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All Journal BASIS (BAHASA DAN SASTRA INGGRIS) LINGUA LITERA : journal of english linguistics and literature English Language and Literature International Conference (ELLiC) Proceedings Journal of Language, Literature, and Teaching SALEE: Study of Applied Linguistics and English Education Austronesian: Journal of Language Science & Literature LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra Journal of Literature and Education Journal of Linguistics and Social Studies ELite Journal: International Journal of Education, Language and Literature Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Firdaus, Saiyidinal
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Analogy and Reanalysis in Indonesian Grammatical Change: A Morphological and Syntactic Study Firdaus, Saiyidinal
Journal of Language, Literature and Teaching Vol 7, No 3 (2026): DECEMBER - MARCH 2026
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v7i3.246-268

Abstract

This study examines the interaction of reanalysis and analogy in Indonesian grammatical change from a combined morphological and syntactic perspective. Although both mechanisms are central to historical linguistics, researchers often treat their relationship descriptively rather than empirically and rarely use a unified analytical framework, particularly for non-Indo-European languages. Addressing this gap, the study aims to provide a mechanism-oriented account of how grammatical change emerges and becomes systemically integrated in Indonesian. The study employs a corpus-based qualitative–quantitative design, drawing on naturally occurring data from multiple written registers. Analysis integrates morphological diagnostics, syntactic distribution, and frequency-based evidence to identify patterns of change. Reanalysis is inferred from shifts in structural interpretation, including changes in argument structure and constructional alignment, while analogy is examined through patterns of distributional extension and frequency-sensitive generalization across related constructions. The findings demonstrate that reanalysis functions as the initial trigger of change by restructuring morphosyntactic relations but does not by itself ensure productivity. Instead, only those reanalyzed patterns that align with high-frequency and highly schematic constructions undergo analogical extension and become stabilized. This selective diffusion results in the formation of novel constructional patterns and facilitates the reorganization of the grammatical system. The study argues that Indonesian grammatical change is best explained as constructional network restructuring resulting from the interaction of reanalysis and analogy. By offering an empirically grounded and theoretically explicit model, this research contributes to a more typologically inclusive understanding of grammatical change and provides a replicable framework for integrating morphological, syntactic, and usage-based approaches in diachronic studies.
NEGOTIATING MINANGKABAU CULTURAL IDENTITY IN POSTGRADUATE THESIS WRITING Firdaus, Saiyidinal
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 2 (2026): ELite Journal (Volume 6 Number 2, April 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n2.p54-67

Abstract

This study investigates the negotiation of Minangkabau cultural identity in postgraduate thesis writing through the perspectives of academic literacy, cultural discourse, and genre studies. In multilingual academic contexts, thesis writing functions not only as a disciplinary requirement but also as a site where writers reconcile local cultural values with global academic conventions. Despite growing research on writer identity, limited attention has been given to how Indonesian local epistemologies shape postgraduate genres. Adopting an interpretivist–critical paradigm, the study integrates Systemic Functional Linguistics (SFL), Critical Literacy, and Genre Pedagogy within a qualitative design. Data were collected from selected thesis chapters and semi-structured interviews with Minangkabau postgraduate students and supervisors in West Sumatra. Analysis combined metafunctional linguistic examination, genre move analysis, and critical discourse interpretation. The findings reveal that identity negotiation occurs ideationally through the transformation of cultural philosophy into academic knowledge, interpersonally through culturally informed stance and politeness strategies, and textually through hybrid genre structures that merge institutional conventions with local narratives. These practices illustrate students’ agency in reshaping academic discourse while maintaining cultural authenticity. The study argues that postgraduate academic writing should be viewed as a culturally situated practice and recommends culturally responsive genre pedagogy that acknowledges diverse epistemologies within Indonesian higher education.
Psycholinguistic Representation of Dyslexia and Intervention Strategies in the Documentary Film Left Behind (2025) Firdaus, Saiyidinal
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.58-81

Abstract

This study examines the representation of dyslexia and its intervention strategies in the documentary film Left Behind (2025) through a multimodal psycholinguistic framework. While previous research on dyslexia has predominantly focused on clinical and educational contexts, limited attention has been given to how dyslexia is constructed and communicated in audiovisual media. Addressing this gap, the study aims to analyze how cognitive, linguistic, and social dimensions of dyslexia are represented through verbal, audio, and visual modes. This research adopts a qualitative descriptive approach with a systematically operationalized analytical framework that integrates phonological processing, visual–linguistic integration, and sociocultural interaction. Data were collected from selected scenes in the documentary, including dialogue, narration, on-screen text, and cinematic representations of reading practices. The analysis employs explicit coding procedures based on psycholinguistic indicators and multimodal categories, supported by verbatim excerpts and detailed visual descriptions to ensure analytical transparency. The findings reveal that the film represents dyslexia as a multidimensional phenomenon. At the micro-linguistic level, dyslexia is constructed through phonological processing difficulties, such as hesitation, sound repetition, and disrupted decoding. At the cognitive level, visual–linguistic integration challenges are depicted through unstable text tracking and perceptual disorientation. At the sociocultural level, dyslexia is framed as a socially mediated experience shaped by scaffolding, interaction, and affective support. The film also portrays intervention strategies through multisensory learning, assistive technologies, and inclusive pedagogical practices, reflecting the principles of the Active View of Reading. This study contributes to applied linguistics by demonstrating how psycholinguistic constructs can be operationalized within multimodal media analysis, thereby bridging cognitive theory and audiovisual representation.
Co-Authors Muchlas Suseno Munibi, Ahmad Zaki Nuruddin, Nuruddin Ramadhan, Saiyidinal Futhra