PENERAPAN MODEL SAVI DALAM PEMBELAJARAN MENULIS CERPEN PADA SISWA

Abstract

This research is motivated by shortcomings in writing short stories in particular students to
write short stories opposite of events that never happened. It was influenced by the uses of the
learning  model.  The  author  provides  an  alternative  model  of  SAVI  for  use  in  teaching
writing. However, previous authors will test the SAVI models to determine the level of
effectiveness. Based on the research background, this study refers to some formulation of the
problem, namely: 1) How  is the  ability  of class  IX  students of  SMP  Negeri 6 Bahorok in
learning to write short stories before and after the SAVI models applied in the experimental
class; 2) How is the ability of class IX students of SMP Negeri 6 Bahorok in learning to write
short  stories  without  using  SAVI  models  in  the  control  class;  3)  Is  there  a  significant
difference between the ability to write poetry class IX students of SMP Negeri 6 Bahorok in
the experimental class in the control class. The purpose of this study is to describe things that
are listed in the formulation of the problem.
The  underlying  theory  is  a  theoretical  model  of  SAVI  "Accelerated  Learning"
presented by Dave Meier and Bobbi DePorter, that good pembelajaranyang it is learning
that involves all aspects of the senses, fun (favored students), student-centered, and can can
adapt to the way into the world of students. This study used a quasi experimental research
design with pretest-posttest control group. The data of this research is the result of the
students write a short story consisting of experimental classes and control classes before and
after treatment. Experimental class using SAVI models, while the control class using concept
maps. The results of this study are significant differences between the experimental class
after using SAVI models, compared with the control class using concept maps. Increased
ability graders experiment (using models SAVI) by 95%, while the increase in the ability of
control  class (using concept  maps)  of 68%. This  suggests that an  increase in the students
'ability to  write  short  stories in  the experimental  class is  higher than  the improvement  of
students' skills in writing poetry in the control class.
Keywords : SAVI models, learning to write short stories