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Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya
Published by Universitas Muhammadiyah Semarang
ISSN : 20866100     EISSN : 2503328X     DOI : 10.26714/lensa
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 9 Documents
 1 
Search results for , issue "vol 15, no 2 (2025)" : 9 Documents clear
Hegemony and Organic Intellectuals Figures in Rio Johan’s Post-Apocalyptic Novel Buanglah Hajat Pada Tempatnya Natanael Ricky Putra; Djoko Saryono; Karkono Karkono
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.261-279

Abstract

This study investigates the workings of hegemony in Rio Johan’s post-apocalyptic novel Buanglah Hajat pada Tempatnya (Dispose of Waste in Its Proper Place). Guided by Antonio Gramsci’s theory of hegemony and the conventions of post-apocalyptic literature, the research asks how power is negotiated and sustained in a dystopian society. Using a descriptive qualitative approach, the study highlights the role of organic intellectuals, represented by Pak Tua (the Old Man) and Si Bocah (the Boy), in transmitting ideology to a community of survivors. The findings reveal that hegemony in this narrative emerges through everyday practices surrounding a single functional toilet and oral traditions within a waiting line. While the research contributes a new perspective by linking hegemony to post-apocalyptic settings—an underexplored area—its scope is limited to the analysis of a single text or novel.
Investigating Eva’s Trauma in Ramsay’s We Need to Talk about Kevin through Psychoanalysis Naila Aisyah Utami; Nandy Intan Kurnia
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.391-416

Abstract

Sometimes people easily judge other people’s suffering as a single traumatic event without realizing that trauma can shape the victims’ identity and emotional ability. Thus, this study aims to identify the main character, Eva’s imbalanced personality, its types, and the impacts of trauma on her mental health and well-being as seen in Lynne Ramsay’s We Need to Talk About Kevin (2011) movie. This study applied Sigmund Freud's psychoanalysis theory (1923) to answer the research objectives, focusing on the structural model of the psyche and its relation to Eva’s traumatic experiences. This qualitative research uses Lynne Ramsay’s movie entitled We Need to Talk About Kevin, published in 2011 by BBC Films, as the data source. The data were in the form of scenes and dialogues related to (1) the nature of the main character Eva’s imbalanced personality, (2) the types of traumas experienced by her, particularly in relation to her son Kevin, and (3) the impacts of the trauma on Eva’s psychological and overall well-being. The researchers were the primary instrument of this study, conducting a close reading of the movie and analyzing the data through a psychoanalytic lens. The results of this study reveal that the main character's personality is dominated by her superego, which leads her to have acute, chronic, and complex traumas.These traumas resulted in PTSD, emotional distress, dissociation, and physical symptoms. Therefore, through the lens of Freud’s psychoanalysis, combined with the trauma theory and film analysis, this study uncovers that someone’s suffering should be seen as an ongoing psychological process. Moreover, this study shows that psychoanalytic theory can be applied to film, which then broadens the scope of psychoanalytic literary criticism.
Lexical and Structural Challenges in Indonesian EFL Learners' Narrative Writing Stanislaus Guna; Ferdinandus Kande; Yustus Sentus Halum
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.280-299

Abstract

This study examines the lexical and structural challenges faced by EFL (English as a Foreign Language) students in writing narrative texts in English. The study was conducted at SMA Negeri 1 Poco Ranaka, a high school located in the rural area of East Nusa Tenggara. The method used is qualitative descriptive with analytical techniques based on Jacobs' writing assessment rubric, which covers five aspects: content, organization, vocabulary, grammar, and mechanics. The results showed that errors in the use of vocabulary (44%) and grammar (50%) were the most dominant problems, followed by weaknesses in the organizational aspects and mechanics of writing. These errors reflect the limited lexical and grammatical mastery of students, as well as the negative influence of the mother tongue and the lack of exposure to authentic English use. This research confirms that writing skills should be understood as a complex process of negotiating meaning, not just a technical skill that can be acquired through mere repetition. These findings also emphasize the importance of contextual, adaptive, and needs-based approaches to writing learning, especially in areas with limited access to education
An Ecological Discourse Analysis of a Fishery Company’s Claims on SDG 12, 13, and 14 Arina Isti'anah; Novita Dewi; Firma Sulistiyowati
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.348-365

Abstract

Corporate sustainability reporting has gained attention, but research gaps persist in applying ecological discourse analysis (EDA) to corporate texts. Current studies often rely on critical discourse or thematic content analysis, overlooking the ecological dimensions of language. There is a lack of integrated SDG discourse analysis that captures the complex interdependence of environmental issues and limited attention to subtle linguistic strategies companies use to frame compliance and sustainability, often bordering on greenwashing. This study addresses these gaps by applying an ecological discourse analysis to a fishery company's sustainability report. Data was taken from the English sustainability report of PT. Dua Putra Makmur Tbk (DPUM), downloaded from the company’s website, www.duaputra.co.id. The collected data were examined through an ecological discourse analysis (EDA) framework assisted by the UAM corpus tool to investigate the modality as the interpersonal vehicle that uncovers the company’s intention in building public trust and showing its commitment to the ecological equilibrium. Findings reveal that modality is mainly employed to show the company’s commitment to maintaining sustainable business practices. Ecologically, the sustainability report articulates an ambivalent discourse since the ecological commitment is concealed in the report, proven by the absence of modality referring to ability and willingness
From Newsroom Frames to Courtroom Registers: Language as Patriarchal Legitimation in Sexual Violence Reporting Zulfiana Amaliana MZ; Aceng Ruhendi Saifullah; Yanty Wirza
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.242-260

Abstract

This study examines how patriarchal authority is linguistically constructed and contested across media coverage and courtroom registers in sexual violence cases. Using Critical Discourse Analysis (CDA) and Halliday’s transitivity framework, the researcher analyses 784 clauses from 25 online news articles and one courtroom case adjudicated at the Praya District Court in West Nusa Tenggara, Indonesia. News reports were selected through purposive sampling, focusing on cases where perpetrators were socially significant figures such as father, lecture, and religious leader. AntConc software generated frequency and concordance lists, which were qualitatively coded in ATLAS.ti to identity patterns of agency, responsibility, and identity representation. Findings reveal that media discourse is dominated by material processes (70%), foregrounding acts of abuse and institutional responses, while relational processes assign social roles that frame cases within patriarchal and hierarchies. Courtroom discourse is characterized by relational, verbal, and mental processes, where defendant deploy relational clauses and conditional threats to normalize coercion, mask abuse as paternal care, and silence resistance. This study introduces the concept of discursive paternalism to explain how paternal identity functions as a linguistic resource that reframes coercion as moral duty. By connecting media framing and courtroom registers, the analysis demonstrates that justice is discursively produced across interconnected arena, with media narratives priming societal expectations and courtroom language either reinforcing or challenging them
Between Imagination and Information: Exploring the Assessment Practices of Literary and Non-Literary Texts on Reading Skills Melda Fauzia Damaiyanti; Yeti Mulyati
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.194-219

Abstract

Reading skills in literary and non-literary texts play a crucial role in shaping students’ comprehensive literacy competence. This study aims to explore assessment practices implemented by Indonesian language teachers at the senior high school level, focusing on various aspects including assessment goals, implementation timing, assessed components, instruments, indicators, techniques, and challenges in evaluating students’ reading abilities for both literary and non-literary texts. A qualitative descriptive-exploratory method was employed, with data collected through questionnaires involving 60 teacher respondents. The findings reveal that teachers possess an adequate understanding of the functions of literary and non-literary texts in instruction and apply diverse assessment approaches—ranging from objective test items to interpretive tasks and presentations. Literary texts are predominantly assessed reflectively and interpretively, while non-literary texts are evaluated using analytical and logical methods. Nevertheless, teachers still encounter several challenges, such as limited time, a lack of valid and reliable instruments, the absence of operational technical guidelines, and difficulties in assessing higher-order thinking skills. These findings highlight the need for systematic support in reading assessment, such as ongoing professional training, genre-based instrument development, and teacher collaboration within learning communities. This study emphasizes the importance of a systematic and collaborative approach to improving reading assessment practices to align with curricular demands and the goals of literacy development
Novice vs. Experienced Teachers: A Study of English Language Teaching Strategies Luh Putu Artini; Ni Nyoman Padmadewi; Ni Made Ratminingsih; I Gede Yoga Permana
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.300-319

Abstract

The strategies employed by teachers in teaching English as a foreign language play a crucial role in determining students’ success in mastering the language. Prior research has consistently indicated that teachers’ instructional strategies are influenced by their learning experiences, formal education, and length of teaching experience. Studies in language pedagogy suggest that experienced teachers tend to demonstrate greater flexibility and pedagogical awareness in selecting and implementing teaching strategies, while novice teachers often rely more heavily on prescribed frameworks. Grounded in this literature, the present study aims to examine the differences in strategy selection and implementation between novice and experienced English teachers. This study adopted a mixed-methods approach involving self-rating questionnaires, classroom observations, and semi-structured interviews. The participants consisted of novice and experienced English teachers teaching at the secondary school level. Quantitative data from the questionnaires were supported and elaborated by qualitative data obtained from observations and interviews. The findings reveal both similarities and clear differences in the strategies used by novice and experienced teachers. Novice teachers tended to follow structured and predefined strategies aligned with their personal teaching standards, whereas experienced teachers demonstrated greater adaptability by modifying, combining, and contextualizing strategies to meet students’ needs and classroom dynamics. These findings highlight the importance of pedagogical flexibility in effective English language teaching. In conclusion, this study underscores the need for teacher education programs to emphasize reflective practice, differentiated strategy training, and mentorship to better prepare novice teachers for diverse instructional contexts.
Exploring the Omegaverse: Dynamics, Tropes, and Illustrative Dive into A/B/O Fanfiction Andi Febriana Tamrin; Hafian Yamina
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.220-241

Abstract

This article examines the omegaverse, which is a fanfiction subgenre. Omegaverse narratives are set in an alternate universe where the society in the story is structured within a dominance hierarchy based on the designation or secondary gender (alpha/beta/omega or A/B/O), resulting in a total of six genders. Moreover, the core of the omegaverse society follows a wolf hierarchy, in which the position of the alphas is higher, and they have the power to dictate the norms and usually exploit the omegas. This study analyzes the fundamental power dynamics and common themes that typically occur in the story. It is also exploring the subgenre’s potential for intricate thematic analysis and societal critique. The research focuses on a qualitative textual analysis of “The Gilded Cage” by BeautifulFiction, a Sherlock fanfiction story based on the BBC TV show, which serves as a case study. The analysis utilizes critical perspectives on power dynamics and conflict among the alphas, betas, and omegas. The analysis reveals that, despite the omegaverse’s frequent use of biologically deterministic frameworks and tropes that may perpetuate patriarchal or problematic norms, works like The Gilded Cage have the potential to subvert these conventions, critique systemic inequalities, and explore nuanced character development. It reveals how Sherlock, as an omega, fights to be accepted in society despite his secondary gender and how he overcomes the conflicts in his way. The results emphasize the genre’s ability to serve as both a platform for fantasy and a powerful medium for critical engagement with sociocultural issues. 
Systemic Evaluation of Vocational Education Reform: A CIPP Analysis of Curriculum Implementation in Aceh Zubaidah Zubaidah; Suraiya Suraiya; Abdul Manan; M Nur Akhyar
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.320-347

Abstract

This study examines the localized implementation of national vocational education reform, specifically focusing on the pedagogical shift within Technical and Vocational Education and Training institutions in Aceh, Indonesia. While curriculum transformation aims to address global 21st-century challenges, a gap remains in systemic evaluation within regions marked by geographical diversity and institutional disparities. Utilizing the Context, Input, Process, and Product (CIPP) model, this research employs a descriptive qualitative approach through policy document analysis and a systematic review of implementation reports. Findings reveal that while reform is urgent to bridge competency gaps, significant barriers persist in the input dimension, including uneven teacher readiness, inadequate infrastructure, and budget misalignments. In the process stage, student-centered learning remains inconsistent and largely performative, resulting in varied student outcomes where character-building and modern skill acquisition goals are not yet fully realized. The study concludes that 'one-size-fits-all' approaches are ineffective for diverse regional contexts. Practical implications necessitate differentiated support policies, localized teacher training, and a shift in supervision from administrative compliance to pedagogical substance

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