Retorika Komunikasi Verbal Calon Guru melalui Literasi Digital

Abstract

Abstrak. Latar belakang penelitian ini bahwa kegagalan komunikasi karena orang tidak memahami retorika. Banyak orang salah paham karena apa yang disampaikan pembicara tidak dipahami sama oleh pendengar tentang apa yang dimaksudkan dan diinginkan pembicara.  Tujuan penelitian ini ada dua; pertama memberikan jawaban atas pentingnya pembelajaran retorika bagi calon guru, kedua memberikan jawaban atas pentingnya retorika komunikasi verbal bagi calon guru. Metode penelitian menggunakan mixed methods, menggunakan desain penelitian explanatory yang terdiri dari dua fase. Fase pertama ini diikuti dengan bagian pengumpulan dan analisis data kuantitatif. Fase kedua, fase penelitian kualitatif dirancang mengikut hubungan atau hasil kuantitatif pada fase pertama. Karena, desain explanatory ini dimulai dengan kuantitatif, maka para peneliti menempatkan penekanan yang lebih besar pada metode kuantitatif daripada metode kualitatif. Tujuan desain explanatory ini secara keseluruhan adalah bahwa data kuantitatif membantu menjelaskan atau membangun hasil penelitian kuantitatif. Varian atau model desain explanatory ini terdiri dari dua model, yaitu 1) Follow-up Explanation Model (menekankan kuantitatif), 2) Participant Selection Model (menekankan kualitatif). Hasil dan simpulan; retorika komunikasi verbal guru harus terus dilatih dan dikembangkan sesuai dengan kondisi peserta didik di jamannya. Retorika komunikasi verbal guru melalui literasi digital terus perlu dikembangkan.

Abstract. This research is motivated by the failure of communication because people do not understand the rhetoric. Many people misunderstand because what the speaker conveys is not understood by the listener. This study aims to 1) provide answers to the importance of learning rhetoric for prospective teachers, 2) provide answers to the importance of rhetorical verbal communication for prospective teachers. The research method used is mixed methods. This research is an explanatory type which consists of two phases. The first phase is the collection and analysis of quantitative data. The second phase, the qualitative research phase, is designed according to the relationship or quantitative results in the first phase. Because this explanatory design begins with quantitative, the researchers place a greater emphasis on quantitative methods than qualitative methods. The overall purpose of this explanatory design is to help explain or build on the results of quantitative research. This variant or explanatory design model consists of two models, namely 1) Follow-up Explanation Model (emphasizing quantitative), 2) Participant Selection Model (emphasizing qualitative). The results of this study indicate that the teacher's verbal communication rhetoric must continue to be trained and developed in accordance with the conditions of the students at that time. In addition, the rhetoric of teachers' verbal communication through digital literacy also needs to be developed.