Strategi Tuturan Respons Siswa Generasi Z terhadap Pertanyaan Guru dalam Interaksi Pembelajaran Bahasa Indonesia di Kelas XI SMK
DOI: https://doi.org/10.30605/89j3dm35
strategi tuturan respons, Generasi Z, interaksi pembelajaran, tindak tutur, pembelajaran Bahasa Indonesia
Abstract
Penelitian ini bertujuan mendeskripsikan strategi tuturan respons siswa Generasi Z terhadap pertanyaan guru dalam interaksi pembelajaran Bahasa Indonesia. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian tindak tutur dalam perspektif pragmatik. Penelitian dilaksanakan di SMKN 7 Malang dengan subjek siswa kelas XI. Data penelitian berupa tuturan respons verbal siswa terhadap pertanyaan guru yang dikumpulkan melalui observasi, perekaman, pencatatan, dan wawancara semi-terstruktur. Analisis data dilakukan menggunakan model analisis interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa strategi tuturan respons siswa Generasi Z terdiri atas empat kategori, yaitu strategi persetujuan, strategi penolakan, strategi konfirmasi, dan strategi penghindaran. Strategi persetujuan direalisasikan dalam bentuk persetujuan langsung, persetujuan dengan alasan, dan persetujuan parsial serta menjadi kategori yang paling dominan karena siswa cenderung memberikan respons yang selaras dengan maksud pertanyaan guru dan tujuan pembelajaran. Strategi penolakan direalisasikan melalui penolakan langsung, penolakan dengan alasan, dan penolakan dengan alternatif. Strategi konfirmasi diwujudkan dalam bentuk meminta pengulangan, meminta penjelasan, dan meminta penegasan, sedangkan strategi penghindaran direalisasikan melalui humor, jawaban tidak pasti, dan penundaan respons. Temuan penelitian menunjukkan bahwa pemilihan strategi tuturan respons dipengaruhi oleh konteks interaksi pembelajaran dan mencerminkan kemampuan pragmatik siswa dalam menyesuaikan cara berkomunikasi sesuai dengan situasi yang dihadapi. Penelitian ini memberikan kontribusi terhadap pengembangan kajian pragmatik, khususnya mengenai strategi tuturan dalam wacana kelas, serta menjadi referensi bagi guru dalam merancang strategi bertanya yang mampu mendorong respons siswa secara lebih aktif dan komunikatif.
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