Pengajaran Bahasa Indonesia Berbasis Genre: Studi Evaluasi Respons Siswa di SMPN 9 Semarang
Abstract
Dalam beberapa dekade terakhir, pembelajaran bahasa Indonesia di sekolah telah mengalami perubahan menuju pendekatan berbasis genre, yang menekankan pemahaman dan penguasaan berbagai jenis teks sebagai sarana untuk mencapai kompetensi komunikatif. Penelitian ini mengevaluasi respons siswa terhadap penerapan pendekatan genre dalam pembelajaran bahasa Indonesia di SMPN 9 Semarang. Penelitian ini menggunakan metode survei dengan jumlah sampel 38 siswa. Analisis data menggunakan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa mayoritas siswa merasakan manfaat positif dari pendekatan ini, merasa efektif dalam memahami materi dan meningkatkan kemampuan mereka. Selain itu, pendekatan genre juga memengaruhi motivasi belajar siswa, dengan sebagian besar merasa termotivasi untuk belajar Bahasa Indonesia. Selain keterlibatan siswa, pemahaman materi juga terbukti meningkat, sebagaimana tercermin dari analisis data. Meskipun pendekatan genre memberikan dampak positif, masih ada tantangan yang dihadapi siswa, dengan beberapa mengalami kesulitan dalam proses pembelajaran. Namun, penggunaan sumber daya tambahan dan partisipasi siswa dalam pembelajaran membantu mengatasi hambatan tersebut. Sebagai Kesimpulan, pendekatan berbasis genre di SMPN 9 Semarang memberikan dampak yang signifikan dalam meningkatkan pembelajaran Bahasa Indonesia, melalui peningkatan keterlibatan, motivasi, pemahaman materi, serta partisipasi siswa
Downloads
References
Aguilar, S. J. (2020). Measuring the Impact of Formative Assessment: The Role of Teachers’ Practices and Student Self-Regulation. Assessment in Education: Principles, Policy & Practice, 27(1), 5–25.
Arikunto, S. (2015). Dasar-dasar evaluasi pendidikan. Bumi Aksara.
Devitt, A. J. (2015). Transporting Genre Ashore: Genre Sets as Resources for Teaching. Language Learning & Technology, 19(02), 106–123.
Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2).
Emilia, E. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Rizqi Press.
Emilia, Emi. (2020). Pendekatan Berbasis Genre untuk Pengajaran Menulis dalam Konteks EFL Tersier di Indonesia. The Asian EFL Journal, 27(2.3), 5–33.
Fatjriya, M. H., Tahrun, & Sari, A. P. (2021). The Effects of a Genre-Based Approach and Learning Encouragement on the Writing Achievement of Eighth-Grade Students at SMP Negeri 3 Air Kumbang. Proceedings of the International Conference on Education Universitas PGRI Palembang (INCoEPP 2021), 565(INCoEPP), 1305–1310. https://doi.org/10.2991/assehr.k.210716.261
Haerazi, -. (2017). Genre-Based Language Learning Model in Teaching Writing Skills for English Department Students. Advances in Social Science, Education and Humanities Research (ASSEHR), 109(Aecon), 108–111. https://doi.org/10.2991/aecon-17.2017.22
Hassan, N. magdy H. (2020). Using the Genre-Based Approach for Developing EFL Writing Skills among Student Teachers at Faculty of Education Students By. Journal of Faculty of Education, 5(123).
Huang, Y., & Zhang, L. J. (2022). Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach. Frontiers in Psychology, 13(November), 1–17. https://doi.org/10.3389/fpsyg.2022.1036831
Hyland, K. (2004). Genre and Second Language Writing. University of Michigan Press.
Ismail, G., & Helaluddin, H. (2022). The effect of genre approach to improve university students’ critical thinking skills. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5829–5840. https://doi.org/https://doi.org/10.35445/alishlah.v14i4.2209
Junaedi, T. (2018). Strategi Pembelajaran Bahasa dan Sastra Indonesia. PT Remaja Rosdakarya.
Kamengko, D. F., Ludji, I., & Neolaka, I. A. (2021). Enhancing science students’ participation in writing argumentative essays in Biology class through a genre-based approach (an action research). Indigenous Biologi : Jurnal Pendidikan dan Sains Biologi, 4(1), 26–30. https://doi.org/10.33323/indigenous.v4i1.200
Kemendikbud. (2016). Buku Guru dan Siswa Bahasa Indonesia. Kementerian Pendidikan dan Kebudayaan.
Kemendikbudristek. (2022). Merdeka Belajar: Implementasi Kurikulum Merdeka. Kemendikbudristek.
Kustantini, Nurul Huda, and N. R. (2020). Pembelajaran Bahasa Indonesia Berbasis Genre Sebagai Upaya Pembentukan Kompetensi Komunikatif Mahasiswa. Jurnal Bahasa, Sastra, dan Pembelajarannya, 10(1).
Montero-Arévalo, S. J. (2019). Effects of genre based approach (gba) in efl reading comprehension and writing. GIST – Education and Learning Research Journal, 19, 84–100. https://doi.org/https://doi.org/10.26817/16925777.762
Nasution, S. S., Jamalulael, A., Kusumoriny, L. A., Sukmawati, N. N., & Sitepu, S. S. W. (2022). Genre-Based Instruction: Improving the Students’ Skill in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1724–1734. https://doi.org/10.24256/ideas.v10i2.2986
Nurhayati, N. (2019). Pembelajaran Bahasa Indonesia Berbasis Genre pada Perguruan Tinggi. Jurnal Sasindo, 7(1).
Rahmawati, I. L., Hartono, H., & Nugroho, S. E. (2015). Pengembangan asesmen formatif untuk meningkatkan kemampuan self-regulation siswa pada tema suhu dan perubahannya. Unnes Science Education Journal, 4(2), 843–850.
Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Equinox.
Scriven, M. (2016). Summative and Formative Evaluation. In Giguère, L. (Ed.), Evaluation Roots: A Wider Perspective of Theorists’ Views and Influences. SAGE Publications.
Sudarman, R., Yarmi, G., & Ansoriyah, S. (2023). Menulis Teks Deskripsi Bertemakan Lingkungan Sosial. Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 19(1), 81–101. https://doi.org/10.25134/fon.v19i1.6298
Sudjana, N. (2014). Penilaian Hasil Proses Belajar Mengajar. PT. Remaja Rosdakarya.
Suyanto, M. M. (2018). Pembelajaran Bahasa Berbasis Genre. Pustaka Pelajar.
Truong, T. N. T. (2017). Teaching writing using genre-based approach: a study at a vietnamese university. Language Education in Asia, 8(2), 192–212. https://doi.org/https://doi.org/10.5746/leia/17/v8/i2/a05/truong
Yu, S. J. L., & Zhou, N. (2023). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 27(4), 958–973. https://doi.org/https://doi.org/10.1177/1362168820957024
Yulianti, E. (2017). Genre Based Approach in Teaching Writing Analytical Exposition Text. Jurnal Pendidikan Progresif, 7(1), 47–54. https://doi.org/10.23960/jpp.v7.i1.201706
Copyright (c) 2024 Sukarismanti Sukarismanti, Suharyo Suharyo, Klemens Maksianus Lenga, Wagiran Wagiran
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.