Article Per Year (5 Year)
p-Index From 2021 - 2026
4.609
P-Index
This Author published in this journals
All Journal Language Circle : Journal of Language and Literature Journal of English Language Studies Langkawi: Journal of The Association for Arabic and English Jurnal Pengabdian Pada Masyarakat Journal of English Education Studies MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) UNNES International Conference on ELTLT Jurnal Pengabdian Pada Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Ta'dib Journal on Education and Teacher Professionalism Journal of Contemporary Issues in Primary Education Innovations in Multidisciplinary Education Journal Paidagogia Jurnal Edulanguage: Jurnal Pendidikan Bahasa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Nur Azmi Rohimajaya
Universitas Mathla'ul Anwar
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
An Analysis Of Figurative Language In The Lyrics Let It Go Song By Idina Menzel arin, siti; Rohimajaya, Nur Azmi; Riandi, Riandi

Publisher :

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202581.131

Abstract

This research analyzes the use of figurative language in the lyrics of the song “Let It Go” by Idina Menzel, which is widely known as a theme song of Disney’s “Frozen”. The study aims to identify and classify various types of figurative language, such as metaphor, simile, personification, hyperbole, idiom, alliteration, and symbolic expressions, and interpret their meanings using a qualitative descriptive approach. Drawing on Ferdinand de Saussure’s semiotic theory, the research decodes the song’s linguistic signs (signifier and signified) to explore how language shapes meaning, emotion, and imagery in the lyrics. The findings show that the lyrics are rich in figurative expressions that represent Queen Elsa’s inner transformation, emotional struggles, and the symbolism of freedom and empowerment. Hyperboles and personifications are used to enhance the imagery of Elsa’s magical powers, while similes and metaphors illustrate emotional depth and resilience. The study concludes that figurative language in “Let It Go” not only adds aesthetic value but also serves as a powerful medium to convey character development and thematic elements such as identity, self-acceptance, and liberation. This research highlights the importance of understanding figurative language in songs to grasp deeper meanings and emotional nuances.
AN ANALYSIS OF PAUSE AND SLIP OF THE TONGUE IN ENGLISH EDUCATION STUDENTS OF UNMA BANTEN KHOERUNNISA, SITI ALNIDA; GUMELAR, RIZDKI ELANG; ROHIMAJAYA, NUR AZMI
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 2 (2023): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i2.2635

Abstract

Speech errors can happen to everyone in every activity. This is inseparable from the world of education, one of which is microteaching activities. In its implementation in the English Education Study Program at Mathla'ul Anwar University Banten, there were several pauses and slips of the tongue that occurred. This research uses a qualitative approach. This research method is descriptive-qualitative. The data collection methods in this study involved observation, documentation, and checklists. In this study, the researchers conducted an obtrusive study by contacting several subjects and making observations to obtain data according to the formulation of the problem. The visual form of documentation that is the source of data is the microteaching video of sixth semester students of the English Education Study Program at Mathla'ul Anwar University Banten one video for one academic year, start from the 2019/2020 academic year to the 2022/2023 academic year. The results showed that all data, namely Subject A1 to Subject D1, had both types of pauses based on Fromkin's theory, namely silent pauses and filled pauses. While there are only 3 out of 6 types of tongue slips based on Dardjowidjojo theory, there are anticipation, transposition, and perseveration. While there is no slip of the tongue for the types of blend, malapropism, and substitution. In this research, speech errors such as pauses and slips of the tongue were caused by fatigue, a focus on accents, not mastering the material or vocabulary, nervousness, rushed, and the habit of saying the words “eee” and “aaa”. This finding also expects other researchers to further analyze psycholinguistics so as to minimize other speech errors.
The effect of ELSA Speak  Application Towards Students’ Speaking Skill at the Eighth Grade of SMPN 4 Cijaku Lebak-Banten in the Academic Year 2023/2024 Putri, Anes Indriali; Rohimajaya, Nur Azmi; Munawaroh, Tatu
Innovations in Multidisciplinary Education Journal Vol. 1 No. 2 (2024): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/016gj255

Abstract

This research aims to determine the significant effect of the ELSA Speak Application towards Students’ Speaking Skill in the Eight Grade of SMPN 4 Cijaku Lebak-Banten Academic Year 2023/2024. This research paper used a quantitative approach and quasi-experimental design.This research was conducted in Mei-Juni, and the researcher chose two classes, namely the control class and the experimental class. The sample selection technique is purposive sampling; the researcher used class VIII A (27 students) as the experimental class and class VIII B (27 students) as the control class. The experimental group was taught using the ELSA Speak Application, while the control group was taught using the Cake English Learning Application. In the data collection technique, the researcher gave a pre test and post test. The control group’s pre-test mean was 56,6 and the experimental groups’ 57,2. Then the control group s’ post-test mean was 70,7 and the experimental groups’ post-test mean was 74,8. In analyzing the data, the researcher use SPSS 22 statistical calculations and post-test result of control and experimental classes to analyze hypothesis testing. Researcher found two -sided significant result = 0.000 < ꭤ  0.05. Therefore, the researcher concluded that the use of the ELSA Speak Application had a significant impact on students’ speaking skill at SMPN 4 Cijaku Lebak-Banten.
The Analysis of Figurative Language Found in English Lyrics of Song “Easy on Me” By Adele Laurie Yulianti; Rohimajaya, Nur Azmi; Riandi
Innovations in Multidisciplinary Education Journal Vol. 1 No. 2 (2024): Innovations in Multidisciplinary Education Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/r6sxmd65

Abstract

The Aims of the research Paper are: To Find out the Types of Figurative Language are used in English Lyric of Song’s, Meaning of this Figurative Language in English Lyric of Song’s and To Find out the Most Dominant Figurative Language in English Lyric of Song’s. in this Research, the researcher used the Qualitative Research since the Data are in the Form of Written or Oral Words the Techniques of Collecting Data, the Collected From the Song’s Entitled of  “Easy on Me” By Adele Laurie. and the researcher did 8 Steps to the Techniques of Analysis Data, Follows: Listening the Songs, Reading the Song Lyrics, Underlining the Word Which Related in Figurative Language, Identifying, Classifies Certain Lyrics, Reanalyzed the Song Lyrics, Coding, and the Last the researcher make a Table and a Pie Chart. The Finding of the Research, The researcher Found Seventeen the Figurative Language in English Lyrics of Song’s are: Alliteration, Hyperbola, Idiom, Irony Litotes, Metaphor, Metonimia, Onomatopoeia, Oxymoron, Personification, Repetition and Simile . The Most Dominant Figurative Language which are used in the Song Lyrics is Repetition Found Three Song Lyric.
An Analysis of Code Mixing and Code Switching Used by Students in English Education Department of Mathla’ul Anwar University Banten Hasanati, Yuyun; Rohimajaya, Nur Azmi; Riandi, Riandi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.1.2025.25-46

Abstract

Abstract is This study used a qualitative approach and descriptive-qualitative method to examine code-mixing and code-switching among sixth-semester students in the English Education Program at Mathla'ul Anwar University Banten during the 2022-2023 academic year. Five microteaching videos were analyzed. Data were collected through observation, documentation, and checklists. The study found that Subjects A to E used three types of code-mixing according to Hoofman’s theory: intra-sentential, intra-lexical, and mixing involving pronunciation changes. Based on Poplack’s theory, the types of code-switching observed were tag-switching, inter-sentential switching, and intra-sentential switching. Subject A showed the highest frequency of code-mixing with 30 instances (26 intra-sentential and 4 intra-lexical) and the highest frequency of code-switching with 30 instances (1 tag-switching, 14 inter-sentential, and 15 intra-sentential). Code-mixing and code-switching were influenced by bilingual or multilingual abilities, the need to fit social or situational contexts, and specific communication needs. The study suggested further research in sociolinguistics to better understand these phenomenon. The researcher hoped the findings would be useful for readers, students, and researcher interested in code-mixing and code-switching. Keywords: Code Mixing, Code Switching and Sociolinguistics
An Analysis of Code-switching by El Barack on TikTok Video ita, Ita Rosita; Novari, Ari Fajria; Rohimajaya, Nur Azmi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.1.2025.1-15

Abstract

This research focused on analysis of types and functions of code-switching used by El Barack in TikTok videos. Ten samples of TikTok videos from the @inijedar channel featuring El Barack, the writers applied poplack theory which functioned to categorize the types of code-switching, and Gumperz which functioned to explain what are function used by El Barack on TikTok video. This research also adopted descriptive-qualitative methods. Data collection was carried out using observation, documentation and checklists. This research focuses on speeches containing code switching produced by El Barack. The conclusions obtained regarding all data, Subjects A4 to A10, have types of Code-switching, but subjects A1 to A3 do not have one of the types of Code-switching, this is proven by data analysis on videos: subjects A1 to A10, have a total of 58 types of code-switching, and also have a total of 58 functions of code-switching.
The The Effect of Think Talk Write (TTW) Strategy Toward Students Announcement Writing Skill at The Eleventh Grade of SMAN 9 Pandeglang in Academic Years 2025/2026 Kurniawati, Mia; Riandi, Riandi; Rohimajaya, Nur Azmi
PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 2 (2026): FORTHCOMING ISSUE (MARCH, 2026)
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Effect of Think Talk Write (TTW) Strategy Toward Students Announcement Writing Skill at the Eleventh Grade of SMAN 9 Pandeglang in Academic Years 2025/2026. The study was initiated by observing a persistent gap in the writing of announcements by eleventh-grade students at SMAN 9 Pandeglang. This deficiency suggests a critical need for pedagogical interventions to address challenges in constructing clear, informative, and structurally sound announcement texts, thereby enhancing overall communicative competence. The primary objective of this quantitative study was to empirically evaluate the impact of implementing the Think-Talk-Write (TTW) strategy on improving students' announcement-writing skills. Using a robust quasi-experimental design, the study recruited a carefully selected sample of 64 eleventh-grade students. This sample was strategically divided into an experimental group (32 students) and a control group (32 students) to facilitate direct comparison. Writing proficiency was systematically assessed through pre-test and post-test evaluations using a standardized writing test instrument. Data analysis, conducted using an independent t-test in SPSS version 22, revealed a statistically significant difference in performance. Specifically, the experimental group, which received the TTW strategy intervention, achieved a substantially higher mean post-test score (80.94) compared to the control group (65.75), with a significance value of 0.000 (p < 0.05). Based on these compelling findings, it is conclusively determined that the Think-Talk-Write (TTW) strategy is a highly effective pedagogical tool for significantly enhancing students’ writing skills in announcements.
Demotivation Factors of English Language Preservice Teachers: A Mixed-Method Study Adara, Reza Anggriyashati; Hamer, Weliam; Nur Lely, Ledy; Rohimajaya, Nur Azmi
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.12124

Abstract

Understanding the factors that demotivate English language pre-service teachers is crucial, as these future educators will significantly influence their students’ motivation and engagement with language learning. This study investigates key demotivation factors among pre-service teachers enrolled in an English education program at a public university in Indonesia. Using a sequential explanatory design, data were collected through questionnaires distributed to pre-service teachers, followed by semi-structured interviews with four selected participants. Quantitative data were analyzed using SPSS 23, while qualitative data were examined through thematic analysis. The quantitative findings reveal that a lack of intrinsic motivation, along with concerns about teacher competence and teaching styles, are the most prominent demotivating factors. The qualitative findings further reveal that performance pressures such as test scores intensify these experiences, helping to explain how certain factors become highly demotivating despite their lower statistical prominence. The study also contributes theoretically by extending Sakai and Kikuchi’s demotivation framework, showing how teacher-related issues, learning content, and learner psychology interact to shape pre-service teachers’ demotivation in the Indonesian EFL context. This can be achieved through more engaging coursework, opportunities for meaningful teaching experiences, and mentorship by competent educators. Furthermore, ongoing professional development for in-service teachers should also prioritize strategies to maintain motivation and improve instructional quality. By addressing these factors, both pre-service and in-service teachers will be better equipped to create motivating classroom environments, ultimately enhancing students ’ learning of English as a foreign language. The implications of these findings underscore the urgent need for teacher education programs to focus on developing and sustaining pre-service teachers’ intrinsic motivation.
Enhancing Learners Autonomy: Effects of an English Camp Program Reza Anggriyashati Adara; Irnie Victorynie; Welliam Hamer; Nur Azmi Rohimajaya
Ta'dib Vol 27 No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.11985

Abstract

Immersing learners in English can be a strategy to improve their autonomy in in English as a foreign language (EFL) learning. The objective of the present study is to analyze the improvement in factors related to learnersÔÇÖ autonomy after the English camp, one of types of language immersion programs. This study used a convenience sampling method. The participants consisted of thirty high school students. Therefore, the present study employed a quantitative research design by distributing a set of questionnaires before and after an-eight-day English camp program. The results suggest that the most salient factor that improves after the treatment is ÔÇÿimportant strategiesÔÇÖ┬á (m=3.6 to m=3.75) while factors related ÔÇÿthe learnersÔÇÖ sense of self-efficacyÔÇÖ (m=3.75 to m=3.91) and ÔÇÿthe role of teacherÔÇÖ (m=3.47 to m=3.5) do not suggest a drastic increase. In contrast, the items related to ÔÇÿthe role of the feedbackÔÇÖ (m=3.77 to m=3.58) show a decline. In this sense, the participants seem able to employ various important strategies to advance their language learning progress and improve their confidence while finding the roles of feedback they obtained during the program lessened. The results of this study imply the needs to provide comprehensible inputs to the students so that they can enhance their autonomy. The next study should involve the investigation of the effects of comprehensible inputs in an English camp toward learnersÔÇÖ autonomy.
Co-Authors Adara, Reza Anggriyashati Adawiah, Siti Robeah Ade Sudirman Ade Sudirman Ali Mardawi Anes Indriali Putri Ardini, Fadhila Malasari Ari Fajria Novari arin, siti Dedeh Jubaedah Deuis Zatnika Hamer, Weliam Hartono, Rudi Hasanati, Yuyun Heva Rostiana Iin Solihatun Awaliah Ika Meika Ika Yunitasari Ilham, Galih Fahrizal Irfan Taufik Irnie Victorynie Issy Yuliasri ita, Ita Rosita Khoerunnisa, Siti Alnida Kurniawati, Mia Lely, Ledy Nur Meliyawati Nadiya, Ashfa Nadiya, Nadiya Nadiya Nasiruddin Nur Lely, Ledy Parida, Ida Purlilaiceu Putri, Anes Indriali Reza Anggriyashati Adara Riandi Riandi Riandi Riandi Risa, Risa Rizdki Elang Gumelar Rudi Hartono Saraswati Sartika, Nenden Suciyati Silviani, Nani Siti Nurmala Sopyan Sauri Sri Wuli Fitriati Sudirman, Ade Tatu Munawaroh Titi Purwanti Trisnawati Trisnawati Victorynie, Irnie Wahyudin Wahyudin Wellfarina Hamer Welliam Hamer Welliam Hamer Welliam Hamer Welliam Hamer, Welliam Wellian Hamer Widiatmoko, Mualwi Yulianti Yulianti