scholarly journals THE EFFECT OF THE APPLICATION OF THE WHATSAPP APPLICATION ON THE EARLY READING ABILITY OF CLASS I ELEMENTARY SCHOOL STUDENTS

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Muhardila Fauziah ◽  
Tatat Hartati ◽  
Vismaia S Damaianti ◽  
Yeni Sulaeman
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
Early Reading ◽  
Class I ◽  
School Students

scholarly journals IMPLEMENTING OF ANALYTICAL STRUCTURAL METHODS SYNTHETIC (SAS) TO IMPROVE THE ABILITY OF READING BEGINNING OF ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Neni Hermita, Dr., M.Pd. (Scopus ID: 57196096141) ◽  
Astri Widyanthi ◽  
Otang Kurniaman ◽  
Gustimal Witri
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
School Students ◽  
Group Design ◽  
Average Value ◽  
Class 1 ◽  
Experimental Type ◽  
Initial Reading ◽  
Structural Methods

This research is motivated by the problem of the low ability to read the beginning of students, so that the SAS method is applied so that it can help students in the success of reading the beginning. The purpose of this study was to determine the differences in pretest and posttest by applying synthetic analytical structural methods (SAS) in reading the beginning of elementary school students and to determine the increase in pretest and posttest in reading the beginning of students. This type of research is a pre-experimental type of pretest-posttest one group design, which is an experiment that is only carried out in only one group, without comparison. This study was conducted in class 1 with 34 students. Based on the results of the study it was found that the average reading ability before being treated (pretest) was 51.77 while the average reading ability after treatment (posttest) was 88.41 and the average value of gain normality was 0.76 which including the high category and the results of hypothesis testing using t-test with tcount=51,080 and ttable=2,0345 can be concluded tcount>ttable, then reject H0 means significant. This means that there is an increase in initial reading in class I students who are significant between before (pretest) and after (posttest) applying the Synthetic Analytical Structural (SAS) method.SAS method, read beginning, elementary school

scholarly journals Improved The Learning Achievement of Elementary School Students Through The

2021 ◽  
Vol 2 (1) ◽  
pp. 36-45
Author(s):  
Rahayu Winingsih
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Class Action ◽  
Class I ◽  
Average Score ◽  
School Students ◽  
Learning Achievement ◽  
School Year ◽  
The Subject ◽  
Research Action

The purpose of this study is to find out the improvement of elementary school students' learning achievement through the medium of picture word cards. The problem in this study is still the low learning achievement of students seen from the initial test of learning achievement. This research took place in class I SDN Babatan IV/459 Surabaya. The school is located at Jalan Raya Menganti Babatan Wiyung District of Surabaya City. The research time was carried out in semester 1 (odd) in October of the 2020/2021 School Year. The subject of this study was a student of class I SDN Babatan IV /459 Surabaya which amounted to 28 students. This research design is class action research (PTK) through stage flow (planning, research action, data collection and data analysis) carried out with two cycles. The result of this study is an increase in student learning achievement in each lesson cycle with a minimum completion criteria (KKM) of 70, cycle I completed learning of 15 students or 60% of students who have achieved the minimum completion criteria with an average score of 72.95. While cycle II has increased, 28 students completed their studies or 100% of students have achieved the minimum completion criteria with an average score of 85.4.

scholarly journals EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Beatrix Carnatia Sanoe ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Assessment ◽  
Control Group ◽  
School Students ◽  
Early Grade ◽  
Letter Sound ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

scholarly journals ANALYSIS OF THE ABILITY OF READING CLASS 1 BASIC SCHOOL STUDENTS IN STATE BASIC SCHOOL 009 KEPAU JAYA SIAK HULU KAMPAR DISTRICT

2020 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Muhammad Halim ◽  
Neni Hermita ◽  
Otang Kurniaman
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
First Grade ◽  
School Students ◽  
Physiological Factors ◽  
Public Elementary School ◽  
Class 1 ◽  
Basic School ◽  
Data Collection Technique

The background of this research is the problem of reading ability of grade 1 elementary school students in 009 Kepau Jaya Public Elementary School, Siak Hulu Subdistrict, Kampar Regency, as seen by students who have difficulty recognizing letters, even though the teacher often repeats the letters in front of the class, saying words, and matching pictures with writing when the teacher uses the task of matching images with children's writing tends to be less able to do it. This study aims to analyze the reading ability of grade 1 elementary school students at 009 Kepau Jaya Public Elementary School. The population and sample in this study were all first-grade students of 009 Public Elementary School Siak Hulu, Siak Hulu Subdistrict, amounting to 30 students. The method used in this research is quantitative descriptive to analyze the reading ability of grade 1 elementary school students at 009 Kepau Jaya Public Elementary School, Siak Hulu District, Kampar District. The data collection technique used was the observation of grade 1 students and analyzed to find out the results of descriptive statistics that illustrated the level of ability to educate elementary school students in grade 1. Based on the results of the study it was found that the ability to read first-grade students of 009 Kepau Jaya Public Elementary School in Siak Hulu District was a low category. This can be seen in the category of scores obtained by students where 18 or 60% of students are in the low initial reading ability, while the remaining 12 or 40% of students are in moderate reading ability. This is influenced by physiological factors, intellectual factors, environmental factors, and psychological factors.

scholarly journals Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung

2020 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Vismaia Sabariah Damaianti ◽  
Rosita Rahma ◽  
Meilani Puji Astini
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
Early Reading ◽  
School Students ◽  
Remedial Program ◽  
Early Reading Skills ◽  
Abstract Words ◽  
Teachers And Parents ◽  
Simple Sentences

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.

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