BAHASA IMPERATIF PADA TEKS PROSEDUR KARYA SISWA KELAS XI-L 1 SMK NEGERI 1 JATIREJO MOJOKERTO

IMPERATIVE LANGUAGE IN THE PROCEDURAL TEXT BY STUDENTS OF CLASS XI-L 1 SMK NEGERI 1 JATIREJO MOJOKERTO

Penelitian ini bertujuan untuk mendeskripsikan bentuk penggunaan bahasa imperatif dalam teks prosedur hasil karya siswa kelas XI-LI SMK Negeri 1 Jatirejo Mojokerto. Fokus kajian dalam penelitian ini meliputi tiga aspek utama, yaitu jenis-jenis bahasa imperatif, gaya bahasa imperatif, dan bentuk sintaksis kalimat imperatif. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Sumber data berupa tiga puluh teks prosedur yang disusun oleh siswa kelas XI-L1 SMK Negeri 1 Jatirejo Mojokerto. Teknik pengumpulan data meliputi dokumentasi, teknik baca, dan teknik catat. Hasil penelitian menunjukkan bahwa dalam aspek pertama, yaitu jenis-jenis kalimat imperatif, ditemukan sebanyak seratus lima puluh satu data. Jenis yang paling dominan adalah imperatif halus dengan jumlah seratus tiga puluh tiga data, disusul oleh imperatif ajakan sebanyak enam data, imperatif larangan sebanyak lima data, imperatif peringatan sebanyak tiga data, dan imperatif pembiaran sebanyak empat data. Tidak ditemukan penggunaan imperatif permintaan dalam teks yang dianalisis. Pada aspek kedua, yaitu gaya bahasa imperatif, ditemukan enam belas data. Gaya yang paling dominan adalah pleonasme dengan delapan data, kemudian aliterasi sebanyak tiga data, asindeton tiga data, dan polisindenton dua data. Pada aspek ketiga, yaitu bentuk sintaksis kalimat imperatif, ditemukan dua puluh lima data. Bentuk yang paling banyak digunakan adalah kalimat lengkap berpredikat verbal transitif atau taktransitif sebanyak sepuluh data, kemudian kalimat yang dimarkahi oleh kata tugas modalitas sebanyak delapan data, dan kalimat berpredikat taktransitif tanpa objek sebanyak tujuh data. Temuan ini menunjukkan bahwa siswa telah mampu menerapkan variasi bentuk kalimat imperatif dalam teks prosedur yang mereka tulis, baik dari segi jenis, gaya, maupun struktur sintaksis. Kemampuan ini mencerminkan penguasaan siswa terhadap karakteristik teks prosedur yang komunikatif, sistematis, dan santun.

This study aims to describe the form of use of imperative language in procedural texts written by students in grades XI-L1 of SMK Negeri 1 Jatirejo Mojokerto. The focus of the study in this study includes three main aspects, namely the types of imperative language, the style of imperative language, and the syntactic form of imperative sentences. This study uses a qualitative descriptive approach. The data source is in the form of thirty procedural texts compiled by students in grades XI-L1 of SMK Negeri 1 Jatirejo Mojokerto. Data collection techniques include documentation, reading techniques, and recording techniques. The results of the study show that in the first aspect, namely the types of imperative sentences, as many as one hundred and fifty-one data were found. The most dominant type is the subtle imperative with a total of one hundred and thirty-three data, followed by the invitation imperative as many as six data, the prohibition imperative as many as five data, the warning imperative as many as three data, and the imperative of leave as many as four data. No use of request imperatives was found in the analyzed text. In the second aspect, namely the imperative language style, sixteen data were found. The most dominant style is pleonasm with eight data, then alliteration with three data, asindeton with three data, and polyindenton with two data. In the third aspect, namely the syntactic form of imperative sentences, twenty-five data were found. The most widely used form is a complete sentence with a transitive or nontransitive verbal predicate of ten data, then a sentence marked by a modality task word as many as eight data, and a sentence with a transitive predicate without an object as many as seven data. These findings show that students have been able to apply variations in the form of imperative sentences in the procedural texts they write, both in terms of type, style, and syntactic structure. This ability reflects students' mastery of the characteristics of communicative, systematic, and polite procedural texts