AS, Liani Setyo Candityo (2006) PENERAPAN STRATEGI KOOPERATIF UNTUK MENINGKATKAN KREATIVITAS SISWA KELAS 2B SMP MUHAMMADIYAH 2 BATU DALAM MENULIS NASKAH DRAMA. Other thesis, University of Muhammadiyah Malang.
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Based on information obtained by that student creativity is low because students are not interested in literary subjects. Based on these problems the research is done to help students to be creative by using cooperative strategies STAD model. This study aimed to describe the implementation of cooperative strategies to improve the creativity of students in grade 2B SMP Muhammadiyah 2 Stone. In terms of planning, implementation, evaluation and improvement of creativity in writing a play. Based on the above description, the approach used is a qualitative approach. This type of research design is a class act. The location of this research is SMP Muhammadiyah 2 Stone and his research subjects are students of Class 2 SMP Muhammadiyah Stone. The data of this study is the behavior of teachers and students in learning to write by using the application of cooperative strategies, student learning outcomes by increasing students' creativity in writing a play. Data collection techniques used were observation techniques, documentary studies, interviews. Research data analysis technique is conducted with the stages of data reduction, data presentation and conclusion. The results could be described as follows: 1) Planning an action learning cycle 1 and cycle 2 by using the cooperative learning phase. 2) implementation of an action learning cycle 1 and 2 made in accordance with the planning of learning. Implementation of an action learning cycle 2 held three meetings. Each meeting of teachers using 6-phase cooperative learning. 3) implementation of the evaluation conducted on the actions of 1 cycle of the teachers hold individual test description in the form of five questions. Implementation of an action evaluation cycle 2 teachers hold a cooperative tesk is making a play themed free. 4) improving student learning before held the action was lacking. This is because students are afraid to express his opinion. In the first action cycle 1 increased student can be said not yet complete. This is because students are still not used to give his opinion and students not yet accustomed to using this method. An action learning cycle 2 improvement was seen and bias dikatan tuntus. In cycle 2 keaktivan students were beginning to look good it is seen from the smooth talking, have a broad mind, having the nature of humor and extensive knowledge.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Indonesian and Literature|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||30 May 2012 06:50|
|Last Modified:||30 May 2012 06:50|
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