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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 235 Documents
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The Representation of Palestinian children in Indonesian local and international online news: A Transitivity analysis Mentari Antika Putri; Ilma Yullinda Rahmah; Muhammad Nur Assyddyq; Faza Hannan Purinanda
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.v20i2.30445

Abstract

This study investigates how Indonesian local and international news outlets represent Palestinian children through language during news coverage of the Palestine and Israel conflict after October 7, 2023, in which more than 14,000 children were affected. Despite the mass coverage of the conflict, there is still very little comparative research that closely examines how different online media contexts portray Palestinian children, especially one that is comparing Indonesian and Western outlets. This study used a qualitative descriptive approach based on Systemic Functional Linguistics (SFL), by applying transitivity analysis to analyze process types, participant roles, semantic fields, and circumstantial elements in 289 clauses. The data were taken from six selected news articles published between October 2024 and May 2025. The data were retrieved from two Indonesian outlets (Kompas.com and The Jakarta Post) and two international news outlets (BBC and CNN). The findings show Indonesian news tends to make responsibility more visible by using material processes that clearly link actions to identifiable actors, which directly names Israeli military or state forces. In Indonesian local news more verbal processes are also used to give space to Palestinian voices rather than portraying them solely as voiceless victims. In contrast, international news tends to frame suffering through the dominant use of mental processes by focusing on emotions and internal states of the victims, making responsibility less visible. In semantic field distribution it is found that Indonesian local news uses more displacement-related processes compared to international news showing that western outlets limiting attention to the consequences of the conflict. Even so, both types of media tend to place Palestinian children in passive roles, with over 80% of material processes showing things being done to them rather than actions they take themselves. Overall, these findings reveal that linguistic choices in news reporting media are never neutral. They actively shape how responsibility, suffering, agency, and humanity are constructed in conflict coverage. This study contributes to SFL-based media discourse research and underlining the need for more accountable representation of vulnerable groups like children.
ISOL Digital storytelling as a pedagogical tool for intercultural competence in EMI contexts: A case study from Southeast Asia Lasmi Febrianingrum; Nadwa Faza Maulida Putri; Nahla J Lumpapac; Hafelatul Aisyah; Afifah Raihany
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.v20i2.30467

Abstract

English as a Medium of Instruction (EMI) has become widespread globally, but most studies examining its use have centered around classroom-based activities, neglecting the less explored area of how EMI works out in informal settings facilitated by peers and technology. This study investigates the involvement of Indonesian and Philippine students in intercultural collaboration through a digital storytelling project named Stories Across Borders, which lasted for one month. Six students from the secondary and tertiary levels in both countries participated in this activity involving WhatsApp chats, post-project surveys, and creation of an 18-page e-book complete with voiceovers as part of the collective book. The thematic analysis that was used to examine the intercultural learning, communication and collaboration in this data set included transcripts of WhatsApp chats, post-project reflection surveys as well as the final story. The analysis showed three themes: digital storytelling promoted the sharing and learning of each other's backgrounds with a great sense of cultural pride and empathy; online collaboration needed natural communication skills, role negotiation, and facilitation; also, EMI provided authentic stakes for confidence building but at times strategies including rephrasing and clarifying were required as dialogic meets. These findings show that digital storytelling goes beyond a mere creative practice and serves as an effective pedagogical tool for intercultural learning in EMI settings. This research extends EMI inquiries to the international level within Southeast Asian collaborations, contributing important findings for teacher education partnerships based on project-based learning and intercultural capacities with implications for educators developing global digital initiatives.
Integrating Buya Hamka’s social criticism into anecdotal text writing instruction Kurniati Ayu Ningsih; Main Sufanti
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.v20i2.30554

Abstract

This study aims to analyze the forms of social criticism presented in the novel Buya Hamka by Ahmad Fuadi and to describe how such criticism can be utilized as instructional material for teaching anecdotal text writing at the senior high school level. This research employs a qualitative approach using content analysis. The data consist of words, sentences, and discourses in the novel Buya Hamka that reflect elements of social criticism, as well as information related to the development of anecdotal text teaching materials. The primary data sources are the novel Buya Hamka, published in 2023, and Indonesian language teachers. Data were collected through reading, observation, and note-taking techniques, while data validity was ensured through persistent observation and literature review. Data analysis was conducted using content analysis through heuristic and hermeneutic reading methods. The findings reveal that the novel contains several forms of social criticism: (1) criticism of social injustice reflecting power dominance that does not favor the public; (2) criticism of colonialism as a form of intellectual resistance to oppressive systems; (3) criticism of traditional educational systems, aligned with critical education theory that rejects rote-based learning; and (4) criticism of gender inequality highlighting the importance of equal access to education. These findings indicate that social criticism not only serves as a reflection of social reality but can also be effectively utilized as teaching material for writing anecdotal texts by transforming social issues into short narratives containing humor and satire. Therefore, social criticism in literary works can help students develop critical thinking skills as well as their ability to write anecdotal texts.
ISOL Eco-lexis in Indonesian children’s narratives: A mini-corpus study of frequency, range, and collocations Nur Melansari; Khaerun Nisa’a Tayibu; Raviqa Raviqa; Madani Madani; Andi Muhammad Syafri Idris
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.v20i3.30564

Abstract

Children’s stories are a powerful medium for introducing environmental awareness while simultaneously supporting literacy development. Yet, empirical descriptions of the environment-related vocabulary that children encounter in Indonesian narrative texts remain limited, particularly those drawn from openly accessible digital libraries. This study addresses that gap by conducting a corpus-based descriptive lexical analysis of eco-lexis in a mini-corpus of Indonesian children’s narratives sourced from Let’s Read (The Asia Foundation). The dataset comprises 10 narratives (N = 10; 4,886 cleaned tokens) spanning Reading Levels 1–5, selected using purposive stratified sampling with inclusion criteria of Indonesian language, narrative genre, environmental focus, and Creative Commons licensing (CC BY or CC BY-NC). The analysis integrates three complementary procedures: (1) lexical profiling through raw and normalized frequency (per 1,000 words), (2) distributional profiling using range (number of texts containing an item) as a pragmatic proxy for dispersion in a small corpus, and (3) phraseological analysis through recurrent bigrams/short phrases around key eco-lexis items. Eco-lexis identification combines a seed list with corpus-driven refinement and light manual lemmatization to group closely related variants. Results show that eco-lexis is organized around high-salience environmental entities (e.g., hutan, pohon, ikan, lumba-lumba, karang, udang, air, sungai, bakau), supported by recurring problem and action vocabulary that frames everyday stewardship (e.g., sampah, plastik, buang, bersih, jaga). Range patterns differentiate a compact core set (widely distributed across texts) from topic-bound clusters concentrated in one or two narratives (e.g., mangrove ecology and forest governance). Phrase-level patterns further reveal how narratives encode environmental responsibility through reusable “chunks,” including disposal routines (e.g. tempat sampah, membuang sampah) and protection frames (e.g. menjaga hutan, menjaga kelestarian). Overall, the study offers a transparent, lightweight workflow for eco-lexis profiling and provides an empirically grounded basis for selecting story texts and designing low-burden classroom tasks that link vocabulary development with environmental responsibility discourse.
An exploratory case study of generative AI in supporting EFL students’ written communicative competence Nur Arifah Drajati; Lynde Tan; Yulia Tria Hapsari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): Forthcoming Issue
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30580

Abstract

Generative Artificial Intelligence (GenAI) is rapidly transforming academic writing practices, raising concerns about its role in supporting the development of communicative competence. In English as a Foreign Language (EFL) contexts, where students often struggle to produce socially appropriate and contextually coherent texts, GenAI tools such as ChatGPT offer immediate linguistic support, model texts, and feedback. Despite the growing use of GenAI tools, limited classroom-based evidence exists on how GenAI supports EFL students’ written communicative competence in authentic tasks. This qualitative case study investigates the role of ChatGPT-5 in supporting EFL university students’ written communicative competence in an email-writing task and examines how teachers mediate AI-assisted learning. The study involved thirty-nine second-year Indonesian university students. Data were collected from students’ email drafts, semi-structured interviews, classroom observations, and learning artifacts, including screen captures and peer feedback. The findings indicate that students demonstrated development in sociolinguistic and discourse competence, particularly in refining tone, applying appropriate politeness strategies, and improving cohesion and coherence in their written texts. Even though ChatGPT played a role in these changes, but it was not the only thing that contributed. The results are affected by the combination of AI-generated input, teacher guidance, peer feedback, and students’ ability to think critically about the AI’s suggestions. This suggests that pedagogical mediation is very important for helping students develop their communicative competence when they use AI.

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