Lexeme : Journal of Linguistics and Applied Linguistics
Journal Title : Lexeme : Journal of Linguistics and Applied Linguistics ISSN : e-ISSN: 2656-7067; p-ISSN: 2685-7995 DOI : 10.32493 Chief Editor : Tryana Managing Editor : Abdul Aziz Frequency : 2 issues per year (January & July) Publisher : UNPAM PRESS Indexation : Google Scholar | Sinta 5 | Garuda Email : lexeme@unpam.ac.id Lexeme: Journal of Linguistics and Applied Linguistics (e-ISSN: 2656-7067; p-ISSN: 2685-7995) is a scientific journal published twice a year in January and July managed by the English Literature Study Program, Faculty of Letter, Universitas Pamulang. Established in November 2018, the legal standing of this journal is based on an issued letter by LIPI with SK no. 0005.26567067/JI.3.1/SK.ISSN/2019.03 – March 29th, 2019 for the online version. Lexeme accepts either empirical or conceptual scientific work that focuses on linguistics and applied linguistics written by English teachers and lecturers within Indonesia or overseas countries. accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of the Republic of Indonesia in SINTA 5.
Formulaic or Felt? Investigating the Use of “How’s your day?” in an International Primary Classroom
This study investigates the pragmatic and cultural function of the phrase “How’s your day?” in an international primary school classroom in Makassar, Indonesia. Drawing from reflective observation and daily interaction with Grade 4 to 6 students, the research explores how this simple conversational question facilitates students’ confidence, expressiveness, and natural use of English. The study adopts a reflective descriptive design, built on long-term classroom experiences, observation and interaction with students -where English served as the primary language of communication. The data were generated through memory-based reconstruction, reflective journals, and non-recorded classroom observations. The analysis followed a thematic reflection approach. Findings reveal that “How’s your day?” operates as more than a casual greeting. It acts as a social bridge fostering authentic communication, empathy, and a sense of belonging among young learners. Students initially responded formulaically but gradually developed ownership of the phrase, using it spontaneously with peers, teachers, and even family members. The exchange nurtured natural speech habits and pragmatic awareness, showing that emotional engagement and context-rich interactions enhance language learning more effectively than rigid grammar-based instruction. Pedagogically, the study highlights the importance of integrating authentic conversational routines into English language teaching, especially in multilingual environments. Such interactions humanize communication, promote cultural understanding, and support affective dimensions of language learning. The study concludes that teaching English expressiveness is not only about fluency but also about connection, confidence, and care values embedded in meaningful conversation
Copyright (c) 2025 Sitti Maryam https://creativecommons.org/licenses/by-sa/4.0
Foreign Language Anxiety in ICT-Based English Learning Context
This study aims to investigate the levels of foreign language anxiety experienced by high school students and to identify the sources of anxiety in ICT-based English learning context. This research employed a descriptive qualitative method involving eleventh-grade students of SMAN 7 Bandar Lampung. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and semi-structured interviews. Thirty students participated in the questionnaire, while five students were selected for in-depth interviews to explore their perceptions and experiences. The data were analyzed descriptively to reveal patterns of anxiety and its contributing factors. The findings indicate that most students experience moderate to high levels of foreign language anxiety in ICT-based learning environments. A significant number of students fall into the “anxious” and “very anxious” categories, suggesting that ICT integration does not entirely reduce anxiety. Interview results reveal that while some students feel motivated and enthusiastic about ICT-based learning, many struggle with lack of self-confidence, fear of making mistakes, technical difficulties, unfamiliarity with digital platforms, and the pressure of fast-paced online lessons. These factors collectively intensify students’ anxiety during foreign language learning. In conclusion, the study highlights that although ICT provides valuable support for English learning, it also introduces new sources of anxiety. Therefore, teachers need to implement supportive strategies, provide clear guidance, and create a less threatening digital learning environment to help students manage foreign language anxiety effectively.
Copyright (c) 2025 Aksendro Maximilian, Galuh Dwi Ajeng, Isnaini Amanda Safitri https://creativecommons.org/licenses/by-sa/4.0
Investigating the Effect of E-Book Utilization on Students’ Comprehension and Reading Interest at SMAN 01 Sukau
This research investigates the influence of e-book utilization on students’ reading comprehension and reading interest at SMAN 01 Sukau, motivated by the growing shift toward digital learning and the persistent low reading interest in Indonesia. Employing a quantitative design, the study involved 24 students who completed questionnaires supported by observation and document analysis. The results show that e-books have become a regular part of students’ reading routines, with most respondents reading e-books once a week. Although printed books remain the preferred format for 41.7% of students, the majority acknowledged the convenience, accessibility, and customizable features of e-books. Over half of the students reported that their comprehension and retention when using e-books were comparable to printed books, while 41.7% experienced improved understanding with digital formats. E-books also positively affected students’ reading motivation, with 75% stating that they spent the same or more time reading digitally and over half reporting increased interest due to features such as instant access to materials and environmentally friendly benefits. Nonetheless, several challenges were identified, including limited annotation tools, difficulty concentrating on screens, navigation issues, and occasional technical constraints. Overall, the findings indicate that e-books offer practical learning advantages and can enhance reading engagement, though improvements in digital literacy and e-book usability are necessary to optimize their effectiveness. This study contributes to understanding how digital reading tools support learning in Indonesian high schools and highlights the need for strategies that address both motivational and technological barriers in digital reading environments.
Copyright (c) 2026 Pia Apiana, Nur Syamsiah, Sri Suci Suryawati https://creativecommons.org/licenses/by-sa/4.0
Makishimaizu Majikku: Borrowing Patterns of Spell Names in Engrish in Overlord Anime
This study explores how English words are borrowed and changed into magical spell names (Engrish) in the anime Overlord. The research uses Honna’s (1995) theory of borrowing patterns to identify how English is adapted into Japanese and given new meanings in the anime’s magic system. The study applies a descriptive qualitative method, using data from both the dialogue and the visual appearance of spells in Overlord. The analysis follows Spradley’s (1980) four steps: domain, taxonomy, componential, and cultural theme analysis. The findings show that only two of Honna’s seven borrowing patterns appear in the anime: Semantic Narrowing and Shift and Japanese Phrasings of English. In the first, English words such as Electrosphere, Shield Wall, and Indomitability lose part of their original meaning and gain a new, more specific sense as magic spells. In the second, phrases like Grasp Heart, Anti-life Cocoon, and Greater Teleportation show how Japanese combines English words to create new and unique spell names. These adaptations make the magic system sound more powerful and consistent. Overall, the study concludes that Overlord uses English borrowings not only for meaning but also for artistic style, helping to build a creative and recognizable fantasy world. The findings highlight how linguistic borrowing functions as a stylistic and cultural tool in Japanese media, showing that English serves not only as a source of vocabulary but also as a means of expressing identity, creativity, and globalization in anime. Future studies could compare Overlord with other anime to examine similar borrowing patterns and explore how audiences interpret Engrish spell names in relation to authenticity and world-building.
Copyright (c) 2026 Ahmad Najib Al Fayd, Favian Jiwani Fahrurizky, Kahfi https://creativecommons.org/licenses/by-sa/4.0
Types and Functions of Sarcasm in Indonesian Political Conversation on ‘X’
This study investigates how sarcasm is produced and functions within Indonesian political conversations on X (formerly Twitter). Although previous research has examined sarcasm in entertainment, religion, and media contexts, studies focusing on political discourse especially within Indonesia’s highly polarized digital environment remain limited. This gap indicates the need to understand not only the types of sarcasm used but also their rhetorical purposes in online political interactions. Therefore, the aim of this study is to classify the forms of sarcasm using Camp’s (2011) framework and to reveal how each type functions as a tool for political criticism, identity building, and ideological positioning. Adopting a qualitative descriptive design, this research analyzes 30 sarcastic posts and replies responding to government-related issues on X. The instrument consists of an analytical rubric based on linguistic cues of sarcasm, while the data were collected through purposive sampling of public posts from September to October 2025. The data were processed through transcription, classification, and interpretive analysis. The findings show that propositional and illocutionary sarcasm dominate, indicating a strong preference for indirect yet sharp political critique. Sarcasm also serves as a rhetorical strategy for expressing resistance, mocking authority, and strengthening group affiliation among users. These findings imply that sarcasm is not merely humor in digital communication but a significant form of civic engagement and political meaning-making in Indonesia’s online public sphere.
Copyright (c) 2026 Saskia Aliyah Putri, Syaufah Sabila, Mariska Adinda br. Ginting Suka, Fitri Hasibuan https://creativecommons.org/licenses/by-sa/4.0
Cognitive Expansion in Narrative–Descriptive Genre: A Gender-Responsive Diagnostic Study Across High School–Vocational College Transition
The transition from high school to vocational higher education represents a critical stage in which prior literacy knowledge shapes students’ readiness for academic and professional communication. Despite standardized EFL curricula, incoming vocational students often display uneven genre-based competence, particularly in narrative and descriptive writing. This study adopts a quantitative, diagnostic-oriented approach informed by Cognitive Diagnostic Assessment (CDA) principles to examine genre-related knowledge patterns and gender-mediated tendencies. A 30-item True/False diagnostic test, validated by two applied linguistics experts, was administered to 43 first-year students (27 females, 16 males) in the D4 English for Business and Professional Communication program at Politeknik Negeri Sriwijaya. The instrument targeted structural, linguistic, and functional attributes of narrative and descriptive texts, and data were analyzed descriptively and comparatively. Findings (RQ1) reveal uneven genre knowledge, with mean accuracy for narrative items (81%) exceeding descriptive ones (61%), reflecting differences in familiarity rather than linguistic deficiency. In addressing (RQ2), the gender-disaggregated results indicate that female students tended to excel in causal reasoning, thematic inference, and figurative interpretation, whereas males demonstrated stronger performance in factual coherence and structural precision. Regarding (RQ3), these disparities reflect cognitive diversification rather than inequality, illustrating differentiated learning pathways shaped by prior literacy exposure and gendered engagement. Although the study does not implement full psychometric CDA modeling, the diagnostic instrument provides formative insights into students’ genre cognition at a key educational transition. The findings suggest that gender-responsive, diagnostic-informed pedagogy can support equitable literacy development in vocational English contexts by leveraging complementary cognitive strengths.
Copyright (c) 2026 Rahmadila Eka Putri, Mahraini Agustina, Delara Putri Ramadhani, Nabilah Chalisah https://creativecommons.org/licenses/by-sa/4.0
Designing and Developing Audiobooks That Suit the Needs of Tenth-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan
This study addresses the limited availability of structured and accessible English learning materials for students with visual impairments (VIS), particularly in the Indonesian inclusive education context. The study focuses on designing and developing English audiobooks that suit the learning needs of tenth grade second semester visually impaired students at SLB Negeri 1 Tabanan. The objective of the study was to design and develop audiobooks that suit the needs of visually impaired students (VIS) in learning English. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM), involving iterative stages of project planning, design, prototyping, expert evaluation, and revision. Data were collected through classroom observation, interviews, reflective journaling, and expert judgment. The findings indicate that the developed audiobooks successfully enhanced material clarity, accessibility, and learner engagement, featuring bilingual vocabulary support, clear narration, consistent unit structure, pronunciation modeling, and simplified listening tasks. Expert validation confirmed the suitability of the content for visually impaired learners. In conclusion, the study demonstrates that well-designed audiobooks can function as core instructional media that promote independent learning and inclusive EFL instruction. Thus, teachers can integrate the audiobooks into daily instruction to supplement limited teaching resources, while students can use them for repeated practice beyond the classroom.
Copyright (c) 2026 Ni Wayan Septia Jayani, I Putu Indra Kusuma, Ni Putu Astiti Pratiwi, I Ketut Trika Adi Ana https://creativecommons.org/licenses/by-sa/4.0
The Challenges Perceived in Teaching English with Audiobooks for Tenth-Grade, First-Semester Visually Impaired Students at SLB 1 Tabanan
The objective of the study was to explore the challenges perceived by English teachers and tenth grades first semester visual impaired students at SLB N 1 Tabanan regarding the potential use of audiobooks for learning English before their introduction. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM). Data were collected through classroom observation, interviews, and reflective journaling. Qualitative data from field notes and interview transcripts were analyzed using content analysis by Krippendorff (2004). The findings reveal that although audio-based media are commonly used, they are generic, minimally interactive, and inadequately adapted to students’ needs, resulting in reduced engagement, limited speaking confidence, and fluctuating motivation. Both teachers and students expressed positive perceptions of audiobooks, highlighting the need for clear narration, appropriate duration, bilingual explanations, and easy accessibility. Thus, the study confirms that well-designed audiobooks hold strong potential as an inclusive learning medium to enhance listening and speaking skills for visually impaired students and to bridge the gap between inclusive education theory and classroom practice. Teachers, learning designers, and other education stakeholders can use the implications of these findings to improve the efficacy, accessibility, and inclusivity of English language instruction for students with visual impairments.
Copyright (c) 2026 Sintha Karmila Dewi, I Putu Indra Kusuma, Ni Putu Astiti Pratiwi Pratiwi, I Ketut Trika Adi Ana https://creativecommons.org/licenses/by-sa/4.0
Gesture Signs Representing Emotions in the Animated Movie Inside Out 2: A Semiotic Study
This study investigates how Inside Out 2 (2024) employs gesture signs to convey emotional meaning through its animated characters. Guided by Charles Sanders Peirce’s semiotic framework; icon, index, and symbol. The analysis focuses on how body movements, posture, and facial expressions reveal the psychological conditions of each emotion. Using a qualitative descriptive method, the research identifies and examines selected scenes that prominently display meaningful gestures, including moments where nonverbal cues take precedence over spoken dialogue. The findings show that each emotion consistently uses specific gesture patterns to communicate internal states: icons reflect natural human reactions, indexes point to immediate bodily or psychological responses, and symbols rely on culturally shared knowledge to express more abstract emotional ideas. These gestures not only enrich the visual appeal of the movie but also function as deliberate semiotic tools that guide the audience’s interpretation of shifting emotional dynamics. The study further highlights that gesture meaning becomes more powerful when multiple sign types appear simultaneously, for instance, when facial tension, hand movements, and bodily stance work together to signal complex or layered feelings. Overall, the research demonstrates that animated gestures in Inside Out 2 serve as essential elements in multimodal storytelling, offering insight into how nonverbal signs help viewers understand emotional processes and engage more deeply with character development.
Copyright (c) 2026 Alya Putri Dewi, Muhammad Syafiqul Haq, Ryu Omar Shadiq Prasodjo, Shindy Aulia Rahmah https://creativecommons.org/licenses/by-sa/4.0
Analysis of English Teachers’ Assessment Strategies Within a Differentiated Learning Context in EFL at SMP Negeri 4 Singaraja
This study aimed to analyze English teachers’ assessment strategies within a differentiated learning context and to identify the challenges encountered in implementing differentiated assessment in EFL classrooms. A qualitative research design was employed at SMP Negeri 4 Singaraja, involving three English teachers from different grade levels. Data were collected through classroom observations and unstructured interviews and analyzed using an interactive qualitative data analysis model consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers applied five main assessment strategies: gamification, reading assignments, writing tasks, speaking performances, and storytelling activities. These strategies predominantly reflected assessment for learning and assessment of learning, while assessment as learning was not observed. Differentiated learning was evident in instructional processes and products; however, assessment criteria were frequently applied uniformly across students. Differentiated assessment was consistently implemented only in speaking performance and storytelling activities, where assessment criteria were adjusted to students’ ability levels. The study also identified several challenges that hindered the implementation of differentiated assessment, including large class sizes, limited instructional time, and teachers’ limited understanding of differentiated assessment concepts. Overall, the findings indicate a partial alignment between differentiated learning and assessment practices, highlighting the need for improved assessment literacy and structural support to enhance equitable assessment in EFL classrooms. In order to manage large classes and provide the best possible individual attention, teachers can first think about flexible grouping tactics or peer tutoring. Also, effective time management and preparation are essential.
Copyright (c) 2026 Kadek Sania Dwiyanti Putri, Luh Gede Eka Wahyuni, Anak Agung Gede Yudha Paramartha https://creativecommons.org/licenses/by-sa/4.0
The Quality of the Audiobook for Teaching English to Eleventh-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan
This study aimed to evaluate the quality of an English audiobook developed for eleventh-grade visually impaired students at SLB Negeri 1 Tabanan. The study addressed the need for accessible and pedagogically sound English learning media that align with the auditory learning characteristics of visually impaired students. A mixed-methods approach was employed, combining qualitative and quantitative data. Data were collected through observation, interviews, document study, and expert judgment. The audiobook was evaluated by two experts in English Language Education using a Material Quality Assessment Sheet adapted from Tomlinson’s framework for good language learning materials. Quantitative data were analyzed using descriptive statistics to determine the overall quality of the audiobook, while qualitative data supported the interpretation of the evaluation results. The findings revealed that all evaluated aspects of the audiobook met acceptable quality standards, with most criteria categorized as Good and several aspects achieving an Excellent level. The results indicate that the audiobook is pedagogically appropriate, accessible, and suitable as an English learning medium for visually impaired students. Thus, the study confirms that audiobooks developed through a theory-based and expert-informed approach can effectively support inclusive English language learning. Furthermore, the findings support the integration of audiobooks as an alternative or complementary medium in special education settings, offering practical implications for teachers, material developers, and researchers seeking to improve English learning accessibility and quality for visually impaired students.
Copyright (c) 2026 Putu Pujayanthi, I Putu Indra Kusuma, Ni Putu Astiti Pratiwi, I Ketut Trika Adi Ana https://creativecommons.org/licenses/by-sa/4.0
Exploring Figurative Language in Weyes Blood's Song “A Lot’s Gonna Change”
This study focuses on identifying the types of figurative language used throughout Weyes Blood’s “A Lot’s Gonna Change” and understanding how these expressions shape the emotional meaning of the song. Figurative language plays an important role in songwriting because it helps artists express feelings that are often too personal or too abstract to describe in a literal way. Based on the analysis, five types of figurative language were found in the lyrics. Such as metaphor 1 (20%), personification 1 (20%), hyperbole 1 (20%), symbolism 1 (20%), and irony 1 (20%). One notable use of personification shows how the song gives life to abstract ideas, allowing listeners to connect emotionally with the message. This study uses a qualitative descriptive approach, examining the lyrics through close reading to identify figurative expressions and interpret their contextual meanings. Each figure of speech contributes to the song’s themes of nostalgia, personal growth, and the emotional weight of change. Instead of explaining her feelings directly, Weyes Blood uses imagery and subtle comparisons to guide listeners through the shift between past innocence and present maturity. Through these devices, the song transforms personal memories into something universal. Ultimately, “A Lot’s Gonna Change” delivers a gentle reminder about embracing life’s transitions while staying grounded in who you truly are.
Copyright (c) 2026 Alya Maulidya, Zuna El Adiyat, Bryan Fillemon Haenzel, Syam Indra Fahlan https://creativecommons.org/licenses/by-sa/4.0
Consanguineal and Affinal Kinship in the Sasak Language of Karang Bayan
This study aims to identify and classify the kinship terms used by the Sasak ethnic community in Karang Bayan and to analyze the social functions of these terms within cultural and communicative contexts. Using a qualitative descriptive method with an ethnolinguistic and anthropolinguistic approach, data were collected through semi-structured interviews, participant observation, and documentation involving three generational groups: elders, adults, and youth. The findings reveal that the Sasak kinship lexicon in Karang Bayan consists of two major categories: consanguineal kinship (e.g., amaq, inaq, polong) and affinal kinship (e.g., semame, senine, mentoak mama). These terms not only denote familial relations but also serve as linguistic expressions of social values such as respect, hierarchy, and customary obligations. The usage of these terms reflects ethnic identity and functions as a mechanism for intergenerational transmission of cultural values. The study confirms the essential role of language in maintaining social structure and cultural identity among the Sasak people amid the pressures of modern change.
Copyright (c) 2026 Dewi Agustina, Syamsurrijal, Titik Ceriyani Miswaty, Agus Syahid https://creativecommons.org/licenses/by-sa/4.0
Figurative Language in Female Islamic Preaching: A Case Study of Ustadzah Mumpuni Handayekti
A Preacher has duty to convey the preaching to congregation. In order to make the preaching understood and accepted, a preacher need strategy to convey the preaching, one of them is using figurative language. This study aims to examine figurative language in Islamic preaching of Ustazah Mumpuni Handayayekti (UMH), explain the purposes of figurative language used in the preaching, and show the dominant of figurative language used in UMH’s preaching. This study used a qualitative approach. The data in this study were resourced from utterances of Ustazah UMH in two preaching videos broadcast on the You tube channel. The data were collected by means of listening method. Its basic technique is tapping, while its advanced ones are free engagement speaking technique (SBLC) and note-taking technique and analyzed by using interactive model by Miles, Huberman, dan Saldana which includes data collection, data condensation, data display, and conclusion, drawing/ verification. The result show that in Ustazah MH’s preaching, there are six figurative languages used in MH’s preaching, they are synecdoche, simile, personification, metonymy, irony, and metaphor that the most dominant type of figurative language was simile with the percentage of 27%. The purposes of figurative language used in MH’s preaching are emphasizing a statement, expressing humor to freshen up the atmosphere, expressing praise, and expressing sarcasm with subtle language.
Copyright (c) 2026 Dyah Rohma Wati, Dwi Cahyono, Asmah Hanik https://creativecommons.org/licenses/by-sa/4.0
Language Style Analysis in Young Sheldon Series Season 4 Episode 1
This study aims to identify the types of language styles used by the characters in Young Sheldon Season 4 Episode 1 and to analyze how these styles reflect their identities and social relationships. Grounded in Martin Joos's (1967) sociolinguistic theory, The Five Clocks, the research classifies language styles into five categories: frozen, formal, consultative, casual, and intimate. A qualitative content analysis approach was employed to collect, categorize, and interpret data from character utterances throughout the episode. The findings reveal the use of four language styles from 44 identified utterances: formal style (18%), consultative style (27%), casual style (37%), and intimate style (18%). The analysis determined that casual style is the most dominant, primarily reflecting the informal and familial context that forms the core of the series' narrative. The strategic use of consultative style highlights intellectual and guidance-based interactions, while the significant presence of intimate style, particularly between the twin protagonists Sheldon and Missy, underscores their deep emotional bond and serves as a narrative device to explore themes of change and vulnerability. The study concludes that the characters' linguistic choices are not random but are deliberate tools for constructing identity, negotiating social dynamics, and enhancing narrative authenticity. This research demonstrates the practical application of sociolinguistic theory in media analysis, providing a framework for understanding how scripted dialogue conveys complex social and personal meanings.
Copyright (c) 2026 Adinda Deswalyurika, Fairisya Nur Rahmah, Fikri Aditya Aldan, Robert Berkat Laia, Deta Restauli Sihotang https://creativecommons.org/licenses/by-sa/4.0
Language Style Variation and Sociocultural Function in the Karang Pendem Community: A Sociolinguistic Analysis
This study investigates language style variation in everyday social interactions among residents of Karang Pendem, Cakranegara. Using a qualitative descriptive method, the research observes and analyzes spontaneous language use in natural settings such as homes, markets, temples, and public gatherings. Data were collected through field observations and detailed note-taking, and analyzed using theories of sociolinguistics, particularly Labov’s theory of variation, Holmes’ sociopragmatic approach, and Hymes’ communicative competence. The findings reveal four dominant categories of style-shifting based on interlocutor: (1) to elders, marked by respectful forms and high Balinese (basa alus); (2) to peers, characterized by informal tone, casual Indonesian, and code-mixing; (3) to strangers or outsiders, involving formal Indonesian and neutral speech; and (4) to children or socially subordinate individuals, featuring directive, simplified language. These shifts are shown to be strategic and culturally encoded, reflecting values such as respect, solidarity, and caution. The study concludes that style-shifting is not merely a linguistic habit but a culturally informed social strategy. Language variation in Karang Pendem operates as a tool for managing relationships, reinforcing social roles, and maintaining community norms. The findings affirm that language style functions both as a medium of expression and as a reflection of deep-rooted sociocultural structures.
Copyright (c) 2026 I Gusti Ayu Dhiva Wulantari, Agus Syahid, Titik Ceriyani Miswaty, Ni Ketut Putri Nila Sudewi, Muhlisin https://creativecommons.org/licenses/by-sa/4.0
Analyzing the Impact of Online Platforms on Gen Alpha’s Language Use
This article analyzes how online platforms influence language use within Generation Alpha. With the rise of social media, Generation Alpha has become the first generation to have unrestricted social media exposure throughout their formative years. This unrestricted exposure raises questions about the developmental consequences of online platforms, particularly their impact on language development. This research utilized an online database and forthcoming social media discourse and text records for qualitative research. As language and communication use online are continually changing, the survey was designed to assess the use of the internet as a communication and language behavior tool within the social context of Gen Alpha participants. This multiple case study utilized descriptive social media discourse on the impact of social media on Gen Alpha participants’ language use and synthesized various case studies. The impact of social media predictive text tools and autocorrections and the influence of cyber-social discourse and cross-system social media tools on language development are influences to be considered. Overall, this research allows for a better understanding of the constant exposure and the development of linguistic styles and patterns within Gen Alpha.
Copyright (c) 2026 Aqshal Alifa Mahmud, Ayuniza, Tulus Maruli Purba, Muhammad K. Gali Barus https://creativecommons.org/licenses/by-sa/4.0
A Pragmatic Study of Presupposition in the Lyrics of NIKI’s Song “Around”
This study examines the use of presupposition in the song Around from NIKI’s 2018 debut album Zephyr. Using Yule’s (1996) classification, which includes existential, factive, lexical, structural, non-factive, and counterfactual presuppositions, this research identifies the presuppositional triggers found in the lyrics and interprets their implied meanings within the song’s narrative context. A qualitative descriptive approach was used to analyze how these presuppositions shape the emotional and communicative nuances of the lyrics. The findings show that several types of presupposition appear in Around, with existential and factive presuppositions occurring most frequently. These presuppositions reveal implicit meanings related to longing, emotional conflict, and personal reflection. Overall, the study concludes that presupposition serves as an important linguistic strategy in NIKI’s songwriting because it enriches the expressive depth of the lyrics and guides listeners toward the underlying emotional narrative.
Copyright (c) 2026 Kartika Nida Febriani, Olivia Rachel Kurniawan, Hanif Ibadurrahman, Salsa Bila https://creativecommons.org/licenses/by-sa/4.0
Impoliteness Strategies Reflected in Kingdom of the Planet of the Apes (2024) Movie
Language is a mirror of social life and power relations. In film discourse, verbal interaction not only delivers narrative meaning but also exposes ideological and emotional conflicts among characters. This study investigates the impoliteness strategies reflected in Kingdom of the Planet of the Apes (2024), using Culpeper’s (1996) theory as its main analytical framework. The research applies a qualitative descriptive approach to identify and interpret the forms and functions of impoliteness strategies used by the main characters, particularly Proximus Caesar, Noa, and Mae. The data are taken from the movie script and analyzed contextually to reveal the pragmatic functions of language. The findings indicate that all five types of impoliteness strategies proposed by Culpeper appear in the movie: bald on-record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withholding politeness. Each strategy performs different communicative roles such as asserting dominance, challenging authority, expressing resistance, and conveying emotional conflict. The study concludes that impoliteness in this film serves not only as an instrument of verbal aggression but also as a symbolic tool for establishing ideological power, resistance, and social identity in a post-apocalyptic society. Furthermore, the findings imply that analyzing impoliteness in fictional narratives offers critical insights into the dynamics of power and resistance, bridging the gap between cinematic discourse and real-world sociopolitical interactions.
Copyright (c) 2026 Aris Agustian, Lazuardi Alvar Fikri, Firgi Ferdian, Sharla Marlizah, Darmawati Zega, Tiara Oktapiani https://creativecommons.org/licenses/by-sa/4.0
Feminist Discourse in the Indonesian Subtitles of Disney’s Mulan (2020)
This paper investigates how feminist discourse is represented in the Indonesian subtitles of Disney’s Mulan (2020). The research aims to find out if feminist messages of empowerment, equality, and resistance to patriarchal norms are preserved, reconstructed, or neutralized across languages. By applying a descriptive qualitative method, data were taken from selected English–Indonesian subtitle pairs in the official Disney+ Hotstar version. Dialogues expressing the meaning of feminism were thematically grouped into empowerment and self-agency, resistance to patriarchy, and ideological neutralization. The analyses utilized the concepts of feminist discourse theory by Tong (2009) and Butler (1990), and audiovisual translation frameworks by Díaz-Cintas and Remael (2007). The results show that while most liberal feminist ideas of autonomy and agency have been successfully preserved in subtitles, some expressions of resistance have been softened partially in order for them not to violate Indonesian cultural values. This ideological negotiation can be seen as an example of how translation functions not only as a mere linguistic transfer but rather as one of the modes of cultural mediation as well. Hence, subtitling is crucial for the interpretation of global feminist narratives by local audiences.
Copyright (c) 2026 Joyce Trinita Simorangkir, Salshabila Zahwa, Mutia Hanum Siagian, Alberto Pramana https://creativecommons.org/licenses/by-sa/4.0
Translanguaging and Its Role in Enhancing Comprehension among Fifth-Semester English Literature Students at USU
This study investigates the role of translanguaging in enhancing comprehension among fifth-semester English Literature students in Class B at Universitas Sumatera Utara. The research addresses the difficulties students face when engaging with complex literary and theoretical texts in a foreign language learning environment. The primary purpose of this study is to examine how translanguaging practices, understood as the flexible and purposeful use of multiple linguistic resources, support students’ understanding, interpretation, and participation in classroom activities. Employing a qualitative descriptive design, the study collected data through classroom observations, semi-structured interviews, and document analysis of students’ learning artifacts. The analysis focused on identifying patterns of translanguaging use and examining their impact on students’ comprehension processes. The results show that translanguaging plays a significant role in helping students connect their prior linguistic knowledge with academic English, enabling them to grasp abstract concepts and interpret texts more effectively. Students were observed using translanguaging strategically to clarify meanings, negotiate interpretations, and scaffold their peers’ understanding. Furthermore, translanguaging reduced language anxiety, minimized gaps in English proficiency, and encouraged a more collaborative and inclusive learning environment. These practices ultimately supported deeper engagement with course materials and enhanced overall comprehension. The findings indicate that translanguaging can serve as an effective pedagogical approach in higher education literature courses, particularly in multilingual contexts such as Indonesia. This study contributes to the discourse on multilingual pedagogy and offers practical insights for educators seeking to integrate translanguaging as a dynamic strategy to strengthen learning outcomes in English Literature programs.
Copyright (c) 2026 Mesra Hati Ndruru, Najwa Arifa, Sara Jesika Surbakti, Muhammad Arifandi Yacub, Hadlinten Josua Tumanggor https://creativecommons.org/licenses/by-sa/4.0
Overcoming Morphosyntactic Challenges in English: A Study of Non-Native University Learners Acquiring Competence as a Foreign Language
Foreign learners face significant challenges when learning English morphosyntax because their first language differs structurally from the target language. The different aspects of language create problems which lead to insufficient vocabulary development alongside ineffective communication methods and unsuitable teaching methods. This research aims to identify the fundamental difficulties learners face when learning morphological and syntactic structures of FL while presenting practical educational solutions for enhanced learning. The research incorporates eight international students to perform both qualitative and quantitative analyses. For statistical analysis researchers used t-tests together with Mann-Whitney U tests to examine data obtained from 28 survey participants. In-depth interviews served as the primary data collection method to better understand learner challenges and their learning experiences. According to the study, psychological and social elements together with motivation and anxiety create significant barriers to FL learner achievement. The study points out that specific instructional approaches need to address the problems caused by structural variations between L1 and FL. The research suggests learner-centered methods together with digital media integration and error-based learning and metacognitive strategies to enhance FL morphosyntax comprehension and learning. These strategies are put out as practical ways to get over the obstacles that have been identified and improve the educational process.
Copyright (c) 2026 Fahdila Fitri Rinaldi https://creativecommons.org/licenses/by-sa/4.0
Unveiling Hidden Meanings: Implicature in Donald Trump’s 2017 UN General Assembly Address
Political discourse frequently employs implied meanings to convey ideological positions, authority, and persuasion in indirect ways. This study investigates the use of implicature in Donald Trump’s 2017 United Nations General Assembly Address, with a specific focus on identifying the types of implicature and explaining their pragmatic functions within a global diplomatic context. The research aims to reveal how implied meanings operate as strategic rhetorical tools in political communication. Using a descriptive qualitative approach, fifteen selected utterances from the speech were analyzed based on Grice’s (1975) theory of implicature, which categorizes implicature into Particularized Conversational Implicature, Generalized Conversational Implicature, and Conventional Implicature. The analysis reveals that Particularized Conversational Implicature is the most dominant type found in the speech, followed by Generalized Conversational Implicature and Conventional Implicature. This dominance indicates that the speaker heavily relied on contextual factors, shared political knowledge, and audience assumptions to convey criticism, warnings, and ideological stances implicitly rather than explicitly. The use of context- dependent implicature allows sensitive political messages, including threats and evaluations of other nations, to be communicated indirectly while maintaining diplomatic formality. These findings suggest that implicature plays a crucial role in shaping meaning, managing face, and influencing audience interpretation in international political discourse. This study contributes to the field of pragmatics and political discourse analysis by demonstrating how implicature functions as a strategic linguistic resource in high-level diplomatic speeches and by highlighting the importance of pragmatic interpretation in understanding political communication beyond literal meaning.
Copyright (c) 2026 Nur Reski Amelia Pepin Hsb, Aulia Yasmin, UsmonAli Khasanov https://creativecommons.org/licenses/by-sa/4.0
Chinese Cultural Representation and Global Identity in the Movie Over the Moon (2020)
This study examines how “Over the Moon” (2020), a Sino-American animated film co-produced by Netflix and Pearl Studio, represents Chinese cultural identity within a globalized media landscape. Using a qualitative descriptive approach with semiotic and cultural analysis, the research focuses on how traditional Chinese symbols, myths, and values are visually and narratively constructed within the film. Guided by Barthes’ semiotic model and Hall’s representation theory, the analysis identifies key cultural signifiers—such as the moon goddess Chang’e, familial devotion, and the Mid-Autumn Festival—and interprets how these are transformed to align with global storytelling aesthetics. The findings reveal that “Over the Moon” synthesizes cultural authenticity and global accessibility through a hybrid mode of representation that preserves essential aspects of “Chineseness” while adapting them for international audiences. This interplay between localization and universalism illustrates how globalization shapes the rearticulation of Chinese identity in contemporary animation.
Copyright (c) 2026 Imelda Indry Arta, Adrian David Rafael, Tantri Nuraini https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Code-Mixing in Web Series: My Nerd Girl Season 1
This study investigates how code-mixing is employed in the first season of the Indonesian web series My Nerd Girl, focusing on its linguistic forms, communicative functions, and specific types. In a multilingual setting like Indonesia, the blending of Indonesian and English frequently appears in everyday discourse, and this series provides a relevant representation of such practices. The main objective of this research is to describe how code- mixing occurs in the characters’ dialogues and to explain the roles it plays within the narrative. A qualitative descriptive design was applied, and Muysken’s (2000) typology was used to classify the linguistic patterns observed. Through this framework, three major types of code- mixing were identified: insertion, alternation, and congruent lexicalization. The analysis shows that insertion predominantly appears in the form of English nouns, adjectives, and short expressions that are embedded into Indonesian clauses to create emphasis or introduce a contemporary tone. Alternation surfaces when speakers shift between the two languages across phrases or clauses, often marking emotional shifts, relational positioning, or stylistic variation. Congruent lexicalization emerges when Indonesian and English elements share the same syntactic structure, reflecting the fluid bilingual practices commonly found among urban youth. Overall, the results indicate that code-mixing in My Nerd Girl functions as both a sociolinguistic feature and a narrative technique. Its strategic use supports character development, mirrors real bilingual communication, and enhances the series’ appeal to contemporary audiences.
Copyright (c) 2026 Elis Setiawati, Iqlima Sholeha, Helpmi Juli Kristiani, Jelya Andini, Muhammad Munari https://creativecommons.org/licenses/by-sa/4.0