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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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Cooperative Learning Type Jigsaw and Student Teams Achievement Division on Improving Students’ Writing Skill Procedure Text at State Senior High School 5 Tanjung Balai in 2025/2026 Academic Year Fani Aulia Sirait; 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.v11i1.13629

Abstract

Writing procedure texts requires students to generate and organize ideas, select appropriate vocabulary, and apply accurate grammatical structures, yet teacher-centered instruction may limit students’ active participation in developing these skills. This study investigated whether Jigsaw and Student Teams Achievement Division (STAD) cooperative learning produced significantly different outcomes in improving procedure text writing skills among tenth-grade students at State Senior High School 5 Tanjung Balai during the 2025/2026 academic year. The study employed a quantitative approach with a within-subject experimental design. From a population of 270 students, 40 participants were selected through simple random sampling, and data were collected using observation sheets, questionnaires, and writing post-tests. Descriptive statistics and a paired-samples t-test using SPSS version 25 were employed to analyze the data. The findings revealed a significant difference between the two cooperative learning strategies, with a mean score of 71.62 for Jigsaw and 82.63 for STAD. Students achieved higher scores through STAD because teacher guidance before group discussions and individual quiz activities promoted more active and equitable participation. The study concludes that STAD produced better procedure text writing outcomes than Jigsaw within the instructional context examined.
An Analysis of Errors in the Use of the Simple Present Tense in Descriptive Texts Written by Tenth-Grade Students at Muhammadiyah 8 Private Senior High School Kisaran Astri Armaya Hasibuan; Alya Dwika Septiani; Sucy Duwi Aryanti; Nancy Mariani Saragih; Putri Lidiana Permata Sari
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.v11i1.14366

Abstract

Accurate use of the simple present tense is essential for producing effective descriptive texts, yet learners of English as a Foreign Language frequently encounter systematic grammatical difficulties in applying its rules. This study investigates the types and underlying causes of simple present tense errors in descriptive texts written by tenth-grade students at Muhammadiyah 8 Private Senior High School Kisaran. Employing a qualitative descriptive design, the study analyzed data from 28 students through a controlled writing test, semi-structured interviews, and a digital questionnaire, using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy as the primary analytical framework. The findings identified 149 errors: misformation was the most frequent category (72; 48.32%), followed by omission (39; 26.17%), misordering (24; 16.11%), and addition (14; 9.40%). Methodological triangulation revealed that these errors primarily resulted from interlingual interference, particularly direct translation from Indonesian, and intralingual interference involving overgeneralization of the copula to be and difficulties with subject–verb agreement, while cognitive overload during rapid writing further intensified error production. The study concludes that these grammatical errors represent systematic interlanguage development rather than random performance lapses, highlighting the need for explicit, contextualized grammar instruction and targeted error-awareness strategies in English as a Foreign Language writing classrooms.
The Effect of Project Based Learning Model on Students Writing Skill in Narrative Text at Grade XI of SMA Negeri 3 Kisaran in 2025/2026 Academic Year Nabila Afiyah Hasibuan; Dian Anggraini Harahap
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.v11i1.13546

Abstract

Developing effective narrative writing skills remains challenging for English as a Foreign Language learners, particularly when conventional instruction provides limited opportunities for active and collaborative learning. This study investigated the effect of Project-Based Learning on the narrative writing skills of eleventh-grade students at State Senior High School 3 Kisaran during the 2025/2026 academic year. The study employed a quantitative approach with a quasi-experimental design, involving 25 students in the experimental class and 21 students in the control class. Data were collected through pre-test and post-test writing assessments; the experimental class received instruction through Project-Based Learning, while the control class received conventional instruction. The findings demonstrated an improvement in students’ writing performance following the intervention. An independent-samples t-test showed that the obtained t-value exceeded the critical t-value (7.48 > 2.02), indicating a statistically significant difference between the groups. These findings demonstrate that Project-Based Learning had a significant effect on students’ narrative writing skills and can provide an effective instructional approach for supporting narrative writing development.
Analisis Ilokusi terhadap Respon Publik tentang Kecurangan UTBK dalam Wacana Media Sosial X Zaskia Azatil Isma; Nasqya Rizsa Fatharani; Dzakiah Qurrota Aini; Putri Ramadhani
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.v11i1.13760

Abstract

Social media has become a prominent space for public discourse, where users employ language not only to exchange information but also to perform specific communicative actions. The cheating scandal involving the Computer-Based Written Examination, which went viral on platform X in April 2026, generated widespread public responses and provides a relevant context for examining illocutionary acts in digital discourse. This study identifies and analyzes the types of illocutionary speech acts expressed in public comments responding to the scandal, addressing the limited investigation of speech acts in social media discourse. Employing a descriptive qualitative approach, the study collected data from comments on a viral post by @linlinaleister on platform X and analyzed them through identification, classification, and interpretation based on Searle’s (1969) theory of illocutionary acts. The findings identified three types of illocutionary acts: assertive (6 instances), expressive (5 instances), and directive (2 instances). Assertive acts predominantly conveyed opinions, expressive acts communicated sympathy, criticism, and curiosity, while directive acts primarily conveyed advice. These findings demonstrate that public responses to sensitive social issues convey communicative intentions beyond information sharing and extend the application of illocutionary act analysis to digital discourse contexts.
Exploring Students’ Speaking Anxiety When Presenting Recount Texts in Grade X at Al-Washliyah Private Islamic Senior High School Kisaran Juriana Panjaitan; Natasya Seyna; Audiya Putri; Naia Khairani; Muhammad Al Hafiz
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.v11i1.14367

Abstract

Speaking anxiety constitutes a significant psychological barrier that can impede English as a Foreign Language learners’ oral performance, particularly when they must organize linguistic content and communicate it spontaneously. This study investigates the manifestations and underlying dimensions of speaking anxiety among tenth-grade students when presenting recount texts at Al-Washliyah Private Islamic Senior High School Kisaran. Employing a descriptive qualitative design, the study collected data through classroom observations, semi-structured interviews with four focal participants, and documentary evidence from a class of 22 students. The analysis drew on Horwitz, Horwitz, and Cope’s three-component model of foreign language classroom anxiety, encompassing communication apprehension, test anxiety, and fear of negative evaluation, supported by Krashen’s affective filter hypothesis and MacIntyre and Gardner’s cognitive interference model. The findings revealed widespread speaking anxiety: only one student volunteered to speak, 16 performed after prompting, and five refused to participate. Students exhibited silence and avoidance, hesitation and stammering, physical nervousness, and deliberate avoidance behaviors, while fear of negative evaluation and communication apprehension emerged as the most pervasive anxiety dimensions. The study concludes that linguistic demands and real-time communicative pressure intensify speaking anxiety, highlighting the need for anxiety-sensitive pedagogical strategies in English speaking instruction.
An Analysis of Students’ Difficulties in Writing Descriptive Texts among Tenth-Grade Students at State Senior High School 1 Tanjung Tiram in the 2025/2026 Academic Year Mahfuza Safwa Natasya; 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.v11i1.13553

Abstract

Writing descriptive texts remains challenging for English as a Foreign Language learners because it requires the integration of grammatical accuracy, vocabulary mastery, idea organization, and knowledge of text structure. This study aimed to analyze the difficulties experienced by tenth-grade students in writing descriptive texts at State Senior High School 1 Tanjung Tiram during the 2025/2026 academic year. The study employed a descriptive qualitative method, with participants selected through purposive sampling. Data were collected through classroom observation, writing tests, and interviews. The findings revealed that students encountered difficulties in grammar, vocabulary, idea organization, generic structure, spelling, and punctuation. Grammatical mastery emerged as the most prominent difficulty, particularly in applying the simple present tense and selecting appropriate forms of to be (is, am, and are), as many students incorrectly used past forms such as was and were. Interview findings further identified linguistic, cognitive, psychological, and pedagogical factors underlying these difficulties. The study concludes that strengthening grammatical competence through interactive instruction and sustained writing practice is essential for improving students’ descriptive writing ability.
The Effect of the Jigsaw Technique on Students’ Narrative Text Writing Skills in the VII Grade at Muhammadiyah 2 Kisaran Private Islamic Senior High School in the 2025/2026 Academic Year Tiara Atika; Harry Sambayu
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.v11i1.13580

Abstract

Developing students’ narrative writing skills remains a significant challenge in English language education, particularly in fostering effective idea organization and written expression. This study investigated whether the Jigsaw Technique significantly improved narrative writing skills among eleventh-grade students at Muhammadiyah 2 Kisaran Private Islamic Senior High School during the 2025/2026 academic year. A quantitative within-group experimental design was employed, involving 52 students from two classes selected through total sampling. Data were collected using observation sheets, writing assessments (pre-test and two post-tests), and student questionnaires. The findings revealed that students’ mean writing scores increased from 62.98 at pre-test to 84.51 following Jigsaw-based instruction, representing a 34.20% improvement. In contrast, conventional instruction yielded a mean score of 72.21, reflecting a 14.66% increase from baseline. A paired-samples t-test indicated a statistically significant difference (t = 12.618 > 2.008; p < 0.001). These findings suggest that the Jigsaw Technique effectively enhances students’ narrative writing performance compared with conventional instruction. The study concludes that incorporating structured collaborative learning through the Jigsaw Technique offers a promising pedagogical approach to improving narrative writing proficiency.
Nasib Perempuan dalam Budaya Patriarki Tionghoa pada Novel Nona Tjoe Joe Karya Tio Ie Soei: Kajian Kritik Sastra Feminis dan Hegemoni Tegar Prasetyo; Cahyaningrum Dewojati
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.v11i1.13978

Abstract

This study examines women's subordination within early twentieth-century Chinese Peranakan patriarchal culture through the protagonist of Tio Ie Soei's Nona Tjoe Joe (1922), set in the colonial Dutch East Indies. Integrating feminist literary criticism, Antonio Gramsci's theory of hegemony, and Pierre Bourdieu's concept of symbolic violence, the study investigates the mechanisms of patriarchal domination, manifestations of female resistance, and factors contributing to its failure. Employing a descriptive-interpretative textual analysis, the study applies Miles, Huberman, and Saldaña's interactive analytical model. The findings identify three interconnected mechanisms of oppression: paternal authority governing women's life choices, loveless marriage perpetuating unequal power relations, and societal double standards that penalize female transgression while legitimizing male dominance. These mechanisms operate through coercion and internalized consent, with patriarchal values reproduced even by women themselves. Tjoe Joe's resistance, manifested through rejecting arranged marriage, refusing marital intimacy, and escaping domestic confinement, ultimately fails because it lacks collective solidarity and institutional protection. The study concludes that Nona Tjoe Joe constitutes both a historical representation of gender inequality and a literary critique of patriarchal hegemony, offering valuable insights for gender-conscious literary education.

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