ELLTER Journal
ELLTER Journal: English Linguistics and Language Teaching Research Journal is home of scholars in publishing their works in the area of English Linguistics and Language Teaching Research across world. ELTTER JOURNAL welcomes following fields: 1. Teaching English as a Second Language or a Foreign Language 2. English language planning, language testing, evaluation, and assessment; 3. Curriculum design and development; 4. Primary education, cross cultural, multilingualism and multilingual education; 5. Discourse analysis; 6. Translation; 7. Structural linguistics; 8. Literature; 9. Functional linguistics.
Articles
60 Documents
<![CDATA[A PORTRAIT OF RELIGIOUS VALUES IN AN ELT TEXTBOOK FOR JUNIOR HIGH SCHOOL: A CRITICAL DISCOURSE ANALYSIS ]]>
<![CDATA[Falin, Erina Ismalia]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Fitriani, Ika]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.16576
<![CDATA[In a society with diverse religious backgrounds, Indonesian students need to understand the steps to investigate various problems in every aspect of life-related to differences in language, culture and religion. Therefore, English text books as a medium for teaching students not only contain differences between one individual and another but also broadly cover several dimensions of relationships between several parties. Through documentary studies, this research focused on the religious content of the ELT textbook published by the Ministry of Education and Culture. In addition, Critical Discourse Analysis was used to investigate the religious values depicted in the ELT textbook aimed at junior high school students. Three dimensions of the relationship between religious values have appeared in the textbook, namely: (1) the individual relationship with God; (2) individual relationships with other people; and (3) the individual relationship with the universe (environment). These three dimensions are represented by inserting visual-verbal and textual artifacts or products containing religious values in the ELT textbook. This indicates that English plays an important role in shaping students' character. Thus, English teachers are expected to be able to integrate these religious values to increase the positive impact on students' academic quality.]]>
<![CDATA[POLITENESS STRATEGIES IN THE “ENGLISH FOR NUSANTARA”: A CONTENT ANALYSIS ]]>
<![CDATA[Zelika, Ribka]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Fitriani, Ika]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.17204
<![CDATA[One of the essential components of communication is using politeness strategies to maintain interpersonal relationships and make them effective and efficient. Thus, inserting elements of politeness into the dialogue within textbooks can facilitate students' understanding of the application of polite language so that they can use it later as a reference to practice in everyday communication. Therefore, this study aims to figure out politeness strategies in the dialogues of the "English for Nusantara" textbook for the seventh grade of junior high school. By employing a content analysis, the researchers found out that there are three out of four politeness strategies proposed by Brown and Levinson (1987). There are 8 data on bald on record, 65 data on positive politeness, and 6 data for negative politeness. Meanwhile, off-record was not found in the dialogues of the textbook. The researchers figured out that almost all dialogue is displayed as a comic so that students or readers can understand the context and appropriate expressions when communicating in English. Further, the dialogues are among people with close relationships, such as between peers, family, or teacher-students, which did not present various communication. Therefore, the researchers suggest that future book authors of English textbooks can add dialogues between strangers so that the dialogues do not seem monotonous and the exploration of English communication can be broader. The authors can also continue combining the politeness dialogues with socio-cultural elements appropriate to Indonesian culture.]]>
<![CDATA[AN ANALYSIS OF CHARACTER EDUCATION VALUES IN THE ELT TEXTBOOK FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Prastika Sukma, Azura Dwi]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Fitriani, Ika]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.18029
<![CDATA[Character education (CE) is essential in developing students' personalities. In character development, English Language Teaching (ELT) textbooks have a vital role in supporting character education. However, ELT textbooks published in Indonesia and abroad underrepresent the characters that fulfill the curriculum goals of CE. Based on previous research that had been conducted in Indonesia, English textbooks in the 2013 curriculum were not representative of Indonesian culture and showed character gaps in the textbooks. Therefore, this research investigated CE in the English textbook based on the emancipated curriculum. This study analyzed the ELT textbook for the seventh-grade junior high school in the current curriculum called “English for Nusantara” by utilizing the Pancasila Student Profile to analyze CE. Content analysis by Ary et al. (2010) was selected as an analysis method for analyzing CE through visual materials. The results show that there are character gaps presented in ELT textbooks. The characters of having Faith fear of the Almighty God and noble character are more dominant in the textbook. This provides an opportunity for future researchers to examine CE by investigating diverse research objects so that CE can be conveyed relevantly.]]>
<![CDATA[THE REPRESENTATION OF PEACE VALUES IN THE ELT TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Nisa, Jasmine Choirun]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Fitriani, Ika]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.18222
<![CDATA[In today’s era, acts of violence often transpire among senior high school students. An effective way to prevent this issue is by integrating peace values into the educational field and strengthening the role of textbooks as a medium to present universal values. In other words, the use of textbooks has the potential to promote peace values through textbook artifacts. Due to this, the current study aimed to investigate the representation of peace values in the ELT textbook entitled ‘Bahasa Inggris English for Change’, which serves as the learning medium for eleventh-grade senior high school students. This study is a descriptive qualitative design using critical discourse analysis and conducted in the Indonesian EFL context. A document analysis process was used to collect the data, which was analyzed using the Multimodality framework of Kress & Leeuwen. The findings show that two pictures and four photographs with the verbal texts represented peace with nature, and two pictures with the verbal texts represented inner peace. In line with this, the findings are beneficial for increasing understanding about the way to foster inner peace and peace with nature for the present and future generations.]]>
<![CDATA[ENHANCING VOCATIONAL STUDENTS’ WRITING SKILLS IN PROCEDURE TEXTS THROUGH CANVA APPLICATION: A CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Trisnani, Eka Suli Suci]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Yukamana, Hanni]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.18503
<![CDATA[Writing is a creative activity that entails finding and recognizing one's ideas. One definition of writing is the act of turning ideas into words and putting them in writing. This classroom action research aims to overcome students’ problems in writing procedure texts by using the Canva application. There were 17 eleventh-grade students of ATPH at SMKN 1 Tungkal Ilir who enrolled in the academic year 2024/2025 and participated in the study. The researcher used a writing test, observation checklist, and documentation to gather the data. The research was accomplished in three cycles. The criteria of success of this research were 85% of students to get score 75 as the minimum target. In cycle 1, 65% of students got 75. Then, there was an improvement in cycle 2, 76%. Finally, 88% students could achieve score 75 as minimum target in cycle 3. The result of this research indicates that tstudents’ writing skills in procedure text improved after the Canva application was used as the learning tool in the teaching and learning process.]]>
<![CDATA[EXPLORING THE USE OF TEACHER'S CODE-SWITCHING IN THE CONTEXT OF TEACHING ENGLISH IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Musazsa, Nisa'u Qurrota A'yun]]>;
<![CDATA[Andayani T, Made Adi]]>;
<![CDATA[Bilqis, Mutiara]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i2.19716
<![CDATA[This study explored the use of teachers’ code-switching in the context of Indonesian EFL classrooms. This study was a descriptive case study research, conducted at one of the state senior high schools in Jember, Indonesia, involving one English teacher who taught four different classes. The data were collected by observing and recording the teaching-learning classrooms and conducting an interview with the English teacher. The recordings were transcribed and analyzed using the content analysis method proposed by Krippendorff (2004) to identify and describe the types and functions of code-switching used by the English teacher. The findings revealed that the three types of code-switching, namely inter-sentential switching, intra-sentential switching, and tag-switching, as defined by Poplack (1980), occurred during the teaching-learning process. It showed that Inter-sentential switching was the most frequently used type by the teacher. In addition, this study classified the teacher’s code-switching into seven functions proposed by Hoffmann (1991). The most used function was “Intention of clarifying the speech content for interlocutors” with a total number of 159 data, and the least used function was “Quoting somebody else” with a total number of 7 data. The results of the interview showed that the teacher’s code-switching occurs to meet students’ needs and may be helpful in teaching English classrooms, particularly in public schools in which students have different level of English proficiency.]]>
<![CDATA[The USE OF GOOGLE TRANSLATE IN ENHANCING EFL STUDENTS' WRITING SKILL ]]>
<![CDATA[Hasan Rizky, Fauzan]]>;
<![CDATA[Martriwati]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i2.20009
<![CDATA[This study investigates the impact of Google Translate (GT), an AI-powered translation tool, on the writing skills of EFL (English as a Foreign Language) high school students in Jakarta, Indonesia. Employing a mixed-methods approach, the research includes quantitative data from 200 students via a Likert-scale questionnaire and qualitative data from semi-structured interviews with 10 students. The findings reveal that students generally perceive GT as helpful, especially for vocabulary acquisition and comprehension. However, there is a negative correlation between students’ writing performance and their reliance on GT. Overuse of GT may hinder critical thinking and reduce students’ independent writing skills. Furthermore, some students demonstrate strategies to reduce dependence on GT and engage in self-learning through traditional dictionaries, media exposure, and reading. Teachers also emphasize the need for guided use of GT. The study concludes that GT can support EFL learning if it is integrated carefully, complementing rather than replacing independent language practice.]]>
<![CDATA[EFL TEACHERS’ STRATEGIES FOR TEACHING WRITING IN DIGITAL LEARNING ENVIRONMENTS ]]>
<![CDATA[Siswana]]>;
<![CDATA[Sriyanto, Widi]]>;
<![CDATA[Komara, Cahya]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i2.21283
<![CDATA[This study investigates the strategies employed by English as a Foreign Language (EFL) teachers in teaching writing through digital learning environments, with a specific focus on the use of Google Docs as an instructional tool. Adopting a qualitative descriptive approach, the research involved ten EFL teachers from various educational levels in the Greater Jakarta area. Data were collected through non-participant classroom observations and semi-structured interviews. The findings reveal that Google Docs plays a central role in supporting collaborative drafting, structured feedback, real-time revision, and student autonomy. Teachers utilized Google Docs to facilitate both synchronous and asynchronous writing instruction, integrating it with platforms such as Google Classroom and WhatsApp to build a cohesive digital learning ecosystem. Overall, the integration of Google Docs was perceived as effective in enhancing student engagement, improving writing quality, and streamlining the feedback process. The study concludes that digital platforms, when purposefully implemented, can significantly enrich EFL writing pedagogy in contemporary classrooms.]]>
<![CDATA[EXPLORING THE USE OF SPOTIFY ON ENHANCING EFL STUDENTS’ VOCABULARY ]]>
<![CDATA[Putri Hidayah, Amelia]]>;
<![CDATA[Wintolo Apoko, Tri]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i2.21299
<![CDATA[Vocabulary acquisition is essential for EFL students to develop their language skills. However, traditional vocabulary learning methods often fail to engage students effectively. This study investigates the use of Spotify as a tool to enhance EFL students’ vocabulary mastery in a vocational high school context. A mixed-method approach was used, combining questionnaires and semi-structured interviews with two classes of students from hospitality department. The study explores how students use Spotify, particularly song lyrics, to learn vocabulary, their perceptions of its effectiveness, and the challenges they face. Findings show that students find Spotify engaging and helpful in learning new words, especially through repeated listening and contextual understanding. However, challenges include slang use and difficulty in understanding some lyrics. The study concludes that Spotify can serve as a valuable supplementary tool for vocabulary learning and offers practical insights for integrating music-based learning in EFL classrooms.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF SONGS IN DEVELOPING THEIR VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Anaura Izdihar, Khansa]]>;
<![CDATA[Novita Sari, Heni]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i2.21301
<![CDATA[The aim of this study was to explore how students perceive the use of songs in developing their vocabulary achievement. Vocabulary was considered important for language acquisition, and songs were believed to provide contextualization, repetition, and fun learning. This quantitative study was conducted at Education Training Course in Depok, Indonesia, with 25 students who were already familiar with learning through songs. A Likert-scale questionnaire was used to obtain students’ perceptions, while a vocabulary test was used to assess their vocabulary achievement. The results showed positive perceptions, with a mean agreement of 84.32 out of 100. The results of the vocabulary test were also high, with 81% of questions answered correctly. A significant positive correlation was found between students’ positive perceptions and their vocabulary performance (ρ = 0.859, p < 0.01). These findings indicated that students held positive perceptions toward the use of the songs and that songs played a supportive role in developing their vocabulary achievement.]]>
