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Faizal Risdianto
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INDONESIA
Journal of Linguistics, Culture and Communication
Published by CV RUSTAM
ISSN : -     EISSN : 29881641     DOI : https://doi.org/10.61320/jolcc.v1i2.91-99
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
The peer-reviewed Indonesian Journal of Linguistics, Culture, and Communication publishes high-quality original research focusing on publishing articles that contribute to the ongoing discussion in all areas of the study of Linguistics, Culture, and Communication. The Journal of Linguistics, Culture, and Communication is a peer-reviewed journal that publishes theoretically essential topics in linguistics, culture, and communication research. It offers a venue for researchers dedicated to systematic and thorough study from various theoretical backgrounds and areas of interest. All theoretical frameworks can contribute but should be directed to a broad audience. To make their work accessible to scholars from various fields, they should be clear about their assumptions and discovery processes and give enough academic background.
Arjuna Subject : Umum - Umum
Articles 43 Documents
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Connecting Phonology with Semantics: A Case Study of Polyphones and Homographs in the Written Essays of Some Obafemi Awolowo University English Students Famakinwa, Yemisi M.; Olagunju, Oluwaseun M.
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study considers the relationship between semantics and phonology. Hence, the need for the identification and categorization of samples of homographs (in semantics) and polyphones (in phonology), respectively. Data for the research are gathered from the written essays (academic writing) of some English students of Obafemi Awolowo University; Ile-Ife, Nigeria. The students’ essays are subject to purposive sampling in order to bring out representative samples of homographs and polyphones. Driven by insight from related research on homography and polyphony as well as Halliday's Systemic Functional Theory, findings reaffirm that both semantics and phonology are interrelated because the written discourse of the English language is systemic and, thus, thrives on meaning-related approaches. Findings further reveal that there is indeed a discrepancy between homography and polyphony. The discrepancy, as discovered from the gathered samples, appears rather cumbersome and challenging, especially for learners of English as a Second Language (ESL). The study concludes by recommending that in the teaching of homography and polyphony, students as well as learners of English as a Second Language (ESL) must be painstakingly put through the similarities, differences and distinct samples of homographs and polyphones. This, in linguistic inquiry, is needful for meaningful interpretation of homography and polyphony, respectively.
Online Interactive Teacher Talks In ELT: A Sociocultural and Interactionist Analysis Azzahro, Nadira Syifa; Setiarini, Setiarini
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.69-87

Abstract

Education plays a pivotal role in shaping individuals by fostering cognitive, affective, and psychomotor growth while instilling values like character and morality. In English language teaching (ELT), teacher-student interaction is essential for developing linguistic and communicative competence. Frameworks such as socio-cultural theory and Communicative Language Teaching (CLT) emphasize meaningful dialogue, scaffolding within the Zone of Proximal Development (ZPD), and authentic communication. An observed Online ELT classroom interaction highlighted scaffolding techniques, error correction, vocabulary clarification, and conversational repair mechanisms. Using conversation analysis principles, the study identified evidence of scaffolding and features like turn-taking and negotiation of meaning. The findings revealed how interactive teacher talk fosters learner progression toward independent language use, aligning with Vygotsky’s mediation theory and the interactionist perspective. Repair strategies and dynamic turn-taking enhanced communicative competence, while CLT’s focus on real-world communication prepares learners for practical language application. These elements illustrate how linguistic input, feedback, and contextualized communication converge in teacher-student interactions, creating a dynamic process that supports language acquisition and prepares learners for authentic communication in real-world contexts.
The Use of Verbs in Astrophysical Research Paper Abstracts: Sociolinguistic Implications Méndez Alcaraz, David Israel; Alcaraz, M. Ángeles
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.88-119

Abstract

This study aims to explore the use of verbs in a corpus of research paper abstracts retrieved from four English-written top journals published in astrophysics during 2011-2021. From a diachronic point of view, we notice an overall decrease in the use of the passive voice and fluctuating patterns in the verbal parameters analysed, with no substantial statistically significant differences among them. By contrast, from a cross-journal standpoint, we observe some significant differences in the use of verbs between the journals studied. These discrepancies could be interpreted in terms of distinct sociolinguistic frameworks, as astrophysicists may employ verbal constructions in dissimilar ways depending on whether English is their mother tongue or not. In average, non-native English researchers are likely to create longer abstracts with more purpose and linking clauses, more verbs and variants and also more passive voices, more past and future tenses and fewer modal verbs per number of authors. Conversely, native English writers would use fewer auxiliary verbs and a more direct and assertive language. Further linguistic differences can also be noted within native English astrophysicists, depending on their US-based or British areas of influence as well as on the specific scope of each journal.
“WHO am I?”: A Comparative Metadiscourse Analysis of Identity and Self-construction on LinkedIn Profiles and X Bios Alfred, Bukola
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.120-150

Abstract

This research presents a comparative metadiscourse analysis of LinkedIn profiles and X bios for Identity and Self-construction. The study identifies the various metadiscourse features employed in LinkedIn profiles and X bios, categorizes the features, and also discusses how the identified features are used to construct professional and personal identities on LinkedIn and X. The study unveils how individuals strategically construct identities for themselves and establish connections, through linguistic and rhetorical strategies. The research qualitatively analyzes 60 accounts each on LinkedIn and X. Hyland’s (2005) Metadiscourse theory is adopted as the framework for the study. The data findings reveal differences in language use, self-presentation strategies, and how users establish their personal or professional identity and presence on both online platforms. It also reveals that X bios emphasize creativity, humor, and personal interests. In contrast, LinkedIn profiles prioritize professionalism, accomplishments, and career-related information. The study concludes that a comparative metadiscourse analysis of LinkedIn profiles and X bios reveals a distinct use of metadiscourse markers for identity and self-construction, highlighting how individuals tailor their self-presentation toward the platform's conventions and purposes. This highlights the dynamic nature of self-presentation in the digital age.
Morphological Interference in Agak Laen Movie by Muhadkly Acho Endang Wiyanti
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.151-180

Abstract

This article examines the form of morphological interference found in the movie Agak Laen by Muhadkly Acho. This research aims to analyze morphological interference, the influence of regional language interference on morphological structure in film dialogue, and the factors behind its use. This research uses a descriptive qualitative approach. The data collection technique in this research uses the documentation method, focusing on the conversation text in the movie. Data analysis was conducted through content analysis. In this study, it is found that the morphological interference that appears most dominant is in the form of the use of affixation which has changed, even omitted. Besides affixation, morphological interference is also found in the form of reduplication, especially in the form of affixed rewords. Meanwhile, there is no morphological interference in the form of compound words. The interference that appears in the dialogs of this film is mostly influenced by the local dialect variations used by the characters, such as the influence of Eastern, Malay, and North Sumatra dialects. The interference also plays a role in enriching the characters, creating an atmosphere of humor, and reflecting the diversity of the Indonesian language. The use of local language variations such as Malay and other local dialects not only gives color to the characters but also brings the audience closer to the existing social reality. The results of the analysis show that morphological interference in this movie strengthens cultural identity and local characters in the context of visual communication.
Development of a Speaking Skill Assessment Rubric for Children in English Based on the Universal Design for Learning Approach in Inclusive Schools Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.181-209

Abstract

This study aims to develop an English-speaking skills assessment rubric for children with autism spectrum disorder (ASD) using the Universal Design for Learning (UDL) approach in an inclusive school setting. The research involved 24 regular students and one student with mild ASD in the 7th grade at Sekolah Alam Bekasi, offering a comparison framework. However, children with ASD have unique cognitive, social, and communication needs that differ from neurotypical students. Comparisons must therefore be approached carefully, considering these differences. The study followed Borg & Gall's Research and Development (R&D) model, starting with a needs analysis, followed by product design, expert validation, product revision, and limited testing. Data was gathered through questionnaires, interviews, and documentation. The needs analysis revealed that both teachers and parents require a flexible, inclusive, and ASD-sensitive assessment tool, especially for evaluating verbal and non-verbal communication skills. The resulting rubric is based on the three UDL principles: Multiple Means of Engagement, Representation, and Action and Expression, with specific, measurable, and context-appropriate indicators. Content validation by three experts in special education, language assessment, and inclusive pedagogy produced Aiken’s V values between 0.85 and 0.95, indicating strong validity. A limited trial with five students with ASD demonstrated the rubric’s effectiveness in assessing individual speaking abilities and guiding teachers in providing adaptive interventions. By incorporating both verbal and non-verbal aspects like gestures and eye contact, the rubric offers a fairer and more holistic assessment for students with ASD.
False Friends in Translation: A Lexical Source of Interference in English–Azerbaijani Contexts Jafarova, Kamala Avadir
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.210-225

Abstract

This paper examines the phenomenon of “false friends” as a critical source of lexical interference in the translation process. False friends—lexical items that appear phonologically or orthographically similar across languages but diverge semantically—frequently mislead translators into selecting inaccurate equivalents. These deceptive similarities often result in distortions of the source text’s intended meaning, particularly among individuals with limited bilingual competence, thereby compromising the overall translational adequacy. The present study aims to assess the extent to which false friends contribute to lexical interference and to underscore the importance of linguistic awareness and systematic training in translator education. In an era of intensifying global communication and escalating demand for high-quality translation services, this issue holds substantial relevance. Lexical inaccuracies arising from false friend interference can impede comprehension, facilitate cultural misinterpretation, and pose reputational risks across academic, professional, and diplomatic spheres. To address this challenge, the paper outlines methodological strategies for identifying and categorizing false friends and advocates for their explicit integration into translation pedagogy. Enhancing translators’ sensitivity to these lexical pitfalls enables more accurate, context-aware lexical choices. Ultimately, minimizing the impact of false friends not only improves the semantic precision of translations but also promotes more effective intercultural exchange in multilingual contexts.
Verbal Idioms and Linguistic Distortions in Selected Fela Anikulapo’s Afrobeat Lyrics Faleye, James Oladunjoye; Adejuwon, Anthony Olabiyi
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.226-247

Abstract

Scholars have studied the linguistic choices in Fela’s lyrics. However, the peculiar verbal idioms and linguistic distortions that the artiste deploys to (re)socialise his audience to African realities have not been sufficiently interrogated. This study, therefore, is a postcolonial reading of his selected lyrics viewed through the lens of anti-language. It examines the verbal idioms and linguistic distortions in the lyrics and relates them to his ideological orientations. The data comprise 5 purposively selected lyrics downloaded from the internet: ‘International thief thief I. T. T’, ‘Teacher don’t teach me nonsense’, ‘Shuffering and Shmiling’, ‘Beasts of no nation’, and ‘Army arrangement’. These songs cut across the themes of corruption, culture as a teacher, and people’s existential difficulties. These downloaded lyrics are printed and subjected to critical analysis to identify samples of verbal idioms in them. The data were analysed with insights from anti-language and postcolonial theories. Findings show that Fela Anikulapo’s lyrics comprise verbal idiom and linguistic distortions that can be classified as anti-language because of his ideological stance on colonialism. The artist deploys peculiar verbal idioms which are products of relexicalisation processes: orthographic reconfiguration, phonological, syntactic, and morphological distortions comprising borrowing and reduplications. It concludes that the linguistic distortions in the verbal idioms are in tune with his anti-establishment ideological stance of reclamation of African values and the creation of a new social order.
Cultural Pragmatics of Politeness: The Role of Javanese Krama Inggil in Indonesian Academic Communication Purnomo, Budi
Journal of linguistics, culture and communication Vol 3 No 2 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i2.248-263

Abstract

This study investigates the cultural pragmatics of politeness through the integration of Javanese krama inggil expressions in Indonesian academic communication. While most Central Javanese people are bilingual in Javanese and Indonesian, the use of highly respectful Javanese forms within formal Indonesian-language settings remains underexplored. This research aims to examine how Javanese krama inggil expressions are inserted into Indonesian discourse during academic meetings organized by the Higher Education Service Institute Region VI, Central Java. Ten recordings of meeting interactions were analyzed qualitatively to identify the lexical and contextual meanings, politeness levels, and acceptance levels of the inserted expressions. Questionnaire data from lecturers and administrative staff were also collected to assess their perceptions. The findings reveal that krama inggil expressions appear systematically across opening, main, and closing segments of meetings, serving as markers of deference, respect, and cultural identity. The majority of respondents rated these expressions as “polite” or “very polite,” and “acceptable” or “highly acceptable” within Indonesian academic contexts. The results suggest that incorporating local linguistic resources enriches communicative harmony, reinforces cultural values, and demonstrates how politeness strategies transcend linguistic boundaries in multilingual professional settings.
Derived Adjectives in English Sentences: A Morphosyntactic Study of Cecelia Ahern’s Novel The Time of My Life Maharani, Putu Devi Maharani; Chandra, Komang Dian Puspita; Putri, Ni Komang Sri Budari Dana
Journal of linguistics, culture and communication Vol 3 No 2 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i2.285-299

Abstract

This study investigates the intersection between morphology and syntax, known as morphosyntax, focusing on the formation and syntactic roles of derived adjectives in the novel The Time of My Life. The objectives of this research are to identify the morphological types of derived adjectives and to analyze their syntactic functions within sentence structures. The study employs the theories proposed by Quirk et al. (1985), Plag (2002), and Brown & Miller (1994) as the analytical framework. The data were collected through a library research method and analyzed qualitatively using both formal and informal descriptive techniques. The findings reveal that thirteen suffixes are used to form derived adjectives in the novel, namely –ful, –able, –ish, –ous, –al, –ic, –less, –y, –ive, –ly, –ing, –ed, and –ary. These suffixes contribute to the creation of adjectives that serve three main syntactic functions, such are predicative, attributive, and postpositive. The study highlights the dynamic relationship between morphological processes and syntactic distribution, illustrating how derivational morphology contributes to syntactic variation in English literary texts.

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