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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 193 Documents
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Students Attitudes Toward the Use of Artificial Intelligence Tools in English Language Learning Rosmayanti, Vivit
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.28840

Abstract

This research intends to assess the point of view of English Education students of Universitas Negeri Makassar regarding the application of Artificial intelligence (AI) resources in the skin of language learning. In this context, the research may engage AI tools Grammarly, ChatGPT, and others and analyze both the benefits and the challenges associated with these applications. The study adopted a convergent parallel design and collected qualitative and quantitative data from 100 respondents through surveys and interviews. The findings revealed that using AI tools increases learning efficiency (89%), enhances writing (82%), and boosts students’ self-efficacy toward completing academic work (75%). Nonetheless, difficulties such as excessive dependence on AI, lack of comprehension of the functionalities of the specified tools, to mention a few, and the problem of depending on the accuracy of responses generated by AI were also documented. In addition, the research brings attention to the potential of AI in language education while stressing the importance of integration to avoid dependence. It is recommended for educators to reinforce responsible use of AI, discourage misuse of AI, uphold academic honesty, and discourage autonomous use of AI. In the next strides, the study will require other attention in the areas of most interest when using AI tool inclusion measures better aimed at addressing the barriers identified impacting the use of language tools for students.
The High School Learners` Instrumental Motivation and Its Correlation to the Their English Achievements Anggeraini, Yentri; Novarita, Novarita; Nandaini, Salsabila P; Lestari, Neti; Yuslinita, Nopa; Afifah, Nurul
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.27847

Abstract

Several studies have focused on extrinsic and intrinsic motivation and their impact on students’ learning progress. This study aimed to explore instrumental motivation and its relationship with English achievement among high school students. This correlational study was conducted at MA Al-Azhar Centre Baturaja with a total of 100 participants. A 20-item questionnaire containing 6 indicators of instrumental motivation was distributed to collect data. English certificate scores in odd semesters were used to record English achievement. Overall, students at MA Al-Azhar Centre Baturaja showed high motivation and good English achievement. Therefore, the overall results of the study confirmed that high motivation category is associated with good English performance. The analysis showed that there is a correlation between instrumental motivation of students at MA Al-Azhar Centre Baturaja and their English achievement. The analysis revealed a strong correlation (coefficient of 0.634, p< 0.05), supporting the acceptance of the alternative hypothesis and rejection of the null hypothesis.
Strategy Analysis of English Zone Implementation in Modern Islamic Boarding Schools in Preparation for Global-Communication Yuliani, Novi Dwi; Noor, Pajrian; Rujani, Muhammad Rifqy
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.28771

Abstract

Proficiency in English today is intended as a tool for effective communication on a global stage, necessitating an update to traditional strategies. This article aims to identify alternative strategies within the English Zone program at modern Islamic boarding schools to support students' preparation for global communication and used descriptive qualitative research methodology. Three main steps were employed to achieve this goal: (1) understanding the existing concepts and strategies of the English Zone implementation, (2) identifying challenges and obstacles during the program’s implementation, and (3) formulating alternative strategies to enhance students' readiness for global communication through Focus Group Discussion (FGD). The analysis methods applied include statistical and descriptive analysis. The findings of this study indicate that Foreign Language Debate Practice and Students’ Discussion, with agreed-upon adjustments, are the alternative strategies within the English Zone program at modern Islamic boarding schools to help students prepare for the global communication era. 
Students Perception on the Integration of Task-Based Learning and Dubbing Short Video in Learning Speaking Skill Helmie, Jauhar; Setiawati, Ghina Salsabila; Salsabila, Vina Aini
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.28564

Abstract

This research aims to analyse the students’ perception towards the integration of task-based learning and dubbing short video in learning speaking skills and the difficulties of the integration of task-based learning and dubbing short video in learning speaking skills. This research applies a qualitative approach using observation and questionnaires as instruments to answer the research questions. The subject of this research were the second-year students in SMA Pasundan 1 Cianjur. The findings of this research show that the integration of task-based learning and dubbing video helped the students improve their speaking skills, especially in pronunciation and fluency.  This research also reveals that students (30) enjoyed learning with task-based and dubbing. they also became confident when speaking English. Besides that, students’ editing skills also got better and students became aware of using applications for editing. On the hand, this research found some difficulties faced by the students consisting of the difficulty in pronouncing English words, difficulty in writing the text that will be dubbed, low signal, limited memory, noisy sounds and the difficulty in editing video dubbing and  the groups had difficulty creating the text that would be dubbed and the data from the questionnaire also mention the same things
Students’ Strategies in Answering the TOEFL Listening Test at UIN Datokarama Palu Wulandari, Mawar; Amelia, Yuni; Afifah, Afifah
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31838

Abstract

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.
Constructing Political Narratives and Seeking International Legitimacy: An Appraisal Analysis of Benjamin Netanyahu’s UN Speech pramudita, cecillia jhovanca; Tianto, Khristianto
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31379

Abstract

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.
The Analysis of Students’ Inferiority Feeling on Speaking Ability Akhmad, Syahrul Ma’arif; Sugiharto, Prasetyawan Aji; Santoso, Yan Imam
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31433

Abstract

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.
The Analysis of Personal Writing in Freedom Writers Movie and Its Application in Teaching Writing Hasanah, Uswatun; Chasanah, Zulia; Ngafif, Abdul
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.30999

Abstract

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.
Social Class and Class Struggle in The Hunger Games (2012) Movie Al kahfi, Fahmi Haidar; Hkikmat, Mahi Mamat; Sudarisman, Yoga
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31286

Abstract

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.
Problem Based Learning to Improve Students’ Grammar Competence at Second Semester Students of English Education Borneo University Tarakan Fitriawati, Fitriawati; Winarno, Winarno
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31618

Abstract

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.

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