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Litera
Published by Universitas Negeri Yogyakarta
ISSN : 14122596     EISSN : 24608319     DOI : 10.21831
Core Subject : Education,
Languange, Linguistic, Communication & Media
LITERA is a high quality open access peer reviewed research journal that is published by Faculty of Languages and Arts, Universitas Negeri Yogyakarta. LITERA is providing a platform for the researchers, academicians, professionals, practitioners, and students to impart and share knowledge in the form of high quality empirical original research papers on linguistics, literature, and their teaching.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
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Search results for , issue "Vol. 25 No. 1: LITERA (MARCH 2026)" : 7 Documents clear
The use of cognitive reconstruction strategies with self-assessment (CRSA) in writing AI-based scientific papers in Indonesian language education learning Restapaty, Ratna; Harsiati, Titik; Zahro, Azizahtuz
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.80750

Abstract

The ability to recognize, appreciate, and connect different elements to resolve different issues is important for cognitive development and acquiring the different dimensions of the Indonesian language. Thus, it is imperative to study different cognitive approaches in understanding different and diverse scientific documents, particularly through the AI-based Cognitive Reconstruction Self-Assessment (CRSA) tool. This study, in the sphere of Indonesian Language Education, aims to study the degree to which the integration of chatbot with CRSA, improves the comprehension of students. The study found the cognitive scaffolding influenced by artificial intelligence promotes reading, understanding concepts, and better pedagogical interventions. This, in addition to helping students understand the structure of scientific writing, improves critical thinking. Moreover, the CRSA framework offers the opportunity to better organize, refine and improve the personalization of educational processes. The ability of artificial intelligence to personalize educational processes is paramount. Overall, the combination of CRSA and AI will inevitably help meet the contemporary educational challenges, particularly personalization and flexibility, and improve the practice of teaching.
Student needs in digital persuasive writing: Integration of literacy, rhetoric, and reflective awareness Nurfidah, Nurfidah; Damaianti, Vismaia S.; Anshori, Dadang S.; Kurniawan, Khaerudin
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.90276

Abstract

This research examines how students learn to produce digital persuasive writing across social, business, and theoretical areas, emphasizing skills in digital literacy and rhetorical competence and reflexivity regarding social and business fields. The findings indicate a mismatch between what students are currently able to do and what they will require in academic and professional settings. Drawing on both quantitative and qualitative data collected using questionnaires, interviews, classroom observations, and documents of Akademi Bisnis Lombok’s digital business program students, this research utilizes a mixed-methods approach. The findings of this study show that many students have difficulty with forming coherent arguments, using rhetorical strategies (ethos, pathos, and logos), and making use of visual components in digital media. These issues demonstrate an incapacity to transfer rhetorical skills to authentic situations. The study identifies this and stresses the importance of project-based learning including collaborative and reflective work within digital and digital-based media in advancing adaptive, critical, and context-specific communication skills within digital and digital-based contexts.
Forms and functions of nonverbal communication in native and non-native French lecturers’ classrooms Rohali, Rohali; Tobing, Roswita Lumban; Rahayu, Siti Perdi; Zuleika, Tika
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.94342

Abstract

This study explores the categories and pedagogic functions of nonverbal communication used by native-speaker and non-native-speaker French teachers teaching French as a Foreign Language (FLE). This study used descriptive qualitative method through room-talk analysis to be observed in Yogyakarta State University. There were two non-native lecturers, a man and a woman, the participants. The data were collected from non-participating classes by means of observations, field notes, and audio-visual recordings. The discussion was limited to the following are nine forms of nonverbal communications: body language, facial expressions, eye contact, posture, proxemics, silence, touch, paralanguage, visual-aids and demonstrations. The results argue that these nine lecture delivery modes are key pedagogic resources through which lecturers shape meaning-making, manage class interaction, and develop lecturer-student relational intimacy. The non-native lecturer displays an increased desire for instruction clarity manifested in a more controlled body language, strategically employed silences, and minimized paralanguage. Conversely, the native speaker prefers interactional dynamism, readily employing hand gestures, spatial dynamics, engaging friendly facial expressions and a variety of paralanguage signals. Overall, the findings highlight the importance of nonverbal communication and its role in the co-construction of a multimodal, interactional-based pedagogic context in teaching French at university. Eye contact, posture, touch and visual illustrations are other communicative resources that help to reinforce the dynamics of the classroom interactions.
Transformative pedagogical practices: Improving students’ listening comprehension through video-based activities Diana Anggraeni; Rizky Arif Afandi; Rodiawan; Noor Hasnoor Mohamad Nor
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.94603

Abstract

Studies have suggested that video-based listening activities using visual and auditory cues can be an effective learning tool to help students having issues with listening skills. This study examined the impact of video-based listening exercises on the listening comprehension skills of 21 fifth-grade students, with a focus on the identification of specific facts. The study employed an action research method, incorporating pre- and post-tests, Likert-scale questionnaires, and Focus Group Discussion (FGD) talks to evaluate students' progress and perceptions. The intervention was conducted over four weeks through four classroom sessions. The results showed that the intervention made a significant difference in how well pupils understood what they heard. The score on the pre-intervention test went from 8.79 to 9.37 out of 10 on the post-test, demonstrating the improvement of students’ understanding on  fast speech and small details. Students reported that video-based tasks were fun and engaging and the audio-visual materials enhanched their focus, confidence, and enjoyment in learning. The results show that video-based listening exercises are effective for EFL learners and should be used more widely to help them develop their listening abilities and improve language learning experiences.
The failure to overcome trauma: “Eyes” as a silent and silenced victim in the juvenile novel Heaven (2022) Rakhmawati, Yulia; Sudarmaji, Sudarmaji
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.94918

Abstract

Realistic depiction and representation of harsh reality of life have markedly emerged in children’s literature. In the age of global conversation around bullying and sexual violence, investigating trauma—formerly a forbidden, delicate topic—has gained crucial momentum. Accordingly, this study (1) examines Eyes’ traumatic disorders in Heaven (2022) by Mieko Kawakami, and (2) unveils his result of trauma recovery journey. Applying a descriptive-qualitative approach, data were gathered through systematic close reading and note-taking and interpreted according to Judith Herman’s theory of trauma. It is revealed that Eyes’ trauma stems from chronic emotional and physical bullying, as well as non-direct sex violence, leading to extreme disassociation. His recuperation is represented as incomplete and precarious. There are moments of safety through a comforting letter-writing, yet they are unstable. Remembrance and mourning stages are constrained, as exemplified by a lack of self-consciousness, an absence of empathy from others, and no professional help. Reconnection falls through when he chooses a physical transformation through eye surgery over emotional recovery and relational reconciliation. To conclude, “Eyes” is an example of a silent and silenced trauma victim, whose continuous anonymity throughout the entire story functions as a form of personal, social, and narrative erasure, indicating unsuccessful trauma recovery. From this novel, the significance of performing open and honest discussion supportive environment, and empathetic team—among peers, between students-teachers, children-parents, and general public—emerge as a set of central educational message.
Language, regulation, and practice in the informational linguistic landscape of Bogor Botanical Garden Oentari, Brigitta Sita
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.95732

Abstract

The objective of this research is to explore the informational linguistic landscape of Bogor Botanical Garden as a synchronic signage study. As a heritage site governed by national regulations with diverse visitors, the botanical garden provides a relevant case study for exploring how language can be used to exercise control and regulate public space. Based on the informational functions defined by Landry and Bourhis (1997), part writing identified by Backhaus (2007) and code preference analysis described by Scollon and Scollon (2003), this paper investigates signs that primarily perform informational functions, namely information signs, prohibition and warning signs, advertising signs, and street signs. The signs are classified according to the sign taxonomy proposed by Spolsky and Cooper (1991). The findings show that the Indonesian language is dominant within all the taxonomies, as it constitutes the primary language of regulation and control. The English language supports international accessibility, while the Latin language is commonly employed as a scientific language in plant-related signs. Other languages, such as Sundanese, Arabic, French, and Dutch, are used selectively for promotional and contextual purposes. This study contributes to linguistic landscape research by analyzing botanical garden as an underexplored setting and by emphasizing how institutional regulation, scientific communication, and tourism impact language functions within a public space in Indonesia.
Narratives of speaking anxiety under evaluative pressure in students’ classroom presentations: A communication apprehension perspective by DeVito Baharman, Baharman; Djumingin, Sulastriningsih; Suriadi, Suriadi; Safitri, Nur Anita Syamsi
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.96165

Abstract

Classroom presentations in higher education not only function as a means of developing students’ speaking skills but also frequently become evaluative situations that trigger speaking anxiety. This study focuses on students’ narratives of speaking anxiety under evaluative pressure in classroom presentations by employing DeVito’s concept of communication apprehension. This study aimed to explain how students narrate their experiences of speaking anxiety and identify the main categories that shape those experiences. This study employed a descriptive qualitative approach with a narrative analysis design. Data were collected through a Google Form containing open-ended questions distributed to all respondents and were then analyzed through the stages of data condensation, coding, categorization, data display, and conclusion drawing and verification. The findings show that students’ speaking anxiety is primarily shaped by fear of verbal/cognitive errors, fear of negative audience evaluation, performative/nonverbal symptoms, feelings of shame or lack of confidence, lack of experience and preparation, and previous negative experiences. The conclusion of this study confirms that communication apprehension in classroom presentations is not merely an individual feeling of nervousness but a communicative experience shaped by evaluative pressure and students’ meaning-making of errors, audience responses, and the social risks of speaking.

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