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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 224 Documents
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Incorporating critical thinking skills in English classroom instruction: a case study of Indonesian preservice teachers Imaniar, Fahmy; Rakhmawati, R
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.25974

Abstract

Critical thinking is an essential skill in education due to the demands of the 21st century, especially in the English as a Foreign Language (EFL) classroom. Nonetheless, the inclusion of critical thinking in English classroom can be quite challenging, particularly for pre-service teachers. This research deals with the integration of critical thinking into teaching modules conducted by pre-service English teachers at UIN Sunan Ampel Surabaya, focusing on lesson plan and instructional method. The study used a case study approach, analyzing teaching modules of twelve pre-service teachers. Bloom's taxonomy and a five-step critical thinking model were used to see the incorporation of critical thinking skills in their teaching modules. Interview was also carried out to elicit information on their way of incorporating critical thinking in their English instruction as related to the document analyzed. The results shows that the pre-service teachers exercised natural, effective thinking through well-defined objectives, questioning method, practical learning with feedback and reflection as a way to incorporate critical thinking through their teaching module. The result that they are aware of their role in supporting the students in developing their critical thinking while teaching English. The implications of the insights from the study signal considerable potential contributions for increased structured approaches to critical thinking instruction in EFL and a general commitment to reflective practice and responsive lesson design in English Language Teaching. The results have important implications for the integration of language education with critical thinking so that students become equipped with essential skills required in the 21st century. 
Delving into the Manobo tribe's literary pieces and culture Diansig, Jessabel Panggoy; Quijano, Gemima Masaya; Valdez, Roshyn Gyll Blanco; Monteza, Ana Mae
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.22868

Abstract

Cultural values represent the core beliefs, norms, and practices that shape the identity and behavior of individuals within a specific community. Understanding these values is crucial for maintaining cultural heritage, fostering social cohesion, and promoting cross-cultural understanding. This study aimed to explore the influence of the Manobo's literary pieces from their tribes and their relation to cultural values, including language preservation as one way of preserving their culture. The researchers employed a cultural values framework to comprehend and examine its cultural values. This qualitative study utilized research corpora, which we collected and analyzed. The researchers collected five (5) literary genres of the Manobo tribe: Songs, Riddles, Proverbs, Stories, and poems. The significant findings revealed the values embedded in the Manobo literary pieces, which prove that they have a substantial impact on the Manobo community from their generation past to the next generation. Thus, the collected literary texts are well-founded from the cultural values depicting humility, strong faith, and patriotism. The significant findings revealed the values embedded in the Manobo literary pieces, which prove that they have a substantial impact on the Manobo community from their generation past to the next generation.  
Ulti’em! Cuing between allies in Massive Online Battle Arena video games Pratama, Ryu Rizky; Latief, Muhammad; Utami, Dayu Pratiwi; Ummah, Ilda Cholifatul; Hanafi, Muhammad Adib; Anfagata, Jetsa; Saputra, Nandha Indarto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.22877

Abstract

This research focuses on the use of participation cues in the communication and expression of players in MOBA games. The MOBA games studied are Mobile Legends: Bang Bang, League of Legends: Wild Rift, and Pokémon Unite. Participation cues are used to allow players to inform each other about the progress of the game. The qualitative descriptive method was used in this research. In answering the formulation problems, participation cue theory by Keating and Sunakawa (2010) was used, which was elaborated by Bartle (1996) about player types. The data in this study are textual and visual, consisting of verbal and non-verbal forms of communication. The data was collected using playing and documentation techniques, and then analysed using Spradley (1997). From the research conducted, it can be concluded that the most common participation cues used by players are verbal cues, which have the characteristics of Achiever players. Verbal cues are used by players to express themselves directly to players so that the goals they want to achieve together can be realised. This research uses the term 'participation cue' to invite further research into communication strategy in games.
The influence of social media short videos on Indonesians' English acquisition Rakhmasari, Dwi Lia; Pratiwi, Berlin Insan
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.22659

Abstract

Social media is able to make an individual can get information, entertainment even jobs easily from their home. Learning language through social media become popular method for some people. Most famous social media platforms like Instagram, YouTube and TikTok use short video to give entertainment toward internet users. Using short video in social media tent learners to have unintentional or unplanned learning since many uses the applications almost every day. This study explained the impact of short video features on social media toward Indonesian English acquisition. It used a descriptive qualitative design. Descriptive qualitative design is research designed to obtain information about current status phenomena. The respondents consist of 494 Indonesian from different age 13-15 y.o, 16-18 y.o, 19-25 y.o, 26-35 y.o, >35 y.o Once the data was collected, all the answers were reviewed and analyzed, and conclusions formulated. This research found out that TikTok become the most popular application for Indonesian in the age 13-25 y.o followed by Instagram YouTube. Instagram become the most popular application for Indonesian in the age 26- > 35 y.o followed by TikTok and YouTube. This study found out that Indonesian believe the most significant impact toward their English are vocabularies. 94,1% respondents said that they get a lot of vocabularies from the video. 87.9% respondents said that since they get a lot of vocabularies from the video it is helpfull for themto easily understand about what they read.  Besides, 87.4% respondents said that they improve their speaking skill after watching short video. 83,6 % respondent said that they imitate what they hear from the short video on social media and unconsciously improve their listening skill after watching short video. The last,  69.8% respondents believe that their writing improve.
Enhancing students' writing paragraphs through Canva Magic AI Utami, Silvia; Karnedi, Karnedi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.23475

Abstract

This research aimed to investigate the influence of Canva Magic AI on improving students' writing quality and to gauge their perceptions of using the tool. The study utilized a quantitative, pre-experimental One-Group Pretest–Posttest Design. Eight English literature students were selected using convenience sampling from an Intermediate English Grammar and Paragraph Writing class at STBA Persada Bunda during the 2023-2024 academic year. Data were collected via a writing test and a questionnaire. The findings revealed a significant improvement in students' writing quality after using Canva Magic AI, with a p-value of 0.012 from the Wilcoxon signed-rank test. Notable enhancements were observed across various writing components, including better organization, with more students receiving "Excellent to Good" ratings and the complete elimination of the "Not College Level Work" category.  Logical development of ideas component showed significant improvement, with more students achieving higher ratings and lower ratings decreasing to zero. Grammar quality also improved markedly, with increases in higher ratings and decreases in lower ones. Progress was observed in punctuation, spelling, mechanics, and the style and quality of expression, with significant boosts in higher ratings and reductions in lower performance levels. Furthermore, students' perceptions of Canva Magic AI were highly positive, with mean ratings consistently above 4.0 on a 5-point scale. They acknowledged the tool's effectiveness in improving their writing skills and content creation, although some reported variability in experiences with errors, indicating a need for further refinement. The research underscores the effectiveness of Canva Magic AI as a supplementary educational tool, demonstrating its potential to enhance writing skills and overall quality. The implications for educational practices suggest integrating AI tools like Canva Magic AI into curricula to support and improve students' writing proficiency,  fostering a more engaging and efficient learning environment.
Sociolinguistics in the digital era: Minang language as cultural identity Ahmadi, Yondri; Yasmadi, Yasmadi; Fitri, Titi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.22990

Abstract

Indonesia is renowned for its abundant ethnic and cultural diversity, where each community upholds its unique language and traditions. This study aims to delve into the sociolinguistic dynamics in the digital age, focusing particularly on the Minang language as a cultural emblem. Employing a descriptive qualitative approach, the research meticulously delineates the distinctive features of the Minang language as an inseparable facet of cultural heritage. Methodologically, a literature review is employed to gather data from diverse secondary sources such as books, literature, and relevant media, subsequently subjecting them to content analysis techniques to decipher the meanings embedded in expert expressions and perspectives within the realm of scholarly discourse. The findings underscore the intricate impact of the digital era on the Minangkabau language and culture, encompassing the pervasive influence of technology and mass media on its usage, preservation, and evolution within society. The dynamics of urbanization and population mobility also wield significant influence, presenting challenges in preserving traditional cultural practices amidst the currents of modern urban life. To safeguard the rich tapestry of Minangkabau culture, concerted efforts are imperative, including educational initiatives rooted in local cultural values, leveraging digital technologies for cultural documentation and advocacy, alongside governmental support and active engagement from local communities. Collaborative endeavors across sectors are envisaged as pivotal in safeguarding the Minangkabau language as a cherished symbol of cultural identity, resonating not just locally but also on the global stage increasingly interconnected in the digital era.
Optimizing vocabulary mastery through augmented reality flashcards in early primary EFL learners Fikriyyah, Nabila Shafa; Eva Nikmatul Rabbianty
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 1 (2026): February 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i1.29160

Abstract

Vocabulary mastery plays a crucial role in supporting young learners’ English proficiency; however, many primary school students continue to struggle with retaining new words due to limited exposure and monotonous instructional methods. Although recent technological advancements, particularly Augmented Reality (AR) have shown, promise in enhancing learners’ engagement and multisensory processing, empirical evidence on AR-based vocabulary learning for early primary EFL students remains limited. This study investigates whether there is a significant difference in vocabulary mastery between second-grade students before and after being taught using Augmented Reality (AR)-Based Flashcards at SDI Al-Munawwarah Pamekasan and determines the magnitude of the effect of this intervention on their vocabulary mastery. A quantitative approach was employed using a one-group pretest–posttest pre-experimental design involving 32 second-grade students selected through total sampling. Data were collected using a picture-based vocabulary test administered before and after the intervention, which consisted of two AR-supported learning sessions. The data were analyzed using the Wilcoxon Signed-Rank Test and effect size calculation. The findings reveal a significant improvement in students’ vocabulary mastery, as indicated by an increase in the mean score from 16.81 in the pretest to 18.69 in the posttest. The Wilcoxon Signed-Rank Test shows a statistically significant difference between pretest and posttest scores (p < .05), accompanied by a very large effect size (r = 0.764). These results indicate that AR-Based Flashcards provide substantial learning benefits by offering engaging, interactive, and visually enriched input that supports vocabulary comprehension and retention. Pedagogically, AR-based instruction should be reinforced through brief consolidation tasks and differentiated scaffolding, while schools should ensure device availability, technical readiness, and teacher preparation to support effective implementation. Future research is recommended to employ comparative designs with larger samples, include delayed posttests, and examine engagement or motivation to better explain AR’s long-term effects.
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.

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