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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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Community Language Learning as a Supportive Approach to Affect EFL Learners’ Speaking Skills Ramli, Ramli; Nurhidayati, Nurhidayati; Arifin, Arifin; Rafiqa, Syarifa; Rosmayanti, Vivit; Kusmaryani, Woro
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.v13i2.36503

Abstract

This study examined the effectiveness of the Community Language Learning (CLL) method in enhancing the speaking skills of seventh-grade students at SMPN 11 Tarakan. Speaking ability is widely acknowledged as a fundamental component of effective communication in both academic and professional contexts; however, it is often regarded as the most challenging language skill to develop due to affective barriers such as anxiety, low self-confidence, and limited vocabulary. The CLL method was selected as an instructional intervention because it emphasizes collaboration, a sense of community, and learner-centered interaction within a supportive learning environment. Using a pre-experimental one-group pretest–posttest design, the study involved 29 students from class VII-2. The findings revealed a statistically significant improvement in students’ speaking performance following the implementation of the CLL method. Specifically, the mean speaking score increased from 38.62 in the pretest to 63.45 in the posttest, indicating that the Community Language Learning method was effective in improving the speaking skills of seventh-grade students.
Fostering Willingness to Communicate: An Investigation of Psychological and Situational Factors in EFL Context Oktaviani, Zafira Fauziah; Sadikin, Irma Savitri
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Since it measures how prepared students are to use the target language in authentic situations, Willingness to Communicate (WTC) has emerged as a key concept in second and foreign language studies. Despite its importance, there are still few studies conducted in Indonesian higher education, especially when it comes to examining the combined effects of situational and psychological factors on students’ WTC. This study aims to explore how these factors interact and to identify strategies for enhancing communication in English as a Foreign Language (EFL) classroom. Employing a qualitative case study design, the study involved first-year students enrolled in the Speaking for Survival Function course at Esa Unggul University through in-depth interviews and closed-ended questionnaires. The findings reveal that psychological factors, including self-confidence, perceived communicative competence, learning anxiety, motivation, and personality, play a significant role in shaping students’ WTC. In addition, situational factors such as teachers’ roles and attitudes, task types, topics, classroom atmosphere, and interlocutor characteristics strongly influence students’ communicative behavior and engagement. Overall, the findings emphasize the importance of implementing supportive and encouraging instructional strategies to enhance students’ readiness to communicate in English within Indonesian higher education contexts.
Hotel Transylvania 3 “A Monster Vacation” Movie: Exploring Dialogue and Emotional Literacy Arnoi, Khoirun Nisaa; Rahmah, Ilma Yullinda; Ridhawati, Listya Arum; Safi'i, Muhamad
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.v13i2.34199

Abstract

This qualitative study employed content analysis to classify and critically interpret the illocutionary acts in the animated film Hotel Transylvania 3: "Summer Vacation". Based on Searle's taxonomy applied to 65 utterances, Expressive acts were found to be overwhelmingly dominant at 43%, indicating that the dialogue prioritizes relational and emotional work over purely transactional exchange. This high frequency is interpreted as an active strategy for interactional achievement, as explained by Haugh and Culpeper's theory, essential for managing interpersonal bonds within the narrative. The study's primary contribution lies in its conceptual synthesis, integrating Searle's classical classification with contemporary critical theoretical tools (Haugh, Culpeper, Trosborg) to provide a more comprehensive and critically assessed understanding of pragmatic function in cinematic discourse. Theoretically, this work supports the move toward dynamic, interactional pragmatics by demonstrating the limitations of static taxonomies in analyzing media discourse. In practice, the findings offer valuable insights for language educators and media producers on how animated film dialogue explicitly models complex relational communication and emotional literacy.
Unlocking Bilingual Literacy: A Tech-Driven Approach to English Writing and Translation Irawati, Tatik; Puspitasari, Yunita; Fatrisyah, Meisy; Zahroh, Fatimatuz
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.v13i2.33553

Abstract

Using the socio-cognitive and CLT theoretical frameworks as lenses, this research investigates the implementation of technology-integrated learning tools to enhance bilingual literacy, specifically in English writing and translation. Employing a mixed-method descriptive design, the study involved 120 students from four Grade XI at SMKN 1 Jombang. Data were collected via online questionnaires containing both closed- and open-ended items. The results demonstrate that students frequently utilized applications such as Google Translate and Grammarly, particularly during the editing, revising, and meaning clarification stages. The majority acknowledged substantial improvements in lexical selection, grammatical precision, and translation comprehension. Despite this, several constraints were identified, including unstable internet access and limited familiarity with specific tools, underscoring the need for systematic support and instructional scaffolding. This study makes a pedagogical contribution by presenting an integrative framework that unites writing and translation within a technology-enhanced language-learning environment. The findings affirm the relevance of such an approach for vocational education settings, where practical communication skills are critical for both academic achievement and workforce readiness.
Euphemism in Lexical Choices: Reuters’ Headlines on Charlie Kirk’s Death Galaska, Candrika; Maria, Jessicca; Simamora, Debora Anriyani; 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.v13i2.35545

Abstract

This study used Allan and Burridge's theory of euphemism and Entman's framing theory to examine how Reuters' news headlines on Charlie Kirk's death use euphemism language to influence public opinion. Finding the types and purposes of euphemisms and analyzing how these linguistic devices create ideological framing in global media discourse are the primary objectives.  This study examined the linguistic choices that soften or substitute harsh language in fifteen Reuters headlines published between September 11 and September 25, 2025, using a descriptive qualitative methodology. The findings revealed that Reuters employs various forms of euphemism—such as substitution, distortion, and analogy—not only to maintain journalistic neutrality and politeness but also to frame events in ways that influence audience interpretation. Euphemism terms like right-wing, political violence, death penalty, and authorities serve to downplay negativity, legitimize institutional actions, and neutralize ideological tension. The study concludes that euphemism in media is not merely a linguistic device for politeness but also an ideological tool that sustains objectivity, reinforces authority, and subtly guides public discourse within global journalism.
The Students' Perceptions on Quillbot Platform Usage As A Digital Learning Assistant in English Writing Class Muliana, Muliana; Ardiana, Ardiana; Haq, Muhammad Zia Ul Haq Zia Ul
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.v13i2.36454

Abstract

This study aimed to examine students’ perceptions of using QuillBot as a digital learning assistant in an English writing class at Bosowa University. The research employed a descriptive qualitative method and involved six third-semester students who were selected through purposive sampling. Data were collected through semi-structured interviews and were analyzed using thematic analysis. The findings revealed that students held positive perceptions of QuillBot, as its features helped improve writing quality, enrich vocabulary, correct grammatical errors, and save time in completing assignments. However, several challenges were also identified, including changes in meaning after paraphrasing, confusion caused by multiple mode options, limited access in the free version, and the potential decline in writing independence. Overall, QuillBot was considered beneficial as a supporting tool, but its use needed to be balanced with independent writing practice to ensure the continued development of students’ language skills.

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