Snowball throwing methods

SMP Putra Pakuan Bogor adalah sekolah yang memiliki keberagaman yang cukup tinggi. Meskipun siswa-siswinya kebanyakan dari suku Sunda  karena tinggal di daerah yang lingkungannya mayoritas Sunda, mereka memiliki keberagaman sifat dari pribadi masing-masing. Hal ini mempengaruhi teknik pembelajaran di kelas.
Berdasarkan hasil observasi yang dilakukan kepada guru mata pelajaran Pendidikan Agama Islam, diperoleh bahwa siswa cenderung pasif dalam proses pembelajaran, karena saat proses pembelajaran banyak siswa yang kurang memperhatikan materi pelajaran dengan baik, dan kurangnya minat dalam mengikuti pembelajarann hingga selesai. Umumnya, kegiatan pembelajaran di kelas didominasi oleh pembelajaran satu arah yaitu walaupun guru telah melaksanakan metode, tetapi guru tetap diibaratkan sebagai pemberi informasi dan siswa sebagai penerima informasi. Hal ini dikarenakan belum optimalnya pengembangan metode yang telah digunakan.
Sehubungan dengan hal tersebut, perlu adanya pengembangan metode mengajar yang dapat melibatkan siswa secara lebih aktif baik di kelasnya. Pengembangan metode ini dimaksudkan untuk meningkatkan minat belajar siswa dalam proses pembelajaran, karena pada dasarnya setiap siswa memiliki minat yang baik jika ada dorongan yang kuat. Selain itu, guru juga ingin melihat apakah pengembangan metode tersebut dapat berpengaruh terhadap minat belajar siswa.
Untuk melakukan pengembangan metode, guru akan menggunakan metode Snowball Throwing, merupakan pengembangan dari metode diskusi, dimana siswa dibagi ke dalam beberapa kelompok kecil. Setiap kelompoknya, siswa akan dilatih untuk terampil membuat, menjawab pertanyaan yang dipadukan melalui permainan imajinatif membentuk dan melempar bola salju.
Berdasarkan uraian latar belakang, maka dilakukan penelitian tindakan kelas dengan judul “Penerapan Metode Snowball Throwing Dalam Meningkatkan Minat Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Kelas 7-10 Di SMP Putra Pakuan Bogor”

This study focused on applying Snowball Throwing Technique (hereafter, STT) in teaching reading and to figure out whether STT can improve students' reading comprehension skill for the 10th grade students at a senior high school in Nagan Raya, Aceh, Indonesia. A quasi experimental research method was used and a number of 60 students participated in this study. These students were divided into the Experimental Group (EG) and Control Group (CG), with each group comprising 30 students. The instrument used for this study was tests, which was conducted as a pretest before the application of STT and a post-test after it. The students' scores, as data of this study, were analyzed by using SPSS 20. The results of t-test showed that the critical area is higher than 2.00. The t-count value from post-test between EG and CG is 3.38, which is certainly within the critical area with a significant value of 0.61 (sig. value ≥ α = 0.05). Despite some weaknesses of STT, such as noisy classes and demanding for students who prefer to work individually, this technique has shown that the activities could build the students' ability in reading comprehension and further increase their social interactions among peers.

This study aims to determine the ability to recognize the numbers of students in Group A TK Widya Tama Cabak and the use of the snowball throwing method can improve the ability to recognize the numbers of students in Group A TK Widya Tama Cabak Academic Year 2016/2017. The subjects studied were 31 students of group A TK Widya Tama Cabak. Data collection techniques using observation, interview, and documentation techniques. The data analysis technique uses descriptive qualitative and comparative. The research procedure consists of two cycles, namely: cycle I and cycle II, with each of the four stages of each cycle, namely: (1) planning the action (planning), (2) implementing the action (acting), (3) observing ( observing), and (4) reflection (reflecting). The results of the study concluded that: (1) Ability to recognize the numbers of students in Group A Widya Tama Cabak Kindergarten in the 2016/2017 Academic Year before the action was taken, namely at the pre-cycle level was still low. The ability to recognize the number of children included in the BSB and BSH categories in the pre-cycle was only 10 children (32.26%). (2) The use of the snowball throwing method can increase the ability to recognize the numbers of students in Group A TK Widya Tama Cabak for the 2016/2017 Academic Year. This is evidenced from (a) Increasing the ability to recognize the number of children included in the BSB and BSH categories starting from the pre-cycle, cycle I to cycle II, namely: the new pre-cycle of 32.26%, the first cycle becomes 64.52%, and the cycle II to be 90.32%. (b) Increasing the average value of the ability to recognize the number of children starting from the pre-cycle, the first cycle to the second cycle, namely: pre-cycle of 11.61 which included the Emerging (MM) category, cycle I increased to 13.16 which included the category Developing according to Expectations (BSH) and the second cycle the score increased again to 15.39 and included the Expectation Development Expectation (BSH) category.

This study focused on applying Snowball Throwing Technique (hereafter, STT) in teaching reading and to figure out whether STT can improve students' reading comprehension skill for the 10th grade students at a senior high school in Nagan Raya, Aceh, Indonesia. A quasi experimental research method was used and a number of 60 students participated in this study. These students were divided into the Experimental Group (EG) and Control Group (CG), with each group comprising 30 students. The instrument used for this study was tests, which was conducted as a pretest before the application of STT and a post-test after it. The students' scores, as data of this study, were analyzed by using SPSS 20. The results of t-test showed that the critical area is higher than 2.00. The t-count value from post-test between EG and CG is 3.38, which is certainly within the critical area with a significant value of 0.61 (sig. value ≥ α = 0.05). Despite some weaknesses of STT, such as noisy classes and demanding for students who prefer to work individually, this technique has shown that the activities could build the students' ability in reading comprehension and further increase their social interactions among peers.