Prosiding Seminar Nasional Teknologi Inovasi dan Kolaborasi Disiplin Ilmu

Appraisal System Analysis in Indonesian Economic Discourse Toward Society 5.0

Muhammad Kiki Wardana, Yuniarti Hia, Emmy Erwina, Siti Aisyah, Moeammar Khatami — Fri, 31 Oct 2025 00:00:00 +0000

This study investigates the use of the Appraisal System in Indonesian economic discourse, particularly in business, economic, and banking news published by major online newspapers within the context of Society 5.0. Although Appraisal Theory has been widely employed in political discourse analysis, its application to economic discourse remains relatively limited. This gap provides the primary motivation and novelty of the present study. Specifically, the research explores how journalists and writers express their attitudes toward economic issues through evaluative language.A qualitative research design was adopted using the interactive analysis model proposed by Miles and Huberman. The data consisted of business, economic, and banking news articles published by prominent Indonesian online newspapers, including Kompas and Detik.com, between 2020 and 2023. The collected texts were analyzed using Martin and White's Appraisal Theory, focusing exclusively on the Attitude subsystem, which comprises Affect, Judgement, and Appreciation.The findings reveal that all categories of Attitude are present in the selected discourse. Affect is represented through emotional dimensions such as happiness/unhappiness, security/insecurity, satisfaction/dissatisfaction, and inclination/disinclination. Judgement is expressed through social esteem and social sanction, while Appreciation is realized through reaction, composition, and valuation. Among these evaluative resources, Appreciation emerges as the most dominant category, indicating that Indonesian economic discourse predominantly evaluates events, policies, and economic developments through assessments of value, significance, and quality rather than personal emotions or moral judgments.These findings suggest that Indonesian economic media generally adopts a constructive and optimistic evaluative stance in portraying economic development during the transition toward Society 5.0

The Impact of Interactive Learning Games on Vocabulary Mastery of Young Learners at TK Harapan Satu Medan

Mayasari, Emmy Erwina, Yuniarti Hia, Rayyan Naufal, Liza Usia Perangin-angin — Fri, 31 Oct 2025 00:00:00 +0000

This study aimed to examine the impact of Interactive Learning Games on English vocabulary mastery among young learners at TK Harapan Satu Medan. A quantitative approach employing a pre-experimental one-group pre-test–post-test design was adopted, involving 20 kindergarten learners as the research participants. Data were collected through vocabulary pre-tests and post-tests, classroom observation, and learning documentation. The descriptive findings indicated a substantial improvement in learners' vocabulary achievement, with the mean score increasing from 52.50 in the pre-test to 82.45 in the post-test. Before the instructional intervention, 35% of the participants were categorized as having low vocabulary mastery and 65% were at the moderate level. Following the implementation of Interactive Learning Games, no learners remained in the low category, 15% were classified as moderate, and 85% achieved a high level of vocabulary mastery. Classroom observations further revealed notable improvements in learners' motivation, active participation, self-confidence, and ability to recognize, recall, pronounce, and appropriately use English vocabulary during classroom activities. These findings suggest that Interactive Learning Games provide an effective, engaging, and learner-centered instructional strategy that promotes meaningful vocabulary acquisition among young learners. The study offers practical implications for early childhood educators by demonstrating that integrating educational games into English language instruction can enhance vocabulary learning while fostering enjoyable and interactive classroom experiences. Future studies are encouraged to involve larger samples, include control groups, and examine the long-term effects of game-based learning on broader aspects of children's English language development.

The Analysis of Conceptual Metaphors in Insidious: The Red Door and Their Impact on Audience Interpretation of Psychological Horror

Fri, 31 Oct 2025 00:00:00 +0000

This study investigates conceptual metaphors in Insidious: The Red Door (2023) and examines their impact on audience interpretation of psychological horror from the perspective of Cognitive Linguistics. The research is motivated by the growing recognition that metaphor functions not merely as a stylistic device but as a cognitive mechanism through which abstract psychological experiences are conceptualized and understood. Despite extensive studies on metaphor and horror films, limited attention has been given to how conceptual metaphors shape audience interpretation of psychological horror in contemporary cinema. Therefore, this study aims to identify conceptual metaphors found in the film, classify them according to Conceptual Metaphor Theory, analyze the mappings between source and target domains, and explain how these metaphors influence viewers' interpretation of psychological horror. Employing a qualitative descriptive design, the study utilized the film's dialogues, official English subtitles, and relevant narrative scenes as the primary data. Data were collected through repeated observation, transcription, coding, classification, and qualitative content analysis based on Lakoff and Johnson's Conceptual Metaphor Theory. The findings identified forty-five conceptual metaphors consisting of twenty-one ontological metaphors, fifteen structural metaphors, and nine orientational metaphors. The dominant metaphorical patterns include MEMORY IS A DOOR, TRAUMA IS A PRISON, THE MIND IS A HOUSE, FEAR IS A MONSTER, and DARKNESS IS EVIL, illustrating how abstract emotional experiences are represented through concrete conceptual domains. The analysis demonstrates that conceptual metaphors significantly contribute to the construction of psychological horror by enabling audiences to interpret fear, trauma, guilt, and memory as interconnected cognitive experiences rather than isolated supernatural events. Furthermore, the study highlights that metaphorical language strengthens emotional engagement, enriches narrative comprehension, and deepens symbolic interpretation of the film. These findings contribute to the development of Cognitive Linguistics by extending the application of Conceptual Metaphor Theory to contemporary psychological horror cinema and by emphasizing the importance of metaphor in audience meaning construction.

The Influence of Generation Z Language Variation on Academic Communication Effectiveness and Its Impact on Students' Academic Literacy Development in Higher Education

Kiki Wardana, Hidayati, Yuniarti Hia, Muhammad Royaat Haq, Petra Eklesia — Mon, 21 Jul 2025 00:00:00 +0000

The rapid development of digital communication has significantly influenced the language practices of Generation Z, leading to the widespread use of slang, abbreviations, code-mixing, internet vocabulary, and informal expressions in both social and educational contexts. While these linguistic variations facilitate efficient interaction in digital environments, their increasing use in higher education raises concerns regarding academic communication effectiveness and students' academic literacy development. This study aimed to examine the influence of Generation Z language variation on academic communication effectiveness and its impact on students' academic literacy development in higher education. A quantitative explanatory research design was employed involving 300 undergraduate students from several Indonesian universities selected through proportionate stratified random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings indicated that Generation Z language variation significantly influenced academic communication effectiveness, while academic communication effectiveness had a significant positive effect on students' academic literacy development. Furthermore, Generation Z language variation also demonstrated a significant direct effect on academic literacy, with academic communication effectiveness serving as a partial mediating variable. The descriptive findings further revealed that students frequently employed code-mixing, abbreviations, and digital expressions in academic interactions, although structured learning activities improved their ability to distinguish between informal digital communication and formal academic discourse. These results suggest that strengthening academic communication competence enables students to adapt contemporary language practices to meet academic standards without disregarding their digital linguistic identity. The study contributes to the integration of sociolinguistic theory, communicative competence, and academic literacy by providing an empirical framework that explains how language variation influences communication quality and literacy development in higher education. The findings also provide practical implications for universities in designing instructional strategies that promote effective academic communication, improve academic writing skills, and strengthen students' literacy competencies in the digital era.