MEMAHAMI TEKS EKSPOSISI ANALITIS MELALUI STRATEGI PEMBELAJARAN MANDIRI DI SEKOLAH MENENGAH ATAS

COMPREHENDING ANALYTICAL EXPOSITION TEXT THROUGH SELF-REGULATED LEARNING STRATEGY IN SENIOR HIGH SCHOOL

Beberapa siswa masih kesulitan dalam memahami teks, khususnya teks Eksposisi Analitis, padahal itu merupakan keterampilan dasar yang harus dicapai siswa dalam kegiatan pembelajaran. Strategi pembelajaran mandiri (Self-Regulated Learning Strategy) adalah salah satu dari banyak strategi yang dapat diterapkan untuk meningkatkan pemahaman membaca siswa. Oleh karena itu, tujuan penelitian ini yaitu untuk mendeskripsikan bagaimana tahapan Self-Regulated Learning dalam memahami teks Eksposisi Analitis dan bagaimana pemahaman membaca siswa pada teks Eksposisi Analitis melalui penerapan Self-Regulated Learning. Subjek penelitian ini adalah siswa kelas XI di salah satu SMA Negeri di Surabaya. Data penelitian ini dikumpulkan melalui observasi dan hasil tugas membaca siswa. Instrumen yang digunakan adalah catatan lapangan observasi dan rubrik bacaan siswa. Selain itu, kuesioner digunakan sebagai instrumen sekunder untuk mendukung data yang dicapai oleh peneliti. Desain penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini menemukan bahwa menerapkan tahapan strategi Self-Regulated Learning – fase pemikiran, fase kinerja, dan fase refleksi membantu siswa dalam memahami teks Eksposisi Analitis. Selanjutnya diketahui bahwa pemahaman siswa pada teks Eksposisi Analitis sangat baik melalui penerapan strategi Self-Regulated Learning karena mereka telah mempersiapkan, melakukan, dan mengevaluasi aktivitas membaca mereka untuk pemahaman bacaan yang lebih baik.

Some students still struggle to interpret texts, especially Analytical Exposition text, despite it being a basic skill that should be achieved by students in the learning activity. A Self-Regulated Learning Strategy is one of many strategies that can be applied to promote students’ reading comprehension. Thus, the objective of this study is to describe how the stages of Self-Regulated Learning are in comprehending Analytical Exposition text and how the students’ reading comprehension is on Analytical Exposition text through the implementation of Self-Regulated Learning. The subject of this study was the students of eleventh graders at a particular Senior High School in Surabaya. The data was collected by observation and the result of students’ reading tasks. The instruments used were observation field notes and students’ reading rubrics. In addition, a questionnaire was used as a secondary instrument to support the data accomplished by the researcher. The research design of this study was descriptive qualitative research. This study found that implementing stages of the Self-Regulated Learning strategy –forethought phase, performance phase, and reflection phase helped students comprehend Analytical Exposition text. Furthermore, it was known that students’ reading comprehension of Analytical Exposition text was excellent through the implementation of the Self-Regulated Learning strategy because they had prepared, performed, and evaluated their reading activity for better reading comprehension.