cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Slamet Setiawan
Contact Email
slametsetiawan@unesa.ac.id
Phone
+6281216783005
Journal Mail Official
newdimensions@unesa.ac.id
Editorial Address
Gedung T4 Faculty of Languages and Arts Universitas Negeri Surabaya Jalan Kampus Lidah Wetan, Surabaya 60213
Location
Kota surabaya,
Jawa timur
INDONESIA
New Language Dimensions
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 27468968     DOI : https://doi.org/10.26740/nld.v2i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
New Language Dimensions emphasizes on the publication of original articles as an academic network providing appealing and interdisciplinary discussions on literature, language and teaching. It is expected to reach out wider reader and writers, bringing the academic dialogue into multiple audiences both on the educational and manucfacturing levels.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 76 Documents
 4   5   6   7   8 
The Euphemistic Expressions in EFL Classrooms: Teacher Strategies in Instructional Communication Muhsin, Muh Arief; Idrus, Muhammad Alif; Ilmiah; Fontillas, Lemuel; Latiff, Azmi Abdul; Ergasheva, Guli
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p51-60

Abstract

Euphemistic expressions play a significant role in educational discourse, particularly in English as a Foreign Language (EFL) classrooms where cultural sensitivity and affective support are central to learning. This study investigates how English teachers in Indonesia strategically use euphemism to manage classroom interaction and provide feedback without threatening students’ self-esteem. A qualitative descriptive design was employed, focusing on two secondary school English teachers in South Sulawesi. Data were collected through non-participant classroom observations, with detailed field notes capturing authentic teacher–student exchanges, and were validated through post-lesson clarification. Thematic analysis revealed seven recurrent categories of euphemistic strategies: politeness markers, softening language, downplaying language, indirect requests, minimization of errors, correction with positive feedback, and reassurance. These strategies were not merely linguistic substitutions but pedagogical tools for fostering respectful communication, reducing anxiety, and sustaining learner engagement. Findings suggest that euphemism contributes to the affective dimension of language pedagogy by aligning instructional clarity with socio-cultural expectations of respect and harmony. The study highlights the importance of integrating euphemistic strategies into teacher education and professional development. While limited in scope, it provides a foundation for further research on the pragmatic and pedagogical functions of euphemism in EFL contexts.
Gamifying Language Learning: Improving Primary Students’ Vocabulary Acquisition Using Wordwall Oktarini, Ni Made Mita; Mahardika, I Gusti Ngurah Agung Wijaya; Oktarina, Putu Santi
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p83-94

Abstract

Vocabulary mastery is a fundamental component of English language proficiency and an essential foundation for young learners. However, in Indonesian EYL classrooms, vocabulary instruction often remains teacher-centered and monotonous, leading to limited engagement and low achievement. This study investigated how Wordwall, a gamified digital platform, could be integrated within a Classroom Action Research (CAR) design to support vocabulary learning. Conducted with 22 fifth-grade students in a primary school, the research followed two CAR cycles, each consisting of planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The findings indicated a steady improvement across cycles. The class mean score increased from 52.72 in the pre-cycle to 71.13 in Cycle I and reached 82.5 in Cycle II. By the end of Cycle II, all students met the Minimum Mastery Criteria (KKM), compared to only six students at baseline. Qualitative observations revealed that while initial use of Wordwall generated interest, uneven participation and low confidence persisted. Adjustments in Cycle II—particularly the incorporation of repetition and structured pair discussions—helped address these issues, resulting in more balanced participation and greater learner confidence. The study concludes that Wordwall can support vocabulary mastery when combined with pedagogical strategies such as recycling input and collaborative learning. These results provide practical guidance for EYL teachers in Indonesia, highlighting how gamified tools can be effectively adapted to classroom realities through iterative, reflective practice.
Translating Meaning and Intention: Error Analysis of Indonesian Children Fairy Tale Subtitles on YouTube Wisudawanto, Rahmat; Zaini, Khazaila
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p61-70

Abstract

This study investigates translation errors in the English subtitles of the Indonesian fairy tale Pohon yang Sombong (trans. The Arrogant Tree), with the aim of examining how meaning is transferred under the constraints of audiovisual translation. Subtitling is a complex process that requires not only accuracy in meaning but also adaptation to time, space, and readability limits, which become even more demanding when the audience is children. To address these challenges, the study employed a descriptive qualitative approach and applied the ATA Framework (2021), which classifies errors into three domains: target-language mechanics, transfer of meaning, and writing. The data consisted of all subtitle utterances from the chosen video, which were analyzed through content analysis and systematically categorized. The findings indicate that transfer-of-meaning errors were the most dominant, accounting for the majority of cases, particularly in the form of faithfulness errors. These errors reveal difficulties in preserving semantic and pragmatic equivalence, resulting in distortions of meaning that risk obscuring the intended message. Other types of errors included usage, syntax, omission, addition, and grammar, though these appeared less frequently. The results highlight the challenges faced by translators in maintaining accuracy while operating within subtitling constraints. The study concludes that improving subtitle quality requires greater emphasis on pragmatic awareness, cultural sensitivity, and child-oriented readability, alongside linguistic accuracy. Pedagogically, the findings underscore the importance of translator training and the value of applying systematic error analysis frameworks to ensure the clarity and educational function of subtitled children’s literature.
Reading Habits, Economic Background, and Academic Achievement: A Moderation Study in Indonesian EFL Learners Putra, Muhammad Lexmana; Munir, Ahmad; Masykuri, Edi Sunjayanto
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p71-82

Abstract

Reading habits are widely recognized as a key factor influencing students’ academic success, while socioeconomic background has often been associated with disparities in educational outcomes. However, limited research in the Indonesian EFL context has examined whether socioeconomic background moderates the effect of reading habits on academic achievement. This study employed a quantitative correlational design with moderation analysis to explore the relationship between reading habits, socioeconomic background, and English achievement among 155 twelfth-grade students at a private senior high school in Surabaya. Data were collected through questionnaires on reading habits and socioeconomic indicators, complemented by documentation of students’ final English scores. Statistical analysis involved descriptive statistics, Spearman correlation, multiple regression, and moderation testing. The findings showed that students’ reading habits were generally moderate, dominated by digital reading through social media, while academic reading remained limited. A significant positive correlation was found between reading habits and English achievement, indicating that stronger engagement with reading led to better performance. Socioeconomic background was positively associated with reading habits but did not directly predict academic achievement. Moreover, the moderation analysis revealed that socioeconomic background did not alter the relationship between reading habits and achievement. The study concludes that reading habits are a consistent and universal predictor of English academic achievement, regardless of socioeconomic differences. These results highlight the importance of fostering purposeful and sustained reading practices as a strategy to support equitable educational outcomes in Indonesia.
Unmasking the Persona: A Barthesian Semiotic Study of Ahmad Dhani’s Instagram Self-Branding Darmawan, Tjiong Natanael Hanny; Linuwih, Endar Rachmawaty; Renfei, Xiao
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p95-104

Abstract

Social media platforms provide celebrities with strategic opportunities to construct and project identities, yet studies employing semiotic frameworks remain limited. This research investigates how Indonesian musician and public figure Ahmad Dhani constructs self-branding through a single Instagram post, analyzed using Roland Barthes’ semiotic theory. Employing a qualitative case study, the study examines how visual and textual elements interact to create layered meanings across denotation, connotation, and myth. The findings reveal that Dhani’s post—featuring orchestral imagery and the textual message “Sorry if I am different”—functions not as an apology but as an affirmation of uniqueness. At the denotative level, the tuxedo, conductor’s stance, and blurred audience emphasize authority, refinement, and public recognition. Connotatively, the warm color palette and self-referential caption highlight creativity and authenticity. At the mythic level, the post transforms perceived arrogance into a narrative of leadership, positioning Dhani as a visionary figure whose difference signifies intellectual depth and cultural capital. This analysis underscores how Instagram can serve as a site for myth-making, where visual and textual signs operate as strategic tools for personal branding and reputation management. While the study offers insights into the cultural work of celebrity self-representation, its scope is limited to a single post. Future research should extend this analysis to multiple figures and longitudinal datasets to capture the evolving dynamics of digital identity construction.
Swearing as a Communicative Resource in Film Dialogue: A Pragmatic Analysis of The Intern (2015) Nur'aini, Nilam; Romadlon, Farid Noor; Rasheed, Abdul
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p105-116

Abstract

Swearing, often stigmatized as impolite, fulfills diverse pragmatic functions in everyday and mediated discourse. Despite increasing scholarly attention, limited research has examined how swearing is employed in cross-generational workplace comedies. This study investigates the lexical types and pragmatic functions of swear words in The Intern (2015). Adopting a qualitative descriptive approach, the study analyzed all utterances containing swearing in the film. Data were collected through repeated viewing, transcription, and verification with subtitles to ensure accuracy. The lexical classification followed Hughes’ (2006) typology, while functional analysis was guided by Andersson and Trudgill’s framework, adapted to the filmic context. Thirty-eight instances of swearing were identified across four lexical categories: religious terms (e.g., “oh my God”), sexual expressions (e.g., “ass,” “fucking”), animal references (e.g., “bitch”), and mental-state terms (e.g., “crazy,” “maniac”). These fulfilled four pragmatic functions: expletive (spontaneous emotion), abusive (other-directed offence), humorous (affiliative purposes), and auxiliary (intensification). Jules Ostin, the female protagonist, produced the highest frequency, with expletive swearing predominating. The findings demonstrate that swearing in The Intern is a versatile pragmatic resource that indexes stance, emotion, and relational alignment, rather than merely signaling impoliteness. The study extends understanding of cinematic discourse and highlights pedagogical implications for raising EFL learners’ sociolinguistic awareness of taboo language. Future research could examine genre and cross-cultural variation to illuminate the contextual shaping of swearing practices further.

Page 8 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2025): New Language Dimension, June 2025 Vol. 5 No. 2 (2024): New Language Dimensions, December 2024 Vol. 5 No. 1 (2024): New Language Dimensions, June 2024 Vol. 4 No. 2 (2023): New Language Dimensions, December 2023 Vol. 4 No. 1 (2023): New Language Dimensions, June 2023 Vol. 3 No. 2 (2022): New Language Dimensions, December 2022 Vol. 3 No. 1 (2022): New Language Dimensions, June 2022 Vol. 2 No. 2 (2021): New Language Dimensions, December 2021 Vol. 2 No. 1 (2021): New Language Dimensions, June 2021 Vol. 1 No. 2 (2020): New Language Dimensions, December 2020 Vol. 1 No. 1 (2020): New Language Dimensions, June 2020 More Issue