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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 563 Documents
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Enhancing student engagement through gamification in teaching telling-time expressions in elementary EFL classrooms Setyaningsih Rachmania; Bahruddin Mustafa; Sri Setyarini
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.v12i1.44349

Abstract

Student engagement is a crucial factor in successful English as a Foreign Language (EFL) learning, particularly at the elementary school level, where learners often struggle to understand abstract language concepts. One topic that frequently challenges young learners is telling time in English, which requires the integration of linguistic and numerical understanding. This study aims to examine how gamification enhances student engagement and learning outcomes in teaching telling-time expressions in an elementary EFL classroom. This study employed a qualitative case study approach involving 47 elementary school students aged 7–9 years at a public school in Bandung, Indonesia. Data were collected through classroom observation, semi-structured interviews, and document analysis of students’ formative assessments. The data were analyzed descriptively to identify patterns of engagement and learning achievement during gamified classroom activities. The findings reveal that gamified learning activities significantly increased students’ behavioral, emotional, and cognitive engagement. Observation results showed that 87% of students actively participated in the game-based activities, while 85% demonstrated enthusiasm and positive attitudes toward the learning process. Participation records further indicated that most students were consistently involved in classroom activities. In addition, formative assessment results showed that 77% of students achieved good or excellent scores in identifying and writing English time expressions. Interview findings also suggest that students perceived gamified learning as enjoyable and motivating. These findings demonstrate that non-digital gamification strategies can create a more interactive learning environment and effectively support young learners’ understanding of telling-time expressions in EFL contexts.
CapCut-based instructional video for teaching response text writing to seventh-grade junior high school students Siti Rukiyah; Missriani Missriani; Desi Agustina Rohmadhawati; Yessi Fitriani
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.v12i1.44350

Abstract

The teaching of response text writing in junior high school often faces several challenges, including students’ low motivation, limited use of instructional media, and difficulties in understanding text structure and language features. These conditions highlight the need for innovative learning media that align with students’ characteristics in the digital era. This study aimed to develop and evaluate the feasibility of a CapCut-based learning video for teaching response text writing to seventh-grade students. The research employed a Research and Development (R&D) approach adapted from the Borg and Gall model, simplified into five stages: needs analysis, media design, product development, expert validation, and limited field testing. The participants were 36 seventh-grade students at a junior high school. The media was evaluated by a media expert, a subject-matter expert, and a language expert. Data were collected through observation, interviews, questionnaires, validation sheets, and writing tests, and analysed using descriptive quantitative and qualitative techniques. The results revealed high feasibility scores: 96% from the media expert, 96% from the subject-matter expert, and 92% from the language expert, indicating that the media was highly feasible for instructional use. Student responses were also very positive, with an average score of 88.3%. In addition, students’ writing performance improved significantly, with the average score increasing from 67 on the pretest to 82 on the posttest. These findings demonstrate that the CapCut-based learning video is both feasible and effective in improving students’ response text writing skills and supporting multimodal learning in secondary education.
Development of Gayo language teaching materials as local content for fifth grade elementary school students Atia Uminda Hayati; Yusri Yusuf; Teuku Alamsyah
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.v12i1.42499

Abstract

The Gayo language as a local content subject in various elementary schools in Central Aceh Regency has not been implemented optimally due to the lack of well-structured teaching materials that align with students' developmental backgrounds. This condition has led to low student motivation and limited schools' role as centers for preserving regional languages. This study aims to develop Gayo language teaching materials as local content learning resources for fifth-grade elementary school students in Central Aceh Regency. The approach used in this research is Research and Development (R&D), employing the Dick and Carey model, which consists of three main stages: needs analysis, design and development, and final evaluation and implementation. Data collection was carried out through interviews, observations, documentation, and questionnaires, both expert- and user-assessed. The research subjects involved teachers and fifth-grade students from five elementary schools in Central Aceh Regency. The novelty of this research lies in the development of Gayo language teaching materials that systematically integrate four language skills with local wisdom and are designed according to the contextual needs of elementary school students in Central Aceh Regency. The results show that the developed teaching materials are considered highly feasible by experts and users, and demonstrate strong effectiveness during the learning process. These materials can increase student motivation, assist teachers in organizing instruction, and strengthen local cultural identity.
Analysis of the need for gamification in writing fantasy texts at state Islamic Junior High Schools Maudina Lutfiyani; Yeti Mulyati; Rudi Adi Nugroho; Khaerudin Kurniawan; Halimah Halimah
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.v12i1.42855

Abstract

This study was motivated by the low motivation and ability of junior high school students to write fantasy texts, which require a high degree of imagination and narrative skills. Students struggle to express their ideas, develop a plot, and write coherently, while teachers' teaching methods tend to be conventional and lack interactivity. This study aims to analyze the need for gamification in fantasy writing instruction to enhance students' motivation, creativity, and writing skills. The study employs a qualitative descriptive method with a needs analysis approach. Data were collected through classroom observations, semi-structured interviews, and questionnaires involving 29 students and two Indonesian language teachers. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that most students experienced difficulties in developing ideas and had relatively low writing motivation, despite demonstrating a high level of imaginative interest in the world and characters of fantasy. These findings underscore the need for instructional materials that provide structured support and offer engaging learning experiences as a foundation for designing gamification-based fantasy text instructional materials in subsequent development stages.
An analysis on the need of developing GEMAS literacy journals using the STAD Model for writing reviews in junior high schools Wiwin Hipana; Yeti Mulyati; Rudi Adi Nugroho; Isah Cahyani; Khaerudin Kurniawan
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.v12i1.42889

Abstract

This study is initiated due to the limited review-writing proficiency demonstrated by junior high school students, which remains inconsistent with the critical and evaluative thinking competencies emphasized in Indonesian language learning. This issue is associated with the predominance of less collaborative instructional approaches and the lack of systematic literacy media capable of guiding students in the processes of reflection, idea organization, and critical expression. This study aims to analyze the needs of teachers and students for the development of the GEMAS Literacy Journal based on the Student Teams Achievement Division (STAD) model in learning to write reviews in junior high schools. The study used a qualitative descriptive approach in the needs analysis stage as the initial part of the model development. Data were obtained through interviews with three Indonesian language teachers, questionnaires of 37 eighth-grade students, and observation and documentation of learning. Data were analyzed through systematic reduction, presentation, and drawing conclusions. The results of the study indicate a gap between the demands of writing review competencies and ongoing learning practices, so teachers and students need media that can integrate group collaboration and literacy reflection in a structured manner. The development of the GEMAS Literacy Journal based on STAD is considered relevant to bridge this need because it is able to combine individual responsibility, teamwork, and reflective guidance in the writing process. Thus, this study confirms the urgency of developing collaborative literacy media as a basis for innovation in learning to write reviews in junior high schools.
Examining the contribution of YouTube and TikTok to elementary students’ public speaking skills Harmita Sari; Herfika Lelelangan; Junaidi Junaidi; Chen Ching Yang
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.v12i1.43753

Abstract

The rapid development of digital technology has transformed students’ learning behaviors and increased the use of social media platforms in educational contexts. This study aimed to examine the contribution of YouTube use, TikTok use, listening skills, and practical exercises to elementary school students’ public speaking abilities in digital learning environments. This research employed a quantitative explanatory design using Structural Equation Modeling (SEM). The participants consisted of 120 elementary school students in Bandung, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using SPSS and AMOS software through Confirmatory Factor Analysis (CFA) and SEM analysis. The findings revealed that all proposed variables positively and significantly contributed to students’ public speaking abilities. Among the variables, practical exercises demonstrated the strongest contribution, followed by TikTok use, YouTube use, and listening skills. The results indicate that audiovisual social media platforms and communication-oriented learning activities can support students’ confidence, fluency, and communication performance in speaking activities. This study contributes to digital learning and communication pedagogy by providing empirical evidence regarding the structural relationships among social media use, listening skills, practical exercises, and public speaking development among elementary school students. The findings also suggest that YouTube and TikTok can be integrated into communication-oriented learning activities to create more engaging and interactive speaking experiences for young learners.
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.
Transforming Indonesian language learning evaluation through OBE: A multisite mixed-methods study of speaking assessment in higher education Muhlis Fajar Wicaksana; Nurratri Kurnia Sari; Dewi Kusumaningsih; Nanci Risky Rimadani; Ly Aminas
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.v11i2.45482

Abstract

Evaluation of Indonesian language learning in an Outcome-Based Education (OBE) context requires more than grading or collecting digital assignments; it requires traceable alignment among learning outcomes, tasks, criteria, evidence, feedback, and improvement. This convergent multisite mixed-methods needs-assessment study investigated the transformation of speaking evaluation across seven higher-education institutions in Central Java. Participants comprised 10 lecturers of Speaking Skills courses in Indonesian Language and Literature Education programs, and 132 students, from whom 140 questionnaires were distributed; eight incomplete responses were excluded. Data were collected through semi-structured interviews, reviews of course plans, rubrics, speaking tasks, and digital evidence, and a ten-item Likert questionnaire. The questionnaire was content-validated by three experts and piloted with 30 students. Quantitative data were summarized using frequencies, means, standard deviations, and positive-response percentages, while qualitative evidence was examined through cross-site thematic comparison and integrated in a joint display. The overall questionnaire mean was 3.93/5. Rubric clarity received the highest mean (M = 4.10), and the importance of OBE-aligned technology-based evaluation received the strongest positive response (77.27%; M = 4.09). Experience using digital platforms for speaking-task submission was lowest (61.36%; M = 3.75). Lecturer and document evidence showed that authentic tasks, linguistic and nonlinguistic criteria, and OBE terminology were present, but digital tools remained concentrated on communication, submission, publication, and storage. Outcome mapping, rater calibration, timely feedback, longitudinal evidence, analytics, and ethical governance were not yet systematic. The study formulates a six-stage framework for transforming Indonesian language speaking evaluation through OBE: outcome alignment, authentic tasks, analytic rubrics, digital evidence, feedback and reflection, and outcome analytics for continuous improvement. The framework is a design proposition requiring validation and field testing.
Gender representation and the interactional functions of humour in Cocote Tonggo: A sociolinguistic analysis Anisa Putri Wulandari; Prembayun Miji Lestari; Ermi Dyah Kurnia
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.v12i2.43174

Abstract

This study examines how linguistic choices, character relationships, joke targets, and recipient responses shape gender representation and the interactional functions of humour in Cocote Tonggo. It adopts a qualitative approach informed by sociolinguistics. The data consist of selected dialogue sequences in a researcher-prepared film transcript. The analysis considers linguistic form, conversational context, targets, and subsequent responses, distinguishing interpreted functions from unobserved effects. The transcript-based findings indicate that playful questioning and correction can organise humorous exchanges. A body analogy extended by another speaker demonstrates alignment among interlocutors while positioning an absent woman as an object of evaluation. Similarly, talk about another character’s English proficiency connects incongruity, shared laughter, and social judgment. By contrast, a coarse response to a polite offer establishes a speech-level contrast without independently demonstrating humorous acceptance. These findings suggest that gender representation must be examined through linguistic form, topic, character positioning, target, and response rather than speaker gender composition alone. The study contributes an account of humour as an interactional practice that can align speakers while disparaging others. Its findings are limited to selected cinematic dialogues and do not establish general characteristics of men’s or women’s language, humour frequency across the film, or audience effects. Prosodic and nonverbal interpretations require verification against the audiovisual source.

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