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PENGGUNAAN MODEL CONCEPT SENTENCES DENGAN MULTIMEDIA DALAM PENINGKATAN KETERAMPILAN MENULIS KARANGAN PADA SISWA KELAS IV SDN 1 PURWOGONDO TAHUN AJARAN 2014/2015
Get PDFPENGGUNAAN MODEL CONCEPT SENTENCE
DENGAN MULTIMEDIA
DALAM PENINGKATAN KETERAMPILAN MENULIS KARANGAN
PADA SISWA KELAS IV SDN 1 PURWOGONDO
TAHUN AJARAN 2014/2015
Oleh:
Alvian Putranto1, Wahyudi2, M. Chamdani3
PGSD FKIP Universitas Negeri Sebelas Maret, Jl. Kepodang 67A Panjer Kebumen
e-mail: [email protected]
1 Mahasiswa PGSD FKIP UNS
2,3 Dosen PGSD FKIP UNS
Abstract: The Application of Concept Sentence Model using Multimedia in Improving Essay Writing Skills for The Fourth Grade Students of SDN 1 Purwogondo in The Academic Year of 2014/2015. The objectives of this research to improve essay writing skill students of the fourth grade students of SDN 1 Purwogondo . This classroom action research was conducted in three cycles, consisting of planning, implementation, observation, and reflection. The subject of the research was 35 students of the fourth grade students of SDN 1 Purwogondo. The results of the research show that the application of concept sentence model with multimedia can improve the essay writing skill. The percentage of completeness was 72,86% in the first cycle, 82,85% in the second cycle, and 91,43% in the third cycle. The conclusion of this research is the application of concept sentence model with multimedia can improve the essay writing skills at the fourth grade students of SDN 1 Purwogondo in the academic year of 2014/2015.
Keyword: Concept Sentence, Multimedia, Writting Skills
Abstrak: Penggunaan Model Concept Sentence dengan Multimedia dalam Peningkatan Keterampilan Menulis Karangan pada Siswa Kelas IV SDN 1 Purwogondo Tahun Ajaran 2014/2015. Tujuan penelitian ini untuk meningkatkan keterampilan menulis karangan siswa kelas IV SDN 1 Purwogondo tahun ajaran 2014/2015. Penelitian Tindakan Kelas ini dilaksanakan dalam tiga siklus terdiri atas perencanaan, pelaksanaan, observasi, refleksi. Subjek penelitian ini adalah siswa kelas IV SDN 1 Purwogondo yang berjumlah jumlah 35 siswa. Hasil penelitian menunjukkan penggunaan model concept sentence dengan multimedia dapat meningkatkan keterampilan menulis karangan. Persentase ketuntasan siswa pada siklus I sebanyak 72,86%, siklus II 82,85%, dan siklus III 91,43%. Simpulan penelitian ini adalah penggunaan model concept sentence dengan multimedia dapat meningkatkan keterampilan menulis karangan pada siswa kelas IV SDN 1 Purwogondo tahun ajaran 2014/2015.
Kata Kunci: Concept sentence, Multimedia, Keterampilan Menulis
PENDAHULUAN
Pendidikan tidak lepas dari bahasa, baik untuk penyampaian atau untuk dipelajari. Bahasa menurut Sugono (2009:1) merupakan bagian dari kehiduan masyarakat penuturnya. Bagi masyarakat Indonesia, bahasa resmi yang digunakan adalah bahasa Indonesia. Pembelajaran bahasa sudah dimulai sejak sekolah dasar. Sejak inilah siswa telah dibekali dengan keterampilan berbahasa yang menjadi satu kesatuan dalam mata pelajaran bahasa Indonesia. Kete-rampilan berbahasa yang diterima anak SD meliputi empat aspek yaitu keterampilan menyimak, keterampil-an berbicara, keterampilan membaca, dan keterampilan menulis. Hal tersebut sesuai pendapat Tarigan (2008:2) yang menyatakan bahwa keterampilan berbahasa dalam kuri-kulum di sekolah biasanya mencakup empat segi, yaitu a) keterampilan menyimak, b) keterampilan berbicara, c) keterampilan membaca, d) kete-rampilan menulis. Keterampilan me-nulis merupakan kegiatan yang tidak terpisahkan dari proses pembelajaran. Rusyana (dalam Susanto, 2013: 247), berpendapat bahwa menulis merupa-kan kemampuan menggunakan pola-pola bahasa dalam penyampaiannya secara tertulis untuk mengungkapkan suatu gagasan/pesan Menulis merupa-kan salah satu materi pembelajaran yang diberikan pada tingkat Sekolah Dasar. Kegiatan menulis salah satunya adalah menulis karangan. Berdasarkan pengamatan dan wawan-cara yang dilakukan peneliti, kegiatan menulis bagi anak SD khususnya di SDN 1 Purwogondo pada siswa kelas IV tahun ajaran 2014/2015 masih mengalami kesulitan dalam menulis karangan. Hal tersebut dibuktikan dengan nilai siswa dari 35 siswa belum semuanya mencapai nilai sesuai kriteria ketuntasan minimal yaitu 70. Terdapat 14 siswa yang mencapai nilai mencapai kriteria ketuntasan minimal atau sekitar 40%.
Berdasarkan data tersebut dapat digali permasalahan yang menyebabkan rendahnya nilai me-nulis siswa kelas IV SDN 1 Purwo-gondo. Permasalahan yang ter-jadi dipengaruhi oleh metode guru dalam mengajar yaitu sering meng-gunakan metode ceramah dalam pembelajaran bahasa Indonesia sehingga pembe-lajaran berpusat pada guru, model pembelajaran yang kurang sesuai, dan tidak adanya penggunaan media secara maksimal yang dapat memu-dahkan dan merangsang siswa untuk mengarang.
Guru harus dapat mengajar-kan keterampilan menulis khususnya menulis dengan efisien, efektif, dan menarik yaitu dengan penggunaan model pembelajaran maupun peng-gunaan media pembelajaran yang sesuai dengan kemampuan anak, sehingga dapat merangsang pertum-buhan berpikirnya dan menimbulkan suasana yang lebih menyenangkan dan kegiatan pembelajarannya terpusat pada siswa. Berdasarkan paparan di atas diperlukan adanya model pembelajaran yang inovatif untuk mendukung proses pem-belajaran. Model tersebut salah satunya adalah penggunaan model pembelajaran dan media pem-belajaran yang dapat digunakan yaitu model concept sentence dengan multimedia.
Shoimin (2014: 37) menga-takan bahwa "Model Concept Sen-tence adalah model pembelajaran yang dilakukan dengan memberikan kartu-kartu yang berisi beberapa kata kunci kepada siswa. Kemudian, kata kunci tersebut disusun menjadi beberapa kalimat dan dikembangkan menjadi paragraf-paragraf..
Langkah-langkah model pem-belajaran Concept Sentence menurut Suprijono (2013: 132) yaitu: a) guru menyampaikan kompetensi yang ingin dicapai, b) guru menyajikan materi secukupnya, c) guru mem-bentuk kelompok yang anggotanya ±4 orang secara heterogen, d) guru menyajikan beberapa kata kunci sesuai materi yang disajikan, e) tiap kelompok disuruh membuat beberapa kalimat dengan menggunakan mini-mal 4 kata kunci setiap kalimat, f) hasil diskusi kelompok didiskusikan kembali secara pleno yang dipandu oleh guru, g) kesimpulan.
Uno dan Muhamad (2012: 95), menyatakan bahwa langkah-langkah model pembelajaran Concept Sen-tence adalah sebagai berikut: a) guru menyampaikan tujuan, b) guru menyajikan materi secukupnya, c) guru membentuk kelompok yang anggotanya 4 orang secara heterogen, d) menyajikan kata "KUNCI" sesuai materi TPK yang disajikan, e) tiap kelompok disuruh membuat beberapa kalimat dengan menggunakan mi-nimal 4 kata kunci setiap kalimat, f) hasil diskusi kelompok, didiskusikan lagi secara pleno dipandu oleh guru, g) kesimpulan.
Media pembelajaran di-perlukan supaya kegiatan pembelajar-an lebih menarik dan menjadikan siswa mudah dalam menerima informasi dari guru. Menurut Briggs (dalam Susilana & Riyana, 2007:5) multimedia adalah Alat untuk mem berikan perangsang bagi siswa supaya terjadi proses belajar.
Penggunaan model concept sentence dengan multimedia dalam pembelajaran diharapkan dapat mem-bantu daya imajinasi siswa dalam penuangan ide dan gagasannya pada sebuah karangan.
Berdasarkan kondisi yang diuraikan di atas maka peneliti merasa perlu mengadakan penelitian tindakan kelas dengan judul "Peng-gunaan Model Concept Sentence dengan Multimedia dalam Pening-katan Keterampilan Menulis Karang-an pada Siswa Kelas IV SDN 1 Purwogondo Tahun Ajaran 2014-/2015".
Rumusan masalah dalam penelitian tindakan kelas ini yaitu: apakah penggunaan model concept sentence dengan multimedia dapat meningkatkan keterampilan menulis karangan pada siswa kelas IV SDN 1 Purwogondo tahun ajaran 2014-/2015?
Tujuan penelitian ini yaitu: untuk meningkatkan keterampilan menulis karangan menggunakan mo-del concept sentence dengan multi-media pada siswa kelas IV SDN 1 Purwogondo tahun ajaran 2014 /2015.
METODE PENELITIAN
Penelitian dilaksanakan di kelas IV SDN 1 Purwogondo Keca-matan Kebumen Kabupaten Kebu-men. Waktu penelitian dilaksa-nakan pada semester II tahun ajaran 2014-/2015. Subjek penelitian adalah siswa kelas IV SDN 1 Purwogondo yang berjumlah 38 siswa yang terdiri dari 19 siswa laki-laki dan 19 siswa perempuan.
Alat pengumpulan data dalam penelitian ini yaitu instrumen tes dan non tes. Instrumen tes berupa lembar soal evaluasi, sedangkan ins-trumen non tes terdiri dari lembar observasi dan pedoman wawancara. Peneliti berkolaborasi dengan guru kelas dalam menentukan tindakan. Pelaksana tindakan ialah guru kelas IV. Observer dalam penelitian ini yaitu peneliti dan dua orang teman sejawat. Data dalam penelitian tindakan kelas ini berupa data kua-litatif dan data kuantitatif. Data kuantitatif berupa nilai hasil belajar siswa pada mata pelajaran bahasa Indonesia tentang menulis karangan. Data kualitatif berupa informasi mengenai pelaksanaan pembelajaran menggunakan model concept sen-tence dengan multimedia yang di-laksanakan oleh guru dan siswa.
Uji validitas data meng-gunakan teknik triangulasi berupa triangulasi sumber dan tr
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