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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 249 Documents
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Culture Shock Experiences of Cambodian International Students in West Sumatra: A Phenomenological Study Muhammad Fauzi; Lidya Arman; Thamara Putriani Br Matanari; Vivi Indriyani; Anuar Puteh
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (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.15.1.2025.52-70

Abstract

This study explores the cultural adaptation experiences of Cambodian international students in West Sumatra, focusing on affective, cognitive, and behavioral dimensions of culture shock. Using a qualitative phenomenological approach, data were collected from 14 Cambodian students enrolled at three universities in Padang and Batusangkar. In-depth interviews, observations, focus group discussions (FGDs), and documentation provided a comprehensive view of their adaptation journey. Findings reveal a spectrum of emotional reactions, from enthusiasm to confusion; cognitive dissonance related to religious, culinary, and social norms; and behavioral challenges linked to language and social etiquette. Despite these challenges, students employed various strategies—peer support, cultural observation, language learning—to navigate cultural differences. The study underscores the importance of intercultural communication training and inclusive campus environments to support international student integration in Indonesia
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
Enhancing Vocabulary Acquisition through Asynchronous Learning: The Use of YouTube Channels in Indonesian Secondary Classrooms Edi Sunjayanto Masykuri; Desi Sukmawati; Ekaterina Kostina Alekseevna
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (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.15.1.2025.174-193

Abstract

This study investigates the impact of asynchronous learning through YouTube on vocabulary acquisition among eleventh-grade students at SMK PN 2 Purworejo, Indonesia. Using a descriptive qualitative case study design, researchers collected data through pre- and post-tests, semi-structured interviews, and analysis of student engagement with the Vocab App-Learn English Words YouTube channel. Results indicate that integrating asynchronous multimedia content significantly improved students' vocabulary mastery, motivation, and engagement. Initial vocabulary test scores averaged 64, increasing to 76.75 after treatment. The study also found that visual and audio elements enhanced comprehension, memory retention, and speaking confidence. Students reported increased interest in using video-based resources and preferred interactive strategies such as quizzes and group projects. The findings suggest that asynchronous YouTube-based instruction provides a flexible and engaging platform for vocabulary development and recommend its integration into English language learning curricula in similar educational contexts.
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 Students' Perceptions of Peer Assessment in a Scientific Writing Course Novasa Adiyani; Joko Priyana; Nur Hidayati
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (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.15.1.2025.88-105

Abstract

This phenomenological study investigates the lived experiences of 14 master's students enrolled in an English Education program at a public university in Yogyakarta. The study explores how these students engaged with and perceived the peer assessment process within a scientific writing course. Key areas of focus include students' emotional responses, cognitive engagement, perceived benefits and drawbacks, and the overall impact on their academic development. Data were gathered through in-depth semi-structured interviews and analyzed thematically. Results show that peer assessment played a significant role in enhancing students' understanding of scientific writing conventions, fostering critical thinking, and promoting collaborative learning. Despite encountering challenges related to bias, objectivity, and content familiarity, students recognized the process as instrumental in improving their writing skills and academic confidence. The study concludes with pedagogical implications for effectively integrating peer assessment in writing instruction and offers practical recommendations for future implementation.
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. 
Verbal Bullying in the Dialogues of ‘AlRawabi School for Girls’: A Perspective on Jonathan Culpeper’s Impoliteness Theory Erma Nur Fatimah; M Anwar Mas'adi
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (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.15.1.2025.25-51

Abstract

Studi ini meneliti bagaimana strategi ketidaksopanan terwujud sebagai perundungan verbal dalam dialog serial drama AlRawabi School for Girls, berdasarkan teori ketidaksopanan Jonathan Culpeper. Di lingkungan sekolah remaja, perundungan verbal sering muncul dalam bentuk yang halus dan terstruktur yang dapat menimbulkan dampak psikologis yang parah. Penelitian ini menggunakan pendekatan kualitatif, memanfaatkan analisis wacana pragmatis untuk memeriksa dialog terpilih dari serial tersebut melalui pengambilan sampel yang bertujuan. Kerangka teoritis menggabungkan lima strategi ketidaksopanan Culpeper: terang-terangan, ketidaksopanan positif, ketidaksopanan negatif, sarkasme/kesopanan palsu, dan menahan kesopanan. Analisis menunjukkan bahwa pernyataan tidak sopan dalam serial tersebut bukan sekadar pernyataan agresif; pernyataan tersebut berfungsi sebagai alat untuk kekuasaan, pengucilan, dan manipulasi identitas, khususnya dalam lingkungan sosial-budaya AlRawabi School for Girls. Strategi-strategi ini membantu menegaskan dominasi, menstigmatisasi individu, dan memberikan tekanan psikologis, yang mengungkap hierarki yang kompleks dan nilai-nilai patriarki yang mengakar dalam. Berbeda dengan penelitian sebelumnya yang berfokus pada media Barat atau komunikasi digital, penelitian ini memberikan perspektif baru dengan menempatkan ketidaksopanan dalam narasi audiovisual Arab yang berakar pada norma budaya dan ekspektasi gender. Temuan ini meningkatkan bidang linguistik pragmatik dan wacana media dengan mengilustrasikan bagaimana bahasa berfungsi sebagai alat kontrol dan perlawanan dalam interaksi pemuda. Penelitian di masa mendatang dapat memperluas penelitian ini dengan menyelidiki respons pragmatik korban perundungan atau melakukan perbandingan lintas budaya dengan teks media yang serupa.
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
Adapting Contextualized ELT Materials in Sorong Regency: Teachers’ Perspectives and Pedagogical Implications Nurteteng Nurteteng; Agus Setiawan; Tri Devi Dian Lestari
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (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.15.1.2025.106-131

Abstract

Material adaptation is a pivotal aspect of English Language Teaching (ELT), particularly in culturally and linguistically diverse settings. This study examines the perceptions of junior high school teachers in Sorong Regency, Southwest Papua, regarding contextualized ELT material adaptation, with a focus on challenges encountered and perceived impacts on student engagement and learning. Employing a qualitative descriptive design, data were collected from five experienced ELT teachers through semi-structured interviews. The findings indicate that teachers actively contextualize materials by integrating local culture, environmental themes, and student experiences to enhance relevance and motivation. Despite notable challenges such as varied proficiency levels, limited resources, and technological gaps, teachers observed improvements in comprehension, participation, and academic performance. The study underscores the importance of culturally responsive pedagogy and calls for targeted professional development and resource allocation to support ELT in underrepresented regions.

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