PENERAPAN STRATEGI ROTATING ROLE DALAM MEMBANGUN PEMERATAAN PARTISIPASI MURID PADA DISKUSI TEKS ARGUMENTASI DAN PERSUASI DI KELAS XI TPM 4 SMKNEGERI 6 MALANG

Abstract

This Classroom Action Research (CAR) aims to describe the implementation of the Rotating Role strategy in promoting equitable student participation during discussions of argumentative and persuasive texts. The study was motivated by the dominance of certain students in discussions and the limited involvement of some students who tended to remain passive during group activities. The Rotating Role strategy was implemented through the structured assignment of roles, including moderator, note-taker, timekeeper, fact-finder, and presenter, which were rotated periodically during each discussion session. The study consisted of two cycles, each comprising the stages of planning, action, observation, and reflection. The research data consisted of recapitulated student experience questionnaires using a five-category Likert scale. Cycle 1 involved 21 respondents and 26 statement items, while Cycle 2 involved 22 respondents and 30 statement items. Descriptively, the average percentage increased from 76.01% in Cycle 1 to 84.94% in Cycle 2. The proportion of positive responses (strongly agree and agree) also increased from 84.06% to 93.18%. Since the instruments, number of items, and number of respondents differed between the two cycles, the findings were not treated as paired comparisons or as evidence of causality. The results indicate that the Rotating Role strategy has the potential to promote a more equitable distribution of responsibilities and provide students with opportunities to perform various roles in discussions. Literature published between 2020 and 2026 was used to strengthen the theoretical foundation concerning structured roles, individual accountability, and collaborative dialogue in expanding opportunities for student participation.