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ELLTER Journal
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : 27461424     DOI : https://doi.org/10.22236/ellter-j.v1i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 67 Documents
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NEGOTIATING EPISTEMIC ASYMMETRY AND POLICY REPAIR: A CONVERSATION ANALYSIS OF THE BILL GATES–MATA NAJWA INTERVIEW ON THE ‘FREE NUTRITIOUS MEAL’ NARRATIVE Nastainin, Kun; Khoirot Daulay, Irma
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.22186

Abstract

This study uses Conversation Analysis (CA) to examine the interactional structure of a high-profile media interview between Bill Gates and the Indonesian journalist Najwa Shihab. With a focus on the government’s “Makan bergizi Gratis” (Free Nutritious Meal) programme, the study analyses a seven-minute interaction to understand how epistemic authority is negotiated when political popularity conflicts with scientific efficacy. The findings reveal three distinct interactional patterns. Firstly, the interviewer uses conducive question design, employing prefaced formulations and stance-loaded descriptors (e.g. 'ambitious bet') to project anticipated agreement and solicit validation for domestic policy. Second, the interviewee resists this constraint through 'policy repair'. Gates uses dispreferred turn shapes, such as pauses, meta-pragmatic alerts ('to be frank'), and temporal pivots, to reframe the policy as an early-childhood biological necessity rather than a school-based intervention. Thirdly, epistemic asymmetry is negotiated in public: while the interviewer claims access to political realities, the interviewee asserts epistemic primacy through a 'biological veto', subordinating national framing to evidence-based constraints. This research introduces the concept of "Interactional Policy Repair", which contributes to a deeper understanding of how global health expertise navigates legitimacy in the Global South.
TEACHER TALK AND CLASSROOM DISCOURSE IN INDONESIAN EFL TEACHING: AN INTERCULTURAL PERSPECTIVE Qothrunnada, Zanuba; Rini, Setia
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.22465

Abstract

This study explores teacher talk and classroom discourse in Indonesian EFL teaching from an intercultural perspective. Using classroom discourse analysis, the study examines how teacher talk structures classroom interaction and reflects sociocultural norms embedded in instructional communication. A qualitative approach was employed, with data collected through audio-recorded classroom observations supported by field notes. The recorded interactions were transcribed verbatim and analyzed to identify interactional patterns, functions of teacher talk, and intercultural features within classroom discourse. The findings indicate that classroom interaction was predominantly teacher-initiated and largely followed the Initiation–Response–Feedback (IRF) pattern. Teacher talks primarily functioned to manage classroom activities, deliver instruction, and evaluate student responses, while opportunities for extended student participation remained limited. From an intercultural perspective, classroom discourse reflected cultural values related to respect for authority, politeness, and harmony, which influenced turn-taking practices and students’ reluctance to initiate interaction. The study highlights that teacher talk functions not only as a pedagogical tool but also as a culturally situated practice, and emphasizes the importance of reflective teacher awareness in fostering more dialogic and interculturally responsive EFL classroom discourse.
BEYOND VOCABULARY SIZE: WORD CLASS MASTERY AND WRITING SKILLS IN EFL STUDENTS Kaniadewi, Nita; Septi Diana, Safira
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23076

Abstract

This study examines the correlation between word class mastery and students’ writing skills, addressing the limited attention given to specific grammatical dimensions of vocabulary in writing research. A quantitative correlational design was employed, involving 35 third-semester students of the English Language Education program at the University of Muhammadiyah Prof. Dr. Hamka. Data were collected through a word class test and a writing test and analyzed using Microsoft Excel and SPSS. The results reveal a very strong and statistically significant positive correlation between word class mastery and students’ writing skills (r = 0.987, p < 0.01, two-tailed). This finding suggests that students with higher mastery of word classes tend to demonstrate better writing performance. However, the exceptionally high correlation should be interpreted with caution, as it may reflect overlapping constructs, the relatively small and homogeneous sample, and similarities in the assessment design. This study contributes to the literature by highlighting word class mastery as a specific and functionally important component of vocabulary knowledge in writing. Pedagogically, the findings suggest the need to integrate explicit grammar instruction into writing activities. Further research with larger and more diverse samples is recommended to validate these findings.
A DOUBLE-EDGED SWORD OF CHATGPT IN STUDENTS’ WRITING PROCESS HIGHLIGHTING BENEFITS AND POTENTIAL DANGERS Khairunisa, Hani; Novita Sari, Ratih
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23135

Abstract

The integration of Artificial Intelligence (AI) like ChatGPT into education presents a double-edged sword for the student writing process. This research explores the benefits and potential dangers of using ChatGPT for writing exposition texts among senior high school students. Using a qualitative approach with an interpretative phenomenological analysis (IPA) design, this research collected data from ten XI.2 Inglan 2 students through in-depth interviews, observation, and document analysis. The findings reveal that ChatGPT is highly beneficial across all writing stages: assisting with idea generation and outlining in pre-writing, structuring paragraphs in drafting, and improving grammar and coherence during revision. However, two significant dangers were identified: a growing dependency that risks weakening students' critical thinking, and a loss of originality, as students felt their writing became "generic" and lacked a personal voice. This research concludes that while ChatGPT is a powerful tool, its use must be balanced. Educators should guide students toward responsible AI use, fostering critical AI literacy to ensure technology supports, rather than replaces, the development of authentic writing skills.
THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN MERDEKA CURRICULUM ON TEACHING STRATEGIES AND STUDENTS’ LEARNING MOTIVATION IN ENGLISH CLASSROOM Miranty, Dini; Sundari, Hanna; Puspitasari, Maya
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23170

Abstract

This study investigates the impact of Differentiated Instruction (DI) within the Merdeka Curriculum on teaching strategies and students’ learning motivation in an English classroom at a public senior high school. A qualitative descriptive case study design was employed involving two English teachers and twelve students. Data were collected through classroom observations, interviews, and documentation. The findings indicate that teachers implemented DI through four main dimensions: content, process, product, and learning environment. Various strategies such as group discussions, project-based learning, and interactive activities were applied to accommodate students’ diverse abilities. The implementation of DI enhanced students’ engagement, confidence, and participation in English learning. However, challenges such as limited time, lack of diagnostic assessment skills, and insufficient training affected the consistency of implementation. Overall, DI contributes positively to student-centered learning and increases learning motivation, although further professional development is needed for optimal implementation.
STUDENT PERCEPTION TOWARD USING GEMINI IN EFL CLASSROOM Salsabil, Salfadila; Rafly Aprian, Mohammad; Tarihoran, Naf'an
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23174

Abstract

This study aims to investigate students’ perceptions toward the use of Gemini in the English as a Foreign Language (EFL) classroom, particularly in writing activities. This research employed a descriptive quantitative design involving 20 students from an English Education program, with data collected through a questionnaire based on the Technology Acceptance Model (TAM), focusing on perceived usefulness, perceived ease of use, learning motivation, learner autonomy, and challenges. The findings reveal that students generally have positive perceptions of using Gemini, as it helps them generate ideas, organize their writing, and improve sentence construction. It is relatively easy to use, despite some difficulty understanding its responses. In addition, Gemini shows a stronger impact on learner autonomy than motivation, as it supports independent learning and self-correction. However, concerns related to overreliance and reduced creativity were also identified. Therefore, although Gemini has strong potential to support EFL writing instruction, its use should be properly guided to ensure it functions as a supportive learning tool rather than a replacement for students’ own thinking. Furthermore, 80% of students agreed that Gemini helps generate ideas. At the same time, 70% reported improvement in writing organization.
INVESTIGATING THE EFFECT OF HELLOTALK ON STUDENTS’ SPEAKING SKILLS IN EFL CLASSROOMS Fahira, Zahra; Nurul Islam, Hanifa; Tarihoran, Naf’an
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23178

Abstract

This study examines how the HelloTalk app influences students’ speaking skills in English as a Foreign Language (EFL) class. Mobile-Assisted Language Learning (MALL) apps such as HelloTalk offer opportunities for interactive and authentic language use, given that speaking is considered one of the most challenging language skills because it requires the simultaneous use of vocabulary, grammar, pronunciation, and fluency. Many students face difficulties such as a lack of confidence, limited vocabulary, and insufficient real-world communication practice. Using a descriptive quantitative design, this study involved 22 English majors selected through purposive sampling. Data were collected via a questionnaire comprising frequency and Likert scales, multiple-choice questions, and open-ended questions. Descriptive statistics and qualitative categorization were used to analyze the data. Based on the results, most students agreed that HelloTalk improves self-confidence, communication skills, vocabulary mastery, speaking fluency, and motivation to practice English. However, most students stated that the app improves speaking skills, although the results are not immediate and depend on how often it is used. Therefore, HelloTalk is a good tool for learning English as a foreign language (EFL). 

Page 7 of 7 | Total Record : 67

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