A PSYCHOLINGUISTIC ANALYSIS OF AFFECTIVE LEXICON PROCESSING AND EMOTIONAL RESONANCE IN KHLOE ROSE'S 'FICTIONAL' AMONG ENGLISH EDUCATION STUDENTS

Raras, Dyah Arum Centhini Tambang (2026) A PSYCHOLINGUISTIC ANALYSIS OF AFFECTIVE LEXICON PROCESSING AND EMOTIONAL RESONANCE IN KHLOE ROSE'S 'FICTIONAL' AMONG ENGLISH EDUCATION STUDENTS. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

This study conducts a psycholinguistic analysis of affective lexicon processing and emotional resonance in Khloe Rose's song "Fictional" among students of an English Language Education program in Indonesia. Employing a mixed-methods design, the study identifies types of affective lexicons in the song lyrics through qualitative content analysis using the SentiSense framework (Albornoz et al., 2012) combined with grammatical categorization (Zhang et al., 2014), while quantitative descriptive analysis of questionnaire responses from sixteen respondents across semesters 4 to 8 examines how students process these lexicons and how the lexicons trigger emotional resonance. The findings reveal seven key lexical categories underlying the song's narrative, ranging from core sadness and despair and metaphorical or escapist language to parasocial or love lexicons and idealized romantic tropes. Students process concrete affective terms more directly than metaphorical ones, and interpretations of ambiguous lexicons are shaped by listeners' current emotional states, consistent with the "feelings as information" theory. Emotional resonance is achieved through the activation of affective memories, the use of ego defense strategies, and regulated escapism as a form of emotional management. The study concludes that authentic materials with high affective resonance deepen second-language processing, offering pedagogical implications for using emotionally rich song lyrics to promote both linguistic awareness and meaningful engagement in EFL classroom

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