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All Journal Litera Interaksi : Jurnal Ilmu Komunikasi Jurnal Bahasa dan Sastra Jurnal Nalar Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Lingua Jurnal Bahasa dan Sastra BAHASA DAN SASTRA Lingua Cultura Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia English Review: Journal of English Education KEMBARA Indonesian Language Education and Literature Caraka : Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Ganaya: Jurnal Ilmu Sosial dan Humaniora Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya ABDIMAS SILIWANGI JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah JISIP: Jurnal Ilmu Sosial dan Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia JISAE (Journal of Indonesian Student Assesment and Evaluation) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Stilistika: Jurnal Pendidikan Bahasa dan Sastra Imajeri: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pendidikan dan Konseling Scope: Journal of English Language Teaching Jurnal Pena Indonesia Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Educenter: Jurnal Ilmiah Pendidikan Journal of Pragmatics and Discourse Research Jurnal bahasa, sastra, seni, dan pengajarannya IBDA': Jurnal Kajian Islam dan Budaya JASL - Journal of Applied Studies in Language Journal of Language and Literature Studies Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Widyaparwa Mamangan Social Science Journal DIMASATRA Studies in English Language and Education BAHASTRA EDUCENTER JURNAL PENDIDIKAN Jurnal Pendidikan Progresif Sawerigading Aksara Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Dadang S Anshori
Indonesia University Of Education
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Role of Debate Learning in Improving Students' Critical and Argumentative Thinking Skills: A Needs Analysis Hendra Kurnia Pulungan; Dadang S Anshori; Sumiyadi Sumiyadi; Yeti Mulyati
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40484

Abstract

This study aims to analyse the role of debate learning in improving students' critical and argumentative thinking skills. Debate learning is an effective method to train analytical thinking skills and craft strong arguments. However, understanding the extent to which debate learning affects this ability in students is still limited. This research uses a qualitative approach with a needs analysis method to explore students' experiences and views related to debate learning. Data was obtained through interviews and documentation studies involving students from various departments. The results show that learning debate significantly improves students' critical thinking skills, allows them to be more open to accepting different opinions, and strengthens their ability to build logical and structured arguments. In addition, this study also found that debate learning positively impacts the development of students' communication and persuasion skills. In conclusion, debate learning has an important role in improving the quality of students' critical and argumentative thinking, so it can be an effective method in higher education to prepare students to face challenges in the professional world.
Pandeglang Community Mantras as Performative Knowledge: A Critical Discourse Analysis of Fairclough's Oral Tradition Model Trisnawati, Trisnawati; Permadi, Tedi; Mulyati, Yeti; Yulianeta, Yulianeta; Anshori, Dadang S.; Sumiyadi, Sumiyadi; Nugroho, Rudi Adi
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.
Strengthening the Role of Teachers as Agents of Regional Language Preservation through Family Literacy Learning Strategies Talitha, Stella; Mulyati, Yeti; Kurniawan, Khaerudin; Anshori, Dadang S.; Damaianti, Vismaia S.
Jurnal Mamangan Vol 14, No 2 (2025): Special Issue
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v14i2.10320

Abstract

This study investigates how multimodal learning practices can cultivate critical and ethical information and digital literacy among university students in teacher education. Responding to growing concerns about superficial digital skills and limited attention to ethics, the research explores how a multimodal writing and digital literacy course supported students’ development beyond technical proficiency. A qualitative interpretive case study was conducted in an Indonesian university, involving one lecturer and twelve undergraduate students over a twelve-week semester. Data were generated through non-participant classroom observations, semi-structured individual and group interviews, students’ reflective journals, and multimodal artefacts such as infographics, digital essays, and video projects, and were analyzed using thematic analysis. Findings reveal three interconnected processes. First, students developed critical awareness as they interrogated source credibility, questioned visual and verbal representations, and recognized how semiotic choices shape meaning. Second, ethical reflection emerged when students engaged with issues of attribution, authorship, representation, and audience impact, gradually internalizing fairness, respect, and responsibility as part of their digital identities. Third, collaborative multimodal projects transformed learning into a shared ethical practice, fostering dialogic negotiation, empathy, and intercultural awareness. The study concludes that intentionally scaffolded multimodal pedagogy can reframe digital literacy as a social, cultural, and moral practice, offering concrete design and assessment principles for preparing reflective, responsible digital citizens in higher education.
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 study investigates students’ needs in developing digital persuasive writing skills within higher education, emphasizing the integration of digital literacy, rhetoric, and reflective awareness of socio-business issues. The research originates from the observed gap between students’ digital writing abilities and the demands of academic and professional contexts. Using a mixed-methods exploratory sequential approach, data were collected through surveys, interviews, observations, and document analysis involving students from the Digital Business Study Program at the Lombok Business Academy. The findings revealed that 73% of students experienced difficulties constructing coherent and logical persuasive texts, 82% struggled to integrate logos, ethos, and pathos effectively with visual elements, and 69% had not maximized the use of interactive digital media. Moreover, most students were not accustomed to linking rhetorical theories with real-world social or business contexts, leading to less engaging and impactful writing. These results highlight the urgency of implementing project-based learning, collaborative activities, and critical reflection. The study contributes to advancing digital persuasive writing pedagogy and recommends integrating reflective and project-based approaches into curricula to foster contextual, persuasive, and relevant communication skills in the Industry 4.0 era.
Digital Rhetoric Integration Gaps In Learning Business Persuasive Writing Nurfidah, Nurfidah; Damaianti, Vismaia S.; Anshori, Dadang S.; Kurniawan, Khaerudin
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2386

Abstract

The transformation of digital business communication has shifted persuasive practices from linear textual approaches toward multimodal, interactive, and data-driven communication. However, business persuasive writing instruction in higher education remains largely conventional, limiting the development of multimodal competence, audience analysis, and data utilization. This study aims to identify the gap in the integration of digital rhetoric in business persuasive writing instruction at Lombok Business Academy (AKBIL). This study employed a mixed-methods approach with a sequential explanatory design, involving a survey of 80 students, analysis of written documents, and interviews with students and lecturers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to enrich interpretation. The findings indicate that the overall level of digital rhetoric integration is moderate (M = 3.12). Audience awareness shows a relatively higher score (M = 3.34), yet remains general and not supported by data-driven analytics. Multimodal integration (M = 3.05) is not yet strategic, as visual elements are primarily used decoratively. Data-driven persuasion emerges as the weakest dimension (M = 2.84), characterized by limited use of quantitative evidence and data visualization. Qualitative findings further reveal that instruction remains text-oriented, with limited pedagogical readiness among lecturers and low levels of student data literacy. The study highlights a gap between the demands of digital business communication and current pedagogical practices. Therefore, it underscores the need for developing a digital–rhetorical pedagogy model that systematically integrates multiliteracies, data-driven audience analysis, and evidence-based argumentation in business persuasive writing instruction.
Co-Authors Aceng Ruhendi Syaifullah Ade Kusnan Afandi Adiningsih, Yulia Afandi, Ade Kusnan Algina Shofiyatul Husna Amalia, Tiara Vidya Ananda Putriani Andoyo Sastromiharjo Andoyo Satromiharjo Apriliya, Seni Asiyah Kuwing Ayuningrum, Sylpia Dadang Sunendar Damayanti, Vismaia S Darmawan, Hana Mumtazia Nurhaq Deri Wan Minto Deri Wan Minto Diena San Fauziya, Diena San DWI ALIA, DWI Encep Kusumah Fadlilah, Afi Faisal, Abdul Haris Faradilla Intan Sari Farokhah, Laely Fasya, Dilfa Karina Fathya, Floka Nasywa Fitriana Fitriana Fitriyani, Lia Fu'adin, Ahmad Fuadin, Ahmad Fu’adin, Ahmad Hakiki Elvionika Halimah Helni Sadiyah HENDRA KURNIA PULUNGAN, HENDRA KURNIA Hernawan Hernawan Hidayatullah, Asep Indah Pujiastuti Irawati Irawati Ixsir Eliya Juwita, Silvia Ratna Khaerudin Kurniawan Khilda Mufida Ramadhan Kuwing, Asiyah Lati Andriani Maharani, Amanda Minto, Deri Wan Muhammad Zulfadhli, Muhammad Munggaran, Nita Anjung Mustopa, Rizki Akbar Naufal, Daffa Imam Nugroho, Rudi Adi Nunung Sitaresmi Nuny Sulistiany Idris Nurfidah, Nurfidah Nurhadi, Jatmika Nurul Khairani Abduh Nurulrabihah Mat Noh Pulungan, Hendra Putriani, Ananda Rahmad Nuthihar Ramadhan, Khilda Mufida Rizki, Azrul rohayati rohayati Rohayati Rohayati Rohmat rohmat Rumaf, Nouval Sartika, Cintya Dewi Siti Fatihaturrahmah Al Jumroh Sofia, Risnawati Srinawati, Wawat Stella Talitha Sumiyadi Sumiyadi Sunendar , Dadang Syahfitri, Iqssyzia Syaputra, Juni Syihabuddin Syihabuddin Syihabuddin Tedi Permadi Tiara Vidya Amalia Trisnawati Trisnawati Ulya, Aqilah Iffatul Utami Dewi Pramesti Vismania S. Damaianti, Vismania S. W. Winingsih Welly Nores Kartadireja Yulianeta