scholarly journals Metode Image Streaming dalam Pembelajaran Menulis Sajak

LOKABASA ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 192-203
Author(s):  
Renaldi Rusmana ◽  
Haris Santosa Nugraha
Keyword(s):  
Hypothesis Test ◽  
Learning Material ◽  
Ability Test ◽  
Writing Ability ◽  
Average Value ◽  
School Year ◽  
Poetry Writing ◽  
Before And After ◽  
Post Test ◽  
Image Streaming

Over time, students consider learning Sundanese in school increasingly difficult, especially in writing poetry learning material. The purpose of this study was to describe students poetry writing abilities before and after using the Image streaming method and the difference in students poetry writing abilities before and after using the Image Streaming method. This study uses a quantitative approach, the method used is quasi-experiment with one group pre-test and post-test research design, and the technique used is poetry writing ability test. The data source of this research is the ability to write poetry of class VII-E students at SMP 2 Lembang in the 2018-2019 school year, with 34 students. The results of this study show that: (1) the ability of students to write poetry before using the Image Streaming method with an average value of 57.56; (2) the ability of students to write poetry after using the Image Streaming method with an average value of 72.88; (3) differences in students poetry writing ability before and after using the Image Streaming method with an average initial ability score of 57.56, final ability of 72.88, then the average value of students poetry writing ability has increased by 15.32. Hypothesis test results show a significance value = 0,000. Based on the results of hypothesis testing, the value of Sig. 0,000 is smaller than 0.05, meaning H1 is accepted and H0 is rejected. Therefore, it can be concluded that the use of the Image Streaming method can improve the poetry writing ability of VII-E class students at SMPN 2 Lembang in the 2018-2019 school year. AbstrakSeiring berjalannya waktu, siswa menganggap pembelajaran bahasa Sunda di sekolah semakin sulit, khususnya dalam materi pembelajaran menulis sajak. Tujuan penelitian ini untuk mendeskripsikan kemampuan menulis sajak siswa sebelum dan setelah menggunakan metode Image Streaming dan perbedaan kemampuan menulis sajak siswa sebelum dan setelah menggunakan metode tersebut. Penelitian ini menggunakan pendekatan kuantitatif, dengan metode kuasi eksperimen disertai desain one group pre-test and post-test. Teknik yang digunakan adalah teknik tes dengan menggunakan soal tes kemampuan menulis sajak pada siswa kelas VII-E di SMP Negeri 2 Lembang pada tahun ajaran 2018/2019. Hasil dari penelitian ini menunjukkan: (1) kemampuan menulis sajak siswa sebelum menggunakan metode Image Streaming dengan rata-rata nilai 57,56; (2) kemampuan menulis sajak siswa setelah menggunakan metode Image Streaming dengan rata-rata nilai 72,88; (3) perbedaan kemampuan menulis sajak siswa sebelum dan setelah menggunakan metode Image Streaming dengan rata-rata nilai kemampuan awal 57,56, kemampuan akhir 72,88, maka rata-rata nilai kemampuan menulis sajak siswa mengalami peningkatan sebesar 15,32. Hasil uji hipotesis menunjukan nilai signifikansi = 0,000. Berdasarkan hasil uji hipotesis, nilai Sig. 0,000 lebih kecil dari 0,05, artinya H1 diterima dan H0 ditolak. Oleh sebab itu, dapat disimpulkan bahwa penggunaan metode Image Streaming dapat meningkatkan kemampuan menulis sajak siswa kelas VII-E di SMP Negeri 2 Lembang taun ajaran 2018-2019.

scholarly journals PENGARUH PENGGUNAAN MEDIA GAMBAR BERSERI TERHADAP KEMAMPUAN MENULIS KALIMAT SEDERHANA SISWA SEKOLAH DASAR

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Arif Widodo ◽  
Vivi Rachmatul Hidayati ◽  
Asri Fauzi ◽  
MUhammad Erfan ◽  
Dyah INdraswarti
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Test Results ◽  
Simple Sentence ◽  
Test Technique ◽  
Ability Test ◽  
Writing Ability ◽  
Average Value ◽  
Inferential Analysis ◽  
Simple Sentences

The media's role greatly affects the success of the teaching and learning process, which is no exception to writing. One of the stages in writing lessons is to compose a simple sentence. This research aims to determine the influence of the use of image media in the ability to write simple sentences of class IV students at SDN Repok Puyung Tengah Lombok. The main problem in this study is the low ability of students to write simple sentences. This research was designed in the form of experimental research using one group pretest-posttest design approach. Data collection is conducted with test and observation. Research Instrument in the form of writing ability test and observation guideline. Data on research results were analyzed by statistic inferential analysis techniques. The hypothesis was tested with a two-on-average test technique of Paired Sample T-Test. The average pretest value is 65.65 whereas the average value of Postest = 77.05. Based on the hypothesis test results, Sig. = 0.000 < α = 0.05. Based on the results it can be concluded that the use of the serial image media has enough effect on the ability to write simple sentences of students at SDN Repok Puyung.

scholarly journals Situs Jera’ Lomp’e Sebagai Sumber Belajar Sejarah Siswa Kelas X SMAN 8 Soppeng

2019 ◽  
Vol 6 (3) ◽  
pp. 1
Author(s):  
Alma Paramita ◽  
Patahuddin Patahuddin ◽  
Rasyid Ridha
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Performance ◽  
Learning History ◽  
Average Value ◽  
School Year ◽  
Before And After ◽  
Post Test ◽  
Inferential Analysis

 Penelitian ini adalah penelitian pre-experiment. Populasi penelitian ini adalah seluruh kelas X SMAN 8 Soppeng pada semester genap tahun ajaran 2018/2019 yang terdiri dari 6 kelas dan dipilih satu kelas secara acak sebagai sampel penelitian. Pengambilan data dilakukan dengan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes hasil belajar (pre-test dan post-test). Teknik analisis data yang digunakan adalah teknik analisis deskriptif dan inferensial. Hasil analisis statistika deskriptif 1) rata-rata keterlaksanaan pembelajaran dengan menggunakan situs sebagai sumber belajar sejarah sebesar 3,9 (terlaksana dengan baik) 2) rata-rata hasil kemampuan awal siswa (pretest) yaitu 4,77 berada pada kategori sangat rendah. Rata-rata hasil belajar siswa (posttest) yaitu 8,36 berada pada kategori sangat tinggi, 3) hasil posttest menunjukkan bahwa ketuntasan klasikal tercapai yakni 23 siswa mencapai ketuntasan individu. Hasil analisis inferensial menunjukkan 1) nilai rata-rata siswa yang diajar dengan pemanfaatan situs sebagai sumber belajar sejarah lebih besar dari 70 (KKM) 2) nilai rata-rata gain ternormalisasi lebih besar dari 0,3 (kategori sedang) 3) terdapat perbedaan yang signifikan sebelum dan sesudah diberi perlakuan. Dari hasil penelitian ini dapat disimpulkan bahwa : (1) strategi guru dalam pemanfaatan situs sebagai sumber belajar sejarah adalah melalui media gambar, sebagai contoh peninggalan zaman islam, dan tugas individu (2) keterlaksanaan pembelajaran dengan pemanfaatan situs sebagai sumber belajar sejarah terlaksana dengan sangat baik (3) hasil belajar siswa sebelum pemanfaatan situs sebesar 4,772 yang berada pada kategori rendah (4) dari hasil belajar siswa terdapat peningkatan yang dapat diketahui dari nilai rata-rata post-test sebesar 8,363 yang berada pada kategori tinggi Kunci: Jera’ Lompo’e, Hasil Belajar, SMAN 8 Soppeng  AbstractThis research is a pre-experiment research. The population of this study was all of the 10th grade of SMAN 8 Soppeng in the even semester of the 2018/2019 school year consisting of 6 classes and one class was chosen randomly as a research sample. Data is collected by using an observation sheet of the implementation of learning and learning outcomes tests (pre-test and post-test). The data analysis technique used is descriptive and inferential analysis techniques. Descriptive statistics analysis results 1) average learning performance using the site as a source of learning history is 3.9 (well implemented) 2) average results of students' initial ability (pretest) of 4.77 are in the very low category. The average student learning outcomes (posttest) ie 8.36 are in the very high category, 3) posttest results indicate that classical completeness is achieved ie 23 students achieve individual completeness. The results of inferential analysis show 1) the average value of students taught by the use of the site as a source of learning history is greater than 70 (KKM) 2) the average value of normalized gain is greater than 0.3 (medium category) 3) there is a difference significant before and after treatment. From the results of this study it can be concluded that: (1) the teacher's strategy in utilizing the site as a source of historical learning is through the media of images, for example the relics of the Islamic era, and individual tasks (2) the implementation of learning by utilizing the site as a source of historical learning very well implemented (3) student learning outcomes before the use of the site amounted to 4,772 which are in the low category (4) of student learning outcomes there is an increase that can be seen from the average post-test score of 8.336 which is in the high category.Keyword: Jera’ Lompo’e, Learning Outcomes, SMAN 8 Soppeng

scholarly journals Efektivitas Penggunaan Bahan Ajar English Mathematics Melalui E-Learning terhadap Pemahaman Geometri Mahasiswa

2018 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Siska Candra Ningsih ◽  
Palupi Sri Wijayanti
Keyword(s):  
Random Sampling ◽  
Hypothesis Test ◽  
Test Group ◽  
Class Discussion ◽  
Learning Material ◽  
Education Students ◽  
Before And After ◽  
Result Show ◽  
Post Test ◽  
E Learning

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas penggunaan bahan ajar English Mathematics melalui e-learning terhadap pemahaman geometri mahasiswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Pre-test and Post-test Group. Populasi dalam penelitian ini adalah seluruh mahasiswa Pendidikan Matematika yang mengambil mata kuliah English Mathematics pada tahun akademik 2016/2017 yang terdiri dari empat kelas. Sampel penelitian adalah salah satu kelasnya yang dipilih dengan teknik cluster random sampling. Pengumpulan data melalui tes pemahaman geometri yang dilakukan sebelum dan sesudah tindakan. Data hasil penelitian dianalisis menggunakan uji t one sample. Banyak kemudahan yang diperoleh dengan menggunakan e-learning diantaranya bahan ajar dapat diunggah sebelum pembelajaran di kelas, diskusi dapat dilakukan tak terbatas waktu dan ruang dan kuis online dapat dilakukan untuk mengetahui pemahaman mahasiswa. Hasil penelitian menunjukkan bahwa bahan ajar English Mathematics materi Geometri melalui e-learning efektif digunakan dalam pembelajaran terhadap pemahaman geometri mahasiswa. Kata kunci: bahan ajar, English Mathematics, pemahaman geometri   ABSTRACT This study aims to determine the effectivenes of learning material through e-learning in terms of student’s comprehension of geometry. This study is quasy experimental research with Pre-test and Post-test Group design. The population is all the Mathematics Education students who taked English Mathematics course in academic year 2016/2017. The sample consists of one class that is selected using random sampling. Data is collected by comprehension test of Geometry before and after treatment. Hypothesis test is anylized by t test one sample. There are some conveniences obtained using e-learning such as material learning can be uploaded before learning in the class, discussion can be done not limited by space and time, and online quiz can be done to know the student’s understanding. The result show that learning material of English Mathematics for Geometry theory through e-learning was effective in terms of student’s comprehension of Geometry. Keywords: material learning, English Mathematics, comprehension of geometry

scholarly journals EFEKTIVITAS PENDEKATAN SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY BERBASIS CTL TERHADAP HASIL BELAJAR

2021 ◽  
Vol 2 (1) ◽  
pp. 140-148
Author(s):  
Arif Rahman Hakim ◽  
Muhammad Sururuddin ◽  
Nur Haqiqi
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Hypothesis Test ◽  
Test Results ◽  
Technology And Society ◽  
Validity And Reliability ◽  
Chi Square ◽  
Normality Test ◽  
Before And After ◽  
Post Test

This study aims to determine the effectivenes of the CTL based SETS approach to student science learning outcomes in fourth grade. This type of research used in this study is an experimental research design using one group pretest-posttes. The sample used was 27 peoples who were grade IV. Data collection techniques using observation and test descriptions to determine student learning outcomes that are assessed using an assessment rubric. Before the data were analyzed, the instrument was tested for validity and reliability. After the research was carried out and the data collected, the pre-test and post-test results were analyzed. The pretest result reached an average of 64.98 into the sufficient category. Then at the posttest the average overall score is 71.28 in the good category. For the requirement test, data analysis was carried out by using the chi-square normality test, while the hypothesis testing technique used the t-test. Hypothesis test results obtained tcount>ttable. It means the conclution that there are differences in student science learning outcomes before and after the Science, Environment, Technology, And Society approaches are used based on CTL in grade IV SDN 6 Masbagik Selatan in the 2020/2021 academic year.

scholarly journals Implementation of Imaginative Sugestion Method by Using Audio Visual Media in Learning Poetry Writing

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Andri Firman Budiansah
Keyword(s):  
Research Design ◽  
Visual Media ◽  
T Test ◽  
Significant Difference ◽  
Poetry Writing ◽  
Before And After ◽  
Post Test ◽  
The Subject ◽  
Audio Media

The research is led by the problems on student’s skill in writing poetry in eight grade SMPN 3 Cipanas cianjur. Imaginative suggestion method with audio visual media does not only create comfortable atmosphere but also give suggestion that develop students amaginative skill. The research design used in this study is One Group Pre-test Post-test. The design is aimed to find out the result of the subject and to show how well the final results of each subject. Based on the results, it is shown that there is a significant difference of students’ ability of writing poetry before and after using Imaginative Suggestion method With Visual-Audio Media, it is proven by calculation with t-test obtained t arithmetic is 2.68 and t table price t 0,05 ie 2.04. it shows that t count (2.68)> t table (2.04). Then it can be concluded that the results of implementing Imaginative Suggestion method With Visual-Audio Media on Poetry Writing is effective.Keywords: imaginative suggestion method, audio-visual media, poetry writing

scholarly journals Use of Blended Learning in Teaching Islamic History: The Case of the 8th Grade of Sukma Bangsa School in Aceh

2018 ◽  
Vol 2 (1) ◽  
pp. 93-119
Author(s):  
Adhi Lesmana ◽  
Basiran Basiran
Keyword(s):  
Blended Learning ◽  
Quantitative Methods ◽  
Learning Method ◽  
Islamic History ◽  
First Semester ◽  
Average Value ◽  
School Year ◽  
Significant Difference ◽  
8Th Grade ◽  
Post Test

The article is intended to introduce blended learning methods at Sukma Bangsa School, Aceh. The purpose of this study is to demonstrate the effectiveness of blended learning method specifically in the study of Islamic history, which is one of the main topics in religion education lessons in the 8th grade at the three different locations of Sukma Bangsa School. The study uses quantitative methods and was carried out during the first semester of the school year 2015 -2016 in the three locations of Sukma Bangsa School. Research data was obtained through the pre-test and the post-test that were conducted at the beginning of the research and the end of the research. The total number of students in this study was 142 students: 57 students from Bireuen, 34 students from Pidie, and 51 students from Lhokseumawe. The results of the study at the three different locations of Sukma Bangsa School show that although there was an increase in the average value and standard deviation, the statistics do not show a significant difference between the achievement of students in the blended learning method and in the face-to-face method. Therefore, an understanding of context by the teachers in the use of blended learning is needed to improve students’ achievement results.[Artikel ini dimaksudkan untuk lebih mengenalkan metode pengajaraan blended learning di Sekolah Sukma Bangsa, Aceh. Tujuan dari penelitian ini adalah untuk menunjukkan adakah keefektifan metode blended learning secara khusus di materi Sejarah Islam yang merupakan salah satu topik utama dalam pelajaran pendidikan agama di kelas 8 di tiga lokasi Sekolah Sukma Bangsa.  Studi ini menggunakan metode kuantitatif dan dilakukan di Sekolah Sukma Bangsa Bireuen, Pidie, dan Lhokseumawe pada semester ganjil tahun pelajaran 2015-2016. Data dalam penelitian ini diperoleh melalui hasil pre-test dan post-test yang dilakukan di awal sebelum penelitian dan menjelang akhir penelitian. Total siswa yang mengikuti penelitian ini sebanyak 142 siswa dengan rincian 57 siswa di Sukma Bangsa Bireuen, 34 siswa di Sukma Bangsa Pidie, dan 51 siswa di Sukma Bangsa Lhokseumawe. Hasil studi di tiga lokasi Sekolah Sukma Bangsa menunjukkan bahwa meskipun ada peningkatan nilai rata-rata dan standard deviasi namun secara statistik tidak menunjukkan perbedaan yang significant antara hasil pencapaian siswa di metode blended learning dan di metode tatap muka. Oleh karena itu pemahaman guru secara kontekstual dalam penggunaan blended learning sangat dibutuhkan untuk meningkatkan hasil pencapaian siswa.]

scholarly journals Use of Blended Learning in Teaching Islamic History: The Case of the 8th Grade of Sukma Bangsa School in Aceh

2018 ◽  
Vol 2 (1) ◽  
pp. 93-119
Author(s):  
Adhi Lesmana ◽  
Basiran Basiran
Keyword(s):  
Blended Learning ◽  
Quantitative Methods ◽  
Learning Method ◽  
Islamic History ◽  
First Semester ◽  
Average Value ◽  
School Year ◽  
Significant Difference ◽  
8Th Grade ◽  
Post Test

The article is intended to introduce blended learning methods at Sukma Bangsa School, Aceh. The purpose of this study is to demonstrate the effectiveness of blended learning method specifically in the study of Islamic history, which is one of the main topics in religion education lessons in the 8th grade at the three different locations of Sukma Bangsa School. The study uses quantitative methods and was carried out during the first semester of the school year 2015 -2016 in the three locations of Sukma Bangsa School. Research data was obtained through the pre-test and the post-test that were conducted at the beginning of the research and the end of the research. The total number of students in this study was 142 students: 57 students from Bireuen, 34 students from Pidie, and 51 students from Lhokseumawe. The results of the study at the three different locations of Sukma Bangsa School show that although there was an increase in the average value and standard deviation, the statistics do not show a significant difference between the achievement of students in the blended learning method and in the face-to-face method. Therefore, an understanding of context by the teachers in the use of blended learning is needed to improve students’ achievement results.[Artikel ini dimaksudkan untuk lebih mengenalkan metode pengajaraan blended learning di Sekolah Sukma Bangsa, Aceh. Tujuan dari penelitian ini adalah untuk menunjukkan adakah keefektifan metode blended learning secara khusus di materi Sejarah Islam yang merupakan salah satu topik utama dalam pelajaran pendidikan agama di kelas 8 di tiga lokasi Sekolah Sukma Bangsa.  Studi ini menggunakan metode kuantitatif dan dilakukan di Sekolah Sukma Bangsa Bireuen, Pidie, dan Lhokseumawe pada semester ganjil tahun pelajaran 2015-2016. Data dalam penelitian ini diperoleh melalui hasil pre-test dan post-test yang dilakukan di awal sebelum penelitian dan menjelang akhir penelitian. Total siswa yang mengikuti penelitian ini sebanyak 142 siswa dengan rincian 57 siswa di Sukma Bangsa Bireuen, 34 siswa di Sukma Bangsa Pidie, dan 51 siswa di Sukma Bangsa Lhokseumawe. Hasil studi di tiga lokasi Sekolah Sukma Bangsa menunjukkan bahwa meskipun ada peningkatan nilai rata-rata dan standard deviasi namun secara statistik tidak menunjukkan perbedaan yang significant antara hasil pencapaian siswa di metode blended learning dan di metode tatap muka. Oleh karena itu pemahaman guru secara kontekstual dalam penggunaan blended learning sangat dibutuhkan untuk meningkatkan hasil pencapaian siswa.]

scholarly journals Using Think-Pair-Share for writing descriptive texts

2017 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Rosnani Sahardin ◽  
Cut Salwa Hanum ◽  
Sofyan A. Gani
Keyword(s):  
Test Scores ◽  
Learning Method ◽  
Writing Ability ◽  
Cooperative Teaching ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Teaching Learning ◽  
The Right ◽  
Banda Aceh

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

scholarly journals PENGARUH MODEL PEMBELAJARAN VAK (VISUALISASI, AUDITORI, KINESTETIK) TERHADAP PRESTASI BELAJAR PAI PADA SISWA DI SDN TLOGOMULYO TEMANGGUNG

2017 ◽  
Vol 11 (1) ◽  
pp. 53-64
Author(s):  
Kartika Hartanti
Keyword(s):  
Learning Model ◽  
Islamic Education ◽  
Class V ◽  
Learning Achievement ◽  
Significance Level ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

This study aims to determine the effect of the application of VAK learning model on the learning achievement of PAI in class V Tlogomulyo Waterford Elementary School. This study was a quasi-experimental study (quasi-experimental). Subjects in this study consisted of 26 students of class V. The data was collected using VAK learning guidelines, test learning Islamic education, observation, documentation, and interviews. The validity of the instrument showing of 10 items proved to be valid all, are the results of the analysis show the reliability coefficient of 0.710 and otherwise reliable. Analysis of the data used in the form of comparative analysis using t-test. The results showed that there are significant implementation VAK learning model significantly to the learning outcomes of Islamic education. It can be seen from the difference in learning achievement Islam shortly before and after the given method VAK, the t value of 0.828 and significance level (p) of 0.05. In addition, an increase in the average acquisition value before application of VAK learning model (pre-test = 71.9) and after application of VAK learning model (post-test = 87.3). This shows an increase in the average value of 15.4. By looking at the difference in the score of the pre test and post test, shows that the VAK learning model is a model of effective learning for learning PAI.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEA PARTY UNTUK MENINGKATKAN PENGUASAAN KOSAKATA BAHASA JEPANG (EKSPERIMEN MURNI TERHADAP SISWA KELAS X SMA BPI 1 BANDUNG Tahun Ajaran 2015/2016)

2016 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Vina Pebriani ◽  
Dedi Sutedi ◽  
Nuria Haristiani
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
Design Method ◽  
Tea Party ◽  
Control Group ◽  
School Year ◽  
Before And After ◽  
Post Test ◽  
Questionnaire Result ◽  
Randomized Control

 AbstrakKosakata merupakan komponen terpenting dalam bahasa. model pembelajaran kooperatif tipe tea party dilakukan dengan cara siswa membentuk dua barisan dimana siswa saling berhadapan satu sama lain. Guru mengajukan sebuah pertanyaan, siswa mendiskusikan jawaban dengan siswa yang ada dihadapannya, setelah satu menit baris terluar bergerak searah jarum jam sehingga akan berhadapan dengan pasangan yang baru. Guru mengajukan peranyaan ke dua dan seterusnya. kemudian siswa mempresenasikan hasil diskusi depan kelas. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan yang signifikan antara kemapuan mengingat kosakata bahasa Jepang siswa sebelum dan setelah menggunakan model pembelajaran kooperatif tipe Tea Party. metode yang di gunakan adalah true experimental design dengan menggunakan design Randomized control group Pre-test Post-test..Sampel dalam penelitian ini adalah siswa kelas X SMA BPI 1 Bandung tahun ajaran 2014/2015 kelas X-5 sebanyak 20 orang sebagai kelas eksperimen dan kelas X-4 sebanyak 20 orang sebagai kelas kontrol. Instrumen yang digunakan adalah adalah test dan angket. Hasil analisis data, diperoleh nilai t-hitung sebesar 2,85 dan taraf signifikan 5% adalah 3,73. Karena t-hitung lebih besar dari t-tabel maka Hk diterima. Hal ini berarti bahwa pembelajaran dengan menggunakan model pembelajaran kooperatif tipe tea party efektif digunakan dalam pembelajaran bahasa Jepang.Serta data yang diperoleh dari angket, dapat dikatakan bahwa model pembelajaran kooperatif tipe Tea Party mempunyai langkah-langkah yang efektif dan mampu membuat siswa lebih fokus dan belajar bertanggung jawab dengan tugas-tugas yang diberikan. Kata kunci : menghafal, model pembelajaran, model Tea Party.Abstractvocabulary is the most important component in language. Cooperative learning type tea party is done by students forming two rows witch every students is facing each other. Teacher asking a question. Student s discuss the answer with student in front of him,after one minute, the outer row is moving in the same direction as clockwise so that will facing with new student. Teacher asking a new question etc. after that student have to presented the result of discussion in front of class. The purpose of this research is to determinate the significant different between student ability to remember Japanese vocabulary before and after using cooperative learning type Tea Party method that used is true experimental design method with using  randomized control group Pre-test Post-test design. Sample in this research is 10th grade student SMA BPI 1 Bandung school year 2014/2015 class X.4 that consist 20 students for control class and class X.5 that consist 20 students for experiment class. Instrument that used is test and questionnaire.  Result of data analysis obtained t-count value is 2.02 with significant level 5% 3.73. because t-count is greater than t-table so Hk is accepted. That can be concluded that the ability in the end of Japanese vocabulary education is significantly better than the initial of Japanese vocabulary education.  As well as date that obtained from questionnaire, can be says that cooperative learning type Tea Party is have an effective ways and can make students more focus  in studies, and more responsible in every task that they have. Key world : memorized, learning model, Tea Party model.

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