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INDONESIA
LEKSIKA
Published by Universitas Muhammadiyah Purwokerto
ISSN : 19781695     EISSN : 26204037     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Leksika is a journal on language, literature and language teaching. It is published by Faculty of Letters, Universitas Muhammadiyah Purwokerto, Central Java, Indonesia. Its issues are published twice a year in February and August. Leksika has been indexed in Google Scholar, Academia edu, Base, Portal Garuda, i-Future and Sinta e-ISSN : 2620-4037 p-ISSN : 1978-1695.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol. 20 No. 2 (2026)" : 7 Documents clear
The Individuation process of the main character in Husein Mahran’s Sanawat Ats-Tsaqb Al-Aswad: A Jungian perspective Azzahra, Arina Zakiah; Mustofa, Arif
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29419

Abstract

The conflict between the inner world and the need to find identity is a common topic discussed in contemporary literature, particularly through symbols of psychological relationships. However, a significant number of Jungian literary interpretations continue to view archetypes as fixed symbols, rather than as interconnected processes of individualization. This gap can be traced in readings of contemporary Arabic novels, such as Husein Mahran's Sanawat Ats-Tsaqb Al-Aswad, which depicts the main character, Yasin Imran, as torn between social norms and his strong inner desires. This paper will examine how Jungian archetypes are reflected and how the interaction between them contributes to the main character's individualization process. This paper is a combination of descriptive qualitative research and literary psychology based on Carl Gustav Jung's theory of archetypes. The primary data source is the 2021 edition of Sanawat Ats-Tsaqb Al-Aswad, and the secondary data are based on relevant academic literature on analytical psychology and literary works. Data collection involved a careful reading of narrative passages, conversations, and descriptions that exhibit characteristics of Jungian archetypes. The data were analyzed using Miles and Huberman's interactive approach, which includes data reduction, data display, and conclusion drawing. The results of this study indicate that the four Jungian archetypes presented in the novel represent evolutionary stages in Yasin's psychological growth. Yasin's persona is shown as a disciplined and obedient character, a mask used socially to maintain social stability. The shadow is Yasin's duplicate and depicts an unrealized life, emphasizing the dissociation between ego and inner desires. The anima manifests through Yasin's emotional involvement with Farida, thus intensifying the conflict between rationality and affectivity. Ultimately, the conflict between the two versions of Yasin's personality reflects the archetype of the self, meaning the union of the ego with all parts of the soul. Conceptually, through this study, the concept of archetype can be applied in contemporary Arabic literature not only as a psychological symbol but also as a narrative structure that shapes the individualization of the protagonist.
Indonesian–English translanguaging practices in bilingual classroom : Distribution and functions in elementary education Noveintine, Dhanesvar Karel; Sutrisno, Adi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29848

Abstract

English is commonly positioned as the language of instruction in Indonesian bilingual schools, but classroom interaction often reflects the simultaneous use of Indonesian and English to support teaching and learning. This study addresses the translanguaging phenomenon as a flexible practice that allows teachers and students to use both languages as an integrated system. This study aims to examine the distribution of translanguaging utterances compared to monolingual use and to identify the specific functions of translanguaging in classroom activities. The study utilized a mixed-methods design; data were collected through audio recordings and observations of teachers and students in upper classes, grades 4 to 6, in a selected bilingual elementary school in Yogyakarta. Grades 4 to 6 were selected because students at this level demonstrate more stable bilingual development and engage in classroom interaction using both languages. Interactions between teachers and students were transcribed and coded into Indonesian-only, English-only, and translanguaging units based on turn-taking. The coded transcription of translanguaging is continuously categorized into several functions based on the utterances. The research design combined quantitative calculations of language distribution with qualitative discourse analysis of interactional units. The findings indicate a balanced linguistic distribution with Indonesian only (37%), English only (35%), and translanguaging (28%). Furthermore, the study identified six functions of translanguaging, i.e., Conceptual Explanation (41%), Meaning Negotiation (24%), Participant Management (11%), Procedural Instruction (10%), Classroom Management (8%), and Interpersonal Clarity (6%). These findings contribute to bilingual education by demonstrating that translanguaging is a purposeful, functional, and supportive practice that increases conceptual understanding and encourages inclusive participation. This research confirms that translanguaging acts as a significant tool that enhances the quality of bilingual learning environments, particularly in Indonesian and English languages.
Student-based evaluation on the pedagogical, professional, social, and personal competencies of ESP teachers Iswati, Luluk
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29259

Abstract

This research examines the pedagogical, professional, personal, and social competencies of English for Specific Purposes (ESP) teachers teaching Business English in the context of Outcome-Based Education (OBE). It aims to evaluate students’ perceptions of teachers’ competencies and to identify areas of requiring improvement to support effective leanring outcomes. A mixed-method approach was employed, involving a survey to 310 undergraduate students enrolled in Business English course. The questionnaire consisted of Likert-scale items to capture quantitative data and open-ended questions to elicit qualitative insights into students’ learning experiences. Quantitative data were analyzed descriptively to identify trends and mean scores across competency domains, while qualitative responses were analyzed through thematic analysis to uncover recurring patterns and critical issues. The results show that generally teachers’ pedagogical, personal, and social competencies are very good, but the professional competencies received the lowest score because the materials suitability with students’ ability is perceived low and online classes were dominant. Qualitative data further revealed teachers’ monotonous teaching methods, lack of interactiveness, and limited communication responses. These findings emphasize the need to increase teachers’ pedagogical and professional competencies through ESP training, needs analysis, materials development, and interactive teaching strategies to ensure effective learning in accordance with the demands of OBE Curriculum.
Idiom translation strategies in Netflix subtitle of Habibie and Ainun : A comparative study with DeepSeek-V3.2 Khairun Najmi; Al Farisi, Mohamad Zaka; Supriadi, Rinaldi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29671

Abstract

This research aims to analyze idiom translation strategies in the Netflix subtitles of the film Habibie and Ainun and to compare them with the machine translation generated by DeepSeek-V3.2 based on Baker’s (1992) classification. Idioms expressions are one of the most problematic areas in audiovisual translation due to their literalness and cultural embodiment. Descriptive qualitative is used as the research methods in this research with 22 Indonesian idioms classified according to Fernando (1996) to which a comparative analysis was made investigate the use and diffusion of translation strategies, namely idioms of similar meaning and form, idioms of similar meaning but different form, paraphrase, and omission. The results suggest that the paraphrase strategy is also the dominant one across both human and machine translations, reflecting a stronger emphasis on achieving meaning understanding rather than idiomatic form. The strategies of idioms of similar meaning and form and idioms of similar meaning but different form in the TL are tendencies rather than strict rules, and they vary from case to case depending on the existence of idiomatic equivalents in Arabic, while omission is not identified this indicates that the source idiom are preserved for coherence. The results also show that human translators consider the narrative setting and emotional meaning, while machine translation focuses mainly on semantic equivalence. This study offers to Indonesian–Arabic translation studies and demonstrates the effectiveness of AI-based translation systems in controlling contextual and culture-specific idioms.
R2N Bridging early EFL and eco-literacy: Expert validation of an eco-themed digital storybook series Sukmawati, Ida Dian; Pujiani, Tri
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29849

Abstract

Being in disaster-risk areas frequently affected by floods, landslides, and climate change, schools increasingly seek age-appropriate ways to introduce environmental awareness while sustaining meaningful early English exposure. However, early-grade EFL classrooms often have limited resources to integrate eco-centric themes into instruction. This study aimed to establish expert-based validity evidence for an interactive eco-themed e-storybook series designed for Indonesian Grade 1 EFL learners. Using a two-round modified Delphi approach, 12 experts (teachers, language specialists, and multimedia specialists) evaluated the series through structured questionnaires and open-ended feedback, followed by targeted revisions after Round 1. Quantitative judgments were analyzed using content-validity indices (I-CVI and S-CVI/Ave) and Aiken’s V to estimate item relevance and agreement, while qualitative comments were analyzed thematically to identify revision priorities. After revision, expert judgments converged, indicating that the series is linguistically accessible for beginners, pedagogically feasible for routine-based classroom use, ecologically interpretable through child-friendly actions, and multimodally coherent when audio and interactive features remain purposeful. Qualitative feedback prioritized stronger text–image alignment for key expressions, simplified page layouts to minimize overload, improved replay and accessible glossary supports, and child-safety safeguards (e.g., ad-free, break reminder). Overall, the findings support the series as a validated instructional resource oriented to integrating early EFL learning with eco-literacy meanings.
Defense mechanism and narcissistic behavior: A Study of R.F. Kuang’s Yellowface Marfinda, Shaga; Istiani, Imas
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.30027

Abstract

This study examines the defense mechanisms and narcissistic behavior of the main character in R. F. Kuang’s novel Yellowface (2023) using Karen Horney’s concepts of the idealized self and neurotic needs, as well as Christopher Lasch’s ideas about cultural narcissism. This research explores how June protects herself from envy and guilt by using various forms of self-deception. It also explores how the social media-driven publishing world shapes June’s narcissistic behavior. This research uses qualitative-descriptive methods and deep text analysis. The focus of the study is on the emotional insecurity, the need for recognition, and the dependence on public opinion. Findings show that June creates an idealized image of herself as a successful writer and maintains it through self-deception. At the same time, the publishing industry that focuses on visibility, approval, and performance affects her by pushing her to judge herself and her value through attention and compliments. When this recognition is lost, she feels anxiety, fear, and emotional instability. This study suggests that self-deception and narcissistic behavior in Yellowface are not just personal weaknesses, but psychological strategies created by internal conflict and a competitive cultural environment.
R2N Sustainable environmental education in EFL elementary textbook: a content analysis Emylia Malik; Istiqomah Nur Rahmawati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29633

Abstract

This study investigates how sustainability messages are represented in an English as a Foreign Language (EFL) textbook for Indonesian elementary learners and the extent to which these messages reflect SDG/ESD priorities. Using qualitative content analysis of multimodal content with particular attention to visual illustrations, the study examines the Grade IV textbook My Next Words to identify recurring environmental themes and the sustainability practices promoted. The findings show that sustainability is primarily framed through everyday, learner-accessible routines, including reducing single-use plastic during shopping; maintaining cleanliness at home and school; choosing low-impact mobility (e.g., cycling); saving energy by turning off lights; and caring for plants through watering and tree planting, which collectively model ecological responsibility for young learners. However, the coverage remains uneven: more systemic sustainability dimensions, especially renewable energy literacy, structured waste management (sorting and recycling routines), and explicit, solution-oriented climate change learning, are limited, resulting in sustainability being communicated more as individual moral behavior than as interconnected environmental challenges requiring informed understanding and collective action. The study recommends strengthening future textbook editions by integrating more balanced sustainability dimensions through age-appropriate tasks, projects, and visuals linked to local contexts, alongside teacher support to help learners move from “doing” sustainability to understanding its broader environmental rationale, thereby enhancing environmental literacy and SDG/ESD-aligned learning in primary EFL education in Indonesia.

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