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Critical Close Reading Model Design Assisted by Visible Thinking Routines to Strengthen Students' Literary Analysis Abilities Lutfi Syauki Faznur; Didah Nurhamidah; Choirul Asari
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 01 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i01.14922

Literary learning in higher education still tends to take place at an appreciative and descriptive level so that student analysis often stops at thesummary of the content, mention of intrinsic elements, and personal impressions of the text. This research aims to design and test the feasibilityand effectiveness of the Critical Close Reading model assisted by Visible Thinking Routines to strengthen students' literary analysis skills in thePoetry Studies course. The research uses a mixed methods approach with an exploratory sequential design. The subject of the study is a student ofthe Indonesian Language and Literature Education Study Program, University of Muhammadiyah Jakarta who took the Poetry Studies course.Data were collected through observations, interviews, questionnaires, documentation, expert validation, Visible Thinking Routines worksheets,and literature analysis ability tests. Qualitative data were analyzed through reduction, presentation, and conclusion drawn, while quantitative data were analyzed using percentages, normality tests, paired sample t-tests, and N-Gain. The results of the study show that the developed modelhas a systematic syntax, including reading the text closely, observing textual patterns, asking critical questions, drafting interpretive claims,supporting claims with textual evidence, connecting texts with context, revising arguments, and reflecting understanding. Expert validation showsthe model is in the very feasible category. The application test showed an increase in the average pretest from 61.32 to 82.15 in the posttest withan N-Gain of 0.54 in the medium category. Qualitatively, student analysis shifts from a descriptive pattern to a more argumentative pattern, basedon claims, evidence, reason, and reflection. Thus, this model is suitable to be used as an alternative to learning Poetry Studies that is morecritical, systematic, and textual evidence-based.

Codicological Patterns And Regional Variation On Islamic Manuscripts In Sumatra Roma Kyo Kae Saniro; Ahmad Hamidi
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14425

The Islamic books of Sumatra provide primary evidence for mapping the material heritage, intellectual history and social transmission of Islam in Southeast Asia. While these manuscripts are frequently noted as significant, textual work has advanced much more thoroughly than the codicology of such objects This study examines the codicological features of Islamic manuscripts in Sumatra and identifies regional variations and local adaptations in relation to textual functions and social uses. This study employs a qualitative descriptive-analytical method using a codicological approach. The data consist of codicological descriptions of Islamic manuscripts from various regions in Sumatra, including information on manuscript materials, script types, ink colors, page layout, orientation, dimensions, and physical characteristics. The data were compared and analyzed thematically to identify similarities and differences among manuscripts from different regions. The findings show that Islamic manuscripts in Sumatra share several codicological features, including the widespread use of European paper and Arabic-based scripts, while regional differences reflect local adaptations and specific social functions. The analysis also shows that codicological features are closely related to textual genres and patterns of manuscript use. Ultimately, a codicological reading of Islamic manuscripts not only provides an important way of reading these documents as socio-historical artefacts but also supports philology by embedding texts within their materiality and culture. Manuskrip Islam dari Sumatra merupakan sumber penting untuk memahami budaya material, sejarah intelektual, dan transmisi sosial Islam di Asia Tenggara. Meskipun penting, studi tentang manuskrip ini sebagian besar berfokus pada konten tekstual, sementara aspek kodikologis kurang mendapat perhatian sistematis. Studi ini bertujuan untuk menganalisis unsur-unsur kodikologis manuskrip Islam di Sumatra guna mengidentifikasi pola regional, variasi lokal, dan hubungannya dengan fungsi tekstual dan penggunaan sosial. Metode deskriptif-analitis kualitatif dengan analisis kodikologis digunakan pada penelitian ini. Data dikumpulkan melalui pemeriksaan komparatif manuskrip Islam yang terdokumentasi dari beberapa wilayah di Sumatra, dengan fokus pada bahan tulis, aksara, tata letak halaman, tinta, ukuran manuskrip, dan kondisi fisik. Analisis data dilakukan secara tematik untuk memeroleh persamaan dan perbedaan antarwilayah. Temuan menunjukkan bahwa manuskrip Islam di Sumatra memiliki ciri-ciri kodikologis yang sama, seperti penggunaan dominan kertas Eropa dan aksara berbasis Arab, yang menunjukkan integrasi ke dalam jaringan Islam yang lebih luas. Pada saat yang sama, variasi regional dalam media, tata letak, dan aksara mencerminkan adaptasi lokal dan fungsi sosial yang berbeda. Studi ini juga menunjukkan hubungan erat antara bentuk kodikologis, genre tekstual, dan pola penggunaan. Kesimpulannya, pendekatan kodikologis memberikan wawasan kritis terhadap manuskrip Islam di Sumatra sebagai artefak sosial dan memperkuat penelitian filologis dengan menempatkan teks dalam konteks material dan budayanya.

Literary Creative Process and Stylistic Exploration of Lyrical Prose Based on the Project-Based Learning Model Didin Sahidin; Aditya Ansor Alsunah
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14496

Project-Based Learning (PjBL) has been widely recognized as an innovative instructional model that promotes active learning and creative production. However, its application in the teaching of lyrical prose writing is still limited. This study aims to examine the quality of literary creative processes and stylistic exploration in lyrical prose writing through the Project-Based Learning model. This study uses an evaluative descriptive design with a quantitative pre-experimental approach (one-group pretest-posttest design). Data were collected through a writing test (pretest and posttest) and continuous observation of student involvement during the project phases, complemented by a documentation technique analyzing the stylistic layers of the student-generated drafts. Data analysis techniques used are descriptive statistical analysis and inferential statistical analysis using the paired sample t-test, integrated with qualitative stylistic text interpretation. The aesthetic quality assessment of the text focuses on stylistic indicators, including diction, figurative language, imagery, structural coherence, and expressive depth. The results of the study show that the implementation of Project-Based Learning significantly improves the quality of lyrical prose writing, especially in the use of poetic language, originality of expression, and aesthetic coherence. In addition, the project-oriented approach is able to encourage active engagement, reflective thinking, and creative exploration during the writing process. These findings confirm that Project-Based Learning is an effective instructional model to facilitate lyrical prose writing and support the development of aesthetic and creative competencies in literary learning. Project-Based Learning (PjBL) telah diakui secara luas sebagai model pembelajaran inovatif yang mendorong pembelajaran aktif dan menghasilkan karya kreatif. Namun, penerapannya dalam pembelajaran menulis prosa liris masih relatif terbatas. Penelitian ini bertujuan untuk mengkaji kualitas proses kreatif sastra dan eksplorasi stilistika dalam penulisan prosa liris melalui model Project-Based Learning. Penelitian ini menggunakan desain deskriptif evaluatif dengan pendekatan kuantitatif praeksperimental (one-group pretest-posttest design). Data dikumpulkan melalui teknik tes (kemampuan awal dan kemampuan akhir), teknik observasi terhadap keterlibatan dalam proses kreatif, serta teknik dokumentasi berupa draf karya prosa liris mahasiswa. Teknik analisis data yang digunakan meliputi analisis statistik deskriptif dan analisis statistik inferensial menggunakan paired sample t-test yang diintegrasikan dengan teknik analisis stilistika isi teks. Penilaian terhadap kualitas estetis teks difokuskan pada indikator stilistika yang meliputi diksi, bahasa figuratif (majas), citraan, koherensi struktur, dan kedalaman ekspresif. Hasil penelitian menunjukkan bahwa penerapan Project-Based Learning secara signifikan meningkatkan kualitas penulisan prosa liris, terutama dalam penggunaan bahasa puitis, orisinalitas ekspresi, dan koherensi estetis. Selain itu, pendekatan yang berorientasi pada proyek mampu mendorong keterlibatan aktif, pemikiran reflektif, dan eksplorasi kreatif selama proses menulis. PjBL terbukti efektif digunakan dalam pembelajaran sastra karena urutan sintaks pembelajarannya memfasilitasi rekonstruksi bahasa dan emosi secara berkelanjutan, mulai dari penyusunan draf awal hingga tahap publikasi. Temuan ini menegaskan bahwa Project-Based Learning merupakan model pembelajaran yang efektif untuk memfasilitasi penulisan prosa liris sekaligus mendukung pengembangan kompetensi estetis dan kreatif dalam pembelajaran sastra.

Mapping Critical Reading Profiles in Undergraduate Research Proposals: A Study of Final-Year Psychology Students Nurul Shofiah; Zulmy Putera
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14716

Although previous studies have examined critical reading primarily through tests, self-reports, and instructional interventions, limited research has explored how critical reading is manifested in undergraduate research proposals. Furthermore, little is known about the reading behaviors that underpin students' critical engagement with scholarly sources. Drawing on Wang and Gierl's (2011) conceptualisation of critical reading as a higher-order cognitive process, complemented by Paul and Elder's (2007) critical thinking framework, this study investigates critical reading skills and associated reading behaviors reflected in undergraduate research proposals. A qualitative content analysis was conducted on 30 undergraduate research proposals submitted by final-year psychology students at a public university in Malang, Indonesia. Participants were purposively selected from students who had completed their thesis proposal examinations during the 2021–2022 academic year. To enhance methodological triangulation, semi-structured interviews were conducted with 10 participants whose proposals were included in the analysis. The findings revealed two major patterns. First, students demonstrated relatively strong interpretive skills, particularly in identifying relevant sources and understanding explicit textual meaning. However, higher-order critical reading skills, including argument analysis, evaluation of conflicting evidence, inference, and synthesis, remained underdeveloped. Second, students seldom employed strategic reading behaviors such as note-taking, re-reading, cross-textual comparison, thematic organization, or visual mapping to support critical engagement with scholarly literature. These findings challenge the assumption that effective source use necessarily reflects well-developed critical reading competence. By linking textual evidence with students' reported reading behaviors, this study offers a more comprehensive understanding of critical reading in academic writing and highlights the need for explicit instruction, structured scaffolding, and targeted supervisory feedback to foster higher-order academic literacy. Meskipun berbagai penelitian sebelumnya telah mengkaji membaca kritis melalui tes, laporan, dan intervensi pembelajaran, masih sedikit penelitian yang mengeksplorasi bagaimana kemampuan tersebut tercermin dalam proposal skripsi. Selain itu, perilaku membaca yang mendasari keterlibatan kritis mahasiswa terhadap sumber-sumber ilmiah juga belum banyak dipahami. Berlandaskan konseptualisasi membaca kritis sebagai proses kognitif tingkat tinggi yang dikemukakan oleh Wang dan Gierl (2011), serta didukung oleh kerangka berpikir kritis dari Paul dan Elder (2007), penelitian ini bertujuan mengidentifikasi keterampilan membaca kritis dan perilaku membaca yang tercermin dalam proposal penelitian mahasiswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi terhadap 30 proposal penelitian skripsi mahasiswa Psikologi semester akhir di sebuah perguruan tinggi negeri di Malang, Indonesia. Partisipan dipilih secara purposif, yaitu mahasiswa yang telah menyelesaikan ujian proposal skripsi pada tahun akademik 2021–2022. Untuk memperkuat triangulasi data, dilakukan wawancara semi-terstruktur terhadap 10 mahasiswa yang proposalnya dianalisis. Hasil penelitian menunjukkan dua temuan utama. Pertama, mahasiswa menunjukkan kemampuan yang relatif baik dalam menginterpretasikan informasi, terutama dalam mengidentifikasi sumber yang relevan dan memahami makna eksplisit dari bacaan. Namun, keterampilan membaca kritis tingkat tinggi, seperti menganalisis argumen, mengevaluasi bukti yang saling bertentangan, menarik inferensi, dan menyintesis informasi, masih belum berkembang secara optimal. Kedua, mahasiswa jarang menerapkan strategi membaca yang mendukung keterlibatan kritis terhadap literatur ilmiah, seperti membuat catatan, membaca ulang, membandingkan informasi antar sumber, mengorganisasi tema, dan memvisualisasikan hubungan antarkajian. Temuan ini menunjukkan bahwa kemampuan menggunakan sumber rujukan secara efektif belum tentu mencerminkan kemampuan membaca kritis yang matang. Dengan menghubungkan bukti tekstual dalam proposal penelitian dengan perilaku membaca yang dilaporkan mahasiswa, penelitian ini memberikan pemahaman yang lebih komprehensif mengenai praktik membaca kritis dalam penulisan akademik serta menegaskan pentingnya pembelajaran membaca kritis yang eksplisit, scaffolding yang terstruktur, dan umpan balik pembimbing yang terarah untuk mengembangkan literasi akademik tingkat tinggi.

Construction of Ideology, Discursive Practices, and Power Relations in the Text of Kapatu Mbojo (Pantun Bima) as a Representation of Bima Culture Sandi Rahmawati; Anwar Efendi
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14799

This research aims to uncover and analyze the relationship between ideology, discursive practices, and the use of language styles in Kapatu Mbojo (Pantun Bima) as a form of cultural representation of the Bima community. As an oral tradition rich in values, Bima Pantun is not merely a product of linguistic aesthetics, but a space for the contestation of meaning and a reflection of dynamic social structures. This study employs a qualitative approach using the framework of Critical Discourse Analysis (CDA) based on Norman Fairclough's three-dimensional model, integrating textual (micro), discursive practice (meso), and socio-cultural practice (macro) dimensions of analysis. Data were drawn from the book "Galeri Pantun Bima-Dompu" by Alan Malingi and from interviews with three Bima pantun practitioners (pematu), covering eleven pantun texts. Through textual analysis, it was found that Bima Pantun is dominated by the use of natural metaphors and personifications that reflect the community's deep connection to their environment. At the level of discursive practice, this pantun functions as a medium for transmitting moral values, social criticism, and a tool for legitimizing customary norms that are produced and consumed collectively. Ideologically, the study reveals a strong representation of religious-cultural values and certain social structures used to maintain harmony while affirming the cultural identity of the Mbojo community. This research concludes that Pantun Bima is an effective discursive instrument in representing cultural identity and maintaining the ideological stability of the Bima community amidst changing times. Penelitian ini bertujuan untuk membongkar dan menguraikan relasi keterkaitan antara ideologi, praktik diskursif, dan penggunaan gaya bahasa dalam Kapatu Mbojo (Pantun Bima) sebagai representasi budaya pada masyarakat Bima. Sebagai warisan tradisi lisan yang sarat nilai, Pantun Bima bukan sekadar hiasan estetika linguistik semata, melainkan wadah kontestasi makna dan cerminan struktur sosial yang dinamis. Penelitian ini menggunakan pendekatan kualitatif dengan kerangka Analisis Wacana Kritis (AWK) model Norman Fairclough yang mengintegrasikan tiga dimensi analisis: dimensi tekstual (mikro), praktik diskursif (meso), dan praktik sosiokultural (makro). Data diambil dari buku "Galeri Pantun Bima-Dompu" karya Alan Malingi dan hasil wawancara dengan tiga orang pematu bahasa Bima, mencakup sebelas teks pantun. Melalui analisis tekstual, ditemukan bahwa Pantun Bima didominasi penggunaan metafora alam dan personifikasi yang mencerminkan kedekatan mendalam masyarakat dengan lingkungannya. Pada level praktik diskursif, pantun berfungsi sebagai media transmisi nilai moral, kritik sosial, serta alat legitimasi norma adat yang diproduksi dan dikonsumsi secara kolektif. Secara ideologis, terdapat representasi kuat dari nilai religius-kultural dan struktur sosial tertentu yang digunakan untuk mempertahankan harmoni sekaligus menegaskan identitas budaya Mbojo. Penelitian ini menyimpulkan bahwa Pantun Bima merupakan instrumen diskursif yang efektif dalam merepresentasikan jati diri budaya serta menjaga stabilitas ideologi masyarakat Bima di tengah arus perubahan zaman.

Linguistic Politeness in Digital Academic Communication: Lecturer-Student Whatsapp Interaction at Universitas Terbuka Hilma Erfiani Baroroh; Ifan Iskandar; Miftahulkhairah Anwar
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14808

The digital transformation of higher education has fundamentally reshaped academic communication, particularly in Distance Higher Education (DHE) institutions. This study investigates linguistic politeness in lecturer–student WhatsApp interactions at Universitas Terbuka, Indonesia. Using a qualitative instrumental case study approach, 851 WhatsApp messages representing seven communicative genres were analyzed. The study contributes by proposing the Indonesian Academic Digital Politeness Model (IADPM), an integrative framework that explains how linguistic politeness is shaped by communicative genre, sociocultural norms, digital affordances, and institutional power within Indonesian digital academic communication. The findings show that students predominantly employ Extreme Negative Politeness through apologies and honorific expressions, whereas lecturers rely on Bald On-Record strategies legitimized by institutional authority. The folded hands emoji functions as a digital marker of respect, while platform features such as blue ticks reinforce institutional accountability and hierarchical relationships. These findings demonstrate that asynchronous digital communication does not diminish academic hierarchy but instead reconfigures its expression through culturally embedded digital practices. The study recommends the development of institutional guidelines for digital academic communication to promote more effective and culturally appropriate interactions in online higher education. Transformasi digital dalam pendidikan tinggi telah secara fundamental mengubah komunikasi akademik, khususnya di institusi Pendidikan Tinggi Jarak Jauh (Distance Higher Education/DHE). Studi ini mengkaji kesantunan berbahasa dalam interaksi WhatsApp antara dosen dan mahasiswa di Universitas Terbuka, Indonesia. Dengan menggunakan pendekatan studi kasus instrumental kualitatif, sebanyak 851 pesan WhatsApp yang merepresentasikan tujuh genre komunikatif dianalisis.Penelitian ini memberikan kontribusi dengan mengusulkan Indonesian Academic Digital Politeness Model (IADPM), sebuah kerangka integratif yang menjelaskan bagaimana kesantunan berbahasa dibentuk oleh genre komunikasi, norma sosiokultural, afordansi digital, dan relasi kuasa institusional dalam komunikasi akademik digital di Indonesia. Hasil penelitian menunjukkan bahwa mahasiswa didominasi oleh strategi Extreme Negative Politeness melalui penggunaan ungkapan permohonan maaf dan ekspresi honorifik, sedangkan dosen lebih banyak menggunakan strategi Bald On-Record yang dilegitimasi oleh otoritas institusional. Emoji tangan berdoa berfungsi sebagai penanda digital penghormatan, sementara fitur platform seperti blue ticks memperkuat akuntabilitas institusional dan relasi hierarkis. Temuan ini menunjukkan bahwa komunikasi digital asinkron tidak mengurangi hierarki akademik, melainkan merekonfigurasi ekspresinya melalui praktik digital yang berakar pada budaya. Studi ini merekomendasikan pengembangan pedoman institusional untuk komunikasi akademik digital guna mendorong interaksi yang lebih efektif dan sesuai budaya dalam pendidikan tinggi daring.

Project Based Digital Storytelling as a Learning Approach in Developing Copywriting Skills of Indonesian Language Education Students Renita Br Saragih; Tigor Sitohang; Pontas Jamaludin Sitorus; Hotmaida Lumbangaol
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14827

The rapid advancement of digital technology requires copywriting instruction to develop not only persuasive writing skills but also multimodal communication and digital literacy. However, copywriting courses in Indonesian Language Education programs remain largely teacher-centered, limiting students' opportunities to engage in authentic digital learning. This study aimed to examine the effectiveness of Project-Based Digital Storytelling (PBDS) in improving university students' copywriting skills. A quasi-experimental study employing a nonequivalent control group design was conducted with 45 undergraduate students, comprising an experimental group (n = 23) and a control group (n = 22). Data were collected using pretest–posttest copywriting achievement tests and analyzed through descriptive statistics, independent- and paired-samples t-tests, normalized gain (N-Gain), and Cohen's d. The findings revealed that the experimental group significantly outperformed the control group in posttest achievement (p < .001), obtained a higher N-Gain (0.71), and demonstrated a large effect size (d = 1.61). Students also showed marked improvement in multimedia integration, creativity, persuasive message quality, and presentation performance. These findings imply that PBDS is an effective pedagogical approach for integrating persuasive writing, digital storytelling, and multimodal communication while strengthening students' digital literacy and twenty-first-century communication competencies in higher education. Perkembangan pesat teknologi digital menuntut agar pengajaran penulisan iklan tidak hanya mengembangkan keterampilan menulis yang persuasif, tetapi juga komunikasi multimodal dan literasi digital. Namun, mata kuliah penulisan iklan dalam program Pendidikan Bahasa Indonesia sebagian besar masih berpusat pada pengajar, sehingga membatasi kesempatan mahasiswa untuk terlibat dalam pembelajaran digital yang otentik. Penelitian ini bertujuan untuk menguji keefektifan Project-Based Digital Storytelling (PBDS) dalam meningkatkan keterampilan penulisan iklan mahasiswa. Sebuah studi kuasi-eksperimental dengan desain kelompok kontrol tidak setara dilakukan terhadap 45 mahasiswa sarjana, yang terdiri dari kelompok eksperimen (n = 23) dan kelompok kontrol (n = 22). Data dikumpulkan melalui tes prestasi penulisan iklan pra-tes dan pasca-tes, kemudian dianalisis menggunakan statistik deskriptif, uji-t sampel independen dan berpasangan, normalized gain (N-Gain), serta Cohen's d. Hasil penelitian menunjukkan bahwa kelompok eksperimen secara signifikan mengungguli kelompok kontrol dalam prestasi pascatest (p < 0,001), memperoleh N-Gain yang lebih tinggi (0,71), dan menunjukkan ukuran efek yang besar (d = 1,61). Para mahasiswa juga menunjukkan peningkatan yang signifikan dalam integrasi multimedia, kreativitas, kualitas pesan persuasif, dan kinerja presentasi. Temuan-temuan ini menunjukkan bahwa PBDS merupakan pendekatan pedagogis yang efektif untuk mengintegrasikan penulisan persuasif, penceritaan digital, dan komunikasi multimodal sekaligus memperkuat literasi digital serta kompetensi komunikasi abad ke-21 para mahasiswa di perguruan tinggi.

Inversion Pattern and Functional Shifts of The Verb ‘Ada’ in Indonesian Sentences Encep Kusumah; Nunung Sitaresmi; Rudi Adi Nugroho M.Pd.; Meilani Puji Astini
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14880

This study was motivated by the frequent use of sentences with the verb ada that require structural analysis, with the focus of the study directed toward the syntactic function of these sentences The data, consisting of 194 sentences composed by students in an academic context, were selected purposively and analyzed using a descriptive method based on Verhaar’s theory. The results reveal four constructions: N+Va, Va+N, N+Va+Num, and N+Va+N, with the Va+N construction being the most prevalent; verbs ada are always function as predicates and follow an inverted word order (P–S). These sentences are classified as simple and complex sentences with a variety of structural patterns. Furthermore, a shift in the category of the verb ada to an adverb was observed when it co-occurs with numerals, indicating its adaptability as an active element within numeral phrases, rather than merely a passive component, particularly in graded complex clause. This study demonstrates that the syntactic behavior of verbs ada constitutes a movement of verbs in occupying linguistic units at the syntactic level, namely the movement of verbs within grammatical units such as phrases, clauses, and sentences. The implications of these findings include up-to-date guidelines for teaching scientific sentence structure, analyzing academic discourse, and serving as a lexicographical reference to enrich grammatical information on word classes in monolingual Indonesian dictionaries. Penelitian ini dilatarbelakangi oleh banyaknya penggunaan kalimat beverba ada yang memerlukan analisis struktural, dengan fokus kajian diarahkan pada fungsi sintaksis kalimat tersebut. Data berupa 194 kalimat yang disusun mahasiswa dalam konteks akademik dipilih secara purposif dan dianalisis menggunakan metode deskriptif dengan teori Verhaar. Hasil menunjukkan empat konstruksi: N+Va, Va+N, N+Va+Num, dan N+Va+N, yang didominasi konstruksi Va+N; verba ada selalu berfungsi sebagai predikat dan berpola inversi (P–S). Kalimat-kalimat tersebut terklasifikasi dalam kalimat tunggal dan majemuk bertingkat dengan variasi pola yang beragam. Selain itu, ditemukan pergeseran kategori verba ada menjadi adverbia ketika berdampingan dengan numeralia menunjukkan adaptabilitasnya sebagai unsur aktif dalam frasa numeral, bukan sekadar komponen pasif, terutama dalam klausa kompleks bertingkat. Penelitian ini menujukkan perilaku sintaktis verba ada merupakan gerak verba dalam menempati satuan bahasa pada tataran sintaksis, yakni pergerakan verba pada satuan gramatika frasa, klausa, maupun kalimat. Implikasi temuan ini meliputi panduan mutakhir dalam pengajaran struktur kalimat ilmiah, analisis wacana akademik, serta rujukan leksikografi untuk memperkaya informasi gramatikal kelas kata dalam kamus ekabahasa bahasa Indonesia.

Bridging Narratology, Ethnology, and Semiotic: A New Naratoethnosemiotic Framework for Reconstructing Banjar Identity in Local Fiction by Jamal T. Suryanata Kamal Hasuna; Heppy Lismayanti
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14905

Banjar ethnic identity is increasingly subject to erosion as a consequence of modernisation and globalisation; however, it continues to be preserved and articulated within local literary expressions. To address a significant gap in the literature, which has largely examined Banjar literary works through single analytical lenses, this study introduces a novel, integrative "naratoethnosemiotic" framework. This framework systematically combines narratology (Currie), theories of ethnic identity (Hall), and semiotic analysis (Barthes and Fairclough) to provide a more comprehensive understanding of cultural representation. This study aims to examine the representation of Banjar ethnic identity in three fictional works by Jamal T. Suryanata: Galuh, Pambatangan, and Parangmaya. A qualitative methodology with a phenomenological approach was employed to explore these dimensions. Data were collected through translation, identification, classification, hermeneutic interpretation, and conclusion drawing, with validity ensured by triangulation and expert auditing. The results show that the structure of Banjar fiction comprises narrative representation (behaviour, expression, and context), point of view (character thoughts and event chronology), and character traits (behaviour). Banjar ethnic identity is articulated through five principal domains of cultural values—relationships with God, nature, others, society, and the self-alongside expressions of local wisdom, including knowledge systems, values, skills, beliefs, and decision-making processes. The analysis of cultural discourse demonstrates multilayered meanings, encompassing denotative and connotative signs, culturally embedded myths (e.g., pamali and batatamba), underlying ideological constructs, and broader socio-cultural contexts. The findings indicate that Banjar fiction serves as a significant medium for the preservation and transmission of ethnic identity. The primary contribution of this research lies in its provision of an evidence-based, interdisciplinary framework that not only deepens scholarly understanding but also offers practical guidance for educators, local authors, and policymakers in leveraging Banjar literature for cultural preservation. Identitas etnik Banjar saat ini menghadapi erosi akibat modernisasi dan globalisasi, namun masih terpelihara dalam karya sastra lokal. Untuk mengatasi kesenjangan penelitian yang signifikan, di mana karya sastra Banjar sebagian besar dikaji melalui pendekatan tunggal, penelitian ini memperkenalkan kerangka "naratoetnosemiotika" yang baru dan integratif. Kerangka ini secara sistematis menggabungkan naratologi (Currie), teori identitas etnik (Hall), dan analisis semiotika (Barthes & Fairclough) untuk memberikan pemahaman yang lebih komprehensif tentang representasi budaya. Penelitian ini bertujuan untuk mengungkap identitas etnik Banjar dalam tiga fiksi karya Jamal T. Suryanata: Galuh, Pambatangan, dan Parangmaya. Metode kualitatif dengan pendekatan fenomenologis digunakan. Data dikumpulkan melalui penerjemahan, identifikasi, klasifikasi, interpretasi hermeneutik, dan penarikan simpulan, dengan validitas yang dijamin melalui triangulasi dan auditor ahli. Hasil penelitian menunjukkan bahwa struktur fiksi Banjar terdiri atas representasi naratif (tingkah laku, ekspresi, konteks), sudut pandang (pemikiran tokoh, kronologi peristiwa), dan karakter tokoh (sifat, perilaku). Identitas etnik Banjar direpresentasikan melalui lima nilai budaya (hubungan dengan Tuhan, alam, sesama, masyarakat, dan diri sendiri) serta kearifan lokal (pengetahuan, nilai, keterampilan, kepercayaan, pengambilan keputusan). Makna wacana budaya meliputi tanda denotatif/konotatif, mitos (pamali, batatamba), ideologi, dan konteks sosial. Penelitian menyimpulkan bahwa fiksi Banjar berperan sebagai medium pelestarian identitas etnik. Kontribusi utama penelitian ini adalah menyediakan kerangka kerja interdisipliner berbasis bukti yang tidak hanya memperdalam pemahaman ilmiah tetapi juga menawarkan panduan praktis bagi para pendidik, penulis lokal, dan pembuat kebijakan dalam memanfaatkan sastra Banjar untuk pelestarian budaya.

The Effectiveness of Interactive Video Tutorials in Enhancing Students’ Procedural Text Mastery Based on the Cognitive Multimedia Learning Theory Emi Normanda; Prima Vidya Asteria; Trinil Dwi Turistiani
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14915

This study addresses the low level of procedural text mastery among junior high school students, as evidenced by 67% of eighth-grade students at SMP Negeri 2 Sampang failing to achieve the Minimum Mastery Criterion (MMC = 75). This situation highlights the need for more effective digital learning media to support Indonesian language instruction. The study aimed to develop and evaluate the effectiveness of interactive video tutorials based on the Cognitive Theory of Multimedia Learning (CTML) in improving students’ procedural text mastery. The research employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) using a mixed-methods approach. A total of 240 eighth-grade students participated in the study. Data were collected through expert validation, learning achievement tests, and student perception surveys. The results indicated that the developed media was categorized as “Very Good” based on expert evaluations. A paired-samples t-test revealed a significant improvement in student learning outcomes (t = 15.47, p < 0.001), with mean scores increasing from 65 to 82. Cohen’s d value of 1.42 indicated a large practical effect. The percentage of students achieving mastery increased from 33% to 87%, exceeding the predetermined target. In addition, students expressed highly positive perceptions of the interactive video tutorials. These findings suggest that CTML-based interactive video tutorials effectively enhance procedural text mastery and can serve as an innovative instructional medium that supports the digital transformation of Indonesian language learning at the junior high school level. Penelitian ini dilatarbelakangi oleh rendahnya penguasaan teks prosedur siswa SMP, yang ditunjukkan oleh 67% siswa kelas VIII SMP Negeri 2 Sampang belum mencapai Kriteria Ketuntasan Minimal (KKM = 75). Kondisi tersebut menunjukkan perlunya media pembelajaran yang lebih efektif untuk mendukung pembelajaran bahasa Indonesia. Penelitian ini bertujuan mengembangkan dan mengevaluasi efektivitas tutorial video interaktif berbasis Cognitive Theory of Multimedia Learning (CTML) dalam meningkatkan penguasaan teks prosedur siswa. Penelitian menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) dengan pendekatan mixed methods. Sebanyak 240 siswa kelas VIII dilibatkan sebagai subjek penelitian. Data diperoleh melalui validasi ahli, tes hasil belajar, dan survei respons siswa. Hasil penelitian menunjukkan bahwa media yang dikembangkan memperoleh kategori “Sangat Baik” berdasarkan penilaian ahli. Uji paired t-test menunjukkan peningkatan hasil belajar yang signifikan (t = 15,47; p < 0,001), dengan rata-rata nilai meningkat dari 65 menjadi 82. Nilai Cohen’s d sebesar 1,42 menunjukkan pengaruh praktis yang besar. Persentase ketuntasan belajar meningkat dari 33% menjadi 87%, melampaui target yang ditetapkan. Selain itu, sebagian besar siswa memberikan respons positif terhadap penggunaan video interaktif dalam pembelajaran. Temuan ini menunjukkan bahwa tutorial video interaktif berbasis CTML efektif meningkatkan penguasaan teks prosedur dan berpotensi menjadi alternatif media pembelajaran yang mendukung transformasi digital pendidikan bahasa Indonesia di tingkat sekolah menengah pertama.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Mokh. Yahya

Contact Email
myahyaiainska@gmail.com

Phone
+6285726965279

Journal Mail Official
tabasajurnal@gmail.com

Editorial Address
Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jl. Pandawa, Pucangan, Kartasura Sukoharjo 57168, Jawa Tengah Indonesia

Location
Kab. sukoharjo,

Jawa tengah

INDONESIA

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Mokh. Yahya

Contact Email myahyaiainska@gmail.com

Phone +6285726965279

Journal Mail Official tabasajurnal@gmail.com

Editorial Address Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jl. Pandawa, Pucangan, Kartasura Sukoharjo 57168, Jawa Tengah Indonesia

Location Kab. sukoharjo, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Mokh. Yahya

Contact Email
myahyaiainska@gmail.com

Phone
+6285726965279

Journal Mail Official
tabasajurnal@gmail.com

Editorial Address
Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jl. Pandawa, Pucangan, Kartasura Sukoharjo 57168, Jawa Tengah Indonesia

Location
Kab. sukoharjo,

Jawa tengah

INDONESIA