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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 215 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.

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