ANALISIS KEMAMPUAN MENULIS TEKS CERITA IMAJINASI SISWA SEKOLAH DASAR : Penelitian Analisis Isi Kualitatif pada Teks Cerita Imajinasi Siswa Kelas V di SDN 2 Ekacita Kecamatan Cikalongwetan

• Main Author: Gita Widia Nurmayanti, - (Author)
• Format: Book
• Published: 2020-08-14.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/54182/1/S_PGSD_1604022_Tittle.pdf; http://repository.upi.edu/54182/2/S_PGSD_1604022_Chapter1.pdf; http://repository.upi.edu/54182/3/S_PGSD_1604022_Chapter2.pdf; http://repository.upi.edu/54182/4/S_PGSD_1604022_Chapter3.pdf; http://repository.upi.edu/54182/5/S_PGSD_1604022_Chapter4.pdf; http://repository.upi.edu/54182/6/S_PGSD_1604022_Chapter5.pdf; http://repository.upi.edu/54182/7/S_PGSD_1604022_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education

Teks cerita imajinasi merupakan karangan narasi sugestif yang dapat mengembangkan daya nalar siswa dalam meningkatkan imajinasi. Permasalahan dalam penelitian ini adalah bagaimana kemampuan menulis teks cerita imajinasi pada siswa sekolah dasar ditinjau dari berbagai aspek yaitu kesesuaian isi karangan, kesesuaian struktur organisasi, kesesuaian ciri linguistik, dan kesesuaian teknik penulisan. Tujuan penelitian ini adalah menganalisis kemampuan menulis teks cerita imajinasi siswa sekolah dasar ditinjau dari segi: (1) kesesuaian isi, (2) kesesuaian struktur organisasi, (3) kesesuaian ciri linguistik, dan (4) kesesuaian teknik penulisan. Peneliti menggunakan kajian penelitian kualitatif dengan metode analisis isi. Sumber data penelitian yaitu karangan teks cerita imajinasi siswa kelas V SDN 2 Ekacita. Karangan yang dianalisis dari seluruh siswa yang ada di kelas tersebut yaitu sebanyak 19 teks. Adapun hasil analisis data yang diperoleh yaitu: (1) kemampuan menulis teks cerita imajinasi siswa dari aspek kesesuaian isi, siswa mampu dalam membuat teks cerita imajinasi dengan mengembangkan judul atau tema, menyertakan konflik atau permasalahan dalam cerita, menyajikan cerita secara berurutan atau kronologis, dan memasukan usur pembangun teks dalam cerita, (2) kemampuan menulis teks cerita imajinasi siswa dari aspek kesesuaian struktur organisasi karangan, siswa mampu dalam menggunakan struktur organisasi karangan yang meliputi bagian orientasi, komplikasi, dan resolusi, (3) kemampuan menulis teks cerita imajinasi siswa dari aspek kesesuaian ciri linguistik, siswa mampu dalam menggunakan kata ganti, kata sambung petunjuk urutan waktu, penggunaan dialog/kalimat langsung, dan kata keterkejutan, (4) kemampuan menulis teks cerita imajinasi siswa dari aspek kesesuaian teknik penulisan karangan, siswa mampu dalam segi pemberian judul dan pengembangan cerita. Sementara itu, kelemahan siswa terlihat dari penggunaan gaya bahasa, penggunaan cerapan panca indra untuk deskripsi latar, penggunaan kata bermakna kias dan khusus, serta penggunaan ejaan. ----- Imagination stories text is a suggestive narrative essay that can develop students' reasoning power in increasing imagination. The problem in this research is how the ability to write imagination text stories in elementary school students in terms of various aspects, namely the suitability of the contents of the essay, the suitability of the organizational structure, the suitability of linguistic characteristics, and the suitability of writing techniques. The purpose of this study is to analyze the ability to write text stories of elementary school imagination in terms of: (1) suitability of content, (2) suitability of organizational structure, (3) suitability of linguistic characteristics, and (4) suitability of writing techniques. Researchers used qualitative research studies with content analysis methods. The source of the research data is the text of the imagination story of the fifth grade students of SDN 2 Ekacita. The essay analyzed from all students in the class were 19 texts. The results analysis of data obtained are: (1) the ability to write text stories of students' imagination from the aspect of content suitability, students are good at making text stories of imagination by developing titles or themes, including conflicts or problems in the story, presenting stories in sequence or chronologically, and include the text builder usur in the story, (2) the ability to write the text of the students' imaginations from the aspect of the suitability of the composition of the organizational structure of the essay, students both in using the organizational structure of the essay which includes the orientation, complications, and resolution, (3) the ability to write students 'imagined text stories from the aspects of linguistic conformity, students are good at using pronouns, sequences of instructions timed instructions, use of dialogue / direct sentences, and words of surprise, (4) the ability to write students' imagined text stories from the aspect of conformity essay writing techniques, students both in terms of giving the title and story development. Meanwhile, students' weaknesses can be seen from the use of language styles, the use of five senses perception for background descriptions, the use of figurative and special word, and the use of spelling.