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Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Published by Universitas Islam Sumatera Utara
ISSN : 25500848     EISSN : 26142988     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal yang fokus menerbitkan Penelitian Bahasa; Penelitian Sastra; Penelitian Tindakan Kelas Bahasa; Kajian Pustaka; Pengembangan Bahan Ajar Bahasa; Media Ajar Bahasa; dan Penilaian Pembelajaran Bahasa.
Arjuna Subject : -
Articles 718 Documents
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Analisis Ejaan Lama dan Ejaan Baru dalam Novel Kasih Tak Sampai Karya Siti Nurbaja Dian Fajri Isnani; Pradina Dwi Anggraini; Lidiya Nur Aisyah; Niken Rahmawati
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13802

Abstract

The development of Indonesian orthography reflects broader efforts to standardize the language in response to changing linguistic and communicative needs. However, literary works written under earlier spelling conventions preserve important evidence of historical changes in Indonesian. This study examines how the Old Indonesian Spelling System differs from the New Indonesian Spelling System as represented in Siti Nurbaja’s novel Kasih Tak Sampai. Employing a qualitative descriptive method, the study compares words in the original text written according to the Van Ophuijsen Spelling System with their corresponding forms under the Enhanced Indonesian Spelling System and the General Guidelines for Indonesian Spelling. The findings reveal systematic orthographic changes, particularly the replacement of “nj” with “ny,” “tj” with “c,” and “dj” with “j,” alongside the simplification and standardization of punctuation and writing conventions. These changes contribute to greater readability, consistency in pronunciation, and communicative effectiveness. The study concludes that the transformation of Indonesian spelling demonstrates the adaptation and standardization of the language in response to changing communicative demands while preserving the historical and linguistic significance of earlier orthographic conventions.
Common Values dalam Materi Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA): Perspektif Aksiologis Farrah Mawaddah; Syihabuddin Syihabuddin; Tika Afrilla; Syaidah Syaidah
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13507

Abstract

Values embedded in language learning materials may be interpreted differently by learners from diverse cultural backgrounds, raising questions about how common values should be selected, organized, and contextualized in teaching Indonesian to foreign speakers. This study examines common values in Indonesian language learning materials for foreign speakers from an axiological perspective, focusing on value selection, gradation, and meaningfulness. A qualitative conceptual approach was employed through a conceptual literature review of studies on axiology, intercultural language education, values in language teaching materials, and Indonesian language learning for foreign speakers, primarily published between 2019 and 2024 and supplemented by relevant theoretical sources. The findings indicate that respect, honesty, empathy, responsibility, and justice are frequently identified as values with relatively broad relevance across cultural contexts, whereas gotong royong and social harmony are more closely embedded in particular cultural settings and therefore require contextualization. These findings demonstrate that values in language learning materials should not be regarded as fixed or universally applicable constructs, but as dynamic meanings subject to intercultural interpretation and negotiation. Accordingly, value-based Indonesian language learning for foreign speakers should adopt a dialogic, reflective, and culturally responsive approach
An Analysis of Students' Errors in Writing Procedure Text at the 11th Grade of State Senior High School 3 Kisaran Nurul Islami Widya Herlina; Lily Amalia; Nabila Al Hafizah; Zaskia Aulia Rahman
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.14368

Abstract

Writing remains a significant challenge for English as a Foreign Language (EFL) learners, particularly when they are required to produce genre-based texts that demand appropriate grammatical structures, vocabulary, and sequential organization. This study investigates the types of errors made by eleventh-grade students at State Senior High School 3 Kisaran in writing procedure texts. Employing a descriptive qualitative approach, the study involved approximately 30 students from one purposively selected class and collected data through classroom observation, documentation, and a writing task requiring students to compose procedure texts. The students’ written work was analyzed using the Surface Strategy Taxonomy, which classifies errors into omission, addition, misformation, and misordering. The analysis identified 372 errors, with misformation emerging as the most frequent category (30.91%), followed by omission (28.49%), addition (23.66%), and misordering (16.94%). These findings demonstrate that students experience systematic difficulties in selecting appropriate linguistic forms, supplying obligatory grammatical elements, and organizing language accurately when constructing procedure texts. The study concludes that English writing instruction should provide more explicit and focused guidance on vocabulary selection, imperative sentence structures, grammatical accuracy, and systematic error awareness to strengthen students’ competence in procedural writing.
An Analysis of Students’ Difficulties in Writing Recount Texts through Picture Series Media among Tenth-Grade Students at MPI Silo Bonto Private Islamic Senior High School in the 2025/2026 Academic Year Khairun Nisa Panjaitan; Susi Masniari Nasution
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13554

Abstract

Writing recount texts requires students to integrate grammatical accuracy, appropriate vocabulary, chronological organization, and coherent idea development, which remain challenging for many English as a Foreign Language learners. This study investigated the difficulties experienced by tenth-grade students at MPI Silo Bonto Private Islamic Senior High School in writing recount texts through picture series media during the 2025/2026 academic year. Employing a descriptive qualitative design, the study involved 27 students and collected data through writing tasks, classroom observations, interviews, and document analysis. Students wrote recount texts based on picture series, and the data were analyzed using Miles, Huberman, and Saldaña’s procedures of data reduction, data display, and conclusion drawing. The findings identified grammar as the dominant difficulty (61.5%), particularly in using the simple past tense and constructing sentences, followed by vocabulary (19.2%), organization (11.5%), and idea development (7.6%). Although picture series facilitated idea generation and chronological organization, some students still struggled to produce clear and cohesive texts. The study concludes that students’ difficulties primarily stemmed from linguistic and cognitive factors, indicating the need for more focused instructional support in grammar, vocabulary, organization, and idea development.
The Effect of the Estafet Writing Method on Students’ Descriptive Text Writing Ability at Grade Ten of State Senior High School 2 Kisaran in the 2025/2026 Academic Year Alita Iras Kusumastuti; Yen Aryni
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13824

Abstract

Writing descriptive texts requires students to organize ideas coherently and employ appropriate linguistic features, yet conventional instruction may not sufficiently facilitate active engagement in the writing process. This study investigates whether the Estafet Writing Method significantly affects tenth-grade students’ ability to write descriptive texts at State Senior High School 2 Kisaran. Employing a quantitative approach with an experimental design, the study involved 72 students divided equally into an experimental group (36 students) and a control group (36 students). The experimental group received instruction through the Estafet Writing Method, whereas the control group was taught using conventional instruction, and data were collected through a post-test. The findings revealed that the control group’s descriptive writing ability was categorized as fair, whereas the experimental group achieved a good category after receiving the treatment. The experimental group attained a mean score of 80.56, representing an increase of 14.11%, while hypothesis testing demonstrated that the calculated t-value exceeded the critical t-value (5.60 > 2.00). These findings confirm a significant effect of the Estafet Writing Method on students’ descriptive text writing ability, thereby supporting the alternative hypothesis.
An Analysis of Students’ Difficulties in Speaking English through Narrative Texts among Tenth-Grade Students at State Senior High School 1 Simpang Empat in the 2025/2026 Academic Year Ratna Wulandari; Heni Subagiharti
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13521

Abstract

Speaking English remains challenging for many English as a Foreign Language learners, particularly when they are required to communicate ideas through narrative texts. This study aimed to identify and analyze the speaking difficulties experienced by tenth-grade students when presenting narrative texts at State Senior High School 1 Simpang Empat during the 2025/2026 academic year. The study employed a descriptive qualitative approach with a case study design, involving 30 students from Class X IPA 2 selected through total sampling. Data were collected through classroom observation, speaking tests, and interviews and analyzed using Miles and Huberman’s interactive model. The findings revealed that inhibition was the most prevalent difficulty (67%), followed by mother tongue use (60%), having nothing to say (47%), and low participation (37%). These difficulties were associated with psychological barriers, particularly low self-confidence and fear of making mistakes, as well as linguistic barriers related to limited vocabulary. The findings indicate that students’ speaking difficulties arise from interconnected affective and linguistic factors. Therefore, small-group work, storytelling, and role-play activities can provide more supportive opportunities for students to reduce affective barriers and develop their English-speaking ability.
When Context Shifts Meaning: A Pragmatic Analysis of Audience Interpretation of ‘I Love You So Bad’ by LANY Amid Artist Controversy Yosia Saad Martua Situmorang; Rolan Dasma Pahotan Siallagan; Muhammad Aldiansyah Ginting; Felix Christian Tampubolon; Rakha Athallah; Dian Marisha Putri
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.14369

Abstract

Popular music does not convey meaning exclusively through lyrical content, as audience interpretations may shift in response to changing social contexts and public discourse surrounding an artist. This study investigates how audiences reinterpret “I Love You So Bad” by LANY when the song is understood within the context of public controversy involving the artist, with particular attention to the ways contextual changes reshape implied lyrical meanings. Employing a qualitative pragmatic approach, the study integrates textual analysis of the song lyrics with thematic analysis of audience comments collected from YouTube and Twitter/X, drawing on Grice’s theory of implicature and Hall’s encoding/decoding model as analytical frameworks. The findings reveal that audiences initially interpreted the song predominantly as a sincere expression of romantic affection and emotional vulnerability. Following the widespread circulation of the controversy in digital spaces, some listeners reinterpreted the lyrics more critically, associating their previously romantic meanings with irony, performativity, and perceived inconsistencies between lyrical expression and the artist’s public image. The study concludes that meaning in popular music remains context-dependent and dynamically negotiated, as digital discourse and changing perceptions of artists can substantially reshape how audiences interpret lyrical meaning.
The Effectiveness of Instagram Application as Learning Media to Improve Writing Skill Student in Biographies Bagus Septiawan; Paisal Manurung
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13587

Abstract

The integration of social media into English instruction offers opportunities to create more engaging learning environments, particularly for developing students’ writing skills. This study investigated the effectiveness of the Instagram application as a learning medium for improving biography writing skills among eleventh-grade students at SMA Swasta Daerah Sei Bejangkar during the 2025/2026 academic year. The study employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. From a population of 55 students, 29 students from Class XI-1 were selected through purposive sampling. Data were collected using pre-test and post-test biography writing assessments, supported by observation sheets, questionnaires, and documentation. The findings showed that the students’ mean writing score increased from 61 on the pre-test to 77 on the post-test, accompanied by increased participation, interest, and motivation during the learning process. Statistical analysis indicated that the improvement was significant, leading to the acceptance of the alternative hypothesis and rejection of the null hypothesis. The study concludes that Instagram can serve as an effective learning medium for improving students’ biography writing skills.
Students’ Processes of Gathering Information for Writing Report Texts at Darul Falah Sei Kamah II Private Islamic Senior High School Muhamer Sukri Sitorus; Lila Ramadina; Virna Rosanti Br. Sirait; Syafnah Ariyani; Yulia Hanum
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13872

Abstract

Information gathering is an essential component of academic writing because students need to identify, evaluate, and synthesize relevant information before constructing a coherent report text. Nevertheless, students learning English as a Foreign Language often encounter difficulties in managing information systematically during the writing process. This study investigates how eleventh-grade students at Darul Falah Sei Kamah II Private Islamic Senior High School gather information for writing report texts using the Big6 Model as a diagnostic framework. Employing a qualitative case study design, the study collected data through classroom observations, semi-structured interviews, and analysis of students’ written texts and analyzed them using Miles and Huberman’s data reduction procedures. The findings reveal procedural weaknesses across several stages of the Big6 Model: students frequently bypassed task definition, relied on limited information sources, and encountered linguistic barriers when selecting and processing relevant information. These difficulties resulted in report texts that lacked systematic organization, coherence, and adequate information development. The study concludes that weaknesses in information-gathering processes directly influence the quality of students’ report writing, highlighting the need to integrate information literacy instruction into English as a Foreign Language writing pedagogy.
Students’ Difficulties in Using the Simple Present Tense in Writing Descriptive Texts among Tenth-Grade Students at State Senior High School 1 Simpang Empat in the 2025/2026 Academic Year Nian Marpaung; Hamidah Sidabalok
Jurnal Bahastra Vol 11, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v11i1.13526

Abstract

The accurate use of the simple present tense remains challenging for English as a Foreign Language learners, particularly when they are required to construct grammatically appropriate descriptive texts. This study investigates the difficulties experienced by tenth-grade students in using the simple present tense when writing descriptive texts at State Senior High School 1 Simpang Empat during the 2025/2026 academic year. The study employed a descriptive qualitative approach with a case study design, involving 34 students from Class X-1 selected through total sampling. Data were collected through writing tests and interviews and analyzed using the surface strategy taxonomy of error analysis. The findings revealed two major grammatical difficulties: the use of the verb to be (is, am, and are) in nominal sentences and the addition of the suffix -s/-es to verbs with third-person singular subjects. Omission constituted the dominant error type (83.33%), followed by misformation (16.67%). These findings indicate that students’ difficulties primarily arise from linguistic limitations compounded by first-language interference, highlighting the need for more focused instruction on simple present tense structures in descriptive writing.

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