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Metafora dalam Poster Demonstrasi Mahasiswa Indonesia Widyawati, Kiki
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 2 No. 2 (2022): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2022.9931

Language has a function that is no less important, namely to convey aspirations. The aspirations of Indonesian students at the demonstration on April 11, 2022 were conveyed with hope through posters with the intention of rejecting the 3 periods, the government's performance, and cooking oil. This study aims to describe the deepest types of metaphors in the written language of the demonstration poster on April 11, 2022 conducted by Indonesian students. This study uses a qualitative approach to the method of content analysis or content analysis. The data collection technique in this study was first to find data, second to manage data, and third to present data. The data sources in this study were demonstration events and demonstration poster photos obtained by researchers from posts via Instagram and images from other internet media such as Google. The data of this research are in the form of pictures or photos of posters of demonstrations by Indonesian students on April 11, 2022. The results of the analysis show that from the thirteen poster data that the author got, there are five metaphors with abstract to concrete images, two metaphors with concrete images to abstract, two metaphors with predicative images, three metaphors with predicative images. nominative imagery, and one metaphor has a synesthesia image.

Pengembangan Bahan Ajar Menulis Teks Narasi Berbasis Local Wisdom bagi Siswa Sekolah Menengah Alber, Alber; Mukhlis, Muhammad; Hermaliza, Hermaliza; Gadink, Muhammad; Widyawati, Kiki
Jurnal Sastra Indonesia Vol 12 No 2 (2023): Juli
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jsi.v12i2.70488

Di Riau, khususnya di tingkat sekolah menengah, baik SMP maupun SMA, bahan ajar yang digunakan guru mata pelajaran Bahasa Indonesia masih memiliki kelemahan. Di antara kelemahan tersebut adalah guru belum mampu mendekatkan dan mengenalkan kearifan lokal kepada siswa mereka. Banyak materi pelajaran Bahasa Indonesia yang menekankan budaya lain, bahkan budaya Barat. Pembelajaran bahasa Indonesia seharusnya berfokus pada kearifan lokal bukan hanya untuk memperoleh pengetahuan sistemik. Teks narasi atau cerita rakyat dapat menjadi salah satu budaya atau kearifan lokal yang dapat dimasukkan ke dalam bahan ajar sekolah menegah di Riau. Berdasarkan fenomena tersebut, peneliti harus membuat materi pembelajaran teks narasi yang berbasis kearifan lokal untuk siswa sekolah menengah. Penelitian ini menggunakan metode penelitian pengembangan (R&D). Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan Model ADDIE. Model ini merupakan kerangka kerja yang paling sering digunakan dalam penelitian Instructional Design. Model ADDIE memiliki lima tahap yaitu analysis, design, development, implementation, dan evaluation. Data penelitian diperoleh dari responden dengan Instrumen pengumpulan data terdiri dari lembar validasi ahli materi, ahli praktisi, dan ahli media. Hasil penelitian dan pembahasan disimpulkan bahwa pengembangan bahan ajar menulis teks narasi berbasis local wisdom bagi siswa sekolah menengah dapat digunakan dalam pembelajaran menulis teks narasi dengan kriteria sangat valid. Hal tersebut dapat dilihat dari rata-rata tiga ahli validator yakni validator bahasa dengan rata-rata persentase 88%, validator materi 89%, dan validator media 88, 3%. Berdasarkan pengumpulan data dari ketiga ahli tersbut diperoleh persentase rata-rata sebesar 88,4 % dengan interval sangat valid.

Pelatihan Kesantunan Linguistik dan Kesantunan Pragmatik Tuturan Imperatif pada Siswa SD Negeri Binaan Khusus Dumai Timur Fatmawati, Fatmawati; Apriani, Leni; Ningsih, Rika; Fiansyah, Wahyu; Widyawati, Kiki
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.2026.26845

Ideally, imperative speech is delivered in the most polite language. This is because in the imperative speech there is a desire for others to be willing to do something intended in a speech. Through the use of polite language, it is hoped that the governed party will not feel offended by the speech conveyed. However, the reality in society shows the fact that children are contaminated with inappropriate speech patterns. This is influenced by a number of factors, including educational background, economy, social environment, and family environment. The solution offered to increase student awareness in applying imperative politeness is to conduct training in linguistic politeness and imperative pragmatic politeness. The results of this PkM show that there is an increase in students' understanding in applying language politeness to imperative speech. Broadly speaking, students prefer to use pragmatic politeness over linguistic politeness. In pragmatic politeness, the dominant criterion used is imperative pragmatic politeness in interrogative speech. Meanwhile, linguistic politeness is conveyed through the short length of speech, the order of speech, and the use of expressions marking politeness. Imperative entities are ensured to be always present in learning activities in the classroom and outside the classroom. Therefore, teachers should also maximize the use of polite imperatives when communicating with students.

Pelatihan Kesantunan Linguistik dan Kesantunan Pragmatik Tuturan Imperatif pada Siswa SD Negeri Binaan Khusus Dumai Timur Fatmawati, Fatmawati; Apriani, Leni; Ningsih, Rika; Fiansyah, Wahyu; Widyawati, Kiki
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.2026.26845

Ideally, imperative speech is delivered in the most polite language. This is because in the imperative speech there is a desire for others to be willing to do something intended in a speech. Through the use of polite language, it is hoped that the governed party will not feel offended by the speech conveyed. However, the reality in society shows the fact that children are contaminated with inappropriate speech patterns. This is influenced by a number of factors, including educational background, economy, social environment, and family environment. The solution offered to increase student awareness in applying imperative politeness is to conduct training in linguistic politeness and imperative pragmatic politeness. The results of this PkM show that there is an increase in students' understanding in applying language politeness to imperative speech. Broadly speaking, students prefer to use pragmatic politeness over linguistic politeness. In pragmatic politeness, the dominant criterion used is imperative pragmatic politeness in interrogative speech. Meanwhile, linguistic politeness is conveyed through the short length of speech, the order of speech, and the use of expressions marking politeness. Imperative entities are ensured to be always present in learning activities in the classroom and outside the classroom. Therefore, teachers should also maximize the use of polite imperatives when communicating with students.

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