cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Arif Setiawan
Contact Email
kembara@umm.ac.id
Phone
+6285649955997
Journal Mail Official
kembara@umm.ac.id
Editorial Address
Jalan Raya Tlogomas 246 Malang
Location
Kota malang,
Jawa timur
INDONESIA
KEMBARA
Published by Universitas Muhammadiyah Malang
ISSN : 24427632     EISSN : 24429287     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
KEMBARA diterrbitkan sejak April 2015 oleh Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Muhammadiyah Malang. KEMBARA memuat artikel hasil penelitian bahasa, sastra, dan pengajarannya, yang diterbitkan pada bulan April dan Oktober.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "vol. 12 no. 2 (2026): october (on progress)" : 2 Documents clear
Analysis of the need to develop e-modules for explanatory texts on disaster mitigation literacy in schools affected by the Lembang Fault Fikri Azis Makrus; Yeti Mulyati; Khaerudin Kurniawan
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 2 (2026): October (On Progress)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i2.44098

Abstract

Teaching explanatory texts in schools located in earthquake-prone areas requires digital teaching materials that not only strengthen literacy competencies but also equip students with a contextual understanding of disaster mitigation. However, the availability of contextual, structured, and interactive e-modules remains limited, particularly those that link the material to the conditions of the Lembang Fault zone. This study aims to analyze the needs of teachers and students for the development of explanatory text e-modules incorporating disaster mitigation literacy. The study employs a qualitative descriptive approach. The data sources comprise 25 Indonesian-language teachers and 86 junior high school students from five schools in the Lembang Fault zone. Data were collected through questionnaires administered to teachers and students, interviews, and a documentary study of the teaching materials used in schools. Data analysis was conducted thematically through reduction, presentation, and conclusion drawing, using source triangulation. The results indicate that the teaching materials used are still dominated by printed books, and the utilization of digital teaching materials remains uneven; teachers and students emphasized the importance of e-modules that integrate local disaster-related content; e-modules need to have a systematic and clear learning structure, case-based activities, and a focus on strengthening disaster mitigation competencies; and interactive digital features are considered essential for enhancing student engagement in learning. This study concludes that explanatory e-modules on disaster mitigation literacy should be designed in a contextual, systematic, and interactive manner to address learning needs and strengthen student preparedness in earthquake-prone areas.
When better revisions do not mean better writers: Learning transfer and student engagement with automated feedback Asep Suparman; Eri Kurniawan; Rojab Siti Rodliyah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 2 (2026): October (On Progress)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i2.45400

Abstract

Automated feedback can improve revised texts, but evidence that these gains transfer to later writing remains limited. This 16-week sequential explanatory mixed-methods study followed 28 Indonesian undergraduate EFL students across six writing tasks. Initial and Grammarly-assisted revised drafts were rated with the ESL Composition Profile and analyzed using linear mixed models. Qualitative evidence came from 54 critical screen-recording episodes (approximately 80 minutes) and video-stimulated recall interviews. Revised drafts obtained higher domain-level scores than initial drafts, F (1,1643) = 469.413, p < .001, approximate partial η² = .222. After scores were expressed as percentages of each domain maximum, the largest descriptive gains occurred in mechanics (30.72 percentage points), language use (17.86), and vocabulary (13.28), whereas content and organization changed minimally. The previous revised-draft score did not significantly predict the next initial-draft score after controlling for topic differences, F(1, 130.803) = 1.273, p = .261. The qualitative analysis showed that many successful revisions were produced through rapid acceptance, shallow processing, self-doubt, and reliance on Grammarly; reflective evaluation and authorial ownership appeared in fewer episodes. The findings distinguish within-task text improvement from near cross-task transfer and show why feedback uptake alone is insufficient evidence of writing development.

Page 1 of 1 | Total Record : 2

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2026): October (On Progress) Vol. 12 No. 1 (2026): April Vol. 11 No. 2 (2025): October Vol. 11 No. 1 (2025): April Vol. 10 No. 2 (2024): October Vol. 10 No. 1 (2024): April Vol. 9 No. 2 (2023): October Vol. 9 No. 1 (2023): April Vol. 8 No. 2 (2022): Oktober Vol. 8 No. 1 (2022): April Vol. 7 No. 2 (2021): Oktober Vol. 7 No. 1 (2021): April Vol. 6 No. 2 (2020): Oktober Vol 6, No 1 (2020): April Vol. 6 No. 1 (2020): April Vol. 5 No. 2 (2019): Oktober Vol 5, No 2 (2019): Oktober Vol 5, No 1 (2019): April Vol 5, No 1 (2019): April Vol. 5 No. 1 (2019): April Vol. 4 No. 2 (2018): Oktober Vol 4, No 2 (2018): Oktober Vol 4, No 1 (2018): April Vol. 4 No. 1 (2018): April Vol. 3 No. 2 (2017): Oktober Vol 3, No 2 (2017): Oktober Vol 3, No 1 (2017): April Vol. 3 No. 1 (2017): April Vol. 2 No. 2 (2016): Oktober Vol 2, No 2 (2016): Oktober Vol 2, No 1 (2016): April Vol. 2 No. 1 (2016): April Vol. 1 No. 2 (2015): Oktober Vol 1, No 2 (2015): Oktober Vol 1, No 1 (2015): April Vol. 1 No. 1 (2015): April More Issue