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Arif Setiawan
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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 545 Documents
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Nonverbal Communication Between Mother and Child in the Novel Si Anak Spesial by Tere Liye Eka Nova Ali Vardani; Yeni Mardiyana Devanti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40405

Abstract

Communication in the family is important in shaping the child's character. Communication must be maintained from when the child is in the womb until adulthood. This study is a library study with the researcher as the main instrument. The qualitative description method was chosen because it focuses on the meaning, context, and interpretation of non-verbal interactions implied in the narrative. The research procedure includes the planning, implementation, and completion stages. From the data presented, ten forms of non-verbal communication between mother and child were found in the novel: swallowing saliva, wiping the nose, gripping the arm, scratching the leg, nodding, and shaking the head. The results of the study on non-verbal communication between mother and child in the novel Si Anak Spesial by Tere Liye suggest several suggestions that can be put forward. For further research, it is hoped that it can expand the study by analysing non-verbal communication in various other literary works to see broader patterns in family relationships. In addition, this research can be developed with an interdisciplinary approach, such as psychology or sociology, to understand the impact of non-verbal communication on the development of children's character in real life. For readers, especially parents and educators, this study is expected to increase awareness of the importance of non-verbal communication in building emotional closeness with children.
Language Aspects of 2 Years 11 Months Old Children: Psycholinguistic Study Uliana Hidayatika; Dona Aji Karunia Putra
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40458

Abstract

The kidsfluencer phenomenon is increasingly popular in Indonesia, supported by children's advanced language abilities “play a key role in the acquisition process” in language. The main problem in this research relates to understanding children's language acquisition at that age, which is often considered limited to simple words. This study aims to describe the language aspects of a kidsfluencer aged 2 years 11 months through a psycholinguistic approach and examine the supporting factors in the language acquisition process. This research was conducted using a qualitative approach with a descriptive method. The data in this research is in the form of utterances produced by a kidfluencer aged 2 years and 11 months. The data collection techniques applied in this research include documentation, observation, and note-taking. Data analysis was carried out in 3 stages, namely 1) reduction, 2) presentation, and 3) conclusion. The results show that children at this age can compose sentences with clear structures and understand and respond to more complex verbal instructions. This research also reveals the important role of rich verbal interaction in supporting children's language acquisition. The conclusion drawn from this study is that children's language abilities at 2 years and 11 months are more developed than expected, and social interaction and a supportive verbal environment are instrumental in the process.
The Role of Debate Learning in Improving Students' Critical and Argumentative Thinking Skills: A Needs Analysis Hendra Kurnia Pulungan; Dadang S Anshori; Sumiyadi Sumiyadi; Yeti Mulyati
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40484

Abstract

This study aims to analyse the role of debate learning in improving students' critical and argumentative thinking skills. Debate learning is an effective method to train analytical thinking skills and craft strong arguments. However, understanding the extent to which debate learning affects this ability in students is still limited. This research uses a qualitative approach with a needs analysis method to explore students' experiences and views related to debate learning. Data was obtained through interviews and documentation studies involving students from various departments. The results show that learning debate significantly improves students' critical thinking skills, allows them to be more open to accepting different opinions, and strengthens their ability to build logical and structured arguments. In addition, this study also found that debate learning positively impacts the development of students' communication and persuasion skills. In conclusion, debate learning has an important role in improving the quality of students' critical and argumentative thinking, so it can be an effective method in higher education to prepare students to face challenges in the professional world.
Discourse Analysis of Digital Hoaxes as a Critical Literacy Strategy in Indonesian Language Education Yulian Dinihari; Endang Wiyanti; Dian Nazelliana; Zetty Karyati; Lutfi Lutfi; Wuriy Handayani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40485

Abstract

A modern society’s response to the hoax phenomena in the information age exposes challenges to confidence, information integrity, and significant public health consequences. This study intends to help increase literacy and community resistance to the spread of hoaxes, particularly emphasising the role of critical literacy and digital literacy. This study employed a thorough and systematic qualitative descriptive approach to investigate the hoax phenomenon. There are two primary stages to this method. First, literature analysis provides the foundation for comprehending the features and consequences of incorrect information. Second, a field approach was conducted using an online survey with ten questions. A survey of 108 respondents found that efforts to enhance media literacy, rigorous education, and empower individuals to become more informed consumers. The findings of this study reveal that several sorts of hoaxes are often encountered in the digital age, each with its unique set of features. One research focus is on political hoaxes, which are frequently used to influence public opinion or harm political opponents’ reputations by spreading false claims about policies or utterances that are taken out of context. The poll results reveal that people’s critical literacy must be strengthened, particularly in information verification and news interpretation.
Development of Teaching Materials for Dialogue Training: Drama Script Containing The Value of Madura Local Tradition for Class XI High School Students Irna Rinawatul Fitriyah; Didin Widyartono; Indra Suherjanto
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40506

Abstract

This study aims to describe the development of Dialogue Exercise materials: Drama Scripts Containing Local Madurese Traditional Values. The data collection techniques employed in this study included interviews and questionnaires. The results of this study show the development of teaching materials for Dialogue Exercises: Drama Scripts Containing Local Madurese Traditional Values in the form of teaching material validation results. The assessment results of teaching material validators indicate that the teaching materials have very valid teaching material validity, very valid material presentation, valid Language, valid design, and appearance. The presentation of the research results revealed that 92% of teaching material experts, 84% of material presentation experts, 71.43% of Language, and 76.6% of design and appearance are by the objectives of the research indicators. The validation results given by two learning practitioners showed 97.5%. The results were obtained from the assessment criteria indicators that met excellent aspects. The validation results, as provided by 30 students, showed a success rate of 85%. The percentage obtained is based on criteria such as (1) communicative, (2) dialogic and interactive, (3) language compatibility with PUEBI, and (4) attractive appearance according to the needs of students. These results indicate that the teaching materials meet perfect criteria. This study concludes that the teaching materials Dialogue Exercises: Drama Scripts Containing Local Madurese Traditional Values ​​provide essential contributions, both theoretically and practically, to the development of science in the field of education, especially in the development of media and teaching materials based on local culture.
Writing Inspirational Stories: A Needs Analysis of Prospective Indonesian Language Teacher Students Rustandi, Adi; Solihati, Nani; Tarmini, Wini
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.40656

Abstract

The ability to write inspirational stories constitutes an essential aspect of the pedagogical competence of prospective Indonesian language teachers. However, empirical evidence indicates that this type of narrative writing has not received sufficient attention within teacher education curricula, resulting in various internal and external challenges. This study aims to provide an in-depth needs analysis by examining the barriers, opportunities, challenges, and instructional model development encountered by prospective Indonesian language teachers in writing inspirational stories. Employing a qualitative descriptive-narrative approach, data were collected through in-depth interviews, participant observation, and document analysis involving students of an Indonesian Language Education program at a public university in Indonesia. The findings reveal that the primary barriers stem from low self-efficacy, limited philosophical understanding of the concept of “inspirational,” and insufficient engagement in reflective writing practices during their academic training. Meanwhile, opportunities emerge through experience-based training, creative mentoring, and the implementation of storytelling practices in authentic contexts. The major challenge lies in the misalignment between professional practice demands and curriculum design, which tends to prioritize academic aspects over practical competencies. Therefore, the development of an instructional model for teaching writing is necessary to produce high-quality and meaningful texts. The study concludes that the most significant challenge is not merely technical, but rather rooted in prospective teachers’ limited conceptual understanding of the educational function of narratives. This study contributes theoretically to the development of a narrative framework in teacher education and offers practical implications through the integration of storytelling into the curriculum and training programs for prospective Indonesian language teachers.
The Effect of Argument-Driven Inquiry (ADI) Model on Students' Critical Thinking Skills in Writing Argumentation Texts Lia Desi Amelia; Khaerudin Kurniawan; Isah Cahyani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40841

Abstract

Critical thinking is an essential 21st-century skill that must be developed in Indonesian language learning, especially in writing argumentative texts. However, students' critical thinking skills remain low due to learning approaches that do not sufficiently encourage idea exploration and the structured development of arguments. This study aims to determine the effectiveness of the Argument-Driven Inquiry (ADI) learning model in improving high school students' critical thinking skills in writing argumentative texts. The research employed a quantitative approach with a quasi-experimental method. The sample consisted of two classes: the experimental class, which was taught using the ADI model, and the control class, which received conventional instruction. Data were collected using a critical thinking skills test administered before and after the treatment. Assumption tests, including normality and homogeneity, were conducted before the independent t-test was used for data analysis. The results showed that the experimental group experienced an average posttest score increase of 11.14 points, and the t-test yielded a significance value of 0.000 < 0.05, indicating a statistically significant difference between the two groups. The Argument-Driven Inquiry (ADI) model effectively enhances students' critical thinking skills in writing argumentative texts and offers a relevant alternative to improve the quality of Indonesian language learning.
Analysis of Needs for The Development of Viewing Skills, An Infographic Based on The Middle School Level Sania Cahyani; Isah Cahyani; Yeti Mulyati
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40992

Abstract

Amid the massive development of visual media in 21st-century learning, viewing skills, especially in understanding infographics, are an essential competency that junior high school students must have. However, reality reveals that the learning process and available assessments have not adequately facilitated this ability. This study aims to analyse the necessity of developing an evaluation for infographic-based viewing skills to enhance the visual literacy of junior high school students. The research approach employs descriptive qualitative methods, including classroom observation techniques, in-depth interviews with teachers and students, and the analysis of learning documents. The data obtained were analysed thematically to reveal patterns of needs, obstacles, and opportunities for developing visual assessments in the school environment. The results indicated that teachers did not yet have an assessment tool that explicitly assessed students' visual abilities. In contrast, students showed weaknesses in interpreting visual elements such as icons, data structures, and colours in infographics. In addition, the curriculum and lesson plan have not explicitly integrated viewing skill indicators. This study concludes that there is an urgent need to develop integrative assessments that can bridge the gap between visual representation in learning and students' ability to interpret it critically. These findings greatly help improve visual literacy theory and teaching methods to address the challenges of using different media types in today's learning.
Teacher Profile and Needs Analysis in Learning Digital Ad Text Writing Eka Malinda Rahmawati; Khaerudin Kurniawan; Isah Cahyani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.41614

Abstract

Digital transformation in education requires Indonesian teachers to have high digital literacy competencies, including teaching digital advertising text genres. However, the reality is that there are still many teachers who are not ready in terms of pedagogical, technological, and learning content. This study aims to describe in depth the profile and needs of Indonesian teachers in learning to write digital advertising texts. The research uses a qualitative approach with an exploratory case study design. Data was collected through in-depth interview techniques, classroom observations, and analysis of teaching equipment documentation, with participants as many as 50 Indonesian teachers at the junior high school level in the Bandung area. The study results show that most teachers have not mastered the essential elements of digital advertising texts, such as persuasion aspects, visual elements, and digital platforms as teaching media. Teachers' needs include technical training in writing digital advertisements, developing contextual digital teaching media, and learning evaluation guidelines. These findings reinforce the need to create TPACK-based training programs tailored to the local context and today's digital literacy challenges. This study also confirms that teachers' unpreparedness is not the result of a lack of motivation but limited access, experience, and systemic support. In conclusion, there is an urgent need to design policy interventions and professional development programs to bridge the teacher competency gap in learning to write digital advertising texts effectively and sustainably.
Differentiated Learning Models for Students with Dyslexia: A Study of Three Films Portraying Dyslexia Darmasari, Nindi Muliasa; Rahmawati, Laili Etika
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40431

Abstract

This study aims to describe and explore the differentiated learning model depicted in the film Like Stars on Earth and to examine how differentiated learning types are implemented within it’s educational context. The urgency of this research lies in the importance of applying differentiated learning models to students with dyslexia, as depicted in Like Stars on Earth, to understand their learning processes, academic development, and emotional growth. Furthermore, the study highlights how teachers can create an equitable, engaging, and supportive learning environment for such students. This research employs a qualitative descriptive approach using content analysis methods. Data were collected through processes of reduction, narrative data presentation, and conclusion drawing. The data sources consist of secondary data obtained from the film Like Stars on Earth and primary data derived from books and academic journals. The findings indicate that the film Like Stars on Earth illustrates how to design lesson plans and implement several types of differentiated learning, namely content differentiation, product differentiation, and learning environment differentiation. In conclusion, the film demonstrates various learning styles of students and provides insights into appropriate follow-up actions and evaluations for learners with dyslexia.

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