English Language in Focus (ELIF)

Symbolism and Sound: A Semantic Study of Figurative Language in Bruno Mars’ 24K Magic

2025-03-02T14:27:59+00:00

This study explores the role of figurative language in shaping thematic meanings in Bruno Mars’ 24K Magic album. Using qualitative semantic analysis, it examines how metaphors, similes, hyperboles, personifications, and metonymies enhance the album’s themes of luxury, confidence, romance, and celebration. Analyzing nine tracks, the study identifies 45 instances of figurative language—metaphors (15), similes (10), hyperboles (8), personifications (7), and metonymies (5)—demonstrating how these devices enrich lyrical aesthetics, deepen emotional engagement, and create vivid imagery. Findings highlight the power of figurative language in reinforcing thematic coherence and amplifying listener interpretation. This research contributes to semantic analysis in music by bridging linguistic and literary perspectives, offering insights into how symbolic language enhances meaning.

Visualizing Discrimination in Multimodal Discourse Analysis of Werewolf Marginalization in Days of Hana

2025-03-02T14:27:59+00:00

This study aims at analyzing social issues like segregation and discrimination in the webtoon Days of Hana by Seokwoo, which tells a fictional story about humans and werewolves. This study uses Multimodal Discourse Analysis (MDA) following Kress and van Leeuwen’s Visual Grammar framework to look at how visual elements create meaning. The analysis uses a qualitative descriptive method to look at how discrimination against werewolves is represented through visual elements, including facial expressions, perspective angles, and image composition. The findings show that Days of Hana does a great job of using different modes to show social hierarchies and power dynamics, which adds depth to the story and really connects with readers emotionally. This study shows how webtoons serve as easy-to-access cultural media that can communicate important social messages.

Framing Conflict in Political Discourse: Positive and Negative Politeness of Bassem Youssef and Piers Morgan’s Debate

2025-03-02T14:27:59+00:00

This study examines the positive and negative politeness strategies employed by Bassem Youssef and Piers Morgan in their discussion of the Israel-Hamas conflict in the YouTube video Wouldn’t You Resist? Bassem Youssef Returns for More on the Israel-Hamas War. Using Brown and Levinson’s (1987) politeness theory, this research explores how linguistic strategies manage face-threatening acts and influence audience perceptions. A qualitative descriptive approach is applied to analyze textual and contextual factors. Findings reveal that both speakers utilize various politeness strategies such as exaggeration, seeking agreement, and hedging to build rapport, mitigate conflict, and maintain discourse balance. This study highlights the significance of politeness in shaping political communication and fostering constructive discussions.

Exploring Guilt, Trauma, and Redemption: A Psychoanalytic Study of Silent Hill 2’s Dialogue and Monologue

2025-03-02T14:27:59+00:00

This study examines Silent Hill 2 through Freud’s psychoanalytic theory, analyzing how James Sunderland’s dialogues and monologues reflect guilt, trauma, and redemption. The findings reveal that denial, projection, and repression manifest in his interactions, shaping his psychological struggle. The game’s symbolic environment externalizes his unconscious conflicts, reinforcing its narrative depth. This research underscores the potential of video games as a medium for exploring complex psychological themes and contributes to interdisciplinary discussions in psychoanalysis, literary studies, and media studies.

Measuring Self-Efficacy in English for Specific Purposes: A Case Study of Engineering Students

2025-03-02T14:27:59+00:00

This descriptive statistical study assesses students' perceptions of their self-efficacy in English for Specific Purposes (ESP). The study involved 40 students from the Mechanical Engineering program at the Faculty of Engineering, Universitas Muhammadiyah Jakarta. Data were collected using a 5-point Likert scale questionnaire, adapted and modified from Kosimov (n.d.), and distributed via Google Forms after undergoing face validity assessment. The data were analyzed using simple percentage calculations and presented descriptively. The findings indicate that the majority of students held a positive perception of their self-efficacy in ESP, as evidenced by the highest response rate for the "agree" option (64.8%), followed by "strongly agree" (14.2%). Furthermore, the analysis suggests that most students demonstrated optimism, high self-efficacy, and a strong commitment to excelling in ESP learning relevant to their field of study.

Students' Problems and Coping Strategies in Writing Undergraduate Theses

2025-03-02T14:29:05+00:00

ABSTRACT

This study investigates the factors contributing to students' challenges in undergraduate thesis writing within the English Education Study Program at Hamzanwadi University, Nusa Tenggara Barat, Indonesia. It further explores the strategies students employ to overcome these challenges. A mixed-methods approach was adopted, involving 36 eighth-semester students as participants. Data were collected through a close-ended questionnaire and semi-structured interviews to provide quantitative and qualitative insights. The findings indicate that psychological factors were the most significant challenge (78.72%), followed by sociocultural factors (16.51%) and linguistic factors (4.7%). To address these difficulties, students employed coping strategies, including identifying novel research topics and ideas through online books and journals, particularly from recent publications (within five years), and grounding their research in real-world issues. They also reviewed previous undergraduate theses, relevant literature, and methodological texts to strengthen their research framework. Additional measures included attending webinars on research methodology, enhancing internal and external motivation, engaging in intensive discussions with supervisors, and leveraging digital tools such as Grammarly and Quillbot for grammatical refinement and paraphrasing to ensure academic integrity. These findings offer valuable insights into the challenges of thesis writing and highlight practical strategies for students and educators to enhance the thesis-writing experience in higher education.