Mencipta-Kreatif Naskah Drama dengan Strategi Menulis Terbimbing

MENCIPTA-KREATIF NASKAH DRAMA DENGAN STRATEGI MENULIS TERBIMBING
Creative Writing of Playscript eith Guided Writing Strategy

Sony Sukmawan
Fakultas Ilmu Budaya, Universitas Brawijaya
Jalan Veteran, Malang 65145
pos-el: swara_sukma_lelaki@yahoo.co.id

(diterima 21 Juli 2013, disetujui 30 September 2013, revisi terakhir 11 November 2013)

Abstrak
Dalam penelitian ini, upaya peningkatan pembelajaran apresiasi sastra difokuskan pada apresiasi drama yang dikhususkan pada kegiatan menulis kreatif naskah drama. Penelitian ini bertujuan untuk mendeskripsikan bentuk pembelajaran menulis naskah drama dengan strategi menulis terbimbing (SMT) yang efektif untuk memahamkan siswa tentang struktur naskah dan membentuk kemampuan siswa menulis naskah drama. Penelitian ini merupakan penelitian tindakan kelas (action research) dengan rancangan penelitian kualitatif yang dilaksanakan melalui tiga tahap, yaitu tahap (i) perencanaan pembelajaran, (ii) pelaksanaan pembelajaran, (iii) evaluasi hasil pembelajaran. Hasil penelitian ini menunjukkan bahwa bimbingan dalam bentuk pemberian model naskah drama dan kartu struktur naskah yang tepat serta pemberian variasi strategi belajar dan praktik berbagi hasil, telah mampu mengarahkan siswa menulis naskah drama dengan beragam tema; dengan keringkasan, ketepatan, dan kelengkapan pemaparan perwatakan pelaku; dengan latar yang ringkas, nyata, khusus, dan lengkap; serta dengan penggarapan konflik yang hidup.
Kata kunci: menulis kreatif, naskah drama, menulis terbimbing

Abstract
In this study, the efforts to increase the teaching and learning literary appreciation was focused on plays appreciation which was devoted to the activities of creative writing plays. This study was aimed at describing the form of learning to write a play with a guided writing strategy (SMT) which was found to be effective to promote the students’ understanding about the structure of the text and to shape the students’ ability to write a play. This research was class action (action research) and qualitative research design was implemented through three stages, namely the stage (i) learning plan, (ii) the implementation of learning, (iii) the evaluation of learning. These results indicate that the guidance in the form of models and correct script structure cards and the provision of variety of learning strategies and practices to share the results, have been able to direct the students to write a play with a variety of themes concisely, accurately and with completeness of exposure of characterization in a concise, tangible, specific, and complete background, as well as with the ability to grow alive conflicts.
Keywords: creative writing, playscript, guided writing

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