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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 530 Documents
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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.
Language, power, and the reproduction of dogmatic ideology in Mihardja’s Atheis: A critical discourse analysis Andi Farid Baharuddin
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.95092

Abstract

Mihardja’s Atheis was a classic and canonical Indonesian novel. Some previous studies had explored the theological aspect, social criticism, and ideological bias. However, existing literature had yet to examine the power relations and linguistic strategies used to shape the powerless figures’ thoughts: e.g., Hasan, Rukmini, and Kartini. This research filled this gap by investigating how dominant characters employ language to indoctrinate powerless individuals using a Critical Discourse Analysis (CDA). The study addresses two research questions: (a) What language styles, motives, and interests are used by those characters who hold the power in indoctrinating the powerless individuals? and (b) How do powerful characters maintain their power (constructed knowledge) over the powerless individuals? The characters are categorized into two typologies: "the shapers" (the powerful) and "the shaped" (the powerless). Results demonstrate that "the shapers" utilize provocative, persuasive, and figurative language to exert influence. Furthermore, to sustain their constructed knowledge, these dominant figures implement a "stick and carrot" system, utilizing punishment and reward as instruments of control. By focusing on these power relations and language uses in the indoctrinating process, this study provides a new perspective on how linguistic structures function as tools of psychological and social domination within the novel.
The power of money in John Steinbeck’s Of Mice and Men: An Alvin Toffler perspective Eka Harisma W; Nina Sulistyowati
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.95677

Abstract

Of Mice and Men is one of John Steinbeck novellas that describe the situation and condition of the great depression of American in 1930s. The novel portrays the lives of working-class men, particularly the main characters George, Lennie, and Curley. This study aims to explore the power of money in Of Mice and Men by employing an extrinsic approach that connects literary analysis with social thought, particularly Alvin Toffler’s theory of power dynamics. This research uses a qualitative descriptive method within the field of literary studies. The data are collected from the novel Of Mice and Men as the primary source, focusing on dialogues, narrative descriptions, and character interactions related to economic conditions. Data collection is conducted through close reading and note-taking techniques. Furthermore, the data are analyzed using an interpretative method by applying Toffler’s theory of power to identify how money functions as a source of power, control, and inequality within the story. By examining the characters' economic struggles and aspirations, this study reveals how wealth, as represented by money, shapes relationships, opportunities, and social hierarchies. Using Toffler's perspective, this study analyzes the depiction of economic dependency and powerlessness during the Great Depression. The findings show that money functions in three significant ways: (1) as a source of hope for laboring characters, (2) as a tool of control and domination exercised by capital owners over workers, and (3) as a symbol of social and economic inequality.
Reframing metaphor in translation: A cultural-linguistic analysis of Bumi Manusia and Garten der Menschheit with pedagogical insights Merry Lapasau; Ryan Hidayat; Erna Megawati; Puji Anto; Vina Nur Indah Sari; Herlina Herlina
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.v25i1.95978

Abstract

This article examines the conceptual metaphors employed in the Indonesian novel Bumi Manusia and its German translation, Garten der Menschheit, with a focus on how metaphorical expressions embody cultural cognition and how translation strategies reshape these metaphors across languages. Sixty-four conceptual metaphor was analysed in terms of their cognitive structure, type, cultural grounding, and translation technique. Drawing on Conceptual Metaphor Theory (CMT) and a comparative cultural-linguistic perspective, the study identifies dominant metaphorical domains including emotion, human character, nature and landscape, modernity, social hierarchy, physical movement, and embodiment. The analysis demonstrates how metaphors are adapted to align with the linguistic and cultural context of German-speaking readers, ensuring that the translated text preserves the depth and nuance of the original. The findings provide a qualitative mapping of metaphorical conceptualizations in both languages and offer insights into the cognitive and cultural processes involved in metaphor translation. In addition, the study outlines pedagogical implications for literary studies, intercultural competence, and metaphor awareness in multilingual classrooms.
Meaning structure and dialectal features in the speech of the Ngatag tradition in Bugbug village, Karangasem, Bali Ni Komang Aryani; Suwarna Dwijonagoro
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.97756

Abstract

Oral tradition, as part of local culture, plays an important role in sustaining the social and customary values of society. However, its linguistic practices remain understudied, particularly in terms of meaning and dialectal variation. This study aims to analyze the lexical meaning, conceptual meaning, and dialectal features in the speech of the Ngatag tradition in Bugbug Village, Karangasem, Bali. The Ngatag tradition is a customary oral communication practice used to convey information about the implementation of Sangkepan Desa (customary village meetings) while affirming the community’s collective obligations. This study employs a dialectological approach with semantic analysis. The data consist of Ngatag utterances delivered by Kasinoman to Krama Ngarep, collected through observation, documentation, and in-depth interviews, then verified through source and method triangulation. The findings show that, lexically, Ngatag utterances consist of territorial markers, time markers, conditional structures, and consequences. Conceptually, these utterances contain meanings of participatory invitation, affirmation of social obligation, and legitimation of customary norms. In addition, Ngatag utterances exhibit Bugbug dialectal features through the retention of the final vowel /a/, the use of local vocabulary, and firm syntactic structures. Thus, Ngatag functions not only as a medium of information but also as a representation of the linguistic and cultural identity of the Bugbug community.
The demonization of the Merauke Integrated Food and Energy Estate (MIFEE) program in the media: A critical ecolinguistic study Ahmad Wahyudin; Sajarwa Sajarwa; Aprillia Firmonasari
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.97464

Abstract

Indonesia's food security program has been implemented to increase the national crop production and economic gains. However, the policy has sparked a nationwide debate about its ecological and social issues. Mass media play an important role in bringing the policy to the spotlight. In its reports, Mongabay frequently represents the program through negative evaluative language that emphasizes its environmental and sociocultural consequences.. This study aims to examine how the media demonize the Merauke Integrated Food and Energy Estate (MIFEE) program and scrutinize its ecological and ideological implications. This qualitative study employs critical ecolinguistic discourse analysis to examine ecological representations in media texts.  The data of demonization were ascertained from news articles about the MIFEE program published by Mongabay during the period 2012–2024. The results of the study indicate that firstly demonization of the MIFEE project by the media is a discursive strategy to frame that the program is represented as causing ecological, social, and cultural harm that outweighs its claimed benefits for food production and economic growth. Secondly, the nature is presented as a living entity directly impacted by human intervention. Thirdly, food security policies are presented to be entwined with human rights issues,  and the shifting in local food systems is seen as a form of gastrocolonialism. The analysis results demonstrate that demonization of the project by the media has shaped an alternative ecological narrative and policy makers should  ensure that food sovereignity projects go hand in hand with environmental sustainability and the life and culture of the local people.
Teachers’ self-efficacy and perceived practices on technology-enhanced differentiated instruction (TEDI) Agatha Christiyanti Manullang; Sukarno Sukarno; Intan Widora
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.83435

Abstract

Today’s ELT classrooms are becoming more diverse and technology-mediated, requiring teachers to blend digital tools with differentiated instruction to accommodate learners' varying readiness levels, interests, and learning profiles. This study investigates teachers' self-efficacy and perceptions of the tactics used in implementing Technology-Enhanced Differentiated Instruction (TEDI) in English Language Teaching (ELT). A sequential explanatory mixed-methods design was conducted in this study. The quantitative stage comprised 124 Indonesian English instructors, and the qualitative phase included six teachers. We used questionnaires and semi-structured interviews to find out how teachers felt about using TEDI. Quantitative data were analysed using descriptive statistics and a one-sample t-test. Interview data were analysed thematically to interpret survey results and identify teachers’ practical challenges with implementing TEDI. The findings indicate that many teachers face several problems, including not being very good at differentiated instruction, having too much work to do, and not receiving enough support from technology and institutions. These problems make it hard for teachers to use technology and differentiated education in different kinds of classrooms. Even with these limitations, teachers agree that TEDI is important for meeting children's diverse learning needs and for getting them more engaged in their learning. The study emphasizes the necessity to enhance teacher professional development, upgrade technological infrastructure, and offer institutional support to ensure the efficient deployment of TEDI in English language teaching environments.  
Sanskrit action verbs ‘worship’ in the Bhagavad Gītā: A natural semantic metalanguage approach Ni Nyoman Tri Gitayani; Ni Luh Sutjiati Beratha; I Made Rajeg
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.92471

Abstract

Abstract The semantic understanding of Sanskrit action verbs of worship involves nuances of meaning that frequently overlap, reflecting significant cultural and religious values in Hindu practices worldwide. Despite growing interest in Sanskrit linguistic studies due to the structural and functional complexity of its verbal system, semantic analyses that specifically focus on worship verbs using the semantic primes framework remain limited. Therefore, this research examines Sanskrit action verbs ‘worship’ through the framework of Wierzbicka’s Natural Semantic Metalanguage approach, supported by van Valin and Lapolla’s semantic macroroles theory as the methodological combination that has rarely been applied to Classical Sanskrit texts. The data were taken from Chapters IX, X, and XI of the Bhagavad Gītā and were collected through documentation and note-taking techniques, subsequently analyzed using qualitative methods. The findings revealed several Sanskrit action verbs related to acts of ‘worship’, namely upāsate, bhajante, praṇamya, gṛṇanti, and stuvanti, which are classified under the types DO, DO and MOVE, also DO and SAY. In addition, the semantic macroroles of actor and undergoer were identified across the data, which are indicated as AGENT, RECIPIENT, and GOAL. The findings carry significant implications for both cultural and semantic inquiry, deepening understanding of how ‘worship’ is conceptualized in Hindu thought and indicating the potential to expand the application of NSM and semantic macroroles across languages worldwide.
The orthography of implosive consonants in languages of East Nusa Tenggara: Pedagogical implications Thersia Magdalena Tamelan; Zuvyati A. Tlonaen; Angela Merici Minggu; Santri E. P. Djahimo
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.93065

Abstract

Orthography development for the languages of East Nusa Tenggara has been undertaken by various institutions and researchers, resulting in multiple conventions for representing the same phonological features. However, systematic evaluation of these variations remains limited. This study examines how implosive consonants—bilabial /ɓ/, alveolar /ɗ/, palatal /ʄ/, and velar /ɠ/—are represented in existing orthographies and discusses the pedagogical implications of these representations. A comparative qualitative design was employed through documentary analysis and orthography testing. Documentary data were collected from grammars, linguistic publications, and community literacy materials representing eight languages. Orthography testing involved 20 elementary school students and 10 teachers from Hawu and Dela communities. Participants completed oral reading tasks followed by group discussions. The findings reveal considerable variation in the representation of implosive consonants across languages and institutions, including both underrepresentation and overrepresentation of phonemes. These inconsistencies may reduce orthographic transparency and create additional challenges for beginning readers, particularly in multilingual educational contexts. The study highlights the importance of consistent phoneme–grapheme correspondences and encourages collaboration among researchers, institutions, and language communities in developing more transparent orthographic systems for the languages of East Nusa Tenggara.
Meaning-making and literary literacy in digital classrooms: Student engagement with local literature Taufik Taufik; Furqanul Hakim
LITERA Vol. 25 No. 2: LITERA (JULY 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.v25i2.95864

Abstract

Literature learning in digital classrooms presents opportunities and challenges for the development of literary literacy and student engagement. This study aims to explore students’ literary literacy and engagement and understand their meaning-making processes when interacting with local literature in digital literature learning. The study employed a mixed methods approach with an explanatory sequential design.  Quantitative data were collected through questionnaires administered to 78 eighth-grade students at SMP Negeri 2 Dompu between March and May 2025 to measure literary literacy, student engagement, and perceptions of local literature. Qualitative data were obtained through interviews, students’ digital written responses, and classroom observations, which were analyzed to elaborate the quantitative findings. The results indicate that students’ literary literacy and engagement are at moderate to high levels, with affective engagement being the most dominant dimension, while critical reflection and cognitive engagement are limited. Qualitative findings reveal that the depth of students’ meaning-making of local literature is correlated with their engagement levels and influenced by pedagogical design and multiliteracies practices within the digital classroom. The study highlights integrating local literature and reflective instructional design to enhance literary literacy in digital learning contexts.

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