PENERAPAN MODEL KOOPERATIF TIPE CONCEPT SENTENCE UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA KELAS IV SEKOLAH DASAR

Lestari T, Yuffy Sarah (2016) PENERAPAN MODEL KOOPERATIF TIPE CONCEPT SENTENCE UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA KELAS IV SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

[img]
Preview
Text
S_PGSD_1204956_Title.pdf

Download (167kB) | Preview
[img]
Preview
Text
S_PGSD_1204956_Abstract.pdf

Download (304kB) | Preview
[img]
Preview
Text
S_PGSD_1204956_Tabel_of_content.pdf

Download (224kB) | Preview
[img]
Preview
Text
S_PGSD_1204956_Chapter1.pdf

Download (225kB) | Preview
[img] Text
S_PGSD_1204956_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (370kB)
[img]
Preview
Text
S_PGSD_1204956_Chapter3.pdf

Download (374kB) | Preview
[img] Text
S_PGSD_1204956_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (548kB)
[img]
Preview
Text
S_PGSD_1204956_Chapter5.pdf

Download (140kB) | Preview
[img] Text
S_PGSD_1204956_Bibliography.pdf
Restricted to Staf Perpustakaan

Download (236kB)

Abstract

Penelitian ini dilatarbelakangi oleh masalah yang dihadapi siswa kelas IV Sekolah Dasar saat menulis karangan narasi. Berdasarkan hasil observasi, siswa kurang terampil menulis karangan narasi, siswa mengalami kesulitan saat menuangkan ide/gagasan, memilih kata, serta belum terampil menyusun kerangka karangan yang padu. Masalah tersebut muncul karena siswa kekurangan wawasan dan kekurangan penguasaan kosa kata, serta pembelajaran belum menggunakan model dan metode pembelajaran yang tepat. Tujuan penelitian ini adalah untuk mengetahui pelaksanaan dan peningkatan keterampilan menulis karangan narasi dengan penerapan model kooperatif tipe concept sentence. Metode penelitian yang digunakan adalah metode Penelitian Tindakan Kelas yang diadaptasi dari model Kemmis dan Mc. Taggart. Penelitian ini dilaksanakan dalam tiga siklus yang setiap siklusnya terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dianalisis dengan pendekatan kualitatif dan kuantitatif. Data diolah secara deskriptif dan angka hasil peningkatan keterampilan menulis karangan narasi diolah secara kuantitatif. Berdasarkan hasil penelitian, siswa bersemangat, aktif, dan kondusif saat pembelajaran, dan nilai siswa meningkat pada setiap siklusnya. Nilai rata-rata keterampilan menulis karangan narasi siswa pada siklus I adalah 69,13 dengan tingkat ketuntasan belajar 56,66%, nilai rata-rata pada siklus II adalah 74,9 dengan tingkat ketuntasan 70%, dan nilai rata-rata pada siklus III adalah 78,06 dengan tingkat ketuntasan 86,66%. Terbukti pembelajaran menulis karangan narasi dengan menggunakan model kooperatif tipe concept sentence meningkatkan aktivitas belajar siswa dan hasil menulis karangan narasi. Dengan demikian, kepada guru, peneliti merekomendasikan penerapan model kooperatif tipe concept sentence dalam pembelajaran Bahasa Indonesia terutama dalam pembelajaran menulis.;This research is done because of the problems faced by sixth grade students when they are writing narrative. Based on preliminary observation, students are not competent enough to write a narrative, students are having trouble to elaborate their ideas, choose words, and students are not competent yet to write a cohesive outline. That problems arise because of their lack of knowledges and lack of vocabularies, and a proper learning model and method have not implemented in learning. Objectives of this research are to find out the implementation and the improvement of students’ narrative writing skill after The Concept Sentence Type Cooperative Model implemented in narrative writing learning. Research method employed here is Classroom Action Research method which based on Kemmis and Mc Taggart’s model. This research is performed in three cycles which each consist of planning, acting, observing, and reflecting stage. Data are analyzed with qualitative and quantitative approach. Data are processed descriptively, and students’ narrative writing grade are processed quantitatively. Based on this research, students are enthusiastic, active, and conducive in class, and their grades improve on every cycle. In cycle I, students’ average grade on narrative writing is 69,13, which pass percentage is 55,66%. In cycle II, the average grade is 74,9, which pass percentage is 70%. In cycle III, the average grade is 78,06, which pass percentage is 86,66%. Based on the obtained data, students’ narrative writing skill improves after The Concept Sentence Type Cooperative Model implemented. The conclusion are narrative writing learning with the implementation of The Concept Sentence Type Cooperative Model works good and conducive, and students are enthusiastic and active in class too. Therefore, to teachers, The Concept Sentence Type Cooperative Model is suggested to use in Bahasa Indonesia learning, especially in writing.

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: S PGSD LES p-2016; I. Tata Hartati, II. Effy.
Uncontrolled Keywords: Keterampilan Menulis, Karangan Narasi, Sekolah Dasar, Writing Skill, Narrative, Primary School.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User: Mr mhsinf 2017
Date Deposited: 07 Jul 2017 08:33
Last Modified: 07 Jul 2017 08:33
URI: http://repository.upi.edu/id/eprint/23505

Actions (login required)

View Item View Item