Penggunaan Hypnowriting dalam Pembelajaran Konstruksi Teks Biografi Peserta Didik Berkecerdasan Nonlinguistik Kelas X di SMA Labschool Unesa Surabaya
The Use of Hypnowriting In Learning Biography Text Construction for Tenth Graders of Nonlinguistic Intelligence Students at SMA Labschool Unesa Surabaya
PENGGUNAAN HYPNOWRITING DALAM PEMBELAJARAN
KONSTRUKSI TEKS BIOGRAFI PESERTA DIDIK BERKECERDASAN NONLINGUISTIK KELAS X DI SMA LABSCHOOL UNESA SURABAYA
Eka Lidia Ustanti
ABSTRAK
Penelitian terkait keterampilan menulis peserta didik dalam pembelajaran bahasa Indonesia ini perlu dilakukan. Hal ini karena kemampuan dan minat peserta dalam menulis terutama teks biografi masih rendah. Hal ini menyebabkan minimnya hasil karya generasi muda di dunia sastra Indonesia.
Sehubungan dengan penjelasan di atas, rumusan masalah dalam penelitian ini yakni (1) Bagaimana proses penggunaan metode hypnowriting dalam pembelajaran mengonstruksi teks biografi peserta didik berkecerdasan nonlinguistik kelas X di SMA Labschool Unesa Surabaya? (2) Bagaimana konstruksi teks biografi peserta didik berkecerdasan nonlinguistik kelas X di SMA Labschool Unesa Surabaya yang diajarkan dengan metode hypnowriting? (3) Bagaimana respons peserta didik berkecerdasan nonlinguistik kelas X di SMA Labschool Unesa Surabaya dengan menggunakan metode hypnowriting dalam pembelajaran konstruksi teks biografi?
Penelitian ini dirancang secara deskriptif kualitatif, hal ini karena sumber datanya berupa tulisan teks biografi hasil konstruksi peserta didik bekecerdasan nonlinguistik. Data-data dalam penelitian ini dikumpulkan dengan metode observasi dan angket.
Hasil penelitian ini yaitu proses penggunaan metode hypnowriting dalam konstruksi teks biografi meliputi (a) Bagian pembuka yang meliputi: pemberian salam, pemantauan kehadiran peserta didik, doa, menyanyikan lagu nasional , penyampaian kompetensi dasar, apersepsi, untuk pembangunan konsentrasi. Bagian penting yang menunjukkan tahapan hypnowriting adalah pembangunan konsentrasi. (2) Bagian inti yang meliputi; menembus filter kritis peserta didik dengan cara memberi motivasi untuk tidak takut menulis, membuat kontrak menulis dengan diri sendiri; menciptakan kondisi trance dengan meminta peserta didik untuk mengikuti apa yang disarankan guru pengajar; mengarahkan pada tindakan yaitu mengonstruksi teks biografi.
(3) Bagian penutup yang meliputi refleski. Konstruksi Teks Biografi yang meliputi (a) Makna Simbol didapat sepuluh teks biografi yang telah dikonstruksi mengandung simbol bahasa dan memiliki makna simbol yang berbeda jauh dengan makna leksikalnya. Fitur linguistik meliputi kata ganti yang menggunakan kata ganti orang ketiga. Sedangkan,Verba (kata kerja) meliputi: verba material penggunaannya 100% yang artinya seluruh teks biografi yang diteliti menggunakan verba material, verba mental sebanyak 90%, verba relasional intensitas 80%, dan verba relasional sirkumtansi 20%. Berdasarkan strukturnya teks biografi yang dikonstruksi peserta didik bekecerdasan nonlinguistik tersebut dapat disimpulkan bahwa 60% lengkap dan 40% tidak lengkap. Gaya penyajian yang digunakan pada teks biografi yang telah diteliti meliputi gaya penyajian deskripsi sebanyak 60% dan gaya film cerita atau roman 40%. Jika dilihat dari respon peserta didik dalam pembelajaran mengonstruksi teks biografi peserta didik bekecerdasan nonlinguistik menyatakan sangat setuju sebanyak 30% dan setuju sebnayak 60%.
Kata kunci: hypnowriting, biografi, simbol, fitur linguistik
THE USE OF HYPNOWRITING IN LEARNING BIOGRAPHY TEXT CONSTRUCTION FOR TENTH GRADERS OF NONLINGUISTIC INTELLIGENCE STUDENTS AT SMA LABSCHOOL UNESA SURABAYA
ABSTRACT
Research related to students' writing skills in learning Indonesian needs to be done. This is because the students' ability and interest in writing, especially biography texts, are still low. This has resulted in a lack of Indonesian literature works by the young generation.
In connection with the explanation above, the problem statements in this study are (1) How is the use of hypnowriting method in learning to construct biography texts of tenth graders students with nonlinguistic intelligence in SMA Labschool Unesa Surabaya? (2) How is the biography text construction of tenth graders students with nonlinguistic intelligence in SMA Labschool Unesa Surabaya taught using the hypnowriting method? (3) How is the response of the tenth graders’ students with nonlinguistic intelligence in SMA Labschool Unesa Surabaya using the hypnowriting method in learning biography text construction?
This research was designed in a descriptive qualitative manner, this is because the data source is in the form of biography text of the construction results of students with nonlinguistic intelligence. The data in this study were collected through observation and questionnaires.
The results of this study are the process of using the hypnowriting method in the construction of biography texts including (a) The opening section which includes: greeting, monitoring the attendance of students, prayer, singing the national song, delivering basic competencies, apperception, for building students’ concentration. An important part which shows the stages of hypnowriting is concentration building. (2) The main section which includes; penetrate the critical filter of students by providing motivation not to be afraid of writing, making writing contracts with oneself; creating trance conditions by asking students to follow what the teacher suggested; leads to action, namely constructing biography texts.
(3) The closing part which includes reflection. Biography Text Construction, which includes (a) Symbol Meanings, obtained ten biographical texts that have been constructed containing language symbols and having symbolic meanings that are very different from their lexical meaning. Linguistic features include pronouns that use a third person pronoun. Meanwhile, Verbs include: material verbs are used 100%, which means that all biography texts studied use material verbs, mental verbs as much as 90%, relational verbs with 80% intensity, and relational verbs with 20% circumstance. Based on the structure of the biography text constructed by students with nonlinguistic intelligence, it can be concluded that 60% is complete and 40% is incomplete. The presentation style used in the biography text that has been studied includes 60% presentation style and 40% story or romance film style. When viewed from the responses of students in learning to construct biography texts, students with nonlinguistic intelligence state that they strongly agree as much as 30% and agree as much as 60%.
Keywords: hypnowriting, biography, symbols, linguistic features