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Jurnal Pembelajaran Bahasa dan Sastra
Published by Raja Zulkarnain Education Foundation
ISSN : 28095367     EISSN : 28096355     DOI : https://doi.org/10.55909/jpbs.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal PEMBAHAS (Pembelajaran Bahasa dan Sastra) [p-ISSN 2809-5367][e-ISSN: 2809-6355] has the aim to develop and disseminate science and technology through scientific articles on the results of research and study of concepts or theories in an effort to enrich the scientific realm in the field of language and literature teaching. Jurnal PEMBAHAS (Pembelajaran Bahasa dan Sastra) is a journal that covers issues concerning at languages and lerature teaching and learning at the all level of education. This article is based on the results of research and theoretical studies which are equivalent to research supported by various theoretical studies that produce research in the form of educational research, learning research, and classroom action research. Jurnal PEMBAHAS (Pembelajaran Bahasa dan Sastra) is published six times a year in January, March, May, July, September, and November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 770 Documents
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Student Responses to the Implementation of Song- and Game-Based Language Learning at Eakkapapsasanawich Islamic School, Krabi, Thailand Siti Zahro Salamah; Hamdah Siti Hamsanah Fitriani; Ariyana
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe students’ responsses to the implementation of language learning based on songs and games at Eakkapapsasanawich Islamic School, Krabi, Thailand. The research was conducted at Eakkapapsasanawich Islamic School, Krabi, Thailand, during the International Teaching Assistance Program from November 10, 2025, to January 5, 2026. The population consisted of students participating in the language learning program, while the sample comprised 25 Mattayom 3 students selected through purposive sampling. This study employed a descriptive qualitative approach. The primary research Instrumen was the researcher as the human Instrumen, supported by observation guidelines and field notes for data collection. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that song–and game based language learning generated positive students responsses. These responsses were reflected in increased student engagement during learning activities, active participation in instruction- based games, more communicative interactions between students and teachers as well as among peers, and improved attention to verbal instructions. Therefore, song–and games based language learning can serve as an effective instructional strategy for creating active, enjoyable, and student-centered learning environments in cross-cultural language education.
Significance of Song Lyrics in Braga MGNDW's Album Kembara Jiwa: A Semiotic Study by Michael Riffaterre Wahyudistira Moki; Sitti Rachmie Masie; Zilfa Achmad Bagtayan
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1767

Abstract

This study aims to describe the significance of nine song lyrics in Braga MGNDW’s album Kembara Jiwa through heuristic and hermeneutic readings and to formulate the central matrix that binds the album as a whole. The study was conducted in Gorontalo in 2026 using a qualitative descriptive approach. The corpus comprises Senandung Pembuka Jalan, Jalan Hidup, Nasib dan Takdir, Kembar Jiwa, Sedih Akan Pergi, Kelana, Subuh, Pulang yang Paling Pulang, and Rayakan. The researcher and data cards functioned as research instruments by recording lexical elements, indirect expressions, hypograms, variants, models, matrices, and significance. Data were collected through careful listening, transcription, documentation, and lyric verification with the band. The analysis proceeded through heuristic reading, hermeneutic reading, identification of actual and potential hypograms, and formulation of variants, models, and matrices. The heuristic findings show that the lyrics employ diction related to journeys, wounds, hope, longing, home, mother, light, and acceptance, supported by metaphor, personification, natural symbols, and semantic oppositions. Hermeneutically, the album constructs a progressive narrative of departure, self-formation, struggle with fate, relational harmony, transformation of suffering, perseverance, contemplation, homecoming, and acceptance of life. The individual matrices converge into a central matrix: the existential dimensions of human life. Kembara Jiwa therefore positions local song lyrics as poetic texts that represent the inner journey through which human beings understand, confront, and give meaning to their lives.
Exploring the Role of Personal and Digital Resources in EFL Students' Creative Writing Development Chusnul Chotimah; Euis Meinawati; Jimmi; Chodidjah
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1769

Abstract

This study explores the role of personal and digital resources in EFL students' creative writing and investigates how these resources shape the development of students' stories throughout the writing process. A qualitative approach employing thematic analysis was adopted. Data were collected from 40 undergraduate EFL students through reflective journals, semi-structured interviews, and creative writing outputs in the form of short stories. The analysis showed that students primarily drew on personal experiences, such as childhood memories, friendships, family life, and emotionally meaningful events, when generating story ideas. These experiences provided an authentic foundation that students subsequently developed into fictional narratives through creative adaptation. Alongside personal experiences, students relied on digital resources, including YouTube, Instagram, TikTok, Pinterest, Wattpad, and ChatGPT, to visualize settings, expand ideas, revise drafts, and improve narrative coherence. Reflections written during the project also demonstrated that students regarded both personal experiences and digital resources as complementary rather than competing sources of creativity. Synthesizing evidence across the three data sources suggests that creative writing developed through an interaction between experiential knowledge and digital support. Personal experiences initiated the narrative, while digital resources enriched and refined it without replacing students' own voices or originality. These findings extend current understanding of creative writing development by demonstrating how authentic experiences and digital technologies can work together throughout the writing process. The study also offers practical implications for creative writing instruction by encouraging teachers to integrate students' lived experiences with purposeful use of digital resources in ways that foster originality, reflection, and sustained creative engagemen
Assessing the Impact of Gamified Learning on Vocabulary Retention in English Among Students of SMP Negeri 2 Lotu Noniat Zega; Trisman Harefa; Riswan Zega; Yasminar Amaerita Telaumbanua
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1775

Abstract

This study aimed to determine the impact of Quizizz-based gamified learning on English vocabulary retention among eighth-grade students at SMP Negeri 2 Lotu and to compare students' vocabulary retention with those taught using conventional methods. The research was conducted at SMP Negeri 2 Lotu, North Nias Regency, during the 2025/2026 academic year. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The population consisted of all eighth-grade students, while the sample comprised 44 students from two classes selected through cluster sampling: 22 students in the experimental group and 22 students in the control group. Data were collected using a 25-item multiple-choice vocabulary retention test administered as both pre-test and post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-samples t-test, and independent-samples t-test with IBM SPSS Statistics version 26. The findings revealed that the experimental group showed a substantial improvement in vocabulary retention, with the mean score increasing from 43.09 in the pre-test to 84.00 in the post-test. The paired-samples t-test indicated a significant improvement (p = 0.000 < 0.05). Furthermore, the independent-samples t-test demonstrated a significant difference between the experimental and control groups' post-test scores (p = 0.000 < 0.05). These findings indicate that Quizizz-based gamified learning is more effective than conventional instruction in improving students' English vocabulary retention.
Development of a Gemini AI-Based Learning Medium with Structured Feedback for Speech-Text Writing Indah Marni Halawa; Berman Hutahaean; Krisdayanti Zalukhu; Yesa Maranata Br Bangun
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1776

Abstract

This study aims to develop a Gemini AI-based learning medium with structured feedback to improve the writing achievement of speech texts among eighth-grade junior high school students. The study was conducted in the even semester of the 2025/2026 academic year at SMP Budi Murni 2 Medan, using a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of two content experts, two media experts, one eighth-grade Indonesian language teacher, and 30 eighth-grade students as questionnaire respondents and writers of the speech texts analyzed through the medium. Data were collected through expert validation sheets, teacher and student response questionnaires, observation and interview guidelines, and writing tests, then analyzed descriptively using qualitative and quantitative techniques, with Likert-scale scores converted into percentages. The results show that the resulting product is a web-based learning medium accessible at https://mrdatoai.my.id/, consisting of four main menus (Home, Materials, Sample Speeches, Practice) with a three-stage writing flow (Initial Text, Revision, Final Text), each accompanied by automatic feedback based on a seven-aspect assessment rubric. The medium is categorized as Highly Feasible (average 89.55%) and very high (average 89.9%), supported by writing achievement that increased gradually from 74.83 to 88.47 and classical mastery from 40.00% to 83.33%. The medium is declared valid and practical for use as a supporting alternative for teaching speech-text writing in eighth grade.
An Analysis of Appositive Phrases in Observation Report Texts by 8th-Grade Students at SMP Deli Murni Diski Angel Seven Girl Sinaga; Dairi Sapta Rindu; Losten Tamba; Widi Arta Siregar; Yesi Karolina Br Karo
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1784

Abstract

This study aimed to describe the forms, functions, and accuracy of appositive phrase usage in observation report texts written by eighth-grade students of SMP Deli Murni Diski. The study was conducted at SMP Deli Murni Diski during the 2024/2025 academic year. The population consisted of all observation report texts produced by eighth-grade students, while the sample comprised 69 observation report texts selected using a total sampling technique. This study employed a qualitative approach with a descriptive method. The researcher served as the primary research instrument, supported by a data analysis sheet developed based on the indicators of the forms, functions, and accuracy of appositive phrase usage. Data were collected through documentation techniques and analyzed using the stages of data reduction, data presentation, linguistic analysis, and conclusion drawing. The findings revealed that the use of appositive phrases in the students’ observation report texts was very limited. Of the 69 texts analyzed, only one contained an appositive phrase, namely Kucing Peliharaan. The phrase consists of two noun phrases referring to the same entity, with Kucing peliharaan functioning as the head phrase and kucing peliharaan as the explanatory phrase. The appositive phrase was used accurately because it fulfilled the characteristics of an appositive construction. Meanwhile, most of the texts did not contain appositive phrases and instead relied on definitional, classificatory, and descriptive sentences to present information about the observed objects. These findings indicate that students’ ability to use appositive phrases in observation report writing has not yet developed optimally.
Instructional Design for Impactful Arabic Speaking Instruction Through AI-Assisted Learning and a Deep Learning Approach Rifda Haniefa; Siti Masyitoh; Samsi Setiadi; Muhammad Kamal; Puti Zulharby
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1785

Abstract

This study aimed to develop an instructional design for impactful Arabic speaking instruction through AI-Assisted Learning and a Deep Learning approach. The study was conducted at the Arabic Language Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta, during the 2025/2026 academic year. The population consisted of first-year students enrolled in the Kalam lil Mubtadi' course, with a sample of 50 students selected for the needs analysis. This study employed the Design and Development Research (DDR) model, focusing on the analysis and design phases. Data were collected using questionnaires, classroom observations, semi-structured interviews, and document analysis. Quantitative data from the questionnaires were analyzed using descriptive statistics in the form of frequencies and percentages, while qualitative data from observations, interviews, and document analysis were analyzed through data reduction, categorization, and interpretation to identify instructional requirements. The results produced an instructional design framework that systematically integrates Course Learning Outcomes (CPMK), the Deep Learning phases of Understanding, Applying, and Reflecting, AI-Assisted Learning as a pedagogical learning partner, Story-Based Learning as a contextual learning environment, and authentic assessment into a coherent instructional system. The framework was implemented through an interactive digital module that provides contextual learning experiences, AI-assisted speaking practice, reflective learning activities, and authentic speaking projects to support impactful Arabic speaking instruction.
Linguistic Features Indicative of Narcissistic Personality Disorder Traits in the Film Cruella (2021): Psycholinguistic and Conversation Analysis Ari; Rahman Taufiqrianto Dako; Sri Widyarti Ali
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1792

Abstract

This study was conducted to explore and evaluate the language features of main character in the movie Cruella (2021) that are proposed to be the symptoms of Narcissistic Personality Disorder (NPD). The data included thirteen purposively selected dialogue excerpts from the movie, taking into account the frequency, intensity, and representativeness of NPD-related language features across various scenes and dialogues. The main instrument was the researcher, who was assisted by a dialogue transcription sheet and an NPD trait classification table, in accordance with the DSM-5 criteria and the Campbell & Miller's (2011) grandiose narcissism framework. Systematic observation, scene-by-scene transcription, and verification of the movie with the official subtitles were the methods used to collect data. The data were analysed psycholinguistically alongside Conversation Analysis (CA), which involved open, axial, and selective coding to reveal and classify common linguistic phenomena. The results indicated that every one of the nine DSM-5 categories of NPD traits was present to some extent in Cruella's remarks and that lack of empathy, need for admiration, and grandiosity were the most frequently and strongly expressed traits. These characteristics manifested at the linguistic level in the use of self-referential pronouns, lack of mitigation strategies, dominance in turn-taking, and the use of manipulative discourse techniques such as forced-choice questions and contrastive structures. The study concludes that language use in fictional characters could be a representational indicator of personality traits and that the combined methodology of psycholinguistics and CA proves to be a fruitful method of analysing the personality in cinematic discourse.
Women's Oppression and Resistance in the Novel Perempuan yang Menangis kepada Bulan Hitam by Dian Purnomo Nadia Sari; Fitriani; Indriyana Uli
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1804

Abstract

This study aims to describe the forms of women’s oppression, forms of women’s resistance, and explain the relevance of the novel Perempuan yang Menangis kepada Bulan Hitam by Dian Purnomo as a literature teaching material in high school. The study uses a qualitative method with a descriptive analytical approach. Data were obtained from the novel Perempuan yang Menangis kepada Bulan Hitam and interviews with Indonesian language teachers of grade XII high school through documentation studies and semi-structured interviews. Data analysis uses the interactive model of Miles and Huberman which includes data reduction, data condensation, data presentation, and drawing conclusions, while the validity of the data is tested through triangulation of theory and investigators. The results of the study show that women’s oppression includes subordination, marginalization, violence, and gender stereotypes, while women’s resistance is manifested in the form of open and closed resistance. The results of the interviews indicate that this novel is relevant as a literature teaching material in high school because it is able to foster critical thinking skills, empathy, and awareness of gender equality and is in accordance with Indonesian language learning for grade XII based on the 2013 Curriculum.
The English Curriculum Implementation Consistency: A Comparative Study of Urban and Rural Schools in Burundi Etienne Bikorimana
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1811

Abstract

Using a comparative, cross- sectional research design, this study explores the consistency of English curriculum implementation by comparing practices between urban and rural schools in Burundi. Different items were used to evaluate different aspects of teachers’ practices, including lessons preparation, curriculum implementation, teaching approaches, assessment, lesson adaptation, and availability of teaching and learning materials.  To collect data, a likert scale questionnaire was administered to a population sample of 32 teachers (16 teachers from urban schools and 16 from rural schools). The collected data were treated by using descriptive statistics (mean and standard deviation) and an independent sample t-tests. The findings of the study reveal significant disparities between urban and rural schools. In fact, urban teachers scored higher on most items related to resources and curriculum support, while rural teachers scored comparably high on pedagogical practices and even higher in lessons adaptation. The results also indicate that items related to resources and curriculum support are the ones which constitute key differences between urban and rural schools while aspects related to pedagogical practices and lessons adaptation appear to be similar across the two contexts. The study finally recommends targeted resources allocation, support for rural teachers, policy interventions prioritizing rural schools to promote equal learning opportunities Key words: English curriculum, curriculum implementation, urban school, rural school

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