PENGARUH MODEL ACTIVE LEARNING TEKNIK JIGSAW TERHADAP KETERAMPILAN BERBICARA SISWA KELAS IV SD GEDONGKIWO YOGYAKARTA

Abstract

Abstrak
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model active learning teknik jigsaw terhadap keterampilan berbicara siswa kelas IV SD Negeri Gedongkiwo, Kecamatan Mantrijeron, Kota Yogyakarta. Penelitian ini merupakan penelitian quasi experiment, dengan variabel terikat keterampilan berbicara siswa, serta variabel bebas model active learning teknik jigsaw. Desain penelitiannya yaitu nonequivalent control group design. Subjek penelitian ini adalah 41 siswa dengan rincian 18 siswa kelas IVA sebagai kelas kontrol dan 23 siswa kelas B sebagai kelas eksperimen. Teknik pengumpulan data menggunakan observasi dan tes unjuk kerja. Data dikumpulkan menggunakan lembar observasi dan lembar penilaian unjuk kerja. Teknik analisis data yang digunakan adalah analisis statistik uji-t (t-test). Hasil penelitian menunjukkan bahwa model active learning teknik jigsaw lebih berpengaruh terhadap keterampilan berbicara siswa dibandingkan metode konvensional. Hal tersebut berdasarkan hasil analisis uji-t perubahan keterampilan berbicara kedua kelompok, diperoleh nilai Sig sebesar 0,000 menyatakan < 0,05 maka dapat disimpulkan bahwa Ho ditolak dan Ha diterima, yang artinya terdapat pengaruh penggunaan model active learning teknik jigsaw terhadap keterampilan berbicara siswa.
Kata kunci: model active learning teknik jigsaw, keterampilan berbicara
Abstract
This research aimed to find out the impact of jigsaw technique active learning model towards the speaking skill of 4th grade students in SD Negeri Gedongkiwo Mantrijeron Yogyakarta. This research was quasi experimental research, with the students speaking skill as the dependent variabel and jigsaw technique active learning model as independent variable. The research design was nonequivalent control group design. The respondents were 41students which consist of 18 students from 4-A class served as control class and 23 students from 4-B class served as treatment class. The data collection technique was using behavioral observation and performance test. Data collected was using observation sheet and performance measurement sheet. Data analysis technique used was t-test statistical analysis. The result of the research showed that jigsaw technique active learning model gave more impact in rising student speaking skill than conventional method. This outcome was according to the result of speaking skill change from the two groups, acquiring sig 0,000 smaller than 0,05. Therefore Ho was rejected and Ha was accepted that means there is impact jigsaw technique active learning model towards student’s speaking skill.
Keywords: jigsaw technique active learning model, speaking skill