Analisis Wacana Pidato Presiden Joko Wid PDF

Susunan Panitia
Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya

(SEMNAS KBSP) IV 2016
Program Magister Pengkajian Bahasa
Pascasarjana Universitas Muhammadiyah Surakarta
Surakarta, 14 April 2015
Ketua:
Prof. Dr. Markhamah, M.Hum.
Sekretaris:
Yunus Sulistyono, S.S., M.A.
Bendahara:
Baroroh Rina Trilistiyowati
Seksi Sidang:
Prof. Dr. Endang Fauziati, M.Hum.
Prof. Dr. Ali Imron Al Maruf
Prof. Dr. Abdul Ngalim, M.Hum.
Konsumsi:
Meta Putri
Perlengkapan:
Aris Yunanto, S.E.
Joko Sarjono, S.E.
Restu Febriantura
Anggota:
Dr. M. Thoyibi, M.Hum.
Dra. Atiqa Sabardila, M.Hum.
Dr. Dwi Harjanti, M.Hum.
Dr. Muamaroh, M.Hum.
iii
Jadwal Kegiatan
SEMNAS KBSP IV 2016
SEMINAR NASIONAL KAJIAN BAHASA, SASTRA, DAN PEMBELAJARANNYA
“Analisis Wacana Kritis dalam Kajian Bahasa dan Sastra”
Universitas Muhammadiyah Surakarta
Kamis, 14April 2016
Ruang Seminar Pascasarjana (Lt. 5)

No. Acara Pelaksana Waktu
1. Pendaftaran Ulang Panitia 07.30 – 08.30
2. Pembacaan Al quran, menyanyikan lagu Kaprodi dan Panitia 08.30 – 08.45 Pembaca
Indonesia Raya, Prakata panitia, dan doa Al quran: Dwi
Ilmiani
Dirigen: Dr.
Muamaroh
PLENO1
No. Pemakalah Utama Instansi Tema Waktu Moderator Penanggung
Presentasi Jawab Ruangan
1. Prof. Riyadi Santosa, Ph.D. Universitas Sebelas Linguistik Sistemik Fungsional dalam 08.45 – 09.30 Prof. Dr. Yunus Sulistyono
Maret Analisis Wacana Kritis Markhamah,
2. Dr. Triwiratno Universitas Sebelas Pengembangan Kurikulum dan Materi 09.30 – 10.15 M.Hum.
Maret Ajar Berbasis Linguistik Sistemik
Fungsional
Sesi diskusi dan tanya-jawab 10.15 – 10.50
Kelompok A Ruang 4.2 (Lt. 4)
PARALEL 1
No. Pemakalah Pendamping Instansi Judul Waktu Moderator Penanggung
1 Dewi Muliasari Universitas AN ANALYSIS OF THE TYPES OF 11.00 – 11.10 Dr. Mauli Mar'atus Solihah
Muhammadiyah READING QUESTION IN THE Hikmat Halwat
Surakarta TEXTBOOK “BRIGHT” FOR THE Tugas:
SEVEN GRADE STUDENT OF (1) Mengondisi-
JUNIOR HIGH SCHOOL PUBLISHED kan ruangan
BY ERLANGGA (2) Menyiapkan
2. Mar'atus Solihah Universitas al-qalb in the holy Qur'an and its 11.10 – 11.20 laptop dan LCD
iv
Muhammadiyah implication for character education (3) Mencatat
Surakarta notulensi
3. Muvid Bayhaqi Universitas THE REFLECTION OF WOMAN 11.20 – 11.40
Muhammadiyah EMANCIPATION IN FATIMA
Surakarta MERNISSI’S DREAM OF TRESPASS
(1994): A FEMINIST APPROACH
4. Andita Destiana Winahyu Universitas OPTIMIZING STUDENTS’ JOURNAL 11.40 – 11.50
Muhammadiyah TO ENHANCE STUDENTS’
Surakarta MOTIVATION IN LEARNING
ENGLISH
Istirahat, Sholat, dan Makan Siang 12.15 – 13.00
PARALEL 2
5. Taufiq Uddhanawati SMP Negeri 1 Peningkatan Keteramudhpilan Membaca 13.00 – 13.10 Dr. Mauli Mar'atus Solihah
Tawangsari Dan Menganalisis Unsur Intrinsik Cerpen Hikmat Halwat
Dengan Pendekatan Kontekstual Pada Tugas:
Siswa Kelas IX D SMP N 1 Tawangsari (1) Mengondisi-
6. Nanik Nurwani Universitas ANALISIS CAMPUR KODE PADA 13.10 – 13.20 kan ruangan
Muhammadiyah IKLAN (2) Menyiapkan
Surakarta laptop dan LCD
7. Hukma Darojati Universitas LEXICAL ANALYSIS IN THE NOBLE 13.20 – 13.40 (3) Mencatat
Muhammadiyah QUR’AN SURAH AN-NISA VERSE 34 notulensi
Surakarta INTERPRETED BY Dr. MUHAMMAD
TAQIUDDIN Al-HILALI, Ph.D.
8. Bahrudin Adi Nugroho Universitas ANALISIS PENGGUNAAN DISFEMIA 13.40 – 13.50

Muhammadiyah PADA RUBRIK GAGASAN SURAT
Surakarta KABAR SOLOPOS EDISI
NOVEMBER 2014
9. Ika Mufidatul Hasanah Universitas AN ANALYSIS ON SWEARWORDS 13.50 – 14.00
Muhammadiyah USED BY INSTAGRAM USERS
Surakarta
Kelompok B Ruang 4.3 (Lt. 4)
PARALEL 1
No. Pemakalah Instansi Judul Waktu Moderator Penanggung
1. AGUSTINA PUTRI Universitas DISFEMIA DALAM DUNIA 11.00 – 11.10 Dr. Muamaroh Risti Yani
v
REISTANTI Muhammadiyah OLAHRAGA Rahmawati
Surakarta
2. Wahyu Hestiany Universitas MATERIALISTIC LADY REFLECTED 11.10 – 11.20 Tugas:
Muhammadiyah IN JAKE KASDAN’S BAD TEACHER (1) Mengondisi-
Surakarta MOVIE (2011): AN INDIVIDUAL kan ruangan
PSYCHOLOGICAL APPROACH (2) Menyiapkan
3. Dyah Retno Nursanti Universitas MATERIAL DESIGN OF ENGLISH 11.20 – 11.40 laptop dan LCD
Muhammadiyah TEXTBOOK BAHASA INGGRIS SMA (3) Mencatat
Surakarta KELAS X TO IMPROVE STUDENT’S notulensi
COMMUNICATIVE COMPETENCE:
CONTENT ANALYSIS
4. Risti Yani Rahmawati Universitas THE FUNCTION OF HEDGING 11.40 – 11.50
Muhammadiyah DEVICES USED IN “ROOM FOR
Surakarta DEBATE” POSTED IN NEW YORK
TIMES ONLINE WEBSITE
PARALEL 2
5. Pujiana Masitha Universitas TABOO LANGUAGE IN INTERNET 13.00 – 13.10 Dr. Muamaroh Risti Yani
Muhammadiyah MEME Rahmawati
Surakarta
6. HANIF SAFIKA RIZKY Universitas INTERLANGUAGE PRAGMATICS OF 13.10 – 13.20 Tugas:
Muhammadiyah SUGGESTION BY INDONESIAN EFL (1) Mengondisi-
Surakarta LEARNERS kan ruangan
7. Muhammad Zaki Aditama Universitas PERCEPTION OF IMPOLITENESS BY 13.20 – 13.40 (2) Menyiapkan
Muhammadiyah INDONESIAN EFL LEARNERS laptop dan LCD
Surakarta (3) Mencatat
8. LUTHFI YULIDAR Universitas IMPOLITENESS STRATEGIES USED 13.40 – 13.50 notulensi
Muhammadiyah IN DAILYMAIL’S COMMENTS
Surakarta
9. Hikmah Pravitasari Universitas DEVELOPING SUPPLEMENTARY 13.50 – 14.00
Muhammadiyah ENGLISH MATERIAL BASED ON
Surakarta PROJECT-BASED LEARNING FOR
NURSING STUDENTS OF MEDICAL
DEPARTMENT OF SMK CITRA
SEMESTA INDONESIA
YOGYAKARTA
vi
Kelompok C Ruang 4.4 (Lt. 4)
PARALEL 1
1. Linda Ari Wijayanti Universitas DETERMINISM AND FREEDOM 11.00 – 11.10 Dr. Dwi Dwi Ilmiani
Muhammadiyah REFLECTED IN DAVID NICHOLLS’S Harjanti,
Surakarta ONE DAY NOVEL (2009): A M.Hum. Tugas:
PHILOSOPHY OF DETERMINISM (1) Mengondisi-
2 Amin Sugiharti Universitas IMPROVING READING SKILL USING 11.10 – 11.20 kan ruangan
Muhammadiyah PRESENTATION, PRACTICE AND (2) Menyiapkan
Surakarta PRODUCTION TECHNIQUE IN THE laptop dan LCD
FIRST YEAR OF MTs N PARON, (3) Mencatat
NGAWI notulensi
3 SRI MARTONO LANJAR Universitas Need for Appreciation Reflected in 11.20 – 11.40
SARI Muhammadiyah Rajkumar Hirani’s 3 Idiots Movie (2009):
Surakarta A Humanistic Psychological Approach
4. Oktalifa Hanna Maulina Universitas Sebelas ANALISIS WACANA FENOMENA 11.40 – 11.50
Sigit Arif Bowo Maret LGBT PADA HARIAN KOMPAS DAN
JAWA POS: PENDEKATAN
MIKROSTRUKTURAL DAN
MAKROSTRUKTURAL
PARALEL 2
5. Dwi Setyawan Suraji SMP NEGERI 4 ANALISIS WACANA KRITIS DALAM 13.00 – 13.10 Dr. Dwi Dwi Ilmiani
CIPARI PEMAKNAAN TEKS LAGU Harjanti,
M.Hum. Tugas:
6. Sari Rachmawati Universitas THE USE OF CRITICIZING 13.10 – 13.20 (1) Mengondisi-
Muhammadiyah STRATEGIES IN ENGLISH AND kan ruangan
Surakarta JAVANESE LANGUAGES BY (2) Menyiapkan
JAVANESE EFL LEARNERS: A laptop dan LCD
COMPARATIVE STUDY (3) Mencatat
notulensi
7. Gallant Karunia Assidiq Universitas ANALISIS WACANA PIDATO 13.20 – 13.40
Muhammadiyah PRESIDEN JOKO WIDODO PADA
Surakarta PERINGATAN HARI GURU
NASIONAL TAHUN 2015
vii
8. Dwi Ilmiani Universitas THE HUNGER GAMES SEBAGAI 13.40 – 13.50
Muhammadiyah KRITIK ATAS DOMINASI
Surakarta PENGUASA DALAM
English Department MENGENDALIKAN MEDIA UNTUK
MEMPENGARUHI POLA PIKIR
MASYARAKAT
9. Putri Sulistyo Hernasari Universitas AMBITION OF MINKE REFLECTED 13.50 – 14.00

Muhammadiyah AT PRAMOEDYA ANANTA TOER’S
Surakarta NOVEL THIS EARTH OF MANKIND
(1975): A PSYCHOANALYTIC
APPROACH
Kelompok D Ruang 4.5 (Lt. 4)
PARALEL 1
1. Yakub Nasucha Universitas PEMBELAJARAN TEKS EKSPOSISI 11.00 – 11.10 Yakub Nasucha, PITOYO
Muhammadiyah DENGAN PENULISAN BERANTAI M.Hum. MEIYONO
Surakarta DALAM METODE JIGSAW
Tugas:
2. Nurul Aini Universitas A Study on the Effect of Multilingual 11.10 – 11.20 (1) Mengondisi-
Muhammadiyah Repertoire on Speaking in Three kan ruangan
Surakarta Universities in Metro City, Lampung – (2) Menyiapkan
Indonesia laptop dan LCD
3. Indra Hermarita Universitas PENINGKATAN KETERAMPILAN 11.20 – 11.40 (3) Mencatat
Muhammadiyah MEMBACA PEMAHAMAN DENGAN notulensi
Surakarta MODEL WORD SQUARE PADA
SISWA KELAS III SD NEGERI 8
PURWODADI KABUPATEN
GROBOGAN TAHUN AJARAN
2015/2016
4. PITOYO MEIYONO Universitas PERANAN PEMBELAJARAN 11.40 – 11.50
Muhammadiyah SASTRA BAHASA INGGRIS
Surakarta (FOLKLORE AND SONG) DI KELAS
X SMK DALAM KURIKULUM 2013
TERHADAP KEMAMPUAN PESERTA
DIDIK SMK
viii
PARALEL 2
5. Akhadiyatus Sholihah TS Universitas LEARNING STYLE PREFERENCES 13.00 – 13.10 Yakub Nasucha, PITOYO
Muhammadiyah OF YEAR X STUDENTS IN SMA UII M.Hum. MEIYONO
Surakarta
6. Hestuningtyas Maharani Universitas COMPARATIVE ERROR ANALYSIS 13.10 – 13.20 Tugas:
Perdana Muhammadiyah IN THE UNIVERSITY STUDENTS (1) Mengondisi-
Surakarta kan ruangan
(2) Menyiapkan
7. Dwi Agung Kurniawan Universitas A COMPARATIVE STUDY OF 13.20 – 13.40 laptop dan LCD
Muhammadiyah ERROR ANALYSIS IN WRITING (3) Mencatat
Surakarta NARRATIVE TEXTS MADE BY notulensi
JUNIOR, SENIOR AND UNIVERSITY
STUDENTS
8. Rifqi Syafiatul Hidayah Universitas IMPROVING STUDENTS’ SPEAKING 13.40 – 13.50
Muhammadiyah SKILL THROUGH RETELLING
Surakarta TECHNIQUE USING MOVIE (A
Classroom Action Research at the Eight
Grade of SMP Negeri 2 Grogol In
2013/2014 Academic Year)
9. Danang Try Purnomo IAIN Surakarta Makna Ideasional dalam Sajak-Sajak 13.50 – 14.00
Chairil Anwar Bertema Patriotik

Kelompok E Ruang 4.6 (Lt. 4)
PARALEL 1
1. Yeti Rochmah Hidayati Universitas Designing English Syllabus for 11.00 – 11.10 Prof. Dr. Ali Zainal Ariffin
Muhammadiyah Accounting Department Economic Imron
Surakarta Faculty of STIE Muhammadiyah Cilacap Tugas:
in Academic Year 2013/2014 (1) Mengondisi-
2. Wahyuningtyas Siti Hajar Universitas Differences Using and Without Feely 11.10 – 11.20 kan ruangan
Muhammadiyah Game in Written Report Texts (2) Menyiapkan
Surakarta laptop dan LCD
3. Ali Sofyan Universitas STUDI TENTANG PENGAJARAN 11.20 – 11.40 (3) Mencatat
Muhammadiyah ENGLISH FOR SPECIFIC PURPOSES notulensi
ix
Surakarta PADA SISWA JURUSAN MESIN SMK
NEGERI 1 MIRI, SRAGEN
4. Any Rahmawati IAIN Surakarta Improving Students’ Writing Ability on 11.40 – 11.50
Recount Text by Using Scrambled
Sentences (Classroom Action Research at
The Eight Grade Students of MTs N 2
Surakarta)
PARALEL 2
5. Retno Winarni Universitas PEMBELAJARAN BAHASA 13.00 – 13.10 Prof. Dr. Ali Zainal Ariffin
Muhammadiyah &SASTRA INDONESIA BERBASIS Imron
Surakarta LINGUISTIK FUNGSIONAL Tugas:
SISTEMIK PADA MATERI TEKS (1) Mengondisi-
EKSPLANASI BUKU SISWA kan ruangan
KURIKULUM 2013 KELAS XI (2) Menyiapkan
SEMESTER 2 laptop dan LCD
6. Nur Muaddatunikmah Universitas AGAINST GENDER 13.10 – 13.20 (3) Mencatat
Muhammadiyah DISCRIMINATION IN TRACIE notulensi
Surakarta PETERSON AND JUDITH MILLER’S
NOVEL A TAPESTRY OF HOPE
(2004): FEMINIST APPROACH
7. Linna Marngatun Muflikhah Universitas IMPROVING STUDENTS’ SPEAKING 13.20 – 13.40

Muhammadiyah SKILL THROUGH DISCUSSION IN
Surakarta GRADE XI OF SMA
MUHAMMADIYAH 5 JATEN
2012/2013 ACADEMIC YEAR
8. HARSITI HELEN Universitas FEMALE VIOLENCE REFLECTED AT 13.40 – 13.50
PADANG RAHAYU Muhammadiyah NAWAL EL SAADAWI ‘S WOMEN
Surakarta AT POINT ZERO (1983): A FEMINIST
APPROACH
9. Zainal Ariffin MTs PPMI Assalaam English Communication Competency 13.50 – 14.00
Sukoharjo Improvement on Spoken and Written
Narrative Text through “VCD Cutting”
media at MTs PPMI Assalaam Sukoharjo
Kelompok F Ruang 4.9 (Lt. 4)
x
PARALEL 1
1. Alif Okta Shofia Universitas LEARNING STRATEGIES TO 11.00 – 11.10 Dr. Abdillah Jamaluddin
Muhammadiyah DEVELOP SPEAKING SKILL: A Nugroho Ahmad
Surakarta CASE STUDY OF GOOD ORAL
COMPETENT STUDENTS OF Tugas:
MADRASAH ALIYAH NEGERI (1) Mengondisi-
KARANGGEDE kan ruangan
2. Nur Kafifah Universitas The Correlation between Linguistic 11.10 – 11.20 (2) Menyiapkan
Muhammadiyah Intelligence and Students’ Narrative laptop dan LCD
Surakarta Performance at Stain Jurai Siwo Metro (3) Mencatat
3. Dinar Setiyani Universitas STUDENTS’ CAPABILITY IN 11.20 – 11.40 notulensi
Muhammadiyah UNDERSTANDING DESCRIPTIVE
Surakarta TEXT AT THE SECOND YEAR
STUDENTS OF SMP N 1 JUWANGI
BOYOLALI IN 2012/2013 ACADEMIC
YEAR
4. Zaenul Wafa Universitas Teachers’ Beleifs and Practices of 11.40 – 11.50
Muhammadiyah English Teaching : A Case study at
Surakarta MTs.N Jeketro
PARALEL 2
5. Wahyu Purnaningtyas Universitas ENGLISH TASKS FOR 13.00 – 13.10 Dr. Anam Jamaluddin
Muhammadiyah COMMUNICATIVE COMPETENCE Sutopo Ahmad
Surakarta DEVELOPMENT: A CONTENT
ANALYSIS OF WHEN ENGLISH Tugas:
RINGS A BELL FOR JUNIOR HIGH (1) Mengondisi-
SCHOOL BASED ON CURRICULUM kan ruangan
2013 (2) Menyiapkan
6. Lelly Puji Lestari MTsN Sragen PEMBELAJARAN BAHASA INGGRIS 13.10 – 13.20 laptop dan LCD
SMP/MTs BERBASIS TEXT DAN (3) Mencatat
PENDEKATAN SCIENTIFIC DALAM notulensi
KURIKULUM 2013
7. Beny Husodo Universitas INTERLANGUAGE PHONETICS OF 13.20 – 13.40
Muhammadiyah JAVANESE STUDENTS OF ENGLISH
Surakarta
xi
8. Azizah Mustafalia Universitas Penerapan Metode Cooperative Language 13.40 – 13.50
Muhammadiyah Learnig pada pembelajaran Bahasa
Surakarta Inggris SMP Berbasis Linguistik
Fungsional Sistematik
9. Jamaluddin Ahmad SMP Muhammadiyah ANALISIS WACANA KRITIS PADA 13.50 – 14.00
10 Surakarta TAJUK EKSEKUSI MATI GEMBONG
NARKOBA DI SURAT KABAR
HARIAN JAWA POS EDISI APRIL
2015
Kelompok G Ruang 4.10 (Lt. 4)
PARALEL 1
1. Yunus Sulistyono Universitas DIKSI DALAM WACANA BERITA 11.00 – 11.10 Yunus Anindya Nurul
Margono Muhammadiyah DUKA (KAJIAN TERHADAP RUBRIK Sulistyono, Kusuma Dewi
Sri Sumarsih Surakarta OBITUARI HARIAN KOMPAS) M.A.
Depi Endang Sulastri Tugas:
2. BAYU INDRAYANTO UNIVERSITAS VERBA LOKATIF DALAM KALIMAT 11-10 – 11.20 (1) Mengondisi-
WIDYA DHARMA TUNGGAL BAHASA JAWA (Kajian kan ruangan
KLATEN Struktur Sintaksis) (2) Menyiapkan
3. ROMADHANI Universitas Lingistik Sistemik Fungsional dan 11.20 – 11.40 laptop dan LCD
WULANDARI Muhammadiyah Pengkajian Variasi Bahasa dalam (3) Mencatat
Surakarta Terjemahan Al-Qur’an dan Hadist notulensi
4. Rosyida Tyas Wahdati MTs Negeri Tanon IMPLEMENTASI CONTEKSTUAL 11.40 – 11.50
TEACHING AND LEARNING (CTL)
DALAM PENGAJARAN TEKS
PROSEDUR (PROCEDURE TEXT)
PADA MATA PELAJARAN BAHASA
INGGRIS DI MTs
PARALEL 2
5. Anggia Suci Pratiwi Universitas ANALISIS TRANSITIVITAS NOVEL 13.00 – 13.10 Yunus Anindya Nurul
Muhammadiyah L'ETERNITA DI ROMA (LDR) DAN Sulistyono, Kusuma Dewi
Tasikmalaya CINTA SELAMANYA: PERSPEKTIF M.A.
LINGUISTIK SISTEMIK
xii
FUNGSIONAL Tugas:
6. Ichsan Yunianto Nuansa Universitas AKTAN DAN STRUKTUR 13.10 – 13.20 (1) Mengondisi-
Putra Muhammadiyah FUNGSIONAL NOVEL TERATAK kan ruangan
Jabrohim Surakarta KARYA EVI IDAWATI DALAM (2) Menyiapkan
PERSPEKTIF A.J. GREIMAS: Kajian laptop dan LCD
Struktural (3) Mencatat
7. Rudi Dwi Purwanto Universitas ANALISIS PROSES MORFOLOGIS 13.20 – 13.40 notulensi
Muhammadiyah PADA KOLOM SEPAK BOLA DI
Surakarta KORAN HARIAN SOLOPOS EDISI
NOVEMBER 2014
8. Dian Laila Rohmawati Universitas Improving students' reading 13.40 – 13.50
Muhammadiyah comprehension trough paired storytelling
Surakarta to eight grade students of SMP N 1
Mojogedang
9. Anindya Nurul Kusuma Universitas The Etiquette Reflected in Jane Austen's 13.50 – 14.00
Dewi Muhammadiyah Works
Surakarta
Kelompok H Ruang 4.11 (Lt. 4)

PARALEL 1
PARALEL 2
1. Vilya Lakstian Catra Mulia Akademi Bahasa APPLYING ACTIVE LISTENING 11.00 – 11.10 Atiqa Sabardila, Mohammad Ali
Asing Harapan SKILL FOR STUDENTS’ LISTENING M.Hum. Yafi
Bangsa, Indonesia ASSESSMENT BY SYSTEMIC
FUNCTIONAL LINGUISTICS Tugas:
APPROACH (1) Mengondisi-
2. Iwan Suhardi Universitas Negeri Pengembangan Bank Soal Mata Pelajaran 11.10 – 11.20 kan ruangan
Makassar Bahasa Indonesia di Sekolah Lanjutan (2) Menyiapkan
Fakultas Teknik Tingkat Atas dengan Tampilan laptop dan LCD
Multimedia Berbasis Computerized (3) Mencatat
Based Testing notulensi
3 Ellen Andriyani Universitas THE INFLUENCE OF SHOOPING 11.20 – 11.40
Muhammadiyah LIST GAME TOWARDS
Surakarta STUDENTS’ VOCABULARY
xiii
MASTERY AT THE SECOND
SEMESTER OF THE SEVENTH
CLASS AT MTS RAUDLATUL
JANNAH NATAR LAMPUNG
SELATAN IN 2013/2014
4. Tutik Wahyuni Univet Sukoharjo PENERAPAN MATERI AJAR 11.40 – 11.50

WACANA BAHASA INDONESIA
BERBASIS KONTEKSTUAL UNTUK
MAHASISWA PROGRAM STUDI
PENDIDIKAN BAHASA DAN
SASTRA INDONESIA
PARALEL 2
5. Syarif Hidayat Universitas Indonesia Prasangka New York Times terhadap 13.00 – 13.10 Atiqa Sabardila, Mohammad Ali
Hamas: Sebuah Analisis Wacana Kritis M.Hum. Yafi
6. Sekar Nugraheni Universitas Analisis Wacana Kritis 13.10 – 13.20
Muhammadiyah Tugas:
Surakarta (1) Mengondisi-
7. Degita Danur Suharsono Universitas Negeri Interaksi Simbolik dalam Wacana Kelas 13.20 – 13.40 kan ruangan
Malang (2) Menyiapkan
laptop dan LCD
8. Sri Puji Rahayuningsih SMP NEGERI 1 ANALISIS TEKS PADA SILABUS 13.40 – 13.50 (3) Mencatat
SUKOHARJO BAHASA INGGRIS KELAS VII notulensi
BERDASARKAN IMPLEMENTASI
KURIKULUM 2013
9. Mohammad Ali Yafi Universitas A TRANSLATION ANALYSIS OF 13.50 – 14.00
Muhammadiyah INDEPENDENT CLAUSE IN THE
Surakarta HUNGER GAMES AND ITS
TRANSLATION
Ruang Sidang Pascasarjana (Lt. 5)
PLENO 2
No. Pemakalah Instansi Tema Waktu Moderator Penanggung
1. Prof. Dr. Endang Fauziati Universitas Pembelajaran Bahasa dan Sastra Berbasis 14.30 – 15.30 Prof. Dr. Abdul Yunus Sulistyono
xiv
Muhammadiyah Linguistik Sistemik Fungsional di SD, Ngalim, M.Hum.
Surakarta SMP, SMA, dan PT
Pengambilan Sertifikat 16.00 – selesai
xv
Kata Pengantar
Alhamdulillahirabil’alamin. Ucapan syukur kepada Allah SWT sebagai wujud syukur atas
terselenggaranya Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya (SEMNAS KBSP) IV 2016
dengan tema “Analisis Wacana Kritis dalam Kajian Bahasa dan Sastra”. Seminar nasional ini
diselenggarakan oleh Program Magister Pengkajian Bahasa, Sekolah Pascasarjana, Universitas
Muhammadiyah Surakarta bekerja sama dengan Balai Bahasa Jawa Tengah sebagai agenda tahunan.
Seminar ini diharapkan mampu memberi kontribusi terhadap peningkatan kualitas kajian bahasa, sastra,
dan pengajarannya.
Penyelenggaraan seminar ini berpijak pada latar belakang bahwa bahasa memiliki fungsi yang sangat
penting bagi masyarakat pemakainya. Bahasa digunakan dalam berkomunikasi dan berinteraksi antara
sesama masyarakat sekitar, seetnik, sebangsa, bahkan sedunia. Dalam fungsinya yang kompleks itu
munculah fenomena pemakaian bahasa yang kompleks juga. Kompleksitas itu mengarahkan, mengajak,
menggelitik, dan mendorong para ilmuwan untuk mengkajinya sehingga memunculkan berbagai paradigma,
teori, dan paham yang beragam pula. Muncullah teori linguistik struktural, transformasional, relasional,
tagmemik, fungsional, dan lain-lain. Salah satu teori linguistik yang urgen untuk dikaji adalah analisis
wacana kritis, baik dalam ranah pemaknaan teks maupun linguistik sistemik fungsional.
Dikatakan urgen karena banyaknya teks yang memiliki berbagai latar belakang dan konteks, baik itu
dalam pembelajaran Bahasa Indonesia, dalam pembelajaran Bahasa Inggris di Indonesia pada Kurikulum
2013 yang berbasis genre/teks, maupun pada berbagai variasi pemakaian bahasa. Konsep kebahasaan yang
mendasari pembelajaran berbasis teks adalah sistemik fungsional. Oleh karenanya, linguistik sistemik
fungsional ini sangat urgen untuk dikaji dari berbagai perspektif, seperti perspektif konseptual,
pembelajaran, variasi bahasa, dan perspektif penelitian. Beberapa pertanyaan berikut muncul. Bagaimana
konsep dan penerapannya dalam pengembangan kurikulum, pengembangan materi ajar, dan pembelajaran
Bahasa & sastra di tingkat SD, SMP, SMA, dan PT. Bagaimana kajian Bahasa dan sastra berbasis linguistik
sistemik fungsional dalam berbagai variasi bahasa seperti bahasa: bisnis, politik, hukum, agama, dan IPTEK.
Pertanyaan-pertanyaan ini menarik untuk dikaji agar mendapat jawabannya.
Dalam seminar nasional ini kami mengundang 3 pemakalah utama dan 71 pemakalah pendamping.
Ketiga pemakalah utama adalah Prof. Riyadi Santosa, Ph.D. (guru besar Universitas Sebelas Maret), Dr.
Triwiratno (Universitas Sebelas Maret), dan Prof. Dr. Endang Fauziati (guru besar Universitas
Muhammadiyah Surakarta). Sementara itu, ke-71 pemakalah pendamping dan para peserta seminar hadir
dari berbagai wilayah di Indonesia. Para pemakalah pendamping dan peserta berasal dari beberapa instansi,
diantaranya Universitas Muhammadiyah Tasikmalaya, Universitas Negeri Malang, Universitas Widya
Dharma, IAIN Surakarta, Akademi Bahasa Asing Harapan Bangsa, Univet Sukoharjo, Universitas
Muhammadiyah Surakarta, SMP Negeri 1 Tawangsari, SMP Negeri 4 Cipari, MTs PPMI Assalam
Sukoharjo, MTs N Sragen, SMP Muhammadiyah 10 Tasikmalaya, dan MTs. Negeri Tanon, dan lain-lain.
Sebagai hasil dari seminar nasional ini, makalah diterbitkan dalam bentuk prosiding dan
dipublikasikan secara online dalam publikasi ilmiah UMS. Akhirnya, kami menyampaikan terima kasih atas
peran serta Bapak/Ibu/Saudara, baik sebagai pemakalah maupun sebagai peserta dalam kegiatan seminar ini.
Kami menyadari bahwa kegiatan ini memiliki kekurangan dan kelemahan yang berdampak pada
ketidaknyamanan dalam seminar ini. Oleh karena itu, permohonan maaf kami sampaikan atas
ketidaknyamanan dimaksud. Kami menerima saran dan kritik yang membangun sebagai masukan dan bahan
pertimbangan demi perbaikan kegiatan serupa pada tahun-tahun mendatang.
Surakarta, 14 April 2016

Ketua Program Magister Pengkajian Bahasa
Prof. Dr. Markhamah, M.Hum.
xvi
DAFTAR ISI
MAKALAH UTAMA
ANALISI WACANA KRITIS (AWK): LINGUISTIK SISTEMIK FUNGSIONAL (LSF) 1

Riyadi Santosa
PENGEMBANGAN KURIKULUM DA MATERI AJAR BERBASIS LINGUISTIK SISTEMIK 19

FUNGSIONAL
Dr. Tri Wiratno, M.A.
SYSTEMIC-FUNCTIONAL LINGUISTICS AND ITS IMPLICATION IN FOREIGN 45

LANGUAGE TEACHING
Endang Fauziati
MAKALAH PENDAMPING
APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’ LISTENING ASSESSMENT BY 55

SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH
Vilya Lakstian Catra Mulia
PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN BERANTAI DALAM METODE 65

JIGSAW
Yakub Nasucha
THE INFLUENCE OF SHOOPING LIST GAME TOWARDS STUDENTS’ VOCABULARY 77

MASTERY AT THE SECOND SEMESTER OF THE SEVENTH CLASS AT MTS RAUDLATUL
JANNAH NATAR LAMPUNG SELATAN IN 2013/2014
Ellen Andriyani
A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING NARRATIVE TEXTS MADE 92

BY JUNIOR, SENIOR AND UNIVERSITY STUDENTS
Dwi Agung Kurniawan
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING TECHNIQUE USING 106

MOVIE (A Classroom Action Research at the Eight Grade of SMP Negeri 2 Grogol In 2013/2014
Academic Year)
Rifqi Syafiatul Hidayah
DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON PROJECT-BASED 116

LEARNING FOR NURSING STUDENTS OF MEDICAL DEPARTMENT OF SMK CITRA
SEMESTA INDONESIA YOGYAKARTA
Hikmah Pravitasari
PRASANGKA NEW YORK TIMES TERHADAP HAMAS: SEBUAH ANALISIS WACANA 122
KRITIS
Syarif Hidayat
LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD 134

ORAL COMPETENT STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE
Alif Okta Shofia
IMPROVING STUDENTS’ WRITING ABILITY ON RECOUNT TEXT BY USING 141

SCRAMBLED SENTENCES (CLASSROOM ACTION RESEARCH AT THE EIGHT GRADE
STUDENTS OF MTS N 2 SURAKARTA)
Any Rahmawati
VERBA LOKATIF DALAM KALIMAT TUNGGAL BAHASA JAWA (Kajian Struktur Sintaksis) 155
Bayu Indrayanto
xvii
INTERLANGUAGE PRAGMATICS OF SUGGESTION BY INDONESIAN EFL LEARNERS 162
Hanif Safika Rizky
THE HUNGER GAMES SEBAGAI KRITIK ATAS DOMINASI PENGUASA DALAM 172
MENGENDALIKAN MEDIA UNTUK MEMPENGARUHI POLA PIKIR MASYARAKAT
Dwi Ilmiani
PENGEMBANGAN BANK SOAL MATA PELAJARAN BAHASA INDONESIA DI SEKOLAH 178

LANJUTAN TINGKAT ATAS DENGAN TAMPILAN MULTIMEDIA BERBASIS
COMPUTERIZED BASED TESTING
Iwan Suhardi
THE ETIQUETTE REFLECTED IN JANE AUSTEN'S WORKS 186

Anindya Nurul Kusuma Dewi
ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN 196

NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA AT MTS PPMI ASSALAAM
SUKOHARJO
Zainal Ariffin
A TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE IN THE HUNGER GAMES AND 210

ITS TRANSLATION
Mohammad Ali Yafi
A STUDY ON THE EFFECT OF MULTILINGUAL REPERTOIRE ON SPEAKING IN THREE 220

UNIVERSITIES IN METRO CITY, LAMPUNG – INDONESIA
Nurul Aini
THE CORRELATION BETWEEN LINGUISTIC INTELLIGENCE AND STUDENTS’ 232

NARRATIVE PERFORMANCE AT STAIN JURAI SIWO METRO
Nur Kafifah
ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR) DAN CINTA 249

SELAMANYA: PERSPEKTIF LINGUISTIK SISTEMIK FUNGSIONAL
Anggia Suci Pratiwi
INTERLANGUAGE PHONETICS OF JAVANESE STUDENTS OF ENGLISH 257

Beny Husodo
AN ANALYSIS ON SWEARWORDS USED BY INSTAGRAM USERS 264

Ika Mufidatul Hasanah
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION IN GRADE XI OF 272

SMA MUHAMMADIYAH 5 JATEN 2012/2013 ACADEMIC YEAR
Linna Marngatun Muflikhah
THE FUNCTION OF HEDGING DEVICES USED IN “ROOM FOR DEBATE” POSTED IN NEW 280
YORK TIMES ONLINE WEBSITE
Risti Yani Rahmawati
AL-QALB IN THE HOLY QUR'AN AND ITS IMPLICATION FOR CHARACTER EDUCATION 290
Mar'atus Solihah
ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT: A CONTENT 305

ANALYSIS OF WHEN ENGLISH RINGS A BELL FOR JUNIOR HIGH SCHOOL BASED ON
CURRICULUM 2013
Wahyu Purnaningtyas
xviii
IMPOLITENESS STRATEGIES USED IN DAILYMAIL’S COMMENTS 313
Luthfi Yulidar
TEACHERS' BELEIFS AND PRACTICES OF ENGLISH TEACHING : A CASE STUDY AT 320

MTS.N JEKETRO
Zaenul Wafa
PERCEPTION OF IMPOLITENESS BY INDONESIAN EFL LEARNERS 332

Muhammad Zaki Aditama
THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA MERNISSI’S DREAM OF 344

TRESPASS (1994): A FEMINIST APPROACH
Muvid Bayhaqi
PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE AND SONG) DI 349

KELAS X SMK DALAM KURIKULUM 2013 TERHADAP KEMAMPUAN PESERTA DIDIK
SMK
Pitoyo Meiyono
MAKNA IDEASIONAL DALAM SAJAK-SAJAK CHAIRIL ANWAR BERTEMA PATRIOTIK 354

Danang Try Purnomo
THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE LANGUAGES BY 369

JAVANESE EFL LEARNERS: A COMPARATIVE STUDY
Sari Rachmawati
FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI ‘S WOMEN AT POINT ZERO 377

(1983): A FEMINIST APPROACH
Harsiti Helen Padang Rahayu
STUDI TENTANG PENGAJARAN ENGLISH FOR SPECIFIC PURPOSES PADA SISWA 394
JURUSAN MESIN SMK NEGERI 1 MIRI, SRAGEN
Ali Sofyan
LINGISTIK SISTEMIK FUNGSIONAL DAN PENGKAJIAN VARIASI BAHASA DALAM 400

TERJEMAHAN AL-QUR’AN DAN HADIST
Romadhani Wulandari
AGAINST GENDER DISCRIMINATION IN TRACIE PETERSON AND JUDITH MILLER’S 407

NOVEL A TAPESTRY OF HOPE (2004): FEMINIST APPROACH
Nur Muaddatunikmah
DIFFERENCES USING AND WITHOUT FEELY GAME IN WRITTEN REPORT TEXTS 415
Wahyuningtyas Siti Hajar
COMPARATIVE ERROR ANALYSIS IN THE UNIVERSITY STUDENTS 422

Hestuningtyas Maharani Perdana
DISFEMIA DALAM DUNIA OLAHRAGA 435

Agustina Putri Reistanti
DIKSI DALAM WACANA BERITA DUKA (KAJIAN TERHADAP RUBRIK OBITUARI 445
HARIAN KOMPAS)
Yunus Sulistyono, Margono, Sri Sumarsih, dan Depi Endang Sulastri
PEMBELAJARAN BAHASA INGGRIS SMP/MTs BERBASIS TEXT DAN PENDEKATAN 453

SCIENTIFIC DALAM KURIKULUM 2013
Lelly Puji Lestari
xix
IMPLEMENTASI CONTEKSTUAL TEACHING AND LEARNING (CTL) DALAM 462
PENGAJARAN TEKS PROSEDUR (PROCEDURE TEXT) PADA MATA PELAJARAN
BAHASA INGGRIS DI MTs
Rosyida Tyas Wahdati
MATERIAL DESIGN OF ENGLISH TEXTBOOK BAHASA INGGRIS SMA KELAS X TO 469

IMPROVE STUDENT'S COMMUNICATIVE COMPETENCE: CONTENT ANALYSIS
Dyah Retno Nursanti
MATERIALISTIC LADY REFLECTED IN JAKE KASDAN’S BAD TEACHER MOVIE (2011): 483
AN INDIVIDUAL PSYCHOLOGICAL APPROACH
Wahyu Hestiany
AN ANALYSIS OF THE TYPES OF READING QUESTION IN THE TEXTBOOK “BRIGHT” 491

FOR THE SEVEN GRADE STUDENT OF JUNIOR HIGH SCHOOL PUBLISHED BY
ERLANGGA
Dewi Muliasari
DESIGNING ENGLISH SYLLABUS FOR ACCOUNTING DEPARTMENT ECONOMIC 499

FACULTY OF STIE MUHAMMADIYAH CILACAP IN ACADEMIC YEAR 2013/2014
Yeti Rochmah Hidayati
TABOO LANGUAGE IN INTERNET MEME 505

Pujiana Masitha
STUDENTS’ CAPABILITY IN UNDERSTANDING DESCRIPTIVE TEXT AT THE SECOND 513

YEAR STUDENTS OF SMP N 1 JUWANGI BOYOLALI IN 2012/2013 ACADEMIC YEAR
Dinar Setiyani
IMPROVING READING SKILL USING PRESENTATION, PRACTICE AND PRODUCTION 525

TECHNIQUE IN THE FIRST YEAR OF MTs N PARON, NGAWI
Amin Sugiharti
ANALISIS TEKS PADA SILABUS BAHASA INGGRIS KELAS VII BERDASARKAN 552
IMPLEMENTASI KURIKULUM 2013
Sri Puji Rahayuningsih
OPTIMIZING STUDENTS’ JOURNAL TO ENHANCE STUDENTS’ MOTIVATION IN 581

LEARNING ENGLISH
Andita Destiana Winahyu
PENERAPAN METODE COOPERATIVE LANGUAGE LEARNIG PADA PEMBELAJARAN 588

BAHASA INGGRIS SMP BERBASIS LINGUISTIK FUNGSIONAL SISTEMATIK
Azizah Mustafalia
AMBITION OF MINKE REFLECTED AT PRAMOEDYA ANANTA TOER’S NOVEL THIS 598

EARTH OF MANKIND (1975): A PSYCHOANALYTIC APPROACH
Putri Sulistyo Hernasari
DETERMINISM AND FREEDOM REFLECTED IN DAVID NICHOLLS’S ONE DAY NOVEL 606
(2009): A PHILOSOPHY OF DETERMINISM
Linda Ari Wijayanti
NEED FOR APPRECIATION REFLECTED IN RAJKUMAR HIRANI’S 3 IDIOTS MOVIE 617

(2009): A HUMANISTIC PSYCHOLOGICAL APPROACH
Sri Martono Lanjar Sari
xx
IMPROVING STUDENTS' READING COMPREHENSION TROUGH PAIRED STORYTELLING 627
TO EIGHT GRADE STUDENTS OF SMP N 1 MOJOGEDANG
Dian Laila Rohmawati
ANALISIS WACANA KRITIS DALAM PEMAKNAAN TEKS LAGU 640

Dwi Setyawan Suraji
INTERAKSI SIMBOLIK DALAM WACANA KELAS 648

Degita Danur Suharsono
ANALISIS WACANA KRITIS PADA TAJUK EKSEKUSI MATI GEMBONG NARKOBA DI 656
SURAT KABAR HARIAN JAWA POS EDISI APRIL 2015
Jamaluddin Ahmad Santosa
AKTAN DAN STRUKTUR FUNGSIONAL NOVEL TERATAK KARYA EVI IDAWATI 663
DALAM PERSPEKTIF A.J. GREIMAS: Kajian Struktural
Ichsan Yunianto Nuansa Putra, Jabrohim
ANALISIS PENGGUNAAN DISFEMIA PADA RUBRIK GAGASAN SURAT KABAR SOLOPOS 673
EDISI NOVEMBER 2014
Bahrudin Adi Nugroho
ANALISIS PROSES MORFOLOGIS PADA KOLOM SEPAK BOLA DI KORAN HARIAN 683
SOLOPOS EDISI NOVEMBER 2014
Rudi Dwi Purwanto
ANALISIS WACANA FENOMENA LGBT PADA HARIAN KOMPAS DAN JAWA POS: 692
PENDEKATAN MIKROSTRUKTURAL DAN MAKROSTRUKTURAL
Oktalifa Hanna Maulina dan Sigit Arif Bowo
PENINGKATAN KETERAMPILAN MEMBACA DAN MENGANALISIS UNSUR INTRINSIK 700

CERPEN DENGAN PENDEKATAN KONTEKSTUAL PADA SISWA KELAS IX D SMP N 1
TAWANGSARI
Taufiq Uddhanawati
LEARNING STYLE PREFERENCES OF YEAR X STUDENTS IN SMA UII 708

Akhadiyatus Sholihah
ANALISIS CAMPUR KODE PADA IKLAN 723

Nanik Nurwani
PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA BERBASIS KONTEKSTUAL 736

UNTUK MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA
INDONESIA
Tutik Wahyuni
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN DENGAN MODEL WORD 752

SQUARE PADA SISWA KELAS III SD NEGERI 8 PURWODADI KABUPATEN GROBOGAN
TAHUN AJARAN 2015/2016
Indra Hermarita
PEMBELAJARAN BAHASA & SASTRA INDONESIA BERBASIS LINGUISTIK FUNGSIONAL 759

SISTEMIK PADA MATERI TEKS EKSPLANASI BUKU SISWA KURIKULUM 2013 KELAS XI
SEMESTER 2
Retno Winarni
xxi
ANALISIS WACANA PIDATO PRESIDEN JOKO WIDODO PADA PERINGATAN HARI GURU 767
NASIONAL TAHUN 2015
Gallant Karunia Assidiq Assidiq
LEXICAL ANALYSIS IN THE NOBLE QUR’AN SURAH AN-NISA VERSE 34 INTERPRETED 774
BY Dr. MUHAMMAD TAQIUDDIN Al-HILALI, Ph.D.
Hukma Darojati, S.Pd.I
xxii
MAKALAH
UTAMA
Seminar Nasional Kajian Bahasa dan Pengajarannya
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PENGEMBANGAN KURIKULUM DA MATERI AJAR

BERBASIS LINGUISTIK SISTEMIK FUNGSIONAL
Dr. Tri Wiratno, M.A.
Universitas Sebelas Maret Surakarta
Abstrak
Linguistik Sistemik Fungsional (LSF) telah lama dijadikan landasan filosofis pengembangan
kurikulum dan materi ajar bahasa. Atas dasar teori genre di bawah kerangka LSF, juga dirumuskan
pendekatan mengajar yang disebut Genre Based Approach atau Pembelajaran Berbasis Teks. Materi
ajar yang digunakan pada pendekatan tersebut adalah teks dalam berbagai jenis. Kurikulum yang
dikembangkan diarahkan pada penciptaan teks oleh pembelajar dan cara memanfaatkan teks tersebut
pada konteks sosial-budaya yang melingkupinya.
Kata kunci: kurikulum, genre, materi ajar, teks
1. Pendahuluan
Kurikulum adalah “an overall plan for a course or programme” atau “the total programme of
formal studies offered by a school or institution” (Richards & Schmidt, 2010: 151-152).
Pengembangan kurikulum di sekolah atau institusi meliputi faktor-faktor: (1) analisis kebutuhan
pembelajar; (2) tujuan pembelajaran yang akan dicapai; (3) pengembangan materi ajar dari segi
kandungan (content) dan urutan pembelajaran; (4) prosedur pembelajaran; (5) penilaian terhadap
capaian pembelajaran; serta (6) evaluasi terhadap keseluruhan program pada kurikulum tersebut
(Richards, 2001: 41).
Pembahasan lebih lanjut pada tulisan ini difokuskan pada faktor ketiga dan keempat. Ini tidak
berarti bahwa faktor-faktor yang lain diabaikan. Sesungguhnya pengembangan faktor ketiga dan
keempat dengan sendirinya memasukkan faktor pertama, kedua, dan kelima, karena untuk memenuhi
tujuan pembelajaran dan capaian dalam penilaian, materi ajar harus dirancang dan disajikan sesuai
dengan kebutuhan pembelajar. Sementara itu, faktor keenam adalah faktor adalah alat untuk
mengetahui tingkat keberhasilan pelaksanaan program pendidikan secara keseluruhan.
Pengembangan materi ajar dapat dituangkan ke dalam bentuk silabus, dan prosedur pembelajaran
pada dasarnya adalah metode. Dari sini dapat dikemukakan bahwa dalam proses pembelajaran pada
kurikulum, dua hal penting yang selalu menjadi pertimbangan adalah materi ajar (what to teach) dan
prosedur penyampaian materi ajar tersebut (how to teach). Materi ajar adalah kandungan yang
dipelajari, sedangkan prosedur berkenaan dengan model pembelajaran yang diterapkan. Secara umum,
kedua hal tersebut dikaitkan dengan pendekatan, metode, dan teknik. Pada konteks ini, dapat dipahami
apabila Bernstein (2003: 71) mengajukan definisi kurikulum sebagai “the principle by which certain
periods of time and their contents are brought into a special relationship with each other”.
Dalam kurikulum bahasa yang didasarkan pada LSF, materi ajar yang disampaikan adalah bahasa
sebagai teks, bukan bahasa sebagai aturan-aturan gramatika secara lepas-lepas, dan sesuatu yang
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diterapkan untuk meyampakan materi ajar itu adalah model pembelajaran yang sesuai dengan prinsip-
prinsip teks. Model pembelajaran tersebut terdiri atas empat tahap, yaitu pembanguan konteks,
pemodelan teks, penyusunan teks bersama, dan penyusunan teks mandiri. Melalui keempat tahap itu,
teks yang dijadikan model dieksplorasi dalam hal struktur teks dan unsur-unsur gramatika atau unsur-
unsur kebahasaan yang ada di dalamnya, yang pada akhirnya dijadikan pedoman bagi pembelajar
untuk menciptakan teks sendiri.
Untuk mengetahui posisi LSF dalam pengembangan kurikulum dan materi ajar, di bawah ini
perlu diuraikan terlebih dahulu perbandingan antara teori LSF dan teori linguistik lain yang mendasari
pengembangan selama ini. Selain itu, karena teori linguistik menjadi pendekatan atau landasan
filosofis, berikut ini juga perlu diuraikan pengertian pendekatan, metode, dan teknik pembelajaran –
yang kemudian dikontraskan dengan model pembelajaran dengan empat tahap tersebut.
2. Linguistik Sistemik Fungsional sebagai Landasan Filosofis Pengembangan Kurikulum dan

Materi Ajar
Kurikulum bahasa yang diterapkan di suatu negara dikembangkan berdasarkan terori linguistik
tertentu. Sejak akhir tahun 1980-an LSF telah banyak diterapkan sebagai landasan filosofis
pembelajaran bahasa (Halliday, 1985; Halliday, 1994; Halliday & Matthiessen, 2004; Halliday &
Matthiessen, 2014; Christie, 1989). Bahkan jauh sebelum itu, pada awal tahun 1960-an, nama Halliday
(1961; 1965; Halliday, McIntosh, & Strevens, 1964) telah disebut-sebut sebagai salah satu pencetus
pengajaran dan pembelajaran bahasa secara fungsional (Richards & Rodgers, 2001: 35, 64, 70; Bloor
& Bloor, 2004).
Mengapa LSF digunakan dalam pengembangan kurikulum dan materi ajar bahasa? LSF adalah
linguistik yang mendeskripsikan cara pemilihan bentuk-bentuk gramatika pada konteks penggunaan
bahasa sebagai teks. Adapun yang dimaksud teks (wacana)1 adalah “language doing its job” (Halliday
& Hasan, 1989), atau “language functioning in context” (Halliday & Matthiessen, 2014: 3), atau
satuan bahasa yang dapat dimediakan secara lisan atau tulis dengan struktur teks tertentu untuk
mengungkapkan makna dalam konteks tertentu pula (Wiratno, 2002; Wiratno, 2003b; Wiratno, 2009).
Dengan pengertian SFL dan teks seperti itu, sudah barang tentu bentuk-bentuk gramatika tidak diajarkan
secara lepas-lepas sebagai pengetahuan tentang bahasa (teori linguistik), tetapi diajarkan sebagai cara
berbahasa dengan memilih bentuk-bentuk gramatika itu dalam teks yang sesuai dengan tujuan atau
fungsi sosial teks tersebut.
Menurut LSF, bahasa mempunyai tiga fungsi: ideasional, interpersonal, dan tekstual. Ketiga fungsi
tersebut tidak berdiri sendiri-sendiri. Ketiga-tiganya merupakan satu kesatuan metafungsi. Oleh karena
itu, sebuah tuturan kebahasaan, misalnya yang berbentuk klausa, mengemban tiga fungsi itu sekaligus.

1
Pada tulisan ini teks dan wacana dianggap sama. Untuk menghemat ruang, perdebatan tentang kedua hal
tersebut tidak dikemukakan di sini.

(KBSP) IV 2016 21

Dengan kata lain, meskipun wujud klausa itu hanya satu, klausa yang satu itu harus dilihat dari
kapasitasnya yang mempunyai tiga fungsi sekaligus. (Lihat uraian dalam Contoh 1 dan 2). Hubungan
antara ketiga fungsi dalam metafungsi dan realitas-realitas yang berbeda dapat diringkas pada Tabel 1
sebagai berikut.
Tabel 1. Metafungsi dan konstruksi realitas
METAFUNGSI Konstruksi realitas (Perihal)
IDEATIONAL
(logikal, eksperiensial) realitas fisik/biologis (observasi)
INTERPERSONAL realitas sosial (peran)
TEKSTUAL realitas semiotis/simbol (relevansi)
(Martin, 1996)
Dapat dijelaskan bahwa bahasa merupakan konstruksi realitas fisik/biologis, realitas sosial, dan
realitas simbol, yang secara bersama-sama menjadi fondasi tempat fungsi ideasional, fungsi
interpersonal, dan fungsi tekstual bekerja. Secara realitas fisik/biologis, bahasa digunakan untuk
melaporkan isi atau maksud sebagai hasil dari observasi yang dilakukan oleh penutur/penulis. Yang
dilaporkan adalah apapun yang berada di dalam dan di sekitar diri penutur/penulis tersebut. Secara
realitas sosial, bahasa digunakan untuk melakukan peran yang diemban oleh penutur/penulis dan
pengengar/ pembaca. Peran tersebut tampak pada kenyataan bahwa bahasa merupakan alat untuk
menjalin dan sekaligus memapankan hubungan sosial. Secara realitas semiotis/simbol, bahasa
mengungkapkan isi (hasil observasi) melalui bentuk-bentuk gramatika (teks) yang sesuai dengan
tujuan pengungkapan tersebut. Pada kerangka ini, terdapat relevansi antara isi dan bentuk yang
digunakan untuk mengungkapkannya. Sebagai ilustrasi, Contoh (1) dan (2) menunjukkan bahwa dua
buah klausa yang hanya dibedakan oleh penggunaan boleh dan harus memiliki perbedaan makna yang
sangat mencolok. (Contoh yang sama dengan uraian yang agak berbeda telah disampaikan pada
Wiratno, forthcoming).
(1) Kamu boleh pulang sekarang.

(2) Kamu harus pulang.
Klausa (1) dan (2) mengungkapkan ketiga fungsi dalam kerangka ketiga realitas tersebut secara
simultan. Secara realitas fisik/biologis, dengan Klausa (1), penutur bermaksud menyampaikan hal
yang ia alami bersama pendengar sebagai mitra tuturnya. Secara realitas sosial, klausa yang sama
tersebut menunjukkan hubungan sosial bahwa si penutur menempatkan perannya sejajar dengan si
mitra tutur, dan dengan perannya itu si penutur memberi kelonggaran kepada mitra tuturnya untuk
pulang. Kualitas hubungan sosial antara si penutur dan mitra tuturnya dapat digambarkan bahwa
22 (KBSP) IV 2016

dengan klausa itu si mitra tutur dapat menggunakan kelonggaran yang diberikan oleh si penutur.
Artinya, apakah si mitra tutur akan pulang atau tidak bergantung kepada keputusan si mitra tutur itu
sendiri, bukan atas paksaan yang dilakukan oleh si penutur. Kata boleh pada klausa tersebut
menunjukkan pilihan tentang pulang atau tidak. Secara realitas semiotis/simbol, dengan klausa yang
sama pula, si penutur menggunakan bentuk gramatika yang berupa klausa yang memungkinkan isi
yang dikehendaki oleh si penutur tersalurkan dengan baik kepada mitra tuturnya.
Apabila boleh diganti dengan harus, tidak terdapat relevansi antara isi dan peran yang
menunjukkan kelonggaran atau pilihan tersebut. Kata harus mengandung kesan paksaan atau tekanan.
Oleh sebab itu, analisis terhadap ketiga fungsi tersebut tentu akan berbeda, apabila klausa tersebut
berbunyi seperti tersaji pada Klausa (2). Mungkin, realitas fisik/biologis antara Klausa (1) dan (2)
sama, sehingga isi yang terungkap dari kedua klausa itu juga sama. Namun demikian, dari sisi realitas
sosial, pada Klausa (2), si penutur memanfaatkan peran superiornya untuk memaksa si mitra tutur
untuk pulang; tidak seperti pada Klausa (1), peran sejajar si penutur digunakan untuk memberikan
kelonggaran dalam bentuk pilihan, yaitu pulang atau tidak pulang. Dari sisi realitas semiotis atau
simbol, bentuk klausa yang mengandung harus itu dipilih untuk menunjukkan relevansi antara isi yang
dimaksudkan dan peran superior yang menghasilkan paksaan.
Setiap klausa dipastikan mengemban ketiga fungsi tersebut secara simultan. Dengan demikian,
analisis terhadap klausa yang hanya mementingkan satu atau dua dari ketiga fungsi tersebut, dengan
meninggalkan satu atau dua fungsi lainnya, tidaklah lengkap dari segi makna yang terungkap.
Alasannya adalah bahwa makna yang dihasilkan dari ketiga fungsi itu pun juga meliputi tiga dimensi,
yaitu: makna ideasional, makna interpersonal, dan makna tekstual. Ketiga dimensi makna itu adalah
semantik (dalam satu kesatuan makna metafungsional) yang diungkapkan oleh bentuk-bentuk
gramatika. Secara teknis, bentuk-bentuk gramatika itu disebut leksikogramatika – yaitu kata-kata
dalam susunan beserta akibat makna yang timbul. Leksikogramatika diungkapkan oleh
fonologi/grafologi.
Seperti tersaji pada Gambar 1, semantik, leksikogramatika, dan fonologi/grafologi berada dalam
sistem stratifikasi hirarkis. Fonologi/grafologi adalah lapis ekspresi yang berupa bentuk, sedangkan
leksikogramatika dan semantik adalah lapis isi sebagai hasil dari ekspresi bentuk. Semantik merupakan
sistem “pe-makna-an”, leksikogramatika merupakan sistem “peng-kata-an”, dan fonologi/grafologi
merupakan sistem “pe-lafal-an/pengungkapan-dalam-bentuk-tulis”. Dengan kata lain, dalam sistem hirarkis
itu, fonologi/grafologi merealisasikan leksikogramatika, dan leksikogramatika merealisasikan
semantik. Atau apabila dibalik, semantik direalisasikan oleh leksikogramatika, dan leksikogramatika
direalisasikan oleh fonologi/grafologi.
Semantik, yang menduduki sistem hirarkis yang tertinggi, adalah sumber pemaknaan (resource for
meaning) yang memungkinkan pengguna bahasa untuk bertindak melalui makna, dan untuk merefleksikan
pengalaman dunia menjadi bermakna (Matthiessen, 1992/1995: 7). Sebagai sumber makna, semantik tidak

23 (KBSP) IV 2016

hanya berkenaan dengan makna metafungsional pada tingkat klausa/kalimat, tetapi juga pada tingkat
wacana. Makna pada tataran wacana demikian itu disebut makna wacana (discourse semantics).
makna budaya
yang lebih tinggi
semantik
lapis isi
leksikogramatika
lapis ekspresi (lisan, tulis)
fonologi/
grafologi
(Dimodifikasi dari Matthiessen, 1992/1995: 8;

Halliday & Martin, 1993: 32)
Gambar 1. Fonologi/grafologi, leksikogramatika, dan semantik dalam stratifikasi
Pada Gambar 1, terlihat bahwa di atas semantik masih terdapat strata yang lebih tinggi yang
berada di luar teks, tetapi strata tersebut tidak dinyatakan secara eksplisit. Sesungguhnya strata itu
adalah register, genre, dan ideologi. Register direalisasikan oleh leksikogramatika; genre
direalisasikan secara bersama-sama oleh register dan leksikogramatika; ideologi direalisasikan secara
bersama-sama oleh genre, register, dan leksikogramatika. Terutama register dan genre diasosiasikan
dengan konteks situasi dan konteks budaya.
Di bawah teori umum LSF, dikembangkan teori genre secara khusus (Martin, 1985; Martin,
1992; Martin, 1997; Martin, 2009). Pada teori LSF dan genre, bahasa selalu digunakan dalam wujud
teks yang dilingkupi oleh konteks situasi dan konteks budaya. Menurut teori ini, mengajarkan bahasa
berarti mengajarkan cara menggunakan bentuk-bentuk gramatika untuk mengungkapkan diri sendiri,
dunia di sekitar, pengalaman, perasaan, dan nilai-nilai sosial-budaya.
Berdasarkan teori genre, Pendekatan Berbasis Teks/Genre yang dicetuskan oleh J.R. Martin
beserta koleganya tersebut juga dikenal dengan sebutan The Sydney School2 (Hyon, 1996), yaitu
pendekatan untuk mengajarkan bahasa yang tidak saja mementingkan kompetensi komunikatif
(communicative competence), tetapi juga kopetensi wacana (discourse competence) yang merupakan
akumulasi dari kompetensi sosio-kultural (socio-cultural competence), kopetensi linguistik (linguistic
competence), dan kompetensi aksional (actional competence).

2
Menurut Hyon (1996), selain dikembangkan di bawah The Sydney School, genre juga dikembangkan di bawah
English for Specific Purposes (ESP) dan The New Rhetoric.
24 (KBSP) IV 2016

Genre dapat dimaknai secara sempit dan secara luas. Secara sempit, genre adalah jenis-jenis teks.
Secara luas, genre adalah proses sosial yang melatarbelakangi terciptanya teks. Oleh Martin (1985,
1992), genre didefinisikan sebagai proses sosial yang berorientasi kepada tujuan yang dicapai secara
bertahap (a staged, goal oriented, social process). Genre merupakan “proses sosial” karena melalui
genre atau teks anggota masyarakat berkomunikasi; genre “berorientasi kepada tujuan” karena orang
menggunakan jenis teks tertentu untuk melakukan sesuatu, misalnya untuk memasak mi instan orang
menggunakan teks prosedur; dan genre dikatakan “bertahap” karena untuk mencapai tujuannya, teks
disusun dalam tahapan-tahapan (Martin & Rose, 2003/2007:7-8). Tahapan-tahapan itu tidak lain
adalah tahapan-tahapan pada struktur teks (Wiratno, 2014a; Wiratno, 2014b). Melalui tahapan-tahapan
itulah tujuan sosial atau fungsi sosial teks dapat dicapai. Sebagai ilustrasi dapat disebutkan bahwa teks
dengan genre eksposisi mempunyai tujuan sosial untuk menyampaikan gagasan agar gagasan itu
diterima oleh pihak lain. Untuk itu, teks eksposisi disusun dengan struktur teks: pernyataan
tesis^argumentasi^pernyataan ulang tesis (Tanda ^ berarti diikuti oleh), seperti tampak pada contoh di
bawah ini. Akan tetapi, perlu dicatat bahwa teks yang berbeda mempunyai tujuan sosial yang berbeda,
serta disusun dengan struktur teks dan bentuk-bentuk gramatika yang berbeda.
Pembentukan Konstitusi Australia
Pernyataan Tujuan utama pembentukan Konstitusi Australia sebenarnya diawali

tesis oleh munculnya berbagai harapan dan keinginan untuk melindungi dan
memajukan kepentingan bersama dari masing-masing koloni Australia. ...
Bersamaan dengan itu, terdapat beberapa faktor lain yang menyumbang
kepada keinginan yang mengarah kepada diperlukannya suatu kesatuan di
antara pemerintahan-pemerintahan koloni tersebut.
Argumentasi Faktor pertama adalah melindungi perekonomian Australia melalui
kebijakan pengetatan keuangan. Dalam hal ini, Pemerintah Federal ternyata
mampu mengatur sebuah kebijakan keuangan yang seragam, termasuk
mendirikan sebuah Bank Persemakmuran (Commonwealth Bank). Faktor
kedua adalah masalah pertahanan. Pemerintahan-pemerintahan koloni
mengkhawatirkan adanya kekuatan-kekuatan besar yang akan mengancam
keamanan Australia dengan membentuk koloni-koloni yang berdekatan
dengan wilayahnya. Dalam berbagai waktu, negara-negara besar, seperti
Jerman, Rusia, Perancis, dan Jepang, telah memperlihatkan kecenderungan
tersebut dengan mendirikan koloni-koloni di pulau-pulau yang berdekatan
dengan Australia. Faktor selanjutnya adalah masalah pembatasan imigrasi.
Terdapat tuntutan mengenai perlunya satu kebijakan imigrasi yang dapat
melindungi kaum buruh Australia. Soal ini dimulai dengan kebijakan
Australia Putih (white Australia policy) berdasarkan UU Imigrasi 1901.
Faktor yang terakhir berkaitan dengan masalah nasionalisme. Ketika itu
muncul perasaan bahwa rakyat Australia perlu membangun jati diri mereka
sendiri dan harus bangga terhadap jati diri mereka.
Pernyataan Dengan demikian, tujuan perumusan konstitusi adalah terutama untuk
ulang tesis membentuk suatu pemerintahan yang bersifat nasional, dan pada saat yang
bersamaan, untuk melindungi kepentingan-kepentingan koloni masing-
masing, serta sedapat-dapatnya, untuk melestarikan basis kekuasaan mereka

(KBSP) IV 2016 25

di koloni-koloni tersebut.
(Diolah dan ditulis ulang dari Sistem Politik Australia, Hamid, 1999: 2-3)
Pada umumnya, ciri-ciri gramatika teks eksposisi adalah sebagai berikut. Ciri-ciri tersebut tidak
nerupakan suatu kebetulan, tetapi tututan yang dipersyaratkan oleh teks tersebut.
(1) Teks eksposisi ditata dengan struktur teks: pernyataan tesis^argumentasi^pernyataan ulang tesis.
(2) Teks eksposisi berisi pandangan pribadi penciptanya. Untuk itu, kata ganti saya atau kita dapat
digunakan, terutama pada saat klaim mengenai sesuatu dibuat. Sebagain orang berpendapat bahwa
penggunaan kata ganti saya dan kita sebaiknya dihindari pada teks ilmiah, tetapi pada konteks ini
justru penggunaan kata ganti tersebut menunjukkan kekuatan klaim yang diajukan.
(3) Terkait dengan Nomor (1) di atas, leksis yang bersifat atitudinal sering digunakan, terutama pada
eksposisi hortatoris.
(4) Teks eksposisi mencakup penggunaan kata kerja material, relasional, dan mental sekaligus. Kata
kerja yang terakhir ini pada umumnya digunakan untuk mengajukan klaim, misalnya dalam
klausa: Saya yakin bahwa … . atau Saya menegaskan bahwa … .
(5) Teks eksposisi memuat argumentasi satu sisi, dan jumlah argumentasi tidak ditentukan. Selain
merupakan milik pencipta teks sendiri, argumentasi dapat dikembangkan dari pendapat umum
yang diambil dari sumber lain, sepanjang sumber itu disebutkan sebagai referensi.
(6) Konjungsi yang banyak dijumpai pada teks eksposisi adalah konjungsi yang digunakan untuk
menata argumentasi, seperti pertama, kedua, alasan yang lain, dan seterusnya; atau konjungsi
yang digunakan untuk memperkuat argumentasi, seperti kenyataan bahwa, bahkan, juga, selain
itu, dan sebagai contoh; atau konjungsi yang menyatakan bubungan sebab akibat, seperti asalkan,
sebelum (yang berarti agar).
(7) Teks eksposisi mengandung modalitas (dapat, mungkin, seharusnya, sebaiknya, dan sejenisnya)
untuk membangun opini yang mengarah kepada saran atau anjuran.
Genre sebagai jenis teks, dapat digolongkan ke dalam genre faktual dan genre
nonfaktual atau genre rekaan. Genre faktual adalah jenis teks yang dibuat berdasarkan
kejadian, peristiwa, atau keadaan nyata yang berada di sekitar lingkungan hidup. Genre
nonfaktual adalah jenis teks yang dibuat berdasarkan imajinasi, bukan berdasarkan kenyataan
yang sesungguhnya. Genre faktual meliputi: laporan, deskripsi, prosedur, rekon (recount),
eksplanasi, eksposisi, dan diskusi. Sementara itu, genre nonfaktual mencakup: rekon, anekdot,
cerita/naratif, dan eksemplum.
Di pihak lain, genre dapat dijelaskan dari sudut pandang makro dan mikro. Nama-nama
genre yang disebutkan di atas: laporan, deskripsi, prosedur, rekon, eksplanasi, eksposisi, dan
26 (KBSP) IV 2016

diskusi (untuk yang faktual) dan rekon, anekdot, cerita/narartif, dan eksemplum (untuk genre
nonfaktual) adalah nama-nama genre mikro, yaitu genre yang dapat berdiri sendiri.
Kenyataannya, teks-teks yang dijumpai di masyarakat merupakan campuran dari beberapa
genre mikro. Genre yang digunakan untuk menamai jenis teks itu secara keseluruhan disebut
genre makro (Martin, 1997). Genre makro berfungsi sebagai payung yang membawahi genre-
genre mikro yang ada di dalamnya. Sebagai contoh, pada teks editorial, nama editorial
sekaligus digunakan sebagai nama genre makro editorial. Di dalam editorial, mungkin
ditemukan campuran genre mikro deskripsi, laporan, eksplanasi, dan rekon. Akan tetapi,
sangat mungkin keseluruhan editorial itu hanya ditulis dengan genre eksposisi atau diskusi.
Dengan demikian, nama genre makronya adalah editorial, dan nama genre mikro yang ada di
dalamnya adalah genre eksposisi atau diskusi.
Pendekatan Berbasis Teks/Genre inilah yang di Indonesia diadopsi ke dalam Kurikulum Berbasis
Kompetensi tahun 2004 untuk Mata Pelajaran Bahasa Inggris pada jenjang SMP dan SMA
(Depdiknas, 2003a, Depdiknas 2003b) dan Kurikulum Berbasis Teks tahun 2013 untuk Mata Pelajaran
Bahasa Inggris dan Bahasa Indonesia pada jenjang yang sama. Dari kenyataan ini, dapat dikatakan
bahwa LSF menjadi landasan filosofis dalam pembuatan kurikulum di Indonesia, khususnya untuk
Mata Pelajaran Bahasa Inggris dan Bahasa Indonesia pada SMP dan SMA (Wiratno, forthcoming). Di
pihak lain, pada jenjang perguruan tinggi, LSF juga menjadi dasar pengembangan kurikulum untuk
Mata Kuliah Wajib Umum Bahasa Indonesia yang mulai dilaksanakan pada tahun 2014 (Wiratno,
Purnanto, & Damaianti, 2014).
Selain LSF, sudah terdapat teori linguistik lain yang dijadikan landasan. Menurut Richards dan
Rodgers (2001), secara garis besar terdapat tiga kelompok teori linguistik yang mendasari
pembelajaran dan pengajaran bahasa di dunia, yaitu teori struktural (structural view), teori fungsional
(functional view), dan teori interaksionis (interactionist view).
Pada teori struktural, bahasa dianggap sebagai suatu sistem tentang unsur-unsur struktural yang
saling berkaitan untuk menyatakan makna. Pada pandangan ini, pembelajaran bahasa dilihat sebagai
penguasaan unsur-unsur struktural, misalnya dalam hal fonologi (penguasaan fonem), dalam hal
bentuk-bentuk gramatika (penguasaan frasa, klasua, kalimat), dan dalam hal unsur-unsur leksikal
(penguasaan kata-kata inti atau content words dan kata-kata structural atau structure words).
Pembelajar dinyatakan berahsil apabila mereka menguasi unsur-unsur struktural tersebut.
Pada teori fungsional, bahasa dipandang sebagai alat untuk mengungkapkan makna yang sesuai
dengan fungsi yang dikehendaki. Teori ini lebih menekankan unsur-unsur semantik dan komunikatif
daripada hanya unsur-unsur struktural dan gramatikal. Menurut pandangan ini, pembelajaran bahasa
menitikberatkan kandungan bahasa pada fungsi dan makna, bukan pada unsur-unsur struktural dan
gramatikal, meskipun unsur-unsur tersebut tetap dianggap penting.

(KBSP) IV 2016 27

Pada teori interaksionis, bahasa digunakan sebagai alat untuk merealisasikan hubungan
antarmanusia. Dengan demikian, bahasa dilihat sebagai perwujudan usaha yang dilakukan oleh
penggunanya untuk melangsungkan interaksi sosial.
Baik LSF maupun ketiga kelompok teori itu tidak saja menjadi pedoman untuk menentukan
materi ajar, tetapi juga sekaligus cara menyampaikan materi ajar tersebut. Dengan demikian,
pelaksanaan pembelajaran di kelas secara konseptual dilandasi oleh nilai-nilai filosofis linguistik yang
dianut sebagai pendekatan dengan memilih metode dan teknik yang selaras.
Contoh dokumen kurikulum yang dikembangkan berdasarkan LSF disajikan pada Lampiran 1.
Dokumen tersebut dimaksudkan untuk diterapkan pada Mata Kuliah Wajib Umum Bahasa Indonesia
untuk perguruan tinggi. Ruang lingkup materi yang diberikan berkenaan dengan Bahasa Indonesia
sebagai ekspresi diri dan akademik pada konteks sosial-budaya akademik. Teks-teks yang diberikan
tergolong ke dalam genre makro review, proposal kegiatan, proposal penelitian, laporan kegiatan,
laporan penelitian, dan artikel ilmiah. Teks-teks dengan genre makro tersebut merupakan kelanjutan
dari teks-teks yang telah disajikan di SMP dan SMP yang pada umumnya tergolong ke dalam genre
mikro.
3. Pendekatan, Metode, Teknik

Dalam pengajaran bahasa, pendekatan, metode, dan teknik merupakan tiga komponen yang
sangat erat berhubungan. Ketiga komponen itu bahkan merupakan satu kesatuan yang tidak dapat
dipisah-pisahkan (Anthony, 1963; Lihat pula ulasan Richards & Rodgers, 2001; Pernah disajikan pada
Wiratno, 1995 dan Wiratno, 2013). Richards & Rodgers (2001: 33) menginterpretasikan satu kesatuan
ini dengan menggunakan empat istilah: metode, pendekatan, disain, dan prosedur. Bagi mereka,
metode menempati posisi yang paling atas dan membawahi ketiga lainnya.
3.1 Pendekatan
Pendekatan ialah cara memandang pengajaran dan pembelajaran bahasa atas dasar asumsi
terhadap hakikat bahasa. Secara aksiomatis, pendekatan membentangkan peta tentang apa yang akan
diajarkan kepada pembelajar (Anthony, 1963: 64). Dengan kata lain, pendekatan berkenaan dengan
filsafat atau teori kebahasaan yang mendasari pengajaran yang dilaksanakan di depan kelas. Seperti
akan disajikan di bawah ini, Pendekatan Mengajar Berbasis Teks/Genre dilandasi oleh LSF yang
dirintis oleh M.A.K. Halliday, dan lebih khusus lagi teori genre yang dikemukakan oleh J.R. Martin.
Dapat digarisbawahi bahwa hingga saat ini, teori kebahasaan yang mendasari kegiatan
pembelajaran bahasa di dunia dikelompokkan menjadi empat, yaitu teori struktural, teori fungsional,
teori interaksionis, dan teori LSF. Akan tetapi, pada kenyataannya dimungkinkan bahwa teori kedua
dan ketiga digabungkan. Sebagaimana diuraikan di bawah ini, penggabungan itu terjadi misalnya pada
Pendekatan Komunikatif (Communicative Approach). Selain itu, dapat dikatakan bahwa pada
dasarnya Pendekatan Mengajar Berbasis Teks/Genre adalah Pendekatan Komunikatif Plus.
28 (KBSP) IV 2016

3.2 Metode
Metode ialah tata cara penyajian materi yang bersifat prosedural (Anthony, 1963: 65). Apabila di
satu sisi pendekatan berkenaan dengan teori tertentu yang digunakan sebagai pijakan untuk
melaksanakan kegiatan belajar mengajar, di sisi lain, metode berkenaan dengan penerapan teori tadi
sesuai dengan tataran kebahasaan yang dipilih, tujuan yang akan dicapai, penentuan ketrampilan
berbahasa yang dirpioritaskan, isi materi yang akan diajarkan, dan susunan (urutan) yang ditentukan
untuk menyampaikan isi materi itu.
Dari keterangan di atas, dapat digarisbawahi bahwa bagian-bagian yang ada pada metode tidak
akan saling berkontradiksi, dan di dalam satu pendekatan mungkin terdapat berbagai macam metode.
Sebagai contoh, di bawah payung teori struktural lahirlah antara lain Pendekatan Oral (Oral
Approach) atau Pendekatan Situasional (Situational Approach), Metode Penerjemahan Tata Bahasa
(Grammar-Translation Method), Metode Audiolingual (Audiolingual Method), Metode Respons Fisik
Total (Total Physical Response), dan Metode Diam (Silent Way). Perlu dicatat bahwa untuk kedua
nama yang disebut pertama, istilah pendekatan dan metode sering dipertukarkan.
Di bawah teori fungsional lahirlah Pendekatan Alamiah (Natural Approach), konsep Silabus
Nosional dan Fungsional (Notional and Functional Syllabus, misalnya oleh Wilkins, 1976), konsep
pengajaran ESP (English for Specific Purposes), dan konsep-konsep pengajaran bahasa yang
didasarkan pada kebutuhan pembelajar (needs analysis). Pada nama Pendekatan Alamiah, pengertian
pendekatan dan metode dipertukarkan.
Pendekatan Komunikatif (Communicative Approach) dapat dogolongkan ke dalam pendekatan
yang lahir dari teori fungsional, meskipun sesungguhnya metode ini tidak hanya diformulasikan dari
teori kebahasaan tersebut, dan lebih merupakan gabungan antara teori fungsional dan teori
interaksional. Selain itu, perlu dikemukakan kembali bahwa istilah communicative yang dipakai pada
metode/pendekatan ini sebenarnya tidak diturunkan dari teori Chomsky (1965) tentang linguistic
competence, yakni kemampuan yang harus dimiliki oleh penutur untuk dapat memproduksi kalimat-
kalimat yang benar secara gramatikal, tetapi dari teori Hymes (1972) mengenai communicative
competence dan teori Halliday (1970, 1975, 1978) tentang language use and function–yaitu teori yang
menekankan bahwa terdapat seperangkat pengetahuan dan kemampuan yang dibutuhkan oleh penutur
untuk dapat berkomunikasi sesuai dengan fungsi yang diemban oleh bahasa. Tampak bahwa LSF
bahkan telah menjadi salah satu dasar konseptual lahirnya pendekatan mengajar yang disebut
Communicative Approach (Richards & Rodgers, 2001: 64, 70).
Pada lingkup teori interaksional, lahirlah beberapa metode antara lain Pendekatan Analisis
Wacana Kelas (Classroom Discourse Analysis, misalnya, Christie, 2002; Rymes, 2008) dan
Pendekatan Analisis Percakapan (Conversational Analysis, misalnya, Gardner, 2013; Markee, Ed.,
2015). Di sini, pengertian pendekatan dan metode juga dipertukarkan.

(KBSP) IV 2016 29

Dari teori SFL dan genre, diformulasikanlah Pendekatan Mengajar Berbasis Teks/Genre atau
Genre Based Approach. Teori SFL ditemukan oleh Halliday dan teori genre dikembangkan oleh
Martin beserta koleganya (Martin, 1985; Martin, 1992; Martin, 1997; Martin, 2009; Christie & Martin,
Eds., 1997; Martin & Rose, 2008; Rose & Martin, 2012).
3.3 Teknik
Teknik bersifat implementasional. Artinya, teknik berurusan dengan cara, strategi, atau taktik
pelaksanaan kegiatan pembelajaran di kelas (Anthony, 1963: 66) untuk mencapai tujuan yang telah
ditentukan. Teknik harus sejalan dengan metode yang dipilih dan sekaligus seirama dengan
pendekatan. Dengan demikian, seperti telah diutarakan di atas, pendekatan, metode, dan teknik
merupakan satu kesatuan yang tidak dapat dipisah-pisahkan. Berbagai teknik dapat diterapkan di
kelas, misalnya ceramah, pemberian tugas, diskusi, tanya jawab, kerja kelompok, kerja berpasangan,
bercerita, permainan, penerjemahan, role play, dan teknik apa pun yang sesuai dengan perkembangan
situasi di kelas.
4. Pengembangan Materi Ajar dengan Model Pembelajaran Berbasis Teks/Genre

Teks dimaknai dan dimengerti melalui konteks. Teks mengungkapkan makna sesuai dengan
konteks sosial-budaya yang melingkupinya. Hal ini mengandung implikasi bahwa dalam proses
pembelajaran pada kurikulum yang diberlakukan, pembelajar difasilitasi untuk mengamati, menanya,
mengeksplorasi, menganalisis teks yang dijadikan bahan ajar – yang pada akhirnya pembelajar mampu
memaknai teks tersebut untuk kemudian menciptakan teks sejenis dan mengomunikasikannya baik
secara tulis maupun lisan (Wiratno, 2014b). Sebagaimana telah disebutkan di atas, proses
pembelajaran yang demikian itu direalisasikan melalui empat tahap kegiatan, yaitu: pembangunan
konteks, pemodelan teks, penyusunan teks bersama, dan penyusunan teks mandiri (Rose & Martin,
2012). Contoh dokumen pengembangan materi dalam bentuk silabus atau rancangan pembelajaran
yang sesuai dengan kurikulum berbasis LSF disajikan pada Lampiran 2, dan contoh pengembangan
materi ajar dengan model Pendekatan Berbasis Teks/Genre dapat dilihat pada Lampiran 3.
Rangkaian kegiatan untuk mengamati, menanya, mengeksplorasi, menganalisis, dan
mengomunikasikan hasil analisis pada Kurikulum 2013 dikenal dengan pendekatan saintifik.
Pendekatan saintifik dapat diintegrasikan ke dalam model pembelajaran berbasis teks/genre. Kegiatan
pembelajaran yang dinyatakan dengan verba mengamati, menanya, mengeksplorasi, menganalisis,
mencipta, dan mengomunikasikan dapat dilaksanakan di setiap tahap pembelajaran yang relevan.
Verba-verba tersebut dapat saja berubah-ubah sesuai dengan ciri-ciri teks yang dijadikan bahan ajar.
Salah satu buku yang dapat dijadikan acuan dalam mengintegrasikan verba pembelajaran itu adalah
Functional grammar in the ESL classroom: Noticing, exploring and practicing (Lock & Jones, 2011).
30 (KBSP) IV 2016

Gambar 2. Siklus pembelajaran
(Diambil dari Martin, 2009:16)
Sebagaimana terlihat pada Gambar 2, keempat tahap itu berlangsung secara siklus, dan karenanya
dapat disebut sebagai siklus pembelajaran. Guru yang bertindak sebagai fasilitator dapat memulai
kegiatan belajar-mengajar dari tahap mana pun, meskipun pada umumnya tahap-tahap itu ditempuh
secara urut. Selain itu, apabila kegiatan belajar-mengajar mengalami kesulitan pada tahap tertentu,
misalnya pembuatan teks secara bersama-sama, guru boleh mengarahkan pembelajar untuk kembali
kepada tahap pemodelan.
4.1 Pembanguan Konteks

Pembangunan konteks dimaksudkan sebagai langkah-langkah awal yang dilakukan oleh guru
bersama pembelajar untuk mengarahkan pemikiran ke dalam pokok persoalan yang akan dibahas pada
setiap pelajaran. Aktivitas apa pun dapat dibangkitkan dari diri pembelajar untuk menuju kepada
kesiapan pembelajar, baik dari segi isi teks maupun dari segi unsur-unsur gramatika yang akan
digunakan dalam teks tersebut. Apersepsi dapat digunakan sebagai salah satu cara untuk membangun
konteks, meskipun apersepsi tidak sama dengan pembangunan konteks. Cara yang lain adalah diskusi,
kerja kelompok, tanya jawab, atau ceramah.
4.2 Pemodelan Teks

Tahap pemodelan adalah tahap yang berisi tentang pembahasan teks yang diberikan sebagai
model pembelajaran. Pembahasan diarahkan kepada struktur teks dan semua unsur gramatika yang
membentuk teks itu secara keseluruhan. Pada tahap ini, aktivitas yang dilakukan oleh pembelajar di
bawah fasilitasi guru adalah mendekonstruksi teks, sehingga pembelajar betul-betul memahami teks

(KBSP) IV 2016
31

teksebut baik isinya maupun unsur-unsur gramatika yang digunakan untuk mengungkapkan isi
tersebut dalam kerangka struktur teks yang ada. Tugas dan latihan yang dapat kembangkan adalah
antara lain:
(1) mengidentifikasi struktur teks;

(2) mengidentifikasi partisipan (manusia atau bukan manusia);
(3) mengidentifikasi jenis kata (nomina, verba, adjektiva, dan adverbia) dan jenis klausa/kalimat
(deklaratif/imperatif; aktif/pasif) yang paling dominan dalam teks;
(4) mengidentifikasi konjungsi yang digunakan;
(5) menafsirkan isi teks secara keseluruhan.
4.3 Penyusunan Teks Bersama

Pada tahap ini pembelajar bersama-sama pembelajar lain dan guru sebagai fasilitator menyusun
kembali teks seperti yang ditunjukkan sebagai model. Inti tahap ini adalah bahwa pembelajar belum dapat
menyusun teks secara mandiri, sehingga pembelajar masih memerlukan bantuan dari pihak lain. Tugas dan
latihan yang diberikan berupa menyusun teks dengan memanfaatkan semua aspek kebahasaan yang sesuai
dengan ciri-ciri yang dituntut pada jenis teks yang dimaksud. Tugas dan latihan lebih lanjut yang dapat
dieksplorasi adalah antara lain:
(1) menulis ulang teks yang dijadikan model menurut cara pembelajar sendiri, misalnya dengan memotong
klausa/kalimat menjadi lebih pendek-pendek, menggabungkan beberapa klausa/kalimat menjadi satu,
atau mengubah teks tersebut tanpa mengabaikan isinya;
(2) mengurutkan klausa/kalimat yang disusun secara acak untuk dijadikan paragraph yang bermakna;
(3) menata ulang paragraf-paragraf dalam teks lain (selain yang dijadikan model) yang disusun secara
acak;
(4) menyelesaikan teks yang belum selesai disusun;
(5) memperbaiki teks lain yang kurang baik untuk dijadikan teks yang memimiliki struktur teks dan ciri-
ciri gramatika seperti yang didapati pada teks model.
4.4 Penyusunan Teks Mandiri
Pada tahap ini, pembelajar diharapkan dapat mengaktualisasikan diri dengan menggunakan teks sesuai
dengan jenis dan ciri-ciri seperti yang ditunjukkan pada model. Pembelajar sudah mampu menyusun teks
secara mandiri tanpa bantuan dari pihak luar. Kemandirian itu antara lain ditunjukkan dari pemilihan tema
teks, pengumpulan bahan-bahan penyusunan teks (misalnya, dari media cetak atau elektronik), dan
pengolahan bahan-bahan tersebut untuk disusun menjadi teks. Seandainya teks yang dihasilkan belum
sesuai dengan harapan, pembelajar diminta untuk memperbaikinya dengan berorientasi kepada teks yang
dijadikan model. Pembelajar diminta kembali untuk menyusun ulang dengan memperhatikan struktur teks
dan unsur-unsur gramatika yang menjadi tuntutan teks tesebut.
32 (KBSP) IV 2016

5. Catatan Penutup: Implikasi

Pengembangan kurikulum berbasis LSF dan penerapan Pendekatan Berbasis Teks/Genre
mengandung implikasi yang seharusnya disikapi secara serius oleh berbagai pihak yang terkait.
Melalui beragam kegiatan pada keempat tahap pembelajaran, kegiatan analisis wacana dengan
sendirinya juga berlangsung. Sebelum pembelajar dapat mencapai tujuan akhir pembelajaran, yaitu
menyusun teks secara mandiri, pada tahap pemodelan dan penyusunan teks bersama sebelumnya,
mereka pada dasarnya melakukan analisis wacana di kelas (Christie, 2002; Christie, 1989; Rymes,
2008) dengan mendekonstruksi dan merekonstruksi teks (Wiratno, 2001; Wiratno, 2003a). Proses
analisis, dekonstruksi, dan rekonstruksi berlangsung secara terus-menerus sampai teks yang
diharapkan berhasil diproduksi oleh pembelajar.
Perlu diketahui bahwa analisis LSF adalah analisis wacana, dan Halliday (sebagai orang yang
menemukan LSF) adalah nama yang paling banyak disebut pada pembicaraan tentang analisis wacana
(Bloor, 2005). Selain itu, tidak dapat disangkal bahwa analisis wacana dari sudut pandang LSF adalah
juga salah satu model Analisis Wacana Kritis (AWK) (Young & Harrison, 2004; Hyland & Paltridge,
Eds., 2011; Baker & Ellece, 2011; Tannen, Hamilton, & Schiffrin, Eds, 2015). Secara prinsip, AWK
adalah pendekatan analisis wacana yang menerapkan pandangan kritis terhadap penggunaan bahasa
dalam teks baik lisan maupun tulis untuk mengidentifikasi nilai-nilai atau ideologi yang terkandung di
dalamnya. Analisis diarahkan untuk menyingkap hubungan kekuasaan dalam konteks sosial dan
institusional sebagaimana tercermin pada cara penutur menggunakan bahasa pada teks yang
dihasilkannya (Hyland & Paltridge, Eds., 2011; Baker & Ellece, 2011: 26).
Dengan demikian, dapat dikatakan bahwa pengembangan kurikulum dan materi ajar yang
didasarkan pada LSF berserta Pendekatan Berbasis Teks/Genre adalah pengembangan yang tidak
dapat dilepaskan dari kegiatan AWK. Sebagai bukti dari pernyataan tersebut dapat disimak hasil-hasil
penelitian yang dilaporkan secara khusus pada: Writing science: Literacy and discursive power
(Halliday & Martin, 1993) dan Reading science: Critical and functional perspective on discourses of
science (Martin & Veel, Eds., 1998). Buku pertama berisi tentang studi mendalam mengenai bahasa
pada ilmu pengetahuan yang melaporkan hasil-hasil penelitian tentang teks ilmiah yang dilihat dari
tataran: leksikogramatika, makna wacana, register, genre, dan ideologi. Sementara itu, buku kedua
adalah kumpulan tulisan dari para ahli di bidang LSF, retorika, teori kritis, dan pendidikan dalam
melihat bahasa untuk ilmu pengetahuan yang dikaitkan dengan cara memahaminya secara ilmiah.
Pembahasan lain yang sejalan dengan bukti tersebut dapat dicermati dari hasil-hasil penelitian
wacana ilmiah seperti dilaporkan antara lain pada Mathematical discourse: Language, symbolism and
visual images (O’Halloran, 2005), Historical discourse: The language of time, cause and evaluation
(Coffin, 2006), Academic and professional discourse genres in Spanish (Parodi, 2010), dan artikel
yang berjudul “Discourse in educational settings” (Adger & Wright, 2015). Dengan menyerhanakan

(KBSP) IV 2016 33

persoalan, dapat dikatakan bahwa tulisan-tulisan tersebut berkenaan dengan “apa” yang dikerjakan
oleh guru dan pembelajar di sekolah dengan teks di berbagai disiplin dan “bagaimana” mereka
melakukannya secara kritis, serta “sejauh mana” pandangan AWK dapat membantu mereka dalam
memperoleh pemahaman pengetahuan dengan lebih baik.
Adapun salah buku yang dapat dijadikan panduan untuk melakukan analisis terhadap wacana
akademik dengan pendekatan AWK secara LSF adalah Scientific literacy for participation: A systemic
functional approach to analysis of school science discourses (Knain, 2015). Buku ini didesain secara
khusus untuk peneliti pemula (termasuk mahasiswa S2) yang akan melakukan penelitian di bidang
wacana di sekolah. Di dalamnya, dijelaskan bahwa AWK dapat menggali makna kultural-ideologis
dalam teks di satu sisi, dan dapat menunjukkan proses pembelajaran di sekolah dengan
mengkondisikan pembelajar untuk menciptakan makna melalui teks, di sisi lain.
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LAMPIRAN 1
KOMPETENSI INTI DAN KOMPETENSI DASAR BAHASA INDONESIA

UNTUK PERGURUAN TINGGI
KOMPETENSI INTI KOMPETENSI DASAR
1. Menghayati dan mengamalkan ajaran 1.1 Mensyukuri anugerah Tuhan akan keberadaan bahasa
agama yang dianutnya sebagai pola Indonesia sebagai penghela ilmu pengetahuan dan
hidup dalam konteks akademik, menggunakannnya sesuai dengan kaidah dan konteks
dan/atau profesi serta kehidupan. untuk mempersatukan bangsa
1.2 Mensyukuri anugerah Tuhan akan keberadaan bahasa
Indonesia sebagai penghela ilmu pengetahuan dan
menggunakannya sebagai sarana komunikasi dalam
memahami, menerapkan, dan menganalisis informasi
lisan dan tulis melalui teks akademik dalam genre makro
ulasan buku, proposal penelitian/kegiatan, laporan
penelitian/kegiatan, dan artikel ilmiah
1.3 Mensyukuri anugerah Tuhan akan keberadaan bahasa
36 (KBSP) IV 2016

Indonesia dan menggunakannya sebagai penghela ilmu
pengetahuan dalam mengolah, menalar, dan menyajikan
informasi lisan dan tulis melalui teks akademik dalam
genre makro ulasan buku, proposal penelitian/kegiatan,
laporan penelitian/kegiatan, dan artikel ilmiah

2. Mengembangkan perilaku (jujur, 2.1 Menunjukkan perilaku jujur, responsif, dan santun dalam
disiplin, tanggung jawab, peduli, menggunakan bahasa Indonesia untuk menyampaikan
santun, ramah lingkungan, gotong teks akademik dalam genre makro ulasan buku, proposal
royong, kerja sama, cinta damai, penelitian/kegiatan, laporan penelitian/kegiatan, dan
responsif dan pro‐aktif), menunjukkan artikel ilmiah
sikap sebagai bagian dari solusi atas 2.2 Menunjukkan perilaku tanggung jawab dan peduli dalam
berbagai permasalahan bangsa, serta menggunakan bahasa Indonesia untuk memahami dan
memosisikan diri sebagai agen menyampaikan teks akademik dalam genre makro ulasan
transformasi masyarakat yang buku, proposal penelitian/ kegiatan, laporan
berakhlak mulia dalam membangun penelitian/kegiatan, dan artikel ilmiah
peradaban bangsa yang memancarkan 2.3 Menunjukkan perilaku disiplin dalam menggunakan
nilai dan moral Pancasila, dan bahasa Indonesia untuk memahami dan menyampaikan
membangun dunia yang sejahtera, teks akademik dalam genre makro ulasan buku, proposal
aman, dan damai. penelitian/kegiatan, laporan penelitian/kegiatan, dan
artikel ilmiah
2.4 Menunjukkan sikap toleransi atas keberagaman penutur
bahasa dalam penggunaan bahasa Indonesia untuk
memahami dan menyajikan teks akademik dalam genre
makro ulasan buku, proposal penelitian, laporan
penelitian, dan artikel ilmiah

3. Memahami, menerapkan, 3.1 Memahami struktur dan kaidah teks akademik dalam
menganalisis, mengevaluasi, dan genre makro ulasan buku, proposal penelitian, laporan
mencipta pengetahuan faktual, penelitian, dan artikel ilmiah
konseptual, prosedural, dan 3.2 Mengulang teks akademik dalam genre makro ulasan
metakognitif dengan wawasan buku, proposal penelitian/ kegiatan, laporan
kemanusiaan, kebangsaan, kenegaraan, penelitian/kegiatan, dan artikel ilmiah
dan peradaban terkait berbagai 3.3 Memeriksa teks akademik dalam genre makro ulasan
fenomena dan kejadian, serta buku, proposal penelitian/ kegiatan, laporan
menggunakannya pada bidang kajian penelitian/kegiatan, dan artikel ilmiah
yang spesifik sesuai dengan bakat dan 3.4 Membandingkan teks satu dengan teks lain dalam genre
minatnya. makro ulasan buku, proposal penelitian/kegiatan, laporan
penelitian/ kegiatan, dan artikel ilmiah
3.5 Merumuskan teks akademik dalam genre makro ulasan
buku, proposal penelitian/kegiatan, laporan
3.6 Menganalisis teks akademik dalam genre makro ulasan
buku, proposal penelitian/ kegiatan, laporan
3.7 Mengevaluasi teks akademik dalam genre makro ulasan

(KBSP) IV 2016 37

4. Mengolah, menalar, mencipta, dan 4.1 Mengabstraksi teks akademik dalam genre makro ulasan
menyaji berbagai hal dalam ranah buku, proposal penelitian/ kegiatan, laporan
konkret dan abstrak secara mandiri penelitian/kegiatan, dan artikel ilmiah
serta bertindak secara efisien, efektif, 4.2 Mengonsepkan teks akademik dalam genre makro ulasan
dan kreatif, serta menggunakannya buku, proposal penelitian/ kegiatan, laporan
sesuai kaidah keilmuan dan/atau penelitian/kegiatan, dan artikel ilmiah
keprofesian. 4.3 Mengadaptasi teks akademik dalam genre makro ulasan
4.4 Memproduksi teks akademik dalam genre makro ulasan
4.5 Menyunting teks akademik dalam genre makro ulasan
4.6 Mengombinasikan teks akademik dalam genre makro
penelitian/ kegiatan, dan artikel ilmiah
4.7 Mengaktualisasikan teks akademik dalam genre makro
38 (KBSP) IV 2016

LAMPIRAN 2
RANCANGAN PEMBELAJARAN MKWU BAHASA INDONESIA
1. Tujuan
Setelah akhir perkuliahan MKWU Bahasa Indonesia ini, mahasiswa dapat mengaktualisasi diri
melalui bahasa akademik dalam berbagai genre makro untuk menanya, mengobservasi,
mengeksplorasi, menilai, menganalisis, mencipta, dan mengomunikasikan karya akademik (yang
meliputi ulasan buku, proposal penelitian, proposal kegiatan, laporan penelitian, laporan kegiatan,
dan artikel ilmiah), baik secara tulis maupun lisan.
2. Deskripsi Materi
Tatap Materi Keterangan

Muka
1. Pengertian, fungsi, dan ciri-ciri leksikogramatika teks akademik
dalam bahasa Indonesia di perguruan tinggi
2. Jenis-jenis teks akademik dalam berbagai genre makro
3. Pengertian genre makro ulasan buku
4. Struktur teks, hubungan genre, dan leksikogramatika ulasan buku
5. Pengertian genre makro proposal penelitian
6. Struktur teks, hubungan genre, dan leksikogramatika proposal
penelitian
7. Pengertian genre makro proposal kegiatan
8. Struktur teks, hubungan genre, dan leksikogramatika proposal
kegiatan
9. Pengertian genre makro laporan penelitian
10. Struktur teks, hubungan genre, dan leksikogramatika laporan
penelitian
11. Pengertian genre makro laporan kegiatan
12. Struktur teks, hubungan genre, dan leksikogramatika laporan
kegiatan
13. Pengertian genre makro artikel ilmiah
14. Struktur teks, hubungan genre, dan leksikogramatika artikel ilmiah
3. Daftar Pustaka
Wiratno, T., Purnanto, D., & Damaianti, V.S. (2014). Bahasa Indonesia: Ekspresi diri dan
akademik untuk Perguruan tinggi. Jakarta: Kementerian Pendidikan dan Kebudayaan.

(KBSP) IV 2016 39

LAMPIRAN 3
MODEL PEMBELAJARAN BAHASA INDONESIA

Bab 2 sebagai Contoh
A. Tujuan Bab II
(1) Dosen hendaknya memperhatikan bahwa Bab II dijabarkan menjadi 2 pokok pembahasan sebagai
berikut:
4. Pengertian genre makro ulasan buku

5. Struktur teks, hubungan genre, dan leksikogramatika ulasan
buku
(Diambil dari Rancangan Pembelajaran)
(2) Sebagai prasyarat dosen hendaknya memahami seluk-beluk teks/genre dan prinsip-prinsip
pembelajaran bahasa berbasis teks/genre, yang ditempuh dengan empat tahap, yaitu: (a)
pembangunan konteks, (b) pemodelan, (c) pembangunan teks bersama, dan (d) pembangunan teks
mandiri.
(3) Ulasan merupakan teks yang berfungsi untuk menimbang, menilai, dan mengajukan kritik
terhadap karya atau peristiwa yang diulas tersebut (Gerot & Wignell, 1994; Hyland & Diani,
2009). Pada bab ini, karya yang diulas adalah buku, sehingga tujuan perkuliahan ini adalah
mahasiswa dapat memahami, mengobservasi, mengeksplorasi, menganalisis, dan menciptakan
atau memproduksi teks ulasan buku dengan struktur teks, hubungan genre, dan leksikogramatika
yang sesuai.
(4) Dosen hendaknya mengingatkan mahasiswa bahwa sebagai sebuah genre, teks ulasan buku tidak
hanya berisi deskripsi ringkasan saja, tetapi juga evaluasi terhadap buku itu. Ulasan buku
memaparkan tujuan buku ditulis, menguraikan strukturnya, menjelaskan gaya penulisannya, dan
meletakkan isinya ke dalam konteks yang lebih luas dengan cara membandingkannya dengan
buku-buku lain yang sejenis. Oleh karena itu, menulis teks ulasan buku menuntut pembacaan yang
kritis dan analitis serta menuntut tanggapan personal yang kuat.
(5) Jadi, dalam membuat ulasan buku, mahasiswa perlu diarahkan untuk menggabungkan kemahiran
menguraikan isi buku, menganalisis bagaimana buku memenuhi tujuannya bagi pembaca, dan
mengekspresikan reaksi mahasiswa sendiri. Secara keseluruhan, proses menguraikan,
menganalisis, dan mengekspresikan pandangan personal melalui teks ulasan ini dapat disebut
mengevaluasi buku (Hyland & Diani, 2009). Kata kunci yang perlu Anda pegang ketika akan
menulis ulasan buku adalah menilai atau mengevaluasi.
B. Model Pembelajaran
Kegiatan 1 (Bagian A): Pembangunan Konteks Teks Ulasan Buku
(1) Dosen membuka perkuliahan dan menjelaskan bahwa pokok persoalan yang akan dieksplorasi
adalah “Menjelajah Dunia Pustaka” dengan pusat perhatian pada “Ulasan Buku”. Mahasiswa
diminta untuk membuka Bab II.
(2) Dosen memotivasi mahasiswa dengan mengajak berdiskusi tentang kata-kata kunci yang terkait
dengan ulasan buku, yaitu:
40 (KBSP) IV 2016

mengulas, ulasan
menguraikan, uaraian,
menilai, penilaian, mengevaluasi, evaluasi
mengeksplorasi, eksplorasi
unggul, keunggulan, positif
lemah, kelemahan, negatif, dst.
(3) Dosen membagi kelas ke dalam beberapa kelompok, dan meminta mereka untuk mendiskusikan
sejumlah persoalan (yang diambil dari halaman 46) di bawah ini. Mahasiswa diminta untuk
menambahkan pertanyaan-pertanyaan mereka sendiri.
TUGAS:
(1) Tahukah Anda bahwa ada teks yang tergolong ke dalam genre ulasan?
Seandainya genre ulasan diberi nama lain, nama apa saja yang sering Anda
jumpai?
(2) Di media apa Anda dapat menemukan genre ulasan?
(3) Apakah yang dapat diulas itu hanya teks? Dapatkah peristiwa atau
pertunjukan diulas? Apabila yang diulas teks, teks apa saja yang dapat
diulas?
(4) Pada saat Anda mengulas sebuah teks, apa yang sesungguhnya Anda
kerjakan? Bagaimana Anda menata hasil ulasan Anda?
(4) Mahasiswa diminta untuk membuat simpulan berdasarkan jawaban-jawaban terhadap pertanyaan-
pertanyaan tersebut. Simpulan itu akan dikonfirmasikan nanti pada saat atau setelah proses
berikutnya dilakukan.
Kegiatan 2 (Bagian B): Pemodelan Teks Ulasan Buku
(1) Dosen meminta mahasiswa untuk membaca, mengamati, dan menelusuri teks ulasan buku yang
berjudul “Perangi narkoba” (halaman 48-50) dengan memberikan perhatian khusus pada
pertanyaan-pertanyaan di bawah ini. Mahasiswa juga diminta untuk mengajukan pertanyaan-
pertanyaan mereka sendiri.
TUGAS:
(1) Observasilah teks ulasan buku tentang bahaya penyalahgunaan narkoba
yang berjudul “Perangi narkoba” di bawah ini. Sambil Anda
mengobservasi teks ulasan buku itu, identifikasilah struktur teks dengan
tahapan-tahapan yang membangun teks tersebut.
(2) Eksplorasilah genre-genre mikro yang terdapat dalam teks ulasan buku
tersebut dan fungsi retoris dari masing-masing genre itu.
(3) Formulasi bahasa seperti apa yang dominan pada teks uklasan buku tersebut?
Berikan argumentasi mengapa demikian.
PERANGI NARKOBA

(KBSP) IV 2016 41

Judul : Mencegah bahaya penyalahgunaan narkoba melalui pendidikan

budaya dan karakter bangsa
Penulis : Suyadi
Penerbit : Penerbit Andi, Yogyakarta
Tahun : 2013
Tebal : 178 halaman + 10 halaman prakata dan daftar isi
Bahasa : Indonesia
Sampul : Latar putih, merah, dan hitam
(1) Buku ini ditulis oleh Suyadi, seorang

akademisi muda yang banyak bergiat di
dunia pendidikan dengan menjadi staf
pangajar di beberapa universitas di Yogya-
karta. Di usianya yang masih tergolong
muda (lahir pada tanggal 7 Agustus 1982),
penulis yang dijuluki “si pendekar pena”
ini bahkan telah menulis lebih dari 40 judul
buku, baik yang sudah terbit maupun yang
masih dalam proses penerbitan.
(2) Buku ini sendiri merupakan pengem-

bangan dari hasil penelitian mengenai
penyalahgunaan narkoba oleh kalangan
siswa/remaja di Yogyakarta. Buku ini
sangat berguna dan perlu dimiliki oleh para
pengampu pendidikan bukan hanya karena Gambar 2.2 Sampul Buku 1
kekayaan data, tetapi juga karena solusi
(Sumber: Foto oleh tim penulis)
nyata yang ditawarkan.
(3) Buku ini memaparkan data dan fakta seputar penyalahgunaan narkoba di
kalangan remaja/siswa. Melalui sebuah penelitian lapangan, Suyadi berhasil
menemukan lorong-lorong gelap sebagai tempat berlangsungnya praktik
penyalahgunaan narkoba oleh kalangan pelajar. Dari penelitian itu pula, Suyadi
menangkap banyak paradoks penyalahgunaan narkoba di kalangan remaja atau
siswa menengah.
(4) Satu di antara paradoks itu ialah rentannya kalangan remaja/siswa

terperangkap ke dalam penyalahgunaan narkoba, pada satu sisi, padahal bangsa kita
adalah bangsa yang religius serta pendidikan nasional kita mengajarkan karakter
pancasilais, pada sisi lain. Gejala inilah yang menjadi dorongan utama bagi Suyadi
untuk melakukan penelitian saintifik mengenai pola persebaran “penyakit narkoba”
di kalangan remaja/siswa.
(5) Dengan metodologi penelitian yang terukur serta analisis teoretik yang
mendalam, Suyadi menemukan tiga fakta tentang penyalahgunaan narkoba di
kalangan remaja di Yogyakarta. Ketiga fakta itu berkenaan dengan tingginya
penyalahgunaan narkoba di kalangan pelajar, permisifnya guru dan agresifnya
polisi, serta kurang efektifnya penyuluhan narkoba di sekolah. Buku sebagai hasil
penelitian ini juga menjawab pertanyaan tentang mengapa remaja/pelajar rentan
terhadap penyalahgunaan narkoba dan tentang “lorong-lorong gelap” peredaran
narkoba di sekolah. Buku ini juga menyajikan tawaran pemecahan penyalahgunaan
narkoba di sekolah. Semuanya diuraikan secara terperinci dengan disertai ilustrasi,
sehingga mudah ditangkap dan mengesankan. Selain paparan data yang terperinci
42 (KBSP) IV 2016

kuat dan terperinci, buku ini juga disajikan dengan menggunakan tabel dan gambar
ilustrasi sehingga tampak lebih ilmiah dan menarik.
(6) Banyak sekali keunggulan yang terkandung dalam buku ini. Di antaranya ialah
buku ditulis berdasarkan penelitian dengan metodologi saintifik. Karena
berdasarkan penelitian, yang dituliskan bukan sekadar opini penulis, melainkan
data nyata dan faktual. Selain itu, buku ini memberikan informasi secara terperinci
dengan disertai ilustrasi, sehingga mudah ditangkap dan mengesankan serta
memberi arahan pencegahan penyalahgunaan narkoba. Setidaknya, buku ini sangat
berguna menambah khasanah ilmu, khususnya mengenai narkoba.
(7) Akan tetapi, buku ini juga bukan tanpa kelemahan. Satu ganjalan pertama dalam
membaca buku ini ialah adanya tulisan melingkar (berbentuk seperti stempel)
berbunyi “SMA/MA SMK” pada sampul. Tulisan seperti stempel pada sampul ini
jelas memberi kesan bahwa buku ini hanya untuk siswa setingkat SLTA.
Implikasinya adalah buku ini memberi kesan sebuah buku pelajaran sekolah
(textbook). Padahal buku ini bukanlah buku pedoman yang perlu diajarkan kepada
siswa.
(8) Buku ini, tampaknya, lebih tepat dan bermanfaat bagi para pengampu
pendidikan, misalnya pemerintah sebagai pengelola sekolah, guru/pendidik, dan
orang tua untuk dijadikan sebagai acuan membuat suatu kebijakan pendidikan.
Berbeda dengan buku ini, buku yang berjudul Remaja dan bahaya narkoba – untuk
Sekolah Lanjutan Atas (Abdul Rozak dan Wahdi Sayuti) ditujukan bagi pelajar dan
pembaca remaja. Jika buku yang disebut pertama menitikberatkan pada praktik
penyalahgunaan narkoba, buku yang disebut belakangan membahas berbagai hal
yang berkaitan dengan definisi narkoba, jenis-jenisnya, dan bahaya serta sanksi
bagi para pemakai, pengedar, dan pembuatnya. Kemudian, jika buku pertama lebih
mengedepankan pendidikan karakter sebagai upaya mencegah penyalahgunaan
narkoba di kalangan pelajar, buku kedua mengutamakan pendekatan agama dan
pengetahuan terhadap sanksi hukum bagi pelajar sebagai upaya mencegah
penyalahgunaan narkoba.
(9) Meskipun terdapat perbedaan dalam hal pendekatan, kedua buku tersebut
ditulis sebagai upaya penyebaran virus-virus positif untuk mencegah para pelajar
agar tidak terjerumus ke dalam penyalahgunaan narkoba.
(10) Buku Mencegah bahaya penyalahgunaan narkoba melalui pendidikan budaya

dan karakter bangsa sangat berguna, khususnya bagi para pengampu pendidikan
dan pembuat kebijakan sekolah. Informasi terperinci tentang fakta penyalahgunaan
narkoba di kalangan remaja/pelajar dapat dijadikan landasan dalam berupaya untuk
memerangi penyalahgunaan narkoba di sekolah-sekolah. Jadi, upaya Suyadi dalam
menguak dan menyingkap “lorong-lorong gelap” peredaran narkoba di sekolah
patut diberi apresiasi dan acungan jempol.
(2) Dosen membimbing mahasiswa untuk merumuskan hasil diskusi mereka bahwa teks ulasan buku
ditata menurut struktur teks sebagai berikut. Dosen memotivasi mahasiswa untuk sampai kepada
kesadaran bahwa struktur teks adalah struktur berpikir.

(KBSP) IV 2016 43

Identitas (Opsional)
Orientasi
Struktur teks ulasan Tafsiran isi
Evaluasi
Rangkuman Evaluasi
(3) Mahasiswa diajak untuk mengidentifikasi dan menganalisis aspek-aspek yang dinilai beserta
formulasi bahasa yang digunakan untuk menilai pada teks ulasan buku.
(4) Mahasiswa diminta untuk menunjukkan cara mengajukan argumentasi pada teks ulasan buku.
(5) Mahasiswa diminta untuk menunjukkan cara mengajukan kritik pada teks ulasan buku.
(6) Mahasiswa diajak untuk memformulasikan simpulan menyeluruh tentang struktur teks ulasan
buku, hubungan genre yang ada, dan fungsi retoris masing-masing tahapan pada struktur teks
tersebut.
Tabel 2.5 Struktur teks dan genre mikro pada ulasan buku
Struktur Teks Genre Mikro yang Fungsi Retoris

Diharapkan
 Identitas  Deskripsi  Menyajikan gambaran mengenai wujud dan ciri-ciri

(Opsional) buku yang diulas.
 Orientasi  Deskripsi ( dan  Menyampaikan informasi tentang jenis buku yang
atau meliputi diulas.
Eksposisi)  Memposisikan buku yang diulas (beserta jati diri
penulisnya dan sasaran pembacanya).
 Menyampaikan pendapat pengulas tentang buku itu.
 Tafsiran Isi  Deskripsi (dan atau  Menyampaikan uraian mengenai ilmu apa yang
meliputi Rekon) diulas di buku itu, cocok tidaknya dengan pembaca
yang dituju, dan adakah buku lain selain buku yang
diulas tersebut.
 Menceritakan hal yang dilakukan penulis saat ia
menulis buku itu.
 Menyajikan isi buku itu bab demi bab.
 Evaluasi  Diskusi (dan atau  Menyampaikan penilaian terhadap buku yang diulas
meliputi dalam berbagai hal dengan menunjukkan
Eksplanasi) keunggulan dan kelemahannya, melalui
perbandingan dengan buku sejenis.
44 (KBSP) IV 2016

 Rangkuman  Deskripsi (dan atau  Menyampaikan kembali apakah pendapat pengulas

Evaluasi meliputi Eksposisi) di atas benar adanya, dan buku itu memang
dibutuhkan oleh pembaca yang dituju.
Kegiatan 3 (Bagian C): Pembangunan Teks Ulasan Buku secara Bersama-sama
(1) Pada kegiatan ini, mahasiswa belum dapat membuat teks ulasan buku sendiri. Oleh sebab itu,
mereka masih memerlukan bantuan atau fasilitasi, baik dari dosen maupun dari siapa pun,
termasuk teman sejawat. Dosen lebih berperan sebagai fasilitator.
(2) Mahasiswa diminta untuk merekonstruksi teks ulasan buku. Ada tiga teks ulasan yang dijadikan
bahan rekonstruksi. Teks yang pertama adalah teks ulasan terhadap buku hasil terjemahan dari
bahasa Inggris ke dalam bahasa Indonesia. Dua teks yang lain adalah ulasan terhadap buku bahasa
yang ditulis dalam bahasa Inggris.
(3) Dalam membuat rekonstruksi, apabila teks yang direkonstruksi sudah bagus, mahasiswa diarahkan
untuk mengungkapkan hasil rekonstruksi itu dengan bahasa mereka sendiri dengan tetap menjaga
isi, struktur teks, dan formulasi bahasa yang digunakan. Apabila teks yang direkonstruksi belum
bagus, mahasiswa diminta untuk memperbaikinya sesuai dengan struktur teks dan formulasi
bahasa yang seharusnya digunakan.
(4) Dalam membuat rekonstruksi, mahasiswa hendaknya selalu diingatkan untuk mengungkapkan
rekosntruksi itu dengan bahasa yang baik dan benar.
Kegiatan 4 (Bagian D): Pembangunan Teks Ulasan Buku secara Mandiri
(1) Pada kegiatan mandiri ini, selain mahasiswa diharapkan membuat rangkuman dari Bab 2,
mahasiswa juga diharapkan dapat menghasilkan sejumlah teks ulasan buku melalui proyek
kegiatan belajar yang mereka susun sendiri. Untuk itu, mereka diminta untuk mengikuti petunjuk-
petunjuk yang disampaikan pada halaman 81-82.
(2) Dalam membuat teks ulasan, mahasiswa hendaknya selalu diingatkan untuk mengungkapkannya
dengan bahasa yang baik dan benar.
C. Evaluasi
(1) Sesuai dengan tujuan perkuliahan di atas, dan karena genre yang dibahas pada Bab II adalah
ulasan buku, mahasiswa dituntut untuk dapat memproduksi teks ulasan buku.
(2) Pada prinsipnya, Kegiatan 4 di atas adalah kegiatan mandiri yang menghasilkan teks yang
diharapkan sebagaimana dinyatakan dalam tujuan perkulihan ini. Dengan demikian, teks ulasan
buku yang dihasilkan mahasiswa itu dapat dijadikan penilaian.
(3) Perlu digarisbawahi bahwa pembelajaran bahasa Indonesia ini berbasis kegiatan, yang berarti
bahwa penilaian tidak hanya didasarkan pada produk teks yang dihasilkan oleh mahasiswa, tetapi
juga proses pembelajaran yang mereka tempuh selama perkuliahan.
(4) Mahasiswa juga diminta untuk membuat portofolio sebagai bagian dari penilaian.

(KBSP) IV 2016

Systemic-Functional Linguistics and Its Implication in Foreign Language Teaching

Endang Fauziati
Endang.fauziati@ums.ac.id; efauziati@gmail.com
Introduction
Applied-linguists study language use in context such as the contexts associated with
specialized registers (e.g., business or academic), contexts for language learning (e.g.,
classrooms and study abroad programs), and contexts for language assessment (e.g., speaking
and writing tests). As a result, many of them are interested in linguistic theory that takes into
account the contextual dimensions of language. Systemic Functional Linguistics (SFL) views
language as a social semiotic resource people use to accomplish their purposes by expressing
meanings in context (Halliday, 1985). This perspective is refreshing to applied linguists since
it offers a framework for their work. In SFL, language must be studied in contexts such as
professional settings, classrooms, and language tests.
This paper is particularly meant to present the role of systemic functional linguistic
theory in language teaching in Indonesia. Three topics have been chosen for discussion,
namely an overview of systemic functional linguistics, pedagogical implication, and SFL
Genre-Based Approach in Language Education in Indonesian schools.
An Overview of Systemic Functional Linguistics

Systemic-Functional Linguistics also called critical linguistics (Fairclough, 1992; Pennycook,
2001) is an approach to language developed by Halliday (1985). While many of the linguistic
theories today are concerned with language as a mental process (see Chomsky), SFL is
closely related to with sociology; it explores how language is used in social contexts to
achieve particular goals. SFL does not address how language is processed or represented
within the brain, but rather looks at the text produced (whether spoken or written) and its
contexts. As it concerns with language use, SFL places more emphasis on language function
(what it is used for) than on language structure (how it is composed). SFL starts at social
context, looks at how language acts upon it and is constrained by it (O’Donnell, 2011: 2). A
45

46 (KBSP) IV 2016

central notion in SFL is stratification in which language is analyzed based on four strata:
context, semantics, lexico-grammar, and phonology-graphology.
Context: From SFL point of view, language can only be understood in relation to its
environment of use. The environment of language seen as texts and their component parts is
called the context of situation, whereas the environment of language seen as a system (its
lexical items and grammatical categories) is the context of culture (Halliday, 1978). As
Halliday (1978: 10) points out, “the context of situation is a theoretical construct for
explaining how a text relates to the social processes within which it is located”. Context of
situation consists of field, tenor, and mode.
First, Field refers to what the talk or the text is about. Examples of typical field are
science, education, war, medicine, sports and specific fields are biology, microbiology,
language education, English language education, etc. Second, Tenor refers the people
involved in the communication and the relationships between them. This includes: Power
relations (e.g. unequal: doctor/patient, teacher/student, equal: friend/friend, student/student),
formality (formal/informal), closeness (distant/neutral/close). Third, Mode refers to what part
the language is playing in the interaction and what form does it take (spoken or written). It
includes Role (Ancillary: language accompanying nonverbal activity, as when we talk as we
cook together or constitutive: the event is defined by the language, as in a speech), Channel:
written vs. spoken, or some mix, directionality: uni-directional channel or bi-directional
(unidirectional allows only monologue, while a bi-directional channel allows dialogue),
Media: +/-visual contact (e.g., -visual for a telephone conversation); use of multimedia (video,
powerpoint, etc.), Preparation: spontaneous vs. prepared; rushed vs. time for reflection
(O’Donnell, 2011).
Semantics: Semantics in SLF includes pragmatics. Halliday (1985) developed a

theory of the fundamental functions of language. The SFL semantic component is construed
of three metafunctions: ideational, interpersonal and textual. First, ideational metafunction
(the propositional content) is about the natural world in the broadest sense. In informal terms
it refers to the content of the message. It is concerned with the processes involved (i.e.
actions, events or states, entities) and the circumstances within which they take place. Second,
interpersonal metafunction is about the social world, especially the relationship between the
speaker and the hearer, and is concerned with clauses as exchange. It includes speech-
function, exchange structure, expression of attitude, etc.). Third, textual metafunction is about

(KBSP) IV 2016 47

the verbal world, especially the flow of information in a text, and is concerned with clauses as
messages. It deals with how the text is structured as a message, involving thematic structure,
information structure, and cohesion (Halliday (1985). Fifth, lexicogrammar is a term peculiar
to FLF to describe the continuity between grammar and lexis. For many linguists, these
phenomena are discrete. But Halliday brings them together with this term, he describes the
relation of grammar to lexis as one of a cline and delicacy. He states 'The grammarian's dream
is...to turn the whole of linguistic form into grammar, hoping to show that lexis can be defined
as "most delicate grammar" (1961). The term lexicogrammar has two distinct but related
notions: (1) the typical lexical and grammatical environment of a sign as it is habitually used
in naturally occurring texts or ‘discourse’, and (2) the core stratum of ‘wording’ in Halliday’s
model of language, which serves to mediate between the lower stratum of ‘sounding’
(graphology/phonology) and higher ‘meaning’ (semantics/discourse) (Halliday, 1961, Fries et
al. 2002, Halliday & Matthiessen 2004).
The Role of SFL in Language Education

SFL has had much influence in education in various parts of the world (Connor, 1996) and its
influence is most prominent in teaching writing (Wells, 1999) and critical discourse analysis
(Faircoulgh, 1995). Its contribution to language education is centred on its relevance to the
explanation and interpretation of texts. It is therefore the primary 'learning outcome' of
courses in SFL will be an awareness of the role of lexicogrammar (the integrated system of
grammar and lexis) in the production and negotiation of the social meanings that are realized
in both spoken and written texts.
Systemic Functional Linguistics highlights the relationship between language, text and
context. SFL is both a theory of language and a methodology for analysing texts and their
contexts of use. Due to its dual nature, SFL aims to explain how individuals use language and
how language is structured for its different usages (Eggins, 1994).
With regards to language education, Lock (1996: 1) states “systemic functional

perspective does not focus on the distinction between grammatical and ungrammatical
linguistic forms, but rather on the appropriateness of each lexico-gramatical choice for a
particular communicative purpose in a particular social context”. In learning a foreign
language the learners are expected to develop the ability to communicate effectively with
other speakers or writers of the new language. To do so, they need a grammatical description
48 (KBSP) IV 2016

of the language that goes beyond listing forms and structures and includes a description of the
available linguistic resources and of how they are used in social interactions.
Systemic functional linguistics is particularly adequate for the task since it conceives:
“The grammar of a language as a resource for making and exchanging meanings. A functional
grammar is therefore the kind of grammar most likely to have useful things to say to language
learners and teachers” (Lock, 1996: 3). Since SFL is interested in explaining how people use
language in everyday life and how language is structured according to its different forms of
usage, the notion of context is central in this approach.
From a systemic point of view, language can only be understood in relation to its
environment of use, and this premise is particularly evident in the language classroom, where
both spoken and written texts should not be interpreted in isolation from their contexts of
production and circulation. According to SFL, the environment of language seen as texts is
the context of situation, whereas the environment of language seen as a system is the context
of culture (Halliday, 1978).
Halliday (1978) argues for the importance of the context in language education based
on the unique role played by language in the learning process. Here language functions as
substance, instrument, and object. A substance means learning a language, be it a native
language or foreign language. An instrument means learning through language, which applies
to all fields of knowledge and to all educational levels. And an object means learning about
language such as its grammar, genres, registers, word formation, etc.
If all kinds of learning are mediated through language, what is the specific role of
language in language education? The answer comes from Halliday is that in the environment
of language teaching/learning there is an inseparable relationship between language as
medium of learning (as in developing oral proficiency, for instance), and language as the
substance of what is being taught/learned, as in the process of teaching/learning second or
foreign languages, the mother tongue, reading and writing, grammar, etc. In a functional level,
what is distinctive about language education is its permanent focus in the context, a context
which is outside of language itself (Halliday, 1978).
Language plays a three-fold role in language education: (1) in linguistic terms, it is the
substance of what is being learned; it is what we have to master in order to perform; (2) in
extra-linguistic terms, it is the ‘instrument’ through which we learn, and in that sense it
constitutes a resource for learning; and (3) in ‘metalinguistic’ terms it is the object of learning,

(KBSP) IV 2016 49

the content we have to learn about. According to Halliday (1978), what unites these aspects of
language education is that learners are expected to create a system, a meaning potential, from
the instantiations of language (texts) they are exposed to. And the key to this transformation is
the context of situation, that is, “the coherent pattern of activities from which the discourse
gains its relevance” (Halliday, 1978: 22). And it is also from the context of situation that the
language learner will be able to construe a higher level system−the context of culture. In
language education, learners have to make predictions in two ways: to predict the text from
the context, and to predict the context from the text, and this poses a particular difficulty to
second or foreing language learners who are still unfamiliar with the total pattern of the new
language: they have to learn from texts produced in a language they have little experience of.
In Halliday’s (1978: 23) words, in language education “The learner has to (1) process
and produce text; (2) relate it to, and construe from it, the context of situation; (3) build up the
potential that lies behind this text and others like it; and (4) relate it to, and construe from it,
the context of culture that lies behind that situation and others like it. These are not different
components of the process, with separate activities attatched to them; they are different
perspectives on a single, unitary process.”
Considerable emphasis in teaching is therefore given to the exploration of how the
functional elements of language structure realise available options from the three general
areas of meaning referred to above. Texts may then be analysed in terms of the range and
nature of such options. In the teaching and learning environment this clearly requires a
constant alternation between the development of descriptive and analytical skills and their
application to a range of text types. A typical exercise might involve, for example, the
comparative analysis of lexicogrammatical features in different types of texts.
SFL-Genre-Based Approach in Language Education in Indonesian Schools
SFL-Genre-based approach has been implemented in EFL teaching since the enactment of
curriculum 2004 (and it is implemented in Indonesian teaching in Curriculum 2013). The
2004 English curriculum is designed based on the government regulation stating that the
language education (including English) is meant to develop reading and writing culture
(Chapter III, Article 21, Point 2); and that the competence for language subjects should
emphasize the ability to read and write (Chapter III, Article 25, Point 3) suitable for the levels
of education. The competency standard for secondary education is aimed at improving the
learners’ intelligence, knowledge, personality, integrity, and life skills in order to live
50 (KBSP) IV 2016

independently and to pursue further education (Chapter III, Article 26, point 2). This
regulation explicitly indicates that Indonesian government has a great commitment to improve
the nation’s literacy level since it is the key to learning any other subjects. It implied that
language education is expected to develop communicative competence or the ability to
communicate in spoken or written language so that learners will possess the so called social
skills. That is why the 2004 English curriculum is designed based competence in which
learners are expected to be able to communicate (written and oral) in English as life skills.
The concept of competence adopted in this curriculum is the one developed by Celce-Murcia
et al. (1995) since it is pedagogically motivated or developed for language learning purposes.
This model states that the ultimate competence is communicative competence or discourse
competence which includes four sub-competences, namely: linguistic, actional, socio-cultural,
and strategic. (see Agustien, 2006)
At the practical level, the goal of language education is to facilitate learners’ ability to
create or produce texts (written and oral). The types of text (genres) developed in this
curriculum include transactional conversations (to get something done), interpersonal
conversations (to establish and maintain social relations), short functional texts
(announcements, greeting cards etc.), monologues and essays of certain genres. In other
words, these are the communicative competence to be developed. With regards to the literacy
levels, senior high school graduates are expected handle the university level of text or are able
to access knowledge typically obtained at tertiary education. For this reason, the text types
given for junior high school level are procedure, descriptive, recount, narrative, and report and
for senior high school level are descriptive, report, news item, narrative, discussion,
explanation, exposition, and review. Based on Well’s taxonomy (1987), the junior high school
literacy level is the functional level (using English for life survival such as carrying out
transactional exchanges, reading for fun, reading popular science or teenagers’ encyclopedia,
etc. and the literacy level for senior high school is the informational level (using English to
carry out more extended and interpersonal conversations, to deal with texts to access
knowledge at university level, for self study. (see Agustien, 2006)
The National Curriculum Board determines to implement SFL-GBA for classroom

procedure since this is the most suitable approach to handle competency-based curriculum.
GBA as discussed previously is materialized in the two learning cycles and four in which

(KBSP) IV 2016 51

joint construction and scaffolding talk play important roles. The first cycle integrates the
development of speaking and listening skills whereas the second cycle is aimed at developing
the ability to use written language. The cycles are depicted in the diagram below.
(Hammond 1992: 17)
In planning the lessons, teachers need to go around the cycle twice. In the first cycle,
they start with Building Knowledge of the Field (BKF) where teachers and students build
cultural context, share experiences, discuss vocabulary, grammatical patterns and so on. All of
these are geared around the types of spoken texts and topics they are going to deal with at the
second stage. The second stage is Modeling of Text (MT) where students listen to statements
of short functional texts, conversations, and monologues that are geared around a certain
communicative purpose. The third stage is Joint Construction of Text (JCT). At this stage
they try to develop spoken texts with their peers and with the help from the teachers. They
need to demonstrate their speaking ability and to show confidence to speak. The final stage is
Independent Construction of Text (ICT). At this stage, students are expected to be able to
speak spontaneously or to carry our monologues that are aimed at giving directions or
showing ways to do things such as how to make a kite, how to make a paper cap, and so on.
Thus, the first cycle integrates the development of speaking and listening skills.
52 (KBSP) IV 2016

The second cycle is aimed at developing the ability to use written language. The
teachers and students go through all the four stages once more. However, at the stage of MT
students are exposed to written texts. Here students develop reading skills, followed by joint
construction in writing texts, and finally they write texts independently. Like the strategies
employed in the first cycle, activities in this cycle are also geared around the same
communicative purpose. Students read short functional texts and procedural texts, and then
they write texts similar to what they have read. In this way, the integration of the four skills is
created by the communicative purpose(s) of texts. Students speak what they have heard, read
what they have talked about, and write what they have read.
To carry out activities at all stages, teachers can use some ingredients from various
teaching methods/techniques popularized in foreign language teaching methodology such as
Grammar Translation Method, Direct Method, Reading Method, Situational Language
Teaching, Community Language Learning, Communicative Language Teaching, and other
types of active, collaborative learning as proposed by Mel Silberman (1999). These are still
applicable and relevant to SFL-GBA. The most important thing is that every classroom
activity has to be aimed at providing learning experiences to use language in order to achieve
communicative competence.
Conclusion
Systemic Functional Linguistics is a theory of language which highlights the relationship
between language, text and context. Its scope is wide in that it sets out to explain how humans
make meaning through language and other semiotic resources, and to understand the
relationship between language and society. The contribution of SFL to language education is
centred predominantly on its relevance to the explanation and interpretation of texts. It is
therefore a general assumption about the learning outcome of SFL courses is an awareness of
the role of lexicogrammar in the production and negotiation of the social meanings that are
realised in both spoken and written texts.
SFL-GBA where teaching and learning is based on the result of genre analysis and
which focuses on the understanding and production of selected genres of texts has been
around with us since 1970s and was first popularized as teaching technique for writing skill
(the modification of process approach). Currently, this model has become increasingly

(KBSP) IV 2016 53

influential in mainstream ELT in Indonesia since the implementation of curriculum 2004. The
classroom implementation of SFL-GBA consists of four stages: building knowledge of field,
modeling of text, join construction of text, and individual construction of text.
References
Agustien, H.I.R. 2006.Text-Based Curriculum and Genre Approach. A plenary paper

presented at UPI National Seminar, 27 February 2006.
Celce-Murcia, M., Z. Dornyei, S. Thurrell 1995. Communicative Competence: A

Pedagogically Motivated Model with Content Specifications. In Issues in Applied
Linguistics, 6/2: 5-35.
Eggins, S. (1994) An introduction to systemic functional linguistics. London: Pinter
Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. Harlow-
Essex: Longman Group Limited.Halliday, M.A.K. (1979). Linguistics in teacher
education. In J. Maling-Keepes & B.D.
Keepes (Eds.), Language in education. The language development project. Phase 1 (pp. 279-
286). Canberra: Curriculum Development Centre,
Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Edward Arnold.
Halliday, M.A.K. and C.M.I.M. Matthiessen (2004) Introduction to Functional Grammar. 3rd
Edition, London: Edward Arnold. Social –Semiotic Perspective. Victoria: Deakin
University Press.
Hammond et. al. 1992. English for Special Purposes: A handbook for Teachers of Adult
Literacy. Sydney: NCELTR.
Martin, J. R. (2001). Language, register and genre. In A. Burns & C. Coffin (Eds.), Analysing
English in a global context: A reader (pp. 149-166). London: Routlege/Macquarie
University/The Open University.
54 (KBSP) IV 2016

Mel Silberman. 1999. Active learning: Strategies to Teach Any Subject. Allyn and Bacon:
Needham Heights, Massachusetts
McLeod, Saul (2014) Lev Vygotsky. Retrieved on December 20th, 2015

Lock, G. (1996). Functional English grammar: An introduction for second language
teachers.Cambridge: Cambridge UP
Wells, B. 1987. “Apprenticeship in Literacy”. In Interchange 18,1/2: 109-123

MAKALAH
PENDAMPING

(KBSP) IV 2016
APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’

LISTENING ASSESSMENT BY SYSTEMIC FUNCTIONAL
LINGUISTICS APPROACH
Vilya Lakstian Catra Mulia3
ABSTRACT
Listening is one of language competences as a set of communication and interpersonal skills

by listening ideas, integrate information, and evaluate what we hear. Student’s listening
ability is also assessed by educator. Among tests applied commonly to students, active
listening skill is a good choice. It was firstly used by therapist to paraphrase his client’s matter
for improving other’s understandably feeling. In fact, it is applicable for checking listening
skill by paraphrasing what a listener hears. It requires interpretation for allowing student to
independently make sense of listened information. This way results drawing conclusion or
stating expansion. By systemic functional linguistics approach, the results can be explored.
They are explored through clauses. The analysis can assess students’ ability towards their
interpretations. In this descriptive qualitative research, the writer assesses his students taking
listening for hotel subject by performing active listening skill. This skill will be analogous
with his students’ language skill to recheck, ensure, and convey information while
encountering their guests in hotel. The data collection is done by observation while assessing
his students’ active listening skill through paraphrasing information from the audios. They are
the data source supported with transcription which is for analysis later. Lexicogrammar is the
primary data. Purposive sampling is done by taking students’ clauses with mood structure,
transitivity, theme-rheme, and separating minor clauses. This active listening skill research
results that most students express declarative clauses together with monologue mode, but their
qualities can be tracked from the abilities of showing exchanges to know taking-giving
impacts. Their perceptions are not only propositions, but also drawing proposals. In processes,
there are some additional processes newly added by their active listening skill. They are also
able to draw conclusion resulted from interpreting multiple processes. For thematic structures,
there are shift and development on the theme types. Active listening skill is recommended to
comprehend students’ skill fully. In addition, it makes listening assessment become precious
and valuable because of considering multiple dimensions which are ideationally,
interpersonally, and textually.
Keywords: active listening, listening skill, systemic functional linguistics
A. INTRODUCTION
In order to perform communication, everyone is highly required to grasp language
skills. This way is done because real communication asks us to enable dealing with various
language users in many applications. Fairclough (1995: 239) say that communication is one of
core competences which aim to develop communication skills as a way of structuring
relationship between people in a changing and multicultural society. He also explains how
five aims (listening, speaking, reading, and writing), as people learn, is broken down into
specific skills.
Among those aims, listening is exclusively designed for interpreting and making sense
of language by receiving the stimulation with auditory sense. Fairclough (1995: 239) lists

3
The writer is an English lecturer in Foreign Language Academy Harapan Bangsa Surakarta, Jl. Ir. Sutami No 46,
Kentingan – Sekarpace, Surakarta. Email: vilyalakstian@gmail.com. Telp: 085 628 347 15
55
56 (KBSP) IV 2016

listening focuses into the statement saying “listening is glossed as to listen and respond
appropriately to oral requests and presentations”. This skill figures phenomena listened by
students under the aim of role identification within social skills. The Common Core State
Standard for Speaking and Listening (in Palmer, 2010: 24) requires students to develop a
range of broadly useful communication and interpersonal skills by listening to ideas, integrate
information from oral, visual, quantitative, and media source, and evaluate what they hear to
help achieving communicative process.
Listening is commonly used for assessing someone’s language skill by tests. However,
students should not just be prepared for test only because the skill is continued in whole life.
Learning method should be developed in order to internalize the skill so that students are able
to deal it both test and social interaction.
To reach the goal, it is recommended to allow students to express what they hear
independently in freedom. Educator should appreciate the way of students in comprehending
the matters they are being listened. It is important to note for assesment, not just sourced from
answering question only (i.e filling blanks or choosing multiple choice).
The other important thing to assess students’ is how the expressed idea enables showing
or drawing conclusion even expansion on their listening skill. It can be shown through their
expressed clauses for interpretation.
B. REVIEW ON RELATED LITERATURE
1. Active Listening (AL)

As listening requires students’ comprehension towards the issues being listened, they
are better to interpret the situation and to have the image. AL is a good choice to realize. AL
is the decision of expressing listening skill by paraphrasing messages.
AL skill requires listener’s interpretation with working mind. Related to brain system,
Munte and Klump (2008: 1) say that AL happens on all levels of auditory system from the
cocklea via the brainstem structures and the mid brain to the auditory cortex and beyond.
Basically, it is usually used by therapists in order to encounter their clients’ problems.
AL is designed for helping receiver to communicate his or her idea much satisfying to
improve other’s understandably feeling. AL shows higher level than comprehension by
simple acknowledgment. In addition, people will be much attracted socially to those who
support their way of thinking about the world (see Weger, Castle, Emmet, 2010).
2. Systemic Functional Linguistics (SFL)

In order to support the assessment on student’s independent listening interpretation,
SFL is the right decision to choose. SFL mediates how AL is able to know students’ abilities
in comprehending messages. From expressed clauses, the writer explores their developments,
improvements, and appreciations through SFL’s lexicogrammar.
In this article, the writer monitors his students’ ALs ideationally, interpersonally, and
textually as SFL defines in language metafunctions. By the metafunctions, the writer analyzes
AL on speech function and exchange, process, and thematic structure sourced from
lexicogrammatical aspects as follows:
a. Mood
The way of exchanging messages is shown through mood structure. It is categorized in
interpersonal metafunction. Mood structure use subject and finite as the core of speech and
exchange functions. The speech function has three types. They are declarative, interrogative,
and imperative; whereas the exchanges are proposition and proposal. Proposisiton is by taking

(KBSP) IV 2016 57

and giving information. On other side, proposal is by taking and giving goods or service.
Mood structure is shown by grammatical elements such as polarity, modality, and tense. They
are provided in finite. Subject stands side by side with finite as the negotiation or transaction
devices (Djatmika, 2012: 47; Santosa 2003: 111).
There are two types of mood structure. The first is indicative which is categorized into
declarative and interogative (polar and Wh). Declarative has Subject^Finite structure.
Interogative has Finite^Subject for polar and Wh^Finite^Subject for Wh. The second type is
imperative with Predicator as the main structure (see Santosa, 2003: 109).
b. Transitivity
Clauses represent how language user express about the “world”. This way is “what’s
going on” function of language. This function is also suitable for listening skill so that
listeners are able to imagine the world they are encountering with.
SFL refers this phenomenon as process. It is classified as language function on
ideational: experiential (Halliday, 1990; Martin, Matthiessen, dan Painter, 2003; Gerot dan
Wignel, 1995). There are six processes such as material, verbal, mental, behavioral: (verbal &
mental), relational: (attributive & identification), and existential. These various types of
process are categorized to classify our experience along with suitable involved participants
(Martin, Matthiessen, dan Painter 2003: 102). Gerot dan Wignel (1995: 54) say that the
process is the core together with various participants and circumstances. The process is
realized by verb, participant by noun, and circumstance by adjunct.
c. Theme-Rheme
The third metafunction working on clause is textual. This function involves the use of
language in organizing the text itself. The exploration can be proved from the analysis of
theme and rheme. Halliday (1990: 38) states that theme is the element of beginning point on
the message. Furthermore, it becomes the attention of clause because sequenced information
places theme as the beginning naturally bringing character of clause as message. Rheme exists
by following theme. It is the new information for developing theme.
There are three types of themes. They are ideational, interpersonal, and textual.
Ideational theme involves topical theme which is then categorized into unmarked and marked
cases. For unmarked, the topical theme is subject. In contrast, marked case is not subject. It is
adverbial, prepositional phrase, and complement. They are all positioned in the beginning of
clause. Every clause must be analyzed until reaching topical theme. For textual theme, it
relates clause with its context. There are conjunction, conjunctive adjunct, and continuative. It
has logico-semantic relation, so it is also labeled. Interpersonal theme includes modal adjunct,
finite, and WH (see Gerot &Wignell, 1995: 104-105).
C. RESEARCH METHODOLOGY
This article applies qualitative research as Blaxter et al (1996: 60) says it focuses on
collecting and analyzing non-numerical data. This article is presented from analyzing clauses
expressed by students. The clause analysis is shown through the descriptions of mood
structure, transitivity, and theme-rheme.This treatment is analogously like Sutopo (2006: 40)
saying that qualitative research concerns on the description of data containing words, clauses,
or sentences having more meaningful and arousing much than just numeric or frequency. That
is why this article is provided in qualitative descriptive.
Lincoln and Guba (1985: 42) explain research location as focus-determined boundary
and the limitation decided by research object. This research takes place on the occasion of
assessing listening skill by AL when the writer (as the lecturer) observed his students’
58 (KBSP) IV 2016

listening skill. Furthermore, the source of the data are taken by observation in the class. This
research is conducted by asking students in the classroom to listen the audios on hotel
activity. The audios are played in different occasions with same roles and participants in the
topics of handling hotel industries, like the students are concentrating on, because they took
listening for hotel subject. The audios are chosen on the occasion happening on reservation
and check-out by receptionist and hotel guest. This application is done for his students. The
writer didn’t lead his students for AL results. The observation was done naturally.So, there are
two data sources. They are students and their recording transcriptionreflecting participant and
document. Sutopo (2006: 57) explains data source as where the data are taken including place,
informant, event, document, site, etc.
The primary data in this article is the lexicogrammar which is used by the writer to do
analysis. It has hold scientific status (see Lincoln & Guba, 1985: 335) as the data related to
SFL approach. To providing the required data, the writer chooses selectively by purposive
sampling. Goetz and Le Compte (in Sutopo, 2006: 65) refers this technique as criterion-based
selection. The data selections in this article are by considering: a) the clauses expressed by the
students, b) the clauses with mood structure, transitivity, and theme-rheme, c) the separation
of minor clause because of incapability of expressing complete context.
The writer recorded his students ideas by recording what they said for interpreting the
audios. It shows method triangulation by document analysis and observation, while source
triangulation is from students’ AL transcriptions and the students themselves. To perform the
research, the audios were played in different events but they were performed byparticipants
with same roles and in the topics of handling hotel industries. The occasions happen on
reservation and check-out by receptionist and guest.The decision of choosing reservation and
check out comes from the detail information. Reservation shows how guest gives much
information about identity, schedule, type of room, and price. In other hand, check out reveals
the result of all guest’s activities using hotel facilities until resulting total price. They are two
related sequence showing the beginning information to the result of leaving the hotel room.
D. DISCUSSION
The writer breaks the expressions uttered by participants into clauses. Because of using
SFL approach, clause is the base of analysis. The selected clauses contain the essential
elements used for SFL analysis such as subject and finite. The clauses below are the examples
taken from the receptionist as the hotel staff (symbolized by “s” on the coding) and guest (g)
on the events of reservation (re) and check out (co)
My name is Ann Rafferty And I ‘ll get the bill for you
S F C conjunction S F P C adjunct
(au/re/g/1/1) (au/co/s/2/1)
Table 1. Expressed clauses from the audios

No Roles Clauses Total
Reservation Check out
1. Guest 6 7 13
2. Hotel Staff 11 8 19
In this research, the writer wants to know his students’ comprehension on listening by
using AL skill. This skill requires students’ ability to paraphrase what they hear, then interpret
the messages based on their perceptions.

(KBSP) IV 2016 59

Table 2. Expressed clauses by students on AL
No Students Clauses Total
Reservation Check out
1. Ik 7 3 10
2. In 6 7 13
3. Ai 4 1 5
4. Tr 4 3 7
5. Ar 6 5 11
6. Ag 7 4 11
The table above shows how students are able to retell their perceptions into their own
words. The number of retold message can be fewer than the original. This finding happens
because they retell by summarizing the details. It is acceptable as long as the core information
is still on hand. It is also the fact that we commonly summarize everything in brief.
1. Speech Function and Exchange

Speech functions and exchanges are sourced from mood structure analysis. The tables
here are provided to compare the students’ AL skill and the original audio. Firstly, the speech
functions are the early attention. The numbers are united both reservation and check out.
Table 3. Speech function realization from the audios

No Roles Declarative Interrogative Imperative Total
1. Guest 12 1 - 13
2. Hotel Staff 11 2 1 14
Table 4. Speech function realization by students with AL

No Students Declarative Interrogative Imperative Total
1. Ik 10 - - 10
2. In 13 - - 13
3. Ai 5 - - 5
4. Tr 7 - - 7
5. Ar 11 - - 11
6. Ag 11 - - 11
The speech functions from the audios are various because the conversations are
arranged suitably with the context as if listeners are really in the place. This arranged situation
makes the speech functions almost include those three types. It is different when students
paraphrase the messages uttered by the participants in the audio. The AL results declarative
clauses. It is a nature that we will retell in declarative mode easily, unlike advanced story
teller who can express various speech functions in the way of mimicking told event.
(1) and I would like to make reservation for the weekend of Friday June
twenty first
Indicative: Declarative; Proposal (au/re/g/1/2)
(2) How long do you plan to stay with us?
Indicative: Interrogative; Proposition (au/re/s/2/2)
60 (KBSP) IV 2016

(3) To Sunday the twenty third = minor clause4
(au/re/g/2/1)
(4)
And she wants to at the for three days
stay hotel [from twenty first June up to twenty
third]
Conj S F/P adjunct Adjunct
Mood Residue
Indicative: declarative; proposal (al/re/ik/2)
The clause (1), (2), and (3) are the sequence of checking which involves the staff and
the guest. The clause (4) is expressed by ik (one of the researched students) by expressing her
AL skill. It shows how she summarizes the sequence. The details are expressed in brief in an
adjunct constituent.
After getting speech functions, mood structure is also the base of finding exchanges.
SFL allows us to get how language plays its role on exchanging message. There are two types
of exchange. First, it is proposition which shows taking or giving information. Second, it is
proposal presenting clause with taking or giving goods or service.
The clause (2) can be the example of proposition. It is the example how the participant –
in this case, the staff – wants to get information from his guest. It is expressed by uttering
interrogative clause.
On the other hand, the clause (1) and (4) express proposal exchanges. (1) delivers the
guest’s intention towards asking the staff to do something for her. That is for reservation. To
reveal this discussion, AL skill is also able to express proposal like what is shown on (4). In
this clause, the student tries to visualize the guest’s request. Here is the table.
Table 5. Exchange realization from the audio

No Roles Proposition Proposal Total
1. Guest 10 3 13
2. Hotel Staff 9 10 19
Total 19 13 32
Table 5 provides exchange total happening on the participants involved in the audios. It
can be meant that the staff plays his role more than the guest. The staff expresses more
proposals. This finding relates to the reality that most hotel staffs try to satisfy their guests by
offering services (e.g facility, help, room key, etc) and asking for administration requirements
(e.g identity card, days of staying, etc).
AL includes exchange as well. This way happens together with the ideas through
expressed clauses by the speaker. The table below is provided to compare the exhanges.
Table 6. Exchange realization by students’ AL

No Students Proposition Proposal Total
1. Ik 5 5 10
2. In 9 4 13
3. Ai 4 1 5
4. Tr 5 2 7

4
This clause is minor because there aren’t any subject and finite. In SFL, minor clause is left for analysis.
Without these elements, language meta‐function cannot be executed.

(KBSP) IV 2016 61

5. Ar 10 1 11
6. Ag 6 5 11
Total 39 18 57
Based on their paraphrasing skill, they tend to focus on telling about taking or giving
information by the staff and the guest. Those numbers prove their perceptions on telling
exchanges happening on the encountered context which dominantly deal with registration and
administration needs than service because the receptionist here highly involves on filling
forms of reservation and informing the bill.
The will stay on Friday June And she has additional charge on
guest twenty first local phone
S F P Adjunct Conjunction S F/P C
Mood Residue Mood Residue
Indicative: Declarative; Proposition Indicative: Declarative; Proposition
(al/ag/co/2)
(al/ai/re/1)
This dominance does not make proposal left from analysis. The way of paraphrasing
proposal must be appreciated. The proposals direct them to comprehend the goods and
services being exchanged. Of course, they will work much on them next time while working
in hospitality industry.
She will pay fifty dollars per night The guest wants to check out
S F P C S F/P
Mood Residue Mood Residue
Indicative: Declarative; Proposal Indicative: Declarative; Proposal
(al/Ai/re/4) (al/Ik/co/1)
Speech function and exchange can be considered as the indicators of students’ AL skill
in comprehending what they hear. When mood structures show how they express and
exchange clauses on taking-or-giving impacts, the messages are better to validate with the
contents; what is going on the context? It is described in the term “message as process”.
2. Process
Process is taken from transitivity analysis. The processes here are firstly analysed on the
audios as the learning media. The happening processes involve three types. They are material,
mental, and relational: attributive processes. Material process shows physical action (e.g I
reserve you and your daughter a room facing main street from Friday June 21st until Sunday
June 23rd). Mental process is done through senses without physical action (e.g I hope you
have pleasant stay here), and relational: attributive happens through giving attribute (e.g I’m
Miss Ann Rafferty in room 1206).
Table 7. Process realization from the audios

No Roles Mat Verb Ment Behavioral Relational Exist
Verb Ment Attr Id
1. Guest 6 - 2 - - 5 - -
2. Hotel Staff 7 - 8 - - 4 - -
Total 13 - 10 - - 9 - -
62 (KBSP) IV 2016

The various processes from the audios are then compared with students’ AL. The
purpose of identifying student’s process is for showing how they are able to represent the
events from the audios by their own ideas.
Table 8. Process realization with AL

No Students Mat Verb Ment Behavioral Relational Exist Total
Verb Ment Attr Id
1. Ik 4 3 1 1 - 1 - - 10
2. In 5 - - 3 - 3 - 3 14
3. Ai 3 - - 1 - 1 - - 5
4. Tr 6 - - 1 - - - - 7
5. Ar 8 - - - - 1 - 2 11
6. Ag 9 - - 1 - 1 - - 11
Total 35 3 1 7 - 7 - 5 58
Based on table 8 above, it seems that the students are able to expand the processes from
the event. When the table 7 only shows three processes, this table is able to prove their
abilities in expressing process types which have not been mentioned yet in the audios.
There are additional processes such as verbal, behavioral: verbal, and existential. Verbal
process is the real saying process without behavioral element. There are three participants
such as sayer (who is saying), verbiage (the thing which is being said), and receiver (who is
receiving the message).
And the receptionist retells about the charge

Sayer Pro: Verbal Cir. Matter
(al/co/ik/2)
Unlike the previous process, behavioral: verbal shows not only saying process, but also
physical action. The participants are behaver (who is doing this process), verbiage (the
message being talked), and receiver.
And she refuses the receptionist’s help

Behaver Pro: Behavioral: Verbiage
Verbal
(al/co/ag/3)
Existential process requires existent as the participant which is exist. This process is
commonly followed by the word “there” as the existential marker.
In the audio, there are two persons

Cir. Angle Pro: Existential Existent
(al/co/in/1)
To assess students’ AL skill based on the table 8, it is shown that although Ik doesn’t
express so many in number, this student is able to say various processes than others, there are
5 processes. In wins for clause total, although this student expresses 4 processes. Ai and Tr
are weak in expressing the “what is going on”, but Ai wins the process spread.Ai is able to
express the process which is missed by Tr, that is by giving attribute through relational:

(KBSP) IV 2016 63

attributive process.This case involves educator’s attention whether deciding better mark based
on clause total or creative perspective.
By looking at the table of process, teacher or lecturer can know how many perspectives
the students enable to express. In addition, it relates to the way of AL participants in exploring
the “world”.
3. Thematic Structure
In this research, the writer has provided the thematic structures expressed by the audios
and students. This way is used for exploring the dynamics of themes from the audios,
students, and their results. The findings show whether there are shifts and developments on
the themes.
Table 9. Themes from the audios

No Roles Ideational Interpersonal Textual
Marked Unmarked
1. Guest - 13 2 3
2. Hotel staff 1 19 8 3
The table above shows the guest just focuses on what she is talking about. There is no
marked case so that it shows the guest straight to the point. She prefers more to whom she is
negotiating (e.g My name is Ann Rafferty). She also uses interpersonal and textual themes on
the communication with the staff. The interpersonal themes are dominantly in interrogative
clauses (e.g is the price different?). Textual ones are for connecting the previous expressed
clauses (e.g and I’d like to check out?). Topical marked theme is expressed by the hotel staff.
This finding is analogous with what is commonly uttered to guest. Marked themes show that
the messages are attributed with supporting issue (e.g in addition to the charge for the two
nights, you see there is a charge for a couple of phone calls).
The exploration takes turn on students’ interpretation then. With AL, the writer finds
shifts and developments on expressing various types of theme. Thematic structure allows us
to analyze topicality in the understanding of coherence on a part of text with others (Halliday
& Hasan, 1985: 45). Here is the table of themes from students’ AL.
Table 10. Themes from Students’ AL

No Students Ideational Interpersonal Textual
Marked Unmarked
1. Ik - 10 - 9
2. In 3 11 - 4
3. Ai - 5 - 2
4. Tr 1 6 - 4
5. Ar - 11 - 6
6. Ag - 10 - 8
Table 10 shows students’ ALs expressed in ideational and textual themes. None of
interpersonal theme is uttered by students in their ALs. This finding realizes the mode of
using language. In the way of examining this AL research, the language activity is done by
monologue. The writer was not involved in directing students’ ALs. He recorded and
transcribed what the students said only. Interpersonal theme tends to appear on dialogue
mode, because expressed language units are more expected to prepositions and proposals
which get effects on speaking partner (or addressee). Gerot and Wignel (1995: 106) list
64 (KBSP) IV 2016

interpersonal theme realized by modal adjunct, vocative, finite, and WH. Specifically, Martin,
Matthiessen, and Painter (2005: 25) specifies the identification of interpersonal theme on
finite for expecting response (from addressee), WH element for requiring addressee’s answer,
vocative for identifying addressee, and adjunct chosen for showing speaker’s comment,
assessment, and attitude toward the message.
The uses of such themes have particular function to express students’ ideas from what
they hear. Unmarked topical theme is uttered for directly saying participant involved in the
message. The examples, according to the students’ ALs, are the guest, the receptionist, they,
and she. This is the strategy by students in performing their ALs.
The guest will stay on Friday [June twenty first]
Unmarked Topical Rheme
Theme
(al/re/ai/1)
Unmarked theme is not only said for showing participant, it is also expressed for
existential clause. The unmarked topical theme is shown by there as Martin, Matthiessen, and
Painter (2005: 34) saying that there serves as subject on clause.
There are some additions from the hotel
Unmarked Topical Rheme
Theme
(al/co/in/5)
Students also have strategy to express their ALs with textual theme. This kind of theme
appears in the beginning of clause they speak. Mostly, it is said in the form of conjunction.
Students use conjunction to connect a clause which is being said with the previous. Gerot and
Wignell (1995: 105-106) refer conjunction as structural label specified for textual theme.
There are several markers for textual theme expressed by the students such as and, then,
and but. For those conjunctions, the dominant is and. The students use it for adding
information.
And the guest Will stay three days
Conjunction Unmarked Rheme
Topical
Textual Ideational
Theme Theme
(al/re/ag/3)
Besides giving addition, conjunction is also used by the students to show continuity.
This finding indicates that the students are able to include sequence of multiple events or
actions.
Then the guest will Stay two days there
Conjunction Unmarked Rheme
Topical
Textual Ideational
Theme Theme
(al/re/ai/2)

(KBSP) IV 2016 65

Student’s AL is able to show contrast relation on the way of interpreting the listened
event. Contrast meaning is lead by conjunction but. With this conjunction, the student has
ability to relate an contrast idea from the previous information.
But the guest rejects
Conjunction Unmarked Topical Rheme
Textual Theme Ideational Theme
(al/co/ik/4)
D. CONCLUSION
AL can be used for students’ assesment on listening skill. The assesment becomes much
precious and valuable by SFL approach. SFL is able to show the students’ abilities on
multiple dimensions through language metafunctions ideationally, interpersonally, or
textually. This approach provides educator alternative choice for deciding score.
By paying attention on AL, educator is able to observe his students’ listening skill. The
skill is assesed from the ideas expressed. This article shows how students exploit their
perceptions by making conclusion and expanding ideas. The lexicogrammar analysis tries to
show the source of their creativities while expressing their ideas.
Assesing listening through AL is a creative option for educator to comprehend student’s
skill fully, especially for intermediate, upper level, or adult students. Instead of providing
listening test by filling blanks or multiple choices, AL has goal for presenting student’s
comfort as its firstly use by therapist.
E. ACKNOWLEDGEMENT
The writer wants to express thanks for Foreign Language Academy Harapan Bangsa
and his 4th semester students of 2015/2016 taking subject on Listening for Hotel as the setting
and participants in this active listening skill research. Because of their participations, this
research can be held to get findings and to give contribution by systemic functional linguistics
approach. The director, Dr. Eka Budhi Santosa,S.T.,M.Pd., has known and permitted this
research. He is also pleased to allow this research findings presented for Seminar Nasional
Kajian Bahasa, Sastra, dan Pengajarannya (SEMNAS KBSP 2016) on April 14th in
Muhammadiyah University Surakarta.
BIBLIOGRAPHY

Blaxter, L. H., & Thight, M. (2006). How to Research. Buckingham: Open University Press.
Djatmika. (2012). Perilaku Bahasa di Dalam Teks Kontrak dari Kaca Mata Linguistik
Sistemik Fungsional. Surakarta: UNS Press.
Fairclough, N. (1995). Critical Discourse Analysis. London: Longman.
Gerot, L., & Wignel, P. (1995). Makin Sense of Functional Grammar. Sydney: Gerd Stabler.
Halliday, M. (1990). An Introduction to Functional Grammar. London: Arnold.
Halliday, M., & Hasan, R. (1986). Language, Context, and Text: Aspects of Language in a
Social-Semiotic Perspective. Victoria: Deakin University.
Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills : Sage Publication.
66 (KBSP) IV 2016

Martin, J., Matthiessen, C. M., & Painter, C. (2003). Working With Functional Grammar.
London: Arnold.
Munte, T. F., & Klump, G. (2008). Special Issue: Active Listening. Elsevier.
Palmer, E. (2010). Teaching the Core Skills of Listening & Speaking. Alexandria: ASCD.
Santosa, R. (2003). Semiotika Sosial : Pandangan Terhadap Bahasa. Surabaya : JP Press &
Pustaka Eureka.
Sutopo, H. (2006). Metodologi Penelitian Kualitatif: Dasar Teori dan Penerapannya dalam
Penelitian. Surakarta: Universitas Sebelas Maret.
Weger, H., Castle, G. R., & Emmet, M. C. (2010). Active Listening in Peer Interviews: The
Influence of Message Paraphrashing on Perceptions of Listening Skill. International
Journal of Listening.

(KBSP) IV 2016
PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN

BERANTAI DALAM METODE JIGSAW
Yakub Nasucha
Dosen PBI FKIP UMS
Email: yakub_nasucha@ums.ac.id

ABSTRAK
Pembelajaran kooperatif lebih diunggulkan daripada pembelajaran langsung dengan metode

ceramah. Sebab, hasil penelitian telah membuktikan bahwa pembelajaran kooperatif hasilnya
lebih baik dan lebih efektif daripada metode ceramah. Salah satu metode dalam pembelajaran
kooperatif yang sangat populer bagi kalangan guru adalah metode jigsaw. Dalam makalah ini
diungkapkan metode jigsawinovatif karena materi teks eksposisi itu dihasilkan oleh siswa
yang ditulis secara berantai. Langkah pembelajarannya melalui enam tahap kegiatan, yaitu (1)
pengkondisian, (2) pelaksanaan, (3) pembahasan, (4) presentasi hasil, (5) penulisan mandiri,
dan (6) evaluasi.
Kata kunci: pembelajaran, koopertaif, jigsaw, berantai.
1. Pendahuluan
Pelaksanaan pembelajaran yang terpusat pada guru“teacher centred learning”
menjadikan siswa kurang kreatif. Hal itu disebabkan oleh dominasi guru dalam pembelajaran
sehingga siswa hanya mengikuti guru sebagai pendengar pasif. Pembelajaran yang terpusat
pada guru seperti itu selalu menggunakan metode ceramah. Prosesnya menjadikan siswa pasif
dan guru yang berperan aktif. Sepertiyang dikatakan oleh Omatseye (2007):“The traditional
know method of teaching in tertiary institutions is the lecture method. In this method, the
lecturer has a body of knowledge to communicate to his students who are more or less silent
participants. In effect, there is an obvious gulf or barrier between the lecturer and his
students”. Artinya, metode pembelajaran tradisional di lembaga pendidikan menggunakan
metode kuliah. Dengan metode ini guru memiliki pengetahuan untuk dikomunikasikan pada
siswanya yang dianggap sebagai partisipan yang cenderung pasif.
Dampak pembelajaran dengan metode ceramah adanya hambatan hubungan yang nyata
antara guru dengan siswa.Dengan berceramah terus saat pembelajaran terkadang guru kurang
memperhatikan siswanya sehingga seolah-olah ada “jarak” dan tidak memiliki kedekatan
batin antara keduanya. Hal itu dapat mengakibatkan hasil yang dicapai kurang maksimal
dibandingkan dengan cara kooperatif. Penelitian Chalmers dan Fuller (1999)
membuktikan“Results indicated that students in such integrated programmes used learning
strategies more effectively and achieved better results than students who were taught in the
conventional way”. Artinya, hasil penelitian menunjukkan bahwa siswa dalam program
terpadu tersebut digunakan strategi pembelajaran lebih efektif dan mencapai hasil yang lebih
baik daripada siswa yang diajarkan dengan cara ceramah.
Pembelajaran yang terpusat pada guru berceramah memang tidak selalu jelek tetapi ada
sisi positif yang perlu diperhatikan. Guru berperanan untukmemegang kendali di kelas dan hal
itu dilakukan supaya para siswa lebih terarah dan terorganisasi dengan baik. Seperti yang
dikatakan Arends (2008:1) bahwa pengajaran yang terpusat pada guru adalah di mana gurulah
yang menentukan tujuan pengajaran dan menjaga agar lingkungan belajar di kelas terarah dan
67
68 (KBSP) IV 2016

cukup terstruktur. Pembelajaran yang terpusat pada guru identik dengan pembelajaran
langsung atau istilah Joyce, dkk. (2011:422) instruksi langsung. Lebih lanjut Joyce, dkk.
mengatakan bahwa instruksi langsung memiliki beberapa keunggulan, yaitu adanya fokus
akademik, arahan dan kontrol guru, harapan yang tinggi terhadap perkembangan siswa, sistem
manajemen waktu, dan atmosfer waktu yang cukup netral. Pembelajaran dengan metode apa
pun yang dilakukan tidak dapat dilepaskan dengan metode ceramah. Sebab, metode ceramah
selalu mengawali pembelajaran kooperatif.
Hal sebaliknya dari teacher centred learning adalahstudent oriented, yakni
pembelajaran yangterpusat pada siswa. Kegiatan pembelajaran yang menekankan pada siswa
belajar dengan cara berdiskusi yang mengangkat kasus-kasus aktual dianggap lebih baik dan
inovatif. Pembelajaran seperti itu selalu menggunakan bentuk-bentuk kerjasama dalam
diskusi yang berbasis cooperative learning (pembelajaran kooperatif).Proses pembelajarannya
terpusatpada siswa, bukan pada guru sebab guru berperan sebagai narasumber dan fasilitator.
Tujuannya agar siswa lebih aktif dan kreatif serta untuk menghindari dominasi ceramah oleh
guru dalam pembelajaran. Pendekatan pembelajaran kooperatif menurut Andayani (2015:233)
adalah serangkaian kegiatan belajar yang dilakukan oleh siswa dalam kelompok-kelompok
tertentu untuk mencapai tujuan pembelajaran yang telah dirumuskan. Dengan kata lain,
pembelajaran kooperatif mengutamakan kerjasama siswa dalam kelompok.
Westwood (2008:26) mengatakan”Student-centred methods are deemed best practice in
situations where the teaching objectives for the lesson include acquisition of independent
study skills, greater student autonomy, working collaboratively with others, the construction
of knowledge from firsthand experience, and the application of basic academic skills for
authentic purpose”.Artinya, metode yang terpusat pada siswa merupakan praktik terbaik
dalam situasi pelaksanaan pengajaran termasuk pemerolehan pelajaran keterampilan mandiri,
otonomi siswa tertinggi, bekerja secara kolaborasi dengan teman-temannya, membangun
pengetahuan dari pengalaman awal, dan mengaplikasikan keterampilan akademik dasar untuk
tujuan yang autentik.
Pembelajaran yang terpusat pada siswa seperti yang dikatakan oleh Westwood
(2008:26) itu identik dengan pembelajaran kooperatif. Maka, pembelajarannya selalu
difokuskan pada diskusi yang dapat memunculkan ide-ide segar dan mampu membangun
pemikiran berdasarkan pengetahuan yang dimilikinya oleh para siswa. Sejalan dengan itu
Kadir, dkk. (2005) mengatakan ”They shared that cooperative learning strategy created an
environment that promoted discussion among group members. Students had the opportunity
to exchange ideas and to express their views when they were working in groups”. Artinya,
mereka (para siswa) menyatakan bahwa strategi pembelajaran kooperatif membangun
lingkungan yang mampu mengembangkan diskusi antarkelompok. Dengan strategi ini siswa
mempunyai kesempatan untuk menukar ide dan mengungkapkan pandangannya ketika
mereka berdiskusi dalam kelompok-kelompok.
Salah satu model yangdikembangkan dalam pembelajaran bahasa Indonesia adalah
model pembelajaran kooperatif yang terpusat pada siswa.Wujudnya adalah metode
pembelajaran menulis teks eksposisi dengan metode jigsaw. Metode jigsawsebagai salah satu
model pembelajaran kooperatif merupakan metode yang sangat populer bagi para guru.
Metode jigsaw ini sangat tepat digunakan dalam pembelajaran menulis teks karena
pembelajaran bahasa Indonesia di SMA pada K-13 berbasis teks.Dalam model pembelajaran
kooperatif dengan metode jigsaw, cara yang dilakukan adalah membagikan teks yang sama
oleh guru kepada semua kelompok siswa yang telah dibentuknya. Teks tersebut telah tersedia
dan setiap siswa membahasnya sesuai topik yang telah ditentukan.
Dalam metode jigsaw yang dikembangkan ini ada inovasi yang diterapkan, yaitu cara
menghadirkan teks. Untuk menghasilkan teks, yakni jenis teks eksposisi yang dilakukan
dengan penulisan berantaioleh setiap siswa pada masing-masing kelompok. Jadi, kalimat-

(KBSP) IV 2016 69

kalimat yang membentuk teks eksposisi dibuat oleh kelompok siswa dengan penulisan
berantai. Maka, setiap siswa merasakan membuat teks secara utuh. Artinya, ada tanggung
jawab terhadap teks yang dibuatnya secara berkelompok. Hal baru yang ada dalam metode
jigsaw dengan penulisan berantai untuk menghasilkan teks adalah setiap kelompok akan
menghasilkan teks eksposisi yang berbeda. Selanjutnya, teks eksposisi tersebut akan dibahas
dari aspek kebahasaan secara komprehensif.Metode pembelajaran seperti itu menjadikan
siswa aktif dankreatif dalam berpikir.Namun, perlu diperhatikan bahwa guru harus benar-
benar memahami teori pembelajaran kooperatif dan cara penerapannya. Seperti kata Wei dan
Tang (2015)”Before the implementation of cooperative learning, the teacher has to study the
theory and practice of cooperative learning inclass from home and abroad consciously,
strictly organize classroom teaching according to the characteristics and nature of the theory
of cooperative learning”. Artinya, sebelum implementasi pembelajaran kooperatif guru harus
menelaah teori dan praktik pembelajaran teori di kelas, menyusun dengan cermat
pembelajaran kelas menurut karakter dan sifat teori pembelajaran kooperatif tersebut.
2. Teks dan Teks Eksposisi

Teks merupakan wujud bahasa yang nyata dan sangat penting dalam proses komunikasi.
Rohmadi dan Nasucha (2010:11) mengatakan bahwa teks adalah bahasa yang berfungsi.
Maksud bahasa yang berfungsi menurut Halliday dan Hasan (1994:13) adalah bahasa yang
sedang melaksanakan tugas tertentu dalam konteks situasi. Hal senada diungkapkan Achmad
dan Abdullah (2013:136) bahwa teks adalah esensi wujud bahasa yang direalisasikan dalam
bentuk wacana. Teks menurut Beaugrande dan Dressler (1981:3) merupakan tuturan
komunikatif yang harus memenuhi tujuh standar. Pertama, cohesion(hubungan komponen
teks yang gramatikal dan adanya keterpaduan bentuk). Kedua,coherence (konfigurasi makna
yang padu. Ketiga,intentionality(adanya keinginan kuat dari penyapa terhadap maksud dan
tujuan). Keempat, acceptability (keberterimaan bagi pesapa terhadap maksud dan tujuan).
Kelima, informativity(informasinya diharapkan dapat diketahui). Keenam, situationality
(adanya faktor yang berhubungan dengan situasi peristiwa). Ketujuh, intertextuality(adanya
faktor kemanfaatan satu teks bergantung dengan teks lain).
Penjelasan tujuh standar teks dapat disampaikan dengan contoh. Cuplikan teks yang
berupa tata tertib bagi tamu terdapat di kamar hotel Pondok Sari 1 Tawangmangu: (1) semua
tamu diharap terlebih dahulu melapor ke kantor dan menyerahkan kartu tanda pengenal, (2)
kehilangan/ kerusakan barang di kamar/ halaman bukan tanggungan hotel, dan (3) sebelum
meninggalkan kamar (check out) diharap memeriksa barang bawaannya kalau mungkin ada
yang tertinggal. Teks tersebut kohesif dan koheren terdapat pada frasa semua tamu (1) dan
bukan tanggungan hotel. Artinya, frasa semua tamu dilesapkan (2). Aspek intensional dan
akseptabilitas terdapat pada teks melapor (1) maksudnya pihak penyapa mengingingkan agar
semua tamu melapor kepada penyapa. Kehilangan/ kerusakan (2) maksudnya penyapa
menginginkan dan mengingatkan agar tamu berhati-hati. Aspek situasional berlaku di hotel
Sari 1 Tawangmangu, Karanganyar dan intertekstual adanya hubungan teks yang satu dengan
teks lainnya.
Pertalian teks yang satu dengan teks lainnya termasuk aspek situasi yang memberikan
manfaat secara utuh dalam konteks. Teks yang satu bergantung dan saling berhubungan
terhadap teks lainnya yang disebut koteks. Hal itu sering dijumpai di tempat umum, seperti di
restoran, tempat pariwisata, atau di batas kota. Menurut Achmad dan Abdullah (2013:136)
koteks (co-text), yaitu teks yang bersifat sejajar, koordinatif, dan memiliki hubungan dengan
teks lainnya, teks yang satu memiliki hubungan dengan teks lainnya. Misalnya teks: Selamat
Datang yang tertulis di batas kabupaten Klaten (masuk). Selanjutnya, Selamat Jalan yang
tertulis di batas kabupaten Klaten (keluar). Teks yang satu merupakan koteks, yakni sebagai

70 (KBSP) IV 2016

teks yang memiliki hubungan dengan teks lainnya. Artinya, teks Selamat Datang ada
hubungan dengan teks Selamat Jalan. Contoh lain, seorang yang memulai membaca Al-
Quran selalu mengawali dengan membaca Bismillahirrahmanirrahim dan mengakhiri dengan
membaca Shodaqollahul Adzim. Kedua teks bacaan itu memiliki hubungan yang erat maka
teks yang satunya merupakan koteks.
Wujud teks selalu dibarengi dengan konteks, yakni dua hal yang tidak terpisahkan.
Sebab, konteks meliputi suatu hal di luar teks, seperti situasi terjadinya, maksudnya,
pembuatnya, dan masih banyak lagi yang mempengaruhi penggunaan bahasa di luar teks
tersebut. Misalnya teks: Taatilah Peraturan Lalu Lintas! Tulisan itu ditujukan kepada
pengendara sepeda/ motor/ mobil. Maka, teks seperti itu pasti terpampang di pinggir jalan
raya dan bukan di persawahan atau masjid. Pembuatnya instansi yang berwenang, yakni pihak
kepolisian atau dinas perhubungan. Penyapanya adalah pihak kepolisian dan pesapanya
adalah pengendara. Maksud teks seperti itu untuk mengingatkan agar para pengendara
menaati peraturan lalu lintas, seperti tidak boleh mengebut dan berhenti saat lampu merah
menyala. Intinya, dengan menaati peraturan lalu lintas maka kecelakaan dapat dihindari.
Dengan demikian, teks itu termasuk juga konteks. Hal itu sesuai dengan pendapat Wijana dan
Rohmadi (2009:71) bahwa analisis wacana teks tidak dapat meninggalkan analisis konteks.
Munculnya teks dibarengi adanya latar yang berupa konteks dengan maksud dan tujuan yang
diharapkan oleh penulis atau pembuatnya. Kata Achmad dan Abdullah (2013:145) bahwa
konteks ialah situasi atau latar terjadinya suatu komunikasi. Contoh lain, teks Batas Suci yang
berupa konteks ini terdapat di lantai serambi masjid. Tujuannya agar orang yang memasuki
masjid melepaskan sandal atau sepatu sebab lantai masjid untuk shalat harus bersih.
Menurut Mahsun (2014:18-23) jenis-jenis teks berdasarkan genrenya dibagi menjadi
tiga macam, yaitu (1) Genre Sastra, terdiri atas subgenre naratif dan nonnaratif, (2) Genre
Faktual, terdiri atas subgenre laporan dan arahan/ prosedural, dan (3) Genre Tanggapan,
terdiri atas subgenre transaksional dan ekspositori. Berdasarkan genre dan subgenre tersebut
terdapat bermacam-macam jenis teks. Salah satu jenis teks adalah teks eksposisi yang
termasuk dalam genre tanggapan dan subgenre ekspositori. Masih menurut Mahsun (2014:31)
teks eksposisi berisi paparan gagasan atau usulan sesuatu yang bersifat pribadi. Hal yang lain
diungkapkan oleh Keraf (2001:110) bahwa tulisan eksposisi bertujuan untuk memberikan
penjelasan atau informasi. Penjelasan dalam teks eksposisi tersebut berupa sesuatu yang perlu
diungkapkan, yakni pengungkapan tentang gagasan dalam tulisan, pendapat, atau hal yang
perlu diketahui oleh pembaca. Dalam teks eksposisi antara paragraf pertama, kedua, ketiga,
dan seterusnya harus memiliki kepaduan, baik kepaduan bentuk (kehesif) maupun kepaduan
makna (koheren).
Teks eksposisi sebagai teks yang berisi paparan bertujuan menginformasikan isi
bacaan yang terkandung di dalamnya. Oleh karena itu, teks eksposisi dapat memberikan
informasi dan penjelasan tentang pengetahuan dalam berbagai bidang yang ada. Jadi, tidak
hanya dalam bidang kebahasaan tetapi dapat juga dalam bidang-bidang yang lainnya. Seperti
yang dikatakan oleh Samah dan Jusoff (2008) dalam Jurnal International Studies“Content-
based reading texts play a vital role in the acquisition of knowledge and information in
various fields studies”. Artinya, teks bacaan yang berbasis isi memainkan peranan penting
dalam pemerolehan pengetahuan dan informasi dalam berbagai bidang studi. Berdasarkan
paparan tersebut, maka perlu upaya yang cukup kuat untuk memahami teks dengan lebih baik
sehingga isi teks dapat dipahami secara komprehensif. Hal lain yang memiliki peranan
penting dalam berbagai bidang studi adalah pemahaman klasifikasi teks.
Hal senada diungkapkan oleh Dharmadhikari, dkk. (2011) bahwa ”Automatic
classification of text is an important in many domains. It has many applications such as
automated indexing of scientific articles, spam filtering, identification of document genre,
authorship attribution, automated essay grading, survey coding, classification of news

(KBSP) IV 2016 71

articles, etc”. Artinya, cakupan klasifikasi teks memiliki peranan penting dalam berbagai
bidang/ ranah. Klasifikasi teks itu mencakup indeks artikel ilmiah, filter spam, identifikasi
berbagai jenis dokumen, atribut penulis, nilai esai, kode survei, klasifikasi berbagai artikel
berita, dan lain-lain.
Berdasarkan paparan yang telah dikemukakan maka teks eksposisi dapat memberikan
penjelasan tentang sesuatu yang diungkapkan kepada pembaca berkaitan dengan hal-hal yang
tercantum dalam klasifikasi tersebut. Oleh karena itu, teks eksposisi merupakan teks yang
berupa pendapat atau pernyataan yang berisi informasi dengan berbagai argumentasi yang
diungkapkan kemudian diakhiri dengan pernyataan ulang pendapat.
3. Metode dalam Pembelajaran Kooperatif

Metode merupakan perencanaan menyeluruh yang berkaitan dengan urutan-urutan
materi yang akan diajarkan. Sanjaya (2006) mengatakan bahwa metode merupakan cara yang
digunakan untuk mengimplementasikan rencana yang sudah disusun dalam kegiatan nyata
agar tujuan dapat tercapai secara optimal. Penyusunan rencana pembelajaran itu merupakan
prinsip yang harus dilakukan oleh guru. Prinsip tersebut terdapat di dalam metode
pembelajaran. Hal itu sesuai dengan pendapat Grasha (1996) bahwa “A teaching method
comprises the principles and methods used for instruction”. Artinya, metode pembelajaran
terdiri atas prinsip-prinsip dan instruksi penggunaannya. Jigsaw, Student Teams Achievement
Divisions (STAD), dan Group Investigation (GI) masing-masing merupakan metode
pembelajaran. Gabungan metode tersebut merupakan kesatuan dalam model pembelajaran.
Jadi, jigsaw merupakan metode pembelajaran yang terbingkai dalam model pembelajaran
kooperatif (cooperative learning).
Perkembangan pembelajaran yang menggagas berbagai model pembelajaran yang
menekankan padasiswa untuk bekerja sama adalah pembelajaran kooperatif (cooperative
learning). Prosesnya dua arah, bukan hanya satu arah dari guru kepada siswa tetapi juga dari
siswa kepada guru. Setiap kelompok siswa saling membantu dalam berbagai aspek pelajaran.
Arends (2008:4) mengatakan bahwa pembelajaran kooperatif berupaya membantu siswa
untuk mempelajari isi akademis dan berbagai keterampilan untuk mencapai berbagai sasaran
dan tujuan sosial dan hubungan antarmanusia yang penting. Dengan demikian, peserta didik
akan saling menghargai dan diharapkan menjadi orang yang memiliki tanggung jawab dan
menghilangkan sikap individualistik. Sebab, yang ditonjolkan dan difokuskan adanya
kerjasama dalam hubungannya manusia sebagai makhluk sosial. Seperti yang dikatakan oleh
Hsiung (2012) ”Cooperative learning condition performed substantially better in both the
homework and unit tests than those in the individualistic learning condition”. Artinya,
pembelajaran kooperatif yang ditunjukkan oleh para siswa jauh lebih baik, baik dalam
mengerjakan tugas maupun tes daripada pembelajaran individual. Hal senada diungkapkan
oleh Riyanto (2014:265) bahwa falsafah yang menjadi dasar dalam pembelajaran kooperatif
adalah (1) manusia sebagai makhluk sosial, (2) gotong royong, dan (3) kerjasama merupakan
kebutuhan penting bagi kehidupan manusia.
Asgari (2011) dalam International Journalmengatakan bahwa ”Cooperative learning in
a group setting requires students to work together towards a common goal, which benefits
every member of the group”. Artinya, pembelajaran kooperatif dalam bentuk kelompok
mensyaratkan para siswa untuk bekerja sama mencapai tujuan umum. Mereka saling
berdiskusi dan bertukar pikiran sehingga peran siswa sangat aktif dan menonjol dalam
pembelajaran. Namun, perlu diperhatikan jika dalam satu kelompok ada siswa yang pasif dan
kurang kooperatif maka kelompok tersebut tidak dapat mencapai tujuan.
Hal senada diungkapkan oleh Hsiung (2010) ”Considerable evidence exists to suggest
that stuents who study cooperatively reap significant benefits in terms of their learning

72 (KBSP) IV 2016

performance. However, sooner or later, most cooperative learning teams have to deal with
one or more members whose actions disturb the team. Unless these problems are quickly
resolved, the cooperative learning team gradually becomes dysfunctional and the benefits of
cooperative learning are diminished”. Artinya, banyak bukti menyatakan bahwa siswa yang
belajar secara kooperatif itu akan mendatangkan manfaat yang signifikan terkait dengan
proses perilaku pembelajaran siswa. Namun, cepat atau lambat tim pembelajaran harus
berhadapan dengan satu atau lebih siswa yang perilakunya mengganggu tim tersebut. Jika,
permasalahan tidak diselesaikan, tim pembelajaran ini secara bertahap tidak berfungsi dan
manfaatnya tidak ada.
4. Metode Pembelajaran Jigsaw Inovatif

Arends (2008:13) mengatakan bahwa pembelajaran dengan metode
jigsawdikembangkan dan diuji oleh Elliot Aronson dan rekan-rekan sejawatnya. Metode
jigsaw ini kemudiandipopulerkan oleh Robert Slavin dan kawan-kawan. Dalam dunia
pendidikan di Indonesia, khususnya bagi kalangan guru metode jigsawsangat populer. Sebab,
setiap kegiatan workshop dan seminar pendidikan yang berkaitan dengan pembelajaran selalu
dikenalkan dan disimulasikan metode jigsaw. Metode jigsaw sangat mudah dilakukan dan
diterapkan oleh guru dalam segala macam mata pelajaran di sekolah. Seperti pendapat Slavin
(2005:246) bahwa metodejigsaw adalah salah satu dari metode-metode kooperatif yang paling
fleksibel. Guru bahasa Indonesia juga sering menggunakan metode jigsaw untuk mengajarkan
materi pelajarannya dengan teks sebagai basis pembelajaran sesuai pedoman Kurikulum 2013
(K-13).
Penerapan metode jigsaw ini dapat digambarkan Arends (2008:13) dalam paparannya
sebagai berikut. Pertama, siswa dikelompokkan dalam tim yang berjumlah lima sampai enam
orang. Berbagai materi pelajaran disajikan kepada siswa dalam bentuk teks. Setiap siswa
bertanggung jawab untuk mempelajari satu topik materinya dan satu atau dua orang menjadi
ahli (expert). Kedua, para anggota dari tim yang berbeda berkumpul untuk mempelajari topik
yang sama dalam kelompok ahli (expert group). Ketiga, masing-masing anggota ahli tersebut
kembali ke tim asalnya (home teams) untuk mengajarkan kepada teman-temannya. Misalnya,
dalam tim diberikan teks tentang materi pelajaran proses morfologis. Masing-masing siswa
diberi tanggung jawab untuk mempelajari subtopik afiksasi, reduplikasi, komposisi, atau
klitisasi. Satu atau dua orang menjadi ahli (expert) yang bertugas mempelajari topik yang
terdiri atas beberapa subtopik tersebut. Keempat, siswa dari setiap tim berkumpul untuk
mempelajari subtopik yang sama yang disebut kelompok ahli (expert group). Kelima, masing-
masing siswa kembali ke tim asal untuk menyampaikan atau mengajarkan tentang topik yang
telah didalaminya dari kelompok ahli kepada teman-temannya di kelompok asal. Keenam,
guru mengevaluasi hasil yang telah dilakukan oleh para siswa dalam pembelajaran kooperatif
dengan metode jigsawtersebut.
Pembelajaran dengan metode jigsaw inovatif maksudnya menghadirkan teks yang
dilaksanakan dengan cara penulisan berantai. Dalam pembelajaran tersebut terdapat enam
aspek kegiatan. Keenam aspek kegiatan tersebut adalah (1) pengkondisian, (2) pelaksanaan
atau penulisan berantai, (3) pembahasan atau diskusi kelompok, (4) presentasi hasil atau
diskusi kelas, (5) penulisan mandiri untuk melanjutkan menjadi teks utuh, dan (6) penilaian/
evaluasi guru.
Pertama: Kegiatan Pengkondisian

No Langkah-langkahnya
1 Guru membentuk kelompok secara heterogen yang terdiri atas 5 siswa
2 Guru menentukan posisi tempat duduk dengan melingkar

(KBSP) IV 2016 73

3 Guru membagikan kertas kosong (HVS atau folio) kepada setiap siswa
4 Guru meminta setiap siswa untuk menuliskan nama teman dalam
kelompoknya. Dengan urutan, nomor 1 adalah nama dirinya, nomor 2 nama
teman di sebelah kanannya, nomor 3 dan seterusnya juga sama.
Sebelum melaksanakan kegiatan pengkondisian (prakondisi) guru menyiapkan segala

sesuatu agar proses pembelajaran menulis teks eksposisi dengan metode jigsaw secara
berantai dapat berlangsung dengan lancar. Guru menjelaskan secara komprehensif tentang
pembelajaran tersebut dan materi yang akan dibahas. Setelah prakondisi, yakni kegiatan
pengkondisian guru membentuk kelompok secara heterogen yang terdiri atas 5 siswa setiap
kelompoknya. Pembentukan kelompok dan nama kelompok sepenuhnya merupakan
kreativitas guru yang bersangkutan.
Setelah kelompok terbentuk maka guru meminta agar siswa mengelompok sesuai
dengan hasil undiannya dan menyuruh siswa agar duduk melingkar. Selanjutnya, guru
membagikan kertas kosong (HVS atau folio) kepada setiap siswa kemudian diminta untuk
menuliskan nama-nama anggota kelompoknya. Urutan nomor satu adalah nama dirinya,
nomor 2 dan seterusnya adalah nama anggota yang dimulai dari sisi sebelah kanannya.
Misalnya, memberi nama kelompok dengan nama bunga, nama sungai besar, atau nama
gunung di Indonesia.
Kedua: Kegiatan Pelaksanaan/ Penulisan Berantai

No Langkah-langkahnya
1 Semua siswa yang bernomor urut 1 disuruh membuat kalimat pertama
2 Pembuatan kalimat pertama selesai, kertas langsung diberikan kepada
teman di sebelah kanannya yang bernomor urut 2. Siswa kedua langsung
membuat kalimat, yakni meneruskan kalimat pertama
3 Pembuatan kalimat kedua selesai, kertas langsung diberikan kepada teman
di sebelah kanannya yang bernomor urut 3. Siswa ketiga langsung
membuat kalimat, yakni meneruskan kalimat pertama dan kedua
4 Pembuatan kalimat ketiga selesai, kertas langsung diberikan kepada
teman di sebelah kanannya yang bernomor urut 4. Siswa keempat
langsung membuat kalimat, yakni meneruskan kalimat pertama, kedua,
dan ketiga
5 Pembuatan kalimat keempat selesai, kertas langsung diberikan kepada
teman di sebelah kanannya yang bernomor urut 5. Siswa kelima langsung
membuat kalimat, yakni meneruskan kalimat pertama, kedua, ketiga, dan
keempat.
Ketiga: Kegiatan Pembahasan

Pada kegiatan pembahasan internal ini materinya telah ditentukan oleh guru sejumlah
anggota kelompok. Jika anggotanya lima siswa, maka materinya dapat ditentukan lima Pokok
Bahasan (PB). Misalnya, PB 1: Penentuan Judul Teks, PB 2: Isi Teks, PB 3: Penulisan Ejaan
dalam Teks, PB 4: Penggunaan Kata/ Diksi dalam Teks, dan PB 5: Kohesifitas dan
Koherenitas Teks. Kelima materi PB itu sudah ada dalam teks yang telah dibuat atau ditulis
oleh kelima siswa secara berantai tersebut. Selanjutnya, guru menentukan koordinatordiskusi
internal pada setiap PB. Misalnya, siswa A dalam kelompok menjadi koordinator/ pemandu
diskusi PB 1, siswa B/ PB 2, siswa C/ PB 3, siswa D/ PB 4, dan siswa E/ PB 5.

74 (KBSP) IV 2016

Keempat: Kegiatan Presentasi
Kegiatan presentasi/ diskusi kelas, setiap kelompok mempresentasikan hasil
pembahasan diskusi dalam kelompok/ hasil diskusi internal. Hal-hal yang penting dari hasil
pembahasan tersebut pada setiap teks disajikan oleh kelompok. Setiap anggota yang menjadi
koordinator/ pemandudiskusi dalam kelompok secara bergiliran menjadi penyaji pada diskusi
kelas. Masukan dan saran dari anggota kelompok lain dicatat sebagai bahan perbaikan. Semua
kegiatan diskusi kelas dipantau oleh guru sebagai fasilitator dan narasumber. Segala
pertanyaan atau jawaban yang keliru atau menyimpang diluruskan oleh guru yang
bersangkutan dengan berbagai alasan dan penjelasan. Para anggota kelompok kemudian
memperbaiki hasil masukan dan saran, baik dari teman-teman kelompok lain maupun
gurunya. Dalam kegiatan presentasi ini semua siswa terlibat dalam diskusi kelas dan tanya
jawab yang dapat menjadikan siswa berpikiran kritis dan mengasah keterampilan bertanya/
berbicara.
Kelima: Kegiatan Penulisan Mandiri

Teks eksposisi pada setiap paragraf telah diperbaiki setelah kegiatan presentasi.
Selanjutnya, setiap siswa diminta untuk membawa satu lembar kertas kepada siswa yang
tertera pada nomor urut 1 yang berupa teks eksposisi dalam sebuah paragraf yang sudah benar
tersebut.
Keenam: Kegiatan Penilaian

Hasil teks eksposisi yang berupa karangan utuh kemudian dikoreksi oleh guru untuk
mendapatkan penilaian. Penilaian guru didasarkan pada substansi teks eksposisi, struktur
bahasa yang digunakan, pengembangan paragraf, kohesifitas, dan koherenitas antarkalimat
dalam paragraf atau antarparagraf dalam karangan. Hasil karangan yang bagus dinilai dengan
skor tinggi dan dapat dipasang di mading (majalah dinding) sekolah atau buku buletin
sekolah. Langkah-langkah pembelajaran menulis teks eksposisi dengan metode jigsaw secara
berantai dapat mempelajari materi secara komprehensif.
5. Simpulan
a. Metodejigsaw secara berantai dibagi menjadi enam aspek kegiatan, yaitu (1)
pengkondisian, (2) pelaksanaan, (3) pembahasan, (4) presentasi, (5) penulisan mandiri,
dan (6) penilaian/ evaluasi guru.
b. Pembelajaran teks eksposisi dengan metode jigsaw secara berantai pada dasarnya
merupakan pijakan. Teks eksposisi hanya merupakan sarana materi pembelajaran.
Justru yang paling penting dan utama adalah cara menghasilkan teks itu sendiri, yaitu
dihasilkan dengan cara penulisan berantai.
6. Penutup
a. Semoga dapat bermanfaat bagi pembaca, khususnya guru bahasa Indonesia.
b. Wassalamualaikum Warohmatullahi Wabarokatuh.
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(KBSP) IV 2016
THE INFLUENCE OF SHOOPING LIST GAME TOWARDS

STUDENTS’ VOCABULARY MASTERYAT THE SECOND SEMESTER
OF THE SEVENTH CLASS AT MTS RAUDLATUL JANNAH NATAR
LAMPUNG SELATAN IN 2013/2014
Ellen Andriyani
Muhammadiyah University of Surakarta
081367375830
helenaellen821@gmail.com
Abstract
This study aims to know and describe the influence of Shooping List game towards
students’ vocabulary mastery. This study used experimental method. The population of this
study was all of the students at the second semester of MTs RaudlatulJannah. Two classes
were used as the sample of this study. They were one class as experimental class and one
class as control class. The writer took the classes randomly (cluster random sampling). There
were two variables investigated in this study, the independent variable was Shopping
List game and the dependent variable was students’ vocabulary mastery. The data of this
study were obtained by giving 50 vocabulary test items with four options: a, b, c, and d
(multiple choices). Then to analyze the influence of Shopping List game towards students’
vocabulary mastery, the writer used t-test. In this study, the writer calculated the score of
experimental class and control class. For experimental class found that = 70.86. For control
class found that = 48.82. The findings of this study revealed that the score of was
higher than ( = 9.84 and for significant level 5% = 1.98 and 1% = 2.62), so
the hypothesis was accepted. It could be concluded that there was positive influence of
Shopping List game towards students’ vocabulary mastery.
Keywords: Control; Experiment; Influence; Shopping List game; Vocabulary
Abstrak
Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan pengaruh Shopping List
game terhadap penguasaan kosa kata siswa. Penelitian ini menggunakan metode eksperimen.
Populasi dari penelitian ini adalah semua siswa semester dua di MTs Raudlatul Jannah.
Penelitian ini menggunakan dua kelas sebagai sampel, yaitu satu kelas sebagai kelas
eksperimen dan satu kelas sebagai kelas kontrol. Kelas-kelas tersebut diambil secara acak
(cluster random sampling). Ada dua variabel yang diteliti, yaitu variable bebas (Shopping List
game) dan variable terikat (penguasaan kosa kata siswa). Data dari penelitian ini diperoleh
dengan memberikan test berupa 50 soal kosa kata dengan empat pilihan: a, b, c dan d (pilihan
ganda). Kemudian untuk menganalisa pengaruh Shopping List game terhadap penguasaan
kosa kata siswa, peneliti menggunakan t-test. Dalam penelitian ini, peneliti menghitung skor
kelas ekperimen dan control. Untuk kelas ekperimen ditemukan = 70.86. Untuk kelas
control ditemukan = 48.82. Hasil dari penelitian ini menyatakan bahwa skor lebih
besar daripada ( = 9.84 dan untuk tingkat signifikan 5% = 1.98, dan 1% =
2.62), jadi hipotesis diterima. Penelitian ini dapat disimpulkan bahwa Shopping List game
memberikan pengaruh positif terhadap penguasaan kosa kata siswa.
77
78 (KBSP) IV 2016

Keywords: Kontrol; Eksperimen; Pengaruh; Shopping List game; Kosa kata.
1. INTRODUCTION
This research examines the influence of Shopping List game towards students’
vocabulary mastery. Vocabulary is one of language components. In learning English at Junior
High School, the students are also demanded to learn about those four skills of language. To
master them, they must have adequate vocabulary. Because without vocabulary, the students
cannot speak English and listen what the speaker mean. Not only those, but the students are
difficult to comprehend English text even writing in English. That’s why the students should
have many vocabularies. It is supported by Wilkins in Thornbury (2002: 13) states that
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”.
Based on the interview with an English teacher during preliminary research, the writer
found that the students only learn English from an English book of the seventh class. The
teacher has never used Shopping List game in teaching vocabulary. The writer thinks that
there are so many techniques in teaching vocabulary in the classroom. It is used because
vocabulary is complex and very important component of language. So it needs full attention
to teach it in the classroom.
One of techniques that can be used is game. The use of game in the classroom has many
advantages. The writer mentions the advantages of using games according to Carrier (1980: 6)
namely:
1. Games give a variety of tools to facilitate the teaching-learning process.
2. Games are flexible.
3. Games make the lesson less monotonous.
4. Games raise the students’ motivation.
5. Games make students produce language subconsciously.
6. Games stimulate students’ participation and give them confidence.
7. Games transform the teacher’s role from that of formal instructor to that of an
organizer or/and moderator of the class.
8. Games can also serve as a testing mechanism.
There are three previous studies that related to the use of game towards vocabulary
mastery. First, comes from Azar (2012) entitled “The Effect of Games on EFL Learners’
Vocabulary Learning Strategies”. The objective of this research was to describe whether
games can help EFL students learnvocabulary effectively?. There were 23 students between
the ages of 10 and 13 all inbeginner level in the class. Within fourweeks the researcher tried
to apply as many games as possible in our classes at the language Institution to learn
fromlearners' reactions whether they were interested in games or not and if games could help
improve theirexisting vocabulary.
Secondresearch by Tuan (2012) entitled “Vocabulary Recollection through Games “.To
examine whether games influence young learners’ vocabulary recollection in Way Ahead
classes at Ngoi Nha Thong Thai Elementary School (The House of Wisdom Elementary
School), Vietnam. The population of the research comprised 121 students in six classes of
Way Ahead at Ngoi Nha Thong Thai Elementary School (The House of Wisdom Elementary
School). This research entailed a quasi-experimental research design. The impact of using
games on the learners’ vocabulary retention was based on quantitative analyses of the results
of the pretest and posttests. The results of the pretest and two posttests indicate that the
experimental group surpassed the control one in recollecting concrete object words during the
immediate retention stage and the delayed retention one. The results of this research may have
the following implications for the teaching and learning of vocabulary at Ngoi Nha Thong

(KBSP) IV 2016 79

Thai Elementary School (The House of Wisdom Elementary School) in particular and in other
elementary schools in general.
Third, by Efendi (2013) entitled “TheUseof Gamesto ImproveVocabularyMastery”. The
objective of this research was to describe the way of “got it game” and “back to the board
game” in improving vocabulary mastery of the seventh grade students of SMPN 5
Malang.The research design of this study is classroom action research (CAR). The result of
this study was the use of games was success in improving students’ vocabulary mastery
because the result after treatment was higher than the minimum standard score in the criteria
of success.
The result of students’ vocabulary mastery during preliminary research found that the
students’ vocabulary mastery needs to be improved. This study aims to know and describe the
influence of Shopping List game towards students’ vocabulary mastery at the second semester
of the seventh class. So, the present study focus on the influence of shopping List game
towards’ students vocabulary mastery.
2. BACKGROUND
2.1 Concept of Vocabulary

Language has the main position when communication is occurred. Language consists of
a series of words. As Thornburry (2002: 1) says “all languages have words. In English those
words are called vocabulary. Since we have been born until now, we have been using words
in communication. It means that vocabulary is the central in producing language. It is
supported by Thornburry (2002: 1) who states that “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”.
English in Indonesia is taught as a foreign language. As a foreign language, it is difficult
by students to master all components about English. However, the basic component in
learning a language is vocabulary. It is supported by Thornburry (2002: 72) who states that
“vocabulary is central to the learning of a foreign language at primary level”.
To make our teaching vocabulary is easier; we should pay attention five essential steps
in vocabulary learning based on research into learner strategies according to Hatch and Brown
(1995: 372) in Cameron (2001: 84):
1. Having sources for encountering new words
2. Getting a clear image, whether visual or auditory or both, for the forms of the new
words
3. Learning the meaning of the words
4. Making a strong memory connection between the forms and meanings of the
words
5. Using the words
Besides teaching by using the five steps above, as an English teacher we should learn
some factors to decide kind of material that will be thought. Thornbury (2002: 75-76), states
that before giving new vocabulary, the teachers should decide to teach a related set of word by
using the following factors:
1. The level of the learners (whether beginners, intermediate, or advanced)
2. The learners’ likely familiarity with the words (learners may have met the words
before even though they are not part of their active vocabulary)
3. The difficulty of the items – whether, for example, they express abstract rather
than concrete meanings, or whether they are difficult to pronounce

80 (KBSP) IV 2016

4. Their ‘teachability’ – whether, for example, they can be easily explained or
demonstrated
5. Whether items are being learned for production (in speaking or writing) or for
recognition only (as in listening and reading)
Teaching vocabulary in the class needs some implications. The implication of these
findings for the teaching based on Thornbury (2002: 30) :
1. Learners need task and strategies to help them organize their mental lexicon by
building networks of associations - the more the better.
2. Teachers need to accept that the learning of new words involves a period of
‘initial fuzziness’.
3. Learners need to wean themselves off a reliance on direct translation from their
mother tongue.
4. Words need to be presented in their typical contexts, so that learners can get a feel
for their meaning, their register, their collocations, and their syntactic
environments.
5. Teaching should direct attention to the sound of new words, particularly the way
they are stressed.
6. Learners should aim to build a threshold vocabulary as quickly as possible.
7. Learners need to be actively involved to the learning of words.
8. Learners need multiple exposures to words and they need to retrieve words from
memory repeatedly.
9. Learners need to make multiple decisions about words.
10. Memory of new words can be reinforced if they are used to express personally
relevant meanings.
11. Not all the vocabulary that the learners need can be ‘taught’: learners will need
plentiful exposure to talk and text as well as training for self-directed learning.
2.2 Concept of Using Game

Game is a competition which at the end consists of the winner and loser. Game creates
enjoyment. It is better if game used in teaching and learning. Especially for learning foreign
language, game can reduce students’ stress.Patricia (2003: 233) states that “games are
associated with fun”. It is supported by Wright, Andrew et al (2006: 1) who says that ‘game’
to mean an activity which is entertaining and engaging, often challenging, and an activity
which the learners play and usually interact with others.
Everyone likes game especially children. Paul (2003: 49) states that “Games play a
central role in a child – centered lesson and make it possible for children to fully immerse
themselves in learning.According to Wright, Andrew et al (2006: 2) that games help and
encourage many learners to sustain their interest and work. It means learning by using game
can increase learners’ enthusiastic. Therefore games are called the interesting way because
game can increase students’ interest in learning English.
The writer mentions the advantages of using games according to Carrier (1980: 6)
namely:
1. Games give a variety of tools to facilitate the teaching-learning process.
2. Games are flexible.
3. Games make the lesson less monotonous.
4. Games raise the students’ motivation.
5. Games make students produce language subconsciously.
6. Games stimulate students’ participation and give them confidence.

(KBSP) IV 2016 81

7. Games transform the teacher’s role from that of formal instructor to that of an
organizer or/and moderator of the class.
8. Games can also serve as a testing mechanism.
http://www.teoriaypraxis.uqroo.mx/doctos/Numero4/Martinez-Perez-Portillo.pdf
The advantages of games are not only for the learners, but also for the teacher. Wright,
Andrew et al (2006: 2) states that games also help the teacher to create context in which the
language is useful and meaningful. It means Games can help the teacher to create the material
more specific. So that, students can receive the material easily. Richard-Amato A. Patricia
(2003: 233) says that games can develop and reinforce concepts (e.g., colors, shapes,
numbers, word definitions), add diversions to the regular classroom activities, and even break
the ice, particularly in the case of true beginners.
2.3 Concept of Shopping List Game

In this research, the writer used the procedure of Shopping List game in “Have Fun with
Vocabulary” by Barnes et al (1996: 16, 85). Based on the procedure, the writer defines that
Shopping List game is a language game where the students are asked to find and classify the
things based on the category.
The writer assumes that Shopping List game has many advantages. One of the most
important advantages is to increase students’ vocabulary mastery. It is suitable with the title of
this book. But the goal of this game is more specific, namely to understand about the certain
category. It is also supported by Barnes et al in the procedure (1996: 16) namely give each
group a copy of the handout on page 85. Tell them that they must sort the items into countable
and uncountable and write them in the correct columns. It means each group gets the list of
things then classifies them so that the students can find new words easily.
To make this game more interested, the writer thinks that it can be made a variation
without change the procedure. For example we can replace countable and uncountable things
into name of animals, name of vegetables, medical equipments, etc. But it still focuses on
nouns that are name of things that can be bought.
This game can build students’ social interaction and solidarity because based on the
procedure, Shopping List game is a game which played in group. The students are divided
into two groups. One group consists of boys and one other group consists of girls. So they can
discuss it with their group.
Not only them, but this game is also fun. It is supported by Barnes et al (1996: 1) who
state that “not only do the quizzes generate a wealth of useful vocabulary and discussion, but
they have proved to be a lot of fun”.
2.4 Procedures of Teaching Vocabulary by Using Shopping List Game

Below are the procedures of teaching vocabulary by using shopping list game according
to Barnes etal (1996: 16)
1. Give each group a copy of Shopping List. Tell them that they must sort the items
into countable and uncountable and write them in the correct columns.
2. Tell the groups they have 5 minutes and start them all at the same time. Warn
them if they have only a minute left and make sure they all stop when told.
3. Get the groups to exchange papers for marking, and check the answers orally. Ask
each team captain to read out the score and team letter, and write this up on the
scoreboard. Record the running total.
4. Collect the papers. During the next round, check them and amend any mistakes.
Pedro’s teacher is giving the class a party to celebrate the end of term, but they must do
the shopping and collect the equipment for the games. He has told them the girls must buy all

82 (KBSP) IV 2016

the COUNTABLE things and the boys the UNCOUNTABLE things. You must sort out the
list of them:
Mineral water, Rice, Chicken pate, Rolls, Cheese, Paper, Paper Clips, Orange juice, A roll of
sellotape, Drinking chocolate, A box of chocolates, Salad, Ballons, Paper napkins, Prizes, Ice-
Cream, Bread, Butter, Fruit, Tomatoes, Flowers, Packets of crips, Nuts, Pasta. Answer sheet
which is given for each group
COUNTABLE UNCOUNTABLE
3. RESEARCH METHOD
The goal of this research intended to find out the influence of Shopping List game in
teaching vocabulary, therefore this research based on the experimental method. In this
research, the writer took two classes’ namely experimental class and control class.
Experimental class was taught by using Shopping List game. Control class wastaught by
using translation technique.
There were two variables in this research. The first was independent variable (Shopping
List game) symbolized by (X). The second was dependent variable (students’ vocabulary
mastery) symbolized by (Y).
The population of this research was the students at the second semester of seventh class
at MTs RaudlatulJannahNatar Lampung Selatan. Then the writer took two classes as the
sample of research. The classes are the experimental class and the control class. The writer
taught vocabulary by using Shopping List game in the experimental class. Whereas in the
control class, the writer taught by using translation technique.
In this research, the writer usedCluster Random sampling technique. It was used
because the sample was classes not individuals and the ability of population were
homogeneous.
To get the data of the students’ vocabulary mastery, the writer gave the test to the
sample. The type of test was the objectives test namely multiple choices. There are 50
vocabulary test items with four options: a, b, c, and d, the score of each item is 2.
Content validity was used to know the validity of test item. It meant that the test items
were designed based on the course book that the students used in school and designed based
on the curriculum of MTs.
Whereas to determine reliability of the test, the writer used‘Split Half Technique’ with
the following steps:
1. Give try out items test to the students that are taken from out of the sample.
2. Divide the items test into odd and even.
3. Analyze the test by using Product Moment Formula.
n  xy  (  x ) (  y )
rxy 
{n  x  (  x ) 2 }{n  y 2  (  y ) 2
2
4. Calculate the reliabilities of the item test by using Spearman Brown Formula as
follows:
5. Consult the result with the criteria reliability as follows:

a. Reliability Coefficient 0.800 – 1.00 is very high

(KBSP) IV 2016 83

b. Reliability Coefficient 0.600 – 0.88 is high
c. Reliability Coefficient 0.400 – 0.600 is fair
d. Reliability Coefficient 0.200 – 0.400 is low
e. Reliability Coefficient 0.00 – 0.200 is very low(Arikunto, 2006: 276)
There were five analyses in this research. The analyses included of normality of the test;
homogeneity of variance; hypothesis of test; testing of equally of two average score; and
testing of the different of two average score.
The first analysis was normality of the test. It analyzed to know whether the data have
normal distribution or no. The writer used Chi-Square ratio (
 ratio  
2
k
0i  Ei 2
i 1 Ei
The criteria of the test:
Rejected Ho if ≥ (1-α) (k-3) (Sudjana, 1996: 273)
The second was homogeneity of variance. It analyzed to know whether the data were
homogeneous or not. The formula:
F=
Accepted Ho if F (1 – a) (n – 1) < F < α ( - 1, – 2), rejected if F ≥
α ( ). (Sudjana, 1996: 249-250)
The third was hypothesis. After giving the test and corrected it, the writer found the
result of test given. It was possible to know the influence of using shopping list game towards
students’ vocabulary mastery. The statistical formula that was used by the writer in this
research is T-test. Before using T-test, the writer determined the average ( ) and the variance
( .
1. The average ( ) is calculated by using formula:
=
2. Variance ( ) is calculated by using formula:
2
n2  ( x1 )  ( x1 )2
=
n (n  1)
3. T-test formula:
=
2 2
(n  1) S1  (n2  1) S2
= 1
n1  n2  2
Accepted if - < is value which is indicated in the table with degree of
freedom = + - 2 (Sudjana, 1996: 239)
The fourth was Testing of the Equally of Two Average Score. With criteria of the test:
is accepted for 5% and 1% if < with df = (N-1)
The last was testing of the different of two average score. With criteria of the test:
is rejected if with df = (N-1)

84 (KBSP) IV 2016

For significant level α = 5% or 0.05 and α = 1% or 0.01
(Sudjana, 1996:233 )
4. RESULT AND DISCUSSION
4.1 Data Analysis

4.1.1 Reliability of the Test
Based on the calculation, the data were known as follow:
n= 20
∑X = 213
∑Y = 228
∑ = 2369
∑ = 2664
∑XY = 2493
Then, analyzed thetest by using Product Moment Formula.
n  xy (  x ) (  y )
rxy 
{n  x  (  x ) 2 }{n  y 2  (  y ) 2
2
It was found that = 0.80

Then calculate the reliabilities of the item test by using Spearman Brown Formula:
It was found that = 0.89

After consulting the result withcriteria of reliability, it was known that the item test was
very high. So the test items can be used to measure the students’ vocabulary mastery.
4.1.2 Normality of the Test

4.1.2.1 Normality of the Test in Experimental Class
The result of the table when calculated the score of vocabulary mastery in
experimental class (see appendix), it was known that the highest score was 88 and the
lowest score was 48 from n= 37.
SPAN (R) = the Highest score of the Data – the Lowest Score of the Data = 40
The total number of interval class (K) = 1 + 3.3 log n = 6
Length of interval class (P) = =7
Then the result above was included into table of list of distribution frequency as
follows:
Table 7. The List of Distribution Frequency of the Test Result of Experimental Class
Score
48 – 54 1 51 2601 51 2601
55 – 61 4 58 3364 232 13456
62 -68 9 65 4225 585 38025
69 – 75 11 72 5184 792 57024
76 – 82 10 79 6241 790 62410
83 - 89 2 86 7396 172 14792
∑ 37 2622 188308

(KBSP) IV 2016 85

Source: The Data Analysis
∑ . = 2622
∑ . = 188308
n = 37
It was found that the average and standard deviation as follows:
=
= 70.86
Then counted standard deviation:

=
= 8.33
The next step was to determine the expected frequency ( ) and observed frequency
( ) as follows:
1. Delimitating the boundary of the class (X) by subtracting the lowest score in the
class by 0.5.
2. Calculating Z for boundary of the class with the formula Z=
3. Calculating wide of interval class by seeing Z value list.
4. Calculating expected frequency ( ) by multiplying wide of every interval wide
the total of the data, that is = . n
From calculating the formula above, we got the result as follows:
Table 8. List of Distribution Expected and Observed Frequency

of Experimental Class
X Z L
47.5 -2.80 0.4974
0.0224 0.83 1
54.5 -1.96 0.4750
0.1064 3.94 4
61.5 -1.12 0.3686
0.2583 9.56 9
68.5 -0.28 0.1103
0.3226 11.94 11
75.5 0.56 0.2123
0.2069 7.66 10
82.5 1.40 0.4192
0.0683 2.53 2
89.5 2.24 0.4875
Determined by using the following formula:

=∑
= 0.95
Criteria Test:
Reject if ≥ (1 – α) (k – 3)
By looking at H table, we found the value:

86 (KBSP) IV 2016

For the significant level of 5% (α= 0.05)
= (1 – 0.05) (6 – 3)
= (0.95) (3)
= 7.81
For significant level of 1% (α= 0.01)
= (1 – 0.01) (6 – 3)
= (0.99) (3)
= 11.3
Based on the calculation above, it was found at significant level of 0.05 and 0.01 that
< . So, the hypothesis was accepted. It said that the data had normal
distribution.
4.1.2.2 Normality of the Test in Control Class

The result of the table when calculated the score of vocabulary mastery in control
class, it was known that the highest score was 70 and the lowest score was 34 from
n=38.
SPAN (R) = the Highest score of the Data – the Lowest Score of the Data
= 36
The total number of interval class (K) = 1 + 3.3 log n
=6
Length of interval class (P) =
=6
Then the result above was included into table of list of distribution frequency as
follows:
Table 9. The List of Distribution Frequency of the Test Result of Control Class
Score .
34 – 39 9 36.5 1332.25 328.5 11990.25
40 – 45 7 42.5 1806.25 297.5 12643.75
46 - 51 8 48.5 2352.25 388 18818
52 – 57 6 54.5 2970.25 327 17821.5
58 – 63 4 60.5 3660.25 242 14641
64 – 69 3 66.5 4422.25 199.5 13266.75
70 - 75 1 72.5 5256.25 72.5 5256.25
∑ 38 1855 94437.5
∑ . = 1855
∑ . = 94437.5
n = 38
It can be searched the average and standard deviation as follows:

=
= 48.82

(KBSP) IV 2016 87

Then it was counted standard deviation:

=
=
= 10.25
The next step was to determine the expected frequency ( ) and observed frequency
( ) as follows:
1. Delimitating the boundary of the class (X) by subtracting the lowest score in the
class by 0.5.
2. Calculating Z for boundary of the class with the formula Z=
3. Calculating wide of interval class by seeing Z value list.
4. Calculating expected frequency ( ) by multiplying wide of every interval wide
the total of the data, that is = . n
From calculating the formula above, we got the result as follows:
Table 10. List of Distribution Expected and Observed Frequency of Control Class
X Z L
33.5 -1.49 0.4319
0.1133 4.31 9
39.5 -0.91 0.3186
0.1931 7.34 7
45.5 -0.32 0.1255
0.2281 8.67 8
51.5 0.26 0.1026
0.1997 7.59 6
57.5 0.85 0.3023
0.1228 4.67 4
63.5 1.43 0.4251
0.0532 2.02 3
69.5 2.02 0.4783
0.0172 0.65 1
75.5 2.61 0.4955
Determined by using the following formula:

=∑
= 6.27
Criteria Test:
Reject if ≥ (1 – α) (k – 3)
For the significant level of 5% (α= 0.05)
By looking at H table, we found the value:
= (1 – 0.05) (6 – 3)
= (0.95) (3)
= 7.81
For significant level of 1% (α= 0.01)
= (1 – 0.01) (6 – 3)
= (0.99) (3)
= 11.3

88 (KBSP) IV 2016

Based on the calculating above, it was found at significant level of 0.05 and 0.01 that
< . So, the hypothesis was accepted. It was said that the data had normal
distribution.
4.1.3 The Homogeneity of Variance

From the calculating above obtained:
1. The highest variance was the value of standard deviation from control class
( = 104.98)
2. The lowest variance was the value of standard deviation from experiment class
( = 69.45)
Then the result of the highest variance and lowest variance included into statistical
formula:
F=
F=
F = 1.51
By looking at I table, we found the value:

For α = 0.05 obtained:
= F (½. α) (37 – 1) (38 – 1)
= F (½. 0.05) (36) (37)
= 1.78
For α = 0.01 obtained:

= F (½. α) (37 – 1) (38 – 1)
= F (½. 0.01) (36) (37)
= 2.26
In fact that at level 0.05 and also 0.01 was obtained < , so that was
accepted. It was said that the variance of the data was homogeneous.
4.1.4 The Hypothesis of Test

To test the hypothesis in this research, the writer used statistical formula of “t-test”:
= With:
S 2

n1 1S12  n2 1S 22
n1  n2  2

S = 9.35

(KBSP) IV 2016 89

Then the result above calculated into t-test formula:
=
= 9.84
4.1.5 The Testing of The Equally of Two Average Score

After analyzing the data, to show any influence of shopping list game towards
students’ vocabulary mastery the hypothesis were:
1: = (there is no influence of Shopping List game towards students’ vocabulary
mastery)
1: ≠ (there is an influence of Shopping List game towards students’ vocabulary
mastery)
Rejected if > (1 – ½ α) and accepted with dk ( + - 2)

dk = + - 2)
= 37 + 38 – 2
= 37 + 36
= 73
By looking at G table, found the value:

Testing criterion 1:
For level 5% (α = 0.05)
= (1 – ½ 0.05) 73
= 0.975. 73
= 1.98
Testing criterion 2:
For level 1% (α = 0.01)
= (1 – ½ 0.01) 73
= 0.995 73
= 2.62
Based on the data analysis, it was found that = 9.84 and for level 5% = 1.98
and for level 1 % + 2.92. So, was accepted because ≥ and was rejected.
So there was an influence of Shopping List game towards students’ vocabulary mastery
at the second semester of the seventh class at MTs Raudlatul Jannah natar lampung
Selatan in 2012/2013.
4.1.6 The Testing of the Different of Two Average Score

The testing of hypothesis was to show the average score of the influence of
Shopping List game towards students’ vocabulary mastery would be higher than
without Shopping List game.

90 (KBSP) IV 2016

: ≤ (The average of students’ vocabulary mastery that are taught by using
Shopping List game is lower than that of those who taught by using translation
technique).
: (The average of students’ vocabulary mastery that are taught by using
Shopping List game is higher than that of those who taught by using translation
technique).
From the result above we got that = 9.84 and = 1.98 and 2.92
The testing criterion:
If ≥ rejected and accepted with dk = ( + - 2) at significant level
5% (α= 0.05) and 1% (α= 0.01).
So, was accepted because ≥ and was rejected. So the average score of
the students’ vocabulary mastery that are taught by using Shopping List game was
higher than that of those who taught by using translation technique at the second
semester of the seventh class at MTs Raudlatul Jannah natar lampung Selatan in
2013/2014.
4.2 Discussion
The average score of students’ vocabulary mastery who learn through Shopping
List game was higher than that of those who learn through translation technique. It was
proven by the average score of the experimental class ( = 70.86) was higher than the
average score of the control class ( = 48.82). The result of hypothesis testing =
9.84 and for significant level 5% = 1.98 and 1% = 2.62, based on the testing
criterion the writer gave ≥ . So there was positive influence of shopping list
game towards students’ vocabulary mastery.
5. CONCLUSSION
Based on the research of data analysis on the previous explanation about “The Influence
of Shopping List Game towards Students’ Vocabulary Mastery at the Second Semester of the
Seventh Class at MTs RaudlatulJannahNatar Lampung Selatan in 2013/2014”, the writer
made:
1. The average score of students’ vocabulary mastery who learn through Shopping
List game was higher than that of those who learn through translation technique. It was
proven by the average score of the experimental class ( = 70.86) was higher than the
average score of the control class ( = 48.82).
2. The result of hypothesis testing = 9.84 and for significant level 5% = 1.98
and 1% = 2.62, based on the testing criterion the writer gave ≥ . It means that
there was positive influence of shopping list game towards students’ vocabulary
mastery in addition; the influence of shopping list game could increase students’
vocabulary mastery.
BIBLIOGRAPHY
Arikunto, Suharsimi. (2006). ProsedurPenelitianSuatuPendekatanPraktik.RinekaCipta:
Jakarta.
Azar, Sorayaie, Ali. (2012). The Effect of Games on EFL Learners’ Vocabulary Learning
Strategies. International Journalof Basic and Applied Science.Vol. 01, No. 02Oct 2012.

(KBSP) IV 2016 91

Barnes, Annette. Hines, Jean. and Weldon, Jennie. (1996). Have Fun With Vocabulary.
Penguin Books.
Cameron, Lynne. (2001). Teaching Languages to Young Learners. Cambridge University
Press.
Carrier, Michael &The Centre for British Teachers (1980). Take 5. Games and Activities for
the Language Learner. (2d. ed.). London: Nelson [online], Vol 4 (4), 20 halaman.
Tersedia: http://www.teoriaypraxis.uqroo.mx/doctos/Numero4/Martinez-Perez-
Portillo.pdf [20 Desember2012]
Efendi, Erfan. (2013).The Use of Games to Improve Vocabulary Mastery. JP3, Volume 1, No.
12, Agustus 2013
Paul, David. (2003). Teaching English to Children in Asia. Hong Kong. Longman Asia LTE.
Richard – Amato, A. Patricia. (2003). Making It Happen: Third Edition. Pearson Education,
Inc.
Sudjana.(1996). MetodaStatistika.Tarsito,Bandung.
Thornburry, Scott. (2002). How to Teach Vocabulary. England. Pearson Education Limited.
Tuan, Trong, Luu. (2012).Vocabulary Recollection through Games. Theory and Practice in
Language Studies, Vol. 2, No. 2, pp. 257-264, February 2012.
Wright, Andrew. Betteridge, David. andBuckby, Michael. (2006). Games for Language
Learning: Third Edition. USA. Cambridge University Press.

(KBSP) IV 2016
A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING

NARRATIVE TEXTS MADE BY JUNIOR, SENIOR AND
UNIVERSITY STUDENTS
Dwi Agung Kurniawan
085642865065
dwiagungkurniawan5@gmail.com
Abstract
This research points out the errors analysis in students’ writing and it is aimed to
decsribe the types of errors found in the students’ writing result made by Junior, Senior, and
University students, to know the frequencies of each type of errors found in the students’
writing result made by Junior, Senior, and University Students, to explain the similarities and
differences types of errors found in the students’ writing result made by Junior, Senior, and
University students, and to investigate the causes of errors found in the students’ writing
result made by Junior, Senior, and University students.
There are three types of errors namely lexical error (22,46%), syntactical error
(199,41%), and discourse error (100,37%). These types of errors have 13 categories of errors;
1) spelling; 2) false friend; 3) to be; 4) bound morpheme s/es; 5) verb tense; 6) articles
(a,an,the); 7) preposition; 8) to infinitive; 9) modal auxiliary; 10) passive voice; 11) cohesion;
12) ceherence; and 13) generic structure. There are eighteen error cases. The researcher found
junior students made more errors than senior and university students, there are 91 errors
sentences in junior students, whereas senior students have 43 erroneous sentences and
university students have 35 erroneous sentences. The similarities of errors found in junior,
senior and university students are: Omission of Bound Morpheme‘s/es’ as the Plural Marker,
Using Verb 1 for Past Event, Using Incorrect Verb 2, False Friend, Omission Errors in the
Form of Preposition, Using Verb 1 after to Infinitive, Using Verb 1 after Modal Auxiliary,
and Using Passive Voice Form Incorrectly. While, the differences errors found in junior,
senior and university students are: The Use of Copula ‘Be’ Present Tense for Past Event in
Junior Students, It does not find in Senior and University students’ composition. The errors
such as additional ‘Be’ for Past Event and Omission “Be” for past event that found in Junior
and Senior students, but it does not include in university students’ composition. The
researcher found error. It is omission Errors in the Form of the Article (a, an, the) in Junior
Students but It does not include in Senior and University’s composition.
There are four causes that lead students to errors, they are overgeneralization,
incomplete application of rules, false concept hypothesized, and ignorance of rule restrictions.
For this case, ignorance of rule restrictions is the most highest cause of error that occured in
the students’ writing with the percentage 114,74%. The error occured because the students fail
to apply the rule of grammar in target language.
Keywords: comparative, error analysis, interlanguage, grammar, writing.
Abstrak
Penelitian ini menunjukkan analisis kesalahan dalam tulisan siswa dan ditujukan untuk
menggambarkan jenis kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa
SMP, SMA, dan Perguruan Tinggi, untuk mengetahui frekuensi dari setiap jenis kesalahan
yang ditemukan dalam hasil tulisan yang dibuat oleh siswa SMP, SMA, dan Perguruan
92
(KBSP) IV 2016 93

Tinggi, untuk menjelaskan persamaan dan perbedaan jenis kesalahan yang ditemukan dalam
hasil tulisan yang dibuat oleh siswa SMP, SMA, dan Perguruan Tinggi, dan untuk
menyelidiki penyebab kesalahan yang ditemukan dalam hasil tulisan yang dibuat oleh siswa
SMP, SMA dan Perguruan Tinggi.
Ada tiga jenis kesalahan yaitu kesalahan leksikal (22,46%), kesalahan sintaksis
(199,41%, dan kesalahan wacana (100,37%). Jenis-jenis kesalahan itu memiliki 13 kategori
kesalahan; 1) spelling; 2) false friend; 3) to be; 4) bound morpheme s/es; 5) verb tense; 6)
articles (a,an,the); 7) preposition; 8) to infinitive; 9) modal auxiliary; 10) passive voice; 11)
cohesion; 12) ceherence; and 13) generic structure. Ada delapan belas kasus kesalahan.
Peneliti menemukan siswa SMP membuat lebih banyak kesalahan dari pada siswa SMA dan
universitas, ada 91 kesalahan kalimat pada siswa SMP, sedangkan siswa senior memiliki 43
kalimat yang salah dan mahasiswa memiliki 35 kalimat yang salah. Kesamaan dari kesalahan
yang ditemukan pada tulisan siswa SMP, SMA dan perguruan tinggi adalah: Omission of
Bound Morpheme‘s/es’ as the Plural Marker, Using Verb 1 for Past Event, Using Incorrect
Verb 2, False Friend, Omission Errors in the Form of Preposition, Using Verb 1 after to
Infinitive, Using Verb 1 after Modal Auxiliary, and Using Passive Voice Form Incorrectly.
Sementara, perbedaan kesalahan yang ditemukan di tulisan siswa SMP, SMA dan Perguruan
Tinggi adalah: The Use of Copula ‘Be’ Present Tense for Past Event di tulisan siswa SMP, itu
tidak ditemukan dalam tulisan siswa SMA dan Perguruan Tinggi. Kesalahan seperti additional
‘Be’ for Past Event dan Omission “Be” for past event yang ditemukan di tulisan siswa SMP
dan SMA, tetapi itu tidak masuk dalam tulisan mahasiswa. Peneliti menemukan kesalahan.
Pada hal ini, Kesalahan omission Errors in the Form of the Article (a,an,the) ada di tulisan
siswa SMP tapi itu tidak masuk dalam tulisan siswa SMA dan Perguruan Tinggi.
Ada empat penyebab yang menyebabkan siswa melakukan kesalahan, mereka adalah
overgeneralization, incomplete application of rules, false concept hypothesized, dan ignorance
of rule restrictions. Untuk kasus ini, ignorance of rule restrictions adalah penyebab paling
tertinggi kesalahan yang terjadi dalam penulisan siswa dengan persentase 114,74%. kesalahan
ini terjadi karena siswa gagal untuk menerapkan aturan tata bahasa dalam bahasa target.
Kata Kunci: perbandingan, analisis kesalahan, antarbahasa, tata bahasa, tulisan.
A. INTRODUCTION
Teaching learning English as a foreign language in Indonesia still face lot of problems.
Somehow mastering second language in transferring knowledge of second language system
must be controlled very well. Learners need consultant who getting of the best of mastering
second language system. Moreover, Fauziati (2010) says that most of learning problems are
caused by different elements found between the two languages. Therefore, the researcher will
be able to learn the elements of the target language which are similar to those with his own
more easily than those which are not found in his native language. On the other hand, it is
difficult for Indonesian to use correct structure in English.
While in this reseeach, teaching learning English also has given in three institutions,
SMPN 1 Kajen Pekalongan, SMAN 1 Kajen Pekalongan, and University of Pekalongan.As
the studentslearn more aboutEnglish, many errors will appear. Not only do they replace one
tense with the other tense(s), but also they fail to construct the correct verb forms for these
tenses. In the same case the researcher finds some errors done by the students of these three
institutions. They often make in their writings. Based on pre-observation result, the researcher
asked the students of in SMPN 1 Kajen Pekalongan, SMAN 1 Kajen Pekalongan, and
University of Pekalongan to make the narrative text. Below arethe examples of student’s
writing products:

94 (KBSP) IV 2016

One day Kancil go to forest because he is hungry. He is saw mentimun.
Kancil liked mentimun very much. He looked left and looked right, than, he ate
all mentimun. The mentimunare fresh. Kancil didn’t know Pak Tani is see him.....
(writing result of class VIII student)
One day in Arabian city, a woman went to the market and bought a
beautiful hen.
A few days later, to her surprise, the hen laid a silver egg. The woman
thought that if the hen culd lay more than one egg each day, she would never
work again.
So the woman decided to make the hen eat more, so that it could lay more
eggs. But unfortunately the hen died because indigestion, and did not lay eggs at
all.(writing result of class XI student)
A fisherman fishing all day, but he did not catch anything. In the evening,
he caught one very small fish.
“Please, don’t eat me. Please, I am too small to make you a good dinner.
Please, back me to the water. Later, when I bigger, you can catch me again.
“No, no,” said the fisherman. “I’m going to keep you. If you get back into
water, you will never come near me again.”
Then, the fisherman put the little fish in his pond at the back yard. When the
fish bigger, it became a good friend of the fisherman. He never wanted to eat the
fish. (writing result of second semester of university student)
These errors were caused by the difference between the rules of the language used by
the students (Indonesian) and the rules of target language.
- students’ error system influenced by mother tongue system (Indonesian) to express the
idea;
- The students used rules of Indonesian system in English, such as “He is liked
mentimun” should be written “He liked mentimun”.
This is mostly because the students are influenced by their mother tongue on the
acquisition of the new structure. However, the students are still weak in English, especially in
their writing skill. They still seem to commit errors in all aspect of language. Errors in writing
such as tenses, prepositions and weak vocabulary are the most common and frequent type of
errors that are committed by learners. The learners usually face difficulties in learning the
grammatical aspects of the Target Language (TL), such as in subject-verb agreement, the use
of preposition, articles and the use of correct tense. According to Zhang (2011) said that:
errors can be seen clearly in the learners’ written performance that the students are
bound to encounter would be weak vocabulary, inappropriate use of grammar in
sentence etc.
Actually, learning second language system needs good environment neither the teacher
nor technique nor method that supports mastering second language system. When the teachers
are not control second language system properly, transferring knowledge in second language
learning can cause an error of the result. Error of transferring knowledge of second language
is one of some sources error in student’s result in learning second language.
With regard to such errors, on the one hand, there are other related previous studies that
confirm the such a view. First, Darus & Ching (2009) investigated common errors in written
English essays of form one Chinese students: a case study. The results of the study show that
four most common errors are mechanics (2.73), tense (1.73), preposition (1.29) and subject

(KBSP) IV 2016 95

verb agreement (1.24). Second, Hussain, et. al (2013) investigated an error analysis of L2
writing at higher secondary level in Multan, Pakistan. The total errors of punctuation were 72
with an error rate of 1.37%. Errors of capitalization were also found frequently. Total errors
of capitalization were 71, with an error rate of 1.35%. The highest error rate in the study is
related to error of verbs. There were 164 errors with an error rate of 3.18%. There were 40
errors with a rate of 0.76%. The errors of preposition in this study figured very high with an
error of 0.70%. The errors involved omitting prepositions, or adding unnecessary preposition.
The total number of errors of noun was 25 with an error rate of 0.48%. The error rate of
conjunction was 0.08%. The total error of adjective was only seven with an error rate of
0.13%. Five errors of passives with an error rate of 0.10% were found. Five errors of negation
were found with an error rate of 0.10%. Four errors of translation were found with a rate of
0.08%. Literal translation from the mother tongue also induced many errors among the
learners. The researcher found some examples of errors that seemed to have been caused by
literal translation. The researchers found many errors of overgeneralization also in the tests.
The researchers also found many errors which were due from incomplete application of rules.
Some of the errors as discussed among the learners were due to ignorance of rules restriction.
Third, Al-Khasawneh (2014) was interested in error analysis of written English
paragraphs by Jordanian undergraduate students: a case study. The findings of the study
reveal that that the students of Ajloun National University have committed several errors such
as: spelling, word order, and subject-verb agreement. The results also showed that the most
frequent error committed by the students was the improper use of English articles. The
frequency of errors are included in the categories of error such as Wrong Use of Articles
13.3%, Wrong Use of Prepositions 12.4%, Subject-Verb Agreement 12.3%, Word Order 44
10.3%, Verb Tense 43 10%, Singular and Plural Forms 9.4%, Spelling 8.9%, Capitalization
7.2%, Fragment 6.4%, Demonstratives 5.6%, Irregular Verbs 18 4.2%.
Fourth, Hau Tse (2014) focused on a case study of grammatical errors made by
Malaysian students. The findings revealed a total of 797 errors. Six significant errors occurred
in the sample were a) singular/plural noun; b) articles; c) prepositions; d)
adjective/noun/adverb; e) subject-verb agreement; and f) tenses. There are various ways to
cope with errors, for instance, ‘process writing’ and ‘peer correction; they are recommended
to help the learners avoid making errors.
Fifth, Krishnasamy (2015) focused on grammatical error analysis in writing of ESL
diploma students. Based on the findings, it is shown that there are three most common types
of grammatical errors identified from the students‟ writing which are errors in Tenses, SVA
and Verb. It is discovered that most of the errors in the use of Tenses are those under the main
category of Simple Past Tense which cover 80,75%o f the total errors. This is followed by the
errors in the use of Past Progressive represented by an amount of 10.16%. The remaining
9.09% constitute the errors in the use of Past Perfect Tense.
Thus, This current research is different from other studies due to the main point on
comparative error of students’ writing in different levels and investigates the types of errors
then linguistic category and surface strategy taxonomy are used in classification of error and
focuses to identify the types of lexical errors, syntactical errors and discourse errors;
describing the frequency of each type of errors; explain; the dominant type of error; and then
the researcher will follow the theory from Richard (1971) to investigate the cause of errors.
As a result, the purpose of the present study is four folds: 1) to describe the types of
errors are found in the students’ writing result made by Junior, Senior, and University
Students; 2) to know the frequencies of each type of errors found in the students’ writing
result made by Junior, Senior, and University Students; 3) to explain the similarities and
differences types of errors are found in the students’ writing result made by Junior, Senior,

96 (KBSP) IV 2016

and University Students; 4) to investigate the causes of errors are found in the students’
writing result made by Junior, Senior, and University Students.
B. RESEARCH METHOD
This research applies descriptive qualitative method. According to Fraenkel, et.al (2012:
425) qualitative research is the famous method to be used in variety fields, these include
comparison between alternative methods of teaching (as in experimental research); examining
research among variable (as in correlation relationship); comparing groups of individuals (as
in causal comparative method); or surveying different groups of educational professionals,
such as teachers, administrators, and counselors (as in survey research).
The subject of research are eight grade students of SMP N 1 Kajen Pekalongan,
eleventh grade students of SMA N 1 Kajen Pekalongan and second semester English students
of Pekalongan University. The researcher took 10 students in each level. The researcher took
them randomly, the total of participants 30 students.
The object of the study is comparative type of errors on students’ written form
sentences containing errors will take from different level of students’ composition in (written
production) between junior, senior and university students.
The data are students’ errors in writing. The erroneous sentences are taken from 30
pieces of students’ writing junior, senior and university students, there are 10 pieces from
each levels.
To collect the data the researcher uses elicitation method. The procedure of collecting
the data, the researcher prepared some document and some complement. The writer got the
data of the students’ English writing from one source: the writing narrative text.
In analyzing data, the researcher used the procedures of error analysis suggested by
Brown (1980), namely: error identification, error classification, and error explanation. Then
the researcher will use analysis (EA) will carry out to analyze or identify the grammar errors.
Next, the writer will analyze the collected data by using some steps: and Brown (2007: 260)
further says that there are two steps to analysis the data such identification and describing
errors.
C. FINDING AND DISCUSSION

In this section the writer intends to describe the type of errors, to know the frequency
each type of errors, to describe the similarities and the differences of errors, and the last point
about the causes of errors of data erroneous sentences made by Junior, Senior, and University
students.
1. Types of
Errors Made by Junior, Senior, and University Students
The researcher finds errors in students’ writing composition. Here, will be discussed the
types of errors made by Junior, Senior, and University students.
a. Lexical Error
Lexis describes about the words and meaning of the English words then the aim of
lexis study to represent the meaning of each word in the language and show how the
meaning of words in a language are interrelated.
1) Spelling
Spelling is writing or stating the letters and diacritics of a word. Words generally
have accepted standard spellings which can vary regionally or nationally.

(KBSP) IV 2016 97

In this case the students write some wrong spelling in English. The errors are
caused by their ignorance of the writing of the word in English. So, the students write
with the wrong spelling. The student gets wrong in spelling of the word, such as the
sentence : “The monkey always spent anything”. The student writes the word
”enything”, when the student means “anything” The students’ errors are caused by the
limitation and the lacking of students’ vocabulary in English.
2) False Friend
False friends are pairs of words or phrases in two languages or dialects (or letters
in two alphabets) that look or sound similar, but different significantly in meaning. In
this case, the errors are caused by confusion of students to write the word or phrase
because of the word or phrase look or sound similar.
In this case the students write some wrong spelling in English such as “Than
rabbit ran and tiger race”. The student uses the word ‘’than’’ for the word “then”. The
sentence must be “Then rabbit ran and tiger race”. The student can not differentiate the
use of the words or phrases that look or sound similar. The errors are caused by their
ignorance of the writing of the word in English. So, the students write the words or
phrases with the wrong spelling.

b. Syntactical Error
Syntax is the structure of language or grammar; syntax consists of tenses, subject,
verb, preposition, conjunction and other words to make sentences, so that syntax is the
knowledge about grammar and description of word classes, sometimes these were called
part of speech, and how to numbers of these classes go together to form phrase and
sentences.
1) To be
Forms of the verb “to be” include: is, was, am, are, be, being, been, has been, may
be, and were. ‘Be’ used after some nouns to describe the person that someone will soon
be or the position that they will soon have.
a) The Use of Copula ‘Be’ Present Tense for Past Event
In this case, the students do not use the past tense ‘be’ as predicate such as
the sentence: “Her name is Tinker Bell”. The student uses ‘is’ as predicate for the
past tense. The sentence must be “Her name was Tinker Bell”. Because the phrase
“Her name’’ indicates the singular subject, so, it must use ‘was’ as predicate for
copula be in the sentence. The students’ errors influenced by the target language.
it is because the confusion of the using copula ‘be’ present tense for past.
b) Addition ‘Be’ for Past Event
The simple past is used to make statements about events at last time. In this
case the students add be (is) for past event. Errors are caused by confusion of the
using verb ‘be’ for tenses in English. So the students’ use be (is) for past event.
The students’ Additional ‘Be (is)’ for past event such as in the sentence: “The
rabbit is looked for food in jungle”. The student adds ‘be (is)’ in the sentence that
indicates the past event. The sentence deviates from the rule of standard language.
‘be (is) must be omitted in the sentence. The sentence must be “The rabbit looked
for food in the jungle”. The students’ errors are influenced by target language
because illustrate the learner’s attempt to build up hypothesis about English from
the limited experience of it in the classroom.
c) Omission “Be” for Past Event
In this case the students do not understand the function of be for past event
such as sentence: “The grasshopper hungry”. The students do not add “be”. So
the students omit “to be” in their sentence, the students omit to be that indicates

98 (KBSP) IV 2016

the past tense. So, it should be ‘’The grasshopper was hungry’ to indicate the past
tense. The students’ errors are influenced by target language because the students
were borrowing patterns of the mother tongue and expressing meanings using the
words and grammar which are already known about English from the limited
experience of it in the classroom.
2) Bound Morpheme‘s/es’
Bound morpheme is a morpheme that can not stand alone as an independent word
while carrying the lexical meaning related to the one in the word it is taken from.
a) Omission of Bound Morpheme‘s/es’ as the Plural Marker
In this case the students do not understand the function of –s/-es in the
plural form. The students do not add –s/-es to noun in plural form. So the students
omit –s/-es in their sentence. The students omit the use of bound morpheme –s/-es
such as in the sentence: “All of the fairy have a binary wings”. The student omits –
s/-es that indicates the plural noun. The phrase “binary wings” indicates the plural
noun. The word “fairy’’ indicates for the singular noun. So it must be ‘’fairies’’ to
indicate the plural noun. The students’ errors are influenced by target language
because the students were borrowing patterns of the mother tongue and expressing
meanings using the words and grammar which are already known about English
from the limited experience of it in the classroom.
3) Verb Tense
In English, there are three basic tenses: present, past, and future. Each has a
perfect form, indicating completed action; each has a progressive form, indicating
ongoing action; and each has a perfect progressive form, indicating ongoing action that
will be completed at some definite time.
a) The Use Verb-1 for Past Event
In this case verb can be categorized as Verb 1 and Verb 2. Verb 1 is used for
Present tense form and V2 missuse for past tense. The students use Verb 1 for past
event that found by the researcher of the students’ written products such as the
sentence: “Rabbit continue his job”. The student uses Verb 1for past event. The
word ‘continue’ of the sentence indicates for the present tense not for the past
tense. The students must use V2 if they want to write the sentence for the past
event. So the sentence must be “Rabbit continued his job”. The errors are caused
by students can not differentiate the use between Verb 1 and Verb 2.
b) The Use of Incorrect Verb 2
In this case verb 2 can be categorized as Regular verb and Irregular verb.
Verb 1 is used for past tense. In this case the students use incorrect verb 2. The
researcher finds examples such as sentence: “The squirrel knowed”. The student
tries to use Verb 2 for past event, but it is false. The sentence should be “The
squirrel knew ”. The errors are caused by students can not differentiate the use of
Regular and Irregular Verb.
4) Articles (a, an, the)
An article is a word that is used with a noun to indicate the type of reference
being made by the noun.
a) Omission of the Article (a, an, the)
In this case, the students do not write the article in sentence. Errors are
caused by the ignorance of students for the using articles in English for singular
and plural noun. The students omit article such as the sentence:”The rabbit is
looked for food in jungle”.
The student should write down ‘a’ as article that indicate general statement
about any such thing. The sentence should be “The rabbit is looked for food in

(KBSP) IV 2016 99

jungle”. The students’ errors are caused by the target language, because the
limited experiences of it in the classroom.
5) Preposition
A preposition is a other words in a sentence. Prepositions commonly convey the
following relationships: agency (by); comparison (like, as . . . as); direction (to, toward,
through); place (at, by, on); possession (of); purpose (for); source (from, out of); and
time (at, before, on).
a) Omission of Preposition
In this case, the students do not write preposition in sentence errors. So, the
students omit preposition in their sentence. The student’s omission of preposition
such as in the sentence: “There was fighting lion and tiger”. The student omits
‘preposition’. The student must write down ‘between’’. The sentence must be
“There was fighting between lion and tiger”. The students’ errors are caused by
the target language, because the limited experiences of it in the classroom.
6) To Infinitive
The infinitive is a grammar term that refers to a basic verb form that often acts as a
noun and is often preceded by the word "to."
a) The Use Verb 1 after to Infinitive
In this case, the students do not write verb 1 after to infinitive in sentences
such as: “Turtle ran fast to raced rabbit”. The student writes verb 2 after to
infinitive. The student must write “race”. The sentence must be “Turtle ran fast to
race rabbit”. The students’ errors are caused by the target language, because the
limited experiences of it in the classroom.
7) Modal Auxiliary
A modal is a verb that combines with another verb to indicate mood or tense. A
modal (also known as a modal auxiliary) expresses necessity, uncertainty, ability, or
permission.
a) The Use Verb 2 after Modal Auxiliary
In this case, the students do not write verb 1 after to infinitive in sentences
such as: “Tinker Bell must got the magic plant in the dangerous place”. The
student writes verb 2 after modal auxiliary. The student writes “get”. The sentence
must be “Tinker Bell must get the magic plant in the dangerous place”. The
students’ errors are caused by the target language, because the limited experiences
of it in the classroom.
8) The Use of Unnecessary Passive Voice
In this case, the students do not use passive voice form correctly in sentences such
as: “The party held by a animals unique”. The student does not write to be and verb 3
after to be. The student must write “was hold”. The sentence should be “The party was
hold by an animal unique”. The students’ errors are caused by the target language,
because the limited experiences of it in the classroom.
c. Discourse Error
Celce-Murcia, et al. (1995: 13–15) described several sub-areas of discourse
competence, four of which are most important with regard to the current model:
Cohesion is conventions regarding use of reference, substitution/ ellipsis, conjunction,
and lexical chains (i.e. Halliday and Hasan, l976).
1) Cohesion Errors
Cohesion errors are classified into 4 (four) types according to comparative
taxonomy. They are reference, substitution and ellipsis, conjunction and lexical

100 (KBSP) IV 2016

cohesion. In this case, the students made 2 (two) types of error, reference and
conjunction.
a) Reference Error
In this case, students make reference errors in their narrative writing such
as:
(1) The use of personal reference ‘they’ to state singular personal pronoun
Students make errors by using ‘they’ to state singular subject such as:
“Than, they to invite many animals for discussion about wood condition”. In
those sentences, personal reference “they” is ambiguous to the readers.
Readers have no way to know what the student’s attitude is ‘They’ may be
meant as the frog, Tinker Bell, and a grasshopper. It is only one subject, but
the student writes they instead of he.
(2) The Use of ‘him’ to State Possessive
In this case, students make error by using personal reference him
instead of possessive his such as:
The frog held a party because the frog was celebration wedding him.
The use of him is incorrect. The student should write, ‘The frog held a party
to celebrate his wedding.’
b) Conjunction Error
Conjunctions must be used to create the logical relation
among the sentences.
In this case, students make 11 (eleven) conjunction errors in terms of the
misuse of then, and then, and suddenly.
(1) Than, they to invite many animals for discustion about wood condition.
(2) Suddenly, came an ant to helped grasshopper.
(3) And than, Glory asked to Odile.
2) Coherence Error
Coherence error is an error relates to organizational schemata through
conventionally recognized means. In this case, students make coherence errors such as:
“Crocodile: Why, Odile”.
3) Generic Structure Error
Generic structure is the structure of a text which determines a genre of the text. In
this research, the researcher analyzed narrative texts. The generic structures of narrative
are: Orientation: sets the scene and introduces the participants, Evaluation: a stepping
back to evaluate the plight, Complication: a crisis arises, Resolution : the crisis is
resolved, for better or for worse, Re-orientation : optional.
The researcher does not find any crisis in students’ writing. In text above, there
are only one orientation, that is a presentation of a problem in a story, and one
resolution, that is a solving problem. Thus, the student’s error lies on the omission of
complication.
Title: Tinker Bell
Orientation
Once upon the time, there was a beautiful fairy in a little islands. Her name is
Tinker bell. She has a little body and a long pink hair.
Complication
When she cried, her face became red. All of the fairy had a binary wings. She
could fly in the sky, but they must drink the special potion could be made by a
magic plant, but the plant was fade. Tinker Bell must got the magic plant at the
dangerous place. Then she did it with full of spirit by her spirit.

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2. The
Frequency of Each Type of Errors committed by Students in Junior, Senior and
University Level
To know about the frequency of error types, the researcher uses the formula from Hatch
and Lazaraton (1991: 136) describe to find the frequency on the category as proportion or
percentage that has a small data or large data, it is more informative and it is easy to see the
how important relative to data. Thus, they conduct the formula below:
Percentage =

a. The Frequency of Error Categories of Three Levels
After getting the types of errors then the researcher divides the categories of each
type of errors. In lexical error has spelling and false friend. Syntactical error has eight
categories of errors, they are to be, bound morpheme s/es, verb tense, articles (a,an,the),
preposition, to infinitive, modal auxiliary, and passive voice. While, discourse error can
be divided into three categories namely cohesion, coherent, and generic structure.
Table 1. The Compression of Error Categories of Students in Three Levels

The Types of Error categories Junior Senior University
N
Numb % Numb % Numb %
o
er er er
1 I. Lexical 11 12,09 2 4,66% 2 5,71%
%
a. Spelling 3 3,30% 1 2,33% 1 2,86%
b. False Friend 8 8,78% 1 2,33% 1 2,85%
2 II. Syntactical 65 71,43 28 65,12 22 62,86
% % %
1. To be
a. The Use of Copula ‘Be’ 3 3,30% - - - -
Present Tense for Past Event
b. Addition ‘Be’ for Past Event
c. Omission “Be” for past event 3 3,30% 2 4,65% - -
4 4,40% 1 2,33% - -
2. Bound Morpheme s/es
a. Omission of Bound 4 4,40% 4 9,30% 4 11,43
Morpheme‘s/es’ as the Plural %
Marker
3. Verb Tense
a. The Use of Verb 1 for Past 21 23,08 6 13,95 6 17,14
Event % % %
b. The use of unnecessary verb 2 3 1 1
3,30% 2,33% 2,86%
4. Articles (a,an,the)
a. Omission of the Article 2 2,20% - - - -
(a,an,the)
5. Preposition
a. Omission of Preposition 3 3,30% 1 2,33% 1 2,86%

102 (KBSP) IV 2016

6. To Infinitive
a. The use of Verb 1 after to 8 8,79% 5 11,63 5 14,29
Infinitive % %
7. Modal Auxiliary
a. The use Verb2 11 12,09 6 13,95 4 11,43
after modal auxiliary % %
8. Passive voice
a. The use of 3 3,30% 2 4,65% 1 2,86%
unnecessary passive voice
3 III. Discourse 15 16,48 13 30,23 11 31,43
% % %
1. Cohesion error
a. The 2 2,20% 2 4,65% 2 5,71%
use of personal reference
“they” to state singular person
b. The 2 2,20% 2 4,65% 1 2,86%
use of “him” to state
possessive 3 3,30% 3 6,98% 3 8,57%
c. Conj
unction Error 3 3,30% 1 2,33% - -
5 5,49% 5 11,63 5 14,29
2. Coherence Error % %
3. Generic Structure
Total 91 100% 43 100% 35 100%

3. The Similarities and Differences of Error Made by Junior, Senior, and University
Students
After getting the percentage of each type of errors and finds the most dominant error in
each level, then the researcher compares the similarities and differences of error that made by
junior, senior, and university students.
a. The Similarities of Error Made by Junior, Senior, and University Students
The researcher found the similarities of errors in students’ composition. Here will
be discussed the similarities of errors made by Junior, Senior and University students.
The similarities of errors found by researcher are: Omission of Bound Morpheme‘s/es’
as the Plural Marker, Using Verb 1 for Past Event, Using incorrect verb 2, False Friend,
Omission Errors in the Form of Preposition, Using Verb 1 after to Infinitive, Using
Verb1 after modal auxiliary, and Using Passive Voice form incorrectly.
b. The Differences of Error Made by Junior, Senior, and University Students
There are some differences of errors made by Junior, Senior and University
students. Here will be discussed the differences of errors made by Junior, Senior and
University students as follow: The Use of Copula ‘Be’ Present Tense for Past Event in
Junior Students, It does not find in Senior and University students’ composition. The
errors such as additional ‘Be’ for Past Event and Omission “Be” for past event that
found in Junior and Senior students, but it does not include in university students. The
researcher found error. It is omission Errors in the Form of the Article (a,an,the) in
Junior Students but It does not include in Senior and University’s composition.
4. The Causes of Errors made by Junior, Senior, and University Students

(KBSP) IV 2016 103

In this part, the researcher attempts to investigate the cause of errors. To reveal the
causes of errors, here the researcher follows the theory from Richard (1971: 19-22) that
covers the factors which is related to the cause of errors namely, overgeneralization,
incomplete aplication of rules, false concept hypothesized, and ignorance of rule restrictions.
a. Overgeneralization
Overgeneralization occurs when learners meet a new pattern or a new rule they
think that the pattern or rule applies to all cases without exception”.
For example, The squirrel knowed.
b. Incomplete Application of Rules
This case occurs when the students often produce sentences with incomplete
application in the real communication. On the other side, the students do not know the
whole pattern correctly. For example: The grashopper [.....] hungry.
c. False Concepts Hypothesized
False concept hypothesiszed refers to faulty rule learning at various levels. There
is a class of interlingual errors which derive from faulty comprehension of distinctions
in the target language. for example: Than rabbit and tiger race.
d. Ignorance of Rule Restriction
This kind of error is closely related to overgeneralization. That is the students fail
to observe the restrictions of certain structures. In this case, they apply a rule in the
context of a sentence where actually it is not necessary. For example: “Rabbit thanks
full to Lion.”
After analyzing the cause of errors, then the researcher counts the data to know the
percentage of each type of error causes. The result of calculations can be seen in the tabel
below.
Table 2. The Error Causes of Junior, Senior, and University Students
Junior Senior University
No The Error Causes
Number % Number % Number %
1 Overgeneralization 20 25,97% 10 31,25% 8 33,33%
2 Incomplete 16 20,78% 7 21,88% 5 20,83%
Application of
Rules
3 False Concept 8 10,39% 4 12,50% 2 8,33%
Hypothesized
4 Ignorance of Rule 33 42,86% 11 34,38% 9 37,50%
Restrictions
Total 77 100% 32 100% 24 100%
Thus, from the table above, the highest causes errors in each level is in ignorance of rule
restriction.
D. CONCLUSION
The researcher presents the conclusion at the last part of this paper.
There are three types of errors found in the students’ writing result made by Junior,
Senior, and University Students; lexical errors, syntactical errors, and discourse errors. It is
found the total errors in the students’ writing result made by Junior, Senior, and University
Students are 169 erroneous sentences; lexical errors (22,46%), syntactical errors (199,41%),
and discourse errors (78,14%). The lexical errors have spelling error (8,49%) and false friend
(13,96%). Syntactical errors cover errors in the use of to be (17,98%), bound morpheme

104 (KBSP) IV 2016

(25,13%), verb tense (62,66%), articles (2,20%), preposition (8,49%), to infinitive (34,71%),
modal auxiliary (37,47%), passive voice (10,81%). While, discourse errors held cohesion
error (41,12%), coherence error (5,63%), and generic structure error (31,41%).
The similarities of errors found by researcher are omission of bound morpheme ‘s/es’
as the plural marker, using Verb 1 for pastevent, using incorrect verb 2, false friend, omission
of errors in the form of preposition, using Verb 1 after to infinitive, using Verb1 after modal
auxiliary, and using passive voice form incorrectly. The differences of errors made by Junior,
Senior and University students are thatthe use of copula ‘be’ present tense for past event in
Junior students writing result is not found in Senior and University students’ composition.
The errors such as additional ‘be’ for past event and omission “be” for past event found in
Junior and Senior students writing result was not included in university students. The
omission errors in Articles (a,an,the) in Junior students writing result was not included in
Senior and University’s composition.
There are four causes that lead students to errors, they are overgeneralization,
incomplete application of rules, false concept hypothesized, and ignorance of rule restrictions.
For this case, ignorance of rule restrictions is the most highest cause of error that occured in
the students’ writing with the percentage 114,74%. The error occured because the students fail
to apply the rule of grammar in target language.
BIBLIOGRAPHY
Al-Khasawneh, Fadi Maher. 2014. Error Analysis of Written English Paragraphs by Jordanian
Undergraduate Students: A Case Study. International Journal of English Language,
Literature, and Humanities, Volume II, Issue VIII, ISSN 2321-7065. Faculty of Arts and
Educational Sciences, Ajloun National University. Ajloun: Jordan.
Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. New Jersey:
Prentice Hall.
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching. San Fransico State
Univerity. The United States of America: Longman.
Darus, Saadiyah., Ching, Khor Hei. 2009. Common Errors in Written English Essays of Form
One Chinese Students: A Case Study. European Journal of Social Sciences, Volume 10,
Number 2. School of Language Studies and Linguistics: Faculty of Social Sciences and
Humanities Universiti Kebangsaan Malaysia.
Fauziati, Endang. 2010. Teaching English as a Foreign Language. Surakarta.
Muhammadiyah University Press.
Fraenkel, R. Wallen, E. Hyun, H. 2012. How to Design and Evaluate Research in Education.
McGrraw-Hill.
Hatch, E., & Lazaraton, A. 1991. The research manual: Design and statistics for applied
linguistics. New York: Newbury House.
Hau Tse, Andrew Yau. 2014. A Case Study of Grammatical Errors Made by Malaysian
Students. International Journal of Science Commerce and Humanities Volume No 2 No
5. Universiti Tunku Abdul Rahman Faculty of Arts & Social Science, Perak Campus
31900 Kampar: Malaysia.
Hussain, Zahoor.,Hanif, Muhammed.,Asif, Saiqa Imtiaz.,Rehman, Abaid Ur. 2013. An Error
Analysis of L2 Writing at Higher Secondary Level in Multan, Pakistan.

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Interdisciplinary Journal of Contemporary Research in Business, Vol 4, no 11. BZU
Bahadur Campus: Layyah.
Krishnasamy, Jothimalar. 2015. Grammatical Error Analysis in Writing of ESL Diploma
Students. Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 03 –
Issue 01. INTI International University (Laureate International Universities); Persiaran
Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Sembilan Darul Khusus, Malaysia.
Richard, J.C.1971. Error Analysis. London: Longman.
Zhang, Meng. 2011. Error Analysis and Interlanguage. Focus Vol.1, pp.85-93.

(KBSP) IV 2016
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING

TECHNIQUE USING MOVIE (A Classroom Action Research at the Eight
Grade of SMP Negeri 2 Grogol In 2013/2014 Academic Year).
RIFQI SYAFIATUL HIDAYAH

S200140031
(Syafiaku04@gmail.com)
Abstract
This research is aimed to find out the improving students’ speaking skill through retelling
technique using movie and to know the students’ respond toward the implementation of
retelling technique using movie in speaking class. This research was a classroom action
research. In collecting the data, the researcher applied several techniques including
observation, interview, questionaire and test. Quantitative data is analyzed using a
comparative descriptive analysis by comparing the pre-test score and the pos-test score,
meanwhile the qualitative data were analyzed using data reduction, data serving and taking
the conclusion. The result of the research shows that: Retelling technique using movie can
improve students' speaking skill, which covers some aspect: ideas, opinion, content, language
and delivery. The improvement can also be seen from their result of post test. The mean score
of pre test is 4.59, then increase to 5.91 in post test of cycle 1 and become 7.07 in post test of
cycle 2. On the other hand The students' respond toward implementation of retelling
technique was positive respond. 79% students like the implementation of retelling technique
in English class.
Keywords: Speaking Skill, Retelling technique, Classroom Action Research.
A. INTRODUCTION
English as major international language has been used and spoken by people in the
world for a long time. It is why English become one of important requirement to get certain
jobs or scholarships especially in Indonesia recently. If people cannot master English
properly, they will not be able to get it. On the other hand, people need skill to support their
ability.
There are four skills such as; listening, speaking, reading and writing that are thought in
English. Speaking skill is the skill of human to speak, such as deliver the message by using
the speech organ or expressing something. There are many of the way to increase the
speaking skill such as use role-play, drama, debate, speech contest, etc. (Mead, Nancy A. and
Rubin, Donald L:1985)
According to Yorkey (1990) Speaking is very important part in studying English.
People need to speak in order to communicate each other and make a good communication”.
Because of speaking is the important skill, Indonesian government states that English
becomes the first foreign language in the country. Therefore, English is taught as a
compulsory subject for the students in Junior High School up to University.
English for junior high school based on KTSP curriculum has purpose to construct and
to communicate language both oral and written in order to face technology development in
global era. The basic competence of speaking in KTSP curriculum is to express meaning in
spoken even formal or informal form in the interpersonal and transactional text on the
106
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recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory
exposition, spoof, explanation, discussion, and review text in the daily context.
This research is conducted in SMP N 2 Grogol, one of the state’s senior high school in
Grogol. Based on the observation and interview that was done in pre-research found that SMP
N 2 Grogol is the favorite government senior high school in Grogol. It could be seen from
registrants that increase continually since born until now and the registrants number always
over from the quota. From the facilities, this school has well facilities that support teaching
and learning process.
Based on the observation and interview that was done in pre-research; found that the
students’ speaking skill was low. This could be observed in the speaking class. The students’
motivation to follow speaking class activity was low. The students were not enthusiastic and
interested in learning English. Moreover, the students look like sleepy and bored during the
lesson. Most of student afraid to speak up in the class. They found the difficulties in
pronounce the words. The students also tended to be passive during the teaching and learning
process. On the other hand, that students’ speaking skill was low, it can be seen from the rate
score of the speaking test. The students’ mean score was 4.59 for the second grade. The
standard score in SMP N 2 Grogol is 70 for this year. The students in the first grade until third
grade of SMP N 2 Grogol have the same problem about speaking, so that the writer decided to
conduct the research in order to improve students speaking skill.
Technology is important and interesting for people around the world, more over
teenagers who always spent their time used technology in global era. From the researcher’s
observation, the method and the technique that used by the teacher cannot be accepted by the
students in the class. Based on Brown (in Fauziati, 2010: 45), in curriculum practice, a
distinction has been drawn between the activities which focus on products and process.
Whereas speaking, a product oriented approach focuses on the end result of the learning
process that is what the learner is expected to be able to do as a fluent and competence user of
language.
Storytelling technique has been known as one of teaching activities in second or foreign
language classes. One of the reasons is because it relies so much on words, offering a major
and constant source of language experience for children (Wright, 1995 in Xu, 2007). In
addition, stories themselves can be considered language treasures to use as models of
language for students of different levels and ages.
Kalmback (1986) in Stoicovy (2004) states that retelling is a process of rememorizing
what we listened to and read. Further, Stoicovy states that in relation to language teaching,
retelling technique can be used as a way to promote students’ comprehension and
understanding of discourse.
Stoicovy (2004) also points out that based on several studies, retelling has positive
influence in language learning as it improving students’ skill in rearranging information from
the text that they have read. In addition, Brown & Cambourne (1987) mention that during the
retelling process students apply and develop their language knowledge through the
internalization of the texts’ features.
Retelling helps teachers identify the level of students’ comprehension of what they
listen to or read. In addition retelling is a common way that many people use as part of their
communication. To overcome the difficulty in using the target language, telling stories is one
of the recommended techniques which can help language learners in improving his
knowledge of vocabulary, grammatical structures, and pronunciation. Moreover stories
provide various topics for learners to begin a conversation with others (Deacon and Murphey,
2001).

108 (KBSP) IV 2016

Based on the arguments for the positive influence of retelling in language learning, we
decided to see the influence of retelling of students’ speaking skill by conducting this
research.
B. REVIEW OF RELATED LITERATURE
1. Speaking Skill
Any language can be acquired if one develops four basic skills in that language i.e.
listening, speaking, reading, and writing. Listening and speaking are interactive processes that
directly affect each other. Speaking is an expressive language skill in which the speaker uses
verbal symbols to communicate, while listening is a receptive language skill, which involves
the interpretation of those symbols into meaning. Writing is also expressive language skill in
which the writer uses written symbols to communicate, while reading is a receptive language
skill which involves the interpretation of those symbols into meaning.
Brown (2004: 140) defines speaking as a productive skill that can be directly and
empirically observed those observations are invariably colored by the accuracy and
effectiveness of a test-takers listening skill, which necessarily compromises the reliability and
validity of an oral production test. From those statements above, the writer can conclude that
speaking is an activity involving two or more people in which the participants are both the
listeners and the speakers having to act what they listen and make their contribution at high
speed. To most people, mastering the art of speaking is the most important aspect of learning
a second or foreign language, and success is measured in terms of the ability to carry out a
conversation in the language.
Moreover, Nunan (1998: 26) states that speaking is a process consisting of short, often
fragmentary utterance in range of pronunciation. Correct pronunciation delivers the correct
message for the listeners. The pronunciation should be supported by the proper stress and
intonation. In other hand, Mead and Rubin (1985) say that speaking is an interactive process
in which an individual alternately takes the roles of speaker and listener, and which includes
both verbal and nonverbal component.
Based on the definitions above, it can be concluded that speaking is a creative process
which deserves attention in what the speaker’s saying in range of pronunciation including
stress and intonation.
2. Retelling
Kalmback (1986) in Stoicovy (2004) states that retelling is a process of re-memorizing
what we listened to and read. Further, Stoicovy states that in relation to language teaching,
retelling technique can be used as a way to promote students’ comprehension and
understanding of discourse. Stoicovy (2004) also points out that based on several studies,
retelling technique has positive influence in language learning as it promotes students’ ability
in rearranging information from the text that they have read.
3. Narrative Text
Narrative is one of the genres taught in junior high school. This genre is presented to
develop the four skills of language, listening, speaking, reading and writing. In this study, the
text was used to develop students‟ speaking competence. The purpose of the text is to amuse
people.
To facilitate students to gain spoken narrative text competence, a teacher has to
introduce the structure of a narrative text first before asking them to express their ideas,
imagination and creativity. The structure of narrative text consists of a beginning

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(orientation), middle (complication and series of events), ending (resolution) and a
reorientation (optional).
A narrative text is constructed not only by following a particular structure but also
language features. Derewianka (1995) states the language features of the text as follows: (1)
Specific, often individual participants with defined identities. Major participants are human,
or sometimes animals with human characteristic. (2) Mainly action verbs [material processes],
but also many verbs which refer to what the human participants said, or felt, or thought
[verbal and mental processes]. (3) Normally past tense. (4) Many linking words to do with
time. (5) Dialogue often included, during which the tense may change to the present or future.
(6) Descriptive language chosen to enhance and develop the story by creating images in the
reader’s mind. (7) Can be written in the first person (I,we) or third person (he,she,and they).
4. Media
Various media like story books, cassette, films, the Internets and others can be
employed for teaching narrative texts to develop students’ language skills. In this study, the
media chosen to meet the purposes are animated films. Harmer (2002) states the advantages
of films/video as teaching media as follows: (1) seeing language – in use: one of the main
advantages of video is that students do not just hear language, they see it too. This greatly aids
comprehension, since for example, general meaning and moods are often conveyed through
expression, gesture and other visual clues. Thus, we can observe how intonation can match
facial expression. All such paralinguistic features give valuable meaning clues and help
viewers to see beyond what they are listening to, and thus interpret the text more deeply. (2)
Cross-cultural awareness: video uniquely allows students a look at situations far beyond their
classrooms. This is especially useful if they want to see, for example, typical British, body
language when inviting someone out, or how Americans speak to waiters. Video is also of
great value in giving students a chance to see such things as what kinds of food people eat in
other countries, and what they wear.
Films are not only useful to introduce a foreign language to students but also to provide
them with valuable cultural information. The introduction of both the language and the culture
where the language is applied can be meaningful experience for students for later use in real
interaction in global society outside the classroom.
5. The Retelling Technique in Class

There many techniques to improving students’ speaking skill. We used retelling
technique using movie to improve students’ speaking skill of students VIII A of SMP N 2
Grogol on this study. It can do by helping student mind concept about the theory bellow:
1) Explain that the purpose of retelling is to recreate, as close as possible to the
original, something that has been read (or heard, or viewed). Remind students
how they engage in retelling when they talk about a favorite book, movie, or
event.
2) Model a retelling with a short selection. If the selection is familiar to the students,
they will be able to make comparisons between the original and retold version.
3) After the retelling, discuss what they heard. Talk about and list the elements of a
retelling. Record these on chalkboard, chart, or overhead.
4) Guide students in a retelling by providing them with a short selection to read.
After reading, have them prepare for their retelling by referring to the recorded
information. Students can be paired for practice. The listener cues in to the
recorded elements that were listed. The listener then provides the re-teller with
feedback. Students then switch roles.

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C. METHODOLOGY
1. The Research Design

This research is classroom research with two cycles. Classroom research is a form of
self-reflective enquires undertaken by participants. The participants are teachers and students.
The purpose of the classroom action research is to provide educational practitioners with new
knowledge and understanding, enabling to improve educational practice or resolves
significant problems in classroom. When there is no improvement after giving the treatment,
the teacher can give more treatments until the teacher sees a good improvement. Action
research has been developed by Kemmist and McTaggart (in Burns, 2010:7-9), action
research typically involves four broad phases in a cycle of reseach, and they are; (1) Planning,
we prepare everything related to the action that will be implemented, like: making lesson plan
and designing the step in doing action, preparing materials, preparing sheet for classroom
observation to know the situation of teaching and learning when the method is applied,
preparing teaching aids, preparing test (2) Action, we implemented the teaching and learning
speaking through retelling technique using movie. The research was done in two cycles.
Every cycle have three meetings. (3) Observing, This phase involves the researcher and the
collaborator were observing systematically the effects of the action and documenting the
context, actions and opinions of those involved. (4) Reflecting, in this phase, the researcher
who helped by the collaborator reflect on, evaluate and describe the effect of the action in
order to make sense of what has happened and to understand the issue that researcher has
explored more clearly. The researcher also made an evaluation based on what she has
observed to find the weakness of the teaching activity having been carried out. The evaluation
is the basic consideration to conduct next teaching. Based on the weakness found in the
reflecting process, the teacher revises the action plan for the next cycle.
2. The Specific Objective of the Research

The specific objective of this research is to find out whether or not the
retellingtechnique can improve the VIII A students of SMP N 2 Grogol score in speaking
after being taught using retelling technique.
3. The Location and Time of the Research

The research was conducted at SMP N 2 Grogol, Sukoharjo in academic year
2013/2014. The school is located at Dukuh Mantung, Sanggrahan, Grogol, Sukoharjo. We
conducted the research in VIII A class of SMP N 2 Grogol is started on 1 October, 2013.
During research we adjusted the research schedule with the English lesson schedule of this
school.
4. The Subject of the Research

The subject of the research is the first grade students of SMP N 2 Grogol class VIII A
that consist of 32 students. There are 16 boys and 16 girls. This class has various
characteristic of the students. Actually, the students of SMP N 2 Grogol have average
achievement of English. In fact, the students in this class have many difficulties in listening,
reading and especially in speaking. It can be seen from the score of daily test. Almost of
students of VIII A get score under standard in speaking test. They afraid to speak and during
teaching learning they did not give participate in class. When they asked to come in front of
class they rejected, despite they accept they cannot speak anything. On the other hand, the
students didn’t enjoy and comfort to follow speaking class. Because there are not other media
except book, so they have less attention to their teacher and the English material.

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5. The Technique of Collecting Data
To collect the data, we provided the subjects a short narrative movie to re-tell. Firstly
the students watched the short movie twice. Then, they had a few minutes to write down what
the story on their own words. After, they practice to retell in paired so that they can remember
their story. The next phase, every students retelling in front of the class randomly.While
retelling, each students’ performance was recorded. This recording was then investigates and
analyzed to students’ out the speaking fluency and the students’ accuracy. The last step was to
ask testimony and interview to all of the students to discover the use of speaking strategies in
the retelling process.
We gave a total of two kind movies when we conducted the treatments.The procedure
of retelling in the treatment period was similar to that in the pre-test and the post-test. The
data were analyzed by calculating the mean scores of the pre-test and the post-test. After the
result was obtained, we used a test of correlation. It was used to find out whether the retelling
technique affected the students’ speaking fluency significantly.Two raters did the scoring of
the tests in order to achieve interater reliability.Moreover, the data from the interview and
testimony were also analyzed to know the respond of the students toward speaking strategies
applied during the process of retelling the story.
6. Data Scoring
Scoring data is done by giving a score to each student’s performance retelling about
narrative story. The purpose of scoring data is to know the students’ development in narrative
text before and after treatment given by the researcher. The following criteria of scoring
speaking skill of oral test based on Penny Ur (1996) as follows:
Accuracy Point Fluency

- Little or no language produces. - Hesitated all the time
- All mistake in pronunciation as it - Too much saying “ummmm”
cannot be understood. nothing communication
1
- Even not sure to speak and stops
to speak because of limited
language use.
- Poor vocabulary which makes it - Language use sometimes
quite difficulties to understand the difficult to understand.
sentence, misused of words.
2
- Mistakes in basic grammar many
mistake in pronunciation often
asked to repeat.
- Adequate but not rich vocabulary. - Get ideas across but hesitantly
- Occasionally grammar slips. 3 and seems to finish the speech
- Some mistakes in pronunciation immediately and brief.
- The vocabulary is more adequate - Almost effective
- Grammar is accepted communication and quite
4
- Pronunciation clear unless little natural.
bit unnatural
- Good range of vocabulary - Effective communication and
- Good grammar 5 natural.
- Good pronunciation

112 (KBSP) IV 2016

D. FINDING AND DISCUSSION
1. Findings
In this part, the findings found in each cycle will be presented.
a. Pre Cycle
This cycle was conducted before the research. A test was conducted to know the
students’speaking skill. The scoring was done using the speaking scoring rubric with the
assessment of accuracy and fluency aspects. The table below shows the results of the
speaking test in the pre cycle.
No. Aspect The Mean of Pre-test Score

1. Accuracy 2, 09
2. Fluency 2,38
AVERAGE 4,47
Based on the data presented through the table above, it is found that two average
scores still far from passing grades. These facts show that students’ competence of the
two aspects is still low. Another fact shown through the table is that the average score
for speaking did not gain the passing grade, either. The speaking average score is 4,47,
while the passing grade is 3.00.
The facts described previously motivated me as an English teacher to facilitate the
students to gain better competence. To realize this, I applied retelling technique through
movie.
b. First Cycle
Having found students’ weaknesses, I conducted the research by retelling
technique during the action in the classroom. The results of the research in the first
cycle are presented as follows.
According to the data, it is found that 2 average scores almost gain the passing
grades. The mean score of accuracy is 2.94, while the passing grade is 3.00. There are
15 (58%) students gaining the passing grade, while 11 (42%) students failed. The
average score of post test I is 5.91, while the passing grade is 5.0. There are 20(77%)
students could gain the passing grade, while 6 (23%) students failed. Again, students
still found problems in applying correct grammar in presenting the spoken narrative
text. This influenced their speaking skill.
No Aspect Post-Test cycle I

1 Accuracy 2,94
2 Fluency 2,97
AVERAGE 5,91
c. Second Cycle
No Aspect Post-Test cycle II
1 Accuracy 3,43
2 Fluency 3,63
AVERAGE 7,07

(KBSP) IV 2016 113

The data found in the second cycle are presented through the table above. Based
on the data, it is found that all assessment scores have gained the passing grades. The
average score of Accuracy is 3.43, while the passing grade is 3.00. There are 26 (87%)
students gaining the passing grade, while 23%failed. The average score of Fluency is
3.63, while the passing grade is 3.00. There are 30 (92%) students reach the passing
grade, while 2 (8%) failed.
2. Discussion
After the pre-test, post test of cycle I and post-test of cycle II were given, we had the
overall scores of retelling performed by the participants along with the calculation of the
mean scores.
Table 1. Overall Scores of Pre-Test and Post-tests

Sub cycle Observation Cycle I Cycle II
Kind of test Pre Test Post Test I Post Test II
Mean of the students’
4.59 5.91 7.07
score
Increasing score 1.32 1.16
3. Data Analysis
We arrange the data into a table which shows the number. This is to show whether the
retelling techniques given during the treatment gave a significant effect to the participants’
speaking skill.
Table 2 contains amount of the students’ speaking score in the pre-test. It shows that
almost 26% of the students were good at retelling the story. This was proven by the speaking
average score is 4.59.
Table 2. The Amount of the Students’ Speaking Score in Pre Test

The amount students in accuracy The amount students in fluency
SCORE
aspect aspect
10 Students 1 6 Students
- 4 2 Students
- 5 -
Table 3 comprises amount of the students’ speaking score in the post test. It shows the
increasing percentage student in speaking skill. In this phase almost 34% of the students were
good at retelling the story. This was proven by the speaking average score is 5.91.
Table 3. The Amount of the Students’ Speaking Score in Post-test I

SCORE
aspect aspect
- 1 -
- 5 1 Students

114 (KBSP) IV 2016

Table 4 contains amount of the students’ speaking score in the pre-test. It shows that
almost 68% of the students were good at retelling the story. This was proven by the speaking
average score is 7.07.
Table 4. The Amount of the Students’ Speaking Score in Post-test II

SCORE
aspect aspect
- 1 -
4 Students 5 4Students
From the scores of the pre- and post-test I, we conducted a post-test II to see whether
significant difference exists in this study. We came up with the final conclusion that the
retelling technique given during the treatment period had a significant effect on the students’
speaking skill.
Some aspects in speaking will be discussed in accordance with the students’ progress in
retelling the story. The first criterion is accuracy. In the pre-test, for example, the sixth
participant misunderstood the story. Instead of saying “He was not very happy”, she said “He
was very happy”. This was fatal, for it changed the content of the story. However, the
implementation of retelling technique could reduce the mistake. This was apparent in the
transcript of the post test done by the first voluntary students came in front of the class. In the
pre-test, the students could only deal with less than 24% of the whole story, whereas, in the
post-test, he was able to finish the story.
Fluency is also of importance. This aspect became a consideration when the
participants’ speaking fluency was assessed. The increase on vocabulary can be seen clearly
as all participants showed good progress in retelling the story. Some participants have
successfully applied words different from the original text but had similar implied meanings.
Generally, the strategies used by the students in retelling a story began with rewriting the text
by deleting some unknown words, then memorizing it. When they had trouble recalling the
words in their draft, they tried to continue the story in some ways: by skipping the forgotten
words, or trying to speak in a halting manner. We argue that what they have implemented is
part of strategic competence that they use to negotiate the content of the story. This is in line
with the definition of strategic competence as the ability to use strategies such as
paraphrasing, repetition, avoidance of the unfamiliar words or terms, and word guessing
(Savignon, 1997).
From the abovementioned discussion, we come up with a conclusion that the research
subjects or the participants have applied various strategies in the retelling process and those
strategies are able to help them speak fluently.
E. CONCLUSIONS AND SUGGESTIONS

Based on the research findings, we draw some conclusions as follows. Retelling is
considered a technique which can be applied to improve students’ speaking skill. This is
indicated a number of statistical data, First, all of the participants produced higher scores in
the post-test than those in the pre-test. Second, before the participants used the technique of
retelling, the mean score was 4.47, and after the treatment was given to the participants, the
mean score was 5.91. Third, the second post test score was 7.07. This score was higher than
the pre-test and first post test. This shows that the treatment given to the students of eighth

(KBSP) IV 2016 115

grade in SMP N Grogol affects their speaking skill significantly. In addition, the study
revealed some findings regarding theVIII A students’ retelling.Before applied retelling
technique the students were passive in class. Second the students did not have motivation to
join in class. The third the students have difficulty to express their idea through speaking
because the students lack vocabularies. The last most of students lack confidence.After we
conducted the research we found the improvement at first the students made some notes in
which there were a list of words, phrases, or simple sentences used as a speaking guide. It
impacts the student brave and confident to speak up. Secondly, the students can increase their
vocabulary through implementing retelling technique. In accordance with the previous
conclusions, we suggest some points for the improvement of speaking skill of VIII A
students. First, the English teacheris expected to implement the retelling technique more often
than usual in order to develop students’ speaking skill. Second, the students themselves need
to actively collect short stories to retell in or out-side the class. This is advised to be done in
pairs or groups. The last suggestion is for researchers to carry out further research that may
study the aspect of techniques or methods on students’ speaking skill. Further studies should
involve a bigger number of research subjects, be carried out in a longer time frame and
consider the length of the text as well as the proficiency level in order that the more valid and
the general findings can be gained.
REFERENCES
Brown, H., & Cambourne, B. 1987. Read and Retell. Portsmouth: Heinemann.
Brown, H. Douglas. 2004. Language Assessment Principles and Classroom Practices. New
York: Pearson Education,Inc.
Burns, Anne. 1999. Collaborative Action Research for English Language Teacher.
Cambridge: Cambridge University Press.
Deacon, B.,& Murphey, T. (2001). Deep Impact Storytelling. Forum, Vol. 39, No.4.
Retrieved 16 April 2008 from http://exchanges.state.gov/forum/vols/vol39/no4/bio
Fauziati, Endang. 2010. Teaching English as a Foreign Language. Surakarta: Era Pustaka
Utama.
Lindsay, C.,& Knight, P. 2006. Learning and Teaching English. Oxford: University Press.
Nunan, D. (1998). Second language teaching and learning. Boston: Heinle & Heinle.
Savignon, S. J. 1997. Communicative Competence: Theory and Classroom Practice (2nded.).
Sydney: The McGraw Hill Companies.
Stoicovy, C.E. (2004). Using Retelling to Scaffold English Language for Pacific Island
Students. The Reading Matrix, Vol.4, No.1, April 2004. Retrieved 16 April 2008 from
http://www.readingmatrix.com/articles/stoicovy/index.html
Xu Jianing. (2007). Storytelling in EFL Classroom. The Internet TESL Journal, Vol. XIII, No.
11, November 2007. Retrieved 21 November 2009 from
http://iteslj.org/Techniques/Jianing-Storytelling.html
Yorke, R.C. (1990). Study skill for students of English as a second language. New York: MC.
Grow Hill.

(KBSP) IV 2016
DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON

PROJECT-BASED LEARNING FOR NURSING STUDENTS OF
MEDICAL DEPARTMENT OF SMK CITRA SEMESTA INDONESIA
YOGYAKARTA
Hikmah Pravitasari
Magister of Language Study

Jl. A. Yani Pabelan Kartasura Tromol Pos I Surakarta 57102
Phone (0271) 717417 psw 159 Phone/Fax (0271) 730772
hikmahvee@gmail.com 087738966065
ABSTRACT
This research aims at developing Supplementary English Material to fulfill the students’
need toward the material at vocational high school using Project-based Learning (PBL). It
was conducted to investigate (1) the quality of the existing course book used in vocational
high school, (2) the development of the Supplementary Project book in SMK Citra Semesta
Indonesia Yogyakarta.
This research was categorized into Research and Development (R & D). It was
conducted in two steps, they were exploration and development. The exploration step
revealed: (1) the description of the existing course book used in vocational high school and
(2) the need analysis of the ESP learning material. While the development step explained: (1)
the description of the draft of supplementary project book, (2) the result of the trial of the
draft, and (3) the final draft of supplementary project book.
The data in the exploration stage were collected through conducting document analysis,
observation, questionnaire, and having interview. It was carried out to reveal the quality of
existing course book used at vocational high school and the learner’s need toward material.
The findings show that the course book used at the vocational high school students contains
general English material and it is less specific to be used for the students of nursing skill
program. Hence, the findings imply the supplementary project book was needed to be
developed by considering the need of the teacher and the students. The supplementary project
book was developed by considering some aspects. It contains theoretical theories of ESP and
PBL. Then, it was validated and reviewed by some experts on English language teaching and
implemented in class. Through conducting observation, distributing questionnaire, and having
focus group discussion that involved the researcher, the teacher, the expert, and students, the
draft was revised to be the final draft of supplementary project book. Therefore, after going
through the stages, it could be said that the draft is feasible to be applied as supplementary
material to teach students of nursing skill program in vocational high school. It is expected
that the book can give some contribution and improvement for English teaching and learning.
Keywords: ESP, R&D, PBL, Supplementary, Vocational School

1. INTRODUCTION
In Indonesia, there are several medical schools and colleges which treat their students
become a professional nursing. In this research, the researcher focuses on the senior high
school level especially in vocational high school which learns English as specific purposes.
116
(KBSP) IV 2016 117

Medical Department is one of the departments in Vocational School. The department also
prepares the learners to compete in medical services especially in nursing field. Medical
Department focuses in preparing the students to have abilities in science and art. To support
their abilities, the students need English language learning especially English nursing skill
program. The English nursing skill program is really important for the students. Actually,
there are some components which influence teaching and learning process. One of the
components is learning materials.
The aim of vocational school is providing the students for the work area. For that
reason, students of vocational schools need English for Specific Purposes (ESP) to provide
the next step for getting the job. In practice, there are variants of English use, depending on
the specific purposes. This specification of English use will help learners to master English as
well as what they need in term of specific purpose that they have. English is one of the
compulsory subjects that have to be taught for vocational high school. As stated in the Rule of
Minister of National Education No. 22 year 2006, English is an adaptive lesson which is
aimed at preparing the students with English communication material context which is needed
for their skill program in written or spoken form. Consequently, the teachers should plan,
conduct, and manage the learning of English in order to meet their specific needs. SMK Citra
Semesta Indonesia Yogyakarta is one of the vocational high schools in Yogyakarta that
focuses on medical subjects which have two major programs, pharmacy and nursing. Nursing
skill program become the last choice by the students after they are not accepted in the
pharmacy program, despite the input of nursing skill program is higher than the pharmacy
program.
Recently, there are many English course books for the students of vocational high
schools. Some books that are often used by English teacher are Global Access, English for
Vocational High School, Interchange, and Get Along. Each of them promotes different
approach and also interesting topic and display. Although there are many course books
published with different kinds of approach offered, language practitioners should choose the
best and standard books based on the students’ need. According to Cunningsworth (1995: 15-
17) there are several guidelines for standardize course books used in the classroom. First,
course books should correspond to learners’ needs. They should match the aims and
objectives of the language-learning programme. Second, course books should reflect the uses
(present or future) which learners will make of the language. Select course books which will
help to equip students to use language effectively for their own purposes. Third, course books
should take account of students’ needs as learners and should facilitate their learning
processes, without dogmatically imposing a rigid method. Fourth, course books should have a
clear role as a support for learning. Like teachers, they mediate between the target language
and the learner.
By doing the observation and informal talk with the English teacher, it was found that in
this school only used one book which designed by LP2IP Yogyakarta for all skill programs.
The book is “English for Vocational Schools” which has three levels; novice, elementary, and
intermediate. The novice level was designed for first grade, elementary level for second
grade, and intermediate level for third grade. This book has a series, book A and B for every
level. Each series designed for one semester. But the teacher only used one series (book A) in
all classes, included nursing class, because every book has many materials which should be
learn, but the students cannot reach them all in two semesters. Based on analysis on this book,
it is found that the input text and language context has not matched with the nursing skill
program, the content used English in general topics and the language are very high for the
students’ level of English in grade X of English for nursing class in SMK Citra Semesta
Indonesia Yogyakarta. The teacher finds some difficulties in using the book, so they make
focus learning material and drilling vocabulary in the first meeting. It becomes the reason why

118 (KBSP) IV 2016

the students of nursing skill program, especially in English for nursing class need additional
specific English learning material in more simple content which can guide the students to
improve their English.

2. THEORETICAL REVIEW
There are three major theories which used to construct and analyse the research finding,
such as English for Specific Purposes (ESP), Project-based Learning (PBL), and Material
Development.
a. English for Specific Purposes (ESP)

Teaching ESP is aimed at developing students’ skills of professional communication in
English depending on the area of their professional field. It means that such teaching should
be connected to students’ particular specialization. Therefore, English for specific purpose
includes specialized programs which are designed to develop the communicative use of
English in a specialized field of science, work, or technology. Hutchinson and Waters (1987:
8-9) defined that ESP is an approach to language learning which is based on learner‘s need
which means that all contents and methods are based on the needs of the students. In
addition, Hutchinson and Waters (1987: 25) proposed that there are two basic needs of ESP
students: target needs and learning needs. Target needs can be perceived by necessities, lacks,
and wants. Necessities are the types of need determined by the target situation, that is, what
needs they have to know in order to function effectively in the target situation. In contrast,
lacks are the gaps between what the learner already knows and the necessities. If necessities
are the standards to be achieved by the learners and lacks are the gaps between what they have
to achieve and what they do not have, hence, wants are the goals that the learners are going to
themselves. If Hutchinson and Waters (1987: 26) defined lacks asthe starting point,
necessities as the destination, and wants as what the destination should be, they consider
learning needs as the route to get these three to complete each other. If target needs can be
seen by analyzing the target situation, hence, learning needs must be seen in the process of
learning.
b. Project-based Learning (PBL)

Project-based Learning is a comprehensive instructional approach to engage students in
sustained, cooperative investigation (Branford & Stein, 1993: 1). Within its framework
students collaborate, working together to make sense of what is going on. Students pursue
solutions to non trivial problems by: (1) asking and refining questions; (2) debating ideas; (3)
making predictions; (4) designing plans and/or experiments; (5) collecting and analyzing data;
(6) drawing conclusions; (7) communicating their ideas and finding to others; (8) asking new
questions; and (9) creating artifacts (Blumenfeld et al., in Branford & Stein, 1993: 2).In this
research, the researcher will use Problem-based Learning in developing English materials for
second grade students of English Nursing skill program in Medical Department SMK Citra
Semesta Indonesia Yogyakarta. Using PBL approach will help the students to improve their
English as preparation skill in their future occupation.
c. Material Development
Learning material is one of the important factors in most language programs.In
practice, it focused on evaluation, adaptation of published materials and creation
(development of teaching materials by teacher in line with the existing syllabus). According
to Richard (2001: 252) says that materials are anything that serves primarily to supplement
the teacher’s instruction. The aids used by the teachers and students supporting the teaching

(KBSP) IV 2016 119

learning process called as the materials.Material development is about making preparation of
effective teaching materials which is similar to the processes involved in planning and
teaching the lesson and it is aimed to design and create materials which can be reference and
resource for effecting learning (Richard: 2001; 262). While Nunan (1989: 208) defined
material development as a process of procedures cover selecting, adapting, and creating of
teaching materials. Tomlinson (1998: 85) insists that materials development refers to anything
which is done by writers, teachers or learners to provide sources of language input and to
make use of those sources in ways which maximize the likelihood of intake: in other words
the supplying information about and/or experience of the language in ways designed to
promote language learning.
3. RESEARCH METHOD
Research methodology consists of two parts, namely research design and research
procedure. The research procedure explains the detailed procedure in exploration stage and
developing stage.
a. Research Design
The topic of this research is Developing Supplementary English Material based on
Project-based Learning for Nursing Student of Medical Department of SMK Citra Semesta
Indonesia Yogyakarta. Gall and Borg (2003: 569) stated that R&D is an industy-based
development model in which they are systematically field tested, evaluated, and refined until
they met specified criteria of effectiveness, quality, or similar standards. In line with this,
Sugiyono (2013: 297) states that research and development (R & D) is a research method used
to produce a product and examine the effectiveness of the product. It is aimed to help teachers
and students to get the best educational product.
From the description, it can be seen that there are some stages in the research that
should be done by the researcher, namely designing, field testing, evaluating, and refining.
Based on the aim of this study, this study is classified as a Research and Development (R &
D). The aim of this research is to develop an instructional project book which guides the
students to make some individual or group projects using Project-based Learning approach in
medical school. In this research, the product is developed by considering to the strengths and
weaknesses of existing learning material or textbooks and some related theories in order to
produce an appropriate material based on vocational school context. In developing it, the use
of Project-based Learning and English for Specific Purposes will be explored much more.
There are two stages in this research, namely exploration and development. Each stage has
different steps and purposes.
b. Research Procedure
The aim of educational research and development in this study is validated, field-tested
and evaluated and refined the educational products in supporting teaching and learning
process. Within this research, there will be a process to develop and validate products as
stated in Borg and Gall (1983: 772). The steps of this process are usually referred to as the
R&D cycle. In order to create the effective products, some experts provide the models in
some cycles.
Such simplification is termed by Borg and Gall (1983: 792). They state that for thesis
and dissertation, it is best to undertake a small-scale project and to limit development to just
few steps of the R&D cycle. It means that the implementation can be adjusted based on the
condition. Because all of steps need more time in conducting the research and also the cost of
capital in producing the product, the researcher uses the small-scale R&D proposed by Borg

120 (KBSP) IV 2016

and Gall. In the small-scale, the steps of R&D are divided in two big stages namely
exploration and developing stages. The data in the exploration stage will be collected through
conducting document analysis, observation, questionnaire, and having interview.
4. RESEARCH FINDING AND DISCUSSION

This section focuses on describing the research finding on the exploration and
development stage based on the available data. In other words, it presents the solution of the
objectives written in the formulation of the problems and discussion based on related theories
to clarity the findings. The exploration stage consists of five parts of findings: (1) the
analyzing of the existing condition in this case is the description of the existing and quality of
course book, (2) the analyzing of syllabus used in nursing skill program, (3) the result of need
analysis obtained from questionnaire, interview, observation, and document analysis, (4)
product planning, (5) prototype design. The development stage consists of three parts: (1)
expert validation, (2) tryout of the product and (3) developing final product.
There are two major findings in this research, exploration stage and development stage.
Unfortunately the research is still ongoing, in this section the researcher only discuss about
the finding in exploration stage which consist of: (1) the analyzing of the existing condition in
this case is the description of the existing and quality of course book, (2) the analyzing of
syllabus used in nursing skill program, (3) the result of need analysis obtained from
questionnaire, interview, observation, and document analysis, (4) product planning, (5)
prototype design.
5. CONCLUSION
There are many teaching components for the successful of English learning such as
method, material, media, teacher, students, etc. All of them become synergy to support each
other in the teaching learning process. Course book is one of teaching components that plays
important role to provide materials for students which can be used to achieve the goal of
English teaching and learning process in the class. Based on the research findings, the
researcher found that the course book used in SMK Citra Semesta Indonesia Yogyakarta has
not provided appropriate material needed by the vocational students especially for nursing
skills program. The English teacher uses English for Vocational Schoolby LP2IP as course
book for all skill programs in that school. After the course book was analysed based on some
guideline, it was found that the content of book contains general English material and
therefore it is not appropriate with the students’ skills program. Based on that problem, there
should be an effort to improve the quality of English teaching and learning. Therefore the
researcher developed Supplementary Project book as an additional material for first grade
students of nursing skills program at SMK Citra Semesta Indonesia Yogyakarta. It was
expected that the material can support the existing course book used at that school.
BIBLIOGRAPHY
Gall, Meredith D & Walter R. Borg. (2003). Educational Research: Seventh Edition. USA:
Pearson Education Inc.
_____________. (1983). Educational Research: Fourth Edition. NY: Longman Inc.
Grant, N. (1987). Making the Most of Your Textbook Essex. England: Longman Group UK
Limited.

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Hutchinson, Tom & Alan Waters. (1987). English for Specific Purposes A Learning-centred
Approach. New York: Cambridge University Press.
___________. (1994). English for Specific Purposes A Learning-centred Approach. New
York: Cambridge University Press.
Richards, Jack C. (2001). Curriculum Development in Language Teaching. New York:
Cambridge Language Education.
Richards, Jack C. and Rodgers, Theodore S. (2001). Approaches and Methods in Language
Teaching. New York: Cambridge University Press.
Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan
R&D. Bandung: Alfabeta.
Sukmadinata, Nana Syaodih. (2012). Metode Penelitian Pendidikan. Bandung: PT Remaja
Rosdakarya Offset.
Tomlinson, Brian. (1998). Materials Development in Language Teaching. Cambridge.
Tomlinson, Brian & Hitomi Masuhara. (2004). Developing Language Course Materials.
Singapore: SEAMEO Regional Language Centre.
Tomlinson, Brian. (2011). Materials Development in Language Teaching. Cambridge:
Wanda, Dessie. (2007). An Investigation of Clinical Assessment Processes of Student Nurses
in Jakarta, Indonesia. Unpublished Thesis. Australia: Australian Catholic University.

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Prasangka New York Times terhadap Hamas: Sebuah Analisis Wacana

Kritis
Syarif Hidayat
Universitas Indonesia, Fakultas Ilmu Pengetahuan Budaya, Departemen Ilmu Susastra
Depok, Jawa Barat, 16424
E-mail: kizoku9@gmail.com
Telp. 081219608003
Abstrak
Wacana sebagai sebuah bentuk penggunaan bahasa atau sebuah ide dalam pemikiran tertentu,
yang dapat dijumpai di berbagai media, termasuk berita, menjadi sebuah objek penelitian
yang menarik dalam ilmu humaniora. Isu yang selalu menjadi perbincangan hangat dalam
berita ialah mengenai konflik Israel dan Palestina. New York Times, yang merupakan salah
satu media massa di Amerika, selalu aktif memberitakan konflik antara Israel dan Palestina
ini, dengan wacananya sendiri. Makalah ini berasumsi bahwa Palestina, yang merupakan
negara Islam, dan Islam yang selalu diidentikan teroris oleh Amerika khususnya, akan sangat
sulit untuk mendapat dukungan dari media Amerika, seperti New York Times. Makalah ini
berusaha menguji keberpihakan New York Times kepada Israel tersebut, dengan menggunakan
pendekatan analisis wacana kritis oleh Van Dijk. Dalam makalah ini dipilih dua berita dari
New York Times, yang pertama berjudul Israel Says Hamas Was Plotting Terrorist Attacks
oleh Isabel Kershner dan yang kedua berjudul Israeli Family attacked in west Bank, and 2 are
killed oleh Diaa Hadid. Fokus dalam makalah ini hanya kepada kedua struktur teks berita
tersebut. Pada akhirnya, melalui analisis struktur makro dan mikro, yang terdiri dari unsur
topik, semantik, sintaksis, stilistik dan retoris berita, terlihat bahwa kedua artikel sangat
menyudutkan Palestina, khususnya Hamas.
Kata Kunci: Wacana, Berita, Konflik Israel-Palestina, Analisis Wacana Kritis
A. PENDAHULUAN
Van Dijk (1997) menyebutkan bahwa wacana ialah selalu diidentifikasikan sebagai
sebuah bentuk dari pengguanan bahasa, seperti dalam sebuah pidato. Wacana dapat juga
diartikan sebuah ide dalam pemikiran di sekolah tertentu, seperti sebuah wacana filsafat
modern. Media Massa seperti radio televisi dan internet, dapat menjadi sebuah alat
penyampaian wacana, seperti gender, kelas, etnik, dan lain-lain, yang terikat pada sistem
sosial atau organisasi (Norman dalam Van dick 2007: 230). Wacana ini tentu saja akan
mempengaruhi bagaimana media tersebut menulis atau pun ”berbicara” (Vandick, 2008: 118).
Satu hal yang pasti diketahui dari sebuah berita di media masa baik cetak maupun TV
ialah adanya sebuah wacana di dalamnya (Van Dijk, 1988: 1). Van Dijk (1988) menemukan
sebuah cara baru untuk menganalisa wacana yang berada dalam sebuah berita di media ini,
yaitu dengan sebuah pendekatan struktur yang terdapat dalam berita tersebut, meliputi; bentuk
gramatikal (fonologi, morfologi, sintak, dan semantik), bentuk kata, gabungan kata, atau
kalimat, serta lebih kompleks lagi yaitu koherensi (hubungan antara kalimat), topik, skematik,
serta dimensi stilistik dan retorik.
Berita baik di media cetak maupun elektronik selalu menjadi sebuah alat untuk
menyampaikan wacana atau ideologi tertentu dalam sebuah isu yang ditampilkan dalam isi
beritanya. Salah satu isu yang yang terus berkembang dan selalu menjadi bahasan yang sangat
menarik untuk diperbincangkan di dalam media massa ialah mengenai polemik antara
122
(KBSP) IV 2016 123

Palestina dan Israel. Konflik yang sudah terjadi berabad-abad yang lalu sepertinya memang
terus meningkat. Berbagai isu pun berkembang didalamnya, mulai dari masalah agama
sampai ke masalah politik. Banyak media massa yang menjadikan konflik Palestina dan Israel
menjadi “makanan” dalam beritanya. Dari sekian banyak media tersebut ada beberapa yang
pro Israel dan ada juga yang pro Palestina. Salah satu media di Amerika, New York Times,
selalu aktif dalam memberikan berita Palestina-Israel ini. Salah satu penelitian oleh Viser
(2003) mengemukakan bahwa “New York Times” merupakan media yang Pro Israel. Tetapi
dalam analisisnya Viser tidak menggunakan teori Van Dijk, mealinkan sebuah pendekatan
kuantitif.
Untuk itu, dengan menggunakan analisis wacana kritis Van Dijk, makalah ini akan
membuktikan bahwa dalam berita yang diterbitkan oleh “New York Times” terdapat sebuah
dukungan terhadap pemerintah Israel. Makalah ini akan meneliti sebuah berita yang
diterbitkan oleh “New York Times” yang berjudul “Israel Says Hamas Was Plotting Terrorist
Attacks” dan “Israeli Family attacked in west Bank, and 2 are killed.” Jika dibaca sekilas
sepertinya akan terlihat bahwa berita ini bersikap netral terhadap konflik palestina-Israel.
Namun jika ditelusuri lebih jauh ke dalam struktur berita dan teknik yang digunakan dalam
penyampaian berita tersebut, dengan menggunakan teori wacana Van Dijk, akan terlihat
bagaimana berita ini sangat mendukung Israel dan menyudutkan Palestina, khususnya Hamas,
serta mendiskriminasi Islam.
B. KAJIAN PUSTAKA
Penelitian dengan menggunakan Analisis Wacana kritis Van Dijk, terhadap media,
sudah pernah dilakukan oleh Baidoun (2014) dalam tesisnya. Dalam penelitiannya, Baidoun
menggunakan beberapa artikel dari dua media Palestina yaitu Maan dan Alray, serta dua
media Israel yaitu Haaretz dan The Jerusalem Post. Hasilnya Baidoun memperlihatkan
adanya ideologi yang berbeda dari keempat media tersebut. Berbeda dengan Baidon,
penelitian ini akan berfokus kepada media online Amerika, yaitu New York Times
C. METODE PENELITIAN
Penelitian ini menggunakan metode kualitatif, dengan pendekatan analisis wacana kritis
oleh Van Dijk. Analisis Wacana kritis ialah sebuah penelitian analisis wacana yang melihat
bagaimana penyalahgunaan kekuasaan dan “pembedaan” dibuat, direproduksi, dilegitimasi
dan ditentang oleh teks dalam konteks sosial maupun politik. Analisis wacana kritis sangat
berguna untuk memahami, menyingkap dan menentang pembedaan sosial tersebut (Van Dijk
dalam Tannen, 2015: 466).
Penelitian ini akan berfokus pada teks dari dua artikel berita dari New York Times: yang
pertama berjudul “Israel Says Hamas Was Plotting Terrorist Attacks” oleh Isabel Kershner
dan yang kedua berjudul “Israeli Family attacked in west Bank, and 2 are killed” oleh Diaa
Hadid. Penelitian ini akan memperlihatkan bagaimana prasangka New York Times terhadap
Palestina, Hamas dan Islam, serta keberpihakan New York Times terhadap Israel.
D. HASIL PENELITIAN DAN PEMBAHASAN
1. Analisis Struktur Makro

Headline atau lead sebuah berita dapat mengekspresikan topik utama sebuah berita,
yang disebut oleh vanDijk dengan semantic macrostrusture (Van Dijk dalam Tannen, 2015:
473). Headline atau lead, yang menggambarkan wacana umum berita, menjadi bagian yang

124 (KBSP) IV 2016

sangat penting karena akan sangat diingat oleh pembaca (VanDijk, 1993: 248). Dalam artikel
yang berjudul “Israel Says Hamas Was Plotting Terrorist Attacks”, tema umumnya ialah
informasi bahwa Hamas akan melakukan gerakan teror untuk melawan Israel. Topik ini,
dengan menggunakan kerangka Van Dijk, dalam teks didukung oleh beberapa subtopik,
misalnya dalam artikel ini diberitakan bahwa Hamas merencanakan sebuah gerakan bunuh
diri di Tel Afiv. Hal ini didapat dari hasil interograsi seorang tahanan. Sub topik lainnya ialah
bahwa Hamas telah memulai serangan bunuh diri sejak tahun 1990an. Ada sebuah mobil yang
meledak di Qalqiya yang sebenarnya merupakan sebuah serangan ke Tel Aviv.
Dalam artikel berjudul Israeli Family Attacked in West Bank, and 2 Are Killed, topik
utamanya ialah adanya serangan terhadap warga Israel yang mengakibatkan dua orang, ayah
dan anak, terbunuh. Sub topik dalam berita ini ialah dugaan bahwa penyerangan dilakukan
oleh orang Palestina. Sub topik lainnya ialah bahwa penyerangan serupa pernah terjadi dan
juga mengakibatkan beberapa warga Israel terbunuh.
2. Analisis Superstruktur
Topik berita diatur oleh skema berita yang juga disebut superstruktur (van Dijk: 1993).
Skema ini terdiri dari headline dan lead, kejadian utama, latar, reaksi verbal dan juga
komentar(van Dijk: 1993). Dalam artikel “Israel Says Hamas Was Plotting Terrorist Attacks
(Israel mengatakan Hamas telah merencanakan serangan Teroris)”, jika dilihat dari judul
berita terlihat bahwa berita ini mencoba untuk bersikap netral dengan menggunakan kalimat
“Israel says”, karena jika berita ini langsung membuat kalimat “Hamas Was Plotting
Terrorist Attacks”, maka akan terlihat secara langsung bahwa berita ini menyudutkan Hamas.
Dengan menggunakan kalimat majemuk dalam judul “Israel Says Hamas Was Plotting
Terrorist Attacks” maka interpretasi pembaca berita dapat bermacam-macam, salah satunya
ialah kenetralan dari judul ini yaitu tidak memihak Israel maupaun Hamas. Namun, jika
dilihat secara keseluruhan dari isi berita dengan menggunakan analisis Van Dijk maka akan
terlihat keberpihakan dari berita ini yang lebih mendukung Israel dan sangat menyudutkan
Hamas.
Yang pertama ialah dapat dilihat dari lead yang digunakan dalam berita ini;
“JERUSALEM, April 10 — Recent interrogations of arrested members
of Hamas in the West Bank town of Qalqilya produced information that the
Islamic organization there was planning imminent terrorist attacks against Israel,
including one using a large truck bomb, the Israeli Shin Bet internal security
service said Tuesday.”
Dari lead ini dapat terlihat bahwa wartawan langsung menyerang Hamas dengan
mengungkapan bahwa ada seorang anggota Hamas yang ditangkap “arrested members
of Hamas. Penggunaan lead ini dalam sebuah berita akan langsung mencitrakan Hamas yang
buruk. Selain itu, penggunaan kata “Islamic organization” dan “planning imminent terrorist
attacks” juga sepertinya ingin mengaitkan isu ini dengan Islam sebagai penyebar teror.
Dalam artikel “New York Times” oleh Kreshner ini, ada beberapa komentar tokoh
seperti;
“In the wake of the Shin Bet statement, David Baker, an official in the office of
Israel’s prime minister, Ehud Olmert, said Hamas “continues to target Israeli
civilians.” ...“Terrorism is a cornerstone of the new Palestinian government, a
government that should be shunned,” he said.”
Dengan memasukan komentar ini, wartawan sepertinya ingin menarik simpati pembaca, yang
mana komentar dari perdana menteri Israel ini menyebutkan bahwa Hamas melanjutkan
menjadikan penduduk Israel sebagai target. Dan juga artikel ini menyebutkan adanya
pemerintahan baru Palestina sebagai teroris. Komentar tokoh ini juga terlihat sangat
menyudutkan pemerintahan Palestina. Dan dari kesimpulan wartawan, dari komentar ini, yang

(KBSP) IV 2016 125

menyatakan bahwa ada sekelompok garis keras Hamas yang terus bergerak dalam aksi teror
sepertinya justru menyalahkan pemerintahan Hamas yang membiarkan aksi ini terjadi dan
secara tidak langsung wartawan juga ingin menyatakan bahwa Hamas bertanggung jawab atas
aliran keras tersebut.
Dalam artikel berita lainnya yang berjudul “Israeli Family Attacked in West Bank, and 2
Are Killed,” terlihat adanya penggunaan kalimat pasif. Kemungkinan ada beberapa alasan
penggunaan kalimat pasif ini. Pertama ialah pelaku dari tindakan penyerangan yang tidak
diketahui. Kedua ialah berita ini ingin menekankan apa yang terjadi dengan subjek, yakni
keluarga Israel yang terbunuh. Begitu pun yang dilakukan dalam lead berita tersebut; An
Israeli father and son were killed and five other members of their family were wounded in a
drive-by shooting near a Jewish settlement in the occupied West Bank on Friday. Sampai di
sini berita ini terus menekankan keluarga Israel sebagai “korban”. Yang menjadi masalah
ialah bagaimana artikel ini memasukan pendapat pihak berwenang Israel yang menduga
bahwa pelaku penyerangan ialah orang palestina: “who they believed were Palestinian”.
Pembuatan kalimat majemuk ini jelas merupakan penambahan informasi wartawan, yang
pada akhirnya “menuduh” orang palestina sebagai pelaku penyerangan.
3. Analsis Struktur Mikro

Van Dijk (2014: 80) menyatakan bahwa:
“There are potentially a very large number of discourse structures that could be
manipulated in experiments: phonological and visual (oral vs. written, picture, etc.)
structures, syntactic structures (e.g., word order, sentence complexity, active vs. passive
sentences, pronouns), lexicon (easier or more dificult words), propositional structures
of meaning, semantic relations between propositions, implicitness vs. explicitness,
presuppositions, foregrounding and backgrounding, degree of detail (granularity),
types of person, event and action description, levels of description (general vs. specific),
conventional schemas (e.g., narrative, argumentative), rhetorical structures
(hyperboles, euphemisms), style and register, speech acts, conversational strategies,
and so on.”
Dari kutipan di atas dapat terlihat bahwa struktur mikro dapat terdiri dari aspek semantik
(berhubungan makna, implisit atau eksplisit), sintaksis (bentuk kalimat, seperti aktif atau
pasif), stilistik (penggunaan kata) dan retoris (seperti hiperbola, metafora).
Dalam artikel berita yang berjudul “Israel Says Hamas Was Plotting Terrorist Attacks”,
melalui latar yang ditampilkan dalam berita oleh wartawan, akan terlihat bahwa wartawan
ingin membawa pandangan pembaca menuju kepada Israel sebagai korban teror dan Hamas
sebagai pelaku Teror. Latar yang diberikan dalam berita ini ialah bahwa memang ada
informasi dari seorang tahanan yang merupakan anggota Hamas bahwa Hamas akan
melakukan serangan teror terhadap Israel termasuk diantaranya ialah dengan menggunakan
truk yang berisi bom. Hal ini diperoleh dari badan intelejen Israel. Latar yang digunakan oleh
wartawan ini sepertinya sangat mendukung pemerintah Israel, yang sepertinya menjadi
korban dari gerakan teror Hamas. Wartawan sepertinya ingin mengajak pembaca untuk
mempercayai informasi yang didapatkan oleh pemerintah Israel yang bersumber langsung
dari seorang tahanan yang merupakan anggota hamas. Secara tidak langsung Latar ini juga
sangat menyudutkan Hamas. Dengan menyebutkan bahwa organisasi Hamas merupakan
organisasi Islam, Latar ini juga sangat memarjinalisasi Islam, di mana organisasi Hamas yang
merupakan organisasi Islam diartikan sebagai organisasi Teroris. Penyudutan terhadap Hamas
juga dipertegas dengan Latar lainnya yaitu yang menyebutkan bahwa Hamas ialah pendukung
di baris depan terhadap bom bunuh diri Palestina di Israel sejak tahun 1990an. Latar waktu ini
sepertinya menunjukan penyudutan terhadap Hamas yang dianggap bertanggung jawab atas
semua peristiwa bom bunuh diri di Israel.

126 (KBSP) IV 2016

Berikutnya dari cara wartawan menampilkan detail dalam berita ini sepertinya juga
terlihat dukungannya terhadap Israel dan penyudutannnya terhadap Hamas. Detail-detail yang
akan menumbuhkan simpati terhadap Israel dan menunjukan dukungan wartawan terhadap
Israel selalu dibuat secara lengkap dan panjang lebar. Sebagai contoh;
“According to a rare public statement by Shin Bet, its agents found out about
what they said were plans for suicide attacks from Qalqilya after interrogating
detainees and learning of the truck bomb. Shin Bet said it was told that a would-
be suicide bomber had driven a truck packed with about 220 pounds of explosives
to the Tel Aviv area in March, but for unspecified reasons, the attack was not
carried out. The truck returned to Qalqilya, and later blew up there in what Shin
Bet termed a “work accident.”
Kalimat-kalimat yang menunjukan akan adanya serangan ke Israel yang merupakan hasil
interograsi tahanan yang merupakan anggota Hamas selalu dibuat panjang dan jelas.
Sedangkan kalimat yang merupakan pembelaan Hamas terhadap organisasinya dibuat begitu
pendek dan samar dan terselip diantara kalimat yang menyerang Hamas sebagai contoh
“Hamas has denied that such a division exists.” Kalimat begitu pendek sehingga
kemungkinan pembaca akan melewatinya.
Dalam kutipan di atas juga ada penggunaan kata ganti; tanpa menyebutkan nama
agennya siapa, wartawan langsung mengutip pendapat dari badan Intelegen Israel, Shin Bet,
bahwa agennya telah mengintrogasi tahanan dan didapatkan bahwa memang ada rencana
pemboman ke Israel. Dengan tidak diketahui nama agennya, jelas wartawan ini justru ingin
menekankan isu beritanya yaitu rencana serangan terorisme ke wilayah Israel. Dan tentu saja
berita ini sangat mendukung Israel, memperlakukan Israel sebagai korban, dan menyudutkan
Hamas sebagai “tertuduh”.
Selanjutnya, dalam kutipan di atas ada dua peranggapan yang bertingkat, yaitu terlihat
kata “said” dan frasa “it was told”. Dalam kalimat ini tidak ada subjek yang jelas yang dapat
dijadikan bahwa kalimat ini merupakan sebuah bukti atau kebenaran. Kata said mengacu
kepada subjek Shin bet yang merupakan intelegen Israel, namun siapa orang yang
mengatakannya tidak disebutkan. Kata “it was told” pun tidak didasarkan atas subjek yang
jelas. Sehingga kalimat ini merujuk terhadap sebuah peranggapan yang tidak pasti
kebenarannya. Dalam kalimat pendukungnya pun akan terlihat kerancuan yang terlihat
“dibuat-buat’. Seharusnya kalimat berita seperti ini tidak perlu disampaikan karena
kebenarannya masih harus dipertanyakan, namun sepertinya wartawan sengaja membuatnya
untuk mendukung Israel.
Contoh lain dari peranggapan juga terdapat dalam paragraf berikut:
“On March 19, the Izzedine al-Qassam Brigades, the military underground of
Hamas, claimed responsibility for the shooting and wounding of an Israeli
Electric Corporation employee who was working inside Israel near the Gaza
border fence. That was the first attack of any kind claimed by Hamas since
November.”
Dalam kalimat di atas terdapat kata yang menunjukan peranggapan yaitu “claimed”. Kata
“claimed” digunakan untuk menunjukan sesuatu yang benar, namun belum ada bukti yang
jelas atau seseorang mungkin tidak mempercayai hal tersebut. Dalam kalimat ini walaupun
kelompok militer bawah tanah hamas mengklaim bahwa mereka menembak dan melukai
pekerja Israel, namun hal ini belum terbukti kebenaranya, karena masih ada kemungkinan ada
oknum tertentu yang sengaja membuat pernyataan ini sebagai sebuah propaganda. Akan
tetapi, wartawan kembali memasukan pernyataan ini ke dalam beritanya, yang jelas
pernyataan ini akan sangat menyudutkan Hamas. Bahkan dalam kalimat “That was the first
attack of any kind claimed by Hamas since November”, wartawan sepertinya menghubungkan
antara gerakan bawah tanah Hamas dengan Hamas itu sendiri. Dengan kata lain wartawan

(KBSP) IV 2016 127

ingin mengatakan bahwa apa yang dilakuka oleh gerakan bawah tanah hamas adalah
merupakan tanggung jawab Hamas juga. Hal ini tentu saja sangat memarjinalisasi Hamas.
Kemudian ada juga wacana maksud di dalam berita ini, yang juga menyudutkan Hamas,
seperti yang terlihat dalam paragraf berikut:
“Israel maintains a complete boycott of the government, and has been calling on
the international community to do the same, with limited success. The United
States and Europe are maintaining contacts with the non-Hamas ministers, and a
senior British diplomat met with Prime Minister Ismail Haniya of Hamas last
week on what was described as a humanitarian mission to help secure the release
of a British journalist kidnapped in Gaza.”
Paragraf ini ialah sebuah paragraf yang dapat diartikan bahwa permerintah Amerika dan
Eropa pun memiliki masalah dengan hamas. Jadi dapat diartikan bahwa Paragraf ini
merupakan gambaran dukungan pemerintah Amerika, Inggris dan Eropa terhadap Israel.
Paragraf ini seharusnya dapat saja dibuat implisit jika kalimat “on what was described as a
humanitarian mission to help secure the release of a British journalist kidnapped in Gaza.”
Namun dengan pemberian informasi seperti ini maksud wartawan untuk mendukung Israel
dan menyudutkan Hamas menjadi lebih eksplisit dan jelas.
Dari analisis sintaksis yaitu penggunaan bentuk kalimat, koherensi dan kata ganti
memang ada yang digunakan dalam berita ini untuk menyudutkan Hamas. Sebagai contoh
dalam pengguanan bentuk kalimat terdapat kalimat aktif yang subjek atau pelakuanya ialah
Hamas seperti “A Hamas-orchestrated suicide bombing in the Park Hotel in the coastal city
of Netanya on the eve of Passover in 2002 killed 30” dalam kutipan ini kelompok Hamas
sebagai subjek, atau pelaku telah melakukan bom bunuh diri yang membunuh 30 orang. Yang
menarik ialah penggunaan kata orchestrated yang membuat seolah-olah hamas sangat
menikmati hal itu dan juga korbannya di sini tidak disebutkan dari golongan mana. Sehingga
memberi kesan bahwa tindakan Hamas sangatlah kejam dan tidak “pandang bulu” siapa
korbannya. Padahal jika ingin bersikap netral seharusnya berita ini menerangkan fakta yang
sesungguhnya.
Kemudian dalam penggunaan koherensi. Seperti dalam kalimat; “Hamas had not
changed its policy regarding attacks in Israel, but that there were “some groups in the
military wing of Hamas that don’t like the cease-fire or the unity government.” Jika memang
berita ini ingin bersikap netral atau tidak menyudutkan Hamas maka koherensi “but that there
were “some groups in the military wing of Hamas that don’t like the cease-fire or the unity
government”, seharusnya tidak perlu ditambahkan. Namun karena berita ini ingin
menjatuhkan Hamas maka disebutlah ada kelompok sayap militer Hamas yang tidak suka
dengan genjatan senjata. Dan hal ini sepertinya diutarakan dengan tujuan untuk menyudutkan
Hamas bahwa seharusnya Hamas mampu mengontrol gerakan sayap militernya untuk
mematuhinya. Secara tidak langsung Hamas jugalah yang bertanggung jawab atas bom yang
berada di Qalqiya.
Dari penggunaan Leksikon banyak kata-kata yang juga menyudutkan Hamas yaitu
penggunaan kata Terrorist yang disejajarkan dengan kata Islamic seperti dalam kutipan
berikut: “that the Islamic organization there was planning imminent terrorist attacks
against Israel”. Hamas yang merupakan organisasi Islam disejajarkan dengan organisasi
Teroris. Pernyataan ini bukan saja memarjinalisasi Hamas tetapi juga telah memarjinalisasi
Islam karena dianggap sebagai penyebar teror yang tentu saja berkonotasi negatif.
Selain itu penyudutan terhadap Islam juga terlihat dari grafis tulisan dalam artikel berita
ini, seperti “Hamas was at the vanguard of Palestinian suicide bombing campaigns in Israel,
starting in the 1990s. But all recent suicide bombings in Israel have been carried out by the
smaller, more extreme Islamic Jihad group, according to Israeli security officials.” Dari
kutipan ini terlihat bahwa kata Islam dilabelkan kepada sebuah grup jihad ekstrim. Padahal

128 (KBSP) IV 2016

dalam ajaran Islam tidak ada yang namanya sebuah jihad ekstrim. Dengan cara memasukan
kata Islamic ke dalam frasa extreme Islamic Jihad group dan menggaris bawahi frasa Islamic
Jihad, wartawan sepertinya ingin mengatakan bahwa Islam merupakan sebuah ajaran agama
yang ekstrim yang membiarkan seseorang untuk melakukan gerakan bunuh diri.hal ini tentu
saja sangat menyudutkan Islam. Karena, Islam sendiri tidak ada sebuah perintah untuk
melakukan jihad dengan melakukan bom bunuh diri. Dalam kutipan ini juga terlihat
bagaimana penyusunan kalimat dibuat sedemikian rupa sehingga Hamas pun sangat
disudutkan. Walaupun penggunaan kalimat kedua sepertinya menyangut terhadap gerakan
lain, bukan Hamas, namun karena kalimat sebelumnya menyebutkan kata Hamas sebagai
organisasi garis depan yang mengkampanyekan bom bunuh diri, maka kalimat ini membuat
seolah-olah Hamas pun ikut bertanggung jawab atas persitiwa tersebut.
Yang terakhir dari penggunaan ekspresi, yaitu idiom yang digunakan dalam berita.
Banyak idiom-idiom yang digunakan berupaya untuk menyudutkan Hamas. Seperti dalam
kalimat berikut; “but for unspecified reasons, the attack was not carried out. The truck
returned to Qalqilya, and later blew up there in what Shin Bet termed a “work accident.”
Dari penggunaan idiom blew up, yang merupakan bentuk lampau, di atas yang berasal dari
blow up, yang mana dalam bahasa Inggris idiom ini dapat diartikan sebagai ledakan yang
menghancurkan, atau ledakan yang terjadi secara tiba-tiba dan dengan paksaan (Oxford
Dictionary, 2010). Berdasarkan hal ini, penggunaan idiom, yang dilebih-lebihkan, ini jelas
dikaitkan dengan sebuah aksi terorisme yang memang ledakan itu memang disengaja dengan
tujuan untuk menghancurkan wilayah tertentu, yang mana yang dipersalahkan dalam hal ini
ialah Hamas. Selain itu sebelumnya terdapat idiom lain yang digunakan yaitu; carried out,
yang merupakan bentuk pasif dari Carry out, yang berarti membawa sesuatu atas suruhan atau
permintaan seseorang (Oxford Dictionary, 2010). Jika dilihat dari idiom ini sepertinya terlihat
bahwa wartawan ingin menjelaskan bahwa peledakan bom ini merupakan sebuah perintah.
Sehingga, penggunaan idiom ini jelas sangat menyudutkan Hamas karena secara tidak
langsung wartawan mendukung pernyatan Israel bahwa Hamas memang berada dibalik truk
yang berisi bom tersebut. Jika memang berita ini bersikap netral, atau tidak mendukung Israel
dan menyudutkan Hamas seharusnya idiom yang bersifat profokatif seperti “blow up”
seharusnya dapat menggunakan kata yang bersifat netral seperti “explode” dan idiom carried
out dapat diganti dengan kata “brought”.
Kemudian, dalam artikel berita yang berjudul “Israeli Family attacked in west Bank,
and 2 are killed”, akan terlihat detail yang menggambarkan bagaimana penyerangan
dilakukan terhadap orang yang tidak bersalah: “They were on their way to the nearby Israeli
town of Meitar to attend a pre-wedding meal for a daughter in the family; ...The mother and
three young girls were slightly hurt, and another son was shot in the leg”. Dari pengguanaan
detail ini jelas ingin menekankan betapa tindakan yang dilakukan oleh penyerang merupakan
tindakan yang tidak berperikemanusiaan karena menyerang orang-orang yang tak bersalah.
Dan ketika berita ini menuduh orang Palestina yang melakukan, maka sepertinya berita ini
ingin menyudutkan orang Palestina, yang secara tidak langsung dalam berita ini dianggap
sebagai tindakan yang “tidak berperikemanusiaan”.
Penyudutan ini pun terlihat dari elemen maksud dan detail diakhir berita: During the
same time, at least 85 Palestinians have been killed. Some were attacking or trying to attack
Israeli soldiers and civilians; others were killed during violent demonstrations. The latest
were two Palestinian men killed in demonstrations on Friday, local news media reported.
Dari kalimat awal paragraf ini, terlihat adanya penyamaan nasib, yang juga diderita warga
Palestina yang terbunuh. Namun detail dari paragraf ini justru sangat menyudutkan Palestina.
Ada sebuah penggambaran bahwa kematian warga Palestina disebabkan oleh tindakan mereka
sendiri yang mencoba menyerang tentara dan warga Israel, serta ketika mereka melakukan
demonstrasi. Dari penggunaan kata violent yang berarti kekerasan, maka berita ini memang

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sengaja membuat sebuah pola dimana pada akhirnya orang palestina merupakan orang yang
sangat “menyukai kekerasan”. Penutup pada paragaraf ini sepertinya menjadi argumentasi
atau kesimpulan wartawan yang memang ingin membuat bahwa pelaku penyerangan, yang
menjadi berita utama artikel ini, ialah orang Palestina. Dan juga, dapat terlihat bahwa berita
ini telah membentuk makna bahwa tindakan demonstrasi dan kekerasan yang dilakukan warga
palestina merupakan tindakan terorisme, dan hal yang wajar jika pada akhirnya mereka
terbunuh.
Dari aspek stilistik dan sintaksis, artikel berita ini juga memperlihatkan penyudutan
terhadap Hamas dan Islam, misalnya dari kalimat berikut: “No group had claimed
responsibility for the shooting by Friday evening, though the militant group Hamas and the
smaller Palestinian group Islamic Jihad both praised it as “heroic”.” Dari kalimat ini terlihat
adanya sebuah koherensi kalimat yang bertujuan menambah inforamsi artikel ini, yaitu
penggunaan kata “though”. Jelas memang pelaku tindakan penyerangan tidak diketahui
namun dengan menambahkan bahwa Hamas dan kelompok jihad lain menyebutnya sebagai
tindakan “pahlawan” tentu akan membuat makna bahwa tindakan ini sangat didukung Hamas
dan kelompok Jihad yang lain.
Dari analisis mikro kedua berita, sepertinya memang terlihat adanya sebuah bentuk
prasangka dan diskriminasi melalui bahasa atau yang disebut van Dijk (2005: 2) dengan
linguistic prejudice and discrimination or ‘linguicism’. Dalam kedua berita ini terlihat
penggunaan bahasa yang berupaya untuk memarjinalisasi atau menyudutkan Palestina,
Hamas, maupaun Islam itu sendiri.
E. KESIMPULAN
Berdasarkan sebuah analisa wacana kritis dengan menggunakan teroi Van Dijk, maka
dapat disimpulkan bahwa media Amerika “New York Times”, dalam artikelnya berjudul
“Israel Says Hamas Was Plotting Terrorist Attacks” dan “Israeli Family attacked in west
Bank, and 2 are killed”, memiliki ideologi untuk mendukung Israel dan menjatuhkan
Palestina khususnya Hamas, serta Islam itu sendiri. Hal ini jelas karena Palestina, khususnya
Hamas, yang diidentikan dengan Islam dan Islam selalu diidentikan dengan teroris maka akan
sulit untuk mendapat dukungan dari Amerika. Hal ini menjadikan Palestina, khusunya Hamas,
menjadi termajinalisasikan dikalangan Amerika.
Melalui Analisa struktur makro dan mikro dalam berita, dapat terlihat dalam artikel ini
wartawan mencoba untuk memarjinalisasikan Palestina, Hamas dan juga Islam. Hal ini
terlihat dari penggunaan bahasa yang meliputi kalimat yang digunakan serta teknik
penempatan kalimat. Selain itu juga terlihat dari penggunaan leksikon dan ekspresi, bahwa
secara keseluruhan artikel ini sangat memojokan Palestina, Hamas dan Islam, dan lebih
mendukung atau menguntungkan Israel.
DAFTAR PUSTAKA
Baidoun, Aseel. 2014. The Gaza Conflict 2013 and Ideologies of Isralei and Palestinian
Media: Acritical Discourse Analysis. Örebro: Department of Humanities of Örebro
University. Diakses melalui http://www.diva-
portal.se/smash/get/diva2:718720/FULLTEXT01.pdf pada tanggal 26-02-2016 pada
pukul 21.00
Hadid, Diaa. 2015. Israeli Family attacked in west Bank, and 2 are killed. Diakses melalui
http://www.nytimes.com/2015/11/14/world/middleeast/israelis-are-killed-on-west-
bank.html pada tanggal 14-11-2015 pukul 20.30

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Kreshner, Isabel. 2007. Israel Says Hamas Was Plotting Terrorist Attacks. New York Times.
Diakses melalui http://www.nytimes.com/2007/04/11/world/middleeast/11mideast.html
pada tanggal 14-11-2015 pukul 20.00.
Phillips, Patrick, dkk. 2010. Oxford English Dictionary (8th ed). Oxford University Press.
Van Dick, Teun A. 2015. Critical Discourse Analysis. dalam D. Tannen, Heidi E. H., dan
Deborah S. The Handbook of Discourse analysis. Second Edition. West Sussex: Wiley
Blackwell.
Van Dijk, Teun A. 1993. Elite Discourse and Racism. London: Sage Publications.
Van Dijk, Teun A. 1997. Discourse as Structure and Process. London: Sage Publications.
Van Dick, Teun A. 1988. News Analysis: Case Studies of International and National News in
the Press. London dan New Jersey: Lawrence Erlbaum Associates Publishers.
Van Dick, Teun A. 2005. Racism and Discourse in Spain and Latin America. Amsterdam &
Philadelphia: John Benjamins Publishing Company.
Fairclough, Norman. 2007. Discourse, Social Theory, and Social Research: The Discourse of
Welfare Reform. Dalam Teun A Van Dick. Discourse Studies. London: Sage
Publication Ltd.
Van Dick, Teun A. 2008. Discourse and Context: A Sociocognitive approach. Cambridge:
Van Dick, Teun A. 2014. Discourse and Knowledge: A Sociocognitive Approach. Cambridge:
Viser, Mett. 2003. An analysis of the “New York Times” and Ha’arets and their Portrayals of
the Palestinian-Israeli Conflict. The International Journal of Press/ Politics Vol 8 No. 4
114-120. Diakses melalui http://hij.sagepub.com/content/8/4/114.abstract pada tanggal
15-11-2015 pukul 21.00.

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Lampiran 1
Israel Says Hamas Was Plotting Terrorist Attacks
http://www.nytimes.com/2007/04/11/world/middleeast/11mideast.html
By ISABEL KERSHNER Published: April 11, 2007
JERUSALEM, April 10 — Recent interrogations of arrested members of Hamas in the West

Bank town of Qalqilya produced information that the Islamic organization there was planning
imminent terrorist attacks against Israel, including one using a large truck bomb, the Israeli
Shin Bet internal security service said Tuesday.
Hamas, which is now the dominant faction in the Palestinian government, has not conducted
suicide attacks within Israel since 2004 and has been committed to an Israeli-Palestinian
cease-fire agreement in the Gaza Strip since November. People who usually speak for Hamas
would not react to the Shin Bet report on Tuesday, apparently in an attempt to not lend the
allegations any credence.
Some observers have pointed to a growing split within Hamas between those in the
government who are seeking international recognition and want to refrain from attacking
Israel and more hard-line members.
Hamas has denied that such a division exists.
According to a rare public statement by Shin Bet, its agents found out about what they said
were plans for suicide attacks from Qalqilya after interrogating detainees and learning of the
truck bomb. Shin Bet said it was told that a would-be suicide bomber had driven a truck
packed with about 220 pounds of explosives to the Tel Aviv area in March, but for
unspecified reasons, the attack was not carried out. The truck returned to Qalqilya, and later
blew up there in what Shin Bet termed a “work accident.”
Shin Bet said that 19 members of the Hamas network in Qalqilya were arrested in March,
which it said thwarted plans to carry out attacks during the recent Passover holiday. The
statement went on to warn that Hamas operatives in Qalqilya “continue to work on the
planning and execution of significant attacks, including ones in the immediate future.”
The truck bomb was many times larger than bombs that have been used to explode Israeli
buses.
In the wake of the Shin Bet statement, David Baker, an official in the office of Israel’s prime
minister, Ehud Olmert, said Hamas “continues to target Israeli civilians.
“Terrorism is a cornerstone of the new Palestinian government, a government that should be
shunned,” he said.
In March, Hamas joined with the more mainstream Fatah faction in a unity government.
Israel maintains a complete boycott of the government, and has been calling on the
international community to do the same, with limited success. The United States and Europe
are maintaining contacts with the non-Hamas ministers, and a senior British diplomat met
with Prime Minister Ismail Haniya of Hamas last week on what was described as a
humanitarian mission to help secure the release of a British journalist kidnapped in Gaza.
Hamas was at the vanguard of Palestinian suicide bombing campaigns in Israel, starting in the
1990s. But all recent suicide bombings in Israel have been carried out by the smaller, more
extreme Islamic Jihad group, according to Israeli security officials.
The Palestinian unity government guidelines refer to the Palestinians’ “legitimate right” to
resistance “in all its forms,” but also speak of extending the cease-fire from Gaza to the West
Bank.
There have long been differences between the more pragmatic political leaders of Hamas,
who now sit in government, and the military underground that is believed to answer to more
hard-line leaders in exile.

132 (KBSP) IV 2016

A senior Israeli Army commander, speaking on condition of anonymity, said recently that in
Israel’s assessment, Hamas had not changed its policy regarding attacks in Israel, but that
there were “some groups in the military wing of Hamas that don’t like the cease-fire or the
unity government.”
On March 19, the Izzedine al-Qassam Brigades, the military underground of Hamas, claimed
responsibility for the shooting and wounding of an Israeli Electric Corporation employee who
was working inside Israel near the Gaza border fence. That was the first attack of any kind
claimed by Hamas since November.
Fawzi Barhoum, a Hamas spokesman in Gaza, denied any divisions in Hamas over the unity
government and dismissed such talk as “Israeli propaganda aimed at trying to bring about
Hamas’s collapse.”
A Hamas-orchestrated suicide bombing in the Park Hotel in the coastal city of Netanya on the
eve of Passover in 2002 killed 30, and precipitated Israel’s reinvasion of the Palestinian cities
of the West Bank. Shortly afterward, the Israeli cabinet approved the construction of the West
Bank security barrier, following intense public pressure to find a way of keeping suicide
bombers out.
The driver of the explosive-laden truck sent recently to Tel Aviv was able to pass through a
gate in the barrier, exploiting the fact that he holds an Israeli identification card because his
father is married to an Israeli citizen, Shin Bet said. The truck also had Israeli license plates,
the statement said. It did not indicate who the driver was or what had happened to him.
According to Israeli military officials, the Hamas infrastructure is particularly developed in
Qalqilya, where Hamas won all the seats in local council elections in 2005.
Lampiran 2
Israeli Family Attacked in West Bank, and 2 Are Killed
http://www.nytimes.com/2015/11/14/world/middleeast/israelis-are-killed-on-west-bank.html
By Diaa Hadid
JERUSALEM — An Israeli father and son were killed and five other members of their family
were wounded in a drive-by shooting near a Jewish settlement in the occupied West Bank on
Friday.
The Israeli authorities locked down a wide area as they searched for the assailants, who they
believed were Palestinians, the Israeli military and local news outlets reported. Yehuda Glick,
an official at Otniel, the settlement close to where the attack occurred, said witnesses had
identified the slain men as a father and son, 45 and 18. The men were from Kiryat Arba,
another settlement, Mr. Glick said. They were on their way to the nearby Israeli town of
Meitar to attend a pre-wedding meal for a daughter in the family.
Five other members of the family were wounded in the attack, according to Dr. Tzvi Perry, a
physician at the Soroka Medical Center in the nearby city of Beersheba, where the wounded
were treated, The Associated Press reported. The mother and three young girls were slightly
hurt, and another son was shot in the leg.
No group had claimed responsibility for the shooting by Friday evening, though the militant
group Hamas and the smaller Palestinian group Islamic Jihad both praised it as “heroic.”
Israel’s Channel 10 News reported that the assailants had been waiting in a vehicle at a bend
in the road and spotted the victims’ van. They followed it, overtook it and opened fire, first
killing the father, the broadcaster reported. The van went off the road, and the son phoned for
an ambulance. It appeared that the attackers then opened fire again, killing the son.

(KBSP) IV 2016 133

The voice of a man said to have been one of the victims was recorded pleading for help in a
call to Israeli emergency services, according to Channel 10, which broadcast the recording.
The authenticity of the call could not be immediately verified independently.
The attack appeared to be similar to one on Oct. 1 near Itamar, a Jewish settlement in the
northern West Bank, in which a couple were killed in front of their four young children. That
attack is widely seen as one of the first in the recent unrest, which has mostly taken the form
of demonstrations, stabbing attacks against Israeli soldiers and civilians, and attempts to hit
them with vehicles. Shootings have been more unusual — at least seven since the latest
violence began in October, compared with 65 stabbings, according to Israel’s Foreign
Ministry.
The shooting on Friday took place near Hebron in the southern West Bank, which has
emerged as a locus of the uprising, alongside a surrounding belt of villages. The attack raised
the number of Israelis killed in the latest surge of violence to 13.
During the same time, at least 85 Palestinians have been killed. Some were attacking or trying
to attack Israeli soldiers and civilians; others were killed during violent demonstrations. The
latest were two Palestinian men killed in demonstrations on Friday, local news media
reported.
A third Palestinian died on Friday from wounds sustained in clashes the previous day, the
Palestinian Ministry of Health said. More than 70 people were wounded in demonstrations in
the West Bank and on the Gaza border, mostly from live fire on Friday.

(KBSP) IV 2016
LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE

STUDY OF GOOD ORAL COMPETENT STUDENTS OF MADRASAH
ALIYAH NEGERI KARANGGEDE
ALIF OKTA SHOFIA (S200140039)

alifoktas@gmail.com (085647312335)
Abstract
There are some factors that influence second language acquisition they are anxiety,
social distance, age differences, aptitude, motivation, personality and learning style, and the
last one is learning strategies. Learning strategies are strategies used by learners in order to
achieve their goals in learning second language. The aims of this research are (1) to identify
learning strategies used by good oral competent students of MAN Karanggede and (2) to
analyze factors that contribute the choice of learning strategies used by good oral competent
students of MAN Karanggede. This research is a qualitative research which focuses on case
study research. The participants are two students from the eleventh grade of MAN
Karanggede which choose from students score and observation. The researcher use
observation, questionnaire and interview to collect the data. The result of the study shows that
learning strategy used by good oral competent students are memory strategy, cognitive
strategy, compensation strategy affective strategy and social strategy. They ask for
clarification to correct their mistake and they ask their teacher to help them if they have
difficulties. They also uses cognitive and compensation strategies which refers to use
practicing, receiving and sending messages strategies, analyzing and reasoning the learners
translate the language deductively to understand the subject easily.The factors that contribute
the choices of learning strategy from student 1 because song is long lasting she easier to
improve her speaking skill with that learning strategy. On the other side, student 2 focus on
reviewing well because it can help him understanding and remembering the new vocabulary.
Keywords: Learning Strategy, Speaking Skill
A. BACKGROUND OF THE STUDY

Ellis (2004: 4) in (Fauziati, 2010: 77) states that there are many factors that influence
Second Language Acquisition (SLA), they are internal and external factors. The external
factors are the social milieu and the input. The internal factors are age, aptitude, motivation
and attitude, personality, cognitive style, hemisphere specialisation, and learning strategies. In
this research the researcher focuses on learning strategy uses by good oral competent students.
The literature on learning strategies in second language acquisition emerged from a
concern for identifying the characteristics of effective learners. Research efforts concentrating
on the "good language learner" (Naiman et al. 1978; Rubin 1975; O’Malley.1990;
Oxford.1990) in Fauziati (2010: 153-160) had identified strategies reported by students or
observed in language learning situations that appear to contribute to learning. According to
O'Malley and Chamot (1990: 43) learning strategies have been defined as the special thoughts
or behaviors that individuals use to help them comprehend, learn, or retain new information.
So, learning strategy is the effort used by the students to achieve their goal in Foreign
Language.
134
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The success of learners in achieving their goal in learning foreign language it is also
influenced by the teacher. Teachers are obliged not only to be knowledgeable of the teaching
topics, but they are also to be skillful in the language and in transferring their knowledge to
the students. In addition, teachers have to be creative and innovative in preparing the teaching
materials and make authentic assessment for their students so the students will have real
experiences in teaching and learning process. Moreover, the teachers should have
understanding about their students because every student has different knowledge, capacity
and capability.
This research conducted in Islamic Senior High School (MAN) Karanggede. MAN
Karanggede located in village about 50 Kilometers from Boyolali Regency. There are two
English teachers in this school they are teacher 1, and teacher 2. They graduated from English
Department. The teachers participated in English teacher community to develop their skill.
The members of English teacher community are all of English teachers from Islamic Senior
High School in Boyolali regency whose members are about 20 teachers. In this community
the teachers discuss about how to improve the curricula, syllabi, lesson plan, materials, and
class activities that will help learners understand the materials easier.
The subject of the research is the eleventh grade students of MAN Karanggede. There
are four classes in the eleventh grade, one science class, two social classes and one region
class. However, the researcher chooses one class as subject of the research that is science
class. Based on observation on first December 2015 and students score, there are two students
who have good oral competence they are student 1 and student 2. Moreover, the student 1
ever becomes first winner in speaking contest at regency level. There are thirty one students
in this class, the motivation in learning English are in average level especially in speaking
skill. Students have opinion that English is a difficult subject. However, there are two students
who have good oral competence they are able to speak English fluently and clearly.
Based on the explanation above, the researcher decides to make a research about
learning strategies used by good oral competence students in MAN Karanggede. The thing
that make researcher interest to do the research is most of students in MAN Karanggede have
opinion that English is difficult and not interesting subject but there are two students who
have good achievement in learning English.
Based on the background, the researcher emphasizes the research on learning strategies
used by two students who have good oral competence. The researcher formulates the research
questions or focus of the study as follows:
1. What are the learning strategies used by good oral competence students of MAN
Karanggede?
2. What factors contribute to the choice of learning strategies used by good oral
competent students of MAN Karanggede?
The Objective of the Study are:

1. To identify learning strategies used by good oral competent students of MAN
Karanggede.
2. To analyze factors that contributes to the choice of learning strategies used by
good oral competent students of MAN Karanggede.
B. REVIEW OF RELATED LITERATURE
1. Language Learning Strategies

According to O'Malley and Chamot (1990: 43) learning strategies have been defined as
the special thoughts or behaviors that individuals use to help them comprehend, learn, or

136 (KBSP) IV 2016

retain new information. Learning strategies may include any of the following: focusing on
selected aspects of new information, analyzing and monitoring information during
acquisition, organizing or elaborating on new information during the encoding process,
evaluating the learning when it is completed, or assuring oneself that the learning will be
successful as a way to allay anxiety.
Thus, strategies may have an affective or conceptual basis, and may influence the
learning of simple tasks, such as learning vocabulary or items in a list, or complex tasks, such
as language comprehension or language production (O'Malley and Chamot 1990:43).
However, according to Cohen (2003: 280) in Paredes, (2010: 16) language learning strategies
are the conscious or semi-conscious thoughts and behaviors used by learners with the explicit
goal of improving their knowledge and understanding of a target language.
Cohen (1998: 4) in Selinker (2008: 439) defines language learning (and language use)
strategies as:
those processes which are consciously selected by learners and which may result
in action taken to enhance the learning or use of a second or foreign language,
through the storage, retention, recall, and application of information about that
language.
Oxford (1999: 518) in Selinker (2008: 439) refers to learning strategies as specific
actions, behaviors, steps, or techniques that students use to improve their own progress in
developing skills in a second or foreign language. From the explanation above language
learning strategies is the way learners learn the second or foreign language in order to achieve
their goals in learning second or foreign language.
2. Oxford’s Learning Strategy Taxonomy

Oxford (1990: 9) in Fauziati (2010: 160-161) sees the aim of language learning
strategies as being oriented towards the development of communicative competence. Oxford
divides language learning strategies into two main classes, direct and indirect, which are
further subdivided into 6 groups. In Oxford's system, metacognitive strategies help learners to
regulate their learning. Affective strategies are concerned with the learner's emotional
requirements such as confidence, while social strategies lead to increased interaction with the
target language. Cognitive strategies are the mental strategies learners use to make sense of
their learning, memory strategies are those used for storage of information, and compensation
strategies help learners to overcome knowledge gaps to continue the communication. Oxford's
(1990: 17) in Fauziati (2010: 160-161) taxonomy of language learning strategies is shown in
the following:
1) Direct Strategies
a) Memory Strategies
Memory strategies consist of creating mental linkages, applying images and
sounds, reviewing well, and employing action.
(1) Creating Mental Linkages
The learners make a group to make students easier understanding the
material.
(2) Applying image or sounds
Using images, key words and mapping to memorize the material.
(3) Reviewing well
The students used structural reviewing.
(4) Employing action
The students response physically and use technique mechanically.

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b) Cognitive Strategies
(1) Practicing
Practicing means formally practicing with system of sound and writing,
repeating, recombining and using formulas and pattern to understand the
materials.
(2) Receiving and sending messages strategies
The students use some resources for receiving and getting idea quickly.
(3) Analysing and reasoning
The learners analyzing translate the language deductively to understand the
subject easily.
(4) Creating structure for input and output
The students take notes and summarize the material.
c) Compensation strategies
(1) Guessing intelligently
The learners guess the meaning of word by some clues or mother tongue.
(2) Overcoming limitations in speaking and writing
Using gesture, switch to mother tongue to make listeners understand their
goals or means.
2) Indirect Strategies
a) Metacognitive Strategies
Metacognitive strategies consist of subcategories, they are:
(1) Arranging and planning your learning
The learners find their language learning, set the aim, seek the opportunities.
(2) Evaluating your learning themselves to measure wheather they understand the
material or not.
b) Affective Strategies
(1) Lowering your anxiety
The students use relaxation, mediation for lowering their anxiety.
(2) Encouraging yourself
The students make positive statements and reward themselves.
(3) Taking your emotional temperature
The students control their emotion and share their feeling to someone else.
c) Social Strategies
(1) Asking questions
The learners ask for clarification to correct their mistakes.
(2) Cooperating with others
The students cooperate with the other to solve the problem and difficulties.
(3) Emphathising with others
The students learn other culture and increase the cultural understanding and
appreciation to the other culture.
C. RESEARCH METHOD
1. Type of Research
The type of this research is a case study research. According to Creswell (2002) a case
study is a problem to be studied, which will reveal an in-depth understanding of a “case” or
bounded system, which involves understanding an event, activity, process, or one or more
individuals.

138 (KBSP) IV 2016

2. Subject of the research
The subject of this research is the eleventh grade students of Islamic Senior High
School of Karanggede. There are five classes in this school, two classes in social majors, one
class in religion major and one class of science. In this research the researcher takes science
class as the subject of the research. There are twenty five students in this class but the
researcher takes two students which classified as good oral competence for her research.
3. Object of the research

The object of this research is learning strategies used by good oral competent students
of MAN Karanggede.
4. Data and Data Source

The data are collected from questionnaire, interview and class observation. The data
sources comes from two students which have good oral competent.
5. Method of Collecting data

According to Fauziati (2010:162-163) there are some tools that can be used to collect
the data in learning strategies research. They are interview, questionnaire and students’ diaries
and journal. Every tool has advantages and disadvantages. According to Brown (2001:6) in
Dornyei (2003:6) questionnaires are any written instruments that present respondents with a
series of questions or statements to which they are to react either by writing out their answers
or selecting from among existing answers. There are 50 questions in this questionnaire. By the
use of this instrument, the following six types of strategies proposed by Oxford (1990) could
be examined: memory (items 1-9), cognitive (items 10-23), compensation (items 24-29),
metacognitive (items 30-38), affective (items 39-44), and social learning strategies (items 45-
50). Then the questionnaire analyzed using SPSS 17.0.
6. Data Validity
In this research the researcher will uses triangulation to validate the data. An open-
ended perspective in constructivism adheres with the notion of data triangulation by allowing
participants in a research to assist the researcher in the research question as well as with the
data collection. Engaging multiple methods, such as, observation, interviews and recordings
will lead to more valid, reliable and diverse construction of realities.
To improve the analysis and understanding of construction of others, triangulation is a
step taken by researchers to involve several investigators or peer researchers’ interpretation of
the data at different time or location. In this research, the triangulation data come from
interview, observation and questionnaire.
7. Technique of Analyzing Data

After collecting the data the next step is analyzing the data. In this research the
researcher will use Miles and Huberman theory. Miles and Huberman (1994:12) state that the
methods of data analysis called Interactive Model which is included four steps of analysis
activity in cyclical and interactive process.
1. Data collection, the first step of data analysis is data collection. Data collections in
this research are observation, interview and questionnaire. These are used to find
out the kinds of students’ language learning strategies used by high achiever
students of Islamic Senior High School of Karanggede in order to develop their
speaking skill.
2. Data reduction, Miles and Huberman states (1994:12): “Data reduction refers to
the process of selecting, focusing, simplifying, abstracting, and transforming the

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data that appear in written-up field notes or transcriptions”. In this step the
research will selecting and simplifies the data sources that related with research
questions. The researcher will reduce the data from questionnaire and students’
journal that not appropriate with research questions.
3. Data display, the next step is data display. After collect and reduce the data, the
writer displayed the collective data in organized and compressed information that
will leads to conclusion. The forms of qualitative data display include types of
matrices, graphs, charts, or networks. The function of these types of data display
is to perform accessible, compact, and organized information of the data. In this
step the researcher selecting and classifying the data into Oxford’s Language
Learning Strategies (LLS) taxonomy. The data findings are displayed in this
order: (a) type learning strategies used by good oral competent students (b) the
factors that contribute to the choice of learning strategies used by good oral
competent students. Conclusion drawing and verification, after the data displayed,
then the writer would able to interpret it and reaches conclusions and
verifications. The researcher will describe and interpret the data so that the
conclusions and verifications of the language learning strategies can be drawn.
D. RESULT OF THE STUDY AND DISCUSSION

The first objective of the study is learning strategies used by good oral competent
students of MAN Karanggede there are two students as the object of the research. Based on
the interview and questionnaire learning strategy used by student 1 is memory strategy that is
applying image or sounds. She is listening music to improve her vocabulary. Cognitive
strategy refers to practicing, receiving and sending message strategies, analyzing and
reasoning. The last is compensation strategies guessing intelligent, the learner guess the
meaning of word by some clues and overcoming limitations in speaking and writing using
gesture. Indirect strategies used by first students is affective strategy refers to lowering the
anxiety, encouraging yourself, taking the emotional temperature. She is lowering her anxiety
with feel confidence although she makes a mistake. The last strategy is social strategy; she
uses asking questions if she has question in her mind. She usually asks to the teacher,
sometimes father or brother.
Based on the interview and questionnaire learning strategy used by student 2 is direct
strategy that is memory strategy which focuses on creating mental linkage the learner making
a group to make students easier understanding the material.In cognitive strategy second
student uses practicing, receiving and sending messages strategies, analyzing and reasoning
the learners translate the language deductively to understand the subject easily. Creating
structure for input and output, the students take notes and summarize the material. The last is
compensation strategies guessing intelligent, the learner guess the meaning of word by some
clues and overcoming limitations in speaking and writing using gesture. Indirect strategy used
by second students is affective strategy, lowering anxiety, encouraging self and taking
emotional temperature. The last is social strategies, second students asking question for
clarification to correct the mistake he usually ask teacher to clarify his mistake.
The second objective of the research is the factors that contribute to the choice of
learning strategy. The student 1 applying song as learning strategy because song is long
lasting, song do not reduce by time. Student 1 thinks that memory strategy especially applying
song makes her easier to remember the vocabulary. On the other hand, student 2 uses memory
strategy especially in reviewing well. He makes a schedule for study and remember the
vocabulary every day three vocabulary minimally.

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Based on the result above, learning strategy used by good oral competent students are
memory strategy, cognitive strategy, compensation strategy affective strategy and social
strategy. They ask for clarification to correct their mistake and they ask their teacher to help
them if they have difficulties. They also uses cognitive and compensation strategies which
refers to use practicing, receiving and sending messages strategies, analyzing and reasoning
the learners translate the language deductively to understand the subject easily. There are
different learning strategies used by two students. They have different learning strategy
because they have different background in learning English. First students have a father who
help her to develop his English competence, her parent push her to join in English course.
However, second student choose his friend as his partner to develop his English competence.
REFERENCES
Brown, H Douglas. (2004). Language Assessment: Principles and Classroom Practices.

United States of America: Pearson Education Inc.
Creswell, John W. (2002). Educational Research Planning, Conducting and Evaluating
Qualitative nad Quantitative Reserach. United State America: Pearson Education
Inc.
Doernyei, Zoltan. (2003). Questionnaires in Second Language Research Construction,
Administration, and Processing. New York: Ilawrence Erlbaum Associates
Publishers.
Fauziati, Endang. (2010). Teaching English as A Foreign Language (TEFL). Surakarta: Era
Pustaka Utama
Fraenkel, Jack R and Wallen, Norman E. (2008). How to Design and Evaluate Research in
Education. New York: The McGraw Hill Companies
Miles, Matthew B and Huberman, A.Michael. (1994). Qualitative Data Analysis. London:
Sage Publication Inc
O'Malley, J. Michael and Chamot, Anna Uhl (Eds). (1990). Learning strategies in second
language acquisition. New York: Press Syndicate of the University of Cambridge.
Paredes, Elsie E. (2010). Language Learning Strategy Use By Colombian Adult English
Language Learners: A Phenomenological Study.Florida International University :
Florida.
Selinker, Larry and Gass, Susan M. 2008. Second language acquisition: an introductory
course. Taylor & Francis e-Library: United Kingdom.

(KBSP) IV 2016
IMPROVING STUDENTS’ WRITING ABILITY ON RECOUNT TEXT

BY USING SCRAMBLED SENTENCES
(Classroom Action Research at The Eight Grade Students of MTs N 2 Surakarta)
Any Rahmawati
S200140083
Mahasiswa S2 Magister Pengkajian Bahasa Universitas Muhammadiyah Surakarta
aynbelle@gmail.com
ABSTRACT
This research aims at: 1) to know the implementation of scrambled sentences to the
students’ writing ability on recount text, and 2) to find out how far scrambled sentences
improve students’ writing ability on recount text at the eighth grade students of MTs Negeri
Surakarta 2.
The research was conducted in two cycles at the eighth grade students of MTs Negeri
Surakarta 2 from April 15th 2013 to April 30th 2013, in which both of cycles consist of two
meetings. Each cycle consisted of five steps: planning, implementing, observing, reflecting,
and revising after cycle 1 implemented. The research data were collected by using
observation, interview and tests. The qualitative data were analyzed through describing all of
the implementations in both of cycle 1 and cycle 2.
The research findings described every treatments of using scrambled sentences both of
the cycle 1 and cycle 2 during the research. The treatments of scrambled sentences, the
students given some sentences in scrambled order (mixing-words) by the researcher then they
were asked to make unscrambled order. After that, the researcher gave corrections to the
students’ exercises. The research findings also proved that the technique of scrambled
sentences implemented at the students could improve their writing ability especially on
recount text. The final result of the tests showed that the students’ score increased from test
cycle 1 to test cycle 2 both of mean score and score that passed standard minimum score
(KKM) used in MTs Negeri Surakarta 2, which is (65). Students’ mean score improve, 48.24
in pre test to 57.94 in test cycle 1 and improve significantly 68.83 in test cycle 2. In the test
cycle 1 just 24% of 37 students could passed KKM, it improved significantly in the test cycle
2 that 78% of 37 students passed KKM. The researcher found this research could improve
students’ writing ability. The scrambled sentences became one technique that can be applied
in teaching writing.
Keywords: Writing, Ability, Recount, Scrambled Sentences, Classroom Action Research
INTRODUCTION
Language is primarily an instrument of communication among human being in a
community. Larsen-Freeman (2003: 2) states that language is a means of interaction between
and among people. One of the international languages is English. For Indonesian students,
understanding English was not easy because it was different from our native language,
Indonesian. English communicative competence covers four skills, namely reading, listening,
speaking, and writing. The four language skills, both spoken and written, were taught in an
integrated way supported by some language aspects, such as grammar, vocabulary,
pronunciation and spelling. When we learned a second language, we learned to communicate
with other people: to understand them, talk to them, read what they have written and write to
141
142 (KBSP) IV 2016

them. The fact that people frequently have to communicate with each other in writing was one
of the reasons to master writing skill well.
Writing is a complex activity since it requires students’ comprehensive abilities such as
mastering grammar, vocabulary, and punctuation. Besides, to write well, the students
expected to be able to present their ideas in the written form as writing is a means of
communication.
Most of Indonesian students had difficulties in mastering writing skill, it also happened
to the students of MTs Negeri Surakarta 2. It was very difficult for students of MTs Negeri
Surakarta 2. It faced from the result of pre test implemented by the researcher to the VIII-I
class. Based on the standard competence of English writing at the eighth grade of junior high
school in second semester is to show the meaning of functional written text and short and
simple essay in the forms of narrative and recount texts for having interaction with
surrounding environment. Moreover the indicators of competence in English writing at this
grade for the second semester are: can complete sentence in form of descriptive and recount
text; can understand about grammar structure in simple sentence of simple present tense,
simple past tense, and past continuous tense; can be rich in vocabularies; and can understand
about punctuation and spelling.
Based on the result of the pre-research by interviewing English teacher and observing
while English teaching learning in MTs Negeri Surakarta 2, the researcher identified some
problems faced by the eighth grade students in learning writing: a) They had low level of
writing ability so that they found difficulties in developing their ideas into the written
language. (b) They seemed to be discouraged to have writing lesson. In short, they tried to
avoid it because they were afraid if they make many errors in writing. The English teacher
told the researcher that the problem faced by the student when the students are asked to make
a written text, because of the lack of vocabulary and grammar structures mastery, and the lack
of creativity they just copied the example of the text teacher gave and changed a little about it.
The English teachers can use some techniques to teach writing such as using various
pictures, contextual teaching and learning approach, using parallel writing technique, using
mind mapping/clustering technique, etc. By applying one of the techniques, the teacher can
encourage the students to participate in the classroom activities. The teacher should be able to
encourage the students to express their ideas into good writing. The teacher gives
opportunities to the students to write their ideas without being afraid of making mistake. It
can be done by introducing topics and a good writing process.
Endang Fauziati (2009:142) stated, the students are given a text in which the sentences
are in a scrambled order. This may be a text they have worked with or one they have not seen
before. They are told to unscramble the sentences so that the sentences are restored to their
cohesion and coherence properties of language (discourse competence). They learn how
sentences are bound together at the supra-sentential level through formal linguistic devices
such as anaphoric, which unify a text and makes it coherent. In addition to written passages,
students might also be asked to unscramble the lines of a mixed-dialog or asked to put the
pictures of picture strip story in order and write lines to accompany the pictures.
Based on the background above, the researcher interested to conduct a study on
“Improving Students’ Writing Ability on Recount Text by Using Scrambled Sentences
(A Classroom Action Research at the Eighth Grade Students of MTs Negeri Surakarta 2
in the Academic Year of 2012/2013)”.
RESEARCH LIMITATION
Writing includes the use of grammar, vocabulary, mechanic, fluency, and form of
organization. Since there are some aspects of the writing, the researcher limits it to sentence
construction which deals with grammar, mechanic and form organization on teaching recount

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text by using scrambled sentences. It had conducted at the second semester students of MTs
Negeri Surakarta 2.
PROBLEM STATEMENTS
1. How does the implementation of scrambled sentences improve students’ writing ability
on recount text at the eighth grade students of MTs Negeri Surakarta 2?
2. How far scrambled sentences improve students’ writing ability on recount text at the
eighth grade students of MTs Negeri Surakarta 2?
OBJECTIVES OF THE STUDY

1. To know the implementation of scrambled sentences improve the students’ writing
ability on recount text at the eighth grade of MTs Negeri Surakarta 2.
2. To find out how far scrambled sentences improve students’ writing ability on recount
text at the eighth grade of MTs Negeri Surakarta 2.
DEFINITION OF KEYTERMS
1. Writing
Writing is the process of thinking to invent ideas, thinking about how to express into
good writing, and arranging the ideas into statement and paragraph clearly (Nunan, 2003:88).
2. Ability
The term of ability is defined as skill or power. Concisely, writing ability is the skill to
express ideas, thoughts, and feelings to other people in written symbols to make other people
or readers understand the ideas conveyed. (http://teachingenglishonline.net/definition-of-
writing-ability/).
3. Recount
Recount is a text that has social function to retell events for purpose of informing or
entertaining. It has three generic of the structure, there are orientation (provides the setting
and introduces participants), events (tell what happened in what sequence, and re-orientation
(optional-closure of events) ( Suryana, 2008:34).
4. Scrambled sentences
Scrambled sentence is the technique that the students are given a text in which the
sentences are in scrambled order (Fauziati, 1999:142).
5. A Classroom Action Research
A classroom action research is the application of fact finding, to practical problem
solving in a social situation with a view to improving the quality of action within it, involving
the collaboration and cooperation of researchers, practitioners, and laymen that implemented
in a class (Burns, 1999:30).
LITERARY REVIEW
1. Definition of Writing Ability

Nunan (2003: 88) defines that writing is the process of thinking to invent ideas, thinking
about how to express into good writing, and arranging the ideas into statement and paragraph
clearly. Writing is a complex activity since it requires students’ comprehensive abilities such
as mastering grammar, vocabulary, and punctuation. Besides, to write well, the students are
expected to be able to present their ideas in the written form as writing is a means of
communication. Based on the theories above, writing is an act of putting letters, symbols,
numbers, or words on paper or a computer screen which is used to express and explain ideas.

144 (KBSP) IV 2016

Specifically, writing is the expression of language in the form of symbols, letters, or words.
The primary function of writing is to communicate the writers’ ideas to their readers.
Harris (1969) in Rodriques (2000: 68) illustrated five aspects that should be directly
involved in writing performance, those are:
• Content in which the idea is expressed;
• Form that refers to the organization of the content;
• Grammar which describes the employment of grammatical forms and syntactic
patterns;
• Style which includes the choice of structures and lexical items to give a particular tone
or flavor to the writing; and
• Mechanics employ the use of the graphic conventions of the language
2. Writing Assessment
Reid (1993: 235), the evaluation using analytic method elaborate writing product into
five components. They are: content, form/organization, vocabulary/style, language
use/grammar, and mechanics. In this research, the researcher used scrambled sentences
technique. So, the researcher found the score of students recount text from the tests based on
the form/organization, grammar and mechanics. Form/ organization that were about true or
not the students located the mixing sentences. Grammar, the students used correct grammar or
not in writing recount text. The last mechanic about correct or not the students put
punctuation, capitalization and paragraphing recount text.
3. Scrambled Sentences Technique

Endang Fauziati (2009:142), a scrambled sentence is the technique that the students are
given a text in which the sentences are in scrambled order. This may be a text they have
worked with or one they have not seen before. They are told to unscramble the sentences so
that the sentences are restored to their cohesion and coherence properties of language
(discourse competence). They learn how sentences are bound together at the supra-sentential
level through formal linguistics devices such as anaphoric, which unify a text and makes it
coherent. In addition to written passages, students might also be asked to unscramble the lines
of a mixed-dialog or asked to put the pictures of picture strip story in order and write lines to
accompany the pictures.
4. The Role of Scrambled Sentences Technique in Teaching Writing

The procedures to do scrambled sentences technique:
- Students are asked to unscramble the sentences so that the sentences are stored to their
original order, learning coherence and cohesive.
- Unscramble sentences are the lines of a mixed-up paragraph to build passage.
- It may put pictures of a picture strip story in order to make easy the students to make
unscramble sentences.
5. Hypothesis
Based on the basic assumptions above, the hypothesis formulated as follows:
- Scrambled sentences technique improved the students’ writing recount text in teaching
learning process.
- The class more active and communicative when scrambled sentences technique
applied in teaching writing, and how far the result of the research faced clearly.

(KBSP) IV 2016 145

RESEARCH METHODOLOGY
A. Setting of the Research

This research conducted in MTs Negeri Surakarta 2. It was located at Jl. Transito,
Suronalan, Pajang, Laweyan, Surakarta. Its location was strategic, easy in transportation and
near of the city. The researcher was held the research from April 15th 2013 to April 30th 2013.
B. Subject of the Research

The subject of the research was the eighth grade students of MTs Negeri Surakarta 2 in
the academic year of 2012/2013. The researcher conducted to the student of VIII-I. The
number of the students was 37 students, and the researcher conducted research in this class by
considering the problem faced by this class.
C. Method of Research
The research method used in this study was a classroom action research. There are
many definitions about Classroom Action Research. The first definition is given by Kemmis
(1983) in McNiff (1992: 2) who says that Action Research is a form of self reflective inquiry
undertaken by participants (teachers, students, or principals, for example) in social (including
educational) situations in order to improve the rationality and justice of (a) their own social or
educational practices, (b) their understanding of these practices, and (c) the situations (and
institutions) in which these practices are carried out.
D. Procedure of the Research

Based on action research spiral by Kemmis & Mc Taggart in Burns 1999: 33, the
process done in this research runs with the following procedures:
- Identifying the Problem  To start an action research project, the researcher needed
to decide the problem. In this research, the problems identified after do the pre-
research and interview with the English teachers.
- Planning  the researcher prepared everything that needed during the action in order
to improve the students’ writing ability such as made a lesson plans using
scrambled sentences on it then the researcher prepared the media that used in this
research.
- Action Implementation  researcher did the planning as the researcher prepared
before.
- Observation  The observation phase has done during the teaching and learning
process. In this phase, the researcher asked a partner to observe everything
happened in the teaching learning process.
- Reflection  At the end of the action implementation, the researcher and the
collaborator reflected critically on what happened during the research.
- Revised Plan  Revised plan have been needed when the action cycle did not make
any improvement on the students’ writing skill. It means that the researcher
should do further cycle.
E. Technique of Collecting Data

The kind of data collecting in this research were interviewed the English teacher and the
student before implemented the action, observation did by English teacher as the collaborator.
The researcher gave tests for the students, collected photos documentations and observed the
students during the teaching learning process.

146 (KBSP) IV 2016

F. Technique of Analyzing Data
In order to calculate the data, the researcher presented the result of each cycle. In
analyzed the qualitative data, the researcher employed qualitative technique. The data of how
far the improvement in the research came from the test, test cycle 1 and test cycle 2.
The mean of it calculated with the formulas as follows:
In which:
X : Mean of pre-test score
Y : Mean of post-test score
N : Number of subject
X : The sum of pre test score
Y : The sum of test cycle 1 or test cycle 2 score
The percentages of students’ score improvement by using formula as follow:
In which:
A : Percentages of students’ score improvement
B : Number of students’ improves
C : The sum all of students
RESEARCH FINDINGS
The research findings of this research can be described in the research implementation
and the result of the research as follows:
1. Research Implementation
a. Pre-observation  Wed, Jan16th ’13
Come to MTs N Ska 2, gave the observation letter.
b. Interview  Wed, Jan16th ’13
Identifiying teacher’s problems in teaching writing.
c. Observation  Wed, Jan16th ’13
Identifying the problem during teaching learning process.
d. Pre test  Mon, April 15th ’13
Identifying students’ writing ability.
e. Cycle 1  1st meeting (Tues, Aprl 16th ’13)
Implementing the action plan
 2nd meeting Test Cycle 1 (Wed, Aprl 17th ’13)
Implementing the action plan.
Measuring the writing ability after the action
f. Cycle 2  1st meeting (Mon, Aprl 29th ‘13)
 2nd meeting Test Cycle 2 (Tues, Aprl 30th ‘13)
Measuring the writing ability after the action

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The summary of research implementation

a. Pre Research
The researcher conducted pre observation to know the condition of English
teaching learning. Then, the researcher interviewed both of English teacher and one of
the student’s VIII-I. After that, the researcher conducted pretest to make sure that the
writing ability in VIII-I class still in low level and need improvement in the next case.
The aims of pretest given are to know the students competence in writing ability. The
researcher explained little about recount text, gave the example of recount text, then the
researcher asked the student to build passage as they can. The researcher asked the
students built 3 paragraphs that minimal consist of 5 sentences. The topic of this recount
text the researcher asked is unforgettable experiences. So, the students could make
freely based on their experiences.
The result of the pretest was not far from the English teacher said. Most of the
students just copied the example of recount text given by the researcher when the
researcher explained about recount text. The students changed its title and the name of
the characters then the students rewrite on a piece of paper.
b. Cycle 1
The researcher identified the problem based on pre research then maked
planning for the action in cycle 1.
1) Implementing the action
- 1st meeting:
The researcher told the students that the day’s activities would be writing section
especially on recount text by using scrambled sentences technique. By considering the
teacher’s statement that the students have learned about recount text before, the
researcher just explained recount text by fast. The researcher also gave the students
materials about past tense. The researcher gave example of recount text that used in
pretest before. The researcher continued for the next step. The researcher gave the
students about seven numbers of mixing words wrote in the whiteboard. The researcher
did one number as the example, and asked the students to do the other number. The
researcher gave time for about 15 minutes to do the exercise. After finished, the
researcher gave correction in that exercises. Four students that came forward, write the
incorrect sentences. After gave corrections, the researcher thought that the students had
ability to make good sentences from scrambled sentences.
- 2nd meeting:
The students’ given 8 number of exercises, all of the number consist of scrambled
sentences (mixing words) that use present tense. The student asked to make
unscrambled sentences and changed the present tense to past tense, and then the
students asked to build 3 paragraphs of recount text from it scrambled sentences by the
title “Going to EOS Studio”. The result of post test showed that the students’ mean
score improved from 48.24 in the pretest to 57.94 in test cycle 1.
2) Observing the action
The collaborator saw and stated that he met some students still confused then they
talked each other. Even some of the students still confused, the researcher met
improvement based on the students’ test score. The students’ pre test mean score 48.24
then in the test cycle 1 57.94.

148 (KBSP) IV 2016

3) Reflecting the action
From the observation above, the researcher and the English teacher got the result
from first cycle. They were found several positive results and some weaknesses from
the first cycle
4) Revising the action
The researcher realized that there were improvement in students’ writing ability,
but the researcher still found some problems faced by the students that should be solved
soon. Besides the means score did not fulfill the standard minimum score (KKM) that
used in MTs Negeri Surakarta 2, based on result in first cycle, it was found that some
students were still confused on mixing scrambled sentences to unscrambled order. The
students also still confused implementing tense, from present tense to past tense and
they were seemed confused in constructing good sentences.
The researcher had revised her plan and consulted it with the collaborator. The
plan consist of several points, they are:
• Guiding and giving the students more exercises in making unscrambled
sentences from scrambled sentences.
• Reviewing more details about past tense and the researcher explaining about
regular and irregular verbs that usually used in students’ daily.
• Being more interesting in delivering the material to make the students
motivated.
• Asking the students to bring their dictionary.
c. Cycle 2
1) Planning the action
The researcher had revised the plan to implement on the second cycle. The
researcher should give the students more exercises in mixing words, the researcher also
explained more about past tense. Here the researcher should prepare the students’
exercises and students’ worksheet that used for test cycle 2.
2) Implementing the action
- 1st meeting
The researcher explained clearly about recount text. Especially the
researcher explained about the generic structure of recount text, they are
orientation consist of the setting and introduction the participant, events that tell
what happened in what sequences and re-orientation as the closing of recount text
that’s the optional-closure of events. The researcher gave the example of recount
text that using in the pre-test before. In the end of explanation, the researcher gave
time to questions and answer till all of the students knew about recount text. The
students maked the sentences from present tense to past tense. The researcher
corrected the answer and explained by underlining the words that consist of
regular verbs and irregular verbs. The researcher maked some list of words that
usually used in daily and write down in the whiteboard. The researcher asked the
students to memorize the list of words, especially on the irregular type.
The researcher continued the treatment of using scrambled sentences. the
researcher gave 12 numbers of exercise write down in the whiteboard. The
researcher gave 20 minutes for the students to do these exercises, and then asked
three students to write down their answer in the whiteboard, and for the eight
numbers they wrote down the answer as volunteer. The researcher found only 3
students wrote incorrect answer.
- 2nd meeting

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The researcher opened the class by reviewing the pervious study by asking
the students some question about recount text and regular-irregular verbs orally.
The researcher asked the students to prepare a piece of paper, then gave them a
copied of worksheet. The test consists of 9 numbers of scrambled sentences, using
present tense. The students asked to mix the scrambled sentences to unscrambled
order, then built 3 paragraphs from these mixing sentences. The researcher asked
the students doing the test individually. The researcher walked around the class
during the students did the test.
3) Observation
The collaborator observed during the cycle 2 implementation. The observation
result of cycle 2 were the students seemed enjoy, did not make noisy as usual, paid
attention to the researcher explanation, and the activity ran well. The students also could
do the exercises that the researcher gave in the whiteboard then most of the students
write down the answers correctly. The researcher also observed in order to know how
far the improvement writing ability the students made in that case. The mean score of
test cycle 2 improved significantly from 57.94 in test cycle 1 to 68.83 in test cycle 2. the
mean score was passed the standart minimum score.
4) Final reflection
After analyzing the observation result in cycle 2, the researcher and the
collaborator found some differences between the result of the action in cycle 1 and cycle
2. There were some positive results and negative result that can be explained as follows:
 Positive result
- There was an improvement of students’ writing ability. It could be seen from
the result of test cycle 2 that was 68.83; it was higher than the mean score of
test cycle 1 was 57.94.
- The students still remembered the recount text and its generic structure taught
in cycle 2.
- The students were more paid attention during the teaching learning process.
- The researcher could manage action implemented on the class better than in
the first cycle. The researcher asked the students orally, it made the researcher
did not always write down in the whiteboard.
- The mean score of test cycle 2 covered the standard minimum score (KKM)
that used in MTs Negeri Surakarta 2.
 Negative result
Sometimes the students tended to make noise during the teaching learning
process. Fewer students were passive than before, their score of test still low even there
was no improvement.
2. The Result
The result of students’ writing ability shows that scrambled sentences can improve
some case of writing recount text significantly. It can be concluded by analyzing the result of
pretest, test cycle 1, and test cycle 2. The differences of the three results said that there was an
improvement of the students’ writing ability in that case.
- The students mean score improve after implemented the tests
pre test (48.24)  test cycle 1 (57.94)  test cycle 2 (68.83)
- Number of students’ improve score
from pre-test to test cycle 1  33 students (87 %)
from test cycle 1 to test cycle 2  34 students (92 %)
- Number of students’ haven’t improve score

150 (KBSP) IV 2016

from test cycle 1 to test cycle 2  3 students ( 8 %)
- Number of students’ passed KKM
- Number of students’ failed KKM

Score of Pre Test, Test Cycle 1 and Test Cycle 2

TEST TEST
NO NAMA PRE TEST
CYCLE 1 CYCLE 2
1 Alif Nurrohmah A 55 63 72
2 Anna Tri Yuni S 50 56 72
3 Annisa’ Nurrohmah 45 56 75
4 Aprilia Vernandita 45 59 63
5 Ardian Faisal Fahmi 55 60 66
6 Arini Septia Effendi 50 75 69
7 Arvian Sofyan Majid 50 50 66
8 Dhea Rosediana Dewi 45 59 63
9 Diky Wahyu Putra 55 63 66
10 Fita Fitriyana 50 68 72
11 Ike Noviyanti 45 50 66
12 Ina Nur Fadhilah 45 63 75
13 Krisna Wicaksono 45 50 63
14 M Khoirul Hanafi 45 50 72
15 M Nur Aziz 50 50 72
16 Masyu Masajid 50 50 69
17 Meliza Arrohmah 45 50 63
18 M Fajar Bayu Saputra 45 50 72
19 Muhammad Arif N 45 50 72
20 Muhammad Azzam B 45 63 75
21 Muhammad Sholeh F 50 56 63
22 Nadlifa Uzlifatul J 45 65 69
23 Nadya Larasati 50 72 63
24 Octa Regita Yusuf 40 50 66
25 Oky Novia Pertiwi 50 68 69
26 Pradantyara H M D 50 65 72
27 Puja Sukmawati 50 75 66
28 Putri Erika S 40 50 63
29 Qoni’atun Hikmah 55 68 75
30 Rahmat Sugiarto 45 50 69
31 Ratna Fatikawati 50 50 69
32 Rizka Azhara 50 63 72
33 Sholikin 45 50 63
34 Tri Yulianto N 45 56 69
35 Ulfah Nurhidayah 60 65 72

(KBSP) IV 2016 151

36 Yunita Dwi N 55 56 75
37 Zellin Uriske 45 50 69
The average of the test 48.24 57.94 68.83
The Result of Pre Test and Test Cycle 1

TEST PASSED/
NO NAMA PRE TEST KKM
CYCLE 1 FAILED
1 Alif Nurrohmah A 55 65 63 F
2 Anna Tri Yuni S 50 65 56 F
3 Annisa’ Nurrohmah 45 65 56 F
4 Aprilia Vernandita 45 65 59 F
5 Ardian Faisal Fahmi 55 65 60 F
6 Arini Septia Effendi 50 65 75 P
7 Arvian Sofyan Majid 50 65 50 F
8 Dhea Rosediana Dewi 45 65 59 F
9 Diky Wahyu Putra 55 65 63 F
10 Fita Fitriyana 50 65 68 P
11 Ike Noviyanti 45 65 50 F
12 Ina Nur Fadhilah 45 65 63 F
13 Krisna Wicaksono 45 65 50 F
14 M Khoirul Hanafi 45 65 50 F
15 M Nur Aziz 50 65 50 F
16 Masyu Masajid 50 65 50 F
17 Meliza Arrohmah 45 65 50 F
18 M Fajar Bayu Saputra 45 65 50 F
19 Muhammad Arif N 45 65 50 F
20 Muhammad Azzam B 45 65 63 F
21 Muhammad Sholeh F 50 65 56 F
22 Nadlifa Uzlifatul J 45 65 65 P
23 Nadya Larasati 50 65 72 P
24 Octa Regita Yusuf 40 65 50 F
25 Oky Novia Pertiwi 50 65 68 P
26 Pradantyara H M D 50 65 65 P
27 Puja Sukmawati 50 65 75 P
28 Putri Erika S 40 65 50 F
29 Qoni’atun Hikmah 55 65 68 P
30 Rahmat Sugiarto 45 65 50 F
31 Ratna Fatikawati 50 65 50 F
32 Rizka Azhara 50 65 63 F
33 Sholikin 45 65 50 F
34 Tri Yulianto N 45 65 56 F
35 Ulfah Nurhidayah 60 65 65 P
36 Yunita Dwi N 55 65 56 F
37 Zellin Uriske 45 65 50 F
Number of students improve score 33 -
Number of students haven’t improve score 4 -
Number of students passed KKM - 9

152 (KBSP) IV 2016

Number of students failed KKM - 28
Percentage number of students improve score 89% -
Percentage number of students haven’t improve 11%
Percentage students passed KKM - 24%
Percentage students failed KKM - 76%
Table 4.8: The Result of Test Cycle 1 and Test Cycle 2
N TEST TEST PASSED/
NAMA KKM
O CYCLE1 CYCLE2 FAILED
1 Alif Nurrohmah A 63 65 72 P
2 Anna Tri Yuni S 56 65 72 P
3 Annisa’ Nurrohmah 56 65 75 P
4 Aprilia Vernandita 59 65 63 F
5 Ardian Faisal Fahmi 60 65 66 P
6 Arini Septia Effendi 75 65 69 P
7 Arvian Sofyan Majid 50 65 66 P
8 Dhea Rosediana Dewi 59 65 63 F
9 Diky Wahyu Putra 63 65 66 P
10 Fita Fitriyana 68 65 72 P
11 Ike Noviyanti 50 65 66 P
12 Ina Nur Fadhilah 63 65 75 P
13 Krisna Wicaksono 50 65 63 F
14 M Khoirul Hanafi 50 65 72 P
15 M Nur Aziz 50 65 72 P
16 Masyu Masajid 50 65 69 P
17 Meliza Arrohmah 50 65 63 F
18 M Fajar Bayu Saputra 50 65 72 P
19 Muhammad Arif N 50 65 72 P
20 Muhammad Azzam B 63 65 75 P
21 Muhammad Sholeh F 56 65 63 F
22 Nadlifa Uzlifatul J 65 65 69 P
23 Nadya Larasati 72 65 63 F
24 Octa Regita Yusuf 50 65 66 P
25 Oky Novia Pertiwi 68 65 69 P
26 Pradantyara H M D 65 65 72 P
27 Puja Sukmawati 75 65 66 P
28 Putri Erika S 50 65 63 F
29 Qoni’atun Hikmah 68 65 75 P
30 Rahmat Sugiarto 50 65 69 P
31 Ratna Fatikawati 50 65 69 P
32 Rizka Azhara 63 65 72 P
33 Sholikin 50 65 63 F
34 Tri Yulianto N 56 65 69 P
35 Ulfah Nurhidayah 65 65 72 P
36 Yunita Dwi N 56 65 75 P
37 Zellin Uriske 50 65 69 P
Number of students improve score 34 -
Number of students decrease score 3 -
Number of students passed KKM - 29

(KBSP) IV 2016 153

Number of students failed KKM - 8
Percentage number of students improve score 92% -
Percentage number of students decrease score 8% -
Percentage students passed KKM - 78%
Percentage students failed KKM - 22%
CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion
Based on the result of the research findings, some conclusions can be drawn. First, the
students can be easily making sentences from scrambled sentences. They also improve in
building paragraphs from mixing sentences that gave in scrambled sentences. Besides, the
students’ motivation and attitude toward English lesson especially in writing get better.
Second, the result of the research shows that the use of scrambled sentences technique
improved the students ability in writing recount text. It is shown from the scores they got in
the test; both of the case of cycle 1 and cycle 2 are improve. The percentages of students’
scores had significant improvements after implementing the test. How far scrambled
sentences can improve the students’ writing ability serves as follows:
- There were from 89% students improve their scores after doing the test cycle 1 to
92% students improve their scores after doing the test cycle 2.
- After doing test cycle 1 there were only 24% students passed the standard minimum
score (KKM), it improves 78% students passed the standard minimum score after
doing test cycle 2.
B. Implication
In teaching writing in Junior High School, it is important to implement any techniques
which can attract the students’ attention and interest. The use of appropriate technique in
conveying the materials during the teaching learning process will make the students have high
motivation and interest in joining the lesson. It can also help them to receive and understand
more materials. The use of scrambled sentences technique in teaching writing has proven in
effective way to improve the students’ writing ability in the case of recount text. The research
result shows that there are some improvements in the students’ writing ability and the students
get more concentration during the lesson. The students can built some paragraphs based on
some number of scrambled sentences given by the researcher. They were more interested,
enthusiastic, and active during the teaching learning process.
C. Suggestions
Based on the experiences of the researcher during the action research, the researcher
proposes some suggestions for the betterment of the students’ writing ability as follows:
1. For the teacher
a. The teacher should know how to enhance their ability in teaching and to develop a
good atmosphere in the class, so the students learn easily and comfortably in their
class
b. The teacher can use scrambled sentences technique as an alternative technique in
teaching writing and the teacher should be creative to use it in order to make the
students’ interest and the teaching learning process not feel bored.
2. For the students
a. To improve students’ writing ability, all of the students have practice writing as
much as possible.

154 (KBSP) IV 2016

b. Student in general should encourage themselves to learn more, ask what they do
not know and learn as much as possible.
3. For the institution of education
An institution of education should encourage and support the English teachers to
improve the quality of their teaching. It can be done by providing some facilities in order to
support the teaching learning process, so the teaching learning process can run effectively.
4. For other researcher
a. The other researcher can get valuable experience which can be used for doing a
better action research in the future.
b. The other researcher can use this research as additional resources to conduct
research about writing.
REFFERENCES
Burns, Anne. 1999. Collaborative Action Research for English Language Teachers.
Fauziati, Endang. 2009. Introduction to Methods and Approach in Second or Foreign
Language Teaching. Surakarta: PT. Era Pustaka Utama.
Freeman, Diane Larsen. 2003. Techniques and Principles in Language Teaching. Oxford:
Oxford University Press.
McNiff, Jean. 1992. Action Research: Principle and Practice. New York: Routledge.
Nunan, David. 2003. Practical English Language Teaching. Singapore: Mc Graw Hill.
Reid, Joy M. 1993. Teaching ESL Writing. USA: Prentice Hall Regents.
Rodriques, M. V. 2000. Perspective of Communication and Communicative Competence.
New Delhi: Concept Publishing Company
Suryana, Nanan. 2008. Genre Reading Comprehension. Jakarta: PT. Perca.
(http://teachingenglishonline.net/definition-of-writing-ability/)

(KBSP) IV 2016
VERBA LOKATIF DALAM KALIMAT TUNGGAL BAHASA JAWA

(Kajian Struktur Sintaksis)
Oleh:
Bayu Indrayanto
PBSD-FKIP Unwidha Klaten
bayuindrayanto@gmail.com
Abstrak
Verba lokatif dalam kalimat tunggal bahasa Jawa (kajian struktur sintaksis) dianalisis dari sisi
bentuk, fungsi, dan peran.Bentuk verba lokatif dalam kalimat tunggal bahasa Jawa dapat
berupa monomorfemis dan polymorfemis.Verba lokatif bahwa sifat nomina lokatif yang
mengikuti verba lokatif inheren, bersifat intrinsik; nomina lokatif yang mengikuti verba
lokatif takinheren, bersifat takintrinsik.
Kata Kunci: kalimat tunggal, verba, verba lokatif.
A. PENGANTAR
Verba lokatif dalam bahasa Jawa mempunyai pengertian yang sama dengan dalam
bahasa Inggris, seperti yang diungkapkan oleh Chafe dalam bukunya Meaning The Structure
of Language (1970). Bahwa verba lokatif adalah verba yang mampu menghadirkan unsur
nomina tempat/lokasi di dalam suatu kalimat.
Kemampuan verba lokatif untuk menghadirkan nomina lokatif bersifat inheren dan
takinheren/eksternal.Kemampuan inheren, artinya verba itu sudah otomatis menghadirkan
nomina lokatif. Kemampuan takinheren/eksternal, artinya verba itu harus diderivasikan
dahulu untuk dapat menghadirkan nomina lokatif (Chafe, 1970 : 156).
Diungkapkan pula oleh Chafe bahwa sifat nomina lokatif yang mengikuti verba lokatif
inheren, bersifat intrinsik; nomina lokatif yang mengikuti verba lokatif takinheren, bersifat
takintrinsik.Namun demikian, ada juga nomina lokatif yang mengikuti verba lokatif inheren,
bersifat takintrinsik.Nomina lokatif intrinsik, artinya nomina tersebut bersifat ketat, jelas, dan
sudah secara eksplisit terkandung dalam verba lokatifnya.Nomina lokatif takintrensik, artinya
nomina tersebut bersifat longgar, umum (general).
Kejelasan tentang verba lokatif dan nomina lokatif yang mengikutinya dapat dilihat
pada contoh-contoh berikut.
(1) Ibu masak sayur.
‘Ibu memasak sayur’
(2) Adhik lagi adus.
‘Adik baru mandi’
Verba lokatif masak ‘memasak’ pada kalimat (1) bersifat inheren, artinya verba itu
sudah mengandung nomina lokatif, yaitu di dapur.Dengan demikian, verba tersebut tanpa
diikuti nomina lokatif pun tetap eksis sebagai verba lokatif.Selain itu, verba tersebut
membangun relasi lokatif secara intrinsik, artinya arah relasi ke dalam verba itu.
Verba adus ‘mandi’ mengandung nomina instrumen, sesuatu tempat yang digunakan
untuk mandi yaitu di kamar mandi.Dengan itu, verba lokatif tersebut bersifat inheren (jenis
nomina lokatif sudah tercermin di dalam verbanya).Akan tetapi, nomina yang mengikutinya
bersifat takintrinsik, artinya, nomina itu bersifat longgar (tidak ketat).Ketidakketatan nomina
itu ditandai dengan dapatnya bermacam-macam jenis lokatif yang mampu mengikuti
155
156 (KBSP) IV 2016

verbanya.Namun demikian, meskipun nomina itu bermacam-macam, jenis nomina itu masih
di dalam satu wadah kehiponiman.Dengan demikian, nomina lokatif pada kalimat (2) bersifat
takintrinsik.
Keketatan nomina lokatif yang telah tercermin (hadir) di dalam verba lokatif dapat
dilihat dengan kurang berterimanya kalimat berikut.
(1a) Ibu masak sayur ing pawon.
‘Ibu memasak sayur di dapur’
Kehadiran satuan lingual ing pawon ‘di dapur’ justru membuat kalimat tersebut menjadi
kaku dan kurang efektif. Memang, konstituen itu sebagai nomina lokatif, tetapi kehadirannya
tidak dibutuhkan karena nomina lokatif itu sudah terkandung dalam verba lokatifnya.
B. LANDASAN TEORI
1. Klasifikasi Kalimat
Kalimat dalam bahasa Jawa menurut Sudaryanto (1992 : 70-179) diklasifikasikan
menjadi tiga macam, yaitu:
(1) Kalimat Tunggal
Kalimat tunggal adalah kalimat yang terdiri atas S-P atau S-P-O saja (Sudaryanto,1992 :
68). Menurut Gorys Keraf kalimat tunggal adalah kalimat yang hanya terdiri dari dua unsur
inti dan boleh diperluas dengan satu atau lebih unsur tambahan, namun unsur-unsur tambahan
itu tidak boleh membentuk pola baru (1984: 152). Menurut Harimurti Kridalaksana, kalimat
tunggal adalah kalimat yang terjadi dari satu klausa bebas (2001: 95). Kalimat tunggal
menurut Ramlan adalah kalimat yang terdiri atas satu subjek dan satu predikat saja (2001: 43).
Contoh kalimat tunggal : Adi tuku buku ‘Adi membeli buku’.
(2) Kalimat Majemuk
Menurut Sudaryanto kalimat majemuk adalah kalimat yang terdiri atas dua klausa atau
lebih (1992 : 159). Menurut Ramlan kalimat majemuk adalah kalimat yang terdiri lebih dari
satu klausa. Kalimat majemuk terdiri dari kalimat majemuk setara dan kalimat majemuk
bertingkat (2001 : 29)
(3) Kalimat Beruas
Menurut Sudaryanto kalimat beruas adalah kalimat yang merupakan hasil
penggabungan dua klausa atau lebih namun belum dapat disebut sebagai kalimat majemuk
(1992 : 180). Kalimat beruas dibedakan menjadi beberapa jenis, yaitu :
1. Kalimat beruas lengkap
Kalimat beruas lengkap adalah kalimat beruas yang unsurnya berupa klausa
lengkap. Kelengkapan itu tampak sebagai struktur S-P.
2. Kalimat beruas tak lengkap
Kalimat beruas tak lengkap adalah kalimat beruas yang klausa-klausa unsurnya
berupa klausa tak lengkap. Kalimat berstruktur P-O + P-O dan P + P.
3. Kalimat beruas puntung
Kalimat beruas puntung adalah kalimat beruas yang salah satu unsurnya berupa
klausa puntung. Klausa puntung adalah penggalan dari konstituen sebuah klausa yang
ditempatkan secara terpisah di bagian awal kalimat dan menjadi ruas tersendiri.
Ramlan (2001 : 130-136) membagi kalimat berdasarkan jenis verba yang menduduki
fungsi predikat, terdiri atas :
1. Kalimat verbal adjektif
Kalimat ini predikatnya terdiri dari kata golongan verbal yang termasuk golongan kata
sifat, atau frase yang unsur pusatnya berupa kata sifat (2001 : 132). Contoh: Dheweke pinter
banget ‘ Dia sangat pintar’.

(KBSP) IV 2016 157

2. Kalimat verbal intransitif
kerja yang intransitif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja
intransitif (2001 : 133). Contoh: Ani turu ‘Ani tidur’.
3. Kalimat verbal aktif
kerja yang transitif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja
transitif (2001 : 133). Contoh: Reni mangan roti ‘Reni makan roti’.
4. Kalimat verbal pasif
kerja yang pasif, atau terdiri dari frase verbal yang unsur pusatnya berupa kata kerja pasif
(2001 : 133). Contoh: Bukune daktulisi ‘Bukunya saya tulisi’.
5. Kalimat verbal yang refleksif
kerja yang refleksif (2001 : 136). Contoh: Dedi lungguh ‘Dedi duduk’.
6. Kalimat verbal yang resiprok
kerja yang resiprok (2001 : 136). Contoh: Bocah loro balang-balangan watu ‘Dua anak saling
melempar batu’.
Berdasarkan klasifikasi kalimat di atas, maka dalam penelitian ini akan difokuskan pada
kalimat verbal dan kalimat tunggal. Hal ini berdasarkan bentuk verba pengisi predikat yang
terdapat pada kalimat serta banyaknya klausa yang terdapat dalam suatu kalimat.
2. Makna
Slamet Mulyana menuturkan bahwa sebagai unit terkecil dari perbendaharaan sebuah
bahasa, kata mengandung dua aspek bentuk/ekspresi dan aspek isi/makna. Bentuk/ekspresi
adalah segi yang dapat diserap pancaindra sedangkan aspek isi/makna adalah segi yang
menimbulkan reaksi karena aspek bentuk tadi (1964 : 42). Bentuk adalah kata atau tanda
bunyi filosofis, sedangkan isi adalah reaksi yang timbul berupa gagasan. Apabila tanda
linguistik itu disamakan dengan kata maka berarti makna adalah pengertian atau konsep yang
dimiliki oleh setiap kata. Menurut Harimurti Kridalaksana makna memiliki pengertian: 1)
maksud pembicaraan; 2) pengaruh satuan bahasa dalam pemahaman persepsi atau perilaku
manusia; 3) hubungan dalam arti kesepadanan atau ketidaksepadanan antara bahasa dan alam
di luar bahasa, atau antara ujaran dan semua hal yang ditunjuknya; 4) cara menggunakan
lambang-lambang bahasa (2001 : 132).
Berdasarkan pengertian makna di atas, dapat disimpulkan bahwa makna adalah cara
menggunakan lambang bahasa yakni pengeluaran gagasan berupa pengertian yang dimiliki
oleh lambang bahasa tersebut. Pengertian yang telah dikeluarkan dapat digunakan untuk
mengetahui maksud pembicara.
Guna menunjang keperluan analisis, ada dua macam jenis makna yang diperlukan yaitu
makna leksikal dan makna gramatikal. Pengertian dari kedua makna itu sebagai berikut.
Makna Leksikal
Makna leksikal adalah makna unsur-unsur bahasa sebagai lambang benda, peristiwa,
dan lain-lain. Makna leksikal ini dipunyai unsur-unsur bahasa lepas dari penggunaannya atau
konteksnya (Harimurti Kridalaksana, 2001: 133). Menurut Abdul Chaer makna leksikal
adalah makna yang dimiliki atau ada pada leksem meski tanpa konteks apa pun, dapat juga
dikatakan bahwa makna leksikal adalah makna yang sebenarnya, makna yang sesuai dengan
hasil observasi indra atau makna apa adanya (1994 : 189). Makna lesikal menurut Sry Satriya

158 (KBSP) IV 2016

Tjatur Wisnu Sasangka adalah makna sebuah kata ketika kata itu masih berdiri sendiri atau
ketika kata itu masih bebas (2001 : 199). Makna leksikal tidak tergantung dengan kalimat
sebab makna leksikal sebuah kata dapat dilihat dalam kamus. Berdasarkan pengertian tersebut
dapat disimpulkan bahwa makna leksikal adalah makna sebenarnya dari suatu kata ketika kata
tersebut masih berdiri sendiri dan belum terikat dengan unsur yang lain.
Makna Gramatikal
Makna gramatikal adalah hubungan antara unsur-unsur bahasa dalam satuan-satuan
yang lebih besar (Harimurti Kridalaksana, 2001 : 132). Menurut Sry Satriya Tjatur Wisnu
Sasangka, makna gramatikal adalah makna suatu kata dalam sebuah kalimat. Artinya makna
suatu kata harus dihubungkan dengan kalimatnya (2008 : 200), sedangkan makna gramatikal
menurut Abdul Chaer adalah makna suatu kata yang timbul karena adanya proses gramatikal
seperti afiksasi, reduplikasi, komposisi atau pengulangan kata. Komposisi berupa
penggabungan kata, dan kalimatisasi berupa pemakaian kata dengan kata, frase atau klausa
menjadi sebuah kalimat (1994 : 290). Berdasarkan pengertian tersebut dapat disimpulkan
bahwa makna gramatikal adalah makna suatu kata yang sudah mengalami proses gramatikal
dan terangkai dalam sebuah kalimat.
3. Verba
Verba adalah semua kata yang menyatakan perbuatan atau laku (Gorys Keraf, 1984:
64). Verba menurut Harimurti Kridalaksana adalah kelas kata yang biasanya berfungsi
sebagai predikat yang tidak mungkin berpotensi untuk diawali dengan kata ‘lebih’ (2001 :
226). Verba menurut Soepomo Poedjosudarmo dkk. adalah jenis kata yang menunjukkan
tindakan atau perbuatan suatu makhluk (1979 : 22). Wedhawati, dkk. mendefinisikan verba
sebagai kategori kata yang menyatakan perbuatan, peristiwa atau keadaan yang secara
dominan menduduki fungsi predikat (1990 : 7). Verba menurut Ramlan adalah kata-kata pada
tataran klausa yang cenderung menduduki predikat dan pada tataran frasa dapat dinegatifkan
dengan kata ‘tidak’ (2001 : 49).
Berdasarkan beberapa pengertian di atas, dapat disimpulkan bahwa verba termasuk
kelas kata yang menyatakan perbuatan, berfungsi sebagai predikat dalam kalimat, tidak
berpotensi diawali dengan kata ‘lebih’ atau “luwih” dalam bahasa Jawa, dan dapat
dinegatifkan dengan kata ‘tidak’atau “ora” dalam bahasa Jawa.
Secara sintaktis verba adalah kategori keterangan gramatikal yang mempunyai ciri-ciri
sebagai berikut.
1. Verba dapat diingkarkan dengan kata ’tidak’ yang sejajar dengan kata “ora”dalam
bahasa Jawa, tetapi tidak dapat diingkarkan dengan kata ’bukan’ yang sejajar
dengan kata “dudu”dalam bahasa Jawa.
2. Verba tidak dapat berangkai dengan kata’paling’ yang sejajar dengan kata
“dhewe” dalam bahasa Jawa sebagai makna superlatif. Jadi tidak ada bentuk
seperti: ngimpi dhewe.
3. Verba memiliki fungsi utama sebagai predikat atau inti predikat di dalam kalimat
meskipun pula mempunyai fungsi lain.
4. Verba aksi/verba yang mengandung makna perbuatan atau tindakan tidak dapat
berangkai dengan kata yang menyatakan makna ‘kesangatan’ yang sejajar dengan
kata “banget” dalam bahasa Jawa. Jadi tidak ada bentuk seperti: mulih banget.
5. Verba aksi dapat diikuti fungsi sintaksis keterangan yang didahului kata ‘dengan’
yang sejajar dengan kata “karo” atau “kanthi” dalam bahasa Jawa.
6. Verba aksi dapat dijadikan bentuk perintah, sedangkan verba proses dan keadaan
tidak, misalnya: sinau ! tetapi tidak ada bentuk ngimpi ! (Ramlan, 2001: 67).
Secara morfologis verba mencakup kategori-kategori sebagai berikut.

(KBSP) IV 2016 159

1. Kategori D dengan kemungkinan duplikasinya.
2. Kategori N-D (baik berpasangan dengan di-D maupun tidak), N-D-i, N-D-ake,
masing-masing dengan kemungkinan duplikasinya.
3. Kategori di-D, di-D-ake, di-D-i, dan kemungkinan duplikasinya.
4. Kategori tak-D, tak-D-i, tak-D-ake, tak-D-e, tak-D-ane, tak-D-ne, kok-D-i,
kok-D-ake.
5. Kategori ka-D, ka-D-an, K-D-ake, in-D, in-D-ake, dan kemungkinan
duplikasinya.
6. Kategori D-en, D-ana, D-na, dan kemungkinan duplikasinya (Edi Subroto, dkk
1994: 20).
Pada umumnya verba bahasa Jawa diklasifikasikan menjadi dua kelas, yaitu:
1. Verba kelas I
Verba kelas I adalah verba yang terdapat dalam kategori N-D yang diperkirakan
dapat berpasangan dengan di-D. Contoh : mangan berpasangan dengan dipangan.
2. Verba Kelas II
Verba kelas II yaitu verba yang terdapat dalam kategori N-D yang tidak dapat
berpasangan dengan di-D. Contoh: mbadhut tidak dapat berpasangan dengan *dibadhut
(Edi Subroto dkk., 1994: 22).
Berdasarkan dua klasifikasi verba tersebut, secara umum verba antipasif dapat
dimasukkan ke dalam golongan verba kelas II.
C. PEMBAHASAN
Pembahasan mengenai bentuk, fungsi dan peran verba lokatif dalam kalimat tunggal
bahasa Jawaakan dibahas secara besamaan. Bentuk verba lokatif berkaitan dengan bidang
morfologis yang digolongkan ke dalam bentuk monomorfemis dan polimorfemis.Fungsi dan
peran verba lokatif ada kaitannya dengan argumen yang mendampingi dalam satu bentuk
kalimat.Fungsi merupakan hubungan antara unsur-unsur bahasa dalam ujaran, sedangkan
peran merupakan hubungan predikator dengan sebuah nomina. Pada data berikut ini akan
dibahas mengenai bentuk, fungsi dan peran yang mampu ditempati verba lokatif dalam
kalimat sebagai berikut.
(3) Simbah nembe sare.
‘Simbah baru tidur.’
Verba sare ‘tidur’ mengandung nomina instrumen, sesuatu tempat yang digunakan
untuk tidur yaitu di kamar tidur.Dengan itu, verba lokatif tersebut bersifat inheren (jenis
nomina lokatif sudah tercermin di dalam verbanya).Akan tetapi, nomina yang mengikutinya
bersifat takintrinsik, artinya, nomina itu bersifat longgar (tidak ketat).Ketidakketatan nomina
itu ditandai dengan dapatnya bermacam-macam jenis lokatif yang mampu mengikuti
verbanya.Namun demikian, meskipun nomina itu bermacam-macam, jenis nomina itu masih
di dalam satu wadah kehiponiman.Dengan demikian, nomina lokatif pada kalimat (3) bersifat
takintrinsik.Verba sare ‘tidur’ pada data (3) secara morfologi berbentuk monomorfemis.
Data (3) merupakan kalimat tunggal yang mengandung verba lokatif monomorfrmis
berupa kata sare ‘tidur,’ dengan struktur kalimat:
Simbah/Nom + nembe sare/FV.
S P
Kata simbah dalam kalimat tersebut menempati fungsi S, dan nembe sare ‘baru tidur’
menempati fungsi P. Adapun kategori yang menempati kalimat (3) adalah simbah sebagai
nomina, dan nembe sare ‘baru tidur’ berupa frase verba.Peran verba lokatif kalimat (3)
adalah refleksif.peran argumen pendamping adalah kata simbah sebagai agentif. Makna

160 (KBSP) IV 2016

gramatikal Simbah nembe sare adalah suatu tindakan kondisional(keadaan) yang mengenai
dan atau dimanfaatkan atau dinikmati oleh pelaku (agen).
(4) Budhe nembe tandur.
‘Budhe baru menanam (padi).’
Verba lokatif tandur ‘menanam’ pada kalimat (4) bersifat inheren, artinya verba itu
sudah mengandung nomina lokatif, yaitu di sawah.Dengan demikian, verba tersebut tanpa
diikuti nomina lokatif pun tetap eksis sebagai verba lokatif.Selain itu, verba tersebut
membangun relasi lokatif secara intrinsik, artinya arah relasi ke dalam verba itu.Verba tandur
‘menanam’ pada data (4) secara morfologi berbentuk monomorfemis.
berupa kata tandur ‘menanam,’ dengan struktur kalimat:
Budhe/N + nembe tandur/Frase Verba.
S P
Kata Budhe dalam kalimat tersebut menempati fungsi S, dan nembe tandur ‘baru
menanam’ menempati fungsi P. Adapun kategori yang menempati kalimat (3) adalah Budhe
sebagai nomina, dan nembetandur ‘baru menanam’ berupa frase verba. Peran verba lokatif
kalimat (4) adalah aktif.Peran argumen pendamping adalah kata Budhe sebagai agentif.
Makna gramatikal Budhe nembe tandur adalah suatu tindakan aktif yang dilakukan oleh
pelaku (agen).
(5) Saiki dheweke wis kuliyah.
‘Sekarang dia sudah bersekolah (di perguruan tinggi).’
Verba kuliyah ‘bersekolah’ mengandung nomina instrumen, sesuatu tempat yang
digunakan untuk bersekolah yaitu di sebuah perguruan tinggi.Dengan itu, verba lokatif
tersebut bersifat inheren (jenis nomina lokatif sudah tercermin di dalam verbanya).Akan
tetapi, nomina yang mengikutinya bersifat takintrinsik, artinya, nomina itu bersifat longgar
(tidak ketat).Ketidakketatan nomina itu ditandai dengan dapatnya bermacam-macam jenis
lokatif yang mampu mengikuti verbanya.Namun demikian, meskipun nomina itu bermacam-
macam, jenis nomina itu masih di dalam satu wadah kehiponiman.Dengan demikian, nomina
lokatif pada kalimat (5) bersifat takintrinsik.Verba kuliyah ‘bersekolah’ pada data (5) secara
morfologi berbentuk monomorfemis.
berupa kata kuliyah ‘bersekolah,’ dengan struktur kalimat:
Saiki/Adv + dheweke/Nom + wis kuliyah/FV.
Ket S P
Kata dheweke dalam kalimat tersebut menempati fungsi S, dan kuliyah ‘bersekolah’
menempati fungsi P, dan kata saiki ‘sekarang’ menempati fungsi keterangan. Adapun kategori
yang menempati kalimat (5) adalah dheweke sebagai nomina,kuliyah ‘bersekolah’ berupa
verba, dan saiki ‘sekarang berupa adverbia.Peran verba lokatif kalimat (5) adalah
refleksif.peran argumen pendamping adalah kata dheweke sebagai agentif. Makna gramatikal
saiki dheweke wis kuliyahadalah suatu tindakan kondisional (keadaan) yang mengenai dan
atau dimanfaatkan atau dinikmati oleh pelaku (agen).
D. SIMPULAN
Verba lokatif dalam kalimat tunggal bahasa Jawa (kajian struktur sintaksis) dapat
dianalisis dari sisi bentuk, fungsi, dan peran.Bentuk verba lokatif dalam kalimat tunggal
bahasa Jawa dapat berupa monomorfemis dan polymorfemis.Verba lokatif bahwa sifat
nomina lokatif yang mengikuti verba lokatif inheren, bersifat intrinsik; nomina lokatif yang
mengikuti verba lokatif takinheren, bersifat takintrinsik.Namun demikian, ada juga nomina
lokatif yang mengikuti verba lokatif inheren, bersifat takintrinsik.Nomina lokatif intrinsik,
artinya nomina tersebut bersifat ketat, jelas, dan sudah secara eksplisit terkandung dalam

(KBSP) IV 2016 161

verba lokatifnya.Kalimat yang terdapat verba lokatif kebanyakan berpola S dan P, dengan
fungsi sintaksis verba lokatif berupa predikat dengan kategori verba/frase verba.
DAFTAR PUSTAKA
Harimurti Kridalaksana. 1990. Kelas Kata Dalam Bahasa Indonesia. Jakarta: PT Gramedia.
.................2011. Kamus Linguistik. Jakarta : PT Gramedia.
Henry Guntur Tarigan. 1984. Prinsip-prinsip Dasar Sintaksis. Bandung: Angkasa.
Maryono Dwiraharjo. 2004. Kata Kerja Pasif {di-} dalam Bahasa Jawa. Jakarta: WYNT
Grafika.
M. Ramlan. 2001. Sintaksis. Yogyakarta : CV. Karyono.
Paina Partana. dkk. 1990. Sintaksis Jawa. Surakarta : Universitas Sebelas Maret.
Slamet Mulyana. 1964. Semantik. Jakarta: Mutiara.
Soepomo Poedjosudarmo. dkk. 1979. Morfologi Bahasa Jawa. Yogyakarta : Pusat Penelitian
Bahasa.
Wedhawati. dkk. 1990. Tipe-tipe Semantik Verba Bahasa Jawa. Jakarta : Departemen
Pendidikan dan Kebudayan.
TENTANG PENULIS
Bayu Indrayanto, S.S., M.Hum. Lahir di Grobogan, 20 Juni 1984. Saat ini penulis
tinggal di Jl. Manahan II No. 42, Jonggrangan RT 03/07, Klaten Utara, Klaten, Jawa Tengah
57435.Pendidikan Sekolah Dasar s.d. SMU diselesaikan di Grobogan, yakni SD N III
Purwodadi (1996), SMP N I Purwodadi (1999), dan SMU N I Grobogan (2002).
Gelar Sarjana Sastra (S-1) di raih di Jurusan Bahasa Jawa (daerah), bidang linguistik,
Fakultas Sastra dan Seni Rupa UNS (2006) dengan Skripsi “Pemakaian Bahasa Jawa Oleh
Etnik Batak di Kecamatan Jebres Kota Surakarta.”Lulus S-2 dari Progdi Linguistik Program
Pascasarjana UNS (2011).
Penulis saat ini mengajar di Progdi PBSD FKIP Universitas Widya Dharma Klaten
sejak tahun 2008 sampai sekarang. Mata kuliah yang pernah diampu di perguruan tinggi
antara lain : Wacana, Sosiolinguistik, Psikolinguistik, Sintaksis Bahasa Jawa I dan II.
Penulis senantiasa berharap dapat berdiskusi, belajar dan sharingideas dengan berbagai
praktisi bahasa dan sastra di mana pun berada. Bagi yang berminat untuk menjalin silaturahmi
dengan penulis dapat hubungi di HP 0856 4314 4125 atau surel :bayuindra12@Yahoo.co.id
atau bayuindrayantoo@gmail.com. Marilah kita berkerja sama dan berkarya untuk
kemaslahatan bersama sebagai bekal di dunia dan akhirat.
Amin.

(KBSP) IV 2016
INTERLANGUAGE PRAGMATICS OF SUGGESTION

BY INDONESIAN EFL LEARNERS
Hanif Safika Rizky

hanifsafika12@gmail.com
ABSTRACT
This study is pragmatic study on Indonesian EFL learners in interlocutors to express giving
suggestion strategies. This study was conducted to analyze the suggestion strategies and
politeness strategies used by Indonesian EFL learners by using qualitative approach. Subjects
of this study are twenty of first semester and twenty of third semester by Indonesian EFL
learners in Java. Data for this study is taken from respondents through the Discourse
Completion Task (DCT) which consisted of nine situations with different familiarities and
social status. Respondents in each semester are asked to write the expression of giving
suggestion to complete the DCT. Their responses are collected to be analyzed based on the
suggestion strategies by Guerra and Martinetz and also to be analyzed based on the politeness
strategies by Brown and Levinson. The findings of the study show that most of the
respondents from Indonesian EFL learners utilized Direct Suggestion in the form of
performative verb and imperative, followed by Conventionalized Forms Suggestion in the
form of possibility, should, conditional, recommend, interrogative forms. The other finding
that Indonesian EFL learners utilized Bald On-Record strategies of politeness in their giving
suggestion.
Keywords: interlanguage pragmatic, suggestion strategies, politeness strategies
A. INTRODUCTION
Interlanguage pragmatic is branch of linguistics. It is the study about the language
produced by foreign language or second language learners. If we know a lot about the
interlanguage pragmatic, we are able to detect the country of person. According to Huang
(2010:682) “Interlanguage Pragmatics theory, the two pillars of the theory of pragmatics and
second language acquisition theory are cross-cultural language learning of the study”. So,
when we learn about interlanguage pragmatic, we can know the characteristic of each regions
and countries.
The suggestion can be from family, friends, and other persons. It can happen anywhere
and any times. Many previous studies investigated about how to use suggestion strategies by
EFL/ESL learners in some countries such as Iran, Chinese, Persia, and Indonesia. Many
previous studies had investigated how to increase pragmatic competence in suggestion speech
act by EFL/ESL learners with kinds of instructions (e.g., Pishghadam & Sharafadini, 2011;
Bu, 2011; Salemi, Rabiee & Ketabi, 2012; Rajabi & Farahian, 2013; Jayantri, 2014; Gu,
2014; Farnia, Sohrabie & Sattar, 2014; Aminifard, Safaei & Askari, 2014; and Abolfathiasl &
Abdullah, 2015). Those particularly addressed whether culture, social distance in relation with
gender influences in producing the type of suggestion strategies through oral and written.
Most studies were conducted for the both of native and non-native speaker, the random
learners and the same semester.
This study aims at understanding how Indonesian EFL learners in Java region apply
suggestion strategy and politeness strategy. Knowing whether environment becomes the
162
(KBSP) IV 2016 163

influent produce the suggestion strategies in communication. So, the writer is very interested
in conducting research on suggestion strategy used by Indonesian EFL learners in Java
district. This study will take the first semester and the third semester students of English
Department of which university as the subjects and the title of this research is Interlanguage
Pragmatics of Suggestion by Indonesian EFL Learners.
B. LITERARY REVIEW
Learners learn forein language which is not first language. They face the difference with
the first language. Researching forein language is part of several specializations in
interlanguage studies. According to Kasper & Blum-Kulka (1993:3) “ILP is one of several
specializations in interlanguage studies, contrasting with interlanguage phonology,
morphology, syntax, and semantics. As a subset of pragmatics, ILP figures as a
sociolinguistic, psycholinguistic, or simply linguistic enterprise, depending on how one
defines the scope of pragmatics”. Interlanguage pragmatic is close with sociolinguistic or
psycholinguistic because of the correlation by pragmatic. Some of few researchers had
researched about interlanguage pragmatic of speech act.
The first previous study is Pishghadam & Sharafadini (2011). They investigated to
conduct a contrastive analysis between English and Persian with regard to suggestion speech
act. To this end, some Iranian university students were asked to complete a Discourse
Completion Task (DCT) consisting of six situations in which their suggestion act was
explored. The research data was analyzed using percentage and Chi-square test. The study
findings were compared with the previous research carried out by Jiang (2006) exploring
natives’ use of suggestion act in order to detect the similarities and variations between 2
cultures. The results revealed the variations in almost most of the suggestion types.
Furthermore, gender proved to be a significant factor in the production of suggestion
strategies. Finally, pedagogical implications were discussed in the context of second language
learning. The second previous study is Bu (2011). He investigated pragmatic transfer in
suggestion strategies by Chinese learners of English. The subjects of the study include ten
native English speakers, ten Chinese learners of English and ten native Chinese speakers. All
of them are university students. The classification of suggestion strategies is mainly based on
Hinkel’s study. The data is collected by means of a Discourse Completion Test questionnaire.
The Chi-square test is used to compare frequencies of the use of suggestion strategies by the
native English group, by the Chinese learner of English group and by the native Chinese
group. Results indicate that although all three groups use opting out suggestion strategies the
most frequently and direct suggestion strategies the least frequently, the Chinese learner of
English group displays direct suggestion strategies and hedged suggestion strategies more
frequently than the native English group. Such pragmatic transfer is transferred from Chinese
culture and teaching induced errors respectively, which provides pedagogical implications for
both language teachers and language learners. The third previous study is Jayantri (2014).
She investigated the pragmalinguistic forms used in the suggestion and to describe the
differences of strategies suggestions both by fourth semester female and male students of
English Department Muhammadiyah University in the speaking class 2011. This study uses
descriptive qualitative method. The data are the written text of suggestion utterances used in
the speaking class 2011. The data of both pragmalinguistic forms were analyzed by Martinez-
Flor and the differences of strategies suggestions were analyzed by Martinez-Flor. The
technique of data collection are Observation in the Speaking Class, Recording the data of
using DCT, Interview of the data, Classifying Suggestion the DCT of English Department of
UMS. The research finding showed that there are eight kinds of suggestion utterance: direct
performative verb, direct noun of suggestion, conventionalized forms possibility/probability,

164 (KBSP) IV 2016

conventionalized forms should, conventionalized forms conditional, indirect impersonal,
hints, and certain modals and semi-modals used in the speaking class.
The similarities between this study and the previous study are how use of suggestion
strategies by EFL learners. The writer focus on the variety of suggestion strategies by EFL
learners. The difference between this research and the previous studies are from the subjects
are involved. The writer in this research uses the first semester and the third semester in
English Department. The location of subject is in the Java region of Indonesia. The title of
this study isInterlanguage Pragmatics of Suggestion by Indonesian EFL Learners.
Pragmatics is branch of linguistics which is concern the meaning based on the context.
Pragmatics studies how people understand and produce a communicative act or speech act in
a situation which is generally a conversation. It is the way in appreciate everybody because
people have different words to deliver their think in the same understanding. Pragmatic data
consist of utterances. According to Yule (1996:3) stated that “pragmatics is concerned with
the study of meaning as communicated by a speaker or writer and interpreted by a listener or
reader”. When we communication of course involving between speaker and listener and they
are able to understand each other if they know the meaning utterance or sentences in
communication.Pragmalinguistics is part of pragmatics, so pragmalinguistics and pragmatics
are connected each other. According to Leech in Archer (2005:4) is aware that “specific
pragmatic descriptions ultimately have to be relative to specific social conditions”. According
to Leech in Fauziati (2009: 210) “proposes two further pragmatic systems.”
Pragmalinguistics, which accounts for the more linguistic end of pragmatics, a particular
resource which a given language provides for conveying particular illocutions and
Sociopragmatics which studies the more specific ‘local’ condition of language use. Pragmatic
system has two features, they are pragmalinguistics and sociopragmatics. So,
pragmalinguistics and sociolinguistics have correlation in making pragmatics.
Everyday in our life, we need communication so we are called social human. According
to Rickheit (2008:1) “communicative competence is fundamental for a successful life in our
society as it is of great importance for all areas of life”. Communication can happen in verbal
and non-verbal. The communication well can occur if we have knowledge or capability in
communication. Pragmatic competence is the ability to make use of a variety of language
functions. We can certainly define the appropriate use of language in different situation. So,
we have to say something based on the situation itself. According Chomsky in Ifantidou
(2014:2) “pragmatic competences is the characterizes as knowledge of the conditions,
appropriate manner and purposes of language use, due to which communicators can relate
intentions and purposes to the linguistic means at hand”.
Interlanguage is nonnative speakers when they use a foreign language in their second
language. There are different ways of nonnative speakers when using a foreign language
compared to the native speaker itself. According to Kasper & Blum-Kulka (1993: 196)
“interlanguage pragmatics is concerned with the ways in which nonnatives do things with
words in a second language. The phenomena investigated from this perspective may relate to
both pragmatic and discourse knowledge”. When we talk about interlanguage, it can be
related to both pragmatic and discourse knowledge. Speech act can be classified in three
categories. There are locutionary act, illocutionary act, and perlocutionary act. The description
of the category speech act is based from Austin and Searle. In utterances have the goal and the
function. Base on the goal of utterance we can use speech act. The term speech act was made
by Austin (1962) and developed by Searle (1969). Austin makes between three kinds of
speech act, there are: “Locutionary act, it is performing the act of saying something. The
example is he said to me ‘Shoot her!’ meaning by ‘shoot’ shoot and referring by ‘her’ to her.
Illocutionary act, it is performing an act in saying something. The example is he urged (or

(KBSP) IV 2016 165

advised, ordered) me to shoot her. Perlocutionary act, it is performing an act by saying
something. The example is he persuaded me to shoot her.
There are kinds of the speech act of suggestion according to Guerra and Martinez study
(2006) with four categories there are Direct Suggestion, Formalized Forms; Indirect
Suggestion; and Non-Conventionalized Forms. Categories of Direct Suggestionsare divided
into Performative Verb with example is “I suggest that you” and Imperative with example
“trying using…”. Category of Conventionalized Forms are divided into Interrogative Forms,
Possibility, Should, Conditional, Need, and Recommend. Category of Indirect Suggestions is
divided into Impersonal. Category of Non-Conventionalized Forms are divided into Inclusive
‘we’, Other Formulae such as Obligation, Likes and Dislikes, Just Giving Suggestion without
using any structure, and Not Giving a Suggestion. Brown and Levinson agree with Lakeoff
that the foremost aim of politeness is avoiding conflict. The politeness has the goal to give
care and respect each other.
Brown and Levinson sum up human politeness behaviour in four strategies: bald on
record, positive politeness, negative politeness, and off-record-indirect strategy (Brown and
Levinson, 1987:92).The bald on-record strategy does nothing to minimize threats to the
hearer's “face”. There are two strategies; those are cases of non-minimization of the face
threat and cases of FTA-oriented bald-on-record-usage. The positive politeness strategy
shows you recognize that your hearer has a face to be respected. It also confirms that the
relationship is friendly and expresses group reciprocity.According to Brown and Levinson
(1987: 103-129), there are fifteen strategies can be used to express positive politeness. The
negative politeness strategy recognizes the hearer's face.Negative politeness is redressive
action addressed to the H’s negative face, i.e., his want to have his freedom of action
unhindered and his action unimpeded. Brown and Levinson (1987) regard negative politeness
as the heart of respect behaviour, performing the function of minimizing the particular
imposition that the FTA unavoidably effects.According to Brown and Levinson (1987),
negative politeness are divided into five strategies: be direct, don’t presume, don’t coerce
hearer, communicate speaker’s want to not impinge on hearer, redress other wants of
hearer’s.Off-record indirect strategies take some of the pressure off. According to Brown &
Levinson (1987:211), the last strategy of politeness is off record indirect strategies. If a
speaker wants to do an FTA, but wants to avoid the responsibility for doing it, he can do it off
record and leave it up to the addressee to decide how to interpret it. Off record more indicated
to ‘indirect speech’. Off record strategy consist of two main strategies, there are invite
conversational implicature and be vague or ambiguous.
C. RESEARCH METHOD
The approach this research is a qualitative method with the type of survey. This type of
research is chosen because the data are one of social phenomena that is language usage. In
this research, the writer collects the data of suggestion strategy by Indonesian EFL learners.
This research has function to know how Indonesia EFL learners understanding. A research
includes research questions, data collection, analysis, interpretation and report writing.
According to Creswell (2007:6) “The research follows the basic process of research such as
introduction, questions, methods of data collection and analysis”. The object of this research
is suggestion strategies and politeness strategies were used in written expression used by
Indonesian EFL learners. The subjects of this research are Indonesian EFL learners in Java.
The number of this subject is forty persons. They are twenty persons of first semester and
twenty persons of third semester of English department on Muhammadiyah University of
Surakarta. The data of the research are written data of the suggestion strategies and politeness
strategies used by Indonesian EFL learners. The data source is taken from the result of

166 (KBSP) IV 2016

discourse completion tasks (DCTs) that included the suggestion strategies and politeness
strategies done by Indonesian EFL learners. The data were collected by DCTs. The data were
collected from EFL Indonesian learners in Java. Researcher made DCTs in short written
description of scenarios. The DCTs is completed with some instructions how the learners or
the informants should give their answers. The learners were asked to write the suggestion
sentences what he or she would say, based on the provided situations (Brown, 2001). Adding
the social situations in DCTs are controlled, expected the instrument is capable of bring out
responses that reflect social status and other contextual variables (Kwon, 2004). Technique of
Analyzing Data is after gathering the data, the writer analyzed the data by doing some steps,
as follows: the first is giving code to the data. The writer gives the code that consisted of
describing from Discourse Completion Test/ Semester/ Number of the Sentence/ Using
Suggestion Strategy;the second is finding out suggestion strategies are used by Indonesian
EFL learners in different semesters used the type of suggestion strategies based on Guerra and
Martinez’s theory; the third is detecting politeness in the use of suggestion Indonesian EFL
learners based on by Brown and Levinson’s theory; and the last is drawing conclusion.
D. RESEARCH FINDING AND DISCUSSION
1. Suggestion Strategies Conducted by Indonesian EFL Learners in the different

Semesters
The suggestion strategies conducted by Indonesian EFL learners in the different
semesters. The data of suggestion strategies were analyzed using the theory of suggestion
strategy by Guerra and Martinez.
- The first situation (DCT1)
The first DCT was equal status in working place. The learners acted as worker in a work
place that they have a close friend. The situation was you giving a suggestion to a close friend
who has condition is not being healthy in the work day and the same time your close friend
has wedding invitation. Participants of Indonesian EFL learners came from the first semester
and the third semester.
The first DCT, the writer founded the different variation of the first semester used four
categories of suggestion strategies consisted of DS, CFS, NCFS, and InS while the third
semester used three categories of suggestion strategies consisted of DS, CFS and NCFS. The
first semester used Direct Suggestion (DS) 75% almost similar learners of the third semester
used Direct Suggestion (DS) 60%, Conventionalized Forms Suggestion (CFS) 15% by the
first semester less than Conventionalized Forms Suggestion (CFS) 35% by the third semester,
Indirect Suggestion (InS) 5% by the first semester but the third semester did not use it, and
Non-Conventionalized Forms Suggestion (NCFS) 5% by the both semester. The most
category of suggestion strategies was DS by the both semester, followed CFS and the least
category of suggestion strategies was NCFS and InS. It could be seen the following as:

(KBSP) IV 2016 167

a) Direct Suggestion (DS)
1. Performative Verb (PV)
(DCT1/ST1/05/PV) I suggest you to take rest in home and I will inform your
boss that you are not able to come.
(DCT1/ST3/01/PV) I suggest you go to your friend’s wedding party and I
will tell CEO that you are in bad condition now.
2. Imperative (It)
(DCT1/ST1/01/It) Please, take a rest today or your recovery because you still
have tomorrow for your job.
(DCT1/ST3/12/It) I prefer for you to get someone who can send your praise and
honor to the couples who have married. Have someone to
tell to your Boss that you cannot come to office. Get
someone to send your permission to leave work or medical
record from doctor that states that you are sick.
b) Conventionalized Forms Suggestion (CFS)
1. Conditional (C)
(DCT1/ST1/04/C) You have obligation in our job place, so if you finished your
job you can go to your friend marriage but if you not
finished it yet, you have to finished it first.
2. Interrogative Forms (IF)
(DCT1/ST3/03/IF) Hey Dude, I feel not good with my body. Can you replace
me to come a meeting? If you help me it is very good friend.
3. Possibility (P)
(DCT1/ST1/09/P) You may take a permission both are your working and
wedding invitation.
4. Recommendation (R)
(DCT1/ST3/07/R) I recommend you to go to doctor first so you can do your
activity.
5. Should (S)
(DCT1/ST3/09/S) Nadia you look so pale, I thought you should go to the
doctor and have rest at home. You shouldn’t to have work
and go to wedding ceremony.
c) Indirect Suggestion (InS)
1. Impersonal (Is)
(DCT1/ST1/02/Is) It’s better if you not come to the wedding and rest in home.
d) Non-Conventionalized Forms Suggestion (NCFS)
1. Obligation (O)
(DCT1/ST1/03/O) You must take a rest.
(DCT1/ST3/02/O) You must give him a call first after you recovered then just
go and visit to congratulate their marriage.
Based on the chart 1 and examples above, the writer founded sameness and difference
that learners of the first semester used four categories of suggestion, there were DS, CFS, InS,
and NCFS with six strategies while learners of the third semester used three categories of
suggestion, there were DS, CFS, and NCFS with six strategies. The first semester and the
third semester used strategies of DS which consisted of It and PV. The first semester used
strategies of CFS which consisted of C and P while the third semester used strategies of CFS
consisted of IF, R, and S. The first semester used strategy of InS was impersonal but the third
semester did not use it. Then, the first semester and the third semester used strategy of NCFS
was O.

168 (KBSP) IV 2016

2. Politeness Strategies Conducted by Indonesian EFL Learners in the different
Semesters
The politeness strategies conducted by Indonesian EFL learners in the different
semesters. They from different semester who consisted of the first semester and the third
semester in university. The data were analyzed using the theory of politeness strategy by
Brown and Levinson. There are four major categories of politeness strategies. There are bald
on record, positive politeness, negative politeness, and off-record-indirect strategy (Brown &
Levinson, 1987:92).
- The first situation (DCT1)
The first DCT was equal status in working place. The learners acted as worker that they
have a close friend. The situation was you giving a suggestion to a close friend who has
condition is not being healthy in the work day and the same time your close friend has
wedding invitation.
The first DCT, writer founded participants of Indonesian EFL learners who consisted of
the first semester and the third semester used some politeness strategies in giving a
suggestion. Some of them used suggestion strategies which sameness and difference in DCT
1. The writer founded politeness of the first semester used Bald on-Record (BOR) 45%,
Negative Politeness (NP) 30%, Off-Record Indirect (ORI) and Combination Strategy (CS)
20% while the third semester used Bald on-Record (BOR) 85% and Combination Strategy
(CS) 15% .
a) Bald On-Record (BOR)

(DCT1/ST1/05/BOR) I suggest you to take rest in home and I will inform
your boss that you are not able to come.
(DCT1/ST3/01/BOR) I suggest you go to your friend’s wedding party and I
will tell CEO that you are in bad condition now.
The examples above were taken from the first semester and the third semester.
The examples above used the first politeness strategy from Brown and Levinson’s
theory. It was Bald On-Record (BOR) which was included in cases of FTA-oriented
bald on-record-usage. Those examples indicated the offers expression in imperative
with saying “I suggest you to take rest in home” and “I suggest you go to your friend’s
wedding party”. The two examples of “I suggest” had sameness in applied BOR with
subject adding imperative.
b) Negative Politeness (NP)
(DCT1/ST1/04/NP) You have obligation in our job place, soif you finished
your job you can go to your friend marriage but if you
not finished it yet, you have to finished it first.

(KBSP) IV 2016 169

The example above was taken from the first semester in DCT 1 but the third
semester did not use it in DCT 1. The example above used the third politeness strategy
from Brown and Levinson’s theory. It was Negative Politeness (NP) with said “if you
finished your job you can go to your friend marriage”. The example above indicated
tentative consisted of the use of the subjunctive and the use of remote possibility
markers where it don’t coerce hearer. But, learners of the third semester did not use
negative politeness strategy in DCT 1.
c) Off-Record Indirect (ORI)
(DCT1/ST1/02/ORI) It’s better if you not come to the wedding and rest in
home.
The example above was included of the fourth politeness strategy. It was Off-
Record Indirect (ORI) from Brown and Levinson’s theory. It indicated ORI when
speaker said “It’s better if you not come to the wedding”. Speaker said “it’s better”
indicated give hints of ORI that giving association clue where speaker gives a related
kind of implicature triggered by mentioning something associated with the act required
of hearer. But, learners of the third semester did not use off-record indirect in DCT 1.
d) Combination Strategy (CS)
(DCT1/ST1/07/CS) Rohim I give you a suggest to take a rest until you feel
better and forgot all and ask forgive to your friends.
(DCT1/ST3/13/CS) Naila I give suggestion that you should go to doctor
first. Your healthy is number one and it’s better if you
contact your friend that you can’t come, your friend of
course will understand you.
The examples above were taken from the first semester and the third semester.
The examples above included combination strategy. The combination strategy consisted
of Positive Politeness (PP) and Bald On-Record (BOR) where the two strategies from
Brown and Levinson’s theory. The first strategy used markers such as address forms
and ellipsis liked examples above “Rohim and Naila” who indicated positive politeness
and the second strategy indicated offers expressions in imperative of cases of FTA-
oriented bald on-record-usage by said “I give you a suggest to take a rest until you feel
better” and “I give suggestion that you should go to doctor first” which used BOR of
politeness strategy.
Guerra and Martinez study (2006) divided suggestion strategies into four categories,
there are direct suggestion, conventionalized forms, indirect suggestion, and non-
conventionalized forms. In those four categories divided into fourteen strategies, there are
performative verb, imperative, interrogative forms, possibility, should, conditional, need,
recommend, impersonal, using ‘we’, obligation, likes and dislikes, just giving suggestion
without using any structure, and not giving a suggestion. Based on these data, the writer
founded 20 data learners of the first semester and 20 data learners of the third semester. The
total of the two groups was 40 data. The writer founded that two groups of learners used nine
suggestion strategies, there are performative verb, imperative, interrogative forms, possibility,
should, conditional, recommend, impersonal, and obligation. And other founded was
Indonesian EFL learners influenced Bald On-Record of politeness strategies in giving a
suggestion.
The writer founded learners of the first semester used Direct Suggestion (DS) 75%,
Conventionalized Forms (CF) 15, Indirect Suggestion (InS) 5%, and Non-Conventionalized
Forms (NCF) 5% while learners of the third semester used Direct Suggestion (DS) 60%,
Conventionalized Forms (CF) 35%, and Non-Conventionalized Forms (NCF) 5%. Based on
finding and analyzing was known that learners of the first semester and learners of the third

170 (KBSP) IV 2016

semester used the most strategies was performative verb and imperative of direct suggestion.
The other suggestion strategies frequently used of the two groups was interrogative forms,
possibility, should, conditional, and recommend of conventionalized forms. The least
suggestion strategies which were used non-conventionalized forms was obligation and
Indirect suggestion was impersonal.
Respondents of the first semester and third semester were from Indonesian, especially in
Java region. This Java region had rule environment, so giving suggestion could influenced the
rule. The rule was called “sopan santun”. Learners of the first semester and learners of the
third semester used addressee based on sociopolitical and status which was influenced with
rule of sopan santun in Java. Some of respondents or learners used addressee when gave a
suggestion to other person. Learners of the first and learners of the third semester were
influenced of politeness in gave a suggestion. They were influenced the most of politeness
strategies in giving a suggestion was Bald On-Record (BOR).
E. CONCLUSION
Indonesian EFL learners which consisted of learners of the first semester and learners of
the third semester used some strategies in giving a suggestion and they were influenced of
politeness when giving a suggestion. They used the most suggestion strategies were
performative verb and imperative of direct suggestion and influenced politeness strategies
which the most was Bald On-record.
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(KBSP) IV 2016
THE HUNGER GAMES SEBAGAI KRITIK ATAS DOMINASI

PENGUASA DALAM MENGENDALIKAN MEDIA
UNTUK MEMPENGARUHI POLA PIKIR MASYARAKAT
Dwi Ilmiani
Program Studi Magister Pengkajian Bahasa
Sekolah Pascasarjana Universitas Muhammadiyah Surakarta
Ilmiani.dwi@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk menunjukan bahwa karya sastra bukan sekedar karya imajenitif
melainkan alat yang digunakan oleh pengarang untuk mengkritik dan merespon kejadian yang
terjadi dimasyarakat. Pada penelitian ini, penulis berfokus pada ketidaksantunan berbahasa
yang digunakan oleh tokoh-tokoh pada novel trilogiThe Hunger Games. Ketidaksantunan
disini merupakan ketidaksantunan tokoh dalam karya sastra sebagai materi autentik
pembentukan karakter. Peran pengarang cerita yang dalam hal ini adalah Suzanne Collins
merupakan pusat dari komunikasi interpersonal antar pembaca. Sumber data pada penelitian
ini adalah ujaran tokoh dalam novel trilogi The Hunger Games.Pada akhirnya dengan
menggunakan metodedeskriptif kualitatif penulis meneliti data yang berupaketidaksantunan
tindak tutur tokoh.Hasil penelitian menunjukan bahwa novel The Hunger Games, tidak hanya
karya sastra semata, melainkan sebagai kritik atas dominasi penguasa dalam mengendalikan
media untuk mempengaruhi pola pikir masyarakat.
Kata kunci: ketidaksantunan berbahasa, dominasi, ancaman, media
PENDAHULUAN
Novel trilogy The Hunger Games karya Suzanne Collins (2008) merupakan novel fiksi
ilmiah dengan sudut pandang seorang gadis berusia 16 tahun, Katniss Everdeen yang tinggal
disebuah distrik termiskin, distrik 12 dinegara Panem. Capitol merupakan ibukota negara
tersebut yang memegang kendali penuh atas seluruh sektor negara. The Hunger Games adalah
acara tahunan yang diadakan pemerintah Panem untuk mengingat peristiwa pemberontakan
yang pernah dilakukan distrik 13 terhadap pemerintah beberapa puluhan tahun yang lalu.
Acara tahunan tersebut digunakan pemerintah untuk mengingatkan seluruh distrik bahwa
tidak ada pengampunan sedikitpun bagi pemberontak. Untuk kepentingan tersebut,
pemerintah setiap tahunnya mengadakan The Hunger Games, dimana setiap distrik harus
mengirmkan dua perwakilannya berusia antara 12-18 tahun untuk bertarung dan membunuh
peserta dari distrik lain. Pertarungan mematikan tersebut disiarkan 24 jam non stop secara
langsung melalui media televisi diseluruh distrik. Dalam novel tersebut jelas terlihat bahwa
pegarang selalu melibatkan media terutama televisi untuk membangun karakter penokohan,
yang mana hal tersebut menjadi alasan utama pemilihan novel trilogi The Hunger Games
sebagai objek kajian penelitian.Bahwa novel ini muncul ditengah-tengah konflik dan krisis
dinegara timur tengah, yang dalam faktanya mereka sering kali menggunakan media sebagi
alat untuk mempengaruhi masa.
Gaya bahasa dari penulis merupakan suatu kekhasan dari gaya pengarang dalam
mengemukakan ide cerita. Bahasa dalam karya sastra memiliki irasional, asosiasi dan ekspresi
untuk memberikan efek tertentu bagi pembaca seperti mempengaruhi, maupun mengubah
sikap (Wellek dan Warren, 1949). Dalam karya sastra, ketidaksantunan berbahasa sering kali
ditemukan. Hal ini dibuktikan dengan banyaknya penelitian tentang ketidak santunan dalam
172
(KBSP) IV 2016 173

berbahasa dengan sumber data yang bervariasi. Beberapa peneliti menggunakan data yang
bersumber pada acara televisi seperti talk-show (Sosiowati, 2013), quiz (Culpeper, 2005),
berita (Pillar, 2009), maupun sinetron remaja (Wijayanto, 2014). Sedangkan yang lainnya
menggunakan karya sastra seperti drama (Rudanko, 2006) dan novel (Handayani, 2009;
Shintalia, 2009; Wulandari, 2014). Namun demikian, berbagai penelitian tersebut berfokus
pada perspektif linguistik.
Wellek dan Warren (1949) mengungkapkan bahwa karya sastra tidak hanya dapat dikaji
denan menggunakan pendekatan intrinsik yang menekankan keterkaitan antar unsur internal
dalam sebuah karya sastra, namun sebuah karya sastra dapat dikaji dengan menggunakan
pendekatan ekstrinsik yaitu dengan mengaitkan unsur-unsur eksternal diluar karya sastra itu
sendiri.Hal tersebut diaplikasikan oleh Thoyibi (2014) ketika mengkaji The Escaped Cock
karya D.H Lawrence. Swingewood dan Laurenson (1972) menjelaskan bahwa pengarang
dalam karya sastranya memiliki kekhasan gaya berbahasa, dan hal tersebut tidak dapat
dipisahkan dari gagasan utama yang ingin disapaikan kepada pembaca, sebagai tanggapan
pengarang terhadap keadaan yang terjadi dilingkungan sekitar. Dalam penelitian ini saya
menempatkan karya sastra bukan hanya sekedar buah fikiran atau imajenasi dari pengarang
semata, melainkan alat bagi pengarang untuk menyampaikan gagasannya pada masyarakat
luas.
Ketidaksantunan
Berdasarkan tujuannya ketidaksantunan digunakan dengan sengaja untuk merusak muka
mitra tutur (Culpeper, 1996). Sedangkan pengertian ketidaksantunan adalah situasi dimana
ketika prinsip-prinsip menjaga wajah mitra tutur dilanggar sehingga mengancam wajah mitra
tutur (face threatening act) (Brown and Levinson, 1987). Dalam hal ini Culpeper (1996)
menjelaskan beberapa faktor yang mempengaruhi ketidaksantunan, yaitu faktor hubungan
sosial penutur dan mitra tutur, faktor kekuatan sosial, dan yang terakhir adalah faktor
kesengajaan dari penutur.Pillar (2009) memberikan definisi yang berbeda terhadap pengertian
ketidaksantunan,ketidaksantunan tidak selalu dikaitkan dengan ‘wajah’mitra tutur melainakan
dengan ‘identitas’, sehingga pengertian ketidaksantunan memiliki arti yang lebih luas. Dalam
karya sastra, pengarang merupakan penutur dan pembaca memiliki posisi sebagai mitra tutur,
yang dalam prosesnya pembaca tidak berinteraksi secara langsung dengan pengarang. Pada
akhirnya, didalam penelitian ini ketidaksantunan digambarkan sebagai ‘strategi pengarang
untuk mengkritik dominasi penguasa dalam mengendalikan media’.
METODE PENELITIAN
Dalam penelitian ini penulis mengunakan metode deskriptif qualiatif untuk
mendskripsikan ketidaksantunan yang digunakan oleh tokoh-tokoh dalam novel trilogi The
Hungger Games karya Suzanne Collins. Ketidaksantunan yang menjadi objek penelitian ini
adalah situasi dan penggunaan ujaran untuk mengekspresikan tindakan tertentu seperti
mengancam, memaki, mempengaruhi dll yang sengaja digunakan pengarang sebagai strategi
untuk mengkritik dominasi kelompok tertentu. Sumber data adalah novel trilogi The Hungger
Games yang meliputi seri pertama The Hunger Games (2008), Catching fire (2009), dan seri
terakhirnya Mocking Jay(2010).
PEMBAHASAN
Kritik Terhadap Dominasi Penguasa dalam Mengendalikan Media
Ketidak santunan dalam novel trilogi The Hunger Games diungkapkan dalam bentuk
kritik terhadap penguasa dalam mengendalikan media. Kritik ini diarahkan pada isu politik

174 (KBSP) IV 2016

serta konflik yang terjadi dibeberapa negara dibelahan dunia, bahwa penguasa mampu
mengendalikan media sehingga kontroling terhadap pola fikir masyarakat dapat dipengaruhi,
antara lain doktrinasi ketidakberdayaan, pencitraan, ancaman dan ajakan.
Doktrinasi Ketidakberdayaan
Dalam tataran kehidupan bermasyarakat, benar dan salah adalah suatu hal yang sangat
berbeda. Jika pembunuhan dianggap sebuah tindakan yang salah, penindasan dan pemerasan
adalah sesuatu hal yang keliru maka sudah selayaknya pelaku tersebut mendapatkan sanksi.
Namun bagaimana jika pelaku tersebut adalah sekumpulan kelompok yang memiliki
kekuasaan. Apakah perkara benar dan salah bisa diputuskan dengan mudah? Atau justru
pelaku berusaha memutarbalikan fakta dengan menggunakan dalih tertentu?
Dalam novel ini, Suzanne Collin merespon gejala sosial yang terjadi dengan
memberikan gambaran yang sangat kongkrit. Collin mengambarkan penguasa mampu
memutarbalikan fakta bukan dengan memberikan alasan atau penjelasan semu, melainkan
menggunakan doktrinasi ketidakberdayaan.
Mengambil anak-anak dari distrik kami, memaksa mereka untuk saling
membunuh sementara kami menontonnya- ini adalah cara Capitol untuk
mengingatkan kami betapa sesungguhnya kami berada dibawah belas kasihan
mereka. Betapa kecil kemungkinan kami bisa selamat jika timbul pemberontakan
lain. Apapun kata-kata yang mereka gunakan, pesan yang mereka sampaikan
jelas. “Lihat bagaimana kami mengambil anak-anakmu dan mengorbankan
mereka, dan tak ada yang bisa kau lakukan untuk menghalanginya. Kalau kau
sampai berani mengangkat satu jari saja, kamiakan menghancurkan semuanya.
Sebagaimana yang kami lakukan di Distrik Tiga Belas”. (The Hungger Games,
hal 26)
Pada seri kedua, Cathing fire. Collin semakin mempertajam penggambaran bahwa efek
doktrinasi ini mampu membuat masyarakat hilang harapan sehingga mereka menerima
apapun yang dilakukan pihak penguasa.
Para peserta laki-laki dan perempuan akan dipilih dari nama-nama pemenang
yang masih hidup. Kami adalah perwujudan harapan ketika tidak ada lagi
harapan. Kini 23 diantara kami akan dibunuh untuk menunjukan bahwa
harapanpun hanya ilusi. (Catching Fire, hal 194)
Collin menggambarkan bagaimana penguasa mengendalikan media untuk menanamkan
perasaan tidak berdaya, sehingga mampu mematahkan mana yang benar dan mana yang salah.
Pencitraan
Media sering kali dijadikan sebagai alat pencitraan terhadap tokoh masyarakat. Mulai
dari gaya berbicara, gaya berbusana, sikap dan semua hal pendukung yang berkaitan. Bahkan
pada tingkat penguasa sekalipun, pencitraan ini sangat diperlukan sebagai salah satu alat
perlindungan diri. Dalam novel ini, Collin menyajikan gambaran bagaimana penguasa dan
orang yang berkepentingan, menggunakan media untuk membentuk citra dirinya dihadapan
masyarakat.
Wajahku menampilkan senyum lebar, dan aku mulai berjalan kearah Peeta. Lalu,
seakan aku tidak bisa menunggu sedetik lebih lama lagi, aku mulai berlari. Peeta
menangkapku dan memutar tubuhku dan kemudian dia terpeleset-Peeta masih
belum menguasai betul kaki palsunya-kami pun terjatuh disalju, tubuhku berada
diatas tubuh Peeta, dan saat itulah kami berciuman pertama kali setelah
berbulan-bulan. Ciuman itu penuh bulu, kepingan salju, dan lipstik, tapi dibalik
semua itu aku bisa merasakan kemantapan yang dibawa Peeta terhadap

(KBSP) IV 2016 175

segalanya. Dan aku tahu aku tidak sendirian. Seburuk apapun aku menyakitinya,
Peeta takkan membukakan rahasiaku di depan kamera. (Catching Fire, hal 52)
Collin dengan tegas menggambarkan bahwa dalam mempengaruhi pola fikir
masyarakat, penguasa membutuhkan ‘boneka’ yang selalu siap untuk dipamerkan ke
masyarakat. Tujuannya adalah satu, dengan ‘boneka’ ini masyarakat akan semakin percaya.
Kau dan Peeta akan menjadi mentor sekarang, setiap tahun dan seterusnya. Dan
setiap tahun mereka akan menyiarkan kembali hubungan asmara kalian dan
menyiarkan detail kehidupan pribadi kalian ke publik, dan kau tidak bisa
melakukan apapun selain hidup bersama selamanya denga anak lelaki
itu.”(Catching Fire, hal 54)
Malam pertunanganku, malam ketika Peeta berlutut dan menyatakan cinta
abadinya untukku di depan semua kamera di Capitol. (Catching Fire, hal 161)
Bahkan dibagian kelima belas Catching Fire, Collin memberikan hasil efektif dari
pencitraan media. Bahwa masyarakat akan lebih peduli dan simpati kepada orang yang sering
kali keluar dilayar televisi.
Tapi mengetahui apa yang dirasakan warga Capitol terhadap kami seakan-akan
menyibakan suatu tabir rahasia. Mereka jelas tidak punya masalah menonton
anak-anak dibunuh setiap tahun. Tapi mungkin mereka terlalu banyak, terutama
mereka yang sudah menjadi selebriti selama bertahun-tahun, untuk melupakan
bahwa kami manusia. Kali ini lebih seperti melihat sahabat-sahabatmu mati.
(Catching Fire, hal224)
Setidak pedulinya masyarakat sekalipun akan lebih empati terhadap mereka yang
memiliki pencitraan diri. Seseorang yang memeliki pencitraan diri secara baik dimata
masyarakat, ucapannya akan dengan mudah diterima dan diikuti. Dengan kata lain,
masyarakat akan tunduk terhadap tokoh tersebut,efek inilah yang sejatinya dibidik oleh para
penguasa.
Ancaman dan Ajakan

Dewasa ini peran media tidak hanya sebagai sumber informasi, melainkan sebagai alat
untuk mengintimidasi atau mengancam kelompok tertentu. Terlebih lagi didaerah yang tengah
terjadi sengketa atau konflik, para penguasa dengan sengaja menggunakan media untuk
mengancam atau mengajak pihak tertentu untuk terlibat. Perlu diketahui, novel trilogi ini
dirilis ketika konflik dibeberapa negara timur tengah meletus. Bahwa beberapa penguasa atau
kelompok tertentu menggunakan rekaman sebagai alat untuk menteror atau mengancam pihak
tertentu. Dan dilain sisi, beberapa kelompok lain menggunakan media untuk mengajak
masyarakat bergabung kedalam kelompok mereka.
Merespon kejadian tersebut dalam seri terakhir The Hunger Games, Mockingjay,
Collins menggambarkan kedua belah pihak yang bersengketa yaitu pemerintahan Capitol dan
pemberontak Distrik Tiga Belas saling menggunakan media untuk melancarkan aksi
propaganda.
“Katniss”, katanya, “Presiden Snow baru saja menayangkan pengeboman tadi
secara langsung. Kemudian dia tampil dan mengatakan ini caranya untuk
mengirim pesan kepada para pemberontak. Bagaimana denganmu. Kau ingin
mengatakan sesuatu pada pemberontak?. (Mockingjay, hal 113)
Jelas sekali terlihat bahwa Collin mengkritik pihak penguasa khususnya dalam masa
konflik, sering kali menggunakan media untuk mengancam pihak tertentu. Bahkan lebih jauh
lagi, perang media tersebut mampu memicu konflik yang lebih besar.
Para juru kamera memberiku panggung, tapi aku tetap memusatkan perhatian
pada lampu merah. “Aku ingin memberi tahu kepada pemberontak bahwa aku
masih hidup. Aku ada disini di Distrik Delapan, Capitol baru saja mengebom

176 (KBSP) IV 2016

rumah sakit yang penuh dengan lelaki, perempuan dan anak-anak tak bersenjata.
Takkan ada korban selamat. Aku ingin memberitahu orang-orang bahwa jika ada
yang berfikir Capitol akan memperlakukan kita dengan adil dengan adanya
genjatan senjata, kau pasti bermimpi. Karena kau tahu siapa mereka dan apa
yang mereka lakukan.” Kedua tangaku terangkat, seakan ingin memperlihatkan
seluruh kengerian disekelilingku. “Inilah yang mereka lakukan! Dan kita harus
melawan balik!.” “Api sudah tersulut! Dan jika kami terbakar, kau terbakar
bersama kami!”(Mockingjay, hal 113)
Dikalangan penguasa, peran media sangatlah penting. Bagi siapa yang menguasai media
maka dia akan mampu berkuasa. Dan bagi penguasa, media adalah alat pengaabadi
kekuasaan. Bahwa dengan mengendalikan media, penguasa mampu menggalang sekaligus
mengancam masa, begitulah yang ingin digambarkan Collin pada seri terakhir The Hunger
Games.
SIMPULAN
Berdasarkan uraian diatas dapat diambil simpulan bahwa Suzanne Collins secara
sengaja melakukan ketidaksantunan sebagai pilihan gaya didalam mengungkapkan pesan atau
gagasan. Ketidaksantunan tersebut berupa situasi dan ungkapan – ungkapan yang dapat
mengusik ketenangan pembaca, terutama kalangan penguasa yang memiliki kemampuan
mengendalikan media masa. Ketidaksantunan dalam novel trilogi The Hunger Games
merupakan strategi Suzanne Collin untuk menyuarakan kritiknya terhadap isu-isu sosial dan
politik yang tengah terjadi dibeberapa negara, bahwa beberapa penguasa seringkali
menggunakan media untuk mempengaruhi pola pikir masyarakat. Karya sastra itu sendiri,
dapat menjadi alat bagi pengarang untuk menjaga atau menyerang kelompok tertentu.
DAFTAR PUSTAKA
Brown, Penelope dan Stephen Levinson. 1987. Politeness:Some Universals in Language

Usage. Cambridge: Cambridge University Press
Collins, Suzanne. 2008. The Hungger Games. Jakarta: Gramedia
Collins, Suzanne. 2009. The Hungger Games:Catching Fire. Jakarta: Gramedia
Collins, Suzanne. 2010. The Hungger Games: Mockingjay. Jakarta: Gramedia
Culpaper, Jonathan.1996. “Toward an Anatomy of Impoliteness,” Journal of Pragmatics 25,
349-367
Handayani, Anis. 2009.”Novel Pudarnya Pesona Cleopatra Karya Habiburrahman El Sharazy
(Tinjauan Sosiologi Sastra).” Skripsi. Surakarta: Universitas Sebelas Maret
Pillar, Garces Conejos Blitvich. 2009. “Impoliteness and Identity in the American News
Media: The Culture Wars.” Journal of Politeness Research 5, 273-303
Shintalia. 2009. “A Study of the causes and effects of Hamlet’s depression in Shakespeares’s
Hamlet. E-Journal. No date
Sosiowati, I Gusti Ayu Gede. 2013. “Kesantunan Bahasa Politisi dalamTalkShow di
MetroTV”. Disertasi. Denpasar: Universitas Udayana
Swingewood, Alan dan Diana Laurenson.1972. The Sociology of Literature. London: Paladin

(KBSP) IV 2016 177

Thoyibi, M. 2014. “Kritik atas Teologi Trinitarianisme: Ketidaksantunan dalam The Escaped
Cock Karya D.H Lawrence.” Prosiding Seminar Nasinal, 166-173
Wijayanto, Agus. 2014. “Ketidaksantunan Berbahasa: Penggunaan Bahasa Kekerasan di
Sinetron Kehidupan Remaja.” Prosiding Seminar Nasional, 115-125
Wellek, Rene dan Austin Warren. 1949. Theory of Literature. New York: Harcout, Brace and
Company

(KBSP) IV 2016
Pengembangan Bank Soal Mata Pelajaran Bahasa Indonesia

di Sekolah Lanjutan Tingkat Atas denganTampilan Multimedia
Berbasis Computerized Based Testing
Iwan Suhardi
Jurusan Teknik Elektro, Fakultas Teknik, Universitas Negeri Makassar
Kampus Parang Tambung, Jl. Daeng Tata, Makassar, Sulawesi Selatan
email : iwansuhardi@yahoo.com, Telp. 08156896690
Abstrak
Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan
berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah
pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran. Pelajaran bahasa
Indonesia pada hakikatnya adalah belajar berkomunikasi. Sebagai pelajaran yang berkonteks
‘bahasa’, pelajaran bahasa Indonesia mempunyai kompetensi yang cukup kompleks antara
lain menyimak, berbicara, membaca, dan menulis. Proses pengajaran bahasa Indonesia di
sekolah tidak berubah secara signifikan dari waktu ke waktu. Proses pengajaran bahasa
Indonesia di sekolah umumnya masih berbasis pada tulisan/teks dan belum menggunakan
sarana multimedia untuk lebih mendukung efektivitas daya tangkap peserta didik. Selama ini
kompetensi menyimak (mendengarkan dan memahami suatu bacaan/cerita) belum dapat
dilakukan secara efektif mengingat keterbatasan alat dan kemampuan guru. Penggunaan
teknologi komputer memungkinkan proses penilaian yang tidak dapat dilakukan dengan
model kertas dan pensil (pencil and paper test). Teknologi komputer memungkinkan
melakukan kombinasi multimedia berupa tulisan, suara, gambar, dan video pada proses
penilaiannya.
Penelitian ini berupaya untuk mengembangkan bank soal berbasis multimedia yang
terdiri dari teks, suara, gambar, dan video yang dikemas dalam bentuk program berbasis
Computerized Based Testing (CBT) berdasarkan kurikulum 2013. CBT yang dikembangkan
telah divalidasi oleh pakar bahasa Indonesia dan pakar psikometri serta diujicobakan pada
siswa. Pengembangan bank soal tersebut diharapkan lebih relevan dengan kedudukan dan
fungsi bahasa Indonesia. Bank soal yang berbasiskan multimedia tersebut menyesuaikan
kompetensi bahasa Indonesia terutama dari aspek menyimak dan membaca. Pemberian tes
dalam bentuk butir soal multimedia diharapkan dapat lebih memberikan peningkatan
penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah
dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek
pengetahuan siswa. Dari hasil validasi pakar, paket-paket soal berbasis multimedia ini
menghasilkan nilai rata-rata untuk aspek kelayakan paket soal secara umum sebesar 4,45
(paket soal layak digunakan) dan kesesuaian butir soal sebesar 4,36 (butir soal relevan dari
aspek materi, kontruksi, dan bahasa). Dari pandangan guru menghasilkan penilaian yang
sangat positif, serta dari penilaian siswa 90% memilih model penilaian menggunakan CBT
dibandingkan model kertas dan pensil.
Kata kunci: CBT, multimedia
A. PENDAHULUAN
Perkembangan bahasa Melayu menjadi bahasa Indonesia tidak terjadi dalam waktu yang
singkat, tetapi mengalami proses pertumbuhan berabad-abad lamanya. Bahasa Melayu telah
dikenal sebagai bahasa perhubungan (lingua franca) di seluruh kawasan tanah air Indonesi
178
(KBSP) IV 2016 179

(Gorys Keraf, 1991:7-10; Hasan Alwi, et al., 1999:2). Kedudukan dan fungsi bahasa
Indonesia semakin diperkuat dengan adanya Sumpah Pemuda khususnya pada ikrar ketiga
yang berbunyi: Kami poetera dan poeteri Indonesia mendjoendjoeng bahasa persatoean,
bahasa Indonesia.Pada saat itulah, bahasa Melayu yang berjiwa semangat baru diganti dengan
namabahasa Indonesia(Gorys Keraf, 1991:11; Hasan Alwi, et al., 1999:1).Fungsi bahasa
Indonesia ditetapkan melalui UUnomor 24 tahun 2009 tentang Bendera, Bahasa, dan
Lambang Negara, serta Lagu Kebangsaan. Undang-undang tersebut mengatur tentang
kedudukan, fungsi, penggunaan, pengembangan, pembinaan, dan perlindungan bahasa
Indonesia, serta upaya peningkatan fungsi bahasa Indonesia menjadi bahasa internasional.
Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam kehidupan
berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah pendidikan
belum banyak tersentuh oleh kemajuan teknologi pembelajaran, tidak seperti pelajaran
matematika, ilmu alam, bahkan kalah dibandingkan dengan pelajaran bahasa Inggris.
Pengajaran bahasa Indonesia di sekolah tidak berubah secara signifikan dari waktu ke
waktu.Umumnya belum menggunakan sarana multimedia untuk lebih mendukung efektivitas
daya tangkap peserta didik. Selama ini kompetensi menyimak (mendengarkan dan memahami
suatu bacaan/cerita) belum dapat dilakukan secara efektif mengingat keterbatasan alat dan
kemampuan guru. Untuk menguji kompetensi menyimak, siswa hanya diperdengarkan
rekaman suara dari tape recorder.Penggunaan teknologi komputer memungkinkan proses tes
yang tidak dapat dilakukan dengan metode kertas dan pensil (pencil and paper test).
Komputer memungkinkan melakukan kombinasi multimedia berupatulisan,suara, gambar,dan
video.
Pelajaran bahasa Indonesia pada hakikatnya adalah belajar berkomunikasi. Oleh karena
itu, pembelajaran bahasa diarahkan untuk meningkatkan kemampuan peserta didik dalam
berkomunikasi, baik lisan (suara) maupun tulis (Ali Saukah, 2005:107). Sebagai pelajaran
berkonteks ‘bahasa’, pelajaran bahasa Indonesia memerlukan kompetensi yang cukup
kompleks yaitu menyimak, berbicara, membaca, dan menulis. Selama ini proses penilaian
untuk mengukur kompetensi bahasa Indonesia belum dapat dilakukan secara menyeluruh.
Pada umumnya tes bahasa Indonesia lebih banyak dalam bentuk teks yang hanya berfokus
untuk mengukur kompetensi membaca. Sangat diperlukan penggunaan butir-butir soal bahasa
Indonesia yang berbasis multimedia (teks, gambar, suara, dan video) untuk meningkatkan
efektivitas penilaian kompetensi bahasa Indonesia yang lebih menyeluruh.
Saat ini model penilaian pelajaran bahasa Indonesia masih banyak menggunakan tes
objektif dalam bentuk tertulis seperti dapat dilihat pada tes pertengahan dan akhir semester,
atau UAS/UN bahasa Indonesia. Walaupun saat ini sudah dimulai dengan program berbasis
Computerized Based Testing (CBT), namun belum banyak yang menampilkan butir soal
multimedia. CBT yang ada sekarang masih terpaku pada soal dalam bentuk teks saja.
Sehingga pada dasarnya hanya memindahkan nuansa dari tes berbasis kertas dan pensil ke
layar monitor komputer.
Seiring dengan tuntutan kompetensi serta mengingat kedudukan dan fungsi bahasa
Indonesia yang begitu utama, selain dalam bentuk tertulis (teks), diperlukan juga tes dalam
bentuk multimedia (suara, gambar, atau video). Oleh karena itu, dibutuhkan suatu bank soal
dalam bentuk multimedia yang terdiri dari kombinasi tulisan, suara, gambar, dan
video.Penelitian ini berupaya untuk mengembangkan bank soal berbasis multimedia yang
terdiri dari teks, suara, gambar, dan video yang dikemas dalam bentuk program CBT
berdasarkan kurikulum 2013, khususnya untuk kelas X. Pengembangan bank soal tersebut
diharapkan lebih relevan dengan kedudukan dan fungsi bahasa Indonesia. Pemberian tes
dalam bentuk butir soal multimedia diharapkan dapat lebih memberikan peningkatan
penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan masalah

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dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek
pengetahuan siswa (Cheng dan Bischof, 2007:1830).
B. KAJIAN PUSTAKA
1. Sejarah, Kedudukan, dan Fungsi Bahasa Indonesia

Menurut Kamus Besar Bahasa Indonesia, definisi bahasa yaitu (1) sistem lambang
bunyi yang digunakan oleh anggota suatu masyarakat untuk bekerja sama, berinteraksi, dan
mengidentifikasikan diri; (2) percakapan (perkataan) yg baik (Hasan Alwi, 2002:88-90).
Bahasa merupakan alat komunikasi lingual manusia, baik secara lisan maupun tertulis dan
berkembang mengikuti kehidupan manusia.
Bahasa Indonesia telah mengalami perjalanan sejarah yang panjang. Prasasti di
Kadukan Bukit (berangka tahun 683), Talang Tuwo (di dekat Palembang, berangka tahun
684), di Kota Kapur (di Pulau Bangka, berangka tahun 686), serta di Karang Brahi (antara
Jambi dan Sungai Musi, berangka tahun 688) merupakan salah satu buktinya. Ditemukan juga
prasasti berbahasa Melayu Kuno di daerah Kedu, Pulau Jawa yang berangka tahun 832.
Sebuah batu nisan yang bertuliskan syair berbahasa Melayu ditemukan di Minye Tujoh, Aceh,
berangka tahun 1380. Sesudah tahun ini, antara abad XIV-XVII diperoleh banyak hasil
kesusteraan lama dalam bentuk hikayat, dongeng, syair, dan sebagainya (Gorys Keraf,
1991:9-11).
Sebelum tercetusnya Sumpah Pemuda, bahasa Melayu telah dipakai sebagai lingua
franca di seluruh kawasan tanah air berabad-abad sebelumnya. Perjalanan bahasa Indonesia
mencapai hasil paling gemilang dengan tercetusnya Sumpah Pemuda, terutama butir ketiga,
yang berbunyi Kami poetera dan poeteri Indonesiamendjoendjoeng bahasa
persatoean,Bahasa Indonesia.Dikatakan luar biasa, sebab banyak negara lain mencoba untuk
membuat hal yang sama namun selalu mengalami kegagalan disertai dengan pertumpahan
darah antarwarganya. Pada saat itulah, bahasa Melayu yang berjiwa dan bersemangat baru
diganti dengan namabahasa Indonesia.
Hasil perumusan seminar politik bahasa nasional yang diselenggarakan di Jakarta pada
tanggal 25-28 Februari 1975, menegaskan bahwa dalam kedudukannya sebagai bahasa
nasional, bahasa Indonesia berfungsi sebagai (1) lambang kebanggaan nasional, (2) lambang
identitas nasional, (3) alat pemersatu berbagai masyarakat yang berbeda-beda latar belakang
sosial budaya dan bahasanya, dan (4) alat perhubungan antarbudaya antardaerah.
Sebagai lambang kebanggaan nasional, bahasa Indonesia ‘memancarkan’ nilai-nilai
sosial budaya luhur bangsa Indonesia. Sebagai lambang identitas nasional, berarti, melalui
berbahasa Indonesia dapat diketahui jati diri, sifat, perangai, dan watak sebagai bangsa
Indonesia. Oleh karena itu, maka harus dijaga jangan sampai ciri kepribadian dan gambaran
bangsa Indonesia tidak tercermin di dalamnya.
2. Pembelajaran Bahasa Indonesia di SLTA

Kurikulum 2013 yang tidak hanya mempertahankan bahasa Indonesia berada dalam
daftar pelajaran di sekolah, tetapi juga menegaskan pentingnya keberadaan bahasa Indonesia
sebagai penghela dan pembawa ilmu pengetahuan. Dengan paradigma baru tersebut, bahasa
Indonesia diajarkan bukan sekadar sebagai pengetahuan bahasa, melainkan sebagai
pengemban fungsi untuk menjadi sumber aktualisasi diri penggunanya pada konteks sosial-
budaya akademis. Bahasa merupakan sarana pembentukan kemampuan berpikir manusia.
Dengan demikian, makin banyak jenis teks yang dikuasai siswa, makin banyak pula struktur
berpikir yang dapat digunakannya dalam kehidupan sosial dan akademiknya. Hanya dengan
cara itu, siswa kemudian dapat mengonstruksi ilmu pengetahuannya melalui kemampuan

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mengobservasi, mempertanyakan, mengasosiasikan, menganalisis, dan menyajikan hasil
analisis secara memadai (Maryanto, et al., 2014).
Ruang lingkup dalam pembelajaran bahasa Indonesia mencakup komponen kemampuan
berbahasa dan kemampuan bersastra yang meliputi aspek keterampilan mendengarkan
(menyimak), berbicara, membaca, dan menulis (Rubiyat Pujiastuti, 2010:7). Keempat aspek
tersebut dibagi menjadi dua kelompok besar, yaitu (1) keterampilan yang bersifat menerima
(reseptif) yang meliputi keterampilan membaca dan menyimak, (2) keterampilan yang bersifat
mengungkap (produkstif) yang meliputi keterampilan menulis dan berbicara (Ismail,
2009:29). Keempat aspek tersebut diharapkan mendapatkan porsi pembelajaran yang
seimbang dan dilaksanakan secara terpadu.
Secara umum pembelajaran bahasa Indonesia di Kurikulum 2013 menyetarakan SMK
dan SMA, yaitu mencakup komponen kemampuan berbahasa dan kemampuan bersastra
secara efektif dan efisien yang meliputi aspek-aspek mendengarkan, berbicara, membaca, dan
menulis. Pembelajaran bahasa Indonesia diharapkan membantu peserta didik mengenal
dirinya, budayanya, dan budaya orang lain, mengemukakan gagasan dan perasaan,
berpartisipasi dalam masyarakat yang menggunakan bahasa tersebut, dan menemukan serta
menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya.
Proses pengajaran bahasa Indonesia di sekolah tidak berubah secara signifikan dari
waktu ke waktu. Walaupun kedudukan dan fungsi bahasa Indonesia begitu utama dalam
kehidupan berbangsa dan bernegara, perkembangan pelajaran bahasa Indonesia dalam ranah
pendidikan belum banyak tersentuh oleh kemajuan teknologi pembelajaran, tidak seperti
pelajaran matematika, ilmu alam, bahasa Inggris, dan lain-lain. Sebagai pelajaran yang
berkonteks ‘bahasa’, pelajaran bahasa Indonesia mempunyai kompetensi yang cukup
kompleks yaitu menyimak, berbicara, membaca, dan menulis. Namun pembelajaran dan
penilaian terhadap keempat kompetensi tersebut belum dilaksanakan secara maksimal.
Misalnya, untuk proses pembelajaran dan penilaian kompetensi dasar menyimak, peserta
didik biasanya hanya diperdengarkan rekaman suara dari tape recorder.
Dari hasil PIRLS 2006 secara umum menunjukkan kemampuan berbahasa untuk peserta
didik di Indonesia tergolong masih rendah (Munger, 2009). Noni Swediati dan Utorodewo
(2009) menemukan bahwa salah satu kekurangan pembelajaran bahasa Indonesia pada praktik
pengujian, yaitu lebih menekankan pada kemampuan mengedit dan bukannya mengukur
kemampuan kebahasaan peserta didik secara menyeluruh.
Saat ini model evaluasi pelajaran bahasa Indonesia berupa tes objektif dan tes uraian
dalam bentuk tertulis dengan menggunakan metode kertas dan pensil (pencil and paper test).
Hal ini dapat dilihat pada tes UAS/UN bahasa Indonesia. Sedangkan model evaluasi yang
tidak berbasis teks/tulisan seperti kompetensi menyimak dan berbicara belum mendapat
model evaluasi dengan baik. Hal tersebut pada umumnya dikarenakan keterbatasan sarana dan
kemampuan guru. Hal itulah yang melatarbelakangi penelitian ini untuk membangun bank
soal yang tidak hanya berbasiskan teks/tulisan tetapi juga suara, gambar, dan video
(multimedia).
Tes objektif UN merupakan tes pilihan berganda dengan lima pilihan jawaban.
Perangkat tes terbagi ke dalam tiga bentuk berdasarkan tingkat kesukarannya, yaitu mudah,
sedang, dan sukar. Tes diskor dengan cara memberikan skor satu pada setiap jawaban benar.
Jumlah jawaban benar merupakan skor total tes bagi setiap peserta tes
3. Penyelenggaraan Tes
Penyelenggaraan tes melalui paper and pencil test (P&P test) melibatkan penggunaan
lembaran kertas. Kelemahan P&Ptest adalah kerahasiaan tes sulit dijamin karena dapat saja
dibaca oleh orang yang tidak berwenang atau bertanggung jawab (Bunderson, etal., 1989).
Penggunaan kertas menjadi masalah tersendiri, misalnya dibutuhkan ruang penyimpanan data

182 (KBSP) IV 2016

perangkat tes.Seiring dengan perkembangan teknologi, sejak tahun 1980-an, pengujian
dengan menggunakan komputer mulai dilakukan mulai tes prestasi, tes penerimaan pegawai,
tes kesehatan, sampai tes kejujuran. Pada awalnya, komputer hanya digunakan untuk
mengotomatisasikan aktivitas pengukuran konvensional. Penggunaan komputer seperti ini
disebut Computerized Testing atau Computerized Based Testing (CBT). CBT merupakan
generasi pertama penggunaan komputer untuk pengujian. Namun prinsip kerja CBT tidak lain
hanya memindahkan paradigma P&P test ke dalam layar komputer.
Bunderson, et al. (1989:174) menyatakan kelebihan dari CBT, yaitu:meningkatkan
standardisasi, meningkatkan keamanan tes, meningatkan kemampuan tampilan tes,
memperkecil kesalahan pengukuran, peniadaan lembaran kertas, serta mempercepat
pemberian skor dan interpretasi.
C. METODE
Penelitian ini menggunakan pendekatan penelitian Research and Development (R&D)
yaitu dengan menggunakan model waterfall(Pressman, 2011:28-29), meliputi(1) analisis
kebutuhan sistem, (2) perancangan dan pengujian feasibilitas model dalam bentuk
prototiping, (3) persiapan dan pengembangan perangkat lunak untuk diimplementasikan, (4)
pengujian perangkat lunak dalam skala terbatas, (5) revisi produk pertama, (6) pengujian
dalam situasi yang sesungguhnya, verifikasi dan validasi produk (alpha dan beta testing), dam
(7) perbaikan dan penyempurnaan produk akhir. Secara teknis pengembangan dalam
penelitian ini terdiri atas tiga tahapan : tahap pertama membangun bank soal, tahap kedua
perancangan dan implementasi program CBT, dan tahap yang ketiga yaitu evaluasi produk
CBT.
D. HASIL PENELITIAN DAN PEMBAHASAN

Dari penelitian dihasilkan 8 (delapan) paket soal pelajaran bahasa Indonesia untuk kelas
X yang setara didasarkan pada materi kurikulum 2013. Jumlah paket soal yaitu 8 (delapan)
paket yang masing-masing terdiri dari 50 (lima puluh) butir soal. Setiap paket soal terdiri dari
50 (lima puluh) butir soal dengan rincian soal 30 (tiga puluh) soal berbasis teks, 10 (sepuluh)
soal berbasis gambar, 5 (lima) soal berbasis suara5 (lima) soal berbasis video. Setiap paket
soal terdapat 10 soal anchor yang diletakkan pada nomor 41 s.d. nomor 50. Soal anchor
adalah soal yang sama di tiap-tiap paket untuk menjaga keterpaduan paket-paket soal
tersebut.Perbandingan jumlah soal berbasis multimedia tersebut mengacu pada persentase
kegiatan siswa pada mata pelajaran bahasa Indonesia kelas X yang mempunyai perbandingan
antara kegiatan mendengarkan/menyimak dan membaca serta penguatan kaidah tata bahasa
yaitu 10 : 30 : 6 (Maryanto, et al., 2014:188). Contoh-contoh tampilan yang ditayangkan pada
monitor antara lain,
Gambar 1. Tampilan awal program CBT yang dikembangkan

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Gambar 2. Contoh tampilan butir multimedia pada program CBT
Gambar 3. Tampilan skor nilai yang langsung keluar
Program CBT yang dibangun berbasis web, sehingga program dapat dijalankan melalui
jaringan komputer secara on line. Dari hasil ujicoba program di beberapa sekolah, program
CBT yang dirancang dapat berhasil dengan baik. Kendala kecil yang muncul biasanya
dikarenakan tidak sempurnanya jaringan serta kondisi komputer di laboratorium komputer
yang digunakan.
Butir-butir soal multimedia diambil dari permasalahan sehari-hari, disesuaikan dengan
topik mata pelajaran kelas X yaitu teks anekdot, teks eksposisi, teks laporan hasil observasi,
teks prosedur kompleks, dan teks negosiasi. Untuk butir soal berbasis gambar antara lain
berupa, tabel, grafik, dan kliping koran. Untuk butir soal berbasis suara antara lain diambil

184 (KBSP) IV 2016

dari UKBI, rekaman media massa, dan rekaman sendiri, sedangkan untuk butir soal berbasis
video antara lain diambil dari rekaman televisi, potongan film, serta video dari internet.
Sebelum diujicoba ke siswa, paket-paket soal yang telah disusun telah diperiksa oleh 8
(delapan) guru-guru MGMP SMA dan SMK di Kabupaten Boyolali, serta telah divalidasi
oleh 5 (lima) pakar, yang terdiri dari 2 (dua) pakar/guru besar) bahasa Indonesia serta pakar
psikometri. Pakar bahasa Indonesia memvalidasi paket-paket soal dari sudut pandang
kebahasaannya, sedangkan pakar psikometri memvalidasi paket-paket soal dari sudut pandang
standar kontruksi pembuatan soal.Dari hasil validasi pakar, paket-paket soal berbasis
multimedia ini menghasilkan nilai rata-rata untuk aspek kelayakan paket soal secara umum
sebesar 4,45 (paket soal layak digunakan) dan kesesuaian butir soal sebesar 4,36 (butir soal
relevan dari aspek materi, kontruksi, dan bahasa). Masukan-masukan kontruktif dari para guru
dan pakar selanjutnya menjadi sumber perbaikan program CBT yang disusun.
Dari pandangan guru,saat ujicoba di sekolah, menghasilkan penilaian yang sangat
positif. Guru berpandangan bahwa butir soal yang disajikan dengan bentuk multimedia lebih
dapat memperkaya kompetensi bahasa Indonesia terutama dari aspek menyimak dan
membaca. Pemberian tes dalam bentuk butir soal multimedia dinilai dapat lebih memberikan
peningkatan penilaian pada aspek keterampilan kognitif dan kemampuan memecahkan
masalah dibandingkan dengan tes yang hanya berbasis teks yang lebih berfokus pada aspek
pengetahuan siswa. Penulis bekerja sama dengan guru bidang studi bahasa Indonesia dengan
cara hasil nilai siswa diberikan kepada guru sebagai bagian dari evaluasi siswa. Data yang
dapat digali dari database program CBT dapat dikembangkan untuk banyak keperluan selain
untuk perolehan skor nilai siswa. Dari hasil respon jawaban siswa tersebut dapat
dikembangkan untuk evaluasi dan diagnostik perkembangan pengetahuan siswa.
Dari sudut pandang siswa, 90% siswa memilih model penilaian menggunakan CBT
dibandingkan model kertas dan pensil. Mereka memilih CBT dengan alasan antara lain bahwa
CBT lebih praktis dan lebih bersih dibandingkan dengan tes konvensional (paper and pencil
test). Mereka sangat menyukai model soal yang lebih bervariasi dengan soal multimedia dan
gambar yang berwarna. Mereka juga menyukai hasil yang langsung mereka dapatkan bila soal
telah mereka kerjakan. Namun di antara siswa sebesar 10% lebih menyukai model tes paper
and pencil test dikarenakan mereka belum terbiasa dengan CBT dan CBT membuat mata
menjadi cepat lelah.
E. SIMPULAN
Pengembangan pelajaran bahasa Indonesia secara umum mengalami ketinggalan
dibandingkan dengan pelajaran yang lainnya. Walaupun kedudukan dan fungsi bahasa
Indonesia begitu utama dalam kehidupan berbangsa dan bernegara, perkembangan pelajaran
bahasa Indonesia dalam ranah pendidikan belum banyak tersentuh oleh kemajuan teknologi
pembelajaran. Teknologi komputer memungkinkan melakukan kombinasi multimedia berupa
tulisan, suara, gambar, dan video pada proses penilaiannya. Program CBT berbasis
multimedia yang dikembangkan diharapkan lebih menempatkan pelajaran bahasa Indonesia
lebih relevan dengan kedudukan dan fungsi bahasa Indonesia. Bank soal yang berbasiskan
multimedia tersebut menyesuaikan kompetensi bahasa Indonesia terutama dari aspek
menyimak dan membaca. Pemberian tes dalam bentuk butir soal multimedia diharapkan
dapat lebih memberikan peningkatan penilaian pada aspek keterampilan kognitif dan
kemampuan memecahkan masalah dibandingkan dengan tes yang hanya berbasis teks yang
lebih berfokus pada aspek pengetahuan siswa.

(KBSP) IV 2016 185

DAFTAR PUSTAKA
Alwi, Hasan, et al. 1999. Tata Bahasa Baku Bahasa Indonesia. Edisi ketiga, Jakarta: Balai
Pustaka
Alwi, Hasan. 2002. Kamus Besar Bahasa Indonesiai.Edisi ketiga. Jakarta: Balai Pustaka
Bunderson, et al. 1989. The four generation of computerized educational measurement.
Dalam R.L. Linn (Ed.), Educational Measurement (3rded, pp. 367-407). New York :
American Council on Education & Macmillan Publishing Company.
Cheng, I., dan Bischof, W.F. Juli, 2007, Multimedia item type design for assessing human
cognitive skills. ICME Special Session. Beijing. pp. 1830-1833. [Versi Elektronik].
Diambil pada tanggal 20 November 2011 dari
http://webdocs.cs.ualberta.ca/~lin/publication/icme07-Intelligence.pdf
Ismail. 2009. Kreativitas guru dalam proses pembelajaran bahasa Indonesia pada MIN
Yogyakarta 1. Laporan Tesis. Tidak dipublikasikan. Program Pascasarjana Universitas
Negeri Yogyakarta.
Keraf, Gorys. 1991. Tata bahasa Rujukan Bahasa Indonesia. Jakarta: PT Gramedia
Widiasarana Indonesia.
Maryanto, et al. 2014. Bahasa Indonesia ekspresi diri dan akademik. Edisirevisi . Jakarta:
Kementrian Pendidikan dan Kebudayaan.
Munger, F. 2009. Student achievement on international assessments: Perspectives on
Indonesian students’ performance. Makalah Seminar Mutu Pendidikan Dasar dan
Menengah Hasil Penelitian Puspendik. Jakarta: Badan Penelitian dan Pengembangan
Departemen Pendidikan Nasional
Saukah, Ali. 2005. Pengembangan sistem penilaian di bidang bahasa. Rekayasa sistem
penilaian dalam rangka meningkatkan kualitas pendidikan, Yogyakarta : HEPI
Swediati, Noni dan Utrodewo, F.N. 2009. Prestasi membaca peserta didik Indonesia dalam
studi PIRLS 2006. Makalah Seminar Mutu Pendidikan Dasar dan Menengah Hasil
Penelitian Puspendik. Jakarta: Badan Penelitian dan Pengembangan Departemen
Pendidikan Nasional
Pressman, R.S., 2001, Software Engineering, A Practitioner’s Approach. 5th ed. USA : Mc
Graw Hill Book Inc.

(KBSP) IV 2016
THE ANALYSIS OF REGENCY ETIQUETTE REFLECTED IN JANE

AUSTEN’S NOVELS
Anindya Nurul Kusuma Dewi

POST-GRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
anindya.nkd@gmail.com
+62 81326521048
ABSTRACT
Etiquette in England is interesting to be analyzed, because England has several periods

and different manners along with the country development. One of them is Regency period. It
had some manners that reflected in Jane Austen’s novels. This research aims to identify types
of etiquettes in the Jane Austen’s novels; describe the etiquettes that reflected in the Jane
Austen’s novels; and reveal the underlying reason why Jane Austen addressed the etiquettes
in the novels. This study is qualitative research which the researcher uses narrative research to
analyze the works. The data of the research are the etiquette in the Jane Austen’s novels:
Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814), Emma
(1815), Northanger Abbey (1818), and Persuasion (1818) novels. The technique of data
collection is done through documentation of library research. After all data have been
collected, then analyze the data used descriptive analysis. The finding of this research isfound
five etiquettes reflected in all of the six novels. Those etiquettes are visiting manners,
speaking manners, party and balls, dressing manners, and table manners found in all of the six
novels. The social rules did apply to both ladies and gentlemen, and touched upon almost
every area of daily life.
Keywords: etiquette, Jane Austen’s novels, regency England, early nineteenth century,
sociological approach
A. INTRODUCTION
Jane Austen’s novels have become the famous novel in two hundred years. The author
creates her works as the reflection of the social phenomena or conditions at the time. As
Klarer (2004: 1) said that literature “as cultural and historical phenomena and to investigate
the conditions of their production and reception.” Jane Austen’s novels represented the social
condition and situation in the early of nineteenth century. It is interesting that England had
several periods and different manners along with the country development. One of them is
Regency period. The Regency was an era of change and unrest as well as one of glittering
social occasions, celebrations and extraordinary achievement in art and literature (Kloester,
2010: 1). It had some manners that reflected in Jane Austen’s novels. This research aims to
identify types of etiquettes in the novels, describe the etiquettes that reflected in the novels,
and reveal the underlying reason why Jane Austen addressed the etiquettes in the novels.
There are some researchers who have done the research in Jane Austen’s novels, such as
Tanrivermis (2005), Bochman (2005), Vuoso (2008), Hearn (2010), Foust (2013), Olson
(2013), Sasso (2013), Ashfaq and Khattak (2014), Boarcas (2014), and Guin (2015).
However, most of the researchers who analyzed the works of Jane Austen focused on the
feminist aspect, the adaptation from the Austen’s work into several novels or movies, and
186
(KBSP) IV 2016 187

marriage life. So, there are no researchers who have been conducted a research about the
etiquette that reflected in the Jane Austen’s novels.
B. UNDERLYING THEORY
According to Swingewood and Laurenson (1972: 12) literature is “A work of art, which
expresses of human life and the problem on society, particularly concerns with law, religion,
norms and value of society, economics, and politics with qualities of the relationship among
them.” Literary used as a social document, literature can be made to yield the outlines of
social history (Wellek and Warren, 1962: 99). Through the literary works, we can learn
phenomena in society in certain time and place (Swingewood and Laurenson, 1972: 15-17).
Literary works give details of particular periods, reflects norms, attitudes, classes, and values
in the sense of the writer’s own intention.From their explanations, researcher thinks that this
study is suitable to analyze using sociological approach. It is clear that sociology and
literature is influencing and complementing each other.
C. RESEARCH METHOD
This study is qualitative research which the researcher uses narrative research to analyze
the works besides books and other related references to support the subject matter. The data of
the research are the etiquette in the Jane Austen’s novels. The primary data sources are Jane
Austen’s Sense and Sensibility (1811), Pride and Prejudice (1813), Mansfield Park (1814),
Emma (1815), Northanger Abbey (1818), and Persuasion (1818) novels. While the secondary
data are taken from other sources such as journal, books of literature, author’s biography,
essays, article, and other relevant information.
The technique of data collection is done through documentation of library research.
Documentation is the data collection which uses all of the data sources (Creswell, 2007: 118).
After all data have been collected, then analyze the data used descriptive analysis. As Miles
and Huberman explained (1994: 245) the methods of data analysis includes several steps. The
steps are collecting the data sources, recording the information by taking notes and writing
reflective passages in notes, summarizing field notes by drafting a summary sheet on the field
notes, writing codes and memos, noting patterns and themes, counting frequency of codes,
building the logical chain, and displaying the data by making contrast and comparisons.
D. RESEARCH FINDINGS AND DISCUSSION
1. Research Findings
The researcher found several manners in Jane Austen’s novels reflected in the early of
nineteenth century England. The manners are visiting manners, speaking manners, party and
balls, dressing manners, and table manners.
a. Visiting Manners
1) Visitor
a) Formal Visit
The formal visit is business occasion. There should be a written invitation but if
among the businessmen are close friend, no written invitation needed. It shows in Emma
when Mr. Knightley visited Mr. Woodhouse to discuss about their business.

188 (KBSP) IV 2016

…Mr. Knightley, who had been of the party, and had seen only proper
attention and pleasing behaviour on each side, he was expressing the next
morning, being at Hartfield again on business with Mr. Woodhouse,
(Emma, 2006: 111)
Regency England was dominated by man in every part of job field such as farmer,
trader, soldier, lawyer, etc. Most of the gentleman’s job in the Regency Period was
businessman or military man. In fact that formal visit is seldom to find rather than the
informal visit in Jane Austen’s novels, because the society was merely about the
pleasure and much about social activities.
b) Informal Visit
For the informal visit here is social event, family visiting, and visit in someone’s
house. The invitation is direct invitation if the host and the guest are close to each other.
The main point in a country house is to give as little trouble as possible. In case of
social visit, the new citizen who moved in a new city or village, or if the person has
been married, usually they will receive the neighbor as a guest. If the neighbor relations
are going well, they will visit often and invite them back to dine together.
Captain Wenthworth was known to be at Kellynch, and Mr. Musgrove had
called on him, and come back warm in his praise, and he was engaged with
the Crofts to dine at Uppercross, by the end of another week. And he made a
very early return to Mr. Musgrove’s civility.
(Persuasion, 2006: 63)
Holiday season is one of the reasons visiting family. Jane Austen is often
mentions about travelling to their family members or near friends in her novels. It is
shown in her novels, when Mrs. Bennet’s brother and his wife came as usual to spend
Christmas at Longbourn (Pride and Prejudice, 2006: 158). Even Isabella Woodhouse or
Mrs. John Knightley has been married and lived in London, she, her husband and their
children visited to the Woodhouse’s house before Christmas (Emma, 2006: 5).
In a long visit, if the host had another schedule, the guest might do activity that
pleased him. Elizabeth Bennet went walk to her favourite sheltered path while Mr. and
Mrs. Collins were calling on Lady Catherine (Pride and Prejudice, 2006: 191). While in
Emma Mrs. John Knightley has her own schedule to spend her morning with her
children. She spent it herself because her father condition was impossible to walk far
from home, and her sister could not left her father alone.
Mrs. John Knightley going about every morning among her old
acquaintance with her five children, and talking over what she had done
every evening with her father and sister.
(Emma, 2006: 73)
When taking leave, the guest should express the pleasure they have experienced in
their visit.” It is drawn when Elizabeth ended her visit in the Collins, she thanked and
said that she had great enjoyment to spend the time with them.
Elizabeth was eager with her thanks and assurances of happiness. She had
spent six weeks with great enjoyment; and the pleasure of being with
Charlotte, and the kind attentions she had received, must make her feel the
obliged.
(Pride and Prejudice, 2006: 238)
An important rule for ladies are when they were in a journey that they should have
a servant or family member to accompany them during the journey, because it could be
dangerous whether it public or private carriage (Kloester, 2010: 174).

(KBSP) IV 2016 189

2) Host
All kind of visit should get the invitation letter or direct personal invitation from
the lady of the house.The purpose of invitation were vary and it depends on the hostess,
because the hostess who has role to send the invitation to the guest.As mentioned in
Mansfield Park, the invitation come to make two family closer because Mr. Rushworth
take in marriage Maria Bertram. Mrs. Rushworth make the invitation on her own,
directly come to the Bertram’s house to invite the whole member of the family.
Mrs. Rushworth, a well-meaning, civil, prosing, pompous woman, who
thought nothing of consequence…, had not yet given over pressing Lady
Bertram to be of the party. Lady Bertram constantly declined it.
“The loss of her ladyship’s company would be a great drawback, and she
could have been extremely happy to have seen the young lady too, Miss
Price, who had never seen at Sotherton yet, and it was a pity she should not
see the place.”
(Mansfield Park, 2005: 73 – 74)
According to Kloester (2010: 98), “If the lady of the house wished to see visitor,
the guest was invited to come in the morning room or in the drawing room, whereas the
host received his guest in the business room or library.” On the other way, if the lady of
the house does not wish to see her guest, she would send the servant to tell that she is
not at home. This happened to Catherine Morland when she visited Miss Tilney,
When she was going to the Tilney’s lodging and Miss Tilney was about to
go with her father, “She gave her card. In a few minutes the servant
returned, and said he had been mistaken, for that Miss Tilney was walked
out.”
(Northanger Abbey, 2006: 90)
Nevertheless, the host should provide amusement for his guests (Hughes, 1998:
190). This is shown when Mrs. Collins welcomed her friend with the liveliest pleasure,
and Elizabeth was more and more satisfied with coming, when she found herself so
affectionately received (Pride and Prejudice, 2006: 176). Sometimes the host has made
some arrangements to spend the day with the guests and if the host has something to
attend after breakfast, the guest will retire to their own occupations (Hughes, 1998:
190).
b. Speaking Manners
1) Formal
The researcher determines formal speaking based on the occasion, such as
business and ball. In formal introduction, a social inferior is always introduced to a
superior, men to women rather than the reverse, and only with the latter’s acquiescence
(Pool, 1993: 55). This rule apply in public assembly, the master of ceremonies will
introduce the gentleman to the lady as a partner of dance.
According to Le Faye (2002: 113) “modes of address were very formal even
within the family, in public at least, husband and wife spoke and referred to each other
as Mr. and Mrs.; while children called their parents Sir and Ma’am as well as Papa and
Mama.”Outside the family, Christian names were used to distinguish younger brothers
and sisters. To address or refer to some unrelated person by their Christian name alone
signified either that the person was a child or an inferior, or else that the speaker was
over-familiar and vulgar.
I only puzzle them, and oblige them to make civil speeches. Mr. Edmund
Bertram, as you do not act yourself, you will be a disinterested adviser;”
(Mansfield Park, 2005: 143)

190 (KBSP) IV 2016

From the example above, Edmund Bertram is the younger brother. The citizens
would call Tom Bertram as Mr. Bertram because he is the older brother. So that is why
Edmund called as Mr. Edmund Bertram to differentiate between the older son and
younger son.
2) Informal
In the society, people must know how to use word wisely and give another people
chance to talk. Even the upper class sometimes they can misbehave, just like Mr. Darcy
did. In Pride and Prejudice(47 – 48), Mr. Darcy had insulted Mrs. Bennet with talking
that in the country has unvarying society. So, Mrs. Bennet has felt insult by Mr. Darcy
and told him that she had dinner with twenty four families there. As explained from the
example, Jane Austen described the opposite manner to speak politely. She did not
agree with the attitude and describe it through the minor characters.
c. Party and Balls

1) Dinner Party
The dinner party began with the selection of guests who would not be socially
uncomfortable together (Pool, 1993: 72). The guests usually their close friends,
neighbor and business or political colleague, so generally they knew each other. Write
the invitations or it can be direct invitation to the guest (Sullivan, 2007: 45). Soon after
the invitation has arrived, the guest should write the RSVP to the host, to inform
whether they will come or not. Dinner parties were an ordeal, if not for the guests, then
certainly for the hostess. As happened in Emma, when Mr. and Mrs. Elton married, the
citizens often invited them to attend the dinner at their house.
Everybody in and about Highbury who had ever visited Mr. Elton, was
disposed to pay him attention on his marriage. Dinner-parties and evening-
parties were made for him and his lady; and invitations flowed in so fast that
she had soon the pleasure of apprehending they were never to have a
disengaged day.
(Emma, 2006: 191)
It had become a rule that after dinner the ladies followed the hostess to the
drawing room for drinking tea or coffee, conversation, reading, gossip, or needlework
until the gentlemen join them to drink tea (Sullivan, 2007: 109). After drinking tea or
coffee was over and the gentlemen have already joined the ladies, they would entertain
themselves by playing cards, dancing, singing or playing music.
2) Balls
Ball was the other pleasure of social activity that can be engaged with the whole
citizen. There were two kinds of ball, public assembly and private ball. Public assembly
usually requires the payment of a fee; while the private ball the guest will receive a
handwritten invitation from the host and the guest must respond the invitation (Sullivan,
2007: 117). The sessions for both private and public balls were the same, usually
dancing, playing music, singing, or playing card for those who do not dance.
When man asked woman to dance, there are some appropriate rules to do. For the
purpose of dancing wait to be recognized before speaking with ladies, and a gentleman
cannot ask a lady for more than two dances during the same evening (Pool, 1993: 55).
Isabella speaks to Catherine that her brother ask Isabella to dance again,
“…my dear Catherine, what your brother wants me to do. He wants me to
dance with him again, though I tell him that it is a most improper thing, and

(KBSP) IV 2016 191

entirely against the rules. It would make us the talk of the place, if we were
not to change partners.”
When the dance began, the first dancers were the hostess or her daughter and the
gentleman of highest rank present (Pool, 1993: 80). Besides the highest rank, the new
bride also got the honorable to lead the dance.Some partners engaged in conversation
during dancing, they did it to make their partners not to feel bored. A woman who is
usually tries to start conversation.However, how hard woman tries to make a good
situation while dancing, they should be prepare for silence.
d. Dressing Manners
1) Formal Dressing for Ladies
Formal dressing for ladies was worn to the balls. The ladies used muslin, silk,
satin or lace for the material, and white as the favorite color because it was more easily
combined and accessorized than other colors (Downing, 2011: 27).It proofed when
Edmund tells Fanny (in Mansfield Park, 2005: 216) “A woman can never be too fine
while she is all white. No, I see no finery about you; nothing but what is perfectly
proper. Your gown seems very pretty. I like these glossy spots. Has not Miss Crawford
a gown something the same?”
The train at the back gown was still styled for ball dress to make an elegant look, and
the ladies would pinned it when they were dancing to make them easier to move.
Women wore gloves and shawl to keep them warm when outside of the house.
Mrs. Morland told Catherine to wear her shawl at night to keep her warm, “I beg,
Catherine, you will always wrap yourself up very warm about the throat, when you
come from the Rooms at night (Northanger Abbey, 2006: 11).”
2) Formal Dressing for Gentlemen

The gentlemen wore black cloth and trousers, waistcoat, and black shoes with
gold or silver buckles for the evening wear (Sullivan, 2007: 75). As Mr. Elton’s wear to
attend dinner party in the Mr. and Mrs. Weston’s house, “…the step was let down, and
Mr. Elton, spruce, black, and smiling… (Emma, 2006: 77).” Coats were plain, usually
dark–coloured cloth, waistcoats could be of a wide variety of colours and fabrics. For
the evening, white or black were the essentials colours (Kloester, 2010: 182).
“I longed to know whether he would be married in his blue coat.”
(Pride and Prejudice, 2006: 352)
3) Informal Dressing for Ladies

The informal dresses for ladies were morning dress and visiting dress. Morning
dress was the simpler style than the visiting dress. Plain or sprigged muslins in light or
darker colored calico or wool are best for ladies’ morning gowns (Sullivan, 2007: 69).
Habit is a riding or travelling dress as well as for horse-riding.The ladies were also worn
outerwear to keep them warm and as their gown statements at once. There are various
styles of outerwear: pelisse, spencer, and cloak.
“She is netting herself the sweetest cloak you can conceive.”
Accessories were an essential part of a well-dressed for the Regency woman’s
wardrobe and included a variety of hat, gloves, muffs, fans, and bags (Kloester, 2010:
206). The popular style of hat at that time is bonnet. It has strap to tie under the chin.
Women’s in the Regency period like to modify their bonnet with lace, satin, or bow to
make it prettier and different to the other bonnet or make it look like a new bonnet.

192 (KBSP) IV 2016

Bags were not only for complement style, it also to carry stuffs. Woman in the Regency
period safe their needle tools in the bags, called work bag.
She vowed at first she would never trim me up a new bonnet, nor do
anything else for me again, so long as she lived; but now she is quite come
to, and we are as good friends as ever. Look, she made me this bow to my
hat, and put in the feather last night. There now, you are going to laugh at
me too. But why should not I wear pink ribbons? I do not care if it is the
Doctor’s favourite colour.
(Sense and Sensibility, 2006: 308)
Shoes were also known as slippers, had several models and its different functions.
Either flat or low heel were fastened with ribbons or laces tied around the ankle or
instep (Kloester, 2010: 205). For walking or riding, a lady wore half boots (Kloester,
2010: 206).
4) Informal Dressing for Gentlemen

The same thing with women’s clothing, menswear in the daytime, a gentleman
will wear a cutaway coat in a plain dark fabric, a style just made for riding, as well as a
waistcoat, breeches, or pantaloons, boots, and a snowy linen shirt and cravat (Sullivan,
2007: 75). It was a habitual of men in the Regency era to wear coat when they were on a
walk, a short travel or a journey. Coat is like their essential clothes. The coat can protect
them from the extreme weather. For the soldier, army or navy, coat was their primary
outfit in every occasion. Every gentleman has a great coat for driving an open vehicle or
walking.
...when Henry, about an hour afterwards, came booted and great coated into
the room…
(Northanger, Abbey, 2006: 217)
As explained above, Henry Tilney wearing boot and great coat, it is a dressing for
outdoor activity. Usually great coat are wear for a travel to protect from the cold
weather or wind.
A gentleman also wore accessories such as hats, cravat, gloves, walking stick and
jewelries. Hat always wear when a gentleman goes outside. They also trimmed their
hats to show the status or his condition. A gentleman wears different style of hat for a
different occasion.
In fact, Anne could never see the crape round his hat, without fearing that
she was the inexcusable one.
(Persuasion, 2006: 175)
In Persuasion, Mr. Elliot who is widower trimmed his hat with a black crape as sign
that he is still in mourning for his wife death seventh months ago. It is undeniable that
accessories sometimes show the status of the wearer.
The neckcloth was a large square of fabrics, usually muslin, lawn, or silk, which
was folded into either triangle or a wide band and tied at the front neck (Kloester, 2010:
189). Mr. Tilney shown it was true that he bought cravat on his himself, “I always buy
my own cravats;” (Northanger Abbey, 2006: 20). For the man of fashion, the neckcloth
or cravat was a crucial part of his daily dress. The other essential accessories are gloves.
It is shown in the novel that gentlemen also wear gloves for outdoor or indoor activity
except in the dinner.

(KBSP) IV 2016 193

e. Table Manners
1) Host
Dinner was became a social habitual in the Regency period. The host and hostess
should be prepared for the dinner party in their house to make the dinner run smooth
and comfortable for the guest. In Jane Austen’s novels, the host prepared everything to
make the dinner party are not disappointing. From arrange the menu until prepare the
guests’ special needs.
If there is a guest who is invalid, be sure that the host has a special screen for the
fire (Sullivan, 2007: 45). Mr. Knightley has been prepared for Mr. Woodhouse’s need,
“especially prepared for him by a fire all the morning, he was happily placed, quite at
his ease (Emma, 2006: 237).” In Hartfield, the fire has never been extinguished even in
summer because Mr. Woodhouse’s condition and he always worried about being
unhealthy if the fire was extinguished. So, Mr. Knightley gets the fireplace on for that
day to make Mr. Woodhouse comfortable and Emma could enjoy the events.
2) Guest
Jane Austen's people lived at a time of transition regarding the conventions
governing the entrance to the dining-room. Formerly it had been the rule for all the
ladies to enter together first, followed by the men. Later etiquette dictated that each
gentleman should offer an arm to his chosen - or allotted - lady to take her in; the host
always escorting the female guest of highest social standing (Lane, 1995: 39).
Dinner was on table. – Mrs. Elton, before she could be spoken to, was
ready; and before Mr. Woodhouse had reached her with his request to be
allowed to hand her into the dining-parlour, was saying---
"Must I go first? I really am ashamed of always leading the way."
(Emma, 2006: 197)
Mr. Woodhouse as the host and gentleman with the highest social rank offered an arm
to Mrs. Elton as his special guest and a new bride. Hence, she and Mr. Woodhouse led
the way to the dining room.
When the servants are present to clean up the dish; do not gossip or discuss
private business; while the table is cleared and the second course is laid out (Sullivan,
2007: 109). If the servants hear what the host and the guest talking about, the servants
gossiping the conversations they heard. The host and guest may start to talk when the
servants have already exit from the room.
2. Discussion
Jane Austen’s novels have relation to the English society in the early nineteenth
century. It proofs that the etiquette in the novels of each characters reflected to the
society of Regency England. As Wellek and Warren (1962: 89) state that “Literature has
also a social function, which cannot be purely individual. Thus a large majority
questions raised are, at least ultimately or by implication, social questions of tradition
and convention, norms and genres, symbols and myths.” This is clear that Jane Austen’s
novels represent the social convention and norms at that time.
Swingewood and Laurenson (1972, 15-17) state that “through the literary works,
we can learn phenomena in society in certain time and place”. Jane Austen wrote the
novels as the reflection of Regency England’s condition in the early of nineteenth
century. The social condition may contain all aspects such as social, culture, economy,
politic, and religious aspect. The aspects contain in this novels are social and
culture.Literary work give details of particular periods, reflects norms, attitudes, classes,
and values in the sense of the writer’s own intention. The researcher analyzes that Jane
Austen’s intention in her novels is the social life of Regency England. The researcher

194 (KBSP) IV 2016

finds that the daily activity of the novels reflected the etiquette of England society in the
early nineteenth century. We can see from how the characters behave in every novel.
The Regency period was famous with manners and social activities.
E. CONCLUSION
Based on the research findings and discussion in above, the researcher draws the
conclusion as follows. First, there are five etiquettes reflected in all of the six novels. Those
etiquettes are visiting manners, speaking manners, party and balls, dressing manners, and
table manners found in all of the six novels. In each manner divided into several specific
manners based on the gender, occasion, and personal’s status.
Second, the etiquettes described through the conversations, author’s narration, and
character’s behavior. The researcher analyzes both major and minor characters in the novels
to make the data clear and strong. For example when Mr. Darcy and Elizabeth Bennet, and
Frank Churchill and Emma Woodhouse were dancing, the gentlemen secured ladies’ hands
and lead them to the dance floor. The dressing for both ladies and gentlemen are different and
it depends on the event.
Third, Jane Austen addresses the etiquette in the novel because it was important for
social interaction. The etiquette in the Regency England were exists and determined by a
complex set of rules of varying flexibility, with different codes of behavior for men and
women (Kloester, 2010: 3). The social rules did apply to both ladies and gentlemen, and
touched upon almost every area of daily life.
BIBLIOGRAPHY
Ashfaq, Samina and Nasir Jamal Khattak. 2014. “Self-Realization and Social Harmony in
Austen’s Pride and Prejudice.” Journal of Humanities & Social Sciences. Vol. XXII (2),
1-6. Pakistan: University of Peshawar.
Austen, Jane. 2005. Mansfield Park. San Diego: ICON Group International, Inc.
__________. 2006. Emma. Cambridge: Cambridge University Press.
__________. 2006. Northanger Abbey. Cambridge: Cambridge University Press.
__________. 2006. Persuasion. Cambridge: Cambridge University Press.
__________. 2006. Pride and Prejudice. Cambridge: Cambridge University Press.
__________. 2006. Sense and Sensibility. Cambridge: Cambridge University Press.
Boarcas, Camelia. 2014. “Feminine Consciousness in Jane Austen’s Novels.” Journal of
Research in Gender Studies, Vol. 4 (2), 1021-1027. Spiru Haret University. ISSN:
2164-0262
Bochman, Svetlana. 2005. Less than Ideal Husbands and Wives: Satiric and Serious
Marriage Themes in the Work of Jane Austen and Oscar Wilde. Dissertation. The City
University of New York.
Creswell, John W. 2007. Qualitative Inquiry and Research Design Choosing among Five
Approaches 2nd Edition. London: Sage Publications.
Foust, Whitney R. 2013. The Miniature Tour: Jane Austen’s Use of Grand Tour Elements in
Sense and Sensibility, Northanger Abbey, and Pride and Prejudice. Master’s Thesis.
Tennessee Technological University. UMI No. 1548491.

(KBSP) IV 2016 195

Guin, Katherine A. 2015. An Aristotelian Approach to Jane Austen’s Mansfield Park.
Dissertation. Florida State University. UMI No. 3705823.
Hearn, Collen Porter. 2010. “Jane Austen’s Views on Dance, Physical Activity, and Gender
as an Interdisciplinary Topic.” Journal of Physical Education, Recreation & Dance.
Vol. 81 (2), 6-8.
Huberman and Miles. 1994. Qualitative Data Analysis Second Edition. London: Sage
Publications.
Hughes, Kristine. 1998. The Writer’s Guide to Everyday Life in Regency and Victorian
England. Ohio: Writer’s Digest Books.
Klarer, Mario. 2004. An Introduction to Literary Studies Second Edition. London: Routledge.
Kloester, Jennifer. 2010. Georgette Heyer’s Regency World. Illinois: Sourcebooks, Inc.
Lane, Maggie. 1995. Jane Austen and Food. London: The Hambledon Press.
Le Faye, Deirdre. 2002. Jane Austen: The World of Her Novels. New York: Harry N. Abrams,
Inc.
Pool, Daniel. 1993. What Jane Austen and Charles Dickens Knew: From Fox Hunting to
Whist. New York: Simon & Schuster Inc.
Olson, Veronica J. 2013. Conforming to Conventions in Jane Austen’s Northanger Abbey,
Pride and Prejudice, and Emma. Master’s Thesis.
Sasso, Kendal. 2013. Analyzing Reader Response to the Plotlines of Secondary Characters in
Jane Austen’s Pride and Prejudice and Northanger Abbey through Walter Fisher’s
Narrative Paradigm. Master Thesis. Gonzaga University. UMI No. 1537276.
Sullivan, Margaret C. 2007. The Jane Austen Handbook: Proper Life Skills from Regency
England. Philadelphia: Quirk Books.
Swingewood, Alan and Diana Laurenson. 1972. The Sociology of Literature. London:
Paladin.
Tanrivermis, Mihriban. 2005. Female Voice in Jane Austen: Pride and Prejudice and Emma.
Master Thesis. Middle East Technical University.
Vuoso, Kimberli. 2008. Universally Acknowledged in Adaptations: Jane Austen’s Pride and
Prejudice for a New Century. Master Thesis. California State University.
Wellek, Rene and Austin Warren. 1962. Theory of Literature. New York: A Harvest Book.

(KBSP) IV 2016
ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON

SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD
CUTTING” MEDIA ATMTS PPMI ASSALAAM
Zainal Ariffin
zaen_nur1@yahoo.com
Abstract
This is a classroom action research. Its title was English Communication Competency
Improvement on Spoken and Written Narrative Text Through “VCD Cutting” Media inMTs
PPMI Assalaam Sukoharjo. The aim of this action research was to improve students’ English
learning result. The learning process was implemented with two cycles (modes), spoken and
written English. Each cycle covered four steps, namely “Building Knowledge of the field,
“Modeling Text”, “Joint Construction of the Text”and “Independent/ Individual Construction
of the Text. The implementation of these steps wasdivided into 3 cycles in action research,
cycle I, II and III. Each cycle covered: Planning, Implementation, Observation and Reflection.
The research area covered: 1) Genre: Narrative Text for students of Grade VII Language
Program, semester 1. 2) The problems proposed: How to improve students’ creativity,
activities, and scores to express and response meaning in monolog text in spoken and written
accurately and acceptably on narrative text. This research is for students ofMTs PPMI
Assalaamgrade VIII. Motivation and scientific attitude was measured with questionnaires.
Activities and skill process to communicate in spoken and written were measured with rubric
assessment when they presented their group work of narrative reaching the Joint Construction
of the Text. It was typed in Power Point completed with animation, sound, color, the depth of
the material and “VCD Cutting”. Cognitive domain was measured with pre-test and post-test.
The results of the research were as follows: The result of the test in cycle I was 63 SKBM
(School Passing Grade 64), it didn’tfulfill the action achievement indicator. In cycle II, III
fulfilled the action achievement indicator  SKBM(School Passing Grade 65). The students’
average score were 71 in Cycle II and 79 in cycle III. Students’ motivation and sciencetific
result fulfill the achievement indicator. There were 26 out of 30 students gave positive
response by stating agree towards the questionnaires so there were only 4 students who didn’t
agree with the questionnaires. The average score in cycle II on the spoken group
workpresentation was 84  65 and on the written group work presentation was 84  65 and
this result really fulfilled the result of an action research. In cycle III the students’ average
score on the independent/ Individual Construction of Text was 70 which meant  the school
passing grade 65. It meant that it fulfilled the achievement Indicator.
Keywords: Junior High School, English Learning on Narrative Text, VCD Cutting.
1. Introduction
The implementation of the 2013 curriculum was started step by step in the academic
year 2014/2015. There were significant changes from 2006 curriculum. These changes may
cause some problems for most English teachers to implement the curriculum in the classroom.
The teacher, in SMA PPMI AssalaamSukoharjo Central Java which is on the academic year
2014/2015, has started to implement 2013 curriculum for tenth grade. The new thing for the
196
(KBSP) IV 2016 197

writer is that the 2013 curriculum suggested English teachers to use sciencetific approach in
teaching methodology.
According to the book of Standard Competence for English lesson for Senior High
School students 2006 curriculum, standard competence which should be mastered by the
students is that they should be able to communicate in spoken and written Englishacceptably
and accurately in interactional and short monolog especially on procedure, description, report,
news item, narrative, recount/ spoof, exposition, discussion, explanation and review text.
These texts are known as text types or “genre” which really something new for students as
well as teachers. Because that the 2006 curriculum was a kind of thematic based on
instruction.
In teaching narrative text, what is meant by cycle here is different from that in action
research. So the meaning of cycle, spoken and written in teaching language has nothing to do
with the meaning of cycle in action research. With these stages, students are guided to be able
to create their own narrative texts in spoken or written form. According to the writer’s
experience to teach in the classroom and the discussion of MTs PPMI Assalaam English
teachers in MGMP (English Teachers Forum), most problems faced by the students is when
they reach the stage of “Joint Construction of Text” and “Individual Construction of Text”
both in spoken or written cycle. The writer found the problem whenstudents try to express and
response meaning in monolog text using spoken and written English accurately and
acceptably. This difficulty affected the students’ English score.
This problem had to be resolved. The writer, therefore, tried to find a solution.
Because the problem was to express and response meaning in monolog text using spoken
and written English accurately and acceptably, the writer tried to increase their performance
by using suitable, interesting and exciting media, film. Average, students, at the age of
juniorhigh like film stories that they watch on TV, VCD, or movie. By watching the
visualization of a story there would be ideas appeared from them to tell stories about the film
they watched in spoken or written form. The 2013 Curriculum also includes computer skill or
Information Technology (IT) as a media in teaching learning process. This was very helpful
for the students’ performance when they were studying English. They could tell stories in
spoken or written using media Microsoft Office Power Point completed with interesting
color, animation, and VCD cutting taken from motion pictures which reflected the stories
they presented in front of their classmates.
Through their presentation, two cycles, spoken and written could be obtained at once.
Spoken cycle could be seen when they told stories about the film and written cycle could be
seen on the narrative text which they wrote in Power Point. But by using media VCD
Cutting, is there any students’ improvement to express and to response meaning in monolog
text in spoken and written form accurately and acceptably on narrative text. The writer
formulated this article entitled: “English Communication Competency Improvement on
Spoken and Written Narrative Text Through “VCD Cutting” Media atMTs PPMI Assalaam
Sukoharjo Central Java”.
2. Theoretical review
2.1 Action Research

With this purpose in mind, the following features of the action research approach are
worthy of consideration (Koshy, 2010: 1): Action research is a method used for improving
practice. It involves action, evaluation, and critical reflection and – based on the evidence
gathered – changes in practice are then implemented. He states that action research is a
disciplined process of inquiry conducted by and for those taking the action. The primary

198 (KBSP) IV 2016

reason for engaging in action research is to assist the “actor” in improving and/or refining his
or her actions.
Practitioners who engage in action research inevitably find it to be an empowering
experience. Action research has this positive effect for many reasons. Obviously, the most
important is that action research is always relevant to the participants. Relevance is
guaranteed because the focus of each research project is determined by the researchers, who
are also the primary consumers of the findings.
Perhaps even more important is the fact that action research helps educators be more
effective at what they care most about—their teaching and the development of their students.
Seeing students grow is probably the greatest joy educators can experience. When teachers
have convincing evidence that their work has made a real difference in their students' lives,
the countless hours and endless efforts of teaching seem worthwhile.
Figure 01 : Kemmis and McTaggart’s action research spiral
Kemmis and McTaggart (2000: 595) to describe it as participatory research. The

authors state that action research involves a spiral of self reflective cycles of:
• Planning a change.
• Acting and observing the process and consequences of the change.
• Reflecting on these processes and consequences and then replanning.
• Acting and observing.
• Reflecting.
• And so on …
Educational action research can be engaged in by a single teacher, by a group of
colleagues who share an interest in a common problem, or by the entire faculty of a school.
Whatever the scenario, action research always involves the same seven-step process. These
seven steps, which become an endless cycle for the inquiring teacher, are the following:
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data
5. Analyzing data
6. Reporting results
7. Taking informed action
2.2 Scientific approach
Regarding to classroom procedure, Fauziati (2015) states five steps to classroom
procedures. The first is observing. This includes activities such as reading, listening,

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scrutinizing, and watching. The second step is questioning. This covers raising questions
about the information the students do not understand from what is observed. The next step is
gathering information or experimenting. This includes doing experiments, reading references
other than textbook, observing objects or events, or conducting interviews with resources
person. The forth is associating or information processing. This covers processing information
already gathered from the previous step or activities such gathering information and
observation. The last step is communicating. In this step covers some activities such as
delivering the observations, presenting the conclusion verbally or in written form.
2.3 Improvement
Improvement is from the word improved which means make or become better.
(Hornby, 1973: 494). So what was meant by improvement in this research was the
improvement of the students learning achievement. According to Usman (1993), to know the
level of teaching learning achievement based on the curriculum implemented were as the
followings:
1) Maximum: If all the learning material is able to be mastered by the students.
2) Very good / optimum: If most of the learning material (85 % to 94 % is able to be
mastered by the students.
3) Good/ minimum: If most of the learning material (75 % to 84 %. is able to be
mastered by the students.
4) Fail:If less than 75 % of the learning material is able to be mastered by the students.
So what is meant by improvement in this action research was to create the best situation
for students to improve their ability to express and to response meaning in monolog text on
spoken and written narrative text accurately and acceptably through media “VCD Cutting”
to reach the minimal level of achievement (school passing grade).
2.4 “VCD Cutting”
“VCD Cutting” is the result of cutting film from VCD using VCD Cutter software.
VCD Cutter is a video editor which is used to make cuts in your VCD videos and MPG files.
VCD Cutter allows cutting clips and makes it possible to do it in a simple way as you will
only need to follow a few basic steps. The first thing need to do is to open the video file you
want to process. Secondly, mark off the start and end to initiate the process. Once have done
that, just need to save your work.
VCD Cutter stands out for its simplicity. That is why it comes with an intuitive and
clear interface integrated which facilitates the users’ work and enables them to process videos
and have control over the reproduction with the minimum effort. This software is able to work
with the different parts of project in an independent way since VCD Cutter is able to separate
and save audio and video. In order to visualize the progress of multimedia files, you can
preview the result of work thanks to its built-in screen. The good thing about this software is
that it is able to maintain the original VCD quality. This way, it will have the opportunity of
watching your final results without losing quality.
VCD Cutter is video editing software which is especially indicated for those users who
want to make cuts in their multimedia files with the minimum effort but without losing
efficiency and quality.
2.5 Teaching and Learning Narrative Text
Sardiman in Sudibyo (2006) said that teaching and learning means teaching and
learning activity in interactive way between a teacher and students to reach a learning
objective.
There are some definitions of narrative text. Narrative is a piece of text which tells a
story and, in doing so, entertains or informs the reader or listener. (Mark & Kathy Anderson -

200 (KBSP) IV 2016

Book2: 8) According to Tri Wiratno, Narrative text is a text functions a media to reconstruct
past experience. In general, narrative text is used to entertain readers or listeners by making
past events alive again. (Wiratno, 2003:13).
According to CBC 2006 narrative text is a text which has the following characteristics:
Social Function:
It is to amuse, entertain and to deal with actual or vicarious experience in different ways.
Narratives deal with problematic events which lead to crisis or turning point some kind,
which in turn find a resolution.
Generic Structure:
• ORIENTATION
It sets the scene (when & where) and introduces participants/character (who)
• COMPLICATION
It is a crisis arises, something happened unexpectedly
• RESOLUTION
The crisis is resolved, for better or for worse
• RE-ORIENTATION
It is closing to the narrative (optional)
Language Features of Narrative:
– Specific participants, for example, John and Harry rather than senior high school
students.
– Past tense form, because we are describing things that happened in the past.
– Words giving details of people, animals, places, things and actions such as adjectives
and adverbs.
– Connectors of time, such as last week, then, etc.
– Direct (the actual words spoken by a person), and reported or indirect speech (the
meaning of what the person said without using their actual words.) (Kurikulum
2006,2003:80)
Teaching and learning narrative text in this research means teaching and learning activity
in interactive way between a teacher and students to reach learning objective. It is to express
and to response meaning in monolog text on spoken and written narrative text accurately and
acceptably.
2.6 The Meaning of Media
Media or medium means by which something is done. (Hornby, 1973: 610). So in this
research media means any possible thing which is able to deliver learningmessages in a
communication so that it can stimulate students to learn. (Kukuh, 2003). The media which is
used in an instruction should be interactive whichmeans media as instructional message
deliverer involved students actively in the process of communication. As a result, interactive
instructional media can be used to improve learning models. For example, by giving a model
of a narrative text students can create other narratives.
The term audio visual means all materials which present pictures and sound that can
be combined as follows:
a. Paintings and recorded human sound.
b. Paintings and music,
c. Photos, sound, music and human sound.
d. Film with narration, sound effect and music.

(KBSP) IV 2016 201

2.7 The need of media in teaching and learning process
In teaching learning process, there will be a communication between a teacher
message source and students message receivers. To plan teaching and learning activity a
teacher should choose media which is really effective and efficient.
When the media is an interactive one, the students are not only as listeners or viewers,
but also involved actively in the learning process. Moreover, media can overcome the
teacher’s lack for example it can present sound effect, pictures and motion so that the message
delivered will be more interesting and real. The weakness of media is that it cannotreplace
teachers’ function.
Media will help teachers in teaching and learning process such as:
a. Media audio with the native sound can help teachers and students pronounce difficult
letters and words correctly.
b. Media help teachers and students pronounce sentences and certain expressions using
correct intonation.
c. Modeling text helps students use grammar and cultural setting correctly.
d. Media presents information or message consistently and can be repeated whenever it
is needed.
e. Information and Technology Media (radio, TV, Internet/Computer) presents
information or messages which overcome the limitation of time and place at once.
There are some choices of media which can be used in the English teaching and learning
activities:
1. Tape recorder and cassette with native speakers is very good for modeling
pronunciations and intonation.
2. Film, very well for modeling situation.
3. LCD (Liquid Crystal Display), is a practical hard ware and more interesting than
Video, OHP. LCD is connected to computer using VCD player and camera so that it
can be watched by the audience in the classroom.
4. IT (Information Technology) or ICT (Information Communication Technology) is a
multi media which can be improved through computer and internet where every
person can possibly access learning information without the limitation of time and
place.
The usage of media in teaching and learning process at school to increase the quality
of education has often been done but not all schools can do that. This is because of the
condition of the school and the teachers’ lack of competence in instructional media.
From the explanation about media, the writer chose media IT, computer and LCD with
Microsoft Office Power Point and VCD Cutter software. Therefore, the writer used available
instructional source (By Utilization)and design instructional sourcewith Power Point and
VCD Cutting (By Design).
3. Method
3.1 Participants
The subjects of the research were the students ofgrade VII class G. The reason why this
class was used as the sample of the research because the students in this class had got the
lesson about Information Technology (IT) so that it was easy for them to insert VCD cutting
in their presentation with Microsoft Office Power Point.
3.2 Data collection
` To collect the data the writer designed the following instruments:
1. Paper-pencil test.
2. Performance assessment

202 (KBSP) IV 2016

3. Questionnaire
4. Systematic observation
3.3 Data Analysis
The model to analyze the data is as the following:
Collecting Data Data Display
DataReduction Verification/
conclusion
Figure 02: Model of Miles & Hubberman

Model of Miles & Hubberman (1992: 20) above describes data reduction (sorting of
data is important, relevant, and meaningful from useless data), a dish descriptive (narrative,
visual images, tables) with a groove serving a systematic and logical inference from the
results of which are presented (Action Research impact and effectiveness).
4. Result
The writer would like to report the result of the observation of the teaching and learning
narrative text. The main point of the action research is in the cycle 3. It is the end of the
research. The followings are the explanation of the cycle 3.
a. Planning and the preparation of the action.
1. The stage of the teaching and learning cycle 3had been constructed that was the stage
of Independent of the Text.
2. The lesson plan for cycle 3 had been constructed.
3. The observation paper for the activity in cycle 3 had been constructed.
b. The implementation of the action
The implementation of the action in cycle 3:
1. Had implemented the lesson plan cycle 3.
2. Had implemented. “Independent Construction of the Text”.
3. had observed classroom students’ activities
4. had implemented Post-Test
c. Observation
The writer had done the stage of “Independent Construction of the Text.” The students
wrote a narrative text individually. First of all the students chose and planned a new topic
or about a story that they had read, or a story based on the film he/ she watched. Then he/
she made a draft of a narrative text and made a review if the writing matched the generic
structure of a narrative, swapped the writing with a friend to check whether it was correct
or not, or gave other opinion, consulted it with the teacher and finally the student rewrote
the draft that had been consulted with the teacher. The best writing would be put on the
flannel board in the class room, wall magazine or school magazine, “Image”.
On the last cycle the students did the post-test. The result of the observation of cycle 3
was as follows:

(KBSP) IV 2016 203

RUBRIC FOR INDIVIDUAL WRITING ASSESMENT
NO INDICATOR/VA QUESTIONS / STATEMETNS SCORE
. RIABLE
A Learning Process 1. Conveys meaning clearly and 1 2 3
ketrampilan Proses effectively. (menyampaikan 4
makna dengan jelas dan efektif)
Indikator 2. Presents multi-paragraph
pencapaian organization, with clear 1 2 3
mencapai 64 % introductions, development of 4
bila ketrampilan/ ideas and conclusion.
kemampuan (menyajikan organisasi
dilakukan skoring. paragraph dengan penjelasan
yang jelas, pengembangan
gagasan dan kesimpulan)
3. Shows evidence of smooth
transitions. (menampilkan
keterangan dari peralihan yang 1 2 3
halus). 4
4. Uses varied vivid, precise
vocabulary consistently.
(menggunakan kosakata yang
beragam, jelas dan tepat terus 1 2 3
menerus) 4
5. Writes with few grammatical /
mechanical errors. (menulis
dengan sedikit kesalahan tata
bahasa)
1 2 3
4
Note:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 = always (selalu)
OBSERVATION PAPER – WRITING
FOR VARIABLE INDIVIDUAL LEARNING PROCESS
SUBJECT: ENGLISH
GENRE: NARRATIVE
CLASS : XII
No Name Learning Process
Label A1 A2 A3 A4 A5 SUM
S1 AAN MAULANA NURIHSAN 2 3 2 3 3 13
S2 ADELLA MAULANA ANNUR 3 4 4 4 3 18
R
S3 AHMAD RADIANSYAH 3 3 4 3 2 15
S4 AKBAR MAULANA 3 3 4 3 2 15

204 (KBSP) IV 2016

S5 ALIF NURHAFIDZ 3 3 2 3 3 14
S6 ARGYA BASANTA 3 3 3 3 2 14
S7 ATHAR HAITAMI 3 3 4 3 3 16
DEWANTO
S8 BASKORO DANANG WISNU 3 3 2 3 3 14
MURTI
S9 BREGAS MUHAMMAD 3 3 2 3 3 14
DEWANTO
S10 DIMAS BAGUS PRASETYA 3 3 2 3 3 14
S11 ELFASYAHR CHAIRUM 3 3 2 3 3 14
MUFTIN
S12 FARHAN ABDURROZAQ 3 3 3 3 3 15
ARROFI
S13 FARIS MU'TAZ HAMID 3 3 2 3 3 14
S14 GUSTI ARTHA ALAMSYAH 3 3 3 3 3 15
PUTRA
S15 HUSNI FAIQ SOLICHIN 3 3 3 3 3 15
S16 INKA JANUAR AN NADWA 3 3 4 3 3 16
S17 IRVAN EKA SAPUTRA 3 4 4 3 3 17
S18 M. ILHAM YOUGA A 3 3 2 3 3 14
ALFATEKH
S19 MOCH HILMI ZAIN 3 3 3 2 3 14
S20 MOHAMAD AKMAL 2 2 3 2 3 12
HERDIYANTO
S21 MUHAMMAD ADAM 3 3 2 3 3 14
SIMABURA
S22 MUHAMMAD DHIYAUDDIN 3 3 4 3 3 16
S23 MUHAMMAD FAJAR 3 3 2 3 3 14
RAMADHAN
S24 MUHAMMAD FUAD 2 2 3 3 3 13
ROSYADI
S25 MUHAMMAD LUTHFI 3 4 4 3 4 18
FUADY
S26 MUHAMMAD RIFQI ALI 3 3 2 3 3 14
S27 MUHAMMAD SATRIA ABDI 4 4 4 3 3 18
BANGSA
S28 MUHAMMAD YUDHA 3 3 2 3 3 14
HUGA P
S29 NAF'AN ARSELA 3 3 4 3 3 16
RAMADHAN
S30 NAYIF ZAYYAAN 3 3 4 3 3 16
MUSYAFFA KS
Average score 2,9 3,1 3,0 3,0 2,9 14,9
The researcher
Zainal Ariffin

(KBSP) IV 2016 205

GRAPH : 4
OBSERVATION FOR INDIVIDUAL WRITING
From the chart above, it can be depicted the observation for individual writing. From
the first learning process until the fifth learning process, there are some differences of average
score. A1 is the first learning process which consist of 2,9 average score. A2 or the second
learning process is 3,1 average score. A3 or the third learning process is 3,0 average score. A4
or the forth learning process is 3,0 average score. A5 or the fifth learning process is 2.9
average score. The last is the sum of learning process. It is 14.9 average score.
LIST OF STUDENTS SCORES CYCLE I,II,III

MTS PPMI ASSALAAMSUKOHARJO ACADEMIC YEAR 2015/2016
Class : XII
DAILY ASSESMENTS
1 2 3 4
NO NIS STUDENTS’ NAME CYCLE CYCLE CYCLE
PRE- 1 2 3
TEST SCORE SCORE SCORE
AAN MAULANA
1 048845 40 73 80 70
NURIHSAN
ADELLA MAULANA
2 048885 55 73 77 90
ANNUR R
AHMAD
3 048966 60 67 83 85
RADIANSYAH
4 048967 AKBAR MAULANA 45 67 70 80
5 048851 ALIF NURHAFIDZ 40 70 57 70
6 048934 ARGYA BASANTA 40 40 40 95
ATHAR HAITAMI
7 048935 40 67 73 65
DEWANTO
BASKORO DANANG
8 048853 40 67 77 80
WISNU MURTI

206 (KBSP) IV 2016

BREGAS
9 048854 MUHAMMAD 40 70 70 75
DEWANTO
DIMAS BAGUS
10 049134 40 60 67 95
PRASETYA
ELFASYAHR
11 048855 53 73 77 90
CHAIRUM MUFTIN
FARHAN
12 049101 ABDURROZAQ 40 70 73 95
ARROFI
FARIS MU'TAZ
13 049102 40 63 47 75
HAMID
GUSTI ARTHA
14 049141 40 50 73 80
ALAMSYAH PUTRA
HUSNI FAIQ
15 049143 40 67 73 85
SOLICHIN
INKA JANUAR AN
16 048980 45 57 77 80
NADWA
IRVAN EKA
17 048904 80 67 57 80
SAPUTRA
M. ILHAM YOUGA A
18 048945 40 63 70 95
ALFATEKH
19 038649 MOCH HILMI ZAIN 40 73 50 75
MOHAMAD AKMAL
20 048951 40 40 80 40
HERDIYANTO
MUHAMMAD ADAM
21 049227 40 70 77 85
SIMABURA
MUHAMMAD
22 048988 40 77 60 90
DHIYAUDDIN
MUHAMMAD FAJAR
23 049230 40 67 80 75
RAMADHAN
MUHAMMAD FUAD
24 049235 50 57 63 40
ROSYADI
MUHAMMAD
25 048991 60 67 83 95
LUTHFI FUADY
MUHAMMAD RIFQI
26 048992 40 67 80 75
ALI
MUHAMMAD
27 048992 SATRIA ABDI 40 40 83 90
BANGSA
MUHAMMAD
28 048993 40 67 73 75
YUDHA HUGA P
NAF'AN ARSELA
29 049001 40 40 73 75
RAMADHAN
NAYIF ZAYYAAN
30 049124 70 73 87 90
MUSYAFFA KS
AVEARAGE SCORE 45,3 63,4 71,0 79,7
PASSED 2 20 23 28
FAILED 28 10 7 2

(KBSP) IV 2016 207

CHART
PRE-TES, CYCLE 1, CYCLE 2, CYCLE 3 (POST TES) SCORES
That is the chart of pre-test, cycle 1, cycle 2, cycle 3 or post test. From the chart, itcan
be seen the difference among them. In the pre-test, there are 2 passed students and 28 failed
students. In the cycle 1, there are 20 passed students and 10 failed students. Then, in the cycle
2, there are 23 passed students and 7 failed students. In the cycle 3 or post-test, there are 28
passed students and 2 failed students.
d. Reflection.
From the observation paper cycle 3 and graph 5 could be reflected that the individual
average scores of writing  school passing grade 64 % this means that it fulfilled the
achievement indicator. And it also showed the improvement from the pre – test only 2
students passed or 7,3 %, in cycle 1 there were 20 students passed or 67 % , in cycle 2
there were 23 students passed or 77 % and in cycle 3 there were 28 students passed or 93
% this means that the result showed the quality assurance of the action research.
5. Discussion
There are some advantages of English in the world. English may not be the most spoken
language in the world, but it is the official language in a large number of countries. It is
estimated that the number of people in the world that use in English to communicate on a
regular basis is 2 billion. Second, English is the dominant business language and it has
become almost a necessity for people to speak English if they are to enter a global workforce,
research from all over the world shows that cross-border business communication is most
often conducted in English. Its importance in the global market place therefore cannot be
understated, learning English really can change your life.
Many of the world’s top films, books and music are published and produced in English.
Therefore by learning English you will have access to a great wealth of entertainment and will
be able to have a greater cultural understanding. The last, most of the content produced on the
internet (50%) is in English. So knowing English will allow you access to an incredible
amount of information which may not be otherwise available.
In a daily life, there are some problems in writing or speaking English teaching.
a. Student's won't talk or say anything
b. When students work in pairs or groups they just end up chatting in their own language
c. When all the students speak together it gets too noisy and out of hand and I lose
control of the classroom

208 (KBSP) IV 2016

In Writing, there are some problems appears. Those are error, the problem
with prepositions, a capital Idea and most of students are difficult to start writing
because they do not have idea. By watching film using VCD Cutter, we can show the
movie and students can write easily about what they watched.
6. Conclusion
The conclusions that could be drawn from this action research were as follows:
a. The usage of media VCD Cutting effective, interesting, and enjoyable and was able to
help the process of teaching and learning on narrative text so that the students could be
able to improve their competence to communicate in English, to express and response
the meaning of monolog text by using spoken and written modes accurately and
acceptably in narrative text.
b. In cycle 3 the individual average score of writing was 14,9 or 70 %  school passing
grade 64 %. This showed that it fulfilled the indicator of the achievement.
c. The cognitive scores showed the improvement from the result of the pre – test there
were only 2 students failed or 7,3 %, in cycle 1, there were 20 students passed 67 %
, in cycle 2 there were 23 students passed or 7 % and in cycle 3 therewere 28 students
passed or 93 % This showed that it fulfilled the indicator of a research result and
showed the quality assurance of the action research.
On the basis of the conclusions above, the writer offered the following suggestions:
a. To teachers, especially English teachers should try to look for innovation in
implementing the teaching and learning English by using suitable learning media
and Information Technology (IT) and media ”VCD Cutting” so that it could be used
to overcome the problems faced by the students.
b. To students, they should use Information Technology (IT) and media “VCD
Cutting” to overcome the problem of studying English especially on narrative text.
Bibliography
Anderson, Mark and Kathy. 2003. Tex Type in English.Australia: PTY Ltd.
Carr, W. and Kemmis, S. (2000) Becoming Critical: Education, Knowledge and Action
Research. London: Falmer.

Depdiknas. 2006. Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA/MA.
Jakarta: Departemen Pendidikan Nasional.
Daryanto. 1990. Media Visual. Bandung : Tarsito.
Depdiknas. 2003. Pedoman Teknis Pelaksanaan CAR (Classroom Action Research). Jakarta:
Direktorat Jenderal Pendidikan Dasar dan Menengah, Direktorat Pendidikan
Lanjutan Pertama.
Hammond, Jenny et al. 1992. English for Social Purposes. A Handbook for Teachers of Adult
Literacy. Sydney: Marcquire University.
Sadiman, Arief, dkk. 1996. Media Pendidikan. Pengertian, Pengembangan dan

Pemanfaatannya. Jakarta: PT Raja Grafindo Persada.
Sudibyo AP, Drs, MPd. 2006. Laporan Penelitian , Pemerintah Kota Semarang.

(KBSP) IV 2016 209

William R. Lee. 1983. A Study Dictionary of Social English. New York: Pergamon Press.
Nurhadi,dkk. 2006. Kontekstual dan penerapannya dalam KBK. Malang: penerbit Universitas
Negeri Malang.
O’Malley, J. Michael. 1995. Authentic Assessment For Language learners. Longman.
Willy Renandya. 1992. Research Methodology. RELC. Singapore.
Jaremy Harmer. 2003. How to Teach English . Longman.
Sadiman, Arif S, Dr. 1984. Media pendidikan. Pustekom Dikbud dan PT Raja Gofindo
persada.
NSW, KJ. Eltis, Dr. 1991. An Approach to Writing K-12. Australia: NSW department of
School Education.
Moh. Uzer Usman, Drs. 1993. Upaya Optimalisasi Kegiatan Belajar Mengajar. Bandung:
Penerbit PT Remaja Rosda karya.
Poerwodarminto, 1998. Kamus Umum Bahasa Indonesia, Jakarta : Balai Pustaka.
Poerwodarminto, 1980. Kamus Lengkap bahasa Inggris , Jakarta : Balai Pustaka.
Riyadi santoso, Drs. M.Ed. 2003. Semiotika Sosial Pandangan Terhadap Bahasa. Surabaya:
Pustaka eurika.
Tri Wiratmo, Drs, MA. 2003. Kiat Menulis Karya Ilmiah dalam Bahasa Inggris.Jogyakarta:
Pustaka Pelajar.
Suharsimi Arikunto. 1998. Prosedur Penelitian Suatu pendekatan praktis. Jakarta: Rineka
Cipta.

(KBSP) IV 2016
TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE

IN THE HUNGER GAMES AND ITS TRANSLATION
Mohammad Ali Yafi

mohammadaliyafi@gmail.com
Graduate Program of Language Study

Abstract
This study examines the types of independent clause found in the novel of The Hunger
Games. The study aims at classifying the independent clause in compound sentence
found in the novel. The data are in the form of independent clause. The data are
collected from both English novel and its translation by using documentation method.
The writer applies comparison method in analyzing the data. The result of the study
shows that from 67 data, there are 64 data or 95,5% data of affirmative sentence
translated into affirmative sentence, 2 data or 2,98% data of affirmative sentence that
is not translated, 1 data or 1,49% data of interrogative translated into interrogative.
Keywords: translation study, independent clause, The Hunger Games
A. Introduction
Translation is the solution in understanding the books or other materials or even the conferences as
the supporting sources for the development of technology and science which are very important for
people in the world.It is an activity which uses language as an object. Based on the researcher
experience, translation work is really important for people in understanding knowledge. Translation is
not an easy work, since each language has its own rules and system. Besides, translation involves a
skill, an art, and science. In this case, the researcher focuses the study on the translation of
independent clause. It is because independent clause is very general in sentence. The English
independent clause that contains both a subject and a verb and can stand alone as a sentence can be
translated into Indonesian in different order. When the readers read this novel or other novel, they
usually don’t care about the structure in the novel. They don’t know those kinds of compound
sentences that the writer uses and doesn’t understand how to form a compound sentence in a novel.
Having such problem, the researcher thinks that it is necessary to study the strategy used by the
translator in transferring independent clause in compound sentence.
Actually, there are many studies dealing with translation analysis, but the study of translation that
deals with the strategy of the translator is relatively small. Some of the studies are in line to the
classification of the variation of simple sentence and describing the equivalence of the translation in
simple sentence (Rahmah, 2012); the classification and description of sentences and clauses (Pasaribu,
2002); the analysis of clause in academic text (Brooks, 2010); the analysis of nominal clauses and
interrogative clauses (Farrokh, 2012); the translation shift of generic-specific (Sasmi, 2008). Few
published studies that focuses on the translation analysis of independent clause related to the strategy
used by the translator. This research is different from the previous researches in which it studies
different object and subject. But those researches become the reference to the study of independent
clause in compound sentence in Harry Potter and the Sorcerer’s Stone and its translation.
The followings are phenomena that relate to the study.
B. Review of Related Literature
The writer would like to present the study by reviewing the related literature first. The literature
highlights the notion of translation, translation process, and types of sentences (in Indonesian
sentences and English sentences)
1. Notion of Translation
210
(KBSP) IV 2016 211

Translation is the process of transferring message from source language (SL) to the target
language (TL). There are many experts state about translation. Catford (1969: 20) states that
“translation is the replacement of textual material in one language (SL) by equivalent translation in
another language (TL)”. He only tends to textual material in translation. Meanwhile, Nida (1969: 12)
states that “translation consist only in reproducing in the receptor language the closest natural
equivalent of the source language message, first in terms of meaning and secondly in terms of style”.
Nida (1969: 12) points the translation is equivalence both source language and target language in
terms of meaning and style.
Bell (1991: 5) defines that translation is the expression in another language (or source language) in
what has been expressed in another target language, preserving semantic and stylistic equivalents.
Furthermore, Bell (1991: 6) suggests another definition of translation. He says translation is the
replacements of representation of a text in one language by a representation of an equivalent text in
second language.
From all definitions above, it can be concluded that translation is a process of transfering message
(ideas and thought) from the source language (SL) to be equivalence with the target language (TL).
Translator should have knowledge both culture of source language (SL) and target language (TL).
2. Translation Process
According to Soemarno (1997: 13) in Sutopo and Candraningrum (2001: 8), “ process of
translation are some steps that should be done by the translator before beginning his work on
translation field”. He stated that the steps mentioned are: (1) analyzing, (2) transfering, and (3)
restructuring.
Nida (1974: 80) in Sutopo and Dewi Candraningrum (2001: 9) also states that there are three steps
of translation process. Those are: analyze, transfer and restructuring.
Source Language Receptor Language
Text Translation
Analyze Restructuring
Transfer
Larson (1984: 4): Meaning Based on Translation: a

Guide
At the stage to Crossit Language
of analysis, is aimed atEquivalence
classifying general ideas of the SL text and identifying
possible problem emerged due to the devegence grammatical pattern between SL and TL. The
diagram shows that, the reader will get a perception that after having the text of the source language,
the translator should seize the text in whole. It is called analyzing step. According to Sutopo and
Candraningrum (2001: 10):
The translator should pay this attention on the tittle, paragraph used, clause, idioms,
collocations, proverbs and the like. The translator has to try to get the meaning of the very
difficult vocabulary, strange words, correlation each sentence grammatically. The
translator also looks for the meaning of the words in lexical, grammatical, situational,
textual or contextual meaning. In this step, the translator should pay attention on
semantics, morphology, syntactic or phonemics, point of view attentively. Usually the
translator uses the fieldstone for doing this anayzing process.
After analyzing the text and understand the message, the translator transfers the message from the
source language into target language. This process is discussing the result of translation that
transferred from the source language into target language. In transfering the message, a translator
needs much knowledge to get the equivalence meaning.

212 (KBSP) IV 2016

The last process is restructuring. In restructuring the message, a translator makes a sentence
arrangement as the result by using the style of language that presented in the target language (TL).
One thing that needs to pay attention is the final message must be in accordance with the TL and fully
acceptable in the receptor language.
From the explanation above, it can be seen that there is a complex process in translation. During
the process, a translator is expected to understand the message of SL correctly and then transfer it into
TL properly. In making good translation, the translator does not only need to pay attention to the
message of SL but also the restructuring it good target language.
3. Comparison of English and Indonesian Sentence
In this part, the writer wants to discuss English Sentence and Indonesian Sentence. In English
Sentence, the writer also discusses the classification of sentence and the type of sentence by its
predication.
An English sentence has two parts: a subject and a predicate. Frank (1972: 220) gives explanation
about subject and predicate as follows. The subject includes the noun or pronoun that tells what the
subject is about. The predicate includes the verb that describes what the subject is doing.
Frank (1972: 220) defines “a sentence as a full predication containing a subject plus predicate with
finite verb”.
According to Nordquist (2010), sentence is the largest independent unit of grammar; it begins with
a capital letter and ends with a period, question mark or exclamation point. The sentence is
traditionally defined as a word or group of words that expresses a complete idea and that includes a
subject and a verb.
According to Mas’ud (1987: 1-2), “sentence is group of word that has at least one subject and one
predicate, and also consists of perfect meaning”.
Example:
Sheis singing Batak’s song.
S P
Then Mas’ud also states “ if the structure of a word is changed and does not give a perfect
meaning, so this group of word is not a sentence”.
Frank (1972: 220) states that traditional grammar defines a sentence in one of two ways; by meaning
and by function.
According to this definition, a sentence is defined by its meaning. A sentence is a “complete
thought” (Frank, 1972: 220). Such a definition is inadequate, however, because of the vagueness of the
term “complete thought” (Frank, 1972: 220).
Division of sentence by its function means that a sentence is defined by structural functions of
subject and predicate (Frank, 1972: 220). Frank 1972: 220 also states that:
This definition is more satisfactory because it is actually possible to identify the structural
functions of subject and predicate in a sentence. The definition we should like to offer here
includes both functional and formal characteristics of a sentence: A sentence is a ful
predication containing a subject plus a predicate with a finite verb. Its arrangement my be
symbolyzed by such formulas as S V O (Subject + Verb + Object), N1 V N2 (Noun + Verb
+ Noun), of NP + VP (Noun Phrase + Verb Phrase)
Examples:
The trainarrived shortly.
S P
Rambofights the troops.

S P
Each of those sentences has the three requirements for a sentence: (1) it has a subject (noun or
pronoun); (2) it has a predicate (verb or verb phrase); (3) it expresses a complete thought.
A sentence may also consist of compound subject or compound predicate. A compound subject
has two more subjects that have the same predicate. A compound predicate has two or more verbs that
have the same subject (Thornburn, 1987: 14 in Erlangga, 2008: 16)
Examples:
Rangga and his friendcame to the club yesterday.
S S V

(KBSP) IV 2016 213

The ugly captainslapped and punched that souldier.
S V V
Frank (1972: 220) also states the classification of sentences. Those classification are (1)
declarative sentence (statement); (2) interrogative sentence; (3) imperative sentence; and (4)
exclamatory sentence.
In declarative sentence, the subject and predicate have normal word order. the sentence ends with
a period in writing and a drop in pitch in the speech Frank (1972: 221).
Example:
The child ate his dinner.
She is pregnant.
The man stands in front of the class.
In an introgative sentence, the subject and auxiliary are often reversed. The sentence ends with a
question mark in writing. In the spoken language, most yes-no questions end with rise pitch, most
interrogative – word questions end with fall pitch (Frank, 1972: 221).
Examples:
Did the child eat his dinner?
Do you remember me?
Does he give you the apple?
In an imperative sentence, only the predicate is expressed. The simple form of the verb is used.
The imperative sentence ends with a period in written language and a drop in pitch in spoken.
Examples:
Eat your dinner! (command)
Could you eat your dinner? (request)
Could you please close the door? (request)
Most of the exclamatory sentences consist of what or how plus a part of a predicate. The
excalamatory phrase is followed by the subject and it is balance with predicate. In written language,
the exclamatory sentence ends with an exclamatory mark (1972: 221). Then, Frank 1972: 221 also
states that in spoken language, the important word in exclamatory phrase may receive a stronger
degree of stress and be accompanied by a rise pitch.
Example:
What a good dinner it was!
What a wonderful song it is!
What an important file it was!
Then, Frank, 1972: 222 states, the classification of sentence by its predication: (1) simple
sentence; (2) compound sentence; (3) complex sentence; and (4) compound-complex sentence.
Simple sentence has only one full subject and predicate in the form of an independent clause.
Example:
I make a delicious cake.
John takes a short course.
Rachel brings a big book.
Compound sentence has two or more full predications in the form of independent clauses.
Example:
Devi makes a delicious cake and she will sell it in a market.
John takes the bag and he went just now.
She goes to mecca for hajj and she brings a lot of souvenirs.
To coordinate two or more parts of a sentence is to give them the same rank and role by making
them grammatically similar. The fact that several ideas and actions of roughly equal weight are joined
in one sentence indicates a connection among them and the use of one conjunction rather than another
show just what the connection is. Further, when some sentences are compound and others are not, the
variety of sentence length and structure helps to keep the reader’s attention. Frank (1972:01 in
Erlangga, 2008: 20) states that a compound sentence is a sentence contains of one or more sentences
joined into one by punctuation of semicolon, a conjunctive adverb and a coordinate or subordinate
conjunction. It can be said that compound sentence is made up of two or more simple sentences in the
form of independent clauses.
The airplane is expensive. (Simple Sentence)

214 (KBSP) IV 2016

The sport car is cheap. (Simple Sentence)
The airplane is expensive but the sport car is cheap.
The combination of those two simple sentences becomes a compound sentence. A compound
sentence can be joined by coordinate or subordinate conjunction, punctuation of semicolon, and a
conjunctive adverb. Examples:
a) Joined by coordinate or subordinate conjunction.
Example:
Devi is a smart student and she gets a good mark.
b) Joined by punctuation of semicolon.
Example:
Devi is a smart student; she gets a good mark.
c) Joined by conjunctive adverb.
Example:
Devi is a smart student, therefore she get a good mark.
Langan (2003: 147 in Erlangga, 2008: 21) states that coordinate and subordinate conjunction are
ways of showing the exact relationship of ideas within a sentence. Through subordination, it shows
that the one idea is less important than another. Whensubordinated, people use dependent words like
when although, while, because, after, etc. Through coordination, it shows that ideas are equal
importance (Langan, 2003:147 in Erlangga, 2008: 21). When coordinatied, people use the word and,
but, for, or, so, yet, etc. People distinguish the coordination from subordination.
A coordinate process gives the balance of writing by bringing together related independent
clauses. Subordination involves using the right word or mark of punctuation to show different
relationships between ideas. Each of the coordinate conjunction has a different meaning and function.
There are several coordinate conjunctions according to Langan (2003:537 in Erlangga 2008: 21):
Table 1: Coordinate Conjunction
Conjunctive
Meaning Coordinators Example
adverbs
To add an idea And In addition, Women follow

furthermore, more healthful
moreover, also diets, and they
go to doctors
more often.
To show time or First, second, First, robots can

sequence then, next, later, perform
meanwhile, repetitive tasks
finally without
becoming tired
or bored.
Second, they can
fulfill tasks
requiring
pinpoint
accuracy.
To contrast But, yet However, Increasing the

nevertheless, in size of airports is
contrast, on the one soulution to
other hand traffic
congestion;
however, this is
a long-term
soulution whose

(KBSP) IV 2016 215

benefits may not
be seen for many
years into future.
To show result So Therefore, thus, Native and

consequently, as nonnative
a result English speakers
have different
needs; therefore,
most schools
provide separate
classes for each
group.
To introduce an Or Otherwise Students must

alternative take final exams;
otherwise, they
receive a grade
of incomplete.
To emphasize In fact, of the little girl

course, indeed, hated spiders; in
certainly fact, she was
terrified by
them.
to provide an For example, for In the operating

example instance room, robotic
equipment can
assist the
surgeon. For
example, a robot
can kill a brain
tumor.
To generalize or In general, Hermes is not

summarize overall, in short only the
messenger of
Zeus, but the
patron of
thieves. In
general, he is the
God of
authorized and
unauthorized.
Complex sentence has two or more full predications. One of these is an independent clause (main
clause) that is similar to the form of simple sentence, and one or more of these are dependent clauses
(subordinate clauses).
Example:
Devi who makes a delicious cake will sell it in a market.
Compound – complex sentence contains two or more independent clauses and one or more
independent clauses.
Example:

216 (KBSP) IV 2016

Devi makes a delicious cake and she will sell it in a market after her son comes
In the Indonesian sentence, experts in Indonesian grammar make grouping a variety of sentence.
There are differences in the grouping of the sentences because of the basis used to devide or classify
sentences in Indonesian terms, very different. According to Fokker in Markhamah (1972: 27),
“pembagian kalimat itu berdasarkan struktur fungsional kalimat atau dari bangun kalimat. Kedua,
pembagian kalimat itu berdasarkan intonasinya. Description here is also the intent of the dibision
based on the wake of the sentence, based on the type sentence unity, the second, until the ninth. The
linkage of these sentence type can be seen on the functional structure of subject and predicate. There is
another explanation of the differences previously stated sentence. According to Markhamah (2009: 50-
52) kalimat itu dibahi menjadi dua dasar. Kedua dasar itu adalah bentuk dan makna. Berdasarkan
bentuknya, kalimat dibedakan dua macam, yakni kalimat tunggal dan kalimat majemuk. Kalimat
tunggal terdiri satu klausa, yang terdiri atas satu klause. Konstituen setiap kalimat terdiri unsur
kalimat seperti subyek dan predikat. Contohnya:
1) Dia akan pergi.
2) Guru matematika kami akan dikirim ke luar negeri.
The so called compound sentence consist of two or more clauses. The first clause is called
independent clause which can stand alone as sentence. Meanwhile, the second clause is called
dependent clause which cannot stand alone as a sentence. There is a relationship between independent
and dependent clause. By its nature there are two kinds of clause relations, namely relations of
coordination and subordination relationships. Both of these relationship can be demonstrated as
follows example of Markhamah’s theory:
1) Ayah memakai baju dan ibu menyiapkan makan.
2) Dia mengatakan bahwa anaknya akan datang.
3) Paman yang tinggal di Bogor datang kemarin.
Based on the theories above, it can be concluded that there is a significant difference between
English and Indonesian language. The difference lies on the predicate of sentence. In English, the
predicate of sentence must be a verb. It can be a full verb such as verb 1 and verb 2; it can be a modal
or other auxalary verb. While in Indonesian language the predicate of a sentence can be in the form of
verb, adjective, preposition or even a noun phrase.
Then, the research also deals with a clause. A clause is a group of words with its own subject and
verb. An independent (main) clause is a complete sentence; a dependent (subordinate) clause is part of
a sentence. A dependent clause cannot stand alone (Rozakies, 2003: 152).
Dealing with the definition of clause, Frank (1972: 223) states that
from the point of view of usage, little needs to be said about the independent clauses used
alone in a simple sentence. It is when clauses are combined because a relationship exists
between them that questions of usage arise
Examples:
She helped my mom.
Until they come.
Both of those examples are clause because each of them has a subject and a predicate. The first
clause has a subject (she) and a predicate (helped). The second clause has a subject (they) and a
predicate (come). Each of them is different, the first clause is independent clause and the second is
dependent clause. A clause is defined as independent clause and dependent clause. An independent
clause has one subject part and one predicate part, it expresses a complete thought and it can stand
alone (Thornburn, 1987:134). We can say that independent clause is also a simple sentence.
Example:
Yoan followed the exam.
The subject part is (Yoan) and the predicate part is (followed the exam). It expresses a complete
thought and can stand alone. A dependent clause has a subject part and predicate part but it does not
express a complete thought. It is not a complete sentence and it can not stand alone (Thornburn,
1987:134).
Example:
Therefore she left me.
The subject part is (she) and the predicate part is (left me). It can not stand alone and it must be
combined with an independent clause to make a complete thought.

(KBSP) IV 2016 217

C. Research Method
Basically, research is the process of solving the problem and method is important in carrying the
research. In doing the research, the writer uses descriptive qualitative study, intended to classify the
object of the research. The data are in the forms of English compund sentences containing independent
clause and their translation into Indonesian found in source novel and the translated one. The data
source of this research is novel of Harry Potter and the Sorcerer’s Stone written by Jeanne Keathleen
Rowling and its translation Harry Potter dan Batu Bertuah that is translated by Listiana Srisanti. The
technique of analyzing data is comparing TL text and SL text. This is counducted as (1) reading both
original and the translations Harry Potter and the Sorcerer’s Stone and Harry Potter dan Batu
Bertuah, (2) Underlying the English independent clause in compound sentences and their translation
(3) writing them down on the papers (4) gives codes of the data. The technique analyzing data used in
this research is comparing between source language and target language as (1) Classifying the data by
giving code as explained, (2) determining the types of English and Indonesian independent clause in
compound sentence, (3) classifying the strategies used by the translator in transfering the independent
clause, (4) classifying the equivalent and non equivalent translation, (5) drawing conclusion.
D. Research Finding
There are several research findings that would be presented in this part. The classifications of
independent clause in compound sentence are as follows.
1. Affirmative Translated into Affirmative
In this research, the writer finds 63 data which are classified into affirmative that are translated
into affirmative sentence.
01/THG/ENG-SL/IND-TL
SL : She must have had bad dreams and climbed in with our mother.
TL : Dia pasti mengalami mimpi buruk dan naik ke ranjang ibu kami.
The datum above shows that the English sentence which is considered as affirmative sentence is
translated into affirmative sentence. In the English sentence, the first independent clause is She must
have had bad dreams. It is connected with the conjunction and to connect the second independent
clause climbed in with our mother. The coordinate conjunction and aims at adding the idea. The
marker of a main clause is the existance of subject part and predicate part. In the first English main
clause, the word she indicates the subject of the sentence, while, must have had refers to the predicate
of the sentence. In the second independent clause, the word climbed functions as predicate of the
sentence, then, in with our mother functions as adverb of place. The above English affirmative
sentence is also translated into affirmative sentence: Dia pasti mengalami mimpi buruk dan naik ke
ranjang ibu kami. The first Indonesian independent clause is Dia pasti mengalami mimpi buruk. Then,
it is also connected by coordinate conjunction and that aims at adding the idea of the sentence. The
word Dia functions as the subject of the first Indonesian independent clause. Then, the predicate of the
sentence is pasti mengalami. The second independent clause shows the same thing that naik refers to
the verb of the sentence. Furthermore, ke ranjang Ibu indicates an adverb of place.
2. Affirmative that is not Translated

Sometimes, the translator does not translate the English sentence that aims at making the
translation effective in Indonesian way. But, the translation should meet the equivalence of translation.
SL : Say you are poor and starving as we were.
TL :
The datum number 08/THG/ENG-SL/IND-TL shows that the English compound sentence is not
translated into Indonesian. The English sentence is categorized as affirmative sentence. The
independent clauses is connected with coordinate conjunction and. The coordinate conjunction and
aims at adding the idea of sentence. Although it is not translated into Indonesian sentence, it does not
affect the whole idea that is intended by the writer. Since, the idea of the sentence itself has been

218 (KBSP) IV 2016

compiled into the next sentence. Sometimes, the translator does not translate the English sentence in
order to make the translation effective in Indonesian way.
3. Interrogative Translated into Interrogative
In this part, the researcher would like to present that interrogative sentence is translated into
interrogative sentence.
SL : Could Gale and I have been eating blackberries only this morning?
TL : Apa benar aku dan Gale baru tadi pagi makan blackberry?
The above sentence shows that interrogative sentence is translated into interrogative sentence. The
sentence is considered as compound sentence that consists of two independent clauses. The first
English independent clause is Could Gale have been eating blackberries only this morning? and the
second independent clause I have been eating blackberries only this morning?. The English sentence
is translated into Apa benar aku dan Gale baru tadi makan Blackberry?. In the English sentence, the
words Gale and I indicates a subject of the sentence, while, could have been eating refers to the verb
of the sentence. The word Blackberry is categorized as object and this morning refers to adverbial
phrase.
E. Discussion
There are several types of independent clause in English. Some of them are affirmative and
interrogative. At least, those are found in the novel. The writer argues that the translation is considered
as equivalence translation, since the translator transfers the English novel equivalently (without
omitting or changing the main idea of the novel). The translation should meet the equivalence as stated
by Nida (1969: 22) “there are two types of equivalence, namely formal equivalence and dynamic
equivalence. Formal correspondence focuses attention on the message itself, in both form and content,
unlike dynamic equivalence which is based upon the principle of equivalent effect”.
Both category of the equivalence have met to the translation of the novel. Maybe, the translator
would like to present the novel in the sense of the original novel but still in the feeling of Indonesian
way. Since the independent clause exists in the compound sentence, so, there should be coordinate
conjunction to connect the independent clause. Langan (2003: 147 in Erlangga, 2008: 21) states that
co-ordinate and sub-ordinate conjunction are ways of showing the exact relationship of ideas within a
sentence.
The analysis of clause also deals with Frank’s (1972: 223) states that from the point of view of
usage, little needs to be said about the independent clauses used alone in a simple sentence. It is when
clauses are combined because a relationship exists between them that questions of usage arise.
The mini research can contribute in the arena of the teaching learning process that deals with
independent clause and its translation. Since, the area of the translation itself shows that independent
clause can be translated into several types of independent clause.
F. Conclusion
The result of the study shows that from 67 data, there are 64 data or 95,5% data of affirmative
sentence translated into affirmative sentence, 2 data or 2,98% data of affirmative sentence that is not
translated, 1 data or 1,49% data of interrogative translated into interrogative.
Concluding the findings, the researcher would like to argue that in translating those kinds of
independent clause should be deals with the equivalent and natural.
Acknowledgement
The researcher would like to thank from his deepest heart to his friends in Graduate Program of
Language Study, Muhammadiyah University of Surakarta.
References
Nordquist, Richard. 2010. Sentence. http://grammar.about.com/od/rs/g/senterm.htm accessed at
March, 13th 2014 10.00 a.m
Farida, Sasmi (2008). Pergeseran Makna Generik-Spesifik dalam Novel Terjemahan Harry Potter dan
Relikui Kematian Alih Bahasa Listiana Srisanti. Metalingua: Jurnal Penelitian Bahasa, Vol 6,
No 1. Balai Bahasa: Bandung.

(KBSP) IV 2016 219

Farrokh, Parrisa (2012). English Nominal Clauses: Analyzing the Translation of Subordinate wh –
Interrogative Clauses and Infinitive wh - Clauses in Azeri. Linguistics Research Journal Vol.
1, No. 1. URL: http//www.sciedu.ca/elr
Catford, J. B. 1965. A Linguistic Theory of Translation. London: Oxford University Press.
Nida and Teber. 1974. The Theory and Practice of Translation. Leiden: United Biblie Societies.
Bell, Roger T. 1991. Translation and Translating : Theory and Practice. New York: Longman Inc.
Sutopo, Anam and Candraningrum, Dewi. 2001. Translation. Surakarta: Muhammadiyah University
Press.
Frank, Marcella. 1972. Modern English A Practical Reference Guide. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc.
Mas’ud, Fuad. 1987. Essential of English Grammar. Yogyakarta: BPFE-Yogyakarta.
Erlangga, Muzakir. 2008. An Analysis of Compound Sentence in J.K Rowling’s Harry Potter and The
Sorcerer’s Stone. Medan: Universitas Sumatra Utara.
Markhamah. 2009. Ragam dan Analisis Kalimat Bahasa Indonesia. Surakarta: Muhammadiyah
University Press.
Rozakis, Laurie. 2003. The Complete Idiot's Guide to Grammar and Style. New York: ALPHA
Nama : Mohammad Ali Yafi

Instansi : Universitas Muhammadiyah Surakarta
Alamat Rumah : Jl. KH Nukman, RT 22/5, Tengaran, Kec. Tengaran, Kab. Semarang, Jawa
Tengah, Indonesia 50775
Alamat Instansi : Jl. A. Yani Tromol Pos 1 Surakarta 57102 Telp. (0271) 717417
No HP : 085640650244

(KBSP) IV 2016
A Study on the Effect of Multilingual Repertoire on Speaking in Three

Universities in Metro City,
Lampung – Indonesia

Nurul Aini
Postgraduate Program of Language, Muhammadiyah University of Surakarta
e-mail: aininurul92@gmail.com
Abstract
In the whole part of the world, some people could speak more than two languages. This
phenomenon is called by Multilingual Repertoire. Multilingual Repertoire in the students of PBI in
STAIN Jurai Siwo Metro, Muhammadiyah University, and IAIM NU Metro greatly effects to the
students’ speaking, especially in pronunciation, style, grammar, and vocabularies. Therefore, this
research attempt to know the effect of students’ multilingual repertoire in speaking English. The
learners’ subject in this research are 15 students in English language program from three universities
in Metro. The data will be achieved through Focus Group Discussion (FGD). The examination
of the collected data reveals that 40% of the students are able to speak English, but they speak in
Javanese dialect and style, 20% of the students speak in Sundanese style, 13% of the students speak in
Lampungnese style, 13% of the students speak in Padangnese style, 7% of the students speak in
Melayu style, and the rest is 7% of the students speak in Balinese style. Meanwhile, some of the
students need a repetition in speaking skill to make it clear and with makes some grammatical errors.
In this regard, the students should be careful in grammatical of each language when they are speaking.
Keywords: Multilingualism, Multilingual Repertoire, Speaking, Local Languages
1. Introduction
Indonesia has long history of globalization for which the development of multilingual
society has inevitable. In such a globalized region, a multilingual society have been developed
due to migration, cultural contact, and commerce. Then, the circumstances of language
system in Indonesia will be changed from mastering of two languages (bilingual) to be three
languages (multilingual) (Putu and Rohmadi, 2010: 56).
In the last ten years, many researchers have research the use of multilingual repertoire in
writing. They have analyzed how multilingual repertoire has influenced the students’
multilingual repertoire or autism writing using some strategies. Most studies explain that
many people have gained the multilingual repertoire through the process of their reading and
writing tradition they have developed (e.g. Jacobs, 2008; Cihon, 2007; Zacharias, 2012;
Bedamatta, 2013; Ludi, 2003; Ehsanzadeh, 2012; Haque, 2011). Most others explain the
multilingual repertoire in autism information development about the formal language
effectively (e.g Carbone, 2010; Emily, 2007; Cobb, 2002; Lee, 2005; Helderman, 2006). Most of
them focus on multilingual repertoire by the learners or autism writing product.
220
(KBSP) IV 2016 221

Jacobs (2008) analyzes Instant Messaging (IM) in the students’ repertoire development.
Next, Cihon (2007) emphasizes some methods and strategies which involve individual
behavior in learning intra verbal repertoire by precision teaching (PT) response. Zacharias
(2012) indicates to what extent the increasing of 30 students in the process of English
language learning as the foreign language as well as learn about the west culture. Bedamatta
(2013) concerns on multilingual education in teaching learning process through mother
tongue and second language. Ludi (2003) describes the usage of multilingual repertoire in the
context of communication inter culture in the society. Ehsanzadeh (2012) defines some
technique to improve the students’ vocabulary by using the lexical repertoire in reading.
Haque (2011) concerns in language practices based on the Immigrant society in India. The
purpose is to know to what extent of the individual repertoire based on the context of
immigrant society in India.
The aims of this research are; first, to observe the factors of multilingual repertoire effect
in speaking. Second, to find the field description of the reasoning based on advantages
multilingual repertoire in the PBI students at three universities. Third, to investigate the field
phenomena of the pronunciation and grammar errors in speaking based on multilingual
students. An individual multilingual repertoire gives a great effect toward the students’
speaking skill in English language learning.
2. Background
2.1. Multilingualism
In many parts of the Western world is often assumed that it to be a world-wide
phenomenon, to the extent that bilingual and multilingual individuals may appear to be
unusual. The effect of this phenomenon is such people are likely to be immigrants, visitors, or
children of mixed marriages. As a result some people is fluent in several languages although
they are not the real native of that language (Wardaugh, 2006: 96).
Nowadays, the fact that there are 3.000 to 4.000 languages spoken in the world. In other
words, the fact that there are about 150 countries indicates how multilingual applied in the
societies (Carol, 1988: 51). Multilingualism is the best way to identify a person by his or her
language, because language is one of identity of people. Therefore, the studying of two or
more languages thus provides a rich field for sociolinguistics study (Spolsky, 1998: 51).
2.2. Multilingual Repertoire

In multilingual countries there is enough evidence of a child growing up with two or more
languages. Even in dominant monolingual countries such instances are not rare. Hymes (in
Haque 2011) argues that repertoire as a set of ways of speaking which consist of speech style
and context. Multilingual repertoire phenomena which commonly happen in the society is
effect of the individual languages. Many reasons make one mastering the repertoire in his life.

222 (KBSP) IV 2016

The first reason is to implement freely communication. For generally, language practices of a
group of people who have an opportunity to interact and share not just a single language is
able to build a close relation of each other (Spolsky, 1998: 25).
Recently, multiculturalism in Indonesia leads us to the multilingual society. Thus,
multilingual repertoire occur in many aspects, they are; in education, entertainment, and daily
lives. Specifically, multilingual repertoire is not only useful things, but also an over plus skill
for someone. Multilingual repertoire can be regarded as an important phenomenon in this
globalized era. The intricacies of the multilingual repertoire learners’ are often the results of
interference from the previous learned languages of spelling, pronunciation and grammar.
In Indonesia, the students is seldom speak English orally as their communicative
interaction in society. Because the student sometimes mispronounce words such as determine
and bought, which are respectively incorrectly pronounced as [dit3: rmain] and [baut]. The
students predictably make grammatical errors such as in the formation of yes no question and
degrees of comparisons for adjectives or adverbs. The students might produce phrase more
large because they find that the comparison forms for the adjectives beautiful is more
beautiful (Alip, 2003).
Therefore, Annamalai in (Haque, 2011: 29) examines that the languages not to be in conflict
with an individual identity. But, one language is for ethnic identity, another for business
transactions, for official dealings, for entertainment, for rituals and so on.
2.3. Speaking
Speaking tends to be getting something done, exploring ideas, working out of the world, or
simply being together (Jones, 1996: 12). People can improve the fluency and the power of the
speech by practicing. Pronunciation is also the important things. Because pronunciation is the
act of articulating a sound or word (Brown, 2001: 267). The listener can understand the meaning
of the word that the speakers says. In teaching speaking, the teacher hopes that the students can
practice the pronunciation in the class. By this, the teacher know the students speaking ability.
Some roles to speak well are read, listen, think and practice. Then, in speaking, commonly
people have some problems in their speaking performance which called by error. On the other
hand, error is something in a piece of work that is incorrect which cause problems or effect the
result of something, something unintentionally done wrong as a result of poor judgment, an
opinion or believe that is contrary to fact or to establish doctrine.
Lead to speaking, some of errors may occur in pronunciation, spelling, morphology,

syntax, and semantics. In the grammatical analysis there are some classification of errors
which consider in language, by the classification, it can see the error of grammar usage and
know the specific of error.

(KBSP) IV 2016 223

2.4. Sentence
Sentence is largest purely grammatical unit in a language. Indeed, there are larger
linguistic units than sentences. That is paragraphs, conversations and discourses. In spite of
that, these are not stronger linked by purely grammatical means (Peter, 2007: 257). Instead,
sentence is the rigid grammatical rules which integrates the largest linguistic unit. In most
linguists’ perspectives, a sentence is an abstract linguistic object and it particularly puts
together entirely in accordance with the rules for constructing sentences in a language.
As the example, a sentence colorless green ideas sleep furiously, it makes no sense at all, it
is constructed in accordance with all the rules for making sentences in English, and hence it is
a grammatical (well-formed) sentence of English. A further point is that a sentence is not just
a string of words rather than a grammatical (syntactic) structure assigned to it (Peter, 2007:
258).
The essential difference between sentences and utterances is that sentences are abstract, not
tied to contexts, whereas utterances are identified by their contexts. The essential difference
between sentences and utterances is that sentences are abstract, not tied to contexts, whereas
utterances are identified by their contexts. This is also the main way of distinguishing
between semantics and pragmatics. In other words, semantics deals with meaning and there is
no context to consider. Nevertheless, if there is a context to be brought into consideration
means that it engages in pragmatics (Peter, 2007: 6).
A sentence with more than two structural interpretations is said to be multiply ambiguous.
An analysis which demonstrates the ambiguity in a sentence is said to disambiguate the
sentence. Ambiguity which does not arise from the grammatical analysis of a sentence, but is
due solely to the alternative meanings of an individual lexical item, is referred to as lexical
ambiguity, e.g. I found the table fascinating (=‘object of furniture’ or ‘table of figures’ – see
polysemy). How the brain resolves ambiguities is an important goal of psycholinguistic
research. The meaningful parts of a sentence are clauses, phrases and words; and the
meaningful parts of words are morphemes.
3. Method
3.1. Learner subject
Here, the participants have been chosen from the students of English Education Study
Program that had learned sociolinguistics subject and have different ethnics in Universities of
Metro. There were 15 consisting of 10 females and 5 males. Most of them were in eight semester and
others are in sixth semester. In this case, the students’ abilities in speaking English were low and high
because of the effect of their local languages.
The ethnic languages that analyzed are Javanese, Lampungnese, Padangnese, Balinese, Sundanese
and Melayu. By this, 5 students are Javanese, 2 Lampungnese, 3 Padangnese, 1 Balinese, 3 Sundanese
and Melayu. Their multilingual repertoire influence their speaking skill, especially in grammar,
phonetic and phonology.

224 (KBSP) IV 2016

3.2. Method of data collection

Actually, this research is qualitative. Creswell (2003: 182) defines that the researcher made
interpretation of the data. There are two kinds of data sources, namely primary and secondary
sources (Ary, 2006: 482). The primary source in this research is the students’ speaking
product. Then, the secondary source is from books, articles, English dictionary, encyclopedia,
and journals that are closely related to the research.
The data was achieved through several techniques, they are: observation, interview, and
documentation. After getting all the data, Creswell (2003: 184) states that in many qualitative
studies, inquiries collect multiple forms of data and send a considerable time in the natural
setting gathering information. The data also were collected by applying Focus Group
Discussion (FGD). Here, it not use natural setting but conditional setting.
3.3. Judgement of appropriacy

In this study use purposive sample to identify the purposefully selected participants for the
purpose study that will help to understand the problem and the research questions. It has
chosen the students of English Education Study Program that had learned sociolinguistics
subject and have different ethnics in Universities of Metro as the participants.
4. Result of Focus Group Discussion
In this case, the students were analyzed by their speaking. These, about four topics such as
personal experiences, disasters, legends, and fables. The aspects were analyzed such as the
effect from dialect, the grammar errors in students speaking skill, and the contribution of
ethnic language in cultural style and code switching based on the students’ speaking skill.
4.1. The effect from dialect
Figure I. The effect of students multilingual repertoire in dialect of speaking English.

(KBSP) IV 2016 225

Based on the above data, it would be describe that:
There are 6 students who speak English fluently by using their Javanese dialect. They tend
to speak English in Javanese style such as when they pronounce speak with sepik, and school
with sekul. Then, 3 students who speak English fluently by using their Sundanese dialect.
They speak Good Morning in a Sundanese style, but they tend to use an Indonesian dialect.
Next, 1 student who speaks English fluently by using Balinese dialect. That student
pronounce the word like a native and fast, but still use Balinese style like intonation and
pronunciation. It is such long long time ago with lung lung time ago and the clear intonation.
The other student is 1 student who speaks English use Melayu style. The finding that the
students tend to use Melayu pronunciation like “e” when speaking English such as since I in
Lampung with sence I in Lampung. Then, 2 students who speak English by using Padangnese
dialect and style. They tend to speak English with Indonesian style and dialect, but sometimes
they still use their own dialect like “o”, example: disaster about with disoster ebout. Last, 2
students who speak English by using Lampungnese dialect and style. Then, found that they
tend to Indonesia like Sundanese and Padangnese. Sometimes they use loudly intonation like
in Lampungnese.
4.2. The grammar errors in students speaking skill

Some students in three universities of Metro made a number of mistakes in grammar. The
disadvantages will be discussed below:
a) Word order
1) I can speak Javanese language.
2) I can speak Indonesian language.

226 (KBSP) IV 2016

3) I could life in this world until this day.
4) It is good my planning.
Most of the above sentences are use unsuitable word in accomplishing the sentences. In
the first sentence is incorrect because Javanese is language of Java. It would be better to speak
Javanese without language. Then, the last sentence shown inappropriate word. The word
“day” is not followed by “this” but “to”. The correct word is today.
b) Modal Auxiliary
1) I thought about what have I done.
2) I could life in this world until this day.
3) I would got many experiences.
4) I can met the people from Sabang until Merauke.
5) We can took conclusion.
The description of all the above sentences are modal auxiliary must be putted after the
subject and always followed by verb base. Then, modal auxiliary must be followed verb.
Thus, modal auxiliary was not followed by noun, adverb, and adjectives.
c) Noun
1) Some kind of food.
2) I got a new friends.
3) I can speak very little about Javanese.
4) … And then little little about Javanese.
5) I got many friend from other Island.
6) In Lampung, so many thing is so cheap.
Based on the above sentences can be seen that was unsuitable form, because some always
followed by plural form. Then, the other sentence used singular form but followed by plural
form. By this, the correct sentences are some kinds of foods and I got a new friend.
In addition, little, many and some included in countable and uncountable classifying. Little
must be spoken without repetition like the above sentences noticed by PBI students.
d) Phrasal verb
1) The people very different with others.
Phrasal verb has the own couple of the current words. In this sentence is incorrect because
the couple of different is from, to, and then.

(KBSP) IV 2016 227

e) Degree of comparison
1) I can speak Javanese more fluently.
2) The beautifullist in Lampung is Krui beach.
Those sentences are inappropriate with the adjectives fluent and beautiful. The word fluent
was not followed by more but change the function to be an adverb that is fluently. The next
sentence is also unsuitable with the degree of comparison rules, because beautiful is one
syllable. Therefore, before beautiful must put more.
f) Preposition
1) I was disappeared in under water.
Preposition is a word or a group of word such as in, from, under, to, and etc. The above
sentence has two preposition those are in and under. The correct sentence is I was
disappeared under water.
g) Verb
1) The title Roro Jonggrang.
2) I register in Muhammadiyah University with my friend.
3) I am happy when I accepted in this University.
4) I very happy in Lampung.
5) I enjoying the heaven of Lampung.
6) I shopping in some markets.
The discussion of verb form are very complicated, because it use all of the tenses in
establishing the sentence. Those sentences are inappropriate in the using of tenses form. The
students want to tell about the past even but they always use present tenses.
h) Conjunction
1) And not only from Java, but it spared to another Island.
2) Beside it, I shopping in …
In the first sentence shown that not only is not has appropriate couple. In this case, the
couple of not only is but also. The second sentence known that beside as the conjunction was
followed by s.
From the above discussion, it can be seen that there are some students’ errors in many parts
of structure and grammar as a result of their own multilingual repertoire. By this, we know
that some students in three universities use their own repertoire to speak English.

228 (KBSP) IV 2016

4.3. The contribution of ethnic language in cultural style and code switching based on the
students’ speaking skill
In line with the data analysis, the researcher found several styles in students speaking
performance. It can be assumed in percentage that 50% students in three universities use
Indonesian style especially in Islamic culture. Some students in those universities are
common to start their speaking with Basmallah and Salam then for the last they are common
to say ok, I think that’s all from me, the last I say, and ok, I think enough from me, then
Salam.
On the other hand, most students are common to switch more than two languages in their
speaking performance. For example are: you must manage your money well, yeah like saya,
my friends from senior high school Kartikatama satu Metro, and the mother angry with him
and mengutuk or meng coach become a stone.
The result of the above description are multilingual repertoire give much effect in the
students speaking performance. Those effect are through the students’ style and code
switching.
5. Result of Observation and Interview
Regarding with the result of observation and interview, the writer found two aspects such
as the repetition in students speaking English and the advantages of the students’ multilingual
repertoire. The following explanation are bellow:
5.1. The repetition in students speaking English

All of the students in three universities are always doing repetition like “of course”, “and
then”, “what is it”, “and”, “because”, “after that”, “well”, “ok”, and “in here”. They use the
same words to improve their idea such as “a”, “ok”, “well”, and “yeah”. In this case show that
some of the students in three universities need repetition in their speaking to make the listener
understand about the point of the topics.
5.2. The advantages of the students’ multilingual repertoire

Regarding to the disadvantages of Multilingual Repertoire, it has some advantages in
students’ speaking skill. There were the advantages: 1) the students could know the other
languages and cultures, and 2) the students were easily to communicate with others.
Related to the discussion, the PBI students of three universities are enjoy the teaching
learning process whether the teacher switch the language. On the other hand, the fluently in
speaking is one of advantages from the students’ Multilingual Repertoire.

(KBSP) IV 2016 229

6. Discussion
The conclusion of data analysis describes that most students have their own repertoire. The
students’ repertoire are more than two languages which called by multilingual repertoire. The
result of the data analysis that Javanese is the only ethnic which give a big effect in the
students speaking performance. Those effect are through pronunciation, style, vocabularies,
grammar, and comprehension.
It is revealed that 40% students tend to Javanese, 20% students tend to Sundanese, 13%
tend to Lampungnese, 13% tend to Padangnese, 7% tend to Melayu, and 7% tend to Balinese.
By conducting this research, we could know to what extent the effect of the students’
multilingual repertoire in speaking English at three universities. Then, we can know how
multilingual repertoire change the students’ style in speaking English. Last, the audio-visual
method can be utilized as teaching aid in teaching speaking.
Based on the result of this research, the researcher realize that this research is affirmative
to the previous research from India named Shahzaman Haque. Haque conducted his research
in three cities in India. Nevertheless, this research has a uniqueness in collecting the data by
using FGD for speaking skill. And conduct the research in three universities in Metro.
7. Conclusion
In many parts of the world, some people could speak more than two languages. This
phenomena is called by multilingual repertoire. Multilingual repertoire in the students of PBI
in STAIN Jurai Siwo Metro, Muhammadiyah University, and IAIM NU Metro give great
effects to the students speaking. Therefore, the writer conduct this research by analyzing the
effect of the students’ multilingual repertoire on speaking performance.
In this research, found that there were 40% students have ability to speak English fluently,
but they use Javanese dialect and style. Then, 20% students tend to Sundanese, but the dialect
is not give big effect in speaking. Next, 13% students tend to Lampungnese which the style is
dominant. The other is 13% students tend to Padangnese, which the style is also dominant.
Then, 7% students tend to Melayu, and last is 7% student tend to Balinese. However, some
students in those universities need a repetition in speaking performance to make it clear.
Finally, the effect of the students’ multilingual repertoire in speaking is not only from
dialect, but also from the students’ ethnic style. The effect of dialect comes from others
languages in pronunciation, grammar and vocabularies. Then, the effect of style comes from
others languages in comprehension and cultural style.

230 (KBSP) IV 2016

8. Bibliography
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Albert. M, Kristin, et.al. (2012). Increasing the mand repertoire of children with autism
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Alip, Francis Borgias. (2003). Historical Perspective in Learning English, Yokyakarta:
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Anderson, R.C, & Freebody, P. (1983). Reading comprehension and the assessment and
acquisition of word knowledge. Greenwich: CT: JAI Press.
Ary , Donal, et al. (2006). Introduction to Research In Education (7th edition), Canada:
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(KBSP) IV 2016
The Correlation between Linguistic Intelligence and Students’ Narrative

Performance at Stain Jurai Siwo Metro
NUR KAFIFAH
Postgraduate Program of Language Muhammadiyah University of Surakarta
nurkafifah0192@gmail.com
Abstract
This present study aims at knowing the correlation between linguistic intelligence and sudents’
narrative performance at STAIN Jurai Siwo Metro. This research used quantitative approach and
correlation design. The population of this research was all of the students at the third semester of
English Education Study Program of STAIN Jurai Siwo Metro, which was divided into seven
classes. The researcher just took one class randomly as sample (cluster random sampling). There are
two variables investigated in this research, the independent variable is linguistic intelligence
and the dependent variable is students’ narrative performance. The data of this study were obtained by
distributing questionnaire set and the free writing test. Then, they were analyzed by using Pearson
Product Moment formula. In this study, the researcher calculated the score between two variables
and found that the score of computed r calculation was 0,934. The score of r table with 30 as the
degree of freedom (df) = N-2 was 0,374 at 0,05 level of significance. The findings of this research
revealed that the score of r calculation was higher than the score of r table, so the alternative
hypothesis was accepted. It could be concluded that there was positive correlation between
linguistic intelligence and students narrative performance at the third semester of English Education
Study Program at STAIN Jurai Siwo Metro.
Keywords: Correlation; Linguistic Intelligence; Multiple Intelligence; Narrative Performance
1. Introduction
This study examines human’s intelligences. Intelligence is the ability to learn, understand
and think in a logical way about things; the ability to do this well. each student is differently
in their intelligence, therefore their capability to write are not same because their intelligence
is not same one each other. Gardner identified eight forms of intelligence: linguistic, logical-
mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and
natural (Munif Chatib and Alamsyah Said, 2012: 79). Linguistics intelligence is related to the
students’ writing. Because written language is one characteristics of linguistics intelligence. In
the other hand, the writer asserts that despite of students has multiple intelligence but not
every them do have the same of linguistic intelligence. Writing is a psychological activity of
the language user to put information in the written text (Sanggam Siahan, 2008: 215).
Recently, there has been wide interesting the discussion of linguistics intelligence. Every
student has differently of linguistics intelligence. Due to linguistics intelligence is the capacity
to use words effectively whether orally or in writing. Sometime students who master in
232
(KBSP) IV 2016 233

speech not always they can write well, also students who master in writing not always they
master in speech.
This study aims to know the third semester of English Education Study Program at State
Islamic College Metro has studied about the narrative, but their ability in writing narrative is
not good enough. These problems are the students unable to elaborate the ideas into paragraph
well, the teacher tried to teach grammar optimally, however the students are unable to master
it well, and the teacher tried optimally in giving vocabulary; however, the students are lack to
enrich and memorize it. Concerning the problems are faced by the students in writing
narrative, understanding about students’ linguistics intelligence is an importance thing. The
teacher should be able to know it to help students in developing of thinking critically in their
writing. The present study focused on the correlation between linguistics intelligence and
students’ narrative performance at third semester of English Education Study Program of
State Islamic College Metro. The writer assumes that linguistics intelligence has correlation to
the students’ narrative performance.
2. Background
2.1. Multiple Intelligence

Humans are the most superior beings who created by God from another beings in the
world. They can think with their mind and can master more than one language, it is caused of
their intelligence. In human activity language plays as important role in human’s activities. It
can be used to communicate, interact, and negotiate with others. God gives humans the
superiority namely intelligence, include IQ, EQ, and SQ. Every human is unique,
because it has a different intelligence with different levels of development. Another
intelligence that people can develop is multiple intelligences. The multiple intelligence
theory that was proposed by Howard Gardner published in his book “Frame of Mind” in
1983. This theory, developed by his team at Harvard University, which suggest that “there are
several and relatively independent intelligences which can be combined in a various ways by
individuals. There are eight types of multiple intelligences and one of the type is linguistic
intelligence. The multiple intelligence as defined by Hoerr (2000) are in the following:
1. Linguistics: sensitivity to the meaning and order of words.

2. Logical-mathematical: the ability to handle chains of reasoning and recognize patterns
and order.
3. Spatial: the ability to perceive the world accurately and to recreate or transform aspects of
that world.
4. Bodily–kinesthetic: the ability to use the body skillfully and handle objects adroitly.
5. Musical: sensitivity to pitch, melody, rhythm, and tone.
6. Interpersonal: The ability to understand people and relationships.
7. Intrapersonal: access to one’s emotional life as a means to understand oneself and others.
8. Naturalist: The ability to recognize and classify the numerous species, the flora and
fauna, of an environment.
Moreover, Thomas Armstrong pointed the characteristic each intelligence as follows:

234 (KBSP) IV 2016

1. Linguistic—Word Smart
2. Logical-mathematical—Number Smart or Logic Smart: “How many of you can do math?”
“How many people here have done a science experiment?”
3. Spatial—Picture Smart: “How many of you draw?” “How many of you can see pictures in
your heads when you close your eyes?” “How many of you enjoy watching television and
films or playing video games?”
4. Bodily-kinesthetic—Body Smart, Sports Smart, or Hand Smart (each term represents a
different aspect of this intelligence): “How many of you like sports?” “How many of you
enjoy making things with your hands, like models or Lego structures?”
5. Musical—Music Smart: “How many of you enjoy listening to music?” “How many of you
have ever played a musical instrument or sung a song?”
6. Interpersonal—People Smart: “How many of you have at least one friend?” “How many of
you enjoy working in groups at least part of the time here in school?”
7. Intrapersonal—Self Smart: “How many of you have a secret or special place you go to
when you want to get away from everybody and everything?” “How many of you like to
spend at least part of the time working on your own here in class?”
8. Naturalist—Nature Smart: “How many of you enjoy being out in nature?” “How many of
you have ever had a butterfly collection, an insect collection, a collection of leaves from
trees in your neighborhood, a collection of shells, or some other kind of collection of
natural things?” “How many of you have pets or enjoy spending time with animals?”
MI helped us recognize that all of us have different intelligence profiles; not only do we
learn differently, we teach differently too.” (Thomas, 2000: 5). It means that MI assisted
people know that every people have contrasting smartness profile; not only conduct the
people study unequally, but in teaching so. A Key Learning Community middle school
student says, “MI makes you learn different things about yourself. It brings out hidden
talents.” (Linda Campbell and Bruce Campbell, 1999: 11).
2.2. Linguistic intelligence and students’ writing
Linguistic intelligence is the ability of the individual which involves sensitivity to

spoken and written language, the ability to learn languages, and the capacity to use
language to accomplish certain goals (Gardner, 2005: 5). This intelligence includes the
ability to effectively use language to express oneself rhetorically or poetically; and
language as a means to remember information. Linguistic intelligence is the capacity to
use language, your native language, and perhaps other languages, to express what’s on
your mind and to understand other people. Definition of the researchers mean by linguistic
intelligence is the ability of the student when the student as the ability to use words
effectively and the ability of the student in learning a foreign language in this case is
English language. Thus, in English language learning students are able to master the
skills that must be mastered in the English language that is writing skills. According to
McCrimmon (1957: 3) “Writing is a process that can be learned and used; it is not, like
height, a product of the genes about which little or nothing can be done.” It can be noted that

(KBSP) IV 2016 235

writing is process everyone can study about it and used it. Furthermore, Brown (2001: 337).
points out that “writing is a way to end up thinking something you couldn’t have started out
thinking. Writing is, in fact, a transaction with words whereby you free yourself from what
you presently think, feel, and perceive.” It can be assumed that writing is to pour the content
from what the person feeling and thinking on that time by using words.
Siahan (2008: 2) pointed that “the written productive language skiil is called writing. It is
the skill of a writer to communicate to a reader or group of readers.” It can be repeated that
writing is fertile language competence, this competence of writer to talk with the reader.
Moreover, he states “Writing is a psychological activity of the language user to put
information in the written text.” It can be inferred that writing is the activities of the writer to
put the news in the written text.
A tendency towards Linguistic Intelligence is the motivation of the written and
spoken word. In addition, people with high linguistic intelligence display a facility with
words and languages. They are typically good at reading, writing, telling stories and
memorizing words along with dates. They tend to learn best by reading, taking notes,
listening to lectures, discussion, and debate. People with linguistic intelligence love and
had an ear for words. They enjoy reading, writing and learning languages. They have an
ability to teach and explain things to others.
Therefore, the researcher wants to conduct a research to find out whether there is
significant correlation or not between linguistic intelligence and students’ narrative
performance. And statement of the problem of this study is: “Is there any correlations
positively and significance between students’ linguistics intelligence and their narrative
performance at the third semester of English Education Study Program?” Based on the
research problem, the purpose of this study is to find out the correlation between
linguistic intelligence and the students’ narrative performance at the third semester of English
Education Study Program at STAIN Jurai Siwo Metro. Individuals with linguistic
intelligence has the following characteristic:
1. Writes better than average of age
2. Spins tall tales or tells jokes and stories
3. Has a good memory for names, places, dates, or trivia
4. Enjoys word games
5. Enjoys reading books
6. Spells word accurately (or if preschool, does developmental spelling that is advanced
for age)
7. Appreciates rhymes and tongue twisters
8. Enjoys listening to the spoken word (stories, commentary on the radio, talking books)
9. Has a good vocabulary for age
10. Communicate with others in a highly verbal way
11. Writing effectively, understanding and applying the rule of language, he mechanical
aspect of writing and use vocabulary effectively
Detterman (2008) stated that “Linguistic intelligence involves aptitude with speech and
language.” It means that linguistic intelligence entails natural ability or skill at doing
something with talk and wording such as speaking, pronouncing, reading, writing etc.

236 (KBSP) IV 2016

Moreover Gardner (1983) stated that “Linguistic competence is, in fact, the intelligence—the
intellectual competence—that seems most widely and most democratically shared across the
human species.” It can be assumed that linguistic competence is the conceptual ability in the
human race. He also stated that “. . . oral and written forms of language doubtless draw on
some of the same capacities, specific additional skills are needed to express oneself
appropriately in writing. . .” It can be noted that kind of spoken or written of language almost
certainly draw on some of the same capabilities, particular additional talents are reqired to
state oneself properly in writing.
Armstrong stated that “linguistics is the capacity to use words effectively, whether orally
(e.g. as a storyteller, orator, or politician) or in writing (e.g. as a poet, playwright, editor and
journalist), (2003: 12). This intelligence includes the ability to manipulate the syntax or
structure of language, the phonology or sounds of language, the semantics or meaning of
language and the pragmatic dimensions or practical uses of language”. It means that
linguistics is the ability in using words it visible from orally or writing, this intelligence
involve the capability to steer about the syntax, the phonology, the semantics and pragmatic in
language.
Furthermore, he pointed out that “linguistics-reading test, language test, the verbal
sections of intelligence and achievement test.” It means that linguistic test can be tested
through reading, writing, speaking and accomplishment test. Moreover, he notes that, “each of
the eight intelligences in his theory meets the criterion of being able to be symbolized. Each
intelligence in fact, has its own unique symbol or notational system. “For linguistic
intelligence, there are a number of spoken and written languages such as English, French and
Spanish.” It illustrates that own unique symbol of linguistics its can know from the capability
in verbal section and writing, such as English, French and Spanish.
2.3. The characteristic of students’ intelligence

Provides brief descriptions of the capacities of children who display proclivities in
specific intelligences. Keep in mind, however, that most students have strengths in several
areas, so you should avoid pigeonholing a child in only one intelligence. You will probably
find each student pictured in two or more of these intelligence descriptions.
Table 1
The Characteristics of Intelligences
Children who Think . . . Love . . . Need . . .

are highly . . .
Linguistic In words reading, writing, books, tapes, writing
telling tools, paper,
stories, playing diaries, dialogue,
word discussion, debate,
games stories
Logical- by reasoning experimenting, materials to experiment
Mathematical questioning, fi with,
guring science materials,
out logical manipulatives,
puzzles, trips to planetariums and

(KBSP) IV 2016 237

calculating science
museums
Spatial in images designing, art, Legos, videos,

and pictures drawing, movies, slides,
visualizing, imagination games,
doodling mazes, puzzles,
illustrated books, trips to
art
museums
Bodily- through dancing, role-play, drama,
Kinesthetic somatic running, movement, building
sensations jumping, things, sports and physical
building, games, tactile
touching, experiences, hands-on
gesturing learning
Musical via rhythms singing, sing-along time, trips to
and whistling, concerts,
melodies humming, playing music at home
tapping feet and school,
and hands, musical instruments
listening
Interpersonal by bouncing leading, friends, group games,

ideas organizing, social
off other relating, gatherings, community
people manipulating, events, clubs,
mediating, mentors/apprenticeships
partying
Intrapersonal in relation to meditating, secret places, time alone,

their dreaming, self-paced
needs, planning, projects, choices
feelings, reflecting
and goals
setting goals,
Naturalist through nature playing with access to nature,
and natural pets, opportunities for
forms gardening, interacting with animals,
investigating tools for
nature, raising investigating nature (e.g.,
animals, magnifying
caring for planet glasses, binoculars)
earth
2.4. Narrative Text

Narrative is an account or description of events in the past, which entails following a time
sequence or chronological order (i.e. earliest first). (Jourdan, 2003: 27). It means that
narrative is telling stories in the past which it had a need of the order that events and actions
happen in. Narrative aims to entertain, to gain and maintain the attention of the reader or

238 (KBSP) IV 2016

listener a story. Narrative also aims to educate, inform, convey a reflection on the experience
of the author, and are no less important is to develop the imagination of the reader or listener.
Imaginary narrative text generally, but there are also factual narrative text, which tells the true
incidence.
The generic structure of narrative is firstly, orientation: It is about the opening paragraph
where the characters of the story are introduced (Who, what, when and where). Secondly,
complication or problem: Where the problems in the story developed. The last, resolution:
There needs to be a resolution of the complication. The complication may be resolved for
better or worse/happily or unhappily. Sometimes there are a number of complications that
have to be resolved. These add and sustain interest and suspense for the reader.
From the point of view of language features, narrative is characterized as follows:
1. Participants are often specific and individualized

2. Many action verbs (material processes), and there is also the use of
verbal and mental processes.
3. Past tense usually use.
4. Many use linking Words related to time.
5. Often incorporate dialogue and tense will probably change.
6. Descriptive language used for creating images in the minds of readers.
7. Written in the first person (I), or third (he, she, they).
Example of Narrative
One day a young man and woman had meals in one of the best restaurants in the city.
After they had intered the restaurants, a nice young waitress help them find the table. After
they got on their table, they began to look into the menu. The woman wanted to order the
snails with garlic, she let the man look into the menu and let him order what they liked to
enjoy. Although his girlfriend thought it was delicious, he did not order snails. He thought it
was strange, and instead, he ordered fried brains. After few minutes of waiting, the waitress
brought them snails and fried brains.
3. Method
3.1. Learner Subject
These comprise 30 students undertaking the third semester of English education study
program of Jurai Siwo Metro in the academic year 2014/2015. Seventeen were female and
thirteen were male. All were in the 18-20 age group.There are around 304 students as the
population which was divided into seven classes namely A, B, C, D, E, F and G.
Since it was not possible to deal with the whole of the population, so the researcher just
took one class as sample consists of 30 students that representative the whole of
population. Referring to the explanation above, in conducting this research the
researcher applies cluster random sampling, and the researcher tested the hypothesis at
0.05 level of significant.

(KBSP) IV 2016 239

3.2. Method of Data Collection
In this research, the researcher used two kinds of research insturments to collect
the data. They are questionnaire set and test. Firstly, The level of linguistic intelligence
was measured by asking the students about their agreement and disagreement about
“the characteristic of linguistic intelligence”. The students’ agreement and disagreement
about the characteristic of linguistic intelligence was appeared in the questions
presenting in the questionnaire. The questionnaire was given to the students to get the
data needed. There were 20 questionnaire items, each item have five alternative
responses. To measure the reliability of the questionnaire, the researcher used split half
method and computed with Spearman Brown formula. This measurement of the
questionnaire used SPSS version 16. The result of this computation of the
questionnaire was 0,9843. This indicates that the reliability of questionnaire was High.
Secondly, free writing test intended to measure the student’s narrative performance to
understand their ability in in writing narrative such as from their organization and
development, grammatically, mechanical aspect of writing and use vocabulary effectively.
The test used to collect the data to measure the students’ ability in reading
comprehension. The test was the researcher given three topics to the students and ordered
them to choose one and they composed it by using their own ideas. The topics were about
personal experience, fables and legends.
From illustration above, in this research, firstly the researcher gave questionnaire
set and test to the students. Secondly, the researcher scored the questionnaire set and
test. And finally, researcher computed the both of data to find out whether there was
significant correlation or not. The resercher used statistical analyze by using Pearson
Product Moment formula to compute the correlation between linguistic intelligence and
the students’ narrative performance at STAIN Jurai Siwo Metro in the academic year of
2013/1014.
3.3. Data analysis

To investigate whether there is correlation between linguistics intelligence and the
students’ narrative performance at the third semester of English Department of State Islamic
College Metro, the writer analysis the data by using product moment.
Note:
rxy = Correlation Coefficient

N = Number of Students
∑X = The total number of X grade
∑Y = The total number of Y grade

240 (KBSP) IV 2016

4. Results
In this research, the researcher calculated the total score on their linguistic intelligence
was 2119 with the percentage high was 17%, average was 66% and low was 16%. Whereas,
the researcher calculated the total score of students’ narrative performance test was
2139 with the percentage high was 13%, average was 57% and low was 30%. The
Computation of the Correlation between Linguistic Intelligence and students’ narrative
performance ∑N=30, ∑X=2119,
∑Y=2139, ∑X2=150693, ∑Y2=153419, and ∑XY=151984. The data was analyzed by

Pearson Product Moment formula as follow:
n. XY  ( X )(Y )
rxy 
{n. X 2  ( X )2}.{n.Y 2  (Y )2}
From the statistical computation, it can be concluded that the Pearson r calculation
was 0.934. While the score of r table with 30 as the degree of freedom (df) = N-2, whereas
30-2 = 28, with level of significance .05 was .374. It means that the score of calculated r
calculation was higher than the score of r table. Since the computed r calculation was higher than
r table (critical r), therefore the null hypothesis which state that there is no correlation
between linguistic intelligence and students’ narrative performance was rejected. It means
the correlation of the two variables is not significant. The alternative hypothesis which
states that there is correlation between linguistic intelligence and students’ narrative
performance was accepted. It means the correlation of the two variables is significant.
4.1. Linguistic intelligence

Linguistic Intelligence is as the independent variable (X) of the research in getting the
data of student’s linguistic intelligence, the writer used questionnaire set to students. The
scope of the questionnaire set is around the characteristic of linguistic intelligence. The
invariant frequency distribution of linguistic intelligence in the questionnaire as follow:
Table 3. The Invariant Frequency Distribution of Linguistic Intelligence
Interval Frequency Percentage Categories

76-85 5 17 % High
67-75 20 66 % Average
57-66 5 17 % Low
30 100%
From the above table the writer used the following formula to obtain the invariant
frequency distribution of linguistic intelligence scores:
NT - NR
I
K

(KBSP) IV 2016 241

Where:
I : Interval
NT : Highest
NR : Lowest
K : Criterion
From the table, it can be seen as follows:
The Highest Score: 84
The Lowest Score: 57
While the criteria are divided into 3 that are high, Average, and low, so the interval is:
I = 84-57 = 27 =9
3 3
Thus, it could be concluded that students in low categories in the table of interval
classification above are students who have score from 57-66 are 17%, they were about five
students, who have score from 67-75 are 66%, they were about twenty students, their
classification into average categories, and who have score from 76-85 are 17%, they were
about five students, their classification into high categories.
4.2. Narrative Writing Performance
Narrative writing performance is as dependent variable of the research. In order to get the
data of student’s narrative writing performance the writer used writing test to students. In this
case the writer determined free writing of narrative. Then, students are asked to choose one of
topics and then make free writing of narrative test. The invariant frequency distribution of
narrative writing performance test as follow:
The Invariant Frequency Distribution of Narrative Writing Performance
Interval Frequency Percentage Categories

77-85 4 13% High
69-76 17 57% Average
60-68 9 30% Low
30 100%
From the above table the writer used the following formula to obtain the invariant
frequency distribution of students’ written test scores:
NT - NR
I
K

242 (KBSP) IV 2016

Where:
I : Interval
NT : Highest
NR : Lowest
K : Criterion
From the table, it can be seen as follows:
The Highest Score: 83
The Lowest Score: 60
While the criteria are divided into 3 that are high, Average, and low, so the interval is:
I = 83-60 = 23 =8
3 3
Thus, it could be concluded that students in low categories in the table of interval
classification above are students who have score from 60-68 are 30%, they are nine students,
who have score from 69-76 are 57%, they are seventeen students, their classification into
average categories, and who have score from 77-85 are 13%, they are four students, their
classification into high categories.
4.3. Hypothesis testing

After getting the data of student’s linguistic intelligence (X) and narrative performance
(Y), then the data are analyzed using the statistical formula. The results of analyzing of the
data are as follows:
1. The frequency distribution of students’ linguistic intelligence (X) and narrative

performance (Y) of the third semester of English Education Study Program of STAIN Jurai
Siwo Metro. The writer found the data analysis of students’ linguistic intelligence (X) and
narrative performance (Y). the result of the data is represented in the table below:

(KBSP) IV 2016 243

Table 7. The Result of Students’ Linguistic Intelligence and Students’ Narrative Writing
Performance
No Names X Y XY X2 Y2
1 NS 80 82 6560 6400 6724
2 PS 57 60 3420 3249 3600 From
3 NJ 71 71 5041 5041 5041 the
4 PR 70 72 5040 4900 5184 above
5 EPS 81 83 6723 6561 6889
table,
6 RU 75 77 5775 5625 5929
the
7 NK 70 72 5040 4900 5184
8 NKM 70 73 5110 4900 5329 studen
9 R 71 73 5183 5041 5329 ts’
10 RA 65 68 4420 4225 4624 name
11 NIW 68 70 4760 4624 4900 use
12 AIC 67 70 4690 4489 4900 abbre
13 FPR 84 82 6888 7056 6724 viatio
14 RM 82 81 6642 6724 6561 n, X is
15 NH 74 76 5624 5476 5776 the
16 RCI 78 75 5850 6084 5625 scores
17 RW 75 73 5475 5625 5329 of
18 FF 70 69 4830 4900 4761 studen
19 RH 63 65 4095 3969 4225
ts’
20 NA 66 70 4620 4356 4900
lingui
21 RS 67 65 4355 4489 4225
stic
22 RN 67 65 4355 4489 4225
23 RR 69 70 4830 4761 4900 intelli
24 RS 69 71 4899 4761 5041 gence,
25 NL 69 66 4554 4761 4356 Y is
26 RS 67 68 4556 4489 4624 the
27 DP 67 67 4489 4489 4489 scores
28 PY 73 70 5110 5329 4900 of
29 NF 66 65 4290 4356 4225 studen
30 PL 68 70 4760 4624 4900 ts’
∑ 2119 2139 151984 150693 153419 writte
2 2
n test. XY is the multiplication of X and Y. X is quadratic of X, and Y is quadratic of Y.
This symbol “∑” is the total results in the table. To find and to prove whether there is
correlation between students’ linguistic intelligence and their narrative performance, the
writer used the product moment formula:
n. XY  ( X )(Y )
rxy 
{n. X 2  ( X )2}.{n.Y 2  (Y )2}

244 (KBSP) IV 2016

Where:
N = 30
∑X = 2119
∑Y =2139
∑X2 =150693
∑Y2 =153419
∑XY =151984
n. XY  ( X )(Y )
rxy 
{n. X 2  ( X )2}.{n.Y 2  (Y )2}
30.(151984)  (2119)(2139)

30.(150693)  (2119) 30.(153419)  (2139) 
2 2
4559520  4532541

4520790  44901614602570  4575321
26979

3062927249
26979

834609621
26979
  0.934
28889,61095
From the statistical computation above, it could be inferred that the computation of the
correlation between Linguistic Intelligence and students’ narrative performance above is
∑N=30, ∑X=2119, ∑Y=2139, ∑X2=150693, ∑Y2=153419, and ∑XY=151984. From the
statistical computation, it can be concluded that the Pearson r calculation was 0.934. While
the score of r table with 30 as the degree of freedom (df) = N-2, whereas 30-2 = 28, with level
of significance .05 was .374. It means that the score of calculated r calculation was higher
than the score of r table. Since the computed r calculation was higher than r table (critical r),
therefore the null hypothesis which state that there is no correlation between linguistic
intelligence and students’ narrative performance was rejected. It means the correlation of
the two variables is not significant. The alternative hypothesis which states that there

(KBSP) IV 2016 245

is correlation between linguistic intelligence and students’ narrative performance was
accepted. It means the correlation of the two variables is significant.
5. Discussion
Linguistic intelligence as part of the multiple intelligences is a form of intelligence
that is essential in daily life. In this research, the researcher found that this research gives a
real description that the classification of the students’ linguistic intelligence and their
students’ narrative performance was strong correlation. It means that students’ linguistic
intelligence influenced their reading their narrative performance. As stated in the previous
chapter that one of the characteristic of linguistic intelligence likes to write and able to write
well, so it was true that students’ linguistic intelligence have the positive effect to their
narrative writing performance. Armstrong (2009: 6) asserts that linguistics is the capacity to
use words effectively, whether orally (e.g. as a storyteller, orator, or politician) or in writing
(e.g. as a poet, playwright, editor and journalist). According to Gardner (1993: 82)
“memorizing, reading, writing, speaking, listening are activity that is controlled by a
person who has linguistic intelligence”. Based on Gardner “children with linguistic
intelligence excel at reading, writing, telling stories, and doing crossword or other
word puzzles”.
Armstrong (2009: 40) stated that a person who has linguistic intelligence with the
high ability, they think through the words. They also love reading, writing, telling
stories, playing word games. In addition, they also need books, writing materials,
diary, debates, and other things so to support their learning activities. In addition, writing
is one of skills which correlated with linguistic intelligence. Students’ linguistic
intelligence influenced their attitude in writing learning process. This positive attitude
will affect the students to increase their learning especially in writing.
Therefore, if the students have high linguistic intelligence, they are typically good
at writing, and they tend to learn best by writing. Considering the importance of
writing was a first skill that needs to be mastered by each student, so they must also pay
attention to the things that influenced the writing habit such as time of writing, the way
of writing, and other things related to the good writing habit. Furthermore, if they
already have a good writing habit, they also have the linguistic intelligence which it
would be useful to their in understanding the vocabulary and oral or written language. It
can be concluded that there is correlation between linguistic intelligence and students’
narrative performance.
Linguistic intelligence influenced students’ narrative performance, and students’ narrative

performance was depend on linguistic intelligence. In other words, It is impossible if the
linguistic intelligence can increased without writing activity. Armstrong (2009: 6) asserts
that linguistics is the capacity to use words effectively, whether orally (e.g. as a storyteller,
orator, or politician) or in writing (e.g. as a poet, playwright, editor and journalist). In
addition, Siahan (2008: 215) states that “Writing is a psychological activity of the language
user to put information in the written text.” From the statements above, it can be concluded

246 (KBSP) IV 2016

that linguistics intelligence is related to the students writing. Because written language is one
characteristics of linguistics intelligence.
After Ha and Ho above were formulated, the writer consulted “r calculation” to “r table” as
follows:
1) If “r calculation” is higher than “r table”, Alternative Hypothesis (Ha) is accepted and

Null Hypothesis (Ho) is rejected.
2) If “r table” is higher than “r calculation”, Alternative Hypothesis (Ha) is rejected and
Null Hypothesis (Ho) is accepted.
To know the critical value of r product moment (r table), the writer firstly counted df. Df is
degree of freedom. The formulation of df = N – 2. N is the number of research population.
Df = N - 2
= 30 – 2
= 28
After considering the product moment table by using df 28, it can be known that:
1) The critical value of r product moment (r table) for the 5% level is 0.374.
2) The critical value of r product moment (r table) for the 1% level is 0.478.
From all data analysis above, it can be known that:
1) The score 0,934 can be seen on the Product Moment table N= 28 using 5%
confidence limits is gained the score 0.374and 1%= 0.478, where
rcal=0,934>rtable=0,374. By all means, there is correlation between students’ linguistic
intelligence and narrative performance.
2) The score 0,934 is more than 0,000. It means that there is positive correlation
between students’ intelligence and their narrative performance at the third semester
of English Education Study Program of STAIN Jurai Siwo Metro.. Besides, we got
rcal= 0,934 > r table= 0,374, so we considered that there is significant correlation
between them.
3) The score 0,934 is between 0,800 – 1.00. It means that the correlation between
students’ intelligence and their narrative performance at the third semester of English
Education Study Program of STAIN Jurai Siwo Metro is high.
Based on the result data confirmed that r calculation is higher than r table. Therefore, it can be
inferred that Ha is accepted and Ho is rejected. It means that there is positive and significant
correlation between students’ intelligence and their narrative performance at the third
semester of English Education Study Program of STAIN Jurai Siwo Metro.
6. Conclusion
In accordance with the problem, and the purpose of the research, the researcher drew
some conclusions. Firstly, from the result of computing the students’ score on their
linguistic intelligence, it can be concluded that the students’ linguistic intelligence was

(KBSP) IV 2016 247

good. Secondly, based on the result of computing of the students’ score of students’
narrative performance test, it can be concluded that the third semester of English
Education Study Program at STAIN Jurai Siwo Metro has good writing ability. Thirdly,
according to the main purpose of this research, the researcher concluded that there is
positive correlation between linguistic intelligence and students’ narrative performance .
This was shown by the score of computed r calculation is higher than the score of r
table. It means that the alternative hypothesis which says that there is correlation between
linguistic intelligence and students’ narrative performance is accepted and the correlation
of the two variables is significant. On the contrary, the null hypothesis which says
that there is no correlation between linguistic intelligence and students’ narrative
performance is rejected. It means that the correlation of the two variables is not
significant. The suggestion for the teacher ,based on this study where students’ linguistic
intelligence influenced their narrative performance, so the teacher should stimulate
students' linguistic intelligence by using the appropriate learning method.
Learning methods are very important role in optimizing student intelligence. If the
method used is good and right, students will be stimulated to optimize intelligence
possessed, especially linguistic intelligence. In this case the method has the ability as
a stimulating tool that is able to evoke potential of students' intelligence. For that, it could
be understood that the method is a motivational tool in teaching learning activities. For
the students, the students should increase their linguistic intelligence. One way to
increase linguistic intelligence is by doing creative writing activity. That way writing
ability will increase because gets knowledge from the literature that have been read and
write it in daily life. The future researchers, The researcher suggests that future researchers
must consider the better quality instrument that used in research, in order to make the
result of the research better. Thus can contribute to the students, exactly in writing
ability and the students know more about linguistic intelligence, and make students
aware that linguistic intelligence is very important, because this intelligence is needed
in almost all spheres of life.
Bibliography
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USA: ASCD. 2003
______________, Multiple Intelligence in the Classroom. Alexandria, Virginia USA:

ASCD. 2009
Brown, Douglas. Teaching by Principles an Interactive Approach to Language Pedagogy

(2ndEdition). England: Longman. 2001
Campbell, Linda and Campbell, Bruce, Multiple Intelligence and Student Achievement
Success Story from Six Schools. Alexandria,Virginia USA: ASCD. 1999
Detterman, Douglas K. Microsoft Corporation, 2008"Intelligence." Microsoft® Student 2009

[DVD]. Redmond, WA

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Gardner, Howard. Frames of Minds The Theory of Multiple Intelligence, New York, Basic
Book. 1993
Hoerr, Thomas. R, Becoming a Multiple Intelligence School, Alexandria, Virginia USA:

ASCD. 2000
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Jourdan, R. R. Academic Writing Course. England: Longman. 2003
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dan Pendidikan Berkeadilan, Bandung: Kaifa, 2012
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Library, 2003
Sarani, Abdullah, et al, The Relevance of Multiple Intelligence Theory to Narrative

Performance: A Study of Irian Undergraduates of English, Journal of English Language
and Literature Study. Vol 2
Siahan, Sanggam. Issues in Linguistics, Yogyakarta: Graha Ilmu, 2008
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, Bandung: Alfabeta, 2009
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: PT Rineka

Cipta, 2006
Tim Penyusun, Pedoman Penulisan Karya Ilmiah Edisi Revisi, STAIN Jurai Siwo Metro:
Metro, 2011


(KBSP) IV 2016
ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR)
DAN CINTA SELAMANYA:
PERSPEKTIF LINGUISTIK SISTEMIK FUNGSIONAL
Anggia Suci Pratiwi, M.Pd.
Universitas Muhammadiyah Tasikmalaya

Jalan Tamansari Km. 2,5 Gobras Tasikmalaya
Email: anggiazain@gmail.com Hp: 085740141617
ABSTRAK
Makalah ini bertujuan untuk menganalisis novel L'eternita di Roma (LDR) dan Cinta
Selamanya dengan perspektif Linguistik Sistemik Fungsional. Kedua novel ini memiliki genre yang
berbeda. Novel LDR bergenre fiksi remaja yang mengangkat tema cinta dalam traveling, sedangkan
novel Cinta Selamanya bergenre fiksi dewasa yang mengangkat tema cinta dari kisah nyata penulis.
Metode penelitian yang dilakukan yaitu metode analisis komparatif. Analisis ini
difokuskan pada aspek transitivitas, yaitu realisasi pengalaman linguistik pemakai bahasa.
Dalam kajian Linguistik Sistemik Fungsional, satu unit pengalaman yang sempurna
direalisasikan dalam klausa yang terdiri atas (1) proses, (2) partisipan, dan (3) sirkumstan.
Dengan metode analisis komparatif akan diketahui persamaan dan perbedaan aspek
transitivitas yang terdapat dalam novel L’eternita di Roma LDR dan Cinta Selamanya.
Teori Linguistik Sistemik Fungsional digunakan sebagai perspektif analisis ini
didasarkan pada pemikiran bahwa pendekatan ini terbukti mampu menjawab berbagai
persoalan kebahasaan, tidak terkecuali analisis terhadap karya sastra. Sistem transitivitas dalam
tata bahasa, terdiri atas enam proses, yaitu proses material, proses relasional, proses mental, proses
verbal, proses behavioral, dan proses eksistensial. Pada novel L’eternita di Roma dan Cinta
Selamanya, proses yang dominan muncul adalah proses material. Namun, pada persentase kemunculan
kedua dan selanjutnya, pada novel L’eternita di Roma berturut-turut adalah proses mental, proses
relasional, proses behavioral, dan proses verbal, sedangkan pada novel Cinta Selamanya pada tingkat
kedua dan selanjutnya berturut-turut adalah proses behavioral, proses mental, proses relasional, dan
proses verbal.
Kata Kunci : Transitivitas, Linguistik Sistemik Fungsional, Analisis Karya Sastra
A. Pendahuluan
Teks merupakan suatu kesatuan bahasa yang memiliki isi dan bentuk, baik lisan maupun
tulisan yang bertujuan untuk menyampaikan pesan tertentu. Teks dapat ditelaah dan dipahami dari
berbagai sudut pandang, seperti yang dikemukakan oleh Halliday (1985: 11) “context of situation”.
Teks berkaitan dengan sesuatu yang secara aktual dilakukan, dimaknai, dan dikatakan oleh
masyarakat dalam situasi nyata. Teks dimaknai secara dinamis. Sebuah teks juga dapat direalisasikan
dengan level yang lebih tinggi, seperti interpretasi, kesastraan, sosiologis, maupun psikoanalitis.
Novel merupakan salah satu model teks yang menawarkan sebuah produk budaya hasil
pemikiran tentang kehidupan. Perwujudan novel menitikberatkan pada pengalaman manusia. Sebagai
sebuah karya fiksi dan seni kreatif, novel tidak saja merupakan suatu media untuk menyampaikan teks
yang berisi pesan, tetapi juga merupakan media untuk menampung ide, teori, dan sistem berpikir
manusia. Sebagai karya kreatif, sastra harus mampu melahirkan suatu kreasi yang indah dan berusaha
menyalurkan kebutuhan keindahan manusia, di samping itu sastra harus mampu menjadi wadah
penyampaian ide-ide yang dipikirkan dan dirasakan oleh sastrawan tentang kehidupan. Melalui sebuah
novel, seorang pengarang berusaha untuk menanamkan pemikiran-pemikiran melalui sebuah jalinan
249
250 (KBSP) IV 2016

cerita. Tentunya sangat menarik untuk mengeksplorasi hubungan antara struktur bahasa dan makna
sosial yang dibentuk dalam teks naratif tersebut, salah satunya dikaji dengan teori Linguistik Sistemik
Fungsional (LFS).
Dalam LFS dikenal istilah transitivitas. Secara umum, transitivitas merupakan penjelasan suatu
makna yang dipresentasikan dalam suatu kalimat. Transitivitas memiliki peran dalam menunjukkan
gambaran pikiran manusia mengenai kenyataandan gabungan pengalaman kenyataan sekitar. Dalam
linguistik, transitivitas berhubungan dengan makna proposional dan fungsi elemen-elemen simantik.
Teks sastra yang berupa novel sangat menarik untuk dianalisis menggunakan LFS. Jika dilihat dari
beberapa genre novel, pasti akan berbeda antara novel yang bergenre fiksi remaja dengan novel yang
bergenre fiksi dewasa.
B. Kajian Pustaka
Analisis teks lahir dari kesadaran bahwa persoalan yang terdapat dalam komunikasi tidak hanya
terbatas pada penggunaan kalimat, bagian kalimat, atau fungsi ucapan, tetapi juga mencakup struktur
pesan yang lebih kompleks dan inheren yang disebut teks. Linguistik Sistemik Fungsional (LSF)
merupakan teori utama yang digunakan pada makalah ini. Teori ini dipelopori oleh M.A.K. Halliday.
Di sini disebutkan bahwa sistemic berakar dari kata sistem yang artinya representasi dari teori
terhadap hubungan paradigmatik. Fungsional mengimplikasikan tinggi daripada interpretasi,
kesastraan, sosiologis, psikoanalitis, dan sebagainya yang dimiliki oleh teks itu. Level-level yang lebih
rendah itu memiliki kekuatan untuk memproyeksikan makna pada level yang lebih tinggi. Hal ini oleh
Halliday disebut dengan istilah latar depan (foregrounded). Di samping itu, fitur esensial sebuah teks
adalah adanya interaksi. Oleh karena itu, makalah ini menganalisis dua buah teks fiksi berupa novel
yang berjudul L'eternita Di Roma (LDR) dan Cinta Selamanya dengan perspektif LSF karena novel
juga merupakan sebuah teks yang menyajikan representasi kehidupan nyata.
Halliday (1985:159) berpendapat bahwa fungsi ideasional terdiri atas fungsi logikal. Hal ini
direalisasikan melalui sistem kompleksitas klausa dan fungsi eksperensial yang direalisasikan oleh
sistem transitivitas, fungsi interpersonal direalisasikan oleh sistem moda, dan fungsi tekstual
direalisasikan oleh sistem tema. Makalah ini menitikberatkan pada analisis fungsi ideasional yang
direalisasikan melalui sistem transitivitas, yang menyebabkan manusia menggambarkan mental dan
fakta untuk mengetahui kejadian eksternal dan internal yang dijadikan pengalaman untuk menciptakan
bentuk-bentuk proses.
Pengalaman ini merupakan proses yang sedang terjadi menjadi komoditas yang ditransaksikan
oleh pemakai bahasa. Realisasi pengalaman linguistik pemakai bahasa itu disebut transitivitas.
Pengalaman yang sempurna direalisasikan oleh tiga unsur penting, yaitu proses, partisipan, dan
sirkumstan.
1. Proses
Proses dapat dikatakan sebagai kegiatan ataupun aktivitas yang terjadi dalam kata kerja. Proses
dijadikan sebagai inti dari suatu pengalaman. Hal ini disebabkan proses sebagai penentu keberadaan
partisipan, baik jumlahnya maupun kategorinya (Halliday, 1994:168). Sirkumstan pun secara tidak
langsung juga mendapat pengaruh dari proses melalui probabilitas proses. Misalnya, proses mental
dan material yang keduanya sering muncul dengan sirkumstan berupa lokasi dan cara. Konsep-konsep
sistem transitivitas (proses, partisipan, dan sirkumstan) merupakan kategori-kategori semantik yang
menjelaskan secara umum seperti apa dan bagaimana fenomena dunia nyata direpresentasikan sebagai
struktur linguistik (Halliday, 1985: 109).
Halliday (1994: 107) mengategorikan proses menjadi enam jenis, yaitu tiga pengalaman utama
(proses primer), yaitu terdiri atas proses material, proses mental, dan proses relasional. Selanjutnya,
tiga pengalaman pelengkap, yakni terdiri atas proses perilaku (behavioral), proses verbal, dan proses
wujud (eksistensial). (a)Proses Material, proses material dapat didefinisikan sebagai proses atau
kegiatan yang menyangkut fisik, yakni dapat diamati dengan menggunakan indra. (b) Proses Mental,
proses mental didefinisikan sebagai suatu proses atau kegiatan yang menyangkut kognisi, emosi, dan
persepsi yang terjadi dalam diri manusia sendiri. Secara semantik, proses mental menyangkut pelaku
manusia saja ataupun makhluk lain yang dianggap berperilaku seperti manusia. (c) Proses Relasional,
proses ini dapat didefinisikan sebagai suatu proses penandaan atau penyifatan, yaitu sesuatu yang
dikatakan memiliki sifat atau penanda. Kata kerja yang dapat dikategorikan ke dalam proses ini,
misalnya adalah, ada, menjadi, merupakan, memiliki, dan sebagainya. (d) Proses Tingkah Laku
(Behavioral), proses ini didefinisikan sebagai aktivitas atau kegiatan fisiologis yang menyatakan
tingkah laku fisik manusia. Dalam hal ini yang dapat dikategorikan pada proses ini, misalnya kata
kerja bernapas, menguap, mengeluh, tertawa, dan sebagainya. (e) Proses Verbal, proses verbal adalah

(KBSP) IV 2016 251

proses yang menunjukkan aktivitas atau kegiatan yang menyangkut informasi, misalnya pada kata
kerja memerintah, meminta, menjelaskan, dan sebagainya. (f) Proses Wujud (Eksistensial), proses
wujud (eksistensial) adalah suatu proses yang mengekspresikan keberadaan suatu benda tempat benda
itu memang nyata atau benar-benar ada.
2. Partisipan
Partisipan merupakan sesuatu yang dapat diikat oleh proses. Proses dapat dikatikan sebagai inti
atau pusat yang menarik unsur lain, termasuk partisipan. Karena proses merupakan inti, maka proses
sangat menentukan jumlah partisipan yang dapat diikat dalam suatu proses.
3. Sirkumstan
Sirkumstan dapat didefinisikan sebagai lingkungan, sifat, atau lokasi tempat berlangsungnya
suatu proses. Sirkumstan berada di luar jangkauan proses. Oleh karena itu, sirkumstan berlaku dalam
semua jenis proses. Sirkumstan dapat disetarakan dengan keterangan yang lazim digunakan dalam tata
bahasa tradisional. Sirkumstan terdiri atas rentang, yang dapat berupa jarak atau waktu, lokasi yang
mencakup tempat dan waktu, cara, sebab, lingkungan, penyerta, peran, masalah, serta sudut pandang.
C. Metode Penelitian
Analisis ini menggunakan metode deskriptif dengan pendekatan kualitatif, yaitu suatu penelitian
yang umum digunakan ilmu-ilmu sosial, dan sering berupa penyelidikan perubahan masyarakat yang
bersifat longitudinal (Surakhmad, 1990: 140). Pada penelitian ini mula-mula data yang ditemukan
diklasifikasikan, kemudian data tersebut dianalisis. Metode ini juga sering disebut dengan metode
analitik. Secara garis besar, penelitian deskriptif ini memusatkan perhatian pada sifat-sifat data secara
alami atau secara apa adanya, yang secara empiris hidup dalam penutur-penutur bahasa sehingga hasil
yang diperoleh merupakan pemerian bahasa yang aktual (Sudaryanto, 1987).
1. Teknik Pengumpulan Data
Adapun teknik pengumpulan data yang digunakan adalah metode simak, yaitu dengan teknik
dasar simak bebas libat cakap, kemudian dilanjutkan dengan teknik lanjutan simak catat (Sudaryanto,
1988). Teknik ini digunakan karena sumber data yang digunakan adalah sumber data tertulis dan lisan.
Adapun proses pengumpulan data dilakukan dengan langkah-langkah berikut ini.
a. Novel L’eternita di Roma LDR dan Cinta Selamanya dibaca secara keseluruhan
b. Bagian dari novel dipilah dan dicatat, kemudian dipilah dalam kategori proses, partisipan, dan
sirkumstan.
2. Teknik Analisis Data

Analisis data didefinisikan sebagai proses mengorganisasikan dan mengurutkan data ke dalam
pola dan kategori sehingga dapat ditemukan tema, kemudian dirumuskan hipotesis kerja seperti yang
disarankan oleh data (Moleong, 2007:280). Berdasarkan definisi tersebut, maka data penelitian ini
dianalisis, diurut, dikategorikan, dan diolah. Dalam hal ini, data yang digunakan adalah novel
L’eternita di Roma LDR dan Cinta Selamanya. Berikut ini adalah prosedur analisisnya.
a. Data yang sudah dipilah kemudian dianalisis transitivitas yang mendominasi.
b. Data juga dipilah untuk memperoleh tipe sirkumstan yang muncul.
c. Menginterpretasikan hasil analisis.
3. Teknik Penyajian Hasil Analisis Data

Data yang sudah ditemukan, kemudian disajikan secara deskriptif berdasarkan teori yang
digunakan, yaitu teori Linguistik Sistemik Fungsional. Selanjutnya, data dibuatkan kemunculan
proses, partisipan, dan sirkumstan dengan statistik sederhana. Setelah itu, dicari hubungan antara
transitivitas (proses, partisipan, dan sirkumstan) dengan konteks situasi. Pada tahapan akhir
dipresentasikan bagaimana hubungan antara transitivitas dan kekuatan retorika. Kemudian, ditutup
dengan simpulan yang ditemukan dan dilengkapi dengan saran.
D. Hasil dan Pembahasan

Fungsi ideasional terikat dengan pengalaman yang berhubungan dengan fenomena yang ada di
dunia, maupun pengalaman internal dalam alam sadar, reaksi, pemahaman, dan persepsi dalam
berbicara dan memahami, di samping tindakan linguistik (Halliday, 1978: 332). Fungsi ini
merefleksikan kejadian dan pengalaman, baik secara objektif maupun subjektif. Dalam hubungan ini,

252 (KBSP) IV 2016

transitivitas merupakan hal yang dibahas ketika membicarakan fungsi ideasional. Fungsi ini tidak
hanya menspesifikasi pilihan secara semantis, tetapi juga mendefinisikan kealamian realisasi
strukturalnya. Fungsi ideasional biasanya direpresentasikan oleh sistem transitivitas dalam tata bahasa.
Sistem transitivitas terdiri atas enam proses, yaitu proses material, proses relasional, proses mental,
proses verbal, proses behavioral, dan proses eksistensial.
1. Proses dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya
Dalam novel L'eternita di Roma (LDR) dan Cinta Selamanya ditemukan proses transitivitas.
Untuk membedakan proses yang terdapat dalam kedua novel tersebut, berikut disajikan hasil analisis
dan pembahasannya.
a. Proses Material Novel L'eternita di Roma (LDR)
Dalam novel L'eternita di Roma (LDR) paling banyak ditemukan proses material. Proses
material adalah process of doing. Proses ini biasanya diindikasikan oleh kata kerja yang
mengekspresikan tindakan, baik berupa tindakan nyata maupun abstrak. Biasanya, dalam proses
material muncul dua partisipan, yaitu actor dan goal. Actor biasanya menunjukkan subjek, sedangkan
goal menunjukkan objek. Kedua partisipan ini biasanya direalisasikan dengan menggunakan kata
benda. Dominasi proses ini dalam L'eternita di Roma (LDR) dikarenakan novel ini memiliki genre
fiksi remaja yang mengangkat tema cinta dalam traveling.
Di hari itu, tepat satu hari sebelum Alexa berani apa yang sebenarnya ia
Tahun Baru, di tengah alunan mengutarakan rasakan selama ini.
romantis piano klasik dari tangan
dingin seorang pianis berbakat,
(Proses Material)
(L'eternita di Roma (LDR): 55)
Di ambang pintu Demas yang sudah Memasuki aula dengan mimik
aula, mengenakan jas putih grogi
dan dasi hitam
(Proses Material)
Tokoh utama yang bernama Carrie melakukan traveling ke beberapa kota dan tempat di
Roma. Oleh karena itu, banyak muncul kata kerja aktif yang menunjukkan proses material.
Seperti pada kutipan yang menceritakan saat Carrie pertama kali menginjakkan kaki di Roma, saat
dia bertemu dengan Demas.
Sejak di Ponte SantAngelo tadi, Carrie terus membuntuti Demas.
(Proses Material)
Keesokan paginya, Demas Mengajak Carrie ke Pisa dengan kereta bus.
(Proses Material)
Malam Carrie, Demas, pergi ke Colosseum, lambang untuk mengikuti perayaan
harinya, dan Alexa kota Roma, Tahun Baru 2016
(Proses
Material)
b. Proses Material Novel Cinta Selamanya

Sama halnya pada novel L'eternita di Roma (LDR), dalam novel Cinta Selamanya juga proses
yang dominan muncul adalah proses material. Novel Cinta Selamanya ini mengangkat kisah nyata
dari penulisnya yang bernama Fira Basuki. Novel ini didedikasikan untuk mengenang suaminya yang
telah meninggal. Fira Basuki ini merupakan seorang penulis wanita yang telah banyak menghasilkan
karya, namun novel yang menceritakan hidupnya hanya novel Cinta Selamanya. Proses material
banyak ditemukan dapat diasumsikan karena Fira Basuki, selain menjadi penulis, dia juga adalah
seorang wanita karier yang sering melakukan kunjungan kerja ke berbagai negara.

(KBSP) IV 2016 253

Semalam saya pulang sangat larut, lepas tengah malam usai penjurian
malam bakat sebuah ajang pemilihan
puteri.
Dari kutipan di atas dapat dilihat bahwa proses material adalah proses yang menunjukkan
aktivitas yang dilakukan oleh seseorang memperlihatkan adanya aktivitas yang dilakukan oleh actor
terhadap goal. Proses material sebagai ekspresi aktivitas fisik, tidak hanya dalam pengertian fisik yang
sempit, seperti mempertukarkan benda atau melakukan perbuatan terhadap suatu benda. Untuk
mewujudkan hal itu, perlu partisipan yang berpartisipasi, baik sebagai actor maupun sebagai goal.
Hal ini dijabarkan dalam tabel berikut ini.
Tabel 1.
Sirkumstan dan Partisipan dalam Proses Material
Sirkumstan Partisipan 1 Proses Partisipan 2

Di hari itu, tepat satu hari Alexa berani mengutarakan apa yang
sebelum Tahun Baru, di tengah mengutarakan sebenarnya ia rasakan
alunan romantis piano klasik selama ini.
dari tangan dingin seorang
pianis berbakat
Sirkumstan Actor Proses Material Goal
Dalam tabel dapat dilihat hubungan antara partisipan satu dengan yang lainnya. Hubungan ini
dikuatkan dengan proses material. Sirkumstan tidak selalu hadir dalam tiap proses, tetapi kehadiran
sirkumstan memberikan penjelasan mengenai proses tersebut secara lebih terperinci.
2. Proses Relasional dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya
Proses relasional dikatakan sebagai proses yang menunjukkan atau berfungsi untuk
menghubungkan antara satu entitas dengan entitas yang lainnya. Dalam data, proses relasional
menduduki peringkat ketiga pada kemunculan di novel L'eternita di Roma (LDR) dan keempat dilihat
dari kemunculan pada novel Cinta Selamanya. Proses relasional atributif ditunjukkan oleh kata kerja
be ataupun sinonim, dalam hal ini partisipan yang terlibat direalisasikan dengan kata benda yang
disebut dengan carrier dan atribut. Kalimat dengan proses relasional atributif tidak bisa dijadikan
bentuk pasif. Perubahan ini bisa dilihat
a. Proses Relasional Novel L'eternita di Roma (LDR)

Gadis cantik berambut ikal begitu dengan busana women winter coat Prada
berwarna coklat ini fashionable berwarna kopi susu selutut yang dililit sabuk
hitam trendi, kacamata hitam Giorgio Armani,
tas jinjing Fendi, jam tangan Bvlgari berwarna
emas, legging jins hitam, dan leather ankle
boots hitam gucci.
(Proses Relasional)
Bersembunyi di balik turis lain atau adalah beberapa strateginya agar Demas tidak
pura-pura menyaksikan atraksi terlalu curiga
pelukis jalanan (Proses Relasional)
b. Proses Relasional Novel Cinta Selamanya

Baskoro adalah nama belakang suami saya yang kini menjadi bagian
dari nama saya.
(Proses Relasional)
Sirkumstan dan partisipan pada proses relasional terbagi menjadi dua, proses relasional
atribut dan proses relasional identifikasi. Proses relational atributif yang ditemukan dalam data,
yakni seperti pada tabel berikut ini.

254 (KBSP) IV 2016

Tabel 2.
Sirkumstan dan Partisipan dalam Proses Relasional Atribut
Partisipan 1 Proses Partisipan 2
Gadis cantik berambut ikal begitu dengan busana women winter coat Prada
berwarna coklat ini fashionable berwarna kopi susu selutut yang dililit
sabuk hitam trendi, kacamata hitam
Giorgio Armani, tas jinjing Fendi, jam
tangan Bvlgari berwarna emas, legging
jins hitam, dan leather ankle boots hitam
gucci.
Carrier (Proses Relasional) Atribut
Bentuk kalimat atau klausa yang menggunakan proses relasional atributif tidak bisa
dijadikan bentuk pasif karena maknanya akan berbeda. Berbeda dengan proses relasional
identifikasi yang dapat dilihat pada tabel berikut ini.
Tabel 2.
Sirkumstan dan Partisipan dalam Proses Relasional Identifikasi
Partisipan 1 Proses Partisipan 2
Baskoro adalah nama belakang suami saya yang kini
menjadi bagian dari nama saya.
Token Proses Relasional Value
Pada tabel di atas tampak secara sistemik hubungan antara proses relasional dengan partisipan
memiliki pelabelan yang berbeda antara relasional atributik dengan relasional identifikasi. Pada proses
relasional atributif, pelabelan partisipan disebut dengan carries dan attribute. Pada proses relasional
identifikasi, partisipan yang berperan sebagai subjek disebut token, partisipan yang berperan sebagai
objek disebut value.
3. Proses Mental dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya
Dalam data, proses mental ada pada peringkat kedua pada novel L'eternita di Roma (LDR)
ketiga pada novel Cinta Selamanya dilihat dari persentase kemunculan. Proses material tdak hanya
dibicarakan secara kasat mata, tetapi juga mengenai apa yang dirasakan atau yang dipikirkan.
Halliday membagi proses mental menjadi tiga kelas, yaitu kognisi, afeksi, dan persepsi (Eggins,
1994). Proses mental juga dibedakan dengan proses material dari jumlah partisipannya. Dalam proses
mental harus ada dua partisipan yang terlibat. Salah satu partisipan harus manusia yang disebut
sebagai senser, sedangkan partisipan yang lain disebut phenomenon. Ada dua tipe phenomenon dalam
proses mental, yaitu aksi dan fakta. Beberapa proses mental yang ditemukan dalam data berikut.
a. Proses Mental dalam Novel L'eternita di Roma (LDR)

Ekspresinya saat ini datar, tak tahu harus sedih atau senang.
(Proses Mental)
Di tengah semua Carrie melihat Alexa dan yang juga riang dan ikut
orang menyanyikan Demas bernyanyi.
Auld Lang Syne
dengan riang,
(Proses Mental)

(KBSP) IV 2016 255

b. Proses Mental dalam Novel Cinta Selamanya
Saya, saat ini sedang merindukan Hafez.
(Proses Mental)
Saya melihat Hafez terbaring tak di kamar Unit dengan selang-
sadar (koma) Gawat Darurat selang di mulut
(UGD) dan tubuhnya.
(Proses Mental)
(Cinta Selamanya : 87)
4. Proses Verbal dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya
Proses verbal biasanya terdiri atas tiga partisipan, yaitu sayer, receiver, dan verbiage. Sayer
adalah yang bertanggung jawab atas terjadinya proses verbal itu, tidak harus merupakan partisipan
hidup. Receiver merupakan simbol kepada siapa proses verbal itu ditujukan. Selanjutnya, verbiage
adalah pernyataan yang dinominalisasikan oleh proses verbal.
a. Proses Verbal dalam Novel L'eternita di Roma (LDR)
Sepasang sahabat ini tak berhenti bicara sepanjang jalan
(Proses Verbal)
b. Proses Verbal dalam Novel Cinta Selamanya
Saya membiarkan berbicara panjang mengenai musik, para

Hafez lebar musisi, dan band
kesayangannya.
(Proses Verbal)
(Cinta Selamanya : 86)
5. Proses Behavioral dalam Novel L'eternita di Roma (LDR) dan Cinta Selamanya
Menurut Halliday (dalam Eggins, 1994), proses tingkah laku adalah perpaduan antara
proses material dan proses mental. Oleh karena itu, makna yang diperoleh juga merupakan
perpaduan anatara proses material dan proses mental. Mayoritas proses ini hanya memiliki satu
partisipan, yang disebut sebagai behaver. Dalam hal ini, walaupun ada partisipan lain yang
terlibat, bukan merupakan statement ulang proses yang disebut phenomenon.
a. Proses Behavioral dalam Novel L'eternita di Roma (LDR)

Proses behavioral pada novel ini pada tingkat ketiga berdasarkan kemunculannya. Berikut
hasil analisisnya.
Lalu dengan ia tersenyum dan berbalik “Benvenuto a sambil tertawa gembira,
susah payah Roma!” Serunya lalu berlari dengan
memanggul backpacknya.
(Proses Behavioral)
Memandangi Alexa dari dekat, Carrie masih terus menggeleng-geleng sambil
menangis.
(Proses Behavioral)
b. Proses Behavioral dalam Novel Cinta Selamanya

Proses behavioral pada novel Cinta Selamanya berdasarkan kemunculannya pada tingkat kedua setelah
proses material karena tokoh utama pada novel ini mengalami kedaan yang sangat sulit. Hal ini dikarenakan
tokoh utama kehilangan suami untuk selamanya.
Namun, setiap hari, ya setiap hari, ada aja moment saya menangis
Saya jadi cengeng.
Bangun, terjaga melihat Kiad, saya menangis.

256 (KBSP) IV 2016

Rabu, 13 Februari 2013 pagi, saya terbangun sedang menangis.
Bukan sekali dua kali di saat saya tiba-tiba saya melipir ke
sedang jalanpun, pojok dan menangis
(Cinta Selamanya : 86-105)
Pada contoh di atas, proses behavorial hanya dapat bervalensi dengan satu partisipan.
Proses ini menunjukkan aktivitas fisiologis dalam pengertian luas, baik perilaku fisik yang dapat
dilihat seperti gerakan badan, mimik, maupun perilaku fisik yang lebih abstrak.
E. Simpulan
Transitivitas pada novel L’eternita di Roma dianalisis dari segi proses, dominan muncul adalah
proses material diikuti oleh proses mental. Hal ini dikarenakan novel L’etenita di Roma merupakan
novel bertema traveling dan percintaan remaja. Pada novel Cinta Selamanya, proses yang dominan
muncul adalah proses material, sedangkan selanjutnya adalah proses behavioral karena novel ini
merupakan kisah nyata penulis yang kehilangan suami.
Proses material dominan muncul dikarenakan tokoh pada kedua novel merupakan wanita karier
dan sering melakukan pekerjaan dan perjalanan fisik. Proses mental muncul diakibatkan karena tokoh
pada kedua novel mengalami konflik yang cukup pelik karena sama-sama ditinggalkan oleh pasangan.
F. Daftar Pustaka
Basuki, Fira. 2014. Cinta Selamanya. Jakarta: Kompas Gramedia

Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter.
Halliday, M. A. K. 1978. Language as A Social Semiotics. London: Edward Arnold.
Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London: Edward Arnold.
Massardi, Cassandra. 2015. L’eternita di Roma. Jakarta: Gramedia.
Sudaryanto. 1987. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Masyarakat Linguistik
Indonesia Komisariat Universitas Gadjah Mada


(KBSP) IV 2016
UNDERSTANDING PRONUNCIATION VARIATIONS OF JAVANESE STUDENTS OF

ENGLISH
Beny Husodo
Muhammadiyah University of Surakarta.
benihusodo@gmail.com
081567908033
Abstract
Indonesia has many languages, as noted in kompasiana.com at 2015 by Nasir, Indonesia has
749 region languages and each language has specific characters that surely make Indonesia full of
students with multiple backgrounds of languages, it is clear that ESL students in Indonesia have
diversity in their pronunciation. Therefore, the aim of this paper is to describe the diversity of
pronunciation which analyze in phonetics and why the diversity exists, with focus on ESL students’
major problems in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), that phonemes are pronounced by ESL
students in Cilacap, Central Java. In this paper, the writer gives another point of view, this paper is
not discusses in the term of error analysis or contrastive analysis in pronunciation but it discusses in
the term of interlanguage, Selinker (1972) referred interlanguage as second language systematic
knowledge independent of both first language and second language (Fauziati, 2011). Therefore, their
mistake is not taken as mistake but as progress when ESL students learn the second language.
Keywords: phonetics, pronunciation variations, Javanese ESL students.
Paper Background
Indonesia has 749 region languages, the richest language’s owner in the world after New
Guinea, around 800 region languages (Nasir, 2015), multiple cultures and races (Hafil, 2015), this
matter not only become luck for Indonesia but also lack when they learn second language, ESL
students from Indonesia are mostly influence by their mother tongue dialect, they has difficulties to
reduce the mother tongue dialect influence. For example, when Indonesia EFL learners pronounced
“go” that should be pronounce /gɑʊ/ but Indonesian learners usually pronounced /go/, this matter
because sound /aʊ/ does not exist in Indonesian (Riyani & Prayogo, 2013).
This case was also proven by Muhaji & Sholeh (2015), in University of Kanjuruhan Malang,
they investigated pronunciation problems faced by English department students. The result showed as
that the students has difficulties in removing their mother tongue dialect influence, difficulty to
pronounce the English phonetics, difficulty in determining the stressed and unstressed syllables,
difficulty in recognizing and pronunciation weak sounds, difficulty in pronouncing the suffix of a
word correctly.
In this current research, the writer gives another point of view, the writer do not discusses in
the term of error analysis or problems in pronunciation but it discusses in the term of interlanguage,
Selinker (1972) referred interlanguage as second language systematic knowledge independent of both
first language and second language (Fauziati, 2011). Therefore, their mistake is not taken as
mistake/problem but as a progress when ESL students learn the second language.
In order to make different research from the previous, the writer takes data from Cilacap of
Central Java. Cilacap was taken by the writer as setting of place of this research because Cilacap has
special-specific characteristics region language (Indonesian known as ngapak language), with focus on
ESL students’ major problems in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ),. Therefore this paper try to
describe the glides which make by ESL students in Cilacap in articulating (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ),
and what are the causes.
257
258 (KBSP) IV 2016

A Brief Theoretical Review
Pronunciation is the act or manner of pronouncing words; utterance of speech. In other words,
it can also say as a way of speaking a word, especially a way that is accepted or generally understood.
In the senses, pronunciation entails the production and reception of sounds of speech and the
achievement of the meaning (Kristina & Rarasteja, 2006). This definition gives a briefer
pronunciation’s definition. It contains some important keys in pronunciation: act, speaking, production
and reception of sound. It means that the words being pronounced should be understandable, in order
get the understandable, people should have clear knowledge about phonetics.
Phonetics, like any science, develops over time. New facts emerge, new theories are created,
and new solutions to old problems are invented (The International Phonetics Association, 2007). The
notational system of any science reflects facts and theories, and so it is natural that from time to time
the Alphabet should be modified to accommodate innovations.
Ogden (2009) stated that “Phonetics itself means the study of the sounds of speech” (Ogden,
2009). For further more phonetics provides objective ways of describing and analyzing the range of
sounds humans use in their languages (McMahon, 2002). Those people give a clear definition and
according to them, phonetics is study of how sounds are produced and the position of mouth when the
sounds are produced. Meanwhile, according to Laver (1994) phonetics refers to any learnable aspect
of use of the vocal apparatus. Based on the definitions, the writer concluded that phonetics is the study
of sound and how they are produced. Phonetics has the organization which focus in standardized them,
it call as The International Phonetics Association or IPA. Although they has the standardized the world
is so complex, when they learn about second language (especially English as International language)
some phonemes cannot pronounced because of some causes, finally comes variation.
Here are the examples of some pronunciation variation in some country based on Lin (2014)
research, in Vietnamese, they are hard to pronounce (t) and (d) in the final words because the final
consonant does not exist in Vietnamese and then Japanese, in Japanese the entire words end with
vowel so they have problems in pronouncing consonant in the final words, and so many more.
As said before though the standardized was made all become equal but the word is too
complex, therefore interlanguage is needed as the subject to examine the variation. Selinker (1972)
referred interlanguage as second language systematic knowledge independent of both first language
and second language (Fauziati, 2011).
Method
This paper described the glides which make by ESL students in Cilacap in articulating (θ), (ð),
(ʃ), (ʒ), (ʧ), (ʤ), and what are the causes based on the principle of descriptive qualitative research,
therefore in order to make sure there is no manipulation of data the writer asked the subject to read the
text which contained (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ), and the record their voice.
Finding and Discussion
Finding
(θ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Initial     
Middle - - - - -
Final     

(KBSP) IV 2016 259

In this case the subjects asked to pronounce thing, think, three, thief and thought to identify (θ)
in the initial, something, anything, everything, ethic and ethnic to identify (θ) in the middle and both,
with, math, north, south to identify (θ) in the final. Phoneme (θ) is pronounced fricative, interdental
and voiceless. The subjects are mostly good in the initial and final but in the middle the subjects are
mostly different in pronouncing the phoneme (θ). They mostly shifted from (θ) to (t) which
pronounced stop, alveolar and voiceless.
(ð) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Middle -  -  
Final - - - - 
In this case the subjects asked to pronounce the, this, that, these, those to identify (ð) in the
initial, brother, father, mother, neither and either to identify (ð) in the middle and breathe, loathe,
smooth, scythe and seethe to identify (ð) in the final. Phoneme (ð) is pronounced by fricative,
interdental and voiced. The subjects are mostly good in pronounce (ð) in the initial and middle but in
the final the subjects are mostly different in pronouncing the phoneme (ð). They mostly shifted (ð) to
(t) which pronounced stop, alveolar and voiceless.
(ʃ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Middle   -  
Final     
In this case the subjects asked to pronounce she, show, sure, shoulder, should to identify (ʃ) in
the initial, patient, pressure, creation, fashion and national to identify (ʃ) in the middle and gosh, wish,
push, trash and English to identify (ʃ) in the final. Phoneme (ʃ) is pronounced by fricative, alveopalatal
and voiceless. The subjects are good in pronouncing (ʃ) in the initial, middle and final.
(ʒ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Initial
Middle - - - - 
Final
In this case the writer only found the phoneme (ʒ) in the middle therefore subjects are asked to
pronounce vision, version, luxury, decision and television to identify phoneme (ʒ) in the middle.
Phoneme (ʒ) is pronounced by fricative, alveopalatal and voiced. The result shows us that phoneme (ʒ)
are good enough pronounced by subject 5 and the other subjects are shifted from (ʒ) become (ʃ).
(ʧ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Initial    - 

260 (KBSP) IV 2016

Middle   - - 
Final     
In this case the subjects asked to pronounce child, charge, change, cheeks and choice to
identify (ʧ) in the initial, teacher, mature, nature, teaching and watching to identify (ʧ) in the middle
and such, which, watch, match and march to identify (ʧ) in the final. Phoneme (ʧ) is pronounced by
affricative, alveopalatal and voiceless. The subjects are good enough in pronouncing (ʧ) in the initial,
middle and final whether there is still wrong pronunciation.
(ʤ) Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Initial    - 
Middle - - - - 
Final -   - 
In this case the subjects asked to pronounce job, just, giant, junior and general to identify (ʤ)
in the initial, ages, pager, major, region, budget to identify (ʤ) in the middle and bridge, usage,
language, prestige and village to identify (ʤ) in the final. Phoneme (ʤ) is pronounced by affricative,
alveopalatal and voiced. Phoneme (ʤ) are mostly shifted by four of the subject, it shifted into (ʧ)
which pronounced affricative, alveopalatal and voiceless. Only subject five is good enough to
pronounce (ʤ).
Discussion
In this discussion, the writer answers the aims of this paper, which the aims are to describe
the sound shift of (θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ) and why they are shifted. In the finding above, the writer
finds that phoneme (θ), in the initial and final word which pronounced by the five subjects, it sound
clear enough, but the problem arise when (θ) take place in the middle, the sound are shifted from (θ)
become (t) which articulated by stop, alveolar and voiceless, it also happen in the final word of
phoneme (ð). Furthermore, the writer found new result when subject read “think” (θɪŋk), the subject
lost the final (k), therefore they pronounce “think” like pronounce “thing”, the writer assumed that
ESL students in Indonesia are unaccustomed to pronounce (ŋk) and (ð) in the final because it does not
exist in Indonesian alphabet.
Next are (ʃ) and (ʒ), the subjects are clear enough to pronounce (ʃ) both in initial and middle or
final, but the shift arise when subjects pronounce (ʒ) which should be pronounced by fricative,
alveopalatal and voiced it shifted become (ʃ) which pronounced fricative, alveopalatal and voiceless.
Henceforth are (ʧ) and (ʤ), like above phoneme (ʧ) are clear enough pronounced by the subject but
the shift arise when the subject pronounce (ʤ), it should be pronounce affricative, alveopalatal and
voiced but shifted become (ʧ) which pronounced affricative, alveopalatal and voiceless. The writer
assumed that this case because the manner of articulation of alveopalatal voiced phonemes is rare in
Indonesia.

(KBSP) IV 2016 261

Conclusions
Avoiding the problems in articulating the English pronunciation, this paper is concern to
discover the variations of pronunciation in Indonesia with brief explanation. It should be received as
a progress when ESL students in Indonesia learn second language. The result is glide phonemes
found in the middle (θ), final (ð), middle (ʒ), and in the final and middle (ʤ). The glides not found in
phoneme (ʃ) and (ʧ). The writer assumed that cases caused by there are not existences of phonemes
(θ), (ð), (ʃ), (ʒ), (ʧ), (ʤ) in Indonesia, however, if they can pronounce phonemes (θ), (ð), (ʃ), (ʒ), (ʧ),
(ʤ) it should be pass by hard study, and also the subjects has difficulties in removing their mother
tongue dialect influence and difficulty to pronounce the English phonetics correctly.
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Sholeh, A., & Muhaji, U. (2015). Pronunuciation Difficulties Encoutered By EFL Students in
Indonesia. Jurnal Inspirasi, 5(2), 698-707.
The International Phonetics Association. (2007). Handbook of the International Phonetic Association:
A guide to the use of the International Phonetic Alphabet. Cambridge: Cambridge University
Press.

262 (KBSP) IV 2016

Appendix
SOUND SHIFT RESULT TABLE
Initial Medial Final

origin voice origin voice origin voice
Thing θɪŋ θɪŋ Something ˈsʌmθɪŋ sʌmtɪŋ Both bəʊθ bəʊθ
Think θɪŋk θɪŋ Anything ˈɛnɪθɪŋ ɛnɪtɪŋ With wɪθ wɪð
.θ Three θriː cri Everything ˈɛvrɪθɪŋ ɛvrɪtɪŋ Math mæθ mæθ
Thief θiːf θif Ethic ˈɛθɪk ɛtɪk North nɔːθ nɔθ
Thought θɔːt tɔt Ethnic ˈɛθnɪk ɛtnɪk South saʊθ saʊθ
The ðiː ðe Brother ˈbrʌðə brʌðər Breathe briːð brid
This ðɪs ðɪs Father ˈfɑːðə fɑːðər Loathe ləʊð lɔd
.ð That ðæt ðæt Mother ˈmʌðə mʌðər Smooth smuːð smut
These ðiːz ðiz Neither ˈnaɪðə naɪðər Scythe saɪð saɪð
Those ðəʊz ðɔz Either ˈaɪðə aɪðər Seethe siːð sit
She ʃiː ʃi Patient ˈpeɪʃənt peɪʃənt Gosh gɒʃ gɒʃ
Show ʃəʊ ʃɔ Pressure ˈprɛʃə prɛʃə Wish wɪʃ wɪʃ
ʃ Sure ʃʊə ʃʊr Creation kri(ː)ˈeɪʃən krieɪʃən Push pʊʃ pʊʃ
Shoulder ˈʃəʊldə ʃɔldə Fashion ˈfæʃən fæʃən Trash træʃ træʃ
Should ʃʊd ʃʊd National ˈnæʃənl næʃənl English ˈɪŋglɪʃ ɪŋglɪʃ

(KBSP) IV 2016 263

Vision ˈvɪʒən vɪʃən

Version ˈvɜʒən vɜʃən
ʒ Luxury ˈlʌkʒəri lʌkʃəri
Decision dɪˈsɪʒən dɪsɪʃən
Television ˈtɛlɪˌvɪʒən tɛlɪvɪʃən
Child ʧaɪld ʧaɪlt Picture ˈpɪkʧə pɪkʧə Such sʌʧ sʌʧ
Charge ʧɑːʤ ʧɑrʧ Nature ˈneɪʧə neɪʧə Which wɪʧ wɪʧ
ʧ Change ʧeɪnʤ ʧeŋ Mature məˈtjʊə məˈtjʊə Watch wɒʧ wɒʧ
Cheeks ʧiːks ʧiks Teaching ˈ ːʧɪŋ tiːʧɪŋ Match mæʧ mæʧ
Choice ʧɔɪs ʧɔɪs Watching ˈwɒʧɪŋ wɒʧɪŋ March mɑːʧ mɑʧ
Job ʤɒb ʤɒb Ages ˈeɪʤɪz eɪjɪz Bridge brɪʤ brɪdʃ
Just ʤʌst ʤʌst Pager ˈpeɪʤə peɪjə Usage ˈjuːzɪʤ usædʃ
ʤ Giant ˈʤaɪənt ʤaɪənt Major ˈmeɪʤə meɪjə Language ˈlæŋgwɪʤ læŋgwæʤ
Junior ˈʤuːnjə ʤuːnjɔ Region ˈriːʤən riːjən Prestige prɛsˈ ːʤ prɛsˈtiʃ
General ˈʤɛnərəl ʤɛnərəl Budget ˈbʌʤɪt bʌjet Village ˈvɪlɪʤ vɪlæjs
*The origin pronunciation based on oxford dictionary.


(KBSP) IV 2016
An Analysis of Swearwords used by Instagram Users
IKA MUFIDATUL HASANAH

S200140013
ikamufidatulhasanah9@gmail.com
Postgraduate Program of Language Studies

ABSTRACT
The current study deals with swearwords used by Instagram users. This research aims
to find out the swearwords classfications (its function and theme), pragmatic functions of
the swearwords used, and the most dominant function, theme, and pragmatic use of
wearing. The writer has found fifty data taken from both Instagram users’ captions and
comments on celebrities’ photos. The writer analyzes swearing types found on Instagram
using Ljung’s swearing function and theme. After analyzing the swearwords using
Ljung’s categories the writer would like to discuss the pragmatic of the swearwords used
by using Trudgill and Andersson’s category. The writer found twelve themes in
swearwords function from fifty data. There are curse (4 %), adjectives of dislike (10 %),
modal adverbial (2%), name calling (24%), noun supports (10%), affirmation (12%),
adjective intensifier (12%), emphasis (6%), interjection (8%), expletive interjection (8%),
literal meaning (2%), and anaphoric use of epithets (2%). There are six categories of
swearwords theme used; sexual activities (48%), scatological theme (20%), religious
theme (16%), ancentors theme (4%), animal theme (20%), and prostitution theme (2%).
There are four categories in pragmatic use of swaerwords on Instagram; expletive
swearing, abusive, humorous, and auxiliary. There are fourcategories of pragmatic use of
swearwords used in Instagram; expletive swearing (6%), abusive swearing (18%),
humorous swearing (22%), and auxiliary swearing (68%). The most dominant function of
swearwords is name-calling with twelve occurrences and 24% percentage. The most
dominant theme used in swearing words data taken is sexual activities with 24
occurrences and 48% percentage. The most dominant pragmatic use of swearing is
auxuliary swearing with 34 occurences and 68% percentage.
Keyword: swearwords, swearing, Instagram
A. INTRODUCTION
Swearwords seem so common these days. Moreover, the developments of social
networks also influence the use of swearwords. Swearwords like holy shit! damn it! hell
no! seem so very easy to find in movies, songs, and even daily posts on social networks.
There are some reasons why the writer chooses swearwords used by Instagram
users as the object of the current study. The first, Ljung (2011: 3) stated that studies on
swearwords were a long neglected are of research until the research was increased by the
year 1970’s. So, the writer would like to contribute herself in swearwords study found in
social network especially Instagram. The second, the writer is interested in analyzing the
264
(KBSP) IV 2016 265

pragmatic function of swearing used by Instagram users. And the last is the writer wants
to analyze the pattern of swearing used by Instagram users.
Based on the arguments the writer has shown above, the writer wants to limit this
study on swearwords used by Instagram users to comment on celebrities posted pictures
and how celebrities use swearwords as their Instagram captions. Therefore, the writer has
arranged the research questions as follow:1) What are swearwords theme used, 2) What
are the function classification of swearwords used?, 3) how is the percentage of the
swearwords used?, and 4) what are the most used swearword(function and theme)? The
result of this study can contribute to the field of swearing study. It can also show to
readers the different use of swearing in social network. Moreover, this study also
contributes to the study of cyber-pragmatic, specifically in impoliteness side.
B. LITERATURE REVIEW
Hughes (2006) mentioned two kinds of swearing, formal and informal. Formal
swearing is a “ritual of social compliance and obligation”, such as in marriage, and court.
On the other hand, informal swearing constitutes “a transgression of social codes ranging
from the merely impolite criminal.” Montagu in Ljung (2011: 25) mentioned
classification of swearing. He mentioned that swearing can be either abusive, adjurative,
asservative, ejaculatory or exclamatory, execratory, expletive, hortatory, interjectional
and objurgatory swearing. Pinker (2007) in Ljung (ibid) argued that people argue in at
least five different ways: Descriptive swearing (e.g Let’s fuck!), Idiomatic swearing (e.g.
It’s fucked up!), abusive words (e.g Fuck you motherfucker!), Emphatic swearing (e.g It’s
fucking amazing), and cathartic swearing (e.g. Fuck!)
Ljung (2011) categorizes swearing based on its function and themes. He divides
swearing functions into three, the stand-alone, the slot filters, and replacive swearing. He
divides swearing themes into religious theme, animal theme, scatological theme, mother
theme, and minor theme. Ljung (2011) categorizes swearing based on its function and
themes. He divides swearing functions into three, the stand-alone, the slot filters, and
replacive swearing. Stand-alone swearing expressions have a less marked illocutionary
character, for example the expletive interjections expressing anger, surprise, pain and
other feelings, such as God!, Shit!, Jesus Christ!. Other stand-alone swearing expressions
are affirmations, denials, ritual insults and name-calling.
Ljung (2011) mentioned some types of swearing, they are: Religious theme,
scatological theme, sex organ theme, sexual activities, mother/family theme, and minor
theme.

266 (KBSP) IV 2016
C. RESEARCH METHOD
The data for this research is sentences which consist of swearwords found in
comments and captions on Instagram, specifically, they are taken from popular accounts
of Instagram users such as singers, models, actors, actresses and so on. The method of
data collection is called documentation. After the data are collected, the writer analyzes
the data, categorizes them based on the swearing category, analyzes the pattern used in
swearing, and identifes the data into pragmatic analysis of swearing used. After doing
such analysis, the writer group them based on the categorization and then report them in
finding.
D. FINDINGS
The writer has collected 50 data taken from both Instagram users’ captions and
comments on celebrities’ photos. The writer analyzes swearing types found on Instagram
using Ljung’s swearing function and theme. After that, the pragmatic of the swearwords
were analyzed by using Trudgill and Andersson’s category. This part will be divided into
three, swearing categorization (function and theme), pragmatic use of swearing, and the
percentage of swearing, and the most dominant swearwords used by Instagram users.

(KBSP) IV 2016 267

SWEARING FUNCTION THEME

1. Fuck u miley u r a asshole Fuck u=curse Fuck you: sexual activities
asshole= adjectives of dislike Asshole: scatological theme
2. Fucking Vegas Curse Sexual activities
3. Fucking Sexy….Damn Modal Adverbial Fucking: sexual activities
Damn: religious
4. Bad bitchezz only Name-calling Animal
5. Umm wtf is kortney spreg Noun-supports Sexual activities

6. Bro u look gay AF w that Affirmation Sexual activities
blonde hair
7. U bae asffff Noun supports Sexual activities
8. This is a bad ass jacket Noun supports Scacotological
9. Fuck this stuff Noun supports Sexual activities
10. Hot damn Adjective intensifier religious

11. Slut Name-calling prostitution
12. Yuck! What’s that fucking Adjectives of dislike Fucking= sexual activities
shit u’re a bristle
Shit= scatalogical
13. Ur so damn cute Adjectival intensifier religious
14. Ur so damn hot Adjectival religious
intensifier
15. Nice b**** Name-calling animal
16. He fucking do like his damn Emphasis Fucking = sexual activity
Damn=religious
17. Emirates bitches Name-calling animal
18. Bitchimmadonna Name-calling animal
19. Omf she’s perfect Interjection Sexual activity
20. Fuck u Adjectives of dislike Sexual activity

21. We can change the world if Noun supports Sexual activity
you weren’t in it Justin fuck
bever
22. North looks like when she Affirmation Fuck= sexual activity
grows up she’s gonna fck Bitch=animal
bitches up for no reason lol she
be mean mugging ppl
23. Hairline looking like a Expletive Interjection religious
goddamn U turn
24. I am an alien fuck with me - -
25. Lmao the brunettes are hot Lmao=expletive interjection LMAO=scatological

af and then there’s jack j with Hot af=adjective intensifier Fuck= sexual activity
allis feet almost touching the
ground
26. Get that shit then Anaphoric use of epithets Shit=scatalogical

268 (KBSP) IV 2016
27. How the hell u not tag the Hell= Hell, damn=religious
bitch @jaremih damn man Bitch=name-calling
daaammnnn Damn=expletive Interjection Bitch=animal
28. Ur fricken hot Emphasis Fricken=fucking=sexual

activity
29. Dear god me nigga I loved Name-calling Nigga = ancentors
u
30. I love you ssooo fucking Emphasis Sexual activity
much. Keep doing your thing
31. Justin bieber looks so gay Adjectives of dislike Sexual activity
in this picture. Like dafuq? Stop
trying sir pls
32. Oh my god so fucking Adjectival Intensifier Sexual activity
gorgeous
33. Lucky damn you! Affirmation religious
34. Fake as fuck Affirmation Sexual activity

35. Also, lily next time you go Adjectival Intensifier Sexual activity
to Laurel Hardware get the
steak. It’s so fucking good
36. Did she steal declans bear Name-calling animal
bitch
37. They r fake Ugly stupid Adjectives of dislike animal

spoil bitches
38. This bitch is your twin Name-calling animal
39. What is it with people Name-calling Bitches = animal
talking about the devil witches Bullshit = scatological
blah blah bullshit! Bitches shes
@madonna
40. @madonna those young Affirmation Sexual activities
days will never ever come back..
you’re old as fuck now… Bye
41. Wtf Interjection Sexual activities
42. This is so creepy omfg Expletive Sexual activities
Interjection
43. She not really hot niggas Name-calling Ancentors
44. Lmaoo true true Interjection Scatological
45. Lmao with those hashtags Interjection scatalogical
tho
46. Say that again bitch Name-calling Sexual activity
47. Fucking queen Affirmation Sexual activity

48. Whoever tells u ur ugly or Expletive Interjection Scatological
dumb n shit their ugly and dumb
cuz they don’t know what’s
perfect n that’s u…..
49. Badass Interjection scatological
50. Ugly as fuck Adjective of dislike Sexual activities

(KBSP) IV 2016 269

Based on the pragmatic function of swearing, the writer analyzed the

pragmatic function of swearing used using Trudgill categorization of pragmatic
function:
a. Expletive swearing means swearing is used to express emotions without
directing it to others. Expletive swearing is usually used when angry, From 50
data, There are three data included into exxpletive data because there is no
intention from the user to say it. There is no clear direction to whom they say
it, just like Wtf (number 41), Fuck u (number 20), and Whoever tells u ur ugly
or dumb n shit their ugly and dumb cuz they don’t know what’s perfect n
that’s u….. (number 48)
b. Abusive swearing is used to harm the hearer. from 50 data the writer found 9
data used as abusive swearing. Here are the data categorized as abusive
swearing which may cause to harm the hearer: We can change the world if you
weren’t in it Justin fuck bever. In writer’s opinion, the user use this swearing
to directy harm Beliebers. The effect might come up are some protest from
Bieber’s Fans. That’s why it includes abusive swearing.In madonna those
young days will never ever come back.. you’re old as fuck now… Bye. the user
tend to mock Madonna because she is not young anymore and affirm that she
is not as good as she was young.
c. Humorous swearing often looks like abusive swearing, ‘but has the opposite function.’ I t
is just used as joking. From 50 data the writer found 11 data which are categorized as
Humorous swearing. Swearing as joking can be calling herself with swearing like Bad
bitchezz only (taken from Miley’ account), or Bitchimmadonna (Madonna).
This data are taken from celebrities captions in whch they have no intention to
harm anyone. Moreover Miley wrote a caption like this Fucking Vegas, of
course this is just a joking. Nobody want their city to be added with swearing
that way.
d. Auxiliary swearing. From 50 data taken there are 34 data included in
Auxiliary swearing in which they are used as just auxiliaries, no intentions, as
a joke or even to harm people or undirect swearing (expletive). In describing
the use of auxiliary swearing can be easier if we use some speech acts
categories like the writer has mentioned above, for example:

270 (KBSP) IV 2016
- Complementing such in Lmao the brunettes are hot af and then there’s jack j
with allis feet almost touching the ground, Ur so damn cute
- Confirming like How the hell u not tag the bitch @jaremih damn man
daaammnnn
- Suggesting like Also, lily next time you go to Laurel Hardware get the steak.
It’s so fucking good
- Showing Love: I love you ssooo fucking much. Keep doing your thing
- Mocking like Fuck u miley u r a asshole, Dear god me nigga I loved u
- Expressing dislike like Fake as fuck
3.3 Percentage of Swearwords used
This part will be divided into three; the first is discussing swearwords function,
followed by theme, and pragmatic use of swearing. After presenting the percentage of
each part, the dominant occurence will be revealed.
Table 3.3.1
Swearwords Function Percntage
FUNCTION OCCURENCE PERCENTAGE
Curse 2 4%
Adj of dislikes 5 10%
Modal Adverbial 1 2%
Name Calling 12 24%
Noun Supports 5 10%
Affirmation 6 12%
Adjective intensifier 6 12%
emphasis 3 6%
Interjection 4 8%
Expletive interjection 4 8%
Literal meaning 1 2%
Anaphoric use of epithets 1 2%
Total 50 100%
Table 3.3.2
Swearwords Theme Percentage
THEME OCCURENCE PERCENTAGE
Sexual activities 26 52%
Scatological theme 10 20%
religious 8 16%
animal 10 20%
prostitution 1 2%
ancentors 2 4%
Total 50 100%

(KBSP) IV 2016 271

Table 3.3.3
Pragmatic Function of Swearwords Theme
PRAGMATIC FUNCTION OCCURENCE PERCENTAGE
Expletive 3 6%
Abusive 9 18%
Humorous 11 22%
auxiliary 34 68%
Total 50 100%
From the three tables above, we can see the most dominant swearwords used. The
first is the function of swearwords. From the table above, the most dominance
swearwords function used by Instagram users is as name calling with twelve occurrences
and 24% as the percentage. The second is the theme of swearwords. The most dominant
theme of swearwords used is sexual activities. A seen on the table, it has 26 occurrences
and 52% as the percentage. The last is pragmatic use of swearing. The most dominant
pragmatic use of swearing is as auxiliary with 34 occurrences and 68% as the percentage.
E. CONCLUSION
After analyzing sweaing used by Instagram users either to make a caption or
comment on one’s picture the writer concludes that using same swearwords in different
context may mean different interpretation. Swearing can be a used as humor, or even
abuse someone. But the most important thing is to say something in the proper way based
on the context.
REFERENCES
Hughes, Geoffrey. (2006). An Encyclopedia of Swearing. M.E. Sharpe, Inc.: New York.
Ljung, Magnus. (2011). Swearing: A Cross-cultural Linguistic Study. Palgrave
MacMillan: New York.
Pinker, S. (2007) The Stuff of Thought. Language as a Window into Human Nature. New
York: Viking.
Trudgill, P. and Andersson, L. (1990) Bad Language, Oxford: Basil Blackwell Limited.


(KBSP) IV 2016
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION

IN GRADE XI OF SMA MUHAMMADIYAH 5 JATEN 2012/2013
ACADEMIC YEAR
Linna Marngatun Muflikhah, S.Pd

marngatunmuflikhah@gmail.com
0857 0267 2810
The objectives of this research are to describe whether or not teaching speaking
by using discussion method can increase students’ speaking skill and to identify the
difficulties faced by the students in using discussion as method to increase their speaking
skill in grade XI of SMA M 5 Jaten. In achieving the objectives of this research, the
researcher uses collaborative research. Each cycle of this research consists of four steps:
planning, implementing, observing, and reflecting. The subjects of this research consist of
26 students. In analyzing the data the researcher uses both qualitative and quantitative
analysis. Qualitative analysis was done based the process of teaching and learning
process. While quantitative analysis done based to the scores of pre-test and post-test.
There were three cycles in this research, each cycle conducted in two meetings. The
result of the research shows that the average score of pre-test is 37.6, post-test one is 5.6,
post-test two is 2 53, post-test three is 3 66.15 and final test is 63. Those scores indicate
that the students have an improvement in speaking ability. Through discussion the
students become more confident and more critical. Then, it can be called that teaching
speaking through Discussion is succesful to improve students speaking ability in SMA M
5 Jaten. There were some weaknesses of discussion; (1) just problematic materials could
be used, (2) some of them depend on with clever students, (3) many students may
dominated the discussion, (4) subjective scoring, (5) moves slowly the class, and (6) takes
long time.
Key word: Speaking skill, Discussion, Improvement, Teaching Method, Collaborative

research.
A. Introduction
Tarigan (1990:3-4) defines speaking as a language skill which is developed in
childhood preceded with listening skill. It means that speaking is the basic skill in
learning language. Indeed, people mostly use language for communication. Hornby
(1997:37) states that through speaking language learners will be judged upon most in real
life situation. It is an important part of everyday interaction and most often the first
impression of a person based on his or her ability to speak fluently and comprehensively.
Discussion is one of the methods which can be used to teach speaking. According
to Jones (1994:1) “discussion is an activity in which people talk together in order to share
information about a topic or problem or to seek possible available evidence or a solution”.
Discussion is one of the way people can improve their speaking ability with talk to each
other. It is means to make students active to communicate with others then they can
learn second language not intentionally. The student ought to build their critical thinking
and being brave to say what in their main. The aims of the discussion based on Brookfield
(2006:2) are to develop critical, informed understanding, enhance self-critique, foster
appreciation for diverse views, and help people take informed action.
Previous studies have studied about method of teaching speaking, for example
Nugroho (2011) used animated video, Chandra (2008) used language game for teaching
speaking, Hanim (2011) used U-shape seating arrangement for teaching speaking,
Awaliaturrahmawati (2012) used outdoor activities to increase speaking skill, Hartati
272
(KBSP) IV 2016 273

(2012) used games to improve students speaking skill, Ristyawati (2012) used telling
short story to improve students speaking skill, Wijayani (2012) used stimulation to
improve students speaking skill, Salam (2011) used Role –Play to improve students
speaking skill, and Sulistyatini (2011) used semantic mapping to improve students
speaking skill. Nevertheless research on the use of discussion has never been studied
before, therefore this study to fill the gap.
B. Literary Review
1. Speaking Skill
Tarigan (1990:15) states that “speaking is ability to produced articulation
sounds or sentences that express an idea or feeling”. Based on his theory speaking
is the device to communicate ideas arranged and developed depending on listener
needed. Then, Hurlock (1998:176) states that “speaking is language form that used
articulation or sentences that used for delivered mean of the idea”. He defines that
the idea of speaking is the effective one for communication, broader, and the
important one. Hurlock (1998:176) speaking not only engages coordination
between the different voice muscle mechanisms, but also has a mental aspect
which is a capability to catch the meaning and the sound produced. According to
Tarigan (1990:15) the goal of the speaking is “communication”. For the
effectiveness to deliver the meaning of the idea then both the speaker and the
listener ought to understand the idea of the conversation. There are many aspects
of speaking skill there are utterance, Vocabulary, grammar, content and meaning,
and pronunciation.
2. Notion of Discussion
According to Jones (1994:1) “discussion is an activity in which people talk
together in order to share information about a topic or problem or to seek possible
available evidence for solution”. Arends (2008:74) states that “discussion is to
engage in verbal interchange and to express thought on particular subjects”.
Tarigan (1985:36) states that “discussion is one of the methods that solve the
problems through think group, cooperation, and steps”. Brookfield (2006:2) states
that “discussion is discipline and focused exploration of mutual concerns but with
no end point predetermined in advance”. According to Jones (1996:1) there are
types of discussion;
a. The whole-class Discussion is the type generally referred to when
facilitators employ the discussion method. The facilitator simply leads an
informal discussion involving the class as a whole. The facilitator, as the
director of the discussion, asks questions, clarifies student comments, and
makes tentative summaries to help students achieve understanding of the
topic.
b. Debate is generally used in the classroom as a small- group technique,
with a small number of students teamed on either side of an issue. Each
team is given a specific amount of time to present its "side" of the issue.
The members can alternate presentations and often are identified as "pro"
and "con" with respect to the issue. Rebuttals of specific time duration
then follow the presentations. Upon conclusion of the debate, the
facilitator can enter into a whole-class discussion on the issue.
c. Position Reversal Debate is similar to debate, except both groups are
required to take notes on the other team 's "position presentation." Teams
then switch positions and debate the other point of view using the notes.
They then work on solving the problem that started the debate utilizing
vantage points from both points of view. This discussion format helps
students develop conflict resolution, problem solving, and consensus
building skills.

274 (KBSP) IV 2016
3. Previous Study
There have been some previous studies on method of teaching speaking;
Nugroho (2011) had conducted a research on the use of Animated video to improve
speaking skill. He found that the animated video could improve the students’
speaking skill especially in using grammar, using the appropriate vocabulary, and
pronouncing the words correctly. Candra (2008) had conducted a research on the
use of Language Games in teaching speaking skill. Her research shows that most of
the students of the English as a Foreign Language are quite difficult to improve
their English speaking ability since they are accustomed to use their native
language in their daily life.
Although many previous study studied on methods of teaching speaking,
nevertheless research on the use of discussion has never been studied before,
therefore this study to fill the gap.
C. Research Method
The writer used collaborative method. A collaborative method is the method that
the researcher makes collaboration with the teacher for teaching lessons. Katz and Martin
(1997: 1) state that “research collaboration” could be defined as the working together of
researchers to achieve the common goal of producing new scientific knowledge”. Then,
both researcher and the teacher are working together to achieve the goal.
The data of this research taken from the result of pre-test and post test. Technique
of collecting data, the researcher used instrument namely: observation, interview and
documentation. The steps in analyzing the data as follows:
1. Observing the process of teaching learning before used the
discussion method in teaching speaking in grade XI of SMA
Muhammadiyah 5 Jaten
2. Discussing the process of the discussion method in teaching learning
process in grade XI of SMA Muhammadiyah 5 Jaten
3. Collecting the data from the observation of teching learning process
and interview the teacher and the student
4. Classify the data from observation and interview at SMA
Muhammadiyah 5 Jaten
5. Discussing the finding of the research
6. Drawing conclusion and giving suggestion from the research
D. Findings and Discussion
In this research the researcher found the students’ pronounciation and fluency
increased significantly.
In this research the researcher used discussion in the form of debate for her method
of teaching speaking. The following is the model used by the researcher:
Government Opposite
1 1
(Argument) (Argument)
2 2
(Answer) (Question)
3 3
(Question) (Answer)
So on So on
The researcher divided the class into two groups government and opposite. After
that the teacher gave the students the issue for debate, the researcher gave them ten
minutes for building case. After finishing building case the researcher asked government
team to deliver their argument, then it was continued by opposite team argument and their

(KBSP) IV 2016 275

question. Next, the government team answered the opposite question and so on. Every
student have chance to deliver their argument, question or answer. Then, they have to
drill their speaking ability in discussion session.
Not all students speak only few of them. Just the speaker could measure their
speaking abilty. The researcher solved this problem by giving direction to the students to
organize their teams such as some of them delivered arguments, some of them asked
question, and some of them answered the questions.
The implementation of the discussion method was conducted in three cycle and
eight meetings. The researcher used discussion as her method in teaching speaking. The
researcher showed the increasing students’ speaking ability in the diagram bellow:
The diagram shows that the average scores were pre-test (37,6), post-test 1 (45,6),
post-test 2 (53), post-test 3 (66,15) and final test (63). The diagram above shows the
effectiveness of discussion method implemented in speaking class. The students increased
their speaking ability rapidly. It is supported by the result of the questionare. It is shows
96,15% students agreed to apply discussion as their method for learning English.
The result of the graphics above showed that teaching speaking using discussion
method was effective because it could improve students speaking ability. The students
could learn from her/his friends and solve the problems by discussion. Then, the teacher
was not as the main source of the materials but her/his friends. The students who had the
background knowledge tried to explain to their friends.
Although, the students still made errors in pronouncing some words such as: [s]
cell phone, [] study, [aI] mobile, [e] lesson, and [ɝː] disturb, the researcher also showed
students’ errors as follows:
Students Number Pre –Test Final –Test

1 Silent -
2 [ə] [ŋ]
3 [ʌ] -
4 - -
5 [i] [e] -
6 - [aɪ]
7 Absent [e]
8 - -
9 [t] -
10 Absent Absent
11 [e] [aɪ] [aɪ]

276 (KBSP) IV 2016
12 - -
13 Silent -
14 - -
15 - -
16 [t] -
17 - -
18 [t] [s] [ə] [ɜː]
19 [ɜː] [z] -
20 Silent -
21 Absent [e]
22 - Absent
23 [ŋ] Absent
24 - -
25 [ʌ] -
26 [ʊ] Absent
The student improvement showed not only from their pronunciation but also from
their fluency. In pre test the researcher used theme of discussion should not bring mobile
phone to the school in the class in discussion session. The researchers choose this theme
because this theme is the hot issue in that school. Then they used it for discussion in the
pre and post test. Here are the example of student discussion with the theme should not
bring mobile phone to the school in pre and final test:
Name Pre Test Final Test

Devi “I am agree because very disturb “In my opinion I am agree with the
Anggraini teaching learning, can make case, because can lose students
student lazy” concentration in study, to hit
school discipline, make students be
lazy to study. I think better should
not bring mobile phone to the
school. In other not disturb
students achievement in study “
Istiqomah “I am agree because disturb “In my opinion I am agree with the
teaching learning process better case, because if students bring
teaching...” mobile phone to the school of
course will effected playing mobile
phone and not study, I think better
school should not give permission
to bring mobile phone to the
school”
Jantung Did not say anything “I am agree with it. Because if we
Nawang bring mobile phone to the school
can disturb teaching learning and
maybe they will use mobile phone
for something not useful, for
example: send message, facebook
or etc. I think better if we not bring
mobile phone to the school, so we
can more focus in teaching
learning process.”
Aliffunny “I am agree because because “I am agree because bring mobile
Pusparirin disturb the study. I hope the phone to the school students can
students pay attention the teacher play games and disturb teaching
and study process” learning process. I think better
should not bring mobile phone at
school or off it and save it in the

(KBSP) IV 2016 277

home, then the students can focus

in study”
After several treatments the students were more quickly memorized sentences they
wrote. Because they had been familiar with the vocabularies they could memorize faster
in post test than before in pre test.
Based on the result of research, discussion had advantage and disadvantage. There
were some advantages of discussion; (1) it gave entire class opportunity to deliver their
idea, (2) the students could drill the target language; (3) discussion could stimulate
critical thinking, (4) discussion involved the whole class, and (5) the students solved the
problem as teamwork. There were some disadvantages of discussion; (1) just problematic
materials could be used, (2) some of them depend on with clever students, (3) many
students may dominated the discussion, (4) the class moved slowly, and (5) discussion
took long time.
E. Conclusion
Teaching speaking by using discussion method can improve students’ speaking

ability by drilling them in argument, question and answer. It can be seen from their
increasing average from pre-test till final test. By teaching speaking using discussion the
students were more active, and it increased student enthusiasm, and made them think
critically.
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THE FUCNCTION OF HEDGING DEVICES USED IN “ROOM FOR DEBATE”

POSTED IN NEW YORK TIMES ONLINE WEBSITE
Risti Yani Rahmawati (yizty_rahmawaty@yahoo.com) 085727288623

MAGISTER OF LANGUAGE STUDIES ENGLISH LANGUAGE TEACHING
Jl. A.Yani Tromol Pos 1, Pabelan, Kartasura, Jawa Tengah
Abstract
According to Hyland (1998), hedging is the mean by which writers can present a
proposition as an opinion rather than a fact: items are only hedges in their epistemic
sense, and only when they mark uncertainty. Hedges can be either lexical (e.g.: assume,
may, possible) or structural (e.g. passive form) devices through which writers can show
their uncertainty towards the proposition. This study attempts to examine the types and
frequencies of hedging devices used in “Room for Debate” posted in New York Times
online website. Further, this study was conducted to investigate the possible functions of
hedging devices in “Room for Debate”. This research was conducted by using qualitative
method. The data consists of 150 opinion articles posted in the New York Times,
particularly in “Room for Debate” representing six disciplines including business,
economy, politic, environment, health, and technology. The total numbers of words
of the six sections were 55,015. The data were obtained by using documentation by
collecting and selecting articles posted in the New York Times, especially in “Room
for Debate” during the recent five years (2012-2015). Afterward, the data were
analyzed in accordance with surface features taxonomy and poly-pragmatic model from
Hyland (1998). According to this model, analysis of hedging in writing involves coding,
identifying, classifying, analyzing, describing and concluding.
The result shows that the total number of hedges found in the news articles of
“Room for Debate” posted on New York Times is 978. The writers of this column were
inclined to use modal auxiliary as one form of hedges with the frequency of 413 (42.2%).
The next considerable type of hedges found in this column is the category of epistemic
adverbs with the total of 186 (19%) followed by epistemic lexical verbs 140 (14.3%) and
hedging numerical data 83 (8.5%). Epistemic adjectives, passive constructions and
hypothetical condition have quite similar number in the column, that is 43 (4.4%), 55
(5.5%) and 48 (5%). On the other hand, the writers of “Room for Debate” seem to
reluctantly use epistemic noun, direct questions, and reference to limited knowledge for
each of them appears less than 1%. The study also revealed that hedging used in “Room
for Debate” performs three pragmatic functions. These are accuracy-oriented hedge that
help the writer to present the proposition or statement with greater precision. Meanwhile,
the use of writer-oriented hedge is for reducing the writer’s commitment to statement and
avoiding personal responsibility for propositional truth. The reader-oriented hedge allows
the writer to invite the reader’s involvement and personalize the information in the
proposition.
Keyword: Hedging, New York Times, Poly-pragmatic Model

INTRODUCTION
A. Background of the Study

Hedging has acquired considerable scholarly attention in recent years in relation
to linguistics studies. In general, hedging has shown to be an essential element of
different genres such as research articles (Hyland, 1998, 1999), advertisements
280
(KBSP) IV 2016 281

(Fuertes-Olivera et al., 2001) as well as newspaper opinion articles (Dafouz, 2003,

2008) and editorials (Abdollahzadeh, 2007). Hedging shows the degree of
tentativeness, possibility and/or politeness that writers use in their texts. According to
Camiciottoli (2003: 9), hedges help writers to present information in a clear,
convincing and interesting way to promote acceptance and understanding, as well as
reader-writer solidarity. Hedges can act as persuasive devices to affect and influence
the reader’s reactions to texts according to the values and established rules and
conventions of a discourse community.
Considering the significant of hedges, there are a large number of studies have
been conducted to investigate this phenomenon in academic and scientific discourse.
As evidence, the majority of studies on hedging are found to be concerned with
academic writing, particularly with research articles genre across different disciplines
and different languages (Salager-Meyer, 1994; Meyer, 1997; Skelton, 1997;
Namsaraev, 1997; Crompton, 1997; Hyland, 1994; 1996; 1998; Vartala, 2001; Lewin,
2005; Vold, 2006; Falahati, 2007; Martin, 2008; Vasquez & Giner, 2008). Hedging
has also been studied in genres even like architecture project descriptions (Cabanes,
2007) and legal discourse (Vass, 2004).
However surprisingly little attention has been given to the newspaper genre,
whilst this genre can be considered as “some of the most adequate examples of
persuasive writing” (Connor, 1996 cited in Dafouz-Milne, 2008), where writers should
be concerned about the choice of appropriate language to convey the information as
clearly an accurately as possible, and what is more important to achieve readers’
attention and trust. It is quite noticeable that there is another important news source in
the newspaper which is called “Room for Debate” containing opinion articles from
experts covered in the form of written debate. New York Times is one of the
newspapers which provide this column. In fact, the study on the use of hedges in
“Room for Debate” is still limited since not all newspaper provides this column and
this requires more studies to be conducted. Thus, the purpose of the present study is to
investigate the hedging devices used in “Room for Debate” posted in New York
Times online website. In this study, the writer focuses on the types and frequencies of
hedge used in articles from group debate in six topics including business, economy,
politic, environment, health, and technology. Further, this study will be conducted
to find out the possible functions of hedging devices in “Room for Debate” published
on New York Times online website.
B. Limitation of the Study
This study attempts to investigate the types and frequencies of hedging
devices used in “Room for Debate” posted in New York Times online website in the
section of politic, economic, business, environment, health and technology. Further,
this study is conducted to find out the possible functions of hedging devices in “Room
for Debate” published on New York Times online website.
C. Problem Statement
The present study attempts to address the following research questions:
1. What are the forms and frequencies of hedging devices used in “Room for Debate”
posted on New York Times online website?
2. What are the possible functions of hedging devices in “Room for Debate” posted
on New York Times online website?
D. Objective of the Study
In accordance with the background and the research questions, the following are
the objectives of the study:
1. To describe the forms and frequencies of hedging devices used in “Room for
Debate” articles posted on New York Times online website.
2. To describe the possible functions of hedging devices in “Room for Debate”
articles posted on New York Times online website.

282 (KBSP) IV 2016
3.
E. Benefit of the Study
The benefits of the study are as follows:
1. Theoretical Benefit
The result of the study is expected to provide additional information about
the forms of hedging devices used in online newspaper.
2. Practical Benefit
a. The implications of this study will be useful for English for Specific Purpose
(ESP) developers, English for Academic Purpose (EAP) developers to teach
hedges in writing and reading comprehension activities about particular topics.
b. This study can help Indonesia writers and readers to acquire a better knowledge
on the use of hedges in newspaper discourses.
LITERATURE REVIEW
A. Historical Background of Hedging

In the field of hedging studies, there is still little clarity and agreement as to
what counts as a hedge. In different studies hedges are defined differently, which
reflects the difficulty of determining what exactly the hedge is.
In the brief history of linguistics, based on Hyland (1998: 1), the term “hedge”
was introduced by Lakoff (1972) who defines a hedge as a word “whose job is to
make things fuzzier or less fussy”. The definition of hedges is expanded and enriched
by many scholars later. Brown and Levinson (1987: 145) state that a hedge is “a
particle, word or phrase that modifies the degree of membership of a predicate or a
noun phrase in a set”, which is a supplement to Lakoff’s definition.
Hyland (1996a: 437) argued that hedging devices “ do not fit into a neat scheme
of discrete categories which allows one meaning to be clearly distinguished from
others”, moreover assigning specific meaning exclusively to particular forms is not
always possible. The reason for this difficulty is that “hedging devices may convey a
range of meanings for particular users in particular contexts” (Hyland, 1998:156). Due
to the poly-pragmatic nature of hedging devices, which can cover an array of purposes
such as “weakens force of statement, contains modal expressions, and expresses
deference, signal uncertainty, and so on” (Hyland, 1998:103). Hyland (1998)
developed a fuzzy category model for hedging devices, which allows more than a
single unequivocal pragmatic interpretation of hedges and overlap of usage.
B. Hedging Functions in Poly-Pragmatic Model
Due to the poly-semous and poly-pragmatic nature of hedging devices, Hyland
confirms that assigning specific meanings exclusively to particular forms is not
possible. According to this model, hedges can cover an array of purposes such as
"weakens force of statements, contains modal expressions, as well as expresses
deference, signals uncertainty, and so on" (Hyland: 160). Hyland by proposing this
scheme tries to capture the multi-functional nature of the hedges which enables them
to have a range of meanings at the same time.
Figure 2.1: A model of scientific hedging (Hyland, 1998: 156)

(KBSP) IV 2016 283

As can be seen, Hyland (1998: 156) divided hedging devices in two main
categories: content-oriented hedges and reader-oriented devices. According to Hyland
(1998: 162) content-oriented hedges “serve to mitigate the relationship between
propositional content and a non-linguistics mental representation of reality; they hedge
the correspondence between what the writer says about the world and what the world
is thought to be like”. Content-oriented hedges further subdivided into accuracy-
oriented hedges and writer oriented hedges.
The accuracy-oriented hedges refer to “writer’s desire to express proposition
with greater precision” which are further divided into attribute and reliability hedges.
Based on Hyland (1998: 164) the first subtype of the accuracy oriented hedges,
attribute hedges, help writers to specify more accurately” how far their results
approximate to an idealized state and the second subtype, reliability hedges, indicate
the amount of writer’s certainty or uncertainty in a proposition.
Furthermore, Hyland (1998: 170) defined the second category of content-
oriented hedges is writer-oriented hedges, which are often associated with higher level
claim than accuracy-oriented ones”. While accuracy-oriented hedges are proposition-
focused and writer-oriented hedges are writer-focused and “aim to shield the writer
from the possible consequences of negotiability by limiting personal commitment”.
Based on Hyland (1998: 171), the most distinctive characteristics of writer-oriented
hedged is the absence of writer agentivity, so the common means of expressing this
type of hedge are passive constructions, ‘abstract rhetors’, epistemic lexical verbs with
judgmental and evidential meaning, attribution to the source of claim. This category of
hedges “helps minimize writers’ personal involvement and allows them to maintain a
distance from a proposition” (Hyland, 1998: 171).
Along with accuracy-oriented and writer-oriented hedges, Hyland (1998)
distinguished reader-oriented category of hedges. The main distinction between these
categories is the reader-oriented hedges mostly deal with the interpersonal interaction
between readers and writers. Hyland (1998: 182) considered personal attribution and
reference marked by pronouns such as I, we, my, our as the main indicators of reader-
oriented hedges. By using these markers, authors show that the propositions stated are
their “personal opinion, allowing the readers to choose the more persuasive
explanation” and have their own judgment (Hyland, 1998: 182).
RESEARCH METHOD
A. Research Type
This research is conducted by using qualitative method. According to Fraenkel
and Wallen (2000), the qualitative research approach seeks to explore and understand
people’s beliefs, experiences, attitudes, behaviours, and interactions, the goal of which
“is to understand the process and character of social life and to arrive at meaning
types, characteristics, and organizational aspects of documents as social products in
their own right, as well as what they claim to represent” (Altheide, 1996: 42). This
approach is particularly relevant in the present study because the researcher sought to
investigate and understand the underlying motivations (i.e. discourse functions) of the
use of the hedges in articles collected from “Room for Debate” in New York Times
website.
B. Research Object
The research object of this study is 150 opinion articles posted in the
influential and prestigious newspaper in the United States, New York Times,
particularly in “Room for Debate”. In addition, their opinion articles cover 6
varieties of topics that include business (abbreviated as Bsn), economy (Ec),
politic (Polit), environment (Env), health (Hlt), and technology (Tech). Each
topic consists of 25 opinion articles which are from 5 groups of debate. In other
words, there are 5 opinion articles in each group.

284 (KBSP) IV 2016
The articles will be selected randomly from “Room for Debate" published
in New York Times during the recent five years (2012-2015). The following table
provides the distribution of length of the article in words across disciplines.
Table 3.1
Topic Business Economy Politic Environment Health Technology Total
Length 8.812 10.325 9.480 8.647 9.337 8.414 55015
C. Technique of Collecting Data

To carry out the present study, the writer uses the documentation for collecting
the data. The following are the steps for collecting the data:
a. Logging in to the New York Times online website.
b. Collecting 200 articles from the online archives of “Room for Debate” in the
New York Times online website based on the chosen topics that will be
analyzed. In this case, the writer chooses 6 topics that include business
(abbreviated as Bsn), economy (Ec), politic (Polit), environment (Env),
health (Hlt), and technology (Tech).
c. Saving all the texts into the computer to form a database of corpora.
d. Choosing 150 articles for the analysis after checking and controlling the
topics and the length of articles.
D. Technique of Analyzing Data
One of the main objectives of the present study is to identify and classify the
form of hedging devices used in “Room for Debate” in New York Times online
website. Another aim is to analyze the functions of identified hedges. In order to
achieve these objectives, the present study bases on theoretical framework proposed
by Hyland (1998: 99).
According to this model, analysis of hedging in writing involves the following
levels of linguistics description and inquiry:
1. Quantitative surface-level analysis of hedges employed in the particular
genre.
2. Pragmatic analysis of their functions (Hyland, 1998: 99)
The purpose of quantitative analysis is to characterize the extent of hedging and
its major forms in a representative sample of texts, while pragmatic analysis seeks to
identify the purposes served by items in particular cases.

FINDING AND DISCUSSION
A. The Forms and Frequencies of Hedging Devices Used in ‘Room for Debate’
Posted on New York Times Online Websites
The form of hedges analysis in this study refers to the ten types of hedges
composed by Hyland (1998). Those ten categories are called surface features taxonomy.
Essentially, the findings of the present study strongly indicates that news articles in
“Room for Debate” published in New York Time online website employs ten types of
hedges that can be seen through the following table.
Table 4.1 The Types and Frequency of Hedging Devices
Hedging Forms Bsn Eco Polit Env Hlt Tech Total %

Modal 57 81 53 70 96 56 413 42,2%
Auxiliaries
Hedging 15 10 13 17 22 6 83 8,5%
Numerical Data
Epistemic 30 27 28 17 20 18 140 14,3%

(KBSP) IV 2016 285

Lexical Verbs
Epistemic 7 6 6 6 12 6 43 4,4%
Adjectives
Epistemic 36 32 40 16 40 22 186 19%
Adverbs
Epistemic Noun None None None 1 1 None 2 0,21%
Hypothetical 6 6 10 3 7 16 48 5%
condition
Direct Question None None 1 None 3 1 5 0,5%
Reference to None None None None 2 1 3 0,3%
limited
knowledge
Passive 4 15 12 10 12 2 55 5,5%
constructions
∑ 155 177 163 140 215 128 978 100%
% 15.8% 18.1% 16.7% 14.3% 22% 13.1% 100%
“Room for Debate” posted on New York Times is 978. The writers of this column are
hedging numerical data 83 (8.5%).
Epistemic adjectives, passive constructions and hypothetical condition have quite
similar number in the column, that is 43 (4.4%), 55 (5.5%) and 48 (5%). On the other
hand, the writers of “Room for Debate” seem to reluctantly use epistemic noun, direct
questions, and reference to limited knowledge for each of them appears less than 1%.

B. The Possible Functions of Hedging Devices in “Room for Debate” Posted on New
York Times Online Website
The pragmatic analysis was carried out to identify the possible functions of
hedging devices which was in accordance with the adapted classification from an
approach, namely Hyland’s (1998) poly-pragmatic model of hedging functions. The
resulting working classification recognized three functional types of hedges that will be
discussed more in detail in the following.
1. Accuracy-Oriented Hedges
As has already been noted, this functional strategy is concerned primarily with
“writer’s desire to express proposition with greater precision” (Hyland, (1998: 162). The
category of accuracy-oriented hedge shows some interesting finding. The principal forms
used for this are for instances certain kinds of attribute type and reliability type.
Attribute hedges help writers to specify more accurately how far their results
“approximate to an idealized state” (Hyland, 1998: 164). This hedge has contribution for
emphasizing what the writer’s believe to be correct.
(1) Furthermore, movements of big lobsters make them more likely to be in the “right place”
to avoid adverse conditions, including unfavorably warm waters; better able to reseed
areas where stocks have been depleted. (Env, 604)
Some items in this relatively small class of adverbs therefore indicate that a
generalization is being made (Quirk et al, 1972:509) and therefore hedge the
accompanying statement:
(2) Although prescription drugs are heavily marketed, the F.D.A. generally requires that ads
disclose side effects. (Hlt, 810)
Quirk et al (ibid: 452f) refer to a category of intensifying adjuncts they call
‘downtoners’ which have a “lowering effect on the force of the modified verb”. The
purpose of downtoners in formal academic prose is to restrict the meanings and reduce

286 (KBSP) IV 2016
the qualitative and emotive implications of verbs, adjectives, and abstract nouns (Hyland,
1998: 135).
(3) Preventing death is usually desirable, and we have institutions and professions to serve
that purpose.(Hlt, 815)
The underlined words show that the writers tend to modify the assertions that
they make by toning down uncertain or potentially risky claims.
Epistemic adjectives serve to reduce the writer’s categorical commitment, the
inclusion of consistent with as a hedge being confirmed by a contrast with prove:
(4) The odds are, then, that we’ll end up with a vague textual guarantee. But a vague textual
guarantee is unlikely to persuade judges to mandate large-scale reform given their
cautious nature. (Polit, 430)
2. Writer-Oriented Hedges
Hyland (1998: 170) defined the second category of content-oriented hedges is
writer-oriented hedges, which are often associated with higher level claim than accuracy-
oriented ones”. While accuracy-oriented hedges are proposition-focused and writer-
oriented hedges are writer-focused and “aim to protect the writer from the possible of
negative consequences by limiting personal commitment”.
Based on Hyland (1998: 171), the most distinctive characteristics of writer-
oriented hedged is the absence of writer agentivity, so the common means of expressing
this type of hedge are passive constructions, ‘abstract rhetors’, epistemic lexical verbs
with judgmental and evidential meaning, attribution to the source of claim. This category
of hedges “helps minimize writers’ personal involvement and allows them to maintain a
distance from a proposition”.
(5) Historic records at the Municipal Archives indicate that New York City ran out of burial
space during the Great Depression. (Env, 591)
The writers also need to protect themselves against the hazardous consequences
of overstatement. Hedges here help writers avoid personal responsibility for statements in
order to protect their reputations and limit the damage which may result from categorical
commitments. One way writers achieve this is to employ evaluative that structures with
modal devices and non-agentive subjects (Hyland, 2005). Most commonly this involves
use of ‘abstract rhetors’ like the following:
(6) Studies show that when inmates are more connected to family members on the outside,
they create fewer problems on the inside. (Tech, 925)
Here, hedges are an important mean for anticipating a reader’s possible refusal of
a proposition and for presenting claims with precision and caution:
(7) It seems inevitable that video visitation will become a part of more correctional
facilities.(Tech, 927)
According to Hyland (1998), the writer’s main motivation for using writer-
oriented hedges is to make a shield for the self against any probable falsification of the
proposition. This is achieved through writers minimizing their involvement in the
proposition and keeping a distance from it.
3. Reader-Oriented Hedges
The reader-oriented hedges mostly deal with the interpersonal interaction
between readers and writers. They make the readers involved in a dialogue and address
them as thoughtful individuals who respond to and judge the truth value of the
proposition made as the following instances:
Within the judgement subset, speculative verbs indicate there is some supposition
about the truth of proposition. It comprises mainly conventional “performative verbs” (cf.
Perkins, 1983:94; Brown, 1992) which perform, rather than describe, the acts they label:
(8) To aid--and profit off of--those stymied by decision, I predict "programming
tastemakers," trusted figures who create TV playlists, not unlike a radio D.J. (Tech, 923)
The second types of judgments derive more obviously from inferential reasoning
or theoretical calculation than from speculation and are presented as deductions or
conclusions:

(KBSP) IV 2016 287

(9) To end these great inequalities, we've proposed a constitutional amendment to give
Americans an affirmative right to vote and empower Congress to protect that right. (
Polit,417)
Questions, as exemplified below, signal an important unresolved issue or the
tentativeness of a solution, but also they genuinely seek a response. In so doing, they
involve the reader more closely in the research and convey the communality of the
scientific quest (Hyland, 1998).
(10) Would the simplified genius of announcing tandems like John Madden and the late Pat
Summerall become lost in the technology to a younger fan base unappreciative of
historical analysis? (Tech, 976)
C. Conclusion
The overall results of the present study have shown that hedging phenomenon is
not merely used in academic or scientific discourse that has already been indicated by
numerous studies, but it also present in other genres, particularly in the online newspaper.
In this case, the hedging devices are used in “Room for Debate” on New York Times
which is regarded to be well-established and respectable newspaper.
“Room for Debate” posted on New York Times is 978. The writers of this column are
hedging numerical data 83 (8.5%).
Epistemic adjectives, passive constructions and hypothetical condition have quite
similar number in the column, that is 43 (4.4%), 55 (5.5%) and 48 (5%). On the other
hand, the writers of “Room for Debate” seem to reluctantly use epistemic noun, direct
questions, and reference to limited knowledge for each of them appears less than 1%.
As regard, it can be said that modal auxiliaries do not only becomes the most
commonly hedge used, but these become an important type of hedge in news article as
well. Moreover, the finding shows that hedges are becoming the main features in news
articles since the writers in every discipline used these epistemic devices in conveying
their proposition.
Essentially, the finding reflects the fact that news article express three main
functions of hedging devices, as follows:
1. Accuracy-oriented hedges
These are used to help the writer to present the proposition or statement with
greater precision. These accuracy hedges are classified into two types, such as attribute
hedges that have function to specify how far a term accurately describes the reported
phenomena whereas reliability hedges are enable the writer to state the her/his assessment
of the certainty of the truth of the proposition.
2. Writer-oriented hedges
It is functioned to reduce the writer’s commitment to statement and avoid
personal responsibility for propositional truth. In other words, it is for showing a lack of
full commitment to the propositional content.
3. Reader-oriented hedges
This allows the writer to invite the reader’s involvement and personalize the
information in the proposition.

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(KBSP) IV 2016
Al-Qalb in the Holy Qur’an and Its Implication for Character

Education
Mar’atus Solihah
Maratus01@gmail.com
Magister of Language Study Program of Language, Muhammadiyah University of Surakarta
Abstract
This study is carried out to describe the implication of al-qalb in the holy Qur’an
for character education. It is started with the explanantion of al-qalb in the
Qur’anic perspective, since the Qur’an is the guidance of human life. Then, it is
followed by brief dscription of character education. The research method used is
descriptive qualitative by using documentation, library research, and some
resources from variety references. The data is anayzed by selecting data which
relates to the topic. Afterwards, the information is organized and is decided in
which form should be entered in the context of analysis. And finally, the data is
tested for plausibility and confirmatibility that is well-described in the conclusion
and verification. The result of the research shows that al-qalb has two kinds of
meaning in the context of physical and psychological. Here, al-qalb is also the
main foundation of emotional, spiritual and intellecual quotient, for reason the
main function of al-qalb in the human body. As a result its important role of al-
qalb in the human character can be figured out that character education is mainly
al-qalb education.
Keywords: Al-Qalb; Qur’an; Character Education
1. Introduction
This study examines how the concept of al-qalb in the holy Qur’an has
implication in character education. While the character education is often
studied, the range of its implication with psychological aspects of human
being is relatively small. The previous study are “Semantic analysis on the
word Iqra’ found in the holy Qur’an Surah Al-‘Alaq” (e.g. Hasanah, 2011)
and “the concept of intellect (Aql) in the Holy Qur’an gives implication forr
education” (e.g. Sulistyowati, 2006). Few published studies focus on
psychological aspect of human being in relation with education field.
This study aims to explain the concept of a-qalb in the holy Qur’an and
character education, then implication of al-qalb in Qur’anic perspectives in
character education. The education becomes important issue all over the
world. This discussion gives theoritical review of character education and
pratically, it can be reference for the teacher to look for approach or methods
in building character education in teaching and learning process with highly
understanding aout al-qalb as psychological aspects of human being.
2. Background
The Quran as the guidance for human beings contains teaching to guide
humans to find their happiness in the world and hereafter (Qs. Al-Baqarah(2)
290
(KBSP) IV 2016 291

:28). It is believed because the content of the Qur’an has close relation with
nature of human (fitrah). The Qur’an is the holy book for human beings in the
world not only moslems but also all the humanity (Qs. An-Nahl(16) :16). The
Qur’an teaching is relevant with the life since the beginning until the end of
the world because it is the sources of all sciences and knowledge in the
universe as said in verse al-A’raaf(7) : 52, saying:
   
    
 
We have bestowedon them on book which we have made plain with

knowledge, a guidance and a blessing to true believers. (Zayid, 1980: 110).
The position of human being is the highest creature among others, that is,
by making them as His vicegerent in the earth. By the role, Allah has made
everything in the universe just for humans and gives them potential of
knowledge about it. These potentials consist of physical and psychological
aspects.
Physically, Allah give perfect appearance both in figure to human as said
in verse at-Thiin: 4 , saying:
   
  
We created man with the most noble image. (Zayid, 1980: 456)
Its function is to keep and promote the optimal growth in order to support
learning human process and do the role as vicegerent in the earth.
On the other hand, human also has psychological elements based on the
holy Qur’an. Psychological elements of human always include al-fithrah, al-
qalbu, an-nafs, ar-rukh, and al-‘aql . According to Viktor Frankl, the context
of psychological element itself has no religious meaning, but this dimension
is the main of mankind and the sources of human’s ability and characteristic
(Bastaman, 1997:53). For reason, human is union of physic, spiritual and
psychological elements. It is proved by the holy Qur’an in verse al-Nahl: 78
as follows:
   
   
  
  
  
Allah brought you out of your mothers’ wombs devoid of all knowledge, and
gave you ears and eyes and hearts, so that you may give thanks. (Zayid, 1980:
196)
The psychological element of human that becomes the center of
personality and moral for human is al-qalbu. It determines a person in the
perspective of good or bad person. In the holy Qur’an, al-qalbu is like a
certain place or box of faith, love and anxiety, sad and happy, mankind and

292 (KBSP) IV 2016
religiousness instruction. It contains description and spiritual experiences

include signs and high meaningful event with full of good-value. It has the
essence of advantage and disadvantage, the essence of faith and atheism
(Thoyibi, 2001:42). In the condition of the box, it can be filled or taken as
said in verse al-Hijr : 47
    
   
  
We shall remove all hatred from their hearts, and they shall recline on
couches face to face, a band of brothers.(Zayid, 1980: 188)
Related to its characteristic that becomes the center of human’s
personality, al-qalbu has close association with the character of human. For
reason, it influences the human’s point of view toward the world and the
entire phenomenon’s around it. So, character education has important role in
the human life. It is an umbrella term loosely used to describe the teaching of
human in a manner that will help them develop variously as well mannered
and well-behaved person. The concept itself includes social and emotional
learning, life skills education, critical thinking, ethical reasoning, and conflict
resolution.
Following the word, “teaching the heart is teaching of human character,
because heart is the mirror of someone’ individuality” it can be assumed that
character education will make someone to be good and wise person. For
reason, its objective goodness of virtues is based on the fact that it affirms
human dignity, promote the well-being and happiness of the individual, serve
the common good, and define human rights and obligations.
3. Method
3.1. Object of Research
There are 6.666 verse in the holy Qur’an in 30 sections. Some of them
contains the word al-qalb used in varieties context, include group of verses,
object and the word meaning. In the holy Qur’an, the word al-qalb is
mentioned 168 times in 45 chapters and 112 verses.
3.2. Research method
In this research, a qualitative descriptive method is used. Bogdan and
Taylor (1972:5) define “qualitative method” as a kind of research that
produces descriptive data as the result include theoretical review, people’s
common perspective and unique human’s behavior. Deal with this concept,
Kirk and Miller(1986:9) states that qualitative descriptive is a part of
sociology which depends on observation to human’s language and human’s
attitudes fundamentally.
3.3. Mehod of data collection
In this research, the technique of data collection is documentation.
Documentation may refer to the process of providing evidence (to document
something or to the communicable material used to provide such

(KBSP) IV 2016 293

documentation). In addition, the writer also uses library research or study of

the library (Hadi, 1981:4).
3.4. Method of data analysis
Data analysis consists of three current flows activity: data reduction, data
display and conclusion drawing/verification.
a. Data Reduction
Data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data that appear in written-
up field or transcriptions. Data reduction is a form of analysis that
sharpens sorts, focuses, discards, and organizes data in such a way that
“final” conclusions can be drawn and verified. Qualitative data can be
reduced and transformed in many ways: through selection, summaries or
paraphrase and so on.
b. Data Display
A display is an organized, compressed assembly of information
that permits conclusion drawing and action. Designing a display-deciding
on the rows and columns of a matrix for qualitative data and deciding
which data, in which form, should be entered in the cells-are analytic
activities.
c. Drawing Conclusion and Verifications
From the start of data collection, the qualitative analysis is
beginning to decide what thins mean-is noting regularities, patterns,
explanations, possible configuration, casual flows and prepositions.
Verification may be as brief as a fleeting second thought crossing the
analyst’s mind during writing, with a short excursion back to the field
notes, or it may be thorough and elaborate, with lengthy argumentation
and review among colleagues to develop “intersubjective consensus” or
with extensive efforts to replicate a finding in another data set. The
meanings emerging from the data have to be tested for the plausibility,
their sturdiness, their “confirmatibility”-that is, their validity.
4. Results
4.1. Character Education
In The New Lexicon Webster Dictionary of the English language (1972:
164), character is the total quality of a person’s behavior, as revealed in his
habits of thought and expression, his attitudes and interests, his action, and
his personal philosophy of life. According to Kertajaya (2010: 3), character is
a special identity of certain thing or individual. This special identity is
“original” and “machine” that influence how someone acts, behave, speech
and response something.
Regarding Hermawan Kertajaya (2010: 3), character is a special identity of
certain thing or individual. This special identity is “original” and “machine”
that influence how someone acts, behave, speech and response something.
Character possibly improves company or individual to reach continual
development because it provides consistency, integrity and energy. Good and
strong character person will have good moment to reach destination.
Aa Gym (2006: 66) states that character consists of four types. First, there
is weak character; such as, lazy, fear, easy to give up, etc. Second, it is strong

294 (KBSP) IV 2016
character; such as, brave, diligent, persistent, high spirit, etc. Third, bad
character: for example, egoist, greedy, arrogant, tricky, etc. Fourth, good
character: like honest, trusted, humble, etc. The main value that becomes
basic of character education is well-model.
As said in the holy Qur’an, human is creature with many various
characters. In the broaden frame, human has two opposed-characters, good
and bad.
 
  
   
   

“By the soul and Him that moulded it an inspired it with (knowledge of)
sin and piety: blessed shall be the man who has kept it pure, and ruined he
that has corrupted it! Thamous rejected (their Apostle) in the rebellious pride
when the most wicked of them broke forth.” ( Q.S.Asy-Syams: 8-10)
From some definitions above, it can be concluded that character is quality
or power of mental or moral, ethic or attitude of individual which is special
personality that differentiate one to another. Well-character person is
someone who can comprehend value and belief of society and is used as
moral power in the life.
Deal with The New Lexicon Webster Dictionary of the english language
(1972: 298), education is instruction or training by which people (generally
young) learn to develop and use their mental, moral and physical powers, the
art of giving such training, a gaining of experience, either improving or
harmful. Dewey (1950:89-90) defines education is a reconstruction or
reorganization of experience in order to be more meaningful, so this
experience is able to lead to next event.
The term of education comes from Greece, Paedagogy, means a child who
goes to school and come back to home with attendant. And the attendant itself
is called paedogogos. In the Roman, education has term “educate” means to
put out something inside. In English, education has technical word “to
educate” means improve moral and teach intellectual (Noer Muhadjir, 2000:
20-21).
According to George F.Kneller (1967:63), education has specific and
general meaning. In general context, education is an action or experience that
influences mental development, character or planning of the individual. In the
specific meaning, education is process of knowledge, values and skills
transformation from time to time, which is done by society through
educational institution, such as schools, universities, etc.
Based on some explanations above, it can be concluded that education can
be defined as follows:
1) Education contains establishing personality, development of capability, or
potential that needs to be extended; improvement of knowledge from
illiterate to literate, and the purpose where students can actualize their
selves optimally.
2) In education, there is relation between teacher and student. In this relation,
both have different position and feeling, but having same expedient.

(KBSP) IV 2016 295

Doni A. Koesoema argued that character education has begun from Greek.
From this era, concept of arête from Greek people appeared, then concept of
Socrates that persuades human to start step with “recognize of myself” and
“illusion of truth-thinking”.
In accordance with Ni’matullah in the book Character Education by
Lickona (1992), character education is a education to construct individual
personality through manner instruction, where the result will be reflected in
the real action of person, like well-style, honest, responsible, respect, work
hard, etc.
There are two fundamentals of character education:
a. First, paradigm that views character education in the perspective of narrow
scope to moral education. In this paradigm, it is prearranged that certain
character is ready to present to students.
b. Second, taking a deeper look in the point of view of broader moral issues
understanding. This model observes character education as pedagogy,
arranging involved-person in the education world as main actor in the
character building. Paradigm stares at student as agent of interpretation,
comprehension and organizer that distributes the value through freedom.
Character education based on the Koran and the Sunnah is investing
particular character and giving motivation, so that the student can develop
unique character in the life. Allowing the student to realize much potential
inside their self since the beginning will build creative and tough personality
to face change of time.
Munir (2010: 7) states that the basic of character education is good and
bad value. Good value is symbolized by Angel’s value and bad value is
symbolized by devil. Human character is product of stretched and released
between good value in the form of positive energy and bad value in the shape
of negative energy. Positive energy consists of religious-ethic value originate
from believe in Allah, meanwhile negative energy includes immoral value
source from thaghut. Moral-ethic value has function as medium of purifying
and generating mankind esteem.
Koesoema (2007: 108-110) suggests five character education methods (in
implementation at school institution), that is:
a. Educating, Educate character means give comprehension for students
about certain value structure, prominence (if be done), and benefit (if not
be done).
b. Model, Humans study more from what they see. Model occupies very
important position. Teacher must have character that wants to teach
earlier. A teacher is someone who is followed and imitated; students will
imitate what the teacher does than what the teacher says.
c. Priority orientation, Clear priority decision must be determined so that
evaluation process of success or not the character education can become
clear.
d. Priority iplementation, Educational institution must be able to make
verification how far the realization of priority in education environment
through various kinds of components which present in that educational
institution.

296 (KBSP) IV 2016
e. Reflection, means reflecting into our own self. What have been done will
still separate with self-consciousness before it has not associated yet,
reflected with someone’s consciousness content.
Education in the perspective of Islam is a chain of steps to prepare cadres
as vicegerent of Allah on the Earth, so that capable enough to set up
prosperous, dynamic, harmonic and everlasting world. Overall, the purpose of
character education is encouraging to “produce” good children. With good
character, children will grow in well capacity and commitment to do the best
in right way and having goal of life.
In reference to Hidayatullah (2010: 32-38), steps of character education
are as follow:
a. Politeness (5-6 years old)
In this phase, children are taught some character value as follow:
1) Honesty
2) Identify which is right and wrong
3) Recognizing which is good and bad
4) Find what is allowed and forbidden.
b. Responsibility (7-8 years old)
One of the ways to teach responsibility is commanding to do prayer
(shalat) in this age. The implication is children will learn to be discipline
and regular. Furthermore, it will establish their future. As consequence,
children will gain knowledge in the choice of future life, decide dream,
and invest faith and belief. It means that the dream will be achieved if it is
based on strong faith. Faith will be realized if the best effort and high
discipline are done.
c. Caring (9-10 years old)
After children know about responsibility, the next phase is children
need to care to other, especially peer-friend. Respecting the older people
and giving attention to the younger one, appreciate other’s right,
cooperating with friends, etc.
d. Independence (11-12 years old)
“Experience is the best teacher in our life”, it means that more
experiences that children have will stabilize character and guide into
independency. Independence is marked by readiness to take a risk as
consequences of no-obedient to the rule. This independence is also showed
by attitude of children who can differentiate which one is right and wrong,
no just identify. In addition, children are able to apply what is ordered and
prohibited, comprehending the consequences of irregularity.
e. Social participation (13 years old)
In this stage, children are regarded to be ready involving in the society.
There are two minimum main values that is basically needed for children,
first, integrity and second, adjustment ability.
4.2. Al-qalb in the Holy Qur’an

The word al-qalb is the basic form (masdar) from word qalaba means
transform, move, or turn around, whereas, the word al-qalb implies heart or
liver. Liver is called al-qalb because it continually beats and pumping the
blood physically. In the psychology context, al-qalb is a certain spiritual

(KBSP) IV 2016 297

condition that always turns around in determining any decision (Baharuddin,

2004: 124).
Relate this topic, Al-Ghazali (451-505 H/1059-1111 M) divide al-qalb
into two types, physical (jasmani) qalb and spiritual (ruhani) qalb. Physical
(jasmani) qalb is a plump of flesh placed in the inside of chest specifically
left side. Meanwhile, spiritual (ruhani) qalb is a soft thing (‫)لطيف‬, rabbani
and having the character of religiousness, indicating the nature of human who
are able to apprehend concept, knowledge and arif. It associates with the
physical heart (Rahayu, 2009: 83).
The view of al-qalb is in the spiritual context and it cannot be seen, except
by spiritual vision (mukasyafah). It is a place to get feeling, such as love,
learning, knowledge, information, scare, faith, and goodness.
Al-Jauziyyah (2005: 1-5) supposed three types of al-qalbu as follow:
1. Qolbun Shahih, is pure heart that anyone can not able to be safe in
Doomsday except if he comes to Allah with it.
2. Qolbun Mayyitun, the second type of heart is died heart, that there is no
life in it. It does not know the God, not worship Him appropriate with
command that He loves and blesses. It even always follows desire and its
own pleasure, in spite of with that God will wrathful and hates him.
3. Qolbun Maridl, the third type of heart is life heart but defect. It has two
substances that pushed and pulled. When it wins the fight so in it there is
love to Allah, faith, sincerity, and trusty to Allah, which is life substance.
In it also has love to desire, want and great effort to get it, envious,
conceited and arrogant, love to authority and make destruction in earth,
which is destructive and devastate substance.
In the holy Qur’an, the word al-qalb is mentioned 168 times in 45 chapters
and 112 verses. The amount of the word al-qalb found is 168. Like other
terms, the word a-qalb is also used in varieties context, include group of
verses, objects and the word meaning.
Based on the group of verse category, 56 verses is makiyah and 112 verses
is madaniyah. On the other side, based on the word meaning category, the
word qalb can be classified into some groups. The amount of the word qalb
according this category is 99 verses, for reason, some of the words contain
qalb is repeated with the same form and meaning.
It can be explained that there are 43 verses which explain about belief.
Among of them is:
    
   
  
   
   
   
    
  
“The Arab of the desert declare: ’We believe.’ Say: ‘You do not.’ Rather
say: ‘We profess Islam,’ for faith has not yet found its way into your
hearts. If you obey Allah and His Apostle, He will not diminish a thing

298 (KBSP) IV 2016
from (the rewards) of your labors. Allah is Forgiving and Merciful.” (Q.S.
Al-Hujurat: 14)
Then, there are 24 verses explain that qalb can contain fear, restless,
expectation, and calm. Among of them is:
  
   
  
  
  

“He brought down from their strongholds those who had supposed them
from among the People of the Book and cast terror into their hearts, so that
some you killed and others you took captive.”(Q.S. Al-Ahzab: 26)
Then, there are 20 verses explain that ‘aql can accept and keep
characteristics like heart constancy, holiness, crudeness, hardness, and
arrogant. Among of them is:
  
  
  
  
   
 
“(This He permits) so that He may make Satan’s interjections a temptation
for those whose hearts are diseased and hardened-and the wrongdoers are
in wide schism”. (Q.S. Al-Hajj: 53)
In the verses above, is mentioned clearly that qalb receive heart illness
(marad) and also can have character of rude, though, and cruel. Then in other
five verses are explained that qalb has ability to recite and with reciting it can
be calm. One of them is:
  
    
  
 
“Who have believed and whose hearts have rest in the remembrance of
Allah. Verily in the remembrance of Allah do hearts find rest.” (Q.S. Ar-
Ra’d: 28)
While in other seven verses, is explain that qalb have ability to
comprehend (by using ‘aql) the history facts by directing hearing, seeing, and
thinking ability. Beside that, it can be blind because it is not used. Among of
them is:
   
   
   
    

(KBSP) IV 2016 299

  

  
 
“Have they never journeyed trough the land so that they may have hearts
to reason with, or ears to hear with? It is not the eyes, but the hearts in the
breasts, that are blind.” (Q.S. Al-Hajj: 46)
5. Dicussion
5.1. Al-qalb as the Centre of Human Character
Al-qalb is the intuitional power of human. It means deeply rooted
knowledge based on pure experiences of life. It is the place of faith, soul,
light, and belief in God. Moreover, it is the centre of personality, good or
bad. The role of al-qalb in he human body is like the king and the soldier.
All of it works based on the order of al-qalb and can not deny it. Ibnu
Qaytim stated that al-qalb is the king, the entire bodies do what it orders;
accpet its guidance, all of the actions in the right way because of the
intention of al-qalb.
Because whole of bodies depend on al-qalb, so ‘aql as
development source of intellect and knowledge also relies on al-qalb. In
other word, it can be said that the centre of education is al-qalb, not in al-
‘aql. Al-‘aql is one of the parts of body will be operated by al-qalb. So, in
the teaching and learning process, it needs to take a funcion of al-qalb to
improve the potency of student (Hidayatullah, 2010: 121).
In other word, it can be said that al-qalb is the centre of human
character because it determines good or bad personality. Al-qalb is also
the main foundation of emotional, intellectual and spiritual quotient. What
al-qalb feels, understands, decides, and detremines will influece the
concept and principle of al-‘aql. There is certain relation between al-qalb
as the emotional aspect and al-‘aql as the intellectual aspect of human.
The development of al-‘aql without al-qalb qill generate superficial
knowledge of reality. On the contrary, al-qalb without al-‘aql will make
someone just take spiritual view of reality. Morally, this person has high
consciousness, but the capability of technique and theory is minim,
because the physical dimension is not full-mastered. Hence, it needs
proportional relation because it will build compatible connection
(Baharuddin, 2004: 134).
5.2. Character Education=Al-qalb Education
Al-qalb is the precious asset, because it is like sunglasses which
persuade the way human at or view. Relate to the nature of al-qalb, human
is created in pure al-qalb, but education and experience have certain
power in creating fetter of paradigm. Those fetter close the nature of pure
al-qalb, so that it isi not be able to think and look objectively.
For reason, character education ought to be capable enough to
stabilize the condition of al-qalb and change al-qalb in the better
condition. As mentioned before, the nature of al-qalb always turn around
and change without any exact reason. Moreover, the main purpose of
character education is encouraging of good character building.

300 (KBSP) IV 2016
Baically, the nature of al-qalb as said above has close relation with
the basic of character education, as the main sources of good and bad
value. Those values are described more in positive and negative energy of
character. The implication of this relation, al-qalb of the human can be
categorized into al-qalb salim, al-qalb maridl, and al-qalb mayyit based on
condition of al-qalb. Moreover, each type will influence the human
though, view, attituede and personality in daily activity. And
unconciously, it determines somenone into good or bad person. So,
educating human character is essentially educating al-qalb because it is
the centre of human intellect, emotion and character.
White (in Sarumpaet, 2001: 12) argues that character building is
the best efort of humankind. It is the major purpose of good education
because it is the reason why education exists. Consequently, character
education in the family, school or society becomes the responsibility of
parents, teacher, and society.
Thus,this kind of condition becomes consideration especially in
developing high human sources. Education is not only giving the newest
and the most complete knowledge, but building strong belief and
character of srudent in order to improve the potency and find the aim of
life. Additionally, education in the school is not only teaching to read, to
write, and to calculate, then pass the examination and get good job, but
also teahing the student to be able to decide which one is right and wrong.
5.3. Correlation between Al-qalb and Character Education

The correlation of al-qalb and character education as explained
before can be described in the diagram below:

(KBSP) IV 2016 301

Qalb Basic of Character
Education
Godly Non‐Godly Positive Negative

Potency Potency Value Value
Type of al‐Qalb
(Qalb salim, Qalb maridl, Qalb MAyit)
The Main Function of al‐Qalb
IQ
Qalb
EQ SQ
The Important Role of Character
Character Eduation=al‐Qalb Education
The explanation of the diagram is the following:

First, al-qalb is spiritual dimension and has intuitional power. It is
the centre of good and bad and place of faith in God. This nature of al-
qalb make it has godly and non-godly potency. This fact appropriate with
the nature of human character, which the basic is good and bad value.
Both values are well described in the positive and negative energy. This
eergy will generate human character, faith, personality, capacity and
potency.
This case make qalb is classified into three types: al-qalb salim, al-
qalb maridl, and al-qalb mayyit. Al-qalb salim is pure nad health al-qab,

302 (KBSP) IV 2016
al-qalb maridl is sick heart with full of evil tempation where it makes
someone far away from God, and lastly al-qalb mayyit, it is died herat and
there is no life in it.
Then, rearding with the main function of al-qalb a the centre of
human personality, so that character education is very important to do.
For reason,it afects all of human aspects include intellectual (IQ), spiritual
(SQ), and emotional (EQ). So, well-character education is also educating
al-qalb in order to get strong human character. One of the aspects to be
considered is method and steps of character education which should be
started from childhood, teenager, and adult.
6. Conclusion
Character education plays important role in building human character as
part of education. For reason, the mankind will not attain perfection character
level without educational process. Terefore, the essence of character
education is forming the perfect human who have readiness and ripeness to
create humanitarianism civilization. Studying al-qalb in the holy Qur’an can
not be seprated from the esence of human as object of character education
wheres al-qalb is the result of character education. Al-qalb is the none which
is distinguished human from others. The difference is not in external
(physical) form but in internal (psychological). Actually, it manifests in
attitude of human personality. The choice of attitude toward the order and
prohibition of the God in daily activity, will determine what kind of person
reflected.
Purpose of character education in Qur’anis perspective is creating well-
behaved and strong personality of human. For that reason, character
education should be able to educate al-qalb as the center of human character.
It determines good or bad of person in applying God order. Moreover al-qalb
as the mirror of human personality also becomes the centre of human quotient
include intellectual quotient(IQ), emotional quotient(EQ), and spiritual
quootient (SQ). So, in the teaching and earning process, principle of character
building should be considered and applied in order to create perfects students
whom have high intellectuality, emotional intellecual(EQ) in daily interaction
and use al-qalb(SQ) as the basic of all the actions.
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ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT:

A CONTENT ANALYSIS OF WHEN ENGLISH RINGS A BELL FOR JUNIOR
HIGH SCHOOL BASED ON CURRICULUM 2013
Wahyu Purnaningtyas

Phone (0271) 717417 psw 159 Phone/Fax (0271) 730772
wahyupurnaningtyas@gmail.com 085725615579
ABSTRACT
This research is about the analysis of the tasks in the textbook related to five components
of communicative competence. The objectives of this study are to explain what English
tasks are designed for five components of communicative competence development
reflected in English textbook and what are the frequency and the dominant type of task in
each competence. This research is qualitative research. The data are the tasks from the
textbook entitled ‘When English Rings A Bell’. To collect the data, the researcher uses
documentation method by doing some steps: read and understand the entire tasks in the
textbook for several times; mark the tasks that are including in five components of
communicative competence; type the tasks and code the marked tasks by writing the task
number, the chapter, and the page of the tasks; account the tasks that develop the
competences. The data were analysed by the theory of communicative competence
suggested by Celce-Murcia et al (1995) and analysed by using interactive model of
Huberman and Miles (1994). There are three steps in analysing the data; those are data
reduction, data display, and conclusion drawing/verification. The result shows that the
textbook entitled When English Rings A Bell consists of 181 tasks and there are five
components of communicative competence that developed the tasks. The English tasks
that are designed to develop students’ discourse competence are cohesion, deixis,
coherence, genre, and conversational structure. The English tasks that are designed to
develop students’ linguistic competence are syntax, lexicon, phonology, and orthography.
In actional competence, there are knowledge of language functions include interpersonal
exchange, information, feeling, opinion, and future scenario. In sociocultural
competence, there are sociocultural contextual factor, stylistic appropriateness factor,
and cultural factor. In strategic competence, there are compensatory strategies. The
frequency of the English tasks designed for discourse competence is 30, 38%, for
linguistic competence is 27, 62%, for actional competence is 28, 17%, for sociocultural
competence is 8, 83%, and for strategic competence is 4, 97%. The dominant types of task
for discourse competence are deixis and genre, for linguistic competence is phonology,
for actional competence is knowledge of language function, for sociocultural competence
is sociocultural contextual factor, and for strategic competence is compensatory strategy.
Keywords: English task, communicative competence, content analysis, material

development, curriculum 2013
1. INTRODUCTION
Nowadays, English is an international language that must be mastered by people
in this world, include in Indonesia. In education, English learned by people since they
305
306 (KBSP) IV 2016
are in the elementary school until they are in the university. Learners need to develop
their skills, but sometimes they do not know how to do that. As a teacher, we should
help them. By using some various materials and methods, we may help them to
develop their language skills. According to Tomlinson (1998), there are many kinds of
learning materials such as dictionary, grammar book, workbook, photocopied
exercise, etc.
In addition, Al-Nwaiem (2012) states that the term ‘materials’ in an educational
context denotes any textual materials used by teachers and students, including
textbooks, worksheets, handouts, audio-visual aids and technological materials.
According to Hutchinson & Torres (1994: 315), the textbook is an almost universal
element of (English language) teaching. Moreover, Cunningsworth (1995) argues that
textbooks play several roles in English language teaching curriculum: they are reliable
resource for self-directed learning, a source of ideas and activities, and reference
material for learners. So, it can be concluded that textbook has important role in the
teaching learning process. It must have good quality to create good capability for the
students.
In the textbook, of course there must be many tasks and materials inside that
will help leaners develop their English skills. Lee (2000) in Ellis (2003: 4) states that a
task is (1) a classroom activity or exercise that has: (a) an objective obtainable only by
the interaction among participants, (b) a mechanism for structuring and sequencing
interaction, and (c) a focus on meaning exchange; (2) A language learning endeavor
that requires learners to comprehend, manipulate, and/or produce the target language
as they perform some set of work plan. So, task means an activity that can influence
students’ language ability and also their understanding. A good textbook serves good
task inside that will make the students easier to understand the materials through those
tasks.
For many years, Indonesia has implemented some curriculum. Now, we use
2013 curriculum in teaching learning process. It implements scientific approach which
has five steps in learning, namely observing, questioning, gathering information or
experimenting, associating or information processing, and communicating. The goal
of learning is to improve the students’ communicative competence. Based on the
discussion above, this research is conducted to know the quality of a textbook that is
used in junior high school. The research is conducted by analyzing the tasks in the
textbook based on theory of communicative competence by Celce-Murcia et al (1995).
The main competence of language learning based on Celce-Murcia et al (1995) is
communicative competence or discourse competence. It has supporting competence,
namely: discourse competence, linguistic competence, actional competence,
sociolinguistic competence, and strategic competence. The aim of this research is to
explain what English tasks are designed for communicative competence development
reflected in English textbook and what are the frequency and the dominant type of task
in each competence. The research is limited on the tasks analysis in a textbook entitled
When English Rings A Bell that is used for the students in seventh grade of junior high
school.
2. THEORETICAL REVIEW
This research uses some theories such as material development (notion and
principles of material development); component of task; communicative competence
from several perspectives; and the component of communicative competence by
Celce-4Murcia. However, the analysis of the task is focused on the theory of
communicative competence by Celce-Murcia et al (1995).
a. Discourse Competence
According to Murcia (1995: 13) discourse competence concerns the selection,
sequencing, and arrangement of words, structures, sentences and utterances to

(KBSP) IV 2016 307

achieve a unified spoken or written text. There are many sub-areas that contribute
to discourse competence: cohesion, deixis, coherence, generic structure, and the
conversational structure inherent to turn-taking system in conversation. Cohesion
refers to the area of discourse competence most closely associated with linguistic
competence (Halliday & Hasan 1976, 1989). There are four ways by which
cohesion are created in English: by reference, ellipsis, conjunction, and lexical
organization (Halliday, 1985: 288). Deixis means ‘pointing’ via language. It links
the situational context with the discourse. Each text has its own distinctive
linguistic characteristic, and its own generic structure (Nunan, 1998: 43).
Conversational structure, which is inherent to the turn-taking system in oral
conversation (Sacks, Schegloff & Jefferson: 1974), is the final aspect of discourse
competence as we have outlined it. This area is highly relevant for communicative
competence and language teaching, since conversation is the most fundamental
means of conducting human affairs.
b. Linguistic Competence
Linguistic competence is the mastery of language code, the ability to use
grammar, syntax, and vocabulary this competence encompasses knowledge of roles
of phonology, morphology, lexical items, and syntax (Brown, 2000: 247).
Suggested components of linguistic competence are syntax, morphology, lexicon,
phonology, and orthography.
c. Actional Competence
Celce-Murcia et al (1995: 17) defined actional competence as the competence
to convey and understand communicative intent that is matching actional intent
with linguistic form based on the knowledge of an inventory of verbal schemata
that carry illocutionary force. It is closely related to interlanguage pragmatics
which has been defines by Blum & Kulka (1993) as “the study of nonnative
speakers use and acquisition of linguistic action patterns in a second language.
Suggested components of actional competence are knowledge of language
function includes interpersonal exchange, information, opinion, feeling, problem,
and future scenario; and the knowledge of speech act sets.
d. Sociocultural Competence
According to Celce-Murcia et al (1995: 23), sociocultural competence refers
to the speaker's knowledge of how to express messages appropriately within the
overall social and cultural context of communication, in accordance with the
pragmatic factors related to variation in language use. Celce-Murcia et al (1995:
23) have divided the relevant sociocultural competence into four main categories,
namely social contextual factors, stylistic appropriateness factors, cultural factors,
and non-verbal communicative factor.
e. Strategic Competence
It refers to knowledge of communication strategies and how to use them. It
highlights three functions of strategy use from three different perspectives (Celce-
Murcia et al, 1995: 26). The description of strategic competence consists of five
main parts: avoidance and reduction strategies, stalling or time-gaining strategies,
achievement or compensatory strategies, self-monitoring strategies, interactional
strategies.
3. RESEARCH METHOD
In this study, the researcher applies the qualitative research method because the
data of the research are in the form of document from a textbook that contain text or
discourse. Qualitative research is intended to understand the subject’s phenomena that
described in the form of words in a certain natural context and use natural method
(Moleong, 2007: 6). The approach that used in this research is content analysis. Weber
(1990) indicates that content analysis is a research method that uses a set of

308 (KBSP) IV 2016
procedures to make valid inferences from text. The object of this study is English
textbook entitled ‘When English Rings A Bell’ for Junior High School in the seventh
grade. The textbook was arranged by Ministry of Education and Culture and the
manuscript contributors are Yuli Rulani Khatimah, Asep Gunawan, and Siti
Wachidah.
The data in this research are tasks that are written in the textbook. Task is an
activity which required learners to arrive at an outcome from given information
through some process of thought, and which allowed teachers to control and regulate
that process (Prabhu (1987) in Nunan (1992: 4)). The textbook consists of eleven
chapters. Here, the researcher focuses on analyzing the tasks that written on each
chapter in the textbook. The researcher uses some data collection techniques:
observation and documentation. According to Nasution in Sugiyono (2007: 310),
observation is the basic of all knowledge. In this step, the researcher observes the
textbook that will be analyzed. The researcher observes the textbook from the cover
until the end of the textbook. Then, the researcher is going to the next step, it is
documentation. Cresswell (2012: 160) states that documentation analysis includes
printed materials, images, literary works, film, or other types of records. Then,
Sugiyono (2007: 329) states that document is any valuable notes of past events in the
form of written text, pictures, or monumental creatures.
The researcher uses some procedures in applying this method: read and
understand the entire tasks in the textbook for several times; mark the tasks that are
including in five components of communicative competence; type the tasks and code
the marked tasks by writing the task number, the chapter, and the page of the tasks;
account the tasks that develop the competences. In this research, the researcher needs
to verify the data in order to make the research to be valid and reliable. The researcher
collects the data and put them into each components of communicative competence.
Those are linguistic competence, sociocultural competence, strategic competence,
actional competence, and discourse competence. After all the data are collected and
put into each component, the researcher share and discuss it with some colleagues and
the expert to verify that the data are valid or not. In this research, the expert judgment
is really needed for the data validity.
In qualitative research, data analysis begins when the observations started. It is an
on-going activity throughout the whole investigation. This research applies the model
of data analysis based on Huberman and Miles (1994: 10). They mention three linked
processes of analysis, namely data reduction, data display, and data conclusion
drawing or verification. Data reduction is a form of analysis that sharpens, sort,
focuses, discards, and organizes data in such a way that ‘final’ conclusion can be
drawn and verified (Huberman and and Miles, 1994: 11). The coding system is based
on the chapter in the textbook, task number, and the page of the textbook. For example
the first task in the first chapter and in the first page, so the coding will be: T1/C1/P1.
In this process, the researcher classified the data into five components of
communicative competence. The display of the data is in the form of table. Each table
consists of the competence’s name and the amount of task for each component.
Verification is fleeting second thought crossing the analyst’s mind during writing,
with excursion back to the field notes (Miles and Huberman, 1994: 11). Here, the
tasks are analyzed with five components of communicative competence by Celce-
Murcia et.al (1995).
4. RESEARCH FINDING AND DISCUSSION

In the research finding, the researcher classify and analyse the tasks in the
textbook into each components of communicative competence, namely discourse
competence, linguistic competence, actional competence, sociocultural competence,
and strategic competence. Each competence has its components. So, the results of the

(KBSP) IV 2016 309

analysis are including in the components of each competence. In discourse

competence, there are cohesion, deixis, coherence, genre, and conversational structure.
There are also some types inside each component of discourse competence. For
example, there are reference, substitution ellipsis, conjunction, and lexical chains in
cohesion. In linguistic competence, there are components such as syntax, morphology,
lexicon, phonology, and orthography. There are some components in actional
competence like knowledge of language functions that has many terms inside, and
also knowledge of speech act sets. In sociocultural competence, there are sociocultural
contextual factors, stylistic appropriateness factors, cultural factors, and non-verbal
communicative factors inside the competence. Then, strategic competence consists of
five components, namely avoidance and reduction strategies, time-gaining strategies,
compensatory strategies, self-monitoring strategies, and interactional strategies.
In the research finding and discussion, the researcher gives the result of the
analysis and also the discussion. The result will be discussed as follows:
a. English tasks designed to develop the students’ linguistic competence
The first competence is linguistic competence. It consists of some components
like syntax, morphology, etc. Based on the analysis, the researcher found that the
amount of the task include in syntax component are 10 tasks. The highest amount
of the task include in syntax component are 3 tasks and it is found in chapter 5 of
the textbook. The chapter is studying about how many pets that the students have.
There is no task in the textbook that uses morphology in designing the task. In
lexicon component, there are 14 tasks and the highest amount of the task is in
chapter 7, it is 6 tasks.
Then, there are 24 tasks that are developed based on phonology in the
component of linguistic competence. There are tasks that used phonology in each
chapter in the textbook. The last component in linguistic competence is
orthography. There are 2 tasks that used this component. It is found in chapter 2.
So, it can be conclude that the tasks designed to develop students’ linguistic
competence are in the form of syntax, morphology, lexicon, lexicon, phonology
and orthography.
b. English tasks designed to develop the students’ sociocultural competence
In sociocultural competence, there are four components that have been
mentioned above. There are 10 tasks in the textbook that implement the component
of sociocultural competence, namely sociocultural contextual factors. The highest
amount of the task in this component is 3 and it is found in chapter 9 on the
textbook. In stylistic appropriateness factors, there are 3 tasks that implement this
component. It can be found only in the chapter 7. There are 2 tasks in the cultural
factors component, and it is found in chapter two and chapter 3. There is no task
that implements the component of non-verbal communicative factors.
c. English tasks designed to develop the students’ strategic competence
Strategic competence is the knowledge of communication strategies and how
to use them in communication. In the textbook, there are 9 tasks that implement the
strategic competence. They are found in the chapter six, chapter seven, chapter
eight, chapter nine, chapter ten, and chapter eleven. There are five components in
strategic competence but the researcher found the tasks that developed based on
this competence in the component of compensatory strategies.
d. English tasks designed to develop the students’ actional competence
There are two components of actional competence, namely the knowledge of
language functions and knowledge about speech act sets. In knowledge of language
functions, there are many components like interpersonal exchange, information,
feeling, and so on. In the textbook, the researcher found that there are task that
developed actional competence in each chapter. There is 1 task in chapter one, 3
tasks in chapter two, 4 tasks in chapter three, 5 tasks in chapter four, 6 tasks in

310 (KBSP) IV 2016
chapter five, 2 tasks in chapter six, 3 tasks in chapter seven, 7 tasks in chapter
eight, 5 tasks in chapter nine, 3 tasks in chapter ten, and 3 tasks in the last chapter.
All of tasks are developed based on the knowledge of language functions.
e. English tasks designed to develop the students’ discourse competence
Discourse competence is a competence related to the words or sentences in the
form of written or spoken. Discourse competence consists of some components like
cohesion, deixis, and so on. The textbook consists of 55 tasks that developed based
on discourse competence. There are 6 tasks for cohesion, 16 tasks for deixis, 1 task
for coherence, 16 tasks for genre, and 13 tasks for conversational structure.
f. The frequency of the English tasks designed for each competence
All the tasks have been analysed and the results also have been found. The
textbook consists of 181 tasks, and there are five components of communicative
competence in developing the tasks. Here, the researcher describes the frequencies
of the tasks in each competence. The frequency of English tasks designed for each
competence can be drawn with the formula as follow: the amount of tasks for each
competence divided by the amount of tasks in textbook times 100%.
First, the amounts of tasks in discourse competence are 55 tasks. The
frequency of this competence is 30, 38%. The second, there are 51 tasks of actional
competence in the textbook. The frequency is 28, 17%. Then, the tasks that
developed based on linguistic competence are 50 tasks and the frequency is 27,
62%. The fourth competence is sociocultural competence. There are 16 tasks of
this competence and the frequency I 8, 83%. The last competence is strategic
competence. In the textbook, the researcher found that there are 9 tasks developed
by strategic competence. The frequency is 4, 97%. From the results, the researcher
takes the conclusion that the dominant competence in the tasks in the textbook is
discourse competence with the frequency 30, 38%.
g. The dominant type of tasks for each competence
There are many types of task for each competence in communicative
competence. Each chapter consists of many types of tasks and many components of
communicative competence. There are five components of communicative
competence, namely discourse competence, linguistic competence, actional
competence, sociocultural competence, and strategic competence. In discourse
competence, there are two types or competence that dominant in the textbook.
Those are deixis and genre. Each component consists of 16 tasks. So, the dominant
types of task in discourse competence are deixis and genre.
There are 50 tasks in linguistic competence. The highest or the dominant type
of task in the textbook is phonology. Then, in actional competence, there are 51
tasks. The dominant of the task type that is found in the textbook is the knowledge
of language functions. There are many components in the knowledge of language
functions such as information, feeling, and so on. In this research, the dominant
type of task is interpersonal exchange include introduction and greeting.
There are four components in sociocultural competence such as cultural
factors and stylistic appropriateness factors. There are 16 tasks that developed
based on sociocultural competence. The dominant type of task is sociocultural
contextual factors with the amount of task 10. The last competence is strategic
competence. There are 9 tasks in the textbook that developed with strategic
competence. There is only one type of task that exists in the textbook, namely
compensatory strategies. The amount of the task is 9 tasks.
5. CONCLUSION
Based on the research findings and discussion, it can be concluded that the
textbook entitled When English Rings A Bell consists of 181 tasks and there are five

(KBSP) IV 2016 311

components of communicative competence that developed the tasks, namely discourse

competence, linguistic competence, actional competence, sociocultural competence,
and strategic competence. The English tasks that are designed to develop students’
discourse competence are cohesion, deixis, coherence, genre, and conversational
structure. The English tasks that are designed to develop students’ linguistic
competence are syntax, lexicon, phonology, and orthography. The English tasks that
are designed to develop students’ actional competence are knowledge of language
functions include interpersonal exchange, information, feeling, opinion, and future
scenario. The English tasks that are designed to develop students’ sociocultural
competence are sociocultural contextual factor, stylistic appropriateness factor, and
cultural factor. The English tasks that are designed to develop students’ strategic
competence are compensatory strategies.
The frequency of the English tasks designed for discourse competence is 30,
38%, the frequency of the English tasks designed for linguistic competence is 27,
62%, the frequency of the English tasks designed for actional competence is 28, 17%,
the frequency of the English tasks designed for sociocultural competence is 8, 83%,
and the frequency of the English tasks designed for strategic competence is 4, 97%.
The dominant types of task for discourse competence are deixis and genre, the
dominant type of task for linguistic competence is phonology, the dominant type of
task for actional competence is knowledge of language function, the dominant type of
task for sociocultural competence is sociocultural contextual factor, and the dominant
type of task for strategic competence is compensatory strategies.
BIBLIOGRAPHY
Al-Nwaiem, A. (2012). An Evaluation of the Language Improvement Component in the

Pre-Service ELT Programme at a College of Education in Kuwait: A case study.
Unpublised Dissertation. The University of Exeter.
Blum-Kulka, Kasper. 1993. Interlanguage Pragmatics. New York: Oxford University

Press.
Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York:
Longman. (pp. 49-58).
Celce-Murcia M, Dörnyei Z, Thurrell S (1995). A pedagogical framework for

communicative competence: A Pedagogically motivated model with content
specifications. Issues in Applied Linguistics 6(2): 5–35.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among the
five traditions (3rd ed.). Thousand Oaks, CA: Sage.
Cunningsworth, A. (1995). Choosing your Coursebook. London: Macmillan: Heinemann.
Ellis, Rod. 2003. Task-Based Language Learning and Teaching. New York: Oxford
University Pres.
Halliday, M. A. K & Hasan R. 1976. Cohesion in English. London: Longman.
Halliday, M.A.K. 1985 An Introduction to Functional Grammar. London: Edward

Arnold.

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Hutchinson, T. & Eunice T. 1994. “The Textbook as Agent of Change.” In ELT Journal
Volume 48/4. Oxford University Press.
Miles, MB. & Huberman, AM. (1994). Qualitative Data Analysis (2nd edition).
Thousand Oaks, CA: Sage Publications.
Moleong, Lexy. J. 2007. Metodologi Penelitian Kualitatif. Bandung: PT Remaja

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Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching.

Nunan, David. 1992. Designing Tasks for the Communicative Classroom. United
Kingdom: Cambridge University Pers.
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For the organization of Turn-Taking for Conversation," Language, 50:696-735,
1974.
Sugiyono. 2007. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan

R&D. Bandung: Alfabeta.
The Ministry of Cultural & Education. 2014. Bahasa Inggris: When English Rings A Bell.
Revise Ed. Jakarta: The Ministry of Cultural & Education.
Tomlinson, B. 1998. Materials Development in Language teaching. Cambridge:

Weber, R.P. (1990). Basic Content Analysis. Newbury Park, CA: Sage Publications.


(KBSP) IV 2016
A PRAGMATIC ANALYSIS OF IMPOLITENESS STRATEGIES USED IN

DAILYMAIL’S COMMENTS
LUTHFI YULIDAR

University Muhammadiyah of Surakarta
Phone (0271) 717417 psw 159/ (0271) 730772
luthfy.vie@gmail.com 089653236755
ABSTRACT
Impoliteness strategy is strategy to attack face or identity or right in
communication. Impoliteness involves some kind of conflict between the participants, it
happens when their social status, power, and culture different. Culpeper, is a proponent of
impoliteness who actives doing research, explains the kind of impoliteness. He formulates
impoliteness strategies in 2010, it has five kinds: bald on record impoliteness, positive
impoliteness, negative impoliteness, withhold politeness, and off-record impoliteness.
The research aims to describe the most occur types impoliteness strategies and the
conventional forms of impoliteness used in Dailymail’s comments. This research is
focused on impoliteness strategies. This research investigates impoliteness in comments
written by the readers in Dailymail, published in 2015-2016. The type of research is
descriptive qualitative. The data source of this research is comments of dailymail.co.uk.
In collecting data, writer uses the documents were taken from Dailymail’s comments.
From the collected data, the writer finds 80 data. The research finding shows that bald of
record impoliteness is the most found in the Dailymail’s comments. Then, negative
impoliteness (condescend, ridicule, scorn, and frighten), positive impoliteness (call the
other name, seek disagreement, exclude the other from an activity, and ignore, snub the
other), sarcasm or mock impoliteness, and off-record impoliteness. Whereas, the
conventional forms of impoliteness strategies of this research consists of patronising
behavior, pointed criticism, and insults.
Keyword: impoliteness strategies, conventional forms
A. INTRODUCTION
Crystal and Varley (1993) state that "communication is the sending and
receiving of messages. It means to any message, not just the highly structured
symbolic massages of language." Communication is a broader concept than
language, and language is included within what is meant by communication.
Communication is the common activities of human being. There are many
ways of communication, the first is verbal communication, the second is non-verbal
communication, then written communication, and the last is visual communication.
Communication purposes to send messages, information, share the opinions, and
keep relationship with the other. In communication, there are several ways to send
messages, such as face-to-face or using media. When people communicate, they are
using politeness, it used to respect the others, elders, and strangers. Though, people
are impolite when they communicate with the other. It has many reasons why people
are impolite when they communicates, such as he has different opinion with the
other and wants to defend his argument, his emotional of anger could not be hold
out.
313
314 (KBSP) IV 2016
The first way of communication is verbal communication. It is

communication within voices or spoke. Verbal communication refers to the send a
message using of sound and language. It works to express ideas, opinions, concepts,
etc. such face-to-face, telephone, radio or television and other media. While,
nonverbal communication involves those nonverbal stimuli in a communication
setting that are generated by both the speaker and his use of the environment and that
have potential message value for the speaker or listener. Basically it is sending and
receiving messages in a variety of ways without the use of verbal codes or words. It
is both intentional and unintentional.
The other categories of communication are written and visual
communication. Written communication is used in letters, e-mails, books,
magazines, and the internet or via other media. Written communication contains any
type of message that use of the written word. Nowadays, written communication
becomes popular, especially in social networks or sites. When someone shares his
opinion, express his feeling, etc with his own language, particularly with impolite
words, he will get impolite responds too and it often makes words war. And the last
is visual communication, communication using by graphs and charts, maps, logos
and other visualizations can communicate messages. This communication makes
people understand things better, the complex ideas can be presented clearly within a
short time period, and can be used to communicate to wide group with differing
background.
For all categories of communication, the most give a chance to interact
impolitely with the others are verbal communication and written communication.
However, I will be specified about written communication in online article that
written by the readers.
Although previous studies have examined impoliteness, most of them
focus on spoken impoliteness. The research of written impoliteness has been rarely
examined, and hence this study is to fill in this gap. Thus, this present study
examines written impoliteness in comments of online news.
Most of the native researchers have studied spoken impoliteness in variant
objects. Culpeper is using television documentary (2003), television quiz show
(2005) as his objects. Aydinoglu (2013) is using the speech of act plays by an
American woman playwright in Geralyn L. Harton. Then, Laitinen (2011) is using
television drama as her object. Wang is using female mandarin speakers as object of
her study (2008). Marlangeon studied about a typology of verbal impoliteness
behavior for the English and Spanish cultures (2012).
The research of written impoliteness especially in online magazines has
been rarely examined. The most studies of written impoliteness are using novels as
his/her objects. Methias (2010) using a novel of Dickens’s Great Expectation in his
research. Kuntsi (2012) also uses a novel “Dover Trial” in her research. In Indonesia,
research about impoliteness is still not widely. The example, Hartono (2014), he uses
comic strip as his object to analyze impoliteness strategies.
The last is Wibowo (Nd), he examines impoliteness used in online football
comments. The present research has same object with Wibowo, but different
participants. The previous research used Indonesian participants (English as second
language) and the present research used native participants (English as mother
tongue or first language).
This research which deals with impoliteness used in Dailymail’s comments
focuses on analyzing the impoliteness strategies are used by reader in Dailymail. The
aim of the research is to describe the most occur types impoliteness strategies and to
describe the conventional form of impoliteness used in Dailymail’s comments. This
study will be different with the studies before, the researcher focuses on written

(KBSP) IV 2016 315

impoliteness in CMC. The researcher hopes that this research will be useful as
additional references and enrichment in studying language used.
B. THEORETICAL REVIEW
The study of pragmatic is concerned with many principles to make sense of

what somebody hears and reads. Levinson (1983:21) explain that “Pragmatics is the
study of the relation between that language and context are basic to an account of
language understanding.” According to Peccei (1999:5), pragmatics concentrates on
those aspects of meaning that cannot be predicted by linguistics alone and takes into
account knowledge about the physical and social world.
Impoliteness has several synonyms in the English language and somehow
they all refer to the evaluation of negative behavior (Culpeper, 2010), because they
attack somebody’s identity or rights, and they cause specific emotional reactions
(e.g. hurt or anger). It has been directly associated with the intentions of the speaker
and perceptions of the hearer.
Impoliteness contains of five sub-units, there are bold on record
impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock
politeness, and withhold politeness.
Computer-Mediated Communication (CMC) is the process by which
people create, exchange, and perceive information using networked
telecommunications systems (or non-networked computers) that facilitate encoding,
transmitting, and decoding messages.
In this paper, researcher uses theory of impoliteness strategies by Culpeper
(1996). Impoliteness strategies refer to communicative strategies used to attack face,
and thereby create social disruption, based on Culpeper. He categorizes into five
strategies, as follows:
1. Bald on record impoliteness – the FTA is performed in a
direct, clear, unambiguous and concise way in
circumstances where face is not irrelevant or minimized.
2. Positive impoliteness – the use of strategies designed to
damage the addressee’s positive face wants. Examples:
a. Ignore, snub the other
b. Exclude the other from an activity
c. Disassociate from the other
d. Be disinterested, unconcerned, unsympathetic
e. Use inappropriate identity markers
f. Use obscure or secretive language
g. Seek disagreement
h. Make the other feel uncomfortable
i. Use taboo words
j. Call the other names
3. Negative impoliteness – the use of strategies designed to
damage the addressee’s negative face wants. Examples:
a. Frighten
b. Condescend, scorn or ridicule.
c. Invade the other's space
d. Explicitly associate the other with a negative aspect
e. Put the other's indebtedness on record
4. Sarcasm or mock politeness – the FTA is performed with
the use of politeness strategies that are obviously insincere,
and thus remain surface realizations

316 (KBSP) IV 2016
5. Withhold politeness - the absence of politeness work where

it would be expected
6. Off-record impoliteness - the FTA is performed by means of
an implicature but in such a way that one attributable
intention clearly out weighs any others.
(Culpeper 2005)
The researcher uses theory of conventional impoliteness strategies by
Culpeper (2010) to describe the conventional forms of impoliteness used in
Dailymail’s comments. This theory has six contents, there are:
1. Patronising behaviour (including condescending, belittling,
ridiculing and demeaning behaviours): Producing or
perceiving a display of power that infringes an understood
power hierarchy
2. Insults (including derogatory statements and implications):
Producing or perceiving a display of low values for some
target
3. Pointed criticism(including expressions of disapproval and
statements of fault, weakness or disadvantage): Producing
or perceive a display of low values for some target
4. Encroachment: Producing or perceiving a display of
infringement of personal space (literal or metaphorical)
5. Exclusion (including failure to include and disassociation):
Producing or perceiving a display of infringement of
inclusion
6. Failure to reciprocate: Producing or perceiving a display of
infringement of the reciprocity norm
(Culpeper 2010)
C. RESEARCH METHODS
The researcher is seeking to answer question about impoliteness strategies

and the conventional form of impoliteness. She is decided to use descriptive
qualitative. The techniques are analyzing the impoliteness strategies in Dailymail’s
comments by using Culpeper’s impoliteness strategies and analyzing the
conventional forms of impoliteness based in Culpeper (2010).
The sources of the data were taken from the online comments of Dailymail,
in the news, tv showbiz and sport’s columns. This research concerns on impoliteness
in comments that written by the readers in Dailymail published in August 2015 until
January 2016 and collected for 80 online comments. Then, the researcher is
classifying the data into impoliteness strategies by Culpeper and coding the data.
D. FINDINGS AND DISCUSSION
In the findings and discussion, the writer analyses comments on Dailymail.

First, the writer describes the most occur types impoliteness strategies used in
comments. Second, is describing the conventional forms of impoliteness used in
Dailymail’s comments.
1. Impoliteness strategies
Impoliteness strategy is strategy to attack face or identity or right in
communication. Impoliteness strategies happen when their social status, power,

(KBSP) IV 2016 317

and culture are different. Culpeper (1996) refers impoliteness to communicative

strategies used to attack face, and thereby create social disruption.
a. Bald on record impoliteness – the FTA is performed in a direct, clear,
unambiguous and concise way in circumstances where face is not
irrelevant or minimized.
45/Murica/BOR/Selena Gomez puts her enviable legs on display in a pink
ombré bandage dress as she films Neighbors 2 in Atlanta
She looks cheap.
Murica’s comment completely categorize into bald on record impoliteness.
Murica clearly stated that Selena Gomez looks cheap with her pink ombré
dress. It explains that her dress is not suitable with her. Murica said in a
direct, clear, and unambiguous sentence.
b. Positive impoliteness – the use of strategies designed to damage the

addressee’s positive face wants.
65/My Opinion/Call the other name/Aisleyne Horgan-Wallace puts on a
very busty display in plunging black dress while Nicola McLean matches
in racy sheer number for girls' night out
They look like a pair of dogs
The comment contains on positive impoliteness strategy. It shows that the
participant does not like Aisleyne and Nicola’s wardrobes. The news given
pictures of Aisleyne and Nicola’s dress and tasteless. The participant said
that Aisleyne Horgan-Wallace and Nicola McLean look like a pair of dogs.
From My Opinion’s comment the researcher knows that is the type of
positive impoliteness of call the other name.
c. Negative impoliteness – the use of strategies designed to damage the

addressee’s negative face wants
38/European and LOVE IT/Frighten/Nick Kyrgios claims he's 'learned' his
lesson after his vile sex sledge on Stan Wawrinka and says there 'won't be a
next time'
I cant stand this guy. he needs a massive smack in the
chops.
The comment from EuropeanandLOVEIT uses negative impoliteness. He
stated that he irritated with Kyrgios’s act on the court. Kyrgios said that
Kokkinakis banged Wawrinka’s girlfriend, Donna Vekic. That should not
be done by competitor on the match. EuropeanandLOVEIT describes that
he cannot bear of Kyrgios’s behave and want to give a massive smack in
his chops. The comment includes of negative impoliteness of frighten.
d. S
arcasm or mock politeness – the FTA is performed with the use of
politeness strategies that are obviously insincere, and thus remain surface
realizations
64/justsayin/Sarcasm or mock impoliteness/Aisleyne Horgan-Wallace puts
on a very busty display in plunging black dress while Nicola McLean
matches in racy sheer number for girls' night out
Where do they even get clothes like that?
The comment includes of sarcasm or mock impoliteness. The participant
said where do they even get clothes like that? It explains that justsayin
using irony to express him/her opinion that their dress is racy and

318 (KBSP) IV 2016
unsuitable. The word even proves clearly that the commentator does not
like Aisleyne and Nicola’s clothes.
e. Off-record impoliteness - the FTA is performed by means of an

implicature but in such a way that one attributable intention clearly out
weighs any others.
68/Yellowfreckles/Off-record impoliteness/That's a whole lot of Lottie!
Kate Moss's model sister flashes her bra under racy sheer dress at 18th
birthday bash
She seems to hang out with a stylish good looking crowd.
Weird to see 18 year olds drinking in a bar like this, as the
drinking age is 21 in the US.
This statement includes of off-record impoliteness, the FTA is performed
by means of an implicature but in such a way that one attributable
intention clearly out weighs any others. The Yellowfreckles wonders how
Lottie can hold her 18th birthday party in a bar. She’s only 18 year olds
drinking in a bar at her party, while the drinking age in the US is 21 year
olds.
2. Conventional forms of impoliteness

A conventionalized impoliteness is a form of a language in which
context-specific impoliteness effects are conventionalized.
a. Patronising behaviour (including condescending, belittling, ridiculing
and demeaning behaviours): Producing or perceiving a display of power
that infringes an understood power hierarchy
64/justsayin/Patronising behavior/Aisleyne Horgan-Wallace puts on a very
busty display in plunging black dress while Nicola McLean matches in
racy sheer number for girls' night out
Where do they even get clothes like that?
This comment includes of patronizing behavior because justsayin’s
statement shows condescending sentence. Where do they even get clothes
like that? means that ‘is not there any better clothes?” At justsayin’s point
of view, Aisleyne and Nicola’s clothes are too racy.
b. Insults (including derogatory statements and implications): Producing or

perceiving a display of low values for some target
45/Murica/Insults/Selena Gomez puts her enviable legs on display in a pink
ombré bandage dress as she films Neighbors 2 in Atlanta
She looks cheap.
In this comment, the participant makes derogatory statement about Selena
Gomez’s style. Murica clearly said that Gomez’s dress makes her looks
cheap.
68/Yellowfreckles/Insults/That's a whole lot of Lottie! Kate Moss's model

sister flashes her bra under racy sheer dress at 18th birthday bash
She seems to hang out with a stylish good looking crowd.
Weird to see 18 year olds drinking in a bar like this, as the
drinking age is 21 in the US.
Yellowfreckles’s comment includes of conventional form of impoliteness
of insult. He/she insulting Lottie’s lifestyle that she held 18th birthday
party at a bar while the drinking age in US is 21.

(KBSP) IV 2016 319

c. Pointed criticism(including expressions of disapproval and statements of

fault, weakness or disadvantage): Producing or perceive a display of low
values for some target
38/European and LOVE IT/Pointed criticism/Nick Kyrgios claims he's
'learned' his lesson after his vile sex sledge on Stan Wawrinka and says
there 'won't be a next time'
I cant stand this guy. he needs a massive smack in the
chops.
This comment contains in conventional form of impoliteness of
pointed criticism. The participant said that he/she can bear Kyrgios’s
statement which condescend Wawrinka’s girlfriend that is impolite to
interlope.
65/My Opinion/Pointed criticism/Aisleyne Horgan-Wallace puts on a very

busty display in plunging black dress while Nicola McLean matches in
racy sheer number for girls' night out
They look like a pair of dogs
In this comment, My Opinion uses conventional form of impoliteness of
pointed criticism. He/she stated that Aisleyne and Nicola’s dress are awful
and looks like a pair of dogs.
E. CONCLUSION
This research is about impoliteness strategies used by the readers who
written the comments in Dailymail website. After analyses the data, the researcher
found that there are five impoliteness strategies used and three types of the
conventional form are used.
Related to the first research question about impoliteness strategies which
are used by the reader while written the comments, the researcher found out five
strategies of impoliteness intended by Culpeper are used. The five impoliteness
strategies are bald on record, positive impoliteness, negative impoliteness, sarcasm
or mock politeness, and off-record impoliteness. Then, the researcher found out three
categories of the conventional form of impoliteness proposed by Culpeper, there are
patrionising behavior, insult and pointed criticism.
BIBLIOGRAPHY
Crystal, D. and Varley, R. (1993). Introduction to Language Pathology. 3rd edn. London:
Whurr.
Culpeper, J. (1996). Towards an anatomy of impoliteness. Journal of Pragmatics,
Volume 25, Issue 3, 349-367.
Levinson, S. C, (1983). Pragmatics. London: Cambridge University Press.
Peccai, J. S. (1999). Pragmatics. London: Routledge.
Culpeper, J. (2005). Impoliteness and Entertainment in the Television Quiz Show: The
Weakest Link. Journal of Politeness Research, Volume 1, 1612-5681.
Culpeper, J. (2010). Conventionalised impoliteness formulae. Journal of Pragmatics,
Volume 42, 3232-3245.
http://edutechwiki.unige.ch/en/Computer-mediated_communication, April, 1, 2010.
http://www.dailymail.co.uk


(KBSP) IV 2016
TEACHERS’ BELIEFS AN PRACTICES OF ENGLISH TEACHING

(A Case Study at MTs. N Jeketro)
Zaenul Wafa
A Graduate student of Language Studies
E-mail: zaenulwafa90@gmail.com
Abstract
Teacher’s belief is a stunning issue for several years. The beliefs that the
teachers hold will be a navigation to use by the teacher in their class. Teachers’ beliefs
are important for understanding and improving educational process. The good education
quality depends on the good teacher. The purpose of this study is to explore teachers’
beliefs about English teaching at MTs N Jeketro and to investigate the factors are shape
the beliefs. This case study attempts to explore the English teachers’ beliefs about English
teaching. The technique of collecting data used is semi-structured interview, classroom
observation and document analysis are applied to collect the data from participants. The
finding of teachers’ beliefs at MTs.N Jeketro is (1) importance of English teaching (2)
approach (3) principle (4) method (5) learning activity (6) teachers’ roles (7) learners’
roles, and the factors shape teachers’ beliefs are (1) experience as language learners (2)
training or seminar that teachers participated, (3) experience works best and (4)
institution policy.
Keywords: Teachers’ Beliefs, English Teaching, Case Study, MTs.N Jeketro
1. INTRODUCTION
Teacher beliefs have been major study for several years. Scholars and
practitioners in education agree with the proposition that teacher belief is being
inseparable part in Education. Notion of teacher belief is still debatable. It can be traced
on the continuum of teacher’s belief terms. Kaymakamoglu (2009) classified a few terms
of teacher beliefs as follows: in 1986 Clark and Peterson called it as “teacher thinking”
and Pajares in 1992 stated as “teacher beliefs”, Borko and Putnam in 1995 used a term
“teacher knowledge” and “teacher craft knowledge” used by Cooper and Mcntyre in
1996, “teacher image” by Black (2002), and in 2003 Borg called as “teacher cognition”
and others. (Borg, 2001:186) said that teaching decision are made under the influence of
beliefs and teaching becomes a personal act because beliefs are “accepted” as true by the
individual.
Good and qualified teachers are essential for efficient functioning of educational
systems and for enhancing the quality of learning. It is relevant with Wibowo (2014):
320
(KBSP) IV 2016 321

A good teacher and actions to be taken on his part in the classroom play a vital role in
provoking effective and efficient learning on the part of the students. Teachers also have a
fundamental role in their learners’ academic achievement and their quality can highly
influence student outcomes.
Combs cited in Mulkey (2015) remarks that the most important single case of a
person’s success of failure educationally has to do with the question of what he believes
about himself. A belief is a set of big narration that human hold influencing the way
human behave in their life. In teaching and learning activity, teacher belief is an
influential factor to operate teaching and learning activity successfully. For the teachers
holding belief in teaching that learners will understand subject matters when they drill
lesson regularly through memorization, they will ask for the students to memorize during
teaching and learning activity. In the other hands, teachers holding belief in teaching that
learners will understand easily the subject if they exposure learning by doing. The
teachers will formulate the materials to engage the students actively in teaching and
learning activity.
2. LITERATURE REVIEW
a. Definition of teacher’s belief
There are several experts define the meaning of teachers’ beliefs. (Green,1971:
104) argues that a teacher belief seems as a proposition that is accepted as true by the
individual holding the belief. While, Borg (2001) defines a teacher belief is a proposition
which may be consciously or unconsciously held, and something is accepted as true by
the individual, and therefore the beliefs inspire and guide the people‘s thought and
behavior. Calderhead (1995, cited in Ispri, 2015: 17) affirms that teachers' beliefs refer to
teachers' pedagogical beliefs or those beliefs of relevance to an individual teaching.
b. The importance of teacher’s belief

Teachers’ beliefs are integral discussion to make sure the quality of education.
Kocaman and Cansiz (2012: 799) stated that teachers’ beliefs are considered to greatly
influence teaching practice. Furthermore, Johnson (1994: 439) confirm that teachers’
beliefs can help teachers’ strategies for coping with challenges in their teaching
process and how they shape students’ learning environment. Liao (2007: 45) conveyed
that understanding the importance of teachers’ beliefs and practices are:
a. To inform researchers and teacher trainers about how teachers implement
their teaching in the classroom
b. To understand how teachers conceptualize their approach and work.

322 (KBSP) IV 2016
c. To understand teacher professional development

d. To look at the quality education served by the teachers
e. To find the factors that are responsible for shaping the beliefs
f. To provide appropriate teacher education programs.
g. To assist teachers to make sense of the complex and multidimensional
nature of classroom life, to identify goals, and to shape their evolving
perceptions of themselves as teacher (Richard and Lockhart cited in
Fauziati, 2015: 55)
c. Aspects of teachers’ beliefs

Recent studies related to teachers’ beliefs have explored various aspects of beliefs
such as belief about teaching, belief about learning, belief about subject matter etc.
Reynold cited in Ispri (2015: 18) categorizes that there are three aspects of teachers'
beliefs, those are (1) learning and learner, (2) teachers' instructional roles and (3)
student activities. Basturkmen (2004: 215-217) added that there are five aspects of
teachers' beliefs: (1) practical (2) personal practical (3) subject matter content (4)
pedagogical content, and (5) curricular, while Richard and Rodgers add a couple of
belief aspects; those are belief about (1) English (2) learning (3) teaching (4) program
and curriculum (5) language teaching as profession.
d. The Sources of Teachers’ Beliefs

The sources of beliefs can be complex. It can be from culture, policy and the
experience the teachers go through. Muijs & Reynolds (2011, cited in Marati,
2014:17) stated that beliefs are formed by several different factors that can make them
difficult to change such as:
a) The experience of teachers; when they were a student in their school.
b) Teacher training; where they got some experiences that can shape their new
sets of beliefs and practices considering their teaching and thus can modified
their former beliefs.
c) The school culture where they work since they are involved as the integral part
who take the norms and values from the place, and
d) The experience of life and professional development that can overtime modify
their beliefs.
Similarly, Richard & Lockhart (1997:30) confirm that teachers' belief systems
are built up gradually over time and consist of both subjective and objective

(KBSP) IV 2016 323

dimensions. (Kindsvatter, Willen, and Ishler,1988 cited in Richard and Lockhart,1997)

assert that the source of teachers’ beliefs, they are
1. Their own experience as language learners.
2. Experience of what works best
3. Established practice
4. Personality factors
5. educationally based or research-based principles.
6. Principles derived from an approach or method.
3. METHODOLOGY
a. Type of research
The type of the research is qualitative with the case study approach. The
design type of case study employed is descriptive case study. It started with the
researcher presents a descriptive theory which establishes the framework for the
researcher to follow throughout the study and what is searched by this approach
is the formation and identification of a clear theoretical orientation before stating
research questions. The researcher must also determine before beginning the
research exactly what the unit of analysis in the study will be.
b. Problem statements
1. What are teachers’ beliefs about English teaching at MTs N Jeketro?
2. Is there any discrepancy between teachers’ beliefs and their practices?
3. How are those beliefs implemented in classroom practices?
4. What factors are responsible for shaping teachers' beliefs and their classroom
practices?
c. Participant of the study
The participants of the study are four English teachers at MTs.N Jeketro.
Three teachers are experienced and certificated teachers and one novice teacher.
T1 is a novice teacher with 4 year teaching experience, T2 is certificated and
experienced teacher with 11 teaching year experience, T3 is 19 teaching year
experience and going to be 20 years by the beginning of March and the last, T4
has master degree and 11 year experience.
d. Technique of collecting data
This study uses interview, classroom observation and document analysis
to collect the data. The interview is semi-structured interview with the guidelines

324 (KBSP) IV 2016
adopted from Richard and Rodger. The classroom observation is narrative form
and document analysis is the material, students’ note and workbook used by the
four English teachers.
e. Data analysis
Data analysis is used in this study is Miles and Hubberman 1994 Model
which is begun with a series steps; (1) data reduction, (2) data display then (3)
conclusion drawing/ verification.
4. FINDINGS
The findings of teachers’ beliefs and practices of English teaching at MTs.N
Jeketro can be categorized into some categories: (1) the important of English (2)
functional approach (3) principles (4) workbook oriented (5) methods (6) learning
activities (7) teachers’ roles (8) learners’ roles and from those beliefs demonstrated by
T1, T2, T3 and T4 can be concluded that there are no discrepancies between teachers’
beliefs and their practices.
a. Implementation of T1’s beliefs
T1 is a novice teacher. T1 is discipline and on time to teach in the class. The
approach used by T1 is functional approach, T1 believed that the language is supposed to
be taught based on the function. In the observations the researcher found that T1’s beliefs
are consistent with the practices. T1 taught about the language function in the class, such
as expression of happiness, expression of sympathy, recount text and others. T1 had
beliefs that the teaching and learning principles T1 holds is fun and interactive. The
researcher often sees how close T1 with the students, T1 greets on the way classroom to
other classes, then coming to the class and drew students’ attention by asking the activity
before the students come to the class while calling the students’ names one by one, one of
the eighth graders. T1 was not only friendly teacher but also kind. T1 always uses own
material for the students and it looks reasonable than adopting the textbook or workbook
totally. In the beginning, T1 asked for the students to see the previous material discussed
then T1 posed a couple of question to the students. Then, T1 continued the lesson, T1
explained in short the lesson of the day and T1 instructed the students to teach the
seatmates loudly each other, a few minutes later, T1 distributed the worksheet and a
summary of the lesson to the students. During the lesson, T1 was active to check the
students’ works, T1 walked around while asking the reasons why the students picked up
the answers. S1 said that T1 always asked for the students to do exercises such as fill in
blank, match word and others. Then, a couple of minutes later, T1 offered the students to

(KBSP) IV 2016 325

write their work in white board, T1 will give additional score for the students who would
like to answer the question in white board. The rest of teaching and learning, T1 always
reminds the students to brush up the material because T1 will ask questions before
continuing the lesson. T1’s beliefs implemented in the classroom are functional approach,
fun and interactive learning principle, authentic material, drill method, practice activity, a
facilitator role and students as a partner; T2’s beliefs illustrated in the classroom are
functional approach, cooperative principle, workbook as primary source, discussion
method, guided-discovery learning, a facilitator role, students as a receptacle; T3’s beliefs
are implemented in the classroom are functional approach, cooperative principle,
workbook as primary source, reading method, comprehension activity, teacher as a
facilitator, students’ as a raw material and T4 reflected the beliefs: functional approach,
fun and interactive, workbook as primary source, simulation method, application activity,
teacher as a facilitator and students as an active participant, the factors that are
responsible for shaping those beliefs are experience as language learners, training or
seminar that teachers participated, experience works best and institution policy.
b. Implementation of T2’s beliefs
T2 has adequately good teacher. T2 is warm for their students. In the observations
are done by the researcher T2’s beliefs and practices are congruence. The implementation
of the functional approach can be seen from the teaching performance T2 shows in the
class, T2 delivers materials related to the expression in English, recount text, descriptive
text and others. In the beginning of the lesson, T2 always greet in a soft voice while
smiling to the students, then a few minutes later, T2 divides the students into some groups
and before T2 tells the material is going to talk about T2 gives like ice breaker, T2
provides a piece of paper to fill in the precise word or sentence in English for the group
then they work in group and for the last group that submit the work, the group have to
sing a song that provided by T2 in the projector screen. T2 sets passwords in the class to
draw students’ attention for instance when T2 says “Class?” and the students should reply
“Hi”, and when T2 says “class, class?” the students should reply “yes, sir or yes miss”.
Then, T2 checks sure the students’ readiness by saying “are you ready to study class?”.
after that, T2 asks for the students to open the workbook entitled Medali (Media Belajar
Berprestasi, published by Penerbit dan Percetakan Indonesia Jaya, Surakarta, 2015). The
students are excited with the lesson “family”, they work in group and talk each other, and
T2 checks each group then 15 minutes later, the captain of the group come to the front to
show the work they have worked in the group. Afterwards, T2 gives a group task that
must be collected in the following meeting. T2 has consistent beliefs and the practices

326 (KBSP) IV 2016
such as functional approach, cooperative principle, discussion method, application

activity, teacher’s role as a facilitator, learners’ role as a receptacle.
c. Implementation of T3’s beliefs
The next is the teachers’ beliefs of T1 and the implementation of the beliefs in the
classroom. T3 has belief that teaching English shouldn’t concentrate on the grammatical
orientation but it must be based on the function. T3 explained that human is a language
user who uses it when required and it is supposed to teach based on the function of
language such as genres based, short functional text, and daily expressions. T3 assumed
that cooperative learning is one of effective ways to do in the classroom, and the students
can learn from other students in a group. Student 3 (S3) conveyed that:
T3 sering membagi siswa kedalam beberapa kelompok terus mendiskusikan
bacaan dalam kelompok, nanti sekitar 10 atau lima belas menit tergantung
banyak sedikitnya bacaan yang diberikan kemudian T3 mengoreksi hasil kerja
tiap-tiap kelompok
(S3, Interview, R6, 9E, November 14th, 2015)
T3 claims that the focus is reading because the students will not only get information
about what they have read but also it will increase their understanding of a text. S3
affirms that T3 gives various of text types such as description of pet, recount text “on
vacation”, story of Malin Kundang and others.
Bacaan yang di berikan oleh T3 banyak mas, misal tentang hewan kesayangan,
cerita liburan, dongeng Malin Kundang, dan Kangguru
(S3, Interview, R7, 9E, November 14th, 2015)
T3 uses a workbook entitled “Incer” (Indonesia Cerdas, published by PT. JePe
Press Media Utama, 2015, Surabaya) as the primary source, to make more interesting T3
copy one of the worksheet in workbook then distributed to each group, and when T3 has
bestowed the reading text, T3 immediately asks for the students to understand of the topic
of the text, the main idea and the information the students gain from the text. T3 has
similar to other teachers. T3 maintains the students’ focus by looking into every group
while posing several questions about how the students select the answers. Then, the
groups submit the work, and if there still left time, T3 sometimes makes a quiz related to
the lesson, T3 will give additional scores for all the team members who can submit earlier
is going to give 20 scores for the total of the daily assessment, the second team will get 15
scores, the third will get 10 scores, then the next team will get 5 scores and for the last
team need to sing any songs in English, the team know. All the students look motivated
and happy for the quiz. T3 controls all the students’ activities and if the students do not
follow the direction T3 will give punishment such as cleaning the class, memorizing the
vocabulary in front of the class, and rewrite the lesson of the day multiples into 3 times.

(KBSP) IV 2016 327

d. Implementation of T4’s beliefs

The last is teacher’s beliefs of T4 and the implementation T4 demonstrated in the
classroom. T4 believes that functional approach is a precise approach to do in the class.
T4 assumed that functional approach itself sees a language is a vehicle to express the
meaning and it will be great if the teaching is underlain on the useful expressions such as
offering expression, greeting expression or in the the text context the teaching is delivered
in the genre of English text. In the class, T4 speaks English as much as possible to trigger
the students’ motivation and interest that English is a matter of habit and brave to practice
it. T4 is personally kind and patient with the students. In the beginning T4 comes into the
class, T4 always greets and smile to the students warmly. The principles of teaching T4
showed in the class is fun and interactive learning. T4 opens the class by showing printed
numbers in a rectangle card size and asking for students to answer in English. S4
explained that T4 always ask questions about thing around the class, guessing words,
favorite food and the students must answer in English. The material used by T4 is same
workbook that T2 uses in the class. then the Method implemented is consistent that T4
holds the belief that role-playing is proper method to use, T4 suggests the students to do
role-playing in the class related to the current lesson. Before doing role-playing the
students need to set the role will be taken in the text and when the students do not
understand the roles T4 comes closer to guide and direct the students to take a role as the
students’ interest. The core unit of the learning activity is application activity where T4
concerns on the students’ performance in the class, in narrative lesson in the third
observation T4 asks for the students to do role-play. The students can choose any topic
related to narrative stories. T4 provides twenty minutes to prepare for each group then the
group will present in the class. The role that T4 demonstrates in the class is congruent
with T4’s belief namely as a participant or facilitator. During the teaching and learning,
T4 performs as a facilitator. T4 explains as required and assist the students to do learning.
Every meeting T4 demands the students to participate actively in teaching and learning,
T4 will asks for the students to perform in front of class or answer the task given by T4 in
the white board.
e. The factors shape teachers’ beliefs
Based on the finding of the research, there are four factors that shape the
teachers’ beliefs and practices at MTs N Jeketero. Those are teaching experience
works best, training, policy and education.
1. Experience as language learner

328 (KBSP) IV 2016
Not all English teachers have a dream to be English teachers. One of the
teachers (T3), in the beginning T3 had a dream to be an engineer of agriculture
because T3 did not pass the entrance examination, finally T3 selected to be an
English teacher as T3’s interest. T1, T2 and T4 agreed that that education has huge
impact to build the beliefs. the education process from the first the teachers studied
English to the last education they gain strongly shape their beliefs. Then, T1
insisted that:
Proses pendidikan yang saya alami ketika saya pertama kali belajar bahasa
inggris sampai setelah saya lulus dari pendidikan bahasa Inggris ikut berperan
dalam pembentukan keyakinan saya dalam menyelenggarakan kegiatan belajar
mengajar
(T1, Interview,2, R14, October 16th, 2016)
From the discussion above, it can be summed up that education during the
study in school as well as in university play important role in shaping teachers’
beliefs and how the beliefs drive them to follow and implement in the practice.
2. Training
Most teacher believe that training has big impact to the teacher beliefs and
practice. T1, T2, T3 and T4 are aware that training time by time can modify the
beliefs they have hold. T1 noted that
Pelatihan-pelatihan yang saya ikuti berpengaruh terhadap beliefs yang saya
yakini dan itu juga menguatkan praktik pengajaran selama di kelas
(T2, Interview,2, R 14, October 15th, 2015)
Form the information above, it can be concluded that the trainings they
participate assist them to enrich the teaching foundation and regularly shape their
beliefs. when they conduct teaching, they feel that there are assumptions underlie
before selecting a precise approach, method, roles in the teaching and learning as
well as leaning activity.
3. Personality
T3 argued that personality drives the teacher to do what the inside belief tells
and indirectly it is reflected in the practice. Although, personality factor has
emerged as dominant belief, it cannot be ignored that personality factor is caused
by the accumulation of teaching experience, training and books as well as article
publication to shape the belief.
Kalau saya pribadi dari dorongan personal saya, itu mungkin juga hasil dari
akumulasi pengalaman saya saat mengajar di kelas, pelatihan-pelatihan,
buku-buku atau artikel yang saya baca akhirnya muncul suatu dorongan dan
gagasan bagaimana saya mengajar di kelas mas
(T3, Interview,2, R14, November 14th, 2015)

(KBSP) IV 2016 329

4. Teaching experience works best

All teachers believed that the most dominant factors that influence teachers’
beliefs are teaching experience works best. They affirmed that automatically what
they have undergone cause the implementation in the classroom. T4 added
Apa yang kita alami dikelas secara tidak langsung mempengaruhi praktik
pengajaran kita selanjutnya dan itu mengakar kuat jika kejadian itu kita alami
berulang kali
(T4, Interview, R14, November 30th, 2015)
5. CONCLUSION
From this study, it can be inferred that teachers’ beliefs have huge impact to
determine and guide the teachers’ beliefs toward their practices in line. The reflection of
beliefs can be translated into different implementation in the classroom based on the
context the teachers confront in their real class. The context can be the age of students,
teaching duration, and students’ characteristic. The factors dominate the teachers’ beliefs
and practices experience as language learners, training or seminar that teachers
participated, experience works best and institution policy.
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(KBSP) IV 2016
PERCEPTION OF IMPOLITENESS BY
INDONESIAN EFL LEARNERS
Muhammad Zaki Aditama
aditama.zaki@gmail.com (085647501400)
Abstract – This study aims to analyze the type of impoliteness of criticism

production that used by Indonesian EFL learners. The object of the research is
Indonesian EFL learners’ perceptions of impoliteness. In analyzing the types of
perception of impoliteness the researcher use the theory of Nguyen (2005). The
result of the study found that types of criticism that mostly used in movies is
indirect criticism. It proved by the mount of indirect criticism that found in movies
are 57 indirect criticisms, and 33 direct criticisms.
Keywords: Criticism; EFL learners; Perception; Impoliteness
A. INTRODUCTION
Politeness and impoliteness are the examples of the pragmatics phenomena,

impoliteness as the focus of this study, the concept of impoliteness is a universal
phenomenon which occurs among all cultures but its manifestation may vary from culture
to culture. Even within the same culture, the manifestation of impoliteness may differ
from social context to social context. This is because no linguistic utterance is potentially
impolite till judged as such or otherwise by a particular society. However, impoliteness
research has become popular only recently (cf. Bousfield, 2008; Culpeper; 2009; Saidi,
2015; Tajeddin et al., 2014; Culpeper et al., 2010) researchers have been working on
describing how this phenomenon is manifested in different languages. Culpeper (1996:
355) argues that impoliteness is very much the parasite of politeness. He makes a
distinction between ‘inherent impoliteness’ and ‘mock impoliteness’. In some instances
the conjunction of act and context does give rise to impoliteness that may be said to be
inherent, since it cannot be completely mitigated by any surface realisation of politeness.
The notion of inherent impoliteness irrespective of contexts only holds for a minority of
acts. Mock impoliteness, or banter, is impoliteness that remains on the surface, since it is
understood that it is not intended to cause offence.
According to Culpeper (2009: 18) current definitions of impoliteness deploy the

following concepts: face, social norms and rights, intention and emotion. They generally
lean either towards the notion of face or the notion of social norms. With regard to face,
Quality face turned out to be overwhelmingly the most important type of face relating to
impoliteness. Social norms as authoritative standards of behaviour are the basis of
sociality rights. He argued that that these rights relate to morality, and that this is an
important feature of impoliteness. Intentionality is criterial, however people take offence
even if they know that the behaviour that caused it was not fully intentional. Emotions are
key to impoliteness. Van Dijk in Culpeper (2009: 19) claims that evaluative beliefs,
which constitute attitude schemata, may be associated with emotive aspects, such as like
and dislike.
332
(KBSP) IV 2016 333

Kecskes (2015: 43) argues that impoliteness may work differently in intercultural
interaction than in L1 communication. Most of the studies have taken a cross-cultural
approach (cf. Kecskes, 2015; Tajeddin et al, 2014; Chang, 2008; Culpeper et al, 2010)
most of them argued that impoliteness may work differently in inter-cultural interaction
than in L1 communication. Focussing on proposional meanings interlocutors may
sometime be unware of impolieness because it is conveyed implicity or through
paralinguistics means that fuction differently for speakers with different L1 backgrounds.
It means that there still a limited number of researcher have looked into the possible
differences in the realization and performance of the impoliteness by EFL learners in L1
communication. Bearing in this mind the writer tries to cast further light on Indonesian
EFL learners’ perception of impoliteness. Against this backdrop, this study focused on
Indonesian EFL learners’ perception of impoliteness realized in criticism production.
Understanding these differences will shed light on variation in the perception of
impoliteness in speech act production, particularly criticism performance. The speech act
selected to explore impoliteness in this study was criticism. First of all, criticism is among
the speech acts which are most likely to be considered as impolite when the speaker does
not use sufficient criticism strategies to produce it. The writer takes the relevant previous
study to prove the originally of this research. Among those studies are:
Tajeddin et al. (2014) investigated native English speakers’ and English as a

foreign language (EFL) learners’ perception of (im)politeness. The objective of this study
was to examine variations in native English speakers’ and EFL learners’ perceptions of
(im)politeness embedded in apology production. The study aimed to investigate what
criteria they would take into consideration while evaluating the degree of (im)politeness
of apology utterances. Content analysis of respondents’ comments indicated that both
groups mentioned similar (im)politeness criteria. However, the analysis of frequency
counts displayed significant differences between the two groups in their degree of
preference for each (im)politeness criterion.
Saidy (2015) conducted a research study about Iranian EFL learners’ perceptions
of (im)politeness of request speech act in request situation that lacked any politeness
marker across two genders. The results indicated that both males and females had similar
perceptions regarding the (im)politeness of the requests while their responses showed
some variation. The possible underlying reasons behind this variation across genders
were discussed and some suggestions for further research were presented. Generally
speaking, though, one might conclude that gender would not influence the addressee’s
perception of the degree of politeness of the request speech act in both formal and
informal settings.
Laitinen (2011) did a research about the phenomenon of impoliteness by

investigating a famous American hospital series House M.D., which has been aired in the
United States since 2004, and in Finland since 2006. The show is known especially for its
main character breaking the norms of communication, not just in a regular social
interaction but in doctor – patient interaction, too. Thus the main focus of the thesis is on
the impoliteness strategies that the main character of the series. the main focus of the
thesis is on the impoliteness strategies that the main character of the series, Dr. Gregory
House, uses. The basis of the analysis is on Jonathan Culpeper's impoliteness strategies
(1996) but also Peter A. Andersen's categories of nonverbal communication (1999) are
used when the issue of nonverbal impoliteness is considered. The secondary focus is on
the reactions of Dr. House's patients after he has been impolite towards them. For this I
used Derek Bousfield’s (2007) theory on the anatomy of impoliteness, and more
particularly his chart of how impoliteness can be responded to. Considering the first
research question about which impoliteness strategies House uses in the series, it was

334 (KBSP) IV 2016
found out that all the impoliteness strategies listed by Culpeper (1996) were used.
However, all of Andersen’s categories of nonverbal communication were not present: two
of them, proxemics and haptics (Andersen, 1999), were not involved in any of House’s
face attacks. The other research question examined the reactions and responses of the
patients. The analysis revealed that many of the patients did not understand House’s face
attack. Although conversations are written beforehand instead of being spontaneous there
may be a few reasons why the patients are made to react as they do.
Chang (2008) explored the variables in perceptions of (im)politeness in an

intercultural apology, focusing on discussion of the cultural and gender differences.
Through the study’s instrument, a conversation between an Australian and a Taiwanese
Chinese speaker, the study suggests that there are indeed some differences in perceptions
of (im)politeness across different cultural groups, since the participants from these two
backgrounds tend to use distinctive strategies to make apologies. The study’s findings
indicate that the cultural factor is more influential in the perceptions of (im) politeness
than the gender factor.
In this study, there is one main problem regarding perception of impoliteness by

Indonesian EFL learners as follows:
a. What types do Indonesian EFL learners to judge impoliteness in criticism production?
B. UNDERLYING THEORY
In this chapter the writer uses some theoretical review that will be use to analyze
the data of this study. It deals with some theories such as impoliteness, speech acts, EFL
learners, speech acts of criticism.
1. Impoliteness
Impoliteness research has become popular only recently (cf. Bousfield, 2008;
Culpeper; 2009; Saidi, 2015; Tajeddin et al., 2014; Culpeper et al., 2010). According to
Bousfield (2008: 72), impoliteness is the broad opposite of politeness, in that, rather than
seeking to mitigate face-threatening acts (FTAs), impoliteness constitutes the
communication of intentionally gratuitous and conflictive verbal face-threatening acts
(FTAs) which are purposefully delivered:
1. Unmitigated, in contexts where mitigation is required, and/or,
2. With deliberate aggression, that is, with the face threat exacerbated, ‘boosted’,
or maximised in some way to heighten the face damage inflicted. Furthermore, for
impoliteness to be considered successful impoliteness, the intention of the speaker (or
‘author’) to ‘offend’ (threaten/damage face) must be understood by those in a receiver
role. With the above definition then, it means that impoliteness does not exist where one,
but not both of the participants (in two-party interaction) intends / perceives face-threat.
Culpeper (1996: 355) investigated impoliteness the use of strategies that are are
designed to have the opposite effect – that disruption. These strategies are oriented
towards attacking face an emotionally sensitive concept of the self (Goffman,1967;
Brown and Levinson, 1987). On the other hand, Watss (2003: 18) also suggested that
impoliteness is clearly a salient form of social behaviour in the sense that it appears to go
against the canons of acceptable, appropriate behaviour operative for the ongoing social
interaction. In other words, lack of politeness is associated with intimacy, and so being
superficially impolite can promote intimacy. Clearly, this only works in contexts in which

(KBSP) IV 2016 335

the impoliteness is understood to be untrue. Leech, however, neglects to specify what

these contexts might be.
a. Bald--on--record impoliteness: the FTA is performed in a direct, clear, unambiguous

and concise way in circumstances where face is not irrelevant or minimized.
b. Positive impoliteness: the use of strategies designed to damage the addressee’s

positive face wants, e.g. Ignore, snub the other -- fail to acknowledge the other's
presence. Exclude the other from an activity. Disassociate from the other -- for
example, deny association or common ground with the other; avoid sitting together.
Be disinterested, unconcerned, unsympathetic. Use inappropriate identity markers --
for example, use title and surname when a close relationship pertains, or a nickname
when a distant relationship pertains. Use obscure or secretive language -- for example,
mystify the other with jargon, or use a code known to others in the group, but not the
target. Seek disagreement -- select a sensitive topic. Make the other feel
uncomfortable -- for example, do not avoid silence, joke, or use small talk. Use taboo
words -- swear, or use abusive or profane language. Call the other names -- use
derogatory nominations.
c. Negative impoliteness: the use of strategies designed to damage the addressee’s

negative face wants, e.g. Frighten -- instill a belief that action detrimental to the other
will occur. Condescend, scorn or ridicule -- emphasize your relative power. Be
contemptuous. Do not treat the other seriously. Belittle the other (e.g. use
diminutives). Invade the other's space -- literally (e.g. position yourself closer to the
other than the relationship permits) or metaphorically (e.g. ask for or speak about
information which is too intimate given the relationship). Explicitly associate the other
with a negative aspect -- personalize, use the pronouns 'I' and 'you'. Put the other's
indebtedness on record. Violate the structure of conversation – interrupt.
d. Off--record impoliteness: the FTA is performed by means of an implicature but in

such a way that one attributable intention clearly outweighs any others.
e. Withhold politeness: the absence of politeness work where it would be expected. For
example, failing to thank somebody for a present may be taken as deliberate
impoliteness.
2. Speech Acts
People always communicate each other. They exactly have certain intention for
doing the communication. When they produce utterances, they have many purposes such
as making statement, describing event, and stating of affair etc. The utterances are also
used to do something such as to make question, order, request, forbid and many more.
Those kinds of action are called speech act which is concerned with utterances.
According to Searle, speech acts are the basic or minimal units of linguistic
communication (1996). In keeping with the speech act theory, the purpose of our
communication is to deliver our message precisely in relation to the production of speech
act.
People do not only produce utterances containing grammatical structures and

words, they perform actions via those utterances. Actions performed via utterances are
generally called speech act. (Yule, 1996) According to J.L Austin, speech act treats an
utterance as an act performed by a speaker in a context with respect to addresses.

336 (KBSP) IV 2016
3. Speech Acts of Criticism
According to Michel and Fursland (2008) all of us have been criticised at some
point in our lives. Being able to accept criticism assertively is one of the most important
tasks we face on our journey to maturity. The word criticism comes from an Ancient
Greek word describing a person who offers reasoned judgement or analysis, value
judgement, interpretation or observation. So to accept criticism maturely we need to be
able to accept feedback in the form of analysis, observation or interpretation from other
people about our behaviour.
In the present study, criticizing refers to an illocutionary act whose illocutionary

point is to give negative evaluation on the hearer’s (H) actions, choice, words, and
products for which he or she may be held responsible. This act is performed in hope of
influencing H’s future actions for the better for his or her own benefit as viewed by the
speaker (S), or to communicate S’s dissatisfaction/ discontent with or dislike regarding
what H has done but without implying that what H has done has undesirable
consequences for S (adapted from Wierzbicka, 1987). Based on the above definition of
the criticizing speech act, the speech act of responding to criticism in this present study is
defined as a verbalized reaction to a given criticism. (Nguyen, 2005: 7)
The following preconditions need to be satisfied in order for the speech act of
criticizing to take place:
a. The act performed or the choice made by H is considered inappropriate according to a

set of evaluative criteria that S holds or a number of values and norms that S assumes
to be shared between himself or herself and H.
b. S holds that this inappropriate action or choice might bring unfavorable consequences
to H or to the general public rather than to S himself or herself.
c. S feels dissatisfied with H’s inappropriate action or choice and feels an urge to make
his or her opinion known verbally.
d. S thinks that his or her criticism will potentially lead to a change in H’s future action
or behavior and believes that H would not otherwise change or offer a remedy for the
situation without his or her criticism.
(Adapted from Wierzbicka’s discussion of criticisms, 1987 and Olshtain and

Weinbach’s discussion of complaints, 1993)
4. Taxonomy of Criticism
According to Nguyen (2005) the taxonomy of criticisms used in the present study,
illustrated with samples from the current data. The taxonomy was developed base on her
study of L2 New Zealand English criticisms and modified to fit the fresh data of the
current study. It should be noted that a criticism may be made up of a number of formulae
(CF). For example, the following criticism consists of three formulae (two statements of
problem [that the writer had two conclusions and there were structural problems] and a
suggestion [that it might be better if the writer ordered the two conclusions in a certain
way]): ‘‘umm I’ve just got through this ah and then it’s once again in the end of the
structure I thought you had two conclusions as well (.) so (.2) but they’re both good (.) so
I thought maybe if that one came after that one cause that was more of a conclusion than
that one perhaps that would be better so they were more like the structural problem’’
(NS).

(KBSP) IV 2016 337

Type Charateristic Examples
1. Direct criticism Explicitly pointing out the

problem with H’s choice/
actions/ work/ products, etc.
Usually expressed via

a. Negative evaluation evaluative adjectives with ‘‘I think ah it’s not a good way
negative meaning or to support to one’s idea (L),
evaluative adjective with ‘‘Umm that’s not really a good
positive meaning plus sentence’’ (NS).
negation.
Describing S’s attitude

towards H’s choice, etc.
Usually realized by means of ‘‘I don’t like the way you write
negation word ‘‘No’’ or that (L).
b. Disapproval
performatives ‘‘I don’t
agree’’ or ‘‘I disagree’’ (with ‘‘I don’t quite agree with you
or without modal) or via with some points (.) about the
c. Expression of disagreement arguments against H. conclusion’’ (L), ‘‘I don’t really
agree with you 3as strongly as4
you put it here’’ (NS).
Stating errors or problems

found with H’s choice, etc.
‘‘And there are some incorrect

words, for example ‘‘nowadays’’
(L), ‘‘You had a few spelling
mistakes’’ (NS). ‘‘I can’t
understand’’ (L), ‘‘I find it
d. Statement of problem difficult to understand your
idea’’ (L).
Usually expressed by means ‘‘I can’t understand’’ (L), ‘‘I

of such structures as ‘‘I find find it difficult to understand
it difficult to understand . . your idea’’ (L).
.’’, ‘‘It’s difficult to

338 (KBSP) IV 2016
understand
. . .’’
Warning about negative

consequences or negative
e. Statement of difficulty ‘‘Someone who don’t— doesn’t
effects of H’s choice, etc. agree with you (.) would straight
For H himself or herself or away read that and turn off’’
for the public. (NS).
Implying the problems with

H’s choice/ actions/ work/
products, etc. by correcting
H, indicating rules and
f. Consequences standard, giving advice,
suggesting or even
requesting and demanding
changes to H’s work/ choice,
and by means of di¤erent
kinds of hints to raise H’s
awareness of the
inappropriateness of H’s
choice.
1. Indirect Criticism
Including all utterances
which have the purpose of
fixing errors by asserting
specific alternatives to H’s
choice, etc.
Usually stated as a collective

obligation rather than an
obligation for H personally
or as a rule which S thinks is
‘‘safer’’ not ‘‘safe’’,
commonly agreed upon and
comparison’’ (L), ‘‘And you put
applied to all.
‘‘their’’ I think th- e-r-e’’ (NS).
Usually expressed via such
structures as ‘‘you have to’’,
‘‘you must’’, ‘‘it is
obligatory that’’ or ‘‘you are
required’’ or ‘‘you need’’, ‘‘Theoretically, a conclusion
‘‘it is necessary’’.
needs to be some sort of a

(KBSP) IV 2016 339

summary’’ (L).
a. Correction Usually expressed via such

structures as ‘‘will you . . .
?’’, ‘‘can you . . . ?’’,
‘‘would you . . . ?’’ or
imperatives (with or without
politeness marker s), or
want-statement.
‘‘You must pay attention to
b. Indicating standard Usually expressed via the
grammar’’ (L), ‘‘You have to
performative ‘‘I advise you . talk about your opinion in your
. .’’, or structures with summary’’ (L).
‘‘should’’ with or without
modality.
Usually expressed via the
performative ‘‘I suggest

that...’’ or such structures as
‘‘I still want you to consider
‘‘you can’’, ‘‘you could’’,
c. Demand for change ‘‘it would be better if ’’ or some points’’ (L), ‘‘What I
‘‘why don’t you’’ etc. would have liked to have seen is
like a definite theme from the
start like you’re just TA:LKING
Utterances expressing S’s about it’’ (NS).
uncertainty to raise H’s

awareness of the
‘‘You should change it a
choice, etc. little bit.’’ (L).
Rhetorical questions to raise

d. Request for change
H’s awareness of the
choice, etc.
‘‘I think if you make a full stop
Including other kinds of in here the ah (.) this sentence is
hints that did not belong to clear is clear’’ (L), ‘‘It could
(h) and (i). May include have been better to put a comma
sarcasm. (.) so ah ((laugh))’’ (NS).
e. Advice about change

‘‘Are there several paragraphs
ah not sure about the

340 (KBSP) IV 2016
paragraphs’’ (NS).
f. Suggestion for change ‘‘Did you read your writing

again after you finish it?’’ (L).
‘‘I prefer a writing style which

are not too personal’’ (L).
g. Expression of uncertainty
h. Asking/presupposing
i. Other hints
C. Research Method
In this study the writer will use descriptive qualitative research because the writer
wants to describe the perception of impoliteness by Indonesian EFL learners in criticism
production, such as students and teachers. The quality method is used because the writer
concerns with the perception of impoliteness in criticism production. Therefore, the type
of this study can be classified as qualitative study which gives a description for the
impoliteness by Indonesian EFL learners. The data in this research taken from EFL
learners’ perception of impoliteness in criticism production in movies. In collecting the

(KBSP) IV 2016 341

data the writer used questionaire as an instrument to collect the data. The writer
uses DCT (Discourse Completion Tasks), DCT’ are short written descriptions of
scenarios, followed by a short dialogue one participant in the scenarios. In this
step, the writer analyzes the data based on the theory of Nguyen (2005: 7).
D. Finding and Discussion
It presents the answer of problem statement that contains some explanation which is
compared the theory, the researcher presents the data that have been collected from
participants and analyzes.
TABLE 1. Sample data sheet of Types of Criticism Productionin Movies
DIRECT CRITICISM INDIRECT CRITICISM

SAMPLE N D E S S C A I D R A S E A/ O
E D P D S C C C C U P H
‘‘I don’t
quite agree
with you
with some
points (.) √
about the
conclusion’’
(L), ‘‘I don’t
really agree
with you 3as
strongly as4
you put it
here’’ (NS).
‘‘Are there
several
paragraphs √
ah not sure
about the
paragraphs’
’ (NS).
TYPES OF MOVIES
NO CRTSM MV 1 MV 2 MV 3
DIRECT
NE 2 2 3
D 3 3 2
ED 4 2 4
SP 1 1 2
SD - 2 -
C 1 - 1
TOTAL 11 10 12
INDIRECT

342 (KBSP) IV 2016
A 2 1 1
IS 2 3 2
DC 1 2 3
RC 2 1 2
AC 1 2 2
SC 2 2 2
EU 3 2 2
A/P 4 3 4
OH 2 4 2
TOTAL 19 20 18
TOTAL 30 30 30
From 30 participans the writer founds that types of criticism that mostly used in
movies is indirect cricism. It proved by the mount of inderect cricism that found in
movies are 57 indirect criticism, and 33 direct criticism.
E. Conclusion
There are 15 types of cricism production from all the types of cricism. Inderect
cricism is mostly used in movies. Meanwhile direct cricism is not found too much in the
movie. Negative evaluation 7, dissapprovsal 8, expression of dissagreement 10, statement
of problem 4, statement of difficulty 2, consequences 2. For indirect criticism the writer
found that correction 4, indicating standard 7, demand for change 6, request for change 5,
advice about change 5, suggesstion for change 6, expression of uncertainty 7, asking or
presuppossing 11, other hint 8.
Bibliography
Beebe, L.M., Takahashi, T., and Uliss-Weltz, R. (1990). Pragmatic transfer in ESL
criticisms. In R.C. Scarcella, E.S. Anderson, and S.D. Krashen (Eds.),
Developing communicative competence in a second language (pp. 55-94). New
York: Newbury House Publishers.
Bousfield, Derek, 2008. Impoliteness in Interaction. John Benjamins,

Amsterdam/Philadelphia.
Brown, Penelope and Stephen Levinson, 1987. Politeness: Some universals in language
usage. Cambridge: Cambridge University Press.
Chang, Wei-Lin. 2008. Australian and Chinese perceptions of (im)politeness in an

intercultural apology. Paper of Pragmatic and Intercultural Communication.
Chen, H.J. 1996. Cross-cultural comparison of English and Chinese metapragmatics in

criticism. Indiana University. (ERIC Document Reproduction Service No. ED
408 860).
Culpeper, Jonathan, 2009. Impoliteness: using and understanding the language of

offence. In: ESRC Project.

(KBSP) IV 2016 343

Culpeper, Jonathan, Marti, Leyla, Mei, Meilian, Nevala, Minna, Gila, Schauer. 2010.
Cross-cultural variation in the perception of impoliteness: a study of impoliteness
events reported by students in England, China, Finland, Germany and Turkey.
Intercult. Pragmat. 7 (4), 597--624.
Culpeper, Jonathan. 1996. Towards an anatomy of impoliteness. Journal of Pragmatics

25: 349–367.
Fauziati, E. 2014. Methods of Teaching: English as a Foreign Language. Era Pustaka

Utama. Surakarta
Indrawati. 2011. Politeness in Community Practice. Journal of language and Literature.
Kecskes, Istvan. 2015. Intercultural Impoliteness. Journal of Pragmatic
Koh, Adelaine. 2014. The customer is (not) always king: Impoliteness in the service
encounter. Desertation. Singapore: National University of Singapore.
Kuntsi, Piia. 2012. Politeness and impoliteness strategies used by lawyers in the ‘DOVER
TRIAL’. Thesis. Joensuu. University of Eastern Finland.
Laitinen, Melina. 2011. Breaking The Rules of Communication: verbal and nonverbal
impoliteness in the American Hospital drama House M.D. Thesis. Jyväskylä:
University of Jyväskylä.
Leech, Geoffrey, 1983. Principles of pragmatics. London: Longman.
Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge University Press.
Locher, Miriam and Derek Bousfield. 2007. ‘Impoliteness and Power in Language.’ In
Impoliteness in Language, Derek Bousfield and Miriam Locher (eds.). Berlin:
Mouton de Gruyter.
Michel, F. 2008. Assert Yourself. Perth, Western Australia: Centre for Clinical
Interventions.
Nishimura, Yukiko. 2010. Impoliteness in Japanese BBS interactions: Observations from

message exchanges in two online communities. Journal of Politeness Research.
Saidi, Mavadat. 2015. EFL Learners’ Perception of (im)politeness: The Possible Gender
Difference. International Journal of Language and Applied Linguistics.
Setiyadi, Bambang. 2006. Teaching English as a Foreign Language. Graha Ilmu.

Yogyakarta
Tajeddin et al. 2014. Cross-cultural Perceptions of Impoliteness by Native Speakers and

EFL Learners: The Case of Apology Speech Act. Journal of Intercultural
Communication Research.
Thomson, Rachel and Agyekum, Kofi. 2015. Impoliteness: The Ghanaian Standpoint.
International Journal of Society, Culture, & Language
Watts, Richard J., 2003. Politeness. CUP, Cambridge.
Yule, George. 1996. Pragmatics. Oxford: Oxford University Press


(KBSP) IV 2016
THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA

MERNISSI’S DREAM OF TRESPASS (1994):
A FEMINIST APPROACH
MUVID BAYHAQI
085878783964
Muvid.be@gmail.com
Abstract
This study is aimed to show the conditions of women emancipation in Morocco,

especially in the harem life by using feminist approach. It is done by establishing
two objectives: the first is analyzing the novel based on its structural elements and
the second is analyzing the reflection of women emancipation by using feminist
approach. The result of the analysis will answer the problem statement. This
research is qualitative research. Type of data of the study is text taken from two
data sources: primary and secondary. The primary data source is the Dream of
Trespass novel written by Fatima Mernisssi in 1994. While the secondary data
sources are other materials taken from books, journals, and internet related to the
study. Both data are collected through library research and analyzed by
descriptive analysis. The result of the study shows the following conclusions.
Firstly, based on the structural analysis, it is indicated that each of narrative
elements of the novel is related one and each other. Secondly, the novel illustrates
that women emancipation in the harem is mostly ignored. The women live with
many rules and restrictions from the men in many aspects of life in the harem.
Keywords: feminist, equality, existence, woman emancipation
Abstrak
Penelitian ini bertujuan untuk menunjukkan kondisi emansipasi wanita di Maroko,
terutama dalam kehidupan harem dengan menggunakan pendekatan feminis. Hal
ini dilakukan dengan menentukan dua tujuan: pertama adalah menganalisis novel
berdasarkan elemen struktural dan yang kedua adalah menganalisis refleksi
emansipasi wanita dengan menggunakan pendekatan feminis. Hasil analisis
tersebut akan menjawab pernyataan masalah. Penelitian ini merupakan penelitian
kualitatif. Jenis data penelitian ini adalah teks yang diambil dari dua sumber data:
primer dan sekunder. Sumber data primer adalah Dream of Trespass novel yang
ditulis oleh Fatima Mernissi pada tahun 1994. Sedangkan sumber data sekunder
adalah bahan lain yang diambil dari buku-buku, jurnal, dan internet yang
berkaitan dengan penelitian. Kedua data yang dikumpulkan melalui penelitian
perpustakaan dan dianalisis dengan analisis deskriptif. Hasil penelitian
menunjukkan kesimpulan berikut. Pertama, berdasarkan analisis struktural, itu
menunjukkan bahwa masing-masing elemen naratif dari novel ini terkait satu dan
344
(KBSP) IV 2016 345

satu sama lain. Kedua, novel menggambarkan bahwa emansipasi wanita di harem
sebagian besar diabaikan. Para wanita hidup dengan banyak aturan dan
pembatasan dari orang-orang dalam banyak aspek kehidupan di harem.
Kata kunci: feminis, persamaan, eksistensi, emansipasi wanita
A. INTRODUCTION
Women emancipation is the achievement of complete economic, social,
political and religious equality of women with men, an aspiration that the
realization in the course of the twentieth century had been gradual, varied, and
incomplete. Women emancipation is the reflection of human right, especially
women’s right. It is the equal opportunity for women in social, economic,
education, politic, and culture. People in the world are created to live together.
They consist of man and woman. But in real life, a woman is usually in low
position and man in high position from time to time. Man is assumed that he is
strong, might and powerful so he can do anything for woman. This is not fair
because women have the same right for life as human being. Without men,
women can struggle for life by themselves in several ways and every condition.
Related with patriarchal culture, there are many problems arising because of
men dominated to the women such as sexual violence, bad treatment to woman,
unequal right in education etc. Thus, Indonesia has R.A. Kartini fighting for
equality between men and women in society. During imperialisms come to
Indonesia, women have no right in education, they just stay at home and do what
their husband command. So because of Kartini’s struggle, slow but sure women
have equal existence with men.
From the phenomena of social life in this society, there is one of the life
problems that become the source of literary works which is the position of women
in society, since there are still many questions arising because of the unfair
treatment toward women. One of the novels that have different opinion about
women is Dream of trespass by Fatima Mernissi.
One of the problems which are often faced by every human being especially
women is how to stand up their rights and not allow their male dominated society
to define what it means to be women. Women themselves must show their
capability, to prove who they are and what role they will play in society. Most
importantly, they must reject the patriarchal assumption that women are inferior to
men. Therefore according to Anderson in Mandell (1995: 5) states that every
person has equal opportunities and civil rights and they should be allowed to
exercise freedom of choice without interfere of public opinion or law.
With regard to the phenomenon above, there are other related previous studies
which cover the feminism in novel by Fatima Mernissi’s Dream of Trespass,
Tales of a Harem Girlhood (1994): A Feminist Approach. First Najikhatul Laili
(2011) focuses her study on revealing how is the struggle of the women in harem
to cope their misery in there. The differences this study with the second study is in
the problem statement and the perspective. The previous study explains how the
struggle of the women in harem to cope the miseries while in this study depicts

346 (KBSP) IV 2016
how the condition of women emancipation in harem is. Although both use a
feminist approach but the perspective or the focus of the each study is different.
Second, Wahyu Utomo (2011) he is interested in Gender Inequality in Fatima
Mernissi’s Novel Dream of Trespass. This study focuses to show the gender
inequality in the harem life reflected in Dream of Trespass by using socialist
feminism approach. This study defines that gender inequality is existed in the
harem life. The differences the third study with this study is in the focus of the
study. The third study focuses on the gender inequality and this study is focuses
on the reflection of women emancipation in harem life reflected in the Dream of
Trespass. So this study is not only describes about the women inequality but also
both equality and inequality of the emancipation of women in harem reflected in
the Fatima Mernissi’s Dream of Trespass.
This study is different from those previous studies above, because it is
establishing How is the reflection of women emancipation reflected in Fatima
Mernissi’s Dream of Trespass. So, from the statement, this study is aimed to
describe the reflection of woman emancipation in Fatima Mernissi’s Dream of
Trespass by using feminist approach.
B. METHOD
The type of this research is descriptive qualitative. Descriptive qualitative is a
type of research which result the descriptive data in the form of written or oral
words from the observed object. The method of data collection in this study is
documentation. The writer reads the primary data repeatedly to reach more
understanding. Next, the writer takes, compares, and classifies the supporting data
into some categories. The technique of data analysis in this study is descriptive,
researcher uses feminist approach and draws conclusion.

The Findings of this study are as follow:
1) Social Aspects
The lives of women in harem which is depicted in Dream of Trespass novel is
always related with the limitation. From the construction of harem building,
peoples maybe can understand that harem is a place which is not free to access to
go to the outside and inside especially for the women.
Our harem in Fez was surrounded by high walls and,the exception of the
little chunk of the sky that you could see from the courtyard below, nature
didn’t exist. (DoT, 1994:56)
2) Economic Aspect
In the other pages, the unequal right of the women about the economic
aspects toward the men is displayed. The women concern about the salary or the
money which is earned for their work. For example:
she said, both men and women worked from dawn until very late at night.
But men made money and women did not. And when women worked
hard, and was not making money, she was stuck in a harem, even though
she could not see its walls. (DoT, 1994: 63)
The quotation above strengthens the concern of the women about the
differentiation of the result for their work beside the men. Although both of the

(KBSP) IV 2016 347

men and the women are working, but only the men earn money and the women do
not.
3) Political Aspect
The condition of the political aspect in Morocco which is displayed from the
novel is in colonialization period. Morocco is being colonialized by French and
Spain.
They put soldiers near ‘Arbaoua and said from now on, to go north, you
needed a pass because you were crossing Spanish Morocco. To go south,
you needed another pass, because you were crossing into French Morocco
(DoT, 1994: 3)
4) Educational Aspect
The education of the women which is reflected in the novel is forbidden.
She had asked for to go to literacy classes – a few schools in our own
neighborhood were offering them – but her demand had been turned
down by the family council. (DoT, 1994: 201)
The quotation shows the forbidden for the women to get education. When
Fatima Mernissi’s mother asks permission to join into the literary school, her
permission is rejected by the family. It depicts that the education for women is
forbidden.
D. CONCLUSION
Based on the feminist analysis, which takes an eye about the injustice,
inequalities, and the movements of women, it can be seen that the inequalities
exists in this novel. The researcher has analyzed some women aspects of life.
Those are social aspect, economic aspect, political aspect and education aspect.
All those aspects related to the women emancipation.
The social aspect of women in the harem which is reflected in the novel is
limited. The women has no more social interaction but in their own harem and
their family. In the novel, it is told that women are not allowed to go to the outside
of the harem. In other word, women only can interact with the women in the
harem and their family. Living in harem is a big problem for the women. The
women who live in harem are always found many rules and they feel the rules
will never make women become better and growing.
The economic aspect of women in harem which is reflected in the novel is
nothing. It is dominated by the men. The central concern of the women related to
the economic aspects is the differentiation of the result for their work beside the
men. Although both of the men and the women are worked, but only the men earn
money and the women do not.This matter occurs caused by the type of the job
field. The women work only in the domestic area. Their job field is only in the
inside of the harem and they will not earn money as the result of their work. The
reverse, the men work in the public sphere and earn the money.
The political aspect of women in harem which is reflected in the novel is also
dominated by the men. Moreover, there is no woman who joins in the political
aspect. The existence of the women in political aspects is something which is
unusual in that era. It is meant that the women in that era do not commonly active
in the political aspects. Maybe, it becomes something acceptable for the women

348 (KBSP) IV 2016
because as far the researcher read the novel there is no meaningful concern from
the women about the women existence in political aspect.
The education aspect of women in harem which is reflected in the novel is
forbidden, it is meant that the inequalities exists because only the men can get
education. Not all women get the rights to get educated. The new view about the
right for women to get education is only near different with the older. The family
council states only little children who are deserve to get education. It can be
summarized that in education aspect, unequal right of education still exists in
harem.
BIBLIOGRAPHY
Mandel, Nancy. 1995. Feminist Issues, Race, Class, and Sexuality. Canada
Otario: Prentice Hill.
Mernissi, Fatima. 1994. Dreams of Trespass: Tales of Harem Girlhood. United
States of America: Basic Books
Laili, Najikhatul. 2011. Women’s Struggle to Cope With The Misery of Living in
Fatima Mernissi’s Dream of Trespass, Tales of a Harem Girlhood
(1994): A Feminist Approach. Unpublished Undergraduate Thesis.
University of Muhammadiyah Surakarta.
Utomo, Wahyu. 2011. Gender Inequality in Fatima Mernissi’s Novel Dream of
Trespass. Unpublished Undergraduate Thesis. University of
Muhammadiyah Surakarta.


(KBSP) IV 2016
PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE

AND SONG) DI KELAS X SMK DALAM KURIKULUM 2013 TERHADAP
KEMAMPUAN PESERTA DIDIK SMK
Pitoyo Meiyono, S. Pd
mr.pitoymei@gmail.com
Guru PNS di SMK Negeri 2 Sragen yang sedang menempuh Pendidikan Pasca
Sarjana
di Magister Pengkajian Bahasa Inggris UMS
SMK Negeri 2 Sragen, Jl. Dr. Sutomo No. 4, Sragen 57212
Telp. (0271) 891316 HP: 081548553005
ABSTRAK
Perubahan Kurikulum dari Kurikulum Tingkat Satuan Pendidikan ke

Kurikulum 2013 yang baru saja berlangsung baru – baru ini otomatis juga
merubah pola pembelajaran yang berlangsung. Pembelajaran Bahasa
Inggris tentu saja bukanlah pengecualian. Salah satu materi yang
mengalami perubahan mencolok adalah adanya materi pembelajaran
sastra, dalam hal ini adalah materi cerita rakyat (folklore) dan lagu (song).
Tentunya sangat menarik untuk mengkaji bagaimana para peserta didik di
SMK yang terkait dengan praktek langsung secara teknis bisa
memanfaatkan materi tersebut untuk meningkatkan kemampuan berbahasa
inggris secara nyata. Di satu sisi, menarik juga untuk melihat bagaimana
seorang Guru SMK bisa memanfaatkan pembelajaran sastra yang terkesan
‘jauh’ dari pembelajaran praktik peserta didik SMK untuk menarik minat
dan kemampuan peserta didik SMK dalam berbahasa Inggris.
Kata Kunci: kurikulum 2013; sastra; cerita rakyat; lagu
A. PENDAHULUAN
Perubahan kurikulum, di mana pun, sebetulnya hampir sama, selalu
membutuhkan penyesuaian pola pikir para pemangku kepentingan (stake
holder). Yayasan, kepala sekolah, guru satuan pendidikan dan pengawas
sekolah perlu memahami perubahan kurikulum itu. Demikian pula yang
terjadi pada Kurikulum 2013 ini, ia hanya mungkin sukses bila ada perubahan
paradigma atau lebih tepatnya mindset para guru dalam proses pembelajaran.
Hal itu mengingat substansi perubahan dari Kurikulum 2006 (KTSP)
ke Kurikulum 2013 ini adalah perubahan proses pembelajaran, dari pola
pembelajaran ala bank, yaitu guru menulis di papan tulis dan murid mencatat
di buku serta guru menerangkan sedangkan murid mendengarkan menjadi
349
350 (KBSP) IV 2016
proses pembelajaran yang lebih mengedepankan murid untuk melakukan

pengamatan, bertanya, mengeksplorasi, mencoba, dan mengekspresikannya.
Proses pembelajaran yang mendorong siswa untuk aktif tersebut
hanya mungkin terwujud bila mindset guru telah berubah. Mereka tidak lagi
memiliki mindset bahwa mengajar harus di dalam kelas dan menghadap ke
papan tulis. Mengajar bisa dilakukan di perpustakaan, kebun, tanah lapang,
atau juga di sungai. Media pembelajaran pun tidak harus buku, alat peraga,
atau komputer. Tanam-tanaman dan pohon di kebun, sungai, dan sejenisnya
juga dapat menjadi media pembelajaran.
Makalah ini selanjutnya mencoba untuk memfokuskan permasalahan
pada adanya perubahan muatan dalam pembelajaran bahasa Inggris di
Sekolah Menengah Kejuruan (SMK) di mana buku materi ajar untuk peserta
didik disamakan dengan buku materi ajar untuk Sekolah Menengah Atas
(SMA). Satu hal menarik untuk disoroti adalah adanya pembelajaran sastra
berbahasa Inggris berupa cerita rakyat (folklore) dan lagu (song).
B. PEMBELAJARAN SASTRA DALAM KURIKULUM 2013

Secara umum Kompetensi Dasar pembelajaran Bahasa Inggris di
SMA maupun SMK mengandung dua Kompetensi dasar sebagai berikut:
1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya..
2. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
Untuk menyederhanakan pembahasan, maka dalam makalah ini hanya
akan menyoroti Kompetensi Dasar yang terkandung dalam buku materi
Bahasa Inggris Kelas X Semester 2 untuk SMA/K yang diterbitkan oleh
Kementerian Pendidikan dan Kebudayaan Republik Indonesia pada Tahun
2014.
Didalam Kompetensi Dasar Bahasa Inggris Kelas X SMK,
kompetensi dasar yang dimaksud diatas muncul dalam:
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya..
3.11 Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
Dalam berbagai penelitian ilmiah, sangatlah banyak disebutkan kalau

pembelajaran dengan lagu sangat mendukung pembelajaran kosakata
(vocabulary) dan mengasah kemampuan listening skill selain tentu saja untuk
memperdalam kemampuan tata bahasa (grammar).
Contoh folklore dalam buku Bahasa Inggris Kelas X Semester 2 untuk
SMA/K:
Once upon a time there was an old couple who didn’t have a child.
They lived in a small house near the village forest. ‘Please give us a child,”
they asked God everyday.
One day, from the household Shinto altar, they heard a cute cry, ‘Waa!
Waa!”
They Looked and saw a crying baby who looked just like a little finger.
‘This child must be a gift from God. Thanks to God!’

(KBSP) IV 2016 351

“We will call this child’Issumboshi’”, they said
Issumboshi (halaman 49)
Dalam penggalan folklore diatas maka dapat dilihat kalau tujuan

penggunaan teks diatas adalah untuk mempelajari:
1. Past Tense
2. Reported Speech (Direct and Indirect Speech)
Contoh lagu (song) dalam buku Bahasa Inggris Kelas X Semester 2

untuk SMA/K:
You’ve Got A Friend
When you’re ________ and _________

And you need a _________ _________
And nothing, nothing is going right
Close your eyes and think of me
And soon I will be there
To ________ _________ even your darkest night
You’ve Got A Friend (halaman 102)

Dalam penggalan lagu (song) diatas maka dapat dilihat kalau tujuan
penggunaan lagu diatas adalah untuk mempelajari:
1. Present Continuous Speech
2. Command and Request
Secara sepintas tidak ada yang salah dengan materi ajar diatas, apalagi
bagi para pendidik dan peserta didik SMA yang secara umum sudah
memenuhi tuntutan umum pendidikan dan aplikasi dalam dunia nyata SMA
yang bersinggungan dengan hal-hal umum. Tetapi bagaiman dengan SMK
terutama yang jurusan Teknologi dan Industri? Dimana hal-hal dan istilah-
istilah teknis tentu saja menjadi lebih berguna bagi para peserta didik SMK
dalam menghadapi dunia nyata khususnya dunia kerja dan industri.
C. PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS BAGI

PESERTA DIDIK SMK
Selanjutnya bagaimana peranan pembelajaran sastra bahasa Inggris
bagi peserta didik SMK? Selain aspek diatas, tentunya harus melihat dulu
tujuan yang tercantum dalam Kompetensi Inti dan Kompetensi Dasar 1 dan 2
dalam Mata Pelajaran Bahasa Inggris SMK sebagai berikut:

1. Menghayati dan mengamalkan 1.1 Mensyukuri kesempatan dapat
ajaran agama yang dianutnya mempelajari bahasa Inggris

352 (KBSP) IV 2016

sebagai bahasa pengantar
komunikasi internasional.
2. Menghayati dan mengamalkan 2.1. Mengembangkan perilaku santun
perilaku jujur, disiplin, dan peduli dalam melaksanakan
tanggungjawab, peduli (gotong komunikasi antar pribadi dengan
royong, kerjasama, toleran, guru dan teman.
damai), santun, responsif dan 2.2. Mengembangkan perilaku jujur,
pro-aktif dan menunjukkan sikap disiplin, percaya diri, dan
sebagai bagian dari solusi atas bertanggung jawab dalam
berbagai permasalahan dalam melaksanakan komunikasi
berinteraksi secara efektif transaksional dengan guru dan
dengan lingkungan sosial dan teman.
alam serta dalam menempatkan 2.3. Mengembangkan perilaku
diri sebagai cerminan bangsa tanggung jawab, peduli,
dalam pergaulan dunia. kerjasama, dan cinta damai, dalam
melaksanakan komunikasi
fungsional.
Jika dilihat secara umum, maka tidak ada yang salah dengan
pemakaian sarana folklore and song dalam mencapai tujuan tersebut diatas.
Tapi jika dilihat secara komprehensif, maka akan timbul pertanyaan-
pertanyaan mendasar sebagai berikut:
1. Apa fungsi folklore secara teknis jika diberikan kepada peserta didik
Teknologi Kendaraan Ringan misalnya?
2. Apakah kosakata yang dipelajari di dalam folklore bisa diaplikasikan
secara langsung dalam dunia kerja?
3. Bisakah lagu memberikan fungsi kerja aplikatif selain sebagai penenang
dan sarana motivasi belajar?
Karena itu perlu dikaji ulang pemakaian folklore dalam pembelajaran

Bahasa Inggris yang diberikan kepada Peserta Didik SMK. Bagaimana
dengan penggunaan karya sastra lain seperti film-film futuristik yang
berkaitan dengan banyak istilah teknologi? Sebut saja, film semacam Iron
Man, Time Machine atau Back to the Future, bahkan film Spiderman atau
Batman juga bercerita banyak tentang teknologi masa depan dan kekinian.
Tentu saja hal itu perlu dicoba dan dikaji demi adanya hubungan fungsi nyata
dalam pembelajaran dengan kegunaan aplikatif dalam kehidupan nyata.
D. PENUTUP
Berdasarkan uraian singkat diatas, maka bisa diambil beberapa
kesimpulan sebagai berikut:
1. Perlu pembedaan antara pembelajaran sastra bagi peserta didik SMA
dengan SMK yang tentu saja harus sesuai dengan fungsi harian dalam
kehidupan nyata
2. Perlu dicoba penggunaan film futuristik untuk media pembelajaran bagi
peserta didik SMK

(KBSP) IV 2016 353

3. Perlu pengenalan folklore asli Indonesia untuk menumbuhkan sikap cinta

tanah air dan nasionalisme
4. Perlu pemilihan lagu berbahasa Inggris yang selektif agar tujuan dalam
Kompetensi Inti dan Kompetensi Dasar ke-1 bisa tercapai, karena banyak
lagu yang secara tak langsung ‘menentang kuasa Tuhan Yang Maha Esa’


(KBSP) IV 2016
MAKNA IDEASIONAL DALAM SAJAK-SAJAK CHAIRIL ANWAR

BERTEMA PATRIOTIK
Danang Try Purnomo, M.Hum.

IAIN Surakarta, Jalan Pandawa, Sukoharjo, 57169
danangtrypurnomo@gmail.com
08562840709
Abstrak
Chairil Anwar sebagai salah satu penyair besar Indonesia banyak melahirkan
sajak-sajak fenomenal yang selalu menarik untuk terus ditelaah. Telaah karya
sastra dalam perspektif linguistika pada makalah ini berusaha melihat pemaknaan
teks sastra dari sisi lain, khusunya pada makna ideasional dalam tiga buah sajak
yang bertema patriotik, yaitu “Diponegoro,” “1943,” dan “Kerawang-Bekasi.”
Makna ideasional dalam pendekatan linguistik sistemik fungsional merujuk pada
enam tipe proses, yaitu material, mental, verbal, perilaku, relasional, dan
eksistensiall. Penyibakan makna ideasional direalisasikan melalui fungsi
predikatif pada tataran klausa. Fungsi predikatif dalam telaah tata bahasa
menunjukkan suatu ide atau gagasan seseorang yang diekspresikan melalui sarana
komunikasi baik lisan maupun tulisan. Fungsi ini merupakan aspek vital manusia
dalam menyampaikan tujuan sosialnya karena merefleksikan posisi, pendirian,
dan bahkan ideologi seseorang dalam menyikapi suatu peristiwa. Sebagaimana
yang terkandung dalam ketiga puisi tersebut, Chairil Anwar berusaha
mengekspresikan ide dan keinginan sosialnya yang teklepas dari konteks sosio-
kultural pada saat sajak itu diciptakan. Hal ini menunjukkan bahwa bahasa terpilih
telah melakukan peranannya sesuai dengan fungsi dan tujuan sosialnya.
Kata kunci: makna ideasional, tipe proses, konteks sosio-kultural, sajak
“Diponegoro,” “1943,” dan “Kerawang-Bekasi.”
A. PENDAHULUAN
Makalah ini berisi analisis realisasi makna ideasional yang terdapat
dalam sajak-sajak (selanjutnya disebut puisi) Chairil Anwar yang bertema
patriotik, yaitu puisi yang berjudul “Diponegoro,“ (disingkat DP), “1943,“
dan “Kerawang Bekasi” (disingkat KB). Puisi DP dan 1943 ditulis pada tahun
yang sama, yakni 1943 atau masa prakemerdekaan, sedangkan puisi KB
ditulis pada tahun 1948 atau pascakemerdekaan Republik Indonesia.
Penyebutan patriotik dimaknai sebagai puisi yang merujuk pada nilai-nilai
perjuangan, kepahlawanan, dan cinta tanah air. Sementara itu, makna
ideasional adalah makna yang merepresentasikan realitas fisik yang terkait
dengan interpretasi dan pengalaman partisipannya (Santoso, 2003:20). Makna
ideasional ini merupakan salah satu dari tiga metafungsi bahasa
(interpersonal, ideasional, dan tekstual) yang direalisasikan dalam satuan
klausa. Pendekatan sistemik fungsional adalah salah satu bidang pendekatan
analisis wacana yang menempatkan teks sebagai sebuah interaksi sosial.
Keterpaduan sebuah teks akan mendukung pesan yang disampaikan kepada
mitra tutur.
354
(KBSP) IV 2016 355

Lebih lanjut, Halliday (1994:xiv) menyatakan bahwa usaha

memeroleh makna dari sebuah teks dapat memperlakukan teks sebagai
sebuah produk sekaligus sebuah proses dalam waktu bersamaan. Analisis
wacana dalam pendekatan sistemik fungsional menempatkan teks di dalam
konteks sosial dan konteks budaya untuk mendapatkan makna dari ekploitasi
bahasa. Teori sistemik yang dirancang mempunyai konsep fungsional, yaitu
untuk melihat dan menganalisis bagaimana sebuah bahasa itu digunakan
dalam sebuah konteks dan bukan melihat bagaimana bahasa itu dibentuk
(Halliday dalam Djatmika, 2012:11). Oleh karenanya, bertolak dari
pandangan ini teks puisi dianalisis sebagai wujud perilaku komunikatif dan
sebagai bentukan makna yang terjadi pada konteks budaya, yakni sebuah
ranah terjadinya interaksi dan proses verbal sosial. Selain itu, pemilihan teks
puisi sebagai sumber data merupakan suatu upaya untuk melihat pemaknaan
teks sastra dari sisi lain. Sebagaimana diketahui bahwa sejauh ini dikotomi
paradigma kajian terhadap teks sastra dan nonsastra masih mengemuka,
padahal keduanya sama-sama menggunakan medium bahasa. Karena itu,
makalah ini berusaha menyibak teks sastra - khususnya puisi - dari aspek
linguistika melalui pendekatan linguistik sistemik fungsional. Lebih spesifik,
rumusan masalah dalam makalah ini adalah mengurai realisasi makna
ideasional serta memerikan pemaknaan kontekstual yang terkandung dalam
ketiga puisi tersebut.
B. KAJIAN PUSTAKA
Linguistik Sistemik Fungsional diperkenalkan oleh M.A.K. Halliday
dan dikembangkan oleh para pakar, seperti Martin (1997), Eggins (1994),
Matthiessen dkk. (2010), Bloor (2004), Gerot dan Wignell (1995). Pandangan
Halliday yang meletakkan bahasa sebagai sebuah sistem sosial dan budaya,
bukan hanya sebuah struktur teks itu bertolak dari pemikiran Firth yang
mengemukakan konteks situasi dalam bahasa. Pokok-pokok pandangan Firth
(dalam Halliday dan Hasan, 1992) itu menyatakan bahwa di dalam bahasa
setidaknya terdapat empat hal yang disebut konteks situasi, antara lain
pelibat, tindakan, ciri-ciri situasi lain yang relevan, dan dampak-dampak
tindakan tutur.
Pelibat adalah aktor yang terlibat dalam peristiwa tutur, tindakan
pelibat adalah aktivitas yang dilakukan oleh para pelibat baik verbal maupun
nonverbal, dan ciri-ciri situasi lain merupakan lingkungan yang berada di
sekitar peristiwa tutur, sedangkan dampak-dampak adalah bentuk-bentuk
perubahan yang ditimbulkan dari adanya tindakan tutur tersebu. Keempat
konsep tersebut pada tataran berikutnya dielaborasikan dalam tiga aspek yang
dikenal dengan metafungsi bahasa, yaitu makna ideasional (field), makna
interpersonal (tenor), dan makna tekstual (mode). Dengan ketiga makna
tersebut pemaknaan wacana sebuah teks dapat dipaparkan melalui fitur-fitur
leksikogramatika.
Ketiga metafungsi bahasa tersebut dengan konteks situasi terdapat
hubungan yang erat ketika unit wacana melakukan fungsi sosialnya (Eggins
dan Martin dalam Santosa, 2011:5). Konteks situasi meliputi medan, yakni
hal atau aktivitas yang terjadi, pelibat atau dapat dikatakan pelaku persitiwa,
sedangkan dan sarana adalah media atau saluran untuk meralisasikan unit

356 (KBSP) IV 2016
wacana itu. Hubungan kedekatan ketiga aspek konteks situasi dan ketiga
metafungsi bahasa dalam mewujudkan fungsi sosial suatu wacana di dalam
suatu konteks budaya dapat diperlihatkan pada figur berikut
Konfigurasi Bahasa dan Konteksnya
Nilai dan
norma kultural
Proses sosial
(genre)
Konteks situasi:
medan pelibat sarana

Metafungsi bahasa:
ideasional interpersonal tekstual
Bahasa sebagai wacana (register)
(diadaptasi dari Martin 1992 dalam Santosa 2011)
Dari figur di atas dapat dinyatakan bahwa wacana merupakan ekspresi

yang merealisasikan nilai, norma kultural, dan konteks sosial. Selain itu,
wacana juga menggambarkan konfigurasi makna di dalam konteks situasi
serta metafungsi bahasa. Karena itu, wacana akan berubah apabila konteks
situasi dan konteks kulturalnya berubah.
Lebih lanjut, makalah ini difokuskan pada penyibakan makna
ideasional, yakni makna yang menunjukkan realitas fisik dan pengalaman
yang direalisasikan melalui satuan klausa. Terdapat enam tipe proses, yaitu
proses material, proses mental, proses verbal, proses relasional, proses
perilaku, dan proses eksistensia (Halliday: 1994)l . Proses material adalah
suatu proses secara fisik murni. Proses ini terdiri dari dua macam yaitu
melakukan sesuatu (doing) dan kejadian (happening). Proses doing memiliki
konstituen aktor-proses-goal. Proses materi doing bisa bersifat kreatif
misalnya membuat, mengembangkan, mendisain dan bersifat dispositif, yaitu
memengaruhi, misalnya memetik, menendang, mengirim, dan sebagainya.
Proses mental adalah proses berpikir, mengindera, dan merasa. Proses ini
diklasifikasikan menjadi tiga, yaitu kognitif, perseptif, dan afektif. Proses
kognitif berkenaan dengan penggunaan otak dalam berproses, misalnya
berpikir, melamun, dan mengerti. Proses perseptif berkenaan dengan
penggunaan indera dalam berproses, misalnya melihat, mendengar dan
merasa. Proses afektif berkenaan dengan penggunaan perasaan atau hati
misalnya mencintai, membenci, senang, suka, tidak suka, dan sebagainya.
Proses verbal adalah proses berkata murni tidak ada unsur perilakunya yang
di dalam bahasa Indonesia direalisasikan, misalnya berkata, berujar,
bertanya. Proses perilaku ini mempunyai dua jenis yaitu proses perilaku
verbal dan proses perilaku mental. Proses perilaku verbal adalah proses yang
menggunakan verbal di dalam melakukan tindakan. Misalnya menyarankan,

(KBSP) IV 2016 357

mengklaim, mendiskusikan dan sebagainya. Proses relasional adalah proses

yang menghubungkan antara paratisipan yang satu dengan partisipan atau
unit yang lain. Hubungan tersebut memberikan nilai terhadap partisipan
pertama. Proses ini mempunyai dua jenis, yaitu proses relasional atributif dan
proses relasional identifikasi. Proses eksistensial adalah proses yang
menunjukkan keberadaan atau kejadian sesuatu. Di dalam bahasa Indonesia
proses ini direalisasikan dengan ada, terdapat, muncul.
C. METODE
Data penelitian makalah ini dikumpulkan dengan teknik pustaka.
Teknik pustaka adalah teknik pengumpulan data dengan mempergunakan
sumber-sumber tertulis untuk memperoleh data (Subroto, 2007:47). Sumber
data penelitian ini adalah teks tertulis yang berwujud teks puisi karya Chairil
Anwar yang berunsur patriotik, yaitu “Diponegoro,” “1943, ”dan “Kerawang-
Bekasi” Adapun populasi penelitian ini mencakup seluruh satuan klausa dari
buku kumpulan puisi Aku Ini Binatang Jalang. Dalam pada itu, pengambilan
sampel dilakukan dengan teknik sampel bertujuan (purposive sampling),
yakni pilihan sampel diarahkan pada data yang penting yang berkaitan
dengan permasalahan yang sedang diteliti (Sutopo, 2006:64). Adapun sampel
dalam telaah ini adalah makna ideasional yang direalissaikan dalam tataran
klausa dari ketiga puisi tersebut .Sementara itu, untuk mengurai dan
menganalisis data yang berupa satuan predikatif klausa teks puisi, digunakan
metode agih, yakni metode yang alat penentunya adalah bagian dari bahasa
yang bersangkutan. Lebih lanjut, realisasi metode ini digunakan teknik bagi
unsur langsung (BUL) sehingga tampak keterpilahan antarunit wacana
(Sudaryanto, 1993).
D. PEMBAHASAN
1. Analisis Data
Secara bentuk dan struktur teks puisi berbeda dengan teks lainnya,
seperti teks narasi dalam prosa atau teks eksposisi dalam berita. Pradopo
(2012:7) menyatakan bahwa kesatuan korespondensi puisi adalah satuan
akustis (bunyi). Karena itu, tidak mengherankan jika dalam satuan-satuan
klausa pada teks puisi yang dianalisis berupa kalimat-kalimat elips
(taklengkap). Seperti yang tampak pada ketiga puisi yang ditelaah ini,
ketiadaan unsur subjek sebagai partisipan maupun predikat sebagai realitas
pengalaman pada satuan-satuan klausa dimunculkan penulis untuk
memudahkan konteks wacana. Realisasi makna ideasional yang tampak pada
penggunaan tipe proses disajikan pada data berikut.
Tabel. 1 Tipe Proses dalam Puisi “Diponegoro”

No Klausa Jenis Proses
1 tuan hidup kembali relasional:atributif

2 bara kagum menjadi api relasional atributif
3 tuan menanti material
4 ( tuan) tak gentar relasional atributif
5 lawan banyaknya seratus kal relasional atributif

358 (KBSP) IV 2016
6 pedang (berada) di kanan, eksistensial

7 keris (berada) dikiri eksistensial
8 (tuan) berselempang semangat yang tak bias relasional atributif
mati
9 (ayo kita) maju material
10 ini barisan tak bergenderang-berpalu relasional atributif
11 kepercayaan (adalah) tanda menyerbu relasional atributif
12 sekali (kita) berarti relasional atributif
13 sudah itu (kita) mati. relasional atributif
15 bagimu negeri menyediakan api material
16 (yang) punah di atas menghamba relasional atributif
17 (yang) binasa di atas ditinda relasional atributif
18 hidup harus merasa mental
20 (ayo kita) serbu material
21 (ayo kita) serang material
22 t(ayo kita) erjang material
Tabel 2. Tipe Proses dalam Puisi “1943”

No Klausa Jenis proses
1 racun berada di reguk pertama eksistensial

2 (kita) membusuk rabu relasional atributif
3 (dan) terasa di dada relasional atributif
4 tenggelam darah dalam nanah relasional atributif
5 (kita dalam keadaan) putus relasional atributif
6 (kita dalam keadaan) candu relasional atributif
7 (kita dalam keadaan) tumbang relasional atributif
8 tanganku menadah patah material
9 (kita) luluh relasional atributif
10 (kita) terbenam relasional atributif
11 (kita) hilang relasional atributif
12 (kita) lumpuh relasional atributif
13 (kita) lahir relasional atributif
14 (kita) tegak relasional atributif
15 (kita) berderak material
16 (kita) rubuh relasional atributif
17 (kita) runtuh relasional atributif
18 (kita )mengaum perilaku verbal
19 (kita) mengguruh perilaku verbal
20 (kita) menentang perilaku verbal
21 (kita) menyerang material
22 (kita dalam keadaan) kuning relasional atributif
23 (kita dalam keadaan) merah relasional atributif
24 (kita dalam keadaan) hitam relasional atributif
25 (kita dalam keadaan) kering relasional atributif
26 (kita dalam keadaan) tandas. relasional atributif
27 (kiata dalam keadaan) rata relasional atributif
28 (kita dalam keadaan) rata relasional atributif
29 ( kita dalam keadaan) rata relasional atributif
30 (inilah) dunia relasional atributif
31 kau aku terpaku relasional atributif

(KBSP) IV 2016 359

Tabel 3. Tipe Proses dalam Puisi “Kerawang-Bekasi”

No Klausa Jenis Proses
1 kami yang kini terbaring antara karawang- relasional atributif

bekasi
2 (kami) tidak bisa teriak "merdeka" verbal
3 dan angkat senjata lagi material
4 tapi siapakah yang tidak lagi mendengar deru mental
kami
5 terbayang kami maju material
6 dan mendegap hati? mental
7 kami bicara padamu dalam hening di malam verbal
sepi
8 jika dada rasa hampa mental
9 dan jam dinding yang berdetak relasional atributif
10 kami mati muda. relasional atributif
11 yang tinggal tulang diliputi debu relasional atributif
12 kenang, kenanglah kami. mental
13 kami sudah coba apa yang kami bisa material
14 tapi kerja belum selesai, relasional atributif
15 belum bisa memperhitungkan arti 4-5 ribu perilaku mental
nyawa
16 kami cuma tulang-tulang berserakan relasional atributif
17 tapi (kami) adalah kepunyaanmu relasional atributif
18 kaulah lagi yang tentukan nilai tulang-tulang perilaku mental
berserakan
19 atau jiwa kami melayang untuk kemerdekaan relasional atributif
kemenangan dan harapan
20 kami tidak tahu, relasional atributif
21 kami tidak lagi bisa berkata verbal
22 kaulah sekarang yang berkata verbal
23 kami bicara padamu dalam hening di malam verbal
sepi
24 jika ada rasa hampa dan jam dinding yang eksistensial
berdetak
25 kenan kenanglah kami mental
26 teruskan, teruskan jiwa kami material
27 (mari kita) menjaga bung karno material
28 (mari kita) menjaga bung hatta material
29 (mari kita) menjaga bung sjahrir material
30 kami sekarang mayat relasional atributif
31 berikan kami arti material
32 berjagalah terus di garis batas pernyataan dan perilaku mental
impian
33 kenang, kenanglah kami mental
34 yang tinggal tulang-tulang diliputi debu relasional atributif
35 beribu kami terbaring antara karawang-bekas relasional atributif
Tabel 4. Rekapitulasi Sebaran Tipe Proses

No Tipe Proses Puisi
Diponegoro 1943 Kerrawang
Bekasi
1 Material 8 (36%) 3 (6%) 8 (26%)
2 Mental 1 (5%) 0 (0%) 6 (17%)

360 (KBSP) IV 2016
3 Verbal 0 (0%) 0 (0%) 5 (14%)

4 Perilaku 0 (0%) 3 (10%) 3 (9%)
5 Relasional 11 (50%) 24 (81 %) 12 (31%)
6 Eksistensial 2 (9%) 1 (3%) 1 (3%)
TOTAL 22 31 35
Tabel 5. Rekapitulasi Total Tipe Proses Ketiga Puisi

No Tipe Poses Jumlah
1 Relasional (atributif) 47 (53%)
2 Material 19 (22%)
3 Mental 7 (8%)
4 Perilaku 6 (7%)
5 Verbal 5 (6%)
6 Eksistensial 4 (5%)
Total jumlah klausa 88
Berdasarkan data sebaran tipe proses yang terkandung dalam ketiga

puisi tersebut, pemaknaan ideasional yang direalisasikan dalam satuan klausa
mennjukkan perilaku yang sama. Pertama, puisi DP yang terdiri atau 22
klausa didominasi oleh penggunaan proses relasional:atributif sebanyak 11
buah (50%). Selanjutnya berturut-turut diikuti pemakaian proses material (8
klausa atau 36%), eksistensial (2 klausa atau 9%), dan mental (1 klausa atau
5%). Sementara itu, proses verbal dan perilaku tidak ditemukan. Kedua, puisi
yang berjudul “1943” didominasi pula pengunaan proses relasional: atributif,
yaitu terdapat 24 buah (81%) dari 31 klausa. Selebihnya, secara berturut-turut
diikuti pemakaian proses perilaku (3 klausa atau 10%), material (2 klausa
atau 6%), dan eksistensial (1 klausa atau 3%). Sementara itu, proses mental
dan verbal tidak ditemukan. Ketiga, demikian halnya dalam puisi yang
berjudul “Kerawang-Bekasi”, dari 35 klausa terdapat proses relasional:
atributif sebanyak 11 buah (31%), material 9 buah (26%), mental 6 buah
(17%), verbal 5 buah (14%), peilaku 3 buah (9%), dan eksistensial 1 buah
(3%). Lebih lanjut, secara keseluruhan gabungan dari ketiga puisi Cahiril
Anwar yang bertema patriotik tersebut terdapat 88 buah klausa yang secara
rinci dapat diperiksa pada rekapitulasi sebaran tipe proses pada tabel di atas.
Secara berturut-turut proses relasional: atributif sebesar 53%, material 22%,
mental 8%, perilaku 7%, verbal 6% dan eksistensial 5% .
I
2. Interprestasi Kontekstual
a. Proses Relasional: Atributif
Tentang proses relasional atributif dapat diuraikan sebagai berikut.
Telah diketahui bahwa proses relasional-atributif menunjukkan keadaan, sifat
atau segala sesuatu yang menerangkan partisipan. Dominasi proses ini
menunjukkan bahwa penyair ingin menggambarkan sedetail-detailnya
mengenai keadaan yang sebanarnya pada masa itu. Pada puisi “Diponegoro”
penyair ingin memperlihatkan bagaimana sosok Diponegoro dapat
menginsipari semua orang (rakyat Indonesia) untuk melawan segala bentuk
penjajahan. Sebagaimana diketahui Diponegoro merupakan seorang pangeran
yang putra tertua dari Sultan Hamengkubuwono III (1811–1814). Ibunya
Raden Ayu Mangkarawati merupakan keturunan Kyai Agung Prampelan

(KBSP) IV 2016 361

yaitu ulama yang sangat disegani di masa panembahan senapati mendirikan

kerajaan Mataram. Pangeran Diponegoro adalah seorang pemberani
khususnya dalam melawan pemerintahan Belanda yang ada di Indonesia saat
itu, sikap Diponegoro yang menentang Belanda secara terbuka mendapat
simpati dan dukungan rakyat. Pada saat perang Diponegoro kerugian dari
pihak Belanda tidak kurang dari 15.000 tentara dan 20 juta gulden. Atas dasar
konteks sosio-kultural yang melatari tokoh Diponegoro Chairil Anwar
mengekspresikan sikap perjuangan yang dapat direalisasikan melalui proses
relasional bait sepert
hidup kembali
menjadi api
(tuan) tak gentar
lawan banyaknya seratus kali,
(tuan) berselempang semangat yang tak bisa mati,
ini barisan tak bergenderang-berpalu,
kepercayaan (adalah) tanda menyerbu,
sekali (kita) berarti,
sudah itu (kita) mati.
(yang) punah di atas menghamba,
(yang) binasa di atas ditinda
Frasa hidup kembali memberi atribut bahwa tokoh Diponegoro
masih terus hidup, ada, bergerak, dan bekerja sebagaimana mestinya. Makna
ada atau “hidup” di sini dapat dipahami sebagai semangat juang Diponegoro.
Proses relasional pada frasa menjadi api, tak gentar, dan banyaknya seratus
kali menunjukkan semangat, kekuatan, keberanian yang menyala-nayala
ketika mengahadapi lawan meskipun tak sebanding. Demikian halnya pada
berselempang semangat, barisan tak bergenderang-berpalu, kepercayaan
(adalah) tanda menyerbu yang berarti hanya bermodalkan keberanian dan
kepercayaan yang tinggi karena dalam keadaan keterbatasan persenjataan,
tetapi sanggup untuk melawan musuh. Selanjutnya, pada bait-bait berikutnya,
yakni klausa 16 dan 17 menerangkan suatu keadaan yang pada akhirnya
mereka telah gugur sebagai pahlawan bangsa
Pada sisi lain, puisi “1943” - dengan asumsi konteks peristiwa pada
saat tahun itu - menggambarkan rentetan kejadian yang dialami tokoh aku
(atau mungkin Chairil Anwar sepanjang tahun 1943. Indonesia belum
menjadi negara yang merdeka. Indonesia masih terjajah dan ditindas. Pada
tahun itu, kekuasaan berada di tangan Jepang, yang sebelumnya merebut
kekuasaan dari Belanda. Partisipan yang diatributkan dalam puisi ini dapat
digambarkan dalam penggunaan leksis sebagai berikut.
(kita)membusuk
terasa (racunnya)
(kita dalam keadaan) tenggelam darah
(kita dalam keadaan) putus
(kita)dalam keadaan) candu
(kita dalam keadaan) tumbang
Leksis-leksis tersebut menunjukkan bahwa “rakyat Indonesia” pada
saat itu sedang mengalami penderitaan yang sangat mendalam. Racun
dikonotasikan sesuatu yang merusak manusia baik secara fisik maupun batin.

362 (KBSP) IV 2016
Racun menandakan sesuatu yang berbahaya bagi tubuh. Racun itu berada
pada tegukan pertama, artinya bahaya itu mulai masuk ke dalam tubuh.
Dengan masuknya racun itu, paru-paru terasa membusuk. Segalanya tampak
“putus” tidak ada jalan lagi. Darah pun tenggelam dalam nanah, artinya
bahwa tubuh dipenuhi dengan penyakit.. Kondisi ini menjadi semacam candu
atau membuat ketagihan. Dalam kesuraman, tokoh aku pun selalu ketagihan
untuk berada dalam kemuraman. Artinya, tokoh aku terseret ke dalam arus
kemuraman itu, tak bisa keluar dari kemuraman. Selanjutnya, “tumbang”
semua harapan untuk mendapatkan sesuatu yang baik. Lebih menderita lagi,
keadaan partisipan diatributkan luluh, terbenam, hilang, dan lumpuh artinya
segala harapan telah terkubur, hilang, atau tidak berdaya lagi.
Namun demikian, meskipun dalam keadaan penderitaan yang sangat
dalam, harapan rakyat untuk tetap bangkit masih ada yang diatributkan dalam
leksis berikut. Kata tegak mengisyaratkan optimistis terhadap kebangkitan
kehidupan atas keadaan yang telah rubuh dan runtuh Lebih lanjut, keadaan
tersebut tetap belum berubah yang digambarkan kuning dan merah sebagai
nanah dan darah yang terus mengucur hitam dan kering sebagai bentuk
kedukaan atas masa depan yang masih suram hingga rata semuanya hancur
sehingga membuat rakyat hanya bisa terpaku atas penderitaan yang belum
berujung.
Pada puisi KB, Chairil Anwar berusaha “mewakili” suara para
pejuang yang telah gugur di medan perang, lebih khusus merujuk peristiwa
pertempuran berdarah melawan Belanda antara Kerawang dan Bekasi pada
Desember 1947. Penyair memberikan atribut kepada partisipan (pejuang)
yang saat ini dalam keadaan terbaring, mati muda, menjadi mayat dan
tinggal tulang belulang tak bernilai seperti tampak pada kutipan berikut
kami mati muda
yang tinggal tulang diliputi debu
kami cuma tulang-tulang berserakan
tapi (kami) adalah kepunyaanmu
Keadaan yang demikian dimaksudkan agar mendapatkan perhatian
bagi yang masih hidup tentang perjuangan para pendahulunya sehingga
mereka yang masih hidup dapat meneriskan cita-cita dan perjuangan
mencapai kemerdekaan tanah air.
b. Proses Material
Selain proses atributif yang dominan, proses material juga terbilang
menonjol, yaitu sebesar 22% klausa dari jumlah keseluruhan puisi. Proses
material yang merefleksikan tindakan fisik partisipan direalisasikan dalam
berbagai bentuk. Puisi DP menunjukkan tindakan represif, seperti kata maju
yang diulang sampai tiga kali dan dipertegas lagi pada bait berikut
(ayo kita) serbu
(ayo kita) serang
(ayo kita) terjang
Sementara itu, puisi 1943 juga menunjukkan hal yang sama, seperti
kata berderak dan menyerang. Tindakan-tindakan fisik dari leksisi yang
terdapat kedua puisi tersebut mencerminkan perlawanan rakyat Indonesia
terhadap belnggu benjajah atas penderitaan berkepanjangan yang dialami.

(KBSP) IV 2016 363

Di sisi lain, proses material yang memperlihatkan keinginan penyair

agar perjuangan tersebut tetap berlanjut tampak dalam puisi KB. Penyair
mengekspresikan keinginannya itu dengan leksis coba, berikan, teruskan, dan
menjaga. Hal tersebut menunjukkan tindakan nyata para pendahulu yang
sudah gugur. Secara keseluruhan proses material yang terkandung dalam
ketiga puisi tersebut mengimplikasikan suatu bentuk tindakan konkret
perjuangan para pahlawan dalam mengusir penjajah dan pesan agar
perjuangan tersebut dapat diteruskan oleh generasi-generasi berikutnya.
c. Proses Mental
Selain proses relasiona-atributif dan material, proses-proses yang lain
tidak dominan. Proses mental sebesar 8% terdapat dalam puisi DP dan KBi,
sedangkan puisi 1943 tidak ditemukan. Dalam puisi DP terdapat frasa harus
merasa yang mencerminkan suatu keadaan menderita yang memang dialami.
Sementara itu, puisi KB terdapat kata mendengar dan mendegap merupakan
suatu bentuk perasaan yang mendalam bahwa perjuangan yang penuh
kekhawatiran agar didenga oleh semua pihat. Bahkan, lebih tegas lagi
terdapat kata kenang kenanglahr yang diulang dalam tiga larik yang berbeda
memperlihatkan perasaan pejuang agar tidak dilupakan di kemudain hari.
d. Proses Perilaku: Verbal dan Mental
Proses perilaku baik verbal maupun mental ditemukan sebesar 7%
dari puisi 1943 dan puisi KB, sedangkan puisi DP tidak ditemukan proses ini.
Dalam puisi 1943 perilaku verbal direalisasikan pada kata mangaum,
mengguruh, menentang. Hal ini memperlihatkan sautu usaha perlawanan
melalui “suara” yang selama ini terus dibelenggu kaum penjajah. Sementara
itu, dalam puisi KB perilaku mental direalisasikan pada kata
memperhitungkan, tentukan, dan berjagalah. Hal tersebut mengimplikasikan
adanya suatu usaha mempertimbangkan dan mewaspadai setiap gerak
langkah dalam melaksanakan perjuangan.
e. Proses Verbal
Proses verbal hanya ditemukan sebesar 6% dalam puisi KB,
sedangkan puisi DP dan 1943 tidak ditemukan. Sebagaimana diketahui bahwa
proses ini adalah proses berkata secara murni. Dalam masa penjajahan hak-
hak rakyat dalam mengaspirasikan suaranya sangat dibatasi oleh kaum
penjajah. Oleh karena itu secara alami penyair dalam mengekspresikan
idenya tidak begitu menonjolkan aspek ini, melainkan lebih banyak
menyuarakan dari sisi keadaan (relasional) dan tindakan konkret (material)
yang perlu dilakukan sebagaimana yang telah dibahas di bagian awal. Proses
verbal dalam puisi KB diekspresikan penyair dengan kata berkata dan bicara.
Kata yang sebelumnya diawali keterangan aspek tidak lagi bisa
menunjukkan ketidakmampuan mereka (pejuang) dalam mengaspirasikan
keinginannya karena sudah gugur di medan pertempuran. Semantara itu, kata
bicara lebih memperlihatkan pesan kepada generasi penerusnya agar turut
aktif menyuarakan keinginannya untuk merdeka dari segala bentuk
penindasan.
f. Proses Eksistensial
Akhrinya, proses eksistensial merupakan proses yang paling sedikit
ditemukan yakni sebesar 5%. Dalam puisi DP, proses ini deralisasikan secara
implisit, yaitu pedang (berada) di kanan dan keris (berada) di kiri yang dapat

364 (KBSP) IV 2016
disisipkan kata berada tersaebut. Proses in memperlihatkan “masih” adanya

perlawanan rakyat khususnya pada sosok Diponegoro bahwa keterbatasan
senjata, tidak menyurutkan tekad untuk melawan penjajah. Pada puisi 1943
eksistensi yang ingin disampaikan penyair adalah adanya racun (klausa 1)
dalam diri rakyat Indonesia. Keberadaan racun dimaknai sebagai “penyakit”
yang sudah mendarah daging, yaitu berupa penderitaan, kesengsaraan,
belenggu, penindasan, keputusasaan, ketidakberdayaan, dan sebagainya.
Sementara itu, dalam puisi KB proses eksistensial direalisasikan kata ada
pada klausa 24 yang menggambarkan adanya perasaan hampa, sunyi, atau
kosong karena perjuangan yang masih panjang.
E. PENUTUP
Hasil analisis di atas dapat disimpulkan sebagai berikut.
 Realisasi makna ideasional dalam ketiga puisi Chairil Anwar yang bertema
patriotik didominasi oleh penggunaan proses relasional: atributif dan proses
material. Selanjutnya, secara ditemukan penggunaan proses mental, proses
perilaku (verbal dan mental), proses verbal, dan proses eksistensial.
 Penggunaan proses relasional-atributf yang dominan merefleksikan sikap
penyair yang hendak mendeskripsikan secara detail mengenai sifat dan
keadaan rakyat Indonesia pada masa itu yang penuh penderitaan sehingga
seolah-oleh penyair hendak menyampaikan inilah “neraka” dunia sebagai
akibat penindasan kaum penjajah (Belandan dan Jepang). Pada sisi lain,
dominasi proses material memperlihatkan sikap “tidak mau tinggal diam”
atau perlawanan secara konkret yang ditunjukkan untuk melawan segala
bentuk penjajahan itu.
 Penggunaan proses mental, perilaku (verbal-mental), verbal, dan eksistensial
yang tidak menonjol secara alamiah memperlihatkan karakteristik penyair
dalam mengekspresikan sikap dan pandangannya. Dalam proses mental,
misalnya, penyair sudah kurang begitu memedulikan lagi perasaannya karena
luka yang sudah begitu dalam. Proses perilaku verbal-mental dan proses
verbal menunjukkan bahwa segala pertimbangan akal sehat dan aspirasi
meraka sudah tidak lagi dihargai, Sementara itu, proses eksistensial
menunjukkan bahwa keberadaan mereka sangatlah terbatas dan tidak tampak
karena segala sesuatu memang ditentukan oleh penjajah.
 Pendekatan sistemik fungsional melalui makna ideasional menunjukkan
karakteristik yang kuat dari sosok Chairil Anwar dalam sikap, pandangan,
dan ideologinya yang kuat terhadap tanah air. Menjadi bangsa yang mandiri
dan berdaulat adalah cita-citanya di masa depan. Oleh karena itu, penderitaan
rakyat yang dilihatnya selama ini (proses relasional) tidak bisa dibiarkan dan
hanya dapat diselesaikan melalui perjuangan fisik yang nyata (proses
material).
 Pemilihan leksis (bahasa yang terpilih) yang diekspresikan melalui puisi-puisi
tersebut merefleksikan konteks sosial-kultural pada saat puisi itu diciptakan. .

(KBSP) IV 2016 365

DAFTAR PUSTAKA
Bloor, Thomas dan Meriel Bloor. 2004. The Functional Analysis of English. ed.
kedua. London: Arnold.
Djatmika. 2012. Perilaku Bahasa Indonesia di dalam Teks Kontrak:dari
Kacamata Linguistik Sistemik Fungsional. Surakarta: UNS Press.
Eggins, Suzzane.2004. An Introduction to Systemic Functional Linguistics (2nd
eddition). London-New York: Continum.
Eneste, Pamusuk (editor).2015. Chairil Anwar: Aku Ini Binatang Jalang, Koleksi
Sajak 1942 – 1949. (cet ke-2). Jakarta: Gramedia Pustaka Utama.
Gerot, L dan Wignell. 1995. Making Sense of Functional Grammar; An
Introductory Workbook. Cammeray: Gerd Stabler Antipodean
Educational Enterprises.
Halliday, M.A.K. dan Ruqaiyah Hasan. 1992. Bahasa, Konteks, dan Teks: Aspek-
aspek Bahasa dalam Pandangan Semiotik Sosial. Penerjemah:
Asruddin Barori Tou dan penyunting: M Ramlan. Yogyakarta:
Gadjah Mada University Press
____________.1994. An Introduction to Functional Grammar. London: Edward
Arnold.
Purnomo, Danang Try. 2014. “Makna Metafungsional Teks Artikel Opini: Studi
Evaluatif dan Komparatif Pemberitaan Krisis Mesir
Pascapelengseran Mursi dari Kursi Presiden pada Berbagai Media
Massa Nasional Berdasarkan Linguistik Sistemik Fungsional.”
(laporan tesis). Surakarta: Pascasarjana Universitas Sebelas Maret.
Pradopo, Rahmat Djoko. 2012. Teori Pengkajian Puisi. (cet ke-12). Yogyakarta.
Gadjah Mada University Press
Santosa, Riyadi. 2003. Semiotika Sosial: Pandangan terhadap Bahasa. Surabaya.
Pustaka Eureka dan JP Press.
___________. 2011. Logika Wacana: Analisis Hubungan Konjungtif dengan
Pendekatan Linguistik Sistemik Fungsional. Surakarta: UNS Press
Subroto, Edi. 2007. Pengantar Metode Penelitian Linguistik Struktural. (cet.1).
Surakarta: UNS Press.
Sudaryanto. 1993. Metode dan Teknik Analisis Bahasa: Pengantar Penelitian
Wahana Kebudayaan secara Linguistik. Yogyakarta: Duta Wacana
University Press
Sutopo, H.B. 2006. Metodologi Penelitian Kualitatif: Dasar Teori dan
Terapannyadalam Penelitian. Surakarta: Universitas Sebelas Maret
Press.

366 (KBSP) IV 2016
LAMPIRAN
Diponegoro
Dimasa pembangunan ini
Tuan hidup kembali
Dan bara kagum menjadi api
Di depan sekali tuan menanti
Tak gentar. Lawan banyaknya seratus kali.
Pedang di kanan, keris dikiri
Berselempang semangat yang tak bias mati.
MAJU
Ini barisan tak bergenderang-berpalu
Kepercayaan tanda menyerbu.
Sekali berarti
Sudah itu mati.
MAJU
Bagimu negeri
Menyediakan api.
Punah di atas menghamba
Binasa di atas ditinda
Sungguhpun dalam ajal baru tercapai
Jika hidup harus merasai.
Maju.
Serbu.
Serang.
Terjang.
Tipe proses dalam puisi Diponegoro
(1943)
Racun berada di reguk pertama

Membusuk rabu terasa di dada
Tenggelam darah dalam nanah
Malam kelam-membelam
Jalan kaku-lurus. Putus
Candu.
Tumbang
Tanganku menadah patah
Luluh
Terbenam
Hilang
Lumpuh.
Lahir
Tegak
Berderak
Rubuh
Runtuh
Mengaum. Mengguruh
Menentang. Menyerang

(KBSP) IV 2016 367

Kuning
Merah
Hitam
Kering
Tandas
Rata
Rata
Rata
Dunia
Kau
Aku
Terpaku.
(1943)
Karawang-Bekasi
Kami yang kini terbaring antara Karawang-Bekasi

tidak bisa teriak "Merdeka" dan angkat senjata lagi.
Tapi siapakah yang tidak lagi mendengar deru kami,
terbayang kami maju dan mendegap hati ?
Kami bicara padamu dalam hening di malam sepi

Jika dada rasa hampa dan jam dinding yang berdetak
Kami mati muda. Yang tinggal tulang diliputi debu.
Kenang, kenanglah kami.
Kami sudah coba apa yang kami bisa

Tapi kerja belum selesai, belum bisa memperhitungkan arti 4-5 ribu nyawa
Kami cuma tulang-tulang berserakan

Tapi adalah kepunyaanmu
Kaulah lagi yang tentukan nilai tulang-tulang berserakan
Atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan

atau tidak untuk apa-apa,
Kami tidak tahu, kami tidak lagi bisa berkata
Kaulah sekarang yang berkata
Kami bicara padamu dalam hening di malam sepi

Jika ada rasa hampa dan jam dinding yang berdetak
Kenang, kenanglah kami

Teruskan, teruskan jiwa kami
Menjaga Bung Karno
menjaga Bung Hatta
menjaga Bung Sjahrir
Kami sekarang mayat

368 (KBSP) IV 2016
Berikan kami arti

Berjagalah terus di garis batas pernyataan dan impian
Kenang, kenanglah kami

yang tinggal tulang-tulang diliputi debu
Beribu kami terbaring antara Karawang-Bekasi
(1948)


(KBSP) IV 2016
THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE

LANGUAGES BY JAVANESE EFL LEARNERS: A COMPARATIVE STUDY
SARI RACHMAWATI
S200140008
MAGISTER OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA2015
A. Introduction
In communication, sometimes people give negative evaluation as a criticism
to others in several kinds of conditions. In order to convey their critiques, the
speakers will try to find the best words in a best way so the listeners would not feel
threaten. Here, the use of politeness strategy is regarded as the best way in order to
fulfill the purpose in criticizing.
The study on criticism is worth to be done as the act of criticizing is one of
the act that highly potential to threaten the face of the hearers. Various strategies are
expected and recommended to be used by the speakers in order to alleviate the
threats.
A criticism can be realized by either direct or indirect strategies. Following
Blum-Kulka (1987), the directness level of a criticism in the present study was
determined by the degree of illocutionary transparency, and thus the amount of effort
needed to interpret the illocutionary point of this criticism. That is, it assumes that
‘‘the more indirect the mode of realization, the higher will be the interpretive
demands’’ (Blum-Kulka, 1987: 133).
The strategies used by speakers in criticism are varied, and they have strong
relationship with the politeness strategies involved. So, how far the speakers vary
their ways in criticism is going to be connected with their politeness strategies. This
phenomenon is not only happen in English conversation, but also in other languages
including in Javanese language. Even, Javanese language has more levels in
politeness strategies in communication.
The English speakers tend to convey criticism only in two ways, whether it
directly or indirectly. They will perform this directly means that they say what they
think about something directly without any hesitancy. Or they can use indirect
utterances such in the form of questions in order to soften their criticism so that the
hearers would not feel irritated.
Whereas, the condition above is different if compare to Javanese culture;
where criticism is regarded as a very sensitive form of communication. They will try
to avoid this kind of communication, although the real condition is the contrary. If it
is urgent, they will find the politest way in conveying their criticism and indirectly.
The background extended above motivated this research to deeply dig into the use of
criticizing strategies used by speakers in criticizing others, especially those for
Javanese EFL learners compare to the criticizing strategies carried out by native
369
370 (KBSP) IV 2016
speakers of Javanese. Besides, the study also concerns with the use of politeness
strategies used in English uttered by Javanese EFL learners and the politeness
strategies applied in Javanese by native Javanese speakers. From the investigation,
the results will be compared, whether they have the same politeness strategies or not.
In overall, this research is focused on the investigation of the use of criticism
strategies and politeness strategies used in criticizing performed by Javanese EFL
learners and native Javanese speakers and the comparison of them.
B. Theoretical Review
a. Criticism (The Acts of Criticizing)
Riekkinen (2009:18) confirms that criticism is an act that may cause
Face-Threatening Act (FTA) because it expresses negative evaluation to the
hearer. When a speaker employs criticism, he may threat the positive self-
image of the addressee. For that reason, a speaker cannot criticize directly to
anyone because he must consider some basic rules of criticizing.
Next discussion is about the crucial rules when a speaker criticizes
hearer. The first point is the relationship between the speaker and the hearer.
Tsui (1994:147) states that a speaker may not criticize others unless they
know each other well. It implies a statement that a speaker may extend his
criticism baldly if he has an intimate relationship with the hearer. This will
be different when a speaker criticizes someone who has social distance with
him. He may be more indirect since he considers about the distant
relationship between him and the hearer.
The second point is about the relative power of the speaker over the
hearer. A speaker who has greater power tends to criticize the hearer
directly. On the contrary, people having lower of power tend to use
indirectness with people who have greater authority (Thomas, 1995:124).
Classification of Criticism
As assumed by Blum Kulka (1987:133) that “the more indirect the
mode of realization, the higher will be the interpretive demands”; means that
the level of directness of criticism is determined by the degree of
illocutionary transparency. Following Nguyen’s investigation (2008), the
acts of criticism are explained in the following taxonomy:
Table 2.1 Taxonomy of Criticism According to Nguyen (2008)
Type Characteristics Examples
1. Direct criticism: Explicitly pointing out the
problem with H’s choice/ actions/
work/ products, etc.
a. Negative Usually expressed via evaluative “I think ah it’s not a good
evaluation adjectives with negative meaning way to support to one’s idea
or evaluative adjective with (L),
positive meaning plus negation. “Umm, that’s not really a
good sentence” (NS).
b. Disapproval Describing S’s attitude towards “I don’t like the way you
H’s choice, etc. write that (L).
c. Expression of Usually realized by means of “I don’t quite agree with you
disagreement negation word ‘‘No’’ or with some points (.) about the
performatives “I don’t agree” or conclusion”( L),

(KBSP) IV 2016 371

“I disagree” (with or without “I don’t really agree with

modal) or via arguments against you (as strongly as) you put
H. it here” (NS).
d. Statement of the Stating errors or problems found “And there are some
problem with H’s choice, etc. incorrect words, for example
‘‘nowadays” ( L),
“You had a few spelling
mistakes” (NS).
e. Statement of Usually expressed by means of "I can’t understand” ( L),
difficulty such structures as ‘‘I find it “I find it difficult to
difficult to understand…” understand your idea” (L).
“It’s difficult to understand…”
f. Consequences Warning about negative “Someone who don’t—
consequences or negative effects doesn’t agree with you (.)
of H’s choice, etc. for would straight away read
H himself or herself or for the that and turn off” (NS).
public.
2. Indirect criticism: Implying the problems with H’s
choice/ actions/ work/ products,
etc. by correcting H, indicating
rules and standard, giving advice,
suggesting or even requesting and
demanding changes to H’s work/
choice, and by means of different
kinds of hints to raise H’s
awareness of the
inappropriateness of H’s choice.
a. Correction Including all utterances which “safer” not “safe”,
have the purpose of fixing errors comparison” ( L), “And
by asserting specific alternatives you put “their” I think th-e-
to H’s choice, etc r-e” (NS)
b. Indicating standard Usually stated as a collective “Theoretically, a conclusion

obligation rather than an needs to be some sort of a
obligation for H personally or as a summary” (L).
rule which S thinks is commonly
agreed upon and applied to all.
c. Demand for Usually expressed via such “You must pay attention to
change structures as “you have to”, “you grammar” (L), “You have to
must”, “it is obligatory that” or talk about your opinion in
“you are required” or “you need”, your summary’’ (L).
“it is necessary”
d. Request for change Usually expressed via such “I still want you to consider
structures as ‘‘will you . . . ?”, some points” (L),”What I
“can you…?”, “would you…?” or would have liked to have
imperatives (with or without seen is like a definite theme
politeness markers), or want- from the start like you’re just
statement. TA:LKING about it” ( NS).
e. Advice about Usually expressed via the “You should change it a little
change performative “I advise you…”, or bit.” (L).
structures with “should” with or

372 (KBSP) IV 2016
without modality.
f. Suggestion for Usually expressed via the “I think if you make a full
change performative ‘‘I suggest that…” stop in here the ah (.) this
or such structures as “you can”, sentence is clear is clear”
“you could”, “it would be better (L),”It could have been
if” or “why don’t you” etc. better to put a comma (.) so
ah ((laugh))” (NS).
g. Expression of Utterances expressing S’s “Are there several
uncertainty uncertainty to raise H’s awareness paragraphs ah not sure
of the inappropriateness of H’s about the paragraphs” (NS).
choice, etc.
h. Asking/ Rhetorical questions to raise H’s “Did you read your writing
presupposing awareness of the again after you finish it?”
inappropriateness of H’s choice, (L).
etc.
i. Other hints Including other kinds of hints that “I prefer a writing style
did not belong to (h) and (i). May which are not too personal”
include sarcasm. (L).
b. Politeness
Politeness theory is the theory that accounts for the redressing of
the affronts to face posed by face-threatening acts to addressees. First
formulated in 1978 by Penelope Brown and Stephen Levinson, politeness
theory has since expanded academia’s perception of politeness. Politeness is
the expression of the speakers’ intention to mitigate face threats carried by
certain face threatening acts toward another (Mills, 2003:6). Another
definition is "a battery of social skills whose goal is to ensure everyone feels
affirmed in a social interaction". Being polite therefore consists of attempting
to save face for another.
There are four types of politeness strategies proposed by Brown and
Levinson (1987, 68-71), including bald on record, negative politeness,
positive politeness, and off-record-indirect strategy. In bald on record
strategy, the speaker says what he wants to say without any politeness. In
other words, the speaker does not attempt to minimize the threat to the
hearer’s face. It is used mostly for the speaker who has intimate relationship
with the hearer.
For negative politeness strategy, Brown and Levinson (1987: 101)
stated that positive politeness is designed to meet the face needs by
performing an action like complimenting or showing concern for
another person. Negative politeness is designed to protect to other
person when face needs are threatened. Whereas, the off-record strategy or
the indirect strategy is used when a speaker wants to does an FTA but he
wants to avoid the responsibility in doing it Brown and Levinson, 1987:211).
c. Politeness and Criticism
Brown and Levinson (1987) assert that some speech acts

intrinsically threaten positive and negative face of speakers and hearers or
face-threatening acts (FTA). For example, disagreement and criticism
threaten hearers’ positive face, while requests threaten hearers’ negative
face.

(KBSP) IV 2016 373

d. Javanese Values in Language

In Javanese language, there are some principles and complex
relationships in the use of language that also called as language levels
(Errington, 1988). The “levels” are illustrated primarily in sets of lexical
alternant (see table 2.3), although their differences are actually not only
lexical.
Table 2.3 Javanese “Language Levels” or “Speech Styles”
(Errington 1988:90–1)
KRAMA: 1. menapa nandalem mundhut sekul semanten

2. menapa panjenengan mendhet sekul semanten
MADYA: 3. napa sampéyan mendhet sekul semonten
4. napa sampéyan njupuk sega semonten
NGOKO: 5. apa sliramu mundhut sega semono
6. apa kowé njupuk sega semono
Gloss: Question marker you take rice that much
Translation Did you take that much rice?
Although the Javanese “language levels” are often described as

differing mainly in lexicon (sets of lexical alternants) and in some special
affixes, Errington (1984:9) has pointed out that they also differ in prosody
and morphophonemics, although these aspects have been little studied.
C. Research Method
Research method consists of the type of the research, object of the research,
subject of the research, data and data source, technique of collecting data, data
validity, and technique of analyzing data.
1. Research Type
The research approach used in this study is descriptive comparative
research. Isaac (1971:46) explains that the purpose of descriptive research is to
describe the facts and the characteristics of interested area of population in a
systematical, factual, and accurate procedure. In addition, descriptive research is
the data base that purely descriptively accumulated. Thus, it is not essential
explain relationships, test hypothesis, make predictions, or get at meanings and
implications.
2. Research Object
The object of the study in this research is the criticizing strategy in
English and Javanese language used by Javanese EFL learners.
3. Research Subject
For the concern of the present study, several Javanese EFL students
studying at IAIN Salatiga and Universitas Muhammadiyah Surakarta will be
randomly selected. The selection of the subjects was done on the basis of the
following criteria: a) they are Javanese EFL students in the third or fourth year of
graduate study, and the students in the postgraduate program b) they have studied
English subject at least 6 years; and c) they agreed to be chosen as subjects of the
study. Whereas, for native Javanese speakers, the criteria are a) they are Javanese
and b) their average age is between 23-40 years old. The total respondents that

374 (KBSP) IV 2016
would be taken in doing the research are 60 respondents, which consist of 30

respondents from Javanese EFL learners and 30 respondents from native speakers
of Javanese.
The data are the criticizing strategies and the politeness strategies on
criticizing used by the Javanese EFL learners and native speakers of Javanese.
The data sources are taken from the utterances of the speakers as the respondents.
As the source of data, utterances uttered by the speakers in their ways of
criticizing will be examined by the writer from the form of discourse completion
task.
5. Technique of Collecting Data
The technique of collecting data used in this research is Discourse
Completion Task (DCT). This is the technique where the researchers used as an
instrument to elicit the data in interlanguage pragmatic studies. The writer took
DCT as the method of data collection as it assumed as the most prevalent tool
used in pragmatic studies, although there is still a great deal of controversy in it
(Leech, 2014:252).
DCT is not separated from Blum-Kulka’s influential research program
called CCSARP (Cross-Cultural Speech Act Realization Project) that focused on
the acts of requests and apologies. The members of certain cultural communities
and the different languages speakers are compared on how they handled the same
task of speech act production. The task used in this research was further known as
DCT.
Following Blum-Kulka’s theory, the forms of DCT has been developed
by several researchers, such as MDCT or multiple-choice discourse completion
tasks as explained by Brown (2001).
6. Technique of Analyzing Data

Data analysis is the process of systematically searching and arranging the
interview and understanding them and to the researcher to present what he has
discovered to others (Bogdan and Bikllen 1998: 157). The steps of analysis are as
follow:
a. Data Collection
In collecting the data, the writer collected them by questioning the Javanese
EFL learners and native Javanese in the form of DCT. After the data was
collected, they were compiled into a complete table of data. These data results
also served in the attachment of the research.
b. Identification
In this section, the writer identified the respondents’ answers that will be
examined from the results of data collection. The task is to determine the object
of the research; those are the politeness strategy used in criticizing.
c. Data reduction
In data reduction, the researcher reduced data that do not fulfill the research
targets.
d. Classification
The writer classified the data into several groups based on the language is used
(English or Javanese) and from the background of the respondents, whether

(KBSP) IV 2016 375

they are graduate students or postgraduates. And the last, the researcher put the
data that are collected in a separated list.
e. Data Analysis
Data analysis is the core of these processes in analyzing the data. The writer
analyzed the politeness strategies used by the respondents both in English and
Javanese language and classified them. This process is the deepening process of
the classification of the research process.
f. Drawing conclusions and Verification
Finally, the writer concludes the research finding. This stage is the final part of
conclusions and suggestions.
D. Result
On process
E. Conclusion
On process
REFERENCES
Anjarsari, S. (2011). Politeness Strategies of Criticizing: A Study on A Movie The Ugly

Truth (Pragmatics Study). Surakarta: digilib.uns.ac.id.
Austin J.L. (1962). How To Do Things With Words. New York: Oxford University Press.
Ardiyani, Septiana. (2014). Interlanguage of Criticism by Indonesian Learners of

English. Surakarta: digilib.uns.ac.id.
Bach, Kent. 1994. Meaning and Communication. Retrieved from www.sfsu.edu on

November 2015 at 5 PM.
Bogdan, R. C & Biklen, S. K. (2003). Qualitative Research for Education: An

Introduction to Theories and. Methods (4th ed.). New York: Pearson Education
Group.
Blum-Kulka, Shoshana. (1987). ‘‘Indirectness and politeness in requests: Same or
Different?” Journal of Pragmatics11, 131–146.
Brown, J.D. (2001). Pragmatics tests: Different purposes, different tests. In K. Rose & G.
Kasper (Eds.), Pragmatics in Language Teaching, 301–325. Cambridge, UK:
Choyimah, Nurul. (2014). Disagreeing Strategies in University Classroom Discussions
among Indonesian EFL Learners. International Journal of Linguistics,132-152.
Faqih, G. (2013). Comparative Study on Politeness Strategy between Javanese and
English Address System Found in Panyebar Semangat "Wahyu Mustika Aji" and
Hello Magazine "Final Evidence": A Sociolinguistic Perspective. Purworejo:
Unpublished.
Hoa, H. T. (2007). Criticizing Behaviors by the Vietnamese and the American: Topics,
Social Factors and Frequency. VNU Journal of Science, 141-154.

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Isaac, Stephen, and Michael, William B. (1971). Handbook in Research and Evaluation.
California: Edits Publishers.
Johnson, Nat. (2007). A Consideration of Assessment Validity In Relation To Classroom
Practice. Cambridge: Cambridge Assessment.
Karyasuta, I Wayan Gede. (2015). Positive Politeness Strategies of Criticism in a Movie
entitled "Fury". Denpasar: Unpublished.
Kulka, B. (2000). Requests and Apologies: A Cross-Cultural Study of Speech Act
Realization Patterns (CCSARP). Mc Milan, 196-213.
Leech, Geoffrey N. (1983). Principles of Pragmatics. London: Longman Group Limited.
Leech, Geoffrey N. (2014). The Pragmatics of Politeness. Oxford: Oxford University
Press.
Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
Mills, Sara. (2003). Gender and Politeness. Cambridge: Cambridge University Press.
Nguyen, T. T. (2008). Criticizing in an L2: Pragmatic Strategies Used by Vietnamese
EFL Learners. Intercultural Pragmatics, 41-66.
Parker, Frank. 1999. Linguistics for Non-Linguistics. London: Taylor & Francis Ltd.
Riekkinen, Niina. (2009). Softening Criticism: The Use of Lexical Hedges in Academic
Spoken Interaction. Helsinki: Unpublished.
Searle, John R. (1971), The Philosophy of Language. Oxford: Oxford University Press.
Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics. London and
New York: Longman.
Victorina, Elvira. (2014). Teachers' Politeness Strategy in Criticizing Classroom
Presentation. Salatiga: Unpublished.
Wijayanto, A. (2013). The Emergence of the Javanese Sopan and Santun (Politeness) on
the Refusal Strategies Used by Javanese Learners of English. The Internet
Journal Language, Culture and Society, 34-47.
Yanti, Y. (2008). Speech Act of Criticizing Used by Women and Men. Padang:
Unpublished.
Yule, George. (1996). Pragmatics. Oxford: Oxford University Press.


(KBSP) IV 2016
FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI’S

WOMEN AT POINT ZERO (1983):
A FEMINIST APPROACH

Harsiti Helen Padang Rahayu

harcit.perisaisenja@gmail.com
Graduate Program of Language Study, Muhammadiyah University of Surakarta
Abstract
The major problem of this study is how Female violence is reflected at Nawal
E Saadawi Women at Point Zero (1983): A feminist Approach. The objective of
this study is to analyze the novel based on the based on Femae violence uses
feminist approach. The researcher uses descriptive qualitative research. The data
of the research consists of primary data and secondary data. The primary data of
the research is the Women at Point Zero novel and the secondary data of the
research are other materials related of the study. The result to the study shows the
following conclusion. Based on feminist approach, it shows that Women at Point
Zero novel illustrates a Firdaus how a woman is able patriarchal culture, Firdaus
as prostitution get oppression and violence, in the society. It is based on the
reality in daily long-life story that women as Firdaus. In this reality this condition
women in Mubarak Era, a women feels condition and situation patriarchal culture
in Egypt
Keyword: female violence, Firdaus, women at point zero, feminist approach
A. INTRODUCTION
Women at Point Zero is a novel by Nawal El Saadawi and he was
published in 1983. The book was first published in London. It was the at major
work of fiction to be produced by Nawal El Sadawi and translater by Sherif hitata.
This novel is an Initially, Egyptian publishers rejected the book and the first
edition was published in Lebanon in 1985. Woman at Point Zero has subsequently
been published in twenty-two languages. The English language translation was
originally published in 1983 by Zed Books Ltd. in London and Room 400 in New
York.
She began research on neurosis in Egyptian women, during which she met
a doctor at Qanatir Prison who talked to her about the inmates, including a female
prisoner who had killed a man and had been sentenced to hanging. Saadawi was
interested in meeting the woman and visiting the prison, and her colleague
arranged for her to conduct her research at Qanatir Prison in the autumn of 1974.
Saadawi visited many women in the cell block and in the mental clinic and was
able to conduct twenty-one in-depth case studies for her 1976 publication, Women
377
378 (KBSP) IV 2016
and Neurosis in Egypt, but Firdaus remained, a woman apart. Firdaus was
executed in 1974, but she left a lasting impact on Saadawi, who said she could not
rest until she'd written about Firdaus' story and finished the novel in one week.
Saadawi describes Firdaus as a martyr and says she admires her because, "Few
people are ready to face death for a principle. Later, when Saadawi was
imprisoned in Qanatir in 1981 for political offenses, she reflected that she would
find herself looking for Firdaus among the prison population, unable to believe
that the woman who had inspired her so much was truly dead.
The writer presents the previous study that deals with the study of this
novel. There are others writers who conducted different studies of the women at
point zero for their thesis. The thesis of charity Izzumi Isaka (2010) entitled the
Situation of the Women in Patriarchal African society: A Study of Nawal El
Saadawi’s God Dies by The Nile and Women at Point Zero. Fwangyil, Gloria Ada
(2012) in his thesis entitled Cradle to Grave: an Analysis of Female Oppression
in Nawal El Saadawi’s Woman at Point Zero. Priccilia Wulan Agustin (2011) in
her thesis entitled Fighting Patriarchy Woment at Point Zero by Nawal El
Saadawi. Christine Rene, in her thesis entitled A Study on Men’s Oppression and
its Effect toward Firdaus which Leads to Her Search for Self Esteem in Nawal El
Saadawi’s Women at Point Zero. Francesca Coin (2006) in her thesis entitled On
the Condition of the Colonized Woman: the Nervous Conditions of Firdaus
in Nawal El Saadawi’s Woman at Point Zero (1983), Giunti, Firenze 2001.
The word feminist as a word gained widespread usage in the western

world’s in the 1890s. “It emerged at this time as a way to identity individuals who
supported not merely an increased public role women but also women’s right to
define themselves as autonomous beings” (Mandell, 1995: 4). According to the
Wood (2009: 3) feminism is defined as a movement for social, political, and
economic equality of women and men. The other definition about feminism is
centrally concerned with sex as an organizing principle of social life which is
thoroughly saturated with power relations.
B. RESEARCH METHOD
In this research, the writer uses a qualitative research. The steps to conduct
this research are determining the type of the study, the object of the study, data
and data source, technique of data collection, and technique of data analysis. The
object of the study Female Violence reflected at Nawal El Saadawi’s Women at
Point Zero (1983) by using Feminist Approach.
There are two data sources needed to do this research, namely: primary
data sources and secondary data sources. The primary data sources are directed
study Female Violence Women at Point Zero (1983) by Nawal El Saadawi. The
secondary data sources are other sources related to the study, such as: website,

(KBSP) IV 2016 379

dictionary, some books that support the analysis. The technique of data analysis,
the writer used take notes as the method of collection data in this research. The
technique of data analysis is descriptive analysis.
C. FINDING and DISCUSSION
After analyzing this novel, the researcher found some research findings. The
research findings will be discussed below.
1. Women’s Position
The main character, Firdaus, a give up of male subordination is a

symbol of a harassed and powerless woman in a society in which women
have limited options. Firdaus is performance prototypes as a persecuted and
lower-class female farmer image. While these descriptions point to the
disturbing psychological effects and emotional injure inflicted by the
different forms of male oppression represented in the text, they raise
questions about the narrator’s dependability as an important narrative voice
because of her extremely selfish language. Her closing words on men ring
with a dim pessimism: “My life means their death. My death means their life
(WAPZ, p.100).
When one of his female children died, my father would eat his
supper, my mother would wash his legs, and then he would go to
sleep, just as he did every night. When the child that died was a boy,
he would beat my mother, then have his supper and lie down to sleep
(WAPZ, p.18). .
My father never went to bed without supper, no matter what
happened. Sometimes when there was no food at home we would all
go to bed with empty stomachs. But he world never fail to have a
meal. My mother would hide his food froum us at the bottom of one
of the holes in the oven. He would sit eating alone while we watched
him. One evening I dared to stretch out my hand to his plate, but he
struck me a sharp blow over the back of my fingers (WAPZ, p.18-19).
At the first time, women’s position in the society described in this
novel is under man. As a child, Firdaus’s uncle uses any opportunity he has to
exploit. Her aunt and uncle view her as a useless burden after her graduation,
and marry her off to the elderly Sheikh Mahmoud.
‘Supposing she refuses’?

‘Why should she refuse him?... besides she has inherited nothing, and
has

380 (KBSP) IV 2016
no income of her own. We will never find a better husband for her
than Sheikh
Mahmoud’
‘Do you think Sheikh Mahmoud will welcome the idea?’
‘If I speak to him I am sure he will agree. I intend to ask him for a big
dowry.’
‘How much?’
‘A hundred pound or perhaps even two hundred if he has the money.’
‘If he pays a hundred pound then Allah will indeed have been
generous to us
and I would not be greedy to ask for more.’
‘I will start with two hundred. You know he is a man who can argue
for hours
over five millimes and kill himself over a piaster.’
‘If he pays one hundred pounds that will be sufficient blessing from
Allah. I will be able to pay my debt and buy some underwear as well
as a dress or two for her’(WAPZ, p.37).
And then after Firdaus married with Sheikh Mahmoud, Firdaus to
show that women’s position still under man in advance. But Firdaus get
oppression lives with Sheikh Mahmoud.
The day came when I depart from my uncle’s house and

live with Sheikh Mahmoud. Now I slept on a comfortable bed
instead of the wooden couch. But no sooner did I stretch out my
body on it to rest from the fatigue of cooking, and washing and
cleaning the large house with its rooms full of furniture, than
Sheikh Mahmoud would appear by my side. He was already over
sixty, whereas I had not yet turned nineteen (WAPZ, p.43).
On one occasion he hit me all over with his shoe. My face
and body became swollen and bruised. So I left the house and went
to my uncle. But my uncle told me that all husbands beat their
wives, and my uncle’s wife added that her husband often beat her. I
said my uncle was a respected Sheikh, well versed in the teachings
of religion, and he, therefore, could not possibly be in the habit of
beating his wife. She replied that it was precisely men well versed
in their religion who beat their wives. The precepts of religion
permitted such punishment. A virtuous women was not supposed
to complain about your husband. Her duty was perfect obedience
(WAPZ, p.44).

(KBSP) IV 2016 381

Firdaus reflected figure in the women power stronger in this novel.

But, Firdaus has a feeling that a woman was powerless. In this situation
Firdaus gives a say about this not good from policemen.
At the first I could see nothing, but a moment later I glimpsed a

policemen approaching in the dark. He came right up to me, caught
me by the arm, and said:
‘Where are you doing?’
‘I don’t know.’
‘Will you came with me?’
‘where to?’
‘To my house.’
‘No... I have no trust in men any more.’
I opened my small bag, and showed him my secondary school
certificate. I told him I was looking for a job with my secondary, or
even with my primary school certificate. That if Idid not find
something this way, I was prepered to do any work.
He said, ‘ I’II pay you. Don’t think I want to have you for nothing. I
am not a like Policemen. How much do you want?’
‘How much do you I want? I don’t know.’
‘Don’t play game with me, and don’t try to haggle with me either, or
I’II take you off to the police station (WAPZ, p. 62).
2. Women’s Role
In the context of the Women at Point Zero, Nawal El Saadawi

creates a major Character named Firdaus as a figure a women. Living
wage in men domination, women usually are limited to do the whole thing
that they can. Women that’s their disabilities are unspecified not capable to
full be taking and partnership role. It means that women are always
associated with domestic role: their roles as daughter, wife, and mother.
Women public role a women decides to work external the house they will
face many form of oppression from their husband or father and from the
government in that place.
Another character is Firdaus’s father. He signifies the severity of

the unlimited powers men have in patriarchal societies. He is presented as
an insensitive and an abused man who would do anything to wield power
in the home.

382 (KBSP) IV 2016
In summer I would see her sitting at his feet with a thin mug in
her hand as she washed his legs with cold water. When I grew a
little older, my father put the mug in my hand and taught me how
to wash his legs with water. (WAPZp.16)
Firdaus give injustice from Uncle. Uncle Firdaus attend classes in
E Azhar, and study at a time when Firdaus was still a child and had no yet
learned to read or write.
When my uncle would clamber into the train, and bit me farewell,
I would cry and beg him to take witj him to Cairo. But my uncle
would ask,
‘What will you do in Cairo, Firdaus?’
And I would reply: ‘I will go to El Azhar and study like you’
Then he would laugh and exxplain that El Azhar was only for
men. And I would cry , and hold on to his hand, as the train
started to move.but he would pull it away with a force and
suddenness that made me fall flat on my face (WAPZ, p.16).
.
For a long time, Firdaus had qualified “self-definition” as a

problem. Self expansion was an unfilled view for Firdaus. For most of her
life, Firdaus had been treated as an object. She had been sexually
physically abused as a kid, as a wife, and as a prostitute. Her uncle
molested her and arranged her marriage. Her husband used her body as an
object for his own hunger. Like a hungry man who cleans the dish,
Firdaus’ body was her husband’s food. In this live with Sheikh Mahmoud,
Firdaus be hard done by Sheikh Mahmoud as servant.
One day hit me with his heavy stick unti the blood ran from my
nose and ears. So, I left, but this time I did not go to my uncle’s
house. I walked through the streets with swollen eyes, and a
bruised face, but no one paid any attention to me (WAPZ, p.45).
The behavior of Sheik Mahmoud is a pointer to the fact that any

society which tries to forbid or reject women their rights ends up achieving
nothing but a crowd of ills and problems that have in trouble their societies
to the lowest of the low, in the form of pain and desertion on the part of
women. Therefore it could be said that pain and abandonment associated
with rejection is often the result of such relationships and not the happiness

(KBSP) IV 2016 383

that it is supposed to create for both social gathering concerned in the

marriage.
Her come backs to her uncle’s house hopeful to find support but
when Firdaus complains, her uncle simply tells her that "all husbands beat
their wives” (WAPZ, p.69) and her uncle's wife disclose to being flattened
often. Her aunt tells her: "A virtuous woman is not supposed to complain
about her husband. Her duty is perfect obedience.”(WAPZ, p.70).Firdaus
cannot believe this and argues with her: "I said my uncle was a respected
Sheikh, well versed in the teachings of religion, and he, therefore, could
not possibly be in the habit of beating his wife."(WAPZ, p.71) However,
her aunt replies ironically that it was "precisely men well versed in their
religion who beat their wives. The precepts of religion permitted such
punishment."(WAPZ, p.72).
3. Women’s Right
Women’s right is the importance of education for women.

Education imparts knowledge, discernment, exposure and self esteem. El
Saadawi shows how much Firdaus struggles to be educated and how as
often, she was frustrated. Firdaus give injustice from Uncle. Uncle Firdaus
attend classes in E Azhar, and study at a time when Firdaus was still a
child and had no yet learned to read or write.
When my uncle would clamber into the train, and bit me farewell, I
would cry and beg him to take witj him to Cairo. But my uncle
would ask,
‘What will you do in Cairo, Firdaus?’
And I would reply: ‘I will go to El Azhar and study like you’
Then he would laugh and explain that El Azhar was only for men.
And I would cry , and hold on to his hand, as the train started to
move. But he would pull it away with a force and suddenness that
made me fall flat on my face (WAPZ, p.16).
Firdaus was not yet nineteen when she was married to Sheikh
Mahmoud, an over-sixty, physically hideous man with a tumor on his lip.
Her uncle arranged her marriage, and made sure that Firdaus would serve
her husband dinner, cook for him, and share his bed and his familiarity.
Throughout her marriage, Firdaus was often abused and punished. On
many occasions her husband would hit her violently. One time he punished
her for throwing away a little piece of food.

384 (KBSP) IV 2016
Firdaus becomes the reactive agent in a study about her in which

she is rendered irrelevant and therefore her voice is silenced. Unspoken
and reactive, she is leaved an object, hence allowing her uncle and his wife
to make decisions for her. By deciding what Firdaus needs, even in a most
personal way, her uncle, a respected sheik and his wife do not only
humiliate her but also are opposed to the natural rights of individuals to be
free of any form of subjugation.
One day he hit me with his heavy sticks until the blood ran from
my nose and ear. So, I left, but this time I did not go to my uncle’s
house. I walked through the streets with swollen eyes, and a
bruised face, but no one paid any attention to me. People were
rushing around in buses and in cars, or on foot. It was as though
they were bind, unable to see anything. The street was an endless
expanse stretched out before my eyes like a sea. I was just a pebble
thrown into it, battered by the waves, tossed here and there, rolling
over and over to be abandoned somewhere on the shore. After
some time I was worn not out by walking, so I sat down to rest on
an empty chair that I suddenly came upon placed upright on the
pavement (WAPZ, p. 45).
Living wage on the road was a new form of liberty for Firdaus.
Lastly she could buy her own food. She could eat from a plate where no
one had already eaten before. She could say no male right. But she had to
make her living by promotion herself as a prostitute. The preposterous
posture taken and the double moral standards of society are demonstrated
in the character of government officials who patronize prostitutes. The
absurdity such public figure personifies, generous nothing to people like
Firdaus in terms of self-respect yet expecting something from her body is
disparage. Firdaus explains how a president sends his body guard to lure
her for him:
Once he offered me money, on another occasion, he
threatened me with prison, on still a third; he explained to me that
refusing a head of state could be looked as an insult to a great man
and lead to strained relations between the two countries. He added
that if I really loved my country, if I were a patriot I would go to
him at once. (WAPZ, p.98).
Important personalities want prostitutes in their bed like any

common pimp would do and yet a talk in dignified tone of patriotism and
moral principle is used. It is made to seem as if “where national duty was

(KBSP) IV 2016 385

concerned, a prostitute is awarded the highest honour and murder could

become an act of heroism.” (WAPZ, p.99)
Firdaus becomes a rich and successful as prostitute, she draws the

wicked notice of a man who wants to exploit her work in exchange for
protection. Firdaus describes her relationship to her pimp as the
relationship of a slave to a master: Firdaus had to work for him for days
and nights without pay. He would take her money and hold her prisoner.
“You will never leave me”, he threatened her (WAPZ, p. 95). Firdaus
could not conceal from him. She could not get away.
The killing of the pimp has a liberating effect on Firdaus: such

violent action was Firdaus’ first action as a subject. Almost a symbolic act
for Firdaus’ emancipation, such violent, oppression, subjugation action
presented her freedom, and it allowed Firdaus to find her own identity.
4. Women’s Participation
In this Novel Women at Point Zero, this situations about the novel.
Firdaus gets nature power for long-life. Firdaus has a spirits and powers.
Although Firdaus loves education, she is denied access to it because it
is regarded as the sole preserve of the men.
Sometimes I imagined that I would become a doctor, or an

engineer, or lawyer or a judge. And one day the whole school went
out on the streets to join a big demonstration against the
government. Suddenly I found myself riding high up on the
shoulders of the girls shouting,
‘Down with government.’
When I got back to school my voice was hoarse, my hair in

disarray, and my clothes were torn in several places, but all through
the night I kept imagining myself as a great leader or head of state
(WAPZ, p.25).
Firdaus knows that women did not become heads of the state. She
was discovered these entire rulers were man. Firdaus cannot an
opportunities to work about with the government.
I knew that women did not become heads of state, but I felt that I
was not like other women, nor like the other girls around me who

386 (KBSP) IV 2016
kept talking about love, or about men. For these were subject I
never mentioned. Somehow I was not interested in the things that
occupied their minds, and what seemed of importance to them
struck me as being trivial (WAPZ, p.25).
I discovered that all theses rulers were men. What they had
in common was an avaricious and distorted personality, am never-
ending appetite for money, sex and unlimited power. They were
men who showed corruption on the earth, and plundered their
peoples, men endowed with loud voices a capacity for persuasion,
for choosing sweet words and shooting poisoned arrows. Thus, the
truth about them was revealed only after their death, and as a result
I discovered that history tended to repeat itself with a foolish
obstinacy (WAPZ, p.27).
Firdaus becomes a rich and successful as prostitute, she draws the

wicked notice of a man who wants to exploit her work in exchange for
protection. Firdaus describes her relationship to her pimp as the
relationship of a slave to a master: Firdaus had to work for him for days
and nights without pay. He would take her money and hold her prisoner.
“You will never leave me”, he threatened her (WAPZ, p. 95). Firdaus
could not hide from him. She could not escape. He would beat her and
abuse her. On a lonely night, exasperated by abuse and despair, Firdaus
raises her hands against him and penetrates his body with a knife.
I raised the knife and buried it deep in his neck, pulled it out of his
neck and then thrust it deep into his chest, pulled it out of his chest
and plunged it deep into his belly. I stuck the knife into almost
every part of his body. I was astonished to find how easily my hand
moved as I thrust the knife into his flesh, and pulled it out almost
without effort (WAPZ, p. 95).
5. Female Violence
A child, uncles uses any opportunity he has to exploit her sexually.

While she is manipulate dough to heat for family use, her uncle,
under the guise of reading a book, rubs her thighs and gradually moves

(KBSP) IV 2016 387

upwards to her private part. He only stops when he hears a sound or

movement and ‘I would watch them as they continue to press against my
thighs with a grasping almost brutal insistence” (WAPZ, p.13) when
silence is restored to the situation.
She pronounced the last word and then immediately dropped

fast sleep. My eyes remained wide open, staring into the darkness.
Slowly, distant, half-forgotten images started to emerge from the
night. I saw Mohammadatain lying on a bed of straw under to open
seller. The smell of the straw crept up my nose, and the touch of his
finger moved over my body. My whole my body shuddered with a
far away yet familiar pleasure arising from some unknown source,
from some indefinable spot outside my being. And yet I could feel it
somewhere in my body, a gentle pulsation beginning like a tender
pleasure, and ending like a tender pain. Something I tried to hold on
to, to touch if only for a moment, but it slipped away from me like
the air, like an illusion, or a dream that floats away and is lost. I wept
in my sleep as though it was something I was losing now: a loss I
was experiencing for the first time and not something I had lost a
long time ago (WAPZ, p.26).
This understanding is masterminded by her uncle’s wife who
complains that ‘the house is too small and life is expensive. She eats twice
as much as any of our children‟ (WAPZ, p.35 ). This is in spite of Firdaus
obvious importance to the house in supporting with the daily are domestic
household tasks. Although she runs from the house when she
overhears this plan, she returns home to be married to Sheik Mahmoud
when she discovers that the society she belongs to does not have a safe
haven for children who require parental be in love with, be concerned, and
security, and whose human rights are violated. She later suffers physical,
emotional and verbal abuse in her wedding. She is forced to marry an old
man and goes throughout embarrassing experiences. After Firdaus suffers
a cruel beating in the hands of Shiek Mahmoud, her husband, she runs to
her uncle for support.
On one occasion he hit me all over with his shoe. My face

and body became swollen and bruised. So I left the house and went
to my uncle. But my uncle told me that all husbands beat their
wives, and my uncle’s wife added that her husband often beat her. I
said my uncle was a respected Sheikh, well versed in the teachings
of religion, and he, therefore, could not possibly be in the habit of
beating his wife. She replied that it was precisely men well versed
in their religion who beat their wives. The precepts of religion
permitted such punishment. A virtuous woman was not supposed to
complain about your husband. Her duty was perfect obedience
(WAPZ, p.44).

388 (KBSP) IV 2016
a. Prostitution
Firdaus is a famous prostitute that hates men, kings, princes and

rulers, gender and class oppressors. Her parents passed away when she
was a young person, and after their death she was sent to live with her
protective uncle in Cairo.
After Firdaus run away to the streets from her husband’s

violence, she meets Bayoumi, a coffee shop owner. He initially offers
to help Firdaus and shows her kindness and care. He accommodates her
in his apartment and provides her crucial wants. When Firdaus
expresses the wish to get a job instead of sitting at home all day,
this is how she expresses her worrying experience in the hands of
Bayoumi:
He jumped up and slapped me on my face… His hand was

big and strong and was the heaviest slap I had ever received on my
face… The next moment he hit me with his fist in the belly until I
lost consciousness immediately (WAPZ, p.51).
In order to make sure that Firdaus does not run away from
the house, Bayoumi locks her in the room until he returns from
his coffee shop. A neighbor helps her to escape by calling a
carpenter to break the door. While on the streets, she meets Sharifa
Salah el Dine, an old professional prostitute, and is introduced to
prostitution. In spite of being a prostitute, Firdaus is sexually abused
by men from all walks of life.
Sharifa said to me one day, ‘Neither Bayoumi, nor any

of his cronies realized your worth, because you failed to value
yourself highly enough. A man does not know a women’s value,
Firdaus. She is the one who determines her value. The higher
you price yourself, the more he will realize what you are really
worth, and be prepared to pay with the means at his disposal
(WAPZ, p. 55).
She suffers this persecute daily until she decides to run away. Although
Firdaus resorts to prostitution in order to free her from man’s control
and sexual exploitation.
Still as a prostitute, Marzouk, a pimp, pressures

Firdaus. He tells her that ,every prostitute has a pimp to

(KBSP) IV 2016 389

protect her from other pimps, and from the police….You

cannot do without protection, otherwise the profession
exercised by husbands and pimps would die out… I may be
obliged to threaten’ (WAPZ,p.92) Firdaus.
I thought I had escaped from men but the man who came
this time practiced a well known male profession. He was a
pimp. I thought I could buy him off with a sum of money, the
way I did with the police. But he refused the money and insisted
on sharing my earnings. I went to the police only to discover
that he had more connections than I. Then I had recourse to
legal proceedings, I found out that the law punishes women
like me, but turns a blind eye to what men do (WAPZ, p.92).
b. Sexual Harassment
After Firdaus tries to protect her without success, she agrees to
share her earnings with Marzouk and he takes the larger share.
he was a dangerous pimp who controlled a number

of prostitutes, and I was one of them. He had friends
everywhere, and in all professions, on whom he spent his money
generously. He had a doctor friend to whom he had recourse if
one of the prostitutes became pregnant and needed an
abortion, a friend in the police who protected him from
raids, a friend in the courts who used his knowledge and
position to keep him out of trouble and release any of the
prostitutes who found herself in goal, so that she was not held up
from earning money for too long. I realized that I was not
nearly as free as I had hit her to imagined myself to be. I was
nothing but a body machine working day and night so that a
number of men belonging to different professions could become
immensely rich at my expense. I was no longer even mistress
of the house for which I had paid with my sweat (WAPZ, p.94).
Firdaus, first leaves prostitution and begin working in a company,
some of the men in the company to sleep with her. The other female
workers succumb to the pressures from the men in order to gain
positive discrimination.
word went round that I was a honorable woman, a highly

respected official, in fact the most honorable, and the most
highly considered of all the female officials in the company.
It was also said that none of the men had succeeded in
breaking my pride and that not a single high ranking official had
been able to make me bow my head, or lower my head to the
ground (WAPZ, p.76).

390 (KBSP) IV 2016
c. Rape and Sexual Assault

In spite of the fact that Firdaus is raped and sexually exploited by
Bayoumi, he also allows his friends to abuse her sexually.
He took a locking me in the flat before going out. I now

slept on the floor in the other room. He would come back in the
middle of the night, pull the cover away from me, slap my face, and
then bear down on me with all his weight. I kept my eyes closed
and abandoned my body. It lay there under him without movement,
emptied of all desire, or pleasure, or even pain, feeling nothing. A
dead body with no life in it at all, likes a piece of wood, or an
empty sock, or a shoe. Then one night his body seemed heavier
than before, and his breath smelt different, so I opened my eyes.
The face above me was not Bayoumi (WAPZ, p.50).
D. Discussion
The analysis of the main character, Firdaus, a give up of male

subordination is a symbol of a harassed and powerless woman in a society in
which women have limited options. Women’s position in the society described in
this novel is under man. As a child, Firdaus’s uncle uses any opportunity he has to
exploit. Her aunt and uncle view her as a useless burden after her graduation, and
marry her off to the elderly Sheikh Mahmoud.
And then after Firdaus married with Sheikh Mahmoud, Firdaus to show
that women’s position still under man in advance. But Firdaus get oppression
lives with Sheikh Mahmoud.
In the context of the Women at Point Zero, Nawal El Saadawi creates a

major Character named Firdaus as a figure a women. Living wage in men
domination, women usually are limited to do the whole thing that they can.
Women that’s their disabilities are unspecified not capable to full be taking and
partnership role. It means that women are always associated with domestic role:
their roles as daughter, wife, and mother. Women public role a women decides to
work external the house they will face many form of oppression from their
husband or father and from the government in that place.
E. CONLUSIONS
After analyzing Women at Point Zero novel, the researcher describes the
folowing conclusion. Based on feminist Approach, it shows that Women at Point
Zero novel illustrates a Firadaus how a woman is able patriarchal culture, Firdaus
as prostitution and get sexual harassment in the society. It is based on the reality
in daily long-life story that women as Firdaus. In this reality this condition women

(KBSP) IV 2016 391

in Mubarak Era, a women feels condition and situation patriarchal culture in

Egypt
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Mandell, Nancy. 1995. Feminist Issues: Race, Class and Sexually. Ontario:
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VIRTUAL REFERENCE
Memoirs of a Woman Doctor (1960, 1980; translated by Catherine Cobham,

1989).
The Circling Song (1978; transl. by Marilyn Booth, 1989)
Death of an Ex-Minister (1980; transl. by Shirley Eber, 1987).
http//.WWW.Woman at Point Zero - Wikipedia, the free encyclopedia.html

Saadawi, "Author's Preface," Woman at Point Zero, September 1983.
Saadawi, Nawal El, and Angela Johnson. "Speaking at Point Zero: [off our backs]
Talks with Nawal El Saadawi." Off Our Backs 22.3 (Mar. 1992): 1. Rpt. in
Contemporary Literary Criticism. Ed. Jeffrey W. Hunter. Vol. 196.
Detroit: Gale, 2005. Literature Resource Center. Web. 17 July 2011.
Saadawi, Nawal El, and George Lerner. "Nawal El Saadawi: 'To Us, Women's
Liberation Is the Unveiling of the Mind'." Progressive 56.4 (Apr. 1992):
32-35. Rpt. in Contemporary Literary Criticism. Ed. Jeffrey W. Hunter.
Vol. 196. Detroit: Gale, 2005. Literature Resource Center. Web. 17 July
2011.
Saadawi, "Author's Preface," Woman at Point Zero, September 1983.
Saadawi, Nawal El, and Jennifer Cohen. "'But Have Some Art with You': An
Interview with Nawal El Saadawi." Literature and Medicine 14.1 (1995):
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Vol. 284. Detroit: Gale, 2010. Literature Resource Center. Web. 17 July
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Nawal El Saadawi Talks about Writing and Resistance with Sherif Hetata
and Peter Hitchcock." Transition 61 (1993): 170-179. Rpt. in
Contemporary Literary Criticism. Ed. Jeffrey W. Hunter. Vol. 284.
Detroit: Gale, 2010. Literature Resource Center. Web. 17 July 2011.


(KBSP) IV 2016
STUDI TENTANG PENGAJARAN ENGLISH FOR SPECIFIC PURPOSES PADA

SISWA JURUSAN MESIN SMK NEGERI 1 MIRI, SRAGEN
Ali Sofyan
Mahasiswa Magister Pengkajian Bahasa Universitas Muhammadiyah Surakarta
Pengajar Bahasa Inggris di SMK Negeri 1 Mondokan
alisofyan27@gmail.com
ABSTRAK
Sebagai salah satu sekolah kejuruan, SMKN 1 Miri menerapkan English for
Specific Purposes (ESP) dalam pengajaran Bahasa Inggris. ESP dikenal sebagai
pendekatan berpusat pada peserta didik untuk mengajar bahasa Inggris sebagai bahasa
asing atau kedua. Dalam kegiatan belajar-mengajar, guru memiliki strategi, dan kesulitan
dalam pengajaran English for Specific Purposes (ESP). Selain itu tentu saja juga perlu
diketahui adanya kesesuaian antara teori dan praktek pengajaran English for Specific
Purposes.
Penelitian ini termasuk dalam penelitian kualitatif. Pengajaran yang diteliti adalah
pengajaran untuk tingkat I jurusan Mesin SMKN 1 Miri, Sragen. Penulis mengumpulkan
data melalui observasi, wawancara, dan dokumentasi.
Strategi yang digunakan oleh guru adalah dengan selalu mendorong siswa untuk
mempraktekkan berbahasa Inggris, dan jangan malu untuk berbicara dalam bahasa
Inggris. Kesulitan dalam pengajaran English for Specific Purposes adalah Rencana
Pelaksanaan Pembelajaran yang disusun oleh guru kadang-kadang tidak sesuai dengan
langkah pembelajaran, dan beberapa siswa tidak begitu menguasai bahasa Inggris. Teori
dan praktek pengajaran English for Specific Purposes tidak sesuai karena kadang-kadang
kurikulum yang ada mengabaikan kebutuhan siswa, dan peran guru hanya sebagai
pengajar dan evaluator.
Kata Kunci: ESP, kualitatif, strategi, kesulitan
PENDAHULUAN
Di Indonesia, terutama pada ilmu pengetahuan dan teknologi, penguasaan bahasa

Inggris sangat mendesak. English for Science and Technology (EST) dapat membantu
orang mengikuti ilmu pengetahuan dan teknologi. EST adalah sub-divisi utama bidang
pengajaran English for Specific Purposes (ESP) (Mackay and Mounford, 1978: 7).
Teori mengajar ESP tidak terlalu berbeda dari teori mengajar bahasa Inggris untuk
General Purposes, Hutchinson dan Water (my.languagein india.com) menyebutkan
perbedaan antara mengajar ESP dan EGP "dalam teori, tidak ada, dalam prakteknya,
sebuah banyak. "ESP membuat penggunaan kosakata dan tugas yang berkaitan dengan
bidang-bidang seperti keterampilan negosiasi dan teknik yang efektif untuk presentasi
lisan. ESP juga meningkatkan keterampilan dan kepercayaan diri siswa dalam
menggunakan bahasa Inggris. Boston (www.cs.bham.ac.uk), menjelaskan perbedaan
antara ESP dan EGP. EGP (Bahasa Inggris untuk Keperluan Umum) difokuskan pada
pendidikan. Sebagai Bahasa Inggris dengan tujuan umum, kebutuhan siswa sulit untuk
dipahami karena bahan yang lebih kompleks, oleh karena itu, isi materi yang akan
digunakan lebih sulit untuk dipilih. Sementara, ESP difokuskan pada pelatihan. Bahasa
Inggris dimaksudkan untuk digunakan dalam konteks tertentu, pemilihan konten yang
sesuai lebih mudah (tapi tidak 'mudah' dalam dirinya sendiri).
394
(KBSP) IV 2016 395

Sebagai sekolah kejuruan, SMKN 1 Miri harus menerapkan bahasa Inggris sebagai
pelajaran wajib yang. Karena SMKN 1 Miri adalah sekolah kejuruan, ESP diajarkan
untuk semua siswa.
Di SMKN 1 Miri, Sragen, pada kelas Mesin, sebagai kelas yang paling
diunggulkan, ESP juga diterapkan oleh guru. Dalam menerapkan ESP, guru
menggunakan strategi tertentu agar proses belajar-mengajar bisa lebih menarik. Biasanya,
guru memiliki kesulitan dalam mengajar ESP.
1. English for Specific Purposes (ESP)

Hutchinson dan Water (1987: 21) menyatakan bahwa Inggris untuk Keperluan
Khusus adalah pendekatan pengajaran bahasa yang bertujuan untuk memenuhi
kebutuhan peserta didik tertentu. Sementara Yildis (www.indiana.edu/~1630tesp)
menyatakan bahwa ESP dikenal sebagai pendekatan berpusat pada peserta didik
untuk mengajar bahasa Inggris sebagai bahasa asing atau kedua. Memenuhi
kebutuhan (kebanyakan) pelajar dewasa yang ingin belajar bahasa asing yang
digunakan dalam bidang tertentu, seperti ilmu pengetahuan, teknologi, kedokteran,
dan akademik.
2. Mengajar English for Specific Purposes

Mengajar adalah menunjukkan atau membantu seseorang untuk belajar
bagaimana melakukan sesuatu, memberikan instruksi, membimbing dalam penelitian
ini, memberikan pengetahuan, menyebabkan untuk mengetahui atau memahami
(Brown, 1994: 7). Sementara Hornby (1987: 425) mendefinisikan mengajar sebagai
aktivitas yang sangat kompleks yang melibatkan keterampilan terintegrasi seperti
berbagi ide atau pendapat.
Dalam mengajar ESP, guru harus tahu perbedaan mendasar antara kebutuhan
target dan kebutuhan belajar (Hutchinson dan Water, 1987: 54).
a. Kebutuhan Sasaran
Kebutuhan sasaran mengacu pada apa yang pelajar perlu dilakukan dalam
situasi sasaran. Dalam prakteknya, kebutuhan sasaran menyembunyikan
sejumlah perbedaan penting. Hal ini lebih berguna untuk melihat situasi
sasaran dalam hal kebutuhan, kekurangan, dan keinginan.
1) Kebutuhan
Hal ini mengacu pada apa yang pelajar harus tahu untuk berfungsi
secara efektif dalam situasi sasaran. Kebutuhan juga disebut sebagai
jenis kebutuhan yang ditentukan oleh tuntutan situasi sasaran.
2) Kekurangan
Guru perlu tahu apakah siswa paham dengan yang diajarkan, agar guru
dapat menentukan kebutuhan peserta didik. Apakah peserta siswa perlu
instruksi dalam melakukan suatu hal akan tergantung pada seberapa
baik mereka dapat melakukannya. Dengan kata lain arget kemampuan
perlu dicocokkan dengan kemampuan yang ada dari peserta didik.
Kesenjangan antara kedua dapat disebut minta para peserta didik
kurang.
3) Keinginan
Richterich dalam Hutchinson dan Water (1987:56) berkomentar: “
.......... a need does not exist independent of a person. It is people who
bulid their images of their needs on the basis of data relating to
themselves and their environment.”
Interpretasti dari kebutuhan bisa bermacam-macam berdasarkan sudut
pandang responden. ESP, seperti halnya pelajaran yang lain,
memberikan perhatian kepada orang, dan semua hal berkaitan dengan
kekurangan dan kelebihan tingkah laku manusia.

396 (KBSP) IV 2016
b. Kebutuhan Belajar
Kebutuhan belajar berkaitan dengan kebutuhan siswa dalam belajar. Siswa
yang belajar Bahasa Inggris sebagai tambahan untuk pendidikan atau profesi,
umumnya lebih paham tentang mau mereka gunakan untuk apa Bahasa Inggris
tersebut (Mackay dan Mountford, 1978:21). Pada dasarnya ada dua macam
cara untuk mengumpulkan informasi yang dibutuhkan: dengan questionnaire,
dan interview terstruktur.
1) Dengan questionnaire
Jika questionnaire digunakan, guru harus menentukan jenis informasi
tentang apa yang dia perlukan dan menyusun pertanyaan untuk
mendapatkan informasi.
2) Dengan interview terstruktur
Interview terstruktur mirip dengan penyusunan questionnaire.
Perbedaannya terletak pada tidak diselesaikannya oleh pemberi
informasi, tapi diselesaikan dengan pengumpul informasi yang bertanya
langsung dengan interview sheet kepada orang yang diinvestigasi.
3. Peranan Guru
Dalam mengajar ESP, ada 5 peranan guru (www.antlab.sci.waseda.ac.jp):
a. sebagai pengajar
Guru sebagai pengajar maksudnya adalah bahwa guru hanya berperan sebagai
guru Bahasa Inggris biasa.
b. sebagai kolaborator
Diartikan bahwa guru ESP harus bekerja sama dengan ahli dalam
mengembangkan kegiatan belajar mengajar.
c. sebagai penyusun materi
Ini berarti bahwa seorang guru ESP harus menyediakan bahan-bahan yang
mencakup berbagai bidang, dengan alasan bahwa struktur tata bahasa, fungsi,
struktur wacana, keterampilan, dan strategi disiplin ilmu yang berbeda adalah
identik.
d. sebagai peneliti
Banyak guru ESP yang kadang-kadang bingung untuk memilih material yang
sesuai dengan kegiatan belajar mengajar. Oleh karena itu, guru ESP sebagai
'peneliti' sangat penting, dengan hasil yang mengarah langsung ke material yang
tepat untuk kegiatan belajar mengajar.
e. sebagai evaluator
Ini berarti bahwa seorang guru ESP harus mengevaluasi prestasi peserta didik
dengan memberi tugas untuk mereka.
4. Standar Kommpetensi Siswa

Seperti yang dijelaskan oleh Dirjen Dikmenjur, dalam menerapkan kurikulum
dalam pengajaran ESP, ada beberapa kompetensi yang harus dicapai siswa
(www.dikmenjur.go.id):
a. Siswa dapat memahami teks lisan terbentuk dalam kalimat, dialog, narasi,
dan deskripsi dengan menentukan informasi khusus, pandangan umum,
informasi tertulis, dan menafsirkan konteks makna
b. Siswa dapat memahami ungkapan lisan dengan menentukan gambar
c. Siswa dapat memahami teks narasi, eksposisi, deskripsi, argumentasi,
instruksi, dan dokumentasi dengan menentukan informasi khusus, pandangan
umum isi teks, gagasan utama, informasi tersurat dan tersirat, dan makna
kalimat

(KBSP) IV 2016 397

d. Siswa memahami grafik, table, peta, formulir,, agenda, buku harian, dan
iklan dengna mentukan informasi khusus, pandangan umum, makna tersurat
dan tersirat, dan makna kalimat.
e. Siswa dapat menulis sebuah paragraph lengkap dengan menyusun kalimat
random, melengkapi huruf, berbicara dengan menggunakan unsur bahasa
terkait.
METODE PENELITIAN
Penelitian ini menggunakan penelitian deskriptif kualitatif. Penggunaan penelitian
deskriptif berdasarkan pada maknanya, yang menjelaskan proses pengajaran ESP secara
sistematik dan akurat. Isi dari deskriptif akan berbentuk kata. Penelitian kualitatif
ditujukan pada data berdasarkan wawancara dan observasi. Penelitian kualitatif ini
menggunakan metode penelitian kualitatif meliputi observasi, wawancara, dan dokumen
penelitian.
Data dari penelitian berupa informasi tentang strategi dan kesulitan dalam proses
belajar-mengajar, dan kesesuaian antara teori dan praktek pengajaran ESP. data tersebut
diambil dari:
1. Field notes, yang diambil dari pengamatan kegiatan belajar mengajar
didalam ruang kelas
2. Script wawancara, yang dibuat berdasarkan wawancara dengan guru.
3. Dokumen, yang berbentuk dokumen kurikulum.
HASIL DAN PEMBAHASAN

1. Strategi dalam mengajar ESP
Cakupan pengajaran ESP adalah untuk mengembangkan keterampilan
berbicara karena tujuan pengajaran ESP adalah siswa dapat menguasai kosa kata
berkaitan dengan keterampilan mereka. Fokus kompetensi dalam mengajar ESP
untuk kelas Mesin adalah siswa dapat berkomunikasi dalam bahasa Inggris di
tingkat pemula. Para siswa harus menguasai keterampilan berbicara karena dalam
dunia kerja, ada banyak produk berasal dari negara-negara asing yang benar-
benar menggunakan bahasa Inggris.
Dalam proses belajar-mengajar, guru menerapkan tiga langkah pembelajaran
bahasa Inggris. Langkah tersebut adalah: Pembukaan, Inti, dan Penutupan. Dalam
kegiatan Inti, guru menerapkan langkah berdasarkan KTSP untuk SMK. Langkah
tersebut adalah: Building Knowledge of Field (BKOF), Modeling of Text (MOT),
Joint Construction of Text (JCOT), and Individual Construction of Text (ICOT).
Dengan langkah tersebut, guru bisa merangsang kemampuan siswa dalam
melakukan diskusi, dan juga merangsang siswa agar mereka juga mampu belajar
secara mandiri. Strategi yang digunakan adalah dengan selalu mendorong siswa
untuk mempraktekkan berbahasa Inggris dan tidak perlu malu berbicara dalam
bahasa Inggris, karena dengan banyak berlatih akan membuat siswa semakin ahli
berbahasa Inggris..
Building Knowledge of Fields (BKOF) adalah langkah dimana siswa harus
memperhatikan penjelasan guru mengenai materi yang akan dipelajari. Modeling
of Text (MOT) merupakan langkah yang ditujukan untuk member model atau
contoh yang berkaitan dengan materi yang didiskusikan. Joint Construction of
Text (JCOT) adalah langkah yang memberikan kesempatan kepada siswa untuk
melakukan sesuatu atau bekerja berkelompok. Individual Construction of Text
(ICOT) adalah langkah ketika siswa diharapkan untuk mengerjakan sesuatu
seorang diri.
2. Kesulitan yang dialami guru dalam mengajar ESP untuk siswa jurusan
Mesin

398 (KBSP) IV 2016
Kesulitan yang dihadapi guru dalam pengajaran ESP untuk jurusan Mesin
adalah kaitannya dengan pemahaman terhadap kurikulum. Guru harus membuat
Rencana Pelaksanaan Pembelajaran (RPP) dan melakukan beberapa langkah
setiap pertemuan, sedangkan kondisi kelas tidak selalu tertib yang menyebabkan
RPP tidak selalu sesuai dengan langkah pembelajaran, oleh karena itu, guru tidak
selalu melaksanakan RPP secara teratur.
Dalam kegiatan belajar-mengajar, kesulitan muncul karena beberapa siswa
tidak terlalu bagus bahasa Inggris-nya, sementara siswa yang lain lebih suka
bercanda dengan temannya dan tidak memperhatikan proses belajar mengajar.
Disamping itu, sulit bagi guru untuk mengajak siswa menmasuki suasana belajar-
mengajar yang bagus karena kebanyakan siswa memiliki motivasi rendah dalam
belajar Bahasa Inggris.
3. Kesesuaian antara teori dan praktek dalam mengajar ESP
Dalam pengajaran ESP untuk Jurusan Mesin, guru menerapkan Kurikulum
Tingkat Satuan Pendidikan (KTSP), tidak ada perbedaan pengajaran Bahasa
Inggris untuk masing-masing jurusan. Maksudnya adalah bahwa materi yang
diajarkan adalah sama untuk semua program di sekolah kejuruan.
Secara teori, peran guru ESP adalah sebagai: pengajar, kolaborator,
penyusun materi, peneliti, dan evaluator. Peran pertama adalah sebagai pengajar,
yang memiliki persamaan arti sebagai guru Bahasa Inggris biasa. Peran
berikutnya adalah sebagai kolaborator yang artinya adalah guru harus
berkolaborasi dengan ahli di lapangan untuk menentukan materi yang sesuai
untuk diajarkan. Peran ketiga adalah sebagai penyusun materi yang artinya bahwa
guru harus menyusun materi secara spesifik. Sedangkan peran sebagai peneliti
maksudnya adalah bahwa guru harus mengembangkan materi. Peran terakhir
adalah sebagai evaluator yang berarti guru harus mengevaluasi kemampuan siswa
setelah mereka mendapat materi dari guru. Tapi pada kenyataannya, peran-peran
guru tersebut tidak bisa dilaksanakan secara maksimal karena berdasarkan KTSP,
peran guru hanya sebatas mengajar dan memberikan penilaian terhadap
kemampuan siswa. Peran guru yang lainnya diabaikan.
KESIMPULAN
Berdasarkan hasil observasi, wawancara, dan dokumentasi, kesimpulan dari
penelitian ini adalah:
1. Strategi yang digunakan guru adalah dengan menerapkan Building Knowledge of
Field (BKOF), Modeling of Text (MOT), Joint Construction of Text (JCOT), and
Individual Construction of Text (ICOT). Selain itu, guru juga selalu memberikan
semangat kepada siswa untuk semakin banyak mempraktekkan penggunaan
Bahasa Inggris.
2. Kesulitan yang dihadapi guru dalam mengajar ESP untuk jurusan Mesin adalah:
a. Kadangkala, RPP yang telah disusun guru tidak sesuai dengan langkah
pembelajaran karena kelas tidak berjalan secara teratur.
b. Dalam kegiata belajar-mengajar, masalah muncul karena banyak siswa
yang kurang bagus dalam mempelajari Bahasa Inggris.
c. Guru mengalami kesulitan dalam merangsang siswa untuk mencapai
standar kompetensi karena sebagian besar siswa memiliki motivasi
rendah dalam belajar Bahasa Inggris
3. Praktek mengajar ESP untuk jurusan Mesin tidak sesuai dengan teori karena guru
menerapkan KTSP. Kurikulum tersebut kurang mengakomodasi kebutuhan
siswa karena tidak adanya perbedaan materi untuk masing-masing jurusan di
sekolah kejuruan. Peran guru dalam mengajar ESP hanya sebagai pengajar dan
evaluator.

(KBSP) IV 2016 399

DAFTAR PUSTAKA
Brown, H. Douglas. 1994. Principles of Language Learning. Prentice Hall: San
Fransisco
Hornby, A.S.1987. Oxford Advanced Learners Dictionary of Current English.
Oxford: Oxford University Press.
Mackay, R & Mountford, A. J. 1978. English for Specific Purposes: A Case
Study Approach. London: Longman
Hutchinson, Tom & Water, Alan. 1987. English for Specific Purposes: A
Learning-centred. Cambridge: Cambridge University Press
my.languagein india.com
www.antlab.sci.waseda.ac.jp
www.cs.bham.ac.uk
www.dikmenjur.go.id
www.indiana.edu/~1630tesp


(KBSP) IV 2016
LINGUISTIK SISTEMIK FUNGSIONAL DAN PENGKAJIAN
VARIASI BAHASA DALAM TERJEMAHAN AL-QUR’AN
DAN HADIST
ROMADHANI WULANDARI
PROGRAM PASCA SARJANA

UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
ABSTRAK
Kehadiran linguistik sistemik fungsional dalam ranah pengkajian bahasa

memberikan peranan yang besar dalam hal pemahaman bahasa sebagai sistem
semiotik sosial. Linguistik sistemik fungsional menjelaskan bagaimana bahasa itu
bekerja sebagai sebuah sistem dengan lebih mengutamakan pemberian ciri-ciri
dari bahasa tertentu beserta variasi-variasinya. Penerapan linguistik sistemik
fungsional tidak hanya mencakup aspek dalam bidang pengajaran dan literatur
saja, konsentrasi linguistic sistemik fungsional terhadap variasi bahasa dapat
diterapkan pula di bidang kemasyarakatan bahasa yang lain; sebagai contoh
adalah kajian terhadap variasi bahasa yang berhubungan dengan bidang agama.
Linguistik sistemik fungsional menjadi jembatan sekaligus alat untuk mengkaji
variasi bahasa dalam terjemahan Al-Qur’an dan Hadist. Dengan mengkaji variasi
bahasa dalam Al-Qur’an dan Hadist, diharapkan akan memberikan kontribusi riil
berkenaan dengan usaha untuk memahamkan isi kandungan Al-Qur’an dan
Hadist.
Keyword: Linguistik Sistemik Fungsional, Variasi Bahasa, Al-Qur’an, Hadist.
I. PENDAHULUAN
Mengkaji ilmu adalah sesuatu hal yang tidak akan ada akhirnya. Apapun
jenis ilmunya; ilmu pengetahuan yang berhubungan dengan alam, sosial, hukum,
kesehatan dsb senantiasa menyajikan cakupan-cakupan keilmuan yang membuat
manusia merasa perlu untuk mengkaji dan memahaminya lebih dalam. Seiring
dengan perkembangan kehidupan manusia, bisa di pastikan pula terdapat
perkembangan ilmu yang dipengaruhi oleh pesatnya keinginan, kehendak ataupun
ide dari manusia. Pengkajian terhadap bagian-bagian dari keilmuan erat
hubungannya dengan perkembangan-perkembangan yang terjadi di dalam ilmu itu
sendiri.
400
(KBSP) IV 2016 401

Hal ini juga terjadi pada ilmu bahasa. Seperti halnya bidang ilmu yang lain,
Ilmu bahasa juga mengalami perubahan dan perkembangan karena bahasa adalah
media utama untuk menyampaikan isi dari ilmu-ilmu yang lain tersebut. Bahasa
sebagai alat komunikasi dan alat yang menjembatani hubungan interaksi antar
manusia di dalam kehidupan sosial mereka, atau dengan kata lain fungsi bahasa
adalah sebagai sistem semiotik sosial.
Teori-teori yang terkandung dalam ilmu bahasa dapat di jadikan sebagai alat
untuk mengkaji ilmu-ilmu lain. Bahasa di gunakan untuk menyampaikan hasil,
temuan, pembahasan maupun isu-isu yang berkaitan dengan bidang ilmu tersebut.
Seluruh bidang ilmu, apaun jenisnya; politik, sosial, pengetahuan alam,
kedokteran, kesehatan, hukum dan agama, menggunakan bahasa untuk
menyajikan isi yang terkandung di dalamnya.
Dalam hal agama, teori-teori bahasa bisa di terapkan untuk mengkaji lebih
dalam makna dan kandungan yang terdapat di dalam Al-Qur’an dan Hadist.
Linguistik sistemik fungsional adalah salah satu bagian dari teori bahasa yang
sedang marak di kaji oleh pemerhati bahasa. Teori bahasa ini tidak hanya
memfokuskan pengkajian bahasa berdasarkan struktur dari bahasa saja tetapi juga
mengkaitkan tiga unsur pokok dalam bahasa, yaitu bahasa itu sendiri, wacana dan
konteks.
Makalah ini akan memaparkan hubungan antara linguistik sistemik
fungsional dengan pengkajian bahasa yang terdapat di dalam terrjemahan Al-
Qur’an dan Hadist. Bagaimana teori linguistik sistemik fungsional berperan
memberikan kontribusi dalam usaha mengkaji variasi bahasa yang terdapat di
dalam dua sumber dan pedoman hidup umat islam tersebut.
II. TEORI LINGUISTIK SISTEMIK FUNGSIONAL

A. Definisi Teori Linguistik Sistemik Fungsional
Linguistik sistemik fungsional (SFL) adalah sebuah pendekatan untuk
linguistik yang menganggap bahasa sebagai sistem semiotik sosial (Halliday,
1978). Linguistik sistemik fungsional menjelaskan unsur sintaktik dari bahasa.
Teori ini menempatkan fungsi bahasa sebagai pusatnya (apa hakikat dari bahasa
itu sendiri dan bagaimana bahasa itu bekerja). Berbeda halnya dengan pendekatan
structural yang menempatkan element-element bahasa dan kombinasinya sebagai
pusatnya, Linguistik sistemik fungsional bermula pada konteks sosial dan melihat
bagaimana bahasa bertindak dan di batasi oleh sosial konteks.
Analisa linguistik sistemik fungsional tidak hanya fokus pada analisa
sumber-sumber linguistik (kata, morfem, kalimat atau teks) saja, akan tetapi juga
berfokus pada analisa sosial, budaya dan makna ideologis (Coffin & Donohue,
2012). Di dalam analisa Linguistik sistemik fungsional, pola struktur bahasa dan
makna bahasa di pandang sebagai satu kesatuan hubungan (cogenetic) dengan
faktor sosial dan budaya dimana bahasa itu digunakan (Halliday, 1978)
Menurut Firth dalam kajian linguistik yang paling penting adalah konteks.
Dalam teori Firth ada konteks fonologi, morfologi, leksikon, dan situasi. Bahasa

402 (KBSP) IV 2016
adalah susunan dari konteks-konteks ini. Tiap-tiap konteks mempunyai peranan

sebagai lingkungan untuk unsur-unsur atau unit-unit tiap tingkat bahasa itu.
Susunan dari konteks-konteks ini membentuk satu keseluruhan dari kegiatan-
kegiatan yang penuh arti. Maksudnya, tiap-tiap unsur pada tiap tingkatan
mempunyai arti yang dapat dibedakan dan dianalisis.
Halliday & Hasan (1989) menjelaskan bahwa linguistik sistemik fungsional
adalah teori bahasa yang menyoroti hubungan antara tiga unsur pokok yaitu
bahasa, teks/ wacana dan konteks.
1. Bahasa
Menurut Firth struktur bahasa itu terdiri dari lima tingkatan yaitu tingkatan
fonetik, leksikon, morfologi, sintaksis, dan semantik. Yang menjadi unsur dalam
tingkatan fonetik adalah fonem, yang menjadi unsur dalam tingkatan morfologi
adalah morfem, yang menjadi unsur dalam tingkatan sintaksis adalah kategori-
kategori sintaksis; dan yang menjadi unsur dalam tingkatan semantik adalah
kategori-kategori semantik.
2. Teks
Teks adalah bagian dari penggunaan bahasa. Seperti yang di ketahui
bersama bahwa teks adalah bentuk dari bahasa yang bisa berupa tulisan atau
ucapan/ujaran. Teks adalah kumpulan dari makna-makna yang dihubungkan
dengan konteks atau situasi dimana bahasa itu di aplikasikan. Di dalam ilmu
bahasa terdapat beberapa jenis teks. Deskriptif, naratif, recount, anekdot, dan
prosedur adalah sebagian contoh dari jenis-jenis teks. Linguistik sistemik
fungsional tidak berfokus pada ciri kebahasaan yang terdapat dalam setiap jenis
teks tersebut, melainkan pada bagaimana jenis teks itu menyajikan perbedaan
fungsi yang berhubungan dengan konteks.
3. Konteks atau situasi

Konteks atau situasi adalah keadaan atau kondisi yang melatar belakangi
penggunaan bahasa. Perbedaan konteks yang mengiringi bahasa akan membawa
perbedaan makna terhadap bahasa. Demikian juga jenis atau variasi bahasa akan
sangat di pengaruhi oleh konteks dimana bahasa itu di gunakan. Konteks atau
situasi di bagi menjadi 2 yaitu:
a. Konteks budaya, contohnya kesopanan dan pola sapaan
b. Konteks situasi
 Bidang diskusi (the field)
 Penutur/ pembicara (the tenor)
 Teks yang di gunakan (the mode)
B. Fungsi Bahasa Menurut Teori Linguistik Sistemik Fungsional

Fungsi bahasa dalam teori Semantik sistemik meliputi sesuatu hal yang
biasa di sebut sebagai “pragmatik”. Hal ini dibagi menjadi 3 bagian besar, yaitu:
1. Fungsi Representasional/ ideational semantic
Yaitu fungsi bahasa sebagai lambang dari pengetahuan dan pengalaman si
penutur. Fungsi ini fokus pada isi/ statement/ ujaran penutur bahasa.

(KBSP) IV 2016 403

2. Fungsi Interpersonal
Yaitu fungsi bahasa sebagai lambang dari hubungan interaksi manusia.
Focus dari fungsi ini adalah pada kegunaan ujaran, perubahan struktur kalimat
yang di gunakan, ekspresi dan sikap dari si penutur yang di pengaruhi oleh
elemen-elemen sosial yang melatar belakangi penggunaan bahasa tersebut.
3. Fungsi Tekstual
Yaitu kemampuan dalam menyusun elemen bahasa menjadi satu kesatuan
bahasa yang masuk akal dan saling berhubungan satu dengan yang lain. Focus
dari fungsi tekstual adalah bagaimana teks di susun sedemikian rupa sehingga
susunan tersebut mampu menyampaikan ide atau gagasan si penutur kepada orang
lain. Sebagai contohnya adalah kalimat persuasif dan argumentasi.
III. Variasi Bahasa – Perspektif Sosiolinguistik

A. Variasi bahasa dalam perspektif sosiolinguistik
Pengertian Kridalaksana (1974) mendefinisikan sosiolinguistik sebagai
cabang linguistik yang berusaha menjelaskan ciri-ciri variasi bahasa dan
menetapkan korelasi ciri-ciri variasi bahasa tersebut dengan ciri-ciri sosial
kemasyarakatan. Terjadinya keragaman atau kevariasian bahasa ini bukan hanya
disebabkan oleh para penuturnya yang tidak homogen, tetapi juga karena kegiatan
interaksi sosial yang mereka lakukan sangat beragam. Setiap kegiatan
memerlukan atau menyebabkan terjadinya keragaman bahasa itu. Keragaman ini
akan semakin bertambah kalau bahasa tersebut digunakan oleh penutur yang
sangat banyak, serta dalam wilayah yang sangat luas.
B. Pengelompokkan Variasi Bahasa

Dalam hal variasi atau ragam bahasa ini ada dua pandangan. Pertama,
variasi atau ragam bahasa itu dilihat sebagai akibat adanya keragaman sosial
penutur bahasa itu dan keragaman fungsi bahasa itu. Kedua, variasi atau ragam
bahasa itu sudah ada untuk memenuhi fungsinya sebagai alat interaksi dalam
kegiatan masyarakat yang beraneka ragam.
1. Variasi bahasa dibedakan berdasarkan penutur dan penggunaannya
a. Berdasarkan Penutur
Berdasarkan penutur berarti, siapa yang menggunakan bahasa itu, dimana
tinggalnya, bagaimana kedudukan sosialnya di dalam masyarakat, apa jenis
kelaminnya, dan kapan bahasa itu digunakannya.
1) Idiolek variasi bahasa yang bersifat perseorangan. Menurut konsep

idiolek, setiap orang mempunyai variasi bahasanya atau idioleknya
masing-masing. Variasi idiolek ini berkenaan dengan “warna”
suara, pilihan kata, gaya bahasa, susunan kalimat, dan sebagainya.
2) Dialek variasi bahasa dari sekelompok penutur yang jumlahnya
relatif yang berada pada satu tempat, wilayah, atau area tertentu.
3) Kronolek atau dialek temporal variasi bahasa yang digunakan oleh
kelompok sosial pada masa tertentu. Umpamanya, variasi bahasa
indonesia pada masa tahun tiga puluhan, variasi yang digunakan
tahun lima puluhan, dan variasi yang digunakan pada masa kini.

404 (KBSP) IV 2016
4) Dialek sosial variasi bahasa yang berkenaan dengan status,

golongan, dan kelas sosial para penuturnya.
Sehubungan dengan variasi bahasa berkenaan dengan tingkat, golongan,

status, dan kelas sosial para penuturnya, biasanya dikemukakan orang variasi
bahasa yang disebut variasi sosial yang diangggap lebih tinggi atau lebih
bergengsi daripada variasi sosial lainnya. variasi sosial yang dianggap kurang
bergengsi, atau bahkan dianggap dipandang rendah.
Variasi sosial yang ciri-cirinya tampak pemakaian bahasa oleh mereka
yang kurang terpelajar, atau dari kalangan mereka yang tidak berpendidikan.
variasi sosial yang bersifat khusus dan rahasia. Artinya, variasi ini digunakan oleh
kalangan tertentu yang sangat terbatas, dan tidak boleh diketahui oleh kalangan di
luar kelompok itu. Vulgar Slang variasi sosial yang digunakan dalam percakapan
sehari-hari.
b. Berdasarkan Penggunaannya
Berdasarkan penggunaannya, berarti bahasa itu digunakan untuk apa,
dalam bidang apa, apa jalur dan alatnya, dan bagaimana situasi
keformalannya.Variasi bahasa berkenaan dengan penggunaannya, pemakaiannya,
atau fungsinya disebut fungsiolek (Nababan 1984), ragam, atau register. Variasi
bahasa berdasarkan bidang pemakaian ini adalah menyangkut bahasa itu
digunakan untuk keperluan atau bidang apa. Misalnya, bidang sastra jurnalistik,
militer, pertanian, pelayaran, perekonomian, perdagangan, pendidikan, dan
kegiatan keilmuan. Variasi bahasa berdasarkan bidang kegiatan ini yang paling
tampak cirinya adalah dalam bidang kosakata.
2. Berdasarkan tingkat keformalannya

Martin Joos (1967) dalam bukunya The Five Clock membagi variasi
bahasa atas lima macam gaya, yaitu: 1. gaya atau ragam beku (frozen) 2. gaya
atau ragam resmi (formal) 3. gaya atau ragam usaha (konsultatif) 4. gaya atau
ragam santai (casual) 5. gaya atau ragam akrab (intimate)
3. Variasi bahasa dapat pula dilihat dari segi sarana atau jalur yang
digunakan.
Dalam hal ini dapat disebut adanya ragam lisan dan ragam tulis, atau juga
ragam dalam berbahasa dengan menggunakan sarana atau alat tertentu, yakni,
misalnya, dalam bertelepon dan bertelegraf. Adanya ragam bahasa lisan dan
ragam bahasa tulis didasarkan pada kenyataan bahwa bahasa lisan dan bahasa tulis
memiliki wujud struktur yang tidak sama.
C. Liguistik Sistemik Fungsional dan Variasi Bahasa dalam Terjemahan

Al-Qur’an
Linguistik sistemik fungsional yang mengedepankan fungsi bahasa di
bandingkan struktur bahasa, dapat dijadikan instrumen untuk melakukan
pengkajian mendalam terhadap isi kandungan Al-Qur’an dan Hadist. Berikut ini
contoh dari analisa terhadap ayat Al-Qur’an menurut linguistik sistemik
fungsional perspektif:

(KBSP) IV 2016 405

Q.S. Ar-Rahmãn: 32 yang berbunyi “Maka nikmat Tuhanmu yang

manakah yang akan kamu dustakan?” bila di tinjau dengan pendekatan
structural, maka ayat ini hanya akan di analisa secara struktur elemen bahasanya
saja, sehingga akan di simpulkan jenis dari kalimat ini adalah kalimat tanya,
dengan subjek “manusia dan jin”, objek dari kalimat tersebut adalah nikmat
Tuhan (Allah Subhanahu Wa Ta’ala)” dan menggunakan predikat aktif
“mendustakan/dusta”. Linguistik sistemik fungsional memberikan pemaknaan
lebih terhadap ayat ini, karena linguistik sistemik fungsional memfokuskan
analisa kalimat tidak hanya pada struktur elemen bahasa melainkan
menghubungkan ayat ini dengan konteks atau situasi yang melatarbelakangi
turunnya ayat ini.
Konteks ayat ini di hubungkan dengan ayat 31 yang berbunyi: “Kami
akan memberi perhatian sepenuhnya kepadamu wahai (golongan)manusia dan
jin!” dan juga H.R. Ibn’Uyainah yang memberikan penjelasan kesibukan dari
Allah Subhanahu Wa Ta’ala adalah memberikan pembalasan dan hisab terhadap
perbuatan manusia dan jin. Ayat 31 menjelaskan bahwa Allah Subhanahu Wa
Ta’ala beserta para malaikat akan memberikan perhitungan dan pembalasan di
hari kiamat kelak, dengan hanya memfokuskan kepada 2 golongan saja yaitu
manusia dan jin. Dengan kata lain struktur kalimat tanya yang terdapat di ayat 32
mempunyai makna “ancaman”. Ancaman terhadap manusia dan jin akan adanya
hisab dan pembalasan atas segala perbuatan yang telah mereka lakukan di dunia.
IV. KESIMPULAN
Teori linguistik sistemik fungsional dalam ranah pengkajian bahasa
memberikan peranan yang besar dalam hal pemahaman bahasa sebagai sistem
semiotik sosial. Linguistik sistemik fungsional menjelaskan bagaimana bahasa itu
bekerja sebagai sebuah sistem dengan lebih mengutamakan pemberian ciri-ciri
dari bahasa tertentu beserta variasi-variasinya. Makna semiotik sosial dalam hal
ini lebih mengarah pada pemaknaan kalimat atau biasa di sebut dengan pragmatik.
Hal ini memberikan penjelasan lebih mendalam dari makna yang tersirat di dalam
sebuah kalimat di luar makna literalnya saja. Dengan fungsinya tersebut,
.linguistik sistemik fungsional mampu menjadi alat untuk mengkaji variasi
bahasa dalam terjemahan Al-Qur’an dan Hadist. Dengan mengkaji variasi bahasa
dalam Al-Qur’an dan Hadist, diharapkan akan memberikan kontribusi riil
berkenaan dengan usaha untuk memahamkan isi kandungan Al-Qur’an dan
Hadist.

406 (KBSP) IV 2016
REFERENSI
Eggins, Suzanne. 2004. An Introduction to Systemic Functional linguistics.

London: Continuum International Publishing Group.
Halliday, M. A. K., Hasan, Ruqaiya. 1989. Language, Context, and Text: aspects
of language in a social semiotic perspective. New York: Oxford University
Press.
https://www.google.com/search?q=variasi+bahasa&ie=utf-8&oe=utf-8
https://www.google.com/search?q=teori+linguistik+sistemik+fungsional&ie=utf-
8&oe=utf-8
Humphrey, Sally. 2012. GRAMMAR AND MEANING. Australia: Primary English

Teaching Asssociation Australia (PETAA)
Purnama, Yoga. 2012. An Analysis of Figurative Expression in English

Translation of Prophetic Tradition in Shahih Muslim: A Cultural
Perspective. Unpublished Research Paper. Surakarta: Muhammadiyah
University of Surakarta.
Wulandari, Romadhani. 2009. A PRAGMATIC ANALYSIS OF INTERROGATIVE

SENTENCES IN THE NOBLE QUR’AN CHAPTER AR-RAHMĀN.
Unpublished Research Paper. Surakarta: Muhammadiyah University of
Surakarta.


(KBSP) IV 2016
AGAINST GENDER DISCRIMINATION IN TRACIE PETERSON AND JUDITH

MILLER’S NOVEL A TAPESTRY OF HOPE (2004): FEMINIST APPROACH
by
Nur Muaddatunikmah
S.200140081
ABSTRACT
The object of the study is a novel entitled A Tapestry of Hope written by
Tracie Peterson and Judith Miller that was published in 2004. The study is to analyze
how women discrimination is reflected in A Tapestry of Hope novel. The method of
collecting data is library research and the technique of analyzing data is classifying the
obtained data by selecting the necessary ones. Then, the writer analyzes data based on
Feminist theory. The results of the study are as follows. First, based on the structural
analysis, the authors want to deliver that women should have the same right, freedom,
and participation as men do. Second, based on the feminist analysis, the authors reflect
gender discrimination in the society that places women as subordinate and most of them
are enslaved.
Keywords: tapestry of hope, feminist approach, gender discrimination
A. INTRODUCTION
The novel entitled A Tapestry of Hope is one of Tracie Peterson and Judith
Miller’s novels that is interesting to be analyzed, because the story in this novel
represents the real life of woman, especially in America. Peterson and Miller concern on
Gender Discrimination. They create Jasmine as a character who is always discriminated
in her entire whole life, from in her own family till in her marriage. She grows up, both in
age and in maturity. She begins to see how wrong owning slaves truly is. She also begins
to mature in her faith, even when her days seem too dark to imagine. Jasmine can
represent the women life in that time.
The writer decides to analyze the subject matter of Gender Discrimination.
Currently, discrimination based on sex is defined as adverse action against another person
that would not have occurred had the person been of another sex. This is considered a
form of prejudice and is illegal in certain enumerated circumstances in most countries. In
addition, women could not do anything as freely as men could. Their roles were limited
only to doing household chores, such as cleaning the house, looking after the children,
cooking, etc. Although they had extraordinary potency and ability to be considered as
same as men, no men took notice of this. Many women raised their voices for equality,
but very frequently it was just ignored by the world.
In analyzing gender discrimination as a subject matter in this novel, she uses
Feminist theory. In discussing problem related to feminism, it is better to understand the
term of feminism itself. According to Mandell, Feminism is a movement directed at
changing existing power relationship between men and women in society. It is merged at
a reaction upon women’s oppression both psychologically and socially. This movement
constitutes a social, economic, and political commitment to equalize between women and
men. They want to equalize their right and roles in public. Role has expanded altered, and
broadened the definition of feminism that includes political cultural, economical, sexual,
racial, and ethical dimension (Mandell and Elliot, 1995:4). The other Feminist said that
Feminism is a movement and an awareness starting from the assumption that female got
discrimination treatment and the effort to stop that discrimination (Fakih, et all, 2000:38).
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408 (KBSP) IV 2016
So, Feminism is a theory which has the commitment to erase and to stop the
discrimination between men and women in all aspects such as social, economics, politics,
education and culture.
There are four major principles in Feminism, they are woman’s position,
woman’s right, woman’s role, and woman’s participation. In Woman’s position,
Feminists believe that women are treated as inferior (Anderson, 1991: 9). It is supported
by Mandell in Feminist Issues which stated that “Women was oppressed by a special
form of life called patriarchy through which man appropriates all superior social roles and
keep women in subordinated and exploited position” (Mandell and Elliot, 1995: 14).
Their position is always inferior and under man’s control.
Second is woman’s right. “In principle, every person wants to be given equal
opportunities and civil rights (Mandell and Elliot, 1995: 5). “Feminist attempt to gain
democratic right, the right to have education and occupation, the right to be the Member
of Parliament also the right to divorce” (Humm, 2002: 53). “Women also demand the
right to choose what they attend to, including having freedom to” be what they want”
(Humm, 2002: 102).
Third is woman’s role that is always in domestic area. Anderson states that:
“Women’s role in economic life has always been underestimated, there are assumption
that women who stay at home as full time house wives are not working and women who
work for wages are doing it for ‘pin money’ and women’s work is not as valuable as
man’s. The result was women’s work has not been paid same as men’s get” (Anderson,
1997: 75).
The last is woman’s participation. Based on the concept of women’s equality,
stated that “Women’s equality entirely in term of men’s existing right and responsibilities
and they assert, although not without controversy, women’s right to participate in public
life”. In other word, women have the similar access to men to participate in public life.
Besides that, women must also be involved indecision making process, either in domestic
or public role (Mandell and Elliot, 1995: 5).
B. RESEARCH METHOD
The researcher uses Peterson and Miller’s Tapestry of Hope novel that was
published in 2004 as object of the study. Type of the data is text, which can be word,
phrase, and sentence. Type of the study is descriptive qualitative research that takes the
source data from words and other written text. In analyzing this novel, she uses the
primary data sources such as; Tracie Peterson and Judith Miller’s Tapestry of Hope novel
and its translation by Yeri Ekomunajat. And secondary data sources are books and other
sources, such as the biography of the author, the websites on the internet that support the
analysis.
Then, in collecting the data she uses technique of library research. The
techniques of data collecting steps applied in this research are: reading the novel in
English version entitled Tapestry of Hope, reading the translation of the novel entitled
Puing-Puing Asa, taking notes of important part in both primary and secondary data,
determining the character that will be analyzed by reading the summary of the novel,
classifying and determining the relevant data. Techniques used in analyzing the data are
classifying the obtained data by selecting the necessary ones. Then, analyzing data based
on Feminist theory.
C. DISCUSSION
In this point, the researcher will discuss about gender discrimination in A
Tapestry of Hope novel using feminist approach whose issues refer to the application of
basic concepts of feminism that include women’s position, women’s right, women’s role
and women’s participation.

(KBSP) IV 2016 409

1. Woman’s Position
a) Women’s position at home
During the years of the nineteenth century, women held an inferior
position to men, which usually reflects their social status. Women are always
differentiated from men in her family. And when a woman married, they wholly
become the property of their husband. All of which is owned by a woman will
become the property of their husband.Women’s position in A Tapestry of Hope
novel basically is subordinate. The position of women in home environment is
under the control of men. We can see from the life of Jasmine, as a major character
in this novel. In her own family, her father always discriminates her as a girl. Based
on her family, especially her father, a woman should listen and seem interested to
what topics that the men were speaking. In marriage, most of women have to serve
anything their husband want. Woman is still regarded as a means to be possessed
by husband.
…The men in her family were generally compelled to decide her fate
regarding every issue of her life…. Jasmine was hard-pressed to be as
congenital. (ATOS, 2004: 33-34); Besides, women were more easily
controlled if they married at a young age—before they developed a
mind of their own. (ATOS, 2004: 39); He would train her in short order
that there would be repercussions for such inappropriate behavior.
(ATOS, 2004: 145)
b) Women’s position in larger society

In the early nineteenth century, there were increasing in textiles
industries. It leads many women (especially lower class woman) go to the city
earning money. Lower class women have much more chance to do activity in
public. It is because they have to help their father or husband who has low income,
so they have to earn money. But their position is still under the man. Those women
work in lower position and none of them become boss. The lower class like Bridget
or Kiara, they have to earn money to stay alive. Although on a place where they
work, they will be always under the man’s position. Kiara who worked as a servant
at Jasmine’s house, still has to obey all of Bradley’s commands, because man holds
the power in the household.
The life of women in a higher class depends on the man (fathers or
husband). Jasmine and her mother were only allowed out around their home.
Jasmine grows up very sheltered and unaware of the difficulty put upon the
slaves. She sees the world through naive eyes, not realizing the degree of pain and
suffering that most slaves endured. The lives of Jasmine can represent the lives of
women in that time where they just have a limitation to socialize with others. The
authors stated that Jasmine is difficult to join in a new place when she was in the
North America looking in her grandmother. Peterson and Miller also told that the
women, especially in the North America in nineteenth century, socialize with other
women by making some social gatherings, their agenda is raise funds to help
slaves.
Jasmine shook her head, “I understand that I am nothing more to you
[Malcolm Wainwright] than a possession to be bartered. I might as well
be one of your slaves, up on the block, sold to the highest bidder.”
(ATOS, 2004: 135)
By writing this novel, the authors want to tell the reader that the
position of women in subordinate should be made equal. By creating the character
of Jasmine, the authors want the same position between women and men.

410 (KBSP) IV 2016
2. Women’s right
a. Woman’s right for getting education
Women are human beings capable of rational thought that deserve to
gain the same right as men include in getting education. All colleges at that time
received only male students, while schools under college level (such as primary
school) also accept male students, the schools want to accept female students only
if there is remaining seat in the class.
As in A Tapestry of Hope novel, the authors tell that Jasmine get her
education at home, she did not have opportunity to study at school like her three
older brothers. So Jasmine did not have freedom and opportunity to engage in
education.
“Jasmine has received her entire education at home. Madelaine, that’s
my daughter-in-law, insisted on having a tutor rather than sending
Jasmine to a finishing school. In my opinion, the isolation has stilted
Jasmine’s level of maturity. (ATOS, 2004: 52)
b. Woman’s right for getting good job
Economy in the North America in the nineteenth century greatly was
influenced by cotton spinning mills that are being the largest industrial complex in
the United States. The factory uses women labors from fifteen to twenty five years
old. But in the fact, those women labors have to comply with labor regulations not
only apply in the factory, but also in life outside the factory. The regulations on
how many hours they have to sleep, to wake up, to eat, to shower, to go out
boarding house, to have a break, and so on. The wage they get is a half that men
get. Moreover their salary has to be cut for no apparent reason. The authors show
to the readers that they (those woman) did not have job security that can be seen
when the association closes all windows to make the yawn being faster to produce,
but that can make the labors are harder to breathe. Most of them have the problem
in breathing, most of them are ill because they have to work overtime. It is clear
that women still have no same right as men in the economic aspect.
“… ,these girls are now stating they believe the female workers should
be treated as equals to the men,” .. (ATOS, 2004: 242); “The girls are
working in this area trim, fold, and prepare our cloth for shipment”…
(ATOS, 2004: 67); “… It appears that having farm girls work in the
mills and constructing this paternalistic community around your
business was a stroke of genius.” (ATOS, 2004: 69)
c. Woman’s right for choosing husband
Peterson and Miller show the reader how the girls’ marriage in that
time. Jasmine as the main character can be the example that woman did not have
freedom to choose their husband. She was forced to marry a man she did not love,
for the sake of her father’s business. And Jasmine’s fate is same as the other girls
that woman did not have freedom to choose their partner of life.
Jasmine thought of her three closest friends. One had been matched to a
man nearly twenty years her senior because his land holdings adjoining
her family’s property… (ATOS, 2004: 137); “..Why is it my brothers
are permitted to choose any young woman they desire, while I am
forced into a loveless marriage?” (ATOS, 2004: 140)
After marrying to Bradley, Jasmine’s life becomes more difficult,

because everything is ordered by Bradley. Jasmine does not have right to decide
anything in her life, although it is just choosing to see her own mother. Jasmine’s
activity should have permissions from Bradley. What Bradley wants is a must.
Based on Bradley, woman does not have right to speak when the men are still
speaking, and they do not have the right to interfere in business.

(KBSP) IV 2016 411

The two women sat in stunned silence after Bradley Houston departed.
For Jasmine, it was the moment she realized that she had very little say
over her life and future. Men would make choices for her, and she
would be nothing more than a pawn in their game. (ATOS, 2004: 105)
d. Woman’s right in law

Female inferiority affects the status of women in law. Women who had
not married could own property, make contracts, sue and be sued. Then for women
who were married, became one with their husbands, they were completely under
the control of their husband, the wife fully belongs to the property right of man.
Women lacked the rights to own their own property no matter their rank in society.
As in A Tapestry of Hope novel Jasmine is regarded as Bradley’s property. She has
no right to choose her own life to get her happiness, because being Bradley’s wife
makes her so stressed. In this novel it is implicitly clear that there is no law to
protect woman from domestic violence. And for a wife who is experiencing
unhappiness in the household and then runing away, she will be looked for by the
police like a fugitive, which will then be returned to the place of her husband. And
from this novel there is no law to protect woman from sexual abuse. It can be seen
when Kiara is forced to have sex with Bradley.
By writing A Tapestry of Hope novel, the authors want to tell to the
readers that women still have no same right to vote, to determine their marriage, to
get education as men, and also to work. But the authors also tell that not all men
underestimate a woman or treat women like property. There are also men who
appreciate women as in the present. In A Tapestry of Hope novel, the authors
created the character Roger. He is adult male figure who loves Kiara, a forced
labor, sincerely.
3. Women’s role
a. Domestic Area
The ideology of women’s role places concrete limitations on women’s
aspiration and actions, such as their capacity to organize and implement change
(Mandell, 1995:13). Women are expected in the morality side. Women are seen as
the root of morality of their children. When Jasmine was still young girl, had not
married yet, her father always asked her to have a behavior as a girl in higher
status. From the way how Jasmine walks till how Jasmine has to act in front of
Bradley. And when she is forced to go home by riding horse, Malcolm
Wainwright, her father got angry. Malcolm did not care about any reason from his
only daughter.
Her father stared in disbelief. “You risked your life—your reputation—
to ride all the way from Lorman unescorted, for this?”…”Jasmine, this
is nothing to do with feelings. This is a business arrangement that will
benefit generations of Wainwright to come… How dare you come here
as a spoiled and frightened child and declare the entire arrangement be
dissolved in order to suit your feelings?” (ATOS, 2004: 134-135)
When a girl enters marriage, her activity is still always at home, such as
cleaning the house, taking care of the baby, washing the dishes or clothes. But
higher class women do not need to clean the house, but her activity is still in
domestic area. Women as a wife, is always in the back of man. It leads every wife
in middle or higher class to be frivolous. From the major character, Jasmine,
woman always acts in domestic area. She stays at home, cares her child, everything
about home activity. She is not ever allowed to interfere of Bradley’s business or to
work outside.

412 (KBSP) IV 2016
Besides that, Peterson and Miller want to show that some of women
have to fight for the life of their family. They tell to the reader that although the
women work inside or outside the house, they still live under the man who has to
do some roles as a woman. There are some women from lower class who work to
earn money for their self and also for their family. It can be seen from women
labors who work in Boston association to make yawn from cotton.
4. Women’s participation
Actually, women need to actualize themselves in social life. Equality
will provide the same opportunity to show their ability in many aspects of life. Men
and women have the same right to participate in many aspects of life.
Women play important role in making progress to the factory. Seventy
percent of workers in the factory are women. The factory can get more benefit by
the existence of Lowell factory girls because they pay those women a half from the
man labor’s wages. But in the 1834 – 1836 the factory girls were protesting the
unfair wages and so on. The actions cause the decrease in factory revenue and also
make a quarter mill operators lack the number of workers, so that the production
process was obstructed. It proves that the role of women in the economy is quite
important. (http:// www .library .csi .cuny .edu/ dept/ history/ lavender/ lowstr
.html)
“And I applaud that effort. But what of the Irish living right here in
Lowell? And what the slaves held against their will down South? There
is much to be done.” (ATOS, 2004: 243); I’ve [Jasmine] attended a
number of antislavery meetings, as some of you know, and I [Jasmine]
want to help in any way possible. My grandmother can vouch for the
fact that I embraced the concept of freedom for all men and women.”
(ATOS, 2004: 244)
Those are the example of lower class women participation. They are
more easily to go outside from the home activity. It is because they have to stay
alive by earning money and their husband or father does not have any reason to
prohibit. Tracie Peterson and Judith Miller also give the reader view about slavery
in the South America where Jasmine, major character, lives. Some women in the
middle and higher class together try to help those slaves. It shows how Jasmine and
the other women in Lowell try to free the slaves who always get the bad treatment.
Jasmine as same as the other wives of Boston Association are asked by their
husband to always make some meeting, but from that meeting they also begin to
discuss about the slavery. Jasmine and the other wives and also Jasmine’s
grandmother always join the antislavery meetings. Then they begin to help them.
“And I applaud that effort. But what of the Irish living right here in
Lowell? And what the slaves held against their will down South? There
is much to be done. While that collection of money is admirable, it
doesn’t begin to address issues that need resolution in the South and
right here in Lowell.” (ATOS, 2004: 243); I’ve [Jasmine] attended a
number of antislavery meetings, as some of you know, and I [Jasmine]
want to help in any way possible. My grandmother can vouch for the
fact that I embraced the concept of freedom for all men and women.”
(ATOS, 2004: 244)
From the discussion about women’s participation in social life above,

women show that they can be useful for other. They help to free those slaves to get
the freedom in life. The story in A Tapestry of Hope novel shows that the authors
want to show that the women feel that they have similarity with those slaves.

(KBSP) IV 2016 413

Women who are always seen as object and forced to do something, like those
slaves, so that they begin to participate helping the slave.
D. CONCLUSION
Based on the feminist analysis, it can be concluded that Peterson and Miller
reflected the phenomena of unequal rights in American society. They criticize the
phenomena that the rights of women are limited, they do not have the same right as men
in many aspects of life. Their life is in domestic area, but some of them do their activity
in public society, they are who live in lower class earning money in textile factory. But
their position and right cannot still be equated with men.
BIBLIOGRAPHY
Anshori. S. D. (1997). Membincangkan feminism refleksi muslimah atas peran social

kaum hawa. Bandung: Puataka Hidayah.
Assiter, Alison. 1996. Enlighten Women. London: Routledge.
Bressler, Charles E. 1999. Literary Criticism. An Introduction to Theory and Practice.

New Jersey: Prentice Hall.
Brooks, Ann. 1997. Postfeminism & Culture Studies. London: Routledge.
Candra, E. (2003). Women and Oppression. Unpublished Thesis, Satya Wacana Christian
University, Salatiga.
Charles, Niki & Felicia Hughes. 1996. Practicing Feminism. London: Routledge.
Gilbert, Dennis. 2003. The American Class Structure (In an Age of Growing Inequality).
Sixth Edition. United State: Hamilton College.
Glover, David & Cara Kaplan. 2000. Genders. London: Routledge.
Handlin, Oscar. 1959. Immigration as A Factor in American History.Prentice-Hall, Inc.
Kaufman, Debra & Barbara Richardson. 1982. Achievement and Women: Challenging the
Assumptions. London: The Free Press.
Kennedy, X.J. 1983. Literature: An Introduction to Fiction, Poetry and Drama. Third
Edition. Canada: Little Brown and Company.
Klarer, Mario.1999. An Introduction to Literature Studies. London: Routledge.
Mandell, Nancy. 1995. Feminist Issue: Race, class, and sexuality. Canada Ontario:
Prentice Hall.
Mauk, David and Oakland, John.1997. American Civilization. London: Routledge.
Newton. 1988. Twentieth Century Literary Theory. London: Macmillan Education.

Plain, Gill & Susan. 2007. A History of Feminist Literary Criticism. New York:
Cambridge Universiti Press.

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Rossi, Alice S. 1988. The Feminist Paper. New England: Northeastern University Press.
Setyaningrum, Arie dkk. 2007. Perempuan, Agama, dan Demokrasi. Yogyakarta: LSIP.
Stubbs, Patricia. 1979. Women and Fiction. London: The Harvester Press.
Sunaryo, Kusnobroto. 1988. The Anatomy of Prose Fiction. Jakarta.
Umar, Nasaruddin. 1999. Argumen Kesetaraan Gender. Jakarta: Paramadina.
Wellek, Rene. Tanpa tahun. Theory of Literature. London: Harcourt Brave Jovanovich
Publisher.
Williams, T.Harry and friends. A History of The United States.1962.New York: Alfred A.
Knopf.
Wolf, Naomi. 1994. Gegar Gender (Fire with Fire). Yogyakarta: Pustaka Semesta Press.


(KBSP) IV 2016
Differences Using and Without Feely Game
in Written Report Texts
Wahyuningtyas Siti Hajar

wahyuningtyassh@gmail.com
Graduate Program of Language Study, Muhammadiyah University of Surakarta
Jl. A. Yani Tromol Pos 1 Surakarta 57102, (0271) 717417
Abstract
The main objectives to find out whether there is any significant difference or not of
the students’ ability in writing report text between the students’ taught using feely game
and those without using feely game. This study is true experimental design using post-test
control and experimental design. The population of the research is 342 students. The total
sample were 69 students’ which taken from two classes. XI A1 and XI A2 were the
sample. The instrument of this research is written test. The mean score for the class that is
taught using feely game is 84.97 and for the class that is taught without using feely game
is 78.81. The result of t-test is 4.47 and the different deviation is 67. The percentage of t-
table 5% is 1.996. The computation shows that t-test was statistically higher than t-table
(4.47> 1.996). It can be conclude that the students’ ability in writing report text who are
taught using feely game is better than those are taught without using feely game. The
teacher may implement feely game to developed the students’ ability in writing.
Moreover, the students’ gets a new experience in learning English to improve their
writing ability by using feely game.
Keywords: Feely Game, Writing, Report Text
1. Introduction
Writing is difficult for some students in Indonesia. According to Harmer
(2001: 79):
“Writing is one basic skill that needs to improve, because students need
to know how to write letters, how to put written reports together, how to
replay advertisement and increasingly and how to write using electronic
media”
Moreover, mostly the Indonesian’s students are afraid of their grammar.

Hyland (2003: 03) stated that, “a product created from the writer understands of
grammatical and lexical knowledge is seen as writing and the result of imitating
and manipulating models offered by the teacher is being considered as writing
development”. Therefore, in teaching and learning activities, the teachers need to
pay close attention to the students in order to find out an enjoyable learning
activity that can be interested for the students. There are several things that can be
done by the teachers to make the class enjoyable, one of them is by using media.
Media as a teaching method are used to help the teacher in delivering the
materials to the students.
One of media that can be used is game. According to Heinich, “A game is an
activity in which participants follow prescribed guidelines that differ from those
of real life as they strive to reach a challenging goal (2002: 29)”. Hence, it can be
said that game is a fun activity that help to makes the students be relaxed and
415
416 (KBSP) IV 2016
enjoyable. Game is a competition between individuals or team. This study tried to

apply feely game.
Feely game is a game that students have to identify object on the box. They
can identify from the shape. The students identify without looking at the object.
There are many variation of feely game. Besides the students can identify by
touching and describing, the students also identify by listening voice, smelling,
and tasting.
Consider at the characteristic of feely game which is touching, so this study
decided to apply the game in report text material because from touching the
students will clearly identify the things they touched. It can make them easily to
report what they touched previously.
The previous study written by Lia Apriliani (2013), entitled The Effectiveness
of Guided Discussion Technique to Teach Writing of Report Text: An
Experimental study of the second year students of Madrasah Aliyah Negeri
Purwodadi in Academic Year 2012/2013. This previous study is about how to
apply guided discussion technique in teaching writing report text.
The previous study has similarity of material with this study. The difference is
the previous study is using guided discussion technique in teaching writing report
text. At the time this study is using feely game to teach writing report text for
eleventh grade students.
Hence, this study wants to investigate whether there is any significant
difference of the students’ ability in writing report texts taught using Feely Game,
and those taught without using Feely Game.
2. Background
2.1. General Concept of Writing
Writing is seen as a product constructed from the writer’s command
of grammatical and lexical knowledge (Hyland, 2003:3).
The writing process is both a key concept in the teaching of writing
and an important research concept in the field of composition studies.
Students need a sense of meaning, so what they write can be connected to
the world outside of the classroom. Based on Harmer (2004:4), there are
four steps of writing process: planning, drafting, editing, and final
version.
Brown (2004:220) describes that there are four categories of writing
skill. These are categorized as follows:
Imitative writing, it measures the ability’s students to spell correctly.
The examples of imitative writing are teacher gives task in handwriting,
word punctuation, and detecting students. This level is for elementary
school.
Intensive (controlled) writing, it deals with skills in vocabulary
within context, collecting and idioms, and correct grammatical features.
Teachers give task in dictation, grammatical transformation task, and
vocabulary assessment task. This level is for junior high school.
Responsive writing, here teacher asks students to perform at a limited
discourse level, connecting sentence into paragraph and creating a
logically connected sequence of two or three paragraphs. This level is for
senior high school.
Extensive writing, its implies successful management of all the
processes and strategies of writing for all purposes. It focus on achieving
a purpose, organizing and developing ideas logically, using details to
support or illustrate ideas, demonstrating syntactic and lexical varieties,
and so on.

(KBSP) IV 2016 417

According to Martin (1992) in Ken Hyland (2003, 19) he said that,

“the definition of genre as a goal- oriented, staged social process”. It
means that genres have evolved to achieve things; made in step and it
usually takes writers more than one step to reach their goals; members of
culture interact to them. Genre can be recognized from three rhetorical
structures. They are social function, schematic structure, and language/
linguistics features.
There are many kinds of genres, for examples recount, report,
explanation, etc. Recount, retells events for the purpose of informing or
entertaining. Events usually arranged in a temporal ; Information report,
describes “the ways things are” in our natural, built, and social
environment by firstly classifying things and then describing their special
characteristics; Explanation, accounts for how or why things are as they
are. An explanation sets out the logical steps in a process, etc.
Report Texts, it is one kinds of texts. The social function of report
texts is to present factual information about class of things, usually by
classifying them and describing their characteristics (Hyland, 2003:20).
The schematic structure of report texts are general statement and
descriptions. The gramatical feature, report texts focus on generic
participants, use relational and behavioral process, its usually simple
present tense.
2.2. Learning Media

Media are very useful to support the teacher’s presentation during the
teaching and learning process. In teaching learning activity, media are
one of the most important things that should exist. According to
Smaldino (2004: 09):
A medium (plural, media) is a means of communication and
source of communication. Derived from the Latin word
meaning “between,” the terms refer to anything that carries
information between a source and a receiver.
It means that media are something that carries information from the
source to the receiver. For example, videos, televisions, diagrams, printed
materials, computer programs and instructions.
The function of media is to facilitate communication and learning
(Smaldino, 2004:09). It helps students to learn faster and better. Through
media the teaching learning activity will be more effectively and
efficiently. The teacher as a trainer has a responsibility to know and
determine how the media can be used in the classroom appropriately and
efficiently. By using media, it is believed that the teaching and learning
process will be more effective and both of teachers and students get the
advantages from the use of media in classroom.
Based on Smaldino (2004:09), there are six basic types of media used
in learning and instruction: text, audio, visuals, motion media,
manipulative (object), and people. Text is alphanumeric character that
may be displayed in any format-book, poster, chalk-board, computer
screen, and so on. Audio includes anything you can hear – a person’s
voice, music, mechanical sounds, noise, and so on. Visual are regularly
used to promote learning, they include diagrams on a poster, drawing on
chalkboard, photographs, graphics, in book, cartoons, and so on. Motion
media, these are media that show motion, including videotape, animation,
and so on. Manipulative (objects), these are media that three dimensional

418 (KBSP) IV 2016
and can be touched and handled by students. The final category of media
is people. These may be teachers, students, or subject matter experts.
2.3. Game as Learning Media
Games are activities that include interactions between individuals or
groups aspiring to achieve the goals of learning. Games will give
relaxation and fun for the students, thus help them learn and retain new
words more easily.
A game is an activity in which participants follow prescribed rules
that differ from those of real life as they strive to attain a challenging goal
(Heinich, 2002: 29).
Based on Brewster (2003:173), there are advantages of using games:
add kind to range of learning situations; helps to keep students
motivation; helps to recondition students energy; helps to create a fun
atmosphere and reduce the distance between teacher ans students; helps
to motivate and imporve writing skills by providing a real audience
context and purpose.
Feely game is a game that students have to identify object on the box.
They can identify from the shape. The students identify without looking
at the object. There are many variation of feely game. Besides the
students can identify by touching and describing, the students also
identify by listening voice, smelling, and tasting.
The roles of playing feely game,
1) We need about at least 3 objects of different shapes and sizes
2) A piece of cloth, a thin towel, or a headscarf, which must be large
enough to cover three or four of the object. We can also use box.
3) Make sure that the learners know the names of the majority of the
object which we have collected.
4) Ask the learners to feel one of the objects through the cloth or
box.
5) Tell them to think about what object that they have touched and
write it.
6) Repeat to other learners (Wright, 2009:94-95)
7)
3. Method
This study belonged to quantitative research because this study relied heavily
on statistical result and represented with number. The research design was used in
this research was true experimental research design in which post-test control and
experimental group design was applied here.
The amounts of groups were chosen was two groups. In which the first group
as experimental group and the second as control group. Experimental group was
taught using feely game, while control group was taught without using feely
game.
A population consists of all possible people who fall into a particular category.
Populations are the larger group that they wish to learn (Gall, 2003:167). The
population in this study refers to the eleventh grade students of SMA N 1 Cawas
Klaten in the academic year of 2014/2015 in the amount 342 students. According
to Gall (2003:167), a sample is the smaller group they actually study. In this
study, it chooses two classes to be the sample. The total number of sample is 69
students. The subject of this research is the students of XI A 1 as a control class
and XI A 2 as experimental class.
In this study, there were two kinds of data collected. First is primary data
which is the data taken from the field study in the classroom. Furthermore, to
collect the data, this study used test as the instruments in which written test is

(KBSP) IV 2016 419

chosen from two kinds of test. A test is a method of measuring a person’s ability,
knowledge, or performance in a given domain (Brown, 2004:3). The second is
secondary data. To collect the secondary data, this study did library research that
the data taken from many sources such as online books, journal, website, etc.
In analysing the data, this study conducted some steps. First, classifying the
test item, then gave score for each item. There are content, organization,
vocabulary, language use, and mechanics. After that, this study computes the
mean score of the students which is proposed the mean of the students’ ability.
To know there is significant difference of the ability in writing reports between
the students taught using feely game and those taught without using feely game,
this study using T- Test
Before analyzed t-test, first find the sum of the standard deviation of each
group. Second, analyzed the standard error of the mean each group. Third,
analyzed the standard error of the difference between the means. The last,
analyzed there was significant differences or not between them by statistical test
called t- test.
After finding out the t- test, this study used t- table to compare t- test and t-
table. If the t-test is more than t- table, there is a significant difference of the
students’ ability in writing report text using feely game between those classes that
are taught without using feely game. Otherwise, if the t- test is lower than t- table,
it means that there is no significant difference of the students’ ability in writing
report text using feely game. From that explanation, it can see that both groups
had the same topics and materials but different way in teaching learning process.
The result of the test used as the data in this study was to determine whether there
was any significant difference in students’ writing achievement between the
control group and experimental group or not.
4. Results
The students who were taught using feely game (Experimental class), seen
from the components of writing: first, the content is relevant to the topic, because
they written appropriate with the object that they got. Second, the organization is
well- organized, because its appropriate with the generic structure , the ideas
clearly stated/ supported. Third, the vocabulary is use effective word/ idiom
choice and usage, there is not error word. The fourth, about the language use, it is
more effective complex and there is a few errors of tense, articles, prounouns, and
prepositions. The fifth, about the mechanics, here the mechanics is demonstrates
mastery of conventions and a few errors of spelling.
The students who were taught without using feely game ( Control class), seen
from the components of writing; first, the content, its mostly relevant to topic but
lacks detail. Second the organization, it loosely organized but the main ideas
stand out and limited support, and its incomplete sequencing. Third vocabulary,
its occasional errors of word/ choice, usage but meaning not obscured. Fourth,
language use, its effective but simple constructions. Fifth, the mechanics there are
a few errors of speelling and word.
After this study got the score of each component, then finding the mean of
each class, the mean of experimental class 84.97 and the mean of control class
78.81. The score of deviation of experimental class 6.897 and the score deviation
of control class 4.312. The standard error of mean experimental class 1.1495 and
the standard error of mean control class 0.751. The standard error of difference
between means of experimental and control class 1.378. The value of t- test 4.47.
the significant 5% (0.05) with df=67, the table shows 1.996. T- value was higher
than t-table ( 4.47 > 1.996). So, there is significant difference between the
students who were taught using feely game and those without using feely game.

420 (KBSP) IV 2016
5. Discussion
After getting the result of the data collection, this study discussed the finding
of the research.
Content, the result of the students written report texts using feely game, view
from the contents, its relevant to the topic. Then, the students written report texts
without using feely game is mostly relevant with the topic but its lacks detail.
Organization, the result of the students written report texts using feely game
view from the organization, the ideas clearly stated/ suppported and well
organization. Then, the students written report texts without using feely game is
loosely organized but main ideas stand out, logical but incomplete sequencing.
Vocabulary, the result of the students written report texts using feely game
view from vocabulary, its used effective word in chosing and usage. Then, the
students wrriten report texts without using feely game, its used occasional errors
word in chosing and usage. It’s usage but meaning not obsured.
Language use, the result of the students written report texts using feely game
view from the language use, it is effective complex, few errors agreement, word,
articles, etc. Then, the students written report texts without using feely game, its
effective but simple constructions, several error of agreement, word, article, etc.
Mechanics, the results of the students written report texts using feely game
view from the mechanics, its few of spelling, punctuation, and paragraphing.
Then, the students written report texts without using feely game, it ocassional
errors of spelling, punctuation, etc.
The students’ writing skills in report text taught with and without using feely
game have a significant difference. It can be seen from the post-test score of both
classes. The score of experimental class is 84.97 and the score of control class is
78.81, so the score of experimental class is higher than the score of control class
(84.97 > 78.81).
According to the result from the post-test of both classes, the value of t-test is
4.47 with df= 67 and the value of t-table is 1.996 at the level 0.05. Finally, the
result of t-test was higher than t-table (4.47> 1.996). It means that there was a
significant difference between students’ writing ability taught with and without
using Feely Game.
6. Conclusions
After conducting this study, Thus, the t-value was higher than the table (4.47
>1.996). It means that there was significant difference of students’ ability in
writing report text taught using feely game those without using feely game.
In addition, teaching writing by using feely game as media helped the
students to improve their skill. It could be seen when teaching and learning
process, the students were enthusiasm in writing report text by using feely game.
References
Brown, H. Douglas. 2004. Language Assessment Principles and Classroom
Practices. San Francisco: Person Education, Inc.
Brewster, Jean. Et al.2003. The Primary English Teacher’s Guide. England:
Person Education Limited
Cohen, Louice, Lawrence Manion, and Keith Morrison. 2007. Research Methods
in Education. New York: Routledge
Feely bag fun. Online at http://toddlersthroughpreschool.com/math/feely-bag-fun/
[accessed 30/03/14]

(KBSP) IV 2016 421

Feely box a toddler adventure in the land of texture. Online at

http://www.toddler-games-and-activities.com/feely-box.html [accessed
19/02/14]
Gall, Meredith. D. et al. 2003. Educational Research: An Introduction 7th Edition
(Revised Ed.). USA: Person Education, Inc.
Harmer, Jeremy. 2001. How to Teach English. Available at
http://dl.lux.bookfi.org/genesis/271000/219891ec3d70190a304e9d9473
3467c0/_as/%5BJeremy_Harmer%5D_How_to_Teach_English(BookFi
.org).pdf [accessed 11/03/14]
. 2004. How to Teach Writing. Available at
http://dl.lux.bookfi.org/genesis/829000/24a07d4ed9285628dfb9b1d3c8a89
dc2/_as/%5BJeremy_Harmer%5D_How_to_Teach_Writing(BookFi.org).p
df [accessed 01/05/14]
Heinich, Robert. et al. 2002. Instructional Media & Technologies for Learning
(7th Edition). Available at http://store.free-
college.org/noleech1.php?hidden=q:/504000/b0be9099094858a0179b9
be625de9f60&hidden0=Sharon_E.__Heinich,_Robert__Russell,_James
_D._Smaldino_Instructional_Technology_and_Media_for_Learning__2
004.pdf [accessed 01/04/14]
Hyland, Ken. 2003. Second Language Writing. Available at http://store.free-
college.org/noleech1.php?hidden=q:/387000/4072de6c8ed0f961058832
153a55463c&hidden0=Ken_Hyland_Second_Language_Writing___20
03.pdf [accessed 27/03/14]
Urdan, Timothy. C. 2010. Statistics in Plain English (Revised Ed.). London:
Routledge
Wright, Andrew., Betteridge, David., Buckby, Michael. 2009. Games for
Language Learning (Revised Ed.). Cambridge: Cambridge University
Press


(KBSP) IV 2016
COMPARATIVE ERROR ANALYSIS IN THE UNIVERSITY STUDENTS
Hestuningtyas Maharani Perdana

hestumaharani@gmail.com
Magister of Language Studies, Muhammadiyah University of Surakarta
Abstract
In the process of language learning, error is a case that can not be avoided.
Making some errors are able to do even by the university students. The objective of the
study is to describe the similarities and differences of types of error made by the first and
the third semester students of English Department UMS 2014/ 2015 academic year. This
study is qualitative research. The data are taken from all interlanguage errors which are
made by the student’s writing recount text. The data classifies by using the combination
of linguistic category and surface strategy taxonomy by Dulay, H et al. (1982). The
results of this study were: (1) the similarities types of error that were made by the first
and the third semester students were morphological and syntactical error. In the
morphological error the writer found some similar types of error, namely: ommission of
bound morpheme {-s} as plural marker and wrong spelling of the words. Meanwhile in
the syntactical error, the similarities were found on article (omission of definite article
the), omission of subject, omission of suffix (-ed) in regular past tense, etc. In the other
side, the differences types of error happened in the syntactical error only. There were
some types of error that were made by the first semester students but the third semester
students did not, such as article (omission of indefinite article a/ an), omission of
introductory THERE as subject, the use of verb as past tense (verb II is used after
‘modal’ form), etc.
Keyword: error analysis, comparative, university students.
1. Introduction
Error analysis has emerged as the consequence of learner’s error, which is
made in the process of foreign language learning. It is used to describe how learner’s
error can provide an understanding of the underlying processes of second language
acquisition. By knowing learner’s error, the most suitable learning strategy to foreign
language teaching can be conducted. There are many types of learner error that is
found on every level of learning process. Comparing the error levels of learning is
called comparative error analysis. By conducting comparative error analysis, we can
recognize what types of error are, what the similarities of the error are and what the
differences of the error are.
Writing text is good equipment to measure learner’s ability in mastering
second language acquisition. It is also happen in the first and the third semester
students of English Department UMS 2014/2015 Academic Year, especially in
writing skill. Derived from Richards and Renandya in Fauziati (2010: 45), “Writing is
the most difficult skill to master for foreign language learners. This is due not only
need to generate and to organize ideas by using an appropriate choice of vocabulary,
sentence, and paragraph organization, but also turn such ideas into a readable text”.
The first and the third semester students of English Department UMS are learning in
writing recount text. In this research, the writer is focusing the error, which is made
by the learner on the recount text.
There are some previous researches on error analysis. The first one is
Hasyim (Universitas Kristen Petra, 2002) entitled “Error Analysis in the Teaching of
422
(KBSP) IV 2016 423

English”. The study showed that the abstracts ofthe post graduate student’s theses in
Hasanuddin University consist of syntactical error or grammatical error.
The second one, Santosa (STAIN Surakarta, 2011) have conducted a research
entitled “Error Analysis on the Use of BE in the Students’ Composition”. The study
described that the sudent’s writing of the genre text which did by the third semester
students of STAIN Surakarta involved of error in mainly in the form of BE, whether
linking verb or auxiliary verb.
The third one, Ratnah (Makassar Tourism Academy, 2013) have conducted a
research entitled “Error Analysis on Tenses Usage Made by Indonesian Students”.
The study found that the sentences which were translated by the first semester
students of Tour and travel Management of AKPAR makassar 2010/ 2011 academic
year consist of error in tenses, mainly in syntactical error. It was divided into error of
omission, error of selection, and error of addition.
The writer differentiates the research from the previous study above. In the
current research, the writer focussed on the comparative learner’s error made by the
first and the third semester students of English Department UMS 2014/2015
Academic Year. The writer reduced the research on the type of error, the similarities
of error, and the differences of error.
The similarity between this research with the other researches is the object of
the research that is error. All of the researches try to analyze learner’s errors in
second language learning. The differences between this research with the other
researchers are the subject of the research, data sources and the scope of the research.
In the first research, the data were taken from the abstracts of the postgraduate
students’ theses, Hasanuddin University. The second research is gotten from writing
assignment undertaken by the Student Semester 3 STAIN Surakarta. The scope of the
research is students’ writing composition in use ‘Be” form. The last previous one, the
writer selected the first semester students of Tour and Travel Management of
AKPAR Makassar, academic year 2010-2011. She had taken 19 students randomly
and limited the research on the types of errors, sources of errors and the causes of
errors in using English tenses.
Derived from the phenomena, the writer fascinates to conduct research about
error analysis, mainly comparative error analysis in writing recount text. The writer
chooses to analyze a comparative error analysis because of several reasons. First,
error which made by the learner in foreign language learning is not avoided process.
It will be important to know the types of the error, the similarities, and the differences
of error in order to find the most appropriate of foreign language learning strategies.
Second, comparing error which made by leaner on the different level is not only
recognize the different kinds of error but also find the similar kinds of error. Third,
recount text is one of the general kinds of genre text that. The foreign language
learners usually learn the genre of the text, so it will be easier to collect the data.
This study is very significant because it aims to describe the similarities and
differences of types of error that are made by the first and the third semester students
of English Department UMS.
2. Literature Review
2.1 Error Analysis
Error analysis is an approach of foreign language learning that focusses on
error, which is made by the learner during their constructing language. It has some
advantages to foreign language learning, namely: (1) explaining to the teacher what
material should be taught and (2) giving knowledge for the writer how the process of
language learning is. Here, the writer will explain terms, which are related to error
analysis.

424 (KBSP) IV 2016
Before error analysis emerged, there was an approach that had observed and
had compared two or more languages or subsystems of languages. The study
compares the learner’s native and target language. Derived from this study, learner’s
error has been found as the attempt to transfer their source language to the target
language. From these phenomena, error analysis comes out to analyze the learner’s
error in foreign language learning. The major of the object is learner’s error, mainly
in constructing target language. It is supported by Dulay’s argumentation:
Dulay, H et al. (1982: 141) argued “The EA movement can be
characterized as an attempt to account for learner error that could
not be explained or predicted by CA or behaviorist theory and to
bring the field of applied linguistics into step with the current
climate of theoretical opinion.”
Based on Fauziati (2009: 151) “Error analysis as an approach to the study of
SLA in which its primary focus is on learner’s errors and the evidence of how learner
errors can provide an understanding of the underlying processes of second language
learning or second language acquisition.” Derived from the notions of error analysis
above, the writer concludes that error analysis is a method used to describe the
systematic errors that appear in language learners during they learn second language
learning or second language acquisition.
We can differentiate error and mistake based on the action of a fault. Dulay,et
al. (1982:139) stated
“Sometimes researchers distinguish between errors
caused by factor such as fatigue and inattention (what
Comsky, 1965, called “performance” factors), and errors
resulting from lack of knowledge of the rule of language
(what Chomsky, 1965 called “competence”). In some of the
second language literature, performance error have been
called “mistake” while the term “errors” was reserved for the
systeatic deviations due to the learner’s still developing
knowledge of the L2 rule system (Corder, 1967).”
Corder in Freeman and Long (1991: 59) argued, “A mistake is a random

performance slip caused by fatigue, excitement, etc. And therefore can be readily
self-corrected, and error is a systematic deviation made by learners who have not
yet mastered the rules of the L2.”
James (1998: 78) in Fauziati (2009: 139) asserted, “If the learner is able to
correct a fault in his or her output, it is assumed that the form he or she selected
was not the one intended, and we shall say that the fault is a mistake.”
From all of the definition, the writer concludes that error is results of
knowledge of the rule of language. It is caused by deviation of the learner who
has not yet mastered the rule of the L2. The learner cannot correct a his or her
fault. Meanwhile mistake is a fault of the learners caused by fatigue and
inattention. Therefore the learners are able to correct the fault in their output. It
was not the one intended.
2.1 Classification of Error

Richards et al. in Fauziati (2009: 144) presented the most useful and
commonly classificatory system used bases for the descriptive classification of
errors. Errors can be described using different kinds of taxonomy, namely
linguistic category, surface strategy, comparative taxonomy, and communicative
effect. Based on the four taxonomies, the first two are elaborated here since they
are employed in the present study.

(KBSP) IV 2016 425

The linguistic category is the type of error classification in which error is

located in the overall system of the TL based on the linguistic item that is
affected by the error. In the other word, error is classified by the linguistic item
system of the TL. For instance, in syntax, the error can be in the main or the
subordinate clause; or within a constituent that is affected such as the noun
phrase, the verb phrase, the auxiliaries, the preposition, and the adjective.
Dulay, et al. (1982: 146) stated
“These linguistic category taxonomies classify
errors according to either or both the language component or
the particular linguistic constituent the error affects.
Language components include phonology (pronunciation),
syntax and morphology (grammar), semantics and lexicon
(meaning and vocabulary), and discourse (style).
Constituents include the elements that comprise each
language component. For example, within syntax one may
ask whether the error is in the main subordinate clause; and
within a clause, which constituent is affected, e.g. the noun
phrase, the auxiliary, the verb phrase, the preposition, the
adverb, the adjective, and so forth.”
Some researchers use the linguistic category taxonomy as reporting tool,
which organizes the error have collected. Politzer and Ramirez in Dulay, et al.
(1982: 147) introduced their classification into three main categories of error, i.e.:
morphology, syntax and vocabulary.
Dulay, et al. (1982: 150) argued “A surface strategy taxonomy highlights
the ways surface structure are altered: Learners may omit necessary items or add
unnecessary ones; they may misform items or misorder them.” Dulay,. et al.
clasified error analysis into four types of error, namely: omission, addition,
misformation, and misordering.
Omission errors are characterized by the absence of an item that must
appear in a well – formed utterance. Although any morpheme or word in a
sentence is a potential candidate for omission, some types of morphemes are
omitted more than others. For example “She look pretty with the dress”. The
sentence omits bound morpheme {– s } on the main verb look. The bound
morpheme {– s } functions as third singular person on the sentence. It should be
written “She looks pretty with the dress”
Addition errors are the opposite of omissions. They are characterized by
the presence of an item which must not appear in a well – formed utterance. For
example in the sentence “He doesn’t eats”. The sentence consists of auxiliary
verb doesn’t and main verb eats. It becomes incorrect when it involves suffix s
as tense marker in main verb eats. The tense marker shoud be placed on the
first verb doesn’t. The sentence should be written “He doesn’t eat”.
Misformation errors are characterized by the use of the wrong form of
the morpheme or structure. While in omission errors the item is not suplied at
all, in misformation errors the learner supplies something, although it is
incorrect. For example, in “The dog eated the chicken”.
In the sentence, a past tense marker –ed was suplied by the learner on main verb
eated. It becomes incorrect when the learner supplies suffix – ed as tense
marker. The main verb eated should be written ate. Thus, the correct sentence
becomes “The dog ate the chicken”.
Misordering errors are caracterized by incorrect placement of a morpheme
or group of morphemes in an utterance. For example “He is all the time late”.
The sentence shows that there is incorrect placement between a free morpheme
late and a group of morpheme all the time. The sentence should be written “He

426 (KBSP) IV 2016
is late all the time”. Misordering errors may happen because there is
differences between L1 and L2 construction. For example in Indonesian, the
construction is diterangkan – menerangkan, while in English menerangkan-
diterangkan.
The previous studies had conducted some research that relevant with the
classification of EA taxonomy above. The first previous study (Hayim: 2002)
conducted research entitled Error Analysis in the Teaching of English showed
that the abstract of postgraduate student’s theses in Hassanudin University
consist of syntactical error. The second research (Santoso: 2011) conducted
research entitled Error Analysis on the Use of BE in the Student’s Composition
described that the students made error mainly on the form of BE, whether it is
linking verb or auxiliary verb. Then the last previous study one (Ratnah:2013)
had conducted research entitle Error Analysis on Tenses Usage Made by
Indonesian Students and found the L2 which had beed made by the students
consist of error in the tenses, including error of ommision, error of selection,
and error of addition.
Taking a research in Error Analysis was an interesting case when we
want to advance student’s ability in composing L2. By analysing the student’s
error, the teacher and the learner able to evaluate their problem and finding new
innovation in the process of second language learning.
3. Research Method
3.1 Participants
The participants of this research are the university students of English
Department UMS. The writer describes the types of error made by the first and the
third semester students of English Department UMS in 2014/2015 academic year .
The writer also find out the similarities and the differences of the types of error that
are made by the first and the third semester students of Engish Department UMS in
2014/2015 academic year. The subject of the study is the first and the third semester
students of English Department UMS 2014/ 2015 academic year. They are consists of
30 students who are divided into two level, namely 15 students of the first semester
students and 15 students of the third semester students of the third semester. The
object of the study is the students error made by the students. The student’s error will
be categorized into combination of linguistic category and surface strategy taxonomy.
3.2 Data collection
The data of the study are all interlanguage errors made by the sudent’s
writing recount text, mainly in the types of morphological error and syntactical error.
The data source of the study is components of recount text made by the students of
the first and the third semester of English Department UMS. They consist of 30
students. The theme of the recount text is “An Unforgettable Moment in the Student’s
Orientation Program (PPA)”. In collecting the data, the writer employd some steps,
namely: (1) requesting the learners to make recount text with the theme that has
given, (2) reading recount text which made by the learner, (3) finding and marking
error in the recount text, and (4) dividing the error into te types of error based on the
combination of linguistic category and surface strategy taxonomy.
3.3 Data analysis
The technique for analyzing data using following steps , namely (1)
exploring student’s writing in recount text which has made, (2) reducing the data by
making signs of learner’s error in the recount text, (3) re-writing learner’s errors that
have been signed before, (4) categorizing the learner’s error into the types of error
namely morphological error and syntactical error, (5) making some code to sign the
similar types of error and the different types of error, and (6) conducting examination
of validity of the data to avoid learner’s error that is forgotten.

(KBSP) IV 2016 427

4. Research Finding
In this part, the writer describes the research finding that has been found after
analyzing the data. The writer also try to discuss the research finding. There were
three research findings that was gotten after analyzing the data, but the most
interesting ones is there are some similarities and differences that have been found in
the types of error which are made by the 1st and the 3 rd semester students.
Table 1. The similarities and differences of the types of error made by the 1st
and the 3rd semester students
No Types of Error 1 st 3
rd
A. Morphological Error
1. Bound Morpheme {-s}
Omission of Bound Morpheme
(-s) as Plural Marker Ѵ Ѵ
2 Wrong spelling of the words
Ѵ Ѵ
B. Syntactical Error
1. Article
Omission of
indefinite article (a/ an)..... Ѵ ̶
Omission of
definite article (the) Ѵ Ѵ
2. Omission of introductory THERE

as subject Ѵ ̶
3. Omission of subject Ѵ Ѵ
4. The Use of Verb as Past Event
Omission of suffix (-ed)
in regular past tense Ѵ Ѵ
Wrong selection of
Verb I for past event Ѵ Ѵ
Verb II is used after „modal‟ form Ѵ ̶
5. Be as full verb
Omission of be as full verb Ѵ Ѵ
Addition of be as full verb Ѵ Ѵ
Wrong selection of be for past event Ѵ Ѵ
6. Be as modal auxiliary
Omission of be as modal auxiliary Ѵ Ѵ
7. Conjunction
Omission of conjunction Ѵ Ѵ
Misplace of conjunction Ѵ ̶
8. Omission of phrasal verb Ѵ ̶
9. Omission of preposition in the sentences Ѵ ̶
10. Wrong arrangement of phrase Ѵ ̶
The research finding will be described below:

428 (KBSP) IV 2016
4.1 The Similarities of the Types of Error Made by 1st and the 3 rd Semester
Students
In the classification of error and the analysis of error, the writer got some
aspects of error types that were similar between the first and the third semester
students. Both of them made error on the morphological error and syntactical
error. In the morphological error the writer found some similar types of error,
namely: (1) ommision of bound morpheme {-s} as plural marker and (2) wrong
spelling of the words.
The example of ommision of bound morpheme {-s}as plural marker,
which made by the 1st semester student is “Three month ago, in my campus, I
was join in PPA”. Derived from this sentence, the student had ommited bound
morpheme {-s} as plural marker. “Three month” referred to many month, the
student should add bound morpheme {-s} in the sentence, in order to be the
correct sentence “Three months ago, in my campus, I was join in PPA”. In the
other side, the 3rd semester students also make an error such as “He very exciting
and he has 2 wonderful dream”. The students also omitted bound morpheme {-s}
in the word “dream”. The number“2” that was placed preceding the word
“dream” showed plural marker, so the word ‘dream’ should be added by bound
morpheme {-s} in order to be the correct sentence . “He very exciting and he has
2 wonderful dreams”.
The example of wrong spelling of the words, which made by the 1st
semester student is “Sometimes PPA makes me boried“, the error happened
when the student did wrong choosing of letter. The word “boried“ should be
written “bored”. The sentence should be written “Sometimes PPA makes me
bored”. In the other side, the 3rd semester students also make an error such as “It
a great expreince because I met my friend“, the error happened when the student
did wrong choosing of letter. The word “expreience“ should be written
“experience”. Thus, the sentence should be written “It a great experience
because I met my friend”.
Meanwhile in the syntactical error, the similarities were found on: (1)
article (omission of definite article the), (2)omission of subject, (3) omission of
suffix (-ed) in regular past tense, (4) wrong selection of verb I for past event, (5)
omission of be as full verb, (6) addition be as full verb, (7) wrong selection of be
as full verb, (8) omission of be as modal auxiliary, and (9) misplace of
conjunction.
The example of omission of definite article“the” as a complete NP that
made by the 1st semester student is “And then I went to (….) campus at 5 a.m”.
In this sentence, definite article “the” should be added before noun “campus”.
The definite article “the” described noun “campus” in this sentence. They were
should be written “And then I went to (the) campus at 5 a.m. “ In the other side,
the 3rd semester studens also make some error such as “In (....) second day, there
were some exercise for all new student”, the student was also omit definite article
“the”. The definite article should be added to explain “second day” as noun in
the sentence. Thus, the correct sentence became “In (the) second day, there were
some exercises for all new students.
The example of omission of subject which made by the 1st semester
student is ,”(...) Because the program not pleasure”. It also omitted subject it.
“It” was subject from verb was. It should be written “(It) because the program
not pleasure”. In the other side, the 3rd semester students also make some errors
such as ,”(...) also made me met someone who inspired my mindset.” It was also
omitted subject it. “It” was subject from verb was. It should be written “(It) also
made me met someone who inspired my mindset”.

(KBSP) IV 2016 429

The example of omission of suffix (-ed) in regular past tense which made
by the 1st semester student is “The activity train us to creative and take
advantage from trace thing”.The student neglected suffix –ed to construct
regular verb in past event form. The student should add suffix -ed in verb I
(train +ed) to create regular verb in past tense. It should be written “The
activity trained us to creative and take advantage from trace thing”. In the
other side, the 3rd semester students also make some errors such as “I try a
question of friends that I did not yet”. The student omitted suffix –ed to
construct regular verb in past event form. The student should add suffix -ed in
verb I (try +ed) to create regular verb in past tense. It should be written “I tried
a question of friends that I did not yet”.
The example of wrong selection of verb I for past event which made by
the 1st semester student is “We make it in my boarding house”. The verb
“make” was wrong selection of verb I for past event. In the past event, the
student should choose verb “made” to past event marker. Thus, the well form
sentence was “We made it in my boarding house.” In the other side, the 3rd
semester students also make some errors such as “I think that all my story”. It
had error in selection of verb for past event marker. The verb “think” should
substitute with verb II thought, so the correct sentence became “I thought that
all my story”.
4.2 The Differences of the Types of Error Made by 1st and the 3 rdSemester
Students
The different types of error are found in the syntactical error. The
differences happened because there were some error that were not mentioned in
the third semester students but these type of error were available in the first
semester students. They were (1) article (omission of indefinite article a/ an); (2)
omission of introductory THERE as subject; (3) the use of verb as past tense
(verb II is used after ‘modal’ form); (4) conjunction (misplace of conjunction);
(5) omission of phrasal verb; (6) omission of preposition in the sentences; (7)
wrong arrangement of phrase.
The example of omission of indefinite article (a/an) that only made by
the 1st semester student is “I remember that 3 month ago I become (....) new
student at UMS.” The student omitted indefinite article (a) that should be placed
preceding the adjective “new”. The indefinite article (a) had relation with the
other element of the sentence. It was used to describe noun that follow, namely
new student at UMS. Thus, the correct sentence should be written, “I remember
that 3 month ago I become (a) new student at UMS.” In the other side, the 3rd
semester students did not do this error.
The example of omission of introductory there as subject that only made
by the 1st semester student is “(......) many students or all of students joined with
it”. Introductory “there” should be added in the beginning of the sentences to
complete a subject in the sentence. Introductory “there” should be added on the
beginning of the sentence. It was used to introduce the existence of subject
“many students”. The correct sentence should be written “(There) many students
or all of students joined with it.”. In the other side, the 3rd semester students did
not do this error.
The example of the use of verb II after modal that only made by the 1st
semester students is “One of the most unforgettable moments is when we must
found a snack but the committee just said we must found snack Madura”. The
Verb II “found” used to follow modal auxiliary “must”. The sentence was wrong
grammatically. It should be written “must find”. Therefore, the well - formed
sentence became “One of the most unforgettable moments is when we must find a

430 (KBSP) IV 2016
snack but the committee just said we must find snack Madura”. In the other side,
the 3rd semester students did not do this error.
The example of omission of be as full verb that only made by the 1st
semester student is “My favorite event (…) PPA.”. It had omitted be (was). It
functioned to link the subject “My favorite event” with the complement “PPA”.
The student must add be (was) in the sentence. They should be written “My
favorite event (was) PPA”. In the other side, the 3rd semester students did not do
this error.
The example of misplace of conjunction that only made by the 1st
semester student is “But, we must take an experience”. The students used
conjunction “but” as the beginning of the sentence. Conjunction is used to
connect clauses in the sentence but there was no clause in the prior of the
conjunction. The students should omit conjunction “but” in the prior of the
sentence. The correct sentence became “We must take an experience”.
In the other side, the 3rd semester students did not do this error.
The example of omission of preposition in the sentences that only made
by the 1st semester student is “I feel confused because I did not (....) my class”.
The student ommited preposition “in” that functioned to describe position of the
class. Thus, the correct sentence became, “ I feel confused because I did not (in)
my class”. In the other side, the 3rd semester students did not do this error.
The example of wrong arrangement of phrase that only made by the 1st
semester student is “3 month ago, University Muhammadiyah Surakarta hold a
programs.” have wrong arrangement. The word “university” is the object that is
explained and Muhammadiyah is object that explains “university”. It should
“be” written Muhammadiyah University. In the other side, the 3rd semester
students did not do this error.
To make a vivid image about the differences of the types of errors which have
been made by the students, the writer puts a diagram as follow:

(KBSP) IV 2016 431

After classifiying the types of error, the writer found that the types of
error that made by the university students namely syntactical and morphological
error were relevant with the linguistic category and the surface stategy taxonomy
by Dulay, H et al. (1982). The reseach’s finding confirmed that the university
students made error both in the language components included morphological
error and syntactical error.
The new thing that can be found in this research are there are more
classification of error rather than the previous studies which only focus on error
in tenses, BE form. This research also find some error in the bound morpheme (-
s), wrong spelling, ommision of the subject, wrong selection of verb I for past
event, misplace of conjunction, etc.
Thus, this research is supporting the previous studies by presenting more
classification of error. It also compare the similarities and differencess between
two level language learner to ease the teacher to arrange the most appropriate
learning strategies of language learning process in the future.
4. Discussion of Finding
After classifiying the types of error, the writer found that the types of error that
made by the university students namely syntactical and morphological error were
relevant with the linguistic category and the surface stategy taxonomy by Dulay, H et
al. (1982). The reseach’s finding confirmed that the university students made error
both in the language components included morphological error and syntactical error.
Dulay, H et al. (1982: 150) argues “surface strategy taxonomy highlights the ways
surface structure are altered: Learners may omit necessary items or add unnecessary

432 (KBSP) IV 2016
ones; they may misform items or misorder them.”Meanwhile, James in Fauziati

(2009: 144) states “The surface strategy taxonomy is a classification system based on
the ways in which the learner‘s erroneous version is different from the presumed
target version”. Under this category, errors can be classified into four types: omission,
addition, misformation, and misordering.
Derived from some classification of error that had been mentioned above, there
were some similarities and differences between the theory and the writer’s finding. In
the linguistic category taxonomy, Politzer and Ramirez in Dulay, H et al. (1982; 147)
introduced their classification into three main categories of error, i.e. morphology,
syntax, and vocabulary. The similarities happened in the writer’s finding. There were
two main categories of error, namely morphological error and syntactical error. These
types of error were similar with the linguistic category taxonomy although some of
them had different terminology.
The differences lied in vocabulary’s error classification. The writer did not
find this type of error in her research’s finding. Additionally, the writer found some
types of error which were not mentioned in the Politzer and Ramirez’s classification
of error. There were wrong spelling of the words, conjunction, omission phrasal verb,
omission of preposition in the sentences, and wrong arrangement of phrase In the
surface strategy taxonomy, there were also similarities and differences. If the
similarities were placed on the existence of omission and addition error, the
differenes were placed on misformation and misordering error. They were not
available on the writer’s finding.
Compared with the previous studies, the new thing that can be found in this
research are there are more classification of error rather than the previous studies
which only focus on error in tenses and BE form. This research also find some error
in the bound morpheme (-s), wrong spelling, ommision of the subject, wrong
selection of verb I for past event, misplace of conjunction, etc. Thus, this research is
supporting the previous studies by presenting more classification of error. It also
compare the similarities and differencess between two level language learner to ease
the teacher to arrange the most appropriate learning strategies of language learning
process in the future.
In this research, the writer also find some differences of types of error which
have been made by the 1st and the 3rd semester students. Although both of them had
made error in the morphological and syntactical error, the 3rd semester students have
made some progress in composing syntactical written text. It is proved by the
limitation of error which have been made by them. Thus, the students have made
some development in mastering foreign language aquisition.
5. Conclusion
In the foreign language learning, error was a case that could not be avoided.
All of the foreign language students made errors in transforming their mother tongue
into the target language. They had difficulty in mastering the target language rule,
namely in English. The pattern of English was different with Indonesian rule.
However, the students will master their target language more by the time. They will
improve their ability from zero knowledge to the native speaker competence. Derived
from this case, the writer arranges some guidelines as follows:
Error analysis has emerged as the consequence of learner’s error, which is
made in the process of foreign language learning. Error analysis is useful to control
and to limit error that has happened. It is used as a tool to measure and to analyze the
student’s errors. Thus, error analysis has significant role in foreign language learning.
Error analysis functions as an equipment to comprehend the learner’s problem
during they are learning their target language. The use of error analysis is to select the

(KBSP) IV 2016 433

best method and strategies to master foreign language learning. It helps the teacher or
the lecturer to decide remedial teaching which can help the students to improve their
ability in their target language.
One of the ways to solve the student’s error is by conducting remedial
teaching. Remedial teaching is a way in which the teacher or the lecturer gives
special treatment to the errors that are made by the students. The teacher and the
lecturer used particular time, or extra hours to conducting review and lesson for the
students. They help the students to learn the material and to solve the student’s error.
The procedures to conduct remedial teaching are by diagnosing student’s difficulty
and conducting remedial teaching. The forms of remedial teaching are giving review
of the materials, giving more exercises, and using the same age tutor.
The writer concludes that these types of error happen when the students have
not mastered yet the rule in their target language including the rules of constructing
word and grammatical aspect. However, the writer found that the first semester
students have error more than the third semester students do. It means that each level
of foreign language learner have made some progress. I propose that during the
students learn foreign language learning, they have improved our ability in mastering
the target language. They have progress form the zero knowledge to native speaker
competence.
In this research , the writer limits the study in comparative error analysis in
writing recount text made by the first and the third semester students of English
Department UMS. Here, the writer proposes to the next writers able to analyze the
types of errors by the levels of language more specific than this research. Hopefully,
the next research can explore the different object, data and ways that varies to analyze
the data. The next writers are expected to extend this research in this object, subject,
and the data of error. Hence, the readers will have better understanding and get more
variation of the study.
BIBLIOGRAPHY
Corder, S. P. 1981. Error Anlaysis and Interlanguage. New York: Oxford University
Press.
Creswell, J. W. 2009. Research Design (Qualitative, Quantitative, and Mixed Method

Approaches). United State of America: SAGE.
Dulay, H. et al. 1982. Language Two. New York: Oxford University Press.
Ehrlich, Eugene. 2004. English Grammar. Jakarta: Erlangga.
Fauziati, Endang.2009. Readings on Applied Linguistics. Surakarta: Era Pustaka Utama.
. 2010. Teaching English as a Foreign Language (TEFL). Surakarta: Era Pustaka

Utama.
Freeman, D.L and Long, M.H 1991. An Introduction to Second Language Acquisition
Research. London and NewYork. Longman.
Hasyim, Sunardi. (2002), Error Analysis in the Teaching of English, Puslit Petra. Vol.4,
no 01, pp. 42-50

434 (KBSP) IV 2016
Moleong, L.J. 1988. Metode Penelitian Kualitatif,. Bandung: PT.Remaja Rosdakarya.
Ratnah, (2013), Error Analysis on Tenses Usage Made by Indonesian Students, Journal of
Education and Practice, Vol.4, No.6, pp.159-169
Santosa, Rochmat Budi. (2011), Error Analysis on the Use of “Be” in the Students’
Composition, REGISTER, Vol. 4, No. 2, pp. 147-162
VIRTUAL REFERENCE
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dalam-ktsp (Accessed on Sunday, March 02 2015 at 05.28 p.m)
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Saturday, October 18 2014 at 10.21 a. m)
English Encyclopedia, 2014. http://www.encyclo.co.uk/meaning-of-Generic%20Structure

(Acessed on Monday, November 10 2014 at 10.05 a. m)
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2014 at 10.10 a. m)
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2014 at 09.23 a.m)
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2014 at 09.23 a.m)
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on Saturday, October 25 2014 at 07.23 p. m)
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(Accesed on Friday, October 17 2014 at 06.20 p. m)


(KBSP) IV 2016
DISFEMIA DALAM DUNIA OLAHRAGA
Agustina Putri Reistanti

Alumni Program Studi Magister Pengkajian Bahasa
Sekolah Pascasarjana
Email : agustina.putrireistanti@yahoo.com
Hp : 085640411070
ABSTRAK
Tulisan ini dua yaitu (1) untuk memaparkan bentuk disfemia dalam wacana olahraga
koran Tempo dan (2) untuk mendeskripsikan nilai rasa yang terkandung dalam
penggunaan disfemia pada wacana olahraga koran Tempo. Data dalam penelitian ini
berupa kata, frasa, klausa, dan kalimat yang terdapat dalam wacana olahraga koran
Tempo. Teknik pengumpulan data dalam penelitian ini yaitu dengan teknik simak dan
teknik catat. Metode analisis data yang digunakan yaitu metode padan referensial dan
padan pragmatik. Hasil penelitian ini adalah (1) Pemakaian bentuk disfemia yang terdapat
pada wacana olahraga koran Tempo berupa kata, frasa, klausa, dan ungkapan. (2) Nilai
rasa yang terdapat pada pemakaian disfemia ada 6 yaitu nilai rasa menguatkan, nilai rasa
menyeramkan, nilai rasa menakutkan, nilai rasa menjijikan, nilai rasa mengerikan, dan
nilai rasa yang kurang sopan/ kasar.
Kata kunci: disfemia, olahraga, nilai rasa.
A. Pendahuluan
Bahasa memiliki keanekaragaman yang unik dan memiliki karakteristik sendiri-
sendiri. Keunikkan bahasa dalam pemakaiannya bebas dan tidak terikat. Pada
dasarnya bahasa merupakan sistem lambang bunyi yang arbitrer (mana suka), yang
dipergunakan oleh para anggota masyarakat untuk bekerja sama, berinteraksi, dan
mengidentifikasi diri. Pemakaian bahasa yang dipakai masyarakat beranekaragam
jenisnya. Jenis ragam bahasa meliputi ragam bahasa lisan dan ragam bahasa tulis.
Keanekaragaman bahasa itu termasuk dalam sifat bahasa yang manusiawi. Sifat
bahasa yang manusiawi tersebut sebagai alat komunikasi verbal untuk menyampaikan
informasi. Selain itu, ada pula pemakaian bahasa yang digunakan dalam bentuk lain
dan lebih variatif.
Sejalan dengan pemakaian bahasa yang variatif, bahasa Indonesia mengalami
perkembangan. Salah satu perkembangan pemakaian bahasa yang variatif adalah
perkembangan kosakata. Kosakata mengalami perkembangan tidak hanya kuantitas
tetapi juga kualitas kata. Berbicara mengenai kualitas, kata tidak akan terlepas dari
perubahan makna (Pateda, 2001:158). Oleh karena itu, perubahan makna akan sangat
berpengaruh pada perubahan efek dan nilai rasa yang ditimbukan. Setiap kata
memiliki ’nilai rasa’ sehingga ada kata yang memiliki nilai rasa netral, ada yang
bernilai rasa negatif, dan ada juga bernilai rasa positif.
Perubahan makna suatu kata sangat dipengaruhi oleh perkembangan ilmu
pengetahuan, kebudayaan masyarakat, perbedaan bidang pemakaian, adanya asosiasi,
pengembangan istilah (Chaer, 2009:131). Berdasarkan faktor-faktor terjadinya
perubahan makna, maka ada perubahan makna yang sifatnya menghalus (eufemisme),
ada perubahan yang sifatnya meluas, ada perubahan yang sifatnya menyempit, ada
perubahan yang sifatnya kasar (disfemia), dan perubahan yang sifatnya total. Makna
yang mengalami perubahan secara kasar yaitu usaha untuk mengganti kata yang
maknanya halus atau bermakna biasa dengan kata yang maknanya kasar.
Bentuk pengasaran bahasa yang dipakai dalam bahasa jurnalistik biasanya
digunakan untuk menghujat atau untuk mengeraskan makna sehingga bahasa yang
435
436 (KBSP) IV 2016
digunakan dikemas dalam bentuk yang tepat dan menarik. Bentuk pengasaran bahasa
tersebut dinamakan disfemia. Pemakaian bahasa disfemia akan memotivasi
masyarakat untuk membaca surat kabar. Kajian bahasa yang mempelajari tentang
makna dimuat dalam ilmu semantik. Semantik menelaah lambang-lambang atau
tanda-tanda yang menyatakan makna, hubungan makna yang satu dengan makna yang
lain dan pengaruhnya terhadap manusia dan masyarakat.
Pemakaian bentuk bahasa disfemia sebagai salah satu cara khas yang
dipergunakan oleh seorang penulis untuk mengutarakan atau mengungkapkan diri
dengan gaya pribadi. Disfemia yang dipakai oleh penulis dapat mempengaruhi dan
menyakinkan pembaca sehingga mampu meningkatkan minat pembaca untuk
mengikuti dan mengerti yang akan disampaikan oleh penulis. Media cetak (surat
kabar) telah menjadi bagian yang tidak terpisahkan dari siklus kehidupan manusia.
Perkembangan dunia globalisasi menekankan bahwa informasi sangatlah penting bagi
manusia sehingga manusia membutuhkan informasi yang baru dan aktual. Ketika
menginginkan informasi, manusia dapat membaca surat kabar. Melalui membaca surat
kabar banyak hal baru yang dapat diperoleh manusia dari dalam negeri maupun luar
negeri. Berdasarkan uraian tersebut dapat dikatakan manusia sangat membutuhkan
informasi.
Semakin berkembangnya bahasa dan pengetahuan masyarakat dalam
memperoleh informasi dibidang jurnalistik secara langsung akan membawa usaha
berbagai media massa untuk menarik dan mempertahankan jumlah pembaca. Salah
satu upaya yang dilakukan untuk menarik pembacanya yaitu dengan cara pemakaian
disfemia di dalam penulisan artikel-artikel berita sehingga berita terlihat lebih menarik
untuk dibaca dan memberikan penekanan terhadap hal-hal yang unik. Oleh karena itu,
pemakaian disfemia sebagai salah satu bentuk bahasa sering ditemukan di dalam surat
kabar terutama dalam wacana olahraga koran Tempo. Penggunaan bentuk bahasa
disfemia sengaja digunakan untuk menarik perhatian orang lain. Selain itu, dari uraian
di atas telah diketahui bentuk disfemia sering ditemukan dalam surat kabar salah
satunya koran Tempo.
Kajian berkaitan dengan pemakaian bentuk disfemia setidaknya telah dilakukan
oleh Kurniawati (2009), Kisminingsih (2010), dan Sari (2011). Penelitian Kurniawati
berjudul “Eufemisme dan Disfemisme dalam Spigel Online”, hasil dari penelitiannya
berupa bentuk-bentuk unit gramatikal eufemisme dan dysphemisms di Spiegel online
terdiri dari kata-kata , frasa dan kalimat. Penelitian Kisminingsih (2010) yang berjudul
“Pemakaian Disfemia pada Opini www.Opini Politik.com di Internet” menyimpulkan
bahwa 1) bentuk-bentuk disfemia yang terbentuk dalam bahasa; A. Bahasa Indonesia
dilihat dari bentuk satuan gramatiknya terdapat 2 bentuk, yaitu 1) bentuk disfemia
berupa kata yang terdiri atas (a) kata monomorfemik (tunggal) terdapat 18 disfemia
dan (b) kata polimorfemik terdapat 28 disfemia yang terdiri atas; a) kata berimbuhan
terdapat 16 disfemia, b) kata ulang terdapat 9 disfemia, c) kata majemuk terdapat 3
disfemia. (2) bentuk disfemia berupa frase terdapat 3 disfemia. B. Bahasa Jawa
terdapat bentuk; a) disfemia berupa kata terdapat 5 disfemia, b) berupa kata
berimbuhan terdapat 9 disfemia. 2) Analisis makna; a) menegaskan makna terdapat 2
disfemia, b) berkonotasi negative terdapat 5 disfemia, c) berkonotasi kasar terdapat 7
disfemia, d) memberikan tekanan tanpa terasa kekerasannya terdapat 5 disfemia, e)
menguatkan makna terdapat 6 disfemia.
Adapun kajian Sari (2011) berjudul “Pemakaian Disfemia pada Rubrik
Gagasan Surat Kabar Solopos Edisi Januari-Februari 2010”. Dalam penelitian
Penelitian Sari bertujuan untuk mendeskripsikan: (1) bentuk pemakaian disfemia
pada rubrik gagasan surat kabar Solopos; (2) nilai rasa yang terkandung dalam
pemakaian disfemia pada rubrik gagasan surat kabar Solopos. Hasil penelitian ini
adalah: (1) bentuk pemakaian disfemia pada rubrik Gagasan Surat kabar Solopos
dikelompokkan menjadi tiga, yaitu: (a) kata, seperti disikat, membidik: (b) frase,

(KBSP) IV 2016 437

seperti anjing penjaga, jual beli jabatan; dan (c) ungkapan, seperti menguliti dan
culas; (2) nilai rasa yang terkandung dalam bentuk pemakaian disfemia pada rubrik
gagasan surat kabar Solopos, yaitu: (a) menyeramkan (seram), pada bentuk
pemakaian disfemia menggerogoti pemerintah, sosok; (b) mengerikan, pada bentuk
pemakaian disfemia mati, menguliti; (c) menakutkan, pada bentuk pemakaian
disfemia peras otak; (d) menguatkan, pada bentuk pemakaian disfemia
sempalan,tersangkut; (e) kasar atau tidak sopan, pada bentuk pemakaian disfemia
memecat, dicopot, dan disingkirkan; dan (f) porno atau vulgar, pada bentuk
pemakaian disfemia mengawini.
Berdasarkan uraian di atas tampak jelas fenomena pemakaian bentuk disfemia
dalam dunia jurnalistik baik di surat kabar/ berita online sangat menarik untuk dikaji.
Dua penelitian di atas memilih rubrik opini dan gagasan yang terdapat dalam surat
kabar. Apabila diamati kedua kajian di atas hanya meneliti bentuk disfemia, analisis
makna yang ditimbulkan dari penggunaan disfemia, dan nilai rasa yang terdapat
dalam pemakaian disfemia. Adapun bentuk sinonim dari penggunaan disfemia
belum pernah dikaji. Penulis berusaha untuk mengembangkan studi fenomena baru
melalui penelitian disfemia dalam dunia olahraga.
Oleh karena itu, peneliti ingin mengetahui seberapa banyak berita dalam
wacana olahraga yang dikonsumsi oleh masyarakat yang mengandung disfemia. Hal
inilah yang mendorong peneliti untuk mengkaji bentuk disfemia dalam wacana
olahraga surat kabar Tempo. Pertimbangan penulis mengambil objek wacana
olahraga pada surat kabar Tempo dikarenakan bahasa dalam wacana olahraga
tersebut berbeda dengan yang lainnya. Wacana olahraga biasanya disajikan dengan
bahasa yang menarik dan lugas, serta mampu menggerakkan pikiran dan emosional
pembaca sehingga dapat menciptakan pengertian yang sama dengan yang dipikirkan
penulis.
Berdasarkan uraian diatas penulis berasumsi bahwa penulisan berita pada
wacana olahraga terdapat bentuk-bentuk disfemia. Hal ini dapat dilihat pada kalimat.
“Ia menggilas rekan senegaranya, Tommy Robredo, 6-0, 6-2, 6-2 pada
perempat final.”
Kata menggilas merupakan ungkapan disfemia yang bermakna

menghancurkan benda yang keras dan bernilai rasa kasar atau tidak sopan. Kata
mengalahkan untuk menggantikan kata menggilas yang memiliki nilai rasa yang
lebih sopan/halus.
Berdasarkan latar belakang di atas, penulis ingin mengkaji lebih mendalam

seputar bentuk disfemia dalam surat kabar yang difokuskan terutama pada kolom
wacana olahraga surat kabar Tempo. Hasil penelitian ini diharapkan dapat memberi
wawasan bagi masyarakat maupun pihak yang terkait, terutama bagi diri penulis
sendiri. Oleh karena itu, penulis memilih dan menetapkan judul “Disfemia dalam
Dunia Olahraga.” Dalam penelitian ini terdapat 2 tujuan, yaitu: 1) Mengidentifikasi
penggunaan bentuk disfemia pada wacana olahraga koran Tempo. 2)
Mendeskripsikan nilai rasa yang terkandung dalam penggunaan disfemia dalam
wacana olahraga koran Tempo.
Teori yang digunakan dalam penelitian ini adalah semantik, khususnya
mengenai jenis perubahan makna yang difokuskan pada disfemia (pengasaran
makna). Kajian mengenai perubahan makna sangat bervariasi. Tarigan membagi
makna atau meaning atas dua bagian yaitu makna linguistik dan makna sosial.
Selanjutnya, membagi makna linguistik menjadi dua yaitu makna leksikal dan
makna struktural (Tarigan, 1986:11). Menurut Chaer (2009:130-144) terdapatnya
pergeseran, perkembangan, maupun perubahan makna dipengaruhi oleh beberapa
faktor, yaitu (1) perkembangan dalam ilmu dan teknologi, (2) perkembangan sosial

438 (KBSP) IV 2016
dan budaya, (3) perbedaan bidang pemakaian, (4) adanya asosiasi, (5) pertukaran
tanggapan indra, (6) perbedaan tanggapan, (7) adanya penyingkatan, (8) proses
gramatikal, dan (9) pengembangan istilah. Berdasarkan faktor penyebab perubahan
makna maka digolongkan perubahan makna yaitu meluas, menyempit, perubahan
total, penghalusan (eufemisme), pengasaran (disfemia). Pada tulisan ini akan
membahas mengenai disfemia, sehingga teori yang digunakan seputar disfemia.
Disfemia merupakan pengasaran, yaitu kebalikan dari penghalusan (Chaer,
2009:145). Disfemia merupakan usaha untuk mengganti kata-kata yang maknanya
halus atau bermakna biasa dengan kata yang maknanya kasar. Usaha atau gejala
pengasaran ini biasanya dilakukan orang dalam situasi yang tidak ramah atau untuk
menunjukkan kejengkelan, misalnya kata mencaplok digunakan untuk menyatakan
makna ‘mengambil dengan begitu saja’, seperti dalam kalimat dengan seenaknya
Israel mencaplok wilayah Mesir, kata beringas dipakai untuk menyatakan makna
‘garang dan liar’, seperti dalam kalimat sewaktu terjadi kerusuhan di Solo beberapa
tahun lalu, ia juga terjun ke lapangan menghadapi ribuan massa yang beringas dan
menjarah.
Banyak juga kata yang sebenarnya bernilai kasar yang sengaja digunakan
untuk lebih memberikan tekanan, tetapi tanpa terasa kekasarannya. Kata menggondol
yang biasa digunakan untuk binatang, misalnya dalam kalimat ‘anjing menggondol
tulang’. Kata-kata yang maknanya memiliki komponen semantis yang negatif dapat
digunakan penutur untuk menyerang orang lain. Oleh karena itu, Wijana (1999:63)
mengungkapkan bahwa disfemia merupakan penggunaan bentuk-bentuk kebahasaan
yang memiliki nilai rasa tidak sopan atau yang ditabukan.
Bentuk kebahasaan merupakan bentuk-bentuk baik bentuk leksikal maupun
bentuk gramatikal (Ramlan, 2001:27). Bentuk gramatikal berupa morfem, kata,
frasa, klausa, kalimat, dan wacana. Bentuk kebahasaan disfemia termasuk dalam
satuan gramatikal yaitu berupa kata, berupa frasa, berupa klausa, dan berupa
ungkapan yang menunjukkan nilai rasa kasar dan tidak sopan.
Dalam pemakaian bentuk disfemia terdapat nilai rasa yang terkadung dalam
makna bentuk tersebut. Djajasudarma (1999:9) menyatakan bahwa makna emotif
adalah makna yang melibatkan perasaan (pembicara dan pendengar; penulis dan
pembaca) ke arah yang positif. Makna emotif menunjuk sesuatu yang lain yang tidak
sepenuhnya sama dengan yang terdapat dalam dunia kenyataan. Suatu kata dapat
memiliki makna emotif dan bebas dari makna kognitif, atau dua kata dapat memiliki
makna kognitif yang sama, tetapi kedua kata tersebut dapat memiliki makna emotif
yang berbeda. Menurut Masri (2001:71-72) makna emotif adalah muatan nilai rasa
pada makna yang dibawa oleh suatu kata. Selanjutnya, nilai rasa itu dapat bersifat
positif (baik, sopan, hormat, dan sakral) dan dapat pula bersifat negatif (kasar, jelek,
kotor, tidak sopan, dan porno).
Chaer (2009:151) mengungkapkan setiap kata selain memiliki makna leksikal
juga memiliki ‘nilai rasa’ sehingga ada kata yang boleh saja digunakan secara bebas
karena memiliki nilai rasa netral, ada kata yang sebaiknya tidak digunakan atau
kalau mau digunakan juga harus diperlakukan dengan hati-hati karena bernilai rasa
negatif, dan ada kata yang sangat baik untuk digunakan karena bernilai rasa positif.
Masri, dkk. (2001:72-74) menyatakan bahwa dilihat dari nilai rasa, pemakaian
disfemia dalam suatu surat kabar menunjukkan kecenderungan menyeramkan
(seram), mengerikan, menakutkan, menjijikkan, dan menguatkan. Muatan nilai rasa
terdapat dalam pemakaian disfemia di bawah ini.
B. Metode Penelitian
Penelitian ini merupakan penelitian kualitatif yang temuan-temuannya tidak
diperoleh melalui prosedur statistik atau bentuk hubungan lain. Penelitian ini bersifat
deskriptif karena data yang diperoleh tidak dianalisis dalam bentuk bilangan atau

(KBSP) IV 2016 439

angka, akan tetapi mendeskripsikan dalam bentuk naratif. Adapun objek dalam
penelitian ini adalah pemakaian bahasa disfemia pada Koran Tempo. Hal yang akan
dikaji dalam penelitian ini adalah bentuk pemakaian disfemia, nilai rasa yang
terkandung dalam Koran Tempo. Data penelitian ini berupa kalimat yang di
dalamnya terdapat disfemia yakni penggunaan disfemia dalam wacana olahraga pada
koran Tempo. Data dapat dikenali sebagai disfemia apabila mempunyai makna yang
negatif (kasar, jelek, tidak sopan, dan porno). Data yang akan dianalisis dipilih
berdasarkan bahasa yang digunakan baik bentuk kata, frasa, klausa, maupun
ungkapan. Sumber data merupakan tempat ditemukannya data-data untuk diteliti.
Sumber data dalam penelitian ini berupa data tertulis yang diambil dari Koran
Tempo. Surat kabar menjadi sumber data adalah kolom rubrik olahraga koran Tempo
yang memuat pernyataan-pernyataan dari redaktur.
Metode pengumpulan data penelitian ini adalah metode simak-catat. Metode
simak tersebut untuk menemukkan data-data disfemia dalam koran Tempo. Adapun
teknik lanjutan dari metode simak yang diterapkan dalam penelitian ini adalah teknik
catat. Teknik catat dilakukan dengan pencatatan data yang diperoleh ke dalam kartu
data (Sudaryanto,1993:134). Pada penelitian ini pencatatan dilakukan dengan
menandai kalimat yang tergolong dalam disfemia. Data yang sudah ada kemudian
diklasifikasikan agar mempermudah dalam menganalisis data.
Metode analisis data yang digunakan dalam penelitian ini adalah metode
padan dan metode agih. Metode padan adalah metode analisis bahasa dengan
menggunakan alat penentu diluar bahasa dan tidak menjadi bagian bahasa yang
bersangkutan. Metode agih adalah metode analisis bahasa dengan menggunakan alat
penentunya justru bagian dari bahasa yang bersangkutan itu sendiri (Sudaryanto,
1993:13-15). Metode yang digunakan peneliti adalah metode padan karena alat
penentunya berada di luar bahasa. Metode padan untuk menganalisis bentuk
kebahasaan disfemia. Selanjutnya, teknik yang digunakan adalah teknik padan
referensial. Teknik padan referensial untuk membagi satuan lingual kata menjadi
berbagai jenis, maka perbedaan referen atau sosok teracu yang ditunjuk oleh kata itu
harus diketahui lebih dahulu dan untuk mengetahui perbedaan referen itu, daya pilah
yang bersifat mental yang dimiliki oleh setiap peneliti haruslah digunakan.
Selain itu, metode lain yang digunakan peneliti adalah metode padan dengan
teknik analisis data yaitu teknik padan pragmatik. Teknik padan pragmatik adalah
teknik dengan daya pilah mitra wicara sebagai pembeda reaksi dan kadar
kedengarannya (Sudaryanto, 1993:25). Teknik padan pragmatik digunakan untuk
menganalisis nilai rasa yang terkandung dalam penggunaan disfemia.
C. Hasil Penelitian dan Pembahasan

Pemakaian bentuk disfemia ditemukan pada koran Tempo. Koran Tempo salah
satu surat kabar nasional yang tebit setiap hari (koran harian) yang sifatnya
memberikan informasi kepada masyarakat dan menggunakan bahasa Indonesia.
Terdapat berbagai macam rubrik yang ada di koran Tempo salah satunya rubrik
olahraga. Rubrik olahraga menyuguhkan berita tentang olahraga diantaranya sepak
bola, formula one, tinju, tenis lapangan, motor GP, dan lain-lain. Semua informasi
event olahraga secara lengkap ada di koran Tempo. Wacana olahraga yang terdapat
pada koran Tempo merupakan sumber data yang digunakan peneliti untuk
memperoleh data. Data yang dicari dalam koran Tempo adalah bentuk disfemia. Data
dianalisis untuk menjawab rumusan masalah yaitu bentuk kebahasaan disfemia dan
nilai rasa yang terkandung dalam disfemia koran Tempo.
1. Bentuk Disfemia

440 (KBSP) IV 2016
Pemakaian bentuk disfemia pada koran Tempo dapat dibedakan dalam

bentuk satuan gramatikal berupa kata, frasa, klausa, dan ungkapan. Berikut ini
pemakaian disfemia dalam koran Tempo.
a. Bentuk Disfemia Berupa Kata
(1) Performa tim asuhan Massimiliano Allegri ini bahkan
sempat anjlok pada paruh pertama musim lalu.
Kata anjlok dalam kalimat (1) memiliki nilai kasar dan memiliki bentuk
disfemia. Kata anjlok biasa digunakan untuk meloncat ke bawah, tetapi pada
kalimat (1) digunakan untuk mengatakan manusia. Anjlok dalam KBBI
(2008:72) artinya meloncat kebawah dari tempat ketinggian, turun dari posisi
semula, keluar dari rel, turun banyak dalam waktu singkat. Kata anjlok
menggantikan kata menurun yang memiliki nilai rasa lebih halus
(2) Tapi, untuk urusan target, pengurus PGSI belum bisa memberi
kepastian meski pada SEA Games sebelumnya mereka mampu
menyabet empat emas.
Kata menyabet pada kalimat (2), jika dilihat dari bentuknya termasuk
dalam verba turunan karena telah mengalami afiksasi. Verba menyabet
merupakan verba berimbuhan me(N)- berasal dari morfem bebas sabet. Jika
dilihat dari hubungan verba dan nomina, verba menyabet pada kalimat (2)
termasuk verba aktif karena subyek yang menunjuk pada kata pengurus PGSI
berperan sebagai pelaku. Verba menyabet pada kalimat (2) merupakan bentuk
disfemia. Menyabet dalam KBBI (2008:1196) adalah (1) memukul dengan tali
atau benda lain yang panjang kecil; (2) menyerang; (3) merampas, merebut;
(4) arti kiasan menggondol, memperoleh. Kata menyabet biasanya digunakan
dalam konteks memukul suatu benda dengan tali namun, verba menyabet pada
kalimat (2) menunjukkan nilai yang kasar/ tidak sopan yang menyatakan
makna mendapatkan emas sebagai target kemenangan. Kata menyabet
digunakan sebagai bentuk disfemia untuk menggantikan kata memperoleh.
(2a) Tapi, untuk urusan target, pengurus PGSI belum bisa
memberi kepastian meski pada SEA Games sebelumnya
mereka mampu memperoleh empat emas.
Berdasarkan contoh kalimat (2a), dapat dilihat meski kata menyabet

sebagai disfemia dari kata memperoleh, tetapi dalam konteks kalimat (2) dapat
diketahui bahwa kata menyabet dan memperoleh memiliki kelaziman
pemakaian yang sangat berbeda. Kata menyabet dalam konteks kalimat di atas
memiliki nilai rasa yang kasar jika digunakan oleh manusia. Sebaliknya, kata
memperoleh bernilai rasa netral untuk menggantikan kata menyabet. Kata
memperoleh dalam KBBI (2008:980) artinya mendapat (mencapai dan
sebagainya) sesuatu dengan usaha.
b. Bentuk disfemia berupa frasa

(1) Harga mahal ternyata bukan jaminan untuk menggenjot
popularitas.
Frasa menggenjot popularitas pada kalimat (1) termasuk dalam frasa

verba karena frasa tersebut memiliki distribusi yang sama dengan verba. Frasa
menggenjot popularitas menggantikan klausa menaikkan popularitas. Kata
menggenjot dalam KBBI (2008:441) biasanya digunakan mengayuh sepedah,
becak. Menaikkan popularitas memiliki nilai lebih santun dari pada

(KBSP) IV 2016 441

menggenjot popularitas. Menaikkan dalam KBBI (2008:948) memiliki arti (1)

menjadikan naik (meningkat, bertambah banyak, bertambah besar, dan
sebagainya); meninggikan; (2) mengibarkan (tentang bendera); (3)
menjadikan (harga, pajak, pangkat, gaji) bertambah tinggi. Kalimat (1a)
merupakan hasil subtitusi dari kalimat (1) yang menggantikan frasa
menggenjot popularitas dengan klausa menaikkan popularitas.
(1a) Harga mahal ternyata bukan jaminan untuk menaikkan popularitas.
c. Bentuk disfemia berupa klausa

(1) Para atlet juga tak perlu merogoh kocek untuk biaya hidup.
Klausa para atlet juga tak perlu merogoh kocek pada kalimat (1)
termasuk jenis klausa verba karena klausa tersebut memiliki fungsi predikat
yang berkategori verba, pengisi fungsi predikat ditunjukkan pada frasa
merogoh kocek. Merogoh kocek termasuk bentuk disfemia. Merogoh kocek
pada kalimat (1) biasanya digunakan untuk memasukkan benda ke dalam saku
celana, tetapi melihat konteks kalimatnya klausa merogoh kocek
menggantikan klausa mengeluarkan biaya yang memiliki nilai rasa lebih
sopan. Merogoh dalam KBBI (2008:1179) memiliki arti memasukkan tangan
ke dalam kantong untuk mengambil sesuatu; (2) mengambil sesuatu dng
memasukkan tangan ke dalam saku, sedangkan kata kocek dalam KBBI
(2008:711) artinya kantong; saku.
(1a) Para atlet juga tak perlu mengeluarakan biaya untuk biaya
hidup.
Hasil subtitusi kalimat (1a) menunjukkan bahwa klausa mengeluarkan
biaya lebih santun dari pada kata merogoh kocek. Hal tersebut karena kata
merogoh dipakai untuk mengeraskan makna. Klausa merogoh kocek dan
mengeluarkan biaya memiliki distribusi yang sama dengan kebahasaan yang
digantikannya. Dalam data (1) klausa merogoh kocek merupakan disfemia dari
klausa mengeluarkan biaya. Mengeluarkan dalam KBBI (2008:659) artinya
membawa (menyebabkan, dan sebagainya) keluar; memindahkan sesuatu dari
sebelah dalam ke sebelah luar, sedangkan kata biaya dalam KBBI (2008:186)
artinya uang yang dikeluarkan untuk mengadakan (mendirikan, melakukan,
dan sebagainya) sesuatu; ongkos; belanja; pengeluaran. Kedua bentuk ini
secara gramatikal berdistribusi sama, yakni dapat dipakai untuk menerangkan
suatu keadaan dan berfungsi sebagai predikat. Perbedaannya klausa merogoh
kocek dianggap lebih kasar daripada kata mengeluarakan biaya.
d. Bentuk disfemia berupa ungkapan
(1) Akibatnya, PGSI pun putar otak untuk memilah para pegulat yang
akan turun.
Ungkapan putar otak pada kalimat (1) memiliki makna konotasi yang
kasar dan memiliki bentuk disfemia. Ungkapan yang digunakan pada kalimat
(1) bukan otaknya yang diputar. Putar otak bentuk kiasan memiliki makna
yang sebenarnya yaitu berpikir dengan sungguh-sungguh. Jadi, ungkapan
putar otak digantikan dengan klausa berfikir dengan sungguh-sungguh yang
memiliki nilai rasa yang lebih santun.

442 (KBSP) IV 2016
(1a) Akibatnya, PGSI pun berpikir serius untuk memilah para pegulat
yang akan turun.
Bentuk pemakaian klausa berpikir serius pada kalimt (1a) merupakan
hasil subtitusi dari kalimat (1). Berpikir dalam KBBI (2008:1072) artinya
menggunakan akal budi untuk mempertimbangkan dan memutuskan sesuatu;
menimbang-nimbang dalam ingatan. Serius dalam KBBI (2008:1288)
mengandung arti sungguh-sungguh.
2. Nilai Rasa Disfemia

Masri, dkk. (2001: 72-74) menyatakan bahwa dilihat dari nilai rasa,
pemakaian disfemia dalam suatu surat kabar menunjukkan kecenderungan
menyeramkan (seram), mengerikan, menakutkan, menjijikkan, dan menguatkan.
Berikut contoh muatan nilai rasa terdapat dalam pemakaian disfemia yang
terdapat pada koran Tempo dalam wacana olahraga di bawah ini.
a. Nilai rasa menyeramkan
(1) Shakhtar juga selalu sukses “mengubur” tim-tim Inggris yang

bertandang ke Donbass Arena.
Pada kalimat (1) kata mengubur memiliki nilai rasa menyeramkan karena
mengubur untuk orang yang telah meninggal, tetapi pada kalimat (1) kata
mengubur digunakan untuk tim Inggris yang bertandang ke Donbass arena.
b. Nilai rasa mengerikan
(1) Duet Dimitri Payet dan Andre Pierre Gignac di lini depan
lumayan mengiris hati.
Frasa mengiris hati pada kalimat (1) memiliki nilai rasa yang mengerikan
karena mengiris hati tidak lazim dilakukan manusia, mengiris hati diidentikkan
dengan membelah hati manusia, tetapi pada kalimat (1) digunakan untuk
mengungkapkan kesedihan seseorang.
c. Nilai rasa menakutkan
(1) Pada 2007, ia menggondol gelar Ballon d’Or.

Kata menggondol pada kalimat (1) merupakan disfemia yang memiliki
nilai rasa menakutan karena kata menggondol biasa menggambarkan tindak
pencurian atau mencuri suatu barang yang berharga, padahal kata menggondol
digunakan untuk mendapatkan gelar.
d. Nilai rasa menjijikan
(1) Samuel Eto’o menjilat ludah sendiri.
Frasa menjilat ludah pada kalimat (1) merupakan bentuk disfemia yang
memiliki nilai rasa yang menjijikan karena frasa menjilat ludah sama artinya
dengan menjulurkan lidah untuk merasakan air liur. Nilai rasa menjijikkan
adalah nilai rasa yang menggambarkan hal-hal yang menjijikkan dan berkaitan
dengan penyakit manusia.
e. Nilai rasa menguatkan

(1) Balotelli berterima kasih atas dukungan penonton, meski berkali-kali
gagal menjebol gawang lawan malam itu.

(KBSP) IV 2016 443

Nilai rasa menguatkan adalah nilai rasa yang lebih memberikan tekanan
pada hal tertentu atau menguatkan makna negatif. Verba menjebol pada kalimat
(1) merupakan bentuk disfemia yang memiliki nilai menguatkan karena kata
menjebol digunakan untuk menghancurkan benda keras, sedangkan pada kalimat
(1) digunakan untuk memasukkan bola ke gawang.
f. Nilai rasa kasar / kurang sopan

(1) Akibatnya, mereka bertengger di posisi keempat grup C, sehingga tak
mungkin meraih tiket ke Brasil.
Nilai rasa kasar atau kurang sopan adalah nilai rasa yang memberikan
makna negatif dan dirasa kurang sopan/ pantas. Kata bertengger pada kalimat (1)
memiliki nilai kasar karena kata bertengger biasanya digunakan untuk binatang
(burung), tetapi pada kalimat (1) digunakan untuk manusia
SIMPULAN
Bentuk penggunaan bentuk disfemia pada wacana olahraga koran Tempo terbagi
menjadi empat yaitu (a) kata terdiri dari kata verba, kata nomina, dan kata adjektiva; (b)
frasa terdiri dari frasa verba, frasa nomina, frasa adjektiva, frasa preposisi; (c) klausa
terdiri dari klausa verba, klausa adjektiva; dan (d) ungkapan. Nilai rasa yang terdapat
pada pemakaian disfemia dalam wacana olahraga koran Tempo edisi bulan September-
Oktober 2013 ada 6 yaitu (a) nilai rasa menguatkan, (b) nilai rasa menyeramkan, (c) nilai
rasa menakutkan, (d) nilai rasa menjijikan, (e) nilai rasa mengerikan, dan (f) nilai rasa
yang kurang sopan/ kasar. Berdasarkan analisis data ditemukan nilai rasa kurang sopan
paling banyak digunakan dalam pemakaian disfemia.
Berdasarkan hasil simpulan mengenai penelitian bentuk disfemia dalam wacana
olahraga koran Tempo dapat berimplikasi pada ilmu pendidikan dan juga ilmu jurnalistik.
Implikasi pada dunia pendidikan yaitu pemakaian bentuk disfemia digunakan sebagai
bahan ajar tentang pengenalan makna. Bentuk disfemia ini termasuk salah satu jenis dari
perubahan makna yang terdapat dalam kehidupan kita sehari-hari. Melalui kegiatan
tersebut dapat melatih kepekaan siswa terhadap hal-hal yang kurang baik dalam
kesantunan berbahasa.
DAFTAR PUSTAKA
Chaer, Abdul. 2007. Leksikologi&Leksikografi Indonesia.Jakarta: Rineka Cipta
___________. 2009. Pengantar Semantik Bahasa Indonesia. Jakarta: Rineka Cipta.
Departemen Pendidikan Nasional. 2008. Kamus Besar Bahasa Indonesia. Jakarta:

Gramedia Pustaka Utama.
Djajasudarma,T. Fatimah. 1999. Semantik 2: Pemahaman Ilmu Makna. Bandung: Refika

Aditama.
Kisminingsih , Yekti.2010.”Pemakaian Disfemia pada Opini Www.Opini

Politik.Com di Internet”. Skripsi. Jurusan Pendidikan Bahasa Sastra Indonesia
dan Daerah. Fakultas Keguruan dan Ilmu Pendidkan. Universitas
Muhammadiyah Surakarta. (http://etd.eprints.ums.ac.id/7105/)
Kurniawati, Heti. 2011.”Eufemisme dan Disfemisme dalam Spiegel Online”.Jurnal.

Vol.10 No.1 (2011):51-63.
(journal.uny.ac.id/index.php/litera/article/download/1172/981)

444 (KBSP) IV 2016
Masri, Ali;dkk. 2001. Kesinoniman Disfemia dalam Surat Kabar Terbitan Palembang.
Palembang:Lingual.
Pateda, Mansoer. 2001. Semantik Leksikal. Jakarta: Rineka Cipta.
Ramlan. 2001. Ilmu Bahasa Sintaksis. Yogyakarta: CV. Karyono.
Sari , Ratih Tri Novita.2011.”Pemakaian Disfemia pada Rubrik Gagasan Surat

Kabar Solopos Edisi Januari-Februari 2010”.Skripsi. Jurusan Pendidikan
Bahasa Sastra Indonesia dan Daerah. Fakultas Keguruan dan Ilmu
Pendidikan.Universitas Muhammadiyah Surakarta.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta
Wacana University Press.
Tarigan, Henry Guntur. 1986. Pengajaran Semantik. Bandung: Angkasa.
Wijana, I. G. P.1999. Semantik. Yogyakarta: Fakultas Sastra Universitas Negeri

Yogayakarta.


(KBSP) IV 2016
DIKSI DALAM WACANA BERITA DUKA

(KAJIAN TERHADAP RUBRIK OBITUARI HARIAN KOMPAS)
Yunus Sulistyono*, Margono*, Sri Sumarsih*, Depi Endang Sulastri*

*Program Studi Pendidikan Bahasa Indonesia
Fakultas Keguruan dan Ilmu Pendidikan
yunus.sulistyono@ums.ac.id
ABSTRAK
Kajian ini bertujuan untuk mendeskripsikan diksi rubrik obituari harian kompas
dan menjelaskan latar belakang pemilihan kata dalam rubrik tersebut. Kajian ini
didasarkan pada data berupa wacana rubrik Obituari harian Kompas yang dimuat
mulai November 2015 s.d. Januari 2016. Objek penelitian ini adalah kata-kata
khusus yang sering dimunculkan dalam wacana Obituari harian kompas. Data
diperoleh dengan teknik catat. Populasi data berjumlah 186 kosakata khusus dan
sampel sejumlah 56. Kata-kata yang terkumpul diklasifikasikan berdasarkan kelas
kata dan konteksnya kemudian dianalisis dengan metode padan dengan teknik
padan referensial. Kajian ini menghasilkan hipotesis bahwa terdapat kekhasan
dalam pemilihan kata wacana obituari. Kata-kata khusus yang mengisi wacana
obituari, dilihat dari segi bentuk, mencakup nomina, adjektiva, verba, pronomina,
idiom, kata majemuk, dan adverbia. Latar belakang penggunaan kosakata khusus
dalam wacana obituari memenuhi faktor-faktor ketepatan makna, estetika,
penghematan, dan kesantuan. Penggunaan diksi yang memenuhi unsur estetika
lebih diutamakan.
Kata kunci: wacana, diksi, rubrik obituari, harian Kompas
ABSTRACT
This research aims to describe word selection on Kompas’s obituary and explain
the background of such word selection. The data in this research were taken from
Kompas’s obituary from November 2015 to January 2016. The main object of the
search is the typical words frequently found in obituary. Population of data
covers 186 obituary’s typical words and 56 words for sample. These obituary’s
typical words were then classified based on their word class and contexts. Based
on word class, typical words in obituary cover nouns, adjectives, verbs, pronouns,
idioms and complex words. Lastly, an analysis on the context includes the
background on the usage of these typical words, which covers meaning accuracy,
aesthetics, skimpiness and politeness.
Keywords: discourse, word selection, obituary, Kompas
1. Latar Belakang
Obituari adalah rubrik dalam harian kompas yang memuat berita duka
tokoh-tokoh baik nasional, maupun internasional. Rubrik ini tergolong dalam
wacana obituarium atau wacana yang memuat kabar meninggalnya seseorang
dengan disertai riwayat hidup singkat (KBBI, 2008:975). Rubrik obituari dalam
harian kompas dimuat saat ada tokoh nasional dan internasional yang meninggal
445
446 (KBSP) IV 2016
dunia. Obituari tidak dimuat dalam halaman yang sama setiap kemunculannya.
Tokoh-tokoh yang diberitakan diantaranya politikus, seniman, wartawan, dan
pemuka agama.
Wacana obituari biasanya memuat penyebab meningalnya tokoh, waktu
dan tempat meninggal, keluarga yang ditinggalkan, proses pemakaman, riwayat
hidup singkat, dan testimoni kerabat serta orang terdekat. Penyebab meninggalnya
tokoh biasanya dideskripsikan dengan kondisi tokoh sesaat sebelum meninggal.
Selain itu waktu dan tempat meninggal juga dideskripsikan secara khusus dalam
wacana obituari. Rubrik obituari juga memuat kabar atau keadaan keluarga dan
kerabat yang ditinggalkan. Selanjutnya, obituari memuat proses pemakaman
mulai dari waktu hingga tempat dimakamkan. Riwayat hidup singkat tokoh turut
dimunculkan dengan mendeskripsikan berbagai capaian atau jasa yang telah
diberikan oleh tokoh yang bersangkutan. Keluarga dan kerabat biasanya dimintai
testimoni mengenai semasa hidup tokoh atau ketika menjelang kematian tokoh.
Berbagai ciri dalam rubrik obituari tersebut dapat memunculkan kekhasan
dalam penulisan wacana dalam berita duka obituari di harian kompas. Salah satu
hal yang menarik untuk diangkat adalah pemilihan kata atau diksi. Keraf
(2002:24) memberikan batasan diksi mencakup kata-kata mana yang harus
digunakan untuk mencapai suatu gagasan. Sementara itu Erne (1988:101)
mendefinisikan diksi sebagai penggunaan kata-kata secara tepat untuk mewakili
pikiran dan perasaan yang ingin dinyatakan dalam pola suatu kalimat. Kajian
mengenai diksi dalam wacana obituari menarik karena dapat mengungkap salah
satu aspek kekhasan penulisan berita duka. Gambar di bawah adalah contoh
tampilan wacana obituari dalam harian kompas.
Gambar 1. Contoh wacana obituari dalam surat kabar harian Kompas
Wacana obituari di atas, memuat kabar duka atas meninggalnya K.H.

Abdul Muchith Muzadi, dengan judul yang tertera KH Abdul Muchith Muzadi
Berpulang. Dari contoh tersebut terlihat bahwa wacana obituari memiliki
kekhasan dalam pengunaan diksi, contohnya saja kata berpulang, kehilangan,
almarhum, dan berpesan. Pengunaan kata-kata tersebut mencerminkan ciri khas

(KBSP) IV 2016 447

dari wacana berita duka. Kajian ini memiliki hipotesis bahwa wacana berita duka,
khususnya rubrik obituari harian kompas, memiliki kekhasan.
Penelitian mengenai wacana berita duka pernah dilakukan oleh Erlinawati
dan Markhamah (2013:135–148). Dalam kajian ini berita duka yang dijadikan
objek penelitian adalah berita duka yang dimuat dalam kolom iklan surat kabar
harian Solopos dan Kompas. Penelitian ini menghasilkan kesimpulan bahwa
struktur wacana berita duka ada yang strukturnya lengkap, agak lengkap, dan ada
yang strukturnya tidak lengkap. Penelitian ini juga melihat faktor-faktor yang
mempengaruhi kemunculan struktur wacana berita duka.
Starck (2006) menulis buku mengenai penulisan jurnalistik wacana
obituarium. Dalam buku ini obituarium dideskripsikan dengan
menghubungkannya dengan sejarah, seni, fotografi, dan penyuntingan teks.
Wacana berita duka dipandang sebagai berita buruk. Di bagian akhir buku Starck
memberi format penulisan kolom obituari yang baik.
Moses dan Marelli (2004:123–130) mengkaji wacana obituari dalam surat
kabar New York Times antara tahun 1983 s.d. 2002. Dalam kajiannya itu wacana
obituari dipandang sebagai acuan dalam memahami konsep yang terpisah antara
kehidupan dan kematian. Kajian ini menghasilkan kesimpulan bahwa wacana
obituari dalam koran New York Times dipayungi oleh konsep kehidupan dan
kematian. Bentuk penegasan ini bahkan tercermin dalam banyak artikel jurnalistik
dalam surat kabar lainnya. Selain itu, penulis wacana obituari, baik itu karyawan
surat kabar maupun anggota keluarga mampu mengonstruksikan konsepsi budaya
mengenai kehidupan dan kematian.
Pigee (1998:37–57)mengkaji wacana obituari sebagai sarana untuk
mendeskripsikan kehidupan seseorang yang telah tiada dengan
menghubungkannya dengan pengaruh ras, gender, usia, dan status ekonomi. Data
wacana obituari diambil dari mingguan The Arkansas Democrat Gazette yang
diterbitkan pada tahun 1993. Penelitian ini menghasilkan kesimpulan bahwa
publikasi wacana obituari berdasarkan aspek usia dan gender mencerminkan pola
mortalitas warga Arkansas. Pada aspek ras, jumlah wacana obituari ras kulit putih
dua kali lebih banyak daripada jumlah obituari ras kulit hitam. Sementara itu,
aspek status ekonomi berpengaruh pada panjang-pendek wacana obituari.
Kajian mengenai pilihan kata sudah banyak dilakukan. Salah satunya
adalah kajian pemilihan kata dalam kata majemuk oleh Jansen (2011). Kajian ini
berfokus pada studi kuantitatif terhadap kecenderungan pemilihan kata dalam
produksi kata majemuk berpola adjektiva + nomina dan nomina + nomina. Kajian
ini menghasilkan simpulan bahwa mekanisme pemilihan kata juga
mempertimbangkan kelas kata dari kata target yang juga digunakan dalam kata
majemuk.
Kajian lain mengenai pemilihan kata dilakukan oleh Lau dkk. (2010) yang
memfokuskan kajiannya pada pemilihan kata dalam pemberian label terhadap
topik tertentu. Kajian ini memprediksi pemilihan kata yang didasarkan pada
pemberian peringkat pada 10 kata dengan mendasarkan pada kuesioner. Kajian ini
menghasilkan simpulan bahwa terdapat batas antara kata-kata yang paling banyak
dipilih dengan kata-kata yang paling jarang dipilih. Kata-kata yang memiliki
frekuensi kemunculan tertinggi dipertimbangkan sebagai topik kata yang populer.
Kajian ini bertujuan untuk mendeskripsikan pilihan kata atau diksi dalam
wacana obituari serta menjelaskan latar belakang pemilihan kata-kata tersebut.

448 (KBSP) IV 2016
Deskripsi mengenai pilihan kata mencakup penjelasan perihal kata-kata khusus

yang sering dimunculkan dalam berita duka. Hal ini menarik dikemukakan karena
terkait dengan kekhasan penulisan berita duka. Sementara itu, penjelasan
mengenai latar belakang pemilihan kata menarik untuk dikemukakan karena
berhubungan dengan faktor-faktor yang mempengaruhi pemilihan kata-kata
khusus dalam rubrik obituari. Berdasarkan hal tersebut rumusan masalah dalam
penelitian ini mencakup dua pertanyaan berikut ini. (1) Bagaimana pilihan kata
atau diksi wacana obituari harian kompas? (2) Mengapa wacana obituari harian
kompas menggunakan pilihan kata khusus?
2. Metode Penelitian
Kajian ini bersifat deskriptif kualitatif. Data diperoleh dari surat kabar
harian kompas yang terbit sejak bulan Agustus 2015 s.d. Februari 2016. Sumber
data berupa wacana obituari harian kompas. Objek penelitian ini adalah kata-kata
khusus yang sering dimunculkan dalam wacana berita duka harian kompas. Data
diperoleh dengan teknik catat. Populasi data berjumlah 186 dengan sampel
sejumlah 56. Kata-kata yang terkumpul diklasifikasikan berdasarkan kelas kata
dan konteksnya. Setelah itu data dianalisis dengan metode padan dengan teknik
padan referensial (Sudaryanto, 1993).
Setelah data dianalisissecara kualitatif, langkah selanjutnya adalah
menginterpretasikan hasil analisis dengan mengungkapkan kekhasan pilihan kata
dan pola kemunculan kata-kata khusus dalam wacana obituari.
3. Hasil dan Pembahasan

Widyamartaya (1990:45) mengungkapkan bahwa diksi adalah kemampuan
seseorang dalam membedakan secara tepat nuansa-nuansa makna sesuai dengan
gagasan yang ingin disampaikannya serta menyesuaikan dengan situasi dan nilai
rasa yang ada. Wacana berita duka dalam rubrik Obituari Harian Kompas
dihipotesiskan memiliki kekhasan karena pemilihan kata-katanya berlatar
belakang berita kematian. Oleh karena itu, pemilihan kata-kata dalam ranah ini
perlu diungkap dalam upaya memunculkan kekhasan penulisan berita duka dalam
surat kabar.
3.1 Pemilihan Kata dalam Wacana Obituari

Pemilihan kata dalam wacana obituari memiliki kekhasan. Kekhasan ini
mencakup penggunaan kosakata khusus yang merupakan cerminan dari kekhasan
wacana obituarium. Kata-kata khusus yang mengisi wacana obituari dilihat dari
segi bentuk terdapat kata nomina, adjektiva, verba, pronomina, idiom, kata
majemuk dan adverbia.
Kekhasan kata pengisi wacana obituari yang termasuk dalam bentuk
nomina; kehilangan, almarhum, pemakaman, makam, jenazah, usia, bela
sungkawa, dukacita, pukul, umur, akibat, kabarduka, pelepasan, peristirahatan
terakhir, tangisan, keranda, lahir, kepergian, persemayaman, sosok, perginya,
memori, wasiat, sepanjang hidupnya, dan penghormatan terakhir. Kata
Almarhum memiliki frekuensi kemunculan sangat sering. Terhitung, ada sebanyak
23 kata dalam 20 wacana obituari. Almarhum sebagai subjek yang diberitakan
sehingga menjadi kekhasan berita duka, khususnya dalam wacana obituari. Kata
Jenazah muncul sebanyak 16 kata dalam 20 wacana obituary, kata jenazah

(KBSP) IV 2016 449

sebagai pengganti kata Almarhum. Pengunaan kata Jenazah diikuti oleh proses,
waktu, dan tempat pemakaman. Kata tangisan muncul sebanyak 10 kali dalam 20
wacana obituari. Tangisan merupakan kekhasan berita duka, kata tangis sebagai
ekspresi kesedihan yang mendalam atas meninggalnya kerabat atau saudara. Kata
kehilangan muncul sebanyak 7 kata dalam 20 wacana obituari. Kata kehilangan
digunakan untuk mewakili perasaan yang dialami kerabat atau keluarga.
Kekhasan kata pengisi wacana obituari yang termasuk dalam bentuk
verba: berpulang, meninggal, dimakamkan, berpesan, dirawat, menyatakan,
mengatakan, disemayamkan, mengenamg, meninggalkan, dikenal, disapa,
dishalatkan, diberangkatkan, menjalani, wafat, menuturkan, dijuluki, menghadap,
melayat, pergi, menghembuskan nafas terakhir, berkehendak, perpisahan, dan
dihentikan. Penggunaan kata meninggal mempunyai taraf keseringan tinggi,
sebanyak 24 kali dari 20 wacana obituari. Kata meninggal sebagai kekhasan
berita duka khususnya wacana obituari. Penggunaan kata meninggal sebagai
representasi dari orang yang berpulang ke rahmatullah. Selain itu, kata meninggal
lebih santun dari kata mati. Selanjutnya kata dimakamkan juga sering muncul. Hal
tersebut dibuktikan dengan kemunculannya sebanyak 15 kali dari 20 wacana
obituari. Penggunaan kata dimakamkan dari segi estetika menjadi lebih indah dan
halus dibandingkan dengan kata dikuburkan. Selain itu terdapat kata berpulang
yang muncul sebanyak 10 kali dari 20 wacana obituari. Sama halnya dengan kata
meninggal yang telah disebutkan di atas bahwas kata berpulang dari segi estetika
lebih indah dan halus. Berikut adalah contoh kekhasan penggunaan kosakata
khusus dalam wacana obituari.
(1) Syaiful Bahri Ansori, anggota Komisi I DPR dari Partai Kebangkitan
Bangsa, mengaku, Munchith berpesan agar mengikuti pokok pikiran serta
mewarisi keteladanan para pendiri NU (Kompas, 8 September 2015, K.H.
Abdul Muchith Muzadi)
Kata kerja berpesan mengacu pada aktivas yang dilakukan oleh KH Abdul
Muchith Muzadi sebelum meninggal dunia. Kata berpesan dapat menunjukkan
batasan aktivitas yang dilakukan oleh seseorang sebelum meninggal. Kata tersebut
digunakan untuk menyebut aktivitas meninggalkan kata-kata. Alih-alih penulis
menggunakan kata kerja yang lain, seperti berbicara atau meninggalkan pesan,
kata kerja berpesan digunakan.
Bentuk adverbia merupakan kata yang memberi keterangan dalam sebuah
kalimat. Kata yang termasuk di dalamnya seperti, tidak ada, tidak sempat, di
mata, dan telah tiada. Kemudian terdapat bentuk adjektiva yang menggambarkan
sebuah keadaan atau sifat, kata-kata tersebut meliputi: duka, kesakitan, sakit, dan
legendaris. Terdapat kata ganti orang untuk menghormati yang kami temukan
dalam 20 wacana obituari yakni kata beliau. Selain itu, terdapat kata majemuk,
baik verba (berduka cita dan meninggal dunia) maupun nomina (tutup usia dan
pintu maaf). Selanjutnya, terdapat kata idiom berbentuk nomina seperti kata;
rumah sakit, dan rumah duka. Kata-kata tersebut menunjukkan kekhasan bentuk
kata yang terdapat dalam wacana obituari yang kemunculannya sangat dominan
dalam media cetak terkhusu koran Kompas.

450 (KBSP) IV 2016
3.2 Latar Belakang Penggunaan Kosakata Khusus dalam Wacana Obituari

Latar belakang penggunaan kosakata khusus dalam wacana obituari
memenuhi faktor-faktor ketepatan makna, estetika, penghematan, dan kesantuan.
Penggunaan diksi yang memenuhi unsur estetika lebih diutamakan. Diksi yang
termasuk dalam faktor estetika yakni berpulang, almarhum, pelepasan, rumah
duka, berduka cita, belasungkawa, duka cita, disemayamkan, duka, tutup usia,
pelepasan jenazah, kehilangan, diberangkatkan, peristirahatan, tangisan, nafas
terakhir, persemayaman, sosok, dijuluki, menghadap sang Khalik, pintu maaf dan
akhir hayat. Contoh di bawah ini merupakan penggunaan diksi dalam sebuah
kalimat yang memenuhi faktor estetika.
Penggunaan diksi berpulang dalam wacana obituari
(2) Salah satu tokoh karismatik Aceh, Teungku Imam Syuja’ (64), berpulang di
Banda Aceh, Jumat (11/12) pagi (Kompas, 12 Desember 2015, Teungku
Imam Syuja’)
(3) Syuja’ sempat dirawat semalam di rumah sakit sampai kemudian drop
menjelang subuh dan berpulang tak lama kemudian. (Kompas, 12 Desember
2015, Teungku Imam Syuja’)
Penggunaan diksi berpulang dalam kalimat di (1) dan (2) memiliki nilai
estetika atau keindahan daripada kata meninggal, atau wafat. Diksi berpulang
digunakan karena mengikuti subyek obituari. Subyek obituari yang ditulis adalah
Teungku Imam Syuja’ yang merupakan seorang tokoh yang memiliki daya tarik
(Karismatik) di Aceh.
Penggunaan diksi khusus wacana obituari memenuhi faktor ketepatan
makna. Diksi yang memenuhi faktor ketepatan makna, yakni kehilangan,
dimakamkan, pemakaman, makam, melayat, kabarduka, meninggalkan, kesakitan,
disholatkan,dirawat, menjalani, perginya dan keranda. Di bawah ini contoh
kalimat yang mengandung diksi khusus ketepatan makna dalam wacana obituari.
(4) Almarhum langsung dimakamkan di Tempat Pemakaman Umum Tegalboto,

Jember, Jawa Timur, bersebelahan dengan makam istrinya, Siti Faridah,
yang meninggal enam tahun lalu. (Kompas, 12 Desember 2015, Teungku
Imam Syuja’)
(5) Prof Dr Ali Wardhana, dimakamkan secara militer di Tempat Pemakaman

Umum Tahah Kusir, Jakarta, Selasa (15/9). (Kompas, 15 September 2015,
Ali Wardhana)
Penggunaan diksi dimakamkan dalam kalimat (3) dan (4) memenuhi faktor
ketepatan makna. Diksi dimakamkan digunakan untuk menjelaskan proses
perawatan jenazah yang terakhir. Pengunaan kata yang tepat memudahkan
pembaca untuk memahami wacana obituari.
Faktor yang mempengaruhi penggunaan diksi khusus wacana obituari
selanjutnya adalah faktor penghematan. Diksi yang termasuk dalam faktor
penghematan adalah berpesan, dikenal, disapa, dihentikan dan di mata. Pilihan
kata berpesan memenuhi faktor penghematan. Contoh di bawah ini merupakan
penggunaan diksi dalam sebuah kalimat yang memenuhi faktor penghematan.

(KBSP) IV 2016 451

(6) Syaiful Bahri Ansori, anggota Komisi I DPR dari Partai Kebangkitan
Bangsa, mengaku, Munchith berpesan agar mengikuti pokok pikiran serta
mewarisi keteladanan para pendiri NU. (Kompas, 8 September 2015, KH
Abdul Muchith Muzadi)
Penggunaan diksi berpesan dalam kalimat (5) memenuhi faktor

penghematan. Diksi berpesan termasuk dalam faktor penghematan karena
pemilihan kata yang disebutkan lebih singkat dibandingkan dengan meninggalkan
pesan terakhir. Dengan demikian kata ynag dipilih lebih efektif dan efisien
digunakan.
Faktor yang lain adalah faktor kesantunan. Diksi yang termasuk dalam
faktor kesantunan yakni jenazah, mengenang, usia, jenazahnya, wafat, dan
meninggal. Contoh pengaplikasian diksi dalam wacana obituari seperti di bawah
ini.
(7) Jenazah Slamet, Wakil Ketua Umum PBNU, dishalatkan sebelum

diberangkatkan ke tempat peristirahatan ke tempat peristirahatan terakhir di
Pondok Pesantren Tahfidzul Quran Al-Azhary, Ajibarang, Kabupaten
Banyumas, Jawa Tengah. (Kompas, 4 Desember 2015, Slamet)
(8) Jenazah Slamet sampai pondok pesantren Dusun Karangcengis, Desa

Lesmana, Kecamatan Ajibarang, pukul 17.32, disambut dengan gema
shalawat dan tangisan ratusan santri. (Kompas, 4 Desember 2015, Slamet)
Penggunaan diksi jenazah banyak ditemukan dalam wacana obituari.

Sebab penggunaan kata jenazah dipandang lebih menghormati orang yang telah
meninggal juga menghormati keluarga yang ditinggalkan. Pilihan kata jenazah
lebih santun bila dibandingkan dengan pilihan kata mayat.
4. Simpulan
Obituari adalah rubrik dalam harian kompas yang memuat berita duka
tokoh-tokoh baik nasional, maupun internasional. Kompas dihipotesiskan
memiliki kekhasan karena pemilihan kata-katanya berlatar belakang berita
kematian. Oleh karena itu, pemilihan kata-kata dalam ranah ini perlu diungkap
dalam upaya memunculkan kekhasan penulisan berita duka dalam surat kabar.
Pemilihan kata dalam wacana obituari memiliki kekhasan. Kekhasan ini
mencakup penggunaan kosakata khusus yang merupakan cerminan dari kekhasan
wacana obituarium. Kata-kata khusus yang mengisi wacana obituari dilihat dari
segi bentuk terdapat kata nomina, adjektiva, verba, pronomina, idiom, kata
majemuk dan adverbia.Latar belakang penggunaan kosakata khusus dalam
wacana obituari memenuhi faktor-faktor ketepatan makna, estetika, penghematan,
dan kesantuan. Dalam penulisan wacana berita duka, khususnya rubrik obituari
harian Kompas, penggunaan diksi yang memenuhi unsur estetika lebih
diutamakan.

452 (KBSP) IV 2016
Daftar Pustaka
Erlinawati, Mira dan Markhamah. 2013. “Analisis Wacana Berita Duka dalam
Media Massa Solopos dan Kompas Edisi November 2012” dalam
Prosiding Seminar Internasional Studi Bahasa dari Berbagai Perspektif
dalam rangka 80 tahun Prod. Dr. Soepomo Poedjosoedarmo. Yogyakarta:
Prodi S2 Linguistik Universitas Gadjah Mada.
Erne, Fachrudin. 1998. Dasar-dasar Keterampilan Menulis. Jakarta: Kanisius.
Jansen, Niels dan Alfonso Caramazza. 2011. “Lexical selection in multi-word
production” dalam Frontiers in Psychology. 02 Mei 2011.
Kamus Besar Bahasa Indonesia. 2008. Edisi keempat. Jakarta: Badan Bahasa.
Keraf, Gorys. 2002. Diksi dan Gaya Bahasa. Jakarta: Gramedia.
Lau, Jey Han, David Newman, Sarvnaz Karimi, dan Timothy Baldwin. 2010.
“Best Topic Word Selection for Topic Labelling” dalam Coling 2010:
Poster Volume, hal. 605-613: Beijing Agustus 2010.
Moses, Rae A. dan Giana D. Marelli. 2004. “Obituaries and the Discursive
Construcction of Dying and Living” dalam Texas Linguistic Forum 47:
123 – 130. Prosiding Simposium Tahunan Bahasa dan Masyarakat ke-11.
Austin.
Pigee, Tommy. 1998. “Obituary Analysis and Describing A Life Lived: The
Impact of Race, Gender, Age, and Economic Status” dalam Omega vol. 38
(1) hal. 37 – 57. Baywood Publishing.
Starck, Nigel. 2006. Life After Death: The Art of the Obituary. Melbourne:
Melbourne University Press.
Sudaryanto. 1993. Metode dan Teknik Analisis Bahasa: Pengantar Penelitian
Wahana Kebudayaan secara Linguis. Yogyakarta: Duta Wacana
University Press.
Widyamarta, Al. 1987. Kreatif Mengarang. Yogyakarta: Kanisius.


(KBSP) IV 2016
PEMBELAJARAN BAHASA INGGRIS SMP/MTs BERBASIS

TEXT DAN PENDEKATAN SCIENTIFIC DALAM
KURIKULUM 2013
Oleh:
Lelly Puji Lestari, SPd
Guru PNS di MTs Negeri Sragen
Jl. Letjend Suprapto no.47 Sragen
sedang menempuh S2
di Universitas Muhammadiyah Surakarta
Abstrak
Awal tahun pelajaran 2013 tepatnya Juli 2013, Pemerintah telah menetapkan
diberlakukannya Kurikulum 2013. Kurikulum 2013 memperkenalkan pendekatan
saintifik sebagai pendekatan wajib yang harus dilaksanakan guru dalam proses
pembelajaran dikelas untuk semua mata pelajaran. Hal ini menimbulkan pertanyaan akan
kemungkinan penerapan pendekatan saintifik untuk pengajaran bahasa terutama bahasa
Inggris mengingat bahasa inggris dikategorikan sebagai ilmu sosial bukan mata pelajaran
sains atau ilmu pasti, sedangkan kata “Saintifik” identik dengan mata pelajaran sains atau
ilmu pasti. Permasalahan lain yang timbul terkait dengan pendekatan saintifik ini adalah
kenyataan bahwa kurikulum 2013 masih menerapkan pendekatan berbasis teks. Hal ini
memunculkan pertanyaan terkait dengan bagaimana menerapkan dua pendekatan
sekaligus dalam sebuah proses pembelajaran. Makalah ini akan membahas tentang
permasalahan ini, yaitu bagaimana penerapan pendekatan saintifik dan pendekatan
berbasis teks untuk pengajaran bahasa Inggris di pendidikan menengah sesuai dengan
tuntutan kurikulum 2013.
Kata Kunci: Kurikulum 2013, Pembelajaran Bahasa Inggris berbasis text, pendekatan
scientific
A. Pendahuluan
Bahasa Inggris mempunyai pengaruh yang sangat penting bagi siswa baik sebagai
alat komunikasi dengan penutur asing juga mempunya peranan yang sangat penting
untuk menunjang siswa dalam rangka mempelajari bidang studi yang lain.Oleh sebab itu
kurikulum yang dikembangkan sekarang bertujuan untuk dapat mempersiapkan siswa
agar mempunyai kompetensi yang mampu merefleksikan pengalamannya sendiri dan
pengalaman orang lain, mengemukakan gagasan, dan budaya orang lain
(Depdiknas:2004).
Didalam pembelajaran bahasa Inggris SMP, semua kegiatan pembelajaran berpusat
pada siswa dan didasari oleh teks lisan maupun tulisan. Teks mempunyai peranan yang
sangat penting bagi pengajaran bahasa Inggris di sekolah. Dengan mempelajari berbagai
bentuk teks baik lisan maupun lisan diharapkan siswa dapat menggunakan bahasa secara
fungsional dan secara bertahap dapat menulis secara sederhana berbagai jenis teks.
Pada kurikulum 2013 menekankan pada demensi pedagogik modern dalam
pembelajaran yaitu, menggunakan pendekatan ilmiah (scientific approach). Pendekatan
ilmiah (scientific approach) dalam pembelajaran sebagaimana yang dimaksud meliputi ;
mengamati, menanya, menalar, mencoba, membentuk jaringan untuk semua mata
pelajaran.
Hal ini menimbulkan pertanyaan akan kemungkinan penerapan pendekatan
saintifik untuk pengajaran bahasa terutama bahasa Inggris mengingat bahasa inggris
453
454 (KBSP) IV 2016
dikategorikan sebagai ilmu sosial bukan mata pelajaran sains atau ilmu pasti, sedangkan
kata “Saintifik” identik dengan mata pelajaran sains atau ilmu pasti. Permasalahan lain
yang timbul terkait dengan pendekatan saintifik ini adalah kenyataan bahwa kurikulum
2013 masih menerapkan pendekatan berbasis teks. Hal ini memunculkan pertanyaan
terkait dengan bagaimana menerapkan dua pendekatan sekaligus dalam sebuah proses
pembelajaran.
B. Kurikulum 2013
Awal tahun pelajaran 2013 tepatnya Juli 2013, Pemerintah telah menetapkan
diberlakukannya Kurikulum 2013. Pengembangan Kurikulum 2013 merupakan langkah
lanjutan Pengembangan Kurikulum Berbasis Kompetensi yang telah dirintis pada tahun
2004 dan KTSP 2006 yang mencakup kompetensi sikap, pengetahuan, dan keterampilan
secara terpadu. Pengembangan kurikulum perlu dilakukan karena adanya berbagai
tantangan yang dihadapi, baik tantangan internal maupun tantangan eksternal. Elemen-
elemen perubahan kurikulum 2013 mencakup Standar Kompetensi Lulusan (SKL),
Standar Isi (SI), Standar Proses, dan Standar Penilaian.
Kurikulum 2013 memperkenalkan pendekatan saintifik sebagai pendekatan wajib
yang harus dilaksanakan guru dalam proses pembelajaran dikelas untuk semua mata
pelajaran. Pendekatan ini mengadopsi tahap-tahap ilmuwan dalam meneliti hal-hal baru
dengan menggunakan metode ilmiah. Pendekatan Saintifik mencakup lima tahap, yaitu :
mengamati, mempertanyakan, mengumpulkan informasi / bereksperimen, mengasosiasi,
dan berkomunikasi. Pendekatan ini menekankan siswa untuk secara aktif terlibat dalam
proses pembelajaran dan peran guru hanya menjadi fasilitator yang membimbing dan
mengkoordinasikan aktivitas belajar siswa.
Dalam kurikulum 2013, komponen kurikulum bahasa Inggris sekurangnya
memuat rumusan mengenai hakikat bahasa sebagai berikut:
1. Fungsionalis: Bahasa adalah alat komunikasi di antara guru, peserta didik, dan
masyarakat yang beragam tergantung pada siapa yang berkomunikasi, pada
situasi seperti apa komunikasi akan terjadi, dan apa yang dikomunikasikan.
Tujuan komunikasi dalam pandangan ini adalah membangun hubungan sosial
(interpersonal) dan mengembangkan wawasan melalui pertukaran informasi di
antara pihak yang terlibat dalam komunikasi (transaksional) yang disampaikan
melalui baik media lisan maupun tulisan.
2. Kemampuan mengomunikasikan apa yang dirasakan, diketahui, dan
dilihat/diamati di antara pihak yang terlibat dalam komunikasi harus didasarkan
pada nilai-nilai sosial-kultural interlocutor (yang terlibat dalam komunikasi) agar
apa yang dikomunikasikannya berterima.
3. Kegiatan berkomunikasi yang sifatnya dialogis yang dilandasi nilai-nilai tersebut
diharapkan dapat membentuk pribadi peserta didik yang santun, toleran, saling
menghargai, dan bekerjasama, percaya diri, kreatif, dan kritis serta tekun melalui
bentuk dan kegiatan komunikasi baik melalui medium lisan maupun tulisan. Ini
diwujudkan melalui perpaduan tujuan dalam berkomunikasi, yakni interpersonal,
transaksional, dan presentasional.
4. Dalam pandangan funsionalis (sistemik-fungsionalis) kegiatan komunikasi tertata
melalui keterpaduan antara aturan kebahasaan (pemilihan, kata, frase,
kalimat/ujaran yang terangkai secara kohesif dan koheren) dengan aturan sosial-
kultural penggunaan bahasa yang diwujudkan dalam berbagai jenis wacana lisan
dan tulis yang dibutuhkan pengguna bahasa untuk berbagai tujuan dan kebutuhan
komunikasinya dalam situasi dan lingkup komunikasi tertentu (keseharian,
pendidikan, pekerjaan, dan akademis). Aturan sosial-kultural dalam penggunaan
bahasa antara lain mencakup etika dalam berkomunikasi yang diwarnai oleh
nilai-nilai silang budaya.

(KBSP) IV 2016 455

Implikasi Landasan Pengembangan Kurikulum Bahasa Inggris terhadap

pengembangan komponen kurikulumnya di antaranya adalah pentingnya perumusan
tujuan umum yang dinyatakan dalam KI dan KD.
1. Rumusan tujuan umum pembelajaran yang dinyatakan dalam bentuk
Kompetensi Inti (KI) dan Kompetensi Dasar(KD) mengacu kepada tujuan
pendidikan nasional yang meletakkan dimensi karakter pada urutan pertama
(sikap dan perilaku), pengetahuan (apa yang dipelajari, pengetahuan bersifat
faktual, konseptual, prosedural, dan pengetahuan siap (metakognitif), dan
kemampuan/keterampilan berpikir peserta didik secara berjenjang
(mengingat, memahami, menerapkan, menganalisis, menyintesa, menilai,
dan menciptakan sesuatu/berpikir kreatif) yang dilandasi oleh nilai-nilai
agama, keyakinan, dan kearifan local (nilai-nilai budaya setempat).
2. Tiga dimensi dalam tujuan ini dalam pengembangan kurikulum bahasa
berdasarkan pendekatan sistematik sebagaimana tergambarkan di atas harus
menjadi arah (pemandu) dalam memilih dan mengorganisasikan bahan ajar,
memilih dan mengembangkan kegiatan pembelajaran dan memilih serta
mengembangan penilaian baik proses maupun hasil belajar.
3. Hubungan antara komponen kurikulum bahasa Inggris secara sepesifik yang
harus tergambar pada silabus berdasarkan landasan yang digunakan dalam
pengembangan kurikulum
C. Pembelajaran Bahasa Inggris Berbasis Text

kompetensi utama yang tuju dari pendidikan bahasa Inggris adalah adalah
kompetensi komunikatif (comunicative comptence), dimana siswa sekolah menengah di
tuntut agar dapat berkomunikasi lisan maupun tulisan dalam berbagai peristiwa
komunikasi. Keterampilan berkomunikasi lisan sangat menentukan untuk menuju
keterampilan berkomunikasi tulisan. Oleh sebab itu, pembelajaran bahasa Inggris SMP
ditekankan agar siswa mampu untuk berkomunikasi lisan dengan baik dan berterima.
Didalam pembelajaran bahasa Inggris SMP / MTs, semua kegiatan
pembelajaran berpusat pada siswa dan didasari oleh teks lisan maupun tulisan. Teks
mempunyai peranan yang sangat penting bagi pengajaran bahasa Inggris di sekolah.
Dengan mempelajari berbagai bentuk teks baik lisan maupun lisan diharapkan siswa
dapat menggunakan bahasa secara fungsional dan secara bertahap dapat menulis secara
sederhana berbagai jenis teks.
Pengajaran Bahasa Inggris menggunakan Pendekatan berbasis teks (Genre
Based Approach) menyarankan penerapan ‘curriculum cycle’ yang terdiri dari empat
tahap pembelajaran dalam kelas yaitu building students’ knowledge of the field,
modelling the text, joint construction of text and independent construction of text.
Berikut adalah elaborasi masing-masing tahap curriculum cycle diadaptasi dari
Derewianka (1990) dan Gibbons (2002).
Tahap pertama, building knowledge of the field, bertujuan untuk melengkapi siswa
dengan pengetahuan awal tentang topik atau teks yang akan dipelajari berfokus pada isi
informasi dan unsur kebahasaan dari jenis teks yang akan digunakan.
Pada tahap kedua, Modelling of the text, teks yang akan diajarkan diperkenalkan ke
siswa melalui sebuah contoh teks model. Tahap ini bertujuan untuk membantu siswa
mengenal fungsi sosial, stuktur teks dan unsur kebahasaan sebuah teks sehingga mereka
dapat memahami dan mampu menyadur kembali teks tersebut.
Tahap selanjutnya disebut dengan tahap Joint Construktion of Text. Tujuan dari
tahap ini adalah memnunjukan kepada siswa bagaimna proses menyusun sebuah teks.
Pada tahap ini, fokusnya adalah memberikan ilustrasi kepada siswa tentang proses
penyusunan sebuah teks.

456 (KBSP) IV 2016
Tahap terakhir adalah tahap Independent Construction of the text, tahap dimana
siswa diharapkan telah siap untuk menyusun sendiri teks mereka sesuai dengan jenis teks
yang sedang dipelajari.
Pelaksanaan pembelajaran bahasa Inggris SMP/MTs melalui dua macam siklus
yaitu, siklus lisan (mendengar dan berbicara) dan siklus tulisan (membaca dan menulis).
Pada siklus lisan (spoken cycle) siswa diharapkan mampu memahami dan mengungkapan
makna teks funsional pendek (short functional text) misalnya pengumuman, petunjuk,
kartu ucapan. Makna percakapan transaksional (transactional conversation), yakni
percakapan yang dipergunakan untuk memenuhi kebutuhan sehari-hari misalnya jual beli,
meminjam sesuatu, meminta maaf. Makna percakapan interpersonal (interpersonal
coonversation) misalnya percakapan yang dilakukan untuk basa-basi atau memenuhi
kepatutan sosial. Dan yang terakhir adalah makna monoloq (monoloque) misalnya
cooking demonstration, arranging flower dan siklus tulisan (written cycle) siswa
diharapkan mampu memahami dan mengungkapkan makna teks fungsional pendek (short
functional text) misalnya papan pengumuman, label, leaflet dan esei pendek (short essays
in various genres)misalnya narrative, procedure, recount, descriptive, dan report text.
D. Pendekatan Scientific
Pendekatan scientific termasuk pembelajaran inkuiri yang bernafaskan
konstruktivisme. Sasaran pembelajaran dengan pendekatan ilmiah mencakup
pengembangan ranah sikap, pengetahuan, dan keterampilan yang dielaborasi untuk setiap
satuan pendidikan. Ketiga ranah kompetensi tersebut memiliki lintasan perolehan (proses)
psikologis yang berbeda. Sikap diperoleh melalui aktivitas: menerima, menjalankan,
menghargai, menghayati, dan mengamalkan. Pengetahuan diperoleh melalui aktivitas:
mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta.
Sementara itu, keterampilan diperoleh melalui aktivitas: mengamati, menanya, menalar,
menyaji, dan mencipta (Permendikbud No. 65 tahun 2013).
Pendekatan Saintifik memiliki karakteristik dan prinsip. Berikut adalah
karakteristik dari pembelajaran saintifik:
1. berpusat pada siswa.
2. melibatkan keterampilan proses sains dalam mengonstruksi konsep, hukum
atau prinsip.
3. melibatkan proses-proses kognitif yang potensial dalam merangsang
perkembangan intelek, khususnya keterampilan berpikir tingkat tinggi siswa.
4. dapat mengembangkan karakter siswa.
Menurut Permendikbud Nomor 103 Tahun 2014, proses pembelajaran terdiri atas
lima pengalaman belajar pokok yaitu:
1. mengamati;
2. menanya;
3. mengumpulkan informasi/eksperimen;
4. mengasosiasikan/mengolah informasi; dan
5. mengkomunikasikan.
6. Mencipta
E. Implementasi dalam Pembelajaran

Berikut adalah contoh realisasi penerapan pendekatan scientifik dan
pembelajaran berbasis teks untuk pengajaran bahasa Inggris didalam kelas:
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MTs Negeri Sragen

(KBSP) IV 2016 457

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII/1
Materi Pokok : Pemaparan Jati Diri; I love people around me
Alokasi Waktu : 2 x 40 menit
KKM : 75
A. KOMPETENSI INTI
1. KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
2. KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan
dan keberadaannya.
3. KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
4. KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. KOMPETENSI DASAR:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku jujur dan percaya diri dalam berkomunikasi dengan
lingkungan social sekitar rumah dan sekolah
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan
jati diri, sesuai dengan konteks penggunaannya
4.4 Menangkap makna pemaparan jati diri lisan dan tulis sangat pendek dan sederhana
4.5 Menyusun teks lisan dan tulis untuk memaparkan dan menanyakan jati
diri,dengan sangat pendek dan sederhana,dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator
1. Menunjukkan sikap sungguh‐sungguh dalam belajar.
2. Mengidentifikasi ungkapan yang digunakan untuk memaparkan jati diri dalam
keluarga
3. Melakukan percakapan interpersonal dengan menggunakan ungkapan
pemaparan diri dalam keluarga melalui kegiatan terintegrasi berbicara dan
menulis dengan percaya diri.
4. Menyusun teks tulis sederhana tentang pemaparan jati diri dalam keluarga
(silsilah keluarga)
D. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran,
1) Siswa dapat menunjukkan kesungguhan dalam belajar bahasa Inggris
tentang pemaparan jati diri dalam keluarga
2) Siswa dapat mengidentifikasi ungkapan yang digunakan untuk memaparkan
jati diri dalam keluarga
3) Siswa mampu melakukan percakapan interpersonal dengan menggunakan
ungkapan pemaparan diri dalam keluarga melalui kegiatan terintegrasi
berbicara dan menulis dengan percaya diri.

458 (KBSP) IV 2016
4) Siswa mampu Menyusun teks tulis sederhana tentang pemaparan jati diri
dalam keluarga (silsilah keluarga.)

E. Materi Pembelajaran
1. Pemaparan jati diri dalam keluarga:
a. My name is....
b. I am ....years old
c. I am a ....
d. My father is...
e. He is....years old
f. He is a ....
g. My mother is .....
h. She is .... years old
i. She is a .....
j. I have ..... sisters/brothers
k. She/he is ..... / they are ....
l. She/he is .....years old / they are .....and .... years old
m. She/he is a ..../ they are ....

2. Text descriptive sederhana pemaparan jati diri dalam keluarga

MY FAMILY
My name is Nanchita. My full name is Nanchita Paramita Tristaputri. I am

five years old. I am a student. I will tell you about my family. My father is mr. Tris. He is
34 years old. He is an English teacher. My mother is mrs. Arum. She is 25 years old. She
works as a secretary.
I have a little brother. His name is Ghovinda Tristaputra. I like to call him
Ghovin. He is three years old. He is a Play Group student.
F. Metode Pembelajaran
1. Pendekatan : scientific
2. Strategi : observe ‐ practice
3. Metode : Inquiry / Experiencial learning
G. Langkah – Langkah Pembelajaran
1. Pendahuluan ( 5 menit )
a. Apersepsi dan motivasi
b. Penyampaian tujuan pembelajaran
c. Penyampaian cakupan materi dan uraian kegiatan
2. Inti
a. Mengamati (5 menit )
 Siswa mengamati gambar silsilah keluarga
b. Mempertanyakan (5 Menit )
 Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang
gambar silsilah keluarga tsb.
c. Mengeksplorasi (15 menit)
 Siswa secara berpasangan mengerjakan worksheet 1
d. Mengasosiasi ( 15 menit )

(KBSP) IV 2016 459

 Siswa secara berpasangan mengerjakan worksheet 2: menyusun
worksheet 1 menjadi paragraf.
e. Mengkomunikasikan (15menit )
 Siswa memaparkan jati diri dalam keluarga di depan kelas.
f. Mencipta ( 25 menit )
 Masing – masing siswa menggambarkan silsilah keluarganya dan
menuliskan paragraf deskripsinya
3. Penutup (5 menit)
a. Guru dan siswa membuat rangkuman/simpulan pelajaran.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram.
c. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
d. Memberikan tugassesuai dengan hasil belajar peserta didik.
e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber Belajar
Buku Paket Siswa : BahasaInggris When English Rings the Bell (hal 67)
I. Media belajar
Gambar
J. Penilaian Hasil Belajar
1. Sikap : Kesungguhan, Santun, percaya diri
a. Tehnik penilaian : observasi, self assessment
b. Bentuk instrument : lembar observasi, angket, dan learning journal

Lembar observasi kompetensi sikap
No. Butir Sikap Skor dan Deskripsi Perolehan

skor
1. Sungguh‐sungguh 5: selalu sungguh‐sungguh
4: sering sungguh‐sungguh

3: kadang‐kadang sungguh‐sungguh
2: jarang sungguh‐sungguh
1: tidak pernah sungguh‐sungguh
2. Sopan 5: selalu sopan
4: sering sopan
3: kadang‐kadang sopan
2: jarang sopan
1: tidak pernah sopan
3. Percaya diri 5: selalu percaya diri
4: sering percaya diri

460 (KBSP) IV 2016
3: kadang‐kadang percaya diri
2: jarang percaya diri Ped
oma
1: tidak pernah percaya diri n
pens
koran :
Skor Perolehan
NA= X 20
Skor maksimal
2. Pengetahuan
a. Tehnik penilaian : test tertulis, tugas
b. Bentuk instrument : Uraian terbuka dan tertutup

3. Ketrampilan
a. Tehnik penilaian : unjuk kerja dan produk
b. Bentuk instrument : Membuat gambar silsilah keluarga/family tree
dan paragraf deskriptif sederhananya
Rubrik penilaian writing:
Aspek Tingkatan
4 3 2 1
Informasi Menyebut semua Menyebut 3 Menyebut 2 Hanya menyebut
fakta anggota keluarga anggota keluarga anggota keluarga 1 anggota
dengan tepat dan dengan tepat dan dengan tepat dan keluarga dengan
benar benar benar tepat dan benar
Urutan dan Menulis semua Menulis 3 Menulis 2 anggota Hanya menulis 1

struktur anggota keluarga anggota keluarga keluarga secara anggota keluarga
bahasa secara urut dan secara urut dan urut dan dalam secara urut dan
dalam struktur dalam struktur struktur bahasa dalam struktur
bahasa yang bahasa yang yang tepat dan bahasa yang
tepat dan benar tepat dan benar benar tepat dan benar
Tanda baca tidak ada Hanya ada 1 Terdapat 2 Terdapat lebih

dan kesalahan kesalahan kesalahan dari 3 kesalahan
penggunaan penggunaan penggunaan penggunaan tanda penggunaan
huruf besar tanda baca dan tanda baca dan baca dan huruf tanda baca dan
dan kecil huruf besar/kecil huruf besar/kecil besar/kecil huruf besar/kecil
Rumusan Skor:

Jumlah Skor x 100% = Nilai
Skor Max

(KBSP) IV 2016 461

Mengetahui Sragen, 9 Oktober 2014

Kepala MTsN Sragen Guru Mata Pelajaran
Drs.H.M.Aris Suparlan, MPd Lelly Puji Lestari, SPd

NIP.196801241993031001 NIP. 198109042005012011
F. Penutup
Perubahan pada kurikulum 2013 menuntut guru untuk mengajar bahasa

menggunakan pendekatan saintifik yang dipadukan dengan pendekatan berbasis teks.
Dari pembahasan diatas, dapat disimpulkan bahwa pendekatan saintifik memungkinkan
untuk diterapkan pada mata pelajaran lainnya karena pendekatan saintifik lebih
menekankan kepada aktifitas-aktifitas pembelajaran yang akan dilakukan siswa dikelas
Siswa SMP/MTs diharapkan tidak saja mampu untuk mengerti berbagai jenis teks
tetapi juga mampu untuk menyusun atau merancang berbagai jenis teks. Walaupun
bahasa Inggris SMP/MTs didesain untuk membekali siswa mencapai literasi tingkat
fungsional seperti mampu mengunakan bahasa untuk memenuhi kebutuhan hidup sehari-
hari secara lisan namun secara perlahan siswa SMP/MTs diperkenalkan bahasa tulis
secara bertahap melalui pengembangan berbagai jenis teks sederhana.
Daftar Pustaka
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 tahun 2014 tentang
Kurikulum 2013.
Derewianka, B. (1990). Exploring how a text work. Rozele, N.S.W: Primary English
Teaching Association
Gibbons, P. (2002). Scaffolding language scaffolding learning. Portsmouth: Heinemann
TEFLIN. (2013). Pokok Pikiran dan Rekomendasi Tentang Kurikulum Mata Pelajaran
Bahasa Inggris Tahun 2013. Kampus UPI : Bandung


(KBSP) IV 2016
IMPLEMENTASI CONTEKSTUAL TEACHING AND LEARNING (CTL)

DALAM PENGAJARAN TEXT PROCEDURE PADA MATA PELAJARAN
BAHASA INGGRIS DI MTs
Disampaikan oleh:
Rosyida Tyas wahdati, S. Pd
Guru, PNS di MTs Negeri Tanon, (Jl. Waduk Ketro, Tegalsari, Tanon, Tanon,
Sragen), Sedang menempuh Study Program Pascasarjana Jurusan Magister
Pengkajian Bahasa Inggris. Universitas Muhammadiyah Surakarta. 2016
Abstrak
Bahasa Inggris telah menjadi mata pelajaran wajib (compulsory lesson) bagi
Negara kita, Indonesia. Dia diajarkan dalam tiap jenjang pendidikan mulai dari
Sekolah Dasar (SD) sampai perguruan tinggi (PT).
Keberhasilan siswa dalam penguasaan materi pelajaran, tidaklah terlepas dari

peran aktif guru yang mampu memberikan motivasi dan dapat menciptakan
iklim belajar yang harmonis, kondusif dan menggairahkan dan mampu memberi
semangat kepada mahasiswa. Dalam kaitannya dengan pelaksanaan
pembelajaran yang efektif, pendekatan berbasis kontekstual merupakan salah
satu pendekatan yang dianggap relevan dan mendukung dalam proses
pembelajaran siswa.
Agar pembelajaran Bahasa Inggris dapat berjalan secara efektif, maka diperlukan
suatu metode yang tepat. Salah satu metode yang dipakai adalah pembelajaran
kontekstual (CTL), yaitu suatu model pembelajaran yang mengaitkan antara
bahan ajar dengan situasi dunia nyata siswa, model ini memungkinkan siswa
untuk mengaitkan langsung antara pengetahuan yang dipelajari dengan
penerapannya dalam kehidupan para siswa sebagai anggota keluarga dan
masyarakat. Dalam pembelajaran kontekstual ini siswa didorong untuk mengerti
apa makna belajar, apa manfaatnya dan bagaimana cara mencapainya.
Teks prosedur merupakan salah satu materi yang harus diajarkan pada mata
pelajaran Bahasa Inggris pada jenjang SMP/MTs. Makalah ini bertujuan untuk
membahas salah satu metode mengajarkan teks prosedur dengan menggunakan
metode CTL.
Kata kunci: Bahasa Inggris, CTL, teks prosedur
462
(KBSP) IV 2016 463

A. PENDAHULUAN
Bahasa Inggris telah menjadi bahasa internasional dalam pergaulan dunia.
Dia juga sebagai bahasa pengantar dalam hubungan negara, baik secara bilateral
maupun internasional. Tidaklah mengherankan apabila bahasa inggris ditetapkan
sebagai mata pelajaran wajib di berbagai negara. Indonesia tak terkecuali
menerapkan Bahasa Inggris sebagai mata pelajaran wajib (compulsary lesson), yang
harus diajarkan mulai dari sekolah dasar (SD) sampai perguruan tinggi (PT).
Pada jenjang SMP/MTs terdapat 5 (lima) jenis teks yang harus diajarkan.
Salah satunya adalah teks prosedur. Teks ini merupakan suatu teks yang
menerangkan tentang tata cara bagaimana sesuatu dibuat. Didalamnya terdapat tujuan
(goal), bahan yang diperlukan (materials) dan langkah langkah pembuatan (steps).
Dalam pengajaran teks ini, guru diharapkan mampu mengajarkannya dengan baik
sehingga pemahaman siswa tentang materi bisa mendalam.
Keberhasilan siswa dalam penguasaan materi pelajaran, tidaklah terlepas
dari peran aktif guru yang mampu memberikan motivasi dan dapat menciptakan
iklim belajar yang harmonis, kondusif dan menggairahkan. Guru juga diharapkan
mampu memberi semangat kepada siswa untuk mengikuti kegiatan pembelajaran.
Dalam kaitannya dengan pelaksanaan pembelajaran yang efektif, maka diperlukan
suatu metode yang tepat. Salah satu metode yang dipakai adalah pembelajaran
kontekstual (CTL), yaitu suatu model pembelajaran yang mengaitkan antara bahan
ajar dengan situasi dunia nyata siswa. Model pembelajaran ini memungkinkan siswa
untuk dapat mengaitkan langsung antara pengetahuan yang dipelajari dengan
penerapannya dalam kehidupan sehari hari para siswa baik sebagai anggota keluarga
maupun masyarakat. Dalam pembelajaran kontekstual ini siswa didorong untuk
mengerti apa makna belajar, apa manfaatnya dan bagaimana cara mencapainya.
Makalah ini bertujuan untuk membahas tentang salah satu contoh
implementasi pengajaran teks prosedur dengan menggunakan metode CTL
(Contextual Teaching and Learning).
B. CONTEXTUAL TEACHING AND LEARNING (CTL)

1. Pengertian CTL
Banyak sekali pakar yang mendefinisikan pengertian CTL, diantaranya:
a. Nurhadi (2003) dalam sugiyanto (2009) menyatakan bahwa CTL adalah
konsep belajar yang mendorong guru untuk menghubungkan antara
materi yang diajarkan dengan situasi dunia nyata (Sugiyanto, 2009: 14)
b. Pendekatan kontektual (Contextual Teaching and Learning) merupakan
konsep belajar yang membantu guru mengaitkan antara materi yang
diajarkan dengan situasi dunia nyata siswa dan mendorong siswa
membuat hubungan antara pengetahuan yang dimilikinya dengan
penerapannya dalam kehidupan mereka sebagai anggota keluarga dan
masyarakat. Dengan konsep itu, hasil pembelajaran diharapkan lebih
bermakna bagi siswa. Proses pembelajaran berlangsung alamiah dalam
bentuk kegiatan siswa bekerja dan mengalami, bukan mentransfer
pengetahuan dari guru ke siswa. Strategi pembelajaran lebih
dipentingkan daripada hasil.
(http://www.papantulisku.com/2010/01/pembelajaran-kontekstual-
contextual.html)

464 (KBSP) IV 2016
c. Johnson (2002) menyatakan bahwa CTL adalah sebuah proses pendidikan

yang bertujuan menolong para siswa melihat makna di dalam materi
akademik yang mereka pelajari dengan cara menhubungkan subjek subjek
akademik dengan konteks dalam kehidupan keseharian mereka, yaitu
dengan konteks keadaan pribadi, sosial dan budaya mereka (Johnson,
2002: 67)
d. Siswoyo (2013) mengemukakan bahwa CTL merupakan suatu proses
pendidikan yang holistik yang bertujuan memotivasi siswa untuk
memahami makna materi pelajaran yang dipelajarinya dengan
mengaitkan metri tersebut dengan konteks kehidupan mereka sehari hari
(konteks pribadi, sosial dan kultural) sehingga siswa memiliki
pengetahuan atau ketrampilan yang secara fleksibel dapat diterapkan
(ditransfer) dalam suatu permasalahan / konteks ke permasalahan /
konteks lainnya (dedi26.blogspot.co.id)
Dari beberapa penjelasan di atas, dapat disimpulkan bahwa Contekstual
teaching and learning (CTL) adalah suatu metode pembelajaran yang
yang holistik, yang menghubungkan materi pembelajaran tersebut
dikaitkan dengan dunia nyata siswa.
2. Komponen CTL
Sanjaya, dalam bukunya yang berjudul strategi pembelajaran berorientasi
standar proses pendidikan, menyebutkan bahwa ada 7 komponen utama
dalam pembelajaran berbasis CTL. Ketujuh komponen tersebut adalah
konstruktivisme (constructivism), bertanya (questioning), menemukan
(inquiry), masyarakat belajar (learning community), pemodelan (modelling),
refleksi (reflection), dan penilaian autentik (authentic assessment).
a. Konstruktivisme (contructivism) adalah suatu proses pembelajaran yang
menyakini bahwa penyusunan pengetahuan siswa tidaklah di dapat
secara singkat, melainkan melalui suatu proses. Dalam konstruktivisme
belajar akan lebih bermakna jika siswa belajar sendiri, menemukan
sendiri, dan mengonstruksi sendiri pengetahuan dan keterampilan
barunya. Siswa membangun pemahaman mereka sendiri dari
pengalaman baru berdasar pada pengetahuan awal. Dan pembelajaran
harus dikemas menjadi proses “mengkonstruksi” bukan menerima
pengetahuan. Guru berfungsi sebagai fasilitator dalam pembelajaran.
b. Bertanya (questioning), yaitu dalam pembelajaran, guru tidak
menyampaikan ilmu secara langsung, tetapi guru harus memancing
siswa dengan pertanyaan agar siswa dapat menemukan jawaban dari
pertanyaan tersebut.
c. Menemukan (inquiry), adalah suatu proses penemuan jawaban
pertanyaan melalui suatu pemikiran secara kritis, yaitu pengetahuan
yang dimiliki siswa bukanlah di dapat dengan mengingat, tetapi melalui
proses menemukan sendiri. Ada beberapa langkah dalam proses inkuiri,
yaitu merumuskan masalah, mengajukan hipotesa, mengumpulkan data,
menguji hipotesis dan menarik kesimpulan.
d. Masyarakat belajar (Learning community). Yang dimaksud dengan
masyarakat belajar adalah bahwa siswa hidup dalam suatu masyarakat.
Mereka dapat menggali ilmu dari masyarakat, bertukar pendapat
dengan masyarakat. Dan berbagi ide dengan masyarakat pula. Dalam
pembentukan masyarakat belajar konsep bekerjasama adalah sangat
diperlukan. Siswa harus menyadari bahwa kerjasama dengan orang lain
lebih baik daripada belajar sendiri.

(KBSP) IV 2016 465

e. Pemodelan (Modelling). Yaitu adamya percontohan / pemodelan dalam

pembelajara. Sebagi contoh dalam pelajaran bahasa inggris, guru dapat
memberikan contoh cara pengucapan / pelafalan suatu kosakata dengan
tepat. Dalam pemodelan in, guru bukanlah satu satunya sumber model
yang dapat dipakai dalam pembelajaran.
f. Reflesi (reflection). Kegiatan refleksi ini dilaksanakan diakhir
pembelajaran. Refleksi ini merupakan penegasan kembali guru berupa
ringkasan dari materi pembelajaran yang telah disampaikan. Siswa
mengungkapkan secara tulisan maupun lisan apa yang telah mereka
pelajari. Selain itu siswa dapat mengungkapkan perasaan mereka
selama proses belajar mengajar.
g. Penilaian autentik (Authentic Assessment) adalah suatu sistem penilaian
yang dilakukan oleh guru, yaitu dengan cara mengumpulkan informasi
tentang perkembangan belajar yang dilakukan oleh siswa. Penilaian ini
dilakukan untuk mengetahui apakah siswa benar-benar belajar tentang
materi pelajaran atau tidak; apakah pengalaman belajar yang dilakukan
siswa memiliki pengaruh yang positif terhadap perkembangan baik
intelektual maupun mental siswa. Penilaian yang autentik dilakukan
secara terintegrasi dengan proses belajar mengajar. Penilaian ini
dilakukan secara terus-menerus selama kegiatan pembelajaran
berlangsung. Oleh sebab itu, tekanannya diarahkan kepada proses
belajar bukan kepada hasil belajar.
3. Prinsip-prinsip Pembelajaran Kontekstual

Pembelajaran Kontekstual atau CTL juga mempunyai beberapa prinsip
utama dalam penerapan dan aplikasinya antara lain :
1. Saling ketergantungan
Prinsip ini menyatakan bahwa para pendidik harus mengenalkan peserta
didiknya akan adanya keterkaitannya mereka dengan pendidik lainnya,
dengan para siswa dan masyarakat, serta dengan bumi. Prinsip ini
mengajarkan kepada para siswa dan pendidik untuk saling bekerja sama
dan menciptakan kemitraan secara positif.
2. Diferensiasi
Diferensiasi adalah keberagaman. Dalam CTl penggabungan
kebaragaman menjadikan keunikan, kreativitas, dan kerjasama.
3. Pengaturan Diri
Prinsip ini meminta para peserta didik untuk dapat mengeluarkan
potensi peserta didiknya dengan maksimal. Yaitu dengan menolong
para siswanya agar mereka dapat mencapai keunggulan akademik,
memperoleh ketrampilan karier dan mengembangkan karakter dengan
menghubungkan tugas sekolah dengan pengalaman serta pengetahuan
pribadinya
C. TEKS PROSEDUR (PROCEDURE TEXT)

Adalah sebuah teks yang menceritakan / mendeskripsikan tentang bagaimana cara
membuat atau melakukan ssuatu sesuai dengan urutan / langkah kegiatan.
Dalam teks prosedure, maka akan terdapat:
a. Goal atau tujuan yang hendak di capai
b. Material atau bahan yang diperlukan
c. Steps / langkah yang dilakukan.

466 (KBSP) IV 2016
Ciri kebahasaan dari teks prosedur adalah

a. Menggunakan kalimat perintah (kalimat perintah) misalnya: push, mix,
cut, add, dan sebagainya
b. Menggunakan kata kerja aksi (action verb) misalnya push, put, pour
c. Menggunakan kata hubung waktu, msalnya first, second, next, then,
finally.
Contoh text prosedur dapat dilihat dibawah ini:
D. CONTOH IMPLEMENTASI CTL DALAM PEMBELAJARAN TEKS PROSEDUR
Peserta Didik Guru Waktu

Mengamati (Observing)
 Menyimak teks procedure sangat pendek dan  Menyampaikan teks 10’
sederhana tentang ”how to cook soto instant procedure sangat pendek
noodle” dan sederhana, tentang ”
how to cook soto instant
noodle”
Merumuskan pertanyaan (Questioning)
 Mengajukan pertanyaan yang berkaitan  Menunjukkan struktur text, 5’

tentang teks tulis pendek sederhana tentang ” pola kalimat, tujuan
how to cook soto instant noodle” . (kerja penulisan dan memberi
klasikal) contoh cara penulisan
kalimat text procedure
Mengumpulkan informasi (Exploring)
 Membaca teks tulis pendek sederhana untuk  Menyajikan tentang ” how 5’
mengidentifikasi struktur bahasa, pola to cook soto instant

(KBSP) IV 2016 467

kalimat dan tujuan penulisan teks tentang ” noodle”

how to cook soto instant noodle”. (kerja
individu)
 Menjodohkan gambar dengan frasa yang  Memfasilitasi gambar 10’
sesuai (kerja kelompok) dengan frase
Mengasosiasikan
 Menulis ulang teks procedure tentang ”how  Memberikan gambar 10’
to make a glass of coffee” (kerja kelompok) petunjuk teks prosedure
tentang “how to make a
glass of coffee”
 Membuat karya baru dengan cara meringkas  Menunjukkan contoh 45’
suatu bacaan, menuliskan kembali dalam kemasan product makanan
suatu teks prosedur pembuatan makanan atau atau minuman
minuman dengan menggunakan media  Memfasilitasi peserta didik
kemasan product makanan atau minuman dengan membawakan
(kerja kelompok) kemasan product makanan
atau minuman
Mengkomunikasikan
 Mempresentasikan hasil karya didepan kelas  Memfasilitasi peserta didik 15’
 Menemajangkan hasil karya.(kerja
kelompok)
E. KESIMPULAN
Contextual Teaching and Learning (CTL) adalah sebuah metode

pendidikan yang bertujuan menolong para siswa melihat makna di dalam materi
akademik yang mereka pelajari dengan cara menhubungkan subjek subjek
akademik dengan konteks dalam kehidupan keseharian mereka, yaitu dengan
konteks keadaan pribadi, sosial dan budaya mereka.
Salah satu contoh implementasi CTL adalah dalam pembelajaran teks
prosedur, yaitu suatu teks yang mendeskripsikan bagaimana cara membuat
sesuatu melaui serangkaian langkah langkah yang di tempuh.
Daftar Pustaka
Johnson, E. (2002). Contextual Teaching and Learning: What it is and Why it’s here to
stay.
Sanjaya, W. (2009). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan.

Kencana Prenada Media. Jakarta
Siswoyo, D. (2013). PengertianPembelajaran Kontekstual. (Dedi26.blogspot.co.id)

468 (KBSP) IV 2016
Sugiyanto. (2009). Model model Pembelajaran Innovatif. Panitia Sertifikasi Guru Rayon
13 FKIP UNS Surakarta. Surakarta.
(http://www.papantulisku.com/2010/01/pembelajaran-kontekstual-contextual.html)
Achiiwa17.blogspot.co.id/2012/05/makalah.html
S1-pgsd.blogspot.co.id/2011/12/makalah-pendekatan-kontekstual-learning.html


(KBSP) IV 2016
TASKS DESIGN OF ENGLISH TEXTBOOK

BAHASA INGGRIS SMA KELAS X TO DEVELOP STUDENT’S
COMMUNICATIVE COMPETENCE
by
DYAH RETNO NURSANTI

Student of Master Language Studies
School of Universitas Muhammadiyah Surakarta
dyahretnons@gmail.com
ABSTRACT
This research focuses on analyzing the competencies covered in each tasks

and activities in Bahasa Inggris SMA Kelas X English textbook. The objectives
are to explain what linguistic competence, strategic competence, socio-cultural
competence, actional competence, and discourse competence are shown in the
tasks of English textbook Bahasa Inggris SMA Kelas X, to elaborate frequency of
communicative competence are shown in the tasks of English textbook Bahasa
Inggris SMA Kelas X, and to elaborate the dominant communicative competence
in the tasks of English textbook Bahasa Inggris SMA Kelas X. In achieving the
objectives, the researcher uses descriptive qualitative as the type of the research.
The data of this research was the tasks and activities of English textbook Bahasa
Inggris SMA Kelas X. The data source of this research is Bahasa Inggris SMA
Kelas X English textbook published by Balitbang. In collecting the data the writer
uses documentation. The technique for analyzing the data are classifying and
describing the kinds of communicative competence, coding the data, scoring the
data, counting the frequency and dominant of the competencies, and drawing
conclusion. From the result of analysis, it can be drawn some conclusions. Firstly,
from 104 data there are there are 40 or 38.4% the tasks which designed to
develop student’s linguistic competence, 6 or 5.8% the tasks which designed to
develop student’s strategic competence, 8 or 7.7% the tasks which designed to
develop student’s socio-cultural competence, 33 or 31.7% the tasks which
designed to develop student’s actional competence, 17 or 16.3% the tasks which
designed to develop student’s discourse competence. Secondly, the dominant of
each Communicative Competence is Linguistic Competence. Thirdly, this textbook
was sufficient because there only linguistic and actional competence which
available tasks to develop its competence in 20% - 40%. Therefore, it can be
conclude that Bahasa Inggris SMA Kelas X English textbook is sufficient to
develop student’s communicative competence.
Keywords: textbook, tasks, and communicative competence
A. INTRODUCTION
In this globalization era, English is very important for people, because
English is an international language and most of countries in the world use
this language, either as a first or second language. English is also the key,
469
470 (KBSP) IV 2016
which opens doors to scientific and technical knowledge. English is a top

requirement of those seeking jobs, so one of the efforts to improve the quality
of education in Indonesia is by giving English lesson in every school taught
from elementary school up to University level.
To support the English language teaching process, there are three
factors such as teacher, learner, and method or material. Material in English
language teaching can be delivered to students instructionally. According to
Tomlinson (1998:2), there are many kinds of learning materials including
textbook, cassette, videos, CD-Rooms, dictionaries, grammar books,
workbooks, photocopied exercises, newspaper, etc.
The teacher usually used textbook as the material in teaching learning
activities. Textbook is an instructional material, which is used as the guide for
classroom instruction. Textbook has an important role in the teaching and
learning activities. Tarigan (1986:11) states that textbook is an instructional
instrument, which is used at school and college to support instruction
program. Because of this, Indonesian government has a big concern to provide
students and teacher in Indonesia with national standardized books. In
establishing this new curriculum, the government publishes the textbook that
used to student and teacher.
According to Tomlinson (1998:2), materials development is anything
that is done by writers, teachers, or learners to provide sources of language
input and to develop those sources in ways, which maximize the possibility of
intake. One of textbook published by Ministry of Education and Culture is
entitled Bahasa Inggris SMA Kelas X. This book is published to adapt the new
curriculum in order to fulfill the learner’s need. It means that the teachers have
to consider the materials development of the textbook they used to produce the
qualified student.
The teaching of English in Senior High School in Indonesia is intended
to develop student’s communicative competence. Recently, the content
standard of English language learning of Senior High School has to develop
student’s language skills, which can allow them to communicate in spoken
and written English. Therefore, the teacher should give the English language
learning, which helps their student to develop communicative competence
because the students should learn how to use the language in communication
only after they have learned to master its structure in drills and other
mechanical exercises.
This research deals with some previous researches. The first previous
studies were Ogura (2008) who conduct Communicative Competence and
Senior High School Oral Communication Textbook in Japan. The second
previous study was conducted by Lestari (2010), entitled Material
Development of English Textbook Effective English to Develop the Student’s
Communicative Competence: a Content Analysis. The third previous research
was conducted by Kim (2011) entitled Developing Communicative
Competence with Authentic Materials for EFL Korean High School Students.
The fourth previous study was conducted by Nguyen, (2012) entitled
Communicative Language Testing: Do School Tests Measure Student’s
Communicative Competence? The fifth previous study was conducted by
Tostykh and Khomutova (2012), entitled Developing the Communicative

(KBSP) IV 2016 471

Competence of the University Teaching Staff: an Integrated – Skill Approach.

Widayati (2012), who wrote about textbook analysis, entitled A Study on
Suitability of Task in Linked to the World 3 with the Theory of Communicative
Competence Proposed by Celce Murcia, conducted the sixth previous study.
The seventh previous research is the study of English electronic book
that was conducted by Kurniasari (2013) entitled Material Development of
Electronic Book (BSE) Contextual Teaching and Learning Bahasa Inggris
SMP to Develop Students’ Communicative Competence. The eight previous
study was conducted by Wati (2013) entitled English Task to Develop the
Students’ Communicative Competence: a Study of Edukatif Work Book for
Junior High School Students. The ninth previous study was conducted by
Putra (2014) entitled Material Design to Improve Student’s Communicative
Competence: Textbook Analysis on I Can Do It English for Senior High
School Student Grade XI. The last previous study was conducted by Yufrizal
(2014) entitled Teachers and Student’s Perceptions of Communicative
Competence in English as a Foreign Language in Indonesia.
The difference between this study and the previous is the object of data
analyses. The first previous is Ogura from Japan, he used ten authorized senior
high school OCI textbooks as the data and she evaluated how senior high
school Oral Communication (OC) textbooks in Japan support the development
of student’s spoken communicative competence. The second previous
analyzed the English textbook based on communicative competence. The third
one used the authentic material as the data analysis and the goal of his
research was to design the authentic materials to develop Korean high school
student’s communicative competence.
Then the fourth previous analyzed the language testing school. It
investigated the student in Vietnam whether the test measure the
communicative competence student or not. The fifth previous analyzed
college student in Russia, then they devoted to the integrated skill approach
applied in teaching English in the framework of the project Lingva. The sixth
previous was Widayati’s work, she has investigate the communicative
competence developed towards listening tasks, speaking tasks, reading tasks,
writing tasks, and analyze to what extent the tasks in the textbook meet the
criteria of communicative competence.
The seventh previous used the electronic books as the data analysis.
The eight previous was described how the tasks in Edukatif workbooks are
designed to develop students’ discourse competence, linguistic competence,
actional competence, sociolinguistic competence, and strategic competence.
The ninth previous was conducted by Putra, she analyzed the communicative
competence in the commercial textbook which used by student in Senior High
School on XI grade.
The last previous studies were Yufrizal’s work, which focused on the
perceptions of students and teachers on what communicative competence
means, and how they perceive each component of the communicative
competence of English.
Based on the explanation previous studies above, the writer could
decide the position of the research. The four researchers used the English
textbook as the data and communicative competence theory. Another research

472 (KBSP) IV 2016
focused on investigating communicative competence on language teaching

and teacher perception. This research used Bahasa Inggris SMA Kelas X
English textbook as the data. Therefore, the position of this study was to
expand the similar studies before analyzing communicative competence
through English textbook Bahasa Inggris SMA Kelas X.
Teaching language is teaching students to communicate. It can be
found if the student has communicative competence. The theory of
communicative competence is developing. According to Celce-Murcia et al.
(1995: 10), Communicative Competence as unified competence, this
comprises of (1) Discourse competence, (2) Linguistic competence, (3)
Actional competence, (4) Sociocultural competence, and (5) Strategic
competence. Discourse competence concerns the selection, sequencing, and
arrangement of words, structures, and utterances to achieve a unified spoken
or written text (i.e. cohesion, deixis, coherence, generic structure, and
conversational structure).
Linguistic competence refers to the ability to use the language
correctly, how well a person has learned features and rules of the language.
This includes vocabulary, pronunciation, and sentence formation. Actional
competence (i.g. pragmatic competence and rhetorical competence) is defined
as competence in conveying and understanding communicative intent,
matching actional intent with linguistic form based on knowledge of an
inventory of verbal schemata that carry illocutionary force (speech acts).
Socio-cultural refers to the speaker’s knowledge of how to express messages
appropriately within the overall social and cultural context of communication
such as participant variables, situational variables, stylistic appropriateness
factors, etc. Strategic competence refers to strategies for effective
communication when the learner’s vocabulary proves inadequate for the job,
and his or her command of useful learning strategies, (Celce-Murcia, 1995: 5-
29).
B. RESEARCH METHOD
In achieving the objectives, the researcher uses descriptive qualitative
as the type of the research. The object of this research was the tasks and
activities of English textbook Bahasa Inggris SMA Kelas X. This textbook was
authorized by Furaidah, et al and published by Balitbang, The Ministry of
Education and Culture. The book was the first published in 2014. Then, the
book was consists of 116 pages.
The data of this research was the tasks and activities of English
textbook Bahasa Inggris SMA Kelas X. The data source of this research is
Bahasa Inggris SMA Kelas X English textbook. In collecting the data the
writer uses documentation, because of the data is from written source as the
document as well as in other from such as textbook, book, diary, letter,
newspaper, etc. The steps are reading the textbook and the entire tasks in the
textbook, marking the tasks were thought can develop the target competences,
giving the code on the marked tasks in accordance with developed
competence, taking note the page and numbers of tasks that developed the
competence, and counting the amount of the tasks that developed the
competence to assume the conclusion.

(KBSP) IV 2016 473

The last is analyzing the data. In analyzing the data, the researcher uses
content analysis. The steps are classifying and describing the kinds of
communicative competence, coding the data, scoring the data, counting the
frequency and dominant of the competencies, and drawing conclusion.

There are nine units in the textbook analyzed with 104 tasks. All of
tasks in each unit are taken as the samples of the research. The writer analyzed
the tasks in each unit to explain what kind of communicative competences
developed, what frequency, and what dominant of the five communicative
competence used in the English textbook Bahasa Inggris SMA Kelas X for
Senior High School student on grade X. The result can be described as follows:
1. Task Designed to Develop Student’s Linguistic Competence
a. Syntax
1) BISKX/P 11 Task 2
Complete the sentences with be or have. Remember to use the
correct forms.
1. The class … very boring because the students … no activities.
2. Alia … a new pen pal from America. Alia … lucky because
now she can practice writing in English.
3. Maher Zain … Saidah’s favorite singer. He really … good
voice.
The expected answers from the questions above are such like these:
1. The class is very boring because the students have no activities.
2. Alia has a new pen pal from America. Alia is lucky because
now she can practice writing in English.
3. Maher Zain is Saidah’s favorite singer. He really has good
voice.
From the task above, it can be analyzed that the task is one of
the component of linguistic competence, particularly syntax. It
comprises the aspect of syntax which with special construction part,
because the task asked the students to use be and have in order to make
a correct sentence.
Based on the data analysis, the writer specified nine (9) tasks of
one hundred and four (104) tasks that designed to develop the
student’s linguistic competence in the syntax aspect.
b. Morphology
1) BISKX/ P 111 Task 1
Study the following pairs of sentences to identify how the words
printed in italic are related.
Examples:
1. a. We need to register soon.
b. The registration is on a first-come basis.
2. a. CJes Entertainment has decided to cancel the concert.
b. The cancellation of the concert is announced by Faith & D
Entertainment Management.
From the task above, it can be analyzed that task did not need
the answer but it need the comprehension. The word registration is

474 (KBSP) IV 2016
formed by the base morpheme “register” and the bound morpheme “-

ation”. The category of “register” is a verb, while “-ation” is suffix.
The addition of suffix “-ation” in the morpheme “register” can change
the grammatical category from verb into noun. It is called derivational
affixes. The task comprises the aspect of morphology, which with
derivational processes part, because it explains the forming verbs into
nouns.
Based on the data analysis, the writer specify sixteen (16) tasks
of one hundred and four (104) tasks that designed to develop the
student’s linguistic competence in the morphology aspect.
c. Lexicon
Read the phrases below. Identify the modifiers.
1. large black stones → size color noun
2. a shallow small lake → _____ _____ _____
3. cold tiny droplets → _____ _____ _____
1. large black stones → size color noun
2. a shallow small lake → opinion size noun
3. cold tiny droplets → opinion size noun
the component of linguistic competence, particularly lexicon. It
comprises the aspect of lexicon, which with collocation part, because
the tasks asked the students to identify modifier in the phrases of
adjective before noun.
The result of the data analysis the writer specify seven (7) tasks
student’s linguistic competence in the lexicon aspect.
d. Phonology (for pronunciation)

BISKX/ P 3 Task 1 Pronunciation Practice
Listen to your teacher reading these words.
pen pal : / pen pæl /
sound : / saʊnd /
run : / rʌn /
the component of linguistic competence, particularly phonology. The
task shows how to pronounce well or usually called manner
articulation. It consists of plosive, nasal, fricative, approximant, lateral
approximant, and affricate. Therefore, the student can understand
when they have to give stressing in a word, the intonation, and the
rhythm correctly. It can make develop the student’s ability in
phonology.
The result of the data analysis the writer specify eight (8) tasks
student’s linguistic competence in the phonology aspect.

(KBSP) IV 2016 475

e. Orthography (for spelling)

After classified and analyzed the tasks in the “Bahasa Inggris
SMA Kelas X” English textbook, the writer did not find the tasks,
which include orthography for spelling. It means that there was no task
to develop the student ability in Orthography.
Based on the writer’s analysis, there are forty (40) tasks of one
hundred and four (104) tasks that designed to develop student’s
linguistic competence.
2. Task Designed to Develop Student’s Strategic Competence
a. Reduction Strategies, Time-Gaining Strategies, and Self-
Monitoring Strategies
After classified and analyzed the tasks in the “Bahasa Inggris
SMA Kelas X” English textbook, the writer did not find the tasks,
which include reduction strategies, time-gaining strategies, and time-
gaining strategies. It means that there is no task to develop the student
ability in reduction strategies, time-gaining strategies, and time-
gaining strategies.
b. Compensatory Strategies
1) BISKX/P 6 Task 2
After reading the text, in the chart below, identify the main ideas of
the paragraphs, and then write the most important details in your
own words.
the component of strategic competence, particularly compensatory
strategies. It comprises the aspect of compensatory strategies, which
with restructuring part, because the tasks asked the students to identify
the main idea of each paragraph in text and then write the details
sentence using their own word.
The result of the data analysis the writer specify three (3) tasks
student’s strategic competence in the compensatory strategies aspect.
c. Interactional Strategies
Make up a short dialogue for the following situations.
“You plan to do the Biology project at the library after school. You
ask your best friend to do it together with you”.
the component of strategic competence, particularly interactional
strategies. It comprises the aspect of interactional strategies, which
with request part, because the tasks asked the students to make a short
dialogue based on the situation using their own word. The dialogue
using clarification request to get the clear explanation such as at the
sentence “What do you mean?”.
Based on the data analysis, the writer specify three (3) tasks of
student’s strategic competence in the interactional strategies aspect.
Then, there are six (6) tasks of one hundred and four (104) tasks that
designed to develop student’s strategic competence.

476 (KBSP) IV 2016
3. Task Designed to Develop Student’s Sociocultural Competence

a. Social Contextual Factors
Work in pairs. If you have read text 1, refer to question II. If you
have read text 2, refer to question I. read the questions for your
partner to answer.
 Does Hannah want to be Alia’s friend
Yes, she does. It known from the sentence She told me that you
sent her an email telling her that you would like to have more
pen pals from the US. I’d really like to be your E-pal. You sound
really cool!
The paragraph above involves two participants those are the
writer (Hannah) and the third person (Alia). From the sentence we
know that they are a new friend, which usually communicate by E-
mail, because they are E-pal. Therefore, they may have equal age,
gender, status (as students), and close relation. It is determine from
how they talk and talked to in some situation. It indicates that the two
participants in the paragraph have close relationship, such as between
two new friends, foreigner, and a citizen.
Based on the data analysis, the writer specify four (4) tasks of
student’s sociocultural competence in the social contextual factors.
b. Stylistic Appropriateness Factors
Read the sentences. Are they true or false based on the dialogue
above?
Rahmi gives a compliment to Sinta’s clothing. T/F
True. It is known from the sentence Hey, what a beautiful skirt you
are wearing. It matches your blouse.
The dialogue above involves two participants those are Rahmi
and Sinta. From the sentence we know that they are a close friend,
which usually communicate each other every day. It indicates that the
dialogue and the answer use the positive politeness and less formal of
language, it is done because the dialogue happened between close
friends.
Based on the data analysis, the writer specify only one (1) task
student’s sociocultural competence in the stylistic appropriateness
factor.
c. Cultural Factors
Answer the following questions based on the text above.
What leads Juna’s life to his downfall?

(KBSP) IV 2016 477

Juna is betrayed by his own cousin and uncle and that leads to
his downfall. It is shown in the second paragraph, on the first
sentence.
The paragraph above tells the living condition of Juna. From
the paragraph we know that Juna has a chaotic life because his own
cousin and uncle betray him and that leads to his downfall. It indicates
the sociocultural background knowledge of the target language
community by the way of living.
Based on the data analysis, the writer specify three (3) tasks of
student’s sociocultural competence in the cultural factors.
d. Non-verbal Communicative Factors
The tasks in the “Bahasa Inggris SMA Kelas X” English
textbook, does not contains some feature, which include non-verbal
communicative factors. It means the book do not provide task that can
develop the student ability in non-verbal communicative factors.
Based on the writer’s analysis, there are eight (8) tasks of one
hundred and four (104) tasks that designed to develop student’s
sociocultural competence.
4. Task Designed to Develop Student’s Actional Competence
a. Knowledge of Language Function
1) Interpersonal Exchange
a) BISKX/P 22 Task 3
Practice complimenting and responding to the compliments in
pairs. One of you becomes A, and the other becomes B.
1. B is working really hard. A compliments B. B responds to
the compliment happily.
The expected answers from the questions above are
such like these:
1. A: I must express my admiration to you. You are truly hard
worker.
B: Thanks a lot for your appreciation.
From the task above, it can be seen that the task comprises
the actional competence which with the component of
interpersonal exchange. It includes the component of
complimenting, because the task asked student to practice the
dialogue, which expresses the complimenting expression.
Based on the data analysis, the writer specify thirteen (13)
tasks of one hundred and four (104) tasks that designed to develop
the student’s actional competence in the interactional exchange.
2) Information
Make announcement for your classmates orally!
From the task above, it can be analyzed that the task is
comprises actional competence which with the component of
information. It belongs to the component of giving information
because the task was asked the student to giving announcement
orally in front of the class.

478 (KBSP) IV 2016
Based on the data analysis, the writer specify fourteen (14)

tasks of one hundred and four (104) tasks that designed to develop
the student’s actional competence in the information aspect.
3) Opinions
a) BISKX/P 56 Task 1 Warmer
Look at the pictures below! What can you tell about these
people? What do they look like? Discuss with your friends!
The expected answers from the questions above are
such like these:
I think that they are a close friend. They usually play
together in their village or cluster. Maybe they have same age,
hobby, and school.
From the task above, it can be analyzed that the task is one
of the component of actional competence, particularly opinions
part. It comprises the aspect of opinions, because the tasks ask to
the students to express their opinion based on the picture in the
textbook.
Based on the data analysis, the writer specify five (5) tasks
student’s actional competence in the opinions aspect.
4) Feelings, Suasion, and Problem
After classified and analyzed the tasks in the “Bahasa
Inggris SMA Kelas X” English textbook, the writer did not found
the tasks, which include feelings, suasion, and problem aspect. It
means that there is no task to develop the student ability in
feelings, suasion, and problem.
5) Future Scenarios
Speech. Make an outline of the plan that you will do if you are
selected as president or head of student’s organization.
The example of the task above shows that the textbook
contain with the actional competence especially in the component
of future scenario in the aspect of expressing and eliciting plans,
goals, and intention because the task asks to student to make a plan
and then act if he or she become as president of student’s
organization.
Based on the data analysis, the writer specify only one (1)
tasks that designed to develop the student’s actional competence in
the future scenario aspect. Then, there are thirty-three (33) tasks of
one hundred and four (104) tasks that designed to develop
student’s actional competence.
5. Task Designed to Develop Student’s Discourse Competence
a. Cohesion
1) BISKX/P 51 Task 7 Writing
Write down the inside parts of the congratulation cards based on
the cover. Write at least two sentences.
Situation: Tomy has just been promoted to be branch manager of
Jepara Ukir Company in London

(KBSP) IV 2016 479

Dear Tomy,
Congratulations on your promotion. Sharing in your
happiness today and wishing are a wonderful future. Filled with
dreams coming true.
Zettira
From the task, it can be analyzed that the textbook contain with
the discourse competence especially in the component of cohesion in
the aspect of lexical chain because the task asked student to write a
respond letter based on letter that got before. It means of the repetition
of lexical elements, sentence components and other linguistic
elements, and text structures are formed.
Based on the data analysis, the writer specify twelve (12) tasks
student’s discourse competence in the cohesion aspect.
b. Deixis, Coherence, and Coversational Structure
After classifying the tasks in the “Bahasa Inggris SMA Kelas
X” English textbook, the writer does not find the tasks, which include
deixis, Coherence, and Conversational Structure aspect. It means that
there is no task to develop the student ability in deixis, Coherence, and
Conversational Structure aspect.
c. Genre/Generic Structure
Discuss with a partner and fill in the table with suitable
information from the text
From the task above, it can be analyzed that the task shows the
discourse competence especially in the component of genre because
task asked the students to find the generic structure of the text. It
include the genre of descriptive text.
From the data analysis, the writer specify five (5) tasks of one
hundred and four (104) tasks that designed to develop the student’s
discourse competence in the genre aspect.
Based on the writer’s analysis, there are seventeen (17) tasks of
one hundred and four (104) tasks that designed to develop student’s
discourse competence.
6. The Frequency of Each Communicative Competence
After analyzed “Bahasa Inggris SMA Kelas X” English textbook,
the researcher finds that the frequency of each communicative competence
can be resulted as follows:
a. The total numbers for the Linguistic Competence is 40 tasks.
b. The total numbers for the Strategic Competence is 6 tasks.
c. The total numbers for the Sociocultural Competence is 8 tasks.
d. The total numbers for the Actional Competence is 33 tasks.
e. The total numbers for the Discourse Competence is 17 tasks.
7. The Dominant of Type Communicative Competence

480 (KBSP) IV 2016
After analyzed “Bahasa Inggris SMA Kelas X” English textbook,

the researcher concludes that the dominant of each Communicative
Competence is Linguistic Competence.
D. CONCLUSION
From the result of analysis, it can be drawn some conclusions. Firstly,
from 104 data there are there are 40 or 38.4% the tasks which designed to
develop student’s linguistic competence, 6 or 5.8% the tasks which designed
to develop student’s strategic competence, 8 or 7.7% the tasks which designed
to develop student’s socio-cultural competence, 33 or 31.7% the tasks which
designed to develop student’s actional competence, 17 or 16.3% the tasks
which designed to develop student’s discourse competence. Secondly, the
dominant of each Communicative Competence is Linguistic Competence.
Thirdly, this textbook was sufficient because there only linguistic and actional
competence which available tasks to develop its competence in 20% - 40%.
Therefore, it can be conclude that Bahasa Inggris SMA Kelas X English
textbook is sufficient to develop student’s communicative competence.
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Competence of the University Teaching Staff: an Integrated – Skill
Approach”. General and Professional Education Journal. 2012 Vol. 2 pp.
38-43.
Wati, Dyah R. 2013. English Task to Develop the Students’ Communicative
Competence: a Study of Edukatif Work Book for Junior High School
Students. Research Paper. Muhammadiyah University of Surakarta.

482 (KBSP) IV 2016
Widayati, Juli. 2012. A Study on Suitability of Task in Linked to the World 3 with
the Theory of Communicative Competence Proposed by Celce Murcia.
Research Paper. Muhammadiyah University of Surakarta.
Yufrizal, Hery. 2014. “Teachers and Student’s Perceptions of Communicative
Competence in English as a Foreign Language in Indonesia”. 2nd ICEL
Journal. March 2014 Vol. 1 No. 2


(KBSP) IV 2016
MATERIALISTIC LADY REFLECTED IN JAKE KASDAN’S

BAD TEACHER MOVIE (2011):
AN INDIVIDUAL PSYCHOLOGICAL APPROACH
Wahyu Hestiany
ABSTRACT
In this research, the researcher discusses materialist of Elizabeth Halsey as
major character in Bad Teacher movie. Objectives of the research are: to analyze
materialistic lady in Bad Teacher movie based on its structural elements and an
individual psychological approach. The type of the research is qualitative research.
There are two types of the data, namely primary and secondary data. Primary data
source come from Bad Teacher movie and secondary data come from books, internet, or
any information related to the study. Then, the data are analyzed based on structural
elements and an individual psychological approach proposed by Alfred Adler theory. In
analyzing the data, the researcher use descriptive analysis. There are three finding of this
research. First, based on the structural analysis of each element, it shows that the
character and characterization, plot, setting, point of view, theme, mise-en-scene, casting,
cinematography, sound, and editing are correlated to each other and form of unity.
Second, based on the individual psychological analysis are focus on Elizabeth Halsey as
major character reflected in inferiority feeling and compensation, fictional finalism,
striving for superiority, social interest, style of life, and creative power of the self. The
last, based on the materialist theory are focus on Elizabeth Halsey as major character in
Bad Teacher movie.
Keywords: Materialistic, Bad Teacher, Individual Psychological Perspective.
A. Introduction
In the society, people know that everyone has personal character each other.
There are many people change their life style to glamour and just needed material. It
called materialistic. Materialistic was often identical with woman. But actually not
only woman but also all of people can be materialistic person.
From the statement above, the researcher can formulate conclusion that
materialistic is the way of life that occur in some people who make the things was
very important than ever. It caused of some trauma with someone or disappointed by
something and just belief on material for instance money. So, they just belief the
material or things like money.
Bad Teacher movie shows the materialistic lady focus on Elizabeth Halsey
as major character. It was conclude in the romantic comedy genre. The first time
release of Bad Teacher wasat June 17th 2011 in United Kingdom, then June 24th
2011 in United States and Canada. It was directed by Jake Kasdan and written by
Lee Einsberg and Gene Stupnitsky. The movie used English language was expend
budget about $20million that distributed by Columbia Pictures. It was very entertain
to the viewer.
The researcher has four strength reasons to analyze this movie. First, Bad
Teacher movie has a good message to the viewer. Second, it was investigate
meaning of materialistic lady which describe in the Bad Teacher movie. Third, the
researcher will be a teacher later and this study helps her to widen, enlarge, and
insert more knowledge to her competence teacher. The last, it was give contribution
the study especially in literary work to know that literary work was never end.
The research on Bad Teacher movie has previous study. The first conducted
by Sari, 2013 entitled Rationality and Survival of Life of Pi Reflected in Yann
Martel’s Life of Pi Novel (2001): An Individual Psychological Approach. The
research is discuss about the rationality and survival focused on the major character
based on the Individual Psychological approach.
483
484 (KBSP) IV 2016
The second is Diffability and Hope Reflected in Sean Mcnamara’s Soul

Surfer Movie (2011): An Individual Psychological Approach (Rahmatin, 2013). The
research find the diffability and hope focused on the major character based on the
Individual Psychological Approach.
The researcher got the major problem of this research is “How is the
materialistic lady reflected in Bad Teacher movie (2011)?” that will be answered in
objective of the study: 1) To analyze materialistic lady reflected in Jake
Kasdan’sBad Teacher movie (2011) based on structural elements of movie; 2) To
describe materialistic lady reflected in Jake Kasdan’s Bad Teacher movie (2011)
viewed from An Individual Psychological approach.The researcher limit the research
focuses on materialistic lady especially in major character Elisabeth Halsey in Jake
Kasdan’sBad Teacher movie based on An Individual Psychological Perspective.
There are two benefit of the research, that is: 1) Theoretical Benefit that will give
movie contribution and information to the larger body of knowledge particularly in
the literary studies; 2) Practical Benefitto enrich the knowledge and experience of
the writer and other students at UMS or other university interested in literary studies.
Individual psychology is a science that attempts to understand the experience
and behavior of each person as an organized entity (Adler in Ryckman, 1985: 95).
There are six part of the theory of individual psychological approach; 1)Inferiority
Feeling and Compensation, Adler (in Hjelle and Ziegler, 1981: 78) viewed
inferiority feeling as the motivational basic for essentially all human striving. It is
not surprising that human often receive negative reply when human ask person
whether they have a feeling of inferiority; 2)Fictional Finalism, Adler’s (in Hall,
1981: 153-154) ideas on factionalism originated with Hans Vaihinger’s book The
Philosophy of “As If” (1911/1925). He theorized that our ultimate goals (those goals
which gives our lives direction and purpose are fictional goal).3) Striving for
Superiority, Adler acknowledges that the striving for superiority may manifest itself
in a thousand different ways, and that is person has his own concrete mode of
achieving or trying to achieve perfection (Hall, 1970: 123).4) Social Interest, Social
interest or social feeling (originally called Gemeinschaftsgefuhl or “community
feeling”) is a caring and concern for the welfare of others that continues, throughout
life, to guide a person’s behavior (Hall, 1985: 148).5) Style of Life, According to
Adler in (Ryckman, 1985: 98) the life style is originally called “the life plan or
guiding image refers to the unique ways in which people pursue their goal”.6)
Creative Power of the Self, Hjelle (1981: 87) stated that each person is empowered
with the freedom to create his or her own life style.
According to Burroughs and Rindfleishch (2002: 348) materialism is
generally viewed as the value placed on the acquisition of material object. There are
two parts of the materialism theory: 1) Materialism as a Value, materialism is
widely viewed as an important life value (Kasser and Ryan in Burroughs and
Rindfleishch, 2002: 349).2) Subjective Well-Being, according to Burroughs and
Rindfleishch (2002: 350) this literature, which now encompasses thousands of
studies, commonly views well-being as consisting of three separate but related
components: (1) cognitive evaluations of the conditions of one’s life (e.g., overall
life satisfaction), (2) positive affective states (e.g., happiness), and (3) negative
affective states (e.g., depression) (Campbell in Burroughs and Rindfleishch, 2002:
350).
B. Research Method
In this study, the writer applies qualitative research.The object of this study
is Bad Teacher movie directed by JakeKasdan. There are two types of the data and
the data source. First, the primary data source is the movie of Bad Teacher produced
by Columbia Picture. Second, the secondary data sources are books or any

(KBSP) IV 2016 485

information related to the practice of materialistic lady that support an individual

psychological approach. Technique of the data collection are watching the movie
several times, taking notes of important part both primary and secondary data,
selecting particular parts considered important and relevant for analysis, and drawing
conclusion and formulate its pedagogical suggestion. Technique of the data analysis
are analyzing the data based on its structural elements. Focus will be paid on the
structural analysis of the movie and analyzing data based on an individual
psychological approach. Focus will be paid on the meaning of the materialistic lady.
C. Discussion
1. Individual Psychological Analysis of Bad Teacher Movie
Individual psychology is a science that attempts to understand the
experience and behavior of each person as an organized entity (Adler in
Ryckman, 1985: 95). There are divided into six parts, namely inferiority feeling
and compensation, fictional finalism, striving for superiority, social interest,
style of life, and creative power of the self.
a. Inferiority Feeling and Compensation
Adler (in Hjelle and Ziegler, 1981: 78) viewed inferiority feeling as
the motivational basic for essentially all human striving. Compensation is a
motivation to overcome inferiority, to strive for higher levels of
development (Schultz, 1990: 123). Elizabeth inferiority feeling arises when
she does not confidence about her breasts. She thinks that majority of man
like the big breasts. The first it comes from when her rich boyfriend end
their relationship. After that she meets with the handsome and rich person
in the school named Scott. Elizabeth is interested in him. But, he shows his
ex-girlfriend has big breasts.
Scott Delacorte
I actually just got out of a relationship. Catherine...
its been a year, she's still the wallpaper on my phone (showing the picture)
she has such a big heart
Elizabeth Halsey
Looks like enormous
(Scene 166-168, 00:14:49-00:15:02)
From the conversation above, Elizabeth thinks that a cool and rich
man like Scott interested with a big breasts woman. She has strongest
reason to breast implant soon. But, she has not enough money. She feels
worried if Scott has a girlfriend at the close time. At the running time, Scott
interest with Amy that has big breasts. Elizabeth feels disappointed. She
wants to breast implant soon.
b. Fictional Finalism
Adler’s (in Hall, 1981: 153-154) ideas on factionalism originated with
Hans Vaihinger’s book The Philosophy of “As If” (1911/1925). He
theorized that our ultimate goals (those goals which gives our lives
direction and purpose are fictional goal).Elizabeth Halsey as major
character has many brilliant ideas. She needs money so much for breast
implant soon. After the class end, one of her student named Sasha invites
Elizabeth to seven grade car wash on Saturday. Sasha tells that last year she
gets profit almost $6.000. After the information, she wants to handle car
wash to get many profits. She tells Principal Snur about her desire.
Elizabeth Halsey
I was thinking that I wanna get more involved
You know..I don't know...Something like ...maybe..
supervising the 7th grade car wash.
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486 (KBSP) IV 2016
Principal Snur
Uhh..you know Amy has been running after like.. two years
Elizabeth Halsey
Yea, but she does so much already. It might be nice to give her a little rest
Principal Snur
It's so nice to see you becoming a real member of the JAMS family.
(scene 221-225, 00:19:15-00:19:36)
After the conversation above, Principal Snur changed the supervisor

of car wash from Amy Squirrel to Elizabeth Halsey. When the day comes,
Elizabeth is wearing beach wear in car wash, so many people try to car
wash in JAMS school. She has many profits from that. It is almost $7.000.
She successes increase her deposit for breast implant soon.
c. Striving for Superiority
Adler acknowledges that the striving for superiority may manifest
itself in a thousand different ways, and that is person has his own concrete
mode of achieving or trying to achieve perfection (Hall, 1970: 123).
Elizabeth Halsey as major character in Bad Teacher movie shows the
striving for superiority. It’s when the first day meets with Scoot. He shows
the picture of his ex-girlfriend as wallpaper of the phone. She has a big
breast and makes Elizabeth Halsey not confidence. After that, she was
going to the place that can help her.
Doctor
As you can see the weight is evenly distributed and there is minimal scar...
Nurse
Dr. Vogel, best hands in Chicago
Elizabeth Halsey
May I?
Nurse
Absolutely, take em' for a spin
Elizabeth Halsey
God! Wow! yea..these are amazing
Doctor
Thank you.
Elizabeth Halsey
And the nipples..oh..
Doctor
I know
Elizabeth Halsey
'll take two
(scene 169-174, 00:15:06-00:15:32)
From the conversation above show that Elizabeth Halsey comes to the
plastic surgeon. She wants to enlarge her breasts. She thinks after get a
breast implant, her confidence increase. But, she has to delay her breast
implant because of money. She has not much money. But someday she will
do that.
d. Social Interest
Social interest or social feeling (originally called Gemeinschaftsgefuhl
or “community feeling”) is a caring and concern for the welfare of others
that continues, throughout life, to guide a person’s behavior (Hall, 1985:
148). Elizabeth Halsey as major character of Bad Teacher movie is a
teacher in JAMS school. She is a human that does not care with around.
Silent is better for her. But, if there is a kind person, she also gives a kind
feedback.
Lynn

(KBSP) IV 2016 487

Uh sorry..I just wanted to know

if you wanted to grab some lunch
Elizabeth Halsey
I'm kind of in the middle of something, Lynn
Lynn
my treat.
(scene 80-81, 00:08:03-00:08:12)
Finally, she wants to leave her activity. Actually, Elizabeth Halsey
was reading a woman magazine. She was looking for the sexy woman with
the big breasts. She follows Lynn to restaurant for lunch. After getting some
conversation for a while, Elizabeth knows that Lynn is a kind and nice
person. She is very humble person. Even, she tells about the plan of her
breast implant. So, Elizabeth is a kind person if the comfortable with the
others.
e. Style of Life
According to Adler in (Rickman, 1985: 98) the life style is originally
called “the life plan or guiding image refers to the unique ways in which
people pursue their goal”. Elizabeth Halsey has style of life as major
character in Bad Teacher movie. It happen when she knows that Scott has
ex-girlfriend with big breast.
Scott Delacorte
I actually just got out of a relationship.
Catherine
its been a year, she's still the wallpaper on my phone (showing the picture)
she has such a big heart
Elizabeth Halsey
Looks like enormous
(Scene 166-168, 00:14:49-00:15:02)
She is not talkative type. It just makes her so surprised that actually
Scott has ex-girlfriend with big breast. She tries survey about the breast
implant in surgeon. But, breast implant needs much money. Elizabeth does
not have enough money. So, she will come back another day. After that, she
will get some money by many ways. Then, she succeed get much money.
But, there is a moment that makes Elizabeth Halsey cancels the breast
implant. Lastly, she becomes a guidance counselor in JAMS school and
finds her love there.
f. Creative Power of the Self
Hjelle (1981: 87) stated that each person is empowered with the
freedom to create his or her own life style. Elizabeth Halsey feels so
worried when called by principal Snur for the state test. It is because of
Amy. She tries to get some information. Amy feels that there is unfair about
the result of the state test. Carl Halabi said false statement in the meeting
because he feels scary about the naked photos. So, Elizabeth saved from
this problem. Even, she said that there is a teacher use drug in JAMS
school.
Elizabeth Halsey
And I know I am not perfect.
But show me the perfect teacher. You can't.
There are even teachers in this very school who use drugs.
Amy Squirrel
They do, they do use drugs
Elizabeth Halsey
They do
Amy Squirrel
They do
487 Wahyu Hestiany

488 (KBSP) IV 2016
Elizabeth Halsey
They do
Amy Squirrel
Wally, do you remember how I told you,
there are teachers here who use and abuse drugs?
(scene 960-964, 01:18:07-01:18:30)
After the conversation above, Principal Snur and the superintendent
try to check their table by dog. Surprisingly, the dog came to the Amy’s
room. Police finds some drugs in the table. Actually, Amy replaces
Elizabeth’s table with hers. But, she is unlucky about that. Before come to
the Principal’s room. Elizabeth was aware that their table replaced. So,
Elizabeth takes a little experience to Amy. Finally, Amy was transferring to
another school.
2. Materialist Analysis
Materialist analysis consists of two parts, namely materialism as a value
and subjective well-being.
a. Materialism as a Value
Materialism is widely viewed as an important life value (Kasser and
Ryan in Burroughs and Rindfleishch, 2002: 349). Elizabeth Halsey decides
to leave JAMS school for marriage. She feels no need a job for her life,
because her boyfriend is a wealth person. She thinks that her husband will
give her much money without work. It makes her so glad and increases the
level of her life.
Mark
whether this is always been about the money.
You never loved me.
Elizabeth Halsey
I dont love you?
I have been listening to you
whining about opera for the last year.
Mark
Okay, If the younger generation doesn't get into opera
then guess what? no more opera!
(scene 58-61, 00:05:48-00:06:02)
But, Elizabeth sees another fact when arrive in Mark’s house. She
just meets many coopers and his mother there. She really surprised about
that. Actually, his mother knows that Elizabeth just loves his money. So,
she cannot increase her level of life because their marriage was canceling.
b. Subjective Well-Being
According to Burroughs and Rindfleishch (2002: 350) this literature,
which now encompasses thousands of studies, commonly views well-being
as consisting of three separate but related components: (1) cognitive
evaluations of the conditions of one’s life (e.g., overall life satisfaction),
(2) positive affective states (e.g., happiness), and (3) negative affective
states (e.g., depression) (Campbell in Burroughs and Rindfleishch, 2002:
350).
Mark’s mother
I want my ring back.
Elizabeth Halsey
What am i supposed to do? Huh?
where am i supposed to go?
(scene 64-65, 00:06:07-00:06:12)
From the conversation above, the researcher knows that Elizabeth
feels depressed when she hears that her boyfriend ends their relationship. It

(KBSP) IV 2016 489

means that facilities from Mark will lose. So, she cannot reach her imagine
to married with wealth person. Even, she was leaving from JAMS school
as a teacher.
Based on the finding above the research was different with the
previous study of this study. All both are different on the subject and the
object. First, the research take the Rationality and Survival of the Life in
the Life of Pi’s novel. The second the research found the Diffability and
Hope in Soul and Surfer’s movie.
D. Conclusion
First, the interesting point is shown by the message in Bad Teacher movie.
Bad Teacher movie directed by Jake Kasdan has a great message. The viewer would
get the message in every literature such as movie, drama, and novel. In Bad Teacher
movie, “don’t judge the book from the cover” is suitable to express the message. It
shows on the Elizabeth Halsey as a major character in Bad Teacher movie. It means
that performance is not shown the personality of the human. Elizabeth Halsey judge
every human based on the performance, wealth, and job. It shows when she rejects
invitation of RusselGettis. The reason is he was becoming her coworker and he only
a gym teacher. At the same time, Elizabeth Halsey expects to get closer with Scott
Delacorte. He also her coworker in JAMS school and comes from the wealth family.
Second, Bad Teacher movie analyze using an individual psychological
approach. There are sixth basic concepts to analyze Bad Teacher based on the
individual psychological approach. It is suitable analyze by using an individual
psychological approach because the story focuses on Elizabeth Halsey as major
character. An individual psychological approach related to a materialistic of
Elizabeth Halsey in Bad Teacher movie. It shows that the major character include as
materialist character. She shows how materialist in her life. In the end of story, she
knows that performance, wealth, and job are not the most important in her life.
Personality is the first one.
Lastly, the researcher completes this study with the theory of materialist.
There are two basic concept of materialist theory. It was related with an individual
psychological approach. Materialist theory discusses about the value and well-being.
It is support an individual psychological approach to analyze of major character in
Bad Teacher movie. Elizabeth Halsey as materialist character was effort to reach her
goal of life.
BIBLIOGRAPHY
Bordwell, David and Thompson, Kristin. 1990. Film Art (An Introduction) Third Edition.
United States of America: McGraw-Hill, Inc.
Burroughs, James E and AricRindfleisch. 2002. Materialism and Well-Being: A

Conflicting Values Perspective. Virginia: Journal of Consumer Research, Inc.
Hall, Calvin S and Lindzey Garner. 1970. Theories of Personality Eds. 2. New York:
John Willey and Sons, Inc.
Hall, Calvin S and Lindzey Garner. 1981. Theories of Personality Eds. 3. New York:
John Willey and Sons, Inc.
Hall, Calvin S and Lindzey Garner. 1985. Introduction Theories of Personality.

California: John Willey and Sons, Inc.
489 Wahyu Hestiany

490 (KBSP) IV 2016
Hjelle, Larry A and Daniel J Zieglar. 1981. Personalities Theories. Bassic Assumption,
Research, and Application.McGraw-Hill International Edition.
Kennedy, X.J. 1983. Literature: An Introduction to Fiction, Poetry, and Drama. Third
Edition, Boston: Little Brown and Company.
Phillips, William H. 2005. Film: An Introduction (Third Edition). Boston: Bedford/St.

Martin.
Ryckman, Richard M. 1985. Theories of Personality (Third Edition).California:

Wardsworth Inc.
Schultz, Duane. 1990. Theories of Personality. California: Brook/Cole Publishing

Company Pacific Groove.


(KBSP) IV 2016
AN ANALYSIS OF THE TYPES OF READING QUESTION IN

THE TEXTBOOK “BRIGHT” FOR THE SEVEN GRADE
STUDENT OF JUNIOR HIGH SCHOOL PUBLISHED BY
ERLANGGA
Dewi Muliasari
A320100214
Dewimuliasari27@gmail.com
ABSTRACT
This research paper is aimed at finding the types of reading question in

the textbook “Bright”for the seven grade student of Juior High School. The writer
applies descriptive study as the type of this research. The data are collected by
using document analysis technique. The data are the materials in the English
textbook “Bright”. The writer uses descriptive analysis as the technique for
analyzing data, the steps are: (1) collecting the data in the “Bright” textbook, (2)
tabulating the data into the table to find the types of reading text questions on the
Bright textbook, (3) analyzing the data. The result of this study shows that there
are five types of question in the English textbook “Bright”. There are question of
literal comprehension, question involving reorganization or reinterpretatin,
question of inference, question of evaluation, and question of personal response.
The dominan question is question of literal comprehension.
Keyword: Types of Question, Textbook, Dominant Question
A. Introduction
One of the ways to comprehend the text is answering comprehension
question activity. This activity is usually done by the teachers after they ask
their students to read the text in the classroom. When they are doing this
activity, sometimes they get difficulties of answering the question. It may
happen because they understand a little bit about the question or type of the
question should not be asked to the students at their age. It means the
question is not suitable with their level. Reading comprehension is the
ability to read text, process it and understand its meaning. An individual's
ability to comprehend text is influenced by their traits and skills, one of
491
492 (KBSP) IV 2016
which is the ability to make inferences. If word recognition is difficult,

students use too much of their processing capacity to read individual words,
which interferes with their ability to comprehend what is read. There are a
number of approaches to improve reading comprehension, including
improving one's vocabulary and reading strategies (Wikipedia.org). In
general the teacher uses textbook as their reference rather than workbook in
teaching learning English activities. Indonesia has a new curriculum named
the 2013 Curriculum. Because of that new curriculum the publisher will
publish new kinds of book which is appropriate with the new curriculum. In
this case the writer is interested in analyzing the types of reading text
question in English textbook entitled Bright for the seven grade junior high
school. The writer prefers to choose Bright because many schools in
Indonesia use Bright for their textbook. This book is published by Erlangga
and we know that Erlangga is also a big publisher in Indonesia. It has
published many kinds of textbook which is taught in the school, so many
schools in Indonesia used textbook from Erlangga including English
textbook Bright. The title of this research is “An Analysis of the Types of
Reading Question in the English Textbook Bright for the Seven Grade
Student Published by Erlangga”. There have been many researches related to
this research. Some of the researches are, first is “Task Analysis on
Workbook Entitled Satria for Junior High School used in Klaten Regency
Based on Criteria of Good Taks Suggested by Candlin” (1987) which has
been done by Rahayu (Rahayu, 2012). In this research she described the
criterion of good tasks suggested by Candlin in the workbook entitled Satria
used in Klaten Regency. The second research is “A Descriptive Analysis on
the Task in English Textbook for Second Year Students of Senior High
School in 2006/2007 Academic Year” which is done by Rindlowati (2008).
In her research she described the kind of task, the aspect of task and to know
the principle of designing task used in English textbook entitled “Look
Ahead 2” for the second year students of high school in 2006/2007 academic
year. In order to give an enhancement about textbook research, the writer
would like to analyze the textbook bright especially on the types of reading
question. The theory used in this research is type of reading question which
is purposed by Nuttal (1982: 197). The types of the questions are as follows:
1. Question of Literal Comprehension
These are questions of which answers are directly and explicitly
available in the text. Question of this kind could often be answered in
the words of the text itself.
2. Question Involving Reorganization or Reinterpretation
These are questions, which are requiring the student to obtain
literal information from various parts of the text and put it together or
to reinterpret information.
3. Question of Inference
These are questions that oblige the students to read between the
lines, to consider what is implied but no explicitly stated. Questions of

(KBSP) IV 2016 493

this kind are considerably more difficult than either of the former
types, because they require the student to understand the text well
enough to work out its implications.
4. Question of Evaluation
Evaluative question involves the reader in making a considered
judgment about the text in terms of what the writer is trying to do, and
how far he has achieved it.
5. Question of Personal Response
The answer to this type depends most on the reader and least on
the writer. The reader is not asked to assess the techniques by means of
which the writer influences him, but simply to record his reaction to
the content of the text.
The problem statements raised by the writer in this study are: (1)
What types of reading text question are there in the seventh grade
junior high school English textbook Bright published by Erlangga in
2013? (2) What is the type of the reading question which appears most
in the seven grade junior high school English textbook Bright
published by Erlangga in 2013? Based on the problem statements, the
objectives of this study are: (1) to know the types of the types of
reading question in the seven grade junior high school English
textbook Bright published by Erlangga. (2) to know the types of
reading question which appears most in the seven grade junior high
school English textbook Bright published by Erlangga.
B. Research Method
1. Type of the Research
Descriptive research describes data and characteristics about the
population or phenomenon being studied (Wikipedia.org). This
research uses the content analysis. According to Earl (2010: 229),
content analysis is a method of collecting social data through carefully
specifying and counting social artifacts such as books, songs, speeches,
and paintings.
2. Object of the Research
The object of this study is an analysis of the types of reading
question which are in the English textbook entitled Bright for the
seven grade junior high school published by Erlangga in 2013.
The data in this research are the types of reading question
provided in the textbook entitled Bright for the seventh grade of junior
high school. The data source of this study is English textbook entitled
Bright for seventh grade junior high school published by Erlangga
publisher 2013.
4. Method of Collecting Data
The method of collecting data is a method which is used to
collect the data in order to get more complete information. In this
research the method which is used to analyze the type of reading

494 (KBSP) IV 2016
questions on the English textbook Bright is document analysis. Then,

the data are analyzed by using descriptive analysis.
5. Technique for Analyzing Data
The technique for analyzing data is a way to analyze the data.
The writer uses descriptive qualitative analysis. To count the
percentage of reading text questions that exist on English textbook, the
writer uses rule of statistic percentage (Moh. Ali, 1993:186) as
follows:
%= x 100%
Where : % : the percentage of types of reading questions
C. Research Finding and Discussion

1. Research Finding
Below the writer would like to explain the research finding based
on the data found in the textbook as follows.
a. The Type of Reading Question
In the textbook the writer found 5 types of reading question.
They are question of literal comprehension, question involving
reorganization or reinterpretation, question of inference, question
of evaluation and question of personal response.
1) Question of Literal Comprehension

Question of Literal Comprehension is a question which
refers to an understanding of the straightforward meaning
of the text, such as facts, vocabulary, dates, times, and
locations. These questions can be answered directly and
explicitly from the text.
1. Do you know what these are?

2. What information can you find on those cards?
3. Choose either a cardinal or ordinal number to
complete the following sentences.
All of those questions can be categorized into question of
literal comprehension because those reading questions
above require the answer which is clearly stated in the
reading text. Consequently, there is no effort from the
students to make synthesis or conclusion from the text. The
students also do not have to read between the lines.
2) Question involving Reorganization or Reinterpretation

Question involving reorganization or reinterpretation is a
question which requires the student’s ability to use
information from various parts of the text and combine
them for additional understanding.

(KBSP) IV 2016 495

1. Two stories are mixed together. Find the stories and

write them correctly.
2. What does paragraph two tell us about?
Some of the questions above are Question Involving
reorganization or reinterpretation because when the
students want to answer these questions, they have to
reinterprete of reorganization the text before they can
answer them. For example, to answer the question what is
the unique about grandma the student must obtain literal
information from various part of the text and put together to
get the answer.
3) Question of Inference
Question of inference is a question which can be called
“author and me question” because these questions require
the reader to make inference based on materaial that is in
the text but not explicitly stated and employ personal
experience to find some reasonable answers to the question.
1. Why should we replace the cap tightly?

2. Read the text once more. Find the antonyms of the
following words.
3. Does Firman like Sam or not? How do you know?
4) Question of Evaluation
Question of evaluation is a question which requires the
reader to make decision about text.
1. Swap your work with your friend. Read his/her work.

Has he/she written all information using the correct
spelling?
2. Is the announcement interesting? Why/why not?
3. Go to your school library. Interview the librarian.
Find the answer to the questions in activity 4 based on
your library regulations.
All of those questions are the questions of evaluation
because these questions need the student’s ability to give a
comprehensive judgment about some aspects. To answer
these questions the students must use both literal
understanding and their knowledge related to the text.
5) Question of Personal Response

Question of personal response require readers to respond
with their feeling for the text and the subject. The answers
are not found in the text. They come strictly and there is no
personal responses are incorrect.

496 (KBSP) IV 2016
1. Do you have any? Mention them.

2. Can you think of other cards containing personal
information? What are they?
3. Go to the library. What do you see there? Mention 10
things you see in the library.
All of those questions belong to the question of Personal
Response because when the students face those kinds of
questions they need to answer with their own feeling. The
students are asked to record their reaction to the content of
the text.
b. The Types of Reading Question which Appear most

Below is the table related to the percentage of types of the
questions found in the textbook.
Type of Reading Question
No Type of Reading Question Amount Percentage
1 Question of Literal 73 68,22 %
Comprehension
2 Question Involving 4 3,73 %
Reorganization or
Reinterpretation
3 Question of Inference 5 4,67 %
4 Question of Evaluation 14 13,08 %
5 Question of Personal Response 16 14, 95
Total 107 100 %
So it can be conclude that the type of reading question which

appears most in the textbook Bright is literal question. It can be
seen on the previous data that there are seventy three data of
question of literal comprehension in the textbook.
2. Discussion
Based on the research finding, the writer finds 107 data of the
reading questions in the textbook Bright. And from 107 data, the writer
finds five types of reading question in the textbook Bright They are
Question of Literal Comprehension, Question Involving Reoganization or
Reinterpretation, Question of Inference, Question of Evaluation and
Question of Personal response. Based on the data in the reasearch finding,
the wirter finds the Question of Literal Comprehension is the most
dominant type of reading question in the textbook “Bright”.

(KBSP) IV 2016 497

Based on the finding above, it can conclude that the previous

research related with this research have the different finding because both
are different objects with this research. The first research is about task on
workbook based on the Kresen’s theory and the second is about task
design, while in this research the writer study about the type of reading
question which is corresponding with the theory of Nuttal about the type of
reading question.
D. Conclusion
1. There are five types of reading questions found in the textbook
“Bright”, namely question of literal comprehension, question involving
reorganization or reinterpretation, question of inference, question of
evaluation, and question of personal response.
2. The percentage of those questions are question of literal
comprehension , question involving reorganization or reinterpretation,
question of inference, question of evaluation, and question of personal
response.
3. The question which appears most in the textbook “Bright” is question
of literal comprehension which function to measure the students ability
about their understanding on the basic meaning of the text.
BIBLIOGRAPHY
Hornby, AS. 1986. Oxford Advance Learner’s Dictionary of current English

Great Britain, Oxford University Press.
Nuttall Christine. 1982. Teaching Reading Skill in a Foreign Language. London:

Heinemann Educational Books.
Rahayu, Didi Sri. 2012. Task Analysis on Workbook Entitled “Satria” for Junior
High School used in klaten Regency Based on the Criteria of Good Task
Suggested by Candlin (1987). Surakarta: Muhammadiyah University of
Surakarta Press.
Richards, Jack C. 2001. Curriculum development in Language Teaching.

Cambridge: University Press.
Rindlowati, Nur.2008. A Descriptive Analysis on the Text in English Textbook for

Second Year Student of senior High School in 2007/2007 Academic Year.
Surakarta: Muhammadiyah University of Surakarta Press.
Tarigan, HG.1986. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.

498 (KBSP) IV 2016
Tini, Wiwik. 2010. A Content Analysis On “Let’s Talk”: An English Textbook

for the Ninth Grade of Junior High School. Surakarta: Muhammadiyah
University of Surakarta Press.
Tok, Hidayat. 2010. TEFL Textbook Evaluation: From Teacher’s Perspective.
http://www.academicjournal.org/err/Pdf%202010/Sep/Hidayat.pdf.
Accessed on Wednesday 15th January 2014 at 12. 35 A.M.


(KBSP) IV 2016
ENGLISH SYLLABUS DESIGN FOR ACCOUNTING DEPARTMENT
Yeti Rochmah Hidayati

yeti.rh@gmail.com
ABSTRACT
This research entitled “Designing English Syllabus for Accounting Department

Economic Faculty of STIE Muhammadiyah Cilacap in Academic Year 2013/2014”. It
aimed at: (1) designing an ESP syllabus which appropriate with the students’ and learning
needs of Accounting students; (2) finding out the appropriateness of the designed syllabus
with the students’ and learning’s needs. This research was classified in Research and
Development with ADDIE model. The designed syllabus uses English for Specific
Purposes as the approach in designing syllabus. The type of syllabus is Competence-
based syllabus. This syllabus consists of six chapters that were designed based on the
result of need analysis. This research found that the designed syllabus was appropriate
with the students and learning needs based on (1) the ELT expert judgment stated that the
designed syllabus matched with the theory of ESP and syllabus design; (2) the Focus
Group Discussion from English lecturer and Accounting lecturer resulted that the syllabus
was recommended to be applied as the basic of teaching and learning English; (3) the test
resulted that pre-test < post-test in every cycle. It can be concluded that the designed
syllabus was appropriate with the students and learning needs.
Key words: ADDIE, ESP, syllabus design, curriculum, needs analysis,
1. Introduction
As global society, people realized that learning English in their own job field is
necessary. English is taught in specific purposes based on the field of the people.
English for specific purposes is focused on the specific vocabulary in the job field.
Moreover, each person has his own purposes in learning English that may be different
from others. “The seemingly clear dichotomy between English as the Second
Language and English as a Foreign language however has been considerably muddied
in recent years with the increasing use of English worldwide for a variety purposes”
(Nayar, 1997) cited in Brown (2001:166). With its historical background, people learn
English based on the learners need by using English for Specific Purposes (ESP)
approach.
Most of teaching English process in higher level has not yet considered both the
learning needs and the students’ needs. It should be taught using English for specific
purposes based on their own field. As the three previous research from Alyzar (2011)
entitled “Syllabus Design Using Multicultural Approach conducted in Civic program
of UAD”, Purwanti (2013) entitled “English Material Design Using Task-Based
Language Teaching Approach”, her study conducted in Economic Faculty of STIE
Banjarnegara, and Pradika (2013) entitled “English Material Design using Contextual
Teaching and Learning for Agricultural Department of Universitas Gunung Kidul”,
the three research setting implemented the General English, so that it did not meet the
students’ and learning needs.
There was assumption that there was the same problem that the researcher faced
in STIE Muhammadiyah Cilacap related to the three previous researches. When the
researcher interviewed an English lecturer of STIE Muhammadiyah Cilacap, the
researcher found the problems of the teaching learning English. He said that English
subject taught in General English and grammar focused approach. The problem was
also seen when he said that they did not have any appropriate syllabus for English
subject, especially in English Specific Purposes.
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500 (KBSP) IV 2016
2. Literary review
a. The Theory of Language Learning and Teaching
Subhan (2012: 26) language learning is an activity of the students to
learn foreign language in formal situation. He also said that the term language
learning is only referring to second and foreign language. According to the
Subhan’s statements, language learning is happened in formal situation. It is
conducted by teachers and students.
There are some approaches and methods cited in Richard (2001:3), they
are the grammar-translation method, the direct method, the oral approach and
situational language teaching, the audiolingual method, total physical response,
the silent way, community language learning, suggestopedia, whole language,
multiple intelligence, neurolinguiistic programming, the lexical approach,
competence-based syllabus, and communicative language teaching. Based on the
need survey of this study, this research used competence-based language teaching
as the approach and method in teaching and learning process.
Learners are considered to have different needs and interests, which
would have an important influence on their motivation to learn and therefore on
the effectiveness of their learning (Hutchinson and Waters, 1994: 8). Based on
Hutchinson and Waters, ESP is focused on the need of learners. ESP can
accommodate the learners’ willingness in learning English.
b. Teaching English for accounting department
Accounting Department students are classified in adult learner. Brown
(2001:90) explains that adults have superior cognitive ability that can render them
more successful in certain classroom endeavors. Their need for sensory input can
rely a little more on their imaginations (‘imagine’ smelling a rose vs actually
smelling a rose), and because of adults’ cognitive abilities, they can at least
occasionally deal with language that is not embedded in a ‘here’ and ‘now’
context
Based on the description above, the researcher drawn a general
conclusion related to adult learner. The age of learners is also the major factor in
teachers’ decision on how and what to teach. People in different age have
different needs, competences, and cognitive skills
O’Malley and Pierce stated in Authentic Assessment book (1996 : 3)
stated the purposes of assessment with ELL students are screening and
identification, placement, reclassification or exit, monitoring student progress,
program, accountability.
Based on the statements above, it is necessary to assess the English
language learners. In relation to this research, the researcher found out the quality
of the learners. In this study, the assessment given for the first time was pre-test,
and it was to find out the progress of the learning outcomes. They were used for
measuring the appropriateness the product designed by the researcher.
c. Syllabus design for accounting department
Vashist (2003:32) stated that curriculum is an attempt to communicate
the essential principles and features of an educational proposal in such a form that
it is opened to critical scrutiny and capable of effective translation into practice.
In Indonesia, the curriculum has been changed in several times. In the history of
the use of curriculum in Indonesia after independence, there are ten curriculum
that were used as the curriculum of post-independence: 1947 1949, 1952, 1964,
1968, 1975, 1984, 1994, CBC (KBK). They are refined into Education Unit Level
Curriculum or School-Based Curriculum (Kurikulum Tingkat Satuan
Pendidikan/KTSP) and Kurikulum 2013 as the current curriculum used in
Indonesia.

(KBSP) IV 2016 501

Hutchinson and Waters (1994:80) defined the word syllabus is a

document which says what will (or at least what should be learnt). While Richard
(2001:2) stated that a syllabus is a specification of the content of a course of
instruction and lists what will be taught and tested. Based on the definitions of
syllabus, it can be concluded that syllabus is an important document. It is used as
the basic in teaching and learning process or as the basic in designing course
design.
According to Richard (2001:2) syllabus design is the process of
developing a syllabus. While, Brown (1996 : 84) syllabus design can be defined
as selection and organization of instructional content including suggested strategy
for presenting content and evaluation. Based on the statements of syllabus design,
it can be concluded that designing syllabus is process of developing, improving,
selecting, organizing of instructional content in order to present content and
evaluation in a course design.
Hutchinson and Waters (1996:3) stated that there are some reasons why a
syllabus is necessary. First, a syllabus provides a practical basis for the division
of assessment, textbooks and learning time. Second, a syllabus gives moral
support to the teacher and learner, in that it makes the language learning task
appear manageable. Third, a syllabus, particularly an ESP syllabus, also has a
cosmetic role. Fourth, a syllabus can bee seen as a statement of project route, so
that teacher and learner not only have an idea of where they are going, but how
they might get there. Fifth, a syllabus is an implicit statement of views on the
nature of language and language learning. Sixth, a syllabus provides a set of
criteria for materials selection and/or writing. Seventh, a syllabus is one way in
which standardization is achieved (or at least attempted). And the last one is that
syllabus provides a visible basis for testing.
Based on the Hutchinson and Waters’ statements above, it can be
concluded that syllabus plays the important role in language learning and
teaching. It is a very vital tool in language learning activities and to make them
well managed.
There are some types of syllabus. According to Richard (2001:152-163)
there are some options of syllabus that should be considered to design a syllabus:
Grammatical (or structural) syllabus, lexical syllabus, functional syllabus,
situational syllabus, topical or content-based syllabus, competency-based
syllabus, text-based syllabus, and an integrated syllabus. Based on the types of
syllabus above, the researcher used competence-based syllabus as the type of the
designed syllabus.
Some shapes of syllabus according to Dubbin and Olshtain (1986:52-63)
are linear format, modular format, cyclical format, matrix format, and story-line
format. The shape of the designed syllabus is matrix and cyclical format. The
cyclical format is well-suited format because it is an organizational principle
which enables teachers and learners to work with the same topic more than once,
but each time a particular one reappears it is at a more complex or difficult level.
Before designing the syllabus, it must consider the need analysis. Richard
(2001:51) stated that need analysis is procedure which is used to collect
information about learners’ needs. Normally, the information is used as a basis
for teaching. In this research, the need analysis is necessary for designing the
syllabus that is appropriate with the learning and students’ need.
3. Research method
This research is classified in Research and Development (R&D). According to
Borg and Gall in Sugiyono (2014:9) Research and Development (R&D) is a method
that is used for developing or validating educational and learning product. This

502 (KBSP) IV 2016
research also used ADDIE model as the research design. It stands for Analysis,
Design, Development, Implementation, and Evaluation. According to Branch (2007 :
2) Creating products using an ADDIE process remains one of today’s most effective
tools. Because ADDIE is merely a process that serves as a guiding framework for
complex situations, it is appropriate for developing educational products and other
learning resources. Because this research study aims to create new product that is a
syllabus for Accounting Department students, it would be more systematically if it
used ADDIE as the research design.
This study was conducted in STIE Muhammadiyah Cilacap in academic year
2013/2014. The research subjects in this research were divided into two parts namely
subject of need analysis and subject of the evaluators on the designed syllabus. The
subjects of need analysis were the D3 Accounting Department students, while the
subject of the evaluators were an Expert of ELT and English and Accounting lecturer.
Sugiyono (2014:148) stated that research instrument is a tool which is used to
measure the natural phenomenon and social phenomenon that is observed. In this
research, the researcher used interview, observation, documentation, questionnaire,
expert judgment, focus group discussion and test as the research instruments.
4. Discussion
This section presents the discussion of research finding about the design of an
ESP syllabus which appropriate with the students’ and learning needs of STIE
Muhammadiyah Cilacap and the appropriateness of the designed syllabus with the
students’ and learning’s needs in STIE Muhammadiyah Cilacap especially in
Accounting Department.
a. The Design of the Understudied Syllabus
The syllabus was designed by considering the result of need analysis. It
was taken by distributing questionnaire, interviewing to English lecturer, and
conducting documentation to get the students’ need and learning needs especially
in Accounting Department. The needs analysis resulted some aspects as follows:
Necessity : The students of Accounting Department in general needed
English in specific purposes fields based on the current
curriculum in Accounting Department.
Lack : Accounting Department did not have any English syllabus as
the basic of learning English in specific purposes.
Want : STIE Muhammadiyah Cilacap needed English for Accounting
Syllabus as the basic of teaching learning English subject to
support the students’ carrier in Economic job field especially
in Accounting.
The second step of this research was designing. Syllabus was designed
based on the current curriculum used in Accounting Department by using ESP.
The type of designed syllabus was Competence-based syllabus. It also used
Competence-based language teaching as the approach in designing syllabus as
the basic of course design.
The components available in this designed syllabus are study program,
code of course, theme of course, credits, semester, objectives, main
competencies, description of subject, evaluation, units, basic competencies,
indicators, moral value, accounting skills, language functions and expressions,
text, language target, example of exercises, time allocation and sources.
This syllabus consists of six chapters in which every chapter should be
mastered in two meetings. They are Introduction to Accounting, Financial
Statements and Ratios, Tax Accounting, Auditing, Management Accounting, and
Finding Job in Accounting Field.

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The steps of development and implementation were conducted together.

The researcher made worksheets to be implemented. The researcher conducted
the implementation in 2 cycles in 4 meetings. The first cycle was at June 5th and
12th, 2014, and the second cycle was at June 19th and 26th,2014. Because of the
available time, the researcher just tried 2 units out. Before conducting each cycle,
the researcher gave the students pre-test 1 and pre-test 2.
To find out the appropriateness of the designed syllabus, the researcher
used expert of judgment, the focus group discussion result and the computation
between two means of pre-test and post-test. To find out the students’ interest in
learning English using the product, the researcher used the mean of worksheet
score.
b. The appropriateness of the designed syllabus
Finding out the appropriateness of this syllabus to the students and
learning needs, the researcher suggested (1) an expert in ELT stated that the
designed syllabus had been matched to the theory of ESP and syllabus design;
(2) the Focus Group Discussion from English lecturer and Accounting lecturer
that the designed syllabus was recommended to be used as the basic of English
teaching and learning in Accounting Department; (3) the researcher also
implemented the syllabus by giving pre-test and post-test. The test resulted the
pre-test < post-test in every cycle. Cycle 1 resulted the mean score of pre-test
was 53.73 and post-test was 72.80. Meanwhile, cycle 2 resulted the pre-test
58.44 and post-test was 78.45. Based on the three aspects above, it could be
judged that the understudied syllabus was appropriate with the students’ and
learning needs.
5. Conclusion
Related to the research finding and discussion in the previous chapter, the
researcher concluded that this syllabus was appropriate with the students’ and learning
needs. It was proved by considering the suggestion of an expert in ELT, and the result
of focus group discussion. Based on the computation of the data using Mean
Difference, the result of post-test in cycle 1 (72.8) was higher than pre-test (53.73) and
the post test in cycle 2 (78.45) was higher than pre-test. As the result of
implementation of the designed syllabus, it could be defined that the designed syllabus
could be used in STIE Muhammadiyah Cilacap. In this case, the result of the syllabus
will be used in research setting.
6. References
Alyzar, Ris. 2011. Syllabus Design Using Multicultural Approach (Developmental
Research In Civics Study Program of UAD).Yogyakarta : Universitas Ahmad
Dahlan.
Branch, R., Maribe. 2009. Instructional Design: The ADDIE Approach. Springer: New
York.
Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to
Language Pedagogy. New York: Pearson Education.
Hornby 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University

Press.
Hutchinson, T. & Waters, A. 1994. English For Specific Purposes: A Learning

Centred Approach. Cambridge: Cambridge University Press.

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O’ Malley, J. Michael & Pierce, Loraine V. 1996. Authentic Assessment for English
Language Learners.New York: Pearson Longman.
Purwanti, Herni. 2013. English Material Design Using Task-Based Language

Teaching Approach. Yogyakarta :Universitas Ahmad Dahlan.
Richards, J.C. & Rodgers, T.S. 2001.Approaches and Methods in Language Teaching.
Richards, J.C. & Rodgers, T.S. 2001.Curriculum Development in Language Teaching.

Subhan, Bustami. 2011. English Language Teaching and Learning. Yogyakarta:

LPPDMF.
Sugiyono. 2014.Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif,

dan R&D. Bandung: Alfabeta.
Vashist, R.P. 2003. Curriculum Research. India: Commonwealth
BIODATA
Nama : Yeti Rochmah Hidayati, S. Pd.

Pekerjaan : Translator, English Lecturer, English teacher
Instansi : STIE Muhammadiyah Cilacap
Alamat : Jl. Tentara Pelajar no. 89 Tritihkulon Cilacap 53233
Research Interest Area : Teaching
No. Telp : 085647801234 / 0282 546600
Email : yeti.erha@gmail.com


(KBSP) IV 2016
SOCIOLINGUISTICS ANALYSIS OF TABOO LANGUAGE
IN INTERNET MEME
Pujiana Masitha (S200140048)

Muhammadiyah University of Surakarta / 57169
kotaksurat.pujianamasitha@gmail.com (085269892118)
ABSTRACT
The study aims to describe the types and the function of taboo language in internet meme.
The object of this study is taboo language in internet meme. This research belongs to
descriptive qualitative research. In analyzing the types of taboo language the writer used
theory from Jay (1999: 225) and analyzing the function of taboo language in internet
meme the writer use theory from Wardaugh (2005: 239). The result of the research found
that swear word is mostly used in internet meme, and to mock the authority is the mostly
use in internet meme.
Keywords: taboo, taboo language, internet meme.
A. Introduction
According to Hyland (2004:1) language is seen as central way in which we

construct our live. Language is also used to show our expression, ideas, opinion and
feeling. Moreover Brown (1994: 5) stated that a consolidation of the definition of
language yields the following composite definition, they are: (1). Language is systematic
and generative; (2). Language is a set of arbitrary symbol; (3). The symbols are primarily
vocal but may also be visual; (4). The symbol has conventionalized meanings to which
they refer; (5) Language is used for communication; (6). Language operates in a speech
community or culture; (7) Language is essential human, although possibly not limited for
human; (8). Language is acquired by all people in much the same way - language and
language learning both have universal characteristic.
The phenomenon of language has brought up many ways in expressing the

language itself. There are bad language and good language that usually used by people to
express their feeling, idea, and emotions. According to Chaika (1982: 2) people use
language to reveal or conceal personal identity, character, and background without
realizing that they are actually doing so. Therefore, every person has their own way to
choose the language variation which can confirm one’s identity. Some people may prefer
to use language that has a strong connotation to express certain feeling, for example sad
or angry. To achieve this, they sometimes use certain kind of words that are considered as
bad or inappropriate to use such as taboo language. People use taboo language to swear
because it is the strongest way to express their condition or feeling. Moreover as Jay
(1999: 84) stated, that people, as a kind of emotional animal have a desire to express their
feelings, relieve their negative stress, and establish their identities and status through their
speech. The use of taboo language can help them to achieve these purposes effectively.
Taboo words may function means to express or social humor, catharsis, or showing the
power.
According to Wardaugh (2006:239), taboo words are disregarded in particular

occasion because they have several functions such as to draw attention to oneself, to show
contempt, to be provocative and to mock authority. Another reason for using taboo by
Hayahawa (1990:48) to express anger, the uttering of forbidden words may provide a
relatively harmless verbal substitute for going berserk and smashing furniture; they may
505
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act as a kind of safety valve in our moments of crisis. However, it seems that nowadays
the attitude towards the function of taboo words has already changed. The changes
happened because the legal sanctions were disappearing and there were tendency that
now people are getting more relaxed to accept taboo words. As a result, taboo language is
now commonly found when someone expresses the emotive feeling.
Nowadays, we can found taboo language easily. We can hear from conversation
on television, real life, books, song, etc. The phenomenon of taboo language also can
easily found in internet meme. Internet has made some people overshoots in using
language to communicate. For example internet meme become phenomenon because it
increases rapidly in cyber world. Meme is well known as a means of communication to
express our feelings to others. Internet memes give the chance to many people to be more
creative, and people show their memes through social media such as facebook, twitter,
instagram, tumblr, pinterest, etc. Brunelo (2012:56) stated that Internet-memes are, for
certain, no examples of high-arts, and neither of scientific innovation. They involve,
nevertheless, a more ‘mundane’ and ‘ordinary’ kind of creativity, one that is often
referred to as ‘everyday-creativity’.
Meme become something that very familiar in the world, most of people know
about meme because of the rapid movement of the internet. Memes provide a powerful
new way to combine few things such as, creativity, art, message, and humor in the
internet culture. For Leight (1996:51), memes are “actively contagious ideas” memes as
information patterns infecting human minds. One of the few cultural anthropologists to
actively consider memes as units of culture describes them as “self-replicating [cultural]
representations”. According to Juzza (2011:3) internet memes is most commonly used to
describe certain kinds of information disseminated among the Internet users by
themselves. This information may include pictures, films (usually short), and video clips,
graphics, texts, quotes, animations, as well as their various combinations (e.g. captioned
pictures). Diaz (2011:83) stated that meme has gone beyond the academic definition; this
due to the expansion of the computer usage and the exponential growth of the Internet,
particularly forums, chats, blogs and social networks; the concept was coined to a new
form of internet communication. The researcher interests to analyze taboo language used
in internet meme. A lot of captions in internet meme are full of taboo language. Problem
may happen through the use of taboo language in internet meme when they are used to
insult others.
It is important to analyze taboo language because it will help people to

understand taboo language that occur in internet meme. Although there have many
researches have examined taboo language but most of them focused on taboo language in
certain culture. Research which focus on the type and function of taboo language is so
limited as Anggita (2015), Fakuade (2010), Gao (2013), Pilloti (2010). Eventhough there
are many research about taboo language but most of them focused on taboo language in
movie or certain culture. The study about taboo language in internet meme has not been
done, so the writer interest to conducting the research about the type and the function of
taboo language in internet meme. This research is not the first study which concerns with
taboo language and internet meme. There are some study analyzed about taboo language
and internet meme. The writer takes the relevant previous researchers to prove the
originally of this study. Among those studies are:
Fakuade on 2010 studied linguistic taboo in the igbo society in terms of their
classification and socio-cultural factors affecting their usage. The purpose of the study is
to classify linguistic taboos in the igbo society into five categories: morality-related
linguistic taboo, veneration-related linguistic taboos, decorum-related linguistic taboos,

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religion-related linguistic taboo and fear-related linguistic taboo. Two principal method
was used in this research are questionnaire and oral interview. The data collected were
presented in tabular form, using descriptive statistics. The result of the study showed that
while religion and decorum - related linguistic taboo are unmentioned and have no
permissible alternatives because they are closely tied to different igbo dieties, morality,
veneration and fear-related ones have euphemism.
Pilotti on 2012 studied taboo word expressions. The aim of the research is to
examine whether sex differences exist in the number and categories of taboo word
expressions used by college students when the intended recipient is defined by sexual
affiliation and the medium is either one’s primary or secondary language. English-
Spanish bilingual participants reported the taboo words that they or their friends use to
refer to men and women. Across both sexes, taboo words referring to deviance of a
social, psychological or physical nature were most frequent, followed by taboo words
involving sexual references. This research found that Spanish references to deviance were
more likely to be attributed to men than to women, whereas English taboo words were
evenly ascribed to both sexes. Neither differences in age of acquisition nor subjective
knowledge accounted for the more numerous Spanish deviations attributed to men.
Gao on 2013 studied about English taboo language. The purpose of the research
is to explore various forms of English taboo, along which some comparisons between
English and Chinese taboos are made and euphemisms are thus introduced to relieve the
harness of taboo words. Through these, the socio-cultural values reflected by them. This
research investigate all the major varieties of English taboo, i.e., bodily excretions, death
and disease, sex, four-letter words, privacy and discriminatory language, which are
respectively defined and provided with concrete examples. The result of the research
showed that the euphemistic and round about ways of avoiding using taboo words are
offered to deal with the situations.
Mbya on 2002 studied about linguistic taboo in African marriage context. The
aims of the research are to analyze the taboo – word and describe the mechanisms used
for finding substitutes. The research is a descriptive study of a custom in Oromo culture
(Ethiopia) known under the name of laguu or lagacha, which consists in avoiding
mentioning the names of the persons who are relations by marriage. The topic deserves
much attention as an ethno linguistic phenomenon in the above-mentioned culture and on
which nothing has been written so far. The study shows that because of language taboo,
husband, wife and the in-laws avoid using their respective names and substitute for them
several forms, most of which are coinings. The result of the study showed that language
taboo, husband, wife and the in-laws avoid using their respective names and substitute for
them several forms, most of which are coining.
The positions of the current study with the previous study are viewed based on
the similarity and differences; this research has the similarity with previous researches in
investigating taboo language. This present study takes the difference in analyzing taboo
language that found in internet meme.
1. Problem Statement
- What are the types of taboo language used in internet meme?
- What are the functions of taboo language in internet meme?
B. Literary Review
The existence of language is the most important thing in social life because
language cannot be separated from the society. According to Yule (2010: 254)

508 (KBSP) IV 2016
sociolinguistics is a part of sociolinguistic study which focuses on language which is

dealing with social and cultural phenomenon in one society. It is usually explores the
field of language, society, and thing which are related to social sciences, especially
psychology, anthropology, and sociology. In accordance with the theory of Yule, Holmes
(2013: 01) said that people who study linguistics will probably concern on describing
people’s different ways of speaking in different social contexts. Moreover, Holmes argues
that sociolinguists also try to investigate the use of language to convey messages. As
language functions to convey messages, there must be social interactions between the
members of community. Those social interactions can indicate the relationship of the
people who are involved. Thus, sociolinguistics is essential in explaining the interaction
between the members of the society.
Effect in which the environment is reflected in language is the values of a society.

Different societies may value certain things and do them in a certain way. However,
almost all of the societies that exist in this world have the same requirements of the
categorization of good and bad language. Good language is usually measured when
someone speaks properly and politely on the context. Being more specific, good language
must contain dense meaning which is shown in beautiful and sweet words. On the other
hand, bad language is considered to be nonstandard and wrongly used, which is sometime
resulting in annoyance for the other person who hears it. Jay (1996) in Fakuade et al (
2013: 121) categorized bad language into several types such as blasphemy, expletive,
slang, and taboo which are explained below.
According to Jay (in Fakuade et al., 2013: 121) blasphemy refers to the
employment of religious terms to vilify God and religious organization. Expletives refer
to words that contain emotive characteristics which are usually in the form of
interjections and are not uttered for specific purpose since they are used to release
frustration and emotion. Meanwhile, slang refers to those words which are typically
created and used by social groups to give them identity and are used to communicate
among in-group members such as young people, drug dealers, and baseball player. Then
the last is taboo which refers to forbidden phenomena in the specific culture which also
includes the language use in everyday life.
Taboo is something that cannot be received for some people or culture.

According to Allan and Burridge (2006: 11) Taboo‟ refers to “a proscription of behavior
for a specifiable community at a specifiable time, in specifiable contexts. In general,
people refer taboo words as offensive words which cannot be used in daily conversation
since they can generate a shocking effect for the individual who hears them. Linguists
such as Diez (via Fakuade, 2013: 119) also supported the idea that some people
categorized taboo words as the words that have terrible meaning since they contain any
substance that are cruel and inappropriate so that they should be avoided. In different
societies, it may be hard for an individual to understand taboo words if they do not belong
to a particular society which shares the same values. Therefore, Akmajian et al., (2004:
303) assert that taboo words are those words that should not be employed completely or
at least prevented in different setting or polite situation. It means that to avoid any
misunderstanding, each person who belongs to different cultures with different values
should not talk about words that can shock them especially in polite conversations.
There are many types of taboo language that used by many people. Batistela
(2005: 72) suggests four types of taboo words, i.e. epithets, profanity, vulgarity, and
obscenity. Jay (1999: 25) about the types of taboo language said that there are some
categories of taboo language namely swearing, blasphemy, name calling, insulting, verbal
aggression, taboo speech, ethnic-racial slurs, slang, scatology, epithet, profanity,

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vulgarity, and obscenity. Here are the short definitions and examples of types of taboo
language. Taboo words are usually uttered because there is a reason behind them.
According to Jay (1999:84) people, as a kind of emotional animal have a desire to express
their feelings, relieve their negative stress, and establish their identities and status through
their speech. Using taboo language can help them to achieve these purposes effectively,
as language is a tool used by everyone. The function of taboo words are listed as follows,
such as humor, catharsis, or showing the power. According to Wardaugh (2006:239),
taboo words are disregarded in particular occasion because they have several functions
such as to draw attention to oneself, to show contempt, to be provocative and to mock
authority.
According to changhoon (2014: 2) Internet meme is an idea, style, or action that

spreads, often as mimicry, from person to person via the Internet, as with imitating the
concept, such as the “Harlem Shake” dancing video and “Chocolate Rain”. Brunello
(2012: 9) Internet-memes are, for certain, no examples of high-arts, and neither of
scientific innovation. They involve, nevertheless, a more ‘mundane’ and ‘ordinary’ kind
of creativity, one that is often referred to as ‘everyday-creativity’. Gauntlett (2011: 10)
defines creativity as being composed of three elements: “a culture that contains symbolic
rules, a person who brings novelty into the symbolic domain and a field of experts who
recognize and validate the innovation”. He explains that novelty and innovation can occur
quite routinely in the everyday environment though, including that of “witty or insightful
speech”. In the case of internet-memes, the person who brings the novelty is the one who
uses a certain idea, image, video and/or catchphrase cleverly, so that others recognize the
creativity embedded in it. Validation is done through the meme’s imitation in form of
copying and remixing, causing its eventual spread. An idea that is not considered clever,
witty of insightful – thus creative in some sense – will not spread. Hence, creativity is
essential for a meme to actually become a meme.
C. Research Method
In this research, the writer uses descriptive qualitative research, since it involved
the collection of data for the purpose of describing the existing condition. According to
Vanderstoep and Johnson (2009:167) this method focuses on cultural, social, personal
identity and its goal is more descriptive than predictive. Moreover, Strauss and Corbin
(1998: 11) state that qualitative research is achieved not by means of quantification or
statistical technique. It can give complex detail about particular phenomena which are
difficult to be expressed with quantitative method. Therefore, the findings of qualitative
research will not be in the form of statistic data which usually belong to quantitative
research. In this research, qualitative method was chosen as the appropriate method
because it represented what the researcher had studied. The objects of the research are the
taboo words found in internet meme. The data for this research is meme that taken from
some internet source, such as twitter facebook, instagram, pinterest, and tumblr because
internet meme is easy to be found in such kind of the source.
In collecting the data, the researcher does some steps, the first the researcher
collect some meme that taken from the internet and then the researcher make mark on the
data. After the data was marked the writer do the analysis by identifying the types of
taboo language based on the theory of Jay (1999: 25) and the researcher analyze the
function of taboo language by using the theory of Wardaugh (2005: 239). After that the
writer Drawing conclusion and suggestion based on the data analysis.

510 (KBSP) IV 2016
D. Research Finding and Discussion
Based on the data analysis about taboo language in internet meme, the writer can
find, as follow: from the analysis process, the total data collected in this research are 100
data and are displayed in table. The table shows the frequency of the occurrence of types
and functions of taboo language in internet meme. The results are various and they will
be displayed on the table.
Table 1. Sample Data Sheet of Types and Functions of Taboo Language in Internet
Meme
NO SENTENCES TYPES OF FUNCTION OF EXPLANATION
TABOO WORDS TABOO WORDS

EP
PR
VU
OB
TS
SW
INS
VA
BLS
ERS
SL
SCL
TDA
TSC
TBP
TMA
1. “You better I I Used to provoke
get the fuck certain response such
of, before I as violation or anger
from listeners. Taboo
kick your as
words are considered
off” successful when the
response meets the
speaker’s expectation
Table 2. Frequency of the types of taboo language and the functions of taboo
language.
No Types of Taboo Function of Taboo Language

language
To Draw To Show To Be To Mock Total Percentage
Attention Contempt Provocative Authority (%)
to Oneself
1. Profanity 5 - 1 5 11
2. Obscenity 3 - 1 - 4
3. Taboo Speech - - - 1 1
4. Swear Word 9 5 10 5 29
5. Insulting 1 3 - 3 7
6. Vulgarity 6 3 1 1 11
7. Blasphemy - - 4 3 7
8. Ethnic racial 3 3 - - 6
slurs
9. Slang 4 2 1 1 8
10. Scatology 2 - - - 2
11. Verbal 1 1 2 1 5
aggression
12. Epithet 4 1 1 2 9
Total 100
Percentage

(KBSP) IV 2016 511

From 100 data number, the writer found that types of taboo language that mostly
used in internet meme are swearing word. There are 12 types of taboo words, i.e
swearing, blasphemy, name calling, insulting, verbal aggression, taboo speech, ethnic-
racial slurs, slang, scatology, epithet, profanity, vulgarity, and obscenity. All of them
appear in internet meme. From the table above, it can be noticed that the most dominant
type used in internet meme, which appears 29 times. Then, the second highest frequency
which has the same percentage is profanity and vulgarity which appear 11 and 12 times.
Ephitet appear 8 times, taboo speech appear 1 times, insult appear 7 times, blasphemy
appear 8 times, verbal aggression appear 5 times, ethnic racial slurs appear 6 times, slang
appear 9 times, Finally, the least to occur is scatology which appears 2 times.
E. Conclusion
There are 12 types of taboo language that analyzed by the writer based on Jay
perspective. From all the types of taboo language, swearing word is mostly used in
internet meme, it proved by 30 times appearance of swearing word in internet meme. It
can prove that people are more understand well about swearing because of the influence
of internet meme that has been the culture because we can find taboo language easily in
social media such as facebook, instagram, twitter, pinterest, tumblr, and phat. The
function of taboo language mostly used to Draw Attention to Oneself, and the second is
to be provocative, and then to mock the authority and the last is to show contempt.
Bibliography
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Batistella, E.L. 2005. Bad Language: Are Some Words Better Than Others?. New York:
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Blackwell Publisher.


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STUDENTS’ CAPABILITY IN UNDERSTANDING

DESCRIPTIVE TEXT AT THE SECOND YEAR STUDENTS
OF SMP N 1 JUWANGI BOYOLALI IN 2012/2013 ACADEMIC
YEAR
Dinar Setiyani
Post Graduate School, Muhammadiyah University of Surakarta
ABSTRACT
The objectives of this study are (1) to describe the students’ capability in
understanding descriptive text at the second year of SMP N 1 Juwangi Boyolali
(2) to describe the problems faced by the second year students in understanding
descriptive text, and (3) to describe the causes of problems faced by the second
year students in understanding descriptive text. The study was done in SMP N 1
Juwangi Boyolali. As the sample the writer took 36 students at VIIIC class.The
writer conducted treatment to the students in the form of the test. The type of the
test is multiple choice with four options and consists of 50 items.After collecting
the data which consist of the result of the students test and analyzing them by
using Sudijono’s formula, the writer described the result of the study. The writer
found that the capability of the students in understanding descriptive text can be
devided into four level mastery, they are (1) poor level is about 19,44% (7
students), (2) fair level is about 27,78% (10 students) (3) good level is about
50,00% (18 students), and (4) excellent level is about 2,78% (1 student).The
problems faced by the students in understanding descriptive text are (1)
understanding in looking main idea of the text (2) understanding in looking detail
information of the text (3) understanding vopcabulary. The causes of the problems
faced by the students are (1) the teacher is less in giving variation in teaching
reading passage. (2) the students’ vocabulary and grammar are still limited
because several students have not habit to develop their reading skill individually
and there is no supported facilities to develop the teaching learning process. In
conclusion, the students’ capability in understanding descriptive text at SMP N 1
Juwangi Boyolali is good.
Key Words: students’ capability, understanding, descriptive text
A. Introduction
Learning English involves the four language skills; listening, speaking,
reading, and writing. Students should master these four language skills in
order that they could use the skills to communicate or express their thought,
feeling, and opinion in English. Reading is one of the skills in learning
English. It is a part of language which plays an important role as a medium to
get information and knowledge. Smith (1971) in Fauziati (2002: 139) states
that it is important to learn reading since it (1) helps us learn to think the new
513
514 (KBSP) IV 2016
language, (2) helps us build a better vocabulary, (3) makes us more

comfortable with written English, (4) can helps us plan to study in English –
speaking country.
English and Indonesian language are different. There is no guarantee
that the students who have good understanding of Indonesian text will have
good understanding of English text. When the students are reading Indonesian
text they have mastered vocabulary and the structural system, but when they
are reading English text, they are demanded to have adequate knowledge of
the target laguage which have different system. Reading comprehension
involves a veriaty of skills, which are a key to comprehend the text.
Based on the description above, studentsshould master reading skill.
Good achievement in reading comprehension is important to the students.
Students will get many information and ideas which can enrich the student’s
vocabulary.
Reading comprehension is a thought process through which reader
become aware of an idea, understand it in terms of their experiential
background, and interpret in relation to their own needs and purposes
(Kennedy, 1981: 192).
Reading is not only reading the text but also understanding the content
of the text. The reader must know the information, message, or idea about the
text. To consider the effectiveness of using language, each form of written
texts is preferrable created based on genre. In genre concept, there are 11
types of texts. Namely description, recount, narration, procedure, explanation,
discussion, exposition, news item, report, anecdote, and review.
Descriptive text is a text which says what a person, a place or a thing is
like. Its purpose is to describe and reveal a particular person, place, or thing.
Descriptive text has structure as follows: (1) Identification; identifying the
phenomenonto be described. (2) Description; describing the phenomenon in
parts, qualities, and characteristics.
Capability is abilities or qualities necessary to do something. The
teacher must lead his or her students in developing reading the written texts.
It is one of the ways for increasing the students’ capability. The reading

(KBSP) IV 2016 515

skills and strategies that should be mastered are, (1) skimming: reading
quickly to find the core of the text, (2)scanning: reading quickly to find the
needed information, (3) reading for detailed information, (4) reading between
the lines, (5) predicting: predicting what the happening, and (6) deducing
meaning from the context.
Reading skill, especially to decsriptive text is given in senior high
school. SMP N 1 Juwangi is one of the regular senior high school in Boyolali.
This school is located far away from the city but this school has many
students and become a favourite school. Teaching learning process in this
school is also limited by multimedia facilities but the teacher and the
students have a big spirit and anthusiasm to learn so that they could get a
good quality like the other school in the city.Based on the background above,
the writer wants to identify the students’ capability in understanding
descriptive text and what are the problems faced by the second year students
in understanding descriptive text.
The objectives of this research are (1) to describe the students’
capability in understanding descriptive text of the second year students of
SMP N 1 Juwangi Boyolali in 2012 / 2013 academic year, (2) to describe the
problems faced by the second year students in understnding descriptive text,
and (3) to describe the causes of the problems faced by the second year
students in understanding descriptive text.
Simanjuntak (1988: 14) defines reading as the meaningful interpretation
or printed or written verbal symbols. It means that reading is a result of the
interaction between the perception of graphic symbols that represent language
and the reader’s language skills, cognitive skills and the knowledge of the
world. In this process the reader tries to recreate the meanings intended by the
writer.
Anderson (1999: 68) states reading is a fluent process of readers
combining informationfrom a text and their own background knowledge to
build meaning. The goal of reading is comprehension.
According to Kennedy (1981: 192), reading comprehension is a thought
precess through which the reader become aware of an idea, understand it in

516 (KBSP) IV 2016
terms of their experiential background, and interpret in relation to their own

needs and purposes.
Comprehending a text is an interactive process between the reader’s
background knowledge and the text. Efficient comprehension, thus requires
the ability to relate the textual material to one’s own knowledge (schemata) to
improve the student’s ability to comprehend the text., therefore have to help
students change their inneficient reading habits (reading word by word,
focusing too much attention on form, relying heavily on dictionary etc.) by
teaching them efficient reading skills (Fauziati,2002: 138).
Anderson (1999: 74-77) states that there are some principles for
teaching reading (1) expose the reader’s background knowledge, (2) build a
strong vocabulary base, (3) teach for comprehension, (4) work on increasing
reading rate, (5) teach reading strategies, (6) encourage readers to transform
strategies into skills, (7) build assesment and evaluation into your teaching,
(8) strive for continous improvement as a reading teacher.
According to Mukarto (2007: 140) “descriptive text is used to describe
something, someone, or place”.A descriptive text has two main parts: (1)
Identification, (2) Description. The structure of a text is called the generic
structure. The language features of descriptive text use the following certain
nouns, simple present tense, detailed noun phrase to give information about
subject, action verbs, and figurative language such as simile, metafor, etc.
Nutall (1982: 31-32) defines there are four categories of skills and
strategies of reading as follows:
1) Skills involving flexibility of technique: variations in reading
rate, skimming, scanning, study reading.
2) Skills of utilizing information that is not strictly speaking part
of the text itself: reference apparatus, graphicconventions,
illustrations and diagrams.
3) Word-attack skills: how to tackle unfamiliar lexical items by
using morphology, inference from context.

(KBSP) IV 2016 517

4) Text-attack skill: the process of interpreting the text as a whole,

using all the clues available including cohesion and rhetorical
structure.
There are three steps in reading, the first is Pre-reading activity.
This stage is to introduce students with the topic, to motivate learners by
giving a reason for reading and to provide some language preparation for the
text (William,1984: 38). Second is While-reading activity. This stage, the
activity is to help the learner in developing their reading skill. The students
become more effective in reading ability. They should be flexible in their
ways of reading which are appropriate to the given text. The learners interact
with the text by the help of their relevant background and knowledge
(Williams,1984: 38). And the last is Post-reading activities. In this stage the
students need to consolidate or reflect upon what has been read. Learners
need to relate the content or ideas of the text to their own knowledges,
interests or views. The teacher will probably organize some kinds of follow
up task related to the text (William,1984: 38).
B. Research Method
This research is descriptive quantitative research. The writer carries out
the research on the second year students of SMP N 1 Juwangi Boyolali. The
time of the research is 2012 / 2013 academic year.The subject of this research
is the second year students of SMP N 1 Juwangi Boyolali consist of 36
students.
The data of this research are taken from the percentage of the result of
the test in the class which is described into written data. The writer describes
the students’ capability in understanding descriptive text and the
problemsfaced by the second year students. The source of data of this research
are events, informant, and document.
To get the data, the writer uses observation, interview and a test as the
instruments. In this research the witer uses the objective test. The test consists
of 50 items in the form of multiple choice type with four options. The test is
the most effecttive instrument to reveal one’s profiency in certain object.

518 (KBSP) IV 2016
Test consist of reading comprehension about descriptie text. There are

includes 50 items of multiple choice questions. It is done after the writer done
the observation, interview, and collect the document. In this research, the
writer employs the theory of Arikunto (1992: 221) in giving percentage to
describe the students’ capability in understandingdescriptive text and the
problems faced by the second year students of SMP N 1 Juwangi Boyolali.
D. Research Finding and Discussion

1. Research Finding
The writer classifies the finding into some points of study that
consist of the students’ capability in understanding descriptive text, the
problems faced by the second year students in understanding descriptive
text, and the causes of the problems faced by the second year students in
understanding descriptive text.
The writer gathers the data by doing test to describe the
students’ capability in understanding descriptive text. The type of the
test in reading comprehension is multiple choice with four options A,
B, C, D. The number of the item test is 50 items multiple choice

22
questions.The time allotment is ninety minutes.The number of sample
is 36 students. The writer takes class of VIIIC as the sample because in
SMP N 1 Juwangi Boyolali There is no special class which makes
grade categorization based on their intellegence quality, so the sample
has equal capability and represents the population.
The analysis of the students’ score of the test is based on
Arikunto’s formula. Then each score is analyzed by using the formula
from the level of mastery the material of reading comprehension. The
result of the test is as follows.

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a. The Students’ Capability in Understanding Descriptive Text Based
on the Test
Number Of Scores Level Of Percentage

Students Mastery
1 80 - 100 excellent 2,78 %
18 60 - 79 good 50,00 %
10 50 - 59 fair 27,78 %
7 0 - 49 poor 19,44 %
Based on the tabel above, there are 7 students who get poor level,
10 students who get fair level, 18 students who get good level and 1
students who get excellent level. It means the students in the poor level
has score about 0-49, the students in the fair level has 50-59, the
students in the good level has 60-79, and the students in excellent level
has 80-100. In the poor level, the students have percentage score
19,44%, with the explanation from 36 students there are 7 students who
get poor level. The result shows that the students have very low
capability in understanding descriptive text because the score of the test
is less than 50%. In the fair level, the students have percentage score
27,78% with explanation from 36 students there are 10 students who
get fair level. The result shows that the students have less capability in
understanding descriptive text because the score of the test is less than
60%.
The students who get good level are 18 students, they have scores
about 60-79, so the level mastery of their score is good level and the
percentage of their score is 50,00% because from 36 students there are
18 students who get good level. The result showsthat they have good
capability in understanding descriptive text because their score of the
test is more than 60%. So the students’ percentage of the average score
is good level. The students who get excellent level is only 1 student. He
has score about 80-100, so the level mastey of his score is excellent. He
has percentage of his score is 2,78% because from 36 students only one

520 (KBSP) IV 2016
student who get excellent level. The result shows that in this level the
student has excellent capability inunderstanding descriptive text.
Based on the data above the students’ capability in understanding
descriptive text can be devided into four categories level of mastery.
They are (a) poor level is about 19,44% (7 students), (b) fair level is
about 27,78% (10 students) (c) good level is about 50,00% (18
students), and (d) excellent level is about 2,78% (1 student). In
conclusion, the students’ capability in understanding descriptive text is
good because most of the students have good level (50,00%), there are
18 students who get good level from 36 students then only one student
who get excellent level.
b. The Problems Faced by the Students in Understanding Descriptive
Text
Tabel 4.6.The Percentage of Indicators of Comprehension
No Indicators of Comprehension Percentage of
Correct Answers(%)
1. Understanding the purpose of the 86,11%
text
2. Understanding in looking for the 57,63%
main idea of the text
3. Understanding in looking for detail 53,70%
information of the text
4. Understanding vocabulary 52,59%
Based on the data above the writer can conclude that there are
86,11% students who have good understanding of the purpose of the
text, 57,63% for understanding in looking for the main idea of the text,
53,70% for understanding in looking for detail information of the text,
and 52,59% for understanding vocabulary of the text.
The writer finds that most problems faced by the students
found from four indicators of comprehension items, namely (a)
understanding main idea of the text (b) understanding detail

(KBSP) IV 2016 521

information of the text (c) understanding vocabulary because the

percentage of each indicator is less than 60%.
a. The Causes of the Problems Faced by the Second Year Students in
Understanding Descriptive Text
The points of the causes of problems faced by the students in
understanding descriptive text are as follows:
1) The students have limited vocabulary and grammar. In teaching
reading, grammar and vocabulary is the most important aspect.
Without mastering both of them the students can not understand
what the text abuot.When the students find difficult word or
unfamiliar word in the text the students feel confuse because they
do not understand the meaning of the word. When the students find
a complex sentences in the text they cannnot comprehend them
well. It is because the teacher only focuses on the definition, parts
and question of the text. It is also related to the students’ habit,
they do not have habit to develop their reading skill and read many
kinds of English text. The students also have less motivation in
Studying English.
2) In the teaching reading, the teacher is still less in giving variation
method. Based on the interview with the students, the teacher uses
the same method to teach all kind of reading passage especially
descriptive text. It makes students feel bored and not having
anthusiasm in studying reading passage. This method is not
suitable to be applied now. The teacher should change and give
new variation in teaching reading passage. It is because in SMP N
1 Juwangi Boyolali multimedia facilities is still limited. There is no
internet acces in that school so that it is hard to develop the
teaching learning process without supported by multimedia
facilities such like other school in the city.
2. Discussion
a. The students’ capability in understanding descriptive text can be
devided into four level categories of mastery, They are (a) poor level is

522 (KBSP) IV 2016
about 19,44% (7 students), (b) fair level is about 27,78% (10 students)
(c) good level is about 50,00% (18 students), and (d) excellent level is
about 2,78% (1 student). In conclussion, the students’ capability in
understanding descriptive text is good because most of the students
have good level (50,00%) there are 18 students who get good level
from 36 students.
b. The most problems faced by the students in understanding descriptive
text are in understanding main idea, understanding detail information
of the text, and understandung vocabulary. Then the writer also find
86,11% (excellent) students who correct in answering the purpose of
the text question items, so 13,89% students have difficulties. There are
57,63% (fair) students who correct in answering main idea question
items, so 42,37% do not understand it. Therea are 53,70% (fair)
students who have understanding in looking for detail information of
the text, so 46,30% students need more attention about it. There are
52,59% (fair) students who have understanding in vocabulary, so
47,41% students have difficulties.
c. The causes of the problems faced by the students in understanding
descriptive text come from the teacher is less in giving variation in
teaching reading passage. Then the other causes is the students’
vocabulary and grammar are still limited because several students
have not habit to develop their reading skill individually and there is
no supported facilities to develop the teaching learning process.
E. Conclusion and Suggestion

1. Conclusion
The writer finds that the students’ capability in understanding
descriptive text can be devided into four level categories of mastery, They
are (a) poor level is about 19,44% (7 students), (b) fair level is about
27,78% (10 students) (c) good level is about 50,00% (18 students), and (d)
excellent level is about 2,78% (1 student). In conclussion, the students’
capability in understanding descriptive text is good because most of the

(KBSP) IV 2016 523

students have good level (50,00%) there are 18 students who get good level
from 36 students.
2. Suggestion
After knowing the students’ capability in understanding descriptive
text, the writer wants to propose some suggestion. First, the teacher can
choose the appropriate strategies for improving the students’ capability, so
that the students who have poor or fair lavel can improve their ability into
good or excellent level.The teacher can focuses on the indictors of
comprehension which are difficult to be understood by the students. The
variation of strategies and additional exercises can be added to solve the
problems because reading material needs to be taught in interesting and fun
ways in order to make the students like to learn and have habit to read
regularly.The students or readers should increase their reading skill by
reading habit and doing many excercise in order to increase their
vocabulary, sentence structure, and the content meaning of reading passage
to solve the problem.To the school, The school should promote their
facilities for exampl library, multimedia room and internet.
REFERENCES
Andari. 2008. A Descriptive study on the Ability in Identifying Referent Used in

Reading Passage at the Second Year Students of MAN Klaten.
Unpublished Research Paper. Surakarta: Muhammadiyah University of
Surakarta.
Anderson, Neil. 1999. Reading. USA: Brignam Young University.
Arbi, Magfur. 2012. Students’ Capability in Answering Multiple Choice Question

of Reading Passage at the Ninth Grade Students of SMP Muhammadiyah
4 Surakarta in 2011/2012Academic Year. Unpublished Research Paper.
Surakarta: Muhammadiyah University of Surakarta.
Arikunto, Suharsini. 1992. Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: PT Rineka Cipta.
Fuziati, Endang. 2002. Teaching of English as a Foreign Language (TEFL).

Surakarta: Muhammadiyah University Press.

524 (KBSP) IV 2016
Grellet, Francoise. 1992. Developing Reading Skills. Cambridge: Cambridge

University Press.
Kennedy C. Eddie. 1981. Methods in Teaching Developmental Reading 2nd

Edition. Virginia: West Virginia University.
Nunan, David. 1991. Language Teaching Methodology. Sydney: Macquarie

University Press.
Simanjuntak, Edithia Gloria. 1998. Developing Reading skill for EFL Students.
Jakarta: Depdikbud.


(KBSP) IV 2016
IMPROVING READING SKILL USING PRESENTATION, PRACTICE

AND PRODUCTION TECHNIQUE IN THE FIRST YEAR
OF MTs N PARON, NGAWI
Amin Sugiharti
S200140078
Email address: amin.sugiharti@yahoo.com
Guru PNS di MTsn Paron,Ngawi, Jawa Timur yang sedang menempuh
Pendidikan Pasca Sarjana di Magister Pengkajian Bahasa Inggris UMS
Abstract
This purpose of the research is to describe the way Presentation, Practice and
Production technique improve reading skill for the first year student of MTs N
Paron, Ngawi.The method used in this research was a action research. This
research is conducted at MTs N Paron, Ngawi. The students were at the seventh
grade especially 7D. The research findings show that in general, the
implementation of teaching reading by using Presentation Practice Production
technique ran well. By using this technique, the students could improve their
reading skill. The students were not easy to get bored and could improve their
motivation and their reading skill. Teaching reading by using Presentation
Practice Production technique is effective, which was seen from the result of post-
test that all of the students are in fair level. There were some indicators which
showed that there was an improvement in their reading skill. They were: The
students’ reading scores improved from cycle to cycle. The mean score increased
from 57,74 in pre-test to 74,36 in post-test 1 and 78,46 in post-test 2. Basically, a
technique of teaching reading indicates to be successful if the students can give
good understanding in reading a text. First, most of the students to be interested in
the implementation of Presentation Practice Production technique. Second most of
them are interested that Presentation Practice Production technique is effective,
appropriate and not bored.
Keywords: Reading Skill, Presentation, Practice and Production Technique.
A. Introduction
There are four skills that the students of senior and junior high school in
Indonesia have to learn. There are listening, speaking, reading and writing.
Reading is regarded as a decoding skill that is, interpreting codes in to ideas.
Wallace (1992, p. 4) states that reading is interpreting which means reacting
to a written text as a piece of communication; in other words, we assume that
reading is interpretative part of written communication. Written
communication indicates both a writer and a reader. A writer puts his ideas
525
526 (KBSP) IV 2016
onto the page and the reader tries to understand the author’s meaning and
thinks about what he has read.
According to Bond and Wagner (1963, p.5) reading is a process through
which the reader tries to share an author’s point of view, idea, and
experiences in order to communicate with the author. From reading, the
reader can get clear and vivid meaning from written material only to the
extent that the reader has clear and vivid concepts to associate with the
written symbols.
The fact is reading becomes a significant skill considering the need of
understanding English written texts. The national curriculum supports this
view by concerning reading as the most primary portions in national
examination of junior high school. It is in lines with Permendikbud No. 68 ,
2013 about the standard competence of national examination for junior high
school is containing reading as the main core tested.
B. Background of the Study
The main Competency and Basic Competency of English for seventh
grade students of junior high school in the second half, in reading, are as
follows:
The Main Competency :
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya berkait fenomena dan kejadian tampak mata
The Basic Competency :

3.2
Memahami fungsi sosial, struktur teksdan unsur kebahasaan pada
Ungkapan perkenalan diri, serta responnya, sesuai dengan
konteks penggunaannya.
The main competency
4. Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar,
dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang /teori
4.6.Menyusun teks lisan dan tulis untuk menyatakan dan

menanyakan nama binatang, benda, dan bangunan publik
yang dekat dengan kehidupan siswa sehari-
hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.

(KBSP) IV 2016 527

From Main competence and basic competency above, it can be

assumed that ideally in reading the students should be able to: (1) infer
meaning of words; (2) identify the main idea of the text; (3) find the
implicit information of the text; (4) find the explicit information of the
text, and (5) determine the reference.
Unfortunately, the fact the researcher found after doing the pre–
research activity which cover pre-observation, interview and pre-test, the
ideal competence that the students should have in reading as mentioned
above cannot be reached by most of the students in MTsN Paron.
After analyzing the results of pre- research, the researcher
identified the problems during reading activity conducted in the class into
two categories. The first category deal with the student’s reading
comprehension problems. The problems that the researcher found were:
(1) students had difficulty in inferring meaning of certain words in the text;
(2) students had difficulty in identifying the main idea of the text; (3)
students had difficulty in finding the implicit information of the text; (4)
students had difficulty in finding the explicit information of the text, and
(5) students had difficulty in determining the reference. Furthermore, the
fact that the low of student’s reading comprehension is also identified from
their pre-test scores which mostly unsatisfying. After being analyzed has
been obtained that the student’s mean score of test was 57.74. This mean
score is considered still low since the English standards score (KKM
Bahasa Inggris) in that school was 75.
The second category deals with the problems of class situation
during teaching and learning process conducted. They are as follows: (1)
Low attention of the students during reading lesson when teaching learning
process conducted; (2) Almost of the students did non-academic activities
rather than academic activities. They preferred spending their time for
useless activities such as, chatting with their friend, daydreaming, or doing
other lesson’s homework in English class; (3) Most of the students were
passive during teaching learning process. They did not want to ask to the
teacher when they had difficulty. They tended to be silent and just gave
little response during teaching learning process occurred. Moreover, they
did not produce any question dealing with teacher’s explanation when the
teacher invited them to do so. The result was when they were asked to do
the reading assignments related to teacher’s explanations before it, they
could not do it well; (4) Most of the students were lazy to fulfill the
reading assignment the teacher instructed. They just tended to copy their
friend’s work.
When analyzing two problems mentioned above, the researcher
found that those problems are caused by some sources. The cause of those
problems could be categorized into three aspects. They are viewed from
student’s aspects, teacher’s aspects and teaching material aspect. From the

528 (KBSP) IV 2016
student’s aspect, the causes are the students had low motivation to read
English text, and most of the students were passive.
Based on the identified problems that the students had in reading, it
is very important to find the solution to solve the student’s problem in
order to improve their comprehension in reading the text. For solving the
problem, the researcher proposes the use of presentation, practice and
production technique, especially to increase the ability of the student’s
comprehension in reading the text. In this procedure the teacher introduces
a situation which contextualizes the language to be taught. The students
practice the language using accurate reproduction techniques such as
choral repetition, individual repetition, and cue-response drills.
Based on the situation above the writer is inspired to conduct study
entitled: “Improving Students Reading Skill Using Presentation, Practice
and Production Technique In The First Year Of MTsN Paron, Ngawi”.
1. Teaching technique
From the teacher’s aspect, the cause is teaching technique used
by the teacher was so monotonous. The teacher had never taught the
students by different methods and techniques in his instructional
process. She used only student’s worksheet to teach reading. Based on
the pre-observation, it showed that in teaching learning process, the
teacher taught the students by activity as follows: first, she asked the
students to read aloud the text, one student one paragraph. Second, the
teacher and the students tried to translate the text one paragraph by
one paragraph together. Third, the teacher analyzed the generic
structure of the text. Fourth, the teacher asked the students to answer
the questions below the text individually for school assignment and
student’s homework. Those activities were applied in every meeting
of reading class. Therefore, the monotonous teaching and learning
activity made the students were not interested and get bored during
reading class.
From the teaching material aspect, the cause is teaching
material used in every meeting is monotonous. It can be said that there
is the lack of variation in teaching material used. Teacher used only
student’s exercise book (LKS) to teach reading in every meeting. It
made the students get bored and did not have interest during teaching
and learning process.
2. Request
Based on the identified problems that the students had in
reading, it is very important to find the solution to solve the student’s
problem in order to improve their comprehension in reading the text.
For solving the problem, the researcher proposes the use of
presentation, practice and production technique, especially to increase
the ability of the student’s comprehension in reading the text. In this

(KBSP) IV 2016 529

procedure the teacher introduces a situation which contextualizes the

language to be taught. The students practice the language using
accurate reproduction techniques such as choral repetition, individual
repetition, and cue-response drills.
Based on the situation above the writer is inspired to conduct
study entitled: “Improving Reading Skill Using Presentation, Practice
and Production Technique In The First Year Of MtsN Paron, Ngawi”.
C. Method
1. Research Design
The research used action research design. A model of Action

Research which is used in this research is Action research based on
Kemmis and Mc Taggart model. According to Kemmis and Mc Taggart
(1998) in Burns (1999, p.32) explain that action research occurs through
a dynamic and complementary process, which consists of four essential
moments: planning, action, observation, and reflection. These moments
are the fundamental steps in a spiraling process through which
participants in action research group undertake to:
a. Develop a plan of critically informed action to improve what is
already happening.
b. Act to implement the plan.
c. Observe the effects of the critically informed action in the context in
which it occurs.
Visually, the steps in Classroom action research by Kemmis and
McTaggart which has been modified by Arikunto et al. (2007:16), can be
illustrated as follows.
There are four steps of each cycle in this study. These four steps
in the model can be expanded into six steps in the procedure of action
research. The procedures are as follows:
a. Cycle I
1) Planning
The first step of the first cycle is planning. The following are
the activities:
The researcher designed the implementation in teaching
reading using Presentation, Practice, and Production technique, for
example: found the text based on the category of descriptive text.
The researcher prepared the lesson plan for the first cycle in
order that the action could be done well. The researcher prepared
the materials. The materials were taken from “When English
Ring’s a Bell”, the topics were about “Around the school”
(descriptive text). The researcher had made the worksheet and key
answer sheet. The researcher focused on the skill of reading text,

530 (KBSP) IV 2016
such as: skimming, scanning, extensive reading, and intensive

reading.
2) Acting
a) First Meeting :
The action was divided into four stages, namely warming
up, presentation, practice, and production. It is described as
follows:
Before the lesson was started, the researcher greeted the
students. Then, he researcher did building knowledge of field
to attract the students’ attention. It was begun with the general
question relating to the topic here, the researcher asked the
student about the descriptive text. Descriptive text is as
materials to be learned. In this case, the researcher ask the
student to make a group of eight. Each group consists of five
person.
(1) Presentation
After building knowledge of field, the researcher gave
the descriptive text entitled “describe personal identity”
taken from “ When English Rings a bell”. The researcher
gave example how to read the text. Then he asked them to
repeat after him. But previously the researcher gave
vocabulary related to the text, and explained about text, in
order that the students understood the text.
(2) Practice
The researcher, then asked the student, who dares to
come in front of the class to read the text. After that the
researcher gave the exercises from the text. The exercises
are an essay following the aspects in reading skill.
(3) Production
In this stage, the researcher invited the students who
have to come in front of the class, to write their answer on
the white board. Some of the students still had mistake in
answering the questions.
b) Second Meeting
The researcher entered the class and greeted the students
before the lesson was started.
Then the researcher did building knowledge of field to
attract the students’ attention. It was begun with the general
question relating to the topic. Here the researcher asked the
students about the descriptive text.

(KBSP) IV 2016 531

(1) Presentation
After building knowledge of field, the researcher
gave a descriptive text entitle “The Identity of Family
members”. They were taken from “When English Rings a
bell”. The researcher gave example how to read the text.
Then he asked them to repeat of the text, after the
researcher, but previously, the researcher gave vocabulary
related to the text.
(2) Practice
The researcher then asked to the students who don’t
understand about the text. After that, the researcher guided
the students to translate the text together. After they
finished, the researcher gave the exercises from the text.
The exercises are an essay, that follows aspects in reading
skill.
(3) Production
have to come in front of class to read the result of their
discussion about the text that they read, and then to write
their answer on the white board.
3) Observing
Observing is an important aspect in a classroom action
research, because it can help the researcher gain a better
understanding of his own research. When the researcher
implemented the Presentation, Practice and Production technique in
teaching reading comprehension, the process was observed and the
result can be explained as follows:
a) The first meeting
The researcher observed the teaching-learning process by
using presentation practice, production technique. The result of
the observation was half of the students found difficulty in
finding the answer of the text.
b) The second meeting
In the second meeting, the teaching and learning process
ran slowly. There were some students who were not active in
teaching and learning process. In brainstorming the topic, most
of the students still felt hesitant to express their opinion
because they were not familiar with the technique used by the
researcher.
4) Reflecting
After observing, the next step is reflecting in which, the
researcher reflected the technique that was implemented. By
applying this technique the student could improve their motivation
and they could understand the genre text (descriptive text) but most

532 (KBSP) IV 2016
of them got difficulty in finding the answer of the question

especially to find the similar or different meaning of the words of
the text. To get a better result for the next cycle, the researcher
would focus on the aspect of reading skill.
b. Cycle 2
1) Planning
In this section, the researcher designed the lesson plan
materials, worksheet and key answer the researcher planned the
implementation in teaching reading skill by using presentation,
practice, and production technique like the first cycle.
The researcher prepares the material about descriptive text
entitle “Rama Bookshop”..
2) Acting
a) First Meeting :
The action was divided into four stages, namely
warming up, presentation, practice, and production. Of the
steps, the researcher presented one topic including a review
that took 60 minute.
Then, the researcher did building knowledge of field to
attract the student’s attention. It was begun with the
generally question relating to the topic. Here, the researcher
asked the students about the descriptive text. Descriptive
text is as materials to be learned in the second meeting. The
researcher asked about the descriptive text.
(1) Presentation
After building knowledge, the researcher gave the
descriptive text “ Describing People” they were taken
from “When English Rings a bell”. The researcher gave
example how to read the text, then she asked them to
repeat after the researcher. But previously, the
researcher gave vocabulary related to the text, and
explained about the text. In order that students
understood about the text.
(2). Practice
The researcher, then asked to the students who
dare to come in front of the class, to read the text. After
that the researcher gave the exercises from the text. The
exercises are an essay, that following the aspect in
reading skill.
(3) Production
In this stage, the researcher invited the student
who have to come in front of class to write their answer
on the white board. Some of students still had little

(KBSP) IV 2016 533

mistakes in answering the question, but most of them

are good.
b) Second Meeting
gave a descriptive text “Describing Animal”. They were
taken from “When English Rings a bell ”. The researcher
gave example how to read the text. Then she asked them to
repeat of the text, after the researcher, but previously, the
researcher gave vocabulary related to the text.
(1) Presentation
After building knowledge of field, the
researcher gave a descriptive text entitle “Describing
Place”. They were taken from “When English Rings a
bell”. The researcher gave example how to read the
text. Then he asked them to repeat of the text, after
the researcher, but previously, the researcher gave
vocabulary related to the text.
(2) Practice
The researcher, then asked the student, who
dares to come in front of the class to read the text.
After that the researcher gave the exercises from the
text. The exercises are an essay following the aspects
in reading skill.
(3) Production
In this stage, the researcher invited the students
who have to come in front of class to read the result of
their discussion about the text that they read, and then
to write their answer on the white board.
3) Observing
using Presentation, Practice, and Production technique. The result
of the observation was that the students did not understand about
descriptive text yet.
In this meeting, post-test 2 was conducted. This test was held
to know the students’ achievement in reading comprehension after
the action plan was implemented.
4) Reflecting
researcher reflected the technique that was implemented. By
applying this technique the student could improve their motivation
and they could understand the genre text (descriptive text) but most
of them got difficulty in finding the answer of the question
especially to find the similar or different meaning of the words of

534 (KBSP) IV 2016
the text. To get a better result for the next cycle, the researcher
would focus on the aspect of reading skill.
2. Setting and Subject
This research is conducted at MTs N 1 Paron, Ngawi. The students
were at the seventh grade especially 7D. There were thirty nine students in
the class. This class consists of 19 female and 20 male. The research was
conducted on April while the students were at the second semester. In that
semester the student have descriptive text for English lesson
3. Research Procedure
The research procedures covered some activities. The first was
research preparation. The next was planning of the action. The third was
implementation of the action. The fourth was observation and the final
activity was reflection.
They were described in detail as follows:
a. Preliminary Study
The study began with preliminary study in which the
researcher tried to identify the problems in improving student’s
reading skill. In this phase, the researcher observed the teaching and
learning process. she also interviewed the students to get the clear
information about the problems they had in reading. One of the
problems found that the seventh grade students of MTsN Paron
Ngawi had low ability in reading skill. It was indicated by result of the
student’s reading skill test in preliminary study The average score was
57,74. Besides only two of thirty nine students reached the minimum
passing criteria. Beside that it was noted that they needed longer time
to finish the test than it was required. The students usually read all text
then translate all the difficult words before answering the questions
Considering that the research was designed to help English teacher
solving the problem that, the researcher and the collaborator decided
that the indicator of successful implementation of the cycle was the
students’ score on reading skill test. The score decided to be 80. The
reason to take 80 was because based on the preliminary study; the
student’s score on comprehension question was 57,74. Besides, the
passing grade of English at MTsN Paron Ngawi was 75. Therefore,
whenever students reached 80 for their comprehension on reading test,
it was consider to be appropriate.
The data was also confirmed by the teacher and the students in the
interview session. The teacher confessed that it was difficult for her to
help the students understand the text without the help of Indonesian
translation. Based on the finding above, it is important for teacher to
find better technique of teaching to improve the student’s reading
skill.

(KBSP) IV 2016 535

By considering the problem above, the researcher analyzed the

result of observations. It was conspicuous that the problem caused by
the student’s lack of vocabulary items and the teacher's strategy of
teaching which did not involve the students. Based on the
considerations above, the researcher prepared the activity for
improving reading comprehension ability by using PPP technique.
PPP technique were chosen because it might interest the students and
lessen their burden on the written text- Besides, the activity was done
in groups that motivated the students to involve actively during the
process of reading
b. Planning of the Action
After identifying the problem and knowing the cause of the poor
comprehension ability of the students, the researcher planned to
improve the student’s comprehension ability by selecting the
appropriate reading comprehension activity, designing lesson plan,
and deciding the criteria of success.
c. Preparing Instructional Material and Idea
As sit was reviewed in chapter two that there were some points of
reading comprehensions, the researcher decided to use PPP which
stand for Presentation, Practice and production technique. In this
procedure the teacher introduce a situation which contextualized the
language to be taught. The activity was considered effective because
it would a rise the students, interest. Besides, it made the text easier to
deal with. It promised successful result of learning.
d. Designing Lesson plan
In order to accommodate what had been planned
previously, the lesson plans were designed- The lesson plans were
meant to equip the teacher with teaching and learning components for
the effectiveness of carrying out the activity in the classroom. The
components included (l) the specific instructional objectives to be
achieved; (2) the instructional materials and teaching media; (3) the
teaching and learning scenario to be carried out, and (4) test and
evaluation.
The specific instructional objective was to understand the
descriptive text instructional material was reading texts on descriptive
and teaching media were some pictures related to the reading texts and
the table for the students to put the pictures on. The teaching and
learning scenario were divided in the three-phase reading technique;
pre reading, whilst reading, and post reading.
In pre reading the teacher tried to elicit the students' idea to the
text by brain storming activity. The teacher asked some questions
which directed the students the text to deal with.
The whilst reading was focused on group work in which the
students were discussing the content of the passage. Then they were

536 (KBSP) IV 2016
assigned to discuss the result of their group work with other groups
and make some corrections. Then they were asked to do the
comprehension questions individually based on the text they had
finished.
In post reading the teacher reviewed what had been done and gave
some suggestion to make the activity more effective. The detail of
lesson plans can be seen in the appendix 4 for first cycle and 5 for
second cycle.
e. Implementation of the Action
The implementation of the actions was described as follows.
1) Pre Reading
a) The teacher gives greetings and courtesies scolds
b) The teacher gives some questions and answers a variety of
things related to the text.
2) While Reading
a) Teacher give explanation the material of descriptive text about
the definition, generic structure and language feature.
b) Students are grouped into group of four or five based on their
texts. So, there were 6 groups.
c) Descriptive text was distributed (see appendix 4 and 5 page 56
and 59)
d) Students read the texts individually for 10 minutes.
e) Students showed the result of their work.
f) Students checked other groups work.
g) Students answer the questions orally then written
h) Students gave comments or correction to other group’s work.
3) Post Reading
Students make corrections of their work and took some note from
the teacher’s reinforcement.
f. Observation
During the implementation the researcher observe and recorded all
activities, and paid attention to the students’ participation and
involvement whether in group work or in individual work and
recorded their activities. The instrument required were the check list
form, the observation form, digital camera and students’ reflection
form. Beside they noted the new finding (unpredictable finding)
during the process that were useful for the next plan.
The instruments employed in the present study were some items
described as follows.
1) Observation Form
The observation forms were provided for the collaborator
and the teacher during the observation phase. It consisted of the
phases of teaching reading, the activities, the observation finding,
and the suggested action.

(KBSP) IV 2016 537

2) Reflection Form
Reflection form was given to the students after each cycle.
The purpose of the reflection was to get students' genuine
perspective of the teaching and learning process using the picture
for improving the comprehension on the reading text- It consisted
of the teaching phases or the activity and the students comment on
that matter. It was intentionally designed for the students to write
their perception freely so that the researcher would get the rich
information from the part of the students.
3) Test
The test was used to determine the students' comprehension
on the reading text’ It was given after the first and the second cycle
of the implementation phase.The result of the test helped the
researcher to determine the success of the cycle. The tests were
developed based on the text the students dealt with. There were 10
subjective comprehension questions students have to do
individually. Each items of the test had range score from 0, the
lowest score to 10, the highest score. Then sum of each items of
the test score will become the students' mark.
g. Reflection
In this phase the teacher and researcher discussed about what
happen in the class during the implementation. The discussions were
based the result presented by the instrument prepared before:
1) Observation form that recorded everything happened including the
students, activities, the students answer, the students' problems and
other unpredictable finding.
2) Teacher feeling or problems during the implementation.
3) Students’ expression stated on the students reflection form covered
the students feeling, opinion, suggestion, and problems.
4) The result of the test
In this stage the researcher and the collaborator also evaluated
whether the first implementation failed or succeeded. It is regarded to
be successful when the students get 80 since the minimum score for
the criteria of success was 60. when the result did not meet the
minimum score of the criteria of success, the second cycle was
implemented again. The second cycle would also be conducted in the
same procedure as the first cycle. However, some items causing the
failure or less effective of the first cycle such as teacher response,
students’ problems, classroom circumstances, time allotment or
teaching aids would be improved.
The researcher and the collaborator also evaluated whether the

first implementation failed or succeeded. It is regarded to be
successful when the students get 80 since the minimum score for the
criteria of success was go. when the result did not meet the minimum

538 (KBSP) IV 2016
score of the criteria of success, the second cycle was implemented

again. The second cycle would also be conducted in the same
procedure as the first cycle. However, some items causing the failure
or less effective of the first cycle such as teacher response, students’
problems, classroom circumstances, time allotment or teaching aids
would be improved.
D. Results
. The aim of the research is to prove whether the implementation of the
Presentation, Practice and Production technique can improve students’
reading comprehension. The result of the research implementation is
presented which includes the condition before the research, the
implementation of the research, and the final reflection. The summary of the
research is provided in
Table 1. Summary of the Research
I. Pre-research: Gaining base-line data

1. Observing teaching and learning process
2. Interviewing students
II. Research Implementation
Cycle I
Meeting 1: Pre-test
Meeting 2: Descriptive text
Meeting 4: Post-test I
Cycle II
Meeting 3: Post-test II
1. The Condition Before the Research

The research was conducted in collaboration with the English
teacher of MTsN Paron, Ngawi. The researcher was the teacher who
implemented the action research, and the English teacher was the observer.

(KBSP) IV 2016 539

Preliminary Research
Before the researcher implemented the research, he did the

preliminary research through observation. The result of the preliminary
stage can be seen in this table.
Table 2. Result of the Pre-research
No Issue Indicators
1. Students reading 1. difficulty to interpret the difficult words

skill 2. difficulty to understand complex sentences
3. difficulty to find main idea
4. low reading comprehension
2. Pre-test score
57.74
3. Classroom 1. Not live atmosphere

situation
2. Low participation of students
3. Teacher’s domination
4. Monotonous
In more details, Table 1 the condition before the research is

described in the following sections:
a. Students’ reading skill

This study began when the researcher realized that the students
had problem in English especially in reading comprehension. It was
based on the preliminary interview to the students who thought reading
is regarded difficult. Then, he conducted preliminary observation. The
preliminary observation was conducted in order to find out the problem
faced by the students and the teaching learning situation done by the
previous teacher. To find out the teaching learning situation, he
observed the previous teacher in teaching and learning process.
From the preliminary research, he noted that the students had
difficulty to interpret the difficult words they found in the text so they
could not comprehend the text well. They also got bored with the lesson
because they had difficulty in understanding the complex sentences

540 (KBSP) IV 2016
they found in the text. It caused to their difficulty in understanding the

main idea of the paragraph.
As a result, they could not understand the reading text well.
Moreover, they avoid studying reading. Consequently, the result of
their reading comprehension test was low.
The low students’ reading comprehension could be caused by
the teacher who used to apply traditional technique in teaching reading
in which he only asked the students to read loudly, translate the text,
and answer the question, he just gave few portions for students to
discuss the reading text, he only focused on finishing the material for
national examination.
b. Class situation
Based on the preliminary research through observation, he could
describe that the teaching and learning process before the research was
not alive. The condition mostly caused by both teacher and students.
He found that the class situation of the English lesson,
especially in reading was monotonous, boring and the class was not
active. Teacher used to ask he students to read the text loudly, translate
the text, and then answer the questions. The students tended to be
passive during the lesson. They sometimes did not pay attention to the
lesson. Besides, they said that when they were asked to answer the
questions, they could complete the tasks in reading material merely by
matching the words and the sentences in the tasks with the words and
sentences in the text without understanding what the text told them
about. They tended to be dependent to the teacher in the teaching
learning process; they just waited for the teacher’s explanation when he
explained it. The teacher dominated the teaching learning process,
while the students were just listening to his explanation; they had no
willingness to take part in the teaching learning process.
Due to the fact above, it is necessary to make an attempt to
improve students’ reading comprehension by applying other teaching
technique. The English teacher should be able to improve students’
interest and motivation to study English better by creating an interesting
atmosphere that makes them enjoy the teaching and learning process
and give fun. One of the teaching techniques which cover such kinds of
those activities is the Presentation, Practice and Production technique.
Presentation, Practice and Production technique is advantageous
to the student because it is more student-centered. Although the teacher
may present language in the pre-task, the students are free to use what
they want. This allows them to use all the language they know and are
learning, rather than a single construct. Furthermore, as the tasks are

(KBSP) IV 2016 541

supposed to be familiar to the students, students are more likely to be

engaged, which may further motivate them in their language learning.
Based on the reasons above, the researcher proposed the use of
the Presentation, Practice and Production technique as a solution in
teaching reading. The researcher believed that the Presentation, Practice
and Production technique could improve the student’s reading
comprehension.
2. Cycle 1
a. Planning
The first step of the first cycle is planning. The following are the
activities:
The researcher designed the implementation in teaching reading
using PPP technique, for example: found the text based on the category
of descriptive text.
The researcher prepared the lesson plan for the first cycle in
order that the action could be done well. The researcher prepared the
materials. The materials were taken from “English on Sky”, the topics
were about “Around the school” (descriptive text). The researcher had
made the worksheet and key answer sheet. The researcher focused on
the skill of reading text, such as: skimming, scanning, extensive
reading, and i Acting
b. Acting
1) First Meeting
the researcher did building knowledge of field to attract the
students’ attention. It was begun with the general question relating to
the topic here, the researcher asked the student about the descriptive
text. Descriptive text is as materials to be learned. In this case, the
researcher ask the student to make a group of eight. Each group
consists of five person.
a) Presentation
After building knowledge of field, the researcher gave the
descriptive text entitled “Cardigan School” taken from “English
on Sky”. The researcher gave example how to read the text.
Then he asked them to repeat after him. But previously the
researcher gave vocabulary related to the text, and explained
about text, in order that the students understood the text. If the
students pronounce incorrectly, the researcher just gave the
correct pronunciations and asked them to repeat after the
researcher
b) Practice

542 (KBSP) IV 2016
The researcher, then asked the student, who dares to come

in front of the class to read the text. After that the researcher
gave the exercises from the text. The exercises are an essay
following the aspects in reading skill.
c) Production
In this stage, the researcher invited the students who have
to come in front of the class, to write their answer on the white
board. Some of the students still had mistake in answering the
questions.
2) Second Meeting
Then the researcher did building knowledge of field to attract
the students’ attention. It was begun with the general question
relating to the topic. Here the researcher asked the students about the
descriptive text.
a) Presentation
After building knowledge of field, the researcher gave a
descriptive text entitle “Borobudur Temple”. They were taken
from “English on Sky”. The researcher gave example how to
read the text. Then he asked them to repeat of the text, after the
researcher, but previously, the researcher gave vocabulary
related to the text.
b) Practice
The researcher then asked to the students who don’t
understand about the text. After that, the researcher guided the
students to translate the text together. After they finished, the
researcher gave the exercises from the text. The exercises are an
essay, that follows aspects in reading skill.
c) Production
In this stage, the researcher invited the students who have
to come in front of class to read the result of their discussion
about the text that they read, and then to write their answer on
the white board. Some students still had little mistakes, but most
of them are good.
c. Observing
Observing is an important aspect in a classroom action research,
because it can help the researcher gain a better understanding of his
own research. When the researcher implemented the Presentation,
Practice and Production technique in teaching reading comprehension,
the process was observed and the result can be explained as follows:
1) The first meeting
using presentation practice, production technique. The result of the

(KBSP) IV 2016 543

observation was half of the students found difficulty in finding the

answer of the text.
In this meeting, the pre-test was conducted. This test was held
to know the students’ achievement in reading comprehension before
the action plan was implemented. From the pre-test result, the mean
of the students’ scores was 57.74. The score of the students’ reading
comprehension based on the indicators of reading comprehension
Table 1. Distribution of Students’ Correct Answers Based on
the Indicators of Reading Comprehension
Max Score Pre-test

No Indicator
n % n %
1 Main idea 195 20 105 18.65
2 General idea 195 20 122 21.67
3 Meaning of word 195 20 103 18.29
4 Detail information 195 20 112 19.89
5 Reference 195 20 121 21.49
Total Score 975 100 563 57.74
2) The second meeting

In the second meeting, the teaching and learning process ran
slowly. There were some students who were not active in teaching
and learning process. In brainstorming the topic, most of the students
still felt hesitant to express their opinion because they were not
familiar with the technique used by the researcher.
Only few students were eager to give a response. While the
researcher was giving instruction about how to do the tasks, they
were still confused. Some students had not understood the way to do
the tasks in their groups.
The result of post-test 1 showed improvement of students’
mean score. The mean score increased from 57.74 in the pre-test to
74.36 in the post-test. The result of the post-test cycle 1 also showed
that there was improvement of students’ reading comprehension
before and after the implementation of the research.
The table below showed that there was an improvement of
students’ reading comprehension before and after the action research
based on the indicators of reading comprehension. It was proven by

544 (KBSP) IV 2016
the increase of the students’ correct answers on each indicator of the

reading comprehension.
Table 2. Distribution of Students’ Correct Answers Based on the

Indicators of Reading Comprehension
Max Score Pre-test

No Indicator
n % n %
1 Main idea 195 20 155 27.53
2 General idea 195 20 134 23.80
3 Meaning of word 195 20 140 24.87
4 Detail information 195 20 162 28.77
5 Reference 195 20 134 23.80
Total Score 975 100 725 74.36
Table 3 Summary of the Research Findings
No Pre-research finding Before Action After Action

Research Research
1. Improving in students’ 57.74 74.36

reading comprehension:
a. Mean score
Improvement in teaching
2. learning situation Not alive, Live, interesting
uninteresting reading activities
a. Atmosphere class.
b. Participation in class Low, SS did not pay

attention to the SS pay attention to
lesson, ignored to the lesson, involve in
answer the the discussion.
comprehension
questions.

(KBSP) IV 2016 545

SS were passive, T
dominated the
activities.
c. Domination in class SS were active, SS
dominated the
activities.
Based on the table above, it could be concluded that the

students had a progress. Not only the mean score of students’ reading
comprehension of pre-test was better than in the post-test cycle 1 but
also there were some improvements related to the teaching learning
situation. Then, the researcher was eager to find out the effectiveness
and consistency of the Presentation, Practice and Production technique
to improve the students’ reading comprehension in comprehending a
text. After implementing the action in cycle 1, he would like to know
whether there was a better progress or not, there was consistency or
not. The result of the evaluation and the implementation of the
Presentation, Practice and Production technique in cycle 1 were used to
find the strength and the weaknesses of the implementation of the
Presentation, Practice and Production technique in cycle 1 in the
teaching learning process.
d. Reflecting
researcher reflected the technique that was implemented. By applying
this technique the student could improve their motivation and they
could understand the genre text (descriptive text) but most of them got
difficulty in finding the answer of the question especially to find the
similar or different meaning of the words of the text. To get a better
result for the next cycle, the researcher would focus on the aspect of
reading skill.
3. Cycle 2
a. Planning
In this section, the researcher designed the lesson plan materials,
worksheet and key answer the researcher planned the implementation in
teaching reading skill by using PPP technique like the first cycle.
The researcher prepares the material about descriptive text entitle
“Rama Bookshop”.
1) Acting
a) First Meeting

546 (KBSP) IV 2016
the researcher did building knowledge of field to attract the

student’s attention. It was begun with the generally question
relating to the topic. Here, the researcher asked the students
about the descriptive text. Descriptive text is as materials to be
learned in the second meeting. The researcher asked about the
descriptive text.
(1) Presentation
After building knowledge, the researcher gave the
descriptive text entitled “Rama Bookshop” they were
taken from “English on Sky”. The researcher gave
example how to read the text, then she asked them to
repeat after the researcher. But previously, the researcher
gave vocabulary related to the text, and explained about
the text. In order that students understood about the text. If
the students can’t read vocabulary with correct
pronunciations the researcher just gave the correct
pronunciations and asked them to repeat after the
researcher.
(2) Practice
The researcher, then asked to the students who dare
to come in front of the class, to read the text. After that the
are an essay, that following the aspect in reading skill.
(3) Production
In this stage, the researcher invited the student who
have to come in front of class to write their answer on the
white board. Some of students still had little mistakes in
answering the question, but most of them are good.
b) Second Meeting
(1) Presentation
gave a descriptive text entitle “Suramadu Bridge”. They
were taken from “English on Sky”. The researcher gave
example how to read the text. Then she asked them to
repeat of the text, after the researcher, but previously, the
researcher gave vocabulary related to the text.
(2) Practice
The researcher, then asked the student, who dares to
come in front of the class to read the text. After that the
are an essay following the aspects in reading skill.
(3) Production

(KBSP) IV 2016 547


have to come in front of the class, to write their answer on
the white board. Some of the students still had mistake in
answering the questions.
2) Observing
using PPP technique. The result of the observation was that the
students did not understand about descriptive text yet.
In this meeting, post-test 2 was conducted. This test was held
to know the students’ achievement in reading comprehension after
the action plan was implemented.
The result of post-test 2 showed improvement of students’
mean score. The mean score increased from 57,74 in pre-test to
74,36 in post-test 1 and 78,46 in post-test 2.
The table below showed that there was an improvement of
students’ reading comprehension before and after the action
research based on the indicators of reading comprehension. It was
proven by the increase of the students’ correct answers on each
indicator of the reading comprehension
Mean Scores of the Test
Test Mean score
Pre-test 57,74
Post-test 1 74,36
Post-test 2 78,46
Distribution of Students’ Correct Answers Based on the Indicators

of Reading Comprehension
Max Pre-test Post Test Post Test

No Indicator Score in cycle1 in cycle 2
n % n % n % n %
1 Main idea 195 20 105 18.65 155 27.53 165 29.31
2 General idea 195 20 122 21.67 134 23.80 141 25.04
3 Meaning of word 195 20 103 18.29 140 24.87 142 25.22
4 Detail 112 19.89 162 28.77 162 28.77

information 195 20

548 (KBSP) IV 2016
5 Reference 195 20 121 21.49 134 23.80 155 27.53
Total Score 975 100 563 57.74 725 74.36 765 78.46
Summary of the Research Finding in cycle 2 can be seen in this table.

Table 4 Summary of the Research Finding in cycle 2
Before Action After Action After Action

Pre-research Research Research Research
No
finding
Cycle 1 Cycle 2
1. Improving in
students’
reading
comprehension:
a. Mean score 57.74 74.36 78.46
Improvement in
2.
teaching learning
situation
a. Atmosphere
Not alive, Live, interesting interesting

uninteresting activities activities,
reading class.
b. Participation fun
in class
Low, SS did not

pay attention to the SS pay attention involve in the
lesson, ignored to to the lesson,
involve in the discussion
answer the
discussion. actively
comprehension
questions.
c. Domination in
class SS were passive,
T dominated the
activities. SS were active,
SS dominated
SS were very
the activities.
active

(KBSP) IV 2016 549

Based on the observation results, the researcher and collaborator had

reflection on the result of the action in second cycle. The positive results of
cycle 2 were as follow: (1) The class became more enjoyable and fun, (2) The
students could identify the explicit and implicit information of the text, (3) The
students’ reading scores improved, (4) The students became more active
individually and in groups, and (5) The students’ motivation increased
After using the task-based learning, they did not feel depressed in
learning English. Because they did not feel depressed, they learned English
joyfully. Their self-confidence increased. These made them have the courage to
explore and express their idea. The enjoyable and fun situation affected the
students’ motivation. From the result of reflection, the researcher concluded
that the presentation, practice, and production technique is a suitable to
improve the students’ reading skill in MTsN Paron, Ngawi.
E. Discussion
From the test, it could be concluded that the Presentation, Practice and
Production Technique could improve the students’ reading skill. The
Presentation, Practice and Production Technique allows students to manifest
considerable improvement in writing expression, vocabulary development, and
reading skill. The advantages of using the Presentation, Practice and
Production Technique in teaching and learning reading skill were:
The PPP is a method that is widely used in teaching simple language at
lower levels. Furthermore, many modern course books contain examples of
PPP lessons which have retained elements of structural-situation methodology
and audio-lingualism. Harmer adds that there is a general consensus that PPP is
just one method among many, not taking into consideration other ways of
learning. It is very learning-based and takes little account of students’
acquisition abilities. However, I strongly believe that once the lesson is
finished and your students have actually achieved its aim, having been able to
produce language in an meaningful way, it means that the method applied was
successful and effective, and only then will the teacher feel that learning has
really taken place (Jeremy Harmer, 2009).
There were some indicators which showed that there was an
improvement in their reading skill. They were: The students’ reading scores
improved from cycle to cycle. The mean score increased from 57,74 in pre-test
to 74,36 in post-test 1 and 78,46 in post-test 2.
Teaching reading by using the Presentation, Practice and Production
Technique made the students easier to understand the content of the text. They
became active in learning reading. They showed their contribution in the
discussion and participated well in the teaching and learning process by giving
some opinion and asking some information they did not know. They enjoyed
joining the lesson.

550 (KBSP) IV 2016
F. Conclusion And Sugestion

After conducting the research that was teaching reading by using
Presentation Practice Production technique, the writer comes to the conclusion
as follows:
1. In general, the implementation of teaching reading by using Presentation
Practice Production technique ran well. By using this technique, the
students could improve their reading skill. The students were not easy to
get bored and could improve their motivation and their reading skill.
2. Teaching reading by using Presentation Practice Production technique is
effective, which was seen from the result of post-test that all of the
students are in fair level. There were some indicators which showed that
there was an improvement in their reading skill. They were: The students’
reading scores improved from cycle to cycle. The mean score increased
from 57,74 in pre-test to 74,36 in post-test 1 and 78,46 in post-test 2.
3. Basically, a technique of teaching reading indicates to be successful if the
students can give good understanding in reading a text. First, most of the
students to be interested in the implementation of Presentation Practice
Production technique. Second most of them are interested that Presentation
Practice Production technique is effective, appropriate and not bored.
The researcher proposes the following suggestions.

1. For the teacher
It will be better for the teacher to apply the Presentation Practice
Production technique in teaching reading, especially to improve the
students reading skill and it will be better for the teacher to use
interesting technique in teaching English.
2. For the students
The students are suggested to increase exercises in exploring their reading
skill using some techniques. One of them is Presentation Practice
Production technique and the students are suggested to increase their
participation in the class room.
3. For the other researcher
The researcher realized that this research paper is not perfect yet. There are
still many weaknesses dealing with the theory or method, because of the
insufficient skill of the researcher herself. The researcher also understand
that this research paper can be used as one of the references, for the other
researchers in developing a better research. Other researchers can analyze
teaching reading skill from another point of view.

(KBSP) IV 2016 551

References
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Grellet, Francoise. (1992). Developing reading skill. Combri dge: Cambridge
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Hopkins, D. (1993). A teacher’s guide to classroom research. Buckingham: Open
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House, Susan. (1997). An introduction to teaching English to children. London:
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Karlin, Robert. (1972). Teaching reading in high school. New York : The Bobbs
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Kementerian Pendidikan dan Kebudayaan. (2014) . When English Rings a Bell
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Moleong, Lexy. (2004). Metodologi pendekatan kuatitatif. Bandung : Remaja
Rosdakarya.
Nunan, David. (2003). Practical English language teaching. Singapura:Mc. Graw
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(KBSP) IV 2016
ANALISIS TEXT SILABUS BAHASA INGGRIS KELAS VII PADA

KURIKULUM 2013 PADA SMP NEGERI 1 SUKOHARJO
Sri Puji Rahayuningsih

PNS Pada SMP Negeri 1 Sukoharjo dan Mahasiswa MPB UMS
S200140101
ninineg@yahoo.co.id
Abstrak
Kurikulum merupakan jantung dari sebuah system pendidikan. Kurikulum

merupakan cara bagaimana lembaga pendidikan dalam hal ini sekolah, harus
megambil langkah dalam mencapai tujuan pendidikan. Kurikulum juga mengatur
semua manajemen sekolah termasuk silabus untuk semua mata pelajaran yang
akan diimplementasikan di dalam proses belajar mengajar di kelas. Beberapa ahli
telah merumuskan petunjuk silabus dan semua persyaratan ataupun indicator yang
bisa memfasilitasi guru dalam melaksanakan atau menyampaikan materi atau
bahan ajar saat berlangsungnya proses belajar mengajar di kelas. Ada dua jenis
silabus yaitu sintetik atau silabus berdasarkan produk serta silabus analitis atau
silabus berdasarkan proses. Silabus sintetik sendiri terdiri dari tiga jenis, yaitu
Pendekatan Struktural, Silabus situasional, dan Silabus fungsional. Sedangkan
Silbus Analitis terdiri dari Prosedur, Proses, Silabus berdasarkan gugus tugas,
Silabus Siswa Terbimbing dan Pendekatan Proporsional. Kurikulum yang
berkembang di Indonesia telah mengalami berbagai perubahan sesuai dengan
perkembangan pendidikan di dunia. Seiring dengan perubahan kurikulum dari
berbagai periode waktu, maka silabus pembelajaranpun juga mengalami
penyesuaian terhadap perubahan tersebut. SMP Negeri 1 Sukoharjo sebagai salah
satu sekolah sasaran telah mengaplikasikan Kurikulum 2013 tersebut selama tiga
tahun. Inti dari implementasi Kurikulum 2013 pada proses belajar mengajar di
kelas adalah penerapan pendekatan saintifik dengan lima tahap pembelajaran yaitu
mengamati (observing), menanya (questioning), mengumpulkan informasi
(experimenting), mengasosiasi Associating), dan mengomunikasi
(communicating). Hasil dari analisis silabus Kurikulum 2013 mata pelajaran
bahasa Inggris untuk kelas VII menunjukkan bahwa silabus tersebut termasuk
dalam silabus analitis dan mempunyai susunan yang baik pada penyusunan
tingkatan kesulitan materi (grading) dan pada urutan materi dalam silabus
(sequencing),.
Kata Kunci: Kurikulum, silabus, sintetik, analitis, saintifik, tingkatan (grading),

urutan (sequencing).
552
(KBSP) IV 2016 553

A. Pendahuluan
Akan Di dunia pendidikan, kurikulum mempunyai tempat yang sangat
penting dan bisa juga dikatakan bahwa Kurikulum merupakan jiwa dari
pendidikan karena Kurikulum adalah fondasi dari proses belajar mengajar.
Semua proses pelaksanaan pendidikan dapat diselenggarakan dengan adanya
Kurikulum, dimana kurikulum tersebut selalu berkembang dari tahun ke tahun
, bahkan dari satu era ke era berikutnya atau disebut juga sebagai
perkembangan kurikulum. Perkembangan tersebut meliputi berbagai program
belajar, sumber pengajaran dan pembelajaran, rencana pelaksanaan
pembelajaran dan penilaian hasil belajar siswa yang dilaksanakan berdasarkan
kurikulum. Kurikulum dan perkembangan kurikulum harus menjadi perhatian
bagi para pendidik atau guru, orang tua siswa, masyarakat dan pemerintah,
baik dalam hal relevansi maupun dampak dari perkembangan kurikulum
tersebut terhadap perkembangan dan kesejahteraan masyarakat.
B. Definisi dari Kurikulum

Ada beberapa definisi dari Kurikulum menurut beberapa ahli. John Dewey
(1902) mengatakan bahwa sebuah kurikulum adalah rekonstruksi yang
berlangsung terus menerus, berawal dari pengalaman seorang siswa saat itu
kemudian diwujudkan dalam satu kesatuan kegiatan yang disebut belajar.
Franklin Bobbit (1918) dalam Alshumaimeri, menambahkan bahwa
Kurikulum merupakan keseluruhan berbagai pengalaman, baik secara
langsung dan tidak langsung, berhubungan dengan terbukanya kemampuan
dari individu yang dalam hal ini adalah siswa. RalphTyler (1957) in
Alshumaimeri menambahkan definisi yanglebih sederhana yaitu kurikulum
adalah semua pengalaman belajar yang direncanakan dan dilakukan oleh
sekolah untuk mencapai tujuan oendidikan. Sedangkan Robert Gagne (1967)
juga memberikan definisi lebih terperinci tentang kurikulum sebagai
serangkaian materi yang disusun dalam sebuah kesatuan dan sebuah cara
dimana sebuah kesatuan materi yang dapat dicapai melalui sebuah kegiatan,
dijabarkan juga kompetensi yang tekah didapat sebelumnya sebagai sebuah
rangkaian, yang telah dikuasai oleh siswa. De Coninck (2008) memberikan

554 (KBSP) IV 2016
definisi lebih tentang kurikulum daripada para ahli sebelumnya, yaitu

kurikulum dipandang sebagai pusat kehidupan sehari-hari dan merupakan
tanggung jawab masyarakat sebagai keseluruhan. Dari berbagai definisi di
atas, sudah sangat jelas bahwa komponen dari kurikulum meliputi siswa, guru
dan sesuatu yang harus dipelajari atau suatu pengalaman yang harus di pahami
sebagai satu kesatuan komponen. Mereka tidak dapat dipisahkan satu dengan
yang lainnya karena mereka saling melengkapi satu sama lain.
C. Teks Bahasa Inggris
Ada beberapa pegertian yang dikemukakan oleh para ahli terkait dengan
teks. Berdasarkan beberapa pengertian yang dikemukan ahli tersebut secara
keseluruhan hampir sama. Luxemburg (1989) yang dikutip Tedi dalam
makalahnya menyatakan bahwa teks ialah ungkapan bahasa yang menurut isi,
sintaksis, dan pragmatik merupakan satu kesatuan. Teks dalam hal ini tidak
hanya dipandang dari sisi tata bahasa yang sifatnya tertulis atau unsur-unsur
kebahasan yang dituliskan, lebih dari itu, suatu teks juga dilihat dari segi
maksud dan makna yang diujarankan. Teks memiliki kesatuan dan kepaduan
antara isi yang ingin disampaikan dengan bentuk ujaran, dan situasi kondisi
yang ada. Dengan kata lain, bahwa teks itu berupa ungkapan berupa bahasa
yang di dalamnya terdiri dari satu kesatuan antar isi, bentuk, dan situasi
kondisi penggunaannya.
Kridalaksana (2011:238) dalam Kamus Linguistiknya menyatakan bahwa
teks adalah (1) satuan bahasa terlengkap yang bersifat abstrak, (2) deretan
kalimat, kata, dan sebagainya yang membentuk ujaran, (3) ujaran yang
dihasilkan dalam interaksi manusia. Dilihat dari tiga pengertian teks yang
dikemukakan dalam Kamus Linguistik tersebut dapat dikatakan bahwa teks
adalah satuan bahasa yang bisa berupa bahasa tulis dan bisa juga berupa
bahasa lisan yang dahasilkan dari interaksi atau komunikasi manusia.
Nunan (1993:6) mengatakan bahwa teks mengacu pada bahasa yang
sifatnya tertulis dari suatu pristiwa komunikasi. Wacana mengacu pada
interpretasi dari suatu pristiwa komunikasi berdasarkan konteksnya. Dengan
kata lain, suatu teks lebih mengacu pada bahasa tulis dan wacana merujuk

(KBSP) IV 2016 555

pada interpretasi yang dilihat dari kaitannya dengan kontek penggunaaan

bahasa dalam proses komunikasi.
Teks dalam Kurikulum 2013 untuk kelas VII terdiri dari teks dalam bentuk
bahasa tutur serta teks dalam bentuk bahasa tulis. Teks dalam bahasa tutur
terdiri dari berbagai ungkapan monolog seperti yang dijabarkan pada
kompetensi asar 3 dan 4 yaitu :
1. Kompetensi 3: Memahami fungsi sosial, struktur teks, dan unsur
kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan
permintaan maaf, serta responnya, sesuai dengan konteks penggunaannya.
2. Kompetensi 4 : Menyusun teks lisan sederhana untuk mengucapkan dan
merespon sapaan, pamitan, ucapan terimakasih, dan permintaan maaf,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
Jenis teks yang lain terjabarkan dengan jelas pada silabus menurut
Permendiknas No. 58, tahun 2014.
D. Silabus
Pembelajaran bahasa tidak bisa dipisahkan dengan persyaratan sebuah
pembelajaran seperti bagaimana merencanakan, bagaimana merancang, dan
bagaimana memperoleh sumber pembelajaran. Semua hal tersebut di atas
berhubungan erat dengan silabus. Dalam silabus tertuang kerangka atau
perincian bagaimana guru dan siswa sebaiknya bertindak di kelas. Silabus
juga merupakan pedoman atau petunjuk menyelenggarakan kegiatan dalam
kelas. Sebelum kita bicara lebih lanjut tentang silabus, sangat penting untuk
kita ketahui tentang definisi silabus.
Robinson (1998) dalam Alshumaimeri, mendefiniskan desain silabus
sebagai sebuah pemikiran yang didasarkan pada pentingnya sebuah pemikiran
tentang suatu ‘kesatuan’ dari kegiatan di kelas dan serangkaian kegiatan
bagaimana kegiatan tersebut ditampilkan. Dubin dan Olshtain pada Farkhan
(2007) dalam Alshumaimeri , menyatakan bahwa “silabus sebuah pernyataan
operasinal yang terperinci tentang elemen belajar dan mengajar yang
merupakan filosofi penjabaran kurikulum ke dalam sebuah serangkaian

556 (KBSP) IV 2016
perencanaan langkah yang akan mengerucut ke tujuan dari tiap tingkatan

pembelajaran."
Mohseni (2008) dalam Jullie Howell slide share, menekankan fungsi dari
silalbus, terutama dalam pembelajaran bahasa sebagai silabus pengejaran
bahasa termasuk gabungan dari subyek materi (apa yang akan diajarkan) dan
faktor linguistik (bagaimana cara mengajar). Hal tersebuat menampilkan
sebuah pedoman bagi guru dan siswa dengan memberikan beberapa tujuan
yang harus dicapai. Silabus, pada kenyataanya, berhbungan dengan teori
linguistik dan teori pembelajaran bahasa dan bagaimana penggunaannya di
dalam kelas.
Silabus yang dipilih oleh penulis untuk dianalisa adalah silabus terbaru
yang diterapkan di Indonesia yaitu silabus yang berdasarkan Kurikulum 2013
yang ada di dalam Permendiknas No. 58, 2014, tentang silabus bahasa
Inggris untuk SMP. Sekolah tempat penulis bertugas telah
mengimplementasikan Kurikulum 2013 selama tiga tahun sejak tahun
pelajaran 2013/2014 hingga sekarang. Ini akan membantu penulis
menganalisa isi dari silabus karena telah diaplikasikan oleh penulis dalam
proses belajar mengajar sehari-hari. Penulis akan membagi analisis tersebut
menurut dua jenis silabus yaitu analisis silabus sintetik dan analitik. (Wilkins,
1976 dalam Alshumaimeri).
1. Silabus Sintetik
Wilkins (1976) menjelaskan bahwa perbedaan-perbedaan bagian pada
bahasa diajarkan secara terpisah, dan setahap demi setahap sehingga
penguasaan pembelajaran merupakan sebuah proses pencapaian secara
bertahap hingga seluruh struktur bahasa bisa terbangun. Dia juga
menambahkan pada setiap waktu secara sengaja siswa di berikan
pemahaman contoh-contoh bahasa secara terbatas. Bahasa yang dikuasai
dalam satu unit pembelajaran ditambahkan pada unit yang telah dikuasai
sebelumnya (Alshumaimeri, 1976:2) silabus jenis ini menawarka
pendekatan pada desain silabus secara tradisional atau buku teks atau buku
pelajaran bahasa konvensional . Ada tiga jenis pendekatan silabus sintetik,
yaitu:

(KBSP) IV 2016 557

a. Pendekatan Struktural
Menurut sejarah, jenis silabus yang umum mungkin adalah silabus
gramatikal. Pemilihan dan peningkatan isi berdasarkan kompleksitan
dan kesederhanaan dari jenis tata bahasa. Siswa berpindah dari satu
langkah ke langkah berikutnya setelah dia menguasai materi tersebut.
Fokus dari pendekatan jenis ini adalah outcome atau hasil akhir.
b. Pendekatan Silabus Situasional
Pembatasan diselaraskan dengan pendekatan struktural dengan pilihan
dimana tujuan awal bisa menjadi unit situasional daripada unit
tatabahasa. Disini ciri prinsip pengorganisasian adalah dalam bentuk
daftar situasi yang merefleksikan bahasa dan tingkah laku diluar kelas
(contohnya situasi kehidupan sehari-hari).
c. Pendekatan silabus fungsional atau gagasan.
Wilkins mengkritisi pendekatan struktural dan dengan menanyakan “
Apakah yang dikomunikasikan melalui bahasa?”. Kemudian beliau
mengawali sebuah silabus dengan tujuan komunikatif dan konsep arti
dari bahasa, contohnya; gagasan dan fungsi, sebagai lawan dari
pendekatan tatabahasa dan elemen situasional yang masih tersisa tapi
bukan merupakan fokus utama.
2. Pendekatan Silabus Analitik

Wilkins dalam Farkhan (2007) mendefinisikan silabus analitik
diorganisasikan dalam wujud tujuan dimana orang-orang mempelajari
bahasat dan jenis tampilan bahasa yang penting untuk mencapai tujuan.
Nunan menambahkan bahwa pendekatan analitik didasarkan pada gagasan
sebuah kompetensi umum pada bahasa dan sebagaimana kita lihat dalam
bahasa sebagai ketergantungan konteks.
Ada tiga jenis silabus analitik, yaitu :
a. Prosedural
Silabus Prosedural berasal dari Proyek Bangalore dimana silabus
dibangun sepanjang rangkaian penugasan mengatasi masalah
(problem-solving task). Urutan pada silabus berdasarkan pada jumlah

558 (KBSP) IV 2016
alasan yang diperlukan untuk mengatasi masalah dan feedback atau

umpan balik dari guru hanya difokuskan pada arti bukan pada bahasa.
Menyusun program seputar penugasan seperti kegiatan celah
informasi an opini atau information- and opinion-gap activities, yang
diharapkan bahwa siswa secara bawah sadar akan mencatat bahasa dan
secara sadar akan berkonsentrasi pada arti di balik penugasan.disana
akan muncul batas yang kurang jelas antara pendekatan dan
metodologi pengajaran bahasa, dan evaluasi manfaat dari kerumitan
masalah yang tersisa sebelumnya.
Pendekatan berdasarkan penugasan A task-based approach
dipercaya bahwa bahasa tutur adalah ketrampilan terbaik yang
disempurnakan melalui praktik atau latihan dan interaksi, dan
penggunaan penugasan dan kegiatan untuk memotivasi siswa
menggunakan bahasa untuk komunikasi dalam rangka mencapai
tujuan. Penugasan harus relevan dengan kebutuhan bahasa siswa di
dunia nyata. Itulah mengapa menitik beratan teori pembelajaran yang
didasarkan pada penugasan dan pengajaran bahasa komunikasi
disarankan pada kegiatan dimana bahasa digunakan untuk melengkapi
penugasan yang bermakna dan meningkatkan pembelajaran.
b. Silabus Proses
Silabus proses selaras dengan hasil penelitian dari Breen dan
Candlin. Sebagaimana silabus prosedural, cara silabus proses bekerja
sama di sekitar penugasan berbasis masalah. Sebaliknya, silabus proses
meletakkan sebuah tujuan yang berat pada pengetahun prosedural dari
pada pengetahuan deklaratif. (contohnya bagaimana caranya belajar,
apa yang tidak boleh dipelajari, dsb.)
c. Silabus Berbasis Penugasan.
Silabus berdasarkan penugasan memandang penugasan sebagai
sesuatu yang penting untuk menampilkan bahasa yang sesuai bagi
siswa. Penugasan dapat dipilih menurut tingkatan yang bisa
merefleksikan tindak tanduk di dunia nyata dimana siswa sudah tidak
asing lagi. Seperti halnya silabus prosedural dan silabus proses, bahasa

(KBSP) IV 2016 559

diperlukan untuk melengkapi penugasan yang tidak ditekankan pada

pemilihan dan pengurutan penugasan.
Penugasan harus sesuai dengan bahasa dunia nyata yang
diperlukan siswa. Penekanan pada teori berdasarkan penugasan dan
pengajaran bahasa komunikasi kelihatannya bisa disarankan untuk
kegiatan yang menggunakan komunikasi untuk melengkapi penugasan
bermakna.
Roberto Rabbini (2002) dalam The Internet TESL Journal,
menambahkan dua pendekatan lagi untuk silabus analitik, yaitu :
d. Silabus Siswa Terbimbing
Gagasan yang mendasari pada bagaimana siswa belajar di
munculkan oleh Breen dan Candlin dalam Roberto Rabbini (2002).
Disini penekanannya terletak pada siswa, yang diharapkan akan
terlibat dalam implementasi dari desain silabus sepanjang itu
memungkinkan. Dengan kesadaran yang penuh akan apa yang mereka
pelajari, bisa diyakini bahwa ketertarikan dan motivasi siswa akan
meningkat, sejalan juga dengan dampak positif pemeliharaan
ketrampilan yang dibutuhkan untuk belajar.
Akan tetapi seperti telah disarankan sebelumnya, silabus yang telah
ditetapkan sebelumnya memberikan dukungan dan panduan untuk
guru dan juga tidak mudah untuk diabaikan. Kritik telah menyarankan
bahwa silabus siswa terbimbing kelihatan radikal dan kayalan yang
mungkin akan sulit melangkah sesuai petunjuk pada silabus dan
cenderung menuntut tanggung jawab yang besar ari pihak siswa. Lebih
jauh lagi, tanpa buku pelajaran, akan timbul berkurangnya tujuan. Hal
ini akan menjadi desain final silabus yang harus diteliti; pendekatan
proporsional sebagaimana disarankan oleh Yalden (1987) dalam
Roberto Rabbini..
e. Pendekatan Proporsional
Silabus proporsional pada dasarnya berusaha untuk
mengembangkan “seluruh kompetensi” (Op.Cit.:97) dalam Roberto
Rabbini. Ini terdiri dari sejumlah elemen dengan bermain peran dengan

560 (KBSP) IV 2016
tema yang berhubungan. Temanya tergantung pada siswa. Hal ini

diharapkan pada permulaan bahwa bentuknya merupakan pusat dari
nilai, tetapi kemudian fokusnya akan menuju pada komponen
interaksional, silabus yang didesain agar dinamis, tidak kaku,dengan
kesempatan yang cukup untuk feedback dan keluwesan (ibid:100)
dalam Roberto Rabbini.
Pergantian dari bentuk lembaran ke interaksi dapat terjadi di setiap
saat dan tidak dibatasi pada tingkatan kemampuan siswa tertentu.
Yalden (ibid:87) dalam Roberto Rabbini , mengamati sangat penting
bagi silabus untuk menandai secara eksplisit apa yang akan diajarkan,
“bukan apa yang akan dipelajari”.
Praktik dari pendekatan ini dengan fokus pada metode sirkular dan
keluwesan urutan kebahasaan menuju ke pengulangan bahasa,
memperlihatkan relevansi bagi siswa yang siswa yang kurang dalam
memahami pada bahasa target di dalam kelas.
White (1988:44) juga mengklasifikasi silabus menjadi dua jenis, yaitu
tipe A dan Tipe B, dengan asumsi bahwa jenis A atau silabus berdasarkan
produk menjadi bagian dari silabus sintetik sedangkan jenis B atau silabus
berdasarkan proses menjadi bagian dari silabus analitis. White (1988:45)
memberi keterangan lebih jauh, sebagai berikut:
Dalam hubungannya dengan silabus pengajaran bahasa, ada dua jenis
yang dapat disimpulkan menurut perbedaaan antara pendekatan
intervensionis dimana prioritas pada pra spesifikasi linguistik atau konten
yang lain atau tujuan ketrampilan disisi lain; dan non-intervensionis ,
pengalaman, pendekatan pertumbuhan secara alami; dimana tujuannya
mengajak siswa mendalami komunikasi di kehidupan nyata tanpa
diadakannya seleksi awal yang dibuat sebelumnya atau penyusunan materi
sebelumnya. (Alen 1984:65)’
White telah menyimpulkan ciri-ciri yang penting pada dua jenis silabus di
atas sebagai berikut:
Berdasarkan Produk dibandingkan dengan silabus berdasarkan Proses
Type A: Apa yang harus dipelajari Type B: Bagaimana cara mempelajari
Non- Intervensionis / tidak ada campur
1. Intervensionis / Ada campur tangan
tangan

(KBSP) IV 2016 561

2. Secara Eksternal ditujukan pada

Secara internal kepada siswa
siswa
Arahan dari dalam atau pengisian /
3. Arahan dari luar diarahkan dari dalam / penyelesaian
oleh diri sendiri.
4. Ditentukan oleh yang berwenang Hasil diskusi antara guru dan siswa
Guru dan siswa bekerja sama dalam
5. Guru sebagai pembuat keputusan
membuat keputusan
6. Isi : Apakah subyek itu bagi si ahli/
Isi : Apakah subyek itu bagi siswa
guru.
7. Isi : apa yang dimiliki siswa berasal Isi: Apa yang siswa bawa atau inginkan
dari guru atau sumber yang lebih tahu
Tujuan didefinisikan setelah
8. Tujuan didefinisikan di awal
pembelajaran
9. Pene
Penekanan pada proses pembelajaran
10. kanan pada mata pelajaran
11. Penilaian didapat dengan penguasaan Penilaian dihubungkan dengan indikator
materi atau prestasi keberhasilan siswa
12. Melakukan segala sesuatunya pada Melakukan segala sesuatunya dengan
siswa atau untuk siswa.
3. Tingkatan dan Urutan

Hubungan antara pemberian tingkat dan pengurutan silabus ditujukan pada
materi yang ada pada silabus. Ini sangat diperlukan untuk membimbing
siswa mengerti dan memahami juga meneemukan apa yang telah mereka
pelajari setahap demi setahap. Jika mereka mempunyai modal awal yang
bagus dalam pembelajaran bahasa, mereka tidak akan mendapatkan
kesulitan untuk meningkatkan pemahaman materi bahasa pada tingkat
yang lebih tinggi
a. Tingkatan

562 (KBSP) IV 2016
Tingkatan or gradasi dikaitkan dengan pengelompokan dan urutan

pengajaran materi pada silabus khususnya pada seperangkat materi
yang akan diajarkan dan perintah/instruksi yang sebaiknya diajarkan.
b. Urutan
Urutan menggambarkan runtutan pengalaman, dalam hal ini berawal
dari lingkungan menengah saat masa kanak kanakke arah perpektif
global saat remaja dan dewasa. Tujuan dari tindakan ini adalah untuk
memberi saran bahw penekanan yang sesuai harus ditempatkan pada
setiap tingkatan.
Pentingnya urutan dapat digambarkan sebagai berikut:
1. Jangkauan dan urutan kerangka kerja diperlukan agar siswa merasa
akrab sementara di waktu yang sama juga memberikan konsistensi
pada rencana kurikulum dan petunjk untuk pengembangan rencana
secara profesional. Jangkauan dan urutan kerangka kerja seperti
mitos dan metafor, membantu kita memberi arti pada dunia.
(Ryder, 2000: 63)
2. Dengan jangkauan dan urutan kerangka kerja, guru bisa
menghargai ketrampilan yang terus menerus dan konsep yang
dihubungkan dengan kemajuan teknologi informasi dan
komunikasi dunia pendiikan, dan bisa melihat seberapa jauh dan
dekatnya penentuan rencana tujuan, untuk kurikulum dan
oengembangannya secara profesional serta bisa memperluas
pembelajaran.
3. Jangkauan dan urutan kerangka kerja ini merupakan kerangka
praktis yang memungkinkan guru mengorganisasi outcome
pembelajaran secara grafis dan tertata menuju perencanaan
kurikulum yang terus menerus di dalam kelas.
4. Pengetahuan yang berkelanjutan, sebagaimana dijabarkan pada
jangkauan dan urutan kerangka kerja, sangat penting untuk
menentukan pencapaian tujuan dan untuk menghindari tekanan
yang dihasilkan oleh kurangnya petunjuk.

(KBSP) IV 2016 563

E. Analisa Silabus
1. Analisa menurut Silabus Analitik
Silabus Analitik
Silabus analitik berarti silabus yang menyatakan tentang keseluruhan dari silabusyang tidak
bisa dipisahkan antara bahasa dan komponen-komponennya. Kita akan membahasnya sebagai
sebuah batas, ini juga menyatakan silabus sebagai kesatuan, yang artinya silabus tersebus
mwlingkupi semua kebutuhan pembelajaran materi tertentu. Silabus yang diterpakan di SMP
N 1 Sukoharjo adalah silabus yang berdasarkan Kurikulum 2013, sekolah dimana penulis
mengajar. Menurut hasil analisis penulis, silabus pada Kurikulum 2013 termasuk dalam
kategori silabus analitik, dengan analisis sebagai berikut:
 Kompetensi Dasar 3.1 menjabarkan tenteng aspek kognitif, sedangkan Kompetensi Dasar
4.1 menjabarakan tentang aspek ketrampilan yang harus dicapai. Materi ajar yang harus
diajarkan di kelas telah di jabarkan dalam kolom “Materi Pembelajaran”. Dalam hal ini
jabaran materi ajarnya adaalh sebagai berikut (a) sapaan / greeting, , (b) pamitann / leave
taking, (c) ucapan terimakasih / Gratitude, dan (d) permintaan maaf (asking for
apologize), serta responnya. Dalam materi ini juga terdapat jabaran tentang Social
function, Text Structure yang memaparkan materi ajar dari awal atau materi yang mudah
dipahami, kemudian menuju langkah berikutnya dengan materi ajar yang tingkat
kesukarannya lebih tinggi. Pernyataan berikutnya tentang apa yang harus dilakukan guru
saat menyampaikan materi ajar dan sebagai pedoman siswa untuk memahami materi yang
disebut unsur kebahasaan atau language features. Ini juga akan membimbing guru jenis
materi apa dan bagaimana mengajarkanya pada siswa, serta memandu guru tentang aspek
sikap atau bagaimana pembangunan karakter itu harus dicapai dan dijelaskan didalam
topik. Untuk aspek sikap dijabarkan pada kolom Kompetensi Dasar 1 dan Kompetensi
Dasar 2. Kesimpulannya adalah materi pembelajaran harus diajarkan secara terintegrasi.
 Pada silabus ini, setiap Kompetensi Dasar dijabarkan ke dalam KD 3.1 and KD 4.1. Pada
KD 3.1 menjelaskan tentang teori teks tindak tutur. Dan dalam KD 4.1 juga dijelaskan
tentang bagaimana membuat dialog dan cara meresponnya dan bagaimana
mengomunikasikan atau berbicara secara lisan.
 Pada Kegiatan Pembelajaran (Learning Activity), silabus menunjukkan atau menerangkan
pada guru langkah-langkah bagaimana mengantarkan materi ajar. Pada Curriculum 2013,

564 (KBSP) IV 2016
pembelajaran menggunakan pendekaatn saintifik dengan lima langkahnya yaitu

pengamatan atau observing, menanya atau questioning, mencoba atau experimenting,
menalar atau associating,dan mengomunikasikan atau communicating. Pada bagian ini
memberikan informasi rinci untuk guru dalam mengelola kelas pada proses belajar
mengajar. Silabus ini juga mengaplikasikan Students Center learning atau pembelajaran
berpusat pada siswa bukan berpusat pada guru, sehingga di sini guru berperan sebagai
fasilitator didalam kelas. Guru hanya memimpin, memberikan dorongan, dan memotivasi
kelas untuk selalu aktif disetiap langkah pembelajaran menurut pendekatan saintifik.
 Pada kolom penilaian atau assessment, menilai secara keseluruhan semua kompetensi
dalam Kurikulum 2013. Ada tiga jenis penilaian di dalam silabus inim yaitu penilaian
sikap, pengetahuan dn ketrampilan. Di kolom ini juga memberi penjelasan tentang apa
yang akan dinilai dan bagaimana cara menilainya.
 This syllabus is also completed with the material resources that the teacher can get to
offers to the learners in printed or soft resource.
 The next based competences also have the same constructions and factors as the previous
ones and all of them have integrated teaching.
Kompetensi Materi
Kegiatan Pembelajaran Penilaian Sumber belajar
Dasar Pembelajaran
3.1  Teks lisan Masing-masing menggunakan Tingkat  Buku Rings the
Memahami fungsi untuk (a) prosedur yang sama ketercapaian Bell Kelas VII
sosial, struktur sapaan, (b) a. Mengamati fungsi sosial  Keteladanan
teks, dan unsur pamitan, (c) ucapan dan
 Terbiasa atau sering mendengar (a) menyapa,
kebahasaan pada ucapan tindakan guru
dan menyaksikan guru dan warga (b) berpamitan,
ungkapan sapaan, terimakasih, dan menggunakan
sekolah lain (a) menyapa, (b) (c) mengucapkan
pamitan, ucapan (d) permintaan setiap tindakan
berpamitan, (c) mengucapkan terimakasih,
terimakasih, dan maaf, serta komunikasi
terimakasih, (d) meminta maaf (d) meminta
permintaan maaf, responnya. interpersonal/
serta meresponnya, dalam bahasa
serta responnya,
Inggris, bahasa Indonesia, dan
maaf, serta transaksional
sesuai dengan  Fungsi sosial responnya. dengan benar dan
bahasa lain, untuk menjaga
konteks akurat
Menjaga hubungan interpersonal dengan Tingkat
penggunaannya. hubungan  Contoh peragaan
ungkapan yang sesuai dengan kelengkapan dan
interpersonal konteksnya (keteladanan). keruntutan dalam bentuk
4.1 rekaman
dengan guru  Mencontoh keteladanan tersebut struktur ungkapan
Menyusun teks dengan (a) menyapa, (b) (a) menyapa, CD/VCD/
dan teman
lisan sederhana berpamitan, (c) mengucapkan DVD/kaset
dengan berbagai (b) berpamitan,  Contoh interaksi
untuk terimakasih, dan (d) meminta
jenis teks (c) mengucapkan tertulis
mengucapkan dan maaf serta meresponnya, dalam
tentang (a) bahasa Inggris, untuk menjaga
terimakasih,  Contoh teks
merespon sapaan,
sapaan, (b) hubungan interpersonal dan (d) meminta tertulis
pamitan, ucapan
pamitan, (c) sesuai dengan konteksnya. maaf, serta  Sumber dari
terimakasih, dan responnya. internet, seperti:
ucapan
permintaan maaf,  www.dailyenglish.
terimakasih, dan b. Menanya Tingkat ketepatan
dengan com
(d) permintaan  Dengan bimbingan dan arahan unsur
memperhatikan  http://americaneng
maaf, serta guru, menanyakan dan kebahasaan: tata
fungsi sosial, lish.state.gov/files
mempertanyakan antara lain bahasa, kosa kata,

(KBSP) IV 2016 565

struktur teks, dan responnya. tentang perbedaan antara ucapan, tekanan /ae/resource_files
unsur kebahasaan ungkapan (a) sapaan, (b) kata, intonasi,  http://learnenglish.
yang benar dan  Struktur teks pamitan, (c) ucapan terima ejaan, tanda baca, britishcouncil.org/
(ungkapan kasih, dan (d) permintaan maaf, en/
sesuai konteks. tulisan tangan.
serta responnya dalam bahasa
hafalan, tidak Sikap santun,
perlu dijelaskan Inggris dengan yang ada dalam peduli, dan
tata bahasanya) bahasa Indonesia, percaya diri yang
a. Good kemungkinan menggunakan menyertai
morning. ungkapan lain, akibat jika tidak ungkapan (a)
How are melakukan, dsb. menyapa, (b)
you?, berpamitan, (c)
Fine, c. Mengumpulkan Informasi mengucapkan
thank you.  Mendengarkan dan menyaksikan
And you? terimakasih, (d)
banyak contoh interaksi (a) meminta maaf,
dan sapaan, (b) pamitan, (c) ucapan
semacamn serta responnya.
terimakasih, dan (d) permintaan
ya maaf serta responnya dalam
b. Goodbye. bahasa Inggris dari film, kaset, Sikap:
Bye. See buku teks, dsb.
you later.  Menirukan
 Observasi
contoh-contoh terhadap
See you. interaksi (a) sapaan, (b) pamitan,
Take kesungguhan
(c) ucapan terimakasih, dan (d)
care., dan siswa dalam
permintaan maaf, serta responnya
semacamn dalam bahasa Inggris dengan proses
ya ucapan, tekanan kata, intonasi, pembelajaran di
c. Thank you. dan sikap yang benar. setiap tahapan.
You are
 Dengan bimbingan dan arahan  Observasi
welcome.,
guru, mengidentifikasi ciri-ciri terhadap
dan
(fungsi sosial, struktur teks, dan kesantunan dan
semacamn
unsur kebahasaan) interaksi (a) kepedulian
ya
sapaan, (b) pamitan, (c) ucapan dalam
d. I’m sorry.
terima kasih, dan (d) permintaan
That’s melaksanakan
maaf, serta responnya.
fine, okay.
 Secara kolaboratif, berusaha
komunikasi di
Allright., dalam dan di
menggunakan bahasa Inggris
dan luar kelas.
untuk (a) sapaan, (b) pamitan, (c)
semacamn
ucapan terimakasih, dan (d)  Penilaian diri:
ya
permintaan maaf, serta Pernyataan siswa
responnya, dalam konteks secara tertulis
 Unsur
pembelajaran, simulasi, role-
kebahasaan
play, dan kegiatan lain yang dalam jurnal
1. Kosa kata belajar sederhana
terstruktur.
dan tata
bahasa bahasa Indonesia
d. Menalar/Mengasosiasi tentang
baku
2. Ucapan,  Membandingkan berbagai
pengalaman
tekanan ungkapan (a) sapaan, (b)
kata, pamitan, (c) ucapan terimakasih, belajar
intonasi dan (d) permintaan maaf serta berinteraksi
3. Ejaan dan responnya yang telah dengan
tanda dikumpulkan dari berbagai
sumber tersebut di atas. (a) menyapa,
baca
4. Tulisan  Membandingkan ungkapan (a) (b) berpamitan,
tangan sapaan, (b) pamitan, (c) ucapan (c) mengucapkan
terimakasih, dan (d) permintaan terimakasih,
 Topik maaf, serta responnya yang telah
dipelajari tersebut di atas dengan (d) meminta
Berbagai hal
yang ada di sumber-sumber lain, maaf,
terkait dengan
atau dengan yang digunakan termasuk
interaksi antara dalam bahasa lain.
guru dan siswa  Memperoleh balikan (feedback) kemudahan
selama proses dari guru dan teman tentang dan
pembelajaran, fungsi sosial dan unsur kesulitannya.
kebahasaan yang digunakan.

566 (KBSP) IV 2016
di dalam
maupun di luar e. Mengomunikasikan  Pengetahuan:
kelas, dengan  Menggunakan bahasa Inggris  Tertulis
memberikan setiap kali muncul kesempatan membaca dan
keteladanan untuk (a) menyapa, (b)
menulis teks
berpamitan, (c) mengucapkan
tentang perilaku yang menuntut
terimakasih, dan (d) meminta
santun dan maaf, serta responnya di dalam pemahaman dan
peduli. dan di luar kelas, untuk menjaga kemampuan
hubungan interpersonal dan menghasilkan
sesuai dengan konteksnya. teks yang di
 Berupaya berbicara secara lancar dalamnya
dengan ucapan, tekanan kata, termasuk
intonasi yang benar dan menulis tindakan
dengan ejaan dan tanda baca (a) menyapa,
yang benar, serta tulisan yang
jelas dan rapi.
(b) berpamitan,
 Membicarakan permasalahan (c) mengucapka
yang dialami dalam n
menggunakan bahasa Inggris terimakasih,
untuk (a) menyapa, (b) dan
berpamitan, (c) mengucapkan (d) permintaan
terimakasih, dan (d) meminta maaf
maaf, serta responnya, dan
menuliskannya dalam jurnal
belajar sederhana dalam bahasa  Keterampilan:
Indonesia.  Unjuk kerja
Simulasi dan /
atau bermain
peran (role
play) untuk
(a) menyapa,
(b) berpamitan,
(c) mengucapkan
terimakasih,
(d) meminta
maaf, serta
responnya.
 Observasi:
(penilaian yang
bertujuan untuk
memberikan
balikan secara
lebih cepat)
Observasi
terhadap tindakan
siswa
menggunakan
bahasa Inggris
untuk
(a) menyapa,
(b) berpamitan,
(c) mengucapkan
terimakasih, dan
(d) meminta maaf
ketika muncul
kesempatan di

(KBSP) IV 2016 567

dalam dan di luar

kelas.
2. Silabus Berdasarkan Proses

White (1988:44) juga menklasifikasikan silabus menjadi dua jenis, yaitu
tipe A and tipe B, dengan gambaran bahwa tipe A atau silabus
berdasarkan produk merupakan bagian dari silabus sintetik, sedangkan
tipe B atau silabus berasarkan prosesadalah bagian dari silabus analitik.
Penulis akan fokus pada silabus berdasarkan proses karena Kurikulum
2013 diklasifikasikan ke dalamsilabus analitik. Pada silabus berdasarkan
proses , White menyatakan beberapa indikator yang berhubungan dengan
bagaimana silabus dipelajari , sebagai berikut:
a. Tidak ada campur tangan
b. Secara internal, silabus ditujukan untuk siswa
c. Diatur dari dalam atau penyelesaian dilakukan sendiri oleh siswa.
d. Ada diskusi kesepakatan antara siswa dan guru.
e. Siswa dan guru membuat simpulan bersama
f. Isi : Apakah subyek itu bagi siswa
g. Isi: Apa yang siswa bawa atau inginkan
h. Tujuan didefinisikan setelah pembelajaran
i. Penekanan pada proses pembelajaran
j. Penilaian dihubungkan dengan indikator keberhasilan siswa
k. Melakukan segala sesuatunya dengan atau untuk siswa.
Analisis :
Analisis Menurut Silabus Berdasarkan Proses
Penulis akan berusaha menjelaskan satu demi satu tentang indikator dalam Silabus
Berdasarkan Proses, sebagai berikut :
a. Non- Interventionist atau tanpa campur tangan
Pada proses belajar mengajar, guru mempunyai peran yang sangat besar. Dia bertinak
sebagai moderator atau fasilitator dalam proses belajar mengajar di kelas. Dia tidak

568 (KBSP) IV 2016
melakukan intimidasi atau penekanan selama proses belajar mengajar berlangsung.

Menurut Kurikulum 2013, silabus berikut menampilkan langkah-langkah pembelajaran
yang berdasarkan pendekatan saintifik, yang meliputi: Mengamati atau Observing,
menanya atau Questioning, mencoba atau Experimenting, menalar atau Associating dan
mengomunikasi atau Communicating). Pada pembelajaran berdasarkan pendekatan
saintifik, prosesnya telah memperlihatkan kegiatan siswayang mendominasi selama
proses belajar mengajar sehingga bisa disebut pembelajaran yang berpusat pada siswa.
Pembelajaran tersebut membutuhkan banyak energi untuk membangun keaktifan dan
lingkungan yang inovatif dari guru.
b. Pembelajaran dari dalam dan ditujukan ke siswa

Keadaan pada sesi ini mirip dengan dengan keterangan di atas. Pada kurikulum
sebelumnya, guru akan bertanya pada para siswa dan mereka menjawab pertanyaan,
akan tetapi pada Kurikulum 2013, pada sesi bertanya, siswa dipancing dan didorong
untuk bertanya setelah mengamati sesuatu yang diberikan oleh guru. Guru harus
mengkondisikan siswa untuk menanya oleh diri mereka sendiri. Motivasi internal
sangat diperlukan untuk bertanya dan menjawab, harus dibangun sejak siswa duduk di
kelas VII. Pada tahap mencoba dan menalar, guru harus mendorong siswa untuk
melakukn kegiatan pada tahap ini yang dilakukan oleh mereka sendiri. Guru harus
menciptakan cooperative learning atau oembelajaran bersama pada proses belajar
mengajar untuk membangun karakteer saling menghormati satu sama lain. Guru harus
membesarkan motivasi siswa bahwa mereka mempunyai semangat atau keberanian
untuk melakukan hal-hal tersebut di atas dan mereka pasti bisa. Hal tersebut juga dapat
dilakukan pada sesi mengomunikasi. Kadang tidak perlu bagi seorang guru untuk
memanggil nama siswa untuk menampilkan hasil kerjanya baik secara individu maupun
secara kelompom. Guru harus yakin bahwa siswa mempunyai keberanian untuk
melakukan lima langkah dalam pendekatan santifik.
c. Diatur dari dalam atau penyelesaian dilakukan sendiri oleh siswa.

Keterangan pada tahap ini sama dengan keterangan d bagian ‘b’
d. Ada diskusi kesepakatan antara siswa dan guru.

(KBSP) IV 2016 569

Hal ini dapat dilakukan pada sesi penilaian. Saat guru menawarkan penugasan,
contohnya pembelajaran berbasis proyek atau dalam memproduksi sesuatu guru dapat
berdiskusi dengan siswa bagaimana melakukan atau menyelesaikan proyek atau
produknya. Guru bisa berperan sebagai pendengar yang baik untuk saran-saran dari
siswa. Contohnya : berapa lama waktu yang diperlukan siswa untuk menyelesaikan
tugasnya, item-item apa yang harus dinilai, bagaimana layout atau tampilan depan
sebuah laporan, dsb. Guru juga bisa tawar menawar dengan siswa atau memberi siswa
hak untuk menentukan suatu proyek sesuai dengan KD yang ada.
e. Siswa dan guru membuat simpulan bersama
Pada bagian ini, penjelasannya sama dengan bagian ‘d’. Dengan adanya keputusan yang
telah dibuat bersama sebelumnya, siswa akan menikmatiwaktunya untuk menyelesaikan
tugasnya. Mereka tidak akan merasa dipaksa atau ditekan oleh guru. Mereka akan
merasa senang menyelesaikan tugas dan akan termotivasi untuk memenuhi
tanggungjawab terhadap tugas tersebut secara tepat waktu. Bahkan akan tercipta daya
saing diantara siswa baik secara individu maupun kelompok untuk mendpatkan nilai
yang lebih baik.
f. Isi : Apakah subyek itu bagi siswa
Silabus berikut mempunyai materi yang lengkap bagi siswa untuk belajar. Hal itu dapat
ditunjukkan pada ‘ Materi Pembelajaran’ di kolom dua. Bahan ajar cukup jelas untuk
memandu guru dalam pembelajaran dengan siswa. Materi tersebut harus dikuasai
pertama kali oleh guru sebelum dia memaparkannya untuk siswa.
g. Isi: Apa yang siswa bawa atau inginkan
Tidak semua materi ajar terdapat dalam buku teks pelajaran. Guru bisa memberikan
pada siswa kesempatan untuk mengembangkan materi yang sesuai dengan keadaan atau
situasi serta tema yang sesuai dengan silabus di buku pelajaran. Guru juga bisa
memberikan kesempatan pada siswa untuk melakukan browsing materi yang sesuai di
internet. Bahkan di lapangan, guru kadang terkejut karena siswa bisa menemukan
materi yang lebih bagus dari materi yang telah tersedia. Era globalisasi dan kemajuan
teknologi informasi dan telekomunikasi akan membantu mereka mengembangkan
pengetahuan, sedangkan guru harus tetap sebagai kontroler untuk menyaring mana
materi yang sesuai dan mana yang tidak.
h. Tujuan didefinisikan setelah pembelajaran

570 (KBSP) IV 2016
Sesi ini dapat dilakukan pada sesi refleksi setelah pemberian materi ajar atau setelah
pelaksanaan proses belajar mengajar. Guru berdiskusi dengan siswa apa sajakah yang
telah mereka pelajari selama pelajaran berlangsung, kemudian guru bersama siswa
dapat membuat ringkasan tentang mengapa siswa harus belajar bahan ajar tersebut dan
apakah fungsi mempelajari matari ajar tersebut di dunia nyata bagi siswa di masa yang
akan datang.
i. Penekanan pada proses pembelajaran
Lima langkah pada pendekatan saintifik telah menunjukkan pada kita arti penekanan
pada proses pembelajaran. Proses tersebut merupakan bagian dari pembelajaran
terpusat. Pusat perhatian dalam menjalankan proses belajar mengajar berdasarkan
kegiatan siswa. Mereka harus diberi kesempatan yang luas untuk meningkatkan
kemampuan dalam tiga aspek yaitu aspek sikap, pengetahuan dan ketrampilan. Guru
harus mampu menguasai tiga kebutuhan tersebut untuk menjamin suksesnya proses
belajar mengajar di dalam kelas.
j. Penilaian dihubungkan dengan indikator keberhasilan siswa
Pada kurikulum sebelumnya hanya menekankan pada kemampuan kognitif, sedangan
pada Kurikulum 2013, penilaian meliputi tiga kompetensi yaitu kompetensi sikap,
pengetahuan dan ketrampilan. Tujuan dari penilaian jenis ini adalah dengan mempunyai
kompetensi kognitif yang baik, diharapkan siswa akan mempunyai ketrampilan yang
baik pula dalam mengaplikasikan kompetensi konnitifnya dengan karakter yang bagus
yang akan dinilai pada kompetensi sikap. Pada masa yang akan datang, diharapkan
siswa akan mempunyai kompetensi pengetahuan dan ketrampilan yang bagus dengan
karakter yang baik pula.
k. Melakukan segala sesuatunya dengan atau untuk siswa.
Penjelasan untuk bagian ini sama dengan penjelasan pada bagian ‘d’ dan ‘e’.
Kompetensi Materi
Kegiatan Pembelajaran Penilaian Sumber belajar
Dasar Pembelajaran
3.1 Teks lisan dan Masing-masing menggunakan  Tingkat  Buku Rings the
Memahami fungsi tulis untuk prosedur yang sama ketercapaian fungsi Bell Kelas VII
sosial, struktur menyatakan dan a. Mengamati sosial menyebutkan  Keteladanan
teks, dan unsur dan menanyakan ucapan dan
menanyakan (a)  Terbiasa atau sering
kebahasaan dari (a) nama hari, (b) tindakan guru
nama hari, (b) mendengar dan menyaksikan
teks untuk bulan, (c) nama menggunakan
bulan, (c) nama guru dan warga sekolah lain
menyatakan dan waktu dalam hari, setiap tindakan
waktu dalam hari, menyebutkan dan menanyakan
menanyakan (d) waktu dalam komunikasi
(a) nama hari, (b) bulan, (c)
nama hari, bulan, (d) waktu dalam bentuk angka, (e) interpersonal/
nama waktu dalam hari, (d)
nama waktu bentuk angka, (e) tanggal, dan (e) transaksional
waktu dalam bentuk angka, (e)
dalam hari, waktu tanggal, dan (f) tahun. dengan benar
tanggal, dan (e) tahun, dalam
dalam bentuk dan akurat
tahun bahasa Inggris, tentang
angka, tanggal,  Tingkat  Contoh peragaan
Masing-masing berbagai kegiatan dan keadaan
dan tahun. kelengkapan dan dalam bentuk
diajarkan secara nyata.
keruntutan dalam rekaman
 Dituntut untuk mencontoh

(KBSP) IV 2016 571

4.3 terpisah kebiasaan tersebut dengan menyebutkan dan CD/VCD/

Menyusun teks menyebutkan dan menanyakan menanyakan (a) DVD/kaset
lisan dan tulis  Fungsi sosial (a) nama hari, (b) bulan, (c) nama hari, (b)  Contoh interaksi
Menyadari nama waktu dalam hari, (d) bulan, (c) nama tertulis
untuk
waktu dalam bentuk angka, (e) waktu dalam hari,  Contoh teks
menyatakan dan pentingnya (a)
tanggal, dan (e) tahun, dalam (d) waktu dalam tertulis
menanyakan nama hari, (b) bahasa Inggris. bentuk angka, (e)  Sumber dari
nama hari, bulan, bulan, (c) nama tanggal, dan (e) internet,
nama waktu waktu dalam b. Menanya tahun. seperti:
dalam hari, waktu hari, (d) waktu  Dengan bimbingan dan arahan ‐ www.dailyenglish.
dalam bentuk dalam bentuk guru, menanyakan dan  Tingkat ketepatan com
angka, tanggal, angka, (e) mempertanyakan antara lain unsur kebahasaan: ‐ http://americaneng
tanggal, dan (f) tentang perbedaan antara cara tata bahasa, kosa lish.state.gov/fil
dan tahun,
menyebutkan dan menanyakan kata, ucapan, es/ae/resource_
dengan unsur tahun untuk tekanan kata,
(a) nama hari, (b) bulan, (c) files
kebahasaan yang mengelola intonasi, ejaan, ‐ http://learnenglish.
nama waktu dalam hari, (d)
benar dan sesuai kehidupan waktu dalam bentuk angka, (e) tanda baca, tulisan britishcouncil.o
konteks. manusia. tanggal, dan (e) tahun, dalam tangan. rg/en/
bahasa Inggris dengan yang
 Struktur teks ada dalam bahasa Indonesia,  Sikap tanggung
a.Nama Hari kemungkinan menggunakan jawab, kerjasama,
‐ What day is it ungkapan lain, akibat jika peduli, dan percaya
today? tidak melakukan, dsb. diri yang menyertai
‐ It’s Monday tindakan
today. menyebutkan dan
‐ It is Tuesday c. Mengumpulkan Informasi menanyakan (a)
tomorrow.  Mendengarkan dan nama hari, (b)
‐ When do we menyaksikan banyak contoh bulan, (c) nama
have English?, interaksi dengan menyebutkan waktu dalam hari,
dan dan menanyakan (a) nama (d) waktu dalam
semacamnya. hari, (b) bulan, (c) nama waktu bentuk angka, (e)
dalam hari, (d) waktu dalam tanggal, dan (e)
b. Nama Bulan bentuk angka, (e) tanggal, dan tahun.
‐ What month is (e) tahun dalam bahasa Inggris
it? dari film, kaset, buku teks, Sikap:
‐ What month is dsb.  Observasi terhadap
before July?  Menirukan contoh-contoh kesungguhan,
‐ After March is interaksi dengan tanggung jawab,
April. I was menyebutkan dan menanyakan dan kerja sama
born in (a) nama hari, (b) bulan, (c) siswa dalam proses
January, dan nama waktu dalam hari, (d) pembelajaran di
semacamnya waktu dalam bentuk angka, (e) setiap tahapan.
c. nama waktu tanggal, dan (e) tahun dalam  Observasi terhadap
dalam hari bahasa Inggris dengan ucapan, kepedulian dan
‐ in themorning, tekanan kata, intonasi, dan kepercayaan diri
‐ at noon, sikap yang benar. dalam
‐ in the  Dengan bimbingan dan arahan melaksanakan
afternoon, guru, mengidentifikasi ciri-ciri komunikasi, di
‐ in the evening, (fungsi sosial, struktur teks, dalam dan di luar
‐ at night, dan unsur kebahasaan) kelas.
‐ at midnight interaksi menyebutkan dan  Penilaian diri:
menanyakan (a) nama hari, (b) Pernyataan siswa
d.waktu dalam bulan, (c) nama waktu dalam secara tertulis
bentuk angka hari, (d) waktu dalam bentuk dalam jurnal
‐ What time is angka, (e) tanggal, dan (e)
belajar sederhana
it? tahun.
berbahasa
‐ What time do  Secara kolaboratif, berusaha
we have menggunakan bahasa Inggris Indonesia tentang
English on untuk menyebutkan dan pengalaman belajar
Tuesday? menanyakan (a) nama hari, (b) menyebutkan dan
‐ one to thirty, bulan, (c) nama waktu dalam menanyakan (a)
‐ half past eight, hari, (d) waktu dalam bentuk nama hari, (b)
‐ a quarter to angka, (e) tanggal, dan (e) bulan, (c) nama
five, dan tahun dalam konteks

572 (KBSP) IV 2016
seterusnya pembelajaran, simulasi, role- waktu dalam hari,

play, dan kegiatan lain yang (d) waktu dalam
e. tanggal terstruktur. bentuk angka, (e)
‐ What date is it? tanggal, dan (e)
‐ What date is d. Menalar/Mengasosiasi
the Kartini tahun, termasuk
 Membandingkan ungkapan
Day? kemudahan dan
menyebutkan dan menanyakan
‐ When were you (a) nama hari, (b) bulan, (c) kesulitannya.
born? nama waktu dalam hari, (d)
‐ the first, waktu dalam bentuk angka, (e) Pengetahuan:
‐ the second, the tanggal, dan (e) tahun yang  Tes tertulis
third, the telah dikumpulkan dari membaca dan
fourth, the fifth, berbagai sumber tersebut di menulis teks yang
the twenty first atas. menuntut
dan seterusnya  Membandingkan ungkapan pemahaman dan
f.tahun menyebutkan dan menanyakan kemampuan
‐ What year is (a) nama hari, (b) bulan, (c) menghasilkan teks
it? nama waktu dalam hari, (d) yang di dalamnya
‐ When were you waktu dalam bentuk angka, (e) termasuk tindakan
born? tanggal, dan (e) tahun yang menyebutkan dan
‐ Nineteen ninety telah dipelajari tersebut di menanyakan (a)
eight. atas dengan yang ada di nama hari, (b)
‐ Two thousand sumber-sumber lain, atau bulan, (c) nama
and three. dan dengan yang digunakan dalam waktu dalam hari,
semacamnya. bahasa lain. (d) waktu dalam
 Memperoleh balikan bentuk angka, (e)
 Unsur (feedback) dari guru dan tanggal, dan (e)
kebahasaan teman tentang fungsi sosial tahun.
1. Kosa kata dan unsur kebahasaan yang
terkait hari, digunakan. Keterampilan:
bulan, waktu
dalam hari,  Unjuk kerja
e. Mengomunikasikan Simulasi dan/atau
waktu dalam
 menggunakan bahasa Inggris bermain peran (role
bentuk angka,
setiap kali muncul kesempatan play) dalam bentuk
tanggal, dan
untuk menyebutkan dan
tahun interaksi dengan
menanyakan (a) nama hari, (b)
2. Kata kerja menyebutan dan
bulan, (c) nama waktu dalam
dalam simple menanyakan (a)
hari, (d) waktu dalam bentuk
present tense:
angka, (e) tanggal, dan (e) nama hari, (b)
be, have.
tahun, tentang berbagai bulan, (c) nama
3. Kata tanya
kegiatan dan keadaan, di waktu dalam hari,
What time?
dalam dan di luar kelas. (d) waktu dalam
What date?,
 Berupaya berbicara secara
When? bentuk angka, (e)
lancar dengan ucapan, tekanan
4. Kata ganti it tanggal, dan (e)
kata, intonasi yang benar dan
dan artikel the. tahun.
menulis dengan ejaan dan
5. Angka kardinal
tanda baca yang benar, serta  Observasi:
dan angka
tulisan yang jelas dan rapi. (penilaian yang
ordinal
6. Ucapan,  Membicarakan permasalahan bertujuan untuk
tekanan kata, yang dialami dalam memberikan
intonasi, menggunakan bahasa Inggris balikan secara lebih
7. Ejaan dan untuk menyebutkan dan cepat)
tanda baca menanyakan (a) nama hari, (b) Observasi terhadap
8. Tulisan tangan bulan, (c) nama waktu dalam tindakan siswa
hari, (d) waktu dalam bentuk menggunakan
Topik angka, (e) tanggal, dan (e) bahasa Inggris
tahun dan menuliskannya
Hari, tanggal, untuk menyebutkan
dalam jurnal belajar sederhana
jam, bulan, dalam bahasa Indonesia. dan menanyakan
tahun, dsb.,  (a) nama hari, (b)
yang penting bulan, (c) nama
dan relevan waktu dalam hari,
dengan (d) waktu dalam

(KBSP) IV 2016 573

kehidupan bentuk angka, (e)

siswa, dengan tanggal, dan (e)
memberikan tahun, ketika
keteladanan muncul
tentang perilaku kesempatan, di
jujur, disiplin, dalam dan di luar
percaya diri, kelas.
bertanggung
jawab, dan kerja
sama.
3. Gradasi atau tingkatan

Langkah untuk gradasi atau tingkatan berhubungan dengan penyampaian
materi menurut urutan tingkat kesulitan materi yang ada di silabus. Silabus
Kurikulum 2013 telah disusun menurut tingkatan kesulitan yang sangat
baik menurut gradasi kesulitan karena dibangun dari materi yang lebih
mudah kemudian ditingkatkan ke tingkat kesukaran yang lebih tinggi. Hal
tersebut dapat dijelaskan sebagai berikut:
Standar
Materi Pembelajaran Analisis
Kompetensi
3.1 Teks lisan untuk : Di sini sudah sangat jelas
Memahami fungsi sosial, (a) sapaan,
struktur teks, dan unsur (b) pamitan, bahwa dalamkolom
kebahasaan pada
(c) ucapan terimakasih, dan
ungkapan sapaan, materi pembelajaran,
pamitan, ucapan (d) permintaan maaf, serta
terimakasih, dan responnya.
tingkatan kesulitan teks
permintaan maaf, serta
responnya, sesuai dengan Masing-masing diajarkan baik teks tindak tutur
konteks penggunaannya. secara terpisah
 Fungsi sosial ataupun jenis teks tulis
4.1. Menjaga hubungan
Menyusun teks lisan interpersonal dengan guru yang telah dinyatakan
sederhana untuk dan teman
mengucapkan dan dari kebutuhan dasar
merespon sapaan,
pamitan, ucapan
komunikasi untuk siswa
terimakasih, dan kelas VII, muali dari
permintaan maaf, dengan
memperhatikan fungsi monolog dengan materi
sosial, struktur teks, dan
unsur kebahasaan yang ‘greeting’ kemudian
benar dan sesuai konteks.
diikuti oleh leave taking,
gratitude, and
apologizing. Jelas sekali
tingkat kesulitan materi

574 (KBSP) IV 2016
dari yang mudah

kemudian meningkat ke
materi yang lebih sulit
yang akan membantu
siswa untuk mempelajari
materi selangkah demi
selangkah.
3.2 Teks lisan dan tulis sederhana Langkah berikutnya
Memahami fungsi sosial, untuk perkenalan diri serta
struktur teks, dan unsur responnya untuk gradasi atau
kebahasaan pada
ungkapan perkenalan diri, tingkatan setelah teks
serta responnya, sesuai  Struktur teks
dengan konteks Myname is ..., I’m ..., I live
in ... , What’s your name?, tindak tutur monologue
penggunaannya.
Where do you live?, Nice to
meet you, How do you do, ...
of greeting adalah
4.2
Menyusun teks lisan dan dan semacamnya. bagaimana “How to
tulis sederhana untuk  Unsur kebahasaan
menyatakan, menanyakan,
(1) Kosa kata introduce oneself”.
(2) Tata bahasa: be, have;
dan merespon perkenalan
diri, dengan sangat pendek
kata ganti I, he, she, Untuk susunan teks,
they, dst.; kata ganti
dan sederhana, dengan kepunyaan my, your, his, siswa dipandu untuk
memperhatikan fungsi their, dst.
sosial, struktur teks, dan (3) Ucapan, tekanan kata, memperkenalkan diri
unsur kebahasaan yang dan intonasi
benar dan sesuai konteks.
(4) Ejaan dan tanda baca dengan kalimat
(5) Tulisan tangan
sederhana, siswa
kemudian dibimbing
agar lebih mudah
belajar. Kemudian
materi ditingkatkan ke
materi subject pronoun,
sehingga sangat mudah
untuk dimengerti lalu
dilanjutkan dengan
possesive pronoun,
sehingg terihat dengan
jelas gradasi tingkat
kesulitan materi,
sehingga mudah untuk

(KBSP) IV 2016 575

dimengerti.
3.3 Teks lisan dan tulis untuk Tingkatkesuliatn untuk
Memahami fungsi sosial, menyatakan dan menanyakan
struktur teks, dan unsur a) nama hari, materi ajar ‘time’
kebahasaan dari teks
b) bulan,
untuk menyatakan dan dimulai dengan days,
menanyakan nama hari, c) nama waktu dalam hari,
bulan, nama waktu dalam d) waktu dalam bentuk
month, the name of daily
hari, waktu dalam bentuk angka,
angka, tanggal, dan tahun. e) tanggal, dan (f) tahun time, saying time in
4.3 number , and then saying
Menyusun teks lisan dan
tulis untuk menyatakan the date, akan
dan menanyakan nama
hari, bulan, nama waktu
memudahkan siswa
dalam hari, waktu dalam untuk menemukan
bentuk angka, tanggal,
dan tahun, dengan unsur fungsi pembelajaran
kebahasaan yang benar
dan sesuai konteks. dihubungkan dengan
fungsi bahasa dalam
kehidupan sehari-hari.
3.4 Memahami fungsi Teks lisan dan tulis untuk Siswa telah mempelajari
sosial, struktur pemaparan jati diri
teks, dan unsur greeting, introducing
kebahasaan dari  Struktur teks
teks pemaparan (ungkapan hafalan, tidak oneself, saying time, next
jati diri, sesuai perlu dijelaskan tata
dengan konteks bahasanya) they learn about how say
penggunaannya.
a. My name is Arif, a-r-i-f. their identity baik secara
4.4 Menangkap makna My father is Mr. Zainal.
pemaparan jati diri How do you spell your lisan maupun tertulis
lisan dan tulis name?Who is she? I have
sangat pendek dan two sisters, Siska and dalam kalimat
sederhana. Muti.Is she your friend?
dan semacamnya. sederhana.
4.5 Menyusun teks lisan
dan tulis untuk b. My dad is a nurse? He Penyederhanaan kalimat
memaparkan dan helps the doctors. His
menanyakan jati father is a gardener. She mempunyai urutan yang
diri, dengan sangat is the janitor, and she
pendek dan cleans the classrooms.,dan baik yang akan
sederhana, dengan semacamnya.
memperhatikan membantu siswa untuk
fungsi sosial,
struktur teks, dan membangun identitas
unsur kebahasaan
yang benar dan mereka sendiri dengan
sesuai konteks.
cara menjiplak atau
mengkopi atau membuat
kalimat yang serupa

576 (KBSP) IV 2016
berdasarkan contoh.
3.5 Memahami fungsi Teks lisan dan tulis untuk Pada Kompetensi dasar
sosial, struktur menyatakan dan menanyakan
teks, dan unsur nama dan jumlah binatang, sebelumnya, siswa telah
kebahasaan pada benda, dan bangunan publik
teks untuk yang dekat dengan kehidupan belajar membuat
menyatakan dan siswa sehari-hari
menanyakan nama kalimat sederhana
dan jumlah  Struktur teks
binatang, benda, (ungkapan hafalan, tidak identitas diri atau self
dan bangunan perlu dijelaskan tata
publik yang dekat bahasanya) identity, sekarang hal itu
dengan kehidupan a. It’s my cricket. They are
siswa sehari-hari. my cats. There are many akan ditingkatkan lagi
fireflies in the farm., What
4.6 Menyusun teks lisan is it? How many cows do dengan membuat
dan tulis untuk you have?
menyatakan dan beberapa teks deskripsi
menanyakan nama b. Are they your toys? Which
binatang, benda, one is your book? What is tentang animal, things,
dan bangunan in your pocket? Who has a
publik yang dekat red pen? and public places
dengan kehidupan
siswa sehari-hari, c. The hospital is near the surrounding the learners.
dengan post office. The police
memperhatikan station is in the corner. Keadaan yang nyata
fungsi sosial, dan semacamnya.
struktur teks, dan pada animal, things, and
unsur kebahasaan
yang benar dan public places surrounding
sesuai konteks.
the learners, akan
membantu siswa untuk
meningkatkan
kemampuan dirinya
dalam membuat teks
sederhana untuk
mendeskripsikan
sesuatu.
4. Sequencing atau Urutan

Secara umum, urutan materi dalam silabus di Kurikulum 2013 dapat
ditunjukkan sebgai berikut:
Tingkatan Jenis Teks Tema

(KBSP) IV 2016 577

VII Descriptive • Things around (family, animal, things

VIII around, public places)
Descriptive • Pet, Place, Idol, Famous person
VIII Recount • Experience
• Diary
Narrative • Fable
IX Recount • History
• Biography
Narrative • Legend
• Fairy Tale
Sementara urutan materi khususnya teks bahasa Inggris pada silabus kelas
VII dapat ditunjukkan sebagi berikut:
Kompetensi Dasar Materi Pembelajaran Analisis
3.1 Teks lisan untuk : 1. Seperti telah dikatakan

4.1. (a) sapaan,
(b) pamitan, sebelumnya, bahwa
(c) ucapan terimakasih,
(d) permintaan maaf, serta responnya. urutan adalah kerangka
yang praktis yang
3.2 Teks lisan dan tulis sederhana untuk
4.2 perkenalan diri serta responnya memungkinkan bagi guru
3.3 Teks lisan dan tulis untuk menyatakan dan untuk mengorganisasi
menanyakan:
4.3 (a) nama hari, atau mengatur hasil atau
(b) bulan,
(c) nama waktu dalam hari, outcome dari dokumen
(d) waktu dalam bentuk angka,
(e) tanggal,
Kementrian Pendidikan
(f) tahun ke dalam rencana
3.4 . Teks lisan dan tulis untuk pemaparan jati kurikulum yang
4.4 diri
4.5 berkesinambungan untuk
proses pembelajaran di
3.5 Teks lisan dan tulis untuk menyatakan dan
menanyakan nama dan jumlah : kelas secara grafis
4.6 a. binatang,
b. benda, maupun berangkai, dan
c. bangunan publik
yang dekat dengan kehidupan siswa juga pengetahuan yang
sehari-hari
berlanjut, sebagaimana
3.6 Teks tulis label nama (label) dan daftar diberikan dalam urutan,
barang (list)
4.7 karena hal tersbut sangat
3.7 . Teks lisan dan tulis untuk menyatakan dan

578 (KBSP) IV 2016
4.8 menanyakan sifat : penting untuk

a. orang,
b. binatang, merencanakan
c. benda
pencapaian tujuan dan
3.8 Teks lisan dan tulis untuk menyatakan dan
menghindari tekanan atau
menanyakan tingkah laku/tindakan/fungsi
4.9 dari: stress karenan kurang
a. orang,
b. binatang, jelasnya petunjuk yang
c. benda
. ada.
3.9 . Teks :
4.10 a. instruksi (instruction),
4.11 b. tanda atau rambu (short notice),
c. tanda peringatan (warning / caution),
2. Penjabaran materi ajar
lisan dan tulis kelas VII, pada silabus
3.10 Teks deskriptif sangat pendek dan Kurikulum 2013 telah
sederhana, tentang :
4.12. a. orang, disusun dengan urutan
b. binatang,
c. benda yang baik sebagaimana
4.13
.
telah disyaratkan pada
3.11 . Teks lagu pendek dan sederhana
4.14 prinsip prinsip
pengurutan silabus.
3. Urutan materi pada

silabus ini, khususnya
untuk teks baik untuk
tindak tutur ataupun
dalam bentuk wacana,
akan memungkinkan
guru untuk membangun
atau menyusun penilaian
yang sesuai untuk siswa,
abik untuk aspek sikap,
pengetahuan dan
ketrampilan.
F. Kesimpulan
Kurikulum merupakan fondasi dari proses belajar mengajar. Langkah
berikutnya setelah menentukan kurikulum adalah membuat penjabaran dalam

(KBSP) IV 2016 579

mata pelajaran. Untuk melaksanakan pelajaran, silabus diperlukan untuk

panduan pengimplementasian dalam kelas dari guru ke siswa. Pengembangan
program belajar, sumber belajar dan mengajar, perencanaan pembelajaran, dan
penilaian siswa, serta bahkan pendidikan untuk guru semua berdasarkan
kurikulum yang diaplikasikan melalui silabus.
SMP Negeri 1 Sukoharjo telah mengaplikasikan kurikulum terbaru yaitu
Kurikulum 2013 selama dua tahun. Dari analisis silabus tersebut, bisa diambil
kesimpulan bahwa teks bahasa Inggris dalam silabus untuk kelas tujuh
merupakan bagian dari silabus analitik. Kesimpulan tersebut berdasarkan
persyaratan atau indikator yang terpenuhi untuk silabus analitik seperti
tersebut di atas. Selain hasil dari analisa tersebut, silabus di atas memenuhi
syarat urutan langkah yang baik untuk tingkatan dan urutan pembelajaran.
Reference:
 Alshumaimeri, Yousif, Slide share, Types of Language Syllabuses Session 4,
TESOL Programme
 Crookes, G. and Long, M.H., (1992) Three Approaches to Task-Based
syllabus Design, . TESOL Quarterly 26(1):27-56.)
 Nunan, David. (1993). Introducing Discourse Analysis. London: Penguin
English.
 Permendiknas No. 58, Tahun 2014
 Rabbini , Roberto, http://iteslj.org/Articles/Rabbini-Syllabus.html
 Richards, Jack C.(2001), Curriculum Development in Language Teaching,
Cambridge University Press
 http://absetiyadi-unila.blogspot.com/2010/10/types-of-english-
syllabus_16.html
 http://mcu.edu.tw/~vedrash/Research/Present/ELC_Curriculum/syllabusTypes
.htm
 http://www.slideshare.net/JulieHowell/syllabi-in-english-language-teaching-
10051955
 http://iteslj.org/Articles/Rabbini-Syllabus.html
 http://www.education.alberta.ca/media/6809242/d_chapter1.pdf?GSBYPASS
=E68FD0428A008A0E68A49C19B3A6A9F5&N=8v2Q2T&M=application/p
df&D=

580 (KBSP) IV 2016
 file:///D:/UMS%202015/pascasarjana%20S2/Curdev%20Bu%20Mauly/Refere
nce/CHAPTER%201%20CURRICULUM%20DEVELOPMENT.pdf


(KBSP) IV 2016
OPTIMIZING STUDENTS’ JOURNAL TO ENHANCE STUDENTS’

MOTIVATION IN LEARNING ENGLISH
Andita Destiana Winahyu

Magister of Language Studies, Muhammadiyah University of Surakarta. Indonesia
Abstract
This study aims at identifying to what extent students’ journal becomes an

appropriate way to enhance the students’ motivation in learning English. Based on the
preliminary findings, it was found that most of the eighth grade students of a junior high
school in Surakarta, Central Java had low motivation in learning English. The data were
collected by using observations, interviews, questionnaires, photograph, notes and
document analysis. The research findings indicated that students’ journal enhanced
students’ motivation in learning English. The improvement included showing appropriate
behavior, such as most the fact that students paid attention to the teacher’s explanation
and they involved actively in learning process.
Keywords: students’ journal, motivation, learning English
1. Introduction
In junior high school, English is a compulsory subject and for most of students is
a complicated foreign language to be learnt. Most students usually face problems with the
different language system, new vocabulary, diction, as well as written practice. Besides,
in adolescent young age, students are more likely to encounter so many differences
between themselves and their peers. This, coupled with the intense physiological changes
common to early adolescence makes most students this age vulnerable and self-
conscious, such as like, dislike, fear, success, challenged, or frustrated.
The objective of this study is to investigate to what extent students’ journal
becomes an appropriate way to enhance the students’ motivation in learning English.
Teachers usually use conventional method in teaching English. The method is
monotonous and rigid. The teacher has a control of class, besides students should obey
what teacher asks to do. This condition can be seen when teacher delivers material in the
class, usually teacher uses speech method. While teacher explaining material, students are
passive. The teachers do not ask students to do something, they ask students to keep silent
during listen to teacher’s explanation. In addition, students have a little chance to ask
when they do not understand about material.
2. Background
Motivation is the deriving factor in catalyzing the will and desire to succeed or to
achieve certain goal. Motivation is considered as an extension of the psychological
process that derives a person to act. In principle, motivation is also related to the interest
and stimulation. According to Ross (1999), “Motivation is the reason why people behave
the way they do. Motivated behavior is energized, directed, and sustained.”
High motivation will motivate an individual to work harder to achieve his goals.
Indeed, motivation is a very useful to stimulant in determining a student’s achievement in
his studies. This is line with the opinion stated by Gardner (2011) that motivation is
referred to as an internal power in human, which arouses, directs and controls their
interest and behavior. A motivated individual makes an effort to learn the language (i.e
does their homework, participates in class, etc), wants to learn the language, and will
enjoy learning the language.
581
582 (KBSP) IV 2016
Infact, the observation and questionnaire result in the preresearch showed that
students’ motivation in learning English was low. This were supported by the indicators:
(1) some students were not willing to tackle tasks and challenge and were not confident in
his or her success; (2) some students did not find something important to succeed in
earning in maintaining and promote his or her own positive self image; (3) some students
did not have a need to achieve, did not overcome difficulties and succeed in what he or
she sets out to do; (4) some students were not aware of goals of learning or specific
learning activity and direct his or her toward achieving them; (5) some students did not
invest a high level of effort in learning and are discouraged by setbacks or apparent lack
of progress; (6) students were disturbed or frustrated by situation involving a temporary
lack of understanding or confusion.
Those problems were due to three causes: (1) English task was presented in a dull
way. The types of the task were always presented in multiple choice or essay. It made
students can predict what they will do after reading the text. So, they bored do with the
same type of the task; (2) some students were convinced that earning high grades would
have no payoff. There was no reward if students got good score in English, so they were
not motivated to reach high grades; (3) the teacher used few interactive media. There are
many supporting devices provided in the classroom, but the teacher tended to use just text
book and white board.
This research used students’ journal to enhance students’ motivation in learning
English. Students’ journal was assumed to be an effective alternative solution for
enhancing students’ motivation. Bagley and Gallenburger (1992) suggest that journal
writing can be an effective method for an instructor (teacher) to ascertain a learner’s
feelings towards a particular subject. This can benefit both the learner and the instructors
(teacher) by increasing understanding of areas of difficulty and strengths being
experienced by the learner.Grennan (1989) notes it is important the learners understand
the journal’s purposes include being a memory aid, a documentation of learning, and a
tool for deepening their understanding of the curriculum. When learners understand the
purpose of any learning activity, the likelihood of engagement with that learning activity
is increased because purpose (goal) is one of components of motivation (Gardner: 1985).
The justification of using students’ journal which can enhance students’ motivation
is journal is a great tool to allow students to look back at what they have been doing and
learning through the day. It provides an opportunity to reflect on their feelings and
attitudes and to expand the cognitive aspects of learning from writing from writing about
past experiences (Chirema, 2007). Journals are good sources to explore reflections of
students’ learning processes because they contain the events chronologically day-by-day
and permit writers to imagine the future.
3. METHODS
3.1. Learner subject
The action research was conducted to the eighth grade of SMPN 14 Surakarta in
the academic year of 2013/2014. It is located at Prof. WZ. Yohanes Street 54 Jebres,
Surakarta. The class consists of 38 students, they are 13 males and 25 females. The
student’s personal ability is heterogeneous, some of them are slow learners, some of them
are medium learners and the others are fast learners. The teaching learning process in the
eighth grade runs well. Moreover, they have good relationship among students or the
teachers.
3.2. Method of data collection
The method of the research applied in this study was classroom action research.
According to Millis (in Hopkins, 2008:48), action research is any systematic inquiry
conducted by teacher researchers togather information about the ways that their particular
school operates, how they teach, and how well their students learn. The information is
gatheredwith the goals of gaining insight, developing reflective practice, effecting

(KBSP) IV 2016 583

positive changes in the school environment and on educational practices in general, and
improving student outcomes.
Kemmis and Mc.Taggart (in Burns 1999:32) state that action research occurs
through a dynamic and complementary process which consists of four fundamental steps
in a spiral process. The steps are planning, action, observation, and reflection. In planning
covered lesson plan, teaching material and teaching media, and students’ journal for each
meeting. When the action, I held the research in two cycle (6 meetings) using different
method in each meeting, such as Know-Want-Learn (KWL), number head together
method, and jigsaw method. In the observation, I observed the result of students’ journal,
students’ achievement, and students’ behavior, and then evaluate them to get optimal
enhancement in motivation.
In qualitative data, I collected the data through observation, interview,
questionnaire, document analysis, photograph, and notes. Meanwhile, the quantitative
data were collected using the result of questionnaire. In analyzing the qualitative data I
used assembling the data, coding the data, comparing the data, building interpretation,
and reporting the outcomes to know the improvement of students’ motivation in learning
English
4. Result
There were two cycles conducted in this research. Each cycle consisted of three
meetings. The material used in this research was descriptive text. Before conducting the
research, I held observation, pre-interview to English teacher and some students,
distributing questionnaire, and pre-test to collect the detailed data.
Cycle 1 and cycle 2were implemented through several stages, namely: planning,
acting, observing, and reflecting. The plan was made by designing lesson plan, preparing
students’ journal, and preparing mediafor learning process to improve students’
motivation in learning English. I observed the implementation of the action by identifying
the behavior of studentsduring teaching and learning process. I analyzed students’ writing
in students’ journal to measure their motivationmeeting per meeting. Next, I also gave
test to students to know their achievement after students’ journal implemented. I
compared then the data between cycle 1 and cycle 2 to know to what extent students’
journal enhances students’ motivation. Last, I did reflection to evaluate teaching learning
process, I found all indicators of students’ motivation were covered in cycle 2. The
improvement of students’ motivation came from three aspects: questionnaire, students’
behavior, and students’ achievement.
First, the improvement of students’ motivation appeared in questionnaire.
Questionnaire reflected indicators of students’ motivation in learning English. The
questionnaire consisted of 50 statements with different number of item in each indicator.
After students’ journal was implemented, there was enhancement in all indicators of
students’ motivation. The number of students categorized to positive task orientation and
ego involvement improve up to 97.36%, need for achievement improve up to 92.10%,
high aspiration improves up to 94.73%, and perseverance and tolerance of ambiguity
improve up to 84.21%. The improvement of motivation is presented in table 1:
Table 1. Checklist of improvement

No. Indicators Checklist
Before the action After the action
1. Positive task orientation Not improved Improved
2. Ego involvement Improved Improved
3. Need for achievement Not improved Improved
4. High aspiration Improved Improved
5. Perseverance Improved Improved

584 (KBSP) IV 2016
6. Tolerance of ambiguity Not improved Improved
Second, the improvement of students’ motivation appeared from students’

behavior. Behavior appears to be motivated intrinsically. Motivation is a hypothetical
construct, meaning that it is an abstraction, not an overt entity that can be seen with the
eyes. Although it is not observable in and of itself, motivation does have direct links to
observable behavior. That is, motivation cannot be observed, but its effects may be
observed. Specifically, one infers motivation from observing the movement of
individuals. Such movement often appears to be systematic, rather than random, and the
force that impels and guides this systematic movement is presumed to be motivation
(Elliot: 2005).
During teaching learning process, I took a note of students’ activities
simultaneously in the form of field notes. Then, I observed students’ behavior that
improved students’ motivation in learning English. The detail of students’ behavior
appeared by all indicators of motivation are as follows:
First, the students’ enhancement appeared from indicator of positive task
orientation. This indicator improved as the result of the action done in the third meeting
of the cycle 1 when I gave motivation to students when they felt ashamed to answer the
question. Most students looked passive and kept silent. The statement was written in the
field note:
“I asked students to say some words what they know dealing the picture. Most
students kept silent, but some of them whispered what they know about Nusa
Tenggara. Then, she motivated students to speak up what they know about Nusa
Tenggara by saying, “Come on! You just mentioned some words about Nusa
Tenggara, such as savanna, West Nusa Tenggara, East Nusa Tenggara.. Don’t be
ashamed! (Kalian cumanmenyebutkanbeberapa kata yang kalian
tahutentangNusa tenggara, misalnya: Padang rumput, Nusa Tenggara Timur,
Nusa Tenggara Barat… Gausahmalu-malu, gaada yang salah.Miss Dita yang
menulis di papantulis.Gampangkan?)”After I gave them motivation, some
students started to raise hand and mentioned the words.” (Field Notes:3)
It can also be seen from the third meeting in cycle 1 when I asked students to do
task. Most of students did not want to do the task, and then I motivated them to be
confident to answer the question.
“I asked students to read the text and discussing the text in group by saying, “Ok
students, after you write down them, then read the text. You write down what
information in the text is same with the information in the text. Any
problem?Then, students answered the questions in the text.
(Kemudianjawabpertanyaan yang ada di teksyaa, gampangkok, kalian
pastibisa).”Then, all students did the task.”
Second, the enhancement which was encountered in the first meeting of cycle 1
is the characteristic of motivated students named high aspiration. It could be proved when
the students had a discussion to finish the task provided. This field note supported the
statement:
“I asked students to read the text in group. Some students asked difficult words
to her, and then answer the question. FTU said, Ssssttttt, don’t be noise!
(“Ssssssttt jangan berisik, biar jawabannya ga ketahuan sama kelompok lain.)”
(Field Notes:3)
Third, the enhancement of motivated students could be shown during learning

process named tolerance of ambiguity. During discussion, there was a group who not
understand teacher’s instruction, and then they asked me to repeat the instruction. This

(KBSP) IV 2016 585

statement could be used as the indicator that showed their improvement: How to write the
comments, Miss? Give us the example, Miss, please! (“Ngasih komentarnya gimana
Miss. Tolong kasih contoh dulu.”)(Field Notes: 2)
Fourth, the characteristic of motivated students named need for achievement was
appeared during teaching learning process. Some students felt ashamed to go in front of
class because they did not obtain achievement from teacher. There was a statement when
the teacher asked the students to complete the task on the board in front of the class:
“I asked students who want to be the first one to present. But, all group kept
silent. They felt ashamed to present their result in front class. They said, I’m
ashamed..(“Malu Miss, kalau salah gimana? Kelompok lain aja Miss.”) Then I
pointed one group to present their discussion in front class. I motivated them by
saying, Come on class! Don’t be afraid to go in front of class! I’ll give you stars!
(“Ayo class jangan takut buat maju! Come on! Kan udah didiskuskan sama
kelompoknya. Nanti Miss Dita kasih bintang deeh..”) Then, group 6 went in front
of class. (Field Notes: 2)
Fifth, the enhancement appeared when I gave star to students who could be
answer the question named perseverance. They felt excited and happy when they knew
that they would obtain star from the task. The sentence which supported that
characteristic: Group 4 presented their result in front of class after pointed by me and I
would give stars to them. They looked happy and excited in doing the task when knew
there was rewards. (Field Notes: 2)
5. Discussion
After reflecting and evaluating the result of cycle 1, I got some improvement after
cycle 2 was implemented: (1) Most students did the task seriously, and they were active
to raise hands to answer question, (2) Most students used English during answering
question; they seemed confident when the teacher pointed them to answer the question;
(3) Most students were interested in joining English lesson, they liked when the teacher
gave them homework, so they could study at home; (4) most students raised hands as fast
as they could to answer the question and paid attention when the teacher was explaining
the material; (5) most students tried to answer question well because the teacher provided
stars to students who got the best score; (6) most students did the task on time in order to
get better score in English lesson.
Besides, the improvement of students’ motivation is shown in class situation in
table 1:
Table 1 The improvement of the class situation
Indicators Before the action After the action
1) Students did not pay 1) Most students were busy 1) Students paid attention
attention to the teacher with their stuff and did when the teacher explained
and they prefere to do nonacademic activity like material, and they did not do
something else chatting to their friends other activities. The class
when the teacher explained situation was conducive
the material or did because students did not
homework of other lesson make noise during the
material.
2) Group work was bad 2) Group discussion was a tool
2) There was no interaction to make interaction among
during discussion; students students and they could
did the task individually share their idea dealing with
although there were in the task. So, they were
groups. involved in English lesson
actively.
3) When the teacher asked 3) By giving stars as the
3) There few students questions, most students reward to students, it made

586 (KBSP) IV 2016
who were active and kept silent and ashamed if better improvement to class
most of them kept their answer was not correct. situation. Students were
silent during teaching active in answering
and learning process. questions.
Students’ motivation enhancement could be seen from the increase of students’

achievement in post test. During cycle 1, the mean of post test was 65, the highest score
80 and lowest score 50. Besides, the mean score of students’ achievement in cycle 2 was
70.27 The highest score was 86 and the lowest score, with 10 pointsimprovement from
cycle 1. It means there was improvement in students’ motivation which affected in
students’ achievement. The detail of students’ post test in cycle 2 is presented in table 2:
Table 2 The Summary of Students’ Achievement
No. Level Pre test Cycle 1 Cycle 2 Percentage of
improvement (%)
1. Maximum 76 85 90 14.25%
2. Mean 65.13 72.81 78.34 10.75%
3. Minimum 50 55 63 10,30%
From the data above, there was improvement in students’ achievement in cycle 2.
There was improvement in the highest score from 85 to 90 in cycle 2, while in lowest
score reached 63 in this cycle, although, two students or about 5.26% nearly passed of
KKM.
6. Conclusion
Some progress was definitely made in six meetings. Students’ journal
canenhancestudents’ motivationin learning English. Students’ motivation refers to six
aspects:the number of students categorized to positive task orientation and ego
involvement improve up to 97.36%, need for achievement improves up to 92.10%, high
aspiration improves up to 94.73%, and perseverance and tolerance of ambiguity improve
up to 84.21%.The implementation of students’ journal in the classroom shows the
progress of class situation. The students become more active and enthusiastic during the
lesson: (1) most students pay attention to the teacher’s explanation and they do not do
other activities. The class situation is conducive because they arerare to make noise
during learning process; (2) group discussion isa means to creategood interaction among
students and they can share their idea dealing with the task. So, they get involved in
English lesson actively; (3) by giving stars as the reward to students who active in
answering questions, and they do not feel ashamed again.
Moreover, other researcherscan use this finding as a starting point of future
research on similar problems, considering that this study still has lack and it is just one of
efforts in enhancing the students’ motivation
BIBLIOGRAPHY
Bagley, T., &Gallenburger, C. 1992. Assessing students’ dispositions: Using
journals to improve students’ performance. The Mathematics Teacher,
55(3), 660-663.
Burns, Anne. 1999. Collaborative action research for English language teaching

(KBSP) IV 2016 587

Chirema, K. 2007. The use of reflective journals in the promotion of reflection
and learning in post-registration nursing students. Nurse Education Today,
27, 192-202.
Elliot, A. J., &Dweck, C. S. (Eds.). 2005. Handbook of competence and
motivation. New York: Guilford.
Gardner, J. 2001. Integrative Motivation and Second-Language Acquisition. In
Dörnyei, Z. and Schmidt, R. (Eds.), Motivation and Second Language
Acquisition (pp. 1-20). Honolulu, HI: University of Hawai’i Press.
Grennan, K. 1989. The journal in the classroom.Equity and Excellence.24(3). 38
Hopkins, D. 2002. A Teacher's Guide to Classroom Research,3rdedn,
Buckingham: Open University Press.
Ross, C. M. 1999. The Relationship among Academic Achievement Motivation,
Motivation Orientation, and Ability-Achievement Differences in Reading.
Unpublished Dissertation.Ph.d. University of Alabama, USA.
Schmidt. J, Maier. J, and Nuckles. M. (2012). Writing about the Personal Utility
of Learning Contents in a Learning Journal Improves Learning Motivation
and Comprehension Hindawi Publishing Corporation Education Research
International. Vol 2012, Article ID 319463, doi:10.1155/2012/319463
Written by:
Andita Destiana Winahyu, S.Pd
Magister of Language Studies, Muhammadiyah University of Surakarta
Krajan RT 02/ IV Kismoyoso Ngemplak Boyolali, Central Java 57375
082221126227


(KBSP) IV 2016
Penerapan Cooperative Language Learning Method Pada

Pembelajaran Bahasa Inggris Berbasis Linguistik Sistemik
Fungsional
Abstrak
Bahasa merupakan sebuah alat komunikasi sosial. Dengan penggunaan bahasa

sebagai alat komunikasi, setiap orang bisa membagikan pemikiran mereka, bertanya,
memberi respon pada lawan bicara, mengekpresikan perasaan, dsb. Pengajaran bahasa
inggris yang meliputi empat skill, reading, listening, writing dan speaking, menjadi
bagian tak terpisahkan dari materi ajar yang terdapat pada kurikulum 2013. Esensi
penting pada pembelajaran bahasa, khususnya bahasa Inggris, adalah agar siswa mampu
memahami makna pada bahasa inggris serta mengaplikasikan fungsinya sebagai alat
komunikasi. Pada realita yang dihadapi, dalam proses pembelajaran bahasa inggris,
banyak dari siswa hanya menjadikan perolehan nilai tinggi sebagai tujuan dari
pembelajaran bahasa inggris. Sedangkan fungsi dari pembelajaran itu sendiri
dikesampingkan. Metode Cooperative Language Learning (Coop.LL) hadir sebagai cara
pembelajaran yang menitikberatkan pada aktivitas kelompok. Siswa tidak hanya bersaing
satu sama lain, tetapi diarahkan agar mencapai tujuan yang sama dalam pembelajaran,
dapat meningkatkan pemahaman dan kemampuan meraka dalam pembelajaran bahasa
Inggris. Pentingnya pembelajaran bahasa sebagai alat komunikasi sejalan dengan esensi
dari Linguistik Fungsional Sistemik yang memandang bahasa sebagai semiotik sosial.
Sangat menarik untuk dipelajari tentang bagaimana penerapan Coop.LL pada
pembelajaran bahasa Inggris dengan berbasis pada SFL dapat meningkatkan pemahaman
siswa akan makna bahasa dan fungsi sosialnya.
Key words: Coop.LL, Pembelajaran, Bahasa Inggris, SFL
A. Pendahuluan
Bahasa tidak dapat dipisahkan dari kehidupan manusia. Selama manusia
masih hidup dan berinteraksi dengan orang-orang di sekitarnya, bahasa sebagai
alat komunikasi akan selalu ada.Soeparno (2002) berkata bahwa fungsi umum
dari bahasa adalah sebagai alat komunikasi social. Terdapat sebuah komunikasi
yang terjadi di masyarakat yang dapat menghubungkan mereka satu sama lain.
Diperlukan sebuah alat untuk dapat berkomunikasi bernama bahasa. Dengan
menggunakan bahasa sebagai alat komunikasi, seseorang dapat membagikan
pemikirannya dengan mudah, menanyakan pertanyaan, memberikan respon pada
lawan bicara, mengekspresikan perasaan, dan lain sebagainya. Maka
sesungguhnya bahasa memainkan peran yang penting di dalam masyarakat,
khususnya dalam komunikasi.
Bahasa itu sendiri telah menjadi bahan ajar dikarenakan fungsinya yang
sangat penting dalam komunikasi. Tidak terkecuali dengan bahasa Inggris.
Bahasa inggris kini telah menjadi bahasa internasional yang telah digunakan oleh
sebagian besar masyarakat di dunia untuk bekomunikasi. Menjadi tantangan
tersendiri untuk dapat mengajarkan bahasa Inggris pada siswa dimana bahasa
Inggris itu sendiri bukan merupakan bahasa ibu mereka. Tidah hanya terbatas
pada penguasaan struktur kalimat dan kata dalam mempelajari bahasa inggris,
tetapi fungsi dari penggunaan bahasa tersebut. Metode yang tepat pada
pengajaran bahasa asing, bahasa Inggris, sangat diperlukan untuk dapat
588
(KBSP) IV 2016 589

memberikan pemahaman pada siswa. Sehingga siswa tidah hanya terpaku pada
seberapa tinggi nilai yang mereka dapatkan pada pelajaran bahasa Inggris, akan
tetapi juga pada pemahaman mereka akan fungsi dan pengimplementasian bahasa
inggris. Metode Cooperative Language learning (Coop. LL) dapat menjadi
pilihan dalam pengajaran bahasa Inggris.
Coop.LL bagian dari teknik pengajaran atau pembelajaran dimana siswa
berinteraksi satu sama lain untuk memperoleh dan mempraktekkan elemen-
elemen pada materi pembelajaran dan untuk menyatukan tujuan pembelajaran
yang sama.
Coop.LL menekankan pada kerja sama dari siswa-siswa dalam mencapai
tujuan pembelajaran, tujuan kelompok bukan tujuan individu. Pendekatan
tersebut kemudian telah digunakan dalam proses belajar mengajar pada bahas
asing.
Coop.LL didefinisikan oleh Olsen dan Kagan (1999) pada Fauziati
(2014) sebagai aktifitas pembelajaran kelompok yang terorganisir sehingga
pembelajaran tergantung pada pertukaran informasi pada tatanan social diantara
pembelajar di dalam kelompok dan dimana setiap pembelajar bertanggungjawab
untuk pembelajarannya sendiri dan dimotivasi untuk meningkatkan pembelajaran
yang lainnya.
Dalam mencapai tujuan pembelajaran bahasa Inggris, metode Coop.LL
dapat dipadukan dengan Linguistic Sistemik Fungsional (SFL) sebagai basisnya.
SFL yang merupakan seuah pendekatan yang digunakan untuk menganalisa
bagaimana bahasa itu digunakan dalam berbagai konteks yang ada dalam
interaksi sosial sehari-hari, baik dalam bentuk ucapan maupun tulisan.
B. Karakteristik dari Cooperative Language Learning (Coop. LL)

Pembelajaran kooperatif bukanlah sesuatu yang baru pada ranah
pendidikan, jauh sebelumnya metode ini hanya digunakan oleh beberapa pengajar
untuk tujuan tertentu. Metode tersebut digunakan untuk memberikan tugas
kelompok tertentu pada pembelajar. Slavin (2011) mengatakan bahwa penelitian
selama 20 tahun terakhir telah mengidentifikasi metode pembelajaran kooperatif
yang dapat digunakan secara efektif pada setiap tingkat kelas dan untuk mengajar
beberapa subjek. Cukup jelas dikatakan bahwa pembelajaran kooperatif dapat
digunakan untuk mengajar setiap subjek, tidak terkecuali dalam mengajar bahasa
inggris.
Interaksi yang terjadi di dalam ruang kelas sebagian besar interaksi guru-
ke-guru atau guru-ke-siswa. Interaksi antara siswa-siswa sangat sedikit. Siswa
dipandang sebagai lebih sebagai penerima pengetahuan bahasa daripada
kemamuan komunikatif secara langsung dan mereka biasanya hanya menerima
pengetahuan baru secara pasif. Table berikut memberikan gamabaran tentang
perbedaan mendasar antara Coop.LL dengan Pembelajaran Bahasa secara
Tradisional (Traditional Language Learning).
Perbandingan Coop.LL dengan Pembelajaran Bahasa secara Tradisional
Traditional Language Cooperative Language Teaching

Teaching
Independence None or negative Positive
Learner roles Passive receiver and performer Active participator, autonomous

learners

590 (KBSP) IV 2016
Teacher roles The center of the classroom, Organizer and counselor of group
Controller of teaching pace work, facilitator of the
and direction, judge of communication tasks, intervener
students’ right or wrong, the to teach collaborative skills.
major source of assistance,
feedback, reinforcement and
support.
Materials Complete set of materials for Materials are arranged according

each student to purpose of lesson. Usually one
group shares a complete set of
materials.
Types Knowledge recall and review, Any instructional activity, mainly

of activities phrasal or sentence pattern group work to engage learners in
practice, role play, translation, communication, involving
listening etc processes like information
sharing, negotiation of meaning
and interaction.
Interaction Some talking among students, Intense interaction among

mainly teacher-student students, a few teacher-student
interaction interaction
Room arrangement Separate desks or students Collaborative small groups

placed in pairs.
Student Take a major part in All members in some way

expectations evaluating own progress and contribute to success of group.
the quality of own efforts The one who makes progress is
toward learning. Be a winner the winner.
or loser
Teacher-student Superior-inferior or equal Cooperating and equal

relationship
Apa alasan yang membuat bekerja di dalam sebuah kelompok dapat

berjalan lebih efektif?
Mengapa siswa yang bekerja dalam kelompok kooperatif dapat mempelajari lebih
dari siswa yang belajar di ruang kelas tradisonal? Menurut Slavin (2008), ada dua
theory yang menjelaskan hal tersebut
a. Teori Motivasi
“Motivational perspective in cooperative learning mainly to focuse on
reward or purpose structure in which students work of.” (Slavin: 2008). Dia
mengidentifikasi tiga struktur tujuan sebagai berikut: Cooperative (Kerja
sama), Competitive (Kompetitif) dan Individualistic (Individualistik).
Kooperatif berarti tujuan yang berorientasi pada pekerjaan tiap individu
memberikan kontribusi dalam pencapain tujuan individu lain. Kompetitif,
dimana tujuan yang berorientasi pada pekerjaan tiap individu mengalangi
pencapain tujuan yang lain. Sementara Individualistik dimana tujuan yang
berorientasi pada pekerjaan tiap individu tidak mempunyai konsekuensi sama
sekali pada pencapain tujuan orang lain. Slavin (2008) berkata bahwasanya

(KBSP) IV 2016 591

struktur tujuan kooperatif menciptakan sebuah situasi dimana satu-satunya

cara seorang anggota kelompok untuk mencapai tujuan individualnya adalah
ketika kelompoknya dapat sukses. Dapat dikatakan bahwa untuk mencapai
tujuan pribadi, mereka harus bekerja sama, salim mebantu di dalam tim, dan
melakukan apa yang mereka bias dalam rangka untuk membuat kelompok
mereka berhasil.
b. Teori Kognitif
“Teory kognitif mnekankan pada pengaruh dari kooperatif itu sendiri
(apakah grup tersebut mencoba untuk mencapai tujuan kelompok atau tidak)”
(Slavin: 1993). Terdapat dua teory pada kognitif teori: teory building dan
teory elaboraasi kognitif. Pada teori building, Slavin (1993) menyatakan
bahwa “asumsi dasar dari teori building adalah bahwa interaksi diantara
siswa mempunyai relasi dengan penugasan yang sesuai untuk meningkatkan
penguasaan konsep kritis mereka.” Sementara teori elaborasi kognitif sedikit
berbeda dengan perspektif elaborasi dalam teory building. “penelitian pada
bidang psikologi kognitiftelah menemukan bahwa jika sebuah informasi
ingin dapat tetap berada di dalam memori yang berhubungan dengan
informasi yang sudah ada di dalam memori, seseorang yang sedang belajar
harus melibatkan pada semacam penataan ulang kognitif atau elaborasi dari
materi.” (Slavin: 1993)
Keuntungan dari penerapan Cooperative Language Learning
a. Hubungan dan Interaksi positive diantara siswa

Tidak dapat dipungkiri bahwa siswa pada sebuah ruang kelas datang dari
berbagai macam latar belakang; latar belakang ekonomi, suku, budaya, dsb.
“Pembelajaran kooperatif adalah solusi ideal pada permasalahan tersebut yang
memberikan kesempatan pada siswa untuk dapat berinteraksi dalam sebuah
kerjasama.” (Slavin: 1993).” Pada metode ini kerja sama antar siswa ditekankan.
Mereka akan diberi tugas yang perlu diselesaikan dalam sebuah tim atau
kelompok. Sehingga mereka perlu bekerja sama satu sama lain serta
mengesampingkan perbedaan latar belakang mereka untuk menyelesaikan tugas
tersebut serta mencapai tujuan kelompok. Pembelajaran kooperatif akan
menciptakan suasana dan interaksi positif diantara siswa.
b. Meningkatkan pencapaian dari seluruh siswa
Johnson and Johnson dalam Fauziati (2014) menyatakan bahwa,
“Cooperative language learning mendorong pencapain yang lebih tinggi daripada
pembelajaran kompetitif melintasi tingkat usia, bidang studi, dan semua tugas.”
Zhang (2010) menyatakan bahwa pembelajaran cooperative menyediakan lebih
banyak kesempatan bagi pelajar pada pemahaman input serta output dan proses
dari negosiasi.” “Pada pengaturan kelompok kooperatif, ketika komunikasi di
dalam sebuah kelompok kerja, siswa perlu membuat diri mereka paham sehinnga
mereka menyesuaikan bahasa mereka untuk mengimbangi anggota kelompok
yang lain. Sebagai hasilnya, ada banyak proposrsi yang lebih tinggi pada
pemahaman input.”
c. Menciptakan suasana efektif
Zhang (2010) menyatakan bahwa “jika kelas bahasa dimaksudkan untuk
menjadi tempat dimana individu dapat belatih komunikasi dalam bahasa asing,
penting untuk membangun dan sebuah iklim sosial dan efektif dimana siswa tidak
dilarang, agresif, atau takut.” Masing-masing individu mempunyai kesempatan
untuk melatih jawaban mereka sebelum diminta untuk menyampaikannya di
depan kelas sehingga kecemasan dan ketakutan mereka akan kegagalan bisa
dikurangi.

592 (KBSP) IV 2016
d. Membina tanggung jawab dan kemandirian

Zhang (2010) menyatakan bahwa tujuan akhir dari pembelajaran
kooperatif adalah untuk membuat masing-masing siswa menjadi seorang individu
yang lebih kuat melalui kerja sama. Pembelajaran kooperatif menekankan pada
akuntabilitas individu. Pembelajaran kooperatif menempatkan tenggung jawab
atas aksi dan kemajuan pada masing-masing anggota secara merata atau adil..
melalui pekerjaan yang dilakukan oleh siswa, akan meningkatkan akuntabilitas
dan tanggungjawab terhadap pekerjaan dalam grup atau kelompok.
C. Systemic Functional Linguistic (SFL)

SFL mengacu pada bagaimana orang menggunakan bahasa dalam
konteks yang berbeda, dan bagaimana bahasa disusun untuk digunakan sebagai
sistem semiotik (Halliday, 1978).
Empat poin utama tentang bahasa:
1. Penggunaan Bahasa fungsional
2. Fungsinya untuk membuat makna
3. makna ini dipengaruhi oleh konteks sosial dan budaya
4. Proses menggunakan bahasa adalah proses semiotik, proses pembuatan makna
dengan memilih
Systemic Functional Linguistic (SFL) adalah sebuah pendekatan bahasa
yang dikembangkan oleh Halliday di UK selama periode 1960 an. Pendekatan
tersebut kini digunakan luas di dunia, khususnya pada bidang pendidikan bahasa
dan untuk tujuan analisis wacana. SFL lebih dekat dengan Sosiologi: dimana SFL
mengeksplorasi bagaimana bahasa digunakan pada konteks sosial untuk
mencapai tujuan tertentu. SFL menepati tempat yang lebih tinggi pada fungsi
bahasa (bahasa digunakan untuk apa) daripada struktur bahasa (bagaimana
bahasa disusun) karena berkaitann dengan penggunaan bahasa.
Peran SFL pada pengajaran Bahasa Inggris
- SFL mendeskripsikan penggunaan bahasa karena bahasa dipandang sebagai

sumber dari pembentukan makna. Untuk alas an ini, model teoretikal ini
memperhatikan pada bagaiman struktur yang berbeda membentuk makna,
dan focus pada teks otentik serta penggunaan konteks.
- Ahli bahasa sistemik tidak memisahkan bahasa dan masyarakat. Bahasa
diwujudkan melalui teks; ini berarti bahwa teks tidak memiliki makna
intrinsik sejak makna muncul sesuai dengan cara teks yang digunakan dalam
konteks sosial
- Pemilihan bahasa untuk mengekspresikan makna tertentu menetukan cara
dimana makna tersebut dipahami. Bahasa dipahami sebagai “meaning
potential” – apa yang pembicara dapat lakukan atau maksud, yang
mengimplikasikan bahwa diluar dari pilihan berbeda yang memungkinkan
dalam bahasa, pembicara menyeleksi yang paling sesuai berdasarkan situasi
komunikatif
Model ‘situasi konteks’ (context situation) Halliday yaitu sebuah situasi

dimana makna dari suatu teks yang dihasilkan oleh pembaca dipengaruhi oleh
konteks situasi dan budaya yang ada. Ada tiga gagasan pada konteks situasi
- Ideational (Field)
Field terdiri dari tiga elemen yaitu participant, process type, dan
circumtances. Participant merupakan nama-nama yang spesifik dan mewakili
satu individu. Process type atau predicative mengacu pada kata kerja yang

(KBSP) IV 2016 593

terdapat dalam teks. Sedangkan circumtances merupakan keterangan-

keterangan berupa tempat, waktu, cara dan lain sebagainya.
- Interpersonal (Tenor)
Merupakan hubungan diantara participants. Tenor merujuk pada power
relations, meliputi unequal: guru/siswa, dokter/pasien, ayah/anak. Serta
equal: siswa/siswa, teman/teman. Tenor juga merujuk pada Formality
(Formal/informal) serta closeness (distant, neutral, close)
- Textual (Mode)
Mengungkapkan makna bahasa dengan lingkungannya, termasuk lingkungan
verbal – apa yang diucapkan atau ditulis- dan non verbal (lingkungan
situasional/context). Tenor sendiri meliputi: Role (bahasa menemani aktivitas
non verbal atau peristiwa/kejadian didefinisikan dengan bahasa, seperti pada
pidato). Channel (tertulis vs ujaran). Directionality (monolog atau dialog).
Media (ada gambaran visual, sebagai contoh terdapat gambaran visual dari
percakapan di telpon). Preparation (spontan atau dipersiapkan)
D. Aktifitas pembelajaran kooperatif berbasis SFL

Aktifitas pembelajaran kooperatif utamanya kerja kelompok untuk
mengikutsertakan pembelajar dalam komunikasi, melibatkan proses seperti berbagi
informasi, diskusi tentang makna dan interaksi. Pada proses diskusi kelompok dalam
pembelajaran bahasa inggris, siswa tidak hanya sebagai pertisipan pasif tetapi
menjadi partisipan aktif dengan ikut serta dalam proses diskusi untuk mencapai
tujuan pembelajaran. Dalam proses diskusi kelompok pada metode Coop.LL, tiap
anggota kelompok harus memberikan kontribusinya dalam penyelesaian tugas yang
diberikan pada masing-masing kelompok. Pada proses diskusi dalam memahami
sebuah teks bahasa inggris, siswa biasanya terpaku pada makna tiap kata pada text.
Pemahaman bagaimana bahasa digunakan dalam konteks social untuk mencapai
tujuan tertentu pada persepsi SFL dapat diimplementasikan pada proses diskusi
tentang materi pembelajaran bahasa inggris. Dengan demikian siswa tidak hanya
mendapat pemahaman tentang sebuah materi pembelajaran dalam bahasa inggris,
tetapi lebih luas lagi yaitu pemahaman tentang fungsi sosialnya pada tataran
penggunaan.
a. Think-Pair-Share
Sebuah pertanyaan atau tugas diberikan pada suatu kelompok. Siswa
membentuk kelompok yang terdiri dari dua siswa. Masing-masing siswa
memikirkan pemecahan soal dan berdiskusi. Setelah berdiskusi, siswa
membagikan hasil diskusinya dengan teman-teman satu kelas.
Bisa diambil contoh, siswa diberi list kalimat yang mengungkapkan
ekspresi tertentu pada percakapan (contoh: I have a big house, Do you have
sister?, Can I use your dictionary?)
Pada tahap ini SFL mulai diimplementasikan. Siswa tidak hanya diminta
untuk mengetahui makna kalimat sesuai dengan struktur kalimatnya, tetapi siswa
diberi pemahaman serta menganalisis dan mendiskusikan apa fungsi yang
terbentuk pada masing masing kalaimat: I have a big house mengindikasikan
fungsi dari sebuah pernyataan. Do you have a sister? Mempunya fungsi sosial
menanyakan informasi tertentu. Can I use your dictionary? Menunjukkan funsi
sosial dari meminta izin untuk melakukan sesuatu. Pada kegiatan thing-pair-share
ini siswa bisa mengutarakan pendapatnya tentang fungsi dari masing-masing
kalimat dan mendiskusikannya yang kemudian dapat disampaikan hasil diskusi
pada kelompok yang lain.
b. Jigsaw

594 (KBSP) IV 2016
Suatu teknik pembelajaraan kooperatif yang terdiri dari beberapa anggota

dalam satu kelompok yang bertanggungjawab atas penguasaan materi belajar dan
mampu mengajarkan materi tersebut kepada anggota lain dalam kelompoknya.
Pada tahap ini SFL dapat diterapkan pada pembelajaran bahasa inggris dengan
menggunakan metode Jigsaw ini. Sebagai ilustrasi, anggota pada kelompok ahli
membawa informasi tentang topic atau materi yang telah dikuasai pada diskusi
kelompok ahli. Topic tersebut dapat berupa text sebagai contohnya text prosedur
(procedure text).
Seperti sudah disebutkan sebelumnya, terdapat tiga model konteks situasi
yang terdiri dari Field (Apa yang sedang dibicarakan), Tenor (orang yang terlibat
dalam komunikasi dan apa hubungan diantarany) dan Mode (bentuknya; ucapan
atau tulisan). Anggota ahli tersebut dapat memahami cara menganalisa teks
prosedur berdasarkan tiga hal tersebut; apa yang sedang dibicarakan, orang yang
terlibat dalam komunikasi dan apa hubungan diantaranya, serta bentuknya.
Kemudian anggota dari kelompok ahli tersebut kembali pada kelompok asalnya
dengan membawa materi pembelajaran yang telah dikuasai untuk dibagikan atau
diajarkan pada anggota kelompok asalnya. Mereka kemudian menggabungkan
informasi melalui diskusi dan mereka menghasilkan sesuatu, mereka
menyelesaikan tugas, mengerjakan tes, atau membuat presentasi.
Contoh:
Ingredients:
- 2 Slices of bread
- 2 big boiled egg
- freshly ground pepper
- salt
- one tablespoon of low fat mayonnaise
- a green onion
Steps:
1. Peel the boiled eggs and mash them using potato masher or a fork
2. Add some pepper and salt to taste
3. Add mayonnaise and mix
4. Slice the green onion and mix it along with the egg and moyonnaise
mixture
5. Take two slices of bread, then spread the egg mixture uniformly on
one slice.
6. Place the other slice on top and your sandwich is ready. You can also
add some lettuce between the bread slice, for a crunchy taste.
- Apa yang sedang dibicarakan (Field): Memasak

- Orang yang terlibat dalam komunikasi dan apa hubungan diantaranya (Tenor)
: komunikasi terjadi antara orang yang ahli memasak kepada pembaca amatir.
- Bentuknya; ucapan atau tulisan (Mode): tertulis, ditujukan untuk dibaca
ketika memasak.
Implementasi SFL pada metode pembelajaran Coop.LL terutama pada
aktifitas Jigsaw dapat membantu siswa untuk dapat bertanggung jawab akan
tugasnya masing-masing dalam memahami materi serta mampu membantu

(KBSP) IV 2016 595

teman-teman dalam kelompoknya dalam memahami materi tersebut.

Penggunaan SFL (reading skill) dapat meningkatkan daya fikir kritis siswa
dengan cara menganalisa hubungan, isi, maksa serta tujuan text secara
keseluruhan.
c. Numbered Heads
Pada aktifitas ini, masing-masing siswa ditandai dengan nomor. Guru
kemudian menanyakan sebuah pertanyaan. Anggota kelompok bersama-sama
mencari tau jawaban atau solusi pada pertanyaan yang di sampaikan. Guru
menyebut satu nomor dan anggota kelompok dengan nomor yang disebut
menjawab pertanyaannya. Pada aktifitas Number heads, pengajaran bahasa
inggris (speaking skill) degan menggunakan SFL dapat diajarkan.
Siswa dapat diperlihatkan sebuah dialog. Dengan menggunakan
pemahaman konteks situasi (Context of situation) dalam menyampaikan
makna dan fungsi dialog yang disajikan. Konteks situasi tersebut terdiri dari
Field (Apa yang sedang dibicarakan), Tenor (orang yang terlibat dalam
komunikasi dan apa hubungan diantarany; power relation, formality,
closeness) dan Mode (teks/bentuknya; ucapan atau tulisan). Siswa diberi
pemahaman tentang pemilihan bahasa sesuai dengan konteks situasi; dengan
siapa lawan bicaranya, pada situasi formal atau informal, dan lain
sebagainya. Bahasa inggris formal akan digunakan pada situasi ketika siswa
berbicara dengan guru, orang yang baru dikenal, tergantung juga pada tingkat
kedekatan siswa dengan lawan bicara.
Contoh:
- I am sorry for bothering you, but would you mind open the window beside
you, please? I think we need fresh air from outside.
- Could you please open the window? It’s hot in this room.
- Can you open the window?
Dari contoh diatas, siswa bisa diajarkan tentang penggunaan kalimat
asking for help dengan memperhatikan situasi yang ada. Jika siswa meminta
tolong pada orang yang hubungannya tidah dekat dengan siswa, maka siswa
bisa diajarkan untuk menggunakan kalimat yang pertama (yang lebih formal
dan sopan). Tapi jika pada situasi dimana siswa harus meminta tolong pada
temannya sendiri, siswa bisa menggunakan kalimat kedua atau ketiga (yang
informal).
Pada kegiatan numbered head ini, guru bisa memberikan sebuah
dialog pada siswa untuk didiskusikan dengan anggota kelompoknya.
Mengenai topic apa yang dibicarakan di dalam dialog tersebut, apa hubungan
antar pembicara dalam dialog (guru/siswa, dokter/pasien, ibu/anak,
siswa/siswa, dsb). Kemudian pada situasi percakapan tersebut, bahasa yang
digunakan formal atau informal, kemudian fungsi dari kalimat yang terdapat
dalam percakapan tersebut seperti apa; asking for permission, Asking for
help, Giving opinion, Questioning, Demanding, Statement, promising, dsb.
Setelah diskusi selesai guru kemudian menyebut satu nomor dan
anggota kelompok dengan nomor yang disebut menjawab pertanyaannya.
Ketika siswa sudah paham penggunaan kata/kalimat bahasa inggris pada
situasi tertentu, guru kemudian dapat memberikan situasi tertentu pada siswa
untuk kemudian direspon dengan kalimat bahasa inggris yang sesuai dengan
situasi tersebut. Sebagai contoh situsi: “kamu (siswa) sedang mencari alamat
sebuah took buku. Kemudian kamu bertanya pada seseorang di sekitar mu
untuk dapat menunjukkan bagaimana cara mencapai took buku yang
dimaksud.” Dengan memperhatikan konteks situasinya siswa diajak
menentukan kalimat dalam bahasa inggris yang tepat untuk dapat mencapai

596 (KBSP) IV 2016
tujuan komunikasi tersebut. Dengan demikian SFL dapat diterapkan pada

pembelajaran pahasa Inggris terutama pada speaking skill dengan
menggunakan aktifitas number heads.
E. Kesimpulan
Pengajaran bahasa Inggris memang merupakan tantangan tersendiri bagi
seorang guru untuk dapat menyampaikan materi pembelajaran dengan metode
dan teknik yang tepat. Sehingga siswa mampu memahami dan
mengaplikasikannya di kehidupan nyata. Metode Cooperative Language learning
menitik beratkan pembelajaran pada kerja kelompok. Guru sebagai fasilitator dan
teman belajar yang memotivasi siswa untuk dapat aktif dalam pembelajaran.
Aktifitas pembelajaran kooperatif utamanya kerja kelompok untuk
mengikutsertakan pembelajar dalam komunikasi, melibatkan proses seperti
berbagi informasi, diskusi tentang makna dan interaksi. Pada proses diskusi
kelompok dalam pembelajaran bahasa inggris, siswa tidak hanya sebagai
pertisipan pasif tetapi menjadi partisipan aktif dengan ikut serta dalam proses
diskusi untuk mencapai tujuan pembelajaran. Manfaat dari penerapan metode
Coop.LL adalah terbentuknya hubungan dan interaksi yang positive diantara
siswa, meningkatkan pencapaian seluruh siswa, menciptakan iklim belajar yang
efektif serta membentuk pribadi yang bertanggung jawab serta mandiri pada diri
siswa dalam pembelajaran.
Dengan manfaat yang baik dari penerapan metode Coop.LL, teori
Systemic Functional Linguistic yang menjadi dasar dalam pengajaran bahasa
inggris menjadi pilihan yang tepat. Dimana SFL dapat diterapkan pada semua
skill pengajaran bahasa Inggris (Speaking, Writing, Reading, Listening). Siswa
mampu memahami fungsi serta penggunaan bahasa inggris sesuai konteks situasi
di dalam iklim yang efektif dimana setiap siswa dengan mandiri dan bertanggung
jawab akan bekerja sama untuk mencapai tujuan pembelajaran. Orientasi siswa
tidak hanya pada pencapaian nilaiyang tinggi tetapi juga pada pemahaman dan
penguasaan serta implentasi dari materi bahasa Inggris yang diajarkan. Akhirnya,
pengajaran materi bahasa inggris dengan mengimplementasikan teori SFL dibalut
dengan metode Coop.LL akan menciptakan suasana pembelajaran yang efektif
dan menyenangkan dengan pencapaian tujuan pengajaran agar siswa mampu
memahami fungsi text/kalimat secara keseluruhan sesuai dengan konteks situasi
serta dapat menggunakannya dengan mempertimbangkan konteks situasinya
sesuai dengan prinsip pada teori SFL (Field, Mode dan Tenor)
Daftar Pustaka
Eggins, Suzanne. 2004. An Introduction to Systemic Functional linguistics. London:

Continuum International Publishing Group.
Fauziati, Endang. 2014. Methods of Teaching English as a Foreign Language(TEFL).

Surakarta. PT
Halliday, M. A. K., Hasan, Ruqaiya. 1989. Language, Context, and Text: aspects of
language in a social semiotic perspective. New York: Oxford University Press.
Slavin, A Robert. 2008. Cooperative Learning: Theory Riset and Praktik. Terjemahan
oleh Nurulita. Bandung:Nusa Media.

(KBSP) IV 2016 597

Soeparno. 2002. Dasar-dasar Linguistic Umum. Yogyakarta. PT Tiara Wacana.
Zhang, Yan. Cooperative Language Learning and Foreign Language Learning and
Teaching. January 2010. Vol 1 No 1.


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AMBITION OF MINKE REFLECTED AT PRAMOEDYA ANANTA

TOER’S NOVEL THIS EARTH OF MANKIND (1975):
A PSYCHOANALYTIC APPROACH
Written by:
PUTRI SULISTYO HERNASARI
POST-GRADUATE PROGRAM OF LANGUAGE STUDY
Jl. A. YANI TROMOL POS 1 PABELAN SURAKARTA 57102 (0271)
717417
Dhee.iput@gmail.com
+62 85647294849
ABSTRACT
This research aims at knowing of ambition Minke and what individuality
character based on reflected in real story of novel This Earth of mankind is
suitable with the theory by Sigmund Freud.The type of this research is descriptive
qualitative. Type of the data and the data source taken from two data source:
primary and secondary. The primary data source is This earth of Mankind novel
written by Pramoedya Ananta Toer’s released in 1975. And the secondary data
sources are taken from books theory, other source and internet related to the
study. The technique of collecting data is documentation. The steps are reading
novel, classfying and analyzing the data, taking note and browsing to the internet.
Based on the analysis, the researcher portrays some conclusions, the study shows
that the problem faced by the major character is the own psychology condition to
decide the appropriate ways for his life. This novel is about ambition of Minke to
love for Annelies.
Key words : Ambition of Minke. This Earth of Mankind novel, Psychoanalytic

Approach, Pramoedya Ananta Toer’s.
F. INTRODUCTION
In this life people have ambition of anything. That ambition are different from
one another. One person may have ambition in finding a boy or girlfriend. The
other may be in getting good value for the student, or ambition in having a new
car or motorcycle, etc. Ambition connotes a striving to attain a station or goal
that’s beyond what seems to be coming to every people. Ambition can be also
said as the strong desire to achieve something. Personality arises from within the
individual and remains fairly consistent of life. Every human has personality
perfection. Perfection means making perfect or being perfect. It also means
598
(KBSP) IV 2016 599

making something without fault or in excellent ways ( Manner, 1991 :306).

People will grow and make movement to achieve his goal and capable of
determining his actions and destines in the constants quest for perfections. When
people achieve their goals, people not only will improve their personal self-esteem
but also will improve their selves with suitbale position ( Hjelle and Ziegler, 1992
: 139).
The word of ambition is usually interpreted as astrong desire to succed by any
means, even by way of undue and sacrifice friends and best friend. This word has
a meaning as deterorating, because every people will do everything to get
something what they want, even though with a wrong way. Ambition itself comes
to people when they want to get something and they need something in life. They
will do everything to get that. ( Sabery Roy : 2009)
Thus a psychology of ambition is about realizing the two distinct types of
forces or factors that make a person ambitious and should be focused on how
these forces could be used effectively. These are however general reasons for
which people become ambitious and we all seem to be motivated by quite a few
of these reasons. In fact many people can identify with most of the reasons given
here so there are several factors that seem to drive us towards achieving certain
goals. We are ambitious because we want social status, and we are afraid of
rejection or failure in our personal and professional life. Thus a man may become
ambitious so that he can flaunt his position, rank or success to attract potential
mates, a woman may become ambitious because she has deep feelings of
inferiority and wants to favourably match up to other people showing extreme
competitiveness. Jealousy is a negative force can be turned around positively as
competitiveness and an individual jealous of a friend's achievement can strive to
excel in his own way. Again feelings of inferiority or narcissism would be
negative forces but can be used positively to tap the deeper ambitions that we all
have. However ambition taken to delusional levels as we see in dictators shows
how positive forces like motivation and increased confidence can be used
negatively to actually cause harm to self. (Article Source:
http://EzineArticles.com/1393654)
The striving for superority is based on the human’s ability to be aware of
themselves, of their ability to remember past experiences and to imagine
themselves in the future. Person will make some efforts to cover it. Person will
strive to cover his or her weakness to be perfect, superior and regarded. The pne
dynamic force behind the person’s activity is the strivinbg for success or
superority ( Feist, 1985 : 68 )
The central idea of the paper which was to evidently show that the novel is a
representation of the ambition context of Javanese life under the Dutch rule has
been achieved. This has been the product of carefully reading the novel and
researching for information that will give depth to the central idea. It has also
been apparent that the novel’s personal and political agenda cannot be taken out
from each other because of the deep correlation between them especially at times
in the novel that personal convictions have social and political bearings.
Pramoedya Ananta Toer has been very successful in retelling history through the

600 (KBSP) IV 2016
characters which seem to jump off the pages as well as the events and
circumstances that surround them.
The central character and the narrator of This Earth of Mankind is a Javanese
boy, Minke, who is fortunate to attend an elite Dutch school because he is a
descendant of Javanese royalty. Minke faces a complex and dangerous world
when he meets Nyai Ontosoroh, a concubine of a Dutch man. Minke's life
becomes more dangerous when he falls in love with Annelies, the beautiful Indo
daughter of Nyai Ontosoroh. In This Earth of Mankind, Pramoedya portrayed the
unjust life of the Indonesian people during the Dutch colonization period when
social status was governed by the amount of European blood running through
their veins.
There are four reasons why the researcher is interested in studying this novel.
First, this is a realistic novel. Second, ambition is a kind of condition disorder that
often happens to many people in the world. Third, this novel tells injustice
Indonesian people in the Dutch colonialism. Fourth, the ambity situation exist in
all the world including in Indonesia.
G. UNDERLYING THEORY
Psychoanalytic theory views that mental process of individual has three

systems, namely the id, ego and superego. They are closely interrelated one
another. Individual’s personality is much influenced by their id as the principle of
pleasure, it drives the individual to imagine happiness. Ego as the principle of
reality leads the individual to make what imaine becomes reality. Superego as th
principle of morality controls the individuals not todo what is prohibited by the
norms and values of society. According to Freud, the id, ego and superego are not
persons, places or physical things but they are the names given to certain
motivational forces whose existence is inferred from the way people behave.
(Freud)
H. RESEARCH METHOD
In this research, the researcher used a qualitative research. It is library research

while data sources are using literary data. It purposes to analyze novel using a
psychoanalytic approach. The steps to conduct this research are (1) determining
the type of the study, (2) determining the object of the study, (3) determining data
and data source, (4) determining technique of data collection, and (5) determining
technique of data analysis.
The technique of data collection is done through documentation of library
research. Documentation is the data collection which uses all of the data sources
(Creswell, 2007: 118). After all data have been collected, then analyze the data
used descriptive analysis. As Miles and Huberman explained (1994: 245) the
methods of data analysis includes several steps. The steps are collecting the data
sources, recording the information by taking notes and writing reflective passages

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in notes, summarizing field notes by drafting a summary sheet on the field notes,
writing codes and memos, noting patterns and themes, counting frequency of
codes, building the logical chain, and displaying the data by making contrast and
comparisons.
I. RESEARCH FINDINGS AND DISCUSSION
1. RESEARCH FINDINGS
1.1 Id
After the researcher analyze Pramoedya’s novel, the writer find
Minke’s Id. First is when Minke likes with Annelies. Minke wants to
know her. He wants to ask her.
“The most beautiful girl I have ever met,” I whispered with

all my heart’s honesty.” (TEOM: 28)
After Minke kissed Annelies, Minke think that: “She will

complain for sure. I’ll receive an equal measure of
punishment! No, I will not run.” (TEOM: 29)
Traditionally, everybody has a desire to get everything what they

want. Their desire is one of the things that make them feel confidence on
getting something and also their desire in one of the motivators to get what
they want. Human feels satisfy when they reach their and ambition. To fill
their needed and their ambition, human has to make some effort in their
life. The major character in this novel tries to make some evident, to reach
an ambition, it has to make some effort and explore full energy by
themselves.
Human have to make some effort to reach something and also they
have to be owner with everything what they do. It can make them more
confident. Almost the entire people think that desire and effort have
relation in reaching ambition. If the person only do the desire without
effort, it is impossible to reach their dreams.
1.2 Ego
The ego is the buffer between the id and the world’s realities. The
ego operates on the reality principle. In the principle, instinctual energy is
restrained in order to maintain the safety of the individual and help
integrate the person into society. The ego is sometimes called “ the
executive” of an individual’s personality. The ego makes the decisions,

602 (KBSP) IV 2016
controls actions and allows for a higher capability of problem solving. The
id is not capable of such higher level of thinking. The ego is responsible
for the higher cognitive functions such as intelligence, thoughtfulness and
learning.
The relationship between mother and daughter seemed
strange to me. Maybe it was the result of the illegitimate
marriage and birth. Perhaps indeed this is the family,
atmosphere of the nyai’s. (TEOM : 32)
The job of the ego is a tough one. Sometimes, the id impulses
dangerously close to talk control of a person. In these cases the person will
experience of the anxiety, and the ego will have to use defense
mechanisms to redirect behavior and protect the person.
1.3 Superego
Superego is the internal representative or the traditional values and
evaluative norms. Freud (Hall and Lindzey: 1985: 35) states that the
Superego represents societies and is particularly the parents as values and
standards. “Superego as the principle of morality consists of some values
and evaluated norms”. The Superego forwards to ideal world and
perfection than pleasure. The Superego thus places more restrictions or
what on individual can and cannot do (Asimov, 1983: 145).
The goal of superego is to handle id and becomes the protector of
id. Superego tries to reach the perfect goal rather than the realistic ones. So
superego tends to defy id and ego, and make the world based on its self-
view (Hjelle and Ziegler, 1992: 91).
“Perhaps even among modern European families in Europe
today and among Indies Natives far in the future. Or
perhaps indeed it wasn’t right – but strange, abnormal. Yet i
like it. And luckily the mutual praising finally ended
without having led anywhere.” (TEOM: 32)
“So she married someone? “No. She didn’t marry. (TEOM

:44)
The superego is the final element of Freud’s model of personality.
It is similar to the id in that it is somewhat unrealistic. The superego
represents the rights and wrongs of the society as handed down to an
individual over their lifetime. The superego has two subparts : the
conscience and the ego-ideal. The conscience prevents us from doing
morally bad things. The ego-ideal motivates us to do what is morally
proper. The supereg helps to control the id’s impulses, making them less
selfish and more morally.
The superego her or his represents our conscience. It includes the
right and wrongs moral values that are largerly instilled by her or his

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parents. You may imagine, people who are dominated by the superego
will be very up tight ang self conscious.
1.4 Minke’s Ambition
From the id and the ego of Minke, it can be found that Minke
really has a huge ambition. Minke has just marriage with Annelies.
Minke falls in love with Annelies, a strangely passive and
dependent young woman. She is the daughter of a Native concubine,
called Nyai, a disdainful name which identified her as belonging to a
Dutch or European man. Yet she had proven herself to be an effective
businesswoman by running the business her Dutch master had started. In
addition, she is an extremely cultured woman, highly educated in the
Dutch language and literature. She is very supportive of her daughter’s
love of Minke because she believes he can take care of her daughter as she
herself had not been protected.
The above quotation shows the ambition of Minke to marriage with
Annelies. He really love love to do that, evel all of the people surronding
his try to advise him. The ambition of Minke, appears because of his id
and his strong ego. The id of Minke that supports the ambition of Minke
is the feeling of his that always feels happy if he can see all of his friend
happy, especially happy because of him. Then the ego of Minke supports
the power of his love with Annelies. Nobody can not stop him if he has
taken the decision.
2. Discussion
In this novel, Pramoedya Ananta draws how some people grow up or grow
their maturity from their anxiety. The major character, Minke, in his
personality including id, ego and superego and many problems in his life are
the factors that cause his anxiety. The researcher concludes that there are three
elements of personality which are important to build the major character’s
mental condition. There are many conflicts faced by the major character
especially related with his ambitions to marriage with Annelies.
Minke falls in love with Annelies, a strangely passive and dependent
young woman. She is the daughter of a Native concubine, called Nyai, a
disdainful name which identified her as belonging to a Dutch or European
man. Yet she had proven herself to be an effective businesswoman by running
the business her Dutch master had started. In addition, she is an extremely
cultured woman, highly educated in the Dutch language and literature. She is
very supportive of her daughter’s love of Minke because she believes he can
take care of her daughter as she herself had not been protected.
The last is the ambition of Minke, where his ambition are influenced by
his id’s and ego’s. The ambition of Minke shows in the love of couple, the
ambition of Minke to marriage with Annelies. The ambition of Minke, appears

604 (KBSP) IV 2016
because of his id and his strong ego. The id of Minke that support the
ambition of Minke is the feeling of his that always feels happy if he can see all
of his friends happy, especially they get happines of his. Then ego of Minke
support the power of his ambition to marriage with Annelies. Nobody cannot
stop her if she taken the decision.
J. CONCLUSION
Based on the analysis of the novel, the researcher draws the following
conclusions. Firstly, the structural analysis of This Earth of Mankind novel
consist of character and characterization, setting, plot, point of view, style and
theme related solid unity. She employs a simple plot the begins with the
exposition followed by conflict and climax and ended by failing action. Minke
as the major character in this novel has an ambition to do marriage with
Annelies. Secondly, the psychoanalytic analysis of This Earth of Mankind
novel from this analysis it can be seen the true personality of Minke in a form
of id, ego and superego. The ambition of Minke, where her ambition are
influenced by her id’s and ego’s. The ambition of Minke shows in the loves
between Minke and Annelies. The ambition of Minke, appears because his id
and his strong ego. The id of Minke that supports the ambition of Minke. Then
the ego of Minke supports the power of his loves.
BIBLIOGRAPHY
Aminuddin, 2002. Pengantar Apresiasi Karya Sastra. Bandung: Sinar Baru

Algensindo.
Asimov, Issac. 1983. Psychology Today. New York: Randon House.
Atkinson, Rita L & Friends. 1983. Introduction to Psychology. United States of
America: Harcourt Brace Jovanovich, Inc.
Borill, Jo. 2000. All About Depression. London: The Mental Health Foundation.
Burger, Jerry. 1986. Personality Theory and Research. California: Wordsworth

Betmont.
Endaswara, Suwardi. 2004. Metode Penelitian Sastra: Epistemologi, Model, Teori
dan Aplikasi. Yogyakarta: Pustaka Widyatama.
Enclyclopedia Americana Vol. (1978). Americana Corporation. International
Headquare: Danbury, Connecticut.
Feist, Jess. 1985. Theories of Personality. New York: CBC College Publish.
Hall, Calvin S and Gardner Lindzey. 1985. Introduction to the Theory of

Personality. Canada: John Wiley and Sons Inc.

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Hjelle, A Larry and Daniel Zieglar. 1992. Personality Theory. Singapura: Mc.
Grawhill.
J. Kennedy, X. 1983. Literarture An Introduction to Fiction, Poetry and Drama.

Third Edition. United States of America.
Klarer, Mario. 1999. An Introduction to Fiction. London. Taylor and Francis

Group.
Koesnosoebroto, Sunaryono B. 1988. The Anatomy of Prose, Fiction. Jakarta:

Depdikbud.
Pervin, Lawrence. 1984. Personality: Theories & Research. Canada: John Wiley
Sons, Inc.
Raharjo, Mujia. 2002. Relung-Relung Bahasa. Yogyakarta: Aditya Media.

Roberts, Edgar V. 2003. Writing about Literature. Tenth Edition. Prentice Hall
Upper Saddle, New Jersey.
Zanden, James W. Vander, 1985. Human Development Edition – 3. New York:
Alfred A. Knopf.
VIRTUAL REFERENCES
Counseling and Psychological Service George Mason University.

facstaff.necc.mass.edu/wp.../racism_and_psychological_injury_articl.
pdf Accessed August. 22. 2013 at 10.23 a.m.
http://www.who.int/topics/ambition/en/ Accessed August 25. 2013 at 8 p.m.
http://bhorowitz.com/2010/08/29/the-right-kind-of-ambition-2/


(KBSP) IV 2016
DETERMINISM AND FREEDOM REFLECTED IN DAVID NICHOLLS’S
ONE DAY NOVEL (2009): A PHILOSOPHY OF DETERMINISM
Linda Ari Wijayanti
Abdillah Nugroho
Siti Fatimah
English Department, FKIP-UMS
Jl. A. YaniPabelanKartasuraTromol Pos 1 Surakarta 57102
Telp.(0271) 717417 Fax. (0271) 715448
ABSTRACT
LINDA ARI WIJAYANTI. A320090293, DETERMINISM AND FREEDOM

REFLECTED IN DAVID NICHOLLS’S ONE DAY NOVEL (2009), A
PHILOSOPHY OF DETERMINISM, RESEARCH PAPER. MUHAMMADIYAH
UNIVERSITY OF SURAKARTA, 2013
This study is about determinism and freedom in One Day novel. The objective of
this study is to apply the determinism approach to analyze the determinism and freedom
in search for existence of women’s existence in One Day novel. The data source come
from primary data source that is the novel and the secondary data source are references
and data or materials related to the research picking up from the books and the internet
related with the novel. The method of the data collection is descriptive analysis.
The writer uses Barret’s major point of determinism and freedom to answer the
problem of the study. The study is descriptive qualitative research whose data are taken
from novel. The technique of the collecting data is library research, while the technique
of analyzing data is descriptive.
The study comes to the following conclusions. Firstly, based on the structural
analysis of each elements, it shows that character and characterization, setting, plot, point
of view, and theme are related to each other and form the unity. Secondly, based on the
determinism analysis the writer wants to say that humans only have the freedom to
choose and do all they want, and they can only hope and strive in order to their desires
could be achieved and their hopes come true, sometimes what they choose and what they
to do give a major influence on their future or the rest of their lives but on the other hand
everything is determined by God, including, life and death, fate and destiny, fortune and
mate.
606
(KBSP) IV 2016 607

Key word: Determinism and Freedom, One Day, Philosophy of determinism.
A. INTRODUCTION
One Day is an interesting novel for many readers written by David Nicholls in
2009. Encompassing the relationship between Emma Morley and Dexter Mayhem,
their friendship, love and life story from time to time. This novel talks about
Dexter’s and Emma’s life and love story that complicated, begins from friendship
until lose contact, marriage and death of Emma. Which was all that closely related to
determinism and freedom.
David Nicholls is a writer of One Day novel, he was born in 1966 in Eastleight,
Hampshire. David Nicholls attended Toynbee Comprehensive School and Barton
Peveril Sixth Form College, before going to the University of Brisbol in 1983 to
study English Literature and Drama. Before he become a famous writer or novettist,
he is an actor and scenarist. David Nicholls trained as an actor before making the
switch to writing. His TV credits include the third series of Cold Feet, Rescue Me,
and I Saw You, as well as a much-praised modern version of Much Ado About
Nothing and an adaptation of Tess of the D’Urbervilles, both for BBC TV. David
has continued to write for film and TV as well as writing novels, and he has twice
been nominated for BAFTA awards. David’s best selling first novel, Starter For
Teen, was selected for the Richard and Judy Book Club in 2004, and David wrote
the screenplay for the film version, which was released in 2006 and starred James
McAvoy. One Day novel published in Great Britain in 2009 by Hodder and
Stoughton, an Hachette UK company.
There are four reasons that make this novel is interesting. Firstly, this study is
very important to be conducted because of the determinism and freedom of the
novel, this novel have implication for the readers about how important about a
destiny or fate that they certainly did not know before, that they could only hope,
pray and strive to reach their desires. but they also need to know that this way of life
determined by Allah, so that they must prepare their self for all possibilities that
occur because sometimes life is not always like what we want. Secondly, find out the
meaning of the determinism and freedom in this novel. In this study which is the
main point is try to describe the determinism and freedom in this novel. Thirdly, the
present writer will be a teacher and this study is so needed to be done to widen,
enlarge, increase and insert more understanding insight of knowledge as a
professional teacher. Finally, the reason is to provide theoretical framework in the
study of literature in English Department.
Determinism approach shows that humans only have the freedom to choose and
do all they want, and they can only hope and strive in order to their desires could be
achieved and their hopes come true, sometimes what they choose and what they to
do give a major influence on their future or the rest of their lives but on the other
hand everything is determined by God, including, life and death, fate and destiny,
fortune and mate.

608 (KBSP) IV 2016
Based on the previous reasons, the writer will observe One Day novel by using
Determinism Approach. So, the writer constructs the title Determinism and Freedom
Reflected In David Nicholls’s One Day Novel (2009): A Philosophy of
Determinism.
B. RESEARCH METHOD
In this research, the writer analyze the Determinism and Freedom in One Day
novel by using qualitative method. The study of determinism and freedom in this
research paper will cover:
1. Type of the Study

The type of this study is qualitative research in the form of library.
2. Object of the Study
The object of the study is One Day novel by David Nicholls was published
in 2009 by Hodder and Stoughton.
3. Type of the Data and the Data Source

There are two types of data sources namely primary data and secondary
data source.
a. Primary Data Source

The primary data source is the One Day novel written by David Nicholls.
b. Secondary Data Source
The secondary data source includes references and data or materials related
to the research picking up from the books and the internet.
4. Technique of the Data Collection
a. Reading the novel
b. Taking notes of the important parts in both primary and secondary data.
c. Arranging the data into several groups based on its theoretical category.
d. Selecting particular parts considered important and relevant for analysis.
e. Drawing conclusion and formulate its pedagogical suggestion..
5. Techniques of the Data Analysis

The data are analyzed by using descriptive analysis. The steps taken by the
writer in analyzing the data are as follows, the first is analyzing the data based
on its structural elements. Focus will be paid on the structural analysis of the
novel. The second step is analyzing the data based on Philosophy of
Determinism approach. Focus will be paid on the meaning of determinism and
freedom.
C. DETERMINISM AND FREEDOM THEORY

1. Notion of Determinism
According to Barrett in his book Determinism and Freedom (1958: 47),
determinism seems to me to make very good sense, for it isolates the central
issue: namely, the question of the predictability of phenomena, and moreover
predictability in detail. Determinism cannot afford to leave any loose ends lying
around. Small and great are inextricably linked in the happenings of nature and

(KBSP) IV 2016 609

history and unpredictable detail might trigger an enormous explosion, and

empires and battles do sometimes hang on a straw.
The theological determinism (soft determinism) or predestination belief
that events are determined or necessitated by God. One form of the traditional
belief insists that owing to his omnipotence, God controls the occurrence of
things. Another form asserts that his omniscience, making possible his
foreknowledge of future events, affects the occurrence of such events. There are
also nontraditional forms. Throughout the history of Islamic and Jewish
philosophy, the debate over predestination was centra according to Smedes in
Huyssteen’s book (Encyclopedia of Science and Religion, 2003: 217)
2. Types Of Determinism
Determinism comes in different forms. According to James in Barrett
(Determinism and Freedom, 1958: 117), types of determinism, as follows:
a. Soft Determinism
According to Mill in Barrett (Determinism and Freedom, 1958: 119),
determinism is compatible not only with judgments of moral responsibility
about this or that particular action flowing from an unimpeded desire, but
also, within limits, with moral judgments about the character of human
beings. According to Edwards in Barret (Determinism and Freedom, 1958:
119), in Hume-Mill-Schlick theory, there is no antithesis between
determinism and moral responsibility. When we judge a person morally
responsible for a certain action, we do indeed presuppose that he was a free
agent at the time of the action. But the freedom presupposed is not the
contra causal freedom about which indeterminists go into such ecstatic
raptures. It is nothing more than the freedom already mentioned the ability
to act according to one's choices or desires. Since determinism is
compatible with freedom in this sense, it is also compatible with moral
responsibility. In other words, the world is after all wonderful: we can be
determinists and yet go on punishing our enemies and owe children, and
we can go on blaming ourselves, all without a bad intellectual conscience.
b. Hard Determinism
According to Edwards in Barrett ( Determinism and Freedom, 1958:
120), Holbach writes “You will say that I feel free. This is an illusion,
which may be compared to that of the fly in the fable, who, lighting upon
the pole of a heavy carriage, applauded himself for directing its course.
Man, who thinks himself free, is a fly who imagines he has power to move
the universe, while he is himself unknowingly carried along by it.” Hard
determinists admit that our desires and choices do on occasion influence
the course of our lives, according to Edwards in Barrett (Determinism and
Freedom, 1958: 121). Every man, being what he is and placed in the
circumstances which for the moment obtain, but which on their part also
arise by strict necessity, can absolutely never do anything else than just
what at that moment he does do. Accordingly, the whole course of a man's
life, in all its incidents great and small, is as necessarily predetermined as
the course of a clock, according to Schopenhauer in Barrett (Determinism
and Freedom ,1958: 120).

610 (KBSP) IV 2016
3. Notion of Freedom
There is genuine freedom in the world. When we observe it from the
outside, it takes the form of quantum-mechanical unpredictability; when we
observe it from within, we call it our free will. We know that the reason why
our behavior is unpredictable from the outside is that we have ultimate freedom
of choice. This freedom is the very essence of our personalities, the treasure of
our lives. It is given us as the first element of the world we come into, according
to Turchin (1991). According to Ballard (1911: 214), the real freedom of true
determinism bids him like what he likes, and choose what he himself prefers.
According to Edwards in Barrett (Determinism and Freedom, 1958: 119), in
Hume-Mill-Schlick theory, freedom is the ability to act according to one's
choices or desires.
D. RESEARCH FINDING
This analysis is presented directly through two points of Barrett’s theory, which
are determinism and freedom.
1. Determinism
Determinism is believe that human beings could plan and have the freedom
to choose what they want but in the end it is God who determines. Having
elaborated the concept of determinism as a belive that human beings could plan
and have the freedom to choose what they want but in the end it is God who
determines is also well reflected in the story of Dexter and Emma in One Day
novel.
Determinism and freedom can be seen from the story of Dexter and Emma
in One Day novel from their first meeting until the end of their story, where
everything happens sequentially in the same day and date is July 15.
It can be seen in the beginning of the meeting of Dexter and Emma and
then they become a close friend. Dexter and Emma encounter in their
graduation party, they meet in a drunken state and they do not know each other,
but they sleep together in Emma’s flat. After the meeting then they spent the
remaining time of the day at the top of the hill of Arthur's Seat, they talking
offering up information about themselves, after that they split up, Emma walks
back to her flat then suddenly Dexter pursues Emma to the street, they exchange
phone numbers and kissing in the street near the hill. That occurred on July 15
in 1988. The stories above are not a coincidence and it started the story of
Dexter and Emma, which refers to determinism.
“15 July 1988.” (OD. 2009: 3)
“Here she was, after four romantically barren years, finally, finally
in bed with someone she really liked, had liked since she'd first seen
him at a party in 1984, and in just few hours he'd be gone. Forever
probably.” (One Day. 2009: 10)
“Emma & Dexter spent the rest of that afternoon on the hillside
laughing and talking, offering up information about themselves...”
(OD. 2009: 428)

(KBSP) IV 2016 611

“As they approached the park exit, Emma became aware that they
would soon be saying goodbye, and that there was every chance that
they would never see each other again.” (OD. 2009: 428)
“She rooted in her wallet for a scrap of paper, found a supermarket

receipt, and handed it over, then dictated her number, her parent’s
number in Leeds, their address and her own address in Edinburgh
with special emphasis on the correct postcode, and in return he
wrote down his.” (OD. 2009: 434)
“..... they kissed in the street as all around them people hurried home
in the summer light, and it was the sweetest kiss that either of them
would ever know. This is where it all begins. Everything starts here,
today. And then it was over.” (OD. 2009: 435)
Then, when Dexter divorced with his wife Sylvie Cope, then he follows
Emma to Paris and they met in Paris. Dexter intends to unite his love with
Emma, but when Dexter express his feelings and kiss her, apparently Emma
already has a boyfriend named Jean Pierre. Eventually Emma decides to leave
her lover and pick Dexter, because Emma actually just loves Dexter and they
also love each other. In the end, their love could unite and they can live
together. The memories occurred on 15 July in 2001.
“So there’s a bright side, is there? To your wife running off with
your best mate.” (OD. 2009: 334)
“Oh fantastic. The divorce goes through in September, just before our
anniversary. Almost two whole years of wedded bliss.” (OD. 2009:
332)
“Sunday 15 July 2001. Bellevile, Paris.” (OD. 2009: 325)
“He was due to arrive on 15th July on the 15.55 from Waterloo.” (OD.
2009: 325)
“The crowd was thinning out now and she was starting wonder if he
had missed the train when she finally saw him.” (OD. 2009: 326)
“…….he was surprised to notice how much she had changed in the
eight weeks since he had last seen her, the two months since
everything had happened…… Ten metres. What would he say, and
how would he say it? Was it a yes or no?” (OD. 2009: 327)
“…when suddenly Dexter’s hand was on her shoulder, then he was in

front of her somehow, and kissing her……. And he was kissing her
again….” (OD. 2009: 339, 340)
“Fine, but Dexter, I have to tell you…. I’ve sort of met someone… A
man. A guy. I'm seeing this guy. He’s called Jean Pierre.” (OD. 2009:
340)
“My new boyfriend.” (OD. 2009: 345)

612 (KBSP) IV 2016
“Why do you think I came to see you, Em?...... I came to talk about
what happened. You and me, finally getting together……. And I think
you're worth more than that too. That's why I came here. You're
wonder, Em.” (OD. 2009: 342, 345)
“He isn't coming round. I told him not to come round. I told him I had
tonsillitis.” (OD. 2009: 348)
“They smiled at each other. Then, as if an idea had suddenly occurred

to her, she quickly crossed the room in three long strides, took his face
between her hands, and kissed him.” (OD. 2009: 348)
“They kissed like this for some time……then put her arms around him
once more.” (OD. 2009: 348)
“I mean it, if you lead me on or let me down or go behind my back, I

will murder you.” (OD. 2009: 348)
Then, when Emma and Dexter live together, open a cafe that finally famous,
and get married. The memories occurred and begin on 15 July 2002 and 2003.
“Monday 15 July 2002.” (OD. 2009: 353)
“Emma, will you be my flat-mate?” (OD. 2009: 353)
“Dex, it’s all that I’ve lived for.” (OD. 2009: 353)
“Maybe we should think of buying somewhere together.” (OD. 2009:

355)
“But so much effort is required to pretend that they don't want

together that it has recently seemed inevitable that one of them will
crack. She just hadn't expected it to be Dexter.” (OD. 2009: 359)
“The café would be the kind of place where people came to

ostentatiously write their novels……He formed a limited company,
his second after Mayhem TV plc, with Emma as his company
secretary and, in a small but significant way, his co-investor…..They
opened in April.” (OD. 2009: 357, 358)
“And now the place has become fashionable, albeit in a more sedate,
domesticated way than he is used to.” (OD. 2009: 358)
“They were getting get married in November, a small, discreet winter

wedding at a registry office.” (OD. 2009: 365)
Then, when Emma die from an accident when Emma and Dexter make a
pact to look at houses they will buy in the afternoon. This memory occurred on
the 15th of July in 2004.
“Thursday 15 July 2004.” (OD. 2009: 371)

(KBSP) IV 2016 613

“I've arranged for us to view this house at five o'clock. I'll text you
the address, so, who knows. We'll see. Period property, good-sized
rooms. It's got a breakfast bar apparently. I know you always dreamt
of one. That's all. Except to say I love you and don't worry. Whatever
it is you're worrying about, don't. That's everything. See you there at
five. Love you. Bye.” (OD. 2009: 383)
“..... when she comes to rest on the roadside verge with her face
against the wet pavement, her first instinct is to look for her bicycle,
which has somehow disappeared from beneath her. She tries to move
her head, but is unable to do so. She wants to take off her helmet,
because people are looking at her now, faces craning over her and she
looks ridiculous in a bicycle helmet, but the people crouching over her
seem fearful and are asking her over and over again are you alright are
you alright... Then Emma Mayhew dies, and everything that she
thought or felt vanishes and is gone forever.” (OD. 2009: 384, 385)
2. Freedom
Freedom is the right to choose or act in accordance with what is desired by
someone. Freedom is also commonly called as free will.
Freedom can be seen when Dexter and Emma choose to exchanging letters
for exchanging news and devote their longing for each other, they exchange
letters for two years in 1989 and 1990. They choose to exchanging letters to
keep their communication and in order that not lose the news between each
other or in other words is a pen pals.
“ 15 July 1989.” (OD. 2009: 16)
“ 15 July 1990.” (OD. 2009: 36)
“ So they were pen pals now, Emma composing long, intense letters
crammed with jokes and underlining, forced banter and barely
concealed longing; two-thousand-word acts of love on air-mail
paper. Letters, like compilation tapes, were really vehicles for
unexpressed emotions and she was clearly putting far too much time
and energy into them. In return, Dexter sent her postcards with
insufficient postage……., but still she would slip the postcards in
the pocket of a heavy coat on long soulful walks on Ilkley Moor….”
(OD. 2009: 21-22)
Then, when Dexter chooses to follow Emma to Paris and declare his love
for Emma through a kiss. Besides, freedom can also be seen when Emma
prefers to leave her lover Jean Pierre and pick Dexter so they can be together
and unite their love. Finally, it all makes them unite as lovers or even husbands
and wives after so long they become friends.

614 (KBSP) IV 2016
“What would he say, and how would he say it? Was it a yes or no?”
(OD. 2009: 327)
“…when suddenly Dexter’s hand was on her shoulder, then he was in

front of her somehow, and kissing her……. And he was kissing her
again….” (OD. 2009: 339, 340)
“Why do you think I came to see you, Em?...... I came to talk about
what happened. You and me, finally getting together……. And I think
you're worth more than that too. That's why I came here. You're
wonder, Em.” (OD. 2009: 342, 345)
“They kissed like this for some time……then put her arms around him
once more.” (OD. 2009: 348)
Then, when Dexter asks Emma to live together with him and Emma choose
to agree to stay with Dexter. Besides, freedom can be seen when Emma
proposes her idea to Dexter to open a cafe and Dexter also approves the
proposal to open a cafe that eventually the cafe become very famous for their
hard work. Freedom can also be seen when they choose to get married.
“Emma, will you be my flat-mate?” (OD. 2009: 353)
“Dex, it’s all that I’ve lived for.” (OD. 2009: 353)
“Maybe we should think of buying somewhere together.” (OD. 2009:

355)
“The idea was hatched in Paris……. It had been Emma’s ideas, sitting
outside a café near the Parc des Buttes Chaumont in the north-east.”
(OD. 2009: 356)
“And now the place has become fashionable, albeit in a more sedate,
domesticated way than he is used to.” (OD. 2009: 358)

“Acknowledge second wedding. Get right this time.” (OD. 2009: 369)
Then, when they choose to look at the house they will buy that afternoon, if
only they do not go that afternoon Emma may not be die. Besides, freedom can
be seen when they decide to get married and hope that they can live happily
forever, but it turns out everything is not the way they want because Emma die
and leaves Dexter forever.
“I've arranged for us to view this house at five o'clock. I'll text you the
address, so, who knows. We'll see. Period property, good-sized rooms.
It's got a breakfast bar apparently. I know you always dreamt of one.

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That's all. Except to say I love you and don't worry. Whatever it is
you're worrying about, don't. That's everything. See you there at five.
Love you. Bye.” (OD. 2009: 383)

“Happier than ever been. Pause wile guests vom in unison.

Acknowledge second wedding. Get right this time.” (OD. 2009: 369)
“Then Emma Mayhew dies, and everything that she thought or felt
vanishes and is gone forever.” (OD. 2009: 384, 385)
E. CONCLUSION AND SUGGESTION

1. Conclusion
After analyzing David Nicholls’s One Day novel using determinism and
freedom analysis, the researcher then comes to the following conclusion. The
first, from the structural analysis in One Day novel, the story shows that life is a
choice but humans can only choose or plan everything what they want but not
to determine the outcome of any plan or their desires. Humans are free to
choose what they want to do but they also have to remember that everything in
this world belongs to God and humans can only plan because in the end
everything is determined by God, they must prepare themselves spiritually to
face everything that does not fit with the plans and what they want. The human
life that has been determined, humans can only try to change these provisions in
the future because of what people did in the past was very influential to the
future life, although sometimes there is something in human life that cannot be
changed because it has become absolute provision of God that can be changed
such as a person’s life and death. The determinism of the story of Dexter and
Emma is strongly influenced by the freedom that is in them to do or choose to
act like they want to do, but in the end of the story remains God disposes
because they do not have the power to determine their wishes in the end. The
elaboration above shows that the structure elements in One Day novel are in a
solid unity.
The second, based on Determinism Approach, the determinism analysis in

One Day novel namely soft determinism and freedom are interrelated to each
other, that is the main point that closely related to the story. It can be seen from
the issue, that is determinism and freedom. The soft determinism can support
the issue because there are fact in this novel that prove this issue and this
approach. The elaboration above show that the determinism and freedom
analysis in One Day novel are in solid unity. It is that made the writer interested
to analyze this novel. The writer found many thing in this novel that suitable
with this title, so the writer choice this title. The conclusion is that the story of
Emma and Dexter in the One Day novel is a reflection of the soft determinism
and freedom, the story shows that humans only have the freedom to choose and
do all they want, and they can only hope and strive in order to their desires
could be achieved and their hopes come true, sometimes what they choose and

616 (KBSP) IV 2016
what they to do give a major influence on their future or the rest of their lives
but on the other hand everything is determined by God, including, life and
death, fate and destiny, fortune and mate.
2. Suggestion
After analyzing One Day novel, the writer suggest that it is an interesting
literary work written by David Nicholls. The content of this story focuses on
love and friendship that closely related to determinism and freedom. This story
is suitable to be analyzed from other perspective, such as psychological or
sociological perspectives with issue “Openness in Friendship” and
psychoanalysis perspective with issue “Dexter’s Repentance”. This story gives
useful lesson and worth to the reader such as spiritual, maturity, independence,
and responsibility.
Finally, the researcher would like to suggest the other researcher to be

better in understanding and analyzing the content of this story from the
structural elements or from the other perspectives.
F. BIBLIOGRAPHY
Ballard, Frank. 1911. Determinism: False and True. London: Charles H. Kelly
Barrett, W., et al. 1958. Determinism and Freedom in The Age of Modern Science.
United States of America: New York University
Huyssteen, J. Wentzel Vrede van. 2003. Encyclopedia of Science and Religion. New
York: The Gale Group, Inc
Nicholls, David. 2009. One Day. London: Hodder and Stoughton Ltd
Turchin, V. 1991. Determinism vs. Freedom.
http://pespmc1.vub.ac.be/FREEDOM.html
Accessed February 2nd 2013 at 4.27 p.m


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“Need for Appreciation in Rajkumar Hirani’s 3 Idiots Movie

(2009):
A Humanistic Psychological Approach”
SRI MARTONO LANJAR SARI

Magister Pengkajian Bahasa Inggris
HP: 08563830578
Kode Pos: 57554
ABSTRACT
The major problem of this study is the need for appreciation reflected in
Rajkumar Hirani’s 3 Idiots movie (2009). The purpose of the research is to
analyze the movie based on the structural elements of 3 Idiots movie 2009 and to
describe the struggle of appreciation of Ranchoddas “Rancho” Shamaldas
Chanchad, Farhan Qureshi, and Raju Rastogi in getting their appreciation based
on the humanistic psychological perspective. The type of the research is
qualitative. The object of the study is 3 Idiots Story movie directed by Rajkumar
Hirani and publishing by Vidhu Vinod Chopra in 2009. The primary data source
is 3 Idiots Story movie itself and the secondary data sources are the other sources
related to the movie. The method of collecting data is the library research. The
technique of data analysis is descriptive analysis. Based on analysis; the study
shows the following conclusions. Firstly, based on the structural analysis
indicated that each of narrative and technical element is interrelated to each
other. Secondly, based on the humanistic psychological analysis depicts three
people who struggle and prove their appreciation. Need for appreciation is
prominent thing in this story.
Keywords: appreciation, 3 Idiots, psychological, humanistic, need
1. Introduction
Life is struggle, sacrifice, and worthy. On the other side, the people
say that life means study or effort. People must struggle their right and
obligation too. The struggling, sacrificing, and affording are one of requisites
for acquiring their appreciations, dreams, and aims. The appreciation is the
last destination that is brought into reality by the people. So everyone needs
appreciation in their life. The appreciation is like a dream, goal or destination.
Appreciation need includes self actualization of human needs. Self
actualization is one fundamental need in humanistic psychological theory.
This need is part of hierarchy need in humanistic psychological theory.
Humanistic psychology views humans as active creature with freedom.
Abraham Maslow had explained the humanistic analysis in the psychological
theory. The theory of Maslow is the hierarchy of needs that are the
psychological needs, safety needs, love and belonging needs and esteem
617
618 (KBSP) IV 2016
needs. The four points above is the deficient needs or the basic needs.
Maslow next had explained the growth needs as a motivation of human. In
humanistic psychology approach, a need for appreciation is focused on
individual. The fundamental believe of humanistic psychology was that
people are innately good, with mental and social problems resulting from
deviations from this natural tendency. Basically, all people need for
appreciations, but their appreciations are different by one people to another
people. People have different dreams, hopes, desires, prayers, needs, and the
way to make their appreciations to be tangible and useful. They have many
problems that face in proving their appreciations in their life. And they also
have strategies to achieve their appreciations comes true.
Many students of English Department have studied the humanistic
psychological approach as a research problem. However, after looking for
several literature reviews at least in Muhammadiyah University of Surakarta
and Surakarta and Yogjakarta region, the writer has found one research about
3 Idiots movie done by other researcher. The research paper is The Anxiety of
Raju Rastogi in Rajkumar Hirani’s 3 Idiots Movie (2009): A Psychoanalytic
Approach. She is Krisnawati, the student of Muhammadiyah University of
Surakarta. Further in this study, the researcher focuses on the psychoanalytic
perspective analysis of movie. The researcher analyzes the psychoanalytic
approach based on the Sigmund Freud’s psychoanalytic theory. The goals of
this research are to clarify the structural elements of 3 Idiots movie, and to
analyze the anxiety of the main characters using psychoanalytic approach.
Actually, the writer just uses one of the characters on 3 Idiots, Raju Rastogi.
2. Background
There four reasons why the writer is interested in analyzing this
movie are: the first is the movie breaks all opening box office records in
India. 3 Idiots has become the highest-grossing Bollywood movie of all time
in India. It is the highest grossing film in opening weekend in India and has
the highest opening day collections for a Bollywood film. The second is this
movie starred by the famous actor, Aamir Khan. He is an Indian actor, film
director and film producer. Khan is part of several commercially successful
movies and has established himself as one of the leading actors of Hindi
cinema, delivering a number of highly acclaimed performances. The third is
this movie gives many aspirations for many people dealing with acquiring
appreciation need in real life. This movie can inspire the people to be positive
thinking in a variety of conditions. While positive thinking is not necessarily
solving the problem, at least it will help to solve the problems. One thing is
raised in 3 Idiots is the quotes of Rancho, “all is well” (all fine). In addition,
the fourth reason is this movie gives spirit in pursuing appreciation. In
acquiring appreciation, people have to follow their conscience, do not pretend
to be, and do the best to prove it. The appreciation need is interesting to be
analyzed relating to humanistic. Those are why; the writer uses a humanistic
psychological approach to analyze this movie.

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Need for appreciation is focused on individual. Basically, all people

need for appreciations, but their appreciations are different by one people to
another people. People have different dreams, hopes, desires, prayers, needs,
and the way to make their appreciations to be tangible and useful. They have
many problems faced in proving their appreciations in their life. And they
also have strategies to achieve their appreciations comes true. The writer
formulates this paper based on the major aspect that will be observed,
especially in needing for appreciation in 3 Idiots
3. Literature Review
3.1. Humanistic Psychological Perspective
Humanistic psychology emphasizes human capacity for
goodness, creativity, and freedom. Unlike the strictly deterministic and
somewhat mechanic views of humans to be found in Freud’s
psychoanalysis and in contemporary behaviorism, humanistic
psychology construes the human being as rational, purposeful and
autonomous, capable of creativity and able to experience deep insight
into reality. Most of the books which have relation to humanistic
perspective cited that humanistic is a study of human being. It is
different from psychology perspective before, such as psychoanalytic
and behaviorism. Humanistic is emphasizes the analysis on the human’s
needs that motivate them. The famous authors of humanistic
perspective are Abraham Maslow and Carl Rogers. It is the third
evolution in psychology perspective. Humanistic perspective looks a
human as the whole, not from these elements or side. According to
Cartwright (in Eysenck, 1995: 47), humanistic psychology is
“concerned with topics that are meaningful to human being, focusing
upon subjective experience and the unique unpredictable events in
individual human lives”.
3.2. Major Principle of Humanistic Psychology
Maslow proposes a theory that explains basic lower level
needs must be satisfied or relatively satisfied before, higher level needs
becomes motivators. Maslow listed the following needs in order of their
prepotency: Physiological needs, safety and security needs,
belongingness and love needs, Self-esteem needs, and self-actualization
needs.
Feist (1985: 378) said that needs can be arranged on a
hierarchy with each ascending rung representing a higher need, but one
less basic to survival. The hierarchy of needs is also referred to as the
theory of proponent needs. It means that though the people have
satisfied the higher level like esteem and self-actualization, when they
feel thirsty or hungry, they will stop striving (at least temporarily) for
those higher needs and will return to the unsatisfied lower level. So
hunger has prepotency over esteem or self-actualization.
a. Physiological Needs

620 (KBSP) IV 2016
Physiological needs are everything which needed by the

human to survive their life. It is related the human as an organism. It
becomes the basic need which should be exerted first. If someone is
unable to meet this one, of course he will be difficult to reach the
next needs. For example, someone who feels hungry, he prefers to
reach food than staying at home. However the dangers face him, it is
not the reason give in to the conditions. Sometimes, someone does
something that not suitable with rule, value and moral.
According to Maslow (in Phares, 1984: 184) these include
needs for food, water, sex, sleep, and elimination. These needs are
not unlike those that drive other animals. They must be generally
satisfied before we can contemplate the next level. Psychological
needs differ from higher level needs in at least two important
respects. First, they are the only needs that can be completely
satisfied or even overly satisfied. One can get enough to eat so that
food completely loses its motivational power. For someone who has
just finished a large meal, the thought of more food can have a
nauseating effect. A second characteristic peculiar to psychological
needs is their recurring nature.
b. Safety and Security Needs
These needs related to the environment; include the safety
of biological environment and physical environment. As the
Maslow’s statement (in Phares, 1984: 184), here we have needs for
structure, security, order, avoidance of pain, and protection.
From Maslow’s statement, it can be observed by using the
baby. If the baby hears something which is unfamiliar, he or she will
be fear and cry. It make the baby will be enjoyable if he or she close
their mother. Children need protection from their parents in order to
his growth to be calm, peaceful and get positive impression. Human
was inclined to choose or stay in the places which give protection.
c. Belongingness and Love Needs
Human have desire to belong and love something. It is one
of the powerful motivations of the human to do something. It can be
from the people surrounding of him, especially couple and family.
According to Phares, (1984: 185), once physiological and safety
needs have needs secured, needs for affiliation and affection become
prominent. In the wide meaning, it refers to special feeling of the
human to something. It can be a material or immaterial. Because the
problems in the society, these needs become the difficult thing.
Chaos, war, conflict and removal of the people from one place to
others are several examples. Communication is the prominent thing
which influences the relationship of the people.
d. Self-Esteem Needs
Appropriate with Maslow’s theory, self-esteem needs can
be classified into two categories. The first is self-esteem from an

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inner side of him. In this level, someone will analyze his confidence,
competence, independence, power of personality and freedom.
Someone will be satisfied by himself, if they are able to meet their
desire. It is different from one person to other, depends on their
desire. The second is self-esteem from the people surrounding of an
individual. Prestige, confession of the people becomes important to
meet for several people. If someone is unable to meet, it makes
someone frustrated, not confidence, and stress. The good
management of the desire is very important in this level to prevent
the bad motivation. The other people have influence and dangerous
for the person’s personality, if it based on the opinion of the other
person. Maslow (in Koeswara, 1991: 125) explains that the healthy
self-esteem is based on the achievement than prestige, status, and
descent.
e. Self-Actualization Needs
Self-actualization is the higher level of human’s needs
according to Maslow’s theory. Not everyone is able to reach this
level and few people who have this desire. In fact everyone is able to
reach this level by use their existing potential. A student, scientist,
teacher and the other worker who work suitable with their profession
will reach this level, if they use their capital for a significant
purpose. That unusual person who has, on the whole, satisfied all
the previous needs is in a position to seek self-actualization. This
person can pursue the attainment of his or her full potential. The goal
is to become all that you can become (Phares, 1984: 185).
3.3. Structural Element of the Movie
The writer uses technical term of movie to analyze the data
that supports his research paper. There are two elements of film; there
are narrative and technical elements. Narrative elements are the
elements, which build the story of the film, consisting of characters,
setting, plot, point of view, and theme.
Characters and Characterization become the major element of
the movie. The viewer is able to identify the protagonist part or the
other from the characterization here. Character can give color and sense
to the movie. Setting is important to show where the story takes place.
Place is able to show the sense and the story begins. Point of view
influences the story in subject matter. Style refers to how the author
uses the language in his movie. It reflects the author knowledge,
background and style in writing. Through his language, the author
wants to show the style, emotion, and feeling. It is the important point
to make clear what actually the author intends to say in action in the
story.
4. Method
The object of the study is need for appreciation (of the major
character) in Rajkumar Hirani’s 3 Idiots movie. In analyzing the data

622 (KBSP) IV 2016
found in the movie, the researcher uses descriptive qualitative research

for this research because it is suitable for explaining the analysis and
there is no need a statistic evaluation. In this study, there are two kinds of
data. There are primary data and secondary data. The primary data
sources are taken from 3 idiots and its manuscript, particularly the
dialogs, statements and actions reflecting of the story and the characters
that support this research. The secondary data sources are taken from
other source, which are related to the primary data that support the
analysis. There are articles, books and virtual references and other
relevant information. The data are taken by watching the movie of 3
Idiots in order to understand about the movie. It includes particularly the
dialogs, statements and actions reflecting of the story and the characters
that support this research. The data are collected from the books that
related to the topic. The 3 Idiots movie had many interesting problems
that can be analyzed and discussed. The researcher limited the study on
need for appreciation and how the major characters clutch their
appreciation. However, the researcher focused this research on the
humanistic perspective analysis of this movie. The researcher analyzed
the humanistic approach based on the Abraham Maslow theory. The
goals of this research are to clarify the structural element and the
humanistic analysis of 3 Idiots movie. Actually, the researcher only used
major character on 3 Idiots movie. The technique of data analysis is
descriptive. The stages that used in analyzing data of this study are
clarifying the data by selecting the necessary ones. The next is analyzing
the data based on the humanistic psychological perspective. This stage is
where the writer applies the humanistic psychological perspective which
related to term, topic, issue and aspects of the movie.
5. Findings and Discussion

a. Findings
5.1. Physiological Needs
Based on the physiological needs, the needs of Rancchoddas
“Rancho” Shyamaldas Chanchad, Farhan Qureshi, and Raju Rastogi
(major character) included as physiological needs are the need to breathe,
the need for water, the need to food, the need for clothes, the need for sleep,
the need for elimination, and the need for regulate body temperature. This
movie reflects the need of physiological needs. To fulfill these needs, the
major characters of this movie need struggle to satisfy these needs. From
all the explanation above, Rancho, Farhan, and Raju always get problems
to fulfill their needs. It can be concluded that hungry is one of the
primary motive why Rancho, Farhan, and Raju have to struggle. A
hungry person is motivated to eat, not to make friends or gain self-
esteem, which will do everything in order, is able to eat. They do not see
beyond food, and so long as this need remains unsatisfied, their one of
primary motivation is to obtain something to eat. It means that these

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needs are not easy to get for him. But, actually he can fulfill their needs
of physiological.
5.2. Safety Needs
3 Idiots movie reflects safety needs. Physical security,
protection, avoidance of pain or sick, and freedom from such threatening
forces as illness, fear, anxiety, worry, danger, and chaos are the needs
that concern with security and safety needs in 3 Idiots movie. In fulfilling
the needs for physical security and the needs for protection, Rancho,
Farhan, and Raju face some problems. Farhan is forced to be
engineering, but he does not like it. He likes to be wild animal
photography. In here, Farhan needs protection; he should have freedom
to choose his desire. There is no one asks his desire.
5.3. Belongingness and Love Needs
The 3 Idiots movie reflects belongingness and love needs. These
are needs can be satisfied by Rancho, Farhan and Raju (major
characters). This case becomes the one of major part that is emphasized
by the writer. Need for care included in belongingness and love needs.
This is a manifestation of the love. Someone who has need for love
should love and be loved by another. A true love is different from need
for sex. Need for sex includes in physiological needs on the first place of
hierarchy of needs, whereas love has a place itself. Dealing on the
explanation above, it can be observed that mutual understand each
other’s. Rancho, Farhan, and Raju should be gave a care in order to
communication of each other can be understandable. So, they can satisfy
the needs of belongingness and loves well.
5.4. Self-Esteem Needs
This movie reflects needs for self-esteem. This need can be
divided into two classifications. These are the needs of self-respect and
esteem from others. They are respected by others, recognition, fame,
reputation, appreciation, and dignity. The major characters (Rancho,
Farhan, and Raju) need these needs. For needs of self-respect, they want
to become a successful person. It is their dreams. So, they try to prove
their desire, they are able to meet this need. In the other side, Raju in
fulfilling this need, he braves himself to attend to the job interview. Raju
answers the questions honestly, so he can get the job. He can satisfy this
need well.
5.5. Self-Actualization Needs
This movie reflects self-actualization needs. Need for
actualization become the prominent thing in this story. It is said in the
most of the story. Rancho, Farhan, and Raju (major character) want to
become a successful person in their dream. And then it comes true. He
always efforts and maximizes his ability. So, they try to prove their
desire, they able to meet this need. After analyzing the film using
humanistic approach, Rancho, Farhan, and Raju (major character) reflect

624 (KBSP) IV 2016
the hierarchy needs, physiological needs, safety needs, belongingness and

love, esteem-needs, self-actualization needs.
b. Discussion
Need for appreciation is focused on individual. Basically, all
people need for appreciations, but their appreciations are different by one
people to another people. This statement is also same with Freud’s
theory. People have different dreams, hopes, desires, prayers, needs, and
the way to make their appreciations to be tangible and useful. They have
many problems faced in proving their appreciations in their life. And
they also have strategies to achieve their appreciations comes true.
Rancho, Farhan, and Raju after maximizing their abilities and solving
their problems, can get their appreciation. Based on facts above, the need
for appreciation of Rancho, Farhan, and Raju are fulfilled well by them.
Rancho passion is for knowledge and taking apart and building machines
rather than the conventional obsession of the other students with exam
ranks. Farhan is a smart boy, he loves photographer but chooses engineer
because his father’s pressure. Farhan fells that no one care with his
desire, no one want to ask to him about his desire, his future. He is fear
man. He has pressure with his family’s condition. He obligates to go
forward his family and make uplift his family fortunes. After analyzing
the film using humanistic approach, Rancho, Farhan, and Raju (major
character) reflect the hierarchy needs, physiological needs, safety needs,
belongingness and love, esteem-needs, self-actualization needs.
6. Conclusion
Based on the analysis in previous chapter and problem statement of
the research on Rajkumar Hirani’s 3 Idiots movie, the writer will draw some
conclusions to answer the problem statement. First, the structural analysis
shows whole elements of the movie present in unity, it means that the
elements of the film support the story and complete one with others element.
The idea of author about how to reach the meaning of difficulties in getting
appreciation is reflected by Rancho, Farhan Qureshi, and Raju Rastogi in this
movie. Major character becomes the representative of a person who needs for
appreciation. It tells about how the important of appreciation. The
combination narrative elements and technical elements have the unity and
successful relate to one another then formulated into a good movie. Second,
from humanistic approach, it is evident that there is a close relation between
the movie production of this movie and the social reality underlying it. The
writer finds that Rancho, Farhan Qureshi, and Raju Rastogi reflect hierarchy
need theory which is purposed by Abraham Maslow. They cover five
hierarchy; physiological needs, safety needs, belongingness and love needs,
self-esteem needs, and self-actualization needs. They can fulfill their needs
well. Third, Rancho, Farhan Qureshi, and Raju Rastogi can be said as a self-
actualized person because the characteristics of self-actualization have been
portrayed in their personalities. The characteristic is continued freshness of
appreciation. They struggle need for appreciation.

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Humanistic psychology concerns with topics that are meaningful to

human beings, focusing especially upon subjective experience and the
unique, unpredictable events in individual human lives. After analyzing
Rajkumar Hirani’s 3 Idiots movie, the writer says that this movie is an
interesting story that consists of humor, romantic, and inspirational. The
writer analyzes it by humanistic psychological approach; hierarchy of needs
to deal with this movie. The writer also gives some suggestions to the readers
when they want to be the next researcher. This movie can be analyzed by
using another approach, for example, individual psychological approach
focusing on struggle for appreciation by the major characters. Finally, the
writer hopes that this researcher will be useful for the reader and other
researchers in developing the knowledge dealing with literary studies
generally and dealing with this film specifically.
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kata-hatimu-3-idiots-film-india-dengan-segudang-inspirasi/. Accessed on
March 23 2011 on 08.23 p.m.
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Klarer, Mario. 1999. An Introduction to Literature Studies. London: Routledge.

Koeswara, E. 1991. Teori-Teori Kepribadian. Bandung: PT. Eresco.
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Sumarno, Marselli. 1996. Dasar-Dasar Apresiasi Film. Jakarta: PT. Grasindo.


(KBSP) IV 2016
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH
PAIRED STORYTELLING IN SMP N 1 MOJOGEDANG
Dian Laila Rohmawati
Dianlaila50@yahoo.com
Magister of Language Study Postgraduate Program of Language Muhammadiyah University of
Surakarta
Abstract
Eight grade students of SMP Negeri 1 Mojogedang have average reading score

58.71 in the first semester test. The minimum score of second grade students of
SMP Negeri1 Mojogedang should have at least 75.0 for every skill. It indicated that
they are having a big problem in reading. There are 36 students, consist of 18 boy
students and 18 girl students. The aim of this study is to knowing the
improvement the students comprehension of teaching reading by using Paired
Storytelling technique on student reading skill so that the researcher conducted
the research entitled “Improving the Students reading Comprehension through
Paired Storytelling (A Classroom Action Research to the Eight Grade Students of
SMP N 1 Mojogedang 2012/2013 Academic Year)”. The method of this study is
classroom action research. The researcher presented the result of the research
which consists of two cycles. The research procedure contained a series of steps,
there are planning, acting, observing and reflecting. This research focused on
reading by using Paired Storytelling. In collecting the data, the researcher used
qualitative and quantitative data. Based on the research background, the
problem statements of this research as follows: How is the implementation of
teaching reading using Paired Storytelling technique to students at the eight
grade students of SMP N 1 Mojogedang 2012/2013 Academic Year? And How
does the use of Paired Storytelling improve the students reading comprehension
at the eight grade students of SMP N 1 Mojogedang 2012/2013 Academic Year?
The result of the action showed that there are some improvements during
the teaching learning process. The improvement of students’ reading
comprehension achievement can be seen for the quantitative data analysis.
There was improvement of the students mean score from first test until third
test. In the first test the students score was 65,41 then 70,09 in the second test,
and 75,84 in the third test. It means that the students’ reading comprehension
achievement improved. The implementation of paired storytelling technique can
also establish better motivation in teaching learning.
Keywords: Reading comprehension, Paired Storytelling, Narrative text.

627
628 (KBSP) IV 2016
1. Introduction
Reading is simply one of the many ways in which human begins go about
their basic business of making sense of the word, (Eskey in Simanjuntak, 1998:
4). Reading is the active process to understanding the print text and the
graphic texts. So, reading is a thinking process. Effective readers know that
when they read. The reader will understand the content of the text after they
read. Reading comprehension is defined as the level of understanding of a
text. This understanding comes from the interaction between the words that
are written and how they trigger knowledge outside the text.
In Simanjuntak (1998: 4) sated that reading comprehension is most likely
to occur when students are reading what they want to read, or at least what
they see some good reason to read. Assuming that these basic conditions
have been met, that the students does have a real interest in a subject, knows
enough to make sense of the text, the question arises of what the students
will actually do when she/he reads the text.
Paired storytelling is developed as an interactive approximate between
students, teacher and material. In this technique, teacher monitoring the
students experience background and help to activate this background in order
to maximize the lesson. The learner thought is appreciated by the teacher so
the students are motivated to study hard (Isjoni, 2007: 80). Narrative text is a
text that has a function to amuse or entertain the reader or listener. There are
some kinds of narrative text, there are myth, fable, legend, etc, (Suprapto and
Darwis, 2006:38).
There were many researchers conducting a research on improving
student’s reading ability. The research with title “Improving Students’ Reading
Comprehension By Using Team Assisted Individualization (TAI) At the Eight
Grade of MTs N Karangdowo in Academic Year 2012/2013 (A Classroom
Action Research) was conducted by Ratna Ekasari (2013) and Improving the
Students’ Reading Skill Through Paired Storytelling ( A Classroom Action
Research at the Eleventh Grade Students of SMK Bhinneka Karya In The
Academic Year of 2008/ 2009) was conducted by Whalesi (2009). Ekasari
(2013) focused on Team Assisted Individualization but the researcher focused
on Paired Storytelling for her subject of research. Meanwhile, Whalesi (2009)
used Paired Storytelling technique to view does and to what extent paired
storytelling improve the students’ reading skill.
This study aims to know the implementation of teaching reading by using
Paired Storytelling of the eight grade students (D Class) of SMP N 1
Mojogedang 2012/2013 Academic Year. And to know the process whether
Paired Storytelling can improve students’ reading comprehension of the eight
grade students (D class) of SMP N 1 Mojogedang 2012/2013 Academic year.
The result of the research will make the students realize that reading is an

(KBSP) IV 2016 629

important thing in learning. It is also can encourage them to be active in
learning to improve their reading comprehension.

2. Background
In fact, there are some problems of students in learning reading in SMP N 1
Mojogedang. As stated by the teacher Mrs. Endang Siswiyanti, S.S that the eight grade
students of SMP Negeri 1 Mojogedang have average reading score 58.71 in the first
semester test. The minimum score of second grade students of SMP Negeri1
Mojogedang should have at least 75.0 for every skill. It indicated that the students are
having a big problem in reading. Students in VIII D class of SMP N 1 Mojogedang still
have difficulties in understanding the content of English text, the students just read
the text without understanding the meaning of context. The researcher found that
the students’ reading comprehension were low in SMP N 1 Mojogedang. This was
caused by students’ problems, especially in understanding vocabularies, finding main
ideas, finding detail information, and so on. In the other hand, most of the students
did not know the meaning of the vocabularies a lot used in reading text. It was
indicated that many students still had difficulties in reading text. Based on the
syllabus of second semester in second grade of Junior High School so the researcher
uses narrative text.
3. Method
There are seven classes every grade, so SMP N 1 Mojogedang has 21
classes. There are eight classes in second grade of SMP N 1 Mojogedang. This
study was conducted to the eight grade students’ of SMP N 1 Mojogedang
2012/2013 Academic Year. The researcher chooses D class because D class
has minimum score for reading skill based on the test score in the first
semester and based on the pre test. The number of the students is 36;
includes 18 girl students and 18 boy students.
This study is applying a classroom action research method. Kemmis
and McTaggard (in Sukardi, 2004: 214‐215) have developed a simple model of
the cyclical nature of the typical action research process. Each cycle has four
steps: plan, act, observe, and reflect.

630 (KBSP) IV 2016
Picture 1: Model of classroom action research
The procedure described that the plans is made by considering the
fact findings from preliminary observation. Then, the researcher
follows all the cycle in implementing the Paired Storytelling in
teaching reading. The detail research description is explained as
follows:
1. Planning
In this step, the researcher identifies a problem or issue and
developed a plan of action in order to bring out improvements in a
specific area of the research context. The researcher prepares
everything before teaching learning process, such as the researcher
preparing the material and designs the steps in doing an action in the
classroom, preparing the aids of teaching especially in teaching
narrative text, preparing all of the instruments such as papers, and
copy of assignment.
2. Acting
The researcher prepares some steps in actions, such as give a
pre test in the first time the researcher have observed, the material
in the pre test is about narrative text. And than the researcher teach
reading using Paired Storytelling technique. The students are divided
paired with the other friends. The researcher makes the random of
the students, the researcher match the students by their ability, than
the researcher explains the material and brainstorming. After that
the researcher distributes the assignment to the students. Each
student in the pair is gives the different assignment. The students
must do the assignment by reading the story and than gives the
keywords to the students’ partner. After than the students of pair
write the keyword, and retell the story. After the students read or

(KBSP) IV 2016 631

retell the story, the researcher gives the evaluation. In the last of
cycle the researcher gives a post test.
3. Observing
The researcher observes all activities in the teaching and
learning process that using Paired Storytelling technique in teaching
reading. The researcher observes how the process of the teaching
learning that happens. The researcher also monitors and writes
down the responses of the students in the classroom. In this step,
the researcher writes what happen in the teaching learning process.
4. Reflecting
In this step, the researcher analyzes what happen in the
classroom. If the researcher finds some difficulties problems that
cannot solve in the teaching learning process, the researcher
prepares the planning steps. The researcher reflects on these effects
as basis for further planning, subsequent critically inform action and
another, trough a succession of stages. The researcher tries to
formulate the conclusion of the previous steps. The result of the
observation is analyzes and evaluates. From these, it can be known
that the students reading comprehension improves with Paired
Storytelling technique or not.
The researcher has four reasons for use the Classroom Action
Research in this research. First, the characteristic of c l a s s r o o m
a c t i on r e s e a r c h is focusing on solving the problems of study in
the class. Second, it allows the researcher to have self reflection.
Third, the cycle will not been end until the problems encounters can
be solve. Fourth, it is one way to improve the students’ reading
comprehension.
The researcher used qualitative and quantitative data. The qualitative
data in this research collected by using some technique include:
1) Survey
Crowther (1995: 1204) defines that survey is look carefully at
all of something especially from a distance. The researcher
observed all of the class with the teacher, before that the
researcher asked permission to headmaster of SMP N 1
Mojogedang and told her purpose to go there. Then the
researcher did the observation by guiding of the English teacher.
2) Interview
Sumhudi (1991: 69) defines that interview is a set of questions that
contain questions to be used by researchers to gather information.
The interview gives to the students, vice headmaster and the

632 (KBSP) IV 2016
collaborator. The interview covers the students understanding,
attitude and the atmosphere in the teaching learning process.
3) Documents
Crowther (1995: 342) states that document is an official or
formal paper, form, book, etc that giving information about
something, evidence or proof, of something. Document in this
research used to provide information relates to the problem. The
documents are used by the researcher is to know the data of
score of the students, for example the students report,
worksheet, and the other. By analyzing them, the researcher got
information about the students’ progress in reading and
students’ responses toward the teaching learning process in
the classroom. The scores representing could become the
information about the students’ reading achievement.
4) Observation
According to Suyadi (2011: 63) observation is a tool to capture
how much effect the action has reached the target. The
observation is use to know the students’ behavior during
teaching learning process. The observation notice classroom
events, interaction in the classroom, and the students’
responses during the teaching learning process.
The results of the test are analyzed using a formula proposed by
Arikunto et.al (2010: 150) to calculate the mean score of pretest and
post test. The quantitative data of the research was collected by using
reading test. The reading test was given three times, in the beginning
of the research and in the end of the cycle. The researcher was given
the pre test for the students in all eight grade class. So the researcher
knew what class that have lowest score and to know the data of their
score. The researcher compare the mean scores of the cycle tests to
find out whether or not there was an improvement of the students’
reading comprehension achievement before and after Paired
Storytelling was implemented. To analyze the result of the test and
to know whether an improvement of the students’ reading
comprehension or not, pre test and post test score are compared.
The mean of the pre test and post test can be calculated with the
following formula:
X = Ӯ=
In which:
X= means of pre test score
Ӯ= means of post test score
N= the number of sample
(Arikunto et.al (2010: 150)

(KBSP) IV 2016 633

In conclusion, by calculating the data using the formula

above, it could be seen whether there was improvement of
students’ score among the tests or not. It was supported by
analyzing the observational result, and test result. Finally it
could be concluded that paired storytelling technique can
improve the students’ reading comprehension or not.
4. Results
The researcher found that VIII D is the class that has lowest score. The
students of VIII D class in SMP N 1 Mojogedang in 2012/2013 academic
year which consists of 36 students. The pre test was done on 4th April
2013. The result of mean score on the pre‐test was 61,39 it indicated that
their reading comprehension was low. The highest score was 75 and the
lowest score was 40. The students are difficult to find the main idea and
information in the text. The students can’t find the mind idea properly, because
they just read the text without understanding the meaning of context.
a. Cycle 1
1. First Meeting
The cycle 1 in first meeting was done on Wednesday, April
th
11 2013 at 11.00 a.m. the researcher asked the students who
were remember about narrative text, some of students answer it
but the other part of students just silent. Then the students
named Karisma explained a little about the definition of narrative
text. Then the researcher explained about the narrative text. The
researcher started the explanation from the purpose of narrative
text. All of students gave attention and listened seriously. Then,
the researcher explained about generic structure of narrative text
which included orientation, complication and resolution. The last,
the researcher explained about the language features of a
narrative text. The researcher told the students to use Paired
Storytelling technique in reading to make easier in understanding
the text. The researcher told that the Paired Storytelling
technique is one of the techniques that can explore the learners’
ideas.
Then, the researcher gave the example of narrative text by
the title The Fox and the Crow. In this session, the researcher
guided the students to look for about the generic structure of
each paragraph in the text. The researcher gave some questions
related to the text. The researcher started by asking the students
one by one to mention the generic structure and the question
related to the text such as the difficult words, synonym and
antonym of the words, and so on.

634 (KBSP) IV 2016
When the researcher asked the students to mention the

meaning of difficult words were related with the text, it needs
little bit long time to answer, because most of them did not bring
dictionary. After the students gave the answer the researcher
guide the students to work in pair, then the researcher ask to the
students to sit down according to the researcher guide. After that
because the students still confuse about the difficult word in the
text, so the researcher ask to the students to work in pair in order
to discussed about the Fox and the Crow and Cinderella. The
researcher asks to the students to write the difficult word, discuss
it, and then rewrite the story with their own words. Then the
researcher ask the students to comprehend the text and come
forward to retell, the researcher gave 30 minutes to discussion.
Thirties minutes left, the researcher ask the students as volunteer
to come forward, but all of the students just silent. A few minutes
after that Evita Daryanti and her partner come forward to retell
the story, all of the students give applause.
2. Second meeting
The second meeting in the cycle one was done on
Saturday, March 13th 2013. In this meeting the researcher
explained about Paired Storytelling, what Paired Storytelling was
and how to learn it. The students looked seriously listened my
explanation because they never heard about Paired Storytelling
before and this technique very easy to understand. The students
like this technique because the students didn’t work individually,
but they work in group.
Before I told to the students read the story titled “The Lion
and the King”, the researcher divided the students into a group,
and each group consists of two students. Then the researcher
distributed the assignment about “The Lion and the King”, then I
asked the students to put their idea based on the story. The
students divided the work with their partner, so they feel enjoy.
After that the students did their task to comprehend the text, and
made a short a storytelling based on the text. The students
performed forward in this section. At this section the researcher
asked two groups to perform. After the group performed, the
researcher checked the students work.
3. Third meeting
In the end of the phase, the researcher conducted the post‐test in
order to know the effectiveness of the implementation. The third
meeting was conduct on Thursday, March 18th 2013. In this
meeting, the researcher gave post‐test to the students in order to

(KBSP) IV 2016 635

know the students’ achievement in reading comprehension after

given treatment. During the post‐test, the students did by
themselves.
b. Cycle 2
1. First meeting
The first meeting was carried out on Thursday, April 25th 2013. The
researcher distributed the assignment. The researcher asked them to
discuss within their partner. Next, the students were asked to finish
their discussions. The students should come forward in front of the
class and read their task. The researcher monitored during the task
going on to check everything in the class.
2. Second meeting
The second meeting of the second cycle on Thursday, May 2nd 2013.
The researcher asked the students to put themselves on paired
which had been prepared by the researcher before. Next, the
researcher began the task by giving the instruction. The researcher
asked the students to work in pair and comprehend the text. All of
the students had gotten the text. During the task did, the researcher
was walking around to check whether or not everything was in
order. The students were more confident to write their ideas. The
task time was done, the researcher evaluated the result of the task.
3. Third meeting
The third meeting was carried out on Saturday, May 4th 2013.
The students were asked whether they had done the researcher’s
command request in the previous meeting. The researcher asked the
students to do the test. When the students did their test, the
researcher walked around to check and to control the class. In the
end of the class, the researcher suggested and motivated the
students to study harder. He told them that the English lesson was
easy as long as they make it fun.
5. Discussion
In learning English, there are some difficulties faced by students.

For the students of VIII D SMP N 1 Mojogedang, reading is considered as
a difficult skill. Based on the result of pre observation, the problem that
students had were Students in SMP N 1 Mojogedang are still find
difficulties in understanding the content of English text, the students can’t
find the mind idea properly, because they just read the text without

636 (KBSP) IV 2016
understandIing the meaning of context. Based on the explanations above,

the teacher should use appropriate technique to improve students’ ability
in reading for narrative text. The researcher implemented Paired
Storytelling technique in the classroom action research. From every
finding in each cycle, the researcher finds as follows:
1. Implementation
In teaching reading comprehension showed the positive result. The
researcher found some changes to the students’ achievements. From the
implementation of Paired Storytelling model can be seen from the table
of the improvement of the process of teaching and learning in reading.
Before the action research was conducted the mean score in pre-
test was 61,39, then after the action research was conducted the score in
the post test1 was 70,09 then post test 2 was 75,84. The result shows
that the threatments during the research are effective. Then before
conducting the research the students still confused to find the detail
information of the text, but after conducting n action research the
students generally could find the detail information of the text, and
students’ reading comprehension improved. Then about the atmosphere
in the class before conducting the action research the students did not
enjoy the teaching learning process, the students are passive when
doing their duty, and the classroom condition was noisy and less pay
attention to the lesson, but after conducting the action research the
students could enjoy the teaching learning process, more active, and pay
more attention in the teaching learning process.
From the table above, it can be seen that the researcher found that:
Paired Storytelling can improve the students’ reading comprehension
and the process of teaching learning. The reading comprehension’s
improvement in this research included the improvement of the students’
ability in reading was to identify the main ideas, lexical meaning,
synonym and antonym, and detail information.
2. Data Analysis
In this study, the researcher use qualitative and quantitative data
analysis.
a. Qualitative data analysis
1) Observation
The score of the cycle 1 can improve the students’ reading
comprehension by using Paired Storytelling, but there were the
weakness that had been found in the cycle 1. Most of the students
has limited in vocabulary. The students also got difficulties to find
the main idea, synonym and antonym, lexical meaning and also
the detail information in narrative text. The students’ were also
not active during teaching and learning process.
In the cycle 2 the students were more active than the cycle
1, although there were some students in the back corner looked

(KBSP) IV 2016 637

noisy, but most of the students looked active and enthusiast. Many
students can understand and comprehend the students well, could
identify the main idea of each paragraph, and could find the moral
value of the text.
1) Interview
The researcher interviewed the vice Headmaster, the English
teacher, and some students in the eight grade of SMP N 1
Mojogedang. The interview did to know the students’ ability in
teaching reading of narrative text especially after giving the
implementation by using Paired storytelling. The result of the
interview were the students more extracted in English lesson
because the method of teaching learning more simple,
interesting and easy.
b. Quantitative data analysis
The mean score of the students’ pre test was 61, 39. There
were 21 students who got score under minimal criteria of
competence standard. The mean score in post-test 1 was 70, 09 and
75,84 in post-test 2. Based on the students’ mean score, it could be
seen that the action hypothesis is accepted in VIII D at SMP N 1
Mojogedang 2012/2013 academic year. From the improvement of
students’ score in every post-test, it can be concluding that the
students’ reading comprehension by using Paired Storytelling is
improved.
The researcher concluded several findings in that answer
problems stated in chapter 1 like the improvement of students’
reading comprehension by using Paired Storytelling, the
improvement of students’ understanding of narrative text, and the
improvement of students score. The researcher can conclude that
the implementation of Paired Storytelling can improve the
students’ reading comprehension at eight grade students of SMP N
1 Mojogedang 2012/2013 Academic year.
Paired Storytelling allows the learners to explore many ideas.
Paired Storytelling allows learners to awaken or brainstorming the
students clear ideas. So, it \can be concluded that Paired Storytelling can
explore many ideas from mind. The learners can do it with their paired to
try to find the understanding about the text. Based on the explanation
above, it can be concluded that Paired Storytelling technique can improve
the students’ reading comprehension in narrative text.
Based on the table above, it can be concluded that students’ ability
in reading in narrative text improved, from pre-test to post-test 1 to post-
test 2. In cycle 1, we can see the result of the pre-test is 65,41 increased to
70,09 in post-test 1. And in cycle 2, the result of post-test increased to be
75, 84.

638 (KBSP) IV 2016
6. Conclusions
In line with the problem found in pre research, the researcher
conducted classroom action research by implementing Paired Storytelling
technique to improve students’ reading comprehension especially in
narrative text. Based on the research and discussion in the previous
chapter, the researcher concludes that Paired Storytelling is the method
that has been implemented well in teaching and learning process
especially in teaching reading in narrative of SMP N 1 Mojogedang. The
result of implementation was indicated by the students’ score. The
students’ score increase.
The improvement of students’ reading comprehension
achievement can be seen from the quantitative data analysis. There was
improvement of the students mean score from first test until third test. In
the first test the students score was 65,41 then 70,09 in the second test,
and 75,84 in the third test. It means that the students’ reading
comprehension achievement improved. The implementation of paired
storytelling technique can also establish better motivation in teaching
learning. The students can work in pair. They could comprehend the
narrative text well in a pair or individually. Every student had to find the
main idea, synonym and antonym, the moral value, references of each
text and retell the story that the researcher has offer. After finishing the
steps, every student must present the result of the discussion to makes
the students more active. The students were confidence in presenting
their work in front of the class, they could read well although still have a
little mistakes in their pronunciation. Based on the explanation above, it
can be concluded that the implementation of paired storytelling to
improve students’ reading comprehension achievement is increase, so
the teaching learning process is also improve.

References
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Praktek. Jakarta: P.T Rineka Cipta.
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Classroom Practices. California: Longman.
Brown, Douglas, H. 2003. Language Assessment, Principles and
Classroom Practices. California: Longman.
Borich, Gary D. 2000. Effective Teaching Methods (4th Ed). Columbus:
Merrill.
Catts. Hugh W and Kamhi, Alan G. 2005. The Connections between
Language and Reading Disabilities. London: Lawrence Erlbaum
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Harmer, Jeremy. 1995. How to Teach English (An Introduction to the

Practice of English Language Teaching). Malaysia: Longman
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(KBSP) IV 2016
ANALISIS WACANA KRITIS DALAM PEMAKNAAN TEKS LAGU
dwisetiyawan16@gmail.com
085216900928
KodePos: 53262
Abstrak
Analisis wacana kritis menggunakan pendekatan kritis dalam menganalisis
bahasa tidak saja dari aspek kebahasaan, tetapi juga menghubungkannya dengan konteks.
Konteks yang dimaksud adalah untuk tujuan dan praktik tertentu. Pengertian analisis
wacana yang bersifat kritis yaitu suatu pengkajian secara mendalam yang berusaha
mengungkap kegiatan, pandangan, dan identitas berdasarkan bahasa yang digunakan
dalam wacana tersebut. Di dalam analisis wacana kritis, wacana tidak dipahami semata-
mata sebagai suatu studi bahasa. Analisis wacana menggunakan bahasa dalam teks untuk
dianalisis, tetapi bahasa yang dianalisis relatif berbeda dengan studi bahasa dalam
pengertian linguistik tradisional. Bahasa yang dianalisis bukan semata-mata dari aspek
kebahasaan, melainkan juga menghubungkannya dengan konteks. Konteks yang
dimaksud digunakan untuk tujuan dan praktik tertentu, termasuk didalamnya praktik
kekuasaan untuk memarginalkan individu atau kelompok tertentu.
Kata kunci : analisis, wacana, kritis dan teks
A. PENDAHULUAN
Analisis wacana adalah salah satu alternatif dari analisis isi kuantitatif yang
dominan dan banyak dipakai. Jika analisis kuantitatif lebih menekankan pada
pertanyaan “apa”(what), analisis wacana lebih melihat pada “bagaimana” (how) dari
pesan atau teks. Istilah analisis wacana adalah istilah umum yang dipakai dalam
banyak disiplin ilmu dan dengan berbagai pengertian. Analisis wacana berhubungan
dengan studi mengenai bahasa/ pemakaian bahasa. Ada tiga pandangan dalam
analisis wacana, yakni paham positivisme-empiris, paham konstruktivisme, dan
pandangan kritis. Pandangan kritis inilah yang kemudian disebut dengan analisis
wacana kritis.
Salah satu kelebihan analisis wacana kritis dibandingkan dengan analisis
wacana yang lain (analisis wacana biasa) adalah kemampuannya menguak lebih
dalam isi wacana.
B. KAJIAN PUSTAKA
Wacana dalam bahasa inggris disebut discourse. Secara bahasa, wacana
berasal dari bahasa Sansekerta “wac/wak/vak” yang artinya “berkata, berucap”
kemudian kata tersebut mengalami perubahan menjadi wacana. Kata ‘ana’ yang
berada di belakang adalah bentuk sufiks (akhiran) yang bermakna “membendakan”.
640
(KBSP) IV 2016 641

Dengan demikian, kata wacana dapat diartikan sebagai perkataaan atau tuturan.
Menurut kamus bahasa kontemporer, kata wacana itu mempunyai tiga arti. Pertama,
percakapan; ucapan; tuturan. Kedua, keseluruhan cakapan yang merupakan satu
kesatuan. . Ketiga, satuan bahasa terbesar yang realisasinya merupakan bentuk
karangan yang utuh, kemudian wacan merupakan satuan bahasa yang terlengkap
diatas kalimat dan satuan gramatikal yang tertinggi dalam hierarki gramatikal.
Sebagai satuan bahasa yang terlengkap, wacana mempunyai konsep, gagasan,
pikiran, atau ide yang dapat dipahami oleh pembaca dan pendengar. Sebagai satuan
gramatikal yang tertinggi, wacana dibentuk dari kalimat-kalimat yang memenuhi
persyaratan gramatikal dan persyaratan kewacanaan lainnnya. Persyaratan
gramatikal dalam wacana ialah adanya wacana harus kohesif dan koherens. Kohesif
artinya terdapat keserasian hubungan unsur-unsur dalam wacana. Sedangkan
koheren artinya wacana tersebut terpadu sehingga mengandung pengertian yang apik
dan benar.
C. METODE PENELITIAN
Dengan pendekatan interdisipliner, analisis wacana kritis mampu menggali
ideologi dan pengetahuan yang tersembunyi di balik suatu wacana. Analisis wacana
kritis dapat diterapkan pada teks media massa, bahasa politik, iklan, dan lirik lagu.
Salah satu objek yang dapat dianalisis dengan menggunakan pendekatan wacana
kritis adalah lirik lagu. Lagu bukan hanya sekedar sarana hiburan, akan tetapi di
dalam lirik-liriknya terdapat pesan yang ingin disampaikan oleh si pengarang. Lagu-
lagu yang biasanya digemari oleh masyarakat adalah lagu-lagu yang mempunyai
nilai pesan yang dalam dan erat kaitannya dengan kehidupan masyarakat sehari-hari.
Karakteristik lagu yang seperti ini terdapat pada lirik lagu-lagu grup band “Slank”.
Selain liriknya yang bagus, grup band ”Slank” adalah salah satu band papan atas di
Indonesia yang mempunyai beribu-ribu penggemar. Karena alasan itulah makalah ini
akan mengambil salah satu lirik lagu grup band “Slank” sebagai objek penerapan
analisis wacana kritis.
Teks lirik lagu dari grup band “Slank” yang akan dianalisis dalam makalah
ini berjudul Kalau Aku Jadi. Tujuan dari pembahasan ini adalah untuk mengetahui
makna yang tersembunyi di balik lirik lagu Kalau Aku Jadi karya grup band “Slank”.
Selain dapat dijadikan sebagai bahan referensi, makalah ini diharapkan mampu
menjadi pembelajaran bagi mahasiswa dalam menganalisis wacana.

642 (KBSP) IV 2016
“Kalau Aku Jadi”

karya : Slank
Kalau Aku jadi raja minyak
Akan kujatahkan oilku
Supaya mobil-mobil nggak bikin macet
Biar nggak ada perang rebutan minyak
Kalau Aku punya pabrik senjata
Gue jual gue ubah jadi pabrik tahu
Biar tentara nggak saling tembak
Dan duniaku menjadi damai
Kalau Aku punya surat HPH
Akan Kurobek-robek dan aku bakar
Supaya nggak ada izin untuk membabat
Dan hutanku pun tetap lebat
Kalau Aku jadi Presiden
Tolong beritahu siapa yang curang
Supaya nggak ada lagi kebobolan
Dan rakyatku pun jadi tenang
D. HASIL PENELITIAN
Gagasan dan kritik yang disampaikan oleh penulis melalui lagu tersebut bisa
dimaknai sebagai sebuah tindakan untuk menyampaikan aspirasi rakyat kepada
pemerintah. Karena penulis juga seorang seniman, maka tindakan yang dilakukan
dalam rangka menyampaikan aspirasi rakyat itu dilakukan secara sadar dan
terkontrol melalui karya-karyanya, yang dalam hal ini adalah lagu.
Jika kita melihat sosok penulis yang merupakan seorang publik figur dan
mempunyai banyak penggemar, tidak sulit baginya untuk menyatakan ideologinya
dan mempengaruhi pola pikir masyarakat dengan ideologi tersebut , apalagi bagi
mereka yang mengidolakannya, pastilah setiap apa yang diungkapkan melalui lagu
tersebut akan diterima di-amini oleh masyarakat. Apalagi keinginan-keinginan yang
diungkapkan oleh penulis sama dengan yang diinginkan masyarakat di seluruh tanah
air. Penulis juga bagian dari masyarakat, karena itulah hal-hal yang diungkapkan
oleh penulis merupakan refleksi dari kemauan rakyat.

(KBSP) IV 2016 643

E. PEMBAHASAN
1. Pengertian wacana.
Jika wacana dilihat dalam perpektif kata benda, wacana berarti komunikasi verbal
atau juga bisa diartikan percakapan. Namun jika dilihat dalam perpektif
linguistik, wacana memiliki tiga pengertian, yaitu:
a. Keseluruhan tutur yang merupakan suatu kesatuan.
b. Satuan bahasa terlengkap yang direalisasikan dalam bentuk karangan atau
laporan utuh, seperti novel, buku, artikel, pidato, atau khotbah.
c. Kemampuan atau prosedur berpikir secara sistematis; kemampuan atau proses
Memberikan pertimbangan berdasarkan akal sehat. (KBBI, 2008:1552)
Hawthorn (dalam Eriyanto, 2006:10) mengemukakan bahwa wacana ialah
komunikasi kebahasaan yang terlihat sebagai sebuah pertukaran diantara
pembicara dan pendengar, sebagai sebuah aktivitas personal dimana bentuknya
ditentukan oleh tujuan sosialnya. Menurut Collins Concise English Dictionary
(1984), wacana diartikan sebagai 1) komunikasi verbal, ucapan, percakapan, 2)
sebuah perlakuan formal dari subjek dalam ucapan atau tulisan, 3) sebuah unit
teks yang digunakan oleh linguis untuk menganalisis satuan lebih dari kalimat.
Sedangkan menurut Roger Fowler (dalam Eriyanto,2006:2) wacana adalah
komunikasi lisan atau tulisan yang dilihat dari titik pandang kepercayaan, nilai,
dan ketegori yang masuk di dalamnya ; kepercayaan di sini mewakili pandangan
dunia, sebuah organisasi, atau representasi dari pengalaman.
Disamping pengertian di atas, ada tiga kelompok pengertian wacana yang
lain, yaitu pengertian wacana yang dikembangkan oleh aliran struktural,
fungsional, dan struktural-fungsional (Schiffrin, 1994:23-41). Menurut aliran
struktural, wacana merupakan organisasi bahasa di atas tataran kalimat atau
klausa (Stubbs, 1983:10). Dalam pandangan fungsional wacana dianggap sebagai
bentuk kebiasaan sosial (Fairclough, 1988:22). Menurut aliran struktural-
fungsional wacana merupakan tuturan ungkapan yang di dalamnya terdapat unsur
struktur, fungsi, dan konteks.
2. Paham dalam analisis wacana.
Istilah analisis wacana adalah istilah umum yang dipakai dalam banyak
disiplin ilmu dan dengan berbagai pengertian. Meskipun ada gradasi yang besar
dari berbagai definisi, titik singgungnya adalah analisis wacana berhubungan
dengan studi mengenai bahasa/ pemakaian bahasa. Ada tiga pandangan alam
analisis wacana, yakni :

644 (KBSP) IV 2016
a. Positivisme-empiris.
Analisis wacana dimaksudkan untuk menggambarkan tata aturan kalimat,
bahasa dan pengertian bersama. Wacana diukur dengan pertimbangan
kebenaran / ketidakbenaran. Aliran ini memandang bahasa sebagai jembatan
manusia dengan objek luar dirinya. Pengalaman-pengalaman manusia
dianggap dapat secara langsung diekspresikan melalui penggunaan bahasa
tanpa ada kendala, sejauh ia dinyatakan dengan memakai pernyataan yang
logis, sintaksis dan memiliki hubungan dengan pengalaman empiris.
Konsekuensinya, orang tidak perlu mengetahui makna-makna subjektif, atau
nilai yang mendasari pernyataannya, sebab yang penting adalah apakah
pernyataan itu dilontarkan secara benar menurut kaidah sintaksis dan
semantik.
b. Konstruktivisme.
Paham ini menganggap subjek sebagai faktor sentral dalam kegiatan
wacana serta hubungan-hubungan sosialnya. Analisis wacana dimaksudkan
sebagai suatu analisis untuk membongkar maksud-maksud atau makna-
makna tertentu. Wacana adalah suatu upaya pengungkapan maksud
tersembunyi dari sang subjek yang mengemukakan suatu pernyataan.
c. Pandangan Kritis.
Analisis wacana dalam paradigma ini menekankan pada konstelasi
kekuatan yang terjadi pada proses produksi dan reproduksi makna. Individu
tidak dianggap sebagai subjek yang netral yang bisa menafsirkan secara
bebas sesuai dengan pikiran-pikirannya, karena sangat berhubungan dan
dipengaruhi oleh kekuatan sosial yang ada dalam masyarakat. Bahasa
dipahami sebagai representasi yang berperan dalam membentuk subjek
tertentu, tema-tema wacana tertentu, maupun strategi-strategi di dalamnya.
Analisis wacana dipakai untuk membongkar kuasa yang ada dalam setiap
proses bahasa : batasan-batasan apa yang diperkenankan menjadi wacana,
perspektif yang mesti dipakai, topik apa yang dibicarakan. Wacana melihat
bahasa selalu terlibat dalam hubungan kekuasaan, terutama dalam
pementukan subjek, dan berbagai macam tindakan representasi yang terdapat
dalam masyarakat. Karena memakai perspektif kritis, maka analisis wacana
dalam kategori ini disebut juga Analisis Wacana Kritis (AWK).
3. Analisis wacana kritis.

(KBSP) IV 2016 645

Analisis wacana memang menggunakan bahasa dalam teks untuk

dianalisis, tetapi bahasa yang dianalisis di sini agak berbeda dengan studi bahasa
dalam pengertian linguistik tradisional. Bahasa dianalisis bukan dengan
menggambarkan semata dari aspek kebahasaan, tapi juga menghubungkan
dengan konteks. Konteks di sini berarti bahasa itu dipakai untuk tujuan dan
praktik tertentu, termasuk di dalamnya praktik kekuasaan.
Analisis wacana kritis (AWK) merupakan penerapan analisis wacana
dengan perspektif interdisipliner. Apabila analisis wacana hanya difokuskan pada
penggunaan bahasa alamiah dengan analisis semata-mata bersifat liguistis, AWK
berusaha menjelaskan penggunaan bahasa dikaitkan dengan perspektif disiplin
lain, seperti politik, gender, dan faktor sosiologis lain. Prinsipnya ialah menggali
sistem nilai dan kepercayaan sosial yang tersirat di dalam teks atau wacana.
Menurut Fairclough dan Wodak, analisis wacana kritis melihat wacana –
pemakaian bahasa dalam tuturan dan tulisan – sebagai bentuk dari praktik sosial.
Analisis wacana kritis melihat bahasa sebagai faktor penting, yakni bagaimana
bahasa digunakan untuk melihat ketimpangan kekuasaan dalam masyarakat
terjadi. Berikut ini karakteristik analisis wacana kritis menurut Teun A.Van Dijk,
Fairclough, dan Wodak:
a. Tindakan
Wacana dipahami sebagai sebuah tindakan (action). Seseorang
berbicara, menulis dan menggunakan bahasa untuk berinteraksi dan
berhubungan dengan orang lain. Wacana dipandang sebagai sesuatu yang
bertujuan, apakah untuk mempengaruhi, mendebat, membujuk, menyangga,
bereaksi, dan sebagainya. Selain itu, wacana dipandang sebagai sesuatu yang
diekspresikan secara sadar, terkontrol, bukan sesuatu di luar kendali atau
diekspresikan di luar kesadaran.
b. Konteks
Analisis wacana kritis mempertimbangkan konteks dari wacana,
seperti latar, situasi, peristiwa dan kondisi. Titik tolak dari analisis wacana di
sini, bahasa tidak bisa dimengerti sebagai mekanisme internal dari linguistik
semata, bukan suatu objek yang diisolasi dalam ruang tertutup. Bahasa di sini
dipahami dalam konteks secara keseluruhan.
Guy Cook menyebut ada tiga hal yang sentral dalam pengertian
wacana: teks, konteks, dan wacana. Wacana di sini, kemudian dimaknai
sebagai teks dan konteks secara bersama-sama dalam suatu konteks

646 (KBSP) IV 2016
komunikasi. Tidak semua konteks dimasukkan dalam analisis, hanya yang

relevan dan dalam banyak hal berpengaruh atas produksi dan penafsiran teks
yang dimasukkan dalam analisis. Karena itu, wacana harus dipahami dan
ditafsirkan dari kondisi dan lingkungan sosial yang mendasarinya.
c. Historis
Salah satu aspek penting untuk bisa mengerti teks adalah
menempatkan wacana itu dalam konteks historis tertentu. Karena itu, pada
waktu melakukan analisis perlu tinjauan untuk mengerti mengapa wacana
yang berkembang atau dikembangkan seperti itu, mengapa bahasa yang
dipakai seperti itu, dan seterusnya.
d. Kekuasaan
Setiap wacana yang muncul dalam bentuk teks, percakapan atau
apapun, tidak dipandang sebagai sesuatu yang alamiah, wajar, dan netral
tetapi merupakan bentuk pertarungan kekuasaan. Konsep kekuasaan adalah
salah satu kunci hubungan antara wacana dengan masyarakat. Analisis waana
kritis tidak membatasi diri padanya pada detil teks atau struktur wacana saja
tapi juga menghubungkan dengan kekuatan dan kondisi sosial, politik,
ekonomi dan budaya teretentu.
Kekuasaan itu dalam hubungannya dengan wacana, penting untuk
melihat apa yang disebut sebagai kontrol. Kontrol tidak harus selalu dalam
bentuk fisik secara langsung, tapi juga kontrol secar mental atau psikis.
e. Ideologi
Ideologi juga konsep yang sentral dalam analisis wacana yang
bersifat kritis. Teks, percakapan, dan yang lainnya adalah bentuk dari praktik
ideologi atau pencerminan dari ideologi tertentu. Dalam setiap wacana selalu
terkandung ideologi untuk mendominasi dan berebut pengaruh. Oleh karena
itu analisis wacana tidak bisa menempatkan bahasa secara tertutup, tapi harus
melihat konteks, terutama bagaimana ideologi dari kelompok-kelompok yang
ada tersebut berperan dalam membentuk wacana.
F. KESIMPULAN
Analisis wacana kritis merupakan penerapan analisis wacana dengan
perspektif interdisipliner. Analisis waana kritis berusaha menjelaskan penggunaan
bahasa dikaitkan dengan perspektif disiplin lain, seperti politik, gender, dan faktor
sosiologis lain. Prinsipnya ialah menggali sistem nilai dan kepercayaan sosial yang

(KBSP) IV 2016 647

tersirat di dalam teks atau wacana. Karena itulah analisis wacana kritis dapat
diterapkan pada teks media massa, bahasa politik, iklan, teks dan lirik lagu.
Gagasan dan kritik yang disampaikan oleh penulis melalui lagu tersebut bisa
dimaknai sebagai sebuah tindakan untuk menyampaikan aspirasi rakyat kepada
pemerintah. Penulis juga adalah rakyat negara ini, karena itulah hal-hal yang
diungkapkan oleh penulis merupakan refleksi dari kemauan rakyat.
DAFTAR PUSTAKA
Depdiknas.2008. Kamus Besar Bahasa Indonesia.Jakarta: PT.Gramedia Pustaka

Utama
Eriyanto.2006.Analisis Wacana:Pengantar Analisis Teks Media.Yogyakarta: LkiS
Sobur, Alex. 2006. Analisis Teks Media.Bandung: PT. Remaja Rosdakarya
http://musiklib.org/Slank-Kalau_Aku_Jadi_Presiden-Liri
https://ikrimahmaifandi.wordpress.com/2012/08/05/analisis-wacana/
diakses 26 Maret 2016 Pukul 22.50 WIB


(KBSP) IV 2016
INTERAKSI SIMBOLIK DALAM WACANA KELAS
Degita Danur Suharsono

Mahasiswa S2 Universitas Negeri Malang, Program Studi Pendidikan Bahasa Indonesia
Jalan Semarang No. 5, Malang, 65145
085335615484
Abstrak
Salah satu bentuk interaksi yang digunakan dalam wacana kelas adalah interaksi
simbolik. Interaksi simbolik merupakan bentuk interaksi yang menggunakan simbol-
simbol bahasa sebagai alat penyampaian pesan. Makalah ini menggunakan rancangan
penelitian kualitatif dengan jenis penelitian mikroetnografi. Temuan penelitian
menunjukkan adanya interaksi simbolik dalam wacana kelas yang dilakukan oleh
pendidik dan peserta didik. Pendidik dan peserta didik telah membentuk pola dan bentuk
interaksi simbolik dalam wacana kelas. Terdapat tiga pola interaksi simbolik dalam
wacana kelas, yaitu (1) pola interaksi simbolik pendidik kepada peserta didik, (2) pola
interaksi simbolik peserta didik kepada peserta didik, dan (3) pola interaksi simbolik
peserta didik kepada pendidik. Bentuk interaksi simbolik dalam wacana kelas
diklasifikasikan dalam tiga bentuk, yaitu (1) bentuk simbol tidak bersuara, (2) bentuk
simbol bersuara, dan (3) bentuk paduan.
Kata Kunci: Interaksi simbolik, Wacana kelas
PENDAHULUAN
Komunikasi merupakan proses interaksi yang melibatkan dua individu atau
lebih menggunakan simbol verbal atau non-verbal dengan tujuan untuk saling
mempengaruhi. Penggunaan simbol dalam proses interaksi bertujuan untuk memudahkan
individu dalam berkomunikasi, simbol verbal berupa lambang bahasa, sedangkan simbol
non-verbal berupa simbol-simbol yang telah disepakati secara bersama. Simbol-simbol
tidak hanya digunakan secara terpisah, tetapi dapat digunakan secara bersama.
Teori interaksi simbolik pertama kali dikenalkan oleh George Hebert Mead
pada tahun 1934. Interaksi simbolik melahirkan dua aliran, yakni aliran Chicago dan
aliran Lowa. Aliran Chicago diprakarsai oleh George Hebert Mead dan George Hebert
Blumer, sedangkan aliran Lowa dipelopori Manford Khun dan Carl Couch. Aliran
Chicago lebih menekankan pada observasi langsung dengan menggunakan metode
kualitatif dalam penelitiannya. Berbeda dengan aliran Chicago, aliran Lowa berpedapat
bahwa metode kuantitatif lebih berguna daripada metode kualitatif yang dikembangkan
oleh Blumer. Pada dasarnya, dua aliran tersebut memiliki kesamaan pada konsep interaksi
simbolik, tetapi berbeda dalam memilih metode penelitian yang digunakan.
Interaksi simbolik menekankan pada bagaimana orang berinteraksi dengan
kelompok menggunakan simbol. Rahayu (2010: 99) menegaskan bahwa penekanan
interaksi simbolik adalah pada konteks simbol, sebab disini orang mencoba memahami
makna atau maksud dari suatu aksi yang dilakukan satu dengan yang lainnya.
Penggunaan simbol dalam proses interaksi terbagi atas tiga bentuk: (1) bentuk verbal,
menitikberatkan pada penggunaan bahasa sebagai alat utama dalam proses interaksi; (2)
bentuk non-verbal, menitikberatkan penggunaan simbol yang telah disepakati dalam
proses interaksi; dan (3) bentuk bersama, penggunaan bahasa dan simbol yang telah
disepakati secara bersama dalam proses interaksi.
Mead (dalam Soeprapto, 2002) menyebutkan tiga asumsi dasar dalam interaksi
simbolik, yaitu (1) manusia bertindak terhadap benda berdasarkan arti atau makna yang
dimilikinya, (2) asal dari arti atau makna benda muncul dari interaksi sosial yang dimiliki
individu, dan (3) melalui proses interpretasi, arti atau makna dari benda diterima,
dimodifikasi, dimaknai dan diberi tanggapan oleh individu. Berdasarkan tiga asumsi
dasar tersebut, dapat dirumuskan pola proses interaksi simbolik, yaitu: (1) simbol (2)
648
(KBSP) IV 2016 649

proses interpretasi, dan (3) tanggapan. Pertama, individu menerima simbol dari individu
atau kelompok lain. Kedua, individu melakukan proses interpretasi atas simbol yang
diberikan untuk memperoleh makna dari simbol. Ketiga, individu melakukan tanggapan
sesuai makna dari simbol yang diterima.
Gambar 1: Proses Interaksi Simbolik
Selain tiga asumsi dasar interaksi simbolik, Mead juga menjelaskan mengenai
tiga konsep kritis yang digunakan untuk menyusun teori interaksi simbolik, yaitu (1)
mind, (2) self, dan (3) society. Mind (pikiran) bukan diartikan sebagai suatu benda, tetapi
sebagai proses memaknai objek (benda, orang, atau ide). Pikiran juga dapat dilihat dari
konsep pragmatis, yaitu melibatkan kaidah logika terhadap representasi simbolik
(Cummings, 1999). Self (diri) adalah keadaan saat individu memberikan tanggapan
terhadap apa yang individu lain tujukan kepadanya, bentuk tanggapan dapat berupa
tindakan atau penolakan. Society (masyarakat) adalah proses paling umum dari konsep
kritis interaksi simbolik, selain itu masyarakat memiliki peran penting dalam membentuk
pikiran dan diri. Proses pembentukan didasari oleh kesepakatan secara umum oleh
masyarakat yang termasuk dalam bagian proses interaksi.
Interaksi simbolik juga dapat terjadi dalam wacana kelas. Pembahasan
mengenai wacana kelas dikaitkan dengan penggunaan bahasa di kelas sebagai alat
komunikasi antara pendidik dan peserta didik. Penggunaan bahasa ini pada umumnya
diartikan sebagai penggunaan bahasa secara langsung. Padahal dalam interaksi di kelas
bukan hanya menggunakan bahasa sebagai alat komunikasi, tetapi juga menggunakan
simbol-simbol dalam konsep komunikasi. Dengan demikian, dapat diasumsikan bahwa
proses interaksi simbolik dalam wacana kelas sangat beragam.
Penelitian ini bertujuan untuk mendeskripsikan (1) bentuk interaksi simbolik
dalam wacana kelas dan (2) pola interaksi simbolik dalam wacana kelas. Pendeskripsian
ini dilakukan untuk mengetahui bagaimana bentuk dan pola interasksi simbolik yang
terdapat dalam wacana kelas.
METODE
Penelitian ini menggunakan rancangan penelitian kualitatif dengan jenis
penelitian mikroetnografi yang bertujuan untuk mendeskripsikan bagaimana pola dan
bentuk interaksi simbolik dalam wacana kelas. Dalam penelitian ini, peneliti bertindak
sebagai intrumen utama. Sumber data dalam penelitian diperoleh dari proses interaksi
antara pendidik dan peserta didik yang terjadi di dalam kelas. Teknik pengumpulan data
dalam penelitian ini menggunakan metode observasi partisipatif, yaitu peneliti sebagai
pengamat sekaligus partisipan langsung, sementara prosedur pengumpulan data meliputi
(1) observasi, (2) dokumentasi, dan (3) identifikasi data.
Analsis data dalam penelitian ini meliputi 5 tahap, (1) mempersiapkan data
untuk dianalisis, (2) mengidentifikasi data, (3) mengklasifikasi data, (4) menghubungkan
dan membandingkan data dengan teori yang ada, (5) menginterpretasi data (Creswell,
2009). Selanjutnya, untuk mengecek keabsahan data dengan melakukan (1) ketekunan
pengamatan, (2) triangulasi data, dan (3) diskusi dengan teman sejawat.

650 (KBSP) IV 2016

Hasil penelitian ini adalah deskripsi mengenai pola interaksi simbolik dalam
wacana kelas dan bentuk interaksi simbolik dalam wacana kelas. Pola interaksi simbolik
mendeskripsikan model interaksi simbolik yang terjadi dalam wacana kelas. Sementara
bentuk interaksi simbolik mendeskripsikan mengenai wujud interasksi simbolik yang
ditampilkan oleh pendidik dan peserta didik dalam wacana
Pola Interaksi Simbolik dalam Wacana Kelas
Interaksi simbolik dapat terjadi kapanpun dan dimanapun yang pada akhirnya
akan membentuk suatu pola interaksi, salah satunya dalam wacana kelas. Pola interaksi
simbolik didasari pada teori interaksi simbolik Mead, yaitu (1) mind, (2) self, dan (3)
society (Ardianto dkk, 2007). Berdasarkan teori tersebut, terdapat tiga pola interaksi
simbolik dalam wacana kelas, yaitu (1) pendidik kepada peserta didik, (2) peserta didik
kepada peserta didik, dan (3) peserta didik kepada pendidik. Setiap pola interaksi
simbolik diuraikan sebagai berikut.
1) Pola Interaksi Simbolik Pendidik kepada Peserta Didik

Pola interaksi simbolik pendidik kepada peserta didik. Pendidik disini
memposisikan dirinya sebagai sosok yang dominan dalam proses interaksi di kelas,
sedangkan peserta didik sebagai penerima pesan. Pada pola ini, pendidik berperan sebagai
objek atau pelaku utama yang memberi simbol kepada peserta didik dalam proses
interaksi, dengan tujuan untuk mempengaruhi peserta didik agar memaknai pesan yang
disampaikan oleh pendidik. Kekuasaan pendidik dalam kelas sangat mempengaruhi pola
ini, kuasa pendidik sebagai individu yang dihormati secara tidak langsung membuat
peserta didik harus cepat dan tepat dalam menginterpretasi simbol yang diberikan. Pola
interaksi ini digambarkan sebagai berikut:
Arah Interaksi
Pendidik Peserta Didik
Gambar 2: Pola Interaksi Simbolik Pendidik kepada Peserta Didik
Proses pola ini tersusun atas beberapa langkah. Adapun langkah pertama
dimulai dari pendidik memberi simbol kepada peserta didik. Kedua, perserta didik
menerima simbol yang diberikan oleh pendidik. Ketiga, peserta didik menginterpretasi
simbol yang diberikan oleh pendidik untuk diinterpretasi menjadi suatu makna. Keempat,
peserta didik melakukan tindakan atau respon sesuai dengan pemaknaan simbol. Jika
peserta didik melakukan tindakan tidak sesuai dengan makna dari simbol yang diberikan
oleh pendidik, maka pesan dalam simbol tersebut tidak tersampaikan dengan jelas.
Situasi yang melatarbelakangi munculnya pola interaksi simbolik pendidik
kepada peserta didik beragam. Secara umum, ada dua situasi yang melatarbelakangi
munculnya pola ini, yaitu situasi dimana pendidik ingin mendapat perhatian dari peserta
didik dan situasi pendidik meminta bantuan dari peserta didik. Dua situasi tersebut dapat
dipahami secara benar oleh peserta didik, jika perserta didik terlebih dulu memahami
konteks situasinya. Konteks situasi disini diartikan sebagai lingkungan interaksi simbolik
yang merupakan alat yang berfungsi sebagai perinci situasi untuk memahami makna
dibalik interaksi.

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Contoh mengenai interaksi simbolik pendidik kepada peserta didik dalam

wacana kelas terkait situasi yang melatarbelakangi. Situasi pertama adalah dimana
pendidik ingin mendapat perhatian dari peserta didik, misal (1) simbol pendidik
menempelkan jari telunjuk ke bibir atau mengetuk benda disekitar (meja, papan tulis, atau
penggaris), memiliki makna pendidik menginginkan suasana kelas yang tenang dan tidak
gaduh dan (2) simbol pendidik menggerakkan jari telunjuk ke beberapa arah (depan,
bawah, atau atas), memiliki makna pendidik ingin peserta didik untuk duduk, maju ke
depan kelas, atau meminta peserta didik untuk memperhatikan materi pembelajaran di
papan tulis. Situasi kedua adalah situasi pendidik meminta bantuan dari peserta didik,
misal (1) simbol pendidik menggerakkan tangan dengan bentuk seakan-akan memegang
penghapus atau alat tulis, memiliki makna pendidik meminta bantuan untuk
mengambilkan penghapus papan tulis atau meminjam alat tulis dari peserta didik, dan (2)
simbol pendidik mengibaskan baju atau telapak tangan, memiliki pendidik merasa gerah
dan meminta bantuan peserta didik untuk membuka jendela atau menghidupkan
pendingin ruangan.
2) Pola Interaksi Simbolik Peserta Didik kepada Peserta Didik

Peserta didik dalam pola ini dibagi menjadi dua tipe, yakni peserta didik
pengirim simbol (PDPS) dan peserta didik menerima simbol (PDMS). Interaksi simbolik
ini dilakukan oleh peserta didik kepada peserta didik lain. Dalam wacana kelas, peserta
didik memiliki simbol-simbol tersendiri saat berinteraksi dengan peserta didik lainnya di
dalam kelas. Tipe PDPS adalah objek atau pelaku utama yang memberi simbol kepada
PDMS. Berikut ini adalah gambaran pola interaksi peserta didik kepada peserta didik.
Arah Interaksi
Gambar 3: Pola Interaksi Simbolik Peserta Didik kepada Peserta Didik
Langkah pertama dari proses pola ini dimulai PDPS mengirimkan pesan melalui
simbol kepada PDMS. Selanjutnya dalam langkah kedua, PDMS menerima pesan berupa
simbol yang diberikan oleh PDPS. Langkah ketiga, PDMS menginterpretasi simbol yang
diberikan oleh PDPS untuk diubah menjadi pesan atau makna. Terakhir, PDMS
melakukan reaksi terhadap pesan atau makna dari simbol yang diberikan PDPS.
Hubungan setara yang dimiliki PDPS dan PDMS menyebabkan proses interpretasi simbol
mudah untuk dipahami. Selain itu, proses interpretasi simbol tersebut terkadang
mengalamai kendala, hal itu dikarenakan faktor lain diluar proses interpretasi. Misal,
PDMS sebenarnya mengerti pesan atau makna dari simbol yang diberikan PDPS, tetapi
karena ada faktor lain yang mempengaruhi, PDMS tidak dapat melakukan respon yang
sesuai dengan harapan PDPS.
Simbol-simbol tersebut muncul karena adanya tiga jenis situasi kesepakatan,
yaitu (1) simbol kesepakatan situasi tertutup, (2) simbol kesepakatan situasi semiterbuka,
dan (3) simbol kesepakatan situasi terbuka. Kesepakatan tertutup merupakan kesepakatan
yang hanya dipahami oleh kelompok kecil, 2-4 individu dalam konteks tertentu.
Kesepakatan semiterbuka merupakan kesepakatan yang dipahami oleh kelompok sedang

652 (KBSP) IV 2016
dengan jumlah individu antara 5-20 dalam konteks tertentu. Kesepakatan terbuka
merupakan kesepakatan yang dipahami lebih dari 20 individu dalam konteks luas.
Dalam makalah ini, penulis memberikan contoh mengenai interaksi simbolik
PDPS kepada PDMS terkait simbol kesepakatan situasi tertutup. Simbol kesepakatan
situasi tertutup dapat dicontohkan ketika dua individu memiliki simbol tertentu dalam
berkomunikasi di kelas, misal simbol menggerakkan anggota wajah , memiliki makna
berupa menunjuk atau membicarakan seseorang. Simbol kesepakatan situasi semiterbuka,
simbol-simbol ini pada umumnya muncul ketika peserta didik akan menghadapi ujian,
misal (1) simbol jari yang menunjukkan jumlah angka 1, 2, 3, 4, 5 memiliki makna
jawaban A, B, C, D, E secara berurutan dan (2) simbol memegang bagian tubuh, memiliki
makna menujukkan opsi jawaban ujian A, B, C, D, E. Simbol kesepakatan situasi terbuka
merupakan simbol yang secara luas telah dimengerti oleh peserta didik, misal (1) simbol
geleng kepala memiliki makna tidak mengerti atau tidak bersedia dan (2) simbol tangan
‘minum’ memiliki makna bertanya apakah membawa minuman atau meminta minum.
3) Pola Interaksi Simbolik Peserta Didik kepada Pendidik

Pola interaksi simbolik ini memposisikan peserta didik sebagai objek dan
pelaku utama. Peserta didik merupakan bukanlah sosok yang dominan di kelas, tetapi
peserta didik dapat mengirim simbol kepada pendidik dengan tujuan mempengaruhi
pendidik untuk melakukan respon sesuai pesan atau makna dalam simbol tersebut.
Bertolak belakang dengan pola interaksi simbolik pendidik kepada peserta didik, pola ini
sering kali mengalami kendala dlam proses interaksi. Kekuasaan pendidik dalam kelas
merupakan faktor utama munculnya kendala dalam pola ini. Sebenarnya, pendidik
mengerti pesan atau makna dibalik simbol tersebut tetapi pendidik umumnya tidak
melakukan respon yang sesuai dengan simbol dari peserta didik. Gambaran mengenai
pola interaksi simbolik sebagai berikut.
Gambar 4: Pola Interaksi Simbolik Peserta Didik kepada Pendidik
Pola interaksi simbolik peserta didik kepada pendidik memiliki langkah-

langkah sistematis. Pertama, peserta didik mengirimkan pesan atau makna secara
simbolik kepada pendidik. Langkah kedua, pendidik menerima simbol yang dikirim oleh
peserta didik. Ketiga, pendidik melakukan proses interpretasi terhadap simbol yang
diberikan peserta didik. Keempat, pendidik melakukan respon sesuai dengan hasil dari
interpretasi simbol. Namun demikian, terkadang pendidik tidak melakukan respon apapun
terhadap pesan atau makna dari simbol yang dikrimkan peserta didik.
Munculnya simbol dalam pola interaksi ini dilatarbelakangi oleh situasi formal.
Kekuasaan pendidik dalam kelas membuat peserta didik melakukan interaksi simbolik
hanya dalam situasi formal. Pendidik merasa tidak sopan jika menggunakan simbol dalam
berinteraksi dengan pendidik dalam situasi non-formal. Situasi formal merupakan
lingkungan resmi yang berfungsi sebagai wahana memahami makna dibalik interaksi.
Pembatasan mengenai konteks situasi formal dalam makalah ini pada kondisi
pembelajaran sedang berlangsung di kelas.

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Penulis memberi contoh interaksi simbol oleh peserta didik yang ditujukan
kepada pendidik dalam situasi formal. Ada dua jenis simbol dalam pola ini, yakni simbol
wajah dan simbol gerakan. Simbol wajah pada umumnya ditujukan untuk menanggapi
keinginan yang ditampilkan melalui raut wajah, terdapat dua jenis simbol wajah, yakni
simbol wajah negatif dan positif (Yule, 1996:107). Simbol wajah negatif menunjukkan
kebutuhan untuk merdeka, sedangkan simbol wajah positif menunjukkan kebutuhan
untuk dihubungi, misal (1) simbol wajah bosan-temasuk simbol wajah negatif-memiliki
makna peserta didik jenuh terhadap proses pembelajaran di kelas, dan (2) simbol wajah
bingung-termasuk simbol positif-memiliki makna peserta didik ingin diperhatikan oleh
pendidik. Simbol gerakan adalah simbol yang dikirimkan oleh peserta didik kepada
pendidik dengan bantuan gerakan anggota badan, misal (1) simbol mengangkat tangan
kanan memiliki makna peserta didik ingin mengajukan pertanyaan kepada pendidik dan
(2) simbol memegang pergegelangan tangan kiri dengan jari pada tangan kanan memiliki
makna batas waktu jam pelajaran selesai.
Bentuk Interaksi Simbolik dalam Wacana Kelas

Bentuk interaksi simbolik dapat dimaknai sebagai wujud tindakan dalam
berinteraksi yang dilakukan oleh pendidik maupun peserta didik dalam interaksi di kelas.
Secara garis besar, wacana kelas telah memunculkan tiga bentuk interaksi simbolik dalam
wacana kelas. Dalam makalah ini, penulis mengklasifikasikan tiga bentuk interaksi
simbolik yang ditemukan dalam wacana kelas, yaitu (1) bentuk simbol tidak bersuara, (2)
bentuk simbol bersuara, (3) bentuk simbol paduan.
Pertama, bentuk simbol tidak bersuara. Bentuk simbol ini hanya berupa
tindakan tanpa ada suara untuk menerangkan maksud simbol lebih lanjut. Simbol tidak
beruara dalam interaksi di kelas dapat didefinisikan sebagai simbol yang digunakan oleh
pendidik dan peserta didik tanpa ada suara saat menggunakannya. Contohnya, peserta
didik ingin menanyakan suatu materi pembelajaran kepada pendidik.
Peserta didik : (mengangkat tangan kanan)

Pendidik : Iya ada apa? Apakah ada pertanyaan?
Berdasarkan contoh di atas, secara langsung pendidik akan mengasumsikan

bahwa peserta didik akan mengajukan sebuah pertanyaan kepadanya. Simbol yang
diberikan oleh peserta didik mampu diinterpretasi dengan baik oleh pendidik. Berbeda
jika pendidik melakukan respon seperti ini kenapa kamu mengangkat tangan?. Jika
respon yang dilakukan oleh pendidik seperti itu, maka dapat dikatakan bahwa proses
interpretasi simbol yang dilakukan oleh pendidik mengalami kendala atau kesalahan
pemahaman.
Kedua, bentuk simbol bersuara. Bentuk simbol ini merupakan wujud interaksi
simbolik yang menggunakan suara sebagai alat untuk penyampaian pesan atau makna.
Dalam simbol ini, objek hanya memberikan atau mengirimkan suara sebagai simbol
dalam berinteraksi tanpa adanya suatu tindakan. Hanya dengan simbol suara, objek
berasumsi masyarakat dapat mengerti pesan atau makna yang ingin disampaikan.
Contohnya, pendidik menginginkan suasana kelas yang tenang.
Pendidik : ssttt!
Peserta didik : (peserta didik merespon dengan tidak gaduh)
Berdasarkan contoh di atas, secara langsung peserta didik akan

mengasumsikan simbol ssttt! sebagai keinginan pendidik untuk meminta peserta didik
tudak gaduh. Simbol yang diberikan oleh pendidik mampu diinterpretasikan dengan baik
oleh peserta didik. Berbeda halnya jika peserta didik melakukan respon dengan
menanyakan kembali maksud pendidik mengapa mengatakan ssttt! atau suasana kelas

654 (KBSP) IV 2016
tetap gaduh. Jika respon peserta didik seperti itu, maka proses interpretasi simbol yang
dilakukan peserta didik dapat dikatakan mengalami kesalahan pemahaman.
Ketiga, bentuk simbol paduan. Bentuk ini merupakan gabungan antara simbol
tidak bersuara dan simbol bersuara. Dua bentuk simbol itu memiliki fungsi saling
melengkapi. Dalam bentuk simbol paduan, bentuk simbol bersuara lebih berperan dalam
menjelaskan tujuan, pesan, dan maksud dari simbol tak bersuara. Contohnya, peserta
didik tipe pengirim simbol (PDPS) mengajak peserta didik tipe menerima simbol
(PDMS) ke kantin.
PDPS : Kantin? (sambil menggerakkan tangan seperti orang makan).

PDMS : Gak (sambil menjentikkan jari).
PDPS : Ayo sudah.
PDMS : (menganggukkan kepala sambil tersenyum)
Berdasarkan contoh di atas, PDPS dan PDMS sama-sama menggunakan

simbol paduan. PDPS dan PDMS berhasil menginterpretasikan simbol sama baiknya,
dengan begitu komunikasi antara PDPS dan PDMS dapat berjalan. Berbeda jika respon
yang diberikan oleh PDPS dan PDMS seperti ini.
PDPS : Kantin? (sambil menggerakkan tangan seperti orang makan).

PDMS : Mau apa?
PDPS : Futsal (sambil menunjukkan ekspresi wajah kesal).
PDMS : Capek.
Jika pada contoh di atas, PDMS tidak berhasil menginterpretasikan simbol yang
dikirimkan oleh PDPS. Dengan begitu pesan atau makna dari simbol tidak dapat
tersampaikan.
SIMPULAN
Interaksi simbolik dalam wacana kelas terdiri dari tiga pola, yaitu (1) pola
interaksi simbolik pendidik kepada peserta didik, (2) pola interaksi simbolik peserta didik
kepada peserta didik, dan (3) pola interaksi simbolik peserta didik kepada pendidik. Pola
interaksi simbolik dalam wacana kelas muncul karena adanya situasi komunikasi di kelas.
Bentuk interaksi simbolik dalam wacana kelas diklasifikasikan dalam tiga bentuk, yaitu
(1) bentuk simbol tidak bersuara, (2) bentuk simbol bersuara, dan (3) bentuk paduan.
Munculnya bentuk ini karena ada pola interaksi yang terjadi di kelas.
DAFTAR PUSTAKA
Ardianto, E, Lukiati Komala, dan Siti Karlinah. 2007. Komunikasi Massa: Suatu
Pengantar. (edisi revisi). Bandung: Simbiosa Rekatama Media.
Dardjowidjojo, S. 2012. Psikolinguistik: Pengantar Pemahaman Bahasa Manusia.

Jakarta: Yayasan Pustaka Obor Indonesia.
Creswell, J, W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. California: SAGE Publications. Terjemahan. Fawaid, A. 2014.
Research Design: Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta:
Pustaka Pelajar.
Cummings, L.1999. Pragmatics, A Mutidicplinary Perspective. New York: Oxford

University Press. Terjemahan. Ibrahim, A. S (editor). 2007. Pragmatik: Sebuah
Prespektif Multidispliner. Yogyakarta: Pustaka Pelajar.

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Rahayu, N. T. 2010. Teori Interaksi Simbolik dalam Kajian Komunikasi. Dalam Suwarto
(editor). Widyatama. Volume 19. Sukaharjo: LPPM Universitas Veteran
Bangun Nusantara Sukoharjo.
Rani, A, Martutik, dan Bustanul Arifin. 2013. Analisis Wacana: Tinjauan Deskriptif.
Malang: Surya Pena Gemilang.
Ricouer, P. 2012. Teori Interpretasi. Terjemahan Hery, M. Yogyakarta: IRCiSoD dan

Diva Press.
Soeprapto, R. 2002. Interaksionisme Simbolik. Yogyakarta dan Malang: Pustaka Pelajar

dan Averroes Press.


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ANALISIS WACANA KRITIS PADA TAJUK EKSEKUSI MATI GEMBONG

NARKOBA DI SURAT KABAR HARIAN JAWA POS EDISI APRIL 2015
Oleh:
Jamaluddin Ahmad
Program Studi Magister Pengkajian Bahasa
Jalan A. Yani, Tromol Pos 1, Surakarta 57102
Email: Jamaluddin.ahmad32@yahoo.co.id
Nomor HP: 085642118565
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan sikap dan pandangan surat kabar terhadap
keputusan eksekusi mati terhadap gembong narkoba yang diwujudkan dalam wacana
tajuk eksekusi mati gembong narkoba. Sikap surat kabar diwujudkan melalui dua bingkai,
yakni bingkai mengkritisi berita eksekusi mati gembong narkoba dan bingkai mendukung
eksekusi mati gembong narkoba. Data dalam penelitian ini dijaring dengan menggunakan
metode pustaka dan metode simak. Adapun metode yang digunakan dalam analisis data
adalah metode padan dan metode partisipatif. Hasil penelitian menunjukkan bahwa Jawa
Pos memiliki kecenderungan mendukung langkah pemerintah melaksanakan keputusan
tersebut. Surat kabar Jawa Pos ini memiliki sikap dan pandangan setuju serta mendukung
berita eksekusi mati terhadap gembong narkoba di surat kabar. Dukungan tersebut
mengacu pada upaya dilaksanakannya eksekusi mati terhadap gembong narkoba yang
bisa diwujudkan dalam penangkapan tersangka gembong narkoba, persidangan, dan vonis
hukuman terhadap tersangka narkoba.
Kata kunci: analisis wacana kritis, wacana tajuk, bingkai berita
PENDAHULUAN
Melalui bahasa manusia dapat berkomunikasi dengan sesama untuk memenuhi
keinginannya sebagai mahluk sosial yang saling berhubungan untuk menyatakan pikiran
dan pendapat, baik yang dilakukan secara lisan maupun tulisan. Bahasa memang
memiliki fungsi informatif, selain fungsi ekspresif, direktif, estetis, dan fatis. Leech
(1997:47) menganggap fungsi informatif sebagai fungsi utama, yakni bahasa sebagai alat
penyampai informasi. Oleh karena bahasa juga digunakan dalam dunia pers, maka fungsi
pers yang paling awal dan terutama juga sebagai penyampai informasi. Meskipun
demikian, saat ini pers mempunyai fungsi yang luas, tidak sekadar untuk menyampaikan
informasi, tetapi juga untuk mendidik, menghibur, dan mempengaruhi. Bahkan sekarang
ini, dalam era globalisasi, informasi justru sudah menjadi komoditas ekonomi, sosial, dan
politik yang terus diburu orang. Maka kemudian berlakulah premis information is power.
Demikian pentingnya informasi, maka surat kabar yang memuat paling banyak informasi
ternyata lebih diminati pembaca. Seperti yang disampaikan Subrata bahwa surat kabar
harian paling diminati pembaca dibandingkan surat kabar jenis lainnya (Subrata dalam
Sudaryanto, 1993:67-70).
Surat kabar lazimnya memang menyampaikan informasi atau berita yang aktual
kepada para pembaca. Meskipun demikian, di dalam keseragaman seperti ini bukan
berarti tidak terdapat keberagaman. Di dalam surat kabar, kita akan menjumpai berbagai
macam jenis tulisan. Tulisan yang paling menonjol memang tulisan yang mengemukakan
informasi atau berita. Akan tetapi, di sisi lain, ada pula tulisan khas seperti opini, tajuk,
rubrik, kolom, pojok dan jenis tulisan lainnya.
Poedjasoedarmo (dalam Baryadi 2002:54) berpendapat bahwa tiap-tiap bagian
dalam surat kabar memunculkan wacana yang khas dan masing-masing berbeda dengan
656
(KBSP) IV 2016 657

wacana dalam bagian yang lain. Dengan demikian, dalam suatu surat kabar terdapat
berbagai macam wacana, seperti wacana berita, wacana iklan, wacana tajuk, wacana
pojok, dan lain sebagainya. Masing-masing wacana tersebut tentunya berisi suatu topik
tertentu. Topik menjiwai seluruh bagian wacana, sebab topik adalah perihal yang
dibicarakan dalam wacana.
Setiap surat kabar tentu menunculkan rubrik tajuk. Tajuk atau tajuk rencana
(Jawa Pos menyebutnya Jati Diri) adalah karya tulis redaksi media massa cetak yang
mengandung opini media terhadap suatu peristiwa penting yang terjadi di masyarakat
atau negara tertentu. Ideologi sebuah media terlihat nyata di dalam tajuk rencana atau
halaman editorialnya. Kecenderungan dan orientasi media pada ideologi yang dianutnya
antara lain tercermin lewat cara mereka menggambarkan realitas dalam setiap
pemberitaannya dan menyatakan sikapnya lewat tajuk rencana. Ideologi itulah yang
membuat liputan media massa memihak satu pandangan, menempatkan pandangan
seseorang atau kelompok penting dari pandangan dan pendapat lainnya. Dengan
membaca tajuk, bisa dipahami sikap dan pandangan surat kabar tersebut tentang suatu
topik tertentu.
Salah satu topik yang selalu menarik dan sedang hangat-hangatnya untuk
diangkat menjadi berita utama adalah eksekusi mati pelaku narkoba. Topik eksekusi mati
ini setiap hari selalu menghiasi surat kabar karena adanya polemik yang menyelimutinya.
Hal ini cukup beralasan karena eksekusi mati ini menimbulkan banyak kontrofersi di
berbagai pihak. Bahkan survei BNN mengungkapkan bahwa Indonesia betul-betul sudah
seperti surga bagi para pengedar narkoba. Sedikitnya ada 4,5 juta masyarakat Indonesia
menjadi pemakai narkoba. Dari jumlah itu 1,2 tidak bisa direhabilitasi karena kondisinya
sudah sangat parah. Data lain juga menyebutkan 40 sampai 50 orang Indonesia setiap
harinya meninggal karena narkoba. BNN juga mengungkapkan bahwa 50% penghuni
rutan adalah kasus narkoba.
Penelitian ini tentang analisis secara kritis pada wacana tajuk polemik eksekusi
mati gembong narkoba di surat kabar harian Jawa Pos. Wacana tajuk polemik eksekusi
mati gembong narkoba dipilih karena tajuk surat kabar merupakan manifestasi sikap dan
ideologi surat kabar tersebut mengenai kasus konsumsi narkoba yang merusak masa
depan bangsa dan penanggulangannya di Indonesia. Ideologi yang dimaksud di sini
bukanlah ideologi yang dimaksud Foucault (1997) sebagai will to power ‘hasrat untuk
berkuasa’, melainkan dalam pengertian yang netral, yakni worldview ‘pandangan tentang
dunia’ atau ideologi dalam arti semiotik, yakni titik tolak untuk melakukan produksi dan
interpretasi pesan atau nilai moral suatu simbol yang oleh Roland Barthes disebut
mitologi (Hamad, 2004:20).
Sobur (2006:11) berpendapat bahwa wacana merupakan rangkaian ujar atau
rangkaian tindak tutur yang mengungkapkan suatu hal (subjek) yang disajikan secara
teratur, sistematis, dalam satu kesatuan yang koheren, dibentuk oleh unsur segmental
maupun nonsegmental bahasa. Analisis wacana kritis adalah sebuah upaya atau proses
untuk memberi penjelasan sebuah teks (realitas sosial) yang dikaji oleh seseorang atau
sekelompok dominan yang kecenderungannya mempunyai tujuan tertentu untuk
memperoleh apa yang dinginkan. Artinya dalam sebuah konteks harus disadari akan
adanya kepentingan (Darma, 2009:49).
Analisis wacana kritis dalam tajuk yang berisi topik polemik eksekusi mati
gembong narkoba menarik dilakukan karena analisis ini merupakan upaya pengungkapan
maksud tersembunyi dari subjek (penulis) yang mengemukakan suatu pernyataan.
Pengungkapan dilakukan dengan menempatkan diri pada posisi sang penulis dengan
mengikuti struktur makna dari penulis sehingga bentuk distribusi dan produksi ideologi
yang disamarkan dalam wacana dapat diketahui. Jadi, wacana dapat dilihat dari bentuk
hubungan kekuasaan terutama dalam pembentukan subjek dan berbagai tindakan
representasi (Darma, 2009:49). Oleh karena itu, dalam analisis ini diperlukan bingkai.
Gagasan tentang bingkai diterapkan untuk menganalisis wacana media. Analisis bingkai

658 (KBSP) IV 2016
secara sederhana dapat digambarkan sebagai analisis untuk mengetahui bagaimana

realitas (peristiwa, aktor, kelompok, atau apa saja) dibingkai oleh media (Eriyanto,
2002:3).
Dalam analisis wacana kritis, wacana tidak semata-mata dipahami sebagai studi
bahasa, melainkan dipahami sebagai suatu bentuk praktik sosial (Fairclough dan Wodak
dalam Subagyo, 2010:177). Dalam praktik sosial, seseorang selalu memiliki tujuan
berwacana, termasuk tujuan untuk menjalankan kekuasaan. Apabila hal itu terjadi, praktik
wacana akan menampilkan efek ideologi, yakni memproduksi dan mereproduksi
hubungan kekuasaan yang tidak imbang antara kelas sosial pria dan wanita atau
kelompok mayoritas dan minoritas (Subagyo, 2010:177). Dengan demikian, dapat
dikatakan bahwa analisis wacana kritis tidak hanya mengkaji wacana dari segi internal
maupun eksternal saja, tetapi juga disebut sebagai ‘jendela’ untuk melihat motif-motif
ideologis dan kepentingan hubungan kekuasaan yang terjadi dalam masyarakat.
Meskipun demikian, pada akhirnya memang analisis wacana kritis menggunakan
bahasa dalam teks yang dianalisis, tetapi bahasa yang dianalisis dalam analisis wacana
kritis berbeda dengan studi bahasa dalam pengertian studi lingustik tradisional. Bahasa
yang dianalisis oleh wacana kritis bukan hanya mengambarkan aspek bahasa saja,
melainkan juga menghubungkannya dengan konteks. Konteks dalam hal ini berarti
bahasa dipakai untuk tujuan tertentu.
Sementara itu, tajuk atau secara langkap tajuk rencana atau editorial dipahami
sebagai sebuah karya tulis redaksi media massa cetak yang mengandung opini media
terhadap suatu peristiwa penting yang terjadi di masyarakat atau negara tertentu.
Sumadiria (2005:2) berpendapat bahwa tajuk rencana adalah opini berisi pendapat dan
sikap resmi suatu media sebagai institusi penerbitan terhadap persoalan aktual,
fenomenal, dan atau kontroversial yang berkembang dalam masyarakat.Tajuk memiliki
tiga bagian fundamental, yakni lead, follow, dan valuate yang berwujud kalimat atau
kumpulan kalimat. Ketiga bagian itu membentuk kesatuan dengan fungsi yang
berbeda-beda. Lead berfungsi untuk mengantarkan permasalahan, follow berfungsi
untuk merespons bagian sebelumnya sekaligus untuk mempertahankan topik, sedangkan
valuate berfungsi untuk mengungkapkan penilaian atas informasi pada bagian
sebelumnya. Dalam hal bahasa, tajuk cenderung ditulis menggunakan bahasa resmi,
baku, dan serius (Koesworo, 1994:110).
METODE
Penelitian ini menggunakan pendekatan kritis dalam mengkaji masalah.
Penekatan kritis ini menempatkan wacana sebagai power (kekuasaan) atau memandang
wacana sebagai sebuah cerminan dari relasi dalam masyarakat. Pendekatan kritis
memahami wacana sebagai bentuk praktik sosial. Dalam praktik sosial, seseorang selalu
mempunyai tujuan berwacana, termasuk tujuan untuk menyampaikan pendapatnya
mengenai suatu hal.
Data dalam penelitian ini diambil dengan menggunakan metode pustaka, yaitu
menggunakan sumber-sumber tertulis untuk memperoleh data (Subroto 1992:42). Metode
ini dilakukan dengan cara mengumpulkan wacana eksekusi mati gembong narkoba dalam
tajuk pada surat kabar Jawa Pos edisi April 2015. Selain itu, peneliti juga menggunakan
metode simak (Sudaryanto 1993:5) dan dilanjutkan dengan teknik catat. Dalam hal ini
peneliti mengamati setiap tajuk pada surat kabar Jawa Pos edisi April 2015 yang bertopik
tentang eksekusi mati gembong narkoba. Adapun data penelitian berupa penggalan
wacana eksekusi mati gembong narkoba dalam tajuk pada surat kabar Jawa Pos edisi
April 2015. Pemilihan surat kabar tersebut didasarkan atas pertimbangan keterwakilan
surat kabar regional yang terbit di daerah.
Analisis data dalam penelitian ini menggunakan dua metode, yakni metode padan
dan metode partisipatif. Metode yang digunakan untuk mengurai konteks wacana
eksekusi mati gembong narkoba pada surat kabar harian Jawa Pos adalah metode padan.

(KBSP) IV 2016 659

Teknik dasar yang digunakan adalah teknik pilah unsur penentu dengan daya pilah
pragmatis. Sementara itu, untuk mengungkap sikap surat kabar terhadap polemik yang
timbul di masyarakat terhadap keputusan eksekusi mati di Indonesia digunakan metode
partisipatif, yaitu metode yang mengutamakan analisis komprehensif, kontekstual, dan
multilevel analisis yang bisa dilakukan melalui penempatan diri sebagai partisipan dalam
proses transformasi sosial. Dalam hal ini, setiap pertuturan atau penggunaan wacana
selalu diasumsikan ada penutur dan mitra tutur. Dengan demikian, peneliti menempatkan
diri sebagai penerima tutur yang menafsirkan wacana tajuk dalam surat kabar harian Jawa
Pos.

Salah satu masalah yang menimbulkan berbagai polemik dalam masyarakat saat
ini adalah telah dilaksanakannya eksekusi mati terhadap gembong narkoba di Indonesia.
Masalah beredarnya narkoba yang semakin merajalela di Indonesia menjadi tanggung
jawa bersama. Salah satu elemen masyarakat yang mempunyai tanggung jawab untuk
menginformasikan masalah peredaran narkoba dan bentuk pencegahannya adalah surat
kabar. Ketika ada perkembangan tentang keputusan hukuman eksekusi mati bagi
gembong narkoba dan menuai polemik tersebut disalurkan melalui media massa. Di
samping itu, surat kabar juga akan mengambil sikap terhadap keputusan eksekusi mati
gembong narkoba tersebut. Sikap suatu surat kabar terhadap keputusan eksekusi mati
para gembong narkoba di Indonesia tersebut akan ditulis dalam tajuk. Oleh karena itu,
tajuk bisa digunakan untuk mengukur kadar keberpihakan atau sebaliknya suatu surat
kabar terhadap masalah keputusan eksekusi mati gembong narkoba di Indonesia.
Pada bagian ini akan dipaparkan analisis wacana kritis terhadap tajuk bertema
eksekusi mati gembong narkoba pada surat kabar harian Jawa Pos edisi April 2015.
Analisis ini meliputi dua hal, yakni dengan bingkai mengkritisi berita eksekusi mati di
surat kabar dan mendukung berita eksekusi mati gembong narkoba di surat kabar. Dalam
praktik media massa, bingkai merupakan transformasi ideologi, visi, atau keberpihakan
institusi media yang sangat kelihatan terungkap dalam struktur dan penggunaan bentuk-
bentuk ekspresi bahasa pada wacana tajuk (Koesworo, 1994:120).
Bingkai Mengkritisi dan Mendukung Berita Eksekusi Mati Gembong Narkoba di

Indonesia
Mengkritisi berita eksekusi mati adalah suatu sikap dan pandangan surat kabar
yang tidak setuju terhadap berita keputusan eksekusi mati gembong narkoba di surat
kabar yang bersangkutan. Sedangkan bingkai mendukung berita eksekusi mati adalah
suatu sikap dan pandangan surat kabar yang setuju dan mendukung terhadap berita
korupsi di surat kabar yang bersangkutan. Ketidaksetujuan dan dukungan tersebut
hukuman terhadap tersangka narkoba. Dalam tajuk surat kabar yang menjadi sumber data
ditemukan tajuk dengan bingkai mengkritisi dan mendukung berita eksekusi mati
gembong narkoba yang mengakibatkan polemik di masyarakat. Data yang dapat diamati:
(1) Sekali lagi, kita memberikan acungan jempol kepada hakim yang berani
bertindak tegas kepada pelaku kejahatan luar biasa (Jangan Ampuni Penjahat
Narkoba, Jawa Pos, Sabtu 4 April 2015).
Data (1) merupakan penggalan wacana dalam editorial redaksi Jawa Pos
tersebut penulis jelas-jelas mendukung aksi pemerintah yang memberikan hukuman
mati kepada para gembong narkoba dengan tepat waktu (tidak mengulur waktu).
Bahkan penulis berpendapat kita memberikan acungan jempol dapat dimaknai
sebagai dukungan penuh dan apresiasi atas keberanian hakim menjatuhi vonis mati
terhadap gembong narkoba. Sebab, hukuman ini dijatuhkan setelah pengadilan
dalam berbagai tingkatan menyetujui penjatuhan hukuman mati kepada tersangka

660 (KBSP) IV 2016
kasus narkoba. Adanya frasa pendukung sekali lagi semakin memperjelas bahwa
keputusan tersebut tidak hanya sekali menjadi vonis bagi tersangka kasus narkoba,
tetapi sudah berkali-kali dijatuhkan pada tersangka kasus narkoba yang disejajarkan
dengan frasa kejahatan luar biasa. Hukuman mati ini telah didukung seluruh elmen
bangsa Indonesia, diantaranya presiden, mahkamah agung, mahkamah konstitusi,
DPR, BNN, tokoh agamawan, serta masyarakat luas yang menyatakan bahwa
hukuman mati bagi tersangka kasus narkoba ini tidak melanggar HAM, sah, dan
sesuai dengan ideologi bangsa.
(2) Hukuman superberat kepada penjahat narkoba diharapkan menjadi shock
therapy agar tidak ada lagi yang berani melakukan kejahatan serupa (Jangan
Ampuni Penjahat Narkoba, Jawa Pos, Sabtu 4 April 2015).
Data (2) merupakan penggalan wacana dalam editorial yang mendukung
hukuman mati yang dijatuhkan bagi penjahat narkoba dan disebut sebagai hukuman
superberat yang bertujuan menjadi shock therapy bagi pelanggarnya. Hal ini
berkaitan dengan kasus Simon yang masih tetap bisa mengendalikan jaringan
narkoba walaupun dirinya sudah berada dalam penjara. Sangat jelas bahwa
narapidana yang sudah berada di dalam penjara sekalipun bida kongkalikong dengan
oknum petugas penjara. Sehinng eksekusi mati pelaku narkoba tanpa ampun
termasuk penolakan grasi yang dilakukan oleh presiden Jokowi yang
memperlihatkan sebuah ketegasan dan keseriusan pemerintahan di era Jokowi-JK ini
untuk membrantas perdagangan narkoba sebagai kejahatan ekstra ordinary crime
yang memerlukan penanganan hukum secara luar biasa dengan memberlakukan
hukuman mati bagi para pengedarnya.
(3) Yang mengecewakan, dengan kejahatan segunung tersebut, seorang pejabat
Kementrian Hukum dan HAM masih saja mengemukakan kata “pembinaan”
(Pembinaan Freddy Budiman, Jawa Pos, Rabu 15 April 2015).
Bila dicermati data (3) tersebut mengandung sikap Jawa Pos mengkritisi berita
eksekusi mati bagi tersangka kasus narkoba, Freddy Budiman, yang masih saja
diusulkan untuk mendapatkan “pembinaan” terhadap kasus penyelundupam 1,4 juta
pil ekstasi dari Tiongkok. Kata pembinaan dalam tajuk tersebut digunakan untuk
menyindir pejabat Kementrian Hukum dan HAM serta bentuk ketidaksetujuan koran
ini terhadap usulan pejabat Kementrian Hukum dan HAM tersebut. Koran Jawa Pos
mempunyai sikap seperti itu karena disebabkan oleh bingkai yang dipakai oleh koran
Jawa Pos, yakni mengkritisi berita eksekusi mati yang ada di surat kabar. Bingkai itu
sebagai dasar dalam menyikapi berita kasus eksekusi mati gembong narkoba.
Ada kejanggalan yang ditemukan oleh koran Jawa Pos terhadap kasus Freddy
ini, yakni Freddy tidak hanya sekali mengendalikan jaringan narkoba di berbagai
negara walaupun saat itu dia mendekam di balik penjara Lapas Cipinang. Sehingga
hal tersebut seolah memperlihatkan kekuasaan Freddy mampu menyihir badan
hukum dengan iming-iming sesuatu. Tentu saja kata pembinaan (rehabilitasi) bagi
narapidana sekelas Freddy hanya omong kosong.
(4) Kalaupun eksekusi tersebut dilaksanakan, tidak berarti pemerintah Indonesia
tega terhadap warga negara lain (Bukti Serius Perangi Narkoba, Jawa Pos, Selasa
28 April 2015).
Dalam data (4) terdapat kalimat yang merupakan sikap dukungan penulis
wacana tersebut terhadap permasalahan keputusan eksekusi mati gembong narkoba.
Secara struktural, wacana (4) dibangun oleh beberapa kalimat berita. Dengan
demikian, tentunya isi wacana tersebut menyampaikan informasi tentang masalah
keputusan eksekusi mati bagi gembong narkoba di Indonesia. Hal ini merujuk pada
konstitusi tertinggi di Indonesia, UUD 1945, prinsip HAM di Indonesia mengandung
kebebasan yang bertanggung jawab. Prinsip itu mengandung makna bahwa dalam
kebebasan mengupayakan haknya setiap, orang harus menghormati hak orang lain,
termasuk nyawa orang lain. Karena itu, bila ada yang mengambil nyawa atau

(KBSP) IV 2016 661

melakukan kejahatan luar biasa dalam kadar tertentu, mereka pantas dikenai
hukuman mati.
Di balik kalimat berita tersebut, penulis wacana (4) ingin menyampaikan dan
menggarisbawahi bahwa frasa tidak berarti berarti meskipun eksekusi mati
dilaksanakan namun hal tersebut bukan wujud tega pemerintah Indonesia terhadap
para gembong narkoba, namun hal tersebut merupakan salah satu cara untuk
menyelamatkan generasi bangsa.
(5) Toh, di antara terpidana yang akan dieksekusi tersebut juga terdapat warga
negara Indonesia sendiri (Bukti Serius Perangi Narkoba, Jawa Pos, Selasa 28 April
2015).
Data (5) merupakan penggalan wacana dalam editorial yang mendukung
pemerintah dalam tetap dilakukannya eksekusi mati terhadap narapidana kasus
narkoba apapun yang terjadi. Pengunaan kata toh dalam wacana tersebut dapat
dimaknai sebagai penegasan bahwa hukuman mati tersebut tidak hanya dijatuhkan
kepada pengedar narkoba warga negara asing, tetapi juga warga negara Indonesia.
Hal tersebut membuktikan bahwa Indonesia berlaku adil terhadap setiap keputusan
hukum yang sedang diberlakukan dinegaranya. Sehingga tidak ada alasan untuk
menghapuskan keputusan eksekusi mati terhadap gembong narkoba.
(6) Nasib anak cucu kita lebih berharga daripada bermanis-manis dengan negara
sahabat yang mau menang sendiri (Eksekusi Mati demi Anak Cucu, Jawa Pos,
Kamis 30 April 2015).
Data (6) merupakan wujut dukungan untuk pemerintah agar tidak gentar dalam
melaksanakan eksekusi mati kepada gembong narkoba. Penggunaan bahasa figuratif
dalam kalimat tersebut menekankan pada penolakan terhadap sikap belas kasihan
terhadap gembong narkoba yang sudah jelas merusak masa depan bangsa Indonesia.
Pemilihan kata berrepetisi bermanis-manis dapat dimaknai bahwa sikap manis yang
dilakukan tidak didasari dari hati (hanya berpira-pura). Hal tersebut menekankan
pada sikap pemerintah yang seharusnya tidak akan goyah walaupun negara tetangga
menolak keputusan hukuman mati tersebut.
(7) Sekali kita surut karena ancaman satu negara yang warganya akan dieksekusi,
kewibawaan hukum di negara kita akan dipandang sebelah mata (Eksekusi Mati
demi Anak Cucu, Jawa Pos, Kamis 30 April 2015).
Data (7) mengandung kritikan yang ditujukan Jawa Pos terhadap keputusan
penundaan eksekusi mati terhadap dua gembong narkoba yang menimbulkan
polemik dalam masyarakat. Sebab menurut Undang-undang No. 22 Tahun 1997
tentang Narkotika, pasal 82 ayat 1 yang menyebutkan ancaman hukuman terberat
bagi pengedar narkoba adalah hukuman mati harus ditegakkan setegak-tegaknya.
Sehingga penggunaan frasa dipandang sebelah mata dapat dimaknai penekanan akan
dampak terburuk yang akan diterima oleh pemerintah Indonesia, yakni dianggap
sebagai pembuat sensasi belaka. Jika hal tersebut sampai terjadi, maka pemerintah
akan kehilangan kewibawaannya dalam memimpin dan membuat keputusan
terhadap segala permasalahan di Indonesia.
Ada kejanggalan yang ditemukan penulis dalam penundaan hukuman mati
terhadap dua terpidana mati ini. Hal tersebut terlihat dari sikap pemerintah yang
seolah ragu melaksanakan vonis terhadap kedua terpidana mati yang telah tertunda,
sehingga terkesan seperti ada permainan suap menyuap antara tersangka dan aparat
hukum seperti jaksa, hakim, dan polisi.
(8) Dalam waktu dekat pemerintah harus bisa memberikan jawaban yang
segamblang-gamblangnya atas penundaan eksekusi dua terpidana mati, yakni
Mary Jane Veloso asal Filipina dan Serge Areski Atalaoui asal Prancis
(Eksekusi Mati demi Anak Cucu, Jawa Pos, Kamis 30 April 2015).
Jika dicermati data (8) mengandung sikap Jawa Pos mengkritisi berita eksekusi
mati bagi tersangka kasus narkoba Mary Jane Veloso dan Serge Areski Atalaoui

662 (KBSP) IV 2016
yang sampai saat ini ditunda pelaksaan eksekusinya. Hal ini jelas akan menimbulkan
pemikiran yang meremehkan pemerintah karena ketidaktegasannya. Walaupun
keputusan hukuman mati tersebut seolah uji nyali bagi pemerintah Indonesia
terhadap kecaman dari negara yang bersangkutan. Frasa harus bisa yang
menegaskan bahwa apapun yang terjadi pada kasus hukum kedua terpidana mati di
negaranya masing-masing tetap harus diberikan keputusan yang jelas, apakah akan
tetap dihukum mati atau sebaliknya. Sehingga apapun keputusan yang telah
ditetapkan harus dilaksanakan apapun resikonya, karena keputusan tersebut
merupakan keputusan bersama dan bukan keputusan yang hanya asal dibuat.
SIMPULAN
Dengan bingkai mengritisi dan mendukung berita eksekusi mati gembong
narkoba yang menimbulkan banyak polemik di masyarakat, menunjukkan hasil
kecenderungan Jawa Pos mendukung langkah pemerintah melaksanakan keputusan
tersebut. Koran Jawa Pos ini memiliki sikap dan pandangan setuju serta mendukung
berita eksekusi mati terhadap gembong narkoba di surat kabar. Dukungan tersebut
hukuman terhadap tersangka narkoba.
DAFTAR PUSTAKA
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Hamad, Ibnu. 2004. Konstruksi Realitas Publik di Media Massa sebuah Studi Critical
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Rekatama Media


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AKTAN DAN STRUKTUR FUNGSIONAL

NOVEL TERATAK KARYA EVI IDAWATI
DALAM PERSPEKTIF A.J. GREIMAS:

Kajian Struktural
Ichsan Yunianto Nuansa Putra dan Jabrohim
Universitas Ahmad Dahlan
Jl. Pramuka, no. 42, Yogyakarta
ABSTRAK
Penelitian yang berjudul “Aktan dan Struktur Fungsional Novel

Teratak karya Evi Idawati dalam Perspektif A.J. Greimas Kajian
Struktural “.Metode pengumpulan data dilakukan dengan metode baca
catat dan metode kepustakaan. Penelitian ini menggunakan analisis
deskripsi kualitatif karena mengutamakan kedalaman penghayatan
interaksi antar konsep yang sedang dikaji secara empiris. Penelitian ini
bertujuan untuk (1) mencari aktan dalam novel Teratak karya Evi Idawati,
(2) menganalisis struktur cerita novel Teratak karya Evi Idawati
berdasarkan skema aktannya, (3) menganalisis struktur cerita novel
Teratak karya Evi Idawati berdasarkan skema fungsionalnya, dan (4)
menghubungkan hasil analisis struktur aktan dan struktur fungsional dalam
menentukan struktur cerita utama. Cerita utama tersebut dapat
menjelaskan konflik dan evaluasi yang dialami tokoh dalam novel Teratak
karya Evi Idawati.
Kata kunci: aktan, struktur fungsional, skema aktan
A. PENDAHULUAN
Kebudayaan manusia tidak pernah berhenti setelah membuat

kebudayaan tersebut tercipta untuk dapat dinikmati oleh orang lain.
Manusia pada awalnya memang telah memiliki kemampuan untuk
menciptakan kebudayaan mereka sendiri, tidak terkecuali hasil tersebut
untuk pembenahan diri secara individual ataupun secara masal.
Beranekaragam dan aspek kebudayaan telah diciptakan oleh manusia,
salah satu diantara keberaneka ragam dan aspek tersebut adalah karya
sastra.
Karya sastra bukan sekedar kebudayaan yang dapat disamakan dengan
kebudayaan lainnya, karya sastra merupakan cipta, karsa, dan rasa oleh
penulis terhadap hal-hal sensitif yang berada disekitar mereka. Rasa
sensitif untuk pembenahan, memberikan informasi berupa pesan, makna,
kehidupan dan doa lengkap berada dalam karya sastra. Tentu dengan karya
sastra yang memiliki nilai seperti lapisan-lapisan aspek yang berkumpul
663
664 (KBSP) IV 2016
menjadi wujud untuk menyangkut-pautkan dalam kehidupan manusia dari

karya sastra itu sendiri merupakan hal yang sangat istimewa.
Pengungkapan tersebut melalui psoses kreatif yang panjang, sehingga
muncul penafsiran terkait dengan pengetahuan (intelektual), imajinasi, dan
permainan emosional. Karya sastra memiliki syarat bahwa karya sastra
harus bermediumkan dengan bahasa, karena bahasa adalah system
lambang bunyi yang dipakai untuk berinteraksi sesama manusia.
Pemakaian bahasa yang dibantu oleh proses kreatif berupa imajinasi,
permainan emosional, dan pengetahuan penulis akan mendapatkan apa
yang diinginkan oleh penulis bagi pembaca. Yaitu pencipta karya sastra
dapat mengarungi pengungkapan-pengungkapan yang ditulis bukan hanya
bersifat langsung, namun dapat bersifat tidak langsung yang berkaitan
dengan dunia kenyataan. Dapat diartikan bahwa ketidaklangsungan
tersebut dapat diwakili oleh penyimbolan dan karikaturis atau bersifat
imajinatis (fiksi).
Penelitian ini merupakan upaya mengkaji karya sastra dengan
menggunakan pendekatan struktural. Sudiro Satoto (lewat Jabrohim,
1996:3) mengatakan bahwa teori ini berawal sejak zaman aristoteles terus
berkembang ke (1) Aliran Formalis Rusia, (2) Strukturalisme yang
menekankan otonomi karya sastra dalam proses pemahamannya, (3)
Strukturalisme aliran New Citicism yang berkembang di Inggris dan
Amerika Serikat, (4) Strukturalisme Tsjeko (5) Strukturalisme Perancis,
dan (6) Pasca Strukuralisme.
Terdapat strukturalisme Perancis, dan A.J. Greimas adalah tokoh
peneliti sastra dari Perancis, dan peneliti menggunakan teori
strukturalisme Greimas. Adapun karya sastra yang dipakai sebagai objek
penelitian ini adalah novel Teratak karya Evi Idawati. Novel adalah adalah
suatu karya tulis berupa karangan prosa yang panjang dan menceritakan
sebuah kisah (KBBI, 2008:470). Karangan yang diciptakan manusia tentu
memiliki maksud tertentu untuk menyampaikan pesan penulis kepada
pembaca dengan media bahasa, sudah tentu karangan tersebut mempunyai
hak-hak yang terlupakan.
B. HAKIKAT AKTAN DAN STRUKTUR FUNGSIONAL A.J.
GREIMAS
Analisis Greimas, seperti semantik tradisional Lyons atau semantik

filosofis Quine atau semantik generatif Katz dan Fodor, berfokus pada
makna imanen (kesadaran) dari unsur-unsur bahasa - dari leksem -
dibatasi, oleh dan besar, dengan kalimat (Greimas, 1987:87). Acthant
ditulis dengan aktan, menurut Greimas (lewat Jabrohim, 1996:13) aktan
adalah sesuatu yang abstrak, seperti cerita, kebebasan, atau sekelompok
tokoh. Ia juga menjelaskan bahwa aktan adalah satuan naratif terkecil.
Pengertian aktan dikaitkan dengan satuan sintaksis naratif, yaitu unsur
sintaksis yang mempunyai fungsi-fungsi tertentu.

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Fungsi adalah satuan dasar cerita yang menerangkan kepada

tindakan yang bermakna yang membentuk narasi. Setiap tindakan
mengikuti sebuah perturutan yang masuk akal. Raman Selden (dalam
terjemahan Pradopo lewat Jabrohim, 1996:13) mengatakan bahwa subjek
dan predikat dalam suatu kalimat dapat menjadi kategori fungsi dalam
cerita. Hal inilah yang menjadi asumsi awal Greimas untuk menganalisis
suatu cerita berdasar subjek-objek sebagi pengganti inti.
Greimas telah mengajukan enam fungsi aktan dalam tiga pasangan
oposisional, enam fungsi tersebut bila dibuat skema aktan sebagai berikut.
pengirim penerima
objek
sender receiver
pembantu penentang
subjek
pembantu opposant
Selanjutmya setelah mengetahui fungsi aktan, Greimas (lewat

Jabrohim 1996:16) menyebut model fungsional sebagai suatu jalan cerita
yang tidak berubah-ubah. Model fungsional mempunyai tugas
menguraikan peran subjek dalam rangka melaksanakan tugas dari sender
‘pengirim’ yang terdapat dalam aktan. Model fungsional terbangun oleh
berbagai tindakan, dan fungsi-fungsinya dapat dapat dinyatakan dalam
kata benda seperti keberangkatan, kedatangan, kematian, dan sebagainya.
Model fungsional mempunyai cara kerja yang tetap karena sebuah
cerita memang selalu bergerak dari situasi awal ke situasi akhir. Adapun
operasi fungsionalnya terbagi dalam tiga bagian. Bagian pertama
merupakan situasi awal. Bagian kedua merupakan tahapan transformasi.
Tahapan ini terbagi atas tiga tahapan, yaitu tahap kecakapan, tahap utama,
dan tahap kegemilangan. Bagian ketiga merupakan situasi ahkir dengan
model bagan sebagai berikut.

666 (KBSP) IV 2016
I II III
Transformasi
Situasi awal Tahap tahap tahap Situasi akhir

kecakapan utama kegemilangan
Greimas (lewat Jabrohim, 1996:19) bahwa model aktan dan model

fungsionalnya mempunyai Hubungan kausalitas karena Hubungan antar
aktan itu ditentukan oleh fungsi-fungsinya dalam membangun struktur
(tertentu) cerita. Pada hakekatnya dalam memahami aktan dan model
fungsionalnya dapat dipahami bahwa aktan dan model fungsionalnya
(fungsi) saling bahu-menbahu untuk membentuk struktur cerita yang
berupa cerita utama atau struktur cerita pusat dalam sebuah cerita yang
diteliti.
METODE PENELITIAN
Peneliti menggunakan penelitian kualitatif, karena metode

kualitatif berusaha mengungkap gejala secara menyeluruh, dan sesuai
dengan konteks permasalahannya dipecahkan melalui pengumpulan data
dari latar alami dengan memanfaatkan diri peneliti sebagai instrumen
kunci. Penelitian kualitatif pada umumnya bersifat deskriptif dan
cenderung menggunakan analisis dengan pendekatan induktif.
Pemanfaatan teori-teori yang relevan sebagai pisau analisis data
kualitatif dapat menghasilkan deskripsi yang berbobot, yang maknanya
mendalam. Proses dan makna dari sudut pandang subjek lebih ditonjolkan
dalam penelitian ini. Penelitian kualitatif memiliki fokus yang jelas. Fokus
dapat berupa masalah, objek evaluasi, atau pilihan kebijakan, yang
tercermin dalam laporan penelitian yang memiliki struktur dan bentuk
yang koheren dengan maksud penelitian.
Penelitian ini menggunakan analisis deskripsi kualitatif karena
sesuai dengan apa yang akan diteliti. Penelitian ini akan dilakukan dengan
tidak mengutamakan angka-angka tetapi mengutamakan kedalaman
penghayatan interaksi antar konsep yang sedang dikaji secara empiris.
Teknik analisis data diperoleh dengan cara membaca dan memahami apa
yang terkandung dalam novel Teratak karya Evi Idawati. Setelah data
terkumpul, langkah selanjutnya adalah mengambil kesimpulan baik secara
induktif maupun secara deduktif.

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C. HASIL PENELITIAN DAN PEMBAHASAN
Aktan I
a. Skema Aktan
Wannah Melindungi Rofiq dan Siti Rofiq

dan Siti
Rofiq dan Siti Wannah Warga
Wannah ( sender’pengirim’) telah mendorong hatinya dan dirinya

sendiri (subjek) untuk dapat melindungi Rofiq dan Siti (objek) serta
sebagai penerima (sender) tanpa dihalangi oleh warga yang ingin
menghakiminya. Usaha Wannah dirasakan oleh kedua anaknya tersebut
yaitu Rofiq dan Siti (Helper’pembantu’) tetapi dihalangi oleh para warga
(warga merupakan opposant’penghalang).
Wannah diarak oleh warga desa untuk dihakimi massa, pada

awalnya Wannah masih berada di dalam rumah dan masih memeluk Rofiq
serta Siti yang menangis ketakutan. Hal ini dapat dilihat pada kutipan
berikut.
“Meski sudah tahu kedatangan mereka, Wannah yang masih

memeluk kedua anakanya, berusaha pada posisinya. Tak mau
dipisahkan dari Siti dan Rofiq. Apalagi Siti, begitu ketakutan dan
semakin kuat mendekap ibunya. Terjadi geret-gertan. Tarik ulur.
Lelaki ubanan it uterus berusaha menarik tangan Wannah dengan
kuat, tapi dia tetap tak berhasil memisahkan Wannah dengan buah
hatinya.”
(Terata
k, hlm
3)
Melihat warga yang beringas serta marah, Rofiq dan Siti ketakutan.
Selain itu suara-suara warga menjadi bergelora semakin keras
menghantam. Usaha Wannah untuk bersama dengan Rofiq dan Siti gagal,
dengan cepat warga menyeret tubuh Wannah dan menjauhkan dari Rofiq
serta Siti. Melihat Wannah berusaha untuk memeluk Rofiq dan Siti warga
terus menyeret Wannah hingga terlepas dari mereka.
Warga berhasil menjauhkan Wannah dari Rofiq dan Siti, tetapi
Rofiq dan Siti mencoba berlari dan memeluk ibunya. Begitu halnya
dengan Rofiq dan Siti, mereka pada akhirnya harus melompat dan jatuh

668 (KBSP) IV 2016
untuk dapat memegang Wannah. Hal ini dapat dilihat pada kutipan
berikut.
“Ibu! Jangan bawa Ibu! Jangan! Aku mohon jangan!” Rofiq

meratap. Matanya merah, bibirnya gemetar. Air matanya hujan
yang membasahi kaki Wannah. Bukan rintik tapi deras bagai bah.
Rofiq mencium kaki ibunya.
(Terata
k, hlm
5)
Usaha Rofiq dan Siti untuk menolong Wannah selalu digagalkan
oleh para warga. Rofiq dan Siti kalah telak bila ditarik oleh orang dewasa,
eratan dan genggaman Siti serta Rofiq dapat dilepaskan dengan mudah.
Warga terus menghakimi Wannah. Pukulan, hantaman, makian telah
didapatinya, lalu Wannah disulut oleh api dari warga sampai terbakar,
selain itu ada perempuan menyiramkan minyak tanah dan membuat api
semakin besar. Wannah terbakar api di semua tubuhnya lalu meninggal.
Hal ini dapat dilihat pada kutipan berikut.
“Seorang perempuan maju, membawa kaleng berisi minyak tanah

dan menuangkannya ke tubuh Wannah. Api membesar. Massa
bersorak kegirangan. Setelah puas, satu persatu massa
meninggalkan Wannah. Api belum padam. Tubuh Wannah
menghitam, hangus terbakar.”
(Terata
k, hlm
13)
b. Struktur Fungsional
Situasi awal : Wannah sudah dalam posisi sedih, ketakutan dan

menangis disalam rumah dengan memeluk Rofiq serta Siti. Dari kejauhan
terdengan suara-suara gaduh serta semakin mendekati rumah. Suara gaduh
tersebut membuat jantung Wannah berdebar kencang dan lebih erat
memeluk Rofiq dan Siti. Suara gaduh tersebut juga membuat Siti serta
Rofiq merasakan hal yang sama, mereka menangis kencang dan memeluk
Ibunya (Wannah).
Tahap transformasi : Pertama, dalam tahap ini Wannah memeluk
Rofiq dan Siti dengan ketakutan sebelum warga datang . Ketakutan
Wannah dirasakan oleh Rofiq dan Siti, mereka memeluk erat Wannah dan
menangis. Wannah mencoba melindungi kedua buah hatinya yang masih
kecil tersebut dengan pelukannya.
Kedua, dalam tahap utama Wannah untuk terus memeluk Rofiq
dan Siti meskipun rombongan warga semakin mendekati rumah Wannah.
Tidak lama kemudian warga sampai dengan wajah-wajah yang

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menakutkan, amarah warga tidak terbendung serta langsung mendobrak

pintu rumah Wannah. Sejumlah warga masuk dengan kasar serta
mengobrak-abrik isi rumah, diseretnya Wannah dengan paksa oleh warga
pelukan Rofiq dan Siti terlepas. Dengan demikian usaha Wannah untuk
terus memeluk Rofiq dan Siti gagal, artinya Wannah telah gagal untuk
mendapatkan objek.
Ketiga, tahap kegemilangan. Karena pada tahap utama subjek
gagal mendapatkan objek, pada tahap ini subjek tidak mencapai tahap
kegemilangan. Wannah gagal memeluk Rofiq dan Siti, jadi pada tahap ini
tidak ada puncak keberhasilan, tidak ada hukuman bagi opposant
‘penghalang’ dan tidak ada hadiah untuk subjek.
Situasi akhir : semua konflik berakhir, situasi berubah, usaha

subjek gagal karena meninggal, maka tidak ada keterwujudan yang
diinginkan subjek. Rofiq dan Siti menjadi sendirian didalam rumah setelah
itu ada sepasang kakek nenek mengambil mereka untuk dibawa pergi.
Opposant ’penghalang’ (warga) berhasil menghalangi Rofiq serta Siti
untuk menolong ibunya.
Cerita utama pada aktan pertama dan struktur fungsional pertama
menuliskan bahwa terdapat konflik kuat yang dialami oleh Rofiq dan Siti
selaku putra-putri dari Wannah. Mereka diserang arogansi warga yang
berlebihan dan bertindak secara beringas demi membunuh sampah
masyarakat yakni Wannah, Rofiq, dan Siti. Evaluasi konflik tersebut
membuat Wannah bertindak tegas menyelamatkan anak-anaknya dan
lantas menyembunyikannya meski pada akhirnya Wannah mengorbankan
dirinya menjadi sasaran empuk para warga hingga hangus terbakar.
Aktan II
a. Skema Aktan
Parno Sikap tidak terima akan Warga
Fitnah dari warga
Simbok Parno Ø
Sikap tidak terima akan fitnah dari warga (sender’pengirim) telah

menyebabkan Parno (subjek) mempunyai sikap antipati tidak ingin jadi
warga di desa permukaan laut (objek ) tersebut. Parno (receiver’penerima’)
ingin dirinya tidak seperti para warga yang suka memfitnah bapak Parno.
Pertanyaan Parno terkait fitnah dari warga tentang masa lalu bapaknya
dijawab semua oleh simbok (helper’penolong), simbok menolong Parno
akan permasalahannya yang sedang dihadapi.

670 (KBSP) IV 2016
Pemandangan tidak menyenangkan selalu diterima oleh Parno,

fitnah teman-temannya selalu membuatnya rishi, Parno menjadi malas
mengaji karena tindakan-tindakan teman-temannya tersebut, belum lagi
ketika teman-temannya mengatakan kalau bapak Parno adalah seorang
PKI. Hal ini dapat dilihat pada kutipan berikut.
“ Aku ingin tahu Mbok. Teman-teman meledek aku sebagai anak

PKI. Mereka menceritakan keburukan Bapak. Katanya Bapak penakut,
kemaki sewaktu masih menjadi komunis, begitu kata mereka. Ketika
banyak orang ditangkapi, bapak ketakutan dan akhirnya bunuh diri.
Benarkah? Sudah aku katakan pada mereka bahwa Bapak bukan PKI.
Tapi mereka malah balik bertanya, kalau bapakmu bukan PKI,
Bapakmu tidak perlu bunuh diri? Aku ingin menghantam dan
menghancurkan mulut mereka mbok. Aku tidak mau mengaji lagi.
Kita pergi saja dari sini mbok. Kita pindah ketempat orang yang tidak
mengenal kita. Agar mereka tidak bisa mengejek simbok dan aku.”
(Teratak, hlm 22)

Setiap kali pergi mengaji, teman-teman Parno selalu mengejek
bapak Parno adalah seorang PKI dan pengecut. Waktu meninggalnya
Bapak Parno, Parno masih dalam kandungan Simbok, untuk itu wajah
Bapak Parno belum dilihatnya Parno sejak kecil.Rasa jengkel setiap waktu
menbuat Parno bercerita dan marah dengan Simbok. Simbok bercerita
kepada Parno terkait masalalunya yang menimpa Simbok dan Bapak
Parno, Wanto itulah nama Bapak Parno adalah seorang anak dari bekel.
Pemuda yang cukup terpandang didesa, serta Ijah (nama simbok) adalah
seorang gadis desa yang sedang mekar. Para pemuda didesa kalah dengan
Wanto, dan akhirmya mereka berdua menikah, namun tidak lama
kemudian Wanto dituduh sebagai PKI. Ijah sudah mengatakan kalau
Wanto itu difitnah, akan tetapi ketakutan Wanto semakin tidak
terbendung, pagi hari Ijah sudah melihat Wanto menggantung di bawah
pohon.
b. Struktur Fungsional.
Situasi awal : Pemandangan sosial warga dirasakan oleh Parno,
Parno merasakan ketidaknyamanan. Teman-teman Parno dinilai
berlebihan dan sangat menjengkelkan, karena selalu mengatakan kalau
Bapak Parno adalah seorang buronan TKI yang penakut.
Tahap Transformasi : Pertama, dalam tahap uji kecakapan, Parno
telah memutuskan untuk meninggalkan desa karena ledekan teman-
temannya. Parno pun bermimpi menjadi orang sukses agar mampu
membalaskan dendam oraang yang dulu pernah memfitnah Bapak Parno,
Simbok sudah berusaha menenangkan amarah Parno dan menceritakan
masa lalunya. Parno menjadi lebih mengerti dan saat itu keinginannya
untuk pergi dari desa bersama Simbok lebih kuat.

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Kedua, Simbok sudah memberikan saran dan pesan kepada Parno

untuk lebih sabar, namun apa yang disampaikan Simbok bukannya mebuat
Parno lebih tenang, akan tetapi Parno semakin marah dan memiliki musuh
baru yaitu orang yang dulu memfitnah Bapaknya. Dengan demikian usaha
Simbok untuk menenangkan Parno gagal kepada objek.
Ketiga, tahap kegemilangan. Pada tahap kegemilangan Parno
berhasil mengajak Simbok untuk pergi dari desa tersebut karena sudah
tidak tahan lagi. Namun Parno belum bisa membalaskan dendam kepada
orang yang memfitnah Bapaknya tersebut. Jadi pada tahap ini ada puncak
keberhasilan yang dialami Parno, namun belum ada hukuman bagi
opposant.
Konflik yang terkuak pada aktan kedua dan struktur fungsional
kedua menyampaikan bentuk arogansi oral yang dilakukan para
masyarakat kepada Ijah dan Parno. Suami Ijah atau ayah Parno selalu
dituduh sebagai PKI hingga akhir hayatnya tiada, Parno sadar betul meski
tak bisa melihat ayahnya namun ayahnya tersebut bukan seorang PKI.
Ketiadaan tenggang rasa di lingkungan menjadi poin penting bagi Parno
agar segera pindah dari desa tersebut, terlalu jenuh dengan penyakit
masyarakat disekitarnya.
D. KESIMPULAN
Kesimpulan dari hasil penelitian ini menunjukkan bahwa Aktan

dan Struktur Fungsional dalam Novel Teratak Karya Evi Idawati terdiri
dari empat unsur yaitu: (1) Novel Teratak dapat dianalisis dengan
menggunakan skema aktan dalam bentuk yang bervariasi. (2) Novel
teratak dapat dianalisis dengan menggunakan struktur fungsional dalam
bentuk yang beragam. Namun tidak semua tahap dalam struktur
fungsionalnya dapat terisi. (3) Struktur cerita novel Teratak berdasarkan
skema aktannya memiliki struktur cerita yang beragam. (4) Struktur cerita
novel Teratak, bila dianalisis berdasarkan skema fungsionalnya,
mempunyai struktur cerita yang bervariasi serta tidak hanya satu namun
lebih. Keberagaman dengan skema aktan, struktur aktan membentuk cerita
utama.
Penjelasan cerita utama tersebut terbentuk dari bingkai-bingkai

skema aktan dan struktur fungsional dengan pencatatan dan analisis secara
skematis yang berhubungan dengan teori A.J. Greimas. Berdasarkan
kajian tersebut dapat disimpulkan bahwa peran aktan dan struktur
fungsional mempermudah dalam pendeskripsian suatu peran tokoh saat
terjadinya konflik dan evaluasi pemecahan konflik dalam cerita.

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ANALISIS PENGGUNAAN DISFEMIA PADA RUBRIK GAGASAN

SURAT KABAR SOLOPOS EDISI NOVEMBER 2014
Bahrudin Adi Nugroho
Magister Pengkajian Bahasa
bahrudinadi1@gmail.com
Abstrak
Penelitian ini bertujuan untuk (1) memaparkan satuan gramatik penggunaan
disfemia (2) memaparkan konotasi penggunaan disfemia pada rubrik gagasan
surat kabar Solopos edisi November 2014. Subjek penelitiaan ini adalah rubrik
gagasan surat kabar Solopos edisi November 2014. Objek penelitian ini adalah
penggunaan disfemia yang terdapat pada rubrik gagasan surat kabar Solopos edisi
November 2014. Teknik pengumpulan data dalam penelitian ini menggunakan
metode simak dan teknik catat. Analisis data dalam penelitian ini dengan metode
padan referensial. Hasil penelitian ini menunjukkan (1) satuan gramatik yang
ditemukan berupa verba disunat, menerkam, terkapar dan frasa verba seperti tidak
akan terperosok, terus digodok, sulit diendus, (2) konotasi penggunaan disfemia
berupa kata dan frasa yakni konotasi tidak pantas seperti bergairah, sedikit
terkikis, konotasi tidak enak seperti menumpahkan unek-unek dan menggeluti ,
konotasi kasar seperti untuk membabat, penggerogotan dana dan trengginas, dan
konotasi keras seperti bola panas, mendaki tebing curam, dan biang kegagalan.
Kata kunci: Disfemia, Konotasi, Solopos,
PENDAHULUAN
Disfemia merupakan perubahan makna kata yang bersifat kasar. Pengasaran
bahasa selain digunakan untuk menyindir dapat dipakai untuk menghujat atau
mengeraskan makna sehingga bahasa yang digunakan terlihat menarik dan dan
dikemas dengan bentuk yang tepat. Pemakaian atau penggunaan disfemia ini
termasuk ke dalam kajian bahasa yang berhubungan dengan makna yakni kajian
semantik. Semantik berhubungan dengan kajian menelaah lambang atau tanda
yang menyatakan makna, hubungan makna yang satu dengan makna yang lain dan
ada hubungannya dengan manusia dan masyarakat.
Rubrik opini dalam surat kabar memang sangat tepat jika bahasa-bahasa yang
digunakan bersifat menyindir dan cenderung kasar. Rubrik gagasan surat kabar
Solopos merupakan salah satu media massa yang di dalamnya ditemukan
673
674 (KBSP) IV 2016
penggunaan disfemia. Ungkapan atau penggunaan disfemia pada media massa

khususnya surat kabar menimbulkan persepsi dan pandangan tersendiri di
kalangan pembaca sehingga penggunaan tersebut selain menciptakan kekhasan
dan keunikan tetapi juga dapat menyebabkan ketidaklaziman makna.
Makna dari sebuah kata secara tidak langsung dapat menimbulkan interpretasi
yang berbeda-beda tergantung masyarakat yang menilainya. Penggunaan disfemia
atau pengasaran berwujud sebagai anggapan baru untuk menciptakan suasana dan
kosa kata yang lebih mendalam maknanya. Makna kata ini cenderung memiliki
konotasi atau nilai emotif yang mempunyai nuansa kasar atau dapat dikatakan
bahwa kata tersebut mempunyai konotasi makna yang kasar.
Pengasaran bahasa mungkin pada media massa merupakan hal yang wajar
untuk menarik perhatian pembaca ataupun untuk masalah komersil. Pengasaran
merupakan wujud ketajaman kata yang terkadang membuat takut atau
menurunkan mental seseorang. Pemakaian bahasa dalam surat kabar dikemas
dalam bentuk yang menarik dan berkarakter. Rubrik opini digunakan oleh para
penulis guna menyampaikan maksud dan gagasannya sekaligus menyampaikan
kritik secara tertulis.
Berdasarkan uraian di atas, penulis beranggapan bahwa dalam penulisan opini
pada surat kabar umumnya disisipi ungkapan-ungkapan kasar atau bahkan sengaja
untuk menunjukkan ketidakpuasan terhadap hal-hal di sekitarnya. Rubrik gagasan
pada surat kabar Solopos salah satu media yang di dalamnya mengandung
penggunaan disfemia. Oleh karena itu, penulis tertarik meneliti mengenai
penggunaan disfemia karena di dalam rubrik tersebut terdapat tulisan-tulisan yang
bervariasi misalnya mengkritik masalah pendidikan maupun masalah-masalah
yang terjadi di lingkungan masyarakat. Selain itu, penggunaan disfemia dalam
surat kabar ini menarik perhatian penulis karena selama ini penggunaan disfemia
dianggap tabu oleh kalangan masyarakat umum.
Dalam penelitian ini akan dibahas mengenai bagaimana satuan gramatik dan
konotasi penggunaan disfemia pada rubrik gagasan surat kabar Solopos edisi
November 2014.
Kajian teori dalam penelitian ini meliputi hakikat, disfemia, satuan gramatik,
konotasi. Parera (2009:42) mendefinisikan semantik sebagai pelafalan lain dari

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istilah “la semantique” yang diukir oleh M. Breal dari Perancis merupakan satu
cabang studi linguistic general. Oleh karena itu, semantik disini adalah satu studi
dan analisis tentang makna-makna linguistik. Sutarman (2013:115) menyatakan
bahwa desfemisme merupakan penggunaan kata-kata yang kasar, emosional, dan
membangkitkan emosi pihak yang membaca dan mendengar.
Suwandi (2008:82) mengungkapkan bahwa konotasi adalah kesan-kesan atau
asosiasi-asosiasi yang biasanya bersifat emosional dan subjektif. Dengan
demikian dapat dinyatakan bahwa makna konotatif muncul sebagai akibat asosiasi
perasaan kita terhadap leksem yang kita gunakan.
Kridalaksana (2005:21-121) membagi kelas kata dalam bahasa Indonesia
menjadi 13 jenis, antara lain: verba, ajektiva, nomina, pronominal, numeralia,
adverbia, interogative, demonstrative, artikula, preposisi, konjungsi, kategori fatis,
interjeksi.
Rifa’i (2012) meneliti tentang “Analisis Disfemia dalam Tajuk Rencana
Koran Kompas Edisi Januari 2011 serta Implikasinya dalam Pembelajaran Bahasa
dan Sastra Indonesia di SMA”. Tujuan utama dari penelitian ini yaitu untuk
mengetahui bentuk-bentuk perubahan makna disfemia dalam tajuk rencana
Kompas edisi Januari 2011. Hasil penelitian dinilai memiliki relevansi yang baik
sebagai bentuk implikasi dalam kegiatan pembelajaran Bahasa dan Sastra
Indonesia di SMA. Penelitian ini menggunakan metode kualitatif deskriptif. Hasil
penelitian membuktikan bahwa bentuk-bentuk disfemia dalam tajuk rencana
Kompas edisi Januari 2011 terdiri dari bentuk kata, frasa, dan ungkapan. Disfemia
berbentuk kata mendominasi temuan data yang diperoleh. Selain itu, disfemia
juga merupakan perwujudan ekspresi atau perasaan penulis tajuk rencana terhadap
gejala-gejala krusial yang tengah terjadi. Ekspresi-ekspresi yang terwujud oleh
penyisipan disfemia tersebut diantaranya adalah ekspresi ironisme, empati, kritik,
dan penegasan. Hasil penelitian juga memiliki implikasi positif terhadap
pembelajaran. Hal ini didasari karena kriteria yang ada dalam penelitian ini sudah
sejalan dengan kompetensi dasar yang terdapat dalam Kurikulum Tingkat Satuan
Pendidikan. Dengan demikian, dapat disimpulkan bahwa penelitian ini layak
untuk dijadikan bahan ajar yang kompeten, khususnya untuk pembelajaran makna
dalam studi Bahasa dan Sastra Indonesia di SMA.

676 (KBSP) IV 2016
METODE PENEITIAN
Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian
ini adalah rubrik gagasan surat kabar Solopos edisi November 2014. Objek
penelitian ini adalah penggunaan disfemia yang terdapat pada rubrik gagasan surat
kabar Solopos edisi November 2014.
Teknik pengumpulan data dalam penelitian ini menggunakan metode simak
dan teknik catat. Metode simak dilakukan dengan menyimak kata-kata, frasa, atau
kalimat yang terdapat pada rubrik gagasan surat kabar Solopos edisi November
2014 dilanjutkan dengan teknik catat dengan cara mencatat pada kartu data
mengenai data yang berhubungan dengan penggunaan disfemia. Analisis data
dalam artikel ini menggunakan metode padan refensial untuk menganalisis
mengenai konotasi penggunaan disfemia. Menurut Sudaryanto (1993:13) metode
padan adalah metode yang alat penentunya di luar, terlepas, dan tidak menjadi
bagian dari bahasa (langue) yang bersangkutan.
Dalam penelitian ini penulis menggunakan teknik keabsahan data trianggulasi
sumber dan trianggulasi teori. Trianggulasi sumber digunakan untuk
mengumpulkan sumber data yang mengupas penggunaan disfemia, kemudian data
yang diperoleh dicek kembali pada sumber data lain untuk diperoleh kebenaran
dan kesamaannya. Trianggulasi teori digunakan untuk pengumpulan dan
pengujian data yang berupa penggunaan disfemia yang telah diperoleh
dibandingkan dengan teori tentang penggunaan disfemia.
HASIL PENELITIAN DAN PEMBAHASAN

A. Satuan Gramatik Penggunaan Disfemia
1. Berupa Verba
Bentuk penggunaan disfemia berupa kata verba yakni suatu kata yang
menyatakan sebuah perbuatan. Selain itu, kata verba dapat diidentifikasi
berdasarkan imbuhan yang bergabung dalam verba tersebut seperti prefiks me-,
ber-,di-,ter- dan sufiks –kan, i- .
(1) Sudah menjadi rahasia umum bahwa anggaran dari atas ketika
turun ke bawah sering menyusut secara tidak wajar alias disunat.
(D17/G/6 Nov ’14)

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(2) Dia tidak hanya berhadapan dengan lawan politik yang siap
menerkam saat dia lengah. (D39/G/ 17 Nov ’14)
(3) Itulah yang menyebabkan industri kreatif Solo tak bisa
berkembang. Bedjo menyebutnya sebagai Solo yang
“terkapar”. (D65/G/26 Nov ’14)

Pada data (1) kata disunat merupakan verba dengan prefiks di- yang berasal
dari morfem bebas sunat. Verba disunat merupakan penggunaan disfemia karena
identik dengan hal seksual. Sunat dalam KBBI (2005:504) berarti perbuatan yang
baik dijalankan meskipun tidak diwajibkan Islam. Pada data (2) menerkam
termasuk dalam verba turunan karena telah mengalami afiksasi. Menerkam
merupakan verba berimbuhan me(N) berasal dari morfem bebas terkam. Verba
menerkam biasanya dipakai untuk menyebutkan binatang buas. Akan tetapi pada
data diatas digunakan untuk manusia. Pada data (3) terkapar merupakan verba
berprefiks ter- yang berasal dari morfem kapar. Verba terkapar merupakan
penggunaan disfemia karena terkapar sering dipakai dalam konteks yang
berhubungan dengan sebuah kondisi fisik. Verba terkapar dalam KBBI
(2005:221) yang berarti terbaring tidak diperhatikan atau tidak beraturan,
terhantar.
2. Frasa Verba
Bentuk penggunaan disfemia berupa frasa verba dapat diidentifikasi dengan
memperhatikan distribusi yang sama dengan kata verba. Memperhatikan ini dapat
diartikan sebagai cara melihat apakah kata tersebut merupakan suatu tindakan atau
perbuatan
(4) Mbah Cholil menegaskan bahwa orang yang berada pada posisi
tawassut tidak akan terperosok ke dalam neraka jahanam.
(D28/G/10 Nov ’14)
(5) Badan inilah yang nama dan teknis pengerjaannya masih terus
digodok. (D36/G/17 Nov ’14)
(6) Menurut mereka, modus korupsi birokrasi dari pusat, daerah,
hingga di tingkat desa memang sulit diendus atau dibongkar Komisi
Pemberantasan Korupsi (KPK) plus jaringan organisasi
nonpemerintah yang antikorupsi. (D25/G/10 Nov ’14)

Frasa verba pada data (4) tidak akan terperosok merupakan penggunaan
disfemia berkaitan dengan sesuatu musibah. Penekanan adanya penggunaan
terdapat pada kata terperosok. Dalam KBBI (2005:376) terperosok berarti terjatuh

678 (KBSP) IV 2016
ke dalam keadaan yang sukar. Frasa verba pada data (5) terus digodok merupakan
penggunaan disfemia karena konteks kalimat yang menyatakan bahwa nama dan
teknis pengerjaannya masih terus digodok sedangkan kata godok identik dengan
sesuatu makanan. Penekanan adanya penggunaan disfemia terdapat pada kata
digodok. Dalam KBBI (2005:156) godok berarti rebus. Frasa verba pada data (6)
sulit diendus merupakan penggunaan disfemia karena endus identik dengan cara
hewan untuk mencari sesuatu. Penekanan adanya penggunaan disfemia terdapat
pada kata diendus . Dalam KBBI endus berarti mencium bau. Frasa verba tersebut
terdiri dari dua kata yakni kata sulit dan kata diendus.
B. Konotasi Penggunaan Disfemia
Tarigan (dalam Suwandi, 2008:89) terdapat sejumlah kata yang apabila
digunakan di dalam tindak berbahasa (pergaulan dengan orang lain) dirasa tidak
pantas atau mempunyai nilai rasa tidak pantas. Berikut ini adalah contoh kata-kata
yang berkonotasi tidak pantas, misalnya: beranak,bunting, bini, mampus, rakus,
bersetubuh, bangkai.
1. Konotasi tidak pantas
(1) Menurut Irfan, yang jelas dengan kepemimpinan Jokowi yang suka
“menantang” semua elemen warga kota Solo membuat warga kota
ini menjadi semakin bergairah. (D1/G/3 Nov ’14)
(2) Dari penjelasan sekilas kepala sekolah, kegundahan saya sedikit
terkikis, namun memunculkan banyak pertanyaan dan asumsi baru,
ada apa dengan program sekolah gratis di Bumi Intanpari? (D16/G/6
Nov ’14)

Bentuk penggunaan disfemia bergairah pada data (1) mengandung konotasi
tidak pantas karena kata tersebut tidak sesuai konteks penggunaannya. Kata
bergairah lebih identik dengan sesuatu yang berkaitan dengan hubungan seksual,
sehingga pemakaian disfemia tersebut tidak pantas yang dapat dilihat dari
konteksnya bahwa itu berhubungan mengenai kepemimpinan bukan hubungan
seksual. Bentuk penggunaan disfemia pada data (2) sedikit terkikis mengandung
konotasi tidak pantas. Hal ini dapat dilihat dari konteks kalimat yang membahas
mengenai suatu pemikiran atau pendapat. Pemilihan kata terkikis pada kalimat di
atas tidak pantas karena kata terkikis lebih tepat dan lebih sering dipakai untuk
membahas sesuatu yakni mengenai kondisi suatu tanah
2. Konotasi tidak enak

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Penggunaan konotasi tidak enak biasa dipakai dalam hubungan yang tidak
baik sehingga jika membaca konteks kalimat maka tidak enak terdengar oleh
telinga dan memiliki nilai rasa tidak enak. Terdapat sejumlah kata karena biasa
dipakai dalam hubungan yang tidak atau kurang baik, maka tidak enak didengar
oleh telinga dan mendapat nilai rasa tidak enak. Kata-kata ini disebut “in malem
partem” (latin). Tarigan (dalam Suwandi, 2008:89).
(3) M
omentum tersebut dijadikan kepala sekolah untuk menumpahkan
unek‐unek dan beban pikiran yang dia mengistilahkan sebagai forum
ngudarasa di hadapan para orang tua siswa. (D15/G/6 Nov ’14)
(4) D
i Batam dia betemu banyak kaum muda yang menggeluti dunia
animasi. (D66/G/26 Nov ’14)
Bentuk penggunaan disfemia pada data (3) menumpahkan unek-unek

mengandung konotasi tidak enak karena mendengar kata tesebut pasti tidak
mengenakan karena konteks kalimat berkaitan dengan unek-unek atau pendapat
seseorang. Dalam KBBI (2005:595) menumpahkan berarti menyebabkan tumpah,
memberikan banyak-banyak perhatian, memusatkan dsb. Bentuk penggunaan
disfemia pada data (4) menggeluti mengandung konotasi tidak enak karena kata
menggeluti lebih enak didengar ketika dipakai dalam koneks yang berkaitan
dengan sebuah permusuhan. Dalam KBBI (2005:153) menggeluti berarti
menggumuli, menggulati, memeluk, menekuni pekerjaan.
3. Konotasi kasar
Bentuk penggunaan disfemia yang mengandung konotasi kasar dapat
diidentifikasi dengan cara mengartikan konotasi tersebut. Selain itu, makna atau
arti dari suatu konotasi tersebut dapat dikaitkan dengan konteks kalimatnya. Ada
kalanya kata-kata yang dipakai oleh rakyat jelata tedengar kasar dan mendapat
nilai rasa kasar. Biasanya kata-kata itu berasal dari suatu dialek. Tarigan (dalam
Suwandi, 2008:90).
(5) Susi bertekad untuk membabat para penyelundup ikan yang
sudah merugikan negara triliunan rupiah dan telah berlangsung
selama bertahun-tahun. (D3/G/3 Nov ’14)
(6) Meskipun dana yang dikorupsi tidak mencapai miliaran rupiah,
jika sudah senilai ratusan juta rupiah, penggerogotan dana
yang berasal dari rakyat itu akumulasi sesungguhnya amat
besar. (D27/G/10 Nov ’14)

680 (KBSP) IV 2016
(7) Apakah sekedar membuka acara disana sini atau telah

mengubah birokrasi yang lamban menjadi “trengginas”.
(D13/G/5 Nov ’14)
Bentuk penggunaan disfemia pada data (5) untuk membabat mengandung

konotasi kasar. Kata membabat identik dengan perbuatan kasar dan sering
dipakai dalam konteks kalimat yang berhubungan dengan kondisi pohon atau
hutan yang sudah lebat jadi perlu dibabat. Kata membabat dalam konteks kalimat
di atas berkonotasi kasar karena konteks kalimatnnya berhubungan dengan
manusia. Kata Membabat dalam KBBI (2005:63) yang berarti menebas,
merambah (pohon-pohon, semak belukar, rerumputan dsb). Bentuk penggunaan
disfemia pada data (6) penggerogotan dana dalam konteks kalimat di atas berarti
mengambil secara diam-diam uang yang berasal dari rakyat. Kata penggerogotan
dalam kalimat di atas mengandung konotasi kasar karena kata tersebut
berhubungan dengan perbuatan yang tidak baik. Penggerogotan identik dengan
perbuatan hewan yakni tikus yang suka diam-diam memakan sesuatu dengan
sedikit demi sedikit. Maka tidak heran jika perbuatan korupsi sering disimbolkan
dengan hewan tikus. Bentuk penggunaan disfemia pada data (7) trengginas
mengandung konotasi kasar karena kata tersebut identik atau biasa dipakai untuk
menyebut suatu kondisi yang sangat menyeramkan.
4. Konotasi keras
Konotasi keras merupakan sesuatu yang melebih-lebihkan suatu keadaan
dengan menggunakan suatu ungkapan. Jadi, ungkapan itu serupa dengan konotasi
keras. Untuk melebih-lebihkan suatu keadaan kita bisa memakai kata-kata atau
ungkapan-ungkapan. Ditinjau dari segi makna hal ini disebut hiperbola,
sedangkan dari segi nilai rasa disebut konotasi keras. Kita sering mempergunakan
kata-kata atau ungkapan-ungkapan yang sangat berlebihan, bahkan tidak masuk
akal. Tarigan (dalam Suwandi, 2008:91-92).
(8) Kini bola panas ada di Menteri LH dan Kehutanan yang
baru.(D31/G/14 Nov ’14)
(9) Lepas dari segala kontroversi itu, Jokowi seolah tengah mendaki
tebing curam.(D37/G/17 Nov ‘14)
(10) Namun, jika gagal, banyak orang menudingnya sebagai biang
kegagalan. (D38/G/17 Nov ’14)

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Bentuk penggunaan disfemia pada data (8) bola panas mengandung konotasi
keras karena disfemia tersebut berupa ungkapan dan melebih-lebihkan sesuatu.
Bola panas dalam konteks kalimat tersebut berarti suatu permasalahan baru yang
akan dihadapi Menteri LH dan Kehutanan. Bola panas dianggap sebagai suatu
permasalahan yang rumit serta sulit untuk dihindari. Bentuk penggunaan disfemia
pada data (9) mendaki tebing curam mengandung konotasi keras karena disfemia
tersebut berupa ungkapan yang melebih-lebihkan sesuatu. Mendaki tebing curam
dalam konteks kalimat di atas berarti mengembalikan nama baik yang terlanjur
tercemar dan itu sangat sulit untuk mendapat kepercayaan dari masyarakat maka
hal itu diidentikan mendaki tebing curam karena sangat sulit dan penuh dengan
hambatan-hambatan. Bentuk penggunaan disfemia pada data (10) biang
kegagalan mengandung konotasi keras karena disfemia tersebut berupa ungkapan
yang melebih-lebihkan sesuatu. Biang kegagalan dalam konteks kalimat tersebut
digunakan untuk menyebut seseorang yang menjadi penyebab utama suatu
kegagalan. Kata biang cenderung kurang sopan karena kata tersebut identik untuk
menyebut hewan.
SIMPULAN
Berdasarkan hasil penelitian yang telah dipaparkan sebelumnya terdapat
beberapa simpulan sebagai berikut.
1. Disfemia merupakan pengasaran bahasa yang umumnya digunakan dalam

penulisan opini surat kabar khususnya dalam penelitian ini yakni Solopos.
Penggunaan disfemia pada media massa digunakan untuk menyindir dengan
menggunakan bahasa kasar. Selain itu, penggunaan disfemia digunakan juga
untuk menarik perhatian pembaca agar tertarik dengan media massa tersebut.
2. Penggunaan satuan gramatik ditemukan berupa kata dan frasa yakni verba dan
frasa verba. disunat, menerkam, terkapar dan frasa verba seperti tidak akan
terperosok, terus digodok, sulit diendus,
3. Konotasi penggunaan disfemia berupa kata dan frasa yakni konotasi tidak
pantas seperti bergairah, sedikit terkikis, konotasi tidak enak seperti
menumpahkan unek‐unek dan menggeluti , konotasi kasar seperti untuk
membabat, penggerogotan dana dan trengginas, dan konotasi keras seperti
bola panas, mendaki tebing curam, dan biang kegagalan.

682 (KBSP) IV 2016
DAFTAR PUSTAKA
Kridalaksana, Harimurti. 2005. Kelas Kata dalam Bahasa Indonesia.

Jakarta: Gramedia Pustaka Utama.
Parera, JD. 2009. Teori Semanik. Jakarta: Erlangga
Pateda, Mansoer. 2010. Semantik Leksikal. Jakarta: PT. Rineka Cipta
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Duta Wacana University Press.
Sutarman. 2013. Tabu Bahasa dan Eufemisme. Surakarta: Yuma Pustaka.
Suwandi, Sarwiji. 2008. Semantik Pengantar Kajian Makna. Yogyakarta:
Media Perkasa.
Rifa’i, Ahmad. 2012. “Analisis Disfemia dalam Tajuk Rencana Koran
Kompas Edisi Januari 2011 serta Implikasinya dalam Pembelajaran
Bahasa dan Sastra Indonesia di SMA. Jurnal http://e-
journal.unpak.ac.id/detail.php?detail=mahasiswa&id=61.


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ANALISIS PROSES MORFOLOGIS PADA KOLOM SEPAK BOLA DI KORAN

HARIAN SOLOPOS EDISI NOVEMBER 2014
Rudi Dwi Purwanto, A310110062, Program Studi Pendidikan Bahasa dan Sastra
Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Surakarta. 2015
ABSTRAK
Tujuan penelitian ini (1) Mendeskripsikan jenis afiksasi yang terdapat pada kolom sepak
bola di koran harian solopos edisi November 2014, (2) menemukan bentuk - bentuk
reduplikasi pada kolom sepak bola di koran harian solopos edisi November 2014, (3)
menemukan bentuk – bentuk dan makna pemajemukan pada kolom sepak bola di koran
harian solopos edisi November 2014. Jenis penelitian ini peneliti menggunakan jenis
penelitian deskriptif kualitatif. Subjek yang akan dikaji pada penelitian ini kolom sepak
bola di koran harian solopos edisi November 2014, sedangkan objek dalam penelitian ini
adalah proses morfologis pada kolom sepak bola di koran harian solopos edisi November
2014. Sumber data dalam penelitian ini adalah proses morfologis yang diperoleh dari
kolom sepak bola di koran harian solopos edisi November 2014. Teknik pengumpulan
data yang digunakan adalah metode simak dengan teknik catat. Teknik analisis data yang
digunakan adalah metode agih. Hasil penelitian ini ditemukan, (1) proses afiksasi dan
pemaknaanya meliputi, (a) prefiks yaitu, me- , di-, pe-, ter-, se- dan ke-., (b) konfiks yaitu,
ke-an, per-an, ber- an, se-nya., (c) sufikas yaitu –an, -kan, dan –nya. (2) Reduplikasi
yaitu, (a) pengulangan seluruh atas bentuk dasar, (b) pengulangan atas sebagian bentuk
dasarnya, (c) pengulangan bentuk dasar dengan imbuhan. (3) Pemajemukan yaitu, (a)
bentuk unsur kata majemuk berupa satu kata dan satu pokok kata, (b) bentuk unsurnya
berupa pokok kata dan pokok kata, (c) salah satu bentuk unsurnya berupa bentuk
kompleks.
Kata Kunci : proses morfologis, afiksasi, reduplikasi, pemajemukan dan kolom sepak
bola.
PENDAHULUAN
Bahasa merupakan sarana komunikasi yang dipakai manusia untuk menyampaikan

informasi atau gagasan. Menurut Suharso dan Ana (2005: 67) Bahasa merupakan sistem
lambang bunyi yang bersifat arbitrer, yang dipergunakan untuk bekerja sama,
berinteraksi, dan mengidentifikasi diri, percakapan (perkataan) yang baik, tingkah laku
yang baik, sopan santun (bahasa menunjukan budi pekerti). Bahasa merupakan sebuah
sistem, bahasa dibentuk oleh sebuah komponen yang memiliki pola yang tetap dan
berkaidah.
Bahasa sebagai sistem berisi lambang – lambang bunyi, setiap lambang memiliki
suatu makna dan konsep tersendiri. Karena setiap lambang bunyi memiliki konsep maka
setiap ujaran memiliki makna. Terkait dengan sifat bahasa yang bersifat arbitrer yaitu
683
684 (KBSP) IV 2016
hubungan antara lambang bunyi dengan yang dilambangkan tidak bersifat wajib, semua
bisa berubah – ubah dan tidak dapat dijelaskan mengapa bahasa mengkonsepi sebuah
makna tertentu. Sebagai contoh berikut, “Burung” melambangkan hewan yang bersayap
bisa terbang dan berkicau, hak tersebut tidak bisa dijelaskan. Bahasa memiliki berbagai
fungsi diantaranya adalah sebagai media kominikasi, yaitu menyampaikan gagasan dari
penutur kepada mitra tutur. Menurut Widjono (2007:11) fungsi bahasa dibagi menjadi
dua yaitu 1) Bahasa sebagai sarana komunikasi, 2) Bahasa sebagai integrasi dan adaptasi.
Terkait bahasa sebagai alat komunikasi, di zaman sekarang perkembangan sangat

pesat ditunjukan pada media komunikasi yaitu media yang menjembatani komunikasi
antar manusia. Bahasa sebagai alat komunikasi tidak bisa lepas dari media komunikasi.
Media – media komunikasi saat ini berkembang begitu pesat baik media cetak maupun
non cetak, media cetak antara lain koran, majalah, dan tabloit, sedangkan media non cetak
antara lain televisi, radio, internet, dan handphone. Kedua jenis media tersebut sangat
membantu dalam hal berkomunikasi dengan sosial. Media komunikasi sosial atau media
massa yang selama ini masih bertahan dan sangat berpengaruh adalah koran, koran
termasuk media massa cetak yang terbit setiap hari keberadaanya tidak mudah digeser
oleh media massa lain yang lebih cangggih. Peran media massa koran sangatlah penting,
koran menyasar dari kalangan masyarakat atas hingga kalangan masyarakat bawah.
Kemajuan teknologi membuat koran sedikit tergeser akibat mudahnya dan cepatnya
akses berita dari internet. Namun, bagi masyarakat kalangan bawah yang kurang mengerti
teknologi koran merupakan media massa yang sangat dibutuhkan. Koran adalah media
massa sejuta umat, karena semua kalangan bisa mendapatkanya. Koran dikalangan
pecinta olah raga sangat dinanti khususnya sepak bola, karena dalam koran tersaji satu
kolom penuh berita mengenai sepak bola. Koran menjadi hal yang sangat dicari yaitu
untuk mengetahui berita – berita terbaru mengenai sepak bola. Sepak bola memang olah
raga yang paling banyak penggemar dari semua kalangan. begitu banyaknya penggemar
sepak bola pihak percetakan media massa koran membuat kolom tersendiri untuk sepak
bola. Kolom tersebut memuat berita – berita mengenai jadwal pertandingan, skor hasil
pertandingan, profil klub sepak bola dan berita – berita yang berkaitan dengan sepak bola.
Media – media massa berlomba – lomba menampilakan kolom khusus mengenai sepak
bola yang semenarik mungkin pada korannya agar menarik minat pembaca khususnya
pecinta sepak bola. Dari antusiasnya pecinta sepak bola terhadap kolom sepak bola pada
koran harian, peneliti tertarik meneliti tentang proses morfologis yang terdapat pada
kolom sepak bola karena belum ada penelitian sebelumnya yang meneliti hal tersebut.

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Membicarakan mengenai proses morfologis tentu harus mengetahui apa pengertian

morfologi itu sendiri. Morfologi merutut Kridalaksana (dalam Rohmadi dkk. 2009:3)
Morfologi adalah bidang linguistik yang mempelajari morfem dan kombinasi –
kombinasinya. Morfologi berasal dari kata bahasa inggris morfphology, yakni ilmu
tentang morfem. Objek morfologi adalah hal – hal yang berhungan dengan bentuk kata
atau struktur kata dalam bahasa. Oleh karena itu, morfologi menjadi hal penting dalam
proses pembentukan kata dan alomorf –alomorfnya terkait dengan bidang linguistik
struktural. Dalam ilmu morfologi terdapat proses –proses morfologis yang berfungsi
membentuk kata –kata. Pendapat lain dikemukakan oleh verhaar (dalam
Dahlan,dkk.1998:5) morfologi adalah bagian dari linguistik yang mempelajari susunan
konstituen kata yang terdiri atas morfem. Morfem itu bergabung menjadi kata menurut
kaidah gramatikal tertenu. Menurut Rohmadi, dkk. (2009:39) yang dimaksud proses
morfologis adalah peristiwa (cara) pembentukan kata – kata dengan menghubungkan
morfem yang satu dengan morfem yang lain. Di dalam proses morfologis yang menjadi
bentuk terkecil adalah morfem dan bentuk terbesarnya adalah kata.
Menurut Rohmadi, dkk.(2009:41) ada tiga macam bentuk proses morfologis yaitu, 1)
afiksasi/pembubuhan afiks, 2) reduplikasi/bentuk ulang, 3) pemajemukan kompositum.
Pada penelitian ini peneliti akan meneliti proses morfologis yang terdapat pada kolom
sepak bola pada surat kabar harian solopos edisi November 2014. Peneliti tertarik
meneliti proses morfologis pada kolom sepak bola karena pada kolom sepak bola terdapat
bahasa – bahasa istilah tertentu yang digunakan dalam dunia sepak bola saja dan hanya
pecinta sepak bola yang dapat memahaminya. Dalam penelitian ini peneliti akan meneliti
proses morfologis afiksasi, reduplikasi/ bentuk ulang, dan pemajemukan/ kompositum.
METODE PENELITIAN
Penelitian ini peneliti menggunakan jenis penelitian deskriptif kualitatif. Subyek

penelitian ini adalah koran harian solopos pada kolom sepak bola edisi november 2014.
objek penelitian ini adalah kata-kata yang berafiksasi, reduplikasi dan mengalami
pemajemukan yang dipakai dalam koran harian solopos kolom sepak bola edisi
November 2014.
Data dalam penelitian ini adalah wacana yang mengandung afiksasi, reduplikasi, dan
pemajemukan pada kolom sepak bola koran harian solopos edisi November 2014. Metode
pengumpulan data pada penelitian ini adalah metode simak dan catat yaitu menyimak
sumber data kemudian memperhatikan hal-hal yang penting dan mencatatnya. Menurut

686 (KBSP) IV 2016
Mahsun (2006:90) metode simak yaitu metode yang digunakan untuk memperoleh data
yang dilakukan dengan menyimak penggunaan bahasa.
Teknik analisis data pada penelitian ini adalah menggunakan metode agih. Menurut
Sudaryanto (1993:15) metode agih adalah metode yang alat penentunya justru bagian dari
bahasa yang bersangkutan itu sendiri. Alat penentu dalam rangka kerja metode agih itu,
jelas, selalu berupa bagian atau unsur dari bahasa objek sasaran peneliti itu sendiri.
Teknik dasar yang dipakai adalah teknik urai, teknik urai adalah salah satu teknik yang
ada dalam metode agih. Adapun pengertian teknik urai itu sendiri menurut Sudaryanto
(1993:15) Teknik Urai Unsur Terkecil 'Ultimate Constituent Analysis' (UCA) Teknik
Urai Unsur Terkecil dimaksudkan mengurai suatu satuan lingual tertentu atas unsur-unsur
terkecilnya. Unsur terkecil yang mempunyai makna biasanya disebut "morfem". Contoh :
Berlari, unsur terkecilnya adalah “ber-” dan “lari”.
Proses morfologis adalah proses pembentukan kata dari suatu bentuk dasar menjadi
suatu bentuk jadian. Proses ini, meliputi afiksasi (pengimbuhan), reduplikasi
(pengulangan), dan komposisi (pemajemukan). Menurut Rohamadi dkk, 2010:47) proses
morfologis adalah peristiwa pembentukan kata dengan menghubungkan morfem yang
satu dengan morfem yang lain. Dalam proses morfologis yang menjadi bentuk terkecil
adalah morfem dan bentuk terbesarnya adalah kata.
A. Afiksasi
1. Prefiks
a. “Abisi bayern membajak bintang Dortmund memang tak pernah berhenti
seketika.”
b. “Reus sepakat dilepas dengan nilai 25 juta euro pada musim depan.”
c. “untuk kami pemain muda jerman adalah kualitas adalah yang terpenting”
d. “Mantan presiden Die Roten tersebut menyatakan rencana Bayern membeli Reus
dari Dortmund dapat merusak persaingan natural pada bundesliga”
(1/11/2014)
Korpus data di atas terdapat proses afiksasi prefiks yaitu, (a) paragraf kedua kalimat
pertama kata “membajak” terbentuk dari me- + kata dasar bajak mengalami
morfofonemik menjadi meM- dan menimbulkan bunnyi sengau (nasal) menjadi
membajak yang memiliki arti mengambil secara paksa milik orang lain dalm kontek ini
merebut pemain klub lain. (b) Paragraf ketiga kalimat pertama terdapat kata dilepas kata
“dilepas” dari di-+kata dasar lepas yang berarti sengaja dilepaskan dalam kontek ini
dijual ke klub lain. (c) Paragraf keempat kalimat kedua terdapat kata “terpenting” berasal

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dari kata ter- kata dasar penting yang bermakna paling atau paling penting, dalam konteks
ini pemain muda adalh prioritas utama tim jerman. (d) Paragraf kelima kalimat kedua
terdapat kata “membeli” berasal dari me+ kata dasar beli yang mengalami morfofofnemik
menjadi mem- sehingga menimbulkan bunyi sengau (nasal) kata membeli disini berarti
membeli pemain sepak bola dari klub Dortmund ke Bayern.
2. Konfiks
a. “Pernyataan itu pun sempat mengundang kemarahn Dortmund dengan
menegaskan Reuz masih menjadi pemain resmi mereka.”
b. “Presiden kehormatan Bayern, Franz Backenbauer bahkan ikut menambah panas
suasana dengan menyarankan Reus untuk secepatnya angkat kaki dari Signal
Eduna Park markas Dortmund.”
c. “namun saya tidak akan membuat kerusuhan di Dortmund,beber Rummenigge.”
(1/11/2014)
Pe-an + nyata pe-an +hormat ke-an +rusuh
Korpus data di atas terdapat proses afiksasi yaitu, (a) paragraf ketiga kalimat kedua
terdapat kata “Pernyataan” berasal dari per- +nyata+ -an yang bermakna tindakan
menyatakan. (b) paragraf ketiga kalimat ketiga terdapat kata “kehormatan” berasal dari
ke-+hormat+-an yang bermakna pernyataan hormat atau dalam kontek ini orang yang di
segani atau jabatan tinggi dalam klub. (c) paragraf kelima kalimat ketiga terdapat kata
“kerusuhan” berasal dari ke-+rusuh+-an yang bermakna perihal rusuh dalam konteks ini
menggangu ketenangan klub lain.
3. Sufiks
a. “Namanya mungkin belum dikenal di jagad sepak bola Eropa dan dunia.”
b. “pemain berusi a 20 tahun itu didaulat menggantikan gelandang Paris Saint
Germain (PSG) dan seniornya di skuat Brazil”
c. “Ia dipanggil timnas Brazil kali pertama dalam kariernya dan bertekad menjadi
bagian dari era baru Brazil bersama Carlos Dunga.”
(12/11/2014)
Nama-nya senior-nya karier-nya
Korpus data di atas terdapat proses afiksasi yaitu, (a) pragraf pertama kalimat
pertama terdapat kata “namannya” dari dasar nama mendapat sufiks –nya berfungsi
sebagi penentu dan bermakna nama dari sesuatu, dalam konteks ini namanya merujuk
pada nama pemain muda Brazil Anderson Talisca. (b) paragraf kedua kalimat kedua
terdapat kata “seniornya” dari dasar senior mendapat sufiks –nya bermakan sesuatu yang
lebih tinggi dalam hal jabatan dalam konteks kalimat tersebut seniornya merujuk pada
Lucas Moura yang lebih dulu membela timnas Brazil. (c) paragraf keempat kalimat kedua
terdapat kata “kariernya” kata dasar karier yang mendapat sufiks –nya yang bermakna

688 (KBSP) IV 2016
kemajuan –nya sebagai penentu dalam konteks kalimat tersebut kata karier bermakna
berkerja atau berkecimpung di dunia sepak bola.
B. Reduplikasi
1. Korpus Data 1
a. “Dewi fortuna benar-benar tidak berpihak kepada Los Cules.”

b. “Terbukti empat upaya Barca masing-masing dua dari Neymar dan Lionel Messi,
hanya menerpa mistar gawang Celta.”
c. “kendati terus-terusan menekan lawan, Los Cules justru kebobolan pada menit ke-
55 lewat sepakan Joaqim Larivvey.”
(3/11/2014)
Korpus data di atas terdapat proses reduplikasi yaitu, (a) paragraf pertama kalimat
kedua terdapat kata “benar-benar” berasal dari kata dasar benar dan mengalami
pengulangan seluruh atas bentuk dasar menjadi benar-benar sehingga bermakan sungguh
benar, dalam konteks kaliamt tersebut kata benar-benar berarti Dewi Fortuna yang
sungguh tidak berpihak pada Barcelona. (b) paragraf pertama kalimat ketiga terdapat kata
“masing-masing” dari kata dasar masing mengalami pengulangan seluruh atas bentuk
dasar dan memiliki makna tiap-tiap, atau dalam konteka kalimat tersebut berarti tiap
pemain antara Neymar dan Messi memiliki peluang. (c) paragraf kelima kalimat pertama
terdapat kata “terus-terusan” dari kata dasar terus mengalami pengulangan bentuk dasar
dengan imbuhan –an menjadi terus-terusan dan bermakna hal yang dilakukan berulang,
dalam kalimat tersebut berarti tim Barcelona yang beruang kali melakukan serangan.
2. Korpus data 20
a. “Sementara itu, bintang portugal, Cristiano Ronaldo yang semula digadang-
gadang bakal menunjukan pamornya justru tak memberi kontribusi berarti.”
b. “karenanya tak heran jika diakhir pertandingan, sekitar 41.233 penonton yang
memadati Old Traford, mencemooh pelatih dikedua tim yang tak berani
memainakan masing-masing bintang mereka secar optimal.”
c. “Seleccao das Quinas, julukan Portugal, bahkan mampu mengatasi tekanan
bertubi-tubi untuk mengakhiri laga dengan kemenangan di injury time.”
(20/11/2014)
Korpus data di atas terdapat proses reduplikasi yaitu, (a) paragraf pertama kalimat
pertama terdapat kata “digadang-gadang” dari kata dasar gadang yang mengalami
pengulangan bentuk dasar dengan imbuhan –di sehingga bermakna dibesar-besarkan,
dlam kontek kalimat tersebut kata digadang-gadang bermakna diharapkan atau disangka.
(b) paragraf ketiga kalimat kedua terdapat kata “masing-masing” dari kata dasar masing
mengalami pengulangan seluruh atas bentuk dasar dan memiliki makna tiap-tiap, dalam
kalimat ini bermakna sendiri-sendiri dari kubu Argentina dan Portugal. (c) paragraf

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keenam kalimat pertama terdapat kata “bertubi-tubi” dari kata dasar tubi yang mengalami
pengulangan bentuk dasar dengan imbuhan ber- sehingga bermakna berulang-ulang,
dalam konteks kalimat tersebut bermakna yang dapat mengatasi serangan Argentina yang
terus menerus.
C. Pemajemukan
1. Korpus Data 3
a. “Hasil ini membuat Barca move on setelah lebih kurang sepekan
sebelumnya menyerah 1-3 dari musuh bebuyutan mereka.”
b. “Dengan memanfaatkan kelengahan jantung pertahanan Los
Cules, Nolito lantas mengirim bola lewat tumitnya kepada Larrivey untuk
mencetak gol.
(3/11/2014)
Korpus data di atas terdapat proses pemajemukan yaitu, (a) paragraf ketiga kalimat
pertama terdapat kata “musuh bebuyutan” merupakan kata majemuk yang salah satu
unsurnya berupa bentuk kompleks, hal tersebut dapat dibuktikan dengan mengeluarkan
seluruh afiks apabila masih terlihat sebagai kata majemuk itu berarti kata majemuk yang
mendapat afik namun apabila tidak terlihat sebagai kata majemuk berarti itu merupakan
kata majemuk yang salah satu unsurnya berbentuk kompleks. (b) paragraf kelima kalimat
ketiga terdapat kata “jantung pertahanan” merupakan kata majemuk yang terdiri dari satu
kata dan satu pokok kata terdiri jantung dan pertahanan yang menimbulkan arti baru yaitu
pusat pertahanan dari tim sepak bola atau pemain bertahan/beck.
2. Korpus Data 10
a. “Gareth Bale, Sergio Ramos, Karim Benzema, dan Critiano
Ronaldo masing-masing menyumbang sebiji gol bagi El Real.”
b. “Kroos, pemain terbaik di lapangan dan dia membukukan gol
pertamanya.”
c. “Apabila bisa menjaga tren positif terdebut maka pasukan Carlo
Anjeloti juga berpeluang memecahkan rekor Madrit ketika dibesut Jose Morinho
yang mampu finis dengan torehan 121 gol pada 2011/2012.
(10/11/2014)
Korpus data di atas terdapat proses pemajemukan yaitu, (a) paragraf pertama kalimat
pertama terdapat kata “sebiji gol” merupakan kata majemuk yang mendapatkan afiks,
sebiji gol bukan berarti ada biji yang bernama gol atau golnya berbiji tapi menimbulkan
makna satu gol, sebiji gol merupakan kata majemuk yang mendapat afiks hal tersebut
dapat dibuktikan dengan mengeluarkan seluruh afiks apabila masih terlihat sebagai kata
majemuk itu berarti kata majemuk yang mendapat afik namun apabila tidak terlihat
sebagai kata majemuk berarti itu merupakan kata majemuk yang salah satu unsurnya
berbentuk kompleks. (b) paragraf kedua kalimat pertama terdapat kata “Membukukan
gol” kata majemuk yang bermakna membuat gol, kata tersebut merupakan kata majemuk

690 (KBSP) IV 2016
yang salah satu unsurnya berupa bentuk komplek, dalam konteks kalimat ini
membukukan gol berarti mencetak sebuah gol untuk dirinya. (c) paragraf ketiga kalimat
kedua terapat kata “memecahkan rekor” kata tersebut merupakan kata majemuk yang
bermakna membuat rekor, kata tersebut merupakan kata majemuk yang salah satu
unsurnya berupa bentuk komplek.
PENUTUP
Kesimpulan
Berdasarkan pembahasan mengenai proses morfologis berupa afiksasi, reduplikasi,

dan pemajemukan di kolom sepak bola pada koran harian solopos edisi November 2014.
Simpulan pembahasan dan hasil dari penelitian ini sebagai berikut.
1. Afiksasi
Afiksasi adalah proses pembubuhan afiks sehingga terbentuk kata jadian / kompleks.
Dalam pembahasan terdapat proses afiksasi yaitu, (a) prefiks me- bermakna ‘melakukan
sesuatu’, ‘merasakan’, dan ‘mengalami’, prefiks di- bermakna ‘dikenai’ dan ‘melakukan
sesuatu’, prefiks pe- bermakna ‘pelaku’, prefiks ter- bermakna ‘paling’,’sudah’,’dapat
dan ‘menjadi, prefiks se- bermakna ‘seperti’. ‘sama’,. (b) infiks adalah morfem yang
disisipkan ditengah kata, namun pada penelitian yang mengaji proses morfologis pada
kolom sepak bola di koran harian solopos edisi November 2014 proses morfologis
afiksasi berupa infiks dalam kolom sepak bola edisi November 2014 tidak ditemukan
infiks berupa el-, -em, -er. Kata-kata dalam pemberitaan sepak bola cenderung
menggunakan bahasa yang sederhana dan mudah dipahami. Sisipan el-, -em, -er
seringkali digunakan dalam sastra seperti puisi, dongeng dan cerpen. Sisipan digunakan
untuk menggambarkan sesuatu agar terlihat tegas, meyakinkan dan sedikit melebih-
lebihkan agar memiliki efek tertentu untuk menciptakan estetika bahasa. (c) Konfiks
adalah imbuhan gabungan yang melekat pada awal dan akhir kata. Konfiks ke-an
bermakna ‘suatu hal’,’mengalami sesuatu’,’melakukan sesuatu’,’menjadikan
sesuatu’.’suatu peristiwa’,’keadaan’,’menyebabkan’,’, konfiks pe-an bermakna ‘hasil
pekerjaan’melakukan perbuatan’,’menyebabkan jadi’. Konfiks per-an bermakna
‘waktu’,’menyatakan suatu hal’,’peristiwa’,’pekerjaan’. Konfiks se-nya bermakna
‘keadaan yang disebut’. (d) Sufiks adalah imbuhan yang ditambahakan pada bagian
belakang kata dasar, ada beberapa sufiks yaitu, sufiks –an bermakna, ’hasil
pekerjaan’,’alat untuk melakukan’,‘objek pekerjaan’,’harpan’. Sufiks –kan bermakna
‘harapan’,’. Sufiks –nya ‘berfungsi sebagai penentu’.
2. Reduplikasi

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Redupliaksi adalah perulangan bentuk atas suatu bentuk dasar. Bentuk baru sebagai
hasil perulangan bentuk tersebut lazim disebut kata ulang. Dalam penelitian ini terdapat
bentuk – bentuk reduplikasi diantaranya, (a) pengulanagn seluruh atas bentuk dasar
seperti, ‘baik-baik’, ‘benar-benar’. (b) pengulangan atas sebagian bentuk dasarnya,
seperti, ‘bebuyutan’. (c) pengulangan bentuk dasar dengan imbuhan, seperti ‘terus-
terusan’,’digadang-gadang’.
3. Pemajemukan
Kata majemuk adalah dua kata atau lebih yang menjadi satu dengn lainya erat
sekalidan menunjukan atau menimbulkan pengertian baru. Dalam penelitian ini terdapat
bentuk-bentuk pemajamukan yaitu, (1) bentuk unsur kata majemuk berupa satu kata dan
satu pokok kata, seperti, ‘jantung pertahanan’,’sebiji gol’. (b) salah satu bentuknya
berupa bentuk kompleks, seperti, ‘memebukukan gol’,’memecahkan rekor’.
DAFTAR PUSTAKA
Dahlan,Kadjia.1998.MORFOLOGI DAN SINTAKSIS BAHASA BUNGKU.Jakarta: Pusat

Pembinaan dan Pengenbangan Bahasa DEPDIKBUD.
Widjono.2007.BAHASA INDONESIA Mata Kuliah Pengembangan Kepribadian di

Perguruan Tinggi.Jakarta:PT Grasindo
Suharso dan Ana. 2005. KAMUS BESAR BAHASA INDONESIA Edisi Lux.Semarang:
CV. Widya Karya
Rohmadi,Wahyudi,Nasucha.2009.MORFOLOGI Telaah Morfem dan

Kata.Surakarta:Yuma Pustaka.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa: Pengantar Penelitian
Wahana Kebudayaan Secara Linguistis. Yogyakarta: Duta Wacana University
Press.
Mahsun. 2006. Metode Penelitian Bahasa: Tahapan, Strategi, Metode, dan Tekniknya.
Jakarta: Rajawali Pers.


(KBSP) IV 2016
ANALISIS WACANA FENOMENA LGBT PADA HARIAN KOMPAS, SUARA

MERDEKADAN JAWA POS: PENDEKATAN MIKROSTRUKTURAL DAN
MAKROSTRUKTURAL
Oktalifa Hanna Maulina1, Sigit Arif Bowo2
Program Pascasarjana, Pendidikan Bahasa Indonesia, Universitas Sebelas Maret
1
email : oktalifa66_hanna@ymail.com
2
email : sigit.arifbowo@gmail.com
Alamat: Wonorejo rt 11, Wonorejo, Kedawung, Sragen (085647567401) Kode pos 57292
ABSTRAK
Fenomena LGBT (Lesbian, Gay, Biseksual, dan Transgender) di Indonesia sebenarnya
bukanlah hal baru. Fenomena seperti ini sudah lama ada, tetapi para pelakunya belum
berani mengungkapkan eksistensinya. Seiring perkembangan teknologi yang
menyuguhkan berbagai sarana media sosial yang memudahkan penggunanya untuk
melakukan komunikasi dan menunjukkan eksistensi. Hal tersebut dimanfaatkan oleh
pelaku dan pendukung LGBT untuk menyuarakan keberadaan dan memperluas
jaringannya. Pemberitaan mengenai keadaan tersebut menjadi tranding topic nasional
baik di media sosial, media elektronik, maupun media massa. Beberapa media massa
yang menyajikan berita LGBT yakni Kompas, Suara Merdeka, dan Jawa Pos.
Berdasarkan uraian tersebut, penelitian ini bertujuan untuk (1) mendeskripsikan analisis
mikrostruktural pada wacana pemberitaan fenomena LGBT pada koran harian Kompas,
Suara Merdeka, dan Jawa Pos, (2) mendeskripsikan analisis makrostruktural pada
wacana pemberitaan fenomena LGBT pada koran harian Kompas dan Jawa Pos. Analisis
wacana pada penelitian ini menggunakan Critical Discourse Analyisis (CDA) karya
Norman Fairlough. Teknik pengumpulan data yang digunakan adalah studi dokumenter
dan studi kepustakaan. Hasil penelitian ini menunjukkan (1) pada tataran mikrostruktural
terdapat satuan kohesi leksikal dan gramatikal yang membentuk kepaduan wacana.
Kohensi leksikal meliputi repetisi, sinonimi, kolokasi, hiponimi, antonimi, dan
ekuivalensi, sedangkan pada gramatikal rmeliputi referensi, substitusi, elipsis, dan
konjungsi. (2) pada tataran makrostruktural teks yang dikaitkan dengan sosial-budaya
menunjukkan bahwa wacana pemberitaan fenomena LGBT pada harian Kompas, Suara
Merdeka, dan Jawa Pos mengarah pada bentuk penolakan, preventif, dan kuratif bagi
masyarakat.
Kata kunci: fenomena LGBT, pendekatan mikrostruktural, pendekatan makrostruktural
PENDAHULUAN
Manusia dibekali kecerdasan yang kompleks oleh Tuhan, tentunya membutuhkan sarana
untuk dapat mengasah kecerdasan tersebut agar dapat lebih bermafaat bagi sesamanya.
Sarana tersebut berupa komunikasi. Seperti yang diungkapkan oleh Sumarlam (2005:1),
manusia dalam sepanjang hidupnya hampir tidak pernah terlepas dari peristiwa
komunikasi. Di dalam komunikasi diperlukan sarana berupa bahasa untuk
mengungkapkan ide, gagasan, maksud, pikiran, dan perasaan. Setiap anggota masyarakat
selalu terlibat dalam komunikasi bahasa, baik dia berperan sebagai komunikator
(penutur/penulis) maupun komunikan (mitra tutur/ pendengar/ pembaca).
Bahasa yang digunakan dalam sebuah tulisan merupakan ragam bahasa tulis.
Komunikator dalam bahasa tulis adalah penulis dan komunikan adalah pembaca. Banyak
berbagai sarana yang dapat digunakan oleh seorang penulis untuk dapat menyampaikan
gagasannya. Sarana-sarana yang dimaksud dapat berupa media, baik media elektronik
(seperti internet), maupun media cetak (seperti; surat kabar/koran, majalah, jurnal, dan
sebagainya).
Mulyana (2005:69) menyatakan bahwa secara hierarkis, pendekatan bahasa
dimulai dari tingkat dan lingkup yang paling kecil menuju kepada tingkat paling besar.
Secara berurutan, runtutan tingkat analisisnya bisa disusun sebagai berikut: analisis
692
(KBSP) IV 2016 693

fonologi (bunyi) sebagai kajian awal terhadap bahasa, disusul kemudian oleh kajian
morfologi (bentuk), analisis sintaksis (kalimat dan gramatikalnya), analisis (semantik),
analisis pragmatik pemakaian bahasa dan konteksnya), dan terakhir bidang analisis
wacana (kajian tentang kata, kalimat, makna, pemakaian, dan interpretasinya).
Tulisan dikatakan sebagai sebuah wacana, karena susunan kata yang dirangkai
memiliki sebuah makna yang lengkap, gagasa/ide yang utuh, serta bahasa yang tepat
sehingga memudahkan pembaca memahami maksud dari tujuan yang ingin disampaikan
oleh penulis. Seperti wacana-wacana dalam sebuah surat kabar yang memiliki berbagai
tujuan, misalnya tujuan hanya untuk hanya sekadar memberikan informasi, memberi
peringatan, mengarahkan, hingga pelarangan. Hal-hal tersebut sangatlah menarik apabila
dikaji dengan menggunakan kajian analisis wacana.
Fenomena LGBT akhir-akhir ini menjadi primadona dalam berbagai wacana
surat kabar. Kelainan seks tersebut kembali banyak dibicarakan, setelah para pelakunya
meinta perlindungan hukum. Hal tersebut tentunya menjadi perdebatan di berbagai
kalangan masyarakat. Bagi para pendukung komunitas itu, tidak mempermasalahkannya
karena berlandaskan hak asasi manusia. Sedangkan bagi para pihak yang menolak jelas
banyak mengemukakan alasan, selain tidak tepat dengan norma agama dan sosial, juga
dapat menimbulkan masalah pada kesehatan.
Kasus tersebut rupanya banyak dikaji dalam berbagai sudut pandang. Salah
satunya yang menarik dengan kajian analisis wacana dalam tiga surat kabar yakni harian
Kompas, Suara Merdeka, dan Jawa Pos. Ketiga surat kabar tersebut jelas berbeda dari
segi cakupan edarannya dan sajian beritanya. Dengan demikian, makalah ini akan
mengkaji aspek mikrostruktural dan makrostruktural dari fenomena LGBT pada harian
Kompas, Suara Merdeka, dan Jawa Pos.
KAJIAN PUSTAKA
Analisis wacana dapat dilakukan dengan menggunakan pendekatan mirkostrukstural dan
makrostruktural. Menurut Sumarlam dkk. (2010:194-195) secara mikrostrultural, analisis
wacana berkaitan dengan mekanisme kohesi tekstualnya atau konteks linguistik,
sedangkan secara makrostruktural analisis wacana berkaitan dengan konteks situasi dan
konteks sosial. Konteks mempengaruhi saluran dan luaran yang dimunculkan.
Sejalan dengan konsep makrostruktural di atas, dalam memahami wacana
setidaknya perlu memperhatikan konteks situasi. Menurut Halliday dan Hasan (1992:16)
terdapat tiga ranah dalam memahami konteks sosial teks yaitu 1) medan makna, yang
berkaitan dengan hal yang sedang terjadi dan situasi tindakan sosial yang terjadi. 2)
pelibat wacana, mengacu pada sifat para pelibat dan peranan mereka. 3) Sarana wacana,
mengacu pada bagian yang diperankan bahasa dan hal yang diharapkan oleh pelibat yang
diperankan oleh bahasa.
Pendapat senada diungkapkan oleh Fairclough (1997:97-98) yang menjelaskan
bahwa dalam analisis wacana kritis terdapat tiga dimensi konsep wacana yang meliputi
text(teks), discource practice,(praktik kewacanaan) dan sociocultural practice (praktik
sosiokultural). Teks berhubungan dengan unsur mikrolinguistik. Praktik kewacanaan
berkaitan dengan pemroduksian dan pengkonsumsian teks, dan bagaimana teks tersebut
bisa muncul. Praktis sosiokultural merupakan fungsi teks dalam tataran komunikasi
sosial.
METODE
Jenis penelitian ini adalah deskriptif kualitatif. Data pada penelitian ini adalah wacana
yang memuat fenomena LGBT. Sumber data yang digunakan adalah harian Kompas,
Suara Merdeka, dan Jawa Pos edisi Februari 2016.Teknik pengumpulan data yang
digunakan adalah studi dokumenter dan studi kepustakaan. Teknik analisis data
menggunakan analisis wacana kritis (CDA).

694 (KBSP) IV 2016

Berdasarkan analisis terhadap fenomena LGBT dalam harian Kompas, SM, dan JP
dikemukakan dalam tiga bentuk analisis yaitu teks, praktik kewacanaan dan praktik
sosiokultural.
1. Teks
Berdasarkan wacana tentang fenomena LGBT yang termuat dalam harian Kompas, SM,
dan JP dapat disajikan bentuk kajian teks yang meliputi unsur mikrolinguistik yang
berujud koherensi dan kohesi. Koherensi merupakan perkaitan antarproposisi yang
berupa gagasan, fakta, ide logis yang tidak secara eksplisit diungkapkan, akan tetapi tetap
membentuk keterpahaman makna yang dikandungnya. Koherensi berhubungan erat
dengan kohesi karena saling membentuk makna menjadi padu. Dengan demikian,kohesi
adalah organisasi sintaktik yang membentuk ikatan kepaduan dalam kalimat-kalimat yang
membentuk wacana, sehingga dapat dipahami maknanya secara utuh. Berikut ini macam-
macam alat kohesi dan analisisnya.
4. Referensi (Pengacuan)
pengacuan atau referensi atau penunjukan diartikan sebagai kata atau frasa yang
menunjuk segala sesuatu yang ada di dunia dengan mengacu satuan kebahasaan
itu sendiri. Halliday dan Hasan (dalam Rohmadi dan Yakub, 2010:33) juga
membagi tipe-tipe referensi, yaitu referensi persona (pengacuan personal),
referensi demonstratif (pengacuan penunjukan), dan referensi komparatif
(pengacuan pembandingan). Berikut ini contoh analisis dari referensi.
“Sebelum ini, artis Indra Bekti juga dilaporkan melecehkan seorang
pesohor pria lewat telepon yang cenderung ‘mengarah’” (SM, 20
Feb.2016).
Contoh di atas termasuk dalam jenis referensi demonstratif temporal atau yang
menunjukkan waktu. Sebelum ini, menunjukan beberapa waktu yang lalu ada
kasus serupa, yakni kasus yang membawa nama artis Indra Bekti.
5. Substitusi (Penggantian)
Substitusi adalah proses atau hasil pengganti unsur bahasa oleh unsur lain dalam
satuan yang lebih besar untuk memperoleh unsur-unsur pembeda atau untuk
menjelaskan suatu struktur tertentu (Kridalaksana dalam Tarigan, 1987:100).
Sumarlam, dkk. (2005:28) menyebutkan penyulihan atau substitusi ialah salah
satu jenis kohesi gramatikal yang berupa penggantian satuan lingual tertentu
dengan satuan lingual lain dalam wacana untuk memperoleh pembeda. Secara
ringkas dikatakan bahwa penggantian merupakan hubungan gramatikal dan
tekstual (hubungan kata dan makna). Substitusi dapat berupa atas nomina, verba,
dan frasal. Berikut contoh analisisnya.
“Fenomena penyimpangan orientasi seksual itu juga ada pada masa-
masa jauh sebelum kehidupan modern saat ini” (SM, 20 Feb.2016).
Contoh analisis di atas berupa substitusi frasal. Fenomena penyimpangan
orientasi seksual menggantikan frasa LGBT.
6. Elipsis (Pelesapan)
Elipsis atau pelesapan oleh Rohmadi dan Yakub (2010:35) diartika sebagai
penghilangan unsur bahasa dalam kalimat atau paragraf. Proses pelesapan sama
dengan penggantian. Pelesapan digantikan oleh sesuatu yang kosong. Berikut
contoh analisisnya.
“Jadi jangan hanya situs yang dianggap propaganda terorisme saja yang
ditutup, LGBT juga (ditutup)”(SM, 20 Feb. 2016).

(KBSP) IV 2016 695

Pelesapan yang terjadi dalam kalimat di atas berupa ditutupi. Kata juga membantu
membentuk kekohesifan pada kalimat tersebut agar tidak mubadzir. Dengan
pelesapan tersebut, juga sudah mampu menjelaskan makna yang sebenarnya ingin
disampaikan.
7. Konjungsi
Konjungsi adalah salah satu jenis kohesi gramatikal yang dilakukan dengan cara
menghubungkan unsur yang satu dengan unsur yang lain dalam wacana. Unsur yang
dirangkaiakan dapat berupa satuan lingual kata, frasa, klausa, kalimat, dan dapat juga
unsur yang lebih besar dari itu, misalnya alinea dengan pemarkahan alih topik atau
pemarkah disjungtif (Sumarlam, dkk, 2005:32).
Konjungsi dalam bahasa Indonesia dapat dikelompokkan atas konjungsi adversatif:
tetapi, namun; konjungsi kausal: sebab, karena; konjungsi koordinatif: dan, atau
tetapi; konjungsi korelatif: entah/entah, baik/maupun; konjungsi subordinatid:
meskipun, kalau, bahwa; konjungsi temporal: sebelum, sesudah. Berikut contoh
analisisnya
“Seksualitas berkembang selama evolusi demi untuk menjamin

keturunan, tetapi untuk mendapatkan keturunan yang perlu bersatu”
(Kompas, 23 Februari 2016).
Konjungsi yang terdapat dalam contoh di atas adalah konjungsi adversatif dalam
bentuk tetapi. Dengan demikian, fungsi konjungsi tetapi berupa perlawanan atas
pernyataan yang sebelumnya.
8. Kohesi Leksikal
Rohmadi dan Yakub (2010:37) menjelaskan hubungan leksikal dapat ditentukan oleh
pilihan kata yang saling berkaitan dalam wacana. Keterkaitan ini merupakan
hubungan makna secara leksikal dan bukan merupakan hubungan makna secara
gramatikal.
Kohesi leksikal diperoleh dengan cara memilih kosa kata yang serasi. Ada enam
cara untuk mencapai aspek leksikal kohesi ini yaitu (1) repetisi (pengulangan), (2)
sinonimi (padan kata), (3) kolokasi (sanding kata), (4) hiponimi (hubungan atas-
bawah), (5) antonimi (lawan kata), dan (6) ekuivalensi (kesepadanan) (Tarigan,
1987:102). Berikut contoh analsisnya.
“Negeri ini bisa saja berubah menjadi negeri LGBT jika kekuatan mereka bersatu
padu dan masyarakat permisisf atau tidak mempedulikannya” (SM, 13 Feb.
2016).
Kalimat tersebut dibentuk dengan adanya kohesi leksikal dalam bentuk kolokasi atau kata
sanding, yakni bersatu padu. Kata bersatu bermakna mengumpulkan suatu keseragaman
atau kekuatan, maka membutuhkan kata sandingan untuk dapat membentuk frasa yang
selaras, maka bersatu selaras dengan padu. Padu memiliki makna serasi, sehingga dirasa
tepat untuk disandingkan.
2. Praktik Kewacanaan
Praktik kewacanaan berhubungan dengan bagaimana teks tersebut diproduksi dan untuk
apa didistribusikan untuk dikonsumsi publik. Tidak ada teks yang muncul tanpa adanya
konteks yang menyertainya. Munculnya suatu teks sangat dekat hubungannya dengan
konteks yang terjadi di sekitar penulis.Hal tersebut dapat dilihat pada data berikut.
Kita berharap pada kasus Ipul, media bisa lebih berhati-hati. Mengejar rating
tak sepatutnya membuat media melanggar ketentuan. (JP, 22 feb 2016).

696 (KBSP) IV 2016
Wacana tersebut muncul sebagai bentuk preventif dari penulis agar isu-isu yang
menyangkut kasus kekerasan seksual yang dilakukan oleh penyanyi dangdut SJ tidak
diekspos media secara berlebihan. Pernyataan tersebut didasarkan pada kejadian yang
sudah terjadi sebelumnya ketika banyak kasus perceraian artis yang ditayangkan secara
berlebihan dan tidak mengedukasi masyarakat.
Bentuk lain dari praktik kewacanaan adalah pernyataan yang dilontarkan oleh Jusuf
Kalla seperti kutipan berikut.
Wakil presiden Jusuf Kalla mendesak United Nations Development Programme
(UNDP) menghentikan pendanaan kampanye gerakan lesbian, gay, biseksual, dan
transgender (LGBT) di Indonesia. (SM, 16 Feb 2016).
Kutipan tersebut didasari pada upaya UNDP yang mendanai penelitian dan
pengembangan komunitas LGBT di Indonesia. Jika hal tersebut tidak dihentikan bisa jadi
komunitas LGBT tumbuh subur di Indonesia layaknya yang terjadi pada negara lain di
Asia Tenggara lainnya seperti Thailand dan Vietnam, dan Filipina.
3. Praktik Sosiokultural
Praktik sosiokultural memunculkan pernyataan, opini, dan pandangan dari berbagai
kalangan dengan latar belakang profesi yang berbeda. Opini dan pernyataan dari kalangan
terhadap fenomena LGBT tersebut, dapat diklasifikasikan dalam tiga jenis yaitu bentuk
menolak, preventif, dan kuratif.
B. Menolak
Ketika media online maupun tv menayangkan berita tentang kampanye LGBT dan
adanya upaya untuk meminta pengakuan keberadaan mereka, banyak pihak menolak
dengan tegas. Hal itu bisa dilihat pada kutipan berikut.
1) “Dulu Filipina menolak, sekarang mendukung. Vietnam juga. Kita harus
tunjukkan kedaulatan kita dan menolak LGBT”. (Ikatan Cendikiawan Muslim
Indonesia (ICMI) (SM, 20 Feb 2016).
2) Saya mendengar dan melihat acara di televisi ada segelintir orang dengan alasan
kebebasan,kesetaraan dan HAM, dengan tegas memperjuangkan terwujudnya
pernikahan sejenis. Ini namanya kebebasan yang kebablasan. Menentang
agama, tidak memanusiakan manusia, sekaligus merobohkan bangsa dan
agama. (Agoes Ali Masyhuri, Pengasuh Pesantren Progresif Bumi Shalawat )
(JP, 26 Feb 2016).
3) homoseksual (gay dan lesbi) serta biseksual termasuk kategori Orang Dengan
Masalah Kejiwaan (ODMK). (Dr. Danandi Sosromiharjo SpKJ (K)), (SM, 27
Feb 2016).
4) “PBNU menolak dengan tegas paham dan gerakan yang membolehkan atau
mengakui eksistensi LGBT”. (PB NU)(SM, 27 Feb 2016).
Penderita maupun simpatisan LGBT yang kian menunjukkan eksistensinya dan

meminta pengakuan terhadapnya memunculkan penolakan dari berbagai elemen
masyarakat. Jika dikaitkan dengan keagamaan, maka LGBT merupakan bentuk
penistaan agama karena pelaku LBGT mengingkari kodratnya yang diciptakan secara
berpasangan dengan sifat heteroseksual. LGBT juga merupakan bentuk kemaksiatan
seperti yang telah ditunjukkan dalam kitab suci tentang cerita orang-orang terdahulu
yang diberi azab karena homoseksual.
Sisi kesehatan menyoroti bahwa LGBT merupakan bagian dari penyakit jiwa.
Dampak dari fenomena ini bisa dilihat pada korban kasus pelecehan seksual yang
menyeret nama artis dangdut. Korban selain mengalami sakit fisik, juga sakit psikis
yang berat berupa pengucilan dan cemoohan dari masyarakat.
Kekawatiran besar akibat LGBT adalah adanya dampak sistemik terhadap
kehidupan berbangsa dan bernegara. Jika LGBT dibiarkan tumbuh subur maka akan

(KBSP) IV 2016 697

terjadi degradasi moral. Masalah konflik sosial akan terjadi, misalnya penderita
biseksual, manakala ia sudah berkeluarga tetapi juga menyalurkan homoseksualnya
maka bisa jadi kasus perceraian akan merajalela. Begitupula pada kasus transgender,
manakala ketika seseorang akan menikah tetapi ternyata ia seorang trangender maka
salah tujuan dari pernikahan yaitu mendapat keturunan tidak akan tercapai.
C. Mencegah (preventif)
Saat penderita LGBT semakin menunjukkan eksistensinya selain menolak juga perlu
adanya tindakan preventif agar penderitanya tidak bertambah. Tindakan preventif
diutarakan oleh berhagai pihak seperti pada kutipan berikut.
1) Badrodin mengatakan, “Polri mencegah dan melarang propaganda LGBT”.
(SM, 20 Feb 2016).
2) Komisi Penyiaran Indonesia (KPI) melarang semua stasiun TV menyiarkan
karakter pria bergaya wanita. KPI meminta lembaga penyiaran tidak
menampilkan pria sebagai pembawa acara (host), talent, atau pengisi acara lain
baik pemeran utama maupun pendukung dengan tampilan gaya berpakain
kewanitaan, bahasa tubuh, gaya bicara, serta menampilkan istilah khas yang
sering digunakan kalangan pria kewanitaan. (KPI) (SM, 25 Feb 2016).
3) Jadi jangan hanya situs yang dianggap propaganda terorisme saja yang ditutup,
LGBT juga. Jangan sampai ajaran LGBT menyebar ke masyarakat. (Nasir
Djamil, anggota komisi III DPR) (SM, 16 Feb 2016).
4) Kampanye yang mengajak dan mengondisikan atmoster determinatif untuk
membangun tumbuhnya masyarakat LGBT, harus dihadapi secara preventif.
(Redaktur SM (tajuk rencana) (SM, 25 Feb 2016)
Pencegahan kampanye dan promosi LGBT harus dilakukan agar penderitanya

tidak semakin banyak. Berbagai strategi perlu diindahkan. Keluarga mempunyai
peranan penting dalam mencegah hal ini. Penanaman pemahaman tentang pendidikan
seksual yang baik akan membantu anak dalam menjalankan kodratnya. Pun orang tua
juga harus menyadari bahwa anak merupakan karunia yang harus disyukuri apapun
jenis kelaminnya. Terkadang LGBT muncul dari lingkungan keluarga karena
kekecewaan orang tua terhadap jenis kelamin yang tidak sesuai dengan keinginannya
sehingga mereka mengatur pakaian, mainan, dan kegiatan anak yang tidak sesuai
dengan perkembangan fisiologis dan psikologis anak.
Masyarakat dan tokoh agama sangat diharapkan memberikan benteng keimanan
terhadap fenomena LGBT. Tokoh atau public figure yang memiliki banyak
penggemar harus mampu memberikan contoh yang baik dalam berucap, bertindak,
sampai berbusana sehingga bisa menggiring persepsi publik untuk meniru. Adanya
siraman rohani dari tokoh agama baik secara individu maupun masal akan
membentengi jiwa setiap umat beragama agar tidak melakukan perbuatan maksiat.
Peran pemerintah juga harus tegas. Pemerintah bisa saja menyamakan LBGT
dengan kejahatan teroris karena dapat merusak tatanan hidup manusia. Pembuatan
payung hukum dengan sanksi yang tegas akan mampu memupus perkembangan
LGBT. Jika sudah muncul payung hukum, polisi bisa menindak tegas para penderita
atau pendukung LGBT yang mengampanyekan aktivitas tersebut. Pemerintah juga
harus mengedukasi masyarakat lewat media yang dibantu dengan KPI. Media cetak,
elektronik, maupun online harus bersinergi menyampaikan isu tentang LGBT baik itu
pengertian, pelaku, dampak, sampai bentuk kuratifnya sebagai bahan untuk
mengedukasi masyarakat. KPI selaku pihak yang berwenang mengawasi siaran kepada
masyarakat harus menindak tegas khususnya stasiun TV yang mendukung LGBT
dalam bentuk apapun.

698 (KBSP) IV 2016
D. Pengobatan (kuratif)
Selain pencegahan, bagi yang sudah menderita LGBT perlu adanya tindakan kuratif
agar mereka bisa sembuh dan memiliki orientasi heteroseksual. Hal tersebut dapat
dilihat dari kutipan berikut.
1) LGBT adalah hak asasi manusia. Sebagai WNI harus dilindungi. Bahwa harus
diobati, dan itu sebuah penyimpangan saya setuju. (Luhut Panjaitan),(SM, 16
Feb 2016).
2) Hak-hak kaum LGBT memang harus diberikan, tetapi penyimpangan seksual
mereka harus diobati dan tidak boleh ditularkan kepada yang lain. (Abu
Rokhmad, Dosen FISIP UIN Walisongo), (SM, 23 Feb 2016).
3) Terapi konversi atau intervensi reparatif yang dimaksudkan untuk
menyembuhkan individu dengan orientasi seksual non-heteroseksual. (Kristi
Poerwandari, Psikolog)(Kompas, 23 Feb 2016).
4) PBNU mendesak tegas pemerintah dan DPR secepatnya untuk membuat
undang-undang tentang LGBT. Salah satunya menegaskan agar pemerintah
melakukan rehabilitasi. (Miftakhul Akhyar, Wakil Rais Am PBNU) (JP, 26 Feb
2016)
Menurut pasal 18 tahun 2014 “Orang Dengan Gangguan Jiwa yang selanjutnya
disingkat ODGJ adalah orang yang mengalami gangguan dalam pikiran, perilaku, dan
perasaan yang termanifestasi dalam bentuk sekumpulan gejala dan/atau perubahan
perilaku yang bermakna, serta dapat menimbulkan penderitaan dan hambatan dalam
menjalankan fungsi orang sebagai manusia”. Berdasarkan hal tersebut, Lesbi, Gay,
Biseksual, dan transgender dikategorikan dalamOrang Dengan Gangguan Jiwa
(ODGJ). Perlu penanganganan yang holistik dari seluruh elemen baik itu keluarga,
masyarakat, maupun pemerintah. Keluarga merupakan lingkup terkecil harus mampu
memberikan rasa aman dan nyaman bagi penderita LBGT. Pendekatan dari hati ke
hati, adanya perhatian, dan menghilangkan kekerasan – karena malu memiliki anggota
keluarga penderita LGBT – akan memberikan rasa percaya diri dan kemauan untuk
menyadari bahwa mereka telah menyimpang.
Selain itu masyarakat jangan menghakimi sendiri penderita LGBT dengan
mengucilkan dan mediskriminasikan mereka. Secara sosial mereka mempunyai hak
dan kewajiban yang sama sebagai warga masyarakat.
Pihak pemerintah perlu memberikan penanganan yang jelas dan tuntas.
Penderita LGBT harus disediakan sarana pengobatan yang memadai. Penyediaan
klinik dan ruang konseling bagi mereka adalah cara yang bisa dilakukan sebagai
penanganan penderita LGBT. Selain di bidang kesehatan, pemerintah harus
memberikan hak yang sama sebagai warga negara seperti mendapatkan pendidikan,
kesempatan bekerja, dan berekspresi laiknya masyarakat heteroseksual lainnya.
SIMPULAN
Berdasarkan analisis fenomena LGBT yang terdapat pada Harian Kompas, Suara
Merdeka dan Jawa Pos dengan pendekatan mikrostruktural dan makrostruktural dapat
disimpulkan bahwa terdapat tiga bagian yang dikaji yaitu teks, praktik kewacanaan, dan
praktik sosial.
1. Tataran mikrostruktural atau teks terdapat satuan kohesi leksikal dan gramatikal
yang membentuk kepaduan wacana. Kohensi leksikal meliputi repetisi, sinonimi,
kolokasi, hiponimi, antonimi, dan ekuivalensi, sedangkan pada gramatikal
meliputi referensi, substitusi, elipsis, dan konjungsi.
2. Tataran makrostruktural teks yang dikaitkan dengan sosial-budaya menunjukkan
bahwa wacana pemberitaan fenomena LGBT pada harian Kompas, Suara
Merdeka, dan Jawa Pos mengarah pada bentuk penolakan, preventif, dan kuratif
bagi masyarakat.

(KBSP) IV 2016 699

DAFTAR PUSTAKA
Fairclough, Norman. 1997. Critical Discourse Analysis: the Critical Study of Language.
New York : Longman Group.
Halliday, M.A.K. dan Ruqaiya Hasan. 1992. Bahasa, Konteks, dan Teks: Aspek-aspek
Bahasa dalam Pandangan Semiotik. Diterjemahkan oleh: Asruddin Barori Tou.
Yogyakarta: Gajah Mada University Press.
Mulyana. 2005. Kajian Wacana (Teori, Metode & Aplikasi Prinsip-prinsip Analisis
Wacana. Yogyakarta: Tiara Wacana.
Rohmadi, Muhammad dan Yakub Nasucha. 2010. Paragraf: Pengembangan dan

Implementasi. Surakarta: Yuma Pustaka.
Sumarlam, dkk. 2005. Analisis Wacana: Konsep Dasar, Analisis Wacana karya Sastra,
Analisis Wacana Media Cetak, dan Analisis Wacana Media Elektronik.
Surakarta: Pustaka Cakra.
Sumarlam, dkk. 2010. Teori dan Praktik Analisis Wacana. Surakarta: Pustaka
Cakra.
Tarigan, H. G. 1993. Pengajaran Wacana. Bandung: Penerbit Angkasa.
Undang-undang Republik Indonesia Nomor 18 Tahun 2014 Tentang Kesehatan Jiwa.


(KBSP) IV 2016
Peningkatan Keterampilan Membaca Dan Menganalisis Unsur Intrinsik Cerpen

Dengan Pendekatan Kontekstual Pada Siswa SMP
Taufiq Uddhanawati
SMP Negeri 1 Tawangsari
taufiquddhanawati@gmail.com
Abstrak
Penelitian bertujuan untuk meningkatkan hasil belajar Bahasa Indonesia pada

pembelajaran membaca dan menganalisis unsur intrinsik dengan pendekatan kontekstual.
Data yang diperoleh dalam penelitian ini diolah secara deskriptif komparatif yaitu
membandingkan hasil tes awal, hasil siklus I dan siklus II. Hasil penelitian menunjukkan
adanya peningkatan hasil belajar Bahasa Indonesia pada pembelajaran membaca dan
menganalisis unsur intrinsik cerpen.
Kata Kunci : membaca, menganalisis, cerpen, pendekatan kontekstual
PENDAHULUAN
Kemampuan membaca dan menganalisis unsur intrinsik cerpen pada siswa kelas IX
D SMP Negeri 1 Tawangsari masih dibawah KKM ( Kriteria Ketuntasan Minimal). .Hal
ini disebabkan karena adanya beberapa hambatan. Hambatan yang berasal dari peserta
didik itu sendiri, karena kurang berminat pada pembelajaran membaca dan menganalisis
unsur intrisik. Mereka kurang tertarik, merasa kesulitan dalam menganalisis unsur yang
membangun sebuah cerpen
Pembelajaran membaca cerpen masih bertumpu pada pembelajaran klasik

konvensional dengan strategi, pendekatan, dan metode pembelajaran yang belum mampu
menumbuhkan kebiasaan berfikir produktif dan berlatih. Untuk itu, agar nilai nilai KKM
dapat meningkat, dan diharapkan peserta didik dapat lulus, maka perlu diterapkan metode
pembelajaran dengan menggunakan pendekatan kontekstual. Dengan menggunakan
pendekatan kontekstualvdiharapkan proses belajar mengajar dapat berlangsungdengan
baik.
Dengan menerapkan pendekatan kontekstual dalam pembelajaran membaca wacana

sastra yang berupa cerpen kemudian menganalisis unsur intrinsiknya menyebabkan pola
mengajar mengalami perubahan yang tadinya berpusat pada pendidik menjadi peserta
didik yang menjadi pusatnya. Mengingat masih rendahnya hasil belajar peserta didik,
maka penulis tertarik untuk melaksanakan penelitian tentang peningkatan hasil belajar
dengan pendekatan kontekstual pada siswa kelas IX D SMP Negeri 1 Tawangsari.
Selanjutnya masalah penelitian dapat dirumuskan sebagai berikut, Pertama, Apakah

dengan menggunakan pendekatan kontekstual dapat meningkatkan keterampilan
membaca dan menganalisis unsur intrinsik cerpen dalam pembelajaran Bahasa Indonesia
pada kelas IX D SMP Negeri 1 Tawangsari.
Membaca adalah suatu proses yang dilakukan serta dipergunakan oleh pembaca
untuk memperoleh pesan yang hendak disampaikan oleh penulis melalui media kata-kata
atau bahasa tulis.
700
(KBSP) IV 2016 701

Ronal Wardaugh dalam artikel yang berjudul “ Reading Teknical Prouse” mengatakan
bahwa membaca adalah suatu kegiatan yang aktif interaktif (Suyatmi, 1986:9), Yang
dimaksud aktif yaitu : pembaca dalam membaca bacaan senantasa aktif mencari informasi
yang tersurat dalam bacaan. Sedangkan yang dimaksud dengan interaktif yaitu pembaca
harus berinteraksi dengan sesuatu yang dibacanya itu Sedangkan menurut Suyatmi (1986
: 9), membaca diartikan sebagai muara akhir memahami ide-ide menangkap makna
makna kias yang ersurat serta makna utuh.
Dari pengertian membaca yang telah dikemukakan oleh tokoh-tokoh bahasa di atas, maka
membaca adalah kemampuan memahami ide-ide, menangkap makna baik makna yang
tersurat maupun makna yang tersirat dalam bacaan untuk menuju pada tujuan akhir yaitu
pemahaman.
Analisis adalah penyelidikan terhadap suatu peristiwa (karangan,perbuatan, dsb) untuk

mengetahui keadaan yang sebenarnya (sebab- musabab, duduk perkaranya, dsb) menurut
KBBI (1988 : 32)
Cerpen dalam kurikulum Tahun 2006, Keberhasilan pembelajaran apresiasi cerpen

turut menentukankeberhasilan pencapaian standar kompetensi lulusan dan standar
kompetensi mata pelajaran Bahasa Indonesia. Di dalam standar isi (tahun 2006) apresiasi
cerpen pada SMP diajarkan di kelas IX semester 1 dengan alokasi waktu sebagai
berikut.(a) standar kompetensi : 6. Mengungkapkan kembali cerpen dan puisi dalam
bentuk lain (berbicara)
Unsur intrinsik adalah unsur yang secara langsung turut serta membangun
cerita.Kepaduan antar berbagai unsur intrinsik inilah yang membuat sebuah cerpen
berwujud. Dapat pula dikatakan bahwa unsur intrinsik adalah unsur yang membangun
karya sastra itu dari dalam. Nurgiyantoro berpendapat bahwa, “Unsur intrinsik adalah
unsur yang membangun karya sastra itu sendiri” (1995 : 23)
Harry D. Fauzi (2005 : 61) mengemukakan bahwa cerita pendek atau cerpen
adalah karangan prosa fiksi yang pendek, jumlah katanya berkisar antara seribu hingga
lima ribu kata. Cerpen dikembangkan dan diarahkan kepada insinden atau peristiwa
tunggal yang berkaitan erat dengan pelaku utamanya. Bagi penulis cerpen tidak
adakesempatan untuk mengembangkan karakter pelaku-pelakunya secara rinci.
Jakob Sumardjo dan Saini K.M. ( 1994 : 37) berpendapat bahwa cerpen adalah
cerita atau narasi fiktif yang relatif pendek dan hanya mengandung satu peristiwa untuk
satu efek bagi pembacanya.
Unsur cerpen dalam upaya memahami suatu karya sastra khususnya cerpen, Harry D.
Fauzi (2005: 44) mengmukakan dua cara, yakni pendekatan unsur intrinsik (pendekatan
objektif)dan pendekatan dengan unsur ekstrinsiknya (pendekatan mimetik atau
ekspresif). Memahami unsur intrinsik berarti memiliki kemampuan dalam menganalisis
aspek-aspek struktur cerita yang meliputi, tema, alur, latar, penokohan, sudut pandang,
dan gaya penuturan.
Unsur intrinsik adalah unsur yang membangun karya sastra dari dalam, yaitu hal-hal
yang berhubungan dengan struktur karya sastra yang meliputi tema, latar, penokohan/
perwatakan, alur, sudut pandang, gaya, suasana, dan amanat. Sedangkan unsur ekstrinsik
adalah unsur yang membangun atau mempengaruhi karya sastra dari luar atau latar
belakang penciptaan karya sastra itu sendiri,(Sumardjo, 1994 : 37). Tema menurut
Station dan Kenny (dalam Ristiani,2003:70) adalah makna yang dikandung oleh cerita.
Tema adalah ide sebuah cerita yang ingin dikatakan pengarang kepada pembacanya, baik

702 (KBSP) IV 2016
masalah kehidupan, pandangan hidupnya tentang kehidupan, maupun komentarnya

terhadap kehidupan ini.
Dikemukakan oleh Eddy dalam (Ristiani,2003:54) bahwa latar/setting adalah seluruh

keterangan mengenai tempat (ruang), waktu, dan suasana. Latar adalah elemen fiksi yang
menunjukkan tempat dan waktu berlangsungnya cerita.
Penokohan merupakan pelukisan gambaran yang jelas tentang seseorang yang

ditampilkan dalam sebuah cerita (Nurgiyantoro dalam Ristiani, 2003 : 12). Penokohan
dan karakterisasi sering juga disamakan artinya dengan karakter dan perwatakan, yakni
menunjuk pada penempatan tokoh-tokoh tertentu dengan watak-watak tertentu dalam
sebuah cerita. Alur /plot adalah urutan peristiwa-peristiwa atau kejadian-kejadian dalam
sebuah fiksi yang disajikan kepada pembaca tidak hanya bersifat kewaktuan tetapi juga
dalam hubungan-hubungan yang sudah diperhitungkan (memiliki hubungan kausalitas).
Sudut Pandang yang dimaksud dengan sudut pandang (point of View) atau pusat
pengisahan adalah cara pengarang memaparkan ceritanya serta di mana ia menempatkan
diri dalam cerita, Pengarang dapat bertindak sebagaipencerita saja dan tidak terlibat di
dalam cerita atau ia menjadi salah satu tokoh yang ada di dalam cerita. (Fauzi, 2005:52) .
Gaya yang dimaksud dalam pembahasan ini adalah gaya penuturan , bukan gaya bahasa.
Dikemukakan oleh Harry D. Fauzi (2005:520 bahwa gaya penuturan dapat diartikan
sebagai cara pemakaian bahasa yang spesifik atau khas oleh seorang pengarang atau cara
khas pengarang mengungkapkan gagasannya dalam cerita.
Amanat menurut Panuti Sudjiman (1992:57) adalah suatu ajaran moral atau pesan yang
ingin disampaikan oleh pengarang kepada pembacanya, baik disampaikan secara eksplisit
maupun implisit. Selain itu amanat dapat pula berupa jalan keluar dari persoalan yang
terdapat dalam cerita. Sejalan dengan pendapat tersebut Mursal Esten (1984:22)
mengemukakan bahwa amanat adalah suatu pemecahan dari tema yang didalamnya
merupakan pikiran dan persoalan pengarangnya,
Pendekatan Kontekstual ( Contextual Teaching and Learning) merupakan konsep

belajar yang membantu guru mengaitkan antara materi yang diajarkannya dengan situasi
dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang
dimilikinya dengan penerapannyadalam kehidupan mereka sebagai anggota keluarga dan
masyarakat. Dengan konsep itu hasil pembelajaran diharapkan lebih bermakna bagi
siswa. Proses pembelajaran berlangsung alamiah dalam bentuk kegiatan siswa bekerja
dan mengalami, bukan transfer pengetahuan dari guru kepada siswa. Strategi pembelajran
lebih dipentingkan daripada hasil (Nurhadi,2002:1)
Dalam kelas kontekstual, strategi belajar lebih penting daripada hasil. Tugas guru
adalah membantu siswa mecapai tujuannya. Maksudnya, guru lebih banyak berurusan
dengan strategi daripada memberi informasi. Tugas guru mengelola kelas sebagai sebuah
tim yang bekerja bersama untuk menemukan sesuatu yang baru bagi anggota
kelas(siswa). Sesuatu yang baru (pengetahuan dan keterampilan) datang dari
‘menemukan sendiri’, bukan dari ‘apa kata guru’. Begitulah peran guru di kelas yang
dikelola dengan pendekatan kontekstual.CTL dapat diterapkan dalam kurikulum apa saja,
bidang studi apa saja, dan dan di kelas yang bagaimanapun keadaannya
(Nurhadi,2002:10)
Secara garis besar langkah-langkahnya sebagai berikut : (1)Kembangkan pemikiran

bahwa anak akan belajarlebih bermakna dengan bekerja sendiri, menemukan sendiri, dan
mengkonstruksi sendiri pengetahuan dan keterampilannya! (2) Laksanakan
sejauhmungkin kegiatan inkuiri untuk semua topik! (3) Kembangkan sikap ingi n tahu
siswa dengan bertanya! (4) Ciptakan ‘masyarakat belajar’ (belajar dalam kelompok-

(KBSP) IV 2016 703

kelompok)! (5) Hadirkan model sebagai contoh pembelajaran! (6) Lakukan refleksi di
akhir pertemuan ! (7) Lakukan penilaian yang sebenarnya dengan berbagai cara!
Penelitian ini dilakukan di kelas IXD SMP Negeri 1 Tawangsari semester 1 tahun
pelajaran 2014/2015 masih di bawah KKM (Kriteria Ketuntasan Minimal), hal ini perlu
diupayakan hasil pembelajaran tersebut.
Pendekatan kontekstual dengan model pembelajaran belajar kelompok yang

berkesinambungan dalam dua siklus dapat membatu siswa dalam meningkatkan
keterampilan membacadan menganalisis unsur intrinsik cerpen.
Dari siklus pertama ke siklus kedua diharapkan keterampilan membaca dan menganlisis
unsur intrinsik cerpen lebih meningkat. Hal ini dapat digambarkan dalam diagram sebagai
berikut:
Siswa yang diteliti:
Guru Peneliti :
KONDISI Guru belum
Keterampilan
membaca dan
memanfaatkan
AWAL pendekatan
menganalisis unsur‐
unsur intrinsik cerpen
kontekstual
rendah
Memanfaatkan Siklus I Model
pendekatan kontekstual pembelajaran dengan
dengan pembelajaran belajar kelompok
INDIKASI belajar kelompok dalam besar(5‐6 siswa)tanpa
ketrampilan membaca dan intervensi guru
menganalisis unsur‐unsur
intrinsik cerpen Siklus II Model
pembelajaran
dengan kelompok
kecil(3‐4siswa)
dengan intervensi
guru
KONDISI Diduga melalui pendekatan dengan
pembelajaran belajar kelompok dapat
meningkatkan ketrampilan membaca
AKHIR dan menganalisis unsur‐unsur intrinsik
cerpen

704 (KBSP) IV 2016
HIPOTESIS TINDAKAN
Melalui pendekatan kontekstual dapat meningkatkan keterampilan membaca dan

menganalisis unsur intrinsik cerpen bagi siswa kelas IX D SMP Negeri 1 Tawangsari
semester 1 tahun pelajaran 2014/2015.
METODE PENELITIAN
Melalui pendekatan kontekstual dapat meningkatkan keterampilan membaca dan

menganalisis unsur intrinsik cerpen bagi siswa kelas IX D SMP Negeri 1 Tawangsari
semester 1 tahun pelajaran 2014/2015 dengan jumlah siswa sebanyak 32 orang dengan
perincian 16 orang siswa putri dan 16 orang siswa putra
Teknik dan pengumpulan data penelitian ini menggunakan teknik pengumpulan data
berupa tes dan teknik nontes. Tes digunakan untuk mengukur keterampilan siswa dalam
menganalisis unsur intrinsik cerpen, sedangkan nontes dilakukan dengan observasi dan
wawancara terhadap siswa.
Alat pengumpulan data untuk memperoleh data penelitian digunakan beberapa jenis
instrumen yaitu
:(a) Rencana Pelaksanaan Pembelajaran (RPP) (b) Buku Teks (c)Lembar Obsevasi (c)
Tugas Hasil Belajar (d) Lembar Pedoman wawancara
Analisis data dilakukan dengan menggunakan analisis deskriptif komparatif yaitu

membandingkan nilai tes kondisi awal, nilai tes setelah siklus 1 dan nilai tes siklus 2
maupun dengan indikator kinerja.
Prosedur penelitian ini dilakukan dengan menggunakan Metode Penelitian Tindakan

Kelas, yang terdiri atas dua siklus yaitu siklus I dan siklus II. Setiap siklus terdiri dari 4
langkah yaitu perencanaan, tindakan, observasi dan refleksi untuk mencapai tujuan yang
diinginkan
Deskripsi Hasil siklus I
1. Perencanaan Tindakan
Pada tahap ini peneliti menyusun beberapa perencanaan.
a. Pembuatan Perangkat Pembelajaran

b. Pemilihan dan penggunaan pendekatan kontekstual, dengan belajar
berkelompok besar.jumlah siswa dalam satu kelompok 5 sampai 6 orang
siswa.
c. Rencananya dalam siklus I ini siswa akan belajar bekerja sama dengan
anggota kelompoknya tanpa adanya intervensi dari guru, untuk menemukan
unsur intrinsik cerpen.
d. Target yang ditetapkan oleh peneliti dalam siklus I adalah nilai rerata dapat
meningkat sekitar 8% ada perubahan tingkah siswa dalam mengikuti
pembelajaran, siswa lebih aktif dan kreatif. Sehingga pada akhir Siklus I
nanti siswa menjadi lebih banyak yang telah memenuhi batas tuntas yang
ditetapkan oleh sekolah yaitu 75
2. Pelaksanaan Tindakan

(KBSP) IV 2016 705

Pelaksanaan pembelajaran keterampilan membaca dan menganalisis unsur

intrinsik cerpen melalui pendekatan kontekstual pada siklus I ini adalah :
a. Kegiatan awal
1. Guru menyampaikan tujuan yang akan dicapai
2. Guru memotivasi siswa dengan cara tanya jawab tentang materi
pembelajaran yang terdahulu.
3. Siswa dan guru bertanya jawab tentang unsur intrinsik cerpen.
b. Kegiatan inti
1. Guru membagi kelas menjadi beberapa kelompok, setiap kelompok
terdiri atas 5 sampai 6 siswa.
2. Guru membagikan lembar kerja kepada semua kelompok.
3. Siswa membaca cerpen yang telah dibagikan oleh guru (dilakukan oleh
semua anggota kelompok)
4. Siswa menganalisis unsur intrinsik cerpen yang telah dibacanya
(dilakukan oleh semua anggota kelompok dengan cara bekerja sama,
bertukar pikiran, dan saling melengkapi). Dalam kegiatan ini tanpa
intervensi guru.
5. Siswa menyusun hasiil kerja mereka di kertas kerja mereka masing-
6. Presentasi kelompok.
c. Kegiatan Akhir
1. Pembahasan secara klasikal dan pembenaran guru.
2. Penghargaan diberikan kepada kelompok 1
3. Diadakan tes tertulis.
3. Hasil Pengamatan
Pada Siklus I hasil pembelajarannya sudah mengalami peningkatan tetapi belum

optimal. Para siswa sudah mulai mengungkapkan unsur intrinsik cerpen secara
berkelompok dan bertukar pikiran antar anggota kelompoknya, tetapi hasilnya
masih belum sempurna. Selain itu pada siklus I belum ada intervensi guru.
4. Refleksi
Hasil refleksi pada siklus Inadalah guru model kurang berperan dalam
memberikan bimbingan dan pengarahan kepada para siswa. Sehingga masih ada
beberapa siswa yang kurang serius dalam mengerjakan tugas. Oleh karena itu
pada siklus berikutnya , guru model hendaknya selalu mendampingi siswa secara
bergantian, dandari kelompok satu ke kelmpok lainnya sambil memberikan
bimbingan dan pengarahan.
Deskripsi Hasil siklus II
1. Perencanaan Tindakan
Pada tahap ini peneliti menyusun beberapa perencanaan.
a. Pembuatan Perangkat Pembelajaran

b. Pemilihan dan penggunaan pendekatan kontekstual, dengan belajar
berkelompok besar.jumlah siswa dalam satu kelompok 3 sampai 4 orang
siswa.

706 (KBSP) IV 2016
c. Rencananya dalam siklus II ini siswa akan belajar bekerja sama dengan
anggota kelompoknya tanpa adanya intervensi dari guru, untuk menemukan
unsur intrinsik cerpen.
d. Target yang ditetapkan oleh peneliti dalam siklus I adalah nilai rerata dapat
meningkat sekitar 10% ada perubahan tingkah siswa dalam mengikuti
pembelajaran, siswa lebih aktif dan kreatif. Sehingga pada akhir Siklus I
nanti siswa menjadi lebih banyak yang telah memenuhi batas tuntas yang
ditetapkan oleh sekolah yaitu 75
2. Pelaksanaan Tindakan
Pelaksanaan pembelajaran keterampilan membaca dan menganalisis unsur

intrinsik cerpen melalui pendekatan kontekstual pada siklus II ini adalah :
a. Kegiatan awal
1. Guru menyampaikan tujuan yang akan dicapai
2. Guru memotivasi siswa dengan cara tanya jawab tentang materi
pembelajaran yang terdahulu.
3. Siswa dan guru bertanya jawab tentang unsur intrinsik cerpen.
b. Kegiatan inti
1. Guru membagi kelas menjadi beberapa kelompok, setiap kelompok
terdiri atas 5 sampai 6 siswa.
2. Guru membagikan lembar kerja kepada semua kelompok.
3. Siswa membaca cerpen yang telah dibagikan oleh guru (dilakukan oleh
semua anggota kelompok)
4. Siswa menganalisis unsur intrinsik cerpen yang telah dibacanya
(dilakukan oleh semua anggota kelompok dengan cara bekerja sama,
bertukar pikiran, dan saling melengkapi). Dalam kegiatan ini tanpa
intervensi guru.
5. Siswa menyusun hasiil kerja mereka di kertas kerja mereka masing-
6. Presentasi kelompok.
7. Diskusi kelas.
3. Hasil Pengamatan
Pada Siklus II hasil pembelajaran sudah mengalami peningkatan baik dari hasil
tes maupun suasana pembelajarannya. Dalam Siklus II ini para siswa lebih
bersemangat untuk segera menyelesaikan tugasnya karena dimotivasi oleh guru
agar berdisiplin dalam penggunaan waktu. Guru juga melakukan pengamatan
terhadap siswa dalam mengerjakan tugas, sehingga penilaian guru tidak hanya
terbatas pada hasil tetapi juga pada prosesnya.
Refleksi
Hal yang perlu untuk direfleksikan yaitu peran seorang guru sangat penting dalam
proses pembelajaran berlangsung. Perubahan yang nampak dalam siklus II tidak
hanya prestasi belajar siswa saja tetapi juga disertai motivasi belajar, sikap dan
suasana pembelajara yang menyenangkan.

(KBSP) IV 2016 707

SIMPULAN DAN SARAN
Berdasarkan analisis data hasil belajardan mengacu pada masalah yang diajukan,
maka dapat disimpulkan bahwa pendekatan kontekstual dapat meningkatkan
keterampilan siswa dalam membaca dan menganalisis unsur intrinsik cerpen. Hal
itu disebabkan dalam pendekatan kontekstual diterapkan adanya sistem bertukar
pikiran atau sharing dengan teman sekelompoknya. Pendekatan kontekstual ini
dapat meningkatkan motivasi belajar siswa karena mereka dapat bersosialisasi
dan berkompetisi dengan teman-temannya. Dengan pendekatan kontekstualini
pembelajaran keterampilan membaca dan menganlisis unsur intrinsik cerpen
lebih menarik, menyenangkan, dan bervariasi serta tidak membosankan.
Hendaknya hasil penelitian ini dapat menjadi bahan masukan yang bermanfaat
bagi pihak – pihak terkait untuk memajukan pendidikan, khususnya
baginpengajaran bahasa dan sastra Indonesia.
DAFTAR PUSTAKA
Nurgiyantoro, Burhan.1995. Teori Pengkajian Fiksi. Yogyakarta: UGM Press
Nurhadi.2004. Kurikulum 2004 Pertanyaan dan Jawaban. Jakarta: PT Gramedia

Widiasarana Indonesia
Rahmanto, B. 1988. Metode Pengajaran Satra. Yogyakarta: Kanisius.
Rohmadi,Muhammad.2005. Penelitian Tindakan Kelas. Surakarta : Yuma Pressindo
Setiawan,D.O.2001. Panduan Membuat Karya Tulis. Bandung: Yrama Widya.
Sudjiman, Panuti. 1988. Memahami Cerita Rekaan. Jakarta: Pustaka Jaya.
Suyatmi dan Yant Mujiantto. 1989. Perjalanan Menuju Insan Cendekia. Surakarta: UNS
Tarigan, H.G. 1987. Pengajaran Membaca. Bandung: Ganesa
Tim Penyusun Kamus. 1988.Kamus Besar Bahasa Indonesia. Jakarta:Depdikbud R I


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LEARNING STYLE PREFERENCES
OF YEAR X STUDENTS IN SMA UII
AKHADIYATUS SHOLIHAH.TS
akhadiyatussholihah.teil@gmail.com
Postgraduate Program of Language Muhammadiyah University of Surakarta
Abstract
This thesis describes English learning style preference of students of year X in

SMA UII. The aim of the research is to find out the learning style preferences students
SMA UII in Year X academic year 2014/2015. This is a descriptive quantitative research
study. The focus target learners are 42 participants. The research revealed that, 14,28% of
the students preferred visual learning style, 35,71% tactile learning style, 19,04% auditory
learning style, 50% group learning style, 28,57% kinesthetic learning style, 23,80%
individual learning style. This research recommends that the teaching activities should
accommodate the student’s learning style and student learn according to their learning
style.
Keywords: Learning style, year X SMA UII.
1. Introduction
This study examines what are the students learning styles preferences in
teaching and learning process. Learning style is the main feature that every
student has their own style in the learning process. Students have their favorite
learning style in the learning process, students learn from different way, it can be
kinesthetic, auditory, visual and tactile or group and individual. Students can
enjoy their learning process by doing their own learning style, they also feel
comfort during learning activities. They can express the material based on their
learning style preference. Based on Karthigeyan on the journal, learning style is
the main factor that influences the students successful, so teacher and educator
should not ignore the identification of students learning style, they should pay
attention to the students learning style (Karthigeyan, 2013).
708
(KBSP) IV 2016 709

While learning style that has conducted by (Veena, 2013) describes that the
respondents were divided into two groups – high and low academic achievement,
based on their previous semester results. Gender was also considered for the
analysis. Other research that has conducted by (Karthigeyan, 2013) describes of
the present study is to identify the predominant learning style preference of
English language learners in higher secondary schools with respect to
demographic variables like gender, locality, nature of school board and class in
which they are studying. Few published studies focus on describing student
learning style preferences based on gender, they classified based on gender.
This study aims to describe the whole students learning style preferences,
without classified into gender. The purpose is to make the teacher easy to match
the activities in the classroom. Teacher professionalism is always needed, which
the knowledge need a continuing process with practices and direct observation.
Therefore, while learning process teacher should analyze the students learning
style, analyze student needs, and at the end of the teaching, should reflect the
learning process. One of factors that should be known by the teacher is about
student learning style. Teacher should know students’ learning style to create a
useful teaching. The purpose is to make the learning process be followed by
students as well and also to create the appropriate teaching on it. Based on the
result observation and interview in year X of SMA UII that every activities that
conducted by teacher cannot be followed by the student. The writer analyze that
the teacher did not pay attention about the student need, the teacher did not care of
the student learning style. The student did not aware of their learning style. Few
published study focus on learning style based on gender, or classified based on
gender. Therefore, the study aims to find out the whole learning style preferences
students SMA UII in Year X.
2. Background
English is the language of England, used in Britian, most countries in the

British common wealth, the USA and some other countries. Learning is
knowledge obtained by study (Hornby, 1995). Beside that, based on Ausubel in
the Douglas Brown’s book defined that learning as the procedure of getting

710 (KBSP) IV 2016
material as feature and relatively isolated entities that are relevant to cognitive
structure only in an arbitrary and verbatim fashion, not allowing the establishment
of association. This book told us about the definition of learning, it is like
procedure to get the materials (Brown, 2007).
According to Dunn (1993) as cited by (Dunn, 2000) said that learning style is
the way students begin to think on, procedure, internalize, and remember new and
difficult academic in a row.
Others perception on Dunn Learning style is a biologically and
developmentally determined set of personal characteristics that make the same
instruction efficient for some students and not efficient for others. Although,
teacher explains the same material for the different class and give the same
instruction for the different class that did not make sense for student can
understand all as the expectation from the teacher, some student can follow or
understand the material and the instruction, and some student cannot understand
the material and the instruction (Dunn, 2000).
On the other hand, learning style is learns in different habit from each other
and we often choose to use what has become known as a favorite learning style.
There are many kind of definition of learning styles: a one or more ways in which
an individual choose for learning, a way of an individual’s favorite learning or
best style (s) in which to think, process information and show learning, an
individual’s favorite means of getting knowledge and skills; customs, strategies,
or regular mental behaviors concerning learning, particularly deliberate
educational learning, that an individual displays (Pritchard, 2008).
However, if a particular approach when learning is managed by a teacher only,
there is a possibility that some students will work and learn less efficiently than
others in the class. For this reason, an awareness of learning styles is important for
teachers. Learning style awareness can help teachers to a better thoughtful of the
wishes of learners design the material. Therefore, teacher should know student’s
learning style, because knowing student’s learning style will make an impact on
education (Pritchard, 2008).
Based on Lefever a learning style is the technique in which an individual sees
which one is the best technique and uses for learning what has been seen. Each

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person’s individual learning style is as unique as an autograph. When student felt

hard to learn, student learns faster and take pleasure in learning more if his or her
unique learning style is confirmed by the way teacher teaches. Teaching on
student’s learning style will make students get more excited and easy to learn the
material, student can understand well about the explanation from the teacher
(Lefever, 2004).
Based on Reid (1995) as cited by Tabanlioglu (2003) on his journal about the
questionnare’s explanation, learning style student preferences is students learn in
many different methods. The questionnaire you fulfilled and scored showed which
methods you prefer to learn English. In many containers, students’ learning style
preferences show how fine pupils learn material in different conditions. The
explanations of main learning style preferences below describe the characteristics
of those learners. The explanations will give you some information about ways in
which you learn best.
Visual major learning style preference is how you learn well from observing
words in books, on the chalkboard, and in workbooks. Auditory major learning
style preference is you learn from listening to words spoken and from oral
explanations. You may take into account information by reading aloud or moving
your lips as you read, especially when you are learning new material. Reid (1984)
also added that Kinesthetic major learning style preference is study better by
experience, by involving physical activities in the classroom experiences.
Individual major learning style preference is learn best when you work alone.
Reflect, understand, and make better progress when learning alone, or learning by
yourself. Whereas, minor learning style is in most incident, learning styles point
to areas where you can purpose well as a learner. Usually a very successful
student can learn in several different styles, and Negligible learning style is often
a negligible score shows that you may have difficulty learning in that way. One
solution may be to learn by your stronger style. Another solution might be to try
to work on some of the talents to strengthen your learning style in the negligible
area. Every student has their own pleasure in study, which one is the most take
them enjoy and comfort while learning, student can choose by themselves
(Tabanlioglu, 2003).

712 (KBSP) IV 2016
According to Reid (as cited in Tabanlioglu, 2003) said that a group pupil is the
one who learns more efficiently when working with others and an individual
learner is someone who learns more successfully through working alone
(Tabanlioglu, 2003).
3. Method
3.1. Learner Subject
This research is descriptive quantitative research, in this research the writer

has decided the role of research by describing the data from the questionnaire
without doing the treatment.
The population of this research is students of year X in SMA UII. For the
detail (see table 1).
Table 1. Population of students year X in SMA UII for academic year
2014/2015
Population of students year X in SMA UII for academic year
2014/2015
No Subject Male Female Total
1 Class X A 19 6 25
2 Class X B 13 4 17
Total 42
The samples of this research are two classes. The first class A which
consisted of 25 students, and the second was class B which consisted of 17
students. The total sample of this research was 42 students.
3.2. Method of Data Collection
This research uses questionnaire as the data collection for the research. The
questionnaire uses in this research is closed ended question. Students choose one
of the answers by giving the checklist on the column based on their favorite

(KBSP) IV 2016 713

learning styles preference. The questionnaire uses in this research by using five
alternatives answers. They can choose strongly agree, agree, undecided, disagree,
or strongly disagree. This questionnaire uses for knowing students learning style
preference for year X in SMA UII academic year 2014/2015.
To get the data from the research, the writer uses the questionnaire as the
research instrument, the model of the questionnaire is perceptual learning styles
questionnaire. The procedural of research instrument questionnaire as follow: The
first stage is about the direction of the questionnaire and the instruction to fill the
questionnaire. Second page is about the questionnaire admission such as statement
that should fill by the respondent. The third page is about self scoring sheet. The
last page is about explanation of learning styles preferences.
3.3. Data Analysis
Nugraha (2013) as cited by Sudjana (2001) said that the analysis method used
in this research is descriptive percentage. This percentage descriptive processed
by frequency divided by the number of respondents and multiplied by 100
percent, as follows:
P = f/n X 100%
Information:
P: Percentage
F: Frequency
N: Total respondent
100%: fixed number
The calculation of descriptive percentage has the following steps:
a. Correct the questionnaire answer from the respondent
b. Calculate the frequency of the respondent’s answer
c. The total respondents are 42
d. Input into the formula
Percentage every category:
a. The total of visual respondent
X 100%
Total respondent

714 (KBSP) IV 2016
b. The total of tactile respondent

X 100%
Total respondent
c. The total of auditory respondent
X 100%
Total respondent
d. The total of group respondent
X 100%
Total respondent
e. The total of kinesthetic respondent
X 100%
Total respondent
f. The total of individual respondent
X 100%
Total respondent
The questionnaire criteria that was designed in this research is using five
alternatives answers, are SA ( strongly agree), A ( agree ), (U) Undecided,D
(disagree), DS ( Strongly disagree). The questionnaire that will be used in this
research is checklist in the column based on respondent situation. The subject or
the respondent choose one of the alternative answer based on the respondent’s
situation. The alternative answer score can be seen in this table bellow, every
question you answered has a numerical value. (see table 2).
Table 2. Score Variable of The Alternative Answer
Score Variable of The Alternative Answer
SA A U D SD
5 4 3 2 1
The respondent should fill in the blank of the self scoring sheet with the
numerical value of each answer. For example, if they answered Agree (A) for
question 6 (a visual question), write a number 4 on the blank next to question 6.
When the respondent have completed all the numerical value add the numbers

(KBSP) IV 2016 715

than multiply the answer by 2, and put the total score on the appropriate blank.
After analyzing the questionnaire, the next process is giving score to the
respondent’s answer. In this process the answer was given by the respondent then
gave the score based on the procedural that has designed. The total score from the
respondent uses as the incomplete score, that will be the next processing data.
After finishing the process for each of the learning style categories, the respondent
can look at the scale below, it will help them to determine their major learning
style preference(s), minor learning style preference(s) and those learning style(s)
that are negligible. Major Learning Style Preference 38-50, Minor Learning Style
Preference 25-37, Negligible 0-24.
4. Result
The calculations of the result every statement in the questionnaire sheet and
result calculation of students score in the questionnaire see table 3, and the total
score percentage for every learning style preference (see table 4).
Table 3
LEARNING STYLE
NO CODE
Visual Tactile Auditory Group Kinesthetic Individual
1 D28 44 34 34 32 40 44
D27 38 36 26 40 38 28
2
3 D29 28 42 28 42 40 34
4 D41 40 48 48 38 42 30
5 D42 38 32 34 36 38 32
6 D40 38 38 40 42 40 38
7 D39 32 32 30 36 32 36
8 D38 30 30 30 30 30 30
9 D37 34 38 32 36 36 26
10 D36 28 34 42 32 32 22

716 (KBSP) IV 2016
11 D35 32 40 36 38 40 28
12 D34 34 40 36 38 40 22
13 D33 40 40 40 40 40 40
14 D32 30 30 30 30 30 30
15 D31 38 40 40 40 40 38
16 D30 36 36 38 36 38 34
17 D26 28 32 32 36 36 26
18 D25 34 22 28 28 38 28
19 D24 34 42 26 38 36 32
20 D23 24 38 30 32 36 26
21 D22 36 40 36 44 36 32
22 D21 28 34 46 30 46 42
23 D20 34 38 30 46 40 36
24 D19 34 28 32 32 32 26
25 D18 40 48 30 44 36 38
26 D17 36 38 34 40 40 14
27 D16 24 42 28 42 30 32
28 D15 32 30 30 36 26 30
39 D14 32 34 32 38 36 30
30 D13 40 48 38 46 44 40
31 D12 36 40 34 42 38 32
32 D11 36 32 36 46 36 50
33 D10 38 36 40 46 40 36
34 D9 30 36 26 40 32 48
35 D8 36 44 42 36 42 38
36 D7 34 38 34 44 38 30

(KBSP) IV 2016 717

37 D6 34 38 38 40 38 32
38 D5 32 30 38 28 24 40
39 D4 30 30 32 36 36 42
40 D3 38 34 40 42 32 34
41 D2 38 40 34 32 40 42
42 D1 38 34 40 42 32 34
Table 4. Total Score Percentage
Total Score Percentage
Visual Tactile Auditory Group Kinesthetic Individual
6/42 X 15/42 X 8/42 X 100 21/42 X 12/42 X 100 10/42 X 100

100 100 100
= 19,04 = 28,57 = 23,80
= 14,28 = 35,71 = 50
4.1. A Frequency Distribution of Visual Learning Style

Based on the analysis that have conducted by the writer, the result score of 6
student of year X in SMA UII prefer to learn by visual learning style. The
percentage of the result is 14,28 % of student year X in SMA UII have a visual
learning style. From the total amount of 42 students, only 6 students have a visual
learning style. 6 students included on the negligible learning style preference.
They do not like as well with visual learning style. To know the result score of the
questionnaire, the writer analyzed every item of the statement and put the result
score based on the questionnaire’s requirement. To know the result percentage
from the total score, the writer multiply the highest total score students preference
learning style with 100 and divide with the total amount all of students, than the
result percentage can be known.
4.2. A Frequency Distribution of Tactile Learning Style
Based on the analysis that has conducted by the writer, the result score of 15
student of year X in SMA UII prefer to learn by tactile learning style. From the
total amount of 42 respondents, 15 students with prefer to learn by tactile learning

718 (KBSP) IV 2016
style. The percentage of the result is 35,71 % of student year X in SMA UII have
a tactile learning style. 15 students included on minor learning style preference.
The total amount of student preference about tactile learning style is medium.
4.3. A Frequency Distribution of Auditory Learning Style
Based on the analysis that has conducted by the writer, we can conclude that the
result score of 8 student of year X in SMA UII prefer to learn by auditory learning
style. From the total amount of 42 respondents, only 8 students with prefer to
learn by auditory learning style. The percentage of the result is 19,04 % of student
year X in SMA UII have a auditory learning style.
4.4. A Frequency Distribution of Group Learning Style
There are 21 students have group learning style preference, by the average of
the highest result score from the respondents in answering the questionnaire
statements. Based on the frequency distribution of the table, group learning style
preference of student year X in SMA UII include the majority of the percentage,
with the percentage as 50 % of students from the total amount of 42 like to learn
by using group learning style. 21 students in this school included a major of group
learning style preference. Group learning style as the most dominant of learning
style preference by students of year X in SMA UII, because the respondent
achievement for the group learning style variable is highest than the other variable
of learning style.
4.5. A Frequency Distribution of Kinesthetic Learning Style
We can take the conclusion from the data that had been analyzed, 12 students
from the total amount of 42 students were having a kinesthetic learning style
preference. 12 students prefer to learn by using kinesthetic learning style.
Concerning the result of student answering the item statement about kinesthetic
learning style is high. As the result of the analysis data from the questionnaire, the
result percentage of 12 students described 28,57 %. To know the result percentage
of the data, the writer multiplies the total amount of student who like a kinesthetic
with 100 than divide with the total amount of students for year X in SMA UII.
4.6. A Frequency Distribution of Individual Learning Style
T he result analysis of individual learning style preference students year X in
SMA UII as the following description. 10 students from 42 total students were

(KBSP) IV 2016 719

have an individual learning style preference, with the total percentage 23,80%.
Individual learning style in this school is included on the minor of student
preference. Concerning this result, 10 of students have an individual learning style
habit and characteristic.
5. Discussion
Based on the result of questionnaire that used in this research is proven to be
every student has their own learning style preference, It can be visual learning
style, tactile learning style, auditory learning style, group, individual and
kinesthetic learning style. from the description of the research, every students not
only have one learning style, but also can be two or more, because the result score
above explained one student have two learning style, three learning style and
more. The result score of the questionnaire show us about their learning style.
Therefore, as teacher should attend to the students learning style, to make an
appropriate teaching and learning process. Based on Pritchard Learning style
awareness should make an impact on education – the ways in which teachers
choose to teach – and should help teachers to a better thoughtful of the wishes of
learners, as well as to an awareness of the wishes to differentiate materials, not
only by level of problems but also by learning style. Between teacher and students
there are impacts on teaching learning process when knowing student learning
style, because teacher can design the activities and material based on students
need. (Pritchard, 2008).
Based on Reid (as cited in Tabanlioglu 2003) there are many consideration to
conduct the activities in the classroom based on student learning style. This
research shows that 6 students have a visual learning style with a percentage 14,28
%, these students including negligible. When teacher has known students prefer
with visual learning style, teacher should design the material that going to explain
in the classroom based on student visual learning style. teacher can put little bit
activities that related with student visual learning style, for example give the
activities by asking students to write and analyze the material. Therefore, by
conducting this activity the students who have a visual learning style can follow
up the activities. As students should be aware with their learning style, when they
have visual learning style, they should focus on the learning activities based on

720 (KBSP) IV 2016
their preferences, so they can easy to follow the activities and easy to understand
the material.15 students have tactile learning style 35,71 %, these students
including on minor learning style preferences. By knowing the score percentage
as teacher should create an appropriate teaching, teacher should design the
classroom activities by including the students need, such as giving students
chance to do in a laboratory related with the material. When students knowing
their preferences is tactile learning style, so students can enjoy follow the
activities that has designed by the teacher. 8 students have auditory learning style
19,04 % , this result score percentage shows that students ranks on negligible.
Although, a few students prefer with this learning style, as teacher should attend
the students need, by including listening class activities, so students who have
auditory learning style can enjoy follow up the activities, as teacher should not
attend to the minor of students need only. 21 students have group learning style 50
%, this result score shows us a major learning style preferences in this class. As
teacher should design as well about the activities with using group work or peer
work, because 50% of students prefer to learn by using group. Teacher should
include the activities such as ask student to do group work in previous meeting,
design the classroom activities by using group work. Based on this result score,
students should use their learning style in teaching and learning process, to make
them easy to follow the activities in the classroom, and also to make them easy to
catch up the material. 12 students kinesthetic learning style 28,57 %, minor of
students prefer with kinesthetic learning style, based on this result score, teacher
should design the classroom activities with including a kinesthetic learning style.
By asking students to practice the material, make a role play act. Twelve of
students should be aware about their learning style, so they can enjoy follow the
activities that has conducted by the teacher. Last result score, 10 students
individual learning style 23,80%, this result percentage shows us about student’s
minor learning style. When knowing this result score percentage, as teacher
should not include more the activities by using individual work, because minor of
student prefer with this learning style, so when teacher only focus with minor
students, the activities will not be followed by all of students. Concerning this

(KBSP) IV 2016 721

research, majority of student year X in SMA UII have a group learning style
preference.
6. Conclusion
From the consideration every chapter, based on the formulation, the focus of
this research can take the conclusion as below: To conclude, the result description
of this research described, most of student year X in SMA UII have group
learning style preference. With the total score percentage, 21 students have group
learning style preference with the percentage 50%. Based on the result score for
the group learning style, the teacher cannot give individual work, because the
student prefer with the group work, give kind of activities related with group
work. 15 students have a tactile learning style preference with the percentage
35,71%, and 12 students have a kinesthetic learning style preference with the
percentage 28,57%, so the teacher should give more students about activities.
Than for the result three categories 6 students have a visual learning style
preference with the percentage 14,28%, 8 students have an auditory learning style
preference with the percentage 19,04%, and 10 students have an individual
learning style preference with the percentage 23,80%. For these kind of learning
style, lecturing, speaking and explaining is not quite interesting activities or not
quite applicable for the student year X. So, students year X in SMA UII like to
learn by using group learning style, with a percentage 50% from 21 students
prefer to learn by this learning style. Based on the result above, the teacher should
alleviate about lecturing, explaining activities, teacher should add more about
group activities and add more about varieties activities in the classroom.
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Pritchard, A. (2008). Ways of Learning. Francis:British Library.
Reid, J. M. (1987). Learning Style Preferences of ESL Students. TESOL
Quarterly ,
3.
Setiono, L. (2014). Deskriptif Gaya Belajar Siswa Reguler dan Unggulan di SMP
Negri15 Yogyakarta Kelas VIII Tahun Ajaran 2013/2014.Yogyakarta :
UAD.
Sugiyono. (2013). Metode Penelitian Pendidikan. Bandung: Alfabeta
Tabanlioglu, S. (2003). The Relationship Between Learning Styles and Language
Learning Strategies of-Pre Intermediate EAP Students.
Vaseghi, R. (2012). Language Learning Style Preferences: A Theoretical and
Empirical Study. Advances in Asian Social Science:World Science
Publisher,
United States.
Veena, N., & Shastri, S. (2013). Learning Preferences among Students . IOSR
Journal of Humanities and Social Science , 1. Retrieved from
http://www.iosrjournals.org/iosr-jhss/papers/Vol15-
issue6/E01562632.pdf?id=7751


(KBSP) IV 2016
ANALISIS CAMPUR KODE PADA IKLAN
NANIK NURWANI
GODEGAN RT. 01, KRAGILAN,GEMOLONG, SRAGEN
mts.miri.naniknurwani@gmail.com
081329185151
ABSTRAK
Bahasa memiliki berbagai fungsi salah satunya sebagai alat komunikasi, dapat
digunakan dalam berbagai macam kehidupan manusia, misalnya bidang ekonomi,
pendidikan, kebudayaan, politik,hukum dan sebagainya. Setiap bahasa memiliki memiliki
kekhasan tersendiri. Hal ini tampak pada bahasa iklan. Dengan demikian bahasa iklan
merupakan salah satu ragam bahasa.
Dalam penyampaiannya iklan ada yang diucapkan secara lisan seperti televisi dan
ada juga melalui tulisan seperti surat kabar, majalah, dan papan reklame. Tulisan ini
dimaksudkan untuk mengetahui wujud campur kode wujud campur kode pada iklan,
sedangkan metode yang digunakan pada penelitian ini adalah pengamatan dan analisis
data berupa iklan di media massa.
1. Latar Belakang Masalah

Manusia adalah makhluk individu sekaligus makluk social. Untuk
memenuhi hasratnya sebagai makhluk social, manusia memerlukan alat
komunikasi, maksudnya alat komunikasi yang dibutuhkan berupa bahasa. Bahasa
sebagai alat komunikasi digunakan untuk menyampaikan pikiran, gagasan, konsep,
atau juga perasaan. Manusia juga dapat menerima pengetahuan, informasi-
informasi, berita, pesan-pesan melalui bahasa.
Manusia hampir tidak dapat lepas dari bahasa. Samsuri (1991: 4)

menyatakan bahwa bahasa tidak terpisahkan dari manusia karena bahasa adalah alat
yang dipakai untuk membentuk pikiran, perasaan, keinginan, serta sebagai alat
untuk mempengaruhi dan dipengaruhi.
723
724 (KBSP) IV 2016
Bahasa memiliki berbagai fungi yaitu sebagai alat komunikasi, dapat

digunakan dalam berbagai bidang kehidupan manusia, misalnya bidang ekonomi,
pendidikan, kebudayaan, polotik, hukum, dan sebagainya. Setiap bahasa memiliki
kekhasan tersendiri. Hal ini juga tampak pada bahasa iklan. Dengan demikian,
bahasa iklan merupakan salah satu ragam bahasa.
Iklan merupakan salah satu bentuk komunikasi. Dalam penyampaiannya,

ada iklan yang diucapkan secara lisan, sepert melalui media televisi dan media
elektronik lainnya, dan ada juga yang melalui tulisan, seperti dalam surat kabar,
majalah, dan papan reklame. Iklan berisi suatu pesan atau informasi yang disiarkan
kepada publik agar mereka tertarik pada informasi tersebut. Oleh karena itu,
bahasa iklan sangatlah berpengaruh, bahasa iklan mengutamakan kemampuan
untuk dapat menyampaikan informasi yang dibawanya secara jelas dan mudah
dipahami semua kalangan.
2. KAJIAN TEORI
A. Pengertian Iklan
Iklan merupakan sarana yang dipergunakan untuk menawarkan barang atau
jasa kepada masyarakat luas. Dalam penyampaiannya, bahasa iklan haruslah
menggunakan bahasa yang mudah dipahami oleh konsumen. Tujuannya yaitu
agar konsumen tertarik untuk membeli atau menggunakan barang atau jasa
yang kita tawarkan kepada mereka.
Pengertian iklan menurut Institut Praktisi Periklanan Inggris menyatakan

bahwa bahasa dalam iklan merupakan pesan-pesan penjualan yang paling
persuasive yang diarahkan kepada calon pembeli yang paling berpotensial atas
produk jasa tertentu dengan biaya semurah-murahnya (dalam Jefrins, 1995: 5).
Tujuan Iklan
Menurut Rachmadi F (1994: 36) bahwa tujuan iklan adalah (1) ingin
menarik perhatian pembeli; (2) mempertahankan perhatian yang telah ada;
(3) memanfaatkan perhatian yang telah ada tersebut untuk mengarahkan
prilaku pembeli. Pada akhirnya tujuan iklan adalah tindakan membeli dari
konsumen terhadap produk yang ditawarkan.
Syarat penting yang harus diperhatikan bagi suatu pesan iklan adalah
penafsiran iklan yang sesuai dengan apa yang dimaksud oleh pembuat iklan.

(KBSP) IV 2016 725

Apabila pembaca, menafsirkan bacaan iklan itu keliru, maka penyampaian

iklan tersebut dianggap gagal. Hal ini menandakan bahwa bahasa dalam iklan
sangatlah mempengaruhi terhadap kampanye iklan tersebut. Bahasa iklan
haruslah bahasa yang mudah dimengerti dan dipahami orang lain. Jangan
bersifat ambigu, mempunyai makna lebih dari satu.
Fungsi Iklan
Sesuai dengan pengertian iklan yaitu pesan-pesan penjualan yang

menawarkan suatu produk yang ditujukn kepada masyarakat lewat suatu
media dengan bahasa persuasif, maka terdapat beberapa fungsi iklan. D.H
Basu Swatha (1979: 246) menyatakan bahwa fungsi iklan yaitu (1)
memberikan informasi; (2)membujuk atau mempengaruhi; (3) menciptakan
kesan; (4) memuaskan keinginan; (5) sebagai alat komunikasi. Dari fungsi
tersebut dapat disimpulkan bahwa secara umum iklan berfungsi untuk
memberikan informasi atau pesan kepada khalayak tentang suatu produk dan
meningkatkan pembelian barang atau jasa oleh masyarakat.
Ragam Bahasa Iklan
Setiap bahasa memiliki bermacam-macam variasi bahasa. Setiap

bahasa mempunyai kekhasan tersendiri. Variasi bahasa itulah yang dinamakan
ragam bahasa.
Berdasarkan tingkat formalitasnya (sesesuaian), ragam bahasa oleh

P.W.J. Nababan (1993: 22-23) dibagi menjadi lima tingkatan, yaitu:
1. ragam beku (frozen), adalah ragam bahasa paling resmi yang digunakan
dalam situasi-situasi yang khidmad dan upacara-upacara resmi,
2. ragam resmi (formal), adalah ragam bahasa yang digunakan dalam pidato-
pidato resmi, rapat dinas, atau rapat resmi pimpinan suatu badan,
3. ragam usaha (consultative), adalah ragam bahasa yang sesuai dengan
pembicaraan biasa di sekolah, perusahaan, dan rapat-rapat usaha yang
berorientasi kepada hasil dan produksi.
4. ragam bahasa santai (casual), adalah ragam bahasa santai antarteman dalam
bincang-bincang, rekreasi, olah raga, dan sebagainya,

726 (KBSP) IV 2016
5. ragam akrab (intimate), adalah ragam bahasa antaranggota yang akrab

dalam keluarga, teman-teman yang tidak perlu berbahasa secara lengkap
dengan artikulasi yang terang, tetapi cukup dengan ucapan-ucapan pendek.
Pemakaian ragam bahasa iklan terletak pada tingkat formalitas ragam
bahasa santai dan akrab. Ragam bahasa santai ditunjukkan dngan adanya
penggambaran situasi seperti di dalam rumah, di jalan, dan sebagainya.
Jefkins (1995: 228) menyatakan bahwa dalam pembuatan naskah

bahasa iklan perlu diperhatiakn kata-kata kunci, yaitu:
1) klise (diches)
Klise merupakan kta-kata sederhana yang biasa digunakan dan
tampak unik dalam pembuatan suatu iklan. Kata-kata tersebut sering
disebut “buzz words”. Sebagai contoh kata yang berpengaruh dalam
periklanan adalah kata gratis atau dalam bahasa Inggris “free”. Kata ini
dapat digunakan dalam berbagai cara, misalnya dicantumkan pada alamat
pengiklanan jika fasilitas bebas biaya pengiriman. Kata “gratis” juga dapat
diterapkan dalam suatu iklan, misalnya bebas pulsa. Kata-kata klise yang
lain yang efektif dan sering digunakan digunakan dalam periklanan yaitu
“sekarang” (now), “baru” (new), “hari ini” (today), dan sebagainya.
2) kata aksi
Kata aksi merupakan kata kerja yang digunakan untuk memberikan
suatu derajat keurgensian pada iklan untuk membantu iklan mengalir dan
tidak terkesan kaku. Hampir semua kata-kata aksi merupakan kata-kata
singkat. Kata-kata ini berpengaruh menggugah khalayak ramai untuk
beraksi.Sebagai contoh kata cobalah, saksikanlah,belilah, dapatkanlah,
hubungi, ambillah, dan sebagainya.
Dalam memilih kata-kata aksi harus disesuaikan dengan barang

yang akan diiklankan. Berikut ini adalah contoh bagaimana kata-kata
tersebut digunakan dalam suatu iklan:
a. Cobalah produk ini, Anda pasti puas!

b. Isilah segera formulir dan potonglah kupon ini, kirimkan segera!
c. Hubungi kami segera, persediaan terbatas!

(KBSP) IV 2016 727

3) kata-kata yang menggugah perasaan dan menyenangkan

Kata jenis ini adalah kata sifat, kata yang menggambarkan dan
memaparkan fakta-fakta. Beberapa kata sifat yang dapat digunakan dalam
pembuatan naskah iklan adalah sempurna, indahnya, cantiknya,
menyenangkan, mengagumkan, dan sebagainya.
Kata-kata ini tidak memberikan detail penjelasan, namun kata-kata

ini membantu menciptakan citra kejiwaan yang positif terhadap produk
atau jasa yang diiklankan dan untuk mempertebal keyakinan.
Hakikat Campur Kode
Campur kode adalah suatu keadaan berbahasa bilamana orang

mencampur dua atau lebih bahasa itu yang menunjukkan adanya pencampuran
(P.W.J. Nababan, 1993: 32). Nababan juga menambahkan bahwa kesantaian
dan situasi non formal merupakan cirri dari campur kode.
Harimurti Kridalaksana menjelaskan bahwa campur kode berarti

penggunaan suatu bahasa ke bahasa lain untuk memperluas gaya dan ragam
bahasa, termaksuk di dalamnya pemakaian kata, klausa, idiom, sapaan, dan
sebagainya (1984: 32).
Ahli lain menambahkan bahwa campur kode adalah pemakaian dua

bahasa atau lebih dengan saling memasukkan unsure bahasa yang satu ke
dalam bahasa yang lain secara konsisten. Batas terjadinya campur kode terletak
pada tataran klausa (Suwito, 1997: 96).
Jadi berdasarkan pendapat para ahli di atas bahwa pengertian campur

kode adalah pemakaian dua bahasa dari bahasa satu ke bahasa lain, baik
dilakukan secara sadar atau tidak, sebagai ragam dari bahasa.
Dengan demikian campur kode terjadi karena adanya hunungan

timbale balik. Campur kode menurut Suwito (1996: 78-80) terdiri dari beberapa
macam, yaitu:
1. penyisipan unsur-unsur yang berwujud kata

2. penyisipan unsur-unsur yang berwujud frasa
3. penyisipan unsur-unsur yang berwujud baster
4. penyisipan unsur-unsur yang berwujud perulangan kata

728 (KBSP) IV 2016
5. penyisipan unsur-unsur yang berwujud ungkapan atau idiom

6. penyisipan unsur-unsur yang berwujud klausa.
Alih kode selalu diikuti dengan campur kode karena terdapat
kesamaan dan berpedaan di antara keduanya. Kesamaannya antara lain yaitu
keduanya menggunakan dua bahasa atau lebih, atau dua varian dari sebuah
bahasa dalam suatu masyarakat tutur. Kalau dalam alih kode setiap bahasa atau
ragam bahasa yang digunakan itu masih memiliki fungsi otonomi masing-
masing, dilakukan dengan sadar, dan sengaja dengan sebab-sebab tertentu.
Sedangkan campur kode ada sebuah kode utama atau kode dasar yang
digunkan dan memiliki fungsi dan keotomiannya, sedangkan kode-kode lain
yang terlibat dalam peristiwa tutur itu hanyalah berupa serpihan-serpihan
(pieces) saja, tanpa fungsi atau keotomian sebagai sebuah kode (Thelander,
1996: 103).
Hakikat Interferensi
Menurut Abdul Chaer dan Leoni Agustine (2004) bahwa inter

feremsi adalah perubahan sistem bahasa, baik dari segi system fonologi,
morfologi, sintaksis, dan kosakata. Badudu menambahkan bahwa interferensi
biasanya terjadi secara konsisten.(1995: 5).
Nababan menyatakan bahwa interferensi dapat terjadi pada tingkat

fonologi, tata bahasa, maupun leksikon. Jadi interfrensi terjadi pada tataran
bahasa terkecil hingga terbesar.
3. PEMBAHASAN
A. Wujud Campur Kode
Suwito (1996: 92-94) membedakan jenis campur kode atas penyisipan
atau pencampuran unsur-unsur yang berwujud kata, frasa, baster, ungkapan atau
idiom, dan pencampuran klausa. Wujud peristiwa campur kode dalam iklan
tersebut meliputi:
a. Wujud Campur Kode Penyisipan Kata

a) Saat pekerjaan menumpuk dan dikejar waktu perlu stamina prima
dan konsentrasi, ingat stamina drop bisa merusak konsentrasi.

(KBSP) IV 2016 729

Kata drop biasa digunakan untuk mengagantikan kata menurun dalam

bahasa Indonesia, tergantung konteks kalimatnya. Kata drop berasal dari
bahasa Inggris.
b) Makanya jaga stamina plus konsentrasi dengan Hemaviton Stamina

Plus.
Kata plus berasal dari bahasa Inggris yang dalam bahasa Indonesianya
berarti tambah. Akan tetapi dalam konteks bacaan di atas kata plus juga
dapat di artikan dan.
b. Wujud Campur Kode Berupa Penyisipan Gabungan Kata atau Frasa

Beberapa wujud campur kode dalam iklan tersebut adalah:
a) Ya…Digital Elektronik, sudah berpengalaman puluhan tahun di

bidang elektonik. Berapapun harga yang kamu dapatkan di toko
lain, Insya Allah Digital Elektronik masih berani lebih murah.
Kata Insya Allah berasal dari bahasa Arab yang berarti semoga Allah
mengabulkan. Biasanya digunakan untuk menyatakan sesuatu yang
belum pasti.
c. Wujud Campur Kode Berupa Penyisipan Baster

Terdapat beberapa wujud campur kode berupa penyisipan baster dalam
iklan-iklan tersebut, yaitu:
a) Aduh capeknya, staminaku ngedrop.

Ngedrop merupakan kata yang berasal dari bahasa Inggris yaitu drop
yang berarti menurun.
B. Fungsi Campur Kode

Bahasa yang digunakan dalam berbagai iklan di media massa cenderung
mengacu pada bahasa “gaul” dan “nginggris”. Dalam melakukan tindakan
berbahasa iklan tersebut mengandung campur kode, baik itu pencampuran antara
bahasa Indonesia dan Inggris atau Arab, ataupun pencampuran antara bahasa
indonesia dengan bahasa daerah (Jawa). Penggunaan campur kode pasti
mempunyai tujuan tertentu, tujuan tersebut antara lain yaitu:

730 (KBSP) IV 2016
Identifikasi ragam
Dari iklan tersebut terdapat tidak hanya satu bahasa saja, akan tetapi lebih,
dua atau tiga bahasa, atau mungkin lebih. Sebagai contoh:
1) Berapapun harga yang kamu dapatkan di toko lain, Insya Allah Digital
Elektronik masih berani lebih murah.
Insya Allah merupakan bahasa Arab yang berarti semoga Allah mengabulkan.
Kata tersebut merupakan suatu untuk menandakan sesuatu yang belum pasti,
akan tetapi kemungkinan besar terlaksana.
2) dentifikasi keinginan menjelaskan dan menafsirkan

a) Dan ginggo bilobanya bikin rambut so strong.
Dari bahasa yang digunakan dalam berbagai iklan tersebut,
menunjukkan adanya campur kode dengan menggunakan bahasa Inggris.
b) Ya Hemaviton Stamina Plus, kini dengan formula disempurnakan,

eglovitaminacid sehingga makin lengkap agar badan punya stamina
bagus dan pikiran fokus untuk meraih prestasi kerja.
Kata-kata yang dicetak miring tersebut, bukanlah kata-kata yang
terbiasa kita dengar. Sebagian dari kata-kata tersebut merupakan bahasa
kedokteran atau sejenis nama-nama alamiah.
Wujud Inferensi
Bentuk inferensi yang terdapat dalam iklan-iklan tersebut adalah:
1) Wujud Interferensi Morfologi.

a) Eee…segar dingin yang pake vitamin C 1000mg itu?
Kata pake merupakan pengaruh dari dialek Betawi yang seharusnya
memakai.
2) Wujud Inferensi Leksikon

a) Eee…segar dingin yang pake vitamin C 1000mg itu?
Pemakaian kata pake adalah interferensi dari bahasa Betawi, seharusnya
mengandung.

(KBSP) IV 2016 731

Perhatikan contoh iklan di bawah ini
Pada iklan XL tersebut tidak memiliki judul maupun orientasi. Isi iklan langsung
menyatu dengan tubuh iklan. Tubuh iklan berisi teks yang menggunakan kaidah
pernyataan, bujukan, dan perkaitan konsep. Agar dapat membujuk dan mempertahankan
ingatan konsumen terhadap produk yang ditawarkan, maka diperlukan daya tarik dalam
teks iklan. Pada iklan tersebut, daya tarik yang dimunculkan pengiklan adalah kalimat
pada bagian tubuh iklan. Seperti pada kolom di bawah ini ini.
Struktur Teks Teks
Orientasi -
Tubuh iklan Pakai Sepuasnya Pulsa Gak Abis-Abis
Justifikasi Kalau kita memakai XL, kita akan mendapat gratis 200 menit telepon
dan 1000 sms berlaku 24 jam
Pada iklan tersebut terdapat peristiwa bahasa yang berupa penyisipan unsur yang
berwujud kata-kata yakni gak abis-abis. Fenomena ini berbentuk penggunaan unsur-unsur
dari suatu bahasa tertentu dalam satu kalimat atau wacana bahasa lain dengan adanya
unsur kesengajaan. Gejala inilah disebut campur kode. Unsur-unsur seperti ini bisa
berasal dari bahasa daerah maupun bahasa asing.
Contoh iklan yang terdapat peristiwa bahasa lain dalam iklan di koran, majalah,

732 (KBSP) IV 2016
1. Bio Terra Sahabat Anda Saat Kondisi Cuaca Apa Saja,mengandung Lactobacillus
Sp.Bifidobacterium .(Lactobacillus = kata benda). Lactobacillus merupakan kata
yang terdapat dalam kamus kesehatan yang berarti ‘genus bakteri gram-
positif,anaerobik fakultatif atau mikroaerofilik.Sedangkan Bifidobacterium yang
berarti ‘salah satu genus bakteri asam laktat yang hidup di dalam usus besar manusia
dan hewan’
2. Smart media Diskon Gede-Gedean !!!UP TO 40%.(Diskon gede-gedean=baster)
3. Grand Jatra Hotel : Breakfast-nya segar-segar Grand Jatra Hotel Jl. Jenderal
Sudirman no. 47 Balikpapan Superblock, Balikpapan, Indonesia Ranked #8 of 30
Hotels in Balikpapan (Breakfast-nya =baster) atau Nelpon Soulmate-mu setahun
cuma 10 ribu (soulmate-mu = baster).
4. Toko Busana ‘CANTIK’ Pusat Busana-busana Terlengkap di Gemolong (Busana-
busana=perulangan kata).
5. Bukan gosip, bukan kabar burung, informasi & referensi dunia showbiz dlm
NEWSTAR brsm @Herjuno7Ali setiap Minggu 11.00 WIB. (Kabar burung berarti
kabar atau berita yang belum tentu kebenarannya).
6. HGU Hadila Grfika Utama I’m Your Solution, Desain sesuai selera, Tepat waktu,
Harga Bersahabat, Produk Berkualitas.0812 2935 6006 (I,m Your Solution = klausa)
Pada iklan XL di atas, selain daya tarik yang tercermin dalam tubuh iklan, iklan
tersebut menggunakan kaidah pernyataan berisi bujukan untuk menganjurkan hal yang
tertera dalam iklan tersebut. Selain kalimat yang berupa bujukan, iklan bisa berupa
kalimat berita, kalimat tanya, kalimat perintah, kalimat seruan, kalimat persilaan, kalimat
ajakan, dan kalimat larangan. Perhatikan contoh berikut :
No. Teks iklan Kaidah
1. Bengkel resmi Honda “Super Jaya Motor”. Pernyataan netral
2. Kinclong sempurna mengkilatkan lantai marmer Anda. Pernyataan dengan

penilaian
3. Pantene Shampoo indah lurus mempesona, lebih dari Perbandingan

(KBSP) IV 2016 733

sekadar shampoo.
4. Telah dibuka, Pertama di Sragen, salon kecantikan bagi Pernyataan dengan

tanaman hias Anda. penilaian
5. Info lengkap klik gambar atau datang ke Alfamart terdekat! Suruhan
6. Jangan Pilih Pemimpin Yang Tidak Amanah Kepada Rakyat Larangan

!!!
7. Wakaf Tunai, Pahala Mengalir Tiada Akhir: Ajakan

www.solopeduli.org
8. Ungkapkan Empati dengan Berbagi Bersama Program Seruan

Solopeduli
9. Smart media Diskon Gede-gedean !!! Follow kami di : Perintah

Telepon ( 0271-74 515 48) WA(08112 2935 6006)
FB(Smart) BBM(55032BD7)
10. RM. Qomstry 3, kini hadir di Jalan Solo-Purwodadi KM.23. Berita
Sasaran periklanan bisa ditentukan berdasarkan tujuannya. Tiga tujuan periklanan yakni
menginformasikan (menonjolkan aspek manfaat produk), membujuk (membandingkan
kelebihan produk yang ditawarkan dengan produk lain yang sejenis), dan mengingatkan
(mengingatkan produk-produk yang sudah mapan).
Untuk menyampaikan pesan iklan dari produsen kepada konsumen diperlukan media
tertentu yang berguna untuk menghubungkan keduanya. Pemilihan media ini sangat
penting karena berkaitan dengan keberhasilan perusahaan periklanan dalam melakukan
strategi promosi penjualan. Media bisa berupa televisi, radio, majalah, koran, papan
pengumuman, dan internet.

734 (KBSP) IV 2016
KESIMPULAN
Berdasarkan uraian pembahasan tersebut, simpulan yang dapat diambil dari

penelitian peristiwa pada iklan di media elektronik, yaitu:
1. Bahwa terdapat beberapa wujud campur kode dalam iklan tersebut, yaitu wujud
campur kode berupa penyisipan kata dan wujud campur kode berupa penyisipan
gabungan kata.
2. Terdapat beberapa fungsi campur kode yang terjadi dalam iklan di media elektronik,
antara lain sebagai identifikasi ragam dan identifikasi untuk menafsirkan atau
menjelaskan sesuatu kepada pendengar tentang dirinya.
3. Terdapat beberapa wujud inferensi dalam iklan-iklan tersebut, yaitu interferensi
morfologi, interferensi morfologis, dan interterensi leksikon.
DAFTAR PUSTAKA
Abdul Chaer dan Agustina. 2004. sosiolinguistik Perkenalan Awal. Jakarta: Rineka Cipta.
. 1995. Sosiolinguistik Suatu Pengantar. Jakarta: Rineka Cipta.
Badudu. J.S. 1995. Inilah Indonesia yang Baik dan Benar III. Jakarta: PT. Gramedia.
Basu Swatha. 1979. Asas-asas Marketing. Yogyakarta: AKP.
Harimurti Kridalaksana. 1984. Kamus Linguistik. Jakarta: Gramedia.
Jefkins, Frank. 1996. Periklanan. Jakarta: Erlangga.
Komunitas Anak Sastra. 2009. Sosiolinguistik: Alih Kode dan Campur Kode. Dalam
http://anaksastra.blogspot.com/2009/02/alih-kode-dan-campur-kode.html. Di
unduh tanggal 25 Juni 2010.
Majalah Hadila, edisi 106. April 2016.
Nababan, P.W.J. 1993. Sosiolinguistik. Bandung: Angkasa.
Rachmadi. 1994: Public Relation dalam teori dan Praktek. Jakarta: Gramedia Pustaka.
Sarwiji Suwandi. 2008. Serba Linguistik: Mengupas Pelbagai Praktik Bahasa. Surakarta:
LPP UNS dan UNS Press.

(KBSP) IV 2016 735

Suwito. 1997. Sosiolinguistik (Buku Pengantar Kuliah). Surakarta: UNS Pres.. 2007.
Campur Kode. Dalam http: // indonesiasaram. Wordpress .com/
2007/01/06/campur-kode/. Diunduh tanggal 25 Juni 2010.


(KBSP) IV 2016
PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA

BERBASIS KONTEKSTUAL UNTUK MAHASISWA PROGRAM STUDI
PENDIDIKAN BAHASA DAN SASTRA INDONESIA

Tutik Wahyuni
Dosen Program Studi Pendidikan Bahasa dan Sastra Indonesia Univet Bantara
Sukoharjo
Email: tutik21161@gmail.com
Abstrak
Penelitian ini mengkaji pentingnya materi ajar Wacana bahsaa Indonesia sebagai
sarana untuk memfasilitasi mahasiswa dalam pemahaman materi ajar: Wacana
bahasa Indonesia. Materi ajar yang baik merupakan salah satu komponen
penting dalam pembelajaran di Perguruan Tinggi. Kenyataan menunjukkan
bahwa materi ajar Wacana yang benar-benar sesuai dengan hakikat fungsi
bahasa dalam kurikulum dan sesuai dengan prinsip-prinsip pembelajaran
kontekstual belum tersedia terutama untuk mahasiswa Pendididkan Bahasa dan
Sastra Indonesia (selanjutnya disingkat PBSI) di Perguruan Tinggi Se-Surakarta.
Oleh karena itu pengembangan materi ajar yang sesuai dengan tuntutan
kurikulum dan sesuai karakteristik mahasiswa PBSI di Perguruan Tinggi se-
Surakarta sangat diperlukan. Tulisan ini bertujuan untuk mengembangkan materi
ajar yang dapat digunakan oleh mahasiswa dan dosen dalam pembelajaran
Wacana bahasa Indonesia. Tulisan ini menggunakan metode pengembangan
dengan langkah-langjah mengkaji kurikulum, melakukan survey terhadap materi
ajar yang digunakan dan mengembangkan materi ajar sebagai prototipe dengan
karakteristik yang dibutuhkan. Hasil survey menunjukkan belum ada buku ajar
yang sesuai dengan kurikulum dan karakteristik mahasiswa PBSI di Perguruan
Tinggi se-Surakarta. Proses pengembangan menghasilkan draf materi ajar untuk
mahasiswa dan dosen. Hasil materi ajar wacana bahasa Indonesia yang diperoleh
dari tulisan ini adalah Penggunaan pendekatan kontekstual dilakukan dengan
menggunakan tujuh komponen. Konstruktivisme, questioning, inquiry, learning
community, modelling, refleksi, dan authentic assessment.
Kata Kunci: materi ajar wacana, mahasiswa PBSI, pendekatan kontekstual.

736
(KBSP) IV 2016 737

1. PENDAHULUAN
Penelitian ini mengkaji muatan materi ajar Wacana bahasa Indonesia
berbasis kontekstual untuk mahasisea Program Studi Pendidikan bahasa dan
Sastra Indonesia selanjutnya disingkat (PBSI) di Perguruan Tinggi se-Surakarta.
Fenomena kurang berhasilnya pemahaman materi Wacana bahasa Indonesia dapat
di-katakan paling dominan saat ini adalah rendahnya tingkat penguasaan
pemahaman Wacana. Hal ini disebabkan antara lain adanya keterbatasan referensi
bacaan. Buku Wacana yang saat ini beredar di pasaran berupa buku teks sangat
sulit dipahami, banyak aspek yang disajikan kurang lengkap (tidak sama persis
dengan tujuan kurikuler suatu program pendidikan. Permasalahan lain yang juga
ditemui adalah proses pembelajaran yang masih didominasi oleh dosen, dan dosen
kurang memiliki materi ajar yang memadai serta disajikan sesuai dengan minat
dan kondisi mahasiswa dapat menyebabkan tingkat penguasaan wacana sangat
rendah. Hal ini terjadi karena di antaranya materi ajar yang disajikan oleh
pengajar tersebut kurang sesuai dengan kontekstual.
Masih banyak pengajar yang hanya puas menggunakan media berupa buku
teks pilihannya sendiri sebagai bahan mengajar tanpa mempertimbangkan teks
tersebut diminati oleh mahasiswa. Apabila pengajar menggunakan buku ajar yang
menarik, maka mahasiswa akan tertarik pula untuk mengikuti perkuliahan,
pembelajaran dapat berjalan lancar, suasana perkuliahan menjadi lebih hidup,
menarik, menyenangkan, dan pembelajaran dapat berlangsung efektif dan efisien.
Buku Wacana Bahasa Indonesia yang berupa buku teks biasanya menjadi
sulit untuk dipahami mahasiswa karena pengajar memilih buku tersebut
berdasarkan pertimbangan kebaikan buku dari sudut pandang pengajar saja. Hal
inipun menjadikan pengajar menemui kesulitan apabila setiap saat akan
menyajikan materi dalam pembelajarannya.
Hal lain yang menyebabkan tingkat kemampuan pemahaman materi
wacana rendah adalah karena pengajar mengalami kesulitan dalam mengajarkan
wacana tersebut. Selama ini, pengajar hanya menggunakan metode pembelajaran
dengan melakukan ceramah dan menggunakan bahan ajar yang berasal dari buku
teks Wacana Bahasa Indonesia yang ada . Cara tersebut dirasakan kurang
apresiatif karena pengajar hanya menjelaskan mengenai hal-hal yang umum saja
dan sifatnya hanya teori. Hal tersebut menjadikan mahasiswa sama sekali kurang
mengetahui mengenai hakikat wacana sebagaimna mestinya. .
Dengan demikian dapat dikatakan, Wacana merupakan salah satu mata
kuliah dalam Program Studi Pendidikan Bahasa dan Sastra Indonesia
membutuhkan buku ajar yang sesuai dengan kebutuhan. Wacana adalah mata
kuliah yang penting. Pentingnya Wacana dalam bahasa Indonesia adalah disadari
atau tidak, setiap hari manusia melakukan percakapan. Dalam percakapan itu,
gagasan yang disampaikan seseorang akan dapat dipahami oleh mitra wicaranya
dengan benar, apabila dinyatakan dengan kalimat-kalimat dalam wacana
gramatikal yang baik dengan benar. Demikian pula dalam bahasa tulis diperlukan
keterampilan penulisan kalimat efektif sehingga tidak terjadi keambiguitasan
dalam penangkapan maknanya.

738 (KBSP) IV 2016
Saat ini pemahaman materi Wacana yang berupa buku teks sangat sulit
dipahami karena terdapat kekuranglengkapan dalam pembahasan tersebut, serta
pembelajaran yang terjadi sangat membosankan dan bersifat monoton. Dikatakan
terdapat kekuranglengkapan antara teori dan kenyataan yang ada (dalam buku
teks) terlihat pada pembahasan kalimat, seperti teori yang dikemukakan oleh
Ramlan (2001: 6) yang dimaksud dengan kalimat adalah satuan gramatik yang
dibatasi oleh adanya jeda panjang yang disertai nada akhir turun atau naik.Ini
berarti kalimat itu bisa terdiri dari satu kata saja, karena hakikat fungsi bahasa itu
untuk komunikaikatif. Senada hal tersebut Zhan (2010: 50) menyatakan bahwa
“Communicative competence plays an important role in language teaching and
learning. In this paper, the author makes a tentative effort to explore the
children’s acquisition of communicative competence in order to help FL learners
have a better understanding of the formation of this ability”. Dengan kata lain,
kompetensi komunikatif memiliki peranan yang sangat penting dalam pengajaran
dan pembelajaran suatu bahasa. Pada makalah tersebut juga dibahas tentang
kompetensi komunikatif anak-anak dalam memperoleh suatu bahasa, dengan
harapan para pembelajar bahasa memiliki pemahaman yang lebih mendalam akan
kompetensi tersebut.
Hampir sama dengan penelitian komunikatif tersebut, Zhang (2010: 81-

81) menyatakan bahwa “The paper tries to show the positive effects of cooperative
language learning on foreign langue learning and teaching. Compared with
traditional language teaching, cooperative language learning conforms to the
developmental trend of language teaching method and possesses considerable
advantages. In the foreign language learning classrooms, cooperative language
learning provides students with the necessary academic and social skills. The
paper reveals cooperative learning benefits language learning in many aspects”.
Artinya bahwa makalah ini mencoba untuk membahas akibat yang positif dalam
pembelajaran dan pengajaran bahasa secara kooperatif. Dibandingkan dengan
model pengajaran bahasa secara tradissional, pembelajaran kontekstual lebih
memiliki banyak manfaat. Dengan menggunakan pembelajaran kontekstual maka
mahasiswa akan memiliki pengetahuann sosial yang lebih baik.
Selaras dengan pernyataan tersebut, maka penelitian dari Changjuan yang

berjudul Acquisition of Communicative Competence diambil dari Journal of
Language Teaching and Research menyatakan bahwa kompetensi komunikatif
adalah interaksi linguistik dalam bahasa sasaran berupa kemampuan untuk
berfungsi dalam setting yang betul-betul komunikatif, yaitu dalam suatu transaksi
spontan yang melibatkan lebih dari satu orang.
Jurnal yang lain, Topics in Linguistics - Issue 3 – July 2009 – Interface Between
Pragmatics and Other Linguistic Disciplines. International Journal Linguistic
(issue 3), halaman 54. Povolná yang mengambil judul: “Negotiation of Meaning
in Spoken Interaction” menyatakan bahwa penulis memfokuskan pada penanda
bisa memperjelas maksud dalam negosiasi makna dan interaksi lisan sehingga
menunjukkan kekoherensian dalam wacana. Satuan kalimat bukannya banyaknya
kata yang menjadi unsurnya, melainkan intonasinya.

(KBSP) IV 2016 739

2. KAJIAN TEORI
2.1 Hakikat Wacana
Dalam realitas penggunaan bahasa, di samping teredapat kalimat yang

berdiri sendiri, juga terdapat kalimat yang berhubungan dengan kalimat yang lain,
baik dengan kalimat yang mendahuluinya maupun kalimat yang mengukutinya.
Kalimat yang saling berhubungan itu dapat membentuk satuan yang lebih
besar, yaitu gugus kalimat atau sentence cluster (Pike, 1977, 262). Hubungan
antara gugus kalimat yang satu dengan gugus kalimat yang lain dapat membentuk
sebuah paragraf. Paragraf-paragraf yang saling berhubungan dapat membentuk
sebuah wacana.
Kalimat-kalimat bila dilesapkan dari ikatannya dengan kalimat yang

mendahuluinya atau kalimat yang mengikutinya menyebabkan timbulnya
masalah-masalah Sintaksis yang tidak bisa dipecahkan tanpa menghadirkan
kembali ikatan yang terlepas ke dalam kesatuan wacana.
Masalah yang timbul karena perenggutan dari wacana itu umpamanya

kemungkinan salah nmenafsirkan tentang makna sebuah konstruksi yang
sebenarnya tidak perlu terjadi. Konstruksi itu sebenarnya telah dibantu dari
wacana tempat konstruksi dipakai dan berperan (Samsuri 1984). Perhatikan
contoh berikut.
(1) Kaitannya dengan kepentingan pembagian tugas mengajar pada

semester genap yang akan datang, program sangat mengharapkan
data/daftar tersebut, dan secepatnya diserashkan kepada fakultas.
Kalimat di atas tidak perlu menimbulkan kesalahan penafsiran apabila

kalimat tersebut tidak direnggutkan dari jaringannya dengan kalimat yang lain
dalam kesatuan wacana. Paling tidak wacana akan memberikan petunjuk tentang
penafsiran yang diharapkan, sehingga kesalahan penafsira tidak mungkin terjadi.
Salah satu kunci untuk memecahkan masalah kesalahan penafsiran makna

pada kalimat di atas adalah terletak pada kata tersebut Jika diperhatikan bentuk

740 (KBSP) IV 2016
kata tersebut sebenarnya merupakan salah satu penanda antarkalimat selanjutnya

disingkat dengan PAK, dengan kalimat yang mendahuluinya atau mengikutinya.
Bentuk kata tersebut sebenarnya berfungsi sebagai pengganti salah satu konstituen
kalimat dari kalimat yang mendahului atau mengikutinya. Sebagai contoh kata
tersebut yang menggantikn salah satu dari kalimat yang mendahuluinya
(2) a. Diberitahukan guna memperlancar pembagian pengampu mata

kuliah pokok dan mata kuliah tambahan bagi Bapak/Ibu dosen
PBSI, FKIP, Univet Bantara Sukoharjo, kami mohon bantuan
Bapak/Ibu agar dapat menyerahkan data/daftar satu mata kuliah
pokok dan dua mata kuliah tambahan yang ada relevansinya
dengan bidang studi yang ditekuninya.
b. Kaitannya dengan kepentingan pembagian tugas mengajar pada

semester genap yang akan datang, program sangat mengharapkan
data/daftar tersebut, dan secepatnya diserahkan kepada fakultas.
Kata tersebut menggantikan kalimat yang mendahuluinya, yakni

data/daftar satu mata kuliah pokiok dan dua mata kuliah tambahan yang ada
relevansinya dengan bidang studi yang ditekuninya. Dalam contoh data kalimat di
atas terdapat penanda hubungan antarkalimat berupa penggantian atau substitusi.
Masih terdapat penanda hubungan antarkalimat yang lain, yakni penunjukkan,
penggantian, ellipsis, perangkaian, dan pengulangan.
Kalimat-kalimat yang saling berhubungan itu dapat membentuk satuan

yang lebih besar, yaitu gugus kalimat atau Sentence Cluster (Pike, 1977: 262).
Hubungan antara gugus kalimat yang satu dengan gugus kalimat yang lain dapat
membentuk sebuah paragraf. Paragraf-paragraf yang saling berhubungan dapat
membentuk sebuah wacana.
2.2 Pengertian Wacana
Wacana merupakan satuan gramatik yang tertinggi, yang realisasinya

mungkin berupa karangan utuh, paragraf, kalimat, bahkan mungkin juga berupa
kata, yang menyatakan pesan yang lengkap. Istilah wacana muncul pada tahun

(KBSP) IV 2016 741

1970-am sebagai terjemahan dari istilah discourse yang bermakna ‘lari kian
kemari, (Wijana, 2011: 67).
Wacana pembeberan atau expository discourse, yaitu wacana yang tidak

mementingkan waktu dan penutur, berorientasi pada pokok pembicaraan dan
bagian-bagiannya diikat secara logis (Kridalaksqana, 1982: 208).
2.3 Ruang Lingkup Wacana
Ditinjau dari sudut tataran gramatis, ruang lingkup wacana minimal

sampai pada tataran dialog dan maksimal sampai pada tataran paragraf. Perhatikan
contoh berikut.
(3) A: ”Film yang ditonton di Yogya Theater ... begini pokoknya (sambil
mengacungkan ibu jarinya).
B: ”Oh...yang pemainnya meraih aktris terbaik itu”
Contoh kalimat di atas merupakan dialog. Pada dialog tersebut tidak akan
menjadi jelas sebagai ungkapan yang utuh kalau tidak disertai gerak-gerik dan
tindakan si penutur. Dalam dialog ini si B tidak akan menangkap maksud si A
secara utuh, jika si A tidak membuat gerakan (seperti misalnya mengacungkan
ibu jarinya (dalam percakapan tersebut situasi ikut berbicara dalam mendukung
adanya kesatuan pesan yang dibawa dalam dialog tersebut.
Berdasarkan ada dan tidaknya situasi yang ikut dalam suatu wacana, maka
yang dimaksud dengan wacana bisa dibagi menjadi dua bagian, yaitu wacana
dalam tuturan atau apa yang dimaksud dengan ko-tekstual dan wacana luar
tuturan atau apa yang disebut dengan kontekstual. Wacana kontekstual adalah
semua kalimat yang mendahului atau mengikuti suatu kalimat dalam wacana
(tidak mnemperhitungkan situasi, hanya semata-mata melihat hubungan
antarsatuan gramatik yang ada), sedangkan yang disebut dengan kontekstual
adalah semua faktor dalam proses komunikasi yang tidak menjadi bagian dari
wacana (yang mengikutsertakan situasi dalam peranannya membentuk keutuhan
pesan atau amanat yang disampaikannya).

742 (KBSP) IV 2016
2.4 Wacana Ko-tekstual dan Kontekstual

Tataran satuan gramatik dari kajian Sintaksis yang paling tinggi adalah
wacana (Discourse). Wacana merupakan satuan gramatik yang tertinggi yang
realisasinya berupa karangan utuh., paragraf, dan kalimat, Berdasarkan ada dan
tidaknya situasi yang mendukung maka wacana terbagi menjadi dua yaitu wacana
ko-tekstual atau wacana dalam tuturan dan wacana kontekstual atau wacana luar
tuturan.
Pengertian wacana diambil dari Halliday dan R. Hasan 1994:15) dan
Kridalaksana (1982: 179) wacana adalah sebagai satuan bahasa yang terlengkap,
mempunyai perwujudan sebagai tampak dalam diagram beriku ini.
kalimat
Wacana gugus kalimat/paragraf
(Dalam Tuturan) Karangan utuh
Ko-tekstual Diagram I
Diagram I menunjukkan adanya perwujudan wacana jika dilihat dari

hubungan antarkonteksnya (ko-tekstual) dan apabila dilihat dari hubungannya
dengan konteks pembicaraan disebut wacana kontekstual. Atau disebut juga
dengan wacana situasi, seperti tampak dalam diagram II berikut.
monolog
Wacana situasi dialog
Wacana kalimat
(Luar Tuturan) Wacana tan-situasi gugus kalimat/paragraf
Kontekstual Karangan utuh
Diagram II
Berikut ini akan dikemukakan contoh kalimat yang tergantung konteks kalimat.

(KBSP) IV 2016 743

(4) Orang tua itu jatuh terduduk di jalan yang berdebu.
(5) Adik pergi bersama orang tua.
(6) Kalau ingin lulus, datanglah ke orang tua itu.
Kalimat-kalimat di atas mempunyai perbedaan makna berdasarkan konteks

kalimatnya. Kalimat (4) kata orang tua bermakna orang yang sudah tua (frasa),
kalimat (5) lata orang tua bermakna ayah dan ibu (kata majemuk), sedangkan
kalimat (6) orang tua bermakna orang pintar (idiom)..
3. PENDEKATAN KONTEKSTUAL
Materi ajar Wacana yang akan dikembangkan di perguruan tinggi ini

menggunakan pendekatan kontekstual sesuai dengan kebutuhan yang dibutuhkan oleh
mnahasiswa, dosen, dan pembaca. Pendekatan Contextual Teaching and Learning
(selanjutnya disingkat dengan CTL) diperkenalkan kepada dunia pendidikan sudah
menggunakan istilan yang memiliki makna yang berhubungan dengan konteks kehidupan
mahasiswa.
Pendekatan CTL adalah suatu konsep belajar yang di dalamnya dosen

menghadirkan situasi dunia nyata ke dalam kelas. Selain itu mahasiswa didorong untuk
membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam
kehidupan mereka sebagai anggota keluarga dan masyarakat (Nurhadi, dan Senduk, 2003:
4). Dengan konsep pembelajaran berlangsung alamiah dalam bentuk kegiatan mahasiswa
bekerja dan mengalami, bukan transfer pengetahuan dari dosen ke mahasiswa. Strategi
pembelajaran lebih dipentingkan daripada hasil.
Pembelajaran kontekstual merupakan jenis pembelajaran yang mampu mewakili

seluruh pendekatan pembelajaran pada umumnya. Semua pendekatan pembelajara
bermuara pada satu tujuan yang sama, yaitu agar mahasiuswa lebih aktif dalam proses
pembelajaran.
Pada pendekatan kontekstual setiap materi perkuliahan yang baru harus dilakukan
dengan berbagai pengetahuan dan pengalaman yang ada sebelumnya. Materi perkuliahan
yang baru disesuaikan secara aktif dengan pengetahuan yang sudah ada. Agar mahasiswa
dapat belajar secara aktif, dosen perlu menerapkan strategi yang tepat agar mahasiswa
mempunyai motivasi yang tinggi untuk belajar.

744 (KBSP) IV 2016
Terdapat perbedaan antara pendekatan konvensioanal dengan pendekatan

kontekstual. Pendekatan konvensional berpusat pada dosen, yakni penekanan pada
menerima pengetahuan, kurang menyenangkan, kurang memberdayakan indera dan
potensi mahasiswa, menggunakan metode yang monoton. Berbeda dengan pendekatan
konvensional, pendekatan kontekstual lebih berpusat pada mahasiswa
Pendekatann kontekstual (Contextual Teaching and Learning/CTL) merupakan

konsep belajar yang membantu dosen mengaitkan antara materi yang diajarkan dengan
situasi dunia nyata mahasiswa dan mendorong mahasiswa membuat hubungan antara
pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai
anggota keluarga dan masyarakat. Dengan konsep itu, hasil pembelajaran diharapkan
lebih bermakna bagi mahasiswa. Proses pembelajaran berlangsung alamiah dalam bentuk
kegiatan mahasiswa bekerja dan mengalami, bukan mentransfer pengetahuan dari dosen
ke mahasiswa (Aqib, 2013: 2).
Terdapat tujuh komponen utama dalam penerapan pembelajaran kontekstual di kelas,
a. Konstruktivisme
Mengembangkan pemikiran mahasiswa bahwa belajar akan lebih bermakna
dengan bekerja/menemukan dan membangun sendiri (mengkonstruksi)
pengetahuan dan keterampilan barunya, seperti mahasiswa yang belajar aktif,
bukan pengajarnya.
b. Inkuiri
Mengembangkan cara atau strategi menemukan informasi dan pengetahuan
melalui rangkaian, melalui kegiatan logis dan sistematis serta dapat
dipertanggungjawabkan, atau dengan kerja ilmiah untuk menemukan
pengetahuan baru yang dapat dipertanggungjawabkan.
c. Questioning (bertanya)
Kegiatan dosen untuk mendorong, membimbing, dan menilai kemampuan
berpikir mahasiswa. Kegiatan mahasiswa merupakan bagian penting dalam
pembelajaran yang berbasis questioning.
d. Learning Community (Komunitas Belajar)

(KBSP) IV 2016 745

Sekelompok orang yang terikat dalam kegiatan belajar. Bekerja sama dengan
orang lain lebih baik daripada belajar sendiri karena bisa bertukar pengalaman
atau berbagi ide.
e. Modeling (Pemodelan)
Proses penampilan suatu contoh agar orang lain berpikir, bekerja, dan belajar.
Mahasiswa mengerjakan sesuai yang diperintahkan dosen.
f. Reflection (Refleksi)
Melakukan penguatan dan pengungkapan kembali terhadap sesuatu yang
selayaknya disadari mahasiswa tentang proses belajar yang telah dilakukan serta
hasil yang dicapai. Misalnya pertanyaan dosen tentang apakah mahasiswa merasa
senang dengan kegiatan belajar yang telah dilakukannya.
g. Authentic Assessement (Penilaian yang sebenarnya)
Mengukur pengetahuan dan keterampilan mahasiswa. Berupa penilaian produk
atau kinerja serta tugas-tugas yang relevan dengan kontekstual.
Karakteristik CTL meliputi: (a) kerja sama; (b) saling menunjang; (c)
menyenangkian, tidak membosankan; (d) belajar dengan bergairah; (e) Pembelajaran
terintegrasi; (f) menggunakan berbagai sumber; (g) mahasiswa aktif bisa sharing dengan
teman; (h) Mahasiswa kritis maka dosen harus kreatif; (i) Dinding dan lorong-lorong
penuh dengan kertas-kertas, gambar, artikel, humor, dan lain-lain. (j) Laporan kepada
orang tua bukan hanya rapor, tetapi juga karya mahasiswa, laporan unjuk kerja, karangan
mahasiswa, dan lain-lain.
Secara garis besar langkah-langkah penerapan CTL dalam kelas sebagai

berikut;
1) kembangkanlah pemikiran bahwa anak akan belajar lebih bemakna dengan cara
bekerja sendiri, menemukan sendiri, dan mengkonstruksi sendiri pengetahuan
dan ketrampilan barunya;
2) laksanakan sejauh mungkin kegiatan inkuiri untuk semua topik;
3) kembangkan sifat ingin tahu siswa dengan bertanya;
4) ciptakan masyarakat belajar (belajar dalam kelompok-kelompok);
5) hadirkan model sebagai contoh pembelajaran;
6) lakukan refleksi di akhir pertemuan;

746 (KBSP) IV 2016
7) lakukan penilaian yang sebenarnya dengan berbagai cara, Depdiknas, (Trianto,

2008: 25-26)
4. PEMBAHASAN
PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA

BERBASIS KONTEKSTUAL
Penerapan pendekatan kontekstual terdapat sepuluh aspek yang harus
diamati, di antaranya: (1) Dosen menyampaikan tujuan pembelajaran; (2) Dosen
mengadakan apresepsi; (3) Dosen menyampaikan materi pembelajaran yang akan
dikembangkan; (4) Dosen menggunakan gambar peristiwa yang sama atau
pemodelan; (5) Dosen membagi mahasiswa menjadi 4 kelompok, kemudian
memberikan kesempatan untuk menamai timnya (masyarakat belajar); (6) Dosen
membangun mahasiswa untuk terlibat aktif dalam proses belajar mengajar
(konstruktivisme); (7) Dosen meminta mahasiswa menemukan tema, ide pokok,
atau isi karangan dalam suatu karangan wacana (inkuiri); (8) Dosen
menumbuhkan dorongan mahasiswa untuk bertanya; (9) Dosen membangun
hubungan baik dengan mahasiswa; (10 ) Dosen memberikan refleksi.
Keunggulan pembelajaran kontekstual sebagai berikut:

1. Dengan pembelaran kontekstual dapat meningkatkan aktifitas berpikir
mahasiswa secara penuh, baik fisik maupun mental.
2. Pembelajaran kontekstual dapat menjadikan mahasiswa belajar yang
bukan menghafal, tetapi proses berpengalaman dalam kehidupan nyata.
3. Kelas dalam pembelajaran kontekstual bukan sebagai tempat untuk
memperoleh informasi, akan tetapi, sebagai tempat untuk menguji data
hasil temuan mereka di lapangan.
4. Materi perkuliahan ditentukan oleh mahasiswa sendiri, bukan hasil
pemberian dari orang lain.
5. Cara merumuskan kompetensi dalam pendekatan kontekstual meliputi tiga
ranah, yakni: (1) kognitif dengan cara menganalisis; (2) Psikomotorik
dengan cara membuat, dan (3) Afektif dengan cara mampu menyatakan
pendapatnya sesuai teori strategi pembelajaran.

(KBSP) IV 2016 747

Adapun kelemahan pembelajaran kontekstual sebagai berikut: Penerapan

pembelajaran kontekstual merupakan pembelajaran yang kompleks dan sulit
dilaksanakan dalam konteks pembelajaran. Kemudian pembelajaran dengan
menggunakan pendekatan kontekstual juga membutuhkan waktu yang lama.
Berikut ini akan dikemukakan langkah-langkah pembelajaran dalam memahami

pengertian Wacana
Strategi 1: Mencari Info secara Mandiri untuk membangun/ mengkonstruksi

pengetahuan dan keterampilan baru
Strategi ini memberikan kesempatan kepada mahasiswa untuk belajar di luar

kelas, keluar dari kungkungan tembok dan dinding kelas yang terkadang terasa
menjemukan dan penuh aturan. Mahasiswa bisa belajar di perpustakaan, warnet, mencari
jurnal, dan sumber-sumber belajar lainnya.
Prosedur:
1. Bagi mahasiswa dalam kelompok kecil, sekitar 2 atau 3 orang, dosen memberi
kesempatan untuk menamai timnya dalam masyarakat belajar tersebut.
2. Berilah masing-masing kelompok tugas yang bisa dicari jawabannya di tempat-

tempat yang sudah ditunjukkan mahasiswa. Tugas yang diberikan adalah
mencari artikel wacana dari jurnal baik nasional atau internasional.
3. Tugas yang diberikan oleh dosen adalah mencari artikel ilmiah tentang Wacana
lalu didiskusikan antara mahasiswa satu dengan yang lain saling bertanya, bila
mahasiswa tidak bisa memecahkan masalah yang diajukan kepada temannya
maka bisa bertanya kepada dosen. Kegiatan dosen mendorong, membimbing,
dan menilai kemampuan berpikir mahasiswa. Kemudian mahasiswa diminta
untuk mencermati artikel yang didapat
4. Kelompok mengerjakan tugas sekitar 15 menit sebelum perkuliahan selesai

mereka harus segera masuk ke dalam kekas .
5. Di kelas masing-masing kelompok melaporkan hasil belajarnya dalam mencari

informasi di berbagai sumber balajar tersebut.

748 (KBSP) IV 2016
6. Setelah mendiskusikan antara mahasiswa yang satu dengan yang lain saling
bertanya lalu mereka membuat laporan hasil temuannya tersebut dan
dikumpulkan kepada dosen.
Berikut ini akan dipaparkan komponen yang tidak kalah pentingnya

dengan uraian di atas, yakni berupa Penilaian Autentik (Authentic
Assessment).Yang dimaksud dengan Penilaian Autentik adalah pengukuran yang
bermakna secara signifikan atas hasil belajar pesera didik untuk ranah kognitif
(pengetahuan), Psikomotorik (keterampilan), dan Afektif (sikap).
Jenis-jenis penilaian autentik adaalah (1) Penilaian Kinerja; (2) Penilaian

Proyek; (3) Penilaian Portofolio; dan (4) Penilaian Tertulis. Berikut ini akan
dikemukakan contoh penilaian portofolio.
Pembelajaran: Menuluis Paragraf dalam Wacana
Tugas: Indikator
Mengembangkan gagasan utama Mahasiswa mampu menulis kerangka

sehingga menjadi karangan dalam paragraf dan mengembangkan
sehingga menjadi karangan yang utuh.
Menulis Paragraf
Tulislah sebuah karangan tentang cita-citamu!
Agar lebih mudah dalam mengembangkan gagasam, buatlah terlebih

dahulu kerangka karangan dan berilah judul k aranganmu!

(KBSP) IV 2016 749

LEMBAR PENGERJAAN PORTOFOLIO
Nama : ………………………………..
Kelas/Semester : ………………………………
No. Induk Mahasiswa: …………………………….
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………...
Catatan Nilai Catatan

750 (KBSP) IV 2016
Tanda tangn Dosen Tanda tangan orang

tua/ wali mahasiswa
Daftar Pustaka
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Chaer, Abdul. 2009 SintaksisBahasa Indonesia (Pendekatan Proses)Jakarta: Rineka Cipta.
Chomsky, Noam. 1957. Syntaxtic Structure. The Hague: Muton
_____________; 1972. Aspect of The Theory of Syntax. Cambridge, Massa-

Chusseets: The Mit Press.;
Cook, S.J. Walter A.1989. “Case Grammar: A New Dimension in Language

Teaching”Georgetown University Press.
Fillmore, Charles. J 1971.“The Case for Case “ dalam Emmon Bachdan Robert T. Harm
(edit) Universal Linguistics Theory New York: Halt , Rinehart, and Winston Inc.
________________.1977. “Case for Case Reopened” dalam Cole, Peter dan Jarold M.
Sadok, peny. Syntax and Semantics: Grammatical Relations. Volume 8. New York:
Academic Press, hlm. 59-81.
Johnson, Elaina B. 2010. CTL : Contextual Teaching & Learning. Terj. Ibnu
Setiawan. Bandung : Kaifa Learning.
Keraf, Gorys. 1991. Tatabahasa Rujukan Bahasa Indonesia. Jakarta: Gtamedia.
Kridalaksana,Harimurti. 1985. Tatabahasa Deskriptif Bahasa Indonesia:
Sintaksis. Jakarta: Lyons, John. 1970. New Horizons in Linguistics . London:
Pinguin Books.
Parera, J.D. 2009. Dasar-dasar Analisis Sintaksis. Jakarta : Erlangga.
Pateda, Mansoer. 1994. Linguistik Sebuah P engantar. Bandung : Angkasa.
Pike, Kenneth L., dan Evelyin G Pike.1977. Grammatical Analysis. The Summer Institute
of Linguistics and The Universityof Texas of Erlington.
Povolna. Renata. 2009.”Negotiation of Meaning in Spoken Interaction “ International

Journal Lingyistics.

(KBSP) IV 2016 751

Pusat Pembinaan dan Pengembangan Bahasa. Depdikbud Ramlan, M. 2001. Ilmu

Bahasa Indonesia: Sintaksis. Yogyakarta: UB Karyono.
Samsuri. 1975. Morfosinyaksis. Dalam Majalah Ilmu-ilmu Sastra IndonesiaNo 3

Jilid VI Agustus.
_______.1983. Analisis Bahasa. Jakarta: Erlangga/
Stryker, Sherly. 1969. “Applied Linguistics , Principles and Techniques” dalam
Forum volume VII Number 5.
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Tarigan, Henry Guntur. 1985. Prinsip-prinsip Dasar Sintaksis.Bandung: Angkasa.
Verhaar, J.W.M. 2006. Asas-asas Linguistik Umum. Yogyakarta : Gadjah Mada
University Press.
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Wijana, I Dewa Putu., Muhammad Rohmadi. 2011. Analisis Wacana Pragmatik:
Kajian Teori dan analisis. Surakarta: Yuma Pustaka.
Zainal, Aqib.2013. Model-model Media dan Strategi Pembelajaran Kontekstual
(Inovatif). Bandung: Yrama Widya.
Zhan, Changjuan.2010. ‘‘Acquisition of Communicative Competence’’. Journal
of Language Teaching and Research ISSN 1798-4769Volume 1, Number
1, January.
Zhang, Yan.2010. ‘‘Cooperative Language Learning and Foreign Language

Learning and Teaching’’. Journal of Language Teaching and Research
SSN 1798-4769Volume 1, Number 1, January.


(KBSP) IV 2016
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN
DENGAN MODEL WORD SQUARE PADA SISWA KELAS III
SD NEGERI 8 PURWODADI KABUPATEN GROBOGAN
TAHUN AJARAN 2015/2016
Indra Hermarita
Jl. A. Yani Tromol Pos 1, Pabelan, Surakarta 57102
Telp. 0271-717417 psw.156, fax 0271-715448
buindraher83@gmail.com
HP.089 669 0000 83
0818294683
Abstrak
Berdasarkan hasil observasi awal, keterampilan membaca pemahaman siswa kelas III
SD Negeri 8 Purwodadi Grobogan belum mencapai KKM yang ditentukan, yaitu 71. siswa
maupun guru menganggap keterampilan membaca pemahaman sulit untuk dikuasai maupun
diajarkan. Penggunaan media dan teknik pembelajaran yang digunakan kurang menarik dan
belum maksimal. Penelitian tindakan kelas ini menggunakan model pembelajaran word
square yang diharapkan dapat meningkatkan keterampilan membaca pemahaman siswa kelas
III SD Negeri 8 Purwodadi Grobogan. Penelitian ini menggunakan dua variabel, yaitu
variabel keterampilan membaca pemahaman dan variabel model word square. Pengumpulan
data menggunakan teknik tes dan nontes. Teknik analisis data dilakukan secara kuantitatif
dan kualitatif. Berdasarkan hasil penelitian, diketahui nilai rata-rata yang dicapai oleh siswa
sebelum diberi tindakan, yaitu sebesar 52,86 dan berada dalam kategori kurang cukup. Pada
siklus I, nilai rata-rata siswa mengalami peningkatan sebesar 10,97 atau 20,75% menjadi
sebesar 63,83 dan berada dalam kategori cukup. Nilai rata-rata pada siklus I belum mencapai
batas ketuntasan yang telah ditetapkan oleh peneliti sehingga dilakukan siklus II. Pada siklus
II, nilai rata-rata keterampilan membaca pemahaman meningkat sebesar 19,96 atau 31,27%
menjadi sebesar 83,79 dan berada dalam kategori baik. Selain itu, hasil nontes menunjukkan
adanya perubahan perilaku siswa ke arah positif. Perubahan perilaku yang terjadi adalah
siswa lebih aktif selama pembelajaran, lebih berfokus terhadap penjelasan guru, lebih santun
dalam berperilaku, percaya diri, dan saling menghargai dalam kegiatan presentasi, serta lebih
mampu bekerja sama dengan temannya.
Kata kunci: keterampilan membaca, membaca pemahaman, model word square
752
(KBSP) IV 2016 753

PENDAHULUAN
Pembelajaran bahasa memiliki empat keterampilan dasar yaitu keterampilan

menyimak, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis.
Berdasarkan sifatnya keterampilan tersebut dapat digolongkan menjadi dua, yaitu bersifat
reseptif dan bersifat produktif. Keterampilan yang bersifat reseptif yaitu keterampilan
menyimak dan membaca, sedangkan keterampilan yang berifat produktif adalah keterampilan
berbicara dan menulis.
Selama ini guru masih menggunakan model konvensional, yaitu ceramah dan tugas.
Hal tersebut membuat siswa merasa bosan dan kurang tertarik saat mengikuti pembelajaran
bahasa Indonesia. Oleh karena itu, dibutuhkan variasi model pembelajaran untuk menarik
minat dan semangat siswa dalam mengikuti pembelajaran. Salah satu model pembelajaran
yang dapat digunakan adalah model pembelajaran word square.
Tujuan penelitian tindakan kelas ini adalah mendeskripsikan proses pembelajaran

keterampilan membaca dengan model pembelajaran word square, mendeskripsikan
peningkatan keterampilan membaca pemahaman siswa setelah mengikuti pembelajaran
membaca dengan model pembelajaran word square, dan mendeskripsikan perubahan perilaku
siswa setelah mengikuti pembelajaran membaca dengan model pembelajaran word square.
Berdasarkan latar belakang masalah di atas, peneliti akan mencoba melakukan penelitian
tindakan kelas mengenai peningkatan keterampilan membaca pemahaman dengan model
word square pada siswa kelas III SD Negeri 8 Purwodadi Kabupaten Grobogan tahun ajaran
2015/2016.
KAJIAN PUSTAKA
Model pembelajaran word square merupakan sesuatu yang baru bagi siswa, sehingga
siswa akan tertarik dengan untuk menemukan jawaban-jawaban dari kotak-kotak huruf yang
tersedia. Hal ini memudahkan siswa untuk lebih memahami isi bacaan dan menemukan
jawaban dengan tepat. Soal dikerjakan secara individu sehingga kemampuan pemahaman
siswa dapat diketahui pada saat siswa menjawab soal. Siswa telah mampu memahami isi teks
apabila siswa tersebut telah mampu menjawab sebagian besar soal yang disajikan dengan
tepat. Sebaliknya apabila siswa belum dapat menjawab soal, maka siswa tersebut belum
mampu memahami isi bacaan dengan baik.
Danarti (2008: 97) menyebut permainan word square dengan hidden word. Permainan
tersebut merupakan lembaran kertas yang berisi huruf-huruf acak. Tujuan dari permainan ini
adalah untuk menambah kosa kata siswa. Selain itu, keterkaitan antara soal dengan jawaban
yang disusun dalam kotak kata yang digunakan peneliti untuk menyamakan pemahaman
mengenai isi teks antara siswa dengan guru. Jawaban dari pertanyaan atau soal telah
disamarkan dengan pemberian huruf.
Anderson (dalam Tarigan 1984:7) menyatakan bahwa membaca adalah suatu proses
penyediaan kembali dan membaca sandi (a recording and deconding process). Membaca
merupakan suatu kegiatan yang menghubungkan kata-kata tulis (written word) dengan makna
bahasa lisan (oral language meaning) yang meliputi pengubahan sebuah tulisan atau cetakan
menjadi bunyi yang memiliki makna. Membaca dapat diartikan kegiatan menghubungkan
makna bahasa tulis menjadi bahasa bunyi.

754 (KBSP) IV 2016
Hampir sama dengan pendapat di atas, Tarigan (1984:56) mengemukakan bahwa

membaca pemahaman adalah sejenis membaca yang merupakan rincian membaca intensif
yang bertujuan memahami standar-standar atau norma kesusastraan; memahami resensi
kritis;memahami drama tulis dan memahami pola-pola fiksi. Membaca pemahaman biasanya
dilakukan dengan teknik membaca dalam hati. Membaca pemahaman dapat berarti
memahami secara kritis.
Dalam KTSP mata pelajaran bahasa Indonesia kelas III SD terdapat beberapa
kompetensi dasar keterampilan membaca. Salah satu kompetensi dasar yang harus dikuasai
siswa kelas III SD adalah menjawab dan atau mengajukan pertanyaan tentang isi teks agak
panjang (150-200 kata) yang dibaca secara intensif (Depdiknas: 2006). Diperlukan indikator
untuk mengukur ketercapaian siswa pada kompetensi dasar tersebut.
Indikator pertama yang harus dikuasai adalah mampu menjawab pertanyaan tentang isi
teks agak panjang (150-200 kata) dengan tepat. Guru mengungkapkan bahwa siswa belum
terampil dalam menjawab pertanyaan isi teks agak panjang. Hal ini disebabkan pemahaman
siswa terhadap isi teks masih kurang. Guru menuturkan bahwa nilai rata-rata keterampilan
membaca siswa adalah 65 sedangkan kriteria ketuntasan minimal pelajaran bahasa Indonesia
adalah 71. Selain itu, dari wawancara dapat diketahui bahwa siswa merasa kesulitan dalam
menjawab pertanyaan tentang teks agak panjang.
Indikator kedua adalah siswa mampu membuat pertanyaan mengenai isi teks bacaan.
Sebelum membuat pertanyaan siswa melakukan kegiatan membaca terlebih dahulu. Siswa
yang mampu membuat soal atau pertanyaan mengenai teks bacaan, maka siswa tersebut
memiliki kemampuan membaca yang baik.
METODE PENELITIAN
Penelitian tindakan kelas ini dilaksanakan dalam dua siklus, yaitu siklus I dan siklus II.
Tiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini
adalah keterampilan membaca pemahaman siswa kelas III. Sumber data dalam penelitian ini
adalah siswa kelas III SD Negeri 8 Purwodadi Grobogan, dengan jumlah 29 siswa, terdiri
atas 16 siswa laki-laki, dan 13 siswa perempuan. Penelitian ini menggunakan dua variabel,
yaitu variabel keterampilan membaca pemahaman dan variabel model word square.
Pengumpulan data menggunakan teknik tes dan nontes. Tes dilaksanakan dalam bentuk
uraian berupa tes membaca pemahaman, sedangkan teknik nontes diterapkan melalui
deskripsi perilaku ekologis, catatan harian guru dan siswa, wawancara, sosiometri, dan
dokumentasi foto. Teknik analisis data yang digunakan pada penelitian ini adalah analisis
secara kuantitatif dan kualitatif.
HASIL PENELITIAN
Tabel 1. Hasil Tes Keterampilan Membaca Pemahaman dengan Model Word Square
Rata-rata Peningkatan
Aspek SiklusII- Persentase

Siklus I Siklus II
Siklus I (%)

(KBSP) IV 2016 755

1 95,86 99, 31 7,03 7,69%
2 72,41 84,83 12,42 17,15%
3 52,41 82,07 29,66 56,59%
4 41,38 71,03 29,65 71,65%
5 33,79 70,34 36,55 108,16%
Rata-rata 63,83 83,79 19,96 31,27%
PEMBAHASAN
Berdasarkan hasil penelitian, diketahui nilai rata-rata yang dicapai oleh siswa sebelum
diberi tindakan, yaitu sebesar 52,86 dan berada dalam kategori kurangcukup. Pada siklus I,
nilai rata-rata siswa mengalami peningkatan sebesar 10,97 atau 20,75% menjadi sebesar 63,83
dan berada dalam kategori cukup. Nilai rata-rata pada siklus I belum mencapai batas
ketuntasan yang telah ditetapkan oleh peneliti sehingga dilakukan siklus II. Pada siklus II, nilai
rata-rata keterampilan membaca pemahaman meningkat sebesar 19,96 atau 31,27% menjadi
sebesar 83,79 dan berada dalam kategori baik. Selain itu, hasil nontes menunjukkan adanya
perubahan perilaku siswa ke arah positif. Perubahan perilaku yang terjadi adalah siswa lebih
aktif selama pembelajaran, lebih berfokus terhadap penjelasan guru, lebih santun dalam
berperilaku, percaya diri, dan saling menghargai dalam kegiatan presentasi, serta lebih mampu
bekerja sama dengan temannya.
Hasil tes menunjukkan bahwa target penelitian sudah tercapai. Nilai rata-rata kelas
yang dicapai siswa pada siklus II sebesar 83,97 sudah memenuhi batas ketuntasan yang
ditentukan oleh peneliti, yaitu 71. Siswa yang memperoleh nilai di atas 71 atau yang termasuk
tuntas sebanyak 24 siswa atau sebesar 82,76% dari jumlah siswa. Sementara itu, lima siswa
lainnya masih belum tuntas. Meskipun demikian, hasil tes siklus II sudah memenuhi target
ketuntasan penelitian, yaitu tingkat ketuntasan melebihi separuh dari jumlah siswa.
Berdasarkan analisis hasil tes membaca pemahaman pada tiap aspek, diketahui nilai rata-rata
siswa pada masing-masing aspek sudah melebihi batas ketuntasan penelitian. Dengan
demikian, indikator pembelajaran membaca pemahamanan sudah tercapai dengan hasil yang
memuaskan.
Perilaku negatif yang tidak sesuai dengan lima karakter positif dan masih terjadi pada
siklus I sudah tidak dilakukan siswa pada siklus II. Keaktifan siswa dalam melaksanakan
pembelajaran mengalami peningkatan yang signifikan. Siswa sudah lebih berfokus pada saat
diberi penjelasan oleh guru. Siswa juga sudah tidak canggung untuk bertanya dan
mengemukakan pendapat. Siswa yang bercanda dengan teman dan tidak memperhatikan
penjelasan guru sudah semakin berkurang. Keaktifan dan kedisiplinan dalam kegiatan diskusi
kelompok juga meningkat. Tidak ada siswa gaduh pada saat diskusi atau mondar-mandir di
kelas. Siswa juga lebih berdisiplin dalam menyelesaikan dan mengumpulkan tugas.
Kesantunan siswa saat membaca pemahaman juga ditunjukkan dengan lebih serius dalam
memperhatikan penjelasan guru serta lebih sopan dan menghargai temannya. Rasa percaya diri
siswa pada saat berpresentasi lebih tinggi dibandingkan pada siklus I. Siswa yang menyimak
presentasi juga lebih menghargai dan mengapresiasi teman yang sedang presentasi.

756 (KBSP) IV 2016
Kemampuan bekerja sama dan berbagi dalam diskusi kelompok juga berubah menjadi lebih
baik. Siswa juga dapat berbagi perasaan dan pengalamannya kepada guru dengan baik dan
lancar. Siswa mengaku senang dan memperoleh kemudahan dalam pembelajaran membaca
pemahaman dengan model word square.
SIMPULAN DAN SARAN
Simpulan
Keterampilan membaca pemahaman dengan model word square pada siswa kelas III
SD Negeri 8 Purwodadi mengalami peningkatan. Nilai rata‐rata yang dicapai oleh siswa
sebelum diberi tindakan adalah sebesar 52,86 dan berada dalam kategori cukup. Pada siklus I,
nilai rata‐rata siswa mengalami peningkatan 10,97 atau sebesar 20,75% menjadi sebesar
63,83 dan berada dalam kategori cukup. Nilai rata‐rata pada siklus I belum mencapai batas
ketuntasan yang telah ditetapkan oleh peneliti sehingga dilakukan siklus II. Setelah
dilaksanakan tindakan siklus II, nilai rata‐rata siswa mengalami peningkatan sebesar 63,83
menjadi sebesar 83,79 berada dalam kategori baik. Peningkatan nilai rata‐rata tersebut
membuktikan keberhasilan pembelajaran pembelajaran membaca pemahaman dengan
model word square.
Perubahan perilaku siswa mencakup lima karakter penting, yaitu keaktifan,
kesantunan, kemampuan bekerja sama dalam kelompok, kepercayaan diri, dan kemampuan
berbagi. Perubahan perilaku siswa dibuktikan dengan data nontes yang berupa deskripsi
perilaku ekologis, catatan harian guru, catatan harian siswa, wawancara, sosiometri, dan
dokumentasi foto.
Saran
Saran yang dapat peneliti sampaikan berdasarkan simpulan di atas adalah guru mata
pelajaran bahasa dan sastra Indonesia hendaknya menggunakan model pembelajaran word
square dalam pembelajaran membaca pemahaman karena model word square terbukti dapat
meningkatkan keterampilan membaca pemahaman siswa. Sementara itu bagi siswa, hendaknya
siswa giat berlatih membaca, agar dapat membaca dengan lancar. Dengan demikian,
keterampilan membaca siswa dapat maksimal.
DAFTAR PUSTAKA
Amalia, Noor Wachid. 2010. “Peningkatan Keterampilan Membaca Pemahaman Melalui

Teknik Scramble dengan Media Rubrik Pengetahuan Majalah Bobo Pada Siswa Kelas
III SD 2 Wergu Kulon Kudus”. Skripsi. Universitas Negeri Semarang.
Bell,Timotius. 2001. Area Reading: Speed and Understanding. Jurnal.

http://www.extensivereading.net/er/Readingmatrix.com (diunduh pada Senin, 4 April
2011).

(KBSP) IV 2016 757

Deny. 2010. Jenis-jenis Membaca. http://www.bangdeny.wordpress.com (diiunduh pada

Minggu, 3 April 2011).
Depdiknas. 2004. Keterampilan Membaca Pemahaman. Jakarta: Depdikbud
Farida, Devi Suryaning. 2009. “Penggunaan Media Word Square dalam Pembelajaran Bahasa
Arab Sebagai Upaya Peningkatan Kemampuan Kosakata Siswa Kelas XI SMA 02
Muhammadiyah Wuluhan- Jember”. Skripsi. Universitas Negeri Malang.
http://karya-ilmiah.um.ac.id/index.php/sastraarab/skripsi/ (diunduh pada Jumat, 4 Juni

2010).
Harjasujana dan Yeti Mulyati, 1996. Membaca 2. Jakarta: Depdikbud Dirjen Pendidikan
Dasar dan Menengah.
Haryadi. 2006. Retorika Membaca, Model, Metode, dan Teknik. Semarang: Rumah
Indonesia.
Indayani, Dewi. “Peningkatan Keterampilan Membaca Pemahaman Menemukan Gagasan

Utama dalam Teks Bacaan Menggunakan Metode Make A Match Pada Siswa Kelas
VII C SMP Negeri 2 Kudus”. Skripsi. Universitas Negeri Semarang.
Rahim, Farida. 2007. Pengajaran Membaca di Sekolah Dasar. Jakarta: Bumi Aksara.
Maesono, Anggadewo. 2002. Pembelajaran Keterampilan Membaca. Makalah disajikan dan

dibahas pada Lokakarya Nasional Pengembangan Materi Membaca dan Menulis bagi
Guru SLTP di Semarang pada tanggal 15 s.d. 22 Oktober 2002.
Ningsih, Dwi Utami. 2009. “Meningkatkan Aktivitas dan Hasil Belajar Siswa Melalui
Strategi Cooperative Script dan Word Square Materi Sistem Saraf Manusia Di SMA
Ibu Kartini Semarang”. Skripsi. Universitas Negeri Semarang.
Nurhadi. 2004. Bagaimana Meningkatkan Kemmpuan Membaca?. Bandung: Sinar Baru

Algensindo.
. 2005. Membaca Cepat dan Efektif. Bandung: Sinar Baru Algensindo.
Priyatiningsih. 2008. “Peningkatan Keterampilan Membaca Pemahaman Teks Bacaan

dengan Model Bawah Atas Melalui Metode STAD pada Siswa Kelas IIIA SD N
Srondol 02 ABDC”. Skripsi. Universitas Negeri Semarang.
Rahmawati, Yuni. 2010. Pengertian Membaca, Ketrampilan Mekanis,dan Ketrampilan

Pemahaman. http://ayunirahma.wordpress.com/ (diunduh pada Minggu, 3 April
2011).
Saptono, Sigit. 2003. Strategi Belajar Mengajar Biologi. Semarang: FMIPA UNNES.
Satata, Sri. 2010. Modul Aspek-aspek Keterampilan Berbahasa. Pusat Pengembangan Bahan
Ajar UMB. www.scribd.com/doc/ (diunduh pada Senin, 4 April 2011).

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Subyantoro. 2009. Penelitian Tindakan Kelas. Semarang: Badan Penerbit Universitas

Diponegoro.
Sudjana. 2002. Metoda Statistika. Bandung: Tarsito.
Suyatno. 2004. Teknik Pembelajaran Bahasa dan Sastra. Surabaya:SIC.
. 2009. Menjelajah Pembelajaran Inovatif. Surabaya:SIC.
Tarigan, Henry Guntur. 1994. Membaca Sebagai Suatu Ketrampilan Berbahasa. Bandung:
Angkasa.
Urdang, Laurence. 1968. The Random House Dictionary of the English Language the College
Edition. New York: Random House.
Widianingsih. 2008. “Peningkatan Membaca Pemahaman Dengan Media Reading Box Pada
Siswa Kelas III SD Pasuruhanlor Kecamatan Jati Kabupaten Kudus”. Skripsi.
Universitas Negeri Semarang.
Wainwright, Gordon. 2006. Speed Reading Better Recalling. Jakarta: PT Gramedia Pustaka
Utama
Widodo, Rahmad. 2009. Model Pembelajaran Word Square.

http://id.wordpress.com/tag/model-pembelajaran-wordsquare/ (diunduh pada Senin, 4
April 2011).
Wooley, Gary. 2004. Research On Reading Comprehension Difficulties After Year Four:
Actioning Appropriately. Jurnal. University of Canber


(KBSP) IV 2016
PEMBELAJARAN BAHASA & SASTRA INDONESIA BERBASIS

LINGUISTIK FUNGSIONAL SISTEMIK PADA MATERI TEKS
EKSPLANASI BUKU SISWA KURIKULUM 2013 KELAS XI SEMESTER 2
Oleh
Retno Winarni
S200150009
MAGISTER PENGKAJIAN BAHASA

SEKOLAH PASCASARJANA
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
ABSTRAK
Pembelajaran Bahasa & Sastra Indonesia Berbasis Linguistik Sistemik Fungsional

Pada Materi Teks Eksplanasi Buku Siswa Kurikulum 2013 Kelas XI Semester II
Retno Winarni S200150009 . Program Magister Pengkajian Bahasa , Sekolah Pascasarjana

Universitas Muhammadiyah Surakarta , 2016. retnowinarni@rocketmail.com .081329110788
Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran Bahasa & Sastra
Indonesia yang berbasis Linguistik Sistemik Fungsional Pada Materi Teks Eksplanasi Buku
Siswa Kurikulum 2013 Kelas XI semester II. Teknik Pengumpulan data dilakukan dengan
dokumentasi terhadap buku siswa dan buku guru Pelajaran Bahasa Indonesia kelas XI
Semester II. Hasil penenelitian ini adalah penerapan pembelajaran bahasa & Sastra Indonesia
yang berbasis Linguistik Sistemik Fungsional pada Materi teks eksplanasi dapat dilihat dari
tahapan pembelajaran berbasis teks yaitu a)pembangunan teks b)pemodelan teks
(Pembangunan Konteks dan Pemodelan Teks Eksplanasi h.1-h.36) c) pembuatan teks secara
bersama-sama h.37-42) dan d)pembuatan teks secara mandiri h.43-49. Dan teks Eksplanasi
mempunyai dua unsur yaitu Konteks Situasi dan Konteks Budaya .
Kata kunci : teks eksplanasi, tahapan pembelajaran, konteks situasi dan budaya
PENDAHULUAN
Linguistik pada prinsipnya memiliki peranan yang sangat besar untuk

memberikan kontribusi dalam aspek kajian bahasa. Secara umum linguistik merupakan
759
760 (KBSP) IV 2016
wujud interpretasidari ilmu yang mengambil bahasa sebagai objek kajiannya. Linguistik
memiliki kaitan yang erat dengan pendidikan. Hal ini merujuk pada persepsi bahwa bahasa
adalah media utama dalam pendidikan dan begitu pula sebaliknya, pendidikan memiliki efek
mendalam pada bahasa. Penelitian linguistik atau penelitian bahasa perlu dimanfaatkan
untuk pengajaran dan pendidikan bahasa. Linguistik lebih bermakna bila diterapkan dalam
pembelajaran bahasa.
Praktik analisis wacana sering melibatkan berbagai teori dan pendekatan.
Dalam tulisan ini, penulis mencoba menerapkan satu pendekatan linguistik, yakni
pendekatan Linguistik Fungsional Sistemik (LFS), untuk mengkaji teks eksplanasi pada
buku siswa Pelajaran Bahasa Indonesia Kurikulum 2013 yang digunakan sebagai bahan
pembelajaran di SMA Kelas XI semester II. Pemilihan teori LFS sebagai pendekatan
analisis wacana dalam tulisan ini, didasari oleh pemikiran bahwa pendekatan ini terbukti
mampu menjawab berbagai persoalan kebahasaan. Pendapat ini sesuai dengan pernyataan,
bahwa LFS dipandang cukup pantas dan berguna untuk kajian teks yang berhubungan
dengan antara lain (1) pendidikan bahasa ( language education), (2) perkembangan bahasa
anak ( child language development), (3) linguistik komputasi (computational linguistic), (4)
wacana media (media discourse), dan (5) percakapan lepas (casual conversation). Di samping
itu, kekuatan LFS terletak pada pandangan holistiknya terhadap bahasa, yakni pandangan
yang mempertimbangkan bahasa sebagai semiotik sosial. Bahasa adalah alat untuk
menetapkan dan mempertahankan hubungan sosial .
Setiap teks memiliki ciri linguistik dan fakta sosial yang berbeda-beda. Hal ini
dapat dilihat dari struktur dan tekstur yang membangun teks tersebut. Dalam tulisan ini
diberikan contoh analisis teks sederhana untuk membuktikan rancang bangun sebuah teks
yang baik dan utuh. Contoh teks yang digunakan sebagai bahan analisis diambil dari teks
mata pelajaran Bahasa Indonesia kelas XI Semester 2 . Penerapan LFS dalam materi teks
eksplanasi dapat dilihat dari tahapan pembelajaran berbasis teks yaitu a)pembangunan teks
b)pemodelan teks (Pembangunan Konteks dan Pemodelan Teks Eksplanasi h.1-h.36) c)
pembuatan teks secara bersama-sama h.37-42) dan d) pembuatan teks secara mandiri h.43-
49. Dan teks Eksplanasi yang mempunyai dua unsur yaitu Konteks Situasi dan Konteks
Budaya .
KAJIAN PUSTAKA
Telaah bahasa secara umum dapat dikelompokkan ke dalam dua perspektif,

yaitu linguistik formal dan linguistik fungsional. Linguistik formal memandang bahasa
sebagai suatu struktur yang dapat dianalisis ke dalam unit-unit bahasa yang lebih kecil.
Linguistik fungsional memandang bahasa sebagai sistem tanda yang dapat dianalisis
berdasarkan struktur bahasa dan pemakaian bahasa. Pemakaian bahasa berkait dengan
mengapa dan bagaimana bahasa digunakan. Dalam perspektif linguistik fungsional sistemik
(LFS), bahasa adalah sistem arti dan sistem lain (yakni sistem bentuk dan ekspresi) untuk
merealisasikan arti tersebut (Saragih, 2002:1). Kajian ini berdasar pada dua konsep yang
mendasar yang membedakan LFS dengan aliran linguistik lain, yaitu (a) bahasa merupakan
fenomena sosial yang wujud sebagai semiotik sosial dan (b) bahasa merupakan teks yang
berkonstrual (saling menentukan dan merujuk) dengan konteks sosial. Dalam kehidupannya,
manusia membutuhkan bahasa dalam interaksi sosial.
Tiga pengertian terintegrasi di dalam konsep fungsional ini. Pertama, bahasa
terstruktur berdasarkan fungsi bahasa dalam kehidupan manusia. Kedua, dalam kehidupan
manusia, fungsi bahasa mencakup tiga hal, yaitu ideasional (memaparkan, menggambarkan),

(KBSP) IV 2016 761

interpersonal (mempertukarkan), dan tekstual (merangkai).Ketiga fungsi ini oleh Halliday

(1994) disebut sebagai metafungsi bahasa yang akan menentukan struktur bahasa. Ketiga,
setiap unit bahasa adalah fungsional terhadap unit yang lebih besar, yang di dalamnya unit itu
menjadi unsur. Dengan demikian, sebuah grup, preposisi, atau klausa sisipan, berfungsi
dalam klausa kompleks untuk membangun kompleksitas tersebut dalam sebuah teks.
Tata bahasa fungsional sistemik berbeda dari tata bahasa tradisional maupun tata
bahasa transformasional. Menurut Knapp dan Watkins (1994), tata bahasa tradisional adalah
istilah yang merujuk pada tata bahasa 'sekolahan’ yang diajarkan di sekolah. Hal
ini karena bahasa dilihat sebagai sistem formal, yaitu penekanan pada aspek formal
bahasa. Tata bahasa tradisional sering digambarkan berlawanan dengan tata bahasa
fungsional, tata bahasa tradisional menggambarkan bahasa sebagai suatu sistem linguistik
formal sedangkan tata bahasa fungsional menggambarkan bahasa dalam konteks
sosio fungsional, seperti fitur linguistik. Butt, et al. (1998) menyatakan bahwa tata bahasa
tradisional berkaitan dengan “kelompok istilah” seperti ; noun, adjective, verb, adverb,
pronoun, article, conjunction, dan preposition. “Kelompok istilah” ini memungkinkan kita
untuk mengklasifikasikan kata-kata sesuai dengan cara mereka digunakan dalam kalimat
tetapi seberapa akurat dan bermanfaat kata-kata ini dalam konteks diabaikan. Bahkan,
pendekatan ini menganalisaarti dari bahasa tersebut pada level masing-masing kata-kata atau
dalam kalimat secara terpisah.
Tata bahasa fungsional sistemik (Systemic functional grammar) melihat bahasa
dari perspektif sosio-fungsional di mana komunikasi adalah berhubungan dengan konteks dan
tujuan. Pendekatan ini berkaitan dengan analisis wacana. Dengan kata lain, itu adalah cara
lain untuk menganalisa wacana. Ini adalah analisa bahasa dari sisi pemikiran yang disebut
'Systemis'. Pendekatan ini berpendapat bahwa teks-teks selalu dihasilkan dalam konteks,
bahwa arti bahasa ditemukan dalam teks secara keseluruhan dan bukan dalam kalimat yang
terpisah. Hal ini juga menyatakan bahwa model fungsional bahasa menjelaskan bagaimana
bahasa digunakan pada tingkat teks, tidak pada tingkat kata per kata dan kalimat secara
terpisah. Fokus dari pendekatan fungsional ini adalah pada hasil sosio-
budaya, tujuan, dan penggunaan bahasa tersebut. Sehingga secara umum pendekatan ini
ditujukan untuk mengungkapkan banyaknya pilihan yang dimiliki pengguna bahasa dalam
interaksi dan menunjukkan .
Teks Eksplanasi
Eksplanasi berasal dari bahasa asing (Inggris) yang berarti tindakan

menerangkan atau menjelaskan dan keterangan, pernyataan atau fakta yang menjelaskan (The
Contemporary English-Indonesian Dictionary: 651). Pengertian Teks Eksplanasi
(Explanation Text) adalah sebuah teks yang berisi tentang proses-proses yang berhubungan
dengan fenomena-fenomena alam, sosial, ilmu pengetahuan, budaya, dan lainnya.Sedangkan
Restuti (2013:85) mengatakan bahwa pengertian teks eksplanasi adalah teks yang
menerangkan atau menjelaskan mengenai proses atau fenomena alam maupun sosial.
Teks ini disusun dengan struktur yang terdiri atas bagian-bagian yang
memperlihatkan pernyataan umum (pembukaan), deretan penjelasan (isi), dan
interpretasi/penutup. Bagian pernyataan umum berisi informasi singkat tentang apa yang
dibicarakan. Bagian deretan penjelas berisi urutan uraian atau penjelasan tentang peristiwa
yang terjadi. Sementara itu, bagian interpretasi berisi pendapat singkat penulis tentang

762 (KBSP) IV 2016
peristiwa yang terjadi. Bagian ini merupakan penutup teks eksplanasi yang boleh ada atau
tidak ada. (Mahsun, 2013: 189).
Struktur Teks Eksplanasi (Explanation Text)
1. Pernyataan Umum, Berisi tentang penjelasan umum tentang fenomena yang akan
dibahas, bisa berupa pengenalan fenomena tersebut atau penjelasannya. Penjelasan
umum yang dituliskan dalam teks ini berupa gambaran secara umum tentang apa,
mengapa, dan bagaimana proses peristiwa alam tersebut bisa terjadi.
2. Deretan Penjelas, Berisi tentang penjelasan proses mengapa fenomena tersebut bisa
terjadi atau tercipta dan bisa terdiri lebih dari satu paragraf. Deretan penjelas
mendeskripsikan dan merincikan penyebab dan akibat dari sebuah bencana alam
yang terjadi.
3. Interpretasi (Opsional), Teks penutup yang bersifat pilihan; bukan keharusan. Teks
penutup yang dimaksud adalah, teks yang merupakan intisari atau kesimpulan dari
pernyataan umum dan deretan penjelas. Opsionalnya dapat berupa tanggapan
maupun mengambil kesimpulan atas pernyataan yang ada dalam teks tersebut
(Mahsun, 2013)
Skematik Eksplanasi
1. General Statement, Berisi satu statemen umum tentang suatu topik, yang akan
dijelaskan proses keberadaannya keberadaannya, proses terjadinya terjadinya, proses
terbentuknya, dsb. Harus bersifat ringkas, menarik, dan jelas, yang mampu
membangkitkan minat pembaca untuk membaca detailnya.
2. Sequence of explanations, Berisikan tentang detail penjelasan proses keberadaan,
proses terjadinya. Sangat relatif untuk menjawab pertanyaan how, yang jawabannya
berupa statemen atau declarative sentence. Penggunaan sequence markers sangat
dimungkinkan mengingat proses perlu dijelaskan bertahap, pertama, kedua, ketiga,
dsb. atau pertama, berikutnya, terakhir.
3. Closing, Berisikan kesimpulan atau statemen tentang topik/proses yang dijelaskan.
Menulis teks eksplana si merupakan sebuah komponen yang dibelajarakan dalam suatu
kegiatan belajar mengajar. Kegiatan menulis teks ini merupakan kegiatan dari hasil
pengamatan siswa mengenai teks tersebut. Hasil akhir dari sebuah pembelajaran adalah
menulis hasil observasi siswa mengenai teks ini, baik isi, struktur, maupun kebahasaan yang
terdapat dalam teks eksplanasi.
METODE
Metode penelitian yang digunakan adalah Metode deskriptif yaitu metode

penelitian yang mendeskripsikan atau menggambarkan penerapan pembelajaran
Pembelajaran Bahasa & Sastra Indonesia Berbasis Linguistik Sistemik Fungsional Pada
Materi Teks Eksplanasi Buku Siswa Kurikulum 2013 Kelas XI Semester II. Data
deskriptif adalah data yang dikumpulkan dalam bentuk kata-kata atau gambar

(KBSP) IV 2016 763

dari pada angka-angka. Metode deskriptif yang dimaksud adalah untuk

mendapatkan gambaran yang jelas mengenai pembelajaran .
Linguistik Sistemik Fungsional Pada Materi Teks Eksplanasi Kelas XI Semester 2
Materi Pelajaran 4 berjudul Menjelaskan Sebab dan Akibat Peristiwa Alam dan Sosial (hal 1-
49) dibagi dalam 3 kegiatan yang pada setiap kegiatan terdapat beberapa tugas. Sesuai
dengan struktur teks eksplanasi
1. Pernyataan Umum, Berisi tentang penjelasan umum tentang fenomena yang akan
dibahas, bisa berupa pengenalan fenomena tersebut atau penjelasannya. Penjelasan
umum yang dituliskan dalam teks ini berupa gambaran secara umum tentang apa,
mengapa, dan bagaimana proses peristiwa alam tersebut bisa terjadi.
2. Deretan Penjelas, Berisi tentang penjelasan proses mengapa fenomena tersebut bisa
terjadi atau tercipta dan bisa terdiri lebih dari satu paragraf. Deretan penjelas
mendeskripsikan dan merincikan penyebab dan akibat dari sebuah bencana alam
yang terjadi.
3. Interpretasi (Opsional), Teks penutup yang bersifat pilihan; bukan keharusan. Teks
penutup yang dimaksud adalah, teks yang merupakan intisari atau kesimpulan dari
pernyataan umum dan deretan penjelas. Opsionalnya dapat berupa tanggapan
maupun mengambil kesimpulan atas pernyataan yang ada dalam teks tersebut
(Mahsun, 20)
Pada Pelajaran 4 Menjelaskan Sebab dan Akibat Peristiwa Alam dan Sosial
dibagian awal dijelaskan bahwa pelajaran tersebut siswa diajak belajar dan memahami teks
eksplanasi. Teks eksplanasi berisi penejelasan tentang keadaan sesuatu sebagai akibat dari
sesuatu yang lain yang telah terjadi sebelumnya dan menyebabkan sesuatu yang lain lagi
akan terjadi kemudian. Pembelajaran teks eksplanasi terdiri atas tiga kegiatan . Kegiatan 1
adalah pembangunan konteks dan pemodelan teks eksplanasi. Kegiatan 2 adalah kerjasama
membangun teks eksplanasi dimana di dalamnya siswa diajak untuk merekonstruksi nilai-
nilai sosial , tujuan sosial , tahapan dan ciri kebahasaan dalam bentuk teks eskplanasi . Teks
eksplanasi dibangun secara bersama-sama dalam kelompok dengan bimbingan guru.
Kegiatan ini berisi strategi belajar agar peserta didik mampu membangun teks secara mandiri
. Kegiatan ini ndibagi menjadi tiga tugas yaitu menganalisis teks,m mengevaluasi teks dan
menginterpretasi teks. Pada Kegiatan 3 adalah kerja mandiri membangun teks eksplanasi .
Membangun teks secara mandiri merupakan puncak dari seluruh kegiatan membangun teks
dengan segala isinya.
Sesuai dengan pendekatan Linguistik Fungsional Sistemik ,Tata bahasa
fungsional sistemik (Systemic functional grammar) melihat bahasa dari perspektif sosio-
fungsional di mana komunikasi adalah berhubungan dengan konteks dan tujuan. Pendekatan
ini berkaitan dengan analisis wacana. Dengan kata lain, itu adalah cara lain untuk
menganalisa wacana. Ini adalah analisa bahasa dari sisi pemikiran yang disebut 'Systemis'.
Pendekatan ini berpendapat bahwa teks-teks selalu dihasilkan dalam konteks, bahwa arti
bahasa ditemukan dalam teks secara keseluruhan dan bukan dalam kalimat yang terpisah. Hal
ini juga menyatakan bahwa model fungsional bahasa menjelaskan bagaimana

764 (KBSP) IV 2016
bahasa digunakan pada tingkat teks, tidak pada tingkat kata per kata dan kalimat secara
terpisah. Fokus dari pendekatan fungsional ini adalah pada hasil sosio-
budaya, tujuan, dan penggunaan bahasa tersebut. Sehingga secara umum pendekatan ini
ditujukan untuk mengungkapkan banyaknya pilihan yang dimiliki pengguna bahasa dalam
interaksi dan menunjukkan.
Pada contoh teks Kegiatan 1 diawali dengan gambar 4.1 Alam pegunungan dan persawahan
yang dilanjutkan dengan teks yang mendukung gambar tersebut .
Kutipan teks
Semua makhluk hidup di bumi membutuhkan air. Manusia , tumbuhan dan hewan
membutuhkan air agar bisa hidup. Tanaman akan tumbuh subur jika mendapatkan cukup air .
air merupakan sumber daya yang terbarukan dan dinamis. ................ (h. 2)
Pada kegiatan tersebut siswa diajak mencermati teks eksplanasi dengan topik yang berkaitan
dengan peritiwa alam dan peristiwa sosial. Beberapa teks disajikan serta dianalisis menurut
struktur teks dan ciri kebahasaannya. Kegiatan dialnjutkan dengan tugas 1 Memahami
Struktur Teks Eksplanasi berupa menjawab beberapa pertanyaan yang berkaitan dengan
Siklus Hidrologi. Setelah siswa menjawab beberapa pertanyaan yang berkaitan dengan siklus
Hidrologi disajikan teks eksplanasi Siklus Hidrologi yang menjadi model dalam
pembelajaran tersebut. Tidak hanya dalam bentuk teks tetapi juga disajikan bagan-bagan
untuk memperjelas pemahaman siswa. Kemudian teks eksplanasi tersebut diuraikan menurut
strukturnya . Struktur teks eksplanasi bagi menjadi pernyataan umun (pembukaan) diikuti
dengan sebab akibat. Dalam menguraikan struktur teks tersebut siswa sekaligus mempelajari
tentang nomina , konjungsi, verba . Pada Kegiatan 1 siswa sampai pada pemahaman
bangunan teks eksplanasi sebagai berikut ,
Pernyataan Umum
Struktur
Teks Urutan Sebab Alam
Eksplanasi
ssS Urutan Sebab Sosial
Urutan Akibat Alam
Urutan Akibat Sosial
Pada tugas 2 Memahami Kaidah Kebahasaan siswa mempelajari tentang makna

kata-kata dengan bantuan Kamus Besar Bahasa Indonesia , Istilah asing yang telah diserap
dalam bahasa Indonesia dan konjungsi . Pada Tugas 3 teks Siklus Hidrologi dibandingkan
dengan teks banjir . Urutan pembelajaran seperti pada kegiatan dan tugas sebelumnya
dengan tambahan pemahaman tentang Klausa simpleks , Klausa Simpleks , Istilah Khusus,
Kata Kerka Material, Kata kerja relasional Perbandingan teks dimaksudkan agar siswa

(KBSP) IV 2016 765

menjadi lebih kuat dalam pemahaman tentang struktur dan isi dari teks eksplanasi dan
mmahami konteks sosial/alamnya .
Kegiatan 3 Kerja Mandiri Membangun Teks Eksplanasi merupakan puncak dari

seluruh kegiatan membangun teks eksplanasi. Kergiatan diawali dengan membuat struktur
yang sesuai , mencari contoh teks eksplanasi , mengabstraksi teks eksplanasi , mengonversi
teks eksplanasi dan menyunting teks . Dari keseluruhan proses pembelajaran teks eksplanasi
pada buku siswa kelas XI semester 2 penyajian materi dirancang sedemikian rupa agar siswa
dapat dengan mudah menguasai konsep kompetensi dasar dan selanjutnya
mengaplikasikannya .
Konteks Sosial & Budaya
Teks yang dipilih dalam meteri pembelajaran Teks Eksplanasi adalah teks yang memiliki
konteks sosial & budaya. Teks tersebut tidak berdiri sendiri dan tidak bermakna. Kandungan
isi yang terdapat dalam teks tersebut bisa dilihat dan ditemukan dalam kehidupan sehari-hari
siswa. Contohnya tentang siklus hidrologi, banjir, lumpur lapindo dsb.
SIMPULAN
Penerapan Linguistik Sistemik Fungsional ditemukan pada Buku Siswa Pelajaran Bahasa
Indonesia Materi Pelajaran 4 Teks Eksplanasi kelas XI Semester 2 . Teks Eksplanasi
dihasilkan dalam konteks, bahwa arti bahasa ditemukan dalam teks secara keseluruhan dan
bukan dalam kalimat yang terpisah. Hal ini juga menyatakan bahwa model fungsional bahasa
menjelaskan bagaimana bahasa digunakan pada tingkat teks, tidak pada tingkat kata per
kata dan kalimat secara terpisah. Penerapan lebih nampak dalam struktur teks Eksplanasi
yang terdiri atas pernyataan umum, deretan penjelas, interpretasi
UCAPAN TERIMA KASIH
Ucapan terima kasih penulis sampaikan kepada :
1. Prof.Dr. Markhamah , M.Hum Ketua Program Studi Magister Pengkajian Bahasa

Sekolah Pasca Sarjana Universitas Muhammadiyah Surakarta atas kesempatan untuk
mengembangkan ilmu dan menjadi pemakalah pada Seminar Nasional Kajian Bahasa
, Sastra dan Pengajarannya.
2. Seluruh Dosen Magister Pengkajian Bahasa yang telah membuka wawasan dan
memberikan ilmunya kepada penulis .
3. Keluarga tercinta yang tak pernah henti memberikan dukungan semangat dalam
menempuh pendidikan.
DAFTAR PUSTAKA
Chaer, Abdul. 2007. Linguistik Umum. Jakarta. Rineka cipta
Mahsun .2005. Metode Penelitian Bahasa. Jakarta : PT Raja Grafindo Persada.
Muslimin. Analisis Buku Teks Bahasa Indonesia n Untuk SMP Kelas IX Dengan Pendekatan
Tematik .

766 (KBSP) IV 2016
file:///D:/HYG/My%20Documents/Pembelajaran%20Bahasa%20Indonesia%20Dal
am%20Linguistik%2Di%20Indonesia.htm diunduh 20 Maret 2016. Pukul 12.30.
Kemendikbud. 2014. Bahasa Indonesia Ekspresi Diri dan Akademik SMA/MA/SMK

Kelas XI Semester 2. Jakarta : Puskurbuk Balitbang. .
Sugiono.2012. Metode Penelitian Pendidikan. Bandung: Alfabeta.


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ANALISIS WACANA PIDATO PRESIDEN JOKO WIDODO

PADA PERINGATAN HARI GURU NASIONAL TAHUN 2015
Gallant Karunia Assidik, Firstya Evi Dianastiti

Pascasarjana Universitas Negeri Semarang
gallantkarunia@gmail.com, tya.firstya@gmail.com
ABSTRAK
Kajian ini menganalisis hubungan antara bahasa dan citra dalam teks pidato presiden Joko
Widodo pada peringatan hari guru nasional tahun 2015. Model yang digunakan dalam ini
kajian ialah model analisis wacana kritis Norman Fairclough. Hasil kajian menunjukan bahwa
melalui pidatonya, Joko Widodo tengah melakukan upaya “perbaikan citra” dengan
memanfaatkan berbagai strategi bahasa tertentu seperti struktur, tata bahasa, koherensi dan
konjungsi dalam mendukung upaya nawacita Presiden Republik Indonesia yakni revolusi
mental.
Kata kunci: Bahasa, Citra, Analisis Wacana Kritis, Wacana Politik
PENDAHULUAN
Bahasa adalah kunci keberhasilan dari sebuah komunikasi. Menurut Kridalaksana
(2007:3) bahasa adalah sistem tanda bunyi yang disepakati untuk dipergunakan oleh para
anggota kelompok masyarakat tertentu dalam bekerja sama, berkomunikasi, dan
mengidentifikasi diri. Selaras dengan pendapat tersebut Leech (1997:47) menyatakan bahwa
bahasa memang memiliki fungsi informatif, selain fungsi ekspresif, direktif, estetis, dan fatis.
Apabila pendapat tersebut dikaji secara mendalam dapat diketahui bahwa fungsi utama
sebuah bahasa adalah alat penyampai informasi. Lebih lanjut, Hanum (2004:55) menyatakan
bahwa salah satu fungsi bahasa adalah sebagai alat komunikasi dan memiliki peran yang
besar dalam komunikasi. Di sinilah peran utama bahasa terlihat karena bahasa
menghubungkan antara manusia satu dengan manusia yang lain.
Dalam kehidupan bernegara, bahasa menjadi kunci penyampaian informasi melalui
berbagai pidato kenegaraan, wacana di media massa, elektronik, dan bahkan media sosial
internet. Bahasa yang disampaikan oleh seorang presiden mendapat perhatian khusus dari
masyarakat karena perannya sebagai seorang kepala negara. Wacana pidato tersebut dapat
ditelaah lebih lanjut dengan menggunakan pendekatan analisis wacana kritis. Analisis wacana
kritis merupakan salah satu pendekatan untuk mengkaji wacana secara komprehensif.
Analisis wacana kritis memiliki beberapa karakteristik, yaitu (a) tindakan, (b) konteks, (c)
historis, (d) kekuasaan, dan (e) ideologi. Oleh karena itu, dipastikan bahwa setiap wacana,
termasuk wacana pidato, memiliki lima karakteristik tersebut.
KAJIAN PUSTAKA
Analisis Wacana Kritis
Analisis Wacana Kritis (AWK) adalah sebuah upaya atau proses (penguraian) untuk
memberikan penjelasan dari sebuah teks (realitas sosial) yang mau atau sedang dikaji oleh
767
768 (KBSP) IV 2016
seseorang yang kecenderungannya mempunyai tujuan tertentu untuk memperoleh apa yang
diinginkan. Analisis Wacana Kritis (AWK) digunakan karena menekankan pada konstelasi
kekuatan yang terjadi pada proses produksi dan reproduksi makna (Eriyanto 2002:23). Dalam
analisis wacana kritis, wacana tidak semata-mata dipahami sebagai studi bahasa, melainkan
dipahami sebagai suatu bentuk praktik sosial (Fairclough dan Wodak dalam Subagyo
2010:177).Penelitian analisis wacana kritis dilakukan oleh Sumarti (2010) dengan judul
“Analisis Wacana Kritis Strategi Politik Penggunaan Bahasa dalam Pidato Presiden Susilo
Bambang Yudhoyono”. Berdasarkan temuan dan bahasan dalam penelitian yang telah
dilakukan dapat disimpulkan bahwa strategi politik penggunaan bahasa dalam pidato
Presiden Susilo Bambang Yudhoyono, dalam tataran penggunaan kata, unsur yang tampak
adalah penggunaan kata-kata persona, penggunaan kata yang bernuansa ”reformasi”, dan
”keterbukaan”. Dari data verbal yang terkumpul, Presiden Susilo Bambang Yudhoyono
menggunakan kata persona saya, kami, kita, bangsa Indonesia, Indonesia, dan pemerintah.
Penelitian tentang analisis wacana kritis dalam dunia politik juga diteliti oleh
Bayram (2010) yang melakukan penelitian dengan judul “Ideology and Political Discourse: a
Critical Discourse Analysis of Erdogan’s Political Speech”. Bayram menggunakan analisis
wacana kritis model Norman Fairclough untuk membedah pidato politik Perdana Menteri
Turki, Recep Tayyip Erdogan. Penelitian ini secara khusus menganalisis wacana pidato
politik, yaitu pidato singkat Perdana Menteri Turki, Recep Tayyip Erdogan saat berdebat
dengan Presiden Israel, Shimon Peres, di Forum Ekonomi Dunia di Davos pada tahun 2009.
Hal yang dianalisis yaitu penggunaan bahasa untuk merealisasikan kekuasaan dalam
lingkungan politik.
Selanjutnya, Ahmadian dan Farahani (2014) melakukan penelitian yang berjudul “A
Critical Discourse Analysis of The Los Angeles Times and Tehran Times on the
Representation of Iran’s Nuclear Program”. Penelitian yang dimuat dalam jurnal Theory and
Practice in Language Studies tersebut menyimpulkan bahwa dua surat kabar tersebut
menelaah masalah nuklir secara berbeda, sesuai dengan ideologi masing-masing, yaitu
menggunakan strategi makro positif presentasi diri dan startegi presentasi negatif. Strategi
ideologi tersebut diwujudkan dengan strategi diskursif lain seperti: tata bahasa leksikal,
anggapan, konsensus, hiperbola, ilegalitas, dan pengakuan (klaim).
Persepsi Realitas dan Citra

Citra di mata publik maupun masyarakat umum dapat terlihat dari pendapat ataupun
pola pikir pada saat mempersepsikan suatu realitas yang terjadi. Realitas dapat dipersepsikan
berbeda oleh tiap individu maupun anggota publik yang berbeda. Kotler (dalam Wasesa
2005:13) mengutarakan bahwa persepsi merupakan sebuah proses dimana seseorang
melakukan seleksi, mengorganisasi, dan menginterpretasi informasi-informasi yang masuk ke
dalam pikirannya menjadi sebuah gambar besar yang memiliki arti. Bangunan persepsi
realitas, dan citra terbentuk oleh kredibilitas. Jika tidak didasari informasi realitas dengan
kredibilitas yang tinggi maka hanya akan menghasilkan citra yang lemah. Informasi yang
kurang maupun tidak kredibel mengakibatkan munculnya banyak celah yang dapat dilihat
oleh publik ataupun lawan yang dapat dengan mudah mengubah citra tersebut menjadi citra
yang negatif.
Pemahaman proses seleksi informasi oleh publik perlu dipahami guna mendapatkan
citra yang diinginkan. Proses seleksi tersebut merupakan sebuah proses penyaringan
informasi akan suatu realitas oleh publik yang kemudian akan diinterpretasikan dan
dipersepsikan sehingga memunculkan suatu citra dalam benak publik tersebut. Kotler (dalam
Wasesa 2005:14-15) menyebutkan bahwa proses seleksi informasi tersebut terbagi dalam 3
hal, yaitu selective attentioni, selective distortion, selective retention. Dalam dunia

(KBSP) IV 2016 769

pencitraan, persepsi, realitas, dan citra merupakan suatu hal yang saling terkait dan
bersinggungan. Citra telah berubah menjadi sebuah strategi politik. Strategi pencitraan dan
teknologi pencitraan dikemas sedemikian rupa untuk memengaruhi persepsi, emosi, perasaan,
kesadaran, dan opini publik sehingga dapat diarahkan ke sebuah preferensi tertentu.
METODE PENELITIAN
Desain penelitian yang digunakan dalam penelitian ini deskriptif kualitatif dengan
perspektif Analisis Wacana Kritis (AWK) atau Critical Discourse Analysis (CDA) Norman
Fairclough. Analisis Wacana Kritis (AWK) Norman Fairclough memetakan objek penelitian
menjadi tiga hal, yaitu (a) teks, (b) discourse practice, dan (c) sosciocultural practice. Data
dalam penelitian ini adalah penggalan wacana pidato Presiden Joko Widodo pada puncak
peringatan Hari Guru Nasional ke-21 di Istora Senayan tanggal 24 November 2014.

Hasil penelitian dan pembahasan disusun sesuai tahapan AWK Norman Fairclough
yang meliputi (a) analisis teks, (b) relasional tekstual (discourse practice), dan (c) konteks
sosial (sociocultural practice).
A. Analisis Teks
Teks dianalisis secara linguistik, dengan melihat tata bahasa dan koherensi. Tata
bahasa yang dianalisis mencakup ketransitifan, modalitas, dan aspek. Adapun koherensi
terdiri atas pronomina dan konjungsi. Selain itu juga mempertimbangkan leksikal (kata
kunci) yang terdapat dalam teks tersebut.
1. Tata Bahasa
Analisis ihwal tata bahasa meliputi ketransitifan, modalitas, dan aspek. Pembahasan
lebih lanjut dari ketiga hal tersebut adalah sebagai berikut.
a. Ketransitifan
Wacana pidato sambutan Presiden Joko Widodo pada peringatan Hari Guru Nasional
ke-21 hampir seluruhnya menggunakan bentuk klausa akif. Data ketransitifan yang terdapat
dalam wacana tersebut diantaranya adalah sebagai berikut.
1) Setiap tahun juga kita mengingat dan menghormati karya nyata para guru. (p1, 2)
2) Karya nyata guru-guru yang berjuang di pedalaman. (p1, 3)
3) Saya menghargai tema peringatan Hari Guru Nasional tahun ini, yaitu “Guru
Mulia karena Karya”. (p3, 1)
4) Guru itu bukan hanya sebuah pekerjaan, tetapi guru adalah menyiapkan sebuah
masa depan. (p6, 1)
5) Saya ingin mengajak kita semua untuk menggunakan momentum Hari Guru
Nasional ini untuk mengingatkan kembali peran penting guru dalam pendidikan
karakter bangsa. (p8, 1)
Presiden Joko Widodo dalam pidato sambutannya sebagian besar memanfaatkan

klausa aktif. Penggunaan klausa tersebut menempatkan Presiden Jokowi (saya) dan para
guru (kita) sebagai pelaku yang mengikuti proses dari predikat yang disandang subjek.
Klausa aktif digunakan untuk menonjolkan subjek sebagai pelaku. Dalam hal ini untuk
memantapkan posisi Presiden Jokowi yang turut andil dan aktif dalam menghargai dan

770 (KBSP) IV 2016
memperhatikan para guru di Indonesia. Pemanfaatan ketransitifan berimplikasi pada

pembentukan citra positif Jokowi maupun citra positif guru.
b. Modalitas
Modalitas digunakan untuk menilai level kuasa penuturnya. Dalam pidato
peringatan Hari Guru Nasional Tahun 2015 ditemukan dua modalitas deontik yang
digunakan Jokowi, yaitu modalitas harus sebanyak lima kali dan bisa digunakan sebanyak
dua kali. Penggunaan dua tipe modalitas tersebut adalah sebagai berikut.
1) Karya nyata guru-guru yang hari ke hari, harus menapaki jalan puluhan
kilometer untuk bisa terus berkarya. (p2, 3)
2) Ini yang harus digarisbawahi. Sekali lagi, menyiapkan sebuah masa depan.(p5m
2)
3) Sehingga, kekuatan mendidik, pembelajaran anak itu harus betul-betul dikuati di
sekolah, dikuati di rumah. (p12, 1)
4) Persaingan sekarang bukan antar kota, bukan antar kabupaten, bukan antar
propinsi, tetapi sudah antar negara. Tidak bisa kita hindari. (p14, 1)
5) Masyarakat Ekonomi Asean. Sudah tidak bisa kita tolak lagi. (p14, 3)
6) Sekali lagi, bangsa ini harus menjadi bangsa pemenang. (p15, 3)
7) Kita harus bekali generasi masa depan kita dengan mentalitas pemenang,
mentalitas positif, mentalitas kreatif, mentalitas berani bersaing, (p15, 4)
Pemanfaatan modalitas harus menandakan bahwa pada saat itu Presiden Joko
Widodo menunjukkan kuasanya. Lema harus yang tergolong dalam modalitas deontik
secara tidak langsung dimanfaatkan untuk memerintah, meskipun diramu dengan kalimat
motivasi yang diberikan kepada para guru. Banyaknya modalitas harus yang terdapat
dalam wacana juga menunjukkan ketegasan presiden sebagai pemimpin. Adapun
modalitas tidak bisa diucapkan untuk mengonstruksi ketidakmungkinan. Melalui
pengungkapan modalitas tersebut dapat dicermati bahwa melalui pidatonya Presiden
kembali mengingatkan para guru akan peran pokok guru dan memerintahkan para guru
untuk mempersiapkan dengan baik generasi yang akan datang melalui pendidikan.
c. Aspek
Pada wacana pidato Presiden Joko Widodo ditemukan pula penggunaan kata bantu
aspek, yaitu akan. Terdapat empat data penggunakan kata bantu aspek akan. Pemanfaatan
kata bantu tersebut mencitrakan komitmen dan harapan dari Presiden Joko Widodo
terhadap para guru yang mencetak generasi penerus bangsa. Contoh data dari kata bantu
aspek adalah sebagai berikut.
1) Dan saya meyakini bahwa karya guru-guru akan melukis wajah masa depan
Republik Indonesia.
2) Dengan karya seorang guru, maka akan ada jutaan anak Indonesia yang
karakternya terbentuk dengan etos kerja berbasis karya.

(KBSP) IV 2016 771

2. Koherensi
Koherensi adalah pertalian atau jalinan antar kata atau antar kalimat dalam teks, dua
fakta yang berbeda dapat dihubungkan sehingga tampak berhubungan. Koherensi melihat
bagaimana sseorang secara strategis menggunakan wacana untuk menjelaskan suatu fakta
atau peristiwa, apakah dipandang sebagai peristiwa terpisah, berhubungan atau justru sebagai
sebab akibat. Koherensi dalam wacana ini ditelaah berdasarkan pemilihan pronomina dan
konjungsi.
a. Pronomina
Kata ganti dipakai komunikator untuk menunjukkan di mana posisi seseorang dalam
wacana. Prinsipnya, kata ganti dipakai untuk merangkul dukungan dan menghilangkan
oposisi yang ada. Presiden Joko Widodo menggunakan pronomina saya dan kita dalam
sambutannya. Ditemukan 27 data penggunaan pronomina saya, dan 10 pronomina kita. Salah
satu data yang ditemukan adalah sebagai berikut.
1) S
aya ingin mengajak kita semua untuk menggunakan momentum Hari Guru
Nasional ini untuk mengingatkan kembali peran penting guru dalam pendidikan
karakter bangsa. (p8, 1)
2) S
aya titip. (p12, 3) dan (p15, 2)
Berdasarkan data, terdapat ketimpangan dalam penggunaan pronomina saya dan

kita. Penggunaan pronomina saya yang lebih banyak mencitrakan presiden selaku individu
yang berdiri sendiri. Meskipun begitu, pronominal kita yang berarti presiden dan para guru
bisa menumbuhkan solidaritas, aliansi, perhatian publik serta mengurangi kritik dan oposisi
kepada diri sendiri.
b. Konjungsi
Konjungsi yang ditelaah dalam penelitian ini adalah karena, oleh sebab itu, dan
untuk itu. Penggunaan konjungsi tersebut lebih menunjukkan kausal sebabakibat. Presiden
Joko Widodo ingin menunjukkan peran dan pengaruh guru dalam mencerdaskan dan
mempersiapkan generasi yang akan mengembangkan bangsa Indonesia.
1) Oleh sebab itu, mempersiapkan ini ada di pundak Bapak/Ibu guru sekalian.
(p15, 1)
Konjungsi oleh sebab itu dimanfaatkan Presiden Joko Widodo untuk meneguhkan
peran penting guru dalam menopang keberlangsungan negara. Pemanfaatan konjungsi
tersebut mencitrakan guru sebagai sosok yang sangat penting. Adapun Presiden secara
implisit menyerahkan tanggung jawab sepenuhnya pada sosok guru.
B. Relasional Tekstual (Discourse Practice)

Relasional tekstual (discourse practice) merupakan dimensi yang berhubungan
dengan proses produksi dan konsumsi teks. Sebuah teks berita pada dasarnya dihasilkan
lewat proses produksi teks yang berbeda, seperti bagaimana pola kerja, bagan kerja, dan
rutinitas dalam menghasilkan berita. Proses produksi dalam teks pidato sambutan Presiden
Joko Widodo pada puncak peringatan Hari Guru Nasional tahun 2015 tidak dapat dipastikan

772 (KBSP) IV 2016
secara jelas, apakah sepenuhnya disusun sendiri oleh presiden atau disusun oleh tim
Sekretaris Kabinet. Namun, apabila ditelaah dari isi pidato sambutan, sebelumnya sudah
terdapat kerangka pidato yang telah tersusun, tetapi karena menyesuaikan dengan situasi dan
kondisi pada saat itu, yaitu dihadirkannya para guru Jokowi semasa sekolah, maka terdapat
beberapa paragraf sisipan yang secara khusus merupakan sapaan dan ungkapan hati Jokowi
yang ditujukan kepada para gurunya.
C. Konteks Sosial (Sociocultural Practice)

Konteks sosial jika dikaitkan dengan penggalan wacana tersebut cukup menarik jika
ditelaah lebih jauh. Definisi awal mengenai konteks sosial secara garis besar ialah hubungan
antara teks/ wacana dengan kondisi sosial di masyarakat. Maksud dari pernyataan tersebut
ialah antara teks dan sosial mempunyai hubungan yang resiprokal, sebuah teks mampu
mempengaruhi keadaan sosial sebuah masyrakat. Begitu juga sebaliknya keadaan sosial
sebuah masyrakat mampu dipengaruhi oleh wacana/ teks.
Wacana tersebut menyiratkan bahwa Presiden berpesan kepada guru untuk kembali
menjadi pribadi yang baik dan mampu membawa perubahan yang baik. Hal ini tentunya tidak
lepas dari kondisi sosial di masyarakat yang beberapa kali terdapat fenomena-fenomena yang
melenceng dari hakikat seorang pendidik. Selain itu jika diamati secara mendalam sang
presiden pun menyindir dengan motto yang cukup menggelitik, yakni Guru Mulia dengan
Karya. Sejatinya guru menjadi profesi yang cukup penting karena mendidik generasi penerus
bangsa, akan tetapi pada kenyataanya sering kali guru tidak menjadi kreatif karena
terkungkung pada system yang membuat guru seakan terlena akan pentingnya peningkatan
kemampuan untuk kualitas pendidikan.
SIMPULAN
Hasil analisis baik secara tekstual, wacana dan sosial merepresentasikan adanya
hubungan yang erat antar ketiganya. Hubungan itu menjadi benang merah yang cukup jelas
manakala dikaitkan dengan nawacita Presiden saat mencalonkan diri dalam Pilpres lalu.
Presiden begitu jeli memanfaatkan strategi-strategi yang kaitnya dengan teks dan wacana
untuk mendukung programnya.
Guru menjadi agen yang sangat strategis mengingat esensi dari perannya yang begitu
krusial. Kesempatan ini tentunya tidak disia-siakan Presiden untuk membentuk guru menjadi
pribadi yang berkarakter dan siap mendukung program revolusi mental yang telah lama
didengungkan.
Fitur-fitur lingustik seperti tata bahasa, struktur, konjungsi dan koherensi digunakan
untuk membentuk “perbaikan citra” terhadap guru. Perbaikan citra ini direpresentasikan
dalam pembentukan citra positif guru, pembentukan citra pentingnya revolusi mental dan
pendidikan nasional, dan pentingnya mempunyai guru yang cerdas dan mampu berkarya.
Proses dan perbaikan citra yang disalurkan oleh Jokowi melalui pidatonya juga
berkaitan erat dengan latar belakang sosial, politik, dan nilai-nilai budaya. Hal ini
memperlihatkan bahwa bahasa dan struktur sosialnya memiliki hubungan resiprokal yang
saling berhubungan dan tak dapat dipisahkan.

(KBSP) IV 2016 773

DAFTAR PUSTAKA
Ahmadian, Moussa, Elham Farahani. 2014. “A Critical Discourse Analysis of The Los
Angeles Times and Tehran Times on the Representation of Iran’s Nuclear
Program”. Journal Theory and Practice in Language Studies, Vo. 4, No. 10, pp.
2114-2122, October 2014. ISSN 1799-2591.
Bayram, Fatih. 2010. “Ideology and Political Discourse: a Critical Discourse Analysis of
Erdogan’s Political Speech”. vol. 7, hal 23-40.
http://research.ncl.ac.uk/ARECLS/volume7/bayram_vol7.pdf
Eriyanto. 2009. Analisis Wacana-Pengantar Analisis Teks Media. Yogyakarta: LKis
Hanum, Salma M. 2004. Sukses Meniti Karir sebagai Presenter. Jakarta: Absolut
Humas Setkab. 2015. Sambutan Presiden Joko Widodo Pada Puncak Peringatan Hari Guru
Nasional ke-21 Di Istora Senayan, Jakarta, 24 November 2015. Dalam
http://setkab.go.id/sambutan-presiden-joko-widodo-pada-puncak-peringatan-hari-
guru-nasional-ke-21-di-istora-senayan-jakarta-24-november-2015/
Kridalaksana, Harimurti. 2007. Kamus Linguistik, Edisi Ketiga. Jakarta: Gramedia Pustaka
Utama.
Leech, Geoffrey. 1993. Prinsip-prinsip Pragmatik. Terj. M.D.D Oka. Jakarta: Universitas
Indonesia.
Subagyo, Paulus Ari. 2010. “Pragmatik Kritis: Paduan Pragmatik dengan Analisis Wacana
Kritis” dalam Jurnal Linguistik Indonesia, Tahun ke-28, Nomor 2, Agustus 2010,
hal. 177-187.
Sumarti, Endang. 2010. “Analisis Wacana Kritis Strategi Politik Penggunaan Bahasa dalam
Pidato Presiden Susilo Bambang Yudhoyono”. Jurnal LITERA Volume 9, Nomor 1,
April 2010.
Wasesa, Silih Agung. 2013. Political Branding & Public Relations: Saatnya Kampanye
Sehat, Hemat, dan Bermartabat. Jakarta: Kompas Gramedia.
Identitas
Nama Lengkap : 1. Firstya Evi Dianastiti

2. Gallant Karunia Assidik
Alamat : Desa Gemuh Blanten RT.05/02, No. 17 Kec. Gemuh, Kab. Kendal
Jawa Tengah 51356
No Hp : 085640530079
Surel : tya.firstya@gmail.com


(KBSP) IV 2016
LEXICAL ANALYSIS IN THE NOBLE QUR’AN SURAH AN-NISA VERSE 34

INTERPRETED BY Dr. MUHAMMAD TAQIUDDIN Al-HILALI, Ph.D.
By Hukma Darojati, S.Pd.I
ABSTRACT
This research is focus on semantic analysis in surah an-Nisa verse 34
lexically and contextually. Semantic is the study of meaning of words, phrases and
sentence. It focuses on the relation between signifiers, such as words, phrases, signs,
and symbols, and what they stand for. Linguistic semantics is the study of meaning
that is used to understand human expression through language. In linguistics,
semantic analysis is the process of relating syntactic structures, from the levels of
phrases, clauses, sentences and paragraphs to the level of the writing as a whole, to
their language-independent meanings. The lexical meaning is study of semantics
which concern with the meaning based on the dictionary. On the other hand,
contextual meaning is the study of semantics which concern with the meaning based
on the situational. However, lexically, based on the interpretation of Muhammad
Taqiuddin, surah an-Nisa verse 34 discuss about the noble duty of husband to his
wife. A husband as the leader of the household and the wife is the manager. It also
talks about the way of husband remind the wife whom cannot do the duty of wife.
Beside, contextually, Qawwam has many interpretation meanings. Classical Muslim
scholar said that man is the leader of woman in the family, moderate scholar conclude
that a woman can be a leader if she can fulfill what in family need including leading
sector of family and modern scholar coming from feminist said that both man and
woman have the same right dealing of family.
Keywords: descriptive analysis, semantics analysis, surah an-Nisa verse 34
1. Introduction
There are some literary works conducted almost with the similar topic that will
be researched by the writer. A research paper was conducted by Ifonila Yenianti, A
Descriptive Study on Figurative Language Used in West Life’s Song. She analyzed
about the figurative style. According to her, the language style used in West Life’s
song is figurative style based in smile, metaphor, personification and metonymy,
hyperbola and apostrophe (Yenianti, 2003: 36). It also reviews related to this
research and the title is A Descriptive Study on Figurative Language Used in
Celine Dion’s Song by Mohammad. He analyzed about figurative language.
According to him, the language style used in Celine Dion’s song is figurative style
774
(KBSP) IV 2016 775

based in metonymy, hyperbole, metaphor, personification, apostrophe, simile and

paradox (Mohammad, 2006: 36).
This study is expected to be beneficial to the world of semantics and
complement to the study of meaning in surah An-Nisa verse 34 in al-Qur’an. The
result of the study will give additional information to the reader. The study can
contribute to the development of semantics study particularly among students who
are study of religious texts such al-Qur’an as Holy Scripture. Moreover, the reader
can concern in analyzing the study of semantic in surah an-nisa verse 34 in al-
Qur’an. Therefore, this study of linguistic texts, which enables us to uncover how
language is manuvered to make meaning, has received popular application in
(critical) discourse analysis and (foreign) language teaching and pedagogy.
2. Background
Language is the role of human life, not only for the daily life but also for all
activities of human life such as research, illumination, news, or even giving an
argument, thinking and feeling (Rohmadi: 2008, 3). Knowledge, law, medic,
politic, educations also need the language. By language, human being is able to
communicate everything. However, language is not the only communication tools.
There are language signals, any kind of symbols, codes, sounds which have
meanings after being translated in human language. Therefore, it is no
exaggeration to say if a language is important communication tool of human
being. Language (as the tool of communication) has a close relation with
semantics.
Semantics is the branch of linguistics which is the study of meaning in
language (Heasley: 1983, 3). Semantics is one component in linguistics, such as
sound and grammatical component. It is the part of linguistics because meaning is
part of language. The correlation between semantics and linguistics cannot be
separated. The study of linguistics is not comprehended yet without talking about
meaning. In fact, the measurement of language is to convey the meaning. Thinking
about language also involves the meaning itself.

776 (KBSP) IV 2016
Meaning as the shape of the component of semantic discussion is complicated

because it is not only related to language but also the outer part of the language.
Such as the view of life, culture, and the value which belongs to the society whom
use the language.
The inspection of language as a code which appear in using of language
concentrates on (1) the correlation of characteristic in a form, sign, or word which
is one in a shape or another sign (2) the correlation between the language with the
another thing which is related with, and (3) the correlation between code and the
user (Suwandi: 2008, 3).
In Islamic perspective, every Muslim studies al-Qur’an and al-Hadist as their
guidance of life, on the other hand, studying al-Qur’an is not easy to comprehend
the meaning. There are many differences of meaning in studying al-Qur’an when
people examine it. Al-Qur’an passages about men and women perhaps the one
most often misunderstood or misused by both Muslims and non-Muslims is surah
an-nisa verse 34.
‫ﺾ َوﺑِ َﻤﺎ أَﻧْـ َﻔ ُﻘﻮا ِﻣ ْﻦ أ َْﻣ َﻮاﻟِ ِﻬ ْﻢ‬ َ ‫ﱠﻞ اﻟﻠﱠﻪُ ﺑَـ ْﻌ‬
ٍ ‫ﻀ ُﻬ ْﻢ َﻋﻠَﻰ ﺑَـ ْﻌ‬ ِ ِ ‫ﺎل ﻗَـ ﱠﻮ ُاﻣﻮ َن َﻋﻠَﻰ اﻟﻨ‬
َ ‫ﱢﺴﺎء ﺑ َﻤﺎ ﻓَﻀ‬
َ ُ ‫اﻟ ﱢﺮ َﺟ‬
ُ ُ‫ﻮزُﻫ ﱠﻦ ﻓَ ِﻌﻈ‬
‫ﻮﻫ ﱠﻦ‬ َ‫ﺸ‬ ُ ُ‫اﻟﻼﺗِﻲ ﺗَ َﺨﺎﻓُﻮ َن ﻧ‬
‫ﻆ اﻟﻠﱠﻪُ َو ﱠ‬ ِ ‫ﺎت ﻟِ ْﻠﻐَْﻴ‬
َ ‫ﺐ ﺑِ َﻤﺎ َﺣ ِﻔ‬ ٌ َ‫ﺎت َﺣ ِﺎﻓﻈ‬ ُ ‫ﺼﺎﻟِ َﺤ‬
ٌ َ‫ﺎت ﻗَﺎﻧِﺘ‬ ‫ﻓَﺎﻟ ﱠ‬
‫ﻮﻫ ﱠﻦ ﻓَِﺈ ْن أَﻃَ ْﻌﻨَ ُﻜ ْﻢ ﻓَ َﻼ ﺗَـ ْﺒـﻐُﻮا َﻋﻠَْﻴ ِﻬ ﱠﻦ َﺳﺒِ ًﻴﻼ إِ ﱠن اﻟﻠﱠﻪَ َﻛﺎ َن َﻋﻠِﻴًّﺎ‬
ُ ُ‫ﺿ ِﺮﺑ‬ ِ‫ﻀ‬
ْ ‫ﺎﺟ ِﻊ َوا‬ َ ‫وﻫ ﱠﻦ ﻓِﻲ اﻟ َْﻤ‬
ُ ‫َو ْاﻫ ُﺠ ُﺮ‬
‫َﻛﺒِ ًﻴﺮا‬
“Men are (meant to be righteous and kind) guardians of women because God has
favored some more than others and because they (i.e. men) spend out of their wealth. (In
their turn) righteous women are (meant to be) devoted and to guard what God has (willed
to be) guarded even though out of sight (of the husband). As for those (women) on whose
part you fear ill-will and nasty conduct, admonish them (first), (next) leave them alone in

(KBSP) IV 2016 777

beds (and last) beat or separate them (from you). But if they obey you, then seek nothing
against them. Behold, God is most high and great” ( Hillali-Khan: 1996, 122 ).
Sometime it has to be explained with al-Hadist. Furthermore, people shall

interpret this passage in the light of the authentic sunnah (tradition) of Prophet
Muhammad, peace and blessing be upon him. They shall study the meaning of this
verse by explaining the crucial Arabic words in question correct.
Al-Qur'an, informally known as the Hilali-Khan translation, is a translation of
al-Qur'an by contemporary Afghani Pashtun Islamic scholar Dr. Muhammad
Muhsin Khan (Arabic: ‫ )محمد محسن خان‬and Dr. Muhammad Taqiuddin Al-Hilali
(Arabic: ‫)محمد تقي الدين الھاللي‬. It is reported to be the most popular and now the most
widely disseminated al-Qur'an in most Islamic bookstores and Sunni mosques
throughout the English-speaking world.
3. Method
In analyzing al-Qur’an surah an-nisa verse 34, the writer will use
qualitative research as following:
3.1 Research Object
The research object in this study is three register variables of analyzing of
semantic in surah an-nisa verse 34 in The Noble Qur’an by Hilali-Khan.
3.2 Data Sources
It is a source of data related to the object of the research. This data source is
very important, which is taken from The Noble Qur’an by Hillali-Khan.
3.3 Technique of Data Collection
In this research, the technique of data collection is documentation. It may
refer to the process of providing evidence or to document something or to the
communicable material used to provide such documentation. Data that will be
presented is that of The Noble Qur’an which contains or represent the English
Qur’anic translation.
3.4 Method of Data Analysis

778 (KBSP) IV 2016
Method of data analysis in this study is descriptive qualitative analysis. It is

a type of analysis which does not include any calculations or numerating. The
techniques are:
a. Selecting the Qur’an English translation entitled “the Noble
Qur’an”.
b. Reading, analyzing and understanding the semantics book.
4. Result
4.1 Lexical Meaning in Surah An-Nisa verse 34
Lexical meaning is the meaning of a word in relation to the physical world
or to abstract concepts, without reference to any sentence. It is the meaning on
a base of morpheme. It can be said the meaning of relating words or
dictionary.
Based on the Arabic grammar on surah an-nisa verse 34 are below:
(‫ْض‬ ‫ض َل ﱠ‬
َ ‫ﷲُ بَ ْع‬
ٍ ‫ضھُ ْم َعلى بَع‬ ‫ون َعلَى النﱢسا ِء بِما فَ ﱠ‬
َ ‫)الرﱢ جا ُل قَ ﱠوا ُم‬
‫والرجال مبتدأ‬ .1
The meaning is “men”.
‫وقوامون خبره‬ .2
The meaning is “people who live in some place”.
‫وعلى النساء جار ومجرور‬ .3

The meaning is “women”.
‫وبما فضل والباء سببية وما مصدرية أو موصولية‬ .4

The meaning is “superiority”.
ّ .
‫وﷲ فاعل‬ .5
The meaning is “Allah”.

(KBSP) IV 2016 779

‫وبعضھم مفعول‬ .6
The meaning is “one to another”.
‫وعلى بعض جار ومجرور‬ .7

The meaning is “section”
“Men are (meant to be righteous and kind) guardians of women because
God has favored some more than others and because they (i.e. men) spend out
of their wealth.”
Means “there are some duties of men namely save and protect woman”. It
is why when the war happen, it should be man whom join there. It is include
giving basic necessity of life to his wife. It is also, why man has much part of
inheritance than woman. On the other hand, man has authority as woman,
such as, leading, controlling, demanding.
It is proven in al-Qur’an al-Baqarah 228 above:
ِ ‫َو َلھُنَّ م ِْث ُل الَّذِي َع َلي ِْھنَّ ِب ْال َمعْ رُوفِ َولِلرِّ َج‬
ّ ‫ال َع َلي ِْھنَّ دَ َر َج ٌة َو‬
ُ‫ﷲ‬
“And they (women) have rights (over their husbands as regards living
expenses, etc.) similar (to those of their husbands) over them (as regards
obedience and respect, etc.) to what is reasonable, but men have a degree (of
responsibility) over them. And Allah is All-Mighty, All-Wise.”
Based on the explanation above, man is the leader and a woman is the
manager in a household. A woman manages the household, the children, and
the finances in the power of her husband.(As-shiddieqy, 1970:29)
‫) َوبِما أَ ْنفَقُوا ِم ْن أَ ْموالِ ِھ ْم( عطف على ما تقدم‬
‫أَ ْنفَقُوا فعل امر‬ .1

The meaning is “basic necessities of life” (noun), “spend” (verb).
‫ جار ومجرور‬,‫ِم ْن أَ ْموالِ ِھ ْم مفعول‬ .2

The meaning is “property, wealth”.

780 (KBSP) IV 2016
ِ ‫ظات لِ ْل َغ ْي‬
(‫ب‬ ٌ ِ‫تات حاف‬
ٌ ِ‫حات قان‬
ُ ِ‫)فَالصﱠال‬
‫الفاء استئنافية والصالحات مبتدأ‬ .1

The meaning is “righteous women”.
‫وقانتات خبر أول‬ .2

The meaning is “women who loyal to her husband”.
‫وحافظات خبر ثان‬ .3

The meaning is “guard, keep”.
‫)بِما َحفِظَ ﱠ‬
(ُ‫ﷲ‬
The meaning is “obey to Allah”.
ّ ‫بِما الجار والمجرور وما مصدرية أي بسبب حفظ‬
‫ او ما‬,‫ﷲ‬ .1
ّ ‫موصولة بمعنى الذي والعائد محذوف أي بالذي حفظه‬
‫ﷲ لھن‬
“(In their turn) righteous women are (meant to be) devoted and to guard what
God has (willed to be) guarded even though out of sight (of the husband).”
A righteous woman is a woman who always obeys her husband, keep
everything happen in their household from another, even to their own family.
In Islamic perspective, a woman has to do it to get reward by Allah SWT.
This verse gives knowledge for every woman should obey their husband and
keep all the finance. (As-shiddieqy, 1970:30)
َ ُ‫الالتِي تَخاف‬
(‫ون نُ ُشو َزھُ ﱠن‬ ‫) َو ﱠ‬
‫الواو استئنافية والالتي اسم موصول مبتدأ‬ .1

The meaning is “who afraid of the anger”. It refers to the women.
‫وجملة تخافون نشوزھن صلةو خبره‬ .2

The meaning is “afraid”.

(KBSP) IV 2016 781

‫نشوزھن مفعول به‬ .3

The meaning is “ rebellious wife”.
(‫ضاج ِع َواضْ ِربُوھُ ﱠن‬

ِ ‫)فَ ِعظُوھُ ﱠن َوا ْھ ُجرُوھُ ﱠن فِي ْال َم‬
‫ وعظوھن فعل أمر وفاعل ومفعول به‬.1

The meaning is “advice”.
‫ فعل أمر وفاعل ومفعول به‬, ‫واھجروھن عطف على عظوھن‬ .2

The meaning is “ leave”. In this term, husband leave a wife but without a
divorce.
‫وفي المضاجع جار ومجرور‬ .3

The meaning is “ the place of sleep”
‫ فعل أمر وفاعل ومفعول به‬,‫واضربوھن عطف أيضا‬ .4

The meaning is “hit”.
“As for those (women) on whose part you fear ill-will and nasty conduct,
admonish them (first), (next) leave them alone in beds (and last) beat or separate
them (from you).”
As the meaning above: the husband who feels afraid of his wife about
everything which she should be done, but she could not do it well. A man
should do some warnings below:
a. Understanding the wife to be afraid of God in her heart, asking the wife to
release with the mistake, giving the wife some interest thing to do the duty
as a wife as well.
b. Keeping away from the wife, do not sleep to gather in one place to make
her release with her mistake.
c. Striking the wife without hurt her part of body. It can be done if he does
want to do.

782 (KBSP) IV 2016
The last thing is for the wife who really can’t be released with the
straightforward teaching. Beside that, a good husband does not to need to do
that to his wife. (As-shiddieqy, 1970:31)
ً ‫)فَإِ ْن أَطَ ْعنَ ُك ْم فَال تَ ْب ُغوا َعلَ ْي ِھ ﱠن َس ِب‬

(‫يال‬
‫الفاء استئنافية وإن شرطية‬ .1

The meaning is “so”, as clarify the word after.
‫وأطعنكم فعل ماض والنون فاعل والكاف مفعول به‬ .2

The meaning is “ obey”.
‫والفاء رابطة لجواب الشرط‬ .3

The meaning is “
‫وال ناھية وتبغوا فعل مضارع مجزوم بال‬ .4

The meaning is “ forbid ”
‫وعليھن جار ومجرور حال‬ .5

The meaning is “ women”
‫وسبيال مفعول به‬ .6

The meaning is “ way”.
“But if they obey you, then seek nothing against them.”
If the wife obeys with one of the explanation above, the husband does not
treat them. The husband should start by giving knowledge and advice. Then,
by let the wife sleep alone, and at last hit her without hurt their part of body.
For some reasons, the husband does not need to do the last part, it just for the
wife who cannot realize their mistake even they have got their husband
advice. (As-shiddieqy, 1970:32)
(ً‫كان َعلِيًّا َكبِيرا‬

َ َ‫ﷲ‬‫)إِ ﱠن ﱠ‬

(KBSP) IV 2016 783

‫إن واسمھا‬ .1
The meaning is “ in truth”.
5
.‫وجملة كان عليا كبيرا خبرھا‬ .2
The meaning is “ high and great of God”.

“Behold, God is most high and great”
Allah admonishes every Moslem for the man whom should not persecute
the wife by His Power and His Greatness. He will give a punishment to every
husband whom uses their power of leading the household more than what he
should. (As-shiddieqy, 1970:32)
4.2 Contextual Meaning of Surah An-Nisa verse 34

Contextual meaning means the meaning of words in a certain context.
Words can have different meanings depending on the context they are used in.
The meaning of almost any utterance depends on the context in which it is
made.
The starting point is about debate over women's leadership in the realm of
the public (al-Qusyairi,1390 H: 475), both as a head of state or leader in
charge of the men. In epistemology’s-theological, women's leadership is
disputed. Based on surah an-Nisa verse 34, it has different interpretations
among interpreter. The difference in interpretation by each interpreter will
generate a significant impact in the daily practice of the verse in context.
At-Tabari (1390 H: 40) in his commentary explains that the leadership of
men over women is based on the reflection of physical strength, education,

2.‫ج‬.208.‫ ص‬.‫ دار اإلرشاد ـ سورية‬.‫إعراب القرآن وبيانه‬.‫ محي الدين الدرويش‬5

784 (KBSP) IV 2016
and the obligation to fulfill all the obligations set by the God. This is also the
reason for the primacy of men over women, which is reflected in the sentence
wa min amwalihim bima anfaqu interpreted as an obligation to pay the dowry,
maintenance, and kifayah. A similar opinion was also found in the
commentary Jalalain, Muqatil, Ruhul bayan, Al-baghawi, Al allusi, and
Samarqandi. As explained in the commentary Ruhul Ma'ani work of al-Alusi,
the word ba contained in pronunciation asba sababiyah in bima faddalallah,
which causes makes the man as the qawwam of woman.
Using Tahlili method Al Tabari discusses this verse as a consequence of
male leadership over women. Women are the ones who qanitat is solihat, who
do of duty to her husband, and maintain her respectability, maintain the
household and property belonging into her husband, when the husband leave
in home include keeping a secret of her husband. (At-Tabari, 1390 H: 40)
While Al-Razi found that male leadership over women because due to two
things, the first is pronunciation of bima faddalallahu ba'duhum 'ala ba'd,
God has established their primary over the other virtues. Second, the primary
of men over women lies in two parts, knowledge and strength. Al-Razi said
that the knowledge and strength of men is higher supported by the evidence
that all messengers and prophets are both apostles from among men. So men
have absolute role in all aspects of life. (al-Razi, 1930 H:88)
The reason for male leadership over women is as verse continuing, the
ability to provide maintenance to his wife. Thus, if in a family of his wife,
who is responsible providing maintenance to the family can move her
leadership. Leadership of men over women is not really an advantage or
greatness of men over women. But, can be understood as a form of
responsibility on men to women. It is understood that God overstate
something to men as God favored women over men. Thus, men have the
advantage and so are women. (Fazlurrahman, 1980:49).
History criticize that every household in the Prophet's family handed over
to his wife. Even some of the Prophet's wife was also active in politics and

(KBSP) IV 2016 785

government affairs. And the reality of the present also cannot deny that many
is heads of State and government as well as from women's groups and the
rapid progress is not lost with the leader is group of men. As Cleopatra (50-31
BC) in Egypt, Semaramis the eighth century AD, 1257 AD Syajarat al Dur
became queen after the death of her husband. Benazir Buto in Pakistan, and
even the Qur'an tells the queen Balqis leadership in Saba' (Yemen).
The power of men over women is a basic law that is natural. Women's
feeling is higher and more sensitive to things in psychological aspect. While
men are more favor of reason in the face of a problem. This makes the portion
of men and women in accordance with their respective roles in a household.
Female leadership in Islam questioned after showing the reality that much
more men than women become leaders. This is supported by the interpretation
of the Koran that is patriarchy. As well as using the legitimacy of the hadith
that prohibits female leadership. In spite of if we are attend carefully of
hadith, asbab al wurud specializing in leadership Persian despotic queen.
Basically the arrival of Islam is arising to women's empowerment. Islam
gave rights to women who had previously been the object of the oppressed in
society before Islam. Not only women gets inheritance, but women also can
be inherited. And even parents will feel ashamed if they have a daughter and
did not hesitate to kill her.
The debatable thing above explains in two different views. The first view
believes that the leadership of men over women is absolute, God-given it. And
second opinion states that leadership is not based on gender but the person is
the ability and skills of leadership tasks. This means that both men and women
have an equal right to be a leader for qualified leadership. This is coloring
several shades of interpretation of gender in Indonesia.
Al-Azhar (1930 H:46-47) interpretation interprets surah an-nisa verse 34
as the men leadership of women. It has correlation with the comparative
legacy between man and women are 2:1, the obligation of men to give bride
price, and the obligation of men to subject his wife as well. For some reasons,

786 (KBSP) IV 2016
It is caused the men is a leader, the instinct of men is a leader and the instinct
of women is leaded.
Al-Furqon has own interpretation with Al-Azhar and An-Nur, it interprets
qawwam as setter. Based on it, a men has an over plus leading of women, and
the obligation to give a basic necessity of life to women. Beside, the over plus
of men is power, brave, strength, and accuracy. (al-Furqon, 1930 H: 168).
More description on Al-Misbah, it gives qawwam meaning “leader” in
fulfilling requirement, attention, safeguarding, protection, and constructing.
Beside, the meaning of gender balance is taken on Abdullah Yusuf Ali
argument in The Holly Qur’an, a men is a protector. (Quraishihab, 2002:404)
Quraish shihab pointed in two points a few, firstly the special of men from
psychology and physically are supported to be a leader. He took of Murtadho
Mutohari and Dalon and Reek, psychological, point of few. Secondly, a men
gives an obligation of necessity of life by using a word afqohu in past. He
concludes this phenomenon has attended until now. On the other hand, if a
woman has the same ability as a man, it just be a case not for a principal
decision in generally. It can be concluded, the ability of Qawwamah and the
ability to give the ability of life cannot be fulfill by a husband or the ability of
a women more than a men in some special term, such as the men is sick, the
position of leader can be shift to a woman. Beside, the requirement of two
cannot be filled by a man. (Quraishihab, 2004:334-335)
In another case, Quraish Shihab considered that a conference has
correlation with politic leadership. In the holy Qur’an, Asy-Syuara verse 38
said that a conference is not only for a man but also a woman can join it. In
this case, a woman has the same place with a man in politic. He never found
the basic role the prohibition of woman leader.
5. Conclusions
The lexical meaning is study of semantics which concern with the
meaning based on the dictionary. Lexically, based on the interpretation of
Muhammad Taqiuddin, surah An-Nisa verse 34 discuss about the noble duty of

(KBSP) IV 2016 787

husband to his wife. A husband as the leader of the household and the wife is the
manager. It also talks about the way of husband remind the wife whom cannot do
the duty of wife.
After discussing about lexical meaning of the woman’s leading, it is
important also to know about contextual meaning. Accordance the argument of
interpreter about this verse can be concluded into three parts:
1. Classical Muslim scholar argue that qawwam have the meaning that man
leads over of woman absolutely. Man has good capability from many
aspects, whether from mind and straigh.
2. Moderate Muslim scholars say that woman becomes the leader if she can
fulfill many certain conditions in accordance with that verse. The woman
gives money or fulfills the abundant of living and has better leadership
than man at this place.
3. Modern Muslim scholars coming from feminist, woman’s struggle. They
refuse many verses which interpret patriarchy, and arise some reason that
support of balancing both of man and woman. Both of them have same
right in every aspect.
To close this paper, this study gave some suggestions as follow:
1. Reading the literature is not only for spending our lea sure time, but we can
get so many message from it, because in literary works the author wants to
convey something useful and valuable for the reader. Usually it consists of
moral, education, religion, and soon.
2. Being a religious is permitted in Islam. Such as, the way how to manage a
family, and the way how to lead a husband of a wife are some rules in Islam.
It also proven in the Holy Qur’an. Every Moslem has to obey what the Holy
Qur’an said as their guidance of life.
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Seminar Nasional Kajian Bahasa, Sastra, dan Pengajarannya

Surakarta, 14 April 2015

Ruang Seminar Pascasarjana (Lt. 5)

8. Bahrudin Adi Nugroho Universitas ANALISIS PENGGUNAAN DISFEMIA 13.40 – 13.50

9. Putri Sulistyo Hernasari Universitas AMBITION OF MINKE REFLECTED 13.50 – 14.00

Sesi diskusi dan tanya-jawab 14.30 – 15.00

7. Linna Marngatun Muflikhah Universitas IMPROVING STUDENTS’ SPEAKING 13.20 – 13.40

Sesi diskusi dan tanya-jawab 14.00 – 14.20

Kelompok H Ruang 4.11 (Lt. 4)

4. Tutik Wahyuni Univet Sukoharjo PENERAPAN MATERI AJAR 11.40 – 11.50

Surakarta, 14 April 2016

Prof. Dr. Markhamah, M.Hum.

ANALISI WACANA KRITIS (AWK): LINGUISTIK SISTEMIK FUNGSIONAL (LSF) 1

PENGEMBANGAN KURIKULUM DA MATERI AJAR BERBASIS LINGUISTIK SISTEMIK 19

SYSTEMIC-FUNCTIONAL LINGUISTICS AND ITS IMPLICATION IN FOREIGN 45

APPLYING ACTIVE LISTENING SKILL FOR STUDENTS’ LISTENING ASSESSMENT BY 55

PEMBELAJARAN TEKS EKSPOSISI DENGAN PENULISAN BERANTAI DALAM METODE 65

THE INFLUENCE OF SHOOPING LIST GAME TOWARDS STUDENTS’ VOCABULARY 77

A COMPARATIVE STUDY OF ERROR ANALYSIS IN WRITING NARRATIVE TEXTS MADE 92

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH RETELLING TECHNIQUE USING 106

DEVELOPING SUPPLEMENTARY ENGLISH MATERIAL BASED ON PROJECT-BASED 116

LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD 134

IMPROVING STUDENTS’ WRITING ABILITY ON RECOUNT TEXT BY USING 141

PENGEMBANGAN BANK SOAL MATA PELAJARAN BAHASA INDONESIA DI SEKOLAH 178

THE ETIQUETTE REFLECTED IN JANE AUSTEN'S WORKS 186

ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN 196

A TRANSLATION ANALYSIS OF INDEPENDENT CLAUSE IN THE HUNGER GAMES AND 210

A STUDY ON THE EFFECT OF MULTILINGUAL REPERTOIRE ON SPEAKING IN THREE 220

THE CORRELATION BETWEEN LINGUISTIC INTELLIGENCE AND STUDENTS’ 232

ANALISIS TRANSITIVITAS NOVEL L'ETERNITA DI ROMA (LDR) DAN CINTA 249

INTERLANGUAGE PHONETICS OF JAVANESE STUDENTS OF ENGLISH 257

AN ANALYSIS ON SWEARWORDS USED BY INSTAGRAM USERS 264

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DISCUSSION IN GRADE XI OF 272

ENGLISH TASKS FOR COMMUNICATIVE COMPETENCE DEVELOPMENT: A CONTENT 305

TEACHERS' BELEIFS AND PRACTICES OF ENGLISH TEACHING : A CASE STUDY AT 320

PERCEPTION OF IMPOLITENESS BY INDONESIAN EFL LEARNERS 332

THE REFLECTION OF WOMAN EMANCIPATION IN FATIMA MERNISSI’S DREAM OF 344

PERANAN PEMBELAJARAN SASTRA BAHASA INGGRIS (FOLKLORE AND SONG) DI 349

MAKNA IDEASIONAL DALAM SAJAK-SAJAK CHAIRIL ANWAR BERTEMA PATRIOTIK 354

THE USE OF CRITICIZING STRATEGIES IN ENGLISH AND JAVANESE LANGUAGES BY 369

FEMALE VIOLENCE REFLECTED AT NAWAL EL SAADAWI ‘S WOMEN AT POINT ZERO 377

LINGISTIK SISTEMIK FUNGSIONAL DAN PENGKAJIAN VARIASI BAHASA DALAM 400

AGAINST GENDER DISCRIMINATION IN TRACIE PETERSON AND JUDITH MILLER’S 407

COMPARATIVE ERROR ANALYSIS IN THE UNIVERSITY STUDENTS 422

DISFEMIA DALAM DUNIA OLAHRAGA 435

PEMBELAJARAN BAHASA INGGRIS SMP/MTs BERBASIS TEXT DAN PENDEKATAN 453

MATERIAL DESIGN OF ENGLISH TEXTBOOK BAHASA INGGRIS SMA KELAS X TO 469

AN ANALYSIS OF THE TYPES OF READING QUESTION IN THE TEXTBOOK “BRIGHT” 491

DESIGNING ENGLISH SYLLABUS FOR ACCOUNTING DEPARTMENT ECONOMIC 499

TABOO LANGUAGE IN INTERNET MEME 505

STUDENTS’ CAPABILITY IN UNDERSTANDING DESCRIPTIVE TEXT AT THE SECOND 513

IMPROVING READING SKILL USING PRESENTATION, PRACTICE AND PRODUCTION 525

OPTIMIZING STUDENTS’ JOURNAL TO ENHANCE STUDENTS’ MOTIVATION IN 581

PENERAPAN METODE COOPERATIVE LANGUAGE LEARNIG PADA PEMBELAJARAN 588

AMBITION OF MINKE REFLECTED AT PRAMOEDYA ANANTA TOER’S NOVEL THIS 598

NEED FOR APPRECIATION REFLECTED IN RAJKUMAR HIRANI’S 3 IDIOTS MOVIE 617

ANALISIS WACANA KRITIS DALAM PEMAKNAAN TEKS LAGU 640

INTERAKSI SIMBOLIK DALAM WACANA KELAS 648

PENINGKATAN KETERAMPILAN MEMBACA DAN MENGANALISIS UNSUR INTRINSIK 700

LEARNING STYLE PREFERENCES OF YEAR X STUDENTS IN SMA UII 708

ANALISIS CAMPUR KODE PADA IKLAN 723

PENERAPAN MATERI AJAR WACANA BAHASA INDONESIA BERBASIS KONTEKSTUAL 736