PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA DALAM PEMBELAJARAN BAHASA INDONESIA KELAS II SD

• Main Author: Jannah, Miftahul (Author)
• Format: Book
• Published: 2017-06-13.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/30146/1/S_PGSD_1307784_Title.pdf; http://repository.upi.edu/30146/2/S_PGSD_1307784_Abstract.pdf; http://repository.upi.edu/30146/3/S_PGSD_1307784_Table_of_content.pdf; http://repository.upi.edu/30146/4/S_PGSD_1307784_Chapter1.pdf; http://repository.upi.edu/30146/5/S_PGSD_1307784_Chapter2.pdf; http://repository.upi.edu/30146/6/S_PGSD_1307784_Chapter3.pdf; http://repository.upi.edu/30146/7/S_PGSD_1307784_Chapter4.pdf; http://repository.upi.edu/30146/8/S_PGSD_1307784_Chapter5.pdf; http://repository.upi.edu/30146/9/S_PGSD_1307784_Bibliography.pdf; http://repository.upi.edu/30146/11/S_PGSD_1307784_Appendix1.pdf; http://repository.upi.edu/30146/10/S_PGSD_1307784_Appendix2.pdf; http://repository.upi.edu/30146/12/S_PGSD_1307784_Appendix3.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatarbelakangi dengan adanya kenyataan di lapangan bahwa keterampilan berbicara siswa kelas II SDN Bandung masih rendah. Metode yang digunakan guru masih menggunakan konvensional yaitu metode ceramah dan kekurangan fasilitas sarana dan prasarana. Hal ini mengakibatkan siswa kurang mampu menyerap dan mengikuti materi pembelajaran dengan baik sehingga ada beberapa siswa yang keterampilan berbicaranya masih jauh dibandingkan dengan siswa yang lainnya, dilihat masih banyaknya peserta didik yang mendapatkan nilai kurang dari Kriteria Ketuntatasan Minimal (KKM). Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berbicara siswa pada pembelajaran Bahasa Indonesia dengan menggunakan model pembelajaran Kooperatif Tipe Talking Stick. PTK menurut (Kemmis S & Mc Taggart, 1992) meliputi tahap-tahap berikut: 1) Perencanaan, 2) Pelaksanaan Tindakan, 3) Observasi, 4) Refleksi. Berdasarkan hasil penelitian siklus I hasil penilaian keterampilan berbicara siswa memperoleh rata-rata 59,5% dan siklus II memperoleh rata-rata 96,9%. Hasil penelitian ini menujukan bahwa penggunaan metode pembelajaran Kooperatif Tipe Talking Stick mampu meningkatkan keterampilan berbicara siswa. Selain itu, dengan menerapkan model pembelajaran Kooperatif Tipe talking Stick siswa lebih aktif di kelas. Dapat disimpulkan bahwa pembelajaran keterampilan berbicara melalui penerapan metode Talking Stick sangat efektif sehingga dapat meningkatkan keterampilan berbicara siswa dilaksanakan dengan dua siklus. Berdasarkan temuan tersebut disarankan guru menggunakan model pembelajaran Kooperatif Tipe talking Stick pada pembelajaran Bahasa Indonesia untuk meningkatkan keterampilan berbicara. Semoga penelitian ini bermanfaat bagi peneliti selanjutnya untuk menjadi bahan rujukan jika melakukan penelitian dengan penerapan model pembelajaran Kooperatif Tipe Talking Stick untuk meningkatkan keterampilan berbicara siswa dalam pembelajaran Bahasa Indonesia maupun mata pelajaran yang lainnya.;--- This research is motivated by the fact in the field that speaking skill of second grade students of SDN Bandung still low. The methods used by teachers are still using conventional methods of lectures and lack of facilities and infrastructure. This resulted in the students are less able to absorb and follow the learning materials well so that there are some students whose speaking skills are still far compared with other students, it is still seen that many learners who get less value than the Minimum Limitations Criteria (KKM). This study aims to determine the improvement of students' speaking skills on learning Indonesian language using Cooperative Type Talking Stick learning model. PTK according to (Kemmis S & Mc Taggart, 1992) includes the following stages: 1) Planning, 2) Implementation of Action, 3) Observation, 4) Reflection. Based on the result of the first cycle research, the students' speaking skill assessment scores average 59.5% and cycle II earns an average of 96.9%. The results of this study indicate that the use of cooperative learning method Talking Stick Type can improve students' speaking skills. In addition, by applying cooperative learning model Type talking Stick students are more active in the classroom. It can be concluded that learning speaking skill through applying Talking Stick method is very effective so as to improve students' speaking skill with two cycles. Based on the findings, it is suggested that teachers use the Cooperative Type Talking Type learning model for Indonesian language learning to improve their speaking skills. Hopefully this research is useful for the next researcher to become reference material if doing research with application of cooperative learning model Talking Stick type to improve students' speaking skill in learning Indonesian and other subjects.