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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 The ETLiJ strongly encourages submissions of unpublished articles topics that are highly relevant and contribute significantly to the TEFL and TESL issue.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 124 Documents
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Disaster Discourse, Delayed States, and Civic Counter-Narratives: A Critical Sociolinguistic Study of “Citizens Helping Citizens” in Sumatra Andesta, Heri Wira; Saragih, M Afiv Toni Suhendra; Purnama, Anton
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.v7i1.29184

Abstract

This article examines disaster discourse in Sumatra by analyzing how the state and citizens are represented in public communication during the emergency response phase. Employing a Critical Discourse Analysis approach within sociolinguistics, the study analyzes a corpus of national online news reports and citizens’ social media posts. The analysis focuses on the representation of social actors, lexical strategies, evaluative structures, and temporal constructions that shape meanings of delay, action, and accountability. The findings reveal that state discourse is dominated by institutional and procedural language that tends to obscure agency and normalize delayed responses as technical matters. In contrast, citizen discourse constructs a powerful counter-narrative of citizens helping citizens, foregrounding horizontal solidarity while implicitly challenging state legitimacy. This discursive tension demonstrates that disasters are socially and linguistically produced rather than neutrally reported. The study contributes to sociolinguistic research on disaster discourse by providing empirical evidence from the Global South and highlighting the role of counter-discourse in reshaping power relations, responsibility, and public trust in times of crisis.
The Use of Authentic Environmental-Themed Texts in Reading Comprehension for High School Students: A Study on Ecoliteracy Lubis, Bambang Nur Alamsyah; Mardiana, Rizdika; Sulistyaningrum, Siti Drivoka; Permana, Sudarya
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.v7i1.26149

Abstract

This study aimed to investigate the use of autentic environtmental-themed text in reading comprehension for high school student. The objective of the study focuse to investigate he use of authentic texts with environmental themes affect students' understanding of ecoliteracy values, to investigate the challenges do students and teachers face in using authentic texts with environmental themes in reading comprehension learning, to investigate students respond to reading comprehension learning using authentic texts with environmental themes, to investigate the use of authentic texts with environmental themes contribute to building ecological awareness in high school students. The A qualitative descriptive approach was chosen because this research aims to describe and analyze the phenomena, the source of the data was high schol students and the data was the result of classroom observations, interviews with teachers and students, and document analysis. By integrating these texts into language education, the research explores how they improve students' reading skills while instilling ecoliteracy values. The study highlights the significance of environmental issues, such as pollution, climate change, and resource sustainability, and how these texts connect students to real-world problems. The findings reveal that authentic texts foster critical thinking, social responsibility, and active participation in classroom discussions. However, challenges such as language complexity, access to quality texts, and students' ability to connect environmental issues to personal experiences were also identified. The study suggests that teacher training, improved access to resources, and real-world engagement can optimize the effectiveness of using authentic environmental-themed texts in education. This approach not only develops students' academic skills but also empowers them to become agents of change in promoting environmental sustainability.
Rewriting the Earth: Ecolinguistic Task Based Activities to Enhance Writing Skills in English Hariati, Puji
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.v7i1.27199

Abstract

English writing remains a significant challenge for many secondary school students in Indonesia, particularly in expressing ideas coherently, organizing structure, and using appropriate vocabulary. This study investigates the effectiveness of integrating Ecolinguistic Task-Based Activities (ETBAs) in improving the English writing skills of Grade X students at Yayasan Pendidikan Nazhirul Asrofi Medan. Grounded in Task-Based Language Teaching (TBLT) and ecolinguistic theory, this Classroom Action Research (CAR) was conducted in two cycles, involving 25 purposively selected students. The intervention centered around meaningful, environmentally-themed writing tasks that aimed to enhance students' writing abilities while fostering ecological awareness. Findings showed significant improvement across five key areas of writing: content relevance, vocabulary use, text organization, language accuracy, and mechanics. Quantitative data revealed an average increase of 20% in writing scores, with the greatest gains in vocabulary and organization. Qualitative data indicated increased learner motivation, autonomy, and use of ecological vocabulary. Thematic analysis also highlighted the development of critical thinking and environmental responsibility. The integration of ecolinguistic themes provided real-world relevance, making the writing process more engaging and meaningful. This study concludes that ETBAs are an effective and transformative strategy for enhancing both linguistic competence and ecological consciousness in EFL contexts. 
The Implementation of Comic Strips Media And Think Pair Share Strategy in Teaching Reading Comprehension at Eight Grader of At-Thohiriyyah Junior High School Hibatullah, Muhammad Naafi; Mulyadi, Dodi; Aimah, Siti
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.v7i1.24925

Abstract

This study aimed to determine the implementation of the Think Pair Share strategy and comic strip media to improve the reading comprehension ability of students in jouniur high school. The study used a quantitative approach with the Classroom Action Research method, which was carried out in two cycles. Each cycle consisted of the stages of planning, action implementation, observation, and reflection. Data collection techniques were conducted through pre-tests and post-tests. The results showed a significant increase with the paired sample t-test in Cycle I revealed a significant difference between pre-test and post-test scores (t = -3.973, p 0.05. This indicated that the Think Pair Share strategy, assisted by comic strips, effectively improved students' reading comprehension ability. Therefore, Think Pair Share strategy assisted by comic strip media is an empirically supported instructional approach for improving reading comprehension in junior high school English education.
The Effectiveness of Spotify in Improving English Vocabulary through Song Lyrics Jannah, Miftahul; Zahra, Maulisa; Yusnida, Dara
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.v7i1.26704

Abstract

This study investigated whether using Spotify improves students’ English vocabulary mastery, motivated by low vocabulary achievement and lack of interest in conventional methods. A quantitative pre-experimental design with one-group pre-test and post-test was employed. Participants were 22 eighth-grade students from MTs Keutapang Dua, selected through total sampling. Data were collected using vocabulary tests and a questionnaire on students’ responses to Spotify-based learning. Results showed an increase in vocabulary mastery by 12.75 points, with the mean pre-test score rising from 60.86 to 73.61 in the post-test. A paired sample t-test revealed a t-count of 28.84, exceeding the t-table value of 2.080 (df = 21, p 0.05), indicating a significant improvement. Questionnaire responses (M = 3.58, SD = 0.32) compared to the neutral midpoint of 2.5 yielded a very large effect size (Cohen’s d = 3.38), showing strongly positive perceptions. The highest-rated item (M = 3.9) was viewing lyrics while learning, while the lowest (M = 3.1) concerned difficulty understanding singers. In conclusion, integrating Spotify and English song lyrics effectively enhances vocabulary development and increases student motivation and interest. Teachers are encouraged to adopt music-based digital platforms as instructional strategies.
Multilingual Practices in Indonesian Social Media Communication: Evidence from a Digital Sociolinguistic Survey Mandra Saragih; M Afiv Toni Suhendra Saragih
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (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.v7i2.31675

Abstract

The rapid growth of social media has transformed multilingual communication practices and intensified the occurrence of code-mixing and code-switching in digital interactions. This study investigates multilingual practices among Indonesian social media users by examining the influence of social identity, digital community affiliation, and language prestige within the framework of digital sociolinguistics. A quantitative approach employing a correlational survey design was adopted involving 312 Indonesian social media users selected through proportional random sampling. Data were collected using a 35-item Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis with the assistance of IBM SPSS Statistics 27. The findings revealed that multilingual practices among Indonesian users were generally high, with language prestige emerging as the strongest predictor, followed by social identity and digital community affiliation. Collectively, these variables explained 62.4% of the variance in multilingual practices. The study confirms that multilingual communication in social media is a socially situated and technologically mediated phenomenon rather than merely a reflection of bilingual competence. The findings contribute to the development of digital sociolinguistics and provide implications for multilingual literacy and language education in contemporary digital environments.
Students' Efforts in Improving English Vocabulary, A Qualitative Study at Al Ulum Junior High School Resty Wahyuni; Khairun Nissa
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (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.v7i2.24400

Abstract

Vocabulary is the main foundation in learning English, because without adequate vocabulary mastery, students will find it difficult to understand and convey messages effectively. This study aims to describe in depth the various efforts made by Al-Ulum Junior High School students in improving their vocabulary mastery. Using a descriptive qualitative approach, data was obtained through semi-structured interviews and classroom observations of 30 purposively selected 8th grade students. The results revealed that students utilize a variety of learning strategies, ranging from recording new vocabulary in a special book, using digital-based learning applications such as Duolingo and YouTube, to repeating vocabulary independently outside of class hours. These strategies reflect the application of cognitive and memory strategies, and display a tendency towards self-directed learning. However, there are still some barriers, such as low self-confidence and limited practice of vocabulary use in real-life situations. The results of this study show that the presence of a supportive teacher and a positive learning environment are instrumental in increasing students' participation and confidence in using vocabulary when communicating daily. The findings are expected to be valuable input in developing teaching approaches that are more relevant, flexible, and in line with the needs and characteristics of learners in the current era. 
Project-Based Learning as a Creative and Innovative Method in EFL: Challenges and Teachers’ Strategies I GAP Novita Sari Paragae
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (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.v7i2.28421

Abstract

Project-based learning (PjBL) has been known as an effective, creative, and innovative teaching method in the EFL context. Some previous research has highlighted the effectiveness of PjBL and the challenges faced by teachers in its implementation. However, the research that explicitly explores the strategies implemented by teachers to overcome the challenges is rare, especially in the context of Senior High School. To fill the gap, this study aims to explore teachers’ perception on the challenges faced in PjBL implementation and the strategies employed to overcome the challenges. This study was conducted in a descriptive qualitiative design and collected the data through interviews, classroom observation, and document analysis among English teachers who have experience in implementing PjBL. The data were analyzed by using thematic analysis to identify the main themes appears from teachers’ practice and experience. The study found that the implementation of PjBL faces some challenges, such as (1) time limitation and curriculum demands, (2) a variety of students’ readiness and ability, (3) teachers' workload, and (4) difficulties in doing project-based assessment. In addition, the teachers employed adaptive strategies to overcome the challenges: (1) flexible time management and project simplification, (2) scaffolding and differentiated learning, (3) collaboration with fellow teachers, and (4) assessment and rubric adaptation. By highlighting teachers’ strategy explicitly, this study gives contribution to PjBL literature by providing practical insights into a more sustainable implementation of PjBL in the EFL context.
Challenges and Solutions in Teaching English at the Elementary School Level: A Case Study at SDN Pabelan 03 Bayumegawira Kusuma Wardana; Muamaroh Muamaroh
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (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.v7i2.30966

Abstract

This study aimed to explore the challenges faced by the English teacher in the learning process and solutions to address these challenges at SDN Pabelan 03, Sukoharjo Regency, Central Java. A qualitative case study method was used to gain a deeper understanding of the teacher’s classroom teaching experiences across several grade levels. Classroom observation was conducted at the 1st, 3rd, and 6th grades,while semi structured interview was carried out by the writer to the English teacher as research participant. The data were analyzed using qualitative methods, including data reduction, data display, and conclusion drawing.The three main challenges faced are differences in students’ language abilities, variation in students' learning motivation, and limited supporting learning facilities. In response, the teacher implemented three strategies to address the issue: adapting material to the students' abilities through simple explanations and using translation to Indonesian, increasing student learning motivation through reward and educative consequences, and utilizing available resources such as internet facility and digital tools (Canva, and ChatGPT) to create supplementary teaching materials.
The Use of Cake Application to Improve Students’ Speaking Skills at Kwala Madu Boarding School Khairun Niswa; Ambar Wulan Sari; Habib Syukri Nasution
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (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.v7i2.29820

Abstract

This study aims to investigate the use of the Cake application in improving students’ speaking skills at Kwala Madu Boarding School, given that many students face difficulties in expressing their ideas due to limited vocabulary, lack of confidence, and minimal practice opportunities. A quantitative approach with a pre-experimental one-group pre-test–post-test design was employed, involving students at Kwala Madu Boarding School selected through purposive sampling. Data were collected through speaking tests, observation, and documentation; students completed a pre-test prior to the implementation of the Cake application and a post-test after several treatment sessions. The results show that students’ speaking skills improved significantly from pre-test (M = 52.45, SD = 9.86) to post-test (M = 77.38, SD = 7.46), t(28) = 49.04, p .001, d = 9.11, with students becoming more confident, active, and motivated in speaking English. The application’s interactive features, such as video-based learning and pronunciation practice, contributed to gains in fluency and accuracy. It is concluded that the Cake application is an effective tool for enhancing students’ speaking skills and can be recommended as an alternative learning medium in English language teaching, particularly in boarding school contexts.

Page 12 of 13 | Total Record : 124

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