Implementasi Pendekatan Curturally Responsive Teaching untuk Meningkatkan Kemampuan Menulis Naskah Drama Siswa XI-5 SMAN 8 Denpasar

Abstract

Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus dengan tujuan: (1) mengetahui implementasi pendekatan culturally responsive teaching (CRT) dalam meningkatkan kemampuan menulis naskah drama pada siswa kelas XI-5 SMA Negeri 8 Denpasar, serta (2) mengetahui langkah-langkah implementasi culturally responsive teaching (CRT) dalam pembelajaran menulis naskah drama. Subjek penelitian berjumlah 46 siswa. Pengumpulan data dilakukan melalui observasi dan tes, kemudian dianalisis dengan metode kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis naskah drama setelah penerapan pendekatan CRT. Nilai rata-rata siswa pada siklus I sebesar 75,5 meningkat menjadi 82,8 pada siklus II. Langkah-langkah penerapan CRT meliputi: (1) orientasi, yaitu mengaitkan materi dengan pengalaman budaya siswa; (2) mengorganisasi, membimbing siswa menggali ide berdasarkan pengalaman budaya; (3) membimbing penyelidikan, membantu siswa menyusun kerangka tulisan menjadi naskah drama utuh; (4) mengembangkan dan menyajikan, yaitu siswa membacakan karya dan saling memberi apresiasi; serta (5) menganalisis dan mengevaluasi, melalui refleksi dan kesimpulan terhadap proses pembelajaran. Temuan ini menunjukkan bahwa penerapan culturally responsive teaching dalam pembelajaran menulis naskah drama dapat meningkatkan motivasi, keterlibatan, serta hasil belajar siswa, sekaligus membantu guru mengaitkan materi dengan latar budaya peserta didik.

This research is a classroom action research (CAR) conducted in two cycles with the following objectives: (1) to determine the implementation of the culturally responsive teaching (CRT) approach in improving the ability to write drama scripts in grade XI-5 students of SMA Negeri 8 Denpasar, and (2) to determine the steps for implementing culturally responsive teaching (CRT) in learning to write drama scripts. The research subjects were 46 students. Data collection was carried out through observation and tests, then analyzed using qualitative and quantitative methods. The results of the study showed an increase in the ability to write drama scripts after the implementation of the CRT approach. The average score of students in cycle I was 75.5, increasing to 82.8 in cycle II. The steps for implementing CRT include: (1) orientation, namely linking the material to students' cultural experiences; (2) organizing, guiding students to explore ideas based on cultural experiences; (3) guiding investigations, helping students compile a writing framework into a complete drama script; (4) developing and presenting, namely students reading their work and giving each other appreciation; and (5) analyzing and evaluating, through reflection and conclusions on the learning process. These findings indicate that the application of culturally responsive teaching in learning to write drama scripts can increase students' motivation, involvement, and learning outcomes, while also helping teachers relate the material to the students' cultural background.