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All Journal PREMISE: Journal of English Education and Applied Linguistics Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Journal of English Education and Entrepreneurship (JEEP) English Review: Journal of English Education
Amirudin Latif
Universitas Muhammadiyah Metro
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A FIGURATIVE LANGUAGE FOUND IN THE BEST SONG OF IMAGINE DRAGONS 2023 Diah Elza Indayani; Fitri Palupi Kusumawati; Amirudin Latif
Journal of English Education and Entrepreneurship (JEEP) Vol. 5 No. 1 (2025): JANUARY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v5i1.10386

Abstract

The objectives of this research are to find out the types of figurative language utilized in the best song of imagine dragons 2023 and to find the contextual meaning of the figurative language utilized in the best song of imagine dragons 2023. The method utilized is qualitative descriptive in which the researcher acts as the main and supporting instrument like documentation and tabulation which are utilized to collect all data from all the songs that have been collected in the best song of Imagine Dragons 2023. The results of this research shows that there are 9 types of figurative languages such as metaphors, similes, oxymoron, hyperbole, metonymy, synecdoche, personifications, rhetorical questions, anaphora in the best song of imagine dragons 2023. In this case, metaphor is the most dominant figurative language. Therefore, it can be concluded that the best song of imagine dragons 2023 has a lot of figurative language to enhance, beautify, and provide a more meaningful message for readers. Besides that, researcher also recommendation for lectures or teachers in learning related to figurative language which should provide the basics before analyzing songs such as identifying themes and messages to be conveying. Then, for students that want to study figurative language in song to be able comprehend or identify various types of figurative language such as hyperbole, simile, metaphor, personification and oxymoron. Lastly, for researcher who is interested or want to research this topic, suggestion to utilize an interdisciplinary approach for combining literary analysis and musicological studies to gain a deeper comprehending of the impact of figurative language in music.
Beyond Linguistic Similarity: Conceptual-Linguistic Divergence in EFL Authorship Analysis Amirudin Latif; Fitri Palupi Kusumawati; Eva Faliyanti
Journal of English Education and Entrepreneurship (JEEP) Vol. 6 No. 2 (2026): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j.v6i2.12600

Abstract

Authorship consistency has taken center stage in academic writing today, especially with the rise of AI and digital writing tools. While traditional authorship studies mostly look at linguistic similarities between disputed and genuine texts, the role of conceptual continuity remains largely overlooked in educational settings. This study addresses this gap by examining authorship consistency in EFL academic writing. Using a qualitative forensic linguistic case study, we analyzed one undergraduate thesis abstract (the questioned document) alongside eight known texts written by the same student. The framework combined linguistic profiling—looking at lexical, grammatical, syntactic, and stylistic features—with a conceptual analysis driven by a handwritten abstract reproduction task. Interestingly, the findings revealed a sharp linguistic mismatch between the thesis abstract and the student's usual writing profile. However, the student displayed deep conceptual continuity, flawlessly rebuilding the study's topic, goals, methodology, findings, and conclusions. This striking contrast where language diverges but the core concept aligns is what we define as conceptual-linguistic divergence. Ultimately, this study suggests that educational authorship checks can no longer rely solely on language patterns; they must integrate conceptual evidence, particularly in EFL contexts.
Co-Authors Aulia Hanifah Qomar, Aulia Hanifah Balqis Fadila Rahma Sandra Bambang Eko Siagiyanto Betty Apri Centrawati Dedy Subandowo Dewi Lindasari Diah Elza Indayani Eva Faliyanti Eva Faliyanti Fenny Thresia Fitri Palupi Kusumawati Fitri Palupi Kusumawati Hidha Fajarwati Kamila, Athalla Shafa Kurnia Hakim Refa'i M.Pd. Refa'i Refa'i Resfina Melita Riska Rosana Rumaisah, Febi Faza Selvia, Deby Syaifudin Latif Darmawan Vina Febriana Vina Febriana Wahiddin, Hafizh Abdurrafi Yasmika Baihaqi, Yasmika