Penerapan Pembelajaran Kontekstual Untuk Meningkatkan Keterampilan Menyimak Teks Negosiasi Siswa Kelas X

Abstract

Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran kontekstual dalam pembelajaran menyimak teks negosiasi siswa kelas X serta mengidentifikasi kendala dan solusi pelaksanaannya. Penelitian dilatarbelakangi oleh rendahnya keterlibatan siswa dalam kegiatan menyimak, kesulitan memahami tujuan negosiasi, dan lemahnya keterkaitan materi dengan pengalaman nyata. Penelitian ini menggunakan metode deskriptif kualitatif di SMAN 2 Ungaran, Kabupaten Semarang. Data diperoleh melalui observasi pembelajaran selama dua pertemuan, wawancara semi terstruktur dengan guru dan siswa, serta dokumentasi berupa modul ajar, bahan ajar, media pembelajaran, dan hasil asesmen menyimak. Keabsahan data diperkuat melalui triangulasi sumber dan teknik, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran kontekstual mendukung keterlibatan siswa dalam kegiatan menyimak teks negosiasi. Pengaitan materi dengan situasi tawar-menawar, penggunaan video negosiasi, diskusi kelompok, praktik negosiasi, dan refleksi membantu siswa mengenali tujuan negosiasi, unsur pengajuan, penawaran, persetujuan, serta kaidah kebahasaan teks lisan. Kendala yang ditemukan meliputi keterbatasan jaringan internet dan proyektor, perbedaan tingkat keterlibatan siswa, serta penggunaan ragam bahasa daerah dalam praktik negosiasi. Guru mengatasinya dengan menyiapkan media alternatif, memberi bimbingan bertahap, dan menegaskan penggunaan bahasa Indonesia baku. Temuan ini menunjukkan bahwa pembelajaran kontekstual relevan untuk menciptakan kegiatan menyimak yang lebih bermakna, meskipun klaim peningkatan keterampilan masih memerlukan data pengukuran yang lebih sistematis.

This study aims to describe the implementation of contextual learning in teaching Grade X students to listen to negotiation texts and to identify the challenges and solutions that emerged during its implementation. The study was motivated by students' low engagement in listening activities, difficulty understanding the purpose of negotiation, and limited connection between classroom materials and real-life experiences. A qualitative descriptive method was employed at SMAN 2 Ungaran, Semarang Regency. Data were collected through classroom observations during two meetings, semi-structured interviews with the teacher and students, and documentation of teaching modules, learning materials, media, and listening assessment records. Data credibility was strengthened through source and technique triangulation, while data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that contextual learning supported students' engagement in listening to negotiation texts. Connecting the material with bargaining situations, using negotiation videos, facilitating group discussions, conducting negotiation practice, and guiding reflection helped students identify the purpose of negotiation, proposal, offer, agreement, and linguistic features in oral texts. The main challenges were limited internet access and projector availability, different levels of student participation, and the use of local language varieties during negotiation practice. The teacher addressed these challenges by preparing alternative media, providing gradual guidance, and reinforcing the use of standard Indonesian. The findings indicate that contextual learning is relevant for creating more meaningful listening activities, although claims about improved listening skills require more systematic measurement data.