<![CDATA[AbstrakPenelitian ini bertujuan meningkatkan keterampilan menulis teks narasi siswa pada kelas VII A SMP Negeri 1 Selakau Timur menggunakan model pembelajaran kooperatif tipe circuit learning. Upaya tersebut dilakukan karena pembelajaran yang cenderung teoretis. Hal itu menyebabkan siswa kesulitan dalam mengonstruksikan antara pengetahuan dan pengalamannya ke dalam bentuk teks narasi. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang akan menjelaskan proses pembelajaran mulai dari perencanaan, pelaksanaan, hingga evaluasi. Alat pengumpul data yang digunakan, yaitu APKG 1, APKG 2, dan nilai siswa. Penelitian menunjukkan 3 hasil, yaitu: (1) Perencanaan pembelajaran keterampilan menulis teks narasi menggunakan model pembelajaran kooperatif tipe circuit learning mencapai nilai 46,43% pada siklus I dan 78,57% pada siklus II, dan peningkatan yang dialami sebesar 32,14%. (2) Pelaksanaan pembelajaran keterampilan menulis teks narasi menggunakan model pembelajaran kooperatif tipe circuit learning mencapai nilai 78,75% pada siklus I, 100% pada siklus II, dan mengalami peningkatan sebesar 21,25%. (3) Hasil pembelajaran keterampilan menulis teks narasi menggunakan model pembelajaran kooperatif tipe circuit learning menghasilkan nilai individu dan nilai kelompok. Pada siklus I diperoleh nilai 71, siklus II 85 untuk nilai individu. Sementara itu, nilai kelompok pada siklus I, yaitu nilai 75, siklus II 82. Adapun peningkatan nilai individu dari siklus I ke siklus II sebesar 14,04%, sedangkan peningkatan nilai kelompok dari siklus I ke siklus II sebesar 7%.Kata kunci: circuit learning, menulis, narasi, penelitian tindakan kelas AbstractThis study aimed to improve students' narrative text writing skills in class VII A of SMP Negeri 1 Selakau Timur by using a circuit learning type of cooperative learning model. This effort was made because the learning tended to be theoretical. It led students to have difficulties in constructing their knowledge and experience into narrative texts. This research used Classroom Action Research (CAR) which explained the learning process from planning, implementation, to evaluation. The data collection tools used were APKG 1, APKG 2, and students’ scores. The research shows three main results, namely: (1) the planning of learning narrative text writing skills using the circuit learning type of cooperative learning model reached a value of 46.43% in the first cycle and 78.57% in the second cycle, and the increase experienced was 32.14%; (2) the learning implementation of narrative text writing skills using the circuit learning type of cooperative learning model reached a value of 78.75% in cycle I, 100% in cycle II, and the increase experienced was 21.25%; and (3) the results of learning narrative text writing skills using the circuit learning type of the cooperative learning model produce individual and group scores. In the first cycle, the individual scores were 71 in the first cycle and 85 in the second cycle. Meanwhile, the group scores in the first and second cycle were 75 and 82 respectively. The increase in individual scores from cycle I to cycle II is 14.04%, while the increase in group scores from cycle I to cycle II is 7%.Keywords: circuit learning, classroom action research, narrative, writing]]>
