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Umar Mansyur
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DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Published by Universitas Muslim Indonesia
ISSN : -     EISSN : 29865956     DOI : https://doi.org/10.33096/didaktis.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia (e-ISSN 2986-5956) is published by Fakultas Sastra, Universitas Muslim Indonesia. It is published twice a year, namely in March and September. It journal publishes research-based articles in the field of (1) Language and Literature Learning: Curriculum Development, Learning Methods, Learning Materials, Learning Media, Assessment, Information and Communications Technology in Indonesian Language Learning, Language Skills, and Other Indonesian Language Learning Analysis; (2) Linguistics: Phonology, Morphology, Syntax, Semantics, Pragmatics, Psycholinguistics, Sociolinguistics, and Critical Discourse Analysis; and (3) Literature: Local Literature Studies, Indonesian Literature, Foreign Literature Studies, Children Literature, Literature Studies for Character Education, and Other Literature Studies. Articles can be written in English or Indonesian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Media Gambar Berseri untuk Meningkatkan Kemampuan Menulis Teks Deskripsi Siswa Sutiyani Sutiyani; Rahmat Rahmat; Andi Puspitasari
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 1 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i1.1070

Abstract

This research discusses the process and improvement of descriptive text writing skills among Grade XI Accounting students at SMKN 2 Buton Tengah through the use of picture series media. The objective of this study is to improve students’ writing performance and their engagement during the learning process. This study employed Classroom Action Research (CAR) carried out in two cycles. The data analysis techniques used were descriptive qualitative and quantitative methods. The results showed that student activeness in the first cycle reached 84% in the first meeting and increased to 85% in the second. In the second cycle, activeness further increased to 95%. The students’ average writing score in the pre-cycle was 55.54 with a mastery rate of only 14%. In the first cycle, the average score improved to 72.47 with 62% mastery, and in the second cycle, it rose to 85.34 with 90% mastery. Based on these results, it is concluded that picture series media are effective in improving both students’ descriptive writing skills and their classroom engagement.
Deep Learning Approach in Argumentative Writing to Improve Critical Thinking and Rhetorical Structure Anita Candra Dewi; Umar Mansyur; Baharman Baharman; Usman Usman
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 1 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i1.1071

Abstract

This study aims to analyze the effect of the application of a deep learning approach in a argumentative writing instruction on the critical thinking skills and the quality of the rhetorical structure of students' writing in the Indonesian Language and Literature Education Study Program at Universitas Negeri Makassar. This study used a quantitative approach with a quasi-experimental design involving two groups, namely the experimental class and the control class. The research sample consisted of 70 students consisting of 35 students in the experimental class and 35 students in the control class. Data collection techniques were carried out through argumentative writing tests and critical thinking ability tests carried out at the pretest and posttest stages. The data obtained were analyzed using inferential statistical analysis through an independent sample t-test. The results of the study showed that the application of the deep learning approach had a significant effect on improving students' argumentative writing skills. This was indicated by an increase in the average score in the experimental class which was higher than the control class. In addition, students in the experimental class showed better abilities in compiling the rhetorical structure of the text, which includes claims, reasons, evidence, and conclusions more systematically. The findings of this study indicate that the deep learning approach can encourage students to think more critically and develop arguments more logically and structured in academic writing. Thus, this approach can be an effective learning strategy to improve the quality of writing learning in higher education.
Multiliteracy assessment for deep learning and critical thinking in prose education Qurrota Ayu Neina; U'um Qomariyah; Septina Sulistyaningrum; Tran Thi Khanh Vi
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1103

Abstract

The dominance of surface-learning practices persists in literary education at Indonesian universities, particularly in prose instruction. Assessments focused on memorization, factual reproduction, and summative evaluation limit students' critical reflection, analytical skills, and problem-solving. In response to these gaps, this study aims to examine the potential of multiliteracy assessment as a framework to transform surface learning into deep learning and critical thinking. This study uses a qualitative case study approach, including observation, interviews, questionnaires, and document analysis. The findings reveal three main challenges: the dominance of conventional assessment (predominantly closed-ended questions), the lack of multiliteracy integration (most materials were print-text-based), and the lack of contextual strategies (most tasks focused on intrinsic analysis). In response, multiliteracy assessments emerged as a transformative approach that allows students to interpret prose through multimodal representation, contextual problem-solving, and critical inquiry. Assignments such as digital storytelling, critical essays, and collaborative performances have increased engagement, reflective skills, and 21st-century competence. The study concludes that the shift towards multiliteracy assessment significantly promotes deep learning and has practical implications for lecturers, curriculum developers, and policymakers seeking to align assessment models with global education standards.
Gastronomy strategies in enhancing vocabulary and speaking skills in learning Indonesian for international students Hary Soedarto Harjono; Sri Wachyunni; Rustam Rustam
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1116

Abstract

This study investigates gastronomy as a vocabulary and speaking enhancement strategy for international students learning Indonesian as a Foreign Language (BIPA) at a public university in Indonesia. Despite the growing body of literature on BIPA pedagogy, systematic empirical investigation of gastronomy as a structured pedagogical strategy for vocabulary and speaking enhancement in Indonesian language learning contexts remains limited. Employing a qualitative case study design, the study involved thirteen international students over one academic semester, with data collected through semi-structured interviews, observations, and document analysis, and analysed using thematic and content analysis. The findings demonstrate that gastronomy-themed instruction significantly expanded participants' Indonesian culinary and everyday vocabulary, enhanced speaking fluency, confidence, and communicative competence, and supported intercultural learning and cultural competence development. A consistent vocabulary-speaking nexus was identified, whereby gastronomy-themed vocabulary expansion directly enabled and accelerated speaking development. The novelty of this study lies in its systematic empirical demonstration that gastronomy constitutes a linguistically productive, culturally authentic, and motivationally powerful sustained content domain for BIPA instruction. The finding provides significant pedagogical implications for BIPA curriculum design, materials development, and instructional practice, advocating for the deliberate integration of Indonesian gastronomy as a core pedagogical strategy in foreign language learning.  
Development of BIPA exposition text materials integrating Kayangan Api legend and natural phenomena Hazma Daimatul Hana; M. Isnaini
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1125

Abstract

The limited availability of contextual and culturally integrated exposition text materials remains a challenge in BIPA learning, especially for intermediate-level learners who need to develop writing competence and academic literacy. This study aimed to develop BIPA exposition text teaching materials based on the integration of the Kayangan Api legend and natural phenomena and to examine their feasibility, practicality, and effectiveness. The study employed a Research and Development approach with a mixed methods design adapted from the Borg and Gall model and simplified into five stages: needs analysis, product design and development, expert validation, limited field testing, and final revision. The participants consisted of 30 intermediate-level BIPA learners and one BIPA instructor, while seven experts were involved in the validation process. Data were collected through interviews, document analysis, validation sheets, writing tests, questionnaires, and classroom observations. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using descriptive statistics, paired-sample t-test, and N-gain analysis. The results showed that the developed materials achieved a feasibility score of 86.5% and a practicality score of 88.4%, both categorized as very good. Learners’ writing performance improved significantly, indicated by a high N-gain score of 0.74. The findings indicate that integrating local legends and natural phenomena into BIPA exposition text materials effectively supports language learning, academic literacy, and cultural understanding.
Negotiation national identity of characters in Mochtar Lubis’s Maut dan Cinta a postcolonial study Filawati Filawati; Imam Suyitno; Roekhan Roekhan; Endah Tri Priyatni
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1146

Abstract

This study aims to examine the negotiation of nationalism in Mochtar Lubis’s novel Maut dan Cinta through Homi K. Bhabha’s postcolonial perspective. This study used a qualitative approach with content analysis methods. The data consist of quotes from narration, dialogue, monologues, and events in the novel that represent the process of negotiating the characters’ nationalistic identity. Data were collected through intensive reading (close reading) of the entire novel, followed by identifying and marking excerpts for analysis. The data were analyzed in stages, namely through open coding to identify identity phenomena that emerged in the text, axial coding to connect excerpts with Bhabha’s conceptual categories, and selective coding to formulate the subject’s crisis and the patterns of negotiation of the characters’ nationalistic identity based on the concepts of ambivalence, mimicry, hybridity, and third space. The results show that the characters’ nationalistic identity is negotiated through two interrelated mechanisms. First, a subject crisis emerges when the character faces a conflict between personal interests and collective responsibility toward the nation, resulting in national identity being in an ambivalent and liminal condition. Second, the formation of the national subject takes place through the appropriation of colonial knowledge, mastery of foreign languages, communication technologies, international diplomacy, and journalistic practices that are transformed into strategies for national struggle. The findings affirm that nationalism in Maut dan Cinta is represented as a dynamic and hybrid identity continuously constructed through psychological, ideological, and cultural negotiations.
Integration of discovery of novelty and research-based learning in academic writing learning Sakinah Fitri; Anita Candra Dewi
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1154

Abstract

This study was motivated by the low quality of academic writing, particularly in terms of generating original ideas and constructing research-based arguments. The objective of this study is to conduct an in-depth analysis of the integration of discovery of novelty and research-based learning in academic writing instruction. This study employs a qualitative descriptive approach using a case study design involving undergraduate students in the Indonesian Language and Literature Education Program at Makassar State University. Data were collected through observation, in-depth interviews, and document analysis of students’ academic writings, and were subsequently analyzed using Miles and Huberman’s interactive analysis technique. The results indicate that the integration of these two approaches was implemented through the stages of problem identification, literature exploration, discovery of novel ideas, and the drafting of academic writings. Students demonstrated improvement in identifying research gaps, developing original ideas, and constructing more systematic arguments grounded in scholarly sources. Additional findings revealed limitations in academic literacy and a need for intensive mentoring. In conclusion, the integration of discovery of novelty and research-based learning contributes to fostering more critical academic writing instruction grounded in knowledge construction.
An ethnostylistics analysis of Dondi’ utterances: Symbolic meaning in the Rambu Solo’ funeral ceremony Resnita Dewi; Elisabet Mangera; Roni La'biran
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1183

Abstract

This study aims to examine the language styles and symbolic meanings embedded in dondi’ speech performed during the Rambu Solo’ traditional ceremonies of the Toraja people through an ethnostylistics approach. As a form of oral expression within death rituals, dondi’ speech conveys complex cultural, emotional, and cosmological values. This study employs a qualitative descriptive approach. The data consist of dondi’ speech analyzed based on three dimensions: language style, symbolic meaning, and ethnostylistics interpretation. The findings identify four dominant language styles: repetition, metaphor, simile, and personification. Repetition functions to establish rhythm, reinforce meaning, and represent recurring patterns in ritual practices and collective experiences. Metaphor expresses abstract concepts, particularly life and death, through concrete symbols drawn from the natural environment. Simile clarifies cultural meanings through explicit comparisons with familiar phenomena, while personification attributes human emotions and characteristics to elements of nature. From an ethnostylistics perspective, these linguistic forms reflect the Toraja worldview, which is contextual, symbolic, and closely integrated with language, culture, and cosmology. Thus, dondi’ speech serves not only as a communicative medium but also as a means of representing, preserving, and transmitting cultural values within the Rambu Solo’ ceremony.
Utilizing the Jajan Squad webtoon as multimodal teaching material for BIPA learning Refisa Ananda; Murni Maulina
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1221

Abstract

Current BIPA teaching materials are still predominantly based on unimodal texts, limiting their ability to present the Indonesian language and culture authentically to foreign learners. This study examines the potential of Dito Satrio's Jajan Squad Webtoon as multimodal teaching material for BIPA learners at the B1–B2 levels of the Common European Framework of Reference for Languages (CEFR). The analysis encompasses linguistic, visual, and cultural dimensions through a descriptive-analytical qualitative approach grounded in a social semiotic framework that integrates Multimodal Discourse Analysis (MDA), Kress's theory of multimodality, and visual grammar. The selected units of analysis consisted of Episode 9 (Bir Pletok), Episode 11 (Tukang Roti Keliling), and Episode 13 (Roti Buaya Mini), which represent the highest density of semiotic modes and the most comprehensive coverage of B1–B2 competencies. The data were analyzed through unitization, semiotic mode coding, competency categorization, and pedagogical interpretation. The findings reveal that Jajan Squad operates through four synergistic semiotic modes (linguistic, visual, gestural, and spatial) with increasingly diverse intermodal functions across episodes. This study concludes that Jajan Squad has strong potential to be developed into structured BIPA teaching material covering vocabulary, grammar, reading comprehension, and cultural learning. 
Reading in a digital ecology: University students’ inferential reading comprehension across the social media landscape Iin Nur Yasinta; Sakaria Sakaria; Abdul Haliq; Muh. Bahly Basri
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1232

Abstract

This study examined differences in university students’ inferential reading comprehension according to the number of social media platforms they used. A quantitative comparative design was employed with 492 students from four universities in South Sulawesi, Indonesia. Data were collected through Microsoft Forms using a 15-item inferential reading comprehension test and analyzed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc test. Mean scores increased across the 1–3 platform group (M = 9.0385), the 4–6 platform group (M = 9.5818), and the 7–9 platform group (M = 9.7500). The ANOVA indicated a significant overall group difference, F (2, 489) = 3.561, p = .029, with a small effect size (η² = .014). Tukey’s HSD showed a significant difference only between the 1–3 and 4–6 platform groups. These findings suggest that the breadth of social media platform use is associated with inferential reading comprehension, although the association is small and not fully linear. The study highlights the potential value of integrating critical digital literacy into reading instruction in higher education.

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