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Ardhiansyih Ritkofany Faradinna
S1 Pendidikan Bahasa Jerman, Fakultas Bahasa dan Seni, Universitas Negeri Surabaya
E-Mail: ritkofany.faradinna@gmail.com
Drs. Suwarno Imam Samsul, M.Pd.
S1 Pendidikan Bahasa Jerman, Fakultas Bahasa dan Seni, Universitas Negeri Surabaya
Abstrak
Terdapat empat keterampilan berbahasa yang harus dikuasai oleh peserta didik yang meliputi penguasaan keterampilan menyimak, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis. Seluruh keterampilan tersebut dilakukan agar tercapainya tujuan pembelajaran bahasa Jerman di SMA. Salah satu keterampilan yang harus dikuasai oleh peserta didik adalah keterampilan menulis. Keterampilan menulis adalah kemampuan menuangkan ide pikiran ke dalam bahasa tulis melalui kalimat-kalimat yang dirangkai secara lengkap dan jelas sehingga dapat dikomunikasikan kepada pembaca. Keterampilan menulis sudah mulai dilatihkan pada tingkat kelas rendah agar ditanamkan dasar-dasar menulis. Agar siswa dapat menulis dengan baik dan benar maka dibutuhkan sebuah media pembelajaran yang menarik minat siswa untuk menulis. Media pembelajaran dapat digunakan untuk menyampaikan bahan pembelajaran, sehingga dapat merangsang perhatian, minat, pikiran dan perasaan siswa dalam kegiatan belajar untuk mencapai tujuan tertentu.
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Dalam proses belajar mengajar, media memiliki peran yang penting. Secara umum penggunaan media adalah sebagai sarana penyampaian materi agar terlihat menarik. Saat pembelajaran Bahasa Jerman berlangsung, Guru Bahasa Jerman cenderung hanya menggunakan media berupa buku, papan tulis dan lembar bergambar, sehingga menimbulkan kejenuhan di dalam kelas dan membuat kosentrasi atau minat siswa untuk belajar Bahasa Jerman menurun. Hal tersebut disampaikan secara langsung oleh Guru Bahasa Jerman SMAN 2 Sidoarjo saat peneliti sedang melakukan Praktik Pembelajaran Lapangan (PPL) dari tangal 18 Juli 2016 - 2 September 2016 di sekolah tersebut. Ketika peneliti selesai melaksanakan PPL dan berdiskusi dengan Guru Bahasa Jerman mengenai penggunaan media audio-visual untuk pembelajaran Bahasa Jerman, Guru Bahasa Jerman tersebut memberikan respon yang positif dan menyampaikan bahwa hal tersebut merupakan variasi penggunaan media pembelajaran yang baru. Media audio-visual yang dipilih yaitu media Film, serta keterampilan yang digunakan yaitu keterampilan menulis. 0HQXUXWKemp & Dayton (1985:28) PHGLD )LOP PHUXSDNDQ PHGLD
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Suprijanto, Aji. 2007. Pengantar Teknologi Informasi. Jakarta : Penerbit Salemba Infotek.
Akhadiah, Sabarti dkk. 1993. Pembinaan
Kemampuan Menulis Bahasa Indonesia. Jakarta: Erlangga.
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Nasution. 2011. Teknologi Pendidikan. Jakarta: Bumi Aksara.
Palapah dan Syamsudin. 1986. Studi Ilmu Komunikasi. Bandung: Universitas Padjadjaran.
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Slamet, St.Y. 2007. Dasar-Dasar Keterampilan Berbahasa Indonesia. Surakarta: Universitas Sebelas Maret Press.
Sudjana, Nana. 1991. Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo.
Suparno dan Muhammad Yunus. 2008. Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka.
Tarigan, H.G. 2008. Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
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There are four language skills that must be mastered by learners that includes mastery of the skills of listening, speaking, reading and writing. Throughout the skills done in order to achieve the goal of Germany language learning in High School. One of the skills that must be mastered by learners is writing. Writing is the ability to pour thoughts ideas into writing through sentences are strung together in a complete and clear so that it can be communicated to the reader. Writing have already begun training at the level of the low classes in order to instil the basics of writing. In order that students can write well and true then it takes an interesting learning media interest students to write. Learning media can be used to deliver learning materials, so as to stimulate attention, interests, thoughts and feelings of students in learning activities to achieve a particular goal. Learning media power that can stimulate the creativity of students and the interests of students, one of which was the medium of film. Media movie is the audio-visual media that has a beautiful sound effects and moving images capable of bearing one's interest to see it comfortably. So the movie called "Tschick" was selected to be used as research material. As for the formulation of the problem in the study of "how the implementation of media movie in learning to write the Germany language Students of class XII IBB SMAN 2 Sidoarjo". The goal of the research is to describe the implementation of media movie in learning to write the Germany language Students of class XII IBB SMAN 2 Sidoarjo. This research uses qualitative descriptive approach. The data in this study was obtained from the research instrument. Instruments in this research is the observation of the student activity sheet during the process of teaching and learning takes place. This research is done for three times. The data obtained were analyzed using descriptive qualitative approach. The results of this research show that the implementation of the medium of film is very effective for learning to write the language of Germany, make students actively participate in the process of teaching and learning so that the results of the student worksheet more regular, focused and easy to understand. Media audio-visual-based learning can make teachers more creative and innovative, so the atmosphere of the class is not drudgery and positively impact student learning results.
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