Linguistics and Elt Journal
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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<![CDATA[Students’ Strategies in Answering the TOEFL Listening Test at UIN Datokarama Palu ]]>
<![CDATA[Wulandari, Mawar]]>;
<![CDATA[Amelia, Yuni]]>;
<![CDATA[Afifah, Afifah]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31838
<![CDATA[This study aims to determine the level of listening skill in TOEFL and the strategies used in answering TOEFL listening. Students sometimes struggle to understand spoken English, especially while taking the TOEFL test for the first time. Therefore, it is crucial to identify the strategies they use to overcome these challenges. This study used a mixed method and a sequential explanatory type. The participants were 30 eighth-semester English students from UIN Datokarama Palu. All students took a TOEFL test, and the eight students with the highest listening scores were chosen for interview. Data were collected by using semi-structured interview and analyzed thematically to identify the different types of listening tactics employed. The results showed that students used three primary categories of strategies: social-affective, cognitive, and metacognitive. Students are more likely to employ cognitive and metacognitive techniques than social-affective ones. This study indicates that increasing awareness of listening strategies can help first-time test takers improve their TOEFL scores and reduce anxiety about listening comprehension. The results suggest that students could implement the strategies to enhance their listening scores.]]>
<![CDATA[Constructing Political Narratives and Seeking International Legitimacy: An Appraisal Analysis of Benjamin Netanyahu’s UN Speech ]]>
<![CDATA[pramudita, cecillia jhovanca]]>;
<![CDATA[Tianto, Khristianto]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31379
<![CDATA[This study explores how Benjamin Netanyahu employs evaluative language in his political speeches at international forums, particularly in relation to the conflicts between Israel and Hamas and Hezbollah. Using critical discourse analysis and Martin and White’s (2005) Judgment theory, the study distinguishes between evaluations based on social esteem and social sanction. The data, drawn from transcripts of Netanyahu’s speeches at the United Nations, are analyzed to identify linguistic strategies that construct narratives of existential threat and legitimize Israel’s defensive actions. The findings reveal that Netanyahu consistently uses negative social evaluations to portray his opponents as brutal and immoral, while positioning Israel as a threatened nation acting in justified self-defense. These insights contribute to a deeper understanding of how political language shapes public opinion and international perceptions in the context of conflict.]]>
<![CDATA[The Analysis of Students’ Inferiority Feeling on Speaking Ability ]]>
<![CDATA[Akhmad, Syahrul Ma’arif]]>;
<![CDATA[Sugiharto, Prasetyawan Aji]]>;
<![CDATA[Santoso, Yan Imam]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31433
<![CDATA[Speaking is an English language skill that should be mastered by EFL learners. This study aims to know the factors that induce students’ inferiority in speaking English in the second semester of English education at the Muhammadiyah University of Kendal Batang. This research is the Descriptive-qualitative method and uses applied purposive sampling techniques in choosing sampling. 26 students as respondents experienced inferiority feelings in class, second-semester students of English education at the Muhammadiyah University of Kendal Batang. The data was obtained through an observation checklist, distributed open-ended questionnaire, and an interview. There were 5 factors the results in this research showed caused students’ inferiority feeling in speaking English. The majority of factors are lack of vocabulary 26%, followed by unconfident about 24%, fear of making mistakes 21%, fear of negative reaction 18% and grammar problems 11%. So, it can be concluded that the problems of students’ speaking are not only from the internal, but it’s also from external. Teacher should influence the students to speak up without anxiety. Using some appropriate methods and supportive environment may can help students in speaking well.]]>
<![CDATA[The Analysis of Personal Writing in Freedom Writers Movie and Its Application in Teaching Writing ]]>
<![CDATA[Hasanah, Uswatun]]>;
<![CDATA[Chasanah, Zulia]]>;
<![CDATA[Ngafif, Abdul]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.30999
<![CDATA[Personal writing, as depicted in the film “Freedom Writers,” offers valuable insights for writing instruction, particularly for students from diverse and challenging backgrounds. This study aims to investigate how personal writing activities—such as diaries and reflective journals—can be applied to foster self-expression, emotional growth, and identity development in the classroom. Using a qualitative descriptive approach, data were collected through content analysis of the movie and supported by relevant literature. The findings reveal that integrating personal writing into teaching not only enhances students’ motivation and writing abilities but also creates a more supportive and engaging learning environment. These results suggest that personal writing strategies can empower students, boost their confidence, and promote authentic written communication.]]>
<![CDATA[Social Class and Class Struggle in The Hunger Games (2012) Movie ]]>
<![CDATA[Al kahfi, Fahmi Haidar]]>;
<![CDATA[Hkikmat, Mahi Mamat]]>;
<![CDATA[Sudarisman, Yoga]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31286
<![CDATA[This study analyses the portrayal of Social Class and Class Struggle in The Hunger Games (2012) through a Marxist lens. In The Hunger Games, Panem is depicted as having a dual-class social structure. The Capitol is the representative of the bourgeoisie, while District 12 is the representative of the proletariat. The Capitol, as the proprietor of the mode of production, possesses both wealth and power. The objective is to empower them to pursue their desired course of action. In action District 12, the lower classes are characterized by a state of profound destitution. These individuals are constrained in their ability to engage in meaningful work, and as a result, they are compelled to rely on the bourgeoisie for their subsistence. The use of this method qualitative descriptive method to analyze Social Class and Class Struggle in The Hunger Games (2012). This approach allows for detailed examination of visual elements, dialogue, character relationships, and narrative structure.]]>
<![CDATA[Problem Based Learning to Improve Students’ Grammar Competence at Second Semester Students of English Education Borneo University Tarakan ]]>
<![CDATA[Fitriawati, Fitriawati]]>;
<![CDATA[Winarno, Winarno]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31618
<![CDATA[Grammar proficiency continues to be a significant difficulty for students in higher education, particularly in English as a Foreign Language (EFL) settings. This burning issue calls for innovative teaching strategies that actively engage learners in language use. The purpose of this study was to analyze the implementation of problem-based learning (PBL) in grammar instruction and evaluate its effectiveness in improving students' grammatical competency. This research employed a collaborative classroom action research design. It was conducted over two cycles to observe the changes in students' grammar performance through iterative interventions. The participants were 32 second-semester students from the English Department. The instruments used to collect data were observation notes and grammar tests designed to measure changes in students' grammar performance. The data were analyzed by comparing the results from two research cycles, focusing on the average scores and the proportion of students achieving the minimum mastery criteria. The results showed a significant improvement: the average student score increased from 62.5 in the first cycle to 72.4 in the second, and the percentage of students who met the minimal mastery criteria rose from 42.3% to 78%. In conclusion, problem-based learning positively impacted students’ grammar proficiency. The implication of this result suggests that PBL not only enhances students' grammatical competence but also improves their speaking and writing abilities by encouraging active communication, fostering motivation, and engaging them in meaningful problem-solving tasks.]]>
<![CDATA[Emoticons as Speech Act Amplifiers: An Analysis of Pragmatics in Online Communication ]]>
<![CDATA[Herdian, Hafizh Nur]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.30822
<![CDATA[This study explores the pragmatic function of emoticons as amplifiers of speech acts in online communication, focusing on Instagram comment sections. Using a qualitative content analysis method with a pragmatic discourse approach, the research investigates how specific emoticons strengthen the illocutionary force of digital utterances. A total of 100 user comments containing emoticons were analyzed and categorized based on their communicative functions. The findings reveal that emoticons such as ? and ? reinforce expressive acts like humor and exaggeration; ? and ❤️ enhance assertive acts such as praise and approval; and ? indicates subtle commitment in commissive speech acts. The study also highlights cultural shifts in meaning such as ? evolving into a symbol of humorous panic and emphasizes the importance of context in interpretation. These results confirm that emoticons serve not only as emotional indicators but also as strategic pragmatic tools that shape meaning, influence perception, and reduce misinterpretation in text-based digital communication.]]>
<![CDATA[The Use of Reference Markers (it, this, and that) and Their Relation to the Pedagogical Context ]]>
<![CDATA[Dirham, Ulfah Ridhwan]]>;
<![CDATA[Suwandi, Sahri]]>;
<![CDATA[Baron, Rifari]]>;
<![CDATA[Nugroho, Nugroho]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31559
<![CDATA[The study focuses on the purposes and ramifications of reference markers (it, this, and that) for teaching English in educational situations by analyzing their usage in 10 articles from Newsweek and Tempo News. The study examined the ways in which these indicators support textual coherence in professional writing using a qualitative research approach and content analysis. The information came from eleven pieces that were published for Tempo News and Newsweek. According to the results, reference markers had a less substantial role in the texts under analysis than anticipated; Newsweek had more occurrences of reference markers than Tempo News. This disparity shows that reference markers may be used differently based on target audience, writing style, and cultural norms. The study also raises the possibility of a disconnect between theoretical knowledge and real-world text application. In order to fill these gaps, teachers should enhance their understanding of successful teaching and learning reference marker tactics by incorporating real materials into their lessons and assessing students' competency levels.]]>
<![CDATA[Semiotic Analysis on The Podcast "How to Build Muscle" on Huberman Lab Clips YouTube Channel ]]>
<![CDATA[Hasan, Fadhlan Halim]]>;
<![CDATA[Hikmat, Mahi A]]>;
<![CDATA[Sakinah, R. Myra Nur]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31867
<![CDATA[Nowadays, fitness podcasts are becoming popular, they now influence the public’s perception of science and the body. This study analyzes how Huberman Lab podcast episode “How to Build Muscle” explains scientific knowledge about muscle hypertrophy and is understood in different cultures. The most important part is to uncover the various meanings in the podcast’s words using Roland Barthes’ theory. A research design using qualitative methods. Data from the official podcast video and text were used, which were then studied through a model with three steps: reducing data, presenting it, and coming to conclusions. Barthes’ theory was used to find out the denotative, connotative, and myth meanings in certain chosen excerpts. It is found that scientific explanations in the podcast help transmit facts, yet also back up cultural views on having an ‘ideal body’, male/female differences, and the power of science. It is clear from the results that modern fitness discussion combines facts about biology with different ideologies. By exploring this area, the study helps readers gain a new way to view the role of scientific communication in popular media on people’s views of identity, health, and the body.]]>
<![CDATA[Representation of Unrequited Love: Barthes' Semiotics Study in the Selected Songs of The Secret of Us Album by Gracie Abrams ]]>
<![CDATA[Agustin, Faira Tri]]>;
<![CDATA[Hkikmat, Mahi M.]]>;
<![CDATA[Nur Sakinah, R Myrna]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.31449
<![CDATA[This research is important because it examines how unrequited love, a common emotional phenomenon experienced by many people, is represented in the lyrics of popular songs and can affect the emotional understanding of listeners. The purpose of this study is to analyze the representation of unrequited love in three selected songs from Gracie Abrams' The Secret of Us album using Roland Barthes' semiotic approach. The research method used is descriptive qualitative. Data were collected through documentation of song lyrics and analyzed using Barthes' semiotic approach, which are denotation, connotation and myth. The results are based on Bringle's theory that Close to You and Felt Good About You belong to the category of unequal love, while Let It Happen belongs to the category of pursuing the love object.]]>
