ABSTRAK
Penelitian ini bertujuan meningkatkan kualitas proses pembelajaran dan keterampilan bercerita melalui metode paired storytelling dan media gambar seri. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Sumber data berupa peristiwa pembelajaran, informan, dan dokumen. Teknik pengumpulan data menggunakan observasi, wawancara mendalam, tes, dan analisis dokumen. Uji validitas data menggunakan triangulasi metode, triangulasi sumber data, dan review informan. Analisis data menggunakan teknik deskriptif komparatif dan analisis kritis. Hasil penelitian menunjukkan bahwa metode paired storytelling dan media gambar seri dapat meningkatkan kualitas proses pembelajaran dan keterampilan bercerita siswa dari siklus I ke siklus II. Hal tersebut ditunjukkan dengan adanya peningkatan: (1) proses pembelajaran siswa dari siklus ke siklus mengalami peningkatan yang cukup signifikan; (2) rata-rata nilai bercerita siswa, yaitu dari 26,4% pada pratindakan menjadi 52,9% pada siklus I menjadi 73% pada siklus II. Langkah-langkah pembelajaran bercerita dengan metode paired storytelling dan media gambar seri yang paling efektif adalah sebagai berikut: (1) guru mengelompokkan siswa berpasangan; (2) siswa mengamati gambar seri; (3) siswa membuat kata kunci dari gambar seri yang diamati; (4) siswa membuat kerangka cerita; (5) kerangka cerita dibagi dua; (6) siswa berlatih dengan pasangannya; dan (7) siswa tampil bercerita bersama pasangan.
Kata kunci: proses pembelajaran, keterampilan bercerita, metode paired storytelling, dan media gambar seri.
ABSTRACT
The objective of this research was to improve quality of learning process and story-telling skill using paired storytelling method and picture series media. This research was a classroom action research (CAR) conducted in two cycles each of which contained some steps namely planning, taking action, observation and interpretation, as well as analysis and reflection. The sources of the data were teaching-learning process, informant, and documents. The techniques of collecting data were observation, in-depth interview, test, and document analysis. The validity of the data used method triangulation, triangulation of source of data, and informant review. The analysis of the data used descriptive comparison and critical analysis. The result of the research showed that paired storytelling method and picture series media could improve students’ quality of learning process and story-telling skill from Cycle I to Cycle II. Those could be seen from (1) significant improvement of students’ quality of learning process from cycle to cycle; (2) improvement of average of students’ score, from 26,4% in pre-cycle to 52,9% in Cycle I and 73% in Cycle II. The most effective steps of teaching-learning process of storytelling using paired story telling method and picture series were: (1) teacher grouped students in pairs; (2) students observed the picture series; (3) students made key-words from the observed picture series; (4) students made story frame; (5) story frames were divided into two; (6) students practiced with their partners; and (7) students performed story telling in pairs.
Key words: quality of learning process , story-telling skill, paired storytelling method, and picture series media.