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 pretestposttest
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.