Journal title Linguistics and ELT Journal Initials LELTJ Frequency 2 issues per year (June and Desember) DOI prefix 10.31764 by Print ISSN 2339-2940 Online ISSN 2614-8633 Editor-in-Chief Ilham OAI Adress http://journal.ummat.ac.id/index.php/leltj/oai Publisher Universitas Muhammadiyah Mataram Contact leltjummat@gmail.com +62 878-6569-4697 Publication June 2015 Status LELTJ is nationally accredited by directorate General of Higher Education at level 4 (SINTA 4) dated 15 Mey 2024 (Decree number 72/E/KPT/2024; effective until volume 15, No. 2, December 2027) Indexing by Sinta | Google Scholar | OneSearch | Portal Garuda | Neliti | Moraref | Crossref | Dimensions Focus and Scope Linguistics and ELT Journal covers some major topics: English as a second and foreign language English language teaching and learning English language teachers’ training and education Linguistics Applied linguistics English literature
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Designing E-Comic for English Learning Based on Needs Analysis: A Mixed-Methods Study of Vocational High School Students
Vocational high school (SMK) students have unique English learning needs compared to those in general schooling, as they require language skills relevant to their vocational fields such as computer, multimedia, and software development. Conventional English learning materials often fail to meet these needs because they lack contextual and engaging content. This study investigates the specific language needs, learning challenges, and media preferences of vocational students as a basis for designing digital learning materials, particularly e-comics, to support vocational English instruction. Adopting a mixed-methods design, data were gathered through questionnaires administered to 104 SMK students and semi-structured interviews with two vocational English teachers. The quantitative data identified vocabulary and comprehension as the most significant challenges, while the qualitative findings revealed students’ struggles in applying technical terminology and maintaining motivation during lessons. Students also emphasized the need for learning activities that promote active language use, such as conversation, storytelling, and task-based projects related to their fields of study. Both students and teachers expressed strong preferences for interactive and contextual learning media, noting that traditional textbooks often feel irrelevant to workplace communication demands. The integration of digital tools, particularly e-comics, was perceived as a promising approach to enhance engagement, vocabulary acquisition, and communicative competence. The study concludes that incorporating needs-based, contextually relevant, and visually appealing digital materials can significantly improve the effectiveness of vocational English learning and better prepare students for professional communication in their respective disciplines.
Copyright (c) 2025 Achmad Farid https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Elsa Speak Application on Students’ Speaking Skills at Tenth Grade of Senior High School in Tarakan
English speaking skill is very crucial because this ability expresses thoughts, feelings, and ideas in real situations through a dynamic and interactive process for personal and professional purposes. Despite the growing integration of AI-based language learning applications in EFL classrooms, there is still limited empirical evidence on the effectiveness of the ELSA Speak application in improving the speaking skills. The purpose of this study was to investigate the effectiveness of using ELSA Speak application on speaking skill of 10th grade students of Senior High School in Tarakan. The method employed in this study was a pre-experimental. The sample of this study was class X-5 consisting of 33 students, who were selected through cluster random sampling. The stages of the study were pre-test, treatments, and post-test. Treatment was given for 5 meetings. The pre-test and post-test focused on testing English language skills in the aspects of pronunciation, grammar, vocabulary, fluency, and comprehension. Pre-test and post-test data were analyzed statistically using the non-parametric Wilcoxon Signed-Rank test. The results of the statistical analysis showed that the p-value of 0.00 was far below the operational standard of 0 05 with a Z score of -5.152 indicating that the treatments using ELSA Speak application showed a significant effect on speaking skill of 10th grade students of Senior High School in Tarakan. The 'study by topic feature in ELSA Speak application was the most effective feature in improving students' speaking skill because it provided contextual and relevant speaking exercises to real-life situations.
Copyright (c) 2025 Woro Kusmaryani https://creativecommons.org/licenses/by-sa/4.0
Politeness Strategies in the EFL Classroom: A Pragmatic Analysis of Teacher-Student Interaction
This study examines the politeness strategies used in English as a Foreign Language (EFL) classrooms, with a focus on teacher-student interactions at St. Gabriel Senior High School, in Maumere. Adopting a descriptive qualitative approach, the study integrates Brown and Levinson’s (1987) politeness theory with Sack, Schegloff, and Jefferson’s (1974) conversation analysis. Data were collected through observations, field notes, audio recordings, transcripts, and questionnaires. To identify politeness strategies, thematic analysis was used, combined with Conversation Analysis to examine interactional features of the data. The analysis revealed that teachers predominantly used positive politeness and bald on record strategies to balance authority, clarity, and rapport. Positive politeness was evident in greetings, praise, empathy, and encouragement, while bald on record strategies were employed for instructional clarity and classroom management. Students frequently demonstrated negative politeness through short, respectful responses that indicated acknowledgement of the classroom hierarchy. CA revealed key interactional features, such as turn taking control, adjacency pairs, repair sequences, and pedagogically functional interruptions. Questionnaire results further confirmed students’ positive perception, which indicating that politeness strategies contributed to comfort, confidence, and active participation. These findings highlight the importance of politeness strategies in ensuring harmonious interactions, promoting engagement, and enhancing the pedagogical atmosphere in EFL settings.
Copyright (c) 2025 Fransiska Orien Hieng https://creativecommons.org/licenses/by-sa/4.0
Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis
This conceptual paper investigates how the deep learning approach articulated in the New Pedagogies for Deep Learning (NPDL) framework can be theoretically and culturally aligned with Indonesian national graduate profiles, recent Indonesian government formulations of Pembelajaran Mendalam (PM), and the Lampung cultural philosophy of Piil Pesenggiri in the context of English language teaching (ELT). Drawing on document analysis of NPDL texts, Indonesian curriculum and policy documents, the Academic Paper on Deep Learning, scholarly discussions of graduate profiles, and regional literature on Piil Pesenggiri, the study develops a tri-level comparison between global, national, and local frameworks. The analysis shows that NPDL’s six global competencies-character, citizenship, collaboration, communication, creativity, and critical thinking-broadly converge with Kemendikdasmen’s holistic, competency-based vision of graduates and with national deep learning discourse, which combines knowledge, skills, character, and citizenship in integrated graduate profiles. At the local level, core elements of Piil Pesenggiri such as juluk adok, nemui nyimah, nengah nyappur, and sakai sambayan provide cultural resources that can support the social, ethical, and collaborative dimensions of deep learning, while also generating tensions around honour, face, hierarchy, and group harmony. The paper argues that, when these convergences and tensions are explicitly recognised, ELT classrooms in Lampung can be designed as spaces for deep learning projects that develop the 6Cs through locally meaningful themes, tasks, and interaction norms. The study concludes by outlining principles for culturally responsive, deep learning-oriented ELT and by suggesting directions for future empirical research on the localisation of global pedagogies and national deep learning reforms in Indonesian schools.
Copyright (c) 2025 Yanuar Dwi Prastyo https://creativecommons.org/licenses/by-sa/4.0
Hotel Transylvania 3 “A Monster Vacation” Movie: Exploring Dialogue and Emotional Literacy
This qualitative study employed content analysis to classify and critically interpret the illocutionary acts in the animated film Hotel Transylvania 3: "Summer Vacation". Based on Searle's taxonomy applied to 65 utterances, Expressive acts were found to be overwhelmingly dominant at 43%, indicating that the dialogue prioritizes relational and emotional work over purely transactional exchange. This high frequency is interpreted as an active strategy for interactional achievement, as explained by Haugh and Culpeper's theory, essential for managing interpersonal bonds within the narrative. The study's primary contribution lies in its conceptual synthesis, integrating Searle's classical classification with contemporary critical theoretical tools (Haugh, Culpeper, Trosborg) to provide a more comprehensive and critically assessed understanding of pragmatic function in cinematic discourse. Theoretically, this work supports the move toward dynamic, interactional pragmatics by demonstrating the limitations of static taxonomies in analyzing media discourse. In practice, the findings offer valuable insights for language educators and media producers on how animated film dialogue explicitly models complex relational communication and emotional literacy.
Copyright (c) 2025 Khoirun Nisaa Arnoi https://creativecommons.org/licenses/by-sa/4.0
A Case Study of Analyzing Students’ Focus in Writing
Maintaining focus in writing is among the underemphasized but critical areas of academic literacy, particularly among English as a Foreign Language (EFL) students. Indonesian EFL learners mostly put more effort into maintaining thematic coherence and logical coherence of writing despite their operationally effective grammatical and lexical control. Although writing pedagogy is a stronghold of language instruction, little has been investigated in Indonesia which seeks to investigate students' capacity to maintain focus, a fundamental skill in guaranteeing coherent and effective texts. This research was prompted by the noted lack of pedagogical focus and empirical investigation of focus in writing, and particularly at the tertiary level. Using a qualitative case study design, the researcher examined the writing of 25 second-semester business management students. Participants were tasked with composing personal narratives and reflecting on their writing experiences. After that, the students' writings were evaluated based on five criteria, such as clarity of main idea, relevance of supporting details, consistency, topic unity, transitions and coherence. Findings reveal that the majority of students demonstrated Limited to Basic proficiency in all five areas with the highest deficiencies observed in topic unity and consistency. Also, most of the students can write sentences but struggle to organize and connect the ideas logically correspond to the theme. The data also shows that the participants faced significant linguistic and cognitive challenges, such in expressing ideas fluently, selecting appropriate vocabulary, and understanding genre-based writing. This study underscores the urgent need for a pedagogical shift that adopt a process-based which constructivist approaches that view writing as a repeated activity involving planning, drafting, reviewing, and revising. Such an approach recognizes that effective writing instruction must extend beyond grammatical correctness and surface-level features.
Copyright (c) 2025 Ronika Apriyanti Manik https://creativecommons.org/licenses/by-sa/4.0
Illocutionary Acts in dr. Tan's Criticism on Free Nutritious Meal Program
The aim of this study is to identify and analyze the various types and meanings of illocutionary acts in dr. Tan Shot Yen's public criticism of the Indonesian Free Nutritious Meal (MBG) program. The data were gathered using a qualitative-descriptive study design and a transcript of dr. Tan's critical video on TikTok. The analysis was carried out using John R. Searle's (1969) speech act theory, which classified utterances as assertive, directive, commissive, expressive, and declarative acts. The findings revealed a strategic use of illocutionary acts, with assertives (59.1%) dominating in factual arguments and expressives (28.8%) in expressing moral and emotional weight. Directives (8.1%) and commissives (4%) served less frequently to propose solutions and demonstrate personal commitment, although no declaratives were discovered, indicating the speaker's non-authoritarian public perspective. The study concludes that dr. Tan's critique is a sophisticated rhetorical strategy that effectively combines logical appeal, emotional resonance, and actionable advocacy to challenge policy flaws and promote a more equitable nutrition program, which has contributed to a pragmatic understanding of professional criticism in digital public discourse. <table class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-table-overlap: never; mso-table-lspace: 9.35pt; margin-left: 7.1pt; mso-table-rspace: 9.35pt; margin-right: 7.1pt; mso-table-bspace: 9.35pt; margin-bottom: 7.1pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: column; mso-table-left: left; mso-table-top: .05pt; mso-padding-alt: 0cm 0cm 0cm 0cm; mso-border-insideh: .5pt solid windowtext;" border="1" cellspacing="0" cellpadding="0" align="left"> The aim of this study is to identify and analyze the various types and meanings of illocutionary acts in dr. Tan Shot Yen's public criticism of the Indonesian Free Nutritious Meal (MBG) program. The data were gathered using a qualitative-descriptive study design and a transcript of dr. Tan's critical video on TikTok. The analysis was carried out using John R. Searle's (1969) speech act theory, which classified utterances as assertive, directive, commissive, expressive, and declarative acts. The findings revealed a strategic use of illocutionary acts, with assertives (59.1%) dominating in factual arguments and expressives (28.8%) in expressing moral and emotional weight. Directives (8.1%) and commissives (4%) served less frequently to propose solutions and demonstrate personal commitment, although no declaratives were discovered, indicating the speaker's non-authoritarian public perspective. The study concludes that dr. Tan's critique is a sophisticated rhetorical strategy that effectively combines logical appeal, emotional resonance, and actionable advocacy to challenge policy flaws and promote a more equitable nutrition program, which has contributed to a pragmatic understanding of professional criticism in digital public discourse.
Copyright (c) 2025 Jessicca Maria, Debora Anriyani Simamora, Candrika Galaska, Miduk Punguan Simangunsong, Vera Aprilia Putri, Dian Marisha Putri https://creativecommons.org/licenses/by-sa/4.0
Shaping The Image of Muslim Women in Buttonscarves Advertisement: A Multimodal Discourse Analysis
This study examines the multimodal construction of Muslim women's image in Buttonscarves ads, drawing on both verbal and visual components. Four official Buttonscarves campaign videos comprise the study data. The verbal mode was examined using Halliday's (2014) Systemic Functional Linguistics theory, while the visual mode was investigated using Machin & Mayr's (2012) Multimodal Critical Discourse Analysis method. While the verbal analysis addressed mood, modality, polarity, temporal deixis, and speech function, the visual analysis concentrated on salience, color, attributes, background, size, and tone. The findings demonstrate how the hijab and the figures of women are visually portrayed through aspirational metropolitan settings, warm, vibrant colors, upscale, high salience, and semi-formal apparel attributes. Modern Muslim women are portrayed as elegant, independent, professional, and of high social standing. In verbal communication, the prevalence of declarative mood, positive polarity, and the absence of imperative and interrogative forms suggest an affirmative communication style that does not allow for compromise. This multimodal result demonstrates the existence of a consumerist ideology of femininity grounded in contemporary religion, which frames the hijab as a sign of social class, lifestyle, and contemporary goals in addition to being a symbol of piety. Aspirational capitalism, spiritual capitalism, and religious postfeminism are all reflected in this portrayal, where empowerment is determined by style, consumerism, and visual performativity in accordance with market principles. According to this study, Buttonscarves' commercials not only offer goods but also create an ideology that balances consumerism, modernity, and spirituality in the representation of modern Muslim women. This article contributes to multimodal critical discourse analysis by integrating MCDA and systemic functional linguistics to demonstrate how verbal and visual modes interact to construct ideological meanings in premium hijab advertising. This domain remains largely underexamined in contemporary discourse studies.
Copyright (c) 2025 Nelly Yulfa Ul'ya, Muhammad Hafiz Kurniawan https://creativecommons.org/licenses/by-sa/4.0
Fostering Willingness to Communicate: An Investigation of Psychological and Situational Factors in EFL Context
Since it measures how prepared students are to use the target language in authentic situations, Willingness to Communicate (WTC) has emerged as a key concept in second and foreign language studies. Despite its importance, there are still few studies conducted in Indonesian higher education, especially when it comes to examining the combined effects of situational and psychological factors on students’ WTC. This study aims to explore how these factors interact and to identify strategies for enhancing communication in English as a Foreign Language (EFL) classroom. Employing a qualitative case study design, the study involved first-year students enrolled in the Speaking for Survival Function course at Esa Unggul University through in-depth interviews and closed-ended questionnaires. The findings reveal that psychological factors, including self-confidence, perceived communicative competence, learning anxiety, motivation, and personality, play a significant role in shaping students’ WTC. In addition, situational factors such as teachers’ roles and attitudes, task types, topics, classroom atmosphere, and interlocutor characteristics strongly influence students’ communicative behavior and engagement. Overall, the findings emphasize the importance of implementing supportive and encouraging instructional strategies to enhance students’ readiness to communicate in English within Indonesian higher education contexts.
Copyright (c) 2025 Zafira Fauziah Oktaviani https://creativecommons.org/licenses/by-sa/4.0
Euphemism in Lexical Choices: Reuters’ Headlines on Charlie Kirk’s Death
This study used Allan and Burridge's theory of euphemism and Entman's framing theory to examine how Reuters' news headlines on Charlie Kirk's death use euphemism language to influence public opinion. Finding the types and purposes of euphemisms and analyzing how these linguistic devices create ideological framing in global media discourse are the primary objectives. This study examined the linguistic choices that soften or substitute harsh language in fifteen Reuters headlines published between September 11 and September 25, 2025, using a descriptive qualitative methodology. The findings revealed that Reuters employs various forms of euphemism—such as substitution, distortion, and analogy—not only to maintain journalistic neutrality and politeness but also to frame events in ways that influence audience interpretation. Euphemism terms like right-wing, political violence, death penalty, and authorities serve to downplay negativity, legitimize institutional actions, and neutralize ideological tension. The study concludes that euphemism in media is not merely a linguistic device for politeness but also an ideological tool that sustains objectivity, reinforces authority, and subtly guides public discourse within global journalism.
Copyright (c) 2025 Candrika Galaska, Jessicca Maria, Debora Anriyani Simamora, Rahmadsyah Rangkuti https://creativecommons.org/licenses/by-sa/4.0
Impoliteness Strategies in Online Political Discourse: A Study of Hate Comments on Ahmad Sahroni’s Instagram Account
Language used in digital communication shows how people express feelings and deal with social power. In the case of Indonesia’s social media, being rude or impolite has become a big part of how users share their opinions and criticize others. This study looks into the different ways people use impolite language in comments that target Ahmad Sahroni, an Indonesian lawmaker, on Instagram. This research collected 50 comments from various Instagram posts, including political and lifestyle topics, to cover a wide range of online hostility. This study uses a qualitative descriptive method and applies Computer Mediated Discourse Analysis (CMDA) to understand how social media features influence the way people talk. Culpeper’s Impoliteness Theory is used as the main way to analyze the language. The results show five main types of impolite strategies: bald on record, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withholding politeness. Among those, positive impoliteness is the most common. People often use moral and religious words to make their comments seem justified, while humor and sarcasm help hide their anger. These findings show that impolite language isn’t just about showing moral judgment in online conversations. This study adds to the understanding of how language works in digital spaces by looking at impoliteness in moral contexts and helps explain how social media supports group behavior around moral responsibility
Copyright (c) 2025 Delfi Nazilah Lubis, Nikita Tantira -, Lydia Permata Sari Sibarani, Theofani Leonita Siagian, Rahmadsyah - Rangkuti https://creativecommons.org/licenses/by-sa/4.0
Collaborative Learning in Higher Education: Bibliometrics Analysis
The importance of collaborative learning in higher education cannot be overlooked, as it plays a crucial role in enhancing student engagement, academic achievement, and collaborative skills. Based on existing literature, collaborative learning has increasingly been recognized as an effective pedagogical approach in higher education contexts. This study conducts a comprehensive bibliometric analysis to examine the development, structure, and research trends of collaborative learning in higher education over the period 2014–2023. The dataset was retrieved from the Scopus database and consists of peer-reviewed publications focusing on collaborative learning within higher education settings. The bibliometric analysis reveals several key findings, including a steady growth in publication output, with a significant increase observed after 2020 and the highest number of publications recorded in 2023. The results also indicate that research productivity is concentrated among a limited number of prolific authors and institutions, while the majority of authors contributed only a single publication. In addition, a small number of highly cited articles exert substantial influence on the field, particularly those published in high-impact educational technology journals. The dominance of Social Sciences and Computer Science as subject areas highlights the interdisciplinary nature of collaborative learning research, emphasizing both pedagogical and technological perspectives. Overall, this study provides a comprehensive overview of the scientific landscape of collaborative learning in higher education, maps its intellectual structure, and offers insights into future research directions in this field.
Copyright (c) 2025 Sahri Suwandi, Nugroho Nugroho, Rifari Baron, Ricky Eka Sanjaya, Irfan Hadi, Mildan Arsdan Fidinillah, Lutfiansyah Lutfiansyah, Andi Santoso, Uup Gufron, Nia Liska Saputri, Andri Purwanto, Maguna Eliastuti https://creativecommons.org/licenses/by-sa/4.0
Community Language Learning as a Supportive Approach to Affect EFL Learners’ Speaking Skills
This study examined the effectiveness of the Community Language Learning (CLL) method in enhancing the speaking skills of seventh-grade students at SMPN 11 Tarakan. Speaking ability is widely acknowledged as a fundamental component of effective communication in both academic and professional contexts; however, it is often regarded as the most challenging language skill to develop due to affective barriers such as anxiety, low self-confidence, and limited vocabulary. The CLL method was selected as an instructional intervention because it emphasizes collaboration, a sense of community, and learner-centered interaction within a supportive learning environment. Using a pre-experimental one-group pretest–posttest design, the study involved 29 students from class VII-2. The findings revealed a statistically significant improvement in students’ speaking performance following the implementation of the CLL method. Specifically, the mean speaking score increased from 38.62 in the pretest to 63.45 in the posttest, indicating that the Community Language Learning method was effective in improving the speaking skills of seventh-grade students.
Copyright (c) 2025 Ramli Ramli https://creativecommons.org/licenses/by-sa/4.0
Unlocking Bilingual Literacy: A Tech-Driven Approach to English Writing and Translation
Using the socio-cognitive and CLT theoretical frameworks as lenses, this research investigates the implementation of technology-integrated learning tools to enhance bilingual literacy, specifically in English writing and translation. Employing a mixed-method descriptive design, the study involved 120 students from four Grade XI at SMKN 1 Jombang. Data were collected via online questionnaires containing both closed- and open-ended items. The results demonstrate that students frequently utilized applications such as Google Translate and Grammarly, particularly during the editing, revising, and meaning clarification stages. The majority acknowledged substantial improvements in lexical selection, grammatical precision, and translation comprehension. Despite this, several constraints were identified, including unstable internet access and limited familiarity with specific tools, underscoring the need for systematic support and instructional scaffolding. This study makes a pedagogical contribution by presenting an integrative framework that unites writing and translation within a technology-enhanced language-learning environment. The findings affirm the relevance of such an approach for vocational education settings, where practical communication skills are critical for both academic achievement and workforce readiness.
Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
The Students' Perceptions on Quillbot Platform Usage As A Digital Learning Assistant in English Writing Class
This study aimed to examine students’ perceptions of using QuillBot as a digital learning assistant in an English writing class at Bosowa University. The research employed a descriptive qualitative method and involved six third-semester students who were selected through purposive sampling. Data were collected through semi-structured interviews and were analyzed using thematic analysis. The findings revealed that students held positive perceptions of QuillBot, as its features helped improve writing quality, enrich vocabulary, correct grammatical errors, and save time in completing assignments. However, several challenges were also identified, including changes in meaning after paraphrasing, confusion caused by multiple mode options, limited access in the free version, and the potential decline in writing independence. Overall, QuillBot was considered beneficial as a supporting tool, but its use needed to be balanced with independent writing practice to ensure the continued development of students’ language skills.
Copyright (c) 2025 Muliana Muliana https://creativecommons.org/licenses/by-sa/4.0
Happiness Expressions Through WhatsApp Stickers: Semiotic Analysis
The rise of WhatsApp stickers has transformed digital communication, enabling richer emotional expression beyond text and emojis. This study investigates how happiness is represented in WhatsApp stickers by applying Ferdinand de Saussure’s semiotic theory, which views meaning as the interaction between the signifier (form) and the signified (concept). Using a descriptive qualitative method, data were collected through observation of WhatsApp chats and short surveys among 5 English Literature students at Universitas Sumatera Utara. Stickers that visually represent happiness were identified and analyzed based on their visual features and users’ interpretations. Results show that happiness is symbolized through big smiles, curved or slit eyes, lively gestures, bright colors, and decorative icons such as hearts, stars, and sparkles. These visual signifiers consistently represent signified meanings of joy, excitement, or satisfaction. The study concludes that WhatsApp stickers serve not just as visual decoration but as meaningful semiotic tools that enhance emotional connection and social bonding in online interaction. This contributes to both theoretical understanding in semiotics and practical insights into digital emotion communication.
Copyright (c) 2025 Chairunnisa ‎ https://creativecommons.org/licenses/by-sa/4.0
Teaching Strategies, Learning Environments and Students’ Motivation to Learn English : PLS SEM Analysis
In the learning process, teaching strategies and the learning environment play an important role in motivating students. Learning motivation is the foundation for developing learning potential optimally. However, students' motivation to learn English is still relatively low. This can be seen from various factors that influence low learning motivation, including difficulty in understanding English, lack of confidence, and lack of enthusiasm, such as frequently asking for permission to leave class, not submitting assignments on time, and sleeping in class. This research aims to analyze the influence of teacher teaching strategy and student learning environment on English learning motivation at SMP N 1 2 x 11 Enam Lingkung. A quantitative method was used in this study, with a sample of 68 Grade IX students. The study used questionnaires for data collection and the data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with SmartPLS 4.0 software. The findings show that teaching strategy and learning environment individually have a significant influence on English learning motivation. Simultaneously, teaching strategy and learning environment explain 57% of the variation in English learning motivation (R2 = 0.570), with the remaining 43% attributed to other factors not included in the model. This study concludes that Effective and varied teaching strategies, coupled with a conducive and supportive learning environment, are crucial for increasing student engagement and motivation in English language learning.
Copyright (c) 2025 Rosma Tisa https://creativecommons.org/licenses/by-sa/4.0
Indonesian EFL Students’ Self-Regulated Learning Strategies for English Speaking
This study investigated self-regulated learning (SRL) strategies employed by Indonesian undergraduate students to enhance their English-speaking abilities. A quantitative research design was employed, with data collected from 30 undergraduate students through a modified Self-Regulated Motivation for Improving Speaking English as a Foreign Language (SRMIS-EFL) questionnaire. Descriptive statistical analyses, including mean scores and standard deviations, were conducted using SPSS to examine the extent to which four SRL factors, Task Value Evaluation, Regulation of Learning Environment, Regulation of Affect, and Regulation of Classroom Environment, were demonstrated. The findings indicated that Task Value Evaluation was the dominant factor supporting students’ speaking skills, while Regulation of Affect and Classroom Environment showed moderate engagement. These results suggest that cognitive, affective, and environmental strategies collectively influence students’ motivation and participation in English-speaking activities. Implications for teaching include designing meaningful speaking tasks, promoting peer collaboration, and creating supportive learning environments to strengthen students’ SRL and oral proficiency.
Copyright (c) 2025 Maria Trifosa https://creativecommons.org/licenses/by-sa/4.0
Recontextualization of Power Symbols in Public Space: The “Tot Tot Wuk Wuk” Phenomenon in Indonesia Through a Multimodal Critical Discourse Analysis Approach
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Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Mention"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Hyperlink"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Hashtag"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Unresolved Mention"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Link"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <![endif]-->This study aims to analyze how symbols of state authority are recontextualized and transformed within digital public spaces through the “Tot Tot Wuk Wuk” phenomenon in Indonesia, employing a Multimodal Critical Discourse Analysis (MCDA) approach and a constructive qualitative methodology with Genre and Multimodal (GeM) analysis design. The phenomenon illustrates the appropriation of state authority symbols, such as strobe lights, sirens, and imitation license plates by civilians without official authorization. These acts not only constitute legal violations but also serve as social expressions of status and prestige. Drawing on Theo van Leeuwen’s framework of social actor representation and recontextualization, as well as Kress and van Leeuwen’s concept of social modality, this research analyzes visual, verbal, and legal modes across various online media texts, digital images, and viral social media videos. Using a constructive qualitative methodology, the study goes beyond mere description to interpret the social and ideological meanings underlying these symbolic practices, integrating the researcher’s reflective interpretation as the primary analytical instrument. The findings reveal that the “Tot Tot Wuk Wuk” phenomenon operates as a multimodal discourse interlinking legality, morality, and the performativity of power. Symbols of authority are recontextualized into tools of social identity expression, signifying status disparities and the desire for symbolic legitimacy within public spaces. However, this study is limited by its reliance on secondary data, which constrains deeper validation of audience perceptions and real-world behavioral impacts related to the “Tot Tot Wuk Wuk” phenomenon <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> 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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/> 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5"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" SemiHidden="true" UnhideWhenUsed="true" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" SemiHidden="true" UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/> <w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/> <w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/> <w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/> <w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/> <w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/> <w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 1"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/> <w:LsdExceptio
Copyright (c) 2025 Nio Awandha Nehru, Dwi Astuti Wahyu Nurhayati, Dewi Suspaningrum https://creativecommons.org/licenses/by-sa/4.0
The Analysis of Speech Acts in Comments on Cinta Kuya’s Instagram Post: Literacy-Shaming as a Form of Cyberbullying
This study examines the linguistic phenomenon of literacy shaming as a form of cyberbullying within the Indonesian digital landscape, specifically focusing on the comment section of Cinta Kuya’s Instagram post regarding the looting of her house. While previous studies on speech acts have extensively covered educational and political discourse, there remains a significant gap in understanding how English proficiency is leveraged as a status symbol to facilitate moral judgment and social domination in Indonesia's cyberspace. This research aims to identify the types and pragmatic functions of illocutionary acts that constitute literacy shaming and to explain how these acts reproduce social hierarchies. Using a descriptive qualitative method grounded in Searle’s Speech Act Theory, the researchers analyzed a purposive sample of 30 high-engagement comments categorized into themes of intellectuality, family background, and animal welfare. The results demonstrate that expressive acts are the most dominant (11 data points), frequently utilizing sarcasm and insults to attack the victim's intelligence. This is followed by declarative acts (8 data points) which construct negative social realities, and assertive acts (5 data points) that frame subjective assessments as facts. This study contributes academically by expanding the application of Pragmatics into Cyber Discourse, highlighting how language functions not merely for communication but as a tool for social control and psychological aggression. The findings emphasize the urgent need for digital literacy and empathy to mitigate the harmful impacts of linguistic-based bullying in online public spaces.
Copyright (c) 2025 Jihan Azmi Kusmawan, Geubrina Ramadhani Iskandar, Intan Putri Ginary, Chairunnisa Chairunnisa, Dian Marisha Putri https://creativecommons.org/licenses/by-sa/4.0
Cognitive Relevance and Linguistic Suggestion in Questioning Strategies to Enhance Witness Honesty in Indonesian Courtroom Interaction
This study aims to examine how integrating Relevance Theory (RT) and Hypnotic Language Patterns can enhance witness honesty and recall through ethically suggestive questioning in Indonesian criminal trials. Courtroom questioning is a linguistically and cognitively complex act that mediates the production and evaluation of witness testimony. Despite its central role in shaping evidentiary narratives, questioning in Indonesian courtrooms remains predominantly procedural, with limited attention to the psychological and inferential dimensions of communication. Adopting a qualitative cognitive–pragmatic approach, the study draws on discourse and thematic analyses of two Indonesian criminal trials to explore how questioning strategies function at the intersection of cognition, inference, and judicial ethics. The analysis identifies nine recurrent questioning techniques, including soft suggestion, presupposition, and commitment framing. Findings indicate that soft suggestion (15.1%) and commitment framing (15.15%) reduce cognitive resistance and foster more detailed, coherent recollection. The results suggest that linguistic suggestion, when aligned with principles of cognitive relevance, can establish psychological safety and interpretive precision without compromising judicial neutrality. By conceptualizing courtroom questioning as guided cognition, this study advances forensic pragmatics through an integrated framework linking linguistic ethics, cognitive accessibility, and evidentiary reliability within a culturally contextualized legal setting.
Copyright (c) 2025 arum priadi https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students’ Errors and Writing Flow: A Case Study in Written Process Paragraphs by the First Semester Students of English Department at the University of Mataram
This study analyzes students’ errors and writing flow in process paragraphs written by first-semester English Department students at the University of Mataram in the academic year 2024/2025. The objectives are to identify types of errors, evaluate the quality of writing flow, and perceive causes of errors. The data were obtained from 15 students’ process paragraphs and interviews with five students, then analyzed using Dulay et. al. (1982) Surface Strategy Taxonomy, Norrish’s (1983) causes of errors, and Oshima and Hogue’s (2006) framework for writing flow. The findings revealed a total of 60 errors consisting of misformation (40%), omission (30%), misordering (18.3%), and addition (11.7%). These errors were primarily caused by carelessness, translation habits, and first language interference, often occurring simultaneously. In terms of writing flow, all students successfully maintained a clear time sequence, 80% used appropriate transition signals, yet only 46.7% consistently applied the principle of one step per sentence. These weaknesses reduced sentence-level clarity despite overall chronological organization. In conclusion, the study shows that students’ challenges in writing process paragraphs are both grammatical and developmental, suggesting the need for grammar reinforcement alongside explicit instruction on coherence, transitions, and sentence clarity.
Copyright (c) 2025 Rizki Putra Masyhadani https://creativecommons.org/licenses/by-sa/4.0
Speaking Anxiety in English Learning in Grade XI Students of Walisongo Pecangaan High School: Forms, Factors, and Strategies to Overcome It
This study maps the forms, factors, and strategies for overcoming speech anxiety in grade XI students at Walisongo Pecangaan High School (pesantren context). Using a descriptive qualitative approach (case study), six students were selected on a purposive–maximum variation basis. Data were collected through semi-structured interviews and class observations in speaking sessions, then analyzed thematically by triangulating cognitive, physiological, and behavioral indicators. The results showed that the majority of the speakers were at medium to high levels. Four forms of anxiety arise and intertwine: (1) physiological—cold sweats, tension, speech blocking; (2) cognitive—a sense of "inadequacy", a concern about grammar accuracy; (3) behavior—avoidance, hesitation to start, waiting to be called; (4) linguistics—vocabulary limitations, accuracy focus. Internal factors are mainly low self-efficacy and accuracy orientation; External factors include a class climate that is too quiet/serious and peer judgment. Teacher support—wait-time, prompting, and non-judgmental feedback—acts as a damper that lowers affective filters and maintains willingness to communicate. Practical implications include tiered scaffolding (pairs→small groups→plenary), pre-task planning with keyword cards, delayed feedback policies, and fun strategies such as TPR-storytelling. This study enriches the study of FLCA in the context of pesantren and recommends mixed research with FLCAS adaptation, WTC/performance measurement, quasi-experimental test of intervention packages, and longitudinal tracking (XI→XII).
Copyright (c) 2025 Raehani Sulaiman, Olyvia Revalita Candraloka https://creativecommons.org/licenses/by-sa/4.0
The Correlation between English Speaking Skill and Self-Confidence among Eleventh Grade Students at SMA Negeri 1 Alasa
This research aims to find out if there is a significant correlation between English speaking skill and self-confidence among grade XI students in a senior high school. The research started because in class, some students speak English well but feel shy in public, while others look confident but has low speaking skills. This research used a quantitative method with a correlational design. The sample was 35 students from class XI Ki Hadjar Dewantara. Data were collected through a speaking test to measure English speaking skill and a Likert scale questionnaire for self-confidence. Data were analyzed using parametric tests, including normality test, Pearson Product Moment correlation, and simple linear regression in SPSS version 25. All instruments were tested for validity and reliability before use. The result showed the correlation value (r) was 0.022 with a significance of 0.901 (>0.05). This means there is no significant correlation between English speaking skill and self-confidence. Field observations also showed that students who speak well are not always confident, and confident students do not always have good speaking skills. It can be concluded that speaking skill and self-confidence are separate aspects and need to be developed on their own. This research may help teachers and researchers plan better English learning strategies.
Copyright (c) 2025 Pintauli Lase, Adieli Laoli, Afore Tahir Harefa, Yasminar Amaerita Telaumbanua https://creativecommons.org/licenses/by-sa/4.0