Penerapan metode demonstrasi untuk meningkatkan keterampilan menulis huruf pada garis tiga di taman kanak-kanak kelompok B

Istighfara, Mutiara Dwima (2019) Penerapan metode demonstrasi untuk meningkatkan keterampilan menulis huruf pada garis tiga di taman kanak-kanak kelompok B. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Keterampilan berbahasa merupakan keterampilan dasar yang perlu diajarkan sejak usia dini. Keterampilan menulis merupakan bagian dari keterampilan berbahasa yang perlu dilatih karena sangat berpengaruh pada cara menulis yang benar. Berdasarkan hasil observasi di salah satu sekolah Taman Kanak-Kanak Kelompok B, keterampilan menulis murid masih belum rapi karena tidak ada contoh cara penulisan huruf yang benar secara langsung. Penelitian ini bertujuan untuk 1) mengetahui metode demonstrasi dapat meningkatkan keterampilan menulis huruf pada garis tiga, dan 2) tahapan metode demonstrasi yang dapat meningkatkan keterampilan menulis huruf pada garis tiga. Metode penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian ini dilakukan pada tanggal 16 Oktober 2018 dan 17 Oktober 2018 dengan melibatkan 18 murid. Variabel masalah adalah keterampilan menulis, sedangkan variabel tindakan adalah metode demonstrasi. Indikator keterampilan menulis ada dua yaitu 1) menulis huruf pada garis tiga, dan 2) menulis huruf sesuai dengan bentuk huruf yang ditentukan. Sumber data variabel masalah dan tindakan masing-masing adalah hasil observasi, umpan balik, hasil tes dan jurnal refleksi. Hasil tes menunjukkan bahwa keterampilan menulis meningkat pada kedua indikator. Peningkatan indikator pertama mencapai 70.58%, sedangkan 100% pada indikator kedua. Berdasarkan hasil penelitian dapat disimpulkan bahwa metode demonstrasi dapat meningkatkan keterampilan menulis huruf pada garis tiga. Tahapan metode demonstrasi yang dapat meningkatkan keterampilan menulis adalah 1) guru menyampaikan tujuan pembelajaran khusus, 2) guru menjelaskan gambaran sekilas materi, 3) guru memperlihatkan alat dan bahan, 4) guru melakukan demonstrasi dan murid menyimak, 5) guru dan murid melakukan tanya jawab, dan 6) murid dibantu oleh guru membuat kesimpulan. / Writing skill is part of the language skills that need to be taught from an early age. It should be practiced by the students so they could understand how to write an alphabet correctly. Based on the observation done by the researcher in one of kindergarten Group B, the students still could not write neatly. It was happened because the teacher never shows directly the correct way on how to write the alphabet. The purposes of this research were 1) To know if the implementation of demonstration method improves the alphabet writing skill on three lines, and 2) To find out how the implementation of demonstration method improves the alphabet writing skill on three lines. The research method used by the researcher was Classroom Action Research.This research was conducted on October 16, 2018 and October 17, 2018. The subject of this research was 18 kindergarten students in group B. The problem variable was writing skills, while the action variable was the demonstration method. There were two indicators of the alphabet writing skills: 1) writing the alphabet on three lines and 2) writing the alphabet according to the shape of the alphabet specified. The instrument used by the researcher were observation result, feedback, test and reflection journal. Test results showed that the alphabet writing skills improves in both indicators. The improvement of first indicator reached 70.58%, while the improvement of second indicator reached 100%. Based on the results of this research, it can be concluded that the demonstration method can improve the alphabet writing skills on three lines. The stages of the demonstration method are 1) the teacher delivers a the specific learning goals 2) the teacher explains the material briefly 3) the teacher shows the tools and materials, 4) the teacher demonstrates the teaching material and the students pay attention, 5) the teacher and the students do questions and answer session, and 6) The teacher assists the students to make conclusions.

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