The Influence of Using Multi Media toward the Motivation and Learning result of Matchmatic the Vocational school students

Fathur Rahmi, S. Pd

Tebing Tinggi

Abstract

Mathematics score and students motivation of mathematics learning in SMK is quite low.In the case of SMK Negeri 2 Tebing Tinggi, One of the causes is usage of not accurate learning media. The aim of this research are to know : (1) Influence the use of ICT as learning media to the student motivation on learning in SMK; (2) Influence the use of ICT as learning media to the result of Mathematics learning in SMK.

This research is a quasi-experimen.  Independent variable are  ICT’s media  and module using in mathematics learning, whereas dependent variable are student  motivation and the result of mathematics learning. The population of this research is the first level student of SMK Negeri 2 Tebing Tinggi.  Sampling methods used cluster random sampling. Data Collecting was done by using the instruments of studying motivation and multiple choice tests. The analysis of questioning the test consists of the analysis of different capacity of difficulty level. The analysis of instrument used content validity and reliability. Data analysis is done by using: the test balance of mean, normality test, homogeneity test, and test the research hypothesis.

The findings are: (1) Student’s motivation by using ICT  media is higher than using the media module of the fist level students of SMK Negeri 2 Tebing Tinggi (2) Average learning outcomes mathematic by using ICT media is higher than using the media module of the fist level students of SMK Negeri 2 Tebing Tinggi. Recommendations:  local government should provide facilities and infrastructure based on ICT in vocational school; conduct the training for the teacher on manufacture of ICT-based modules to become professional teachers. Central government should accelerate internet connection widely, and low cost, so that the problem of digital gap can be solved.

Keywords : ICT media, Motivation and the result of mathematics learing.

http://menulisbersamaaswir.blogspot.com/2015/05/pengaruh-penggunaan-tik-sebagai-media.html

National Character Building Based on the Islamic Bording School Traditions

Abstract

Zulkipli Matondang

(FT. UNIMET)

The aim this research is to know of building student character by education on pesantren (PP). The formula of this research problem,  how is teacher’s learning methods to character building  of student ?. This reseach done with qualitative methods, among 10 days on PP Syekh Burhanuddin Kampar Riau. The data through with books study and direct observation about character building. Than done interview with header PP, teachers, students and prominent society of about PP. Data analysis done with triangulation concept, pursuant  to data various  from research, such is by  interview,  observation and and book analyze. The result of this research are: 1) PP Syekh Burhanuddin used 62 books title as base for building students character, 2) Character building done on daily lives, 3) The learning methods for character building by kyai with by example, and 4) Character building of outside class  such as mutual aid at day and discussion activity at night. As for advice on research findings namely: 1) policy making, pesantren educational system to emulate in building student character 2) header shool, making a concrete program in shaping student characters 3) teachers, to attention the development of student characters and 4) parents, to support the shools in building student characters.

Keywords : Education, Character, Yellow Books, Tradition, Pesantren.

http://menulisbersamaaswir.blogspot.com/2015/06/pendidikan-karakter-bangsa-berbasis.html

THE INFLUENCE OF THE PEDAGOGIC COMPETENCE AND THE PROFESSIONAL COMPTENCE TOWARD THE PERFORMANCE OF TEACHERS

ABSTRACT

Research Report by Bill G. Wullur, S.Pd MAED and Mareike S. D. Lotulung, S.Pd M.Pd conducted in Jan – May 2011, in the Faculty of Education,

Universitas Klabat—Airmadidi, Manado

The purpose of this research is to analyze (1) the influence of the pedagogic competence and of the professional competence toward the performance of teachers, (2) the relationship of pedagogic competence and professional competence in combination, to the performance of teachers. Specifically, the statements of the problem seek to inquire:

1.      Is there any significant effect of pedagogic competence toward teacher’s performance?

2.      Is there any significant effect of professional competence toward teacher’s performance?

3.      Is there any relationship of pedagogic competence and professional competence in combination, to the performance of teachers?

The research design used a quantitative approach with influence-testing method.  A sample of 120 teachers from 16 private junior high schools, randomly selected to represent all teachers from 54 private high schools in the North Minahasa Regency.  A cluster sampling method is used.  The instrument for gathering data is a questionnaire distributed to teachers.  Data collected from the questionnaire is examined and analyzed using a simple regression and multiple correlation technique.

The findings of this research is (1) there is a significant, strong and positive influence of the pedagogic competence toward the performance of teachers (2) there is a significant, adequately strong and positive influence of the professional competence toward the performance of teachers, and (3) there is a significant, strong and positive relationship of the pedagogic competence and professional competence with the performance of private high school teachers.  .

Based on the findings, these recommendations are drawn: 1) the high level of pedagogic competence, professional competence and performance of teachers need to be maintained by trainings.  Pedagogic competence is increased by practical-oriented curriculum of teachers’ education, professional competence is increased by teachers’ involvement in knowledge building, scientific forum, research, and professional affiliation, and by media utilization and ICT, and by subject matter expertise.    2) The low point in professional competence of teachers, which are: “using internet in teaching” need to be upgraded by conducting special training and by upgrading the internet facility. A media and technology utilization skills in classroom instructions should be required for teachers’ certification, and 5) the low points in performance which is teacher’s tardiness and absence should be reduced by closed supervision.

Keywords:  Pedagogic competence, professional competence, teacher performance, teacher competency.

Human Right and Hypocrisy

Human right is the basic rights that a person has since he was in the womb of his mother. Human rights apply universally. The basics of human rights are contained in the declaration of independence of the United States (Declaration of Independence of the USA) while in Indonesia it is stated in the 1945 Constitution of the Republic of Indonesia, such as article 27 paragraph 1, article 28, article 29 paragraph 2, article 30 paragraph 1, and article 31 verse 1

In its development, the human rights that we know today are something very different from the previous rights such as those in the American Declaration of Independence or the French Declaration. The human rights referred to now are a set of rights developed by the United Nations since the end of World War II that do not recognize various state boundaries. As a consequence, states are obliged to protect the human rights of all their citizens and foreigners residing in their territories. Likewise, foreign countries should not act arbitrarily with citizens of other countries. Human rights guarantee that every human being, regardless of where he comes from, from which country, whatever his skin color and whatever his religion, gets protection from arbitrariness from any party. 

But in everyday practice all this is nonsense. European countries and the United States, which are human rights mouthpieces, are nakedly displaying their hypocrisy about the human rights they glorify. So we conclude that for a strong western country, human rights only apply to their group and those who agree with them. But for people who are not in line with America and especially those who are Muslim, human rights do not apply. 

It's not hard to prove it. How many humans were slaughtered in Egypt by the military, how many Muslims were massacred in Central Africa and other parts of the world, but the perpetrators were not subject to human rights violations because the government massacred its people according to the wishes of the United States of America. 

The most special and invulnerable to human rights is shown by the Jewish Zionist state of Israel. They are free to kill Palestinians anytime anywhere. Almost every day they kill Palestinians, either in Gaza or the west bank. There has never been a human rights claim against them. Likewise, the massacres carried out by the Israeli army in Shabra and Shatila, Lebanon are not considered as human On the other hand, the Former President of Sudan is categorized as a war criminal because he suppressed an insurgency in southern Sudan that is supported by western countries. Our soldiers who carry out their duties in East Timor are also subject to human rights violations, because East Timor at that time was supported by western countries.

Based on the history of the country that violates human rights the most is the country that always campaigns for human rights itself, namely the United States. They just arbitrarily killed civilians in the Vietnam war, Cambodia, Laos, Afghanistan, Iraq, and others. In conclusion, human rights are a hypocritical culture of western countries. rights violations.

On the other hand, , the Former President of Sudan is categorized as a war criminal because he suppressed an insurgency in southern Sudan that is supported by western countries. Our soldiers who carry out their duties in East Timor are also subject to human rights violations, because East Timor at that time was supported by western countries. 

Based on the history of the country that violates human rights the most is the country that always campaigns for human rights itself, namely the United States. They just arbitrarily killed civilians in the Vietnam war, Cambodia, Laos, Afghanistan, Iraq, and others. In conclusion, human rights are a hypocritical culture of western countries.

 However, it is very unfortunate that Arab countries or Muslims who are always victims are not moved to fight this injustice both organizationally and stately. It seems they are willing to be victims.

IMPROVING VOCABULARY IN WRITING RECOUNT TEXT THROUGH PICTURES FOR CLASS X STUDENTS OF SMAN BINAAN KHUSUS DUMAI CITY

Drs. EDI PRAYITNO

SMA NEGERI BINSUS KOTA DUMAI

Phone Number. 081365525397

e_mail : e.prayitno2@gmail.com

CHAPTER I

INTRODUCTION

A.    Background of the Problem

Language has a central role in the intellectual, social, and emotional development of students. Language learning also helps students to be able to express ideas and feelings, participate in society, and even discover and use their analytical and imaginative abilities.

English is a tool for communicating orally and in writing. Communicating is understanding and expressing information, thoughts, feelings, and developing science, technology, and culture.

The ability to communicate in a complete sense is the ability to discourse, namely the ability to understand and/or produce spoken and/or written texts which are realized in four language skills, namely listening, speaking, reading and writing.

In fact, the low mastery of English vocabulary owned by students may be caused by the monotonous teaching method of the teacher, or the low motivation of students to increase the number of English vocabulary, or perhaps inappropriate teaching methods, and the use of learning media, even perhaps the lack of learning support materials such as dictionaries, books, and others.

As a teacher, the author feels compelled to solve the problems that occur in the implementation of teaching assignments including the low mastery of English vocabulary, and the author feels that he has found a way to solve these problems through the use of learning media but increases the mastery of vocabulary in the participants' written English texts. The students studied by the author have not been scientifically tested. Therefore, the author made a classroom action research with the title "INCREASING VOCABULARY  IN WRITING RECOUNT TEXT THROUGH PICTURES  FOR CLASS X STUDENTS OF SMAN BINAAN KHUSUS DUMAI CITY."

 ”

B.     Identification of the Problem

Dengan mengacu pada latar belakang diatas, maka identifikasi masalah dalam penelitian ini adalah sebagai berikut:

1.             Metode mengajar guru yang monoton,

2.             Rendahnya motivasi siswa untuk meningkatkan jumlah kosa kata bahasa Inggris,

3.             Metode mengajar yang tidak tepat,

4.             Tidak dimanfaatkannya media pembelajaran,

5.             Minimnya bahan-bahan penunjang pembelajaran seperti kamus, buku, dan lain-lainnya.

C.    Pembatasan Masalah

Berdasarkan identifikasi masalah diatas, penelitian ini dibatasi hanya pada meningkatkan penguasaan kosa kata menulis teks Recount siswa kelas X SMAN Binsus Kota Dumai melalui pemanfaatan media gambar.

D.    Rumusan Masalah

Dengan mengacu pada latar belakang masalah diatas, maka dapat dirumuskan rumusan masalah sebagai berikut:

1.      Meningkatkah penguasaan kosa kata bahasa Inggris siswa kelas X SMAN Binsus Kota Dumai melalui pemanfaatan media gambar?

2.      Bagaimanakah respon siswa terhadap pemakaian media gambar dalam meningkatkan penguasaan kosa kata bahasa Inggris?

3.      Apakah kendala yang dihadapi dalam peningkatan penguasaan kosa kata bahasa Inggris melalui pemanfaatan media gambar?

4.      Apakah pemanfaatan media gambar dapat meningkatkan penguasaan kosa kata bahasa Inggris siswa?

E.     Tujuan Penelitian

Tujuan penelitian ini adalah:

1.         Untuk mengetahui apakah penguasaan kosa kata menulis teks Recount siswa kelas X SMAN Binsus Kota Dumai meningkat melalui pemanfaatan media gambar.

2.         Untuk mengetahui respon siswa terhadap pemakain media gambar dalam meningkatkan penguasaan kosa kata menulis teks Recount.

3.         Untuk mengetahui kendala-kendala yang dihadapi dalam peningkatan penguasaan kosa kata bahasa menulis teks Recount melalui pemanfaatan media gambar.

4.         Untuk mengetahui manfaat media gambar dalam meningkatkan penguasaan kosa kata menulis teks Recount.

F.     Manfaat Penelitian

Dari hasil penelitian ini diharapkan dapat memberikan kontribusi dalam upaya peningkatan penguasaan kosa kata dalam menulis teks Recount siswa kelas X SMAN Binsus Kota Dumai. Adapun manfaat penelitian ini adalah untuk:

1.      Peneliti

a.       Melalui media gambar akan mempermudah peneliti dalam membimbing siswa menulis teks Recount.

b.      Menjadi prasyarat untuk mengajukan usulan kenaiakan pangkat dari IV/a ke IV/b.

2.      Siswa

a.         Mempermudah siswa menemukan kosa kata yang tepat dalam menulis teks Recount.

b.        Meningkatkan motivasi dan keaktifan siswa dalam kegiatan pembelajaran.

BAB II

KAJIAN TEORI / PUSTAKA

A.       Kajian Teori / Pustaka

1.        Kosa Kata

Berdasarkan World English Dictionary, pengertian kosa kata atau dalam bahasa Inggris vocabulary (vəˈkæbjʊlərɪ) — n  , pl –laries adalah:

1.        a listing, either selective or exhaustive, containing the words and phrases of a language, with meanings or translations into another language; glossary

2.        the aggregate of words in the use or comprehension of a specified person, class, profession, etc

3.        all the words contained in a language

4.        a range or system of symbols, qualities, or techniques constituting a means of communication or expression, as any of the arts or crafts: a wide vocabulary of textures and colours

2.      Teks Recount

A.     Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative

B.     Generic Structure of Recount

1.      Orientation: Introducing the participants, place and time

2.      Events: Describing series of event that happened in the past

3.      Reorientation: It is optional. Stating personal comment of the writer to the story

C.     Language Feature of Recount

a.         Introducing personal participant; I, my group, etc

b.        Using chronological connection; then, first, etc

c.         Using linking verb; was, were, saw, heard, etc

d.        Using action verb; look, go, change, etc

e.         Using simple past tense

3.      Media Gambar

Menurut Oemar Hamalik (1986:43) berpendapat bahwa “ Gambar adalah segala sesuatu yang diwujudkan secara visual dalam bentuk dua dimensi sebagai curahan perasaan atau pikiran”. Sedangkan dalam Kamus Besar Bahasa Indonesia (2001: 329) “ Gambar adalah tiruan barang, binatang, tumbuhan dan sebagainya.”

Menurut Arief Sadiman, Dkk (2003: 28-29): Media grafis visual sebagimana halnya media yang lain. Media grafis untuk menyalurkan pesan dari sumber ke penerima pesan. Saluran yang dipakai menyangkut indera penglihatan. Pesan yang akan disampikan dituangkan ke dalam simbol-simbol komunikasi visual. Simbol-simbol tersebut perlu dipahami benar artinya agar proses penyampian pesan dapat berhasil dan efisien.

Selain fungsi umum tersebut, secara khusus gambar berfungsi pula untuk menarik perhatian, memperjelas sajian ide, mengilustrasikan atau menghiasi fakta yang mungkin cepat akan dilupakan atau diabaikan tidak digambarkan. Gambar termasuk media yang relatif mudah ditinjau dari segi biayanya.

B.     Penelitian yang Relevan

C.    Kerangka Berpikir

BAB III

METODOLOGI PENELITIAN

            Penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk meningkatkan pencapaian hasil belajar siswa. Metodoligi penelitiannya adalah sbb:

A.    Setting Penelitian

1.      Tempat

Penelitian ini dilaksanakan di SMAN Binaan Khusus Kota Dumai karena peneliti merupakan guru tetap disekolah tersebut.

2.      Waktu

Penelitian ini akan dilaksanakan dalam tenggang waktu 2 bulan, yaitu mulai bulan september 2012 sampai dengan bulan

3.      Subject

Subject penelitian ini adalah siswa kelas X. 4 dengan jumlah siswa 29 orang yang terdiri dari 7 orang siswa laki-laki dan 22 orang siswa perempuan. Peneliti memilih kelas X. 4 sebagai subject penelitian karena rendahnya penguasaan kosa kata yang mendukung

B.     Prosedur Penelitian

Penelitian ini direncanakan dilaksanakan dalam 2 siklus.

Siklus pertama :

1.         Mencari materi

2.         Membuat RPP

3.         Memberikan Pretest (optional)

4.         Memberikan Perlakuan (Tindakan)

5.         Memberikan pengujian

Siklus Dua:

1.         Menganalisa Hasil

2.         Refleksi

3.         Memberikan Perlakuan (Tindakan)

Siklus Tiga:

1.                   Menganalisa Hasil

2.                   Refleksi

C.    Instrumen Penelitian

Instrumen penelitian berupa test tertulis berupa penugasan, Lembar pengamatan,

D.    Analisis Data

Keberhasilan penelitian ini ditentukan oleh meningkatnya hasil belajar dan respon yang baik dari siswa, oleh karena itu untuk mengukur hasil belajar digunakan test tertulis untuk setiap siklus. Analisa data dilakukan dengan melihat peningkatan hasil dari siklus satu, siklus dua, dan siklus tiga yang dijelaskan berupa angka dan deskripsi kemajuan . Sedangkan respon siswa instrumen yang digunakan adalah lembar pengamatan, dan data akan dianalisa melalui deskripsi respon siswa selama proses belajar mengajar berlangsung.

MENINGKATKAN PEMAHAMAN TEKS NARRATIVE SISWA KELAS XI IPA SEMESTER 1 SMAN 1 RENGAT MELALUI METODE ROLE PLAYING

NAMA : MARDAWASTI, SS

SMAN 1 RENGAT INHU

BAB I

PENDAHULUAN

A.    Latar Belakang Masalah

Pentingnya peran Bahasa Inggris di kancah internasional pada saat ini tidak dapat dipungkiri lagi, bahasa Inggris sebagai bahasa perhubungan global akan semakin intensif digunakan dalam perbagai segi kehidupan aktifitas internasional, seperti dalam forum polotik, ekonomi, social, teknologi, informatika, dan lain sebagainya. Sehingga pemerintah Indonesia merasa sangat perlu memasukkan pelajaran Bahasa Inggris kedalam kurikulum pelajaran sekolah yang diajarkan kepada siswa mulai dari tingkat yang paling dasar, sampai ketingkat perguruan tinggi. 

Kompetensi dasar Bahasa Inggris mencakup aspek mendengarkan, berbicara, membaca, menulis. Aspek-aspek tersebut mendapat porsi yang seimbang dan dilaksanakan secara terpadu. Dalam aspek membaca siswa perlu memahami jenis-jenis teks diantaranya teks naratif yang bertujuan menghibur pembaca atau pendengar. Teks naratif mempunyai langkah-langkah diantaranya diawali dengan orientasi, konflik dan penyelesaian masalah. Umumnya teks naratif menceritakan masa lampau yang pembacanya dapat mengambil pesan moral yang disampaikan melalui cerita. Bentuk-bentuk cerita tersebut akan muncul setiap ujian akhir nasional. Oleh sebab itu sangatlah penting siswa memahami teks tersebut.

Denngan memperhatikan fenomena tersebut diatas maka dituntut siswa sekolah menengah agar setelah lulus siswa mempunyai ketrampilan membaca dan memahami teks berbentuk naratif.

Mermperhatikan tujuan pembelajaran Bahasa Inggris di atas sangat penting bagi perkembangan pola berpikir siswa, maka untuk mentranspormasikan kepada siswa perlu diperhatikan metode dan strateginya, sehingga apa yang disampaikan bermanfaat bagi siswa, serta dapat diimplementasikan ke dalam kehidupan sehari-hari.

Salah satu sarana pencapaian tujuan pengajaran bahasa Inggris adalah aspek membaca. Ketrampilan membaca pada siswa tingkat sekolah menengah perlu lebih diperhatikan karena beberapa alasan. Karena membaca teks bagian yg terpenting yg selalu di ujikan pada Ujian Nasional maupun ujian sekolah.  Melalui pemahaman bacaan akan menambah wawasan siswa.

Idealnya siswa kelas XI semester  bisa memahami dg baik dan mampu menceritakan kembali cerita yang sudah di bacanya juga mampu menemukan informasi tersurat maupun tersirat didalam sebuah teks naratif.

Mmelihat hasil ulangan harian yang penulis lakukan terhadap siswa kelas XI semester I SMAN 1 rengat Tahun Pelajaran 2011/2012 aspek memahami tek naratif dari 30 siswa, hanya sekitar 10  siswa saja yang tuntas, untuk itu perlu dilakukan perbaikan. Hal ini disebabkan strategi mengajar yang kurang tepat atau metode yang digunakan guru tidak sesuai dengan karakteristik materi dan siswa. Bisa juga disebabkan rendahnya minat siswa atau kurangnya perbendaharan kata siswa.  

Untuk mencapai tujuan pengajaran bahasa Inggris khususnya keterampilan membaca banyak terdapat kendala-kendalanya, diantara kendalanya adalah rendahnya minat siswa, kurangnya perbendaharaan kata siswa. Bisa juga disebabkan strategi mengajar yang kurang tepat atau metode yang digunakan guru tidak sesuai dengan karakteristik materi dan siswa.

Sebagai seorang guru, penulis selalu memikirkan untuk memecahkan masalah- masalah yang di hadapi dalam proses belajar mengajar termasuk juga rendahnya pemahaman siswa terhadap teks naratif dan penulis menemukan alternatif pemecahan masalah melalui metode role playing, namun metode ini belum teruji secara ilmiah, oleh karena itu penulis membuat penelitian tindakan kelas dengan judul MENINGKATKAN PEMAHAMAN TEKS NARRATIVE SISWA KELAS XI IPA SEMESTER 1 SMAN 1 RENGAT MELALUI METODE ROLE PLAYING.

B.     Identifikasi Masalah

Identifikasi masalah dalam penelitian ini :

1.      Strategi mengajar yang kurang tepat.

2.      Metode mengajar yang digunakan guru tidak sesuai dengan karakteristik materi dan siswa.

3.      Rendahnya minat siswa

4.      Kurangnya perbendaharan kata siswa

C.    Pembatasan Masalah

Berdasarkan indentifikasi masalah diatas penelitian dibatasai hanya pada Peningkatan

Pemahaman membaca Teks Narrative dengan menggunakan metode role playing.

D.    Rumusan Masalah

Rumusan masalah dalam penelitian ini adalah :

1.      Apakah melalui penggunaan metode role playing bisa meningkatkan kemampuan siswa dalam pemahaman membaca teks narrative?

2.      Bagaimana respon siswa dalam pemahaman membaca melalui penggunaan metode role playing?

E.     Tujuan Penelitian

Tujuan penelitian ini adalah :

1.      Untuk mendapatkan informasi seberapa jauh kemampuan siswa dalam memahami membaca teks narrative.

2.      Untuk mendapatkan gambaran respon siswa dalam belajar teks narrative dg menggunakan metode role playing..

D. Manfaat penelitian

     Penelitian  ini akan bermanfaat antara lain sebagai berikut:

1.       Bagi siswa, penggunaan metode role playing merupakan salah satu cara untuk meningkatkan hasil belajar Bahasa inggris aspek membaca siswa kelas XI semester 1SMAN 1 Rengat Tahun Pelajaran 2012/2013.

2.       Bagi guru, penggunaan metode role playing dapat dijadikan salah satu alternatif strategi pembelajaran Bahasa  Inggris di SMAN 1 Rengat.

3.       Bagi sekolah, merupakan bahan masukan dalam rangka memperbaiki dan meningkatkan hasil belajar Bahasa Inggris khususnya, dan mata pelajaran lain umumnya di SMAN 1 Rengat.

4.       Bagi peneliti dapat dijadikan bahan masukan untuk penelitian yang lebih lanjut dan sebagai persyaratan untuk kenaikan pangkat dan golongan.

BAB II

KAJIAN PUSTAKA

1.      Kajian Teori

Penelitian ini berhubungan dengan membaca teks naratif dan role playing. Oleh

karena itu kajian teorinya adalah membaca teks naratif dan role playing.

A.    Teks naratif

B.     Membaca

Membaca menurut Paulo Freire membaca adalah menulis kembali apa yg dibaca dalam menemukan hubungan antara teks dan konteks dari teks bersangkutan dan bagaimana menghubungkan antara teks dan konteks dengan konteks pembacanya.

C.     Membaca teks naratif

D.    Role Playing

A role-playing game (RPG and sometimes roleplaying game^[1][2]) is a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative, either through literal acting, or through a process of structured decision-making or character development.^[3] Actions taken within many games succeed or fail according to a formal system of rules and guidelines.^[4]
There are several forms of RPG. The original form, sometimes called the tabletop RPG, is conducted through discussion, whereas in live action role-playing games (LARP) players physically perform their characters' actions.^[5] In both of these forms, an arranger called a game master (GM) usually decides on the rules and setting to be used and acts as referee, while each of the other players plays the role of a single character.^[6]
Several varieties of RPG also exist in electronic media, such as multi-player text-based MUDs and their graphics-based successors, massively multiplayer online role-playing games (MMORPGs). Role-playing games also include single-player offline role-playing video games in which players control a character or team who undertake quests, and may include capabilities that advance using statistical mechanics. These games often share settings and rules with tabletop RPGs, but emphasize character advancement more than collaborative storytelling.^[7][8]
Despite this variety of forms, some game forms such as trading card games and wargames that are related to role-playing games may not be included. Role-playing activity may sometimes be present in such games, but it is not the primary focus.^[9] The term is also sometimes used to describe roleplay simulation games and exercises used in teaching, training, and academic research.

Main article: Role-playing game theory

Both authors and major publishers of tabletop role-playing games consider them to be a form of interactive and collaborative storytelling.^[10][2][11] Events, characters, and narrative structure give a sense of a narrative experience, and the game need not have a strongly-defined storyline.^[12] Interactivity is the crucial difference between role-playing games and traditional fiction. Whereas a viewer of a television show is a passive observer, a player in a role-playing game makes choices that affect the story.^[13] Such role-playing games extend an older tradition of storytelling games where a small party of friends collaborate to create a story.
While simple forms of role-playing exist in traditional children's games of make believe, role-playing games add a level of sophistication and persistence to this basic idea with additions such as game facilitators and rules of interaction. Participants in a role-playing game will generate specific characters and an ongoing plot. A consistent system of rules and a more or less realistic campaign setting in games aids suspension of disbelief. The level of realism in games ranges from just enough internal consistency to set up a believable story or credible challenge up to full-blown simulations of real-world processes.

[edit] Varieties

Role-playing games are played in a wide variety of formats ranging from discussing character interaction in tabletop form to physically acting out characters in LARP to playing characters virtually in digital media.^[14] There is also a great variety of systems of rules and game settings. Games that emphasize plot and character interaction over game mechanics and combat sometimes prefer the name storytelling game. These types of games tend to minimize or altogether eliminate the use of dice or other randomizing elements. Some games are played with characters created before the game by the GM, rather than those created by the players. This type of game is typically played at gaming conventions, or in standalone games that do not form part of a campaign.

A group playing a tabletop RPG. The GM is at left using a cardboard screen to hide dice rolls from the players.

Main article: Tabletop role-playing game

Tabletop or pen-and-paper (PnP) RPGs are conducted through discussion in a small social gathering. The GM describes the game world and its inhabitants. The other players describe the intended actions of their characters, and the GM describes the outcomes.^[15] Some outcomes are determined by the game system, and some are chosen by the GM.^[16]
This is the format in which role-playing games were first popularized. The first commercially available RPG, Dungeons & Dragons (D&D), was inspired by fantasy literature and the wargaming hobby and was published in 1974.^[17] The popularity of D&D led to the birth of the tabletop role-playing game industry, which publishes games with many different themes, rules, and styles of play.^[18]
This format is often referred to simply as a role-playing game. To distinguish this form of RPG from other formats, the retronyms tabletop role-playing game or pen and paper role-playing game are sometimes used, though neither a table nor pen and paper are strictly necessary.^[6]

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2.      Penelitian Yang Relevan

3.      Kerangaka Berpikir

BAB III

METODOLOGI PENELITIAN

A.    Setting Penelitian

Penelitian ini adalah Penelitian Tindakan Kelas yaitu penelitian yang bertujuan utk meningkatkan pencaoaian siswa dan utk meningkatkan kemampuan siswa. Metodologi penelitian ini adalah sebagai berikut

1.      Tempat

Tempat penelitian dilakukan oleh peneliti di sekolah peneliti sendiri yaitu di SMAN 1 Bantan Kelas X. Kelas X ini terdiri dari 6 rombongan belajar dan penulis memilih kelas X 1 karena kelas ini merupakan kelas yang rendah pencapaian hasil belajarnya.

2.      Waktu

Penelitian ini dilaksanakan selama 3 bulan yang di mulai dari bulan Maret sampai bulan Mei.

3.      Subject

Subjek penelitian ini adalah siswa kelas X 1 yang berjumlah 29 siswa dengan objek tindakan adalah kemampuan siswa menulis paragraph descriptif dg menggunakan  Terdiri dari      …..siswa laki-laki dan …siswa perempuan.

B.     Prosedur Penelitian

Penelitian ini direncanakan dalam 3 siklus. Siklus pertama mencari materi, merancang RPP, membuat RPP, memberikan Pre-test (boleh diadakan/tidak),memberikan tindakan/perlakuan, memberikan pengujian. Siklus kedua yaitu menganalisa hasil, refleksi, memberikan tindakan. Siklus ketiga menganalisa hasil, merefleksi.

C.     Instrumen Penelitian

Instrumen penelitian berupa tes tertulis dalam bentuk penugasan dan lembar obsevasi

D.    Analisis data

Keberhasilan penelitian ini ditentukan oleh meningkatnya hasil belajar dan respon yg baik dari siswa, oleh karena itu utk mengukur hasil belajar digunakan tes tertulis utk setiap siklus. Analisa data dilakukan dg melihat peningkatan hasil dari siklus 1, siklus 2 dan siklus 3 yg dijelaskan berupa angka dan deskripsi kemajuan. Sedangkan respon siswa instrument yg digunakan adalah lembaran pengamatan dan data akan di analisa melalui deskripsi respon siswa selama proses belajar mengajar berlangsung