Pengembangan Model Pembelajaran Baca-Tutur pada Teks Ekspositori bagi Siswa Sekolah Menengah Atas

• Nurlaelah Nurlaelah

  Universitas Negeri Makassar, Sulawesi Selatan

• Mantasiah Mantasiah

  Universitas Negeri Makassar, Sulawesi Selatan

• Juanda Juanda

  Universitas Negeri Makassar, Sulawesi Selatan

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.

Adi, P., Suyitno, I., Harsiati, T., & Basuki, I. A. (2025). Literacy activities in teacher learning planning for Indonesian language subjects in middle schools. LITERA, 24(1), 21–29. https://journal.uny.ac.id/index.php/litera/article/view/76633

Alshehri, A. S. (2024). The relationship between reading comprehension and critical thinking among EFL learners. LITERA, 23(3), 309–318. https://journal.uny.ac.id/index.php/litera/article/view/74118

Amir, A. A. (2025). Literacy resilience: Bridging linguistic literacy and self-regulated learning for enhanced educational success. Frontiers in Education, 9, 1406205. https://doi.org/10.3389/feduc.2024.1406205

Anderson, S., Meline, M., & Harn, B. (2023). Student engagement within adolescent reading comprehension interventions: A systematic review. Journal of Education, 203(2), 258–268. https://files.eric.ed.gov/fulltext/EJ1371848.pdf

Aryana, S., Burhanudin, M., Fauziya, D. S., & Wagiran. (2022). Evaluasi pembelajaran daring mata kuliah Bahasa Indonesia menggunakan model context, input, process, product (CIPP). Indonesian Language Education and Literature, 7(2). https://doaj.org/article/682e9c0dde6a41c58cea996fd57f045d

Branch, R. M. (2021). Instructional design: The ADDIE approach. Springer.

Clark, C., Picton, I., & Ricketts, J. (2023). Reading in secondary students: What do we know? National Literacy Trust & Royal Holloway, University of London. https://nlt.hacdn.org/media/documents/Reading_in_Secondary_School_final.pdf

Cruz Neri, N., Bernholt, S., Härtig, H., Schmitz, A., & Retelsdorf, J. (2024). Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension. European Journal of Psychology of Education, 39(2), 885–905.

Daniels, H. (2021). Vygotsky and pedagogy (2 (ed.)). Routledge.

de Oliveira, A. M., Santos, J. L. F., & Capellini, S. A. (2023). Reading comprehension performance of elementary and senior high school students. Frontiers in Education, 8, 1086040. https://doi.org/10.3389/feduc.2023.1086040

Education, D. for. (2025). Supporting reading in secondary school: Guidance and workbook for all secondary school practitioners. UK Government. https://assets.publishing.service.gov.uk/media/680bacceb0d43971b07f5bba/Supporting_reading_in_secondary_school_for_all_secondary_school_practitioners.pdf

Erlangga, F., Setiawan, S., & Anam, S. (2024). Developing ESP students’ online text reading performance and strategies in small group discussion. LITERA, 23(2), 154–164. https://journal.uny.ac.id/index.php/litera/article/view/73099

Foundation, E. E. (2025). Oral language interventions. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions

García, J. R., García-Serrano, M., & Rosales, J. (2023). Exploring the relation between the structure strategy and source attention in single expository text comprehension: A cross-sectional study in secondary education. Reading and Writing, 36, 1879–1906. https://doi.org/10.1007/s11145-022-10310-5

Giera, W.-K., Deutzmann, L., & Muhammad, S. S. (2025). Merging oral and written argumentation: Supporting student writing through debate and SRSD in inclusive classrooms. Education Sciences, 15(11), 1471. https://doi.org/10.3390/educsci15111471

Graham, S., Kiuhara, S., & MacKay, M. (2020). The effects of writing on reading: A meta-analysis. Review of Educational Research, 90(2), 179–226. https://doi.org/10.3102/0034654319899745

Hadjipanteli, A. H., & Vrikki, M. (2023). Conceptualising teacher dialogic artistry: A nexus of pedagogical dispositions and language qualities. Frontiers in Education, 8, 1205501. https://doi.org/10.3389/feduc.2023.1205501

Hammond, J. (2020). Scaffolding and language development in classroom interaction. Linguistics and Education, 58, 1–10. https://doi.org/10.1016/j.linged.2020.100862

Heydarnejad, T., Tagavipour, F., Patra, I., & Khafaga, A. F. (2022). The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia, 12, 51. https://doi.org/10.1186/s40468-022-00202-4

Kankaraš, M., & Capecchi, S. (2025). Neither agree nor disagree: Use and misuse of the neutral response category in Likert-type scales. METRON, 83, 111–140. https://doi.org/10.1007/s40300-024-00276-5

Kapalková, S., Polišenská, K., Mentel, A., & Vencelová, L. (2023). Effects of oral language and decoding skills on reading comprehension performance across multiple assessments: A longitudinal study. Reading and Writing, 36, 2479–2507. https://doi.org/10.1007/s11145-022-10383-2

Laird-Gentle, A., Larkin, K., Kanasa, H., & Grootenboer, P. (2023). Systematic quantitative literature review of the dialogic pedagogy literature. The Australian Journal of Language and Literacy, 46(1), 29–51. https://doi.org/10.1007/s44020-022-00029-9

Le, H. V, & Nguyen, L. Q. (2024). Promoting L2 learners’ critical thinking skills: The role of social constructivism in reading class. Frontiers in Education, 9, 1241973. https://doi.org/10.3389/feduc.2024.1241973

Lundstrom, K., & Baker, W. (2022). Oral explanation as a learning strategy: Effects on comprehension and retention. Learning and Instruction, 78, 101542. https://doi.org/10.1016/j.learninstruc.2021.101542

Mercer, N. (2021). The dialogic classroom: Using talk to support thinking and learning. Learning, Culture and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2021.100558

Molenda, M. (2020). The ADDIE model: A conceptual framework for instructional development. Educational Technology Research Quarterly, 3(2), 45–59.

OECD. (2023). PISA 2022 results (Volume I and II): Country notes—Indonesia. OECD Publishing. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html

Orellana, P., Silva, M., & Iglesias, V. (2024). Students’ reading comprehension level and reading demands in teacher education programs: The elephant in the room? Frontiers in Psychology, 15, 1324055. https://doi.org/10.3389/fpsyg.2024.1324055

Paige, D., Rupley, W. H., & Ziglari, L. (2024). Critical thinking in reading comprehension: Fine tuning the simple view of reading. Education Sciences, 14(3), 225. https://doi.org/10.3390/educsci14030225

Park, S. (2023). Enhancing academic communication through the Think–Talk–Write model. International Journal of Learning and Instruction, 42, 88–101.

Perangin-angin, E., Manalu, R. L. P., Tarigan, S. A. B., & Ginting, S. D. B. (2024). Analisis kesalahan berbahasa pada teks eksposisi siswa kelas X SMA Swasta Raksana Medan. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 13(2). https://ejournal.unp.ac.id/index.php/pbs/article/view/128442/pdf

Poehner, M. E., & Wang, Z. (2024). Towards a framework of critical thinking for assessing EAP speaking. Language Testing in Asia, 14, 36.

Putra, A. (2023). Pengaruh teknik retelling terhadap pemahaman bacaan siswa SMA. Jurnal Pendidikan Literasi, 9(1), 25–36.

Rabbani, G. F., Abdurrahman, A., Maulina, H., Herlina, K., & Haryanti, S. S. (2024). An introduction to the level of inquiry model: Validity and practicality of inquiry STEM-based e-worksheet to stimulate students’ communication skills. JIPF (Jurnal Ilmu Pendidikan Fisika), 9(1). https://journal.stkipsingkawang.ac.id/index.php/JIPF/article/download/3722/pdf

Resnick, L. B., Asterhan, C. S. C., & Clarke, S. N. (2021). Accountable talk: Instructional dialogue that builds the mind. Educational Psychologist, 56(1), 1–16. https://doi.org/10.1080/00461520.2020.1863255

Sato, M., & Ballinger, S. (2022). Peer interaction and second language learning. Language Teaching Research, 26(3), 365–384. https://doi.org/10.1177/1362168820911486

Seloka. (2024). The role of “Talk” phase in TTW strategy to enhance expository comprehension. Seloka: Jurnal Pendidikan Bahasa, 13(1), 33–45.

Sholikhah, U. A., Markhamah, M., Rahmawati, L. E., & Fauziati, E. (2023). Habituasi literasi baca tulis siswa di sekolah dasar. Indonesian Language Education and Literature, 8(2), 245–258. https://syekhnurjati.ac.id/jurnal/index.php/jeill/article/download/11052/5023

Tarvainen, S., Launonen, K., & Stolt, S. (2021). Oral language comprehension interventions in school-age children and adolescents with developmental language disorder: A systematic scoping review. Autism & Developmental Language Impairments, 6, 1–24. https://doi.org/10.1177/23969415211010423

Teng, M. F. (2023). Metacognitive talk and reading comprehension development. Journal of Educational Psychology, 115(2), 310–325. https://doi.org/10.1037/edu0000746

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Wahyudi, D., Ristanti, W., & Suwandi, S. (2022). Persepsi guru bahasa Indonesia SMA terhadap penilaian literasi membaca berbasis keterampilan aras tinggi. LITERA, 21(3), 347–356. https://journal.uny.ac.id/index.php/litera/article/view/47975

Waymouth, H., & Hinchman, K. A. (2025). Fostering equitable disciplinary literacy practices. Education Sciences, 15(2), 225. https://doi.org/10.3390/educsci15020225

Webber, C., Wilkinson, K., Duncan, L., & McGeown, S. (2023). Approaches for supporting adolescents’ reading motivation: Existing research and future priorities. Frontiers in Education, 8, 1254048. https://doi.org/10.3389/feduc.2023.1254048

Wijayanti, R. (2022). Diskusi lisan sebagai strategi meningkatkan pemahaman bacaan. Jurnal Bahasa dan Sastra, 17(3), 210–223.

Zoolanu, H., & Wijaya, M. E. (2023). Penerapan model pembelajaran dialog dalam berbicara efektif untuk meningkatkan hasil belajar siswa kelas VII. Mimbar Pendidikan Indonesia, 4(2), 221–228. https://ejournal.undiksha.ac.id/index.php/JIPI2/article/view/55551

• PDF

OK

Copyright (c) 2026 Indonesian Language Education and Literature

This work is licensed under a Creative Commons Attribution 4.0 International License.