Performansi Retorika Guru Dalam Pembelajaran Teks Negosiasi Kelas X Sman 16 Padang

Abstract

Teachers’ Rhetorical Performance in Teaching Negotiation Texts at the Tenth Grade of SMA Negeri 16 Padang

This study was motivated by the importance of teachers’ rhetorical performance in Indonesian language learning, particularly in teaching negotiation texts at the senior high school level. Teachers’ ability to use appropriate diction and effective sentences plays a significant role in the successful delivery of learning materials and students’ comprehension during the learning process. However, in practice, there are still teachers’ utterances that contain wordiness, repetition, inappropriate diction, and non-standard language usage. Therefore, this study aimed to describe the rhetorical performance of an Indonesian language teacher in class X of SMA Negeri 16 Padang in terms of diction and sentence effectiveness. This study employed a qualitative approach using a descriptive method. The subject of the study was an Indonesian language teacher of class X at SMA Negeri 16 Padang, while the object of the study was the teacher’s utterances during the negotiation text learning process. The data were collected through observation, recording, and note-taking techniques, and then analyzed through data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation techniques. The findings revealed that the teacher’s rhetorical performance was generally categorized as good. Out of 510 analyzed sentences, 338 sentences were classified as effective, while 172 sentences were identified as ineffective. The teacher generally used communicative diction that was appropriate to the learning context, especially in delivering instructions and managing classroom interactions. Nevertheless, several weaknesses were still identified, including the use of non-standard words, less specific diction, redundancy, wordiness, and spelling inaccuracies that reduced sentence effectiveness. In addition, lengthy and less systematic sentence structures also affected the clarity of the messages delivered to students. The implications of this study indicate that improving teachers’ rhetorical performance through the use of precise diction, standard language, and effective sentences is essential to create clearer, more communicative, and more effective classroom interactions. The findings are expected to serve as an evaluative reference for teachers in improving language skills in classroom instruction and as a reference for developing more effective Indonesian language learning practices in accordance with academic language standards.