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All Journal Journal of English Language and Education Journal of Creative Student Research
Lailatul Musyarofah
Universitas PGRI Delta
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Transportation Other

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The Figurative Language found in Taylor Swift’s Song in the Folklore Album Eonike Esther Wulandari; Lailatul Musyarofah; Yudy Prasetyo
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3113

Abstract

This study examines the use of figurative expressions in selected songs from Taylor Swift’s Folklore album. It focuses on identifying and interpreting the various literary devices found in six songs: Cardigan, The 1, Mirrorball, My Tears Ricochet, The Last Great American Dynasty, and Invisible String. This research employed a descriptive qualitative approach, using the song lyrics as the primary data source. Data were collected through documentation from official lyric sources and analyzed by identifying, classifying, and interpreting the rhetorical devices based on relevant literary and linguistic theories. The findings reveal the presence of several types of figurative expression, including metaphor, hyperbole, personification, symbolism, simile, and irony. Among these, metaphor is the most dominant, reflecting emotions, memories, relationships, and life experiences through symbolic imagery. Hyperbole and personification are also frequently employed to intensify emotional expression and create vivid mental images, while symbolism, simile, and irony enrich the depth of meaning and narrative complexity of the lyrics. Overall, these literary devices play a significant role in enhancing the album’s aesthetic quality, emotional resonance, and storytelling. The findings demonstrate that contemporary song lyrics can be examined as literary texts and provide valuable insights into the creative use of language in modern music.
Theatrical Play Implementation to Provide Authentic Learning Experience Lailatul Musyarofah; Maksimus Masan Kian
Journal of Creative Student Research Vol. 4 No. 4 (2026): Agustus: Journal of Creative Student Research
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jcsr-politama.v4i4.6548

Abstract

This study aimed to find (i) how theatrical play was implemented in SMPN 1 Lewolema East Flores, and (ii) how it facilitated authentic language learning. This is qualitative case study involving the students and a teacher of SMPN 1 Lewolema East Flores. Field notes, a video recorder, a teaching journal, and an interview were used to collect the data. The finding showed that (i) theatrical play in the form of short movie production was well implemented by using its teaching syntax; pre-production, production, and post-production. Furthermore, (ii) it could promote authentic language learning based on elements of authentic learning situation; (1) real world relevance, (2) ill-defined nature of the learning task, (3) incorporation into the activity of several complex tasks, (4) opportunity to collaborate, (5) assessment which was seamlessly integrated with the task, (6) polished product outcome activity, and (7) possible diversity of outcomes. Theatrical play also facilitated four language skills within varied activities. This study suggests to conducting an experimental study to see the effectiveness of theatrical play in language learning.
Student Perception of Using Arknights Game to Develop Vocabulary Mastery Rangga Wahyu Atmoko; Yulianto Sabat; Endah Alamsari Andayani; Siti Aisyah; Lailatul Musyarofah
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v%vi%i.3264

Abstract

Vocabulary remains one of the toughest hurdles for those learning English, and surprisingly, narrative-driven mobile games are emerging as a unique way to gain language exposure outside the usual classroom environment. This research delves into how Indonesian players of the mobile game Arknights pick up and understand English vocabulary through its engaging, story-rich content. Using a qualitative approach, the researchers collected open-ended responses from player, mostly university students, and performed a thematic analysis on the data. Data identified five main themes: player characteristics, the difficulties of reading unfamiliar or literary language, the introduction of new vocabulary through the main story and dialogues, using strategies like using translation tools and contextual clues, the players' views on their vocabulary growth. Most participants noted that the game's vocabulary posed a real challenge, often filled with literary or old-fashioned terms; however, the repeated exposure throughout the storyline helped them remember these words. The findings suggest that vocabulary acquisition in this setting happens informally, fueled by ongoing exposure and self-directed problem-solving rather than traditional teaching methods.
Co-Authors Endah Alamsari Andayani Eonike Esther Wulandari Maksimus Masan Kian Rangga Wahyu Atmoko Siti Aisyah Yudy Prasetyo Yulianto Sabat