Peningkatan Keterampilan Menyimak Peserta Didik Kelas II melalui Metode Bercerita Berbantuan Media Boneka Tangan

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan menyimak
peserta didik pada pembelajaran Bahasa Indonesia melalui penerapan metode
bercerita berbantuan media boneka tangan di kelas II SD Negeri Kranggan
Tahun Ajaran 2025/2026. Keterampilan menyimak merupakan kemampuan
dasar berbahasa yang penting, namun berdasarkan observasi awal masih belum
optimal karena peserta didik kurang fokus sehingga pemahaman rendah. Oleh
karena itu, diperlukan metode yang menarik dan sesuai karakteristik peserta
didik. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dua siklus
dengan tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek
penelitian adalah peserta didik kelas II. Teknik pengumpulan data
menggunakan tes keterampilan menyimak dan lembar observasi aktivitas guru,
aktivitas peserta didik, serta keterampilan menyimak. Teknik analisis data
dilakukan secara deskriptif kuantitatif dan kualitatif. Indikator keberhasilan
≥75% peserta didik mencapai nilai ≥76. Hasil menunjukkan peningkatan
keterampilan menyimak, nilai rata-rata dari observasi awal sebanyak 44%
menjadi 88 (80%) pada siklus I dan 89,25 (100%) pada siklus II, disertai
peningkatan aktivitas guru dan aktivitas belajar peserta didik. Secara kualitatif,
peserta didik menjadi lebih antusias, fokus, dan aktif dalam menyimak cerita
sehingga pembelajaran berlangsung lebih kondusif dan interaktif.

This study aims to improve students’ listening skills in Indonesian
language learning through the implementation of the storytelling method
assisted by hand puppet media in Grade II of SD Negeri Kranggan in the
2025/2026 academic year. Listening skills are a fundamental language
competence; however, based on preliminary observations, they were not yet
optimal because students lacked focus, resulting in low comprehension.
Therefore, an engaging method that is appropriate to students’ characteristics
was needed.This research employed a Classroom Action Research (CAR)
design conducted in two cycles, consisting of the stages of planning,
implementation, observation, and reflection. The participants were Grade II
students. Data were collected through listening skill tests and observation
sheets covering teacher activities, student activities, and students’ listening
skills. Data were analyzed using both quantitative and qualitative descriptive
techniques. The success indicator was achieved when at least 75% of students
obtained a score of 76 or higher. The results showed an improvement in
students’ listening skills. The average achievement increased from 44% in the
preliminary observation to 88 (80%) in Cycle I and 89.25 (100%) in Cycle II.
Improvements were also observed in teacher performance and students’
learning activities. Qualitatively, students became more enthusiastic, focused,
and actively engaged in listening to stories, resulting in a more conducive and
interactive learning environment.