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Sukma Septian Nasution
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Lexeme : Journal of Linguistics and Applied Linguistics
Published by Universitas Pamulang
ISSN : pISSN:26     EISSN : eISSN:26     DOI : 10.32493
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lexeme: Journal of Linguistics and Applied Linguistics (e-ISSN: 2656-7067; p-ISSN: 2685-7995) is a scientific journal published twice a year in January and July managed by the English Literature Study Program, Faculty of Letter, Universitas Pamulang. Established in November 2018, the legal standing of this journal is based on an issued letter by LIPI with SK no. 0005.26567067/JI.3.1/SK.ISSN/2019.03 – March 29th, 2019 for the online version. Lexeme accepts either empirical or conceptual scientific work that focuses on linguistics and applied linguistics written by English teachers and lecturers within Indonesia or overseas countries. accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of the Republic of Indonesia in SINTA 5.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 228 Documents
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Language Style Analysis in Young Sheldon Series Season 4 Episode 1 Deswalyurika, Adinda; Rahmah, Fairisya Nur; Aldan, Fikri Aditya; Laia, Robert Berkat; Sihotang, Deta Restauli
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.55870

Abstract

This study aims to identify the types of language styles used by the characters in Young Sheldon Season 4 Episode 1 and to analyze how these styles reflect their identities and social relationships. Grounded in Martin Joos's (1967) sociolinguistic theory, The Five Clocks, the research classifies language styles into five categories: frozen, formal, consultative, casual, and intimate. A qualitative content analysis approach was employed to collect, categorize, and interpret data from character utterances throughout the episode. The findings reveal the use of four language styles from 44 identified utterances: formal style (18%), consultative style (27%), casual style (37%), and intimate style (18%). The analysis determined that casual style is the most dominant, primarily reflecting the informal and familial context that forms the core of the series' narrative. The strategic use of consultative style highlights intellectual and guidance-based interactions, while the significant presence of intimate style, particularly between the twin protagonists Sheldon and Missy, underscores their deep emotional bond and serves as a narrative device to explore themes of change and vulnerability. The study concludes that the characters' linguistic choices are not random but are deliberate tools for constructing identity, negotiating social dynamics, and enhancing narrative authenticity. This research demonstrates the practical application of sociolinguistic theory in media analysis, providing a framework for understanding how scripted dialogue conveys complex social and personal meanings.
Gesture Signs Representing Emotions in the Animated Movie Inside Out 2: A Semiotic Study Dewi, Alya Putri; Haq, Muhammad Syafiqul; Prasodjo, Ryu Omar Shadiq; Rahmah, Shindy Aulia
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.55892

Abstract

This study investigates how Inside Out 2 (2024) employs gesture signs to convey emotional meaning through its animated characters. Guided by Charles Sanders Peirce’s semiotic framework; icon, index, and symbol. The analysis focuses on how body movements, posture, and facial expressions reveal the psychological conditions of each emotion. Using a qualitative descriptive method, the research identifies and examines selected scenes that prominently display meaningful gestures, including moments where nonverbal cues take precedence over spoken dialogue. The findings show that each emotion consistently uses specific gesture patterns to communicate internal states: icons reflect natural human reactions, indexes point to immediate bodily or psychological responses, and symbols rely on culturally shared knowledge to express more abstract emotional ideas. These gestures not only enrich the visual appeal of the movie but also function as deliberate semiotic tools that guide the audience’s interpretation of shifting emotional dynamics. The study further highlights that gesture meaning becomes more powerful when multiple sign types appear simultaneously, for instance, when facial tension, hand movements, and bodily stance work together to signal complex or layered feelings. Overall, the research demonstrates that animated gestures in Inside Out 2 serve as essential elements in multimodal storytelling, offering insight into how nonverbal signs help viewers understand emotional processes and engage more deeply with character development.
Designing and Developing Audiobooks That Suit the Needs of Tenth-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan Jayani, Ni Wayan Septia; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56000

Abstract

This study addresses the limited availability of structured and accessible English learning materials for students with visual impairments (VIS), particularly in the Indonesian inclusive education context. The study focuses on designing and developing English audiobooks that suit the learning needs of tenth grade second semester visually impaired students at SLB Negeri 1 Tabanan. The objective of the study was to design and develop audiobooks that suit the needs of visually impaired students (VIS) in learning English. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM), involving iterative stages of project planning, design, prototyping, expert evaluation, and revision. Data were collected through classroom observation, interviews, reflective journaling, and expert judgment. The findings indicate that the developed audiobooks successfully enhanced material clarity, accessibility, and learner engagement, featuring bilingual vocabulary support, clear narration, consistent unit structure, pronunciation modeling, and simplified listening tasks. Expert validation confirmed the suitability of the content for visually impaired learners. In conclusion, the study demonstrates that well-designed audiobooks can function as core instructional media that promote independent learning and inclusive EFL instruction. Thus, teachers can integrate the audiobooks into daily instruction to supplement limited teaching resources, while students can use them for repeated practice beyond the classroom.
The Challenges Perceived in Teaching English with Audiobooks for Tenth-Grade, First-Semester Visually Impaired Students at SLB 1 Tabanan Dewi, Sintha Karmila; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti Pratiwi; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56001

Abstract

The objective of the study was to explore the challenges perceived by English teachers and tenth grades first semester visual impaired students at SLB N 1 Tabanan regarding the potential use of audiobooks for learning English before their introduction. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM). Data were collected through classroom observation, interviews, and reflective journaling. Qualitative data from field notes and interview transcripts were analyzed using content analysis by Krippendorff (2004). The findings reveal that although audio-based media are commonly used, they are generic, minimally interactive, and inadequately adapted to students’ needs, resulting in reduced engagement, limited speaking confidence, and fluctuating motivation. Both teachers and students expressed positive perceptions of audiobooks, highlighting the need for clear narration, appropriate duration, bilingual explanations, and easy accessibility. Thus, the study confirms that well-designed audiobooks hold strong potential as an inclusive learning medium to enhance listening and speaking skills for visually impaired students and to bridge the gap between inclusive education theory and classroom practice. Teachers, learning designers, and other education stakeholders can use the implications of these findings to improve the efficacy, accessibility, and inclusivity of English language instruction for students with visual impairments.
Investigating the Effect of E-Book Utilization on Students’ Comprehension and Reading Interest at SMAN 01 Sukau Apiana, Pia; Syamsiah, Nur; Suryawati, Sri Suci
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56146

Abstract

This research investigates the influence of e-book utilization on students’ reading comprehension and reading interest at SMAN 01 Sukau, motivated by the growing shift toward digital learning and the persistent low reading interest in Indonesia. Employing a quantitative design, the study involved 24 students who completed questionnaires supported by observation and document analysis. The results show that e-books have become a regular part of students’ reading routines, with most respondents reading e-books once a week. Although printed books remain the preferred format for 41.7% of students, the majority acknowledged the convenience, accessibility, and customizable features of e-books. Over half of the students reported that their comprehension and retention when using e-books were comparable to printed books, while 41.7% experienced improved understanding with digital formats. E-books also positively affected students’ reading motivation, with 75% stating that they spent the same or more time reading digitally and over half reporting increased interest due to features such as instant access to materials and environmentally friendly benefits. Nonetheless, several challenges were identified, including limited annotation tools, difficulty concentrating on screens, navigation issues, and occasional technical constraints. Overall, the findings indicate that e-books offer practical learning advantages and can enhance reading engagement, though improvements in digital literacy and e-book usability are necessary to optimize their effectiveness. This study contributes to understanding how digital reading tools support learning in Indonesian high schools and highlights the need for strategies that address both motivational and technological barriers in digital reading environments.
Analysis of English Teachers’ Assessment Strategies Within a Differentiated Learning Context in EFL at SMP Negeri 4 Singaraja Putri, Kadek Sania Dwiyanti; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56173

Abstract

This study aimed to analyze English teachers’ assessment strategies within a differentiated learning context and to identify the challenges encountered in implementing differentiated assessment in EFL classrooms. A qualitative research design was employed at SMP Negeri 4 Singaraja, involving three English teachers from different grade levels. Data were collected through classroom observations and unstructured interviews and analyzed using an interactive qualitative data analysis model consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers applied five main assessment strategies: gamification, reading assignments, writing tasks, speaking performances, and storytelling activities. These strategies predominantly reflected assessment for learning and assessment of learning, while assessment as learning was not observed. Differentiated learning was evident in instructional processes and products; however, assessment criteria were frequently applied uniformly across students. Differentiated assessment was consistently implemented only in speaking performance and storytelling activities, where assessment criteria were adjusted to students’ ability levels. The study also identified several challenges that hindered the implementation of differentiated assessment, including large class sizes, limited instructional time, and teachers’ limited understanding of differentiated assessment concepts. Overall, the findings indicate a partial alignment between differentiated learning and assessment practices, highlighting the need for improved assessment literacy and structural support to enhance equitable assessment in EFL classrooms. In order to manage large classes and provide the best possible individual attention, teachers can first think about flexible grouping tactics or peer tutoring. Also, effective time management and preparation are essential.
Foreign Language Anxiety in ICT-Based English Learning Context Maximilian, Aksendro; Ajeng, Galuh Dwi; Safitri, Isnaini Amanda
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56185

Abstract

This study aims to investigate the levels of foreign language anxiety experienced by high school students and to identify the sources of anxiety in ICT-based English learning context. This research employed a descriptive qualitative method involving eleventh-grade students of SMAN 7 Bandar Lampung. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and semi-structured interviews. Thirty students participated in the questionnaire, while five students were selected for in-depth interviews to explore their perceptions and experiences. The data were analyzed descriptively to reveal patterns of anxiety and its contributing factors. The findings indicate that most students experience moderate to high levels of foreign language anxiety in ICT-based learning environments. A significant number of students fall into the “anxious” and “very anxious” categories, suggesting that ICT integration does not entirely reduce anxiety. Interview results reveal that while some students feel motivated and enthusiastic about ICT-based learning, many struggle with lack of self-confidence, fear of making mistakes, technical difficulties, unfamiliarity with digital platforms, and the pressure of fast-paced online lessons. These factors collectively intensify students’ anxiety during foreign language learning. In conclusion, the study highlights that although ICT provides valuable support for English learning, it also introduces new sources of anxiety. Therefore, teachers need to implement supportive strategies, provide clear guidance, and create a less threatening digital learning environment to help students manage foreign language anxiety effectively.
The Quality of the Audiobook for Teaching English to Eleventh-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan Pujayanthi, Putu; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56648

Abstract

This study aimed to evaluate the quality of an English audiobook developed for eleventh-grade visually impaired students at SLB Negeri 1 Tabanan. The study addressed the need for accessible and pedagogically sound English learning media that align with the auditory learning characteristics of visually impaired students. A mixed-methods approach was employed, combining qualitative and quantitative data. Data were collected through observation, interviews, document study, and expert judgment. The audiobook was evaluated by two experts in English Language Education using a Material Quality Assessment Sheet adapted from Tomlinson’s framework for good language learning materials. Quantitative data were analyzed using descriptive statistics to determine the overall quality of the audiobook, while qualitative data supported the interpretation of the evaluation results. The findings revealed that all evaluated aspects of the audiobook met acceptable quality standards, with most criteria categorized as Good and several aspects achieving an Excellent level. The results indicate that the audiobook is pedagogically appropriate, accessible, and suitable as an English learning medium for visually impaired students. Thus, the study confirms that audiobooks developed through a theory-based and expert-informed approach can effectively support inclusive English language learning. Furthermore, the findings support the integration of audiobooks as an alternative or complementary medium in special education settings, offering practical implications for teachers, material developers, and researchers seeking to improve English learning accessibility and quality for visually impaired students.

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