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Mandra Saragih
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Editor in Chief Mandra Saragih, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Editorial Board Dr. Bambang Panca Syahputra, M.Hum, Universitas Muhammadiyah Sumatera Utara Pirman Ginting, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Rakhmat Wahyudin Sagala, S.Pd., M.Hum, Universitas Muhammadiyah Sumatera Utara Dr. Purnama Rika Perdana, S. Pd., M. Hum, Univiersitas Muhammadiyah Sumatera Utara Alfitriani Siregar, S. Pd., M. Pd, Universitas Muhammadiyah Sumatera Utara
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English Teaching and Linguistics Journal (ETLiJ)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 27160831     DOI : https://doi.org/10.30596/etlj
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
English Teaching and Linguistics Journal (ETLiJ) is dedicated to the global advancement of English teaching-learning and linguistics practice (e.g., morphology, semantics, second language acquisition, psycholinguistics). The ETLiJ strongly encourages submissions of unpublished articles topics that are highly relevant and contribute significantly to the TEFL and TESL issue.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 113 Documents
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The Effect of Using Collaborative Learning Activities to Reduce Speaking Anxiety Nabila, Esa; Artha, Dewi Juni; Tussa'diah, Halimah
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 1 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i1.22196

Abstract

This study aims to examine the effects of using collaborative learning activities in reducing students' speaking anxiety. Collaborative learning methods are expected to have a positive impact on students' speaking skills by increasing their active participation in class. This study used an emotional intelligence scale and a Likert scale-based questionnaire to reveal aspects of collaborative learning. The results of this study are 1) normality text is Kolmogorov-Smirnov sig value on Tests of Normality For control class is VIII-1 with pretest significance0.154 0.005 and post test 0.036 0.005 while For class experiment that is class VIII-2 with pretest VIII-2 significance 0.200 0.005 and post test 0.124 0.005; 2) Homogenity text second variable value the sign is 0.700 and 0.81 shows that the data is homogeneous because mark significance 0.005. This matter show that in study This No there is similarity variance from moderate variable tested; 3) Hypotesis Testing obtained The t value is 23.158 and the sig value . (2 tailed) is 0.000 0.005. The results of the study are expected to be applied in schools to improve the quality of education and provide valuable experience for researchers in conducting action research related to collaborative learning.
Cultivating Ecological Sensitivity: How Ecolinguistics Enhances Descriptive Writing Skills at UPMI Hariati, Puji
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25045

Abstract

This study aimed to explore how the integration of ecolinguistic principles in teaching descriptive writing could enhance students’ writing skills and ecological sensitivity. The research involved 30 third semester students of the English education program at University of Pembinaan Masyarakat Indonesia (UPMI). Using a qualitative descriptive approach with elements of classroom action research. Data were collected through pre-test and post test, classroom observation, questionnaires, and interview. The findings revealed significant improvements in students’ paragraph structure, ecological vocabulary, and empathetic expression towards environmental issues. A total of 80% of students demonstrated improved paragraph unity and coherence, 70% used environmentally themed vocabulary and metaphors, and 65% explicitly expressed ecological values in their writing. These results indicate that the ecolinguistic approach not only enhances the quality of descriptive writing but also cultivates environmental awareness through language. The study recommends integrating ecolinguistic content into language curricula to support sustainable education.
Exploring Semantic Equivalence in the Translation of the Putri Hijau Legend Syafrayani, Putri Rizki; Meisuri, Meisuri; Ayunda, Riska; Molina, Merry Luz
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.22012

Abstract

This study investigates the capabilities of neural machine translation (NMT) tools, Google Translate and DeepL, in translating culturally rich texts, with a focus on the Putri Hijau legend. Using Newmark’s Semantic Translation Theory, the research evaluates the translation of idiomatic expressions, metaphors, and culturally embedded terms to determine the semantic fidelity and cultural appropriateness of each tool. The findings reveal that DeepL outperforms Google Translate in preserving contextual and pragmatic nuances, particularly in idiomatic expressions and culturally specific terms, aligning more closely with semantic translation principles. However, both tools face significant challenges in translating metaphors, often resorting to literal interpretations that fail to capture the symbolic and poetic elements of the original text. The study highlights the limitations of current NMT tools in rendering complex cultural and figurative content accurately and underscores the importance of cultural understanding in translation. While DeepL demonstrates greater effectiveness, the research concludes that NMT tools should be used as supplementary aids rather than standalone solutions for culturally significant texts. Recommendations include further refinement of AI models to enhance their ability to handle figurative language and cultural nuances. These findings provide valuable insights for improving NMT technology and its application in translating culturally sensitive materials.
Enhancing Learning Outcomes in Explanation Texts through the Make a Match Model Sutrisno, Trisno; Fecilita, Benfika Fiden; Thoyyibah, Luthfiyatun; Irawaty, Inna
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25300

Abstract

This classroom action research (CAR) examines the effectiveness of the Make a Match cooperative learning model in improving students' learning outcomes and motivation in understanding explanation texts. The study employed an experimental design with two classes of 11th-grade students (N=64) at a senior high school in Ciamis Regency: an experimental class (XI-A5) using Make a Match and a control class (XI-S1) using conventional methods. Quantitative data revealed significant differences in outcomes between the two approaches. The experimental class achieved higher average scores on both the pretest (81.88 vs. 75.63) and posttest (86.88 vs. 78.44) compared to the control group. Beyond academic improvement, observational data showed the Make a Match approach increased student engagement through its interactive card-matching activities, which fostered peer collaboration and active participation. These findings demonstrate that Make a Match is more effective than traditional lecture methods for teaching explanation texts, as it simultaneously enhances comprehension and motivation. For classroom implementation, teachers should: (1) integrate game-based elements to increase engagement, (2) design matching tasks that align with key learning objectives, and (3) use collaborative activities to reinforce critical thinking. This approach is particularly valuable in EFL contexts where students struggle with text-based learning, offering a practical strategy to combine academic achievement with motivational support.
The Use of Quantum Teaching in Teaching English at Al-Manar Islamic Boarding School Jannah, Miftahul
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.24892

Abstract

This research explores the effectiveness of Quantum Teaching in enhancing the English teaching and learning process, particularly in making it more engaging and enjoyable for students. The research was conducted at Al-Manar Islamic Boarding School in Aceh Besar, where the traditional English learning methods were often perceived as boring and failed to maintain students' motivation. This study specifically focused on junior high school students, who frequently experience low motivation, which affects their English mastery and achievement. The aim was to determine whether the use of Quantum Teaching could improve students’ interest, motivation, and comprehension in learning English. The research concentrated on the reading comprehension subject for second-grade students, as it is a core area where Quantum Teaching could be effectively applied. The findings of the study indicated that Quantum Teaching significantly improved the learning atmosphere and students' involvement in the learning process. The evidence was drawn from both pre-test and post-test scores, showing a substantial improvement in student performance. Additionally, teaching methods such as using music during recount text lessons and conducting descriptive text lessons outside the classroom were found to be particularly effective. The study was further supported by student responses through questionnaires, which confirmed that Quantum Teaching increased their interest and motivation. In conclusion, the use of Quantum Teaching proved to be a successful method to improve English learning outcomes.
English Teacher Identity in EFL Higher Education: Exploring Perspective from Critical Reflection Andriani, Agis; Izzati, Aina Amalia
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.24466

Abstract

Teacher identity has a significant impact on teachers’ decisions on teaching processes, teaching and learning material, teacher-student relationships, and professional development. However, in its implementation, there is unclear identity that confuses the standards, and a lack of charisma in the EFL teacher profile, while an ideal language teacher is crucial to building a successful learning to foreign language. Data taken from critical reflection (Rolfe, 2014) written by English education department students. They are university students who joins English Phonetics and Phonology class. The tutor facilitates the teaching learning based on the principal of critical language awareness. Data are analyzed based on the foundation the framework Van Dijk identity construction (van Dijk, 2015). There result shows that identity represented to what someone thinking, belief, and perceive, and it realizes into social practice (teaching and learning English as foreign language). In this context, it creates the teacher or lecturer to be the agent of change. For the research, interview should be conducted to explore deeper understanding how the teacher construct EFL identity to support the success of EFL teaching learning process.
Systematic Literature Review: Using Podcasts as Media to Develop Listening Comprehension among EFL University Students Ningrum, Suci Setia Cahya; Panggabean, Nuranisa
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.24832

Abstract

Many EFL university students continue to face challenges in developing their listening skills, primarily due to limited access to engaging and authentic listening materials. Given that listening comprehension forms the foundation for overall language proficiency - particularly crucial at the tertiary level - finding effective solutions is essential. Podcasts emerge as a promising medium to address this need. This study investigates how podcasts can enhance listening skills among university-level EFL learners through a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. PRISMA's rigorous methodology ensures transparent, comprehensive, and reproducible research by following structured phases: identification, screening, and eligibility assessment. This approach enhances the study's validity by minimizing selection bias and providing clear criteria for article inclusion. From an initial pool of potential studies, 12 relevant articles published between 2016 and 2025 were systematically selected and analyzed. The findings reveal three key benefits of podcast implementation: (1) provision of authentic and varied listening materials, (2) flexible accessibility for anytime, anywhere learning, and (3) effective integration with metacognitive strategies. These results demonstrate podcasts' significant potential as a flexible, real-world-aligned pedagogical tool that can transform EFL listening instruction at the university level.
Speech Acts and Implicature in Media Framing: A Pragmatic Study of Gus Miftah's 'Goblok' Controversy on Detik.com Saragih, M Afiv Toni Suhendra
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25552

Abstract

This study conducts a pragmatic analysis of how Detik.com's editorial texts framed the prolonged controversy surrounding Gus Miftah's "Goblok" remark to an iced tea seller. Employing a descriptive qualitative methodology with documentation techniques, the research specifically examines three pragmatic elements: (1) speech acts (locutionary, illocutionary, and perlocutionary), (2) conversational implicatures, and (3) presuppositions in media discourse. The findings reveal that Detik.com strategically employed these pragmatic devices to construct particular narrative frames, significantly influencing readers' interpretations of the incident. Notably, the analysis demonstrates how assertive, directive, and expressive speech acts were utilized to shape public perception, while carefully crafted implicatures and presuppositions reinforced specific ideological positions. Furthermore, this study evaluates these media framing strategies through the lens of Islamic communication ethics, highlighting critical tensions between journalistic framing techniques and Islamic values that emphasize fairness (al-'adl), truthfulness (as-sidq), and prudent speech (hifzh al-lisan). The research contributes to both media studies and Islamic communication ethics by providing empirical evidence of how pragmatic devices operate in digital journalism and offering normative reflections on responsible media practices in Muslim contexts. Practical implications suggest the need for media literacy initiatives to help audiences critically engage with framed content.
Speech Acts in Surah Al-Maun and Their Relevance to the Muhammadiyah Social Movement Hasani, Nurfadila; Borut, Ismail; Bugis, Halima; Ratau, Asria; Umar, Munazar
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 1 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i1.25372

Abstract

This study applied speech act theory to analyze Surah Al-Ma'un, the 107th chapter of the Qur'an, to understand how its verses function to convey powerful moral and social messages. The research utilized a qualitative descriptive approach with a focus on pragmatic analysis, drawing upon J.L. Austin and John Searle's Speech Act Theory. Data sources included the original Arabic text of Surah Al-Ma'un, along with reliable English translations and tafsir literature. The analysis categorized the different types of speech acts found in the surah, including assertive, directive, expressive, and commissive functions, and explored their roles in communicating ethical and social meanings.The findings revealed that the Qur'anic language in Surah Al-Ma'un is not merely informative but also transformative, encouraging reflection, emotional response, and real-life action. The verses were found to criticize disbelief, hypocrisy in worship, and the neglect of social duties towards the poor and orphaned. This study also contextualized these findings within the Muhammadiyah movement, demonstrating how the Surah's messages have been translated into practical social actions such as the establishment of orphanages, zakat institutions, schools, and health clinics. The research concluded that Surah Al-Ma'un provides a blueprint for ethical and social action in Muslim communities, highlighting the dynamic role of Qur'anic language in promoting active faith and social justice.
Semprotulation as a Post-Thesis Celebration Culture: Meanings, Symbols, and Its Pedagogical Implications for Language Learning in Higher Education Saragih, Mandra; Saragih, M Afiv Toni Suhendra; Anam, Khairul
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 1 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i1.29124

Abstract

Post-thesis celebrations in higher education are often viewed as informal or peripheral activities, yet they constitute rich communicative spaces where language, identity, and culture intersect. This study investigates Semprotulation, a student-initiated celebratory ritual performed after thesis defenses, to examine its meanings, symbols, and interactional dynamics as well as its pedagogical implications for language learning. Employing a qualitative-dominant mixed-method design, the research integrates ethnographic observation, multimodal discourse analysis, interviews, and questionnaires involving 48 students and 10 academic staff at an Indonesian university. Data were collected through video recordings, field notes, and participant reflections, and analyzed thematically and interactionally to identify recurring linguistic and symbolic patterns. The findings reveal that Semprotulation operates as a structured multimodal genre characterized by humorous teasing, congratulatory formulas, code-switching practices, embodied gestures, and symbolic artifacts such as water and flour that index renewal and solidarity. These practices facilitate emotional release, strengthen peer cohesion, and create authentic opportunities for spontaneous language use and digital literacy through social media documentation. From a sociolinguistic and pedagogical perspective, the ritual functions as an informal site of language socialization that complements formal instruction by fostering communicative confidence, identity negotiation, and collaborative learning. The study contributes to applied linguistics and language education by reframing campus cultural traditions as meaningful educational resources and recommends integrating students’ lived communicative practices into culturally responsive and multimodal language pedagogy.

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