摘要：Permasalahan utama yang menjadi kendala dalam proses pembelajaran adalah terkait keaktifan siswa selama proses pembelajaran. Siswa hanya terfokus pada guru, sehingga siswa menjadi bosan dan pasif. Selain itu masih kurangnya pengembangan varasi dalam pembelajaran. Hal tersebut perlu adanya pengembangan variasi dalam pembelajaran dengan menerapkan metode pembelajaran yang mengutamakan keaktifan siswa dalam pembelajaran, metode tersebut adalah metode pembelajaran Numbered Heads Together (NHT) dan Think Pairs Share (TPS). Penelitian ini merupa_x005f?kan penelitian eksperimen. Penentuan kelas Sampel dengan cara cluster ran?dom sampling, terpilih kelas X1 sebagai kelas kontrol dengan metode pemb?elajaran Think Pairs Share (TPS) dan kelas X2 sebagai kelas Eksperimen dengan metode pembelajaran Numbered Heads Together (NHT). Berdasarkan hasil uji tahap akhir, diperoleh nilai rata-rata kelas eksperimen meningkat yaitu 77,07 sedangkan kelas kontrol yaitu 70,04. Nilai rata-rata postest kelas eksperimen lebih tinggi dibanding kelas kontrol.
其他摘要：The problem found during the research are that 26 students (72,22%) have not applied 10 fingers yet in typing the documents and 22 students (61,11%) of the X AP 1 students still have low scores. To improve the students result in the learning of manual typing, an action research by using musical audio as the media in teaching and learning procedure was conducted. The subject of the study is the students of X AP 1 SMK Bakti Purwokerto of Banyumas Regency which consist of 36 students. The design of this study is an action research class with two cycles, each cycle includes planning, implementation, observation and reflection. From the result of research, it can be said that the result of students activities for cycle 1 is categorized as high with a percentage of 65,02% (23 students). Next, the percentage of cycle 2 is 81,42% (29 students) and it is still also categorized as very high. The students skill in applying the system of 10 blind typing in the initial observation is 27,78% (10 students), in cycle 1 is 50% (18 students), and 77,78% (28 students) in the cycle 2. The completeness for classical accuracy of the students in typing the documents in the initial observasition is 83,33% (30 students); then in cycle 1 is 63,89% (23 students); and 80,56% (29 students) for cycle 2. The classical completeness speed of students in typing the documents in the initial observation is 61,11% (22 students). Then, it improves as much as 38,89% cycle 1, and 100% (36 students) for cycle 2.
