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Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ahmad Dahlan
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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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Representations of human-nature relations in Gorontalo oral poetry: An ecocritical perspective Zilfa Achmad Bagtayan; Yunus Dama; Agrariawan Tamsil; Jafar Lantowa
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

Gorontalo oral poetry preserves ecological experience through culturally situated, communal, and intergenerational forms of expression. However, previous studies have primarily examined its linguistic structures, social functions, and cultural preservation, leaving its ecological philosophy and oral modes of transmission underexplored. This study explores four Gorontalo oral poems—Lo Huidu, Pa’ia Hungo Lo Poli, Bulalo Lo Limutu, and Ta Ilotuhata Lo Botu Bulota—using a qualitative descriptive approach and an ecocritical framework. Data obtained through audio recording, interviews, observation, transcription, and translation were analyzed thematically and interpretatively. The findings reveal a distinctive practical-relational ecological worldview organized around three interconnected principles. First, ecological continuity depends on everyday practices of restraint, care, cooperation, and collective restoration. Second, human–nature relationships are neither static nor inherently harmonious: nature sustains material and cultural life, but human conduct can also produce degradation, livelihood vulnerability, and environmental loss. Third, environmental experience becomes collective ecological memory through oral-literary features such as repetition, alternating voices, imperative expressions, narrative escalation, and communal address. These features transform planting, environmental degradation, and weather-related danger into memorable guidance that can be performed and transmitted across generations. The study advances ecocritical scholarship by identifying a culturally specific Gorontalo ecological worldview grounded in reciprocity, responsibility, vulnerability, and responsiveness to environmental change. It also contributes to oral-literature studies by demonstrating that oral poetry is not simply a repository of ecological messages but an active cultural process through which communities remember environmental change, evaluate human conduct, and transmit principles for sustaining ecological and cultural life.
Teaching Indonesian through Japanese literature for foreign language learners Rudi Ekasiswanto; Indri Kustantinah; David Moeljadi; Nicolaas Warouw
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

Literary works played a significant role as a medium for teaching Indonesian to foreign learners (BIPA). This study aimed to discuss the significance and use of the short stories “A Cat in Rashomon” and “The Cat and the Mushroom in the Cup” in developing BIPA learning design. This study employed a sociocultural framework to highlight the significance of the short stories for their representation of Japanese cultural aspects, and the “learning by design” paradigm to develop instructional designs. The findings revealed that both short stories narrated a culture of regret and loss, which in Japanese society was deeply intertwined with interpersonal engagement and relationships. This study then structured the learning into three sessions that explored learners’ personal experiences with the culture of emotions and their connections to these short stories. In other words, the main narrative in both short stories serves as the theme that ties the entire learning session together. Each session aimed to achieve four core competencies in the Indonesian language, encompassing the ability to explore their experiences and to conceptualize, analyze, and apply knowledge. This study emphasized that the significance of these two short stories lay in their representational value as a work of Indonesian-language literature that depicted the culture of another country, and their use also promoted the achievement of Indonesian language competencies.
Designing a phonological awareness–based early literacy intervention for preschool and early elementary children: An ADDIE analysis and design study Anggia Suci Pratiwi; Yopa Taufik Saleh; Meiliana Nurfitriani; Karla Mahardika; Novia Nurul Mustami; Adelia Lintang Anjarika; Warti Nurlatifah
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

Early literacy skills constitute a fundamental foundation for children's reading and writing development. However, literacy instruction in preschools and early elementary classrooms continues to emphasize letter recognition, while the systematic development of phonological awareness receives limited attention. This study aimed to analyze instructional needs and to design a conceptual prototype of an early literacy intervention model based on a phonological awareness approach. A Research and Development approach using the ADDIE model was adopted; this article reports the Analysis and Design phases only, while the Development, Implementation, and Evaluation phases are planned for subsequent research. The needs analysis combined classroom observations, play-based assessments of children's phonological awareness, semi-structured teacher interviews, and document analysis, involving one kindergarten, one elementary school, 60 children, and 12 teachers in Tasikmalaya City, Indonesia. Most children had difficulty identifying initial sounds, segmenting words of three or more syllables, recognizing rhymes, and manipulating simple phonemes, with the greatest difficulty on voicing contrasts. Teachers equated reading readiness with alphabet recognition and had no instructional resources for phonological awareness. The resulting conceptual prototype rests on five design principles—progressive phonological development, play-based learning, contextualized instruction, practical applicability, and embedded assessment—and specifies learning objectives, instructional syntax, an activity hierarchy, media, and assessment strategies. Because expert validation, practicality testing, and effectiveness testing have not been conducted, the model is presented as a design hypothesis, not as a validated intervention.

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