Triwaca dan Literacycloud: Ragam Membaca Menyenangkan selama Pandemi Virus Corona

The outbreak of Corona virus pandemic is changing the face of the education process in various parts of the world. Lots of the educational processes are transformed into online or learning from home. In spite of this, it was found that some teachers experienced difficulties administering online teaching. This phenomenon moves the community service team to organize a varied, interactive, and fun learning process for educators at the elementary school level in Deli Serdang Regency, North Sumatra. A total of 90 educators from private and state schools were trained to use a fun reading style using the Literacycloud browser. The training began with online dissemination, followed by visitations to target schools. All educators were asked to practice Triwaca, namely Uninterrupted Sustained Silent Reading (USSR), story pyramids, and BookTalk. performance. The results of cognitive measurements showed an increase in educators' knowledge about the pleasuring reading by 50%. In addition, the target school has produced more than 20 story pyramids and practicing BookTalk both online and offline for students. In conclusion, the Triwaca and Literacycloud programs in general ran successfully as seen from the program achievement indicators.

Investigation of Students’ Perception of Sustained Silent Reading (SSR) on Reading Comprehension in SMPN 1 Abang

Assisting students to have good reading comprehension is essential to be accomplished during learning. Sustained Silent Reading (SSR) comes as the most used strategy to promote students’ literacy and build their reading comprehension based on the pre-observation in junior high schools in Karangasem Regency. This study aimed to investigate students’ perception of using SSR to enhance students’ reading comprehension in SMPN 1 Abang. The design of the study was mixed-method. The setting of this study is SMPN 1 Abang, located in Abang district, Karangasem regency, Bali province. This study used a questionnaire as the instrument of this study. The type of questionnaire used is a mail survey, specifically the questionnaire created in scale items by using Likert-type questions. As the study results, the mean score was categorized as very high because it was 4.50 and the interval was 4.00<M<5.00. In other words, the student's perception of using SSR to enhance students’ reading comprehension in SMPN 1 Abang showed very positive qualifications. Thus, it implies that SSR is helpful to improve students’ reading comprehension.

Action Research: What Can I Do to Improve the Reading Habits of Students?

Reading is critical to success both in school and life. It is a fundamental skill for children and adults alike. Like speech itself, it is the key to knowledge and opens up worlds. This action research aims to cultivate a reading habit of students. Uninterrupted Sustained Silent Reading (USSR) programme is the tool used to materialise this objective. The research samples are 21 students taken from Class IV of Gangrithang Primary School under Bumthang district. My experience in teaching and working at the Primary level for the last eighteen and half years as a teacher, made me to realized that student engagement particularly in reading books were not satisfactory as expected. This experience and realization has motivated me to take up an action research project to enhance reading habit of students. A questionnaire and a semi-structured interview schedule were used as the instruments of data collection. Findings reveal that out of 21 sampling 17 students confirmed USSR and teacher modeling are the most effective measure that can promote reading habits among students.

MENINGKATKAN MINAT BACA, KEMAMPUAN MEMAHAMI BACAAN, DAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN SUSTAINED SILENT READING (SSR) DAN READING RESPONSE [IMPROVING STUDENTS' READING INTEREST, READING COMPREHENSION, AND CRITICAL THINKING THROUGH THE IMPLEMENTATION OF SUSTAINED SILENT READING (SSR) AND READING RESPONSE]

<div><p class="1eAbstract-text">Reading is one of the many skills which is taught in Indonesian language lessons. During lessons, students are usually asked to read a passage of text and answer comprehension questions. This makes reading activities less interesting. Since students are not able to find enjoyment in reading and they gain limited vocabulary. Consequently, students think that the Indonesian language is hard to master. Students’ reading interest, reading comprehension and critical thinking skills are low. This situation has urged the researcher to apply Sustained Silent Reading (SSR) and Reading Response as an alternative solution to the problem, as an act of improvement. Through the method of class action research, this research aims to describe the process of implementing Sustained Silent Reading (SSR) and Reading Response; analyse the development of students’ reading interest, reading comprehension and critical thinking skills; and also to describe the constrains during the implementation. Data has been collected with field notes, observation and scores of the students’ work using rubrics. The research consists of 3 cycles after which data was processed qualitatively and analysed descriptively. The research showed that students’ reading interest, comprehension and critical thinking skill had improved.</p></div>

Storytelling and Sustained Silent Reading in Foreign Language Acquisition: Evidence from Taiwan

English education in Taiwan has been an issue for many years and the search for the core of the problem is still ongoing. What has been missing in our English education? This paper attempts to deal with several interrelated issues which are believed to be of vital importance when discussing the problem of our English education and when trying to determine ways of improving it: (1) storytelling as an indispensable first step; (2) storytelling as the bridge to independent reading; (3) extensive reading as the most enjoyable and effective means for continuing language acquisition, (4) extensive reading in the form of in-class sustained silent reading as the most important factor for developing one’s academic language as well as writing ability. Finally, (5) I intend to hypothesize, with the support of research and theory, that there is a developmental path for foreign language acquisition which corresponds very well with first language development.

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

<p><strong>Abstract:</strong> This study aims to improve reading comprehension in class II MI Islamiyah Kediri City. This type of research is classroom action research. The study was conducted in two cycles. The results showed an increase in students' understanding of reading. The reading comprehension ability test is carried out in writing in the form of a description item. Minimum Mastery Criteria that has been set is 70. In the pre-cycle success percentage of 55.56%, increased to 72.22% in the first cycle, and increased again to 83.33% in the second cycle. he average class success target that researchers set was 80%. The success in the second cycle has reached 83.33%. This means that the average class success target has been achieved.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan membaca pemahaman kelas II MI Islamiyah Kota Kediri. Jenis penelitian yaitu penelitian tindakan kelas. Penelitian dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan adanya peningkatan pemahaman siswa terhadap bacaan. Tes kemampuan membaca pemahaman dilaksanakan secara tertulis dengan bentuk soal uraian. Kriteria Ketuntasan Minimal yang telah ditetapkan yaitu 70. Pada prasiklus presentase keberhasilan sebesar 55,56%, meningkat menjadi 72,22% pada siklus I, dan meningkat lagi menjadi 83,33% pada siklus II. Target keberhasilan rata-rata kelas yang peneliti tetapkan yaitu 80%. Keberhasilan pada siklus II sudah mencapai 83,33%. Hal tersebut berarti target keberhasilan rata-rata kelas telah dicapai.

Increasing Understanding Of Reading Through Sustained Silent Reading (SSR) At The Second Grade Students Of English Department Of STKIP PGRI Bangkalan

There are five skills in learning English, namely reading, speaking, listening and writing. The five skills are related to one another. This has been taught from elementary to high school so all students must understand it. In reading skills (Reading), students must understand a reading technique because without understanding they will not understand the contents of the reading or the information contained therein. This was experienced by students in the second semester, especially the English department who was in STKIP PGRI Bangkalan. In solving the problem above, the researcher aims to introduce the method used by the lecturer, the Sustained Silent Reading (SSR) Method. This method can help lecturers to invite students to find information and express ideas or ideas. This research method is quantitative in the experimental study where there is only one class of 30 students in one group pre-test and post-test. From these results it can be concluded that there is significant progress between the mean score 34 in the pre-test and the post-test score 73

The Uses of PQ4R and SSR Strategies in EFL Reading Classroom

This paper reports an experimental study which investigated the use of Preview, Question,Read, Reflect, Recite, Review (PQ4R) strategy and Sustained Silent Reading (SSR) strategy to the eleventh grade students of SMA Negeri 1 OKU. Two classes consisted of 30 students in each class were choosen randomly and assigned as PQ4R group and SSR group. Reading comprehension test that consisted of 35 multiple choice questions was used to collect the data. Meanwhle, t-test was used to find out the significant results of the two strategies and stepwise regression was used to find out what aspect of reading comprehension that mostly contributed on students’ achievement. Findings of this study showed that there were significant different achievement of the students after the interventions using PQ4R and SSR strategies which means that the two strategies were proved significantly effective to improve the students’ reading comprehension achievement, but the independent t-test result showed that SSR strategy gave more significant improvement toward students’ reading comprehension achievement