Pengaruh Model Pedagogi Genre dan Content and Language Integrated Learning (CLIL) Terhadap Keterampilan Menulis Cerita Siswa Kelas V Sekolah Dasar

The Influence of Genre Pedagogical Model and Content and  Language Integrated Learning (CLIL) on Story Writing Skills of Grade V Students in Elementary Schools

Khairurrozikin, Muhammad. 2020. Pengaruh Model Pedagogi Genre dan Content and Language Integrated Learning (CLIL) Terhadap Keterampilan Menulis Cerita Siswa Kelas V Sekolah Dasar. Tesis. Pendidikan Dasar. Pascasarjana. Universitas Negeri Surabaya. Pembimbing (1) Prof. Dr. Wahyu Sukartiningsih, M.Pd., (2) Dr. Heru Subrata, M.Si.

Kata Kunci: Model Pedagogi Genre, Content and Language Integrated Learning (CLIL), dan Keterampilan Menulis.

Tujua dari  penelitian meliputi (1) mendeskripsikan pengaruh model pedagogi genre terhadap keterampilan menulis siswa kelas 5  sekolah dasar, (2) mendeskripsikan pengaruh Content and Language Integrated Learning (CLIL) terhadap keterampilan menulis siswa kelas 5 sekolah dasar, dan (3) mendeskripsikan dan memaparkan bukti apakah model pedagogi genre dan Content and Language Integrated Learning (CLIL) secara bersama-sama berpengaruh terhadap keterampilan menulis cerita siswa kelas 5 sekolah dasar.

Penelitian ini merupakan penelitian eksperimen jenis penelitian ini merupakan penelitian Pre-Experimental Design dengan One Group Prestest- Posttest Design. Penelitian ini dilakukan pada tahun ajaran 2019/2020 dengan sampel penelitian berjumlah 20 siswa kelas 5 SD Negeri Sedatigede II, Sidoarjo. Instrumen menggunakan Lembar angket model pedagogi genre dan CLIL, lembar penugasan menulis cerita dan dokumentasi. Data yang diperoleh dianalisis menggunakan uji regresi linier berganda, uji t, uji f dan uji koefisien diterminasi.

Hasil dari penelitian ini menunjukkan bahwa model pedagogi genre berpengaruh terhadap keterampilan menulis siswa yang dapat dilihat dari hasil analisis dengan nilai koefisien sebesar 0.229 dan hasil uji-t dengan t_hitung sebesar 3.610 dan t_tabel sebesar 2.10982 dan signifikansi sebesar 0,002, dengan demikian dapat disimpulkan H₁ diterima dan H₀ ditolak karena t_hitung > t_tabel.  Sedangkan analisis variabel CLIL diperoleh nilai t_hitung sebesar 5,006 dan t_tabel sebesar 2.10982, dan nilai signifikasni sebesar 0.000. Sehingga disimpulkan H₂ diterima dan H₀ ditolak karena t_hitung > t_tabel. Terakhir yakni model pedagogi genre dan CLIL secara bersama-sama berpengaruh terhadap keterampilan menulis dilihat dari hasil F_hitung sebesar 29.028 dengan nilai F_tabel adalah 3.59 sehingga nilai F_hitung > F_tabel atau 29.028 > 3.59 dan tingkat signifikansi 0.000 < 0,05 maka H₀ ditolak dan H₃ diterima, dengan demikian dapat disimpulkan bahwa variabel Model Pedagogi Genre (X¹) dan Content and Language Integrated Learning (CLIL) (X²) secaara bersama-sama berpengaruh terhadap keterampilan menulis siswa kelas V SD Negeri Sedatigede II.

Khairurrozikin, Muhammad. 2020. The Influence of Genre Pedagogical Model and Content and  Language Integrated Learning (CLIL) on Story Writing Skills of Grade V Students in Elementary Schools. Thesis. Basic education. Postgraduate. Surabaya State University. Thesis advisor (1) Prof. Dr. Wahyu Sukartiningsih, M.Pd., (2) Dr. Heru Subrata, M.Si.

Keywords: Model Genre Pedagogy, Content and Language Integrated Learning (CLIL), and Writing Skills.

The objectives of the study include (1) describing the influence of genre pedagogical model on the writing skills of grade 5 elementary school students, (2 describing the effect of Content and Language Integrated Learning (CLIL) on the writing skills of grade 5 elementary school students, and (3) describing and presenting evidence whether the genre pedagogical model and Content and Language Integrated Learning (CLIL) together affect the story writing skills of grade 5 elementary school students.

This research is an experimental research. This type of research is a Pre-Experimental Design research with One Group Prestest-Posttest Design. This research was conducted in the 2019/2020 school year with a total of 5th grade research respondents totaling 20 students. The instrument uses a questionnaire sheet model genre pedagogy and CLIL, assignment sheet writing stories and documentation. The data obtained were analyzed using multiple linear regression test, t test and f test.

The results of this study indicate that the genre pedagogical model influences students' writing skills which can be seen from the results of the analysis with a coefficient value of 0.229 and the results of the t-test with a t_count of 3.610 and a t_table of 2.10982 and a significance of 0.002, thus it can be concluded that H₁ is accepted and H₀ is rejected because t_count > t_table. While the CLIL variable analysis obtained a t_count of 5.006 and a t_table of 2.10982, and a significance value of 0.000. So it was concluded H₂ was accepted and H₀ was rejected because t_count > t_table. Finally the genre pedagogical model and CLIL jointly affect writing skills seen from the Fcount result of 29,028 with a Ftable value of 3.59 so that the value of F_count > F_table or 29,028 > 3.59 and a significance level of 0,000 < 0.05 then H₀ is rejected and H₃ is accepted, thus it can be concluded that the variable Pedagogical Genre Model (X¹) and Content and Language Integrated Learning (CLIL) (X²) jointly affect the writing skills of fifth grade students of SD Negeri Sedatigede II.