Mubarika, Tamie Rianta (2017) EFEKTIVITAS MODEL COOPERATIVE LEARNING TIPE THINK TALK WRITE (TTW) DALAM MENINGKATKAN KEMAMPUAN MENULIS HURUF KANJI : Penelitian Eksperimen Pada Mahasiswa Tingkat I Departemen Pendidikan Bahasa Jepang, Fakultas Pendidikan Bahasa dan Sastra, Universitas Pendidikan Indonesia, Tahun Akademik 2016-2017. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Dalam bahasa Jepang terdapat huruf hiragana, katakana, romaji dan kanji. Huruf kanji merupakan huruf yang paling sulit dipelajari dalam bahasa Jepang. Katoo (dalam Sudjianto & Dahidi, 2014, hlm. 58) menyatakan ada sekitar 1700 huruf kanji yang harus dipelajari pembelajar asing, huruf kanji memiliki penulisan rumit dan bentuk yang mirip. Berdasarkan penelitian tahun 2013 yang penulis lakukan kepada mahasiswa tingkat IV Departemen Pendidikan Bahasa Jepang FPBS UPI tahun akademik 2011-2012, diketahui bahwa mereka mengalami kesalahan dalam penulisan kana serta minat belajar huruf kanji yang menurun. Selain itu berdasarkan observasi, kini mulai diterapkan metode dan media baru di kelas seperti media lagu, metode pembelajaran kooperatif dan lainnya namun masih kurang berkembang. Oleh karena itu, diperlukan model pembelajaran yang lebih menarik. Salah satu model pembelajaran yang dapat digunakan yaitu model cooperative learning tipe think talk write (TTW). Tujuan penelitian ini untuk mengetahui pengaruh model cooperative learning tipe think talk write (TTW) terhadap kemampuan menulis huruf kanji dan untuk mengetahui respon pembelajar terhadap model pembelajaran tersebut. Penelitian ini menggunakan metode eksperimen murni. Sampel penelitian ini 30 orang dari populasi mahasiswa tingkat I Departemen Pendidikan Bahasa Jepang FPBS UPI tahun akademik 2016-2017. Instrumen penelitian berupa tes, angket dan observasi. Berdasarkan hasil analisis data diperoleh nilai t-hitung lebih besar daripada nilai t-tabel pada taraf signifikansi 5% maupun 1%, maka hipotesis kerja (H_k) diterima (t hitung > t tabel = H_k diterima). Artinya, terdapat perbedaan yang signifikan pada kemampuan menulis huruf kanji setelah menggunakan model cooperative learning tipe think talk write (TTW). Selain itu, berdasarkan hasil analisis data angket, 60% dari responden menyatakan huruf kanji menyenangkan untuk dipelajari, kemudian 86,67% dari responden menyatakan pula bahwa pembelajaran menulis huruf kanji menggunakan model cooperative learning tipe think talk write (TTW) efektif dalam meningkatkan kemampuan menulis huruf kanji.,---The Japanese language consist of four kinds of letter, there are hiragana, katakana, romaji and kanji’s letters. Kanji is the hardest letter to learn in Japanese language. Katoo (in Sudjianto & Dahidi, 2014, p. 58) said that there is almost 1700 kanjis which has to be learned for beginners, kanji is the hardest letters to write and most of the kanji has a similar shape of letters. Based on the writer’s research in 2013 to the fourth year students of Japanese Language Education Department, Faculty of Language and Literature, Indonesia University of Education, the academic year of 2011-2012, it shows that they could not write kana perfectly and their interest in learning kanji fell. Then, based on writer’s observation, the innovation of kanji’s learning models and media, such as using songs as learning media, cooperative learning’s method etc. has been used, but it did not being used perfectly. Therefore, we need another interesting learning’s models. One of the learning model’s variation which can be used is think talk write (TTW) type of cooperative learning’s model. The purpose of this research is to know the effect of using think talk write (TTW) type of cooperative learning’s model on student’s kanji writing abilities and to know the students’ responses of that learning’s model. This research used true experiment method. The sample of this research is 30 people of the first year students of Japanese Language Education Department, Faculty of Language and Literature, Indonesia University of Education academic year of 2016-2017. The instrument which used in this research are test, questionnaire and observation. Based on the data analysis, the t value which writer got is greater than t table on the 5% and 1% significance level, then the hypothesis of work could be accepted (t value > t table = H_k accepted). It means that there is a significant influence on the students’ abilities in kanji writing after using think talk write (TTW) type of cooperative learning’s model. In addition, based on the questionnaire analysis, 60% of the respondents said that kanji was fun to learn, then 86,67% of the respondents said that the think talk write (TTW) type of cooperative learning’s model is effective to increase kanji writing ability.
| Item Type: | Thesis (S1) |
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| Additional Information: | no.panggil : S JEP MUB e-2017; pembimbing : I Renariah, II Linna Meilia Rasiban |
| Uncontrolled Keywords: | Kanji, cooperative learning’s model, think talk write (TTW), 漢字、協同学習のモデル、「シンク・トーク・ライト」 |
| Subjects: | P Language and Literature > PN Literature (General) |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Jepang |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 01 Mar 2018 06:22 |
| Last Modified: | 01 Mar 2018 06:22 |
| URI: | http://repository.upi.edu/id/eprint/29710 |
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