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Lingual: Journal of Language and Culture
Published by Universitas Udayana
ISSN : 25276719     EISSN : 27163091     DOI : https://doi.org/10.24843/LJLC
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus: Lingual, provides a forum for the full range of scholarly study of the language and literature. Embracing the field of language and literature broadly defined, the editors warmly welcome articles and research reports addressing linguistics, literature, and social studies. Scope: Syntax Semantics Pragmatics Applied Linguistics Anthropological Linguistics Educational Linguistics Language Teaching Psycholinguistics Cognitive Linguistics Critical Discourse Analysis Literary Theory Literary Criticism Since social studies may differ in terms and frameworks, we also welcomed any articles related to social studies in a broader concept.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Illocutionary Acts of Moana’s Character Interactions in Moana Movie Dialogues Dian nuriska Cahyanti; Nida aida; Tatu siti robiah
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p13

Abstract

The illocutionary acts found in the speech of Moana, the main character in the animated movie Moana (2016), are the focus of this investigation. Using the framework of Speech Act Theory by Searle (1979), this research aims to classify and interpret the types and functions of illocutionary utterances spoken by Moana throughout the movie. This study employs a qualitative descriptive approach, using Moana’s dialogues as the primary data, which are then examined according to the five illocutionary acts: assertive, directive, expressive, commissive, and declarative. The findings show that four types of illocutionary acts were identified: assertive (56.82%), directive (25.76%), expressive (10.61%), and commissive (6.82%), while declarative acts were not found. The dominance of assertive and directive types indicates Moana’s strong character, leadership, and assertiveness in communicating her beliefs and guiding actions. Expressive and commissive acts reflect emotional depth and responsibility. The results also reveal that illocutionary acts are vital in shaping character development, advancing the narrative, and portraying pragmatic meaning in movie dialogues. This study contributes to the field of pragmatics and can be used as an authentic source for language learning, particularly in understanding the communicative function of utterances in social and narrative contexts.
Code-Switching and Social Identity in NDX A.K.A Songs Entitled “Ngertenono Ati” and “Kimcil Kepolen” Ni Nyoman Tri Gitayani; Ni Putu Dian Angga Melani
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p12

Abstract

Songs are one of the most effective media for expressing feelings, thoughts, and even social phenomena, as reflected in the choice of vocabulary and language, including the use of language switching. It is described in popular local songs entitled Ngertenono Ati and Kimcil Kepolen, which were sung by NDX A.K.A. This research aims to explore how social representations are expressed through language switching. The data consist of the lyrics of both songs. The analysis was conducted qualitatively by using observation and note-taking techniques, based on Stockwell’s theory of code-switching and Fairclough’s critical discourse analysis. Both songs are primarily in Javanese. In Ngertono Ati Song, there are 23 data involving code-switching from Javanese into Indonesian and English. From these data, six data are classified as intrasentential switching, three data as intersentential switching, and 14 data as tag-switching. The song also employs rhythmic and metaphorical vocabulary to express the feelings of a heartbroken man while simultaneously demeaning a woman perceived as immoral. Meanwhile, in the Kimcil Kepolen Song, 15 data involve switching from Javanese into Indonesian and English. From these data, two data are identified as intersentential switching, 13 data are tag-switching, while intrasentential switching is not found. This song also features rhythmic, metaphorical, and sarcastic vocabulary that presents a portrayal of women as naughty, immoral, and materialistic.
Decoding Motivation : Verbal & Visual Signification In Sport Posters Discourse Deni Krisnawan; Desak Putu Eka Pratiwi
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p10

Abstract

This study aims to analyze the semiotic elements found in motivational sport posters by examining how verbal and visual signs construct motivational meaning. Drawing on semiotic theories by Chandler (2007), Barthes (1968), and Cerrato (2012), the study explores how texts, images, and colors function to evoke values such as passion, discipline, and determination in a sporting context. Data were collected from Pinterest through observation and note-taking methods. Verbal signs such as motivational slogans and visual signs including athlete imagery, color schemes, and body language were classified and analyzed based on their denotative and connotative meanings. The findings reveal that motivational sport posters use a synergistic combination of visual and verbal cues to influence viewer emotion and behavior. This research contributes to the understanding of how motivational messages are constructed and interpreted within visual communication, particularly in sports culture.
A Syntactic Analysis of Noun Phrases in ‘Seasons’ by Wave to Earth Marda Lena; Hapni Nurliana H.D Hasibuan; Alyza Putri; Aqila Fawwazah
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p14

Abstract

This research aims to examine the syntactic structure of noun phrases used in the song “Seasons” by Wave to Earth. The analysis found thirteen noun phrases divided into three main patterns, The identification of thirteen noun phrases in the lyrics is syntactically significant because it indicates that the song uses very minimal noun structure. The small number of noun phrases indicates that the songwriter does not rely heavily on complex noun phrase constructions. Instead, the lyrics prefer simple and straightforward patterns. Such as Determiner + Noun (Det + N), Quantifier + Noun (Quant + N), Quantifier + Determiner + Noun (Quant + Det + N), and singular Noun (N). The Det + N pattern is the most frequently occurring structure, followed by Quant + Det + N, one Quant + N and one singular noun phrase. Syntactically, these patterns demonstrate a simple writing style yet remain effective in conveying emotions and closeness of meaning. The results of this study indicate that the simplicity of the language structure in the song “Seasons” is an artistic strategy used to strengthen the emotional message and the life theme it wants to convey. Thus, a minimalist syntactic structure can be an effective aesthetic tool in building depth of meaning in musical works.
Exploring Ambiverted Tutor Strategies: A Narrative Inquiry into Enhancing English Speaking Skills for Young Learners Suci Fitriyani; Nunun Indrasari; Istiqomah Nur Rahmawati
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p11

Abstract

This qualitative research focuses on the strategies applied by ambivert personality tutor to enhance young learners' English-speaking skills. The research is motivated by the complex challenges in teaching speaking, such as language anxiety, heterogeneity of abilities, and low confidence of learners in Indonesia. The participant, an ambivert tutor, was selected purposively to represent reflective yet adaptable teaching characteristics. This research used the narrative inquiry method to explore the experiences of an ambivert tutor in depth. Data were collected through semi-structured interviews, narrative frames, and lesson plans document analysis, then thematically analyzed. The research findings reveal that the participant's philosophy, which focuses on building confidence and joy, is consistently implemented through various communicative strategies. Participant also responsively address the key challenges of ability heterogeneity and classroom energy management through differentiated instruction strategies and positive non-verbal classroom management.
Pedagogical, Technological, and Psychological Mediators on the English Language Teachers' Readiness for Asynchronous Online Teaching: A Systematic Review Muhamad Rifqi Bakhtiar
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p15

Abstract

The rapid move to online education during and after the pandemic increased the use of learning management systems (LMS) for teaching and assessment. Yet, little is known about what helps English teachers feel ready to teach asynchronously with an LMS. This paper reports a systematic review that examined the pedagogical, technological, and psychological factors that mediate the link between LMS modality and teachers’ readiness to run online classes. Following PRISMA 2020, 29 published articles between 2019 and 2025 were screened, including three studies (one EFL systematic review and two teacher surveys was screened 29). The findings show three consistent mediators. First, pedagogical design matters: clear task structures, LMS-based assessment, and activities that support active learning improve teachers’ confidence to teach asynchronously. Second, technological support is essential: reliable access, useful LMS features, and ongoing training help teachers use platforms effectively. Third, psychological factors play a key role: teacher self-efficacy and positive attitudes toward technology are linked to higher readiness, while concerns about workload can reduce it. A meta-analysis was not conducted because the included studies did not report standardized quantitative data. The review recommends repeated, practice-focused professional development informed by TPACK, stronger LMS reliability and support services, and better reporting of effect sizes and sample details in future research so that pooled estimates can be produced.
From Sound to Speech: How Interactive Speaking Shapes Pronunciation Skills Dinar Dipta; Dian Nashrul Munif; Hanifa Maisaroh
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p16

Abstract

Interactive speaking skills encompass abilities such as agreeing, disagreeing, expressing opinions, clarifying statements, responding to challenges, offering suggestions, reinforcing ideas, and providing accurate information. However, a preliminary study revealed a lack of interactive engagement during English lessons, leading to minimal student participation. This research examines how teachers utilize interactive speaking strategies for effective pronunciation instruction and evaluates students’ pronunciation skills. Conducted as a qualitative case study with eighth-grade English teachers, data were collected through classroom observations, interviews, and documentation. The analysis was descriptive, with results presented in narrative form rather than numerical data. Triangulation methods helped verify the trustworthiness of the data. The findings indicate that, although the teacher assigns dialogue-based tasks aimed at promoting interaction, several key elements of interactive speaking theory are not implemented, limiting classroom interaction. This shortcoming diminishes the effectiveness of pronunciation teaching and negatively affects the overall quality of English language education.
Investigating Students Motivation on Phubbing during EFL Teaching and Learning Session Ratna Elia; Nuskhan Abid
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p09

Abstract

The phenomenon of phubbing is increasingly found in English as a Foreign Language (EFL) learning, especially when smartphone use distracts students from interactions and the material being presented. This study aims to identify the internal and external motivations that drive students to phubbing during EFL learning. This study used a qualitative phenomenological design with five participants selected through purposive sampling. Data were collected through semi-structured interviews via WhatsApp and analysed using open, axial, and selective coding. The results revealed five main motivations: boredom and monotonous learning, notifications and checking habits, academic use, social influence, and coping strategies for boredom and difficulty understanding the material. These findings confirm that phubbing is not only triggered by technology, but also by psychological, social, and learning conditions. The implications of this study emphasize the importance of varied learning strategies and managing technology use in the classroom.

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