching tools, internet, and E-learning sources - helps teachers reduce the learning loss possibility. The findings indicated the importance of supportive and adaptive English teachers in mitigating learning loss due to Covid-19 school disruption. 
The Students’ Common Grammatical Mistakes in Writing Argumentative Essay Through Impromptu Theme Tahang, Heriyanti
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24368

Abstract

The objective of the study was to discover the prevalent grammatical errors made by students in their English writing. This was done by analyzing impromptu essays written by seventh-semester students in the English language education program at the University of Muhammadiyah Sorong. The study utilized a descriptive qualitative research design. The study sample comprised 18 students in their seventh semester, recruited using purposive sampling. The research data were collected from the participants' argumentative essays, which served as the writing assessment centered around the theme, "Grades do not accurately reflect one's intelligence." The researcher employed the qualitative data analysis technique developed by Miles and Huberman. This technique involved data reduction, display, and conclusion drafting through the examination of the students' essay worksheets. According to the analyzed data, it was determined that the students frequently made grammatical errors when composing an argumentative essay. The grammatical errors can be classified into three categories: primary, secondary, and functional. The main category comprised errors in nouns, verbs, determiners, pronouns, prepositions, conjunctions, and adjectives. The secondary group encompassed errors related to numerical representation and verb form. Next, the functional category comprised errors in both the subject and predicate. According to the findings from three kinds of research, the predominant grammatical errors committed by pupils are related to verbs.

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