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Rudi Adi Nugroho
Universitas Pendidikan Indonesia, Indonesia
Languange, Linguistic, Communication & Media

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Pandeglang Community Mantras as Performative Knowledge: A Critical Discourse Analysis of Fairclough's Oral Tradition Model Trisnawati Trisnawati; Tedi Permadi; Yeti Mulyati; Yulianeta Yulianeta; Dadang S. Anshori; Sumiyadi Sumiyadi; Rudi Adi Nugroho
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40978

Abstract

This research is motivated by the fading of oral traditions amid modernization, particularly the mantras of the Pandeglang community, which have been viewed solely as ritual texts without literary value. The main problem this research addresses is how the representation of cultural values, power relations, and ideology is manifested in mantras, and how these texts can serve as a medium for critical literacy in secondary education. The purpose of this research is to uncover the linguistic structures, discursive practices, and social contexts that shape the discourse of mantras, while also proposing their use in strengthening cultural literacy in schools. The research uses a critical constructivist paradigm with an interpretive, qualitative approach, drawing on Norman Fairclough's Critical Discourse Analysis model and discourse ethnography. Data in the form of 11 Sundanese-Banten mantra texts were collected through participant observation, in-depth interviews, and field documentation. The analysis shows that mantras function not only as spiritual means but also as ideological discourses that reproduce the moral, spiritual, and social values of the Pandeglang community. Socially, mantras become a cultural literacy practice that strengthens local identity and power relations. At the same time, pedagogically, they have the potential to become a source of critical literacy learning in high schools. The research conclusion confirms that mantras are performative texts that contain educational, spiritual, and ideological power—a form of local literacy that remains relevant for fostering reflective awareness and cultural identity among the younger generation.
Creation of a Poetry Anthology Based on Traditional Sundanese Culinary as Nontextual Reading Material to Increase Literary Appreciation of High School Students Annisa Vitriya Abdullah; Sumiyadi Sumiyadi; Rudi Adi Nugroho
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.41073

Abstract

The low interest in reading and students' appreciation of poetry at the high school level is an essential issue in learning literature at school. Poetry material is considered abstract and non-contextual, which makes it difficult for students to understand and appreciate its content and values. This research aims to create an anthology of thematic poetry based on traditional Sundanese Tatar cuisine that pays attention to aesthetic values, poetic language, and cultural content relevant to high school students' psychological and social development. The method used is research-based creation research with a qualitative approach. Data was obtained through observation, interviews with teachers and students, and documentation of the creative process and the results of poetry products. The study results show that poems that raise local culinary themes can increase students' attraction and emotional involvement with literary texts. The poetic language that uses everyday diction and sensory imagery has been proven to facilitate understanding while strengthening students' aesthetic experiences. In addition, students show a greater interest in exploring local culture through poetry, which has a positive impact on increasing literary appreciation and meaning. Thus, the creation of this culinary-based poetry anthology is not only a creative solution to students' low interest in poetry but also contributes to the preservation of local culture and the development of literary teaching materials that are communicative, contextual, and support meaningful learning.
Analysis of the need for gamification in writing fantasy texts at state Islamic Junior High Schools Maudina Lutfiyani; Yeti Mulyati; Rudi Adi Nugroho; Khaerudin Kurniawan; Halimah Halimah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42855

Abstract

This study was motivated by the low motivation and ability of junior high school students to write fantasy texts, which require a high degree of imagination and narrative skills. Students struggle to express their ideas, develop a plot, and write coherently, while teachers' teaching methods tend to be conventional and lack interactivity. This study aims to analyze the need for gamification in fantasy writing instruction to enhance students' motivation, creativity, and writing skills. The study employs a qualitative descriptive method with a needs analysis approach. Data were collected through classroom observations, semi-structured interviews, and questionnaires involving 29 students and two Indonesian language teachers. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that most students experienced difficulties in developing ideas and had relatively low writing motivation, despite demonstrating a high level of imaginative interest in the world and characters of fantasy. These findings underscore the need for instructional materials that provide structured support and offer engaging learning experiences as a foundation for designing gamification-based fantasy text instructional materials in subsequent development stages.
An analysis on the need of developing GEMAS literacy journals using the STAD Model for writing reviews in junior high schools Wiwin Hipana; Yeti Mulyati; Rudi Adi Nugroho; Isah Cahyani; Khaerudin Kurniawan
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42889

Abstract

This study is initiated due to the limited review-writing proficiency demonstrated by junior high school students, which remains inconsistent with the critical and evaluative thinking competencies emphasized in Indonesian language learning. This issue is associated with the predominance of less collaborative instructional approaches and the lack of systematic literacy media capable of guiding students in the processes of reflection, idea organization, and critical expression. This study aims to analyze the needs of teachers and students for the development of the GEMAS Literacy Journal based on the Student Teams Achievement Division (STAD) model in learning to write reviews in junior high schools. The study used a qualitative descriptive approach in the needs analysis stage as the initial part of the model development. Data were obtained through interviews with three Indonesian language teachers, questionnaires of 37 eighth-grade students, and observation and documentation of learning. Data were analyzed through systematic reduction, presentation, and drawing conclusions. The results of the study indicate a gap between the demands of writing review competencies and ongoing learning practices, so teachers and students need media that can integrate group collaboration and literacy reflection in a structured manner. The development of the GEMAS Literacy Journal based on STAD is considered relevant to bridge this need because it is able to combine individual responsibility, teamwork, and reflective guidance in the writing process. Thus, this study confirms the urgency of developing collaborative literacy media as a basis for innovation in learning to write reviews in junior high schools.
Co-Authors Annisa Vitriya Abdullah Dadang S. Anshori Halimah Halimah Isah Cahyani Khaerudin Kurniawan Maudina Lutfiyani Sumiyadi Sumiyadi Tedi Permadi Trisnawati Trisnawati Wiwin Hipana Yulianeta Yulianeta