MODEL RESPONS NONVERBAL DAN VERBAL DALAM PEMBELAJARAN SASTRA UNTUK MENGEMBANGKAN KETERAMPILAN MENULIS SISWA SD: Studi Kuasi-Eksperimen di SD Negeri ASMI I, III, V Kota Bandung Tahun Ajaran 2003/2004

• Main Author: Inderawati, Rita (Author)
• Format: Book
• Published: 2005-08-15.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/7657/1/d_bind__019805_table_of_content.pdf; http://repository.upi.edu/7657/2/d_bind__019805_chapter1.pdf; http://repository.upi.edu/7657/3/d_bind__019805_chapter3.pdf; http://repository.upi.edu/7657/4/d_bind__019805_chapter5.pdf; http://repository.upi.edu/7657/5/d_bind__019805_bibliography.pdf
• Keywords: LC Special aspects of education

The research was conducted as the needs for developing the students' writing skills through literature learning (short stories). The assumption that literature only represented recitation lesson, it was not able to promote students' language skills and that the quality of literature learning was low become the foundation in conducting the investigation. The aim of the investigation in general is to develop students' writing skills by applying reader response strategy and visual symbols in order to promote students' moral. Specifically, this inquiry is expected to describe about the acceptability, comparison, impact, strength and shortcomings, and the model of literature learning to promote writing skills. This research used a quantitative approach with a quasi-experiment design. Nevertheless, qualitative approach was also usable to analyze students' writing. The subject of the research was the students of the fifth-grade of SD ASMI Bandung that involved 40 students as the sample, that is 20 students in the quasi-experiment class and the rest in the control one. The instruments of data collecting were test, observation, and questionnaire. The statistical procedure for quantitative method was a t-test while the qualitative one used descriptive-analysis technique. It was concluded that (1) the model of nonverbal and verbal response in literature learning was able to promote students' writing skills, (2) the model of nonverbal and verbal response possessed the strength comparatively in quasi-experiment class, (3) the shortcomings of the model were it spent much time as students responded both nonverbally and verbally and guided questions facilitated students to express their responses. (4) the model of nonverbal and verbal response indicated the significant difference to the increasing of students' writing skills in the quasi-experiment class. And (5) the model of nonverbal and verbal response showed good qualification where the aspect of cognitive, affective, and psychomotor were developed. This study may have theoretical and practical implication to the development of writing skills by applying the model of nonverbal and verbal response which is combined with the model of inductive thinking and the basic operation. Theoretically, this study implies that learning and education do not only exploit students to master the learning purpose but also the process of learning and education are able to emerge on the surface relevant to the goal of based-competency curriculum. Practically, the model of nonverbal and verbal can be used to promote literature learning in all levels of education.