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Slamet Setiawan
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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 96 Documents
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Raya’s Psychological Individuation in A Space for the Unbound: A Jungian Analysis Jasmine Putri Fauziyyah; Dwi N C S Kusumaningtyas; Ali Mustofa
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p177-189

Abstract

This research examines the process of self-realization of Raya, the protagonist of “A Space for the Unbound” (2023), through the lens of Carl Jung’s individuation theory. This study focuses on examining the character of Raya and her progression throughout the game as she experiences the individuation process. Using a qualitative-descriptive method rooted in Jungian psychoanalysis, the study examines the integration of four major archetypes: Persona, Shadow, Animus, and the Self. The analytical procedure involves a systematic four-stage approach: participatory data acquisition through full gameplay, narrative-ludic mapping of key conflicts, symbolic interpretation of visual elements, and theoretical synthesis. The findings reveal that Raya’s journey meticulously represents a Jungian individuation process, where the ‘Spacedive’ mechanic functions as a sophisticated interactive metaphor for penetrating the unconscious to confront the Shadow and integrate suppressed childhood trauma. The character’s self-realization is achieved not merely through narrative resolution, but through the transformation of ludic-visual elements—such as environmental shifts and symbolic motifs—that manifest her internal psychological reconciliation. This research concludes that A Space for the Unbound provides a participatory model for understanding trauma recovery, offering significant contributions to both game studies and psychological literary analysis. These insights provide a foundational framework for further studies exploring the intersection of mental health representation and interactive storytelling in digital media.
Reframing English Language Teaching: Indonesian Teachers’ Views on World Englishes and the Role of Linguistic Diversity in the Classroom Sri Nurhayati; Slamet Setiawan; Him'mawan Adi Nugroho; Muhammad Safdar Bhatti
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p190-203

Abstract

In today’s multilingual world, English is broadly used not only in standardized forms of British or American English but also diverse localized varieties around the world. This condition requires the non-native English speaker to be aware of the World Englishes. However, teachers’ knowledge and attitudes play a key role in the effective integration of WE in classrooms. This study employed a qualitative descriptive design to explore the English teachers’ knowledge of WE and its implications for future teaching practices. Data were collected from a close and open-ended questionnaire distributed to 73 teachers across secondary and Islamic education institutions. Descriptive statistics were used in analyzing data about the teachers’ awareness of WE, teaching preferences, and perceived challenges. The results show that 76.6 percent of participants had prior knowledge of WE, while 89.6% supported its inclusion in classroom instruction. 43 percent preferred British English, 30 percent American English and 26 percent expressed flexible or mixed approaches. Teachers highlighted the importance of WE to global perspective, communication skills, and respect for linguistic diversity as potential benefits. However, challenges such as limited exposure and lack of institutional support were noted. Viewed through World Englishes and English as a Lingua Franca (ELF) theory, these findings underscore the pedagogical need to move beyond native-speaker norms toward more inclusive and context-sensitive ELT practices in Indonesia.
A Discourse Viewpoint on Visual Semiotics and Ideological Messages in English Textbooks for Secondary Schools Dias Andris Susanto
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p153-163

Abstract

English books have a big influence on students’ linguistic ability and way of thinking. Beyond verbal information, visual components included in textbooks act as semiotic tools for expressing political and cultural ideas. This investigation looks into how visual semiotics create and communicate political ideas in Indonesian secondary school English literature. Using a qualitative descriptive approach, this study examines Kress and van Leeuwen’s (2006) Visual Grammar framework from a discourse-analytic angle. Intententionally chosen were two often used national curriculum textbooks. Backed by contextual interpretation and sociopragmatic reflection, the study examined representational, interactive, and compositional metafunctions of photographs. Visual cues sometimes stand for Western cultural hegemony, gender stereotyping, and urban-oriented lifestyles, according to research results. Although some visuals encourage inclusiveness and multiculturalism, others subtly strengthen the unequal power dynamics between regional and world identities. Color, gaze, spatial positioning, and symbol choice reveal subtle ideological leanings favoring globalization and modernity discourses. These graphic decisions imply that English books function not only as linguistic objects but also as ideological tools influencing pupils’ views of culture and identity. Pedagogically, knowing semiotic meanings helps instructors to direct their classroom discussions and critical material analysis.
Students, How Cognitively Engaged Are You in English Flipped Classrooms?: A Qualitative Study of EFL Learners Najla AD Budiarto; Elvina Arapah; Fahmi Hidayat; Cayandrawati Sutiono
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p226-239

Abstract

The rapid development of digital technology has encouraged the adoption of innovative instructional models in higher education, including the English Flipped Classroom (EFC). Although widely recognized for promoting autonomy and active learning, empirical evidence on its impact on cognitive engagement among university-level English as a Foreign Language (EFL) learners remains limited and inconsistent. Situated in an undergraduate EFL program at a public university in Banjarmasin City, this qualitative descriptive study explored how first-semester EFL students cognitively engage in an EFC environment using Pohl’s (2020) framework of motivation and cognitive–metacognitive strategy use. Five high-achieving students were purposively selected, and data were collected through semi-structured interviews examining pre-class, in-class, and post-class learning phases. The findings reveal three interrelated patterns of cognitive engagement: sustained motivational engagement through positive task valuation and mastery-oriented goals; strategic learning regulation via independent resource use, peer collaboration, and instructor consultation; and behavioral persistence reflected in consistent time and effort investment across learning phases. While the EFC fostered meaningful cognitive engagement among novice EFL learners, the depth and consistency of engagement varied depending on students’ strategic awareness. These findings suggest that flipped EFL instruction should be supported by explicit scaffolding, such as strategy modeling and guided reflection, to sustain cognitive engagement and optimize learning outcomes.
A Semantic Analysis of Living and Dead Metaphors in English Song Lyrics from Jungkook’s Golden Album Riskiyani Amalia; Nine Febrie Novitasari; Dwi Taurina Mila Wardhani; Fadhl Mohammed Awadh Gharamah
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p214-225

Abstract

This study aims to explore and analyze the types and interpretations of metaphors found in songs from Jungkook’s Golden album. The analysis focuses on selected tracks including ‘3D’, ‘Seven - Explicit Version’, ‘Yes or No’, ‘Please Don’t Change’, ‘Somebody’, ‘Shot Glass of Tears’, ‘Closer to You’, ‘Standing Next to You’, ‘Hate You’, and ‘Too Sad to Dance’. Employing a qualitative research method, the study utilizes I.A. Richards’ (1936) framework to classify metaphor types and draws on the theories of Wittgenstein (2002) for interpreting metaphorical meanings. A total of ninety metaphorical expressions were identified, consisting of fifty-six living metaphors and thirty-four dead metaphors. Living metaphors were more frequently encountered, while dead metaphors appeared less often. The analysis reveals that living metaphors, due to their novelty and the introduction of unfamiliar expressions, tend to require deeper interpretation. In contrast, dead metaphors are more easily understood, as their repeated use over time has led to more conventional and simplified meanings.
EFL Vocational High School Students’ Challenges in Writing Thesis Statements: Problems and Contributing Factors Putri Alya Fadiyah; Eva Rahmawati; Natasya Pradini Putri
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p204-213

Abstract

Thesis statement is important in producing analytical exposition texts. However, many EFL vocational high school students encounter several problems in developing a thesis statement. This study aims to identify the problems experienced by tenth-grade students while writing thesis statements and to investigate the underlying factors causing to these problems. A qualitative case study approach was used in this study, involving students majoring in Electrical Engineering at a public vocational high school in Surabaya, Indonesia. Data were collected through document analysis from thirty students’ thesis statement and semi-structured interviews with six students. The findings revealed several common problems, particularly in formulating arguable claims, identifying clear subjects and contexts, and applying correct grammar and mechanics. Frequent errors included the use of non-debatable claims and incorrect capitalization. Contributing factors included students’ limited vocabulary and grammar knowledge, low motivation, negative attitudes toward English, lack of practice, time constraints, and lack of feedback from teachers. These results suggest the need for more focused instruction and practice in writing thesis statements.
Between Na Young and Nora: Self-Concept, Diasporic Identity, and Psychological Congruence in Past Lives (2023) Evelyn Agastya Intany; Much. Koiri
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p1-14

Abstract

This study examines how Nora Moon’s self-concept and diasporic identity are cinematically constructed in Past Lives (2023) through Carl Rogers’ humanistic psychology. Although previous studies have discussed identity and diaspora in film, limited attention has been given to how cinematic language represents psychological incongruence, self-reflection, and movement toward congruence. Using a qualitative textual and visual analysis, this study analyzes selected dialogues, character interactions, mise en scène, framing, silence, facial expressions, and spatial composition in key scenes involving Nora, Hae Sung, and Arthur. The findings show that Nora’s self-concept develops through the tension between her real self, represented by her Korean childhood identity as Na Young, and her ideal self, shaped by her adult life in the United States. Her relationships with Hae Sung and Arthur function as reflective mirrors that help her recognize unresolved memories, emotional attachments, and cultural belonging. The film’s use of silence, close-ups, spatial distance, and contrasting visual tones externalizes Nora’s psychological conflict and gradual movement toward self-acceptance. This study concludes that Past Lives presents diasporic identity not merely as cultural displacement but as a humanistic process of negotiating memory, emotion, and psychological congruence.
Teachers’ Perceptions of Providing Feedback in Application-Based Writing EFL Classrooms Triyuana Nikmatul Fadzilah; Nuskhan Abid
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p15-27

Abstract

This study aims to explore EFL teachers’ experiences with app-based feedback, specifically how they perceive its benefits, address the challenges, and employ strategies in this practice. This study employs a phenomenological qualitative design to explore teachers’ experiences and interpretations of using apps to provide feedback in writing classes. The research participants were EFL lecturers at a state Islamic university in Central Java, selected through purposive sampling based on their experience in teaching writing and using app-based feedback. Data were collected through semi-structured interviews with open-ended questions and analyzed using thematic analysis. The results revealed three main themes: (1) the benefits of using applications to provide feedback in EFL writing classes, (2) challenges in implementing application-based feedback in EFL writing classes, and (3) teachers’ strategies for providing application-based feedback in EFL writing classes. The findings indicate that the app facilitates the provision of more detailed, structured, and easily accessible feedback to students. However, there are several challenges, including time constraints, technical difficulties, variations in students’ digital literacy, and potential misunderstandings about written feedback. To address these issues, teachers employ various strategies, such as focused feedback, a combination of direct and indirect feedback, and balanced feedback that combines corrective comments with praise. Overall, this study indicates that using the app can enhance the effectiveness of feedback delivery; however, its success remains dependent on technological readiness and appropriate pedagogical strategies.
Using English-Subtitled YouTube Narrative Videos to Improve EFL Listening Comprehension in a Vocational High School Maharani Rizka Ramadhani Wijaya; Wanamileen Waehayee
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p72-82

Abstract

This study investigated the effect of English subtitles in YouTube narrative videos on the listening comprehension of eleventh-grade vocational high school students in Indonesia. A quantitative quasi-experimental design was employed using pre-test and post-test measures with a control group. Two intact classes participated in the study: 25 students in the experimental group and 25 students in the control group. The experimental group learned through YouTube narrative videos with English subtitles, while the control group watched the same videos without subtitles. Data were collected using a 25-item listening comprehension test and analyzed using descriptive statistics, paired sample t-tests, an independent sample t-test, and effect size analysis. The findings showed a significant difference in post-test scores between the experimental and control groups, with the experimental group achieving higher listening performance (p = 0.010 < 0.05). The experimental group also showed significant improvement after the treatment (p = 0.008 < 0.05), whereas the control group did not show a significant gain. These results suggest that English subtitles can serve as effective instructional scaffolding for improving students’ listening comprehension, particularly in vocational EFL classrooms where learners may have limited exposure to authentic spoken English.
Evaluating Sahabatku Indonesia untuk Pelajar BIPA 3: A Textbook Evaluation of Language, Presentation, and Graphical Aspects Maya Marsevani; Tasya Meylarisman; David Sutan; Yulia Nur Azizah; Hendra Nugraha
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p28-43

Abstract

Studies on Bahasa Indonesia bagi Penutur Asing (BIPA) instructional materials have predominantly focused on beginner-level textbooks, leaving intermediate-level materials underexamined. This study evaluates Sahabatku Indonesia untuk Pelajar BIPA 3 across three dimensions: language aspect, material presentation, and graphical aspect. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with two BIPA teachers and two foreign students, and document analysis guided by Ministerial Regulation Number 8 of 2016. The findings reveal that although the textbook provides clearly stated learning objectives and a consistent unit structure, it presents several pedagogical limitations, including overly formal and complex sentence structures, inconsistent material sequencing, limited grammar-thematic integration, outdated content, and dense visual layouts with insufficient contextual support. The study concludes that the textbook partially supports intermediate-level BIPA learning but requires improvement in linguistic accessibility, thematic relevance, material progression, and visual presentation. These findings contribute to the development of more pedagogically appropriate and learner-centered BIPA instructional materials.

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