Hubungan Komunikatif Guru PAI dan Siswa dalam Proses Pembelajaran di SMAN 04 Kota Bima: Kajian Interaksi Bahasa
DOI:
https://doi.org/10.29303/kopula.v8i2.10218Keywords:
Guru PAI, Interaksi Bahasa, Komunikasi Pembelajaran, Siswa, Hubungan KomunikatifAbstract
Penelitian ini bertujuan untuk mendeskripsikan hubungan komunikatif guru Pendidikan Agama Islam (PAI) dan siswa dalam proses pembelajaran di SMAN 04 Kota Bima melalui kajian interaksi bahasa. Permasalahan penelitian ini difokuskan pada bagaimana bentuk dan pola interaksi bahasa yang digunakan oleh guru dan siswa selama kegiatan pembelajaran berlangsung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data penelitian diperoleh melalui observasi, wawancara, dan dokumentasi pada saat proses pembelajaran di kelas. Teknik analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa interaksi bahasa antara guru PAI dan siswa berlangsung secara komunikatif, interaktif, dan edukatif. Guru cenderung menggunakan bahasa yang persuasif, informatif, dan dialogis untuk membangun keterlibatan siswa dalam pembelajaran. Sementara itu, siswa memberikan respons verbal yang aktif melalui kegiatan bertanya, menjawab, serta menyampaikan pendapat. Interaksi bahasa yang terjalin dengan baik tersebut memberikan dampak positif terhadap terciptanya suasana pembelajaran yang efektif, kondusif, dan mudah dipahami oleh siswa.
References
Alexander, R. (2018). Developing dialogic teaching: genesis, process, trial. Research Papers in Education, 33, 561–598. https://doi.org/10.1080/02671522.2018.1481140
Alshuraiaan, A. (2023). Exploring the Relationship between Teacher-student Interaction Patterns and Language Learning Outcomes in TESOL Classrooms. Journal of English Language Teaching and Applied Linguistics. https://doi.org/10.32996/jeltal.2023.5.3.3
Badash, M. (2024). The Effectiveness of Teacher-Student Interaction in the English as a Foreign Language Classroom. World Journal of English Language. https://doi.org/10.5430/wjel.v15n2p129
Binalet, C. B., & Wilang, J. D. (2023). Language Functions in Undergraduate Classroom Discourse. Arab World English Journal. https://doi.org/10.24093/awej/vol14no4.24
Custode, S., Bailey, J., Sun, L., Katz, L., Ullery, M., Messinger, D., Bulotsky-Shearer, R., & Perry, L. (2024). Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study. Journal of Early Intervention, 46, 338–355. https://doi.org/10.1177/10538151231176176
Hiver, P., Al-Hoorie, A., Vitta, J., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28, 201–230. https://doi.org/10.1177/13621688211001289
Kasim, H., & De Joseph, K. (2022). Teacher-student verbal communication and student learning. International Journal of Curriculum Development, Teaching and Learning Innovation. https://doi.org/10.35335/curriculum.v1i1.53
Liu, Z., Sun, D., Zhang, L., Wang, X., & Yang, Y. (2025). The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment. PLOS One, 20. https://doi.org/10.1371/journal.pone.0328226
Munir, F. (2025). Functions of teacher authority in classroom interaction: Investigating contexts for language learning. Jurnal Cakrawala Pendidikan. https://doi.org/10.21831/cp.v44i2.81313
Oktaviana, I. D., Anshari, M. R., & Surawan, S. (2025). Communication Patterns of Islamic Religious Education Teachers in Learning at SMKN 3 Palangka Raya. JIIP - Jurnal Ilmiah Ilmu Pendidikan. https://doi.org/10.54371/jiip.v8i6.8241
Ou, W., & Gu, M. (2021). Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University. International Journal of Bilingual Education and Bilingualism, 25, 2741–2758. https://doi.org/10.1080/13670050.2021.1949261
Ramadhani, N., & Faridah, F. (2025). Interpersonal Communication of Islamic Religious Education Teachers in Improving Students’ Learning Ability. Syiar: Jurnal Komunikasi Dan Penyiaran Islam. https://doi.org/10.54150/syiar.v5i1.660
Rehman, A., Noor, F., Chaudhary, H. N., & Yasmeen, I. (2025). ANALYZING INITIATION-RESPONSE-FEEDBACK PATTERNS: AN EXPERIMENTAL INVESTIGATION OF CLASSROOM DISCOURSE IN PAKISTANI EDUCATIONAL SETTINGS. Journal of Applied Linguistics and TESOL (JALT). https://doi.org/10.63878/jalt1285
Shawaqfeh, A. T., Jameel, A., Al-Adwan, L. A. Y., & Khasawneh, M. (2023). Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom. Journal of Language Teaching and Research. https://doi.org/10.17507/jltr.1501.25
Somé-Guiébré, E. (2020). Foreign Language Classroom Interaction: Does it Promote Communicative Skills? 6, 497–505. https://doi.org/10.12973/ijem.6.3.497
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Faturahman, Suherman, Ruslan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Kopula: Jurnal Pendidikan dan Bahasa, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Kopula: Jurnal Pendidikan dan Bahasa.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
