Konstruksi Realitas Teks Guru Dalam Kelas
KONSTRUKSI REALITAS TEKS GURU DALAM KELAS
ABSTRAK
Disertasi ini menganalisis penggunaan: (1) Kosakata Teks Guru (2) Unsur
Gramatika Teks Guru (3) Wujud Struktur Teks Guru (TG). Penelitian ini adalah
deskriftif kualitatif menggunakan Analisis Wacana Kritis (AWK) Norman
Fairclough dengan model tiga dimensi. Data adalah TG empat orang guru bahasa
Indonesia. Kesimpulan: Pertama kosakata pronomina dalam TG menunjukkan
adanya jarak antara guru murid dan ketidakkonsiten guru dalam menyebut dirinya
dan juga muridnya. Kosakata ekspresif negatif digunakan untuk mengungkapakan
rasa kesal, marah, menyindir, menyepelekan, mendesak dan mencerca murid.
Kosakata ideologis mengindikasikan guru tidak sabar, kurang percaya diri, sangat
terburu-buru dan juga memaksakan kehendaknya kepada murid. Kedua,
grammatika TG menyangkut proses. TG dominan menggunakan proses material
memberi informasi bahwa guru menujukkan adanya aktifitas menggunakan
jasmani. Gramatika TG dominan menggunakan kalimat aktif, berarti bahwa guru
tersebut lebih banyak menonjolkan dirinya sebagai pelaku tindakan dibanding
hasil. Gramatika TG Modalitas „harus‟ ditemukan dalam semua TG, memberi
informasi bahwa guru menunjukkan peran yang sangat berkuasa dan diikuti oleh
modalitas ‟akan‟ yang berarti adanya sikap ketidakpastian dan keragu-raguan
guru. Ketiga,dalam wujud struktur TG ditemukan bahwa unsur pembukaan
sangat singkat dan berkesan asal ada saja. Guru tidak menyiapkan muridnya
dengan baik. Unsur isi sangat panjang menguasai hampir semua waktu,
menandakan guru dalam keadaan terburu-buru, mengejar sesuatu yang harus
selesai dalam waktu yang sudah ditentukan. Unsur penutup sangat singkat dan
terkesan sekedar, karena guru menyadari waktu yang tersedia sudah tidak cukup
lagi untuk menyelesaikan meterinya. Dari temuan di atas menunjukkan adanya
wewenang, otoritas, dominasi dan kekuasaan guru yang direalisasikan melalui
TG nya. Strategi pengembangan ideologi yang digunakan guru dalam TG adalah:
a). menguatkan hal-hal negatif murid-muridnya. b). mengurangi hal-hal positif
dari murid-muridnya. Ideologi yang digunakan guru dalam TG adalah pencitraan
negatif terhadap murid-muridnya dan adanya ketidaksetaraan relasi antar
partisipan guru dan murid.
Kata kunci: ideologi, teks guru, kosakata, gramatika, struktur teks.
Universitas Sumatera Utara
TEACHER TEXT REALITY CONSTRUCTION IN CLASS
ABSTRACT
The disertation analysed the use of (1) Teacher Texts Vocabulary (2) Teacher
Texts Grammatical (3) Teacher Texts (TG) Structure. This study is qualitative
descriptive study using Critical Discourse Analysis of Norman Fairclough with
three-dimensional model. Data is of four teachers‟ texts. Conclusion: First,
Personal pronoun vocabulary showed distance between teachers and students and
teachers are inconsistent in labeling himself and his students. Expressive
vocabulary are negative reveal resentment, anger, sarcastic, underestimate,
urgent and railed the students. Ideological vocabulary indicates impatient, lack of
confidence, hurry in completing the task. Second, The TG‟s grammatical involves
processes, Active passive and Modality. TG dominant used material process to
provide information that the teachers used physical activity. TG predominantly
use active sentences, means the teachers more offered himself as the actors of the
action rather than the results. TG‟s modalities harus 'must' is found in all TG,
informing that the teachers showed very powerful role and is followed by
modalities akan 'will', which means the teachers‟ attitude to uncertainty and
doubt. Third, in the form of TG structure was found that the opening element is
very short and simple mean the teachers weren‟t prepared their students well. The
contents element are very long ruled almost all of the time, indicating the teacher
in a hurry, chasing something that should be completed within a specified time.
Closing element is very short and impressed simply because teachers are aware of
the time available is not enough to finish his teaching materials. From the above
findings indicate the presence teachers‟ power, authority, and dominion were
found through their TG. The development strategy ideology used by teachers in
the TG are: a). reinforce negative things to his students. b). reducing the positive
things from his students. Ideology used by teachers in the TG is the negative
image of his students and their inequality relation between teacher and student
participants. From the above findings we can conclude the existence of power,
authority, dominion of teachers realized through the TG. Ideology development
strategies used by teachers in the TG are: a) reinforce negative things of his
students. b ) reducing the positive things from his students. Ideology used by
teachers in the teachers‟ text is to emphasized negative image of his students and
showing the inequality relationships between teacher and student as participants.
Keywords: ideology, teacher text, vocabulary, grammatical, text structure.
Universitas Sumatera Utara
ABSTRAK
Disertasi ini menganalisis penggunaan: (1) Kosakata Teks Guru (2) Unsur
Gramatika Teks Guru (3) Wujud Struktur Teks Guru (TG). Penelitian ini adalah
deskriftif kualitatif menggunakan Analisis Wacana Kritis (AWK) Norman
Fairclough dengan model tiga dimensi. Data adalah TG empat orang guru bahasa
Indonesia. Kesimpulan: Pertama kosakata pronomina dalam TG menunjukkan
adanya jarak antara guru murid dan ketidakkonsiten guru dalam menyebut dirinya
dan juga muridnya. Kosakata ekspresif negatif digunakan untuk mengungkapakan
rasa kesal, marah, menyindir, menyepelekan, mendesak dan mencerca murid.
Kosakata ideologis mengindikasikan guru tidak sabar, kurang percaya diri, sangat
terburu-buru dan juga memaksakan kehendaknya kepada murid. Kedua,
grammatika TG menyangkut proses. TG dominan menggunakan proses material
memberi informasi bahwa guru menujukkan adanya aktifitas menggunakan
jasmani. Gramatika TG dominan menggunakan kalimat aktif, berarti bahwa guru
tersebut lebih banyak menonjolkan dirinya sebagai pelaku tindakan dibanding
hasil. Gramatika TG Modalitas „harus‟ ditemukan dalam semua TG, memberi
informasi bahwa guru menunjukkan peran yang sangat berkuasa dan diikuti oleh
modalitas ‟akan‟ yang berarti adanya sikap ketidakpastian dan keragu-raguan
guru. Ketiga,dalam wujud struktur TG ditemukan bahwa unsur pembukaan
sangat singkat dan berkesan asal ada saja. Guru tidak menyiapkan muridnya
dengan baik. Unsur isi sangat panjang menguasai hampir semua waktu,
menandakan guru dalam keadaan terburu-buru, mengejar sesuatu yang harus
selesai dalam waktu yang sudah ditentukan. Unsur penutup sangat singkat dan
terkesan sekedar, karena guru menyadari waktu yang tersedia sudah tidak cukup
lagi untuk menyelesaikan meterinya. Dari temuan di atas menunjukkan adanya
wewenang, otoritas, dominasi dan kekuasaan guru yang direalisasikan melalui
TG nya. Strategi pengembangan ideologi yang digunakan guru dalam TG adalah:
a). menguatkan hal-hal negatif murid-muridnya. b). mengurangi hal-hal positif
dari murid-muridnya. Ideologi yang digunakan guru dalam TG adalah pencitraan
negatif terhadap murid-muridnya dan adanya ketidaksetaraan relasi antar
partisipan guru dan murid.
Kata kunci: ideologi, teks guru, kosakata, gramatika, struktur teks.
Universitas Sumatera Utara
TEACHER TEXT REALITY CONSTRUCTION IN CLASS
ABSTRACT
The disertation analysed the use of (1) Teacher Texts Vocabulary (2) Teacher
Texts Grammatical (3) Teacher Texts (TG) Structure. This study is qualitative
descriptive study using Critical Discourse Analysis of Norman Fairclough with
three-dimensional model. Data is of four teachers‟ texts. Conclusion: First,
Personal pronoun vocabulary showed distance between teachers and students and
teachers are inconsistent in labeling himself and his students. Expressive
vocabulary are negative reveal resentment, anger, sarcastic, underestimate,
urgent and railed the students. Ideological vocabulary indicates impatient, lack of
confidence, hurry in completing the task. Second, The TG‟s grammatical involves
processes, Active passive and Modality. TG dominant used material process to
provide information that the teachers used physical activity. TG predominantly
use active sentences, means the teachers more offered himself as the actors of the
action rather than the results. TG‟s modalities harus 'must' is found in all TG,
informing that the teachers showed very powerful role and is followed by
modalities akan 'will', which means the teachers‟ attitude to uncertainty and
doubt. Third, in the form of TG structure was found that the opening element is
very short and simple mean the teachers weren‟t prepared their students well. The
contents element are very long ruled almost all of the time, indicating the teacher
in a hurry, chasing something that should be completed within a specified time.
Closing element is very short and impressed simply because teachers are aware of
the time available is not enough to finish his teaching materials. From the above
findings indicate the presence teachers‟ power, authority, and dominion were
found through their TG. The development strategy ideology used by teachers in
the TG are: a). reinforce negative things to his students. b). reducing the positive
things from his students. Ideology used by teachers in the TG is the negative
image of his students and their inequality relation between teacher and student
participants. From the above findings we can conclude the existence of power,
authority, dominion of teachers realized through the TG. Ideology development
strategies used by teachers in the TG are: a) reinforce negative things of his
students. b ) reducing the positive things from his students. Ideology used by
teachers in the teachers‟ text is to emphasized negative image of his students and
showing the inequality relationships between teacher and student as participants.
Keywords: ideology, teacher text, vocabulary, grammatical, text structure.
Universitas Sumatera Utara