scholarly journals The Implementation of Teaching Materials Reading Graphic Organizers in Elementary Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 105
Author(s):  
Otang Kurniaman ◽  
Cici Oktari ◽  
Pahrurazi Pahrurazi
Keyword(s):  
Reading Comprehension ◽  
Elementary School Students ◽  
Graphic Organizers ◽  
Graphic Organizer ◽  
Large Contribution ◽  
Teaching Materials ◽  
School Students ◽  
Research Activities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Reading is a very important skill that must be mastered by elementary school students, in the implementation of learning the teacher also provides a large contribution so that it is required to be able to develop teaching materials as a professional requirement. This research is a classroom action research using graphic organizer teaching materials in reading in the fourth grade of SDN 38 Pekanbaru with a total of 24 students. Before the implementation of learning in advance the implementation plan of learning was validated by several experts and practitioners with the results of the identity aspect validation obtained an average of 87 with a very decent category, and the assessment aspect obtained an average of 98 with a very decent feasible category. The results of the implementation of teacher activities in cycle I have obtained an average of 79% at meeting 1, meeting 2 obtained an average of 83%, meeting 3 obtained an average of 88% and meeting 4 obtained an average of 92%. The results of the research activities of meeting 1 student have obtained an average of 75%, meeting 2 was obtained an average of 79%, meeting 3 was obtained an average of 83%, and meeting 4 obtained an average of 88%. The results of the assessment of reading comprehension with the use of graphic organizer teaching materials from a base score of 42.50, the first cycle obtained an average of 71.88, the second cycle obtained an average of 76.88, with an increase from the base score to the first cycle obtained by 29, 38% while from the basic score to the second cycle obtained an average of 34.38%. The results of this study prove that the implementation of teaching materials to read the graphic organizer is able to improve reading comprehension skills.

Reading Comprehension Skill Using Graphic Organizer for Elementary School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 75
Author(s):  
Otang Kurniaman ◽  
Zufriady Zufriady ◽  
Eva Astuti Mulyani ◽  
Nugraheti Simulyasih SB
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Elementary School Students ◽  
Reading Skill ◽  
Graphic Organizer ◽  
Teaching Materials ◽  
School Students ◽  
Comprehension Skill ◽  
Descriptive Method

Reading comprehension is a substantial skill in elementary school. If childrenhave the skill to read, facing other lesson would be easy. This study employs aquantitative descriptive method that aims at explaining numbers in words. Theresult showed that the average of students' reading skill after being exposed tographic organizer-based reading comprehension teaching materials indetermining the basic thoughts was of 63.75, and students' skill in explaininginformation was 71.04. At this stage, their skill was considered good enough, sothat an improvement to design teaching materials and trainings should befacilitated for the teachers.

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.

scholarly journals Pengaruh Penggunaan Metode Jigsaw dan Minat Baca Terhadap Keterampilan Membaca Pemahaman pada Siswa Sekolah Dasar

2021 ◽  
Vol 4 (2) ◽  
pp. 201
Author(s):  
Ummi Kalsum
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Elementary School Students ◽  
Sampling Technique ◽  
School Students ◽  
Comprehension Skills ◽  
Jigsaw Method ◽  
Conventional Methods ◽  
Reading Interest ◽  
Reading Comprehension Skills

This research is motivated by a phenomenon that occurs in the field, namely students have difficulty in reading comprehension. This can be seen from the low scores obtained by students in reading comprehension. This phenomenon makes researchers interested in conducting research. This study aims to obtain information about the effect of using the Jigsaw method and reading interest on reading comprehension skills for elementary school students. This type of research is quantitative research with a quasi-experimental method. Sampling technique The sample in the population is taken using the Simple Random Sampling (SRS) technique. The research data were collected using a reading interest questionnaire and a reading comprehension skill test. The results showed that: (1) the reading comprehension skills of students who were taught using the jigsaw method were higher than the students' reading comprehension skills taught by the conventional method, (2) the reading comprehension skills of students who had high reading interest taught by the jigsaw method were higher. than the reading comprehension skills of students who have high reading interest who are taught by conventional methods, (3) the reading comprehension skills of students who have low reading interest who are taught by the jigsaw method are higher than the reading comprehension skills of students who have low reading interest who are taught by conventional methods , and (4) there is no significant interaction between the jigsawl method and students' reading interest on reading comprehension skills. Based on the research conducted, it can be concluded that reading comprehension skills for elementary school students increase when using the jigsaw method and are associated with reading interest.

scholarly journals Tell Tale Increasing Skill: Increasing Indonesian Student Reading Comprehension Through Indonesian Folklore

Humaniora ◽  
2016 ◽  
Vol 7 (4) ◽  
pp. 577
Author(s):  
Endang Ernawati ◽  
Retnowati Retnowati
Keyword(s):  
Reading Comprehension ◽  
Primary Students ◽  
School Students ◽  
Reading Material ◽  
Library Research ◽  
Comprehension Skills ◽  
Reading Materials ◽  
Student Reading ◽  
Support Students ◽  
Reading Comprehension Skills

The goals of the research were to compile a reading material that was able to measure the fifth year primary students’ comprehension to the Betawi folklore which represented Indonesian culture; the value found in the Betawi folklore, and to increase their writing skills based on the vocabulary in context assessment. A library research was applied by selecting the story suitable for primary school students, translating materials, simplifying the reading, and making reading exercise to develop student’s reading comprehension skills. Reading materials and exercises were focused to the fifth year primary students who have been learning English for more than three years. It can be concluded that the interesting reading materials can be compiled from the original Indonesian folklore entitled “The Old Sly Stork” to support students’ achievement in finding the story’s values, and students’ skills in writing based on the reading materials, value, and their daily life experiences. 

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