(untitled) (Jurnal Teknodik, 2020)
ABSTRAK. Penelitian ini bertujuan untuk meningkatkan kemampuan menyatakan dan menanyakan waktu dalam bahasa Inggris, baik secara lisan maupun tertulis dengan menggunakan media dan pendekatan saintifik. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) selama dua siklus. Objek penelitian adalah peserta didik kelas VIIB semester I tahun pelajaran 2016/2017 berjumlah 35 orang. Instrumen penelitian yang digunakan adalah tes dan non-tes. Tes digunakan untuk mengetahui kemampuan menyatakan waktu secara tertulis; sedangkan non-tes yaitu berupa lembar pengamatan (observasi) digunakan untuk mengetahui berbagai kejadian selama proses kegiatan pembelajaran berlangsung. Hasil observasi dianalisis secara kualitatif dengan mendeskripsikan setiap proses pembelajaran, baik aktivitas guru maupun peserta didik. Hasil penelitian menunjukkan bahwa penerapan pendekatan saintifik dapat meningkatkan kemampuan menyatakan dan menanyakan waktu dalam bahasa Inggris baik secara lisan maupun tertulis. Pada siklus I, presentasi keaktifan peserta didik adalah 53,19% kategori kurang aktif, nilai rata-rata hasil belajar sebesar 75,14 dan ketuntasan sebesar 60% (21 orang). Pada siklus II, presentasi keaktifan peserta didik naik menjadi 76,19% (kategori aktif), nilai rata-rata hasil belajar sebesar 79,49 dan ketuntasan sebesar 77,14% (27 orang). Kata kunci: Media, pendekatan saintifik, waktu. ABSTRACT. This study aimed at increasing the students’ ability in expressing and asking about time, either orally or in written through the utilization of media and scientific approach. The research method applied in this study is a classroom action research, in two cycles. The research participants were 35 students, grade seven B, first semester of academic year 2016/2017. The research instrument used is a test (to know the students’ ability in expressing time in written and orally) and a non-test in the form of observation sheets in order to know various events during the conduct of teaching-learning activities (classroom observations). The observation results were then analyzed qualitatively by describing each step of the teaching learning process from the teacher’ and students’ sides. The study found out that the implementation of scientific approach can improve students’ learning process and their ability in expressing time both in written and orally. In the first cycle, the percentage of student’s participation was 53.19% (categorized as less active). The average score of the learning achievement was 75.14 and the precentages of the completeness was 60% (21 students). In the second cycle, the percentage of student’s participation increased to 76.19% (categorized as active). The average score of the learning achievement was 79.49 and the precentage of completeness was 77.14% (27 students).