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PENINGKATAN KEMAMPUAN MENULIS PUISI BERWAWASAN

MULTIKULTURAL DENGAN MENERAPKAN

METODE MIND MAPPING PADA SISWA KELAS VIII-B

SMP NEGERI 10 SURAKARTA TAHUN AJARAN 2012/2013

TESIS

Disusun untuk Memenuhi Sebagian Persyaratan Mencapai Derajat Megister

Program Studi Pendidikan Bahasa Indonesia

Oleh

Vera Krisnawati

S841202023

PROGRAM PASCASARJANA

UNIVERSITAS SEBELAS MARET

SURAKARTA

2013

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Vera Krisnawati. S841202023. 2013. “Peningkatan Kemampuan Menulis Puisi

Berwawasan Multikultural dengan Menerapkan Metode Mind Mapping pada

Siswa Kelas VIII-B SMP Negeri 10 Surakarta Tahun Ajaran 2012/2013.

TESIS. Pembimbing I: Prof. Dr. Sarwiji Suwandi, M.Pd., II: Prof. Dr. Andayani,

M.Pd. Program Studi Pendidikan Bahasa Indonesia, Program Pascasarjana,

Universitas Sebelas Maret Surakarta.

ABSTRAK

Penelitian tindakan kelas ini bertujuan untuk: (1) meningkatkan kualitas

proses pembelajaran menulis puisi berwawasan multikultural dengan menerapkan

metode mind mapping dan (2) meningkatkan kemampuan menulis puisi

berwawasan multikultural dengan menerapkan metode mind mapping pada siswa

kelas VIII-B SMP Negeri 10 Surakarta.

Penelitian dilaksanakan di SMP Negeri 10 Surakarta pada pertengahan

Januari 2013 hingga pertengahan Mei. Subjek penelitian adalah guru dan siswa

kelas VIII-B SMP Negeri 10 Surakarta. Data berupa RPP, foto, hasil tes, catatan

lapangan, daftar nilai, dan catatan hasil wawancara. Sumber data meliputi:

informan, tempat dan proses pembelajaran, dan dokumen. Teknik pengumpulan

data melalui observasi, wawancara, tes, dan dokumen. Uji validitas data

menggunakan triangulasi sumber data dan triangulasi metode. Teknik analisis data

dengan teknik analisis kritis dan teknik deskriptif komparatif. Indikator

ketercapaian sebesar 75%. Prosedur penelitian meliputi persiapan, survei awal,

pelaksanaan siklus, pengamatan, dan pelaporan.

Hasil penelitian ini adalah: (1) pada pratindakan jumlah siswa yang

memperoleh nilai di atas Kriteria Ketuntasan Minimal KKM (73) tujuh siswa

(25%) dengan nilai rata-rata sebesar 64,12; (2) pada siklus I siswa yang

memperoleh nilai di atas KKM meningkat menjadi 12 siswa (43%) kenaikan

sebesar 17,86%. Nilai rata-rata kelas sebesar 68,21 belum mencapai KKM; (3)

pada siklus II sebanyak 19 siswa (68%) sudah mencapai KKM atau meningkat

sebesar 25% dari siklus I, dengan nilai rata-rata kelas naik menjadi 72,86; (4)

pada siklus III siswa yang dapat mencapai nilai KKM sebanyak 25 siswa (89%)

dengan nilai rata-rata 77,32. Pada siklus III ini pencapaian nilai baik secara

kualitas proses maupun hasil telah mencapai ketuntasan yang lebih dari 75%.

Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan

metode mind mapping mampu meningkatkan kualitas proses pembelajaran

menulis puisi berwawasan multikultural ditandai meningkatnya keaktifan siswa,

perhatian siswa, dan keterlaksanaan siswa dalam pembelajaran menulis puisi

berwawasan multikultural dan penerapan metode mind mapping dapat

meningkatkan kemampuan menulis puisi berwawasan multikultural.

Kata kunci: menulis puisi, multikultural, metode mind mapping.


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Vera Krisnawati. S841202023. 2013. The Increase in the Ability of the 8th

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grade Students of Class VIII-B of SMP Negeri 10 Surakarta in the Academic

Year of 2012/2013 to Write Poem with Multicultural Conception by

Implementing the Mind Mapping Method. Principal Advisor: Prof. Dr. Sarwiji

Suwandi, M.Pd. Co-advisor: Prof. Dr. Andayani, M.Pd. Thesis: The Graduate

Program in Indonesian Language Education, Sebelas Maret University, Surakarta.

ABSTRACT

The objectives of this research are to increase: (1) the quality of the learning

process of writing poem with multicultural conception by implementing the mind

mapping method; and (2) the ability of the 8th-grade students of Class VIIII-B of

SMP Negeri 10 Surakarta to write poem with multicultural conception by

implementing the mind mapping method.

This research was conducted from the beginning of January 2013 to the mid

May 2013 at SMP Negeri 10 Surakarta. The samples of this research consisted of

the teacher and the 8th

-grade students of Class VIII-B of SMP Negeri 10

Surakarta. The data of this research consisted of the lesson plan, the photographs,

the results of the test, the field note, the list of scores, and the record of the

interviews. The data of this research were gathered from informant, learning place

and process, and document through observation, interview, test, and document.

The validity of this research was tested by using the method and data source

triangulations. The data were then analyzed by using the critical analysis

technique and the comparative descriptive technique. The indicator of

achievement reached 75%. The procedure of this research consisted of

preparation, initial survey, implementation of cycle, observation, and reporting.

The results of this research are as follows: (1) the number of students who

achieve the score above the minimal completeness criterion score (73) in the pre-

cycle stage is 7 students (25%) with the average score as much as 64.12; (2) the

number of students who achieve the score above the minimal completeness

criterion score in the first cycle rises up to 12 students (43%) or there is an

increase as much as 17.86% from the number in the pre-cycle stage with the class

average score of 68.21 which has not reached the minimal completeness score; (3)

the number of students who achieve the score above the minimal completeness

criterion score in the second cycle rises up to 19 students (68%) or there is an

increase as much as 25% from the number in the first cycle with the class average

score of 72.86; (4) the number of students who achieve the score above the

minimal completeness criterion score in the third cycle rises up to 25 students

(89%) with the average score of 77.32. The score achievement in this third cycle

has achieved completeness of more than 75%.

Based on the results of the research, a conclusion is drawn that the

implementation of the mind mapping learning method can increase the quality of

the learning process of writing poem with multicultural conception as indicated by

the increase in the students‟ learning activeness, attention, and implementability

and can increase the ability of write poem with multicultural conception.

Keywords: writing poem, multicultural, and mind-mapping method


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DAFTAR ISI

JUDUL ......................................................................................................... i

PERSETUJUAN ........................................................................................... ii

PENGESAHAN ...................................................................................... ...... iii

PERNYATAAN ORISINALITAS DAN PUBLIKASI ISI TESIS ................. iv

MOTO............ .............................................................................................. v

PERSEMBAHAN ......................................................................................... vi

KATA PENGANTAR .................................................................................. vii

ABSTRAK.... ............................................................................................... ix

ABSTRACT................................................................................................... .. x .

DAFTAR ISI ............................................................................................... xi

DAFTAR TABEL ........................................................................................ xv

DAFTAR GAMBAR .................................................................................... xvi .

DAFTAR LAMPIRAN ................................................................................. xvii

BAB I PENDAHULUAN ................................................................... 1

A. Latar Belakang Masalah ..................................................... 1

B. Rumusan Masalah .............................................................. 8

C. Tujuan Penelitian ................................................................ 8

D. Manfaat Penelitian .............................................................. 9

BAB II LANDASAN TEORI, PENELITIAN YANG RELEVAN,

KERANGKA BERPIKIR, DAN HIPOTESIS TINDAKAN ...... 11

A. Kajian Teori ....................................................................... 11

1. Hakikat Menulis ........................................................... 11

a. Pengertian Menulis ................................................. 11

b. Tujuan Menulis ....................................................... 15

2. Hakikat Puisi ................................................................ 16

a. Pengertian Puisi ...................................................... 16

b. Struktur Puisi ......................................................... 19

1) Struktur Batin Puisi .......................................... 20


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2) Struktur Fisik Puisi ............................................ 23

c. Langkah-langkah Menulis Puisi .............................. 29

d. Pembelajaran Menulis Puisi di SMP ........................ 29

3. Hakikat Pendidikan Multikultural ................................. 31

a. Pengertian Pendidikan Multikultural ....................... 31

b. Tujuan Pendidikan Multikultural ............................. 39

c. Karakteristik Pendidikan Multikultural ................... 39

d. Urgensi Pendidikan Multikultural ........................... 41

e. Pengertian Kemampuan Menulis Puisi Berwawasan

Multikultural .......................................................... 44

4. Penilaian Pembelajaran Menulis Puisi ........................... 45

a. Kualitas Proses Pembelajaran .................................. 49

b. Penilaian Kemampuan Menulis Puisi Berwawasan

Multikultural ........................................................... 61

5. Hakikat Metode Mind Mapping ................................... 62

a. Pengertian Metode Mind Mapping ......................... 62

b. Keunggulan Mind Mapping ..................................... 66

c. Langkah-langkah Membuat Mind Mapping ............. 67

d. Penerapan Metode Mind Mapping dalam Pembelajaran

Menulis Puisi .......................................................... 69

B. Penelitian yang Relevan ...................................................... 70

C. Kerangka Berpikir .............................................................. 76

D. Hipotesis Tindakan ............................................................ 78

BAB III METODOLOGI PENELITIAN ............................................... 79

A. Tempat dan Waktu Penelitian ............................................. 79

B. Subjek Penelitian ................................................................ 80

C. Bentuk dan Strategi Penelitian ............................................ 80

D. Data dan Sumber Data ........................................................ 81

E. Teknik Pengumpulan Data .................................................. 81

F. Validitas Data ..................................................................... 82


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G. Teknik Analisis Data .......................................................... 83

H. Indikator Kinerja ................................................................ 84

I. Prosedur Penelitian ............................................................. 86

BAB IV HASIL PENELITIAN DAN PEMBAHASAN ......................... 90

A. Deskripsi Kondisi Awal ...................................................... 90

1. Pelaksanaan Pembelajaran Menulis Puisi Pratindakan... 91

2. Hasil Pelaksanaan Pembelajaran Menulis Puisi

Pratindakan.................................................................. 93

3. Permasalahan dalam Pembelajaran Menulis Puisi

Pratindakan.................................................................... 96

4. Penyusunan Rancangan Peningkatan Proses

Pembelajaran Menulis Puisi........................................... 98

B. Deskripsi Hasil Penelitian ................................................... 99

1. Siklus I ......................................................................... 99

a. Perencanaan Tindakan I .......................................... 99

b. Pelaksanaan Tindakan I ........................................... 104

c. Observasi ................................................................ 109

1) Kualitas Proses Pembelajaran ............................ 109

a) Kinerja Guru................................................ 109

b) Kinerja Siswa .............................................. 111

2) Kemampuan Menulis Puisi ................................ 113

d. Analisis dan Refleksi............................................... 116

2. Siklus II ........................................................................ 118

a. Perencanaan Tindakan ............................................ 118

b. Pelaksanaan Tindakan ............................................ 121

c. Observasi ................................................................ 128


a) Kinerja Guru................................................ 129

b) Kinerja Siswa .............................................. 130



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d. Analisis dan Refleksi Siklus .................................... 136

3. Siklus III ....................................................................... 137

a. Perencanaan Tindakan III ........................................ 137

b. Pelaksanaan Tindakan III ........................................ 140

c. Observasi ................................................................ 147


a) Kinerja Guru................................................ 147

b) Kinerja Siswa .............................................. 149


d. Analisis dan Refleksi............................................... 153

C. Hasil Penelitian dan Pembahasan ........................................ 154

BAB V SIMPULAN, IMPLIKASI, DAN SARAN ............................... 170

A. Simpulan ............................................................................ 170

B. Implikasi ............................................................................ 171

C. Saran .................................................................................. 175

DAFTAR PUSTAKA ................................................................................... 177

LAMPIRAN ............................................................................................... 181


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