Luxielmi, Dian Rica (2016) RESPONS VERBAL SISWA TERHADAP TUTURAN DIREKTIF GURU BAHASA INDONESIA DALAM INTERAKSI PEMBELAJARAN DI SMA NEGERI 1 RENGAT DAN PEMANFAATANNYA SEBAGAI BAHAN AJAR TEKS NEGOSIASI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Berjalannya komunikasi dalam interaksi pembelajaran sangatlah penting. Pembelajaran yang didominasi oleh guru tidak sesuai dengan standar nasional pendidikan yang menuntut siswa lebih aktif. Interaksi yang baik dalam pembelajaran terjadi apabila terdapat komunikasi timbal balik antara guru dan siswa. Siswa menyampaikan pendapat dan memberikan respons terhadap tuturan guru terutama tuturan direktif. Penelitian ini mengkaji respons verbal siswa terhadap tuturan direktif guru Bahasa Indonesia dalam interaksi pembelajaran di SMA Negeri 1 Rengat kabupaten Indragiri Hulu Riau dan pemanfaatannya sebagai bahan ajar teks negosiasi. Penelitian ini dikembangkan dengan pendekatan kualitatif, metode analisis deskriptif kualitatif. Hasil penelitian dimanfaatkan dalam pengembangan aspek teoretis dan praktis dalam pembelajaran bahasa. Pemanfaatan diwujudkan dalam bentuk modul pembelajaran Bahasa Indonesia untuk pembelajaran teks negosiasi. Penelitian menghasilkan fungsi tuturan direktif guru, bentuk respons verbal siswa terhadap tuturan direktif guru, dan fungsi respons verbal siswa. Fokus penelitian ini adalah tuturan direktif guru yang berfungsi memerintah, memohon, meminta, menyarankan, menganjurkan, menasihati, dan menyindir. Respons verbal siswa terdiri atas respons verbal positif dan respons verbal negatif. Beberapa jenis respons verbal positif ditemukan dalam data penelitian, yaitu respons perasaan positif (positive feeling), respons meminta keterangan (clarifying response), respons setuju (agreeing response), dan respons suportif (supportive response). Pada respons verbal negatif terdapat respons sekilas (tangential response), respons tidak relevan (irrelevan response), respons kontradiktif (incongruous response)dan respons intrupsi (interupting response). Fungsi respons verbal siswa yang muncul dalam pembelajaran adalah fungsi memberitahukan, menyatakan, menyarankan, meminta, mengeluh, memanjatkan (doa), mengucapkan salam, dan memohon. Dengan menguasai teori respons verbal, guru dapat memahami kemampuan siswa menerima pembelajaran. Pada akhirnya guru dapat mengatur strategi belajar yang lebih tepat dan efektif. ; Communication is very important in the learning interaction. Learning which is dominated by teachers does not comply with national education standards that require students more active. Meaningful interactions in the learning occurs when there are mutual communication between teachers and students. Student expression and provide a response to the speech of teacher, especially speech directive. This research examines the response of students to the verbal speech directive Indonesian teachers in learning interactions at SMA Negeri 1 Rengat Indraguiri Hulu Riau and use as teaching materials negotiating text. This research was developed with a qualitative approach, descriptive and qualitative analysis methods. The results of the research used in the development of theoretical and practical aspects of language learning. Utilization realized in the form of learning modules for Indonesian learning negotiating text. The research generates the directive speech teachers function, form of students verbal response to the directive speech teacher, and student verbal response function. The focus of this research is a directive speech teacher who serves reign, beg, ask, suggest, recommend, advise, and satirical. Students verbal response consists of positive verbal responses and negative verbal responses. Several types of positive verbal response was found in the research data, the positive feelings response, clarifying response, agreeing response, and supportive response. In the negative verbal response there are tangential response, irrelevant response, incongruous response, and interupting response. The function verbal response of students who appear in Indonesiadi language learning at SMA Negeri 1 Rengat is a function of informing, stating, suggesting, requesting, complaining, praying (prayer), greetings, and begging. By mastering the theory of verbal response, teachers can understand the learning ability of students receive. In the end, the teacher can set a more appropriate and effective learning strategies.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T B.IND LUX r-2016; Pembimbing: I. Andoyo Sastromiharjo, II. Yeti Mulyati |
| Uncontrolled Keywords: | tuturan, respons verbal, interaksi, bahan ajar, teks negosiasi, speech, verbal response, interaction, teaching materials, negotiation text |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > P Philology. Linguistics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Indonesia S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 31 Jul 2017 09:08 |
| Last Modified: | 31 Jul 2017 09:08 |
| URI: | http://repository.upi.edu/id/eprint/24367 |
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