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NUR FADILLAH NURCHALIS
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LETS: Journal of Linguistics and English Teaching Studies
Published by Sekolah Tinggi Agama Islam Negeri Majene
ISSN : 27154408     EISSN : 27154416     DOI : https://jurnal.stainmajene.ac.id/index.php/lets/ar
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LETS: Journal of Linguistics and English Teaching Studies (p-ISSN: 2715-4408, e-ISSN: 2715-4416) is an open access and peer-reviewed journal published biannually by English Program of Education and Teaching Training Department of State Islamic College of Majene, West Sulawesi. LETS: Journal of Linguistics and English Teaching Studies publishes research papers which focus on the following issues: (a) language learning, teaching, and assessment, (b) second language acquisition, (c) language curriculum and material development, (d) linguistics and applied linguistics, (e) cultural issues in language studies, and English literature and cultural studies.
Arjuna Subject : Umum - Umum
Articles 104 Documents
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Deep Learning–Oriented Speaking Instruction: The Role of Memory, Cognitive, and Compensation Strategies in EFL Halim, Abd; Halim, Nur Mutmainnna
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2052

Abstract

This study examines memory, cognitive, and compensation strategies in deep learning–oriented English-speaking instruction within an EFL context. Grounded in Oxford’s direct language learning strategy framework and deep learning pedagogy, speaking is conceptualized as a cognitively and strategically regulated process. Memory strategies facilitate encoding and retrieval, cognitive strategies support the processing and organization of ideas, and compensation strategies enable learners to sustain communication under constraints. The study aims to analyze how these strategies are enacted and interact in learners’ speech production and to explain their contributions to fostering deeper, more reflective, and more autonomous speaking practices. Adopting a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews involving 34 English Literature students at Universitas Negeri Makassar (UNM), cohort 2024, Class A. The findings indicate that memory strategies support lexical retrieval and fluency, cognitive strategies facilitate idea development and discourse organization, and compensation strategies help learners manage communicative pressure and maintain interactional flow. Importantly, the interaction among these strategies promotes deeper engagement in speaking tasks, reflecting key principles of deep learning. The study suggests that deep learning–oriented speaking instruction, aligned with Kurikulum Merdeka, should explicitly integrate strategy-based pedagogy to support reflective, autonomous, and meaningful oral communication. These findings contribute to EFL pedagogy by demonstrating how language learning strategies function collectively to support sustainable speaking development in higher education contexts.
Advertising Language as a Constructive Force in Shaping Consumer Perceptions and Actions: A Pragmatic Approach Zamzam Nurhuda; Mubarok, Yasir
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2061

Abstract

The widespread use of online loan services in Indonesia has intensified competition in promotional strategies, particularly through digital advertising. In this context, advertising language functions not only as a medium for conveying information but also as a persuasive intrument that frames the reality of financial services and influences audience attitudes and potential actions. This study aims to identify the types of speech acts employed in online loan advertisements and to analyze the illocutionary functions and potential perlocutionary effects of promotional utterances based on Searle’s speech act classification. A descriptive qualitative design with a pragmatic approach was employed. The data consist of utterances drawn from six advertisements of AdaKami online loan service, collected through observation and note-taking techniques. The results reveal that four types of illocutionary speech acts are present, namely representative, directive, expressive, and commissive. Representative and directive speech acts are the most dominant , functioning to frame service claims while encouraging the audience to take certain actions. Expressive and commissive speech acts complement the overal persuasive strategy by reinforcing emotional dimensions and conveyingimplicit commitments. These findings demonstrate that speech act theory is both relevant and applicable in analysis of digital online loan advertising discourse. Linguistically, the results illuminate how advertising language is strategically deployed to cultivate trust and a sense of urgency. Socially, the findings provide a critical understanding of the role of advertising language in shaping consumer perceptions and financial decision-making in Indonesia’s digital lending landscape.
The Development of the Eco-Tense Game Book: A Non-Digital Game-Based Grammar Learning Media for Economics Students in South Papua Pertiwi, Sri Ananda; Najdah T.
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2072

Abstract

Mastery of English tense forms remains a persistent linguistic challenge for students in Papua, largely due to limited access to contextualized English learning resources, restricted digital connectivity, and unequal ownership of digital devices, particularly among indigenous Papuan students. To address these constraints, this study developed the Eco-Tense Game Book, a non-digital, game-based instructional medium designed for economics students. The development followed Plomp’s Research and Development (R&D) model, encompassing five stages: needs analysis, design, development, evaluation and revision, and implementation. Data were collected through semi-structured interviews and evaluation instruments administered to experts, practitioner, and students. The results showed that expert validation produced a high validity scoreof 91.5%, practitioner evaluation demonstrated good instructional feasibility with a score of 82.5%, and student evaluation revealed strong usability and learner acceptance, reflected in an overall score of 90.5%. The findings indicate that expert validation confirmed the academic appropriateness of the Eco-Tense Game Book, practitioner evaluation demonstrated its feasibility for classroom use, and student evaluation revealed that the media was easy for learners to use. The findings are based on validation and user perception data rather than experimental measurement of learning outcomes. A limitation of this study is the absence of a pre-test and post-test design to evaluate learning effectiveness. This study contributes to the development of non-digital game-based learning in English for Specific Purposes (ESP) by providing an alternative instructional resource for low-resource and low-connectivity educational settings.  
Gendered Request Strategies Used by Bugis EFL Teachers in Indonesian Classrooms: A Sociocultural Study Nurul Hasanah; Yessicka Noviasmy; Rahma Melati Amir; Nanning; Syahban Mada Ali
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2089

Abstract

This study examines gendered request strategies in Indonesian EFL classrooms from a sociocultural perspective, focusing on how Bugis EFL teachers negotiate authority, politeness, and interpersonal relations through classroom requests. Drawing on sociocultural approaches to classroom discourse and pragmatics, the study investigates how local cultural norms shape teachers’ interactional practices during English-mediated instruction. Employing a qualitative discourse-analytic design, data were collected through classroom observations, audio recordings, and semi-structured interviews involving four Bugis EFL teachers at a senior high school in South Sulawesi, Indonesia. A total of 360 minutes of naturally occurring classroom interaction were transcribed and analyzed thematically. The findings reveal distinct gendered patterns in classroom request realization. Female teachers tended to employ mitigated and relationally oriented requests through modalization, hedging devices, minimizers, and kinship-based address terms to maintain interpersonal rapport and participation. In contrast, male teachers tended to employ more direct and task-oriented request strategies emphasizing instructional clarity, efficiency, and classroom control. The findings further demonstrate that classroom requests function not merely as pedagogical directives but as socioculturally mediated interactional practices shaped by local sociocultural understandings of hierarchy, solidarity, and politeness within the Bugis cultural context. This study contributes to sociocultural approaches to classroom pragmatics by highlighting the importance of localized cultural meanings in interpreting classroom discourse and gendered communication in multilingual EFL settings.
Language, Power, and Environmental Framing in Regional Electoral Discourse: A Critical Study in North Maluku Usman, Herman; Mahmud, Adi F.; Can, Laily Ramadhany
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2144

Abstract

Language plays as a powerful political tool that not only communicates policies and ideologies but also shapes public opinion, influences power relations, and directs societal development, particularly in regional electoral contexts. This study aims to investigate the linguistic strategies used by political candidates in the 2024 North Maluku Provincial Election and to analyze how these discursive practices construct environmental narratives, political legitimacy, and regional development priorities. This research employed a qualitative design applying Critical Discourse Analysis (CDA) based on Fairclough’s three-dimensional framework, encompassing textual analysis, discourse practice, and sociocultural practice. The data consisted of candidates’ campaign speeches, debate transcripts, and media reports related to environmental and political issues. The findings reveal that environmental discourse functions not only as a policy instrument but also as a strategic resource for exercising symbolic and political power. Candidates predominantly utilized positive, negative, and ambiguous linguistic constructions to promote sustainability, criticize previous administrations, and project environmental responsibility. Nevertheless, discussions concerning mining governance, corporate accountability, indigenous rights, and environmental licensing remained limited, indicating a significant gap between environmental rhetoric and concrete policy commitments. Furthermore, environmental narratives are frequently employed to legitimize political authority and shape public perceptions rather than to advance transformative environmental governance. The study highlights the intricate relationship between language, power, and environmental governance and underscores the need for more transparent, evidence-based, and policy-oriented political communication to support sustainable regional development and democratic accountability.
Toward AI-Enchanted English Teaching in Higher Education: Preferences, Potential Opportunities, and Challenges of the Implementation Tatipang, Devilito Prasetyo; Dollah, Syarifuddin; Mahmud, Murni; Asrifan, Andi; Liando, Nihta V. F.; Pontillas, Marlon S
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2152

Abstract

This study explores the preferences, potential opportunities, and challenges associated with the implementation of AI in English language instruction in higher education. Mix method was adopted in this study, by using a questionnaire and semi-structure interview to collect data. 15 English lecturers with approximately 5-10 years of teaching experiences involved in the sample, and 5 of them were interviewed. The result shows that preferences in AI-Implemented English teaching within higher education are multifaceted. Lecturers often prefer AI systems that seamlessly augment their teaching methodologies rather than replace them. Additionally, preferences also extend to the number of AI tools, such as ChatGPT, ELSA Speak, smalltool.ai, paraphrase.io, and language generation systems, etc., being prominent choices. Furthermore, AI transforms English language teaching by personalizing student learning, providing modern teaching and learning tools, delivering timely and objective performance feedback, accelerating core literacy skills, creating immersive virtual reality simulations, and enhancing language acquisition. However, these potential opportunities must be balanced against challenges like cost, data security, and the potential dehumanization of education. As AI continues to evolve, a thoughtful and adaptable approach to its implementation is paramount to harness its full potential while preserving the integrity of higher education.
Recreational Roblox Usage and English Language Learning Engagement Among University Students Larekeng, Siti Hajar; Sahabuddin, Ilham; Wahyuddin, Wahyuddin
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2174

Abstract

This study investigates the relationship between recreational Roblox usage and English language learning engagement among university students, addressing a gap in literature focused largely on younger learners or structured pedagogical settings.  Within the framework of technology-enhanced language learning (TELL), the research examines how this immersive gaming platform shapes the language learning concentration and academic motivation of EFL university students. Employing a Sequential Explanatory Mixed-Methods Design, the study collected data from 53 university students  via questionnaires and semi-structured interviews. This data were then analyzed using descriptive statistics and Spearman rank correlation. The results indicate that Roblox usage is predominantly social and recreational rather than compulsive.  Although 58.5% of respondents spend  more than two hours per session,  the majority maintain functional boundaries by prioritizing English assignments  over gaming. Crucially, no participants reported severe psychological dependency, though a segment  admitted to occasional procrastination. Furthermore, the platform's English-dominant interface and collaborative gameplay  expose students to authentic language input, fostering informal second language acquisition (SLA) through peer interaction. Ultimately, the study concludes that while severe concentration disruption is uncommon, subtle procrastination remains a  self-regulation challenge. These findings   highlight the need for targeted digital wellness frameworks and pedagogical guidance,  which can help EFL students harness immersive recreational gaming as a language learning tool   while preserving academic focus.
Communicative Language Teaching Through Role-Play: Effects on Indonesian EFL Students’ Speaking Ability winarno, winarno; Ramli; Fitriawati; Cahyo Budi Sampurno
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2178

Abstract

Speaking remains a challenging skill for many Indonesian EFL learners, particularly when classroom instruction provides limited opportunities for sustained oral interaction. Although role-play has been widely associated with Communicative Language Teaching (CLT), further classroom-based evidence is still needed from ordinary public secondary school contexts, especially when students’ post-treatment performance is assessed through a task different from the practiced role-play format. This study examined whether role-play implemented within a CLT framework improved the speaking ability of eleventh-grade students at SMAN 1 Tarakan. A pre-experimental one-group pre-test and post-test design was employed involving one intact class. Thirty students who completed both tests were included in the final analysis. Students’ speaking performance was assessed using Brown’s (2004) analytical rubric, covering pronunciation, grammar, vocabulary, fluency, and comprehension. The intervention consisted of four structured role-play sessions that progressed from guided practice to more independent performance. The results showed that students’ mean score increased from 43.47 in the pre-test to 76.13 in the post-test. Since the post-test scores were not normally distributed, the Wilcoxon signed-rank test was applied. The result indicated a statistically significant difference between the pre-test and post-test scores (Z = -4.802, p < .001), with a large effect size (r = .88). Classroom observation also showed gradual improvement in students’ participation, confidence, interaction, pronunciation, and readiness to communicate. These findings suggest that role-play can support speaking development by providing meaningful situations, repeated rehearsal, peer interaction, and constructive feedback.
Gamified English Instruction and Multidimensional Student Engagement: Investigating Temporal Acceleration in Upper Primary EFL Classrooms Irsani, Rahmita; Dollah, Syarifuddin; Muhayyang, Maemuna; Sunra, La
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2181

Abstract

Despite growing scholarly interest in gamification as a pedagogical strategy, existing research relies heavily on quantitative measures test score, participant rates, and survey instruments that reveal little about how students actually experience gamified environments. This study investigates how upper primary EFL students in an Islamic school setting in Indonesia experience gamified English instruction, and what dimensions of engagement emerge from that experience. Drawing on classroom observations, semi-structured interviews, and teacher-written reflective journals involving twelve students from grades 4 through 6 and two experienced English teachers, the study captures the texture of day-to-day engagement with Wordwall and Kahoot over a sustained instructional period. Utilizing Thematic analysis revealed four interrelated dimensions: a noticeable sharpening of behavioral participation and on-task effort; emotional transformation marked by enthusiasm and competitive anxiety; a strategic cognitive effort beyond surface level game playing; and recurring reports of temporal acceleration, interpreted as indicative of flow states. Reading these findings through the lens of self-determination theory and the multidimensional engagement framework, the study argues that gamification functions as a psychological activator rather than a mere motivational add-on. These findings suggest that when thoughtfully integrated, gamified instruction has the potential to deepen genuine learner engagement; however, future research must examine whether such engagement translates into durable linguistic gains.
Student Passivity and Classroom Participation in EFL Classrooms: Teachers' Perspectives on Contributing Factors and Instructional Strategies in Aceh, Indonesia Rahmi, Rahmi; Hasnati, Ihya
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2192

Abstract

This study investigated teachers’ perceptions of the factors contributing to student passivity in English as a Foreign Language (EFL) classrooms and the strategies they employed to promote active classroom participation in Aceh, Indonesia. Adopting a qualitative descriptive design, data were collected through semi-structured interviews with five EFL teachers from two junior high schools in Southwest Aceh. The interview data were analyzed using the interactive model of data analysis proposed by Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing. The findings revealed that teachers generally conceptualized student passivity as limited behavioral engagement characterized by silence, reluctance to respond, and low involvement in classroom activities. Teachers identified psychological, linguistic, motivational, and contextual factors as contributing to student passivity. To address this issue, teachers reported implementing collaborative group work, game-based learning activities, and technology-enhanced instruction. These findings demonstrate how teachers interpreted the causes of student passivity and responded through instructional practices aimed at increasing participation. This study contributes to the EFL literature by providing context-specific insights into student passivity in Aceh, an underexplored educational setting, and by demonstrating how teachers interpreted and responded to passive participation. The findings offer practical implications for EFL teachers, teacher educators, and policymakers seeking to foster more active classroom participation.

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