EFEKTIVITAS METODE IMERS PADA PEMBELAJARAN SASTRA SISWA KELAS X SMA

Abstract

Abstrak

Pembelajaran sastra memerlukan penguatan dan praktek yang menjurus kepada pemahaman nilai-nilai sastra. Siswa belum mampu menerjemahkan sastra dalam Bahasa punulis. Siswa hanya mampu mempelajari teori dan materi yang berisi hafalan belaka. Guru perlu menggunakan pendekatan pembelajaran sastra yang efektif dalam arti mampu mempraktekkan nilai-nilai sastra serta mengapresiasi sastra. Metode yang perlu dikembangkan lebih lanjut adalah metode Immerse. Metode ini mampu melibatkan siswa kedalam suatu kegiatan yang penuh dengan sastra, mengapresiasi karya sastra menjadi dasar dari metode Imerse. Tujuan penelitian ini untuk mengetahui efektivitas metode Imerse pada pembelajaran sastra siswa SMA dan mengetahui proses pembelajaran sastra dengan menggunakan metode Imerse. Metode penelitian dengan metode eksperimen tipe quasi-experimental yang digunakan adalah none quivalent groups pretest-posttest desain. Uji asumsi klasik dengan menggunakan uji homogenitas dan normalitas . dan uji T sample paired. Responden dalam penelitian ini sebanyak 37 siswa SMA IPS yang berada d Kota Bekasi Jawa Barat. Hasil penelitian menunjukkan data yang diolah berdistribusi norma dan homogen. Metode Imers mempunyai efektivitas belajar sastra. Ada perbedaan nilai pretest dan postes sebesar 2.8379 poin. Proses pembelajaran Imers mencangkup membaca karya sastra, memberikan sudut pandang dan mempresentasikan hasil karya sastra. Guru sebaiknya dapat berinovasi dalam pembelajaran sastra, agar siswa lebih tertarik serta mampu menapresiasi sastra. Pengajaran tidak hanya bertumpu dengan hapalan semata, perlu dikembangkan dengan kegiatan yang mengarah kepada penghayatan sastra itu sendiri.

Kata Kunci:  Efektivitas, metode imers, pembelajarna sastra IPP, estrakurikuler, siswa

Abstract

Literary learning requires reinforcement and practice that leads to understanding literary values. Students are not yet able to translate literature in written language. Students are only able to study theory and material that consists of mere memorization. Teachers need to use an effective literary learning approach in the

sense of being able to practice literary values ​​and appreciate literature. The method that needs to be developed further is the Immerse method. This method is able to    involve students in activities full of literature. Appreciating literary works is the basis of the Immerse method. The aim of this research is to determine the effectiveness of the Immerse method in high school students' literature learning and to determine the process of learning literature using the Immerse method. The research method using a quasi-experimental type experimental method used is a none quivalent groups pretest-posttest design. Test the classical assumption using homogeneity and normality tests. and paired sample T test. The respondents in this study were 37 IPS high school students in Bekasi City, West Java. The research results show that the processed data is norm distributed and homogeneous. The Imers method is effective in studying literature. There is a difference in pretest and posttest scores of 2.8379 points. Imers' learning process includes reading literary works, providing points of view and presenting literary works. Teachers should be able to innovate in learning literature, so that students are more interested and able to appreciate literature. Teaching does not just rely on rote memorization, it needs to be developed with activities that lead to an appreciation of literature itself.

Keywords: effectiveness, immersion method, literary learning