Peningkatan Keterampilan Menulis Teks Biografi dengan Menggunakan Media Film Siswa Kelas X SMA Muhammadiyah 1 Bojonegoro Tahun Ajaran 2025/2026

Abstrak

abstrak— Kemampuan menulis teks biografi masih menjadi tantangan utama bagi siswa SMA di banyak sekolah menengah, terutama dalam konteks pembelajaran berbasis konteks dan pemahaman naratif (Nurmalasari, 2023). Di SMA Muhammadiyah 1 Bojonegoro, keterampilan tersebut tercatat berada di bawah standar ketuntasan belajar, dengan rata-rata nilai pra-siklus hanya mencapai 62,4. Berdasarkan hasil observasi awal, siswa mengalami kesulitan dalam mengorganisasi ide, menyusun struktur narasi secara kronologis, menggunakan gaya bahasa yang sesuai dengan genre biografi, serta menerapkan ejaan yang sesuai dengan kaidah Ejaan Bahasa Indonesia (KBBI). Lebih lanjut, pendekatan pembelajaran yang masih bersifat teacher-centered menyebabkan minat siswa cenderung menurun, terutama ketika kegiatan menulis bersifat monoton dan tidak menyentuh aspek kreativitas (Sutomo & Wulandari, 2022). Untuk mengatasi kendala tersebut, penelitian ini mengimplementasikan media film sebagai pendekatan inovatif dalam pembelajaran menulis teks biografi. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) berdasarkan kerangka model Kemmis dan McTaggart (2018), yang menekankan perbaikan proses pembelajaran secara berkelanjutan melalui empat tahap utama: perencanaan, pelaksanaan tindakan, pengamatan terhadap hasil, serta refleksi untuk memperbaiki tindakan pada siklus selanjutnya. Penelitian dilakukan dalam dua siklus dengan melibatkan 15 siswa kelas X SMA Muhammadiyah 1 Bojonegoro Tahun Ajaran 2025/2026. Data dikumpulkan melalui tes menulis teks biografi, observasi aktivitas belajar di kelas, wawancara mendalam dengan siswa, dokumentasi proses pembelajaran, serta catatan lapangan. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasilnya menunjukkan peningkatan yang signifikan: rata-rata nilai kelas naik dari 62,4 (pra-siklus) menjadi 71,1 pada siklus I, dan meningkat lebih jauh menjadi 86,0 pada siklus II. Jumlah siswa yang mencapai standar ketuntasan belajar juga mengalami kenaikan drastis, dari 26,67% menjadi 93,33%. Media film berhasil menjadi alat bantu kognitif yang efektif karena membantu siswa memahami perjalanan hidup tokoh secara visual dan emosional. Dengan melihat tokoh secara langsung melalui film yang menggabungkan narasi, musik, gambar, dan dialog—siswa lebih mudah mencerna informasi, mengembangkan ide, dan menyusun struktur teks biografi yang logis. Selain peningkatan hasil belajar, terjadi peningkatan dalam aspek afektif siswa lebih aktif, fokus, dan terlibat secara emosional dalam proses menulis. Dengan demikian, integrasi media film dalam pembelajaran menulis dapat menjadi model pembelajaran yang efektif, menarik, dan berbasis bukti.

Kata kunci— keterampilan menulis, teks biografi, media film, penelitian tindakan kelas, pembelajaran Bahasa Indonesia.

Abstract— The ability to write biographical texts remains a major challenge for high school students in many secondary schools, especially in the context of context-based learning and narrative comprehension (Nurmalasari, 2023). At SMA Muhammadiyah 1 Bojonegoro, this skill was recorded as being below the learning completion standard, with an average pre-cycle score of only 62.4. Based on initial observations, students experienced difficulties in organizing ideas, structuring narratives chronologically, using a language style appropriate to the biographical genre, and applying spelling in accordance with the Indonesian Spelling Standards (KBBI). Furthermore, the teacher-centered learning approach tends to decrease student interest, especially when writing activities are monotonous and do not touch on aspects of creativity. To overcome these obstacles, this study implemented film media as an innovative approach in teaching biographical text writing. This study uses a Classroom Action Research (CAR) approach based on model framework, which emphasizes continuous improvement of the learning process through four main stages: planning, implementing actions, observing results, and reflecting to improve actions in the next cycle. The study was conducted in two cycles involving 15 grade X students of SMA Muhammadiyah 1 Bojonegoro in the 2025/2026 academic year. Data were collected through biographical text writing tests, observations of classroom learning activities, in-depth interviews with students, documentation of the learning process, and field notes. Data analysis was carried out qualitatively and quantitatively. The results showed a significant improvement: the average class score rose from 62.4 (pre-cycle) to 71.1 in cycle I, and increased further to 86.0 in cycle II. The number of students achieving the learning completion standard also increased drastically, from 26.67% to 93.33%. Film media has become an effective cognitive aid because it helps students understand the life journey of a character visually and emotionally. By seeing the character directly through films that combine narration, music, images, and dialogue, students more easily digest information, develop ideas, and structure a logical biographical text. In addition to improving learning outcomes, there is an increase in the affective aspect, with students becoming more active, focused, and emotionally involved in the writing process. The film-based approach also aligns with constructivist learning theory, where knowledge is built through experience and reflection on external stimuli such as audiovisual media. Overall, the results of this study support the position that film media is not merely entertainment, but rather a powerful pedagogical tool for improving narrative writing skills, particularly biographical texts. Thus, integrating film media in writing learning can be an effective, engaging, and evidence-based learning model.

Keywords— writing skills, biographical texts, film media, classroom action research, Indonesian language learning.