Tindak Tutur Asertif dan Strategi Bertutur Guru dalam Pembelajaran Teks Cerpen Kelas X SMAN 1 2x11 Kayu Tanam
DOI:
https://doi.org/10.33751/jmp.v14i1.52Kata Kunci:
Speech Action, Assertive Speech Action, Speaking Strategy, Teacher, LearningAbstrak
Assertive Speech Actions and Teachers' Speaking Strategies in Learning Short Story Texts Class X Sman 1 2x11 Kayu Tanam
This study aims to describe the form of assertive speech and teachers' speaking strategies in learning short story texts in class X of SMA Negeri 1 2x11 Kayu Tanam. This study uses a qualitative approach with a descriptive method. The research data is in the form of oral speech of Indonesian language teachers which contain assertive speech actions and speaking strategies during the short story text learning process. The source of research data is all the teacher's speech in learning activities. Data was collected through the free listening technique and the recording technique with the help of a recording device, then analyzed through the stages of transcription, identification, classification, and interpretation based on speech theory and speech strategies. The validity of the data is obtained through source triangulation and theoretical triangulation. The results of the study showed that there were 95 assertive speeches used by teachers during the learning process. The form of assertive speech includes stating as many as 16 data, explaining as many as 40 data, informing as many as 25 data, concluding as many as 4 data, and assessing or commenting on as many as 10 data. The most dominant form of assertive speech used by teachers is to explain because it functions to detail and clarify the learning material to students. In addition, this study found three teacher speaking strategies, namely speaking frankly without words as many as 52 data, speaking frankly with positive politeness as many as 20 data, and speaking frankly with negative politeness words as many as 23 data. The strategy of speaking frankly without words is the most dominant strategy because it is considered effective in conveying material clearly and directly. The findings of the study show that the use of assertive speech actions supported by appropriate speaking strategies can help clarify the delivery of material, provide feedback on student understanding, and create effective and conducive learning communication.
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