scholarly journals The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School

2020 ◽  
Vol 6 (2) ◽  
pp. 127-144
Author(s):  
Ryan Dwi Puspita ◽  
Susanti Agustina ◽  
Asep Deni Gustiana ◽  
Duhita Savira Wardani
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Learning Tools ◽  
Literature Study ◽  
Compensatory Model ◽  
Stage Of Development ◽  
Information Text ◽  
Thematic Learning

This study aims to examine the effect of using interactive compensatory model (ICM)-based integrated thematic learning tools to improve students’ reading comprehension of information text comprehension for fifth grade elementary school. This research was conducted in three stages. The first phase of the preliminary study included a literature study, field surveys and expert-validated initial product preparation. The second stage of development included limited trials and extensive trials through experimental methods. The third stage was product testing and socialization of the results to try out its efficacy. Data were obtained through observation, interviews, questionnaires and test (pre-test and post-test). This study used a sample of 504 grade fifth students in 12 elementary schools in Bandung Regency. The results of this study indicate that the use of ICM-based integrated thematic learning tools has a significant effect on students’ improvement for reading comprehension on information text for fifth grade elementary school. This is evidenced by the difference in students’ reading comprehension ability before and after learning using ICM-based integrated thematic learning tools. This research has implications for the ease with which teachers can achieve learning objectives with the support of teaching materials, media, worksheets and interesting and practical activities that can stimulate students to improve their reading comprehension skills.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties

2016 ◽  
Vol 50 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Anna Potocki ◽  
Monique Sanchez ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Comprehension ◽  
Executive Functioning ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Cognitive Profiles ◽  
Older Children ◽  
Written Text ◽  
Specific Reading ◽  
Poor Comprehenders

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

scholarly journals THE EFFECT OF BIG BOOK AS MEDIA ON STUDENTS’ READING COMPREHENSION AT FIFTH GRADE OF ELEMENTARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 142 ◽  
Author(s):  
N. W. S. Mahayanti ◽  
L.P. Artini ◽  
I. A. Nur Jannah
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

This study was aimed at investigating whether or not there was a significant effect of the implementation of Big Book as media on reading comprehension achievement of the fifth grade students. This study was conducted in SD Laboratorium Undiksha Singaraja in the form of an experimental research with post-Test only Control Group Design. The population was the fifth grade in which two classes were selected as the sample of the study. Then, the samples were decided as the experimental group and control group by using lottery. The experimental group was taught by using Big Book as media and the control group was taught by using conventional media. The data were analyzed by using t-test through SPSS 17.0. The result of the data analysis showed that students in experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 85.51 while the mean score of the control group was 75.56. The result of the t-test also showed that the value of Sig (2-tailed) 0.000 was less than 0.05. It can be concluded that there was a significant difference of reading comprehension achievement between students treated with big book as media and those treated using conventional media at fifth grade of elementary school in SD Laboratorium Undiksha Singaraja.

scholarly journals PENGARUH ACCELERATED LEARNING BERBASIS MUSIK BAROK TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN

2019 ◽  
Vol 11 (1) ◽  
pp. 55
Author(s):  
Hariyatunnisa Ahmad ◽  
Rukayah Rukayah ◽  
Triyanto Triyanto
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Accelerated Learning ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Baroque Music ◽  
Before And After ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Abstract: Reading comprehension is flexible and sustainable cognitive and constructive process. Students 'understanding of reading content is still low, therefore there is need strategies to improve students' reading comprehension ability. One of strategy that can be used in reading comprehension learning is Accelerated Learning based on baroque music. Baroque music has no lyrics and neutral, besides that the baroque music have a strong influence on the ability to absorb information and memorize it. The purpose of this study was to determine differences in scores on the read comprehension ability of fifth grade students of elementary school before and after learning using Accelerated Learning based on baroque music. The design of this study uses nonequivalent control group with data collection techniques using test. The collected data were tested using Independent Sample t-test with a significance level of 5%. The results showed that there was a significant difference between the score of reading comprehension ability of fifth grade students of elementary school before and after learning using Accelerated Learning based on baroque music.Keywords: reading comprehension, learning strategy, Accelerated Learning, baroque music Abstrak: Membaca pemahaman adalah proses kognitif dan konstruktif yang fleksibel dan berkelanjutan. Pemahaman siswa mengenai isi bacaan masih belum optimal, oleh karena itu perlu adanya strategi untuk meningkatkan kemampuan membaca pemahaman siswa. Salah satu strategi yang dapat digunakan dalam pembelajaran membaca pemahaman adalah Accelerated Learning berbasis musik barok. Musik barok tidak memiliki lirik dan netral, selain itu musik barok memiliki pengaruh yang kuat pada kemampuan untuk menyerap informasi dan menghafalnya. Tujuan penelitian ini adalah untuk mengetahui perbedaan skor pada kemampuan membaca pemahaman siswa kelas 5 sekolah dasar sebelum dan sesudah belajar menggunakan Accelerated Learning berbasis musik barok. Desain penelitian ini menggunakan nonequivalent control group dengan teknik pengumpulan data menggunakan tes. Data yang terkumpul diuji menggunakan Independent Sample t-test dengan tingkat signifikansi 5%. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara skor kemampuan membaca pemahaman siswa kelas 5 sekolah dasar sebelum dan sesudah pembelajaran yang menerapkan Accelerated Learning berbasis musik barok.Kata kunci: membaca pemahaman, strategi pembelajaran, Accelerated Learning, musik barok

Correlation Between Lessons in Thematic Learning

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Fifth Grade ◽  
Thematic Learning

The goal of this work is to gain the correlation between lessons in thematic learning, which is based exclusively on learning outcomes in fifth grade elementary school.

scholarly journals PENERAPAN STRATEGI SQ4R DALAM MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN

2019 ◽  
Vol 4 (1) ◽  
pp. 246-257
Author(s):  
Apri Zan
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Action Research ◽  
Fifth Grade ◽  
Survey Question ◽  
Comprehension Skill ◽  
Date Analysis ◽  
Classroom Action Research

Reading is one of skills which is crucial to be taught in the Elementary School. SQ4R (survey, question, read, reflect, and review) strategy is one of the alternatives that could be used to improve the students’ reading comprehension. The aim of this research was to describe the implementation of SQ4R strategy in improving the students’ reading comprehension skill in pre-reading, whilst-reading and post-reading in the fifth grade of SD Negeri 51/II Desa Paku Aji Kecamatan Tanah Sepenggal Lintas Kabupaten Bungo. This was a Classroom Action Research. The result of date analysis indicated that the use of SQ4R strategy could improve the students’ reading comprehension skill in pre-reading, whilst-reading and post-reading in the fifth grade of SD Negeri 51/II Desa Paku Aji.

scholarly journals Enhancing Student Reading Skill through Strategy of Directed Reading Thinking Activity (DRTA)

2020 ◽  
Vol 2 (2) ◽  
pp. 18-24
Author(s):  
Umiyati Jabri ◽  
Nurmi Nadhira
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Learning Outcomes ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Comprehension Skills ◽  
Student Reading ◽  
Directed Reading ◽  
Reading Comprehension Skills

This research examines the effect of the DRTA strategy as an effort in enhancing the students' reading comprehension skills in class V SD 41 Enrekang. A research methodology is a quantitative method for classroom action research. This review focuses on student learning outcomes and processes. The study was conducted at Enrekang 41 Elementary School, Enrekang, with the subject of the fifth-grade students of Enrekang 41 Elementary School, Enrekang, consists of 21 students. The CAR is carried out in four stages: planning, implementing actions, observing, and reflecting. From the implementation obtained data collected by learning outcomes tests. Then the data is analyzed and processed quantitatively. The results of the study showed that Directed Reading Thinking Activity (DRTA) in the first cycle is in the less category (K), and after the second cycle action is carried out, there is an improvement in students’ scores and has reached the specified indicators. From the result, the researcher concludes that the students' reading comprehension skills in Indonesian subjects in class V SD 41 Enrekang, Enrekang Regency has an improvement after applying of the strategy of Directed Reading Thinking Activity (DRTA).

scholarly journals DIFFICULTY OF TEACHER IN IMPLEMETING THEMATIC LEARNING IN BASIC SCHOOLS IN MERAUKE PAPUA

2020 ◽  
Vol 7 (11) ◽  
pp. 85-95
Author(s):  
Markus Palobo ◽  
Yonarlianto Tembang
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Assessment Instruments ◽  
Learning Tools ◽  
Learning Models ◽  
School Teachers ◽  
Theoretical Understanding ◽  
Innovative Learning ◽  
Data Collection Technique ◽  
Thematic Learning

The purpose of this study was to describe the difficulties that were attended by elementary school teachers in Merauke district in implementing thematic learning based on the 2013 curriculum. This research was motivated by elementary school teachers in helping thematic learning in the learning process, as well as to learn things that were the result of difficulties teachers and solutions to overcome existing problems. This type of research is a qualitative descriptive study. The subjects in this study were 22 elementary school teachers in Merauke and 5 school principals. The data collection technique used in this research is by transferring questionnaires to each school, interviewing together with the teacher, and documenting the application of thematic and learning tools. The analysis in this study contains data reduction, data presentation and conclusions. The results of this study obtained data on elementary school teachers in Merauke district as a theoretical understanding of the implementation of the 2013 curriculum, but still lacking in making learning devices. These are the difficulties that form the basis of this research, namely; (1) development of indicators; (2) determine learning objectives based on indicators; (3) learning / methods / strategies and learning models; and (4) compiling assessment instruments. Based on the results of this study, it can be concluded that teachers still desperately need training to prepare learning devices and innovative learning models.

scholarly journals Pengaruh Strategi KWL (Know, Want, Learned) Terhadap Kemampuan Membaca Pemahaman Peserta Didik Di Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Feby Inggriyani ◽  
Meli Sofi Aptiani
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Simple Linear Regression ◽  
School Students ◽  
Fifth Grade Students ◽  
Regression Test ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This study aims to examine the effect of the KWL (Know, Want, Learned) strategy on the reading comprehension ability of fifth grade students of Muslimin Panyawungan 1 and 2. The techniques of research data collection are in the form of tests, observations and interviews. To test the hypothesis that there is an influence or not researchers use a simple linear regression formula. The results showed that the ability to read students 'understanding in the experimental class using the KWL (Know, Want, Learned) strategy was higher than the ability to read students' comprehension in the control class with conventional learning (expository strategy) so that there were differences. This is evidenced from the results of hypothesis testing obtained sig (2-tailed) value of 0.00 <0.05, which means that there are significant differences. Based on the results of the regression test also proves that the KWL (Know, Want, Learned) strategy influences the reading ability of elementary school students' understanding with the results of sig. 0.003 <0.05 so it can be concluded that the use of the KWL (Know, Want, Learned) strategy influences the students' reading comprehension ability in elementary school. 

Sign in / Sign up

Export Citation Format

Share Document