ABSTRAK.

Berbagai penelitian mengenai kemampuan siswa menulis teks narasi dari tingkat sekolah dasar sampai tingkat sekolah menengah atas menunjukkan adanya sejumlah kesulitan yang dialami siswa. Penelitian ini membahas efektivitas Model Sosiokognitif Berbantuan Multimedia Interaktif dalam meningkatkan kemampuan menulis teks narasi siswa kelas 2 SD. Model tersebut diterapkan pada 195 siswa kelas 2 SD di Bandung. Perbedaan kemampuan siswa sebelum dan setelah penelitian diukur menggunakan analisis statistik deskriptif. Berdasarkan hasil penelitian, disimpulkan bahwa penerapan Model Sosiokognitif Berbantuan Multimedia Interaktif memberi pengaruh signifikan terhadap kemampuan siswa dalam menulis teks narasi. Analisis statistik deskriptif digunakan untuk mengukur perbedaan kemampuan siswa sebelum dan setelah penelitian. Hasil penelitian menunjukkan bahwa penerapan Model Sosiokognitif Berbantuan Multimedia Interaktif memiliki pengaruh signifikan terhadap kemampuan siswa menulis teks narasi. Pengaruh penerapan model terhadap peningkatan kemampuan siswa menulis teks narasi dalam aspek isi gagasan, kesesuaian isi dengan judul, diksi, dan penggunaan ejaan masing-masing adalah 70%, 62%, 79%, dan 83%. Model ini dapat dikembangkan lebih lanjut untuk diterapkan dalam peningkatan kemampuan menulis teks genre lainnya.

Kata Kunci. efektivitas, model sosiokognitif, menulis teks narasi, multimedia interaktif, sekolah dasar.

ABSTRACT.

Various studies on the ability of students to write narrative texts from elementary school level to high school level show a number of difficulties experienced by students. This study discusses the effectiveness of socio-cognitive models assisted by interactive multimedia in improving the ability to write the narrative text of students in grade 2 elementary school. The model was applied to 195 students in grade 2 elementary school in Bandung. Differences in students' abilities before and after research are measured using descriptive statistical analysis. Based on the results of the study, it was concluded that the application of socio-cognitive models assisted by interactive multimedia had a significant effect on the ability of students in writing narrative texts. Descriptive statistical analysis is used to measure differences in students' abilities before and after research. The results showed that the application of ssocio-cognitivemodels assisted by interactive multimedia had a significant influence on the ability of students to write narrative texts. The Effect of Application of Models on Improvement of Students to Write Narrative Text in the Content Aspects of Ideas, Content Conformity with Title, Diction, and Spelling Use is 70%, 62%, 79%, and 83%. This model can be further developed to be applied to improving the ability to write other genre texts.

Keywords. Effectiveness, Elementary School, Interactive Multimedia, Socio-Cognitive Model, Mriting Nrrative text.