TINDAK TUTUR GURU DALAM PEMBELAJARAN MENULIS DENGAN KOMPOSISI TERARAH BERDASARKAN TINGKAT KOGNISI SISWA
DOI:
https://doi.org/10.22219/kembara.v1i2.2614Abstract
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah berdasarkan tingkat kognisi siswa kelas VIII di Sekolah Menengah Pertama (SMP) Kota Malang. Penelitian ini menggunakan pendekatan sosio pragmatik, jenis penelitian ini adalah kualitatif. Metode yang digunakan dalam penelitian ini adalah analisis deskriptif. Data penelitian ini berupa tindak tutur guru dalam proses pembelajaran bahasa Indonesia. Sumber data penelitian ini berupa guru mata pelajaran bahasa
Indonesia. Hasil penelitian menggambarkan: (1) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat pengetahuan, (2) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat pemahaman, (3) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat penerapan, (4) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat analisis, (5) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat sintesis, dan (6) tindak tutur guru dalam pembelajaran menulis dengan komposisi terarah tingkat evaluasi.
Kata kunci: tindak tutur, pembelajaran menulis, tingkat kognisi siswa
Abstract: This study aimed to describe the teachers’ speech acts in teaching guided composition based on the 8th graders’ cognition level at Junior High Schools (SMP) Malang municipality. This qualitative study used socio-pragmatic approach. The method used was descriptive analysis. The research data were the teachers’ speech acts in teaching and learning process of Indonesian language. The data source was the teachers of Indonesian language. The research results showed: (1) the teachers’ speech acts in the teaching of guided
composition in the knowledge level, (2) the teachers’ speech acts in the teaching of guided composition in the comprehension level, (3) the teachers’ speech acts in the teaching of guided composition in the application level, (4) the teachers’ speech acts in the teaching of guided composition in the analysis level, (5) the teachers’ speech acts in the teaching of guided composition in the synthesis level, and (6) the teachers’ speech acts in the teaching of guided composition in the evaluation level.
Keywords: speech act, learning of composition, students’ cognition level
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