PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK TERHADAP KEMAMPUAN MENYUSUN KALIMAT SEDERHANA BAHASA MANDARIN PADA SISWA KELAS X MIPA SMAN 1 LAMONGAN

THE OF TALKING STICK TYPE COOPERATIVE LEARNING MODEL TOWARD THE ABILITY OF COMPOSING SIMPLE MANDARIN SENTENCE SCIENCE STUDENTS GRADE X OF SMAN 1 LAMONGAN

Abstrak

Kata kunci: Model Pembelajaran Kooperatif, Talking Stick, Kalimat Sederhana

    Rasa minat dan kemampuan siswa kelas X Mipa SMAN 1 Lamongan dalam menyusun kalimat sederhana bahasa Mandarin masih kurang dan tidak mengetahui tata bahasa Mandarin yang baik dan benar. Oleh karena itu, agar siswa tidak monoton dan bosan dalam mempelajari menyusun kalimat sederhana bahasa Mandarin peneliti mengembangkan inovasi dengan membuat judul “Penggunaan Model Pembelajaran Kooperatif Tipe Talking Stick Terhadap Kemampuan Menyusun Kalimat Sederhana Bahasa Mandarin Pada Siswa Kelas X Mipa SMAN 1 Lamongan”. Peneliti ini bertujuan mendeskripsikan: 1) penggunaan model pembelajaran kooperatif tipe Talking Stick  dalam penyusunan kalimat sederhana bahasa Mandarin pada siswa kelas X SMAN 1 Lamongan, 2) keefektifan model pembelajaran kooperatif tipe Talking Stick dalam penyusunan kalimat sederhana bahasa Mandarin pada siswa kelas X SMAN 1 Lamongan, dan 3) respon siswa kelas X SMAN 1 Lamongan terhadap penggunaan model pembelajaran kooperatif tipe Talking Stick dalam pembelajaran menyusun kalimat sederhana bahasa Mandarin. Penelitian ekperimen ini menggunakan desain True Experimental Design dengan bentuk Pretest-Posttest Control Group Design. Data dikumpulkan  dengan menggunakan teknik observasi, tes, dan teknik angket. Instrumen pengumpulan data yang digunakan adalah 1) lembar observasi, 2) soal pre-test dan post-test, dan 3) angket. Data observasi dan data angket respon menganalisis menggunakan teknik presentase, sedangkan data tes menganalisis menggunakan rumus uji-t.

    Setelah dilakukan analisis, maka didapat hasil sebagai berikut: 1) hasil observasi aktivitas guru dan siswa berjalan dengan sangat baik. Hasil observasi aktivitas guru pertemuan pertama sebesar 77,8% pada kelas eksperimen dan observasi aktivitas guru pertemuan pertama sebesar 86,7% pada kelas kontrol. Hasil observasi aktivitas guru pertemuan kedua sebesar 91,7% pada kelas eksperimen dan observasi aktivitas guru pertemuan kedua sebesar 86,7% pada kelas kontrol. Hasil observasi aktivitas siswa pertemuan pertama sebesar 82,1% pada kelas eksperimen dan observasi aktivitas siswa pertemuan pertama sebesar 87,5% pada kelas kontrol. Hasil observasi aktivitas guru pertemuan kedua sebesar 86,5% pada kelas eksperimen dan observasi aktivitas guru pertemuan kedua sebesar 89,6% pada kelas kontrol. Hasil tersebut diklasifikasi menggunakan skala Likert dan menunjukkan hasil penggunaan model pembelajaran kooperatif tipe Talking Stick sangat baik digunakan dalam menyusun kalimat sederhana bahasa Mandarin. 2) Hasil analisis data pre-test dan pro-test  yang diperoleh dari hasil uji t-signifikan dengan t-test = 5,6 dan db = 58. Jika melihat tabel taraf 5% dengan t-test= 5,6 db = 58, ts 0,05 = 1,67 menunjukkan bahwa t-testlebih besar daripada t tabel (5,6 1,67). Jadi, model pemebelajaran kooperatif tipe Talking Stick sangat efektif digunakan dalam pembelajaran menyusun kalimat sederhana bahasa Mandarin pada siswa kelas X MIPA SMAN 1 Lamongan. 3) Hasil analisis angket respon siswa yang terdiri atas 8 butir pernyataan menghasilkan 85%, 93,3%, 90%, 93,3%, 80,9%, 86,6%, 87,5%, 85,6%. Maka dapat dilihat pada skala likert dari hasil tersebut termasuk ke dalam kategori penilaian sangat kuat yaitu 81 – 100%. Jadi dapat dibuktikan bahwa model pembelajaran kooperatif tipe Talking Stick mendapatkan respon dari siswa sangat kuat dan berpengaruh terhadap kemampuan menyusun kalimat sederhana bahasa Mandarin pada siswa kelas X MIPA SMAN 1 Lamongan.

Abstract

Keywords: Cooperative Learning Model, Talking Stick, Simple Sentences

The grade X science students’ interest and ability of SMAN 1 Lamongan in composing simple mandarin language sentence are still less and they don’t know good and appropriate Mandarin grammar. Therefore, in order to the students are not monotonous and bored in composing simple Mandarin sentences, the researcher develops an innovation entitled "The Use Of Talking Stick Type Cooperative Learning Model Toward the Ability of Composing Simple Mandarin Sentence Science Students Grade X of SMAN 1 Lamongan”. This research aimed to describe: 1) The use of Talking Stick type cooperative learning model in composing simple mandarin sentence science students grade X of SMAN 1 Lamongan, 2) The effectiveness of Talking Stick type cooperative learning model in composing simple mandarin sentence science students grade X of SMAN 1 Lamongan, and 3) The response science students grade X to the use of Talking Stick type cooperative learning model in composing simple mandarin sentence in SMAN 1 Lamongan. This experimental research used True Experimental Design in the form of Pretest-Posttest Control Group Design. The data were collected by using observation technique, tests, and questionnaire technique. Data collection instruments used were 1) observation sheets, 2) pre-test and post-test questions, and 3) questionnaire. Observation data and response questionnaire data were analyzed by using a percentage technique, while the test data were analyzed by using the t-test formula.

After doing analysis, the results of the research were obtained that: 1) the observation results of the teacher’s and student’s activities run very well. The observation activity results of the teacher’s first meeting amounted to 77.8% in the experimental class and the observation activity results of the teacher’s first meeting amounted to 77.8% in the control class. The observation result of the teacher’s first meeting activity was 91.7% in the experimental class and the observation of the teacher’s second meeting was 86.7% in the control class. The observation results of students’ activities in the first meeting amounted to 82.1% in the experimental class and the observations results of students' activities in the first meeting were 87.5% in the control class. The observation result of the teacher’s second meeting was 86.5% in the experimental class and the observation of the tecaher;s second meeting was 89.6% in the control class. These results were classified by using a Likert scale and it showed that the results of the use of the Talking Stick cooperative learning model was very well used in composing Mandarin sentences. 2) The results of the pre-test and pro-test analysis data obtained from the results of the t-significant test with t-test = 5.6 and db = 58. If you look at the table of 5% level with t-test = 5.6 db = 58 , ts 0.05 = 1.67 indicates that t-test is greater than t table (5.6> 1.67). So, the Talking Stick type cooperative learning model was very effective in learning to compose simple Mandarin sentences science students grade X of SMAN 1 Lamongan. 3) The questionnaire analysis results of student responses which consisted of 8 statements produced 85%, 93.3%, 90%, 93.3%, 80.9%, 86.6%, 87.5%, 85.6%. Then it could be seen on the Likert scale that the results were included in the category of very strong assessment that was 81-100%. Thus, it could be proven that Talking Stick type cooperative learning model got very strong responses from the students and influenced the students’ ability to compose simple mandarin sentence science students grade X of SMAN 1 Lamongan.