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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Monalisa Frince Sianturi
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Education Languange, Linguistic, Communication & Media Other

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PENGARUH MODEL EXPERIENTIAL LEARNING BERBANTUAN APLIKASI TIKTOK TERHADAP KEMAMPUAN SISWA MENULIS TEKS ANEKDOT KELAS X DI SMK SANTO PAULUS MEDAN Sipayung, Nurliana; Elza Leyli Saragih; Monalisa Frince Sianturi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45127

Abstract

This study aims to describe the effect of the Experiential Learning model assisted by the TikTok application on the ability to write anecdote texts among Grade X students at SMK Santo Paulus Medan. The methodology used in this study is a quantitative research approach. The study population consisted of all Grade X students at SMK Santo Paulus Medan, totaling 31 students. The sampling technique used was purposive sampling, in which Class X TKJ with 31 students was selected as the research sample. The instrument used was a subjective test in the form of an essay. After the treatment was administered, the mean pretest score was 64.84 with a standard deviation of 9.36, and the mean posttest score was 77.4 with a standard deviation of 8.21. The prerequisite tests indicated that the sample was normally distributed and homogeneous. A paired sample t-test was then conducted at a significance level of (α = 0.05). The results yielded a t-count of 5.66 and a t-table value of 2.000 (df = 60). Since t-count (5.66) > t-table (2.000), it can be concluded that there is a significant effect of the Experiential Learning model assisted by the TikTok application on the ability to write anecdote texts among Grade X students at SMK Santo Paulus Medan. The final scores obtained fall under the good assessment category. Keywords: Experiential Learning Model, TikTok Application, writing ability, anecdote text.
The Effect of Using the Time Token Arends Method on Students' Drama Script Writing Ability at SMP Negeri 2 Sidikalang Lilis Siburian; Monalisa Frince Sianturi; Renita Br Saragih
Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 8 No 2 (2026): Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia (In Press)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/disastri.v8i2.11974

Abstract

This study aims to determine the effect of the Time Token Arends learning method on students’ ability to write drama scripts in the ninth grade of SMP Negeri 2 Sidikalang. The background of this research is the low ability of students in writing drama scripts, which can be seen from the difficulties experienced by students in developing ideas, arranging plot structures, and composing the elements of drama systematically. Therefore, an effective learning method is needed to encourage student participation and improve their ability in writing drama scripts. This research employed a quantitative approach with an experimental design. The subjects of the study were 62 ninth-grade students of SMP Negeri 2 Sidikalang who were divided into two groups, namely the experimental class and the control class. Data were collected through a writing test in the form of pre-test and post-test to measure students’ ability in writing drama scripts. The obtained data were analyzed using normality test, homogeneity test, and hypothesis testing with the t-test. The results of the study indicate that students’ ability in writing drama scripts before the implementation of the Time Token Arends method was relatively low, with an average score of 56.39. After the implementation of the method, the students’ ability improved significantly with an average score of 79.6. The hypothesis testing showed that the value of t-count (12.05338) was higher than t-table (1.67065) at a significance level of 5%. This finding indicates that the Time Token Arends method has a significant effect on improving students’ ability to write drama scripts. In conclusion, the implementation of the Time Token Arends learning method significantly improves students’ ability in writing drama scripts. The method encourages students to actively participate in the learning process, enabling them to develop ideas, construct dialogues, and understand the structure of drama scripts more effectively.
Co-Authors Elza Leyli Saragih Lilis Siburian Renita Br Saragih Sipayung, Nurliana