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LEKSIKA

LEKSIKA
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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 224 Documents

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The strategy of slang words translation in “the kissing booth” movie subtitle Lilik Istiqomah; Aulia Ilma Muyasaroh; Ika Lutfiana Muliawati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 1 (2019)
Publisher : University of Muhammadiyah Purwokerto

This study sets out to describe the translation strategy and the impacts of the strategy to the accuracy and acceptability of slang words translation in “The Kissing Booth” movie subtitle. The research data were collected from “The Kissing Booth” movie file along with the subtitles, both in English and Indonesian. The data were all slang words found in “The Kissing Booth” movie dialogue and subtitle. This study employed descriptive qualitative method to analyze the slang words from the dialogue in the movie. The result of the research shows that the slang words found in the movie are divided into 8 (eight) categories which are: Euphemism with 4 (four) data, Dysphemism with 11 (eleven) data, Typical in Spoken Language with 8 (eight) data, Typical in Informal Situation with 11 (eleven) data, Metaphorical Utterance with 5 (five) data, Proverb with 2 (two) data, Untranslatability with 4 (four) data, and Neutral Syntactic Level with 5 (five) data.

Attitudinal meaning in the syllabus of same-sex marriage legal document of the United States: a systemic functional linguistics approach Ayu Pratiwi Ulfah; Eva Tuckyta Sari Sujatna; Rosaria Mita Amalia
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

After being recognized as a legitimate form of marriage in various countries, the Supreme Court of the United States ruled that the American Constitution guarantee the marriage of same-sex. It is the syllabus of same-sex Marriage in the United States that become the object of the research. This thesis aims to identify the attitude types and clauses constituent of syllabus constructed by same-sex marriage proposer in the United States and examines how attitude types in the syllabus of Same-sex Marriage in the United States indicates the meaning and relation with the readers. The theory proposed by Martin and White of Appraisal system (2005) based on attitude types is used to support the analysis. The research found that the attitude types in same-sex marriage syllabus there are 92 affect, 54 judgement, and 58 appreciation. Based on the attitudinal types in this research, the same-sex proposers feeling indicates they are being discriminated because their citizenship rights have not been fulfilled. It can be seen from the most choice of the word "harm" that indicates the existence of a condition that there is a rule injustice. Therefore the same-sex proposers need to be protected their right to marry the same-sex couples. Validation the right of same-sex marriage, will give them a guarantee to live safely. If the right cannot be avowed, the same-sex actor will be suspected as a criminal by the state. The same-sex proposers believe this is harmful decision. Because they think that marriage is an important right that everyone can procure it, including the same-sex orientation. This right cannot be parting from the other right and same-sex marriage right must be legalized by the state. Therefore the state must to treat the citizen equally.

Students’ violation of cooperative principle in thesis exams Mohammad Muhassin
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v13i2.4876

This study aims to find out and describe the maxim of conversation most violated by students and the types of maxim violation in thesis exams. This is a kind of descriptive qualitative research. The data are utterances containing maxim violations by the students in thesis exams at the department of English education, Faculty of Education and Teacher Training, State Islamic University of Raden Intan Lampung in 2018/2019 academic year. The researcher used a documentation method of the recordings of students’ thesis exams, and a note-taking technique in collecting the data. The result of the research shows that among the 13 utterances, quantity maxim was violated most with 5 utterances (38.46%), subsequently followed by relation maxim with 4 utterances (30.76%). Meanwhile both quality and manner maxims placed the third maxims most violated by the students, each with 2 utterances (15.38%) respectively. In addition, maxims of quantity, quality, relation, and manner are violated by the students in thesis exams, namely quantity, quality, relation, and manner maxims. The violations are in the form of exaggerated information for quantity maxim, untrue information for quality maxim, irrelevant information for relation maxim, and confusing information for manner maxim.

The differences in students’ attitudes and perceptions of NEST and NNEST Reza Anggriyashati Adara
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

Students might have different attitudes and perceptions of different types of teachers. The present study aims to analyse the differences in students’ attitudes as well as perceptions toward two different types of teachers; NEST (Native English Speaking Teachers) and NNEST (Non-Native English Speaking Teachers). The present study used a mixed method approach by distributing a set of questionnaires to sixty junior high school students and interviewing four of them. Despite showing relatively positive attitudes toward both teachers, the findings revealed that the participants paid more attention to NEST than NNEST. Although most participants do not think English should only be taught by NEST, there is a preference over NEST whom are considered as more effective in teaching speaking skills, pronunciation, and cultural knowledge. However, the participants show more relaxed attitudes when they were being taught by NNEST due to shared L1 as well as teachers’ knowledge in learning English as non-native speakers. In addition, NNEST were perceived as better teachers of grammar than NEST. Thus, both teachers should learn from each other to create a better learning environment for students. Besides that, teacher trainings should equip pre-service teachers with knowledge to overcome their weaknesses either as NEST or NNEST.

Modified congklak game in the teaching of the English second conditional: an experimental study Sundari Purwaningsih; Wida Mulyanti
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

The notion to nurture local culture through English Language Teaching sparks an idea to incorporate an Indonesian traditional game, congklak, into a grammar class. Oftentimes, practicing grammar in a mechanical and monotonous way makes students struggle more than they already have with attempting to grasp grammar concepts. Consequently, only those with strong internal motivation, which are often small in number, are eager to engage in the practice. This study was intended to investigate the effectiveness of congklak game in helping adult learners acquire the English second conditional. One intact class of learners in an EFL university setting (final pool: n = 20) was randomly assigned to two groups (congklak game and non-congklak game). A pretest and an immediate posttest were administered to measure the participant’s mastery of the target grammatical forms. Results from the posttest revealed that the congklak game group significantly outperformed the non-congklak game group. The findings lend support to the possibility of adapting and modifying Indonesian traditional games as effective pedagogical means to facilitate EFL learners in acquiring grammatical forms in a much more interesting way.

A comparative analysis of translation strategies on slang words in the movie Deadpool 2 between internet fansub and professional translators Muhammad Aprianto Budie Nugroho; Sanita Triksi Shepia
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

This research focuses on the translation of slang words and the strategies used by the translators of Internet version (IT) and DVD version (DT) in Deadpool 2 movie. The purpose of this research is comparing the translation of slang words and the useof translationstrategies by the two translators. The research employs a qualitative method with a case study as the design of the research. In collecting data NTC’s Dictionary of American Slang by Spears is used in clasifying slang words in the dialogue of Deadpool 2 movie. In analyzing and comparing the strategies, Baker’s (1992) theory is applied. The result of this research shows that; there are 65 slang words found in the movie. IT translated 47 slang words, and DT rendered 39 slang words. The interesting finding is that 38slang words are translated differently. Other 27 is the same. Seen from its translation strategy, five strategies are used by IT. Those are translation by a more general word, translation by omission, paraphrase using related word, paraphrase using unrelated word, andtranslation using a loan word. Meanwhile, DT employed six strategies, i.e.translation by a more general word, translation by omission, paraphrase using related word, paraphrase using unrelated word, translation using a loan word, and translation by less expressive word.

Investigating EFL teachers’ perceptions on their TPACK development: how EFL teachers view seven domains on TPACK framework Lailatun Nurul Aniq; Nur Arifah Drajati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

Despite the fact that plenteous studies on educational technology and strategic domain have been conducted, various studies indicated that EFL teachers do not explore the full potential of information and communication technology (ICT) in their classroom. It requires EFL teachers’ consideration to be able to intensify their knowledge, which emphasizes the understanding on how technology development nowadays may encourage the improvements of language learning, and it may change the professional teachers’ roles and practices. In order to help EFL teachers integrate modern technology into their EFL classroom, EFL teachers need to understand better the fundamental elements that may foster technology integration. Technological Pedagogical Content Knowledge (TPACK) is a framework for understanding the varied forms of knowledge necessitated by EFL teachers to integrate ICT in their teaching. This study aimed to investigate how EFL teachers’ perceptions of competences in their TPACK development. Hence, this study used a case study since it was an appropriate method in conducting the research. The data were collected from 20 EFL teachers by conducting online semi-structured interviews. The findings indicated that most EFL teachers rated their domain knowledge higher about CK, PK, and PCK rather than those domains concerned with technological knowledge, i.e., TK, TCK, TPK, and TPACK. The implication of this research is to add EFL teachers’ understanding of the importance of the TPACK framework. In the future, it takes part in developing the competence of EFL teachers’ TPACK development so that the quality of the teaching-learning process promotes.

The effect of gamification on students’ motivation in learning English Khairani Dian Anisa; Sri Marmanto; Slamet Supriyadi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 14, No 1 (2020)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v14i1.5695

Motivation plays important role that drives learning. The application of games for educational purposes can boost students’ motivation. Nowadays, the game utilizes technology which enables students to experience enjoyment in a more accessible way. However, some games are not suitable for students. Hence, gamification, i.e., the implementation of game elements in a non-game context, serves as a solution to motivate students. This study aims to investigate the effect of gamification on students’ motivation in learning English. A game-based student response (GBSR) is an example of gamification. The case study method comprised an intrinsic and extrinsic motivation scale and a semi-structured interview to investigate the effect of gamification on students’ motivation in learning English. The study involved 13 eleventh grade students consisting of 10 females and 3 males students. The result indicated that the students experienced competence, autonomy, and relatedness in GBSR which led to stronger intrinsic learning motivation. Besides, the features in the GBSR triggered students’ interest to play the game. The extrinsic motivation stimulated through the reward structure and endorsement of goals. Moreover, the classroom atmosphere became more enjoyable for students. These results serve an alternative way for teachers to teach English at the secondary level.

Exploring Students’ Learning Experiences in a Thai EFL Classroom: A Narrative Inquiry Ajeng Ma'rifah; Dewi Rochsantiningsih; Hefy Sulityawati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 14, No 1 (2020)
Publisher : University of Muhammadiyah Purwokerto

EFL students relatively attain learning experiences from activities they perform in the classroom. This article explored the stories of students’ learning experiences in a Thai EFL classroom and looked through their stories about learning experiences which contribute most to the improvement of their language skills. Four out of thirty grade-10th students in the English as Supplementary class at one of Demonstration Schools in Lopburi Thailand participated in this study. In eliciting the participants' stories, narrative inquiry was carried out as the design of this research. The data were collected through observations, interviews, and document analysis. Afterward, they were analyzed through thematic analysis. The first finding showed that there were 22 learning experiences attained by Thai students during the ES class which belonged to 1) eleven learning experiences for reading, 2) two learning experiences for writing, and 3) nine learning experiences for other skills. The second finding of students’ perceptions revealed that the most helpful learning activities in improving the students’ English skills were 1) reading fiction, 2) watching movies, and 3) reading and translation. These activities provided at least two significant learning experiences for the students, including 1) knowing more vocabularies and 2) working in a group. This study implies that studying learning experiences which promote the students’ language skill improvement is essential for English teachers to select or plan best learning experiences.

Students’ perception of bilingualism use in a classroom at senior high school: a case study Amira Muflicha Daraini; Nur Arifah Drajati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 14, No 1 (2020)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v14i1.5650

English is a language that is normally used around the world. It is the legitimate language of 53 nations. Thus, many people want to learn English. Bilinguals are present in every country, social class, and the global economy. It is demonstrated by bilingual class or two languages (English and Indonesian) class, which is really popular in Indonesia. One of the levels which provides bilingual class is the level of senior high school. English is not only taught in English subject, but also in the other subjects. This research addressed the students' perception of the use of bilingualism in the teaching and learning process at senior high school. A qualitative approach as a basic framework was used in this research with a case study method. The participants of this research were 20 students of female and male. The data were taken with a questionnaire and interview. There were only three students involved in the interview session. The results show that most students gave positive perceptions of the use of English; understanding the explanation easily, feeling comfortable during the class, and enriching their vocabulary. This research can contribute to the policy-making of schools which intend to adopt a bilingual education program.

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