THE EFFECT OF TEACHING STRATEGIES AND CRITICAL THINKING SKILL ON STUDENTS ACHIEVEMENT IN READING EXPOSITORY TEXT

Manalu, Salistri Annisa (2012) THE EFFECT OF TEACHING STRATEGIES AND CRITICAL THINKING SKILL ON STUDENTS ACHIEVEMENT IN READING EXPOSITORY TEXT. Masters thesis, UNIMED.

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Abstract

Penelitian eksperimen ini bertujuan untuk mengetahui apakah: (1) hasil belajar siswa dalam membaca teks eksposisi yang diajarkan dengan strategi Problem-Based Learning lebih tinggi daripada hasil belajar siswa dalam membaca teks eksposisi yang diajarkan dengan strategi Collaborative Strategic Reading, (2) hasil belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis tinggi lebih tinggi daripada hasil belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis rendah, dan (3) ada interaksi antara strategi pembelajaran dengan kemampuan berpikir kritis terhadap hasil belajar siswa dalam membaca teks eksposisi. Populasi penelitian meliputi seluruh siswa kelas dua program ilmu pengetahuan sosial SMA negeri 15 Medan tahun ajaran 2011/ 2012. Jumlah populasi penelitian adalah 160 siswa. Jumlah sampel dalam penelitian ini adalah 80 siswa yang diambil dengan menggunakan teknik cluster random sampling. Desain penelitian adalah penelitian eksperimen dengan faktorial 2x2. Siswa dibagi ke dalam dua kelompok eksperimen. Kelompok eksperimen pertama diajarkan dengan strategi pembelajaran Problem-Based Learning dan kelompok eksperimen kedua diajarkan dengan strategi pembelajaran Collaborative Strategic Reading. Tes kemampuan berpikir kritis dilaksanakan untuk mengelompokkan siswa ke dalam kelompok siswa dengan kemampuan berpikir kritis tinggi dan rendah. Hasil belajar siswa dalam membaca teks eksposisi diukur dengan menggunakan tes membaca. Data penelitian dianalisa dengan menggunakan ANAVA dua jalur pada taraf signifikansi α=0.05. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa dalam membaca teks eksposisi yang diajarkan dengan strategi pembelajaran Problem-Based Learning lebih tinggi daripada hasil belajar siswa dalam membaca teks eksposisi yang diajarkan dengan strategi pembelajaran Collaborative Strategic Reading dengan hasil Fhitung=4.518>Ftable=3.16, (2) hasil belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis tinggi lebih tinggi daripada hasil belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis rendah dengan hasil Fhitung=248.749>Ftable=3.16, dan (3) terdapat interaksi antara strategi pembelajaran dengan kemampuan berpikir kritis terhadap hasil belajar siswa dalam membaca teks eksposisi dengan Fhitung=14.700>Ftable=3.16. Setelah melaksanakan uji lanjut dengan menggunakan uji Scheffe, hasil penelitian menunjukkan bahwa siswa yang memiliki kemampuan berpikir kritis tinggi memperoleh hasil belajar dalam membaca teks eksposisi yang tinggi bila diajarkan dengan strategi pembelajaran Problem-Based Learning dan siswa yang memiliki kemampuan berpikir kritis rendah memperoleh hasil belajar dalam membaca teks eksposisi yang tinggi bila diajarkan dengan strategi pembelajaran Collaborative Strategic Reading.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorGurning, Busmin195907131986011001
Thesis advisorArifin, Tina Mariany194403021969022001
Call Number: 418.4 Man e
Keywords: Pengajaran; Berpikir kritis; Comprehension; Expository text; Strategi pembelajaran; Problem-based learning; Collaborative strategic reading
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/3658

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