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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 220 Documents
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Teaching Strategies, Learning Environments and Students’ Motivation to Learn English : PLS SEM Analysis Tisa, Rosma; Melvina, Melvina; Ikhsan, M Khairi
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.v13i2.35776

Abstract

In the learning process, teaching strategies and the learning environment play an important role in motivating students. Learning motivation is the foundation for developing learning potential optimally. However, students' motivation to learn English is still relatively low. This can be seen from various factors that influence low learning motivation, including difficulty in understanding English, lack of confidence, and lack of enthusiasm, such as frequently asking for permission to leave class, not submitting assignments on time, and sleeping in class. This research aims to analyze the influence of teacher teaching strategy and student learning environment on English learning motivation at SMP N 1 2 x 11 Enam Lingkung. A quantitative method was used in this study, with a sample of 68 Grade IX students. The study used questionnaires for data collection and the data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with SmartPLS 4.0 software. The findings show that teaching strategy and learning environment individually have a significant influence on English learning motivation. Simultaneously, teaching strategy and learning environment explain 57% of the variation in English learning motivation (R2 = 0.570), with the remaining 43% attributed to other factors not included in the model. This study concludes that Effective and varied teaching strategies, coupled with a conducive and supportive learning environment, are crucial for increasing student engagement and motivation in English language learning.
Indonesian EFL Students’ Self-Regulated Learning Strategies for English Speaking Trifosa, Maria; Keny, Anatasia; Bram, Barli
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.v13i2.35938

Abstract

This study investigated self-regulated learning (SRL) strategies employed by Indonesian undergraduate students to enhance their English-speaking abilities. A quantitative research design was employed, with data collected from 30 undergraduate students through a modified Self-Regulated Motivation for Improving Speaking English as a Foreign Language (SRMIS-EFL) questionnaire. Descriptive statistical analyses, including mean scores and standard deviations, were conducted using SPSS to examine the extent to which four SRL factors, Task Value Evaluation, Regulation of Learning Environment, Regulation of Affect, and Regulation of Classroom Environment, were demonstrated. The findings indicated that Task Value Evaluation was the dominant factor supporting students’ speaking skills, while Regulation of Affect and Classroom Environment showed moderate engagement. These results suggest that cognitive, affective, and environmental strategies collectively influence students’ motivation and participation in English-speaking activities. Implications for teaching include designing meaningful speaking tasks, promoting peer collaboration, and creating supportive learning environments to strengthen students’ SRL and oral proficiency.
Speaking Anxiety in English Learning in Grade XI Students of Walisongo Pecangaan High School: Forms, Factors, and Strategies to Overcome It Sulaiman, Raehani; Candraloka, Olyvia Revalita
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.v13i2.34063

Abstract

This study maps the forms, factors, and strategies for overcoming speech anxiety in grade XI students at Walisongo Pecangaan High School (pesantren context). Using a descriptive qualitative approach (case study), six students were selected on a purposive–maximum variation basis. Data were collected through semi-structured interviews and class observations in speaking sessions, then analyzed thematically by triangulating cognitive, physiological, and behavioral indicators. The results showed that the majority of the speakers were at medium to high levels. Four forms of anxiety arise and intertwine: (1) physiological—cold sweats, tension, speech blocking; (2) cognitive—a sense of "inadequacy", a concern about grammar accuracy; (3) behavior—avoidance, hesitation to start, waiting to be called; (4) linguistics—vocabulary limitations, accuracy focus. Internal factors are mainly low self-efficacy and accuracy orientation; External factors include a class climate that is too quiet/serious and peer judgment. Teacher support—wait-time, prompting, and non-judgmental feedback—acts as a damper that lowers affective filters and maintains willingness to communicate. Practical implications include tiered scaffolding (pairs→small groups→plenary), pre-task planning with keyword cards, delayed feedback policies, and fun strategies such as TPR-storytelling. This study enriches the study of FLCA in the context of pesantren and recommends mixed research with FLCAS adaptation, WTC/performance measurement, quasi-experimental test of intervention packages, and longitudinal tracking (XI→XII).
The Correlation between English Speaking Skill and Self-Confidence among Eleventh Grade Students at SMA Negeri 1 Alasa Lase, Pintauli; Laoli, Adieli; Harefa, Afore Tahir; Telaumbanua, Yasminar Amaerita
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.v13i2.33064

Abstract

This research aims to find out if there is a significant correlation between English speaking skill and self-confidence among grade XI students in a senior high school. The research started because in class, some students speak English well but feel shy in public, while others look confident but has low speaking skills. This research used a quantitative method with a correlational design. The sample was 35 students from class XI Ki Hadjar Dewantara. Data were collected through a speaking test to measure English speaking skill and a Likert scale questionnaire for self-confidence. Data were analyzed using parametric tests, including normality test, Pearson Product Moment correlation, and simple linear regression in SPSS version 25. All instruments were tested for validity and reliability before use. The result showed the correlation value (r) was 0.022 with a significance of 0.901 (>0.05). This means there is no significant correlation between English speaking skill and self-confidence. Field observations also showed that students who speak well are not always confident, and confident students do not always have good speaking skills. It can be concluded that speaking skill and self-confidence are separate aspects and need to be developed on their own. This research may help teachers and researchers plan better English learning strategies.
Analysis of Students’ Errors and Writing Flow: A Case Study in Written Process Paragraphs by the First Semester Students of English Department at the University of Mataram Masyhadani, Rizki Putra; Thohir, Lalu; Saputra, Agus
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.v13i2.36078

Abstract

This study analyzes students’ errors and writing flow in process paragraphs written by first-semester English Department students at the University of Mataram in the academic year 2024/2025. The objectives are to identify types of errors, evaluate the quality of writing flow, and perceive causes of errors. The data were obtained from 15 students’ process paragraphs and interviews with five students, then analyzed using Dulay et. al. (1982) Surface Strategy Taxonomy, Norrish’s (1983) causes of errors, and Oshima and Hogue’s (2006) framework for writing flow. The findings revealed a total of 60 errors consisting of misformation (40%), omission (30%), misordering (18.3%), and addition (11.7%). These errors were primarily caused by carelessness, translation habits, and first language interference, often occurring simultaneously. In terms of writing flow, all students successfully maintained a clear time sequence, 80% used appropriate transition signals, yet only 46.7% consistently applied the principle of one step per sentence. These weaknesses reduced sentence-level clarity despite overall chronological organization. In conclusion, the study shows that students’ challenges in writing process paragraphs are both grammatical and developmental, suggesting the need for grammar reinforcement alongside explicit instruction on coherence, transitions, and sentence clarity.
Morphology, Stylistics, and Conceptual Metaphor in Alex Warren's Ordinary Mita Setriana Gultom; Teza Aditra Ginting; Tulus Maruli Purba; Rahmadsyah Rangkuti
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.39029

Abstract

This study examines how meaning is constructed in the song Ordinary by Alex Warren using three linguistic frameworks: morphological theory, discourse stylistics, and conceptual metaphor theory. Most previous studies on song lyrics analyze only one linguistic aspect at a time, such as morphology, stylistics, or metaphor, which limits the understanding of how these elements work together. This study addresses that gap by combining all three frameworks in one analysis, making it possible to see how different linguistic levels interact to build meaning. Therefore, this study aims to analyze how word structures, stylistic patterns, and conceptual metaphors together represent the theme of love in the song. The data are taken from the song lyrics and analyzed through word formation processes, stylistic features such as repetition and pronoun usage, and metaphorical expressions. The findings show that the lyrics mostly use simple word forms and contractions, which make the message clear and easy to understand. Repetition and direct address create a strong emotional and intimate tone. Love is represented through religious and spiritual metaphors, presenting it as a sacred and meaningful experience. This study shows that song lyrics work as a complex linguistic system where multiple levels of language interact to create meaning. The findings offer a useful analytical model for studying popular music from a linguistic perspective and highlight how language shapes emotional and symbolic expression.. 
Flouting Maxims Found in Children Novel Gusti Ayu Ketut Pradnyawati; Made Susini; Kuntayuni Kuntayuni
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.39374

Abstract

This study aims to analyze flouting maxims in the novel The Christmas Pig by J.K. Rowling focusing on identifying their types based on Grice’s Cooperative Principle and their functions based on Searle’s speech act theory. This research employs a descriptive qualitative method. The data are in the form of dialogues that contain flouting maxims found in the novel. The findings reveal that all types of flouting maxims are found in the novel. They include maxim of quality, quantity, relation, and manner. In terms of the functions, the flouting maxims show only four speech act categories, namely assertive, directive, commissive, and expressive. Declarative function is not found in the data, indicating that flouting maxims in this novel are not used to create direct changes in social or institutional contexts..
The Effect of Deep Learning Approach on Students’ Speaking Ability in EFL Classroom Lalu Isnaeni Rahman
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.39801

Abstract

This study investigated the effect of the deep learning approach on students’ speaking ability in an English as a Foreign Language (EFL) classroom. The study employed a quasi-experimental design with a pre-test and post-test control group design involving 60 first-semester students of the Faculty of Information and Communication Technology. The students were divided into two groups: an experimental group receiving deep learning-oriented and AI-assisted speaking instruction, and a control group receiving conventional speaking instruction. The instruments used in this study were speaking pre-tests and post-tests assessed based on fluency, pronunciation, vocabulary, grammar, and coherence. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests through SPSS. The findings revealed that the experimental group achieved a significantly higher improvement in speaking ability compared to the control group. The post-test mean score of the experimental group increased from 61.20 to 78.90, while the control group improved from 60.85 to 69.40. The independent samples t-test showed a significance value of 0.000 (< 0.05), indicating that the deep learning approach had a statistically significant effect on students’ speaking ability. The results suggest that deep learning-oriented instruction integrated with collaborative tasks, project-based learning, and AI-assisted feedback can effectively enhance students’ speaking fluency, confidence, and engagement in EFL classrooms.
Impoliteness Strategies in Family Interaction in The D’Amelio Show Season 3 Desiana Salsabila; Irman Nurhapitudin; Ice Sariyati
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.39270

Abstract

This study aims to examine the types and functions of impoliteness strategies used by D’Amelio family in The D’Amelio Show Season 3. This research used a qualitative-descriptive method to provide an in-depth analysis. The data were selected using purposive sampling of 10 episodes from season 3 of The D’Amelio Show.  The data were transcribed verbatim and analyzed using Culpeper’s framework (1996; 2011). The results analyzed 22 utterances to five impoliteness strategies: bald on record, positive, negative, sarcasm/mock politeness, and withhold politeness. Negative impoliteness was found to be the most frequently used impoliteness strategy (40.91%), while bald on record impoliteness and withhold politeness were the least frequent (4.55%). In terms of function, three functions were examined: affective, coercive, and entertaining. It was found that the affective function was widely used (50.0%).  The use of impoliteness reflects social dynamics within families, suggesting that impoliteness is not merely a verbal attack but also a means of expressing emotions, displays of intimacy, and interpersonal conflict. This also depends heavily on the context and the relationship between speakers. These findings contribute to a deeper understanding of impoliteness in mediated interpersonal communication and provide insights for further research in similar contexts.
Multilingual Strategies for Teaching English: Perspectives from Graduate Students in Multicultural Contexts Vivit Rosmayanti; St. Wijdanah Ram
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.38624

Abstract

The increasing linguistic and cultural diversity of English classrooms requires pedagogical strategies that can support learners with different language backgrounds. However, graduate students’ perspectives as emerging English language educators remain underexplored in multilingual pedagogy research. This study aimed to examine how graduate students perceive and apply multilingual strategies in English language teaching within multicultural contexts. This study employed a qualitative research design. The data were collected through semi-structured interviews, classroom observations, and document analysis of bilingual teaching materials and students’ learning artifacts. The data were analyzed using thematic analysis supported by NVivo to identify recurring patterns related to multilingual teaching practices, students’ perspectives, and factors affecting implementation. The findings show that graduate students used several multilingual strategies, including translanguaging, bilingual resources, collaborative learning, code-switching, and linguistic scaffolding. These strategies helped improve students’ participation, comprehension, confidence, and sense of inclusion in English learning. However, the implementation of multilingual strategies was influenced by educator readiness, institutional support, availability of multilingual resources, and educational policy. The study implies that multilingual pedagogy should be integrated into teacher education, curriculum development, and professional training to prepare educators for linguistically diverse classrooms. Overall, this study highlights the importance of multilingual strategies as inclusive pedagogical practices in English language teaching

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