Tesis

Pengembangan model pembelajaran membaca kritis teks argumentasi untuk siswa kelas X SMA/SMK / Anri Nofitria

Abstrak
ABSTRAK Nofitria Anri. 2017. Pengembangan Model Pembelajaran Membaca Kritis Teks Argumentasi untuk Siswa Kelas X SMA/SMK. Tesis. Program Studi Pendidikan Bahasa Indonesia Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dr. Dawud M.Pd. (II) Dr. Gatut Susanto M.M M.Pd. Kata Kunci model pembelajaran model Membaca Kritis pembelajaran membaca kritis teks argumentasi penelitian pengembangan Penelitian pengembangan ini dilaksanakan untuk menghasilkan model Membaca Kritis dalam pembelajaran teks argumentasi. Model Membaca Kritis memiliki sembilan tahap yaitu (a) membaca skimming (b) membuat pertanyaan (c) mengidentifikasi fakta dan opini (d) mengidentifikasi keselarasan (e) mengidentifikasi pengembangan ide pokok (f) mengidentifikasi ketepatan hubungan isi (g) mengidentifikas berbagai bentuk kesalahan penggunaan ejaan ketidaktepatan pilihan kata ketidakefektifan kalimat dan ketidaktepatan pengembangan paragraf (h) menyimpulkan isi teks dan (i) memverifikasi teks. Kesembilan tahap tersebut dikemas dalam buku panduan penerapan model Membaca Kritis untuk pembelajaran teks argumentasi di kelas X SMA/SMK. Penelitian pengembangan ini menggunakan prosedur Dick and Carey yang terdiri atas delapan tahap yaitu (a) mengidentifikasi tujuan pembelajaran (b) melakukan analisis pembelajaran (c) mengidentifikasi perilaku peserta didik (d) merumuskan tujuan pembelajaran (e) mengembangkan model pembelajaran (f) melakukan uji coba produk (g) merevisi produk dan (h) produk akhir. Hasil validasi produk menginformasikan bahwa model Membaca Kritis dapat diimplementasikan dalam pembelajaran teks argumentasi dengan sedikit revisi. Validasi produk yang dilakukan kepada ahli model pembelajaran ahli pembelajaran membaca kritis dan praktisi (guru). Pertama validasi produk ahli model pembelajaran mengacu pada dua aspek kelayakan yakni (a) aspek kelayakan konsep model Membaca Kritis memperoleh persentase sebesar 100% dan (b) aspek kelayakan model Membaca Kritis terhadap tingkat pemahaman dan kebutuhan peserta didik memperoleh persentase sebesar 90%. Kedua validasi produk ahli pembelajaran membaca kritis mengacu pada tiga aspek kelayakan yakni (a) aspek kelayakan konsep model Membaca Kritis memperoleh persentase sebesar 75% (b) aspek kelayakan langkah-langkah model Membaca Kritis dalam pembelajaran membaca kritis teks argumentasi memperoleh persentase sebesar 80% dan (c) aspek kelayakan model Membaca Kritis terhadap tingkat pemahaman dan kebutuhan peserta didik memperoleh persentase sebesar 90%. Ketiga validasi produk praktisi (guru) mengacu pada dua aspek kelayakan yakni (a) aspek kelayakan konsep model Membaca Kritis memperoleh persentase sebesar 75% dan (b) aspek kelayakan langkah-langkah model Membaca Kritis dalam pembelajaran membaca kritis teks argumentasi memperoleh persentase sebesar 85%. Berdasarkan perolehan persentase dari ketiga validator tersebut dapat diketahui bahwa model Membaca Kritis layak untuk diimplementasikan dalam pembelajaran membaca kritis teks argumentasi. Uji produk dilaksanakan untuk mengetahui kelayakan dan respon peserta didik terhadap penerapan model Membaca Kritis. Penerapan model dalam pembelajaran membaca kritis teks argumentasi dikelompokkan menjadi dua. Pertama pembelajaran teks editorial. Kelayakan model Membaca Kritis berdasarkan sembilan tahap dalam pembelajaran teks editorial yakni (a) membaca skimming mencapai persentase sebesar 87% (b) membuat pertanyaan mencapai persentase sebesar 88% (c) mengidentifikasi fakta dan opini mencapai persentase sebesar 86% (d) mengidentifikasi keselarasan mencapai persentase sebesar 78% (e) mengidentifikasi pengembangan ide pokok mencapai persentase sebesar 89% (f) mengidentifikasi ketepatan hubungan isi mencapai persentase sebesar 63% (g) mengidentifikasi berbagai bentuk kesalahan penggunaan ejaan ketidaktepatan pilihan kata ketidakefektifan kalimat dan ketidaktepatan pengembangan paragraf mencapai persentase sebesar 66% (h) menyimpulkan isi teks mencapai persentase sebesar 64% dan (i) memverifikasi teks mencapai persentase sebesar 85%. Sementara itu respon peserta didik terhadap model Membaca Kritis telah memenuhi kriteria kelayakan karena penghitungan keseluruhan respon peserta mencapai persentase sebesar 89%. Kedua pembelajaran teks opini. Kelayakan model Membaca Kritis berdasarkan sembilan tahap dalam pembelajaran teks opini yakni (a) membaca skimming mencapai persentase sebesar 84% (b) membuat pertanyaan mencapai persentase sebesar 86% (c) mengidentifikasi fakta dan opini mencapai persentase sebesar 86% (d) mengidentifikasi keselarasan mencapai persentase sebesar 77% (e) mengidentifikasi pengembangan ide pokok mencapai persentase sebesar 86% (f) mengidentifikasi ketepatan hubungan isi mencapai persentase sebesar 65% (g) mengidentifikasi berbagai bentuk kesalahan penggunaan ejaan ketidaktepatan pilihan kata ketidakefektifan kalimat dan ketidaktepatan pengembangan paragraf mencapai persentase sebesar 66% (h) menyimpulkan isi teks mencapai persentase sebesar 68% dan (i) memverifikasi teks mencapai persentase sebesar 84%. Sementara itu respon peserta didik terhadap model Membaca Kritis telah memenuhi kriteria kelayakan karena penghitungan keseluruhan respon peserta mencapai persentase sebesar 87%. Berdasarkan hasil validasi dan uji produk dapat disimpulkan bahwa model Membaca Kritis layak diterapkan dalam pembelajaran membaca kritis teks argumentasi. Oleh sebab itu langkah-langkah model Membaca Kritis dapat dijadikan sebagai alternatif dalam pembelajaran membaca kritis teks argumentasi di kelas X SMA/SMK. ABSTRACT Nofitria Anri. 2017. Development of Learning Model of Reading Critical Text Argumentation for High School Students of SMA/SMK. Thesis. Indonesian Language Teaching Program. Graduate Program Universitas Negeri Malang. Advisors (I) Prof. Dr. Dawud M.Pd. (II) Dr. Gatut Susanto M.M M.Pd. Keywords learning model Critical Reading model critical reading learning argumentation text development research This development research was conducted to produce a Critical Reading model about a text of argumentation learning. The Critical Reading model covers nine stages namely (a) skimming (b) inquiry (c) identifying facts and opinions (d) identifying alignment (e) identifying development of key ideas (f) identifying the accuracy of content (g) identifying various forms of misuse spelling inaccurate choice of words ineffectiveness of sentences and inaccuracy of paragraph development (h) inferring the text content and (i) verifying text. The nine stages are packaged in the book manual of Critical Reading model to learn argumentation text in grade X SMA/SMK. This development research used the Dick and Carey procedure which consists of eight stages (a) identifying learning objectives (b) conducting learning analysis (c) identifying learners behaviors (d) formulating learning objectives (e) developing learning models (F) conducting a trial product (g) revising the product and (h) arranging final product. The results of product validation indicated that the Critical Reading model can be implemented in learning argumentation text by doing a little revision. Validation of the product was done by the experts of learning model critical reading learning and practitioner (teacher). First the product validation from the expert of learning model refers to two aspects of feasibility (a) the feasibility aspects of the Critical Reading model concept which obtained a percentage of 100% and (b) the feasibility aspects of the Critical Reading model towards the level of understanding and the needs of learners which achieved a percentage of 90%. Secondly the product validation from the expert of critical reading learning refers to three aspects of feasibility (a) the feasibility aspects of the Critical Reading model concept which obtained a percentage of 75% (b) the feasibility aspects of the Critical Reading model steps in the critical reading of the argumentation text which achieved a percentage of 80% and (c) the feasibility aspects of the Critical Reading model towards the level of understanding and needs of learners which gained a percentage of 90%. Thirdly the validation of the product from the practitioner (teacher) refers to two aspects of feasibility (a) the feasibility aspects of the Critical Reading model concept which obtained a percentage of 75% and (b) the feasibility aspect of the Critical Reading model steps in learning of critical reading of the argumentation text which achieved percentage By 85%. Based on the percentage results of the three validators it can be seen that the Critical Reading model is feasible to be implemented in a critical learning of reading argumentation text. The product test was carried out to determine the feasibility and response of learners towards the implementation of Critical Reading model. The implementation of the model in learning to read argument text critically was classified into two. First the study of editorial text. The feasibility of the Critical Reading model was based on the nine stages in text editorial study (a) skimming reaching 87% (b) inquiry achieving 88% (c) identifying facts and opinions reaching 86% (d) identifying harmonization obtaining 78% (e) identifying the development of the main idea achieving 89% (f) identifying the accuracy of the content reaching 63% (g) identifying various forms of spelling mistakes inaccurate choice of words ineffectiveness of sentences and inaccuracy of paragraph development reaching 66% (h) concluding the text content obtaining 64% and (i) verifying the text reaching 85%. Meanwhile the learners response to the Critical Reading model met the eligibility criteria because the calculation of the overall response of participants was 89%. Second the teaching of opinion text. The feasibility of the Critical Reading model was based on the nine stages in teaching of opinion text (a) skimming obtaining 84% (b) inquiry achieving 86% (c) identifying facts and opinions reaching 86% (d) identifying the alignment reaching 77% (e) identifying the development of the main idea obtaining 86% (f) identifying the accuracy of the content reaching 65% (g) identifying various forms of misuse spelling inaccuracy of word choice ineffectiveness of sentences and inaccuracy of paragraph development reaching 66% (h) concluding the contents of the text obtaining 68% and (i) verifying the text achieving 84%. Meanwhile the learners response to the Critical Reading model met the eligibility criteria because the total count of participants responses was 87%. Based on the validation and product test results it can be concluded that Critical Reading model is feasible to be applied in learning critical reading of argumentation text. Therefore the steps of Critical Reading model can be used as an alternative in learning critical reading of argumentation text in class X SMA/ SMK.

Informasi Detail

DDC

Rt 499.221843 NOF p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Indonesia, 2017.

Deskripsi Fisik

xiii, 237 lembar : il. , tab. ; 30 cm

Bahasa

Indonesia

No Reg

03810/KI/17

Edisi

Tesis (Pasca Sarjana)--Universitas Negeri Malang. 2017

Subjek

1. BAHASA INDONESIA - MEMBACA
2. INDONESIAN LANGUAGE - READING

Pembimbing

1. Dawud ; 2. Gatut Susanto

Lampiran Berkas