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Contact Name
Arif Setiawan
Contact Email
kembara@umm.ac.id
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+6285649955997
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kembara@umm.ac.id
Editorial Address
Jalan Raya Tlogomas 246 Malang
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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 556 Documents
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Enhancing student engagement through gamification in teaching telling-time expressions in elementary EFL classrooms Rachmania, Setyaningsih; Mustafa, Bahruddin; Setyarini, Sri
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 Rukiyah, Siti; Missriani, Missriani; Rohmadhawati, Desi Agustina; Fitriani, Yessi
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 Hayati, Atia Uminda; Yusuf, Yusri; Alamsyah, Teuku
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 Lutfiyani, Maudina; Mulyati, Yeti; Nugroho, Rudi Adi; Kurniawan, Khaerudin; 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 Hipana, Wiwin; Mulyati, Yeti; Nugroho, Rudi Adi; Cahyani, Isah; Kurniawan, Khaerudin
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 Lelelangan, Herfika; Sari, Harmita; Junaidi, Junaidi; Yang, Chen Ching
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.

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