Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Sarah Safika Sitorus
Universitas Sumatera Utara - Indonesia
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A Cognitive Stylistic Analysis of Retroactive Jealousy in Niki’s ‘Did You Like Her in The Morning? Sarah Safika Sitorus; Ibnati Faiza Hamdi; Rahmadsyah Rangkuti
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/957p9z90

Abstract

Retroactive jealousy refers to feelings of insecurity and concern about a partner’s previous romantic relationships. This study aims to examine how retroactive jealousy is represented in NIKI’s song Did You Like Her in the Morning? through interpersonal meaning, framing, and metaphor. Using a cognitive stylistic approach, the study combines Systemic Functional Linguistics (SFL), Frame Analysis, and Conceptual Metaphor Theory. The data consist of the song lyrics obtained from Spotify and were analyzed qualitatively through data collection, identification of linguistic features, and interpretation. The findings reveal that the frequent use of interrogative sentences constructs interpersonal meaning by positioning the narrator as uncertain and emotionally vulnerable toward the partner’s past. The lyrics further employ framing strategies that present the former partner as a significant figure in the narrator’s imagination. In addition, metaphors such as weightless and heavy transform abstract emotions into concrete physical experiences, highlighting feelings of jealousy, comparison, and insecurity. These findings demonstrate how linguistic choices contribute to the construction of retroactive jealousy and show how contemporary song lyrics communicate complex emotional experiences.
Multimodal Representation of Academic Anxiety in Jory John's The Smart Cookie Anggun Dhanisa; Nabila Zuki; Sarah Safika Sitorus; Ibnati Faiza Hamdi; Muhammad Yusuf
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/4xr23w06

Abstract

Modern children's literature no longer serves merely as a tool for early literacy, but functions as a socio-cultural artifact reflecting the emotional and psychological challenges of contemporary children. However, previous research on how children's academic anxiety and identity crises that are deeply depicted through the synergy of text and imagery in popular storybooks remains highly under-explored. This study aims to examine the multimodal construction in the picture book The Smart Cookie by Jory John and Pete Oswald (2021), specifically how the protagonist's “baked identity” serves as a layered semiotic metaphor for perfectionist pressures and academic performance anxiety. Methodologically, this study adopts a qualitative descriptive approach within the Multimodal Discourse Analysis (MDA) paradigm, integrating Michael Halliday's Systemic Functional Linguistics (SFL), Kress and van Leeuwen's visual social semiotics, and intermodal relations. The analysis focuses on the verbal, visual, spatial, and gestural dimensions of 18 selected double-page spreads. The findings demonstrate that the text-image dynamics actively construct a “third story,” a psychological realm arising from the ironic tension and counterpoint between verbiage and illustration. This study concludes that micro-level narrative and visual decisions successfully encode macro-level social anxieties, allowing the storybook to critique academic performativity while simultaneously fostering internal psychological resilience and social-emotional literacy in young readers.
Co-Authors Anggun Dhanisa Ibnati Faiza Hamdi Muhammad Yusuf Nabila Zuki Rahmadsyah Rangkuti