ABSTRAK
Bahasa Jepang menjadi salah satu mata pelajaran lintas minat di SMA Negeri 1 Blitar. Berdasarkan hasil pra-penelitian dengan teknik wawancara yang dilakukan terhadap guru mata pelajaran bahasa Jepang di sekolah tersebut, diketahui bahwa siswa masih kesulitan dalam menulis gairaigo. Oleh karena itu, diterapkan metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) untuk menciptakan kegiatan belajar yang menyenangkan bagi siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) terhadap kemampuan menulis gairaigo siswa kelas XI SMA Negeri 1 Blitar dan respon siswa terahadap penerapan metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dalam kemampuan menulis gairaigo.
Penelitian ini merupakan penelitian kuantitatif berjenis penelitian eksperimen murni (true experiment design). Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri 1 Blitar tahun ajaran 2018/2019. Sedangkan sampelnya adalah siswa kelas XI MIPA 7 sebagai kelas eksperimen berjumlah 31 siswa dan kelas XI MIPA 8 sebagai kelas kontrol berjumlah 31 siswa. Pengambilan sampel dilakukan dengan teknik sampling jenuh. Pembelajaran di kelas kontrol menggunakan metode drill dan penugasan, sedangkan pembelajaran di kelas eksperimen menggunakan metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD). Data yang diambil dalam penelitian ini adalah pretest dan post-test pada kelas kontrol dan kelas eksperimen serta angket respon siswa.
Berdasarkan hasil analisis data yang telah dilakukan diperoleh hasil thitung = 2,035 > ttabel = 1,671 (0,05, df = 60) sehingga Ho ditolak dan Ha diterima, disimpulkan bahwa metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) memiliki pengaruh terhadap kemampuan menulis gairaigo siswa kelas XI SMA Negeri 1 Blitar. Berdasarkan hasil penghitungan angket respon siswa terhadap metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) diketahui bahwa rata-rata butir pertanyaan 1-5 menunjukkan kriteria sangat kuat (81%-100%) sehingga dapat disimpulkan bahwa metode pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) adalah positif sehingga cocok digunakan dalam kegiatan pembelajaran bahasa Jepang.
Kata kunci : Metode pembelajaran kooperatif, Student Teams Achievement Division (STAD), kemampuan menulis, gairaigo
ABSTRACT
Japanese language has become one of cross-interest subject in SMA Negeri 1 Blitar . Based on the results of interview conducted on Japanese language teacher at the school, it is known that students had a difficult at writing gairaigo. Therefore, the Student Teams Achievement Division (STAD) is applied to create comfortable and easily understood study behaviour for students. This study aims to describe the effect of the implementation of Student Teams Achievement Division (STAD) cooperative learning methods on the ability to write gairaigo for second grade students in SMA Negeri 1 Blitar and their responses to the application of Student Teams Achievement Division (STAD) in gairaigo writing skill.
This research is a quantitative type of true experiment design. The population in this study were second grade students of SMA Negeri 1 Blitar in the 2018/2019 school year. On the other hands MIPA 7 also chosen as sample, which have 31 students, while MIPA 8 act as control class, which also have the same number. Both class are of the same grade. Sampling jenuh was used as the main sampling methods. Assignment and drill methods were used as learning methods in control class, while the experimental class uses the cooperative learning method type Student Teams Achievement Division (STAD). The data taken in this study were pretest and post-test in the control class and the experimental class and responses of the student questionnaire.
Based on the results of data analysis, the results of tcount = 2,035 > ttabel = 1,671 (0,05, df = 60) so that Ho is rejected and Ha is accepted, it is concluded that the cooperative learning method Student Teams Achievement Division (STAD) type has an influence on writing ability gairaigo grade XI student of SMA Negeri 1 Blitar. Based on the results of calculation of student response quistionnares to the Student Teams Achievement Division (STAD) type of cooperative learning method is known that the average questions 1-5 indicate very strong criteria (81%-100%) so that it can be concluded that the cooperative learning method type Student Teams Achievement Division (STAD) is positive so it is suitable for use in Japanese language learning activities.
Keywords: Cooperative learning methods, tudent Teams Achievement Division (STAD), writing skills, gairaigo