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INDONESIA
BAHASTRA
Published by Universitas Ahmad Dahlan
ISSN : 02154994     EISSN : 25484583     DOI : https://doi.org/10.26555/bs.v43i2.403
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Bahastra is open access peer review national journal that published an article about the study of Indonesian language and literature education, Indonesian language studies, and Indonesian Literary Studies. Bahastra is providing a platform for the researchers, academicians, professional, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews on education. Bahastra welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note about education at any topic from researchers, academicians, professional, practitioners and students from all over the world. This journal focuses on research or literature review in the following areas. 1. Education Indonesian language and literature, 2. Evaluation of the teaching of Indonesian language and literature, 3. Study of Linguistics (Indonesian), 4. A review of Literature Indonesia, and 5. Linguistic and Literary analysis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 183 Documents
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Presuppositions in netizens’ comments on celebrity Instagram posts: A pragmatic analysis Redo Andi Marta; Elan Halid; Fitri Handayani
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

This study examines the types and functions of presuppositions in netizens' comments on celebrity Instagram posts. The data were collected from comments posted on the Instagram account @Ollaramlan between May and June 2025. Using qualitative content analysis, the study analyzed 51 presuppositional utterances selected through purposive sampling. The analysis identified four types of presupposition: existential, lexical, factive, and structural. Existential presupposition was the most frequent type (49.02%), followed by lexical presupposition (47.06%), while factive and structural presuppositions each occurred only once. Beyond identifying these types, the findings reveal that presuppositions function as linguistic resources for expressing judgment, appreciation, and affect. They also reflect shared cultural attitudes toward religion, beauty, authenticity, and family responsibility. These findings suggest that presuppositions enable commenters to communicate evaluations indirectly by presenting assumptions as shared knowledge, making them an important pragmatic resource in social media interaction.
A Project Based Learning Model Integrated With Digital Literacy To Improve Procedural Text Writing Skills Of Junior High School Students Jimat Susilo; Fanni Tamara; Abdul Rozak
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study aimed to develop and examine the feasibility of a project-based learning model integrated with digital literacy to improve junior high school students’ procedural text writing skills. The study was motivated by the high level of students’ gadget use, which has not been optimally utilized for learning purposes. This research employed a Research and Development (R&D) approach using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were seventh-grade students at SMP/MTs. The results showed that the developed learning model achieved a feasibility score of 91% for model design, 94% for learning syntax, and 93% for the use of digital media or applications, all categorized as highly feasible. The implementation of the model received very positive responses from teachers with an average score of 100% and from students with a score of 84.20%, categorized as very good. Students’ learning outcomes in procedural text writing indicated an average score of 90.30, classified as excellent. In addition, students demonstrated a high level of digital literacy skills, particularly in editing, caption writing, hashtag usage, and publishing digital works. Therefore, the project-based learning model integrated with digital literacy is proven to be feasible and effective in improving procedural text writing skills of SMP/MTs students.
The psychology of the character Daruma in the novels Daruma-san and Daruma-san returns by Fida Husna Desti Fatin Fauziyyah; Ahmad Zulfahmi Ubaidillah; Dewi Nawang Sari
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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Fida Husna novels Daruma-san and Daruma-san Returns depict the complexity of the character Daruma through the psychological transformation of an antagonist who experiences inner conflict due to the injustices of fate throughout his life. This qualitative descriptive study examines the dynamics of the character’s personality using a literary psychology approach based on the Hippocratic typology. Data were collected through observation, labeling, classification, and recording, and were then described and summarized to gain a comprehensive understanding of the consistency of the character’s personality. The results of the study show that Daruma’s personality underwent a change from a predominantly sanguine character full of empathy to a choleric one cruel and vengeful. This change was triggered by the interaction between internal factors namely, the grief-induced trauma resulting from his mother’s death and external factors namely, socio-political crises, economic crises, and betrayal. The novelist deliberately crafted these emotional conflicts to build the complexity of the fictional character. This finding makes a scientific contribution to the development of literary psychology, particularly in understanding the continuity, change, and narrative construction of the character’s personality across the two sequels.
Literature as counter discourse in the construction of history in Laila S. Chudori’s novels Agus Wardhono; Kumaidi Kumaidi; Suantoko Suantoko
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study examines how linguistic and narrative choices in three novels by Laila S. Chudori, Pulang, Laut Bercerita, and Namaku Alam, ideologically construct history, using Teun A. Van Dijk's Critical Discourse Analysis (CDA) approach. Rather than treating the three novels as isolated case studies, this study reads them as a continuous, cross-generational discourse on Indonesia's unresolved historical trauma. The analysis moves beyond identifying which marginalized historical events are represented, such as state violence and forced disappearances, to examine the textual mechanisms, namely macrostructural topic selection, narrative schema, lexical choice, agentless syntax, and metaphor, through which these events are constructed ideologically at the levels of text structure, social cognition, and social context. The findings indicate that a fragmentary, multiperspectival narrative schema, combined with emotionally charged diction and agent-deleting passive constructions, works systematically to foreground victims' experiences while implicitly contesting the state's evasion of accountability. The author's social cognition, shaped by her position as a journalist and witness to Indonesian political history, is realized through an ideology of humanity and justice; at the level of social context, the novels function as a counter discourse to the state's official narrative. These findings suggest that literature not only represents history but also actively participates in shaping historical awareness and public discourse. The findings contribute to the field of literary criticism and CDA in Indonesia, as well as to an understanding of the ideological, rather than merely thematic, function of literature in the context of post-state violence.
Confirmation bias as a disinformation strategy in the novel Disorder by Akmal Nasery Basral Eka Nova Ali Vardani; Alfi Khoiru An Nisa; Yeni Mardiana Devanti
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study analyzes confirmation bias as a disinformation strategy in Disorder, a novel by Akmal Nasery Basral. The novel portrays how information aligned with pre-existing beliefs is more readily accepted than contradictory evidence, particularly in situations involving social, political, and health-related uncertainty. Literary works provide an important space for examining disinformation because they not only represent social reality but also reveal how meaning, ideology, and public opinion are constructed. This study employed a qualitative descriptive method using a sociology of literature approach, with the researcher as the primary instrument for data collection and analysis. The data consisted of monologues and dialogues that indicate forms of confirmation bias functioning as disinformation strategies. Data were collected through close textual observation and analyzed through data reduction, data display, and conclusion drawing. The findings show that confirmation bias in Disorder functions not merely as a psychological tendency of the characters but as a disinformation strategy constructed through narrative, dialogue, characterization, and plot conflict. This strategy reinforces subjective viewpoints and constructs manipulative realities, including the symbolic representation of food as an expression of piety and the stereotyping of ethnic Chinese people as the source of the pandemic. These representations reflect communication practices through which selective information reinforces existing beliefs and shapes public opinion. This study extends disinformation research beyond media studies into literary studies by demonstrating how the novel functions as a space for representation, social criticism, and reflection on the mechanisms of public opinion formation and the dissemination of disinformation in the post-truth era.
Reproducing or challenging gender stereotypes? Literary texts in Indonesian language textbooks under the merdeka curriculum Meina Febriani; Rahayu Pristiwati; Ayu Lestari; Ning Imas Ati Zuhrotul Afifah; Tetyana Ltyvynenko
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study aims to: (1) analyze the gender values projected in literary texts in Indonesian language textbooks under the Merdeka Curriculum and (2) examine how gender projection operates in literary works and its manifestation as a source of literacy. Literary text in a textbook not only functions as the material of learning language but also as the medium representing the social value and construct of gender roles. This study uses a qualitative approach combined with content analysis of the literary texts contained in the Indonesian language textbook for Junior High School and Senior High School students in accordance with the Merdeka Curriculum (Emancipated Curriculum). The research data were collected through documentation by identifying and classifying literary texts containing gender representation. The findings mainly show two points: first, gender perspective has been integrated in some literary texts through character representation, critical description towards gender representation, and the discussion of gender issues in narrative texts; and second, some literary texts still reproduce dichotomous gender stereotypes which strengthen the patriarchal roles, representing women as weak and subordinated figures while men are represented as strong and dominant figures. However, some texts also show a more inclusive representation by presenting an empowered woman with a sense of agency. This study concludes that gender representation in literary texts potentially influences students’ understanding of gender roles in the community, so that textbook development needs to consider gender diversity and balance in the literary materials.
Comparing students’ text-writing skills in module-based and web-based Student Teams Achievement Division (STAD) Indriani Nisja; Lira Hayu Afdetis Mana
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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Writing instruction in Indonesian language classrooms requires students to develop ideas, organize genre-specific structures, and use appropriate linguistic features across print and digital environments. Previous studies on Student Teams Achievement Division (STAD) have largely examined it as a cooperative-learning intervention, with limited attention to how different instructional media shape writing outcomes within the same STAD framework. This study compared module-based and web-based STAD for tenth-grade students’ writing of observation report, exposition, and anecdote texts. A quantitative quasi-experimental comparative design involved 70 students from two Grade X classes at SMA Negeri 3 Padang, with 35 students in each instructional condition. Students’ texts were assessed using an analytic rubric covering content development, generic structure, and linguistic features. Data were analyzed using descriptive statistics, Welch’s t test, the Mann–Whitney U test, and effect sizes. The module-based group obtained an overall mean of 76.06 (SD = 6.46), whereas the web-based group achieved 80.85 (SD = 5.61). The overall difference was significant, t(66.69) = 3.31, p = .001, d = .79. Web-based STAD also showed significant advantages in observation report and anecdote writing, whereas the difference in exposition writing was not significant. These findings indicate that instructional-media effects within STAD are genre-sensitive. The study demonstrates that cooperative writing outcomes may depend on the alignment between instructional media and genre-specific writing demands.
Phonological and morphological deviations in Iwan Simatupang`s Ziarah Malam poetry collection Anggi Triandana; Siti Fitriah; Julizah Izar; Yoga Mestika Putra; Sovia Wulandari; Shally Amna
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study aims to identify and analyze the forms and functions of phonological and morphological deviations in Iwan Simatupang’s Ziarah Malam poetry collection. The study employs a qualitative descriptive method with a stylistic approach. The data consist of linguistic forms, particularly words and other textual units, that deviate from conventional Indonesian linguistic forms. Data were collected through intensive reading and note-taking and were analyzed through identification, classification, contextual interpretation, and description. The findings reveal 9 instances of phonological deviation, consisting of 7 cases of phoneme omission and 2 cases of phoneme substitution. Phonological deviations contribute to rhythm, rhyme, sound harmony, and colloquial effects. Meanwhile, 26 instances of morphological deviation were identified, consisting of 14 neologisms, 5 suffix omissions, 4 prefix omissions, and 3 reduplication omissions. Morphological deviations demonstrate the poet’s creative manipulation of conventional word-formation processes and contribute to linguistic compression, rhythmic effects, semantic nuance, and stylistic originality. The findings indicate that phonological and morphological deviations in Ziarah Malam function not merely as departures from standard Indonesian but as deliberate stylistic strategies that enhance the aesthetic and expressive qualities of the poems. Thus, the creative manipulation of sound patterns and morphological structures constitutes an important feature of Iwan Simatupang’s poetic language.
Ethno-psychology of ambyar: The representation of relative deprivation and emotional coping in Javanese pop song lyrics Chafit Ulya; Sarwiji Suwandi; Nugraheni Eko Wardani; Titi Setiyoningsih; Laila Fitri Nur Hidayah; Bertha Sylvester Maingu
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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This study examines how psychological experience is represented in contemporary Javanese pop song lyrics amid socio-economic inequality. The phenomenon of "ambyar" is read here not merely as an expression of romantic loss, but as reconstructed in these lyrics as an emotional response to social inequality. This study analyzes the representation of relative deprivation, self-esteem threat, and culturally embedded emotional coping in the Javanese pop songs Ropang, Yowis, Titenono, and Ginio. Qualitative content analysis based on indigenous psychology will be used in this paper to analyze the representation of relative deprivation, self-esteem threat, and culturally rooted emotion-coping. The findings show that the representation of emotional experience takes place using social comparison, internalized economic identity, and culturally rooted coping strategy such as sambat and nrimo coping strategy as well as assertive way of response. All findings are treated as textual representations rather than as evidence of the actual psychological states of songwriters, performers, or audiences. This study proposes the Ethno-Psychology of Ambyar as an interpretive framework, inductively developed from these four songs, for understanding the construction of psychological experience in Javanese pop music; its generalizability and empirical validity remain open to further testing.
Integration of classroom assessment techniques in authentic assessment for literature learning in higher education: A conceptual literature review Sri Lestari; Ria Kasanova; Roni Sulistiyono
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
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Conventional assessment in university literature courses often prioritises theoretical knowledge while providing limited evidence of students’ interpretive, applicative, performative, research, and reflective competencies. This conceptual literature review investigated how classroom assessment techniques (CAT) could be incorporated into an authentic assessment framework for literature education. A structured search across Scopus, ERIC, ScienceDirect, Google Scholar, and Garuda identified 38 publications for theory-informed thematic analysis. The analysis integrated conceptual definitions, assessment principles, task characteristics, student actions, learning evidence, and relationships among authentic assessment, CAT, and literary competence. Five interrelated competency dimensions emerged: interpretation, application, performance, research, and reflection. Based on these dimensions, the review proposes primary but non-exclusive alignments with five CAT techniques: directed paraphrasing, application cards, human tableau, paper or project prospectuses, and student-generated questions. The resulting framework positions authentic assessment as the overarching approach and CAT as a potential mechanism for eliciting varied evidence of literary competence. Rather than prescribing fixed one-to-one correspondences, the framework recognises that each technique may address multiple competencies and may be adapted to literary genre, learning outcomes, classroom conditions, and assessment purposes. The study contributes a conceptually grounded and context-sensitive model for designing participatory, competency-oriented assessment in university literature education. As the framework derives from literature synthesis rather than classroom implementation, its feasibility, effectiveness, and educational value remain to be established through empirical validation across diverse courses and institutional contexts.

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