Peningkatan Kemampuan Menulis Teks Tanggapan dengan Model Project Based Learning berbantuan Media Let’s Read

Abstract

abstrak— Penelitian ini dilatarbelakangi oleh lemahnya kompetensi siswa kelas VII SMPN 1 Sugihwaras dalam menyusun teks tanggapan. Berbagai kendala ditemukan, di antaranya ketidakmampuan siswa memahami struktur teks, menyampaikan gagasan secara sistematis dan logis, serta menuangkan ide dengan tepat. Di sisi lain, dominasi metode ceramah dalam proses belajar mengajar membuat keterlibatan aktif siswa belum optimal. Penelitian ini bertujuan meningkatkan keterampilan menulis teks tanggapan dari implementasi model project based learning berbantuan media Let's Read. Pendekatan yang dipakai yaitu Penelitian Tindakan Kelas (PTK) yang dijalankan dalam dua siklus, mencakup tahap perencanaan, pelaksanaan, pengamatan, serta refleksi. Pengumpulan data dilakukan dari teknik tes serta nontes berupa wawancara, observasi, dan dokumentasi. Perolehan data memaparkan adanya kenaikan nilai rata-rata dari 56,07 di tahap awal dengan ketuntasan klasikal 14,29%, kemudian meningkat menjadi 79,18 di siklus I dengan ketuntasan 53,57%, dan mencapai 87,82 di siklus II dengan ketuntasan 89,29%. Hasil ini membuktikan jika penerapan model project based learning berbantuan media Let's Read terbukti efektif saat mengembangkan keahlian menulis teks tanggapan siswa.

Kata kunci—Kemampuan Menulis, Teks Tanggapan, Project Based Learning, Media Let’s Read

Abstract— This study is driven by the limited ability of seventh-grade students at SMPN 1 Sugihwaras to compose response texts. Several challenges were identified, including difficulties in grasping text structure, articulating opinions in a logical manner, and formulating ideas coherently. Moreover, the predominance of lecture-based instruction limits students' active engagement during learning. This study aims to enhance response text writing skills by applying the project-based learning model integrated with Let's Read media. A Classroom Action Research (CAR) design was employed, carried out across two cycles encompassing planning, action, observation, and reflection. Data were gathered through both test and non-test instruments, including observation, interviews, and documentation. Findings revealed a consistent improvement in student performance across each cycle. The mean score rose from 56.07 in the pre-action stage with a classical completion rate of 14.29%, to 79.18 in cycle I with 53.57%, and further reached 87.82 in cycle II with 89.29%. These findings confirm that project-based learning supported by Let's Read media is effective in strengthening students' response text writing ability.

Keywords—Writing Skills, Response Text, Project Based Learning, Let's Read Media