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<![CDATA[Bald on Record Strategy and Politeness in Cyber Political Communication: A Pragmatic Analysis of Speech in the 2024 Indonesian Presidential Election ]]>
<![CDATA[Yanti, Yusrita]]>;
<![CDATA[Thamrin, Temmy]]>;
<![CDATA[Hasan, Diana Chitra]]>;
<![CDATA[Izmayanti, Dewi Kania]]>;
<![CDATA[Irma, Irma]]>;
<![CDATA[Pramujiono, Agung]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42196
<![CDATA[This study examines the dominance of the bald-on-record (BOR) strategy and forms of politeness in cyberpolitical communication during the 2024 Indonesian Presidential Election. The phenomenon of direct speech without mitigation is a significant issue due to its association with increasing discursive tension and public polarization in the digital space. The purpose of this study is to analyze the distribution, pragmatic functions, and sociotechnical factors influencing the emergence of BOR, as well as positive and negative politeness, in online political discourse. The study uses a qualitative descriptive approach based on an interpretive paradigm. Data were obtained from YouTube video transcripts depicting speeches, debates, and political discussions from July 2023 to March 2024. These were then analysed using Brown and Levinson's (1987) politeness model and Culpeper's (2016) impoliteness theory. The results show that BOR dominates 70% of total speech, while positive and negative politeness account for 20% and 10%, respectively. BOR emerges in the form of vulgar insults, ideological stigma, and re-contextual irony due to the collapse of the digital context. The main triggering factors include the effects of online disinhibition, engagement algorithms, and the formation of digital community enclaves that normalize blunt communication styles. The study's conclusions confirm that BOR is not simply linguistic impoliteness, but rather a rhetorical strategy that utilizes platform logic to signal identity, mobilize emotions, and achieve political visibility. This research contributes to the development of politeness theory and provides practical recommendations for digital pragmatic literacy in Indonesian political communication.]]>
<![CDATA[Creative thinking of characters and plot dynamics in the novel Bumi by Tere Liye ]]>
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Fathurohman, Irfai]]>;
<![CDATA[Duerawee, Abdulkarim]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42219
<![CDATA[Creative thinking is an important competency in facing the challenges of the 21st century, and literature is a medium for developing this ability. This article aims to uncover the representation of characters' creative thinking and the relationship between plot dynamics in the novel Bumi by Tere Liye. The study focuses on the main characters, namely Raib, Seli, and Ali, showing their creative thinking processes in dealing with conflicts and the dynamics of the storyline that support the development of creativity. The approach used is qualitative with content analysis techniques. Data were obtained from novel texts using intensive recording techniques of dialogues, narratives, and characters' actions that indicate the dimension of creative thinking. Analysis refers to creative thinking indicators that include fluency, flexibility, originality, and elaboration. The study's results show that the three main characters have different representations of creative thinking. Ali stands out more for fluency and flexibility. Raib shows originality in discovering his identity and distinctive strengths. Seli shows elaboration through creative actions that are directed and applicable in crises. The plot's progressive, surprising, and conflict-driven dynamics support the emergence of the characters' creative actions, forming an integration between characters and events. This study confirms that the novel Bumi not only presents fantasy stories but also serves as a relevant medium for developing creative thinking skills through creative literacy.]]>
<![CDATA[Representation of Multicultural Values in Indonesian and English Textbooks for Junior High School ]]>
<![CDATA[Ekawati, Mursia]]>;
<![CDATA[Herpindo, Herpindo]]>;
<![CDATA[Jendriadi, Jendriadi]]>;
<![CDATA[Shalima, Irsyadi]]>;
<![CDATA[Prasetya, Ryan]]>;
<![CDATA[Wastiana, Wastiana]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42264
<![CDATA[This research is motivated by the need to understand how multicultural values are represented in language textbooks used in junior high schools (SMP) in Indonesia, considering that language education plays a crucial role in shaping students' character and social awareness. This study aims to identify and analyze the representation of multicultural values reflected in the text and visuals of Indonesian and English textbooks published by the Ministry of Education and Culture. This study uses a descriptive qualitative approach with Fairclough's Critical Discourse Analysis (CDA) method, which views language as a social practice. Research data were obtained through documentation, learning observations, and teacher interviews to gain a contextual understanding of students' interpretations of multicultural values. The results show that both textbooks have presented ethnic, cultural, and religious diversity, but the representation is still symbolic and not entirely critical. Multicultural values are more dominant in the visual aspect than in the text, while the integration between the two is still weak. These findings confirm that language textbooks are not merely linguistic learning tools, but also ideological means that shape students' social awareness. Therefore, this study recommends developing textbooks and pedagogical strategies that are more reflective, contextual, and oriented towards multicultural character education.]]>
<![CDATA[TikTok local wisdom: Building criticality in teaching Indonesian speaking skill for intermediate foreign speakers ]]>
<![CDATA[Widia, Ida]]>;
<![CDATA[Ulhaq, Nada Dhiya]]>;
<![CDATA[Krisanjaya, Krisanjaya]]>;
<![CDATA[Sundusiah, Suci]]>;
<![CDATA[Kojima, Nao]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42266
<![CDATA[This study was motivated by the low level of integration of critical thinking skills in the teaching of Indonesian language speaking skills for foreign learners (BIPA) at the intermediate level, particularly in the context of utilizing digital media based on local wisdom. The main issue lies in the tendency for speaking instruction to still focus on linguistic fluency, without fully developing reflective argumentation and intercultural sensitivity. This study aims to explore and test the functional relationship between critical thinking skills and the speaking skills of intermediate-level BIPA learners through the use of TikTok content containing local wisdom. The method used was a quantitative approach with a Single Subject Research (ABA) design. Data were collected through speaking skill tests, classroom observations, in-depth interviews, and documentation of learning recordings among intermediate-level BIPA learners. Analysis was conducted visually and comparatively between the baseline and intervention phases to identify changes in speaking performance. The results showed an increase in speaking skill scores from the A1 baseline to the intervention phase (AN: 65.83 to 84.58; JN: 61.67 to 75) with an overlap percentage of 0%–16.67%, as well as performance stabilization at the A2 baseline (AN: 93.92; JN: 84.08) with an overlap of 0%–33.33%, while qualitative findings reinforced the transformation of systematic argumentation skills, cross-cultural evaluation, and critical reflection. Thus, the integration of critical thinking through TikTok infused with local wisdom has a positive functional relationship with the strengthening of speaking skills, making it an innovative alternative in BIPA speaking instruction that prioritizes reflective and intercultural thinking competencies.]]>
<![CDATA[Exploration of intensive reading-listening skills through KBI media based on outdoor media investigation for students of UIN Syekh Wasil Kediri ]]>
<![CDATA[Lestari, Nurul Dwi]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42327
<![CDATA[Intensive reading-listening ability is a matter that needs to be optimized for students of the Indonesian Language Education Study Program at UIN Syekh Wasil Kediri. This is considering that the profile of graduates of the study program, one of which is to become novice educators in the field of the Indonesian language. This study aims to describe (1) the level of intensive reading-listening ability of Indonesian Language Education students at UIN Syekh Wasil Kediri through the use of KBI Media (Indonesian Language Rules) based on outdoor media investigations and (2) efforts to strengthen media literacy of Indonesian Language Education students at UIN Syekh Wasil Kediri. The method used in this study is mixed-methods research, combining qualitative and quantitative approaches. This study uses a Concurrent Design model. The results of the study show that, through the use of KBI Media, information is obtained about students' abilities in intensive reading and listening. Of the six indicators of intensive reading ability, one needs improvement: the ability to identify the main idea. Meanwhile, the other five indicators have met the effectiveness aspect. As for the four indicators of intensive listening ability, two need improvement: inferential listening and reorganization. KBI Media, through outdoor media investigations, provides students with real-world experiences to help them master language skills. The integration of media literacy into lectures is realized through (1) the use of digital books and articles as learning resources; (2) producing products or content on social media as lecture output, and (3) collaborative student projects on social media.]]>
<![CDATA[Implementation of the flipped classroom–based blended learning model in Indonesian language and literature learning in higher education ]]>
<![CDATA[Kasim, Suhardi]]>;
<![CDATA[Yusrina, Yusrina]]>;
<![CDATA[Kusumaningtyas, Adityarini]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42497
<![CDATA[Indonesian Language and Literature learning in higher education continues to face challenges related to limited student engagement and the underdevelopment of critical and argumentative thinking skills, particularly in discourse-based courses such as discourse analysis and academic debate. These challenges indicate the need for learning models that are pedagogically responsive and technologically adaptive. This study aims to implement a blended learning model using the flipped classroom approach to improve the quality of the learning process and students’ learning outcomes in Indonesian Language and Literature courses. The study employed Classroom Action Research with a cyclical design adapted from Pelton and was conducted collaboratively with a course lecturer. The research participants were sixth-semester students of the Indonesian Language and Literature Education program enrolled in the Indonesian Discourse Analysis course. The data comprised qualitative and quantitative data collected through classroom observations, interviews, documentation, field notes, and students’ learning outcomes across instructional cycles. Data were analyzed using descriptive, qualitative, and quantitative techniques. The findings indicate that implementing the flipped classroom-based blended learning model led to gradual and sustained improvements in student engagement, the quality of academic discussions and debates, and overall learning outcomes. The study concludes that the flipped classroom-based blended learning model is effective in fostering a more dialogic, reflective, and student-centered learning environment, as well as in strengthening students’ critical and argumentative thinking skills in Indonesian Language and Literature learning at the higher education level.]]>
<![CDATA[Integrating think-pair-share and mind mapping as an effective strategy to develop response text writing skills ]]>
<![CDATA[Nurwahidah, Lina Siti]]>;
<![CDATA[Falah, Afni]]>;
<![CDATA[Naida, Winka]]>;
<![CDATA[Kartini, Ari]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42561
<![CDATA[The low skill in writing response texts among junior high school students is often caused by limited enthusiasm and difficulty in organizing ideas systematically. This study aims to examine the effectiveness of the Think-Pair-Share model, assisted by mind mapping, in improving response-text writing skills and to identify students' perceptions and the challenges teachers face during its implementation. The research employed a quantitative, pre-experimental design with a one-group pretest–posttest. The sample consisted of 30 seventh-grade students at SMP Asshidiqiyah in Garut Regency, Academic Year 2024/2025, selected via cluster random sampling. Data were collected through tests, questionnaires, and interviews, and analyzed using the Wilcoxon test and normalized gain calculations with SPSS version 25.0. The results indicate that the Think-Pair-Share model with mind mapping effectively enhanced students' writing skills, as evidenced by an Asymp. Sig. (2-tailed) value of 0.000 < 0.05 and an average normalized gain of 73.33%, which falls into the medium category. Furthermore, 75.3% of students responded positively to the use of the model and media, while technical and classroom management obstacles were successfully addressed through appropriate instructional strategies. It is concluded that the Think-Pair-Share model, supported by mind mapping, is recommended as an alternative for Indonesian language instruction, particularly for teaching narrative-genre text writing.]]>
<![CDATA[Language choice in a multilingual refugee community: Evidence from the Viqueque people in Oebelo Village ]]>
<![CDATA[Dapubeang, Abdul Rahim Arman Putera]]>;
<![CDATA[Nahak, Kristofel Bere]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42614
<![CDATA[Migration and forced displacement often create complex multilingual environments in which communities must negotiate between maintaining their heritage language and adapting to dominant languages in the host society. In such contexts, language choice becomes a key sociolinguistic phenomenon reflecting social interaction, identity formation, and language maintenance. However, studies on language choice and language shift within refugee communities in Indonesia remain limited. This study investigates language choice among the Viqueque community in Oebelo Village, Kupang Regency, a refugee group originating from East Timor following the 1999 referendum. This research employed a mixed-method approach combining quantitative and qualitative techniques. Data were collected through questionnaires and semi-structured interviews with 287 respondents, consisting of 181 adults and 106 adolescents. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to explore sociolinguistic factors influencing language choice. The findings show that Tetun, Indonesian, and the Kupang Malay dialect are actively used in the family domain, with significant generational differences. Among adults, Tetun remains dominant in spousal communication (63–66.3%), whereas Indonesian is more frequently used in parent–child interactions (60.1–65.2%). In contrast, adolescents predominantly use Indonesian with parents (61.3–70.8%), while the Kupang Malay dialect dominates sibling interactions (40.5–51.9%). These patterns indicate an intergenerational language shift from Tetun toward Indonesian and Kupang Malay. This study contributes empirical evidence on language choice and heritage language shift in refugee communities, highlighting the crucial role of family interactions in sustaining minority languages within multilingual migrant societies.]]>
<![CDATA[Barriers to technology integration in Indonesian language learning in Solo Raya: A TPACK framework-based analysis ]]>
<![CDATA[Hidayah, Laila Fitri Nur]]>;
<![CDATA[Sumarwati, Sumarwati]]>;
<![CDATA[Anindyarini, Atikah]]>;
<![CDATA[Mulyono, Slamet]]>;
<![CDATA[Suryanto, Edy]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42727
<![CDATA[Technology integration in Indonesian language learning is a crucial requirement in the transformation of 21st-century education, but its implementation at the classroom level still faces various obstacles. This study aims to analyze the obstacles to technology integration in Indonesian language learning in the Solo Raya region using the Technological Pedagogical and Content Knowledge (TPACK) framework. This study used an evaluative research design with the CIPP (Context, Input, Process, Product) model and applied a mixed-method approach with a dominant qualitative approach. Data were collected through classroom observations, in-depth interviews with Indonesian language teachers and MGMP coordinators, questionnaire distribution, and analysis of digital learning documentation. The research subjects included Indonesian language teachers and junior high school students in the Surakarta, Karanganyar, Boyolali, and Wonogiri regions. Data were analyzed descriptively qualitatively using the interactive analysis model of Miles, Huberman, and Saldaña, with triangulation applied to maintain the validity of the findings. The results showed that obstacles to technology integration stem not only from teachers' limited technological knowledge, but also from the weak integration between technological knowledge, pedagogy, and Indonesian language learning content. Technology tends to be used instrumentally and has not been pedagogically integrated. Contextual factors such as limited infrastructure and students' digital literacy contribute to these barriers. This study concludes that effective technology integration in Indonesian language learning requires holistic and contextual strengthening of TPACK, not simply improving digital device proficiency.]]>
<![CDATA[The structure of world reporting in Mpu Prapañca’s travels in Kakawin Nāgarakṛtāgama: A study of Carl Thompson’s travel literature ]]>
<![CDATA[Ni'mah, Mamluatun]]>
<![CDATA[ KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/kembara.v12i1.42022
<![CDATA[This research addresses the tendency in Kakawin Nāgarakṛtāgama studies to predominantly treat the text as a historiographical and ideological source, overlooking a systematic examination of its travel dimensions and the author's world-reporting methods from a travel literature perspective. The main problem of this research is how Mpu Prapañca reports the world through his travel experiences in Kakawin Nāgarakṛtāgama. This research aims to analyze the structure of world reporting in Mpu Prapañca's travels from the perspective of Carl Thompson's travel literature. This research employs a qualitative, descriptive-analytical approach. The primary research data consist of the Kakawin Nāgarakṛtāgama text itself, which describes the journey, supplemented by supporting data from interviews with experts in Old Javanese literature, textual observation, and library documentation. Data collection techniques include document studies, reading and note-taking, limited interviews, and literature reviews, while data analysis is conducted through content analysis grounded in the theory of travel literature. The results of the study indicate that the world in Kakawin Nāgarakṛtāgama is systematically structured through a recurring spatial framework, including villages, waters, forests, and mountains, and is conveyed from a near-destination perspective. The conclusion of the study confirms that Kakawin Nāgarakṛtāgama is a pre-modern travel literature text that consciously constructs the world through travel experiences, thus broadening the understanding of classical Nusantara literature within the framework of travel literature theory. This framework can be applied to other classical Nusantara texts containing travel structures for further research.]]>
