PENGARUH PENYAJIAN HASIL ANALISIS TEKS DALAM BENTUK DIAGRAM TERHADAP KETERAMPILAN MENULIS DESKRIPSI

Salma Bishabrina, - and Dian Indihadi, - (2025) PENGARUH PENYAJIAN HASIL ANALISIS TEKS DALAM BENTUK DIAGRAM TERHADAP KETERAMPILAN MENULIS DESKRIPSI. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Keterampilan menulis merupakan keterampilan tertinggi dalam berbahasa, salah satunya adalah menulis teks deskripsi. Namun, masih terdapat peserta didik yang mengalami kesulitan dalam menyusun teks deskripsi secara sistematis. Penelitian ini memiliki tujuan untuk menguji pengaruh penyajian hasil analisis teks dalam bentuk diagram batang terhadap keterampilan menulis deskripsi, serta mengetahui perbedaan hasil tulisan peserta didik sebelum dan sesudah penerapan teori tahapan menulis. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre eksperimental desain one group pretest-posttest. Sampel terdiri dari 21 peserta didik kelas V di salah satu sekolah dasar. Instrumen yang digunakan berupa tes menulis deskripsi menggunakan rubrik penilaian yang telah diadaptasi dan dimodifikasi. Teknik analisis data meliputi analisis deskriptif dan inferensial. Analisis deskriptif mencakup nilai minimum, maksimum, rata-rata, simpangan baku, serta interval kategori (rendah, sedang, tinggi), sedangkan analisis inferensial dilakukan melalui uji normalitas dan uji paired sample t-test. Hasil penelitian menunjukkan bahwa tidak ada peserta yang berada pada kategori rendah, baik pada pretest maupun posttest. Pada pretest, 42,86% peserta termasuk kategori sedang dan 57,14% kategori tinggi. Setelah perlakuan, kategori sedang menjadi 28,57%, dan kategori tinggi meningkat menjadi 71,43%. Rata-rata skor meningkat dari 6,67 menjadi 7,00, dengan standar deviasi 1,065 dan 1,095. Uji paired sample t-test menunjukkan nilai signifikansi 0,005 < 0,05 dan t hitung 3,162 > t tabel 2,086, yang berarti terdapat pengaruh signifikan. Dengan demikian, penyajian teks dalam bentuk diagram batang mempengaruhi keterampilan menulis deskripsi peserta didik kelas V. Writing is considered the highest-level language skill, one of which includes writing descriptive texts. However, many students still face difficulties in systematically composing descriptive texts. This study aims to examine the effect of presenting text analysis results in the form of bar diagrams on students’ descriptive writing skills, as well as to determine the differences in students' writing outcomes before and after the application of the writing stages theory. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 21 fifth-grade students from an elementary school. The research instrument was a descriptive writing test assessed using an adapted and modified scoring rubric. Data analysis techniques included both descriptive and inferential analysis. Descriptive analysis covered minimum and maximum scores, mean, standard deviation, and score intervals (low, medium, high). Inferential analysis was conducted using a normality test and a paired sample t-test. The results showed that no students fell into the low category in either the pretest or posttest. In the pretest, 42.86% of students were in the medium category and 57.14% in the high category. After the treatment, the medium category decreased to 28.57%, while the high category increased to 71.43%. The average score increased from 6.67 to 7.00, with standard deviations of 1.065 and 1.095, respectively. The paired sample t-test showed a significance value of 0.005 < 0.05 and a t-value of 3.162 > t-table value of 2.086, indicating a significant effect. Thus, presenting text analysis results in bar diagram form positively affects fifth-grade students’ descriptive writing skills.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=id&user=sBf0bqQAAAAJ ID SINTA Dosen Pembimbing: Dian Indihadi: 6014404
Uncontrolled Keywords:	Menulis, Analisis, Diagram, Media, Literasi Numerasi. Writing, Analysis, Diagram, Media, Numeracy Literacy.
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Tasikmalaya > PGSD UPI Kampus Tasikmalaya
Depositing User:	Salma Bishabrina
Date Deposited:	30 Jul 2025 07:49
Last Modified:	30 Jul 2025 07:49
URI:	http://repository.upi.edu/id/eprint/134662

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