Descriptive Writing Ability of Elementary Students Using Picture Media: A Qualitative Analysis
Kemahiran Menulis Deskriptif Siswa Sekolah Dasar Menggunakan Media Gambar: Analisis Kualitatif
DOI:
https://doi.org/10.58194/eloquence.v4i3.3053Kata Kunci:
Elementary School Student, Ability, Writing, Descriptive ParagraphAbstrak
Latar Belakang: Menurut Program for International Student Assessment (PISA) 2018, Indonesia menempati peringkat ke-74 dari 79 negara dalam literasi membaca. Hasil PISA ini menunjukkan bahwa kemampuan membaca dan menulis siswa Indonesia jauh lebih rendah dibandingkan dengan siswa di Thailand, Malaysia, dan negara-negara lain di kawasan Asia-Pasifik. Kemampuan menulis merupakan salah satu bagian terpenting dari kemampuan literasi.
Tujuan: Penelitian ini mengkaji pemanfaatan kosakata oleh siswa sekolah dasar dalam menulis paragraf deskriptif melalui penggunaan media visual. Tujuan penelitian ini adalah untuk mengetahui kemampuan menulis paragraf deskriptif siswa sekolah dasar dengan menggunakan media bergambar, untuk menguraikan perbedaan jumlah dan keragaman kosakata yang digunakan oleh siswa, serta untuk menelaah faktor-faktor yang menyebabkan kesulitan dalam menulis paragraf deskriptif.
Metode: Penelitian ini menggunakan metode deskriptif kualitatif. Populasi penelitian terdiri atas siswa SDN 07 Kota Jantho yang terletak di Kabupaten Aceh Besar. Sampel dipilih dengan menggunakan teknik purposive sampling, yaitu sebanyak 30 siswa dari kelas IV, V, dan VI. Instrumen penelitian yang digunakan berupa gambar berwarna yang bertujuan untuk menilai kemampuan siswa dalam menulis paragraf deskriptif.
Hasil dan Pembahasan: Hasil penelitian menunjukkan adanya perbedaan kemampuan menulis di antara siswa pada tingkat kelas yang berbeda, yang umumnya ditandai dengan penggunaan kosakata dasar dan struktur kalimat yang sederhana. Sebaliknya, berbagai faktor diidentifikasi sebagai penyebab kesulitan dalam menulis, seperti kurangnya ide, keterbatasan kosakata, rendahnya minat, pemahaman yang kurang terhadap struktur paragraf dan isi visual, serta kurangnya rasa percaya diri.
Kesimpulan dan Implikasi: Penelitian ini juga berkontribusi dalam pemetaan kemampuan menulis dasar siswa sekolah dasar di Aceh Besar, yang sebelumnya masih terbatas dalam penelitian empiris. Temuan ini diharapkan dapat menjadi acuan bagi guru, pembuat kebijakan, dan peneliti lainnya dalam merancang program literasi yang lebih kontekstual dan berbasis pada kebutuhan siswa.
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