EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN SCAFFOLDING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KALIMAT SEDERHANA

• Main Author: Kurniasari, Meilinda (Author)
• Format: Book
• Published: 2017-01-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/28979/1/S_PRS_1203027_Title.pdf; http://repository.upi.edu/28979/2/S_PRS_1203027_Abstract.pdf; http://repository.upi.edu/28979/3/S_PRS_1203027_Table_of_content.pdf; http://repository.upi.edu/28979/4/S_PRS_1203027_Chapter1.pdf; http://repository.upi.edu/28979/5/S_PRS_1203027_Chapter2.pdf; http://repository.upi.edu/28979/6/S_PRS_1203027_Chapter3.pdf; http://repository.upi.edu/28979/7/S_PRS_1203027_Chapter4.pdf; http://repository.upi.edu/28979/8/S_PRS_1203027_Chapter5.pdf; http://repository.upi.edu/28979/9/S_PRS_1203027_Bibliography.pdf; http://repository.upi.edu/28979/10/S_PRS_1203027_Appendix1.pdf; http://repository.upi.edu/28979/11/S_PRS_1203027_Appendix2.pdf; http://repository.upi.edu/28979/12/S_PRS_1203027_Appendix3.pdf; http://repository.upi.edu/28979/13/S_PRS_1203027_Appendix4.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1603 Secondary Education. High schools; PB Modern European Languages

Penelitian ini bertujuan untuk (1) mendeskripsikan penggunaan model pembelajaran scaffolding; (2) mendeskripsikan kemampuan menulis kalimat sederhana bahasa Perancis siswa; (3) mengukur tingkat efektivitas model pembelajaran scaffolding dalam pembelajaran menulis kalimat sederhana bahasa Perancis; dan (4) menginformasikan tangapan siswa terhadap penerapan model pembelajaran scaffolding dalam pembelajaran menulis kalimat sederhana bahasa Perancis. Penelitian ini menggunakan pendekatan kuantitatif dan metode pra-eksperimen serta desain penelitian One Group Pretest-Posttest. Populasi penelitian ini adalah karakteristik keterampilan berbahasa Perancis siswa kelas XI Lintas Minat Bahasa Perancis SMA Negeri 1 Rancaekek dan sampel penelitiannya adalah karakteristik keterampilan menulis kalimat sederhana bahasa Perancis siswa dengan subjek penelitian sebanyak 32 orang. Data diperoleh melalui empat pertemuan, yaitu prates, dua sesi perlakuan, dan pascates. Pada praktiknya, peneliti menerapkan model pembelajaran scaffolding dalam pembelajaran menulis kalimat sederhana dengan mengikuti tahapan sebagai berikut: (1) building the field (pembentukkan konteks); (2) modelling (pemodelan); (3) joint constructions (menulis bersama); dan (4) independent writing (menulis secara mandiri). Berdasarkan hasil analisis data diperoleh nilai rata-rata prates siswa sebesar 5,92, sedangkan setelah diberikan perlakuan, nilai rata-rata pascates siswa sebesar 7,3, sehingga terjadi peningkatan sebesar 13,75%. Dari penghitungan data statistik dengan taraf signifikansi sebesar 5%, diperoleh nilai thitung sebesar 7,17 dan nilai ttabel sebesar 2,03 (thitung > ttabel). Artinya hipotesis kerja (HK) diterima. Hal ini menunjukkan bahwa model pembelajaran scaffolding efektif untuk meningkatkan keterampilan menulis siswa. Berdasarkan hasil angket, peneliti dapat menyimpulkan bahwa model pembelajaran scaffolding memberikan dampak positif dalam pembelajaran menulis kalimat sederhana bahasa Perancis, serta siswa tertarik untuk terus belajar dengan model pembelajaran scaffolding. Kelebihan model pembelajaran scaffolding antara lain: (1) mempermudah dan membantu siswa menulis kalimat sederhana; (2) menyenangkan; (3) memotivasi siswa; dan (4) memancing keaktifan siswa. Adapun kekurangannya, yaitu: (1) sedikit membosankan; (2) membutuhkan waktu yang cukup lama; dan (3) sedikit sulit dipahami. Merujuk pada hasil penelitian di atas, peneliti merekomendasikan model pembelajaran scaffolding sebagai alternatif dalam pembelajaran menulis kalimat sederhana bahasa Perancis. Kata kunci: Bahasa Perancis, Menulis, Model Pembelajaran Scaffolding, SMA This study observes the use of scaffolding as a model of teaching. It aimed at examining the students' writing performance in writing French simple sentences. It also aimed at investigating wether the use of scaffolding model contributes to the improvement of students' writing performance and at informing students' opinion about the use of scaffolding model. The study is pre-experimental study, using One Group Pretest-Posttest Design. It used the quantitative approach and descriptive method. It investigated the characterstic of competence in french language learning as population of class XI Lintas Minat Bahasa Perancis at Rancaekek High School. The sample of the study was the characterstic of writing competence of French simple sentences of 32 students. The data were obtained from four instruments i.e. pretest, two sessions of treatment, and posttest. The scaffolding model is applied by following the steps: (1) building the field; (2) modelling; (3) joint constructions; and (4) independent writing. Hypotesis testing revealed that tcount = 7.17 was significantly higher than ttable = 2.03, which indicated that the use of scaffolding as a model of teaching led to improvement of students' writing performance. Based on the questionnaire, the use of scaffolding model provides positive impacts on learning to write French simple sentences and students are interested to continue learning with scaffolding model. The advantages of scaffolding model in writing French simple sentences: (1) facilitates and helps students write simple sentences; (2) makes students more active; (3) motivates students; and (4) fun. As for the shortcomings, viz. (1) a bit elusive and boring; and (2) requires a long time in the process. Referring to the results, this study is expected to be one of the reference materials for teaching French language subjects in high school. Keywords: Scaffolding as Model of Teaching, Writing, French, Senior High School