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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal GLENS: Global English Insights Journal
Nur Mutmainnna Halim
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Stylistic Features as Meaning-Making Resources in Selected Children’s Storybooks by Julia Donaldson Christiani Velma Jessica Dame; Abd Halim; Fitriyani Bakri; Nur Mutmainnna Halim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3377

Abstract

Children’s storybooks employ carefully crafted linguistic patterns that not only entertain young readers but also function as important resources for meaning-making, engagement, and early language development. This study investigates stylistic features as meaning-making resources in selected children’s storybooks written by Julia Donaldson, namely The Gruffalo, Room on the Broom, and The Snail and the Whale. The study aims to examine the dominant stylistic features used in the selected texts and explore how these features function in constructing meaning for young readers. Employing a qualitative descriptive-analytic design, this research applies the stylistic framework of Leech and Short alongside Halliday’s Systemic Functional Linguistics (SFL). The analysis focuses on five stylistic categories: lexical, grammatical, phonological, graphological, and figurative features. The findings reveal that phonological features, particularly rhyme, rhythm, alliteration, and sound repetition, are the most dominant stylistic resources across the selected storybooks. These features function simultaneously as ideational resources that foreground semantic relationships, interpersonal resources that establish expressive and interactional dimensions within the narratives, and textual resources that organize narrative flow and coherence. Viewed through Halliday’s meta-functional framework, these stylistic patterns contribute to multiple layers of meaning construction within the selected storybooks. The study further demonstrates that stylistic choices in children’s storybooks are purposefully adapted to the cognitive and linguistic capacities of young readers, making narratives more accessible, memorable, and emotionally engaging. This study contributes to stylistics and children’s literature studies by highlighting how linguistic features function not merely as aesthetic devices, but as meaningful resources that support narrative construction and early literacy development.
Tracing Cognitive Struggles in EFL Writing: A Phenomenological Study of Language Errors among University Students Fitriyani Bakri; Mardiyanah Nasta; Nur Mutmainnna Halim
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.924

Abstract

Writing in EFL is a cognitively demanding activity involving idea generation, vocabulary retrieval, grammatical formulation, and self-monitoring. Nevertheless, studies on EFL writing errors have largely emphasized linguistic inaccuracies while giving limited attention to students’ cognitive and emotional experiences during writing production. This study aims to explore the cognitive struggles underlying language errors among Indonesian university students in an EFL writing context through a phenomenological perspective grounded in Levelt’s language production framework. This study employed a qualitative phenomenological design involving 24 students of Class A 2024, English Literature Study Program, Universitas Negeri Makassar who enrolled in Essay Writing class. Students were instructed to write a 1–2 paragraph research progress summary without using phones or digital references. Data were collected through students’ written texts, reflection journals, and stimulated recall interviews, and analyzed using thematic analysis informed by Interpretative Phenomenological Analysis (IPA). The findings reveal that students experienced difficulties in generating and organizing ideas, retrieving vocabulary, constructing sentences, and maintaining coherence. In addition, emotional factors such as confusion, nervousness, pressure, and cognitive fatigue intensified writing difficulties and interrupted writing fluency. The study demonstrates that language errors reflect deeper cognitive and emotional struggles during writing production rather than merely grammatical deficiencies.
Co-Authors Abd HALIM Christiani Velma Jessica Dame Fitriyani Bakri Mardiyanah Nasta