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p-Index From 2021 - 2026
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All Journal Journal of English Language and Education
Yuliyanto Sabat
Universitas PGRI Delta Sidoarjo
Languange, Linguistic, Communication & Media Other

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The Denotative and Connotative Meanings in the Song Lyric of “If Ain’t Got You” By Alicia Keys Putri Adelia Ningsih Boimau; Yuliyanto Sabat; Siti Aisyah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2812

Abstract

Song lyrics often convey meanings that extend beyond their literal interpretations, making semantic analysis essential for understanding the messages embedded in musical texts. However, studies specifically examining denotative and connotative meanings in English popular songs remain relatively limited. Therefore, this study aims to identify the denotative and connotative meanings found in Alicia Keys' *If I Ain't Got You* and explain how these meanings contribute to the song's overall message. This research employed a descriptive qualitative approach using document analysis as the primary method. The data consisted of lyrical expressions selected from the song and analyzed based on semantic theory. The findings revealed 20 lyrical expressions, including 7 denotative meanings and 13 connotative meanings. The predominance of connotative meanings indicates that figurative and implied language plays a significant role in communicating the song's central message. The analysis shows that the lyrics emphasize the importance of genuine love, emotional connection, and personal fulfillment over material wealth, social status, fame, and power. These findings highlight the value of semantic analysis in revealing deeper meanings and enhancing the interpretation of song lyrics.
The Use of Roleplay and Narrative Text to Teach Speaking Skill Yolanda Sela Amelia; Yuliyanto Sabat; Lailatul Musyarofah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2807

Abstract

Speaking is a fundamental component of English language learning as it enables learners to communicate effectively in both academic and real-life contexts. Nevertheless, many EFL students continue to experience difficulties in developing speaking proficiency due to limited vocabulary, lack of self-confidence, grammatical inaccuracies, and speaking anxiety. Although role-play has been widely acknowledged as an effective instructional technique for improving speaking skills, research examining its integration with narrative texts remains relatively limited. Therefore, this study aims to describe the implementation of role-play through narrative texts in teaching speaking skills and to explore students’ perceptions of its use in the classroom. This study employed a descriptive qualitative approach, with data collected through classroom observations and semi-structured interviews involving eleventh-grade Hospitality students at SMKN 8 Surabaya. The findings indicate that narrative text-based role-play promoted students’ confidence, active participation, speaking fluency, and comprehension of narrative texts. Although students encountered challenges related to vocabulary, grammar, pronunciation, and speaking anxiety, continuous teacher guidance and feedback helped them address these difficulties. These findings suggest that integrating role-play with narrative texts is an effective pedagogical strategy for enhancing EFL students’ speaking skills while fostering greater engagement and confidence in classroom communication.
Co-Authors Lailatul Musyarofah Putri Adelia Ningsih Boimau Siti Aisyah Yolanda Sela Amelia