PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARNING SISWA KELAS IV

Abstract

Abstrak

Penelitian ini bertujuan untuk meningkatkan proses pembelajaran menulis karangan narasi, dan meningkatkan keterampilan menulis karangan narasi melalui model contextual teaching and learning siswa kelas IV. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan secara kolaboratif. Desain penelitian: model Kemmis dan Mc Tanggart. Penelitian ini dilaksanakan dalam dua siklus. Teknik pengumpulan data: observasi, tes, dan dokumentasi. Teknik analisis data: deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan Peningkatan proses dapat dilihat persentase aktivitas siswa dari pratindakan memperoleh 67,5% termasuk kategori cukup, siklus I meningkat menjadi 75,83% kategori baik, siklus II meningkat menjadi 86,67% kategori sangat baik. Sedangkan, peningkatan keterampilan menulis karangan narasi dapat dilihat dari hasil menulis siswa dari rerata 60,60 pada pra tindakan kategori cukup, menjadi 73,82 pada siklus I kategori baik, dan menjadi 81,39 pada siklus II kategori baik. Hasil penelitian tersebut menunjukkan bahwa model Contextual teaching and learning dapat meningkatkan keterampilan menulis karangan narasi siswa kelas IV.

Kata kunci: keterampilan menulis karangan narasi, model contextual Teaching and learning, siswa kelas IV

Abstract

This research study aims to improve the process of learning to write narrative, and narrative essay writing skills improve through contextual teaching and learning models of fourth grade students. This research was a classroom action research conducted collaboratively. The study design used Kemmis and Mc Tanggart model. This research was conducted in two cycles. Data collection techniques used observation, test, and documentation. Data analysis techniques used descriptive quantitative and qualitative. The results show that process improvements can be seen the percentage of student activity in pre cycle gained 67.5% are sufficient, the first cycle increase to 75.83% both categories, the second cycle increase to 86.67% category very well. Meanwhile, narrative writing skills improvement can be seen from the results of student writing from average 60.60 in pre-action category enough, being 73.82 in the first cycle either category, and 81.39 in the second cycle into either category. The results show that the model Contextual teaching and learning can enhance the narrative essay writing skills of fourth grade students.

Keywords: narrative essays writing skills, contextual models Teaching and learning, student fourth grade