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All Journal Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora Journal An-Nafs: Kajian Penelitian Psikologi
Buyun Khulel
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Humanities Education Environmental Science Social Sciences Other

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THE ARBITRARY NATURE OF SIGNS AND REDUCED FORMS SEEN IN THE LONE RANGER MOVIE Buyun Khulel
HUMANIS: Jurnal Ilmu-Ilmu Sosial dan Humaniora Vol 12 No 2 (2020): Juli
Publisher : LPPM UNISDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/humanis.v12i2.1982

Abstract

This present study provided analysis on the arbitrary nature of signs and reduced forms (gonna, wanna, and gotta) seen in the Lone Ranger movie. The researcher focused on the dialogues between the main characters of the movie (John Reid abbreviated as “JR” and Tonto abbreviated as “T”). The researcher found in the script of the movie that Tonto used some terms related to the arbitrary nature of signs. Those terms are Spirit Walker, Windigo, and Kemosabe. Those terms have no logical basis for the choice of a particular signal to refer to a particular signification. This study also analyzed some reduced forms used by the main characters in the Lone Ranger movie. Reduced forms frequently used in speech in informal colloquial English, particularly American English. This study revealed only one kind of reduced forms found in the dialogue between the main characters. That kind of reduced form is “gonna”. The researcher found that “gonna” was spoken three times in the movie. All of them were spoken by John Reid (JR). in line with the previous research, those findings showed that “gonna” usually spoken by young people and comes from certain social class.
Uncovering Psychological Determinants and Coping Strategies in English Language Anxiety Among High School Students Ameliana; Khoirul Huda; Buyun Khulel
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8009

Abstract

English language proficiency is increasingly vital in today’s globalized world; however, many high school students experience English Learning Anxiety (ELA), which hinders their academic performance and language development. This study aims to explore the psychological determinants of English learning anxiety and to examine how students actively cope with anxiety in authentic classroom contexts. This research employed a qualitative descriptive design with thematic analysis, utilizing semi-structured interviews and classroom observations involving ten high school students from grades 10 and 11 at SMA Ahmad Yani 2 Baureno, Indonesia. The findings indicate that English learning anxiety is shaped by interrelated psychological determinants, including fear of negative evaluation, low self-confidence (self-efficacy), test anxiety, and learning motivation, rather than by isolated factors. Fear of negative evaluation and evaluative pressure emerged as particularly influential in constraining students’ classroom participation, while low self-confidence and test anxiety further intensified emotional distress. In response, students employed adaptive coping strategies, such as relaxation techniques, self-affirmation, peer support, and engagement in activity-based learning (e.g., storytelling, role-playing, and interactive tasks), to regulate anxiety during English learning. This study contributes novel, context-sensitive insights by foregrounding students’ lived experiences and coping processes, thereby extending existing ELA research beyond variable-centered explanations toward a dynamic, process-oriented understanding of anxiety regulation in secondary education contexts. The findings suggest that supportive classroom environments and interactive instructional practices play a crucial role in reducing students’ psychological burden. Accordingly, English language teachers are encouraged to integrate psychologically responsive and interactive teaching strategies to foster emotional safety and learner engagement, particularly within exam-oriented educational settings.
Co-Authors Ameliana Khoirul Huda