Dua Puluh Lima Kiat Dahsyat Menjadi Pembicara Hebat. In conclusion, there is the influence of mind mapping strategy in learning speaking skill.Īlbernathy, Rob dan Mark Reardon.
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it is symbolize with 0,00 numeral in windows SPSS. Show that the numeral is significant on the believe of 99.99%. It is shown by the difference of students` achievement between experimental class and control class which indeks by 8.438. The result of this research show that the implementation of mind mapping strategy improve the students` achievement in learning speaking skill. The data collected through observation, questionnare, documentation, and interview. The method used is experimental study with two subjects that are X Mia 1 graders and X Mia 2 graders of MAN 1 Mataram. The learning process emphasizes the students to work cooperatively in small group to help each other in learning the material by using student centered. This research aims to describe the implementation of mind mapping strategy in learning speaking skill and get description of students` achievement before and after the implementation of mind mapping strategy. Remaja Rosdakarya.Transitivity system, value, contribution, Indonesian teaching learning Abstract Metode Penelitian Tindakan Kelas : Untuk Meningkatkan Kinerja Guru dan Dosen. Prosiding : Seminar N a s i o n a l Pendidikan Matematika 2016, 1 (2), hlm. Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. Belajar dan Pembelajaran (Pengembangan Wacana dan Praktik Pembelajaran dalam Pembangunan Nasional). (Skripsi), Universitas Negeri Semarang, Semarang. Efektivitas Penerapan Strategi Pembelajaran Aktif Peer Lessons terhadap Hasil Belajar Sejarah Siswa Kelas XI MIA di SMA Negeri 3 Demak T a h u n Diakses dari -tentang-kelebihankekurangan-strategi- peer- lesson. Jurnal kelebihan dan kekurangan strategi aktif peer lesson. Based on the results of research, by using peer lesson learning strategy can be a solution to improve students’ interpersonal intelligence in learning history in class X MIA 7 SMA Negeri 2 Cimahi.Īrikunto, Supardi dan Suhardjono. The increasement can be seen from the achievement of several indicators of improvement of students’ interpersonal intelligence, among others teach peers, engage in group or joint activities, work effectively with others and communicate effectively, both verbally and non-verbally. Based on the result of the research showed an increasement of students’ interpersonal intelligence in history learning by using peer lesson learning strategy. Meanwhile, data collection tools used interview guides, observation guides and field notes. Data collection techniqs used observation, interviews and documentation studies. The design of this model has several stages: action planning, action execution, observation, and reflection for revision in the next action. Thus, the researcher did a research by using Classroom Action Research Methods by adopting Kemmiss and Taggart models.
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The formulation of research problem in this research is how to plan peer lesson learning strategy, how the implementation stages of peer lesson learning strategy, how to improve interpersonal intelligence after using peer lesson strategy and teacher’s effort in overcoming obstacles by using peer lesson learning strategy to improve intelligence interpersonal students. Low interpersonal intelligence of students can be seen from the way students cooperation and how to convey opinions to other students. This research is based on the findings of learning conditions in the classroom which shows the students’ interpersonal intelligence is still low. This research aims to improve students’ interpersonal intelligence by using peer lesson learning strategy.