Pelatihan Penelitian Tindakan Kelas bagi Guru SMA Negeri 1 Pekanbaru.
Pekanbaru 4 Maret 2014

Penelitian tindakan kelas

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

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Using Communicative Games in Improving Students’ Speaking Skills

Hasil belajar siswa di MTs Donomulyo, Nanggulan, Kulonprogo masih rendah. Hal ini disebabkan oleh kurangnya partisipasi aktif dan keterlibatan siswa selama proses pembelajaran. Guru  perlu menerapkan metode pembelajaran yang dapat mendorong keterlibatan siswa dalam pembelajaran. Metode problem based learning adalah salah satu metode yang dapat memenuhi harapan tersebut. Tujuan penelitian ini adalah untuk mengetahui apakah metode problem based learning (PBL) dapat meningkatkan aktivitas belajar dan hasil belajar siswa. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan subjek penelitian adalah siswa kelas VII A semester 1 MTs Donomulyo, Nanggulan, Kulonprogo Tahun   2012/2013. Metode  pengumpulan data yang diguanakan dalam penelitian ini adalah metode  tes dan  observasi. Data yang terkumpul dianalisis dengan analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa ada peningkatan aktivitas siswa dan hasil belajar setelah menerima pembelajaran dengan metode PBL. Sehingga dapat disimpulkan bahwa dengan menggunakan metode pembelajaran berbasis masalah  dapat meningkatkan kegiatan pembelajaran dan hasil belajar siswa.

https://journal.ugm.ac.id/jfi/article/download/24410/15902

Peningkatan Aktivitas Belajar dan Hasil Belajar Siswa dengan Metode Problem Based Learning pada Siswa Kelas VIIA MTs Negeri Donomulyo Kulon Progo Tahun Pelajaran 2012/2013

The objective of the study was to implement the improvisations technique to improve the student’s speaking ability. In conducting the research, there were two components expected to be improved, they were improving the students’ speaking score and increasing the quality of classroom atmosphere of teaching speaking. This study employed the collaborative classroom action research and it was done in two cycles. Each cycle consisted of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. There were five meetings in each cycle; four meetings for the implementation of improvisations in the teaching of speaking and one meeting for conducting speaking test. The instruments used to collect the data were: (1) observation checklist, (2) field-note, (3) a score sheet, and (4) a questionnaire. The result of the research showed that the criteria of success had been reached. There were two aspects determined as the success criteria of the implementation of improvisations in the teaching of speaking; score improvement and classroom atmosphere. The result of speaking test presented that the students had made some progress, the average scores raised from 2.72 in the pre-test, 3.09 in cycle 1 and 3.76 in cycle 2. These scores indicated an increasing ability from being ‘fair’ to being ‘good’. The classroom atmosphere were also increasing positively; the students were actively involved in the teaching and learning process, indicated by 64% participated in cycle 1 and 73.79% participated in cycle 2. The students were also highly motivated in joining the teaching learning process. They cooperated, asked, responded, and expressed spontaneously.

https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/download/17/pdf_19

The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students

5E learning cycle strategy was students center oriented learning model. The learning process becomes more meaningful, which are prioritized authentic experience of students, made students become actively participating, able to critical thinking skills and creatively. The phases of the learning cycle 5E consist of engagement, exploration, explanation, elaboration, and evaluation. The purpose of the research was increased learning motivation and conceptual understanding improved by discovery learning due to the 5E learning cycle strategy. The research was conducted at SMA Teuku Umar Semarang. The research has used a qualitative approach. The type of research is classroom action research (CAR). The data analysis technique used a percentage of the learning motivation and the students' understanding concept. The percentage applied discovery learning by both of the first  CAR cycle is 78% and the second CAR cycle is 92%. The conceptual understanding was shown better in the second CAR cycle. The effectiveness discovery learning can be interpreted from the normalized gain. The score of the normalized gain is 0.52. The category of the normalized gain is a medium gain. Students' motivation was increased by both the first cycle is 62%  and the second cycle is 82%.  Based on the decision of the research, it can be concluded that the 5E learning cycle process can influence increased students learning motivation and students understanding the concept not only heat concept but also heat transfer concept

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5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation

Buku ini membahas secara komprehensif dan detail seputar penelitian tindakan kelas (PTK ) yang merupakan bagian dari penelitian tindakan ( action research ) bertujuan memperbaiki mutu praktik pembelajaran di kelas

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Penelitian Tindakan Kelas

Penelitian Tindakan Kelas, Edisi Revisi.