scholarly journals UPAYA MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN MELALUI STRATEGI DIRECTED READING THINGKING ACTIVITY (DRTA) PADA SISWA KELAS V SDN GUDANGKOPI II KECAMATAN SUMEDANG UTARA KABUPATEN SUMEDANG TAHUN PELAJARAN 2015/2016

2018 ◽  
Author(s):  
Anggi Citra Apriliana ◽  
Reka Putri Berlianti
Keyword(s):  
Reading Comprehension ◽  
Class V ◽  
Comprehension Skill ◽  
The Third ◽  
Research Cycle ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
Directed Reading ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

This research is motivated by low reading comprehension ability of grade V SDN Gudangkopi II. The purpose of this research is to know the process and result of reading comprehension skill by using Directed Reading Thinking Activity (DRTA) strategy. The method used is PTK. he research design used refers to the Kemmis and MC.Taggart models, which are spiral models that begin with: 1) planning; 2) the implementation of the action; 3) observation; 4) reflection. The subjects of the study were the students of class V SDN Gudang Kopi II which amounted to 16 people, consisting of 6 women and 10 men, Based on the results of research cycle I obtained data that students complete the study amounted to 5 students or reached 31.25%, in cycle II increased to 10 students or reached 75%, in the third cycle increased to 16 students or reached 100% that exceed the value of KKM. Based on these results can be proven that the strategy of Directed Reading Thingking Activity (DRTA) can improve reading comprehension skills in grade V SDN Gudangkopi II.

Differences In The Reading Comprehension Ability Of Students In The PQ4R Learning Model For Indonesian Language Subjects

2021 ◽  
Vol 12 (2) ◽  
pp. 269-282
Author(s):  
Puji Rahmawati ◽  
Hamdiah Susanti ◽  
Yulia Deodata Selestin ◽  
Amin Mustajab
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Learning Model ◽  
Design Data ◽  
Comprehension Skills ◽  
Before And After ◽  
Comprehension Ability ◽  
Written Test ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

The purpose of this research is to determine students' reading comprehension skills before and after using the PQ4R learning model. This research was motivated by preliminary studies, which showed that students' reading comprehension skills are still low in conventional learning models. This is a quantitative research consisting of a one-group pretest-posttest research design. Data were obtained from 22 students of state elementary school 03 Sontas using a written test of 6 (six) questions. The research showed differences in students' reading comprehension skills before and after learning using the PQ4R model.

Improving Reading Comprehension of Third-Grade Students Through a Serious-Game Prototype

2021 ◽  
pp. 75-96
Author(s):  
Laura S. Gaytán-Lugo
Keyword(s):  
Reading Comprehension ◽  
Serious Game ◽  
Third Grade ◽  
Comprehension Skill ◽  
The Third ◽  
Third Grade Students ◽  
Comprehension Skills ◽  
Tools And Techniques ◽  
Future Work ◽  
Reading Comprehension Skills

According to national and international assessment results, there is a serious problem regarding reading comprehension skills in Mexico, specifically global reading comprehension. Different tools and techniques have been used to try to minimize this problem. Serious games with educational purposes are a popular tool, as they are useful in developing abilities or improving learning on top of being fun to play. This chapter presents the use of a prototype of a serious game to improve global reading comprehension in children attending the third grade of primary school. The instruction design was empathizing in the design section. Through a quasi-experiment during a four-month period, the game was tested in five third-grade students. Results show a significant improvement in their global reading comprehension skill. However, as future work, and after the quarantine, a bigger sample size is required to generalize findings.

Peningkatan Kemampuan Membaca Pemahaman Dengan Teknik Skema Pada Siswa Kelas Xi Ipa-2 Sma Negeri 2 Watampone Kabupaten Bone

2018 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
Marlina Saiful
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
Complete Category ◽  
Reading Comprehension Skills ◽  
Data Analysis Result ◽  
Reading Comprehension Ability

Abstract. This study aims to improve the ability to read comprehension with scheme techniques in students class XI IPA-2, SMA Negeri 2 Watampone Bone District. The approach of this research is qualitative approach. This type of research is classroom action research. Techniques used in collecting data, namely observation, interviews, and tests. Technique of data analysis result of research done by using descriptive analysis. The results of this study indicate that the ability to read comprehension using the scheme technique in cycle I is categorized as low, while the ability to read comprehension using the scheme technique in cycle II, is categorized medium and high. This shows that there is an increase in reading comprehension skills in students of grade XI IPA-2, SMA Negeri 2 Watampone Bone District. The percentage of reading comprehension ability with scheme technique in cycle I of 35% or 14 students from 40 students are in complete category, and 65% or 26 students from 40 students are in incomplete category. While in the second cycle of 92.5% or 37 students of 40 students are in the category of completion, and 7.5% or 3 students of 40 students are in the category is not complete.

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 Penerapan Metode Overview, Key Ideas, Read, Record, Recite, Review dan Reflect untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

2021 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Ina Yati ◽  
Herlina Herlina
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Elementary School Students ◽  
School Students ◽  
Analysis Technique ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

This study aims to determine the improvement of elementary school students' reading comprehension skills through the application of overview, key ideas, read, record, recite, review and reflect methods. This research is motivated by the lack of students' ability to understand the reading text that is read. This research is a classroom action research. Data collection techniques in this study were observation, students' reading comprehension test and documentation. While the data analysis technique used is a qualitative descriptive analysis technique with a percentage. Based on research and data analysis that the application of overview, key ideas, read, record, recite, review and reflect methods can improve students' reading comprehension skills. This can be seen from the test results of students' reading comprehension before the action only reached an average of 58.42 with classical completeness of 42.85% or classified as poor. After applying the overview, key ideas, read, record, recite, review and reflect methods in the first cycle, the students' reading comprehension ability increased by an average of 72.28 with a classical completeness of 66.66% or quite good. In the second cycle, the results of students' reading comprehension increased by an average of 81.23 with classical completeness of 85.71% or classified as good. Thus it can be concluded that the overview, key ideas, read, record, recite, review and reflect methods can improve the reading comprehension ability of elementary school students.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

scholarly journals The Contributions of Reading Strategies and Reading Frequencies toward Students’ Reading Comprehension Skill in Higher Education

2019 ◽  
Vol 8 (6S3) ◽  
pp. 593-597
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skill ◽  
Scale Reading ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Correlational Design ◽  
Comprehension Skills ◽  
Research Findings ◽  
Reading Comprehension Skills

This study was conducted because of the low level of students’ reading skill. The reading strategies and the reading frequencies were assumed as the factors affecting students’ reading skill. The aim of this study was to describe and to analyze the contribution of reading strategies and reading frequencies toward students’ reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 3000 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 353 students were taken as samples by using proportional stratified random sampling. The instruments of this study were reading strategies scale, reading frequencies scale and a reading comprehension test which has been valid and reliable. Based on research findings and discussion, the following can be concluded: (1) reading strategies contributed significance and positively to the students' comprehension reading skill which is 19.6% (R = 0.443 R2 = 0.196 and p = 0.000), i.e. reading strategies contributed directly toward the skills of reading comprehension. Therefore, the higher the reading strategies, the better the reading comprehension skills of the students; (2) reading strategies contributed significance toward the students' reading comprehension skills of 33.1% (R = 0.575 R2 = 0.331 and p = 0.000), i.e. reading frequencies contributed directly to reading comprehension skills. Therefore, the better the reading frequencies, the better the reading comprehension skills of the students; (3) reading strategies and the reading frequencies together contributed significance toward the students' reading comprehension skills of 33.2% (R = 0.575, R2 = 0.332 and p = 0.000), i.e. reading strategies and reading frequencies together contributed directly to the comprehension reading skill. Therefore, the higher the reading strategies and reading frequencies will be the better the reading comprehension skill of the students.

Teaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension®

2018 ◽  
pp. 000-000
Author(s):  
Corinna Grindle ◽  
Olivia Kurzeja ◽  
Emily Tyler ◽  
Maria Saville ◽  
J. Carl Hughes ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Case Series ◽  
Children With Autism ◽  
Preliminary Evaluation ◽  
Online Reading ◽  
Teaching Procedure ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
Reading Comprehension Skills

Abstract Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehension®. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.

scholarly journals Pengaruh Strategi Directed Reading Thinking Activity (DRTA) Berbantuan Media Flip Chart Terhadap Keterampilan Membaca Pemahaman

2019 ◽  
Vol 3 (2) ◽  
pp. 158
Author(s):  
Putu Novika Adi Karakaita Putri ◽  
Ni Wayan Arini ◽  
Md. Sumantri
Keyword(s):  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary Schools ◽  
Learning Strategy ◽  
Control Group ◽  
Flip Chart ◽  
Comprehension Skills ◽  
Directed Reading ◽  
Reading Comprehension Skills ◽  
Academic Year

This study aimed to determine the significant effect of reading comprehension skills between groups of students who are taught by using learning strategies of Directed Reading Thinking Activity (DRTA) with flip chart and group of students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip charts on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018. This research is quasi experiment, with non-equivalent research design post-test only control group design. The sample of the study was 41 students, consisting of  21 students of grade V SD N 3 Bondalem as experimental group and 20 students of grade V SD N 4 Bondalem as the control group. Sample selection using random sampling technique. Skill reading comprehension data is collected with multiple choice test instruments. Data analysis used descriptive statistical analysis and inferential statistical analysis (t-test). The results showed that thitung> ttable (tcv = 16,559 > tobs = 2,042). Based on the results of this study, it can be concluded that there is a significant difference of reading comprehension skills of students who are taught by using learning strategy of Directed Reading Thinking Activity (DRTA) with  flip chart and students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) chart on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018.

scholarly journals KONTRIBUSI KETERAMPILAN MEMBACA PEMAHAMAN TERHADAP KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 7 PADANG

2020 ◽  
Vol 8 (3) ◽  
pp. 210
Author(s):  
Khairun Nisa ◽  
Nursaid Nursaid
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Comprehension Skill ◽  
Skill Test ◽  
Comprehension Skills ◽  
Writing Skill ◽  
Objective Tests ◽  
And Performance ◽  
Reading Comprehension Skills ◽  
Academic Year

ABSTRACTThis study revealed the contribution of reading comprehension skills toward writing skill related to the description texts of that made by grade VII students of SMP Negeri 7 Padang. The purpose of this study was categorized into three-part. First, to describe the writing skills of the description text of grade VII students of SMP Negeri 7 Padang. Second, to describe the reading skills of students in grade VII of SMP Negeri 7 Padang.. Third, to describe the contribution of reading comprehension skill to the writing skill of the description texts of grade VII students of SMP Negeri 7 Padang. This type of study was quantitative with descriptive methods. The design used in this study was the contribution design. The population of this study was students of class VII SMP Negeri 7 Padang in the 2018/2019 academic year about 251 students. The sample in this study was determined by proportional random sampling 15% of the population that was 40 students. The data of this study were in the form of scores on reading comprehension skill test scores and scores on writing description text skill. The data were obtained through two types of tests namely objective tests to measure the comprehension of reading skill and performance tests to measure description text writing skill. There were three results of this study. First, the description writing skill of grade VII students of SMP Negeri 7 Padang was in good qualifications (B) with an average of 76.80. Second, reading comprehension skill of grade VII students of SMP Negeri 7 Padang was in good qualifications (B) with an average of 82.50. Third, there was a contribution to reading comprehension text skill on the ability to write description texts of grade VII students of SMP Negeri 7 Padang with percentage 42, 51%. Kata kunci: Kontribusi, Keterampilan, Membaca Pemahaman, Menulis, Teks Deskripsi

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