Penggunaan Media Audio Visual Terhadap Kemampuan Mengingat Kosakata Meishi Bahasa Jepang Kelas XI IPS SMA Progresif Bumi Shalawat Kabupaten Sidoarjo

    Berlatarbelakang dari siswa yang telah diberikan pembelajaran berupa digital, akan tetapi terdapat siswa masih belum memahami materi bahasa Jepang terutama dalam mengingat kosakata kata benda atau Meishi, yang disebabkan kurangnya berlatih kosakata serta sukar untuk mengingat kosakata. Bertujuan untuk mendeskripsikan mengenai pelaksanaan pembelajaran kosakata, pengaruh, serta respon siswa pada penggunaan media audio visual terhadap kemampuan mengingat kosakata Meishi. Metode yang digunakan pada penelitian ini menggunakan One-Group Pretest-Posttest dengan populasi siswa kelas XI IPS, menggunakan teknik purposive sampling sehingga kelas XI IPS-1 dipilih sebagai kelas sampel yang berjumlah 20 siswa.

    Hasil dari penelitian ini berupa pelaksanaan pembelajaran kosakata bahasa Jepang mempunyai waktu 50 menit selama 3 kali pertemuan. Pertemuan pertama kosakata Meishi melalui media papan tulis, pertemuan kedua pretest dan power point SiPi, serta pertemuan ketiga postttest dan angket. Analisis data tes terdapat nilai rata-rata pretest 22,25 dan posttest 27,65. Uji normalitas shapiro-wilk menunjukkan hasil pretest 0,035 serta posttest 0,009. Pengujian hipotesis memakai statistik non parametrik uji wilcoxon signed rank test dengan hasil H_a diterima yang menunjukkan ada perbedaan yang signifikan antara pretest dan posttest. Analisis data angket menunjukkan presentase nilai sebesar 77%, dapat diartikan penggunaan media audio visual mempunyai kriteria kuat pada kemampuan mengingat kosakata Meishi bahasa Jepang.

Kata Kunci : Media, Pembelajaran, Audio Visual, Kosakata, Bahasa Jepang

    Digital learning has been experienced by students. However, some students find difficulties in understanding Japanese lessons dealing with nouns or Meishi. It is due to lack of vocabulary practices and difficulties in memorizing Japanese words. This research aims to describe the vocabulary learning process, to identify the influence of the use of audio visual as a media to assist students to memorize Japanese vocabulary, and to know students’ responses toward the use of audio visual to memorize Meishi. One-Group Pretest-Posttest was administered as the method of this study, involving 11^th graders of social class, using purposive sampling technique, so there were 20 students were chosen as sampling of the study.

    50-minute teaching-learning processes was done in 3 meetings. In the first meeting, a white board was used as a media to teach Meishi. In the second meeting, pretest was conducted and power point SiPi was used. In the last meeting, posttest was done and students were asked to respond questionnaire. The results of average scores in pretest was 22.25 and the posttest was 27.65. The Shapiro-Wilk normality test showed that the pretest score was 0.035 and the posttest score was 0.009.  Hypothesis testing using non-parametric statistics Wilcoxon Signed Rank Test displays H_a that means there is significant difference between pretest and posttest. The analysis of the students’ responses written in the questionnaire exhibits the percentage of score which is 77%. This indicates that the use of audio visual media has significant influence for memorizing Japanese Meishi.

Keywords : Media, Learning, Audio Visual, Vocabulary, Japanese