PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF DENGAN STRATEGI PEMBELAJARAN THINK TALK WRITE PADA SISWA KELAS X-1 SMA NEGERI 1 MERAKSAAJI TULANGBAWANG LAMPUNG TAHUN PELAJARAN 2014/2015

Ari Prayogi, 1323041002 (2015) PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF DENGAN STRATEGI PEMBELAJARAN THINK TALK WRITE PADA SISWA KELAS X-1 SMA NEGERI 1 MERAKSAAJI TULANGBAWANG LAMPUNG TAHUN PELAJARAN 2014/2015. UNSPECIFIED.

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Abstrak

ABSTRAK PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF DENGAN STRATEGI PEMBELAJARAN THINK TALK WRITE PADA SISWA KELAS X-1 SMA NEGERI 1 MERAKSAAJI TULANGBAWANG LAMPUNG TAHUN PELAJARAN 2014/2015 Oleh Ari Prayogi Menulis adalah suatu kegiatan menuangkan ide atau gagasan melalui pelukisan lambang grafis yang tidak hanya dimengerti oleh penulis, melainkan juga dapat dipahami oleh orang lain sebagai bentuk komunikasi tidak langsung. Faktanya kemampuan siswa sangatlah rendah, terutama dalam pembelajaran menulis paragraf deskriptif. Tujuan penelitian ini adalah untuk memperbaiki perencanaan, pelaksanaan, penilaian, dan hasil keterampilan menulis paragraf deskriptif dengan strategi pembelajaran think talk write pada siswa kelas X-1 SMA Negeri 1 Meraksaaji Tulangbawang Lampung tahun pelajaran 2014/2015. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitataif melalui penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Subjek penelitian adalah siswa kelas X-1 SMA Negeri 1 Meraksaaji Tulangbawang Lampung tahun pelajaran 2014/2015. Sumber data dalam penelitian ini meliputi observasi, wawancara, tes, dan dokumentasi. Uji validitas data menggunakan teknik triangulasi metode dan sumber data. Analisis data yang digunakan dalam penelitian ini adalah teknik deskriptif komparatif dan analisis kritis. Penelitian ini dapat meningkatkan keterampilan menulis paragraf deskriptif siswa. Peningkatan keterampilan menulis paragraf deskriptif siswa dapat dilihat pada setiap siklusnya. Pada siklus I ketuntasan siswa sebesar 46,67%, pada siklus II sebesar 66,67%, dan pada siklus III sebesar 93,33%. Peningkatan keterampilan menulis paragraf deskriptif siswa ditandai dengan pemerolehan nilai siswa yang diukur berdasarkan aspek-aspek penilaian, diantaranya (a) kelengkapan isi deskriptif; (b) keruntutan pemaparan (isi urut sehingga mudah dipahami); (c) penggunaan bahasa (singkat dan jelas); (d) kosa kata yang digunakan bahasa yang tepat; dan (e) ketepatan penggunaan ejaan dalam menulis deskriptif. Peningkatan keaktifan siswa terefleksi dari kegiatan selama (a) berpikir (think), (b) berbicara (talk), (c) menulis (write). Persentase keaktifan siswa pada siklus I adalah 56,67%, siklus II adalah 70,00%, sedangkan pada siklus III adalah 93,33%. Sesuai dengan hasil di atas dapat disimpulkan bahwa penerapan strategi pembelajaran think talk write dapat meningkatkan keterampilan menulis paragraf deskriptif siswa. Kata kunci: paragraf deskriptif, pembelajaran think talk write. ABSTRACT INCREASING OF WRITING DESCRIPTIVE PARAGRAPH SKILL BY THINK TALK WRITE LEARNING STRATEGY ON THE STUDENTS GRADE X-1 SMA NEGERI 1 MERAKSAAJI TULANGBAWANG LAMPUNG IN THE ACADEMIC YEAR 2014/2015 Writing is an activity pouring idea/ideas through graphic depiction emblem not only understood by the author, but also can be understood by others as form of indirect communication. The fact that the ability of students is very low, especially in learning to write descriptive paragraph. The purpose of this research is to repair planning, done, velue, and result of writing descriptive paragraph skill by think talk write learning strategy on the students grade X-1 of SMA Negeri 1 Meraksaaji Tulangbawang Lampung in the academic year 2014/2015. The method used in this research is qualitative descriptive through classroom action research done in three cycle. The subject of research is students grade X-1 SMA Negeri 1 Meraksaaji Tulangbawang Lampung in the academic year 2014/2015 and object of research is the application of think talk write strategy in learning of writing a descriptive paragraph. The source of the data in this research include observation, interviews, test, and documents. Test the validity of the data using the triangular methods and data source. Data analysis techniques used in this research is comparative descriptive technique and critical analysis. This research is able to increase student’s skills in writing a descriptive paragraph. The skill improvement of student’s descriptive paragraph writing is able to seen on every cycle. On first cycle is 46,67%, on second cycle is 66,67%, and on third cycle is 93,33%. The skill improvement of students’ descriptive text paragraph writing is designated by the get of students’ score which measure through five main aspect to be criteria valuation, some of the them (a) the completeness content of descriptive; (b) consecutive explain (sequence content so that easy understand); (c) the using of language ( short and clear ); (d) vocabulary application is language appropriate; and (e) appropriateness use of spelling in writing a descriptive. The liveliness improvement of students is reflected from the activity during (a) thinking (b) talking (c) writing. The percentage of student’s liveliness on the first cycle is 56,67%, second cycle is 70,00%, and third cycle is 93,33%. According to the above result, it is able to concluded that the application of think talk write learning strategy can improve the activeness and the skill of students’ descriptive paragraph writing. Keyword: descriptive paragraph, think talk write learning.

Tipe Karya Ilmiah: Skripsi
Subyek: L Education > LC Special aspects of education
Program Studi: Fakultas KIP > Prodi Magister Pendidikan Bahasa dan sastra Indonesia
Depositing User: 2935724 . Digilib
Date Deposited: 13 Jul 2015 08:09
Last Modified: 30 Oct 2015 02:30
URI: http://digilib.unila.ac.id/id/eprint/11168

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