Pengembangan Model Pembelajaran Baca-Tutur pada Teks Ekspositori bagi Siswa Sekolah Menengah Atas - Nurlaelah Nurlaelah; Mantasiah Mantasiah; Juanda Juanda (Indonesian Language Education and Literature, 2026)
Penelitian ini bertujuan untuk mengembangkan Model Pembelajaran Baca-Tutur (BATIK) pada pembelajaran membaca dan berbicara teks ekspositori di sekolah menengah atas, serta menguji validitas, kepraktisan, dan efektivitas awal model yang dikembangkan. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (research and development) dengan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Sumber data penelitian meliputi ahli, guru Bahasa Indonesia, dan siswa sekolah menengah atas. Data penelitian mencakup hasil validasi ahli, keterlaksanaan pembelajaran, respons guru dan siswa, serta capaian kemampuan membaca dan berbicara siswa. Data dikumpulkan melalui lembar validasi, lembar observasi, angket, wawancara, dan rubrik penilaian kinerja. Keabsahan data ditempuh melalui expert judgment dan triangulasi sumber serta teknik. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa model BATIK yang terdiri atas lima sintaks, yaitu baca, analisis, tutur, interpretasi, dan komunikasi. Hasil validasi oleh ahli materi dan ahli model pembelajaran menunjukkan rata-rata skor 3,53 (kategori Sangat Valid). Uji coba terbatas pada 36 siswa kelas XI SMA Negeri 8 Makassar menunjukkan tingkat kepraktisan sangat tinggi: respons siswa >94 % setuju/sangat setuju pada seluruh indikator (termasuk pemahaman teks, kemampuan berbicara, keberanian berpendapat, dan motivasi belajar), sedangkan respons dua orang guru mencapai 100 % positif dengan tiga indikator memperoleh 100 % “Sangat Setuju” (pemahaman struktur teks, kesesuaian waktu, dan kemudahan pembimbingan siswa). Model BATIK terbukti valid, praktis, mudah diterapkan tanpa perangkat tambahan kompleks, serta efektif meningkatkan kemampuan membaca kritis, berbicara runtut, berpikir kritis, dan rasa percaya diri siswa. Temuan ini menunjukkan bahwa model BATIK berpotensi menjadi inovasi pembelajaran Bahasa Indonesia yang relevan untuk memperkuat literasi akademik siswa di sekolah menengah atas. Development of a Reading-Speaking Learning Model for Expository Texts for High School Students This study aims to develop the Read-Speak Learning Model (BATIK) for teaching reading and speaking expository texts in high school, as well as to test the validity, practicality, and initial effectiveness of the developed model. This study employs a research and development (R&D) approach using the ADDIE model, which encompasses the stages of analysis, design, development, implementation, and evaluation. Research data sources include experts, Indonesian language teachers, and high school students. Research data include expert validation results, the feasibility of the learning process, teacher and student responses, as well as students’ reading and speaking proficiency achievements. Data were collected through validation sheets, observation sheets, questionnaires, interviews, and performance evaluation rubrics. Data validity was ensured through expert judgment and triangulation of sources and methods. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research results indicate that the BATIK model, consisting of five components—reading, analysis, speech, interpretation, and communication. Validation results by subject matter experts and instructional model experts showed an average score of 3.53 (Very Valid category). A pilot study involving 36 eleventh-grade students at State High School 8 Makassar demonstrated a very high level of practicality: student responses showed >94% agreed/strongly agreed on all indicators (including text comprehension, speaking ability, confidence in expressing opinions, and learning motivation), while the responses from two teachers were 100% positive, with three indicators receiving 100% “Strongly Agree” ratings (text structure comprehension, timing appropriateness, and ease of student guidance). The BATIK model has proven to be valid, practical, easy to implement without complex additional tools, and effective in enhancing students’ critical reading skills, coherent speaking, critical thinking, and self-confidence. These findings indicate that the BATIK model has the potential to become a relevant innovation in Indonesian language instruction to strengthen students’ academic literacy in high school.