Implementasi Strategi Role Playing untuk Meningkatkan Kepercayaan Diri Siswa Kelas XI SMA dalam Pembelajaran Teks Drama

Abstract

abstrak— Pembelajaran teks drama di SMA pada kenyataannya masih didominasi pendekatan konvensional yang hanya menyentuh aspek kognitif, sehingga kompetensi afektif dan psikomotorik siswa belum berkembang secara optimal. Kondisi ini berdampak pada rendahnya kepercayaan diri siswa dalam berekspresi dan tampil di depan kelas. Penelitian ini bertujuan mengkaji implementasi strategi Role Playing dalam pembelajaran teks drama sebagai upaya meningkatkan kepercayaan diri siswa kelas XI SMA. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) melalui teknik analisis isi (content analysis). Hasil penelitian menunjukkan bahwa strategi Role Playing diimplementasikan melalui tiga tahapan, yakni persiapan, pelaksanaan, serta refleksi dan evaluasi. Selain itu, strategi ini terbukti mampu meningkatkan kepercayaan diri siswa melalui keterlibatan langsung, interaksi sosial, dan pengalaman berekspresi di depan kelas. Strategi Role Playing juga selaras dengan prinsip konstruktivisme yang menekankan pentingnya pengalaman langsung dalam membangun kompetensi siswa. Dengan demikian, strategi Role Playing dapat menjadi alternatif pembelajaran yang inovatif dan efektif bagi guru Bahasa Indonesia dalam mengembangkan kompetensi siswa secara menyeluruh.

Kata kunci—Role Playing, Kepercayaan Diri, Teks Drama, Pembelajaran Aktif, SMA

Abstract— In reality, the teaching of dramatic texts in high school is still dominated by conventional approaches that focus solely on cognitive aspects, resulting in students’ affective and psychomotor competencies not developing optimally. This situation leads to low self-confidence among students when it comes to expressing themselves and performing in front of the class. This study aims to examine the implementation of role-playing strategies in the teaching of dramatic texts as an effort to boost the self-confidence of 11th-grade high school students. This study employs a qualitative approach using library research (literature review) through content analysis. The results indicate that the Role-Playing strategy is implemented through three stages: preparation, execution, and reflection and evaluation. Furthermore, this strategy has proven effective in boosting students’ self-confidence through direct engagement, social interaction, and the experience of expressing themselves in front of the class. The Role-Playing strategy is also aligned with the principles of constructivism, which emphasize the importance of direct experience in building student competencies. Thus, the Role-Playing strategy can serve as an innovative and effective learning alternative for Indonesian language teachers in developing students’ competencies comprehensively.

Keywords— Role-Playing, Self-Confidence, Drama Scripts, Active Learning, High School