PANOPTICON: Journal of English Studies
type: channel
description: Journal title Initials E-ISSN Frequency DOI Journal Editor in Chief Publisher Cite Analysis Indexing PANOPTICON: Journal of English Studies P N P 3047-8693 4 issues per year (February, May, August and November) Prefix 10.32493 Dr. Hilma Safitri, M.Hum. Universitas Pamulang Google Scholar Google Scholar PANOPTICON: Journal of English Studies is a scholarly journal published by English Letter of Universitas Pamulang. It was founded in 2024, with registered number E-ISSN: 3047-8693. PANOPTICON has commitment to exchange and share ideas as well as research findings from researchers. Also, it provides the interdisciplinary forum for the most recent innovations, trends, concerns, practical challenges encountered and the solutions adopted in the field of Literature, Linguistics, and Cultural Studies: Children Literature Cyber Literature Gender Studies Issues in Eco-literature Literature in the context of Asia Postcolonial Issues in Literature and Culture World Literature Travel Literature Popular Literature Applied Linguistics Discourse Analysis Translation of Literary Works Cultural Studies Language Teaching Online Submissions Already have a Username/Password for PANOPTICON? GO TO LOGIN Need a Username/Password? GO TO REGISTRATION Registration and login are required to submit items online and to check the status of current submissions. DOWNLOAD GUIDLINE FOR AUTHOR Submission Guideline Template Article Example Ethics for Researchers If you find a problem concerning articles, send your message to: dosen02345@unpam.ac.id or call 081808044278 (Subject: Name_Problem in Publishing Article). Indexed on:
publisher: Sastra Inggris UNPAM
language: en-US
publication name: PANOPTICON: Journal of English Studies
issn: 3047-8693
items: Lexical Relations and Related Meanings in NIKI’s Buzz Album: A Semantic Analysis
items: Trauma, Memory, and Coping Mechanisms in Yaa Gyasi’s Transcendent Kingdom: A Caruthian Trauma Analysis
items: Lexico-Semantic Errors in Indonesian EFL Students' Argumentative Writing: Types, Causes, and Pedagogical Implications

Lexical Relations and Related Meanings in NIKI’s Buzz Album: A Semantic Analysis
type: item
description: This study explores the phenomenon of lexical relations and related meanings in NIKI’s Buzz album. It aims to identify types of lexical relations found in the album and describe their association with related meanings. This research employs a qualitative method by analyzing the lyrics of 13 songs in NIKI’s Buzz album. Utilizing Yule’s (2020) theory of lexical relations, this study identifies five types of lexical relations: antonymy, polysemy, metonymy, synonymy, and hyponymy. In addition, Nida’s (1975) theory of related meanings is also used to analyze the association between the lexical relations and related meanings in the selected words. The findings reveal that antonymy is the most dominant type, with 17 instances (42.5%), indicating a high level of use of emotional contrast to express the album’s theme of trauma, heartbreak, and self-growth. Furthermore, the most frequent related meaning’s principle found is the complementary relation, with 17 data (42.5%), showing how oppositional ideas can strengthen the album’s narrative structure. This research contributes to the understanding of semantics in song lyrics and highlights the role of linguistics, particularly lexical relations, in conveying meaning through music.
creator: Anisfa Aulia Quratul Aini
creator: Rossy Halimatun Rosyidah
rights: Copyright (c) 2026 Anisfa Aulia Quratul Aini, Rossy Halimatun Rosyidah https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-05-16
publication date: 2026-05-16
volume: 4
number: 2
starting page: 97
ending page: 110
doi: 10.32493/pnp.v4i2.59302

Trauma, Memory, and Coping Mechanisms in Yaa Gyasi’s Transcendent Kingdom: A Caruthian Trauma Analysis
type: item
description: This study examines the representation of trauma and coping mechanisms experienced by the main character in Yaa Gyasi’s Transcendent Kingdom (2020) by applying Cathy Caruth’s trauma theory (1996). The study focuses on how trauma is psychologically constructed through fragmented memory, intrusive recollections, and delayed realization, as well as how these experiences shape the character’s emotional and behavioral responses. Employing a qualitative descriptive method, the data were collected through close reading of narrative passages, character reflections, and significant events related to traumatic experience and psychological response in the novel. The data were then categorized and interpreted based on Caruth’s concepts of intrusive experience, repetition compulsion, and deferred action, alongside coping mechanisms reflected in the character’s behavior. The findings reveal that trauma in the novel is represented as an ongoing psychological condition manifested through recurring memories, emotional disconnection, identity disturbance, and delayed understanding of painful experiences. In response to trauma, the main character develops several coping mechanisms, including avoidance coping, emotional withdrawal, and meaning-making coping through spirituality and intellectual reflection.
creator: Aulia Febrianna
rights: Copyright (c) 2026 Aulia Febrianna https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-05-18
publication date: 2026-05-18
volume: 4
number: 2
starting page: 111
ending page: 119
doi: 10.32493/pnp.v4i2.60044

Lexico-Semantic Errors in Indonesian EFL Students' Argumentative Writing: Types, Causes, and Pedagogical Implications
type: item
description: Academic writing requires not only grammatical accuracy but also appropriate and precise word choice. However, many English as a Foreign Language (EFL) students experience lexico-semantic difficulties that reduce the clarity, accuracy, and naturalness of their academic writing. This study aimed to identify the types of lexico-semantic errors in Indonesian EFL students’ argumentative essays, investigate the factors contributing to these errors, and discuss their pedagogical implications. A descriptive qualitative design was employed. The data consisted of 35 argumentative essays comprising approximately 10,500 words written by undergraduate students at Universitas Pamulang. Semantic errors were identified through document analysis and verified using the Oxford Advanced Learner’s Dictionary (OALD) and academic writing references. Semi-structured interviews with 10 students were conducted to explore the underlying causes of the identified errors. The findings revealed 125 lexico-semantic errors classified into five categories: inappropriate word choice (38.4%), collocation errors (25.6%), literal translation (17.6%), misuse of synonyms (10.4%), and misuse of polysemous words (8.0%). The interviews indicated that first-language interference, limited academic vocabulary, and insufficient awareness of English collocations were the main contributing factors. These findings suggest that academic writing instruction should integrate contextualized vocabulary learning, collocation awareness, and semantic competence to improve students’ lexical accuracy and writing quality.
creator: Rossy Halimatun Rosyidah
creator: Siti Latifatul Rosidah
creator: Lida Holida Mahmud
creator: Nahoras Bona Simarmata
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-05-15
publication date: 2026-05-15
volume: 4
number: 2
starting page: 120
ending page: 133
doi: 10.32493/pnp.v4i2.61944