ABSTRAK
Tujuan penelitian ini yaitu: (1) untuk mendiskripsikan langkah-langkah penerapan model concept sentence dengan media  flashcard dalam  peningkatan keterampilan menulis narasi; (2) untuk meningkatan keterampilan menulis narasi siswa kelas IV SDN 4 Kutosari tahun ajaran 2014/2015; dan (3) untuk menemukan solusi terhadap kendala penerapan model concept sentence dengan media  flashcard dalam  peningkatan keterampilan menulis narasi.
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) kolaboratif. Penelitian ini dilaksanakan dalam tiga siklus, tiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah siswa kelas IV SDN 4 Kutosari tahun ajaran 2014/2015 yang berjumlah 32 siswa yang terdiri dari 16 siswa laki-laki dan 16 siswa perempuan. Validitas data menggunakan teknik triangulasi yang berupa triangulasi sumber data dan teknik pengumpulan data. Sumber data dalam penelitian ini yaitu siswa, guru kelas IV, peneliti, dan teman sejawat. Teknik pengumpulan data yang digunakan yaitu tes dan non tes. Analisis data terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa: (1) Penerapan model concept sentence  dengan media flashcard dilaksanakan melalui tujuh langkah, yaitu: (a) penyampaian kompetensi, (b) penyampaian materi, (c) pembentukan kelompok, (d) penyajian kata kunci, (e) pembuatan kalimat, (f) diskusi pleno, dan (g) kesimpulan. (2) Penerapan model concept sentence dengan media flashcard dapat meningkatkan keterampilan menulis narasi. Hal ini dapat dibuktikan persentase ketuntasan keterampilan menulis narasi dengan KKM ≥ 70 pada siklus I sebesar 69,36%, siklus II 77,49%, dan siklus III 88,34%. (3) Kendala penerapan model concept sentence dengan media flashcard yaitu: (a) guru kurang menguasai materi, model, dan media, (b) siswa kurang aktif dalam kegiatan pembelajaran, (c) siswa kurang teliti dalam penerapan EYD, (d) siswa kurang memperhatikan pembelajaran, (e) siswa masih bingung dalam menyusun kerangka karangan, dan (f) siswa masih malu untuk mempresentasikan dan menanggapi presentasi. Solusinya yaitu: (a) guru sebaiknya memahami materi, model dan media (b) guru lebih melibatkan siswa dalam kegiatan pembelajaran, (c) guru mengajarkan materi EYD, (d) memberi informasi kehadiran orang lain untuk mengetahui peningkatan belajar siswa, (e) membimbing dan memberi penjelasan yang mudah dipahami siswa, dan (f) memotivasi, mengarahkan, dan memberi penghargaan agar siswa berani mempresentasikan dan menanggapi.
Simpulan penelitian ini yaitu penerapan model concept sentence dengan media flashcard dapat meningkatkan keterampilan menulis narasi siswa kelas IV SDN 4 Kutosari tahun ajaran 2014/2015.
Kata kunci: concept sentence, flashcard, keterampilan menulis narasi
ABSTRACT
The objectives of this research are: (1) to describe the application of concept sentence model using flashcard media in narrative writing skills; (2) to improve narrative writing skills for the fourth grade students of SDN 4 Kutosari in the academic year of 2014/2015; and (3) to find out solutions of problems in the application of concept sentence model using flashcard media in improving narrative writing skills.
This research is a collaborative Classroom Action Research (CAR). This research was conducted in three cycles, every cycle consists of planning, action, observation, and reflection. Subjects of this research were fourth grade students of SDN 4 Kutosari in the academic year of 2014/2015, totaling 32 students (16 male and 16 female students). Validity of data used triangulation technique in the form of triangulation of data sources and data collecting technique. The sources of data in this research were students, fourth grade teacher, researcher, dan peers. Techniques of collecting data were test and non-test. Analysis of data consists of reduction, data presentation, and drawing conclusion.
The results of this research show that: (1) the application of concept sentence model using flashcard media has been carried out through seven steps, namely: (a) delivery of competence, (b) delivery of material, (c) formation of group, (d) presentation of keyword, (e) make the sentence, (f) plenary of discussion, and (g) conclusions. (2) the application of concept sentence model using flashcard media can improve narrative writing skills. This can be proved by the completeness criteria more than 70 in this first  cycle 69,36%, 77,49% in the second cycle, and 88,34% in the third cycle.  (3) the main problem of the application of concept sentence model using flashcard media were: (a) the teacher lack in giving material, model, and media, (b) the student was inactive in the learning, (c) students were careless in the application of grammar, (d) students were less attention in the learning, (e) students were confused in arrange draf of essay, and (f) students were shy to presenting and giving comments in the presentation. The solutions are: (a) the teacher was should be pay attention in giving material, model, and media, (b) the teacher involve students in the learning process, (c) the teacher teach grammar material, (d) giving information about presence of other person to know improvement of students learning, (e)  guiding and giving essay explanations for students, and (f) motivating, directing, and giving appreciation for students in presenting and giving comments the presentation
The conclusion of this research is the application of concept sentence model using flashcard media can improve narrative writing skills of the fourth grade students of SDN 4 Kutosari in the academic year of 2014/2015.
Keywords: concept sentence, flashcard, narrative writing skills