Yogyakarta, 2/7/2025 – The 4th International Seminar on Malay-Javanese Studies (SEMEJA) was held at the University Club of Universitas Gadjah Mada, presenting an inspiring discourse on the power of women’s narratives in Javanese literature. Dra. Wiwien Widyawati Rahayu, M.A., together with two of her students, Yudha Adistira and Saktia Hidayah, presented a study entitled “Leadership of Female Characters in the Novel Kidung Trěsna Sang Pikatan: Rancière’s Democratic Perspective.”

In her presentation, the researcher highlighted how female characters in the novel by Alexandra Indriyanti Dewi serve as agents of social change. Utilizing the radical democracy theory of Jacques Rancière, they interpreted that leadership in the story does not stem from structural power but from political actions that challenge the established patriarchal symbolic order.

Wulan, Pramodawardhani, and Sri Kahulunan emerged as representations of female figures manifesting Rancière’s three main concepts: dissensus, egalitarianism, and the reversal of hierarchy. Wulan, depicted as tělik sandhi, experiences inner conflict and subtly challenges the system through apparent compliance, a form of dissensus that quietly disrupts the power structure. Meanwhile, Pramodawardhani reflects the spirit of egalitarianism through her sharp political strategies and involvement in the development of Borobudur Temple. On the other hand, Sri Kahulunan firmly opposes the claim that leadership must be male-dominated, showcasing women’s courage in repositioning power.

Interestingly, all three characters were also analyzed through the lens of Donna Haraway’s cyborg feminism, positioning them as hybrid subjects that reject old dichotomies such as male-female or public-private. With this approach, female figures emerge not merely as complements to historical narratives but as leaders who reshape the power map.

This presentation contributes significantly to the discourse on gender and politics within the realm of literature, affirming that Javanese literature can also serve as a democratic space that validates women’s voices as active subjects of social change. More than just a historical romance, Kidung Trěsna Sang Pikatan stands as a text of resistance against patriarchy and a symbol of Javanese women’s bravery in carving their nation’s history.

The seminar also emphasized the importance of cultural diversity in literature, showcasing how different narratives can coexist and enrich the understanding of gender roles. By empowering girls through education for sustainability, the event highlighted the need for equal opportunities in literary representation, ensuring that women’s stories are told and celebrated.

In conclusion, through the presentation session by Dra. Wiwien Widyawati Rahayu, M.A., SEMEJA IV not only celebrated the contributions of experts and academics in Malay-Javanese studies, but also reinforced the importance of education and cultural diversity in building a more inclusive and sustainable future. The narrative presented is a call to action for everyone to recognize and support the vital role of women in literature and society.

[Public Relations of FIB UGM, Candra Solihin]

Amid the surge of technology and the rise of artificial intelligence capable of arranging sentences neatly, Kumala–student of Arabic Literature–chose writing as her path of expression and contribution. “AI-generated writing may be neat, but the emotion and meaning can only come from humans,” she said.

For Kumala, being a student of Arabic Literature is not just about reading classical works or understanding the Arabic language in depth, but also about learning how to voice stories powerfully. Content writing became the medium she chose to bridge theory with practice. She believes that good writing can serve as a bridge connecting emotion, information, and action.

From Interest to Action: How Kumala Began Writing Content

Kumala’s interest in content writing grew alongside her curiosity about the creative process behind content itself. For her, the brainstorming stage is the most crucial. “That’s where it all starts–before the visuals and editing, there’s an idea that needs to be packaged attractively and powerfully,” she explained.

Kumala also brings her academic passion for literature into the world of content. One of her favorite courses is Geoculture and Geopolitics of the Middle East, which opened her eyes to major issues that could be conveyed through writing. “One day, I want to write content that acts as a catalyst to voice issues in the Middle East,” she added.

First Steps at UNAI and Valuable Lessons from One Piece of Content

Although she’s still new to her role as a content writer at UNAI, Kumala has already experienced the challenges of this world. She started by writing carousel content for Instagram, a format that may seem simple but demands high precision. Her biggest challenge? “Finding ideas that are relevant, trending, and emotionally engaging enough to capture the audience’s attention. It’s not easy, but it’s very rewarding,” she said.

Of all the content she has created, her first piece remains the most memorable, not just because it was the first, but because she had to carefully listen to a speaker with an American accent, filter out many sentences, and condense them into a single impactful paragraph. “That’s where I learned how to craft a sentence that truly ‘says something’,” she shared.

The Content Writer as a Communication Bridge

According to Kumala, the role of a content writer is crucial within an institution. “At UNAI, content writing is part of the communications department. So we don’t just create content, we deliver the institution’s messages, vision, and values to the public,” she explained. This shows that good writing isn’t just about aesthetics, it’s also about strategy.

A Message to Students: Dare to Step Outside Your Comfort Zone

Amid her academic and non-academic commitments, Kumala continues to strive to stay motivated. She holds on to one principle: “The life we live today is the dream we had yesterday. So make the most of it and live it wholeheartedly.”

For students who still hesitate to explore beyond their field of study, Kumala has a message: “Being different isn’t bad. Try as many new things as possible, as long as they don’t harm others or yourself. Don’t reach old age with regret, be a youth who explores, and an elder with stories to tell.”

In this digital era, Kumala believes it’s essential for students to equip themselves with various skills. “We don’t know which skill will open the door to our future career. So don’t be afraid to explore. Technology may be advanced, but we humans must be even more advanced.”

And for fellow Arabic Literature students interested in content writing, Kumala ends with one practical tip: “Write what you think. Set small milestones for your skill development so you don’t get stuck in one place and can keep growing.”

[Public Relations of FIB UGM, Candra Solihin]

Yogyakarta, 27 May 2025 – Behind the classroom doors of the Indonesian for Foreign Speakers (INCULS) Program lies a space for dialogue that goes far beyond language learning. It is a meeting point of nations, a space where values are exchanged, and most importantly, where tolerance and understanding grow. One of the individuals who plays a vital role in this process is Nabila Intan Sari, fondly known as Natan. A student of English Literature from the 2021 cohort, she has been actively involved as a tutor at INCULS since 2023. Her experience has profoundly shaped the way she views the world, Indonesia, and herself.

Through INCULS, Natan has participated in various Indonesian language teaching programs for foreign speakers, such as Darmasiswa, Developing Countries Partnership (KNB), Gadjah Mada International Fellowship (GMIF), and collaborations with Monash University and the University of New South Wales. For her, each program comes with its own unique stories and challenges. Yet, a common thread runs through them all: the critical role of language as a unifying tool and a window into cultural meaning.

Among all her experiences, Natan finds the KNB program the most memorable. Unlike other programs, KNB offers a longer teaching duration, allowing for deeper friendships to form between tutors and international students. Natan wasn’t just a teacher—she became a listener, a discussion partner, and even a close friend. These relationships did not end with the program, as communication continues to this day. This, to her, is a true form of education rooted in humanity.

“To me, being a tutor is not just about delivering theory. It’s about showing up as a human being who can make others feel seen and valued,” she shared.

Natan’s teaching methods reflect a humanistic and dialogical approach. She does not dive straight into grammar or sentence structure. Instead, the first two sessions are spent discussing everyday topics such as daily life, campus experiences, cultural differences, and unique habits from each student’s home country. These conversations help build emotional connections and create a safe, relaxed learning atmosphere. Slang, light humor, and current topics often emerge during tutorials, making the learning experience feel like casual, meaningful conversations.

Another thing Natan finds fascinating is the passion for learning shown by students in long-term programs like KNB and Darmasiswa. They arrive with high motivation, great curiosity, and a respectful attitude. Of course, teaching has its challenges. Natan often encounters difficulties with accents and pronunciation, particularly with students from India and Pakistan. Language barriers are inevitable, but she refuses to give up. Instead, she sees them as opportunities to build more creative and interactive learning approaches.

One of the strategies she implements is taking learning outside the classroom. She brings students to places like the Sonobudoyo Museum to explore Javanese cultural history or hikes with them in the Kali Talang area to witness Indonesia’s natural beauty firsthand. During these activities, conversations naturally flow, touching on various topics including social issues like patriarchy and power dynamics in culture. It is through such moments that social and humanitarian values are woven into language education.

“In doing so, I feel that Bahasa Indonesia becomes more than just a communication tool—it becomes a window into the way our people live and think,” she said.

For Natan, being a tutor has changed many aspects of her life. She has become more aware of diversity and has learned not to judge others from a single perspective. She has grown to respect others more and to appreciate her own culture deeply. Her sense of nationalism has also grown stronger after witnessing how enthusiastically foreigners study Indonesian language and culture. That pride arises not from obligation, but from seeing Indonesia through the eyes of others.

“Sometimes, we only truly understand our own country when we explain it to others. And in doing so, we rediscover the meaning of Indonesia,” she reflected.

To Natan, INCULS is not just a language learning space. It is a small stage for cultural diplomacy, where Indonesia is introduced in the most human way—through person-to-person interaction. She believes that every tutor becomes a lens through which others see Indonesia. Therefore, she emphasizes the importance of maintaining ethics, attitude, and the quality of education. She also hopes to see improved learning facilities, including the need for a new building to better support the teaching-learning process.

In addition, she hopes international programs such as those with Monash University can be expanded and extended in duration. After all, one hour is not enough to truly explore the deeper layers of Indonesian culture. Consistent time and interaction are needed for meaningful intercultural relationships to take root.

To fellow tutors, Natan shares a simple yet powerful message: stay motivated. She encourages tutors to go beyond just teaching the language—to help students truly experience life in Indonesia. Only through firsthand experience can students grasp the essence of Indonesia, not just through words, but through the kindness, warmth, and diversity they encounter.

Through her journey, Natan has shown that teaching language can be a powerful pathway to fostering tolerance, respect, and love for the homeland. In the hands of tutors like her, language becomes a bridge—not just between nations, but between hearts—connecting the present with a more inclusive and understanding future.

[Public Relation of INCULS, Thareeq Arkan Falakh]

Yogyakarta, 21 May 2025 — The American Studies Students and Alumni Association (ASSAA), in collaboration with the American Studies Program at Universitas Gadjah Mada (UGM), held a public lecture titled “Representations of American Families in the Media” on Wednesday, May 21, 2025, from 10:00 AM to 12:00 PM (Jakarta time).

The event featured Dr. Suzie Handajani, M.A., a lecturer at the Department of Anthropology, Faculty of Cultural Sciences, Universitas Gadjah Mada, as the keynote speaker. In her lecture, Dr. Suzie explored how American families are portrayed across various media forms—from television and film to advertisements. She explained that these representations not only reflect the cultural values prevalent in American society but can also reinforce or challenge them. Using various examples, Dr. Suzie illustrated how media plays a crucial role in shaping public perceptions of what constitutes a “family” and what an ideal family life looks like in the American context.

With her academic background in cultural anthropology and media studies, Dr. Suzie encouraged participants to critically examine the stereotypes, dominant narratives, and social dynamics that emerge from the representation of families in American media. The topic is highly relevant not only to students of American Studies and Cultural Studies, but also to anyone interested in media studies, communication, and family dynamics in a global context. Through an interdisciplinary approach, participants were invited to see media not merely as entertainment, but as a site of meaning-making that influences how we understand the world around us.

In her presentation, Dr. Suzie highlighted the significant transformation in the representation of American families as media transitioned from traditional television to digital platforms. One example she discussed was The Cosby Show, a popular 1980s sitcom that portrayed the life of an upper-middle-class African-American family. This show was seen as an effort to construct an ideal image of Black families in the public eye—an important step in reshaping perceptions of African-American communities through mainstream media.

However, according to Dr. Suzie, media representations of families are not static. With the rise of digital media and streaming platforms, narratives about American families have become more diverse, inclusive, and complex. Digital media has created space for previously underrepresented voices and perspectives to emerge—ranging from families of various racial, class, and sexual orientation backgrounds to non-traditional family dynamics that are now more widely represented in popular culture.

The lecture was conducted in an interactive and enthusiastic atmosphere. Students were not just passive listeners; they actively engaged in discussions, shared insights, and compared their own cultural experiences with media and family concepts. These discussions provided a collective space for reflection on how the media content we consume daily subtly shapes our views and expectations about family life.

Additionally, in her presentation, Dr. Suzie touched on the history of American television shows aired in Indonesia since the 1990s, before local soap operas began to dominate the screen. Series such as Married with Children, Young Sheldon, and The Simpsons were highlighted as examples of how media constructs various family archetypes—from the absurd and humorous to the intellectual and unconventional. These shows not only entertained but also carried American values and worldviews that, consciously or not, influenced Indonesian audiences.

This lecture is part of the Media and Popular Culture Studies course, which aims to encourage students to think critically about social representations in the media. Through its interdisciplinary framework, the course invites students not only to be media consumers, but also conscious and reflective readers of the cultural messages embedded in various forms of popular media.

[Post Graduate in American Studies, Gilang Hadian]

Yogyakarta, 15/05/2025 – INCULS (Indonesia Culture and Language Services) is not only an institution dedicated to teaching Indonesian to foreign speakers but also serves as a strategic platform in supporting Sustainable Development Goals (SDGs). The experience of Rifan Shinji, a 2020 graduate of Japanese Language and Culture, as a tutor at INCULS demonstrates how inclusive and adaptive educational approaches can foster quality education. By prioritizing the needs of international students from diverse backgrounds such as Monash University students who prefer casual conversations or Ritsumeikan University students interested in traditional music, Rifan applies contextual learning methods. For example, UNSW students are taken to museums to understand Indonesian politics, while Kokushikan University students engage directly with local communities to learn about customs. This approach not only strengthens linguistic comprehension but also builds cross-cultural skills, aligning with national principles of education for sustainable development and multiculturalism.

Additionally, INCULS contributes to reducing inequality by implementing principles of equality in learning. Rifan emphasizes that all students are treated fairly without favoritism, even though challenges such as mood differences or language barriers often arise. To address these, tutors use personal approaches, such as sharing meals with students or utilizing translation technology to ensure effective material delivery. However, the fact that all current INCULS tutors are male also highlights potential room for improvement in gender equality, which could be a focus for future development.  

On another note, INCULS plays a vital role in preserving and promoting Indonesian culture. Through language teaching, tutors also introduce the richness of Indonesian culture, from traditional music to local customs. Rifan gives examples of how Ritsumeikan students are interested in learning gamelan, while HUFS students are more enthusiastic about discussing Indonesian pop music. This dissemination of cultural knowledge not only enriches the perspectives of international students but also strengthens Indonesia’s soft power diplomacy on the global stage. The impact is multiplicative, as these students will carry their understanding of Indonesia back to their home countries, creating a broader cultural network.  

To support this strategic role, Rifan suggests the need for infrastructure development at INCULS, such as constructing a dedicated Indonesian language teaching building. Adequate facilities would allow the institution to enhance teaching capacity and reach more foreign learners. By maintaining teaching quality and expanding collaborative networks, INCULS can continue to be a pioneer in Indonesian language education while contributing to sustainable development. Through a holistic approach combining education, culture, and inclusivity, INCULS proves that language teaching is not merely knowledge transfer but also an investment in global peace and progress.

[INCULS, Thareeq Arkan Falakh]