Interaksi Guru-Peserta Didik dalam Pembelajaran Bahasa Indonesia: Analisis Wacana Kritis

Nani Handayani, Mulyadi Eko Purnomo, Ernalida Ernalida

Abstract


Abstrak: Penelitian ini bertujuan untuk mendeskripsikan 1) interaksi antara guru dan peserta didik, 2) pengelolaan kelas dalam mentransaksikan topik (materi, tujuan, kompetensi dasar) dalam wacana interaksi kelas, dan 3) realisasi peran guru dalam pembelajaran. berbasis Analisis Wacana Kritis (AWK). Sampel penelitian terdiri dari para guru dan peserta didik kelas XI Jurusan Ilmu Pengetahuan Sosial dari tiga sekolah menengah atas dan madrasah aliyah negeri di wilayah Banyuasin III dan Pangkalan Balai, Banyuasin District. Data didapat dengan menggunakan metode simak bebas libat cakap, teknik rekam, dan teknik catat. Data yang diperoleh dianalisis dengan menggunakan analisis interaksi kelas (AWK) dan analisis wacana kritis. Hasil analisis data menunjukkan bahwa terdapat berbagai pola satuan interaksi kelas, pola pengelolaan kelas, dan realisasi peran guru yang menunjukkan adanya perubahan paradigma. Perubahan itu menimbulkan adanya pergerseran dominasi guru di dalam kelas menuju hegemoni.

 

Kata-kata kunci: interaksi, transaksi topik, paradigma, dominasi, hegemoni

 

Abstract: This research was aimed to describe 1) interaction between teacher and student, 2) classroom management in transactioning topic (materials/aim/base competence) in classroom interaction, and 3) realization of teacher’s role as an actor in learning based on Critical Discourse Analysis. The sources of the data of this research were teachers and 11th grade students of social science from three senior high schools in the area of Banyuasin III and and Pangkalan Balai sub-districts, in the didtrict of Banyuasin. The data were gained using listening method consisting of tapping and note techniques and analyzed by using spoken interaction and critical discourse analysis. The result of analysis showed that there were some patterns of classroom interaction, various patterns of classroom management, and realization of teacher’s role showing a change in paradigm. The change causes a shift in teacher’s domination in cclassroom towards hegemony.

 

Keywords: interaction, topic transaction, paradigm, domination, hegemony

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References


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