BHASWARA: Jurnal Pendidikan Bahasa dan Sastra Indonesia

Pengaruh Penerapan Model Pembelajaran Scramble terhadap Kemampuan Menulis Kalimat Sederhana Siswa Kelas II SDN 02 Pariangan

2026-05-02T00:03:52+07:00

The background of this research is based on the low writing ability of students, particularly in composing simple sentences that conform to proper and correct Indonesian language structures. The Scramble learning model was chosen because it can motivate students to think actively and construct sentences systematically from scrambled words. This study aims to determine the influence of the Scramble learning model on the ability to write simple sentences of Grade II students at SDN 02 Pariangan. This research is a quantitative study with a pre-experimental approach using the one-group pretest-posttest design. The population in this study consists of all Grade II students at SDN 02 Pariangan, totaling 17 students, consisting of 11 boys and 6 girls. The research instrument was a writing performance test, assessed based on five indicators: complete and clear sentence structure, correct use of spelling, meaningful and understandable sentences, sentences written sequentially to form a coherent story, and appropriate and easily understood vocabulary. The data analysis techniques included normality test, homogeneity test, paired sample t-test, and N-Gain analysis to examine the significance of the differences before and after the treatment. The results of the study indicate an improvement in the ability to write simple sentences after the implementation of the Scramble learning model. This is evidenced by the increase in the average score from 55.82 in the pretest to 84.41 in the posttest. The improvement is also supported by the N-Gain score of 0.7035, which falls into the high category, and the N-Gain percentage of 70.35%, which is considered effective. Based on the results of the t-test, the significance value (Sig. 2-tailed) was 0.000, which is lower than the significance level of 0.05. Therefore, H0 is rejected and H1 is accepted, indicating that there is a significant effect of using the Scramble learning model on the ability to write simple sentences among second-grade students at SDN 02 Pariangan.

Problematika Pemetaan Kebutuhan Belajar BIPA sebagai Fondasi Penyusunan Materi Ajar

2026-01-25T06:31:07+07:00

The Indonesian Language Program for Foreign Speakers (BIPA) requires careful planning of teaching materials that align with learners’ needs and characteristics. One crucial stage in this process is learning needs mapping, which serves as the foundation for determining learning objectives, teaching materials, and instructional strategies. This article aims to (1) describe the concept of learning needs mapping in the BIPA context, (2) identify problems encountered in the needs mapping process, and (3) propose relevant strategies for mapping learning needs in the development of BIPA teaching materials. This study employs a descriptive qualitative method through literature analysis of journals, books, and other credible scientific sources. The findings reveal that BIPA learning needs mapping faces several challenges, including the heterogeneity of learners’ backgrounds and objectives, limited availability of authentic and local wisdom-based teaching materials, technical and resource constraints, and the lack of accurate needs analysis instruments. To address these challenges, effective mapping strategies include the use of valid and reliable instruments, the combination of quantitative and qualitative methods (questionnaires, interviews, and observations), the integration of local cultural contexts, and the selection of material topics relevant to learners’ interests. Implementing these strategies can support the development of more structured, contextual, and learner-centered BIPA teaching materials, thereby enhancing the effectiveness of the teaching and learning process..

Keywords: BIPA, learning needs mapping, teaching material development strategy, problems

Abstrak

Tujuan Program Bahasa Indonesia bagi Penutur Asing (BIPA) memerlukan perencanaan materi ajar yang sesuai dengan kebutuhan dan karakteristik pemelajar. Salah satu tahap penting dalam perencanaan tersebut adalah pemetaan kebutuhan belajar yang menjadi dasar dalam penentuan tujuan pembelajaran, materi ajar, dan strategi pengajaran. Artikel ini bertujuan untuk (1) mendeskripsikan konsep pemetaan kebutuhan belajar dalam konteks BIPA, (2) mengidentifikasi problematika yang muncul dalam proses pemetaan kebutuhan, dan (3) menyajikan strategi pemetaan kebutuhan belajar yang relevan untuk penyusunan materi ajar BIPA. Metode penelitian yang digunakan adalah deskriptif kualitatif melalui analisis literatur dari jurnal, buku, dan sumber ilmiah terpercaya. Hasil kajian menunjukkan bahwa pemetaan kebutuhan belajar BIPA masih menghadapi berbagai problematika, seperti heterogenitas latar belakang dan tujuan pemelajar, keterbatasan bahan ajar otentik dan berbasis kearifan lokal, kendala teknis dan sumber daya, serta kurangnya ketepatan instrumen analisis kebutuhan. Untuk mengatasi permasalahan tersebut, diperlukan strategi pemetaan yang efektif melalui penggunaan instrumen yang valid dan reliabel, penerapan metode kuantitatif dan kualitatif secara terpadu (kuesioner, wawancara, dan observasi), integrasi konteks budaya lokal, serta penentuan topik materi yang relevan dengan minat pemelajar. Dengan demikian, penyusunan materi ajar BIPA dapat dilakukan secara lebih terstruktur, kontekstual, dan sesuai dengan kebutuhan pemelajar sehingga mendukung efektivitas proses pembelajaran.

Interferensi Tuturan Guru pada Proses Pembelajaran Bahasa Indonesia di SMP Negeri 1 X Koto Kabupaten Tanah Datar

2026-04-16T03:11:01+07:00

The learning process is a joint effort between teachers and students to share and process information. In the Indonesian language teaching, teachers can use several approaches. Among these are the communicative approach which emphasizes that the primary function of language is a tool for communicating. Contact the language is a language influence to other languages, either directly or indirectly, while bilingualisme means the use of two languages or more by a speaker. bilingualisme an early occurrence of interference. Interference is one of the linguistic events that occur as a result of language contact. Chosen speech teacher in the learning process as study materials, due to the speech teacher in the learning process there are still a lot of interference. Corresponding problems above, the purpose of this study was to describe the form of interference speech teacher at SMP Negeri 1 X Koto Tanah Datar in Indonesian language learning process.

Type of research is qualitative research. Qualitative research is research that produces data that is descriptive, in the form of words in written or oral form. The method used in this research is descriptive method. Subjects in this study were three Indonesian teacher at SMP Negeri 1 X Koto. The method used in data collection is a method refer to. Data was collected by means of learning Indonesian recording is in progress. The data analysis technique used is descriptive analysis techniques.

Results of the study revealed that there had been interference during the learning process, both interference at the level of phonological, morphological, syntactic, lexical, and semantic. This occurs because humans are basically mastered more than one language or bilingualisme influence and the tendency to use the first language into a second language by accident.

Upaya Mengatasi Hambatan Pembelajaran Bahasa Indonesia Bagi Penutur Asing

2026-04-11T00:22:06+07:00

The purpose of this study is to investigate the barriers to learning Indonesian for Foreign Speakers (BIPA) in Thailand and to formulate solutions through a cultural and motivational approach. The main problems in BIPA learning include the strong influence of local cultural norms such as shyness, respect for hierarchy, and a tendency to be passive in classroom interactions. These conditions often clash with the implementation of a communicative approach, while the education system that still focuses on memorization contributes to low student participation. This study uses a qualitative descriptive literature review approach by analyzing various sources related to BIPA learning, learning motivation, and cross-cultural education. The results of the study indicate that cultural and systemic barriers impact low student engagement, decreased learning motivation, less than optimal learning effectiveness, and teacher well-being. The urgency of this research lies in the need to develop BIPA learning that is adaptive, sensitive to cultural contexts, and sustainable in an international environment. The novelty of this study lies in the emphasis on the integration of culture-based approaches and strengthening motivation as a comprehensive strategy to improve the quality and sustainability of BIPA learning in Thailand.