Abstract
This research is motivated by the low writing skill of students, especially in writing narratives. The purpose of this research is to determine the effectiveness of photo story media usage in multi-literacies learning model towards narrative writing skills of the fifth grade of elementary school. The research approach is quantitative with a quasi-experimental method by using a nonequivalent control groups design (ncgd) research design, with the experimental class using photo story media in a multi-literacies learning model and the control class using conventional learning. The population was the fifth grade students of Majalengka District. The research sample consisted of 60 students for experimental class and 60 students for control class. The data collection techniques used are tests, observations, and documentation, by using statistical data for data analysis. The results showed that there were differences narrative writing skills in the experimental class and the control class. The average of pre-test experimental class reached 57.53 and 75.33 for post-test and the n-gain value was 0.428 in the medium category. While the control class reached 57.40 for pre-test and the 67.1 for post-test and n-gain value of 0.237 is categorized as low level. It indicates that the used of photo story media in multiliteracies learning models is more effective in improving narrative writing skills of the fifth-grade elementary school students compared to conventional learning. Keywords : multiliteracies learning, narrative writing skills, photo story media . Abstrak Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis siswa, terutama dalam menulis narasi. Tujuan dari penelitian ini adalah untuk menentukan efektivitas penggunaan media cerita foto dalam model pembelajaran multiliterasi terhadap keterampilan menulis narasi di kelas lima sekolah dasar. Pendekatan penelitian yang digunakan adalah penelitian kuantitatif dengan metode kuasi eksperimen menggunakan desain penelitian nonequivalent control groups (ncgd) , dengan kelas eksperimen menggunakan media photo story dalam model pembelajaran multiliterasi dan kelas kontrol menggunakan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa kelas V dari Kabupaten Majalengka. Sampel penelitian terdiri dari 60 siswa kelas eksperimen dan 60 siswa kelas kontrol. Teknik pengumpulan data yang digunakan adalah tes, observasi, dan dokumentasi, dengan analisis data menggunakan analisis data statistik. Hasil penelitian menunjukkan bahwa ada perbedaan keterampilan menulis narasi di kelas eksperimen dan kelas kontrol. Keterampilan menulis narasi di kelas eksperimen rata-rata nilai pre-test mencapai 57,53 dan post-test mencapai 75,33 dengan nilai n-gain adalah 0,428 dalam kategori sedang. Sedangkan di kelas kontrol, rata-rata nilai pre-test mencapai 57,40 dan post-test 67,1 dengan nilai n gain 0,237 dikategorikan rendah. Hal ini menunjukkan bahwa penggunaan media cerita foto dalam model pembelajaran multiliterasi lebih efektif dalam meningkatkan keterampilan menulis narasi siswa sekolah dasar kelas lima dibandingkan dengan pembelajaran konvensional. Kata kunci: pembelajaran multiliterasi, keterampilan menulis nara si, media foto cerita.
Highlights
Writing skills are different from other types of language skills, because writing skills are an activity of communicating using written language as the medium
The used of photo story media in multiliteracies learning models is more effective in improving narrative writing skills compared to conventional learning
The average value of writing an experimental class narrative is higher than the control class
Summary
Writing skills are different from other types of language skills, because writing skills are an activity of communicating using written language as the medium. Bascos-ocampo & Abayo-rillo (2016) states that writing is one kind of expression in language which is created by particular set of symbol, having conventional values for representing the wordings of particular language which is drawn up visually. Writing skills are language skills that must be possessed by elementary students to be able to communicate in written manner (Siddik, 2018). Abidin (2013) states that a process for expressing ideas and thoughts in written language is fundamental in writing. Students' ability to write is not obtained by themselves, but through a learning process. In writing an essay there are stages required in order to make it become a complete essay and it is necessary to consider several indicators in writing the essay, namely the theme of the essay, the structure of the essay, grammar, choice of words and spelling
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