THE EFFECTIVENESS oF TRADITIoNAL gAME-bASED CoMMuNICATIoN LEARNINg ACTIVITy FoR CogNITIVE PRoCESS DIMENSIoN LEARNINgACHIEVEMENT

This paper aims at describing the effectiveness of traditional game in improving student’s cognitive process through communication activity. The study was a quasi-experiment. The population consisted of 184 fourth grade students in Group III in Jembrana district. The sample consiste of 27 of control class and experiment class. The data were collected from the cognitive process learning achievement which were collected with an essay test which consisted of 17 items. The hypothesis was tested by t-test inferential statistics. The result showed that there is a significant difference in the student’s cognitive process between those who were taught with traditional game-based communication learning activity and those with the conventional teaching (tobs.=7.50 > tc.v=2.00). This means that there is a positive effect from traditional game-based communication learning activity on the student’s cognitive process learning achievement.