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Rabu, 20 April 2011

PTK kelas IX PKn

A. Latar Belakang
Melihat kenyataan dalam proses belajar mengajar siswa MTs Syekh Subakir Sumberasri Kec. Nglegok Kabupaten Blitar pada tahun pelajaran 2007/2008 semester 1 kelas IX setelah diadakan evaluasi belajar ulangan harian (formatif) pada pokok bahasan kelangsungan hidup makluk hidup sangat menurun (data terlampir I) padahal sudah diberikan pelajaran sesuai dengan alokasi waktu yang tersedia dan kurikulum yang berlaku.
Hasil belajar yang kurang baik ini disebabkan; (1) Penggunaan model pembelajaran yang kurang sesuai, (2) Rendahnya minat belajar siswa, karena tidak adanya dukungan dari keluarga atau orang tua, (3) sarana yang kurang memadai (4) lingkungan yang kurang mendukung.
Kondisi belajar diatas tentunya kurang sesuai dengan hasil belajar yang diharapkan, untuk itu perlu dilakukan berbagai usaha untuk meningkatkan hasil belajar tersebut.
Dalam Kurikulum Tingkat Satuan Pendidikan (KTSP) ditekankan pada pengolahan kegiatan belajar mengajar dengan pola pengajaran menggunakan beberapa variasi mengajar yang mungkin bisa digunakan, dengan memperhatikan aspek sosial dan individu siswa. Hal ini perlu digunakan untuk memunculkan kreatifitas dan kecerdasan siswa (multiple intelegence) sehingga semua potensi dan kompetensi siswa dapat muncul. Untuk itulah perlu dilakukan model pembelajaran yang dapat meningkatkan hasil belajar siswa dengan model pembelajaran TGT (Teams Games Tournament).
B. Rumusan Masalah
Permasalahan penelitian ini adalah bagaimana guru meningkatkan hasil belajar siswa MTs Syekh Subakir Sumberasri Kec. Nglegok Kabupaten Blitar khususnya kelas IX pada pokok bahasan kelangsungan hidup makluk hidup dengan model pembelajaran TGT (Teams Games Tournament).


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Minggu, 10 April 2011

Classroom Action Research (CAR) VII Bahasa Inggris

5.1 Conclusions
After the Numbered Heads Together technique was implemented and developed through two cycles, it is concluded that the appropriate model of strategy using NHT technique in teaching reading encompasses the following procedures: (1) leading students to the topic by giving some questions and/or showing a picture(s), (2) connecting the topic with the students’ real experience, (3) introducing the topic and explaining the instructional objectives, (4) assigning students to predict the words used in the text, (5) informing students about the things they should do in their groups, (6) reading the text clearly, loudly, and slowly and asking some students to re-read the text, (7) clarifying the difficult words and discussing the words the students have predicted, (8) asking students to predict the content, (9) giving individual task to the students, (10) assigning students to put their heads together and discuss the answer they have done individually, (11) checking the groups’ answers toward the text by using NHT, and (12) asking students the conclusion of the lesson.
NHT technique has been proven to improve or progress the reading comprehension in addition to enhancing the participation of the second year students of MTsN Jabung Talun Blitar, especially in raising their hands to respond to the teacher’s questions. NHT is proven effective not only because the technique has some cooperative learning-related benefits in terms of improving students’ academic performance, enhancing motivation toward learning, increasing time on task, and leading to more positive social behaviors; but also because it has the sense of fun and competition, especially in the answer-checking session. Psychologically, if students feel fun about their learning, they will be more motivated to study, thus, they ultimately can achieve better.
In conjunction with the effectiveness of NHT in improving the reading comprehension of the second year students of MTsN Jabung Talun Blitar, in the first cycle of the implementation of the technique, the students’ reading comprehension score was improved, but not to the level required to meet the criteria of success. The students’ average score in the first cycle was 60.44. The increase of the students’ average score from the pre-test to the first quiz was only 19.49%, yet, it didn’t achieve the criteria of success. In the second cycle, the students’ reading comprehension was better than the first cycle with the average score of 76.23. The second quiz revealed that the students’ reading ability was improved as much as 50.71%. Most students whose scores improved were average and low achievers, whereas the scores of high achievers tended to fluctuate.
Pertinent with the effectiveness of NHT in enhancing students’ participation, NHT has successfully encouraged students to actively participate in answer-checking session by raising their hands competitively. In the first meeting, there were 86.67% of students who raised their hands, 70% in the second meeting, and 83.33% in the third and fourth meeting successively.

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