Jurnal Bastra (Bahasa dan Sastra)
JOURNAL BASTRA (Language and Literature) is a publicly accessible journal published by the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Halu Oleo University. This journal is published four times a year, every January, April, July, and October. This journal contains the results of research (field or literature studies), theoretical studies, and critical studies covering several areas of study as follows. Indonesian language education includes studies on linguistic learning, phonology learning, morphology learning, syntax learning, semantic learning, pragmatics learning, discourse learning, sociolinguistic learning, and psycholinguistic learning. Indonesian literature education includes studies on poetry learning, fiction prose learning, and drama and film learning. Indonesian, includes studies on linguistics, phonology, morphology, syntax, semantics, pragmatics, discourse, sociolinguistics, and psycholinguistics. Indonesian literature includes studies on poetry, prose fiction, drama, and film with a structural approach, stylistics, semiotics, sociology of literature, psychology of literature, psychoanalysis, literary ecology, deconstruction, philology, phenomenology, feminism, literary reception, and literary anthropology.
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712 Documents
<![CDATA[RITUAL KASAMPU BAGI PEREMPUAN DI KECAMATAN KAMBOWA KABUPATEN BUTON UTARA: TAHAPAN PELAKSANAAN DAN MAKNA TUTURAN ADAT ]]>
<![CDATA[Karoluslina]]>;
<![CDATA[La Tike]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2158
<![CDATA[This study aims to describe and analyze the stages of the kasampu ritual for women in Kambowa District, North Buton Regency. The research employed a qualitative approach, with data collected through participatory observation and in-depth interviews. Informants were determined using a snowball sampling technique, involving three key informants, namely the bisa (ritual guide), the imam, and parents who organized the kasampu ritual, supported by additional informants from the ritual participants. Data analysis was conducted using source triangulation to ensure data validity. The findings indicate that the kasampu ritual consists of three main stages: (1) the preparation stage, which includes family deliberation, committee formation, scheduling, and preparation of ritual equipment; (2) the implementation stage, which involves the seclusion process and a series of rituals such as kapoluku, kahombo, kabhansule, kalengka, and kawiwiki as a means of moral, spiritual, and ethical guidance for women; and (3) the final stage, marked by the kapolantono kakuba and kabadakino kabere ceremonies, symbolizing physical and spiritual purification as well as the formal recognition of participants as adult women. The kasampu ritual functions as a form of character education based on local cultural values and as an effort to preserve the traditions of the Kambowa community.]]>
<![CDATA[A Pragmatics Analysis of Dark Humor In The End of The F***ing World Series ]]>
<![CDATA[Shofa Hanin Assyifa]]>;
<![CDATA[Gusthini, Misyi]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2180
<![CDATA[This study examines the characteristics of dark humor in the dialogues of the series The End of The F***ing World, directed by Jonathan Entwisle. Employing a pragmatic approach (Yule, 1996), Attardo’s (1994) General Theory of Verbal Humor (GTVH), and Grice’s (1975) theory of maxim violations, the study investigates how dark humor operates within character interactions. Dark humor is defined as a form of aggressive humor that derives amusement from taboo or sensitive subjects, often serving as both emotional release and social commentary. Data were collected from dialogues and analyzed using descriptive qualitative methods. The findings indicate that character interactions frequently feature hyperbolic and social dark humor to comment on extreme or socially sensitive situations, while deadpan and cynical humor conveys acceptance, resignation, and coping in stressful or unconventional circumstances. Pragmatically, these forms of dark humor serve multiple functions: they act as coping mechanisms, provide social commentary, and allow the expression of complex emotions, such as frustration, empathy, and resignation, in ways that are mutually understood within interactions but may appear ambiguous to outsiders. Overall, the study suggests that dark humor in the series functions not merely as entertainment but as a strategic communicative tool, enabling characters to manage emotional tension, navigate sensitive social issues, and reflect on social and psychological dimensions of their experiences.]]>
<![CDATA[AUTHENTIC ASSESSMENT IN INDONESIAN LANGUAGE LEARNING: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL, TECHNOLOGICAL, AND SOCIOCULTURAL DIMENSIONS ]]>
<![CDATA[Reni Nur Eriyani]]>;
<![CDATA[Fathiaty Murtadho]]>;
<![CDATA[Hestiyani Parai]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2201
<![CDATA[The growing emphasis on contextualized and learner-centered pedagogy has heightened interest in authentic assessment in language education. However, systematic reviews focusing specifically on Indonesian language learning remain scarce. This systematic review analyzes research on authentic assessment in language learning, with particular attention to its application in Indonesian language education contexts. Following PRISMA guidelines, we conducted a comprehensive search across Scopus, ERIC, and Google Scholar databases, identifying 10 empirical and conceptual studies published between 2015-2025. The TCCM (Theory, Context, Characteristics, Methodology) framework guided the analysis. Thematic synthesis revealed three major trajectories: (1) a pedagogical shift from summative to formative and authentic evaluation; (2) the transformative influence of digital technologies, including AI and mobile-assisted learning; and (3) the growing emphasis on sociocultural and intercultural dimensions. Authentic assessment functions not only as a measurement tool but also as a pedagogical process fostering metacognition, collaboration, and inclusivity. This review offers a novel integrative perspective linking authenticity, technology, and sociocultural context within an ecological framework. The findings highlight the need for culturally responsive and ethically grounded digital assessment practices in Indonesian language education.]]>
<![CDATA[The Personality Typology of the Main Character in the Short Story “Syaikh Balbis” by Taufiq al-Hakim (A Literary Psychology Study) ]]>
<![CDATA[Eka Nadiansyah]]>;
<![CDATA[Rasyad]]>;
<![CDATA[Abdul Razak]]>;
<![CDATA[Nur Chalis]]>;
<![CDATA[Emi Suhemi]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2244
<![CDATA[This study aims to analyze the personality types of the main character in the short story Syaikh Balbis by Taufiq al-Hakim. The research employs a descriptive qualitative method using the Hippocrates–Gallenus literary psychology personality type theory as its analytical approach. This study uses written data found in Taufiq al-Hakim’s short story Syaikh Balbis, which demonstrates the compatibility of the main character’s personality type with the Hippocrates–Gallenus perspective. The data collection methods used in this study include reading and note-taking techniques, library research, close reading, and manual coding. The data were analyzed using data analysis techniques consisting of identification, analysis, and conclusion drawing. The findings of this study indicate that four personality types according to Hippocrates—sanguine, choleric, melancholic, and phlegmatic—are present in the characters of Taufiq al-Hakim’s short story Syaikh Balbis. The researcher hopes that this study may serve as a reference for future research related to the Hippocrates–Gallenus literary psychology theory.]]>
<![CDATA[ANALISIS NARASI LISAN MASYARAKAT NAMBO TENTANG PENYAKIT DAN PENGARUHNYA TERHADAP KEPATUHAN BEROBAT DI PUSAT KESEHATAN MASYARAKAT ]]>
<![CDATA[Hasdairta Laniampe]]>;
<![CDATA[Bainudin]]>;
<![CDATA[Irawati Tapasi]]>;
<![CDATA[Taufiq Said]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2300
<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh narasi lisan masyarakat Nambo tentang penyakit terhadap perilaku mereka dalam mencari pengobatan di Pusat Kesehatan Masyarakat (Puskesmas). Dengan menggunakan metode deskriptif kualitatif, data dikumpulkan melalui teknik triangulasi yang meliputi wawancara mendalam, observasi, dan dokumentasi. Subjek penelitian melibatkan tokoh masyarakat, dukun/tradisional healer, serta tenaga medis di Desa Nambo, Kota Kendari. Hasil penelitian menunjukkan bahwa pengambilan keputusan pengobatan didorong oleh Explanatory Model of Illness yang mengklasifikasikan penyakit ke dalam ranah medis-biologis dan spiritual-nonmedis. Narasi lokal mengaitkan penyakit spiritual dengan etiologi personalistik yang dipandang berada di luar jangkauan layanan medis formal. Selain itu, protokol budaya bersyarat sering kali mewajibkan pelaksanaan ritual tradisional sebelum intervensi medis diperbolehkan. Akibatnya, layanan kesehatan formal kerap diposisikan sebagai pilihan terakhir atau alternatif sekunder. Penelitian ini menyimpulkan bahwa ketidakpatuhan dan keterlambatan dalam pengobatan medis bersumber dari konflik antara etiologi budaya dan protokol medis formal. Oleh karena itu, disarankan agar Puskesmas menerapkan pendekatan Culturally Sensitive Care (pelayanan yang peka terhadap budaya) guna menjembatani kesenjangan antara narasi medis dan narasi lokal, sehingga dapat meningkatkan kepatuhan pasien serta efektivitas pelayanan kesehatan di masyarakat yang bersifat pluralistik.]]>
<![CDATA[Longing in the Song Ummi by Maher Zain and Jasa Poma by Rafly Kande (A Comparative Literature Study) ]]>
<![CDATA[Fitri, Raihan]]>;
<![CDATA[Fahmi Sofyan]]>;
<![CDATA[Aiyub Berdan]]>;
<![CDATA[Nur Chalis]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2307
<![CDATA[This study aims to reveal the similarities and differences in the theme of longing in Ummi by Maher Zain and Jasa Poma by Rafly Kande. The study is motivated by the discovery of these two songs, which share a similar meaning of “mother” expressed in two different languages. The research method applied in this study is a qualitative method. The data collection strategy uses the reading and note-taking technique. The data were analyzed using descriptive and comparative techniques to draw conclusions. The results of the study indicate that both songs share similarities in the elements of longing, particularly the longing for a mother’s love, a mother’s prayers, and devotion to the mother. Meanwhile, the differences lie in the cultural backgrounds: Jasa Poma is rooted in Acehnese culture, while Ummi is based on Middle Eastern culture. Furthermore, Jasa Poma belongs to the genre of Acehnese socio-religious poetry, while Ummi represents contemporary music, which influences the message delivered in both songs. The study also finds the portrayal of the mother figure in Ummi. Both Ummi and Jasa Poma possess unique characteristics as original literary works.]]>
<![CDATA[KEMAMPUAN MENULIS SURAT LAMARAN PEKERJAAN PADA SISWA KELAS XII ]]>
<![CDATA[Sukmawati]]>;
<![CDATA[La Ode Adili]]>;
<![CDATA[Harmin]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.445
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan menulis surat lamaran pekerjaan siswa kelas XII SMA Negeri 3 Konawe Selatan berdasarkan aspek sistematika surat dan kaidah kebahasaan. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan dukungan data kualitatif terbatas. Data penelitian diperoleh melalui dokumentasi berupa hasil tulisan surat lamaran pekerjaan siswa, serta didukung oleh wawancara dan observasi pembelajaran. Subjek penelitian berjumlah 118 siswa kelas XII yang telah mengikuti pembelajaran menulis surat lamaran pekerjaan. Analisis data dilakukan dengan menghitung persentase capaian kemampuan menulis siswa pada setiap aspek penilaian. Hasil penelitian menunjukkan bahwa kemampuan menulis surat lamaran pekerjaan siswa bervariasi pada setiap aspek penilaian. Aspek tempat dan tanggal surat serta alinea pembuka menunjukkan capaian yang lebih tinggi dibandingkan aspek lainnya. Sebaliknya, aspek lampiran dan hal surat, alamat surat, penutup surat, serta kaidah kebahasaan masih menunjukkan capaian yang rendah. Temuan ini mengindikasikan bahwa siswa cenderung menguasai unsur administratif dasar, tetapi masih mengalami kesulitan dalam memahami sistematika internal surat dan menerapkan kaidah bahasa Indonesia baku secara tepat. Hasil penelitian ini diharapkan dapat menjadi rujukan bagi guru Bahasa Indonesia dalam meningkatkan kualitas pembelajaran menulis surat lamaran pekerjaan secara lebih terarah dan kontekstual.]]>
<![CDATA[ANALISIS NILAI NASIONALISME DAN DEIKSIS PADA FILM BUYA HAMKA VOL.1 KARYA ALIM SUDIO ]]>
<![CDATA[Amanda Maharani Putri]]>;
<![CDATA[Nanang Maulana]]>;
<![CDATA[Purlilaiceu]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.1994
<![CDATA[This study aims to analyze the values of nationalism and the use of deixis in the film Buya Hamka Vol. 1 directed by Alim Sudio, as well as to explore its potential as learning material in Indonesian language classes at junior high school. Nationalism is reflected through characters’ attitudes, behaviors, and dialogues that emphasize patriotism, unity, and cultural appreciation. Meanwhile, deixis is observed as an important linguistic aspect in understanding the context of communication between characters. The research employed a qualitative descriptive method with data collected through documentation and note-taking techniques. The findings indicate that the film contains various forms of nationalism values, such as love for the homeland, unity, religiosity, and willingness to sacrifice for the nation. In addition, the film presents different types of deixis, including personal, spatial, temporal, and social deixis, which function to clarify the meaning of dialogues and strengthen the narrative. The integration of nationalism values and deixis analysis in the film can be utilized as teaching material in Indonesian language learning, particularly in developing students’ character and linguistic competence. This research highlights that films with historical and cultural contexts, such as Buya Hamka Vol. 1, are not only entertaining but also educational, providing meaningful contributions to both language learning and character education in schools.]]>
<![CDATA[ANALISIS NILAI RELIGIUS DAN NILAI BUDAYA PADA FILM “BUYA HAMKA” SERTA PEMANFAATANNYA SEBAGAI BAHAN AJAR DI SMA ]]>
<![CDATA[Nuraini]]>;
<![CDATA[Trisnawati]]>;
<![CDATA[Saraswati]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2007
<![CDATA[This study explores the religious and cultural values contained in the film Buya Hamka by Alim Sudio and analyzes its potential use as teaching material in senior high schools. The film not only depicts the biography of a renowned Indonesian scholar, writer, and cultural figure but also presents strong moral messages, Islamic teachings, and local wisdom that align with character education. The research is motivated by the importance of maintaining religious and cultural values amid globalization and modernization, which can threaten the local identity of young generations. This study introduces a new perspective by integrating religious and cultural values from a biographical film into character-based learning, a topic rarely discussed in previous studies. The theoretical framework includes the concept of literature as a reflection of life, religious values such as worship, ruhul jihad, morality, exemplary conduct, trustworthiness, and sincerity, as well as cultural values covering life necessities, truth, ancestry, and sources of life. Using a descriptive qualitative method with content analysis of dialogues, scenes, and narration, the study concludes that Buya Hamka can serve as appropriate teaching material under the Merdeka Curriculum, especially for expository texts. Its use in learning is expected to enhance critical literacy, strengthen the Pancasila Student Profile, and develop students’ spiritual and cultural awareness.]]>
<![CDATA[POLA KOMUNIKASI ANTARBUDAYA (MUNA DAN JAWA) MAHASISWA UNIVERSITAS NEGERI YOGYAKARTA DI DAERAH ISTIMEWA YOGYAKARTA ]]>
<![CDATA[Hariyono, Saharul]]>
<![CDATA[ Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 1 (2026): JURNAL BASTRA EDISI JANUARI 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia ]]>
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DOI: 10.36709/bastra.v11i1.2182
<![CDATA[This study examines intercultural communication patterns and the challenges arising from cultural differences between Munanse students (Southeast Sulawesi) and Javanese students (Yogyakarta) at Universitas Negeri Yogyakarta. The research employs a qualitative descriptive method with data collected through interviews, observations, and literature review, alongside triangulation to enhance data validity. The theoretical framework integrates sociolinguistics and intercultural communication theory initiated by William Gudykunst & Young Yun Kim. The findings reveal that communication patterns evolve through three stages: interactive, transactional, and dynamic. In the initial phase, interactions are marked by discomfort and misunderstandings due to differences in speech styles and cultural norms. Munanse students, who tend to be direct and straightforward, are often perceived as impolite by Javanese students who value politeness and indirect communication. Over time, adaptation and cultural exchange foster more open and mutual understanding. The study also identifies communication issues such as stereotypes, ethnocentrism, and pragmatic gaps. This research offers novelty by focusing on the Munanse–Javanese communication dynamic within a multiethnic campus context. The findings provide practical contributions to the development of inclusive and culturally aware higher education environments.]]>
