Pelatihan Penulisan Cerpen Untuk Meningkatkan Kemampuan Menulis pada Siswa SMA

Abstract

ABSTRAK

Pelatihan penulisan cerpen dilaksanakan di SMA Arrahman Tangerang (Januari-Maret 2022) dengan 30 siswa kelas 11 untuk meningkatkan kemampuan menulis, mengingat masih rendahnya kompetensi menulis siswa yang memerlukan intervensi terstruktur. Kegiatan ini didasari oleh studi awal yang menunjukkan kesulitan siswa dalam menemukan ide, menyusun alur, dan menggunakan bahasa ekspresif. Budaya literasi, termasuk kemampuan menulis, perlu digalakkan kembali di kalangan siswa (, dan pelatihan ini menjadi solusi relevan untuk mengatasi masalah tersebut. Metode pelaksanaan melibatkan empat tahap utama: analisis masalah (identifikasi kesulitan siswa), kegiatan inti (penyampaian materi dasar penulisan, kalimat efektif, elemen cerpen seperti karakter, alur, setting, tema), pendampingan (bimbingan penulisan draf, umpan balik langsung), dan evaluasi (presentasi cerpen dan penilaian). Proses ini mengadopsi tahapan menulis cerpen d, menekankan pentingnya pelatihan dan review, sejalan dengan praktik dalam menerapkan teknik sensori dan publikasi karya. Pelatihan dibagi menjadi tiga sesi, dengan bahan ajar berupa handout, contoh cerpen, alat tulis, dan kartu ide. Hasil pelatihan menunjukkan bahwa 15 dari 30 siswa berhasil menuntaskan penulisan cerpen mereka, mengindikasikan peningkatan kemampuan menulis secara signifikan. Skor rata-rata evaluasi adalah 67 untuk kesesuaian judul dengan isi, 70 untuk keefektifan kalimat, dan 72 untuk keunikan judul. Meskipun terdapat tantangan seperti padatnya kegiatan sekolah dan pesantren, hasil ini menunjukkan peningkatan pemahaman siswa terhadap prinsip penulisan. Pelatihan ini juga mendukung gerakan literasi yang digaungkan pemerintah. Oleh karena itu, program ini berhasil mengasah keterampilan menulis cerpen siswa dan direkomendasikan untuk terus dipertahankan .

Kata kunci: Menulis, Cerpen, siswa SMA

ABSTRACT

Short story writing training was conducted at Arrahman High School in Tangerang (January-March 2022) with 30 11th-grade students to enhance their writing skills, considering the still low writing competency among students that requires structured intervention. This activity was based on an initial study showing students' difficulties in generating ideas, structuring plots, and using expressive language. Literacy culture, including writing ability, needs to be revitalized among students and this training serves as a relevant solution to address the issue. The implementation method involved four main stages: problem analysis (identifying student difficulties), core activities (delivering basic writing material, effective sentences, short story elements such as characters, plot, setting, theme), mentoring (draft writing guidance, direct feedback), and evaluation (short story presentation and assessment). This process adopted the short story writing stages proposed , emphasizing the importance of training and review, aligning with practice of applying sensory techniques and publishing works. The training was divided into three sessions, with teaching materials including handouts, example short stories, writing tools, and idea cards. The results of the training showed that 15 out of 30 students successfully completed writing their short stories, indicating a significant improvement in writing skills. The average evaluation scores were 67 for title-content conformity, 70 for sentence effectiveness, and 72 for title uniqueness. Despite challenges such as busy school and dormitory schedules , these results demonstrate an increased understanding among students of writing principles. This training also supports the government's literacy movement. Therefore, the program successfully honed students' short story writing skills and is recommended for continued maintenance.

Keywords: Writing, Short Story, High School Students