MODEL PEMBELAJARAN PADA HURUF HIRAGANA SISWA KELAS III SEKOLAH DASAR LAB UNESA KETINTANG

Abstract

Abstrak

Pembelajaran Bahsa Jepang dewasa ini semakin meluas, bahkan penerapan pembelajaran bahasa Jepang sudah di program pada beberapa Sekolah Dasar. Namun, belum ada penelitian yang meneliti kegiatan pembelajaran bahasa Jepang di Sekolah Dasar terutama mengenai huruf Hiragana, serta bagaimana guru mengajarkan bahasa Jepang kepada peserta didik sehingga dapat mudah diterima. Berdasarkan hal ini, peneliti ingin mengetahui Model Pembelajaran bahasa Jepang huruf hiragana yang digunakan guru pada siswa kelas III Sekolah Dasar Lab Unesa Ketintang dan Aktivitas yang dilakukan siswa kelas III pada saat proses pembelajaran bahasa Jepang Berlangsung.

Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Teknik yang digunakan dalam penelitian yaitu teknik observasi. Sedangkan sumber data dalam penelitian adalah Guru Pengajar bahasa Jepang SD Lab unesa Ketintang dan siswa kelas III, dengan data penelitian pengamatan kegiatan pembelajaran huruf hiragana guru di kelas III dan aktivitas siswa kelas III saat kegiatan pembelajaran berlangsung.

Model pembelajaran yang digunakan guru dalam kegiatan pembelajaran huruf hiragana adalah Model Pembelajaran Langsung. Model Pembelajaran ini lebih sering digunakan guru saat kegiatan mengajar dibanding dengan menggunakan model pembelajaran yang lainnya. Namun, pada kegiatan pembelajaran guru juga memasukkan beberapa langkah pembelajaran, seperti Model pembelajaran Diskusi Kelas dan Model Pembelajaran Kooperatif Tipe STAD. Sedangkan Aktivitas yang dilakukan siswa saat kegiatan belajar dikelas yaitu aktivitas Visual, Oral Activities, Listening Activities, Mental activities, Emotional activities, serta beberapa kali pertemuan siswa bergantian melakukan Writing Activities dan Motor activities.

Kata kunci : Model Pembelajaran, Bahasa Jepang, Huruf Hiragana, Sekolah Dasar, Aktivitas Siswa

Abstract

Todays Japanese learning is increasingly widespread, even the application of Japanese language learning has been programmed in several elementary schools. However, there are no studies that research on Japanese language learning activities in elementary schools especially regarding Hiragana letters, as well as how teachers teach Japanese to students so that they can be easily accepted. Based on this, the researcher discovered the Japanese learning model of hiragana letters used by the teacher in third grade of Elementary School Laboratory of Unesa Ketintang and the activities carried out by third grade students when the Japanese learning process took place.

The type of research used in this research is qualitative descriptive. The technique used in the research is the observation technique. While the data sources in the study were Japanese Language Teacher Teachers at the Elementary School Laboratory of Unesa Ketintang and third grade students, observations on teacher’s hiragana letters learning activities in third grade and third grade activities it self during the process of activities took place.

The learning model used by the teacher in hiragana letter learning activities was the Direct Learning Model. This Learning Model was more often used by teachers when teaching activities than using other learning models. However, in the learning activities the teacher also included several learning steps, such as the Learning Model Class Discussion and the Cooperative Learning Model Type STAD. While the activities carried out by students when learning activities in the class were Visual activities, Oral Activities, Listening Activities, Mental activities, Emotional activities, and several times the students took turns doing Writing Activities and Motor activities.

Keywords: learning model, Japanese language, hiragana letters, elementary school, students activitie.