ANALISIS PENGGUNAAN KOSAKATA SISWA SD KELAS IV DALAM PERCAKAPAN SEHARI-HARI DI KELAS MAUPUN DI LINGKUNGAN SEKOLAH

Abstrak

Di masa kini, perkembangan kosakata anak usia sekolah dasar menghadapi banyak tantangan dan peluang yang dipengaruhi oleh lingkungan sosial, pengalaman belajar, dan interaksi dengan teman sebaya. Penelitian ini bertujuan untuk menganalisis penggunaan kosakata siswa kelas IV SD dalam percakapan sehari-hari, baik di dalam kelas maupun di lingkungan sekolah. Metode penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi dan wawancara terhadap 12 siswa SD yang selalu aktif mengikuti pembelajaran hingga 7 Maret 2025. Hasil penelitian menunjukkan bahwa penguasaan kosakata siswa dipengaruhi oleh faktor interaksi sosial, pengalaman belajar, dan hubungan dengan teman sebaya. Interaksi dengan guru dan teman di sekolah membantu siswa mengenal dan memahami kosakata baru, baik dari pelajaran maupun aktivitas sehari-hari. Selain itu, pengalaman membaca dan bermain turut memperkaya perbendaharaan kata siswa. Temuan ini memberikan wawasan bagi pendidik dalam merancang strategi pembelajaran yang lebih efektif guna meningkatkan keterampilan berbahasa siswa. Penelitian ini juga menjadi referensi bagi orang tua dan pembuat kebijakan dalam menciptakan lingkungan yang mendukung perkembangan bahasa anak.

In today's world, vocabulary plays a crucial role in children's language development, especially at the elementary school level. This study aims to analyze the use of vocabulary among fourth-grade elementary school students in daily conversations, both in the classroom and within the school environment. The research employs a qualitative case study approach, utilizing data collection techniques such as observations and interviews with 12 actively participating students. The findings indicate that vocabulary acquisition is significantly influenced by three main factors: social interaction, learning experiences, and peer interactions. Students acquire new vocabulary through conversations with teachers and peers, exposure to textbooks and storybooks, and participation in various learning activities. The study also highlights that students adjust their vocabulary usage depending on the context, using more formal words in the classroom and more informal words when interacting with friends. Furthermore, students from reading-friendly environments tend to have a richer vocabulary. These findings emphasize the importance of a supportive learning environment in enhancing students' vocabulary mastery. The study suggests that teachers should incorporate diverse teaching strategies, such as storytelling, word games, and interactive discussions, to enrich students' vocabulary. Additionally, this research can serve as a reference for parents and educational policymakers in fostering a language-rich environment that supports children's linguistic development. Future research can explore the impact of digital media on students' vocabulary acquisition and compare vocabulary use across different socio-cultural backgrounds.