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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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A Case Study of Analyzing Students’ Focus in Writing Manik, Ronika Apriyanti; Harahap, Ahmad Fadli
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31874

Abstract

Maintaining focus in writing is among the underemphasized but critical areas of academic literacy, particularly among English as a Foreign Language (EFL) students. Indonesian EFL learners mostly put more effort into maintaining thematic coherence and logical coherence of writing despite their operationally effective grammatical and lexical control. Although writing pedagogy is a stronghold of language instruction, little has been investigated in Indonesia which seeks to investigate students' capacity to maintain focus, a fundamental skill in guaranteeing coherent and effective texts. This research was prompted by the noted lack of pedagogical focus and empirical investigation of focus in writing, and particularly at the tertiary level. Using a qualitative case study design, the researcher examined the writing of 25 second-semester business management students. Participants were tasked with composing personal narratives and reflecting on their writing experiences. After that, the students' writings were evaluated based on five criteria, such as clarity of main idea, relevance of supporting details, consistency, topic unity, transitions and coherence. Findings reveal that the majority of students demonstrated Limited to Basic proficiency in all five areas with the highest deficiencies observed in topic unity and consistency. Also, most of the students can write sentences but struggle to organize and connect the ideas logically correspond to the theme. The data also shows that the participants faced significant linguistic and cognitive challenges, such in expressing ideas fluently, selecting appropriate vocabulary, and understanding genre-based writing. This study underscores the urgent need for a pedagogical shift that adopt a process-based which constructivist approaches that view writing as a repeated activity involving planning, drafting, reviewing, and revising. Such an approach recognizes that effective writing instruction must extend beyond grammatical correctness and surface-level features.
Secondary Students’ Digital Literacy Skills in Accessing Online Information for English Language Learning: What Skill is? Ummah, Nasihatul; Oktaviana, Fadilla; Perdana, Purnama Rika
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.v13i1.31946

Abstract

The term ‘digital literacy’ has emerged because of the rapid development in technology (Liu et al., 2020). As we have seen, one reason is that technology has improved a lot, making a wide range of digital tools and platforms easy for both teachers and students to access (Hamilton, 2022). In this study, the author aims to explore secondary students’ digital literacy skills in accessing online information for supporting their independent learning. The method that conducted on this study is qualitative systematic review framework from Xiao & Watson (2019). To support the data, the author distributed the questionnaire via Google Form to fifteen secondary students of Senior High School. As a whole, the three of previous studies suggested that technology has a lot of potential to improve how students learn. Besides, on the result of supporting data showed that the students competent in accessing the internet to gain the online information for supporting their English language learning independently. To sum up, the focus learning area of English that improved is reading ability (41.2%) and speaking ability (29.4%).
Designing E-Comic for English Learning Based on Needs Analysis: A Mixed-Methods Study of Vocational High School Students Farid, Achmad; Yusuf, Adi; Kurniawan, Eddy; Syafrudin, Tomy; Baladina, Ashlaha; Faidah, Desi Nur; Ahmad, Fandi
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36377

Abstract

Vocational high school (SMK) students have unique English learning needs compared to those in general schooling, as they require language skills relevant to their vocational fields such as computer, multimedia, and software development. Conventional English learning materials often fail to meet these needs because they lack contextual and engaging content. This study investigates the specific language needs, learning challenges, and media preferences of vocational students as a basis for designing digital learning materials, particularly e-comics, to support vocational English instruction. Adopting a mixed-methods design, data were gathered through questionnaires administered to 104 SMK students and semi-structured interviews with two vocational English teachers. The quantitative data identified vocabulary and comprehension as the most significant challenges, while the qualitative findings revealed students’ struggles in applying technical terminology and maintaining motivation during lessons. Students also emphasized the need for learning activities that promote active language use, such as conversation, storytelling, and task-based projects related to their fields of study. Both students and teachers expressed strong preferences for interactive and contextual learning media, noting that traditional textbooks often feel irrelevant to workplace communication demands. The integration of digital tools, particularly e-comics, was perceived as a promising approach to enhance engagement, vocabulary acquisition, and communicative competence. The study concludes that incorporating needs-based, contextually relevant, and visually appealing digital materials can significantly improve the effectiveness of vocational English learning and better prepare students for professional communication in their respective disciplines.
The Effectiveness of Elsa Speak Application on Students’ Speaking Skills at Tenth Grade of Senior High School in Tarakan Kusmaryani, Woro; Rahayu, Febrianti
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.33414

Abstract

English speaking skill is very crucial because this ability expresses thoughts, feelings, and ideas in real situations through a dynamic and interactive process for personal and professional purposes.  Despite the growing integration of AI-based language learning applications in EFL classrooms, there is still limited empirical evidence on the effectiveness of the ELSA Speak application in improving the speaking skills. The purpose of this study was to investigate the effectiveness of using ELSA Speak application on speaking skill of 10th grade students of Senior High School in Tarakan. The method employed in this study was a pre-experimental. The sample of this study was class X-5 consisting of 33 students, who were selected through cluster random sampling. The stages of the study were pre-test, treatments, and post-test. Treatment was given for 5 meetings. The pre-test and post-test focused on testing English language skills in the aspects of pronunciation, grammar, vocabulary, fluency, and comprehension. Pre-test and post-test data were analyzed statistically using the non-parametric Wilcoxon Signed-Rank test. The results of the statistical analysis showed that the p-value of 0.00 was far below the operational standard of 0 05 with a Z score of -5.152 indicating that the treatments using ELSA Speak application showed a significant effect on speaking skill of 10th grade students of Senior High School in Tarakan. The 'study by topic feature in ELSA Speak application was the most effective feature in improving students' speaking skill because it provided contextual and relevant speaking exercises to real-life situations.
Collaborative Learning in Higher Education: Bibliometrics Analysis Suwandi, Sahri; Baron, Rifari; Sanjaya, Ricky Eka; Hadie, Irfan; Fidinillah, Mildan Arsdan; Gufron, Uup; Saputri, Nia Liska; Purwanto, Andri
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.35387

Abstract

The importance of collaborative learning in higher education cannot be overlooked, as it plays a crucial role in enhancing student engagement, academic achievement, and collaborative skills. Based on existing literature, collaborative learning has increasingly been recognized as an effective pedagogical approach in higher education contexts. This study conducts a comprehensive bibliometric analysis to examine the development, structure, and research trends of collaborative learning in higher education over the period 2014–2023. The dataset was retrieved from the Scopus database and consists of peer-reviewed publications focusing on collaborative learning within higher education settings. The bibliometric analysis reveals several key findings, including a steady growth in publication output, with a significant increase observed after 2020 and the highest number of publications recorded in 2023. The results also indicate that research productivity is concentrated among a limited number of prolific authors and institutions, while the majority of authors contributed only a single publication. In addition, a small number of highly cited articles exert substantial influence on the field, particularly those published in high-impact educational technology journals. The dominance of Social Sciences and Computer Science as subject areas highlights the interdisciplinary nature of collaborative learning research, emphasizing both pedagogical and technological perspectives. Overall, this study provides a comprehensive overview of the scientific landscape of collaborative learning in higher education, maps its intellectual structure, and offers insights into future research directions in this field.
Illocutionary Acts in dr. Tan's Criticism on Free Nutritious Meal Program Maria, Jessicca; Simamora, Debora Anriyani; Galaska, Candrika; Simangunsong, Miduk Punguan; Putri, Vera Aprilia; Putri, Dian Marisha
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36435

Abstract

The aim of this study is to identify and analyze the various types and meanings of illocutionary acts in dr. Tan Shot Yen's public criticism of the Indonesian Free Nutritious Meal (MBG) program.  The data were gathered using a qualitative-descriptive study design and a transcript of dr. Tan's critical video on TikTok.  The analysis was carried out using John R. Searle's (1969) speech act theory, which classified utterances as assertive, directive, commissive, expressive, and declarative acts.  The findings revealed a strategic use of illocutionary acts, with assertives (59.1%) dominating in factual arguments and expressives (28.8%) in expressing moral and emotional weight.  Directives (8.1%) and commissives (4%) served less frequently to propose solutions and demonstrate personal commitment, although no declaratives were discovered, indicating the speaker's non-authoritarian public perspective. The study concludes that dr. Tan's critique is a sophisticated rhetorical strategy that effectively combines logical appeal, emotional resonance, and actionable advocacy to challenge policy flaws and promote a more equitable nutrition program, which has contributed to a pragmatic understanding of professional criticism in digital public discourse. The aim of this study is to identify and analyze the various types and meanings of illocutionary acts in dr. Tan Shot Yen's public criticism of the Indonesian Free Nutritious Meal (MBG) program.  The data were gathered using a qualitative-descriptive study design and a transcript of dr. Tan's critical video on TikTok.  The analysis was carried out using John R. Searle's (1969) speech act theory, which classified utterances as assertive, directive, commissive, expressive, and declarative acts.  The findings revealed a strategic use of illocutionary acts, with assertives (59.1%) dominating in factual arguments and expressives (28.8%) in expressing moral and emotional weight.  Directives (8.1%) and commissives (4%) served less frequently to propose solutions and demonstrate personal commitment, although no declaratives were discovered, indicating the speaker's non-authoritarian public perspective. The study concludes that dr. Tan's critique is a sophisticated rhetorical strategy that effectively combines logical appeal, emotional resonance, and actionable advocacy to challenge policy flaws and promote a more equitable nutrition program, which has contributed to a pragmatic understanding of professional criticism in digital public discourse.
Politeness Strategies in the EFL Classroom: A Pragmatic Analysis of Teacher-Student Interaction Hieng, Fransiska Orien; Balik, Lusiana Mariyeta; Janggo, Wendelinus Oscar
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36461

Abstract

This study examines the politeness strategies used in English as a Foreign Language (EFL) classrooms, with a focus on teacher-student interactions at St. Gabriel Senior High School, in Maumere. Adopting a descriptive qualitative approach, the study integrates Brown and Levinson’s (1987) politeness theory with Sack, Schegloff, and Jefferson’s (1974) conversation analysis. Data were collected through observations, field notes, audio recordings, transcripts, and questionnaires. To identify politeness strategies, thematic analysis was used, combined with Conversation Analysis to examine interactional features of the data. The analysis revealed that teachers predominantly used positive politeness and bald on record strategies to balance authority, clarity, and rapport. Positive politeness was evident in greetings, praise, empathy, and encouragement, while bald on record strategies were employed for instructional clarity and classroom management. Students frequently demonstrated negative politeness through short, respectful responses that indicated acknowledgement of the classroom hierarchy. CA revealed key interactional features, such as turn taking control, adjacency pairs, repair sequences, and pedagogically functional interruptions. Questionnaire results further confirmed students’ positive perception, which indicating that politeness strategies contributed to comfort, confidence, and active participation. These findings highlight the importance of politeness strategies in ensuring harmonious interactions, promoting engagement, and enhancing the pedagogical atmosphere in EFL settings.
Impoliteness Strategies in Online Political Discourse: A Study of Hate Comments on Ahmad Sahroni’s Instagram Account Lubis, Delfi Nazilah; Siagian, Theofani Leonita; Tantira, Nikita; Sibarani, Lydia Permata Sari; Rangkuti, Rahmadsyah
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36958

Abstract

Language used in digital communication shows how people express feelings and deal with social power. In the case of Indonesia’s social media, being rude or impolite has become a big part of how users share their opinions and criticize others. This study looks into the different ways people use impolite language in comments that target Ahmad Sahroni, an Indonesian lawmaker, on Instagram. This research collected 50 comments from various Instagram posts, including political and lifestyle topics, to cover a wide range of online hostility. This study uses a qualitative descriptive method and applies Computer Mediated Discourse Analysis (CMDA) to understand how social media features influence the way people talk. Culpeper’s Impoliteness Theory is used as the main way to analyze the language. The results show five main types of impolite strategies: bald on record, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withholding politeness. Among those, positive impoliteness is the most common. People often use moral and religious words to make their comments seem justified, while humor and sarcasm help hide their anger. These findings show that impolite language isn’t just about showing moral judgment in online conversations. This study adds to the understanding of how language works in digital spaces by looking at impoliteness in moral contexts and helps explain how social media supports group behavior around moral responsibility
Shaping The Image of Muslim Women in Buttonscarves Advertisement: A Multimodal Discourse Analysis Ul'ya, Nelly Yulfa; Kurniawan, Muhammad Hafiz
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.35643

Abstract

This study examines the multimodal construction of Muslim women's image in Buttonscarves ads, drawing on both verbal and visual components. Four official Buttonscarves campaign videos comprise the study data. The verbal mode was examined using Halliday's (2014) Systemic Functional Linguistics theory, while the visual mode was investigated using Machin & Mayr's (2012) Multimodal Critical Discourse Analysis method. While the verbal analysis addressed mood, modality, polarity, temporal deixis, and speech function, the visual analysis concentrated on salience, color, attributes, background, size, and tone. The findings demonstrate how the hijab and the figures of women are visually portrayed through aspirational metropolitan settings, warm, vibrant colors, upscale, high salience, and semi-formal apparel attributes. Modern Muslim women are portrayed as elegant, independent, professional, and of high social standing. In verbal communication, the prevalence of declarative mood, positive polarity, and the absence of imperative and interrogative forms suggest an affirmative communication style that does not allow for compromise. This multimodal result demonstrates the existence of a consumerist ideology of femininity grounded in contemporary religion, which frames the hijab as a sign of social class, lifestyle, and contemporary goals in addition to being a symbol of piety. Aspirational capitalism, spiritual capitalism, and religious postfeminism are all reflected in this portrayal, where empowerment is determined by style, consumerism, and visual performativity in accordance with market principles. According to this study, Buttonscarves' commercials not only offer goods but also create an ideology that balances consumerism, modernity, and spirituality in the representation of modern Muslim women. This article contributes to multimodal critical discourse analysis by integrating MCDA and systemic functional linguistics to demonstrate how verbal and visual modes interact to construct ideological meanings in premium hijab advertising. This domain remains largely underexamined in contemporary discourse studies.
Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis Prastyo, Yanuar Dwi; Ariyani, Farida; Ubaidillah, Muhammad; Zakiya, Hanifah; Rahayu, Chika; Dharmawan, Yanuarius Yanu
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36543

Abstract

This conceptual paper investigates how the deep learning approach articulated in the New Pedagogies for Deep Learning (NPDL) framework can be theoretically and culturally aligned with Indonesian national graduate profiles, recent Indonesian government formulations of Pembelajaran Mendalam (PM), and the Lampung cultural philosophy of Piil Pesenggiri in the context of English language teaching (ELT). Drawing on document analysis of NPDL texts, Indonesian curriculum and policy documents, the Academic Paper on Deep Learning, scholarly discussions of graduate profiles, and regional literature on Piil Pesenggiri, the study develops a tri-level comparison between global, national, and local frameworks. The analysis shows that NPDL’s six global competencies-character, citizenship, collaboration, communication, creativity, and critical thinking-broadly converge with Kemendikdasmen’s holistic, competency-based vision of graduates and with national deep learning discourse, which combines knowledge, skills, character, and citizenship in integrated graduate profiles. At the local level, core elements of Piil Pesenggiri such as juluk adok, nemui nyimah, nengah nyappur, and sakai sambayan provide cultural resources that can support the social, ethical, and collaborative dimensions of deep learning, while also generating tensions around honour, face, hierarchy, and group harmony. The paper argues that, when these convergences and tensions are explicitly recognised, ELT classrooms in Lampung can be designed as spaces for deep learning projects that develop the 6Cs through locally meaningful themes, tasks, and interaction norms. The study concludes by outlining principles for culturally responsive, deep learning-oriented ELT and by suggesting directions for future empirical research on the localisation of global pedagogies and national deep learning reforms in Indonesian schools.

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