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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.
Arjuna Subject : -
Articles 206 Documents
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Analyzing Errors in Students’ Writing Aristia, Erni Sona; Ismiati, Ismiati
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.20193

Abstract

The purpose of this study was to examine the mistakes that eighth-grade Madrasah Tsanawiyah (MTS) students made when composing recount texts. There were 27 pupils enrolled. The research method used is qualitative design. Interviews, paperwork, and tests were used to gather data, which was then identified, categorized, and explained (calculated), and errors were assessed. The results demonstrate that pupils made mistakes in addition, subtraction, miss-formation, and ordering. There were 264 mistakes in total.  There were 23% omission errors, 13% addition errors, 57% miss-formation errors, and 7% miss-ordering errors.  There were 68 errors in omission, which may be divided into 8 prepositional, 10 article, 28 to be, 17 subject, and 5 noun omissions. When crafting a sentence, the students failed to include grammatical morphemes, certain necessary components of proper sentences, and the items that belong in the phrase. The 28 addition errors were divided into 3 noun addition errors, 2 preposition addition errors, 12 article addition errors, 1 conjunction addition error, 9 to be addition errors, and 1 auxiliary addition error. 140 miss-formation mistakes, divided into 14 categories. 20 misspelled words, 16 misspelled plural words, fifteen word choice/word form, eight possessive form, five auxiliary, twenty-three present verb for third-person singular, six subjects, nine, preposition, ten verbs, twenty pronouns, and thirty-two misspelled articles. Incorrect morpheme placement was frequently cited as the cause of the students' sentences' incorrect order. In this investigation, 23 miss-ordering problems were discovered.
Technology Acceptance Model in Socrative as a Learning Grammar Software: Higher Education Students’ Perception Daulay, Sholihatul Hamidah; Nabila, Afanin; Nst, Ahmad Husein; Ningsih, Fitri Randia; Perkasyah, Musthafa Fadli
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.16273

Abstract

Technological advancement that are happening today provide many conveniences, including in the world of education, especially teaching writing. The main objective of this research is to find out how students perceive the use of Socrative to teach English grammar. The method used in this research is descriptive qualitative. Students enrolled in the second semester of the English Education Study Program for the 2022–2023 academic year are the participants. Interviews and questionnaires were used to collect data for this investigation. The questionnaire included 20 (twenty) items regarding perceived utility and perceived ease of use, which the  technology acceptance model (TAM) theory has developed to ensure the reliability and validity of the questionnaire. The findings of this research indicated that students have a very good evaluation of the use of social constructions in teaching grammar. The results proved that they accept the application of Socrative well in their learning process
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.
Fillers Used by Speakers on DIVE Studios Podcast Setyowati, Untari; Setyawan, Agustinus Hary
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.20189

Abstract

Fillers are words or sentences used in speech in order to connect concepts or link ideas during pauses in speech. This research examined the types and functions of fillers used by speakers on DIVE Studio podcast. This study aims to determine the types and functions of fillers used by speakers in the Dive Studios podcast. Furthermore, conversation analysis is used in this study to gather data. This research also uses a qualitative approach to describe the data. The study's findings revealed 479 fillers, divided into lexicalized and unlexicalized filled pauses. On the other hand, the researchers concluded that fillers have several functions related to the speaker's state. Five functions represent this research: hesitating, empathizing, mitigating, time-creating devices, and editing terms. Additionally, knowing the many kinds and purposes of fillers may assist speakers in being mindful of their speaking abilities. 
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.
Morphological Stylistic Analysis found in Langston Hughes’s Poem “Harlem” Zahara, Ayuna; Hidayat, Chatrine Aulia; Rangkuti, Rahmadsyah
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.20240

Abstract

This study conducts a morphological stylistic analysis of Langston Hughes's renowned poem "Harlem" with the overarching objective of identifying and categorizing the types of morphemes employed within the poem.  Moreover, this research seeks to determine the most dominant type of morpheme in the poem. The researchers used descriptive qualitative method in analyzing the data. Employing qualitative methods, the analysis focuses on identifying various morpheme types of free morpheme and bound morpheme, such as lexical, functional, derivational, inflectional morphemes. Through a line-by-line examination, the study scrutinizes the presence and role of morphemes in constructing the vivid and evocative imagery characteristic of "Harlem." In the result, the researchers found 16 lexical morphemes (nouns, verbs, adjectives, adverbs) 25 functional morphemes (pronouns, prepositions, articles, conjunctions), 7 inflectional and 3 derivational suffixes. Furthermore, the results of the analysis shows that the most dominant types of morphemes are functional morpheme.
Phonetic Proficiency in /r/ Pronunciation: A Case Study of Chinese Students Learning Indonesian Arifin, Muhammad Nur; Wiranota, Hesti
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.17871

Abstract

In the realm of BIPA (Bahasa Indonesia untuk Penutur Asing) learning, learners grapple with a myriad of challenges, chief among them being the linguistic disparities between their native language (L1) and the target language (L2) they are striving to acquire. Mandarin Chinese, in particular, presents a unique challenge due to its partial incorporation of the /r/ sound, albeit to a lesser extent compared to Indonesian, and its distinct articulation, which varies markedly from other languages. Moreover, the pronunciation of this sound can differ among various Chinese dialects, adding an additional layer of complexity for Chinese learners of Indonesian. This study pursues three primary objectives: (1) the identification of sound changes in the /r/ sound; (2) the classification of the various types of sound changes affecting the /r/ sound; and (3) the identification of common sound changes associated with the /r/ sound within this specific learner group. To achieve these aims, a quantitative descriptive analysis methodology was employed. The research data were collected through voice recordings of 16 students enrolled in the fifth semester of the undergraduate program in Indonesian Studies at Zhejiang Yuexiu University of Foreign Languages, China. The results of the study unveiled a spectrum of phonetic proficiency levels and challenges among the participants. Notably, 75% of respondents demonstrated accurate pronunciation of the /r/ sound, showcasing a high level of proficiency in this aspect of their language acquisition. However, 15% exhibited a tendency to replace the sound with /l/, highlighting a specific area that requires targeted pedagogical interventions. Additionally, 5% grappled with zeroization, completely omitting this sound, underscoring the necessity for focused language instruction. In only 1% of instances, respondents produced words that were unidentifiable due to potential omissions, necessitating further investigation. Further research is strongly encouraged to explore the effectiveness of customized phonetic training programs and their correlation with learners' linguistic backgrounds in shaping pronunciation proficiency among Chinese students studying Indonesian.
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.
University Students’ Perception About Plickers for Online Formative Assessment Tools Pebriantika, Erlin; Siswantara, Eka
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.20293

Abstract

Current digital era has influenced the education system to provide technology-oriented activity in the classroom. The development of online formative assessment tools is one of the impacts of this digital revolution. This study aims at providing the perception of the university students on the use of one of online assessment tools called Plickers. The participants of this study consist of 11 pharmacy faculty students who got an English training. The use of Plickers was on their formative assessment of the English training. A semi-structured interview was conducted in order to gain the data. The interview focused on two research questions:(1) How do the university students compare traditional method with Plickers for English formative assessment? and (2) How are their perceptions on Plickers for English formative assessment? The results showed that the students had positive perceptions toward Plickers. When comparing Plickers to the traditional assessment method, the participants found that Plickers was more modern, more fun, and more effective and efficient. This study also elaborates the strength and the weakness of the Plickers in terms of the specific application. These findings could provide more insight on the use of Plickers for the assessment especially in Indonesian education.
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. 

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