ABSTRAK
Kurikulum 2013 memberikan porsi keterampilan menulis dengan ruang yang cukup luas. Pembelajaran menulis paragraf eksposisi salah satunya. Berdasarkan kompetensi inti tersebut, kompetensi dasarnya adalah siswa mampu menulis gagasan dalam bentuk eksposisi. Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi belajar menulis eksposisi melalui pendekatan collaborative learning dan penerapan media audiovisual pada siswa kelas X SMA Negeri 8 Surakarta dan meningkatkan kemampuan menulis eksposisi melalui pendekatan collaborative learning dan penerapan media audiovisual pada siswa kelas X SMA Negeri 8 Surakarta.
Penelitian dilaksanakan bulan Maret hingga April 2015. Subjek penelitian adalah guru bahasa Indonesia dan siswa kelas X IIS-1 SMA Negeri 8 Surakarta. Data berupa foto, hasil tes, catatan lapangan, daftar nilai, dan catatan hasil wawancara. Sumber data meliputi: informan, peristiwa pembelajaran, dan dokumen. Teknik pengumpulan data melalui observasi, wawancara, tes, dan dokumen. Uji validitas data menggunakan triangulasi metode dan triangulasi sumber data. Teknik analisis data dengan teknik analisis kritis dan teknik deskriptif komparatif. Indikator ketercapaian sebesar 80%.
Prosedur penelitian meliputi persiapan, survei awal, pelaksanaan siklus, pengamatan, dan pelaporan. Hasil penelitian menunjukkan, penerapan collaborative learning dapat meningkatkan motivasi belajar siswa dan kemampuan menulis teks eksposisi siswa kelas X IIS-1. Peningkatan motivasi belajar ditandai dengan peningkatan aktivitas dan kinerja siswa. Nilai rata-rata motivasi belajar siswa pada prasiklus mencapai 6,87 dengan kriteria kurang, siklus I mencapai 7,81 dengan kriteria sedang, siklus II mencapai 11,12 dengan kriteria baik. Adapun peningkatan kemampuan menulis teks hasil observasi siswa ditandai dengan meningkatnya jumlah siswa yang mencapai kriteria ketuntasan minimal. Pada siklus I nilai rata-rata kemampuan menulis teks hasil observasi siswa mencapai 68,50 dengan persentase ketuntasan 40%, dan pada siklus II mencapai 74,53 dengan persentase ketuntasan 100%. Hasil penelitian ini menunjukkan bahwa penerapan collaborative learning dapat digunakan sebagai alternatif pada pembelajaran menulis teks eksposisi karena dapat meningkatkan kemampuan menulis eksposisi siswa kelas X IIS-1 SMA Negeri 8 Surakarta.
Kata kunci: kemampuan menulis, eksposisi, collaborative learning, motivasi belajar
ABSTRACT
Kurikulum 2013 provides writing skills in high frequency. Writing of exposition one of them. Based on the Kompetensi Inti, this competence is essentially to make the student is able to write the ideas in exposition paragraph. This classroom action research aims to increase the motivation to learn to write exposition through collaborative learning approach and application of audiovisual media in class X SMA Negeri 8 Surakarta and improving writing skills exposition through collaborative learning approach and application of audiovisual media in class X SMA Negeri 8 Surakarta.
The experiment was conducted in March and April 2015. The subjects were Indonesian teachers and students of class X-1 IIS SMA 8 Surakarta. Data in the form of photographs, results of tests, field notes, list of values, and record the interviews. Data sources include: informants, learning events, and documents. The technique of collecting data through observation, interviews, tests, and documents. Test the validity of the data using triangulation methods and triangulation of data sources. Data analysis techniques with engineering critical analysis and comparative descriptive techniques. Indicators of achievement by 80%.
Research procedure includes the preparation, the initial survey, the implementation cycle, observations, and reporting. The results showed, the implementation of collaborative learning can enhance students' motivation and ability to write a text IIS exposition class X-1. Increased motivation to learn is characterized by increased activity and student performance. The average value of student motivation in prasiklus reached 6.87 with the criteria less, cycle I reached 7.81 with the criterion being, cycle II reached 11.12 with both criteria. The increased ability to write text on the observation of students characterized by an increasing number of students who achieve a minimum completeness criteria. In the first cycle the average value of the observation of the ability to write text with the percentage of students reaching 68.50 completeness 40%, and the second cycle reaches 74.53 with the percentage of completeness 100%. The results showed that the application of collaborative learning can be used as an alternative to learning to write text exposition because it can improve the ability to write exposition class X-1 SMA IIS 8 Surakarta
Keywords: writing skills, exposition text, collaborative learning, process assessment, writing ability assessment.