TRANS-KATA: Journal of Language, Literature, Culture and Education

From Loanwords to Lexical Innovation: COVID-19 Buzzwords in Japanese Discourse

2024-09-18T07:18:28+00:00

The COVID-19 pandemic has significantly influenced language, leading to the emergence of numerous neologisms worldwide to describe unprecedented changes in lifestyle. In Japan, English-based loanwords were frequently adopted alongside Japanese terms in pandemic discourse, despite the availability of Japanese equivalents. This study explores COVID-19-related buzzwords in Japan, focusing on their formation and usage. It addresses three key research questions: 1) What types of COVID-19-related neologisms emerged in Japanese? 2) What are the distinguishing features of these neologisms? and 3) What roles do English loanwords play? Using linguistic and sociolinguistic approaches, the study examines terms nominated for two prominent new word and buzzword awards in Japan. The findings reveal four categories of neologisms: Japanese words, English loanwords, concomitants of Japanese and English loanwords, and hybrids of Japanese and English words. Furthermore, the study identifies four primary processes: nominalisation, word formation, lexical deviation, and borrowing. The analysis highlights the sociolinguistic impact of these neologisms, demonstrating how they reflect Japan's cultural and generational dynamics, facilitate engagement with global public health discourse, and underscore tensions around accessibility for older demographics. This research contributes to understanding language evolution in response to international events and offers a novel perspective on the impact of the COVID-19 pandemic on the Japanese language.

A Comparative Analysis of the Concept of Heartbreak in the Lyrics of Songs by Gilga Sahid and Happy Asmara

2025-01-06T06:17:44+00:00

Heartbreak songs serve as a poignant portrayal, resonating with the realities of everyday life or drawing from the personal experiences of the lyricists. In this regard, this research aimed to compare the conceptualization of heartbreak in the lyrics of songs composed by Gilga Sahid and Happy Asmara, focusing on differences in vocabulary choices, terms, similes, and language styles, conveying the meaning of heartbreak in their respective songs. The present study employed a qualitative descriptive design to investigate Javanese dangdut songs by Gilga Sahid and Happy Asmara. Data were collected from fragments of song lyrics that encapsulate the essence of heartbreak. Documentation, listening, and note-taking were utilized to scrutinize various sources, ensuring the credibility of the findings. The data analysis process incorporated descriptive analysis techniques, elucidating disparities in vocabulary choices and sentence structure patterns within the song lyrics. The findings highlighted distinctions between the two artists regarding their vocabulary choices and sentence structures. These dissimilarities contributed to the distinctive characteristics of their songs, involving symbolic elements to convey meaning and occasionally prompting code-switching events in the lyrics, given the Javanese dangdut genre under investigation. Including symbolic elements in the lyrics further enriched the depth of meaning within the songs. It is hoped that this research will have benefits in the fields of language and culture.

Representation of Discrimination in the Animated Movie "Zootopia" (2016): John Fiske's Semiotic Analysis

2025-03-30T00:36:58+00:00

This study explores the representation of discrimination in the animated film Zootopia through a semiotic analysis based on John Fiske's three levels of codes: reality, representation, and ideology. The research aims to identify how visual and narrative elements convey ideological messages about social inequality, prejudice, and systemic bias. At the reality level, discrimination is depicted through observable details such as clothing, physical appearance, gestures, and speech patterns. These elements highlight the unequal treatment of characters based on species, size, gender, and class—revealing how social roles are visually and culturally constructed. At the representation level, these real-world cues are translated into specific character interactions and storylines, such as Judy Hopps' struggle for acceptance as a rabbit police officer or Mayor Lionheart's domination over Assistant Mayor Bellwether. These scenes expose the mechanisms by which stereotypes and biases are perpetuated in society. At the ideological level, the film critiques hierarchical power structures and the symbolic markers that maintain social divisions—such as clothing, spatial segregation, and occupational roles. The findings reveal that Zootopia not only reflects existing societal norms but also challenges viewers to question and resist prejudice and discrimination. Through this layered analysis, the study concludes that Zootopia is a powerful medium for raising awareness about discrimination, encouraging audiences to reflect on issues of diversity, privilege, and social justice in both fictional and real-world contexts.

EFL Learner's Strategies to Build Self-Confidence in Speaking: A Narrative Inquiry

2025-02-19T04:44:33+00:00

Building self-confidence is essential for developing effective speaking skills in English as a Foreign Language (EFL). This study explores the strategies of an EFL learner to enhance his self-confidence in speaking and examines the challenges he faces in the process. The participant was an Indonesian graduate student from Gadjah Mada University, and data were collected through semi-structured interviews to provide qualitative insights. Narrative inquiry was used to analyze the responses, while thematic analysis was applied to identify key patterns. The findings revealed that memory strategy, prepared talk, and extramural English exposure were particularly effective in building self-confidence in speaking. Of these, extramural English exposure played a significant role in boosting the participant's speaking confidence. However, challenges such as limited vocabulary, comprehension difficulties, and inconsistent language practice were noted. A major barrier was the lack of vocabulary, which undermined the participant's confidence in speaking. This study provides valuable insights for language learners aiming to improve their speaking confidence and offers implications for teachers in refining their teaching methods to support learners' needs.

Multicultural Learning Practices for BIPA Learning in Vietnam

2025-03-28T02:27:22+00:00

Multiculturalism is crucial for foreign speakers (BIPA) in Indonesian language learning, enhancing linguistic competence and intercultural understanding. This study examines multicultural teaching practices in Vietnam, emphasizing music, crafts, culinary arts, dance, and cultural festivals. Using a descriptive qualitative approach with documentation and literature review, the study reveals how traditional arts support language learning. Instruments like gamelan and angklung help students grasp vocabulary through rhythm and collaboration. Painting wooden masks introduces the concept of color philosophy, while Indonesian dishes like tumpeng teach language through culinary processes and cultural meanings. Traditional dances such as saman and piring promote understanding of cooperation and stage confidence. At the University of Social Sciences and Humanities (USSH), multicultural festivals offer international students firsthand experiences with Indonesian culture through performances and exhibitions. The findings highlight that integrating cultural elements into BIPA enhances student engagement and intercultural skills. Embedding Indonesian cultural practices in language instruction creates a more immersive and meaningful learning environment. Ultimately, this multicultural approach strengthens language acquisition and deepens appreciation of Indonesian culture, supporting the development of global communication skills. Participatory and creative methods are key to enriching BIPA learners' understanding of Indonesia's cultural diversity.

Moroccan EFL Students' and Teachers' Readiness for Multicultural Education

2025-03-27T06:45:14+00:00

This study bridges the gap in the existing literature concerning implementing multicultural education. Examining both students' and teachers' perspectives offers insights into the preparedness of educational stakeholders to embrace multicultural frameworks in EFL settings. The primary aim of this study is to assess the level of readiness for multicultural education among Moroccan EFL students and teachers, and to identify key opportunities and challenges associated with its implementation. A mixed-methods research design was adopted. Quantitative data were collected and analyzed using descriptive statistics through two structured questionnaires administered to 100 EFL students and 70 EFL teachers. Qualitative data was gathered via semi-structured interviews and analyzed thematically to gain deeper insight into teachers' views and experiences in multicultural education. The results were interpreted in a convergent manner to ensure a comprehensive understanding of the research problem. The findings indicated that participants generally had positive perceptions of multicultural education. However, many challenges potentially impede the effective integration of multicultural education within the Moroccan EFL context. Hence, the study presents a set of practical recommendations designed to improve stakeholders' readiness and facilitate their adoption of multicultural practices. This study carries significant implications for students, educators, curriculum developers, and policymakers, as it also opens avenues for future research on multicultural education and its implementation.