Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan
Publikasi jurnal ini bertujuan untuk menyebarluaskan gagasan konseptual dari hasil penelitian dan hasil pengabdian kepada masyarakat yang telah dicapai pada bidang sastra, bahasa, dan pendidikan Jurnal Sajak secara khusus menitikberatkan pada permasalahan pokok dalam pengembangan ilmu-ilmu sebagai berikut: Pendidikan secara Umum. Lingustik, mencakup kajian mengenai linguistik, fonologi, morfologi, sintaksis, semantik, pragmatik, wacana, sosiolinguistik, psikolinguistik, neurolinguistik, dan kajian lingustik lainnya. Lingustik Terapan, mencakup kajian mengenai pembelajaran linguistik, pembelajaran fonologi, pembelajaran morfologi, pembelajaran sintaksis, pembelajaran semantik, pembelajaran pragmatik, pembelajaran wacana, pembelajaran sosiolinguistik, pembelajaran psikolinguistik, pembelajaran neurolinguistik, dan kajian linguistik terapan lainnya. Sastra, mencakup kajian mengenai puisi, prosa fiksi, drama, dan film dengan pendekatan struktural, stilistika, semiotika, sosiologi sastra, psikologi sastra, psikoanalis, ekologi sastra, dekonstruksi, filologi, fenomenologi, marxisme, pascakolonial, feminisme, resepsi sastra, antropologi sastra, dan kajian sastra lainnya. Sastra Terapan, mencakup kajian mengenai pembelajaran puisi, pembelajaran prosa fiksi, pembelajaran drama, dan kajian sastra terapan lainnya.
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<![CDATA[Analisis Bunyi dan Bahasa Figuratif dalam Mantra Berpantang Bersalin Desa Talau Kecamatan Pangkalan Kuras Kabupaten Pelalawan ]]>
<![CDATA[Putri, Lia Artika]]>;
<![CDATA[Shomary, Sudirman]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.v3i3.19635
<![CDATA[The Malay mantra in Talau Village, Pangkalan Kuras District, Pelalawan Regency, which incorporates stylistic characteristics and the beauty of the language, serves as the inspiration for this study. These components include both figurative language and acoustic components. The study's issues are as follows: (1) How effective is Talau Village, Pangkalan Kuras District, Pelalawan Regency's abstention from childbearing mantra? (2) How does Talau Village, Pangkalan Kuras District, Pelalawan Regency's slogan of abstinence from childbirth use metaphorical language?. The aim of this research is to describe, analyze, and draw conclusions about the sound component of the abstinence from childbirth mantra in Talau Village, Pangkalan Kuras District, Pelalawan Regency, as well as the figurative language used in this mantra. This study mantra is based on the hypotheses of Pradopo (2012), Nurgiyantoro (2014), and other corroborating theories. The research's data are in the form of figurative language, which includes linking figures of speech (metonymy and synecdoche) and comparing figures of speech (metaphor, personification, allegory, and simile), as well as sound elements, which include rhyme, rhythm, tone, and atmosphere. This study takes a qualitative approach and employs a descriptive analytic method with a field research design. Techniques for gathering data include interviews, documenting, and recording. The results of this study can be concluded that there are stylistic elements in the mantra of abstaining from giving birth in Talau Village, Pangkalan Kuras District, namely the sound aspect in rhyme totaling 81 words, rhythm totaling 191 words, tone and atmosphere totaling 145 words and figurative language/figurative language in personification figures of speech totaling 1 data, synecdoche figures of speech totaling 1 data, and metaphor figures of speech totaling 4 data. Examples of sound aspects of rhyme at the end with an a-b-a-b pattern in the mantra of fresh flour after the burial of the placenta, in rhythm, it contains euphonic rhythm which when read quickly with low tone pressure in the mantra for a breech baby, in tone and atmosphere there is an atmosphere of self-confidence of the village midwife contained in the mantra of strengthening the baby's umbilical cord and an example of figurative language of metaphor in the sacred lime mantra.]]>
<![CDATA[Nilai Pendidikan Karakter Dalam Novel Pulang Pergi Karya Tere Liye ]]>
<![CDATA[Harahap, Zillingjy]]>;
<![CDATA[Rahayu, Sri]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.v3i3.19908
<![CDATA[Character education is very important in education, with character education, students can build personalities as people with good character and noble morals. There are several ways to build students character, one of which is by reading novels. In novels character education values are often found. Therefore, researchers want to know and discuss the character education values that can be found in the novel Pulang Pergi by Tere Liye. The character education values that will be studied in the novel are categorized into 18 aspects, namely: (1) religious, (2) honest, (3) friendly/communicative, (4) peace-loving, (5) tolerance, (6) discipline, (7) fond of reading, (8) caring for the environment, (9) hard work, (10) creative, (11) independent, (12) democracy, (13) curiosity, (14) national spirit, (15) social care, (16) responsibility, (17) love of the homeland, and (18) appreciating achievement. The purpose of this study is to describe, analyze, and interpret the character education values that have been found in the novel Pulang Pergi by Tere Liye. The formulation of the problem in this study is: (1). What are the character education values contained in the novel Pulang Pergi by Tere Liye? This study uses a descriptive analytical method, so that the results of the study can be presented systematically, descriptively and in detail, then processed and analyzed to draw conclusions. The data collection technique used is the hermeneutic technique which is a reading, recording and concluding technique. The number of data found was 359 data. The results of the study indicate that the value of character education in the novel Pulang Pergi by Tere Liye has more friendly/communicative character education values with 64 data analyzed and fewer character education values of love for the homeland which only have 2 data analyzed]]>
<![CDATA[Analisis Semiotika dalam Novel Lebih Senyap dari Bisikan Karya Andina Dwifatma ]]>
<![CDATA[Restu, Neri Nurtiana]]>;
<![CDATA[Shomary, Sudirman]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.19966
<![CDATA[Literary works appear as a form of reflection of people's lives and the feelings expressed by interacting with life. The language used by the author has a certain meaning. Language in the form of signs is interesting to study semiotically. Semiotics is the science that studies signs which have three aspects, namely the icon, index and symbol aspects. The novel Silent Than a Whisper by Andina Dwifatma tells the story of Amara and the baron having a child. The problems of this research are (1) What is the semiotic aspect of the icon contained in the Novel More Silent Than a Whisper by Andina Dwifatma?, (2) What is the semiotic aspect of the index contained in the Novel More Silent Than a Whisper by Andina Dwifatma?, (3) What is the symbolic aspect contained in the novel Silent Than a Whisper by Andina Dwifatma?. The aim of this research is to describe, analyze and conclude data on icons, indexes and symbols in the Novel Silent Than a Whisper by Andina Dwifatma. This research uses a qualitative approach. The research method uses descriptive methods. The data collection technique used is the hermeneutic technique. The data analysis technique uses content study. The data validity technique uses triangulation techniques. The theory used is Pradopo's theory (2017). The results of this research are that the icon for the entire Novel Silent Than a Whisper by Andina Dwifatma is 37 data, the index for the entire Novel Silent Than a Whisper by Andina Dwifatma is 14 data. There are 33 symbols for the entire novel Silent Than a Whisper by Andina Dwifatma. The results of this research are that the author found the existence of icons, indexes and symbols. The most dominant aspect in this novel is symbols. The reason this aspect is more dominant is because symbols are related to culture.]]>
<![CDATA[Pemerolehan Bahasa Anak Usia 3 Tahun pada Tataran Fonologi: Kajian Psikolinguistik ]]>
<![CDATA[Putri, Meysi Anisa]]>;
<![CDATA[Awwalinda, Nisa]]>;
<![CDATA[Fatmawati, Fatmawati]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.v4i1.20952
<![CDATA[This study aims to describe the process of language acquisition in a 3-year-old child, focusing on phonological development, using a qualitative approach. Data were collected from recorded conversations and observations of the research subject, Angkasa Dexano Nugraha. A narrative analysis method was used to explore the variations in sounds produced, as well as phoneme omissions and substitutions that occurred. The results showed that Angkasa was able to produce significant sound variations, although phoneme omissions often occurred, such as the substitution of /k/ with /t/ in the word "makan" becoming "matan," and the omission of the /r/ phoneme in the word "telor" becoming "telol." These findings highlight the importance of social interaction and environmental factors in accelerating children's language development. This study provides theoretical contributions to the field of psycholinguistics by emphasizing the dynamics of language acquisition influenced by environmental and cognitive factors, as well as patterns of phoneme omissions and substitutions that reflect the child’s articulatory adaptation processes.]]>
<![CDATA[Pelatihan Baca Syair Siswa Kelas IX SMP Negeri 6 Siak Hulu Kabupaten Kampar ]]>
<![CDATA[Shomary, Sudirman]]>;
<![CDATA[Yuliawan, Tri]]>;
<![CDATA[Roziah, Roziah]]>;
<![CDATA[Sudirman, Nurul Aini]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.21044
<![CDATA[Learning to recite or reply to rhymes is very important for junior high school students. In addition to practicing literary skills, reciting rhymes can also train students' mental abilities to perform in front of many people. In addition, rhyming can also build students' character and personality because rhymes contain many messages and moral values. The difficulty of reciting rhymes occurs a lot in the high school environment. Many teachers complain when their students are reluctant to perform pantun recitation. This happens because students have not gained the right learning experience in rhyming. This kind of learning needs to be addressed, so it is necessary to hold a rhyme reading training for high school students which can be done by practicing proper pronunciation, tone, stress, intonation, appreciation, and expression. The problem of this activity is how to improve the knowledge and skills of rhyming students of Class IX SMP Negeri 6 Siak Hulu, Kampar Regency? The purpose of this community service activity is to provide knowledge and practice of reading or replying to rhymes in accordance with good and correct techniques. The method of community service uses lecture and experimental methods. The speaker explains the theory of rhymes and how to read or reply to good rhymes. The rhymes used are Syair Nasehat author Tenas Effendy. Based on the success criteria, SMP Negeri 6 Siak Hulu students in Kampar Regency have been able to recite rhymes, after the training was completed. This was shown by the students' enthusiasm when the community service team asked them to recite a poem in front of the class. They have been able to pronounce, intonate, cut words, and express them appropriately. Thus, this training activity can be said to be successful. After the training was conducted, participants were given a questionnaire on partner satisfaction with PKM activities for Class IX SMP Negeri 6 Siak Hulu, Kampar Regency. The questionnaire was used to determine the participants' knowledge after the training was given.]]>
<![CDATA[Pelatihan Penyusunan Modul Ajar Berdiferensiasi bagi Forum MGMP Bahasa Indonesia Kabupaten Kampar ]]>
<![CDATA[Mukhlis, Muhammad]]>;
<![CDATA[Yuliawan, Tri]]>;
<![CDATA[Piliang, Wilda Srihastuty Handayani]]>;
<![CDATA[Sukenti, Desi]]>;
<![CDATA[Shafina, Vira]]>;
<![CDATA[Arni Natalina Br Siburian, Desi]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.21200
<![CDATA[Community Service Program aims to enhance the competence of Indonesian language teachers in designing differentiated teaching modules in Kampar Regency. The training employed a participatory approach through discussions, hands-on practice, and the use of technology in module development. Evaluation results indicate that 99% of participants were satisfied with the program, and their understanding of differentiated learning improved. The aspect of diverse information sources received the highest score, while variation in instruction and alternative assignments still need improvement. This program also promotes sustainability through mentoring and collaboration with MGMP. With these positive outcomes, it is expected that teachers will continue developing innovative and adaptive teaching modules to improve the quality of Indonesian language learning.]]>
<![CDATA[Workshop Asesmen dalam Pembelajaran Berdiferensiasi pada Kurikulum Merdeka ]]>
<![CDATA[Juidah, Imas]]>;
<![CDATA[Saroni, Saroni]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.21246
<![CDATA[Differentiated learning is an approach that allows teachers to adapt learning to students' needs, interests and level of readiness. This workshop aims to increase teachers' understanding regarding assessment in differentiated learning in the Independent Curriculum. The method used in this workshop is interactive training involving group discussions, material presentations, and assessment simulations. Data was collected through participant observation, participant satisfaction questionnaires, and in-depth interviews with several teachers. Data analysis was carried out descriptively by examining the effectiveness of the workshop based on participant involvement and their understanding of the material. The results of the workshop showed that 90% of participants were actively involved in the activities and 94% stated that the workshop was very relevant to their needs. These findings indicate that differentiated assessment workshops can increase teacher competence in implementing assessments that are flexible and appropriate to the needs of students in the classroom.]]>
<![CDATA[The Writing Effective Sentences for Students of SMP Negeri 6 Siak Hulu: Writing Effective Sentences ]]>
<![CDATA[Yuliawan, Tri]]>;
<![CDATA[Shomary, Sudirman]]>;
<![CDATA[Sugara, Hendry]]>;
<![CDATA[Nurlita, Anggun]]>;
<![CDATA[Mahardika, Fajar ]]>;
<![CDATA[Ayuni Syahira, Tasya]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.21322
<![CDATA[Junior High School students must have the ability to write effective sentences. However, students' low ability to construct sentences that are in accordance with Indonesian language rules is often an obstacle in the learning process. Therefore, effective sentence writing training is intended as a form of community service and to improve students' literacy skills. This training uses an interactive approach to provide an understanding of basic concepts, group discussions to improve understanding, and direct writing practice. This is done with the aim of applying theory to written work. Activities are carried out in stages, starting with an explanation of effective sentence structures, finding common errors, and students revising their own work with guidance. The results of the training showed that students were better at writing sentences that were in accordance with the principles of clarity, accuracy, and unity of ideas. Students were also more confident in writing and understood the importance of good sentence structure for written communication. It is hoped that this training will have a positive impact in the long term on improving the literacy skills of junior high school students. In conclusion, this training contributes to improving student literacy, which is expected to have a positive impact on students' overall academic abilities.]]>
<![CDATA[Strategi Penulisan Artikel Jurnal Bagi Guru-Guru SMP Negeri 8 Tambang Kabupaten Kampar ]]>
<![CDATA[Alber, Alber]]>;
<![CDATA[Etfita, Fauzul]]>;
<![CDATA[Febria, Rhani]]>;
<![CDATA[Satria, Yoga]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.v4i1.21390
<![CDATA[The implementation of this community service started from the many complaints from teachers who had difficulty writing journal articles. This problem arises because they have not received training in writing and publishing scientific papers, so their motivation is low, and this has an impact on promotion. Apart from that, there is a lack of references and limited knowledge regarding writing articles. In fact, research activities and writing scientific articles are basic or mandatory for teachers in order to increase educational competence. Based on this, the aim of article writing training is to increase the productivity of writing scientific articles and publishing them, as well as increasing teacher professionalism and competence, increasing teacher self-confidence, and enabling teachers to actively develop their knowledge and skills. This training uses a classical and individual approach. The classical approach is carried out in two stages. First, the PKM team came to the school to conduct observations and needs analysis, then provided direct training to teachers at SMP Negeri 8 Tambang Kab. Kampar regarding writing journal articles. Second, training is carried out using lecture, tutorial, and practical methods. Meanwhile, an individual approach is taken in mentoring activities by guiding teachers in compiling and writing journal articles. The results of PKM activities related to journal article writing strategies increased understanding and motivation of teachers at SMP Negeri 8 Tambang Kab. Kampar in writing journal articles.]]>
<![CDATA[PELATIHAN PEMBUATAN MATERI AJAR BERDIFERENSIASI MENGGUNAKAN CHATGPT BAGI GURU-GURU SMAN 2 TAPUNG HILIR ]]>
<![CDATA[Asnawi, Asnawi]]>;
<![CDATA[Mukhlis, Muhammad]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Dafit, Febrina]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025 ]]>
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DOI: 10.25299/s.v4i1.21399
<![CDATA[The design of differentiated teaching materials is the most important part for teachers in implementing current learning. Likewise, the use of technology in designing and implementing current learning is an inseparable part of learning. This is also needed by teachers of SMAN 2 Tapung Hilir in achieving future learning goals. Based on this, it is necessary to conduct training in creating differentiated teaching materials using Chat GPT for teachers of SMAN 2 Tapung Hilir. The target of this training partner is teachers of SMAN 2 Tapung Hilir. The training method used is guided and individual guided training. Based on the results of the training, it can be concluded that the mastery of teaching materials of teachers of SMAN 2 Tapung Hilir increased from 65% to 80%. The mastery of differentiated teaching material design of teachers of SMAN 2 Tapung Hilir increased from 70% to 80%. The mastery and use of ChatGPT of teachers of SMAN 2 Tapung Hilir increased from 60% to 80%. Teachers of SMAN 2 Tapung Hilir felt satisfied with the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir. Teachers of SMAN 2 Tapung Hilir felt that the material presented by the resource person in the training was very interesting and not boring for the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir. Teachers of SMAN 2 Tapung Hilir conveyed that the competence of the resource person in the training was very appropriate and of high quality for the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir.]]>
