INTRODUCTION
The background
The identification of problems
The limitation of problems
The formulation of problem
The objectives
The significances
THEORETICAL REVIEW
Theoretical review
Learning method is knowing the teaching methods used by the teacher or instructor. Based on some of the writing terms above, it can be concluded that writing skill is the ability to organize ideas in written form.
Conceptual framework
In contrast to the above research, this study tried the Imagination Suggestion method in learning to write short stories. Students with high creative thinking skills will be able to write short stories better than students with low creative thinking skills.
Hypothesis
Histogram of students' short story writing skills taught using the imaginative suggestion method with high creative thinking. Data on the ability to write short stories of students taught by the method of imaginative suggestion with a high ability of creative thinking.
RESEARCH METHOD
Place and time of research
The research location is planned at XYZ Junior High School and the research time is planned in the 2016/2017 school year in the odd semester.
Population and samples
Variables and operational definitions of research variables
Research design
A2 B1: Average students' ability to write short stories using the Inquiry Learning Method class with high creative thinking ability. A2 B2: Average students' ability to write short stories in Inquiry Learning Method class with low creative thinking ability.
Research procedure
The teacher explains the Imagination Suggestion method when learning to write essays. The teacher provides treatment using the Imagination Suggestion method in learning to write short stories.
Research instruments
-5 Plot The series of events in the short story. are arranged logically and in accordance with the song lyrics. The sequence of events in the short story is logically and uniquely arranged in accordance with the song lyrics. The sequence of events in the short story is logically arranged and not in accordance with the song lyrics.
The sequence of events in the novella is arranged logically and does not match the lyrics of the poem. The creative thinking ability instrument uses a test in the form of a limited description test. In the measurement tests, the description of students' creative thinking skills is determined based on Bloom's taxonomy in the cognitive field.
Data collecting techniques
The reliability test of the Indonesian Learning Outcome Assessment Instrument was conducted with the agreement of two observers/raters. If Fcount < Ftable it can be concluded that there is no difference between the observations of the two raters (observers) and this proves that the observation sheet can be used.
Data analysis techniques
- Statistical hypothesis
Students' ability to write short stories with high creative thinking skills taught using the inquiry method. The ability to write short stories who have low creative thinking ability taught by the method of imagination suggestion through songs is higher than taught by using the inquiry method. The results showed that creative thinking has a close relationship with the ability to write short stories.
Learned data from students' short story writing ability Use imaginative suggestions with low creative thinking ability. Data of students' short story writing ability learned using inquiry method with high creative thinking ability. Data of students' short story writing ability learned using inquiry method with low creative thinking ability.
RESULT AND DISCUSSION
Data description
Frequency distribution of students' short story writing ability scores with high creative thinking abilities taught. Frequency distribution of students' short story writing ability scores with low creative thinking abilities taught. Histogram of students' short story writing ability with low creative thinking taught using imaginative suggestion methods.
Frequency distribution of short story writing ability scores of students with high creative thinking abilities taught using inquiry. Histogram of students' ability to write short stories with a high level of creative thinking taught using research methods. Histogram of students' short story writing abilities taught using research methods with low creative thinking ability.
Testing requirements analysis
Therefore, it can be stated that the data of the ability to write short stories of students with a high creative thinking ability and with a low creative thinking ability is the homogeneous distribution (calculations are in Appendix 12). Thus, the research hypothesis stating that the ability to write students with a high creative thinking ability is higher than the ability to write short stories of students with a low creative thinking ability has tested the truth. So, the results of research that say that the ability to write short stories if taught using the suggestion of Imagination is higher compared to the inquiry method for students with high creative thinking abilities, tested the truth.
For example, the research hypothesis states that the short story writing ability of students with high creative thinking ability when taught using inquiry-based learning methods is higher than that of students with low creative thinking ability when tested for truth. The research hypothesis that states that the short story writing ability of students with high creative thinking skills, when taught using imaginative learning methods, is greater than students' learning outcomes. Thus, the research hypothesis stating that the short story writing ability of students with high creative thinking ability when taught using the method of imagination suggestion teaching is greater than the use of inquiry teaching methods for low creative thinking ability has been tested for truth.
Discussion of research results
So, there is no difference between the ability to write stories of students who are taught using the imagination suggestion learning method both with high and low creative thinking skills and with low creative thinking skills. The ability to write short stories that have high creative thinking skills is superior to the ability to write short stories that have low creative thinking skills. The results of this study indicate that the average value of the ability to write short stories of groups of high creative thinking taught using the research method is not significantly different from the average value of the ability of students to write skills of high creative thinking, taught by the method of imagination suggestion.
It means that the interaction of research methods with high creative thinking ability has a more significant positive influence than the positive effect of the interaction of research methods with low creative thinking ability of students on students' ability to write short stories. It means that the interaction of the imagination suggestion method with high creative thinking ability has a more significant positive influence than the positive effect of the interaction of the inquiry method with low creative thinking ability of students on the ability to write short stories. The average value of the ability to write short stories of students from the group with high creative thinking, who are taught through the research method, is higher than the average value of the ability to write short stories of groups with low creative thinking which are taught through the method of imagination suggestion.
The limitations of the research
Other results can be determined in the same way so that a frequency distribution table can be constructed. Other results can be determined in the same way so that a frequency distribution table can be constructed. e. Other results can be determined in the same way so that a frequency distribution table can be constructed. f.
Similarly, other scores can be determined so that the frequency distribution table can be made. g. Similarly, other scores can be determined so that the frequency distribution table can be made. h. In the same way, other scores can be determined so that the frequency distribution table can be made.
CONCLUSION, IMPLICATION, AND SUGGESTION
Conclusions
The ability to write short stories, the high creative thinking skills of students taught using the research method are higher than those taught through the method of imagination suggestion through songs. The ability to write short stories with high creative thinking skills taught by the method of imagination suggestion through songs is greater than the ability of low creative thinking skills taught by the method of imagination suggestion through songs. The ability to write short stories with high creative thinking skills learned by using research method is higher than the ability of low creative thinking skills learned by using research methods.
The ability to write short stories with high creative thinking skills, taught by the method of suggesting imagination through songs, is higher than the ability of low creative thinking, taught by the use of research methods. The ability to write short stories with high creative thinking skills taught using the research method is greater than the ability of low creative thinking taught through the method of imagination suggestion through songs.
Implications
Therefore, efforts should be made to improve the ability to write short stories by increasing creative thinking.
Suggestions
Creative management techniques and methods as part of management education: analytical study of student perceptions. For this purpose, it can be taken as the smallest data from the score or the data value that is less than the smallest score. Similarly, other scores can be determined so that the frequency distribution table can be made. d.
Data on students' ability to write short stories taught using suggestive imagination with low creative thinking. Data on students' ability to write short stories taught using suggestive imagination with high creative thinking. Sample group homogeneity test of students' ability to write short story Score with high creative thinking ability and low creative thinking ability.
It is clear that Fcount > Ftable, so the first, second and third hypotheses can be accepted. From the hypothesis test, it can be understood that there is an interaction between the learning model and interpersonal intelligence, so the test is carried out using the advanced Scheffe test, because many data for each cell are not the same.
