Penelitian ini bertujuan untuk mendeskripsikan kondisi pembelajaran fiksi historis di SMA se-Kota Madiun dan kebutuhan siswa dan guru terhadap model pembelajaran fiksi historis yang mampu meningkatkan wawasan kebangsaan siswa; mendeskripsikan pengembangan purwarupa awal model pembelajaran fiksi historis menjadi model pembelajaran fiksi historis berdasarkan pendekatan rekreasi-prokreasi; menemukan keefektifan model pembelajaran fiksi historis dengan pendekatan rekreasi-prokreasi untuk meningkatkan wawasan kebangsaan siswa; dan mendeskripsikan hasil diseminasi model pembelajaran fiksi historis menjadi model pembelajaran fiksi historis berdasarkan pendekatan rekreasi-prokreasi. Jenis penelitian yang digunakan adalah penelitian pengembangan melalui 4 tahap, yaitu studi eksplorasi; pengembangan model; pengujian model; dan diseminasi. Pendekatan penelitian pada studi eksplorasi yaitu dengan pendekatan deskriptif kualitatif. Pengembangan purwarupa model pembelajaran dilakukan dalam bentuk siklus, yang merupakan perpaduan antara riset dan praktik, sedangkan pengujian model dilakukan dengan penelitian eksperimen. Setelah dilakukan pengembangan model dan pengujian keefktifan model hasilnya menunjukkan bahwa model pembelajaran fiksi histortis dengan pendekatan rekreasi-prokreasi terbukti efektif untuk meningkatkan wawasan kebangsaan siswa SMA. Innovation in Historical Fiction Learning Models: A Recreational-Procreative Approach to Strengthening National Insight in High Schools This study aims to describe the conditions of historical fiction learning in high schools throughout Madiun City and the needs of students and teachers for historical fiction learning models that are able to improve students' national insight; describe the development of an initial prototype of a historical fiction learning model into a historical fiction learning model based on a recreation-procreation approach; find the effectiveness of a historical fiction learning model with a recreation-procreation approach to improve students' national insight; and describe the results of the dissemination of a historical fiction learning model into a historical fiction learning model based on a recreation-procreation approach. The type of research used was developmental research, consisting of four stages: exploratory study, model development, model testing, and dissemination. The research method used in the exploratory study was descriptive qualitative. The development of the learning model prototype was carried out in a cycle, combining research and practice, while the model testing was conducted through experimental research. After developing the model and testing the effectiveness of the model, the results showed that the historical fiction learning model with a procreative recreation approach was proven to be effective in increasing the national insight of high school students.
Penelitian ini dilakukan untuk membedah pola retorika bagian pendahuluan artikel kajian sastra dalam jurnal JoLLA. Penelitian memanfaatkan pendekatan kualitatif dan metode studi teks yang bertumpu pada model Problem Justifying Project (PJP). Peneliti juga memanfaatkan teori ejaan, diksi, kalimat efektif, gaya bahasa, istilah asing, dan konsistensi untuk melihat konstruksi retorika. Sumber data penelitian 30 artikel kajian sastra yang dimuat dalam jurnal JoLLA. Data kajian berupa teks wacana struktur, kebahasaan, dan isi pendahuluan. Teknik pengumpulan data dilakukan melalui pembacaan mendalam, pencatatan data relevan, serta studi literatur untuk memperkaya analisis. Teknik analisis data meliputi tabulasi, interpretasi, dan penarikan simpulan terhadap hasil interpretasi. Hasil penelitian menunjukkan bahwa pola retorika bagian pendahuluan artikel kajian sastra dalam JoLLA mengikuti struktur retorika standar yang meliputi pengenalan topik, penentuan research gap, dan pernyataan tujuan penelitian. Para penulis artikel secara konsisten menggunakan strategi retorika untuk menarik perhatian pembaca, menegaskan relevansi penelitian, dan membangun kerangka konseptual. Namun, terdapat variasi penggunaan fitur linguistik, seperti pemilihan bahasa formal dan nonformal dan keberagaman tingkat eksplisitasi argumen. Temuan tersebut mencerminkan gaya penulisan yang adaptif dalam praktik publikasi ilmiah bidang sastra. Implikasi penelitian ini menunjukkan bahwa pemahaman terhadap pola retorika pendahuluan dan penggunaan fitur linguistik dapat menjadi acuan bagi penulis akademik, khususnya peneliti bidang sastra dalam menyusun pendahuluan artikel yang lebih sistematis, argumentatif, dan sesuai dengan konvensi penulisan ilmiah pada jurnal bereputasi. Selain itu, hasil penelitian ini juga dapat dimanfaatkan sebagai rujukan dalam pembelajaran penulisan akademik dan pengembangan pedoman retorika artikel ilmiah di perguruan tinggi. Structure and Linguistic Features of Introduction to Literary Articles: Rhetorical Studies on JoLLA with a Problem Justifying Project Approach This study was conducted to examine the rhetorical patterns of the introduction sections in literary studies articles published in the JoLLA journal. The research employed a qualitative approach and a text study method grounded in the Problem Justifying Project (PJP) model. In addition, the study utilized theories of spelling, diction, effective sentence construction, stylistic features, the use of foreign terms, and consistency to analyze the rhetorical construction of the texts. The data source consisted of 30 literary studies articles published in JoLLA. The research data comprised discourse texts related to the structural, linguistic, and content features of the introduction sections. Data collection was carried out through close reading, the documentation of relevant data, and a literature review to enrich the analysis. The data analysis techniques included tabulation, interpretation, and drawing conclusions based on the results of the interpretation. The findings indicate that the rhetorical pattern of the introduction sections in literary studies articles published in JoLLA generally follows a standard rhetorical structure consisting of topic introduction, identification of the research gap, and the statement of research objectives. The authors consistently employ rhetorical strategies to attract readers’ attention, emphasize the relevance of the study, and construct a conceptual framework. However, variations are observed in the use of linguistic features, such as the selection between formal and less formal language and differences in the degree of explicitness in argumentation. These findings reflect an adaptive writing style within the scholarly publication practices in the field of literary studies. The implications of this study suggest that an understanding of rhetorical patterns in introduction sections and the use of linguistic features can serve as a reference for academic writers, particularly researchers in literary studies, in composing more systematic and argumentative introductions that align with the conventions of scholarly writing in reputable journals. Furthermore, the results of this study may also be utilized as a reference in academic writing instruction and in the development of rhetorical guidelines for scientific articles in higher education.
Penelitian ini mengkaji kesalahan berbahasa tulis pada pemelajar BIPA di SWM School, Thailand dengan menelaah keterkaitan antara keterampilan menyimak dan faktor-faktor fonologis. Selama ini, penelitian tentang BIPA umumnya berfokus pada permasalahan gramatikal dan leksikal, sementara hubungan antara kompetensi menyimak dan interferensi fonologis dalam keterampilan menulis masih relatif kurang mendapat perhatian, khususnya pada pemelajar BIPA Thailand. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi lapangan. Data dikumpulkan melalui teks tulis hasil produksi pembelajar, wawancara, analisis dokumen, dan observasi. Hasil penelitian menunjukkan bahwa sebagian besar kesalahan muncul pada kata-kata yang terdiri atas lebih dari dua silabel, terutama pada kata berafiks seperti prefiks dan sufiks yang memiliki kompleksitas struktural lebih tinggi. Kesalahan tersebut umumnya disebabkan oleh kendala kognitif dalam proses penghafalan dan pelafalan kata-kata tersebut. Selain itu, kesalahan yang sering ditemukan meliputi substitusi, penghilangan, atau penambahan fonem, khususnya pada fonem-fonem yang secara fonetis mirip atau tidak dikenal oleh pembelajar. Sejumlah besar kesalahan tersebut dipengaruhi oleh interferensi bahasa pertama serta pengaruh dari bahasa Inggris sebagai bahasa asing utama yang dipelajari sehingga menimbulkan pola transfer bahasa. Penelitian ini menegaskan pentingnya perhatian terhadap kesadaran fonologis dalam pembelajaran menulis serta merekomendasikan penerapan tugas terintegrasi antara menyimak dan menulis untuk membantu pembelajar mengurangi kesalahan yang bersumber dari aspek fonologis dan meningkatkan ketepatan berbahasa tulis. Linguistic Errors in Listening-Writing Competency among BIPA Learners at SWM School Thailand: A Phonological Perspective This study explores written language errors among Indonesian Language for Foreign Speakers (BIPA) learners at Songserm Wittaya Mulniti School, Thailand, by examining the interplay between listening comprehension skills and phonological factors. While research on BIPA typically focuses on grammatical and lexical issues, the connection between listening competence and phonological interference in writing remains underexplored, particularly among Thai learners. This study employs a descriptive-qualitative approach using a field study design. Data were collected from learner-produced texts, interviews, document analysis, and observations. The findings indicate that the majority of errors occur in words with more than two syllables, particularly those involving affixes such as prefixes and suffixes, which add structural complexity. These errors often result from cognitive challenges in memorizing and articulating such words. Additionally, errors commonly involve phoneme substitution, omission, or insertion, especially when dealing with phonemes that are phonetically similar or unfamiliar. A significant number of these errors are influenced by interference from the learners’ first language and their knowledge of English as a foreign language, reflecting patterns of language transfer. The study emphasizes the importance of addressing phonological awareness in writing instruction and suggests that integrated listening-writing tasks may help learners reduce phonologically driven errors and improve written accuracy.
Penelitian ini bertujuan untuk mengembangkan Model Pembelajaran Baca-Tutur (BATIK) pada pembelajaran membaca dan berbicara teks ekspositori di sekolah menengah atas, serta menguji validitas, kepraktisan, dan efektivitas awal model yang dikembangkan. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (research and development) dengan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Sumber data penelitian meliputi ahli, guru Bahasa Indonesia, dan siswa sekolah menengah atas. Data penelitian mencakup hasil validasi ahli, keterlaksanaan pembelajaran, respons guru dan siswa, serta capaian kemampuan membaca dan berbicara siswa. Data dikumpulkan melalui lembar validasi, lembar observasi, angket, wawancara, dan rubrik penilaian kinerja. Keabsahan data ditempuh melalui expert judgment dan triangulasi sumber serta teknik. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa model BATIK yang terdiri atas lima sintaks, yaitu baca, analisis, tutur, interpretasi, dan komunikasi. Hasil validasi oleh ahli materi dan ahli model pembelajaran menunjukkan rata-rata skor 3,53 (kategori Sangat Valid). Uji coba terbatas pada 36 siswa kelas XI SMA Negeri 8 Makassar menunjukkan tingkat kepraktisan sangat tinggi: respons siswa >94 % setuju/sangat setuju pada seluruh indikator (termasuk pemahaman teks, kemampuan berbicara, keberanian berpendapat, dan motivasi belajar), sedangkan respons dua orang guru mencapai 100 % positif dengan tiga indikator memperoleh 100 % “Sangat Setuju” (pemahaman struktur teks, kesesuaian waktu, dan kemudahan pembimbingan siswa). Model BATIK terbukti valid, praktis, mudah diterapkan tanpa perangkat tambahan kompleks, serta efektif meningkatkan kemampuan membaca kritis, berbicara runtut, berpikir kritis, dan rasa percaya diri siswa. Temuan ini menunjukkan bahwa model BATIK berpotensi menjadi inovasi pembelajaran Bahasa Indonesia yang relevan untuk memperkuat literasi akademik siswa di sekolah menengah atas. Development of a Reading-Speaking Learning Model for Expository Texts for High School Students This study aims to develop the Read-Speak Learning Model (BATIK) for teaching reading and speaking expository texts in high school, as well as to test the validity, practicality, and initial effectiveness of the developed model. This study employs a research and development (R&D) approach using the ADDIE model, which encompasses the stages of analysis, design, development, implementation, and evaluation. Research data sources include experts, Indonesian language teachers, and high school students. Research data include expert validation results, the feasibility of the learning process, teacher and student responses, as well as students’ reading and speaking proficiency achievements. Data were collected through validation sheets, observation sheets, questionnaires, interviews, and performance evaluation rubrics. Data validity was ensured through expert judgment and triangulation of sources and methods. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research results indicate that the BATIK model, consisting of five components—reading, analysis, speech, interpretation, and communication. Validation results by subject matter experts and instructional model experts showed an average score of 3.53 (Very Valid category). A pilot study involving 36 eleventh-grade students at State High School 8 Makassar demonstrated a very high level of practicality: student responses showed >94% agreed/strongly agreed on all indicators (including text comprehension, speaking ability, confidence in expressing opinions, and learning motivation), while the responses from two teachers were 100% positive, with three indicators receiving 100% “Strongly Agree” ratings (text structure comprehension, timing appropriateness, and ease of student guidance). The BATIK model has proven to be valid, practical, easy to implement without complex additional tools, and effective in enhancing students’ critical reading skills, coherent speaking, critical thinking, and self-confidence. These findings indicate that the BATIK model has the potential to become a relevant innovation in Indonesian language instruction to strengthen students’ academic literacy in high school.
Berpikir kritis merupakan kompetensi kunci dalam praktik akademik, namun kajian sebelumnya cenderung memaknainya sebagai kemampuan kognitif individual dan jarang menempatkan teks artikel jurnal sebagai objek analisis. Penelitian ini bertujuan menganalisis representasi indikator berpikir kritis dalam teks artikel jurnal terindeks Scopus melalui pendekatan Analisis Wacana Kritis. Penelitian menggunakan pendekatan kualitatif dengan desain analisis teks multiartikel. Data penelitian berupa sepuluh artikel jurnal terindeks Scopus yang dipilih secara sistematis melalui tahapan Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Analisis data dilakukan dengan memanfaatkan indikator berpikir kritis Facione, meliputi interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri, sebagai lensa analitik untuk mengidentifikasi pola diskursif dalam teks. Hasil penelitian menunjukkan bahwa indikator interpretasi dan analisis muncul secara konsisten dalam seluruh artikel yang dianalisis, sementara indikator evaluasi, inferensi, eksplanasi, dan regulasi diri menunjukkan variasi intensitas kemunculan antarteks. Temuan ini menunjukkan bahwa berpikir kritis direpresentasikan sebagai praktik diskursif yang terintegrasi dalam cara penulis membangun argumen, menafsirkan data, dan mengelola klaim pengetahuan. Penelitian ini menyimpulkan bahwa berpikir kritis dalam teks artikel jurnal berfungsi sebagai praktik diskursif yang berperan dalam konstruksi dan legitimasi pengetahuan ilmiah. Critical Thinking as a Discursive Practice in Journal Articles: A Critical Discourse Analysis of Critical Thinking Indicators Critical thinking is a core competence in academic practice; however, previous studies have largely conceptualized it as an individual cognitive ability and have rarely examined academic journal articles as objects of analysis. This study aims to examine how critical thinking indicators are discursively represented in Scopus-indexed journal articles using a Critical Discourse Analysis approach. Employing a qualitative multi-article text analysis design, the study analyzes ten Scopus-indexed journal articles selected through a systematic procedure guided by the PRISMA framework. Data were analyzed using Facione’s critical thinking indicators, interpretation, analysis, evaluation, inference, explanation, and self-regulation, as analytical lenses to identify recurring discursive patterns across texts. The findings indicate that interpretation and analysis consistently appear in all analyzed articles, whereas evaluation, inference, explanation, and self-regulation show varying degrees of representation. These results suggest that critical thinking is discursively enacted through argumentative construction, data interpretation, and the management of knowledge claims. The study concludes that critical thinking in journal articles functions as a discursive practice that contributes to the construction and legitimation of academic knowledge.
