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Riza Taufiq Rizki, 2016

PENERAPAN MODEL PEMBELAJARAN VISUAL-AUDITORY-KINESTHETIC (VAK) BERBANTUAN

VIDEO “RAGAM MANFAAT” DALAM PEMBELAJARAN MENULIS TEKS PROSEDUR KOMLPEKS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PENERAPAN MODEL PEMBELAJARAN

VISUAL-AUDITORY-KINESTHETIC (VAK) BERBANTUAN VIDEO “RAGAM MANFAAT”

DALAM PEMBELAJARAN MENULIS TEKS PROSEDUR KOMPLEKS (Penelitian Eksperimen Kuasi terhadap Siswa Kelas X SMA Negeri 4 Bogor

Tahun 2016/2017)

Riza Taufiq Rizki NIM 1205647

Abstrak

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa dalam keterampilan menulis. Salah satunya teks prosedur kompleks. Kesulitan yang dialami siswa dapat berupa kesulitan mencari ide, sulit menentukan langkah-langkah, kesulitan dalam mengembangkan struktur, dan teknik penulisan. Penelitian ini dilakukan pada siswa kelas X SMA Negeri 4 Bogor. Adapun tujuan penelitian ini adalah: (1) Memaparkan kemampuan siswa dalam menulis teks prosedur kompleks di kelas eksperimen sebelum dan sesudah diterapkannya

model pembelajaran VAK (Visual, Auditory, Kinesthetic) berbantuan video

“Ragam Manfaat”;(2) Menjelaskan kemampuan siswa dalam menulis teks

prosedur kompleks di kelas kontrol tanpa diterapkannya model pembelajaran

Visual, Auditory, Kinesthetic (VAK) berbantuan video “Ragam Manfaat”;(3)

Mendeskripsikan perbedaan yang signifikan antara kemampuan siswa dalam menulis teks prosedur kompleks di kelas eksperimen dan kelas kontrol. Metode dalam penelitian ini adalah eksperimen kuasi dengan desain penelitian

nonequivalent control group design. Subjek penelitian ini adalah siswa kelas X MIA 3 dan MIA 1 SMAN 4 Bogor tahun 2016/2017. Hasil akhir yang diperoleh siswa dalam pembelajaran menulis teks prosedur kompleks di kelas eksperimen sebesar 75 dan di kelas kontrol sebesar 64. Berdasarkan analisis menggunakan software SPSS versi 17, diketahui bahwa signifikasinya adalah 0,00 < (lebih kecil dari 0,05) artinya kemampuan akhir siswa dalam menulis teks prosedur kompleks dengan menggunakan model pembelajaran VAK lebih baik dibandingkan dengan siswa yang pembelajarannya menggunakan model pembelajaran langsung.

Kata-kata kunci: model pembelajaran Visual-Auditory-Kinesthetic, menulis teks

(2)

vii

Riza Taufiq Rizki, 2016

PENERAPAN MODEL PEMBELAJARAN VISUAL-AUDITORY-KINESTHETIC (VAK) BERBANTUAN

VIDEO “RAGAM MANFAAT” DALAM PEMBELAJARAN MENULIS TEKS PROSEDUR KOMLPEKS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PENERAPAN MODEL PEMBELAJARAN

VISUAL-AUDITORY-KINESTHETIC (VAK) BERBANTUAN VIDEO “RAGAM MANFAAT”

DALAM PEMBELAJARAN MENULIS TEKS PROSEDUR KOMPLEKS (Quasi Experiment Research On Student Class Of X SMA Negeri 4 Bogor Year

2016/2017)

Riza Taufiq Rizki NIM 1205647

The research was distributed by the low ability of students in writing skills. One of the text of the procedure is complex. The difficulties experienced by students are having trouble to find ideas, difficult to determine steps, difficult in developing the structure, and writing techniques. The research was done on students of class X in SMA Negeri 4 Bogor. This research aims to apply the learning model Visual-Audithory-Kinestethic to write the text of the procedure is complex. The purposes of this study are: (1) Expose the ability of students in writing a complex procedure text in class experiments before and after implementing the learning model VAK (Visual, Auditory, Kinesthetic) video-assisted "Ragam Manfaat";(2) Describe the ability of students in writing complex procedures text in class control with direct instruction model ";(3) Describe the significant difference between the ability of students in writing complex procedure text in class experiments and classroom control. The method in this research was quasi experimental design with non equivalent control group research. The subject of the research are grade X MIA 3 and MIA 1 SMAN 4 Bogor year 2016/2017. The final results who obtained for students learning to write complex procedural texts in class experiments are 75 and 64 in the control class. SPSS version 17 is using for analysis datas, with the significance 0.00 < (smaller than 0.05), it means the end of the ability of students in writing the text of the complex procedures by using the learning model VAK better compared with the lesson which students using the direct instructional model.

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