ABSTRAK
Penelitian tindakan kelas ini bertujuan untuk: (1) meningkatkan kualitas proses
pembelajaran menulis eksposisi dan (2) meningkatkan keterampilan menulis eksposisi
melalui penerapan strategi pembelajaran berpikir berbicara menulis berbasis multimedia
Subjek penelitian ini adalah guru pengampu pelajaran Bahasa Indonesia dan
siswa SMA N 1 Karanganyar. Siswa yang menjadi subjek penelitian adalah siswa kelas
Xyang sekaligus ditetapkan sebagai setting kelas. Data berupa RPP, foto, hasil tes,
catatan lapangan, catatan hasil dan wawancara. Data diperoleh dari dari informan, lokasi
dan proses pembelajaran, dan dokumen. Teknik pengumpulan data dilakukan melalui
pengamatan, dialog dan wawancara, telaah dokumen, serta tes. Uji validasi data
menggunakan triangulasi metode dan triangulasi sumber data. Teknik analisis data
melalui teknik analisis kritis dan teknik deskriptif komparatif.
Langkah-langkah strategi pembelajaran berpikir berbicara menulis meliputi lima
tahapan, yaitu pertama, menyampaikan dan menetapkan tujuan pembelajaran. Kedua,
mendemonstrasikan pengetahuan atau keterampilan. Ketiga, memberikan latihan dan
bimbingan. Keempat, memeriksa pemahaman dan memberikan umpan balik. Kelima,
memberikan latihan lanjutan berupa latihan mandiri.
Hasil penelitian menunjukkan bahwa penerapan strategi pembelajaran berpikir
berbicara menulis berbasis multimedia mampu meningkatkan kualitas proses
pembelajaran menulis eksposisi siswa yang ditandai dengan meningkatnya keaktifan,
perhatian, dan keterlaksanaan pembelajaran. Penelitian ini juga menunjukkan bahwa
dengan menerapkan strategi pembelajaran berpikir berbicara menulis berbasis
multimedia dapat meningkatkan keterampilan menulis eksposisi siswa kelas X IPA 2
SMA N 1 Karanganyar. Hal tersebut dapat dilihat dari hasil tindakan yang dilakukan
selama dua siklus. Jumlah siswa yang memperoleh nilai di atas KKM (75) pada
pratindakan adalah 15 siswa (48%) dengan nilai rata-rata 68,3. Siklus I ketuntasan siswa
meningkat menjadi 24 siswa (75%) dengan nilai rata-rata 74,53. Siklus II siswa yang
mencapai KKM sebanyak 28 siswa (87,5%) dengan nilai rata-rata 79,8. Dapat
disimpulkan bahwa pembelajaran menulis eksposisi melalui penerapan strategi
pembelajaran berpikir berbicara menulis berbasis multimedia dapat meningkatkan
kualitas proses maupun keterampilan menulis eksposisi siswa.
Katakunci: berpikir berbicara menulis, keterampilan menulis eksposisi, multimedia
ABSTRACT
This classroom action research aims at: (1) improving the quality of writing
exposition learning process and (2) improving skill of writing poem through the
implementation of think talk write learning based on multimedia.
The samples of this research consisted of the Indonesian Language’s teacher
and students of SMA N 1 Karanganyar. The students who become research subject is a
class X IPA 2 is well estabilished as a class setting. The data of this research consisted
of the lesson plan, the photographs, the result of the test, the field note, the dialog and
the record of the interviews. The data of this research were gathered from informant,
location and process of learning, and document through observation, interview,
document and test. The validity of this research was tested by using the method and
data source triangulations. The data were then analyzed by using the critical analysis
technique and the comparative descriptive technique.
There are five stages in conducting explicit-instruction method. They are (1)
delivering and stipulating the learning objective(s); (2) demonstrating cognition or
skill; (3) giving activities and guidance; (4) checking students’ understanding and
giving feedback; and (5) giving independent activity.
The research result showed that the implementation of think talk write by using
multimedia was able to improve the students’ quality in writing exposition. It was
signified by the students’ improvement in terms of activeness, and attention as well as
the fluency of learning-process. This research also showed that by implementing think
talk write strategy based on multimedia, students’ skill in writing exposition can be
improved. It can be seen from the scores resulted from conducting two cycles. In preresearch,
there were only 15 students (48%) who passed the minimum score and the
class’ average score was 68,3. In cycle I, the students passing the minimum score raised
become 24 students (75%) and the class’ score average was 74,3. The more significant
result can be seen in cycle II the students passing the minimum score become 28
students (87,5%). Accordingly, it can be concluded that students’ skill in writing
exposition can be improved by implementing think talk write based on multimedia.
Keywords:think talk write, writing exposition skills, multimedia