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All Journal Dialektika Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya DIKBASTRA : Jurnal Pendidikan Bahasa dan Sastra Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Basicedu Journal of Education Technology Ensiklopedia of Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Imajeri: Jurnal Pendidikan Bahasa dan Sastra Indonesia Didaktik : Jurnal Ilmiah PGSD STKIP Subang INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Jurnal Tuturan Didaktika: Jurnal Kependidikan Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Jurnal Sinestesia Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Diskursus: Jurnal Pendidikan Bahasa Indonesia Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Ilmiah Multidisiplin (JUKIM) Edukasia: Jurnal Pendidikan dan Pembelajaran JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Kopula: Jurnal Bahasa, Sastra, dan Pendidikan BAHASTRA Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan TRANSFORMATIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Ranah: Jurnal Kajian Bahasa
Priyanto
Dosen Program Studi Pendidikan Bahasa Dan Sastra Indonesia Universitas Jambi
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Pengembangan Bahan Ajar Berbicara Berbasis Kesantunan Berbahasa (Development Of Speaking Teaching Materials Based On Language Politeness) Akhyaruddin Akhyaruddin; Priyanto Priyanto; Ade Bayu Saputra; Arum Gati Ningsih; Andiopenta Purba; Nurfadilah Nurfadilah; Lusia Oktri Wini
Ranah: Jurnal Kajian Bahasa Vol 13, No 2 (2024): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v13i2.7781

Abstract

This research implements Leech and Grice's language politeness maxims in the development of Speaking teaching materials. The goal is to produce a product of Speaking Teaching Materials Based on Language Politeness. The method used to achieve this goal is Research and Development with the procedure of Analysis, Design, Development, Implementation, Evaluation. The method used to determine the feasibility of teaching material products developed is the questionnaire method of validation of language politeness material experts, teaching material readability experts, teaching material book graphics experts and teaching material user practitioners. The overall data obtained through the questionnaire is processed with descriptive statistics. Using Likert scale criteria, the results of expert validation show that the aspect of the material aspect of language politeness has a percentage of 88.66% with a very valid category, the graphical aspect of the teaching material book gets a percentage of 93.33% with a very valid category. The user practitioner test obtained the feasibility of teaching material products of 94.98% with a very feasible category. The results of the expert validation test and practitioner test show a percentage far above 61%. Thus, the product of Speaking Based on Language Politeness teaching materials produced is feasible to be implemented in the lecture process. AbstrakPenelitian ini mengimplementasikan maksim-maksim kesantunan berbahasa Leech dan Grice dalam pengembangan bahan ajar Berbicara. Tujuannya adalah untuk menghasilkan produk bahan ajar Berbicara Berbasis Kesantunan Berbahasa. Metode yang digunakan untuk mencapai tujuan tersebut adalah Research and Development dengan prosedur Analysis, Design, Development, Implementation, Evaluation. Metode untuk mengetahui kelayakan produk bahan ajar yang dikembangkan adalah metode angket validasi ahli materi kesantunan berbahasa, ahli keterbacaan bahan ajar, ahli grafika buku bahan ajar, dan praktisi pengguna bahan ajar. Keseluruhan data yang diperoleh melalui angket diolah dengan statistik deskriptif. Dengan menggunakan kriteria skala likert, hasil validasi ahli menunjukkan bahwa aspek materi kesantunan berbabahasa memilki persentase 88,66% dengan kategori sangat valid; aspek keterbacaan bahan ajar memeroleh persentase 97,33% dengan kategori sangat valid; aspek grafika buku bahan ajar memeroleh persentase 93,33% dengan kategori sangat valid.  Uji prktisi pengguna diperoleh kelayakan produk buku bahan ajar sebesar 94,98% dengan kategori sangat layak. Hasil uji validasi ahli dan uji praktisi tersebut menunjukkan persentase jauh di atas 61%. Dengan demikian, produk bahan ajar Berbicara Berbasis Kesantunan Berbahasa yang dihasilkan layak diimplementasikan dalam proses perkuliahan.
Pelatihan Digital Storytelling sebagai Inovasi Pedagogidalam Pembelajaran Bahasa dan Sastra bagi Guru SMP Priyanto Priyanto; Lusia Oktri Wini; Yusra D; Agus Setyonegoro; Hary Soedarto Harjono; Sri Wachyunni
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): Januari 2026 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v6i1.1023

Abstract

Pelatihan digital storytelling bagi guru menjadi kebutuhan mendesak seiring dengan tuntutan pembelajaran kreatif dan pemanfaatan teknologi dalam pendidikan. Namun, banyak guru masih mengalami keterbatasan dalam mengembangkan konten digital yang naratif, terstruktur, dan menarik bagi peserta didik. Pelatihan ini bertujuan untuk meningkatkan kompetensi guru dalam menciptakan media pembelajaran berbasis digital storytelling melalui pelatihan yang mengadaptasi model delapan langkah Morra (2013). Metode yang digunakan meliputi pelatihan tatap muka, pendampingan teknis, praktik langsung, dan evaluasi berbasis indikator keterampilan proses yang mencakup aspek ide cerita, riset, penulisan naskah, pembuatan storyboard, pemanfaatan multimedia, dan penyatuan konten. Peserta terdiri dari 29 guru dari berbagai jenjang pendidikan yang mengikuti serangkaian kegiatan pelatihan selama satu bulan. Hasil evaluasi menunjukkan peningkatan yang signifikan pada semua indikator, dengan persentase peserta yang mencapai kategori baik hingga sangat baik sebesar 72,4%–82,8%. Selain itu, uji normalitas, homogenitas, dan linearitas membuktikan bahwa data hasil pelatihan memenuhi asumsi statistik parametrik. Kegiatan ini tidak hanya meningkatkan keterampilan teknis guru, tetapi juga memperkuat kemampuan pedagogis mereka dalam merancang pembelajaran yang lebih interaktif dan kontekstual. Dengan demikian, pelatihan digital storytelling ini memberikan kontribusi nyata terhadap peningkatan kualitas pembelajaran dan kesiapan guru dalam menghadapi era pendidikan digital.
Writing Narrative Texts Through Genre-Based Pedagogy Using Facebook among the Suku Anak Dalam in Jambi Rizki Niko Wahyuni; Rustam Rustam; Priyanto Priyanto
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1859

Abstract

Narrative writing is not merely a linguistic skill but a medium for preserving cultural memory, expressing identity, and transmitting indigenous knowledge across generations. This study aims to examine the implementation of genre-based pedagogy mediated through Facebook in teaching narrative writing among the Suku Anak Dalam (SAD), an indigenous community in Jambi, Indonesia, and to explore its linguistic and socio-cultural impacts. Employing a qualitative case study design grounded in ethnopedology, the research involved eight indigenous learners, two facilitators, and one cultural leader. Data were collected through participatory observation, in-depth interviews, analysis of students’ narrative texts, and digital interactions within a Facebook learning group. The findings show that the three stages of genre pedagogy—modeling, joint construction, and independent construction—supported learners’ development of narrative structure, coherence, cultural representation, and reflective meaning-making. While challenges in writing mechanics, such as grammar and punctuation, remained, learners demonstrated meaningful progress in transforming oral storytelling traditions into cohesive written narratives. Beyond linguistic outcomes, the learning process fostered increased motivation, confidence, and cultural pride, and preserved indigenous stories through digital documentation. The study concludes that integrating genre based pedagogy with social media can effectively bridge oral traditions and digital literacy, positioning writing as a form of cultural empowerment for indigenous and marginalized communities.
Pemanfaatan Artificial Intelligence untuk Peningkatan Kompetensi Guru Bahasa Indonesia SMP Yusra Dewi; Dimas Anugrah Adiyadmo; Deri Rachmad Pratama; Sophia Rachmawati; Priyanto Priyanto
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 1 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 1 (Maret 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7.i1.3711

Abstract

This community service program aims to enhance the competence of junior high school Indonesian language teachers in Tanjung Jabung Timur Regency in utilizing Artificial Intelligence (AI) for developing learning assessment instruments. In the era of digital transformation, teachers are required to produce assessment tools that are aligned with the curriculum, promote Higher Order Thinking Skills (HOTS), and can be developed efficiently. However, teachers often encounter challenges in creating varied, innovative, and high-quality test items within limited time constraints. The training was conducted using a participatory approach involving concept dissemination, hands-on practice with AI (ChatGPT), simulation of item construction, and reflective evaluation sessions. The results show that participants were enthusiastic and actively engaged in using AI, producing more diverse test items, although unstable internet connections were noted as a technical limitation. The novelty of this activity lies in the integration of AI technology into the design of Indonesian language evaluation instruments, thereby strengthening teachers’ digital literacy and supporting the digital transformation of education in the region. The implications include opportunities for further collaboration in curriculum development, AI-based item bank creation, and broader technology integration in teaching practices.
Penggunaan Kalimat Efektif Dalam Karya Tulis Ilmiah Mahasiswa Asing Universitas Jambi Ersa Putri Andaresta; R. Imam Suwardi Wibowo; Rahmawati Rahmawati; Priyanto Priyanto
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 9 No 1 (2024)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v9i1.2031

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bentuk penggunaan kalimat efektif dalam karya tulis ilmiah mahasiswa asing Universitas Jambi dan mengetahui kendala yang dialami mahasiswa tersebut saat menulis karya ilmiah dengan menggunakan kalimat efektif. Jenis penelitian ini adalah kualitatif dengan pendekatan analisis isi (content analysis). Data diperoleh dari karya tulis ilmiah dalam bentuk makalah oleh mahasiswa asing dari Thailand dengan tema yang telah peneliti tentukan serta wawancara atas kedala yang dihadapi mahasiswa asing saat menulis karya tulis ilmiah tersebut. Hasil akhir menunjukkan kesalahan penggunaan kalimat efektif yang paling banyak ditemukan pada ciri kesepadanan, kemudian diikuti dengan ciri kepaduan, ketegasan, kehematan, keparalelan, kelogisan, dan kecermatan. Berdasarkan hasil wawancara diketahui beberapa kendala yang dihadapi mahasiswa asing dalam menulis karya tulis ilmiah, yaitu perbedaan struktur kalimat bahasa Indonesia dengan struktur kalimat bahasa pertama mahasiswa asing yaitu bahasa Thailand, keterbatasan pemahaman bahasa dan kosa kata bahasa Indonesia.
Tindak Tutur Memerintah dalam Bahasa Bugis di Desa Sungai Tawar Tanjung Jabung Timur: Imperative Speech Acts in the Bugis Language in the Village of Sungai Tawar, East Tanjung Jabun Kasmi Hedrianti; Akhyaruddin Akhyaruddin; Priyanto Priyanto
Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 10 No. 1 (2026): TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v10i1.3581

Abstract

This study aims to determine the forms of commanding speech acts in the Bugis language in Sungai Tawar Village, East Tanjung Jabung Regency. This study uses a pragmatic approach with a descriptive qualitative approach. The data for this study consist of Bugis speech acts of the Sungai Tawar Village community, which are still actively used in everyday communication. In the data collection process, the researcher used several techniques, namely listening, note-taking, recording, and engaging in conversation, in the daily conversations of the Sungai Tawar Village community. The results indicate two forms of commanding speech acts in the Bugis language: direct speech acts (11 utterances) and indirect speech acts (5 utterances). The use of direct (explicit) commanding speech acts includes two utterances of requesting, one utterance of requesting, one utterance of prohibiting, one utterance of permitting, one utterance of suggesting, one utterance of recommending, one utterance of expecting, one utterance of proposing a choice, one utterance of inviting, one utterance of inviting, and two utterances of urging. Furthermore, the use of indirect (implicit) strategies was found in five utterances: 1 prohibition, 1 command, 1 request for assistance, 1 appeal/urgency, and 1 request/excuse me. These findings confirm that the use of commanding speech acts in Bugis not only reflects the linguistic function of commands but also reflects the social values, politeness, and cultural norms of the community. This research is expected to contribute to the preservation of regional languages ​​while enriching the study of pragmatics in the local realm.
IMPLEMENTASI MODEL CLAIM, EVIDENCE, REASONING (CER) DALAM PEMBELAJARAN MENULIS TEKS ARGUMENTASI SISWA FASE D MENGGUNAKAN PENDEKATAN STEAM Darnialis; Priyanto; Lusia Oktri Wini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14914

Abstract

Abstrak This study aims to describe the implementation of the Claim, Evidence, Reasoning (CER) model in learning argumentative text writing for Phase D students using the STEAM approach at SMP Nurul Khoir Jambi. This research employed a qualitative descriptive method involving 36 students from class IX A and IX B. Data were collected through observation, interviews, and documentation in the form of students’ argumentative writing assignments. The assessment focused on five aspects, namely claim, evidence, reasoning, argumentative text structure, and language use. The results showed that the implementation of the CER model had a positive effect on students’ argumentative writing skills. A total of 14 students achieved the “very good” category, 9 students were categorized as “good,” 1 student was categorized as “fair,” and 12 students were categorized as “poor.” The average score of class IX A was 67.8, while class IX B obtained an average score of 77.6. Students in the very good category were able to develop claims, evidence, and reasoning systematically and logically. The STEAM approach helped students connect learning with real-life issues such as social media, reading habits, gadget use, and school environmental cleanliness. Therefore, the implementation of the CER model using the STEAM approach can improve students’ critical thinking and argumentative writing skills.
Co-Authors Ade Bayu Saputra Adinda Valentina Adit Trinaldi Ageza Agusti Agus Setyonegoro Agus Setyonegoro Akhyaruddin Akhyaruddin Akhyaruddin, Akhyaruddin Albertus Sinaga Amelia Manasye Oktri Putri. M Andiopenta Purba Bambang Hariyadi CHOIRUNNISA Choirunnisa Choirunnisa Darnialis Deri Efri Yogi Deri Rachmad Pratama, Deri Rachmad Dessy Aryani Dewi Yunita Dewi, Yusra Dian Amalia Sari Dimas Anugrah Adiyadmo Ella Novitasari Ersa Putri Andaresta Febriana, Winda Fika Puspita Sari Gani Patindra Gendis Ajeng Windu Asri Harry Soedarto Hary Soedarto Harjono Herman Budiyono Imam Suwardi Imam Suwardi Imam Suwardi W Imam Suwardi Wibowo Imam Suwardi Wibowo Irma Suryani Irma Suyanti Izar, Julisah Kasmi Hedrianti Larlen Liza Septa Wilyanti Lusia Oktri Wini Marlina Shintya Mefliza Afriani Melly Kurniati Mila Martina Mujiyono Wiryotinoyo Mukhlash Abrar Ningsih, Arum Gati Nur Haliza Fitri Nuraini Detia Putri Nurfadilah Nurfadilah Pranowo Yugo Putri Dini Rawati Putri Dwi Astuti Putri, Dea R Imam Suwardi Wibowo R. Imam Suwardi Wibobo R. Imam Suwardi Wibowo Rangga Saputra Rasdawita Ririn Ezalika Rizki Niko Wahyuni Rustam Sena Febrianti Siska Nurfadilah Sophia Rachmawati Sophia Rahmawati Sri Wachyunni Sriwahyuni Sriwahyuni Suhaina Bakhtiar Susila Wati Syahbila Bilqis Vivi Andreanty Andreanty Yusra D Yusra Dewi Zalfa Shallya Faudry Zulfa Fitri Aini Zulpa Raudhotul Jannah