Produksi Fillers dalam Ujian Berbicara Bahasa Indonesia Kelas 10 Kurikulum IGCSE: Tinjauan Psikolinguistik
Abstract
Speaking skill is the most important skill in learning a language as it reflects students' proficiency. Speaking differs from writing because speaking is a spontaneous activity and it involves the use of more fillers. This research explores the use of fillers in the bahasa Indonesia speaking test for Grade 10 students in the Cambridge IGCSE curriculum. A descriptive quantitative research method was applied with psycholinguistic and note-taking approaches. The research involves nine respondents from one international school who took the IGCSE exam. The findings revealed that non-lexical fillers constituted the highest percentage of sound fillers used at 67%, followed by word fillers at 27%, and phrase fillers at 6%. The most frequently used filler was ‘eee’ appearing 133 times, followed by ‘hmm’ 13 times. The most used filler words were 'apa' at 11 times and 'seperti' at nine times. The most common filler phrase was ‘menurut saya,’ appearing nine times. Regarding the filler function, the two most frequently used functions were hesitation (66%) and emphasis (22%). The high occurrence of hesitation fillers such as 'eee,' 'hmm,' and 'apa' implies that students experience anxiety during the speaking test. In addition, three functions of fillers imply disfluency and two functions imply the marker of discourse or communicative strategies.
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Keterampilan berbicara menjadi keterampilan yang sangat penting karena merupakan tanda keutuhan murid dalam mempelajari bahasa. Bahasa lisan berbeda dengan bahasa tulis karena bahasa lisan lebih sulit diatur dengan sifat spontan dan lebih banyak penggunaan filler. Penelitian ini membahas bagaimana produksi filler dalam ujian berbicara bahasa Indonesia Kelas 10 kurikulum Cambridge IGCSE. Metode penelitian adalah deskriptif kuantitatif dengan pendekatan psikolinguistik. Responden adalah 9 murid dari sekolah SA yang mengikuti ujian IGCSE. Hasil penelitian menunjukkan bahwa filler nonleksikal menempati filler yang paling sering muncul mencapai 67%, pengisi kata 27%, dan filler frasa 6%. Filler yang paling banyak muncul adalah ‘eee’ mencapai 133 dan kedua adalah ‘hmm’ mencapai 13. Filler kata yang paling banyak muncul adalah ‘apa’ 11 kali dan ‘seperti’ 9 kali. Filler leksikal frasa yang muncul paling banyak adalah ‘menurut saya’ sebanyak 9 kali. Kemudian dari fungsi filler, kedua fungsi yang paling banyak diproduksi peserta didik adalah fungsi alat keraguan/ jeda dan fungsi empati. Fungsi keraguan mencapai 66% sementara fungsi empati mencapai 22%. Tingginya kemunculan filler ‘eee’, ‘ehm’, ‘apa’ mengimplikasikan murid mengalami kecemasan ketika ujian berbicara. Tambahan pula, 3 fungsi filler yang muncul menandakan ketidaklancaran dan 2 fungsi filler menandakan komunikasi strategis atau penanda wacana.
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