Kualitas ekspresi tulis siswa Sekolah Dasar
KUMARA, Amitya, Promotor Prof.Dr. Sumadi Suryabrata, MA.Eds
2002 | Disertasi | S3 PsikologiEkspresi tulis siswa sebagai media menuangkan ide, gagasan, kreativitas, belum inendapat perhatian yang memadai. Akibatnya saat ini sitlit inencinitkan siswa yang mampu mengamati sesuatu, merekaiiinya dalam pi kiran dan menuturkaiinya kembali dengan tepat, padahal keinainpuan tersebut amat menentukan kualitas generasi di masa dcpan Relum terdapat kajian yang inendalain tentang tiilisan siswa, pcrmasalahan rendalinya kuaiitas ekspresi tuiis ditinipakan pada; pertama, pelajaran nieiigarang yang masih ditelantarkan di sekolah-sekolah dan guru jarang memberikan latihan-latihan, k edua, penga_i aran bahasa utaman ya pe t i gaj ara t i me ngarang be ror i en tas i pada pengaj ara ti gramatika yang inenuntut agar siswa hafal ruinus-ruinus tata bahasa yang diajarkan oleh gitrit-guru yang terlalu menekankan pada teori tentang stritktur. Subjek diambil secara pz~rpo.~ls~ei:u~m, l ali 1 89 siswa yang berasal dari SD lingaran 1 . Ungaran 2, Bantul, Karanggondang, dan SD Cepit. Subiek terdiri dari 100 siswa pria dan 89 siswa wanita, yang bersangkutan duduk di kelas 5 SD. Data di kumpulkan dengan inenggunakan: (a) tes keinampuan verbal dengan memberikan tes subtes verbal dari tes -WISC; (b) skala kepedulian literer orangtua; (c) skala kepedulian literer guru; (d) data kualitas ekspresi tulis dikuinpulkan dengan cara inengevaluasi kualitas ekspresi tulis siswa berdasarkan dua macam stimulus yaitu stimulus gambar scri dan stimuius dongeng. ‘I’uiuan yang hendak djcapai dalaiii penelitian adalah untuk mengetahui kuaiitas ekspresi tiilis siswa kelas 5 Sekolah Dasar, dengan mempertimbangkan iibahan yang mcmpcngaruhinya yaitu: keinampuan verbal, jenis kelamin? kepedulian litcrcr guru. Anakova A dengan 3 kovariabel digunakan untuk inenguji hipotesis yang dikemukakan. Korelasi Parsial untuk inelihat hubungan masing-masing variabel.
Students' written expressions as media to communicate ideas, thoughts, and creativity have yet io receive adequate attention. Consequently, it is difficult recently to find students with an ability to observe and record thfigs in their memory and retell them accurately, while thc ability, in fact, highiy determines the quality of future generations. There have been no in-depth analyses on students' writing, and the low quality written expressions are blamed on two things. First, less consideration is given to composition writing in schools; teachers rarely assign writing practices. Second, language teaching, more specifically composition writing lesson, is focused on grammar that requires students to memorize structural patterns taught by teachers who give too much emphasis to theories on structures. As many as 189 fifth-grade students from SD Ungaran 1, SD Ungaran 2' Bantu], Karanggondang, and SD Cepit were taken purposivelv as subjects of this research. The subjects consist of 100 male students and 89 female students. Data were collected by means of (a) verbal competence tests, administering verbal sub-tests from WISC; (b) parental literary concern scale; (c) teachers' literary concern scale; (dj data on the quality of witten expressions were collected by evaluating the quality of students' written expressions based on two kinds of stimulus, namely serial picture stiinulus and fairy-tale stimulus. This research is aimed at finding out the quality of the fifth-grade elementary students' written expressions by considering influencing variables, namely: verbal competence, gender, and teachers' literary concern. Anakova A with three co-variables are applied to test the proposed hypotheses. Partial correlation was used to perceive the relationship between each variable. Four-Predictor Regression Analyses were employed to find out the effective contributions of each predictor to written expressions. This research brings about the following outcomes: (1) the result of descriptive analysis shows moderate quality of elementary school students' written expressions. (2) There is a highly significant positive correlation between verbal competence and the quality of written expressions. (3) Female students produce better quality written expressions compared to male students. (4) There is correlation between parental literary concern and the quality of written expressions. ( 5 ) There is no correlation between teachers' literary concern and the quality of written expressions. (6) Sentence structure indicates low classification in fairy-tale stimulus and picture stimulus. (7) The ability to express ideas and style elements gain higher rank. (8) A differing tendency is shown in picture stimulus; the highest rank from six elements assessed is the organization
Kata Kunci : Ekspresi Tulis,Siswa SD,Kualitas
