Scientific English

Words, Bitter Meanings: A Pragmatic Study of Implicature in Melanie Martinez’s Gingerbread Man

Suci Pole Mappaita, Fadillah Pole Mappaita, Bayan Okenova — Tue, 09 Dec 2025 00:00:00 +0000

This study provides a pragmatic analysis of conversational implicature in Melanie Martinez’s song Gingerbread Man, focusing on how meaning is constructed beyond literal interpretation through linguistic choices. Each lyrical line was examined using Grice’s theory of implicature to determine how the four cooperative maxims, including Quantity, Quality, Relation, and Manner, are adhered to, violated, or intentionally flouted. The analysis reveals that flouting predominantly occurs in the maxims of Manner, Quality, and Quantity, indicating intentional ambiguity, exaggeration, and symbolic indirection throughout the lyrics. Such patterns demonstrate Martinez’s creative strategy of using metaphor, sensual imagery, and emotionally charged symbolism to communicate deeper messages surrounding desire, vulnerability, power imbalance, and nontraditional perceptions of romantic relationships. These findings highlight implicature as a poetic mechanism that enriches the narrative, enabling multilayered interpretation and emotional resonance beyond explicit meaning. The study further emphasizes the value of pragmatic theory in analyzing artistic texts, showing how linguistic inference uncovers nuanced meaning embedded in contemporary music. This research contributes to the growing intersection between linguistics and literary discourse and encourages future studies to explore implicature in Martinez’s broader body of work or compare multiple musical genres to better understand how artists employ pragmatic devices to express identity, social messages, and psychological complexity.

When Lyrics Speak Beyond Words: Figurative Language in Meghan Trainor’s Songs

Rizki Fauzi, Suci Pole Mappaita, Svetlana Urazgaliyeva — Tue, 09 Dec 2025 00:00:00 +0000

This study examines the use of figurative language in three selected songs by Meghan Trainor—Me Too, Watch Me Do, and Just a Friend to You—to explore how non-literal meaning contributes to emotional expression and identity construction in contemporary pop music. Using a qualitative descriptive method, the lyrics were analyzed to identify figurative forms and interpret their functions. The findings reveal six types of figurative language: hyperbole, metaphor, simile, repetition, generalization, and irony, with hyperbole appearing most frequently across the data. This dominance suggests that Trainor strategically employs exaggeration as a linguistic device to highlight empowerment, humor, confidence, and self-worth. Metaphor and simile further strengthen imagery and cultural association, enabling listeners to visualize meaning more vividly, while irony and generalization emerge particularly in relational contexts to convey emotional tension implicitly. Repetition is used to reinforce lyrical messages, create emphasis, and improve memorability, supporting both poetic and persuasive effects. Overall, the analysis shows that figurative language in Trainor’s lyrics functions not merely as decoration, but as a pragmatic tool that generates implicature, enhances thematic depth, and engages listeners in inferential interpretation. This research contributes to applied linguistics by demonstrating how song lyrics operate as meaningful discourse reflecting social values and personal identity. Future studies are recommended to expand data coverage and integrate multimodal or corpus-based approaches.

Suggestopedia: The effect in teaching vocabulary for elementary students

Yenita Sarwoningtyas, Testiana Deni Wijayatiningsih, Diana Hardiyanti — Wed, 17 Dec 2025 00:00:00 +0000

This study aims to examine the effectiveness of the Suggestopedia method combined with the traditional game “Engklek” in improving the English vocabulary mastery of fifth-grade students at SD IT At-Taqwa Grabag, Magelang. The research design used a quasi-experimental approach with two groups: an experimental class that received treatment using the game-based Suggestopedia method and a control class that was taught using conventional methods. Data were collected through pre-tests, post-tests, and student engagement questionnaires covering behavioural, cognitive, emotional, and affective dimensions. Data analysis used paired sample t-tests, independent t-tests, and descriptive analysis. The results showed that the experimental group experienced a significant increase in vocabulary scores (M = 81.21) compared to the control group (M = 74.48). The t-test confirmed a significant difference (p < 0.05). In addition, students in the experimental class showed high engagement: they actively participated, were focused, enjoyed the learning process, and felt happy and interested. The integration of the traditional game “Engklek” not only made learning more enjoyable but also fostered cultural attachment and reduced dependence on gadgets. This study confirms that Suggestopedia, when combined with local game media, is effective in improving vocabulary mastery while building student engagement. These findings provide practical contributions for English teachers, curriculum designers, and primary education institutions seeking innovative, contextual, and relevant approaches to the needs of Generation Alpha.

Integrating online dynamic assessment and active learning to mitigate speaking anxiety in EFL contexts: A conceptual framework

Ikma Wati, Anisa Nurjanah, Zhyldyz Tunguchbaevna Takenova, Dinara Asanova — Thu, 18 Dec 2025 00:00:00 +0000

Speaking anxiety remains a persistent challenge for learners of English as a Foreign Language (EFL), particularly in online learning environments where limited interaction, delayed feedback, and concerns about performance visibility may intensify emotional discomfort. Such anxiety often leads to reduced participation, diminished confidence, and slower speaking development. While previous research has examined Online Dynamic Assessment (ODA) and Active Learning (AL) independently, limited attention has been paid to their pedagogical integration as a unified framework for reducing anxiety. Drawing on sociocultural theory and recent empirical studies published between 2021 and 2025, this conceptual paper proposes an integrative ODA-AL framework designed to address both the cognitive and affective dimensions of EFL speaking. ODA emphasizes mediated feedback and scaffolding to support learners’ developmental potential, while AL promotes engagement, enjoyment, and social interaction through participatory speaking activities. The proposed framework conceptualizes speaking anxiety reduction as an outcome of pedagogical design that aligns assessment with instruction and emotional support. This study contributes to theoretical discussions on affective variables in language education and offers practical implications for EFL instructors. Directions for future empirical research are also discussed.

The relevance of Tremaine McDowell's "Time and the Colleges" and "The Minnesota Program": Indonesian academics’ commentary on American studies education model

Rifka Pratama, Fajrul Falah, Eko Heriyanto, Pramod Kumar Singh — Sat, 20 Dec 2025 00:00:00 +0000

American Studies has historically emphasized interdisciplinary inquiry as a means of integrating cultural, social, and historical perspectives within higher education. One of the foundational contributions to this tradition is Tremaine McDowell’s American Studies (1948), particularly the chapters “Time and the Colleges” and “The Minnesota Program,” which propose the integration of past, present, and future as a core educational principle. This article presents a qualitative conceptual analysis of McDowell’s pedagogical framework, examining its relevance and adaptability within the context of Indonesian American Studies education. Drawing on close textual analysis of McDowell’s writings and selected foundational literature in American Studies, the study identifies key themes including temporal integration, interdisciplinarity, experiential learning, and curriculum flexibility. The findings indicate that McDowell’s framework remains conceptually valuable for promoting holistic learning and interdisciplinary collaboration, while also revealing limitations related to contextual differences between mid-twentieth-century American higher education and contemporary Indonesian academic settings. This study suggests that future research may extend this conceptual analysis through empirical investigation of curriculum implementation, classroom practices, and student learning outcomes, as well as comparative studies across non-Western American Studies programs. Such research would further clarify the applicability of classical American Studies frameworks in diverse educational contexts.