Menumbuhkan Empati dan Kesantunan Berbahasa Siswa SD melalui Analisis Tindak Tutur Tokoh dalam Teks Fabel
DOI:
https://doi.org/10.1234/prosiding.v2i1.5292Keywords:
interpersonal pragmatics, speech acts, fables, empathy, politenessAbstract
abstrak—Maraknya fenomena degradasi kesantunan berbahasa dan perundungan verbal di kalangan siswa SD melatarbelakangi penelitian ini. Pembelajaran apresiasi sastra selama ini cenderung terjebak pada pengujian aspek kognitif-literal belaka. Penelitian deskriptif kualitatif ini bertujuan mengidentifikasi jenis tindak tutur tokoh dalam teks fabel serta mendeskripsikan bagaimana analisis tindak tutur tersebut dapat digunakan sebagai media untuk menumbuhkan empati dan kesantunan berbahasa siswa. Sumber data penelitian ini adalah teks fabel pilihan dalam buku teks Bahasa Indonesia Kurikulum Merdeka, dengan fokus wujud data berupa penggalan wacana antar-tokoh. Pengumpulan data dilakukan melalui teknik simak dan catat, sedangkan analisis data menerapkan metode pragmalinguistik dengan analisis teori tindak tutur, teori prinsip dan strategi kesantunan. Hasil penelitian menunjukkan bahwa teks fabel kaya akan tindak tutur direktif (memerintah, memohon) dan ekspresif (meminta maaf, berterima kasih) yang merepresentasikan strategi kesantunan serta ketidaksantunan berbahasa. Melalui dekonstruksi dialog tokoh fabel, siswa diajak mengenali efek perlokusi (dampak psikologis tuturan kasar terhadap perasaan tokoh lain). Proses penalaran pragmatik ini berhasil menstimulasi kepekaan emosional (empati) siswa dan memberikan pemahaman praktis mengenai pentingnya menjaga muka (face-saving) orang lain. Simpulan penelitian ini menegaskan bahwa pendekatan interpersonal pragmatik dalam apresiasi sastra mampu mengubah teks fabel dari sekadar hiburan moral menjadi instrumen kritis pembentuk karakter sosio-emosional anak di SD.
Kata kunci— interpersonal pragmatik, tindak tutur, fabel, empati, kesantunan berbahasa
Abstract—The widespread phenomenon of degradation of politeness and verbal bullying among elementary school students underlies this research. Literary appreciation learning has tended to be trapped in testing only cognitive-literal aspects. This qualitative descriptive research aims to identify the types of speech acts of characters in fable texts and describe how the analysis of these speech acts can be used as a medium to foster empathy and politeness in students. The data source for this research is selected fable texts in the Indonesian language textbook Merdeka Curriculum, with the focus being on fragments of discourse between characters. Data collection was carried out using the "listen and record" technique, while data analysis employed a pragmalinguistic approach based on speech act theory and theories regarding politeness principles and strategies. The results show that fable texts are rich in directive speech acts (ordering, requesting) and expressive speech acts (apologizing, thanking) that represent strategies of politeness and impoliteness in language. Through the deconstruction of the fable characters' dialogues, students are encouraged to recognize the perlocutionary effect (the psychological impact of harsh speech on the feelings of other characters). This pragmatic reasoning process successfully stimulated students' emotional sensitivity (empathy) and provided a practical understanding of the importance of protecting others' face. The conclusion of this study confirms that a pragmatic interpersonal approach to literary appreciation can transform fable texts from mere moral entertainment into critical instruments for shaping the socio-emotional character of elementary school children.
Keywords— interpersonal pragmatics, speech acts, fables, empathy, politeness
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