figurative language, connotative meaning, song lyrics, English
Language Teaching, communicative competence
E. This study aims to analyze the types of figurative language and
connotative meaning found in the selected song lyrics of Taylor Swift and
Demi Lovato, as well as to examine their pedagogical implications in
English Language Teaching (ELT). The research employed a qualitative
descriptive method. The data sources consisted of selected song lyrics
containing figurative expressions and connotative meanings. The data were
collected through documentation techniques and analyzed using Geoffrey
Leech’s theory (1981) of connotative meaning and theories of figurative
language proposed by Perrine (1982). The pedagogical implications were
interpreted through the perspectives of Communicative Language
Teaching by Jack C. Richards and communicative competence theory by
Canale and Swain. The findings reveal that both artists predominantly
employ metaphor, symbol, hyperbole, and personification to express
emotional and psychological experiences. The analysis also shows the use
of positive, negative, and neutral connotations, with negative connotations
appearing most frequently in Demi Lovato’s lyrics, while Taylor Swift’s
lyrics tend to emphasize reflective and symbolic expressions. Furthermore,
the thematic analysis demonstrates that connotative meaning is closely
associated with themes such as romance, heartbreak, self-identity, social
criticism, and psychological struggle. The study concludes that song lyrics
can function as authentic and meaningful learning materials that support
students’ interpretative ability, critical thinking, and communicative
competence in English language learning.