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Linguistics Initiative
Published by Pusat Studi Bahasa dan Publikasi Ilmiah
ISSN : -     EISSN : 27753719     DOI : https://doi.org/10.53696/27753719
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Linguistics Initiative is an academic journal that presents issues in linguistics and applied linguistics from multi-disciplinary approaches. This journal publishes articles that discuss research on language as a system of communication or a cognitive, social, and historical phenomenon as well as its acquisition in an educational context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
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Search results for , issue "vol. 6 no. 2 (2026)" : 10 Documents clear
Cultural appropriation in Ndibe’s Foreign Gods, Inc. (2014): A corpus stylistic analysis Samuel Kwesi Nkansah
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62365

Abstract

This study employs a corpus stylistics approach to examine the themes of cultural appropriation and migration in Okey Ndibe’s Foreign Gods, Inc. Using Wmatrix software, the study explored semantic domains to reveal the novel’s thematic and stylistic features. The study identified two dominant themes: religious and cultural commodification in a globalised world, and economic disparities and post-colonial power dynamics. These themes point to the tension between traditional religious values and the commercialisation of cultural heritage. The analysis also highlighted the economic motivations behind migration and the power imbalances in the global art market. The study contributes to the growing field of corpus stylistics in African literature. It concludes that Ndibe’s novel offers a critique of how globalisation and capitalism transform sacred cultural heritage into commodities, raising questions about cultural identity preservation in a post-colonial context.
Proverbs, power, and the feminine: A literary-discourse study of imaginaries of womanhood in selected Akan proverbs Anthony Kwarteng Addai-Amoah
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62369

Abstract

Proverbs, as key forms of Akan oral literature, are not merely wise sayings but cultural texts that use literary-discursive strategies such as metaphor, imagery, symbolism, simile, hyperbole, and mystification to encode gender ideologies. This study examined how women are portrayed in selected Akan proverbs through a feminist literary-discourse approach. Using purposive sampling, data were collected from published Akan proverb collections and oral accounts of two Akan elders. The proverbs were grouped thematically into four categories: women as dependents, as dangerous figures, as custodians of lineage, and as ambivalent beings. The findings show that Akan proverbs present women in paradoxical ways — at once central to lineage and family, yet also portrayed as dependent, dangerous, or subordinate. From a literary perspective, the study shows how figurative language functions as a discursive strategy that both conceals and reinforces power relations. However, feminist reinterpretation of these metaphors and symbols opens possibilities for reclaiming proverbs as tools of empowerment rather than subjugation. The study concludes that Akan proverbs are a contested site where cultural memory, literary artistry, and gender ideologies meet. It recommends that educators, scholars, and cultural custodians preserve proverbs and encourage reinterpretations that affirm the dignity and agency of women.
The politics of language-in-education policy: Repercussions for English curriculum development in secondary schools in Bangladesh Lamiya Akter; Farhana Akter
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62379

Abstract

This study investigates how language-in-education policy in Bangladesh contributes to disparities between English-version and Bangla-version secondary schools, particularly in access to English resources, institutional support, and curriculum equity. Although Bangla is the national language, English continues to function as a key determinant of academic and socio-economic mobility. Using a quantitative survey of 60 Grade 9–10 students in Barishal, the study compares perceptions of English learning across the two school streams. Results show that English-version students reported 93.3% access to English materials compared to 30% among Bangla-version students and unequal curriculum opportunities (26.7%). Despite these differences, both groups strongly recognized the importance of English for future careers, with agreement rates of 96.7% among Bangla-version students and 100% among English-version students. The findings illustrate how current policy structures reinforce linguistic and socio-economic inequalities, privileging English-version learners while constraining opportunities for Bangla-version students. The study emphasizes the need for equitable curriculum reform, enhanced teacher training, and redistribution of English learning resources to promote fairness and balanced educational outcomes.
A study of adjectives as post-modifiers in names of Ghanaian constituencies and districts Harry Milton Hayford
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62403

Abstract

This study investigates the usage of adjectives as post-modifiers in administrative names in Ghana. In English grammar, adjectives typically function as pre-modifiers. Drawing on Braj Kachru’s Concentric Circle of English and the framework of World Englishes, the study employs a mixed-method analysis of 276 constituencies and 261 districts in Ghana. The data reveals that 108 constituencies and 118 districts utilise post-modifier adjectives. The study finds that this naming convention is a direct inheritance from British colonial administrative practices. Historical evidence shows that post-modification in administrative nomenclature dates back to Old English, Celtic, and Norman French influences and is preserved in modern British parliamentary divisions to maintain the primacy of the central place name. This pattern is also observed in other Inner Circle (Canada) and Outer Circle (Nigeria, India, Singapore) varieties. The study concludes that the usage of post-modifier adjectives in Ghanaian administrative names is not a grammatical error or a localised nativisation, but a systemic feature of a globalised administrative English register.
Conditionality, tagging, and declarative strategies as mechanisms of power: A sociolinguistic study of scriptural discourse Tolulope Deborah Iredele
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62404

Abstract

This analysis examines tagging, conditionality, and declaratives in the Adamic accounts in relation to how these are discursive practices through which power and obedience are discursively enacted. By discursive analysis, this analysis demonstrates how biblical texts use conditionals in the formulation of obedience, tagging in the delimitation of meanings, and declaratives in the ideologically naturalized formulation of authority. Moving beyond analysis within biblical studies, this analysis proposes a sociolinguistic argument about linguistically attested patterns that are seen here as the expression of universal mechanisms through which language articulates ideology, through which it performatively instantiates hierarchy, through which language constellations work in conformity with constitutive ideas about language, power, and ideology, as related in contemporary debates in linguistics, semiotics, sociology, and critical theory.
Lexical and semantic patterns of English slang in Justin Bieber's Instagram comments I Made Astu Mahayana; Ni Luh Pasmi Dewi Jayanti; Emmanuel Chinedu Elele
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62442

Abstract

This study examines lexical formation and semantic meaning in the use of slang within Instagram comment discourse. The data consist of 89 slang items collected from comments on ten highly engaged posts from Justin Bieber’s verified Instagram account. Using a qualitative approach supported by simple frequency analysis, the study investigates how slang expressions are linguistically formed and how meaning is constructed in online interaction. The findings reveal that acronyms and initialisms are the most prominent word-formation processes, reflecting a preference for brevity and efficiency in digital communication. Other processes, including conversion, clipping, blending, and word creation, demonstrate the creative adaptation of language in online discourse. Semantic analysis indicates that, although conceptual meaning is dominant, connotative, affective, social, and collocative meanings also play vital roles in expressing evaluation, emotion, and interpersonal stance. Overall, the findings suggest that slang in Instagram comments functions not only as a mechanism of linguistic economy but also as a resource for informal expression and interaction in digitally mediated communication. By linking lexical formation patterns with semantic functions, this study contributes to the understanding of slang use in contemporary social media discourse.
English writing errors among multilingual foreign language learners: A psycholinguistic approach Dini Eka Maulida; Madeleine Winday; Gustianingsih Gustianingsih
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62449

Abstract

This research investigates the types and sources of English writing errors among students and alumni from non-English foreign language departments, including German, French, Mandarin, Arabic, and Japanese. The study aims to bridge the gap in error analysis research which predominantly focuses on English majors. A descriptive qualitative method was employed, utilizing an Error Analysis (EA) framework. Data were collected from 10 spontaneous essays on the topic "Why did you choose your major?" and analyzed using Ellis’s (1994) procedure and Dulay et al.’s (1982) surface strategy taxonomy. To ensure authenticity, participants were prohibited from using AI or translation tools. The findings reveal that misformation is the most dominant error type, accounting for 55% of the total findings, followed by omission (30%), addition (9%), and misordering (6%). This demonstrates that learners primarily struggle with accurate grammatical and lexical formations. Regarding error sources, the results show a significant dominance of intralingual interference (77%) over interlingual interference (23%). This leads to the conclusion that the participants’ difficulties stem more from the inherent complexity of the English grammatical system and incomplete mastery of its rules than from native language interference. These results highlight a unique linguistic profile for multilingual learners, where developmental confusion outweighs mother-tongue influence. The study recommends that English instruction for foreign language majors should prioritize target language rules to mitigate internal linguistic confusion.
Digital tools in blended learning for improving EFL students’ speaking skills at the university level: A systematic review Sutrah Sutrah
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62474

Abstract

The integration of digital tools within blended learning environments has become increasingly central to English as a Foreign Language (EFL) instruction at the university level, particularly for developing speaking skills which require spontaneous interaction and extended practice opportunities. However, the evidence base remains fragmented, with existing reviews often aggregating across educational levels and geographical contexts, thereby limiting generalizability to tertiary EFL settings. This systematic literature review aims to synthesize empirical evidence on the types, effectiveness, and implementation challenges of digital tools used in blended learning to improve EFL speaking skills among university students. Following PRISMA guidelines, a systematic search of Google Scholar yielded 447 records, with 24 peer-reviewed empirical studies published between 2021–2026 meeting inclusion criteria. Data were extracted and analyzed using a convergent integrated approach. Findings reveal that Learning Management Systems, video-based tools, and synchronous conferencing platforms are most widely adopted, while AI-powered and immersive technologies remain nascent. Fluency and vocabulary emerged as the most consistently improved speaking sub-skills, followed by learner confidence and engagement, whereas coherence and grammar demonstrated selective gains. Technical infrastructure instability, inadequate teacher training, and AI’s discourse-level limitations constitute persistent challenges, mitigated by scaffolded instructional design, immediate personalized feedback, and peer collaboration. The review concludes that pedagogical intentionality and institutional readiness, rather than technological sophistication alone, determine successful integration.
“English in Pesantren Soundscape”: Linguistic identity and pronunciation development among Indonesian EFL learners in pesantren Faiz Rizki Muhammad; Dian Fajrina Mubarokah; Dinar Dipta
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62475

Abstract

This study investigates how linguistic identity and educational ecology shape English pronunciation development among Indonesian EFL learners in a pesantren context. Situated within a multilingual Islamic boarding school environment where English is practiced alongside Indonesian, local languages, and Arabic, the study examines pronunciation not merely as a phonological skill, but as a socially negotiated and educationally mediated process. Using a qualitative case-study design, the research involved 11th-grade students at one of modern pesantren in East Java, Indonesia. The preliminary data were collected through pronunciation tasks and followed with semi-structured interviews, and contextual analysis of students’ language practices within the practical environment. Preliminary pronunciation findings revealed systematic interlanguage patterns in the form of substitution, epenthesis, deletion, and cluster reduction, particularly in multisyllabic words and vowel production. These phonological modifications indicate the influence of first-language transfer and learners’ adaptation to unfamiliar English sound structures. However, deeper analysis demonstrated that pronunciation development was also strongly shaped by broader educational and sociolinguistic factors. The findings show that peer interaction, institutional language practices, limited exposure to authentic pronunciation models, and affective pressures such as anxiety and fear of negative evaluation significantly influenced learners’ confidence and spoken English performance. In addition, the pesantren soundscape created a unique linguistic environment in which non-target-like pronunciation patterns were collectively circulated and normalized among learners. From an educational linguistics perspective, the study argues that pronunciation acquisition in EFL settings should be understood as both a linguistic and identity-forming process embedded within social interaction and institutional culture. This study contributes to the growing discussion on educational ecology and second language pronunciation by highlighting how multilingual boarding school environments mediate learners’ interlanguage development and English-speaking identity formation.
Rhetorical steps of IELTS essay writings band 7 Warsidi Warsidi
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62591

Abstract

Studies on rhetorical structures within academic texts have become a growing trend in applied linguistic studies. However, studies on this area within the International English Language Testing System (IELTS) are still undeveloped, while understanding their rhetorical structures may help those intending to take IELTS tests. Understanding this need has encouraged me to execute this study, by focusing on analyzing an essay writing part. To do so, this study used a genre approach for analyzing 20 IELTS essay writings band seven because this band is considered acceptable both in national and international universities. A top-down approach was also employed to find their rhetorical steps. The results showed that test takers accepting band seven employed five rhetorical steps. Then, the length of each rhetorical step seems different from one to another. The findings were then used to design a rhetorical guide for writing an essay for IELTS. These findings imply that writing an essay to reach band seven in the IELTS test better requires understanding these rhetorical steps. By understanding these steps, test takers may more easily develop and organize their ideas when writing their essays.

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