PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DENGAN MEDIA FLASH CARD UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INGGRIS PESERTA DIDIK KELAS V MI IRSYADUT THOLIBIN TUGU REJOTANGAN TULUNGAGUNG

ABSTRAK Skripsi dengan judul “Penerapan Model Pembelajaran Kooperatif Tipe Make A Match Dengan Media Flash Card Untuk Meningkatkan Hasil Belajar Bahasa Inggris Peserta Didik Kelas V MI Irsyadut Tholibin Tugu Rejotangan Tulungagung”ini ditulis oleh Sufiya, Ulfa Ayu Ainin NIM. 2817133194, Jurusan Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Tulungagung, yang dibimbing oleh Bapak Dr. Susanto, M.Pd. Kata Kunci: Make A Match, Flash Card, Hasil Belajar, Bahasa Inggris. Penelitian ini dilatar belakangi oleh permasalahan pembelajaran Bahasa Inggris di MI Irsyadut Tholibin, Rejotangan Tulungagung. Berdasarkan hasil observasi awal permasalahan tersebut disebabkan oleh penggunaan metode pembelajaran yang kurang bervariatif bagi peserta didik, sehingga peserta didik menjadi lebih cepat bosan dan kurang aktif selama proses pembelajaran. Tentu saja hal tersebut menyebabkan hasil belajar peserta didik yang rendah. Rumusan masalah dalam penulisan skripsi ini adalah: 1) Bagaimana penerapan Model Pembelajaran Kooperatif Tipe Make A Match yang dikembangkan dengan media Flash Card pada mata pelajaran Bahasa Inggris pokok bahasan Shapes Kelas V MI Irsyadut Tholibin, Rejotangan Tulungagung? 2) Bagaimana peningkatan keaktifan pada mata pelajaran Bahasa Inggris materi Shapes melalui penerapan Model Pembelajaran Kooperatif Tipe Make A Match yang dikembangkan dengan media Flash Card pada peserta didik Kelas V MI Irsyadut Tholibin, Rejotangan Tulungagung? 3) Bagaimana peningkatan hasil belajar pada mata pelajaran Bahasa Inggris materi Shapes melalui penerapan Model Pembelajaran Kooperatif Tipe Make A Match yang dikembangkan dengan media Flash Card pada peserta didik Kelas V MI Irsyadut Tholibin, Rejotangan Tulungagung? Penelitian ini menggunakan penelitian tindakan kelas (PTK) sebanyak dua siklus. Setiap siklus terdiri dari empat tahap, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Adapun teknik pengumpulan datanya menggunakan tes, wawancara, observasi, catatan lapangan, dan dokumentasi. Tes digunakan untuk menggali data tentang hasil belajar peserta didik. Sedangkan observasi, wawancara, dan catatan lapangan digunakan untuk menggali data tentang proses pembelajaran Bahasa Inggris, respon peserta didik, keadaan peserta didik dan guru serta keaktifan peserta didik. Analisis data yang digunakan mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Akhirnya dalam refleksi I dan II data yang terkumpul dianalisis untuk mengetahui apakah indikator yang telah ditentukan sebelumnya sudah dipenuhi apa tidak. Hasil penelitian menunjukkan bahwa penerapan Model Pembelajaran Kooperatif Tipe Make A Match yang dikembangkan dengan media Flash Card dengan langkah-langkahnya dapat meningkatkan keaktifan dan hasil belajar peserta didik. Keaktifan peserta didik dalam pembelajaran Bahasa Inggris meningkat dari Siklus I ke Siklus II yaitu pada Siklus I keaktifan peserta didik mencapai taraf keberhasilan 80% dengan kriteria baik dan pada Siklus II keaktifan peserta didik mencapai taraf keberhasilan 95% dengan kriteria sangat baik. Sedangkan hasil belajar Bahasa Inggris peserta didik meningkatkan, yaitu pada Pre Test rata-rata peserta didik yaitu 44,37 dengan ketuntasan belajar 4,17%, meningkat pada Siklus I rata- rata peserta didik 74,37 dengan ketuntasan belajar pada Siklus I 70,83%. Hasil belajar peserta didik meningkat pada Siklus II yaitu dengan rata-rata 96 dengan ketuntasan belajar 100%. Dari data tersebut terlihat bahwa penerapan Model Pembelajaran Kooperatif Tipe Make A Match dengan media Flash Card dapat meningkatkan hasil belajar Bahasa Inggris peserta didik Kelas V MI Irsyadut Tholibin, Tugu Rejotangan Tulungagung

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Genome replication phenotypes of NS5A domain I mutants in Huh7 and Huh7.5 cells.

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V67A and P145A disrupt the recruitment of NS5A and Core to LDs.

<p><b>A</b> Western blot analysis of NS5A and Core proteins, the LD marker protein ADRP and GAPDH in purified LD fractions compared with whole cytoplasm, cytoplasmic membrane and cytosolic fractions. The abundance of NS5A (<b>B</b>) and Core (<b>C</b>) in the LD fractions was quantified and normalised to the LD fraction ADRP value. <b>D</b> Amount of viral RNA in LD fractions was determined by qRT-PCR. Error bars represent the standard error of the mean of three independent experiments. ** indicates significant difference (P<0.01) from WT.</p

Quantification of the effect of the V67A and P145A mutations on the size of LD.

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Residues at positions V67 and P145 of domain I are involved in NS5A dimerization.

<p><b>A</b> Input of His-SUMO-domain I (35–215) (left), GST control protein and GST-domain I (35–215) (right), analysed by Western blotting using either anti-His or anti-GST antibodies. <b>B</b> His-tagged domain I proteins were also used as prey in pulldown assays with GST or GST-Domain I with corresponding mutations as bait. Precipitated proteins were analysed by Western blotting using anti-His and anti-GST antibodies. The His:GST ratio was calculated following quantification of Western blot signals using a Li-Cor Odyssey Sa infrared imaging system and represented graphically as a measure of the dimerization activity. These data were representative of three independent experiments using different batches of purified domain I proteins. ** indicates significant difference (P<0.01) from WT.</p

Co-localisation of NS5A, Core and NS3 in infected cells.

<p>Huh7.5 cells were electroporated with <i>in vitro</i> transcripts of mJFH-1 WT or the indicated mutants. At 72 h.p.e. cells were fixed and stained with anti-NS5A, NS3 and Core antibodies, and counterstained with DAPI, prior to imaging by Airyscan microscopy. The scale bars are 5 μm and 0.5 μm, respectively.</p