Kinerja Strategi Menyimak
SIMPULAN, IMPLIKASI, DAN SARAN
6.2.1 Implikasi Praktis
Secara praktis berdasarkan hasil penelitian tersebut dapat dikatakan bahwa dosen dengan mudah dan efektif dapat menciptakan suasana pembelajaran yang produktif dan aktif dalam pembelajaran menyimak kritis. Namun, penerapan Model PMAIMI menuntut seorang dosen untuk lebih kreatif dan inovatif dalam mengembangkan media pembelajaran sebagai bahan simakan yang interaktif. Diharapkan Model PMAIMI dapat diterapkan untuk pembelajaran keterampilan menyimak kritis mahasiswa pada Jurusan Pendidikan Bahasa dan Sastra Indonesia di Indonesia dan juga sebagai model serta inovasi pengembangan bagi mahasiswa sebagai calon guru yang nantinya dapat dimplementasikan di sekolah-sekolah. Model ini juga diharapkan dapat diterapkan dalam meningkatkan keterampilan berbahasa lain, seperti keterampilan berbicara dan menulis.
6.3 Saran
Berdasarkan simpulan dan implikasi penelitian, peneliti dapat menyampaikan beberapa saran dalam meningkatkan kemampuan menyimak kritis mahasiswa berikut ini.
6.3.1 Pembelajaran menyimak melalui model pembelajaran menyimak aktif integratif menjadikan mahasiswa lebih aktif, kreatif, dan mandiri. Oleh sebab itu, dosen perlu merancang dan mengembangkan pembelajaran menyimak yang terintegratif agar mahasiswa mampu melakukan aktivitas menyimak secara utuh.
6.3.2 Pembelajaran menyimak tidak sekadar teoretis dalam aktivitas pembelajarannya, tetapi terintegrasi dan berkelanjutan dalam penerapannya agar keterampilan menyimak mahasiswa pada khususnya dan di jenjang sekolah pada umumnya dapat ditingkatkan. Hal tersebut mengimplikasikan perlu adanya keseimbangan dalam penerapan keterampilan berbahasa baik keterampilan menyimak, berbicara, membaca, dan menulis.
296 6.3.3 Media pembelajaran multimedia interaktif merupakan media pembelajaran yang efektif dalam meningkatkan keterampilan menyimak kritis mahasiswa. Artinya, dosen perlu lebih kreatif dan inovatif dalam mengembangkan media pembelajaran menyimak sebagai media pembelajaran interaktif.
6.3.4 Mahasiswa dan dosen dalam aktivitasnya lebih banyak menerapkan keterampilan menyimak jika dibandingkan dengan keterampilan berbahasa yang lainnya. Oleh karen itu, mahasiswa atau peserta dan dosen/guru lebih mengimplementasikan keterampilan menyimak dalam kinerja strategi menyimak efektif agar penyimak lebih efektif dan kritis dalam menyikapi setiap bahan simakan, baik menyimak dalam komunikasi, menyimak dalam proses kejiwaan, maupun menyimak dalam suatu keterampilan.
6.3.5 Dosen lebih memaksimalkan sarana dan prasarana pembelajaran menyimak, seperti memaksimalkan laboratorium bahasa atau laboratorium ICT sebagai wadah keterampilan menyimak bagi mahasiswa.
6.3.6 Lembaga atau institusi khususnya dosen yang mengampu mata kuliah agar lebih memberikan kreativitas dan inovatif dalam pengembangan kurikulum di setiap pembelajaran. Hal tersebut akan memberikan model pembelajaran secara langsung bagi mahasiswa dan secara tidak langsung akan menjadikan pembelajaran bagi mahasiswa sebagai calon guru yang nantinya dapat dimplementasikannya di sekolah.
6.3.7 Keterampilan menyimak merupakan keterampilan yang kompleks sehingga perlu latihan dalam peningkatannya. Untuk itu, mahasiswa dan dosen perlu berlatih dalam setiap melakukan aktivitas menyimak baik menyimak intensif maupun ekstensif terhadap strategi kinerja menyimak.
6.3.8 Lembaga atau institusi perlu bekerja sama dalam pengembangan ilmu bidang interdisiplin dan multidisiplin agar dihasilkan berbagai media pembelajaran menyimak yang inovatif dan kreatif yang tidak saja di perguruan tinggi, tetapi di jenjang pendidikan sekolah dasar, menengah, atau pun atas.
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