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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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Does Sasaknese have Inflectional Phrase? Hijriati, Sartika; Arief, Yusuf Al; Susanti, Ika; Rahmawati, Dian Karina
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.v13i1.32322

Abstract

In generative grammar, particularly within X-bar theory, all syntactic structures are endocentric. This principle dictates that a clause or sentence must be analyzed as an inflectional phrase (IP), with the inflectional category as its head. While this principle has been attested across numerous languages and is considered universal, languages like Javanese exhibit patterns distinct from inflectional systems such as English. This study examines the existence of inflectional phrases in Sasaknese, which have not been discussed yet in any other studies of Sasak language, using data from Sasaknese book collected through observational methods. The analysis confirms that Sasaknese lexicons expressing tense, aspect, and modality belong to inflections and project maximally as an Inflectional Phrase.
Grammatical Cohesive Devices of Students Writing Recount Text in Vocational High School Wiyanto, Muhammad Saibani; Brilianty, Annisa
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.v13i1.31805

Abstract

This study aims to identify the types and the meaning of grammatical cohesive devices in students’ recount texts. The object of the study was 26 recount texts written by tenth-grade students. Data were collected through documentation and analyzed using qualitative content analysis as proposed by Mayring (2014), involving categorization, abstraction, and coding based on Halliday and Hasan’s cohesion framework. The analysis revealed 590 instances of grammatical cohesive devices. Reference was the most frequently used, occurring 460 times, indicating students’ strong dependence on personal and demonstrative references to maintain coherence. Conjunctions were the second most common, with 129 instances, demonstrating their role in connecting events and ideas. Substitution appeared only once, while ellipsis was not found in any of the texts. The study concludes that reference and conjunction are the dominant cohesive devices used by students in constructing recount texts, helping to maintain the logical flow and coherence of their narratives. The rare use of substitution and the absence of ellipsis suggest these forms are less familiar to students and require further instructional emphasis. This analysis highlights the importance of grammatical cohesion in supporting the clarity and unity of student writing.
The Use of Machine Translation Tools on EFL Students’ Writing Tanjung, Firima Zona; Kusmaryani, Woro
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.v13i1.31586

Abstract

Despite the increasing prominence of machine translation (MT) tools in academic settings, few studies have explored how EFL students balance the use of translation techniques with digital assistance while also enhancing their writing skills. This research investigates how fourth-semester EFL students translate and articulate their views on utilizing MT tools to support academic writing. The fourth semester students enrolling translation course in an undergraduate program in a public university in Indonesia participated in this mixed method research. Data were gathered from documents, questionnaire, and interview which then analyzed with qualitative method and descriptive statistical analysis. The findings reveal that borrowing and literal translation were the most frequently used techniques, followed by transposition and adaptation. It indicates students’ reliance on direct linguistic transfer and their emerging grammatical flexibility and cultural awareness. Although the students acknowledged the limitations of MT tools and the need for critical post-editing, they had positive attitudes toward MT tools usage. The study concludes that students are in a transitional phase of translation competence. Hence, pedagogical interventions—emphasizing writing conventions, post-editing skills, and MT literacy including etiquette—are highly required for endorsing the development of both translation and academic writing skills in EFL academic settings.
Feminist Stylistics in Boston Strangler (2023): Women’s Struggle for Equality in Media Representation Rusida, Elizabeth; Tambunan, Friska; Aprianti, Thesia; Rangkuti, Rahmadsyah
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.v13i1.30894

Abstract

This study aims to analyze the gender dynamics reflected in the film Boston Strangler (2023) using a qualitative by feminist stylistics approach. The research examines how the film's linguistic representation reflects the challenges and progress of women in investigative journalism. By employing linguistic and stylistic analysis, the study identifies language choices, sentence structures, and discourse patterns that either reinforce or challenge traditional gender constructs in the media. The findings reveal that at the lexical level, the film often depicts men as authoritative figures, while women are portrayed as emotional or excessive in asserting their professionalism. Sentence structures further emphasize gender inequalities, with female characters frequently having to justify their abilities in the workplace. On a broader discourse level, while the film highlights the structural barriers faced by women in male-dominated fields, it also showcases their resilience in challenging societal expectations. This study underscores the significance of language in shaping gender perceptions and provides deeper insights into the representation of women in the media. It also contributes to broader discussions on the portrayal of women on screen and the role of media in shaping social norms. Future research could explore similar linguistic patterns in other films within the same genre to observe the evolving portrayal of gender in cinema.
Exploring Collaborative Learning in Multimodal Writing: A Study on Student Experiences Using Canva Rosmayanti, Vivit
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.v13i1.31419

Abstract

Technology integration in education has become increasingly important, particularly in enhancing collaborative learning and multimodal writing. Platforms like Canva, which allow students to combine text with visual elements, are seen as valuable tools for fostering creativity and improving communication in collaborative projects. However, there is limited research on student experiences using such platforms in collaborative writing tasks, especially in EFL writing classroom. This study aims to explore students' experiences and perceptions of collaborative learning through multimodal writing using Canva, focusing on its impact on writing quality and digital literacy. A qualitative case study was conducted with 36 English Language Education program undergraduate students. Data were collected through semi-structured interviews and reflective journals. The findings reveal that Canva facilitated effective collaboration, improved writing quality, and enhanced creativity by allowing students to integrate graphic elements into their compositions. However, challenges such as technical issues, limited digital skills, and communication barriers were also identified. Despite these obstacles, students employed strategies like peer support, regular check-ins, and using alternative communication platforms to overcome difficulties. The study highlights the importance of providing digital literacy training and ensuring access to technology in educational settings. These findings suggest that platforms like Canva can significantly improve collaborative learning and digital literacy, offering valuable insights for educators seeking to integrate technology into their teaching practices.
Students’ Perception of Using Instagram Learning Account Towards Their Vocabulary Mastery Arun, Hetfil; Nugraeni, Ismawati Ike; Johan, Andrian Nuriza
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.v13i1.30918

Abstract

This study investigates the perceptions of junior high school students on the use of Instagram learning accounts to support their English vocabulary acquisition. The research used descriptive quantitative design with a survey approach. The data were collected from 112 ninth grade students at SMP Negeri 12 Purworejo through a closed-ended questionnaire based on cognitive, affective, and conative aspects. The results showed that in general, students have a high perception of the role of Instagram in vocabulary development. The cognitive component received the highest mean score (M = 3.71), followed by the affective (M = 3.60) and conative (M = 3.59) components. Students perceived Instagram as a helpful, enjoyable, and convenient learning, with visual content significantly helping vocabulary comprehension and retention. In addition, students reported increased motivation, emotional engagement, and autonomy in vocabulary learning through the platform. These results shows that Instagram can aid as a valuable supplementary tool to support formal English language education, particularly in enhancing students' vocabulary acquisition.
Analyzing Science Fiction Plot and Setting in Stranger Things Season 1 Rosediana, Erika Intan; Kustanti, Dewi; 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.v13i1.31280

Abstract

This study utilizes Joyce G. Sarick's theory to examine the plot and setting of the Netflix series Stranger Things season 1. The objective of this study is to identify the science fiction genre element in the Netflix series Stranger Things season 1. The analysis employs a qualitative methods, with primary data sourced from the Netflix series Stranger Things season 1, which was aired on Netflix in 2016. The researcher acts as the primary instrument for data collection and categorization, while secondary data is derived from Stranger Things season 1 episodes.  This analysis demonstrates that the plot and setting of Stranger Things Season 1 on Netflix align with the criteria associated with the science fiction genre. The incorporation of key science fiction elements in the series constitutes a pivotal aspect of its storytelling structure
Describing Self-efficacy of In-experienced English Teachers in Elementary Schools Ramadani, Putri Aulia; Fajaria, Nurul Hasanah; Zarkasih, Enci
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.v13i1.31427

Abstract

This study aims to describe the self-efficacy level of inexperienced English teachers in elementary schools. This study used a descriptive quantitative approach with a questionnaire instrument based on the Teachers' Sense of Efficacy Scale (TSES) theory which includes three main domains: student engagement, instructional strategies, and classroom management. The research subjects consisted of 35 elementary school teachers who taught English but did not have an English education background. The results showed that teachers' self-efficacy levels were generally high, with the classroom management domain receiving the highest score with score (30.9), followed by instructional strategies with score (30.8), and the lowest score on student engagement with score (29.6). This finding indicates that although teachers have no specific experience in teaching English, they have good self-efficacy in managing the classroom and designing lessons. Although research on teacher self-efficacy has been widely conducted in various educational contexts, not much is known about the self-efficacy of novice English teachers in primary schools in Indonesia, especially those who do not have an English language education background or teaching certification. This study addresses the gap of elementary school teachers who do not have an English education background However, they still face challenges in motivating and actively engaging students. This study recommends the need for specialized training that focuses on developing interactive strategies to improve student engagement in English language learning.
Gender in Power: Breaking Boundaries on Little Mix's "Power" Simamora, Debora Anriyani; Galaska, Candrika; Maria, Jessicca; Rangkuti, Rahmadsyah
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.v13i1.30391

Abstract

This study uses Sara Mills' feminist stylistics theoretical framework to analyze how Little Mix's song “Power” actively challenges traditional gender norms through language.  The main goal is to examine how this song challenge gender stereotypes by portraying women as strong and in charge rather than just calling for equality or opposing oppression. Using a descriptive qualitative approach, this study examines song lyrics at three levels: words, phrases/sentences, and discourse in accordance with Sara Mills' theoretical framework (1995). The findings of this study prove that Little Mix's power song is full of lyrics that actively break traditional gender stereotypes, affirming that women can hold and have control, not as a concession from men, but as an inherent right. The language used in the song successfully challenges patriarchal roles, reinforcing the idea that power is not only limited to masculine men but is also accessible to women. The song is a true feminist anthem.
Cultural Survival and the Postcolonial Imagination: A Fanonian Reading of Chinua Achebe's Things Fall Apart Pramudya, Muh.; Puspita, Ida
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.v13i1.31861

Abstract

Postcolonial literary studies have long explored how colonized subjects reclaim cultural identity and agency in response to imperial domination. However, although many formerly colonized nations have achieved political independence, the legacy of colonial knowledge and cultural domination continues to shape identities, institutions, and worldviews. Most previous studies on Things Fall Apart tend to focus on the impact of colonialism or political resistance but have not systematically examined how Fanon’s framework can be applied to analyze the process of cultural decolonization through the recovery of Igbo social structures, language, spatial values, and collective identity as forms of epistemic resistance. Drawing on Frantz Fanon’s theory of cultural decolonization, the analysis highlights how Achebe’s narrative resists colonial discourse by restoring indigenous epistemologies and reasserting communal identity. This study addresses the ongoing condition in Igbo society by offering a Fanonian reading of Chinua Achebe’s Things Fall Apart, focusing on the enduring impact of colonialism on the social structures, traditional values, and identity formations within this society.

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